'"T ( ANNUAL REPORT OP THE SECRETARY OF THE INTERIOR FOK THE FISCAL YEAE ENDING JUNE 30, 1890. NATIONAL LIBRARYUF EDUCATION IN U S. DEPT. OE EDUCATION F^E V&l2®8lE VOLUME V~IN TWO PARTS. PART 2. WASHINGTON: government printing office/ 1893. CONTENTS OF VOLUME II. PART II. Chapter I.— City School Systems. Page. Introductory remarks . 603 Relative importance of city school systems (Table 1) . * . 604 Comparison of city and country schools (Tables 2 and 3) . 604 Comparative statistics for four years of all cities reported (Table 4) . 605 Comparative statistics of attendance, teachers, accommodations (Table 5) . 605 Comparative statistics of school property and expenditures (Table 6) . 608 Number and population, by States, of cities of over 4,000 inhabitants (Table 7) . 609 Explanation of the foregoing table . 610 Summary by States of school enrollment and attendance in cities and villages of over 4,000 in¬ habitants (Table 8) . : . 613 Summary of superintendents, teachers, property, and expenditures (Table 9) . 614 Summary of public high schools (Table 10) . 615 Summary of public evening schools (Table 11) . 616 Chapter II.— Salaries of Teachers in City Public Schools. Annual salaries of teachers in 69 of the principal cities of the United States . 617 Detailed statement of salaries paid in Baltimore, St. Louis, Boston, New Orleans, and Cincinnati each year since the establislrment of public schools in those cities . 647 Chapter III. — Scientific Temperance Instruction in the Public Schools. Historical sketch, text -books, course of study, topical outline of study, standard of enforcement. duties of school boards, etc . . 695 Effects of alcohol on the system, and the method of teaching them, by Prof. A. C. Boyden . 709 The legislation effected . 713 Reports of school officials on the enforcement of the law . 714 Report of State Agent George H. Martin upon results in Massachusetss . 724 Objections to scientific temperance instruction started . 733 Answers to some false notions . ei. , . . 737 Questions on physiology and hygiene, alcoholic drinks, ancPnareoties . . 739 Chapter IT.— Higher Education of TTomen. General statement, new institutions . 743 Summary of statistics . 746 Courses of study for A. B. degree in fifteen institutions . 750 Chapter V.— Colleges and Universities of the United States. Brief discussion of the system of higher education . 755 Summary of statistics . 759 Distribution of students in degree courses . 772 Endowment funds of colleges and universities . . . . 778 Grounds, buildings, and apparatus . 779 State universities . 780 Denominational institutions . 787 Organization of a number of leading universities . 788 Reorganization of Columbia College . 789 New institutions . 790 New buildings during 1SS9-90 . 795 III IV TABLE OF CONTENTS. Chapter YI.— Length of College Curriculum. Introduction, average age of freshmen . Increased requirements for graduation . Average-age of freshmen at Harvard . Remarks and opinions of prominent educators . Chapter VII.— Graduate Departments of Universities. Organization . . Growth of graduate work in eighteen years . Chapter VIII.— University and School Extension. Definition and description . Origin and history . The movement in Scotland and Ireland . In the United States . . . ; . . * . . Page. 799 801 802 804 815 818 827 828 830 831 Chapter IX.— Diagrams of Professional Education. Comparative diagrams illustrating the statistics of professional education during the decade, 1881-90 . Chapter X.— Curricula of Professional Schools. Medicine : . 875 Requirements for admission . . ...... 876 Matriculates having degrees in letters or science . . 879 Changes in the medical curriculum during the decade . . 883 Preparatory meaicai senums . . 897 Distribution of the studies in the couTse . . . 911 How the standard of the medical profession may be adt anccd . Theology : . 913 Requisites lor . . . 920 Courses oi studies . ggo Changes during tne . . . 943 Schools and colleges of applied science : . 944 Requirements for admission . . 945 ; . 986 . 990 Electrical engineering . g92 Chapter XI.— Statistics of Professional Instruction. Summary of statistics of schools of medicine, dentistry, pharmacy, etc . . 1021 _ 1025 Summary of statistics of schools of theology . ' * . 1026 Ul scuoois oi id . . 10*^7 Of colleges endowed witn tne national ianu giant . . . 1028 Of technological schools not endowed with the national land grant . . 1.029 Income and property of the colleges endowed with the national land grant . Income and property of the colleges not endowed with tne national land grant . . 1029 . . 1030 Summary of statistics of public normal schools . . 1031 Finances and property of public normal schools . . 1032 Statistics ot private normal . . . 1033 Summary of degrees conierred Dy proiessionai . . . 1034 TABLE OF CONTENTS. V Page. Statistics of scliools of dentistry . .* . 1039 Of schools of pharmacy . - . 1010 Of nurse-training schools . 1012 Of schools of veterinary medicine . 1014 Of schools of theology . 1015 Of schools of law . . 1051 ^ Of schools of science endowed with the national land grant . 1053 v Of schools of science not endowed with the national land grant . 1055 Of public normal schools . 1056 Of private normal schools. . 1060 Of private normal training schools . 1062 Chapter XII. Methods Employed in the Reformation of Juvenile Offenders . . Chapter XIII.— Education of the Colored Race. In the common schools . In secondary and higher schools . .... Industrial training . Hampton Xormal and Agricultural Institute . . . Chapter XIV. 1063 1073 1081 1093 1098 The Swedish or Lino Gymnastics . 1103 Chapter XV.— Discussions of Educational Questions. Civic instruction . 1109 Compulsory attendance . 1110 Courses of study— Adjustment of school programmes . 1111 Education . 1135 Higher education . 1143 Kindergartens . 1147 Manual and industrial training . 1148 Methods of instruction . 1148 Physical training . 1152 Private and parochial schools . 1156 Limitation by statute. . . 1157 Questions of expediency . 1158 The Faribault schools . 1158 Public schools . 1158 Buildings and appliances . 1162 The teaching service . . . 1163 The work of the schools should be defined . 1163 Compulsory attendance . 1165 Reading and literature . 1168 Religious and moral training . 1171 School management and discipline . 1176 Secondary education . . 1176 Teachers . 1177 Text-hooks . 1184 Chapter XVI.— Education Abroad. Associations . 1185 Bibliography . . 1 189 Classic languages . 1190 City school systems . 1197 Compulsory attendance . 1197 Crime . 1199 Exhibitions . 1200 Hygiene . 1200 Language study . 1204 Libraries for pupils and teachers . 1206 Manual training . 1209 Medical supervision . 1212 VI TABLE OF CONTENTS. Page. Miscellaneous notes . 1214 Museums in schools . - . 1218 If ational school system . .*. . . 1220 Pensions . - . 1230 Psychology . 1231 Eeligious and moral education . 1233 Salaries . 1234 Secondary schools . 123G Secular Sunday schools . 1238 Special schools . 1239 Superior institutions . 1242 Teachers . 1243 Chapter XVII.— Education in Alaska. Number and general condition of the schools in Alaska . 1245 Public schools . . — . — . - . 124,5 Contract schools . 1247 Other schools . 1250 Eules and regulations for the conduct of schools in Alaska . 1251 School districts . 1253 Statistics of Alaskan schools . 1254 Teachers and salaries . 1257 Schools on the Arctic coast of Alaska . 1259 Supervision . 1261 Siberia . 1267 King Island . 1273 The whaling fleet . 1273 The whaling industry . . . 3 285 The Eskimos of Alaska . 1286 Introduction of reindeer . 1292 Introduction of Christianity . 1293 New officers . 1296 Visitors . 1296 Eecommendations . 1298 Chapter XVUI. Educational Necrology . 1301 PART III. STATISTICAL TABLES. CITY SCHOOLS. Statistics of population, private schools, and public school enrollment, attendance, supervising officers, teachers, and accommodations in cities and villages containing over 4,000 inhabitants (Table 1) . . . 1318 Statistics of public evening schools in cities and villages containing over 4,000 inhabitants (Table 2) . . 1346 Statistics of manual training in city public schools (Table 3) . 1351 Statistics of property, receipts, and expenditures of public schools in cities and villages contain¬ ing over 4,000 inhabitants (Table 4) . 1358 PUBLIC HIGH SCHOOLS. Summary of statistics of public high schools, for 1889-90 (Table 1) . . . 1388 Summary of number of students pursuing certain studies (Table 2) . 1390 Percentage of male and of female students in public secondary schools pursuing certain studies. 1392 Statistics of public high schools for 1889-90 (Table 3) . 1394 PRIVATE SECONDARY SCHOOLS. Summary of statistics of endowed academies, seminaries, and other private secondary schools, for 1889-90 (Table 4) . 1486 Eatio of male and female instructors and students in private secondary schools in the United States in 1889-90 (Table 5) . 1488 TABLE OF CONTENTS. VII Pago. Summary of certain studies pursued in endowed academies, seminaries, and other private sec¬ ondary schools, for 3889-90 (Table 6) . 1490 Percentage of male and female students in private secondary schools pursuing certain studies (Table 7) . - . 1492 Percentage of students in each branch of study to the whole number of students (Table 8) . 1492 Statistics of endowed academies, seminaries, and other private secondary schools, for 1889-90 (Table 9) . 1494 COLLEGES FOB WOMEN: Statistics of colleges for women, for 1889-90, Division A (Table 1) . 1572 Statistics of colleges for women, for 1889-90, Division B (Table 1) . 1574 UNIVERSITIES AND COLLEGES. Statistics of universities and colleges for 1889-90— Part I (Table 2) . 1582 Statistics of universities and colleges for 1889-90— Part II (Table 2) . 1000 COMMERCIAL AND BUSINESS COLLEGES. Summary of statistics of commercial and business colleges for 1889-90 (Table 1) . 1610 Statistics of commercial and business colleges for 1889-90 — Part I (Table 2) . 1612 Statistics of commercial and business colleges for 1889-90— Part II (Table 2) . 1621 Statistics of commercial and business colleges for 1889-90— Part III (Table 2) . 1629 INSTITUTIONS FOR THE DEFECTIVE AND DEPENDENT CLASSES. Summary of statistics of public boarding institutions for the deaf for 1889-90 (Table 1) . 1632 Summary of statistics of public day schools for the deaf for 1889-90 (Table 2) . 1634 Summary of statistics of private schools for the deaf for 1889-90 (Table 3) . . 1635 Statistics of public boarding institutions for the deaf for 1889-90 — Part I (Table 4) . 1636 Statistics of public boarding institutions for the deaf for 1889-90— Part II (Table 4) . 1639 Statistics of public boarding institutions for the deaf for 1889-90 — Part III (Table 4) . 1641 Statistics of public boarding institutions for the deaf for 1889-90 — Part IY (Table 4) . 1644 Character of defect and age at which it appeared (Table 5) . . . . . 1646 Statistics of public day schools for the deaf for 1889-90 — Part I (Table 6) . 1648 Statistics of public day schools for the deaf for 1889-90— Part II (Table 6) . 1649 Statistics of private schools for the deaf and dumb for 1889-90 — Part I (Table 7) . 1650 Statistics of private schools for the deaf and dumb for 1889-90 — Part II (Table 7) . 1651. Summary of statistics of public institutions for the blind for 1889-90 . 1652 Statistics of public institutions for the blind for 1889-90 — Part I (Table 9) . 1634 Statistics of public institutions for the blind for 1889-90— Part II (Table 9) . 1656 Statistics of public institutions for the blind for 1889-90— Part III (Table 9) . 1657 Statistics of public institutions for the blind for 1889-90— Part IY (Table 9) . 1659 Number of pupils congenitally blind in public institutions ; number not wholly blind (Table 10) . 1660 Summary of statistics of public institutions for the feeble-minded for 1889-90 (Table 11) . . . . 1661 Summary of statistics of private institutions for the feeble-minded (Table 12) . 1662 Statistics of public institutions for the feeble-minded for 1889-90— Part I (Table 13) . 1663 Statistics of public Institutions for the feeble-minded for 1889-90 — Part II (Table 13) . 1665 Statistics of public institutions for the feeble-minded for 1889-90— Part III (Table 13) . 1666 Statistics of public institutions for the feeble-minded for 1889-90— Part IY (Table 13) . 1667 Statistics of private institutions for the feeble-minded for 1889-90— Part I (Table 14) . 1668 Statistics of private institutions for the feeble-minded for 1839-90— Part II (Table 14) . 1669 Statistics of public elementary education in foreign countries . 1671 PART II CHAPTER I. CITY SCHOOL SYSTEMS. Relative importance of city school systems (Table l)— Comparison of city and country schools (Tables 2 and 3) — Comparative statistics for four years of all cities reported (Table ^—Com¬ parative statistics of enrollment . attendance , teachers , and accommodations in the city schools of the several States (Table 5) — Comparative statistics of property and expenditures of the same (Table 6)— Number and population , by States, of cities , etc., of over 4.000 inhabitants (Table 7) — Explanation of the same — Summary, by States, of school enrollment and attendance in the same cities (Table 8)— Similar summary of supervising officers, teachers, property, and expendi¬ tures (Table 9)— Similar summary of public high schools (Table 10) — Similar summary of pub¬ lic evening schools (Table 11). The tables immediately following (i. e., Nos. 1 , 2. and 3) are designed to indicate the differences in the conditions of work that exist between the. city schools and those of rural districts. The tables are self explanatory, and even a cursory ex¬ amination will disclose the importance of the facts they develop. A few of these may be mentioned. Though 32.39 per cent of the total population is in the cities, only 23.43 per cent of the enrollment is in city schools. This is apparently an indication that education is appreciated more highly in the country and that, though school attendance is surrounded by greater difficulties, country children more eagerly accept the advantages offered. The attendance is more regular in cities, as would naturally be expected, owing to the greater distance as a rule that must be traversed by country pupils and the better highways in the cities. In the length of the school term rural schools are at a great disadvantage and the same is true of the average duration of each child's attendance. These may arise from the more meager financial support accorded to rural schools and from the exigencies of farm life which demand the services of the older children for a great part of each year. The number of teachers is relatively very small in the cities, and the number of buildings required for city schools appears insignificant until their greater size and value are considered. The slight difference that exists between the average cost per day of tuition for each pupil is significant and might readily serve as a text for a lesson on the meagerness of the pay of country school teachers, for there are nearly twice as many pupils to each teacher in the city schools. On the other hand, may it not be that the greater proportionate enrollment in the country is at least partially due to the smaller number of pupils to a teacher and consequently the more intimate personal relation that exists be¬ tween teacher and pupil? Tables 5 and 6 are similar to others that have appeared in the Reports of the three years previous, and in Table 4 are reproduced for comparison some of the ratios shown in those tables. The data presented do not cover sufficient time to form the bases for any important general conclusions. The method of keeping school statistics and the manner of collecting them are yet far from perfect, and a variation of a few tenths of a per cent affords no ground for startling assertions of progress or the reverse. Such conclusions may be justly reached only after the appearance of marked differences or a series of changes in the same general direction covering a considerable number of years. For several years past there has been a desire on the part of those interested in the preparation of these statistics to present a series of tables showing with 603 604 EDUCATION REPORT, 1889-90. reasonable accuracy the absolute totals of the several items for the entire Union. The first result of this was presented in the last Report, and similar tables are also included in this chapter as Nos. 8, 9, 10, and 11, To prepare such tables it is first essential to perfect a list of cities of which all shall meet certain uniform conditions. This itself is very difficult even with the census reports at hand. Table 7, with the accompanying explanation, indicates some of the perplexities encountered. In the years other than census years the difficulties are of course multiplied, since dependence must be placed almost wholly upon local estimates. Then, having the list of cities, the collection of complete statistics involves a task almost hopeless. Many cities fail to report every year, and in the returns of many more several of the most important items a: e omitted. As before ex¬ plained, estimates were necessary to make good the deficiencies. The correc¬ tions and additions that the circumstances indicated having been made, the tables as they now stand are presumably fairly correct. Table 1. — Relative importance of city school systems ; shown by comparison of the sum of results achieved by them, with similar data for the corresponding geographical divisions and for the United States. {See Tables 8 and 9 of this chapter, and Tables 1 to 15, chapter 1, Part 1.) Total population. (Pro¬ portion in cities of over 4,000 inhabitants.) Public school enrollment. (Proportion in cities.) Average attendance. (Proportion in cities.) Aggregate attendance. (Proportion in cities.) Number of teachers. J (Proportion in cities.) Number of buildings. (Proportion in cities.) Value of school property. (Proportion in cities.) Cost of tuition. (Propor¬ tion in cities.) Total expenditure. (Pro¬ portion in cities.) 1 2 3 4 5 O 7 8 9 io Perct. Perct. Per ct. Perct. Per ct. Per ct. Per ct. Per ct. Per ct. United States . 32.39 23. 43 25. 65 36. 33 15. 63 3. 49 56. 09 37. 97 42. 97 North Atlantic Division .. 55. 14 46.49 48. 85 56. 89 30.16 8. 30 70. 00 58. 07 61.60 South Atlantic Division . . 17. 55 12. 55 13. 82 26. 34 1.00 1.55 60. 54 33. 86 38. 53 South Central Division ... 12. 20 7.15 7. 94 16. 97 6. 12 1.07 55. 50 18. 73 21.98 North Central Division . . . 30. 19 19. 81 22. 63 28.72 11.71 2. 75 43. 92 28. 83 33.22 Western Division . 34. 46 28. 27 30. 15 40. 74 17. 18 4. 46 56. 53 35.72 41.29 Table 2. — Comparison of city and country schools.1 — Attendance, length of school term, etc. Ratio of pub¬ lic school enrollment to total population. Ratio of av¬ erage attend¬ ance to total enrollment. Average length of school term. Average number of days’ attend¬ ance of each pupil enrolled. Average number of pupils to a teacher. In city schools. In rural schools. In city schools. In rural schools. In city schools. In rural schools. In city schools. In rural schools. In city schools. In rural j schools. 1 2 3 4 5 6 7 8 9 IO 11 Pays. Pays. United States . 14.6 23.0 70.3 62.3 190.3 115.1 133.8 71.6 36.7 19.7 North Atlantic Division .. 15.1 21.3 68.7 62.6 194.0 140.4 133.4 87.9 36.0 16.3 South Atlantic Division . . 14.1 20.9 70.4 63.0 185.4 83.2 130.5 52.4 38.7 26.9 South Centra] Division . . . 12.3 22.2 70.8 63.2 188.5 79.5 133.4 50.2 38.5 29.2 North Central Division ... 14.7 25.8 72.7 61.3 187.6 136.4 136.4 83.6 36.7 16.6 W estern Division . . 14.0 18.7 68.8 62.8 182.5 114.6 125.6 72.0 38.9 18.7 1 The data relating to country schools were obtained by subtracting the items in Tables 8 and 9 from the corresponding ones in Tables 1 to 15, chapter 1, Part 1. CITY SCHOOL SYSTEMS. 605 Table 3. — Comparison of city and country schools'. — Property and expenditures. Value of school property per capita of total population. Average value of a school build¬ ing with its site and furni¬ ture. Average cost per day of tuition for one pupil. Average daily expenditure per pupil for all pur¬ poses. In the cities. In the country. In the cities. In the country. In the cities. In the coun¬ try. In the cities. In the coun¬ try. 1 2 3 4 5 6 7 8 9 Cents. Cents. Cents. Cents. United States*. . . . 89. 48 83.55 82-1, 528 $694 8. 76 8.16 15. 17 11.48 North Atlantic Division .. 9. 67 5.09 24.258 942 8. 71 8. 22 15. 34 12. 61 South Atlantic Division .. 5.57 0.77 373 177 7. 81 5. 45 11.48 6. 54 South Central Division _ 5.87 0. 65 348 159 7. 49 6. 64 . 10.79 7. 82 North Central Division ... 10.20 5.62 25, 773 909 8. 72 8. 67 15.41 12. 47 Western Division . 13. 56 5. 48 35,192 1,262 12.63 15. 63 22.85 22. 34 1 The data relating to country schools represent the differences between corresponding items in Tables 8 and 9, and Tables 1 to 15, chapter 1, Part 1. Table!. — Comparative statistics for four years of all cities from which information has been received. Year. Ratio of private school enroll¬ ment to total public and pri¬ vate school enrollment. Ratio of average attendance to total public-school enroll¬ ment. Average number of days’ at¬ tendance of each pupil en¬ rolled. Average number of pupils in j attendance to each teacher. Average number of seats to each 100 pupils in attend¬ ance. Average number of seats, or sittings, to a building. Ratio of enrollment in high schools to total public-school enrollment. Value of school property per capita of average attend¬ ance. Cost of tuition per capita of average attendance. 1 2 3 4 5 6 7 8 9 10 Per ct. Per ct. Per ct. 1886-87 . 22.4 70.1 140.5 37.4 124.1 337.5 4.5 $85.00 $15.96 1887-S8 . 21.0 70.1 133.7 37.0 128.6 324. 2 4.5 80.54 16.29 1888-89... . 20.6 71.4 136.9 38.1 127.2 328.5 4.5 86.10 16.05 1889-90 . 20.7 70.3 133.8 36.7 129.6 345.2 4.5 92. 10 16.67 Table 5.- Comparative statistics of enrollment, attendance, teacliers^andMcommodations in the schools of cities and villages of the several 606 EDUCATION REPORT, 1839-90. * •saTBnpv.i8 xooqos-qSiq uj sareui jo uoij.iodo.id; •* Percent. 31.5 C> 3 Ifi ^ 0? i.ooin'tiRoof«in Ttinainaonoa Sassisdsasi ssdsaiis^?! a •juauriiojua I-kjoj oj sjooqos qStq iuojj saj'enp'eaS jo oijtjh » 11 1 codod ^.a^OOOOOO 00 0 000300 o Ratio of high school enroll¬ ment to— 11 -+ id raided cd i--' d o' -d >d cd ed ed ed •-< id o -* id •* ed %% d o a® ¥4 IS a 0.61 0. 55 0.51 0.81 0. 55 3S8S£§S53S feSggSSSSsS @ ^OT-;ddodoo dddd^dddo d • •Suipimq v oj sSurnis ao sveas jo aaquinu oSejoav o i iiiii Ou03COC*50SOi~CO h is N O O -i1 ^ M t- SSSISIISI lilllSSIS S •aDUBpuojjn ur sixd -nd 001 *ioj sjB93 jo asquint! sS'BJOAy 9) CD § O'fc:0HOifiB')1 io o ;; n oo L9 m co w £g|2§g§gg s usoqjo SmsiAiad -ns qoua oj siaqouaj' j o jaqnnin aSeaaAy » O O ^ooocO'#« SS^SSS 00 00 © O CO *.OOr^ i^-OOICO^O^t^iD © £2332 :§82S:S*28 s •jsqo'Baj qo'ea oj sotrapuanu m siidnd jo aaquinu aS'eaoAy *• * o t- lO N Ci ssssss cio^OHHflino m 3333SSS33S 3 •psnoaua xidnd qora jo sotrepuari'B ^.^p ; jo aaqumu oS'easAy CO g T}< i» -* Tjt O ligg’l »00»®-O9l5S» OOOOCCOOCOlftM C-J •juaui -Iioaua xmoj oj asm; -puan^ QSvzdAV jo otter IS i i> CO l- CO rig Q Cl O JO ^ OD W Cl ^ O nrt^^gss^s SS^ggSlSei: S •uoiTEindod i reioq. oj juaranoaua iooqas oiiqnd jo oiter * IS i hh^I-O LOCOCOOClr-W.fJO ONCCCCON^CO^ ^ d^:>dddddd 2 •jnaranoaua jooqos ! areAiad pu'B oiiqnd i xcioqi oa juainiioana | xooqos ajEAiad jo oijeh M it k 18.5 18.0 26.0 23.7 17.1 f-ClXOTfl'OCOt- .CCOO'?1^-' COOO J J :££ : : 1 III 1 III i r i i , 1 • • •UOTJEIU ! -dod xmoj oj juatunoa i -ns xooqos QJ^Aiad pue oiiqnd iejoj jo oxter « n k 1 I oot^cdoo KOOOOilOOCOCO ; « « ; ! ..« * . • • • * 1 14.3 CITY SCHOOL SYSTEMS. 607 OOOTf'OCDWXTf' 00 SSSSeoS dddddd SSSfcS8SSS'g538S dddddddddodd ^OOOH d - wSS odd codded^ ssssssgsasjgjga dd^'odddd^d^d g° Tj! fiS2 coed-* dddddd ■ drid«dd^d^dd« o' o°co°oo odd odd ill CO iiliilsiisii s m G> & T t> XI r-< : gSiaii^isisi i &$ OO^Qt-HCOOOONCJ gS§S2§3£«««2££:5 88SsS3S&'gSS»^^S«il 88 as n 8SS3 HOWrfHBOJ) g&c s §3 is SCSI* OfsaoNrct^Nx^iax gg£f:§gg382'&g SS 8£ Ci CO WiOOC Ci O ei a> co eo o W N to *-■ ^ J o JO Tf C5 W CC C5 lOVcri^LO^ ^ ^ 00 TJ? ^ O* ) o ^ CO^CIOXOOOC a^sssssui >^< co oi ;d^5 d 88 CNXOMOCW O ©$ 00 00 — ’ xd p ci o m c* io o xici co 608 EDUCATION REPORT, 1889-90. Table G. — Comparative statistics of property and expenditures of the city and village school systems of the several States. Value of school property per capita of— ' Cost of tuition ( i . 1 e., supervision and teaching) per capita of— >>© * a •o O 23 ns a o • v.ht a> p,cn *gf State. Total pop¬ ulation. Average at¬ tendance of pupils. Total pop¬ ulation. Average at¬ tendance of pupils. Average cos of tuition pupil. Total exp< per capita populatioi Average dj penditure pilfor alii 1 2 4 5 6 7 8 United States . $9. 48 ! $92. 10 $1.72 1 $16. 67 Cents. 8. 76 $2.97 Cents. 15. 17 North Atlantic Division . 9. 67 93.32 1. 75 16. 89 8. 71 3.08 15.34 South Atlantic Division . 5.57 56.15 1.44 14.49 7. 81 2.11 11.48 South Central Division . 5.87 67. 40 1.23 14.12 7. 49 1.77 10. 79 North Central Division . 10.20 95. 34 1.75 16. 35 8.72 3.09 15.41 Western Division . r . 13. 56 141. 03 2.22 23.06 12. 63 4.01 22.85 North Atlantic Division: Maine. . . . . . 8.73 73. 66 1.72 14. 49 8. 17 2.40 11.43 10.02 117.68 1.30 15.29 8. 82 8.68 2. 33 15.80 13.27 Vermont .* . 9. 15 97. 70 1.47 15. 50 2.23 Massachusetts . 14. 76 123. 53 2. 34 19. 55 10.30 3.87 17.06 Rhode Island . 9.53 93. 44 1.73 16. 92 9.20 2.89 15.41 Connecticut . 11.22 99. 98 1.95 17.32 1 8. 89 3. 21 14.71 New York . 8.84 91.04 1.76 18. 09 9. 13 3.30 17. 14 New Jersey . 6.28 | 66. 57 1.50 15. 93 8. 16 2.27 12.30 Pennsylvania . 8.56 81.20 1.43 13.57 7.00 2.58 12. 61 South Atlantic Division: Delaware . 7.90 77. 55 1.26 12. 34 6. 33 2. 18 10. 99 Maryland . 5.79 62. 17 1.59 17.03 8. 90 2.27 12.74 District of Columbia . 2.22 18.12 10. 19 3.84 18.07 Virginia . 3. 51 36. 01 1.05 10. 76 5. 83 1.28 7.13 West Virginia . 8.62 68. 73 1.78 14. 17 7.50 2. 84 11.99 North Carolina . . 2.78 30. 93 1.03 11.40 6.79 1.24 8. 23 South Carolina . 2.68 30.09 1.09 12. 21 6. 56 1.35 8.13 Georgia . . 5. 39 55. 80 1.19 12.28 6.46 1.54 8. 40 Florida . . 1.50 20. 80 0.78 10. 83 6. 51 0. 99 8.28 South Central Division : Kentucky . 6. 42 63. 47 1. 45 14. 32 6. 92 1.90 7.24 Tennessee . 4. 34 49. 97 1.07 12. 36 6. 85 1.84 11.69 Alabama . 4.18 0.97 Mississippi..., . 4. 56 44.08 1.18 11.44 6.46 1.42 7.74 Louisiana 0. 98 8. 52 Texas 7. 25 80. 14 j 1.52 16.83 9.30 2.18 13.27 Arkansas . North Central Division: Ohio . . 11.70 101.30 1.85 16.06 8.53 3. 21 14. 75 Indiana . . Illinois . . 11.54 8. 57 95. 84 85. 90 1.70 1.82 14.13 18.22 7. 74 9.47 2.69 3. 13 12.26 16.32 Michigan . 9.36 85. 38 1.62 14. 81 7.62 3.08 14.48 Wisconsin . 8.22 77. 80 1.57 14. 84 7.88 2.41 12.13 Minnesota. . . . Iowa . 14. 39 11.28 164. 53 92. 33 2.13 1.93 24. 37 15.81 12.60 8. 60 4. 42 3. 32 26. 10 14. 79 Missouri . 8.32 84. 34 1.50 15.23 8. 41 2.62 14.69 North Dakota . 27.25 237. 39 2.71 23. 60 4.88 South Dakota . 34. 39 389.27 1.99 22.57 13.77 3.20 22.07 Nebraska 10.29 135.27 1.35 17.78 9. 57 2.67 18.85 Kansas . . . 12. 28 80. 34 1.87 12. 24 I 7.01 3. 96 14.83 W estern Division : Montana . 16.29 172. 67 2. 33 24.67 13. 00 3.15 17.58 Wyoming . ! . Colorado . _• . 17. 53 221.74 1. 77 22.42 12. 29 | 5.05 35.05 New Mexico . 1.94 39.74 0. 36 7.29 I 4.86 1 0.36 4.86 Arizona . 1 . Utah.. . 6. 61 111.82 0.95 16.15 1 8.28 2.07 17. 96 Nevada . • 3.53 28. 95 2.08 17.08 8.63 3.53 14.62 Idaho I . Washington Oregon . 10.10 112. 73 2.02 22. 55 12.30 2. 96 18.02 California . 14. 95 130. 23 2. 76 24.08 . 13.82 4.20 20.72 CITY SCHOOL SYSTEMS. 609 Table 7. — Number and population , by States, of cities , etc., containing over 4,000. inhabitants. State. “ Cities and vil¬ lages ” in list used by the Bureau of j Education, a • • Places ’ ’ in United States Census Bul¬ letin No. 165. Num¬ ber. Population. Num-j ber. | Population. „ 1 2 3 4 5 United States . - - - 817 20, 282, 923 905 20, 799, 296 North Atlantic Division . . . . . . - . 310 9. 594, 553 400 10,125, 726 South Atlantic Division - - 61 1,554,190 61 1,554,190 South Central Division... . . . . . 71 1,339. 232 71 1,339,232 North Central Division . . . . . 325 6, 752, 289 1, 042, 659 324 6, 744, 489 Western Division . . . 50 49 1 , 035, 659 North Atlantic Division: Maine _ _ _ _ _ _ 15 170, 600 26 226, 268 New Hampshire- _ _ _ _ _ _ 7 116, 604 12 144, 184 Vermont. . . . . . . . 5 40, 213 10 74, 635 Massachusetts. _ _ _ _ _ _ 54 1.615,282 102 1,859,300 Rhode Island _ _ _ _ 9 237, 521 17 310, 335 Connecticut _ _ _ _ 23 396, 804 37 499. 475 New Ydrk _ _ _ _ _ 85 3,811,477 84 3, 805', 477 New Jersey _ _ _ 30 837, 445 30 837, 445 Pennsylvania _ _ _ _ _ _ 82 2, 368, 607 82 2, 368, C07 South Atlantic Division: Delaware _ _ _ o 65, 441 2 65, 441 Maryland _ _ _ 6 477, 275 6 477, 275 District of Columbia _ _ _ _ 1 230, 392 1 230, 392 Virginia. _ _ _ _ _ 14 248, 704 14 248,704 West Virginia _ _ _ _ 1 5 67, 006 5 67, 006 North Carolina _ _ _ _ 12 97,059 12 97,059 South Carolina _ _ _ _ _ 4 84, 459 4 84, 459 Georgia _ _ _ _ _ 12 226; 549 12 226, 549 57, 305 Florida _ _ _ _ _ _ 5 57, 305 5 South Central Division: Kentucky _ _ _ 16 325,609 16 325,609 Tennessee . . . . 8 219, 792 123, 917 8 219, 792 Alabama . . ; . . . — _ _ - _ 10 10 123, 917 Mississippi - - - - 6 51,235 6 51,235 Louisiana _ _ _ _ _ _ _ 3 264, 496 3 264,496 Texas _ _ _ _ _ 22 289, 620 22 289, 620 Arkansas _ _ _ _ _ _ _ ~5 60, 412 5 60, 412 Oklahoma. _ _ _ _ _ 1 4,151 1 4, 151 North Central Division: Ohio _ _ _ _ 70 1,387,884 70 1,387,884 Indiana _ _ _ _ _ 37 507, 133 37 507,133 Illinois _ _ _ _ _ _ _ _ _ _ _ _ _ _ 48 1,613, 268 47 1,605, 468 Michigan . . . . . . . 39 652, 531 39 652, 531 Wisconsin _ _ _ _ _ 35 522, 826 35 522, 826 Minnesota _ _ _ _ 12 405, 091 12 405,091 Iowa _ _ _ _ _ 23 334, 163 23 334. 163 Missouri _ _ _ _ _ _ 29 811,568 29 811,568 North Dakota. _ _ _ _ _ 2 10, 643 2 10,643 South Dakota. _ _ _ 1 10, 177 1 10,177 Nebraska _ _ _ _ _ _ 10 273, 331 10 273, 331 Kansas. _ _ _ _ _ 19 223,674 19 223, 674 Western Division: Montana . . . . . . . . 2 24,557 2 24, 557 Wyoming . . . . . 2 18,078 2 18,078 Colorado . . . 7 168, 587 7 168, 587 New Mexico . . . 1 6, 185 1 6,185 Arizona _ _ _ _ _ 1 5,150 1 5,150 Utah.. . . . . . . . . . . 4 69, 456 4 69, 456 Nevada... . . . . . . 1 8, 511 1 8, 511 Idaho . . . . . . . 0 0 0 0 Washington . . . 8 120,685 8 120, 865 Oregon . ■ . . 5 75,260 4 68,230 California . . . 19 546, 040 19 546, 040 aFor the names of these cities and villages and their population see the tables of city school statistics in Part III, and also the list of cities annexed thereto from which no data are available. ed 90 - 39 610 EDUCATION REPORT, 1889-90. EXPLANATION OP THE DIFFERENCES IN THE FOREGOING TABLE. The difference between the list of “ places ” of over 4,000 inhabitants presented in Bulletin No. 165 of the United States Census Office and the list of “cities and villages” used in the compilation of the tables of this chapter majfcbe explained as follows : First. The population of the cities of Owego, N. Y., Evanston, Ill., and Salem, Oregon, was not separately reported by the enumerators of their respective localities. -Consequently these cities were not included in the list of pluces in the census bulletin mentioned. All three cities are undoubtedly of the popu¬ lation requisite for representation in these tables; their school statistics are reported in due form, and no reason is apparent why they should not be inserted. The population assigned to them is estimated, the estimates being based principally upon the population in 1880 and the rate of increase of the several townships of which they are parts. Second. The differences which appear in the figures for the six New England States require more extended notice, sir.ee the school data here presented will be used in comparison with similar items in future years, and it is important that persons so using them shall be in no d(Tubt as to what the figures represent. In New England, as it is well-known, the methods of local government are peculiar. Counties exist, but for judicial purposes only; in nearly all other matters what is there known as the “town system” prevails. The entire territory is divided into towns, which correspond in a measure to the western townships, but with the important difference that the New England towns are independent of the county in all matters of local concern. Villages in the towns are nof recognized in the system and do not even have their boundaries defined. A ; ‘ town ” is made a city by simply changing the plan of government from a pure democracy to a representative form. This may be done when the people desire the change and the legislature sanctions it, after certain conditions have been reached, as. in Massachusetts for example, when the population is as great as 12,000. The average area of the towns in Massachusetts is approximately 23 square miles : in Rhode Island, 30 ; in Connecticut, 29 ; in Maine, 60 ; in Vermont and New Hampshire, 38. It is plain, therefore, that there are many towns in which a population of sev¬ eral thousand is so scattered over a large territory as to deprive them of every aspect of urban communities. Then, too, some of the “cities ” consist of several distinct villages, between which original forests or agricultural lands still remain, although in most cases the incorporated cities are uniformly and thickly set¬ tled, and do not differ materially from cities in other parts of the country. But there are no boundaries recognized excepting those of the counties and towns or cities, organized as before explained; and the custom prevalent in that sec¬ tion of never considering the village apart from the town in official matters, evi¬ dently had its effect upon the census officials, for with a few exceptions they made no mention of the villages in their figures of population. There is great difficulty, therefore, in making from such data a tabular state¬ ment of urban population in New England which will substantially corresp nd with the conditions elsewhere. Only two methods of dealing with the problem seem possible : First, disregard the great territorial extent of the “ towns” and place them in the same category with the cities and villages of other sections ; second, investigate the character of the population of the several towns, consid¬ ering each one separately, and from the best data available make as close an esti¬ mate as possible of the urban population. The first method was adopter by the census authorities in this city. It has the advantage of displaying no figures except those obtained by an actual count of something; but its disadvantage is obvious, since it makes the urban popula¬ tion appear to be far greater than it is in fact. This method is particularly unsatisfactory in the matter of school statistics. “ City school systems ” are essentially those of dense settlements. The schools in rural, or sparsely settled, districts form a class entirely different in organiza¬ tion, in methods, and, as a rule, in results. It becomes important, therefore, to separate them as far as possible. As this could not be done under the classifi¬ cation of the Census Office the second method of obtaining the list of “ cities ” was adopted, although it involved the use of estimates in many cases. The following may be given as the principal means by which the fitness or unfitn ss for these tables of individual localities was determined: First. When a town was shown to contain more or less rural or scattered population, and a single vil’age or borough wThose population was exactly stated, or could be approximately determined from the school census or otherwise, the CITY SCHOOL SYSTEMS. 611 town was disregarded and the village or borough was considered with sole ref¬ erence to its own population. Cases of this kind arose principally in Connecti¬ cut and Vermont. Second. When the only school statistics to be had were for the town as a whole, and it appeared that the town was composed wholly of a city or large village with its environs or “suburbs,” as in the case of New Britain, Conn., the population of the town was used in preference to that of the city alone. This was necessary to make the figures of population correspond in area with the school data, and is in accordance with the general practice of including more or less of contiguous territory in the corporate limits of a city. Third. When a town contains several distinet villages with separate interests, none of which had as many as 4,000 inhabitants, all were discarded, though the population of the entire town may have been a great deal more than the mini¬ mum limit. But when one of the villages evidently contained the required population that village was included in the list, with an estimate as accurate as may be of its population. Warwick. R. I., is an instance of the first class, and Lincoln, R. I., containing Central Falls, of the second class. Fourth. When nothing definite s$3, 000 Principal of school of practice . 1, 500 Professor of natural science . 2, 100 Teacher of methods . . 1 , 500 Teacher of philosophy and methods of kindergarten . . . 1, 103 . girls’ normal school— continued. 8 teachers, female . $1, 103 8 teachers, female . . . 1, 003 16 teachers, female . 900 2 teachers of cooking, female . 800 2 assistants, school of practice, female. 750 1 assistant to principal, female . 750 2 teachers of kindergarten, female . 450 manual training schools. Principal, male . $2, 700 1 teacher, male . 2, 178 4 teachers, male . . 1, 800 4 teachers, male . . 1, 400 5 teachers, male . 1, 200 4 teachers, male . 1, 000 ED 90 - 41 G42 EDUCATION REPORT, 1889-90. Philadelphia, Pa.— Continued. kindergartens. Principals employed one session daily in kindergartens of 1 class: First year . . . . Second year _ _ After second year . Principals employed one session daily in kindergartens of 2 or more classes : First year . . . . . Socond year . . After second year . . Assistants employed ne session daily in kindergartens of 2 or more classes : Fir st year... . . . 300 Second y ar . . . . 325 After second year . . . 350 KINDERGARTENS— continued. Principals or assistants employed for both, sessions daily: First year . $120 Second year . . . . 450 Third year . . . . 480 Fourth year . '510 Fifth year . 540 After fifth year . 570 J3EWING. Teachers, female: First year _ $500 Second year . . 525 Third year. _ _ 550 After third year . . . 570 $350 375 400 375 400 425 ELEMENTARY SCHOOLS. Principals of boys’ grammar schools, $1,755 to $1,815 per annum, according to previous experience. Principals of girls’ grammar schools, $1,140 to $1,200, according to previous experience. Principals of secondary schools, $610 to $700, according to previous experience. Principals of primary schools, $530 to $650, according to previous experience. Supervising principals of schools containing grammar and lower grades, $200 per annum additional. Supervising principals of schools containing secondary grades only, primary grades only, or both primary and secondary grades, $250 per annum additional. Principals of consolidated schools in accordance with the number of divisions in the schools. Maximum (10 divisions or over), $1,595. Assistants in secondary and primary schools, $420 for the fir3t year, with an increase of $30 per annum for five years. Maximum, $570. Assistants in grammar schools, $470 for the first year, with an increase of $30 per annum for five years. Maximum, $620. First assistants and assistants in charge of the highest grammar grades, $620 for the first year, with an increase of $30 per annum for five years. Maximum, $770. Teachers having two years’ actual experience and teaching the first grade receive $40 additional. Pittsburg, Pa. [Twenty- third Annual Report of the Superintendent of Public Schools, 1893-91, p.91.] Superintendent $3,500 elementary schools— continued.. HIGH SCHOOL. Principal . _ $2, 500 Professor of mathematics . 1, 700 Professor of geology and chemistry .... 1, 700 Professor of Latin and Greek . ._ . 1, 700 Professor of elocution . 1, 400 Assistant professor of sciences . 1, 400 Professor of belles lettres . 1, 700 Professor of biology . . . 1, 700 Professor of physics . . . 1 , 700 Assistant professor of mathematics _ 1, 200 2 teachers of drawing . 800 2 preceptresses _ _ 900 5 preceptresses . „ . 800 Head of commercial department . 1,700 Professor of theory of accounts . 1,200 1 assistant (commercial department) ... 700 1 assistant (commercial department) . . . 500 Head of normal department . 1, 700 1 assistant (normal department) . 1, 000 1 assistant (normal department) . 900 1 assistant (normal department) . 800 Training teacher . 800 ELEMENTARY SCHOOLS. Principals of schools requiring— Over 30 teachers . $2, 000 21 to 30 teachers . 1, 800 15 to 20 teachers . . . . 1 , 600 6 to 14 teachers . l, 500 3 to 5 teachers . . . Less than 3 teachers . Assistant principals . Grammar teachers : First year . . . Second year . Primary teachers : First year . Second year . . . . Third year _ _ _ _ _ Fourth year . . Fifth year . . . . . . Sixth year . . . . Teachers in charge of first-year pupils: First year . . Second year . . . . . . Third year . . . Fourth year . Fifth year . . Sixth year . . . $1,200 800 800 600 650 350 400 450 500 550 600 350 400 450 550 600 650 SPECIAL TEACHERS. Writing and drawing: First year . . $450 Second year . . . 500 Third year . 500 Fourth year . 555 Fifth year . 600 Music, 2 males . 1, 500 Cooking, 1 female . 1, 000 SALARIES OF TEACHERS IIST CITY SCHOOLS. 643 Heading, Pa. [Manual and Directory of the Public Schools, 1889-90, p. 29.] BOYS’ HIGH SCHOOL. Principal . . . ... 81,500 Assistants . 9u0, 1,000, and 1, 100 GIRLS’ HIGH SCHOOL. Principal . 81,000 Assistants . 550, 600, 700, 750, 800 GRAMMAR SCHOOLS. Advanced grades . $600 Male teachers . . . 500 Female teachers . 450 SECONDARY SCHOOL3. Principals, male . $360 Principals, female . 340 Assistants, male . 330 Assistants, female . . . 320 PRIMARY SCHOOLS. Principals . „ . . . $320 Assistants . 260 Providence, R. I. Maximum salaries fixed by city ordinance : City superintendent . $3, 500 HIGH SCHOOL. Principal . $2, 500 First assistant, English and scientific department . . . * 1,900 Second assistant, English and scientific department . . . 1,100 Third assistant, English and scientific department.. . 1,100 Fourth assistant, English and scientific department . 800 Principal, classical department . 2, 100 First assistant, classical department ... 1 , 600 Second assistant, classical department. 1, 400 Third assistant, classical department . . 1, 100 Fourth assistant, classical department. 800 Principal, girls’ department . . . 1,800 Assistant teacher, first class of girls _ 800 Teacher, second class of girls . 1, 000 Assistant teacher, second class of girls. 750 2 teachers, third class of girls . . 900 3 teachers, fourth class of girls . 750 Other assistant teachers, girls’ depart¬ ment . 600 Teacher of French . 600 Assistant teacher in laboratory . 300 ELEMENTARY SCHOOLS. 9 principals, grammar schools . . $1, 900 2 principals, grammar schools . . 700 Assistant teachers, first (highest) grade, grammar schools . 700 Assistant teachers, second grade, gram¬ mar schools . 625 Assistant teachers, other grades, gram¬ mar schools . - 575 Principal teachers, intermediate Assistant teachers, intermediate schools..-.-..... . 525 Principal teachers, primary schools _ 525 Critic teachers, grammar grade. . 800 Assistant teachers, primary schools : First year . ... i. . 350 Second year . . 450 Third year . _ . 450 Fourth year . . . 500 Critic teachers, primary schools (in ad¬ dition to Salary as regular teacher) 100 SPECIAL TEACHERS. Music, principal . $1,700 Music, assistants _ _ 700 Sewing teachers . . . 500 The following' rules are added by the Board of .Education : “Assistant teachers shall be paid for their first year of service in our public schools, $350; for their second year, $450; for their third year, $500; for their fourth year, $525 ; for their fifth year, $575 ; for their sixth year, $625 ; for their seventh and subsequent years, $700 ; provided that their pay shall not exceed the maximum allowed to the grade in which they are instructing, a “ Pupil- teachers shall receive $200 per annum. “Principals shall receive $25 per annum in addition to the pay to which they would bs entitled as assistants/’ Substitutes employed less than twenty days receive $1 per day if the salary of the absentee b3 $200, $1.25 per day if $350, $1.50 if between $350 and $575, $1.75 if $575, and $2 if $600 or more. Substitutes employed twenty or more consecutive days in the same position shall receive the same pay to which they would be entitled if appointed to that posi¬ tion, but such salary shall not exceed that of the absentees whose places they fill. — [Compiled from the Manual of the Public Schools, September, 1888, pp. 123-129. a Assistant teachers in primary grades are paid $459 for their third year, and $309 for their fourth and subsequent years. 644 EDUCATION REPORT, 1889-00. Charleston, S. C. [From manuscript report, 1892.] o Superintendent . $2,000 HIGH SCHOOL. Teacher of mathematics . $675 Teacher of physics . 540 Teacher of belles lettres . 525 Teacher of history . . 500 Teacher in charge of j unior department. 425 Teacher of elocution . 400 ELEMENTARY SCHOOLS. Male principals . $1, 500 elementary schools— continued. Female principals . $1,325 Principals of departments . 700 Teachers: First grade . 540 Second grade . . 450 Third grade . 360 SPECIAL TEACHERS. Vocal music . $900 Drawing . 500 Memphis, Tenn. ELEMENTARY SCHOOLS. Principals : First and second years . $720 Third and fourth years . 810 After fourth year . . . 1 , 000 Assistants: First and second years . 360 Third and fourth years . 450 After fourth year . 540 SPECIAL TEACHERS. Elocution . $810 Music . 675 Drawing . 675 Superintendent . 2, 400 High-school teachers . 720 to 900 Nashville, Tenn. [Compiled from the Annual Report of the Board of Education, 1888-89, pp. 54-57.] HIGH SCHOOL. 1 principal, male . $2, 000 1 professor of classics (also floor princi¬ pal) male . . 1, 800 1 professor of physics, male . 1, 000 1 professor of mathematics, male . 900 1 floor principal, female . . 1, 100 1 professor of history _ _ 1, 000 1 teacher, female . 700 2 teachers, female . 650 ELEMENTARY SCHOOLS. 1 principal, male . 1, 800 2 principals, male . 1, 500 1 principal, male . 1, 400 2 principals, male . 1,200 1 principal, male . 850 2 floor principals, female . 850 6 floor principals, female . . 700 2 floor principals, female . 600 1 grade teacher, female . 850 1 grade teacher, female . 700 1 grade teacher, female . 650 5 grade teachers, female . GOO 14 grade teachers female . 550 34 grade teachers, female . $500 9 grade teachers, female . 450 5 grade teachers, female . . . 400 12 grade teachers, female . 350 COLORED SCHOOLS. 1 principal, male. . 1, 100 2 principals, mal e . . . . . 900 1 principal, male . . . . 650 1 floor principal, male . . . . 609 1 grade teacher, male . . 850 1 grade teacher, male . GOO 3 grade teachers, male . 500 2 grade teachers, male . 450 9 grade teachers , male . 400 2 grade teachers, male . 350 1 floor principal, female . 700 2 grade teachers, female . 500 3 grade teachers, female . 450 4 grade teachers, female . 400 3 grade teachers, female . 350 SPECIAL TEACHERS. Vocal music, male . 1,200 Penmanship and drawing . . 1 , 200 Dallas, Tex. [Compiled from the Sixth Annual Report of the Board of Directors, 1889-90, p. 10.] HIGH SCHOOL. 1 principal . $1, 350 3 teachers, male . 990 1 teacher, male . 630 1 teacher, female . 1,080 1 teacher, female . 990 5 teachers, female . 675 5 teachers, female . 540 1 teacher, female . 360 ELEMENTARY SCHOOLS. 1 principal, male . . ? . 1, 125 2 principals, male . . . 1, 080 1 principal, male _ _ _ 810 3 principals, male . . . . . 765 1 assistant, male _ 675 1 assistant, male . 630 elementary schools— continued. 1 assistant, male. . . $540 8 assistants, female . 675 23 assistants, female . 540 , substitutes. 1 male, high school . 90 2 females, elementary schools _ _ £0 COLORED SCHOOLS. 3 principals, male . . 630 2 principals, male . 540 1 principal, male . 495 1 assistant, male . 540 1 assistant, female . 540 1 assistant, female .-. . 495 2 assistants, female . 450 SALARIES OF TEACHERS IN CITY SCHOOLS. 645 Salt Lake City, Utah. [From manuscript report 1892.] Superintendent S3,000 EIGH SCHOOL. Principal . 1,800 2 assistants . 1,400 1 assistant . . 1,000 1 assistant . 900 ELEMENTARY SCHOOLS. elementary schools— continued. 5 principals 1 principal . 2 teachers.. 13 teachers. 21 teachers. 36 teachers. 12 teachers . 10 teachers. 5800 750 750 700 650 600 500 8 principals 2 principals. 4 principals. 1 principal . 2 principals 1,250 1.100 1,000 900 850 SPECIAL TEACHERS. 1 supervisor of drawing . 1 teacher of music _ _ 1 assistant teacher of music . 1.250 1, 150 800 Richmond, Va. [Compiled from the Twenty-second Annual Report of the Superintendent of Public Schools, 1890-91, pp. 83 and 38.] HIGH SCHOOLS. 2 principals, male . 51, 500 1 assistant principal . 792 1 teacher. . . 675 1 assistant principal . 630 1 teacher, German . 450 25 assistants . 540 DISTRICT SCHOOLS. 13 principals, male . 1, 350 2 principals, male . 792 35 teachers of first (highest; grammar grade . 495 51 teachers of second and third gram¬ mar grades . 450 17 teachers of first (highest) p.imary grade . 432 22 teachers of second, third, and fourth primary grades . 405 district schools— continued. 6 teachers of double schools . 5540 30 teachers for first year’s service . . 297 26 teachers for second year's service _ 360 NIGHT SCHOOLS. Principals . per month . . 20 Principals (teaching a night school), per month, extra . . . . . 5 Teachers . per month . . 20 SUBSTITUTES. ■When teaching less than five consecutive days in the same school 81 per day: for five consecutive days in the same school 87. No substitute may receive more than 230 in any one month. Tacoma, Wash. [Compiled from the Third Annual Report of the Public Schools, 1800-31, pp. 87 an 3 91.] HIGH SCHOOL. 1 principal, male . 52, 000 4 assistants, female . 950 2 assistants, female . 900 1 assistant, female . 850 ELEMENTARY SCHOOLS. 2 principals, male . . . 1 , 500 1 principal, female . 1, 500 1 principal, male . 1, 300 1 principal, male . _ . 1, 200 1 principal, female . 1, 200 The salaries of grammar and primary teachers are adjusted as follows: A teacher of little or no experience receives the first year $650 : for the second year, $700 : for the third year, $750; for the fourth year, $800 ; and $850 for the fifth year of service with us. A teacher of long and favorable experience in schools of acknowledged efficiency receives $750 the first year, receiving the maximum salary, $850, the third year. ELEMENTARY SCHOOLS— COntmued. 2 principals, male . 51. 100 1 principal, female . 1, 100 25 teachers, female . 850 20 teachers, female _ 800 18 teachers, female . 750 14 teachers, female . 700 17 teachers, female . 650 SPECIAL TEACHERS. Reading, 1 female . 1,000 Drawing. 1 female . 850 Milwaukee, Wis. [Compiled from the Thirtieth Annual Report of the School Board, 1888-89, appendix, pp. 8 and 41.] Superintendent . . . 83,250 Assistant superintendent . HIGH SCHOOL. 1 principal, male . 83, 000 1 vice-principal, male . . . 2, 000 1 teacher of literature, male . 1, 700 1 teacher of Latin, male . . . 1 , 400 1 teacher of English and Latin, male ... 1, 600 1 teacher of German, female . 1, 100 1 assistant, female . 1, 000 high school— continued. 1 assistant, female . 8900 3 assistants, female . . . 800 2 assistants, female . 700 SPECIAL TEACHERS. 1 director of German, male . 52. 000 1 director of drawing, male . 1, 700 1 director of music, male . 1, 500 1 director of cooking school, female .... 1 , 050 EDUCATION REPORT, 1889-90. [Compiled from the Directory of the School Board, 1891-92, p. 13.] 646 Rank. First year. Annual increase. Maxi¬ mum. Principals of district schools . . . $1,400 $100 $1,700 Principals of primary schools of four rooms . . . Principals of primary schools of more than four rooms, $50 for each additional room . . . 900 50 1,000 1,300 900 First assistants . 700 100 Assistants teaching seventh-year class . - . 500 50 700 Assistants teaching sixth-year class. . 450 50 650 Assistants teaching classes below the sixth . 400 50 600 Directors of kindergartens . . 400 50 600 Assistants in kindergartens . . . . . _ . . . 350 50 500 Teachers of German . 800 100 1, 100 Assistant teachers of German . 400 50 650 Teachers in the “ reserve corps” (substitutes) are paid the same salaries as regular teachers. No deductions of salary are male -xcept for failing to report for duty. Principals of evening schools, $2.50 per night ; assistants, $2 per night SALARIES OF TEACHERS IN CITY SCHOOLS. 647 < I pq co S o SS 'c* '•'H o Oi 00 3 o • s o> § Si. 8 00 An¬ nual salary. $750 400 350 200 •jaqum^ T* T*< CO 00 CO 00 An¬ nual salary. •juquxnK 1837. An¬ nual salary. 1 eS O lO cm •jaqxanM 1836. An¬ nual salary. §s O i> ee s CM •aaqumN T-i CO 1835. An¬ nual salary. $1,000 700 600 _ 1 •jaquinN; Tt< 1834. An¬ nual salary. •aaquiuN S3 00 An¬ nual salary. $1,000 750 6 0 o iO CM •jsquinjsj; IN 1832. An¬ nual salary. 009 000‘W o kO CM MoquinK Nh CM 1831. An¬ nual i salary. o o CO 8 O lO CM •auqxunK i-l. (M CM O CO 00 An¬ nual salary. •jaqmuM 1829. An- | nual salary. O o ee O § •jaqxnnK a s £ © a ;

> ^ G fJ mu o o o o o moo mm cm £ a a o3 ci d 5-3 U CQ Ch» CO CJ OifiH b* CM CM CO 00 An¬ nual 4 salary. $1, 500 850 600 350 250 150 850 600 300 850 600 300 200 150 150 450 300 200 250 200 150 500 •joqumM rt N rt rH N NNM 0 1>« rH'Cl in O w —< CO CC Cl 1847. An nual salary. •joqxxmN 1846. An¬ nual salary. $1,500 750 0250 750 850 500 125 omoooo o m i- m oioo o tt co co co cm *— » m MaqrauK HNH CM j i j ;Hthh | ! CM 1 1845. An¬ nual salary. o o o o o m m m m^w i> ee o om m o cm oo m h 450 300 250 100 500 •jaquinN riWH CM i i00 ! co j m cm ! 1844. w An¬ nual salary. $1,500 750 750 1,000 525 o o o o mo mm Tt< CO CM •joqranM i-H CM CM 00 00 t"-H 1' -M 1843. An¬ nual salary. •aaqinuK 1842. An¬ nual salary. $1,500 ! 750 SB oo m 450 250 •asquinjsl ▼H CM o t- o o 1841. An¬ nual salary. •aoqrauN O T* 00 An¬ nual salary. i eS oo m o o o m o CO C-l •aaqrauK m ^ o in Sex. Male . Male ! £ ! £ > a 5 a i i! Male . Male . Female .. Female .. ) : a For only a part of tlie timo. b Established in 1844. Table 3. — Salaries of public- school teachers in BaltinXorc , Md ., 1850 to 1859 , inclusive. SALARIES OF TEACHERS IN CITY SCHOOLS. 649 1859. An¬ nual salary. $1,500 1,300 1,100 1,050 900 1,200 OO OOOO OOOiCOO 1C O O O LO O o OO OOOkO inOOMCO W O O 1C MC o tor* OOOW COCCWrir^rH m m CO W r-t t-h H •joqumK HHlOHH W wo wi-iOi-h in>*-H-^w*CTt< hc fc CO An¬ nual salary. $1, 500 900 850 400 150 1,200 OOO OOOO OOi^OO »o o o o «o o o o i n oooo ic o n in o w o o m i> m O tt CO Oi O ic W WWHrtH 1T5 ic CO (M 7-1 rH •joqnmM W SlOOOi 4 lOOWt-M HWfflOONO 1856. An¬ nual salary. $1,500 900 850 600 150 1,200 OOO OOOO OOkOOO ICOOOIOOO Q O 1 0 OOOO in O MC O WOCiOMCO O CO C5 o in CO CCWririH LC lQ CO W 7— 1 1 7— i •aequxnH >0 NiOM M — i O .-H liJaNOlO HCClCOO®^^ m lO 00 An¬ nual salary. o o o o o o o o o m o m m o ICQOOOTTH o 55 600 400 350 900 600 500 300 350 200 175 150 100 500 300 250 175 150 100 •aoqxnnM W Wt*W Which rt< ifc l> tH TJ* in 00 An¬ nual salary. $1,500 900 850 600 500 450 1,000 600 400 900 €00 500 300 250 200 150 100 500 300 250 175 150 100 •joqxnuK hMMhNh N W ^ t-h ^ T* tH OOC iHH CO CC C5 'O H 1853. An¬ nual salary. $1,200 850 500 425 250 1,000 OO ooooooooo o ooo o o icoicoicoicmic in icmo O Tft OOtOTjlTjICOCCCiWr-l TJ4 W t— 1 7-H •jaquinN ci ■>* oiOrtHrtcirHrtN j-< oaw 1852. An¬ nual salary. _ o o o in o o O 1C 1R w O O O 55 OO OOOOQO OO ooooo oo in o o no o o in o in m m m o O CO 00 O m ^ CO W hh ^COWhh •jaqumM hCONNh W WtJ4 O CO w H CO h 3> J> OHOWO m CO i An¬ nual salary. .. $1,200 850 750 700 425 400 1,000 OO OOOOOO OO OOOOO • oo icooicoo' ico in o tr. m o O CO OOOkO^COW 7-^^< •jaqumtf W ^ OCOWWWt-1 i> O^hOOiC 1850. An¬ nual salary. OOOiCOO OOO ^OOOO O OOOO o ic o fM o io ooo Lfcoooo m in mm in CJOOOT)1COH OOCO OOOLCWW H ee j -jaqumNj hnhhnh •^4 T-i ItO r-i 1866. An¬ nual salary. li ii mu So 1 mu || inn •jaqumM t-i hhiCW NNNNN WH Tf4 CO CO l> i> CD COCO 00 CO !> CO CO ■*—« ^ 1866. An¬ nual salary. $1,800 1,600 1,400 1,200 1,500 800 600 550 500 1,300 1,000 800 600 500 350 300 250 700 600 500 450 400 350 300 250 •joquinM 1-H T-( Tf< CO C3 S3 O 03 *-l 1HI O Nht^hO ^ OWrH-N'M T-4 CO T-l T— 1 ^ 1864. | An¬ nual salary. SoSS sss s coo^w u:coo CO SHHH ^ r-4 sss saas as asssas 00!>iO CO ID CO CO J> CD iO ^ ^ CO CO 03 •jaqxnnN I-H^^CO 03 03 CO HH1T3 CO CO ^ 03 03 CO 03 03^HrH^CO^4 CO O t-i T-I CO 1863. | An¬ nual salary. | i i i ■ •jaqumjsi i i i [ 1862. An¬ nual salary. $1,500 1,300 1,100 1,050 900 1,200 600 400 350 900 OOOOOOOO Ifio OOOkOOO OOuOOlCOlOO Ol O OlOOMOO *DiON!NCOC3t-.H iO lO COWWw^h •joqumN 0303000 CO .§ An¬ nual salary. *o o ee 1,100 1,050 900 1,200 600 400 900 600 500 300 250 350 200 150 100 525 500 300 250 200 175 150 1001 •jaqtunK nnh eo Ht-HHinoioa i-i-** w ;o cj c* o o CO An¬ nual salary. $1,500 1,100 1,050 900 1,200 600 400 900 OO OOOO ICO ooooo sss ssss srs a&ass •jequmH - 5 1 2 2 11 13 SC 1-t lOClOCO ?H tJ4 t- CO © lD Sex. Male . Male _ Male . Male . Female .. Male . Male . Female .. Female .. Female .. Rank. P <1 P a - e T \ t c/ © ! «g : a, : o ; o I w : o • m ■ n : 1 2 \7 5 B . C j j 2 ^ c4 3 CS P«S 4 jh *o - 3 O *+ •- 2 Professors . FEMALE HIGH SCHOOLS. Principals . Assistants . MALE GRAMMAR SCHOOLS. Principals . A imtiptuo .... ................. - Assistants . Assistants . FEMALE GRAMMAR SCHOOLS. Principals . Assistants . . . Table 4. — Salaries of public-school teachers in Baltimore , Md. , I860 to 1SG9, inclusive — Continued. 652 EDUCATION REPORT, 1889-90. s 00 An¬ nual salary. 1 i in is mil i •jaqranN 1 56 C , 131 47 42 7 6 4 10 7 j 1868. An¬ nual salary. 1 .1 in inimii | 11 •aaqrauM 57 2 94 35 74 3 4 4 2 2 1 13 1 2 • CO o GO An- nu.al salary. I 600 500 500 450 400 800 500 800 700 500 400 j II 1 mi ji •jaquinM §88 *«e*c*3.o o*_ : 1 l> o • CO Cl CO j j O to GC An¬ nual salary. I >§§ ill i | 11 •jaqumjsE §558 ci j . ^ kO 5§ 00 An¬ nual salary. I (SI 111 1,200 i IS •aaquinN; S^00 882 i B rSl Principals . Principals . Assistants . Assistants . Table 7. — Salaries of public-school teachers in St. Louis , Mo., for the dates named. SALARIES OF TEACHERS IN CITY SCHOOLS. 657 1 An¬ nual salary. i! j& liiig llillllill 111 11 8888888 r^r^r efrf ef ~~~ •jaquniK -h-H-hU HrttJrt-IHH'jHrt — tti-r* 1 ^ LCC71 I 4 |§ 1 8188 11 ! in nil •jaqunvjsi 1-1 HSNH -HU • o-HU in o — vi 1801. 1 1 i ill IS I i ill II •jaqxnnN; - HHW 1^1-1 i I j j i i 1800. ill i g ill! II i c^vr-H- ; i tii inn uoqnmN - j 000*03 I> CO CKO h 1 $i| .§ n 1- 111 il i CvT-^-h" i ill lllllil •aaqninK — ^ — : j lftiCN OWOiCrHiCCO * 1 4 I i £ ill ii i -r nVT-t i 88SS888S88' •jaqumM i ~ -h — o -h-h ; j IC ^ T-! ^-1 03 iC ^ ® ^CO i ill l i S : | 111 | i i ill 111 i ~ •aaqninx •o ! - H i j j i : i j : i j i Sex. c 5 : ! < ; „■] ! il :>© !!© ! 11 ii | ii © ; © sg -3 | . S £ Rank. Superintendent (a) . . NORMAL SCHOOL. Principal . jrrmcipin . Assistants . HIGH SCHOOL. Principal . Assistants . Assistants . INTERMEDIATE SCHOOL. Principal . Assistant . DISTRICT SCHOOLS. Principals . Principals . j s I I ! ? § ! i III IS? ED 90 - 42 i Table 7. — Salaries of public-school teachers in St. Louis , Mo. , for the dates named— Continued. 658 EDUCATION REPORT, 1889-90. O CO An¬ nual salary. $800 750 700 650 : 1 e i 1 Ci •.laqranjst Nhhh CO - 1868. An¬ nual salary. $1,500 700 650 lllii § ci 1 •jaqranM - l> ^ CO - L8G6. An¬ nual salary. i pilllll 1 •aoqninM Ci 1865. An¬ nual salary. pillSil 1,300 1,200 4 •aaquinK i cst - — sssss - LS64. An¬ nual salary. gillil 11 •jaquin^i j 1862. An¬ nual salary. j pn 1 uaquiUM 16 39 4 14 1861. An¬ nual salary. pis MaqnmN j i i • : : - o o co An¬ nual salary. i |1S I.1:2"0. •asquint 1859. An¬ nual salary. i . pi 1,200 500 i ! •joqumyi i 21 58 10 - i 1858. An¬ nual salary. pi 1 •jaqumM 13 12 49 1854. An¬ nual salary. i j j pi i •jQquntN ; : Sox. Male . Female .. 1 Male » a i ^ ! £ i a i.d IS > o is Rank. DISTRICT SCHOOLS— continued. Assistants . English-German as¬ sistants. Assistants . ■ SfECiAL TEACHERS: Music _ j Physical education... Writing . Table 8. — Salaries of public-school teachers in St. Louis , Mo., 1870 to 1879, SALARIES OF TEACHERS IN CITY SCHOOLS. 659 53 o GO An¬ nual salary. B 8888 88888 888 8 CiOCOi- UOXL'i^ C* O GO O C2 ©2 — « r-1 rH C 1 ill •aoqumij; — - rnr-CJO-r-.--* NHh CO »HHH 1878. — ^ ?li in ■ 8888 8888 888812 g‘ OOX^ IS O ef«— «%-T of ill 111 -aaquinx i-4 • WHH HTfrH 1877. >> «|j-S C rji f K> 0 O CO *Q CO 0 0 00 « — O lO CO i> CO -<*< O 0 — 0 0 1-t 0? CO 30 ^ — *-COiO Ci O 1— ' CO Tf< CO O' 00 1- 0 GD ©2 7l 0 X 0 wo t-TV-Ti-T Oi 0^ r-T i-Ti-Tr-T wV mmm Moquinjq ^HCOHHHHH tHrHiO — T*H | _ >> in i 888888 88888 88888 88 TfW-QCON OxrOIOO t*- C2 i-H i-T-T wwww^ t-Ti-Tt-^ ©f©f iiiilii •aoqumx hti^Whh HHHWW WhWWh t— < t* 1 . — h m i 888888 88888 88888 88 rr.Or-CJX^ O rr O' O JO W-q’^ OiO ^ 0» t-Ti-T^ cocisiofi-r rr-Ti-Ti-T ©r©r 11 III MoquiniQ; 1-1 iH *-< ©3 5S THWWrHH T-> « C5 ^ Cl 1 ■ — ^ £ 2 a 33 mini mu in linn sb c -Tt-t-T.-. com oi\-T .4" rtr-, •jcaquxnjq hhhWhtHh T-c 1-4 Ga*T-H ©3 CO ©i HM^thNh » <11 m DOOOOOOO OOOOOOOOO OOOOO OOO DOOOOOOO O O O O O OOO 0*0000 OOO DiOTrr-.0000 1> OtMOOGOM^ — O TT :n-» W Gi TpCOQ •joqrunjsi 1 . - h h | Jj S'cS 33 BSo 80S 8808888088 88 ! iC ?2 ^ Ci 33 C^^iOOOi-Orr-r-iOOO i> ©2 »i-h i-Ti-T co*c* cqVh ^-Ti-JV-Tt-T ©f©f 1 ill •j^qumjsi H-f-« T-lCJ ©2 1-1 HHHHNrtrtNNH tH CO CO J> 1871. >» s ■io cS ce 00000 00000 00000 00 00000 0 »o 0 0 0 OOOOO LO 0 t- 1-. 0 0 co ^ (m 0 0 i- ©2 © » i-Ti-Tr-T conVhh T-Ti-Tr-T ©T©T* 1 111 Cf i-r. uaqumjq — h hCON 1870. . - h pj $5 c3 5 c3 ca o _ _ o ^^0-0 ° 000 0000 OOOOO 0 Mlg 8888 828812 3 -r-T co sf ?f ^-T — T^fr-T of 1 1 ' sf •jaquinN rtNM rHiH«i-l Sex. % > a rs > a ;i i I: 0 X II 0 ! ! © ! »g "3 ' ' ' r !§ ®o 1 ® l : 3 C3 ^ § £3 s Ife fa § fa i J ii 1 :3 e Rank. £ : £ a a 4- a S | i <3 3 > ; - 1 o l* 1 h 3 - i! 1! > ! > • 5 j : i 8 : Lg i •1 ” i |l s i |i i 1 Assistants . HIGH SCHOOL. Principal . Assistants . Assistants . BRANCH HIGn SCHOOL, (c) Principals . . . . . i! 1 !! I k a For schedulo under which those salaries were paid, see page GG2. b Salary not stated. c Called “ intermediate schools” prior to 1871. Table 8 .—Salaries of public-schoolteachers in St. Louis, Mo., 1870 to 1879, inclusive— Continued. 660 EDUCATION REPORT, 1889-90. « Os l- 00 An¬ nual salary. $800 750 700 2,000 1,800 1,700 1,500 1,200 1,000 950 900 800 750 700 650 600 2,000 1,800 1,400 1,300 1,100 1,000 900 850 800 700 650 600 555 1,150 1,100 1, 050 700 650 600 463 450 400 •jaquinK T* rH r-< MHHHNHNNWMNHWWHHOlMHHNHHi-iHHHHHHHHHCOO (M H s 00 00 An¬ nual salary. $700 2,000 1,800 1,700 1,100 1,050 1,000 900 800 750 700 650 600 2,000 1,800 1,300 1,200 1,100 900 850 800 650 600 1,200 1,100 1,050 450 400 •jequinN ** • An¬ nual salary. O ^ 00 iftOOOOXlflMOOO icocoouoeoooo oooo OOOt^iOrHOOiCOi>CO O 00 05 00 O © ^ oe (m'hhhhh Whthh th MoqiunM l£l ©i NNiKONOONh g 00 An¬ nual salary. $900 800 750 2, 200 2,000 2,200 2,000 1,200 1,000 900 750 700 •aaquinM O CO CO ©ICO NHOJHOHN 00 An¬ nual salary. $900 800 700 2,200 2,000 1,800 2, 2C0 2,000 1,900 1,200 1,000 900 750 700 \iaqum.M OWN HQH NriHOiWOJ»HN 1874. An¬ nual salary. oo oooo OOOOOOO OO LO O O O OOOOOOO 00 1> WWOCO NXl-NOOli'* CvfofCQrT ci r-T t—T r-T •jsqumM r-i©3.H,-l «HrtOO'#rHN 1873. An¬ nual salary. 1 $800 750 700 2,200 2, 000 1,800 1, 700 1,500 1,200 1,000 900 700 2,200 2, 000 1,700 1,200 1,000 900 700 •jequinK NtHt-, WHHWCOCOrH^r-1 HHHOO^OlO 1872. An¬ nual salary. 1 $700 2,200 2, 000 1.6C0 1,500 900 2,200 2,000 1,500 1,600 1,200 1.000 900 700 •.xaquxuM rH COWH HHHtHOS^C W CO An¬ nual salary. $700 2, 250 2,000 1,500 700 2,200 1, 500 1,200 1,000 900 700 •aequinK TH to rtOrt nhcono® £ 00 An¬ nual salary. $2, 000 1,500 700 2,000 1,200 1,000 900 700 •asquint hnh ©icoeoift©i Sex. Female . . Male . Female .. Male _ Rank. BRANCH HIGH SCHOOLS— Cont’d. Assistants . DISTRICT SCHOOLS. Principals . Principals . Assistants .. _ ... ! | t (JOO‘1 I l I 000*1 SALARIES OF TEACHERS IN CITY SCHOOLS. 661 COOGknOGOi^COGGOiGGi.OGOi-OGGGGGt'SCOOOOOGGOGi'DOCOOOOG aC00l>GOia^ifi''3<'<*,^^MC0:003 05 03 — >X^I'*>OOiC^^WMXb.l>»tOOiOiOv^^WW ^ ^ ^ CCC2 1C IO o g 00 I> L- CM 888888888888888888 888888S8888888888888888888888888 x co c u; x x ^ o o lc c it. ^ 't ^ r: :» l': ^ x?‘ c x :j ■ — C50CCiiC^idOC5l^t^N oo cc i>- tt oc;h-^ — COiSt^— <^CO^^^CC^03* OLCWOOX^wiflQOWOCOO r-:!^XrrrOir.CCiT.COO c* ^ oo -v © ^ o o ® ?• x r* c; c ir: o « C*OOJ>l^^GG>iG'£>OG CO ift Cl i ggggggg O^OCiCiC^ O 0C X iC iC ^ 8SS8S! G jS G G G i G G G G G iO G G G 00 30 r* iillilli 5 g 00 — t^COI^GiGCO 1C 1C G IC G i ^ O O ic LO gggg OXX’? ggggggggg COM-COL'iiT.^ ggg OOlO C5 CO M N tO CJ ggggggggg OOXM'OCiT.iO g § 8 g 03 G 00 oo GOGGGGGGG GGGOGiOGiOG COXM'O'wl^iQ G G G G G iO < G ■*■- 03 03 iC iO 0 ^ G G G i£ — ^ — — — — — NNOolilSS 55£i;oS8 NSi'CCiaia 8 8 ® £ 8 I'COLSi? o o ~ •* t- wfco ® 5 s-3 c — •S >H H £ <3 <§■« ® ■sS -2 a For schedulo under which these salaries were p&id see next page. & Called “intermediate schools” prior to 1871. cFor half tho time. Table 9 .—Schedules of salaries of public-school teachers in St. Louis, Mo., 1879 to 1882, inclusive. SALARIES OE TEACHERS IN CITY SCHOOLS. 663 Table 10.— Schedules of salaries of public-school teachers in St. Louis , Mo., for the dates named. 664 EDUCATION REPORT, 1889-90. i •jca.f tujin $1,950 1,800 1,200 950 1,100 850 700 600 ' 560 g \ 1 xnano^i $2,750 2, 750 2,000 1,900 1,700 1, 150 900 800 2, 0C0 1,800 1,500 1,050 mi | i 1 1,800 I 1- •jTja^C P-it'lL $2,600 2,600 1,900 1,800 1,600 1,100 850 750 1,900 1,700 1,400 1,000 900 8C0 750 600 520 480 n 11 i 1 •j-caX puooas lining Ifillglllll ! 8””" """ : 550 350 300 175 1,600 j 1 •j’cajC llllllsl ellllglllSli §188318 i 11 sK---- --- i - -- ! - l •.reajf $1,950 1,800 1,200 950 1,100 J 1111 ! g I 1 unaif mano^ $2,750 2, 750 2,000 1,900 1,700 1, 150 900 800 2,000 1,800 1,500 1,050 i nil j 1 1 j 1 -.rcaX Pel'll $2,600 2,600 1,900 1,800 1,600 1,100 850 750 1,900 1,700 1,400 1,000 900 800 750 600 520 480 11 81 i 1 •jsak puooas imiiii iiifiiigin i 550 350 300 175 1,600 i 1 •ana^ isaij iiiiiifii siiiiiiiin i ‘ iiissii i it CgWl-H ^ 1 .-1 ’-H’-l 1-T ~ 1 •aua^C i ; inil i i i ii : : is--" i : i llii i : ! j i i 1 •ana^ tnano^[ $2,750 2,750 2, 000 1,900 1,700 1,150 900 800 2,000 1,800 1,500 1,050 ini | 1 i 1 i 1 •anaif PJtxii $2,600 2, 600 1,900 1,800 1,600 1,100 850 750 1,900 1,700 1,400 1,000 900 800 _ 750 600 520 480 600 400 m j 1 •anaiC puooas 11111111 11181311113 1 550 350 275 150 1,600 ! 1 •a'eaiC 7 sax 11111111 11111111111 i 1111311 I 11 i -- - - I •■tbojC $1, 950 1,800 1,200 950 1, 166 ; §gii j g j i ! i : 1 •aua^C tnanoj; $2,000 1,900 1,700 1,150 900 800 2, 000 1,800 1,500 1,050 ; ini ! 1 1 i 1- •a-eaX pj^Ji $2, 600 2, 600 1,900 1,800 1,600 1,100 850 750 1,900 1,700 1,400 1,000 900 800 inn 11 el j 1 1 •auaif puooas lining iiiiigiiim 550 350 275 150 1,300 1 •aijaX 7 sa| lignin giiiigniiii inisi sf*----' 1,000 400 < NORMAL AND HIGH SCHOOLS. Principal of Normal School Principal of High School.. Assistant principal . First assistant . Second assistant . Third assistant . Fourth assistant . Fifth assistant . DISTRICT SCHOOLS. Principal of— First-class school b ... Second-class school _ Third-class school . Fourth-class school _ Fimi.rla.Ks srhnnl Sixth-class school . 1 Seventh-class school .. Head assistant _ ... _ First assistant . Second assistant . Third assistant . Fourth assistant (half day) KINDERGARTENS. Srmervisor Director (whole day) . T>i rrr.t.nr rhn.lf Paid assistant (whole day) Paid assistant (half day) . . Supervisor of music . Sunervisor of drawinor Assistant supervisor of drawing . DEAF-MUTE SCHOOL. Princinal _ Assistant so, Table 12, page 666, showing the n umber of teachers of each rank, and Table 13, page 667, showing the number receiving each amount. Le of classification of schools, see foot note c, page 662. SALARIES OF TEACHERS IN CITY SCHOOLS. 665 Table 11. — Schedules of salaries of public-school teachers in St. Louis , Mo., 1SS8 and 1889. a Kan k. 1888. 1889. j First year. j Second year. Third year. j Fourth year. c3 © A 43 s o >> 43 GQ U £ Second year. j Third year. j Fourth year. Fifth year. NORMAL AND HIGH SCHOOLS. $2, 400 $2, 500 $2, 600 $3,000 •S2, 400 $2, 500 $2, 600 $3,000 2,400 2, 500 2, 600 2, 750 2,400 2,500 2,600 3,000 1,700 1,800 \ , 900 2,000 1,700 1,800 1,900 2,000 First assistant . . l! 400 1,500 1,600 1,700 $1,800 1,400 1,500 1,600 1,700 $1, 803 Second assistant . . 1.300 1.350 1,400 1,450 1,500 1,300 1,350 1,400 1,450 1,500 Third assistant. . 1,000 1,050 1, 100 1, 150 1,200 1,000 1,050 1,100 1.150 1,200 Fourth assistant . 750 800 850 900 950 750 800 850 900 950 Fjftb assistant 650 700 750 800 650 700 750 800 DISTRICT SCHOOLS. Principal of— First-class school b _ 1,700 § GC 1,900 2,000 1,700 1,800 1,900 2,000 Second-class school _ 1,500 1,600 1,700 1,800 1,500 1,600 1,700 1,803 Third-class school . 1,200 1,300 1,400 1,500 1,200 1,300 1,400 1.500 Fourth-class school _ 900 950 1,000 1,050 1,100 900 950 1,000 1,050 1,100 Fifth-class school . . 800 850 900 800 850 900 Sixth-class school . 700 750 800 700 750 800 Seventh-class school _ 600 650 600 650 Head assistant. . 650 700 750 800 850 650 700 750 800 850 First assistant . 500 550 600 650 700 500 550 600 650 70U Second assistant _ . . 440 480 520 560 600 440 480 520 560 600 Third assistant . . 400 440 480 520 560 400 440 480 520 560 KINDERGARTENS. Supervisor 1,000 1,000 Director (whole day) . 500 550 600 650 700 500 550 600 650 700 Director (half day) 300 350 400 300 350 400 Paid assistant (whole day) . 275 300 275 300 Paid assistant (half day) . . 150 175 200 150 175 200 Supervisor of music . 1,500 1,600 1,700 1,800 1,500 1,600 1,700 1,800 Supervisor of drawing . 1,500 1,500 DEAE-MTJTE SCHOOL. Principal . 1,000 1,000 Assistant . . 400 440 480 520 560 400 440 480 520 560 a See Table 12, p. 666, for number of teachers of each rank, and Table 13, p. 667, for number re¬ ceiving each amount. b For rule of classification, see footnote c, p. 662. 666 EDUCATION REPORT, 1889-90. Table 12. — Number of public-school teachers of the ranks indicated in St. Louis , Mo., 1879 to 1889 , inclusive, a 1879. 1880. 1881. 1882. 1883. 1884 b 1885. 1886. 1887. 1888. 1889. Rank. 6 2 Female. g5 73 S Female. 6 73 2 Female. 6 73 2 | Feniale. 6 73 2 Female. | 6 ss 2 Female. | 6 73 2 Female. | © d 2 Female. © d 2 Female. © d 2 Female. Male. Female. 1 NORMAL SCHOOL. 1 i i i 1 l j 1 cl cl Assistants . 8 6 5 4 4 ”5 '*7 ”7 "8 7 HIGH SCHOOL. 1 i i i 2 2 2 2 (C) 16 (c) 19 5 H 15 n 15 ii 15 10 17 10 "i9 11 '21 13 23 "25 *30 DISTRICT SCHOOLS. Principals (white) . Principals (colored) . 33 15 34 14 33 14 35 16 35 16 36 16 35 18 35 21 33 23 32 26 12 21 642 12 16 634 13 15 13 16 681 13 18 701 ... ... 13 21 740 13 23 758 13 20 719 13 1 !... 701 12 1 742 27 17 17 30 16 32 18 38 19 40 14 51 13 52 13 51 8 64 6 61 Assistants in kindergar¬ tens _ 156 178 187 206 148 186 193 197 201 204 EVENING SCHOOLS. Principals 28 10 14 1 20 1 23 1 30 5 5 5 6 Assistants . __ 22 41 11 19 10 26 17 32 27 18 15 38 20 is 23 13 20 ’ 20 18! 31 Music and drawing teach¬ ers _ _ _ _ 4 4 4 4 4 4 4 6 4 4 4 8 4 9 4 9 3 10 3 10 DISTRICT SCHOOLS (IN¬ CLUDED ABOVE). Head assistants. . . . 46 45 45 43 44 45 39 39 40 37 First assistants (gram¬ mar) _ 40 39 c 19 41 4 [0 4fi 48 46 43 51 First assistants (pri¬ mary) _ _ 56 47 42 53 60 iff 69 69 73 0 Second assistants (gram¬ mar) . . . 35 42 41 42 43 40 45 44 42 50 Second assistants (pri¬ mary) . . 57 54 60 61 59- 64 G8 59 60 i 62 Third assistants . . 404 413 424 454 458 479 486 460 512 540 Kindergarten directors .. 55 ( 30 61 61 53 f >8 1 67 68 1 71 Kindergarten paid as¬ sistants . . . 101 118 126 145 95 118 126 129 131 133 Head assistants (German department) ... . 18 17 14 17 17 19 17 17 (d) First assistants (German department) . 21 21 19 21 21 28 26 21 Second assistants (Ger¬ man department) _ 15 9 8 5 9 1 6 I S 1 3 Third assistants (Ger¬ man department) _ 15 17 16 29 27 33 42 39 . 1 a See Tables 9. 10. and 11, pp. 662-665, for schedules of salaries for corresponding dates. b Data not available. cThe principal of the Normal School is also principal of the High School. d German department discontinued. SALARIES OF TEACHERS Ds CITY SCHOOLS. 667 Table 13. — Xurnber of teachers in the district, high, and normal schools of St. Louis, Mo., who received the salaries indicated, 1880 to 1889, inclusive. 1S8Q. 1831. 1882. 1883. 1884. 1885. 1886. | 1887. 1888. 1889. Annual sal- d d d d d d d d © d ary. d c3 s c5 S JO e3 d c3 © •3 g H © d 2 © g cj eS c5 c3 0 0 d 1 c2 0 e5 \ © 75 3 £ f=» £ s & £ £ £ i £ fe S s 1 ! £ i 1 1 l 1 V750 00 .... .... 2 2 1 I 1 I 9 ROO 00 2 2 2 2 2, 000. 00 . 21 3 22 3 21 3 23 3 25 3 22 1 3 23 3* 23 4 25 : 4 24 2 1 900.00 3 1 4 .... 1 1 3 L .... 1 .... 1 2 8oo. 66 . 2 6 1 4 1 7 7 11 "2 11 "2 9 9 1 1 700 00 3 3- 4 1 1 4 1 1 1 1 1 1 2 1 600 00 2 ~ 3 1 2 1 4 1 .... 2 1 2 2 l' 500. 00 . 3 1 3 4 5 4 7 4 1 5 3 5 2 '16' 4 6 ~~S 9 *9 1 400 00 3 3 1 -1 j 2 1 1 2 1 2 2 1 4 1*350 00 3 1 | 2" 2 1 300. 00 _. 1 2 1 1 1 2 2 2 1 3 3 "T l’ 200 00 3 3 4 4 1 5 2 4 3 ”7 1 6 3 9 1 1*150 00 1 3 1 1 1 l . . 4 8 '“2 L 100. 00 . 1 2 1 2 _ 2 1 9 2 .... 2 2 5 | 2 5 .... 4 1 050 00 1 i 1 1 1 8 1 5 ! 1 1 1 2 i! 656. oo . 2 1 1 3 1 2 1 6 7 1 1 3 1 1 1 4 4 1 1 950. 00 . 2 7 2 5 1 5 _ 6 2 6 _ ! 4 1 4 1 13 1 12 _ 12 900. 00 . 4 1 3 2 5 2 5 5 4 5 4 1 4 5 2 4 ! 3 1 4 3 10 850.00 . 3 59 3 58 6 55 5 49 4 48 3 50 5 43 30 34 2 34 800. 00 . 3 16 5 14 ; 4 7 6 11 7 11 8 11 9 12 7 15 \T 11 5 3 750.00 . 4 2 4 5 : 3 4 5 4 3 3 6 i 5 4 7 1 1 1 1 2 1 5 700.00 . 9 95 7 91 ; 10 84 7 709 8 116 6 126 6 134 1 128 1 128 122 650. 03 . 4 10 3 U j 1 31 2 15 2 16 2 1 21 _ _ 19 7 ! _ f 14 i 25 610.00 . 1 19 8 10 8 1 11 1 _ 10 ! 1 n 8 605 00 16 1 | 1 24 1 600. 00 . 99 104 96 95 1 103 1 ; 94 1 88 96 1 96 j l 2J 98 570. 00 . ””1 2 Lin 1 3 I 5 1 1 560. 00 . r“ r t 256 i 11 242 225' 7 225 “ *-l ,-t rHHM — | « j’S Sex. Male.... Male.... Male.... Male.... Male.... Male.... Female. Female. Female. iviaie.... Male.... Male.... iviaie.... Male.... Male.... Male.... Female. a ® < ! 1 IS Female. V 1 Rank. LATIN AND ENGLISH HIGn SCHOOLS. Masters . •Submasters . Ushers . . . « . Teacher of French . i i o 1 GIRLS’ HIGH AND NORMAL SCHOOLS. Master . . . Head assistants . Assistants . Assistants, normal department . ■readier oi urawing . Teacher of French . . Teacher of German . A Ccicner ui musio . GRAMMAR SCHOOLS. Masters . . Submasters . Ushers . Head assistants Assistants . PRIMARY SCHOOLS. Teachers . . SPECIAL TEACHERS. Music . i i 1 ' 1 III ; ; ; j ; r. Hi e : ' i Ij if! 50k i 3 3 2, ! i 1 5 a Data not available. 6 For each school. Table 16.— Schedules of salaries of public-school teachers in Boston, Mass., 1865 to 1869, inclusive. 670 EDUCATION REPORT, 1889-90. (v) •jSa'BIBB umiuix'CM (») -asuaxo -til renuTty (») \vsqJL •xaquin.M CTjCIOthS-. •jfj'EI'BS xanuixx'CH •asuaxa -ui I'enmiy o © o o o o o 38 •xuaif isxq Lru[us 0-0 0 0^0 co'cvTcq o o o o lO l- oooooooo oooooooo xo o n: o io »cio o 838883 ^7* O tf'Xl'* lO •jaqrariN •LlUIUS ninuiixuj\[ 888 : o;ia > •asuaxa -xxi I’enuny SS< U'eanC Xj'bi'bs CO qfof t-7 >0000000 >000000x0 > O XO O CO 10 10 ^ :88§83 ico ^ x t- ia •aaqumj^ •Axuius uimuixBM oo« c: : : 1C O > KSJ' •asuaxa -ui I'Buuuy •xuaA ^xgLieius >00 0 0 OOOOOOOOO OOOOOOOO iO hOGDOOOCOiO^^ •J0qumjs[ WtH O tH •Ajv\vb XCItlUIIX'BH 888 USOiO C 1-i O W OOi- ' •joquinN: O xo 00 rt CO O cS c3 <3 c3 c3 s s c«t3fe§§Scececec3 © ©’ ® © £ d 22 ci7£ s § © 4^ S© 05 © u d ta © m r* ^4 Xl •0 43 a © © ci OJJD& S © c3 r- 05 ® WSlQp B |© &S BZ I p* o S .2 © g © "2 0 © s u r ® 3 42 ® ©pOOOO ^C^.Sc3CPG> rj C rj rj rH T/) ^ I— > I— ^ ,zj. w ,zz u u u 05 CS® W rj jQ © © © ECS£d> PS •es'cam -ux icnuay h S £ ■3(S ® oe •jaqmnM ii§ s£s •eS'BQJO -ui icnuay £ £ c3 ■d w © %<*>, 88 l*Wb« lO ^ lC rt 1 O OO 00 71 GO «OMriQ O CO CO O m 05 if: h h © © IS C3 o 2? S3 1^0 o o o o CO 1> 888 t-i lT3 00 ooooooo CI^^CIOO 71 ^ ^ icfc; £ •joqninjM 'OOjirHHH i-H Us as* o o • o o 88 ;88 ^CO »C :OOOOOOOC> O O < ioomoicooo c o < > O <0 Cl C © lO O iO : uoqxnriK CO !> -H .-t-iC0 Vi «« 0= c3 ^ .« O O a «b2§ 2d®*3 1.5®^ . I r-3 Ov u © »ppi®ja ffl W P fj fi M o ■e cs c g © ■§ ^ R *i Ci ,d r* en c3 ,® to © w © ti 7* bcTS ^5 u x y gq«gndi5955^ dccgaSSSal ol /h (11 H <11 L. Lj L 5 ^ r-> _2.S2g, IBS «i £x® g ©' c3 s o ^•mottoSS-Sw* pppp ^ i® ® o. r! rn w id a£sjc333c^!jc3jS,draJ3©c3c3'!3!c3®© ■52.P £©-«©?§'?£•§ ®»o£S-g mcaf:!’2’a®^®22’S5c3®*® & ® &S vvvrv®®®®,. .aooooooocoo ^H©©©©©©©©©© doooooooooo at3drttS(3c3rtc3(3ti "©©©©©©«©©© E-< K ilture (girls) . I Female SALARIES OF TEACHERS IN CITY SCHOOLS. 673 111 : nn- ; |8 :S3 j X t- !> i§ 888 j js :22 2 il 111 i w\-T- : il igi I 11 11IS3 i ; CO C« j i * 5v~ i i i i 888 8SS«£S3 2 83 “2 i :£§ | ~ 83 j ^^i(M S'SS'S'S'S’S' •III i ef«f~ ; |i :23 3 |X 1> l- ii 888 : is ;«2 ® il 111 ! e*%4W j Is ill 1 11 11125 i ; n cf mnV§ ; < ! | ill : ~ ^ 41 28 16 is ;Sg | ~ 09 85 i HHN HHN ^ wSS'Sw’Sw 11 »c» 1 ! il 1 1 i; ?» : 1 i ©> ; !§ g§ C*©» § j i ism i iiiiiisg i ;^r «««««%<“§ ; i i 1 ;! 1 111 1-1 5!cj issgg; s — o— g i ^-i^N ^ — O t-. iO^OJ> e s~e 11 wcf 1 of i ii i : :s h IP 1 | § i , 11 - efef 1 ilill 1 liilllss li : : 111 111 s-s j: « j ICCO^H ,cv. rcfl cs o ||22|| pl«§I ^o>2»o !;i«! mil <3 * . 3S? cfl ^ •jaqumM a {- >> x 9 § ce 3i5 g g c3 ^ w •es'BajonT I-cnuTiv fr-pj * g 3 cS O ? CG **» •jaqranjs[ •P a >> * 3 3 SS* •©s'Ba.ioui lunnuy >> SgS dC» CO ^ •joqninN •*h CJ >> M SS^ •osBajoui IBnuuv flS •jaqninx ■A a (»> X « 53 * 35 S3?? O! 1- S3 w j> •osBajont I'BUUUv’ •jaqumx II • -r •* • ^ »c QOOOOO x x c ~ -r l'* 00 O X ^ m^ov-no :S :£ O O CC o o XXOOf? 1-00000 tH «C)rtrHrt lOOir-IHlf) O £8 .10^00 ^ i CO CO CO CO C - X X GO < CO Oii-H r-H , x«do°o§o ifiooHimo^ 3 :833! icocooaco oocooo kftt^cor-nainosQo :. : r S 8 5 c 000000030 in is o o i i-i i-i. i-i i i i 0 D O © 5) O O O ' ' ‘TSaaaa’Sa a ^ssssbss a •a w a & © o © © a Pi a a CGCG 3 §3 Q O 58 ^ o w m o -sill 5* S 03 3 03 |S c2 w O C3 WS 2a U c3 » S M 2 CO 3 a g a „ - u ^ jj'a O m+3 ga£ §«i ©3 o *-5 Q 0> E-i Eh E-i gn. O O SB?? ss §1 ss 00 Cl ss 88 o o ss cT -3 © © 33 SS Soa SALAKIES OP TEACHERS IN CITY SCHOOLS. 675 1,080 810 744 816 744 i i : :S 8 : ;co ; o 30 12 48 12 48 ill- j§ * 2 j ilgl £3? if? : ;«! § j i|S ill 111 ? 2S 3 ■o' i ■ o i is. X r - ; j go — "S3 S BS § jpg f§ i i i 1 i i i il 1 j i :S25i 25 I 1 j i i i ! il i ■ 900 750 450 756 450 <25 3, 000 2, C40 1 jj? ill 111 * jK S o • .o .4 : is is 1=1 s H ] j S S §3 3 1,080 810 744 816) 744 \ i » i i i i « • • i ii j i j I i i i i :S23 25 | ; : i i j ! II i i i 900 756 456 756 456 eb 3,000 2, 640 I j \*i ill 111 ? S3 3 i is isg| | *HS0’ - i iX 3 33 3 75 'OXI.' ; « i i • * • '• • » it ill il i iS25i :5 : : i j i j ! ! i is j jus jl i* il? mate I j jjl ill 111 * 25 . 3 o • • O t— t : is ;srs |1 r — ■ H i i §3 Woo2 s 33 B lies ■ il \ i i ji || 8325! j5 i i i i i i ; :S ; j till il i* liiiisj ill sag 5 ss 3 v~ S =ssi- iJ L s SS S Male... Female Female Female Female o ! c i ’ i 1 © <3 i 1] ; & o © n 0 V i ; Second submasters . First assistants . Second assistants . Third assistants . . . PRIMARY SCHOOLS. Second assistants . j j j§ jj i 1 il s 1 Is i g ! il J is 1 II i 11 il IMPS! sisS s fi 1 1 § i i i o f J i 1 l ii s 1 If 1 1 iPi 11 i| ? [|- l|. s & If I I I II S ? 2 If - |828i|8«§ gflfjllsl * c sa s • 8 8 00 13 •O •s CQ 00 o o CO CO • Xj o O 2 3 is> 8« S8888SS 888 SS&S S??“® o+* ®S°r-N coot. (MCOCOrt O i-l j • f 8 § 00 is j o ;S CQ 00 1—1 i i X) 8 2 2 13 is o Olft O O O O O O^T OOO O rtn ^ ^-0000^3^ OOO CO, . O C O W ^ ^ N OOOi- ©fCOCOrH ® *-« OMOUJ ^sss s & lOhhhh O ’HHN rlQTf< CQ 1-1 r-H 00 3^ GO'S j i o • 8 8 00 -8 :2 is W CO i ( • ' 30 ! ^ ! 8 2 2 13 is OO lO ££•© O O O O O 'o'5*> OOO o +r o o o in H th ooo eo, , ® <= o °°_cs » ^3 SS CQCOCOi-7 O pH OMffllO "sss s CO o T* iOhhhh 00 1-1 T-I tN. W CO CO •M C* t-h o i> 5^ 00 i> 8 8 00 13 i° js CQ OO 8 2 2 13 j < is O O lO lC^ 8388 O O O Oi efcoco* ! 'cy^' ooo ot^^ • >3 ^ OOO CO . . ;£•*■ ”**■ -a^s • o — H InSv^ ooooio 3SSS s ' 455 I CO rHHN i—l 1— < CO • Oi (M 1-1 CO 1> Female ) Female > Female ) Female . Female . Male .... Male .... Male .... Male .... Female . Female . i © © * ! i'3’3 * iaa I © 2 ! © Id ;2 PRIMARY SCHOOLS. Second assistants . . . Fourth assistants . . . CD fc w u a ! § 1 1 . ! 1 i i i & 3 a j.1 i a 5 a 4 V i< CD K H O ◄ ft H O ; S ! w 5 $ ! 1 5 P 11 SC b ! a \i to fl = © Is ss is i 1? t S | § 1 V v. H H H P5 o « a o o ,• H 5 Sg !5 ◄ a H c ? 8 i ! a 1 ! § 4 +i | a ij j-a 3 a 1 !■ i 3 : ■ o 1 : o _• c ■ Hoc o Oi I “ ■© a * O © r \ S5 A ■ 3 • M tlr- ■ z > K 43 3 aa ►». .a \a « It i a p> j ; © i 'H • > C ® c3 » : O 0+0 o > 43 < . « . o.Bj 3 h® h°fet ; 2— ©43 < a j S © S o g v !g« 2 9.t + 0 a S .3 i? ^ iv~ ©gd^ t r* CO CO "tn *. CO tl a 3 5 £ « © 2 g a o .© © « ® © a ^Pnfs, <2K< 3 ) > J 3 3 0 j 3 } r 3 I 3 J + u © ■a <»S , ffl o © -2t* *+ d > © © ©42 © fl ©rt © O © d rj U ® © © £430 cS £43 $?s si 2 S£2 ;i8 o'© >> 677 Table 20. — Schedules of salaries of public- school teachers in Boston , Mass., 1890 to 1892 , inclusive. 678 EDUCATION REPORT. 1889-90 SALARIES OF TEACHERS IN CITY SCHOOLS. 679 a Junior masters rank as masters after thirteen c There is also one special teacher of German e Salary proportioned to the number of divi- years’ service. who receives $4 a week for three hours’ ac- sions taught. b This grade will be discontinued when the in- tual service per week, /Per evening. cum bents retire. d Per week. a Data not available. Table 21. — Salaries of public-school teachers in New Orleans, La., 1S43, 1844, 1855, 1856, 1858, 1860, 1867,1868. 680 EDUCATION REPORT, 1889-90. 00 CO An¬ nual salary. ooo 'n 2.500 1,800 1,200 1, 020 900 1.500 1,200 1,200 960 942 1,000 1,000 960 1,000 ! 960 800 720 . S3 C C CD p © T-UD NMh W ro Cl h ri CO ^ :VO 'O th W T-I CO 64 10 N CO CO An¬ nual salary. 84,000 2,000 1,500 1,200 1,020 1,200 1,260 1,020 240 . 1,500 1,200 1,020 9G0 800 1,000 1,000 900 800 720 o o © Num¬ ber. M ,-1 t~ rl lO 00 i-l rl — IQ r-( ^ rH 'O — *-l 1858. An¬ nual salary. O o LO 2,000 1,800 700 1,260 1,080 1,020 eoo 1,500 1,020 1,000 900 800 COO Num¬ ber. TH rtHH ' rtHHH1 1ft lO Ifi 1-1 O © 1856. An¬ nual salary. © g cS 1,800 1,500 700 1,200 1,050 1,000 600 1,320 1,000 » 1,000 800 600 Num¬ ber. hhhh ia lO IO o o 1 1855. An¬ nual salary. 008 ‘s$ 700 1,320 750 500 1,100 1,000 960 500 1,230 920 920 675 550 540 Num¬ ber. thhhh ^ « ia fD ooo CO An¬ nual salary. $2,500 OOOOOOOOO ^ocowo^ow CO OOCOt-l^COlOiO^CO Num¬ ber. co CO An¬ nual salary. $2,500 1,000 1,200 <500 Num¬ ber. 1 1 1 10 © 01 Male . Female .. Female . . Male _ ici IS Female .. Female . . Male _ a It II Male . Female . . > a 5 H ; E ! 1 ► i i > i Rank. Superintendent . 3 0 1} it H 5 - J H< 2 U \ ] 3 3 5 *E 3 0 5 < . . . . . - - - - - - - BOYS’ HIGH SCHOOLS. > a 11 li 1 a * a i< GIRLS’ HIGH SCHOOLS. Principals . Assistants . GRAMMAR SCHOOLS. 1 V 1 n c > c ; p i T t a First assistants . First assistants . a P c a ^ 1 > w J o ! I ! J j 1 i > s i i J > > > 1 SALARIES OF TEACHERS IN CITY SCHOOLS. 681 G82 EDUCATION REPORT, 1889-90. Table 22. — Salaries of public school teachers in New Orleans , La ., 1878 , 1881, 188b, 18S6, 1888. Rank. Sex. 1878. 1881. 1884. 1830. 1888. s rQ a & An¬ nual sal¬ ary. u a> & S i An¬ nual sal¬ ary. u © rO a § Annual salary. 5 .a a An¬ nual sal¬ ary. U © ,Q An¬ nual sal¬ ary. BOYS’ HIGH SCHOOLS. Principal . Male ... i $1,620 i $1,620 i $1,620 i $1,215 i $1,215 Associates . Male ... 3 1,152 i 1,452 i 1, 452 i 1,125 i 1,125 i 1,152 i 1, 152 3 900 3 900 GIRLS’ HIGH SCHOOLS. Principal . Female 1 1,500 i 1,500 i 1,500 1 1,125 1 1,125 Associates . Female 1 1,200 i 1,200 i 1,200 1 975 1 975 5 900 3 900 3 900 2 675 2 675 1 594 1 594 1 495 1 495 1 450 GRAMMAR SCHOOLS. 1 405 Principals . . Male . . . 20 840 14 1,020 12 1,200 al5 900 015 900 5 960 5 960 alO 720 all 720 - al4 675 al4 675 Principals _ _ Female 1 840 1 1, 020 2 1,020 a3 630 03 630 23 720 2 960 1 960 a 4 540 a5 540 6 564 13 864 13 864 a6 495 14 792 17 792 1 648 First assistants . Female 65 540 3 720 2 720 72 495 64 495 67 648 66 648 Second assistants . Female 101 396 2 600 98 540 100 405 102 405 102 540 Third assistants . Female 172 324 163 420 153 420 162 360 169 360 PRIMARY SCHOOLS. Principals . . Female 13 540 2 648 2 648 2 384 480 First assistants _ _ 1 432 Second assistants . 360 Third assistants . 5 324 ,420 1 420 SPECIAL PRIMARY. • • Principal . . . Female l 672 720 1 720 First assistant . _. Female 1 540 1 648 2 648 Second assistant _ Female 480 540 1 540 COLORED HIGH SCE£>OL. Principal . _ . . Male ... 1 1,140 Associate . Female 1 780 NORMAL SCHOOLS. Principal . Female 1 315 1 360 Associates . . Female 2 225 2 270 DEAF-MUTE SCHOOL. Principal . . . 1 450 1 675 a Sex not stated. SALARIES OF TEACHERS IN CITY SCHOOLS. 683 Table 23. — Salaries of public school teachers in Cincinnati , Ohio, 1834, 1836, 1839. Kanlc. Sex. 1834. .1836. 1839. Num¬ ber. Annual salary. Num¬ ber. Annual salary. Num¬ ber. Annual salary. DISTRICT SCHOOLS. Principals _ _ _ Male . $400 216 250 168 14 4 10 15 $500 250 300 200 1 . $540 504 300 Principals, female departments.... Assistants *_ _ _ _ Female .. Male . .Assistants _ . __ _ _ Female .. First assistants _ _ Male . 340 240 304 216 180 First assistants Female .. Second assistants . Male . Second assistants . . Female .. Third assistants . Female .. Table 24. — Salaries of public-school teachers in Cincinnati , Ohio , 1840 to 1849, inclusive . L 0$ T* 00 An¬ nual salary. EDT 55 JCATION 1 REPO O • Ol • ^ ! RT , 188 9- -90. 0000 0 05 © © ^ ^WO’fHO) 00 05 05 iC ^ CO 05 75 —« t^^CO •JoqranN: CO CO • CJU5COCION 1-4 CO i-4 05 CO 1848. An¬ nual salary. $1,000 660 COO 360 COO 0 • CO • CO • S83 ^ CO 05 05 i-t O CO CO 1 •joqran^ 1 1 1 13 N ! TfOOtOOO 1-4 1-4 co 1-H 75 CO - 1847. An¬ nual salary. $600 0 I CO • CO • 1 O O O 05 o — a CO 05 75 i-» * •jaqumM CO 0 1 co ©©ag 1846. An¬ nual salary. 0!00 tt'iCQ 0000 O'vOOh 00 CO CO Ol 180 O Orf4 O kC •aoqxnnN 10 1 1 0 -h co at r-t 05 05 OO - 1845. An¬ nual salary. OOO 10 'Tfi CO ee 300 360 300 300 216 180 540 540 144 uaqumjsi 10 1 1 9 1 10 1 26 83 - -- 00 An¬ nual salary. $540 420 360 OOOO — H Zi CO CO 05 180 o o ^ rf< rr* IG ifiH •aoqranM 10 1 1 at th ao 05 05 CO - 1843. An¬ nual salary. $540 420 360 OOOO OOO 00 O — « jr" CO CO CO CO CO (05 Wr-.H O CO 540 •JoqumN: QrHr^ C5HOCO HHOl n - 1842. _ >> 5 5 £ m O O to ^ ee OOOO O OOO OOO— < -Tf COOiO CO CO CO 05 05 1-.r-.T-4 •jaqum^i ot 05 ct 05 co at co r-H at 00 An¬ nual salary. 0 0 iE ssS C1 S s 180 •jaqumM : i i : i i : ! d CO An¬ nual salary. OOO OOO ^ O C! O O O i-H tgio ^ CO CO CO 05 0 00 •joqran^ 10 CO O500CO iO CO C5 iO Sex. Main _ » ® ! c3 1 Female Male . Male _ Female .. Male . Female .. Male . Female . . Male _ Female .. Male _ Female .. Male _ Female Male 1 Rank. CENTRAL SCHOOL, (a) Principal _ Assistants __ Assistant. _ - _ DISTRICT SCHOOLS. Principals . Associate principals . Principals of female departments . First assistants . . First assistants.. . . . ... ... Second assistants . Second assistants . Third assistant _ _ ... Third assistants . 1 Assistants J Assistants * . SPECIAL TEACHERS. Penmanship . Music . . . .. ... _ Music . . 1 li 0 £ ci Q ) a Established 1847. & Data not available. cFor first six months only. SALARIES OF TEACHERS IN CITY SCHOOLS. ►© Sh 05 k.O 00 An¬ nual salary. $1,750 1,320 1,200 c 572 c400 C212 1,000 800 700 1,320 800 450 400 300 600 450 400 300 1,200 1,000 cr 600 h 900 800 600 h 552 •mqumN NNNHrlrtHHH ^ ** N ^ «« W®OWW « An¬ nual salary. $1,750 1,320 1,200 C 570 c210 C100 1,000 700 504 1,320 800 450 400 300 600 450 400 1,200 1,000 o600 900 800 600 552 •aaquinM NWNhhhNhh ^^OldCO^ClCO COCO CO CO O CO CO <55 ^ ^ < 00 An¬ nual salary. „ ^ 88 8888 8 88888 ,0-0 *0 COCO ClOOl^H HHWMMflWM TH T-l ^ i§ 00 An¬ nual salary. 8 ™ O rfSO •jaqumN i i ! j j i kO 00 An¬ nual salary. $1, 500 1,040 1,000 COOO 480 C 200 800 600 504 450 360 O ^OCO^ Cl OOOkOO o IC J> kC kO •jaquiUM NNHHHC5HHH-H MOOH CO kO CO An¬ nual salary. $1,500 1,300 1,040 C 600 480 C200 600 504 360 1,020 504 780 552 •aaquinN ^ ^ O Cl 1852. | An¬ nual salary. S'S' O O O o o 00 Cl OC ^ Cl l'- ^ 1>- kC ^ ee •aaquinM ; ; ; ^ CO h O 05 kO 00 An¬ nual salary. S'S' - S' o ooo CO CI^CI fe ^ ° ^ •aoqnxuM j 1 i t* COO C5 s 00 An¬ nual salary. $1,500 800 500 780 540 420 540 420 •joqrauM a Is << DISTRICT SCHOOLS. • Principals . Principals female departments Assistants . . ' \ • 685 a Figures for 1850 are for the Central School. d Established 1855. g Called first assistant after 1856. b Data not available. * e Males elected to pi aces provided for females. h German assistants. c For only a part of each day. /One-third of the whole number. Table 25.— Salaries of public-school teachers in Cincinnati , Ohio, 1850 to 1859, inclusive— Continued. G86 EDUCATION REPORT, 1889-90. 1859. An¬ nual salary. $360 300 240 420 300 300 d 240 1,000 1,200 •jaqtitnM CONN MNIOO . e e e ^ ° Ci 1858. An¬ nual salary. 88838883 88| '^WWM'S'tONN 0»- i> in co ^ oi •joqinn.M OXWN in « I'- h t-4 C2 02 02 1855. An¬ nual salary. •aaqum^ i ! j ; in 00 An¬ nual salary. oooo OOOrf ^ T3 ooo ooooo Oi O i- o in ^ co co o* •jaqinnjSE C2 CO o m co 1-4 1-1 1853. An¬ nual salary. o co o cp oo 55 w 'S 796 608 420 300 338 324 240 •joqumK in co oo co in c* 1 in 00 An¬ nual salary. O O O to si 385JS52 e© ^ 02 CO O Tj< •aaqiuuK th o m 02 ^ i ! i Rank. •d © rt a o o 1 w J o o W o co M a 2 t & c S 1 Q 0 < Assistants _ .* . SPECIAL TEACHERS. ! ^ ! o • o : k : o ! 03 : q j* : § 3 ; g 1 i 8 i if 1 > R c ,7? P- 2 a > a J JZ ) c, i c ) Q 4 £ 2 ) 1 1 5 ) i a Males elected to places provided for females. d For the first six months services only. b Data not available. e For only a part of each day. c One-fourth of the whole number.' Table 20. — Salaries of public- school teachers in Cincinnati, Ohio , 1SG0 to 1809 , inclusive. i SALARIES OF TEACHERS IX CITY SCHOOLS. 687 1809. (a) An¬ nual salary. $3,500 1,800 1,000 2, COO 2,200 2, 050 2, 000 1,900 C 500 1,600 1,200 1,000 900 800 2,100 1,900 1,500 1,400 _ © © © © © o 30 00i> •joquinx HH d NNHHHrtilTfilM HrtWH -H kC CO 3 oo © OO An¬ nual salary. >0 1 - - §1111 ~ ~ - § si •■ioqumx - o* ! T-. ! ! j 9 j j 9 1 An¬ nual salary. $2,500 o to o o oo aoooo oooo Zi Ct © © -r C 'C O O © © © ^ ©aofr-o oat'W of ^-T ^ t-T ^ i-T ci'-^r_rT-T I © © • © u$ * 00 1 •aaqninfci - 03 C3 Tf< ^ -4 — ( © iG i An- |nual salary. sf 8 88 8888 8 8 ^ C- GO ©30i-© © CO ©3 HH t-T tH t-T i !§ GO CO r» uoqumN Cl Ol Cl 9 *“* 8* CO An¬ nual salary. 8 © u 2,000 1,600 1,080 c540 850 600 1,600 / COO 1,100 450 •jaquiu£i C* W r-c tH CO CO Cl © © 00 An¬ nual salary. $2, 000 1,600 1,500 1,080 1,000 700 1,600 0?.* 09* 001 ‘l 009 ' •jaquruij Cl «.- CO © 00 An¬ nual salary. $1,750 1,320 1,200 900 800 1,000 700 1,320 88 88 © Tjl © TJi •JcaqnmH Cl CQNW-* (MW Cl 03 *h C3CO 1802. An¬ nual salary. $1,500 1,188 1,080 630 540 900 630 1,152 ©*^ ©*-< T?* O © 30 kC GO TT CO •jaqumK y-> Cl Cl 1-1 C! Cl CO w COCO ©3 !> 1861. An¬ nual salary. $1,500 1,188 1,080 540 C540 900 630 1,152 © 1^0 ^ 1C 20 ^ CO 2* ^ CO •joqranM Cl Cl M — Cl Cl CO w 1 An¬ nual salary. ooooooooo© © lOQWOOOOOOO C3 l> iO co C3 © © rt< © ao i- CO — r ~ ~ - 8888 88 CS O'S' W •'!' 'S* •JoquxnK: iHrtCldrtClwDrtCl Cl W Sex. c % c \ l 1 1 > a 1 Male . Male . Female . . Male . Main Female .. Male . Female .. Rank. d- c a £ c s T | J - - - - - NORMAL SCHOOL. ii (! 4 V i< WOODWARD AND HUGHES HIGH SCHOOLS. Principals . Assistants . First assistants . INTERMEDIATE SCHOOLS. Principals . ! 2 i s= ; c | a ! "5 ! 0 i c; ) a ! £ Assistants . . Assistants . a See schedule of salaries on page 091. c For only a part of each day. . e Called first assistant previously and subsequently. b Bata not available. d Men occupying places provided fqr women. Table 26. — Salaries of public-school teachers in Cincinnati , Ohio , 1860 to 1869, inclusive— Continued. 688 EDUCATION REPORT, 1889-90. I860, (a) An¬ nual salary. $700 650 1,900 1,800 1,700 1,300 1,200 1,100 1,000 700 650 600 500 800 700 650 600 550 500 450 400 1,800 7il , 440 1,600 •aaquinN | £73*873 An¬ nual salary. $700 650 600 1,900 1,800 1,700 1,600 1,300 1,200 1, ICO 1,000 888 8888888 _ _ •jaqran^i | i | n ! j i { ! ! i j j i j ; i ; ; ; - i f s' £ 00 f An¬ nual salary. ooo ooooooo 888 §888888 ee oo oo ooooooo O © ! o o ic o o © ir. o © o o -ti > oc -j- i •aaqxanK W-NWCO CiO^MCXH COth! ^ Sj Sj O Cl CO CO if if d 1866. (a) An¬ nual salary. $700 650 600 1,900 1,800 1,700 1,300 1,200 1,100 700 500 400 700 650 600 550 500 450 400 1,800 /tl, 440 •aaquinjsr lO CO --H ISOO O} ip CO ‘ 1 CO W^CiOC5X-« CCiH ! 0^)0 O i— ' i— 1 CO CO O 1865. An¬ nual salary. • o o « o o • iO CO eS COO 550 1,000 800 500 360 240 420 360 300 /240 1,360 1,200 •aaqxunN SOd NCOOCOWWtH fc- O ^ iO nn ! 1-1 Cl>0 ^ ^ O SO 00 An¬ nual salary. $400 1,500 1,300 600 550 1,000 800 600 552 420 360 300 420 360 300 6240 1,360 1,200 •aequinN i-H SOd ^ !o-.hhh»ON (MOO^h HPJ ! i-i ■ cq ^ y o *o moQW 1863. An¬ nual salary. □$420 400 300 1,200 OOOd OOOOO OO 1 O O O lO OWSOC^ OO 1 O CO O iG> SJ it COCO Cl CO Cl • rO rO ^5 ^ - - I •jaquiujsr ©tHH 1-1 CO j 1862. An¬ nual salary. $364 276 1,068 894 540 807 718 600 540 497 381 329 276 240 381 329 276 *240 1,183 1,068 •aaquxnN S^ SJ d O OO CO 1861. An¬ nual salary. $276 1,068 894 540 807 718 540 497 432 381 329 276 240 381 329 276 6240 1,183 1,068 MoqumK CO lflN ^ OOCOiHNWwNiftr-iMCiCC^ i-h CO ! l-< »Oi-i 8 00 An¬ nual salary. 8 88 8 o coowoooo oooo o o ! O o o o ic ci o o -f O SO 1 SO C5 00 so lO ^ CO CO d 'sfCOCOCl CMO | •jsquiuM 1 14 2 CO 1> d tH d '’f CO Cl C5- ! | i 5 i s > 1 X 4 h- ! £ Assistants . Assistants . SPECIAL TEACHERS. Music . . . Drawing superintendent . SALARIES OF TEACHERS IN CITY SCHOOLS, 689 00 GO O O O i**. r ~ oo go 88® 00 iO CO 009 008 ‘I — 88 Ga O 1 - O 8 83 CO >>> POO Eh ED c3 c3 c£* P P <3 O <15 >5 . O cS-Ci £ S gas '«w5 05 05 O +* ^'S»S 8 .& d © g P O CQ _< qs . Pi ° S * & £>? a Is M 2 o 9 >'£ ° g © © £ 'g^g'CS . ! i-H CO ^ ! 1 An¬ nual salary. $3,500 1111 llllliil 8311 881888 111 ! •fr-TtH r-Tr-r^^T cf r-T i-T I •o ; •jaquinK - j* H ,1 « .H tlTHMNHrlSlH HN5JM «lS-«rnW tH ! 1876. An¬ nual salary. $3,500 2,000 illl 88S888S8SSSS 8838888 III i ' rH T-t C‘fC'f(>f*-l r-1 rtTI r-Tr-Tr-i 1-. i-H ©f C f r-T r-T ! ; ; •jaquinK -* |r- GO An¬ nual sal¬ ary. 8 lO £ l 1,400 1,000 500 2,600 2,200 2,100 2,000 1,900 1,700 1,600 1,200 1,100 1,100 800 2,100 1,600 1,400 1,000 1,300 1,200 800 •JoqxunN - hNH CQHH^tHHCO T-4 O r~4 r-4 --- C> CO CO An¬ nual sal¬ ary. oos ‘n 8 — 8- — 888 8 cm ci cm r— T S3- Ci c, O •jaqumM r-4 j • N | j t-(?OH t-4 -- : 1888. An¬ nual sal¬ ary. $4,500 2,000 5«0 1,400 1,000 2, 600 2, 200 2, 100 2,000 1,700 1,600 1.200 1,100 1,080 1,000 900 2,100 .1,600 1,200 1,000 800 1,900 1,200 800 •joquinjsl iHHHN MrtHlOrHN CO CO An¬ nual sal¬ ary. o 8 3? 2, 000 500 1,400 1,000 2,600 2,200 2, 100 2,000 1,900 1,700 1,600 1,200 1,000 900 2, 100 1,600 1,000 1,900 1,200 750 •jaqninjsi - HrtHIM rt 1886. An¬ nual sal¬ ary. $3,500 o 8 1,400 1,000 500 2,600 2, 200 2,100 2,000 1,800 1,600 1,200 1, 100 2,100 1,600 1,000 1,900 1,200 700 •jaqumtt - - NhhiOhN CMkO T-lhH — <*H 00 00 An¬ nual sal¬ ary. $3,500 8 Oi 1,400 1, 000 i 900 500 2, 600 2,200 2, 100 2,000 1, 700 1,500 1,400 1,200 1,100 1,000 2,100 1,600 1,000 1,900 1,200 1,000 •aequiuM HHHH NHrHlflHrHH HHlO *> tH 00 CO An¬ nual sal¬ ary. $3,500 !- 1,400 1. 000 '800 500 2,600 2,200 2, 100 2, 000 1,600 1,500 1,200 1,100 1,000 900 1,900 1,600 1,300 1,900 1, 200 1,000 •jaqumN - (MHrHinMrH O T* T* CO ,-H (D 1883. An¬ nual sal¬ ary. $3,500 2,200 1,600 1,000 500 2,600 2,200 2,100 2,000 1,500 1,400 1,200 1,100 1,000 900 1,900 1,600 1,200 1 ill Meqxnnjsr i-ieOrH Ci i— < — < m 1-1 IM — - 1882. An¬ nual sal¬ ary. $3,500 2,200 1,600 1,000 500 2,600 2,200 2, 100 2,000 1,900 1, 600 1,500 1,300 1,200 1,100 1,000 900 1,900 1,600 1,200 8 i8 : O JCM J •jaquinM - HMH mhhtJihhhhN^W^ HOH - ;»H : 00 00 An¬ nual sal¬ ary. 8 8 lO CM $£ * 1,600 1,000 500 2,600 2, 200 2, 100 2,000 1,800 1,500 1,200 1,200 1,000 900 1,900 1,600 1 il ; •asquint - hCCh 05 !-h ^ t-4 rH O* to CM -£> - j- ; o s An¬ nual sal¬ ary. 8 8 kO (M Sf 1,600 1,000 500 2, 600 2, 200 2, 000 1,800 1,500 1,200 1,200 1,100 1,000 900 1,900 1,600 8 is i O • CM • MaqtunN - i-tCO,-< C 5 IT5 r-l <£> - i- i Sex. Male . Male . Male . Female.. Male . Male . Female. . Male . Male . Fern ale L ;3 Female.. Female.. Male . Rank. Superintendent . NORMAL SCHOOL. Princinal _ _ !e3 i.P ;'c j ti £ Assistant _ Assistants . WOODWARD AND HUGHES HIGH SCHOOLS. Principals . Assistants . Assistants . SPECIAL TEACHERS. Music, superintendent . Music, assistants . Music, assistant . Drawimr. suDerintendent . _ _ Drawing, superintendent . Drawing, first assistants . Drawing, assistants . . SALARIES OF TEACHERS IN CITY SCHOOLS, 693 Men elected to positions provided for women. Maximum salary of principals of district schools with loss than 500 pupils, $1,000. CHAPTER III. SCIENTIFIC TEMPERANCE INSTRUCTION IN THE PUBLIC SCHOOLS. CONTENTS: L — Historical sketch, text-books, course of study, topical outline of study, stand¬ ard of enforcement, duties of school boards, etc. [pp. 695-709 ). II. — The effects of alcohol on the human system, and the method of teaching them , by ' Prof. A. C. Boyden {pp . 709-713). III. — The legislation effected {pp. 713-7 Ilf). IV. — Reports of school officials on the enforcement of the law {pp. 711-7 3 If). V. — Report of State Agent Geo. H. Martin upon results in Massachusetts {pp. 721-733). VI. — Objections to scientific temperance instruction stated {pp. 733-737). Vll. — Answers to some false notions {pp. 737-712). It is now about a decade since the first organized effort was made to cause all public-school pupils to be taught the laws of health and in that connection the evil effects of alcoholic beverages, tobacco and other narcotics: that their use in whatever degree is dangerous because of their power to create an uncontroll¬ able appetite for more ; that the indulgence of such an appetite is unqualifiedly detrimental to the physical and moral well-being of man : and that the only safe course to pursue with regard to these substances is one of total abstinence. HISTORICAL, SKETCH. This movement was started by Mrs. Mary H. Hunt,1 through the Womans Christian Temperance Union. The previous experience of Mrs. Hunt as a pro¬ fessor or teacher of chemistry in an eastern college had led to her assuming practical oversight of the education of her only child, who was a student in the Massachusetts Institute of Technology from 1872 to 1876. “While thus en¬ gaged,” she says, “the question concerning alcohol as a chemical reagent led to inquiry as to its origin, nature, and effects upon the human system as found in the popular alcoholic beverages. This study became an absorbing research that filled me with alarm for the future of a nation whose people were consum¬ ing such vast quantities of alcohol.'’ As a result of this study the conviction was forced upon her “ that intemper¬ ance could never be prevented until people were taught the real nature and effects of alcoholic drinks, aud that this must he done through the schools.” The National Temperance Publication Society of New York made several tenta¬ tive movements in that direction, principally under the direction of Miss Julia Coleman, whose Juvenile Temperance Manual, published in 1878, was subse¬ quently introduced into a few public schools. The town of Hyde Park. Mass., at the instigation of Mrs. Hunt, was the first to introduce the study of scientific temperance into its public school curriculum. No suitable text-hook had been prepared, and for the time being use was made of The Temperance Lesson Book, written by Dr. B. W. Richardson (London, 1887). Action of the Woman’s Christian Temperance Union. — The first official action of the Woman’s Christian Temperance Union was taken, in response to Mrs. Hunt's earnest importunity, at their Indianapolis meeting in 1879, when the following resolution was adopted : Resolved, That this convention consider the introduction of scientific temperance text-books into the regular course of study in our public schools as a most hopeful line of work. We therefore urge the various States here represented to take immediate action to secure this im¬ portant study taught in the schools of their several localities. ’It is proper to say that Mrs. Hunt kindly undertook the revision of the proofs of this his¬ torical sketch. 695 696 EDUCATION REPORT, 1889-90. A standing committee, of which Mrs. Hunt was made chairman, was chosen to carry the above resolution into action. But difficulties were soon encoun¬ tered in the way of accomplishing any uniform work .through a committee widely separated ; and at the Boston meeting of the Woman’s Christian Tem¬ perance Union the ensuing year (1880) a department of scientific temperance instruction in schools and colleges, under a national superintendent, was created, to take the place of the standing committee. Mrs. Hunt, who was chiefly instru¬ mental in bringing about this change, was made superintendent of the depart¬ ment, a position she still holds. It was made her duty in that capacity “to originate, advise, and direct plans of work,” which are carried out with the assistance of auxiliary superintendents in all the States and Territories, who are under the direction of and report to the national superintendent. Subordinate assistants were appointed for the minor civil divisions of the State, so that the organization is somewhat military in character. Prompt, vigorous^ and effective action has been thereby secured, with the ability to concentrate effort at any desired point. This centralization of authority has been one great secret of success. The labors of the first year, 1880, were chiefly “confined to organizing the work throughout the country and to creating public interest in the propos d study through the press and lectures by the national superintendent before pop¬ ular audiences, educational bodies, churches, and philanthropic conferences.” In her Brief History of the First Decade, from which the foregoing has been chiefly condensed, as also much which follows, Mrs. Hunt goes on to say : “ Some teaching from Dr. Richardson’s Temperance Lesson Book and a little work by Miss Coleman, entitled Alcohol and Hygiene, followed these efforts, by order of local school boards. The sporadic character of these results deepened the con¬ viction that the study must be mandatory or it never would be systematically pursued. Experience soon proved the soundness of my position from the first, viz., that text-books on temperance only would not fully, meet the need. In order to understand the consequences of violating hygienic law in all respects, but especially in the use of alcholic drinks and other narcotics, pupils must know something of relative physiology and general hygiene; therefore the study should be incorporated with these topics.” What the doctors said. — In the efforts of the leaders in the movement to make progress the stock objection that met them on every side was, “There is noth¬ ing definite that can be taught about the effects of alcoholic drinks upon the human system.” “The doctors are not agreed about it.” It became evident that no progress could be made in getting legislation until an authoritative reply to this objection could be produced. Mrs. Hunt, therefore, went before the American Medical Association at its meeting at St. Paul, in June, 1882, and asked them for some expression as to the evil nature and effects of alcoholic drinks. She presented the following resolutions on behalf of the Woman’s Christian Temperance Union: Whereas alcoholic intemperance is a prolific cause of disease, and prevention, through the education of the people, is one of the most powerful antidotes, Resolved, That we approve teaching the children and youth in the schools and educational institutions in this country, as facts of hygiene, the physiological dangers and evils resulting from the use of alcoholic beverages; and Whereas it is the acknowledged duty of the State to provide for such education of the people as is essential to good citizenship, Resolved, That we recommend the State legislature to enact laws requiring the physiological dangers and evils resulting from the use of alcoholic beverages taught in all schools supported by public money or under State control. These resolutions were referred to the section on State medicine, which after some discussion adopted the following as a substitute: Resolved, That the association reaffirm the resolutions in regard to the abuse of alcoholic liquors passed at Buffalo in 1878, and further urge that all State legislatures introduce hygiene as one of the branches to be taught in the schools. The resolutions of 1878 so reaffirmed are as follows : Resolved, That in view of the alarming prevalence and ill effects of intemperance, with which none are so familiar as members of the medical profession, and which have called forth from eminent practitioners the voice of warning to the people of Great Britain concerning the use of alcoholic beverages, we, the undersigned, members of the medical profession of the United States, unite in the declaration that we believe alcohol should be classed with other powerful drugs, that when prescribed it should be done with conscientious caution, and a sense of great responsibility. Resolved, That we are of the opinion that the use of alcoholic liquors as a beverage is produc¬ tive of a large amount of physical and mental disease; that it entails diseased appetites and enfeebled constitutions upon offspring, and that it is the cause of a large percentage of the crime and pauperism of our cities and coiintry. Resolved, That we would welcome any change in public sentiment that would confine the use of intoxicating liquor to the uses of science, art, and medicine. SCIENTIFIC TEMPERANCE INSTRUCTION. 697 No one can doubt that these resolutions placed a powerful weapon in the hands of the promoters of the new study, or that it was most effectively used. “ The favorite objection,” wrote Mrs. Hunt at the time, “ of opponents is silenced, for no one can hereafter say that the doctors of this country disprove the state¬ ment of facts against alcoholic beverages that we would teach the rising gener¬ ation.” The end achieved. — A course of thorough and systematic agitation was entered upon to create a public sentiment in favor of compulsory temperance education and to influence law makers in the desired direction. As a result, the first com¬ pulsory temperance education law was enacted in Vermont, in November, 1882. By this law there was added to the branches to be taught in the common schools “elementary physiology and hygiene, which shall give special prominence to the effect of alcoholic drinks, stimulants, and narcotics, upon the human system.” In the ensuing year laws to the same effect, more or less stringent in their re¬ quirements, were enacted in many other States. A tabular statement giving the date of enactment of these laws and their general features will be found on page 713. TEXT-BOOKS. A difficulty was experienced at first in the matter of text-books. Dr. Richard¬ son's Temperance Lesson Book proved too technical for common school use, and like Miss Coleman's book, contained only temperance matter, but no physiology or other hygiene which the State laws were demanding. Publishers and authors were slow to believe there would be a permanent market for this kind of litera¬ ture. The first physiological temperance bool: indorsed by the superintendent of the Scientific Department of the Woman's Christian Temperance Union was written by Dr. Steele, and published by A.S. Barnes & Co., the latter being actuated in their venture by philanthropic as well as business motives. The design of the promoters of the movement was to have “all pupils in all schools,” receive a temperance education, and to this end a series of at least three text-books would be necessary, one each for high, intermediate, and primary grades of schools, and four for schools closely graded. It was deemed best that these books should be issued by regular school-book publishing houses. In 1884, after a search for authors and publishers, and the disappointments of authors of manuscripts rejected because unsuitable, and wrath of publishers books who secould not be indorsed, two books were pronounced ready for use, one for high schools (Steele’s Hygienic Philosophy) and one for intermediate grades (Hygiene for Young People). The book for primary grades was still wanting. Mrs. Hunt says in her report of that year : ‘ ‘ Large numbers of publishers and authors have rushed into our field with books containing the old and disproven theories concerning alcohol, badly ar¬ ranged and badly graded, and otherwise inadequate to the demands of the laws and the needs of the schools. These works are defective in their treatment of alcohol, and have not the proportion or arrangement of temperance matter that is intended by the spirit and letter of this legislation.” The ensuing year (1885) the set of three approved text-books, known as the Pathfinder series, was made complete by the addition of the Child’s Health Primer, prepared under the direction of the scientific department of the Woman's Christian Temperance Union. As the temperance-education movement began to assume large proportions, publishers ceased to entertain doubts about a market for this kind of school literature. About thirty works on physiology for school uss were issued by dif¬ ferent houses immediately after the passage of the New York law in 1884. ‘ ‘ Most of these were the old-time physiologies with a little temperance matter tacked on the back of the book as an addenda, where pupils would rarely reach it. The embarrassing position of the national superintendent in not being able to indorse these books can hardly be appreciated.” The laws passed by the Legislatures of Ma-sachusetts and Pennsylvania in 1885 excluded text-books with temperance matter in the appendix. This aroused the opposition of the publishers, but to no purpose ; they were obliged generally to remodel their books, “putting the temperance matter where it belongs, in each division of the subject of physiology with the other hygiene. Although this was the first step toward the satisfactory revision that came in later years, yet these books, in quality and quantity of temperance matter and adaptation to grade, were still so defective that they could not be indorsed,” as was the Path¬ finder series. 698 EDUCATION REPORT, 1889-90. Rigid text-book requirements in Vermont. — The Vermont law, as amended in 1886, required that ‘‘all pupils in all public schools of the State shall he taught the nature of alcoholic drinks and other narcotics. Children too young to read shall receive oral instruction, and those who can read shall use a text-book.” Text¬ books were required to devote one-fourth their space to this subject, and schools not giving the statutory instruction forfeited their share of tho public money. Other States followed the example of Vermont in requiring one-fourth of the space of tixt-books in physiology to be devoted to temperance instruction. The great petition to publishers. — In order to bring a strong pressure to bear upon publishers, a syllabus was compiled in 1887 of what should be taught in the schools as scientific temperance, and after having been signed by over two hun¬ dred leading American citizens, “representative of the best medical, physio¬ logical, chemical, educational, legal, and ethical opinion in our country,” was presented to publishers in form of a petition asking for a revision of their im¬ perfect text-books upon this subject. As a whole, this petition constituted “ an expression of the best expert sentiment of our country, in favor of teaching to the children of the United States the full truth of science against strong drink and in favor of total abstinence.” After this petition was sent to the publishers its syllabus of requirements was adopted as their standard for temperance text-books by the National Woman’s Christian Temperance Union, at Nashville, November, 1887, and became their creed, or “ articles of faith,” so to speak. The full text of the petition is as follows: A PETITION TO PUBLISHERS OF TEMPERANCE TEXT-BOOKS. 1. Thirty -two States and Territories now require scientific temperance instruction in the pub¬ lic schools, and the question whether the children shall receive such instruction is seen to de¬ pend largely upon the character of the text-books employed. 2. It was the intention of those who secured these laws that the children should have the latest science concerning the dangerous and hurtful qualities of alcohol used in any degree, and the peril of forming the habit of its use. The law requires this. Nothing less than this will ever satisfy its friends. 3. Those text-books that are largely physiology, with a minimum of temperance matter that only points out the evil of drunkenness and the danger of excessive use of alcoholic drinks and narcotics, do not meet the requirements of the law, and do not satisfy those who secured its enactment and who are determined to secure its enforcement. 4. Therefore, the undersigned legislators who voted for these laws in various States and in the National Congress, the representatives of temperance organizations, and who are familiar with the sentiment and are entitled to speak for the very numerous membership of different churches and other bodies, extending widely throughout the land, and citizens who speak for ourselves, do make respectful and earnest appeal to all publishers of text-books on this subject to revise their publications to conform to the latest results of scientific inquiry, and to meet the terms and spirit of these statutes in making the temperance matter the chief and not the subordinate topic in these books, so that public and authorized expressions of approval and indorsement of all such books can be issued and given wide circulation. 5. In urging this appeal we beg leave to represent that if this new education is to give to the world a coming generation of intelligent total abstainers, as we expect, its manuals of instruc¬ tion must conform to the following specifications: (1) They must teach with no uncertain sound the proven findings of science, viz: (а) That alcohol is a dangerous and seductive poison. (б) That beer, wine, and cider contain this same alcohol, thus making them dangerous drinks, to be avoided, and that they are the product of a fermentation that changes a food to a poison. (c) That it is the nature of a little of any liquor containing alcohol to create an appetite for more, which is so apt to become uncontrollable that the strongest warning should be urged against taking that little and thus forming the appetite. ( 2 , They must teach also the effect of these upon “ the human system, that is, upon the whole being— mental, moral, and physical. The appalling effects of drinking habits upon the citizen¬ ship of the nation, the degradation and crime resulting, demand that instruction here should give clear and emphatic utterance to the solemn warnings of science on this subject. (3) This instruction must be as well graded to the capacities of each class of pupils as the modern school readers are. A book fit for high schools put into primary or intermediate classes will make the study a failure there. Truth is just as true and as scientific when told in easy words as when put into stilted technicalties the child can not understand. (4) This is not a physiological but a temperance movement. In all grades below the high school this instruction should contain only physiology enough to make the hygiene of temper¬ ance and other laws of health intelligible. Temperance should be the chief and not the subor¬ dinate topic, and should occupy at least one-fourth the space in text-books for these grades. As only a small portion of the pupils in our public schools attend high schools, and vast num¬ bers leave with the primary, this instruction should be early and ample. It is not desirable to have a separate book for the physiology heretofore studied in the high school or to limit the amount, but at least twenty pages out of that ordinarily required should be given to the ques¬ tion of the danger of alcoholic drinks and other narcotics, in a text-book for these classes.* (5) This effort to disabuse the minds of the rising generation of fallacies which lead tp drink habits should purposely avoid reference to the medical use of alcohol, except to state that as by common consent its lay prescription is condemned, the question of its use as a remedy may properly be relegated to medical treatises, aa out of place and misleading in a school text-book. Lacking in any of these points, a text-book on scientific temperance is incomplete, and the use in the schools of such a book will not result in a strong temperance sentiment among the pupils using it. Because the question of total abstinence for the children of this country, and therefore of their well-being and that of the land soon to be governed by them, depends so largely upon the teachings in these books, we make this appeal. SCIENTIFIC TEMPERANCE INSTRUCTION. 699 As a result of the foregoing petition nearly all of the publishers of temperance text-books expressed the desire to have their books remodeled in conformity therweith. This work of revision was taken up and carried on in 1888 under the supervision of Mrs. M. H. Hunt, the rational superintendent of the scientific department of the Woman’s Christian Temperance Union, with the assistance of the following advisory board: Albert H. Plumb, D. D., president Massachu¬ setts Amendment Society; Daniel Dorchester, d. D., vice-president Massachu¬ setts Total Abstinence Society ; William E. Sheldon, president National Teach¬ ers’ Association of 1887 ; Rev. Joseph Cook, of Boston Monday Lectureship. Upon consultation with authors it soon became apparent that there was not so much difference of opinion about what was true concerning the subject as mis¬ apprehension as to what special truth should be brought forward. “Some writ¬ ers were misled by supposing that exhortation or appeal after the style of the temperance lecture was desired. These difficulties vanished when they found that we wanted no fanatical preaching, but instead a full statement as to the origin, evil nature, and effects of alcoholic drinks and other narcotics, all told in language that the various grades of pupils can understand.” ‘ ‘ The great men among these authors who are fully abreast with the researches, experiments, and proven facts of modern science on this subject were first to come into accord with the petition standard.” Now fully equipped. — Mrs. Hunt, writing at the beginning of 1892, says : “ The study that was thus hampered and halting at the first is now fully equipped. What it then lacked is now supplied. Everything is ready. As the teachers translate these methods into actual school-room work, the intent of the law will be accomplished in the generation of intelligent total abstainers that will come from our schools.” Endorsed text-books (1892). Primary text-books : Health for Little Folks. No. 1 of the Union Series. Child’s Health Primer. House I Live In. Published by the American Book Company, N. Y. Good Health for Children. Published by Leach, Shewell & Sanborn. Physiology for Little Folks. Published by Lee & Shepard, Boston, Mass. A primer of Health. Published by Silver, Burdette & Co., Boston. Intermediate text-books : Young People's Physiology, (or) Hygiene for Young People. No. 2 of the Union Series. Youth’s Temperance Manual. Published by the American Book Company, New York. Stowell's Healthy Body. Published by Silver, Burdette & Co., Boston. Blaisedeli's Pysiology for Boys and Girls. •* Published by Lee & Shepard, Boston, Mass. Brand’s Health Lessons for Beginners. Published by Leach, Shewell & Sanborn. Advanced grammar grade text-books : No. 3 of the Union Series. Johonnot & Bouton’s Lessons in Hygiene. Published by the American Book Company, New York. Essentials of Health. - Published by Silver, Burdette & Co., Boston. Young Folks’ Physiology. Published by Lee & Shepard, Boston. High school text-books: Tracy's Outlines of Anatomy, Physiology, and Hygiene. Steele's Hygienic Physiology. Eclectic Guide to Health. Published by the American Book Company, New York. Martin's Human Body and the Effects of Narcotics. Published by Henry Holt & Co., New York. 700 EDUCATION REPORT, 1889-90. Charts. — With reference to charts Mrs. Hunt says : “ To be worth anything to the cause the endorsement of this department on scientific matter must repre¬ sent accuracy. Realizing the injury to the work sure to follow any accusation of inaccuracy that could be well sustained, we have hesitated about placing our endorsement upon physiological charts. We are yet waiting for the chart that shall be pronounced accurate, as to delineation and coloring, by the best physio¬ logical experts, and that shall give a due representation of the evil re ults of narcotic indulgence. We would advise our friends to delay the purchase of charts until some that are authorized are issued.” Course of study. — In order to assist in finding a place for this study, and to de¬ termine how much to teach each year and in what grades to teach it orally, “ a carefully graded course of study in this branch has been prepared covering all these points.” “It also shows the grades or classes in both graded and ungraded schools to which the various books are adapted.” This course of study is as fol¬ lows: NATIONAL AND INTERNATIONAL DEPARTMENT OF SCIENTIFIC INSTRUCTION OF THE WOMAN’S CHRISTIAN TEMPERANCE UNION. A Schedule of Courses of Study in Physiology and Hygiene, with Special Reference to the Nature and Effects of Alcoholic Drinks and Other Narcotics. This plan provides for three lessons per week for fourteen weeks of each school year, after which the subject may be dropped for the remainder of the year, to be taken up with a more advanced treatment for the same length of time the following year. These courses, with well-graded text-books that contain the truths the law requires taught, will, if faithfully pursued, with oral or written reviews, cover the subject, and will not unduly crowd other studies. GRADED SCHOOLS. Course A.1 2 — For graded schools having eight years below the high school, [Pathfinder series of text-hooks.] First, second , and third year. — “Child’s Health Printer,” in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Fourth year. — “Child’s Health Primer,” in hands of pupils. Recitations three times per week until the book is completed. Fifth year. — “Hygiene for Young People,” in hands of pupils. Recitations three times per week until first half of book is completed. Sixth year. — “Hygiene for Young People,” in hands of pupils. Recitations three times per week until last half of book is completed, reviewing from begin¬ ning. Seventh year. — “Lessons in Hygiene, No. 2 of Appleton series,” in hands of pupils. Recitations three times per week until first half of book is completed. Eighth year. — “Lessons in Hygiene, No. 2 of Appleton series,” in hands of pupils. Recitations three times per week until last half of book is completed, reviewing from first chapter. High-school year. — “Steeles Hygienic Physiology,” in hands of pupils until book is completed. 0 Course B.3 — For graded schools having eight years below the high school. [Appleton series of text-books.] First, second , and third year. — “Health for Little Folks,” in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Fourth year.— “ Health for Little Folks,” in hands of pupils. Recitations three times per week until book is completed. • 1 In sehools having seven years below the high school, more time per year should be given to the study, so as to complete Lessons in Hygiene during the seventh year. If there are only six years below the high school, enough time should be given to complete “ Hygiene for Young People ” during the fifth year, as well as Lessons in Hygiene during the sixth year. 2 Schools having seven years below the high school can complete -‘Lessons in Hygiene” dur¬ ing the seventh year. Those having six years below the high school can, in addition, complete ‘‘Young People’s Physiology ” during the sixth year. SCIENTIFIC TEMPERANCE INSTRUCTION. 701 Fifth year. — “Young People's Physiology,” in hands of pupils. Recitations three times per week until first half of book is completed. Sixth year. — “ Young People’s Physiology,” in hands of pupils. Recitations three times per week until last half of book is completed, reviewing from first chapter. Seventh year. — “Lessons in Hygiene,” in hands of pupils. Recitations three times per week until first half of book is completed. Eighth year. — “Lessons in Hygiene,” in hands of pupils. Recitations three times per week until last half of book is completed. High-school year. — “Outlines of Anatomy, Physiology, and Hygiene,” by Roger S. Tracy, M. d., in hands of pupils until book is completed. Course C.1 — For graded schools having seven years below the high school. [Union series of text-books.] First , second , and third year. — “Number One” of the Union series, in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Fourth year. — “Number One” of the Union series, in hands of pupils. Reci¬ tations three times per week until book is completed. Fifth year. — “Number Two” of the Union series, in hands of pupils. Recita¬ tions three times per week until book is completed. Sixth year. — “Number Three” of the Union series, in hands of pupils. Reci¬ tations three times per week until first half of book is completed. Seventh year. — “Number Three” of the Union series, in hands of pupils. Three recitations per week until last half of book is completed, reviewing from first chapter. High-school year. — Steele’s “Hygienic Physiology,” or “Outlines of Anatomy, Physiology, and Hygiene,” by Roger S. Tracv, M. D., or “The Human Body and the Effects of Narcotics,” by H. Newell Martin, M. D. In hands of pupils until book is completed. Course D. — For graded schools having six years below the high school. [Eclectic series of text- books.] First , second , and third year. — “House I Live In,” in hands of teacher for oral instruction. Recitations three times per week. Facts drawn from text-book. Fourth year. — “House I Live In,” in hands of pupils. Recitations three times per week until book is completed. Fijtli year. — “ Youth’s Temperance Manual,” in hands of pupils. Recitations three times per week until first half of book is completed. Sixth year. — “Youth’s Temperance Manual,” in hands of pupils. Recitations three times per week until last half of book is completed. High-school year. — “Eclectic Guide to Health,” in hands of pupils until book is completed. Course E. — For graded schools having eight years below the high school. [Blaisdell Revised Physiology series.] First, second , and third year. — “Physiology for Little Folks,” in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Fourth year. — “Physiology for Little Folks,” in hands of pupils. Recitations three times per week until book is completed. Fifth year. — “ Physiology for Boys and Girls,” in hands of pupils. Recitations three times per week until first half of book is completed. Sixth year. — “ Physiology for Boys and Girls,” in hands of pupils. Recitations three times per week until last half of book is completed, reviewing from first chapter.* Seventh year. — “Young Folks’ Physiology,” in hands of pupils. Recitations three times per week until first half of book is completed, Schools having six years below the high school can complete “Number Three ” of the Union series during the sixth year. 702 EDUCATION REPORT, 1889-90. Eighth year. — “ Young- Folks’ Physiology,” in hands of pupils. Recitations three times per week until last half of book is completed, reviewing from first chapter. High-school year. — Steele's “Hygenic Physiology,” or Tracy’s ‘‘Outlines of Anatomy, Physiology, and Hygiene,” or Martin’s “ Human Body and the Effects of Narcotics,” in hands of pupils until book is completed. UNGRADED SCHOOLS. In an ungraded school, three classes should be formed, one for advanced pupils, one for those who rank as intermediate, and, another for primary. All pupils in the school should be divided according to their attainments among these three classes. Is it necessary to have a separate book for each of the three classes referred to in an ungraded school ? Yes, emphatically yes. All pupils in ungraded schools where there are advanced pupils can not be taught as the law requires with less than three grades of books. The primary or lower grade pupils need a book they can understand ; the next grade should have one a little more ad¬ vanced ; and pupils who correspond to the high-school grade should have a book adapted to their acquirements. This study has often been made a ridiculous failure by the attempt in ungraded schools to make one book (and that often a high-school book) fit all pupils. Course A. — For ungraded schools , or schools having two, three or four departments. [Pathfinder series of text- hooks.] Primary class. — Pupils reading in the primer, first, second, and third readers. “Child’s Health Primer,” in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Intermediate class. — Pupils reading in Fourth Reader. “ Hygiene for Young People,” in hands of pupils. Recitations three times per week until book is completed. Advanced class.— Pupils reading in Fifth Reader and higher books. “Physiol¬ ogy and Health, No. 3 of Union series,” in hands of pupils. Recitations three times per week until book is completed. Course B. — For ungraded schools, or schools having two, three, or four departments. [Appleton series of text-hooks.) Primary class. — Pupils reading in the primer, first, second, and third readers. “ Health for Little Folks,” in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Intermediate class. — Pupils reading in Fourth Reader. “Young People’s Physiology,” in hands of pupils. Recitations three times per week until book is completed, reviewing from first chapter. Advanced class. — Pupils reading in Fifth Reader and higher books. “Lessons in Hygiene,” in hands of pupils. Recitations three times per week until book is completed. Course C. — For ungraded schools , or schools having two , three, or four departments. [Union series of text-hooks.] Primary class. — Pupils reading in the primer, first, second, and third readers. “ Number One ” of the Union series, in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Intermediate class. — Pupils reading in fourth reader. “Number Two” of the Union series in hands of pupils. Recitations three times per week until book is completed. Advanced class. — Pupils reading in fifth reader and higher books.1 “ Number Three” of the Union series, in hands of pupils. Recitations three times per week until book is completed. 1 Where there are pupils of high-school grade in ungraded schools, they should have a high- school text-book, either Steele’s “Hygienic Physiology,” or “ Outlines of Anatomy, Physiology and Hygiene,” by Roger S. Tracy, M. d., or “ The Human Body and the Effects of Narcotics,” by H. Newell Martin, m. d. SCIENTIFIC TEMPERANCE INSTRUCTION. 703 Course D. — For ungraded schools, or schools having two, three, or four departments. [Eclectic series of text-books.] Primai'y class . — Pupils reading in the primer, first, second, and third readers. “House i Live In,” in hands of teacher for oral instruction. Lessons three times per week. Facts drawn from text-book. Intermediate class. — Pupils reading in fourth reader. “Youth’s Temperance Manual,” in hands of pupils. Recitations three times per week until book is completed. Advanced class. — Pupils reading in fifth reader and higher books.1 “Eclectic Guide to Health,” in hands of pupils until book is completed. Course E. — For ungraded schools, or schools having two, three, or four departments. [The Blaisdell revised series of text-books.] Primai'y class. — Pupils reading in the primer, first, second, and third readers. “ Physiology for Little Folks,” in hands of teacher for oral instruction. Les¬ sons three times per week. Facts drawn from text-books. Intermediate class. — Pupils reading in fourth reader. “ Physiology for Boys and Girls,” in hands of pupils. Recitations three times per week until book is completed. Advanced class. — Pupils reading in fifth reader and higher books. “Young Folks’ Physiology,” in hands of pupils. Recitations three times per week until book is completed. REASONS for the adoption of a course of study as outlined. The reasons to be urged in favor of adopting a definite course of study in this topic, which includes text-books in the hands of all pupils above the primary, are as follows: First. Such a course gives the definite time and place to the branch that the law demands. Second. It points out the grade for which oral instruction is adapted, and those in which instruction should be given from text-books in the hands of pupils. Third. It specifies the grade for which each book is adapted. The pupil just learning to gain information from a text-book needs one in which the style and vocabulary is very little in advance of his own. As soon as he gains ability to master a more advanced style and treatment he needs a more advanced book. To keep him longer in the book he has outgrown is to stultify his developing faculties. On the other hand, to give him a book too advanced is to discourage him and lead to a distaste for study. Either course is false economy and con¬ trary to all educational principles. Fourth. The use of text-books as specified secures the teaching of truth in¬ stead of the notions and traditions of some teacher who has had no special edu¬ cation on this topic. Fifth. It will, in nearly all cases, prevent outside topics, such as the legal or political phases of the temperance question, from being brought into the recita¬ tion under the guise of scientific temperance instruction, which sometimes gives rise to trouble. Sixth. It takes less time from the overcrowded school course than anything like an honest attempt above the primary class to teach the subject orally, which is always liable to cause waste of time through branching out into unimportant collaterals. TOPICAL OUTLINE OF COURSE OF STUDY.1 {Prepared by Department of Scientific Temperance Instruction , W. C. T. Z7.] This age needs men and women who are wise to resolve, strong and quick to act. Such men and women are the result of the right development of the three¬ fold human system, mental, moral, and physical, and are the object sought by this study. 1 This topical outline has been furnished by Mrs. Hunt in advance of publication. 704 EDUCATION REPORT, 1889-90. Because the use of alcoholic drinks and other narcotics is a prime obstacle in the way of such development, a knowledge of their origin, their inherent evil nature, and of their destructive ejects is an objective point in the study of scientific or physiological temperance. But it is by no means all. This study does not stop with teaching the consequences of evil. It at the same time shows the road to the ideal. As demanded by law and presented in all approved manuals of instruction, it teaches the all-round physical education that leads to strength, health, and such physical development as will make the body an efficient servant of a rightly trained mind — a meet temple for the divine indwelling. In showing the conse- qusnces of broken natural law, it is also a powerful moral teacher. As some knowledge of structure is an essential basis, enough anatomy and physiology to make the various laws of hygiene intelligible is a part of the study. The whole subject may be classified under the following divisions : Ten divisions. (There may be differences of opinion as to the order of presenting these divi¬ sions. It is not essential that the same order be always followed, provided the division treating of the nature of alcoholic drinks and other narcotics pre¬ cede those treating of the various organs and the effects of these narcotics upon them.) 1. Food. — This division includes the uses of and kinds of food and rules for their selection and proper preparation, together with hygienic rules in regard to eating. (For reference and personal study the teacher should have some one of the high- school books mentioned on the last page of this circular, and for guidance in the selection of matter appropriate for primary grades, one or more of the primary books there mentioned.) 2. Alcoholic drinks and other narcotics. — This division has for its object to show when and why healthful fruit juices and grain infusions become poisonous drinks that should be avoided. The instruction therefore covers the changes that take place in these liquids during fermentation, the causes of such changes, and the nature of the changed liquids. (For full information on these points the teacher should study this division of the subject in some one or more of the text-books mentioned above, and for the selection of matter adapted to grade, the primary text-books before mention d.) 3. Digestion. — Its anatomy, physiology, and hygiene, and the effects of alcoholic drinks and other narcotics. 4. Circulation. — Its anatomy, physiology, and hygiene, and the effects of alco¬ holic drinks and other narcotics. In this division the controlling action of the vaso-motor and inhibitory nerves should be brought out as early as possible, be¬ cause many of the contradictory appearances concerning the action of alcoholic and other narcotics on various portions of the body are only intelligible when this is understood. 5. j Respiration. — Its anatomy, physiology, and hygiene, including the effects of alcoholic drinks and other narcotics, with special emphasis on the impor¬ tance of breathing pure air, of full and deep breathing, and of right positions for securing this ; also of simple methods of ventilating rooms in which no provi¬ sion for ventilation has been made. Such information, put into actual practice in the schoolroom, will be carried home by the children and correct many of the bad habits in this direction that lead to unhealthful conditions of the body and to drink. 6. The nervous system. — Its anatomy, physiology, and hygienic laws that gov¬ ern the best development of nerve and brain tissue, and the consequences of disobeying these laws in the use of alcoholic drinks and other narcotics. The shock of all narcotic indulgence falls with greatest force on the nervous system. Instruction at this point should therefore be full and emphatic. Effects on the intellect, will, and moral character, as a result of its effects on brain and nerve tissue, should be fully brought out, as is done in all the approved text-books, which also indicate how much of each topic may be appropriately presented in each grade. 7. The bones.— The anatomy and physiology of bone tissue and its hygiene, including the effects of alcoholic drinks and other narcotics. Special s.ress should be laid on the fact that growth lost through wrong habits duiing the growing time of life can never afterwards be made up, of the importance of right position, and the relation of proper food, and the effects of alcohol, to¬ bacco, and other narcotics in preventing healthful growth. SCIENTIFIC TEMPERANCE INSTRUCTION. 705 8. The muscles. — The anatomy and physiology of muscular tissue and its hy¬ giene, including the effects of alcoholic drinks and other narcotics. This divi¬ sion of the subject includes in its hygiene systematic exercises for the devel¬ opment of the various tissues of the body, such as calisthenics, gymnastics, or what are called physical-culture exercises. 9. The skin. — Its anatomy, physiology, and hygiene, including the relation of exercise, pure air, right food, bathing, and proper clothing to the hygiene of the skin, and the evil effects of alcoholic drinks and other narcotics upon the same. • 10. The senses. — Their anatomy, physiology, and hygiene, including the effects of alcoholic drinks and other narcotics. Gradation. In physiological temperance, as in other branches which extend through sev¬ eral years of the school life, a few of the simple elements should be taught in the lowest grade, and these reviewed and more added from year to year, until an advanced treatment of the whole topic is completed in the high school. In the lower primary grades a few lessons on the parts of the body should pre¬ cede the work on the other divisions, which, in the lower grades, should consist chiefly of hygiene with only a very little physiology and almost nothing of the anatomy of internal organs. Methods for primary grades. Simple truths should be selected for first, second, and third year pupils under each division of the subject, to be developed by means of simple stories, objects, or pictures, or questions relating to the pupil's previous experience. The fol¬ lowing indicates what may be taught under the division of alcoholic drinks and other narcotics to first-year pupils, to be reviewed with added truths for second or third year pupils : First lesson : 1. There are ferments on the dust on grapes. 2. There is sweet juice inside the grape. 3. When the juice is pressed out the ferments get into it. 4. The ferments take away the sweetness of the juice and leave a poison in it Second lesson : 1. Poisons can do us harm. 2. Poisons may kill. 3. Alcohol is a poison. 4. We should never take any drink that has alcohol in it. Third lesson : 1. Cider is made from apples. 2. Ferments change the juice of the apples after it is pressed out. 3. We should not drink cider, for there is alcohol in it. 4. Wine is made from grapes. 5. We should not drink wine, for there is alcohol in it. 6. There is no alcohol in grapes or apples. Methods for lower intermediate grades. The law, in saying that this study should be introduced and taught as a regular branch, virtually says that the established methods of teaching other branches with text-books when pupils are able to read, and orally before, is to be the method here. But the books used should be adapted to grade. Where such books are in the hands of the pupils three lessons per week for fourteen weeks of the school year will allow time for covering as much of each division of the subject as the pupils are capable of understanding, without repetition or crowd¬ ing other branches. When pupils have mastered so much of a topic as is adapted to their grades, they should not go over and over the same with needless repeti¬ tion. The subject, after suitable reviewing, should be dropped for the remainder of the year and something else take its place. Fourth-year pupils. — Pupils in the fourth year of school are ready to begin to learn to use text-books, and should at this point begin to pursue this branch as a regular text-book study. The matter contained in the indorsed primary text- ED 90 - 45 706 EDUCATION REPORT, 1889-90. book has been carefully culled with special reference to what is adapted to this grade of pupils. Fifth and six year pupils. — Pupils in these grades are prepared for a larger dis¬ cussion of the subject, which should here, as in all grades above the primary, be a text-book study. More time would therefore be required to cover the subject, which may here be distributed over a period of two years. Fifth-year pupils may take apart of the ten divisions, as food, alcoholic drinks, and other narcot¬ ics, digestion, circulation, respiration. [The hygiene of the last three will in¬ clude the effects of alcoholic drinks and other narcotics.] • Sixth-year pupils, after reviewing the work of the fifth year, may take the remaining divisions, as bones, muscles, skin, the nervous system, the senses [each including in its hygiene the effects of alcoholic drinks and other narcotics]. For the use of pupils in these grades a large variety of books that contain the matter that should be taught at this stage, expressed in language adapted to the comprehension of the pupils, without the use of technical terms, are ready and indorsed by the friends of the movement. Advanced grammar grades . For seventh and eighth year pupils the topics may be apportioned as in the fifth and six year grades ; but the pupils will require text-books containing a more advanced treatment of the subject. Nothing is more detrimental to the object sought by this study than attempting to make one grade of books on temperance physiology fit all grades of pupils. High-school grades. The spirit and letter of the law requires this to be a text-book study in this grade. High-school pupils are capable of comprehending the partially techni¬ cal treatment found in the indorsed high-school physiologies mentioned on p. 699. This can be easily mastered the first year of the high-school course. Where examinations show that it has been so mastered the study is completed and should be dropped and not repeated through the other years. Pupils in the second and third years of the high school who have not had this study should take it up in those grades. Ungraded schools. The divisions are the same here as in the graded schools. The pupils should be arranged in classes according to their attainments, ordinarily three — a pri¬ mary. an intermediate, and a more advanced. Each class of pupils able to read should have books corresponding to their various grades. At least three grades of books on this subject are generally needed for ungraded schools. THE SPECIAL WORK OF 1890. ‘ ‘ The special work of 1890 has been careful planning for thorough enforcement of legislation that has made scientific temperance a mandatory study. Two States, Massachusetts and Pennsylvania, began this year what may be termed campaigns for this enforcement. The State organizations, after voting to make this a le?,ding line of work, provided fuuds for paying the expenses of county superintendents or other organizers to go through the counties securing local workers ; also for the necessary literature and postage. Literature, showing the local superintendents, as fast as they were appointed, exactly what to do in every detail of the work, was then sent out from State and national headquar¬ ters/’ “As soon as active work for enforcement was begun it became apparent that an accepted standard as to what constitutes an honest enforcement of a temper¬ ance education law is as necessary as the standard for temperance text-books proved. Time and experience have established something like school-room standards for the pursuit of other branches ; but the conceptions as to how this new subject should be studied and taught were vague, various, and indefinite. From consultation with eminent educators and comparison of the fruits of varied experience the following standard was wrought out. This is being sent to superintendents of public instruction intrusted with the enforcement of temper¬ ance education laws in various States. Its specifications as to minimum of time, necessary means, and method for the pursuit of the study is receiving their cordial indorsement ; ” SCIENTIFIC TEMPERANCE INSTRUCTION. 707 A STANDARD FOR THE ENFORCEMENT OF A TEMPERANCE EDUCATION LAW 1. Minimum of time.'1— The pursuit of the study of physiological temperance by “all pupils in all schools,” as the law demands, requires at least three lessons per week for fourteen weeks of each school j'ear below the second year of the high school. After an adequate and well-graded -portion of the topic assigned for this time is thoroughly learned, the subject may then be dropped for the remainder of that year. The following year a little more advanced treatment of the subject should be pursued for the same length of time. Allowing twenty minutes to a lesson for all grades or classes above the primary, this requirement would amount to only fourteen hours per year; but if carried through the several years between the primary and the second year of the high school or corresponding class of ungraded schools, would give suffi¬ cient time for a thorough comprehension of the subject without encroaching upon other studies. 2. Necessary means for tlie fulfillment of the law.—W ell-graded text-books on physiology and hygiene that contain also the “special” facts concerning the nature and effects of alcoholic drinks, tobacco, and other’ narcotics, that the law requires taught. These facts can not be treated in less than one-quarter of the space given to the physiology and hygiene appropriate for primary and intermediate grades, or in less than twenty pages of the ordinary high-school book. These books should be as well graded to the capacities of pupils as modern school readers are. 3. Necessary method.'2— Text-books in the hands of pupils who use text-books in studying such other branches as arithmetic or geography, and oral instruction, not less than three times per week, for those not sufficiently advanced to use text-books. 4. Examinations or tests.3— As thorough examinations or tests should be required in this study as in other branches, the same marking system should be used, and such marks should enter into the general average which decides the rank of the pupil. The above standard of requirement for the enforcement of a temperance education law is both fair and just. Anything less would not represent the spirit and letter of this legislation, and would not be a pursuit of the subject “ as a regular branch ” by “all pupils in all schools,” as the laws of many States demand. Richard Edwards, Superintendent Public Instruction for Illinois. W. B. Powell, Superintendent Schools for Washington, D. C.,and District of -Columbia. Ira G. A. N. RAUB, President State Board of Education, Delaware. Benj. S. Morgan, State -Superintendent Free Schools, West Virginia. Geo. W. Winans, Superintendent Public Instruction for Kansas. John Hancock, State Commissioner of Common Schools for Ohio. John Ogden, Superintendent Public Instruction for North Dakota. W. C. Dovey. Superintendent of Public Instruction for Nevada. 1 Three lessons per week for fourteen weeks is specified, instead of one lesson per week for forty weeks, or two lessons per week for twenty-one weeks, because when the lessons come farther apart the pupils forget the last before they reach the next; the subject as a whole does not become so readily a part of the intelligence; more time has to be taken in reviewing the last lesson before taking up the new; the pupil's interest is not so well sustained, nor profi¬ ciency so easily acquired, as when the lessons are given in closer succession. 2 Without well-authenticated text-books in the hands of pupils, error is as liable to be taught as truth, for teachers have rarely received even a brief course of instruction in the subject, and their knowleege of the same is therefore made up of as much folklore as fact. Much time is also liable to be wasted over matters that are entirely irrelevant, such as the legal or political phases of the temperance question, whenever the text-book is not followed. 3 Teachers will be more thorough in teaching a subject in which the pupils, and hence their faithfulness in teaching it, are put to a test. The pupils will also study a subject more faith¬ fully when they know that their standing or promotion depends upon their ability to pass an examination in it. Hoitt, Superintendent Public Instruction for California. (Signed) Henry Sabin, ^ Superintendent Public Instruction for ^ Iowa. A. A. Miner, Member of State Board of Education of Massachusetts. Alice Freeman Palmer, Member of State Board of Education of Massachusetts. Elmer H. Capen, Member of State Board of Education of Massachusetts. J. Estabrook, Superintendent of Public Instruction, Michigan. N. A. Luce, Superintendent of Common Schools of Maine. Geo. J. Luckey, Superintendent of Pittsburg Schools, Pennsylvania. W. H. JACK. State Superintendent of Public Education for Louisiana. D. J. Waller. Jr., Superintendent Public Instruction for Pennsylvania. Thos. M. Balliet, -Superintendent Schools, Springfield, Mas- 708 EDUCATION REPORT, 1889-90. The following1, relating to the requirements of institute instructors and the duties of school hoards, is taken from Mrs. Hunt’s work, “A Brief History of the First Decade,” before referred to: INSTITUTE INSTRUCTORS. There is now great need of trained institute instructors on this topic. Great harm has been done this cause, and the study has been brought into disrepute, by persons going before institutes and attempting to give instruction when they were not qualified to do so, and were not prepared to answer the questions pro¬ pounded by critics, friendly or otherwise. An institute instructor on this topic should have the following qualifications: 1. He, or she, should be a good physiologist. 2. Should be thoroughly familiar with the biological side of the question as revealed by the researches of the last few years. Should be well read in the works of Pasteur, De Barry, Troussart, Shurtzenberger and others on fermenta¬ tion. 3. Should know enough of modern investigation to be able to refute, on the testimony of scientific experts, the popular fallacies concerning the nature of alcohol, especially as found in the most common drinks, beer, wine, cider, etc. 4. Should be familiar with the great physiological authorities on the subject of the effect of these narcotics upon the human system, mental, moral, and physical. 5. Should be familiar with all the school literature on this subject and be able to point out quickly where one book is defective and where and why another is sound. ^ 6. Should understand thoroughly the matter of grading the topic, i. e., what should be taught the first year and what enlargement of the subject should be added each succeeding year, through all the grades, in order that “all the pupils in all schools” may be taught the subject as the law demands without unnecessary repetition. 7. Should be familiar with modern methods of teaching as based upon psycho¬ logical principles, so as to be able to present this subject in harmony with the same. 8. Should have also what is called “ platform powers,” i. e., ability to present this subject with clearness, enthusiasm, and the magnetism which holds an audience. The subject of physiology and hygiene, with special reference to the nature and effects of alcoholic drinks and other narcotics, is a large one requiring exact knowledge on the part of anyone who would attempt to instruct teachers. For those who can fully meet these requirements there is a wide opening, and correspondence with such is invited by the national superintendent of this de¬ partment, Mrs. Mary H. Hunt, Hyde Park, Mass. A bureau for the training of such instructors on this topic for teachers' insti¬ tutes is already under way. Applicants for the course of training will be required to present testimonials as to previous education, capacity for study, aptness to teach, and power to interest an audience. The instructors now pre¬ paring for this work have had experience as institute instructors on other topics, and have established a reputation in that direction. THE SCHOOL BOARD. The parties who ought to take the first official steps in the enforcement of a temperance education law are ordinarily the local school boards. These steps, if rightly taken, are : (1) The adoption of a definite course of study, with time and place given to it as to other branches, and for each grade of pupils. (2) The recommendation of text-books containing the facts the law requires taught, graded to the capacities of the several classes of scholars. In the discharge of these duties on the part of the school boards, there is wide room for improvement. They have too often recommended books notably lacking in temperance matter, and so absolutely out of grade as to be practically useless. Conscientious teachers in such cases have tried to give oral instruc¬ tion, but they have not had the previous drill in this branch that they have had in others. When neither the teacher nor the books are in possession of the facts to be taught, it is not strange that the teacher soon runs out of matter for the so-called oral instruction. SCIENTIFIC TEMPERANCE INSTRUCTION. 709 Oral instruction on this topic, in all grades above primary, has been, and still is, a signal failure. We must insist upon text-book study in all grades using text-books for other like branches, if we would not be mocked with disappoint¬ ment in results. A master in a city school, under temperance education law, recently said : “I can and will teach this branch when it is put into my course of study and books containing the subject are put into my hands and those of m3’ pupils, but the school board must do that first. If they fill my course of stud3r absolutely full with other branches, leaving no time for this, and in addition', neglect to give me or m3T pupils any adequate text-books, I can not do much.’’ This statement represents the relation of school boards to the enforcement of these laws, and reveals the greatest hindrance to be overcome. The neglect with these officials is often due to misapprehension or indifference, and some¬ times to positive opposition. The appeal in the latter case is to the people for the election of persons who will execute the law. The man who would with¬ hold this instruction from the children of a city or modify its full truth for fear of injuring the brewing or other liquor interests is most unfit to be intrusted with anjr care of the education of the children in this age. Misapprehension on the part of school boards can be enlightened ; that should be the work of the local superintendent. The indifferent can ordinarily be aroused : if not, they should be retired. Hard indeed must be the heart of the man or woman who could deliberately withhold the utmost warning science has against strong drink and other nar¬ cotics from the children under his or her care. If we deliberately or otherwise withhold a given information from a child are we not responsible for what may follow to that child’s future and to others through him because of such withhold¬ ing ? Is it too much to say that the officials who carelessly, negligent^*, or pur¬ posely fail to provide for the full enforcement of the temperance education laws in the schools under their control, are incurring a fearful and personal responsi¬ bility for the drunkenness of the future ? The time has come for calling atten¬ tion to this from pulpit, platform, and press. II.— THE EFFECTS OF ALCOHOL ON THE HUMAN SYSTEM AND THE METHOD OF TEACHING THEM. By Prof. A. C. Boyden, of Bridgewater, Mass. [From proceedings National Educational Association. 1886.] * * * Two very^ practical questions remain for us as teachers. The two are these: What shall we teach? and How shall we teach it? That is, what shall we select from all the mass of material that has been prepared upon this subject for the young pupil? Much is especially adapted to them. Much we can give them with assurance. Many of the facts can be presented correctly, simply, and effectively to the children. And when we have made our selection, the impor¬ tant question comes, how shall we present the subject according to the best methods of teaching and in such a way as to lead to conviction on the part of the young. Let me say, what I am going to repeat a great man3>- times through¬ out this discourse, that it is not mere knowledge that we are to teach— it is con¬ viction that we are to bring to the minds and the wills of these pupils. Stop¬ ping with mere knowledge will not accomplish, the work. ‘What shall we teach? First. A knowledge of the human body : Its external parts ; the relations of those parts to each other : the uses of these parts, and especially^ the proper care of them : a knowledge of these delicate organs, the senses that we have and the work which they do for us, and the care which we should take of them: the work done b3r the important S3Tstems within our bodies, the way in which they do that work, and the care which they should receive from us— not merely a knowledge that we have certain parts, that we use them in certain ways, and that the>r can be taken care of in certain ways, but we should lead the mind to a profound conviction of the marvelous construction of our body, the delicate arrangement of its parts and the duty of each one of us to take the very best care of these houses of our souls. Not the mere knowledge, we repeat, but the con¬ viction of the duty to care for "these. This work is the preparation for the later work. Second. A knowledge of the origin, properties, and uses of the various stimu¬ lants and narcotics ; that the children may recognize them when they see them ; 710 EDUCATION REPORT, 1889-90. that they may know the properties, and the effects upon the human body, and that they may know why alcohol has this certain influence upon the human body. Third, and'most important: That these narcotics, especially alcohol, tobacco, and opium, upon the human body ; what they do and why they do it. Now, with your indulgence , I shall hope to offer a few suggestions in answer to these two questions, what shall we teach and how shall we teach it, with some very simple experiments. I have gone to the extreme of simplicity in order to avoid the ob¬ jections which come from so many teachers who say : “ I have had no practice in any laboratory. .1 am situated in a school where very few, if any. appliances are given to me.:’ I wish to present that which can be used by every man and woman in every school-house in this land ; requiring no previous laboratory work, requiring no great outlay or expense. Of course in those schools which are more favorably situated, more advanced experiments may be conducted ; but I intend to present those experiments which will give a sufficient knowledge of the effects on the human body, so that if it is taught rightly the children will be saved. Now, in this work, so far as I can show it before such a large audience, I will leave the subject of general physiology, and come directly to the subject of narcotics, their origin, their properties, and uses, and what they do to the hu¬ man body ; and 1 have selected for their principal work, Alcohol. I.— ORIGIN OF ALCOHOL. 1, — In fermented liquors. Experiment 1. Add molasses to water in a bottle till it is of a deep brown color, then add a teaspoonful of yeast ; allow it to stand in a warm place for a day or two. Observation: The mixture has the odor of alcohol, later a sour, acid odor; the mixture has a sharp taste. Inference : The little yeast has changed the sugar of the molasses to alcohol; this will change to acid if left alone. Call the yeast plant a “ferment,” and the process of changing “fermentation.” Experiment 2. Allow apple juice to stand exposed to the air for a few days. Observation : The liquid has the odor of alcohol, also the biting taste. Later it has a sour, acid taste like vinegar. Inference : Very small ferments from the air have changed the sugar of the apple juice to alcohol. Call the liquid “ cider.” The alcohol will change to vinegar if left exposed to the air. Cider is formed by the fermentation of apple juice in the air. Wines are formed by the fermentation of grape juice, etc., in the air. Ales and beers are formed by the fermentation of the sugar of grains. (Malt liquors.) Alcohol is an essential constituent of all these fermented liquors; nature will change it to an acid if left to itself. 2. — In distilled liquors. Experiment 3. Heat cider or wine in a test tube over an alcohol lamp : pass the steam through a glass tube into a bottle which is wrapped in a wet cloth to condense this steam. Observation : The odor and taste are more marked than in the fermented liquors ; often there is a bitter taste. Inference : The con¬ densed liquor is stronger than the fermented liquor and is changed into new sub¬ stances oftentimes. Call this process of evaporating and condensing “ distilla¬ tion,” and the resulting liquid a “distilled liquor.” Brandy is distilled from wines. Gin is distilled from beer and flavored with juniper berries. Whisky is distilled from the wort of fermented grain. Rum is distilled from fermented molasses, II.— PROPERTIES AND USES OF ALCOHOL. Experiment 4. Examine alcohol for its color, odor, and taste. Place a little on the hand. Observation : Alcohol is a transparent liquid, has a strong odor, and a biting taste. Inference : The rapid evaporation of the alcohol makes the hand feel cool — it is a volatile liquid. Experiment 5. Place a little inaspoon: apply a lighted match. Observation : It burns in a blue; hot flame. Inference : Alcohol is inflammable because it unites easily with the oxygen of the air. SCIENTIFIC TEMPERANCE INSTRUCTION. 711 Experiment 6. Shake a little powdered resin in alcohol. Observation : The alcohol changed to the color of the resin: finally the resin disappears. Infer¬ ence : Some resinous substances are soluble in alcohol. Experiment 7. Mix a little oil of turpentine with aleohol; shake. Observa¬ tion : The turpentine mixes with the alcohol. Inference : Alcohol will mix with some oils. Experiment 8. Add alcohol to the white of an egg (albumen). Observation : The albumen changes the moist, mucilaginous albumen to a white, stringy solid. Call this “coagulation." Inference: Alcohol coagulates albuminous substances by extracting the water from them. Properties. — Alcohol is a transparent liquid, odorous, has biting taste, is vola¬ tile. It dissolves many resinous substances, and mixes with most oils. It is inflammable, has great affinity for oxygen. It coagulates albumen, has attrac¬ tion for water. Uses (resulting from these properties), external application to allay inflammation. Alcoholic lamps for heating purposes. A solvent for gums in preparing varnishes. In preparation of perfumery, medicines, etc. Preser¬ vation of museum specimens. III.— EFFECTS OF ALCOHOL ON THE HUMAN BODY. 1. — Alcohol impairs digestion. Experiment 9. Place with the finger a little alcohol on the inside membrane of the mouth (a mucous membrane);1 repeat this several times. Observation: The membrane stings, the saliva flows freely, finally there is a dry, puckery feeling. Inference: Alcohol inflames the membrane, excites the flow of the liquid which it secretes, and absorbs the moisture in it. Application. — The lining membrane of the mouth also lines the stomach and the other organs of the digestive system. A small amount of alcohol will cause a prof use flow of the gastric juice and pass very rapidly into the blood. A larger amount inflames and irritates the lining membrane of the stomach. A continued use weakens the quality of the gastric juice hy the unusual and irregular flow, also impoverishes the blood from which it comes. It irritates the constantly in¬ flamed membrane of the stomach, leading to an ulcerous condition and chronic inflammation. Experiment 10. Add alcohol to raw meat, also rub some meat in water till it is well colored with blood, add alcohol to this blood. Observation : The liquid is full of white particles and the meat seems hard. Inference : The alcohol has coagulated the albumen of the meat and blood. Experiment 11. Add aleohol to some of the pepsin of the gastric juice. Ob¬ servation : The pepsin contains white, stringy particles. Inference : Alcohol coagulates pepsin. Note. — To prepare the pepsin get from the butcher the inside membrane of a pig's stomach, cut into fine pieces and soak it in glycerine for a few hours. The glycerine dissolves the pepsin; strain through a fine cloth. Prepared pep¬ sin can be bought of the druggist. Application. — Pepsin is the active solvent of the gastric juice. Alcohol tends to harden the food and coagulate the pepsin, thus retarding digestion. Contin¬ ued use tends to chronic indigestion and to the intensifying of any disease of the digestive system. 2. — Alcohol absorbs the vMter of the body. Refer to experiments 8 and 9. Alcohol not only absorbs water from the albu¬ men which it coagulates, but the whole system floods it with water to dilute it and render it less harmful. Hence alcohol absorbs the water of the saliva, of the gastric juice, of the blood, of the tissues, and of all the secretions. This soon results in a craving for fluid to supply the body, really a “ thirst v for water, requiring time for its absorption throughout the system, but temporarily satis¬ fied by more exciting drink. 3. — Alcohol destroys the blood corpuscles. Experiment 12. Prick with a pin under the finger nail and draw a drop of blood ; place this on a bit of glass and examine with a magnifying glass. Ob¬ serve the way in which the little blood corpuscles are arranged. Touch them with the smallest amount of alcohol. Observation : The corpuscles are of an 1 1 would never do that or teach others to.— M. H. Hunt. 712 EDUCATION REPORT, 1889-90. irregular shape and have lost part of their color. Add more alcohol. Observa¬ tion : The corpuscles are an irregular mass of a whitish color. Inference : Al¬ cohol coagulates the albumen of the corpuscles and dissolves the coloring mat¬ ter. Refer also to experiment 5. Application. — Alcohol at once enters the blood, seizes the oxygen that the red corpuscles are carrying to the various parts of the body, dissolves the color¬ ing matter, and coagulates the albumen of these corpuscles ; hence the blood partially fails in its work of carrying new matter to the tissues and in eliminat¬ ing the waste matter. The result is a clogging of the system with effete matter, poisoning of the blood, diseases of the skin, liver, and kidneys. The retarding of the combustion within the body lowers its temperature in direct propor tion to the amount of alcohol taken. 4. — Alcohol ruins the blood vessels. Observe the crust of earthy matter on the inside of bottles of grape wine. Inference: The earth matter which was soluble in the grape juice is thrown down by the alcohol in the wine. Application. — The mineral matter is being carried by the blood to the bones, is precipitated by the alcohol, and forms a crust in the blood vessels and in all the tissues, making them weak and brittle. As a result blood vessels burst under any unusual strain, and apoplexy results. 5. — Alcohol paralyzes nerve matter. [A narcotic.) Experiment 13. Etherize or chloroform a frog by soaking a wad of cotton and putting it in his mouth, or place a spoonful of ether in a jar of water and immerse the frog. When insensible carefully cut upon the skin and flesh of the leg till the nerve is exposed. Touch a drop of alcohol to the exposed nerve. Observa¬ tion : The nerve becomes stiff and white, the trembling of the limb ceases. In¬ ference : Alcohol has paralyzed the live nerve matter. Application. — A small dose of alcohol causes incipient paralysis of the nerves of the tissues and brain ; this causes an extra activity for the purpose of diluting and expelling the poison from the system, manifested by the “animated ap¬ pearance, the throbbing of the arteries, the flush of the face, and the sparkle of the eye.” This paralysis also numbs any feelings of pain, apparent benefits arising from previous paralysis. The paralysis of the nerves controlling the muscular walls of the capillaries weakens their elasticity, at the same time the heart increases its action, hence the blood tends to remain near the surface, and an extra radiation of heat takes place, a second reason for the lower tempera¬ ture of the body. Increase the dose and the paralysis of the brain increases in this order : First, of the delicate nerve matter of the superior brain (cerebellum), blunting the highest functions, reverence, modesty, love, etc., its reflex action is the loss of control of the connecting nerves, thus moral power fails and the lower nature is supreme : second, the part of the brain controlling voluntary motion is par¬ alyzed, and also that part which is said to preside over the thoughts (cerebrum), at the same time the nerves are paralyzed, resulting in an insensibility to pain and injury — this goes on till a person is “dead drunk third. — the iast part of the nervous system affected is that which controls the involuntary actions, breathing, etc. — this paralysis causes death. Continued use leads to a degeneracy of nerve matter and tissue by the con¬ stant paralysis and repair, because the structure of the nerve matter is changed, hence “disorders occasioned by the strain imposed on the system, diseases traceable to the general degeneration of the system, and diseases which might otherwise be averted or resisted finally the insatiable demand for alcohol: diseases of the nerve, delirium, and death. This extra exertion of the organs tends to weaken them, which accounts for the fact you are all familiar with, namely, that when a person is taken with a serious disease and is brought to the hospital the first thing the physician or surgeon who comes to him says is : Has this person been using alcohol? Yes; and he shakes his head. There is a question about that. That extra exertion of those organs which has been going on eliminating poison from that man makes it impossible for those organs to resist the terrible strain of a new dis¬ ease. The physician says to another : Has this person used alcoholic liquors ? No. Then we will try to pull him through. Those organs have not been ex¬ erted under that terrible strain. Now the effect on this nerve matter of pulling SCIENTIFIC TEMPERANCE INSTRUCTION. 713 it down, paralyzing it to-day, then mending it, pulling it down, and to-morrow mending it, paralyzing it a little more the next day, and mending it again, changes the constitution of that nerve matter so that it gets into what we call a diseased condition. And there is a second reason for this terrible thirst that comes over a man. Such thirst that nothing, as he says, in heaven or earth will stop him in getting that liquor : and why ? Because of the changed con¬ dition of that n^rve matter, and it looks as if there was no remedy for him. Surely it is a terrible condition for a man to reach. Now, without going further, I think I have made the points that I desire: That in teaching these points we should lay the foundation on simple experi¬ ments (with substances which are the same or similar to those of the human body), performed by the pupils themselves. That, I say, should be the founda¬ tion. Then we should apply these facts and explain the action on the human body. This may be supplemented by reading, not from one book, but from many books, of the effects, which can not be shown by simple experiments, but which are the result of difficult scientific experiments and of medical experience. Now let me leave these thoughts with you: Teach very carefully out of a full knowledge of the subject; discriminatingly, not with exaggeration, but for the purpose of finding the truth, the whole truth, and nothing but the truth. Teach scientifically, according to the principles of the very best science, basing the work upon experiments in the hands of the pupils. Teach impressively. As I said at first a person may know all about these facts that I have presented and yet go right on doing just the same thing as before. The lessons should be taught in such a way by the teacher as to bring conviction and decision to the minds of each one of the children. Any teacher that fails to feach that point has failed in moving the wills of the children. Teach for the sake of developing right habits and good character. III.— THE LEGISLATION EFFECTED. The following table shows what States have enacted compulsory temperance education laws and gives the principal features of the different laws: Table showing the Stateshaving temperance education laics; also the date of enactment and the chief requirements of the different laws, as compiled by Mary H. Hunt. Explanation of marks. X The cross signifies that scientific temperance is a mandatory study in public schools. (Col¬ umn 3.) * The star signifies a penalty attached to the enforcing clause of this statute in the State or Territory to which it is affixed. (Column 4.) t The dagger signifies that the study is not only mandatory, but is required of all pupils in all schools. (Column 5.) X The double dagger signifies that the study is required of all pupils in all schools and is to be pursued with text-books in the hands of pupils able to read. (Column 6.) |j The parallel indicates that the study is to be taught in the same manner and as thoroughly as other required branches. (Column 7.) § The section mark indicates that text-books on this topic used in primary and intermediate schools must give one-fourth their space to temperance matter and those used in high schools not less than 20 pages. (Column 8.) ^ The paragraph indicates that no teacher -who has not passed a satisfactory examination in this subject is granted a certificate or authorized to teach. (Column 9.) The States in italics have no temperance education law7. 1 2 3 4 : 5 0 1 _ i i i | 7 8 o North Atlantic Division : Enacted : i : i Maine . . . . 1885 X 1 * ! | t _ 1 New Hampshire . . . 1 1883 x Vermont . . 1 a 1882 X * + i Massachusetts . . _ . 1 1S85 X t ] i! • Rhode Island . . 1884 X ■ . . t ' Connecticut . 1886 x 1 New York 1884 X | . t 4 New Jersey . . . . ... i 1 Pennsvlvania . _ _ . 1885 X ❖ j t ■ ’ _ i H i _ 1 South Atlantic Division: Delaware . 1887 x 1 + ! Mar viand... . 1886 x 1 f fi ! . District of Columbia . . 61886 X _ ! * + 1 1! ; . a Amended 1886. fiUnder United States law. Idaho and Wyoming have since continued the same provisions in their State codes. 714 EDUCATION REPORT, 1889-90. 1 3 O 4 5 6 7 j 8 9 South Atlantic Division — Continued. Enacted : Virginia ... . . . . . . 1 1887 x * 1 t il «l North Carolina _ _ 18S1 X * t 11 1 1! j § South Carolina . 4 1 Georgia . . ! 1 Florida . . . . . 1889 X i j i 11 i South Central Division: 1 j Kentucky . . . . Tennessee _ _ a 1885 X i i i II - «[ Mississippi.. . . 1892 * 1 ! Louisiana . . . . 1888 x i i II § Texas . . . . Ay'kansas . ... . North Central Division: Ohio. . 1888 x * d i «r Indiana _ _ _ _ ■ -1 1 Illinois . . . . 1889 x | «jr Michigan _ _ _ _ _ _ 6-1883 X * t t II ■§ 1 ! if Wisconsin . . . . . . 1885 x d i - 1 Minnesota . . . . 1887 X * t i i Iowa . . . 1886 x * d II Pf Missouri _ _ _ _ 1885 •j- North Dakota . . . . 1890 x * + li 8 South Dakota . . . 1890 X * X i *11 Nebraska . . . . ... 1885 x d Kansas . . . 1885 x d. Western Division: Montana . . . . Wyoming . cl 886 x * + II - Colorado . . 1887 x $ i New Mexico . . . . Cl 886 x * l Arizona . . . C1886 x * II Utah . Cl 886 x * l II Nevada . . . . . 1885 x Idaho _ . _ Cl 886 X * X : II • I' Washington . . . - 1890 x * Oregon _ _ _ _ _ 1885 X . t California . . . 1887 X * t Alaska . . . . C1886 X * i II a Date of original law; a more stringent one enacted in 1891. 6 Amended 1886. c Under United States law. Idaho and Wyoming have since contained the same provisions in their State codes. JV. — THE ENFORCEMENT OF TEMPERANCE EDUCATION LAWS.— REPORTS AND OBSERVATIONS OF SCHOOL OFFICIALS. ALABAMA. The Alabama law of 1885 required that “ instruction shall be given all pupils in all schools and colleges, supported in whole or in part by public money or under State control, in physiology and hygiene, with special reference to the effects of alcoholic drinks, stimulants, and narcotics upon the human system.” In 1889, out of 261,667 pupils, 19,211 are reported as studying “ physiology and hygiene.” In 1891 a law more rigid in its requirements was enacted. CALIFORNIA. [From Report of State Superintendent Ira £. Hoitt. 1390 .] Teaching desultory and results inappreciable. — The provision in our law requiring scientific temperance instruction to be given in all grades was adopted by the legislature of 1887. SCIENTIFIC TEMPERANCE INSTRUCTION. 715 Up to the present time the teaching has been desultory and the results inap¬ preciable. Some teachers are earnest and enthusiastic on the subject, many take hold of it in a cold, perfunctory way, and many, I fear, neglect it alto¬ gether. Some teachers, when the law was passed, found themselves unprepared to do anything in that line, and, not having the fear of an examination before them, failed to make any adequate preparation. Some of the county boards very properly required an examination of their teachers in this subject and en¬ tomology before issuing renewals of certificates. The course of study suggested by the State board of education supplies the data for some years only. I would suggest that county superintendents give this subject a more promi¬ nent place at their institutes and in their teachers7 examinations and that pupils be examined thoroughly in the work prescribed for each grade; also, that by legislative enactment scientific temperance be added to the branches in which applicants for teachers’ certificates must be examined, and that the words “intemperate habits” be added to the clause bearing upon the revoca¬ tion or suspension of certificates. If this were done the almost universal desire which I have observed among our superintendents and teachers to uphold the law would produce beneficial results in this direction. SAN DIEGO. Methods of instruction. — .Eugene De Bum, superintendent of San Diego schools: In connection with the work in physiology, alcoholic drinks and narcotics are treated of as fully in each grade as the comprehension of the pupils will permitP The teacher talks with the class of the manufacture of alcohol., its uses in the arts, and the beverages in which it is found. A brief history of tobacco is given- with the process of manufacture and the ways in which it is used. The descrip, tion, uses, and hygiene of each part of the body; the skin, the muscles, the bones, the stomach, the lungs, etc., are taught ; the effects of alcohol and to¬ bacco are given with the hygiene. Caution as to using other narcotics, as opium and morphine, is given the pupils. This work is not only laid out in-the course of study, but it is done in the school room. COLORADO. Generally observed. — State Superintendent L. S. Cornell reports (1888): The temperance law passed by the last legislature has been generally observed throughout the State. In all of our schools instruction as to the effect of alcohol and narcotics on the human system has been given. The law, as passed,* is somewhat vague and indefinite, yet it has been obeyed as the school boards un¬ derstood it. Douglas County reports (1890) the law as “ generally enforced.” CONNECTICUT. REPORTS OF SCHOOL VISITORS. Lack of text-books and, of interest. — The evident intention of our legislators in the law requiring the study in our schools of physiology as connected with alco¬ holism is not being realized as it should be, owing to a lack of appropriate text¬ books, as well as a lack of interest in all concerned. The devastation, moral, physical, and financial, resulting from the drink traffic, calls for a more full and clear understanding of the direful effects of indulging in alcoholic drinks, and also tobacco in its various forms, that those who persist in going the downward road may not present the plea of ignorance as an excuse. Statistics of classes pursuing a college course show conclusively that those who indulge in the use of the weed rarely attain to the highest position mentally or physically. Fash¬ ion and habit hold a tyrant's sway over the boys who think they have attained to manliness when they can sport a cigar, or flood the spittoon, the floor, or the walk with foul tobacco juice ; and we know the natural tendency of this habit is to lead on to the saloon. The moral obtuSeness of these addicted to the use of strong drink is something startling to every thoughtful mind. The great majority of the accidents and crimes which are so appalling are directly tracea¬ ble to alcohol, which is the provocative of nearly every* sin in the calendar. I shall probably be accused of want of iiberality in this matter, but when our law- 716 EDUCATION, REPORT, 1889-90. makers in their wisdom have seen fit to place such a law on the statute book, it is well for us to heed it, especially when we are charged with the moral and physical, as well as mental, wellbeing- of the young in our communities. — Plym¬ outh, L. D. Baldwin, acting visitor. Regularly and faithfully taught. — The subject of physiology and hygiene has been regularly and faithfully taught. A conscientious effort has been made to select and teach the facts best adapted to the mental status of the pupil, and to impress him with the importance of obeying the lav/s of health which a consid¬ eration of the body and its complicated machinery suggests. So far as practica¬ ble scientific terms are avoided, and the matter is presented in language within the comprehension of the pupil. The composition and nature of alcohol and tobacco are studied, and the effects which they produce when taken into the system. The evils which flow from their long-continued use are pointed out, and the effort made to, creste an im¬ pression Avhich will result in total abstinence. — Norwich Central District, N. L. Bishop, superintendent. DELAWARE. Growing more and more popular. — Superintendent James H. Ward, of Sussex County, reports : The study of physiology and hygiene is growing more and more popular every year. Three years ago these two branches were introduced into our schools. During the first year comparatively few schools used the book, but now nearly all the schools in the county are making use of it ; and very soon none, we think, will be without it. The teachers prove themselves in the ex¬ aminations to be much more conversant with these subjects now than they were three years ago, and their interest will, of course, to a great extent assure us of the interest and advancement of the pupils in this part of a popular education. We feel gratified that the people begin to show themselves interested in this work, and begin to feel that the laws of health should be taught in our schools, and that the principles of temperance instilled into the children's minds should be considered a part of a good, substantial education. JERINOIS. State Superintendent Richard Edwards ( 1890 ) : During the last session of the legislature a law was passed requiring that instruction be given in the laws of health and in regard to the effect on the human system of narcotics and alcohol. Whatever opinions may be held concerning the liquor traffic, every intelligent man will welcome all honest efforts to enlighten the people in regard to the physical effects of narcotics and intoxicants. IOWA. [From Ileport of State Superintendent Henry Sabin, 18SS-89.'] Scientific temperance instruction. — The law requiring that regular instruction shall be given in all the public schools of the State having special reference to the effects of alcoholic drinks, stimulants, and narcotics upon the human system has been the subject of much thought and attention. I believe the law has been steadily growing in favor, and that its provisions are generally complied with by our teachers. Not only has the attention of teachers been called to the abso¬ lute necessity of obeying the letter of the law, but in most of our county insti¬ tutes valuable instruction has been given in methods of teaching this branch and in the arrangement of the subject-matter, so as to make the teaching most effective. In response to many inquiries, in May, 1888, the following circular was dis¬ tributed among the teachers for their guidance and direction : To county superintendents and teachers of Iowa: We are often asked as to the limit of instruction in the branch of scientific temperance in¬ struction. Tbe evident intent of the law is to place the teaching of the nature and effects of stimulants and narcotics upon the same basis as other branches taught in our public schools. The pupil gains his knowledge of arithmetic by successive steps; he must pass an examination in one part of the subject, and show his familiarity with it before he is advanced to the next division. Scientific temperance instruction should be treated in the same manner. One portion should be thoroughly mastered before the next is entered upon. If this is well done, the teacher will often find work enough in one part of the subject to employ and interest the pupils during a whole term. Careful consideration will convince us that the work in this branch of study is too superficial in many of our schools, because we are attempting more in a given time than can be done well. Temperance instruction needs to be reduced to a system. SCIENTIFIC TEMPERANCE INSTRUCTION. 717 We suggest the following plan: In the first division, intended for little children, let the work he entirely oral, and confine the subject-matter largely to the simple rules of health, as cleanliness, exercise, and habits of eat¬ ing and drinking, with but little of physiology or anatomy. » In the second division, instruction should still be given orally, but an advance may be made, in that the pupil should be required to carefully reproduce what has been given him, and to commit to memory facts and principles, so as to make them his own. The department of hy¬ giene may be enlarged, and something of the mechanism of the body may be added. It is to be noticed, however, that this oral work should be very carefully prepared, with method and thought, in order to adapt it to the capacity of the pupils. It is of especial importance in these two divisions that you give, if possible, a strong bent to the child's mind against the use of liquor and tobacco. In the third division the use of the text- book should begin. Here more individual study and work on the part of the pupil is necessary. It would not be well to endeavor to cover the whole ground of physiology and hygiene. The functions of the more important organs only should be thoroughly studied and explained. The action of stimulants and narcotics upon these or¬ gans should be faithfully impressed upon the child’s mind. In advanced divisions the whole subject of the human body, its mechanism, its needs and pro¬ tection, may be carefully studied. At this stage a few of the more important technical names may be learned, and the functions of the various organs more minutely described. In all your work care should be taken to give instruction in accordance with the spirit of the law. Total abstinence should be taught as the only sure way to escape the evils arising from the use of alcoholic drinks and tobacco. This systematic plan, if carefully followed, will insure a more thorough understanding of the subject, and teachers will not complain that they have used up all their material. Allow me to suggest to county superintendents that you give this study, especially as it has reference to the effects of stimulants and narcotics upon the human system, the attention which it deserves at your coming institute: and that at examinations you submit to your teacher short but comprehensive questions to test their knowledge, as required by section 3 of the law. * * * Keports from every county in the State indicate that there is a very general desire to admin¬ ister the law faithfully. Considering the difficulties naturally arising when a new branch is introduced into the course of study, the progress made is very encouraging. The attention the subject received last year in institutes greatly assisted teachers in their work. Our confidence in the fidelity of the school officers and instructors of Iowa to any trust imposed upon them makes us certain that much more will be accomplished during the coming year. To assist in this important work the hearty cooperation of all is invited. Henry Sabin. Superintendent of Public Instruction. Des Moines. May 20, 1888. The code should be amended so as to require the teacher to include in his register, which he files with the secretary at the close of his school, a certificate that he has fully complied with the provisions of the law. Section 1745 should also he amended, so that the secretary should be required to furnish the county superintendent with a transcript of the action of the board, as required by laws of 1886, and also with the names of those teachers who have and those who have not filed the required certificate. The attempt to teach the children and youth the injurious effects of stimu¬ lants and narcotics promises great good to the cause of temperance. The aim of such instruction should be to fortify the child against the formation of bad habits in his youth, and to lay the foundations upon which to build the higher work of strengthening the will, so that he may be able to resist temptation from whatever source it may come. In this connection I am free to say that I believe there should be upon our statute book a law making it a misdemeanor, punish¬ able by a heavy fine, to sell tobacco in any form to a minor under 16 years of age. The necessity of such a law is becoming more apparent every day, and we ought not longer to delay its enactment. Statistics. — Reports from the township boards indicated “ that the law had been complied with in its spirit “ in every township without exception : also that the teachers were “ skillful in giving the instruction required by law/’ In 1890, out of 15,762 schools, the effects of stimulants and narcotics were taught in 15,097. KANSAS. We should unite to make the teaching a success. — State Superintendent J. H. Law- head (1886): A vigorous mind inhabiting a healthy body can do more for the. State than the same mind can in a body that is weak and diseased ; and as the public school is sustained at public expense upon the theory that the perma¬ nency of the State depends upon the intelligence of its citizens, the State claims the right to have those branches taught in her schools that will best secure these results. Now a thorough knowledge of the human system is essential to its preservation and highest development, which can only be secured by a study of its physiology and hygiene, and the effects of such substances as may be dele¬ terious to its growth and the healthy exercise of its various functions ; and it has 718 EDUCATION REPORT, 1889-90. been decided by the best medical authority, as well as by universal observation of mankind, that both alcoholic stimulants and narcotics exert a baneful and de¬ structive influence, not only upon the body and its various functions, but it like¬ wise destroys the intellect and deadens the moral sensibilities. In view of all these results, we, as school officers and good citizens, should unite to make the teaching of the effects of alcoholic stimulants and narcotics upon the human system a success. We should supply our teachers with all the necessary appli¬ ances to secure the best results, and furnish our schools with the best maps, charts, and books, to enable the teacher to perform his part in this great work. I am pleased to note that teachers throughout the State have, in most instances, taken hold of this subject with an earnestness that is full of promise for good results. MAINE. Obstacles to the execution of the law. — State Superintendent N. A. Luce reports (1890): The results of the law requiring instruction in the hygienic effects of stimulants and narcotics have not been fully up to what was hoped and expected when enacted. Three obstacles have stood in the way of such results : 1. In the smaller rural schools where failure has been most general, the in¬ competence of the teachers has been the cause of such failure. In such schools of necessity the instruction must be largely oral because of the primary charac¬ ter of those to be taught, and such instruction to be efficient presupposes teachers of higher professional grade than is required to give instruction from text¬ books. Efficient oral work, except in rare cases, can be done only by those trained and practiced in such work. 2. The unwillingness of parents to purchase text-books has hitherto been an almost insurmountable obstacle not confined to any class or grade of schools. While oral teaching in this as in other branches is most efficient with primary classes, it is otherwise with those more advanced. With these the text-book is a necessity. 3. The inertia of public opinion — a quite general feeling that this instruction is of minor importance — has not only been in large measure the producing cause of the two obstacles already cited, but an obstacle in and of itself. Schools both in their instruction and supervision are quick to respond to the condition of public opinion. Had there been sharp public demand that every child in every school should be taught as the terms of the law require, a demand watchful and exacting, there can be little doubt that cases of utter ignoring of law would have been rare, and that pupils and teachers would everywhere have been affected by that demand. The first of these obstacles can be removed only by such reform in our system as will lift these poorer schools out of their present condition. The second has been largely removed by the furnishing of free books. The third will disappear only as the result of a “campaign of education/5 To bring this instruction up to the efficiency desired by those who believe in its vital importance , calls not for law but for labor. Law can not create public opinion, but public opinion ’will compel the observance of law. Labor with teachers is needed to awaken them to deeper interest and more earnest effort ; with school officers to force them to full exercise of their authority ; and especially with the people to educate them to an intelligent appreciation of the value of the results sought. Such labor is the privilege, and the duty as well, of those by whose efforts the law was en¬ acted and of all others who believe in its wisdom. Statistics. — In 1889, out of 3,894 ungraded schools, 2,55T had classes in physi¬ ology. In 1890, out of 3,909 ungraded schools, 2,426 had classes in physiology. MASSACHUSETTS. Object and methods of the instruction — Exaggerated statements to he avoided. — G. T. Fletcher, agent of the State board : This is required to be given in connection with “ physiology and hygiene, which are to include special instruction as to the effects of alcoholic drinks, stimulants, and narcotics on the human system.” Right and faithful teaching in this line may prove of great value to the Com¬ monwealth, and the subject should secure careful consideration from school offi¬ cials and teachers. The reports of school committees seem to indicate that some effort is made in every town to comply with the requirements of the law. My personal observation convinces me that the methods and results are not satisfactory. Many teachers desire to do justice to the subject, but they plead, SCIENTIFIC TEMPERANCE INSTRUCTION. 719 as an excuse for neglect, lack of time and knowledge. Perhaps a brief consid¬ eration of the object of the instruction may suggest a method. The teaching is to lead the child to form temperate habits of living. His knowledge of the danger of indulgence in the use of narcotics and intoxicants must lead to a development and exercise of will power sufficient to enable him to resist temptation. The education must be intellectual and moral, to induce the habits of thought and action necessary to good citizenship. The instruction should be true, simple, and earnest, largely objective; illustrations may be drawn from life, pictures, and recorded facts. Personalities and allusions that will Avound the feelings of children should be a\*oided. No exaggerated state¬ ments of the e\’ils to be shunned should be made : they are not wholly true, and they Avill react against the cause. For young pupils good temperance stories are valuable. I am inclined to think that most temperance teaching should be oral, the school being supplied with such books and charts as will be helpful to teacher and pupils for reference. Truths from scientific investigations, and facts and figures from other reliable sources, may prove \*aluable. Not so much for school as for life the children need temperance instruction, and the teacher should honestly, faithfully, as well as intelligently, endea\'or to make lasting impressions. Begin with the teachers. — State board of education: The statutes require that physiology and hygiene shall be taught in all the public schools as a regular branch of study, and that the teaching shall haA^e special reference to the effect of stimulants and narcotics upon the human system. The board has instructed its agents to make particular inquiry as to the manner in which this require¬ ment is met. They report that the disposition is very general to comply Avith the law, but that Arery much of the teaching under this head is defective and of little value, OAving to the inability of teachers to deal Avith the subject. In the judgment of the board, therefore, especial attention must be given to the train¬ ing of teachers to teach this branch of learning before the results expected from its introduction into the schools will be produced. MICHIGAN. Overteaching is perilous. — State Superintendent Theodore Nelson (1886) : In my opinion it is the design of the laAv to giv^e to this class of studies the same status it gives to other practical topics, such as reading or grammar, i. e., that some¬ where in his course the pupil shall be taught the physiological and moral effects of narotics and alcoholic stimulants upon the whole being of man. To my mind this is quite enough. Less would be insufficient: more would be unnecessary, and possibly harmful. It is to be regretted that in any public school the full requirements of the law should suffer neglect ; yet it would be a mistake quite as serious to ghTe to these special studies a disproportionate, unequal place in the school curriculum — to coordinate them, as some extremists insist upon doing', with eA^ery other subject from the low zones of a. b. c up to the high regions of calculus. Overteaching upon a subject which relates to moral conduct, espe¬ cially if it concerns the appetites or passions, is really perilous. Too constant dwelling upon topics of this character has a tendency'to invoke morbid condi¬ tions in the mind of the youth which either provokes or fascinates him to attempt dangerous experiments. Were you to teach a boy the flagrant Avicked- ness of burglary it would not be expedient, nor would it be necessary . to induct him into the mysteries of picking a lock. The specialist finds a peculiar charm in the ugly spider; he sees a thousand beauties in the bright colors and sinister eyes of a loathsome snake. We may well fear the consequences of making our boys and girls too familiar with nauseating details of any eAul which we desire them to shun. The teacher or parent can not be too earnest to enjoin correct principles, to give Avarning of penalties, and to himself exhibit a blameless ex¬ ample : Avhich having done he can effectively add nothing further, except to deA'outly leaA'e the result Avith God. Statistics. — In 1890, out of 10.810 school districts, 5,701 reported physiology taught, and 4,768 reported physiology not taught: 341 districts failed to report. MINNESOTA. Temperance in the broader sense. — State Superintendent D. L. Kiehle (1888) : The reports from the counties indicate a purpose to honestly execute the law. The subject is doubtless as Avell taught as others are. The children are easily 720 EDUCATION REPORT, 1889-90. interested, and I have no doubt will derive much permanent good through the skill and example of good teachers. Nothing should be left undone that will fix in the minds of our youth a sense of the folly and danger of the use of alco¬ holic beverages, and a resolution to entirely abstain from their use. I therefore cordially support this law, and have, so far as I know, used every means to ad¬ minister it thoroughly. It ought, however, to be noted in a report upon educa¬ tion, as this assumes to be, that temperance in the restricted sense of abstinence from the use of any kind of food or drink is in itself but a negative virtue, and must therefore in an educational view take a subordinate place in any curricu¬ lum of instruction. Character is determined by what a man is, and not by what he is not, by what he does, and not by what he does not do. Hence, education having to do with the whole man in his health, intelligence, and character, it has chiefly to do with the positive virtues of temperance in the broader sense of self-control and the subordination of appetite and passion to the authority of the higher moral and intellectual natures, of high purposes in choosing worthy ob¬ jects of life, of pure tastes in the love of the good, the beautiful, and the true. These receiving the first place, a secondary consideration should in reason be given to what is destructive and inconsistent with what every wise man should be, and for what he should live. Reports of county superintendents — {1890). * Anoka County. — No opposition has been made to the instruction in temperance hygiene. Both teachers and pupils seem to enjoy this subject. Anatomical charts have been purchased for about two-thirds of all the schools. The great¬ est difficulty seems to be in getting parents to supply the children with books. Douglas County. — Instruction in temperance hygiene has been systematically and regularly given in all schools, since the law requiring it became operative. The books recommended by the commission have been used exclusively and have given the best of satisfaction. Lac qui Parle County. — No objection to the teaching of this subject in the schools has been heard. In nearly all of the schools it is taught, and I believe there is no subject more entertaining to the little ones, or one that will be of more importance to them in their general education. The teachers in nearly all of the schools use the book recommended by the commissioner. Meeker County. — Temperance hygiene has been taught in every school without exception. In some instances, however, threats had to be resorted to in order to induce school boards to do their duty in this respect. All the teachers have been loyal and active in doing their parts in fulfilling the law. Redwood County. — The temperance hygiene work is quite satisfactory. Teach¬ ers feel the need of good, earnest work on this subject. Nearly all make place for it on their programme. Some try it on the three times a week plan. What have we accomplished in the work, no one can tell. We shall know more five years hence. Swift County . — Temperance hygiene has found a place on every programme in our schools, and the law is well observed. Wilkin County. — Instruction in temperance hygiene has been given in this county, I think, very thoroughly and has been met with no opposition. MISSOURI. The law a farce and a fraud. — The law on teaching the evil effects of alcoholic stimulants and narcotics upon the human system is a farce and fraud. It is virtu¬ ally a prohibition against temperance instruction in the public schools. And strange as it may appear, those who claimed to favor proper legislation upon this subject, favored this measure, while they rejoiced over the defeat of Senate bill No. 52, which required such instruction in all schools of the State. The law as it stands is worthless, and should be repealed or amended. (State Superintendent W. E. Coleman.) MONTANA. Montana without a law. — State Superintendent John Gannon (1892) : The only law upon our statute books relating to the teaching of the effects of stimulants and narcotics is that known as the “ Blair bill,” approved May 20, 1886; but as that applied only to the Territories, it became void upon the admission of Mon¬ tana into the Union, and has not been reenacted vby our legislature; though SCIENTIFIC TEMPERANCE INSTRUCTION. 721 teachers are still examined in “physiology and hygiene, with special reference to the nature and the effects of alcoholic drinks and other narcotics upon the human system/7 Statistics [1890). — Out of three hundred and sixty-one school districts in the State, physiology and hygiene were taught in three hundred and thirty-six. NEVADA. Scientific knowledge necessary. — State Superintendent W. C. Dovey (1890): The legislature passed an act in 1885 which provides that elementary physiology and hygiene, which shall give special prominence to the effect of alcohol and narcot¬ ics upon the human system, shall be taught in the public schools. No wiser provision is found in our school law. Scientific knowledge on this subject, though very primary, will do more in shaping the habits of the children in this respect than can be done by appeals to his moral nature or by reviewing the ter¬ rible degradation and ruin which its use has inflicted upon the human family. Reasons, stronger than sentimentalism, excite in him a wise fear of the tippler’s habit. The following figures show that the great body of our teachers are in hearty accord with this law : Number of children studying physiology in 1885, 365; in 1886, 851; in 1887, 1,602; in 1888, 2,150; in 1889, 2,265; in 1890, 2,283 [out of 7,387 pupils enrolled]. In six years the number has increased from 365 to 2,283. This item is a source of thankful congratulation to every intelligent friend of the rising generation. NEW HAMPSHIRE. Nearly all schools complying with the law. — State Superintendent!. W. Patterson (1890): in the year 1883 an act was passed, without any material opposition in either house, which required school boards to prescribe in all schools sufficiently advanced the study of physiology and hygiene, with special reference to the ef¬ fects of alcoholic stimulants and narcotics upon the human system. To prevent evasion by those not favorable to the law, it was amended in 1887 so as to require the introduction of this study in “all mixed schools and in all graded schools above the primary.” Being deeply interested in the execution of the law, I endeavored to inform myself as to how far it had been complied with and the spirit with which the subject was taught. It took a year or two to qualify the teachers to do even re¬ spectable work in this branch. There were a few towns which ignored the law, as every sensible man knew there would be, and there were others that complied with the letter of the law and violated its spirit. But as time went on I was gratified with what seemed to me as general a compliance with the law as any one had reason to anticipate. I was, therefore, greatly surprised and not a little annoj'ed when his excellency the governor, in his inaugural, stated that so far as he could learn the law had been “almost entirely disregarded.” I said to myself, either I am mistaken or the governor has been misinformed, and the public has a right to know whether the law is a dead letter or not. I therefore inserted the following questions in the statistical blanks sent to the school boards foAheir annual returns : 1. Give number of schools in which physiology and hygiene are taught with text-book. 2. Give number of schools in which they are taught orally. All but eight towns in the State responded to these questions, and the result is as follows : In 946 schools physiology and hygiene are taught by text-books, and in 817 they are taught orally. This gives us 1,763 schools out of 2,302 in the State in which the law has been regarded, leaving only 539 in the whole State in which the subject is not taught. This number wouid be considerably reduced by the statistics from the eight towns not heard from. It is gratify¬ ing to learn from the school boards, who know the facts, that nearly all the schools of the State, except the primary, in which the subject is not required to be taught, are complying with the requirements of the law. Clearly his excel¬ lency the governor, whose scrupulous loyalty to facts and fearless fidelity to the cause of temperance all men must respect, was misinformed by parties who pre¬ sumed to advise on matters in respect to which they had no definite knowledge. I do not claim that the subject is taught with great thoroughness in some of the schools, but I presume it is up to the average teaching in other studies in those schools. The limitations are in the qualifications of the teachers, and will be removed with their improvement. ED 90 - 40 722 EDUCATION REPORT, 1889-90. NORTH DAKOTA. Statistics. — In 1889, out of 30,024 pupils, 18,523 studied physiology and hygiene. In 1890, out of 30,821 pupils, 21,301 studied physiology and hygiene. OHIO. Statistics. — In 1889 : Number of pupils, 777,162; number studying physiology, 155,621. In 1890: Number of pupils, 797,439; number studying physiology, 236,901. PENIS' S YE V ANI A . Such knowledge is of vast account. — State Superintendent E. E. Higbee (1885)': In regard to the recent law requiring physiology and hygiene to be taught as part of the necessary curriculum of our public schools, a word here may not be out of place. Of course, where children can not read intelligently or with ease, it would be a monstrous perversion of ordinary common sense to expect them to use a text-book. Their instruction, to be such and not a farce, must be oral; and such instruction must and ought to be given, properly adapted to the age and attainment of the pupil. In higher grades, text-books in full conformity with the meaning and purpose of the law should be used ; and thus all pupils, whether of low or high grades, will receive instruction. Only enmity to the law can warrant sucli an interpretation as will defeat its own purpose, which plainly is, that all our children shall gain as much knowledge of physiology and hygiene as our common schools, with their limited sphere, can give, accom¬ panied at each step with a proper practical application of this knowledge in reference especially to the effects of alcohol and narcotics on the human system. Such knowledge is in itself of vast account ; and such special application of it, in way of warning, properly belongs to fhe moral discipline which should char¬ acterize all teaching, whether required by definite statute or not. The law- .abiding habits of teachers and directors give abundant assurance that this law will be fully obeyed. We are willing that time shall demonstrate how far it may serve to remove one of the greatest curses that pollute social life. The fathers and mothers of this Commonwealth will be more than thankful for any¬ thing which may aid their children in keeping away from those temptations which they themselves so much fear, and from which so many of them have been made miserable and broken hearted. In harmony with public sentiment — The right to impart such instruction unquestion¬ able. — State Superintendent E. E. Higbee (1886) : The practical operation of the act of assembly requiring the subject of physiology and hygiene, with special ref¬ erence to the effects of alcohol and narcotics upon the human system, to be in¬ troduced in the schools as a legal branch of study, strengthens and confirms our belief in the wisdom of the law. The act was approved April 2, 1885, and went into effect at the beginning of the school year, in June following. The commendable spirit in which the measure was so generally acquiesced in by the patrons of the schools, ^ts prompt enforcement by directors, the earnest cooperation of superintendents, and the willingness of the teachers to comply wi.th its provisions by a ready performance of the duties required of them, offer an unanswerable argument in proof of the fact that such instruction given to the children in the public schools is in favor with the. people, and in harmony with a strong and growing public sentiment throughout the Commonwealth. There have been shortcomings in some instances and partial failures in oth¬ ers, but there are few indeed in comparison, and occasioned more, we believe, by a misunderstanding of the law’s requirements than by a disposition to evade its provisions. All things fairly considered, the friends of the measure have cause for congratulation, and even the most sanguine and hopeful of its advocates can find much to commend in the work of the first year. The good results that will come from judicious and timely instruction in the subject will in the near future demonstrate the practicability of temperance teaching in the public schools, and will fully justify the policy of the course pur¬ sued. The principles underlying moral instruction in the schools as a proper prepa¬ ration for good citizenship, as well as to afford protection and safety to the in¬ dividual, are pressing themselves more forcibly to-day than ever before upon the SCIENTIFIC TEMPERANCE INSTRUCTION. 723 earnest attention of our teachers. The causes, only too clearly discernible, that make such teaching an absolute necessity need not here be referred to. The right to impart such instruction can not be questioned with any degree of sincerity or consistency, and when made an imperative and lawful requirement by the State, it becomes the duty of all concerned to render willing obedience thereto. Gaining favor with teachers and pupils. — State Superintendent E. E. Higbee (1888): Scarcely any difficulties have arisen in reference to the comparatively new study of physiology and hygiene made obligatory by law. The teachers at the outset, in preparing themselves for this work, have very naturally given themselves to the study as a science, and no doubt in many instances have made this so prominent in their teaching as to overshadow the moral side in not fully discussing the vast evils of intemperance to both body and soul. In our judg¬ ment, however, there has been little if any conscious attempt to evade, in any way, the explicit requirements of the law, and the science, together with its hygienic applications, is gaining favor with teachers and pupils. There should be no indifference to the serious moral import involved in such instruction.- To avoid the evils of intemperance requires, of course, the firm exercise of will, which in most cases, when habits are already formed, needs the power of Divine grace to secure a lasting victory ; yet it must be plain that a clear knowledge 'of the evils, as affecting body and soul, especially with the young, can but be of great service in helping them to shun the temptation when in subsequent years the tempter meets them with his specious pleas. Prudent treatment of any vice is not only therapeutic in the way of applying remedies for the disease already in existence, but prophylactic as well in guarding against its threatened attack. General compliance with the law. — State Superintendent D. J. Waller, jr. (1890): The reports made to this office indicate a very general compliance with the spirit as well as with the letter of the law. The penalty for failure to comply with its provisions has proven to be sufficient to secure obedience on the part of those not specially interested in the subject. A n instance of harmful legislation — Results opposite to what intended. — S uperintend- ent C. P. Foster, of Chester, Delaware Co., (1891): With all respect for thephilan- trophic and Christian women who have secured the present scientific temperance law, we can only characterize it, after a thorough, test of six years in a strict observ¬ ance of all its details, as an instance of harmful legislation. We have followed its requirements to the letter. We have used only the authorized text-books. Every grade, from first primary to high school, is taught physiology and hy¬ giene, “ including special reference to the effect of alcoholic drinks, stimulants, and narcotics upon the human system.” The result upon the minds of the pupils, and too often upon their personal habits, is the opposite of what was intended. The way in which this effect is produced, for aught we know, may be that illus¬ trated in the oft-repeated lines of Pope : “ Vice is a monster of so frightful mien, As, to he hated, needs but to be seen; Yet seen too oft, familiar with her face, We first endure, then pity, then embrace.” It is certain that a repetition of any precept, whether in abstract or concrete form, during twelve or thirteen years of a school course, must produce weari¬ ness and eventually disgust in the pupil’s mind, and that the natural perversity of the human heart will, in not a few cases, assistto produce a revulsion in senti¬ ment and practice. I am ready to affirm that in this community the evils which this legislation aims to check are constantly on the increase in spite of the most thorough temperance instruction in the schools, and that the best results in this line have been reached by a few teachers, who, in a kindly, yet conservative way, have gained the confidence of their pupils, and by the voluntary organization of children in “bands” or “societies,” have kept them interested in the various features of moral and social reform. There can be no objection to the require¬ ment by which scientific temperance instruction is made a part of the public- school course within certain limits, but when it becomes like the image set up in the plain of Dura, claiming universal homage, it is well to ask “ cui hono ?” SOUTH DAKOTA. Not received the attention which it should. — State Superintendant G. L. Pinkham (1890): The impetus given this matter by national legislation, while we were yet under territorial government, has been preserved by the passage, at the first 724 EDUCATION REPORT, 1889-90. session of the State legislature, of a bill, with stringent provisions, for teaching in our schools the facts concerning the nature and effects of alcoholic drinks and narcotics upon the human system. I am not able to state how universally in our schools the provisions of this law are complied with, but I aprehend that the matter has not received in all places the thorough attention from school of¬ ficers and teachers which it should. Its provisions are not too strict when we consider the importance of the subject. After June 1, 1891, teachers are required by this law to be examined with special reference to their knowledge of the nature and effects of alcoholic drinks and narcotics. As the questions heretofore prepared by the state department have quite thoroughly covered this ground, the teachers and schools are pre¬ sumably in full harmony with the spirit of this law, and the only change will be that of the text-books that do not comply with the provisions of the statute. Statistics 1890. — Number of pupils, 66,250; number studying physiology and hygiene, 26,732. VERMONT. Let the children be taught to form good habits. — State Superintendent Justus Dartt (1886): The startling fact that so large a number of school boys, are forming the habit of using tobacco by smoking cigarettes, thus retarding physical develop¬ ment, disordering the nervous system, and weakening their mental power, is a sufficient incentive to all the effort that has been or can be put forth to forearm the children against this evil. Above all things else, let the- children be taught to form good habits. V.— AN INQUIRY INTO THE RESULTS OF TEMPERANCE TEACHING IN MASSACHUSETTS. REPORT OF GEORGE H. MARTIN, AGENT OF THE STATE BOARD OF EDUCATION. [The following report of Mr. Martin was taken from the Massachusetts School Report of 1890-91, pp. 312-326.] Under the law of 1885, 1 which requires physiology and hygiene, with special reference to the effects of stimulants and narcotics, to be taught as a regular branch to all pupils in all schools, there is great diversity of practice. I have made it a subject of special inquiry, and have gathered a large amount of ma¬ terial in the form of written papers. These papers have been furnished by the most advanced classes in the grammar schools. The pupils have been asked to write for me what they could recall concerning the effects of alcohol and tobacco on the human body. They were not required to put their names to the papers, so that they wrote without constraint, usually taking all the time they wanted. To judge of the work most intelligently, one should read all the papers ; but in this report I can use only enough to illustrate the classes of work, or special features of the instruction. Read with the allowance which all written papers need, they are useful. They are printed as written. The cities and towns within my inspection may be roughly grouped in four classes : (1) those in which oral instruction is given during three or four years of school, with the use of text-books during the remainder of the course, from four to six years ; (2) those using text-books only in the last one or two years, confining all earlier work to oral instruction ; (3) those using no text-books, but having regular oral instruction throughout; (4) those having only oral in¬ struction, of an occasional, desultory sort. The first three classes might each be subdivided into those having regular oral and written examinations, and those having none. For the use of the teachers in giving oral instruction one or more books are usually furnished, from which the teachers gather material for talks, or from which they read. Of the work of the schools in the fourth class, it is perhaps enough to say that it does not meet the requirements of the law. Physiology is to be taught as 1The Massachusetts act of 1885 provides that ‘‘physiology and hygiene, which, in both divi¬ sions of the subject, shall include special instruction as to the effects of alcoholic drinks, stimu¬ lants, and narcotics on the human system, shall he taught as a regular branch of study to all pupils in all schools supported wholly or in part by public money, except special schools main¬ tained solely for instruction in particular branches, such as drawing, mechanics, art, and like studies. All acts or parts of acts relating to the qualifications of teachers in the public schools shall apply to the branch of study prescribed in this act, and all penalties now fixed for neglect to provide instruction in the branches of study now prescribed by law shall apply to this branch of study.’’ SCIENTIFIC TEMPERANCE INSTRUCTION. 725 a “regular branch.115 This can mean nothing less than it shall have a per¬ manent place in the programme of school exercises. How frequently the periods given to it shall recur, the law does not attempt to prescribe ; but that they should recur at stated intervals, and frequent enough for teachers and pupils to consider them esssntial parts of the school exercises, there can be no doubt. The word occasional is so elastic that the results attained in schools of this els ss may vary widely. In some schools few facts have secured a lodgment in the pupils’ memory, though there is a decided impression of the harmful char¬ acter of alcohol ; for example EFFECTS OF ALCOHOL AND TOBACCO. The effects of alcohol is bad because it injures your health and body and in a little while it will kill you. When you are cold and take alcohol in liquor it will warm you up for a while and in case of sickness the doctors will give it to you in liquor. THE EFFECTS OF ALCOHOL. I have heard that the effects of alcohol on the human body is a ruination to the person who uses it It burns the person in side and doen’t him any good but does him harm. They say it is good for medicine but I do not know. I think we could get along with out it. If it is good they abuse it by puting it into in¬ toxicating drinks which is very injuriou to the human body. TOBACCO. If che persons smoke it will make aancers come on their lips and will make the cancer in the stomach. Tobacco often leads to drinking. Tobacco is some¬ times made in filthy places and is not good for persons to use. In other schools of this class the best pupils are are able to write as intelli¬ gently as when more formal work is done : Alcohol is a stimulant when taken in small quantities, in larger quantities it is a narcotic. Its immediate effect is exhilerating but after working through the system it stupefies the brain and makes the body unfit for use. It destroys many of the small glands of the stomach and alimentary canal and makes those that are left hard and ropy. It makes ulcers on the small intestines. It de¬ stroys pepsin which is the fluid that digests the food taken into the stomach, It makes the blood flow much faster than is necessary and consequently wears out the heart much quicker than it naturally would, It makes a man a beast, It in time takes the place of food, and makes the stomach a good pouch for hold¬ ing alcohol, but useless to digest food. The poison in tobacco is called nicotine, a drop of this fluid will instantly kill a dog. The general effect of tobacco is the same as that of alcohol although it is not so violent, it produces ulcers in the throat. THE EFFECTS OF ALCOHOL AND TOBACCO ON THE HUMAN BODY. When a boy begins to smoke young his growth is stunted, his complexion is sallow, his teeth become yellow, and his breath bad. It also works on the brain. It does not effect one right off but by degrees The man who drinks a little at a time does not think he is doing any harm to his body, but he is, His stomach is burning by degrees and finally when he becomes a drunkard he has no stomach at all, (so to speak). It works on his nerves and his muscles, and he finally looses all his power." The weaker ones have little to say, but contrive to express their feelings : ALCOHOL AND TOBACCO. The effect of alcohol on the human system is to produce raw sores in the in¬ testine. In time it produces a disease of the brain known as delirium tremens. A man who drinks intoxicating liquors is slowly poisoning himself and if he keeps on he will die. Tobacco contains a deadly poison called nicotine. When the young use it, it dwarfs the body more or less. 726 EDUCATION REPORT, 1889-90. ALCOHOL AND TOBACCO. Alcohol makes any one nervous and irritable. If any one begins to drink, it is very hard to leave off. It irritates the stomach and heart. In schools where the instruction is all oral, but regular, the pupils write more fluently than in schools of the fourth class. Their knowledge of the subject is apt to be more comprehensive, but it is still general. The effort to be specific is not often successful : THE EFFECT OF ALCOHOL ON THE HUMAN SYSTEM. Alcohol is one of the worst enemies of mankind, yet many people, falling into the habit of drinking this disastrous spirit, could not live without it. If they could see the picture of their system before and after using the alcohol they would not care to drink another drop. When it passes down the throat it burns off the skin leaving it bare and burning. It causes the heart to beat many un¬ necessary times and after the first dose the heart is in danger of giving out so that it needs something to keep it up and therefore the person to whom the heart belongs has to take drink after drink to keep his heart going. This un¬ necessary work soomwears the heart out. The liver is also effected by alcohol. Before the use of it, the Uver is smooth and velvety. After long use of it, the liver is turned to a different color, and there are large pimples growing out on it. These look like nails and the liver is called ‘ ; Hob nail liver/’ THE EFFECT OF ALCHOHOL ON THE SYSTEM. Alchohol poisons the human system. After a man has been drinking alchohol his brain becomes cloudy and he is unfit for work. Many people think that al- choholic drinks help men to do their work better, but after they get used to drink¬ ing alchobolic drinks, it is hard for them to work without it, and they do not do their work so well. Statements like the following abound in the average papers : ‘ { Makes the mind dizzy ; ” “The skin on The organs cracks out : ” “Before alcohol is put into the body, the liver is soft and fiat, but after a person drinks it for two or three years, that organ becomes hard and full of holes like a sponge, and instead of being flat, it is round;” “Every drop that is taken rushes to two little cups in the brain.” The more illiterate pupils here, as in the other schools, are firmly im¬ pressed that alcohol is an evil. Alcohol, to those who drink it makes great blotches on your face, and makes it red. If you drink much of it, it will make you drunk. Its makes your liver like leather, and is called the hob-nailed liver. It affects your whole body and makes you die sooner. It affects your heart the most. THE EFFECT OF ALJCHOALL ON THE HUMAN SYSTOM. When aman gets adrinking rum, which contains alchoall, it goes to his brain, and makes him unsenseable. Alchoall will, quicken the pults, and the hart will beat faster than usual Alchoall is poision, and will poision the blood. In some schools the moral and social side of the drink question seems to be made more prominent in the oral instruction than the physiological side. Some of the best papers, from a literary standpoint, are from these schools. Such are the following, which are scarcely better than the average of the whole class : • THE USE OF ALCOHOL. Alcohol is a spirit of wine. It is very injurious to the system, and sometimes causes paralysis of the nerves, which also leads to blindness. The use of alcohol by grown up people, sets a bad example to the young, who surely can not help from seeing intoxicated men and sometimes women staggering along the street. It seems as if young people might resist the temptation of what they know will be an injury to them, when they see the effects; poverty, cruelty, murder, sui¬ cide and many others. A man who comes home under the influence of alcohol, with his mind dazed, is often cruel to his family, and what might be a happy home is an *(??happy one, on account of the father’s" habit of drink. SCIENTIFIC TEMPERANCE INSTRUCTION. 727 In many homes wine is on the table daily, and the children see it drank before them, and some are even allowed to taste it. I think the whole country suffers from it. and it should be put down as it has in some places. Attempts have been made in Boston, but the prohibitionists have not succeeded. Some of the business men say it will hurt business, but I should like to have it tried. THE USE OF ALCOHOL. Alcohol is a kind of ardent spirit. It will paralyze the nerves when taken as a drink. Alcohol is generally used to put in drinks, such as rum, ale, and lager. When once a man begins to drink things in which alcohol is put, it is very hard for him to stop. A man who drinks, almost invariably, is robbing his fam¬ ily of the money which they aught to have and which he is spending for his cravings of liquor. It is one of the great topics of the day whether or not drinks, which contain alcohol shall be sold, made or imported into this country. Young men who begin to drink do it because they think it a smart thing They do not look forward to what will become of them when they grow up to be men. They perhaps do not think or know that nations have been ruined by this curse. Every day this curse is getting a stronger hold on our nation. Every day it is growing larger and larger. Shall we allow this curse to ruin our nation. No ! Somehow it must be stopped but how. THE USE OF ALCOHOL. The pure alcohol is a liquid of about the color of water. The Bible says “ It biteth like a serpent and stingeth like an adder.” It is mixed with wine and sold to people as a beverage. To such people the ordinary food is not strong enough to satisfy their appetites. They sometimes eat garlic with their food. A liquor saloon is a very poor thing to have in a community. It is generally brilliantly lighted in the evening to attract the young men. They will stay away from home for the sake of being in this gay company. They may loose their position in business if found intoxicated. It is the ruin of a man to take liquor as a beverage. Drunkenness leads to many evils. When intoxicated murder may be com¬ mitted, rash acts, stealing, and sometimes suicide. A large part of the money spent in the Union is for liquor, wines, and tobacco. Good could be done in every way with the money spent for these purposes. In the effort to have the pupils receive their information in more definite form and retain it, some teachers arrange the leading physiological facts in form and order and require the pupils to memorize the statements. In classes where this practice obtains, the papers are essentially alike : Alchohol is a drug of very great power It weakens the nervous system and often leads to paralysis. It causes .a disease of the liver, stomach and kidneys, and often leads to dyspepsia, which is caused by indigestion. It lessens the mental powers, so, that a child using would not be able to learn or think as quick as he otherwise would. It often dwarfs the body. It weakens the whole nervous system and often causes paralysis, epilepsy or insanity. When used in small quantities it is a stimulant, when used in large quantities it is a narcotic. The higher faculties are first paralyzed leaving the victim under his lower and meaner nature. Alchohol weakens the muscles of the heart causing it to beat more rapidly, distending the blood-vessels, and overcharging them with blood. Alcohol, irritates, weakens, and inflames the stomach, liver, and kidneys and often causes fatal diseases in these organs. Alcohol weakens the muscle of the heart causing the blood to flow too rapidly and thus distending the blood-vessels. By use of alcohol the brain is first ex¬ cited, then paralyzed. The higher faculties are first paralyzed leaving the vic¬ tim under control of his lower and meaner nature. It weakens and exhausts the nervous system and sometimes causes paralysis, epilepsy and insanity. 728 EDUCATION REPORT, 1889-90. EFFECTS OF TOBACCO ON THE SYSTEM. Tobacco is very injurious to the young- and no child which uses it is ever a good scholar. It dwarfs the body and lessens the mental power when first used by the young it makes them feel sick, stupid and drowsy, and gives them a yel¬ lowish or sallow look. It hurts the action of the heart, persons using it are hardly ever if ever .healthy. Tobacco is a drug of very great power, a drop oil extracted from it placed on a dogs tongue will kill him nearly as quick as spru- cid asic. EVIL EFFECTS OF TOBACCO. Tobacco is a drug of very great power a drop of oil exacted from it placed on a dog’s tongue would kill him nearly as prusic asid. Tobacco when used by young is always injurious. It of tens duarfs the body and always lessens the mental powers. No child usuing it is ever as good a scholar as he otherwise would be. Tobacco also causes diseases of mouth and throat. Passing to consider the schools where text-books are used for a longer or shorter time, the character of the papers presented seems to depend more on the general character of the school and the ability of the pupil than on the num¬ ber of years spent in the study of alcohol. If we select a number of schools in which the subject is studied from text-books one, two, three, or more years, we shall find the best papers presented will cover essentially the same facts in all the schools. On the other hand, the average papers, after One year’s use of the book, may be better than other schools will furnish after five or six years’ study. For ex-ample: A. — Text-book one year ; two lessons a week. EFFECTS OF ALCOHOL. Alcohol at first acts as a stimulant, but when the stimulant has spent its force it leaves the body in a very weak condition It paralyzes the nerve centres, and causes a fatty deposit around the heart and enlargement of the liver. When alcohol is first taken into the system it quickens the action of the heart and afterwards leaves it very weak so that it cannot perform its work properly v Continued use of alcohol produces delirium tremens which sometimes ends in death. The appetite for alcohol may be inherited. In persons who use it the nerves are so weak that they cannot resist the temptation to drink. B. — Text-book one year ; four lessons a week. EFFECT OF ALCOHOL ON THE HUMAN SYSTEM. When a person first tastes any alcoholic liquor, as a rule, they do not like it ; but they often try it again just to see if they don’t like it. Gradually they learn to like it. Some persons drink to such excess that their whole system is sat¬ urated with liquor and it would kill them to go without. Alcohol weakens the muscles and makes them flabby. When alcohol is first taken into the system it exhilarates the person and makes them lively : but it soon produces a stupor. Alcohol weakens the heart, so that it is not able to perform its work thoroughly. It eats out the coats of the stomach, and of course the stomach is not able to perform its work of digesting the food thoroughly, thus causing indigestion. Nothing will quench the thirst of a man who drinks alcohol but alcohol. C. — Text-book two years ; two or three lessons a week, with written examina¬ tions. EFFECT OF ALCOHOL ON THE HUMAN SYSTEM. Alcohol drys the blood, weakens the mind, deadens the nerves, causes sick¬ ness, sores, cancers and in every way weakens and poisons the body. It has a great craving for water and therefore it takes the most necessary thing from our body. It weakens the blood-vessels so much that the blood, which flows with much force when alcohol has been taken into it, burst them, this causing death. The blood often stagnates in the blood-vessels near the skin, causing it to have a red appearance. SCIENTIFIC TEMPERANCE INSTRUCTION. 729 It weakens the mind, causing the victim to stagger. It also puts one in such a way as to murder, steal and to even worse things. The man does know he is doing anything because the alcohol has weakened his mind so much that he does not think. The liver, stomach, lungs, and intestines are weakened and poisoned more or less. The teeth have a soiled appearance, and the gums are spungy. The breath also has a disagreeable odor. The habit of drinking alcoholic drinks often leads to insanity. D. — Text-book five years ; two lessons a week during last two years. PHYSIOLOGY. Alcohol ^n any form, is very injurious to the body. Young children should never use it, because it checks their groath. It weakens the brain, and makes them seem very stupid at times. People who begin to use it, and think it will do them no harm, find out in after years that it has power over them, and they cannot control their appetite. It also makes them have an uncontrolable temper. Alcohol hurts the stomach very much. Without realy giving strength, they give a feeling of strength and confidence. Their sensibilities become lively. Alcohol often causes paralysis and insanity, and often enlarges the small blood¬ vessels. People who use alcohol have very impure blood. E. — Text-book three years ; two lessons a week ; written examinations. EFFECTS OF ALCOHOL ON THE SYSTEM. Alcohol is the fermentation of fruits and grains. The different liquors made from it are cider, beer, wine, whisky, brandy, and gin. Alcohol is a clear color¬ less fluid and is lighter than water. Alcohol could not be a food for the body because it does not nourish the body. The alcohol makes the person dry and want to drink a good deal after using it. It also takes water from other parts of the body where it is needed. It turns the blood to water, and it does not sat¬ isfy the hunger because hunger needs solid food to satisfy that, and it does not help to digest the food. It does not keep the body warm as some persons think it does It flushes the face, deadens the body and makes the face red and bloated. Alcohol poisons the stomach and bowels. When the person first commences to use this for a drink it makes him sick to his stomach, and the food does not agree .with them. And after awhile the stomach gets diseased and flamed and the person dies. Alcohol might be looked upon as a medicine and never should be used for any other use. It is a real poison and if persons regarded it so the better their health would be. It is a cause of thousands of peoples death and nervous diseases. And children inherit bad habits, and are likely to be weak minded. F. — Text-book three years ; weekly lessons. THE EFFECT OF ALCOHOl] ON THE HUMAN SYSTEM. When alcohol is first taken, it goe3 first to the stomach, where it does its first harm. It begins to absorb the gastric juice, so that there will not be enough to mix the food. Then it is carried into the blood, which it poisens. Then it does a great harm in the brain. It destroys the nerves centered there, and so the person that takes the poisen. does not feel the cold or heat as ho ought. The alcohol in the blood, makes the flesh look bloated and discolored. Sometimes persons grow crazy from the effect of strong drink. So, we see what a great harm it does. G. — Text-book five years; semiannual written examinations. THE EFFECTS OF ALCOHOL ON THE HUMAN BODY. Alcohol is a stimulant and narotic. It causes disease of stomach and congests the blood-vessels. It impairs the appetite for food It delays and impairs diges¬ tion. It thins or coagulates the blood . It collects in the brain and causes death. It affects men of all tempennents It causes delirium-tremens if taken into the system frequently s 730 EDUCATION REPORT, 1889-90. Alcohol makes you lose your self-control. It draws water from the nerves and injures them It quickens the beating of the'heart and wears it out. It hastens circulation. It leads to crime of all sorts. It injures the thought-producing power. It causes paralysis. It causes insanity. H. — Text-book five or six years : two or three lessons a wre EFFECTS OF ALCOHOL UPON THE BODY. Alcohol is a poison, which has great effect upon the body. It injures the brain so it cannot think properly, it burns the stomach, so that it cannot digest the food, it makes the heart beat faster, and if it is drank continually it will finally kill a person, it also poisons the blood. I. — Text-book six years ; weekly lessons ; class marking ; term examinations. EFFECT OF ALCOHOL ON THE HUMAN SYSTEM. Alcohol is very injurious to the human system. It effects every part of it. It stops the growth of the bones. It makes unhealthy fat on the muscles so that they cannot work with much force and are not so elastic. It enters the stomach and does great harm there. It separates the pepsin from the gastric juice and makes sores all over the stomach. It gets into the blood and makes it impure, and also injures the blood vessels. In the lungs it injures the thin membrane or lining to the them and makes the breath smell bad. The heart is a muscle so that it injures that in much the same way as other muscles and also makes it work harder. The nerves and brain are also injured. Alcohol deadens the nerves and often people will do things when intoxicated that they would think very wrong when sober. Alcohol also causes consumption instead of curing it as some people think. If children have drinking parent they often weak and sometimes idiots. Alcohol is used by some people because they think that it will warm them but it does not only for a little while then they are colder than before. It has been found that people can work better without alcohol than with it. THE EFFECT OF ALCOHOL. (a) The effect of alcohol is that of a narcotic ; it destroys character, destroys the vital functions of the body & has the effect of a slow poison. (&) The action of the heart is increased & “ fatty heart” is often the result. (c) The lungs are affected by having more work & the influence of bad sur¬ roundings. ( d ) The bones are affected by having their growth stunted by poor blood & the injuring of the pieroistum. (e) The blood as the life fluid is affected by a loss of red corpuscles, the minute bodies which carry oxygen, & from this loss comes a disease known as Aneamia; Of course there is a large increase of fat which'is entirely useless. (/) The effect upon the brain in slight does ; as a glass or two at a fashionable ball, is to increase or stimulate the action of the cerebrum. In larger doses the nerves are deadened or the person is hateful & finally sleeps it off. In a regular spree Delirum Tremins is often the result. (y) All the senses are deadened. (h) The pepsin in the gastric juice is separated from it, & sinks to the bottom of the stomach , stopping digestion till more can be thrown in & digestion com¬ pleted. The lining is also irrated to the extent of cancers & sores. (i) The liver becomes of an immense size, swollen, or “ hob-nailed.” Also a bad secretion of bile. (j) An extra growth of the connective tissue is caused in the muscles. The last two papers are from a school where the instruction has been most thorough and systematic, and continued through the longest period ; probably in ho town in the State has more time been given to the subject. These are specimens of the best papers ; from them the others shade down to almost zdro ; for example, in schools where a text-book has been studied for five years many of the pupils can write but two or three lines : SCIENTIFIC TEMPERANCE INSTRUCTION. 731 ALCOHOL AND TOBACCO ON THE SYSTEM. Alcohol has a bad effect on the system, heavy and also stupefies. ALCOHOL. It makes the head feel thick and Alcohol is a stimulant and narcotic, it interfers with digestion, causes con¬ gestion of the blood vessels, and if you once take it you will want it all the time. Food is delayed by Alcohol. EFFECTS OF ALCOHOL. Alcohol weakens the muscles. Alcohol affects the nerves. Alcohol affects the brain . TOBACCO. Tobacco injures the spinal cord. Tobacco injures the brain. Tobacco injures the blood. In many of the country schools the amount of information retained and ready for use is very small. The poorer scholars, whose deficiency is marked by faulty English, are often stronger in their expressions than the more cultivated pupils: ALCORHALL. All liquor contanes alcharhall. It poisions the syliava and the gastrlt juice when it mixes withe the food i t stops the works and the food layes in the stomacke , which causes it to ache. When the juice mixes with the blood it poisons it. Next the man is sick with blood poison and dies and the people wonder what made him have that. THE EFFECTS OF ALCOHOL. Alcohol is another very injurious thing to the body. It is very injurious to the heart especially and there are a great many men that die from the use of alcohol sooner than those that don’t. Some men go crazy from the use of alcohol or they are called delireum tremans, and a great many men the have used al¬ cohol have become ministers and their advice to boys or anybody not to use alcoholic drink’s. Alcohol is very bad for the stomach and is good for the head ack and it is a strong smell and It will stop any one from fainting. THE EFFECT OF ALCOHOL. It will gradually eat away the flesh. If any one drinks it, it will pickel the inside of the body. THE EFFECT OF TOBACCO ON THE HUMAN SISTEM. The effect of tobacco on the sistem it deadens the brain and the user it is said to have a sore heart which in the gets clogded aad they die quicker than if they did not use it. it softens the brain. In schools where the text-book is begun early, I have sometimes called for papers from the sixth grade, a class which has used books for two or three years. Here the amount of information retained is usually scanty, and in crude form. The following are the best papers from school I, sixth grade : EFFECTS OF ALCOHOL. Alcohol w'eakens the body and makes the heart beat too fast, it also makes the blood-vessels enlarge and weakens the walls of the blood-vessels. Alcohol makes a man have a red face because when the blood* vessels enlarge they show out. When alcohol is taken into the system it makes poor circulation. The brain wants good blood but when* alcohol is taken it does not receive it. When alco¬ hol is taken the brain cannot send the messages so well. Livinstone found that in Airica that the men could do better without it and could endure more heat. And in the Artie Regions the explorers can do better without it because when they take alcohol they d j not know so mueh and can do great deal better with 732 EDUCATION REPORT, 1889-90. out. A man said once that he would not have any alcohol used in his factory because they did not work so well, and if any did use it he would discharge them. Alcohol also makes the muscles weak and fat so that they cannot work so well. If a person once takes some alcohol he will keep wanting more because his appetite for it is so strong. ALCOHOL ON THE BODY. When a man drinks the first glass he cannot stop but wants more It burns his stomach and fills the blood vessels so full with the watery substance that they cannot bear the strain so sometimes an artery breaks and "death occurs in¬ stantly. About one-fifth of all the water that is in the body is in the head around the soft fibers of the brain and the alcohol mixes with it and takes it away from where it is needed. It deadens his nerves so that the messages do not obey and he does not know what he is doing. Many people are in prison for murder or some other wicked thing because they are under the influence of licquer. A story is told of a great murderer who was about to kill a baby when the lit¬ tle creature looked up in his face and smiled so he did not like to kill it, so he took a glass of brandy and he did not care. Insurance men will not insure the lives of licquer sellers because they are most always beer drinkers. Some times when a person is dying the doctor gives him alcohol to make his heart beat faster till he can give him some other medicine and thus som: times save his life. From school H, sixth grade, the following are the best : The effects that alcohol has on the body is that it poison the blood, and hard¬ ens the albuem of the brain, just as it hardens the egg as if it was boiled, and it does harden the brain, so that we can not think as we could if we did not drink the alcohol, and it hurts the heart because it makes the heart beat to fast be¬ cause heart wants to drive it out quick, and this wears the heart out, and so we know alcohol does harm to the body. Alcohol poisons the blood and hurts the brain so it is not able to think well, It poisons the heart and lungs it makes people stuid and they don’t don’t walk straight. And it makes them have diseases Sometimes it makes the heart stop beating and then they die. Alcohol makes them so stuid that they do not know what they are doing part of the time. Alcohol makes bad blood and bad blood •makes poor bones. Alcohol makes them unhealthy and so shortens their lifes. When people first begin to drink alcohol it seems bitter, but they keep on and so get used to it. I have culled the following statements of the effects of alcohol on the stomach and brain from a large number of papers. Most of them are from the better class of papers, as the poorer scholars make few specific statements : “It sepa¬ rates the pepsin from the gastric juice, and makes sores all over the stomach;” “Destroys the fine membrane that lines it;” “Inflames the lining of the stom¬ ach ;” Inflames the sides, and changes the pinkish lining to a bright red ;” “By taking the gastric juice from the stomach, so the stomach has no juice to aid in digesting the food;” “Inflames the membrane, and causes sores to come in¬ side ;” “ It uses up all the tissues lining around the stomach, and it uses all the saliva in the body so that we cannot digest the food ;” “ Will make the lining of the stomach fat ;” “The pepsin in the gastric juice is separated from it, and sinks to the bottom of the stomach ;” “ Takes the gastric juice of the lining and turns the lining into fat;” “Irritates the lining, and takes the water from the gastric juice ;” “The alcohol in the system lies at the bottom of it until the glands can pour in enough gastric juice to dissolve the alcohol;” “Burns the stomach so as to raise little blisters on the inside of it;” “ Eats the lining ;” “Burns off the coating;” “Makes cancers come in the system ;” “Makes the lining of the stomach tough ;” “His stomach becomes black, and covered with cancers. The moderate drinker’s stomach is not quite so black ;” “Hardens the mucuous membrane, so that the digestive juice can not get through;” “Makes the gastric juice flow fast, until it becomes so weak it can not perform its part;” “Causes the stomach to be dry and hard ;” “It draws the pores of the stomach SCIENTIFIC TEMPERANCE INSTRUCTION. 733 so tight that the first coating on the stomach is so hard that it can not per¬ spire “ The stomach becomes coated with a sort of crust, and disease sets in “ Hinders the action, and makes it look like raw beef “Makes great sores in the stomach, because alcohol burns the stomach ;” “Gastric juice becomes thick and ropy;” “ The blood oozes out from the flesh into the stomach “ Eats the stomach until, after a time, a man has no stomach at all, so to speak “It hurts the brain by injuring the nerves, and often the nerves break, and people have apoplexy “It causes more blood to go to the brain “ When alcohol is taken, the brain can not send the messages so well “About one-fifth of all the water in the body is in the head around the soft fibers of the brain, and the alcohol mixes with it and takes it away from where it is needed;” “About one-fifth of the blood is in the brain, and around the soft gray matter, and among the white fibers are tiny blood vessels, and the blood vessels are injured from the drink¬ ing of alcohol, and then the blood sometimes becomes stagnant, and headaches often follow after a glass of liquor.” I have endeavored to show as clearly as possible in a limited space the present condition of the physiological work of the schools. To show the work com¬ pletely would necessitate printing all the papers. After a careful study of these papers, I am lead to the following conclusions. 1. The phrase, “scientific tem¬ perance instruction,” sometimes applied to this work, is a misnomer. There is, and in the nature of things can be, no such instruction. The two essential elements of scientific study — observation and inference — are necessarily wanting ; neither the pupil nor the teacher can have first-hand information ; 2. That the outcome in accurate knowledge, resulting from much of the work done, is meager and out of proportion to the time spent upon it; 3. That many false impressions are left in the minds of the students ; 4. That physiological details are not suited to young children ; 5. That, however defective the instruction may be, the senti¬ ment of the schools is sound — the conviction that alcohol and tobacco are bad things to use seems universal ; 6. That the strength of this sentiment does not depend upon the amount of information acquired ; 7. That, where exaggerated notions of the effects of stimulants have been acquired, there is danger of a re¬ action of sentiment in the light of after knowledge. From these conclusions I venture the following suggestions : 1. That committees and superintendents give more careful attention to work in this department, prescribing definitely its limits, and requiring the prescribed work to be done as well as work in other .subjects, using the same means for judging of its progress and results ; 2. That teachers who are called upon to give oral instruction prepare themselves with great care for the exercise, and see that their statements are true, and by fre¬ quent tests, oral and written, ascertain that their teaching is intelligently com¬ prehended by all the pupils ; 3. That, when no text-book is used in any grade, the teachers prepare for the highest classes a summary of the effects of stim¬ ulants and narcotics upon the different systems of the body, aiming at clearness of statement, and avoiding exaggeration ; 4. That the use of text-books be lim¬ ited to the older pupils ; 5. That so much of explanation accompany the use of the book as may be necessary to guard against error and insure exact, knowl¬ edge; 6. That, as far as possible, technicalities be avoided ; 7. That the pupils have frequent opportunities to express their knowledge orally and in writing ; 8. That throughout the course the moral and social effects of the use of intoxi¬ cants be made prominent, and abstinence be inculcated from higher ends than such as concern only the body. Respectfully submitted. Geo. H. Martin. VI.— OBJECTIONS TO SCIENTIFIC TEMPERANCE INSTRUCTION STATED. SCIENCE IN HARNESS. [From the Popular Science Monthly, November, 1887.] No journal has upheld more steadily than the Popular Science Monthly the principle that, as tar as they are established, the truths of science shall be ap¬ plied to useful purposes and through popular education be made as widely avail¬ able as possible for the general guidance of life. And yet we can not look with favor upon what many persons doubtless regard as a very signal and happy ex¬ ample of the utilization of scientific conclusions. We mean the authoritative 734 EDUCATION REPORT, 1889-90. and dogmatic teaching as to the effects of alcohol now provided for by the school laws of many States. It is only right, therefore, that we should assign our rea¬ sons for holding that this is not a case of the legitimate application of scientific truths to practical life. In the first place, it is an abuse of power on the part of the majority. In the “temperance” controversy as a distinct social issue we have no wish to inter¬ fere : but we can not ignore the fact that there is such a controversy, nor can we consent to believe, with the advocates of prohibitory legislation , that their opponents are necessarily persons devoid of all high motives and hardly to be distinguished from the criminal population. But if a minority in the State is to be respected so long as it is law-abiding, its opinions are also to be respected ; and to seize hold of the school machinery of the State to inculcate opinions that are not accepted by the minority, and that tend to set the minority in a very un¬ favorable light, is not right nor just. If every triumphant party were to seize the public schools for the inculcation of doctrines favorable to its own party inter¬ ests, there "would soon be an end of our public-school system. It would always be easy to invoke the name of science. If it were desired to rear a race of protec¬ tionists, it would only be necessary to claim that you were teaching the truths of political economy. The proper text-books would be prepared, and teachers, on pain of dismissal, would have to enunciate the doctrines of Henry C. Carey and Horace Greeley; and so in the days of slavery, the science of ethnology might have been invoked either on the side of abolition or in defense of the slave system, according to the leaning of the majority. At this moment we have the president of a New England college recommending the majority in the sev¬ eral States to use their power, to enforce the teaching of certain specific views of New Testament history which he is pleased to declare all competent critics have accepted. “ But,” say the advocates of the teaching to which we refer, “ we only wish to inculcate the real results of scientific research in regard to alcohol.” To which we rejoin that, in a community like this, it is too soon to inculcate the truth, supposing you have it, if the issue is still practically open, and if large numbers of your fellow-citizens are not persuaded that what you call the truth is the truth. Minorities have their rights even when they are in the wrong, and to use a school system which the minority support to teach opinions which the lat¬ ter do not believe to be true is unfair. But there is another view of the matter. Are the advocates of such instruc¬ tion prepared to have it communicated in a thoroughly nonpartisan spirit? Are they prepared to have the whole truth taught, or do they want only that part of the truth which is favorable to the specific end they have in view ? Are they prepared, for example, to give any fair representation to the views of those who consider that alcohol has its important uses, dietetic and social ? A few years ago the Contemporary Review opened its columns to a discussion of the alcohol question ; and we are safe in saying that there was a preponderance of opinion among the many eminent men who joined in the discussion in favor of a. moder¬ ate use of alcoholic beverages. In the August number of the North American Review, a well-known physician of this city enters a plea against the indiscrimi¬ nate condemnation of narcotics and stimulants. Is all this opinion to go unrep¬ resented when the alcohol question is introduced into the schools ? Of course it must, or the specific object of the teaching would be ruined. We say, there¬ fore, that this is not teaching science ; it is harnessing science to the “ temper¬ ance” cart, and driving her under instruction from “ temperance ” headquarters. THE RESULT OF SCIENTIFIC TEMPERANCE INSTRUCTION. [From Science, July 29, 1887.] Will the reader please cast his eye upon the following questions : 1. How can it be proved that nicotine is a poison? 2. Why are cigarettes especially harm¬ ful ? 3. Is alcohol a food? 4. What is the effect of disuse upon a muscle? 5. Under what names is opium sold? 6. Under what name is alcohol drunk? 7. What is the difference between a food and a poison ? 8. Is anything gained by changing from one narcotic to another ? 9. What is the effect of beer as a drink ? 10. How does cheerfulness help the muscles ? These are the questions given as a test in physiology in the public schools of a prominent Eastern city. They are not addressed to young men about to leave school. No : they are asked of little boys and girls of from 8 to 10 years of age. This is the examination paper at the end of the first year’s elementary instruction in physiology. Of ten questions, eight relate to drinking and smoking : the physiology is a mere side issue. These children, who ought to have about as much knowledge of such matters as they should of the methods in vogue at the stock exchange, are SCIENTIFIC TEMPERANCE INSTRUCTION. 735 actually forced to learn by rote the details of human vice ; and that, too, under the name of “ physiology,’’ the only science which they learn. Unconsciousness, naivete, is the symbol of childhood. The fact that physiology, even if well taught, tends to destroy this trait is the chief objection to its early study. In¬ struction such as the above implies crushes the most valuable trait in the child, directs curiosity to what is morbid, and forces into precocious development all its dangerous elements. Not enough that the newspaper and the dime novel pro¬ claim in glaring colors the story of crime and sin ; some notion of the perversity of human nature must be mixed with the food of babes. That- the result of this teaching is to excite in the children a morbid curiosity to experiment for them¬ selves in such matters ; or ( with the boys) to regard the whole thing as a lesson in “ goody-goodiness,” to which they forthwith decide to show themselves supe¬ rior ; or to regard their father who takes his glass of wine at dinner as an incipi¬ ent criminal— this could easily have been foreseen and goes without saying. If there is one method better than all others to produce a race of drunkards, this has good claims to that distinction. If there is a degree of wrong in such superlatively perverse methods, then it is still worse that the fair name of science should be outraged in this cause. Not only that this kind of teaching necessarily depends upon catechism methods (that the answer to the second question, for example, is to read that the especial perniciousness of cigarettes is due to the fact that they are usually made of decayed cigar stumps), but that the entire idea of science thus implanted is as wrong as it well can be. Better far revert to the old days when there was no science on the curriculum than have science thus taught. The crowning educational virtue of science is that it leads to the use of scientific methods of teaching ; this usurper chokes up all possibility of an interest in the scientific. The temperance question is doubt¬ less one of the most important with which our age has to deal : sufficiently important, perhaps, to make some consideration of it in the public schools a legitimate proceeding, but it must be done at the right time and in the proper way. Nothing can excuse the conversion of a text-book on physiology into a “temperance” tract; nothing can excuse the sacrilege of presenting this story of disgusting vice under the name of “ science.” TEMPERANCE INSTRUCTION IN SCHOOLS. [From the Medical Record, September 24, 1887.] Probably no class of men in the community are better fitted to give a calm, unprejudiced opinion on the alcohol question than physicians. In their capacity of public sanitary guardians, they feel an interest in all practical measures de¬ signed to limit the deleterious effects of the use of liquors upon the human sys¬ tems. The latest effort in this direction is the introduction into ttie public schools of several States of so-called “ temperance ” text-books and other paraphernalia of teaching. Some communities have already experienced the first fruits of this new system of instruction. These results are somewnat curious. It is found that the incidental facts designed only to lead up to the one great moral are more prominent in the pupils’ minds than the moral itself. The various charts which portray stomachs, livers, and other viscera diseased from alcohol are re¬ garded much in the light of picture-books on a large scale. They produce no more impression on a child’s mind than the sight of a tattooed man, or some “ freak ” of a dime museum. It is right that the question of temperance should be brought down to the scope of a child’s ideas ; right from a medical standpoint as well as from a moral one. But it is hardly the judicious course to teach him to regard alcohol as a deadly poison under every circumstance. He will be disillusioned as he grows older, and will look back to his text-book teaching as a mass of overstated facts. The trouble with many of the text-books on temperance used in schools is that they are not physiologically correct. They are written hy persons with more zeal than accurate knowledge, and consequently we have sometimes ludicrous state¬ ments from pupils. The description of the distillation of alcohol strikes the child as a very interesting thing, and so the fact designed to be taught — its per- nicious effects — fails to make a lasting impression. We think that a better state of things could be brought about if physicians could be led to take a more active management in the public schools. Ministers, lawyers, business men, and professional politicians are always represented upon school boards, but rarely physicians. They are the very ones who should be fully represented. They can. by their advice, better than any other class, con¬ duce to bring up a class of pupils who shall have sound minds in sound bodies. They can prevent the introduction of text-books on temperance or any other topic having a reference to physical matters which are not written with a due 736 EDUCATION REPORT, 1889-90. regard for truth and for the receptivity of the minds which are to grasp it. It is coming more and more to be realized that a physician’s duty to the community oversteps the sphere of mere sanitary matters and lays hold upon social factors as well. Much of the teaching in schools nowadays is one-sided, because the mind is regarded as something apart from the body and taught accordingly. No one so well appreciates the relation of one to the other as the physician. HOW WE TEACH INTEMPERANCE. L From the Popular Educator , December , 1891.] At the Norfolk County teachers’ convention, recently held in Boston, a paper was read on the teaching of physiological temperance (or intemperance) in the public schools; and, a little more than a week after, the same subject was pre¬ sented for our consideration at a teachers’ meeting in Hyde Park. At the former meeting it was very noticeable in the discussion that followed the reading of the paper that those who objected to this scientific teaching, tak¬ ing the moral side instead, met with greater favor from the audience as a body, judging from the heartiness of the applause, than the paper itself. Possibly, if those gentlemen who advocated the strengthening of the moral nature as the best preventive of intemperance had explained their position more fully, this article would not have been written. There is, as I believe, a radical error at the basis of this scientific teaching of intemperance, or its causes, to little children. Let me illustrate. On our way home from the convention we were discussing this subject, and one of our party related the following incident which had come under her notice : A teacher, who was an enthusiast on this subject, had taken the fruit into the schoolroom and taught the children the process by which the pure juices of the grape and apple were changed into alcohol, and its effect upon the body. A short time after, one of the boys who had been instructed by her remarked to some one that he had learned the taste of all the liquors in his father’s store (he was a saloon keeper), and could readily distinguish one from the other. How much fear of the effects of alcohol upon his body do you suppose had been created in this boy’s mind by this teaching ? Instead of this, it would seem there had been aroused in him a curiosity to know more of the things about which he had been taught. How many of these boys; think you, went home, took their grapes and apples, and made their own wine and cider ? All might not do this, of course, but, judging human nature as it appears, and especially child nature, there seems to be a strong desire to do that which is forbidden. I know the thought has been, and still prevails, that to avoid evil we must know something about it. What is our practice in educational matters ? Formerly teachers used to put mistakes upon the blackboard to correct, but now the best teachers claim that children should see only the perfect form of word or letter. We teach children to be pure in thought, word, and deed, but would never think of specifying the evils to be avoided. No wise parent or teacher would ever say to a child, “ You must not read that book. It contains that which will poison your mind and give you wrong views of life.” Nevertheless, I did ’hear of a teacher not long ago who advised her girls not to read a certain book which she named, and immediately they sought and ob¬ tained the book, of which they had not known before, and read it, although warned against it. No doubt all who read this can recall many instances of like character. Vice is a monster of such frightful mien, That to be hated, needs but to be seen; But seen too oft, familiar with her face, We first endure, then pity, then embrace. As the world is to-day, the children can not but see that which we call evil all about them ; but if they have been taught to love the good, the evil will be hated, or perhaps not recognized by them ; while, if we continually keep it be¬ fore their minds, even though we teach them to avoid it, we make it a familiar object of thought which can not but produce bad results. “As a man thinketh in his heart, so is he.” “Whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, what- SCIENTIFIC TEMPERANCE INSTRUCTION. 737 soever things are of good report; if there be any virtue, and if there beany praise, think on these things.” We ail know what great imitators children are, and that with them example goes further than precept. How, then, can we teach them the bad effects of alcohol and tobacco so they will feel it and never touch them when fathers and brothers and men who hold high places in the community and are respected by everyone are slaves to one or both of these habits? We must find some other means of te ching them the truth so they also shall not be led into this cap¬ tivity to the senses, than that recommended at the convention. Teach temperance, not intemperance; health, not disease ; truth, noterror; purity, not impurity ; goodness, not badness ; teach the positive, not the nega¬ tive. A Teacher. “effects of alcohol.” [From the Journal of Education {Boston), December 31, 1891.] May I again call attention of the importance of strictly adhering to truth in teaching concerning the effects of all drugs upon the body. On page 359 of the Journal we are told, “Whatever effect is produced upon the albumen of the egg by contact with the alcohol the same thing must happen when alcohol is mixed with food in the stomach.” * Tnis is incorrect: 1. Because blood albumen is not egg albumen. 2. Because the blood albumen is greatly diluted, while the egg albumen is concentrated. 3. Because in one case the alcohol used is concentrated, in the other greatly diluted. 4. The experiment in the test tube is performed away from the “life forces,” while in the body “life forces” modify chemical forces. In a word, a laboratory experiment must not be taken to explain literally what occurs in the body. The boy, taking a drink of beer, finds he is not killed by it, and soon comes to reject all that he has been taught in reference to the effects of stimu¬ lants. Harm is done by our inaccuracy. G. G. Groff, M. D., President State Board of Healthy Pennsylvania. CHILDREN CAN BE TAUGHT TO THINK ABOUT BETTER THINGS. An effort has recently been made to fight intemperance by teaching, in con¬ nection with the subject of physiology, the effects of alcohol and narcotics on the system. It is an open question whether the results are all that were antici¬ pated. It seems that in many places the craze after cigarettes and old cigar stumps is worse than ever before, notwithstanding the fact that the schools are giving instruction along this line. Why is this? It is quite possible that many teachers use both time and text book in such a way as to injure the cause of tem¬ perance. To spend a portion of each recitation in talking about rum and tobacco is, to say the least, unwise on the part of the teacher. Instead of this let him class rum, tobacco, and opium with other things that should be let alone, and let him speak of them only as occasion requires. The better way will be to see that none of these things are found on or about the school grounds. Milton has not increased our hatred of Satan by making him a hero in Paradise Lost. Why should rum and tobacco be the “heroes” in so many school rooms? Children can be taught to think about better things. (J. D. Meese, Southwest State Nor¬ mal School, Pennsylvania.) VII. ANSWERS TO SOME FALSE NOTIONS. BY MRS- MARY H. HUNT. The following misconceptions have arisen in certain quarters concerning the teaching of physiological or scientific temperance : First, that “temperance is a moral not a scientific question; therefore, if taught at all in the schools it should be from the moral standpoint only.” “ The strengthening of the moral nature is the best preventive of intemperance.” “You should strengthen the will to prevent the pupil from drinking,” these objectors say. Second, “If you teach the pupil the evil character and effects of alcohol, tobacco, etc., the law of perversity in his nature will make him want to try those things for himself,” etc. Third, “ As long as the fathers smoke and drink it is not only of no use to teach the children not to, but such tsaching is disrespectful to parents.” ED 90 - 47 738 EDUCATION REPORT, 1889-90. In answer to the first objection that “ temperance is a moral, not a scientific question,” etc., let us inquire : (1) Is it not true that a moral question is one that considers what is right or wrong- in action on the part of beings capable of choice ? (2) Are there not certain facts which are the reasons for an action or course of action being right or wrong ? (3) If these facts, the reasons for the right or wrong, are duly arranged in the case of each obligation, do they not form the science of that special obliga¬ tion ? Webster says that “ Science is knowledge duly arranged.” (4) Can a person be taught the principles of morality in any case, or to intelli¬ gently choose the right without being taught the facts which show why one course or set of acts is right and another wrong ; are not these facts the science of the case ? To illustrate: Moral obligations may be classified under three general heads: (1) Duties to our Maker. (2) Duties to our fellowmen. (3) Duties to ourselves. The facts that are the reasons for our duties to our Creator are set forth in the science of theology. Those in the case of our duties to our fellowmen are classed as the science of sociology. The facts that prove our moral obligations to ourselves in the case of alcoholic* drinks and other narcotics are very properly termed the science of temperance; and here, as in the case of other duties, no person can fully comprehend the extent or scope of that obligation without knowing the facts. The answer to the question, “What is the nature and effects of these sub¬ stances,” is the facts in this case, on which the whole temperance question rests. There is no such thing as moral question without a basis of fact that is the science of the question. These are not the days of dogmatic morality. Modern morality teaches the reasons for the right, shows why, and thus “strengthens the moral nature.” The objector says, “Strengthen the will to resist temptation.” How do we strengthen the will? The will is the faculty in us that acts on choice, and our choices are more or less influenced by our knowledge or ignorance of the facts in the case. How would you strengthen the will of a boy against the tempta¬ tion to row across the Niagara River a little way above the falls — by telling him he must not, it would be wrong, or by explaining to his reason the perils that inhere in that fatal current ? How would I strengthen a boy’s will against intemperance ? I w'ould try to give him intelligent reasons on which his will should act. Just as I would teach him the character of the Niagara Rapids I would teach him the nature of those other, the alcoholic rapids, that lead to a worse, a more hopeless plunge into utter darkness. While I would never exag¬ gerate, I would search for the truth on this topic as for “hid treasures,” and then teach it, abating not “one jot or tittle,” leaving the consequences with Him who said “ I am the Truth.” He has so made the human mind that it is moved by truth that warns as well as promises. I would teach the boy before appetite is formed the dangerous and deceptive character of alcoholic drinks and other narcotics, especially that proven "fact that a little alcohol in any liquor has the power to create an imperious, uncontrollable, and destructive appetite for more, and therefore its use in any quantity is never safe. I would show him that there is a scientific connection between the first glass and the drunkards' fate. I would not preach at the boy nor weary him with repeated homily, but I would lead him, through the study of the laws of his own being, to see and understand for himself that the inestimable blessing and happiness of a strong, healthy, useful life are the result of obedience to laws that are written in our living tis¬ sues, and that the penalty of disobedience inheres in the law itself. I would strip the wine cup, and the whole brood of strong drinks, the pipe, the cigar, and the cigarette of the glamor with which ignorance and tradition have decked them, and help the boy to see them and their consequences as labeled by modern science — narcotic poisons. In answer to the second objection, that teaching the evil character of alcoholic drinks will make the pupil want to try them for himself , we reply : If we tell the boy the perils of the rapids in the smooth, safe-looking stream above the falls, will he immediately wish to embark thereon ? Is it a rule that teaching the con¬ sequences of evil is only furnishing a motive for immediately plunging into the evil ? If so, there must besomething radically wrong in the most authoritative of all teaching, for all through the Bible the blessings of right doing are coupled SCIENTIFIC TEMPERANCE INSTRUCTION. 739 with vivid descriptions of the consequences of following the wrong. Gerizim and Ebal stand together. I am sure the great body of teachers in our land will agree that it will be safe for us to follow in method the great Teacher. He made the human mind, and He knows the laws of its development far better than we ever can, after all our study. We teach the need of pure air and good ventilation by showing its importance and relation to health, and how to get it, and the consequences of its absence. If you teach the need of oxygen by showing the consequences of breathing vitiated air, are you thereby teaching imperfect ventilation? Such aclaim would be absurd. And yet a recent writer refers to teaching the evil nature and effects of alcoholic drinks, etc., as “teaching intemperance.” Then the vivid descriptions of in¬ temp -ranee in the “woes” the Bible pronounces upon drunkards is “teaching intemperance.” These objectors certainly need a new and expunged version of the greatest of all manuals of instruction. Experience must, after all, decide, and happily we are not without precedent. Wherever in the -thirty-five States of our country the spirit and letter of the law requiring this study are obeyed, and well-graded text-books on this topic con¬ taining the truths the law requires taught are used, with the same wise and thorough methods of teaching as in the case of other branches, pupils thus taught have not consequently rushed headlong to the saloons. On the contrary, an in¬ telligent aversion to strong drinks and other narcotics is manifest : fewer cigar¬ ettes are smoked, and pupils are more careful to obey other laws of hygiene. Giving an occasional temperance exhortation in the schoolroom may take less time and study on the part of the teacher, but, compared with the results of carefully prepared lessons that guide the pupil in finding and intelligently un¬ derstanding the reasons for total abstinence from alcohol, tobacco, and other narcotics, and for obedience to other laws of 'health, the mere exhortation or so- called moral homily falls immeasurably short. The prophet said, “ My people are destroyed for lack of knowledge,” not for lack of exhortation. To a right-minded child or youth the most impressive of all moral lessons* is the one that convinces his understanding and is thereby lodged in his reason. That all children and youth are not right-minded towards alcohol and tobacco is evidence of the deep wound these substances have made upon our humanity through inheritance upon children and “children’s chil¬ dren.” That some of these, heavily weighted with the sins of the fathers, will go wrong anyway, does not prove that faithful instruction is useless in all other cases. To the third objection we would put the question : Shall we make no attempt to teach the children better because the fathers drink and smoke? Because some parents murder the Queen’s English, we do not therefore think it useless or disrespectful to their parents to teach the children correct speech, and as a consequence the generations rise in the scale of better utterance. The difficulties are appreciated of teachers who were commanded to teach this topic and given nothing to do it with but the imperfect, badly graded books first put upon the market. But a better day has dawned. Well-graded manuals of instruction, that contain these truths adapted to all classes, are published in great abundance and variety. Truth is the lever of Archimedes that moves the world. The truth concern¬ ing the evil nature of alcoholic drinks and other narcotics is the lever destined to overthrow their use. To the teacher has come the opportunity to scatter that truth. Opportunity is God’s command. VIII.— QUESTIONS ON PHYSIOLOGY AND HYGIENE, AND THE NA¬ TURE AND EFFECTS OF ALCOHOLIC 'DRINKS AND OTHER NAR¬ COTICS. Published by the scientific temperance department of the Woman’s Christian Tem¬ perance TJnion for use in the preparation of essays, examination papers, etc., for the World’s Columbian Exposition, Chicago , 1893. FOR PRIMARY GRADES. In this subject, as in other branches which extend through several years of schbol life, a few of the simple elements of each topic are taught, where the sub¬ ject is properly pursued, in the lowest grade, to be reviewed, with additions from year to year, until an advanced treatment of the whole subject is completed in the high school. The work of the first year, therefore, properly consists of oral lessons on parts of the body, sight, hearing, taste, smell, touch, cleanliness, and very simple les- 740 EDUCATION REPORT, 1889-90. sons on the harm that comes from the use of tobacco and the common alcoholic drinks. Second year pupils review these topics with additional matter and add lessons on care of the hones, the hygiene of eating and drinking, breathing, etc. The special points brought out in these lessons will be written out by the children at the close of the lesson, and from these written exercises selections may be made and sent on to the exhibit with photographs of class, etc., as above. Third year pupils, reviewing the ground already covered, learn more on each topic, and add a few simple facts about muscles, nerves, the organs of digestion, circulation, respiration, etc.; the best of their written exercises may also be selected. In response to request, the questions given below are suggested by the depart¬ ment of scientific temperance instruction. QUESTIONS ON THE SENSES FOR FOURTH YEAR PUPILS. [Note.— Other topics studied during the fourth year are, food, alcoholic drinks and other narcotics, digestion, circulation, respiration, the skin, bones, muscles, and nervous system, the hygiene of each being chiefly developed. As it is manifestly impossible in the time allowed for preparing papers for this exhibit to cover all the topics studied in any one grade, a selection has been made of one or more for each grade, with questions covering salient points.] 2. How may the eyes be injured ? 3. What is a good thing to do when specks get in your eye ? 4. What is the outside part of the ear for ? 5. Where is the hearing part ? 6. How does the brain know about sounds ? 1. Why can you feel better with the ends of your fingers than with the back of your hand ? 1. What tells your brain that sugar is sweet when it is dissolving in your mouth ? I. How does the brain find out about odors? 2. Upon what does the right action of all our senses depend ? 1. What do alcohol and tobacco do to the senses, as of sight, taste, etc.? 2. How will our comfort and pleasure be affected if we blunt or injure our senses with alcoholic drinks or tobacco ? QUESTIONS ON THE ORIGIN AND NATURE OF ALCOHOLIC DRINKS, FOR FIFTH YEAR PUPILS. [Note.— According to the plan of grading this study, now in most successful operation, only a part of the topics included in the whole subject, as food, alcoholic drinks, digestion, circula¬ tion, and respiration, are taken up during the fifth year; the remainder, bones, muscles, skin, nervous system, and senses, being left for the sixth year. But the work, though more exhaust¬ ive than that in the fourth year, still leaves much that the pupil is not yet prepared to compre¬ hend. The same plan is again pursued for the seventh and eighth years, the seventh year tak¬ ing up the same topics as the fifth, i. e., food, alcoholic drinks, digestion, circulation, respira¬ tion, but with a more thorough and comprehensive treatment; the eighth taking the same topics as the sixth-year grades, i. e., bones, 'muscles, skin, nervous system, and senses, with more comprehensive treatment. The topics covered by the questions are selected in accord¬ ance with this plan.] 1. When the juice pressed from applet, grapes, or other fruits is left in a mod¬ erately warm air what change soon takes place in it? 2. What causes this change ? 3. Where are the ferments before the apples are ground ? 4. How do they get into the juice and what do they do there ? 5. What is alcohol and how does it differ from water ? 6. What is vinous fermentation ? 7. What does fermentation always change ? 8. How is this law illustrated when cider changes to vinegar? 9. Why are wine, cider, and beer dangerous drinks? 10. Show how the law of fermentation applies to beer-making. 11. How does beer-drink¬ ing give a false appearance of health ? 12. How do the results of fermentation differ in bread-making from those in beer-making ? 13. Why is there no alco¬ hol in well-baked bread ? 14. What is meant by distilled liquors ? 15. Mention some of the more common distilled liquors and tell why they are destructive to health and character. 16. What is the alcoholic appetite and how does it differ from a natural appetite? 17. Why should not alcoholic liquors be used as a flavoring for food ? QUESTIONS ON DIGESTION AND MUSCLES FOR SIXTH- YEAR PUPILS. # [The teacher may choose either subject to be written upon if both are considered too long.] DIGESTION. 1 . Explain how food is made ready to mix with the blood and what is meant by digestion. 2. Describe the organs of digestion and tell what they do. 3. SCIENTIFIC TEMPERANCE INSTRUCTION. 741 Tell what you can about the liver. 4. What can you tell of Alexis St. Martin ? 5. Tell how the nutritious part of food is taken into the blood. 6. What gen¬ eral rules should guide us as to what we should eat? 7. Explain in a general way how we should eat, how much, and the importance of proper cooking. 8. What care should be taken of the teeth ? 9. What is the effect of alcohol on digestion and how does it affect the liver*? 10. What is the effect of tobacco on digestion? MUSCLES. 1. What are muscles, voluntary and involuntary, and what purpose do they serve? 2. What are tendons and their uses? 3. Why do we need exercise? 4. What are the advantages of walking as an exercise ? Of light gymnastics ?~ 5. What is the effect of alcoholic drinks on the muscles ? 6. What is the effect of alcoholic drinks on the strength? 7. How do alcoholic drinks injure a work¬ man's power of doing fine work ? 8. What can you say of the effect of tobacco on the muscles? QUESTIONS ON THE CIRCULATION AND RESPIRATION FOR PUPILS OF THE SEVENTH- YEAR GRADE. [The teacher may choose between these subjects the one to be written upon if both are too long.] CIRCULATION. I. 1. Describe the blood and its uses. 2. Describe the different kinds of blood vessels, their uses, and the pulse. 3. Describe the heart. 4. Starting in the aorta follow the blood in its course through the blood-vessels until it has returned to the heart. 5. Follow the course of the blood through the heart and describe the action of each part. 6. How is the action of the heart regulated ? 7. How does the heart gets its rest? 8. What are some of the avoidable causes of palpitation and other heart troubles ? 9. What is a smoker’s heart ? II. 1. How is the circulation regulated ? 2. What effect has bodily inactivity on the circulation ? 3. Why is outdoor exercise necessary to healthful circula¬ tion? III. 1. What effect have alcoholic drinks on the blood ? On the beating of the heart? 2. How does alcohol deprive the heart of a portion of its rest? 3. What effect may alcohol have on the structure of the heart ? 4. Explain the cause of the flushed face that follows taking alcoholic liquors? 5. What other parts besides the face are also flushed ? 6. How does alcohol affect the blood vessels ? 7. How do alcoholic drinks interfere with the proper distribution of the blood ? RESPIRATION. I. 1. What bodily need is more pressing than the need of food and drink? 2. How does expired air compare with inspired air in its composition ? II. 1. Describe the organs of respiration and their use. 2. What reason for breathing through the nose rather thfin through the mouth ? 3. Trace the blood-vessels from the heart to the lungs and back. III. 1. What effect has purity of air on the blood ? 2. What is the work of the corpuscles ? IV. 1. What makes air impure, and how does nature preserve the purity of the outdoor air ? 2. Why is it so difficult to secure pure air for breathing in¬ doors ? 3. What is a good test of the character of the air of a room ? 4. Tell what you know about ventilation and how it may be secured. V. 1. What effect have alcoholic liquors on the blood vessels of the lungs ? 2. How does alcohol affect the substance of the lungs? 3. What disease of the lungs is caused by alcohol ? 4. What effect has tobacco on the throat and nose ? QUESTIONS ON THE NERVOUS SYSTEM FOR EIGHTH- YEAR PUPILS OR FIRST YEAR BELOW THE HIGH SCHOOL. I. 1. Describe the nerves and the brain and tell what you can of their various uses. 2. Where is the spinal cord situated, what is its appearance, and over what movements does it preside ? 3. Why are sensation and motion lost below an injury of the spinal cord ? 4. What is the condition of a person whose nerves are incapable of action? 5. What are some of the avoidable causes of disease of the nervous system? 6. How much time should be spent in sleep? 7. Name two safeguards of the nervous system. 8. What is the effect of excessive ex¬ citement ? 742 EDUCATION REPORT, 1889-90. II. 1. How does alcohol reach and affect the nerve centers? 2. Show the fallacy of the supposition that alcoholic drinks aid brain work. 3. Show how alcohol through its action on the brain affects the judgment, the will, the character. 4. What change may alcohol make in the structure of the brain ? 5. What inheritance may a drinking or tobacco-using parent leave his children? 6. What effect is tobacco likely to have on the brain and nerves of a boy who uses it ? QUESTIONS SUGGESTED FOR THE USE OF HIGH-SCHOOL PUPILS IN PREPAR¬ ING EXAMINATION PAPERS ON THE SUBJECT OF PHYSIOLOGY AND HY¬ GIENE, INCLUDING THE NATURE AND EFFECTS OF ALCOHOLIC DRINKS AND OTHER NARCOTICS, FOR THE WORLD’S COLUMBIAN EXPOSITION. I. 1. Describe the cell as found in the human body; a tissue; an organ; a system. II. 1. Why do we need food? Discuss kinds, sources, and proper preparation of food. III. 1. What are healthful drinks ? 2. What change takes place when the juices of fruits are pressed out and allowed to ferment ? Tell what you know about the causes of this change. 3. What is present in the liquid after it has fermented that was not there before and how did it get there ? 4. Show the fallacy of supposing that beer, wine, and cider are good because made from healthful grains, grapes, or apples. 5. What characteristic of alcohol makes any liquid containing it a dangerous drink ? 6. Describe the alcoholic appetite and its causes. IV. 1. Describe the organs of digestion, and the office of each, and tell what harm alcoholic liqubrs and tobacco do the same. V. 1. Describe the blood, the organs of circulation, and the function of each. 2. The need of pure blood, showing causes that make the blood impure. 3. What is the immediate effect of alcohol upon the blood vessels and why ? 4. Upon the heart and why ? 5. What changes may be brought about in the blood vessels and the heart by continued use of alcohol and why ? 6. How may tobacco affect the heart ? VI. 1. What are the organs of respiration and what are their functions? 2. Tell why pure air is a necessity and how to get it. 3. How are the organs of respiration and the voice injured by alcoholic drinks or tobacco ? VII. 1. What are muscles and their functions ? 2. How is strength of muscles affected by lack of exercise, tight clothing, or improper food ? 3. Explain the effect of alcohol upon muscular strength and precision. VIII. 1. Describe the brain, nerves, and spinal cord, and the uses of each. 2. How is brain power developed ? 3. How are habits formed ? 4. What is the relation of habit to character and success in life ? IX. 1. What causes the flushing of the face which usually follows taking an alcoholic drink ? 2. Describe the effect of alcohol upon the higher faculties of the brain ? 3. What changes in the brain may the use of alcohol produce? 4. What are the results upon character? %5. What institutions supported by tax on the general public are made necessary largely by the effect of alcohol on the brain? 6. What diseases of the nervous system and what hereditary conse¬ quences are due to the use of alcohol? 7. How does tobacco affect the brain and nerves ? What is its effect upon brain power and scholarship ? 8. What of opium on the nerves and brain ? CHAPTER IV. HIGHEK EDUCATION OF WOMEN. General statement.— Description of new institutions: Barnard College; Woman's College of Balti¬ more: Cleveland College for Women; Evelyn College. Summary of Statistics: Number of Institutions; Endowment Funds; Scientific Apparatus; Bene¬ factions: Income; Degrees. Course of Study for A. B. degree in fifteen Institutions. GENERAL STATEMENT. The higher education of women continues to receive marked attention in this country, several institutions for this purpose having been established during the past few years. These institutions make provision for instruction of colle¬ giate grade and are not merely “ finishing ” schools. The tendency seems to be to establish these institutions as colleges affiliated to universities already estab¬ lished, or at least to locate them in cities where leading universities exist, thus securing to these new schools the advantages of large and well-selected libraries, museums, etc., facilities which otherwise could not be obtained until after a long period of years. Another advantage gained by locating them in university towns consists in this, that very frequently the services of some of the university professors or instructors whose time is not fully occupied with their regular duties can be easily secured for a part of the day. In this manner nearly all the instruction in a few of the more prominent of these institutions is provided by university professors, and this fact has done much toward making their work successful. A short account of the establishment of some of the institutions re¬ cently founded is here given. DESCRIPTION OF NEW INSTITUTIONS. Barnard College. — Since the year 1885 Columbia College, New York, has granted the degree of bachelor of arts to women who have pursued a course of study equivalent to that for which the degree is conferred in the school of arts. Notwithstanding the degree was conferred by the college no provision was made by which the women pursuing this course could obtain instruction from the faculty, although those who had secured this degree might study for higher degrees under the direction of the professors of the college. The suggestion was therefore made to found a college where women studying for the Columbia degrees could receive instruction from the college faculty. This proposal re¬ ceived the official approval of the trustees of Columbia in*March, 1889, and the college was opened for instruction in the following October. The name given to the new institution is Barnard College, in honor of the late Dr. F. A. P. Bar¬ nard, who had always taken great interest in the higher education of women and had advocated granting to women full opportunity for collegiate training. The course of study is identical with that of the School of Arts of Columbia Col¬ lege, and is intended to give to the girls of New York and its vicinity the same instruction that is given to the boys. In order that the status of this institution may be made clear the following is reprinted from the first report of the aca¬ demic committee : “The entrance examination papers are the same for the students of Barnard and Columbia, the papers are passed upon by the same examining board, the course of study is the same, and at the end of the course the degree awarded is the same. These facts are emphasized because nothing is so constantly mis- 743 744 EDUCATION REPORT, 1889-90. understood as the fact that Barnard College has no separate academic existence. Educationally considered, Barnard is Columbia. Its only autonomy is admin¬ istrative and financial.” The establishment of Barnard College rendered unnecessary the continuance of the collegiate course for women by Columbia, and no new students in that course are received ; but those who have already been admitted to the course will be allowed to complete it. Barnard College does not yet possess an endowment fund, but depends for its support upon the fees from its students and upon yearly contributions. Stren¬ uous efforts are being made to raise an endowment sufficient to make the insti¬ tution in a measure independent of students’ fees. Although Barnard has no productive funds,1 on account of its relations with Columbia College it has been able to exact that its students should be fully prepared to enter upon the course as laid down. It has been decided by the au¬ thorities, as a result of the experience of the first year, to accept, at least for some years to come, only regular students in its undergraduate classes. This was rendered necessary by the large number of students who wished to enter upon special courses. Students who wish to pursue special courses in botany and chemistry only will be admitted, but such students must pass the examina¬ tions required for admission to the freshman class. The first year’s work of the college proved successful. There were thirty-six students in attendance, which number was increased to forty-five at the beginning of the second year; of these, eighteen are in the regular classes, eight are graduate students, and six¬ teen are specials in chemistry and botany only, while three are specials from last year who are permitted to remain. Woman's College of Baltimore. — Another addition to the institutions for the higher education of women is the Woman’s College of Baltimore, Maryland. This institution was first opened for instruction in Septemb r, 1888, with fifty students, while the number in attendance during the year 1889-90 was two hun¬ dred and eighty-three. Of this number only thirty were in attendance upon reg¬ ular undergraduate courses, one hundred and thirty-three were in special or partial courses, while the remainder were in the preparatory department. The name of this department has been changed to Girls’ Latin School of Baltimore and the purpose is to give it a separate organization. The institution was founded ‘ ‘ to provide women with the best facilities for securing liberal culture. Its primary purpose is to meet the educational de¬ mands arising in the Methodist Episcopal Church. It was established by action of that church, and is conducted under its fostering- care. At the same time it was not planned and is not managed in an exclusive or sectarian spirit.”2 The buildings, three in number, have been erected since 1887 and are valued at $340,000, while the productive funds of the college amount to $150,000. The president of the institution is Rev. John F. Goucher, d. d. The scheme of instruction consists of four years’ courses of study leading to the degree of bachelor of arts, supplemented by such instruction in subcollegiate courses as may be found necessary. No election of studies is allowed in the first collegiate year and but little in the second. In the third and fourth years a wide range of choice is permitted, to accord with individual tastes or to meet the demands of preparation for practical work. Cleveland College for Women. — The Cleveland College for Women, Cleveland, Ohio, was first opened for instruction in 1888 as a department of Western Re¬ serve University. At the same time the trustees of the university decided to receive no more women into Adelbert College. That the success of the new school might be assured, the faculty of Adelbert College generously offered their services for a term of years as instructors. During the first year twenty-three young women were admitted, but two of whom were in the regular courses. During 1889-90 the number of students increased to thirty-eight, eleven of whom were in the regular courses, of which there are three, viz, the classical and mod¬ ern language courses, leading to the degree of A. b. and the Latin English course to that of ph. B. The institution received $100,000 from Mrs. Eliza A. Clark, one-half of which is to be used for the erection of a building and the remainder invested as an endowment fund. Evelyn College. — In 1887 Evelyn College, an institution for women, was opened at Princeton, N. J. Its location at this place gives the institution very great advantages, inasmuch as the use of the libraries and museums of the College of 1 On the settlement of the Fayerweather estate, New York, Barnard will receive a fund of 1100,000. 2 Annual catalogue, 1890. HIGHER EDUCATION OF WOMEN. 745 New Jersey, popularly known as Princeton College, are granted to the students. The college offers the following courses of study : I. A classical and scientific course corresponding to thatof Princeton College, including the lectures of the professors and examinations upon them! II. Post-graduate courses under the direction of the professors of Princeton Co1 lege. III. A special or elective course with lectures and college advantages, in which French and German may be substituted fgr Latin and Greek, and other modifi¬ cations made to meet the requirements of those who, for want of time or for other reasons, are prevented from taking the full college course. IV. Preparatory classes, with reference to either collegiate or special work. V. Opportunities for the study of music, art, and modern languages, including constant conversation in French and German. Evelyn College grants its own degrees, and in this respect it differs from Bar¬ nard College, whose students receive the Columbia degree. Another point of difference between these two institutions is that while Evelyn gives instruction in preparatory studies, Barnard receives only those as students who are already prepared to enter the freshman class. Thus of the forty-six students in attend¬ ance at Evelyn during the year 1889-90, only four are reported as in the regular undergraduate courses. PREPARATORY DEPARTMENTS, ETC. It can not but be deplored that so many of the higher institutions of learning in this country are compelled, either through the lack of good preparatory schools or on account of insufficient endowment funds, to maintain preparatory and other departments which are neither collegiate, professional, nor post¬ graduate. The maintenance of such departments calls for apart of the valuable time of a number of professors which otherwise could be devoted entirely to the collegiate classes or he spent in the necessary study and research so indispensa¬ ble to the college professor of the present time. But the large number of in¬ stitutions claiming to give higher instruction, especially those for -women, renders it necessary for the larger part of them to maintain all grades of in¬ struction, so that a large number of students may be enrolled, the tuition fees of whom are necessary to meet the expenses of the institutions. Some idea of the amount of labor that is imposed on some of the professors of colleges may be formed from the fact that in one of the colleges for women five professors give all the instruction to sixty students in the preparatory department, twenty students in the seminary or academic department, and fifty students in the col¬ legiate department, to say nothing of the instruction in music and art, which of course is furnished by these professors. A majority of the colleges for women are without endowment and are therefore compelled to rely in great part if not entirely upon the fees received from the students. This is especially the case with the large number of such institutions in the South, where more than 68 per cent of all the institutions for the higher education of women exclusively are situated. The list of colleges for women contains a large number of institutions which should really be classed as secondary schools, but which, by virtue of the authority to confer degrees granted them by- the several State legislatures, demand to be included in the table devoted to colleges for women. This fact necessitates the incorporation in this table of institutions not authorized to confer degrees, but which maintain courses of study that are by far superior to the courses for which regular collegiate degrees are conferred by a large number of the institutions. In order to show howr easy it is to obtain a" degree in one of these the following course of study for which the degree of a. b. is conferred is taken from its catalogue: JUNIOR CLASS. First Semester. Second Semester. Latin Grammar and Reader. Arithmetic, Mental and Written. Algebra. Physiology, Civil Government. Latin Grammar and Reader. Rhetoric. History of England. Algebra. Botany. MIDDLE CLASS. Latin, Caesar. Latin Composition. French or German. Algebra. General History. Latin, Cicero. French or German. English Literature. Studies in English. General History. 746 EDUCATION REPORT, 1889-90. SENIOR CLASS. Latin, Virgil. French or German. Plane Geometry. Zoology. Latin, Horace. French or German. Solid Geometry. Physics. FOURTH YEAR CLASS. Critical Readings, Trigonometry . Chemistry. Psychology. Physical Geography. Logic. Astronomy. Geology. Evidences of Christianity. Ethics. Senior Review. A comparison of this course with the admission requirements of institutions like Wellesley, Bryn Mawr, etc., shows that the above course for the first three years is little more than what is required for admission to the freshman classes of institutions like those above named. Again, it will be seen that Greek has no place whatsoever in the curriculum. The above course is a fair sample of the courses of study offered by a number of colleges for women and shows that there is room for considerable improvement in this class of institutions. This state of atrairs is due. without doubt, to the lack of endowment funds. In connection with this subject W. Le Conte Stevens says: “Experience has amply demonstrated that no institution of learning can preserve a high standard of scholarship and present an extensive course of studies for selection unless pos- s:ssed of a permanent endowment, so as to be wholly or partly independent of the fluctuations of patronage. Without' this it is like an engine without a fly¬ wheel.*'1 A glance at column 17 of the table of colleges for women will show that this important feature of institutions for higher education is rendered prominent by its infrequent appearance in the tabulation of the statistics. The table on the following page shows that the total amount of endowrment funds reported by the 179 institutions is $2,609,661, of which amount $1,901,461, or 72.8 per cent, is reported by 12 institutions of the North Atlantic Division. In a large number of cases the institutions are either owmed by the president or leased to him by the owners, and he makes out of it whatever he can. In this respect these institutions differ very materially from the coeducational and male institutions, where the president is generally engagedby aboard of trustees, by whom his work and actions are controlled and from whom he receives a stated salary. SUMMARY OF STATISTICS. The following table presents the summary, by States, of the statistics of col¬ leges for women for the year 1889-90 : 1 North American Review, vol. 136, p. 28. v Table 1.— & ummary of statistics of colleges for women for 1889-90 . HIGHER EDUCATION OF WOMEN. 747 •snopo'ejeuog 1 :!I o' l eo ss : 1 ilissill sur-i 2 g- «f 1 00 i o fill ; gp'gg ; 8 8 •spunj aATionpojcg iili ip* i§i§i° ill ig'gag igs siiiii g^gs'-'a 1 § s' 18888 iP’P S 1 of •sSmptmq pun spunoiS' jo ont^A ■* $405, 000 588, 220 569. 500 325, 000 382,000 531,000 70, 000 207, 000 480,000 2,004,425 70,000 252. 500 530,000 135,000 gllSlllii! Slsl'sll'PS -T mu iiili •*cfofcf $ •suj'BJ'Bdd'e ogpjuaios jo oupBA •jt iiiiiieiiiiiii eg*."«5V«*-" t-VTcf «oVf~ §138888881 gaogsfH © of §8888 pSCOSOX*' 1 GO •saiJ ! -Biqtinj sotauiOA W 8S888S8888SSSS8SSS8S838S8 -£co of cf~%j'of ofef ^T-faoof — " of ag of of -f e*fi> »rf isill 1 1 sdiqsj'Cioqos jaqio ** ! !W w _ O •sdxqsj'Bioqos aims i°s i : » • CO * • 1 1 II o -SI i j § £ g 5 *3 rJi «l -urau ibjoj, ls!llSaiSi3lils!Slll5Si2S ~ ~ of r-T i-Tr-T ^%fof of ISSis ia I'.'oom § gf •sajunp'c.iS juapisag g] a • | i-» o | ?} cc ! th c : ^ w x ^ i i i i o : CO •juaraprcd J -ap ajeiSanoo j 3D 8*38*28*88*88 fSlSUSSP- 3s88* NMWH 00 •luarawnd ! -ap atuiap'BOY SIS ! ! 8*3 iS8|88a§iS|S|SS 88SS8 -T r-T 1 eo •juain ! -Utdap ^Siojeaedaoti 888S3 1 d* Professors and in¬ structors. TCloj, vi 8888* 1 of •aiuuia^ 8338* 1 ■apeiM eocioo(»io»e^i»®eQ«oja«f5Noogjg2gci^oooei»o s •suottnJTJsm jo ;o^ so ec sc s? cc Oi eo >■- oi oi ox 01 ci i- to * » ec os eo 01 g State. - i i i I • l • 1 • i i l ilii mu Kentucky . Louisiana . Maine . Maryland . . . Massachusetts . Minnesota . Mississippi Missouri : . New Hampshire . New Jersev _ New York . . North Carolina . Ohio . Pennsylvania . South Carolina . Tennessee . Texas _ $S Wisconsin . North Atlantic Division . Soxith Atlantic Division . South Central Division . North Central Division . Western Division . Total . . 748 EDUCATION REPORT, 1889-90. The total number of colleges and seminaries for women reporting to the Bu¬ reau during 1889-90 was 179, which is 19 less than were included under the same category in 1888-89. A number of institutions hithertore ported as colleges or seminaries for women have been classed this year as secondary schools. This action was warranted either by some statement of the reporting officers or by the work of the institutions as shown by an examination of the catalogues. Owing to the widely diversified characteristics of these institutions it is a very difficult matter to devise some standard of classification which, if adopted, would give due credit to all the institutions for the work which is done by them. A few of the better class give instruction which will compare favorably with that afforded by some of the best male and coeducational institutions. But the large majority of the institutions do not come up to this standard. They begin by admitting pupils to the primary and preparatory departments, usually organized on the plan of a graded school, and conduct the pupils by successive stages, through the academic and collegiate departments. The course in the last-named department would not in a large number of cases take a student farther than the end of the sophomore year in a college for males. An examination of a number of the catalogues also shows that with some ex¬ ceptions Greek is entirely omitted from the curriculum. We also find that some institutions will give the degree of A. B. for a course which is considerably in¬ ferior to courses which in other institutions are not accorded a degree. It will therefore be seen that a classification based only on the authority to confer de¬ grees would not be a just classification in this case. Until a suitable standard shall be decided upon, the classification adopted a few years ago will be con¬ tinued. A glance at Division A of the table1 of colleges for women will show that the number of institutions in this division has been increased from 8 in 1888-89 to 14 in the current year. This increase resulted from the establishment of a few new institutions and the reorganization of several others, through which reorgani¬ zation they wrere raised to the regular college grade. In a few cases the number of students in the collegiate departments is very small, but such is nearly always the case in newly established institutions or in newly organized departments of institutions. Endowment. — The institutions in Division A are as a rule fairly well endowed, differing somewhat in this respect from the institutions included in Division B. The total amount of permanent productive funds reported by the institutions in both divisions of the table was $2,609,661, of which amount $1,970,461, or 75.5 per cent, was reported by 10 of the institutions in Division A, while the re¬ mainder was reported by 24 of the institutions in Division B, thus leaving 145 institutions not reporting any productive funds. Scientific apparatus. — The total value of scientific apparatus reported was $418,- 900, of which $305,391, or 72.9 per cent, was reported by 12 of the institutions in Division A, while the remainder was reported in small amounts by 97 of the In¬ stitutions in Division B. This latter fact would seem to show that very little attention is paid by the institutions in this division to the practical study of chemistry, physics, astronomy, etc., for the prosecution of which apparatus is absolutely necessary. Benefactions. — One evidence of the greater popularity of the institutions in Division A is shown in the column of the table devoted to benefactions. The total amount of gifts and bequests to the 179 institutions during 1889-90 was $303,257, and of this amount $193,502, or 63.8 per cent, was reported by 9 of the 14 institutions in this division, while the remaining $109,775 was reported by 29 of the institutions in Division B. The latter amount was reported in sums vary¬ ing from $15 to $20,000, while the former was comprised of sums ranging from $465, reported by Bryn Mawr College, to $61,000, reported by the Woman’s Col¬ lege of Baltimore. Income. — The attempt to tabulate and publish the income of these institutions has been abandoned for the present. It was found that the reports on this sub¬ ject were so meagre that the totals would not be valuable for any purpose what¬ soever. As said before, a large number of these institutions are owned or leased by the presidents, who manage and conduct them for the profits that can be made. In such cases the questions relating to finances of the institutions re¬ mained, as a rule, unanswered, and when they were answered, the replies to the inquiry asking for the amount received from tuition fees usually included the amount received for board, lodging,etc. As it was desired to learn the amount 1 See table of statistics of colleges for women. HIGHER . £T>rJ CATION OF WOMEN. 749 expended purely for educational purposes, it is evident that such answers could not be used and were practically useless. > Degrees.— The following’ table presents the summary, by States, of the number of different degrees conferred by colleges for women in 1889-90 : Table 2. — Summary of degrees conferred by colleges for women in 1889-90. States. Total number. M. E. L. orB. L. A. B. A. M. in ri M. L. A. Mus. B. in ►4 < in 3 d d •S £ Alabama 68 49 6 13 California 4 4 a. _ 94 87 7 ! Illinois 29 7 11 10 Kansas 2 ' 1 _ tT pn t.rfrky 51 4 12 10 25 . . : Louisiana 15 1) ' 3 . Maine 13 3 4 6 . . Maryland 16 16 1 ! . Massachusetts 177 16 124 1 35 f"T . Minnesota 1 1 Mississippi 66 56 8 2 i . Missouri . . . 51 25 12 14 . Npw Hampshire 7 7 i New York 69 62 5 2 North Carolina 32 4 23 5 Ohio 7 1 1 5 Pennsylvania 52 9 35 4 4 _ South Carolina . 67 9 47 7 4 Tennessee 108 39 54 12 3 Texas . . . 9 1 5 3 ' " i . Virginia . 24 9 13 2 West Virginia . 10 8 1 l 1 _ . Wisconsin . 6 6 1 . United States . 978 261 510 86 94 10 2 4 6 3 1 2 Course of study.— In the report of the Bureau for 1888-89 appears a table giv¬ ing the courses of study in one hundred colleges and universities, including a few of the colleges for women of Division A. A similar scheme, somewhat con¬ densed, has been devised for the comparative representation of courses leading to the degree of A. B., as given in fifteen of the institutions included in Divi¬ sion B. All the studies have b:en grouped under five headings, viz, language, mathematics, natural science, history and geography, and philosophy and civil government. An examination of the table will show that while a few of the in¬ stitutions have a fairly good course for the degree of A. B., in other cases the same degree is earned quite easily. The course, as set forth in the latest cata¬ logues of the several institutions, is as follows : Table 3. — Courses of study leading to the degree of -A. 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COLLEGES AND UNIVERSITIES OF THE UNITED STATES. I.— Brief Discussion of the System of Higher Education : Number of Institutions ; Tendency of Institutions to Adopt Pretentious Names ; Increasein Number of Institutions Due to Vari¬ ous Causes ; Character of Universities and Colleges ; System and Methods of Instruction ; Union College, N. Y., and Scientific Education; Degrees ; Value of the Ph. Z>. Degree. II —Summary of Statistics; Coeducation; Teaching Force; Students; Location of Institutions; Distribution of College Students; Income; Income from Productive Funds; Benefactions; State or Municipal Appropriations. III — Distribution of Students in Degree Courses from 183G-S7 to 1380-90. IV— Endowment Funds of Colleges and Universities. V.— Grounds, Buildings, and Apparatus. VI. — State Universities. VII. — Denominational Institutions. VIII —Organization of a Number of Leading Universities. IX. — Reorganization of Columbia College. X. — Brief Description of New Institutions. XI. — New Buildings during 1880-90. I. — Brief discussion of the system of higher education, Number of institutions. — The number of colleges and universities from which this Office has received reports for the year under consideration is 415. The number is constantly increasing; a condition not to be regretted, provided the institutions do work for which they are prepared and equipped and not at¬ tempt to give courses of study for the successful prosecution of which they lack both the necessary appliances and finances. As is well known higher education is not and can not be self-supporting and needs considerable aid from outside sources, either in the form of endowment funds or annual gifts or appropriations for current expenses. Notwithstanding this fact it often happens that no sooner is an institution established whose real work ought to be secondary instruction than it organizes a college of commerce, so-called normal, collegiate and gradu¬ ate departments, and calls itself a university, even if it has no endowment and relies almost entirely for support upon the tuition fees received from the stu¬ dents. It is frequently the case that some of the smaller institutions of the country advertise graduate or Liniversity courses of study, when, in fact, they often have not a sufficient number of professors and instructors to carry on properly the undergraduate work of the institution. In order to make a success of graduate work — work which renders necessary considerable independent research — it is desirable, if not absolutely necessary, for the student to have, at his or her com¬ mand, large and well-equipped laboratories and libraries such as are far beyond the means of our smaller institutions. Such work ought, therefore, to be left to those institutions that are well endowed enough to provide the appliances which are indispensable for the successful prosecution of the work. The discussions of the relations of institutions to scholastic work and requirements have been intensified and extended by the action of the Harvard faculty in its attempt to shorten the time necessary for the acquisition of the A. B. degree.1 Increase in number of institutions. — The age of. the institutions for higher edu¬ cation in the United States is inconsiderable when compared with that of European institutions. The first of our colleges, Harvard, was founded in 1638 under circumstances which are familiar. From that time on new institutions were gradually established until now the number exceeds four hundred. This large increase in the number of institutions is due to the munificence of wealthy people who wish to promote the advancement of knowledge, to religious zeal, ' and to the formation and settlement of new States. The large majority of the 755 1 For the discussion of this subject, see p. 799. 756 EDUCATION REPORT, 1889-90. people settling the new States are people of moderate means, who wish to give their children a good education, but who are frequently not able to spend the sum necessary to send them to an institution at a considerable distance from their homes. The desire for an institution of their own naturally follows, and the attempt to establish one succeeds in the larger number of cases. In most of these attempts the object is accomplished through the aid of some one of the religious denominations by whom the controlling power is retained. The rivalry exist¬ ing among the several churches frequently causes the establishment of weak colleges in places where more good would he effected by devoting the money thus used to the enlargement and better equipment of some existing institution. General character of colleges and universities. — Speaking of the general character of the universities and colleges of the United States the Hon. James Bryce, M. P.,in The American Commonwealth, says: “Out of this enormous total of de¬ gree-granting bodies very few answer to the modern conception of a university. If we define a university as a place where teaching of a high order, teaching which puts a man abreast of the fullest and most exact knowledge of the time, is given in a range of subjects covering all the great departments of intellectual life, not more than twelve and possibly only eight or nine of the American in¬ stitutions would fall within the definition. Of these nearly all are to be found in the Atlantic States. Next below them come some thirty or fqrty foundations which are scarcely entitled to the name of universities, some because their range of instruction is still limited to the traditional literary and scientific course, such as it stood thirty years ago ; others because, while professing to teach a great variety of subjects, they teach them in an imperfect way, having neither a suffi¬ ciently large staff of highly trained professors, nor an adequate provision of lab-' oratories, libraries, and other external appliances. The older New England colleges are good types of the former group. Their instruction is sound and thorough as far as it goes, well calculated to fit a man for the profession of law or divinity ; but it omits many branches of learning and science which have grown to importance within the last fifty years. There are also some Western colleges which deserve to be placed in the same category. Most of the West¬ ern State universities belong to the other group of this second class, that of in¬ stitutions which aim at covering more ground than they are as yet able to cover. They have an ambitious programme, but neither the state of preparation of their students nor the strength of the teaching staff enables them to do justice to the promise which the programme holds out. They are true universities rather in aspiration than in fact. “Below these, again, there is a third and much larger class of colleges, let us say three hundred,1 which are for most intents and purposes schools. They differ from the gymnasia of Germany, the lycees of France, the grammar schools of England and high schools of Scotland, not only in the fact that they give de¬ grees to those who have satisfactorily passed through their prescribed course or courses, but in permitting greater personal freedom to the students than boys would be allowed in those countries. They are universities or colleges as re¬ spects some of their arrangements, but schools in respect of the educational results attained. These three hundred may be further divided into two sub¬ classes, distinguished from one another partly by their revenues, partly hy the character of the population they serve, partly by the personal gifts of the presi¬ dent, as the head of the establishment is usually called, and of the teachers. Some seventy or eighty, though comparatively small, are strong by the zeal and capacity of their teachers, and while not attempting to teach everything, teach the subjects which they do undertake with increasing thoroughness. The re¬ mainder would do better to renounce the privilege of granting degrees, and be content to do school work according to school methods.” System and methods of instruction. — About thirty or thirty -five years ago nearly all the colleges and universities of the country prescribed a regular four years’ course of study. The course consisted of classics and mathematics followed by the elements of mental and moral philosophy, and at its completion the degree of A. B. was conferred upon the students. The system of a prescribed inflexi¬ ble course has been abolished by the greater part of all the institutions, and con¬ siderable latitude in the matter of choice of studies is allowed. The adoption of the elective system, as it is called, was due to the demand for instruction in scien¬ tific studies, in addition to those of the old time curriculum. Provision for a choice of studies has been made in two different ways, viz, by ‘ offering to students the choice of separate and distinct courses of study, and by 1 The figures here used were taken from the Report of the Commissioner of Education for 1885-86, when the total number of colleges and universities was 345. COLLEGES AND UNIVERSITIES. 757 offering1 electives in a course of study. This latter plan was in vosrue to a limited extent in Harvard University as early as 1843-44. The following extract from the catalogue for that year will show the arrangement at that time : “ The laws of the University allow, after the freshman year, to the parents or guardians of undergraduates a selection in respect of certain specified studies. This selection must be made known to the faculty on or before the first day of June, in each year. If np notice of such selection be received, in respect of any student, the faculty themselves proceed to assign to such student the elective studies they deem it best for him to pursue. No student is allowed to select or have assigned to him more elective studies than will occupy, with the required studies in reci¬ tation and lectures, every week twenty-one hours.” At the date specified all the work of the freshman year and a comparatively large part of the work of the sophomore, junior, and senior years remained as required studies. The amount of “required” work has been gradually reduced, and the “elective” in¬ creased, until at the present time the only required studies in Harvard are in the freshman year : Rhetoric and composition (three times a week), chemistry (lectures, Thursday, first half year), and German or French for those who do not present both of these languages for admission (three times a. week) ; in the sophomore and junior years the prescribed work consists of themes and forensics ; in the senior year no studies are prescribed. The action of Harvard in offering electives to students was naturally followed by other institutions. These either offered similar privileges or formed new courses of study from which the student could take his choice. It may be well to note the fact that down to the present time none of the institutions allow as much freedom in this respect as Harvard. In many instances election is not allowed until the beginning of the junior year, while in some cases, especially in those institutions that are not well endowed, the prescribed courses are still adhered to. This action is very often a matter not of choice but of necessity, for an elective system can be maintained only by institutions where the teaching staff is able to do justice to a wide range of subjects. Union College , A. Y., and scientific education. — Union College, Schenectady, N. Y., claims to have been the first college to provide a scientific course of study. The essential features of this system, as originated by Dr. Nott and now so gen¬ erally adopted, was the substitution of the modern languages and an increased amount of mathematical and physical science in place of the Greek and Roman classics. A scientific course of study was offered by Union in 1833. This course, in 1838-39, was as follows : JUNIOR CLASS. First term : Trigonometry and applications (Hassler). Algebra (Bourdon). Rhetoric (Blair). Second term : Chemistry. Descriptive geometry (Davies), analytic geometry of two dimensions (Bouchar- lat). Natural philosophy (Farrar’s Mech.). Third term : Differential and integral calculus (Bou- charlat). Analytic geometry of three dimensions (Boucharlat). Natural philosophy (Farrar's Mech.). SENIOR CLASS. First term : Mechanics (Boucharlat). Electricity and magnetism, optics (Biot). Elements of criticism. Second term : Astronomy. Moral philosophy. Chemistry (Karnes, and lectures). Third term : Law (Kent or Blackstone). Anatomy' and physiology. Chemistry, botany, mineralogy, tech¬ nology, synoptical view of the sciences. The studies of the freshman year, as given above, are the same as were pur¬ sued at that time by students in the classical course. It will be seen that in the above course of study neither ancient nor modern languages were pursued after the freshman year. "This was changed shortly afterwards, for, in the catalogue FRESHMAN CLASS. First term : Sallust. Horace and Latin prosody. Herodotus and Thucydides. Second term : Xenophon’s Cyropa and Anabasis. Horace, Roman Antiquities. Cicero de Ofiiciis, de Amicit., etc. Third term : Livy, with composition and declamation. Algebra (Bourdon). Lysias, Isocrates, and Demosthenes. SOPHOMORE CLASS. First term : History. Arithmetic (Hassler). Algebra (Bourdon). Secoifd term : History (Tytler). Natural theology (Paley). Plane geometry (Legendre). Third term : Natural history (Ware). Solid geometry (Legendre). Logic (Whately). 758 EDUCATION REPORT, 1889-90. • for 1842 we find that Latin (Tacitus and Juvenal) was studied in the first and sec¬ ond terms of the sophomore class and German during the second term of the junior class. French was first offered as an extra study in 1843. and was made a required study during the second term of the junior class in 1850. From 1838 to 1853 the requirements for admission and the studies of the fresh¬ man year of the classical course were identical with those of the scientific course, and election between the two courses was made at the beginning of the sopho¬ more year. In 1854 the scientific course was remodeled, with the Result that ancient languages disappeared entirely from it. The requirements for admis¬ sion, which were necessarily modified, demanded that the candidate “be thor¬ oughly prepared in English grammar and the other usual elementary studies, and be quite familiar with practical arithmetic. From what has here been said, it will be seen that a student can at the pres¬ ent time pursue almost any studies above what is generally required for admis¬ sion to college during a period of four years, and at the completion thereof re¬ ceive his degree. Through the adoption of the elective system it naturally follows that a degree given by one college does not necessarily mean the same thing as the same degree given by another college. In fact, some institutions frequently confer the same degree upon students who pursued widely different courses of study. Harvard, for instance, offers for 1890-91 219 % full courses of instruction, of which 18.2 courses must and 25.2 courses may be taken to obtain the A. B. degree. From this total number of courses it will be seen that a large number of combinations, each leading to the A. B. degree, could be made. Decrees. — The fact that no fixed value is attached to the degrees in this coun¬ try causes considerable confusion, especially among foreigners. Respecting the significance of the degrees given in this country, Professor Bryce, in the American Commonwealth, says: “As regards the worth of the degrees given, there is, of course, the greatest possible difference between those of the better and those of the lower institutions ; nor is this difference merely one between the few great universities and the mass of small colleges or Western State universities, for among the smaller colleges there are some which maintain as high a standard of thoroughness as the greatest. The degrees of the two hundred colleges to which I have referred 1 as belonging to the lower group of the third class have no assignable value, except that of indicating that a youth has been made to work during four years at subjects above the elementary. Those of institutions belonging to the higher group and the two other classes represent, on an aver¬ age, as much knowledge and mental discipline as the poll or pass degrees of Cambridge or Oxford — possibly rather less than the pass degrees of the Scottish universities. Between the highest American degrees and the honor degrees of Oxford and Cambridge it is hard to make any comparison.” The number of different kinds of degrees conferred by American colleges and universities is constantly increasing and is very often the cause of considerable confusion. Thus, for instance, we find that the degree of Ph. B. (bachelor of philosophy ) is given by one institution at the completion of a course of study for which in another institution the degree of B. S. (bachelor of science) is con¬ ferred. Value of the Ph. JD. degree. — For some time past many of the leading colleges and universities and a few scientific associations of the United States have at¬ tempted, by resolutions and by example, to restore its original value to the de¬ gree of Ph. D. In Germany this degree is the reward purely of scholarship, which must be shown by examinations and other tests ; but in this country the value of the degree has been greatly impaired by the fact that many of the col¬ leges confer it as an honorary doctorate. To such an extent has this custom spread that the American Philological Association, at a meeting in Cincinnati, Ohio, July, 1881, adopted the following resolution : Whereas many colleges in the United States have in recent years conferred the degree of doctor of philosophy, not by examination, but honoris causa : Be it Resolved, That this association deprecates the removal of this degree from the class to which it belongs (namely, B. D., LL. B., M. D., and Ph. D., degrees conferred after examination), and its transfer to the class of honorary degrees. This resolution was concurred in by the American Association for the Ad¬ vancement of Science, at its meeting, held in Cincinnati, August, 1881. The following table, compiled from the annual reports of the Bureau from 1873 to 1890, shows the number of honorary Ph. D. degrees conferred and the number of institutions so conferring the degree: 1 See p. 756. COLLEGES AND UNIVERSITIES. 759 Year Number of colleges confer¬ ring Ph.D. Number of honorary Ph. D.’s conferred. Year. Number of colleges confer- ringPh.D. Number of honorary Ph.D.’s conferred. Year. Number of colleges confer¬ ring Ph. D. Number of honorary Ph. D.’s conferred. 1873 . 12 17 1 1878 .... 21 31 1884 .... 26 36 1874 . 10 15 1879 .... 18 33 i | 1885 .... 19 25 1875 . 12 19 1880 .... 19 29 1886 .... 18 22 1876 20 26 1881 29 49 1888 ... 29 1877 . 14 19 1882 .... 21 30 1889 .... 31 50 From this table it would appear that the protest from the above-named soci¬ eties had a temporary effect, as both the number of honorary Ph. D. degrees oonferred and the number of colleges conferring the degree was considerably less in 1882 than in 1881 ; but, though the number of such degrees conferred in succeeding years fluctuates considerably, there does not seem to be any tendency to abolish the custom, as will be seen by looking at the last year of the above table. During this year both the number of degrees conferred and the num¬ ber of schools conferring them exceeded the numbers of any previous years. The custom is opposed by many colleges. President Pepper, in his annual report to the board of trustees of Colby University in 1887, says : “ Tlie faculty desire respectfully through this report to express to the board their conviction that the degree of Ph. D. should never be conferred as an honor¬ ary degree, but only, as is now the custom in the best colleges and universities, on those who by completing courses of study prescribed by the faculty under conditions also prescribed, shall merit the degree. It seems to the faculty that Colby, in consistency with its past history, should do nothing to lower, but everything to maintain or raise, the value of the symbols of scholarship.” That this recommendation was adopted is shown in the report of President Small for 1890, which contains the following statement : ‘•The faculty wish to express their gratification that the trustees voted at their last annual meeting to adopt the recommendation made in 1887 by Dr. Pep¬ per. with reference to the degree of doctor of philosophy. * * * The ground upon which the faculty based their support of Dr. Pepper's recommendation was that the degree referred to had a distinct meaning abroad, and that the leading universities of this country had attempted to reserve it for the same use in the United States. The degree is intended not as a distinction for men who have shown marked ability, or performed conspicuous service, but it is now used as a certification that, in addition to college instruction, the person upon whom it is conferred has had at least three years of university training in the processes of original investigation, and has proved his right to recognition as a ‘ master workman ’ by university examination and the publication of some results of original research.” He also says : “ It is also manifestly improper for an institu¬ tion to grant that degree when it makes no pretension of furnishing the train¬ ing which qualifies for it.” The sentiment here expressed by Dr. Small seems to be shared by the author¬ ities of Rock Hill College, in the catalogue of which the following appears : "Application is sometimes made to the college for the degree of doctor of philosophy. This of all degrees ought to be the reward of high merit, whether for work actually done in the field of philosophy or for an examination rigidly gone through before a faculty of philosophy. It is not within the scope of a fac¬ ulty of science* or a faculty of arts to pass upon this degree. It can be legiti¬ mately conferred only by a university having a school and faculty of philosophy. Proceeding from any other source it is valueless and misleading.” If this sentiment was shared by a large number of the institutions which con¬ fer the Ph. D. as an honorary degree the evil would be rapidly diminished, but so long as a few of our leading universities persist in this custom it is not to be supposed that the smaller colleges will drop it. Many of those who receive this degree for work done at some of the leading institutions make it a practice to write’ after the degree either the name or an abbreviation of the name of the institution by which the degree was conferred. If this practice were more generally followed by people who earn the degree it might have some effect upon those colleges who do not provide courses of study leading thereto. H.— Summary of statistics. The following table gives a summary by States of some of the more im¬ portant statistics of universities and colleges for the year 1889-90: 760 EDUCATION REPORT, 1889-90. Students. Total number in all departments. Total. 19 569 417 532 4,474 285 1,846 10,530 1.141 7. 141 82 1,823 1,576 1,444 427 1,954 1,484 1,731 349 3, 358 4,911 1,491 1,352 4, 395 3,254 627 Fe¬ male. 18 5£ o co © © © ©-©oo — co mo*© co 1-4 — © © © 03 © © 00 © ncom hq ir.hoo © co osci 0 ir. q CO 00 03 CO CO 05 CO ^ ^ © Male. 17 00 CO ^CO 10 CO © — w— 03 03 I*- © w03 T -* © © © © O © © © ti© 9^9 NOOO — 00 © CO OJ ©©03©© © CO © 03 © CO CO — 03 00 — i> lO rf rti NO WWh !>• © i— i © 00 00 03 ^ —'©'—' ©* l-Tr-Tr-T — ' — i-T of co' — ' C'f — Professional departments. Fe¬ male. OOO £g oo O O 1-1 ©©!>© © © © © 1 O Cl ©© © © © Male. 93 74 201 1,066 o 301 2,350 9 1,246 0 27 818 321 10 165 85 169 186 1,087 46 16 489 88 44 Graduate de¬ partments. Fe¬ male. 14 °©° 3 00 3 ° 2 °'000 iOHO i o © ©c. © co © Male. 13 000 | °»ss | s § °|°s ; 2 i ^ /S ^ a ^ h Collegiate de¬ partments. Fe- | male. « fN jhoos n oh w o'^tC © © co eo *--©?> ® a —f o w !- o ci n co h* © oocjt-h © co oo o i- ci eo co *-< CO Cl — ■ ' Cl 1—1 1-c Cl CO © Male. *4 H 415 256 157 2,552 276 1,078 4,262 . 955 k M'(24 .2,871 82 746 289 1,029 w 949 586 600 44 996 1,373 691 407 663 916 8 Preparatory- departments. Fe¬ male. © ■4 0 0 0 0 0 111 0 0 444 0 81 2 5 !0) 10 192 50 433 143 209 585 370 62 1,019 394 28 Male. © © w © © © 03 © © — 03 ^ ^ © © © CO 00 3> CO © © © lO ©W CO CO © — © © © ©CO© ©CO © CO 03 ^ © ©0> 03 © © — 03 ^ ^03 t— CO CO — t-h © CO CO CO ^ © Professors and instructors. Total number. Total. ! 00 Whn M C1W ffl H i- OO^OON C MwCI ift O lO© h 00 00 kO-^lO©C100©©Ht< © l- © Cl © © © CO © © i> © Cl © © © © © — © © — ^ C3 1-H — 03 — CO CO 03 © CO Male. © cot-— 00 «C1 18 H « © ©©©005 © in^m © nob oo © c t~ © © cl © cc i- ,-h co i- © eo © co -h HH 1> \!3 i-H i-H i-H rHCl TH •sanauuj'edap I^uoissajoad; ©©t-j © ©CO tH — CO ©©-*+< CO 03 00 CO— ! CO ^ CO— — ^ • — — 03 00 © © © 00— — —03 • 03 03 ^ ■ 03 ' — * — 1 i • i < •s^uaum-ed -ap a juiganoQ oo © H* © ci i (M • CO d »i —I •siuaxuajudap ^joa'ea'edajti M — CO W 03 d • ©O© — ©o— ©Tf^oo © 03 CO ?> ©w— 03©© ^ ' — CO © CO CO — ri © i> TJ4 ^ — t— ( 03 CO — CO © — 0003 •snorin'* -Dsui jo iequinjsr « MrtH O) rtM N ^ N i-H©-S■- oo t~ ■■* o} © tt ire i~ -n< ire, ire hi t»< •-h eo b. 2; oo i> 10 ^^luO w a to cq ire eo ire ~£r © ^ i-< CO © Cl CO © 10 THLO Cl © ^ © 10 N © ©Cl <- l> Cl *> Cl 00 CO © © Cl©© CO TZ Cl CO — — — — © ^ 1-1 CO ^ © 1-H i-« co © U- -H Tt< 00 © CO *C © © S ~fe 8 2 S3 g S N © ec © !- 00 10 T-H d T-« CO o ' U O 5 a s £ § ^ 3 3- 0 £ CO ■° s ® c3 5? 2 3§g g S3 o §0^ tfi S © O * ^ ? ri > O O " _ 0 £ o o C 0 CO Jz; Table 1. — Summary of statistics of universities and colleges for 1889-90 — Continued. 762 EDUCATION REPORT, 1889-00. Bene¬ factions. H M i ;i 3 iS s m !l iiliilsISs 188183 i 1 ill’ i| jgsg2g'irs§3 sfstfsfsfsf j 88888888888 Total income. O w i is ip i iigis ssEsssisa mmm lisiiigsm | ;§g‘s§ l'|s|]3=Ws fg'ssgg'ss g'l'i'gs'gii'sfsg State or municipal appro¬ priations. ft « i ii 1 i* ! i°s !° iliifsl! i i f i ii 300 17. 500 12.500 88181888888 Receipts from tui¬ tion fees. QB e* l ii §r § 18318 111113111 lleltli E3888SS888S | ig§3§ g!:8'‘!'§SS>-' gSSftfgg'S |jg2Ss¥g¥"“S Income from pro¬ ductive funds. 1 is i 'f 576,304 j 232, 682 860,354 39, 400 264, 566 4, 980 52,250 25, 512 77,116 11,409 25, 271 16, 580 50,949 1,000 67,750 121,100 25, 500 33, 743 105,255 43,800 284, 904 99, 253 203,411 103,724 63, 092 63,537 81,043 119, 938 3, 000 1,000 48,710 Amount of productive funds. ft w i is g is S : 1IIS is IlilSIlii §18881 sici if mimm mmn © eo -T ,HH 83888138888 isiiliiWi Value of grounds and buildings. 1 ii ip 5, 013, 000 625, 000 1,400, 000 7,659,374 495,000 5, 599, 000 75,000 1,449, 900 1,000,000 1,681,100 235,000 827.500 600, 000 848, 000 75,000 779, 750 2, 175, 000 922, 000 409. 500 1,131,533 832, 800 103, 000 5,001,235 2,025,000 3, 187, 825 1,694,865 2, 418, 500 2, 437,824 1,664, 000 2, 381,000 180, 000 355, 000 1,043,000 Value of scientific apparatus and libraries. * uuo ysi COO ‘08$ ii 18888 iiiiiilil §888883 88SB8S8S888 if i§’fsf sgssss ss||32g|2¥s h ; cf Number of volumes in libraries. « iiiiiiiie- iiiiisi gisiiisiiis S'gS|S|g'S| E|SfSS3" Number of schol¬ arships. « « g \% i 11 173 15 i ISI^gfeH^SS Number of fellow¬ ships. « i ic >3 °53 p • oo ; — O © 1 co J Ihom loooo Number of en¬ dowed profes¬ sorships. ft « owhswn is ! O* i : ;?£:£;g-csg2£00'0 States and Territories. North Atlantic Division: Maine . New Hampshire . Massachusetts . Rhode Island . 1 Connecticut . New York . New Jersey . . Pennsylvania _ _ South Atlantic Division: Delaware . Marvland . District of Columbia _ Virginia . West Virginia . North Carolina. . . South Carolina . Georeria _ _ _ _ Florida . . South Central Division : Kentucky . Tennessee . . Mississippi .... Louisiana Texas . AUtdUDdCj . North Central Division : Ohio . Indiana Illinois . . . . . Michigan _ _ _ Wisconsin . Minnesota . Iowa . : . . Missouri . . North Dakota . South Dakota . Nebraska . 26,91' COLLEGES AND UNIVERSITIES 763 S 8 888 flPlHlO ^ co of O tO Cl CO < OOQC( Cl QO £ uO i co ^ to iO < 4C ^ O < o oc s 1 OX'fOO^W OXOOOO'tl' OOP3O00M- of of cT oq to © of tO CO 0> tfs TT Ci 00 CO ^ to csoV^c* © O? *— -t1 Ol TfCiOCOO 0006NX IO ooM "icf-Top g$8l ?> $? rr go r< D 00 ^ 2 00 co © tO i^ TT t>- 00 ©%*-~ Cl^ClOO Q CO - N rH 10 co rj< 01 i-H :ss r^r gf 00 *> X © CSO^CJ^ WOiHiOOi ©10 CO ^ tC tO © © t* OWCOOr^ Oi *-h g° o s lOWNC SSS8S to*’-* cooV ssggtss 8 o8o°88888 CO ifJOX 00X^1' iO *-T co" CO iff ~ CO CO* of £ N Cl ~ co 10 — * to © o to 00 10 ^ — 1- ^ O X LO N ^ H 0 3 0 0 -ef O O -T i> woo 1- r-T i-Too ccf cc'co' < to to lO 10 10 10 -r ^ — r oo OOWOiO X) 1C T- x o CO *- ^ 00 l> .2 > $3 CO a CS 0) «« J W) o X S-S-c ® ^ E rS cocg "mlc-2-2 >>.2“ So o o •2-fl QQ O ■>-> *-> ei'cS-^ flC^- cS c« Ifllill £<§§ © © © _ £ s 3 £ s 764 EDUCATION REPORT, 1889-90. Coeducation.'— The fact that increasing attention is being bestowed upon the higher education of women is apparent not only from the number of colleges for women that are constantly being established, but from the number of institu¬ tions that are continually removing the barriers against the admission of women to their privileges. The great advance that has been made in this direction during the past ten years may be graphically presented by means of the follow¬ ing diagram. This shows the ratio of coeducational institutions to the total number of colleges and universities (excluding colleges for women) for the years 1880 and 1890: * 1880. *4.— Diagram showing the ratio of coeducational colleges to the total number of colleges (ex¬ cluding colleges for women). Teaching force. — The total number of professors and instructors employed in the 415 institutions during the year under consideration was 7,918. This num¬ ber includes the instructors in all the departments of the institutions. The dis¬ tribution of instructors among the several departments is shown by the follow¬ ing diagram: II.— Diagram showing the distribution of professors and instructors among the several de¬ partments of colleges and universities. Prom this representation it will be seen that a little more than half the total number of professors instruct in the collegiate department, counting those in¬ structing in both collegiate and preparatory departments. 6f the 7,918 profes¬ sors and instructors reported 1,083 were women. The great majority of this num¬ ber were engaged as instructors in music, art, and elocution, or as assistants to professors. An examination of the catalogues of the 272 coeducational institu¬ tions shows that in 134 of them women have charge of some regular college stud¬ ies. This includes not only the cases where women have the title of ‘‘professor,” but also cases where they are called “ instructor,” but have charge of the sub¬ ject specified. Nearly all of the coeducational institutions have women in their COLLEGES AND UNIVERSITIES. 765 corps of instructors, but, as said before, the large majority of these are engaged as assistants or as instructors in music, art, etc. Tho same investigation also showed that 24 of the coeducational institutions have wojnen as members of their boards of trustees. Students. — The distribution of the 118,581 students among the several depart¬ ments is shown in the following diagram : College, 37.2 % in.— Diagram showing the distribution of students among the several departments of col¬ leges and universities. # The graduate students form a very small percentage of the total number, not¬ withstanding the remarkable increase in this respect during the past twenty years.1 As would naturally be expected, much the larger proportion of all the students are males, though this ratio is being constantly decreased. The ac¬ companying diagram shows the proportion of males and females reported in all departments of colleges and universities : 50 100 IV. Diagram showing the sex of students in all departments of colleges and universities. Taking only the regular college students — that is, students pursuing under¬ graduate college courses, we find that the proportion of males is larger than when the students in all departments are considered. The total number of stu- 766 EDUCATION REPORT, 1889-90. dents reported as being in the collegiate departments was 44.133, and the classi¬ fication according to sex is given in the following diagram : V.— Diagram showing the sex of students in collegiate departments. Location of institutions.— The distribution of colleges among the several geo¬ graphical sections of the United States is shown in the following: North Atlantic Division. COLLEGES AND UNIVERSITIES. 767 Distribution of college students. — Tho proportion of regular college students enrolled in the several divisions is shown in Diagram vii. North Atlantic Division. VII.— Diagram showing the distribution of regular college students among the several geo¬ graphical divisions. 768 EDUCATION REPORT, 1889-90. Comparing Diagrams VI and VII it will be seen that the North Atlantic Divi¬ sion is the only one in which the proportion of college students is greater than the proportion of institutions. This is somewhat changed when we consider the students in all the departments, the distribution of which is as follows : North Atlantic Division. Comparing the above diagram with Diagram VI we find that in this case both the North Atlantic and North Central Divisions have a larger proportion of students than institutions. With respect to the North Central Division this fact is due to the large number of preparatory students. Nearly 53 per cent, of the total number of such students reported are found in this section — i. e ., the North Central. Here also are found a large number of students in business, music, and art departments. In the North Atlantic Division the proportion of preparatory students is comparatively small. This is especially the case in the New England States, where the total number, 112, is reported by one institu¬ tion. The excellent secondary schools maintained by this section of the country relieve the colleges and universities of preparatory work, thus allowing their entire resources to be devoted to higher education. Preparatory departments in other sections of the country are being abolished as fast as the high schools attain a standard which will allow such action to be taken. Income. — The sources from which colleges and universities draw their annual income forms another interesting subject for investigation. The total income reported for 1889-90 was $10,801,918, derived from tuition fees, productive funds, Slate or municipal appropriations, and from miscellaneous sources. The ratio which the income derived from each of these sources bears to the total income is shown in the following diagram : COLLEGES AND UNIVERSITIES. 769 Tuition Fees. IX.— Diagram showing the sources of income of colleges and universities. As would be expected, the amount of income derived from productive funds is greater than that from any other source, while the amount derived from tui¬ tion fees is but a little more than one-third of the total. As institutions supported by tuition fees nearly always expend their total annual income the small pro¬ portion of the cost of college education paid by students is again forcibly brought out. The inference is that vigorous institutions for higher education can not be self-supporting, but must receive aid from sources other than tuition fees. The income derived from permanent funds was $3,966,083, distributed among the several geographical divisions as follows : North Atlantic Division. X.— Diagram showing the proportion of income from productive funds reported by the col¬ leges and universities of the several geographical divisions. ED 90 - 49 770 EDUCATION REPORT, 1889-90. Comparing diagram VI (p. 160), showing the ratio of institutions in the several divisions with the above diagram, it will readily be seen that the institutions of the North Atlantic Division are more generously endowed than those of the other divisions of the country. The institutions in this section are, comparatively speaking, old institutions with well-established reputations, having alumni scattered throughout the entire country. The rich man with money to give for educational purposes naturally turns to his alma mater , and, if he is not a col¬ lege graduate, he designates an institution or institutions with well-established reputations. Thus the older institutions are constantly receiving large and numerous benefactions. The gifts and bequests to colleges and universities amounted in 1889-90 to $6,006,474, the distribution of which is shown in the fol¬ lowing diagram : North Atlantic Division. XI.— Diagram showing the proportion of benefactions received by the colleges and universi¬ ties of the several divisions. The institutions of the North Atlantic Division received, as will be seen, 45.5 per cent of the total amount. The advantages possessed by this division in the matter of productive funds and benefactions are somewhat offset in some of the other divisions by State appropriations for current expenses. COLLEGES AND UNIVERSITIES. 771 The total amount of State or municipal appropriations in 1889-90 amount jd to $1,406,117, distributed as follows : North Atlantic Division. The North Atlantic Division reports 11.2 per cent of the appropriations here considered. Nearly the whole of this was received by the College of the City of New York from the city of New York, which it serves as a high school. The North Central Division reports 61.8 per cent of the total. In this division State universities have met with considerable favor, and the States have, as a rule, dealt with them very generously. It will also be seen that a1 though nearly all the States comprising the South Central Division have Stats universities, the amount appropriated for their support was exceedingly small. They depend chiefly for their support upon students’ fees and the income from productive funds. In a large number of the State universities tuition is free to residents of the State, and in the few cases where tuition is not free the charges have been made as low as the resources of the institutions would allow. 772 EDUCATION REPORT, 1889-90. III.— Distribution of students in degree courses. Table 2, page 773, presents, in a form convenient for comparison, the distri¬ bution of undergraduate students in the several degree courses for the succes¬ sive years from 1886-87 to 1889-90. During the past few years the statistics necessary for the compilation of this summary have been given by the different institutions with a marked degree of accuracy and in considerable detail, thus enhancing the value of this representation. The summary furnishes an indication of the trend of college education, which is virtually determined by the relative predominance of different courses of study for a period of time. From an examination of the statistics included in this table it appears that the ratio of students in what is known as the classical or A. B. course is slightly decreasing. The greatest decrease is shown in the South Central Division, where the ratio in the classical or A. B. course has dropped from 59 per cent in 1886-87 to 47.9 per cent in 1889-90. It will also be seen that the South Atlantic Division continues to draw a larger ratio of its students to the A. B. course than any other section of the country. The movement here indicated, i. e., the de¬ crease of students in the A. B. course, will not be a surprise to anyone who has studied the subject of collegiate education in America during recent years. The colleges and universities of the country are continually forming new courses of study for which evidently there is a demand. But, notwithstanding the multiplication of courses leading to degrees other than the A. B., the number of students pursuing the A. B. course is still greater than the sum of all the students pursuing other degree courses. The degree of A. B. does not at present necessarily imply that its possessor has acquired a classical education, for there are institutions that confer this degree on the completion of courses of study in which neither .Latin nor Greek are included. It is a matter of great regret that statistics showing the classification of stu¬ dents by courses for a long period of years can not be obtained. In making comparisons the data used should be for at least a period of ten years, so that temporary fluctuations of any sort whatsoever would be ^avoided. But, since such complete data do not exist, the reader and investigator must content him¬ self with the briefer record. A glance at the statistics will show that the percentage of students pursuing regular degree courses has increased with considerable regularity since 1886-87, the time when these statistics were first collected. It will also be noted that it is in the older portions of the country, the North and South Atlantic Divi¬ sions, in which the classical course has the deepest hold upon college students, while in the more recently settled regions more attention is given to the sci¬ ences and courses of study in which the ancient classics seldom find a place. Table 2. — Distribution of college students in the regular degree courses from 1S8G-S7 to 18S9-90. COLLEGES AND UNIVERSITIES. 1889-90. Per cent of students in regu¬ lar courses reported in-— •sasanoa aaaSa pgsaq aaqio CO | CO I 10 : " w ~|| : : r : i •asanoa -g -q N 00 f> 0< o « is « w • i ic m . noiiH ! !Z2 ; •asanoa a Hd 3 ^ CO Cl CO CO I O » co ~ | • co ^ ^ ! o 1 j co ’ • co ci • co •asanoa *g -g 1.7 2.3 8.2 12.8 5.7 • ci i i ! ico «oo • tH • 1 . .CO • • Cl . •asanoa -s ‘Q o 2 12.0 12. 3 31.4 2o, 5 20.4 • j cc vh jeo © *- o* • i 32 ^ i ^ w 2 •asanoa ’g -y 00 70.7 77.3 47.9 45.3 48. 1 100.0 78.8 59.4 96.9 91.0 52.9 73.4 55.1 •sasanoa auptSaa ui ^uaa aag o 00 89.3 82.4 75.9 83.6 87.8 Cl *-> X X ! Ci © © ^ ci ^ o’ ci -xcoid Oi C5CJ5CD C.XX0O •sarEnpcaSaaptm jo -oh 37, 164 12, 584 3,600 4,556 15, 207 1,217 o © CO Ci \ Ci Cl 00 X> u- koooci • • Ci co c* ^ Cl -h l- ; w O X Oi cf j ~ cT •Sut'jaodaa saSagoa jo -o^ CO Cl CO ‘ L- CO O ^ Ci m in in « co ^ ci ! co x ci — * ; h d 1888-89. Per cent of students In regular courses reported in— •sasanoa aaaSap-paq aaqio Cl H j Cl ^ : •asanoa g o Cl Cl Cl ^ Cl ! i co i ! ! 1 •asanoa -g qg Ci 5 7 1 12 20 « • N n; CO N ! i> •asanoa g *g o rH Cl O *0 • o ! ! ! ! ci '•*-* ; ci ; • • * . •asanoa *s g C5 O 1> ^ ^ o' CO i 1-H Cl^ClCl j i1- i •asanoa -g -y 8 Cl *> ^ GO 00 00 kO o 8oroooi>S83 •sasanoa aEfnSaa nj ^uaa aag CO 00 89 72 77 83 75 Ci CJOC.COC-.HCl a C5 os co c; Ci x C5 o •sa^EnpuaSaapun jo -on: 26,115 8,489 2,911 2, 282 10, 995 1,438 ^ Ci CC CO X C5 to H o 3; oococ-oxa c j ^ ni co m o a ci c r ^-r Supaodaa saSanoa jo -ON s CJ 47 37 31 126 22 co L s X ' 00 Per cent of students in regular courses re¬ ported in— •sasanoa aaaSep-pap aaqio CO 7 15 19 28 29 o o Cl Cl Ci LO in co CO — I — H •asanoa appuaps a 15 27 25 39 o o ^ < • i.o in oo gs ■asanoa icatsscio o 00 00 •*< f- Si l- ^ co | O O'tN — OWt-5. o ooo®oiot.o •sasanoa atqnSaa m 'juaa aag in o 82 CO 45 63 36 t- 2S90r<00WifiO m ooii-cicsoooooo •soiTjnp'caSaapun jo -o.m \ 33, 038 10,366 3,705 3,961 13, 427 1,579 Cl CiCOCiHOCOCO-riO co ni o i- i.n ^ x x oo ^ Cl Cl Cl Cl Ci - S* ci* n cT •guiiaodaa saSanoa jo -on; ! Cl CO 62 45 49 143 25 CO -H CO — CO t- TJ" gj 1886-87. Per cent of stu dents in regu¬ lar courses reported in— •sasanoa aaaSapgsaq aaqxo ! “ 3 0 17 9 o oSoooHC« •sasanoa agriuaps 1 pun ieoissep qiog | 00 - ° ”1 o ooooomoo •asanoa appuaps | Cl Cl o o - in o CO Cl Cl o ojjMoagjg •asanoa ieoisseiq Cl 77 81 59 46 43 O 8§cScSi0»0 •sasanoa aEinSaa m -juaa aag 8 87 51 38 60 28 o o^ — ooioaM o oooooiNacao •saannp’caSaapun jo -on: 41,906 — Cl O Cl ^ m> i- v* O m m © th © o' t-t tC lC cf co Oi co o< — o — co ao 8 SSS = SISff88 N 57 CO •Suxiaodaa saSagoa jo -on 8 8 8 8 ! 1 » States. United States _ North Atlantic Division . South Atlantic Division . South Central Di¬ vision . North Central Division . lVestex*n Division North Atlantic Division: Maine . New Hamp¬ shire . Vermont . Massachusetts Rhode Island. Connecticut .. New York .... New Jersey... Pennsylvania 773 Table 2.— Distribution of college students in the regular degree courses from 1886-87 to 1889-90 — Continued. 774 EDUCATION REPORT, 1889-80. 1889-90. Per cent of students in regu¬ lar courses reported in— 'sasanoa aaoSap - !*sjp jaxuo j j j ; ; 111 owom^ 1 1 0 go •as.moa -3 0 ® — • © t- > © cit-1 ! © t- ! ! © '■ itsot ■— 15 oo" Tii ■ -'j<' ion ' iid 1 ci-H •as.xnoa a 'Ud ■ 1 1 '-1 SO © © I 05 05 1- i 1 It- t- 05 ! ; ;2 ed ^ j © Tti 05 ■ • < © ©"© •asanoa g -g © .it— < © iii — i © 1 C5 1 05 1 © © © j j © ' ; j j cl j -J j ci- ! tJ •asjnoa -g -g © O CO©© O — 1 © © Tt< •<« © © C5 t © co © — rtj © i> d si co <>5 » rr tJ tJ j © •asanoa *g -y ©r-< CO CO © ©05© Tj< to © •«* © CO © r*<© ©’ -J t- cd V 0 co — 06 TfVoVV Juj 06 ed 1-© i" © © © 1-00© lO © © © W © rr© _ | co wooeo th ©oo o ©©©©©©© cot- •sosjnoo jvinSdi ui ^uaa jag od© ©©Vo od ©©© ©dieded©©© ©>• © t- © i> t- 00 0500© © 05 t- l- J> © O O © •sa^'Bnpxjjg.iapun jo 'o^i Sir-1 i- V 50 92 <5 2—( © © w © © 05 © ©^ 00 1- — -a-n 7* ®©© -*<© — i©©-f< coco i> MMrt f> TT © OQi-'l-MJOO — © »h edV. •Sm^iodaa saSanoa jo ox '-1 © -«f © C5 t- t-t"* oo © © © — 1 ~ ci 00 00 00 00 Per cent of students in regular courses reported in— •sasanoa aaaSap - isag aapio • 111 1 111 2>iiiiii c 1 1— i 1 III 1 III T 1 1 1 1 | •asanoa -g -q t-h * co 00 1 • • 1 0 co 1 ! ! < cq • » J> * • 1 . rH rH l 1 , « 1 •asanoa -g -t[d j *-< j j •© so© ! i-H — i i ! !© ! © t- •asanoa -g g 0 1 ;;; | ® i ~ 05 cs ! 10 —• •asanoa g ’g ^ c*o » co 00 « no !o:iicw t* co ; y-i | CO CO • Qsl CO CO r-l oi •asanoa -g ’y lO r-H r— ' -h O lO N N ^ Ci N fM co 00 O GO Oi 00 CO i> O lO rf XO ^ y C 10 O •sasinoo j'BinSaa ui ^uao .19(1 co ^ co ?> 0 ^ co 0 0 0 co 0 r> 0 go oo 0 OiLGiH t- OOO ^CJJJONCOX OOO saTenp^oSaapun jo -ox — >fJ©© © © 'T+l 05 ^^©©©t-Ttf © y-t t- © — © © COCiTf! © — ©COO©© coo © --.©.-I © © i>-^eo— lOJ© uo© of •Sui^aodej saSanoo jo -ox O *+• OQ i> 1> ic GQ OJOiMCQO^CO OO W CO 00 00 CO Per cent of students in regular courses re¬ ported in— •s as.xnoa aajgapvsjp aatno — rt!! © co © ‘ 05 © © © ! © ^ -^© 05 J J 05 05 J 05—1 J© TtfCrH •as .moo agDuatag 1 1 W -NO j COrH! TO O r— < Ol CO GQ CO co r* •asmoo iuotss'bio © t- — < © © T*^© © O —1 05 t— © © ©© l- © © © © © l' O © ^ © -r rj> © Tj< © •sas.xnoa minSaa ui ^naa jag O t^iftOO co r— < CO O NO^XOOCO TP 00 ^ lO iO CO i> Ci O C^iOCOCQCOrPCO CO O •se^'enp'B.TSjapuTi jo -ox 688 331 705 114 942 467 456 2 915 1,181 456 364 380 627 38 3,198 1,517 •Suiijodao: saSanoa jo -ox GO HO CO 0^ O GOiCrH ^ rj4 CO J> CO ^ CO i-H HH CO rH 1886-87. Per cent of stu¬ dents in regu¬ lar courses reported in— •sasanoa aaj§ap-3.sap iamo 0 000 0 t-h 0 0 000^000 ijoi •sasanoa opi^uaps pun I'EDiss'Bi'a piog 0 0 0 i-< {> 000 oooococoo oco O W CO rH O r-H •asanoa OTjiinaiag to OCOO CO OOl-H lGOWOOOO J>Ol r-l r-l r-H CO CO CQ IfG CO 1-1 Ol t-h ■asanoa I'eaisscio 10 0^0 10 0 r-l co r-* 30 0 COCO Ci 0 go iO 00 0 co m i> tji rr uo 10 ioio •sasjnoo juinSaj m qnaa jag CO lOGOO TJ4 r— T> r-iCOCQCOCQCOCi ^ O CO CO CO ^ co 0 CO cot>* •sa^'Bnp'BjSaapun jo -ox 957 367 688 135 1,230 539 600 36 1,562 1,892 544 403 939 1,458 272 3, 486 1,750 •Snpjodaa saSanoa jo *ox O IO ?> CO O CO t> CQ iGODO^-hX^ T-t rH r-l CO rH States. South Atlantic Division: Delaware . .. Maryland . Districtof Co¬ lumbia . "Virginia . West Virginia North Caro¬ lina . South Caro¬ lina . Georgia . Florida . South Central Di¬ vision: Kentucky . Tennessee .... Alabama . Mississippi ... Louisiana .... Texas . Arkansas . North Central Division : Ohio . Indiana . COLLEGES AND UNIVERSITIES, 10.0 7.1 2.3 .2 3.7 4.4 • 1 1 0? o j j jci »-, •' ^ O 1 1 : o ; ; • o '. ! © jo j jot QC HWOOlO IwNN 1 lO o^^’did ' ci *-< ci • S i> ■ o .'®o i£ i-S t* rMcici^^icoccoo o o £ jjJooocio^^jt^ j ^ ci • i i • iQ | ; j jo o oiCMo 'ift®cit-'<«o w !o> * ssg&:s&3* s ■” !oio ! © fc* is co wc5NL:moocio o © 5 33£g£gg£3 3SS . ! 50.0 35.5 96.2 34.6 Cl OOiOOOHTjiH^ ooo £ SSZUzn §8S£§§ 888 100.0 100.0 84.9 87.1 lllBggsgn 3 = 2 50 31 218 776 CO 0000030 — CJ'^'«P»a > — < r-« cc CO j «i-t j j j ' ; ; j j j | | > ij>Tj«»r>r-i * co co | i j i : i- o © j ;«« j •;» ; jeo j ; jN8 $2 £££« : ° Ua :S° I jiOCQiO pg&assa § 88 s is :88 \n WSSS8S8S £ 38 SS8£ [%%sn 8 S8S8S £ So” 383 :8828 ES8S!S*iS a*2 i”22§ I^NWO 3 38S82 § §; : j"0 j j in oc © 8 3 Si 3158 £82 j :S i igS8 $ SS383 3 8£ j is j |S33 S £££88 § £8 j js j i§88 s pill lie s |3§ i i”s® W *-C0*>®» CO ^ j ° 82^2° ° 23 ° :°° i i iss OOOON O OO O ioo i ; j38 3 888S2 £ 83 8 :”8 j jg§32 3.S8338 1 j88 j jS^S 8 $8383 § SS S :23 : :£38 § gists 2 §8 ” il2; C* ~~ Cij; 1 jill s 000g>; co oo - - j**t-e* Illinois .. Michigan . Wisconsin.... Minnesota.... Iowa . Missouri . North Dakota? South Dakota^ Nebraska . Kansas . . ssternDivision: Montana . Wyoming . Colorado . New Mexico.. U tclil . Nevada . Washington.. Oregon . California .... fs 776 EDUCATION REPORT, 1889-90. © © u be © © <3 m & p © CD . ©d bi & Ph i 05 © GO * a he© p ^ *£ © §a © £ ,P d I m o '3 ^*53 Oo ►> g'3 SB P r ca /-v &) o o 8a^> QJ rH cr N- 5» e S s GQ I CO a a a 5 a saw f ^1 : : : : : :::::: : : : : •a \e *s 1 ®* 1 : ■’ : ; : : : : : l ^ l H< 2* i-i aal & 1 1C Ol ca i-H ca i> co id co 00 10 0 • . r»4 co h m h ci (M 1-H ■a 'i h 1 : : : : : : : : : a 0 a ^ 1 : : Cl • • ' • • 'cl -aa j 2 1 0^ co tj* 0* ca 01 co CO^^H J d CO CO J — C l 3 rn d a aa 1 ~ 1 : •a '0 1 ^ 1 s : : : Cl • • a h a 1 53 1 : •a '«n l 1 : i’-* : : : ; ; tkI 3 1 : : : ! ! ! 'ill ~ 1 : ’-• : : ! ! ! •a na 1 g | ^ CQ WnH (M • ,,,H Cl Cl rH Cl Cl oa • •a nd l 10 1 CO • 1 (M •os 'a 1 c0 1 : : : ; ; CM ; 'S 'll ” 1 10 « • • Cl CO : ■s a l ^ 1 ; : : : d ; W *Y | ,|| d d ca ^h°hOhccwW00W ; r h ca COO n2 3 CO •a -y 1 3 1 ~ i ;;;;;•; ; (M ; i^^C5Win^ • (M h COWtJ< • CO 1-H | Cl O Cl CO to 10 • : ; ; ; ;5> 1 (M • ; Cl ; CO 1 ■a | g Is : 1 Tf ! - ^ Ci CO W r-t O oa 1 H ^ J CO 1^ ! CO 00 0 c5 04 •os a 1 10 1 : : :::::: Ith : : : -1 : : *S 'H 1 $ : : : -1 ;NOOO j ; ; CO • : ^ : 1> ; ” ; *s -a 1,071 7 1 40 1 30 CO O iC 05 d CO CO 00 ^ ^ CO M CO CQ Oi QC r— • SO Oi O ca 'H 'V | § 1 O 1-1 ' — • — < ' I : oigai^2^oc^oaocx:p^(MO^^j Cl CO 10 rH r-l T}< 0 in • co i> ci 0 ' CO kO a v 00 d CO «NN^f!^lfl01'#intOCOt!OOOOaO«a3CI>’Hr-l-NN t- H O rl kft T1 T|H i> « 05 O O CO (M T-l «D 1-H -»f CO NNhhNOiO Xj O 1> Cl N- ^ Cl Cl Cl •on imoj, i> 0 oT C5^CJW^^iflCJiOXO(MCOOHOOWWOOOHOCO«OO^CONLCp-;0 .X5 -■il 3 .-S _» l/J o S ® T5 $5 c3 cj 5 +3 s-i ^ a 2 sn g >>c3 S 5 o S p w x u a & a « cS cS CO d MM+qsssssssgfcfcfcfcgfcfcoo&M COLLEGES AND UNIVERSITIES. 777 778 EDUCATION REPORT, 1889-90. IV.— Endowment funds of colleges and universities. Although the number of colleges and universities in the United States is con¬ stantly increasing, both by the foundation of new institutions and by the develop¬ ment of institutions from secondary schools to colleges, this increase in the number of institutions has not thus far affected to any perceptible degree the increase in th§ endowment funds of the older institutions of the country. The gifts of the people to higher institutions have been large and numerous and seem to be keeping pace with the increase in the population and wealth of the country. During the past few years a number of rich bequests have been made to old institutions, and also in not a few cases for the foundation of new institutions. The most notable of the latter are Clark University, Worcester, Mass., University of Chicago, Chicago, Ill., Catholic University, Washington, D. C., and Leland Stanford Jr. University, Palo Alto, Cal. On account of the failure of a number of institutions to report to the Bureau from year to year a comparison between the total amounts of productive funds in 1880 and in 1890 would not show the true rate of increase in the funds during the last ten years. The following tabular statement includes, first, only the institutions that re¬ ported on this subject in both 1880 and in 1890, and, second, all the institutions that reported in either year. Prom the first showing the average rate of in¬ crease may be inferred. States. Number of institu¬ tions. Productive funds. Increase. 1879-80. 1889-90. Number of in¬ stitutions. Produc¬ tive funds. Number of in¬ stitutions. Produc¬ tive funds. 1879-80. 1889-90. Per ct. United States . 191 $37, 726, 501 $66,900, 817 77.3 243 ;$43, 168, 270 315 $74,070, 415 North Atlantic Division ... 42 19. 279, C02 37,970,113 97.0 51 23,739,371 54 39, 155. 565 South Atlantic Division . . . 25 4, 625, 883 5, 921,108 28.0 36 4, 947, 883 36 6, 483, 208 South Central Division .... 25 2, 992, 149 5, 045, 313 68.6 37 3, 073, 149 51 6, 201,713 North Central Division _ SO 8,871,263 15, 507, 189 77.3 104 9. 294, 663 153 19. 300, 335 Western Division . . . 9 1, 958, 204 2, 457, 096 25.5 15 2,113, 204 21 2, 929, 596 North Atlantic Division: (' ' Maine . 3 611,000 1,245, 000 103.7 3 611. 000 3 1,245,000 New Hampshire 1 500, 000 Vermont . . . 2 275, 000 529, 436 92.5 2 275. 000 2 529, 436 Massachusetts . 6 5,665,321 10, 638, 583 87.8 6 5, 666, 321 8 10, 641, 0S3 Rhode Island . 1 643, 637 980, 836 52.4 1 643, 637 1 980, 836 Connecticut . . . 2 1,954. 023 4,154,811 112.6 2 1,954,023 3 4.710.811 New York . 14 8, 213; 631 16,352,658 99.1 15 8, 765, 631 17 16, 362, 158 New Jersey _ 2 1, 386, 369 Pennsylvania . 14 1,915, 390 4,068,789 112.5 19 3,937, 390 20 4,686,241 South Atlantic Division: Delaware . 1 83, 000 83, 000 .0 1 83, 000 1 83.000 Maryland . 2 3,027,600 3, C30. 000 . 1 6 3,027,600 4 3, 035, 000 District of Columbia ... 2 116,000 430, 000 270.7 4 116,000 2 430,000 Virginia . 5 338, 460 1, 040, 448 207.4 5 338, 460 7 1,391.048 West Virginia . 3 138, 653 188, 150 35.7 4 138, 653 3 188, 150 North Carolina . 5 264, 000 291, 306 10.3 6 274, 000 8 357, 806 South Carolina . 4 180. 000 203. 000 12.8 6 492, 000 4 203,000 Georgia . 3 478, 170 655, 202 37.0 4 478, 170 5 775, 202 Florida . . 2 20,000 South Central Division : Kentucky . 5 560. 400 802, 000 43.1 9 585, 400 12 1,177,000 Tennessee . 12 1, 232. 375 1, 785, 000 44.9 13 1, 232, 375 18 1,847. 400 Alabama . . . 2 302, 000 300, 000 a. 7 2 302, 000 3 325,000 Mississippi . 2 552, 061 574, 000 4.0 2 552. 061 5 574, 000 Louisiana . 3 328,313 1, 503, 313 376.1 4 328, 313 8 1, 616.313 Texas . 1 17, 000 20, 000 17.6 6 61,000 5 662, 000 Arkansas 1 12, 000 North Central Division: Ohio.. . 19 1,812,711 3, 481,276 92.0 24 2,009,711 29 5, 072, 062 Indiana . . . 9 902, 000 1.711,129 89. 7 11 1,022,000 9 1,711.129 Illinois . 17 1,686,910 3, 823, 569 126.7 20 1,738,910 24 3. 849, 569 Michigan... . 9 1,081,392 1,428, 062 32.1 9 1,081,392 10 1, 508, 062 Wisconsin . . . . 5 779, 022 891,516 14.4 7 783. 022 7 891. 516 Minnesota . 2 609, 853 1,111.783 82.3 2 609, 853 6 1,324,876 Iowa . . . 14 746, 620 953, 714 27.7 15 796, 620 19 1,231,714 Missouri . 9 1, 062, COO 1,733, 000 63.2 10 1, 062, 400 21 1,975,207 a Decrease. COLLEGES AND UNIVERSITIES. 779 States. Number of institu¬ tions. Productive funds. | Increase. 1879-80. 1889-90. Number of in¬ stitutions. Produc¬ tive funds. | Number of in- 1 stitutions. Produc¬ tive funds. 1879-80. 1889-90. Nor tii Central Division— Continued. North Dakota _ _ Per ct. 2 4 15 1 4 1 2 4 9 $25,000 11,000 1,236,700 463, 500 3,000 354.000 91,000 12,000 237, 000 2, 232, 596 South Dakota _ _ Nebraska _ 5 $25,000 165, 755 $43, 140 330,000 72.6 99.1 1 5 $25, 000 165, 755 Kansas . . Western Division: Montana _ Colorado . . . Nevada _ _ _ 1 90, 000 91,000 1.1 1 7 6 90,000 5,000 247,000 1,771,204 Washington _ Oregon . 3 5 97,000 1,771,204 187, 000 2, 179, 096 000 California . . . . From this tabie it will be seen that, while the increase in the productive funds of the 191 institutions distributed over the entire country is 77.3 per cent, the largest increase has taken place in the forty-two institutions of the North At¬ lantic Division, which reported, in 1889-90, more than 56 per cent of the total amount included in the above table. The poorest showing is made by the in¬ stitutions of the Western Division, but this can be accounted for in a measure by the small number of institutions reporting in 1880 and the number of new institutions that have been founded during the decade. The most remarkable increase recorded is in the State of Louisiana. This is due to the establishment of the Tulane University of Louisiana, which is the . successor of the old University of Louisiana. It has at present an endowment fund of more than $1,000,000. The total number of colleges and universities reporting to the Bureau in 1889-90 was 415, and of this number but 315 answered the question relating to productive funds. Among those not answering this inquiry were Clark Uni¬ versity, Princeton, Rutgers, Dartmouth, and Haverford, all of which have large endowment funds, and would have materially increased the total amount for 1889-90. The figures here given show an increase of 71.6 per cent, which would be considerably larger if all the institutions had reported. V.— Grounds, buildings, and apparatus. In considering the resources of institutions for higher education the material equipment, such as grounds, buildings, and apparatus, must notbe lost sight of. The increase in the value of appliances is due, in great measure, to the increased attention given to the sciences and the consequent erection and equipment of laboratories for experiments and research. The substantial and ornamental style of architecture which has been adopted in the erection of college buildings has in¬ creased the cost of buildings while adding considerably to the general appear¬ ance of the college campus. In the following table an attempt is made to pre¬ sent in a convenient form the value of grounds, buildings, and apparatus of col¬ leges and universities for the years 1879-80 and 1889-90. In order to show the rate of increase the table is divided into two parts, the first part containing sta¬ tistics of such institutions only as reported in both 1879-80 and 1889-90, while the second part includes all the institutions that reported in either of the years under consideration. 780 EDUCATION REPORT, 1889-90. States! Number of institu¬ tions. Value of grounds, buildings, and ap¬ paratus. Increase. 1879-80. 1889-90. Number of in¬ stitutions. Value of grounds, buildings, and anpa- ratus. Number of in¬ stitutions. Value of grounds, buildings, and appa¬ ratus. 1879-80. 1889-90. Per ct. United States . 245 $32, 889, 720 $55, 920, 205 70.0 312 $40,523,424 378 $72, 894, 729 North Atlantic Division ... 48 12,316,079 19, 377, 837 57.3 59 16,445,283 j 61 25, 827, 237 South Atlantic Division . . . 34 4, 427, 000 6, 277, 900 41.8 43 5.272,500 51 7, 667, 925 SouthCentral Division .... 39 3, 324, 000 5, 284, 650 59.0 57 4,046,500 1 67 6, 932. 454 North Central Division _ 106 11,282,241 20, 108, 430 78.2 129 12,821,741 ! 172 26, 875. 475 Western Divi -ion . 18 1,540, 400 4, 87i; 388 216.2 24 1,937,400 j 27 5, 591 ; 638 North Atlantic Division: Maine . 3 805, 000 730, 000 a9.3 3 805, 000 3 730, 000 1 125, 000 Vermont . 2 340,000 500, 000 47.1 2 340, 000 2 500,000 Massachusetts . 4 1,150,000 1,895, COO 64.8 4 1, 150, 000 7 6, 033, 000 Rhode Island . 1 625; 000 Connecticut . 1 472, 884 509, 630 7.8 1 472, 884 2 1,509, 630 New York . 19 5, 509, 569 9, 277. 507 68.4 21 7, 266, 773 21 9, 665, 107 New Jersey . _ _ 1 400, 000 450, 000 12.5 2 1,150,000 3 546. 200 Pennsylvania . 18 3, 638, 626 6, 015, 700 65.3 25 5, 135, 626 22 6, 218, 300 South Atlantic Division: Delaware . 1 75, 000 ' 81,000 8.0 1 75, 000 1 81,000 Maryland . 4 702; 000 1, 337, 000 90.5 6 520. 500 8 1,653, 950 District of Columbia ... 2 775, 000 1,024,000 32.1 4 1,150;000 3 1,030, 000 Virginia . . 7 1,385,000 2, 019, 400 45.8 8 1, 465, 000 8 2,021,900 West Virginia . 3 267, 000 255, 200 04. 4 4 307, 000 3 255, 200 North Carolina . 7 539, 000 634, 500 17.7 7 539,000 10 958, 500 South Carolina . 4 170, 000 234,000 37.6 6 250, 000 8 639, 000 Georgia . . 6 514, 000 692, 800 34.8 7 966, 000 7 945, 300 Florida . 3 83,075 South Central Division: Kentucky . . 9 621,000 721,550 16.2 13 773, 000 14 854,250 Tennessee . 15 1,383,000 2, 233, 200 61.5 19 1,451,500 18 2,408,550 Alabama . 3 370, 000 637, 000 72.2 3 370,000 6 982,500 Mississippi . 3 450,000 446, 800 a. 7 4 625,000 6 468. 050 Louisiana... . 5 363, 000 791,900 118.2 7 418, 000 10 1,221,483 Texas . 3 133, 000 446,200 235.5 8 295,000 10 893, 881 Arkansas . . . 1 4,000 8,000 100.0 3 114, 000 3 103, 740 North Central Division: Ohio . . 26 3,181,421 4, 875, 888 53.3 31 3, 591,421 35 5, 480, 188 Indiana . 8 625, 000 897, 300 43.6 13 hOSO, 000 10 2, 242. 300 Illinois . . 22 2, 378, 600 2, 818, 325 18.5 26 2, 703, 600 28 3, 458, 625 Michigan . 9 1,353,442 2, 167, 892 60.2 9 1,353, 442 11 2, 370, 392 Wisconsin . . 6 637, 000 2, 260, 663 254.9 8 798, 500 8 2, 633, 163 Minnesota . 2 302, 650 1,623, 362 436.4 3 327, 650 8 2,656, 962 Iowa . 15 1,040, 908 1,518,450 45.9 18 1, 173, 908 20 1,790,225 Missouri . 9 1,035, 220 1,961,000 89.4 12 1, 125, 220 25 2, 617, 550 North Dakota . 2 190. 000 South Dakota .... 5 384, 720 Nebraska . a 188, 000 787, 500 308.2 2 188,000 6 1,114, 000 Kansas . 7 540, 000 1,218,050 125.6 7 540,000 14 1,937,350 Western Division: Montana . . 1 114,500 Wyoming . 1 153,000 Colorado . 3 190, 000 1 1,696,800 793.1 3 190, 000 4 1,723,800 New Mexico . 1 5,500 Utah . . 1 265, 000 Nevada. . 1 25, 000 151,000 504.0 1 25, 000 1 151,000 Washington . 1 100, 000 525,600 425.6 1 100, 000 3 581, 850 Oregon . 5 193, 000 315, 200 63.3 8 255,000 5 315, 200 California . 8 1,032, 400 2,182,788 111.4 11 1,367, 400 10 2,281,788 a Decrease. VI.— State universities. The establishment and management of State universities form an interesting subject for study and investigation. As early as 1787 the General Government passed an ordinance setting aside two townships of land in what is now Ohio for the support of a “ university,” and this precedent has been followed in the case of nearly every State since admitted into the Union. The funds derived from the sale of these lands have in almost every instance been devoted to the support of State universities, and if properly managed would have yielded handsome en- COLLEGES AND UNIVERSITIES. 781 dowment funds for such institutions. Butin many cases the persons to whom the management of the lands was intrusted Avere in too great a hurry to dispose of them, often sacrificing them at a ridiculously low figure ; in some cases they served as a means of “ booming ” a particular State, the lands being advertised and sold at very low rates, thus inducing settlers to locate; in a few cases, where the Slates disposed of the land and assumed the indebtedness therefpr, the funds have teen mismanaged and sometimes very much impaired. The mismanagement of these lands and the funds derived therefrom has s srved one good purpose. The newer States, profiting by the experience of the older, are disposing of their lands advantageously, and by the time all of them arc sold their universities will have endowments far exceeding those of the older institutions. In a number of cases the funds derived from the sale of university lands have been considerably augmented by the land grant of 1862, which was given by i_ some of the States to the State universities, while in other cases the fund was used for the establishment of separate and distinct institutions. The State universities have also as a rule been generously treated by the leg¬ islatures of their respective States in the matter of annual and special appro¬ priations. Very recently the legislature of Missouri granted to the State Uni¬ versity at Columbia the direct tax refunded to the State by the General Govern¬ ment, amounting to $647,900. This amount is to be added to the permanent endowment fund, increasing the latter to $1,180,946. The statistics of State universities for the year under consideration are given in the table on the following page. Table 4. — Statistics of State universities for the year 1889-90. T82 S': ’ EDUCATION REPORT, 1889-90. •Enoiioujotiag ?! °°°§°l§! ° i ;° i° i posoooi 1 1 ii ; ! : : : i ■» s : : Is" : 1 5 •Qtaootxt « §HS8aSB Isis 5llg§lSllllsllg 1 ggssssgss B3saagasfg5sg'=;8| i 5* •noxi'Gi.idojad'B sws % °1 i°i!IS 111° !i!il§sli°ill!l ! | j sssfcafg? sgs sftKsfg ; 1 | *S99J uoijmj tn«jj sjdteoay; © l°l=lsi§ °lll 1 j !l0lll°illlll i cLo 1C C3 © 1 *00" to 0* in C0C0 9i rfr? ZD • § I , 'spttnj OAijcmpoad uxojj Qraooni 11 illSIl Ills li ii°isoosn ill i §3 taS'S3S“ ssW sfs j S“ SfSS i^S i 1 § ’spunj ©ATjonpoad jo junouiy h V* 5300,000 2,035,096 62, 000 445, 202 450, 000 500,000 232, 487 165,000 318,313 550, 000 800, 000 554,000 540,000 952, 560 91,000 10,000 0 539, 470 149, 000 0 0 426,000 642, 000 290, 600 108, 666 251,236 I 3 o •snjn.TCddu pun ‘sSxn -piinq ‘spunojg jo onreA © w4 iiiiiiii 1111 iiiiiiiiiiiiiiii iiiiiiil ills’ iWfiiWii¥ii¥ **> t-T tH ,-T 15, 146,588 •XjBjqiT ui souinioA jo aeqranN « m minis 1111 s^iiiiiiiiiiiiii as“3saaa sfsas as“srf“”'gw”S"'D"s-r 1 1 •sdxqsj'B -loqos J9qq.’o jo j9qumjK[ fH 00000000 00010 joo^oooiooHOho ; 1C •sdiqsjcB -loqos oj'Bj’s jo J9qtanjsr M 0060 = 0 = 0 0000 loo |ojooo|ooo jo j 'I •sdiqsjossojojd paAiopna jo jequinM « Oi— lO-HOOOO OOOO loo 'OOOOOOOTJO 1 T— < 1 ‘SJU9P -njs jo anquinti I'Bjoi, iglllfgl III! 'gSaSSHftSi&tt&s Ofr-T 1 e7 •saojonajs -ui jo aaqtunu I'Baoj, © SSSSSSSSS S.S|3 1 Professional schools. "SJTIOp -njs jo joqninjsr © 21 300 23 158 0 17 459 88 0 1,155 265 16 326 0 0 33 0 26 52 44 0 259 79 264 0 10 163 e o- •sjoj -onjjsm jo joqranjsj 30 ^ssss0*1;^* 8ooN° i 1 •siooqos jo jaqxnn^i rH -H OJ 0 1-1 in ojunpurS o joqtnnM © ^“2®^ iino^ooooo^^^-o is j 1 Colleges of arts and science. Under¬ graduate depart¬ ment. •sjnopnjs jo aoqnmjs[ ai*i8iia -ns §f8a»flsgsi88«3r 6,043 •sjo -jonjjsnt jo aoqnin’M * 3S2S3 i800S;}§So>8s32iS82S3 i s Prepara¬ tory de¬ nar t- fhent. •sjnopnjs ■ jo JoquinN M oog°2§o| SgSB°gg00|000||°^ 1,798 •sjo -jonjjsnT jo joqranN; « 00 1 0 m co 0 1 a 0 I • ' co 03 © 1 loooooo I -c* © I i 1 II* fe II j' 8 Name. 1 H University of Alabama . University of California . University of Colorado . University of Georgia . University of Illinois . Indiana University . State University of Iowa . University of Kansas . Louisiana State University and Agricultural and Me¬ chanical College . University of Michigan . University of Minnesota . University of Mississippi . University of the State of Missouri . University of Nebraska . University of Nevada . University of North Carolina. University of North Dakota.. Ohio State University . University of Oregon _ .... University of South Carolina. University of South Dakota . . University of Tennessee . University of Texas . University of Virginia.. . University of Washington.... University of West Virginia.. University of Wisconsin . University of Wyoming . Total . COLLEGES AND UNIVERSITIES. 783 The following shows the present organization of the State universities and the manner in which the controlling power is chosen: The University of Alabama comprises— ' Classical course. Scientific course. L Academic Department..-! Literary course. Civil engineering course. [ Mining engineering course. II. Law Department. It is controlled by— l Governor of State, » r m . Board of Trustees..' State superintendent of education. f ~7 ( 9 trustees appointed by the governor and confirmed by the senate. The University of California comprises— ( a Classical course. 1. College of Letters..-! b Literary course. Course in letters and political science. 2. College of Agriculture. 3. College of Mechanics. 4. College of Mining. 5. College of Civil Engineering. 6. College of Chemistry. It is controlled by— Governor. 7. Lick Observatory. 8. College of Law. 9. College of Medicine. 10. College of Dentistry. 11. College of Pharmacy. Board of Regents.. 1 > Ex, officio. Lieutenant governor. Speaker of assembly. Superintendent of public instruction. President of State Agricultural Society. President of Mechanics’ Institute of San Francisco. | President of university. 16 regents appointed by the governor and confirmed by the senate. The University of Colorado comprises- 1. Department of Philosophy and Arts.. 2. Department of Medicine. 3. Normal School. 4. Pi*eparatory School. It is controlled by— t-. . . ( President of university, ex officio. Board of Reaents.. ^ 6 regents elected by the people. f Bachelor of arts. Bachelor of philosophy. Bachelor of science. Bachelor of letters. Master of arts. Master of science. The University of Georgia comprises- f Bachelor of arts. 1 PranWir, PfUWA i Bachelor of science. 1. h rankiin college . . i Master of arts. 2. State College of Agriculture and Mechanic Arts. [Master of science, j Bachelor of agriculture. | Bachelor of engineering. 3. School of Technology. 4. School of Law. . , 5. School of Medicine. It is controlled by— f Governor. ) v . I President of board of technological school, f ojjicio. Board of Trustees..-! One from each Congressional district of the State, four from the State at , I large, and two from the city of Athens, appointed by the governor and [ confirmed by the senate. The University of Illinois comprises— I. College of Agriculture . \ °g~ "^cnltnre. f Course in mechanical engineering. Course in electrical engineering. II. College of Engineering . -( Course in civil engineering. I Course in mining engineering. [ Course in architecture. III. College ot Natural Science . { gZg ,‘S namraThLtory. {Course in English and science. Course ia anc^nUangua1^'. Course in philosophy and pedagogy. ( Course in military science. Other courses . -< Course in art and design. ( Course in rhetoric and oratory. It is controlled by— f Governor of State. [ ~ • Board of Trustees J President of State Agricultural Society. | uoara oi lrustees.. . state superintendent of public instruction. [9 trustees appointed by governor and confirmed by senate. 784 The Indiana University comprises — I. College Department. II. Law Department. It is controlled by— rTv11Ex officio. j President of university. ) 1 12 members appointed by the governor and confirmed bv the senate. Board of Supervisors . The University of Michigan comprises— I. Department of Literature, Science, and the courses leading to— f Bachelor of arts. I Bachelor of philosophy. Bachelor of science. | Bachelor of letters. Civil engineer. Mechanical engineer. Arts comnrisins ' MininS engineer. Arts, comprising^. Electrical engineer. Master of arts. Master of philosophy. Master of science. Master of letters. Doctor of philosophy. Doctor of science. Doctor of letters. II. Department of Medicine and Surgery. III. Department of Law. IV. School of Pharmacy. V. Homeopathic Medical College. VI. College of Dental Surgery. It is controlled by— ,, , . p . j President of university. .Boara oi itegenis.. ^ g regents elected by popular vote for terms of 8 years. The University of Minnesota comprises— I. College of Science, Literature, and Arts..-] Scientific— School of Mining and Metallurgy. ( Literary. II. College of Mechanic Arts. III. College of Agriculture. IV. Department of Law. ( College of Medicine and Surgery. V. Department of Medicine.. < College of Homeopathic Medicine and Surgery. ( College of Dentistry. COLLEGES AND UNIVERSITIES. 785 VI. Department of Veterinary Medicine. VII. Graduate Department. It is controlled by— f Governor. ) nf Rownto J Superintendent of public instruction. )-Ex officio. Boarc. of Kegents . . ^ Presiclent of university. . j (.7 members appointed by the governor and confirmed by the senato. Tbo University of Mississippi comprises— f Bachelor of arts, j Bachelor of science. I. Department of Science, Literature, and Arts.. \ Bachelor of philosophy. II. School of Law, It is controlled by— Board of Trustees Master of arts. (. Doctor of philosophy. Governor, ex officio. 15 members appointed by thC governor and confirmed by the senato. The University of the State of Missouri comprises the following schools: I.— The Academic Schools. A.— Language. I. English. II. Latin, III. Greek. IV. Modern Languages. V. Hebrew. VI. Sanskrit. VII. Comparative philology. B.— Science. VIII. Metaphysics. IX. Mathematics. X. Physics. XI. Chemistry. XII. Geology and mineralogy. XIII. Biology. II.— The Professional Schools. XIV. Agriculture. XV. Pedagogics. XVI. Law. XVII. Medicine. XVIII. Mining and metallurgy. It is governed by— XIX. Engineering. XX. Military science and tactics. XXI. Art. XXII. Commercial. Board of Curators Consists of 9 members, appointed by the governor and confirmed by the senate. The University of Nebraska comprises at present— I. College of Literature, Science, and Arts.. -j Literary* Agriculture. CmfenlMSI Mechanic arts. III. Latin or Preparatory School. It is governed by— Board of Regents . . J 6 members, elected by popular vote for torms of 1 6 years. The University of Nevada comprises— I. School of Liberal Arts. II. School of Agriculture. III. School of Mines. IV. Normal Department. VI. Business Department. It is governed by a board of regents, consisting of three members, elected by popular vote. The University of North Carolina comprises— (Classical course. Philosophical course. Scientific course. Literary course. Engineering course. II. School of Law. III. School of Medicine. IV. Graduate courses. It is governed by— (Governor. niVHn Board of Trustees . < Superintendent of public instruction, f ( 80 members elected by the joint vote of the general assembly. The University of North Dakota embraces— I. Prenaratory Department. ( Classical course. II. Collegiate Department _ -< Scientific course. ( Literary course. III. Normal Department. IV. School of Mines. It is governed by a board of five trustees appointed by the governor and confirmed by the senate. ed 90 - 50 786 EDUCATION REPORT, 1889-90. The Ohio State University comprises— Bachelor of agriculture. Short course in agriculture. Civil engineering. Mechanical engineering. Mining engineering. „ Short course in mining. III. School of Pharmacy. IV. School of Veterinary Medicine. V. School of Science. I. School of Agriculture.. II. School of Engineering VI. School o( Arts and Philosophy . . -j pj^osophical^urse. It is governed by— Board of Trustees— 7 members appointed by the governor and confirmed by the senate. The University of Oregon comprises— [ Classical course. I. Collegiate Department., t ^g““cc“"sA (. English course. II. Law School. III. School of Medicine. It is managed by— Board of Regents— 9 members appointed by the governor and confirmed by the senate. j-A. b. degree. The University of South Dakota embraces— I. Preparatory Department. . { Classical course. II. collegiate Department.. fS^ourse.™6' [ Literary course. III. Music Department. IV. Commercial Department. The government of the university is vested in a board of nine regents, who appoint five trus¬ tees for the current management of the institution. The University of Tennessee comprises— A.— Academic Department. Literary scientific course. Latin scientific course. Course in agriculture. J Course in civil engineering. Course in mechanical engineering. Course in chemistry and mining engineering. Courses leading to degrees of A. M., m. s., ph. d., c. E., min. Em mech. e. B.— Professional Departments. I. Department of Law. II. Department of Medicine. III. Department of Dentistry. It is controlled by a board of trustees, which is, in a measure, self-perpetuating. The board nominates members to fill vacancies, but the election is vested in the general assembly. I. College of Agriculture, Mechanic Arts, and Sciences. II. University Department . The University of Texas embraces— ' Bachelor of arts. Bachelor of letters. f General course. I. Academic Department ..-i . Bac]lelor ot science .. J chem'SS-y08' Physics. I Geology. [ Special course in letters leading to a certificate. II. Law Department. It is governed by— Board of Regents— 8 members appointed by the governor and confirmed by the senate. The University of Virginia comprises— I. Literary Department. II. Scientific Department. III. Law Department. IV. Medical Department. V. Pharmaceutical Department. VI. Engineering Department. VII. Agricultural Department. It is governed by a rector and board of visitors appointed by the governor and confirmed by the senate. They are nine in number. The State University of Washington comprises— I. Preparatory Department. ( Classical course. II. Collegiate Department..-; Latin scientific course. I English scientific course. III. Normal Department. IV. Music and Art Department. It is governed by a board of regents consisting of 7 members, who are appointed by the gov¬ ernor and confirmed by the senate. COLLEGES AND UNIVERSITIES. 787 The West Virginia University comprises— I. Preparatory Department. II. Collegiate Department. . j III. Military Department. IV. Law School. \ . School of Civil and Mining Engineering. It is governed hy a board of regents consisting of one member from each senatorial district and is self-perpetuating. The University of Wisconsin embraces— I. College of Letters and Science . . IL College of Mechanics and Engineering. III. College of Agriculture . IV. College of Law. V. School of Pharmacy . . . It is governed by— Board of Regents . f 1. Graduate and fellowship courses. J 2. Ancient classical cotirse. 3. Modem classical course. 4. General science course. 5. English course. 6. Civic-historical course. 7. Special science course. . 8. Special course for normal school graduates. 1. Civil engineering course. 2. Mechanical engineering course. 3. Mining and metallurgical engineering courses. 4. Railroad engineering course. 5. Electrical engineering course. 1. Experiment station. 2. Graduate courses. 3. Long agricultural course. 4. Middle agricultural course. 5. Short agricultural course. 6. Dairy course. 7. Farmers’ institutes. Graduate course. Pharmacy course. Superintendent of public instruction? President of university. . . . \Ex °^ici0' 2 members from the State at large. 1 member from each Congressional district, ap¬ pointed by the governor. The University of Wyoming embraces— I. Academic Department . II. College of Liberal Arts . III. Normal School. IV. Agricultural College. V. School of Mechanics and Manual Training. VI. School of Irrigation Engineering. VII. College of Mechanic Arts. It is governed by — Board of Trustees . — . ■< 2 years’ academie course. Sub-preparatory course. Business department. Classical course. Scientific course. Philosophical course. Literary course. President of university . Superintendent of public instruction 9 members appointed by the governor. ^ Ex officio. VII.— Denominational institutions. The majority of institutions for higher education in this country are at pres¬ ent carried on under the auspices of the several religious denominations. As stated before, the total number of institutions reporting to the Bureau in 1889-90 is 415, and of this number but 99 claim to be nonsectarian, leaving 316 that- are under the control of some religious sect. It must not, however, be inferred that the instruction in denominational institutions has a sectarian bias. On the con¬ trary a large number of them state particularly that their teaching is entirely unsectarian and that students will not be disturbed in their respective religious beliefs. These denominational institutions have been the pioneers of higher education in several States, and have, at least in the Western States, prepared the way for the establishment of good State institutions. This they have succeeded in doing, not by advocating the establishment of such institutions, but by creating and fostering a desire for knowledge and making the people of the several com¬ munities realize the value of a liberal education. This much accomplished, the establishment of a State university naturally followed, the funds having been provided by the land policy of the General Government in setting aside certain tracts of land for the purpose of founding institutions of learning. The proceeds arising from the sale of these lands are generally used in the establishment of new institutions in preference to giving the money to some one 788 EDUCATION REPORT, 1889-90. of the institutions already in operation. This is rendered necessary by reason of the denominational relations of nearly all institutions for higher education not under State control. To give public money to any one of these institutions would cause a great deal of jealousy and bitterness throughout the State. Again, if the money were distributed among the different institutions of the States a great deal of its effectiveness would be destroyed. Tnus it will be seen that the States have, as a rule, adopted the most feasible plan. The number of institutions under the control of the several religious denominations is as follows : Denomination of colleges and universities. Nonsectarian 99 BAPTIST. METHODIST. Methodist Episcopal - - 52 Methodist Episcopal South _ 16 African Methodist Episcopal.. 3 African Methodist Episcopal Zion _ 1 Methodist Protestant- . . 2 - 74 PRESBYTERIAN. Presbyterian _ 35 Cumberland Presbyterian _ 6 United Presbyterian - 6 Reformed Presbyterian - 1 Associate Reformed Presbyte¬ rian _ 1 Baptist _ 36 Free Baptist _ _ 6 Seventh-Day Baptist _ 2 l - - 44. Roman Catholic _ _ _ 51 Congregational _ 22 Christian _ _ 20 Lutheran _ 19 United Brethren _ 10 Protestant Episcopal _ 6 Reformed _ 6 Friends _ 6 U niversalist _ - _ 4 Evangelical Association _ 2 German Evangelical _ 1 Seventh-Day Adventist _ 1 New Church (Swedenborgian).:... 1 Total _ 415 VIII.— Organization of a number of leading universities. Having shown the organization of the State universities, an attempt is here made to present in a somewhat similar manner the organization of a number of other leading institutions for higher education in the United States. These institutions are well equipped not only with able professors and instructors, excellently chosen libraries, and scientific apparatus, but with valuable build¬ ings and large productive funds, both of which are necessary for effective work. Nearly all of the selected institutions provide for advanced work in graduate departments in addition to the regular undergraduate and professional courses. They are well supplied not only with endowed professorships, but also with fel¬ lowships and scholarships to assist students in obtaining an education. As will be observed, all the institutions with two exceptions are located in the extreme eastern section of the country, and among them are included the oldest institutions of the country. They are arranged in the order of their or¬ ganization. The number of professors and students in the several departments in 1889-90 is given. Name of institution. Number of pro¬ fessors and instructors. Number of students. Name of institution. Number of pro¬ fessors and instructors. Number of students. Male. Female. Male. Female. TTn.rvard University. _ 217 2,126 0 Yale University . 143 1,445 32 Harvard College 101 1,274 0 Yale College . . 46 736 0 Lawrence Scientific Sheffield Scientific School 29 69 0 School . 38 343 0 Bussey Institution . 5 3 0 Graduate Department .. 61 81 0 Graduate Deoartment .. 112 0 Theological Department 14 136 0 "Divinity School 9 36 0 Law Department . 24 111 0 Law School . 7 265 0 Medical Department .... 20 54 0 Medical School 55 310 0 School of Fine Arts _ 6 10 | 32 Dental School . 19 35 0 School of Veterinary College of New Jersey Medicine . 19 22 0 (Princeton) . 45 769 0 COLLEGES AND UNIVERSITIES. 789 Name of institution. College of New Jersey (Princeton) —Continued. Collegiate Department . . John C. Green School of Science . Graduate Department .. University of Pennsylvania. Collegiate Department.. Graduate Department .. Law Department . Medical Department _ Dental Department - Veterinary Department. Auxiliary Medical De¬ partment . Columbia College . Collegiate Department.. School of Mines . School of Political Sci¬ ence . Graduate Department .. Law Department . College of Physicians and Surgeons in the city of New York . Dartmouth College . Collegiate Department.. Chandler Scientific School . Thayer School of Civil Engineering . New Hampshire College of Agriculture and Mechanic Arts . Dartmouth Medical Col¬ lege . Columbian University . Collegiate Department.. Corcoran Scientific School . Law Department — _ Medical Department _ Dental Department . Preparatory Depart¬ ment . Number of pro¬ fessors and instructors. Number of students. Name of institution. Number of pro¬ fessors and instructors. Number of students. Male. Female. Male. Female. De Pauw University . 51 778 260 Collegiate Department.. 15 216 70 ) (542 0 Graduate Department _ 11 0 1 Theological Department 4 86 5 f 45 1 no 0 Law Department — _ 4 30 0 J 1 117 0 Preparatory Depart¬ ment . 16 216 120 ISO 1,550 44 Music Department . 18 75 148 67 443 36 Art Department . 2 15 30 27 47 7 Normal Department . 5 70 74 7 176 0 70 582 0 Cornell University . 104 1,143 186 Collegiate Department . > 100 $ 979 175 Graduate Department .$ l 73 11 7 26 i Law Department . 4 105 0 180 1,661 10 Boston University . . 118 672 256 38 269 10 1 College of Liberal Arts.. 22 115 177 37 231 0 Massachusetts Agricul¬ tural College . 14 133 0 11 98 0 School of All Sciences 70 0 (Graduate Dep a r t- 11 456 0 ment) . 50 76 24 School of Theology . 16 131 5 School of Law . . 29 171 8 95 619 0 School of Medicine . 38 62 40 School of Music . 16 9 >*• 47 417 0 19 256 • 0 Vanderbilt University . 63 637 0 in AJ. A Collegiate Department.. 23 112 0 1~> 1 vbx U Graduate Department... 8 0 o A A Engineering Depart¬ " ! D U ment . 21 . 49 0 Theological Department. 7 54 0 n 91 A Law Department . 4 £0 0 y 0 1 U Medical Department .... 18 279 0 Dental Department . 10 100 0 15 / 4 0 Pharmaceutical Depart¬ 46 586 32 ment . 7 15 0 8 41 13 Johns Hopkins University . 58 404 0 16 106 7 Collegiate Department.) 58 5 175 0 7 212 0 Graduate Department . ( { 229 0 15 117 11 10 10 1 Clark University a 10 ICO 0 Graduate Department.. (60) 1 0 a The organization of Clark University is fully explained on p. 790. IX.— Reorganization of Columbia College. One of the most significant occurrences of the year was the reorganization of Columbia College, New York. President Low, in his report for 1889-90, treats this subject very fully, and the following facts are taken therefrom. On the 6th of February, 1890, Columbia College in the city of New York, con¬ sisted of the School of Arts, the School of Law, the School of Mines, and the School of Political Science. In addition to these schools, which are under the direct control of the trustees of the college, the College of Physicians and Sur¬ geons had become the Medical Department of Columbia College. The president, however, and the board of trustees have no responsibility as towards the medi¬ cal department.1 Each of these schools, the School of Arts, the School of Law, the School of Mines, and the School of Political Science, had its own faculty, and each was ‘administered without any reference to the others, almost without any conscious¬ ness of the others. There were indeed students of one school taking some 1 This state of affairs has since been changed, and the medical department now enjoys the benefits of the reorganization of the university. 790 EDUCATION REPORT, 1889-90. studies in one or another of the other schools, but in order to do this they were obliged to matriculate and pay the fee of $5 in each school in which they studied. Seniors in the School of Arts were permitted to elect certain subjects in the other schools. In fact, the attitude of the institution towards the student was one of multiplied opportunities, but opportunities held more or less out of rela¬ tion to each other. What seemed especially to be needed, from the point of view of the student, was such a unification of the institution as would make its varied opportunities more available to those students whose equipment and capabilities justified them in desiring to study in more than one school. The graduate work also stood in need of organization. It had grown to con¬ siderable proportions, but depended too much upon individual professors. There was no general standard to which all must conform. “ For this purpose,” says President Low, “ it was necessary to secure a body which could, in effect, direct the graduate work where it concerned itself with more than one school and provide a common standard for all the schools. In¬ cidentally it was desirable, if possible, to place this work, in- its general phases, under the charge of faculties rather than of individuals.” A faculty of philosophy was formed to take charge of the advanced work in philosophy, philology, and letters. The central body or university council was then formed, based primarily on the four university faculties of law, mines, po¬ litical science, and philosophy, which between them comprise all the professors entitled to a seat in any faculty, and yet no professor sits in any more than one of them. The council was made to consist of twelve members, four of whom are men of ]etters, four of whom are men of science, and four of whom are men of law and political science. It was decided that every student should matriculate simply as a student of Columbia, paying but the one matriculation fee, and thereafter that the facili¬ ties offered by any faculty or by all should be open to him, subject, of course, to any necessary regulations. Thus at one stroke Columbia ceased to be divided into fragments, and took upon herself the aspect of a university, wherein each department was related to every other and every one strengthened all. The general control of the graduate work was also placed into the hands of the university council. “ The result,” says President Low, “ has been to secure a common basis of requirement for the degrees of master of arts and doctor of philosophy, under whatever university faculty they may be obtained, which common basis represents a combination, for the most part, of the best require¬ ments hitherto maintained in any quarter.” ‘■The most important result of the reorganization of the institution thus far attained in its bearing upon the college proper is seen in the enlarged option already given to the members of the senior class. By a unanimous vote of the faculty of the School of Arts, it was resolved that courses under any university faculty designated by such faculty as open to seniors should be accepted as op¬ tional courses for seniors in the School of Arts. This action, being referred by the trustees to the president and university council with power, was unani¬ mously indorsed by them. The senior year is thus made the point of contact between the college and the university. This arrangement, while it has the advantage of maintaining the dignity of the faculty of the college proper as a degree-granting faculty, has the other undoubted advantage of making the bachelor’s degree seem, not so much the end of a student’s course, as what it ought to be. merely an incident on the way to the true goal, the professional degree, or the degree of doctor of philosopy. While it in no way cheapens the bachelor’s degree, it does shorten by one year the time required for the college and professional course combined.” X.— New Institutions. Clark University , Worcester, Mass., was first opened for instruction, October 2, 1889. This institution was founded and endowed by Mr. Jonas G. Clark. Among the reasons given by Mr. Clark for choosing Worcester as the seat of the new foundation is the following: “ Because its location is central among the best colleges of the East, and by supplementing rather than duplicating their work, he hopes to advance all their interests and to secure their good will and active support, that, together, further steps may be taken in the development of superior education in New England.” The cornerstone of the main building was laid on October 22, 1887. The build¬ ing is plain, substantial and well appointed, 204 xll4 feet, four stories high, and five in the centre, with superior facilities for heating, lighting, and ventilation, and has been constructed of brick and granite, and finished throughout in oak. The chemical building, erected in 1888, is constructed throughout of brick. The COLLEGES AND UNIVERSITIES. 791 dimensions of the building- are 134.6 x 135 feet ; the main body of the building- is three stories, and the southwestern wing is two stories high. Another de¬ partment building is in course of erection. On April 3, 1888, Dr. G. Stanley Hall, then professor of psychology at Johns Hopkins University, was invited to the presidency. The official letter convey¬ ing this invitation contained the following expression, showing the liberal spirit animating the trustees and their confidence in the man whom they wished to honor : “ They desire to impose on you no trammels; they have no friends for whom they wish to provide at the expense of the interests of the institution: no pet theories to press upon you in derogation of your judgment; no sectarian tests to apply; no guarantees to require, save such as arc implied by your ac¬ ceptance of this trust. Their single desire is to fit men for the highest duties of life, and to that end, that this institution, in whatever branches of sound learning it may find itself engaged, may be a leader and a light.” Having accepted this invitation, Dr. Hall was granted a year's leave of absence with full pay in order to inspect universities in Europe. During this year he visited every European country but Portugal, conferring with ministers of education, heads of universities, and leading scientific men. As a result of his investigations Dr. Hall, in his first annual report to the board of trustees, thus defines the work of Clark University : “1. It must be of the highest and most advanced grade, with special promi¬ nence given to original research. This our country chiefly lacks and needs for both its material and educational welfare. This is in the current of all the best tendencies in the best lands, and is the ideal to-day of, I believe, about every scientific man, who is able and in earnest, throughout the world. For this our location offers the rarest opportunities and inducements yet possible in this country. “2. We must not attempt at once to cover the entire field of human knowledge, but must elect a group of related departments of fundamental importance, and concentrate all our care to make these the best possible. Each science has be¬ come so vast and manifold that it is impossible to cultivate the frontier of all at a single university. This is more and more recognized abroad, and is still more true under our American system of private endowment than on the European plan, with a national treasury to draw from. If coming universities, instead of imitating, would supplement others, will elect each its group of studies, all the gain in economy and effectiveness which skilled labor has over unskilled will be secured in the field of highest education. “3. For our group we chose at first five fundamental and related sciences. Work in science can be quickest organized. Great libraries and museums, and everything else that only age can bring, can be dispensed with at first, and a complete outfit of the best apparatus and of all needed books can be gathered in a short time. Again, this is a practical country, and its industries are sure to depend more and more on the progress of science. So far, we have utilized science with extraordinary ingenuity in our inventions, but have done compara¬ tively little to create or advance it. We desire to make a patriotic endeavor to develop American discoverers as well as inventors. Finally, and above all, science, with its modern methods, has become an unsurpassed school of discip¬ line, culture, and reverence. u 4. We must seek the most talented and best-trained young men. We must not exploit them for the glory of the institution, work them in a machine, nor retard their advancement, but we must give them every needed opportunity and incentive. Their salaries must be among the very best in the country ; yet we must not ask them to spend their best energies in teaching and earning tuition fees for the mii versify, and must leave open all possibilities, should such prob¬ lems as individual fees, a periodic year in Europe, etc., arise later. We must give to those who know how to value it such facilities as we are able, that they may work for science and for themselves, requiring in return only a limited amount of mutual instruction, special and advanced enough to aid rather than divert from research (and no one is so eager and so able to teach the few fit as a discoverer), and careful conformity to a few obvious regulations.” The five sciences selected by the university are mathematics, physics, chem¬ istry, biology, including anatomy ‘and physiology, and psychology, including neurology, anthropology, criminology, and history of philosophy. In addition to these, modern languages are taught in a way to meet the practical needs of studentsin these departments. The policy of the institution is, first, to strengthen the departments already established, and then proceed to the establishment of thos ■ which arc scientifically most closely related to the established depart¬ ments. 792 EDUCATION REPORT, 1889-80. According to the register for 1839-90, no clearly marked lines exist between instructors and students. Fellows and scholars who have attained some degree of mastery in a special line of work give brief special courses, which are often attended by professors. This is a stimulus to the student, and both tests and exhibits his powers in teaching. The total number of professors and students during the first session of the institution was 60, selected in part only from about 900 applicants for various positions. The number selected included grad¬ uates from forty-eight different universities and colleges. Only graduate stu¬ dents, or those of equivalent attainments, are admitted, unless in rare and special cases. The tuition fee is $200 per annum. The University of the Northwest , Sioux City , Iowa, was opened for instruction in September, 1890. It is located at Morningside, a suburb of Sioux City, and is reached by the elevated railway. The institution is under the fostering care of the Methodist Episcopal Church, but is free from sectarianism, and will be con¬ ducted on broad Christian principles. The following departments have been established: Preparatory department ; college of liberal arts; college of com¬ merce ; college of didactics ; college of law ; conservatory of music, and college of medicine. The college of medicine will be opened in September, 1891. Lake Charles College, incorporated under the Louisiana statutes, June 22, 1887, is located at Lake Charles, in southwestern Louisiana. The college, prepara¬ tory and academic departments were opened for instruction, October 1, 1890. The institution is open to both sexes. The home life of the college is after the ‘‘cottage plan,” and separate cottages are provided for young ladies and gentle¬ men, each accommodating about thirty students. Each cottage is under the care of a matron. Parker College, Winnebago City , Minn., was founded by the Free Baptists, and was first opened for instruction in September, 1888. The college has $100,000 worth of property, $65,000 of which is productive endowment. Cotner University, Lincoln, Nebr.,w&s first opened for instruction in 1889, under the name of Christian University, 'which was changed to its present name on the 1st of June, 1890. This institution was established by the Christian Church of Nebraska, and is under the presidency of David R. Dungan, A. M. The courses already established are collegiate preparatory, normal preparatory, special Biblical, and medical. Other courses will be established when needed. Black Hills College, Hot Springs, S. Dak., was founded by the Black Hills Mis¬ sion of the Methodist Episcopal Church, and opened for instruction on Thurs¬ day, September 11, 1890. The college building is constructed of gray sandstone. It is 54 feet wide, 74 feet long, and three stories high. The recitation halls are large, commodious, and well lighted. The campus is agently rolled tract of land comprising 20 acres situated in the very center of the town. University of Chicago, Chicago, III. — One of the most generous benefactors to the cause of education is Mr. John D. Rockefeller, a prominent member of the Baptist church. When the Board of American Baptist Education Society, in May, 1889, decided to establish a well-equipped college in the city of Chicago, Mr. Rockefeller made a subscription of $600,000 towards the purpose, which sum was increased during the succeeding year by about $600,000 more in subscrip¬ tions, representing more than two thousand persons. Three months after the completion of this subscription, Mr. Rockefeller made an additional proffer of $1,000,000. The following are the formal terms in which these subscriptions were made : May 15, 1889. Rev. Fred. T. Gates, Corresponding Secretary American Baptist Education Society: My Dear Sir : I will contribute $600,000 toward an endowment fund for a col¬ lege to be established at Chicago, the income only of which maybe used for cur¬ rent expenses, but not for land, buildings, or repairs, providing $400,000 more is pledged by good and responsible parties, satisfactory to the Board of the Ameri¬ can Baptist Education Society and myself, on or before June 1, 1890, said $400,- 000, or as much of it as shall be required, to be used for the purpose of purchas¬ ing land and erecting buildings, the remainder of the same to be added to the above $600,000 as endowment. I will pay the same to the American Baptist Education Society in five years, beginning within ninety days after completion of the subscription as above and pay 5 per cent each ninety days thereafter until all is paid; providing not less than a proportionate amount is so paid by the other subscribers to the $400,000; otherwise this pledge to be null and void. Yours, very truly, Jno. D. Rockefeller. COLLEGES AND UNIVERSITIES. 793 Cleveland, Ohio, September 16, 1890 . To the Board of Trustees of the University of Chicago: Gentlemen: I will contribute $1,000,000 to the University of Chicago, as follows: Eight hundred thousand dollars, the income only of which shall be used for nonprofessional graduate instruction and fellowships, and not for land, build¬ ings, or repairs. One hundred thousand dollars, the income only of which shall be used for theological instruction in the divinity school of said University, and not for land, buildings, or repairs. One hundred thousand dollars for the construction of buildings for said di¬ vinity school. I will pay the same to the said University in seven years, beginning October 1, 1890, and pay one twenty-eighth each three months thereafter in cash or ap¬ proved securities at a fair market value, until the whole is paid, it being under¬ stood that a certain pledge made July 15, 1890, for $56,500 to the Baptist Union Theological Seminary of Chicago shall be included in the above $1,000,000; and also that the said seminary is to become an organic part of the said University; and also that the transfer of said seminary to the grounds of the University of Chicago shall be made within two years from this date; and also that a thor¬ oughly well-equipped academy shall be established in the buildings hitherto occupied by the said seminary on or before October 1, 1892. Yours truly, John D. Rockefeller. The institution was chartered September 10, 1890, as the University of Chi cago, and the management of the corporation is vested in a board of twenty-one trustees. The qualifications of the trustees and of the president of the Univer¬ sity are thus set forth in the application for the charter : ‘ 4 At all times two- thirds of the trustees and also the president of the University and of its said college shall be members of regular Baptist churches — that is to say, members of churches of that denomination of Protestant Christians now usually known and recognized under the name of the regular Baptist denomina¬ tion ; and as contributions of money and property have been and are being so¬ licited, and have been and are being made, upon the conditions last named, this charter shall not be amended or changed at any time hereafter so as to abrogate or modify the qualifications of two-thirds of the trustees and the president above mentioned, but in this particular this charter shall be forever unalterable. “No other religious test or particular religious profession shall ever be held as a requisite for election to said board, or for admission to said University, or to any department belonging thereto, or which shall be under the supervision or control of this corporation, or for election to any professorship, or any place of honor or emolument in said corporation, or any of its departments or institu¬ tions of learning.’' The site of the University consists of three blocks of ground lying between the two South Parks of Chicago, and fronting on the Midway Plaisance, which is a park connecting the other two. One-half of this site was given by Marshall Field, of Chicago, and the other half was purchased at a cost of $132,500. William R. Harper, Ph. D., professor of the Semitic languages and Woolsey professor of Biblical literature in Yale University, was elected to the presidency at the first meeting of the board. He has decided to accept the position to which he was elected by the unanimous vote of the board. The work of the University will probably be begun in October, 1892, and is thus set forth in Official Bulletin No. 1, published by the trustees : The work of the University shall be arranged under three general divisions, viz., The University Proper," The University-Extension Work, The University Publication Work. 1. The University Proper will include— (1) Academies: The first academy of the University will be established, in ac¬ cordance with the terms of the gift of Mr. John D. Rockefeller, at Morgan Park, Ill. Others will be organized or affiliated as rapidly as favorable opportunities are presented. (2) Colleges: Of these there will be organized — (а) The College of Liberal Arts, in which the curriculum will be arranged with a view to the degree of-B. A. (б) The College of Science, in which the curriculum will be arranged with a view to the degree of B. S. 794 EDUCATION REPORT, 1889-90. (c) The College of Literature, in which the curriculum will bo arranged with special view to the study of Modern Languages and Literature, History, etc., with a view, likewise, to the degree of B. S. ( d ) The College of Practical Arts, in which the curriculum will be arranged with greater reference, than in the other Colleges, to the practical departments of business and of professional life, with a view to the degree of B. S. (3) Affiliated colleges: The character of affiliation will be determined by exist¬ ing circumstances in particular cases. (4) Schools: Of these, there will be organized — (а) The Graduate School, which will include all graduate work of a nonpro¬ fessional character. (б) The Divinity School, which will include the curriculum of study ordinarily presented by Divinity Schools. As soon as the funds of the University permit, there will also be established — (c) The Law School. (d) The Medical School. (e) The School of Engineering, which will include civil, mechanical, and elec¬ trical engineering. (/) The School of Pedagogy. (g) The School of Fine Art. (h) The School of Music. 2. The University Extension Work, which will include— (1) Regular courses of lectures , delivered in and about the city of Chicago, in accordance with the best developed plans of University Extension. (2) Evening courses in college and university subjects, in and about the city of Chicago, for men and women whose daily occupation will not permit them to take advantage of the regular college and university courses. (3) Correspondence courses in college and university subjects for students resid¬ ing in all parts of the country whose circumstances do not permit them to reside at an institution of learning during all of the year. (4) Special courses in a scientific study of the Bible in its original languages and in its translations, to be conducted by University instructors at the Univer¬ sity at times which shall not conflict with University work. (5) Library Extension , in connection with the preceding forms of University Extension work. 3. The University Publication Work, which will include— (1) The printing and publishing of University bulletins, catalogues, and other official documents. (2) The printing and publishing of special papers, journals, or reviews of a scientific character, prepared or edited by instructors in the various departments of the University. (3) The printing and publishing of books prepared or edited by University in¬ structors. (4) The collecting, by way of exchange, of papers, journals, reviews, and books similar to those published by the University. (5) The purchase and sale of books for students, professors, and the University library. The" general regulations published by this institution will undoubtedly attract considerable attention on account of the many new features that will be intro¬ duced. Instead of the customary three months’ suspension of work during the summer, the year is divided, for the purpose of instruction, into four quarters, beginning on the 1st day of October, January, April, and July, and continuing twelve weeks each, thus leaving a week between the end of one quarter and the beginning of the next. Each quarter is divided into two terms of six weeks each. Students will be allowed to take as vacation any one of the four quarters, or two terms of six weeks in different parts of the year. By attending four quarters per year, students will be able to complete the course in three years. The courses of instruction will be classified as majors and minors. The major will call for 10 to 12 hours of class-room work each week, the minor for 4 to 6 hours. All courses are to continue six weeks, but the same subject may be continued through two or more successive terms either as a major or a minor. The regulations regarding the teaching body will be fully appreciated by the members thereof. Each resident professor or teacher shall lecture thirty-six weeks of the year, 10 to 12 hours a week, and no instructor shall be required to lecture more than this amount. For any time that he may teach in addition to the three-quarters required, he shall receive either an extra two-thirds pro rata salary or an extra full pro rata vacation. A teacher who has taught three COLLEGES AND UNIVERSITIES. 795 years of 48 weeks each, or six years of 42 weeks each, will thus be entitled to a year’s vacation on full salary . XI.— New buildings during 1889-90. Selma University, Selma, Ala. — A four-story brick building for dormitory and school purposes. University of California , Berkeley, Cal.— A large and commodious building, costing $60,000, to be used as a chemical laboratory. Napa College, Napa, Cal. — An astronomical observatory, equipped with an eight-inch equatorial telescope. Hesperian College , Woodland, Cal., has sold its building and erected a new one one-half mile from the old site. The new building consists of three stories ; the first is set apart for a boarding department: the second consists of the chapel and recitation rooms, while the third is used for societies, art department, laboratory, and library. University of Colorado, Boulder, Colo. — Woodbury Hall is a dew dormitory for male academic students, with accommodations for 48 young men. Yale University, New Haven, Conn. — Osborn Hall, used as recitation rooms for the academical department , was erected in 1889 at a cost of nearly $200,000. Chit¬ tenden Library was erected in 1890. Mercer University. Macon, Ga., has in process of erection a large building of brick and stone, three stories high, 102 by 155 feet, to cost about $25,000. It will contain a library room, a chapel, and several recitation rooms. University of Illinois, Champaign, Ill., reports the erection of a new military building, 100 by 150 feet, in one grand hall for drill purposes and large audionces upon special occasions. The cost of the building is $15,000. German- English College, Galena. Ill., will be removed in the fall of 1891 tQ Charles City, Iowa, where new buildings are in course of construction. The city gives to the college $30,000 cash, a campus, and the use of city water for ten years. Illinois College, Jacksonville, Ill., will erect during 1891 a new gymnasium to cost $10,000, which will be equipped with apparatus, etc., costing $2,000. Northicestem College, Naperville, Ill., has erected a new building, 71 by 41 feet, which provides, among other accommodations, a limited number of rooms for lady students. Indiana University, Bloomington, Ind., reports the completion of library hall, 140 by 75 feet. The cential part of the building is occupied by the book stacks. The ends of the building are two stories high and contain rooms used for vari¬ ous library purposes, seminary rooms, etc. Wabash College, Crawfordsville, Ind. — Yandes Hall, the new library building, is expected to be completed in June, 1891. It is fireproof and built in the form of a cross, extending 110 feet east and west, 90 feet north and south, and is two stories high. Hanover College, Hanover, Ind., reports the completion of an astronomical observatory. It consists of a central building two stories high with wings on the east and west sides. The telescope, which is on the second story of the central building, is a 74 inch. A good transit instrument is placed in the eastern wing, while the -western wing is occupied by a Howard astronomical clock. Butler University, Irvington, Ind. — A building for the preparatory department was erected in 1890 at a cost of $20,000. An astronomical observatory has also been completed and equipped. Earlham College , Richmond, Ind., has completed the erection of a wooden structure, 60 by 40 feet, to be used as a gymnasium. It is well furnished with modern apparatus, and is under the charge of a director. Luther College , Decorah, Iowa. — The main building (170 by 52 feet, four stories be¬ sides basement) was destroyed by fire May 19, 1889. A new building reared on the foundation of the old, and of the same dimensions, was dedicated and occu¬ pied on October 14, 1890. Drake University , Des Moines, Towa. reports that the Alumni Science Hall, a new brick building 60 by SO feet, is being erected. It is three stories in h- ight besides the basement, and will be occupied by laboratories, museum, gymnasium, etc. Lenox College, Hopkinton, Iowa, has erected Clarke Memorial Hall at a cost of $8,000. It is to be used as a boarding hall for young ladies. An astronomical observatory has also been erected. 796 EDUCATION REPORT, 1889-90. Two buildings were erected by Simpson College , Indianola, Iowa, during 1889 and 1890. Science Hall contains the laboratory, museum, study and recitation rooms, and music and art rooms, while Ladies’ Hall affords facilities for accom¬ modating young ladies with rooms and board. The State University of Iowa, Iowa City, will soon have two new buildings upon its campus. The twenty- third general assembly appropriated $50,000 for a build¬ ing to be used as a chemical laboratory. It was begun in August, 1890, and will be ready for occupancy in September, 1891. The sum of $35,000 has been sub¬ scribed for a new building for the Christian associations. It will contain a large assembly hall, gymnasium, reading rooms, and bath rooms, and will be completed by September, 1891. Iowa Wesleyan University , Mount Pleasant, Iowa, has in course of erection a new Chapel and Science Hall. The building will be 102 by 95 feet and will be used as chapel, laboratories, recitation rooms, professors’ rooms, etc. The main building of Western College, Toledo, Iowa, was destroyed by fire De¬ cember 26, 1889. A new building much superior to that destroyed is now fin¬ ished and occupied. Washburn College, Topeka, Kans., reports the erection, at a cost of $37,000, of a new chapel building, of stone, 112 by 90 feet. Besides the audience room the building affords nine recitation rooms and a Y. M. C. A. room. Johns Hopkins University , Baltimore, Md., reports the construction of a hall for the uses of the Y. M. C. A. The building is the gift of Mr. Eugene Lever¬ ing, of Baltimore, and contains a large reading room, a room for devotional serv¬ ices, a committee room, an office for the dean, and a large assembly room where 429 persons may be seated. Harvard University, Cambridge, Mass., has erected a substantial brick athletic building for the use of members of the principal teams and of other students. It has a floor area of 7,848 square feet and was the gift of Henry A. Carey, who gave $36,000 for its erection. University of Michigan , Ann Arbor, Mich. — The State legislature and the city Of Ann Arbor together appropriated the sum of $75,000 for the erection of a hos¬ pital building, which will greatly increase the facilities for clinical instruction. Olivet College, Olivet, Mich., reports the erection of Barrage Hall and Adelphic Hall. The former, which is used as a library, is 110 by 52 feet and has a capac¬ ity of 100,000 volumes. Adelphic Hall, which is the home of the Adelphic So¬ ciety, contains an auditorium, reception rooms, cloak rooms, library, committee rooms, and janitor's room. University of Minnesota, Minneapolis, Minn. — Pillsbury Hall and Museum, the gift of Hon. J. S. Pillsbury, is used for instruction in science and for a museum. It is 245 feet in length and is built of stone. The Chemical and Physical Labora¬ tory is built of Roman brick with red sandstone basement, 192 feet front, and furnishes accommodations to the departments of physics and chemistry. The Law building, 80 feet front, built of pressed brick with red sandstone trimmings, was finished in 1889. It contains a large room for library, a large lecture room, four smaller lecture and recitation rooms, and offices for the dean and professors. The University of Mississippi reports the erection of a library building con¬ taining four large rooms and constructed on the modern style of architecture. JBellevue College, Bellevue, Nebr., now furnishes boarding facilities for young ladies. Elwina Hall, a four-story building containing a dining room, kitchen, laundry, housekeeper’s rooms, library, reception room, halls, and twenty-two rooms for young ladies was erected during 1889-90. The College of New Jersey, Princeton, N. J., reports the erection of Albert B. Dod Hall to be used as a dormitory, of the magnetic Observatory and of a dynamo building. A number of other buildings have been contracted for or are in course of erection. Colgate University , Hamilton, N. Y., reports the erection in 1889 of a new library building. No particulars are given. Cornell University, Ithaca, N. Y., reports the completion of Morse Hall. This building, which is for the exclusive use of the chemical department, is built of brick and is nearly fire-proof. It is 180 by 70 feet, with high basement and two stories, and contains forty rooms besides a large sub-basement. Additions have also been made to Sibley College. Syracuse University, Syracuse, N. Y., has erected two fine buildings during 1889. The Library Building, erected at a cost of $40,000, is of limestone and Trenton brick with terra-cotta trimmings. It has abundant room for library appliances and shelving in the stack room for 135,000 volumes. The John Crouse Memorial College Edifice, built and furnished by the late Mr. John Crouse, and his son Mr. D. Edgar Crouse, is of Long Meadow red sandstone, with granite COLLEGES AND UNIVERSITIES. 797 foundations. It is four stories high, 162 by 190 feet. The amount expended upon the structure was $450,000. Mount Union College , Alliance, Ohio, reports the erection of the Morgan Gym¬ nasium at a cost of $10,000. It is 50 by 80 feet and built of brick. The base¬ ment contains bath rooms, lockers, bowling alley , and base ball cage. The main floor is devoted to gymnastic performances of all kinds,. while in the second story there is a roomy, running gallery. Calvin College , Cleveland, Ohio, has acquired and equipped Pestalozzi Hall, a large new building for the preparatory department. Ohio State University , Columbus, Ohio. — The Electrical Laboratory, a two-story brick building, 75 by 45 feet, was erected in 1889. The first floor contains the engine and dynamo room, office, and washroom. On the second floor are a lec¬ ture room, a photometric room, a library room, and three measurement rooms. The building and its outfit are valued at $16,000. The Chemical Building was completed in 1890, and is occupied by the departments of general chemistry, agricultural chemistry, mining and metallurgy, and pharmacy. It is a two- story and basement brick building, 179 by 132 feet. The building and contents cost about $62,000. The University of Oregon , Eugene, Oregon, erected a new building to be used as a gymnasium. It is built of brick and cost $4,500. Pennsylvania College , Gettysburg, Pa. — The Recitation Hall, completed in 1889, contains on the first floor, library room and office, president's office, reception and recitation rooms. The second floor has recitation rooms. The third floor contains a museum room, mineralogical laboratory, infirmary, and two society halls, while the basement is designed for a physical laboratory. Brua Memorial Chapel was erected in 1889-90, and is used for morning chapel service, commence¬ ment exercises, lectures, and other occasions requiring a large audience room. Bucknell University , Lewisburg, Pa., reports the erection of two new buildings. Bucknell Laboratory is 43 by 86 feet and has two stories above the basement. On the first story are a lecture room and a working room for individual work in chemical analysis ; the second floor contains a lecture room and one room each for quantitative and qualitative analysis; the basement has a dark room for photom¬ etry, a room for applied chemistry, another for electricity, and a fireproof room. The Tustin Gymnasium is built of brick and stone, and contains, in the basement rooms for lockers, wardrobes, dressing rooms, shower baths, furnaces, and coal. The second story rises 22 feet from the main floor to the square and is open to the roof. At the height of 12 feet a running track gallery, 6 feet wide, surrounds the room. The University of Pennsylvania, Philadelphia, Pa., reports the erection of a large library building. The storage capacity is for 350,000 volumes, but the book stack admits of indefinite extension. The building is fireproof, and the plans for the erection of it were subjected to severe criticism and were widely altered in many respects before final adoption. The Young Men's Christian Association of the University of Tennessee has erected a handsome separate building for the association. The building is a substantial structure of pressed brick and stone, covered with slate, and was planned with special reference to its uses. The building affords ample facilities for physical culture and is equipped with a complete set of standard gymnastic apparatus. Carson and Newman College , Mossy Creek, Tenn., reports the erection, in 1890, of a college building costing $20,000. Fisk University, Nashville, Tenn., reports the erection of a gymnasium and workshop. The gymnasium is furnished with apparatus both for the young men and for the young women. University of Texas , Austin, Tex. — Brackenridge Hall, to be used as a club house, was erected in 1890 at a cost of $16,000. It is a hall for students, contain¬ ing lodging rooms and a restaurant. The building is of brick, trimmed with stone, and is four stories high. Besides the large dining room, kitchen, etc., the building contains twenty-four rooms, each 22 by 15 feet. The erection of the central building in 1889 at a cost of $75,000 is hlso reported. The University of Vermont , Burlington, Vt.. reports the completion of the Billings Library at a cost of $153,000. The building has a shelving capacity of 100,000 volumes and contains the general library of the university and the special collections. Three new houses for professors were erected in 18S9-90 at a cost of $12,000 each. liandolph-Macon College, Ashland, Va., has erected a new Science Hall costing $10,000, to be used for lecture rooms and laboratories for practical work in physics and biology. 798 EDUCATION REPORT, 1889-90. Three building's were erected in 1889 by Emory and Henry College , Emory, Va. The William Morrow Science Hall contains a chemical lecture room, chem¬ ical laboratory, physical lecture room, cabinet of minerals and fossils, appara¬ tus room, room for chemical calculus, etc. The Sam W. Small Gymnasium is a large octagonal building constructed with reference to a double use, viz, during the session, for bodily exercise, and at the close, as a public auditorium. Its seating capacity is about 1,600. Byars House is the college boarding house and hotel. Students are not allowed to room in this building, as the rooms are kept for hotel purposes. The third floor of the building is occupied by two society halls. Washington and Lee University , Lexington, Va., reports the erection of a gym¬ nasium. No particulars are given. West Virginia University , Morgantown, W. Va., reports the erection of a new hall to be used as an armory, gymnasium, and commencement hall. Beloit College, Beloit, Wis., reports the completion of Scoville Hall at a cost of $25,000. This building is for the use of the preparatory department. MISCELLANEOUS NOTES. The College of St. Augustine , Benicia, Cal., reports that it was suspended during 1889-90 on account of the murder of the vice-president of the college by two stu¬ dents who were refused their diplomas, having been found deficient in mathe¬ matics. Wesleyan University , Middletown, Conn., reports the organization of a depart¬ ment of English language. Moore's Bill College , Moore's Hill, Ind., established a normal school simultane¬ ously with the abolishment of the De Pauw Normal School. Kentucky University , Lexington, Ky., was opened to women in 1889. The pres¬ ident says that coeducation has proved a success with them. Kentucky Classical and Business College , North Middletown, Ky. — The build¬ ing with its contents was burned in November, 1889, and will not be rebuilt at present. Kentucky Wesleyan College has been removed from Millersburg to Winchester, where new buildings have been erected. The trustees of the University of Mississippi have decided to establish a depart¬ ment of pedagogy. Trinity College, North Carolina. — In March, 1890, Mr. Washington Duke, of Durham, N. C., offered to give $85,000 to the college in building and endowment, and Mr. J. S. Carr agreed to donate a magnificent tract of 63! acres of land lying on the west of Durham as a site on condition of the removal of the college' to that city. These offers were promptly accepted and buildings are now in course of erection. The main building to cost $50,000 will be three stories high and will have a main front of 200 feet long and 50 feet wide, with two end wings, extending 50 feet back. This building contains 60 dormitories, each consisting of a bedroom and study, 12 lecture rooms and offices, laboratories for the use of the professors, apartments for assistants and employes, and a basement under the entire building. The technological building contains separate apartments for the manual training school, the schools of civil, mechanical, and electrical engineering, two laboratories, two lecture rooms, a carpenter shop, machine shop, and a blue print and photographer’s room. The Dining Hall and Chapel contains on the first floor, a dining hall with a capacity of 200 seats, and the sec¬ ond floor a chapel with a capacity of 500. The gymnasium is 80 by 40 feet, and will be furnished with good gymnastic appliances. In addition to the foregoing buildings there have been erected a laundry building and seven residences for the faculty and officers. « V CHAPTER VI. LENGTH OF COLLEGE CURRICULUM. Introduction— Reduction of Course Recommended in the Interest of Medical Students— Average Age of Freshmen— Increased Requirements for Graduation ( Course of Study in Yale, 1824- :5 and 1890-1891)— Average Age of Freshmen at Harvard— Method of Computing Average Age at Har¬ vard-Remarks and Opinions of Prominent Educators: President Eliot ana the Action of the Har¬ vard Faculty— Ex- President Andrew D. White, of Cornell— President Gilman , of John Hopkins— Action of Columbia College— President Adams, of Cornell — President Ang ell, of University of Michi¬ gan— President Hyde, of Bowdoin— President Capen, of Tufts— President Warren, of Boston Uni¬ versity-President Andrews, of Brown University— Mr. George L. Fox, of Hopkins Grammar School— Prof . Tracy Peck, of Yale— Significance of the A. B. degree. INTRODUCTION. The subject of higher education has been so ably discussed and set forth dur¬ ing late years by the leading college men of the country that it will be profitable to reproduce here some of their remarks. Prominent among the subjects which have engaged attention is that of short¬ ening the time required to complete the college course. The proposition took practical shape in the attempt made by the faculty of Harvard College to reduce the time required for obtaining the A. B. degree. This attempt was made in the interest of those students who, after completing a college course take a full four years' course in medicine. By the method now in practice the average age at graduation of such students, according to President Eliot, is between 2d and 27 years. That this is an evil and that something ought to be done to remedy it is generally admitted: but considerable opposition has been developed to the propositions advanced with this end in view, more espe¬ cially by the smaller colleges of the country. To these institutions the abridg¬ ment of the course would mean, for some time at least, a diminished attendance and consequently a diminished income from tuition fees, while to replace this loss a larger increa-e in the productive funds of the colleges would be required than there is any reasonable hope of obtaining. The Harvard plan of shortening the course is given farther on. Another and less radical measure looking to the accomplishment of the same purpose as the shortening of the college course has been proposed. This plan allows seniors to elect the first year studies of the professional department which they propose to enter ; but this plan, it is evident, can be adopted only by those institutions which have professional departments in close proximity to the college. Age of freshmen. — Before giving the views of college presidents on this sub¬ ject it may be well to consider the age of college students. An inquiry on this subject was addressed by this Office to tlic colleges and universities of this coun¬ try, 220 of which have returned fairly satisfactory answers. The inquiry was worded as follows : “ How does the average age of the members of the freshman class in your institution compare with the average age ten years ago ? ” Of the 220 institutions replying, 102 reported the average age as being the same as ten years ago; 65 reported a lower average, and 53 a higher average. Of the 65 institutions in the second category 52 give the age as “slightly lower, " or “ less than one year ; ” 9 report it as being between one and two years lower, and 4 report it as between two and three years lower. Of the 53 that report the age as higher, 36 say it is slightly or less than one year higher, 12 report it as being between one and two years higher, and 5 report it as between two and three years higher. But we must not lose sight of the fact that in a large number of these institutions the requirements for admission have been raised considerably 799 800 EDUCATION REPORT, 1889-90. during the last ten years, which would naturally have a tendency to raise the age at admission, provided no improvement had been made at the same time in the secondary schools preparing for the colleges. Of the 220 institutions an¬ swering the inquiry as to the age of their students, 81 say that the requirements for admission have been raised : and of these 81 institutions the standard of 54 has been raised without increasing the age ; in fact, 23 of these 54 institutions say that the age- is lower than ten years ago. The requirements for admission have been raised in 27 of the 53 institutions that report the age as having in¬ creased, and it may be well to note the fact that of the 12 institutions in the North Atlantic Division reporting an increased age, 10 show an increase in the require¬ ments for admission. The foregoing information, summarized by States, is given in the following table. Average age of freshmen as compared with the average age ten years ago. States. Num¬ ber of schools report- Number reporting the age as— Number in which the requirements for admission have been raised, and reporting the age as— ing. Same. Lower. Higher. Same. Lower. Higher. 220 102 65 53 31 23 27 41 22 7 12 9 3 10 South Atlantic Division _ 36 14 9 13 -3 1 5 South Central Division . 36 15 11 10 2 4 North Central Division _ _ 94 42 35 17 13 18 8 Western Division _ 13 9 3 1 4 A 1 a.ha.m a, _ _ _ _ 3 I 1 1 1 1 i 1 Arlra.nsa.s _ _ _ _ _ _ 2 2 fln.lifnrnia. _ 4 2 1 1 Colorado 2 1 1 Connecticut 3 1 2 2 Dpi a.wa.ro _ _ . _ _ 1 1 District of Columbia 2 2 1 C-porgia, - _ _ 7 1 3 3 i Illinois _ 21* 13 5 3 6 1 i Tnrlia.n^. _ _ 8 1 4 3 3 i Iowa . . - . - . 11 3 6 2 1 6 2 Kansas 3 1 1 1 TCftnt.np.lry - _ __ _ _ 7 1 3 3 1 2 I, mil Qian a. _ _ _ 4 1 2 1 I Maine 3 2 1 1 ]M aryl and 6 2 3 1 Massachusetts 4 1 3 TVfir'h i crn.Ti 5 2 3 l Minresota 4 1 3 l vr ississipni 3 2 1 Missouri _ _ 13 5 6 2 1 l 2 ■NTfthraslra - - ___ _ 2 1 1 l i Nevada 1 1 1 New York . . - _ 15 9 1 5 3 l 3 North Carolina _ 7 2 2 3 l 1 Ohio. . . . Oregon 21 4 12 3 6 1 3 3 2 4 1 Pennsylvania . . 14 7 2 5 1 4 2 5 South Carolina 7 3 4 1 2 Tennessee _ 15 8 3 4 1 1 Texas 2 2 V ermont 2 2 1 Virginia 5 2 1 2 1 VT ashington 2 2 1 West Virginia 1 1 1 isconsin 6 4 2 2 1 1 LENGTH OF COLLEGE CURRICULUM. 801 Increased requirements for graduation. — A comparison of the following" courses of study in Yale College for the years 1824-25 and 1890-91 will give some idea of the increased requirements for graduation in this country. 1824-25. FRESHMAN CLASS. First term. — Livy, two books; Adams’ Roman Antiquities; Webber's Arithmetic reviewed; Day s Algebra begun. Second term.— Livy continued through five books; Graeca Majora; Xenophon’s Cyropaodia and Anabasis; Day’s Algebra finished. Third term.— Graeca Majora, Herodotus, Thucydides, Lysias, and Isocrates; Morse’s Geography; Minay's Grammar. SOPHOMORE CLASS. First term— Horace, Odes and Satires; Graeca Majora. Demosthenes, and Xenophon's Memorabilia; Playfair’s Euclid, six books. Second term.— Euclid finished and reviewed; Horace finished and reviewed ; Graeca Majora, Plato, and Aristotle; Day's Mathematics; Plane Trigonometry; Nature and Use of Logarithms; Mensuration of Superficies and Solids, and Isoperimetry. Third term. — Graeca Majora, Vol. I finished; Cicero de Offlciis, de Senectute, and de Ami- citia; Day's Mathematics, Mensuration of sophomore class— continued. Heights and Distances, Navigation and Sur¬ veying; Dutton’s Conic Sections and Spheri¬ cal Geometry; Jamieson’s Rhetoric. JUNIOR CLASS. First term— Cicero de Oratore; Homer’s Iliad, Robinson’s; Dutton’s Spherical Trigo¬ nometry; Enfield's Philosophy, four books. Second term— Tacitus; The History de Mori- bus Germanorum and Agricola; Graeca Ma¬ jora, Vol. ii ; Sophocles and Euripides; En¬ field's Philosophy finished and reviewed. Third term— Enfield’s Astronomy; Lytter’s History; Vince’s Fluxions; Graeca Majora, Vol. ii continued, or Hebrew. SENIOR CLASS. First term.— Blair’s Rhetoric; Hedge’s Logic; Locke’s Essays. Second term.— Paley’s Natural Theology; Stewart's Philosophy of the Mind. Third term.— Paley’s Moral Philosophy; Paley’s Evidences of Christianity. 1890-01. FRESHMAN CLASS. Greek. — Homer's Odyssey, five books; Xeno¬ phon's Hellenica; Herodotus, seventh book. Latin.— Livy, Books XXI and XXII; Tuscu- lanae Disputationes, De Amicitia, and De Se¬ nectute of Cicero; Satires of Horace; Prose Composition; History of the Roman Republic. French or German.— Three hours a week throughout the year. Students may at their option either continue the study of the mod¬ ern language presented for admission or begin the study of German in case they have not pre¬ viously pursued it. Mathematics.— In Geometry: Planes, polyhe¬ drons, cones, cylinders, and spheres. Projec¬ tion of figures with exercises on models (Chauvenet) . Plane Trigonometry : Solutions of Triangles, Mensurations, and Surveying (Richards) ; Trigonometric Analysis (Case). Algebra: The geometrical interpretation of the Theory of Equations, Imaginaries, and the Solution of Higher Equations (Phillips and Beebe). Oriental History.— One hour a week. A gen¬ eral view of Egyptian, Assyrian, and Babylo¬ nian and Persian history .with special reference to Biblical and classical history. SOPHOMORE YEAR. Greek.— Sophocles’ Antigone and Electra; Euripides’ Medea; Thucydides, first book; Isocrates’ Panegyric: Plato's Apology. Lat in.— Pliny's Letters; Agricola and Ger¬ mania of Tacitus ; Odes and Epodes of Horace : Menaechmi of Plautus; Andria and Adelphi of Terence; sight reading. Modern Languages. — Advanced French or German, two hours a week. Mathematics.—' Trigonometry : Spherical Trig¬ onometry; Applications to Navigation and Astronomy (Richards). sophomore year— continued. Analytical Geometry: Plane and Solid, with application to map projection (Loomis). Mechanics.— Kinematics, Kinetics (or Dyna¬ mics), and Statics (Dana). Astronomy.— Loomis. English.— Half year, readings in Addison, Lamb. De Quincey, Macaulay, Ruskin, apd Arnold; half year, compositions connected with the theoretical study of rhetoric. Compositions.— Throughout the year. JUNIOR AND SENIOR YEARS. The prescribed courses of junior year occupy six hours per week, and those of senior year two hours per week. In addition, each mem¬ ber of the junior class is required to select nine hours per week and each member of the senior class thirteen hours per week from a list of elective courses. PRESCRIBED STUDIES OF JUNIOR YEAR. Physics. — Ganot's Physics: First term, liq¬ uids, gases, sound, and light, and part of the subject of heat; second term, heat, electricity, and magnetism. Logic.— Jevons’s Logic; Fowler’s Inductive Logic: lectures. Psychology.— Porter’s Elements of Intellec¬ tual Science; lectures. Ethics.— Porter's Elements of Moral Sci¬ ence. Theism and Evidences of Christianity. — Lec¬ tures. PRESCRIBED STUDIES OF SENIOR YEAR. Philosophy.— One course of two hours per week in psychology, ethics, or history of phil¬ osophy. ED 90 - 51 802 EDUCATION REPORT, 1889-90. Average age of freshmen at Harvard. — The following table showing the age of freshmen at Harvard College is taken from the report of the president of that institution for the year 1889-90 : Age of students who entered the freshman class of Harvard College , 1856-1890 , inclu¬ sive. Year. 1ft T* o 2 cO CO Ci CO o> 2 C* N ft* c3 1 3 ift 4 ft* 25-26. 5 N CO ft* S3 8 at> ft* s 2 fti CO & CO 1 44-46. Av¬ erage. age. No. adm.it- ted.a 1855. . . 4 16 44 34 29 7 1 4 3 2 Tre. M. 17 7j35 144 1857... 6 31 27 25 8 3 3 5 17 11 A 108 1858... 7 23 43 30 11 3 2 2 0 17 11? 17 11 124 1859... 6 26 56 31 14 5 3 1 1 1 144 1860... 9 26 38 33 14 9 1 4 2 18 H 18 If 18 S& 136 1861... 3 24 23 13 3 5 1 2 1 1 126 1862... 2 19 41 30 15 10 3 2 1 123 1863... 1 2 22 33 36 13 5 7 .... 2 1 1 1 18 41 128 1864... 1 14 30 18 19 6 3 2 1 1 1 18 94 97 1855... ”5" 19 51 28 23 9 1 5 1 1 18 3& 143 1866... 6 19 22 38 46 23 8 3 "T 18 2r52 144 1867... 56 55 24 7 ”9' 3 1 1 18 5J 18 5^ 178 1868... 16 48 37 52 22 13 2 1 2 141 1869... 2 15 49 22 11 6 1 1 18 5- 18 4f 159 1870... 3 19 76 53 29 11 4 4 1 1 1 203 1871... 6 24 59 62 23 16 4 1 1 18 3} 18 5/3 201 1872... 2 20 51 65 29 12 4 2 1 1 188 1873... 1 2 19 52 76 43 17 11 3 4 2 5 1 18 10^ 18 61 236 1874... 1 2 19 61 58 42 4 1 2 2 2 1 202 1875... 1 1 12 78 93 49 10 7 3 4 18 61 258 1876... 1 12 58 60 53 20 7 2 2 1 1 18 9 217 1877... 2 16 52 80 53 23 9 6 3 1 18 91 18 9£ 18 11 245 1878... 2 14 52 78 45 22 7 9 1 230 1879... 1 16 49 86 53 19 15. 4 ”i" 1 1 1 1 248 1880... 1 12 52 84 53 24 9 3 4 1 1 1 18 11} 19 247 1881... 3 10 38 73 55 31 10 8 1 1 230 1882... 1 3 11 58 89 60 28 12 -4 5 2 1 19 275 1883... 17 65 100 61 23 7 7 2 2 1 18 9} 285 1884... 1 12 63 90 72 29 8 4 T 5 1 18 101 286 1885... 2 10 63 89 56 40 6 4 4 2 1 1 1 &i 19 1? 281 1886... ”4’ 14 64 116 67 29 12 3 3 2 1 2 2 2 18 Ilf 321 1887... 8 70 109 87 26 8 12 2 2 3 4 1 1 cl 19 2}i 334 1888... 13 58 115 65 32 15 5 3 4 1 1 1 1 19 if 314 1889... 1 13 65 112 83 23 8 3 4 4 1 2 1 1 19 A 321 1890... 11 59 119 85 27 15 1 3 3 1 1 19 A 325 1 a On the assumption that all who ever joined each class were admitted as freshmen. 6 45 years old. c 44 years old. From this table it would appear that the average age has been increased in thirty-four years by a little more than seventeen months. But let us inquire into the manner of arriving at these results. The secretary of Harvard Uni¬ versity. in a communication received August 16, 1890, gave the average age of the freshman classes for the last ten years as follows: Years. Montlis. Years. Montlis. Years. Montlis. 1880 . 18 11} 1884 . 18 9,3 1888 . 18 HI 1881 . 19 1885 . 18 10ft HI . U* 1889 . 18 11} 1882 . 19 1886 . 18 1890 . 18 9} 1883 . 18 9 1887 . 18 As the figures in the president’s report did not agree with those given by the secretary, a letter was written to the latter asking him which of the two sets of figures should be used in the compilations of the Bureau. The following reply was received March 5, 1891: ‘l The table in the President’s report is the best authority, as it contains all recent changes and corrections in the age statistics. ‘ ‘ The most marked changes are due to the embodying in the figures of per¬ sons entering the classes of 1890, 1891, 1892, and 1893 (i. e., the freshman classes marked 1887, 1888, 1889, and 1890) with advanced standing. For example: If a man comes from Yale or Amherst after graduation and enters our senior class LENGTH OF COLLEGE CURRICULUM. 803 his age is added to the freshman table of that cdass as though he had entered three years earlier as a freshman. “As 73 men were admitted to advanced standing this year, you can readily see that the chance of change in the average is very strong. * * * From what I have said you will see that the present figures for 1888, lc89, and 1890 will change slightly until the classes of '92, !93. and ’94 have been graduated.” Prior to 1873 the catalogues of Harvard do not show the presence in the under¬ graduate department of students who had already taken the a. b. degree at some other college. In 1873 three such students were enrolled in the senior class, but the year when such degrees were received is not given until the year 1*87. In order to show the number of such students in the different classes a rigid exam¬ ination of the catalogues has been made, with the following results : 1873. Senior class. 3. 1874. Senior, 2; junior, 2. 1875. Senior, 5; junior, 1. 1876. Senior, 7. 1877. Senior, 5; junior, 1. 1878. Senior, 1; sophomore, 1. 1879. Not noted. 1880. Senior. 2. 1881. Senior, 6; junior 6. 1882. Senior, 9; junior, 6; sophomore, 1. 1883. Senior, 8; junior, 4; sophomore, 1. 1884. Senior 15; junior, 4. 1S85. Senior, 8; junior, 6. 1886. Senior, 8; junior, 1; sophomore, 1. 1887. Senior. 1 (1883); 4 (1885); 3 (1880); 1 (1887). 1888. Senior. 2 (1887): 6 (1888) ; junior, 2 (lgW) ; 4 (1888); sophomore. 1 (1885); 1 (1886). 1889. Senior, 1 (1880); 1 (1886); 2 (1887); 5 (1888); 4 (1889): junior, 1 (1887); 3 (1889); soph¬ omore, 1 (1889). 1890. Senior, 2 (1887) : 4 (1888) ; 7 (1889) : 14 (1890) ; junior, 1 (1883); 1 (1887); 1 (1890); soph¬ omore, 1 (1889). The figures from 1873 to 1886, inclusive, have not much significance beyond giving the number of such students, inasmuch as the years when the students had received the a. b. degree are not given. In order to show to what an extent the aggregate age of the Harvard freshman classes are raised by the methods of computation employed by that institution, let us examine into the probable ages of students who had received the A. B. degree and were members of the senior class in 1889-90. By looking at the table above given we find that a member of that class had received his A. B. degree in 1880. Supposing that he was 22 years of age when he received his degree he would have been 31 years old when he entered the senior class of Harvard. According to the method of computation there, as given by the secretary, his age as a freshman at Harvard is used as 28 years, when really he was a freshman at some other institution ten years before and had never been in the Harvard freshman class. By means of such methods thirty-four years were added to the total of the ages of members of this freshman class by taking the ages of students who had al¬ ready received the degree of A. B. elsewhere. In our investigations no note was made of students who had received a degree other than a. b. Of these there are quite a number; there are also students who had not taken a degree, but were admitted to advanced standing. Some idea of Ik; number of such students in the different classes may be formed from the fact that in 1890 seventy-three students were admitted to advanced standing, while the catalogue shows the presence of but thirty-one students in the college who had already received the degree of a. b. at some other institution. The number of such students enter¬ ing the undergraduate department of Harvard is constantly increasing, and this fact will of course have the tendency to continually increase the average age of the freshman classes as this is now being computed. Nor is it likely that a large number of the graduates who thus raise the age will ever pursue the study of either law or medicine, but are merely pursuing liberal studies and very likely fitting themselves to teach. Speaking of these students, the dean of the graduate school of Harvard says: “A large proportion of these students should properly be classed in the graduate school ; but many of them have elected to enter the undergraduate department in order to avail themselves of Price Greenleaf aid and of scholarships which can be given only to students of the college.” From the above statement of the dean it would appear that these students are not actuated so much by the desire to obtain the Harvard A. B. as by the desire to receive Harvard aid for the purpose of pursuing post-graduate studies, and it seems that such students should not be included in the computations. The real average age of a freshman class is the average obtained from the ages while they are freshmen, and the average age of a senior c ass should be obtained by adding the ages of the members of the class and dividing it by the number of members in the class, and not by adding four years to the average age of the fresh¬ man class, for a sufficient number of students might have been dropped to change 804 EDUCATION REPORT, 1889-90. materially the average age. From these statements and explanations it will be seen that in comparing the age of the Harvard freshman class with that of other institutions it must he borne in mind that the methods of computation employed by Harvard are different from those generally used, and the result does not rep¬ resent the age of the freshman class as such. Having shown that the increase in the average age of freshmen during at least the last decade is not general, as proved by the facts collected from the colleges throughout the country, we will now proceed to set forth the views of the most prominent educators upon the length of the college course and the propriety of reducing it. In collecting these expressions of opinion, an effort has been made to present it from every point of view. It is a matter of great regret that the opinions from the smaller institutions are so few. This is owing to the very small number of such institutions that publish the annual reports of their presidents. It is in these reports, and not in the general reports or cata¬ logues, that remarks and recommendations upon subjects pertaining to general college matters are as a rule found. PRESIDENT ELIOT AND THE ACTION OP THE HARVARD FACULTY. The first remarks of President Eliot of Harvard on this subject appear in his annual report for 1885-86, where he calls attention to the comparatively advanced age at which graduates of colleges and scientific schools begin the study of med¬ icine. In connection with this subject he says: “The average age at which Harvard graduates get the degree of A. B. is about 22 years and 7 months. If such bachelors of arts then spend four years in the study of medicine, they are 26 years and 7 months old when they are ready to begin the practice of their profession. The faculty consider this unreasonable postponement of entrance into practice a serious evil, which it is their duty to combat, since more than half of their students — and that much the best half — are graduates of colleges or scientific schools. They therefore laid before the academic council in June last a plan for the abridgment of the college course by those students who go from college directly into one of the professional schools of the university.” The medical faculty proposed that the first-year studies of the medical school be counted, under certain conditions, for the degree of A. b., which proposal was concurred in by the law faculty. This would have resulted in shortening the college course by one year for students who should pursue their professional studies to the full limit in the Harvard schools. The general subject of short¬ ening the college course was then (December, 1887) submitted to a committee of nine professors, appointed by the president, who were to consider the subject in all its relations. iSTo report seems to have been made by the board when Pres¬ ident Eliot made his annual report for 1888-89, in which he again says: “Wherever the fault and whatever the remedy, it is clear that the degree of bachelor of arts is taken in the United States later than in any other country in which the degree is used, and too late for the best interests of the individuals who aspire to it and of the institutions which confer it.” On account of the pressure of other matters the college faculty was unable to give this subject full consideration until the year 1889-90, when eighteen meet¬ ings of the faculty, from November to March, were spent in its discussion. At last, March 25, 1890, tl-ie following was communicated to the president and fel¬ lows by vote (not unanimous) of the faculty : “ The faculty desires to modify its present regulations in accordance with the following propositions : “1. That the requirements for the degree of bachelor of arts be expressed under suitable regulations with regard to length of residence and distribution of work, in terms of courses of study satisfactorily accomplished. “ 2. That the number of courses required for the degree be sixteen. “3. That when a student enters college there shall be placed to his credit, towards satisfying the foregoing requirements of sixteen courses, (1) any ad¬ vanced studies on which he has passed in his admission examination beyond the number required for admission and (2) any other college studies which he has anticipated. “4. That a student may be recommended for the degree of bachelor of arts in the middle as well as at the end of the academic year. “In case the measures here proposed shall be adopted, it is the purpose of the faculty to encourage the anticipation of college studies by students at the time of their admission and to facilitate the attainment of the degree of bachelor of arts in less than four years. LENGTH OF COLLEGE CURRICULUM. 805 “The faculty further proposes to advise parents and teachers that eighteen years is a suitable age for entering Harvard College.'’ A comparison of these propositions with the present requirements for the de¬ gree of bachelor of arts shows that, though the faculty does not, in so many words, advocate the reduction of the course from four to three years, it pro¬ poses by a slight reduction in the requirements to make it possible for close or diligent students to attain the degree in three years. The requirements for the degree at present are 18.2 courses and in three years the student completes at least 14.2 courses ; so that, if the proposition to reduce the requirements to six¬ teen courses should be adopted and the conditions should remain the same, the student will complete the course in about three and one-half years, though, by anticipating some studies or by taking extra courses, as is frequently done even now, hard-working students would be enabled to complete the course in three years. It is to be remarked, however, that, although under the present condi¬ tions it is possible for students to complete the course in three years, very few have thus far accomplished it. According to the report of the dean of Harvard College for the year 1889-90 the number so completing the course during the last ten years was twenty-seven,1 ten of whom graduated in 1890. In the same report the dean says: “Among the great mass of the present students there is unquestionably a sentiment in favor of the traditional four years’ course. If it should be made possible by moderate exertion to graduate in three years, there is nothing in the present attitude of the students to indi¬ cate that the majority would restrict their liberal training to this three years’ minimum, any more than they are disposed to confine themselves to the mini¬ mum requirement of courses in any year. And these facts may well reassure those who fear that a general lowering of the standard of education would result from the adoption of the faculty's proposals.” Another. point that the dean em¬ phasizes is that even if the course be reduced as proposed the standard of the degree will still be considerably higher than it was twenty years ago. At the meeting of the Board of Overseers, October 8, 1890, the committee, to whom these propositions had been referred, submitted its report — only a qual¬ ified approval of the suggested changes — which was laid over for future action. The following are the principal recommendations made by the committee : “Voted, That the Board of Overseers concurs with the corporation in the ap¬ proval of the fourth proposal of the college faculty : that a student may be rec¬ ommended for the degree of bachelor of arts in the middle as well as at the end of the academic year. “Voted, That the Board of Overseers concurs with the corporation in its ap¬ proval of the third proposal of the college faculty, provided it be amended by striking out the words ‘ the foregoing requirement of sixteen courses ’ and substituting therefor the words ‘ the requirements for the degree of bachelor of arts ; ’ so that it shall read as follows : ‘ That when a student enters college there shall be placed to his credit towards satisfying the requirements for the degree of bachelor of arts any advanced studies on which he has passed in his admis¬ sion examination beyond the number required for admission and any other col¬ lege studies which he has anticipated.’ “ Voted, That the Board of Overseers does not concur with the corporation in its approval of the first and second proposals of the college faculty : that the re¬ quirements for the degree of A. B. be expressed under suitable regulations with regard to length of residence and distribution of work in terms of courses of study satisfactorily accomplished ; that the number of courses required for the degree be sixteen. “ Voted, That the Board of Overseers recommends the modification of the pres- ent_regulations of the college faculty in accordance with the following proposi¬ tion : That a senior intending to enter the medical school and to take the full four years’ course therein may, under proper supervision, include in the require¬ ments for the degree of bachelor of arts the courses on physiology and anatomy required in the first year of the medical school, each of said courses to count as one full elective course.” The committee thinks that if any time is lost it is in the preparatory schools, where considerable attention is given to athletics, etc. The Board of Overseers, at a meeting in April, 1891, finally decided to reject all the proposals of the faculty. 1 This includes, of course, only those students who entered as freshmen and completed the course in three years. 806 EDUCATION REPORT, 1889-90. EX-PRESIDENT ANDREW D. WHITE. Andrew D. White, LL. D.,inan article entitled “The future of American universities,” published in the North American Review for October, 1890, urges the reorganization of our college and university system. He calls attention to the very large number of colleges and universities in this country, especially to the numb iv of small colleges with still smaller endowments, which possess all the powers of universities h Although Dr. White does not expressly recommend the shortening of the college course, his plan for the reorganization of our uni¬ versity system would nevertheless accomplish that purpose, as well as reduce the age of college graduates. His plan is as follows: “Let institutions of small endovunent, whether called colleges or universities, frankly take their rightful positions; let them stop claiming to do work which their authorities know well that they can not accomplish in competition with the largely endowed universities. Let them accept the situation and begin their freshman year two years earlier than the present freshman year at most of the better colleges;, that is, let them put their roots down into the great public- school system of the country and draw copiously from it. A course of instruc¬ tion thus formed would begin with the beginningof the higher arithmetic, alge¬ bra, geometry, the principal modern languages, the elements of the natural sciences, and, for those who wish to study them, one or more of the ancient lan¬ guages. “Next, let this course in the intermediate college be continued up to the point which is at present reached, as a rule, in our colleges and universities of a good grade at the beginning of the junior year. After its four years’ work, let the college bestow its diplomas or certificates upon its graduating classes and then let those who desire it be admitted into the universities upon the presentation of these certificates and diplomas. “ Next, as to the universities. In these let there be courses of advanced study, general, professional, or technical, covering, we will say, three years, and grad¬ uating men into the various professions.” According to this plan the degree of bachelor would be received two years earlier than it is at the present time. But let us see what effect this wouldhave upon the significance of the degrees. At the present time some of the large in¬ stitutions that confer the degree of doctor of philosophy demand three years of study after receiving the bachelor’s degree and none demand less than two years ; while, according to Dr. White’s plan, but one year’s study in addition'to the time now required for the bachelor’s degree would suffice for the attainment of the ph. D. degree. PRESIDENT D. C. GILMAN. Johns Hopkins University, Baltimore, Md., has for some time been maintain¬ ing courses of study leading to the degree of bachelor of arts and which were designed to be completed in three years. In view of this fact, it might easily be expected that President Gilman would be an enthusiastic advocate of the short- tening of the college curriculum, but, as will be seen, he is very conservative on this subject. In an article entitled “Shortening the college curriculum,” pub¬ lished in the Educational Review for January, 1891, he says : “ No general conclusion can be quickly reached on such a question. It must be settled in each institution according to its own circumstances. It must be tried in the local court before it is submitted to the court of appeals; that is, to the public. It does not follow that if one institution, even the strongest and most influential, decides to shorten its course, others will likewise do so. * * * “The curtailment of the curriculum is chiefly urged for this reason: The number of persons who proceed to professional schools after taking a college course is much smaller than it should be ; it is diminishing ; and those who pursue a collegiate and then a professional course postpone till too late a period the actual business of life. For all such persons a year of preparatory work can well be spared.” Farther on he says : “As remedial agencies for this acknowledged difficulty I make the following suggestions : (a) The authorities in our educational system should really, as well as nomi¬ nally, distinguish between the requirements of three scholastic periods, namely : 1 The chief blame for this condition in onr country rests with the legislatures of the several States which grant these powers to institutions without defining the qualifications to be de¬ manded for the attainment of degrees. LENGTH OF COLLEGE CUEKICULUM. 807 The school, the college, and the university ; or, in other words, between what is essential, what is liberal, and what is special in a prolonged education. (6) The period of college life, which of late years has been carried forward so that it extends on the average from 18.5 years to 22.5 years (in many, perhaps, most of the older colleges), may be brought back to an earlier age, say, from six¬ teen to twenty years. (c) The significance of the baccalaureate degree should be restored, so that it may be, at least, a trustworthy certificate, an approximate measure, both of the capacity and of the acquisitions of the possessor, in one way or another a con¬ sensus should be reached as to the dignities, rights, and privileges to that degree appertaining. (d) The rigidity of the class system should be relaxed, so that those who are exceptionally favored or exceptionally strong may, if they choose, run the course in less than the average time, and likewise so that any who are embarrassed by ill health, the necessity of earning a support, or the inadequacy of their early opportunities may spend more than the usual time without any implied discredit, indeed without attracting any attention. (e) The enormous waste of time and energy at the school period, the time of preparation for college, must be stopped. Dr. Gilman says that the result of the adoption of these remedies would be that school life would usually end at sixteen years of age, college life at twenty, and the young man would receive his professional certificate or his diploma of doctor of philosophy at the age of twenty- thr e years or thereabouts. He also says: ‘’If then the stronger universities would take the ground that, as a rule, none should be admitted to the professional courses or to the freedom of university instruction until they had attained a bachelor’s degree, or in some other way acquired a corresponding preparation for advanced work, the reproaches of which we are conscious would soon disappear, and higher edu¬ cation would be more generally diffused, more wisely ordered, and more serv¬ iceable to the public.” ACTION OF COLUMBIA COLLEGE. Although Harvard may have been the first to call attention to the excessive age of those students who, after completing a college course, enter professional schools, Columbia College. New York, was the first to make provisions by which students can complete both courses at an earlier age. In order to accomplish this end an entire reorganization of the institution was rendered necessary. As a result of this reorganization,1 seniors in the School of Arts may select as op¬ tional courses such courses under any university faculty as may be designated by said faculty as being open to seniors. The senior year is thus made the point of contact between the college and the university. President Low, in speaking on this subject, says: “This arrangement, while it has the advantage of maim taining the dignity of the faculty of the college proper as a degree-granting faculty, has the other undoubted advantage of making the bachelor's degree seem not so much the end of a student’s course as, what it ought to be, merely an incident on the way to the true goal, the professional degree, or the degree of doctor of philosophy. While it in no way cheapens the bachelor’s degree, it does shorten by one year the time required for the college and professional course combined.” PRESIDENT CHARLES KENDALL ADAMS, LL. D. In his annual report for 1889 90, President Adams of Cornell University says there ought to be some means by which the work done in the last one or two years of the undergraduate course could be made to apply directly in the interests of those professional studies which students might desire to take up after complet¬ ing their undergraduate work. After discussing the plan put in operation by Columbia College and that proposed by the faculty of Harvard University, he says : “It is not my object in this connection to express an opinion in regard to either of these methods, but Simply to point out that, whate* er the weakness of either system may be, the substantially simultaneous efforts of two institutions as prominent as Harvard and Columbia to reduce the number of years necessary to complete the requirements for an advanced degree is one of unmistakable significance. The movement will unquestionably have not a little importance in influencing the development of higher education within the next few years.” 1 See p. 789. 808 EDUCATION REPORT, 1889-90, PRESIDENT JAMES B. ANGELL, LL. D. President Angell of the University of Michigan has a few words to say on this subject in his last annual report. He remarks : “It certainly is desirable, and I believe possible, to save some time in the education of the men who take four years’ work in college and then their pro¬ fessional training. I am convinced that considerable time can be gained in the better arrangement of the work in schools. After the student is prepared for college, two plans for completing his education in briefer time than has usually been consumed are possible : ‘ ‘ First. Only three years of college work may be asked for the bachelor’s de¬ gree. In that case the student must be required to do more work in each year than he has done heretofore in college, or the standard of attainment for grad¬ uation must be reduced. “Second. Substantially the plan which we have followed for several years may be adopted. The condition of attaining the bachelor’s degree is not meet¬ ing a requirement of time, but of work. One must complete so many courses of study, a part of which are fixed, a part elective. While in order to avoid cram¬ ming there is a limit to the number of courses which a student may undertake at once, still, with the liberty given, a capable and industrious man may easily meet the requirements for the degree of bachelor of arts in three and one-half years, and a few exceptionally strong men in each class may doit in three years. But in case they are within half a year of graduation at the beginning of their fourth year, we allow them to enter any one of our professional schools and con¬ tinue half work in the literary department. Having planned their course in advance, they have always elected some studies — the law students, constitutional history; the medical students, biology and chemistry — which either form a part of the professional course or are closely allied to it. Thus they are able with¬ out overwork or cramming to complete the college course and the first year’s course in the law school or the medical school. This plan, which has been fol¬ lowed several years, has worked on the whole satisfactorily. Of course, it could be followed only by a university which has upon the same grounds its collegiate and its professional departments.” But President Angell doubts the expediency of the reduction of the college course from four to three years by the University of Michigan on account of the effect it would have upon the standard of education in the West. In this con¬ nection he says : ‘ ‘ Without assuming too much for ourselves, we can hardly doubt that if we made the proposed change our example would compel the smaller col¬ leges in this region and probably tend to bring all State universities in the West to make the change also. One who is familiar with the range of work now gen¬ erally done in the Western colleges and universities can hardly think that it would be beneficial to the West to reduce the standard of graduation by a year’s study, at least until the requirements for admission are considerably raised.” PRESIDENT HYDE OF BOWDOIN. The November (1891) number of the Educational Review contains an article entitled The Policy of the Small College, which was contributed by Rev. William De Witt Hyde, d. d, president of Bowdoin College, Brunswick, Me. This article coming from a man who is himself at the head of one of the smaller colleges is so suggestive that extracts therefrom are here reproduced. He begins his ar¬ ticle as follows : “ Now that we have the germs, more or less developed, of eight or ten univer¬ sities, the college must prepare to take second place in our educational system. To ape the university and try to spread over the whole field of higher education, or to be jealous of the university and set up as its rival, is equally absurd and suicidal. Its proper policy is to accept with modesty and self-respect its new position, and by losing the old life of self-sufficient independence to find the new life of membership in the highly differentiated educational organism of which the kindergartens are the feet and the university is the head. “There are three classes of educated persons : First, those whose knowledge of reading, writing, arithmetic, grammar, geography, modern history, descrip¬ tive science, and their native language and literature enables them to do ordi¬ nary business, to enter good society, and to enjoy periodical and popular litera¬ ture. Second, those whose knowledge of ancient and modern languages and literatures, higher mathematics, experimental science, political and economic history, psychology, ethics, and sociology enables them to grasp the principles LENGTH OF COLLEGE CURRICULUM. 809 of medicine, or law, or politics, or theology ; to guide social progress and form public opinion ; to enjoy the companionship of wise and good men of all lands and ages; and to appreciate the results in some department of scientific inves¬ tigation or historical research. Third, those whose special training qualifies them to discover and interpret new truth within some chosen field of knowledge. “To make scholars of the first class is the business of the school; to make scholars of the second class, and to discover and encourage those capable of entering the third class, is the business of the college ; to train the chosen few who constitute the third class into full possession of productive powers is the business of the university.” The requirements for admission and the course of study to be maintained by the college are then discussed. He proceeds to show wherein the requirements for admission ought to bo modified in order to bring the secondary schools and colleges into close connection. On this subject he says : “The change is destined to become universal in the near future. As soon as the high schools are able to teach experimental science, French, and German as well as they now teach Greek and Latin, it will be the policy of the college to require for admission mathematics and English as at present ; ability to read easy prose at sight in Latin, and either Greek, French, or German, and evidence of a thorough course in experimental science. We shall then have a consider¬ able number of students fitting for college in the high schools, who will be for the most part in the same classes with the students who are not intending to enter college, instead of the small number who pursue a separate course, and thus receive an undue amount of the time of the teacher and an unjust propor¬ tion of the public school fund. “ This modification in requirement will necessitate some corresponding modi¬ fications in the course of study. It will be necessary to offer an elementary course in Greek, as well as in German and French, for those who wish to begin this study after admission to college. There should be a course in the history, literature, mythology, and archaeology of Greece required of every student who has not studied the Greek language as a part of his preparatory or college course. “The multiplication of highly specialized electives is npt the province of the college. The expense is too great, and the profit to students at this stage too small. “ There are two fundamental lines of scholarly interest and two corresponding types of mind, the literary and the soientific. “The college should, by its required courses, insure to every student an ac¬ quaintance with the first principles in both these fundamental lines of study. The college may wisely require of its candidates for a degree, ability to read both French and German, to write correct English, the elements of political and economic science, psychology, and ethics on the side of the literature and life of man, and higher algebra, geometry, and trigonometry, and the elements of chemistry, physics, and biology, on the side of mathematics and physical sci¬ ence. ' “ For the remaining half of the course sufficient electives should be offered to allow concentration on either literary or scientific studies, according to the taste and interest of the individual student. “Such a readjustment of the conditions of admission and the course of study, together with improved methods of teaching in the lower schools, will allow pupils to enter college a year or two earlier than at present. No shortening of the course will be necessary. The difference between the best academies and high schools and those of inferior grade will express itself by the increased number of students who will enter college a year in advance. “A. B. should be the ordinary college degree, and it should be given without reference to the precise nature of the course pursued. The degree means sim¬ ply that the recipient is a liberally educated man. Attempts to discriminate between the educational value of courses of equal length and thoroughness in the same institution of liberal learning are relics of an educational superstition from which it is high time to emancipate ourselves. “In order to encourage continued study during the year immediately follow¬ ing graduation the college is justified in granting the degree of a. m. to grad¬ uates who give evidence of having done the equivalent of a year's graduate study. Beyond this the college has no right to go. It owes to its undergradu¬ ates the full expenditure of its income and the full time of its professors, and if it attempts to divide its strength between graduates and undergraduates it does an injustice to both. It is the duty of the small college to drive away grad- 810 EDUCATION REPORT, 1889-90. uates who desire a prolonged course of systematic instruction to larger institu¬ tions, which make graduate instruction their main concern. “ The degree of PH. D. no mere college has a right to confer, and the confer¬ ring of this degree by institutions which make no adequate provision for grad¬ uate instruction is the gravest breach of educational propriety.” PRESIDENT CAPEN, OF TUFTS COLLEGE. The purpose of the Office being to present this subject impartially, the most strenuous objections that have been advanced to a change in the college course are here presented. The first of these is from President Capqn, of Tufts Col¬ lege, who protests most vigorously against any reduction in the requirements for the degree. In the course of his remarks on the subject he says : “ Of course, if knowledge be substituted for discipline and culture ; if the cramming process takes the place of those calm and thoughtful methods by which the intellect of man finds its most complete development, it is possible that many young men might cover the ground embraced by the college curriculum in three years. But if the attain¬ ment, of the bachelor’s degree is to be put within the reach of the majority of undergraduates in the shorter time by diminishing the courses of study now re¬ garded as essential to it, few persons who have given attention to the subject will fail to esteem it as a lowering of the standard of general education.” 1 He does not agree with those who say that 27 is too advanced an age for a man to commence the practice of medicine. In connection with this he says : “It may well be asked who wants a stripling by the bedside of those whose lives are most precious to him ? ” He also says that if the age of college graduates has been increasing in recent years it is due to the increase in the requirements for admission, and the remedy would be either to abridge these requirements or to so improve the facilities for sec¬ ondary education that men may be brought to college at an earlier age. “For,” says he, “ if a youth has but seven years to give to study from the time he en¬ ters the secondary school until he receives the degree of bachelor of arts it is better that he spend three years in the fitting school and four years in the col¬ lege than four years in the fitting school and only three years in the college.” PRESIDENT WARREN, OF BOSTON UNIVERSITY. One of the leaders of the opposition in this matter is President Warren, of Boston University, who has done his utmost to arouse popular disapproval to the proposals of Harvard. His remarks have been given great publicity through the medium of the public press, so that but fragments thereof will be here pre¬ sented. In an open letter to one of the overseers of Harvard University he says : “The scheme which I thought to propose is this : That every American classical college retain its present four-years’ course, and simply notify all students of their successful completion of the junior year by conferring upon them at that point the title A- B. (Harv.), reserving the proper and legitimate A. B. as now for those who complete the entire course. This ought to satisfy Harvard, since it would greatly multiply the representatives of her ideas and standards, while, on the other hand, it would permit the other colleges to go on as usual, protect¬ ing and promoting the interests of liberal education, properly so called. This happy compromise seems to me so just and conservative of all interests that I take great pleasure in presenting it for your consideration and for the considera¬ tion of your distinguished colleagues.” Again, on October 31, 1890, the Boston Post contained a communication from Dr. Warren, from which the following is taken : ‘ ‘ As critical action is to be taken within a few days by the last of the govern¬ ing boards of Harvard University, it may serve a useful purpose to set before the interested public a few pertinent facts and suggestions. ‘ ‘ First. The new measure now pending at Harvard makes no provision what¬ ever for a compensative increase of the present requirements for admission to the freshman class. “ Second. The college is not understood to claim that its present requirements for admission are more exacting than those of any first-class American college. In fact, in consequence of their flexibility and of the provision for maxima and minima many a student now enters Harvard College who can not pass the en- i Annual report of the president of Tufts College for 1889-90. LENGTH OF COLLEGE CURRICULUM. 811 trance examinations at Yale, Brown, Amherst, Wesleyan, and similar colleges. Few people seem to be aware of this fact. “Third. The new movement aims to cut down the requirements for the A. B. degree to such a point that any apt and industrious student can acquire the de¬ gree of A. B. in three years. In point of fact, an exceptionally brilliant student, taking as many hours per week as some of the moro hard-working frequently take, could finish the proposed sixteen courses and win the degree in two and a half years. “Fourth. So far as yet appears, no effort is to be made to limit the present range of election allowed to the student, so that the a. b. degree on the new terms, as on those now in force, may be taken by persons whose entire under¬ graduate course is spent in Harvard, and yet who have never studied Latin, or Greek, or French, or German, or mathematics, or history, or philosophy, a sin¬ gle day in Harvard College. “Fifth. The new proposal, if adopted, will make the Harvard A. B. the least significant and least valuable in New England. There is even danger lest the ‘a. b. (Harv.) ’ become a byword. '“ Sixth. No body of American students has ever asked for such a cheapening of the degree. Even at Cambridge the students are reported to have voted against it. “Seventh. The Harvard alumni have never asked for the change, and many have expressed themselves in terms of the strongest opposition to it. “Eighth. Still less have the American colleges, or any class of them, or any association representing them, asked for such a surrender as the proposals of the Harvard faculty contemplate. On the contrary, the authorities of every college in New England, if not in the United States, deprecate the movement as fraught with grave and far-reaching evils in all the colleges, Harvard included. “Ninth. The fitting schools have not desired the change. On the contrary, nearly all yet heard from deplore even the discussion of so demoralizing a prop¬ osition. “Tenth. Massachusetts, which has ever felt a special ownership and pride in Harvard College, has required no such action as that proposed. Had the legis¬ lature, five years ago, required it, how furious a storm of indignant opposition and expostulation would nave raged from one end of the land to the other ! Courts would have been appealed to, constituencies instructed, new legislators elected, to frustrate so p rnicious a measure. Yet, quod non feeerunt barbari, fecerunt barbarini. What the Philistinian “rural members” did not do, that the faculty and corporation of Harvard are doing their best to accomplish. “Eleventh. No ecclesiastical or religious body has called for the innovation. All the religious bodies, even to those which are popularly supposed to care least for culture, seem stoutly to oppose so needless and harmful a capitula’tion. “Twelfth. The entire movement is self-originated in Harvard University, and herein, for the first time in all her noble history, Harvard appears before the American public and the world as the sole leader in a confessedly and disgrace¬ fully downward and backward movement in liberal education. “ On careful consideration of this matter, several questions suggest them¬ selves — questions which the Harvard overseers and all custodians of the higher education should take time to investigate. For example, it has been jauntily assumed that the age of Harvard undergraduates is too high, and that the only problem is how to reduce it. Would it not be eminently appropriate for all con¬ cerned, first of all. to make a few inquiries like the following: “1. Is it a fact that the majority of the youth entering Harvard and other colleges are any too mature for that self-direction in study now expected of them ? “ 2. Is it a fact that they are any too mature for that manly self-government in conduct now expected of them ? “ 3. If younger would their power of sustained and accurate abstract thinking be sufficiently developed within the limits of their course to enable them thoroughly to master the fundamental, philosophical, ethical, and sociological sciences as now taught? “It has been assumed that the age of those entering our colleges is higher than it was fifteen years ago. Precisely the contrary is the truth in Boston University, and it might be well for all concerned in the discussion to inquire: “4. Whether the age of the majority of students in college has not of late years steadily fallen in all or most of our classical colleges. “It has been assumed that the growth of the higher education in our country has not kept pace with the growth of population, and the short-weight degree 812 EDUCATION REPORT, 1889-90. • (which may also he spelled short-wait) has been represented as the only cure for the evil. As the first allegation does not accord with the results of my investi¬ gations, nor the second with my judgment, I venture to suggest two further questions: “5. Whether the relative significance and power and growth of the higher education were ever as great in the United States as to-day. And “6. In case they are not, whether the best way to cure the evil would be to raise up a larger crop of superficial and one-sided smatterers chiefly interested in obtaining the earliest possible chance for money-getting? “ It has been assumed that many of the students who now enter schools of med¬ icine would first have taken an a. b. course, had this required but three years instead of four. As in all my life I have never yet learned of one such student, it might be well to institute another inquiry and to ascertain — “ 7 . Whether ten such students can be found in all the scores of medical schools in the United States taken together? “It has been assumed that the required attendance upon college four years makes the collegiate medical students far older on graduation than they ought to be. Inasmuch, however, as the statistics of the Harvard Medical School show that the noncollegiate members of the school are but seven months younger than the collegiate, it would be wise to inquire — “ 8. Whether a four years’ course in liberal arts may not abundantly pay for seven months’ delay in entering upon medical practice ? “It has been assumed that a three years’ course in arts would attract far greater numbers of young men than can be induced to take a four years’ course. Inas¬ much. however, as many of the best colleges of the country have for many years offered both three years’ and four years’ courses, under the same teachers and with degrees conferred by the same authorities, the three years’ course invaria¬ bly offering even greater privileges of election than the four years’ course, and still many "times more students have always chosen the four years’ course than the three years’ — it is certainly fitting to start another inquiry, namely : “9. Whether untested assumptions are to be made the basis of far-reaching and revolutionizing measures in educational administration ? “ It has been assumed that Harvard College, without consulting with any other colleges of the country, has the full right to cut down the A. B. course to three years. Might it not be well to discuss for a little — “10. Whether she has not an equal right, if it please her, to cut it down to two years, or to one, or to six months? “ It has been assumed that if Harvard were to cut down her course, all the other classical colleges would do the same. In view hereof, might it not be well to ask — “ 11. Whether, in case they were to do so, it would be a good thing for Ameri¬ can education— a thing for which, in history, Harvard University would be pleased to take the responsibility ? And “ 12. Whether, in case they were not to do so, it would be a good thing for Harvard College ? “In closing, I may be permitted to say that Harvard College is the one insti¬ tution whose leadership the other colleges of the country will gladly accept and follow so long as she is true to her own illustrious traditions. If just now these other institutions break with her and revolt, it is-because they can not recognize her in her strange new role. She is not herself. Her face is set the wrong way. She is marching, not at the front forward, but at the rear backward. The warmth of cur remonstrance is simply an index of our habitual love and loyalty.” This letter was written a few days before the meeting of the Harvard board of overseers, at which meeting it was supposed that the question of shortening the course would be decided, and it was undoubtedly intended to influence this decision. PRESIDENT ANDREWS, OF BROWN UNIVERSITY. The fifth annual meeting of the New England Association of Colleges and Preparatory Schools was held at Boston, Mass., October 17 and 18, 1890. At this meeting President Andrews, of Brown University, delivered an address on “ Shall the college course of study for the bachelorship in arts be reduced ? ” As a representative of one of the smaller institutions, it was to be expected that he would uphold the negative side of the question, which he did in a very able manner. His address was discussed freely and brought forth the fact that the men at the head of some of the leading institutions for secondary instruction are greatly dissatisfied with the present state of our educational system. While LENGTH OF COLLEGE CURRICULUM. 813 they did not definitely declare for the reduction of the course of study, they were emphatic in the expression of the opinion that something ought to be done to make our system more elastic, “ so that those who feel the need of starting in their life work as soon as possible, and are ready to put forth extra effort, would be encouraged to finish their course in three years rather than four.” During the discussion Mr. George L. Fox, rector of the Hopkins Grammar School. New Haven, Conn., said : “lam aware that this [completion of thecourse in three years] is often done at Harvard, but so far as I know, at other colleges, while in rare instances it may be done, there is not the disposition to encourage any suoh efforts. If such a possibility could be distinctly held out to men having a college course under consideration, some worthy men would be deterred from the unwise step of entering the professional school without college training, as they do now.” Another objection to the proposed change was advanced by Prof. Tracy Peck, of Yale. In the course of his remarks, on the negative side of the question, he said : “If there is a widespread call in the thoughtful part of the community for reducing the college oourse of liberal study to three years, I have not been able to discover it. There certainly are many earnest young persons whom pov¬ erty or other circumstances prevents from pursuing a full or even any course of liberal study. Such cases appeal strongly to our sympathies, and most colleges provide for the support of the meritorious ; but no reduction in the conditions of time or other requirements can reach them all, and it would be unjust to the majority of students if their privileges were to be diminished because of the unfortunate few.” Exception may well be taken to that part of ir'rof. Peck's remarks which relate to the curtailment of the privileges of the majority of the students. Let us consider whether in fact these privileges would be diminished by the short¬ ening of the present college curriculum. It appears not, for the reason that the graduate department would still be at the command of such students as might wish to pursue still further those studies which comprise what is known as a liberal education, and their privileges would be at least as great as they are at the present time. The shortening of the undergraduate course would not by any means carry with it the abridgment of any of the opportunities or facilities for advanced study now offered by our institutions of learning, but would very prob¬ ably be the means o: inducing a larger number of young men to pursue such studies, since they would be enabled to enter there an one year earlier than at the present time. Another objection to the proposed reduction is that it would mean the degra¬ dation of the A. B. degree. If this degree had a fixed meaning, or meant in one part of this country the same that it means in another part, this might perhaps stand as an objection ; but we are sorry to say that such is not the case, and will not be so long as State legislatures continue to grant to institutions the power of conferring degrees without defining the requirements to be demanded there¬ for. Should this reduction be made by Harvard and other leading institutions, it is certain that even then the A. b. degree conferred by these institutions would still mean at least as much, if not more, than the A. B. given by a large number of institutions in the United States. The full discussion which the subject has excited has the great advantage that those upon whom the final adjustment of the matter will devolve will act in full view of all the difficulties to be met and of all possible means which experience suggests for the solution of the problem. CHAPTER VII. GRADUATE DEPARTMENTS OF UNIVERSITIES. Organization— Development of graduate departments in four institutions: Yale; Harvard; Prince¬ ton: Columbia— Nonresident courses — Growth of graduate work in eighteen years — Number of students in graduate departments from 1871-72 to 1889-90 , inclusive — Statistics of graduates in indi¬ vidual institutions — Effect of the opening of Johns Ilopkins University on other institutions — Drawing power of three typical institutions , Harvard , Johns Hopkins, and the [Jni versify of Michi¬ gan. as shown by the State residence of the graduate students— Probable causes of the popularity of Johns Hopjcins Universitij— States in which graduate students of Harvard, Johns Hopkins , and the University of Michigan received their first degrees. ORGANIZATION. The organization and maintenance of departments for the prosecution of graduate or advanced study and research is of comparatively recent date. By this we do not mean that before the establishment of such departments graduate students did not remain in residence at the universities, for we find that in some cases such students remained in residence before special provision had been made for their instruction. An attempt is here made to trace the progress made by a few institutions in this direction. Yale College.— The catalogues of Yale College show that although graduate students were in residence as early as the year 1836-37, no mention was made of any provision for their instruction until the year 1844-45, when the catalogue for that year contained the following : “ Instruction is also given by the profes¬ sors to resident graduates, provided a sufficient number present themselves to form a class. ” A few years later the catalogue for 1847-48 announced the estab¬ lishment of a new department, in the following terms : “It has long been felt at Yale College to be important to furnish resident graduates and others with the opportunity of devoting themselves to special branches of study, either not provided for at present or not pursued as far as in¬ dividual students may desire. With the hope of accomplishing this object more fully and systematically, the corporation at their meeting in August, 1846, ap¬ pointed a committee to take this subject into consideration, and in accordance with the report of the committee, at their next meeting in August, 1847. estab¬ lished a new department called the department of philosophy and the arts. The branches intended to be embraced in this department are such in general as are not included under theology, law, and medicine; or more particularly mathematical science, physical science, and its application to the arts, meta¬ physics, philology, literature, and history. Instruc ion in this department may be given by professors not belonging to the other departments, by the academ¬ ical professors, and by such others as the president and fellows may approve. The instructors for the year, with the president, compose the faculty of the de¬ partment. The instructions in the department are intended for graduates of this and other colleges, and for such other young men as are desirous of pur¬ suing special branches of study ; but it is necessary for all students in philology and mathematical science that they be thoroughly grounded in those studies.” The greater portion of the students enrolled in this department were not graduates, but may perhaps properly be called special students, who wished to pursue studies not given in the regular academical department. A school of applied chemistry was made a part of the department from its organization. The catalogue for 1852-53 shows that a school of engineering had also been established, and that of the 55 students enrolled in the department during that year, 51 were connected either with the school of applied chemistry or the school of engineering. The same catalogue also contained the following respecting degrees : “The degree of bachelor of philosophy will be conferred by the presi¬ dent and fellows upon students in the department of philosophy and the arts, after being connected with the department for two years and passing a satisfac¬ tory examination in three branches of study.” 815 816 EDUCATION REPORT, 1889-90. The catalogue of 1854-55 shows that the chairs of chemistry and engineering received the name of Yale Scientific School some time during the year 1854, and that several new professors became connected with it. The following extract from The History of Yale College shows the development of the department from this time : “The ‘scientific school’ now entered upon a rapid career of extension. Mr. Joseph E. Sheffield began his remarkable series of gifts. The ‘school,’ in honor of its distinguished benefactor, was called in 1861 the ‘ Sheffield Scientific School,’ and a large number of new professors were appointed. Thus the ‘sci¬ entific school ’ — a section of the department of philosophy and the arts — had now become one of the most flourishing and valuable branches of the college. Its origin was due to the effort which had been made, in 1846, to establish what was then called a ‘ fourth department,’ the primary object of which was to pro¬ vide instruction for graduate students in all branches of knowledge. But till this time everything had been in a formative state. There had been all along a small body of: graduates who went on with their studies in history, philology, and literature ; there had been also graduates among the students in the scientific section of the ‘ department,’ who pursued advanced studies under the instruction of the scientific professors ; but it was found by experience that the larger pro¬ portion of those who applied for admission to the Sheffield school had not re¬ ceived the proper preliminary education which would enable them to pursue the study of any of the higher branches of science to advantage. Accordingly, in 1860, substantially what is the present organization of the school was decided upon ; the courses of instruction being adapted to the educational wants of those persons who resorted to it, and to the somewhat general public demand for what was beginning to be known as the ‘new education.’ A scheme requiring three years of study was planned after the methods followed in the academical depart¬ ment, characterized mainly by the omission of classical studies and the promi¬ nence given to scientific studies.” This new arrangement of the scientific section was undoubtedly the cause of the readjustment of the whole department, which occurred in 1872. According to this reorganization the department of philosophy and the arts was made to include the undergraduate academical department, the Sheffield scientific school, the school of fine arts, and the school for graduate instruction. This organization is still in force. It will thus be seen that a distinct school for grad¬ uate instruction was not organized until 1872. No degree for advanced work seems to have been given by Yale prior to 1860-61. In that year the catalogue contained the following : “ It is required of candidates for the degree of doctor of philosophy that they shall faithfully devote at least two years to a course of study selected from branches pursued in the department of philosophy and the arts. The selec¬ tion may be made from the studies of either or both sections, but must belong to at least two distinct departments of learning. “All persons who have not previously received a degree furnishing evidence of acquaintance with the Latin and Greek languages will be required, before presenting themselves for the final examination for the doctor’s degree, to pass a satisfactory examination in these languages, or in other studies (not included in their advanced course) which shall be accepted as an equivalent by the fac- • ulty. ‘ 4 The degree of doctor of philosophy will be conferred on all members of the department who, having complied with the conditions above stated, shall pass a satisfactory final examination, and present a thesis giving evidence of high attainment in the branches they have pursued.” The requirements in vogue at the present time require the student to have taken a bachelor’s degree, to haye a good knowledge of Latin, German, and French, and to have pursued for two years studies in the graduate department. Harvard University. — The history of graduate instruction in Harvard is ably set forth by James Mills Peirce, secretary of the academic council, in his report to President Eliot for the year 1879-80. In this report he says: “ As no report has heretofore proceeded from this (the graduate) department, it seems to be desirable that I should take the occasion to present a brief sketch of its history. The residence of graduates at the university for the purpose of pursuing advanced studies is a practice probably as old as the college itself. Traces of it are to be found in the ancient records of the faculty, and it has always been felt that the presence of such persons, even when their connection with the university has been of the slightest kind, has had a tendency to heighten the serious scholarly feeling of the place. At the time of the foundation of the scientific school, under the administration of President Everett (1846-1849), one GRADUATE DEPARTMENTS OF UNIVERSITIES. 817 of the main objects had in view was the provision of instruction suited to the wants of the most advanced students, and it will he remembered that, in the first organization of that school philological studies were represented in the faculty as well as the natural and practical sciences. In point of fact, the scien¬ tific school did, within the boundaries to which it was soon restricted, fulfill an important function in regard to higher work, and had a considerable influence in preparing the way for what is now the graduate department. Until the great extension of the elective system of the college ten years ago (1870), and the es¬ tablishment of the degrees of Ph. D. and S. D. somewhat later (1872), it was the only department of the university that offered the opportunity of obtaining a degree by the performance of special work of a high character in pure science. It was resorted to by college graduates and other advanced students who desired to make a real beginning of a scientific career. Its opportunities of study, under professors of rare eminence, not overburdened with undergraduate work, and eager to promote genuine scientific achievement, were exceptionally fine, though inadequately represented in any printed record, and the degree of the school soon attained a very high estimation. “ The next step that was taken towards the provision of instruction for gradu¬ ates was the institution of the system of ‘university lectures’ during the administration of President Felton [1860-1862]. Early in 1863, under the presi¬ dency of Dr. Hill, these courses of lectures, having been practically discontinued, were resumed on a plan of increased extent and efficiency : and at the same time it was ordered by the corporation that ‘ the president, with the professors in all departments of the university, be authorized to meet and associate themselves in one body for the consideration of its educational interests, and for the arrange¬ ment of such courses of lectures as may be thought expedient for the benefit of the members of the professional schools, graduates of this or other colleges, teachers of the public schools of the Commonwealth, and other persons.’” The university lectures do not seem to have been very popular. In the seven years from their establishment in 1863, seventy-four courses of lectures were delivered, of which number sixty-seven were upon scientific subjects. The seven exceptional courses were delivered before 1866. At the beginning of Dr. Eliots administration graduate instruction was placed upon a permanent and more efficient footing. In 1869 two courses of instruc¬ tion, one in philosophy and the other in modern literature, were opened ^‘grad¬ uates. teachers, and other competent persons (men and women).” Thirteen teachers took part in the two courses, 7 in the first, and 6 in the second. Twelve students were in attendance upon the courses, 4 of whom presented themselves for examination on the course in philosophy. In his report for 1871-72 Presi¬ dent Eliot says: “The university lectures have now been tried for nine years. Although some temporary advantages and certain improvements have resulted from them, it must be confessed that they have distinctly failed as a scheme for giving advanced instruction in philosophy, history, and the humanities, and that they have failed hopelessly and in an unexpectedly short time. They have not induced bachelors of arts of this university to remain in Cambridge for pur¬ poses of systematic study, and they have not attracted to the university ad¬ vanced students from other places. Advanced students want profound, contin¬ uous, and systematic teaching. The university lectures, taken together as a body of teaching, have been discursive, heterogeneous, and disconnected.” The best results were obtained in 1869-70, when the courses in philosophy and mod¬ ern languages were given. Nevertheless, even these two long courses, given by a succession of five or six different teachers, lacked consecutiveness and unity of plan and method. In 1872 the corporation and board of overseers adopted a statute of which only a summarized statement can be given. “ The scheme contemplates residence of one year for the masters’ [A. M.] degree, of two years for the degree of doc¬ tor of philosophy, and of three years for the degree of doctor of science, exam¬ inations for all degrees, and the presentation of these by candidates for either doctorate.” This action of the university immediately attracted an increased number of students, as will be seen by a glance at the table on page 819. Princeton. — The catalogues of Princeton do not show the presence of graduate students at the institution prior to 1870-71, in which year there were 3 in attendance. In 1870 three fellowships were created, and the students re¬ ferred to were the holders of them. The conditions on which the fellowships were bestowed were such as to require the holders thereof to pursue advanced studies for at least one year. The number of fellowships was gradually in¬ creased, thus increasing the number of graduate students ; but it maybe well to remark that until the year 1877-78 no graduate students, excepting fellows, were ED 90 - 52 818 EDUCATION REPORT, 1889-90. in attendance at the college, although a few such students had been in attend¬ ance at the scientific school. In 1877 Dr. McCosh made a report to the board of trustees on the course of study in Princeton College. In this report he says : “In the last few years there have been a few graduates receiving instruction from individual professors. The board of trustees has now sanctioned post¬ graduate courses. They have been started this year experimentally, a id the trial has been successful beyond all expectation. ‘ ‘ The aim of every college should be to secure a fair amount of scholarship from every student. No college can make all its students great scholars. But there is a certain proportion, say one in ten. or one in five, who as having the taste and the talent may be made so. This is to be done by postgraduate courses. We have at present no fewer than 42 graduates, mostly from the Col¬ lege of New Jersey, but a number from other universities in America and Great Britain, attending classes in our college, chiefly in philosophy and physics.” From that time the graduate courses of Princeton have been well attended. In 1890-91 graduate courses will be offered in the following subjects : Theoret¬ ical ethics, science and religion, Pluto and his philosophy, modern philosophy, history, Latin, pedagogics, Greek, architecture, archaeology, English language, Sanskrit. Semitic languages, physics, higher mathematics, theoretical astron¬ omy, biology. Columbia College. — The graduate department of Columbia College was not organized until 1880, although graduate students were enrolled as early as 1874-75. Here, as at Princeton, the first graduate students enrolled were in¬ duced to pursue advanced studies through the instrumentality of fellowships. The holders of these fellowships were not importuned to pursue studies in the college itself, but were encouraged to resort to foreign universities, and the only conditions imposed upon them was to report the character of their work peri¬ odically to the president. But on the organization of the graduate department a new departure in this respect was made, which was the adoption of a plan for the appointment of fellows with tutorial duties. This scheme was first put into operation at the close of the school year 1883-84, and marks a considerable in¬ crease in the number of students in the graduate department. Nonresident courses. — In addition to the institutions that provide courses of study for resident graduates, there are a number of institutions that provide similar courses for nonresidents. Such courses were' established as early as 1874, and are, as a rule, taken by large numbers of students. In such ca es the students pursue their studies at home, and, after a satisfactory examination, the appro¬ priate degree is conferred upon them. At least one institution, the Illinois Wesleyan University, also offers a nonresident course of study for undergrad¬ uates, which leads to the degree of Ph. B. These courses are intended for per¬ sons whose circumstances and occupations are such that they would be unable to obtain a higher education if residence at an institution were insisted upon. In some cases where a demand arose for an opportunity to do advanced work for which credit would be given, nonresident courses were established in preference to resident courses, because the time of the professors was so fully occupied wi.h other duties that they could not give the time that would be demanded by res¬ ident graduates. GROWTH OF GRADUATE WORK IN EIGHTEEN YEARS. The growth of graduate work in American colleges and universities during the past twenty years has been remarkable, the number of students in graduate departmentsof such institutions having increased from 198 in 1871-72 to 1,998 in 1889-90. This increase has been due, probably, to the greatly increased facilities which have lately been provided for the prosecution of advanced study and re¬ search in the older foundations and to the establishment of new institutions in which advanced work is the chief if not the only feature. Of the latter class the number is very small, Johns Hopkins University, at Baltimore, Md., opened for in¬ struction in 1876, and Clark University, at Worcester, Mass., opened in 1889, being the only representatives. The larger part of the students of the former are registered in the graduate department ; the latter admits such persons only as have already received their first degree or have otherwise prepared themselves to enter upon advanced study. The number of students in the graduate departments of colleges and universi¬ ties in the United States from 1871 to 1890 was as follows: GRADUATE DEPARTMENTS OF UNIVERSITIES. 819 Year. Stu¬ dents. Year. Stu¬ dents. Year. Stu¬ dents. 1871-72 108 219 283 369 399 389 1877-78 . 414 465 411 460 522 778 1884-85 . 869 935 1,237 1,290 1,343 al, 898 1872- 73 . 1873- 74 _ 1878-79 . 1885-86 . 1879-80 . 1886-87 . 1874-75 . 1880-81 . 1887-88.-. . 1875-76 1882-83 . 1888-89 . 1876-77 1883-84 . 1889-90 . a Includes 281 nonresident graduates. As will be seen from the above, the increase in numbers has been fairly reg¬ ular. especially during the last ten years. Statistics of graduates in individual institutions. — In order to show the increase in individual institutions, and the fluctuations caused in some of them by the establishment of new institutions, the following table has been prepared. The statistics have, with few exceotibns, been taken from the annual catalogues' of the institutions concerned. In a f w cases where catalogues were not available the statistics were taken from the annual reports of the Bureau: Number of students in graduate departments. Year. Har\ u <3 © © rt *3 ei 3 O rard. T. 4) *3 *3 £ d ® 3 | c ^ . g £ a ® © s 3 fl 3 o Johns Hopkins Univer¬ sity. Yale University. Princeton. University of Michigan. Columbia College. Cornell University. Boston University. U ni versity of Calif ornia. University of Minne¬ sota. University of Kansas. Lafayette College. University of Pennsyl¬ vania. 1870-71 . 8 24 3 6 1 2 1871-72 . 11 53 5 9 2 2 1872-73 . 20 50 7 8 5 . . 2 4 1873-74 . 43 4 60 7 9 11 2 3 9 1874—75. ...... 53 5 55 0 5 16 7 9 4 2 1875-76 . 52 7 60 8 15 8 13 11 5 5 6 1876-77 . 58 9 67 8 14 3 23 11 3 2 10 2 1877-78 . 61 7 j ' 58 50 52 7 7 2t 23 4 0 1 7 4 1878-79 . 49 2 63 46 68 11 9 15 37 5 3 3 5 1 1879-80 . 51 79 39 47 13 10 7 39 7 0 2 2 1880-81 . 41 2 102 29 45 10 14 45 6 1 1 3 1881-82 . 49 12 99 44 63 13 1 22 53 3 9 3 3 1 1882-83 . 55 20 125 41 67 25 7 36 73 2 9 6 5 1 1883-84 . 75 18 159 30 62 19 25 21 78 6 10 10 13 4 1884-85 . 70 21 174 37 66 15 23 S3 101 5 17 21 14 6 1885-86 . 72 16 184 42 58 «35 23 35 102 9 25 14 25 4 1886-87 . 70 12 228 56 95 a41 25 41 100 9 22 14 2d 5 188T-88 . 96 13 231 69 80 g59 20 52 107 12 21 13 37 45 1888-89 . 95 21 216 79 93 oe65 35 69 114 17 34 13 38 26 1889-90 . 107 22 229 81 117 a 78 70 84 100 21 48 17 40 37 a Includes nonresident graduate students. Effect of the opening of Johns Hopkins University on other institutions. — From the foregoing table it would be inferred that the opening of Johns Hopkins Univer¬ sity caused a temporary diminution in the number o. graduate students in nearly all of the. institutions presanted. This should not, however, cause surprise to any one who is acquainted with the favorable conditions the new institution afforded for advanced study. At the time of i s establishment Jew institutions in the United States could offer inducements in the form of fello .vships. In this re¬ spect Johns Hopkins University had a decided advantage, as it possessed twenty fellowships available upon trims which naturally attracted the graduates of other institutions. The na ural r suit in the course of time was that other uni¬ versities secured funds for the same purpose. Tae readiness with which the g aduates from the graduate departments of the leading universities receive appointments to professorships in educational institutions has undoubtedly created a desire for ad vane d study among the young men. This fact, together with the multiplication of fellowships, has been an im- po”tantif not the chief cause of the increase of students in graduate departments. The number of fellowships has increased from 19 in 1872 to 172 in 18S9-90.1 1 For value of fellowships, see Annual Report for 1888-89. pp. 649-654. 820 EDUCATION REPORT, 1889-90. State residence of graduate students at three typical institutions. — In connection with this subject of graduate students it may be interesting to know the sections of the country from which the different institutions recruit these advanced departments; for, the standing of a school is shown not only by the number of students that flock to it, but also by its drawing power or the geographical extent of its influence. In order to give a fair representation of the drawing powers of three typical institutions, the annual catalogues of Johns Hopkins University, Harvard Uni¬ versity, and the University of Michigan for the four years 1886-87 to 1889-90, inclusive, have been carefully examined with the view of ascertaining the home residences of the students in the graduate departments. In an investigation of this kind a fairer representation can be made by taking the statistics of a series of years than by taking the statistics of but one year. The result of the exam¬ ination indicated is as follows : Besidence of students in attendance upon graduate departments of Johns Hopkins University , Harvard University , and the University of Michigan during the years 1886-87, 1887-88, 1888-89, and 1889-90. States. Johns Hopkins Uni¬ versity. Harvard University. University of Michigan. o5 00 CO & ss oo 05 CO oo CO 00 o C5 o CO CO c3 +3 O Eh oo* o CO 00 00 00 i § OO GO OO O 05 C5 OO 1 -s eJ O EH CO OC SB CO 00 d CO OO CO 00 O O C5 SB C3 O Eh North Atlantic Division: 1 , Maine.. . .. 3 4 9 6 22 1 1 2 4 l 1 New Hampshire . 4 2 6 "3" 2 4 4 13 9 2 1 2 7 12 11 7 9 39 40 53 47 53 193 2 1 3 Rhode Island _ _ _ 1 1 1 1 4 3 2 5 Connecticut . 5 4 2 3 14 1 1 1 3 1 l 2 New York . . . 14 13 17 13 57 ”7’ 8 6 7 28 2 I l 4 New Jersey. . 4 2 3 4 13 2 2 3 2 9 Pennsylvania . 9 9 7 8 33 6 6 4 3 19 3 4 3 l 11 South Atlantic Division : Maryland. . . . 65 76 65 87 293 1 1 2 1 1 2 District of Columbia _ 3 i 6 5 15 2 3 3 Virginia . . 6 7 7 10 30 "West Virginia . 1 2 2 1 6 North Carolina . . C 6 4 8 24 2 2 1 1 South Carolina.. . 4 4 4 2 14 1 2 1 2 6 Georgia . 7 6 5 3 21 1 1 Florida 1 1 1 1 1 1 2 South Central Division : Kentucky . . . 3 3 4 4 14 1 1 2 1 1 Tennessee _ _ _ 2 1 1 2 6 1 1 Alabama . . . . 3 2 2 i 8 Louisiana 2 2 1 1 6 Texas 1 1 1 1 Arkansas 1 . 1 1 North Central Division : Ohio . 13 7 9 9 38 4 6 8 8 26 1 2 2 5 Indiana . . 4 6 6 8 24 1 1 2 2 4 3 2 11 Illinois . . 6 8 10 3 27 "§' 4 1 10 5 7 8 20 Michigan _ _ 4 2 4 10 1 1 *22* 33 31 41 127 Wisconsin _ _ 4 3 7 3 17 3 3 2 1 1 1 5 Minnesota . 4 3 2 1 10 1 1 2 3 .... 1 2 6 Iowa . 5 4 3 7 19 1 1 3 6 Missouri .. 3 3 2 4 12 1 1 2 2 4 2 8 North Dakota 1 1 2 South Dakota 1 1 1 1 2 Nebraska 4 1 1 6 1 Kansas 2 2 4 2 1 3 1 1 2 4 Western Division: Montana . . 1 } Col orad o • 1 1 1 1 2 4 Utah. 1 1 Washington I . . 1 1 2 Oregon . 1 California . 7 3 1 i 11 1 3 2 2 8 l *T 2" North Atlantic Division _ 54 48 47 46 ~195~ 58 ~73~ ~69~ 74 274 7 6 4 4 21 South Atlantic Division.... 92 103 93 116 404 1 5 1 7 14 1 2 5 8 South Central Division . 11 8 8 8 35 1 2 3 1 1 1 3 North Central Division . 43 40 45 42 170 7 11 'l5' 16 49 ‘32' 48 54 61 195 Western Division . 7 3 2 1 13 1 3 2 2 8 1 2 3 4 10 Foreign.. . 16 18 18 13 65 2 3 8 6 20 1 1 1 3 6 U. S. Navy . 4 3 1 2 10 U. S. Army . 1 1 2 1 5 Total . 228 os231 216 229 S04 70 96 95 107 368 41 59 65 78 243 a The residence of seven students not given. 821 GRADUATE DEPARTMENTS OF UNIVERSITIES. This tabulation indicates that Johns Hopkins has a stronger drawing power than either Harvard or the University of Michigan. It is also noticeable that notwithstanding the fact that the North Atlantic Division has more institutions offering the advantages of well-equipped graduate departments than any of the other divisions. Johns Hopkins draws more students from this than from any other division excepting the South Atlantic in which it is situated. It is a well- known fact that institutions nearly always draw much the larger part of their students from the immediate locality in which they are situated. Taking the figures as given above, we find that while Johns Hopkins draws 55 per cent of its students from sections other than the division in which it is located, Harvard draws but 25 per cent, and the University of Michigan but 20 per cent from such sections. It will be observed further that the number of foreign students in attendance at Johns Hopkins exceeds the number in attendance at the other two institutions. Probable causes of the popularity of Johns Hopkins University. — The large number of students from the North Atlantic Division attending Johns Hopkins suggests that some department of this institution is superior to the corresponding de¬ partments of the institutions in that division. In order to arrive at some con¬ clusion with respect to this matter the catalogues of Johns Hopkins have been examined with particular reference to the students from New York and Massa¬ chusetts. with the following result : The 57 students from New York were distributed among the studies as follows: Chemistry, 12; pathology, 7; his¬ tory, 7; physics, G; English, 5; biology, 4; astronomy, 4; mathematics, 3; Latin, 3; Romance languages, 3; geology, 1; histology, 1; and Semitic lan¬ guages, 1. The thirty-nine from Massachusetts were divided as follows: His¬ tory, 9; biology, 6; chemistry, 5; Greek. 5; geology, 4; Germanic languages, 3; mathematics, 2: philosophy, 2; Assyriology. 1; English. 1; and Sanskrit, 1. It will thus be seen that the two departments of history and chemistry include 33, or about one-third, of all the students from the two States specified, and may very properly be said to be the most popular departments of the institu¬ tion. This statement is substantiated by the annual report of the president of Johns Hopkins, in which it is shown that more students are entered for those departments than for any other. Probably, however, the true cause of the superior drawing power of this in¬ stitution is to he found in the manner of making appointments to the fellowships. While a large number of the Harvard fellowships are open only to Harvard graduates, all of the Johns Hopkins fellowships are open to graduates of any in¬ stitution. Thus, although the number of fellowships possessed by Harvard ex¬ ceeds the number possessed by Johns Hopkins, the chances of obtaining a fellow¬ ship at Johns Hopkins by a graduate of another institution are larger than at Harvard. It has been suggested that the place where a student received his first degree might have some influence in the selection of an institution for the prosecution of advanced study and research. In order to arrive at some conclusion with re¬ spect to this subject the catalogues for the past four years of the three institu¬ tions which have thus far been made the subjects of special study and investiga¬ tion were again examined. Before giving the results of this investigation it may be well to state that of the 243 students registered in the graduate depart¬ ment of the University of Michigan during that time but 133 were resident students, the remainder pursuing advanced study at a distance. In this investi¬ gation the latter could not be included, as the catalogues do not give the desired information concerning these students. For the same reason 118 of the students at Johns Hopkins University who were attendants at single courses only could not be included. While the investigation was being made it was found that the institutions represented were so numerous that it was deemed impracticable to give the names of the institutions. It was then decided to give merely the State resi¬ dence of the students and the States in which they received their first degrees. So as to make the representation as simple and complete as possible the results have been incorporated in three separate tables, which are as follows : 822 EDUCATION REPORT, 1889-90. c* <£> *8 £ CO -* i CQ hh | -H ^ •pnBisiopoqa 1 ': ift Tt« • « * « ; ; ; : i : •sjjasnqoBssBH 1 l «Hrji I Cl • HIOHI! ITS N •jnoni.ioA > : ; i f *} •a.nqsdtaBH M.9N 1 i CO : i i •ouibjm j j- j i i i ■sjn9pTijs jo aaqumii I'bjo.l | 2 o co t- go t* so to •^coeoco NO( T-ILOrtM 05 -r-l ! -cf CO 00 CO 1-H T3 •fl ;-3 1 o « :S 1 i> \B ^rl 1 O *3° ^ ® o |p§ ° f-( Cy ci W : 2 «8 S M © ci.X IllS'gsl'Eiisigas ©!'h2c$:hi_5cc'3t"’::'.5^>-£2.3 ^5*h-hk: O o . > jS ; <3 >> Irt p 1 s g :3 •2 2 2 § 9 ®^; 3 2 Michigan GRADUATE DEPARTMENTS OF UNIVERSITIES, 823 824 EDUCATION REPORT, 1889-90. Table giving residence and State in which graduate students at Harvard University from 1886-87 to 1888-90 received their first degrees. xn 3 Residence. £2 a 3 a a o North Atlantic Division: Maine . New Hampshire . Massachusetts. . Rhode Island . Connecticut . New York . . New Jersey. . Pennsylvania . South Atlantic Division: Maryland . District of Columbia. . . North Carolina . South Carolina . Georgia . Florida . South Central Division : Kentucky . Tennessee . North Central Division: Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Missouri . Kansas . Western Division: California . 4 13 193 5 3 28 9 19 2 2 2 6 1 1 2 1 26 2 10 1 3 2 2 3 8 Foreign countries . North Atlantic Division... South Atlantic Division... South Central Division.... North Central Division.... Western Division . 20 274 14 3 49 8 368 Number of students who received their first degrees in the several States. | Maine. New Hampshire. | Massachusetts. | Rhode Island. Connecticut. | New York. ■ J New Jersey. ; | Pennsylvania. | | Virginia. • | North Carolina. ) ; | South Carolina. | I Georgia. | Kentucky. : | Tennessee. ; | Ohio. : | Indiana. I | Illinois. 1 1 Michigan. £ A 3 o o A ? I Missouri. | Kansas, | Colorado. | California. | Foreign countries. 1 2 1 1 2 11 2 1 168 2 1 6 2 1 5 1 1 3 4 J 3 17 1 9 i 1 1 1 8 1 9 2 2 1 1 1 3 2 1 ... 1 1 1 1 10 14 2 2 4 5 1 1 1 2 2 2 3 1 2 5 1 l| 18 4 4 212 6 7 15 l 13 1 5 1 1 4 6 1 i 3 *3 1 1 1 1 17 14 4 5 1 2 2 3 1 2 5 5 4 237 6 8 16 l 13 O l 3 3 1 1 19 6 5 2 2 2 3 1 5 22 Total GRADUATE DEPARTMENTS OF UNIVERSITIES. 825 Table giving residence and Slate in ichich residenf graduates at the University of Michigan from 1886-87 to 1889-90, received their first degrees. to G 7 i j 5600 / / k / / / 5400 - / 1 “V \ V \ i i / 5200 i i/"' \ \ V - 1 - / / / 5000 / \ \ ~7 / 4800 j / ' 4600 ! 4400 h i 4200 B—il 5 4000 r 3800 3600 2643 - Medicine, 888G students in 1889. - Law, 6304 students in 1889. - Theology, 5849 students in 1889. Students in For every 100,000 inhabitants in Germany Law. Medicine. Theology. There were in 1881 . - 11 8 6 a 7. CO - 13 18 12 Franco. DIAGRAMS OF PROFESSIONAL EDUCATION. 839 Location of German Universities. Population, 49,421,054; area, 208,695 square miles. ’North Sea , Hollar. o Theology. 2 o Protestant and Catholic Faculties. 840 - • ' • • . - >‘W ■' • „T, EDUCATION REPORT, 1889-90. Diagram 2.— Showing movement of the enrolment in the State Faculties of Law, Medicine, and Theology in France during eight years. 1 — — .1 prot&stkrvt Thet \logy. 1 ! 1 1 i l \ "7, rr.,,,1 ~L L. —7 ~ — - Medicine, 6455 students, including candidates for the officiat santc in 1888. - Law, 5152 students, including candidates for the certificat de capacity in 1888. - Protestant Theology, 101 students in 1888. Students in For every 100,000 inhabitants in France Law. Medicine. .. There were in 1 881 . 14 11 “ " “ 1888 . 14 ^*17 DIAGRAMS OF PROFESSIONAL EDUCATION. 841 Location of facilities [schools) of higher education in France. [Population, 37,930,759 ; area, 204.093 square miles.] [Dotted lines indicate the “academies'’ into which the “University ’’ of France is divided, not including Algeria and Corsica.] t ° Theology (Protestant). State Schools. < e> Law + Medicine. t @ Theology. Catholic Schools. < (©) Law © Medicine. SztrLtzerlccnd. 842 EDUCATION REPORT, 1889-90. Diagram 3. — Showing movement of enrollment in schools of laic, medicine, and the¬ ology in the United States during the period 1880-90. - Medicine, 14,884.in 1890 - Theology, 7013 in 1890. ■ - Law, 4518 in 1890. Students in For every 100,000 inhabitants in the United States Law. There were in 1881 . 0 “ “ “ 1890 . 7 Medicine. Theology. 25 9 24 11 DIAGRAMS OF PROFESSIONAL EDUCATION. 843 Diagram 4.— Showing the distribution of the enrollment in the German universities among the four faculties of which twenty are composed , the two faculties composing the University of Munster, and the Catholic Seminary of Braunsbcrg, at the dates of 1SS1 and 1880. Diagram 5, — Showing the distribution of the enrollment in the faculties of France at the dates of 1881 and 1888. 1880-81, 11.973 enrolled. Represents the German Faculty of Philosophy. 844 EDUCATION REPORT, 1889-90. Diagram 6. — Showing the distribution of the enrollment of the several schools, colleges, and universities of the United States which have professional courses, at the dates of 1S81 and 1890. [It will be remembered that the students of the faculties of France and Germany are baccalaure¬ ates, which is not necessarily the case with the students of professional schools or depart¬ ments in the United States. See diagram 15.] 1880 81, 23,217 enrolled. 1889-90, 34,272 enrolled. Location of schools oj theology in the United States at the date of 1890. DIAGRAMS OF PROFESSIONAL EDUCATION. 845 84G EDUCATION REPORT, 1889-90. t»t »r«p 4 m 7 _ Showina enrollment , graduates, and number of students having a D decree in letters or science during 1880-90, in schools and departments of theology in the United States. DIAGRAMS OF PROFESSIONAL EDUCATION. 847 I CU. HI r - L 600 - ^ 600 1 - - *Z‘ y 400 s ’ - < > — 300 - Students, 2454 in 1890. - Having degrees in letters or science. 1259 in 1850. - Graduates, 002 in 1890. 848 EDUCATION REPORT, 1889-90. Diagram 9. — Showing percentage <#* students in theology enrolled in the schools of each denomination in the United States at the dates of 1881 and 1890. Location of schools of law in the United States at the date of 1890. DIAGRAMS OF PROFESSIONAL EDUCATION. 849 ED 90- ~)4 850 EDUCATION REPORT, 1889-90. Diagram 10. — Showing enrollment, graduates, and number of students having a degree in letters or science in schools and departments of lav: in the United States during the period 1880-90. - Students in 1890, 4518, of whom 33 per et. graduated in 1890 against 34 per ct. in 1881. — - Graduates in 1 890, 1514 (in some instances computed). Graduates to every 100,000 of population 2.4 in 1890, 2.1 in 1881. - Having degrees in letters or science in 1890, 1255 (in somo instances computed). DIAGRAMS OF PROFESSIONAL EDUCATION. 851 - ■ ^ • 7 00 1 CoOegjLi ft _ < kr"’ 600 - ^"d ' - - - X \ 500 < r' - H ► . -j r i i 400 - Students, 1^*1 in 1800. - Having degrees in letters or science, <>70 in 1890. - - Gradnates, 40."> in 1800. (Decrease due to Columbia College extending her course in law. 852 EDUCATION REPORT, 1889-90. Diagram 12. — Showing number of degrees conferred annually by the fourteen fac¬ ulties of law of France during the period 1880-88. — — ' ' 300 200 Doctor* •jfnLa?A fe- , • 100 Total Enrolment. Graduated (as Licentiates.) {Scale, 2000 to the £nc7iT] ] 1887-8 Total Enrolment. Graduated (as Licentiates.) [Scale, 2000 to the inch] 1 1880-1 Location of schools of medicine ( undergraduate ) in the United States at the date of 1890. DIAGRAMS OF PROFESSIONAL EDUCATION 853 854 EDUCATION REPORT, 1889-90. ! 1 ' ^ 1 4700 £y (V/ \ 4500 IT \ \ i 4300 y \ \ / 4100 / / 3900 \s \ 3700 "i r'' ' 3500 - Students in 1800, 14,884, of ayIioiu 30 per cent, graduated in 1800 against 33 per cent, in 1881. - Graduates in 1800, 4492. To every 100,000 of population, 7 in 1890, 8 in 1881. DIAGRAMS OF PROFESSIONAL EDUCATION. 855 Diagram 14. — Showing fluctuation of attendance at the schools of each of the three medical sects in the United States during the period 1880-90. Homeopathic. 1123 students in 1890. 856 EDUCATION REPORT, 1889-90. (a) Students in schools represented. (b ) Students holding degrees in letters or science in schools represented in ( a) above. DIAGRAMS OF PROFESSIONAL EDUCATION. 857 Diagram 16. — Showing number of degrees annually conferred by the six faculties of medicine, the tivo medical schools of “ full exercise"1 and fifteen preparatory schools of medicine in France during the -period 1880-88. f"l evl \s <30 23 3 *3 00 3 •o 00 00 tL 00 QO ao <*> 00 oo 00 Oo ’-1 r'i I'l M "1 r-H % 1000 800 &<>Ctorx _ .A 600 400 200 1 - Doctors of Medicine. - Officers of Health. Total Enrolment. 1880-1 Graduates, (both grades) [Scale, 2000 to the inchf\ Total Enrolment. Graduates, ( both grades.) [Scale, 2000 to the incTi] ] 1867-8 Location of schools of dentistry and of pharmacy in the United St ates at the date of 1890. B58 '-m EDUCATION EE PORT, 1889-90. Dental DIAGRAMS OF PROFESSIONAL EDUCATION. 859 Diagram 17. — Showing enrollment and graduates of schools of dentistry in the United States during the pc Hod 1880-90. 8G0 EDUCATION REPORT, 1889-90. Diagram 18. — Showing the movement of population in twelve dental schools of the United States which report regularly for the period 1880-90 the number of students enrolled having a degree in letters or science. (Of these schools only six were in exist¬ ence in 1881.) — Students, 1587 in 1890. - Having degrees in letters or science, 09 in 1890. DIAGRAMS OF PROFESSIONAL EDUCATION. 8G1 Diagram 19. — Showing movement of enrollment and the graduates in schools of pharmacy in the United States during the period 18S0-90. 862 EDUCATION REPORT, 1889-90. Diagram 20. — Shotting number of degrees annually conferred by the six higher schools of pharmacy and mixed schools of medicine and pharmacy, the two medical schools of “full exercise,” and the twenty-one preparatory schools of medicine and pharmacy in France during eight years. - Students, 22*29 in 1888. - Graduates. — Pharmacists of the 2d class. - Graduates. — Pharmacists of the 1st class. DIAGRAMS OF PROFESSIONAL EDUCATION* 863 Diagram 21. — Showing movement of enrollment and the number of graduates in nurse training schools in the United States during the period isS0-00. 864 EDUCATION REPORT, 1889-90. Diagram 22. — Showing nunber of graduates ( passed an examination before faculty) in midwifery in France during the period 1880-88. QOcoQdQO^coqdqo QO<*)Coao50QO<*>aD 600 • SOO 400 300 Graduates iu Midwifery of 1st and 2d classes. Location of schools of technology in the United States at the date of 1890. DIAGRAMS OF PROFESSIONAL EDUCATION. 865 ED 90 55 866 EDUCATION REPORT, 1889-90. Diagram 23. — Showing number of students in scientific schools and departments of colleges and universities [excluding manual training high schools) during the period 1SS0-90, and the degrees in science conferred during the same period. _ — I - 1 - ^ 1 10000 . 9000 A 1 'v 8000 J) Irant Co 9 - " ► - - \ / \ 7000 \^v / / / / » 6000 / / 5000 J .a 'S rJtepts.Jt * 4000 — 1 — 1 L - Jj tlf i bs* - 2000 Degrees { ^’n. Scien - - i- - 1000 1 — Degrees in science (B. S., C. E., M. E., etc.)- DIAGRAMS OF PROFESSIONAL EDUCATION 867 ' Ti - -j i 1 18G0 / . \ 1700 — / ■ / 1600 ft/ 1500 $/ 1400 j 1300 / 1200 1100 — 1000 - Lis? FT" 900 1 r r'"~ *X '\ 800 'i 7 00 *IL 600 1 X — X. .100 A - ■ - 400 - ‘ i 300 Location of public normal schools in the United States at the% date of 1890, DIAGRAMS OF professional education. 869 Location of teachers' training schools in France at the date of 1SS9. [Area, 204,092 square miles; population, 37,930,759.] Channel. A Belgium. +• • 'N\ Germany. +• \ 'V ,4' — P.-\ : i / tsA V !+ J 'm< V" \ Vr; ■' ; + • s> ‘ ‘ ,'•+ , ~ ' '.a. - * , ' • > \ J , - - / \ • T ■ • ' « e+ /'--■* x ,< +• • ^ \ . •+ . / \s ’ ; / / +• /''<•+ : . •+ * --'V — - .vr \ / +• ) V.-.-' • + ;•» rpr'y\~-i •+ vj&. Geneva. Atlantic. y.J . V' Spain. y +• • Por 'Mem. + *» Women. Switzerland 870 EDUCATION REPOET, 1889-90. Location of teachers' seminaries in the Kingdom of Prussia, [Area, 134,500 square miles; population. 29.959.388.] '' + / O • . + DIAGRAMS OF PROFESSIONAL EDUCATION. Location of teachers'1 seminaries in the Kingdom of Saxony. | Area. 5.787 square miles ; population, 3,500,513.] 871 Location of teachers' seminaries in the Kingdom oj JJavaria. [Area, 29, 177 square miles ; population, 5,589,382.1 872 EDUCATION REPORT, 1889-90. Location of teachers' training schools in the Kingdom of Wiirtemburg. » [Area 7.531 square miles; Population 2,035,443.] .For Men,. \„7jUe o • • WimverU J + - - - Private \ DIAGRAMS OF PROFESSIONAL EDUCATION. 873 Diagram 25. — Showing number of “ normal ” students in teachers' training schools in the United States for ike period 1S80-87, and the number of “professional ” stucknts in the same class of schools during the period 1887-90 , also the number of graduates ( normal or professional). CHAPTER X.1 CURRICULA OF PROFESSIONAL SCHOOLS. If a certain number of individuals have a common quality that may be repre¬ sented in numbers a statistical table may be formed. But if tliis common quality is expressed in a very general way, such as by the term “ medical students in 1889-90/’ it will happen that students who are pursuing* a three-years course of medicine count for as much as those who are pursuing a four-years course. It is therefore quite as important to know what and how the students in medicine for 1889-90 were taught as to know how many of them were taught in medical schools during that period. In taking up in order the several classes of professional schools, the requisites for admission to them will be considered first, then their curricula. Statistics for the last ten years have been given in the preceding chapter, and those for the year 1889-90 will appear in full detail in the chapter which follows. MEDICINE. REQUIREMENTS FOR ADMISSION. If we begin by inquiring what was required of the applicant for matriculation in 1880-81. it is shown by an inspection of the announcements and catalogues of about 80 medical schools that the situation was, in general terms, as fol¬ lows: Ten had examinations for admission covering several subjects and 14 em¬ ployed some slight tests of an applicant's fitness to study medicine. The sub¬ jects of examination were elementary physics in 8 schools, arithmetic in 7, ele¬ mentary Latin in 5, grammar in 4, geography in 4, algebra in 4, geometry in 3, and history in 2. Grammar and composition were determined usually from the papers submitted. The amount of physics required was generally a knowl¬ edge of Balfour Stewart's Primer of Physics or its equivalent. The Latin re¬ quirements were varied, and were intended to show the familiarity of the appli¬ cant with declensions, conjugations, common words, and simple constructions. Algebra to quadratic equations and two books of geometry were usual require¬ ments in these branches. The Michigan College of Medicine allowed a substi¬ tution of either Greek, French, German, botany, or zoology in place of other studies mentioned above (except Latin). French. German. "algebra, geometry, and botany were alternative subjects at Harvard Medical School, on one of which the candidate must be examined. Botany and chemistry, as found in the Science Primers, were required by the Woman's Medical College of the New York In¬ firmary. College diplomas, degrees from scientific schools, graduation from acceptable high schools and academies, and licenses to teach public schools were among the proofs of a candidate's fitness which were accepted in lieu of exami¬ nation. In the Medical School of Missouri University all students before entering the senior class were required to pass a satisfactory examination on English gram¬ mar. rhetoric, history of the United States, and arithmetic through common fractions. In examining the announcements of the requirements demanded of matriculates, in 1890 the reader is struck with the. very frequent use of the expression “all the branches of a good English education,'' to which is added in the ma¬ jority of cases *‘ including mathematics, English composition, and elementary physics or natural philosophy.” The phraseology varies, however; sometimes it is a “fair English education:” in other connections it is the “common-school ) Prepared by Mr. Wellford Addis, specialist in professional education. 875 876 EDUCATION REPORT, 1889-90. branches.” In many other cases the requirements are “ proficiency in grammar, arithmetic, geography, history,” and even reading, writing, and spelling, and proficiency in all these subjects may be taken as a definition of a “ good (or fair) English education.” Such an education ought to be given in the public schools, and thus it follows that the requirement of the great majority of the medical schools of the country is a thorough common-school education. The entrance requirements of the medical schools of France are considerably higher, for in that country the matriculate must have obtained the degree of bachelor of let¬ ters and another degree, which is called bachelier es sciences restraint pour mathematiques, and the curriculum of the German gymnasium, which is pre¬ paratory to a course of medical instruction, is quite as high and as thorough as that of the French Lycee. What the requirements in Great Britain are may be inferred from the special matriculation examination of the Bellevue Hospital School for those students who expect to present their diplomas for recognition in Great Britain. This examination embraces the following subjects: English language, including grammar and composition; arithmetic, including vulgar and decimal fractions; algebra, including simple equations; first two books of Euclid; Latin, translation and grammar, and one of the following subjects: Latin (first two books of Caesar), Greek (St. John's Gospel), French (the first chapter of Telemaque or Charles XII), German (first part of Adler's Reader), natural philosophy, including mechanics, hydrostatics, and pneumatics (Peck’s Ganot’s, or Parker’s Philosophy). There are some exceptions to the average requirements in the United States which call for attention. In several instances a familiarity with Latin grammar is demanded, though in four instances this familiarity may be obtained during the course of medical instruction. For admission to the department of medicine of Harvard University the requirements are that the applicant shall write an English composition of two hundred words and write English prose from dicta¬ tion, translate easy Latin prose, possess such a knowledge of physics as may be obtained from Balfour Stewart’s Elements, and elect one of the following sub¬ jects : French, German, elements of algebra or of plane geometry, or botany. At the Yale Medical School the requirements, with the exception of the lan¬ guages, are about the same. In the case of the department of medicine of Michigan University stress is put upon a compstent knowledge of zoology, and languages are not required,. while in the case of the medical department of the University of Minnesota the examination embraces an English composition of two hundred words, Latin, French, German, or a Scandinavian language, an ex¬ amination in algebra, plane geometry, or botany, and in physics. The College of Physicians and Surgeons in the City of New York (Columbia College) has an en¬ trance examination in which the Latin (Caesar or Sallust), algebra, and geometry are fully equal to the requirements in those branches demanded by the above- named institutions. These schools are connected with our highest and wealthiest institutions of learning, and if they are unable to ask as much as the depart¬ ments of arts, with which they are affiliated, how is it to be expected that non¬ university schools, wholly dependent upon themselves for support, both moral and pecuniary, can ask as much ? In addition to the examination as to intellectual attainments a certificate as to moral character is required. It is not to be supposed, however, that the attendance at these schools is made up for the most part of those who pass an examination which is “satisfactory to the faculty ” of the school ; for that examination is only required when the can¬ didate can not present a diploma from a college, high school, or academy, nor¬ mal school, or, in some cases, a teacher’s certificate entitling him to teach in a public school of his State. The number of the matriculates who have obtained a degree in letters or science has been collected by this Bureau for a number of years. Consulting this record, which is by no means as perfect as it should be, the following facts are devel¬ oped: Of the 96 institutions reporting to the Bureau in 1881, 42 returned 1,111 stu¬ dents having a degree in letters or science, and 3 report definitely that they had no scholar with a degree. In these 45 institutions there were 6,625 students. Thus in every hundred students there were 17 who, it may be said, had been lib¬ erally educated. If the other institutions (51) had reported specifically that they had no student who had received a degree in letters or science, the whole attend¬ ance as far as reported to this Bureau (11,399) could be compared with the number of students who were reported as having obtained a degree by the schools which answer the question definitely in the affirmative or negative and no error occur. CURRICULA OF PROFESSIONAL SCHOOLS. 877 If we assume, however, that these 51 institutions had no matriculate in attend¬ ance having a degree in letters of science, then, to do justice to the different parts of the country, comparison may take the following form : New England and Middle States. South 1 Atlantic i States. South i Central I States. 1 • North Central States. Ratio of matriculates having degree in letters or science to students in all medical schools of each section of the Percent. Percent. l ; Percent. Per cent. country . Ratio of matriculates having degree in letters or science to students in medical schools that report students 14 6 2 7 with such degrees in each section of the country . 20 11 8 15 Continuing this sifting process by considering eleven schools of medicine which are departments of a university, it appears that at — Attend¬ ance, 1880-81. Had a degree in let¬ ters or science. Harvard Medical School . 1 Yale Medical School . College of Physicians and Surgeons (Columbia College) . j Medical department, University of Pennsylvania . ! Medical School of Maine (Bowdoin College) . . . . . i Medical department of the University of the City of New York . 243 21 547 375 112 623 Per cent. 49 48 34 26 20 19 Medical department of University of Vermont . 50 12 New Hampshire Medical Institution (Dartmouth College) . 94 7 Department of medicine and surgery, University of Michigan . 380 10 Medical School of the University of'Missouri . 40 43 Chicago Medical College (Northwestern University) . 150 20 Total . ; . - 2,635 a22 a Average per cent. In 1886-87, 60 schools reported the number of their matriculates that had re¬ ceived a degree in letters or science and 5 schools definitely reported that they had no person thus distinguished among their students. In these 65 schools there were 6,690 students, of whom 15 in every 100 had received a degree in letters and science. Taking the same individual schools as before, the showing is as follows : Attend¬ ance. 1886-87. i Had de¬ gree in science and arts. Harvard Medical School . 260 Per cent. 55 Yale Medical School . . . 26 31 College of Physicians and Surgeons (Columbia College) a . 606 31 University of Pennsylvania, medical department . 406 28 Medical School of Maine (Bowdoin College") _ 85 j 19 Medical department of the University of the City of New York ... 631 7 Medical department of Universitv of Vermont . . 190 10 New Hampshire Medical Institution (Dartmouth College) . ml 134 (6) oo 22 Chicago Medical College (Northwestern University) . . Department of medicine and surgery. University of Michigan... 321 [16] 13 Medical School of the University of Missouri . (6) Total . 2,659 c23 a The total number of students (188) possessing a degree at time of matriculation is taken from president's report, 1890. 6 No answer. c Average per cent. These figures show a slight increase during the six years ; but, if the institu¬ tions making no answer could have been included, a decrease might have resulted, which would have tended to confirm the average for the 65 schools which fur¬ nished definite reports for 1886-87. 878 EDUCATION REPORT, 1889-90. Finally let us consider the statistics of tho year 1889-90. One hundred and ten institutions have reported to this Bureau, 78 of which report definitely the num¬ ber of students having a degree in letters or science or that they have no student possessing such a degree. In these 78 schools 15 per cent of the matriculates had obtained a degree before entering upon the study of medicine. The absolute figures are, 16 schools with no students enrolled who had obtained a literary or scientific degree, 62 schools with 1,382 studentshaving a degree; total enrollment in the 78 schools, 9,389. Adding to the enrollment of the 78 schools the enroll¬ ment of the 32 which answer. “ Don’t know,” “ No data,” etc., the total enroll¬ ment of the 110 schools reporting is 13,793. Comparing the enrollment in these 110 schools with the number of matriculates reported by the 78 schools as having degrees, the result is that 10 per cent of the enrollment in the medical schools of the country were possessors of a degree in letters or science. Considering the States by sections and including only the 78 schools which report 15 per cent of their matriculates having a degree in letters or science, it is found that 18 per cent of the matriculates in the medical schools of the North Atlantic Division had a degree in letters or science. 13 per cent of the South Atlantic division, 18 per cent of the South Central division (including Tulane University, estimated at 25 per cent], 9 per cent of the North Central Division, and 9 per cent of the Western Division. These figures show a diminution for the schools of the North and an increase for those of the South. Considering the statistics of the eleven individual medical schools as before, at — X Attend- * ance, 1889-90. Had de¬ gree in science or let¬ ters. Harvard Medical School . . . £90 Per cent. 43 Yale Medical School . . . . 55 30 College of Physicians and Surgeons (Columbia College) a . 619 36 University of Pennsylvania, medical department . 485 26 Medical School of Maine (Bowdoin College) . ... . 81 21 Medical department of the University of the City of New York . 633 17 Medical department of the University of Vermont.. . 205 19 New Hampshire Medical Institution (Dartmouth College) . . . . 83 16 Chicago Medical College (Northwestern University)... 7 . 237 3 Department of medicine and surgery. University of Michigan . 372 10 Medical School of the University of the State of Missouri . . 21 6 Total . 3,081 &23 a These figures are taken from the president's report for 1890. The medical department made no report on the blanks prepared for replies from such schools sent out by this Bureau. b Average per cent. From the foregoing statements it appears that there has been a slight reduc¬ tion in the number of matriculates (17 in every 100 in 1881, 15 in 1890) at medical schools, who had received a degree in letters or science: while the statistics of the eleven departments of universities (where one would expect a large percent of the matriculates to have obtained degrees) show that there has been an in¬ crease of but 1 per cent in the matriculates who had obtained a degree in letters or science. Indeed in the instance of the College of Physicians and Surgeons (the medical department of Columbia College) of New York City a decrease of 2 per cent is shown when the per cent of enrollment for the decade 1870-1880 (37 per cent) is compared with that for 1880-1890(35 percent) ; or comparing the per cent for the first half of the decade 1880-1890 with the second half, a reduction of over 3 per cent is shown. The question, then, is : Has there been no improvement in the scholarship of the matriculates at medical schools ? The first of several questions asked on the form of inquiry sent out at the close of the school year 1889-90 was ‘ ‘ Have you noticed during the last decade that the students of later years were in a scholastic sense better prepared to enter upon the study of medicine than those who preceded them? ” Of the 86 “regu¬ lar” schools reporting, 75 answer the question, 67 in the affirmative and 8 in the negative. Of 7 “ eclectic ” schools only 1 answers “no.” Of 13 “homeo¬ pathic ” schools, 12 answer yes, 1 fails to answer. How are these facts to be reconciled ? Statistics show that the number of matriculates having a degree is not increasing relatively to attendance (see CURRICULA OF PROFESSIONAL SCHOOLS. 879 diagram 15, Chapter X), and yet the medical schools are almost unanimous in asserting that there has been an improvement in the scholarship of the matric¬ ulates. Is this unanimous report as to advanced scholarship to be attributed to an increased attendance at the secondary schools of the country? Are more graduates of high schools matriculating at medical schools ? If we compare the at¬ tendance of secondary schools (exclusive of public high schools and department s of normal schools and^of institutions for superior instruction) for 1880-81 with that for 1888-89 we find that there has been an increase in the attendance of schools for secondary instruction of 13 per cent. If wo compare the attendance at the public high schools of one hundred and thirty-two cities in 1880-81 with the attendance in the public high schools of those cities in 1887-'88 an increase of 37 per cent is shown. Or, speculating upon the subject from the still more general standpoint of population and considering that the public high school is always a feature of urban life, it may be concluded that the increase of 7 per cent in urban population during the decade 1880-1890 has increased the high-school attendance of the country at large. Some confirmation of the idea that the improvement in the scholarship of ma¬ triculates, at medical schools is due to high schools is found in the great protest against secondary and collegiate education because it tends to overcrowd the learned professions, especially those of law and medicine. But a protest is en¬ tirely too insecure a foundation to build a theory upon. What is necessary is in¬ formation as to the localities whence the matriculates at medical schools come, whether from towns and cities or from the rural districts, for public high schools with few exceptions are located in centers of population and rest on a system of grades beneath them from which they are fed. The public high school of the rural districts it should be said is, in many cases, the State normal school or agricultural college. Tn examining the reports made to the Bureau some expressions are found that corroborate what has been suggested above. A medical schcol of Califor¬ nia, in answering the question as to a better scholarship, answers, “Decidedly so," and adds : “ 18 had attended universities, academies, or colleges, 12 were graduates of high schools, 17 were graduates of State normal schools, or held educational diplomas or first-grade certificates, and 40 passed examinations.” A southern schcol, in denying improvement, adds : “The common-school system has destroyed the private schools, and only an elementary education can be had outside.” (There is no normal school in this correspondent's State.) The medical department of a celebrated university of the Northwest replies : “ Our students average far better now than formerly, as nearly all who enter now [who are not possessors of a degree] are graduates of high schools ; " while one of the fore¬ most universities of the Southwest reports in the affirmative, adding, “many o- our matriculates being graduates of high schools or universities.” A college of Ohio makes a very striking answer in saying : “Yes, as to students who entef under 25 years of age : no, as to those over 25 years : ” and a Southern collegr answers : “ I have noticed an improvement in this respect, but it must be rememe bered that the students from tho South now seeking admission to our colleges received their education (literary) during the decade following the war when educational matters were chaotic. ” Of 1 10 schools, 88 answer the question : “Has the average age of matriculates advanced?" Two-thirds of these answers are no, and 10 of them say the aver¬ age has diminished. The Hospital College of Medicine (Central University) re¬ ports the age of seniors in 1880 as 26, in 1885 as 28, and in 1890 as 27. One college reports "age diminished : mental caliber advanced.” THE CURRICULUM. THE CHARACTER OF THE CHANGE IN THE COURSE DURING THE DECADE AS REPORTED BY THE DEANS OF THE SEVERAL, SCHOOLS. In reply to a general question as to the character of the changes during the de¬ cade in the medical curriculum, especially in regard to practical instruction, one- fourth of the schools answer “ no change,” or ignore the question. The general tenor of the affirmative responses may be classified under two heads, to wit, in¬ crease of the time devoted to the study of medicine, and increase in the time de¬ voted to laboratory and chemical instruction. The answers as to the time devoted to study may be classed under two heads, one class of answers showing a very de¬ cided movement to increase the course from two to three years and to grade it, and the other a tendency to prolong the session from five or six to eight months. The replies indicate a strong tendency to introduce laboratory instruction, chem¬ istry and histology being the subjects most frequently mentioned. Clinical in- 880 EDUCATION REPORT, 1889-90. struction also appears to be a subject in which improvement has been made* Entrance examinations, higher requirements for graduation, and recitations from text-books are only mentioned four or five times in each case. It is not to be supposed that all these subjects should occur to the gentlemen who answered the inquiry as they read the question on the blank. One thing would suggest itself to one and another to another. What appeared to each at the moment as most important was jotted down in the small space allowed for the answer. It is, therefore, surprising to find so many, though relatively few, answering the question in the same way. With this preliminary view of the character of the advance during the decade, and a reference to the summary of the condition of medical instruction in 1881, let us attempt to ascertain its condition in 1890. The first question that naturally is asked is, “ What is considered to be a good preparation for admittance to practice medicine ? ” The regulations of the U. S. Army require the candidate to pass in the -following subjects : I. The physical examination will be rigid ; and each candidate will, in addi¬ tion, be required to certify “ that he labors under no mental or physical infir¬ mity, nor disability of any kind which can in any way interfere with the most efficient discharge of any duty which may be required.” II. Oral and written examinations on subjects of preliminary education, general literature, and general science. The board will satisfy itself by examination that each candidate possesses a thorough knowledge of the branches taught in the com¬ mon schools, especially of English grammar, arithmetic, and the history and geography of the United States. Any candidate found deficient in these branches will not be examined further. The examination on general science will include chemistry and natural philosophy, and that on literature will embrace English literature, Latin, and history, ancient and modern. Candidates claiming pro¬ ficiency in other branches of knowledge, such as the higher mathematics, ancient and modern languages, etc., will be examined therein, and receive due credit or their special qualifications. III. Oral and written examinations on anatomy, physiology, surgery, practice of medicine, general pathology, obstetrics and diseases of women and children, medical jurisprudence and toxicology, materia medica, therapeutics, pharmacy, and practical sanitation. IV. Clinical examinations, medical and surgical, at a hospital, and the per¬ formance of surgical operations on the cadaver. Due credit will be given for hospital training, and practical experience in sur¬ gery, practice of medicine, and obstetrics. The Illinois board of health, so well known by its activity in investigating the value of medical diplomas, has a schedule of minimum requirements of ten sub¬ jects — anatomy, physiology, chemistry, materia medica, and therapeutics, theory and practice of medicine, pathology, surgery, obstetrics, and gynaecology, hygiene, and medical jurisprudence. But these curricula are a mere framework, so to speak, to be clothed with flesh according to the taste and conscientiousness of the instructors and ex¬ aminers. Nor is the order indicated in which these special studies should be pursued, much less the reason why they should be pursued at all. If we turn to France we may obtain some information on both these points. It is well known that professional instruction in France has been remodeled during the last ten or twelve years. The reform began with the schools or fac¬ ulties of medicine, and in 1878 the following decree was issued by the minister of public instruction : '‘Article 1. The course of study leading to the degree of doctor of medicine lasts four years. Of this period the first three years may be spent in the ‘ facul¬ ties ’ [£. e., schools taught by the faculty using that word in our sense] or in the schools of full exercise [£. e., schools taught by a corps of instructors who can not grant degrees], or in preparatory schools of medicine and pharmacy [£. e., those which only educate for an inferior grade of physician or pharmacist]. The studies of the fourth year can only be pursued in a faculty or a school of full ex¬ ercise. “Art. 2. * * * The student undergoes five examinations and sustains a thesis. The second, third, and fifth examinations are divided into two parts. Examinations at the end of each year are suppressed. “Art. 3. The five examinations are as follows: First, physics, chemistry, medical natural history. Second, part 1 : Anatomy and histology ; part 2: Physi¬ ology. Third, part I: Surgery, accouchements, operative medicine; part 2: Medicine (pathologie interne), general pathology. Fourth: Hygiene, medical CURRICULA OF PROFESSIONAL SCHOOLS. 881 jurisprudence, materia medica, and pharmacology. Fifth, part I : Surgical and obstetrical clinics (clinique externe et obstctricale) ; part 2: Clinical medicine, practical evidence of work in pathological anatomy (clinique interne, epreuvo pratique d ’anatomic pathologique). Thesis : The candidat3 sustains this test upon a subject chosen by himself. “ART. 4. The first examination comes off between the fourth inscription and the fifth in comparing graduates of classical colleges (Gymnasien) and those of scientific colleges (Realgymnasien), I have always ob¬ served an intellectual superiority in the former, despite their defective knowl¬ edge, and have even found during the teaching of my own specialty, zoology, that the former enter more easily into the higher and more general problems of science than the latter. I am, therefore,’’ he continues, 4> against the admis¬ sion of Realschul graduates to the medical schools (faculties), and I base this conclusion on my own experience.”* 1 But since the distinguished professor wrote these words a new class of medical schools has arisen in America. At the beginning of the decade there were three or four courses of study whose object was to prepare the student for the study of medicine. The course covered two years, and was chemical and biological in character. At Cornell the student intending to pursue a preparatory medical course was advised to secure a degree injlettersor science ; at Johns Hopkins the course led to the bachelor's degree (A. B.). To-day we find three or four times as many such courses, as will be shown later on. In the mean time let us exam¬ ine into the manner in which the student (much the larger number) who has neither the experience of the preparatory school, or the ability to collect, digest, and formulate his knowledge given by higher literary education, is instructed by the American medical colleges. Until comparatively recently the method of didactic (i. e., nonclinic) instruc¬ tion, called repetitional, held "almost undivided sway. The essence of this sys¬ tem of instruction is the well-known pedagogical — that is to say psychological — fact that repetition and attention are the most important elements in the acqui¬ sition of knowledge. The application of this not very obscure principle of pedar gogy to medical instruction was made this~way : There were so many 44 didactic ” professors in the school. Each of these gave the same course of lectures every year. The student listened to them during his first year and again during his second year, and had he attended a third year he would have heard them for a third time. This system has been severely criticised during the ten years past. It has, especially of late, been rapidly giving place to the graded or pro¬ gressive course. which"cau not be finished in a single year by a well:prepared, intelligent, and laborious student, as at a celebrated southern university. But it is instructive to hear what may be said for the repetition principle by a de¬ partment of a large university of the northwest, which sought to retain the 1 To the same effect Dr. Zamcke. professor of modern languages and literature, when dean of the faculty of philosophy of the University of Leipzig, says: There is a second view, which I call the pedagogic view. There is no better means of training the mind than the thinking and observing that the study of the classic languages necessitates. There is something mys¬ terious in this result, and still an experience of many years has confirmed it. I am a member of two examining boards, one of which examines young men who have received their training in a gymnasium on a classical basis, while the other young men are without this foundation. The latter are very often superior.to the former in information iKenntnissen). but when mental maturity is tested by written work the graduates of the gymnasium surpass those of other schools to such a degree that a comparison can scarcely be instituted.’’ 884 EDUCATION REPORT, 1889-90. repetition feature in conjunction with a progressive course of three years. This defense is as follows : “The course of instruction consists of three collegiate years of nine months each. The work of the course is systematically arranged, and so graded that the more elementary branches and the practical courses are first taken by the stu¬ dent, while the more advanced courses and theoretical subjects are presented later in the course, so as to secure, as far as practicable, an orderly succession of studies ; while the more fundamental subjects are presented a second time dur¬ ing the course, so as to secure a more perfect comprehension of their principles and relations, and to fix the facts more firmly in the mind. The hours of the re¬ quired lectures are so arranged that but few are given at the same time, and every facility is afforded for students to attend the repetition of the principal lectures as often as may be thought profitable. The faculty recognize, what is evident in the experience of all medical students, that attendance upon lectures on the same subject a second time, after other related branches have beenstudied, is much more interesting and profitable than the first ; and hence they require students to attend lectures on all the leading subjects more than once.” . In the catalogue giving the reorganized course of four years, however, noth¬ ing is said of the repetitional features. But more particularly to facilitate the comprehension of the text-book matter and impress the principal notions which it contains, two methods have been adopted in America in addition to the “ didactic ” lecture. These are the recitation and the “quiz,” neither of which are employed in the schools of university grade in Europe. Indeed, in America the lecture system may be said to be gradually be¬ coming complementary to the text-book, just as in Europe the seminarium or conference is becoming supplementary to a course of lectures. Thus we are in¬ formed by the Yale Medical School that ‘ ‘ in reorganizing the school as an integral part of Yale University in 1884, the inherent defects in the older and still com¬ mon method of instructing chiefly by didactic lectures were recognized and the methods now employed are similar to those in vogue in the other departments of the university. Didactic lectures are still employed as best in some branches, but recitations from assigned readings, with explanatory lectures, laboratory work, and personal instruction in the clinics constitute the main portion of the curriculum.” At the Albany Medical College it is believed that instruction by recitation is as essential in medical as in literary colleges, and the faculty have greatly enlarged and extended this department of the teaching in this college. The recitations, which have hitherto been held during unoccupied hours in the evening, are now made part of the regular curriculum. Every study taught in the college by lectures is also made the subject of recitations, the ratio of the number of lectures to that of recitations being in general two to one. The Long Island College Hospital, having the old system of lecture courses, has adopted a reading and recitation term, which begins at the close of the reg¬ ular term and continues until June. It is designed to thoroughly prepare the student for attendance on the lectures of the ensuing regular term. Clinical in¬ struction for advanced students is continued during the reading and recitation term. As the laws of the State of New York require three years’ study of medi¬ cine, students are advised to commence their study at the beginning of the read¬ ing and recitation term. The daily and weekly quiz appears to be but a modification of the examina¬ tion at the end of the year or term without the breadth or formality of that an¬ cient contrivance for testing the memory of the student or his ability to grasp the idea expressed by the words in the examination paper before him. At the University of Virginia it has been found that “ the daily oral examinations on the subject of the previous lecture are of great value in stimulating the student to regular and systematic habits of study, and furnishing the professor an oppor¬ tunity of discovering and removing the difficulties met with by the st ident.” At the Medical College of Alabama still stronger language is used in favor of these daily oral examinations, and it announces that “ so important is this method of impressing the leading facts considered in the lecture hour, and so useful is this method of instruction in obtaining systematic and accurate information con¬ sidered, that members of the faculty will, after the middle portion of the term is reached, establish a daily quiz, which will be so arranged as not to interfere wi .h any lecture or other duty, and will be of great interest, especially to those who contemplate applying for graduation.” As medicine principally deals with diseased conditions of the human body in an effort to restore it to health, it is not difficult to illustrate the lecture on anat¬ omy, physiology, surgery, and even the practice of medicine by demonstrations, CURRICULA OF PROFESSIONAL SCHOOLS. 885 specimens, models, and charts, and in this way even the “ didactic ” lecture has a semb'ance to the clinic. Without dwelling- further on the subject o' the di¬ dactic lecture, we now pass to the clinic, which must be treated with equal brevity. PRACTICAL WORK. In his Life of Macaulay, Trevelyan gives an extract from his uncle's diary in which the historian gives the argument by which he dissuaded the Prince Con¬ sort from attempting to give the English universities a Continental form by in¬ troducing a faculty of medicine. Macaulay explained to the Prince the great difficulty there would be in getting distinguished physicians to exchange a princely revenue in London for the salary and retirement of a university profes¬ sor at Oxford or Cambridge. But there is another reason of still greater importance for locating a first-class school of medicine in a large city. “‘The workingman feeds the hospital, and to enable a faculty of medicine to exist a great industrial center is necessary.”1 This sentiment is supported by the testimony of the Harvard Medical School, which says that it was established in Boston in order to secure those advantages for clinical instruction and for the study of practical anatomy which are found only in large cities. Practical instruction in medicine may be classed under two heads : There is, first, the nonpathological form, which gees by the name of dissection, and, second, the clinic, which may be subdivided into three forms, in one of which the subject is operated on in the amphitheater before the class ; in the second the class, or a portion of it, is taken to the bedside, and in the third the advanced student acts as a physician or as an assistant. The amount of work required in dissection is not uniform throughout the country and is still less uniformly stated. From 91 schools whose catalogues mention the work in dissection required for graduation, the following informa¬ tion has been obtained : Work required of student. No. of schools. Dissection of entire body . Dissection of three parts at least . . . Dissection of two parts at least . . Two courses of dissection . . One course of dissection . . . . Must dissect during two sessions (or courses).. Must dissect during one session . Studied practical anatomy during two sessions Pursued one course of practical anatomy . 34 7 6 10 3 4 - 65 11 5 - 16 Must attend dissections while in school . . . 2 Must attend clinical lectures and dissections.. . 1 Must present certificate that necessary dissections have been made . 1 Must produce evidence of attendance in practical anatomy . 2 Must produce evidence of having been adequately engaged in study of practical anatomy 1 Must produce evidence of having pursued the course of practical auatomy . 1 Must spend required time in practical anatomy . . 1 A satisfactory course in practical anatomy . 1 10 The modification of the didactic lecture by the previously “assigned reading” by the Yale Medical School has been noted ; it would appear that the method in vogue there for studying the framework of the human body is no less complete and systematic. This system of instruction in anatomy is as follows : “As in the other fundamental branches of medicine, the instruction in anat¬ omy is chiefly by means of recitations and laboratory work. The course extends through two years, with examinations at the end of each. year. At the begin¬ ning of the course each student is provided with a box containing all parts of the skeleton for home study, and during the first term two weekly laboratory lectures are given on osteology and syndesmology, alt 'mating with recitations from the text-bcok. After a thorough knowledge of the bones, ligaments, and muscular attachments has been obtained, the student enters upon laboratory work on the soft parts, in which eight hours weekly are required until the dis¬ section of all parts of the body has been made. Preparations of the different *Le Fort, at the meeting of the Parisian group of the Society for Higher Instruction in France. 886 EDUCATION REPORT, 1889-90. parts are made, showing muscles, arteries, and nerves, satisfactory demonstra¬ tions of which must be given before the professor at their completion. Prelim¬ inary to the dissection of the human body, a brief laboratory course is pursued in the anatomy of the cat. All laboratory work is under the immediate instruc¬ tion of the professor. The written examination at the close of the year is upon osteology, syndesmology, and the trunk viscera. The instruction the second year is by alternating lectures and recitations, and includes the remainder of systematic anatomy, with topographical and superficial anatomy, illustrated by preparations, models, and several hundred lantern slides.” At the University of Virginia the course in dissection appears to be carried out with equal thoroughness. “ For the eourse in practical'anatomy, dissecting material, obtained under the permissive law of the State, is abundantly supplied without cost to the student. Each medical student, however many sessions he may have attended, is required to dissect under the constant and careful super¬ vision of the demonstrator. Attendance in the dissecting room is compulsory, a strict record being kept in the case of each student. Besides the oral examina¬ tion which precedes each lecture, and the other* examinations, each student is required to stand seven practical examinations, one upon osteology, four upon different parts of the muscular system, one on the viscera, and one on the ves¬ sels and nerves. These examinations are oral and private, each student being examined alone. They consist of the identification of the truths of anatomy on the bones, the cadaver, and the dissected cadaver, and are thus a perfect test of the student's acquaintance with the gross structure of the human body.” As the attendance at neither of these schools is large as compared with the attendance at the schools of Philadelphia, New York, and Chicago, the follow¬ ing course of dissection may more nearly represent what the great schools can do and the average school does do. " - During each session every student of the first and second classes will be re¬ quired to dissect all regions of the human body. The first dissection of a region will be mainly of the nature of a preliminary study, the student being required to examine the attachments and relations of muscles and the general course and situation of the great vascular and nervous trunks. The second dissection of a region will be as exhaustive as it is practicable to make it, all the structures being as completely displayed as the time at the disposal of the student will al¬ low. The demonstrator of anatomy will examine the students from time to time during the progress of their dissections, and, if he finds that they have not prop¬ erly displayed the structures or have no accurate knowledge of the parts dis¬ sected, he will require a new dissection of the same region upon another subject. He will certify to the professor of anatomy the satisfactory completion of each dissection. It is recommended to students of the third class that they perform upon the cadaver such surgical operations as may be practicable, such as liga¬ tions of arteries, amputations, etc. Material for this purpose will be furnished. Dissecting will commence October 15 and continue until the following March. The room will be open daily for students and the demonstrator or his assistants will be present. During the session there will be given special demonstrations of the brain, of the thoracic and the abdominaVviscera, and also of other difficult or obscure regions of the body. The demonstrator and assistants will have gen¬ eral supervision and direction over all students while in the dissecting room. In two schools with very large attendance a rather novel course is pursued in aiding the student in his study of osteology. Instead of providing him with a complete skeleton, as at Yale, individual bones are loaned the student, as books are loaned at libraries. At the Columbia College school this “new and useful feature ” is transacted in the “bone-room," where a large number of disarticulated skeletons are kept under an ostelogian, it is presumed. In the other school, the celebrated medical school of the University of Pennsylvania, the “ bone- room ” is dignified by the technical term Osteo-syndesmological Laboratory. Upon the question of clinical instruction the medical fraternity agree : Clin¬ ical instruction is necessary to fit the student for the practice of his profession. Following out this conclusion, a class of hospitals has arisen which in the strict¬ est sense are clinical. In some cases hospitals have been attached, as it were, to a college, as in the case of the medical department of the Tulane University of Louisiana and the School of Medicine of the University of Maryland. In others the hospital has founded a school, as in the case of the Bellevue Hospital Medical College and the Woman’s Medical College of the New York Infirmary, and in others the school ha3 founded a hospital, as in the case of the University of Pennsylvania, of Michigan, and of Wooster; of the Jefferson Medical College and Medico Chirurgical College, both of Philadelphia ; the Long Island College CURRICULA OF PROFESSIONAL SCHOOLS. 887 Hospital, and of the homeopathic medical colleges and hospitals of New York and Philadelphia. As a general introduction to the programmes of clinical instruc¬ tion which follow, the opinion held by the faculty of the Tulane University medi¬ cal department will be used as expressing the views of every reputable school. “It is universally admitted that, without abundant anatomical and clinical material, no medical school, however numerous or eloquent its professors, can possibly fit its pupils for practical professional life. It is scarcely necessary to stats that it is only in large cities that such advantages can be procured ; but it is of paramount importance that the opportunities there afforded should be properly utilized: that the students should be required, under the direction of the teacher, to examine patients for themselves, to keep record of cases, to note daily changes which may occur, and thus acquaint themselves by personal ob¬ servation with the progress and termination of diseases and accidents. The mere introduction of a patient into an amphitheater and the discussion of his case by the professor in the presence of a large class are no substitute for bed¬ side instruction, and no reduction of lecture fees, not even their entire aboli¬ tion, can possibly compensate for the lack of such opportunities.” In the medical department of the University of the City of New York, a very largely attended school, the graduating class is divided into sections of about twenty-five each, which receive separate instruction for one or two hours daily throughout the term. This instruction is under the immediate direction and management of nine professors and is carried on partly in the wards of Bellevue Hospital and partly in the college building. The students receive practical instruction in operative surgery upon the cadaver, in the examination of med¬ ical and surgical cases for the purpose of diagnosis, in the application of dress¬ ings and apparatus, and in the use of the laryngoscope and ophthalmoscope. In the hospital, students are taken to the bedside of the patient and are exer¬ cised in making diagnosis under the direction of the instructor, and in dressing wounds, and are enabled to watch the progress of cases. In the dispensary they have similar opportunities to become familiar with the methods of diagnosis, the treatment, and the course of those diseases which do not require confine¬ ment in bed. “ The success of this system of instruction,” says the faculty, “ has been very marked in the past, and it has given much satisfaction to both students and teachers ; it enables the students to become practically familiar with many of the things which they have learned from their text-bodks or in the lecture room, to cultivate their -powers of observation, and to aid their memory. The importance which the faculty attaches to it is shown in the fact that it involves an increase in the time given to instruction of more than twenty hours each week.” To the same effect the School of Medicine of Columbia College speaks of the recent founding of the Vanderbilt Clinic and Sloane Maternity Hospital, as branches of the school, as being especially beneficial in enabling the school to organize a system of practical clinical teaching, whereby each member of nu¬ merous small classes may be brought into direct personal contact with the cases under examination. This teaching takes the following form under the title of “Practical Clinical Instruction General medicine— Diagnosis, including so-called physical diagnosis, and treatment. General surgery.— Diagnosis and treatment, including minor surgery, bandaging, and the ap¬ plication of antiseptic dx*essings. Midwifery.— Attendance upon cases of labor at the Sloane Maternity Hospital by advanced students, under the direction of the obstetricians of the hospital. Gynecology.— Practical instruction in diagnosis and treatment, including the use of instru¬ ments. Diseases of children .—Diagnosis and treatment . Diseases of the genito-urinat'y organs.— Diagnosis and treatment. Diseases of the' nervous system.— Examination of cases, including electrical tests; diagnosis and localization of lesions; electro-therapeutics. Diseases of the skin.— Diagnosis and treatment. Diseases of the eye.— Diagnosis, including the tests for errors of refraction and accommoda¬ tion, and the use of the ophthalmoscope, and treatment. Disease es of the ear.— Diagnosis and treatment. Diseas s of the throat .—Diagnosis and treatment, including the use of the laryngoscope and rhinoscope. At the Yale Medical School the instruction is given in the New Haven Hos¬ pital and at the college dispensary. “ In the medical clinics at the dispensary the preliminary examination is made by a student, and this is reviewed and extended as far as necessary by the in¬ structor ; the latter explains the relations of the symptoms, makes the diagnosis, and gives the student in charge general directions for treatment: the student, subject to correction, gives the precise directions to the patient. All symptoms 888 EDUCATION REPORT, 1889-90. and physical signs are demonstrated to all the members of the class, and exam¬ inations of urine, sputum, gastric contents, and blood are made, when called for, by the student, under the supervision of the instructors. It is the especial aim in these clinics to familiarize the student with all methods and instruments of diagnostic examination, and the instruction is made as personal as possible. Cases which need to seen at home are put in charge of the senior students, and obstetrical cases are assigned to them. In such cases the professor of clinical medicine or his assistants give counsel whenever called son. At the hospital one medical clinic is held each week; these are general medical clinics, but particular attention is given to the demonstration of the various signs of importance in physical diagnosis. Opportunity is also here provided for the study of those severer cases which the dispensary service does not-furnish, and care is taken to have the students see the same patient in various stages of his disease, and, in fatal cases, to demonstrate the lesions.” The “clinical out-practice,” referred to in the above quotation, illustrates the usage of other schools. At the Jefferson Medical College the professor of prac¬ tice will, during his clinical term, devote a number of hours to clinical confer¬ ences. During these the advanced student will have a case assigned him, which he will be required, with the aid of the chief clinical assistant, to examine beforehand, and which then, with remarks on the diagnosis, prognosis, and treatment, he will present to the class. The Bennett Medical School, of Chi¬ cago, goes further. Students in the senior year, by assignment, will be given the care of out-patients from the clinic, thus giving the experience in actual bedside practice, in such cases as fevers, rheumatism, treatment after surgical operations, obstetrical cases, etc. But it is in the dispensary that this ‘ ‘ out ” instruction is most frequently given. At the Chicago Medical School of the Northwestern University, for in¬ stance, the members of the clinical class may serve as assistants to the physicians and surgeons of the several departments of the dispensary, and to the phar¬ macist of the dispensary, and receive certificates of such service. Members of the attending staff and the dispensary pharmacist appoint their own assistants, and the term of service is six weeks. At the Kansas City Medical College every member of the senior class served a period of two months in each of the depart¬ ments of the dispensary during the sessions of 1889-?90. To illustrate the order of clinical exercises, the following programmes are given: Roster of hospital practice and laboratories for the third-year students of the Jefferson Medical College . SESSION OF 1891-92. [The class is divided into eleven sections. A to K, inclusive, serving as follows, in periods of two weeks each, the dates being included.] Clinics, etc. Oct. 12 to 24, inclusive. Oct. 26 to Nov. 7. NOV. 9 to 21. Nov. 23 to Dec. 5. Dec. 7 to 19. Jan. 4 to 16. Jan. 18 to 30. Feb. 1 to 13. Feb. 15 to 27. Feb. 29 to Mar. 12. Mar. 14 to 25. Medical . . A B C D E F G H I J K Surgical . B C D E F G H I J K A Gynaecological . C D E F G H I J K A B Ophthalmic . D E F G H I J K A B C Orthopaedic . E F G H I J K A B C D Dermatological . F G H I J K A B C D E Children’s . - — G H I J K A B C D E F Neurology . H I J K A B C D E F G Physical diagnosis . . JK JK A B A B C D C D E F E F G H G HI I Clinical obstetrics . A B C D E F G H I J K Throat and nose . A B C D E F G H I J K Dr. Hearn . B C D E F G H I J K A Dr. Henry or Dr. Davis . C D E F G H I J K A B Dr. S. Solis Cohen . D E F G H I J K A B C Pathological laboratory . JK JK A B A B CD C D E F E F G H G HI I Practical obstetrics . G H G H I J I J K A K A B C B C D E DEF F Operative surgery . A B A B C D CD E F E F G H G H I J I J K K CURRICULA OF PROFESSIONAL SCHOOLS. 889 Bellevue Hospital Medical College. ORDER OF LECTURES— REGULAR SESSION, 1890-1891. Hours. Monday. Tuesday. Wednesday. Thursday. Friday. Saturday. 10 2 Surgica 1 clinic, until Jan. 1: Med¬ ical clinic, after Jan. 1. Medical clinic, Sept., Oct., Nov., Dec. ; chil¬ dren’s clin- i c. after Jan. 1. Section teach¬ ing, Belle¬ vue Hos¬ pital. His¬ tology, etc., Carnegie Labora¬ tory, from 10 to 12. S u r g i c a 1 clinic until Jan.l : men¬ tal diseases, after Jan. 1. Gynecologi¬ cal clinic, Prof. Lusk. Medical clinic. Eye clinic.... Medical clinic. Surgical clinic atlj. SPRING SESSION, 1S91. Hours. Monday. Tuesday. Wednesday. Thursday. Friday. 11 2 3 4 Juniors, micro¬ scopical exam¬ ination of urine at 10. Genito-urinary clinic. Gynecological clinic. Clinic, diseases of the throat, after May 1. Demonst ra¬ tions in anat¬ omy, dissect¬ ing room. Clinic, diseases of children. Demonstrations in gross pathol¬ ogy, Dr. Biggs. Demonstrations in anatomy, dissecting room. Surgical clinic, until May 1 ; af¬ ter May 1. Medical clinic and exercises in diagnosis. Demonstrations of surgical dressings, Dr. Silver. Demonstrations in anatomy, dissecting room. Demonstra¬ tions in anat¬ omy, dissect¬ ing room. Schedule of hospital and college clinics for students of second and third years of the Chicago Medical College of the Northwestern University. MERCY HOSPITAL. Hours. Monday. Tuesday. Wednesday. Thursday. Friday. Saturday. 9 to 10 Medical . Gynecology. Oral surgery Medical . 2 to 3 . i 3 to 4 . f Surgical .... Eye and ear. ST. LUKE’S HOSPITAL. 1.30 to 2.30. j Eye and | Oral surgery j- Surgery .... 2 to 3 . Autopsies... 1 ear. ) Gynecologi¬ cal. 3 to 4 . Medical . COLLEGE CLINICS. 2 to 3 . Surgical .... Dermatology Diseases of children. Gynecology. Eye and ear. Medical . Laryngol¬ ogy, rhinol ogy. 2 to 4 . 4 to 5 _ Nervous dis¬ eases. • • Schedule of hospital and college clinics for students of second and third years of the Chicago Medical College of the Northwestern University— Continued. DISPENSARY CLINICS. Hours. Monday, j Tuesday. Wednesday. Thursday. Friday. Saturday. 2 to 3 _ -1 Medical.*... Surgical .... Throat and chest. Gynecologi¬ cal. Eye and ear. Diseases of children. Medical . Surgical .... Throat and chest. Gynecologi¬ cal. • Eye and ear. Diseases of children. Nervous dis¬ eases. Medical . Surgical _ Throat and chest. Gynecologi¬ cal. Eye and ear. Diseases of children. Medical . Surgical .... Throat and chest. Gynecologi¬ cal. Eye and ear. Diseases of children. Nervous dis¬ eases. Medical _ Surgical .... Throat and chest. Gynecologi¬ cal. Eye and ear. Diseases of children. Medica1, Surgica* Throat and chest. Gynecologi¬ cal. Eye and ear. i Diseases of children. 1 Nervous dis¬ eases. ! Skin dis- j eases. ! Hospital and dispensary clinics of the medical department of the University of Cali¬ fornia. Hours. Tuesday. Thursday. Saturday. 9 a. m. Clinical medicine _ Clinical medicine ‘ Clinical medicine. 11 a. m. Examination of the patient by student, etc. Clinical surgery . . I Clinical surgery . . i Clinical surgery. 4p. m. Especial attention is given, in a ward devoted to the purpose, to the conduct of dis¬ orders of the genito-urinary organs and venereal diseases. 1 Operative gynecology and 1 practical obstetrics. Dispensary clinic . ! Dispensary clinic . | Eye and ear clinic twice a week. Autopsy three times a week. College and hospital clinics of the Kentucky School of Medicine at Louisville. Hours. Monday. Tuesday. Wednesday. Thursday. Friday. j Saturday. 8 to9 a. m_. 2 to 3 p. m Venereal and skin diseases. Diseases of rectum. Diseases of women. Hosnita clinic in afternoon. Medical clinic. M e d i c a 1 Diseases o f clinic. | children. Hospital Diseases clinic in j eye, ear, afternoon. and throat. . . . 1 Surgical 4to5p. m.. Surgical clinic. Surgical clinic. clinic. The clinics of the New York Homeopathic Medical College and Hospital. Monday .... Tuesday ... Wednesday Thursday . . Saturday .. Therapeutics, j Dermatology, 1 Physical diagnosis, j Surgery, j Ophthalmology. Heart and lungs, < Otology, ( Nervous diseases. f Genito-ur inary, I General medicine, -i Gynecology, -I Outdoor children's department, (. Outdoor obstetrical department. LABORATORY WORK. The most noteworthy innovation of the decade has not been the lengthening of the course of instruction, many years ago' recognized as too short, not the better and completer organization of the clinic, which in a great part no longer renders the “ study under a physician ” indispensable, but the introduction of laboratory work in chemistry, physiology, and especially in normal and patho¬ logical histology or, more generally, biology. Perhaps the introduction of labo¬ ratory work has played a grea^t part in lengthening the course of medical instruc- CURRICULA OF PROFESSIONAL SCHOOLS. 891 tion, as it certainly has given it status as a course in science. It is certainly so in the case of the Medical School of the University of Michigan, for its faculty states explicitly that the extension of the course from three~ to four years “ is largely due to the need for the more through instruction in laboratory work,” for the student who spends but “three years in attendance upon lectures and one year of study with a preceptor can not reap the advantage of the full course of laboratory instruction.”1 Laboratory instruction as given in the American colleges of medicine may, in view of the laboratories in which it is given, be classed- under six heads, to wit: 1. Dissection or “Practical Anatomy.” 2. Chemical manipulation (general and analytic). 3. Physiological. 4. Histological. a. Normal. b. Pathological. 5. Bacteriological. 6. Materia medica. Dissection has already been spoken of; normal histology will be spoken of fur¬ ther on : while other than noting that it affords each student the opportunity to go through a course of chemical experiments, the instruction of the chemical laboratory calls for no special mention except as to that form which at the Yale Medical School is called the course in physiological and medical chemistry. This course consists of recitations and a practical laboratory study of the com¬ position and reactions of the various animal tissues and fluids, the processes of metabolism and digestion, and the action of ferments. Due attention is paid to the composition of foods, the physiological use of the digestive preparations, and other matters of medical interest, especially to the recent analytical methods employed in clinical work. The study of normal urine is supplemented by abundant practice in the chemical and microscopical examination of patholog¬ ical specimens. At the Jefferson Medical College, the same tendency towards the pathological side is shown in the instruction in its laboratory of practical chemistry. The student there examines the normal and abnormal products of the human body as aiding diagnosis, and studies practically the “morbid chemistry of the bile and blood ” and the most approved methods of examining urine. At the University of Michigan there are two courses, one in qualitative chemistry and the other in urinalysis as applied to chemical uses and physiolog¬ ical study : but, in addition to them and at the option of the student, two Other courses are offered, one in physiological chemistry and the other in pathological chemistry. The first of these optional 'courses deals with the analysis of the solid and fluid parts of the body, the other embraces courses in qualitative and quantitative analysis and the examination of foods and of the tissues and fluids of poisoned animals. One might venture to call this specialization of chemistry diagnostic chemistry. Toxocologic chemistry also appears as a department of the chemical laboratory, but sometimes is connected with medical jurisprodence. The physiological laboratory, of which there are very fewr in the country, is to the medical school what the mechanical or testing laboratory is to the college of technology, and in some schools (which care to mention the fact) what the biological laboratory is to the vivisectionist. The instruments with which such a laboratory is fitted up and the use made of them may be illustrated by the laboratory of the Jefferson Medical College. The teaching of this college in its course of experimental physiology embraces the demonstration of the essential phenomena of digestion, absorption, circulation, respiration, excretion, the functions of the nervous system, including the special senses, the reproductive apparatus, and development of the embryo. For these demonstrations, as well as for original research, the laboratory is equipped with the following apparatus. For the study of — Digestion and absorption. — Chemical appliances for the investigation of the properties of the albuminous bodies, the chemistry of the tissues, the composi¬ tion of the digestive fluids, blood, •etc., instruments for making gastric and in- . testinal fistula?, water baths, and dialysers, and apparatus for recording rate of secretion. 1 This school, with great propriety, classes dissections as laboratory work. Other schools, seemingly with less propriety, also class the witnessing an autopsy as laboratox\v work, consid¬ ering it as a part of the work of the pathological laboratory. It would be scarcely permissible to call a “didactic ’’ lecture on chemistry, illustrated by experiments, a laboratory exercise. In both the autopsy and the chemical lecture the student is a spectator and listener, ‘not an ac¬ tive agent. At Harvard, however, and at the Bellevue College, the student is called upon by turns to make an autopsy. 892 EDUCATION REPORT, 1880-90. Circulation. — Czermack’s holders ; kymographion clockwork motor ; Foucault’; regulator and three recording cylinders, including those for continuous traces s mercurial manometers ; Bernard’s differential manometers ; Brindley’s and San¬ derson's cardiographs, cardiophone with telephonic attachment, Haldat's and other apparatus for demonstrating hydrostatic phenomena; Marey’s simple cardiograph and sphygmograph with Saijderson’s modification ; Marey’s appa¬ ratus of rigid, elastic, and vertical tube; arterial schema; Hawksley's vascular schema; Majendie’s cardiometer; Fick’s spring kymograph; Marey’s cardiac clamp ; Coat’s apparatus with Brubaker’s modification ; Franck’s double myo¬ graph ; Marey’s cardiac sounds for horse, apparatus for retardation of pulse, cardiograph for small animals, Ludwig's strohmuhr, and apparatus for studying capillary ciiculation, the warm and electrical stages, gas chambers, Gower’s apparatus for counting blood corpuscles, also a huemoglobinometer. Respiration. — The Pettenkofer-Voit respiration apparatus ; Regnault and Reiset’s respiration apparatus ; Ludwig’s respiration apparatus; Valentin’s res¬ piration apparatus ; Hutchinson’s spirometer ; recording stethometer ; Marey's pneumograph ; Bamberger’s apparatus ; Rosenthal’s apparatus with Brubaker’s modification; aerotonometer ; Grdhant-Alverguiat gas pump ; apparatus for ar¬ tificial respiration, with water motor ; anemometer scales turning the beam at the 7 J0 of a grain, and standard barometer ; Calliburce’s instrument for vibratile cilia. Calorimetry. — Thomson’s and D’Arsonval’s calorimeters; thermometers, etc. Secretion. — Roy’s kidney onkometer and onkograph. Apparatus for determin¬ ing rate and amount of urea. Nervous system. — Du Bois-Reymond’s indication apparatus with Helmholtz’s modification; spring myograph; muscle telegraph, nonpolarizable electrodes, diverting chambers, key, rheocord, round compensator, resistance box, whippe ; commutator; moist chambers ; Wiedemann’s galvanometer, including telescope and scale; Thomson's Elliott galvanometer, including shunt, scale, lamp, etc.; Bunsen and Daniel batteries ; Page’s vibrator ; metronome ; chronograph ; tuning forks, marking keys ; Bernstein’s differential herotome ; Helmholtz’s electro-magnetic rotator and myophone with telephonic attachments and pendu¬ lum myograph; PJluger's myograph ; Grehant’s chariot with clockwork motor; Brubaker’s apparatus for electrotonus ; apparatus for reflex movements, and Ludwig's section-cutter for spinal cord. Vision , voice, and hearing. -^-Models of eye ; Kuhne’s artificial eye ; Helmholtz’s ophthalmometer ; models of larnyx and ear ; acoustical apparatus, including air pump and bell; Helmholtz’s siren; acoustic bellows; sonometer; rods, mem¬ branes, plates, pipes, resonators, oboe vox humana ; Koeing's manometric apparatus. Embryology. — An incubator, capable of holding one hundred eggs for the study of development, and numerous microscopic sections. Comparative physiology. — This collection, embracing several hundred speci¬ mens, many of which are extremely rare, illustrates the comparative physiology of the teeth, stomach, etc., of the circulatory, respiratory and genito-urinary organs, of the nervous system, and of the successive stages in the development of the human embryo. The collection is used in supplementing the experimen¬ tal demonstrations. Arrangements have been made through which the laboratory can be also sup¬ plied from time to time, as required, with living fresh-water and marine objects for biological study, as well as ample material for dissection. The physiological and histological department has been especially arranged with reference to the wants of the members of the attending class, the laboratory demonstrations constituting a part of the regular instruction during tfre winter session. At the Loomis laboratory of the University of the City of New York, in addi¬ tion to the recording and other instruments used by physiologists, the labora¬ tory contains a large tank for administering to animals air or oxygen, compressed under many atmospheres of pressure ; an air pump for experiments upon ani¬ mals with rarefied air; hot-air chambers for the study of the effects of external heat on body temperature ; large automatic models of the heart and sninal cord and of the mechanism of gland secretion, urine secretion, and micturition. At the University of Michigan medical school the subjects commonly embraced in the practical course relate to the physiology of the special senses, muscular contraction, nerve, reflex action, circulation, and respiration. A smaller room is devoted to advanced work and original investigation. Conveniently situated are an apparatus room, a dark chamber for optical experiments, an incubation closet, and a large workshop containing machinists’ and carpenters’ appliances. CURRICULA OF PROFESSIONAL SCHOOLS. 893 • / The instruction in»physiology given by several schools isbymean9 0f a course in vivisection or lectures illustrated by vivisection. Tho laboratory instruction (excluding dissection as such) tho most generally introduced is in histology. Although there is a tendency on one side to class the work in med cal chemistry and other laboratory work under the general head of microscopy, as, for instance, at the Tulane University school, where there has been since 1889 a “microscopical laboratory for the better study of normal and morbid anatomy and bacteriology,” there is a so a tendency to group these subjects under the head of histology. Thus, at the University of Pennsylvania school, “each student of the second year is provided with a separate table and microscope and receives personal instruction in pathological histology, in micol- ogy.and in the microscopy of urine,” in the “pathological laboratory.” A term frequently used is histological and pathological laboratory or histology and pathological anatomy, in which the term histology appears to indicate the microscopic anatomical study of undiseased matter, and tlfe term pathological anatomy tho microscopic study of diseased parts. The laboratory work in histology consists of two parts : One, the preparation (cutting, staining, and mounting) of the specimens and the manipulation of tho microscope, the other the study of the import of the specimens. At the Univer¬ sity of California school the second process is thought to be attained by the mere mechanical work of the first, “which illustrates and fixes in the mind of the student” the general principles of normal growth and development and the operation of pathological laws. At the Columbia College school the course of mounting, etc., teaches the “methods” not only of preparing, but of studying normal and diseased tissues, and furnishes the student specimens from which he prepares a series of outline sketches. On the 'other hand, at the Northwestern University school, students of the first year work two hours a week in cutting, staining, and mounting normal his¬ tological sections. Material for this course is furnished in abundance and each student secures a full series of normal histological slides. Free-hand drawing of a large number of the sections mounted in this course is compulsory. Students of the second year devote two hours each week to the study of mounted sections of pathological tissue already cut and stained for them. Free-hand drawings of the sections is compulsory, and the quality of a student’s work in this course is considered in his grading in the department of pathology. In the four years’ course the work in the microscopical laboratories will be more ex¬ tensive. All of the work in the microscopical laboratory is done in the presence and under the supervision of the demonstrators of the respective departments. Students are required to furnish their own slides, cover glasses, mounting needles, and spatulae. At the Yale medical school histology is treated from the embryological standpoint. By this method the student is enabled to gain not only a thorough understanding of the structure of the various tissues and organs of the body, but also to trace their development and growth. The course of instruction consists of lectures, recitations, and laboratory work. The lectures are very fully illus- trat .d by lantern transparencies made from photographs of typical sections and drawings. These are accompanied by recitations from a standard text-book. In the laboratory, each student receives carefully prepared sections and specimens of all the tissues and organs of the body, both in the adult and embryonic condi¬ tion ; these are mounted for permanent preservation and from them careful drawings are made. Practical instruction is given each student in the technol¬ ogy of the subject. The laboratory cabinet contains an extensive reference col¬ lection of histological specimens and serial sections of embryos; this, together with the most recent instruments and publications and an abundant supply of ma¬ terial, affords good facilities for advanced work. The University of Maryland school announces that, with the introduction of the three-years course, a laboratory of normal and pathological histology will be opened and that constantly increasing attention will be devoted to the develop¬ ment of this laboratory work, as the faculty fully recognizes its all-important influence in modern medical education. The bacteriology course is frequently united with the work in histology, but in perhaps half a dozen cases it has a laboratory of its own. At the University of Michigan school work of this character is done in the laboratory of hygiene. The work is, in an elementary way, on the model of that done in the laboratories of Koch and Pasteur. The several laboratories of materia medica and experimental medicine may be illustrated by that of the University of the City of New York. This labora¬ tory is provided with a full assortment ai the various articles of the materia f 894 EDUCATION REPORT, 1889-90. medica to be used in giving the students a practical acquaintance with each drug and its preparation. Classes will be formed to work in the laboratory under su¬ pervision, for the purpose of insuring familiarity with the compounding and ad¬ ministration of medicines. In addition to this, practical instruction will be given in the use of remedies which are not medicines. This will include a spec¬ ial course in electrical therapeutics, for which purpose the laboratory has been fully equipped. Incidentally the programme of laboratory instruction has been given in the programmes of clinical instruction on pages 888 and 910. It is therefore only necessary to give by way of illustration the special rosters of the University of Pennsylvania school. Roster of laboratory instruction in ’pathology and instruction in orthopaedics, for • students of the third year. I. For attendance upon these courses, the third year class is divided into four sections, A, B, C, and D, which attend as follows: First period, from Thursday , Octobers, to Friday, November 15, inclusive. Monday. Tuesday. Thursday. | Friday. Pathological histology _ D ABC A B« j C Orthopaedics _ . _ _ .. _ Second period, from Monday, November 18, to Friday, January lo , inclusive. Pathological histology . . C AB D A B j D Orthopaedics _ _ - _ 1 Third period, from Monday , January 13, to Friday, February 23, inclusive. Pathological histology . 7 . „ . B ACD A j C I D Orthopaedics _ __ _ _ _ _ _ 1 ' Fourth period, froin Monday, March 3, lo Friday, April 11, inclusive. Pathological histoloerv _ _ % A B C D Orthopaedics . ._ . . . BCD The instruction in orthopaedics is given at the university hospital at 11 o'clock; in pathology, in the pathological laboratory. II. Special roster of laboratory instruction in histology, osteology, and syndesmology for students of the first year , session 1889-90. For instruction in these laboratories the first-year class is divided into five sections, A, B, C, D, and E, which attend throughout the entire session as follows : Monday. Tuesday. Wednes¬ day. Thurs¬ day. Friday. Satur¬ day. Histology ._ . . . A B c D E Osteology . _• . . BCD All. E and A All students not occupied during the above hours dissect from 12 to 2 daily, and from 9 to 11 Friday. CURRICULA OF PROFESSIONAL SCHOOLS. 895 PREPARATORY MEDICAL SCHOOLS. The law of 1801 of the French Republic fixed the number of medical schools at six, of which three had been established by the date of 1840. In the meantime there had gradually grown up a lower kind of school for the purpose of initiating students of medicine into the elements of the art of curing disease. During 1820 these schools. were placed under the control of the State educational authorities called the “ university,” and in 1840 they were reorganized by the minister. The eighteen schools whose instruction was thus unified had been founded inde¬ pendently, and on no common principle, and therefore were very diverse in their organization-. Some had endowments, some lived on the meager diet of tuition fees, but the most were supported by the city or department, or by grants from the Governmental hospital bureau. In all the amphitheaters dissecting material and chemical advantages were poor or wholly absent. In 1840 a uniform course was given them as follows : Chemistry and pharmacy; natural medical history (botany) and materia medica: anatomy and physiology; pathology (medical clinic) ; pathology (surgi¬ cal clinic) ; accouchement, and diseases of women and children. One of the great advantages of these schools, said the minister, is “ that they give opportunities for anatomical study, that essential of medical study which can not always be furnished by the higher medical faculties (/. e., schools), where the students are frequently too numerous to follow with profit all the demonstra¬ tions.’’ In each school there were to be six professors and two adjunct profes- sois and the cities were required to furnish the necessary anatomical material and the hospitals at least fifty beds for clinical purposes. In 1854 the American Me*dical Association had adopted a resolution ‘•cor¬ dially approving of the establishment of private-sclioolstomeetthe increased de¬ sire on the part of a respectable number of medical students for a higher grade of professional education than can usually be acquired by ‘ reading medicine ’ under the direction of a single instructor.” In 185G Drs." Dana, Robinson, and Fitch, of Portland, opened the Portland Medical School for Preparatory Instruc¬ tion, Dr. Robinson representing materia medica, midwifery, and diseases of women and children; Dr. Dana, physiology, pathology, and practice; Dr. Fitch, anatomy, surgery, and chemistry. The school was located in the Portland Dis¬ pensary and opened with two students. The faculty of the school now consists of 9 professors and three adjunct instructors, and the student is requested to remain at least one year, which constitutes the course. The departments of instruction are four. In the first, systematic recitations are held in anatomy, materia medica and therapeutics, surgery, theory, and practice of medicine, and obstetrics. In the second, familiar lectures and demonstrations are given on the physical ex¬ ploration of the chest and diseases of the heart and lungs, on minor and opera¬ tive surgery, on diseases of women, and on physiology. In the third, clinical instruction at the school and various charitable institutions. Cases of midwifery will be furnished to advanced students as far as possible. In the fourth depart¬ ment the study of practical anatomy is a prominent feature of the winter term and during the last weeks of this term the recitations are omitted and the whole attention of the student given to dissections, lectures, and clinical study. No degrees are conferred. At present fourteen institutions report preparatory courses in medicine; and two. including the Portland school just mentioned, report themselves as wholly engaged in such work. These courses are, with two exceptions, of tvo years, and it is sometimes indicated, in the remarks which explain why they have been formed, that they are for those who wish to prepare to pursue the study of medicine without spending the time required by a collegiate course. The proposition of the president of Harvard to reduce the four-year curriculum to three years, and the adoption by Columbia College of that period as a college curriculum leading to a degree to be given when the student has pursued the first year's course of the medical or other professional school is seemingly promoting the rapid creation of those preparatory medical courses in our higher institu¬ tions of learning. None of these courses by itself leads to a degree, even the four years’ “ special science course, antecedent to medicine” of the Univer¬ sity of Wisconsin dees not lead to the bachelor of science degree. Their object is very well, stated by the University of Pennsylvania in the following terms: ‘‘This course preparatory to medicine was established in 1885 for earnest stu¬ dents who can not present the requirements for admission to the regular college courses or are unable to devote four years to the preparatory work, and yet de¬ sire some systematic training in scientific and liberal studies. The results have already shown conclusively that such a course was greatly needed and that the men who have faithfully pursued the work have excelled in their subsequent professional studies.” 896 EDUCATION REPORT, 1889-90. The course of the University of Pennsylvania, given below, is, generally speak¬ ing, the type of those of the Northwestern, Wake Forest, and Wisconsin univer¬ sities. At the Northwestern University, however, mathematics takes the place of history in the first year, and logic, psychology, and physics the place of physi¬ ology and botany in the second. Mathematics, psychology, and physics also appear in the coarse of the Wisconsin University, while “rhetorical work and military drill are required as of other students.” The course at Cornell Uni¬ versity agrees with the type in having French or German, and with the Northwestern University in having logic and psychology. Closely related to the Pennsylvania type is another furnished by three elective courses, each of two years, which are prefaced by one or two years of collegiate s'udy, the entire course of three or four years being capped with the degree of bachelor of science. The institutions at which these courses obtain are the Johns Hopkins University, the John C. Green School of Science (Princeton College), and the Sheffield Scien¬ tific School (Yale University). They are in realiiy academic courses in biology, for they are of sufficient completeness to be rewarded with a degree, and are by no means preparatory to the study of medicine in the sense that the first year of a graded course of a medical school is preparatory to the study of the second year. Were this distinction not a true one every academic course in biology might be classed as a medical preparatory course, which is not the pedagogical func¬ tion of biology as a collegiate study. This type, therefore, is not represented in the curricula that follow.1 Truer preparatory courses are those offered by the University of Virginia and others. In one of these, that of the University Of West Virginia, the instruc¬ tion is given in a “school of biology,” it must be admitted ; but it is statsd that “practical anatomy” is required of those who intend to study medicine; while the others study general anatomy only. The question of priority of establish¬ ment is always a dangerous one to discuss ; but as it appears that the University of North Carolina was the first to inaugurate a course of this kind, its course, were it not of a single year, would be used to illustrate the type of curriculum now under discussion, instead of that of the University of Virginia. The course of the latter institution was established for the following reasons : “ Graduation in medicine, as in the other departments of the University of Virginia, dees not depend upon the time which has been spent in the study of medicine, but upon the preparation of the student as indicated by rigid written examinations which he is required to pass. It is possible, therefore, for a well- prepared and laborious student to graduate in one session, and examples are not wanting where such graduates have attained conspicuous success in professional life. But the severe and protracted labor necessary for this purpose is attended with evils of which the medical faculty is fully conscious. And while the regu¬ lar course is complete as far as professional studies are concerned, it leaves the stu¬ dent without the benefit of certain scientific studies, which furnish an admirable preparation for and enlargement of the strictly professional course. Students are therefore advised to devote two sessions to the work ; and for the benefit of those who can afford the time to pursue them, special courses in biology and physics have been arranged with particular regard to the training needed for medical studies.” From an examination of the curriculum given below it will be seen that the repetitional feature is strongly emphasized. Now what value do the medical schools of the country place upon these various kinds of preparatory courses ? In the case of the course at Princeton College the faculty of the Medical School of Columbia College will accept it as equal to' six months study under a preceptor in case the student attends three sessions at that medical college, while the Chicago College of Physicians and Surgeons, Rush Medical College, and the Chicago Medical College “ have ap¬ proved the four years’ course [of the University of Wisconsin], and will accept it as the equivalent of one year's study.” The course of the Portland Preparatory School is to supply the place of the preceptor not of the medical college, and what the introductory courses of the Universities of Virginia and Pennsylvania are intended to do has already been v$ry fully explained in the words of their own competent faculties. 1 It will be noticed that the department of biology of the Illinois State University (p. 1013) has a special course preparatory to medicine. 897 CURRICULA OF PROFESSIONAL SCHOOLS. Course preparatory to medicine in the University of Pennsylvania. FIRST YEAR. Second ter:n. English, three hours a week. History, two hours. Latin, French, or German, four hours. Drawing, three houis. Chemistry, five hours. General biology, six hours. Mineralogy, two hours. SECOND YEAR. First term. English, three hours a week. History, two hours. Latin, French, or German, four hours. Drawing, three hours. Chemistry, 5 hours. General biology, six hour3. Mineralogy, two hours. First term. Latin, or German, or French, four hours. Chemistry, seven hours. Geology, two hours. Zoology, one hour. Invertebrate morphology, six hours. Histology, seven hours. Structural botany, five hours?. Physiology, two hours. Second term. Latin, or German, or French, four hours. Chemistry, seven hours. Geology, two hours. Zoology, one hour. Vertebrate morphology, six hours. Embryology, seven hours. Systematic botany, five hours. Physiology, two hours. Preparatory course for students of medicine of the University of Virginia. This first year of preparatory work will com¬ prehend— 1. The course in general chemistry at¬ tended by all medical students. 2. A special course in physics. 3. A special course in biolo gy and compara¬ tive anatomy. 4. The course in anatomy required of all medical students. Those who are graduated in this preparatory course will attend for the second session— 1. The regular courses in physiology and surgery. 2. The regular courses in medical juris¬ prudence, obstetrics, and practice of medicine. 3. The course in materia medica. 4. The regular course in practical anatomy repeated. THE FLACE OF THE STUDIES IN THE COIJRSE. The admission requirements, the didactic, the clinical, and the laboratory in¬ struction of the medical schools of the United States have in turn received at¬ tention. It has been shown how an effort is being' made to dispense with a course in the humanities by inaugurating a preparatory course in science, and it now is necessary to examine the character of the medical curriculum as a whole, just as in the foregoing its parts have been discussed. In 1876 on the call of several colleges a convention was called to meet at Phil¬ adelphia. This convention became the American Medical College Association, which adopted a scheme of instruction consisting of eight chairs. In 1882 the scheme of minimum requirements of the Illinois State Board of Health, adopted in 1830, went in effect. For convenience these curricula and that of the U. S. Army medical service are placed side by side. Scheme of the— American Medical College Association. Illinois State Board of Health. • U. S. Army medical service. 1. Anatomy (with dissection). 2. Physiology. 3. Chemistry. 4. Materia medica and ther¬ apeutics. 5. Obstetrics. 6. Surgery. 7. Pathology. 8. Practice of medicine. 1. Anatomy. 2. Physiology. 3. Chemistry. 4. Materia medica and ther¬ apeutics. 8. Obstetrics and gynaecology. 7. Surgery. 6. Pathology. 5. Theory and practice of medicine. 9. Hygiene.1 10. Medical jurisprudence. Anatomy, Physiology. Pharmacy. Materia medica and thera¬ peutics. Obstetrics and diseases of women and children. Surgery. General pathology. Theory and practice of medi¬ cine. Practical sanitation. Medical jurisprudence. Toxicology. ED 90 - 57 898 EDUCATION REPORT, 1889-90. At their first meeting- the Association of American Medical Colleges adopted the following : Whereas a knowledge of the elementary branches of medicine should precede a study of the practical branches Resolved, That in the hope of inducing students to prolong and systematise their studies, this convention recommends to all medical colleges to offer to students the option of three courses of lectures, after a plan similar to the following : Students who have attended two full courses on anatomy, chemistry, materia medica, and physiology may be examined upon any of these subjects at the end of their second course. During their tnird course such students may devote themselves to the lectures upon the theory and practice of medicine, surgery, ob- stre tries, and diseases of women and children, upon which subjects only they shall be examined at the final examination for the degree of M. D., their standing, however, to be determined by the results of both examinations. We now turn to the examination of the curricula of the schools having graded courses. In the first year we find invariably instruction in chemistry, anatomy, physiology and histology, and dissection. Materia medica in the majority of cases also comes in the first year. In half a dozen instances minor surgery is introduced thus early, and in eleven cases, at least, clinics, “general and surgical,” as at the University of Pennsylvania, or medical, surgical, eye, and gynaecological, as at the University of “Wooster, are also held. At least 9col- leges have instruction in hygiene during the year. Gynaecology, physical diagnosis, pathology, principles of surgery, medical jurisprudence, ethics, and physics have place in the first-year course of one or more colleges. Comparing these figures with those of ten years ago, and remembering that 43 graded courses (several not obligatory) are represented now againstl3in 1881, it appears that in the main features no change has been made and that chemistry, anatomy, and physiology are the groundwork of medical instruction. Twenty-six schools report definitely as to the examination at the close of the first year. General chemistry is disposed of by the great majority of the 26 schools and normal histology and materia medica by a great many. Several schools have a final examination on the bones and ligatures. It is impossible to speak with more than approximate accuracy on the character of the examinations of the first year except to say that the final examinations on the fundamental subjects of anatomy, and physiology, and the subject of materia medica are passed during the second year, to the curriculum of which we now turn. The principal studies of the second year are anatomy, theory and practice of medicine, surgery, therapeutics and materia medica, obstetrics, medical chem¬ istry, and physiology. Clinical instruction is very generally given during this year. In twenty cases diseases of women and in fifteen, diseases of children area part of the curriculum, and in ten physical diagnosis and hygiene. The special branches— eye, ear, throat, chest, and nervous disease — are represented in from three to five schools, and medical jurisprudence in six schools. Minor surgery and toxicology are each represented in four schools. The language used by the schools in their curriculums is not uniform, but it appears that of 43 schools having graded or progressive courses but 3 do not have anatomy during the second year. One of these has “surgical pa¬ thology,” another pathological anatomy, and the third pathology illustrated with morbid specimens. Ten schools do not report physiology, at least under that name, though it may be included in “medical chemistry,” which is spe¬ cifically named by 8 of these 10 schools. But the new studies of importance of the year are theory and practice of medicine, surgery, and therapeutics. Pa¬ thology and clinical instruction are also mentioned , in many cases alone, in others in connection with medicine and surgery. Occasionally there is a term such as this: “ Theoretical, operative, and clinical surgery,” or “ theoretical and clinical medicine or obstetrics.” At the close of the second year the final examinations in anatomy, physiology, materia medica and therapeutics, pathological anatomy, and chemistry take place, and in several schools an examination in medicine and in surgery occurs. The third is the practical year of the three-year course. Medicine, surgery, and obstetrics are represented in the curriculum of every school, while the sub¬ jects diseases of women and of children are not reported by 4 and 12 respectively. The new subjects oftheyearare the special branches, which are clinically taught, to wit, diseases of the eye, ear, throat, skin, nose, and nervous and mental dis¬ eases. Pathology, materia medica, medical jurisprudence, and hygiene are im¬ portant features. In several schools orthopaediatrics, electrotherapeutics, and bacteriology are mentioned as subjects of study. The character of the four years’ course is illustrated by the following pro¬ grammes : HARVARD MEDICAL SCHOOL. CURRICULA OF PROFESSIONAL SCHOOLS. 3 © >» © q o bjD o .3 p p & $ fee a o P.S £ 0 3 ^a O O Sh o P * pfl* 5 >, ocfi nf a> S'0 « S >H X Satt.2? so ^ s ^ ^ 21ES ps . 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« !S3 m O O tort co . s Ss^ 02 3 sa ~Sd o ©r-\ ©o S3 2a 2>, . d rt S .5*? %x fcfiw l5!^ ■g a *1 ^d ^ a *fp.® ^ca C/3 -a rt lJ Sa dS • O , a ted 3a is. wo a .. « s°a g§§ a ©• * C/3 ^I'Sog! oa.|2||2 I”' r a 2 ^ © d , «§ t° a^5-K-.s 2"^ • pjo c«a o ;Qj • a *3 i-s o © . a£2 °aa< 901 a Durinpc first half-year. e For half the class. 6 During second half-year. /Each half of the class on alternate weeks c Until March 1. 0ln sections. d Examination in February. harvard medical SCHOOL— Continued. 902 EDUCATION REPORT, 1889-90. .ft a -a © © a" ft ?- a ->ft a a 3*3 ^of gP © P <4 O0 ftS ft oS co >: s b3 o 'W ^ 2 a © a c« 3ft. -3 p a? +2 is o IT* c/1 ^ CO c3 • -I- 23 'p. p O CO PP o* P<"" §•2 *>a P® • gb . d ^3 fH H W co ^4 a £ G ft 2 CO 2 o £w © teS SP aa P ra J ©ft a ft a m o o ^W , © a © .S& 23 p >ft p,o r a 03 gS$8fi 2S p a’aa P .ft c3 ftP al a rt< ^ m © . a © =i-i o a a a ©m p a a« S® ®S -P> ^-s 3S © 4-3 m O c® £ © p O0 ft2 Is bl» |8 si .a a P a ra © © C3 © ft. 2 ■8* a ad p CO W_4 a 3 a a ©5 ©ft a- a ft o % o § ^W *§$8 •sS°fe n«Ss . .Tiv. «w M CO 23 a 3 p p •a c3 a. ft © 5* ®S a> *o flcf © cm 03 o a a © P a^ p< p^ tn ■gftW ieO® ft o o a a 3 w» a -® ■ * ft 2b oP „© 53 a a s ft sill I £3SQ w a a1 oP CO a a ^ «3>o pS.s'H smp a > dd ■Sfi ddJ ■d £ « a d d 2 g MX© o a © e-g d o o © ^ O OfjB ^ g M g£§.2 2 w> o . $2°29 d O £ «2 *3 *3 O fa . tx © be © . HOfl® b~P-Sp g *£ ® ■§ ‘-3 ^5 H 8S§g§

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Students of the third year are practically instructed in sec¬ tions in bacteriology by Dr. Formad. FOURTH YEAR. CURRICULA OF PROFESSIONAL SCHOOLS. 905 "g.1 §3 3 © 2 >, . O 3 •7? ° c3 d * _ P — a a .3 P<© © S'3 -3 !fi 5= x s a 3^ O M o © —I W 3 ce 3; © O ♦a 3 2 - ,5 >> .3 to Q v u- u 3 . i 3 x -h 2© o ©o o +a O 3 3 3;v £Q i 03 . , SP oo" = Op be .. 3~ li • 3 o S 0~> -p2pp^ « «- "M ■d © m SOT £3 d-d -3 3 >.3 3> © •'*<&£ tc.3 P P* S O P Q O ototc o' i o g! jjj Jg o 3 P a 5 cS®8 © P *3 =: fidS 3 '■■ 3 ©•3 >>• *3 © © 3 — s c. O 3 3 o 3 * . 3 Km P ©P m cn u 5* . SsP p .3 P< . °w IS 2 o Q ■®ri O c« . •-» ©a 3,3 906 EDUCATION REPORT, 1889-90. Schedule of studies of the University of Michigan. First Year. FIRST SEMESTER. Lectures and recitations: Descriptive anatomy. Osteology. Materia medica. Analytical chemistry. General chemistry. Hygiene. Laboratory work : Pharmacognosy, 1 to 4 p. m., twice a week for one semester. General chemistry, 2 to 5 p. m. , twice a week for one semester. Qualitative chemistry, 1 to 5p. m., daily for one semester. Practical anatomy a, 1 to 5 p. m., daily for ten weeks. SECOND SEMESTER. 6 Lectures and recitations: Descriptive anatomy. Materia medica. Analytical chemistry. Pharmacy. Organic chemistry. Hygiene. Physics. Second Year. FIRST SEMESTER. Lectures and recitations : Physiological chemistry. Histology. Descriptive and surgical anatomy. Therapeutics. Toxicology materia medica. Laboratory work: Qualitative chemistry, 1 to 5 p. m., daily for one semester. Practical anatomy, 1 to 5 p. m., daily for ten weeks. Practical hygiene, 1 to 5 p. m., daily for twelve weeks. Electro-therapeutics, 1 to 4 p.m., daily for six weeks. Elementary histology, 1 to 4 p. m., twice a ■week for the semester. SECOND SEMESTER. Lectures and recitations : Physiological chemistry. Physiology. Descriptive and surgical anatomy. Therapeutics. Electro-therapeutics. Laboratory work: c Qualitative chemistry. Practical anatomy. Practical hygiene. Electro-therapeutics. Advanced histology. Third Year. FIRST SEMESTER. Lectures and recitations: Theory and practice. Surgery. Diseases of children. Diseases of women and obstetrics. Physiology. Meteorology and climatology. Third Year — Continued. first semester— continued. Laboratory work : Analysis of urine, 1 to 5 p. m., daily for twelve weeks. Practical pathology, 2 to 5 p.m., daily for six weeks. Practical hygiene, 1 to 5 p. m., daily for twelve weeks. Optional: Advanced hygiene, 1 to 5 p. m., daily for one semester. Sanitary examination of water, 1 to 5 p. m., daily for twelve weeks. Detection of adulterations in food and drink, 1 to 5 p. m., daily for one sem¬ ester. Physiological chemistry, 1 to 5 p. m., daily for one semester. SECOND SEMESTER. Lestures and recitations: Theory and practice. Surgery. Diseases of women and obstetrics. Embryology. Dermatology. Laboratory work: Analysis of urine.d Practical pathology, d Practical hygiene, d Practical physiology, 1 to 5 p. m.. daily for the semester. Operative surgery. Fourth Year. FIRST SEMESTER. Lectures and recitations: Theory and practice. Surgery. Diseases of women and obstetrics. Diseases of children. Ophthalmology. Pathology. Diseases of nervous system. Laboratory -work: Clinical. Bandaging and dressing. Practical obstetrics. Physical diagnosis. Bedside practice. SECOND SEMESTER Lectures and recitations: Theory and practice. Surgery. Diseases of women and obstetrics. Laryngology and otology. Diseases of the nervous system and insan¬ ity. Pathology. Medical jurisprudence. Laboratory -work: Clinics and hospital practice. Three lectures are given each forenoon: while the afternoons are devoted to laboratory and clinical work. a Each dissection requires ten weeks of afternoon work in the anatomical laboratory. There are two sections yearly, beginning in October and in January. Students may complete one dissection in their first year, and must complete the work by the end of the second year. b Laboratory work, the same as in the first semester. c Hours required, same as in the first semester. d Hours required, same as in the first semester. CURRICULA OF PROFESSIONAL SCHOOLS. 907 Present four-years' course of Boston University School of Medicine (homeopathic)— Arrangement of studies. FIRST YEAR. First term. Second term. Third term. Anatomy. (5) General chemistry. (2) Minor surgery. ( 1 ) Microscopy. (1) Histology. (1) Dissections (after Dec. 1). Examination in- Minor surgery. Anatomy. (5) General chemistry. (2) Microscopy. (1) Histology. (1) Demonstrations. Dissections. Examination in— General chemistry. Anatomy. (5) Physiology. (5) Histology. (1) Methodology. (1) Demonstrations. Dissections (till April 15). Examinations in— Anatomy and histology. Physiology. SECOND YEAR. Surgery. (3) | General pathology. (1) Special pathology and thera- peutics. (2) Materia medica. (2) ! Obstetrics. (2) Gynaecology. (2) i Diseases of chest. (1) Diseases of chest (clinic). (2) Diseases of throat. (1) Sanitary science. (1) Surgical clinic. Examinations in¬ (3) sanitary science. Surgery. (3) General pathology and patho¬ logical anatomy. (1) Special pathology and thera¬ peutics. (2) Materia medica. (2) Obstetrics. (2) Gynaecology. (1) Paedology. (1) Medical chemistry. (2) Diseases of chest. (1) Diseases of chest (clinic). (2) Diseases of throat. (1) Surgical clinic. (3) Examinations in— Medical chemistry. Diseases of throat. Gynaecology. Surgery. Pathological anatomy. (1) Special pathology and thera¬ peutics. (2) Materia medica. (1) Pharmaceutics. (1) Obstetrics. (2) Gynaecology (clinic). (1) Paedology. (1) Diseases of chest. (1) Diseases of chest (clinic). (2) Surgical clinic. (1) Examinations in— Pharmaceutics. Diseases of chest. Obstetrics. General pathology and pathological anatomy. Materia medica. Pharmaceutics. Paedology^ THIRD YEAR. Surgery. * (3) Special pathology and thera- peutics. (2) Materia medica. (2) Practical obstetrics. (2) Clinics. (6) Surgical clinic. (3) Medical and surgical visited. cases Surgery. (3) Special pathology and thera¬ peutics. (2) Materia medica. (2) Operative obstetrics (in classes). (2) Practical obstetrics. (1) Clinics. (6) Surgical clinic. (3) Medical and surgical cases visited. Examinations in— Surgery. Gynaecology. Operative obstetrics. Special pathology and thera¬ peutics. (2) Materia medica. (l) Gynaecology (clinic) (l) Clinics. (6) Surgical clinic. (f) Medical and surgical cases visited. Examinations in— Materia medica. General pathology and pathological anatomy. Special pathology and therapeu ics. FOURTH YEAR. Special pathology and thera¬ peutics (optional). Materia medica (optional). Ophthalmology. (1) Otology. (1) Clinics. (6) Surgical clinic. (3) Medical jurisprudence. Clinical reports. Obstetric cases. Dispensary practice. Examination in— Otology. Special pathology and thera¬ peutics (optional). Materia medica (optional). Ophthalmology. (1) Nervous diseases. (2) Dermatology. (1) Clinics. (G) Surgical clinic. (3) Clinical reports. Obstetric cases. Dispensary practice. Thesis. Examinations in— Dermatology. Ophthalmology. Special pathology and thera¬ peutics (optional). Materia medica (optional) Insanity and its jurispru¬ dence. (i) Ethics and aesthetics. < l ) Clinics. <6) Surgical clinic. (i) Dispensary practice. Examinations in— Nervous diseases and in¬ sanity. Thesis. 908 EDUCATION REPORT, 1889-90. To compare with the foregoing1 full courses the course of lectures at two The course of lectures of the medical depart Date. Chemistry. Anatomy. Physiology. First week, begin¬ ning November 3, 1890. Physical phenomena and force; physical proper¬ ties of matter. Physical properties; heat. Introduc tor y— H i s - tology; mouth. Alimentary canal. Introductory: Chemi¬ cal and histological composition of the body. Normal histology; histology of tumors. Light . Abdominal and pel¬ vic viscera. Digestion . Fourth week . Electricity, magnetism, galvanism, etc. Male organs of gener¬ ation. Digestion ; absorption . Fifth week . Inorganic chemistry: Nonmetalloids, nomen- Heart and respira¬ tory organs. Absorption ; sanguini- fication. clature, affinity. Metalloids, physical and chemical properties of. Nervous centers . The blood . . Seventh week . Metalloids, physiologi¬ cal, pathological, and toxicological proper¬ ties of. Demonstrations with non-metallic elements and compounds. Metallic elements* Organs of special sense. do The blood : circula¬ Eighth week . tion. . do . . . Ninth week . • . Osteology .. Respiration . Tenth week . chemical, nomencla¬ ture, and affinity. Metals, physical and chemical properties of. Metals, physiological, pathological, and tox¬ icological properties . of. Demonstrations with Osteology; articula¬ tions. Secretion and excre¬ tion. Eleventh week Articulations; mus¬ cles. Excretion, renal _ Twelfth week . Muscles _ _ Nutrition and animal Thirteenth week . . . metallic elements and compounds. Organic chemistry : Carbon and its com¬ pounds. Muscles; arteries _ . heat. Contractility and lo¬ comotion. Fourteenth week. . . Organic acids; sugar; fermentation, oils. Alkaloids . . . do . Nervous system, Fifteenth week . . do . chemistry and his¬ tology of. Functions of the Sixteenth week . Proximate principles of the human body. Veins; lymphatics... spinal cord and nerves. Functions of the brain. Seventeenth week.. The urine Nerves ....do . Eighteenth week... The blood . Nerves; surgical an¬ atomy. Functions of the cranial nerve. Nineteenth week. .. Twentieth week .... Toxicological experi¬ ments. Organic' chemistry Surgical anatomy .... . do . Functions of the sym¬ pathetic system; special senses. Special senses . Twenty-first week.. . do . Development of the organs. Review . a One lecture per week will be devoted to the subject of hygiene. b All teachings illustrated clinically in the amphitheater of the Charity Hospital and at the bedside in the wards of the same institution. CURRICULA OF PROFESSIONAL SCHOOLS, 909 schools sl-ill retaining the nongraded system are given. merit of The Tulane University of Louisiana. Materia medica thera¬ peutics and hygiene. a Practice of medicine. 6 Surgery, c Obstetrics and dis¬ eases of women and children, d Therapeutic resottr- General pathology Acute inflammation; Introductory: Female ces; foods — Reme- and therapeutics. phenomena, causes, organs of generation. dial agents; hygienic and treatment of. measures. General therapeutics; Theory of fever; treatment of febrile Treatment of acute in¬ Ovulation, menstrua¬ absorption, elimi- flammation ; chronic tion, conception, de¬ nation; . action of medicines. state. inflammation. velopment of ovum. Special therapeutics; Diatheses and each- Gocal effects of in¬ Decidua, chorion, pla¬ centa, etc., changes during and signs of classification. exise. flammation. I. Agents acting locally. . do . Causes of disease, ep- Diffuse inflammatory pregnancy. Disorders of menstru¬ idemic and sporadic. erysipelas; throm¬ ation; abortion. bosis, embolism, pyaemia. H. Agents acting sys- . tematically: 1. Influencing nutri- Epidemic diseases .... Tumors, benign . Abortion; duration of tion. a Promoting diges- pregnancy; molar pregnancy. tion. b Modifying tissue . do . Tumors, malignant Super and extra foeta- change. and semi-ma 1 i g - tion; missed labor; Promoting con- nant. spurious pregnancy. s tructive change. . do . . do . Injuries, constitu¬ tional and local ef¬ fects, contusions, wounds. Tetanus; burns; ef¬ Gravid uterus, palpa¬ tion, pelvis. Foetal head; labor. Promoting retro¬ Diseases of digestive grade change. apparatus. . fects of cold. . do . . do . . Hemorrhage Stages . and manage¬ ment of labor; puer¬ peral state. Presentations: Ver¬ tex, face, pelvis. do do . Injuries and diseases of arteries, veins, c Modifying body Diseases of circula¬ and nerves. Injuries of bones; Presentations: Shoul¬ temperature. tory apparatus. contusions and frac¬ der, funis, placenta. 2. Acting aga i n s t microbic poisons. . do . tures. Fractures _ _ Tedious labor. 3. Acting on special . do . Injuries of joints; Tedious labor, post¬ organs. contusions, wounds, partum hemorrhage ; . do . Diseases of respira¬ tory organs. . do . Diseases of urinary apparatus. . do . dislocations. Pi si or at, i oris rupture of uterus. Inversion of uterus, re¬ tained placenta, puerperal mania. Eclampsia; puerperal fever. Eclampsia; puerperal fever; phlegmasia dolens; induction of labor. Obstetric operations: chloroform. Obstetric emergencies. . do . _ ..do . . do . Diseases of bones and joints. Anaesthesia; opera¬ tions in general. Regional surgery: Head Acting on circula¬ Face, nasal and tory system. Acting on nervous Diseases of the nerv¬ buccal cavities; throat. Cervical region . Do. system. . do . ous system. Thorax and abdo¬ men. First dentition: Con¬ vulsions, cholera in¬ . do . Pelvis fantum. Catarrhal affections of children. r Diseases and Injuries of genito-urin ary organs, syphilis, and many other affections, not mentioned above, are demonstrated in the amphitheater a nd wards of the Charity Hospital. ei Surgical diseases of women are taught ia the wards and amphitheater of the Charity Hospital. 910 EDUCATION REPORT, 1889-SO. Schedule of didactic and clinical lectures given in the Long Island College Hospital and the Hoagland Laboratory during the regular term. Monday. Tuesday. Wednesday. Thursday Friday. 8 a. m. 9 a. m. 10 a. m. 11 a. m. 1 p. m. 2 p.m. 3p. m. 4 p. m. Pr a c tical histology and path- ological anatomy, Prof. Van Cott, Hoag¬ land Lab¬ oratory. Oper ati ve surgery, Prof es sor Wight. Practical histology and pat-h- ological anatomy, Professor Van Cott, Hoagland Labora¬ tory. Practice of medicine, Professor McCorkle. Practical histolog y and path¬ ological anatomy, Professor Van Cott, Hoagland Labora¬ tory. Practice of medicine, Professor McCorkle. Practical histology and path- ological anatom y , Professor Van Cott, Hoagland Labora¬ tory. Gyn e col- ogy, Prof. Skene. An a tomy, Professor Lewis. M aterla medica and thera p e u- tics, Prof. West. Anatomy, Professor Lewis. Surgery, Professor Rushmore, Obstetrics, Professor Jewett. M a t e r i a medica and therap e u- tics, Prof. West. Anatomy, Professor Lewis. Sur gery, Professor Rushmore Practical his¬ tology and pathologi¬ cal anat¬ omy, Prof. Van Cott, Hoagland Labora¬ tory. Until Decem¬ ber 21, dis- I eases of the j mind and n e r vous system, Prof. Shaw. Jan uary to March, medical jurispru¬ dence. Hon. C. E. Pratt, justice of sup r erne court. Until Decem¬ ber 21, gen- ito-urinary diseases. Prof. Rand. Jan uary to March urinary pathol o g y Prof. Bart¬ ley. Surgery, Prof. Rush¬ more. Clinical teaching in the wards of the hospital and maternity, general dispensary, instruction in physical diagnosis, and demonstrations in Medical clinic, Prof. McCorkle. Until De¬ cember 21, • diseases of the skin, Profes sor Sherwell. January to March dis¬ eases of the mind and n erv ous system, Professor Shaw. Organic chemistry, Prof. Bart- ley; in- or g anic chemistry, Dr. Hutch¬ inson. Clinic for- disease of wo men, Professor Skene. Physiology, Professor Raymond, Hoagland Labora¬ tory. Diseases of the throat and nose, Professor French. Sur g i cal clinic, till 4 p. m. Professor Wight. Clinic for diseases of child r e n, Professor Read. Physiology, Professor Raymond, Hoagland Labora¬ tory. Practical chemistry and urine analysis, till 5.30 p. m. ; chem¬ ical labor¬ atory. Medical clinic, Prof. West. Until Decem¬ ber 21, oph- thalmol- ogy, Prof. Prout. Jan- uary to March, otol¬ ogy, Prof. Mathewson. Organic chemistr y, Prof: Bart¬ ley. Inor¬ ganic chem¬ istry, Dr. Hutchin¬ son. Saturday. Practical his¬ tology and patho 1 o g i- cal anat¬ omy, Prof. Van Cott, Hoagland Labora¬ tory. Prac¬ tice of medi¬ cine, Prof. McCorkle. Obstetrics, Professor Jewett. Pathological a n a tomy, Professor Ferguson, Hoagland Labora¬ tory. clinics in the physiology. Pr ac t i c a 1 chemistry ,2 to 3.30p. m., chemical laboratory. Practical anatomy, in dissec ting room, every evening (ex¬ cept Sun- ' day) from 8 to 10 p. m., Dr. Wm. W. Browning, demonstra¬ tor. CURRICULA OF PROFESSIONAL SCHOOLS. 911 SUGGESTIONS AS TO HOW THE STATUS OF THE MEDICAL PROFESSION MAY BE ADVANCED. In response to an inquiry for opinions as to the manner in which the status of the medical profession might be advanced, as far as it is influenced by the in¬ struction in a medical school, about fifty replies were made, all, with three or four exceptions, from “ regular ” schools. These are grouped under four heads: Suggestions that all candidates be examined and licensed (a) by State boards, (6) by national boards, (c) that the course be extended two or three years, and ( d ) suggestions not falling in a, b, or c. The drift of the suggestions in regard to the establishment of a State board is that it should examine the student as to his competency to practice medicine after he has obtained a certificate or diploma from a medical school or college, the State examination to be independent of the college. The dean of the Yale medical school puts the matter thus : “(1) No practice without registration; (2) no registration without diploma or examination ; (3) an impartial board to de¬ termine what diplomas could be registered (desirable for effect on schools and as best meeting the conditions in the different States) ; (4) registration only by examination, but not until conditions are more uniform in different States.” In eight cases a national board (or boards) of examination is suggested. In two of these the matter is expressed by saying that it would be of great ad¬ vantage if the laws relating to medical education were uniform throughout the country. A third of the deans think that the course should be lengthened to three years of lectures or graded course, and in some cases four years of study. As this is what is being very rapidly done, no comment is required. In the miscellaneous category are suggested a preliminary examination, more laboratory work, and compulsory graduation from a medical college. From Iowa it is answered : “A change in the law that now requires a student to study practi¬ cal anatomy and then makes him a criminal for obtaining the material would materially advance the status of the profession.” Another correspondent says : “The first law in Tennessee was passed by the legislature of 1888 and 1889. Having gained this one great step I think it unwise to attempt more too soon lest reaction result and we lose all.” Reply from the faculty of the medical department of the University of the State of Missouri. Dr. William T. Harris, Commissioner of Education , Washington, D. C.: Dear Sir : Dr. A. W. McAlester asks me to reply to the request made on the back of the circular sent out by your Bureau for the purpose of obtaining statis¬ tical information of the medical schools of the country. I do so with some dif¬ fidence, and beg to call your attention to two things in this connection : . Th*e first is, that length of course should, in my judgment, be measured by something else or additional than mere length of time: system, manner, and kind of instruction are of more importance in laying the foundation of a good medical education than time. The knowledge and mental discipline which the average medical student brings to the school or college of medicine is limited and deficient ; to what extent this is the case no one connected with any medical school likes to tell. Such as he is, the medical student, hears five or six or even seven lectures a day ; no one, I presume, will affirm that he masters them: and when the process is repeated another term, and may be a third, any general dis¬ cernment has been sacrificed for the possession of disjointed and loose parts. The more a student at the beginning of his career is encouraged to attend to clinics and hospital practice, the more certain is this result attained : a certain handi¬ ness has effectually taken the place of knowledge. There are three things to counteract and overcome these tendencies : 1. A graded course, strictly adhered to and guarded well at the entrance : stu¬ dents should be made to take a narrow path rather than to spread themselves over the whole subject. 2. Lecture and text-book instruction not merely descriptive, but to stand in organic relation to the whole, and to be in themselves logical treatises of the subject they deal with. 3. Lectures to alternate with recitations; no quizz classes, where the aim is to rote and cram, but proper lectures and wise questions to strengthen as well as to test the intelligence, understanding, and progress of the students. 912 EDUCATION REPORT, 1889-90. The other point is, that a difference should be made between a college of med¬ icine and a medical school : the former teaches medicine as a science, the latter mainly as an art ; the former attempts to make scientific physicians, the latter practitioners. A State university has no more business to make practitioners in medicine or advocates in law than it has to make carpenters or shoemakers. If the State desires to do so, it could establish technical or trade schools, of which the so-called agricultural and mechanical colleges are types. They stand in my judgment coequal with the university, each called into life by the fore¬ sight of the General Government, and each for a distinct purpose, their connec¬ tion being, I take it, somewhat like this: I. State university: [ II. Agricultural and mechanical college: a. Academic college. . ! a. School of agriculture. b. College of medicine. j b. Mining school. c. College of law. j c. Engineering school. This dissociation between the schools and colleges could of course be carried farther, but as I have already spoken at some length, I will only add that I be¬ lieve it to be rash to set up the claim that a medical graduate is, in virtue of his graduation, a skillful and experienced physician ; he should, after graduation, receive one or two years hospital practice, which in no case is rendered unnec¬ essary on account of clinical attendance while a student. Respectfully yours, P. Schweitzer. Woodson Moss, Secretary. A. W. McAlester, Dean. Reply from William M. Tliornton, chairman of the faculty of the University of Vir¬ ginia. The following are recognized as the reforms most urgently needed in medical education : 1. The separation of the teaching and licensing bodies already carried out in Virginia should be adopted in all the States. This reform was advocated by the late Prof. James L. Cabell, of this State and University, in 1847, in an address before the American Medical Association ; was persistently urged by him. and was finally carried into effect in 1885 in Virginia. 2. The grading of the course of medical studies and the inclusion of biology and comparative anatomy, as follows : First year course : Chemistry, physics, biology, and comparative anatomy, with laboratory practice in each case. Second year course : Human anatomy, physiology, histology, with laboratory practice in each case. Third year course : Pathology (with laboratory practice), obstetrics, gynae¬ cology, surgery (with laboratory practice), practice of medicine, materia medica, medical jurisprudence, clinical surgery. 3. The extension of the term of study to nine months in the year. The step indicated in 3 has been approved by the faculty, but the visitors con¬ sider it one for which the public is not prepared. William M. Thornton, Chairman of the Fculty. Reply from H. D. Didama, M. D.,LL. D., dean of the College of Medicine of Syra- ' c use University. “ If you had asked for opinions instead of information I might have answered : “ ‘Observation proves that higher matriculation requirements and better sys¬ tems of education do not originate with the great schools in the State of New York, but are forced upon them by the profession through the legislature. “ ‘ The schools did not adopt a matriculation examination of any value. Some had no examination whatever. Most of them had been content with the old unnatural two six-months’ courses, both exactly alike, so that if the student had a good memory one course would have been all sufficient. “ ‘The profession should demand enactments requiring fitness at the entrance, a thorough graded course of three years of eight months each, and a rigid ex¬ amination at the termination of the three courses, if not at the end of each year. But you asked only for information, and I forbear.’ ’ “ H. D. Didama, “Hecm.” CURRICULA OF PROFESSIONAL SCHOOLS. 913 Reply from I. T. Talbot , M. D.. d::in of the Boston University School of Medicine . The great difficulty is, and has been in the past, that the student entering upon the study of medicine is often entirely lacking in qualification. This oftentimes arises from the fact that many men as ignorant as themselves, often holding diplomas, acquire reputations and large incomes. To obviate this state of affairs this school requires the first of its four years to be devoted to the pre¬ paratory or foundation studies of a course of medical instructions. These in¬ clude, in addition to a good English education, Latin, physics, biology, zoology, microscopy, chemistry, botany, human osteology, comparative anatomy, and animal dissections. Many of these can be studied in the last year of a college course in arts, while the remainder can bo pursued under the direction of a med¬ ical instructor or in the first year of a medical school. Knowledge on these subjects must be tested by a thorough entrance examination to the second year of the medical course. Such students will be prepared for thorough subsequent work. I. T. Talbot. Dean. THEOLOGY. A comparison of the annual reports received from theological seminaries and departments during the ten years last past shows the necessity of having some standard by which may be determined the characteristics of a department or school of theology. There seems to be a distinction of some kind made by the management of higher institutions of learning in which theological instruction is given ; for frequently the forms sent out by this Bureau are returned with the indorsement: ‘"Not a regularly organized school of theology,” or the Bureau fails to obtain a response at all.1 Either of these circumstances vitiates the comparison of statistics of one period with those of another, for the school which appears in the report for 1881, but thereafter fails to report or reports that it is not a theological school for two successive years, will not appear in the report for 1883. On the other hand there is still more embarrassment as to wrhat constitutes a theological curriculum. Some colleges having a course in theology return the whole number of the students within their walls as members of the theologi¬ cal department. The effect of this may be illustrated by the reports of an insti¬ tution during a series of years, as follows : Reported students. 1884 (in the theological department) . 1885 1886 V (the whole college attendance) 1887 ) 1888 (in the theological department) 1889 (the whole college attendance) . 1890 (in the theological department) 33 137 152 152 147 47 When the catalogue is at hand these errors can be rectified, but as the false figures are usually prepared for the printer long before the catalogue containing the true ones is received they become a matter of record. Still referring to the curriculum of a true theological school, the question may be asked : “Of how many branches is that curriculum composed? ” In the case of medicine anatomy and physiology are undoubtedly the groundwork of the study, but pathology, therapeutics, theory, and practice, etc., are also indispensable to complete the training of a skillful and legitimately successful physician. And we see how unremittingly the profession of medicine is laboring to awaken the ’The following letter admirably illustrates the above remarks: Commissioner of Education : McKendree College, Lebanon, 111., October 22, 1890. Dear Sir : Recently I received from your department a circular asking for information as to the theological department of McKendree College, Lebanon, Ill. In reply permit me to say that McKendree College has no theological department or school. There is a small theological class of ten to twelve students who pursue a limited irregular course of study in some branches of theology. This class can not be regarded as a department. Yours, T. H. Herdman. V. P., McKendree College. ED 90 - 58 914 EDUCATION REPORT, 1889-90. legislative conscience to the necessity of passing laws that will prevent the pro¬ fession from being embarrassed by the practice of inadequately educated men. It may indeed he said that the ancient universities of Oxford and Cambridge have been in a certain sense theological seminaries, as the garb their students wear indicates, and that our own Harvard and Yale were theological seminaries to all intents and purposes in their early days. But if the interpretation of the term theological curriculum were to be based on such a plea, the difficulty of the statistician would not be solved. The question would no longer be what should be considered a curriculum of a theological school, but what difference if any is there between a school of theology and a college; for even in the sense that a study of the Bible and of the history of the Christian religion is enough to constitute a foundation for a pastorate, every German college (gymnasium) might be called a theological school, for in it some time is spent every day upon the Bible and church history. Under certain conditions there is much to be said for a course of instruction in theology that is not too advanced or too long, but it is mere justice to the advanced schools of theology that they should be classed by themselves. Without pursuing further the discussion of so delicate a t<£pic, the Bureau illustrates the idea of a theology school as held by two European countries, placing them in juxtaposition with several American curricula, one of which is a type of the several seminaries of the highest class that exist in this coun¬ try and may therefore be compared with the faculties of France, especially those maintained by the Catholic Church, for the French state faculties of theology are all protestant institutions. Course of lectures in the theological faculty of the University of Berlin. General discussion of the sphere of theol¬ ogy (encyclopedia) and introduction to theo¬ logical study on Wednesday and Sunday, 1 hour. Introduction to the Old Testament. 5 hours. History of the text of the Old Testament, Sun¬ day. Interpretation of Genesis, 4 hours. In¬ terpretation of the Psalms, 5 hours. Inter¬ pretation of Isaiah, 5 times. Hebrew gram¬ mar for beginners (with exercises) 4 times. Exercises of the Institutum Judaicum (So¬ ciety for Jewish Missions) , 1 hour. The peo¬ ple of the Old Testament, 1 hour. Introduction to the New Testament, 6 hours. Introduction to the synoptical Evangels, 1 hour. Biblical theology of the New Testa¬ ment. 4 hours. Interpretation of the synop¬ tical Evangels._4 hours; of the Evangels and the Epistle of John. 4 hours; of the Epistle to the Romans, 4 hours; of the Epistle to the Galatians, 1 hour. Early history of the church, 5 hours. History of the ch.urch dur¬ ing the middle ages, 4 hours ; in modern times, 5 hours. History of dogma, 4 horn’s. General history of religion, 4 hours. The early Chris¬ tian and old Jewish burial places, especially the catacombs at Rome, illustrated by the monuments in the museums. 2 hours Sunday evenings. The edifices of the Evangelican faith, their construction and interior decora¬ tion. illustrated by the contents of museums1 and by visits to the churches of Berlin. 1 hour. Explanation of selected old Jewish inscrip¬ tions foundjn Italy, 1 hour. Relation of Juda¬ ism to Chistianity, 1 hour. Exercises on the history of the church, 2 hours. St. Augustine's confessions, 1 hour. Philosophy in its application to religion, the proof of a Divine Being, etc., are taught in the faculty of philosophy. Symbolism, 4 hours. Christian dogma, (apologetic), 4 hours; (systematic), 5 hours, ethics, 5 hours. The recent opinions held as to Christ and the Christian dogma (Die neueren Ansichten von der Person Jesu und das chris- tologische Dogma) , 1 hour. Dogmatic society, 2 hours. Theological society, 2 hours. System of practical t heology, 4 horn’s. Hom¬ iletics and catechetic, 3 hours. Pedagogy and catechetic, 4 hours. The pedagogical sys¬ tem of the nineteenth century, 1 hour. Prac¬ tical explanation of pastoral letters, 2 hours Sunday evenings. Introduction to practical sermon writing. Sermon writing, 2 hours. Courses of instruction in the divinity school of a university of the United States. As more courses are presented than are required for the degree of D. B., a certain amount of elec¬ tion will be allowed. Students must, in every case, submit to the faculty for its approval a list of the studies which they propose to take. Old Testament— 1. Hebrew. Davidson’s Grammar. Harper's Hebrew Method and Manual. Harper's Elements of Hebrew. Ex¬ planation of parts of the Pentateuch. Histori¬ cal Books, and Psalms. Three times a week. 2. Hebrew (second course). Interpretation of parts of the Prophets and Poetical Books. Twice a week. 3. Jewish- Aramaic. Kautzsch’s Grammar, Brown’s Aramaic Method. Inter¬ pretation of selections from Daniel, Ezra, and the Targums. Twice a week, during the second half year. 4. History of Israel, political and social. Twice a week. 5. Old Testament Intro¬ duction. Twice a week. 6. History of the re¬ ligion of Israel, with comparison of other Semitic religions. Twice a week. 7. Assyrian. Lyon’s Assyrian Manual. References to De- litzsch’s Assyrische Grammatik. Delitzsch’s Assyrische Lesestiicke. 8. Assyrian (second course). Delitzsch’s Assyrische Grammatik. The cuneiform inscriptions of western Asia (interpretation of selections). Prof. Lyon. Other Semitic courses are given, namely , two in Ai'abic , each twice a week; one in Ethiopic , once a week , and one in Babylonian- Assy riaji, once a week. The Semitic Seminary meets on the first and third Mondays of every month except June. At each meeting a short paper is read by a student or an instructor, and its subject-matter discussed; in this ivay the class work is brought into practi¬ cal use , a?id various matters studied ichich do not come up in the class instruction. New Testament. — 1. New’ Testament times: the political, social, moral, and religious con¬ dition of the world w’hen Christ appeared. Twice a week, during the first half year. 1 The Union Theological Seminary of New York City has a museum of this kind, as perhaps have other American seminaries. CURRICULA OF PROFESSIONAL SCHOOLS. 915 Courses of instruction in the divinity school of a university , etc, — Continued. 2. Outline lectures on Theological Encyclo¬ paedia and literature; the characteristics of the New Testament Greek; the Septuagint; textual criticism; the life of Christ. Study of the Gospels. Essays and criticism. Twice a week. 3. New Testament introduction.— The origin, contents, and history of the New Tes¬ tament writings, together with the formation of the canon. Twice a week during the sec¬ ond. half year. 4. Outline lectures on the life of Paul; study of the epistles; essays and criticisms. Twice a week. 5. Lectures on our English Bible and its recent revision. Lec¬ tures on topics in biblical theology. Exposi¬ tion of difficult texts. Essays and criticisms. Twice a week. 6. Biblical interpretation: Its history, its methods, its principles, and their application (to New Testament passa¬ ges of historical, prophetical, ethical, and doc¬ trinal import). Onco a week. 7. Classical Aramaic (Syriac). Grammars of Noldeke and Hutchinson-Uhlemnn. Eoediger s Chrestoma- thia Syriaca. Reading of selections from the Peshitto Gospels, the Chronicles of Barhe- braus and the Hymns of Efrem. Twice a week during first half-year. The New Testament Seminary meets on the sec - and and fourth Mondays of every month for the reading and criticising of essays by the students upon topics relating to the New Testament. . Church History.— { 1. The conflict of Chris¬ tianity with Paganism. Origin and devel¬ opment of the Roman primacy to its alliance with the Holy Roman Empire. A. D. 800. Twice a week. Omitted in 1889-CO.] [2. The Me¬ diaeval Church, with especial reference to its effect upon public life and upon intellectual and social progress. Twice a week. Omitted in 1889-9-0]. [3. The era of the Reformation in Europe from the rise of Italian Humanism to the close of the Council of Trent 1350-1563. Twice a week]. [History of Christian doc¬ trines. Twice a week. Omitted in 1889-90].' [5. Advance study and research in Church history in connection with courses 1 and 2. Omitted in 1889-00} . Comparative religion.— Studies in the com¬ parative history of religions, particularly the Vedic religion, the Hindu philosophies, Bud¬ dhism, Mozdaism, and the Chinese religions. Twice a week. Ethics— Practical ethics of social reform; an examination of the problems of charity, temperance, labor, divorce, prisons, the Indian question, lectures, essays, and the study of in¬ stitutions. Twice a week. Theology.— 1. The Philosophy of religion; an introduction to the study of theology. Once a week. 2. Systematic theology begun. The Psychological basis of religious faith. Once a week. 3. The same continued. The content of Christian faith. An elaborate essay on some theological subject is expected from each stu¬ dent taking this course. Three times a week. The Theological Seminary meets on the first and third Wednesdays of every month. Homiletics and pastoral care.— The structure and analysis of sermons. Once a week. 2. Each student writes six sermons during the year, three of which are preached before the two upper classes and criticised by students and instructor; the rest are criticised pri¬ vately, both as to composition and delivery, in preparation for the public preaching named below. [3. Liturgies and the history of Chris¬ tian worship: its prayers, its hymns, and its preaching. Once a wreek. Omitted in 1889-90.] 4. Pastoral care and the conduct of Christian worship. Lectures. Once a week during the second half year. Elocution — 1. Class work twice a week, sup¬ plemented by private instruction. 2. Similar to the above. General exercises.— Preaching by students in the chapel of the school, open to the public. Once a week. Meetings for debate. Once in two weeks. Meetings for religious confer¬ ence, conducted by students, alternating with the above. Once in two weeks. Morning prayers, conducted by professors and stu¬ dents. Special lectures.— A special course of six lec¬ tures by officers of the University who are not teacheisinthe Divinity School will be given. French faculties of thcoloyy. PARIS. 1. PROTESTANT. Lutheran dogma. Evangelical morality. Exegesis. Ecclesiastical history. Chairs. [ Caivini-tic dogma, j Fra - veal theology. History of philosophy. ! Hebrew. Practical theology. Complementary coarse. Conferences. The Greek and Latin Fathers of the Church. Sacred Philology (New Testament). German Theological language and literature and ecclesiastical history. 2. CATHOLIC.a Chairs. Dogmatic theology. Scriptures. Ecclesiastical history. Oriental languages. Scholastic philosophy (philosophy of the schoolmen). Canon law. Civil law. Public ecclesiastical law. History of canon law. a This is not a State school. 916 EDUCATION REPORT, 1889-90, MONTAUBAN. Dogma. Evangelical morality. Ecclesiastical history. Exegesis and criticism. Natural sciences. CALVINISTIC ONLY Chairs. Hebrew. Philosophy. Greek and advanced Latin (Haute latinit6). Complementary course. Course of study-in a Northern theological seminary. FIRST YEAR. Old Testament Literature : General Introduc¬ tion; Hebrew. New Testament Literature: General Introduction; Special Introduction to the Gospels; Exegesis of selected Epistles of Paul. Sacred Geography and Antiquities. Old Testament History. Relations of Philosophy and Science to the Christian Religion ; Theism ; Theological Encyclopedia. Ecclesiastical Theology: Homiletics; Elocutiofl. The Junior Class has five weekly exercises in Hebrew; two in Introduction to the Old Testament and Archaeology ; one in Introduc¬ tion to the New Testament; two in the Exege¬ sis of Paul’s Epistles; two in Old Testajnent History; two in Theism; one in Homiletics, and one in Elocution. SECOND YEAR. Old Testament; Hebrew; Special Introduc¬ tion to the Foetical Books; Special Introduc¬ tion to the Historical Books. New Testament. Life of Christ and Exegesis of the Gospels. Didactic Theology : Theology Proper, Anthro¬ pology begun. Church History. Government and Discipline of the Church : Homiletics ; Criticisms of Sermons; Elocution. The Middle Class has three weekly exercises in Church History ; three in Didactic Theology ; five in Old Testament Literature and Exege¬ sis; two in the Life of Christ and Exegesis of the Gospels; two in Homiletics and Church Government, and one in Elocution. THIRD YEAR. Old Testament: Hebrew; Special Introduc¬ tion to the Prophets ; Biblical Theology. New Testament: Acts of the Apostles; Special In¬ troduction to the Epistles; Biblical Theology (Elective). Didactic Theology: Anthropol¬ ogy, Soteriology. Eschatology” Church His¬ tory, Relations of Philosophy and Science to the Christian Religion : Christian Ethics and Christian Social Science. Pastorial Care: Or¬ dinances of Worship. Homiletics: Analysis of texts; Homiletical Criticism; Elocution. The Senior Class has three weekly exercises in Didactic Theology; two in Old Testament Literature and Exegesis ; one in Biblical The¬ ology of the Old Testament; two in New Tes¬ tament Literature and Exegesis; two in Church History; two in Homiletics and Pas¬ toral Theology; two in Christian Ethics and Christian Social Science, and one in Elocution. FOURTH YEAR. The regular course is completed in three years, but students may, with great advantage, continue to prosecute their studies in the seminary for a longer period. It is not thought best to prescribe a fixed course of study for graduates. Each is at liberty to devote hiru- . self to those branches of theological learning for which he has the greatest aptitude, or which he judges to be most necessary or profit¬ able to himself. Accordingly graduate stu¬ dents may at their discretion attend the lec¬ tures and recitations of the regular classes for the review of their previous studies; or they may individually conduct original investiga¬ tion under the direction and advice of the pro¬ fessors and with the aid of the library. SEVERAL TYPES OF CURRICULA OF THEOLOGICAL SCHOOLS IN THE UNITED STATES. Course of instruction in the divinity school of a university. JUNIOR YEAR. Encyclopaedia and Literature of Theology, 1 hour; Grammar of the Hebrew Language, in connection with the first 8 chapters of Gen¬ esis, 5 hours; Critical Study of the Greek Testament, consisting of two courses, (1) the Life and Teaching of Christ, as Presented in the Synoptic Gospels: (2) Studies in General and Special Introduction to the New Testa¬ ment, and Methods and Principles of Textrial Criticism, 5 hours; The Philosophical Basis of Theism and the Self-Revelation of God, 2 hours. MIDDLE YEAR. Systematic Theology, 5 hours; Old Testa¬ ment Bible Theology with special reference to the progressive stages of Divine Revelation to Israel, Biblical Aramaic (optional). The instructor in Hebrew will read with the class, (1) the more important prophecies of Isaiah in connection with a consideration of his entire work and the principles of Old Testament prophecy; (2) the earlier Psalms, with a Gen¬ eral Study of the Hebrew Psalter, its origin, structure, and contents; General Church His¬ tory, including its nature, divisions and sources, and the literature and the character of the societies among which Christianity spread, 3 hours; Lectures on the Epistles to the Romans and Corinthians, with special ref¬ erence to the doctrinal and practical contents, 2 hours; Lectures and Criticised Exercises on the Principles of Ministerial Rhetoric. SENIOR YEAR. Homiletics, 4 hours during first half of year; Class Exercise in the Criticism of Sermons and Plans of Sermons. 1 hour; Pastoral The¬ ology, 3 hours during the last half of the year; Class Discussions of Questions of Practical Interest Relating to the Work of the Church, History of Christian Doctrine and Symbolical Theology, 3 hours; Biblical Theology of the New Testament, 2 hours. The Prophetical Books of the Old Testament and reading once a week (or oftener) ■with those who wish to study Syriac, the Peshito version of the New Testament. The president of the university will lecture once or twice a week on one or more of the books of the New Testament. CURRICULA OF PROFESSIONAL SCHOOLS. 917 Course of instruction in the divinity school of a university — Continued. GRADUATE OR FOURTH-TEAR CLASS. For the year 1899-90 the following subjects ( others which might be desired by members of I. Special topics in philosophy and theol¬ ogy. II. Examination and discussion of a number of the more important marginal read¬ ings in the Revised Old Testament, as compared with the text now standing in the Revision. III. A review of systematic theology in the reading and examination of Dr. Dor- ner’s system of Christian doctrine, with free colloquial discussion. IV. Weiss’s Life of Jesus, with comments on the author, and conversational discus¬ sion and special investigations and es¬ says by members of the class. English course of a A course which may be pursued by those who do not select the study of either the Greek or Hebrew language or only one of those lan¬ guages. JUNIOR YEAR. Instead of the Hebrew and Greek there will be special exegetical exercises in the English scriptures and in bibical history, sacred geog¬ raphy, and antiquities. Origin, history, and canon of the Bible. Interpretation of the scriptures. Natural theism. The authority and inspiration of the Bible. Analytic rhet¬ oric. study of expression in English. Drill in breething, vocalization, and elocution. Exer¬ cises in composition and criticism. Extem¬ poraneous debates. Instruction is also given during the year in mental and moral science and to religions other than Christian. Theological depan' Thisdepartment is designed primarily to pre¬ pare young men to preach the gospel. It is open, however, to all students who wish to qualify themselves for Christian life and work. Of this privilege a number have already availed them¬ selves. and it is the wish of the college author¬ ities that their action should become general. The following are prominent features of the work done iu this department: 1. Direct contact of the student with the Bible itself is emphasized. 2. The historical portions of the Scriptures are studied early in the course. 3. Careful study of Hebrew and Greek is required of all who wish to complete the course. 4. Biblical antiquities and ancient history receive attention. 5. A knowledge of church history is given. Students are graduated from this depart¬ ment on the following conditions: (1) There must be conclusive evidence of Christian char¬ acter; (2) In addition to the studies of this de¬ partment of theology the classical and scien¬ tific course must be completed. For either of these the student may substitute an equivalent course if he has taken it in another institution. Sophomore Class. 1. The Old Testament : First Division— Gen¬ esis to Ruth (three terms) : Second Division— Samuel and Later Historical Books (.three terms). 2. The Gospels (three terms). Junior Class. First term. Acts of Apostles. New Testament Greek. Hermeneutics. special study were announced, not excluding ie class: V. Schools of preaching and the history of preaching; with critical exercises and discussions. VI. Weiss's Introduction to the New Testa¬ ment. In addition to the discussion of the opinions of the author, the students will be directed in making investiga¬ tions for themselves in other writings upon the same subjects and in the orig¬ inal sources. VII. Schiirer s History of the Jewish People in the Time of Christ; with special ref¬ erence to the literature and thought of Judaism at this period as bearing upon New Testament interpretation. miinary of theology. MIDDLE TEAR. Two exercises each week in the study of Old Testament criticism and exegesis. Two ex¬ ercises each week in the study of New Testa¬ ment criticism and exegesis. Old Testament theology. Systematic theology. History of the Church. Homiletics. SENIOR YEAR. Two exercises each week in the New Version of the Old Testament and two iu that of the New Testament. Old Testament theology, History of the Church. Homiletics. Sacred rhetoric. Pastoral theology. Bibical hoini- leties, consisting of a homiletical study of the discourses of our Lord, of those of Paul and Peter and other bibical preachers, and a homiletic study of epistles, psalms, and proph¬ ecies. tment in a college. Second term. Acts of Apostles. New Testament Greek. Exegesis— Romans. Third term. Scripture topics. New Testament Greek. Exegesis— Hebrews. Senior Class. First term. Hebrew. Plan of Redemption. Church History. Second term. Hebrew. Evidences. Homiletics. Third term. Hebrew. Evidences. Homiletics. Postgraduate Course. First year.— Old and New Testament Intro¬ duction-History of Christian Doctrines. Second year.—' Theism and Anti-Theistic The¬ ories, Relations of the Christian Religion to Philosophy and Science. 918 EDUCATION REPORT. 1889-90. The school of theology in a college . This school gives a two years’ cotirse of nine hours a week in the essentials of theological learning. Leading topics of*study: 1. Biblical theology. 2. Ezegetical study of Old and New Testa¬ ments. 3. Church history, homiletics. 4. History of doctrine. 5. Christian evidences. Theism. Students preparing for the Christian minis¬ try or any others may count these courses in the required amount of study for the degree of bachelor of divinity. This degree will be conferred upon any resi¬ dent student completing academic courses of eighteen hours a week with New Testament Greek in it, together with all of the studies offered in the schools of metaphysics, history, physics, and theology. Ministerial students are expected to engage in some systematic professional woi’k during vacation under some regular pastor or oresid- ing elder. REQUISITES FOR ADMISSION. As is to be expected, the utmost unanimity prevails among’ the schools as to the desirability of excluding persons either morally or intellectually unfit to enter upon the sacred calling. 'While almost every school will admit an appli¬ cant who belongs to another denomination than that to which the school per¬ tains, all demand that he shall be in full communion with some Christian (in two cases wuth an “ Evangelical ”) church. The evidence of this is given by letters of recommendation from pastors, churches, or, in the Presbyterian church, from the presbyteries under whose care the student is requested or required to place himself. Nor does the precaution taken cease with the student’s admission within the avails of the institution ; in several cases at least some months elapse before he is admitted formally as a member of the school. There is another qualification that sometimes is mentioned as a prerequisite, which is called by one institution “earnestness of purpose” and by others a “ call to the ministry. ” As to the literary qualifications demanded by the schools, some diversity exists. It may be said, speaking generally, that a college education, at least that of a first-class high school, is the qualification that is thought requisite. But there are several ways in which this requirement is sometimes modified cr dispensed with. It is modified when the scholastic deficiences of the pupil are compensated for by natural ability and when the course of the seminary is five or more years in duration, as is the case with many Roman Catholic seminaries, the Moravian Seminary, and others. It is dispensed with when the Greek and Hebrew Testaments are eliminated from the curriculum and the English Bible substituted. To enter upon the English course some institutions require that the applicant for admission be at least 25 years of age. The instruction and lodgingat these schools cf theology being gratuitous and in the great majority of the schools pecuniary aid being furnished to the stu¬ dent, it is natural that a benefaction so wide in its scope and operating constantly in favor of new individuals, should seek to secure the attention of the student to the instruction which it provides. Indeed, in addition to the testimonials as to moral and intellectual fitness spoken of in a preceding paragraph, some schools are known to require a declaration in writing from the student on his admission, which may be represented by the following formula : “ Deeply impressed with a sense of the importance of improving in knowledge, prudence, and piety, in my preparation for the gospel ministry , I solemnly prom¬ ise, in reliance on divine grace, that 1 will faithfully and diligently attend on all the instructions of this seminary, and that I will conscientiously and vigi¬ lantly observe all the rules and regulations specified in the plan for its instruc¬ tion and government so far as the same relate to the students ; and that I will obey all the lawful requisitions and readily yield to all wholesome admonitions of the professors and board of trustees while I shall continue a member of the institution.” Of the 145 schools given in Table 16 (p. 1045), 104 answer specifically the question addressed to them, “Have you noticed during the last decade that the stu¬ dents of later years were better prepared to enter upon the scientific study of their intended profession than those who preceded them?” In some cases the school had not been in existence for ten years, in others the dean had recently assumed charge. In many others the inquiry was passed by with a mere scratch of the pen, etc. Of the 104 specific answers, two say outright that they have nothing to base an opinion on, which leaves 102 schools whose answers are of service in the canvass of this important matter. Of these 102 answers 78 are in the affirmative, the greatest number being simply “yes,” but 17 answer “ de¬ cidedly, ”or “very much,” or “ marked or decided advance,” as the case maybe, CURRICULA OF PROFESSIONAL SCHOOLS. 919 while about half a dozen answer “ slightly ” or “ somewhat,5' etc. Twenty schools answer “no,55 two of them adding that they are getting fewer graduates in let¬ ters or sciences. There are two classes of statements that deserve consideration, to wit: Those relating to the effect of the elective system in colleges and those giving the reason why the scholastic character of the applicants for admission has improved. “One of our important seminaries in Now England answers the question thus: The optional system tends to make the Greek preparation deficient ; history is lacking; the English language and literature do not seem to have adequate at¬ tention. Students are not able to read Latin with facility ; the philosophic systems seem to be a priori. We do not find a better average than in previous years.” By another eastern sominary of the highest standing we are informed : More come now than formerly with some preparation in Hebrew, which is a distinct gain. On the other hand, the spread of the elective system in colleges; with other causes, has probably lowered the average quality of preparation in Greek. From the Upper Mississippi Valley it is learned that “ the scientific courses in colleges make more students enter the seminary knowing little or no Greek,” but otherwise no change has been noticed. From Pennsylvania one school reports that the students have much general intelligence and are equal to those who preceded them in training of faculties, but are behind them in the classical training especially called for in theological schools. By another, it is said that their college training has been broader and more varied, but it is not apparent that there has been any better mental de¬ velopment than under the earlier systems of college study when the curriculum was narrower. Depth has been sacrificed to breadth. From a third the answer is received: “No; as a general thing it may be said that classical schools have not yet distinguished themselves for thoroughness of mental training.” The Harvard and Yale divinity schools, on the other hand, assure the Bureau that there has been a very undoubted improvement, the latter school attributing it to stricter requirements for admission. The Harvard school instances the fact that all but one of its members were degree men. adding that a few years ago this would have been impossible. A half a dozen other seminaries attribute the improvement in scholarship of those they are admitting to their having ex¬ acted more elevated attainments for admission. Several attribute the fact to the advance of education in the South or West, as the case may be. To the question Has the average age of the freshman advanced? an almost uni¬ versal No is returned. In a university for the colored race, the dean answers that, whereas some years ago the students of the divinity school were ministers seeking further education, now the students come fresh from the preparatory school. Two seminaries give statistics. The dean of the Augustana Seminary at Rock Island gives the average age as varying from 274 to 291 during the last years ; in some of the earlier classes it "was over 30. Union Theological Seminary reports a slight increase, as follows: 1880-81 1881-82 1888- 89 1889- 90 23.6 24.0 24. 97 25. 1 . Taking the answers to the two questions as to scholarship and age and con¬ sidering them together some corroboration is found for the remarks upon the influence of the high schools, made under medical instruction (p. 878). But though the great extension of public higher elementary instruction, or, as it is called, secondary instruction, is in all probability subserving in America the purpose accomplished by the colleges of Germany and France (Gymnasien and lycees) it is still interesting to note the percentage of college graduates in attendance at our seminaries of theology. In attempting such a showing the Bureau must ask the indulgence of the reader who expects the utmost mathe¬ matical exactness. The diagrams given on op. 846-7 are accurate as far as the schools have reported. But many schools will not report or insist in re¬ porting by making a scratch of the pen so that it is not possible to tell whether they mean that an account of such matters has never been taken or that there are no students of the kind in their institution . The table which follows is an attempt to represent the percentage of college graduates in theological seminaries, by showing the percentage that has been reported by 27 schools in various parts of the country for the 10 years last past. Before canvassing the table, however, it may be said that, in the schools reporting an improvement in the scholastic attainments of their freshmen, 30 per cent of the attendance were students hav¬ ing a degree in letters or science. 920 EDUCATION REPORT, 1889-90. From the table it appears that there is a decrease in the number of graduates of colleges seeking admission to the theological seminaries (columns 2, 4, and 6) and that this decrease has been constant during the ten years last past. The general average for the ten years (column 8) for the New England and Middle States is the same, while that of the schools representing the West is much lower. Had the statistics of other sections of the Union been at hand the table might have been made more complete in its attempt to represent the condition of affairs in the country at large: Students having degree in letters or science in twenty-seven schools of theoloay that re¬ port for each of the ten years 1880-81 to 1889-90 (< omitting 1882-83 J. 1880-81. 1284-85. 1889-90. 1880-1890a. Divisions. Attend¬ ance. Per cent having degree. Attend¬ ance. Per cent having degree. Attend¬ ance. Per cent having degree. Attend¬ ance. Per cent having degree. 1 2 3 4 5 6 7 8 New England schools: 1 . . 29 83 52 92 62 76 397 87 2 . 90 90 96 94 136 84 962 87 3 . 25 4 29 7 33 9 277 13 4 . 61 97 41 78 61 77 448 88 5 . 63 62 77 69 136 69 845 68 6 . 31 48 20 75 36 97 204 76 7 . 19 90 27 74 41 73 6208 74 8 . 17 18 26 16 34 3 262 19 9 . 60 60 53 64 56 62 547 61 For the 9 schools .... 395 71 421 71 595 70 4, 150 69 Middle States: 10 . 21 0 7 0 36 0 197 0 11 . 88 38 97 37 122 8 900 27 12 . . 119 94 146 89 172 90 1,309 90 13 . 45 96 29 90 38 71 274 84 14., . 33 97 25 92 18 83 194 85 15 . 55 75 44 50 51 55 460 58 16. . 14 7 18 22 23 13 161 14 17 . 87 77 85 74 92 74 CS91 77 18 . 116 93 133 90 164 84 1,153 85 19 . 31 97 35 100 57 93 358 96 20 . 29 86 35 86 56 82 362 86 21 . 17 6 14 0 35 3 233 3 For the 12 schools . . . 655 76 671 73 864 66 6,292 69 Western States: 22 . 39 77 63 32 177 21 801 21 23 . 90 54 72 51 142 13 898 34 24 . 17 18 37 43 36 25 316 38 25 . 41 77 49 61 106 31 585 49 26 . 14 86 15 60 11 45 134 61 27 . 36 97 23 87 28 89 262 90 For the 6 schools .... 237 67 259 51. 500 26 2,976 42 For the 27 schools ... 1,287 72 1,351 68 1,959 57 13, 418 63 a Omitting the year 1882-83. 6 Omitting 1880-81. c Omitting 1889-S0. CURRICULUM. LENGTH OF THE COURSE. The course of the theological seminary proper is three years. The princi¬ pal exception to this is in the case of the seminaries of the Roman Catholic Church, where the course is four, five, or six, or even more years in duration. The regular course of the Catholic University of America covers four years. Other exceptions are the schools having a shorter (not necessarily an English) course or a postgraduate course. In the schools of New York and New England, and of Chicago there are from two to six postgraduate students. The reason for the length of the course in Catholic seminaries, excluding the course of the CURRICULA OF PROFESSIONAL SCHOOLS. 921 Catholic University, is shown by the following- ^ there are really three courses, one dovetailing into the other: The object of the Salesianum is the remote anti immediate preparation for the holy priest¬ hood, and only such students are received as express their intention of becomiug priests. In accordance with this object, the education imparted embraces the classical studies, phi¬ losophy, and theology, nine years in all, with the following courses: i. classical course (embracing five years). The following branches are taught during this course : 1. Christian doctrine. 2. Ancient languages: (a) Latin (Schultz’s Grammar and Exer- cise-boolt, Nepos, Caesar, Cicero, Vir¬ gil, Horace). (ft) Greek (Spies’s Grammar, Exercise- book, Xenophon, Homer). 3. Modern languages : (a) English. (ft) German. (c) French (optional). 4. Mathematics: (a) Arithmetic. (ft) Algebra, as far as logarithms, inclu¬ sive. (c) Geometry (stereometry, trigonome¬ try. 5. History and geography. 6. Natural philosophy. II. PHILOSOPHICAL COURSE. This course embraces: Philosophy. Church history. Natural philosophy. Hebrew. III. THEOLOGICAL COURSE. This course embraces: Dogmatic theology. Moral theology. Church history (continued and finished). Canon law. . Introduction into the Holy Scripture. Exegesis. Homiletics. Liturgy. This system, though not characteristic of, is not unrepresented among Protes¬ tant schools. The two-year course is the English course. No better illustration can be given as to what this course is than the English course of Oberlin Theological Seminary. This course has been established in view of the present urgent need of more ministers and of the fact that many young men now in secular business would be willing to give their lives to the preaching of the gospel, but can not pursue a course of preparation extending over 10 years. It is designed for ma¬ ture young men of at least 25 years of age, who, though possessing perhaps but a common English education, have acquired, in practical business, familiarity with affairs and acquaintance with men. It is believed that men of this class by two years of judiciously applied study can acquire such a knowledge of the English Bible, of systematic theology, and of other fundamental branches as will qualify them for great usefulness in many fields. Should a sufficient number apply, some special additional instruction will be provided for those looking forward to Y. M. 0. A. secretaryships as a substitute for the homiletic training of candidates for the pulpit. The programme is as follows: Tabular view of the English course of Oberlin Theological Seminary. Fall term. Winter term. Spring term. First year . . • 1 English New Testament. 2S Homiletics. 45 hours. (Rhetoric, 25 hours. 3 Psychology and logic. 1 English New Testament. oSHomiletics, 12 hours. 6 1 Rhetoric, 48 hours. (Logic and moral philos- J ophy, 56 hours. IHome missionary lec- l tures, 12 hours. 1 English New Testa¬ ment. (Homiletics, 29 hours. 2 O 0) s © £ 3 c 0 PS <0 > 0 © a Old Testament theology . 4 2 2 2 New Testament theology . 3 1 1 Historical theology . 2 3 2 Systematic theology . 2 2 2 2 Practical theology . . . . 2 2 2 2 Total per week . 13 12 4 9 i 0 932 EDUCATION REPORT, 1889-90. KENTUCKY. Southern Baptist Theological Seminary. Scheme of lectures. (Subject to alterations at tlie beginning of every session.) Hour. ’ Mon. Tues. Wed. Thurs. Fri. Sat. 8.30 a. m . 9.30 a. m . 10.30 a. m . 11.30 a. m . 12.30 p. m . 3.00 p. m . 4.00 p. m . 5.00 p. m . Gk. Sr . Pol . Gk. Sr . Pol . Gk. Sr. N. T. Ec. Hist. Heb. Jr. Bib. Int. N. T . O. T . N. T . O. T . Gk' "jr.",Heb" Sr. O. T . Ec. Hist . Heb. Jr . Bib. Int’ . Pol..... . Ec. Hist . Gk. Jr., Heb. Sr. Horn . Ec. Hist _ Heb. Jr .... Bib. Int.... Horn. Eloc . Eng. Th _ Lat. Th _ Ec. Hist _ Gk.Jr.,Heb. Sr. Horn . Horn . Ch. Gov. and P. D. Eng. Th . Lat. Th . Eng. Th . Ch. Gov. and P. D. Eng. Th _ Ch. Gov. and P. D. MASSACHUSETTS. Harvard Divinity School. Tabular view of the exercises. (The Roman numeral in parenthesis indicates tlie examination group to which the course belongs.) Monday.— 10 to 11 a. m., New Testament (2) ; 11 to 12 m., Theology (3) and New Testament (4) ; 2 to 3 p. in., History of Israel; 3 to 4 p. m., Hebrew (1) and Homiletics (2). Tuesday.— 9 to 10 a. m., Theolgy (2) ; 10 toll a. m., Ethics and Homiletics (2) (private criti¬ cisms)! 11 a. m. to 12 m., Aramaic; 12 m. to 1 p. m., New Testament (5) ; 2 to 3 p. m., Old Testa¬ ment introduction; 3 to 4 p. m., Hebrew (2). Wednesday.— 9 to 10 a. m., New Testament (la) ; New Testament (36); Church history (3); 10 to 11 a. m., Theology (1) ; 11 a.m. to 12 m., Theology (3) ; 12m. to 1 p. m., New Testament (2) ; 2to3 p. m., History of Israel; 3 to 4 p. m., Hebrew (1). Thursday— 9 to 10 a. m., Comparative religion; 10 to 11 a. m., Ethics; 11 a.m. to 12 m., Aramaic; 12 m. to 1 p. m.. New Testament (4) ; 2to 3 p. m., Old Testament introduction; 3 to 4 p. m., He¬ brew (2). Friday— 9 to 10 a. m., New Testament (la) ; New Testament (36) ; Church history (3) : 10 to 11 a. m., Homiletics (1) ; 11 a. m. to 12 m., Theology (3) ; 12 m. to 1 p. m., Homiletics (46) ; New Testa¬ ment (5) ; 2 to 3 p. m., Religion of Israel; 3 to 4 p. m., Hebrew (1) ; Religion of Israel. Saturday.— 9 to 10 a. m., Comparative religion. NEW YORK. Hamilton Theological,:Seminary. (Figures in parenthesis indicate number of recitations.) Junior Year. Old Testament.— First and second terms, Hebrew grammar (3) ; Isagogics (2) ; third term, Her- menutics (2); Historical books (3b New Testament.— First half year (Greek section), Translation and exegesis of the Gospels (3); (whole class), Hermeneutics and introduction (2); second half year (Greek section), selec¬ tions from Pauline Epistles (2) : (whole class), Introduction to Pauline epistles (2). Biblical Greek.— First term, Grammar and Grammatical study of the Fourth Gospel (4), Old Testament history (2); second term, Grammatical study of Pauline epistles (4), History of the Commonwealth of the Restoration (2) ; third term, study of Old Testament Apocrypha (1) ; Grammatical study of Petrine Epistles (4). New Testament history (2). Church History.—' Through the year, Ancient period (3). Middle Year. Old Testament.— First term (Assyrian); second term, Prosody and the Psalms (4), (Assyrian); third term, Prophecy and the Prophetical Books (4), (Syriac). New Testament.— First term (English section), R omans (4) ; second term, (Greek section), Catholic epistles and Revelation (4) ; third term (English section), Hebrews (4). Biblical Greek.— Through the year translation and study of selections from the Septugint version (1) ; third term, (Textual criticism of the Greek Bible). Church History. — First term Ancient and Mediaeval Periods (3) ; second term, Mediaeval and Reformation periods (3). Homiletics. — First term Principles of Homiletics (4) ; second and third terms, Criticisms of selections and sermons (4). Senior Year. Old Testament. — First term Christology and Christological passages (4), (Chaldee); through the year (Arabic). New Testament.— See middle year. Next year, both classes: First term (Greek section) , Rom- mans (4) ; second term, (English section), Catholic Epistles (4); third term (Greek section), Hebrews (4). a First half-year. 6 Second half-year. CURRICULA OF PROFESSIONAL SCHOOLS. 933 Church History.— First terra. Reformation and Modern perio Is (2.) Homiletics— Second and third terms. Preaching before the Seminary, with Criticism (2). Pastoral Theology— First and second terms Constitution of the Church; the ordinances, pas¬ toral duties (2). Christian Theology— First term Introduction; Theology; Anthropology (4); second term, Christology; Pneuiaatology (4); third term, Eschatology; Christian ethics (4). Schedule of the hours of recitation. Junior class. Middle class. Senior class. 9 a. m . Dr. Harvey, Greek (3); Dr. Harvey (2) and Prof. Schmidt, History (2). Prof. Schmidt, Hebrew (3), terms 1 and 2. Dr. Maynard (3), Prof. Schmidt, Greek (1). Dr. Dodge (4), Christian theology. 10 a. m . Dr. Harvey and Dr. Burn¬ ham, alternately (4). Dr. Harvey and Dr. Burnham, alternately, (4). 11 a. m . Dr. Burnham, Hebrew (3), term 3. Dr. Beebee (4), Homilet¬ ics. Dr. Beebee (2), terms 2 and 3; Dr. Harvey (2), terms land 2, and Dr. Maynard (2), term 1. 2:30 p. m . Prof. Schmidt, Greek (4) . Syriac (4), term 3, Dr. Burnham. Chaldee (4), term 1, Dr. Burnham. 3:30 r. m . Dr. Burnham (2) and Dr. Maynard (3), History. • Assyrian (1) Tuesday, Prof. Schmidt; English Old Testament (2), Wednesday and Friday, Dr. Burnham. Arabic (1), Friday, Prof. Schmidt. 4:20 p. m . Old Testament Apocrypha (1), Wednesday, Prof. Schmidt. Old Testament History (1), Friday, Dr. Buru- ham ; Textual criticism (1) Thursday, Prof. Schmidt. Historical criticism studies (1), Tuesday, Dr. Burnham. Union Theological Seminary. Schedule of lectures for 1389-90, second term. Days. Hours. Juniors. Middlers. Seniors. Monday . -j 1 1 a. m . 3 p. m . . 4 p. m . . Prof. Prentiss.1 Prof. Brown.2 Prof. Schaff. Prof. Shedd.® Conference meeting. Prof. Schaff. Tuesday .... -j 1 1 a. m . 3 p. m . . 4 p. m . . Prof. Brown. Prof. Vincent.3 Prof. Briggs. \ Prof. Schaff. Prof. Briggs. Prof. Shedd. Prof. Hastings. Prof. Vincent. Wednesday, -j 11 a. m . 3 p. m . . 4p.m.. Prof. Brown. Prof. Schaff.3 5 * Prof. Vincent. Prof. Briggs. Prof. Shedd. Prof. Briggs. Prof. Prentiss. Prof. Hastings. Prof. Shedd. Thursday . . . | ! 1 1 a. m . \ 3 p. m . . 4 p. m . . Prof. Prentiss. Prof. Brown. Prof. Briggs. Prof. Hastings.7 Prof. Vincent. Prof. Shedd. Prof. Schaff. Prof. Briggs. Prof. Vincent. Friday _ _ -j 1 1 a. m . 3 p. m .. 1 4 p. m .. Prof. Schaff. Prof. Brown. Prof. Vincent. Prof. Hastings. Prof. Vincent. Prof. Briggs. Prof. Prentiss. Prof. Briggs. Prof. Shedd. Private criticism of sermons, seniors, Tuesdays, Thursdays, and Fridays, 1.20 to 2.30 p. in. with Prof. Hastings. Class in Syriac. Tuesdays, 2 to 3 p. m., with Prof. Briggs. Class in Biblical Aramaic, Tuesdays, 2 to 3 p. m.. with Prof. Brown. Class in Assyrian I., Mondays, 2 to 3 p. m., with Prof. Brown. Class in Assyrian II., Wednesdays, 10 to 11 a. m., with Prof. Brown. Advanced class in Hebrew, Thursdays and Fridays. 2 to 3 p. in., with Prof. Brown. Vocal culture, middlers individually, juniors in sections, daily, 9 to 11 a. m., with Prof. Rob¬ erts. Sacred music, choir drill, Mondays, 5.15 p. m.; classes, Thursdays, 7.30 p. in., with Prof. Her¬ man. 1 Chair of Pastoral Theology, Church Polity, and Mission Work. 2 Associate Professor in Department of Biblical Philology. 3 Chair of Sacred Literature. 4 Chair of Hebrew and Cognate Languages. 5 Chair of Church History. « Chair of Systematic Theology. 7 President and Chair of Sacred Lhetoric. 934 EDUCATION REPORT, 1889-90. Schedule of lectures for 1330-91. First term. Days. Monday . Tuesday .... Wednesday. Thursday... Friday . Hours. Juniors. Middlers. 11 a. m_. Prof. Prentiss _ _ _ Prof. Schaff . 3 p. m .. 4 p. m .. Prof. Brown . Prof. Shedd _ Conference meeting .... Prof. Schaff . 11 a. m.. Prof. Prentiss . 3 p. m .. 4p.m.. 11 a. m.. Prof. Brown _ Prof. Briggs . . Prof. Vincent . . Prof. Shedd ... Prof. Briggs . Prof. Prentiss 3p. m_. 4 p. m... 11 a. m.. Prof. Brown . Prof. Vincent . . . Prof. Vincent . Prof. Shedd . . .do . Prof. Prentiss . 3 p. m.. 4 p. m.. 11 a. m... Prof. Brown . Prof. Briggs- . Prof. Briggs . . Prof. Shedd . Prof. Schaff . Prof. Hastings . . 3 p. m .. 4p.m .. Prof. Brown Prof. Vincent, Prof. Vincent . . Prof. Briggs _ _ Seniors. Prof. Schaff. Prof. Hastings. Prof. Briggs. Prof. Brown. Prof. Hastings. Prof. Briggs. Prof. Schaff. Prof. Shedd. Prof. Brown. Prof. Prentiss. Prof. Briggs. Prof. Shedd. Private criticism of sermons, seniors, Tuesdays and Thursdays, 1.30 to 2.30 p. m., with Prof. Hastings. Class in Arabic, Wednesdays, 10 to 11 a. m., with Prof. Briggs. Class in Assyrian II, Tuesdays, 2 to 3 p. m., with Prof. Brown. Advanced class in Hebrew. Mondays, Thursdays, and Fridays, 2 to 3 p. m., with Prof. Brown. Vocal culture, seniors individually, middlers in sections, daily, 9 to 11 a. m., with Prof. Roberts. Sacred music, choir drill, Mondays, 5.15 p. m. ; classes, Thursdays, 7.30 p. m., with Prof. Herman. EXAMINATIONS. The academic year consists of two terms, the first beginning with the third Wednesday of September and ending with the Christmas holidays; the second beginning immediately after those holidays and ending with the Tuesday next preceding the second Thursday of May. Examinations will be held during the last wreek of each term upon the studies then completed. These examinations are conducted by the faculty with the cooperation of committees of the di¬ rectors. The Presbytery of New York is represented by a committee at the intermediate exami¬ nation, the Synod of New York at the final examination. Virginia. Theological Seminary oe the Diocese of Virginia. Scheme of lectures. Monday.— 9 to 10 a. m., middle class theology, junior Greek; 10 to 11 a. in., senior history. mid¬ dle class Hebrew; 11 a. m. to 12 m., junior Hebrew; 12 nr. to 1 p. m., middle class English, Bible; 1 to 2 p. m., senior class polity, junior history. Tuesday.— 9 to 10 a. m., senior Hebrew, middle class history; 10 to 11 a. m., middle class theol¬ ogy, junior Hebrew; 11 a. m. to 12 m., senior class polity, junior class natural theology; 12 m. to 1 p. m., senior English Bible, middle class Greek: 1 to 2 p. m., junior history. Wednesday.— 9 to 10 a. m., senior history, junior Greek; 10 to 11 a. m., senior Greek, middle class theology; 11 a. m. to 12 m., junior apologetics; 12 m. to 1 p. m.,1 2 senior theology (homi¬ letics), middle class Hebrew; 1 to 2 p. m., junior history; 5 p.m., exercises in homiletics and the use of the prayer book which all the students are required to attend. Thursday.— 9 to 10 a. m., senior Greek, middle class history; 10 to 11 a. m., middle class theol- ogy, junior Hebrew; 11 a. m. to 12 m., senior Hebrew; 12 m. to 1 p. m., senior theology, middle class Greek; 1 to 2 p. m., junior history. Friday — 9 to 10 a. m., senior Greek, middle class history; 10 to 11 a. m.,3 senior history (canon law), middle class theology, junior Hebrew; 11 a. m. to 12 m., junior apologetics; 12 m. to 1 p. m., senior theology, middle class English Bible. TEXT BOOKS- The necessary information is not possessed by this Bureau to enable it to dis¬ cuss the subject of text books with any degree of thoroughness. The following scheme will show very succinctly a peculiarity of the catalogues of the schools of the Episcopal Church, to wit: The text and reference books are invariably 1 In order that the main outlines of the curriculum may be presented clearly, some of the briefer courses, which occupy only a fraction of a session, and the exercises in elocution are not noted in this scheme. 2 For half the session this hour is given to homiletics; but throughout the wliole session ex¬ ercises are given in analyzing texts and constructing sermons. 3 This hour is given to canon law during the latter part of the session. CURRICULA OF PROFESSIONAL SCHOOLS, 935 mentioned. To compare with it a programme of the Mount St. Mary’s Ecclesi¬ astical Seminary (Roman Catholic), and another of the Augustana Theological Seminary (Lutheran) are inserted: Scheme of study. Studies. Hebrew and Greek. Exegesis . Ecclesiastical his¬ tory. Ecclesiastical pol¬ ity and law. Junior year. Tregelles' Heads of He¬ brew Grammar. Readings from the Pentateuch and the Psalms. Gesenius’ Hebrew Lexicon. Readings from the Septuagint. The four gospels: the Acts of the Apostles. Gardiner's Harmony of the Gospels. First six centuries : Mahan, Blunt, Bur¬ ton and Robertson’s Church Histories. Bates’ Lectures on Christian Antiquities. Mosheim's Commen¬ taries. O Middle year. Readings from the Mes¬ sianic Psalms, and Extracts from the Prophets. Gesenius’ Hebrew Lexicon. The Epistles of St. Paul, with Ellicott’s and Lightfoot’s Com¬ mentaries. Seventh to fifteenth cen¬ turies, inclusive: Ham¬ mond on the canons. Newman’s History of the Arians. Hard¬ wick's Middle Ages. Robertson's Church History, 3d ed. Mil- man's Latin Chris¬ tianity. Pearson on the Creed. Hooker on the Incar¬ nation. Blunt’s Parish Priest. Bishop Burnet on Pastoral Care. Bish¬ ops White and Wilber- force on the Ordinal. Bishop Ellicott’s Col¬ lections on Pastoral Work. Lectures on Pastoral Duties, by the Professor. Five Sermons by each student. Abp. Potter on Church Government. Words¬ worth's Outlines of the Christian Minis¬ try. Lectures by the Profes¬ sor. Senior year. Christological portions of the Old Testament in Hebrew, with Commentaries. Sixteenth century to present time: Hard¬ wick’s Reformation. Burnet’s History of the English Refor¬ mation. Carwithen’s and Perry’s Histo¬ ries of the English Church. Perry's and Wilberforce’s Histo¬ ries of the American Church. Bishop Browne on the Thirty -nine Articles. Wheatley and Procter on the Book of Com¬ mon Prayer. Hook¬ er’s Ecclesiastical Polity, Book vs. Lec¬ tures on Liturgies and Pastoral Work, Conscience and Hu¬ man Law, by the Professor. Six Sermons by each student. Haddan’s Apostolical Succession. Canons and other Ecclesias¬ tical Laws. Lectures by the Profes¬ sor, with Exercises onbooks of reference. Systematic divinity Bishop Butler's Ser¬ mons at the Rolls. Christian Ethics. Adams’ Elements of Christian Science. Lectures by the Pro¬ fessor. Pastoral theology . Gresley’s- Ecclesiastes Anglicanus, A m e r. ed. Brooks’ Lectures on Preaching. Bishop Ellicott’s Collections on Homiletics. Lec¬ tures on Homiletics, by the Professor. Four sermons by each student. Mount St. Mary's Ecclesiastical Seminary. Cursus theologicus quatuor anno8 complectitur.'1 Auc tores vero qui in scholis adhibentur sunt sequentes. Thcologia Dogmatica: Jungmann et Schouppe. Theologia Moralis: Gury-Ballerini. Ad consuleudum, Lfehmkuhl. Introductio in Sacram Scripturam: Ubaldi. Introductio Critica Hermenautica Biblica et ArehtEologia Biblica. Commentarii: Piconius et Estius. Historia Ecclesiastica: Wouter. Jus Canonicum: Soglia-Vecchiotti. Sacra Eloquent ia: Potter. Liturgia Sacra: De Herdt, O'Brien et O'Kane Lingua Hebraica: Vosen. Cantus Planus: Magister Choralis. 1 The programme is prefaced by the following statement as to admission : Nemo in Seminarium admittetur nisi studia ad classes optatas praeparatoria jam sufficienter excoluerit, quod per examen constare debebit. Ante omnia autem literas testimoniales an In¬ stitute cui forte fuerit adscriptus, necnon a proprio parocho vel alio superiore ecclesiastico secum portare tenebitur. 936 EDUCATION EEPORT, 1889-90. Augustana Theological Seminary. Text-books and books recommended. EXEGETICAL THEOLOGY. 1. Weidner’s Theological Encylopeedia, vol. 1. 2. Harper’s In trod. Hebrew Method and Man¬ ual. 3. Harper’s Elements of Hebrew. 4. Mitchell-Gesenius’ Hebrew Grammar. 5. Harper’s Elements of Hebrew Syntax. 6. Davies’ Hebrew Lexicon. 7. Theile’s or Hahn's Biblical Hebraica. 1. Harper- Weidner’s Introd. N. T. Greek Method. 2. Westcott Hort’s Greek Testament. 3. Boise's Notes on the Greek Text of St. Paul’s Epistles. 4. Bengel’s Gnomon. 5. Thayer’s Lexicon of the N. T. 6. Weidner’s Commentary on Mark. 7. Rosenius’ Isagogics. 8. 'Hasselquist's Ephesians. 9. Melin’s Notes on the Bible. 10. Weidner’s Studies in the Book. 11. Cornelius’ Theologiska Prsenotioner. HISTORICAL TH^)LOGY. 1. Kurtz’s Sacred History. 2. Weidner’s Biblical Theology of O. T. 3. Cornelius’ Handbook i Kyrkohistorien. 4. Kurtz’s Church History. 5. Scheele’s Larobok i Theologisk Sombolik. historical theology— Continued. 6. Gunther's Symbolik. 7. Graul's Skiljelaror. 8. Weidner’s Theological Encyclopsedia, vol. 9. Billing's Lutherska Kyrkans Bekannelse. systematic theology. 1. Luthardt’s Kompendium der Dogmatik. 2. Bring's Grunddragen af den Christliga Troslaran. 3. Blorling’s Christliga Dogmatiken. 4. Norbeck’s Larobok i Theologien. 5. Schmid's Doctrinal Theol. of the Evang. Luth. Church. 6. Weidner’s Introduction to Dogmatic The¬ ology. 7. Martensen’s Kristliga Ethik. PRACTICAL THEOLOGY. 1. Baur's Homiletics. 2. Ullman’s Liturgies. 3. Scheele's Catechetics. 4. NorrQy's Pastoral Theology. 5. Horn's Evangelical Pastor. 6. Palmer’s Catechetics. 7. Kubel’s Pastoral Theologie. 8. Holmstrom’s Kyrkorattslara. CHANGES DURING THE DECADE 1880-90. ELECTIVES. Before speaking on this, in college history, well-worn question, let us distin¬ guish between a special or nondegree course in a theological school and a course composed of a certain number of studies chosen by the students from among a category of subjects offered by the faculty in lieu of an invariable curriculum. To state the question thus is to answer it. The special courses for ministers or for others who seek to extend their acquirements in languages will be spoken of under the head of optional studies. In 1885, the Theological Department of Oberlin College introduced the elective system for one-half of the course for B. d. For this degree students were re¬ quired to complete work amounting to 1,050 hours of lectures. The required studies demanded 485 hours, the elective studies might extend to 1,252 hours, but 565 hours were required. At present the daily exercises are as follows : Hour. Fall term. Winter term. Spring term. 8 to 9 a. m _ . 9 to 10 a. m . Hebrew, a. (70) ; church history , a. (70). Elocution; Hebrew, &. (70). Hebrew, b. (60) ; church history , a. (60). New Testament, b. (60) ; Homiletics, b. (60). Hebrew, c. (40); church history, b. (40). Church history, c. (40); Semitic or Septuagint (40) ; New Testament, c. (25). Natural theology (15) ; mod¬ ern skepticism (20) ; science and religion (20;. Homiletics , a. (201 ; positive institutions (20); Greek , a. (40). Homiletics, c. (20). 10 to 11 a. m . 11 a. m. to 12 m. 4 to 5 p. m . Natural theology , (45) ; revealed theology , (25) ; Homiletics , o. (45). Gi'eek , a. (25) ; pastoral theology (70). Greek , a. (601; revealed theology (48); homilet¬ ics, , a. (12). Elocution; history of doctrine. Old Testament intro¬ duction and theology (48). The courses printed in italics are required studies; the others are elective. The required courses amount to 628 hours; the elective courses offered in thiee years amount to 1,250 hours. For the degree of b. d., students must have completed work amounting to 1,133 hours of lec- CURRICULA OF PROFESSIONAL SCHOOLS. 937 tures upon this system. The studies of the several departments may be pursued in such order as is necessary to secure the desired electives; but continuous courses, such as church history a, or homiletics a, should never be interrupted until completed.1 The study of Syriac in the second year and the study of Chaldee in the third year were elective in the Hamilton Theological Seminary as early as 1885, they being optional studies at the date of 1881. In this institution the student may pursue a “full course ” or a “ Greek-English course ’’(which dispenses with Hebrew and begins the study of Greek) or an “ English course ” (which dispenses with both Hebrew and Greek). About 1886 or 1887 “ electives ” were introduced in the Newton Theological Institution, the prescribed studies requiring from 9 to 10 hours a week. Most of the elective courses being open to more than one class, they are not arranged according to classes, but according to the term in which they are given. No elective course is begun unless there is an attendance of four or more students. In the first term the electives are the Semitic languages, including Assyrian and Biblical Greek, exegetical work in Old and New Testament apologetics, Christian theology according to John, inspiration, comparative religion and history of mis¬ sions, and preaching and methods — 14 courses in all of 1 or 2 hours a week, some open to all students, others open only to the middle and senior classes. The second term, for it appears that each course only continues one term, is very similar to the first in character, being, it would seem, a sort of continuation of the first term, though the courses of both terms are numbered consecu¬ tively from 1 to 30, course 15 being the first course of the second term. A pe¬ culiarity of the courses of the second term is indicated by expressions such as this “ Course 15, 1891, and every third year Old Testament history ; Course 17, 1889 and 1891, rapid reading of Hebrew Testament.” From the dean of Harvard it is learned that during the decade “ the studies have gradually changed in the way of enlargement, the elective system having been introduced to some extent,” while the acting warden of the Seabury Di¬ vinity School informs the Bureau that “We hope soon to introduce the elective system,” and that “ the German seminary system is increasing in favor.” This seminary system is in vogue at Harvard ; and perhaps elsewhere, without des¬ ignation as" such.-2 With the year 1890-91 the system of elective studies will be introduced in the An lover Theological Seminary in order to encourage a degree of specialization and to offer an increased number of subjects, particularly in Biblical studies. While the study of theology is in itself an election, says the faculty, and neces¬ sarily includes foundation work in Hebrew, Greek, dogmatics, church history, homiletics, and other branches of sacred learning, there may properly be op¬ portunity for more extended research in one or another of the principal depart¬ ments, and in accordance with the tastes and aptitudes of the students. The amount of prescribed work by lecture hours is therefore somewhat reduced in the middle and senior years, and several courses are offered from which a re¬ quired number of hours is to be chosen. All the elective courses of each year are offered to both classes, and entirely different courses are offered in alternate years. A sufficient number shall be chosen to make, with prescribed studies, an average of 12 hours a week in the middle and 10 in the senior year. Old Tes¬ tament studies include the three courses of introduction, exegesis, and Biblical 1 The following course is recommended by the faculty for the general student: Fall term. "Winter term. Spring term. Junior year .... Middle year .... Senior year .... 8 to 9 a. m., Hebrew, a. ; 9 to 10 a. m., elocution; 10 to 11 a. m., natural theology; Greek , a. 10 to 11 a. m.. revealed theology; homiletics , a.; 11 a. m. to 12 in., Old Testament, d. 8 to 9 a. m., church his¬ tory, a.; 9 to 10 a. m.t pastoral theology. 8 to 9 a. m., Hebrew, b. ; 9 to 10 a. m., elocution ; 10 to 11 a. m., Greek, a. 10 to 11 a. m.. revealed theology, b.; homiletics , a.; 11 a. m. to 12 m., New Testament, b. 8 to 9 a. m., church his¬ tory, a.; 11 a. m. to 12 in., homiletics, b. 8 to 9 a. m., Hebrew, c.; 10 to 11 a. m., natural theol¬ ogy, 11 a. m. to 12 m., Greek, a. 9 to 10 a. m., Semitic, or New Testament, c.; 11 to 12m.,pos. institutions; homiletics, a. 8 to 9 a. m. , church history, b.: 10 to 11 a. m., science, religion, modern skepti¬ cism. 2 As. for instance, at the Chicago Theological Seminary, where the professor of church his¬ tory conducts a “Historical Society." in which he reads with the students of all classes who may desire it selections from patristic works, e. g. First Apology of Justin Martyr. 938 EDUCATION REPORT, 1889-90. theology. New Testament studies include the three courses of introduction, ex¬ egesis, and the life of Christ. Courses are offered also in social economics, Christian ethics, and the philosophy of religion. A Lature of the Southern Baptist Theological Seminary requires notice. The plan of instruction is quite similar to that of the University of Virginia. Every department of study is elective, and a separate degree is given upon graduating in each department; and the degree of “full graduate” when all have been com¬ pleted or ‘’English graduate” when all, except Hebrew and Greek. Many stu¬ dents remain only one year, others two, electing certain departments at pleas¬ ure, with advice of the professors. “We are satisfied from thirty years of experience,” says Dr. Broadus, “ that the elective works best when complete and consistent.” OPTIONAL STUDIES. The optional studies of the theological seminaries are languages and these special courses of individual or collective inquiry and mutual criticism that are ended seminariums, or, to 'use the Latin form, seminaria. An illustration of this seminarium may be found in the case of the Lane Theological Seminary, which has as an optional course a “ special class for the study and criticism of the lit¬ erary sources of ancient church history,” once a week throughout the year, the chief subject of investigation during 1889-90 being the formation of the New Testament canon. But the great optionals are the Semitic languages, the Egyptian hieroglyphics, and perhaps the German language, which shows some indications of becoming as much the language of Protestant theology as Latin is of the Roman Catholic. At Yale it is noted that Sanscrit may be studied under Prof. Whitney, of the college proper. Of the twelve or thirteen schools reporting optional courses in the languages with which Hebrew is cognate but two mention in addition the study of the hieroglyphics. One of these, the Theological Seminary of the Dutch Reform Church, offers in each of its three years a course in Coptic or Hiero¬ glyphic, while the other, the theological seminary at Andover, Mass., offers in¬ struction to the middle and senior classes in Egyptology, including the elements of the hieroglyphs, or in Assyriology. The course of the schools then, taking them altogether, is well confined to the languages of the Semitic group, with a preference for the northern branch, as might be expected from the religious lit¬ erature its languages contain, though the study of the ancient or Bib.ical He¬ brew should not be classed among the optional studies of our seminaries. The following statements will illustrate various phases of the course of instruc¬ tion in the optional languages : * 1. — As to organization of the classes. The Cognate Oriental Languages at Union Theological Seminary. (See page 933 for time table.) All the studies in this department are optional. The class in Biblical Aramaic will study the grammar of that language with selections from the Aramaic of the Bible, in the second term, with Prof. Brown. Those who have already studied Hebrew and Biblical Aramaic may unite with the Syriac and Arabic classes, which are organized in alternate years (1889-90, Syriac ; 1890-91, Arabic), so that in regular order the three classes may pursue Biblical Aramaic, Syriac, and Arabic. The Syriac class will study Syriac gram¬ mar, and read selections from the Peshitto version in the first term, and read selections from Bar-Hebraeus and Ephraem Syrus in the second term with Prof . Briggs. The Arabic class will study the Arabic grammar, and read selections from the version of Saadia in the first term, and read selections from the Koran, in connection with a more particular study of Arabic syntax, in the second term with Prof. Briggs. There will be two Assyrian classes, composed of those who have already studied Hebrew, and two of the Cognates. The one will study the Assyrian characters and grammar, and read selections from the historical inscriptions during the second term with Prof. Brown. The second class will consist of those who have already passed through the first class. They will read selections from the his¬ torical and mythological inscriptions and the syllabaries. Lectures will also be given on Babylonian and Assyrian literature, and on the history of the Assyrian language and the cuneiform signs. This course will be extended through both terms with Prof. Brown. CURRICULA OF PROFESSIONAL SCHOOLS. 939 2.— As to character of course offered. Department o_f Semitic Languages and Old Testament Exegesis of Hamilton Theo¬ logical Seminary. SEMITIC LANGUAGES. First year. 1. Hebrew: (1) Grcammar. with practical exercises. (2) The prose accents and accentuation. (3) Translation and study of selections from the historical books. 2. Elements of comparative Semitic philology. Second year. L Hebrew: (1) Prosody, with practical exercises. (2) Poetic accentuation. (2) Translation and study of selections from the poetical books. 2. Syriac (elective) : (1) Grammar, with practical exercises. (2,i Translation and study of selections from the Peshitto Old Testament. (3) Translation and study of selections from historians and commentators. 3. Assyrian (optional) : (1) Grammar, with practical exercises. (2) Translation and study of transliterated texts. (3) Translation and study of cuneiform texts. • Third year. 1. Hebrew: Reviews. 2. ‘-Chaldee” (elective): (1) Grammar, with practical exercises. (2) Translation and study of selections from the Targums. (3) Translation and study of Biblical “Chaldee. ” 3. Syriac (optional): (1) Translation and study of selections from the Peschitto New Testament. (2) Translation and study of selections in verse. 4. .Assyrian (optional): Translation and study of cuneiform texts. 5. Arabic (optional): ( t) Grammar, with practical exercises. (2) Translation and study of selections from the Koran and the Arabic Bible. (3) Translation and study of selections from the poets. 6. Comparative Semitic philology and grammar (optional). To illustrate the intermitting- system of the elective course the work at Ober- lin Theological Seminary is given: Comparative Semitic and Septuagint Grech. — In 1890, and every second year, a class will be formed in the Greek of the Septuagint with special reference to the influence of the vocabulary and grammar of that important version upon the New Testament Greek. In 1891 , and every second year, a class will make a begin¬ ning in comparative Semitic grammar by reading comparatively the first four chapters of Genesis in Hebrew, Aramaic,' Syriac, and Arabic ; 40 hours. At the Southern Baptist Theological Seminary, whose peculiarity of inde¬ pendence of schools has been noted, twelve collateral studies, previously irreg¬ ularly pursued: in private classes, have been organized into definite specialties for resident or under-graduates. The first four of these schools deal with Ara¬ bic, Aramaic, Assyrian, and the Coptic languages, but it is of the sixth, the eighth, and the twelfth that mention is made here. The sixth course is in Pa¬ tristic Greek, and during the year “The Teaching of the Twelve Apostles” and portions of Justin Martyr, etc., were read. The eighth course is in Pa¬ tristic and scholastic Latin, with readings in Tertullian, Augustine, Bede’s His¬ tory, and the Imitation of Christ. The twelfth course deals with German, as is shown by the following : Theological German. — The importance of the German language is appreciated by numbers of students in theology. A special class has been regularly organ¬ ized for beginners ; advanced students who shall prosecute with the professor a course of reading in German works of exegesis, church history, systematic cr practical theology, will in the future be entitled to a diploma for attainments in this course. The junior class fQr the present year has maste- el the forms and read considerably in the New Testament. The senior class has read largely in the Old Testament. At the School of Theology of Bcston University Spanish is an optional study for those intending to labor among Spanish- American populations. The in¬ struction is given in this as in a number of other studies in the College of Lib- ei-al Arts of th^ University. The same advantages are offered at Yale and other seminaries which are university departments. 940 EDUCATION REPORT, 1889-90. POST GRADUATE COURSES. Postgraduate work is individual, and when such students are congregated into classes their work is but the work of the seminar ium. A fourth year of work was established at the Andover Seminary as early as 1858, but only survived for a short period. In 1881 it was again established and on a firm basis. FOREIGN DEPARTMENTS. When George Primrose, the son of Goldsmith’s Vicar of Wakefield, went to Holland to teach the natives English he found his purpose frustrated by his in¬ ability to speak Dutch. It has long been found necessary to teach the mission¬ ary to the Indian the language of those among whom he is to labor and even to send out native preachers, and quite an effort has been made by several schools during the last decade to educate a ministry that is to deal with our foreign populations. This effort is not only Christian and denominational but patriotic. At the Old German Theological School of Newark (Presbyterian) it is held as a fundamental principle that “to reach any powerful body of foreign people in a large way there must be a native ministry springing from among the people themselves. In view of the great power of the German people in this land it is wise to con¬ cede the German language during the period of transition. Success in German churches among adult Germans by ministers preaching exclusively in the En¬ glish tongue is exceptional, depends on special individual genius, and can not be depended upon for a general system of evangelization. ? * * In order to bring the German mind — educated through a long history so entirely different from our own — into sympathy with our doctrine and practice, a rightly devised and wisely conducted indoctrination of the German mind is necessary. * * * The instruction should be in both languages. * * *” The graduate as an individ¬ ual should gravitate towards the German flock, the pastor and flock as a mass should' gravitate towards the American life. * * * The practical effect of the education of German ministers by our established American theological seminaries has been to educate the student away from the German people, thus gaining the individual pastor but losing the flock.” The German Baptist churches in America, according to the Rochester Theo¬ logical Seminary, were, in 1850, only 10 in number1 and, as their number in¬ creased many young men of mature years felt themselves called upon to preach the gospel to their countrymen, and the course of the German department, es¬ tablished many years ago, was arranged to suit their scholastic attainments. The course of instruction is subject to modification, according to the needs of the students. The study of the English language does not cease with the second year, but is continued by attendance at many of the lectures and other exercises of the English department. The course of instruction, now extended to six years, is divided into two parts ; first, a preparatory or academic course, em¬ bracing the three lower classes; and, secondly, the theological course proper, embracing the three higher classes. Students in these higher classes not in¬ frequently continue at the same time their academic studies. To meet “manifest and growing needs” the German department of the Chi¬ cago Theological Seminary was opened in 1882, the Dano-Norwegian in 1884, and the Swedish in 1885. “ The German department is in close connection with the German Seminary at Crete, Nebr., and has already received students from it. The Swedish department has the approval of many of the Swedish churches in this country, both among those which are independent and those which be¬ long to the £ forbundet.’ The Dano-Norwegian department has no ecclesiastical connections. It originated in the suggestion of a banker in Chicago, a Nor¬ wegian by birth, who has rendered it pecuniary aid.” These foreign sections of the school are thus described : The departments are under the charge of able and judicious teachers of high Christian character, graduates of foreign universities. The instruction given to the students in these departments is similar to that of the special [English] course, and it is expected that they will, as far as possible, attend lectures in the middle and senior years with the regular classes. It is required, also, that all foreign students shall take at least two exercises a week each year in their own languages. They are allowed to omit in the English course, in the first year, homiletics and natural theology ; in the second year, Old Testament in¬ troduction ; and in the third year, pastoral theology. They have an equiva¬ lent for these studies in their own languages. Instruction in English is given 1 Now 150. CURRICULA OF PROFESSIONAL SCHOOLS. 941 to those who are not familiar with that language by Rev. Reinert August Jern- berg, a native of Norway, a graduate of Yale College and of Chicago Theological Seminary. The Slavic department of the Oberlin Seminary was opened at the instance of the officers of the American Home Missionary Society, and has for its object the training of young men of Slavic descent for missionary work among their coun¬ trymen in the United S afces. The course of study now occupies three years, and is pursued in English and Bohemian. In Bohemian, the students are taught by a native teacher the correct us 3 of the language, and are drilled in the prepara¬ tion and delivery of such addresses as are likely to be required of them. The students for this department are obtained through the instrumentality of the superintendent of missionary work among the Slavic people. Quite as near to national sympathy, and, in a certain sense, still more deserving of it, are the descendants of those who occuDied the territory now covered by a European civilization and also of those who were brought here for the purpose of being gold into perpetual slavery. An interpretation of the Constitution 1 has made the Indian a peculiar kind of foreigner in our imperium, and an amend¬ ment to the Constitution has made the negro a member of our body politic. The General Government cares for and educates the first, while the other has been launched into the struggle for existence without further provision than the con¬ stitutional provision referred to, and an education in the public schools of his native State. The improvement effected in the social condition and enlighten¬ ment of these two races is largely, if not entirely, due to religious enthusiasm. There is not an American denomination of wealth or power that has not distin¬ guished itself in this work, and it would be invidious to make distinction further than to say that the Protestant churches have operated largely in the South as well as in the West, and that the Roman Catholic Church has also been em¬ inently successful in missionary work among the Indians. If we bear in mind the injunction of the German Theological School and the prac¬ tice of the foreign departments of certain seminaries, one Indian school espe¬ cially calls for our attention. The Santee Normal Training School was estab¬ lished in 1870 for the purpose of educating native teachers, preachers, inter¬ preters, and business men for the Dakota or Sioux Nation. The great objectof the work is to prepare a native agency which shall work the regeneration of a race “ which is so thoroughly controlled in all their ideas and customs by their own religion that no change of life is possible except through the substitution of another/' Hence, while the students are fitted for citizenship, care is taken to maintain their common interest in, and sympathy with, their own race. This gives law to the methods and makes it heedful to use two languag s in order to make the student a competent instructor amon^ his own people. The very idea of education had to be planted in the Indian mind, says Dr. Riggs, the principal. The following are the studies pursued: WOONSPE Analytical Bible study . 12 Arithmetic: • Advanced . 29 Intermediate . 43 Primary . 81 — 153 Botany . 7 Drawing . 91 English composition . 157 Geography . 58 Physical . 5 History : Bible . 65 United States . 12 English . 6 — 83 Mental philosopy . 28 Music : Instrumental . 18 Vocal . 121 — 139 KUWAPI. Physiology and hygiene . 73 Oral . 81 — 154 Principles of teaching . 5 Reading: English . 153 Dakota . 99 Word analysis . 10 Writing . 135 INDUSTRIAL WORK— BOYS. Blacksmith shop . 33 Carpenter shop . 43 Shoe shop . . . 28 Farm . 87 Printing office . 13 INDUSTRIAL WORK— GIRLS. Sewing, cutting, and fitting; cooking, laun¬ dry work, and housekeeping . 63 1 Worcester vs. State of Georgia, 6 Peters. The Rev. Samuel A. Worcester, having been seized while performing, under the sanction of the chief magistrate, the duties of a minister of the gospel among the Cherokees, and having been condemned for thereby violating as an intruder a law of Georgia, to four years' hard labor, appealed to the Supreme Court of the United States, which declared the Cherokees a nation, over which Georgia had no control, Chief Justice Mar¬ shall delivering the opinion. 942 EDUCATION REPORT, 1889-90. The language of the American negro being English and as he is no longer a heathen, the scope of instruction of the colored theological school is to educate the colored pastor as well as train him as a minister. Thus it fol¬ lows that the course in a majority of the theological institutions or depart¬ ments is very simple, being confined in itg religious branches to the study of the Bible and of church histoi’y. Of the seminary type, however, is the course the Gammon Theological Seminary and that of the theological department of Howard University. In both, however, Hebrew and Greek are optional. In regard to the course in these languages the dean of the latter institution informs the Bu¬ reau that they are “ for those who have had the advantages of a college educa¬ tion. Most of the students take the English course of study.” In closing this subject, which might as well have been headed u missionary ” as ‘ ‘ f oreign departments,” a project of the Boston University to enlarge the usual missionary department into a distinct course, is to be mentioned. In its scien¬ tific aspect the course might be called a department of the philosophy and com¬ parison of religions with special reference to missionary labor. As sketched the course is of three years. CHAIRS ON THE RELATION OE SCIENCE TO RELIGION. One of the results of the conflict between science and those who believe in revealed religion appears to be the foundation and endowment of new chairs in our theological seminaries, with the view of studying the matter, which may be considered, in military parlance, as carrying the war into Africa. The theo¬ logical seminary at Columbia, S.C.,has a Perkins, professor of natural science in connection with revelation and Christian apologetics; the seminary at Princeton, N. J., has a Stuart, professor of the relations of philosophy and science to the Christian religion ; the San Francisco Seminary has a Montgom¬ ery professor of apologetics and missions, while the seminary at Oberlin has a Douglass lectureship on the relations of science and religion, and on comparative religion. The scope of this instruction, as might be ex¬ pected, is very intimately connected with apologetics. At least this is the case at the Columbia (S.C.) Seminary, whose course in the department of natural science, in connection with revelation and Christian apologetics, is concerned in its first year, with the philosophy or basis of religion, in its second with comparative religion, or the study of the forms in which theism has manifested itself, and in its third year with the connection of science with revelation. Of a less apologetic nature from the standpoint of Christianity as a revealed re¬ ligion and more related to the science of religions, if such a term be allowed, is the comparative study of the religions of the world. The great enterprise of Oxford in publishing the sacred books of Oriental peoples, the remarkable in¬ terpretations of Greek, Homan, and Teutonic mythology and folklore, a revival, it would seem, of the exegesis of later Hellenic writers,1 the work of Sanskrit scholars, Egyptologists, and Assyriologists in France, Germany, and England, have created an enthusiasm in the direction of inquiry into the scientific basis of theism that has forced its way into the professional schools of Christian theology, though the study is apologetic only so far as it brings out in strong relief the religion of the peoples of Europe against the background furnished by the religions of the conservative peoples of the Orient. The work of the Divin¬ ity School of Boston University will illustrate a course in — Comparative theology. — Introduction to the history of religion, comparative theology, and the philosophy of religion ; special examination of the Chaldaeo- Assyrian, the Egyptian, Persian, Indo-Aryan, Chinese, Greek, and Teutonic religions ; comparative cosmology and mythical geography of the most ancient nations ; essays and discussions. The courses of the Presbyterian seminaries at Princeton and San Francisco are more particularly concerned as yet with theism and anti-theistic theories. The Princeton course does not seem to be definitely fixed. The dean of the Ryder Divinity School of Lombard University informs the Bureau that the course of that school gives prominence to the relations subsisting between science and religion. The course of the department of the seminary at Co¬ lumbia, S. C., is given in full. 1 Hifrbert Lectures for 1888, Lecture in. CURRICULA OF PROFESSIONAL SCHOOLS. 943 Natural Science in Connection with Revelation and Christian Apologetics. The instruction in this department is given by means of lectures and recitations. No text-books are prescribed, but books of ref¬ erence are recommended. Oral and written exercises are regularly required in the class room. Each year a course of lectures is given to the several classes in the seminary. In these courses the ground of Christian apologetics is covered in a general way. In all the courses attention is directed to the scientific aspects of the various topics under discussion : and during the senior year special attention is given to the relations of natural science and revelation. 1. Junior year— The nature, scope, spirit, and aim of apologetics; the theory of knowl¬ edge, and the relations of knowledge and be¬ lief; t he nature of the religious consciousness and theistic belief; the various theories to ex¬ plain the origin of religion; theistic argu¬ ments in detail, and their precise import; antitheistic theories: Atheism, agnosticism, positivism, materialism, and materialistic evolution, pantheism and idealistic evolution, deism, socialism, secularism. Other topics required from time to time in defense of Christianity will be taken up. 2. Middle year. — Comparative religion: Islam, religions of Egypt, Canaan, Phoenicia, As¬ syria, Babylon, Greece, Rome, Persia, India, China, Japan, Western Europe, and savage tribes. The supernatural in its historical manifestation. Revelation as historical: Higher criticism and false historical theories of the Scriptures. The Miracle: Its historical evidence and import. The Christ of history : Discussion of false historical views of Christ and the Gospel narratives. The supernatural in a kingdom: The church historically con¬ sidered. The evidences in general, external, internal, and experimental. 3. Senior year.— The connection of science with revelation: Several preliminary ques¬ tions considered. The field of scientific in¬ quiry will be reviewed and results compared with the Scriptures at various points of con¬ tact. Physics: Matter and force briefly con¬ sidered. Biology: Nature and origin of life. Origin of species by the theory of descent: Anhropology, relation of man to the brute creation, the races of men, the unity and an¬ tiquity of the race, man's primitive condition, the pre- Adamite theory. Geology: Specially in its bearing on Genesis. The Deluge: As¬ tronomy and chronology as they relate to the Bible, creation and evolution. At New Haven a university professorship of music has been created, which is for the divinity school as well as for other departments of Yale. In fact music, elocution, and physical culture appear to have been assuming considerable pro¬ portions as concurrent theological studies or exercises. LAW. Through a committee, the National Bar Association has for nearly a year been making an investigation of the condition of instruction in jurisprudence, not only in America, but the world over. By the agency of this Bureau a circu¬ lar of inquiry has been distributed, the answers to which are now receiving the attention of the committee. In a few days their report will be given to the public, and there is therefore no necessity of instituting for the law schools such a far less pretentious and thorough study as has here been made for the schrols of medicine and theology. [Note. — As these pages go through the press it can be definately stated that the final report of the committee will appear as a part of the annual report of this Bureau for the school year 1890-91, and also, at an earlier date, inphampletform. The report as thus presented will contain the results of the very thorough study which the committee made of the methods in vogue in a number of our representive schools of law, and a supplementary series of essays dealing with the study of jurisprudence in European schools, the curricula (in tabular form of the. American schools of law, and with the study of law in collegiate institutions and commercial schools.] 944 EDUCATION REPORT, 1889-90. SCHOOLS AND COLLEGES OF APPLIED SCIENCE. REQUIREMENTS FOR ADMISSION. The colleges and departments endowed with the national land grant of 1862 may be divided into two classes when taken with reference to their requirements of admission. One class — not quite half of the whole number — is composed of those who require nothing more than proficiency in the studies of the gram¬ mar grade of the public schools, while the other class requires in addition the elements of algebra and geometry. In several cases, however, algebra to quad¬ ratic equations and plane geometry are deemed sufficient, while in one case, to algebra and geometry completed is added trigonometry. Botany, chemistry, or physics is required in several schools and in one Latin and in another French. As about half of the schools have preparatory departments, it would seen that any deficiency on the part of the candidate might there be made good before he entered upon his course in the collegiate department. The arrangement of the U niversity of Minnesota in this respect is unique ; it has a preparatory department, but even that is an agricultural course. In the catalogue for 1891-92 the reasons for the institution of two agricultural courses are given with considerable force, as follows : “ Observation and experience have shown that all the facilities afforded by the regular colleges of the country for agricultural education have failed to attract any large number of farmers’*sons. The requirements for admission are such as to compel the boy to leave home for one or two years to secure such prepara¬ tion, and this, together with the four years necessary to complete a full course, entails an expenditure of time and money which comparatively few can afford, and the education thus received, while valuable in itself, fails in many respects to furnish the training and knowledge needed by young men for the practical duties of the farm. In order to meet this want the board of regents of the uni¬ versity has established a “ school of agriculture ” with a full equipment of build¬ ings and instructors on the experiment farm, where students live, work, and study during tiie three years devoted to this department. * * * Students will be received without examination in subjects on which they can furnish the certificates of high schools or of county superintendents.” Graduates of the School of Agriculture are -admitted to the college. In the catalogue above cited the number of students in the (College of Agriculture is given as 5, all freshmen ; in the School of Agriculture, 104. In two or three in¬ stitutions a shorter course is provided, generally of two years, which serves the purpose of the school of agriculture of the Minnesota University. Turning now to the technological schools not endowed with land grant the same subjects are required as in the case of the schools endowed with the land grant. At the Lawrence Scientific School of Harvard, the John C. Green School of Princeton, the Chandler Scientific School of Dartmouth, the Towne Scientific School of the University of Pennsylvania, the Polytechnic School of Washington University, and the Lehigh University, it is nou surprising that the requirements in mathematics should be uniformly high ; but the distin¬ guishing feature between the school attached to a school of belles lettres and the isolated institution for the benefit of agriculture and the mechanic arts is the demand for literary culture, as shown by the requirement of a foreign lan¬ guage by the departments of colleges and universities. The Sheffield School of Yale and the Massachusetts Institute of Technology show the same charac¬ teristic as the nonendowed departments just named. Cornell, endowed with the national land grant, does not require a foreign language in the preliminary ex¬ amination unless the candidate enters for a degree. There is a requirement of the Lawrence Scientific School that merits atten¬ tion. In physics the candidate is examined “either in (1) astronomy (Lock- yer's elementary lessons) and physics (Avery’s elements of natural philosophy cr Gage’s elements of physics) ; or (2) a course of experiments in the subjects of mechanics, sound, light, heat, and electricity, not less than forty in number, actually performed at school by the pupil. These experiments may be selected from A. M. Worthington’s Physical Laboratory Practice or from the ‘ New Phys¬ ics.’ by John Trowbridge, or from any similar laboratory manual.” Literary astronomy and physics call for no particular mention, but a course of forty experiments in the subjects of mechanics, sound, light, heat, and elec¬ tricity, actually performed at the school by the pupil, is an important innovation. The principal difficulty in the way of this kind of instruction has been very ably expressed by Prof. Trowbridge, of Harvard, in the preface to his “ New Physics,” as follows: CURRICULA OF PROFESSIONAL SCHOOLS. 945 “ The teacher may grant tho comparatively small result which is obtained from the study of physics by the method of lectures and recitations; but he will immediately ask, ‘ How can we obtain the time for laboratory work in physics — crowded as we are with so many studies?’ Moreover, the subject of physics is unlike that of chemistry or botany. In these subjects the cost of the apparatus and material is comparatively small.” It would be interesting to know how many of those applying for admission to Harvard have availed themselves of this election, but efforts to ascertain the fact have failed.1 In almost every school there is a “ formal ” examination for admission. The selection of the beneficiary varies considerably among the institutions en¬ dowed with the land grant. In some cases it is the county judge, court, or su¬ perintendent that selects the pupil, in others the appointment is in the hands of the members of the legislature, and sometimes the selection is made by means of a competitive examination. In the Georgia School of Technology there is a scholarship for every member of the House of Representatives, filled by com¬ petitive examination. The State board of education fills the scholarship at the Worcester Free Institute, and the city school board of Philadelphia the 31 city scholarships of the Towne Scientific School of the University of Pennsylvania. I. COURSE IN CIVIL ENGINEERING. Perhaps the only thing that is absolutely agreed upon as an essential for the successful practice of the profession of civil engineering is a general culture of the mind. For it seems to be thought that this general culture will give the ability of forming general ideas and of speculating upon things, the prerequi¬ sites of a scientific method.2 The conception of Gen. Thayer in founding the postgraduate school of Dart¬ mouth College, which bears his name, as to what this general culture should be was more technical. He required for admission knowledge of mathematics that could only be obtained at a college or a high class technological school, and the pupil when once entered upon the course of study has his attention confined to “surveying in general,” “construction in general,” and special applications. (See Table A.) The civil engineering course of other American high-class technological schools is arranged upon an entirely different plan, being, in a word, a com¬ promise. Instead of the two years of concentrated work on this specialty as at the Thayer school, the compromise course is lengthened to four years, its ad¬ mission requirements are lowered to admit the high school graduate, and the first two years of the course are partly given to laying a foundation for general culture and partly for a specialty. Turning to Europe a different condition of affairs is shown. In Germany there are 1 0 technical universities, called genetically the Technishe Hochschulen. Ad¬ mission to these technical universities is obtained under the same condition as that to the literary institutions called universities, the possession of the Reife- zeugniss of a gymnasium or of a realgymnasium. An examination of the pro¬ gramme of the civil engineering course of the Technical University of Hanover given in Table B will show that nothing of a literary nature is there taught, for the general culture of the intellect is supposed to have been accomplished by the course in the gymnasium and to be certified to by the certificate of ma¬ turity or Reifezeugniss, which gives the student admittance to the university. What that general culture is will be shown by the courses of the Gymnasien, which are given beside the civil engineering course of the technical university. It is perhaps too much to say that the course of these Gymnasien is equal to the course of our colleges; but the programmes that follow fully explain them¬ selves. (Table B.) ’At a recent meeting the Association of Colleges in New England “ invited the attention of the public” to the advisability of making the following change in the programme of the New England grammar schools: ”2. The introduction of elementary physics into the later years of the programme as a sub¬ stantial subject to be taught by the experimental or laboratory method and to include exact weighing and measuring by the pupils themselves.” 2 Discussions on technical education at the Washington meeting of the American Institute of Mining Engineers, and at a joint meeting of the American Society of Civil Engineers and the American Institute of Mining Engineers. ED 90 - GO 946 EDUCATION REPORT, 1889-90. The course of civil engineering in France is be3t illustrated by the programme of the celebrated “School of Bridges and Roads” (Table C). With that logic for which the French are noted the instruction of an engineer is a series of interde¬ pendent courses in three different schools. The first of thes.', the lye'e, corresponds to the German gymnasium as an institution of culture, though in its internal arrangements it bears a pretty close resemblance to our colleges that have a course in the ancient languages, a Latin scientific course, and also an English scientific course. On the contrary in the German college or gymnas¬ ium one, and only one, curriculum is followed, in the realgymnasium, or gymna¬ sium without Greek there is also only one course, and in the realschule, which has neither Lalin or Greek, the same unity prevails. Thus the Germans have a sepa¬ rate school for each separate curriculum. But in France the gymnasium and the realschule are contained in the same institution, the course corresponding to the gymnasium is called l’enseignement classique , and that corresponding to the r al- schule is called l’enseignement special, while to supply the place filled by the realgymnasium in the German system the enseignement classique has, after the completion of the third class, an enseignement scientifique dans les classes de mathematiques (Instruction in science in the mathematical classes) . Mathematics has ever been considered in France as fully entitled to be called a science as physics is, though in translating the programme the writer has adopted the fashion of Eng¬ lish programmes. Thus in France in the same school, thelvcee, there are three concurrent curriculums. But it is only the mathematical classes that are to be considered here. Now, it is customary for those students who intend to enter upon a course of instruction under a Faculty of Sciencss or upon the course of the military school at St. Cyr, to take the first two years of Division of Science, called, respec¬ tively, the preparatory and the elementary class of science. Having finished the studies of these two years, the degree of Bachelor of Science is conferred.1 But for those who desire to enter the school for preparing teachers for the lycee^(Ecole Normale Superieure), or those who desire to enter the quasi mili¬ tary Ecole Poly technique, a more extended knowledge of mathematics is re¬ quired,' which is given in a class called special mathematics. The ^cole Poly¬ technique is the second course in the education of the French engineer, but its course is concerned with unapplied science. “The course forms a great physico- mathematical encyclopaedia, the instruction there given is a general instruction destined to develop the scientific mind and to furnish each pupil with the tool that later on will serve him when engaged in personal work. In a word, the school neither produces engineers nor officers. Its role is at once more el vated and more modest: it wholly consists in preparing students for special schools whose business is to make engineers and officers. It is at the artillery school, at the naval school, etc., during two years, and at the schools of bridges and roads, and of mines during three years, that technical instruction is given.”2 Table C will show the character of the programmes of several French schools which form a course of instruction: Table A.— AMERICA. An Example op a High-Grade Composite Course in Civil Engineer¬ ing. REQUISITES OP ADMISSION. Short English composition and correction of ungrammatical language, geography, history of United States, arithmetic, algebra, Wentworth’s Elements, plane geometry, French or German grammar, and translation of easy prose. COURSE. FIRST- YEAR. Common to all regular courses. First term— Solid geometry, algebra, general chemistry, chemical laboratory, rhetoric and English composition, French (or German), mechanical drawing, free-hand drawing, military drill. Second term.— Plane and spherical trigonometry, general chemistry, chemical laboratory, political history since 1815, Prenih (orGerman), mechanical drawing, free-hand drawing, mili¬ tary drill. 1 This arrangement, especially as relating to the diplomas granted on the completion of the courses of the Lycee, was somewhat modified by the decree of August, ISt'O. 2 Revue Scientifique, 1st vol. of 1887, p, 784. CURRICULA OF PROFESSIONAL SCHOOLS. 947 SECOND YEAR. First term.— Surveying and plotting, topographical drawing, descriptive geometry, descriptive astronomy, analytic geometry, physics, political economy, German. Second term— Surveying and plotting, differential calcul us, physics, physical geography, Eng¬ lish literature, German, mineralogy. THIRD YEAR. First term.— Railroad and highway engineering with field work and drawing, stereotomy, advanced surveying, integral calculus, general statics, physics (heat) , physical laboratory, structural geology, German. English composition. Second term— Railroad and highway engineering with field work and drawing, advanced sur¬ veying, elements of construction, elementary design, spherical and practical astronomy, phys¬ ical laboratory, historical geology, German, strength of materials, kinematics, and dynamics. FOURTH YEAR (PURELY PROFESSIONAL). First term— Theory of structures, bridges and roofs, hydraulics, strength of materials, the¬ ory of elasticity, metallurgy of iron, elements of geodesy. Options: 1. Sanitary engineering, bridge design, hydraulic measurements and sanitary field work; 2. Railroad engineering, rail¬ road management, bridge design; 3. Least squares, geodesy, physical laboratory, hydraulic H163/SUr61I16IltS. Second term.—' Theory of structures, bridges and roofs, English composition, business law, thesis work. Options: 1. Hydraulic engineering, machinery and motors, bridge and sanitary design, public hygiene; 2. Railroad engineering, machine-ry and motors, bridge design; 3. Hy¬ draulic engineering, geodesy and map projection, design, differential equations. The Curriculum of the Thayer School of Civil Engineering. REQUISITES OF ADMISSION. Candidates for admission must pass a thorough examination in the following subjects: (1) English grammar: (2) geography; (3) history of the United States; (4) arithemetic; (5) bookkeeping, only the simpler principles and methods of Single and double entry; (6) algebra, Bourdon; (7) geometry, Legendre; (8) trigonometry and mensuration; (9) compass surveying, Murray; (10) descriptive geometry, including shades, shadows, perspective, Church, and iso- metrical drawing, Warren; (11) analytic geometry, Bowser or Church; (12) calculus, Rice and Johnson or Bowser; (13) analytic mechanics, Wood’s elementary; (14) chemistry, any good ele¬ mentary work including brief treatment of organic chemistry, e. g., Barker's; (15) physics, Ganot; (16) astronomy, Newcomb and Holden; (17) physical geography and meteorology. COURSE. SURVEYING IN GENERAL. A. — Instruments and fundamental operations— Construction and adjustments of all essential instruments used in the field and office. Principles and practice of location and measurement of lines and of the measurement of angles. B. —Surveyino and location.— Of lines and areas; leveling; triangulation; topography, includ¬ ing hydrography ; mining surveying; city surveying; geodesy, including practical astronomy (as to location of meridian and determination of latitude, azimuth, and time), outline of prin¬ ciples and methods: office work; computing, adjustment, and comparison of observations, plotting, and estimating. CONSTRUCTION IN GENERAL. C. — Mechanics and general applications. — (a) Mathematical theory of motion; (6) physical sci¬ ence of motion in general: ( c ) statics and dynamics of rigid bodies; (d) statics of fluids; ( e ) dynamics of fluids; (/) principl es of graphical statics; (g) elements of mechanism. D. — Nature of materials.— (1) Physical and chemical properties, by general description and analysis, of all materials used for construction, including a suitable course on mineralogy; (2) mechanical properties, considered analytically and experimentally. E. — Fundamental applications of tnaterials. — (1) Special forms of materials and structural ele¬ ments, including stonecutting, carpentry, ironwork, workshop appliances, etc. ; (2) masonry and foundations— nomenclature, principles, methods, and appliances; theory of retaining walls and arches; (3) estimates, specifications, and contracts. SPECIAL APPLICATIONS. F. — Bridges and roofs.— Trusses, arches, and suspension bridges; mathematical and graph¬ ical analysis of stresses; general study of construction and preservation; tours; designing. G. —Roctwork , tunneling, and mining.— Outlines of geology: explosive agents and blasting, theory and practice; special appliances and methods in subterraneous works. H. — Highways and railways.— Surveys, construction, maintenance, and operation— leading principles and practical details. I. — Hydraulic engineering. — Principles and data of hydraulics; collection, storage, and dis¬ tribution of water; Hydraulic motors— theory, construction, and operation. J. — Heat and heat engines.— Principles of thermodynamics; fuels and their combustion; steam- heat engines— construction and operation of typical forms: Application of laws. K. — Sanitary engineering.— Drainage and sewerage— systems and appliances, governing prin¬ ciples, heating and ventilation. L. — Rivers and harbors. — Principles relating to improvement: surveys and observations; con¬ structions in different cases; methods and means of procedure. 948 EDUCATION REPORT, 1889-90. An Example of the Usual Course in Civil Engineering. REQUISITES FOR ADMISSION. Arithmetic— Examples in all the fundamental rules, together with reductions in the metric system of weights and measures. Algebra.— Fundamental principles and operations, factoring, least common multiple, greatest common divisor, fractions, involution, evolution, radicals of the second degi’ee, simple and simultaneous equations of the first and second degree. Geometry.— Plane and solid. English.— The principles of English grammar and composition. Chemistry— Eliot and Storer’s Elementary Manual of Chemistry, or an equivalent. Physics.— Stewart's Elementary Physics, or an equivalent. COURSE. FIRST YEAR. First term.— Algebra and trigonometry, chemistry (lectures), chemical laboratory, rhetoric, French, mechanical drawing. Second term.— Analytical geometry, chemistry (lectures), chemical laboratory, English liter¬ ature, French, descriptive geometry and drawing. SECOND YEAR. First term.— Surveying, analytical geometry, descriptive geometry, physics (lectures and recitations), German, French, drawing. Second term.— Surveying and leveling, calculus, shades, shadows, and perspective, physics (lectures and recitations) , French, German, drawing. THIRD YEAR. First term.— Railroad engineering, strength of materials, mechanics, physics (lectures and laboratory), topography, German, mineralogy, drawing. Second term.— Railroad engineering, mechanics, machine drawing, stability of structures, physics (lectures and laboratory), stereotomy, German, geology. FOURTH YEAR. First term— Astronomy, graphical statics, steam engine, hydraulic engineering, roofs and bridges, architecture. Second term.— Engineering construction, details of practice and design, specifications and contracts, sanitary engineering, geodesy, thesis work. Table B.— GERMANY. Course of the Gymnasium of Stettin, in Pomerania (a Town of 116,000 Inhabitants). requisites for admission. Religion, German grammar, reading, memorizing, orthography, geography, fundamental rules of arithmetic and denominate numbers, writing. [These are the studies of the last year of the Vorschule or preparatory school.] COURSE. Sexta.— Bible history, German (exercises in reading and repetition of what has been read, grammatical and orthographic exercises, memorizing poems, to wit: (1) Der Gute Kamerad, Uhland; (2) Wandelnde Glocke, Gothe; (5) Des Deutschen Knaben Tischgebet, Gerok; (6) Die Wacht am Rhein. A written exercise weekly, Latin grammar and reading book, history, and geography (Greek and Roman biographies, non-European lands), arithmetic, botany, writing, drawing. Quinta.— Religion, German, Latin, French, history and geography, arithmetic, botany and zoology, writing, drawing. Quarta.— Religion, German, Latin (Nepos), French, history, geography, business arithmetic, geometry, natural history, drawing. Dntertertia.— Religion, German, Latin (Caesar and Ovid), Greek grammar, French history (German history to 1648), European geography, geometry, algebra, elements of biology. Obertertia.— Religion, German, Latin (Caesar, Ovid, and Curtius), Anabasis, French, Eng¬ lish (optional), history (1648-1870), geography, algebra, geometry, mineralogy, and zoology. TJntersekunda.— Religion, German (study of Schiller’s dramas and Gothe’s Hermann and Dorothea every 4 weeks as composition), Latin (Cicero and Livy), Greek (Odyssey, Anabasis, and Hellenica), French (Voltaire and La Fontaine), Hebrew (optional), English (optional), history and geography, algebra, geometry, physics. CURRICULA OF PROFESSIONAL SCHOOLS. 949 Oberselcunda.— Religion, German, Latin (composition, (1) Tarquinius Superbus Roma expel- litur; (3^ Hannibal bellum contra Romanos parat), Greek, French, Hebrew (optional), English (optional), history and geography, algebra, trigonometry, physics. Unterprima.— Religion, German, Latin (Cicero, Tacitus. Horace), Greek (Plato and Demos¬ thenes), French, Hebrew (optional), English (optional), history and geography, algebra, trig- onoinetiw, physics. Oberprimu— Religion (the Gospel according to John, the forerunnersof the Reformation, etc.), German (a study of t he life^ and works of Gotheaud Schiller, with compositions on (1) How far is the observation of nature on one side depressing, on the other elevating? (2) Life is indeed a gift, but before alia duty. What influence had his residence at Strasburg on Gothe?etc.), Latin (Cicero pro Sestro, Tacitus, Horace. Theses: (1) Fortunae inconstautiam surnmum quemqueantiquitatisvirumexportumesse; (2) De Polycrate Samis; (3) Comparantur Camillus et Themistocles, Tertium bellum Punicum narratur, etc.), Greek (Thucydides, Plato, Sopho¬ cles). French (Corneille's Oid. Moliere’s Femmes Savantes. conversation, written extemporalia), Hebrew (optional), English (optional), history and geography, physics, mathematics, algebra, stereometry, trigonometry, geometrical analysis. Course of the Realgymnasium of Stettin, in Pomerania. REQUISITES FOR ADMISSION. Religion, German pieces in prose and verse, natural history of the surrounding country, fun¬ damental rules of arithmetic and simple denominate numbers, writing. ’[These are the studies of the last year of the Vorschule, or preparatory school.] COURSE. ' Sexta.— Bible history of Old Testament to Psalms, etc., study of pieces read in class, learning poetrv. words, and the declensions, simple sentence, writing and reading every week a compo¬ sition. Latin grammaf to verbs, third, conjugation in io, every week a Latin exercise, Greek and Roman myths (Sagen), globes and non-European countries, arithmetic, study of twenty-five plants with easily determined organs, animals of the first two classes, drawing from straight- line figures. Quinta. — Bible history, German, Latin, French, German myths, geography, arithmetic, nat¬ ural history, drawing. Quart a.— Religion, German, Latin, French, history, geography, geometry, arithmetic, natural history. Untertertia.— Religion, German. Latin (Nepos and Caesar) French, English, history, geography, geometry, algebra, natural history, drawing. Obertertia.— Religion, German, Latin (Caesar and Ovid), French, English (Scott’s Tales of a Grandfather), history, geometry, algebra, botany, zoology, drawing (freehand and mechani¬ cal). Untersekunda.— Religion, German (essays on masterpieces) , Latin, French, English, history and geography, geometry, algebra, goniometry, physics, mineralogy, perspective. Unterprima. — Religion, German, Latin (Sallust and Livy), French (Racine and Moliere), Eng¬ lish (Shakespeare and Macaulay), history (1517-1763), plane and spherical trigonometry and ster¬ eometry, algebra, physics, chemistry, drawing. Oberprima.— Religion, German, Wallenstein, Macbeth, Egmont, Gothe’s Iphigenia in Tauris compared with that of Euripides, Iphigenia in Aulis of Racine compared with that of Euripides, the Orestes of ^Eschylus and the Electra of Sophocles, lesser writings of Schiller, some of the more difficult poems of Schiller and Goethe, elements of empirical psychology, rhetoric (selected portions) Theses, (1) examples of everyday sense deceptions, (2) discussion of ideas, the fancy, and hope in connection with Goethe's noem, entitled “Meine Gottin, ” (4) Was Schiller right in his “Critic ofEgmont?” (8) the groundwork of Schiller’s “Washeisstund zuwelchem Ende studiert man Universalgeschichte?” (8) characteristics of the clergy, the nobility, and the commercial class of cities (Stadtewesens) during the Middle Ages; What is culture? Latin (Horace, Cicero, Tacitus, Livy), French, English, history (1783-1871), analytical geometry, new geometry, physics (experimental physics), chemistry (the metals), drawing. Optics.— Colors, spherical lenses, the focus, enlarging apparatus. Mechanics.— Motion of falling bodies, friction, elasticity, unelastic bodies, the pendulum, cen¬ trifugal force, the comparison of living forces. Course of the Division for Civil Engineers (Bau-Ingenieurwesen) in the Technical University of Hanover. requisites for admission. The certificate of maturity (Reifezeugniss) of a German gymnasium, or real gymnasium, or a Preussische Oberrealschule. FIRST YEAR. Winter session.— Differential and integral calculus (4[ hours lectures. 1 of practice), analytical geometry, plane and solid (3 hours), algebraic analysis and trigonometry (3 hours average), descriptive geometry (3 hours lectures and 6 hours of practice) ; physics (4 hours), mechanics (3] hours), elements of mineralogy (2 hours), freehand drawing (6 hours); in all, 23 hours of lectures and 13 of practice. Summer session.— Differential and integral calculus (3 hours lectures, 1 of practice), descriptive geometry (3 hours of lectures and 6 of practice), plan drawing (4 hours of practice), physics (4 hours), mechanics (7 hours), elements of chemistry (6 hours), elements of mineralogy (2 hours), freehand drawing and coloring (6 hours practice) ; in all, 25 hours of lectures and 17 of practice. 950 EDUCATION REPOET, 1889-90. SECOND YEAR. Winter.— Differential and integral calculus (4 hours), surveying (4 hours lectures, 2 hours practice), elasticity (5 hours), geology (2 hours), construction of buildings (4 hours lectures, 6 of practice), elements of machine construction (3 hours lectures, 4 of practice), building tech¬ nology (metallurgy, wood, etc., 3 hours). Summer— Surveying (2 hours lectures, 6 practice), graphic statistics (2 hours lectures, 2 prac¬ tice). hydraulics (2 hours), analytical mechanics (3 hours), geology (2 hours), construction of buildings (4 hours of lectures, 6 of practice), elements of machine building (3 hours lectures, 4 of practice) ; in all, 18 hours of lectures and 18 of practice. THIRD YEAR. Winter— History and styles of architecture (3 hours), building construction (2 hours of lec¬ tures, 4 hours of practice), embankments and road-maldng (erd und strassenbau) (2 hours), rail¬ road building (2 hours), stone bridges (2 hours- lectures, 4 practice), iron bridges (2 hours lec¬ tures, 4 hours practice), hydrology and hydraulic engineering (4 hours lectures, 2 hours prac¬ tice), elements of machinery (3 hours); in all, 20 hours lectures, 14 hours practice. Summer.— Styles of architecture (4 hours practice), embankments and road-making (2 hours), railroad construction (2 hours lectures, 2 hours practice), stone bridges (2 hours lectures, 4 hours practice), iron bridges (4 hours lectures, 4 hours practice), hydrologic and hydraulic en¬ gineering, locomotives, and cars (2 hours). FOURTH YEAR. Winter.— Sketches of simple buildings (2 hours lectures, 4 hours practice), transportation1 (2 hours), railroad construction (2 hours lectures, 4 hours practice) , tunneling (2 hours), iron con¬ struction (2 hours lectures, 2 hours practice), iron bridges (2 hours lectures, 4 hours practice), hydraulic engineering (4 hours lectures, 4 hours practice) ; in all, 16 hours lectures and 18 of prac¬ tice. In addition may be taken up the following : Theory of elliptical functions (3 hours) , survey¬ ing and projection (2 hours), telegraphy and telephony (2 hours), political economy. Summer.—' Transportation (2 hours lectures, 2 hours practice), railroad construction (2 hours lectures, 4 hours practice), iron construction, etc. (2 hours practice), iron bridges (2 hours lec¬ tures, 4 of practice), hydraulic engineering (2 hours lectures, 4 of practice) ; in all, 8 hours of lec-4 tures and 16 of practice. In addition may be taken up the following: Selected parts of higher mathematics (4 hours), surveying and projection (3 hours practice), astronomical demonstra¬ tions (2 lectures), protection from lightning (1 lecture), political economy (2 lectures). Table C.— FRENCH. Course of Special Mathematical Instruction in the Colleges (Lycees) of France, Preparatory to the Iccole Polytechnique of Paris. 2 General studies. ELEMENTARY DIVISION OE THE LYCfiE. Preparatory class.— (Child supposed to be 8 years of age) : French, 91 hours a week; English or German, 4 hours; history, 1| hours; geography, H hours; arithmetic, 21 hours ; lessons on com¬ mon mineral substances, etc. (coal, iron, water, air, animals), 1 hour. Eighth class.— French, 9 hours; English or German, 4 hours; history, H hours; geography, 1J- hours; arithmetic, 2 hours; lessons on minerals, as before, 1 hour; drawing, 1 hour. Seventh class.— French, 9 hours; English or German, 4 hours; history, 11 hours; geography, 1J hours: arithmetic, 2 hours; elementary ideas about the rocks and soil of the earth, 1 hour. EXAMINATION FOR PROMOTION TO THE DIVISION OF GRAMMAR OF THE LYCEE. Sixth class.— French, 3 hours; Latin, 10 hours; English or German, 2 hours; history, 2 hours; geography, 1 hour; arithmetic and geometry, 1 hour; zoology, 1 horn’; drawing. Fifth class. — French, 2 hours ; Latin, from 8 to 10 hours ; Greek, 2 hours from J anuarv 1 to close of year; English or German, 2 hours ; history, 2 hours; geography, 1 hour; arithmetic and ge¬ ometry, 1 hour; botany, 1 hour; drawing. Fourth class.— French, 2 hours; Latin, 5i hours;'Greelt, 6 hours; English or German, 2 hours; history, 2 hours; geography, 1 hour; theoretical geometry (first two books), 1 hour; geology, 1 hour; drawing. EXAMINATION FOR PROMOTION TO THE UPPER (SUPERIEUR) DIVISION OF THE LYCEE.. Third class.— (Student supposed to be 14 years old) : French (Corneille’s Cid ana Horace, Racine’s Iphigenie, les Plaideurs, history of literature and composition), 2 hours; Latin (Livy 21st and 22nd books, Cicero, De Suppliciis, Pliny, Sallust, Virgil, compositions), 5 hours; Greek (Odyssey, Heroditus, Memorabilia, Lucian), 5 hours: English or German (Goldsmith's Vicar, Macaulay’s History, or Gothe or Schiller), 2 hours; geography, 1 hour; arithmetic, algebra, and geometry (theory of numbers, algebraic computation, regular polygons, circle). 2 hours: ’phys¬ ics (gravity, equilibrium, liquids and gases, heat), all taught in an essentially experimental way, 1 hour; drawing. 1 History of ways of transportation, technical and commercial management of lines of trans¬ portation, etc. 2 This was somewrhat modified in 1890. CURRICULA OF PROFESSIONAL SCHOOLS. 951 EXAMINATION FOR PROMOTION TO THE CLASS OP PREPARATORY MATHEMATICS IN THE SEC¬ TION OP SCIENCE. Special mathematical classes ( Section of Science). Preparatory class.— Mathematic, algebra, geometry, cosmography. 10 hours; natural history, 1 hour; French, 3 hours! Latin (Caesar, Cicero, Virgil, Horace), 2 hours; English or German classes, 2 hours ; history and geograph y„ 4 hours: drawing. Elementary class.— Arithmetic, algebra, geometry, cosmography, trigonometry, elements of descriptive geometry and of mechanics, 10i hours: physics (gravity, heat, electricity, acoustics, optics, and inorganic chemistry. 6$ hours: French and Latin, 2 hours; English or German, 2 hours; history and geography, 3 hours; philosophy, 1 hour: drawing. Class of special mathematics.—*. Revision of arithmetic, revision and completion of algebra, ge¬ ometry. and trigonometry, descriptive geometry, anolytical geometry of two and three dimen¬ sions, 11 hours; physics reviewed and completed, 3 hours. Course of the Ecole Polytechnique (from among whose Graduates the Students from the Ecole des Ponts et Chauss£es are se¬ lected). The course is of two years and is given under the following heads: Analysis— Differential and integral calculus. This course lasts two years. It is completed by conferences upon the immediate application of the subject studied. In addition the studen ts may be called upon to show their knowledge of the subject on paper. Pescriplice geometry— Different modes of representing bodies, study of the principal geomet¬ ric surfaces. This course occurs during the first year. Stcreotomy.— Carpentry and stone-cutting. Course occurs in second year. Mechanics and machines— Course of two years. Completed by designing of the parts of a ma¬ chine. Physics.—' Thermodynamics, electricity, and magnetism (first year), acoustics and optics (sec¬ ond year). Completed by experiments. Ch emistry. — Metals (1 year), organic chemistry (second year). Completed by experiments. Astronomy and geodesy.— Course occurs in the second year. Completed by experiments. Architecture.— Course is of two years. Completed by designs and projects. Military art.— Course of the first year. History, geography, and literature. — History of the political, military, and moral greatness of the principal states of Europe in modern and contemporaneous times. Course of two years and is completed by essays upon historical subjects. German, drawing, coloring drawings, during two years. Course of the Ecole Rationale des Ponts et Chaussees at Paris. First, year.— Resistance of materials, construction of ways of communication, mineralogy and geology, use of wood and iron in construction, decoration of bridges, political economy, general procedure in construction, applied chemistry. Second year.— Hydraulics, canals (navigation intfirieure), construction of bridges, steam en¬ gines, use of wood and iron in construction, decoration of bridges, administrative law tfirst part). Third year.— Construction of railroads, construction of maritime works, administrative law (second part), fortification. In addition to the general course given above, the curriculum comprehends the study of the German and English languages. In each division the students are exercised in practical work, to wit, graphic representation, drawing, water color, manipulation and tests of building ma¬ terial, leveling and drawing plans, drawing engines and buildings. They draw up plans for construction. These courses comprise the normal instruction of the school, but in addition there are regu¬ lar conferences upon telegraphic construction, photography, management of railroads, and fish-culture. There are also other conferences whenever a discovery or the prosecution of some great work demands it. The school possesses an experimental shop, where the students attend upon a series of opera¬ te ons^ and practical experiments. Having thus attempted to give some idea of a course in civil engineering both at home and abroad we may venture to examine a little more closely the character of this course in the schools of the United States that have been endowed by national or by private munificence for the purpose of benefiting agriculture and the me¬ chanic arts. This term, civil engineering, we are told by the faculty of the Rose Polytechnic Institute, is somewhat vague. Sometimes it means land-surveying, sometimes topographical mapping, and often railroad construction. In the Rose Polytechnic it means “all these and more.” Let us use the catalogue of this school, then, not only for this reason, but because, leaving out of consideration the catalogue of the Technical High School (University) of Hanover and of other German states or provinces, and the catalogue of the Massachusetts Institute of Technology, it is among the most thoroughly and ably prepared catalogues that are in the files of the Bureau. Tne details of the purely civil engineering in the Rose Polytechnic part of the course are exhibited in the schedule below. The complete course in civil engineering will be shown by substituting the several blocks of this schedule for the “ shop practice” of the general course in mechanical engineering.1 * See p. 90S. 952 EDUCATION REPORT, 1889-90. / Purely- technical instruction in civil engineering at Pose Polytechnic. FIRST TERM. SECOND TERM. TIIIRD TERM. Freshman year . . . [Same as “Dynamics,” p. 968.] [Same as “Dynamics,” p. 968. ] Land surveying— t h o adjustments and use of instruments used' in land-surveying; chain surveying; com¬ pass surveying; cal¬ culations of ‘areas; supplying omissions, etc. (8 hours.) Sophomore year. . Theory and practice of surveying ; held prac¬ tice with transit and level ; partition and division of land ; city¬ surveying ; mine-sur- veying, etc. (10 hours.) Topographical draw¬ ing; United States Government system of land-surveying; railroad curves; turn¬ outs, etc. ; computa¬ tions of earthwork. (10 hours.) Field practice with transit level, plane table, solar compass, sextant, etc. ; railroad surveying. (10 hours.) Junior year . Railroad-su r v e y i n g ; map-drawing; retain¬ ing walls and theory of foundations. (16 hours.) Algebraic deduction of stresses in framed structures, including roofs and noncontinu- ous bridge trusses ; applications of the method of least squares. (16 hours.) Graphical deduction of stresses in roof and noncontinuous bridge trusses. (10 hours.) Stereotom y. (6 hours.) Senior year . Algebraic and graphical deduction of stresses in arches and continu¬ ous trusses; suspen¬ sion bridges. (1 4 hours.) Designing and dimen¬ sioning structures ac¬ cording to the best specifications. (1 4 hours). Laboratory practice. (6 hours.) Thesis work. 1 Lectures and reading; foundations, hy¬ draulics, sanitary en¬ gineering, etc. (14 hours) ; laboratory practice (6 hours) ; thesis work. • Less adapted to show an actual course of civil engineering, but excellently- adapted to show how mining, mechanical, electric, and sanitary engineering, and even practical work in geology and chemistry are connected with civil engineering, is the scheme of the Massachusetts Institute of Technology. The first column of the following schedule, it is hardly necessary to say, shows the department of civil engineering, the second the method by which it is taught, the third the instructor, the fourth the course or courses which include the particular department of civil engineering, the fifth the year, and so on. The first year of study is general and resembles that of the school whose curriculum is given first in Table A: Purely technical instruction in civil engineering at the Massachusetts Institute of .Tech¬ nology. Subject. Lect., rec., lab., draw., or field. Instructor. Taken by students in— Year. Term. j 1 Number 1 of weeks. Hours per 1 week. 1 Surveying . . . Lect., rec., field, draw. Lect., field.. Burton, Robbins, Stanwood. Burton, Robbins. . do . Civil, mining, sani¬ tary engineering, geology. Mechanical e n g i - neering. Mining engineering. Civil, mining, and 2 1,2 30 6 Surveying instruments (six lessons). Surveying 3 2 Lect., field .. 2 1 15 4 Topographical draw¬ ing. Surveying . Draw _ do . 2 1 15 2 Lect., field, draw. Lect., field.. Burton, Robbins, sanitary engineer¬ ing. Civil and sanitary en¬ gineering, geology. Civil engineering — . do . 3 1,2 30 2 Geodesy Stanwood. Burton . 4 1,2 30 *' 2 Goodesy . Lect . . do . 4 1 15 1 Geodetic surveying .... Railroad and highway engineering. Lect., field.. Lect., rec ... . do . Geology . . 4 1 15 2 Allen . Civil, mining, and sanitary engineer- \r\cr 3 1,2 30 2 Railroad field work and Field, draw. Lect., rec., draw. Allen, Robbins ing. _ do . 3 1,2 1,2 30 4 drawing. Railroad engineering.. Allen . Civil engineering.... 4 30 3 CURRICULA OF PROFESSIONAL SCHOOLS. 953 Purely technical instruction in civil engineering at the Massachusetts Institute of Tech¬ nology-^ Continued . Lect., rec., i .1 © Subject. lab., draw., Instructor. Taken by students U ri © rj •2 © ! H © T. ^ L © or field. in— = > ft O Is paiqj, jlvoA puooas s ■xeQl TtfaiKM •j'Bai paim, lO 1> > iO o rH t-H • oo w oo m •0SJUO3 9}9pl -moo 03 pajinhaj; sjuaji iC lO © CO lONCOH lfc.kft iO tH lO CO C* T-1 hWhh rH Ol ic«o ffliamoaioiBiflM 1-1 rl •s IT5 N Tf< T*l rtl Ttl Tfl T* tt) 0) © beft © o 30 c3 c: ■SM hh >»g ft 35p bfl ; J! J s-S ;gj2© ©§^ b® ’■fc’Sa* : o ® GO ill ^®e_ <1 CO ^33 ® a 03 « 7? ©ft S cS cc O o ico^gS gSwg g_g O 1 n O 5 d "il ^ ^ fZ! ■“ 1 ^ X 'fH dH n ° ! o ® ? i r(l CZ3_.-, a, ti'ooSflag SiSiS'si CO o ' 3.0 c3 § _ % ,3 IflliPll! ©2’Sg.S^^^ bfij^ M -^1 O ^ W H O © w a3 t/J a o © » .s .3 W) d n © r bo > g sc bo t2rci?H[cg©d>> y-i WC0^l0CDl>Q005OrHClCC'^»0CDN CO © ththWWWWW(N( aSee explanation, page 956. b Topographical and railroad curves. cFor first term. d For four and one-half months in theoretical, eight hours in practice- e Course of five years. During fifth year fifteen hours a week are devoted to theory and six to practical work. /Half days. fl'Plus four hours thesis work during spring term. CURRICULA OF PROFESSIONAL SCHOOLS. 961 II. COURSE IN MECHANICAL ENGINEERING. The instrument of the civil engineer is the transit and his sphere of practice the open country, but the instrument of the mechanical engineer is the hammer and his place is in the shop. The Roman roads and aqueducts are standing evi¬ dences of the skill of the Roman people, the pyramids and Lake Moeris testify to the ability of the Egyptian engineer, and the cathedrals of France to that of the master masons of the Middle Ages, but an “industrial revolution ” waited for the invention of a steam engine that was something more than a curiosity or a toy. This industrial revolution may be said to have reached its majority, so to speak, about the middle of the present century, at least in England, where from peculiar circumstances it found a congenial soil. Progress in industry, however, must not be confounded with progress in that kind of industrial education which is given in schools. Neither the Greek literary and artistic genius nor the En¬ glish industrial and political genius was born within the walls of an educational edifice. But when a nation has manifested its genius it is possible and desira¬ ble to have persons study the manifestations of that genius, formulate and teach the results, and thus mechanically a naturally less gifted or enterprising nation is elevated to a stage of culture in which the less gifted nation may reap the same intellectual or material benefits the more gifted enjoy. In 1855, at the time of the reorganization of the Rensselaer Institute, a depart- mentof “Mechanics, Machines, and Constructions ” was established in the school, with a set of text-books printed mostly in Paris and London, and in two cases in Germany, but there was no course leading to a degree in mechanical engineer¬ ing, the instruction in that art being a part of the course in civil and mining engineering. At the Massachusetts Institute of Technology in 1864 there was in the fourth year a coursa of mechanical engineering separate from the civil engi¬ neering course after the close of the third year. At the School of Mines of Co¬ lumbia College, New York City, “ a course of machines which is essential in a course of mining engineering ” was given, about 1864, during the third year. The first practical schools of mechanical engineering were the Worcester Insti¬ tute and the Stevens Institute of Technology, though it may be objected to them that they are schools for making master workmen rather than engineers. Nev¬ ertheless, as the practical work of the course of mechanical engineering is what distinguishes the institutions in which it obtains from all other educational in¬ stitutions, it is well to begin with a consideration of it. At the Worcester Institute the regular course of instruction is prefaced by an “apprentice half year/’ in which the four studies that the average student of mechanical engineering has been found to be deficient in are followed from Jan¬ uary to June. These studies are English and French literature (6 hours a week), free-hand drawing (6 hours a week), and shop practice in woodwork and mould¬ ing (364 hours a week). Then during the three years of the course 10 hours a week are devoted to “practice, which in the second term of the last year in¬ cludes machine design. In this shop practice two principles are observed: First, that while labor with hand tools and machines should be wisely blended, yet since machinery has a constantly increasing share in the conversion of material into useful forms, the educated mechanic should know how to design, construct, and assemble the parts of a machine as well as how to make its product; and, second, that excellence in construction is to be sought as a most valuable factor in instruction. The power of the engineer, says the faculty, to decide upon general grounds the best form and material for a machine and to calculate its parts is greatly increased by blending with it the skill of the craftsman in manipulating the material, and the fact that the product is to be tested and used kindles interest in its manufac¬ ture and furnishes additional incentive to thoroughness and exactness. Alter the earliest lessons the practice is on commercial goods and follows the best methods of commercial production. Thus, while the institute offers a good edu¬ cation, based on mathematics, the living languages, physical sciences, and draw¬ ing, and sufficient familiarity with some branch of applied science to secure to its graduates a livelihood, its two peculiar features are: (1) that in addition to the general course of study and to the regular work of all students in the labo¬ ratories each student devotes at least ten hours weekly to practice in the de¬ partment he has chosen; and (2) that the practice of the students in the de¬ partment of mechanical engineering is in well-equipped shops in which a manufacturing business is carried on. Construction accompanies instruction at every step. ED 90 - G1 962 EDUCATION DEPORT, 1889-90. The printed page is not adapted to describing the technicalities of a machine shop and even photo illustrations are more useful as evidences of the equip¬ ment of the school than of the value of its work to the future engineer. It will, then, suffice to say that in the third year of the Worcester Institute the students build one or more machines from their drawings, which, though made from definite specifications, are intended to afford ample field for the personal re¬ sponsibility and originality of each student in making correct design and ar¬ rangement of parts of the machine in hand. While the work is not copying, it must not depart essentially from the best practice among manufacturing me¬ chanics.* Thus one class has constructed a 25 horse-power Corliss engine, another a 10 horse-power upright reversible engine, another a 40 horse-power Buckeye engine. The class of 1885 constructed an engine lathe 18 feet in length; the class of 1886 a Hendey shaper, etc. The Stevens Institute is, as its catalogue claims, “a school of mechanical en¬ gineering.” There are departments of physics and of chemistry, and applied elec¬ tricity is taught, but the object of the school is to provide a systematic course in the theory of machine construction and a study of existing systems. Math¬ ematics, pure and applied, mechanical drawing, shop practice and experimental mechanics, experimental physics, and chemical analysis, all are more or less powerful auxiliaries to the object of the systematic course in the theory of machine construction and the study of existing systems. But as we are now particularly concerned with the shop work, it is necessary to keep to that. The work-shop course of the institute is intended to supply the student with a knowledge, as complete as possible, of the best existing methods and processes necessary to the construction of such mechanical designs as the theoretic part of the course will enable him to originate. But dependence is not entirely placed on the necessarily elementary and limited instruction that can be given in the machine, blacksmith, and carpenter shops, and the iron and brass foundry; but. after differences in machines, tools, and methods of manipulation are com¬ prehended by the student, he is taken to establishments where real work is being carried on. The usual, tour of the senior class is as follows: April 1. — Bethlehem. Eagle Hotel. Steel and zinc manufacture. Bethlehem Iron and Zinc Works. April 2. — Philadelphia. Girard House. (1) Welding, fitting, and testing of wrought-iron pipe. Morris & Tasker’s Pas¬ cal Iron Works. (2) Arrangement and outfit of first-class machine shops. Seller’s Machine Works. (3) Locomotive manufacture. Bald. win Locomotive Works. (4) Marineengines and shipbuilding. Cramp Ship Yard. April 5. — Hartford. Allyn House. (1) Machine tools, taps and dies, and standard gauges; gear-cutting by ma¬ chinery, and drop forgings. Phatt & Whitney Company. (2) Improvements in automatic screw machinery; recovery of oil from metal cuttings; straightening of bar iron. Hartford Screw Company. (3) Machinery for manufacture of repeating rifles; manipulation of Gatling gun; construction of disc and Baxter engines; automatic wood-screw machinery; latest attempt at setting type by machinery. Colt’s Armory. (4) Latest methods of heating and ventilation. Hartford statehouse . (5) Extreme case of use of fast-speed engines for large steam-power plant. Willimantic Linen Mill. April 6. — Springfield. Massasoit House. (1) Construction and use of turbine water wheels. Holyoke Machine Works. (2) Testing of turbines. Holyoke Testing Flume. (3) Manufacture of paper. Dickinson Paper Mills. April 7. — Boston. United States Hotel. (1) Most improved machinery for rapid working of brass. Hancock Inspirator Company's shops. (Z) Testing of large sizes of materials. Emery testing machine. Watertown Arsenal. (3) Types of modern pumping engines. Leavitt walking-beam and fly-wheel type and Worthington direct-acting type. Boston sewage-pumping station, Dor¬ chester. April 8.— Providence. Narragansett House. (1) Manufacture of machines in duplicate by most improved machine processes. Wilcox & Gibbs’s sewing machine, machine molding, pickling and annealing of cast iron for milling machine work. Brown & Sharp Manufacturing Company. (2) Supply water to cities and towns; direct distribution. Hope street station. Corliss (5) cylinder direct engine and Nagle geared form of engines. Reservoir CURRICULA OF PROFESSIONAL SCHOOLS. 963 distribution, Pawtucket Water Works. Corliss compound engines and Swan turbine water wheels. April 9. — Fall River. Wilbur Hotel. (1) Manufacture of cotton fabrics and standard single Corliss engine. Bernard Mills. (2) Medium high-speed engines and latest types of compound mill engines Globe Mills. The shop exercises of the institute are finished before the close of the third year, the course being of four years. The time devoted to shop work by each student is distributed as follows : Metal lathe . Pattern-making Metal planer.... Vise work . Molding . Wood-turning .. Blacksmithing . Miller . Drill press . Mill weighting . . Carpentry . Hours. 225 100 65 40 40 40 40 32 24 24 25 Hours. Brass-turning . 20 Steam-fitting' . 16 Steam boilers . 16 Metal-testing . . . 8 Elasticity of pine beams . 8 Flow of water through pipes . 8 Friction of belting . 8 Indicator card . 8 Total . a 747 a This total has been very materially reduced of late. It will be observed that 40 of these hours are consumed in what is called ex¬ perimental mechanics, and so can not be called shop work in the sense of manual labor. For the fourth-year class there is a regular course in experi¬ mental mechanics given during a supplementary term of three weeks. Assist¬ ants chosen from the last graduating class take charge of a group of exercises and aid other students to secure without loss of time the data belonging to ex¬ periments. As soon as the data of anyone experiment are secured the students report to the chief instructor, who directs such calculations as are necessary to be deduced. This done the next exercise is entered upon. The following chart will explain the character of this laboratory work : Order of exercises in experimental mechanics , class of 1S91. The figures 1 to 18 represent groups of students, consisting of generally two each, who are due at the test opposite their group number horizontally and at the date opposite their number vertically. There must be just twice as many groups as there are exercises, so that every other day can be devoted to a test and to the computation of that test alternately. The instructors are al¬ ways graduates, either of the last senior class or earlier ones. The exercises really consist of nine groups, each of which is so designed as to afford experimenting sufficient to occupy a full day of eight hours, and the computations occupy another interval of eight hours. Group of exer¬ cises. Subjects. Time of starting tests. June. July. 24 25 *1 30 1 1 2i 3 1 - 1 8| 9i iojii| 14 lo\ 16 'I 12 A _ Metal tests _ _ _ 9:00 1 10 11 9 is' 0 s' j d 6^ i15 16 5 14 4 3' 12 11 T. ' i I Hot-air engine _ _ 10:00) J 1 1 J 8 J .1 Bi i II Dynamometers . _ . 12:00$ 2 9 ii< l ; 6 15 : 5 4 13 3 12 cl ! f 1 I H iIH [“ Properties of ammonia, latent heat, heat of absorption, etc — Manipulation of different gears ... Barrus Universal calorimeter .... Buckeye engine, noncondensing.. Buckeye engine, condensing, sur¬ face condenser . . 10:30 2:30 3:00 9:00: 10:00 3 12 2 11 1 ■ 9 18 8 17 7 16 6 15 5 14 4 13 D { III 1 Buckeye engine, condensing, jet condenser . 11:00 4 13 3 12 2 ii 1 10 9 18 8 17 7 16 6 15 5 14 IV Compound engine . . 12:00 1 L V Webb dynamometer . 2:00 ! £ Centrifugal fan and jet blower.... Tests of lubricating oils . 9:00\ 10:30( , 5 1 4 ,3 3 12 c h 1 'io 9 !l8 8 17 16 6 15 j III r i Flow of water through orifices.... Boiler test . 3:30( 6:30i F-S 1 ii Analvsis of chimney gases . 9:00( 1 ! ' r f3 |i2 11 10 18 17 16 , in Coil and superheating calorime¬ ters . 11:00 , 6 5 4 3 ' 1 9 8 1 1 i Rotary-engine efficiency test . 9:00) 11:00 v G-i ii Steam-pump efficiency test . 16 6 15 5 14 4 13 3 12 2 11 1 10 9 18 8 17 1 Ini r i Flow of steam through orifices... Injector efficiency test . 2:00 ( 9:00 ; 1 H^ 11 Safety valves, pop vs. common lever type . ..J 17 16 6 r 5 14 4 13 3 I12 2 11 1 10 9 18 1 hi L iv ( 1 Pelton water-wheel efficiency test. Hydraulic ram . . . . 2:00( 3:301 Test of thermometers and indica¬ tors . 9:30' i H n Exercises with slide rule . 2:00) 9 jl8 8 7 6 5 14 4 13 3 12 2 11 1 10 III Calibration of water meter . 3:00f |17 ! l IV Radiation steam coil.. . . . 4:00, I 1 964 EDUCATION REPORT, 1889-00. Scheme of several exercises. Exercise D (IF). Compound engine. Time. Number of revolutions by counter. Cubic feet of condensing water by meter. Reading of tachometer. Pressure of steam in pounds per square inch above the at¬ mosphere. Barometrical pressure in inches of mer¬ cury. Temperature of engine room. Exercise F (I). Boiler test. Time. Reading of meter in cubic feet. Steam pressure by gauge. Draft, in in¬ ches of water. Height of water in water glass, in inches. Temperature in degrees F. Barometric pres¬ sure in inches of mercury. Remarks. Coal record. Feed water. Chimney. Boiler room. Furnace. Time. Weight, in pounds. Wet bulb. Dry bulb. Friction of belting. Revolutions per minute. Weight, in pounds. Remarks. Driving shaft. Driven or Prony brake shaft. On platform scales. At end of Prony brake shaft. At the Massachusetts Institute the time devoted to the shop and laboratory is as follows: Hours. Shop: Carpentry and wood turning. Pattern work . Forging . Chipping and filing . Machine tool work . CO 30 90 40 144 Laboratory of engineering. 364 150 Total 514 At Cornell shop work is given 3 hours a week throughout the course of 4 years, except that during the spring term of the last year 12 hours are allowed to in¬ vestigations and work. Work in the mechanical laboratory is given during the last two years for two hours throughout, except in the case of the spring term, as above specified. CURRICULA OF PROFESSIONAL SCHOOLS. 965 At Purdue University the regime is as follows: • Hours. Bench work in wood and turning . 75 Pattern making . 92 Molding and casting . 23 Iron and steel forging . 75 Machine and vise work in iron . 115 Total . ’ . 380 Let us now consider a class of schools of quite a different character as far as manual training is concerned. As a type we may take the Lehigh University course in mechanical engineering. The object of its course is the study of the science of machines. The principal subjects taught are: The nature, equivalence, and analysis of mechanisms, the mechanics or theory of the principal classes and practice of machine design. To obtain “ the practical engineering data which they will most need when beginning their work as mechanical engineers the stu¬ dents are required to pursue a course of shop instruction which does not necessa¬ rily involve manual labor and manipulation of tools, but is principally devoted to familiarizing them with those points in patternmaking, molding, forging, fitting, and finishing, which they will need to know as designers of machinery.” In brief, the student is an observer, and is familiarized wi,th processes as a foreman rather than experienced in carrying them through to a successful issue as a mechanic. To insure the attention and develop the reason, a full description of the process under observation and the means by which it is accomplished are required of each student during a series of properly graded examples of patterns, castings, forg¬ ings, and finished pieces which are not being constructed in the shops at the time, the blue prints for which have been given to them on entering the shops. The attention of the student is directed by these drawings, a printed programme , and a teacher who examines the pupil’s notes and sketches and questions him. The works of the Bethlehem Iron Company, the railroad shops at Easton and other engineering establishments in the vicinity are visited, each visit having a defi¬ nite object in view. As this approaches, perhaps, in a measure, duplicates, the characteristics of a German Technische Hochsehule or Polytechnicum, an illustration of the pro¬ gramme of one of these schools is given. The periods represented are the first semester of the first and of the fourth years of the course. The charts are given to illustrate the way in which the German school carefully notes the difference between the lecture during which the student listens and the hour during which he is an active agent while working at drawing or. descriptive geometry. Such work is called Uebungen [practical exercises] in German, and the word seems to have been understood in some of our schools to mean practical work. Thus, when it is asked, How many hours do you devote to theory, how many to practice? the correspondent is nonplussed to know whether we mean to include an exercise in descriptive geometry as practical work or not. This opportunity may therefore be taken to say that drawing in any of its forms, even designing machinery which is to be made, or making out specifications of buildings or works to be constructed, is not considered by this Bureau as practical work. Some years ago when the polytechnic idea reached America it might have been considered such, but the advance of the age in the way of organizing industrial instruction has rendered a truer definition of the term practical work necessary, or at least rendered it necessary to reserve it for the work done in the shop, lal - oratorty, or field. 966 EDUCATION REPORT, 1889-90, Winter semester , firm-year of Technical University at Hanover. Hours. Monday. Tuesday. Wednesday. Thursday. Friday. Saturday. 8 to 9 a. m . (Lecture.) ( Lecture.) (Lecture .) (Lecture.) (Lecture.) (Lecture.) Analytical Descrip- Descrip¬ Descrip¬ Analytical Analytical geometry. tive ge- tive ge¬ tive g e- geometry. geometry. ometry. ometry. ometry. 9 to 10 a. m . . (Exercise.) (Exercise.) (Exercise.) (Exercise.) 'Exercise. ! (Exercise.) l Free - hand Descr i p- Descrip¬ Descrip¬ Machine Free-hand 10 to 11 a. m J 11 a. m. to 12m. drawing. tive ge¬ ometry. (Exercise.) Building tive ge¬ ometry. (Lecture.) Physics. tive g e- ometry. (Lecture.) Build¬ drawing. drawing. (Lecture.) Differen¬ construe- ing con- tial and tion for struc- integr a 1 mechani- tioh for * calcul u s cal e n - gineers. M. E. until Jan. * 1; m e - chanics 12 m. to 1 p. m. (Lecture.) (Lecture.) (Lecture.) (Lecture.) Physics. • Build¬ ing eon- struc- tion for , M. E. Physics. Physics. after. 3 to 4 p. m . (Lecture.) Algehr a i c (Exercise.) Mechan¬ (Lecture.) Alge¬ an a 1 y s i s ics after braic an¬ and trigo- Jan. 1. al y s i s nometry and trigo¬ until Jan. 1. nometry. 4 to 5 p. m . (Lecture.) (Lecture.) (Lecture.) (Exercise.) (Lecture. ) Differ en- Differen¬ Differen¬ Diff ere n- Diff ere n- tial and in¬ tial and tial and tial and tial and tegral cal¬ integr a 1 integr al integr a 1 integra 1 culus, one calcu¬ calcu¬ calcu¬ calcu¬ lecture. lus until Jan. 1. lus, one. lus, one. lus, one. 5 to 6 p. m . (Lectur e.) (Lecture.) (Lecture.) (Lecture.) (Lecture.) Difleren* Alge¬ Alge¬ Alge¬ A 1 g e - tial and in¬ braic an¬ braic an- braic an- braic an- tegral cal¬ al y s i s a 1 y s is a 1 y s i s a 1 y s i s culus, one, and trigo- and trigo- and trigo- and trigo¬ until Jan. 1; mechanics nometr y nometry nometr y nometry until Jan. until Jan. until Jan. until Jan. afterwards. 1 ; m e - 1; m e - 1; m e - chan i c s 1; m e - chan i c s chan i c s cha n i c s a f t e r - after¬ aft e r - after - wards. wards. wards. wards. CURRICULA OF PROFESSIONAL SCHOOLS. 967 Winter semester , fourth year of Technical University at Hanover. Hours. Monday. Tuesday. Wednesday. Thursday. 8 to 9 a. m .. 9 to 10 a. m.. 10 to 11 a. m . 11 to 12 a. m ... 12 m. to 1 p. in. 2 to 3 p. m 3 to 4 p. m _ 4 to 5 p. m . (Lecture.) Geology. Qualities of metals, alloy, and woods. (Lecture.) Metallur¬ gy- (Lecture.) S h 1 p - building. (Exercise ) S h i p -< building. {(Exercise.) Experi- mental hydrau¬ lics. (Lecture. ) Heating, venti 1 a - ting and lighting. (Lecture. ) Qualities of m e - tals , a 1 - loys, and woods. (Lee tur e. ) Geology. (Lecture. ) Ship -build¬ ing. (Lecture . ) Hot air and gas machines. (Lecture . ) Spinning, weaving, and paper¬ making. (Lecture. ) Construc- t i on of manufac¬ tures. (Exercise.) Construc- ti o n of manufac¬ tures. (Lecture. ) Locomo¬ tive con¬ struction (Lecture . ) Experi¬ mental hydr a u - lies. (Lecture. ) Heating, ventila¬ tion, and lighting. 5 to 0 p. m 6 to 7 p. m. (Lect ure . ) Industri a 1 economy. (Special.) “Political economy.” (Lecture. ) Principle s of electro¬ technics. (Lecture. ) Princi¬ ples of electro- technics. Friday. Saturday. (Lecture.) Metallur¬ gy- (Lecture. ) Ship¬ building. (Lecture .) Locomo¬ tive con¬ struction. (Exercise.) Ship¬ building. {(Exercise. ) Locomo¬ tive con¬ struction. (Lecture.) Hot air and gas machines. (Lecture . ) Spin¬ ning, weaving, and paper making. (Lecture. ) Indus¬ trial ec¬ onomy. 968 EDUCATION REPORT, 1889-90. To illustrate the character of the “ dynamic ” element in a course of mechan- nic Institute; on the opposite pages are given in one column the course of me- proper: Year. First term. Second term. Course. Dynamics. Course. Freshman .. Algebra, geometry, free-hand drawing, elementary physics, English, practice in wood shop. Practice in wood shop; use of hand tools. cnisels,saws, planes, bits, etc.; laying out frames from working drawings ; use of the turn¬ ing lathe, circular saws, jig saws, planing and bor¬ ing machines (16 hours a week). Algebra, trigonometry, free - hand drawing, elementary chemis¬ try, German, practice in wood shop. Sophomore. Determinants, analytic geometry, descriptive geometry, element¬ ary mechanics, free¬ hand drawing, chem¬ istry and chemical laboratory, German; practice in machine shop, blacksmith shop, and foundry ; care of boilers and engines. Elementary mechanics.— Mass, momentum, colli¬ sion, force, work, energy, power, units (two lessons a week). Practice in ma¬ chine shop, with instruc¬ tion in the use of machine tools and the various oper¬ ations of machine con¬ struction; turning, plan¬ ing, drilling, boring, filing, thread - cutting, scraping to a true surface, finish¬ ing, etc.; construction of simple machines ; forg¬ ing of simple machine parts ; foundry practice ; care and management of engines and boilers (10 hours per week). Analytic geometry, in¬ troduction to differ¬ ential calculus, de¬ scriptive geometry, elementary mechan¬ ics, mechanical draw¬ ing, chemistry and chemical laboratory, mineralogy, German; practice in machine shop, blacksmith shop, and foundry ; care of boilers and en¬ gines. Junior . Differential calculus, mechanical drawing, analytical mechanics, French and German; practice in machine shop, blacksmith shop and foundry. Analytical mechanics.— Equations of motion ; at¬ traction, potential, hydro¬ dynamics (five lessons a a week). Practice in ma¬ chine shop ; construction of useful machines from working drawings, such as foot lathes, drill presses, engine lathes, steam en¬ gines, etc.; forging tools for use in machine shop, care of boilers and engines, practice in brass foundry and moulding room (10 hours a week). Integral calculus, me¬ chanical drawing, physics, lectures on the method of least squares, French and German, lectures on astronomy, practice in machine shop, steam-engine and gen¬ eral machine-tool con¬ struction. Senior . Applied mechanics, ther modynamics, chemical technology, English literature, physical laboratory, machine design, en¬ gineering laboratory, practice in machine shop, steam - engine and machine-tool con¬ struction. Rankine’s applied mechan¬ ics ; forces in straight-line, parallel, and inclined forces; stress, ellipse of stress (four lessons a week) . Machine design, with lectures on the pro¬ portional parts of ma¬ chines; design of simple machines (6 hours a week). Laboratory work (6 hours a week). Practice in ma¬ chine shop; construction of high-class machine tools, steam engines, etc. ; making and tempering of standard tools, reamers, drills, milling cutters, gauges, etc (8 hours a week. Applied mechanics, thermodynamic s, chemical technology, political economy, physical laboratory, machine design, en¬ gineering laboratory, practice in machine shop; making of stand¬ ard tools, including forging, tempering, etc. ; thesis work. CURRICULA OF PROFESSIONAL SCHOOLS. 969 ical engineering-, recourse is again had to the curriculum of the Rose Polytech- chanical engineering and in the next the development of the mechanical feature Second term. Third term. Dynamics. Course. Dynamics. Practice in wood shop of first term continued (14 hours a week). Algebra, spherical trigonom¬ etry, mechanical drawing, elementary chemistry ,G er- man, practice in wood shop. Practice wood shop contin¬ ued, construction of pat¬ terns of a simple character (14 hours a week). Elementary mechanics.— Com¬ position of velocities and ac¬ celerations, parallel forces, center of gravity, simple machines, friction (two les¬ sons a week). Practice in machine shop of first term continued (10 hours a week). Introduction to integral cal¬ culus. descriptive geome¬ try, elementary mechanics, mechanical drawing, chem¬ istry and chemical labora¬ tory. mineralogy, German; practice in machine shop, blacksmith shop, and foun¬ dry ; care of boilers and en¬ gines. Elementary mechanics.— Pro¬ jectiles, periodic motion, harmonic motion, pendu¬ lum, moment of inertia, etc. (two lessons a week). Prac- tioe in machine shop of first term continued (10 hours a week). Practice in machine shop of first term continued (10 hours a week. Differential equations, me¬ chanical drawing, physics, French and German, prac¬ tice in machine shop, steam-engine and general machine-tool construction. Practice in machine shop of first term continued (10 hours a week). Applied mechanics, continued ; frames, strength of mate¬ rials; practical application to joints, pipes, boilers, beams, etc. (four lessons a week) . Machine design, con¬ tinued ; complete detailed drawings, with tracing and blue prints, of machines and their parts (6 hours a week). Laboratory work ^6 hours a week) . Practice of first term in machine shop, continued (8 hours per week). Applied mechanics, thermo¬ dynamics. chemical tech¬ nology, lectures on geol¬ ogy, Constitution of the United States, physical laboratory, machine de¬ sign, eugineering labora¬ tory; practice in wood shop, construction of pat¬ terns for foundry use from working drawings of ma¬ chines designed by mem¬ bers of the class; thesis work. Applied mechanics, contin¬ ued; dynamics of rigid bod¬ ies with applications to mechanism; machine de¬ sign continued, with lec¬ tures on slide valve, link motion, and other forms of valve gearing (6 hours a week). Laboratory work (6 hours a week). Practice in wood shop, construction of patterns for foundry use from working drawings of machines designed by mem¬ bers of the class (8 hours a week.) 970 EDUCATION REPORT, 1889-S0. The following curricula will represent in some measure the various courses of mechanical engineering that obtain at home and abroad. Attention is called to the commercial instruction in the French schools. A. COURSES OF MECHANICAL ENGINEERING WHOSE PUPILS VISIT MANUFACTURING ESTABLISHMENTS, BUT DO NOT WORK IN A SHOP. Curriculum of the Course in Mechanical Engineering in a Univer¬ sity not Endowed with the National Land Grant. REQUISITES OF ADMISSION. English grammar, geography, history of the United States, arithmetic, algebra through equations of the second degree, geometry, first six books of Chauvenet's Geometry, elementary physics. COURSE. FRESHMAN CLASS. First term.— Geometry completed, elementary chemistry, French or German, drawing, exer¬ cises and declamations in English, physiology and health, gymnasium. Second term— Algebra completed (2 hours), plane and spherical trigonometry and mensura¬ tion, and use of logarithmic tables (2 hours), P’rench or German (3 hours), drawing or machine design (5 hours), exercises and declamations in English (2 hours), gymnasium (2 hours). SOPHOMORE CLASS. First term— Analytical geometry (4 hours), physics (5 hours), machine design (2 hours) , visits of inspection (2 hours), French or German (2 hours), English exercises and declamations (1 hour), gymnasium (2 hours). Second term.— Differential and integral calculus (4 hours), physics (3 hours), French or Ger¬ man (2 hours), mechanics (4 hours), steam engine, Holmes’s book on (3 hours), English essays and declamations (1 hour), gymnasium (2 hours). JUNIOR CLASS. First term.— Calculus and analytical mechanics (2 hours) , French or German (2 hours), me¬ chanical technology (7 hours), boilers, Welsenon (1 hour) , strength of materials (4 hours) , liter¬ ature and history, gymnasium. Second term— French or German (2 hours), kinematics of machinery (3 hours), machine de¬ sign (5 hours), metallurgy (4 hours), machinery of transmission, Weisbach-Herrmann(2 hours), • essays and original orations, gymnasium. SENIOR CLASS. First term— Thermodynamics (3 hours) , graphical statics (2 hours) , machine design (4 hours), kinematics (3 hours), mechanics of machinery (4 hours). Second term— Mechanics of machinery (4 hours), machine design (5 hours), hydraulics (2 hours), measurement of power (1 hour), lectures on American and English literature (2 hours), Christian evidences (1), preparation of thesis, gymnasium. Curriculum of the course in Mechanical Engineering at the Tech¬ nical University of Hanover, in Germany. requisites for admission. The Reifezeugniss of a gymnasium, a realgymnasium, or an oberrealschule. (See Page 948.) COURSE. FIRST YEAR. Winter semester— Differential and integral calculus (4| hours of lectures, 1 of practice), analyt¬ ical geometry (3 hours), algebraic analysis and trigonometry (3 hours), descriptive geometry (3 hours lectures, 5 hours practice), physics (4 hours), mechanics (31 hours) free-hand drawing (5 hours practice), building construction for mechanical engineers (2hours lectures, 2 hours prac¬ tice) , drawing of machines (3 hours practice). In all 23 hours of lectures and 16 hours of practice. Summer semester— -Differential and integral calculus (3 hours of lectures, l of practice), de¬ scriptive geometry (3 hours of lectures and 5 of practice), physics (4 hours), mechanics (7 hours), principies of chemistry (6 hours), free-hand drawing (5 hours practice) , building con¬ struction for meehanical engineers (3 hours lectures, 3 hours practice), machine drawing (3 hours). In all 26 hours lectures, 17 practice. SECOND YEAR. Winter semester.— Differential and integral calculus (4 hours), elasticity (5 hours), principles of civil engineering (Grundziige des Ingenieurbauwesens) (3 hours lectures, 2 hours practice), general technlogy (4 hours), kinds of machines (5 hours), parts of machine (5 lectures, 7 prac¬ tice), pumps Q hour). In all g6J hours lectures, 9 nractice. CURRICULA OF PROFESSIONAL SCHOOLS. 971 Summer semester— Differential and integral calculus (4 hours'), hydraulics (2 hours), analytical mechanics (3 hours), principles of civil engineering (3 hours lectures, 2 hours practice), general technology (4 hours), kinds of machines (5 hours), parts of a machine (4 hours lecture, 7 hours practice) , pumps (2 hours). In all 27 hours lectures, 9 practice. THIRD YEAR. Winter semester— Principles of practical geometry, surveying (2 hours lectures. 2 hours prac¬ tice), mechanical theory of heat (2 hours), technical chemistry (3 hours), principles of miner, ology (2 hours), iron bridges (2 hours lectures, 4 practice), theory of machines (3 hours lec¬ tures, 1 hour practice), mechanical regulation of machinery and kinematics (2 hours lectures)* prime movers (6 hours lectures, 8 hours practice). In all 22 hours lectures, 15 hours practice. Summer semester.— Principles of practical geometry (3 hours), technical chemistry (3 hours), principles of mineralogy (2 hours), iron bridges (2 hours lectures. 4 practice), theory of ma¬ chines (3 hours lectures, 1 practice), mechanical regulation of machinery and kinematics (2 hours), prime movers (6 hours lectures, 8 practice). In all 18 hours lectures, 16 practice. FOURTH YEAR. Winter semester.— Geology (2 hours), metallurgy (2 hours), experimental hydraulics (1 hour lecture, 2 hours practice)^ hot air and gas machines (2 hours), special technology (3 hours), heating, ventilating, and lighting (4 hours lectures), construction of manufactories (2 hours lectures. 2 hours practice), spinning, weaving, paper making, etc. (2 hours), construction of locomotives (3 hours lectures, 3 hours practice), shipbuilding (3 hours lectures, 4 hours prac¬ tice), elements of electrical technology (2 hours), business relations, (Gewerbe-Oekonomie) (2 hours). In all 28 hours lectures. 11 hours practice. Summer semester.— G eology (2 hours), metallurgy (2 hours), experimental hydraulics (1 hour lecture. 2 hours practice), reservoirs, pumping machines, and blowing machines (3 hours), technology of the materials of construction (3 hours lectures, 4 hours practice) , construction and arrangement of manufactories (3 hours practice) , spinning, weaving, etc. (2 hours), loco¬ motive construction (3 hours lectures, 3 hours of practice), shipbuilding (3 hours lectures. 4 practice), principles of electrical technology (2 hours), business relations (2 hours). In all 23 hours lectures, 16 hours practice. Curriculum of the Course in Mechanical Engineering in a Uni¬ versity Endowed with the National Land Grant. requisites for admission. Grammar, spelling, history of United States, geography, Latin (3bodksof Caesar), arithmetic algebra and geometry completed, trigonometry. COURSE. FRESHMAN YEAR. First term.— German (3 hours), history, English literature (1 hour), derivatives of algebraic functions, properties of equations, plane analytical geometry (3 hours), physics (2 hours reci¬ tation, 2 hours experimental lectures), chemistry (2 hours recitation, laboratory practice 2 hours), elementary drawing (3 hours). Second term.— Language, physics, and chemistry as stated above ; plane analytical geometry continued (3 hours), physical geography, 8 lectures, botany (3 hours), orthographic projection, isometric drawing, projection of shadows, shading and tinting, sections, developments, and in¬ tersections of surfaces (4 hours). JUNIOR YEAR. First term.— Analytical geometry of three dimensions, elements of the theory of functions, differential calculus, with applications to geometry and analysis, solution of numerical equa¬ tions (6 hours). Surveying— Theory and practice (3 hours until November 1), kinematics (1 hour. Shop visiting— Study of machine details and tools (3 hours, beginning when surveying ends), descriptive geometry (3 horn’s), German (3 hours) , French (3 hours). Second term. — Integral calculus, with applications to geometry and rational mechanics (6 hours) ; applied kinematics, forms of teeth of wheels, cams, parallel motions, transmission of power by belts and gearing, etc. (1 hour until spring recess, then 2 hours), shop visiting (3 hours, until spring recess) ;. study of the steam engine (2 hours after spring recess) ; perspective and shadows and machine elements (3 hours), German (3 hours), French (3 hours). SENIOR YEAR. First term.— Friction, moment of inertia, centrifugal force, elasticity and strength of ma¬ terials, theory of flexure and torsion, strains in structures, construction of roofs and bridges, equilibrium and pressure of fluids, theory of flotation, flows of fluids in pipes and channels, re¬ sistance of ships (6 hours) , practical exercises in designing machine details and simple machines (12 hours), study of the steam engine (2 hours), electricity (optional, laboratory work 3 hours), visits of inspection (examination of machinery in operation and reports of visits), French (3 hours) . Second term.— Hydrodynamics and theory of water wheels and turbines (6 hours), thermody¬ namics (3 hours), study of the steam boiler (2 hours), electricity (optional— laboratory work 3 hours, lectures 2 hours), advanced exercises in preparing designs and working drawings for machinery and estimates of weight and cost of machinery (12 hours), French (3 hours during winter half term) , thesis, visits of inspection and reports. 972 EDUCATION REPORT, 1889-90. B. COURSES OF MECHANICAL ENGINEERING WHOSE PUPILS WORK IN SHOPS AS WELL AS VISIT. Curriculum of a Course in Mathematical Engineering in an Indus¬ trial University in the West. REQUISITES OF ADMISSION. Short English composition evincing familiarity with some masterpiece of literature; arith¬ metic; algebra. COURSE. FRESHMAN YEAR. Recitations on edges for cutting wood and adjustment of wood-working tools, shrinkage and warping of woods, and the form, adaptation, and relative strength of joints; lectures on wood¬ working machines and on pattern-making, moulding, and casting; mechanical drawing, exer¬ cises in wood shop, rhetoric, elocution, geometry, algebra, trigonometry. SOPHMORE YEAR. Lectures on management of steel in forging, hardening, tempering, and annealing; lectures on machines and machine work, mechanical drawing, iron forging, steel forging, exercises, machine work, history, English literature, physics, higher algebra, trigonometry, analytical geometry, descriptive geometry. JUNIOR YEAR. Principles of mechanism, mechanical drawing, metallurgy, steam engine, valves and links, experimental work, heat, chemistry, calculus. SENIOR YEAR. Analytical mechanics, strength of materials, steam engine, boilers, machine design, mechani¬ cal drawing and experimental work in engineering, political economy, chemistry. Curriculum of the Course in Mechanical Engineering of a Techno¬ logical University, requisites of admission. Short English composition and correction of ungrammatical language, geography, history of United States, arithmetic, Wentworth’s elements of algebra, French or German grammar, and translation of easy prose. COURSE. FIRST YEAR. First term— Solid geometry, algebra, general chemistry, chemical laboratory, rhetoric and English composition, French (or German) , mechanical drawing, freehand drawing, military drill. Second term.— Plane and spherical trigonometry, general chemistry,, chemical laboratory, po¬ litical history since 1815, French (or German) , mechanical drawing, freehand drawing, military drill. SECOND YEAR. First term.— Principles of mechanism, drawing, carpentry and woodturning (shop work), an¬ alytic geometry, descriptive geometry, physics, political economy, German. Second term.— Construction of gear teeth, mechanism of cotton machinery, mechanism of machine tools, drawing, pattern work (shop work), differential calculus, ^physics, English liter¬ ature, German. THIRD YEAR. First term.— Valve gears, thermodynamics, steam engineering, drawing, forging (shop work), integral calculus, general statics, physics (heat), physical laboratory, German. Second term— Steam engineering (boilers), drawing, design, and use of surveying instru¬ ments, engineering laboratory ; forging, chipping, and filing (shop work) ; strength of materials, kinematics, and dynamics; physical laboratory, English composition, business law, German. FOURTH YEAR. First term.— Steam engineering, hydraulics, dynamics of machines, machine design, engineer¬ ing laboratory; chipping and filing, machine-tool work (shop work); strength of materials, friction; metallurgy of iron, heating and ventilation. Options: Marine engineering, locomotive construction, mill engineering. Second term.— Hydraulic motors, engineering laboratory, machine-tool work (shop work); strength and stability of structures, theory of elasticity: English, thesis work. Options: Ma¬ rine engineering, locomotive construction, mill engineering. CURRICULA OF PROFESSIONAL SCHOOLS. 973 Curriculum of a Course in Mechanical Engineering of a University in the East. REQUISITES FOR ADMISSION. Short English composition upon an English classic geography, physiology and hygiene, arithmetic, plane geometry, algebra, history of United States. COURSE. FRESHMAN. Fall term.— French or German, algebra, chemistry, freehand drawing, shop work, hygiene, drill. Winter fern.— French or German, algebra, chemistry, freehand drawing and machine sketch¬ ing. shop work. Spring term.— French or German, trigonometry, instrumental drawing, chemistry, shop work drill. SOPHOMORE YEAR. Fall term.— Analytic geometry, descriptive geometry, experimental mechanics and heat, chemical laboratory, shop work, drill. Winter term— Differential calculus, electricity and magnetism, chemical laboratory, descrip¬ tive geometry, shop work. Spring term.— Integral calculus, acoustics and optics, descriptive geometry, chemical labora¬ tory, shop work, drill. JUNIOR YEAR. Fall term.— Mechanics of engineering, materials of construction, designing and drawing, phys¬ ical laboratory, mechanical laboratory, shop work. Winter term.— Mechanics of engineering, machine design, mechanical laboratory, physical laboratory, designing and drawing, and drawing, shop work. Spring term— Mechanics of engineering, machine design, physical laboratory, mechanical laboratory, designing and drawing, shop work. SENIOR YEAR. Fall term — ^team engine and other motors, physical laboratory, mechanical laboratory, me¬ chanical engineering and machine design, shop work, electives. Winter term.— Steam engine and motors, physical laboratory, mechanical laboratory, me¬ chanical engineering and drawing, shop work, elective. Spring term — Thesis, designing and drawing, mechanical laboratory investigations, shop work, elective. C. CURRICULA OF MECHANICAL ENGINEERING SCHOOLS. A School of the New England States. REQUISITES OF ADMISSION. English syntax and an essay on a classic English author, history of the United States, geog¬ raphy, arithmetic, geometry (5 books of Wentworth), algebra as far as quadratics, French. COURSE. APPRENTICE HALF YEAR. English, 6 hours; French, 6 hours; free drawing, 6 hours; shop, 361 hours. JUNIOR. First term.— Algebra (3 hours'), geometry (3 hours), German (4 hours), general chemistry (3 hours), physics (3 hours), practice (10 hours). Second term.— Algebra (1 hour), solid geometry (2 hours), trigonometry (2 hours), analytical geometry (1 hour). German (4 hours), general chemistry (5 hours), physics (3 hours), free draw¬ ing (4 hours), mechanical drawing (2 hours), practice (10 hours), additional summer practice (168 hours). MIDDLE YEAR. First term.— Analytical geometry (4 hours), descriptive geometry (3 hours), German (4 hours), qualitative analysis and mineralogy (2 hours), physics (1 hour), free drawing (2 hours), me¬ chanical drawing (6 hours), practice (10 hours). Second term.— Calculus (6 hours), German (4 hours), qualitative analysis and mineralogy (2 hours), metallurgy (1 hour), applied physics (1 hour), physical laboratory (2 hours), steam en¬ gineering (2 hours), free drawing (2 hours), mechanical drawing (4 hours), practice (10 hours), additional summer practice (168 hours). 974 EDUCATION REPORT, 1889-90. JUNIOR YEAR. First term. — Tlieoretical mechanics (3 hours), applied mechanics (2 hours), thermodynamics 2 hours), history and literature (5 hours), geology (2 hours), physical laboratory (2 hours), mechanical drawing (4 hours), steam engineering (2 hours), practice (10 hours). Second term— Applied mechanics, including hydraulics and kinematics (5 hours), steam en¬ gineering (1 hour), thermodynamics (2 hours), political science (5 hours), industrial chemistry (2 hours), thesis work, engineering, or electrical laboratory (6 hours), practice, including ma¬ chine design (10 hours). A School in the Middle States. REQUISITES OF ADMISSION. An essay upon a tonic assigned at time of examination, arithmetic, algebra, equations of second degree, geometry, analytical and plane trigonometry, universal history, rhetoric, French reader, physics. COURSE. FIRST YEAR. First term— Logarithms and plane trigonometry reviewed, spherical trigonometry, mechan¬ ical drawing, Spanish, physics, history of the English language (lectures and essays), shop work. Second term.— Theory of equations, analytical geometry and calculus, mechanical drawing, Spanish, light, English literature, and essays. Third term.— Analytical geometry and calculus, exercises in mathematical laboratory, me¬ chanical drawing, Spanish, light, English literature and essays, shop work. Supplementary term.— Shop work. SECOND YEAR. First term.— Analytical geometry and calculus, machine drawing from sketches, descriptive geometry, Spanish, German, physics, English literature, essays, chemistry, analytical chem¬ istry, shop work. Second term.— Analytical geometry and calculus, machine drawing from sketches, descriptive geometry, German, magnetism and electricity, deductive logic and essays, general and analyt¬ ical chemistry, sh’op work. Third term.— Integral calculus and applications, machine drawing from sketches, descriptive geometry, German, electricity, inductive logic, essays, general and qualitative chemistry, shop work. Supplementary term.— Shop work. THIRD YEAR. First term.— Analytical mechanics, kinematics, machine drawing, descriptive geometry, German, lectures on the use of instruments for making precise measures and on their applica¬ tion to the practical work in the physical laboratory, metallurgy, qualitative analysis, resist¬ ance of materials, the steam indicator, valve gears, link motions, and mechanism of engines, shop work. Second term.— Analytical mechanics, kinematics, machine drawing, descriptive geometry, German, physics, metallurgy, quantitative analysis, mechanism of boilers, lectures, founda¬ tions, boilers, shop work. Third term— Analytical mechanics, kinematics, machine drawing, physics, metallurgy, quan¬ titative analysis, machine design, shop work. Supplementary term. — Experimental mechanics. FOURTH YEAR. First term.—' Thermodynamics, vapor machines, construction, adjustment, and use of engi¬ neering instruments, graphical status, problems in applied mechanics, machine drawing and design, physics (laboratory), applied electricity, analytical chemistry (elective). Second term.—TLedit engines, refrigerating machines, hydraulic motors, theory of bridges and roofs with graphical statics applied, selected problems, machine drawing and designing, work in physical laboratory work, applied electricity, analytical chemistry, elective. Third derm.— Work on graduating theses, including experimental investigations and general research. A School of the Southern States. REQUISITES OF ADMISSION. Arithmetic, including elementary principles, fractions, compound quantities, percentage. and interest and proportion. Algebra, through simple operations, including factoring. English, including grammatical construction of sentences, and an essay or letter. Geography. History of United States. COURSE. APPRENTICE YEAR. First derm.— Algebra, geometry, freehand and mechanical drawing, English grammar and essays, shop work. Second term.— Algebra, geometry, mechanical drawing and projection, English grammar and essays, shop work. CURRICULA OF PROFESSIONAL SCHOOLS. 975 JUNIOR YEAR. First term— Solid geometry, trigonometry, leveling, topography, descriptive geometry and shades and shadows, rhetoric, essays, physics, chemistry, shop work. Second term— Spherical trigonometry, surveying, held practice in compass and transit survey¬ ing, descriptive geometry, machine drawing, rhetoric, essays, hydrostatics, pneumatics, acous¬ tics, chemistry, shop work. MIDDLE YEAR. First term.— Analytical geometry, field practice in plane table surveying, mechanical draw¬ ing. rhetoric, essays, kinematics and mechanism, physics, metallurgy, qualitative analysis, geology, shop work. Second term. — Calculus, field practice, map work, machine designing, political economy, science of government, essays, mechanism, materials of construction, machine design, physics, qualitative analysis, geology, shop work. SENIOR YEAR. First term.— Calculus, special problems in designing machinery, English literature, criticisms, original speeches, analytical mechanics, machine design, physical laboratory work, organic chemistry, geology, shop work. Second term. — Calculus, graduate work in machine design, criticism, original speeches, ana¬ lytic mechanics, applied mechanics, steam engineering and prime movers, laboratory experi¬ ments, technical industries, geology, shop work. National Schools of Arts and Trades at Aix, Angers, and Chalons, France, (for the Higher Grade of Mechanicians). Admission is obtained through competitive examination, which is upon the following sub¬ jects: Writing, spelling, grammar, “ theoretical and practical ” arithmetic, elementary geometry, algebra to equations of the second degree. Elementary history of France and geography. A.— Theory. The theoretical instruction, always given with a view to its applications, consists of the fol¬ lowing subjects, which occupy three years: 1. Algebra to Newton’s binomial theorem, its applications and the principles which result from it. 2. Right-line trigonometry, elementary notions of cosmography, surveying. 3. Elements of analytical geometry. 4. Descriptive geometry, shades and shadows, and perspective, stone-cutting and carpentry. 5. Theoretical and applied kinematics. G. Pure and applied mechanics, including dynamics, statics, resistance, hydraulics, and the steam engine. 7. Physics and its industrial application. 8. Chemistry and its principal industrial applications, especially metallurgy. 9. Drawing, principally industrial drawing. 10. Technology, with special reference to the construction of machines. 11. The study of the mother tongue. 12. History. 13. Geography. 14. Industrial accounts and elements of industrial economy, 15. Industrial hygiene. B.— Practice. The practical instruction is given in special workshops, to wit; 1. Joinery and model working. 2. Foundry work. 3. Forging and the making of small metal utensils. 4. Construction (a just age). Central School of Arts and Manufactures. The matters upon which the applicant for admission is examined are: Analytic geometry, element ary and higher algebra, pure and descriptive geometry, physics, chemistry, machine drawing. The school has four specialties and as the student follows one or the other of these he is called a mechanician, a constructor, a metallurgist, or a chemist. FIRST YEAR. A.— Theory. Descriptive geometry, calculus, general physics, general chemistry, kinematics, construction of machines, applied hygiene, and natural history: mineralogy and geology, architecture, botany (especially the common plants of France), Zoology (especially the common animals of France) , industrial drawing. 976 EDUCATION REPORT, 1889-90, B. — Practice. / Chemical manipulations, physical manipulations, stereotomical manipulations, plans, graphics, and problems. SECOND YEAR. A.— Theory. Applied mechanics, resistance of materials employed in machines and in construction, con¬ struction and placing of machines, analytical chemistry, industrial chemistry, mineral chem¬ istry, metallurgy, building construction ( constructions civiles), industrial physics, industrial legislation, ceramics, dyeing, glass-blowing. B.— Practice. Manipulation in industrial physics, raising embankments, measuring the flow of water, con¬ struction of machines, graphics, and projects. THIRD YEAR. A.— Theory. Applied mechanics, construction and placing machines, agricultural and industrial chemistry, general metallurgy and metallurgy of iron, working mines, public works, railroads. B.— Practice. (Not given.) Industrial Institute of the North of France. This municipal school has two divisions or schools, technology and civil engineering, each of which is composed of three specialties or sections, mechanics, spinning and weaving, and chemistry. During the first year there is no difference between the sections, and it is only in the third year that the specialization is marked. The difference between the division of tech¬ nology' and that of civil engineering is that which separates the three national schools at Aix, Angers, and Chalons from the central school of arts and trades namely: The course of tech¬ nology is a secondary technical course, while the civil engineering course is of universitygra.de.1 The plan of study of the mechanical section of both the technological and civil engineering divisions prepares especially for instruction in machine-making and in the construction of public works. The students of the section are particularly practiced in drawing, construction, plan-making, levelling, and drawing up specifications (redaction des projects). The students of the section of spinning and weaving after the first year follow a special ele¬ mentary course, but during the third year they follow the higher courses relative to textile and the related industries. The practical exercises of spinning and weaving commence during the second year and are greatly developed during the final year. The students of the chemical section commence the study of analytical and industrial chem¬ istry after the first year. Later on they study in a very developed special course the principles of industrial chemistry. They are exercised in manipulation and during the last year devote the greater part of their time to practical work. In Table D the time devoted by the student in the course of civil engineering is given as far as reported by the institutions having such courses. In the table which follows the same facts are given for the courses in mechanical engineer¬ ing. 1 Nevertheless the first year of the division of technology furnishes a preparation for enter ing upon the first year of the civil-engineering division. CURRICULA OF PROFESSIONAL SCHOOLS. 977 Table E— Number of students and duration of course in mechanical engineering. _ Name of school. Hours a week devoted to— Theory. Practice (shop or laboratory) First year. Second year. Third year. Fourth year. First year Second year. Third year. Fourth year. Alabama Agricultural and Me- chanical College a . Sheffield Scientific School . Delaware College b . Florida Agriculture College . 6 6 6 6 The University of Illinois . 15 12 20 25 10 10 10 10 Rose Polytechnic Institute . 13 11 14 11 22 20 16 23 Maine Agricultural and Mechan¬ ical College . 15 20 20 20 10 10 10 10 Worcester Polytechnic Institute. 11 20 23.5 C20.5 36.5 15 15 15 Michigan Agricultural College _ 8 5 10 10 10 10 10 10 Polytechnic School of Washing¬ ton University . . 16 16 15 <215 4 8 6 <2 6 New Hampshire College of Agri¬ culture . 8 8 9 9 5 8 6 8 Cornell University . 83 63 42 23 Case School of Applied Science .. 15 15 15 15 Oregon State Agricultural Col¬ lege d . Claffiin University, College of Agriculture, and Mechanics’ Institute . 2 2 University of Tennessee . 13 10 12 10 6 12 12 12 Texas State Agricultural and Mechanical College . 3 5 4 4 Virginia Agricultural and Me¬ chanical College . 10 5 5 5 10 10 5 5 a The course of instruction is “manual training.” 6 Course just established. c During the fifth year in this institution fifteen hours are devoted to theory and six to prac¬ tice. d Two hours a week both in theory and practice. Now, let us turn to a third class of schools which is sharply defined from the two classes that have just been noticed. Like one class it lays stress on the shop feature; like the second class it lays stress on training the faculties of observation; hut unlike both it does not teach a trade, but “ the underlying prin¬ ciples of all trades,” better, perhaps, expressed by “the underlying principles of construction in wood and metal.” So much attention was given to this class of schools in Chapter XV of the Bureau’s report for 1887-88 and in Chapter XVI of the report of 1888-89 that consideration of them is not now necessary, further than to repeat that the admirers of these schools may be divided into two groups, one group strongly maintaining the pedagogical value of the schools as secon¬ dary institutions and the other urging their value as apprenticeship schools or as preparation for apprenticeship. The three features of the shopwork in the ‘ ‘ man¬ ual training schools ” are well illustrated by the departments of the Chicago Man¬ ual Training School. Department. Weeks in course. Greatest accom¬ moda¬ tion. Pupils. First year: Woodwork . 40 161 161 Second year: Foundry . . 6 90 90 Forge . 34 so 90 Third year: Machine shop . 40 52 52 These systematic exercises in wood-working, forging, and fitting, usually called the “ Russian system,” have been adopted by many institutions of a- higher grade than that of a school having a post-grammar (or high school) course of study. Thus at Swarthmore College, and at many of the schools en ED 90 - 62 978 EDUCATION REPORT, 1889-90. dowed with the national land grant of 1862, manual training on the Russian system has been introduced. If the drawing that is taught in the public elementary schools of almost every important city and the clay-modeling, cardboard construction, and even car¬ pentry that are taught in many, be excluded from consideration, inasmuch as the public schools are not apprentice schools, it will be found that the types of schools supported at public or private expense to provide the country with mechanical engineers or mechanics has been exhausted. At New York there is a school for teaching the trades of bricklaying, and at Philadelphia a weaving school, but the class of schools they represent has, as a class, no existence in America unless the trade instruction given in the schools for the deaf, blind, and delinquent be included. As we hear much talk of “industrial art,” “ industrial schools,” etc., in Europe, what is being done there becomes of interest. The difficulty is to give a comprehensive description ; for usually what is done in a single school is made to represents all the shades of meaning in which the term ‘ 1 industrial ” school can be taken. For some years Monsieur Marius Vachon has been in¬ trusted with an inquiry into the conditions of industrial art instruction (pecu¬ liarly near to French industrial prosperity) in Europe. In pursuance of this commission Monsieur Vachon has made extended study through Europe and has published five reports.1 At the conclusion of his last volume he summarizes the results of his study and travel, and it is this summary that has been translated and reproduced here as the best possible way of illustrating the character of schools which donotexist asaclass in America, though we havea Cooper Union, several “ mechanics’ institutes,” and even a “Newark Technical School” for apprentices who are abnormally developed on the practical shop or side. Resume of an Inquiry in Regard to the Schools- and Museums of Industrial Art in Europe. By Monsieur Marius Vachon. The mission that the minister of public instruction and fine arts intrusted me with for the purpose of studying the organization of the schools and the museums of art and industry in Europe is at length completed. I have visited 110 schools, 40 museums, and 14 great associations, and I may now present them in their proper physiognomy by typical institutions. Every form which instruction in industrial art has taken has passed under my eyes and' has rendered it possible for me to make a comparison of the methods and systems which are in vogue. I, therefore, at the conclusion of my fifth report, summarize the results of this ex¬ tended personal inquiry which during five years has required a year of travel and of study. Character of instruction. At the base of instruction in art and industry are the apprenticeship school and the school preparatory to apprenticeship. The instruction of apprentices for the trades connect d with art has taken a great variety of forms, according as the State, municipality, or association which supports a school has followed one of two systems, to wit: Apprenticeship in the shop or apprenticeship in the school. The respective values of these two systems have occasioned the discus¬ sions and disputes of pedagogues, manufacturers, and political economists. But before entering upon the work proper it is necessary that I should indi¬ cate as exactly as possible what I understand by apprenticeship in the school. There is a tendency to mistake the true character of the instruction the term indicates when properly used; and from this error unnecessary contradictions and empty polemics result. The manual instruction that has been introduced into the French elementary schools has no relationship with true apprenticeship, and it has been clearly de¬ fined in the Dictionnaire de Pedagogie et l’lnstruction Primaire of Monsieur Buisson as “School apprenticeship (apprentissage scolaire).” By this term is understood the “workshop in the school,” a part of the organization of the ele¬ mentary school by which a few hours of manual work are added to the usual rou¬ tine of school work. It is not an apprenticeship, but a preparation for an ap¬ prenticeship; it gives the habit of and the taste for work.” Whenever, as in 1Upon the conditions of affairs in Germany. Austria, Belgium, Switzerland, Italy, Russia, Denmark, Sweden and Norway, and England. ‘ National Printing Office, Paris, 1885-90. CURRICULA OF PROFESSIONAL SCHOOLS. 979 Francs it too frequently happens, the limit of this instruction is passed, pure ap¬ prenticeship instruction is the result, and the extremely poor work done calls forth very justly the denunciations of manufacturers. In almost all the schools of for¬ eign countries laboratories hay e been organized for the application of theoretical principles, and if they are not called apprenticeship shops the manual- training school of the public-school system should not be. APPRENTICESHIP SCHOOLS. During my investigations I found true schools of apprenticeship both in Belgium and in Holland, and moreover they were so called. The most typical are the Iron School at Tournay, in Belgium and the Quellinus School at Amsterdam. The Iron School at Tournay possesses shops administered as a business con¬ cern. by a lessee. The student is thus simultaneously taught theory and practice while receiving a real professional education and learning a trade. Nevertheless, the very unique and remarkable organization of this school does not give good results. The number of students is small, 75 in all, and very few finish the term of apprenticeship. The working class is not interested in the school. and the municipality and the General Government are very much concerned about its decay. Undoubtedly this type will soon be abandoned. The Quellinus School also has a peculiar organization. When the eminent architect, Cuyppers, began the construction of the National Museum at Amster¬ dam, he was embarrassed by the difficulty of obtaining competent persons to ex¬ ecute his designs for its decoration and furnishing. Masters and workmen of abiF ity were utterly wanting. To train such, a school was necessary. The architect called together some friends, a society was formed, and with the concurrence of the city a school was established. The objectof the school is the theoretical and practical application of drawing to carving in wood and stone. The practical work is done in a shop attached to the school, which thus is divided into two very distinct parts. The shop is the enterprise of a society which, however, realizes nothing from the work, the proceeds being distributed pro rata among the students and professors who-have executed and superintended each piece of work. The students are taught drawing, but the instruction is confined to making correct designs, and is espe¬ cially directed to the reading and reproduction of the designs of professional architects and designers. The management of the school, however, desires to give a more artistic character to the school and to make it a finishing institu¬ tion so far as the industries taught in the school are concerned. Such as it is the organization is not sufficiently powerful to struggle successfully against the many obstacles which the journeymen carvers in stone and wood place in the way of the school's success. Moreover, the school is very expensive. Each student costs annually $113, exclusive of the interest on the building and apparatus. I am certain that a reorganization must be effected soon or the school will go under. In Russia, where a national industry has only lately come into existence, ap¬ prenticeship schools are very numerous. At the time of my visit there were more than fifty having more than 2,000 pupils. They are mostly the creations of the state or of cities aided by the state : but a number have been founded by societies or by private individuals. By the side of the great schools there are about 1.200 small schools which teach the industry that is peculiar to the village or city in which they are situated — carpentry, turning, forging, lock- smithing, tanning, bookbinding, etc. SCHOOLS PREPARATORY TO APPRENTICESHIP. On the other hand, the schools preparatory to apprenticeship are very numer¬ ous in Europe. Of these the schools that I have studied as types are the Am- bats School of Amsterdam, the Technical School of Birmingham, Heriot’s Hos¬ pital School at Edinburgh, and Les ficoles St. Luc in Belgium. Though deeming that real and industrial instruction is only capable of being given in a shop located in an industrial center, the founders of the Ambats School have recognized the necessity of a special institution where intelligent masters, free from the preoccupation of business, shall introduce children into the prin¬ cipal trades through the theoretical and practical demonstration of their ele¬ ments and instruction in drawing. In the shops of Holland, as almost every¬ where, apprenticeship is an unscientific process, and moves so slowly that the apprentice loses heart. This is due to the selfishness and the negligence of su¬ perintendents and masters. 980 EDUCATION REPORT, 1889-90. The Ambats school is fed exclusively by the working class. In the general course the students receive a good elementary education. In drawing the in¬ struction is confined to the indispensable elements for the intelligent exercise of manual work. Those who desire to perfect thejnselves remain a long time at the school, during which they receive supplementary instruction in drawing and mathematics. Practical and manual instruction enters largely into the course. The shops are for carpentry, wood-carving, mechanical work, and lock- smithing. In this as in all schools of the same kind the . management is confronted with the difficulty of holding its students. As soon as the children can use the graver and the plane a little they desert. The institution appears to prosper because it insists vigorously that the child shall be given a real manual educa¬ tion for apprenticeship. The society that founded the school has opened an annex in another part of the city. The cost per capita is $37 a year. The Technical School of Birmingham and the Heriot Hospital School of Edin¬ burg have been organized in the same spirit as the S'chool at Amsterdam, to wit, to furnish industry with young people practically prepared for apprenticeship. But the English schools are of a higher grade than the Amsterdam school, for they will only receive students who have already finished their elementary edu¬ cation — who have already acquired the elementary principles of art, of science, and of literature. To the shops for manual work have been added very com¬ plete laboratories of chemistry and of physics, where the students are intro¬ duced to real scientific problems and to a certain amount of practice in in¬ dustrial art. Before finishing their studies the students are engaged as future apprentices, as a rule, by the chiefs of industrial establishments. These schools are very prosperous and render great service to local industries. Day by day they grow and are constantly serving as models to new schools of the same nature that are being created in different parts of the three kingdoms. The great institution known as the Schools of St. Luc, Belgium, follows the same course of preparing for apprenticeship to the trades which are directly concerned with art. On leaving the school the management places the young people in shops directed by former pupils, imposing on the superintendent the duty of sending the apprentice to school every evening and of admitting into the shops the professors who are charged with the duty of giving account of the conditions under which the apprenticeship is taking place and the professional progress of the apprentice. This system is rendered very practical and very valuable in results by the interest that the directors of the shops have in the St. Luc establishment, their own alma mater. Moved by the same ideas, the work of the professional schools of Belgium has, in every important industrial center, created syndicates of the superintendents of industrial establishments, who have organized shops in their manufacturing establishments, to which the students of the industrial and professional schools are admitted. These schools give theoretical and artistic instruction ; the shops the practical exercises. Another type of schools preparatory to apprenticeship is that furnished by the numerous industrial schools of Ireland, of which the most remarkable is the school of Artane at Dublin. Only wholly orphan children are admitted, who are to devote themselves to domestic or rural work. They receive an elemen¬ tary instruction, elementary ideas of science and art, and a rather complete man¬ ual education. Some thousands of children are raised in these institutions, which have the double character of a school and an asylum. ELEMENTARY SCIENCE AND ART SCHOOLS FOR APPRENTICES AND JOURNEY' MEN. (ECOLE3 COMPLEMENT AIRES DE L’ APPRENTISSAGE. ) Of a higher grade than the schools of which I have just spoken are the indus¬ trial and the technical schools.1 These schools aim to give the apprentice and journeyman elementary notions of science and art after his work for the day ceases. Thus the economic value of the work produced by the laborer is en¬ hanced because it is done more rapidly and perfectly. The school completes by theory the practice of the shop. These schools are the best type of institutions for the development of artistic and technical instruction. They answer exactly to the new conditions of the organization of skilled labor and place in the possession of the mechanic an out- 1 What we would call industrial or technical the author calls “ special professional school,” which are treated of further on. CURRICULA OF PROFESSIONAL SCHOOLS. 981 fit that is of marvelous power and yet of great simplicity. It does not interfere with apprenticeship in the shop, the basis of industrial life, and gives the ap¬ prentice, without causing social disturbance, without loss of time, and without great expense to the workingman a solid scientific and artistic instruction. The moral discipline of the school and the essentially professional character of its instruction does not disgust the student with his daily work, but rather tends to lend it new attractions and render it more elevated and productive. Thus these institutions are innumerable. Belgium has created 36 industrial schools, properly so called, which are des¬ tined exclusively to instruct journeymen and apprentices in the elements of the science or art which is demanded by their profession. The number of students in these schools is 10,597. If to these be added the students in other and higher professional schools the total number of persons annually instructed in Belgium in the industrial way is over 25,000. The population of Belgium being 5,853,278, the proportion of the population in professional schools is 4.2 per thousand. At Brussels, Ghent, and Charleroi the proportion is 1 in 100 of population. England is in the same category with Belgium. At London the People’s Pal¬ ace has 7,000 students, the Polytechnic Institute 9,000, at Birmingham the Mid¬ land Institute has 10,000. In Holland the number of industrial schools is 32, that of professional schools 25, and the attendance 7,000, in other words, 2 per¬ sons in every thousand are in attendance. Switzerland has 87 schools with 8,000 pupils, not counting in the realschulen and others. Attendance on these schools is, in many cases, made obligatory. In Denmark there are 77 schools with 6,000 students, the proportion to the population being 3 in 1 ,000. In Sweden there are 28 schools, that of Stockholm has 800 students, more than 5 in every 1,000 of the city's population. In Italy there are 136 industrial or art schools with 16,274 students. At Hamburg the industrial school contained 3,200 pupils, or 8 per cent of the city’s population. The types of this class of schools are numerous and vary with their environ¬ ment. In Germany it seems to me that the programmes give art a preponderating place even in the centers of great metallurgic or textile industries, and that the sciences are taught only in their elements. The same is true according to my observation in Belgium, Holland, Switzerland, and Austria. In England, on the contrary, the organization of the course tends in the direction of the pure and applied sciences rather than in that of art. The technical schools with well or¬ ganized laboratories of chemistry, physics, and electricity, with shops for work in iron and wood, are in greatest number. According to the most recent figures there were 112,808 pupils in technical classes, and 77,364 in art classes. The Hamburg school is, in my opinion, the most perfect institution of its kind existing in Germany, as well from the point of view of the principles which caused its establishment, as from those of administration and instruction. It has served as a model for the majority of the German schools. Upon entering the school every pupil, if he is not yet a mechanic as sometimes happens, must choose a trade. Many corporations of mechanics have inserted in their constitution that the director of an establishment must send the apprentice to school for at least eight hours a week. Moreover, a law of the Hamburg Senate, passed in 1864, imposes the duty upon every director of an industrial establishment to send his apprentices to school during six hours a week. The duration of the studies is not fixed by rule, the students must remain in the school for six months, but after that they may remain for two, three, four, or five years even, according to their tastes and their aptitudes ; in brief, they leave only when they think they know enough to work at their trade with advantage. The session is from 6 to 10 p. m. The first half of the first year is given up ex¬ clusively to the study of the elementary principles of drawing. Copying is rig¬ orously forbidden ; all drawing must be from nature. The second half of the first year is partly devoted to professional drawing. As soon as the student has ac¬ quired the ability to draw he is put to work upon drawing objects which belong to his profession. The following years the professional drawing proceeds pari passu with general artistic instruction. With the exception of the theoretical courses, collective class instruction is not permitted. Each student receives a personal, intimate, and varied instruction according to his temperament and his aptitudes. The master is constantly in the study rooms, and constantly inspects the work of the student, advising and criticising him freely. Punishment and prizes are unknown. The discipline is severe, but it is not by general orders. Each student is habituated to conduct himself in a serious manner and to con¬ sider the work as a social duty and not as an instrument of puerile ambition. The idea of giving the tuition without charge has been pushed aside with dis- 982 EDUCATION REPORT, 1889-90. dain as antidemocratic and as calculated to hurt the organization of the school. It is thought, very justly, that the tuition fee is an excellent, even infallible, means of interesting the children and parents in the attendance on the course. The most typical and complete institution of this kind in Belgium, where in¬ dustrial instruction has had an immense development, is that at Charleroi. It is not only an elementary industrial school, but a sort of higher institution for journeymen and apprentices. The course of instruction touches upon all the in¬ dustries of the region. In view of its double object the school of Charleroi has two kinds of courses, to wit, the evening course, which hasasession every even¬ ing of the week from I to 9 during the whole year, and the Sunday course, from 9:30 a. m. to 12:30 p. m. The evening course is elementary, the Sunday course in a certain way a higher course, since it is intended to supplement the instruc¬ tion received during the week in the evening school, or the local day schools of • Charleroi. The curriculum of the evening course consists of French, commerce, physics, arithmetic, geometry, chemistry, linear drawing (figures and ornament", and to draw from plaster casts. The curriculum of the Sunday course comprises commerce and bookkeeping, arithmetic, geometry, physics, chemistry, typog¬ raphy (land and mining surveying), steam engine, electricity, building and architecture, forging, coal mining and engineering, linear, figure and orna¬ mental, drawing from casts and modeling. The student may choose the course which suits him, provided he has the ability to follow it with profit. A certificate, however, is only delivered to those students who have followed the course for two years at least, and have passed a thorough examination upon all the studies that they have pursued. I visited this school one Sunday when the ground was covered with snow and witnessed a scene that touched me deeply. Eight hun¬ dred pupils, young' and old, employers and employes, were assembled, and were listening to the discourse of the master, or were engaged in study, as stoically in¬ different to the chilly temperature as they had been to the seductions of the salocn . Many of them had risen before daylight , had traveled for hours through the snow to attend the lesson of their professors— engineers or directors of mines, doctors of science, or other distinguished university people — to learn arithme¬ tic, geometry, physics, chemistry, and to pay for the instruction they receive. In England these complementary schools for the education of the" apprentice form the type most in vogue. There is not an industrial center, however small, which does not possess one, and the great centers have many. I will add even that in reality these are the only industrial schools that really exist and that render real service to the national industries (J'ajouterai rm me quen real it 3 ce sont les seules ecoles qui existent serieusement et qui rendent de reels services aux industries nationales). The day schools, with few exceptions, are luxuries (ecoles de pur luxe), which are especially for young people who desire to enter upon a liberal career, for amateurs, and "for persons whose time hangs heavy on their hands (oisifs). The attendance at the day schools is scarcely a twentieth of that of the evening schools. The great schools of the kind now under consideration that I have studied with care are the school of the People’s Palace at London, which contained in 1889,5,500 students; the school of the Polytechnic Institute at London, with 7,000 students ; the Technical School at Finsbury, with 1,000 students ; the school of the Birmingham and Midland Institute, with 3,527 students; the Heriot- Watt College at Edinburgh, with 2,000 students : the Technical School of Manchester, with 500 students ; the Technical School of Bradford, with 352 students. The instruction given in these schools is very thorough and of a higher order. To follow the course profitably it is thought that the student should be versed in the elements of art and science. But this requirement is not enforced and those who can not follow the regular course are taught in preparatory classes. Industrial science figures largely in the programmes, and to complete the theoretical instruction laboratories and shops have been fitted up with extraordinary completeness. In the case of great industrial centers having a predominating Industry care has been taken to specialize the instruction. Thus I have found at the Birmingham and Midland Institute a real school of metal¬ lurgy. with laboratories, forges, etc.: at Bradford there is an evening technical school for the drapery industry : at Manchester, a school for spinning and weav¬ ing : at Glasgow, a veritable school of marine engineering. Beside these schools where technical and industrial instruction preponderates or almost excludes any other, there exists a class of evening schools where the pupil learns drawing, painting, sculpture, modeling, etc. These are intended particularly for journeymen and apprentices in trades in which art plays a great role. These schools are numerous and flourishing. Each city possesses one. CURRICULA OF PROFESSIONAL SCHOOLS. 983 The organization of these English technical and art schools presents the inter¬ esting peculiarity that I noted at Charleroi, to wit, the use of the same building by the day and evening schools, the teaching corps being common to both. This is very economical. The social results are immense. The evening schools that are attended exclusively by apprentices and journeymen come out in strong re¬ lief by their fusion with the day schools of high and low degree. The evening school is no more a philanthropic enterprise which brings the young and old together whose intellectual developement would otherwise cease, but it is an in¬ stitution of a high order in which the student must pay for what he receives. The journeymen, the apprentices, the son of the owner and the children of the bourgeoisie are brought together in public and both are honored by having been students in the same institution, and the social harmony increases. SPECIAL PROFESSIONAL SCHOOLS. Above the schools for journeymen and apprentices, are the special-profession schools which have the object of educating foremen and other higher employes. They are true higher schools of industry. The great schools of this class that I have studied are: In Germany: The weaving school of Crefeld (founded in 1S55, thoroughly re¬ organized in" 1881): the metal-working school at Iserlohn (1879) : the mining school of Bochum (founded in 1844 and afterwards reorganized) : the school of iron and steel industries at Remsheid (188Q), and the woolen-industry school at Aix la Chapelle. In Switzerland: The weaving school at Zurich, and the school of embroidery and lace at St. Gallien. In England : The Bradford technical college, the weaving and spinning school at Manchester, and the technical school of the City and Guilds of London Insti¬ tute. In this type of institutions general and artistic instruction holds a great place, which is not the case, as we have seen, in the industrial and technical night schools. Those who attend these schools are neither journeymen nor appren¬ tices, but young people who desire to occupy a higher rank in the industrial hier¬ archy. as foremen or superintendents. They study what I will call the indus¬ trial humanities. The most complete school and the best in its organization as to matters of in¬ struction and equipment is the Crefeld Weaving School. The school, in the first place, is something more than its name indicates. Its real mission is to train, by a professional, theoretic, and practical instruction and by a solid artistic education, weavers, foremen, silk dealers, and industrial designers for the textile industry. The programme includes the study of drawing and painting : the ex¬ amination and separation of all the tissues — silk, cotton, linen, etc. ; the prac¬ tice and analysis of all the manipulations and transformations that they undergo before and after weaving: the theoretical and practical study of all the systems of mechanical and other trades ; all the modes of fabrication : all the motors em¬ ployed in the weaving industry ; the appearance and the color of goods ; indus¬ trial bookkeeping and commercial geography. The com se, which covers two years, is conducted by fourteen teachers. Practical work alternates with theo¬ retical and artistic instruction. The school contains for these purposes weaving shops with eighty mechanical or hand looms (metiers) with all the accessories, laboratories of chemistry, of dyeing, and printing, and a complete museum of an¬ cient and modern cloths. After spending two years in the school the studious and intelligent student has received a complete professional instruction in weav¬ ing, and is able to become an overseer in a shop, a designer, or a commercial agent of the first order. In addition an artistic education has given him the love of the beautiful, of the works of the masters, and a desire for new ideas (la cu- riosite d’ dees nouvelles'. The schools of Iserlohn, Remscheid, and Aix la Chapelle, were founded on the same principles, and present an organization but slightly different. They are, as is the Crefeld school, true special schools for the officers of industry. The Technical School of Bradford and the Weaving School of Manchester have not the same general character of technical and artistic instruction. Their course is less complete and less elevated. I think that I may justly denominate them as preparing the under officers of industry. In England the dogma in matters of technical instruction, ‘‘theory in the school, practice in the shop,’’ is applied to directors as well as to the journeyman. I am not inclined to blame the English in this, though I admire so much and recommend the Crefeld school. 984 EDUCATION REPORT, 1889-90. SCHOOLS OF DECORATIVE ART.1 [SCHOOLS OP INDUSTRIAL ART, SCHOOLS OP DRAWING, SCHOOLS OF ART.] In the third class come the schools of drawing and art, schools of decorative art, or schools of industrial art. These constitute, so to speak, the higher in¬ struction of art applied to industry. They may be placed in three divisions which have no definite line of demarcation. England, Germany, Russia, Austria, Sweden, and Denmark unite in distin¬ guishing between high art and industrial art, between academic art and factory art, but Belgium is more advanced, and the old academies of Anvers and of Brussels are radically transforming their instruction. During the first year of the course the students receive instruction in drawing and geometry, the course being preparatory. In the following year the students find themselves called upon to choose the profession of an artist, sculptor or architect. To aid them a synoptic table has been gotten up which indicates the industrial branches ‘ ‘ which are derived from each of these general divisions.” It was thought that a spe¬ cialization should be made at the beginning of the second year as giving point to the study of art. Experience had shown that two- thirds of the students for¬ merly abandoned the academies before accomplishing anything because they were impressed with the inutility of the long course in art for their profession. The old system of generalization of the studies had the defect of sending off the student in quest of pure art without application to industry, and thus made very bad painters, sculptors, and architects of them. II. Organization and administration. SUPPORT. In Germany the interlocution of the state in the support of these schools is manifested in many ways. When it is a cofounder it furnishes collections, tools, and furniture. When it is simply a participant it gives a fixed sum for a de¬ termined period. Finally the schools whose foundation it has caused (provoque), therefore called royal, are inscribed as beneficiaries on the state budget. The municipalities make an annual appropriation and sometimes provide the building. The workingmen's and the professional schools generally receive no support from the state and are generally supported by the communities in which they are located, with the aid of societies and individual benefactors. In Belgium the municipality is at the head of the school movement. It either take%the initiative or adopts a school founded by private societies as soon as their public utility has been shown. The state appears in the affairs of the school only as it makes appropriations, which, however, are always liberally accorded. The schools preserve their own autonomy, the state is only concerned with results, and if they are satisfactory the appropriation is continued. The municipality in giving recognition to schools founded by societies leaves to the society the management of the school, the appointment of the professors, the budgets, and the course. The municipality only administers directly the communal schools, but even in them a great deal of independence is given to the directors. In Holland, with four or five exceptions, every industrial, art, or professional school has been founded by societies" which direct them in a perfectly independ¬ ent manner. The state, province, or municipality grants them aid. In Denmark, Sweden, and Norway the most active role is played by private enterprise in the creation of institutions for the development of technical and art instruction. The state and municipality grants aid, but does not absorb their individuality. In Russia almost all the schools have been founded and are supported by so¬ cieties. The activity of the state is almost nil. In Austria-Hungary every school is under the minister of public instruction or of commerce, according as they are technical or art schools. In Switzerland the schools are generally founded and administered by the municipality. The Federal Government grants aid, which varies according to the more or less national or local character of the institution. 1 The remaining part of M. Vachon’s report is given in abstract. CURRICULA OF PROFESSIONAL SCHOOLS. 985 In Italy all the schools are the crca'ions of societies of artists and of mechan¬ ics. So far from being* supported, the schools have been opposed by the state and municipality. Now the state has laid its hand upon them all and leaves them but comparatively little independence. The municipalities make them liberal grants and intervene in their administration. In England the state has up to the present left the matter entirely to the municipalities, societies, and individuals, the National Normal School of the South Kensington Museum fceing the only exception. For the most part the schools are the creations of societies who manage them and endeavor to make them self-supporting with the aid of contributions from private and public purses. Every municipal school should have a governing board at its head of five mem¬ bers chosen from the inhabitants of the town. The state never interferes in the administration of the municipal or private schools, except so far as to re¬ quire from all schools that desire to share in the public appropriation, to recruit its teaching corps from among the professors holding the diploma of the South Kensington School. This public appropriation to the schools of science and art of the Kingdom by means of an annual competition is large but variable. TUITION. In England the system of gratuitous instruction is resolutely excluded as in¬ jurious. Scholarships are given after a very severe examination. In Germany it is the same, though scholarships are given to poor students. In Denmark, Sweden, and Norway even scholarships are not given. In Holland nearly every school is a pay school. In Belgium" there is a mixed system and there are as many gratuitous as pay schools. Some schools require some pupils to pay while other pupils are edu¬ cated free. At Charleroi the tuition is repaid at the end of three or four years to students who have obtained a diploma. COST. Country. Schools. No. of stu¬ dents. Per capita cost. Germany . _ Weaving School of Crefeld (shops, laboratories, etc.) . 250 $74 Industrial School of Hamburg . . . 3, 200 10 School of Decorative Arts, Berlin . 500 20 Switzerland . School of Industrial Arts, Geneva. . . . 200 10 Municipal School of Art and Industry, Geneva . 58 30 Watchmakers’ School, Geneva . . 112 9 Belgium . Industrial school of Zurich . Industrial School at — 350 9 Charleroi . . 860 7 Ghent . 1,285 8 Anvers . . 200 13 School of Decorative Art and Academy of Fine Arts, Brus¬ sels. 686 44 School of Decorative Art, Ixelles, Brussels . 300 16 Professional School of Wood, Tournay, shops, etc . 150 21 Holland . School of Decorative Arts, Amsterdam (without board or lodging). 32 325 School of Fine Arts, Amsterdam . . 90 20 Ambats School, Amsterdam (shops) . 250 37 Academie of Liberal Arts, at The Hague . 400 23 Ambats School, at The Hague (shops) . 120 46 School of Industrial Art, Harlem . 200 25 Denmark . Public schools of art and industry (average) . . 6,000 563 8 England . Normal School of South Kensington 22 School of Art, Manchester . 452 29 School of Art, Birmingham . 735 46 Higher Technical School of London . 431 100 Finsbury College, London . 1,217 33 Technical School, People's Palace, London . 5,500 28 Technical School, Birmingham (shops) . . . 308 28 Technical School. Manchester (shops, laboratories) . 600 75 Bradford Technical College (shops and laboratox*ies) . 1,500 20 Artane Industrial School, Dublin (board and lodging) . 800 105 986 EDUCATION REPORT, 1889-90. III. COURSE IN MINING ENGINEERING. The features which distinguish the course in mining engineering from that of civil engineering become apparent on comparing the course of the Massachu¬ setts Institute of Technology given below with the civil-engineering course given at page 952. Laboratory work is espscially prominent. In brief, the min¬ ing engineer is a civil engineer who operates beneath the surface of the earth and a chemist whose specialty is metallurgy. The Massachusetts Institute of Technology has a special laboratory for the students of this course, called the Cummings Mining and Metallurgical Laboratories. The institute is careful to anticipate the common criticism that work in such a laboratory is no substitute for the experience gained in larger works ; for the object of its laboratory is to prepare students for such experience, to instil the spirit of investigation, and to emphasize the process given in the text-book. The mining laboratory consists of three parts — milling, furnace, and assay rooms. To bring the student into still more intimate connection with their specialty, summer schools of mining and metallurgy are organized for the study of mines, mills, smelting works, and geological fields. In 1890 the school, consisting of twelve students, spent a month at work — mining, setting timbers, and surveying underground — in the iron mines at Ishpeming, Mich. Next year instead of a mining a metallurgical school will be organized. Mining engineering at the Massachusetts Institute of Technology. Subject. Lect., Rec., Lab., Draw., or Field. Instructor GO ® s-> 2 £ Blowpipe silver assay. Mining engineering . . . Assaying by fire _ Metallurgy of iron .... Metallurgy . Lab . Richards . Lect . . Richards, Hoffman. Lab . Richards, Lodge ... Lect. _ do . Richards . Richards, Howe. Hoffman, 1 1,2 1 1 Mining Lab Richards, Lodge Mining and metallurgy Ore-dressing . Metallurgy . Drawing . . Memoirs . ....do. Lect.. ....do Draw Read . . do . . Richai’ds . . . Richards, Hoffman. Richards . Richards, Hoffman. 15 15 15 15 15 15 15 15 30 8 12 12 1 3 2 1 2 As at the Massachusetts Institute the civil-engineering course is the starting point for the other technological courses, and at the Rose Polytechnic the me¬ chanical engineering course is the basis of the other courses; so has the school of mines of Columbia College been developed into a general school of technology. Owing to lack of information, however, it is necessary to pass by this very im¬ portant school and to let the Michigan Mining School represent the class now under consideration. It is hardly necessary to remark that the school is situ¬ ated in the northern or mineral-yielding portion of that State. The school has been in existence only a few years, having been established in 1886. CURRICULA OF PROFESSIONAL SCHOOLS. 987 Curriculum of the State Mining School of Michigan. Study. Fall term. Winter term. Spring term. Summer term. Total hours. First year . . . . . 1,575 Higher algebra, trigonometry, and analyt- ical geometry . . . 70 70 30 0 170 Drawing . 126 140 0 0 266 Surveying . 0 42 0 385 127 Physics . . . . 70 70 120 0 260 Chemistry _ _ _ „ _ 56 0 0 0 56 Mineralogy and lithology . . . . 112 112 0 0 224 Petrography . . . _ . 42 42 0 0 84 Palaeontology . 14 14 0 0 28 Machine-shop practice . . . . 0 0 60 0 60 Second year . . . . 1,470 Calculus and mechanics . 70 70 0 0 140 Drawing and graphical statics . . . j 84 84 0 0 164 Machinery and properties of materials . . 28 28 140 0 196 Chemical analysis . . . 210 182 0 0 392 Metallurgy . 28 28 0 0 56 Mining and mine surveying . 0 28 70 0 98 Stratigraphical geology . 28 28 0 0 56 Physical geology . . 42 42 0 0 84 Practical work . 0 0 0 280 280 Third year . . . . 1,400 Engineering design . . . 84 84 0 0 168 Chemical analysis . . . 168 168 0 0 336 Metallurgy . . . 28 28 0 0 56 Assaying . 0 0 70 0 70 Ore dressing . . . 14 14 140 0 168 Structural engineering and mechanics of materials . 28 28 0 0 56 Mechanical engineering . . . 28 28 0 0 56 Electrical engineering . 28 28 0 0 56 Mining engineering . 28 28 0 0 56 Hydraulic engineering . . . 14 14 0 0 28 Economic and field geology . 70 70 0 210 350 One of the oldest and certainly one of the most renowned mining- schools of Europe is the Bergakademie at Freiburg, in Saxony. In this institution there are four courses, to wit, for mining engineers, mining surveyors (markscheider), metallurgical engineers, iron-smelting engineers. To show how this specializa¬ tion is made the curricula of the four courses are given side by side : 988 EDUCATION REPORT, 1889-90. FOB MINING ENGINEERS. Studies. FOB MINING SURVEYORS. Hours a Hours a week. week. Studies. Lee- Exer- Lec¬ Exer¬ ture. cises ture. cises.' First year : 6 0 Higher mathematics (part 1) .. 6 0 3 2 Descriptive geometry. . 3 2 a 2 0 Spherical trigonometry . 2 0 6 1 Physics . 6 1 4 0 Mineralogy . . 5 0 5 0 Mining (1 part) . _• _ 5 0 0 1 Topographical drawing and 0 2 .0 2 sketching. Second year : Geodesy and mine surveying 3 0 2 0 (part 1) . 6 5 0 Geodetical practicum . 0 (62 1 a 6 5 0 Higher mathematics (part 2) . . 2 0 2 0 Mining (part 2) . 5 0 0 0 2 Geology . 5 0 0 2 Mechanics . 6 1 0 2 2 2 0 4 3 0 Third year: Geodesy and mine surveying 3 0 o (62 (part 2). \a 6 Mine-surveying practicum _ 0 6 5 0 Strata . 3 0 4 0 General law . b 4 0 3 0 Mining law . a 4 0 4 3 0 0 Political economy . j b 3 ( a 2 i 0 0 4 3 0 0 6 b 0 a 4 0 4 0 1 0 b 1 0 (63 1 02 2 2 a 2 1 First year: Higher mathematics (part 1) ... Descriptive geometry . . Spherical trigonometry . . Physics . . Inorganic chemistry . . Mineralogy . . Crystallographic practicum .... Topographical drawing and sketching. Second year: Higher mathematics . . Mechanics . . . . Mining (1 part) . . Geology . . Palaeontology . . Study of strata and fossils . Mineralogical practicum . . Physics (practicum) . Blowpipe assaying . . Computative and graphical ex¬ ercises in mechanics. Third year: Geodesy and mine surveying (part 1). Geodetic practicum . . Mining (part 2) . Machines . Strata . Metallurgy . Building construction . Computative and graphical ex¬ ercises in machine construc¬ tion, etc. Fourth year: Geodesy and mine surveying (part 2). Surveying pradticum . . General law . . Mining law . . Sketches of mining and smelt¬ ing works. Mining and metallurgical book-keeping. Mining and metallurgical statistics. Political economy . . . Mining and smelting hygiene. . Electricity . . a In summer. b In winter. CURRICULA OF PROFESSIONAL SCHOOLS. 989 FOR METALLURGISTS. FOR METALLURGISTS IN IRON. Hours a week. Hours a week. Studies. Studies. Lee- Exer- ture. cisos. Lee. Exer ture. cises, First year: Higher mathematics (part 1) .. Descriptive geometry . Physics . .. . Inorganic chemistry . Mineralogy . Mining ^art 1> . Topographical drawing and sketching. Second year: Higher mathematics (part 2) . . Mechanics . Mining (part 2) . Geology . Mineralogical practicum . Physics (practicum) . Blowpipe assaying . Qualitative chemical analysis. Chemical technology . Computative and graphical ex¬ ercises in mechanics. Third year: General metallurgy . Machines . General law.... _ _ Mining and metallurgical bookkeeping. Mining and metallurgical sta¬ tistics. Qualitative chemical analysis . Geodesy and mining survey¬ ing (part 1). Building construction . . Computative and graphical ex¬ ercises in machine construc¬ tion. Production of salt . Fourth year: Shot, pen, and typemaking, etc. Foundry work and smithing, etc. Assaying . Mass analysis . . Gas analysis . . Iron smelting . . . Firing . Electricity . . Sketches of mining and smelt¬ ing works. Hygiene of mining and smelt¬ ing work. Political economy . 6 3 6 4 5 5 0 2 6 5 5 0 0 2 2 0 4 4 b 4 1 6 1 3 0 a 1 a 1 2 0 0 0 4 1 2 0 J b 3 I a 2 0 2 1 0 0 0 2 0 0 0 2 2 2 (d) 0 4 0 0 0 0 0 (d) 0 0 0 0 0 1 b 2 a 2 0 0 a 2 4 0 First year : Higher mathematics . Descriptive geometry . Physics . Inorganic chemistry . Mineralogy . . Mining (part 1) . . Topographical drawing and sketching. Second year: Higher mathematics (part 2) . Mechanics . Mining (2 part) . Geology . . . Physics (practicum) . Blowpipe assaying . Qualitative chemical analysis. Computative and graphical exercises in mechanics. Third year: Iron smelting . General smelting . Machines . Qualitative chemical analysis. Geodesy and mine surveying (part 1). Building construction. . Computative and graphical exercises in machine con¬ struction. Firing . Political economy . Fourth year: Shot, pen, and typemaking, etc Foundry work and smithing.. Assay of iron . Gas analysis . . Location of iron smelting works. Sketches of mine and smelt¬ ing works. General law . . . Mining and metallurgica 1 book-keeping. Mining and metallurgical sta¬ tistics. 6 3 C 4 5 5 0 2 6 5 5 0 2 1 0 4 4 4 1 3 3 0 1 ( b 3 I a 2 a 1 2 b 1 0 1 0 b 4 b 1 ( ( < (d) I < ( } ' I I (0( a ! cOne afternoon. d Daily. 990 EDUCATION REPORT, 1889-00. IV. ELECTRICAL ENGINEERING. Just as mining engineering is a specialty of civil engineering, so electrical engineering may be considered as a specialty of mechanical engineering ; for “generation of steam ” write “ generation or collection of electricity, ’’for “boiler” write dynamo, and the difference is reduced to a minimum. The main feature of difference, then, is not in the study of the art of applying the energy when generatsd, but in the theoretical and scientific study oi the energy itself. How¬ ever, there is another feature connected with electricity that is "not in anyway connected with mechanical engineering unless the setting up of apparatus and construction of lines be also called such, and that is electric lighting. During the ten or twenty years last past the development of the study of elec¬ tricity and the application of it as an illuminating and motive agent has shared with the discoveries in organic chemistry the honor of public attention and ap¬ plause. So responsive have our schools of higher education become to the growth of science, that already many courses of biology have been instituted and several courses in electrical engineering. In the Massachusetts Institute the course of electrical engineering is made up in its technical features from the subjects composing the physics or mechanical engineering departments. On pages 968, 969 is given in parallel columns the course of mechanical engineering at the Rose Polytechnic Institute and the fol¬ lowing scheme is for the students of that school who elect electrical engineering instead of the usual course. Electric An Engineering. This course can be elected only by students in mechanical engineering. First term. Second term. Third term. Current generators ; study of various forms of bat¬ teries; polarization and electrolytic resistance. Construction of batteries ; care and management of same. Text-book and laboratory. (2 hours a week.) Electrostatics. Magnetism; elementary laws of magnetism and properties of magnetic substances. Electric currents; their measurements, use of gal¬ vanometers. Text-books and laboratory. (3 hours a week.) Electric units : derivation and definition of quantity, re¬ sistance and potential; rela¬ tions of. Resistance measurements, Wheatstone’s bridge, Kir- choff’s laws, etc. Text-book and laboratory. (3 hours a week.) Electro-magnetism; laws of electro-magnets and their construction, induction; electro-magnetic induc¬ tion. Text-book and laboratory! (2 hours a week.) Application of electro-mag¬ netic induction in various operations, and for purposes of measurement, use of con¬ denser in measurement, of insulation and insulation tests. Text-book and laboratory. (2 hours a week.) Accurate determination of magnetic elements; abso- lute measurements in magnetism and elec¬ tricity. The calibration of commer¬ cial instruments, and the study of their errors. (3 hours a week.) Measurement of commercial currents by various instru¬ ments and methods, insula¬ tion of lines for electric light, telegraph and tele¬ phone purposes, arc and glow lamps, photometry, telegraph, telephone, and submarine cable appli¬ ances and systems. (3 hours a week.) Electric lighting and nowe transmission; study of dj namos and motors as to e fi c i e n c y , characteristic: etc., using various dynann meters. Design and construction c electrical apparatus an machinery. (6 hours a week.) . CURRICULA OF PROFESSIONAL SCHOOLS. 991 Recent arrangements at Purdue University have put that institution among the first in the country as a school of electrical engineering. A laboratory has been erected that is in itself an institution. The work has been developed from the mechanical engineering course and is identical with it during the freshman and sophomore years. During the junior and senior years the course is as follows: JUNIOR YEAR. Technical instruction . (a) Lectures and recitations, electricity and magnetism.—' Thirty-eight weeks, twice a week. This work thoroughly covers the elementary theory of the subject, and forms the necessary ground¬ work for the more advanced and technical instruction of the succeeding year. The elements of electrical and magnetic potential receives particular attention. The instruction is by text¬ book, supplemented by notes. (b) Laboratory work.—' Thirty-eight weeks, 6 hours a week, consisting during the first term of instruction in the art of physical measurement, and during the remainder of the year in the elements of electrical testing. SENIOR YEAR. (a) Dynamo-electric machinery.— Thirty-five weeks, twice a week. This course consists of the fundamental theory of such machines, of their various forms, and the applications of the samo to electric lighting and power. The mathematical theory of electricity is drawn upon so far as found advantageous to the discussion of these machines. Systems of electrical distribution will be investigated, and tests on the continuous and alternating circuits of the department discussed. Each student is expected to produce from time to time a paper giving the results of reading or investigation of some electrical subject. (b) Laboratory work.— Thirty-five weeks, 8 hours a week. During the first term the sub¬ jects considered will be advanced electrical testing and the standardization of testing appa¬ ratus. while the remainder of the year will be occupied with testing dynamos and motors, photometry and electric lighting, together with a practical study of the problems of electric' lighting and power, and, finally, practice in electrical designing. Inspections of electric light factories and plants and reports on the same are considered part of this work. (c) Thesis.— A thesis giving an original design of some electrical machinery, or an original investigation and discussion of some electrical installation, is required at the end of the course. This electrical laboratory is a two-story structure of brick and stone, with a tower and ampfe rooms in the roof. The lower floor is given up almost entirely to electrical work. The second story contains the physical lecture room, offices, drafting rcoms, and the like. The institution had a comparatively "small elec¬ trical equipment at the start, but as soon as the new building was under way extensive importations were made, so that there are now available a rather full set of the best modern testing instruments, and a well appointed dynamo room with all the paraphernalia of commercial measurement. The main part of the electrical building contains a general laboratory, lecture room, two laboratories for special work in electrical testing, a small laboratory for magnetic and other extremely delicate measurements, a battery room, and a director's office. The dynamo room is in an accessible and well-lighted exten¬ sion. as far as possible from the laboratories where delicate instruments are in use. This dynamo room is 27 by 42 feet, and is supplied with half a dozen typical modern dynamos of small size, conveniently arranged for experimentation. Power is furnished by a 22 high-pressure straight-line engine. This is placed at the extreme end of the dynamo room, farthest from the main building, and is coupled directly to a line shaft running nearly the length of the room, and is supported at short intervals by substantial piers. This shaft is very carefully lined up, and carries the driving pulleys for the various machines. The equipment of dynamos consists of one of the original workshop type of gramme machines, brought to this country at the time of the CentenniarExhi- bition at Philadelphia, a Thomson-Houston 3-light arc machine, a Brush 4- light arc machine, an Edison 40-light incandescent machine, to which supple¬ mentary series coils for compounding have been added, and a Slattery alterna¬ tor specially designed for experimental work and giving an output of about 10,000 watts. In addition, a compound wound incandescent machine is under construction from designs by the director of the laboratory. This last is a Manchester type machine, with field magnets seated on a gun-metai base. In connection with the alternating dynamo there are converters of Westinghouse, Slattery, Thomson-Houston, and national make. A bank of lamps and a Juiien storage battery of 25 or 30 cells are also located in the dynamo room. A Sprague constant-potential motor and a Baxter constant-current motor serve as types of those classes of machines. The testing rooms are fitted with substantial, ma¬ sonry piers independent of the flooring or foundations of the building, and are 992 EDUCATION REPOET, 1889-90. quite free from vibration. The set of testing apparatus was designed to give opportunities for the absolute measurement of resistances and of both alternat¬ ing and direct currents at all potentials. To this end the equipment includes a well-selected series of standard resistances, two of Sir William Thomson's balance dynamometers and a Weber and a Siemens dynamometer, and two Thomson elec¬ trostatic voltmeters, aside from the ordinary apparatus of testing and com¬ mercial measurement. The physical lecture room is located over the dynamo room, so that any kind or quantity of current and direct mechanical power are both easily available. The city of Lafayette, in which the institution is located, has an electrical railroad and two electric light stations, which through the courtesy of the mana¬ gers are often available for additional instruction and illustration. Y. ARCHITECTURE. The readers of one of those romances of Violet le Due which have an engineer¬ ing “motif” ‘vyill remember the answer given by the engineer to the architec¬ tural student who asked for the difference between an architect and an engineer. “You ask me a difficult question to answer,” was the response; “art has been separated from science and calculation because it is thought that both can not be held in the same brain.” However this may be, we have in America but few courses of architecture, those known to the Bureau being at the Massachusetts Institute of Technology, the Lehigh and Cornell Universities, Columbia College, and the University of Illinois. The courses of the two universities last named are given, together with that of the technological university at Hanover. Course in Architecture at Cornell University. FIRST YEAR. Instrumental drawing and projection, six hours during winter term; building, surveying, and levelling, spring term; lectures and field work, two afternoons per week. SECOND YEAR. Building materials and construction, winter term; lectures three times a week; drawing, sis hours a week. Spring term: Lectures and drawing, six hours a week, and each week four hours additional drawing; shades, shadows, and perspective. Spring term: Lectures; draw¬ ing, six hours a week. THIRD YEAR. History of architecture ; lectures, fall and spring terms, three times a week; winter, daily. Drawing, six hours a week. Designing, nine hours a week. Additional drawing and library work in each term, ten hours. First half of spring term: Mechanics applied to architectural construction; lectures three times a week, with drawing as above. Ornament, spring term, twice a week. FOURTH YEAR. History of architecture, lectures, fall term, three times a week; winter, twice. Designing, fall and winter terms; lectures, twice a week; lectures and drawing, seven and a half hours a week. Spring term, lectures, twice a week; drawing, four hours additional; drawing and library work, each term, twelve hours per week. Heating, etc., lectures, fall term, three times a week. Stereotomy, lectures, winter term, twice a week, and six hours a week draw¬ ing and modelling. Professional practice, spring term, lectures. CURRICULA OF PROFESSIONAL SCHOOLS. 993 Architectural Course at the Technical University of Hanover. • Hours a week. Hours a week. n o H o c o co o o X W co 0) Fh 3 o o c n a> CO o M 8 X W FIRST YEAR. third year — continued. First semester: First semester— Continued. Differential and integral calculus General history of art . 4 0 (1 part) . 5 i Early Christian style 0 3 Analytical geometry (plane and Sketches and details of dwelling 3 0 houses 1 5 Descriptive geometry . 3 6 Statistical computations regard¬ Elements of physics . 3 0 ing iron, stone, and wood con¬ 31 } struction.. 2 2 Elements of mineralogy . 2* 0 German renaissance (optional) .... 2 Architectural drawing . 0 5 Aesthetics (optional) . 2 Building construction (1 part) . 3 6 Second semester : Second semester: Water-color sketching . 0 2 Differential and integral fcalculus, Drawing from life (until end May) . 0 6 Part II . 3 1 Ornament (Part H) . 1 2 Descriptive geometry . 3 6 Arrangement of private and com¬ Elements of chemistry . 6 0 mercial buildings . 2 0 Mechanics . *. . 7 1 Arrangement of public buildings . 2 0 2 0 Styles of the renaissance . 2 0 Architectural drawing.*. . 0 6 Styles of Gothic building construc¬ 3 6 tion . 3 0 History of architecture . G 0 SECOND YEAR. General history of art . 4 0 Exercises in the history of art First semester: (Italian renaissance) . 0 2 Elements of practical geometry.... 2 2 Styles of the early Christians _ 0 2 Elasticity . 5 1 Sketches and details of dwelling Graphical statics . . .1 0 houses . 1 5 Geology . 2 0 Statistical calculations of iron, Landscape drawing . | 0 2 stone, and wood construction ... 2 2 Figure drawing . . 0 6 Elements of machinery . 2 0 Modelling (1 part) . 0 4 German renaissance . . 2 0 Ornament (1 part) . 1 2 Lightning rods . 1 0 Agricultural structures . 1 3 Aesthetics . . 2 0 Development of the styles of an¬ tiquity . 3 6 FOURTH YEAR. Elements of building construction. 3 0 Building technology (preparation First semester: of materials) . 3 0 Modelling . 6 0 Second semester: Plans and estimates . 1 0 Elements of practical geometry .... 0 3 Sketches in the renaissance style. 0 6 Graphical statics . 0 2 Monumental buildings and city Geology . 2 0 parks, with exercises in sketch¬ Landscape drawing . 0 2 ing . 1 4 Figure drawing . 0 G Sketching public buildings . 1 10 Modelling (Part I) . 0 4 General history of art . 2 0 Ornament (Part I) . 1 2 Special lectures on the history of Building construction (Part II) .... 3 3 art . 2 0 Agricultural structures . 1 g History of industrial art . . 2 0 Styles of antiquity . 0 6 Interior architecture with color Roman style . 3 0 ' decoration . 0 7 Elements of building construction. 3 0 1 Elements of machinery . . . 1 3 0 Technology of art industries . 2 0 Heating, ventilating, and lighting. 1 4 0 Second semester : THIRD YEAR. Modelling (Part II) . 0 6 Plans and estimates . . 1 0 First semester: Sketches in the style of the renais¬ Water-color sketching . 0 2 sance . 0 6 Drawing from life . 0 6 Monumental buildings and city Ornamentation (Part II) . 1 2 parks, etc . 1 5 Arrangement of buildings for pri¬ Sketches of public buildings . 1 10 vate and commercial purposes... 2 0 General history of art . 4 0 Arrangement of public buildings Special lectures on the history of (palaces, halls, etc.) . 2 0 art . o 0 Styles of the renaissances ... 2 0 History of industrial art . 2 0 Styles of Gothic building construc¬ Interior architecture with color tion . 3 0 decoration . 0 7 History of architecture . : 6 0 ED 90 - G3 994 EDUCATION REPORT, 1889-90. Course in Architecture (leading to the Degree of B. S.) at the University of Illinois. FIRST TEAR. 1. Advanced algebra, projection drawing, French or German, shop practice. 2. Trigonmetry, descriptive geometry and lettering, French or German, shop practice. 3. Analytical geometry, advanced descriptive geometry, French or German, shop practice. SECOND YEAR. 1. Differential calculus, physics, French (optional), wood consD-uction. 2. Advanced analytical geometry, physics, French or German (optional), stone, brick, or metal construction. 3. Integral calculus, physics, French or German (optional), sanitary construction. THIRD TEAR. 1. Analytical mechanics, chemistry, architectural drawing. 2. Resistance of materials, chemistry, history of architecture, architectural drawing. 3. Graphic statics, history of architecture, astronomy or geology, or drawing or modeling. FOURTH TEAR. 1. Mental science, aesthetics of architecture, architectural perspective. 2. Constitutional history, designing, heating and ventilation. 3. Political economy, designing, estimates and specifications. , BUILDERS’ COURSE (1 TEAR). 1. Wood construction, projection drawing, shop practice (carpentry and joinery). 2. Stone, brick, and metal construction, architectural drawing, shop practice (stair-building) 3. Graphical statics, architectural designing, shop practice (cabinet- making). YI. chemTstry. Until now the subject of engineering has occupied attention, but we have ar¬ rived at a subject which being neither engineering nor agriculture, but being common to both will serve as an excellent transition from the one to the other. Before illustrating what a course of professional chemistry is, let us make a dis¬ tinction for the sake of convenience, though the distinction perhaps is obvious enough. The assayist is a chemist with a specialty, the dyer is also a chemist with a specialty ; but their methods, places of activity, and materials are very different. But beyond these specialties there is the chemist whose sphere is general consultation and analysis, the professional chemist. The practical or rather laboratory character of the course in applied chemistry is well shown by the chart representing the programme of the course for “ technical chemists” at the Hanover University, whose excellent catalogue we now draw from for the last time. Monday. Tuesday. Wednesday. Thursday. Friday. Saturday. 8-9... - Laboratory. Laboratory. Laboratory. Laboratory. 9-10.. Laboratory Mechanical. 10-11.. Physical labora¬ tory. 11-12.. Building construction. 12-1... General technology. General technology. Building construction. General technology. General technology. 3-4... > Laboratory. Laboratory. Laboratory. Laboratory. Laboratory. 4-5... 5-6... Political economy of industry. Political economy of industry. 6-7... Element of electricity. Element of electricity. CURRICULA OF PROFESSIONAL SCHOOLS. 995 Returning- to the consideration of American schools we find that the chemically technical part of the course of chemical engineering at the Massachusetts In¬ stitute is given during the third and fourth years. Here again laboratory work predominates. Chemistry. Subject. • Lect.. Rec., Lab., Draw'., or Field. Instructors. Year. Terra. Number of weeks. Hours per week. Industrial chemistry Lect . . ' Norton _ _ _ _ 3 1.2 1,2 30 2 Oi'ganic chemistry . Lect . 1 _ do . 4 30 2 Do . Lect . 1 _ do . 3 1 15 15 1 Industrial chemistry Lab . Norton, Smith 4 1 ! 12,4 1 5 Do Lab . ;l _ do _ 3 o 15 Textile coloring _ Lab . ! _ do . 4 1 15 i G Applied chemistry . . Lect . ] Norton . 4 1,2 lor 2 30 1 Gas analysis . _ _ __ _ Lab . ! Drown, Gill . 4 15 1 1 More specific in its indications, the course of applied chemistry of the School of Mines of Columbia College shows the same concentration of the technical work during the third and fourth years, and places the work under four heads, to wit, chemical manufactures, food and drink, clothing, and fertilizers The course is as follows : In the second year. (For all students.) 1. Air: nature, sources of contamination* sewer gas. plumbing, draining, disinfec¬ tion. ventilation. 2. Water: composition of natural waters, pol¬ lution, disposal of sewage and bouse ref¬ use. 3. Artificial illumination: candles, oils, and lamps, petroleum, gas and its products, electric light. 4. Photography. 5. Limes. mortars, and cements. 6. Building stones: decay and preservation. 7. Timber and its preservation: pigments, paints, essential oils, varnishes, preserv¬ ing processes. 8. Glass and ceramics. 9. Explosives: gunpowder, gun-cotton, nitro¬ glycerine. etc. 10. Electro-metallurgy. In the third and fourth years. (For students in the course of analytical and applied chemistry.) 1. Chemical manufactures: acids, alkalies, and salts. (a) Sulphur, sulphurous acid, hyposul¬ phites, sulphuric acid, bisulphide of carbon, etc. (&) Common salt, soda ash, hydrochloric acid, chlorine, binoxide of mangan¬ ese, bleaching powder, chlorates, chlorimetry, etc. (c) Carbonate of potash, caustic potash. (d) Nitric acid and nitrates. (e) Iodine, bromine, etc. (/) Sodium, aluminum, magnesium. (a) Phosphorus, matches, etc. (h) Ammonia salts. i) Cyanides. j ) Alum, copperas, blue vitrol, salts of magnesia, baryta, strontia, etc. (k) Borates, stannates, tungstates, i chro¬ mates, etc. 0 Salts of mercury and silver. (Wi)Oils, fats, soaps, glycerine. 2. Food and drink: milk, cereals, starch, bread, meat, tea, coffee, sugar, fermenta¬ tion. wine, beer, spirits, vinegar, preser¬ vation of food, etc. 3. Clothing: textile fabrics, bleaching, dyeing, calico printing, paper, tanning, glue, in¬ dia-rubber, gutta-percha, etc. 4. Fertilizers: guano, superphosphates, etc, But specialized as these courses are they are of a less special nature than the course which follows: Curriculum of the Royal (Saxon) Professional School for Soap- Makers at Chemnitz. FIRST COURSE (WINTER HALF YEAR). [Note.— The instruction of this course is common to the students of the dyeing school and of the soap-makers school.] 1. General chemistry (12 hours). Dr. Borne- mann. Fundamental principles, the more im¬ portant elements and their compounds. In¬ troduction to organic chemistry, especially the carbon compounds. 2. Physics (4 hours). Dr. Kollert. General pi’operties of bodies; the different forms of structure and the more important principles of equilibrium and the movement of solid, liquid, and gaseous bodies. 3. Arithmetic (6 hours). Dr. Wend. Funda¬ mental principles, common and decimal frac¬ tions. proportion, powers and roots, and equa¬ tions having one or more unknown quantities. 4. Geometry (2 hours). Dr. Vetters. The essentials (Hauptsatze) of planimetry. Com- ! putation of areas and contents. 5. Free-hand drawing (4 hours) . Mr. Schnei- i der. Cultivation of the eye and hand to cor- ! rectly represent simple forms and ornaments j in clear outlines after copies or piaster paris models. G. German (4hours). Mr. Loereusen. Exer¬ cises in oral and written, expression of thought l t hrough composition and impromptu remarks. The more important jioints of grammar based on the reading book. 996 EDUCATION REPOET, 1889-90. SECOND COURSE (SUMMER HALE YEAR). 7. Chemical technology (4 hours). Prof. Dr. von Cochenhausen. Water (rain, spring, river) , hard and soft, cleansing for use in in¬ dustry, etc. The important materials used by the soap-maker, common salt, soda, potash, and caustic alkalies, acids, etc. Heating mate¬ rials. fire places. 8. Technical chemistry, 1 part (2 hours) . Dr. Bornemann. The important organic elements and compounds for soap-making, especially the fats and their constituent parts. Coloring matter and perfumery used in soap-making. 9. Practical chemical work in the laboratory (18 hours)'. Prof. Dr. von Cochenhausen. Ex¬ ercises in qualitative analysis. Exhibit of preparations. Exercises in easy quantitative determinations. Ascertaining value of the soda, etc. in soap. 10. Physics (2 hours). Dr. Kollert. Theory of heat. 11. Free-hand drawing (2 hours). Mr. Kuhn. 12. German (4 hours). Mr. Walther. Exer¬ cises in style in relation to business composi¬ tion and technological description, etc. Exer¬ cises in making impromptu remarks, the draw¬ ing up of minutes of a conversation, etc., and the more important period of German literary history. 13. Bookkeeping (2 hours). Mr. Meyersieck. Exercises in keeping the important account books. Peculiarities of business affairs under the influence of the laws governing trade, etc. THIRD COURSE (WINTER. HALF YEAR). 14. Technical chemistry, second part (6 hours) . Dr. Bornemann. Extracting and cleansing fat, its qualities, the indispensable apparatus and machines for house and toilet soap making, different kinds of soaps, perfumery, candle- malting, examination of fats and soap. 15. Practical chemical work in laboratory (20 hours.) Prof, von Cochenhausen. Qualitative and quantitative analysis. Testing and valu¬ ing soap, fat, etc. Exercises familiarizing the student with the character of the important fats and soaps, etc. YII. 16. Free-hand drawing (2 hours). Mr. Schnei¬ der. 17. German (2 hours). Mr. Walther. In addition the students of the second and third classes may take the following subjects in the foreman's school. 18. Management and conduction of water (2 hours, summer). 19. Electricity (2 hours, summer). 20. Electrical technology (3 hours, winter). 21. Extinguishing fires (2 hours). 22. Selected discussions on political economy. AGRICULTURE. Two ideas, not mutually exclusive, though in a measure antagonistic, have dominated in the formation of the curricula of the colleges endowed with the national land grant of 1862 — the education of the farmer’s son ; the education of the boy for a farmer. The intent of Congress is sufficiently clearly expressed to leave no doubt as to what was meant by the caption of the act when it recites that it is “for the benefit of agriculture and the mechanic arts.” But an act of Congress can not create a professional corps such as have the American classic col¬ leges, or even some schools of engineering, and schools of analytical chemistry had at the date of 1862. Liebig’s theories had not yielded to those of a ndw lumi¬ nary in biological chemistry just then appearing in France. Biology as now un¬ derstood was unborn, and the theoretical instruction of the German poly technicum or the mathmatical instruction of the Ecole Polytechnique of Paris were the models for American schools whose object was to teach industry. Besides this there was the heaviest handicap of all — the meager mental training in literary matters possessed by those who were to attend these schools. Under such cir¬ cumstances the makers of their programmes were swayed to adopt methods and studies familiar to them, and in view of the limited education of those who ap¬ plied for admission to adapt their programme to the purpose of educating the country boy, and also to educate him as much as possible for the farm. To the complaint that in doing this the school educated the boy away from the farm, Prof. Clute, president of the Michigan Agricultural College, answers that 36 per cent of the graduates are engaged in farming, to say nothing of the 11 per cent engaged in industrial pursuits or teaching in agricultural colleges, nor of the number who do not graduate. The curriculum of the American agriculture school is therefore not a univer¬ sity course of study, but by the necessities of its situation has been compelled to take refuge in that scheme of instruction which, in its extremest classical form, was worked out by John Sturm, in Germany, in the sixteenth century; by the Jesuits, in France, during the seventeenth, and was modified by the ideas of Hecker, the founder of the German scientific school (Realschule), and the ped¬ agogics of the French revolution in the eighteenth. It might be shown how this ideal of an education based on science found expression in the university of Thomas Jefferson as the education founded on the classics found an expression in the university of the Puritans and an education based on research found expression in that of Johns Hopkins. The course of agriculture naturally follows the composite character of the sci¬ ence. It is broken up into schools of chemistry, horticulture, entomology, for¬ estry, veterinary science, etc. Agriculture proper is usually considered under CURRICULA OF PROFESSIONAL SCHOOLS. 997 the heads of agricultural soils, vegetable life, and animal life. As the require¬ ments for admission and the ideals of the school vary so much, the time devoted to the agricultural topics is not uni. orm. Thecourseof two institutions challenge attention. Both schools have been founded by private endowment, are situated in New England, and are well calculated to illustrate agricultural instruction as it obtains in the United States, in its higher and in its secondary form. It is impossible a ; yet to say what the endowment of the Bussey Institution of Harvard University will be, further than that it is very large. It is a school of agriculture and horticulture, giving systematic instruction in agriculture, useful and ornamental gardening and stock raising, and is especially adapted for the instruction of young men who have been brought up as practical farmers or gardeners, as well as for those who wish to qualify themselves to be farmers or superintendents of farms, country seats, or public institutions or wish to pursue some special branch of agriculture, horticulture, botany, or entomology. The literary courses of the university are open to the student ; and surrounding the school, and belonging to it, are 200 acres of excellent land. The school is an agri¬ cultural school : its faculty consists of six professors and instructors called, re¬ spectively, processor of applied zaology, professor of agricultural chemistry, instructor in horticulture, instructor in botany, instructor in entomology, and the director of the Arnold Arboretum. Instruction is given by lectures and recitations and by practical exercises in the laboratories, greenhouses, and fields. The aim is to give the student a just idea of the principles upon which the arts of agriculture and horticulture depend, to teach him how to make intelligent use of the scientific literature which relates to those arts, and to enable him to put a proper estimate upon those kinds of evidence which are ob¬ tained by experiments and by the observation of natural objects. The course is of one year, its professional character is indicated by the titles of the teachers. The Storrs Agriculture School at Mansfield, Conn., derives its name from the donors of the original property, the brothers Augustus and Charles Storrs, of Brooklyn, N. Y . It has been established for the education of boys whose parents are citizens of Connecticut, in such branches of scientific knowledge as shall tend to increase their proficiency in the business of agriculture. Thus the object of the school is to teach practical and scientific agriculture and horticul¬ ture, “yet as subservient and necessary to this purpose various other branches are taught, especial prominence being given to those most necessary for the successful prosecution of agriculture.” In the class room the students study those branches of natural science, and only those, which have a directly useful bearing upon New England farming ; and the indoor work is made to harmonize with that upon the farm and garden. These branches are general and agricultural chemistry, natural philosophy, farm mechanics, elementary geometry, land surveying, botany, zoology (which includes especially domestic animals and insects injurious to the crops of the farm and garden), geology, human and animal physiology, agriculture, farm accounts, stock breeding, milk production, arithmetic and English, taking up the general principles of scientific subjects and afterwards their special applica¬ tion to practical agriculture. During the fall and winter term, when the necessities of the farm (of 170 acres) demand it and the weather permits, the students are required to spend three hours daily upon the farm, and six or more upon study, laboratory work, and recitations, a part going upon the farm in the forenoon and the others in the afternoon; and during the spring term, five hours a day may be required upon the farm, when there is special need of that amount of work, and five or more in school work. Extra labor, as far as practicable, is furnished to all who desire it as an aid towards self-support, when it can be performed without interference with regular duties. The aid received from the State permits the school to re¬ duce its tuition fe ) to a minimum. In brief the general plan of the course is to begin with a brief history of agri¬ culture. ancient and modern; secondly, to enter into a study of soils, manures, and fertilizers, and the relation of these to plant-life and plant growth; and, lastly, a study of the higher forms of life, as represented in our domestic ani¬ mals. Stock breeding, breeds of live stock, and cattle feeding occupy a large part of the time of the senior year. The agricultural experiment station is operated in connection with the school. As an appendix to the remarks on the schools of agriculture in the United States, an account of the system of agricultural instruction in Prussia and in France has been translated and inserted after the curricula which follow. 998 EDUCATION REPORT, 1889-90. Curriculum of the Institut Agromique (6cole Sup&rieure de l? Ag¬ riculture), Paris. requisites for admission. The possession of the degree of bachelor of science, or in lieu thereof: Written examination. — Arithmetic, algebra, geometry, logarithms, trigonometry, French com¬ position, natural history sciences, physics, chemistry, descriptive geometry, English, German. Oral examination— Arithmetic, geometry, descriptive geometry, algebra, trigonometry, me¬ chanics and cosmography, physics, chemistry, geography, English, German. COURSE. FIRST TEAR. First semester— Mechanics, general physiology, general chemistry, zoology, physics and me¬ teorology, mineralogy and geology, botany, mathematics. Second semester. — General chemistry, mineralogy and geology, mechanics, zootechnics, phys¬ ics and meteorology, general agriculture, agriculture (genie rural), zoology, political economy, botany. SECOND YEAR. First semester.— Agricultural technology, rural economy, agricultural chemistry , agriculture, engineering (genie rural), zootechnics, special agricultural, arboriculture, comparative agri¬ culture. Second semester . — Viticulture and agriculture in the south [of France], comparative agricul¬ ture, administration of law and rural legislation, vegetable physiology, forestry, viticulture, hippology, agriculture, hygiene, and book-keeping. The course is completed by conferences and practical exercises and demonstrations in chem¬ istry, micrography, agriculture, physiology, zoology, zootechnics, mineralogy, agricultural, arboriculture, and viticulture. Several times during the week there are exercises in tinting and topography, rural architecture and agricultural machines. Every Tuesday there is an excursion, industrial, botanical, or geologic, and in addition visits are made to farms, cattle markets, etc. A library which is supplied with all the important works on agriculture pub¬ lished in France and in foreign parts is open to the students. There is a laboratory of vegetable pathology, a station for testing grains (essai de graines), a special laboratory for the study of fermentations in relation to brewing, distillation, wine-mak¬ ing, milk, and finally a laboratory of agricultural entomology. Curriculum of a Typical American School, requisites for admission. English composition and grammar, history of United States, geography, six books of Caesar, arithmetic, algebra, geometry, trigonometry. COURSE. FRESHMAN YEAR. First term.— German 'reader, history. English language, derivatives of algebraic functions, fundamental properties of equations, plane analytical geometry, physics with experimental lec¬ tures, chemistry, including laboratory practice, practical lessons in the art school. Second term— Plane analytical geometry, physical geography, botany, principles of ortho¬ graphic projection, isometric drawing, etc. SECOND YEAR. First term.— Organic chemistry, qualitative analysis, mineralogy and botany, German. French. Second term.— Organic chemistry, quantitative analysis, mineralogy, German, French. THIRD YEAR. First term.— Agriculture, agricultural chemistry, geology, zoology, meteorology, botany, French. Second term.— Agriculture, agricultural chemistry, physiology, geology, zoology, heredity and stock-breeding, sanitary science and public health, French. Curriculum of the Landwirthschaftliche Hochschule, Berlin, for the Winter Semester 1890-91. requisites for admission. Reifezeugniss of a Gymnasium or Realgymnasium. (See p. 9i8.) CURRICULA OF PROFESSIONAL SCHOOLS, 999 LECTURES. 1. Agronomy, forestry, an:l gardening. (a) Prof. Dr. Orth: General agronomy (tilling, irrigating, manuring) Monday until Friday, 10-11. Exercises in agronomical seminary: Field and plant cultivation division, Monday 6-8. Chemistry of the soil and plants, work, Monday to Friday, 0-4. , (6) Prof. Dr. Werner: Agricultural operations, Monday and Tuesday. 4-6. Breeding animals, Thursday, 4-6: Friday, 4-5. Bookkeeping, Friday, 3-4. Sketch of the science of agricultural production. Wednesday. 4-6. (c) Prof. Dr. Lehmann: General breeding of animals, Tuesday. Wednesday, and Thursday, 9-10. Sheep-raising and wool-growing, Monday and Friday, 9-10; Saturdaj", 10-12. Fodder¬ raising, Monday and Wednesday, 12-1. • (d) Privy counsellor, Engineer Schotte: Agricultural machines, Saturday. 3-5. Principles of mechanics and of machinery, Friday, 1-3. Drawing, Tuesday and Thursday, 1-3. (e> Forestmaster Krieger: Timber-growing, Monday, 5-7. Management and use of forests, Friday, 5-7. (f) Garden Inspector Lindemuth: Fruit-growing, Monday and Thursday, 2-3. 2. Natural science. I. Chemistry and technology: (a) Privy counsellor. Prof. Dr. Landolt: Inorganic experimental chemistry, Monday until Friday, 11-12. Practikum in large chemical operations on the first five days of the week, 9-5; Saturday, from 9-1. Practicum in small chemical operations on the first five days of the week, as the student may select. 9-1 or from 1-5. 0 b ) Prof. Dr. Delbriick: The production of spirits, yeast, and starch, Wednesday, 12-2; Satur¬ day, 8-10. ( c ) Privat docent, Dr. Kayduck: Chemistry of fermentation, Friday 4-5. \d) Privat docent. Dr. Marckwald : Chemical investigations in relation to agricultural proc¬ esses. Saturday. 9-10. II. Physics and meteorology : (а) Prof. Dr. Bomstein: Experimental physics. 1 Part. Tuesday and Wednesday, 3^1. (б) Selected chapters on mathematical physics, Wednesday, 11-12. Exercises in physics, Saturday. 11-1. Meteorology, Monday, 3-1. III. Mineralogy, geology, geognosy: Prof. Dr. Gruner: Geognosy and geology. Tuesday, 12-1; Saturday, 9-10. Qualities of soil and their valuation. Monday, Wednesday, and Thurs¬ day, 12-1. Exercise in examining soils, Tuesday and Saturday, 4-6. IV. Botany and vegetable physiology: (а) Prof. Dr. Kny: Anatomy and history of the development of plants. Monday, Friday, and Saturday, 9-10. Use of the microscope, Monday and Thursday, 12-2. Work for tree cutters (woodsmen) in the botanical institme. daily, 9-4. (б) Prof. Dr. Frank: Plant food, Tuesday, 12-1. Diseases of plants, Friday and Saturday, 12-1. Vegetable pathology (Practicum), Wednesday, 12-3. Work for forest cutters in Vege¬ table Physiological Institute, daily. 0-4. (c) Prof. Dr. Wittmack: Seeds. Thursday, 12-1. Falsification of food and fodders, Friday, 1-3. Appropriate work in the botanical division of the museum, Saturday, 1-3. V. Zoology and animal physiology: (a) Prof. Dr. Nehring: Zoology and comparative anatomy with special reference to the ver- tebrata, Monday, Thursday, 11-12. The game of Germany, Friday, 11-12. Zoological collo quium. Friday, 5-7. (b) Dr. Karsch: Insects useful or injurious to agriculture, with special reference to l?ee keeping and silk-worm raising, W ednesday and Friday, 8-9. (c) Prof. Dr. Zuntz: Physiology of the change of food into flesh. Monday, Tuesday, Thursday, and Friday. 10-11. Hygiene of the domestic animal, Monday, 3-5. Work in physiological laboratory, Friday and Saturday, 2-4. 3. Veterinary science. (а) Prof. Dr. Dieckerhoff: Epidemic disease and parasites of the domestic animals. Mondav. and Thursday, 2-3. (б) Privy counsellor, Dr. Muller: Anatomy of the stomach of the domestic animals with demonstrations, Tuesday. Wednes¬ day, and Saturday. 2-3. (c) Chief veterinarian for horse diseases (oberrossartz) Kuttner: Hosseshoeing, Tuesday, 8-9. . (d) Privat docent. Dr. Hagemann: Brief review of the physiology of feeding, Thursday, 4-5. Practical course of physiological chemistry, Saturday, 4-6. 4. Law and administration. (a) Prof. Sering: Agrarian laws of Germany. Economical exercises in seminary of adminis¬ trative law. with visits. Imperial and Prussian law with special reference to the farmer, sur¬ veying, and the technicalities of culture, Wednesday, 4-6. 5. Agricultural engineering and building. (a) Amelioration inspector, Gerhardt: Agricultural engineering (Kulturtechnik), Saturday, 10-12. Plans of improvements, Friday, 11-1; Saturday, 12-2. Engineering seminar}', Friday, (b) Prof. Schlichting: Management of water, Monday, 9-10. Construction of bridges and roads, Monday, 4-6. Plans of water management, Monday and Tuesday, 10-12. 1000 EDUCATION REPORT, 1889-90. 6. Geodesy and mathematics. (a) Prof. Dr. Vogler: Settlement of accounts, Monday and Saturday, 9-10; surveying, Tues¬ day and Thursday. 9-10; practical geometry, Tuesday and Thursday. 11-12; exercises in meas¬ urements, in two groups. Monday, Tuesday, and Saturday, 10-12; Friday. 11-1: geodetic semi- narium, Friday, 3-5; drawing, Friday, 9-11 ; exercises in surveying, Monday and Thursday. 3-5; geodetic calculation, in two groups, with assistant Prof. Friebe, Monday, 10-12; Friday, 11—1. (b) Prof. Dr. Reichel: Analytical geometry and analysis, Tuesday and Thursday, 9-10; Wednesday, 9-11; mathematical exercises, in two groups, Monday and Thursday, 4-6: Friday, 3-5; descriptive geometry, Tuesday and Thursday, 10-11; exercises upon descriptive geometry, Tuesday, 12-1, and (with assistant Seiffert) Tuesday, 12-1. Curriculum of a Southern Agricultural College. PREPARATORY DEPARTMENT. English grammar and composition, penmanship, declamation, arithmetic, elements of book¬ keeping, algebra to equations of the first degree, geography, United States history, and agricul¬ ture. COLLEGIATE DEPARTMENT. FHESHMAN. First term.— Drawing, algebra, English, natural philosophy. Second term.— Algebra, English, agriculture, horticulture. Third term.— -Etymology, algebra, bookkeeping, English, history. Declamations and compositions through the entire session. SOPHOMORE. First term. — Chemistry, drawing, geometry, rhetoric. Second term.— Rhetoric, geometry, chemistry, geology, preparation of addresses on scientific and industrial subjects. Third term— Trigonometry, agriculture, botany, chemistry, delivery of addresses contesting for places at commencement. JUNIOR. First fern.— Surveying, anatomy and physiology, horticulture, Constitution of United States (6 weeks), criticism (6 weeks), preparation and delivery of addresses on scientific and industrial subjects. Second term.— Mechanics, chemistry, veterinary science, political economy, preparation and delivery of addresses on scientific and industrial subjects. Third term.— General history, military science and tactics, entomology, mechanics, prepara¬ tion and delivery of addresses, contesting for places at commencement, afternoon work in chemical laboratory, and with steam engine, 10 hours per week, November 15 to February 15. SENIOR. First term. — Literature, zoology, drawing, chemistry, preparation and delivery of addresses on scientific and industrial subjects. Second term.— Botany, civil engineering, literature, chemistry, preparation and delivery of ad¬ dresses on scientific and industrial subjects. Third term. — Agriculture, chemistry, astronomy, moral science (6 weeks), meteorology (6 weeks), preparation and delivery of addresses, contesting for places at commencement. POST-GRADUATE. Biology. — Mycology, fertilization and cross fertilization, relation of insects and plants, histol¬ ogy, zoology, including embryology, with monthly written discussions, under direction of pro¬ fessor of biology. Agriculture.— Principles of stock-breeding and feeding, theory of drainage, cultivation, curing and marketing crops, improvement of soil and manure supply. The student will be required to take charge of field and feeding experiments, dairy and general farm work under direction of the professor of agriculture. Horticulture— Pomology, floriculture, landscape gardening, forestry, geographic botany, econo¬ mic botany, management of greenhouses, under the direction of professor of horticulture. Chemistry.— Chemistry applied in the analysis of soils, plants, foods, animal tissues and prod¬ ucts. feeding, water and other drinks, under the direction of the professor of chemistry. English.— A course of reading in English prose and poetry, embracing entire works, logic, and mental science, with monthly written essays, under the direction of the professor of English. Mathematics.— Analytical geometry, differential and integral calculus, applied mechanics, and civil engineering. Curriculum of an Eastern Agricultural College. REQUISITES FOR ADMISSION. English grammar, geography, arithmetic, algebra to quadratics, the metric system, history of United States. CURRICULA OF PROFESSIONAL SCHOOLS. 1001 COURSE. FRESHMAN YEAR. Fall term— Climatology or relations of weather and farming (2 hours), structural botany (5 hours), chemistry, principles and metaloids (5 hours), algebra (5 hours), Latin (3 hours), composition (1 hour), military exercises (3 hours in afternoon). Winter term.— Farm accounts, history of agriculture (2 hours), metals (4 hours), algebra and geometry (5 hours), Latin (4 hours), free-hand drawing (6 hours), tactics (1 hour half term), military exercise (3 hours). Spring term— Breeds of live stock and hand tools (5 hours), analytic botany (5 hours), min¬ eralogy (4 hours), geometry (3 hours), Latin (5 hours), composition (1 hour), military exercises (3 hours). SOPHMORE YEAR. Fallterm.— Soils, tillage, and drainage (5 hours) , economic botany (5 hours), geology (4 hours), trigbnometry (4 hours) , French (5 hours), composition (1 hour), tactics (half term 1 hour), mili¬ tary exercises (3 hours). Winter term— Mixed farming, rotation of crops (2 hours) , laboratory work (4 hours) , anatomy and physiology (5 hours), mensuration (3 hours), French (5 hours), mechanical drawing (5 hours), military exercises (3 hours). Spring term.— Manures, grains, and forage crops (5 hours), horticulture (8 hours), surveying (7 hours), French (5 hours), composition (1 hour), military exercises (3 hours). JUNIOR YEAR. Fall term— Farm implements, harvesting and storing crops (2 hours), market gardening (6 hours), zoology and laboratory work (8 hours), mechanics, draft, friction, etc. (3 hours), rhet¬ oric and composition (5 hours), military exercises (3 hours). Winter term. — Preparation and transportation of crops, markets (2 hours), laboratory work (10 hours), zoology (3 hours), physics, sound, and heat (4 hours), English literature (5 hours) , composition (1 hour), military exercises (3 hours). Spring term.— Special crops, farm roads (1 hour) , forestry and landscape gardening (— hours) , laboratory work (5 hours), entomology (7 hours), physics, light, and electricity (3 hours), Eng¬ lish literature (4 hours), composition (1 hour), military exercises (3 hours). SENIOR YEAR. Fall term.— Breeding and care of live stock (4 hours), lectures on law, etc., laboratory work, chemistry of ferlilizei's (8 hours), comparative anatomy of domestic animals (3 hours), vet¬ erinary science (5 hours), mental science (4 hours), composition and debate (1 hour), military science (1 hour). Winter term.— Dairy farming (3 hours), lectures on law, etc., organic chemistry (3 hours), vet¬ erinary science (5 hours), meteorology (2 hours), political economy (5 hours), composition and debate (1 hour), military science (1 hour), military exercises (3 hours). Spring term.— Agricultural review (3 hours), lectures on law, etc., chemical industries (3 hours), geology (3 hours), veterinary science (5 hours) , constitutional history (5 hours), com¬ position (1 hour), military science (1 hour), military exercises (3 hours). Curriculum of a Western Agricultural College. REQUISITES FOR ADMISSION. Arithmetic, geography, grammar, reading, spelling, penmanship, and history of the United States, a knowledge of elementary algebra to equations of second degree. COURSE. FRESHMAN YEAR. Autumn term.— Algebra, ancient history. English grammar, elocution, Spring term.— Geometry, free-hand drawing, lectures, lectures on agriculture, declamations. Summer term.— Geometry completed. Botany, rhetoric, essays. SOPHOMORE YEAR. Autumn term.— Algebra completed, trigonometry (half term), military tactics (half term), botany (half term), agriculture (half term), lectures, declamations and essays (based on read¬ ings from Longfellow). Spring term. — Trigonometry completed (half term), surveying and field work (half term), botany (laboratory work, 2 hours daily), rhetoric, essays, reading of American orations. Summer term.— Mechanics, elementary chemistry (lectures), chemical manipulation (2 hours per week, optional). English literature (half term), lectures on landscape gardening (half term), botany (one day in the week), original speeches. JUNIOR YEAR. Autumn term.— Mechanics completed (half term) , lectures on and laboratory practice anat¬ omy (half term), lectures and laboratory on horticulture, lectures on organic chemistry, blow¬ pipe and volumetric analysis, essays and public speeches, Shakespeare once a week 1002 EDUCATION REPORT, 1889-90. Spring term.— Human and comparative physiology (laboratory work 3 hours daily for 2 weeks), analytical chemistry (laboratory work 2 hours daily), logic, essays and public speeches, Shakespeare once a week. Summer term.— Entomology (laboratory practice 3 hours a week), agriculture, agricultural chemistry, essays, Shakespeare once a week. SENIOR YEAR. [All studies elective in this year, except moral philosophy.] Autumn term— Psychology, chemical physics, lectures and laboratory work, lectures on agri¬ cultural engineering, lectures and practical dissections in veterinary work, critical essays. Spring term— Moral philosophy (half term), lectures on meteorology, lectures on civil engi¬ neering, lectures on Constitution of United States (half term), political economy (half term), lectures and clinical instruction in veterinary science, lectures on geology (half term), lectures and laboratory practice in horticulture (half term) , military science, essays and public speeches. Summer term.— Quantitative analysis, lectures and laboratory practice in botany or forestry, lectures and clinical instructions in veterinary science, English literature, philosophy of his¬ tory (half term), astronomy, Milton (once a week), public speeches. THE SYSTEM OF AGRICULTURAL SCHOOLS OF THE KINGDOM OF PRUSSIA. Division A: University Grade. At the head of the system come the so-called institutes, which form a part of the universities. As the chemical and other laboratory instruction are adjuncts to the lecture system of the university so these agricultural institutes are places for demonstration, exercises, and investigation, and of course with special refer¬ ence to the business of agriculture. The titles of these institutions are as fol¬ lows : 1. The Agricultural Institute and Agricultural Chemical Laboratory in the University of Konigsberg, with which is also connected the milk chemical labora¬ tory, the agricultural physical laboratory, and the agricultural botanical garden and the veterinary clinic. Founded 1869-76. Length of study, 4 to 6 semesters. Conditions of admission, the Reifezeugniss of a gymnasium.1 Four professors of agriculture and 7 university professors. Appropriation, $4,293 for the institute (excluding salaries) and laboratories, $1,083 for the veterinary clinic. At the close of 1890 there were 11 students. The agricultural chemistry laboratory has places for 20 students. 2. The Agricultural Institute in the University at Breslau, 'with which is joined a veterinary clinic. Founded in 1881. Length of course, 4 to 6 semes¬ ters. Eight professors proper, 14 university professors. Students, 27 farmers and 9 others. Appropriation for 1890-91, $7,794, excluding the salaries of pro¬ fessors. 3. The Agricultural Institute in the University at Halle. Founded 1862. Duration of course, 4 to 6 semesters. Professors of agriculture, 7; of science, 14; of law and political economy, 7; 8 assistants; students, 281, farmers by calling, of whom 71 were foreigners. The institute consists of the agricultural physio¬ logical laboratory, the agricultural collection, the botanical garden, the experi¬ mental field, the agricultural domestic animal farm (landwirthscnaftliche Raus- thiergarten), the dairy, the machine hall, the veterinary clinic. Cost, $20,560. 4. The Agricultural Institute in the University at Kiel. Founded in 1873. Duration of study, 4 to 6 semesters. Professors of agriculture, 2; of veterinary science, 1; of science, 10; of national economy and agrarian politics 2. One stu¬ dent, farmer by calling. Cost during 1890-91, $1,185, excluding. salary of director. 5. The Agricultural Institute in the University at Gottingen, with which is connected the “animal chemistry experiment station,” the agricultural chem¬ istry laboratory, and the veterinary clinic. Founded in 1770 as a chair in the University, from which was developed a course of study in 1851, an academy in 1857, and finally the institute in 1872. Duration of study, 4 to 6 semesters. Pro¬ fessors of agriculture and fruit raising, 4; of building, 1; of veterinary science, 1; of science, 10; of national economy, 2; of agricultural law, 1. Students, 22. Cost, excluding the salaries of the director and the regular assistants, $2,198. INDEPENDENT SCHOOLS OF AGRICULTURE OF UNIVERSITY GRADE. 1. The Royal Agricultural High School at Berlin. Founded in 1859-1881. (Program given on page 998.) Duration of study at least 4 semesters; for teachers in agricultural schools at least 6 semesters. There is, however, a two- semesters course, for land surveyors, and for “proved” surveyors another two- semesters course, called the Kulturtechniker (agricultural engineer) course. 1T3iis will be understood though not mentioned in the case of each university that follows CURRICULA OF PROFESSIONAL SCHOOLS. 1003 There is also a course for practical farmers. Requisites for admission, about that of an American classical high school with four years course. Those who desire to become teachers of agriculture must have the Reifezeugniss of a gym¬ nasium or of a Realgymnasium. and have had two years of practical experience in agriculture. For surveyors the requirements are a little lower than for the prospective teachers. Thirteen professors, 13 assistant teachers, 2 privat do¬ cents, 15 assistants (surveyors, veterinary surgeons, and doctors of philosophy in the laboratories). Students -106, of whom 178 were agricultural eng ineers and surveyors. In addition the following students took part in the exercises: From the University of Berlin, 53; from the Veterinary College and Military Horse School. 113. Cost, 1890-91, $95,788, of which the State paid $81,228, the rest being income from all sources. The school has a chemical laboratory, a botanical institute, a vegetable phys¬ iological institute, a zoological institute, a zootechnical institute, an animal physiological institute, a mineralogical institute, an agronomico-pedological institute, a physical cabinet and meteorological station, a geodetico-agricultural engineering professional division, a museum with a permanent exhibition of machines, etc. The course for practical farmers lasts for a week and is given during February. Attendance in 1890, 37. 2. The RoyarAgricultural Academy at Poiipelsdorf, near Bonn. (In connec¬ tion with the University at Bonn). Founded in 1847-1877. The course for farm¬ ers and agricultural engineers covers four semesters, and for surveyors two semesters. Professors 9, assistant teachers 11: cost for 1890-’91, $31,331, of which the state paid $25,426, the balance being income from various sources. There were 133 students, of whom 92 were taking the surveyor's course of two semesters, and 5 the agricultural engineer course of four semesters. The require¬ ments for admission are that the candidate have the mental training possessed by a student of the third below the highest class in a Prussian gymnasium, or of the final class of a scientific school (Realschule). SUMMARY OF THE FOREGOING. Institutions . . . - . - . 7 Requirements for admission, about the completion of a collegiate course of study, and under very thorough methods. Duration of course from 2 to 3 years. Teaching corps: Professors teaching agronomical studies . a 51 Assistant teachers teaching agronomical studies . 26 Scientific attaches . . . 23 Students . : . - . 927 Appropriation (or cost) . . . 81Gi, 231 HIGHER FORESTRY ACADEMIES. The object of these institutions is to ground the student in the art of caring for and propagating forests and in related arts, but especially for service in the state forest service and the advancement of forestry in general. They are of university grade. 1. Royal Forest Academy at Eberswalde. Founded 1830: from 1821 to 1830 was connected with the University of Berlin. Length of study, four semesters at the academy and two at the university. Professors, 13, 1 assistant to the di¬ rector, and 2 docents: students, 128 winter semester; appropriation 1890-91, $22,- 803. Several “ forest gardens and the institution for artificial fish raising are visited by the students, and with the school is connected the principal station of experimental forestry, which is composed of the following divisions: Technical forestry, meteorology, vegetable physiology, zoology, agricultural, chemistry. 2. Royal Forest Academy at Miinden. Founded in 1868. Duration of study same as above. Professors, 10; docent, 1; assistants, 2; students, 31; appropria¬ tion, $15,865. With this academy are connected several gardens and ‘‘forest chemical experimental laboratories ” and a fish-hatching establishment. SUMMARY OF THE FOREGOING. Number of schools . 2 Requirements for admission, collegiate education, not over 2.5 years of age. good char¬ acter, at least one year of practical work. Duration of course two years at the academy and one at a university. Teaching corps: Professors . . . . . . . 23 Docents . 3 Assistants of scientific attainments . . . „ . 3 Students . 159 Appropriation . . . $38. 668 a Does not include natural science nor national economy profe3sors. 1004 EDUCATION DEPORT, 1889-90. VETERINARY UNIVERSITIES (THIERARZTLICHE HOCHSCHULEN). 1. Royal Veterinary University at Berlin. Founded in 1790, but raised to uni¬ versity grade in 1887. Duration of study, 7 semesters. Requisite for admission, Reifezeugniss of a gymnasium or of a Realgymnasium. Professors, 12; assistants, 3; students, 453; appropriation, $56,312, of which the state furnished $25,000. The school has an anatomical, a pathological, a physiological, and a histological in¬ stitute. There is a clinic for internal diseases", etc., another for external disor¬ ders, for small animals, a pharmacological institute, an “ambulatory clinic,” and a chemical institute. During the year 1890 2,315 horses, 2 horned cattle, 1 hog, 1,127 dogs, 16 cats, 1 deer, 1 goat, 1 sheep, 1 squirrel, and 38 birds were in the hospital. In the polyclinic were treated 5,900 horses, 1 horned beast, 5 goats, 22 hogs, 7,465 dogs, 265 birds, 96 cats, 5 rabbits, 7 squirrels, 2 porpoises, 2 hedgehogs, 5 apes. In their stalls were treated about 600 animals and several herds. Over 100 cadavers of animals were used in dissection. 2. The Royal Veterinary University in Hanover. Founded 1778; raised to pres¬ ent grade in 1887. Duration of study and requisites for admission as above. Professors, 6 teacher, 1 ; assistant teachers, 6; students, 221 ; appropriation, $23,660, of which the state supplied nearly $12,000 ; 4,800 animals of various kinds were treated during the year ; 266 visits were made by students with a teacher and 485 without. SUMMARY OF THE FOREGOING. Number of schools . 2 Requisites for admission Reifezeugniss of a gymnasium or realgymnasium. Duration of course, 3 years and a haif. Teaching corps : Professors . 18 Assistant teachers . . . . . 10 Students... . 674 Appropriation . . . . . $79, 972 Division B— Agricultural Colleges. As a rule the agricultural schools (Landwirthschaft-Schulen) are not state institutions, although regulated by it, but are institutions subventioned by the state, a city, or a society. They have the object of preparing their students for farmers by teaching them as far as possible the science and art of agriculture, and by giving them a general education. The completion of the Tertia of a gym¬ nasium absolves the student from two years of the compulsory military service, and the completion of the course of these agricultural schools is accepted as equiv¬ alent to the completion of the Tertia of the gymnasium course. In Germany the standard of reference for mental training is ever the gymnasium course. In Prussia there are 16 of these colleges. They were established as furnish¬ ing a grade of instruction higher than the Ackerbau schools (see Division C), and were regulated by a Royal decree of 1875, which furnished them with a code, and, of course, a programme. As might be expected, they have all been established between 1875 and 1880. Some were formerly Ackerbauschulen, but the majority are new institutions. The cities, provinces, or .districts, and the agricultural societies have been about equally interested in starting though not in supporting these schools, but the Government exercises an oversight through the minister of agricul¬ ture, domains, and forests. In order to obtain absolution from two of the three years of army service the schools must strictly follow the curriculum provided, must have the necessary apparatus for teaching, and at least four professors, including the director, who must have passed through the course of an agricul¬ tural school of university grade. The subjects of the course provided by the Government are as follows : 1. Religion. 2. Language. (а) German. Correct use of the mother tongue and acquaintance with the classics of the language. (б) Latin (optional). Ability to read a selection from an easy prose writer, a piece of easy poetry, with assistance in the case of unusual words, but otherwise with ease and purity. CURRICULA OF PROFESSIONAL SCHOOLS. 1005 r (c) English or French. Correct pronunciation and knowledge of the more im¬ portant rule s of grammar. Facility in reading medium difficult prose (Voltaire’s Charles XII or Irving s Sketch Book) and ability to translate an easy theme in the mother Ipngue into English or French without any serious errors of orthog¬ raphy, grammar, or idiom. 3. Geography: Principal points of mathematical geography [astronomy]. Knowledge of the different parts of the world, seas, mountains, rivers, etc. For Europe, and especially Germany, special knowledge of the natural and political features and ways of communication. History: Acquaintance with the principal facts relating to the Greeks and Romans. More special knowledge of the growth of the German Empire and the developmentof the states of which it is composed, especially Prussia, the intellectual advancement being regarded as well as the political. 4. Commercial arithmetic and the application of the same to agricultural af¬ fairs. Computation of surfaces and solids. The four fundamental algebraic op¬ erations, powers, roots, and logarithms, equations of the first degree of one and two unknown quantities, planimetry, knowledge of the simple trigonometrical functions and their application to goniometry, surveying with simple instru¬ ments, leveling, and mapping. 5. Natural science. (а) Zoology : Knowledge of the different classes of animals with the principles of anatomy and physiology, with especial reference to animals important to ag¬ riculture. (б) Botany: Knowledge of the vegetable families and the elements of vegetable anatomy, physiology, and pathology. (c) Mineralogy and. soils (Bodenkunde). Knowledge of the important minerals, their qualities, and usefulness of the different kinds of soils, the formation and agricultural value. (d) Physics. Experimental familiarity with the great laws of physics (quali¬ ties of bodies, heat, etc.), and with meteorology. (e) Chemistry. Knowledge of the most important elements and their com¬ pounds, as well as of the processes in their manipulation, with especial reference to physiology and technical agricultural affairs. 6. Agriculture. (а) Production of vegetation. Knowledge of principles that govern the tilling and the amelioration o! the soil and the growing of crops ; acquaintance with the culture of the important plants. (б) Breeding of animals. Knowledge of the principles of rearing, feeding, and care of domestic animals. (c) Management. Knowledge of the factors of good management and their connection with the management of a farm ; bookkeeping. 7. Drawing. 8. Gymnastics and singing. Time table of the Prussian agricultural colleges. Subject. 1. Religion, obligatory for unconfirmed students . 2. Language, German and two foreign languages, Latin, English, or French . 3. Geography and history . 4. Mathematics . 5. Natural history : (a) Zoology and botany . (b) Physics . . . (c) Chemistry (and meteorology) . 6. Agriculture : (а) Production of vegetation . (б) Breeding animals . . . . (c) Management . . . 7. Drawing . • . 8. Gymnastics and singing . First year. 1 Second year. Third year. 1 1 1 9 9 9 4 4 4 5 4 4 4 4 2 2 2 2 o 4 4 \ * 4 2 O 2 2 2 3 3 3 36 37 37 Total 1006 EDUCATION EEPOET? 1889-90. The statistical facts connected with the school of Division B are these : Number of schools . . 16 Number of— Full teachers . . . . . . _ _ . _ 107 Assistant teachers... . . . . . . . . . 56 Students in college proper . . . . . . . . a 1, 090 Appropriation from — State (usually $3,750 and sometimes $4,500 to each) . . $63, 900 Provinces (in the case of 10 schools) . . . . . . . 8,100 Districts (in case of 11 schools) . . . . . . . 3, 076 Cities (in case of 8 schools) . . . . . . 7, 159 Societies (in case of 3 schools) . . . . 1,013 Total . 83, 248 A garden is always attached to these schools, and frequently more extensive grounds, such as experimental fields, fruit gardens, and the like. There is al¬ most always a preparatory school, which should be taken into account in con¬ sidering the number of teachers, but the 1,090 students given above are profes¬ sional students and are not in the preparatory course. Division C.— Elementary Agricultural. Schools. The elementary agricultural schools, or Ackerbauschulen, are lower agricul¬ tural schools in which the pupil of the country school may continue his studies while learning something of the theory and practice of agriculture. There are 28 of these schools in Prussia, and although 7 of them were opened 1840 to 1860, the great majority have come into existence during the last twenty years, during which there seems to have been a desire on the part of the Government to pro¬ mote agricultural education. There is no common programme for these schools, and it is thus very difficult to discuss their curriculum. Perhaps they may with sufficient accuracy be di¬ vided into three classes : Those having one or more teachers of the grammar- school studies, and a teacher of agriculture, those having a teacher of the grammar- school studies and teachers of agriculture, surveying, and the elements of vet¬ erinary art, and those (the largest class) having several teachers of a course which resembles the scientific course of an American high school and also in¬ structors in agriculture and related arts. How far this instruction is carried it is impossible to say. As the completion of the course do s not absolve the student from twc-thirds of his army service, the state has no indirect way of stimulating a high or even a uniform curriculum, which thus being left to the locality is, it may be presumed, in some places high, in others low. The schools are excel¬ lently well supplied with experimental fields, etc. Smithing and other trades are taught. The course is, as a rule, 14 or 2 years in length; occasionally it is only 1 year, and in two instances it is 3 years. The summary of the statistics of this class is as follows : Number of schools . . . . . . 2S Teachers . . . . . . . . . 66 Pupils . . . . . . . . 1,073 Pupils from farm in every 100 _ _ _ _ _ _ 87 Appropriation by— Provinces (21 cases) . . . . . . . $29,403 Districts (6 cases) . . . . . . . . . . . 2,013 Cities ( 1 case) . . . . . . . . . . 250 Societies (2 cases) . . . . 963 Division D.— Agricultural Winter Schools. The object of these schools is to continue the general education of the common country school. They offer to the farmer’s boy, at the time when his services are not required on the farm, or to the young farmer who is not in the situation to avail himself of the instruction of the Ackerbauschulen, a certain amount of practical instruction which such persons require to carry on advantageously their vocation. Of these schools there are 73. They are in the main supported oDoes not include preparatory school pupils, nor 66 Ackerbauschulen pupils, nor 17 winter school pupils, nor 23 pupils in a very mixed school which is joined with one of these agricul¬ tural colleges. CURRICULA OF PROFESSIONAL SCHOOLS. 1007 by tbe provinces, which appropriate from $250 to $1,000 annually: but the sources of support are various, the state, the district, the city, and very frequently a so-, ciety, make grants. In 69 of them there were, in 1890, 2,235 pupils. Division E.— Meadow Schools.- These have the object to instruct the sons of peasants in the management of meadows and in draining. There are 3 schools with an attendance of i.95 pupils. They seem to be specialized winter schools, and are supported by the province in which they are located. Division F.— Pomological and Gardening Institutes. Of these there are 4. The course is of two or three years. The conditions of admission are, on the intellectual side, the completion of the upper or lower class of the gymnasium grade, called Tertia, and, on the practical side, 2 years’ experience in gardening. Pupils in attendance, 137 appropriation for 3 schools, $36,037, mostly from the state. The full course of the Royal Institution for Teaching the Cultivation of Fruit and Wine-making at Gersenheim is as follows: (а) Fundamental subjects: Botany, chemistry, physics, zoology, mineralogy, and mathemat¬ ics. (б) Professional subjects: Cultivation of plants in general, fruit-culture, tree trimming and growing, pot culture, pomology, utilizing fruit, grape-culture and the enemies of the vine and fruit tree, vegetable-growing, landscape gardening, flower-growing, drawing plants, painting fruits, and surveying and levelling. (c) Horticultural bookkeeping, bee-keeping, singing, and gymnastics. It will suffice to show the condition of agricultural education in Prussia to give the titles and attendance at the other classes of schools. For convenience the classes previously spoken of are again given. General statement of the attendance at the schools for agricultural and the related arts at the close of the year 1890. A. (a) Agricultural schools of university grade . . (6) Forestry academies . . . . — . . (c) Veterinary institutions . . . . . B. Agricultural colleges (Landwirthschafts Schulen) _ C. Elementary agricultural schools . D. Agricultural winter schools.. . . E. Meadow schools . . . . F. Pomological and gardening institutes . . . . G. Garden and fruit-growing schools and courses . H. (a) Sugar-making schools . = . (6) Distillery school . . . . . (o Forestry school for subordinates . (d) Dairy schools . . . (e) Housekeeping schools . (f ) Horseshoeing schools . . . (a) Bee-keeping schools . . (A) Course for teachers in raral continuation schools (*) Rural continuation schools „ . . Total . . . Number of schools. Attend¬ ance. 7 927 2 159 2 674 16 1.815 28 1,061 73 2, 235 3 195 4 137 52 1,744 1 41 1 81 1 95 13 236 3 25 42 512 2 94 1 21 54 648 305 10,700 COURSE IN AGRICULTURE IN THE HIGHER ELEMENTARY SCHOOLS OF FRANCE. Occasionally it has happened in the history of the public-school systems of Europe that public economic distress or social disorder has been the cause of an addition to the curriculum of the public schools, and in order that the new sub¬ ject may be properly and thoroughly presented in the elementary schools the 1 Does not include 215 persons in short courses in one school. 1008 EDUCATION REPORT, 1889-90. curriculum of the schools for training teachers has first been similarly enlarged. No sooner does the German Emperor complain, for instance, that he finds that the curriculum of the German public schools in the past has given him no aid in combatting the socialistic theories so prevalent in his Kingdom of Prussia, and straightway the subject of political economy is introduced into the Prussian schools for training teachers ; and so has it been with the subject of agriculture in France. Though the French revolution decided that agriculture should be placed upon the programmes, it was not until 1851, however, that instruction in agri¬ culture was introduced as a part of the programme of the last year of the course of the schools for training teachers. In 1860 the majority of 6,000 teachers to whom the French minister of public instruction had applied for suggestions as to the ameliorations to be made in elementary instruction responded that agriculture should be added to the course of the public schools. Shortly afterwards the symptoms of an agricultural crisis began to appear, and an investigation was made into the matter for the purpose of remedying the evil. The commission were unanimous in calling attention to the powerful influence that elementary instruction would exert in favor of agricul¬ ture, the greatest national industry of France, if introduced as a subject of study in the public schools. The manner in which this instruction should be intro¬ duced was given under three heads: First, the instruction that should be given in the schools for training elementary-school teachers; second, the instruction that should be given to the children in the district schools; third, the instruc¬ tion that should be given to the adults in special courses which were appropri¬ ate to the needs of agriculture. By the law of 1879 it was enacted that every department that had not yet established a departmental professor of agriculture should be obliged to provide for one within three years. At the close of 1888 instruction in agriculture was completely organized in almost all the schools for training elementary-school teachers. But in the elementary schools instruc¬ tion in agriculture has been unsatisfactory. “It is to the teacher that a gcod book on agriculture is indispensable; in the hands of the child it is more hurt¬ ful than helpful,” says the report of the professor of agriculture of the Depart¬ ment of the Gironde. But above the district school, and frequently in connection with it, there are higher elementary schools, which are of two kinds — professional and nonpro¬ fessional. In the city of Paris the course of these schools is as follows Theoretical branches. The subjects of this programme are apportioned over the three years’ course, so as to apply in the best way to the requirements of professional instruction. Morals.— The principles of morals, duties, and rights of the citizen; elementary princi¬ ples of political economy. French language.— Methodical study of grammar and orthography, etymology, and derivation of words, exercises in style and composition, elements of the history of litera¬ ture. Writing.— Principles and practice of run¬ ning-hand, round-hand, and commercial hand¬ writing. History.— Principal characters of antiqui¬ ty, history of France up to the present day, development of national institutions, chief epochs of general history (ancient, middle ages, and modern). Geography.— Physical and political geog¬ raphy of the world, special geography of France (comprising the divisions for admin¬ istrative purposes) , economic geography, map drawing. Modern languages. — One modern lan¬ guage at least. Mathematics.— First year: Theoretical and practical arithmetic, first elements of ordina¬ ry geometry. Second year: Advanced arith¬ metic, elements of algebra, plane geometry and its applications. Third year: Principles of algebra as applied to the solution of simple equations, the elementary principles of recti¬ linear trigonometry as applied to the estima¬ tion of triangles, elementary principles of solid geometry and their application, the common curves. Accounts.— First principles of commerce and account keeping, book-keeping, current accounts bearing interest. Physics. — The most important phenomena and the principal theories of physics, modern discoveries, and the application of science to daily life. Chemistry.— Exercises involving the obser¬ vation and examination of some of the famil¬ iar facts introductory to the study of chemis¬ try, the metalloids and the most useful metals, the laws of chemistry, the elements of organic chemistry. Natural history.— Organs and functions of men and animals, practical study of the principal groups of animals and vegetables, application 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. CURRICULA OF PROFESSIONAL SCHOOLS, 1009 Professional Instruction. 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 Modeling.— Execution of the regular geometric solids of given dimensions from figured sketches. Workshop teaching.— (First period)— Working in wood: A box, a drawing board, a mortise - and - tenon joint, a slit- and - tongue joint, a joint halved together obliquely, a St. Andrews’s cross, various kinds of scarfed joints. (Second period)— Working in iron: Exer¬ cises 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 is to be filed round; then, in the lathe, to turn this into a cylinder 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- making. two rules in iron of given dimensions, two plain squares, a pair of calipers, exercises with the lathe and cutting chisel. Second Year. [Three hours per day.] Drawing and modeling. — Execution in graduated series of ornamental casts composed of elements of solid geometry arranged sys¬ tematically, rosettes, etc. Work in the shops.— (First period)— Work¬ ing in wood : Mortise and tenon to moulded work, tenon for miter joint, mortise and tenon wiih champfered dovetail, tcngued 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 in 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, exercise with the cold chisel. Third Year. [Five hours daily the first six months, seven hours the last six.] Drawing and modeling.— Elements of ar¬ chitecture, 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 drawing to pottery, to fret-cutting in wood and metal, to artistic locksmith’s work, and to the ornamental stamping of paper and fab¬ rics. 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, miter block, wood bench-clamp, tenon saw. small hand saw, inlaying saw, a plane, use of the wood lathe. (Second period)— Working in iron: Themak- ing of tools, a pair of steel squares, (one of them to be a rim square), a tap wrench, work¬ ing with the cutting chisel. (Third period)— Working in wood: The mak¬ ing of tools, a plane, jack plane, square, mark¬ ing gauge, grooving plane, work with the Hithe, model-making. (Fourth period)— Working in iron: Making a shifting gauge, working at the forge, elemen¬ tary work: making of tools, chisels, cro^s-cut chisels, boring bits, etc. ; working at the lathe and with the cutting chisel. In the schools of this class which have instruction in agriculture instead of in the mechanic arts, the course of agriculture covers two years, although the school has a course of three years, the first year of the course being entirely devoted to general culture. The applications of physics, chemistry, natural history, geome¬ try, etc., however, should be pointed out to the students to prepare them for the professional instruction of the last two years of the course. During the week there are two lessons in agriculture, each of "one and a half hours. The first year of the course proper is devoted to the study of vegetable life, general and special agri¬ culture, horticulture, and arboriculture. The second year is devoted to the study of animal life, rural economy, and accounts. The syllabus which follows is modi¬ fied at the discretion of the teacher. The lessons upon general agriculture and zootechnics should be made as general as possible, and only the plants and ani¬ mals which are raised in the surrounding country should be treated in detail. No lesson on grape-culture should be given in a country where the grape is not cultivated, nor should a lesson upon tobacco-culture be given when none is grown in the neighborhood, and so on. The theoretical instruction is illustrated and fixed by demonstration, practical exercises in the school garden, and excursion^, The teacher should avoid with care the use of technical words, which very fre¬ quently obscure his meaning and in any case load the memory of the pupil with terms which later on he will never use. The instruction should be as far as pos¬ sible clear, precise, interesting, and practical. Lately a course of agriculture for the country elementary schools of France has been printed ; how far it is in operation is not known to this Bureau, but what it is is shown by the syllabus which follows : ED 90 - 6 A 1010 EDUCATION REPORT, 1889-90. SYLLABUS OP THE AGRICULTURAL COURSE IN THE ECOLES PRI- MAIRE3 SUPERIEURES FOR BOYS. First Year— Agriculture. 1 . —Introduction. Definition and object of agriculture . — As one of the branches of human knowl¬ edge. The object of the science is to find the most advantageous way of pr oduc¬ ing vegetables and animals. Is one of the most important industries. Resume of its results. Capital that it employs. Number of persons that it employs. Its primary conditions, tools, and forces. The role of water, heat, and light. The farmer should be familiar with the physical and natural sciences. Illustrations of this fact by examples taken from botany, geology, zoology, physics, etc. Ag¬ riculture as a science, as an art, as a trade. What meaning the wrords practice and routine should convey. The object of the course is not to teach the trade of agriculture, but to study the phenomena of the life of cultivated plants and do¬ mestic animals and to give information that will aid in its development and multiplication. The course should be filled with practical and healthy ideas, so that the pupil when he becomes a man will better understand his trade by rea¬ soning upon what he is doing and strive to improve his methods, to wit : Utility and advantage of instruction never more necessary than now to the farmer ; competition ; rapidity of the change in procedure ; conditions under which plants and animals may be improved ; advantages of this improvement ; good and bad seedings ; fertility of the soil; law of restitution; necessity of neglecting nothing; influence of good and pcor food on domestic animals ; dif¬ ference between a well made and a poorly constructed plow as an instrument of work. Importance of the slightest progress in agriculture. Choice and improvement of the French varieties of seed so as to obtain a great yield, as for instance, if 50 more liters of grain can be raised to a hectare, it would be a gain of 100,000,000 francs a year, and if a centime can be saved daily in the feeding of domestic animals by improving the manner of preparing the food or ameliorating the animal machine in a manner to enable it to employ the food consumed to a bet¬ ter advantage to the farmer, it would be a grain of a 215,000,000 francs. Instruction increases the charms of rural life. The attractions of the study of natural objects. Observation and interpretation of natural phenomena. Role of the enlightened farmer ns the director of operations or as a broker. Mechan¬ ical work nourishes (asservit) both mind and body. Work done intelligent ly and willingly elevates man and increases his dignity. Work of cities and shops. Work of the country. Economy, health, strength, and vigor. Thanks to the healthfulness of her occupations agriculture is able to furnish the most numerous, spirited, and enduring part of the army. To cultivate and improve the soil is, then, doubly to serve one’s country. 2. General Agriculture. Agrology [L e., study of the soil with relation to agriculture). I.— Soil and subsoil. Origin and formation of the arable bed. Meteorological, physical, and chem¬ ical action. Circumstances which influence the quality of the land, such as geographic situation, altitude. Inclination and exposure of the land. Rainfall. IC .—Classification of lands according to their physical and chemical composition. Physical properties and chemical composition of the land. Wheat, rye. oats, vine, and fruit lands, natural and artificial meadows, pastures, woods, and forest kind. Ill .—Study of the best zoay of modifying the composition of the soil and the physical properties. 1. Definition and classification of measures. Animal, vegetable, and mineral manure. Composts. 2. Stable manure, solid and liquid. Relation between and food consumed. Influence of food upon. Importance of liquid portion. Use of litters and of CURRICULA OF PROFESSIONAL SCHOOLS. 1011 what made. Preparation of litters of straw, rushes, ferns, leaves, dry grass, sawdust, marl (marne), dry earth. Care that should be given stable manure as to fermentation so as to prevent loss of valuable ingredients. Calculation of the production in relation to the consumption of forage and grain. Means at hand for increasing the supply of manure and improve its quality. Value of manure lost by negligence, in money. Fertilizing matter of cities and villages; its value and utilization. Manner of employing liquid manures. Poudrette. Wool-waste, hair, horn, skin, etc. Guano. Vegetable manure. — Green manure: fiber (such as cotton-seed meal, for in¬ stance); sediments and waste from distilleries and sugar refineries, tanneries, etc. : sea plants, muck, paring and burning (as it is called in English agricul¬ ture). Mineral manure. — Phosphates of chalk : salts of ammonia, of potash ; ashes ; nitrate of soda, salt, plaster, chalk, shells, etc. Practical experiments with these manures. Valuing the quantity of carbonate of lime in a marl. Theory of chemical manures and estimation of the relative value of manures. Precau¬ tions that the farmer should take to prevent his being imposed upon when buy¬ ing commercial manures. Law touching the subject. Laboratories and stations of experimental research. Irrigation . — Object is to supply water to enable the plants to grow, and also to carry in fertilizing matter. Kind of water required : its collection and distribu¬ tion. Reservoirs, machines, canals, systems of irrigation, and preparation of the land. Increased value of the land". Lands adapted to the purpose. Quan¬ tity of water required. Time of distribution, precautions, cost, sediment. Means of using the local advantages for irrigation in the country in which the school is located. Reclaiming land. — Difficulty of working wet soils and bad effects of water, espe¬ cially in the early spring, when in the furrows. Means employed to remove the surface water. Open ditches. Influence of draining on clay lands as to temper¬ ature. Aereation of the soil. Absorption of atmospheric gases. Manure, Partial and complete drainage. Expense. Enhanced value of land. Loans by the state to enable the farmer to drain his land ; law of May 28, 1858. Servitudes of drain¬ ing ; law of June 10. 1854. How valueless lands of the locality of the school which might be reclaimed. Mechanical means of modifying the physical properties of the soil. — Conditions under which good tillage ispossible. Proper time. The effects. Subsoiling. Clear¬ ing and breaking up land. Nonlifting.subsoiling. Plowing. Various kinds of plows, and the qualities of an ideal instrument. The use of steam and animals as power. Cost. Harrowing, rolling, etc. Indications of the improvements which might be introduced in the vicinity of the school in these respects. 3.— Special Culture. 1. Study of the plant considered as an instrument ( outil ) by the aid of which the cul tivator produces vegetable matter by using the nutriment contained in the atmosphere and in the soil. — Composition of plants. How they grow and feed. Influence of latitude and altitude. The farmer should accommodate his crops to these con¬ ditions. Qualities of the various kinds of plants cultivated. (Syllabus abridged.) 2. Study of the principal vegetables cultivated in the locality of the school or which may be introduced there with profit. — Cereals, legumens, forage and pastures, plants of industry (sugar beet, tobacco, etc.). Rotation of crops, viticulture, sylvicul¬ ture. (Syllabus abridged.) Horticulture including the kitchen garden): 1. General ideas. — Situation of the garden. Proper soil. Preparation of the soil. Grafting. Improvements possible in the environment of the school. 2. Arboriculture-. — Table grapes, peaches, apricots, cherries, plums, pears, and apples: the soil in which they should be grown, the manner in which the trees should be trimmed, etc. Conservation of fruit. Flower garden. Improvement possible in these respects in the vicinity of the school. 3. Kitchen garden. — 1. General remarks. The usual kinds grown. Seedbeds and resetting. 2. Cultivation of the usual vegetables. Cultivation of ornamental plants by slipping, etc. Possible improvements to be made in these respects in the locality of the school. zoOtechnics. Study of the use of animals in agriculture. The animal a machine which trans¬ forms the food it receives into power, flesh, milk, wool, etc. The course is di¬ vided into three parts— general, hygienic, and special zootechnics. 1012 EDUCATION REPORT, 1889-90. 1. General zootechnics. — Food, importance of knowledge of. Animal physi¬ ology. Comparison of the chemical structure of the organs of animals with that of the food they eat. Organic and mineral matters. Different methods of de¬ termining nutritive equivalents. Cured and green food, leaves, branches, roots, straw, grain. Influence of the time of year (l’epoque) upon the harvest, and of the method of culture upon its nutritive value. Good cultivation and good ma¬ nuring, poor cultivation and careless cultivation. Vegetable husk and pulp and other industrial refuse aS food. Salt, its physiologic action, and the manner of feeding it. Watering. Necessity. Quantity necessary. Temperature. Precautions to be taken in winter, especially for cows. Qualities that the water should have. Ponds and drinking places. Feeding. Regularity. Changingjirom green to cured food and the precau¬ tions that should be taken; preparing hay, cutting hay, grinding grain, warm¬ ing roots and grain. Fermentation. Effect of these preparations upon the as¬ similation of the food. - Importance of the matter. Study of the instruments and machines employed, Feeding during the different seasons, pasture, and stable. Amount to be fed daily and the influence which race and individual peculiarities should exercise upon it. 2. Products. — Milk, its composition, secretion, food proper to produce. Type of a milch cow, general and special characteristics, and Guenon’s system. Sale of milk and utilization of that unsold. Butter and cheese making. Dairy -keep¬ ing. Reforms that should be introduced. Production of flesh, strength, and manure. 3. Reproduction. — Selection of stock for breeding, heredity, and atavism. Rearing. Castration. 4. Hygiene. — General principles. Currying and rubbing down. Construction of stabies, etc. Care and treatment of disease. 5. Zootechnie Speciale*— Species and races and the improvement of the latter. Special study upon the horse and other domestic animals. General study of the animals useful to the farmer. Pisciculture in fresh, brackish, and salt waters. Culture of oysters and salt-water mussels (moules). Useful insects. Apiculture. Sericulture. Acclimatization. RURAL ECONOMY. Property in land and methods of cultivation. Leases. Salaries. Means of stop¬ ping the depopulation of the country. Agricultural loans (credit agricole). Agricultural societies. Syndicates. Instruction in agriculture. The “Institut Agronomique” (Agricultural University of France). The “national schools of agriculture.” The “practical schools of agriculture.” The “ farm schools.” The “departmental professors of agriculture.” Agricultural statistics of France. Production and consumption. Importation and exportation. Importing coun¬ tries. Countries to which France exports food stuffs. Agricultural statistics of the department in which the school is situated and a general review of its situa¬ tion from an economic standpoint. BOOKKEEPING FOR FARMERS. Necessity of keeping a record of the details and results of cultivation. The necessity cf reducing the writing to the smallest amount possible; for the cul¬ tivator from the nature of his occupation is not fond of office work. By order and method it is possible to accomplishing this by noting in a pocket notebook the facts as they occur, and giving an hour or two on Sunday to their study. Above all the farmer should know the capital that has been sunk in his enter¬ prise. His inventory should consist of the value of the property and buildings,, the capital used in carrying on farming (animals, instruments, manure, etc.), and cash on hand. A farmer should study in advance his plan of action and regulate his expenditure thereby. In addition the farmer should keep a cash book. PRACTICAL WORK. Within doors. — Study of seeds— determination of the nature of the seeds of cultivated plants and of weeds. Dodder seeds— determination of the purity of the sowing and its germinating power. Study of soils, their composition and analysis. Rocks found in the locality. Soil formed by the disintegration of rocks, and alluvial soils. Soil and subsoil. Study of manures. Appearance of CURRICULA OF PROFESSIONAL SCHOOLS. 1013 commercial fertilizers, their preparation and distribution. Analysis of speci¬ mens of commercial fertilizer. Study of agricultural instruments, the work they do, the care they should receive, and their repair. Study of plants, of milk, of the teething and age of animals, the foot of the horse, ox. and ass. and shoeing. Beehives, trellises, etc. Insectides, etc. Buildings and materials. Collecting insects. Outside work. — Spading, raking, rolling, clipping, grafting, pruning, sowing, replanting, growing, cuttings, weeding, making composts, etc.; applying sul¬ phur, etc., to destroy the fungus on vines and vegetables; gathering and preser¬ vation of the crops. Special plates for comparative study of the value of the different kinds of manures and cultivated plants. Visits to hothouses, gar¬ dens, etc. BIOLOGY. The study of biology has been given the attention its importance deserves in a special study issued by this Bureau as Circular of Information No. 9, 1891. By an inadvertency, however, a notice of the biological departments of the Univer¬ sity Of Illinois was omitted from the circular, and the occasion is here taken to insert an account of the biological work of that institution, which has been kindly furnished by Prof. S. A. Forbes, of the State laboratory of natural his¬ tory of Illinois. The erection, in 1892, at a cost of $(i0,000, of a new building for the biological departments of the University of Illinois affords a suitable occasion for a de¬ scription of their organization and work — in some respects typical for the State universities, and in others unique. These departments are thrown together, by the plan of university organization, forming what is known as the school of natural science, which comprises the departments of botany, zoology, entomology, human physiology, and geology. The courses in this school are especially intended : (1) To afford a thorough and liberal education with a basis in science and the modern languages. (2) To prepare for the pursuit of specialties in zoology, entomology, botany, general biology, and geology, as a scientific career. (3) To lay a liberal foundation in biological work and study for a course of medicine. (4) To prepare for the teaching of the natural and physical sciences either in the higher schools or as a professional specialty. The sciences required for admission to the studies of the school are botany, physiology, and physics, with algebra through radicals, and plane and solid geometry. The scheme of requirements for graduation is so constructed as to permit the student either to specialize at the beginning of his sophomore year by the selection of a major subject, to be pursued, if desired, for three years con¬ tinuously, or to distribute his principal effort within certain limits over a small group of related subjects. To this end the studies of this school are divided into three groups: (1) required studies, (2) restricted electives, and (3) open electives. Under the head of restricted electives both major and minor courses are given, the former the maximum offering and the latter the minimum requirement in their respective subjects. No student may graduate from the school of natural science until he has com¬ pleted all required courses, and has done at least nine terms’ work on one major subject, or twelve terms’ work on more than one from the group of restricted electives ; and taken at least minor courses in all the other subjects of this group in which such courses are offered. The major courses must be chosen for a year at a time, and may not be changed without special permission. The required subjects are, on the other hand, general culture studies (mathe¬ matics, history, and philosophy) and, on the other, modern languages and draw¬ ing, required because necessary to any extensive pursuit of the biological sciences. The minor courses of the “restricted elective” group are all one term courses offered in botany, zoology, physiology, geology, physics, and chemistry respect¬ ively. Major courses of three years are offered at present in botany and zoology only. In geology five terms’ work may be had, in entomology two terms, and in general biology a single term, coming as a sequel to the courses in zoology and botany. In botany six courses of instruction are offered- five primarily in ended to meet the wants of students making botanical work more or less a specialty, and 1014 EDUCATION REPORT, 1889-90. the sixth occupying a single term, complete in itself, for students whose chief attention is given to other branches. Three to eight terms’ work constitute a major course ; that of the single term a minor course. To a very large extent natural objects are studied rather than books; but constant endeavor is made to introduce students to pertinent Existing literature. In the laboratory much use is made of the compound microscope and special attention is given to its manipulation for best results, and to the preparation of objects. The courses offered as major work (ten hours a week) are : (1) the histology, morphology, and physiology of plants; (2) bacteriology; (3) advanced determi¬ native and biological work on fungi ; (4) the reproduction and development of plants ; and (5) research work for two terms of the senior year for such as are to present a botanical thesis for graduation. The zoology is taught in five courses : (1) a major course (restricted elective) of a full year, ten hours a week ; (2) a term of embryology, likewise ten hours a week, for those who have taken course 1 ; (3) two terms of research work (senior) for those who have taken courses 1 and 2, and who select a zoological subject for the graduating thesis ; (4) a year’s work, open elective , in systematic zoology for advanced students only ; and (5) a general course of a single term, offered as a minor course in the school of natural science and as an elective to the students of the university at large. A course in practical and general embryology and in the theory of evolution is given in the fall term as a sequel to course 1. It is required of all students intending to present a zoological thesis, except such as take course 4. A single course ottwo terms, ten hours a week, is offered in entomology. It is designed mainly as a preparation for economic work and investigation as a specialty ; but students whose principal interest is in structural or systematic entomology are permi tted to take a special line of such work in the second term. Palaeontology is taught at present as a term’s work in geology, and requires a major or a minor course in zoology as a precedent. The department of human physiology is as yet in embryo, but ample provision for the development of the subject as an experimental science has been made in the new building. At present but a single term is given to it. Comparative physiology is taught extensively, however, as a part of zoology, with assigned experiments by students on the lower animals from the protozoa upwards. For those who have taken a major course in either botany or zoology a single term (ten hours a week) of general biology is arranged and especially com¬ mended. It is intended to review; extend, systematize, and unify the student’s knowledge of the phenomena, the history, and the laws of life, of the relations of plant and animal, of living and not living matter, and of biology toother sciences and to philosophy. It is properly a senior study for students of the school of natural science. The studies of animal life are brought to a conclusion by a single term’s work (three hours a week) in anthropology, theobiects of which are to s ummarize the facts and theories relating to the origin of man, to introduce the comparative study of races with a view to ascertaining their relations to each other and to primitive man, and to study the steps by which races change from the savage to the enlightened stage. The subject of physiological psychology in the department of philosophy is so correlated with these biological courses as to amount to a practical continuation of their methods and spirit into the field of psychological investigation. Intimately associated with the zoological department of the university, and practically merged with it since 1884, is the work of the Illinois State laboratory of natural history and that of the State entomologist of Illinois, the former con¬ sisting essentially of a systematic and thorough-going investigation of the zoology and cryptogamic botany of the State, the results of which are in course of pub¬ lication by the State, and the latter of entomological investigations whose main end is economic, but whose product is largely scientific and educational. Both these departments of work, although supported by appropriations independent of those granted to the university, are directed by the head of the zoological de¬ partment of university instruction, and provided with quarters and facilities in the new natural science hall. The State laboratory is also the headquarters of an extensive work on the zoology of the fresh waters of the United States, con¬ ducted under the auspices of the U. S. Fish Commissioner. The natural science building is 134 feet in length by 94 in width, and three stories in height above the basement. There is a spacious, well-lighted central hall, around which on all sides are situated laboratories, lecture rooms, closets, storerooms, and dark rooms, a full series for each department. CURRICULA OF PROFESSIONAL SCHOOLS. 1015 As an example of the arrangement and equipment of this building a general description may he given of the provision for zoology. The students’ la orato¬ ries in this department are three in number, on the first floor, for elementary, advanced, and post-graduate work, respectively. In the first, table room is given for 30 students ; in the second, for 16 ; and in the last, for 10. Adjoining the iirst is the private laboratory of the assistant in zoology and next this is the lecture room. Direct :y over the assistants laboratory is that of the professor of zo logy, and over the post-giaduate laboratory is his private office. On this second floor are also the rooms of the Stata laboratory of natural history, con¬ sisting of an assistant’s lab oratory, 38 feet by 21 : a collection room of the same dimensions : a library, 32 feet by 23 ; and a room for the artist of the establfsh- ment. In the basement of the building is a very large storeroom for the de¬ partment, and an animal room to be fitted with aquaria, animal cages, and the like. On the third floor are he zoological collection rooms, containing the ma¬ terial required to illustrate the work of the department. The zoological lab¬ oratories are furnished with microscopes and with an abundance of microscope apparatus, including several first-class microtomes, an imbedding apparatus, and an incubator. A full equipment for field work in the various departments is at the service of the students, and the library and collections of the State entomologist and the State laboratory of natural history are also maue acc:s- sible to them under suitable restrictions. The general museum of zoology and geology is in another building. It occu¬ pies a hall 79 by 61 feet, with a gallery on three sides, and it is completely furnished with wall, table, and alcove cases, full to overflowing with prepared material. HIGHER INSTRUCTION IN THE SCIENCE AND ART OF TEACHING. I. If the boast of autobiographies and the complaints of State superintendents go for aught it would seem that in many cases in the early days of the public school systems of the New England States the common schools were taught by college undergraduates, who thus “ worked their way through college.” Even now it has been stated that “of the more than 6,000 public school teachers in Tennessee at least two-thirds are working earnestly to obtain a good education either by private study or by teaching school and attending college alternately.” In this way it is possible to explain the fact that in Massachusetts fifteen years elapsed between the founding of her first normal school and the establishment of public scholarships at Harvard and other colleges for the purpose of providing competent instructors for her one hundred public high schools in existence at the date of 1853. But by the act of that year Massachusetts did not establish a higher normal training ; for forty-eight scholarships of $400 each were created and distributed among her colleges, twelve of which were annually given to as many person se¬ lected from among the forty scholarship districts into which her territory had been for this purpose divided, — “ The scholarships were filled, the holders grad¬ uated. but they failed to become teachers.”1 The colleges turned oat what is usually called educated men but not teachers. In 1866 these scholarships were abolished. There is still another early attempt in this line to chronicle. In 1851 Brown University established a department of didactics in which a course of lectures was given “On the habits of mind necessary to eminent success in teaching, tiie relation of the teacher to the pupil, etc., and on the elementsof the art of teach¬ ing or the best methods of imparting instruction in reading, grammar, geogra¬ phy, history, mathematics, language, and the various other branches taught in our higher seminaries.” The school, however, soon closed its doors. This movement, however, was not confined to New England. At the instance of the State superintendent of Michigan the board of regents of the university of that State in 1860 permitted a course of lectures to be given on the principles and philosophy of education and the organization and mangement of schools. But it appears that the University of Iowa was the first to reward the student of pedagogy with a distinctive degree. i31st Annual Kept. Mass. Bd. Ed. (1867), p. 71. 1016 EDUCATION REPORT, 1889-90. After the repeal of the act of 1853 creating forty-eight scholarships the edu¬ cational authorities of Massachusetts urged the necessity of an additional and higher course of instruction in the four normal schools of that State. At the date of 1870 those schools had a ‘ ‘ voluntary ” course of two years, chiefly attended by former graduates, “who had learned from their experience in teaching the value of a more advanced scholarship.” It was not until 1879 that a definite step was taken in the way of recognizing pedagogy as a science and also of recognizing the necessity of training teachers for schools above the elementary grade. In that year the University of Michi¬ gan established a chair which took the expressive name of the “Science and art of teaching.”' In considering the instruction given from this chair, the in¬ quirer is struck with three facts, to wit, the announcement that the science of education, being one of the latest of the sciences, had not yet been cast into ar¬ ticulate form, in fact was in process of formation; the scholastic character of the a tendance on the course, two-thirds of whom were college graduates; and most important of all, the double requirements to be fulfilled before the “ teacher's diploma” was given to the candidate, the requirements being (1) marked ability in either Greek, Latin, French, or physics as shown by special examinations, and (2) one of the courses offered by the professor of the science and art of teaching. The course of this chair was not long, only occupying, indeed, an academic year, and even this time was halved, one-half being devoted to the study of supervision, grading, courses of study, examinations, the art of instruc¬ tion and governing (no practice or model school), school architecture, school law, in a word, superintendency, and therefore called practical ; and the other half to the history and science of education and comparative pedagogy, if that term may be coined. The difference between this course and those of either the French Fcole Nor- male, or the Prussian training colleges for Gymnasialpadagogik is marked. To iuustrate this it maybe profitable to compare the work at the University of Mich¬ igan with that of two typical Prussian training colleges for candidates for teach¬ ers’ positions in the classical schools called gymnasiums. Berlin (1885-86).— Essays by the Members of the Seminary. The great Homeric hymn on Mercury. De Nemaeorum Pindari carminum locis qui- busdam controversis. Platonica (critical essay on some points in the Symposium). Remarks on the names of Greek priests. Quaestiones Tullianse ad libros de inventione spectantes. -lEschylus’s De Aristophanis Thesmophoria- zusis quasstiones duee. (Question 1. Was the work published in 411 B. C. ? Question 2. A critical examination of verses 1001-1093.) The tax levy of Nausinikos and the Trierarch law of Periander and Demosthenes. Current work (1 instance): Criticism of a member upon Bindseil’s recent book on com¬ position (in German) in the highest class of a gymnasium (college). The critic was praised for the accuracy and intelligence displayed in his work; but was criticised for withholding his own judgments and for agreeing with many doubtful state¬ ments. In conclusion the director seized the occasion to speak from his own experience on the matter contained in the essay and to con¬ nect the whole discussion with the object of the seminarium, that is to say, the training for teaching in a gymnasium. Ann Arbor (1880-81).— Announcement. Course I ( one semester). The general purpose will be not as much to teach specific methods as to put pupils in firm possession of a body of doctrine out of which they may draw their own methods. Recita¬ tions and lectures four times a week. The varieties, true, and common conception of labor and a basis for estimating its value. Qualities needed for superintendence, the sup¬ ervision of schools and its value. Delegated power, its rights and privileges; relation of the board to the people, of superin¬ tendent to board and to teachers, and his duties. The purpose and methods of the teachers’ meeting. The nature, advantages, and disadvantages of a graded school. The course of study. Course II {one semester ). Historical, philosophical, and critical, em¬ bracing the history of education, the compari¬ son and criticism of the systems of different countries, the outlines of educational science, the science of teaching, a critical discussion of theories and methods. A translation of Paroz's Histoire Universelle de la Pedagogie is in pro¬ gress and this will be the basis in this portion of this course. Special studies on the reform¬ ers in education will be made. The general purpose of the second course will be to teach general principles and doctrines rather than specific methods. Pupils will be taught in the assumption that they can form for themselves their own art out of the princi¬ ples they have learned and that have sufficient versatility to adopt their methods to the re¬ quirements of circumstances. Private reading required and a course in philosophy or on lectures XXXI-XXXVI, of Hamilton’s Metaphysics. CURRICULA OF PROFESSIONAL SCHOOLS. 1017 Magdeburg (1S83-S4).— Essays by the Members of the Seminary. Criticism of Jean Paul Richter’s Lavana: 1. The Importance of Education. 2. Spirit and Principle of Education. 3. Culture through Religion. 4. Origin of Man and Instruction. 5. Bidding and Forbidding. Proof of the last antinomy in Plato’s Parme¬ nides. The justification and purpose of classical in¬ struction. Indirect questions in Greek. What is Herbart's idea of instruction in a for¬ eign language, and upon what has he founded it? How far is Xenophon’s prejudice for Laconia shown in his Hellenica? Perthes’s proposition to reform instruction in Latin. Three hours of Virgil in a Gymnasium. Montaingne as a Pedagogue. Montaigne and Rousseau. Locke's position in pedagogy. Literary and historical study of Jodelle’s Plays. Criticism of an essay entitled “The charac¬ ter and purpose of classical instruction,” by the Director, as follows: “The paper shows a certain amount of in¬ dustry; but the theme is not worked out, nor does the author go very deeply into his sub¬ ject. The essay is more areproduction of stale thoughts than the independent expressions of opinions of a mind filled with enthusiasm for the dead languages.” Having thus briefly reviewed the efforts to provide for the professional train¬ ing of teachers at our higher institutions of learning, we now turn to consider the condition of the study of pedagogy in thos2 institutions at the present day. Those interested in the work of the normal schools usually so called are referred to chapters xi-xiv of the Bureau’s Report for 1888-89. II. It would be difficult to generalize on the pedagogical courses of the more im¬ portant universities of this country, as they have few elements that are common. Two of these elements, however, are of considerable interest. One is that some universities have complete courses in pedagogy, whether graduate or under¬ graduate, while others make it an elective study for juniors and seniors in the regular college course. The other common element is that by establishing such a course or study these institutions recognize that the person who intends to teach should have instruction in matters and in methods that the candidate for thS degree in arts or science does not receive. This may not be an attempt to recognize education or pedagogy as a science, as political economy or politics under the name of sociology has been recognized, but it is certainly placing ped- agogy on the same footing as those subjects. The only classification of the university courses in the science and art of edu¬ cation that is attenipted here is. the division into courses in which special peda¬ gogy (methods in Latin, mathematics, etc.) receives the emphasis and those in which the emphasis is placed upon the science of education. To illustrate the first the recently established course at Harvard is used ; to illustrate the second the course at Clarke University is given. From its age, standing, and its conservative attitude in the matter of accord¬ ing to pedagogy a place among the sciences, Harvard University caused more than a passing interest when it announced that in its faculty of arts and sciences “ coursss for teachers on methods of instruction ” had been established. These courses are of university grade ; that is to say, they are only open to those who have graduated from a college of arts or of science. As was the case at the University of Michigan in 1879, there is a department or course of pedagogy proper, which is called “The history, theory, and art of teaching,” and many courses, "each concerned with the best methods of teaching the several studies of the college curriculum. The history, theory, and art of teaching course is di- vided. into three departments, to wit : History of teaching and of educational theories, theory of teaching, and the art of teaching. The first and third are considered, either in the form of a lecture or discussion, twice a week during the year; the second, only once a week. In the first and second subjects two essays are required from the student, in the third the student is expected to observe the teaching in some designated school or schools in the vicinity of the univer¬ sity and, during the second half year, to present reports on what he has seen. In addition to this instruction given or directed by an assistant professor of the university, twelve lectures on ‘’Topics in psychology of interest to teachers” are delivered by the professor filling the chair of philosophy at the university. In special pedagogy there are thirteen subjects of study, Greek, Latin, Eng¬ lish, German, French, history, mathematics, physics, chemistry, botany, zool- 1018 EDUCATION REPORT, 1889-90. ogy, geology, and geography. The syllabus for Greek and chemistry will very well illustrate the method of conducting courses in language and in science. GREEK. (1) Lectures (once a week during the second half year). Topics: Discussion of existing methods of acquiring the elements. Outline of method recommended in teaching forms and syntax. Method of securing practical applica¬ tion of the knowledge acquired. The art of reading. Acquisition of a vocabulary. Trans¬ lation and retranslation. Review of grammar during the second year’s work in school. Wider application of the principles of “read¬ ing at sight” and of the “group system” in the acquisition of a vocabulary. Method of teaching the facts of geography, history, and antiquities. Greek prose composition. — Method of teaching the dialectical and syn¬ tactical peculiarities of Herodotus and Homer. Amounts to be read. Homeric verse. Geog¬ raphy, history, and antiquities. Literary treatment. — List of books to be used or con¬ sulted. (2) Practical exercises: Discussion of topics suggested by members of the course.— Prac¬ tice in outlining lessons, in construction of exercises, in formation of word groups, in se¬ lection of passages for translation at sight, in composing English passages to be translated into Greek, and in arranging facts of geog¬ raphy, history, and antiquities for presenta¬ tion to a class. CHEMISTRY. (1) Lectures { five). Topics: Methods of teach¬ ing chemical science. The history of the de¬ velopment of the modern methods. Fit ad¬ justment of theoretical and experimental teaching and the value of each as modes of mental discipline. How far chemistry can profitably be taught in the secondary and pri¬ mary schools. Best means of securing endur¬ ing results. The best and most economical ways of installing and of furnishing a school laboratory, and the precautions required to in¬ sure profitable and safe Work from immature students. Suggestions on the preparation and delivery of experimental lectures. The best system of teaching the three main branches of elementary chemistry, viz: General descrip¬ tive chemistry, mineralogy, or the natural history aspect of chemistry, and qualitative chemical analysis. (2) Additional exercises: In order to gain a competent knowledge of class-room and labo¬ ratory methods of teaching chemistry, the stu¬ dent will find it essential to take such of the following courses as he has not already stud¬ ied: Chemistry, A, B, C, 1 and 3. (See the general announcement of the courses of in¬ struction provided by the faculty for 1891-92.) The courses at Harvard are ‘ ‘ adapted to the purposes of teachers and of per¬ sons intending to become teachers,” not so with the curriculum of the depart¬ ment of education of Clarke University. At the latter institution the work in pedagogy is “primarily shaped to meet the' special needs of two classes, one composed of those desiring to qualify themselves for professorships of pedag gy in universities, colleges, or normal schools, the other class composed of those who intend to become superintendents of State or city systems of education or wish to fit for other administrative positions.” In following out this programme President Hall has constructed a curriculum that is quite an innovation. This curriculum falls, it would seem, under four heads — comparative pedagogy (if that term may be used to connotate the description and comparison of foreign sys¬ tems of education ', the social effects of higher education, the effect of the arti¬ ficial or intellectual development of the child upon his natural or physical de¬ velopment, and special pedagogy, beginning with the three R’s. The courses in neurology, experimental psychology, anthropology, and practical ethics (crim- inalogy, pauperism, and defectives) are open to the students. Certificates of proficiency are given on completion of the course at both uni¬ versities, whose course has been described, but at the University of Iowa some¬ thing more than a testimonial of proficiency is conferred. After two yeai s of successful teaching graduates of the university who have taken a full course in pedagogy may obtain the degree of Bachelor of Didactics. The course in peda¬ gogy of this university — fully described in Circular of In'ormation No. 8, 1891 — is composed of three sections, known as history of education (fall term), educa¬ tional science and systems (winter term), and school management 'and exempli¬ fication of methods of instruction (spring term). Daring the week preceding annual commencement the State board of education holds an examination at the university for the State certificate. The teachers’ department of the University of Tennessee has been organized to aid in educating teachers for the public and private schools of the State, but especially to give this class of public-school teachers an opportunity to secure a better education. “ The course is in no sense a normal department. Our (Ten¬ nessee) teachers have already, in the various normal schools, college, and insti¬ tutes, sufficient opportunty for that kind of training if they want it. The pur¬ pose of the university is to advance knowledge, and the object of this course is to stimulate its students to seek a complete, liberal education, and it is hoped that many of them will take a full college and university course. A due pro¬ portion of professional training is provided as a part of their education, but in every thing the thorough development of the man in all his powers will be the object aimed at, and not merely his training to perform a few professional pro- CURRICULA OF PROFESSIONAL SCHOOLS. 1019 cesses. Even the work in the common-school branches has for its object the perfection of the teacher-student in these subjects.” A course practically of the same nature as that just spoken of is offered by the University of Wisconsin to graduates of the State normal schools who desire to improve tlieir scholarship. At Cornell, Columbia, and Princeton, under various titles, there are courses or quasi courses in pedagogy whicn juniors or seniors of the regular college course may elect. Of these the course at Cornell has the name of ** The science and art of "teaching.” Two schools of pedagogy which are connected with universities have pecul¬ iarities that require mention. The comparatively elaborate system of pedagogi¬ cal degrees conferred by the University of the City of New York is based upon the idea inaugurated at Iowa, that a degree should follow successful teaching and not precede the efforts of the holder in the school room, and further that the course in the science and art of teaching is a professional course to be pursued by persons whose general education has been finished at a college or at a normal school. The conditions under which the degrees are conferred are as follows : DOCTOR OF PEDAGOGY. Each, student of the school who has been a member of the senior class for two or more years and a resident student at least one year, will be entitled to the degree of doctor of pedagogy upon the following conditions : (1) He must have been credited with attendance upon the required lectures. (2) He must have been credited with attendance upon the required seminaria. (3) He must have passed an examination upon each of the five courses. (4) He must have presented the prescribed final thesis as defined below and have received ap¬ proval of the same. (5) He must have presented, upon entering the school, a certificate showing seven years’ suc¬ cessful experience in school-room work. MASTER OF PEDAGOGY. Each student of the school who has been a member of the junior class for one or more years, and a resident student at least one year, will be entitled to the degree of master of pedagogy upon the following conditions : (1) He must have been credited with attendance upon the required lectures. (2) He must have passed the examination upon each of the four courses first named. (3) He must present a certificate showing three years’ successful experience in school-room work. The features of the department of pedagogy of the University of South Caro¬ lina that call for special mention are (1) the establishment of an undergraduate and graduate course and (2) the introduction of modeling and blackboard draw¬ ing as a part of the undergraduate course. Turning now to the schools of pedagogy which are unconnected with a univer¬ sity, it seems advisable to take up the recently established State Normal College at Albany, N. Y., since the American prototype of this class of schools, the New York College for the Training of Teachers, has been fully discussed in chapter viii of Circular No. 8, 1891, of this Bureau, and in the Bureau’s annual re¬ ports. Of the several schools which constitute the normal-school system of New York the school at Albany was the first to be established, owing its existence to the incompetency of the normal classes of the academies to fill their proper functions. In Michigan, and in other States, the State university was called upon to give the higher education in the science and art of teaching required by the times, but in the States of which the Union was originally^composed, with the exception of New York, higher education is not under State influences, much less under State control, and in creating a school of pedagogy even, New York selected one of her own schools for the purpose, and her first State Normal School became the first State Normal College. This college has been established to give instruction in the science and art of teaching. It is a purely professional institution, consequently nothing will be studied or taught in it which does not bear directly upon the business of teach¬ ing. Advanced courses in mathematics, the natural sciences, rhetoric, and such Studies can not be pursued in the college, inasmuch as only methods of teaching those subjects are taught, a knowledge of them being a prerequisite. Without dwelling on the particulars of the administration of the college which is just entering upon its work, it suffices to say that there are three courses of study. 1020 EDUCATION REPORT, 1889-90. namely, the English, the classical, and the kindergarten. The minimum age for admission to the first and second courses is seventeen years, while for the kin¬ dergarten course the minimum age is fixed at eighteen. The only course which leads to a degree (B. Ped.) is the classical course, which is of two years. Its sub¬ jects are as follows : COURSE OF STUDY. First term— Philosophy of education, school economy, drajving. Methods of teaching the following subjects, viz : Number, place, language, reading, arith¬ metic, geography, grammar, penmanship, botany, physiology, zoology, composition, color, object lessons. A course of reading connected with professional work. Second term— Methods of teaching the following subjects: Algebra, physics, Latin, miner¬ alogy and geology, geometry, chemistry, rhetoric, astronomy, preparation of specimens and apparatus, discussion of educational themes. Third derm.— Methods of teaching the following subjects : Latin, Greek or French or German, history, physical geography, solid geomentry and mensuration, civil government, trigonom¬ etry, bookkeeping, English literature, sanitary science, school architecture, preparation of specimens and apparatus, discussion of educational themes. Fourth term. — History of education, school law, kindergarten methods. Methods of teaching the following subjects, viz : Music, drawing, physical culture, elocution, familiar science, teaching in model school, a course of reading c onnected with professional work, discussion of educational themes, school supervision. Among four hundred institutions carried on the lists of this Bureau as univer¬ sities or colleges one hundred and fourteen report students in teachers’ courses to the number of 3,414. In other words, nearly 8 per cent of the enrollment of the four hundred institutions were studying in the teachers’ course or department of one hundred and fourteen colleges. Of these one hundred and fourteen colleges the great majority are situated in the Mississippi Valley; scarcely any of them are located in the New England or Middle States. With few exceptions these departments, or courses, are nothing more than normal schools, which are usually classed among institutions of secondary grade. In many of these departments Latin is introduced as a required or as an optional study ; in most cases, how¬ ever, the course is concerned with the studies of the grammar grade of the pub¬ lic schools, with high-school mathematics and science. . Bible instruction and surveying appear occasionally. In some cases it is very evident that the teach¬ ers’ course is constructed on the interchangeable parts plan. Thus if history of education, school management, etc., be omitted and less technical subjects be introduced the preparatory course of the college or university is formed. At the completion of the course, which is intended, it would seem, to prepare for teaching in the district schools of the State, a certificate of proficiency is given. The length of the course of the schools of the class now under consideration is generally of three or four years, frequently it is of two, sometimes of one. In the case of a one or two years’ course, however, the course may be looked upon as special or irregular. In conclusion it may be said that an intelligent gradu¬ ate of a thoroughly taught high school who had attentively read Compayre’s History of Pedagogical Ideas, a book on methods and management, and Sully 's Psychology, for example, might graduate immediately and with honor from the great majority of the normal departments or teachers’ courses of our colleges and universities. The Normal Department of the National College for the Deaf at Washington presents several unique features. To supply a limited demand for specially trained hearing-and-speaking teachers in schools for deaf-mutes, a few modestly endowed fellowships are available annually. The candidates for fellowships are graduates of approved colleges and universities specially certified by instructors in these institutions, and nominated by heads of schools for the deaf. The de¬ gree of Master of Arts is conferred upon fellows satisfactorily completing the course of study and practice. Harvard, Williams, Amherst, Yale, University of Mississippi, De Pauw, etc., have been represented in this department. The course of study includes lectures and assigned readings with required essays upon general or “ comparative” pedagogics ; class-room and “seminary ” inves¬ tigation of the literature of deaf-mute instruction ; the dispassionate considera¬ tion of rival methods ; the mastery of means of communication with deaf-mutes ; lectures upon anatomy and physiology of the vocal organs, and laryngoscopy ; the study of English phonetics, mechanism of elements of speech, Bell's Visible Speech, and observation and practice classes in speech and “lip-reading,” with detailed weekly reports of work done, occasional examinations, and a thesis. In the course of the year each member of the class is expected to teach at least one deaf-mute pupil to speak. The same course of study has been pursued by candidates for certificates only. 1 1 As the pages go through the press Prof. Gordon, in charge of the Articulation Department of the National College for the Deaf, kindly furnishes the foregoing sketch of the work of one of his departments. CHAPTER XI. STATISTICS OF PROFESSIONAL INSTRUCTION, 1SS9-90. The diagrams and maps on pages 838 ct seq ., the consolidated statistics given on pages 3 and 4, and the general discussion of the curricula of the several classes of professional schools leave no occasion to discuss the stat istics of the year. In¬ deed. to do so would be but to repeat what is said far more concisely in lh-> sum¬ maries which follow. These summaries have not been drawn with the intent of showing statistically the entire life of the various institutions during the year under review, but with the view of presenting a few primary facts, to wit, the number of schools, the number of instructors and students in them, of gradu¬ ates from them, and, as far as the replies of the Bureau's correspondents will allow, the proportion of the students having a degree in letters or science. If the secondary statistics, such as the financial particulars, are missed, they may readily be found by examining the report preceding, where they have been given with as much accuracy as the character of the institutions concerned (university departm nts, independent schools occupying rented buildings, etc.) will admit. Matters of this subordinate kind do not vary sufficiently within a twelvemonth to require annual insertion. Even in the case of the colleges endowed by the acts of Congress of 1862 and August 30, 1890, it is preferable to wait and use the more reliable figures which the act of the latter date exacts than those furnished to the Bureau under the provisions of the law of 1862. Table 6, therefore, may be regarded as a compilation that falls short in its totals of the true amounts. In the case of the normal schools, the amount received from public funds shows a great increase over that reported for the preceding year. It is evi¬ dent that this is due in some measure to the separation of the qu stion usually asked in the Bureau's form of inquiry into two items, namely, appro¬ priation for -support and appropriation for building. In former years it would appear that, as a rule, only the amount for support was reported. Assuming this hypothesis for a moment as true, an increase of only $2S,0C0 is shown between the appropriation for the support of public normal schools for the years 1888-89 and 1889-90. This amount is too small, as appropriations for building were un¬ doubtedly included in 1888-89 which have been rigorously excluded in 1889-90. Table 1. — Summary of statistics of schools of medicine , dentistry, pharmacy, for nurses, and veterinarians. No. of schools Instructors. Students. Gradu¬ ates, 1889-90. Students having degree in letters or science. Resi¬ dent. Non- resi¬ dent. Male. Fe¬ male. No. schools report¬ ing for 1889-90. Students having degree. United States . 228 3,631 356 21, 784 2, 458 6, 872 (O) BY CLASSES. • Preparatory . 2 14 1 44 0 4 1 5 Regular . 93 2,003 117 12,873 648 3,853 60 1,219 Eclectic . 9 91 26 661 58 221 5 77 Homeopathic . 14 247 21 1,020 144 380 12 83 Physio-medical . 1 11 7 32 4 15 1 3 Graduate . 10 303 7 '1,144 32 83 Dental . 27 455 86 2, 643 53 943 23 100 Pharmaceutical . 30 179 4 2,811 60 759 21 35 Nurse training . 35 240 79 — 93 1,459 471 Veterinary . 7 85 8 463 0 143 6 4 1021 1022 EDUCATION REPORT, 1889-90. Table 1. — Summary of statistics of schools of medicine, dentistry, etc— Continued. No. of schools Instructors. Students. Gradu¬ ates, 1889-90. Students having degree in letters or science. Resi¬ dent. Non- resi¬ dent. Male. Fe¬ male. No. schools report¬ ing for 1889-90. Students having degree. (&) BY GEOGRAPHICAL DI- VISIONS. North Atlantic . _ 74 1,413 130 8,759. 1,630 2,652 South .Atlantic . 27 '367 37 2,274 74 708 1 South Central . . 29 334 21 2,806 262 1,026 NorthCentral . . . 84 1,302 151 7, 415 423 2,297 Western . 14 215 17 530 69 189 ( C ) BY STATES. Regular. Maine . . . 1 2 9 81 0 16 1 17 New Hampshire . 1 3 12 83 0 24 1 13 Vermont . 1 9 7 205 0 48 1 39 Massachusetts . 2 77 6 334 18 81 2 129 Connecticut. . 1 16 3 55 0 10 1 17 New York . 9 318 6 2, 502 117 657 7 193 Pennsylvania . . . . 5 220 0 _ 1,287 t 181 427 4 284 Maryland . . . 5 90 0 741 20 223 1 53 District of Columbia . 4 85 0. ; 0342 15 78 3 22 Virginia . . 2 27 0 T73 0 29 2 29 North Carolina . 1 7 0 44 1 0 5 South Carolina . . 11 0 56 1 0 23 'Georgia . 4 49 2 _ JM3 12 124 2 3 Kentucky . . . 4 65 0 1, 078 0 404 2 10 Tennessee . . . 4 75 2 812 3 310 3 139 Alabama . 1 14 0 115 0 36 Louisiana . . . . . 2 28 3 352 2 S3 2 87 Texas . 1 12 0 13 o- 2 Arkansas . . 1 18 0 78 0 17 Ohio . 10 170 6 ' 875 32 277 6 21 Indiana . . . 3 46 19 135 5 44 3 13 Illinois . . . 4 145 7 904 110 293 2 21 Michigan . 3 72 0 540 55 143 2 41 Minnesota . . . 2 51 1 139 7 23 1 1 Iowa . 3 35 10 295 11 94 1 1 Missouri . . 9 199 12 924 5 264 6 54 Nebraska . r. 1 18 3 24 2 \ 1 0 Colorado . 3 46 7 84 15 18 2 4 Oregon . 2 32 1 39 10 24 1 2 California . 3 63 1 230 28 62 3 27 North Atlantic Division _ 20 645 43 4, 547 316 1,263 17 692 South Atlantic Division . 17 269 2. 1,689 47 482 8 107 South Central Division . 13 212 5 2, 448 5 862 7 236 North Central Division _ 35 736 58 3,836- 227 1.142 22 152 Western Division . 8 141 9 353 53 104 6 33 United States . 93 2,003 117 12, 873 .648 3, 853 60 1,220 ’ Eclectic. •of New York . . 1 13 10 78 7 12 1 14 Georgia . 1 7 0 46 0 16 Ohio . . 2. 18 7 284 28 91 1 25 Indiana . 1 10 3 44 6 13 1 18 Illinois . 1 16 3 91 2 30 1 16 Iowa . 1 6 2 28 3 8 Missouri . 1 13 1 61 12 25 I 4 California . 1 11 0 31 0 26 . 1 North Atlantic Division . 1 13 10 78 7 12 South Atlantic Division . 1 7 0 46 0 16 North Central Division .... 6 63 16 506 51 167 Western Division . 1 11 0 31 0 26 United States . 9 94 26 661 58 221 5 77 W ' • ' / STATISTICS OF PROFESSIONAL INSTRUCTION. 1023 Table 1. — Summary of statistics of schools of medicine , dentistry, etc. — Continued. No. of schools Instructors. Students. Gradu¬ ates, 1889-90. Students having degree in letters or science. Resi¬ dent. Non- resi¬ dent. Male. Fe¬ male. No. schools report¬ ing for 1889-90. Students having degree. (c) by states— continued. Homeopathic. Massachusetts . 1 29 7 68 38 27 1 15 New York . 2 53 1 129 36 53 2 13 Pennsylvania. . 1 23 0 203 0 64 1 10 Ohio . . . 2 32 3 146 18 51 ' 2 24 Illinois . 2 44 2 32f 0 112 1 21 Michigan . 1 4 1 52 20 21 1 0 Minnesota . 1 9 5 8 0 2 1 0 Iowa . 1 4 2 26 8 10 1 0 Missouri . 2 33 0 52 13 30 1 0 California . 1 16 0 9 11 10 1 0 North Atlantic Division . 4 105 8 400 74 144 9 126 13 611 59 228 Western Division... . 1 16 0 9 11 10 United States . 14 247 21 1,020 144 380 12 83 Dentistry. Massachusetts . 2 39 0 111 3 44 2 2 New York . . . 1 37 2 247 0 80 1 5 Pennsylvania . 3 68 0 696 19 256 2 28 Maryland . 2 43 35 296 0 110 2 53 District of Columbia . 2 21 0 23 1 12 2 0 Kentucky . 1 12 1 57 ' 0 12 * 1 0 Tennessee . 3 18 0 108 0 61 2 2 Ohio . .. _ j 10 0 ICO 1 66 Indiana . 1 15 8 65 3 26 1 2 Illinois . 4 88 10 423 9 10S 4 6 Michigan . . . . 1 10 2 101 7 42 Minnesota . 14 0 26 2 6 1 0 Iowa . . 1 8 14 112 5 43 1 2 Missouri . . 2 36 6 148 0 49 2 0 Colorado . 1 11 0 11 2 11 i 0 California . 1 25 8 59 1 16 1 0 North Atlantic Division . 6 144 2 1,054 22 380 ‘ 5 35 South Atlantic Division . 4 64 35 319 1 122 4 53 South Central Division . 4 30 1 165 0 76 3 2 North Central Division . 11 181 40 1,035 27 338 9 10 "Western Division . 2 36 8 70 3 27 2 0 United States . 27 455 86 | 2,643 53 943 23 100 Pharmacy. Massachusetts . 1 8 0 258^ *5 28 1 5 New York . 4 25 3 395 5 122 3 2 Pennsylvania . 2 10 0 660 7 198 o 1 Maryland . . . 1 3 0 120 0 43 District of Columbia . 2 0 74 o 31 South Carolina . . 10 0 26 0 8 . 1 0 Kentucky . 2 7 0 68 23 21 o 17 Tennessee . . . 1 9 0 28 0 6 Louisiana . 1 3 0 39 2 10 Ohio . . . 2 20 0 1 128 1 26 2 0 Indiana . . 1 5 0 52 0 15 1 1 Illinois . 2 14 0 512 5 128 1 0 Michigan . . 1 8 0 82 1 34 3 Wisconsin . 1 4 0 34 1 8 0 Minnesota . 1 4 0 o 1 1 0 Iowa . . 2 9 1 46 1 O 2 Missouri . 2 11 0 181 1 49 2 3 Kansas . 1 1 11 0 [ 39 i 3 7 1 1 1024 EDUCATION REPORT, 1889-90. Table 1. — Summary of statistics of schools of medicine, dentistry, etc.— Continued. (c) by states— continued. Pharmacy— Continued. Colorado . California . North Atlantic Division _ South Atlantic Division .... South Central Division . North Central Division . "Western Division . United States . Nurse training. Vermont . Massachusetts . Connecticut . . Rhode Island . New York... . . New Jersey . Pennsylvania . District of Columbia . Indiana . Illinois . Michigan . Minnesota . Missouri . . California. . North Atlantic Division .... South Atlantic Division .... South Central Division . North Central Division . No. of schools Instructors. Students. Gradu¬ ates, 1889-90. Students having degree in letters or science. Resi¬ dent. Non- resi¬ dent. Male. Fe¬ male. No. schools report¬ ing for 1889-90. Students having degree. 1 2 0 11 0 4 9 0 56 2 18 1 0 7 43 3 1313 17 348 6 8 4 20 0 220 2 82 1 0 4 19 0 135 25 3 r 2 17 13 86 1 1076 14 270 11 10 2 11 0 67 2 22 1 0 30 179 4 2811 60 759 21 35 1 5 0 0 17 3 5 61 18 29 303 96 1 0 8 0 67 22 1 17 1 0 20 6 12 81 25 56 477 175 2 9 3 -*■' 9 52 20 4 0 8 0 231 89 1 7 0 0 24 ' 6 4 2 o 35 6 1 0 3 0 100 29 3 56 6 8 45 2 0 3 0 23 8 ' 1 0 1 0 29 6 1 0 0 36 3 28 173 63 ■ v 85 1167 411 7 0 0 24 6 7 60 15 8 232 51 1 0 1 0 36 3 36 240 79 93 1459 471 United States STATISTICS OF PROFESSIONAL INSTRUCTION. 1025 Table 2. — Summary of Statistics of Schools of Theology for 1889-90. No. of schools. Instructors. | | Students. Graduates for \ 1889-90. Students having degree in letters and science. Resident. Nonresident. No. of schools report¬ ing for 1889-’90. Students having degree. Unite! States . 145 643 101 7, 013 1,372 112 1,559 North Atlantic Division . 44 266 40 2.535 628 34 983 South Atlantic Division . . 22 84 2 789 114 14 50 South Central Division . 17 52 10 685 107 13 56 North Central Division . . 58 233 30 2, 952 512 49 468 Western Division . 4 8 19 52 11 2 2 North Atlantic Division: Maine.. . 2 10 0 48 23 2 4 Massachusetts . 7 50 8 371 76 6 181 Connecticut . 3 27 8 227 66 O « 161 New York . . 11 70 9 727 166 8 205 New Jersey . 5 27 3 386 107 5 207 Pennsylvania . . . . . 16 82 12 776 190 11 225 South Atlantic Division: Maryland . . . 3 20 0 144 11 1 2 District of Columbia . 3 18 0 127 12 3 19 Virginia . . . 3 14 0 190 58 1 0 North Carolina . . 4 10 0 96 2 3 9 South Carolina . > . 6 17 0 104 20 4 17 Georgia . 3 5 o 128 11 2 3 SouthCentral Division: Kentucky . 3 17 0 324 35 2 8 Tennessee . 7 22 9 213 25 4 28 Alabama . 3 3 0 64 24 3 e Louisiana . 3 6 1 56 10 3 1 Texas . . . 1 4 0 28 13 1 13 North Central Division: Ohio . 12 53 11 418 105 9 138 Indiana . 3 12 4 163 29 5 3 Illinois . . 1« 77 7 1146 198 13 114 Michigan . 3 9 0 91 6 3 9 Wisconsin . . . . 5 19 3 210 28 3 29 Minnesota . : . 4 24 3 248 29 4 20 Iowa . 7 18 1 262 26 6 6 Missouri . 5 14 0 341 82 4 149 Nebraska . 2 4 1 34 9 2 0 Kansas . . 1 3 0 39 Western Division: Colorado . . . 1 3 California . . . 3 8 19 49 11 2 2 Schools, instructors, and students in schools of theology, by denominations. Denominations. Number of schools. Number of in¬ struct¬ ors. Number of stu¬ dents. Baptist . . . . . 17 a74 1,027 Free-Will Baptist . 9 54 Presbyterian . 14 81 884 United Presbyterian . . . 15 85 Cumberland Presbyterian . . . . . 2 10 64 Reformed Presbyterian . 1 3 24 Associated Reformed Presbyterian . . . 1 3 7 Methodist Episcopal. . . . 17 66 884 Methodist Episcopal South . o 9 79 African Methodist Episcopal . 1 4 18 Methodist Protestant . 2 9 7° Lutheran . 14 56 872 German Evangelical . . . 1 3 . 79 Norwegian Augustana Synod (Lutheran) . 3 a7 62 Evangelical Association . . . . . 1 3 26 Roman Catholic . 18 93 946 Congregational . . . 12 99 673 Christian . . . . . 7 32 3C0 Protestant Episcopal . . . 12 72 332 Reformed Church in the United States . 4 17 89 a All schools not reporting this item. ED 90 - 05 1026 EDUCATION REPORT, 1889-90. Schools, instructors, and students in schools of theology , by denominations — Continued. Denominations. Number of schools. Number of in¬ struct¬ ors. Number of stu¬ dents. United Brethren _ . _ o 8 76 Undenominational . . . 2 15 76 Universalist . . . . . . . . 3 16 68 Hebrew . . . . 1 8 8 38 Reformed Church (Dutch) . . . 2 46 Unitarian . . . . . 1 7 35 New Church _ _ _ _ 1 5 7 Total . : . 145 0738 1 7,013 a Two schools not reporting students, excluded here. Table 3. — Summary of Statistics of Schools of Law. K No. of schools. Instructors. [ Students. o CG . o o 4-3 c2 as ricO P GO xs** c5 ' U O Students having degree in letters or science. Resident. Nonresident. No. of schools report¬ ing for 1889-90. 1 Students having i degree. United States . 51 278 68 4518 1424 33 983 North Atlantic Division . 9 8.T 28 1505 314 8 632 South Atlantic Division . . 14 57 6 1010 387 4 67 South Central Division . 10 28 2 352 163 7 31 North Central Division . 18 - 98 32 1536 538 11 205 W estern Division . . . 3 12 0 115 22 3 48 North Atlantic Division: [ * Massachusetts . . 2 27 4 445 100 2 253 Connecticut . , 1 12 10 111 42 1 50 New York . . . . . * 5 39 14 773 122 4 286 Pennsylvania . . » 5 0 176 50 1 43 South Atlantic Division: Maryland . . . . j 7 6 108 33 District of Columbia . . 4 31 l 582 247 Virginia . . 2 4 a 208 69 2 50 West Virginia . j ' 2 o 10 0 North Carolina . . 1 2 o 35 : . South Carolina . . 2 2 0 28 1 4 1 2 Georgia . . . . . 3 9 5 39 34 1 15 South Central Division: Kentucky 1 3 0 30 15 Tennessee . 4 9 0 138 65 3 16 Alabama . . . 1 3 0 21 18 1 11 Mississippi . . . 1 3 2 15 10 - 1 3 Louisiana . . 1 5 0 i 49 24 1 0 Texas . . . 1 2 0 79 30 Arkansas . . . . . . . 1 3 0 i 20 1 1 1 North Central Division: 1 Ohio . . . 1 G 0 1 166 91 1 41 Indiana . . . . 3 9 4 106 23 2 13 Illinois . 4 18 0 193 20 1 Michigan . . . . . 1 3 3 405 147 1 56 Wisconsin . . . 1 6 5 114 59 1 9 Minnesota . 1 17 0 134 41 1 32 Iowa . . . 2 15 5 155 70 2 29 Missouri . . . . 2 14 4 147 51 T 21 Nebraska . . . . 1 4 3 32 0 i 0 Kansas . . . 2 6 8 84 36 i 4 Western Division: Oregon . . 2 8 0 39 9 2 9 California . . . 1 4 0 76 13 1 39 STATISTICS OF PROFESSIONAL INSTRUCTION. 1027 “tT*- -fr J , ',A f Table 4. — Summary of statistics of colleges endowed with the national-land grant. o . Instructors in— Students in— ® o sj Prepar¬ atory depart¬ ments. Collegi¬ ate de¬ part¬ ments. Prepar¬ atory depart¬ ments. Collegiate de¬ partments. Post¬ graduate depart¬ ments. g" Male. Female. United States . 36 124 611 3, 084 5,417 774 158 North Atlantic Division . 8 13 293 87 2. 191 . 44 49 South Atlantic Division . 12 61 64 1,577 725 127 1 South Central Division . G 24 82 ' 987 259 1,002 . 142 30 North Central Division . 6 21 139 1,365 370 75 Western Division . 4 5 33 174 134, 91 3 North Atlantic Division: Maine . . . . 1 0 12 0 128 1 2 New Hampshire . l 0 11 0 31 0 0 Massachusetts . 2 o 102 0 994 33 14 Connecticut . . i 0 31 0 255 0 29 New York . i o 100 0 608 0 New Jersey . i 9 20 79 6 1 Pennsylvania . i 4 17 87 96 10 3 South Atlantic Division: Delaware . i 0 8 o 0 82 0 0 Maryland . . . i 0 ' 7 45 0 0 Virginia . o 43 11 704 127 0 0 North Carolina . 1 0 7 0 71 0 1 South Carolina . 1 3 4 151 15 1 0 Georgia . . 5 15 19 584 3G0 126 0 Florida . . . . 1 0 8 78 85 0 0 South Central Division: Kentucky . . 1 5 13 169 238 123 2 Alabama . . 1 2 16 i 43 197 0 7 Mississippi . . . 2 4 19 350 219 1 8 Texas . . . . . 1 T 0 20 0 265 0 7 Arkansas . . . i 13 14 4S5 83 18 G North Central Division: Indiana . l ! 8 32 115 241 47 26 Illinois . T _ l 5 31 « 113 293 51 6 Michigan . l 0 . 24 0 342 10 26 Iowa . l 6 23 31 119 69 7 Missouri . l o 4 52 17 0 Kansas . . . l 0 25 0 318 176 10 Western Division: Colorado . . . l 0 13 13 44 17 0 New Mexico . . l 2 4 50 18 3 0 Utah . l 1 6 50 20 10 0 Oregon . l 2 10 61- 52 61 .3 1028 EDUCATION REPORT, 1889-90. Table 5. — Summary of statistics of technological schools not ' endowed with the na¬ tional land grant. o . Instructors. Students in— f-i “ © O ■2 o g€ Prepara¬ tory de¬ part¬ ments. College depart¬ Prepara¬ tory de¬ part¬ ments. College depart¬ ments. Gradu¬ ate de¬ part¬ ments. ments. Male. Female. United States . 27 18 429 400 T- ' \ £ t 0rO37 102 45 North Atlantic Division . 13 0 289 6 1,964, 36 37 South Atlantic Division . 4 1 45 37 474. 6 0 North Central Division . 6 0 74 97 *8 50 8 Western Division . 4 0 21 ~66 10 0 North Atlantic Division: New Hampshire . 2 0 17 0 68 0 6 Vermont.-. . 1 0 8 6 48 0 0 Massachusetts . 3 0 55 0 233 0 3 Connecticut . 1 0 5 0 41 0 0 New York . o 0 56 0 418 0 . New Jersey . 2 0 48 0 308 0 6 Pennsylvania . 2 0 100 0 848 36 22 South Atlantic Division; District of Columbia . 1 0 16 • 0 107 6 0 Virginia . 2 1 15 37 219 0 0 Georgia . 1 0 14 0 148 0 0 North Central Division: Ohio . 1 0 11 0 0 0 0 Indiana . 1 0 10 0 157 0 1 Michigan . . 1 0 9 0 47 0 2 Missouri . 1 0 21 0 71 0 0 South Dakota . 2 0 23 97 178 50 5 W e stern Division : Montana . 1 0 14 66 12 10 0 Colorado . 1 0 7 0 54 0 0 California . 2 17 0 194 0 0 i ° W STATISTICS OF PROFESSIONAL INSTRUCTION. 1029 Table 6. — Annual income and the property of colleges endowed with the national land grant of 1862, compiled from several sources, June 80, 1890. Income from— Property. State. Funds. Tuition fees. Grounds, buildings, and appa¬ ratus. Produc¬ tive funds. Alabama . . . $16, 556 $20, 280 $1,005 $140,000 $253,500 Arkansas . *17,500 *10, 400 *1 , 000 *300, 000 164,589 Colorado . . . 38,000 1,300 2,000 110,000 (a) Connecticut (Yale University) . 0 164, 589 0 Unknown 3,147, 894 Delaware . - . 0 4, 980 8.000 81,000 83.000 Florida . 10,800 9,000 728 54,000 153.000 Illinois . . 46, 046 24,606 27,833 460,000 450,000 Indiana . 75, 000 170,000 6,000 380.000 340, 000 Iowa . . . . . 0 42, 000 0 850,000 648,000 Kansas . 8,900 34, 546 654 239, 750 500, 086 Kentucky . 24, COO 9,900 2,500 313,000 165,000 Maine . 10, 000 10,000 3, 500 201,000 231,300 Maryland . 6,000 6, 170 900 90, 000 115,000 Massachusetts . . . 20,000 39, 957 168, 194 1,114,824 723, 098 Michigan . - . 20, 973 46, 322 0 450,000 484, 636 Mississippi . Missouri . 27, 393 10, 608 1,021 241,331 212,150 7, 500 3, 890 1,900 73. 000 (b) x New Hampshire . New Jersey . . . 3, 000 0 7.000 6,960 0 0 90’003 130, OftO 116, COO (c) New Mexico . . . 10,000 300 36,000 New York (Cornell University) . 0 265, 154 86, 062 2, 500, 576 4, 854. 690 North Carolina . . . 20,000 7, 500 160 54,000 125,000 Oregon . . 37, 500 10, 500 1,000 95,000 93, 985 Pennsylvania . . . . . 59. 7o0 31,020 0 340, COO 517,500 South Carolina . 10,800 20,000 0 15,000 3,000 195,000 Texas . 14, 280 375, 000 209,000 Utah . . . 34,000 0 405 55, 0C0 (6) Virginia . 14,079 31,154 0 635,000 375, COO Total (as far as reported) . 537, 797 977,116 331,162 9, 473, 481 14, 094, 428 * For 1888-89. 6 Reported in college table. a Land mostly unsold. c Act of August 30, 1890. Table 7.— Annual income and the property of colleges not endowed with the national land grant, June 30, 1890. Income from— Property. State. Funds. Tuition fees. Grounds, buildings, and. appara- Produc- tive funds. California . Colorado . Connecticut . . District of Columbia. Georgia . . Indiana . Massachusetts . Michigan . . . Montana . New Hampshire . New Jersey . Ohio . Pennsylvania . South Dakota . Vermont . Virginia . 0 833, 000 58,000 0 18,000 0 0 652, COO 0 0 0 0 43,088 1.500 0 828,000 0 0 0 0 24, 000 35,500 0 0 c3, 900 24,000 50, o;x) Cl 20, 000 0 0 1,200 $5,000 0 590 4, COO $211,000 87,000 76,500 0 130,000 12, 500 195,000 9,980 275, 000 0 160,000 1,200 152, 000 0 30,000 270,000 27,000 1,015,000 0 1 167.000 500 i 35, 000 cllO, 894 265,000 $1,100,000 0 0 0 0 450,000 a760, 000 0 0 65,000 400,000 2, 000, 000 2, 0C0, 000 (<*) 0 20,000 Total. 206, 188 286,600 201,66-1 3, 038, 500 6, 795, 000 a Does not include the endowment of the Bussey Institute which will be “ very large.'1 b Half of biennial appropriation, c Estimated at 6 per cent. d Unsold lands. c From all sources. 1030 EDUCATION REPORT, 1889-90. Table 8.— Summary of statistics of normal schools supported in whole or in part by public funds, for 1889-90. Instructors Pupils. . d> o u c3 \ ! og 2 00 *3 In pro¬ Not in pro¬ ! O r* 1 CO 33 O ^ fessional de¬ fessional de¬ 02 o o o 72 o H GO 3 ce a> ££ u u partment. partment. 1 3 <£ . OTJ • © <3 d c3 Vi d © rO s o Eg z r2 © "ci s © © \:sl i © PiP 'add d g © S © bi [ o ad j a O & * S 4 5 6 7 _ S 9 37 '4 393 The United States.... 135 1, 182 227 8, 795 j 17,748 5, 765 1 7,439 8,238 4,413 37 4 393 North Atlantic Division... 53 517 98 3,219 8, 354 2,037 3,471 3,883 2,389 South Atlantic Division... 21 123 22 872 1,184 723 597 159 | 302 South Central Division.... 19 130 59 963 1,231 889. 942 767 335 North Central Division _ 35 353 43 3, 456 * 6,076 1,817 1,987 442 2.889 1,144 Western Division . r* 59 5 285 903 j 299 540 243 North Atlantic Division: 1 Maine . 4 22 2 157 ! 474 126 97 223 j 117 34 New Hampshire . 2 12 0 3 111 0 • 1 1 o Vermont . 2 15 0 42 187 0 i 0 0 68 411 Massachusetts . ii 83 2 i 122 ! 1,370 156 244 400 Rhode Island . i 8 0 1 6 194 0 0 0 37 Connecticut . 2 25 4 • 2 405 0 0 0 107 New York . 14 168 38 ■*w . 3« (723 )3\ 2.101 1.553 954 New Jersey . 3 19 15 19 371 493 529 lj 022 136 Pennsylvania . . . 14 165 37 2, 286 2,290 539 499 685 525 South Atlantic Division: Maryland . . 1 10 1 24 280 3 11 12 68 District of Columbia... 1 5 2 6 34 | 0 0 0 40 Virginia . 4 50 16 300 307 ! 514 326 147 84 West Virginia . 6 29 2 407 383 46 24 0 70 North Carolina . . 5 14 1 51 89 81 135 0 9 South Carolina . . 1 5 0 0 46 0 0 0 31 Georgia . 1 3 0 75 40 50 65 0 0 Florida _ _ 2 7 0 9 5 29 36 0 0 South Central Division: Kentucky . 1 6 0 0 36 100 100 200 36 Tennessee . 3 37 3 219 267 64 : 47 96 108 Alabama . 7 44 37 347 392 421 482 355 97 Mississippi . 3 9 14 74 38 240 230 0 4 Louisiana . 2 15 2 12 182 64 83 116 8 Texas... . 2 15 3 211 240 0 0 1 0 82 Arkansas . . . . 1 4 0 100 76 0 o 1 ! o 0 North Atlantic Division : Ohio _ 4 24 10 35 191 479 470 813 150 Indiana . 3 33 7 341 545 22 24 16 72 Illinois. __ _ ... _ _ _ 3 30 3 458 766 401 352 385 129 Michigan . 29 0 275 536 0 0 0 116 Wisconsin . 6 71 15 418 805 321 477 603 137 Minnesota . 5 53 0 252 552 261 292 427 191 Iowa . 4 24 2 264 620 115 100 205 73 Missouri _ _ _ 4 42 0 774 995 48 60 118 131 North Dakota . . 1 3 1 20 12 16 14 30 i c South Dakota. .. _ _ _ 2 19 1 94 197 74 66 80 10 Nebraska . 1 10 2 163 311 0 0 0 1 82 Kansas . .». . 1 15 2 362 546 80 132 212 53 Western Division: Arizona _ ... 1 1 0 12 18 2 1 0 2 Oregon . 3 13 5 82 - 126 124 144 70 34 California . 3 45 0 191 759 173 297 470 207 STATISTICS OF PROFESSIONAL INSTRUCTION. 1031 Table 9. — Finances and property of public normal schools ( many city normal schools not included) for 18S9-90. ~ Received from— Value of grounds, buildings, I and appa¬ ratus. Produc¬ tive funds. Peabody fund distiubu- tion (for normal schools, scholar¬ ships, and in¬ stitutes). State, county, or city for— Other sources. Support. i Build¬ ing. Alabama . - . $25. 700 $2, 250 fl$ 8, 606 £>$304,750 1 $0 $7, 625 Arizona . 6. 000 0 0 105, COO 0 0 Arkansas . . . 3,000 0 253 40, 500 0 4,000 California . 71,500 12, 500 0 299, 250 0 0 Connecticut . 21,520 25,000 0 125, 000 0 0 Florida . 8, 000 2,000 0 9,300 0 0 800 0 0 4, 335 Illinois . * . 82,704 4,666 cl 2. 269 379. 000 ! 0 0 Indiana . . 31,000 150, COD 3, 564 251,000 0 0 Iowa . 22,050 0 5, 572 114.050 0 0 Kansas . . . 5, 175 0 cZ25, COO 120, 375 270,000 0 Kentucky . 4, 320 0 0 30, 300 0 0 Louisiana . 9,600 0 0 (e\ 0 6,065 Maine . . . 18,900 9,800 1,554 84. 000 0 0 Maryland . 10,500 0 13, 500 140,000 0 0 Massachusetts _ _ _ 90, 770 304, 100 2.198 /602, 100 0 Michigan.., . 42. 875 0 4,200 230, 748 70,000 0 Minnesota . . 57, 500 0 3, 3C0 390,400 0 0 Mississippi . 4,520 510 3,082 72, 260 0 0 Missouri . 35,000 0 11,648 437,000 0 0 Nebraska . . 20, 787 13, 000 5.000 123.500 (9) 0 New Hampshire . . . 9,000 60, 000 0 40:000 0 0 New Jersey . 22,546 40,000 15,020 545, 0C0 0 0 New York . 354, 001 54, 213 11.042 2,219.658 . 8,000 0 North Carolina . 5,017 0 300 4; 550 Q : 4, 945 North Dakota . . . 500 0 10, 000 No data. (h) 0 Ohio . 4. 500 0 1,000 0 0 0 Oregon . 682 0 6,160 40, 700 0 0 Pennsylvania . il4X 000 145, 000 (*) 2. 058, 772 0 0 Rhode Island . . 13. 973 0 0 41.500 0 0 South Carolina . 1,050 0 30 300 0 6,039 South Dakota . 28,500 0 650 84. 700 0 0 Tennessee . 10. 550 3, 000 4.100 194, 250 .0 J29, 725 Texas . 32, 500 65, 000 0 140. 000 0 6,100 Vermont Z9, 610 1,014 38,480 0 0 Virginia . . 45, 329 3,800 10,425 749, 501 ! 244, 900 6, 895 West Virginia . 12,380 6.330 504 181,800 15,000 5,000 Wisconsin . . . Z50, 000 0 11,819 360. 000 1,500,000 0 United States . . 1,312,419 | 900. 533 171,843 ' 10,552,744 2. 107,903 80, 729 flOne school not answering. b At l^ast 1 school occupies a rented building, the value of which has not been included. r No answer from 1 school. d Of this $16,500 was interest on endowment. e No answer. /Not including new buildings in course of erection. <7 Twelve thousand acres of land, some of which is sold. h The $10,000 in column 3 is “from bonds of endowment lands,’’ but the answer to the question as to productive funds is “none.” iAt page 404 of the Bureau's report for 1887-S8 the peculiar system of giving free tuition in Pennsylvania normal schools is described. The appropriation directly made by the legislature is $7,500 to each school. Some schools include the amount indirectly appropriated by the State with that directly appropriated ; others return the indirect appropriation as the amount of the legis¬ lative grant and the direct appropriation as a benefaction, etc. The amount given in column 1 is estimated. The aid from other sources can not always be given accurately by the schools, as their system of bookkeeping includes board, etc. j $12,000 of this was for building. A Includes statistics of 1887-88 for 1 school that has failed to report for two years. ZEach of the 5 schools of Wisconsin gets $10,000 by appropriation and a pro rata of $105,000. the income from the normal-school endowment fund. This interest has been included, of course, in column 3. 1032 EDUCATION REPORT, 1889-90. Table 10. — Statistics of private normal schools for 1889-90. Number of schools. Instructors. Pupils. Normal graduates, 1889-90. J In professional depart¬ ment. | Not in professional de¬ partment. In professional department. Not in profess¬ ional depart¬ ment. Model or practice school pupils included in col¬ umns 6 and 7. Male. Female. Male. Female. 1 3 3 4 5 6 7 8 9 The United States . . 43 274 135 4,523 3,374 s ft j ( 1,813 37) > 1, 503( 667 824 South Atlantic Division.. 7 18 18 85 108 190 196 60 25 South Central Division. . . 8 62 22 381 442 346 474 400 95 North Central Division.. . 26 187 85 3, 997 2,709 1,237 797 189 629 Western Division . 2 7 10 60 115 40 36 18 75 South Atlantic Division: 1 West Virginia . 1 4 5 30 15 40 28 45 29 North Carolina . 1 0 0 0 0 South Carolina - 3 8 13 55 93 130 138 0 12 Georgia . 1 6 0 0 0 20 30 15 8 South Central Division: Kentucky . . . 1 10 0 60 40 70 82 0 75 Tennessee . 1 5 9 75 80 170 230 400 10 Alabama . . 2 10 5 50 81 0 0 0 2 Mississippi . 3 15 6 174 224 j (70) ? » 54 1 50( 0 5 Louisiana . 1 16 0 0 5 0 0 0 0 Texas . . . 1 6 2 22 12 52 I 112 0 3 North Central Division: (12) Ohio . . 6 26 44 1,229 532 ] 992 651 > 30 69 Indiana . 5 68 5 1,970 1,335 0 0* 0 436 Illinois. . 3 21 8 578 564 13 21 0 28 Michigan . . 1 5 0 8 12 14 2 0 4 Wisconsin . 2 17 0 53 17 110 54 132 13 Iowa . 5 32 15 63 137 46 42 18 79 Missouri . . . 1 2 1 8 0 62 27 9 0 Nebraska . . . o 16 0 88 112 (75) 0 0 Kansas 1 0 12 0 0 0 0 Western Division: Washington. . . 1 4 0 10 15 40 36 18 0 California . . . 1 3 10 50 100 0 1 0 0 75 STATISTIC OF PROFESSIONAL INSTRUCTION. 1033 Table 11. — Summary of degrees (as far as reported) conferred by professional schools in the United States at the close of the school year 1889-90. The degrees in theology , medicine , and laic, conferred by colleges and universities , Chapter 5, are duplicated , in this summary .) Letters. Science. Philosophy, in course. Theology, in course. Medicine in course. Law, in course. In course. Honorary. In course. | Honorary. M. D. D. D. S. Ph. G. (A > The United States.... 11 4 559 4 1 1,372 4,128 922 655 1 143 1,366 By divisions. 298 628 1,253 380 348 89 289 I l 17 114 498 122 69 354 1 8 80 2 1 107 826 55 31 163 North Central . 9 154 o 512 1,437 338 185 51 538 10 11 114 27 22 22 _ By States. North Atlantic Division: 42 0 23 16 0 0 24 0 0 Vermont 48 0 0 Massachusetts . . . 1 164 0 76 108 44 28 9 ICO Connecticut . l 66 10 0 0 42 New York . 166 556 80 122 58 97 New Jersey . 39 0 107 0 0 0 0 0 Pennsylvania . 53 190 491 256 198 oo 50 South Atlantic Division: Maryland . 1 6 o 11 099 110 43 District of Columbia _ 1 12 ~78 12 18 247 Virginia . . . 7 0 58 29 0 0 69 North Carolina . 2 5 0 0 South Carolina . 1 1 2 0 20 23 0 8 4 Georgia. 2 o 11 140 0 0 34 South Central Division: Kentucky . 1 0 7 0 35 404 12 21 15 Tennessee . 25 310 43 65 Alabama . 0 2 23 0 24 0 18 Mississippi . 29 o 0 0 10 Louisiana . io 93 0 10 24 Texas 18 o 13 2 0 30 Arkansas . 3 \ i 3 2 1 17 0 1 North Central Division: i Ohio . 8 0 105 375 66 26 4 91 Indiana . :::: 14 o 29 57 26 15 ! . . 23 Illinois . . i 198 357 106 43 50 20 Michigan . 55 0 6 164 42 34 0 147 Wisconsin ... 28 8 59 Minnesota . L: 29 25 6 1 41 Iowa . 9 i 0 32 i 2 26 112 43 2 70 Missouri . 1 1 82 343 49 49 51 North Dakota . 1 South Dakota . .... 16 1 0 Nebraska . 1 9 — - 4 1 7 0 Kansas . 20 0 l 36 Western Division: 1 Colorado . 6 18 L ii 4 Oregon.. . 4 24 r. . 9 California... . 11 72 16 18 13 1 Table 11. — Statistics of schools of medicine for 1889-90. 1034 EDUCATION REPORT, 188:- g0. • w •uoir -nnp’eJD « ! iN 1© LOO Cl Cl o o °2a§ ’: o o o CO coco OiC iC CO Ct Cl lO to Cl Cl C tc «i ic *r. »n us in kO lO 1C o uO; ^r: m :0 •soSj'cqo I'Bntxtiv s o m 6fci o o ifi coo i." O Ol o CO 130 ■ »C 1C -.c o o « t- C l X O • S go j> S §> i- 1C o »c 1- »o X OiC« GOOO § CO •ssanoo u i fl^ae-Al €S O Cl 00 CO C l O Cl 0^0 o o o o T^^O^XCC • CO GO -31 ^ O O Cl QO O i> X co qo -r ci co Ci i^Tjl t-o t>- •06-688X m so^'Bup’BJD 1 GB o 1 - lO • CO O O CO 1-* o ! ^ CDG CO L, Tjk O 1-H lO ICO »-C 1> L>. o Cl co m a © •ai'euia^ i I10 GO o >o ^ j j c : 1 p j j j OC1CO t- 13 m •0I«W « (M C l kCS CO 00 Cl Cl — l> c^ CO o CO o co — • »c o co o ic GlCOCOiC«C5COT-.COX J Cl 1> CO o CO Tf' ^-r 1 Cl ^ »o |saa*5 s •map -xsaanoM K9 1 j> ; ifo ; i i i i®* ! io ci ! iC Cl c^ ! CO !> to o s •inapisaa ©5 Cl ^ 00 CO r-< r— i i—i Cl o Cl J>XHO»CCO^W^COOW CO ON ri Ji H:jri "Ulr-IHH rl CO UO CO w ;2 cc • CO o £2 © o ^ © J ft S3 a „• rj S * d - a g £ id ^ © i ; "2 fS i^sa Oi-5-'“S : :Q id s, o ©a w -• ^ 0 g 1 p iaS'8*>.6'g*| g ted d i&F SS|s|p"g^S g | P >-3 d W C5 W *3 P ^ ^ P d QQ a a f3 ^ o « ffl . ^ C .a. ◄ ® o „ c3 m . ►-3 ©44 m 5 © 2 od ©W'S LLP > a a' 55' >» r ©d > 02 ‘r-4 ?H 1=1 .© c^g&lS >>43 g £ o a £ ® 5 © '-2 ^ 02 g © > ce-a s> *afcf «|2p^go P gp ©_ 2 ao «3 .5 a OP © c3 ! oS o£ 3>o oS §ft i o © O ?£< _ ^ h rj ^■isajsS ass ^ O-n : ® o 'Sc w> - > is < ' bon v> > © 43 pi 53 1 ■ ®-rH ;» ro nO^wgMft^OjjUgoijjrjlS ^bCEO-S-a o ybd dd s as fl--floO ©•p: 2 2 «e 2 if 20^ © o o a S ^doiV ooS.Sd.43 tor nTj ©rOr^3rO-- ^ _ O OPh ch2hO§m P P : 'C3 S’ s“s OSo SPP !8° :6= s| ;g'I tfS’Sf 2S,3K^33'3fl,i33 3 33 :£S§ : : :« : :m o© ■ ©,~ • • >53 : |P wo I © 03 : >>o 1 ci q, '> c3 La «3 15 oco»o- © Cl r— © © 00 88 o in oo© 8 ©ere© *** i-iClf-i© S3 cr. 38SS -II ^228 88 00 2§8 © sss 8 SfiSS i 1 8 o o CO Kffl-O © ^ fiOMN i- i-h m o o o Cl r-< © N © © ^ o o o 10 6 18 13 if; co 8^ © 228 8 228 - ~£1'2 © 1 Is I u O 1 8 ! u s. 1 s 1 2 <3 1 I * Table 11. — Statistics of schools of medicine for 1889-90.— Continued. 1038 EDUCATION RErORT, 1889-90. Fees. •uob -nnpua*) s 0 0000 •UOI'J'SI -noiamM 11 0 0 0 5 0 •saSanip inntray 1«> g ^ 0 10 0 « 9 ' s. •osanoo U T S 5{ 0 8 jw © £3 .6 O O g * nJ • s c3 O w Q O cfl in ; j •H ’J) ! j O 0) -*-3 *5? 'O o 53 o a3 O £ <0 o & 00 pd +3 .JS fl p) a> -in flip ■asas <3 <2,2 © *§25 3PS.2 <5 P OJ’ w t»' 43 pi* U u •£ *2 eh , Vi *3 o O’ M CO 03 fc fc c3 ; 1 S oPh CO .2 - •302 .2 1| 5*3 o P a Charges vary with number of tickets taken. Table 12. — Statistics of schools of dentistry for 1889-90. STATISTICS OF PROFESSIONAL INSTRUCTION. 1039 o n a> t -uoxa -'enpu.if) «* 1 gso2 40 lO © C? C! © CO 8°°2 © 8c85S5’-f,822 •noiiui -noiijupi => £ inmsir. ^ 40 40 40 40 40 ©40 © 40 © xifiiciaisisifimo © •aS.xuTlD x^nnuy * § e© § s s s 110 100 90 g lO 40 8 100 100 133 35 40 Cl oogogoooio 40 l- •8SJCUOO ui nyiooM © o So|f2| 8?i8 © X © rr« ^ © © ®§§P © © ®td>xoo:!-*o ■vrCtxciBdi® — — ■£> 8 ! ‘06-6881 ut sa^unpuaf) % SO P4151'^ 40 © © « Cl 8 tf L\ 1 n © 2eox£S2§eiN Tt« | m a © •aiBraa^ © 7} © CO 40 © © © X © Cl o © o — © © o © O 1 -a a «a CO •aiBK s§ -oco^j 4C © © -?« — - 1 Cl ©^& © iCNrhrH CO l- CO © n CO 40 © £- © © l'l'S2 5i co ‘-2 © A o ? 50 •^uap -IsaiaoN GO © © © © Cr^O X ^ —H C! ©©©Cl © ©©Cl©©©©©© © a •luapxsaa »o c? ^ ^ ^3 ci 2 co 40 X Cl ip X-JCOO CO CO © !> 40 © T*< t’* ^ Cl CO »—< ti *— < CO l- I ■ X • ' s i s a i2pr a • 2-3 • r • a © a - §“ «! Q Q s a M 5co : a <3 !1 «f|5c cS^O c3 P '8 . 'z- ! cc ! a !a a ; : , o ; a to • 1 -U) -S' Z*7 a a a si \ S*o,j^ ^ b a© cq oa® a a x > . a • vi .M © ^ ^ 3 5 . « H >»•* t>. v 2 ;f ^ O P aa O |-s •■j ’ a >> ©ij P ® > c > fe>a g "cc^‘3 © II5- asE® & aoo^ m ^C3 P O O oT: a *3 ** c © gSd Q 2S|S «_ a a b © O ■£ £*->33 © s s s:9 trj ftft£V-> © 5^ © a —h -5 r— ( W Q d a © c a a a § a © © © a ^ QQQ-< :fc ■ © :a i o ' *3 ■ a >v © Vi a „ © p hMt III n% III jSS .23 c :££ ; ©.la ; > to >> ■ a © a © !»!* : © a £s 3 :teP-2:« \rJi cs g a |^P ®**o >;© o^c,_ fl°02StJt2^° CCJCcS-^OO^tO cSSg^gJo© fees © 25 *? £ ■§ ^ •a .2oP|aaa.SS S®-aP® *££ alii fell 3*, a ?■* j^oS ©£-~ ga a aP2 rtoa?p»s/-ci u&P 3pq h > a PS £ 3 gP p © ,~a 2 v- > o rt w © - ttl _tco : aP a^ © O ©—I £ a £ § t$ a rt a p,a &p *3 W) w J£ © o ► O a r4 p ° © >>S£ v. a || I O 3 c3 • © a ' ^ - > >.* a 2 © © a ©£h © t» . v;-/! • ©^ •2 p a © a © p a^Zl^ g^P.©* 6SS^S|1hm &^PSSSia ^5Z!oSgl^ Ddo eta -r S-«-ai2^ a © a a o QPp © o C3— I © . © es o a ix a to *3 P © ?j © P -£PzP bcaa © o © c •« o PSPO u ce d ^ P 9 2 P ftP P Xu^!©?3.©©^ •© li|S£|S2&|9 ® I se llllllil ^J.-d©®©j3©©©U>© En^^PPftPPS p o p c o :3 ' rt :oo a o rt .a Vi f fe ® a a a © , •/. - ; a ; ; ; : o j a ! , W "C , . : © S'3' , , : a . £ !*> ,x— •>^— ft o 2 5 !>h3£ ; ;a : : ^o£oa : : : : • - : : ■•£ -s ft : : © ; : O P~o ’’S’ ^a'pooto o jA *Q *0 jg *CJ ^ CO ^ a> >.Ki o a fcc© a ^ P a .o a * u u _ * a W X •a a^©.ss : :S : S : :S5 : . >> C3i <-> II 2x3 Vi i3 r°^ * « ?i so Tina » i- » » o - ;S2 i; 2 2 8 1 ?] ?» ?! -3 ® Table 13. — Statistics of schools of pharmacy for 1889-90, 1040 O |0 OOiOrfOiCO o o iO o © o o oo © >o © o co CD •noimtp'Bao 5» ee • OkOiO eo MOO kO •oSjuqo iuuuuy © H CO 1*0 si ;® S IC)COH‘X>0»0 OOr-uCO 00 8 *c o CQ 50 O kO 50 kC ©© 65 40-55 888 8 •8 S.mOO HI S5I38A1 © CQ ! 00 O • TT« i 5 COXNOOON ! rr rT ^ tJh GO C^! 50 O CQ -H 76,114 52 50 00^ 44 68 50 00 05-6881 ‘uoiyeiip'BJEr « 00 ^ 30 CO iCWiCNONOO 1-1 00 T}1 r-t rH CO o CO 00 Cl oo S3 CO rl •Giuuia.i i» CION o OOOOhMO CO Cl Cl OiO oo Hr-CO © a CO ^ OQ *o h 55 > ^ X N O O O X 1 CO 1> kO ^ CO CO CO r-t o a co O 00 Cl lO ^ CO 00 k o © w £ § 5s •oiuk © W 'l C»5 © 3 2 AuapisajuoAi o o o ° • OOOOt-iOO oo o o poo © CO ooo o a Anaptsaa ONO 4 5 11 4 CO CO CO 00 00 rS © ICO kTS — «© © Q £ Og r cc < a O *1« ll :Q e3'd i • . fc« : ^ a M&©a .2 -SpOoo 3firqgq|fQ . q © O ^ GQ J fee u f3 M ^ c3 !> q ^ ^ 3 « OO^H b>? ®S t» v® I il gj§ © a • to pspq Us gnf 8Ph| 2 bs •H HHa rt) © c3 • Pt £ 03 S . O k;3 rfQ © 2 ■ d © rj bO -Sfe H d >>3 © CO >3 2 © 2 lie iSP! <_ >A © 2 q be a © © ^ cc Cg 3 OP-i o a^O ‘3 ° ca °§l g3 0,5 g oo!? IS §11 £ga 33a *££ o a k« £ o ?!» a +-> a co d o 3£>> if «*2 ttdg &gs§ gai2g §3°^ fro c3 b >3 ii.5i.o- s*31 Sn® ®*>S 3 JTo r9o o °0 03 §>J8g c«Ort O 2^ OmS M'S CL, 5 © gw w o 3 o3 ^dos; i&Z? s © © O a£ o fn © s ofl £P a © £3 o.S O S 3 r-l CQ o o sloS GQ © S o®c a •pgga© .2 £•§>!>$ §J!d|| pis © £S aa © c MQ a U) >>a M © a © c3 a 33^ cm ^ <3 sit §S;o g?a 3 &3 g.2o SoO OQ >, w & w VI O m a co a 2 .a-Sa ffl l| |a |d Ph£ °M © ® M3 © o §1 .2 3 35 %< © aa CCEh o >* ofr£ ^>"3 5 •f®2 © -g ° >g >> *2 ^ ^ P3^ ^a rl ' CS © ^ cS O S . © !5? I§ a +3 3 co cS O fflffl : a : ill SX ’^a.S o°n a a.u 2^2 <%% g.ai S>! 2^ 3^ 3 p> P c3 .a CQ <5 ;- o' > “ ce .I’d a C«r CO rt a © °» • eS ag mS cj a . © H 2 b iC2 CD 3> GO Ci O » •00 DO Court st. W.), Ohio. STATISTICS OF PROFESSIONAL INSTRUCTION. 1041 e.coin kO © OO^fO o m OiftCJO c* ic -r o t-^OO o o 25 o 00 O !>0 © o wqiow to §3 CO oooo o o ^NCCO a K S-a e cu go® . £ <£ tcs, ;3 cS &C® tsgw 2 !C .^3 • S'dcp 0^3 cd . Ogw J £h £ : -3 ! j IS 5 1 >i j s I *fo I® © W S ^ 'C © a = > 0^5© t&* ^5 £? S °CLi o g C . Z |fsg 5 s§» | i *-i^33 c3 o Oceod 2 -SQCl, S Sf|l 8 ® -3 S - -5 P* J3 JS £ c ~ © SfcfcO Q Ph o a © 8 8 5 c! : : a a °|£«5 EH gftbCcf 5 fl« aB 3 llll > a o £3.8 o 39 rt OfcCnO ED 00- -06 Table 14. — Statistics of nurse training schools for 1889-90. 1042 EDUCATION REPORT, 1889-90. STATISTICS OF PROFESSIONAL INSTRUCTION. 3 S88 88823 ■§£%«! * II! II15I ! 1H tllfl I ill gfi* i tis ttiis s Uismm li II 1043 15 8288 S&SSsSS Table 15 .—Statistics of schools of veterinary medicine for 1889-90. 1044 •UOIl'BTip'BaO •UOT^'BIUOWEH •aSj'Bno remray O © lO © •8S.UIC0 HI S >190 AY •06-6881 ui sa^up^af) ^ •S'luapu^s (M O •'inapisa.iuojsi L •^iiapisaa re S H pr | • S ft ■g | 5 S' £ e£. C3 . 3 *! < £ : 2 - S3 » bo - S «-gfi . >>' ■ CO s o ® bn> .2 o c O £© 5 M Sft 'Co 2o S3 fl Sh-Ih 5 ^S?S . „V & SO) Li C3 ~ mSmc- ■ §C“T:3.2 S .dg a>,d m . . -e « h. gJ>I*34 s||i szfi •2 c otjpsf^PcD.p r< o^'rt asw ® m o o« o d o .4 I Cl CO-f Ifl CO « This college was totally destroyed by fire December 3, 1890. Table 16. — Statistics of schools of theology for 1889-90. TATISTICS OF PROFESSIONAL INSTRUCTION. 1045 Fees. •uoxjunpuao ** OOO CiOO o o I lO O O OOO U3 OOO uon,'3inoiaj\?H w j O O OOO o o OOO OOO J2 OOO noium aoj qSjbuj leiinuy - OOOO OOO o o OOO «oo o OOO S1189M m os.moo jo m3u9ri S4 320 102 1G0 108 105 99 36 96 108 105 144 120 102 64 96 144 ft 120 90 84 108 Graduates iu 1890. | 8SJUOO i.Toqs X O 51 O O 51 j O OOO 0 — 0 jo 00 t- o •dsanoo nn^ ! ^ 1- C O ITS ^ j ^ ^ ° 2 c‘lcc*> j 16 30 2 •smapn^s ICOO NM7I 53 CJ Ci O b. O ONO »ft ro Cl 00 5! i-p 3i 5^1-p— O 51 53 t* HP H- {> Cl l~ lf3 Professors. •'juapxseauox j r5 ;C O -tOO 53 pH O O O 51 0 OO O O lf3 •JtiapTSQJJ ‘ 51 53 53 51 . 53 10 5 12 8 7 3 1 4 Cl 00 CJ © ^ * ■•j? cc £,'J) © o d © 6°o > : a i«o : i d .o ! © d _• dCQ A M O ** r* A d § M hrt d A 3 ^ Q g 2 hS* ” ®«i > > u © © -lllooap O) . £ W R 5h p,-9 o © © £ « p? o ■S o |3 jg d ig Q to - ■ c H •2 MO d rt . - • P u S qCL, ° * 0 Pu5|o?S S sc5> M . . . CD J. * > v > > ©(-)©©©-- . • « Ktftf d>S a ® © >» A © Si?>g | d^-pp ° OT © 1^1 - — hO a di i! d O *3 Mq ago c2 3 a Wq-S §£§ © © £h jhS © o t* >8° a d &5?2 g'Sa d J >» d d-S .2§-© d © £ to.£w © at" gts| u,gS kT 2 ® £»:gai d ©_ dg d T3 ° S ^to 5tto &Q o-o © ®:F CTi! 2 o _ 9 £ O O « "©■3 3 r; hop d h © - a ©— ^ iflC&i © ^gfl |^^CO-g3 2® d^ 2 d E-'^Se-' S ■■a : o "3 '■ © |S : >, •a >>'3 '3® 5 Q g Q 1-3& :§i Ill o © © ci © .a tc-c H H Q d d ° © jW.3S O © pghSS .'M .5 So: so 02 d d 5 *r "to o .© ** g 2 ° ^ O '"^©©pd >.M | -gg ©s^-rg &I a Z = 3 2 ^ d £©~psh£> c XI » P O d P. © P H S73 IH •- O £ bO _c ’o B p d r 1 .. 'to ^ 2 g5 2 P3« So. - ^ pH C CP *3 O o.3d o © © £ i- ra d S ®2^ d © © >>® d © O H £ g d c =2 pu w © d 3 O • „ © • d « ; o© ; a ? ■ d£-§ O'Jl :o ic os g5 d sS' 73 d d -<5^ o ^ o bc-2 to . d d d ■. o O o 5232 o o ■ ci n -^r ir.ro l- oo O ^ M 2 8 Table 16.— Statistics of schools of theology for 1889~90— Continued. 1046 •tiotrenp'BJO •tioiveinoLii'BH trollin'; Jtoj aSj'eiio I'entray o oio cj © © © © © ic © © o in © © © © © © © . in o © © »c © © 7? © ©©© ©o © •si;oaAv til 8S.TOOO JO mSUO-1 2 l- © o © ’-I ~ g >ftd P o . (D ft® 0’S P3P^ QK ft I? a £ o ft 5 H I -2 d S d ® 43 73 m * 0 X O,fc0 r) ■3 ©a ® 3 bfl O ft gftg^ I .5 0 Z, IP a gclsas o W d £ ft© £ • E173 O d ' >* a gsi -1° ! dEH •g^d gag S'd ► S3 Pt3§« Mpq fjo ft 3^ ©£.® K*P> d 5 O d •43 d M«1 ■^L 73 ■ d © : & 60 Jo® cc oft! 3.2° ft»G> ® ©22 ’■§ bo-o.2 ©O^ O^o •o ^ §151 bOO d © I* Sg86 glsl®!S ~©|b°^ ^3ftft.2 O & g^alpa •it O 73 O —< § 03 d^*® g eg P5 Si ao'-S o ^ -tc : >,© ! d O !S£ ■ a - \*t M lip og-a SSI «§§ ^ bcdd © d^ §<1 © it .2 0 Sg gw CO ^ ® o •dfco Si © © s-i Qd ^ d ox: d d .2 ^ ® 2 fcO „ d © d > -d d m « co ©^1 & ^ 2j 0, a op O fH O d dO Og ofi ° o§ ^d- •§ «e ft Sisg1 ® ° 5 ^ -2dddd d ft © © dQ "S d W § © © -d ^ P<1 OT3PB 3d ^ © _• d r oS g . ft bco © b 2 -s ■assays#*0 _ ia2issii'‘ ■ r ft dp fH +J ft © ^ 73EHO PO ^ fcid a® d a ? o a-n © d 3 > re; tc’b.p d ” d d o d g'd fco ft d p< i © c -dJ © d ft d d ’> W Coif'd 'S ^ © 1 ! X ( Cd< bo© y g .S ft © p p,ft© © 3*g ■S'bft © d d©1^ do ft^©^! ft©d ogg Jz;« 73PO§ 73 M P o> , a 0) If 00 -g © d PP d is 2 s§ d-w M S' 04 043 s o£ ac ^ r- 00G- CO ^ CO CO CO STATISTICS OF PROFESSIONAL INSTRUCTION. 1047 O © ©O © © ©©© © © o© ©O © © © © © © © oo© ©o © © ©©© © © o© ©© © o © © eo © © o © © © © © ©©© I * ©O ©© O O © O CO © © ©OO © ©o© ©© © ©ort ©o 1 © © 3 © C> © I S S3 S g SSg § § || a f> g § 8S3 I $ §-§ s © O© © © >-^ © O O © O © © © CO — • C> © © © © © © O I © ©O-H CO o © © © © © © 0*0© OC — Cl CO © CIO© S 8 2 K2g £ £ S3 38 8 00 3 8«s: = » ^ O O O — O O OOO O O CIO O ^ ■ O O O O — CJ O O O OOO O’ ec uj ci ci O O Cl ON (M t-kO CO Til Cl 0GCOC5 CO — iCCCCl Cl Cl Table 16. — Statistics of schools of theology for 1S89-90— Continued. 1048 0 CO O 0 O O 0 0 O O O O 0 OOOO 0 OlO w •UOtJ'Bnp'B.Tf) e» 05 W •UOIJ'BItlOIJ'l'BH Fa< vi iO C*J 0 0 0 0 kC 0 0 0 0 O O 0 0000 0 OO JOJ •noiamj sg^x'io I'enuny © * 0 0 O 0 1 €0 <2> 0 0 00 O 0 0 OO ’• O 1 0 OOO •S5T99A1 s 10 0 05 05 05 05 O O ! kd 05 l'- 05 x-H 160 102 I CICJOlO 00^0 to C5 OOO CM 00 nx 9S.raoo jo xtjgn9T; Ci -rfi CO ^ . tag p 00 •9SJUOO JJOt[S a 0 to eo M JM CO £ £ PL. ^ .0 tel uJ P U& . p r< m © m . OK o > • ft u © Q h • ft 05 « & > d o o % ft oa. P « > P P p~ % 2Qp'« © rH © PS ’’•“ggsgal ftPd . S > m 3 t£jdg S .p P a pg ./• w S SI* §i2| w ^ rift^a^. w ftp; 0«jpp£ !> t> 3 £?p5 >!>>(> PhWWPh 4411 S5 S S I a a . 2. & g o s S I | I £ 5 I a « ° I 1 5 •O *=» B p~ h £ ! a S s a * m p .a a p © 0> bo c c s p ^ 5 & p " g 2 ! o £ O . o 8 .g .2 rf «|l|^l 2 © O 2 P "P S&SoSfcSp 3a£8S.a.Sg ft fl ft ft n g t?s 3p .a a aa m b P d P M be 0.9 P Soflo^ •3 5 pq 5 «< flcJ iS® §0^0,2 cC cc ft ua o © © H Is 3a is Wft g 6 o 3 fc -g ft . » o3 StaS O s o^p a OP y a pp b ^ 111 §> >© ftpl ts^p^ po.y-- o Vcffl asl-p © pr/5 u pH : -t « a* *2 ►-> o p fto e3 ^ w I’SpI* ,P ftV}+3 o o efi : aw p-ft . . © o fta5 o^gft fcjg-jp ^3Wp ®“pg> P_| CO _, .pi -J — ‘ r—t r~t ,W'r,c3-4'ft>Oc3ro ^H'SoHM^iOrX o w P^t-i 3n •*-» O *e cs o be-S g^W bC . ©■•So-SoP ©2£ p.2ipo-pi® fH ACC . . 5? g ft .pH 6>^B ppp op^5 op o p ^cp p> ^ 5- S © Z, ®d. -g Ph^p fe: >• PI ce >1 O £ .5 as3* ►SsC^s&a ©S'HftO, ' J ftp p o PP a P a McCfto K ; o ;o ■ >> * §:a Ift 00 oo 00 GO 05 o < STATISTICS OF PROFESSIONAL INSTRUCTION. 1049 c 0 00 © 1C © 0 0 0 ©o© 00 0 0 © 0 © © *n O O 0 0 0000 0 © © © 0 0 © ©©© 0 0 © © ©0© © © OO 0 0 0000 © 0 © 0 © 0 0 c © '• ©© o© 0 20 0 0 © o© 0 0 0 C 1 0 01 01 0 ! OOlCOi to Ci Cl 0 § 8 § § -f © 0 c c. © gp o^2 Ci Oi — © Cl t- 0 Ci 1 Cl ^ Cl r-» *—• Bti Cl G © 0 0 0 CO 00 © 0 0 © © ©0 XI© 0 no WthO 0 O © © O Cl 0 ci ?> cc m * ^ 0 to 0 Ci 0 rr 01 0 01 01 0 -*< »ro N no -r O co 0 • oc ^ 0 ^ Ci to 00 §5 Ci no co 0 ci »o 0 0 Cl 0 CO Ci »o SO CO TT ^ CO e. 0 Cl no c l l- t- Cl no .0 ^ CO ^ t- 01 •*p Cl c • 0000 TH Cl © © © to © © © © O CO Cl TH T-.N-H *0 O ©c > 0 C4 00 t* Tt« CO eo CO 0 CO CO Tt< Tt< 10 C5©00 0 ^ co no — < ^ n: !XJ l-CO T-HCC > © * «H h O _ d x P®® . • Cfjfi i ft^Ci d « © J « d 3 -ft B 0 j 0 2 - w g 0 S a, 0 > ^ bT to ! © d 2 1 1 ft d 1 b 0 > c d £ i a >: ! g < i a > s © K cO >-j ft s o O d ft c c x ® <3 ci © ® p, W) fcO O © © jo O O e. o o -s w d to S 4-3 ?H Ph d 71 rr r. &ag>gfi gSteJS £ 3 rl >>d !§ 3p '2 358T' stf’S £ C S “ g-gd h'g a E^o'sii <*<« gSd-SsES.®'? ® CO o g|l§sl|| e.~ © d*Jft-£ d Eh KPc/lH P --h gj k n © ? cl x< : p ®<«S5 5 2S 3 g^S”^ £«

§ dP£ iipfc. © OMtJ, 03 O-c^ Si> © M ft >-s © ^ « - ►- -2 . •‘S d -®S°"©o Hfl .RfiBS . HO « £p :°r ;® is g« :« » g '^2 © S . u ^ ^ © O 2 o d^1§ fc»^ KE^dl x) rj © a i £ 3 ° d H Q iS sa Cd a © ~- ' ae’g O S Jj © a, © wT3p Sog :sg o © Jji w — — < t>4 © 2 dS(j r>® a bbo d © © *3 © — c2P .&£§> 3q 73 '3 g'So ~ <-< x p © °-Xl i® ©g ^5‘52 2-0 P * 3 S22 €© >> 5^2 P-O © p o ttod jfgiiiti Isssls? B H B B © dS is d S 3 o © i« v >» .pO p M . ► o >> °d; ft2' Eh 3 d © dCO © 2 u *? ® d f?— 2 ^gaog1 >,p B4 d „ 3 © '3 *® a ® So O 3 O © © 1? ■dP Eh ■0*3 3 d d © © g to5 : c © ••3 — : ° d :£p :co © OdP i 2 3 © d _ ; dO H© d -d -d d‘ © d «oa ©P o O to X) > to dH d So So do 5 d O w ©» o he® S3 t»®.2 M : d ii & . 63 c3^ cc — ' +3 ■£ © d^ «>: C 4h ti oa Ss o£ O d HP -d o >>3 c d-° i°3 2 >>d Kbb . d © >>d -3 B* — d d ■ 3 © P 823 $ 2,li a*r “ d c2 >, >»ft -s © C/2 .ti ^ S° *3 ^ d d © © a a §-Bs . m « •s " -r 73 *°SsssS?iad8-« 1 iSJ © >.ci £ © iSij-p © ®X3 Eh Eh Eh K^‘ ©l©b2£ll©Bl>©^.^ xxv< ^^3 *-vj CH EhEh X cH d> o cO © S 3*1 © © d x:d © EhEhx °g fls a to „-„_ to 5 a tj © -h cld^ 2©©^5!,^© d^ g gP= p.ftd-P xtH KcSBdHl '|g ^|r © P g « ^ . 0-.2b^S, O Si ©O® xU^X^X © Ph . Eh C Ab> EhH 4la' o u m 5 :oo o :§o S :*S3 d : ”x> 2© ©a s-s^i 5 :o 6 P . x= © § SS§8 5 8 S 8 Pd : ; 1 2 P'P' » ; ; p°i ? u pp4! 2 _cf ©* ^ d? © > £ 3..^ 5ill ; d d°t d J d « d- u — • © © fe®o igl d © > P d dO d d d d dSS OO PSO P-i7] P> -r © © 1' X. 2 an IIS xi So xi'd o : o : Table 16.— Statistics of schools of theology for 1889-90— Continued. 1050 EDUCATION EETOET, 1880-00. o ooo in ©1 ■nojr3npi3.ro > o o o o •uojqjm © joj oS.VBtp j3ntiuy " ■sitasAV ~ m osjuoo jo qxSuaq i o ooo o o t£ ass C7> ino o o o oo ooo oo ooo oo no o ooo .n o o to m < O O Cl Cl ~ o cc > o o o o ei to o Kico o o j> o •sraapms * •juapisaanojsi *3 i-« ^e® o Cl TO oo m ci I I •jnapisaa | toijxs to c> Q a O pu C 0 ■cFfJ O If! oSfc »a«i Mo . . © cMd> * a >5 © . d 4 © O o Hb£ f >® .^ © o te £ s . O o ■ H Cfi o . o B _• fcfi£ o® oo ^ -c © S> P! 05 > |P c3 2 fcCG © c3 u r! 2 *3 P3 B S .2 © fl £ Mgg 1 ■sa® l © ©03 CO P P3 s .a oJSffis e, +J JjCW "S o S © g -3 © fe1 S o.^. c ulfl C* £3 8§# r? tL^rS 5 £tS U £ gg 6 B go te-^, • © sc P.Q rib®® 5*2 o , 0 - o ^ .2 2 .fiot®ttr,rt- 4©rtHMC x£cH ■g ^ SB S >>©,Sg o os¬ sa 2*-, B cS « O j§ gH-S’S.I »’3£,3 S| 2^ ^ 2(W o m) § o - r; 0^1 O ^ rj 5 ?3 © g o s u ® o ^-ag g-g $ . .gf g£ oS.2 gS ©oo-g gg ogsg fts g£ ■^2 © 2 © © g © ©3§© o Si- g © cg.35 f3 B > rioO.gO.cl'^.c-C «•£« h o o On tt-TS 'J 0 0-2 C R c3 2 ^ »M 5 ^ ©"■ j-l Sss .5©^ ITS.S-* o® 00 ^2 32 S! 15 12 ^ o It A =3 ^ fl - - ^ o £g£/g B Bffl® Eh Eh ® >B cs S B !? S *j © . ©"3 © * §‘3 'CS W rj ©•d +3 5^ <0 §So o Ori oj ®fc'c§ 07 vr A © 2*j £o< 2 a S ■! Sc3^ 2>^ GO-cS rf'C o. ! 03 E- cooo rr •2 ! 1 5 i to ; ? ; 0.2 1 2 c3^ - 2 o.©|> ©^ - !►. Q 32 i>.g © ,,£5 ■© S ! ^2 i ®o _© g 1 2 § 1 B fe. 9^3 -cal 2 s ^ d!B cS . u *3 B® C3 CO ^ lO 1 -TT< * For 1888-89. Table 17. — Statistics of schools of law for 1889-90. STATISTICS OF PROFESSIONAL INSTRUCTION. 1051 •uorj ■ v n p v .i o >n o o © •UOTl -•cinoiiatiK o »a o oo uo oo coco •xiopxm joj 9S.ieqo i^nuny g ° 2 §S S SS £f-22 i JSSSfeSS §2 •siiaaM n I 9S.IUOD jo m3usq i> 01 o o CO O ICO OOC1C! 01 C! O -1 C! O t M OOO -"CO O O 0 51 CO 00 50 t- l- l- 00 l- ift 0 ! I- l- l.Xlfl 01 O '0681 ux sjajBtipiMB oo eo oioo oo «o>fi —« ; s _ ,n t- 1- o g» t- >o •sjuapms o co — © o i-io icto- -tnocoic tcoo oioo ci , I- —— co -501 eo co — co cc co ci co ooieo -v o ■JU9p ■IS9JUOK >o O O — lOOOO O 0300- -.1-0 00 •(jnapxsea •a -1 lc :i n1 a — eo eo eo m i- S3 P © P®.* o fa 5 -3 60 ca — s >,'3 S*i ”o ? ® Si* rt g i »" » O Q ® *3 . " s: Jrj M jS i ®v m -rfe 1 ^ 1 © ^ J C p u • ce ^ £ ©-j o j » © © S3 fl’Sfi'CJ - _ 40 © OT © &t s24°8^ 3 fcllkliS §ci|“g|*3J 1 ^ w 5 ^ .Oa> « CoK^ ! P ils'Sa f s ; 3 p ■% -S r-» I . Cw C3 ~ s £S3*~^3 C3i_jSPQjgc8©3 C'd o ^ w «► © 3 Si ci £3 5 * * >» •O ? o cou O o u ®i3 5-35o 2p3 c ►g t m 5 © © ° 33 r" *o P r*,_ © 5° S ! § O c3 Ss §* Q p.^ ^ 5 c3 c3 £ © ciXi tJ Eh P © IS P Is 3 o si P.2 © © Qcfl ^ £ e« e5 8 :©« | 2^*5^ f o 33 *3 ^ ^ ^•©O^ £ •H >■ - O £73 *0 £ © »-. 2 o *-, >P P.S si o ■a ^,r3 * g?. s ® 1-1 cc — > ? *-)©*_ 50 c3 « O > J ^ 1 © © W G a o % o tc © o o © © fl o S?-© Sj5 >» : g( M |Q' © - > I o ! o >> f-Ww 5 - wJ ^ Jh ^ si ■§^c E 15k: Jh Km d!?o * S !h» S 2 s £* 5’g >*1 -|N e3 a1". CO 50 P - ^ © "Q Op, © >. 05 ^53 il -3 ^ Joo^io ® O © r-<"- rt H rt » < -Oi-oK a © ®.P ©O QcfiQ gx p g a §5^ s ©O©..©*;© Hh® PSIS?C®S P aMi« r:a3ce5®r2 ®p* -3 C3 rt ^ S ® c3 ©^ « ° ©C S' Q-p»cPuO >75 j. O > c« r» -*TT r* 2^ S C3 O •30^ P §*5 cflO jo S55-SSIS SSijS^ 25 ^ o 2p El° o Si ^ o £ co -2 * g © S.Q^ P P c a o” § CO Pop | Ill! 5«* x2 , ^2 W|« §s, ©"— © ri © o -a* * i; P 'fr* f- 2 °s !f «P pr o. © a S;s !-• Cl 1-30 Oi O — no 00 OiftNWiO^CO COiOOWW OCii-OiCOCO^OCnOO L- 00 CM ee^ HHHH ^ r- r-i hh ’S5[99M. ni gsjnoo jo inSagq a noociNoo® so 00 ©? oo ooeoo®'#Mo:!o:ni?!'f to to OOM'Bl.® Mi'®00 i- CO to to 00 O 50 i.- tt i- 00 L~ I' 1- l> C© L" § 8 ^ •0381 m sg^np^Jf) HOOi— IOSOL© ClOBCIO Cl Cl C© in scios^ c©c©*°o.o>o o m •s^uapnis omm^inoco mmo'vDO ciooooooaoocco^ci?-^ o ^ CC O O CO r-i O i- CO Cl O O ^ CO O CO r-. r-1 o LO TH lC lC — < r-H jprofessors.l •JU9P -XS9 JUO.M ■^•o MOCl^O MO'-NO OOOOOOOOOOCOOOO O lO •'jnopjsoH L r C3Q0C©l^C©«5 00 i'OM®© (SN®T)(^L©HHHMMr(«NN C15D £ ~ w © P 0 0 J bC© Sp 0 $ h.5 Osis* 10 • 5 S 2 ® £ S'-5 !« 0 bC gr* ■ 2 i « SSil«ri p £0-3^4 a b^Qw £ d §as g g>§ § Cj ^ d H ® k, J^OAH .0 4 P 0 ;P o 0 'g MS 3c0 0^K S ^ t-i 'Z& 0 0 041 410 0 £££ g ® • © • o &5 0 3 >>© « . o . §33 02^ © © © > ! >3 S >,£ a1 ■g © 0 “ £43 _• £ £0 o © d o I'S^'gS’ag 0}p£c£Pfe ^73 o-gg©^ csarw«ji-Jg © J £ 8 £ fc* 2 32gSwS® g2&o2S« ggQgg^ 5o|.a^©'3 m ? © © a? O 0 43 43 <2 0 +3 ffl 0 Eh Ed A 0 W m : o to *_ O : 00 I o o :go i&l-a 111 1| 50 fe£0 o o £ 0 « O^S&g JjdgC: gl^SK g O ||no§ 042 © ©0 0 ^ ©—■00© £ 0 0«IEhEhgG o bO © So 11 g0 1 o JagSEng-g, a .s&SNsSS §^|g g-0^>-I> b'g >P S ■£ £ •£ 3 £ a! ^ © ^ 3 ^ > © © 0 2 P 5 5 P |!ss o O c3 >,£ >3® 43 n_i *3 r< ^ 4h O 042 ^^3OOOOCO _ TC'5£',tfO £.(3*3+3.|3*3.j3 0 7? OQ 0 0 0 0 0 0 g>3§^0og>d©©©©©© >©,-Cogc3^[]c'1t13ce3cJ .0 > > 2 © Plfe S rt P) Pi 0H P< P< ft ^■0^430©2wo©©o©©® •rn©©©--;?©!-!??^?1!5 Q ^43 43^ 00 © 0 0 0 0 0 0 0 E-i^f^JE-icZ}i4iat-305H503i4 zt 00 _0 M 0 © bO.^i •53 f3 O o ^ *3 0 00 ©u_ fio © © 5 bp. d43 i0 E-i m 43 g - 2 ©‘>3 ■ 3 ^ 3 o 1 tegs -S^O M ^ 02 S 5! « © ©"0 *S © & £ 0 '3 ll-liis O 0 0 g 0 o 0 CQO ■>. «w rtf © PJ ^ ^ r*“ .p|s>|0- §?5'aisw|8 c30.2-3.0|>3 bc-j^ otc 2 © Xt;.h ©0 •g0©lgb£O(3 0^ :W<100 SS »CiO^©>M c© e© - jh *-> d IS o o cc Jo T ( ' o © ic c | © © © X N 1 © CO rco© 6 d * o o ! to :1 : 0 ,800 1 ,000 i , 000 I ! ooo ‘ 35° © o li i 8 o 8852 ooo CG 5S :» : iC Cl Cl to ^3 “a o o eC'*§f 3S.IBT10 i^nuuv * °ooo ee 60 o ; o © o o © © o © If3 o ooo •noptjnp'Bjf) jo o o • S ^ ICO- j o iC © o IC iC iC o © CO © IC O iC •uopBinopnBK ^iO iO ; iC iC j o - I IC CiCO O IC © o co»c aitiuia^ - O — » o ClTH o o o 01 IS CO iC 00 Cl ’fiOC iC iC o SSI 181 — o °82 P Ph •91'CH © 1 204 86 44 284 (M iC CO 00 CO CO So CO CO 123 o CO ooo O IC Cl Cl Cl 1-1 CO Cl 1 081 iC ~ oc CO ■oi'Btuoj; © O^H-C ! © © I o o Cl - —> © 1ft m © o o O 1-H O ■*Ss CC •OfEH X 22S« CO CC Cl IC Cl iC Cl 30 27 18 Cl t- CO •oi-Binaj; | °g’-° © © © S3 ■♦* Ol 143 CO O O l- Cl ^ °ss © © o o © 3 w •ei^M S5J£Zi° CO- °oc^ T* IC Cl CO o o CO »C Tt< O 1-1-. e o o © o©o •ai’uma.j ;« 01300 o o o - j IC T-. Cl Cl O — 1 o © © © © M p i-t rr> •ai^K 10 0 0 O©0J CO 03 o o O'* o o ooo £**:«• « j &S83 a n © m 33' a £ 3 £ i3 rt ©« Mod <&< 5. © bo ◄ to © to © 3 >> 3 « c3 3 3 n < d CO *-5 a 3 © "c? q : 63 J P- u ^5 •p s gw P-i w 2 ^ 2 § o 3* i_\63 u 1^2 ariPn a . fH K © «§ U o'M P<© . 0«-9 «U o ^ ■g 3 8 ►4 73 0) s-. e-W 3 SO : :d : : o : :0 t>. -- e3 o-O o o 3_ 2 ©Wg-g M « 0) 3 to 60 <5 < e3 4 • u to • 2< \ a : ° a . © 3 © fc£45 *-i So 5 3 og © ; >» ! to © o © oS» S3 : 2 ca 2 © +£ o-i >,3 4 3 o'0 tc© ^Co lg32 H "j *J o JD cS^tS 3*SS ©•? to g>S>S — <1 © O^O © T M 5®w < ktr* .5 3, 60 c3 vu ,-j . 5-. 3} © o O a a © ts » £^33 © iS © 5 ^ O 43 O OHM 2 o tO §0 © © 0-3 © o-d’c $J^f § © g2 c«2 © fco^ b73 fa © £ 32 -3 3 © 3 p a h >■3 to .5 h 3 © © 3* |p| ^rrt ^ 73 © O • -* ©3 S- 3 ©33 3 © 3 teS ^ rt © ° . 3-50 5^2 c a 5 o o □ g s ^ So 5S"'- s . «h a- © © ® o © © T1 M33 - tO "5S » t£ — 3 C < <=:• » Ct -rr ift (O t- 00 <3 O A :P,2 • -4 -;^ ♦For 1888-89. Table 18. — Statistics of schools of science endowed With the national land grant, for 1889-90 — Continued, 1054 EDUCATION REPORT, 1889-90. 1 0 Ci 0 3 • O So § 8 OO 10 a 0 u Pro¬ duc¬ tive funds 16 £ iO 00 CO 0 S O O iff i>T ^3 **-« CO CM 0 8 rji O © a 0 © p . State. 3 io cf C! ee CM CO 8 10 l- 3, 000 ! 0 «o jo °§ 888 O kf^ l- CC 8 1'82 *C> 000 ‘03 88 0 <' 10,329 •eSaiJiio I'enuuv H O O 0 0 i" go g O CO 0 no 0 > ft! P S 'P © P M2 ” O o<=i o „ © 2ft P6 . © mo ^ o ffl fl g M o es x c 2 2 ft^ft 2 S 2 3 p c am P 1 P to ft 2 p **> to Jj BO >3 a m p §| £2 « 42 a ft PI © a © . 01 gJ c3 °?P §82 2 o o © * s © -3 ft! fc©° I a O „? OP ~ “5 o p I V< ■ 60 :◄ ■ O O 5 feO- : a ,^2 “ __, 2© e8 §“b0 5 5'S *< o3.n ft to cdj- p © P bo0?i02 < < % bf U ft 03 tow ft IS-llf §1 o a f>sp! ® © g>as-s ? a ©«i 2 p2 g S' :§ .a \ts GO* O p ! <2 e3 to bcO il 3 2 2 jjS as '!’© I pi So oh JOQ ,6f Ssa^-a-g pPo-g®*©® ®TJ1 o ‘ ,3 r? § c3 ift °P © p to c3 ©_ O PS a© £3 © ft o l?2&a&oz «H > S *2 ^ ft © © © ft ft ioft si rj z &< ISflu 68 +3 O 1 3 bCi © £ © ’ ft ©ft ■< omo 3 to ft © 2 2 ? ? •? a 3X^1. o © ©3 5P 2 v •£B ©<1 • 4° &3 © 1.2 sMfeBS -a (D «. _Sr O M i/1 E^t> E-* ©ft o ft x< o ;s i 8 3 2 2 ^ x 17 © 5s te„ to w c © p © ml ^ w © c3 J? - • ft 6? tC ^3 c3 22 sL © . n to to ^ © Pi igf j3 63 63 N N wsl cSw MPSfO : p ■> p to *“12 ■ rt © I! mm Tti m Table 19.— Statistics of schools of science not endowed with the national land grant, for 1889-90. * STATISTICS OF PROFESSIONAL INSTRUCTION. 1055 Income from— Pro¬ duc¬ tive funds. s P* ggOO® • g ® • O i • ^ ss~ is * i§ j i ! a [ :3 ; 00g0 , • a • • fi • ^ • 1 State. k* n 0 0 $33,000 58,000 0 18,000 0 0 0 0 52,000 0 0 0 0 0 i° i ig0g i • x • ei : : w : ! Fees. •aSanifD i«nuuy §®*88 is S|2°s SSS S |88 0:0 °S£§ •uo^«npn.io OOOOO 'O ooooo o »o o o ! ;0« OO OOOO •UOIl'BinOU^'BW OOOOO ;gj OOOO.A OOO O 1C 00 O O OO O ; O CO College— Pupils. •oinuio^ S OOOOO OO OOOOO OOO OOO OOO O CO t- o o o —i n -c •9IUH pN ificcxcjH cq ^ ® ^®i>. — • o so ^ as co —• ao iC^OOiro ® ^ ® ^ c — ® ao -r nn -rc — % i-H TJ* ^ — « Cl Instruct¬ ors. •arctna^ 0 OOOrHOOO OOOOO iOOO OOO OOO O CO OOO j ! •9inH X ooi-TfiSTfo oioj-o-h aiB« ao o o t — eoo n< oo « w 1-1 1-1 i-H N ©J M 11 »-ieOMn~HOC<3— -1 & — ; c3 5 1 © 1 * Pupils. •aiTJiua.j - occooooo ooooo ooo oo ooo 'em o oo o •ai'EK COO OOOO OOOOO NOO oo OOO O OJ OOOtj Instruct¬ ors. •ai^tnak£ CICOOOOOO OOOOO OOO '“"o O OOO o! O ‘ O O , * : : ! 1 •eit?w i" lO 1^ O O ® ® O OOOOO OOO OO OOO O • O ; O — ‘ xoo~*. 022J2 m sass Table 20 —Statistics of public normal schools for 1889-90. 1056 •06-6881 ‘asjnoo i«ra 1 h -jom taoaj sa^'Bup'BJf) **< a o cc to c-i • ooi^^-oo o ' ci -xj ^ n ^ Nh t-h t-1 t-H • • t-i QO CO i ^ s : 1 C5 CO ; iQ •s^uapms peuuou oa aS^Btio pmuav © H o ootoooooo ooooooo ooo.«o«ooo_ Cl 00 o CO Cl •S5I99AVvm 0SJUOO I’Buoxssajoad iin^ii © O ^TjiO^iflOOO OOOOOOO? Cl ! C o N *X N X ^ 00 M^C_?^OCOOOOO CM CM CV? GO TJH Tfi J> | »C rr - 05 LO 2 2 O tH •l'!* ctc!l CO rH | 1-H CO J> 09I-0SI 08 OSI Students. Other, i.e., nonpro¬ fessional. •aiuraa.i G© o oaxo^HHO ot^ooooo ox^o>o^oco kCCiI>C30Q0Oi 22 CO CD ^ iC iO Cl 05 CO •0IT3H O OOOOOiCOOCIO OCOOOOOO C5 C»flO®NOOO o coo CO Cl 05 GO WiON gl Cl ICO o H 00 Normal, i. ^.pro¬ fessional. •ai'stua.i © CQ J>O5GOCOClrH00?O 05 O O O >0 -H Cl WOCOOCOHNNO rH ^^N^OOOhN THTfOi^CCCO ^ 00 CCiC h Cl O H H Cl IQ CO Hht}< lOTji o o o °°s s •0I13H U5 O lOONOOONCIO CO 00 O 5J O ® (M t» lO -i CO if K5 O ffl !> OS TP i—l '^JiMr-lO OS-Pin l-^O-X-CJIM T-lr-1 rH rH 01 d CO (M Cl lO d Cl Cl o •esjnoo fEnoissajoad am ut s.io^ou^sui »iOrfO>«K>rt^ 00500551.'!^ 03 CO >£> nr.-f OJOMOCOCO lO U g t. Oii Sh ps^ P ■ a rl 3 bD ■9.® bocj NSl§gS3jfl saw Isolde a «n ® 3 §||>| ^ o-2 g oJ r! h jo o bi) P rv eh o © g Svj S 2 i> CO >7 Ice 2 : i“H i^te 2 :wo^ §$3 So- ^t^fl^gll ^E-S^glsS|2^ o PI'S, fl ce B Q^|§a«ia=agScj .« O 2 pi o$ l rS 5 © fs ce^ III I! »2 o fcu %Mopv§5g 2^ 2°*^ s§o o pi o ce S 5 SZ^ U <*02 a g ||le 7e a a o & S ooocece®rf£ ^Sz!!z:|qq w>l^ sss J cecetf 2 §13 2 a)0)a)0) O CO B S Pi Pi -h 6 --I .p’S8M^ «*aSP8a*l§9l to O Pi O ©,a o o ^ _ „., sd W m O Pi . JO xnSw ce ^a) SrlH 9 ce£ ce ce S p ce s”as-ags iio^OO^O £ o>,2 © a>o S ® £te3tete3.gj ce +3 *s ►> 2 +3 tcoaiMi>gtc •"* pa)'-' t>c P-a2 g go s S ^ g g_ P|o|2sga;s|| ®rtg§fflfcp,«aS*N§ .s^g^OcececersdPi^ O'SSgP'O'C'OPOOO H,“ o O" fi a rj ce<*,2 %<6< << O ce © m or a w3 ft 1.3 pi & o bp^ SjgPQ 1 allots Es43£hp!S rJ • ■ bD 2 1pi«o.S re • o p • £ o :o°flft --2 -(-' -0) ib tS d ' a SU’H g o^ ^§j©||m.2 O 2h w Pi ce <3 cj "3°nW'a s - < *-s w . & £ '2,pj > P P K c3 te rH OM g ® o «va M-S 5 3 ii>alH.gy3^8 - c’j ^ co 5 ^ ti 2 .y ,j5 c3 a ?h O ▼H w CQ^ lO GO Ci i N W Tt< iO 50 i'- The Louisville Normal School . i Hiram Robe STATISTICS OF PROFESSIONAL INSTRUCTION. 1057 > ci © t- cc © © Cl •* © O © © © ©©©—>•*—• Cl © 01 © © i' —< m ic -©©-!-!©T*ii<©©--e2©eG©©©©©©©© w© wo oo — i h o^i« ci wi- £-©eoi- f iC" r: jo cid w co © 1.0 eo©- i-> Cl Cl CM 00 i—l i-t 1-1 i ocifflOXN-ai-otci 01 © ci ci eo — 00 © © cc © cc 01 © cocooo© — occo©i-i — ©ccit-^TSci-^t^t-eoci©©© MnnSicBMnSnSSii? ED 90 - G7 •ift to t-00© 8 lO 83? tA tS 3w lA 5 8 35 ? ,‘5 2t33S©^MW'<'ic © 50 © © © 1- i- fr- t*. * For 1888-89. + For 1887-88. a Reported as ten. Table 20. — Statistics of public normal schools for 1889-90 — Continued. 1058 EDUCATION REPORT, 1889-90. •06-6881 ‘asjnoo itJtn 1 * -aou uro jj sa^np'BJD | w 0 co 0 00 'HOOM^^i5^WripcoifiNOicf:o!0 1- CO j 1 £OCa*-« 51 l- -c* CC CO ^ TTiC CO '.S-P.&Z*'*3 •s^uepms I'BinJou oa 9S.reqo rentcuv © 000000 O OOOClODOMWWMOCJOMO l^rji COCO^OiC^^ CiTriOtO e& ! co j> Tf 0 co 0 0 |OCi^ r- •Sq99M. UT 9SJUOO tBUOtsse jo ad nuji © OOOOOOOONNOCOO^XO^^O^Ovf^^^ '^^W^^OSCMiL^rM^C'S^'^OOUQOOOO^CO^COOOCOQO 1-1 Qi r-t i-« Hrt OCD^?DO?OWW W <0 X Cl V C7 irt 00 23 Students. Other, i.e., nonpro¬ fessional. •ereuia^ OB OOOCOM CO ^ 10 xtOO^O^iC^HOOOOOMOOO OOXOOO-in T- CO CO •91*W h 00«^0N OO’iiroO-'i'lBlBlCOffllfiOOfflKM t- 10 ^ MOWN HN 00 Ifi JO oowoooao O -T* C J Normal, i. e., pro¬ fessional. ■eiuine.a; O Ci CO TTI CO HiBffl^oosocooxoijii-ooia ^NlSCON«M®CWOJTfr.a>.tCO«> ti n « M •erepi OOOO^hO Cl !-« 1 - 0>COOOO(MOif5)CiCOO^NCN 71 co co 0 t- co °|||'coSS •8S juoo Tunoissejoad 9tn Ut SJO^OUJ^SUI f.l^HCOMM^M®aHKi!<< f>P! o i-l I I a> Jst: Pi 2 2 © ®<3p : : ;g . >,© ■<- ; :s ; ; a w ©* sais . C3 o P 1 • 1 li P P 1 ^ (L CC i5* P .

<® BO o |Sj§ o< o . • ■ o o ; J004 : o O-S © 1 ©■as® : A ©k.-h , p ; “•aS gj §g|Il ailSI . > : p •P ; O ;o §2 . i|S*I* IChMoO ' i C3 fi/:P :gSp- p® i&izpl 0) ^ O G iQ+Jrol7 5n p o p P222 ®p ;Sos> ^,-g _ ' o g © § ^ p a o fc, I o o : o o .P.P ««!» Spp saa p p > 03 a ® On O o o ■sg. . ■2l! .P k eJJ o S F5 o ip °fcF* ©I Is S 53 3 955 BISS *1 O'H^Z 009 _rPl C. ■r C t? P rf U ® o P ap ° po Og; ZSSZS" a p p >jp p p a ! g P P o -p . defier $5 ©£«<£ p ®p2g^p ^!“*&B®1§ 00.5 2^ o o o ®flO’3^^.S53^c; ■§« © w.a,§2,5-r ^©gr-ppTlPSp °aa ©2-rt^H ps fcDO P.P |p h p 00 1 a ©-d I-Sp i : ^‘Jfc0000 fc P o bC ■ ■ P « ip>^ pP £ S2P p-5 ; 3* t-CQ P . £ otH'V}C^'*fiCCDl'*CiC05Oi- • o *$ ■ ■" cs ® S r _■ © M u 5i o . ◄ .So|o^- -c^f-SSg ao 2 c 2^3 rtf -g b ^ * > S E rt © S^ggSIs fcfO ^ 3 pj o g — * g ® K g£Ph - £2-3 acS SlSSl-gS Sk>V/2 rt ° £o ! O © .3 bo-g ue~ ill <«- g. S a3 o G_ E o c o £.© ~ o ©71 -_ © rt M 2grt *Z g pf a a: |||a|l? ?r. QaF®® 5 M © e ^ «■* *-> ? ^ rt rt - ° 'fcttoQ © . aa 5a. -•“§5 ‘ P.T3 h a ~ :«S ®rt a » giw^-s : ni c 2 1 :OQrtJ<4 o So ,— u ■" C C fcrtlz; ®S®«aa 5|5 t: Z s. : -'> S« : c g © 3 © X S Eh C Eh © ,5- . © Eh rtr V- aE - .-G ®'P=©rt®> 3® S2=S~caS§j5 £■2 « g.3 8§g c.2 1 > e£ rtfc; rt ; > : « £ y :>! c © -gsg H > © £ a g xig r* < - o ©2® g* © _ __ „ m2 2a^iG^ G s JOJ5 •2^3 H x rt O ® ® £ F4 35 CO'S ' S =^>Grt=^|>^ feOW wS £SSoE«£ Table 21. — Statistics of Private Normal Schools for 1889-90. 1060 •06-6881 ‘ssanoD I'Btajou uiojj sa'jTjnptjao o o ,g* 25 0 o' 52 g5,00”^0^ 0 . . e ^ S' ; ; ; •s'jnspn'js I'bthjou O1} 8S.reqo I'Bnuuy © COOiOthiO 6^ 1— 1 L^» CO OI ONO OOMOXNOOCONOCOOlGOirt kO rr CO 10 CO (M kC (M CO ^ CO 'SJ^88M. m 9s.raoo ii3uotss8jOJ(I Iin^ © 00 O CQ 00 O O ^ iO & s Students. Other,*, e., nonprofes¬ sional, ex¬ cluding children in practice school. •aiuuxa^ SC OOOOO 00 53 9 1 ^o^®„cio -MOSIOO 0 I ,e S°° 10 ©»« s'" w w ^ •8IUJNL t* OOOOO CO ^ T-l Q 1 !>• J'- . ^O O 01 O _ O O ^ ^ O '^CQ O w : S ^o1- *» Normal, *. e.,pro- 1 fessional. •eiurasji © CD LC O 0 GO O. 1— T-1 ^ CD _ CO g iil ^.OOO^OO-OiflNClfflMOON *- s- •8IUH OOOOCO kO iO CO kD kO ^ T*1 ^ •asunoo iunots -sojojd sq; ui sjopnj'isui * coM®cif-s isMir.H^HrtCOffl^^oir.Not* rj a? G) ^ Gjg © M . r-: &0 llJogSS ^ c3 ^ >' H i-s ^ a © w >Zi g£ u £ JjP «3 d ^ © c3 S c3 § £ © A ca § W ■ \1 1-^ •3 0 © © o|i§ I g |S® a o © n o<.^ r. —'-fife's SSgg^i^i^i^i affl^sWSaH^Hi^w jWai H M 1-i !§ ^ s ^ Q hi & !§ c< O P Ph ^1-i o J aSsi 1*11 too © o d! ,d o o W- C3 Orj© Hy tin w :£ c-< & £ !> ill 2 © f ■d;z! ?h « O ° hMU^ S -3 u £ S .2 c3 ^cc S3- CCS c3 c3 (2 d d'2' ca ca d ,5a*® #g§l ■3 d S°l§ . r: ^ O HO} s*s. s-s a d rJ >-< © © ■ ^oo £©og>So22© 'o- g>,d ,2 o ,d £ © g> \si § l?”6«2|S3 i»|„s d°1*«d§i2©rffciS •2 "5 g s 2 £g s ca Mg © g O ggfcgSfc^S&Sfcfifcg ^EglmSglSgS 5 3 h 5 o O CC&|. igss^sSMSS^ssa ©suo , ,41 o • <» a :'fc >» grt g < fl o c3 w d - - © 4- £fl-®g sSg, d § © 2, O > O 23**©1 Sfg-S J J& :■§ ■ o 'g£g|? ^ii ^ |M„$ © $ © §<-§3 H5o5o 4oSO £-0 -g -ca llSlIl^lflllp ofto..{Js s-e. £ ^ g ©44^ ca 3 : ”5j» © u diJSP-^©M pcaca •:2cadiJ©^QPOcCfeCQ^ic«Q^?^^« 42 „ S3 O C^ CD © r-l ?H G> I caco ^ »o«o J> 00 ( tNNWNWN( STATISTICS OF PROFESSIONAL INSTRUCTION. 1061 Table 22. — Statistics of Private Manual Training Schools [see' also Public Manual Training Schools, under City Schools Systems, Part 111) for 1889-90. 1062 EDUCATION REPORT, 1889-90. Expenditures. 0 -sasuad -xa jua.T.mo S $8, 143 23,086 006 ‘n 20, 000 14,493 15, 863 »n 0 C5 •sjuaui -aAorduii pun sSuipimq jo^ * ® s 000 ‘i 0 0 1,297 10,861 18,795 Receipts. M •M $2,200 23,703 O O 20,000 2,470 16,532 21,687 22, 133 8 00 00 T* una^ opi -suioips ut siiaaAl 0 00 ! 7-! 1-H CO CO •08 -6881 hi saiunp-G.xo CO 00 20 O 05 O C5 ^ C5 0 Pupils. •SuiuTuaj X'BUU'BUI ui O in XtH OO 03 ^ O CD O KS S$P ig g •0113 uia^ © OOOO lO 000400 s •erejM * >n co — < 0 in Cl 10 00 OO 00 0 •ai'Buia.i ■*< hO OO Cl O rtr. 0 0 •aiupi I m co 0 iai- ci go 00 00 oo CO 00 •Suraodo jo xeaA 1885 1884 1884 1873 1883 1880 1887 1884 1886 1882 ; ft : e ; e i sr PH. D _ »od _ © ,E 0 -E £ ©2 So S* f-< n O . Kg « 3 c3 c3 t4 O S3 H m O Eii-s P? © ri S 3 S| S d ^ Hi-s E-< O § a .5.e3©.e o . S* ip ’.E c3 ©r-> : ^ “SM© '^O S3ll2!§« agssi - ^ ^ -—f. C11— . r . - 'Eh rH W ^ ©,E E5 W o o o o A & a g s cS ft Q . w © ta>&? E f* ^ as 'J1 Dj c Sti-E1 -S Xa © o .S^cH t£.t5 n © § W)2cQ© W OS SW S Pk K *S 73 A gO 0 ce ft ^ o Eh ^ | ; : e : ; !«a ; J ; E >H Hi 1 CO Sjf d S &o M C3 ,© 07; 0 2* d * Q§ w ■3 c hi E 3 0 0 A r J CD c .E A cc m ® M fco CHAPTER XII. METHODS EMPLOYED IN THE REFORMATION OF JUVE¬ NILE OFFENDERS.1 In all active measures for the reformation of the disreputable portion of society there is noticeable an element which, for want of a better term, may be called faith in human nature. Yet it is not mere faith in human nature that is to be so much noticed as the faith in the power of reason to sway and of habit to mould a human being into the course of conduct that society finds necessary for its preservation and approves. It is quite natural that in a Christian community this belief in the permanent possibility of redemption of the vicious should find its strongest support. It is not improbable that the very origin of the belief was due to Christianity. The stages of the growth of the effort to prevent crime seem to be these: To prevent the orphan or the child abandoned by its parents from coming in contact with vice ; then to reform those contaminated by such contact ; and finally the reformation of grown criminals. At first the efforts made in this direction were a matter of charity, though con¬ ducted under church, or at least clerical auspices. But finally the State, solic¬ ited to lend pecuniary aid, has assumed or is assuming complete or partial charge of the work. lu the early efforts of the church, enthusiasm supplied the place of method which was gradually developed as experience showed the way. State control was particularly favorable to this development of the art, so to speak, of reformation, as the expense of giving form to new ideas is more readily borne, generally speaking, by the public purse than by the purses of many charitably disposed persons. But with the growth of the conception of the interdependence of the physio¬ logical and psychological phenomena in man as shown by the removal or mutila¬ tion of the sense organs of other animals, an attempt has been made to ascertain the laws which govern criminality. To scientists, therefore, the reformatory is a laboratory of investigations ; to the public, on the other hand, it is a placelor obtaining certain results. In this chapter we are wholly concerned with the latter view. From a practical, that is to say, administrative, standpoint the key to the conundrum “ What shall be done with these children that they may be saved” seems to be in providing them with a good home, which is universally allowed to be the best possible place of discipline for them. To this end two methods have been employed, one old and requiring the services of an agent to visit the boys at the farmsteads wljere they have been received, the other, of compara¬ tively recent origin, which consists in furnishing a similitude of a home to a few boys selected from a moral point of view for their fitness to consort with one another. . - 8. The first of several general questions asked on the form of inquiry annually sent out by this Bureau was conceived in the following terms: Briefly and in general terms please favor ns with any opinion or other information you may have to impart in answer to the following questions: 1. Assuming, merely for convenience in putting the inquiry, that it is highly desirable to sep¬ arate those more deeply tainted with vice and crime from the other inmates of the institution: (a) Do you consider that the cottage system answers this purpose, and does the segregation of the more vicious amount to very much the same thing as a classification of all the pupils by age? -(&) What changes at your'sehool in respect to the classification of pupils and the adoption of the “ cottage system” during the last decade ? 1 Prepared by Mr. Wellfoid Addis of the Bureau, specialist in professional education. 1063 1064 EDUCATION REPORT, 188C-90. To these questions the superintendents of the several institutions have replied as follows : Superintendent Hatch, of Colorado : (a) No data. ( b ) No changes. Superintendent Howe, of Connecticut : (a) The cottage stystem admits of any desirable classification. The natural classification is not by age. The natural family is composed of children of all ages. One or two boys or girls (“ deeply tainted with yice and crime”) can safely be placed in a family of good boys or girls and thereby be cured by the contact. Nothing is so efficacious in converting the wayward as to make them feel that they are a part of good society, (b) The cottage system has been adopted and carried into effect in Connecticut within the last twelve years. Superintendent Haines, of Delaware : (a) I consider it very desirable to sep¬ arate those more deeply tainted with crime from the other inmates and think that the cottage system answers the purpose to a certain degree. ( b ) No change. Superintendent Shallenberger, of the District of Columbia : Ours is the cot¬ tage or family system and consists of three separate divisions. The separation consists in a division of the older from the younger boys. In each family there are two school grades. Out of school session the family is a unit for both work and play. Each family has two dormitories, one for the older and one for the younger boys. Classification other than this, in my judgment, is not important enough to justify the additional expense attending further or special separation. (b) Several years since another, the third, family was organized and placed in our new building. This made it possible to secure a separtion of our older from the younger boys — as indicated under (a) above. This has been a decided improve¬ ment, although our families are still too large. With another building we could make the association in each still more satisfactory. Superintendent J. D. Scouller, of Illinois: ( a ) We have both the cottage and the congregate system. There should be no mixing of good and bad, vicious and virtuous in an institution when you can draw the line from personal knowl¬ edge. The cottage system is perhaps the best for the separation of pupils by age and character. There should be a central cottage or building where all pupils newly committed (or a large per cent of them) should be on probation be¬ fore being classified according to the commitment, as information given by in¬ terested parties generally furnishes a reliable clue to the true character of the boy committed. (6) We have added one family building or cottage. Superintendent Mary Lyons, of Illinois: There is no doubt that the cottage system has many advantages over any other, but for various reasons we have not been able to adopt it. Superintendent Sarah F. Keeley: I think that the cottage system is the better. However, we have not introduced this system, but classify our children by age, keeping the younger ones separate from the older. Superintendent T. J. Charlton, of Indiana: (a) I do consider the cottage sys¬ tem entirely adequate to secure the separation of the more “ deeply tainted ” from those inmates who are less vicious. I do not consider the classification by age as nearly so good as the method in use here of classifying them upon the basis of character. We have four families of large boys. Two of these families are all criminals ; the other two, however, are boys of a much higher moral grade. (6) None, except that we are more particular to classify boys as to character. Superintendent C. C. Cory, of Iowa: (a) We have two families; one in general dormitories in one building, one in single dormitories in another building, and much favor the latter. We have no girls that are what would be termed ex¬ tremely “ vicious,” and have as yet no necessity for segregation. Only for brief periods is anyone subject to unusual restraint. The more intractable are more benefited by associating with the good than the latter are injured by the con¬ tact, contamination being prevented simply by family oversight. (b) None. Next year we expect to erect another family building with single dormitories, making three families. Superintendent Buck, of Kansas: (a) If properly classified the cottage is pref¬ erable. (6) Formed a family of small boys. Mother Matron of St. Scholastica, Newport, Ky.: According to our rule it is ab¬ solutely necessary to have these classes separate; but as we have as yet received none of the vicious class there has been no need of segregation. Superintendent Farrington, of Maine : (a) I think the cottage system partially answers the purpose mentioned above. I do not believe that the segregation of the more vicious amounts to very much the same thing as the classification of all the pupils by age. REFORMATION OF JUVENILE OFFENDERS. 1065 ( b ) No change in the general system of classification. Our first cottage is nearly completed and will soon ho ready for occupancy. Brother Dominic, Carroll Station, Md. : ( a ) We have not tried the cottage system yet and hence can not say much for or against it. But from my experi¬ ence it is of vital importance in the reformation of those children who are not so deeply tainted to separate them from thoso more vicious ; and in this case the cottage system is preferable, and certainly preferable to classification by age. ( h ) None. We have always endeavored to keep the younger boys separated as much as is practicable from the older. This we do in the dormitories, in the playgrounds, and to a great extent in the shops and class rooms. Superintendent Mrs. Brackett, of Massachusetts : («) We have the cottage system, and believe that all inmates should be classified according to the past record of the inmate and not according to age. I do not think the segregation of the more vicious amounts to the same thing as classification by age. Some of our younger pupils are more vicious than some of the older ones. (6) No data. Superintendent Risk, of Massachusetts : I think the cottage system is the best as far as my experience goes, and it is upon this system that our school is conducted. Superintendent Eldridge, of Massachusetts : (a) Think favorably of the cottage system and more of separation on' the basis of character than classification by age. Think truant schools should not be maintained in alms houses. (6) None. Superintendent Johnson, of Massachusetts : (a) The cottage system answers the purpose better than any other system. The segregation of the more vicious answers a much better classification than can be done by age. ( b ) No changes, as we have had but one family of 30 boys. Superintendent Chapin, of Massachusetts : (a) There should be. I think, more care in the separation of the two classes named ; but in general classification by age and by school attainment serves the purpose with the cottage system to help. (b) In 1885 the school was remodelled on the cottage plan. It started with an administration building, where the superintendent and the most unmanageable boys were to be located, and three cottages to accommodate 30 boys each. Two years ago the large building was remodelled for two groups and at present the school consists of six cottages as nearly independent as it is possible to make them and have them supervised by one superintendent. The main mode of ar¬ riving at a classification is to grade them according to proficiency in knowledge. Superintendent Margaret Scott, of Michigan : (a) I think it does.* (b) This institution was organized under the cottage system and no change seems desirable. Superintendent Gower, of Michigan : We have the cottage system. Superintendent Brown, of Minnesota : (ci) I believe that division of the chil¬ dren into families of 40 to 50 each, according to age, answers all purposes and with proper supervision the danger of contamination by the more vicious will be reduced to the minimum. (b) Have always been working on the cottage plan, but when we occupy our new buildings the classification will be more perfect, a3 the families will not be so large. Superintendent Shaffer, of Missouri: (a) Separation is good, say into three classes: (1) Those entirely good, (2) the large vicious, (3) the small vicious; the latter divisions being, of course, by age. (b) Separation into two classes, to wit, good and bad, on the congregate sys¬ tem. Superintendent Otterson, of New Jersey: Classification by age is not the proper way to classify. Classification should be made according to the moral condition of the inmates; that is to say, the separation of the more vicious from the less, irrespective of age. The cottage or family plan presents an opportunity to ac¬ complish this as no other plan can. (6) Our institution was founded on the cottage system in 1865. Of late years a more rigid separat ion has been t ried . Superintendent Mrs. McFadden, of New Jersey: (a) I do think it answers the purpose in a great measure. I think thq classification should be made with regard to crimes committed rather than age, as many young in age are old in vice. (6) None; as our school only numbers about one family. Superintendent Corrigan (Brooklyn Truant Home), of New York: For our in¬ stitution, no. The boys confined in this institution are not vicious, only rais- chieviou3, and I consider that the dormitory sj’stem is the best. 1066 EDUCATION REPORT, 1889-90. Superintendent Carpenter, of New York: (a) I consider it highly desirable to separate those more deeply tainted with vice and crime from the other inmates of the institution. The segregation of the more vicious amounts to very much the same thing as a classification of all the inmates by age. (&) The school has been classified as follows: (1) Senior department, oldest boys and two other subdivisions, according to age. (2) Primary department, boys from 7 to 10. (3) Girls’ department. Each department is- complete in it¬ self and is entirely separated from the other departments. Superintendent Jones, of New York: (a) There appears to be no appreciable difference in the results of the two systems. (6) None. Superintendent Brother Leontine, New York Catholic Protectory : (a) I admit that the cottage system — that is, separating the really vicious from the others — certainly has good moral results, but without strict supervision on the part of the prefect or master the cottage system is a failure. (6) None. Superintendent Crawford, of Ohio : (a) The cottage system does fairly well. The segregation of the more vicious is much the same as classification by age. (6) None. Superintendent Hite, of Ohio : (a) Yes; the cottage system is the only system that is in any sense reformatory, and its plans of separating the smaller inmates particularly from the larger ones is specially beneficial to both small and large pupils. We do not think the separation of the more vicious from the same ages of the vicious is beneficial to the vicious; but, on the other hand, have expe¬ rienced that the contact of this vicious class with a better class, who are in the ascendency as to number, is helpful to the vicious and but very little harm¬ ful to the better class, if harmful at all. ( b ) In 1878 all the smaller boys were classed by themselves and completely iso¬ lated from the larger boys. There has been much improvement in the house¬ keeping at the cottages during the decade. Superintendent Laverty, of Pennsylvania: (a) We regard the cottage system as manifestly to the advantage of the pupils by separating and classifying them according to age and moral condition, with a more critical supervision and more intimate influence exerted by their care-takers. (6) None. A new institution is now being erected at Glen Mills, Delaware County, Pa., for the transfer of the departments of boys, to be reestablished on the most approved methods of the cottage or family system. Superintendent F. H. Nibecker, of Rhode Island: (a) I consider the family system, when fully carried out — each family having its own dining room, play grounds, and school, the pupils of the different families coming in contact with one another only during hours of actual labor and when they are under constant supervision and instruction — as of vital importance to reform school work. In a small school classification by age is the nearest to moral grading possible. In a school of sufficient size to allow more than one family of same age a closer and truer moral gradation may be had. (6) During the decade this school has been changed from a refuge or close school to a family school with congregate dining room and families, not classi¬ fied by age. Within the last four years the school has been closely graded into four families, those of like age being in same family, etc., as noted above. Superintendent Ainsworth, of South Dakota: (c<) As a rule the cottage system will do the work, provided the cottages are under the’charge of suitable persons. Our boys, good and bad, are kept together : but there are always one or more persons with them of good character. (b) When more, buildings are needed cottages will be erected with a capacity of from 30 to 35 children and the proper number of attendants, etc. Superintendent McCulloch, of Texas: I think that the cottage system answers the purpose. Superintendent Andrews, of Vermont: (a) I think the cottage system is better than the congregate. (6) None. Superintendent Sarah E. Pierce, of Wisconsin: Yes. Have adopted the cot¬ tage system, classified older pupils according to morals ; younger pupils accord¬ ing to age and sex, the boys being under 10 and composing one familv. Superintendent Sleep, of Wisconsin: (a) We have what is termed the cottage system, but do not classify with respect to vice and crime to any extent. We class with some respect to age and size.* I am of the opinion that a classification with respect to vice and crime properly done would work for good. (6) None. REFORMATION OF JUVENILE OFFENDERS. 1067 II. Without discussing the case in which a reformatory is a mere temporary place of detention until the boy can be properly located in a home, it is interesting to inquire what efforts are made for his future welfare when the time has come for his being dismissed from an institution or otherwise discharged. Invariably places are secured for the boys by the school authorities. Sometimes these are in the country, at others in the city. One institution of the East has an agency in Illinois to care for the boys. The usual mode of obtaining information as to the manner in which the student is deporting himself is by periodical reports in writing, but in several States a more vigorous and reliable method is em¬ ployed. Thus the Lyman School for Boys at We tboro, Mass., reports that in 1889 a special agent was appointed who. e sole business is to visit the “proba¬ tioners,” to encourage them, right their wrongs, adjust their disputes with employers, find more suitable homes if they are not doing well, and in general make them feel a sense of continued responsibility to the State to do well. The result of every visit U reported to the central bureau and to the superintendent of the school. At another reformatory institution, the State Primary School of Massachusetts, the boys are frequently visited by agents in the employ of the State. Eor the care of the girls placed out in families from the Massachusetts school for girls, ninety ladies are employed by the State board. In New Jersey a regularly employed “visiting agent ” visits the boys three or four times a year, with power to recall to the school any who are relapsing. In the New York Juvenile Asylum there is a visiting agent for such pupils as are returned to friends, and the school has ever exercised as close a supervision as means would allow. The House of Refuge at Philadelphia has a competent officer visit the paroled pupils every six months. At the New York Catholic Protectory the visitation is annual, but the organ¬ ization of the church carries aid in this business of supervision. The pastor of the parish in which the boy resides is corresponded with and presumably is in¬ terested in the welfare of the boy. In Ohio, on the other hand, the State organ¬ ization becomes the oi’gan of supervision, for the judges of the courts are re¬ quired to appoint supervisory committees in every county, who are to oversee the boys that are sent from the school. In Kansas the county superintendent of public instruction is the visiting agent. III. Two other questions of considerable importance remain. These are so con¬ nected that they may be discussed together. They relate to the time the pupil may be detained in the school and the trade taught him while so detained. The following discussion is based on the replies to these questions : Assuming for convenience that certain disadvantages of the contract system tend to neu¬ tralize its undoubted advantages as a substitute for the manual work essential to teaching habits of industry and a trade, what effort, if any. have your trustees made during the decade 1880-90 to supplant the substitute by real technological instruction, and do you think such purely technical instruction feasible in anew of its nonremucerative character ? Assuming further that the instruction of the delinquent at thoAnstitution is of no avail un¬ less he is under its instruction for a sufficient time, what change. Al any. in the way of lengthen¬ ing the time the pupil is consigned to your care has been inagurated by the courts or instituted by law ? Superintendent Hatch, of Colorado: No effort made by trustees. Theoretic¬ ally, I believe purely technical instruction feasible. Have had no experience. Possible term of detention has been shortened from minority to three years. Bad change. Superintendent Howe, of Connecticut : In my opinion it is not practical to give technological instruction to an entire institution. A few of the olcler boys may be so taught, but it is necessarily expensive. We have not^introduced technological training, but hope to soon to a limited extent. We teach habits of industry, but orw* industry is remunerative, which is always an incentive to labor. The law of definite sentences has been changed to indefinite or during minority. A boy can grade out of the institution by uniform good conduct in twelve months ; but he goes on probation and may be returned to the institution at any time his conduct may not be good. Superintendent Haines, of Delaware: We have no technological instruction in this institution as yet. I do think such instruction very valuable, and ought to be in every institution of this kind, without regard to its icmunerative char¬ acter. 1068 EDUCATION REPORT, 1889-90. SupsrintendentShallenberger, of the District of Columbia : We have never con¬ tracted the labor of our boys, much preferring piecework at a fixed rate. This gives the school authorities entire control of both the work and the discipline. The trustees have repeatedly urged the propriety of establishing workshops un¬ der skilled foremen in order to teach useful trades and thus fit the boys to take their places when discharged as first-class mechanics. Every reformatory in¬ stitution or industrial school should he provided with means to such an end, whether remunerative or not. Our boys are all committed during minority, un¬ less sooner discharged by the hoard of trustees; hence they could regulate the time required for any hoy to remain at his trade. No boy should be forced to learn any special trade, and there would be no necessity for so forcing him, as a large number are always anxious to acquire some handicrafts and would un¬ dergo any ordinary discipline to secure the means of becoming first-class me¬ chanics. Superintendent Seouller, of Illinois : The contract system is supplanted here by State-account plan. Have made no effort until recently to introduce techno¬ logical instruction. It may not be feasible with State legislatures, in view of its nonrenumerative character, but we believe that it is a move in the right direc¬ tion, though it must be borne in mind that such training will never make a me¬ chanic : it can only develop a taste for some industry. Sentences are fixed by law. Superintendent Sarah F. Keely, of Indiana ; Our manual labor is simply to teach the girls the common industries of life, thus fitting them for lives of use¬ fulness. We do not aim to make money, but work for the reformatory power there is in work. Under our old law girls were committed until 18, whiie under the new law of 1888 they are committed until 21. Superintendent Charlton, of Indiana : Our trustees ten years ago abandoned the idea of making money out of the labor of the boys. They are now working to instruct hoys and not to make them a source of revenue. I most certainly re-% gard technical instruction as feasible. We have detained boys on an average about twenty months. I think that two years would he better. Superintendent Cory, of Iowa : As yet we have no productive industry. Only domestic economy and common school work receives attention in the instruc¬ tion of the girls. Superintendent Buck, of Kansas: We have never had the contract system. All are committed during minority. Superintendent Farrington, of Maine : I think such technical instruction is feasible, notwithstanding its nonremunerative character. We have established a mechanical school, where the elements of carpentry are taught. Boys are sentenced during minority, and trustees may discharge boys whenever they be¬ lieve them to he reformed. Brother Dominic, Carroll Station, Md.: Though we have eight or nine indus- ries or trades — printing, shoemaking, tailoring, floriculture — we find that our boys do not and can not remain Ipng enough in the institution to teach them the trades thoroughly. One advantage, however, is that they learn habits of indus¬ try and how to work. I think, so far as remuneration in shops in reformatory institutions is concerned, it is a failure. Nothing of the kind ever undertaken by us has paid. The boftrd, or rather the committee having the matter of super¬ vision of the shops, have established this rule within the last year, that any boy entering a shop for the purpose of learning a trade must remain there four years. This supposes him to enter at 13 and upwards. Superintendent Johnson, of Massachusetts : No effort has been made except to give instruction in carpentry. I think hoys should be placed out to get special instruction and should not remain in an institution more than two years. Truant boys are now committed for two years instead of one year as formerly. Superintendent Chapin, of Massachusetts: Last year the Swedish system (Sloyd) was introduced, and during the last year all pupils have been instructed in it. Growing boys can not be used to carry on a profitable contract system without defeating the ends for which a reform school is established. Boys are senthere_ during their minority. Formerly the practice was to release boys after fifteen months’ stay on 'good behavior, i. e., as long as good conduct continued. This time has been found insufficient, and the shortest period will probably be here¬ after two years. Superintendent Margaret Scott, of Michigan : We have no contract labor that interferes or retards in any way the plan of the institution, which is to teach every girl domestic work, including sewing, and the half-day's training in day school. No change in the way of lengthening the time the pupil is consigned to the school is required. REFORMATION OF JUVENILE OFFENDERS. 1069 Superintendent Brown, of Minnesota : Have always managed our manufactur¬ ing on the State-account plan and with special reference to the benefit of the children. I believo purely technical instruction to be feasible. We have not been able to lengthen the time, because of limited accommodations, but believe the time of detention should be increased when accommodations will permit. Superintendent Shaffer, of Missouri : No change during the last ten years. Teaching habits of industry simply is not of so much importance as teaching them a trade by which they can earn their living after leaving institutions. Superintendent Otterson, of New Jersey: A printing office has been estab¬ lished, where 8 to 12 boys are taught all parts of the work. We issue a paper to enable them to have regular work. We also printed our last annual report and do all our job printing. Boys are taught in all trades that can be made useful to the institution, though none a:*c purely technological. To be of value there should always be a purpose. All boys committed were committed during mi¬ nority, but by good conduct could earn their release in 14 months. The trustees have just had an act passed which requires that all boys should remain not less than three years. This to the end that we may do more trade-teaching as well as school work. Superintendent Mrs. McFadden, of New Jersey: Shirt work was carried on to some extent, but we give our girls instruction in all branches of housework. They are also advantageously employed on the farm in weeding, harvesting, etc. The time of maximum detention has been changed from 18 years of age to 21. Director Round, of New York : We pay each boy 1 cent each day, providing he earns his 3 mills for education work, 3 mills for morals, 2 for deportment, 1 for care of person, and 1 for care of clothing. His failure to earn 70 per cent of his mills for any month puts him do wn one month. He is compelled to go through three grades of six months each before being released. The boy really controls the time that he remains at the institution after eighteen months. Superintendent Carpenter, of New York : Our older children make all the shoes and clothing of the inmates and do all house and farm work. Nothing is sold. Much like a boarding school, where the children work for their board and clothing and go to school. Thirty years’ experience has taught us that children should seldom be discharged in less than one year or be retained longer than about two years ; hence children are retained here from one to two years. Superintendent Jones, of New York: They have established all the indus¬ tries on State account. The object of labor in the institution is regarded for its disciplinary power rather than for profit in money values. No change in length of commitment. All commitments are during minority, though at the discre¬ tion of the managers the pupil may be discharged before he has reached his majority. Brother Leontine, of New York: We have no contract system here. We manufacture the material for the employes, and are the sole masters of the labor of our inmates, which labor is m'ore for the benefit accruing to them than for the gain to the institution. Rather than deprive a girl or boy of learning a trade or business that will be of use to him after leaving the institution, we make it a rule to retain such inmates at our own cost. In addition, we pay or put by for them a sum each month, so that on leaving they will have something to rely on for support. Within the last five years many have had as much as $50, $75, or $100 to their credit on leaving. Superintendent Hite, of Ohio : Since 1884 a polytechnic building has been erected and has shown that it would be better to discontinue such industries as brush-making, knitting by machinery, cane-seating chairs, etc., and adopt man¬ ual training instead, even in view of its unproductiveness. There has been no law compelling an inmate to remain a definite length of time. The rule adopted at this institution is that no inmate will be sent home under one year from the time he enters. All the courts commit during minority or until reformed. Superintendent Laverty, of Pennsylvania : Technological instruction has not been adopted to any extent. When we have reestablished ourselves at the new location in Delaware County rudimentary instruction in standard trades will be introduced. We believe a" more lengthened period of detection is important. The managers have been unable to adopt it, owing to the overcrowded condition of the boys’ departments. Superintendent Nibecker, of Rhode Island : In 1885 printing was introduced and has been successfully prosecuted. Many competent printers have been turned out, who have always found good places. In May, 1890, $25,000 was ap¬ propriated for the introduction of other trades in the school. Technological in¬ struction is feasible. It is improper to consider that children should be made a source of revenue. 1070 EDUCATION REPORT, 1889-90. Superintendent C. W. Ainsworth, of South Dakota : The contract system is a political move more than anything else. Our time is mostly spent on the farm and in the garden, aside from the three and one-half hours a day in the schoolroom. We have a small printing office, in which arc nine hoys. Boys take care of stock and assist in the household duties, etc. No child should be released until the rudiments of a good education have been obtained and a knowledge of some kind of industry that will enable him to obtain an honest livelihood. Superintendent McCulloch, of Texas : Only have the farm. Superintendent Andrews, of Vermont: Yes; I do consider purely technical instruction feasible. Superintendent Sleep, of Wisconsin : I think that we never have had the con¬ tract system. Ten years ago this winter the law changed the system of releas¬ ing from 21 to 18 years of age, but after 6 years it was restored to 21 years. Su¬ pervisors have authority to remove at any time. Table 1. — Summary of statistics of reform schools for 1889-90. Division and State. | Number of institutions, j Number of assistants. Pupils. Expenditures. Sex. Race. During year. Buildings and im¬ provements. Support. Male. Female. Total. White. Colored. Committed. Discharged. 1 2 3 4 5 6 7 8 9 30 13 12 United States _ 54 1,113 11,668 3,066 14, 734 12, 283 1,404 6,911 _ 7, 660" 8369, 043 52, 322, 498 N'th Atlantic division . 27 577 5,729 1,656 7,385 6,665 658 4,712 4,683 178, 833 1,454, 735 Maine. . . . 1 15 115 0 115 112 3 40 53 8,500 26,377 N ew Hampshire .... 1 12 98 14 112 110 2 34 30 1,500 18,000 Vermont . . 1 15 70 13 83 78 5 38 29 1,000 11,725 Massachusetts . 12 113 994 348 1,342 1,261 59 1,549 1,105 8, 414 476, 329 Rhode Island . 1 20 238 0 238 214 24 150 120 0 31,717 Connecticut . . 1 42 458 0 458 415 43 219 188 15, 871 59, 480 New York . 5 201 2, 424 955 3, 379 3, 165 214 2,247 2,154 117, 733 549, 598 New Jersey . 3 21 363 52 415 319 56 173 141 2, 915 60, 632 Pennsylvania . 2 138 969 274 1,243 991 252 827 863 22, 900 220, 877 S’th Atlantic division . 4 45 64j5 0 645 508 137 301 263 21,416 80, 575 Delaware . 1 4 41 0 41 19 1 22 18 4 0 7,884 Maryland . . 2 16 406 0 406 406 0 172 176 1 10, 116 34,095 Dist. of Columbia.. 1 25 198 0 198 83 115 111 98 | 1,300 38, 596 SouthCentral division. 3 35 202 33 235 70~ | 49 112 19 2,450 15, 302 Kentucky . 1 20 0 32 32 32 ! 0 10 4 0 Louisiana . 1 6 116 0 116 •** 0 0 0 0 0 Texas . . 1 9 86 1 87 38 | 49 102 15 2, 450 15, 302 North Central division. 18 434 4.683 1,286 5, 969 4,909 554 1,678- 2,587 156,224 701, 317 Ohio . 3 124 1,012 421 1,433 1,220 1 213 345 568 9,967 159,554 Indiana . 1 2 29 469 144 613 523 90 249 279 10, 659 85, 603 Illinois . 2 39 382 110 492 431 61 250 174 17,838 68,504 Michigan . . 3 83 1,345 237 1,582 1,511 71 333 1,181 6,106 175, 457 Wisconsin . 2 20 469 149 618 606 12 180 107 2, 660 22,527 Minnesota . 1 30 252 23 275 264 11 106 105 39, 327 54, 888 Iowa . . 1 12 0 115 115 102 13 33 24 3,700 4,059 Missouri . 1 27 202 74 276 195 j 81 166 145 1,706 39,034 South Dakota . 1 12 46 13 59 57 2 16 4 500 15, 150 Nebraska . . . 1 32 219 0 249 60. 000 52,689 Kansas . .. 1 26 257 0 257 3,761 23, 852 Western division _ 2 22 409 500 131* 6 108 103 10,120 70, 569 Colorado . ! i 16 135 — - 2 137 131 6 108 103 9,000 34,000 California i 6 274 89 363 1, 120 36, 569 i Table 2.— Statistics of reform schools for 1889-00 , or thereabout. REFORMATION OF JUVENILE OFFENDERS. 1071 a For 1 887-88. b For 1 888-89. c Officers aud employes Table 2— Statistics of reform schools for 1889-90, or thereabout— Continued. 1072 EDUCATION REPORT, 1S89-80. -Ci 0Q g g » •73 be ^ 2 S'S 2 2 .ft oojtsoo •d -jj ro o o o L- CO O O O O I ec o 00 o O *— i CO i>oocf if^COQO Cl © o © o COt-OiOO (M CO < CO id < - . . N _ _ _ lOOOlOl CiiCOlCJOOi^^COMO 00 01 •0»M * I CO 00 Ci W O O ( 1 CO ^ CD t1 iC CD < co co ^ ^ o» i > 00 CO 1>- CO 00 ' > CO iO ~ O CO i> 1 > ^ iQ OI •0iuxn0ki « 01 OO COCO^CiWOiMNOCOrHMOO LO CO J> O 00 CO — < © !-• r-i^p i— I CD Cl T— 1 nH T-» •01'BM « •sjmj jstss'B jo aaqinnK NiCO-PCiO OOWOOWONOK CO CO »0 i-i O CTs C *> ^ it C CO iC C ) O — 00 ) l'» CO CO OOCOCOiOCOOfoOWOLOC i'- i>- ia co co ko ^ c& c} i-i i-i c Sh « <3^ b $ P3 *>.3 o O M • • • © rtMP^OS • ►j pj a so • . o o o 2 IS c3 JH>d or9 3 ^ W O 3bs S|5 P.W 5* © ci g O O .1-5 ,© © co c3 ■^1 ’r* ■bo . 3 .c© lilpgi o ^ o © ^ <3 j=! ^ S*°3 .Sri'5 ^“wS'S^h^” ■ g • £ s o 1 og «dgKK^Hc§ . .5 .©.-.©. ca^; • o : o :^a • o :c« :S . u __ o O © S« o ® IP ig* >?©o ,!~ D In o 'rM V ^ , o © o 2 ©td.£i 1 !Z3 ,£3 S ^ +3 fr* ce-g ca 2 rj *3 £ f., f-i cj . ^S'Ci O ceW rs f3 Ofr; ©o'S'S'S©^ £S © pi w © © © ?®0 fl o ii if if © J 2 3 cG^amann&ceFqm a-g^ qJ53 >7§o ! © ItC Ig^'S’o IIS tffilSiReSBgl :cc : t>> . fi ■ o o£ h'9® ■?« 7. ^o.»|oog^|g§« '£ go® © ©^ © Sg© ^Wo^^’3 0©0 0©MJ/} iH in’s CSTj ^ C O ^ ^ £•£ a >»£ © oS s £ ££ O © oil.S O ®P o O ° ®S rt fcfcfc«omftS«wH>|fcS .1.0 : : :o \>* >h' |ad.2o ■ . . ■ ■s ; ; . : pn ; f-t © ^ ! a . . ^ .*© §2 okJ^ : i|£-i§g|.«!sl!i M lllf ISi^ o6 1 11 Ifisi i g| isjsigpsisi^ slaisiiiiigss a&gjggjgfifig g i^^J|gwao>i^ IHJJM-^IOONOO®' mw«cowm:cp:«' -^n-iftONOOCO-NW-J aFoz ’888-89. & Sixty-nine of these were former inmates recommitted. cFor 1887-83. CHAPTER XIII. EDUCATION OF THE COLOEED EACE. I.— THE COMMON SCHOOLS. The former slave States have a white population of 15,493,323, and a whits school enrollment of 3,422,785, or 22.1 per cent of the white population. The same States have a colored population of 6,954,840, and a colored school enrollment of 1,289,944, or 18.5 per cent of the colored population. The colored form 30.98 per cent of the total population, but colored pupils form only 27.37 per cent of the total school enrollment. These figures show that the colored school enrollment is not relatively equal to the white. It exceeds the white, as compared with the population, in the District of Columbia. North Carolina, and Texas ; in the remaining States it falls behind the white — in Alabama, Georgia, Louisiana, and West Virginia far behind. The ratio of average attendance to enrollment is 63.3 for white and 62.4 for colored in twelve States. 1073 ED 90 - GS Table 3.— White and colored schools compared — 1889-90. 1074 EDUCATION REPORT, 1889-90. Teachers. Colored. 15 0«D®OhOOh®hOMOOWWOO CC^QiftCOOCHCCaWNOiCN^ d Cl to in d OC O T-4 i> in SO TT O r-t ci *-7 cq r-T co ci t-T r-T ci i-T 24, 009 ' White. * WOiOlCOCSHiCOOift-^OOOOOOOCC co i- o cr. o Ci n ’H c; o rf gc o: ic r- r^i-*0'rr000l'00^’-0i0t0^^i0c0 ^CO* T^lOJ^Tr^CO^COThCftO CxTi^ifT 78, 992 Average daily attendance. Ratio of attend¬ ance to enroll¬ ment. Colored. w *4 •« kis ! cj to ! ! ,-no eo c© !ho® 5 o-i i r-J >ri • i «d od t> o o?aN ® I®1- I iL'it-'l'® ■ Ifi i> ® ?- ! .! : e : Si • *11 1 ^ : : : : O O o’ cd no O d © White. 9 CO ' l> Cl 1 1‘OCION '• *-h d m S Oi ' d i> • • iO 50 lO SO lOM' ' 1 i © » 1 i • l : : : : OO © cd iC o 6 63.3 Colored. o ' HOJ • lOlON^ id^O m ■ in i> • «C5»h^ r-H 'COO • '«OCO( d IQOCO d •ci'o • »©*oVT « t— i i ‘cocoi-ho 'tocoto ■ • i i • it i t^o 1-H oo CO © coco © White. © 1-1 ' CO ifO 1 iWrHjjO !a)iCCi 1-H ICIO • 'Tf ClTrW '0 00*0 CO 1 1-1 • ' iC CO T-1 CO ' 1-1 1-H SO o' * © oo • i ocTifTTtr • crT ^ I ; ° ^ 00 ^ | CO SO iO S £ Pupils enrolled in common schools. Per cent of popu¬ lation enrolled. Colored. **o©TH©mCOT}<©©2>mdmdCO*-«©© ^ d d d n cii^ c od d co ^ 6 d ci i-i 05 cd VHHrtr-WHClQH'(MClWrtWNHH 18.5 d5 3 * 0D ^ © d oo © co m o* ^ co © m d cc i> © d © © id cd d id *> i> cd o> © © © i-J »d S*ddr-irHdddi-«THddT-iT-idddd *5 $ d d Propor¬ tion of colored pupils. -^OCOHClCIWOD^^NOSOOCiOOOOCO gWOOOHCOiCWCCl'THWniCi-iOOOW ?> od © ^’ ©* ©* © cd © © id © id d* d id cd codr-icoTrcor-tcoi-iic co © d d co JS « 27.37 White. Colored. # 1 « 115,490 59, 468 4,656 13, 332 37, 281 150,702 54, 716 a 48, 137 36, 372 176, 541 32, 804 116, 689 111,888 99, 009 104, 471 122, 059 6, 329 1,289,944 186,125 163,603 26, 778 23, 574 55, 191 230, 595 354, 250 a 84, 456 147, 879 149,321 587,510 205, 844 89, 372 348, 941 362, 401 220, 210 186, 735 3, 422, 785 Population. Propor¬ tion of colored persons. * V.' OJ W >C O C) O th 1^ lO N LO N CO 1- CO O § id so* oi © © cd id id © ci oc ^ \ ^ WrH WiO COO Cl Cl CO 1 Ah 30.98 Colored. W hN^OhhOUChNOOiONMOM C! O O ^ O O O U r< O ^ uc c. ^ :o c cc WCOOOlXrHOOCQOOUUO^WCOiC cf t-ToT^cTco co coco odes ^ odcT TjSV-Tcd' ccr-wNcei'Cr-itiotociwo^w ©CO o CO s © o' White. « 830,796 816,517 139,429 154, 352 224. 461 973. 462 1,585,526 554,712 824, 149 539, 703 2,524,468 1,049,191 458, 454 1, 332, 971 1,741,190 1,014, 680 729, 262 15, 493, 323 State. • Alabama . Arkansas . Delaware . District of Columbia . Florida . . Georgia . Kentucky . Louisiana . Maryland . Mississippi . Missouri . North Carolina . South Carolina . Tennessee . Texas . . Virginia . West Virginia . Total . a In 1889. b Includes only States tabulated in the same column above. EDUCATION OF THE COLORED RACE. 1075 Table 2. — White and colored teachers' salaries. State. White. Colored.' State. 1 White.1 Colored. $22. 04 Missouri (&) (6) Arkansas . (&) (b) North Carolina: 38.25 26.56 Males . 525. 80 522 72 District of Columbia: c Females . ; o*2 95 ~2o! 36 Primary and grammar South Carolina . 7b) (6) schools . G61.10 589. 75 Tennessee . &) (&) High schools . 864. 99 981.16 Texas : Florida . . Males— Georgia . . . In community coun¬ Kentucky: d ties! . . - . •18. 17 44. 66 In counties . 32. 76 37. 82 In district counties .... 50. SO 40.33 In cities— In independent dis¬ Males . fc>6. 11 67.35 tricts .1 . 81.19 53.32 Females . 48.22 42.77 Females— In public high schools— In community coun¬ Males . . . 140.50 83.30 ties . . 38.10 35. 12 Females . 86. 39 In district counties.... 38. 58 34.20 Louisiana: In independent dis¬ Males . . . 38.20 28.98 tricts . ! 47.67 37.97 Females . 32.18 26. 24 Virginia . ■ Maryland c . 386.28 364. 88 | West Virginia . (*) (&) Mississippi : d Males . 38.77 26. 83 Females . 32.09 20. 48 a Country schools only, c Annual salaries. 6 Not classified by color. d In 1888- 89. ALABAMA. Apportionment of funds between the races in Alabama.— The Alabama State dis¬ tributable schooLfund has heretofore been apportioned among the townships and districts according to the number of children of school ago, the fund of each race being kept separate. This has caused much dissatisfaction. “ It is alleged that in portions of the State the colored race gets well-nigh all the school fund, whilst that race pays a very small per cent of the taxes that make up that fund ; also that the colored race is as yet, in general, only capable of receiving and profiting by an elementary education, which costs comparatively much less than that suitable for the white race in its more advanced stages of civilization.” The State superintendent, without discussing whether these complaints are well- grounded or not, says that there are individual cases of peculiar hardship, and suggests the following plan : ’‘Let the school fund be apportioned by this office to the different counties and townships in proportion to the number of children without regard to race, and let the township officers apportion the fund to the schools of the township in proportion to the number of children who will prob¬ ably attend each school. They, being on the ground and acquainted with the wants of the different neighborhoods, can do this to better advantage than it can be done by this office. In addition to this, there should be fixed by statute a gradation of teachers’ licenses, so that well-qualified and successful teachers should receive greater compensation than the teacher who can barely stand an examination for a third-grade certificate. In all other departments persons are paid in proportion to the quality as well as the quantity of work done by them, and why should not this rule apply in the payment of teachers? Under our present apportionment of funds such is frequently the case — that the poor teacher of the colored race gets much better salary than the well-qualified white teacher. If this were left to the local school authorities such injustice and inequality would not be allowed.” This is practically what is done at present in the larger Southern cities with the local school funds (city appropriation); the municipal school boards apply the local funds to the various schools, white and colored, in their discretion. It is believed that the city colored schools are amply provided for under this sys¬ tem. Whether it would work as well throughout the country districts, adminis¬ tered often by trustees prejudic 'd against negro education, and especially against negro education at the white man s expense, is problematical. That Superinten¬ dent Palmer does not think it would work injustice isevident. when he declares: “Allow me here to say that I have no sympathy with those who would deprive the colored race of an equal participation in the benefits of the public-school 1076 EDUCATION REPORT, 1889-90. fund. I believe that it is not only our solemn duty but best interest to see that the colored race is educated and elevated so as to fit him for good citizenship, of which, in my opinion, there is not the slightest probability that he will be de¬ prived. Nor am I in sympathy with those who would apply only the tax raised from our race for the education of that race. Such a law or provision of a State constitution would be declared by the courts unconstitutional as being against public policy and as contravening the letter and spirit of the Fourteenth Amend¬ ment of the Constitution of the United States. The plan herein suggested will go far towards remedying the evils complained of, and that, too, uponsound prin¬ ciples — that teachers should be paid in proportion to the quality of the work performed by them.” Superintendent Palmer' s suggestion adopted — The law amended. — The legislature in 1891 changed the law so as to provide for three township trustees (instead of one) who are to dispose of the school funds derived from the State virtually as Superintendent Palmer has suggested. Mr. J. N. Hutchinson, himself a town¬ ship trustee, explains their duties relating to the disposition of funds under the new law, as follows: They are required to ‘‘establish and apportion to each school just such an amount of the public funds as they deem just and equitable to carry on the schools in their township, not according to number of scholars pro rata as heretofore, but apportioning and giving unto schools as they deem best to promote free education in their township with 4ue regard to all neigh¬ borhoods. For as the law was, where one school could get only t:n pupils, in pro rating it was not sufficient to employ a suitable teacher to teach those chil¬ dren, and other schools had the advantage, especially the colored, which gen¬ erally outnumbered the whites, receiving the most money, and the colored peo¬ ple paying less taxes. Hence some neighborhoods were deprived to a great extent of the benefit of schools, not being able to procure a suitable teacher on account of insufficiency of funds. ‘ ‘ I take the position that one teacher's time is worth as much to them as an¬ other teacher, without regard to the number of scholars they teach in the pub¬ lic schools, and the trustees should see that all children are offered the benefit of schooling, and that this is the intention of the law, which was wise in our legislature in so changing it, and now it becomes the duty of the trustees to carry out the law without regard to the whims and complaint of some.” The new State superintendent, Hon. John G. Harris, further explains the situation as follows: ‘•It is the duty of the township trustees to establish a sufficient number of schools in their township to meet the necessities of school children according to justice and equity, having reference to the amount of money apportioned to such township, paying to the teacher of each school an amount which will secure continuation of all the schools of both races, the same length of time. * ‘ This law confers upon the township trustees the power to contract with teachers at an agreed amount per month for three months or more. The entire amount belonging to each township must be divided among the white schools and colored schools by the trustees according to ‘justice and equity,’ not per capita. One teacher may be secured to teach a certain school at one price, while another teacher may be employed to teach a different school at a greater or less sum. Trustees must use their very best judgment, looking to the highest in¬ terest of all the children to be taught. The greatest good to the greatest number must govern. Such, in my judgment, is the spirit of the law. ‘ Equal rights to all, special favors to none.’ ” The words italicized, “ same length of time,” are evidently designed to be the watchword under the new order of things. The law only covers the State school fund proper. The apportionment of the State poll tax remains as before — poll tax collected from the whites goes to white schools exclusively, ditto colored. Colored education in Alabama. — W. B. Paterson, conductor of colored teachers institutes in Alabama, says in his report to the State superintendent: “The county superintendents and other white citizens attended the sessions of the in¬ stitute, and showed much interest in the education of the colored race. I find that where a colored teacher is competent and devotes himself strictly to the work of teaching, that he can depend upon the support of the best people of the community. The county superintendents, too, discharge their duty regardless of race, and every where they expressed a desire to get the very best teachers pos¬ sible for the colored schools. EDUCATION OF THE COLORED RACE. 1077 “The colored people are being encouraged to build school-houses, and their white neighbors are contributing liberally towards this object. “ These facts are given to make more forcible the following statement: The schools are retarded in their progress by a want of unity and harmony among the colored people themselves. Desiring to get control of the schools, they are imposed upon by incompetent teachers, who establish a denominational or a high school, with an'absurdly long and very illogical course of study, and the means of the people, which might be used very profitably to double the public-school term, are wasted. I have reference here only to the efforts made in small towns to build up a college on local patronage at a" tuition of $1 per month. It would be good policy for the present to let Talladega College, Selma University, Payne Institute at Selma, and the State normals at Huntsville, Tuskegee, and Mont¬ gomery attend to the higher education and let the efforts of the people be di¬ rected to improving the public schools. Not one-tenth of the pupils entering the above institutions from the public schools are prepared to take up a normal course of study.*’ ARKANSAS. Apportionment of funds between the races in Arkansas. — A statement in the An¬ nual Report of this Office for 1888-89 was calculated to create an erroneous im¬ pression as to the distribution of the State school moneys. With reference to this subject State Superintendent Josiah H. Shinn writes to the Office: “ The law apportions to all children irrespective of color. Each child in Ar¬ kansas, black and white, of school age receives the same amount of money by State apportionment. Each county in the State, irrespective of color, gets an amount of money equal to the sum of the amounts given to its children of school age : or the multiple of the equal pro rarta per child into the number of children of school age in the county. The county judge then apportions the fund received from the State in the same way to the districts. Each district gets from the State a sum of money in every case equal to the multiple formed by the pro rata into the number of children in the district. “So far the money has been apportioned as though no color line existed. “ The money is now in the hands of the county treasurer, subject to the order of the [district] directors. Each district may have three funds, and must have two ; (1) The State apportionment made by the State superintendent; (2) the poll-tax apportionment made by the county judge ; (3) the local tax voted upon the property of the district and paid by the collector to the treasurer of the county for the use of that district alone. “I desire to emphasize this point again. Up to this point in our financial management — the point when the directors are to open the schools— no distinc¬ tion whatever has been made. It has been a question of cold calculation without one drop of blood. If any discrimination is made now, the fault will lie with the directors. The law requires them to hold separate schools for the races. There is no restriction upon the black man’s right to hold the office of school director. In eastern Arkansas in a large majority of the districts the directory is black. Two plans have been adopted by directors, irrespective of color. “ 1. To hold a three months’ school for each color, and as much longer as their proportionate share of the district funds will continue it. This share is deter¬ mined by taking the ratio of the black and white children of school age, respect¬ ively. to the whole number of children. “ 2. To hold two schools of equal length, irrespective of these proportions. “(a) As to the first proposition, the division is always more favorable to the colored race than to the white. Where but eight or ten children of either color were to be found in any district a trouble followed in nearly every case. Black directors saw little use in running a school for less than ten white children; so did the white ones. The legislature cured this last winter by permitting any number less than ten to transfer to the adjoining district. “(fr) The second proposition is on the broadest basis of fairness, and reaches the widest stretch of justice. No more can be claimed, it would bo unjust to my fellow-citizens not to say further that the great majority of our school di¬ rectors follow the second plan. “ In the following cities and towns the terms and all the other arrangements are equal: Little Rock, Helena, Marianna. Pine Bluff, Monticello, Lonoke, Camden. Texarkana, Hope, Nashville, Washington, Prescott, Malvern, Conway, Moulton. Newport, Augusta, Russellville, Fort Smith, Van Buren, and Hot Springs.” 1078 EDUCATION REPORT, 1889-90. DELAWARE. The colored schools of Delaware. — “There are only 40 [colored] school houses in the State and 79 schools. Thirty-three of the schools are held either in private houses or churches, mostly the latter. All the schoolhouses occupied have been built by the colored people themselves, and some of the buildings are in the last stages of dilapidation. Some of the schools find it necessary to charge a tuition fee and others raise funds by subscription in order to secure sufficient money to pay the teacher’s salary.” The State superintendent suggests “ that it would be wise to increase the State appropriation to these schools in order that, they may be made free schools in fact. If education is a safeguard it would seem to need no argument that the colored schools should be made as efficient as possible.” The sum of $6,000 was appropriated for these schools in 1889-’90, or a little over $1 for each colored child of school age in the State. FLORIDA. Capacity of colored students — Appreciation of school advantages. — The principal of the Florida State Normal College for Colored Persons reports : “The students are specially drilled in the abstract sciences in which they are the weakest, while their strong linguistic powers are given the fullest exercise. The imperfect at¬ tainments in the common studies which they bring to the institution are dis¬ placed by a severe training in the same studies, when they are carried through algebra to quadratics and through several books of geometry. In all these studies they can compete favorably with scholars of similar grade anywhere. In the Latin, the only classic thus far taught, they are carried through several books of Caesar’s Commentaries, just enough to give them a proper foundation to continue the study of the thoughts of the iron-hearted masters of the ancient world after graduation. Although it is less than two years since the senior class began the study of Latin, several of them can now read Caesar with an ease and elegance that would do credit to scholars who have been engaged twice the length of time in studying' this language. “ The surest test for the appreciation of the race for the school is in the sacri¬ fices made by patrons in sending and maintaining scholars here, and the eager¬ ness of the latter to avail themselves of the oppor umity offered them for instruc¬ tion. With limited means or from daily earnings parents send their children to this school from distant parts of the State and meet all the financial engage¬ ments incident to the education of a young person during the entire session of nine months. Although this is the second year since the school has had dormi¬ tory halls, not only has every patron met ail his obligations, but the demand for more room in the dormitories is restricted by our inability to provide for any more new-comers. “The promptness and regularity of attendance at the daily sessions of the school is another proof of high appreciation. No severer punishment for breach of discipline can be inflicted on any of them than to be ordered to leave school for even part of a day. They seem to feel that every day and hour are too pre- eiovs to be lost from the prosecution of the purpose for which they have come hither from their homes. This strong regard and attachment for a school but lately established is one of the mrst pleasing features which promise for it, let it be hoped, a long career of. usefulness.” GEORGIA. State School Commissioner James_S. Hook: “It is due the colored people to say that everywhere in Georgia, as far as they have come within my observa¬ tion, they are anxious for improvement, and in proportion as they become in¬ terested in the schools I note growth in moral sentiment, less interest in parti¬ san politics, and more anxiety to make themselves useful and respected citizens.” The University of Atlanta, as is v,7ell known, has, under the provision of the State constitution forbidding the coeducation of whites and colored, forfeited its State grant. ’ Some of the prominent colored educators of the State are set¬ ting on foot a movement to obtain this suspended grant in order to establish a normal school for training colored teachers. EDUCATION OF TIIE COLORED RACE. 1079 What the county superintendents say. Crawford, County. — Colored schools were well attended, but a decrease in num¬ ber of schools, on account of not being* able to get teachers that could make the required percentage in examination. Houston County. — The colored people manifest a great desire to have their children educated ; their schools were kept full and the average attendance was good. The colored children of our county outnumber the whites almost 4 to I, and all their schools are full to overflowing whenever opened. In some parts of the county the white people are so sparsely settled that it is impossible for them to have schools. Jasper County. — There is not a child of school age in the county, white or black, but what has a schoolhouse conveniently located and can attend school most any kind of weather. MitcheU County. — The colored people of our county are very manifest in their interest of education. Many of our colored schools, if allowed, are crowded be¬ yond accommodations. Oconee County. — By no means tax the whites to educate the blacks. This has made a “ skeleton ” of what otherwise would have been a corpulent and muscular man— a giant [referring to the school system]. Putnam County. — We should have more money, negro or no negro. Something s njeessarily obiiged to be done or the whites will not keep up with the darkey. MARYLAND. The colored schools of Maryland.— Dr. James L. Bryan, school examiner of Dor¬ chester County, Md., reports as follows : “There is great pleasure and justpride in stating that our colored schools are a credit to our system. When I began my work in this county in 1867 there were no colored schools connected with the public-school system. There were two or three run by friends outside of the State. The school board of that day made a small appropriation to two of those schools, and gradually increased the amount until the new school law of 1872 placed such schools directly under the control of the school board. Since that day these schools have increased from two or three to forty, and the teachers compare favorably with the white teachers, considering the poor advantages they have had to make themselves expert teachers. With two or three excep¬ tions these schools occupy houses belonging to the school authorities, built gv n- erally for school purposes, and with comfortable furniture, blackboards, etc. One house, in Cambridge, used by colored pupils, cost nearly $2,500; another, in East Newmarket, cost over $1,000. “ There is small but a steady increase in the numbers attending the schools, and the results are quite gratifying. “It is a great credit to the powers that be that this work has been done so well. It is honorable to the authorities, and should dispel all doubts of fairness in the matter of educating this class of our people.” And the examiner of Harford County says: “In a number of cases we lack suitable houses and furniture for the colored schools ; but our greatest drawback in this line is an efficient corps of teachers. I do not hesitate to say that I have more difficulty in securing twenty-two suitable colored teachers than one hun¬ dred and fourteen white ones. I anxiously look forward to the day when we may rely upon the colored normal school of this State for our colored teachers. “In many cases, too, it is difficult to secure prompt and regular attendance of colored children. Having satisfied their ambition by enrolling their names at school, the very ones most in need of its benefits are the ones most apt to be ab¬ sent. Recognizing the large factor they have become in some sections, I see no higher duty the State has to perform than to do what she can to educate this large class of her citizens.” NORTH CAROLINA. • Causes of opposition to negro education. — State Superintendent S. M. Finger, of North Carolina. says : “There is much opposition to public schools in the State, and in the South generally, because of the small amount of the taxes paid by the negroes. The opposition is intensified by the belief, that is more or less preva¬ lent, that education spoils the colored people as laborers, to their own damage and the damage of the white people. It is said that when you ‘educate a negro you spoil a field hand.’ 1080 EDUCATION REPORT, 1889-90. “On this point it may be said with truth that the negro’s sudden freedom and citizenship, for which he was unprepared, the privileges of education, and all the new experiences he had at and soon after the war, including much bad lead¬ ership, completely turned his head, so to speak. Forced labor to him had, dur¬ ing slavery, been his peculiar hardship. In his ignorance he thought the new conditions, and especially the privilege of education, were to relieve him from this curse of labor. The old negroes went earnestly to work to learn to read. They failed, but attributed their failure to lack of early opportunities. But they resolved that they would secure education for their children, and, with this special end in view, the escape from manual labor. The present generation of younger negroes has been educated too much with this purpose in view, and, because of this wrong idea, it is true that a smattering of education to many of them has caused idleness and laziness. If education is to be given them in any liberal sense by the State they must show a much higher appreciation of it. They must recognize it not as a means of relief from labor, but as a help to suc¬ cessful labor. “Many of their best teachers are striving now, by precept and example, to correct these wrong ideas as to what education is to do for them, and my earnest advice to school committeemen is that they do 'not employ teachers who are above manual labor. A man or a woman -who depends upon the money he can make by teaching a three or four months school per annum and will not apply himself to some useful labor during the balance of the time is not fit to direct the education of children and should not be employed to teach. “ The colored people must not lose sight of the fact that manual labor is the lot of almost all people, white and colored, and that this is now and will be their lot to a larger degree than that of the white people, because of the peculiar con¬ ditions and circumstances that surround them. The destiny of the negroes of the United States is in their hands, with the powerful help of the white people as they may show themselves worthy of it. Let them pay their taxes and show that education does not spoil them as laborers, at least to any greater degree than it does the whites, but that it does add to their efficiency as laborers and to their usefulness as moral and upright citizens, and all the help they need that the State can, in her financial condition, reasonably afford will be extended them. “The white people must not lose sight of the fact that it is the labor of a country that makes its wealth, and that, therefore, the education and elevation of the children of the laborers is a proper charge upon the property of any country. If we did not have the negroes we would have some other poor peo¬ ple, whose children would have to be educated in the public schools. But, what¬ ever may be said about educating the negroes, we can not afford not to improve our educational facilities, whether we consider our financial condition and progress or the perpetuation of our civil and religious liberties. “If it is said that we are too poor, then I reply that the way to get rich is to educate our people intellectually and industrially, so that they may be able suc¬ cessfully to apply labor to the development of our many resources. The history of the world points out this way, and we can not fail if we walk in it. With good schools in the country districts there will be less incentive for the country people to crowd into the cities and towns to educate their children, much of the discontent and restlessness will disappear, and better success will attend their labors.” TENNESSEE. Reports of Tennessee county superintendents. Marshall County : Our colored schools are improving very fast. At their in¬ stitute this year there was an increase of teachers and an increase in interest. All of them seem to be striving for an education, and we have some very bright minds in the colored race. McNairy County : I have held four institutes — three for the whites and one for the colored. They were all well attended. We had some excellent workers at the normal institute at Purdy in June. I have the colored teachers better organized than the whites. Morgan County : There are only forty-seven colored population, and they are promiscuously scattered along the railroads ; hence no colored schools. Tipton County : There seems nothing at present that promises to discourage the advancement of the public schools in this county further than that there is agrowing disposition on the part of the white people of the county, who pay EDUCATION OF THE COLORED RACE. 1081 ninety-five one-hundredths of the taxes, to discontinue the public education of the ‘‘brother in black/’ who, notwithstanding- the fact that he pays less than five one-hundredths of the taxes of our county, receives more than 50 per cent of the public-school moneys. This, the white people argue, is wrong, and should be remedied ; and I heartily agree with them, and join them also, in the further opinion that the negro should bear the burden of his own education. Wayne County : Our colored schools are progressing very well. We have some very good teachers among the colored population of our county. They are creating quite an enthusiasm among their race of people for education. We can build our own schoolhouses.'- — The New York Age (edited by a colored man): Vast sums have been given by philanthropists to sustain such moral, re¬ ligious, and intellectual work in the Southern States as are usually supplied from the general tax funds of the State affected and by the charity of the benevolently disposed citizens of such State. The past and the present generations of Afro- Americans have, therefore, been educated to look to the Federal Government for the protection usually afforded to the citizen by the State in which he resides and which does not inhere at all in the Federal authority as one of its conceded rights ; and, worse yet, they have been educated to look to others to think and do for them to such an extent that self-reliance has been hampered in its devel¬ opment, so that if we want money for educational, religious, or other laudable pur¬ poses, we appeal too often to white men or to the Federal Government, instead of relying upon ourselves for it and working in combination and cooperation to secure it as others do. We can build our own churches and colleges and school- houses, and support them, if we would do so, out of the money wasted by us upon unnecessary pleasures and upon downright humbug ; and we have got to do it in the not remote future, because the opinion is steadily gaining vantage that we are getting old enough to stand upon our own heels in this matter of self-help. II.— SECONDARY AND HIGHER EDUCATION. OCCUPATIONS OF GRADUATES. The question is sometimes asked, What does the colored man do after com¬ pleting a regular course in one of the universities or colleges? In order to an¬ swer this question somewhat definitely, a table has been prepared showing upon what lines of business the graduates of 17 institutions reporting this item had entered. These 17 institutions represent very fairly the work of the colored schools. Howard University is not included in this statement, as a considerable portion of its graduates are white. The first thing to attract attention is the large number engaged in teaching, more than one-half being thus employed. As these institutions were mainly founded to supply the demand for competent colored teachers and preachers, they seem to have well accomplished their purpose. The whole number of graduates of these 17 institutions is 1,542. If from this number we subtract 82 deceased, 4G engaged in post-graduate studies, 97 married women, and 74 not reported, of the remaining 1,243 there are 720, or 58 per cent, engaged in teaching, 27 of these being professors in colleges and universities. Of preachers there are 117, or 9 per cent ; of lawyei’S, 116 ; doctors, 163. Five have their whole time em¬ ployed as editors of papers, while others are partly engaged in editing. There are 36 in the United States Government service, employed as clerks in the de¬ partments at Washington, as postmasters, as custom-house inspectors, as mail- carriers, etc. Although in all of the institutions given in the list, without exception, instruc¬ tion was given in different kinds of industrial work, such as carpentry, tinning, painting, brickmaking, plastering, shoemaking, tailoring, blacksmithing. farm¬ ing, gardening, etc., and in many of them special attention was given to such in¬ struction: still out of the 1,243 graduates only 12 are farmers, only 1 a carpenter, and 2 mechanics. The painters, tinners, brick-makers, shoemakers, plasterers, tailors, and blacksmiths seem' to have graduated from their trades when they left their alma mater. It should not be inferred, however, that their handicraft availed them nothing., for it is frequently stated in the catalogues that those gradu¬ ates who are engaged in teachingso long as the school term continues immediately enter upon their trades at the close of the term. The evidence of the table, however, is that a full collegiate education tends to draw away the colored stu¬ dent from the class of pursuits mentioned and to lead him into professional work : and as greater opportunities are annually being offered him for medical and legal education the number in these professions is yearly increasing. Table 3 .—Occupations of graduates of universities and colleges. 1082 EDUCATION REPORT, 1889-90. •asnoq § u i d 9 a 5i puu pax xtch | Cl Cl £ Oi h Cl Cl 1-H C l CO & •pa^Uf s 'f om | w 51 50 ; j w <» « w *-< o l- •sjxnsj.nd jaqfo 1 ! i 50 50 00 K ; i Iir: O CO ?o CO •sjuapnjs a^’Bnp’BJO | £1 ^ X CC « 1H l>. - 01 - •sj;axio;ng j : : !co ; j i •saxu'eqaapi ^ : ~ : Cl •saa^mjd; | j j - : -• ffl •saadaa>]40oa j : : - i Cl •s^stauaa | i : • -*T< • » J 3 •s^siSSnaa | \ ! ^ » H j id : aaiA,ias ^uaxuuaaAOf) ‘S '£L | ^ ^ i-05 Cl CO CO OS 5-} ^ ■Cl' lO CO CO i S j •pasixaoaa dOCOCOCCOG30^Cl ;C> » j •saye ! -nphag jo jaquinn aioqAV ci»c CiO Th x w o ou: n- oo ^ ^ o | o ~ v tj i- iO OO^tO CCl- O 'sC rt ~ "! : Institution. Allen University, South Carolina . . . Atlanta University, Georgia . . . . j _ Central Tennessee College, Tennessee . Claflin University, South Carolina . . . Uisk TTniversitv. Tennessee c qp 7 7 ! a: 1! ;eh 1 d ■ ti ?« ‘ c !c ■a; I c P c cS ;c ! C !sz i d - bi ! c '% \ c XI. ■ bi ! P jljj New Orleans University, Louisiana . . . Pa.nl Quinn Collece. Texa.s cc £ t- ,< | a 1 t i « i§ < *- > E ia ! J- n 1 K is a: a 7 | | 7 P| il !l i;c l| i t. IS 1 t 1 fl ! x . x ’ X i 03 ;§ i > [| j ® :'S ,t= ?! R P 03 i«£ | c | > If s £ ; > * l! i g l! j *x !’3 [S ?> is » ^ . a !> g ! ■ *? !.S r: il Tuskegee Normal and Industrial Institute, Alabama . Wilherforee TTniversitv. Ohio Total . . a Number of graduates of the normal department. EDUCATION OF THE COLORED RACE. 1083 COLLEGIATE STUDENTS. The number of universities and colleges for the education of the colored race given in the tables of 1889-90 is 22, with an attendance of 81 1 students. The number of institutions is the same as reported in 1883-89, but in the number of students there is quite a reduction. This reduction is owing to the fact that students in the preparatory departments have been classed under the list o' in¬ stitutions for secondary instruction. It is well known that in many of the colored universities and colleges there are only a dozen or so of students in the college grade, while there are, perhaps, S3veral*hundred in the preparatory and primary grades. To include the latter among university and college students would bo misleading. On this point President Horace Bumstead, of Atlanta University, says: “It is a mistake to suppose that the higher education of the colored people is being overdone. There is a very grave misapprehension on that point among the go jd people of our land. We have so many institutions in the South that are named universities and colleges that the idea prevails that all the students in these in¬ stitutions are learning Latin and Greek and the higher mathematics and getting in general the higher education. This is not so. Dr. Haygood a few years a^o investigated this matter with some care and arrived at the conclusion that in these institutions with the high-sounding names not over 5 per cent of the pu¬ pils are really getting a strictly ‘higher education.’ Commissioner Harris thinks there may be a 3 many as 10 per cent, but even that is a very small pro¬ portion. “Take Atlanta University, for instance. We have had this last year about 600 students enrolled, whose names are printed in our catalogue. How many of these are getting the higher education? Just 20 of them are in the college course : 51 more are in the college preparatory course ; 71 out of 600 are getting the higher education, and this is probably a larger proportion than can be found in almost any other institution in the South. When one remembers the comparatively small number of the colored people who are in these schools and then considers the small proportion of those in them who are getting the higher education it does not seem as though the thing were being overdone." In 18S8-89 the number of institutions for secondary instruction wa3 53 and the number of students 11,480; in 1889-90 the number of institutions was 71 and of students 12,420, an increase of about 1,000. This increase is to be accounted for, to some extent, in the same way as the decrease in the number of university and college students, viz, the including college preparatory students in the tables of secondary institutions. Hence, although there was apparently a decrease in the number of collegiate students, it was only an apparent one ; but at the same time the actual number given is so small that it may well serve to stimulate the friends of colored educa¬ tion to renewed efforts in their behalf. In the number of theological students there was apparently a decrease, but there was an increase of about one-third in the number of both law and medical students. The value of the grounds and buildings of the 22 universities and colleges, as reported, was over $2,700,000, but only a few of them had any endowment fund, the endowment funds of all of them only aggregating $807,425. Benefactions to the amount of $167,591 were received during the year. Only three of them re¬ ceived any State aid — Southern University, New Orleans, $7,500: Wilberforce University, Ohio, $6,000 ; and Claflin University, South Carolina. $10,800. The tuition fees received by all of them only aggregated $47,216. Without the aid extended by.missionary societies and other benevolent funds they would have labored under great difficulties. The American Missionary Association was one of the largestcontributors towards the support of these schools. It gave help to six chartered institutions — Fisk University, Atlanta University, Talladega Col¬ lege, Tougaloo University, Straight University, Tillotson Normal Institute — with 2,871 students in all the departments ; also to 21 normal and graded schools, with 5,797 students, and to53 common schools, with 4.727 pupils. The Fre dmen's Aid and Southern Education Society of the Methodist Episcopal Church also contributed a large amount towards the education of the colored race, but it is impossible to determine the amount accurately, as the expenditures for institu¬ tions of the white race and for ministers' salaries are included in the same ac¬ counts with those for colored schools. The whole amount disbursed from the Slater fund from 1883 to 1891, inclusive, was $321,991. 1084 EDUCATION REPORT, 1889-80. The apportionment among the institutions receiving aid from the John P. Slater fund in 1889-90 was as follows : Atlanta University, Atlanta, Ga . $1, 600 Ballard Normal School, Macon, Ga .... 500 Benedict Institute, Columbia. S. C . 2, 000 Biddle University, Charlotte, N. C . 1, 000 Brainerd Institute, Chester, S. C . 700 Central Tennessee College, Nashville, Tenn . 1,100 Clafiin University, Orangeburg, S. C . . . 1, 800 Clark University, Atlanta, Ga. (general appropriation) . ^ . 1,800 Clark University, Atlanta, Ga. (special appropriation) . . . . 3, 200 Fisk University, Nashville, Tenn _ _ 1, 800 Gilbert Seminary, Winsted, La. . >. 800 Hampton Institute, Hampton, Va. (general appropriation) _ _ 1 , 500 Hampton Institute, Hampton, Va. (special appropriation) . 1, 000 Hartshorn Memorial Institute, Rich¬ mond, Va . 650 .T ackson College, J ackson, Miss . 800 Jacksonville Graded School, Jackson¬ ville, Fla . 800 Leonard Medical School, Raleigh, N. C. 500 Le Moyne Institute, Memphis, Tenn ... 1, 300 Livingstone College, Salisbury, N. C_ .. 700 Meharry Medical College, Nashville, Tenn.. . 1,000 The sum of $47,428.27 was received from the income of the Daniel Hand fund, and was used in extending aid to deserving and promising students, in provid¬ ing good school buildings atdifferent places, and in securing teachers for places where they could not otherwise be obtained. The Daniel Hand fund at the time it was granted consisted of interest- bearing securities to the amount of $1,000, 894. 25_. It was placed in charge of the Ameri¬ can Missionary Association, and only the income of it is to be used. The bonds and property are “ to be received and held by said American Missionary Associ¬ ation upon trust, and for the following purposes, viz : To safely manage the said trust fund, to change investments whenever said association may deem it neces¬ sary or advisable, to reinvest the principal of said trust fund in such securities, property, and investments as said association may deem best, and to use the in¬ come thereof only for the education of colored people of African descent resid¬ ing in the recent slave States of the United States of America hereinbefore specified. “ Such income to be applied for the education of such colored people as are needy and indigent, and such as by their health, strength, and vigor of body and mind give indications of efficiency and usefulness in after life.’’ In December, 1891, at his home in Guilford, Conn., occurred the death of Mr. Daniel Hand, the donator of the above fund, who with intelligent foresight gave from the living hand that which probably for years to come will confer its bene¬ fits upon deserving youth.1 1 “ Daniel Hand was born in Madison, Conn., July 16, 1891, and was therefore in the eighty- eighth year of his age when he made his gift for the education of the colored people at the South. His ancestors resided in that town for several generations, and were always landholders, in¬ dustrious, quiet, and respectable. To this ancestry Mr. Hand is probably indebted under God for his physical vigor, long life, strength of character, and success in business. He was the fourth son of seven, and was on the farm under his father’s direction until he was 16 years of age, when he was put* in charge of his second brother, Augustus F. Hand, who was then a merchant at Augusta, Ga., and whom he succeeded in business. In 1854 Mr. Hand went to New York in connection with his Southern business, and remained there in that capacity until the beginning of the war in 1861. He resided in some portion of the Southern Confederacy during the entire war, and -was never treated with violence in any way, and no Confederate officer ever offered him indignity or even an unkind word. “Mr. George W. Williams, a native Georgian, was, at about the age of 16, employed by Mr. Hand as a clerk in Augusta, and in a few years was taken in as partner. Mr. Williams sug¬ gested a branch of the business in Charleston, and conducted it successfully. When the war came on Mr. Hand’s capital was largely engaged in the Charleston business, which Mr. Wil¬ liams, as a Southern man, continued, having the use of Mr. Hand’s capital, which the Confed¬ erate government vainly endeavored to confiscate by legal proceedings against Mr. Hand as a Northern man of pronounced antislavery sentiments. After the war Mr. Hand came North and left it to his old partner, Mr. Williams, to adjust the business and make up the accounts, allow¬ ing him almost unlimited time for so doing. When this was accomplished Mr. Williams canto North and paid over to Mr. Hand his portion of the long-invested capital and its accumulations. “Mr. Hand, having been early deprived by death of wife and children, decided to devote a share of his large fortune to benevolent purposes. At one time he intended to make bequests to some Northern colleges, but at length, recalling the fact that his property was accumulated in the South, and knowing so well the needs of the ignorant negroes, he turned his attention to them. “The well-known and magnificent gift of $1,090,894.25, October 24, 1838, to the American Mis¬ sionary Association, for the benefit of the colored people of the Southern States, was the re¬ sult. ■’ j Mount Ilermon Female Institute, Clin¬ ton, Miss . _ . . $1,000 New Orleans University, New Orleans, La.. . 1,000 Paul Quinn College. Waco, Tex . 460 Payne Institute, Augusta. Ga _ 600 Philander Smith College, Little Rock, ^ Ark . . . . . * 800 •Roger Williams University, Nashville, Tenn . 1,000 Rust University, Holly Springs, Miss.. 1, 100 Schofield Normal Institute, Aiken, S. C 500 Scotia Female Seminary, Concord, N.C 700 Shaw University, Raleigh, N.C . . 1, 800 Spelman Female Seminary, Atlanta, State Normal School, Montgomery, Ala 1, l00 State Normal School, Tuskegee, Ala... 1,000 Straight University, New Orleans, La . 1, 300 Talladega College, Talladega, Ala _ 1 , 400 Tillotson Institute, Austin, Tex _ 900 Tougaloo University, Tougaloo, Miss . . 1 , 500 Training School, Knoxville, Tenn . 600 To special objects . 500 Total . 42, 910 EDUCATION OF THE COLORED RACE. 1085 JCeorge Tt. Smith College , Scdalui . Mo.— On March 27, 1888, two daughters of Gen. George R. Smith, Madams Smith and Cotton, donated 25 acres of land, valued at $25,000, in Sedalia, Mo., for the establishment of an institution of learn¬ ing for the colored race, on condition that a $25,000 building should be erected on it by January 1,1892. The building was partially erected within the required time, but the donors kindly extended the time to January 1, 1894. As the insti¬ tution is to be in charge of the Freedmen's Aid and Southern Education Society of the M. E. Church, it will very probably be completed within the required time. It will be the first institution of higher grade in Missouri for colored people. INDUSTRIAL TRAINING. In nearly all, if not all. of the institutions for the secondary and higher edu¬ cation of the colored race of the South industrial training forms a very im¬ portant part. It is one of the conditions required before aid can be feceived from the John F. Slater fund. The cost of its introduction was very consider¬ able, in the purchase of sufficient grounds, in the erection of suitable buildings, and securing the necessary machinery and apparatus for the different kinds of work. And not only was its introduction expensive, but its maintenance as well, for it has not been the purpose to make profits, or even in many cases to meet expenses, but to impart the largest amount of useful add practical knowl¬ edge and to train in habits of carefulness, diligence, and order. But at the same time many indigent students were instructed in branches of industry by which they were soon able to contribute largely towards defraying their ex¬ penses, and afterwards to earn a good livelihood. It was found, too, that the phys¬ ical exercise and the temporary mental diversion from studies was very conducive to health and vigor and was a source of enjoyment to students, while it in no way hindered progress in their studies. It also indicated that hard labor on the farm or in the workshop was not to be confined to the ignorant, poverty-stricken wretch, but that there was nothing in it inconsistent with an educated, progres¬ sive, Christian character. As to industrial training, Dr. A. G. Haygood, general agent of the Slater fund, says : ‘‘The essential goodness of industrial -training in connection with the ordi¬ nary school training is now universally admitted by experienced and practical people. In the schools aided by the Slater fund during the school year 1889-90 as many as ten thousand young people were taught in books and in some branch of useful industries. This sort of training is vital now. Mere book schooling with poor and illiterate people breeds wants faster than it develops the ability to provide for them. The outcome is misery. Tool-craft helps to realize the aspi¬ rations that book learning inspires.” Table 4. — Amount and distribution of the sums disbursed from the Slater fund, from 1SS3 to 1891 , inclusive. States. 1883. 1S8I. 1885. 1886. 1887. 1888. 1889. 1890. j 1891. Total. Alabama . . Arkansas _ _ ... $2, 100 $2, 450 $5,000 $3,800 j $4,400 600 $4,600 800 1,000 6,850 700 3,500 4,800 5, 300. 4, 300 6.5C0 1.360 4,190 600 500 . $3,600 800 800 9,700 $3,600 800 800 9,700 j j 34,900 1,000 1,060 10,500 $34,450 4,000 3,600 61,564 4,100 20. 492 30,950 35, 740 29,910 52, 675 8,280 28. 480 3,800 3, 950 Florida . . . Georgia . . Kentucky . . 6,200 500 1,000 592 2,600 740 750 4,325 eoo i 2,000 1,000 550 6,814 1,000 1.400 2, COO 4.400 3,500 7,600 600 3,000 1,000 450 5, ioo 700 | 1,000 | 2,000 | 3,600 ! 2,700 | 5,800 ! 600 i 3,650 1 1 COO j 450 ! | 6,200 ! 700 i 3,100 1 4, 450 4,200 3,660 6, 500 900 ; 4,190 600 500 Louisiana - - Mississippi . North Carolina . . . South Carolina... Tennessee.. . Texas . . Virginia . District of Colum¬ bia . 1,000 2,000 2, 000 $50 i 2,000 4.100 4,400 5.100 4, COO 6,800 1,360 3,150 1 . 3,100 4. 400 4,700 4,000 6,800 1,360 3, 150 3.700 5,300 5.700 5,000 7, 400 1,500 3,150 Special . Totals . | . 500 500 500 16,250 17, 107 36, 764 30,000 40,000 45.000 44,310 1 42,910 49.650 321,991 1086 EDUCATION REPORT, 1889-90. Table 5. — Distribution of money derived from Daniel Hand fund in 1889-00. Alabama: Student aid . . $2, 592. 85 Teachers _ _ 4,100.55 Buildings . 728. 21 - $7, 421. 61 Florida: Teachers-. . . . 1,037.66 Georgia: Student aid . 2, 116. 44 Buildings . 7, 154. 62 Kentucky: Student aid . . 86. 95 Teachers . . 1,258.58 9, 271. 05 1,345.53 Mississippi : Student aid . 1... . $2, 100. 00 Teachers . . 1 . 088. 20 Buildings . 1,500.00 North Carolina : Studen c aid . 772. 00 Teachers . . 3, 564. 44 Buildings . . . 400. 00 South Carolina : Student aid. Building _ 84, 688. 20 4. 736. 44 115.00 719. 91 Louisiana : Student aid . 2, 000. 00 Building . 5, 4€0. 44 7,460.44 | 7, 834. 91 3, 232. 42 4C0. 00 Total . 47.428.27 I Tennessee: Student aid _ 2, G58. 67 Teachers . . 1,173.75 Virginia: Teacher. Table 6. — Statistics of institutions for the instruction of the colored race, for 1889-90. Location. Name. Religious In- I «t Ipnmniria- • ctvnrf. otu denomina- i struct tion. dents. Huntsville, Ala . . . Do. . Mobile, Ala . Montgomery, Ala Talladega, Ala — Tuskegee, Ala - Little Rock, Ark . Pine Bluff, Ark... Washington, D. C Do _ Tallahassee, Fla... Atlanta, Ga _ Augusta, Ga . . New Orleans, La . Do... . Holly Springs, Miss. Jackson, Miss . Tougaloo. Miss . Ashboro, N. C. . Fayetteville, N. C... Franklinton, N. C... Goldsboro. N. C . Plymouth, N. C . Salisbury, N. C . Do . Aiken, S. C . Charleston, S. C . Greenwood. S. C . Knoxville, Tenn . Memphis, Tenn . Morristown, Tenn... Nashville. Tenn . Do. Do. Austin, Tex . Hempstead, Tex . Hampton, Va _ Petersburg, Va . Harper's Ferry , W. V ; NORM Ali SCHOOLS. Central Alabama Academy . . . State Colored N ormal and Industrial School . E mer son Institute*... . . . . State Normal School for Colored Students.. Normal Department of Talladega College*.. Tuskegee Normal and Industrial Institute.. Normal Department of Philander Smith College. Branch Normal College of Arkansas Indus¬ trial University. M iner N ormal School _ _ _ _ Normal Department of Howard University.1 State Normal College for Colored Teachers. Normal Department of Atlanta University. . The Paine Institute _ _ Normal Department of New Orleans Uni¬ versity. Normal Department of Straight University. Mississippi State Colored Normal School... j J ackson College . 1 . . . Normal Department of Tougaloo University. Ashbcro Normal School . . i State Colored Normal School . . . I . do . .! . do . . ! . do . 1 . do . | Normal Department of Livingstone College. Schofield Normal and Industrial School _ | Avery Normal Institute . Brewer Normal School . Training School of Knoxville College . j Le Moyne Normal Institute . . . Morristown Normal Academy . | Normal Department of Central Tennessee College. Normal Department of Fisk University _ Normal Department of Roger Williams Uni¬ versity. Tillotson Collegiate and Normal Institute... Prairie View State Normal School . . Hampton Normal and Agricultural Insti¬ tute. Virginia Normal and Collegiate Institute ... Storer College . . . . . Colored normal students in various North¬ ern schools. Total M.E . 5 126 Nonsect _ 5 89 Cong . 10 289 Nonsect _ a!8 a836 Cong _ 35 Nonsect _ 15 225 M.E _ — 13 Nonsect _ 4 176 Nonsect.... 5 40 Nonsect _ 14 136 Nonsect _ 3 10 Nonsect _ 81 M.E. So.... 6 50 M.E _ 36 Nonsect _ 59 Nonsect _ 3 75 Bapt . 8 263 Cong . . . 3 33 Friends .... 2 86 Nonsect _ 3 140 Nonsect.... 137 Nonsect.... 4' 115 Nonsect.... o 47 Nonsect ... 4 119 A. M.E. Z .. 5 33 8 185 Cong . 7 260 Cong . 6 300 Nonseci .. 12 37 Cong - 5 155 M.E . 12 201 M. E . 21 Cong . 8 37 Bapt . 6 221 Cong . 8 198 Nonsect ... 5 138 Cong . 40 559 Nonsect ... n 320 Nonsect _ 8 1 176 _ j 144 1 256 6,201 * In 1888-89. a In all the departments. EDUCATION OF THE COLORED RACE. 1087 Table G. — Statistics of institutions for the instruction of the colored race, for 18S9-90 — Continued. Location. Athens. Ala . Prattville. Ala . Selma, Ala . Talladega, Ala . Little Lock, Ark . Washington, D. C — Jacksonville, Fla . Key West, Fla . Live Oak. Fla . Athens, Ga . Do . Do . . Atlanta, Ga . Do. . Do . Do . Cave Spring. Ga . La Grange, Ga . Macon, Ga . Thomasville. Ga . Waynesboro, Ga . Berea. Ivy . . Lexington, Kv . New Castle. Ky . Williamsburg, Ky ... Alexandria; La . New Iberia. La . New Orleans, La . Do . Do . Do . Do . . Winsted. La . Baltimore, Md . Clinton, Miss . Holly Springs, Miss . . Meridian, Miss . Tougaloo. Miss . Beauiort, N. C) Knoxville College . u v i - - U. Presb . . . 12 54 West Tennessee Preparatory School* . M. E . 3 149 Morristown Seminary and Normal Institute. ME . . 286 ♦In 1888-89. f 1088 EDUCATION REPORT, 1889-90. Table 6. — Statistics of institutions for the instruction of the colored race , for 1889-90 — Continued. Location. Name. Religious denomina¬ tion. In¬ struct¬ ors. Stu¬ dents. institutions FOR secondary instruc¬ tion— continued. Preparatory Department of Central Tennes¬ see College. Preparatory Department of Fisk University Preparatory Department of Roger Williams University. Hearne Academy . . M. E 4 43 400 Do . Cong 14 Do . Bapt . 8 185 Bapt . 2 11 Marshall, Tex . Bishop College.'. . Bapt . 4 25 Do.. . Yfiley* University . M. E . 9 292 PaurQuinn College . A. M. E . 13 185 Walnut, Tex . .... Central College ~ Nonsect.... 5 83 Norfolk Mission Sehpol U. Presb ... 5 160 Richmond, Va . Moore Street Industrial School. . 4 95 Do .1 . Hartshorn Memorial College Bapt . 5 86 Colored pupils attending various other sec¬ ondary schools. 82 Total . . 415 12,420 universities and colleges, a Selma University . Bapt . 5 9 Little Rock, Ark . Philander Smith College . M. E . 3 12 Washington, D. C - Atlanta, Ga . „ . Howard University . . . . Atlanta University . Nonsect ... Nonsect ... 6 7 22 18 Do. Cl ark University . . .. M.E . 5 7 Berea College . . . . Nonsect _ 9 33 New Orleans, La . Leland University. . . . . Bapt . 7 21 Do _ 1 . . New Orleans University . . . M.E . 4 7 Do . Southern University . .1 . Nonsect ... 3 7 Do Straight University . . Cong . 5 3 Holly Springs, Miss.. Rodney, Miss . . Rust University . M.E . 4 40 Alcorn Agricultural and Mechanical Col¬ lege. Biddle University . Nonsect.... 7 62 Charlotte, N. C . Presb . 9 45 Raleigh, N. C . . Shaw University . Bapt . 4 42 Salisbury, N. C . Livingstone College . A. M. E . 4 20 Wilberforce, Ohio _ Lincoln University, Pa. Columbia, S. C . Wilberforce University . A. M.E . 6 7 Lincoln University . Presb . 10 96 Allen University . A. M. E . 4 14 Orangeburg, S. C _ Nashville, Tenn _ Clafiin University . . M.E . 6 16 Central Tennessee College ... M.E . 2 9 Do. Fisk University . Cong . 7 49 Do. Roger W illiams University . . Bapt . 5 34 Colored students attending various North¬ ern universities and colleges. 238 Total . 6122 811 SCHOOLS OF THEOLOGY. Selma. Ala . . . „ Theological Department of Selma Univer¬ sity. Theological Department of Talladega Col¬ lege. Institute for Training Colored Ministers _ Theological Department of Philander Smith Bapt . 4 25 Talladega, Ala . Cong . 1 10 Tuscaloosa, Ala...... Little Rock, Ark . .... Presb _ _ M.E . 2 3 29 20 Washington, D. G _ Do College. Theological Department of Howard Univer¬ sity. Wayland Seminary . . . Nonsect Bapt . 7 3 40 40 Atlanta, Ga Atlanta Seminary. . . . Bapt . 3 47 Do Gammon Theological Seminary . . . . M.E... . 4 75 New Orleans, La. Gilbert Haven School of Theology (New Or¬ leans University). Theological Department of Leland Univer¬ sity. Theological Department of Straight Univer¬ sity. Theological Department of Rust University. Theological Department of Biddle Univei*- sity. Theological Department of St. Augustine’s Normal School. Theological Department of Shaw Univer¬ sity. M.E . 3 17 Do Bapt . 2 20 Do Cong . 2 19 Holly Springs, Miss.. Charlotte, N. C M.E . 4 26 Presb . 3 9 Raleigh, N. C P. E . 2 12 Do Bapt . 2 50 • a Students in preparatory departments are not included here. See Secondary schools. 6 Many of these gave instruction to students in the preparatory departments also. EDUCATION OF THE COLORED RACE. 1089 Table G. — Statistics of institutions for the instruction of the colored race, for 1SS9-90 — Continued. Location. Name. Religious denomina¬ tion. In¬ struct¬ ors. Stu¬ dents. Wilberforce, Ohio.... Lincoln University, Pa. Columbia, S. C . Do . Orangeburg, S. C - Nashville, Term . Do . Do . Richmond, Va . "Washington, D. C. Raleigh. N. C . Wilberforce, O .... Columbia, S. C _ Nashville, Term .. . Washington, D. C _ New Orleans, La . Raleigh, N. C . Nashville, Tenn . Little Rock, Ark Do . St. Augustine. Fla. Cave Spring, Ga.... Macon, Ga . Danville, Ky . Louisville, Ky . Baltimore, Md . Jackson, Miss . Raleigh, N. C . Cedar Spring, S. C. Knoxville, Tenn ED 90- schools of theology— continued. Theological Department ol Wilberforce Uni¬ versity. Theological Department of Lincoln Univer¬ sity. Benedict Institute . Theological Department of Allen University. Parker Theological Institute . Theological Department of Central Tennes¬ see College. Theological Department of Fisk University. Theological Department of Roger Williams University. Richmond Theological Seminary . Colored students in theological schools de¬ signed for whites. A.M. E. Presb .. Bapt ... A. M. E . M. E _ M. E _ Cong . Bapt . Bapt . Total SCHOOLS OF LAW. Law Department of Howard University . Law Department of Shaw University . Law Department of Wilberforce University. Law Department of Allen University _ Law Department of Central Tennessee Col¬ lege. Colored students attending law schools de¬ signed for whites. Total SCHOOLS OF MEDICINE, DENTISTRY, AND PHARMACY. Howard University: Medical Department . . Pharmaceutical Department . . . . Dental Department . . . Medical Department of New Orleans Univer¬ sity. Leonard Medical College, of Shaw Univer¬ sity. Central Tennessee College : Meharry Medical Department . Dental Department . . Pharmaceutical Department . Colored students attending schools designed for whites. Total . SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND. Arkansas School for the Blind (colored de¬ partment). Arkansas Institute for Deaf Mutes . Florida Institute for the Deaf and the Blind. Georgia Institute for the Deaf and Dumb (colored department). Georgia Academy for the Blind (colored de¬ partment). Kentucky Institution for the Education of Deaf Mutes (colored department). Kentucky Institution for the Education of the Blind (colored department). Maryland School for Colored Blind and Deaf Mutes. Institution for Education of the Deaf (col¬ ored department). North Carolina Institution for the Deaf and Dumb and the Blind (colored department). South Carolina Institution for the Educa¬ tion of the Deaf and Dumb and the Blind (colored department). Tennessee School for the Deaf and Dumb (colored department). a Instructors in both white and colored departments. -GO 734 G3 53 a'Z a6 a 10 a 17 a9 5 a8 alO a5 alO 107 5 9 11 310 1090 EDUCATION REPORT, 1889-90. Table 6 .—Statistics of institutions for the instruction of the colored race , 1889-90— Continued. Location. Name. Religious denomina¬ tion. In- j struct-1 ors. Stu- idents. Nashville, Term . SCHOOLS FOR THE DEAF AND DUMB AND THE blind— continued. Tennessee School for the Blind (colored de¬ partment) . Institution for Deaf and Dumb and Blind CIO 14 Austin, Tex . 2 €5 Colored Youth. Colored students in various institutions de¬ signed for whites. Total . 1 . 109 9G J 488 a Instructors in both white and colored departments. Table 7. — Summary of statistics of institutions for the instruction of the colored race, for 1889-90. States. Enrollment in common schools. Normal schools. Institutions for second¬ ary instruction. Schools. Teach¬ ers. Pupils. Schods. Teach¬ ers. Pupils. Alabama . . . 115, 490 6 53 1,600 4 15 617 Ai’kansas . . 59.408 4; 656 2 4 189 1 28 Delaware . . District of Columbia . 13, 332 37. 281 2 19 176 1 5 40 Florida c . l 3 10 3 15 278 Georgia . _ _ 150; 702 54, 716 a 48, 137 2 6 131 12 75 2,678 S58 Kentucky . 4 25 Louisiana . 2 95 8 63 2,293 151 Maryland . 36, 372 176, 541 32,804 1 10 Mississippi . . 0 14 371 4 27 701 Missouri . . . . North Carolina . - 116, 6S9 7 21 677 8 23 | 1,002 270 Ohio . 2 16 Pennsylvania . 0 140 South Carolina . . . 111,888 3 21 745 6 35 1,076 1, 169 Tennessee . . . 99,009 101,471 122, 059 6,329 6 43 672 7 50 Texas . . 2 13 336 5 33 596 Virginia . 2 51 879 3 14 341 West Virginia . . 1 8 176 Other States . 144 82 Total . 1,289, 914 39 25S 6,201 71 415 12, 420 a In 1889. Table 8. — Summary of statistics of institutions for the instruction of the colored race, for 1889-90. States. Alabama . Arkansas . . District of Columbia Georgia . Kentucky . Louisiana . . Mississippi . North Carolina . Ohio . Pennsylvania . South Carolina . Tennessee . Virginia . Other States . Universities and col¬ leges. Schools of theology. Schools of law. Schools. Teach- ‘ ers. Pupils. Schools. Teach¬ ers. Pupils. 1 Schools. Teach¬ ers. ! 1 Pupils. 1 5 9 3 - k 64 1 3 12 1 3 20 1 6 22 2 10 80 1 5 29 2 12 25 2 7 122 1 9 33 4 19 38 3 7 58 2 11 102 1 4 26 3 17 107 3 7 71 1 1 8 1 6 7 1 4 18 1 2 3 1 10 96 1 7 25 2 10 30 3 6 69 1 i 9 3 14 92 3 5 73 1 2 8 1 4 64 ! 238 46 . . 6 | 1 1 22 130 811 24 71 734 5 11 63 Total EDUCATION OF THE COLORED RACE. 1091 Table 9. — Summary of statistics of institutions for the instruction of the colored race, for 1889-90. States. Schools of medicine. • Schools for the deaf and dumb and the blind. Schools. Teachers. Pupils. Schools. j Teachers. Pupils. Arkansas . . O 15 22 District of Columbia 1 16 : 121 Florida .. 1 2 11 Georgia 2 16 50 Kentucky 2 26 63 Louisiana 1 4 11 Maryland 1 5 48 Mississippi . 8 18 North Carolina . 1 7 44 1 10 56 South Carolina . 1 5 23 Tennessee . 1 25 71 • 2 20 36 Texas 1 2 65 Other States . G3 96 Total . . 4 52 j 310 14 109 488 Table 10.— Number of schools for the colored race and enrollment in them by institu¬ tions without reference to States. Class of institutions. | Schools. Enroll¬ ment. Public schools . . . 1, 289, 944 6,201 Normal schools . . . 39 Institutions for secondary instruction . . . 71 12, 420 Universities and colleges . . . 22 811 Schools of theology . 24 734 Schools of law . . . 5 63 Schools of medicine . . . 4 310 Schools for the deaf and dumb and the blind . . *... 14 488 Total....! . . . 179 1,310,971 NEED OF GREATER ACCOMMODATIONS. The number of students in the colleges and schools for secondary instruction of the colored race does not show the rapid increase from year to’ year which would naturally be expected, when we consider the large number of children that have been attending the common schools, many of whom should now be qualified for entering higher institutions. But an examination of the reports of colored schools and of journals devoted to colored education soon discloses one reason why there is not the increase expected, viz, the want of accommodations for more students. Many of the colored schools of higher grade are already badly overcrowded ; some of them are so crowded as to seriously endanger the health of the studentsand hundreds of others have been refused admission on account of want of room, while others still have not applied because they already knew there was no place for them. Very few new schools of the higher grade's are established for colored students, as the colored people themselves have not the means for doing so. and the missionary societies generally content themselves with sustaining or at least strengthening the institutions they have already established. Many of the schools adopt all sorts of expedients to make room for applicants begging for admission, allowing them u> sleep on cots in the halls, making use of old build¬ ings which had been discarded as no longer fit for occupancy, and very generally crowding the students in excessive numb rs in the buildings designed for them. Judging from the accounts given it would seem reasonable to suppose that the number of colored students would be largely increased immediately if there were accommodations for them. A want of accommodations is especially to be regret¬ ted when it is conside ed how anxious the young men and women are to receive an education and what sacrifices both students and parents willingly make in order that they may receive one. A few quotations on this subject are given from various sources. Dr. C. H. Parkhurst, editor of Zion's Herald, says: “Wo should have ten schcols where 1092 EDUCATION REPORT, 1889-90. we now have one. Every institution is crowded to overflowing. If God is say¬ ing anything in this jubilee hour to the church it is, enlarge, enlarge, enlarge your beneficence ; enlarge the scope of operation : enlarge the teaching and boarding capability. We rejoice over the achievements of these twenty-five years; tout at the same time we are humbled that the church has done so little.” Morristown Normal Academy, Tennessee; number of students, S06. — “This insti¬ tution is situated in the midst of a colored population of not less than 250,000. To meet the educational requirements of this vast number of people, there is only one other school of a similar grade within a radius of 300 miles. The peo¬ ple are realizing, as never before, their great need of an education, and are crowding every room to its utmost capacity. Last year scores of bright, earn¬ est, and self-sacrificing young people were sent away for want of room.” “The present dormitory is entirely too small for the number of students crowded into it. For the last two years we have been compelled to put three students in each bed, and to place cots in the halls. Even then it was difficult to satisfy applicants th#t we were crowded and could not accommodate them.” Grand View, Tenn. — “ The classes are full and the accommodations inadequate. The school numbers one hundred and eleven. It is necessary to crowd four boys into each room of the boys’ hall. Four boys are boarding themselves in a shackly log building at the foot of the hill. Their grit is admirable.” Tougaloo, Miss. — “Both the dormitories are crowded. The ladies’ hall is sup¬ posed to accommodate 75 girls. One hundred and six are crowded into it to-day. We have turned away nearly one hundred more because we had not room for them. Every indication is -that the crowd of applicants will be greater next year than ever. Already applications are coming in.” Meridian, Miss. — “The work of the school is hindered by lack of room. We have enrolled this year 232 pupils, and many have been turned off because we could not seat them. We opened in December of 1888 with 28 pupils. A school for more advanced pupils is needed in this part of Mississippi. We have 30 young people in school who come from the five adjoining counties.” Straight University ,* New Orleans. — “It has been a golden year for Straight University. Financially it has been our best year. A larger proportion of stu¬ dents able" to pay came to us. We want to grow, and have every opportunity to do so save that our quarters are too small. We have turned away during the year probably 200 applicants, many of them for the boarding department. We have had to put cots in nearly all the rooms, packing them too full for comfort, as it was very hard to say No to young people who came hundreds of miles and begged tearfully for admission. " The school has grown during the last eight years from 200 to 600 and is not 1,000 only because we had no room for them. Our graduates are filling important positions all over the South. Several are superintendents in Texas, Kansas, Mississippi, and Louisiana. One holds an important office in Honduras; others are doing good work in Cuba and Mexico. Eight are filling important positions in this city. We have no .trouble in get¬ ting positions for our young people. Indeed, we can not supply as fast as de¬ manded. Often as many as twenty are called for when we have none to send.” Bennett College, Greensboro, N. C.— “ Our chief need is a new dormitory building. The present building, though large, is far too small for the increasing demands upon us for more commodious quarters. Students are pouring in upon us every day, and still we hear of others coming.” Wiley University, Marshall , Tex. — “There should be at once erected a large centrai building, which would be at once filled with students.” Gilbert Academy, Winsted, La. — “We could have an attendance of a thousand students within a year if we had buildings to accommodate them.” Central Tennessee College. — “ The attendance during the past year (1889-90) is such as to encourage the thought that the desire for education, and that more advanced, is growing rather than diminishing among the colored people. The number in attendance during the past year has tested our buildings to their utmost capacity. We need additional accommodations. This educational work has really just begun, and the outlook is that all our schools will be crowded more and more. We need anew chapel. Our present one is not sufficiently large to seat our students.. We have been compelled to fill up the platform and crowd every seat, and yet have not room for all our students. We need a larger chapel for our ordinary purposes, and a much larger one for our public occasions.” 1In January, 1892, the main building of Straight University, New Orleans, La., was consumed by fire. Fortunately, however, the property was adequately insured, and a larger structure W now being erected in its stead. EDUCATION OF THE COLORED RACE. 1093 “ For our young women we need dormitories ; and for the purpose of teaching, cooking, nursing, domestic economy, we need enlarged facilities. W e need these, not for our necessary school purposes only, but to create a desire for neatness and pleasant surroundings in the homes that these young women are to make in the future. The need of additional buildings is more especially evident when it is understood that every room on the grounds is occupied by students or teach¬ ers.” From the Daniel Hand School, New Orleans— It is the old story — 200 turned away for lack of room. A few have come from the country without ever thinking that they might not find a place, and stand hopelessly on the street corner talk¬ ing it over. Another teacher says : “ We are crowded to overflowing in every grade of the school but one, in which we have three unoccupied seats. In the normal depart¬ ment twenty pupils are without desks. Yesterday one of the ministers of the city applied for admission of his two daughters, who had completed the course in the public schools — just the class of pupils we like to l*ave come — but I could not admit them for want of room.” From report of President T. D. Tucker , of Florida State Normal College for Col¬ ored Students. — “The surest test of the appreciation of the race for the school is in the sacrifices made by patrons in sending and maintaining scholars here and the eagerness of the latter to avail themselves of the opportunity offered them for instruction. With limited means or from daily earnings parents send their children to this school from distant parts of the State, and meet all the financial engagements incident to the education of a young person during the entire ses¬ sion of nine months. Although this is the second year since the school has had dormitory halls, not only has every patron met all his obligations, but the de¬ mand for more room in the dormitories is restricted by our inability to provide for any more newcomers. “The promptness and regularity of attendance at the daily sessions of the school is another proof of high appreciation. No severer punishment for breach of discipline can be inflicted on any of them than to be ordered to leave school for even part of a day. They seem to feel that every day and hour are too pre¬ cious to be lost from the prosecution of the purpose for which they have come hither from their homes. This strong regard and attachment for a school but lately established is one of the most pleasing features, which promise for it, let it be hoped, a long career of usefulness. * * * Wherever the services of our undergraduates have been once had, there they are held most in demand — a tes¬ timonial to their efficiency and the need of them as workers in the common schools.” From report of the American Missionary Association committee in 1891. — “The total number under instruction during the year has increased by several hun¬ dred, and almost every school is crowded to overflowing, compelling in many cases the sad necessity of sending away great numbers of applicants from lack of room for their accommodation. It is evident that the thirst of the colored people for knowledge, shown so remarkably from the moment of their emanci¬ pation, has not diminished, but is constantly increasing.” INDUSTRIAL TRAINING. At Clajiin University, South Carolina . a large number of students were in¬ structed in trades and industries ; in agriculture, including gardening and horti¬ culture, 40 students; in architectural drawing, 13; in art needlework, 20; in blacksmithing, 98; in brickmaking, bricklaying, plastering, and frescoing, 92; in carpentry and cabinetmaking, 185 ; in cooking, 35 ; crocheting and lacemak¬ ing, 120; domestic economy, 13; dressmaking, 36: mechanical engineering, 15; merchandising, 1 ; nurse-training, 14; painting, graining,and glazing, 81 ; print¬ ing, 69; steam laundrying, 50; steam planing, sawing, turning, 26; steam mill¬ ing, grinding cereals, 4; shoemaking, 21; plain sewing, 190. President L. M. Dunton, of Claflin University, says : “ In the past the negro has been a laborer. For years to come he must be a laborer. A few of course will be educated and will enter the ministry, the law, the medical profession ; but the vast majority must labor with their hands. It is therefore very impor¬ tant to give them this manual training. We are very enthusiastic about this, and we do not allow any young woman to graduate until she can measure, cut, fit, and make a dress, and make it in style. They also learn cooking and artistic needlework. The young men are required to learn the principles of different trades, and to learn one trade thoroughly. We require a certificate from some 1094 EDUCATION REPORT, 1889-00. one of the industrial departments that they have accomplished the required work before they can graduate from the institution. During the vacations these young men and women work at these trades that they have learned at the institution. We have hoys now earning a dollar and a half a day at house painting, others earning $2 a day laying brick or at carpentry. In our blacksmith department they make all the tools they use ; they even make their own razors. This in¬ dustrial feature has been an inspiration to the literary department.” At Gilbert Academy , Winsted, La., there are 12 students in the printing office, 14 in the carpenter shop, 16 on the farm, 53 girls in the sewing room, 3 in the bakery, besides a large number in the laundry. Philander Smith College , Little Bock, Ark . — ‘ ‘ The industrial department is car¬ ried on in a two-story frame building erected by the students. In this depart¬ ment there are 114. The citizens of Little Rock have given over $800 towards paying for the building. A large number of young men have been taught the use of tools. In the printing department several young men and young ladies have been taught.” Bust University, Mississippi. — In the carpenter shop 35 young men were in¬ structed in the use of tools and methods of construction, from the most common articles in use in home and on farm to fine cabinet work. Twenty-seven were taught shoemaking, from the making of cheap shoes to the finest French kid boot. Eleven were instructed in the printing office, and a monthly paper was published. The young men below the college course, who were not assigned to some trade, were put in the department of agriculture. In the sewing depart¬ ment 102 girls received useful instruction in that line. Clark University, Atlanta , Ga. — “At Clark University we have one of the best located as well as one of the best equipped industrial schools south of the Ohio. We have one large brick building, Ballard Hall, 100 by 40 feet. The first floor is divided into two parts ; one-half is occupied by the wheelwright shop. The second floor is divided into four rooms, one occupied by the printing office, one by the varnish and finishing department, another by the harness and trimming shop, while the remaining one is devoted to an office and mechanical drafting. The machinery is driven by a 30 horse-power engine. We have a blacksmith shop 40 by 30 feet, brick, three forges, drills, benches, etc. We have afoundry, 60 by 40 feet, supplied with the latest improved cupola. “The Woman’s Home Missionary Society has a building worth $6,000, built after the best models and thoroughly equipped with appliances for teaching in the culinary department, needlework, dressmaking, and all that a wife in a well- regulated home ought to know. The university physician has a class in nurse- training in this home also. A shoe shop and a machine shop are among the things now under contemplation.” Central Tennessee College. — “On October 15, 1890, the mechanic arts shop was dedicated to the training of young men for useful work in wood, iron, brass, and steel ; in the manufacture of steam engines, scientific, and philosophical appara¬ tus. Rev. H. G. Sedgwick, M. s., who is a genius himself in mechanics and can readily impart instruction to others, has during the year had excellent work done by students in wood- turning, shaping and planing, castings, steel, and brass. One engine has been built and considerable repair work done. This is the best shop, and the only one of the kind, open to colored youth in this country.” Hr. Atticus G. Hay good, general agent of the Slater fund, says: “It has been demonstrated that an hour or two a day in the workshop or the sewing room does not hinder in the least education in books. It has been found, as a rule, that the best men in the shop are the leaders in the class room. Experienced teachers say that industrial training fosters good discipline and the upbuilding of strong and reliable personal character. Outside the important fact that a great number have learned enough of the trades to pursue them profitably, it is certain that thousands have learned enough to be independent as citizens and far more capable as heads of families. That ‘ head, heart, and hand training’ should go on together in these institutions is now the accepted doctrine in all quarters. “It can not be doubted that the success of industrial training in the negro schools has had much to do with the development of opinion throughout the Southern States of the importance of this part of education in the white schools of the country.” Gen. S. C. Armstrong on industrial training. — “ Labor is a great moral and edu¬ cational force. Next to the grace of God, hard work, in its largest sense, is the most vital thing in Christian civilization. Subtract from any neighborhood, EDUCATION OF THE COLORED RACE. 1095 within a radius of ten miles, all industry, and in six months, in spite of churches and schools, what would become of order and decency ? Look at the fairest civ¬ ilization, and you will see that the worst lives are at the top and at the bottom — those who are too rich and those who are too worthless to work. Wherever you find industry you find character and morality. ‘•The main thing, then, in the industrial system is to open as widely and broadly as possible opportunities for agricultural, mechanical, and household in¬ dustries, which shall provide negro students means to support themselves and to develop character. A Character is the foundation. The training that our pu¬ pils get is an endowment. An able-bodied student represents a capital of per¬ haps a thousand dollars. We propose to treble that. When they learn a trade they are worth threefold more in the labor market. Last Saturday I gave my final words to pur graduating class. I said to those 45 scholars, ‘ How many of you can go out into the world, and, if you can not get a school, how many can work in some line of industry and so support yourselves? ’ There was a roar. Every one said, ‘I can,’ and every one laughed. They go out into the world smiling at difficulties, happy in their pluck and purpose and skill. “We are convinced that the negro needs physical as well as mental and Christian training. He needs the ten hours’ drudgery which he gets in the shops to put him in shape for the struggle of life. He must go to his work with an appetite.” Rev. R. H. Allen, Concord, N.' C. — “We have now a large boarding school for colored girls. If you ever save the negroes you must save the girls and women. You will not elevate any race until wives and mothers can teach the gospel in their families. You must save the daughters of the freedmen. They are to be the wives and mothers and home-makers of the future. At Concord you will see 234 girls in a seminary, with all the appliances for education and the industrial arts. They do the whole work of the school — all the washing, iron¬ ing, cooking, scrubbing, and dressmaking. We take a girl for $45 a year. We say to her, Go to work during the vacation and make $15 or $20 and we will help you to the balance of the $45. In such schools, by a practical education of the head, hand, and heart, the girls are all well prepared to take their part in life. We help them to make character.” Rev. Frank G. Woodworth, president Tougaloo University, Mississippi. — “The ordinary laborers on plantations do not often receive more than from 75 to 90 c:nts per day. I want to speak of the value of industrial education. Boys who come to us untrained, often able to earn only 75 cents a day, are sent out as car¬ penters, blacksmiths, or tinsmiths, able to earn from $1.25 to $2.50 a day. We are having that repeated constantly. That is the bread-and-butter view of in¬ dustrial education, and it is worthy of mention. The mechanics who receive $2 a day do not live in a one-room cabin. They are getting to have good little homes of their own.” The higher education helps the elementai'y. — President Horace Bumstead, of Atlanta University : “ It is a mistake to forget that the higher education of the few is contributing most efficiently to the elementary education of the many. What are the graduates of these higher institutions doing ? Are they going out and enjoying their culture, and making a selfish use of it? Take Atlanta University. We have sent out, in the last 16 or 18 years, over 200 graduatesfrom our collegiate and normal courses, two-thirds of whom are to-day engaged in teaching. They are doing this very work that we are reminded is the most important work to do— helping up the masses, educating the people. One must remember the relationship between the higher and the more elementary work. Where would these Southern States get their teachers for the colored public schools if it were not for these higher institutions ? ” Colored teachers wanted. — President E. C. Mitchell, of Leland University, New Orleans: “More colored teachers must be educated. The appeals made to our institution to furnish teachers qualified for the higher work, or even the com¬ mon work, are far beyond the power we have to meet. If we had four times as many graduates, we should not be able to meet the demand made upon us for teachers of the higher grade. All the institutions of the South must be carried on by colored teachers.” What kind of education the negro needs. — Dr. A. G. Eaygood : “ That many half- taught and unwisely-taught negroes ‘ go to the bad ' and seek money by ‘ short cuts’ is not surprising. In these matters the negro’s weakness illustrates his brotherhood to his white neighbors. The prisons fchpw enough half-educated white people to prove that merely learning the rudiments does not secure virtue. 1096 EDUCATION REPORT, 1889-90. In all races it is true that with new knowledge new temptations come; strength to resist comes after, if at all. In all this a man of sense finds no argument against the education of the negro, but a demonstration of the need, for him and for the white race, of more and better education. “ ‘ Better ’ is not the same as ‘ more ; ’ the imminent need for the negro is to find out what education is now fittest for him. Nothing in these statement* means the exclusion of the negro from the highest and widest studies of which some of them are capable ; it does mean, as I see it, that the ‘ regulation college curriculum’ is not what most negro students need. I would exclude, by arbi¬ trary and prescriptive rules, no negro from whatever he can achieve, but I am persuaded that, in overlooking the hard facts of this case and in pressing the ‘ college ’ idea overmuch, there has been much waste of money, labor, time, op¬ portunity. “ The educated negro man gravitates to the pulpit or the schoolroom. To the pulpit first, because here he may gratify, without hindrance, his inborn love of speaking. He is oratorical by instinct, and this race will more' and more de¬ velop great orators. The educated negro woman goes to the schoolroom by preference, but she would rather be wife to the preacher. Along here are perils that wise negroes understahd. “Why should such indications and tendencies surprise us? No man lives by the labor of his hands who can live by his wits, least of all American white men. The negro’s dangers are greater because his opportunities outside the labor of his hands are few. No arguments, nor frettings, nor denunciations, nor laws, nor force can multiply them ; time and new conditions, possible only to the ‘ time element,’ can increase them. “ The educated negro finds it difficult to succeed in the practice of law. White people employ attorneys of their own race, and a negro will have none but a white man for lawyer when large sums are at stake, or life or liberty are im¬ periled. But he has ‘ made a beginning’ in the law. “ Next to teaching and preaching, medicine among professional pursuits offers the best field and the best opportunity for the capable negro. The reason is, there is a generally recognized and felt need of negro doctors. Two of the insti¬ tutions in connection with the Slater fund — Meharry Medical College, Nash¬ ville, Tenn., and Leonard Medical School, Raleigh, N. C. — are thoroughgoing schools of medicine and command the respect of the medical profession. The large majority of the graduates of the schools are doing admirably in the prac¬ tice of medicine. They are a blessing to their race and are successful and use¬ ful citizens.” The following, from the Charleston [S. C.) News and Courier , gives some idea of how the negro appreciates an education at Claflin University, South Carolina: “ The students come from all parts of the State, and a better class of colored families are represented than usual. Prom the number of students (902), their condition and their work, it would seem as if the colored people are taking more than ordinary interest in the cause of education. Many parents are making great sacrifices to send their children to Claflin, and many of the students are in much better circumstances than their parents at home. The students lack early home training. They do not have access to daily papers, magazines, or books like most white children. As a rule subjects of importance and interest are not discussed in the family circle, and on account of these drawbacks the colored student labors under disadvantages. A lack of general information is noted by the professor. Their behavior is, as a rule, very good. There is not, in the knowledge of the officials of the institution, a single student who visits a bar¬ room, smokes in the campus or in the streets. “A student probably has less expense at Claflin than at any other educational institution in the country. Think of it — all actual expenses for a session covered by $52 ! What can be cheaper? This is popular education. The figures seem to be hardly credible. Here is the itemized bill for a month: Rent, $1; inciden¬ tals, 50 cents; tuition, 50 cents; board, $3.50; washing, $1; total, $6.50 per month and $52 per session. You may think that dormitory rent at $1 and washing at $1 are reasonable. But you, as many others, will ask how can a living working being be fed for $3.50? Well, it is done at Claflin, and here is how it is accom¬ plished. Fifty students club together and get a table at the dining hall for which they pay no rent. They are not afraid of work and agree to do all the washing, waiting, and setting of tables in turn. A purchasing committee is ap¬ pointed, and they have potatoes, meat, corn, and rice at the cheapest market price. The only expense besides the food is that of a cook. It seems almost in¬ credible, but the students eat substantial meals and the bill of fare shows what they eat.” EDUCATION OF THE COLORED RACE. 1097 From the rep mi, of the American Missionary Association committee in 1S91. — “On© of the greatest needs of the colored people is coming to be that of competent, educated, Christian leaders of their own race, preachers, teachers, and other professional men, a need not likely to be adequately supplied except by the col¬ leges and higher schools sustained by this and other Christian bodies. It may be safely assumed from the history of other races that no leadership will be per¬ manently accepted by the colored people except such as shall come from their own ranks. In furnishing through its higher institutions such a thoroughly equipped leadership to take the place of its own at the earliest moment, this as¬ sociation will make one of its best contributions to the welfare of the colored race. Another encouraging fact in the same direction is the growing interest in the theological department. As an ignorant ministry has been and still is the curse of the colored people, a thoroughly educated ministry is the highest boon we can possibly confer upon them.” “ Straight University has numbered 582 students, who come from a wide area. It is not uncommon for students who can speak no English to seek this institu¬ tion from Cuba, Central America, Mexico, or some parts of Louisiana. It is an inspiring thought that they will return to their homes, as some have returned, with Christ in their hearts and thrifty thoughts in their heads to radiate good influences in those revolutionary states. This institution has been more than filled. Hundreds have been refused admission. Every year shows marked im¬ provement in the quality of student life in this, as in all our schools. Pupils come better prepared. They are more earnest and more energetic. The de¬ mand for teachers from this institution is greater than the supply. Seventeen of its former students are now teaching in the city schools of New Orleans. Many others are filling important places as teachers, superintendents, and preachers in neighboring States. Various industries for men and all kinds of needlework and housework for women are well taught.” Temperance is taught in all the higher colored schools. — Rev. J. C. Roy : “ In all of these schools the principle of temperance is taught and the students go out and propagate these sentiments among their people. In this way they produce an immense amount of temperance sentiment among the colored folks.” The Negro Conference at Tuskegee , Ala. — A negro conference made up of rep¬ resentatives from that district of the South known as the “ Black. Belt” was held at Tuskegee, Ala., on February 23, 1892. About 450 colored farmers, min¬ isters, and teachers were present, and a full and candid discussion was had of questions affecting the industrial, moral, educational and religious future of the negro population. In dealing with the question of the proper means to be adopted for the cor¬ rection of the existing unsatisfactory order of things, the conference suggested various remedies, which may be summarized, in the language of those assembled, as follows : “ (1) That, as far as possible, we aim to raise at home our own meat and bread. (2) That as fast as possible we buy land, even though a very few acres at a time. (3) That a large number of our young people be taught trades and that they be urged to prepare themselves to enter as largely as possible all the various avo¬ cations of life. (4) That we especially try to broaden the field of labor for our women. (5) That we make every sacrifice and practise every form of economy that we may purchase land and free ourselves from our burdensome habit of liv¬ ing in debt. (6) That we urge our ministers and teachers to give more attention to the material condition and home life of the people. (7) We urge that our people do not depend entirely upon the State to provide schoolhouses and lengthen the time of the schools, but that they take hold of the matter them¬ selves where the State leaves off, and b.y supplementing the public funds from their own pockets and by building schoolhouses bring about the desired results. (8) We urge patrons to give earnest attention to the mental and moral fitness of those who teach their schools. (9) That we urge the doing away with all secta¬ rian prejudice in the management of schools.” The Lake Mohonk Conference. — In June, 1891, there was held at Lake Mohonk, N. Y., a conference of distinguished editors and educators on the negro question. It was presided over by ex-President Hayes, and among those present were Dr. Lyman Abbott, of the Christian Union; Dr. W. H. Ward, of the Independent; Dr. W. T. Harris, United States Commissioner of Education; Gen. O. O. How¬ ard, Dr. Charles H. Hall, Mr. Morris K. Jessup, and Rev. R. T. Middlcditch, of the Christian Enquirer. At the conclusion of the conference the following plat¬ form was adopted. 1098 EDUCATION REPORT, 1889-90. 1. The accomplishing of the primary education of the negro by the States themselves, and the further development of means and methods to this end, till all negroes are creditably trained in primary schools. 2. The largely increased support of schools aided by private benevolence, which shall supply teachers and preachers for the negro race. 3. The grounding of the vast majority of these teachers and preachers in com¬ mon English studies and in the English Bible, with the further opportunity for any of them to carry on their studies as far as they may desire. 4. The great extension of industrial education for both men and women. 5. The encouragement of secondary schools established, maintained, and con¬ ducted by negroes. 6. The purchase of homesteads by as many negro households as possible, with an increased number of decent houses to replace the old one-room cabin. 7. The establishment by the Government of postal savings-banks, in which ne¬ groes can be encouraged to save their earnings until they can purchase homes. 8. The aid of public education by the National Government for the special bene¬ fit of those sections in which illiteracy most prevails. 9. The removal of all disabilities under which negroes labor by the sure forces of education, thrift, and religion. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. A pamphlet has been published giving a sketch of the twenty-two years’ work of the Hampton Normal and Agricultural Institute, Hampton, Va., a full and extended account of which is soon to be issued. As this institution has a very important part in the work of educating the colored race, having been one of the pioneer colored schools, and having at the present time nearly 1,000 students in attendance, 650 of whom are boarding pupils, it may be well to learn from this pamphlet something of the character which was so active in its establish¬ ment and also of the early history of the enterprise. Dr. S. C. Armstrong, who has had charge of the institute from its foundation, was born in the Hawaiian Islands in 1839. His parents had been missionaries there for eight years at the time of his birth, and his father was the minister of pub¬ lic instruction from 1847 till the time of his death, in 1860. Dr. S. C. Armstrong, then a young man, left the islands and went to Williams College, Massachusetts, to complete his education, and he attributes whatever measure of success he has attained to the instruction there received from Dr. Mark Hopkins. When he undertook the work at Hampton his purpose was to put in operation there the same plan and system of education that he had become acquainted with in the Hawaiian Islands under his father’s superintendence. His statement of the dis¬ ordered condition of the country at that time shows that he had many serious difficulties to contend with. “In March, 1866, I was placed by Gen. O. O. Howard, Commissioner of the Freedmen’s Bureau, in charge of ten counties in eastern Virginia, with head¬ quarters at Hampton, the great contraband camp, to manage negro affairs and to adjust, if possible, the relations of the races. “ Colored squatters by thousands and Gen. Lee’s disbanded soldiers returning to their families, came together in my district on hundreds of abandoned farms which Government had seized and allowed the freedmen to occupy. There was irritation, but both classes were ready to do the fair thing. It was about a two years’ task to settle matters by making terms with the landowners, who employed many laborers on their restored homes. Swarms went back on passes to the ‘old plantation’ with thirty days’ rations, and nearly a thousand were placed in fami¬ lies in Massachusetts as servants through the agency of a ‘ home ’ in Cambridge- port, under charge of a committee of Boston ladies. “ Hardest of all was to settle the ration question ; about 2,000, having been fed for years, were demoralized and seemed hopeless. Notice was given that in three months, on October 1, 1866, all rations would be stopped, except to those in hospital, for whom full provision was made. Trouble was expected, but there was not a ripple of it or a complaint that day. Their resource was surprising. The negro in a tight place is a genius. “ It was my duty every three months to personally visit and report on the con¬ dition of the ten counties ; to inspect the bureau office in each in charge of an army officer ; to investigate troubles and to study the relations of the races. The better class of whites were well disposed, but inactive in suppressing any mis¬ conduct of the lower class. Friendliness between the races was general, broken EDUCATION OF THE COLORED RACE. 1099 only by political excitement, and was duo. I think, to the fact that they had been brought up together, often in the most intimate way, from childhood ; a surprise to me, for on missionary ground parents, with the spirit of martyrs, take every pains to prevent contact of their children with the natives around them. “ Martial law prevailed ; there were no civil courts, and for many months the bureau officer in'each county acted on all. kinds of cases, gaining generally the confidence of both races. When martial law was over and the rest were - everywhere discontinued, the military court at Hampton was kept up by com¬ mon consent for about six months. ‘ ‘ Scattered families were reunited. From even Louisiana — for the whole South was mapped out, each county officered, and as a rule wisely administered — would come inquiries about the relatives and friends of one who had been sold to trad¬ ers years before ; and great justice and. humanity were done in bringing together broken households. “ Gen. Howard and the Freedmen’s Bureau did for the ex-slaves from 1865 to 1870 a marvelous work, for which due credit has not been given ; among other things, giving to their education an impulse and a foimdation, by grantingthree and a half millions of dollars for schoolhouses, salaries, etc., promoting the edu¬ cation of about a million colored children. The principal negro educational in¬ stitutions of to-day, then starting, were liberally aided at a time of vital need. Hampton received over $50,000 through Gen. Howard for building and improve¬ ments. “ On relieving my predecessor, Capt. C. B. Wilder, of Boston, at the Hampton headquarters, I found an active, excellent educational work going on under the American Missionary Association of New York, which, in 1862, had opened, in the vicinity the first school for freedmen in the South, in charge of an ex-slave, Mrs. Mary Peake. Over 1,500 children were gathering daily : some in old hos¬ pital barracks — for here was Camp Hamilton, the base hospital of the Army of the James, where, during the war, thousands of sick and wounded soldiers had been cared for, and where now over 6,000 lie buried in a beautiful national cem¬ etery. The largest class was in the Butler School Building, since replaced by the tine John G. Whittier Schoolhouse. “ Close at hand, the pioneer settlers of America and the first slaves landed on this continent : here Powhatan reigned ; here the Indian was first met ; here the first Indian child was baptized ; here freedopi was first given the slave by Gen. Butler’s famous ‘ contraband ’ order ; in sight of this shore the battle of the Monitor and Merrimac saved the Union and revolutionized naval warfare ; here Gen. Grant based the operations of his final campaign. The place was easily accessible by railroad and water routes to the north, and to a population of 2,000,000 of negroes ; the center of prospective great commercial and mari¬ time development— of which Newport News, soon to have the lai'gest and finest shipyard in the world, is beginning the grand fulfilment — and, withal, a place most healthful and beautiful for situation. “ I soon felt the fitness of this historic and strategic spot for a permanent and great educational work. “ The suggestion was cordially received by the American Missionary Associa¬ tion, which authorized the purcha.se, in June*, 1867, of Little Scotland, an estate of 125 acres (since increased to 190), on Hampton River, looking out over Hampton Roads. “ Not expecting to have charge, but only to help, I was surprised one day by a letter from Secretary E. P. Smith, of the American Missionary Association, stating that the man selected for the place had declined, and asking me if I could take it. I replied, ‘Yes.’ “ Till then my own future had been blind : it had only been clear that there was a work to do for the ex-slaves, and where and how it should be done. “ The thing to be done was clear : to train selected negio youth who should go out and teach and lead their people, first by example by getting land and , homes ; to give them not a dollar that they could earn for themselves : to teach respect for labor, to replace stupid drudgery with skilled hands : and to these ends, to build up an industrial system for the sake not only of self-support and intelligent labor, but also for the sake of character. And it seemed equally clear that the people of the country would support a wise work for the freedmen. I think so still. “ The missionary plan in Hawaii had not. I thought, considered enough the real need and weaknesses of the people, whose ignorance alone was not half the trouble. The chief difficulty was, with them, deficient character, as it is with 1100 EDUCATION REPORT, 1889-90. the negro. He is what his past has made him : the true basis of work for him and all men is the scientific one — the facts of heredity and surrounding : all the facts of the case. “There wns no enthusiasm for the manual-labor plan. People said, ‘It has been tried at Oberlin and elsewhere, and given up ; it don’t pay.’ “ ‘ Of course,’ said I, ‘ it can not pay in a money way, but it will pay in a moral way, especially with the freedmen. It will make them men and women as noth¬ ing else will. It is the only way to make them good Christians.’ “The school has had from the first the good fortune of liberal-minded trus¬ tees, who accepted its unformulated, practical plan when it opened, in April, 1868, with 2 teachers and 15 pupils, and adopted my formal report of 1870, the year of its incorporation under a special act of the assembly of Virginia. “ By the act of incorporation the school became independent of any associa¬ tion or sect and of Government. It does work for the State and General Govern¬ ment, for which it receives aid, but is not controlled or supported by them. “ From the first it has been true to the idea of education by self help, and I hope it will remain so. Nothing is asked for the student that he can provide by his own labor, but the system that gives him this chance is costly. The school depends on charity for $60,000 a year ; the student gets nothing but an oppor¬ tunity to work his way. While the workshops must be made to pay as far as possible, instruction is as important as production. “ Steadily increasing, its full growth, just reached, is 650 boarding students, from twenty-four States and Territories, averaging 18 years of age, 136 of them Indians ; 80 officers, teachers, and assistants, of whom half are in the eighteen industrial departments and shops; 300 children in the Whittier (primary) de¬ partment. “The school is maintained at a total annual cost of about $155,000. Deducting the labor payments of negro students (say $55,000), $100,000, which is $154 apiece, is the net annual cost to the public. This is provided, first, by annual appropri¬ ation from Virginia of $10,000, interest on the State Agricultural College land fund (act of Congress, 1862) ; second, by an appropriation of $20,000 by Congress for the maintenance of 120 out of our 136 Indians at $167 apiece ; third, by an in¬ come of about $10,000 from our endowment fund (of $194,000) and from rents; fourth, by about $60,000 contributed by the people, in the form of $70 scholar¬ ships, donations for general purposes and occasional unrestricted legacies. The school is never closed, but reduced nearly one-half in the summer ; many colored students go out to find work, and 60 or more Indian students have ‘outings’ among Massachusetts farmers. “A great stimulus to this institute and to all like work has been the 16,000 negro free schools of the South — nearly 2,000 in Virginia alone— costing the ex¬ slave States nearly $4,000,000 a year in taxation. “Northern charity, at the rate of about $1,000,000 a year, with liberal South¬ ern State aid in some cases, is supplying over twenty strong normal and collegiate institutes, mostly under church auspices, where not far from 5,000 adult select negro youth of both sexes are being fitted to teach and lead their people — in¬ dustrial education being more and more appreciated and introduced. The Slater fund has been a great stimulus to their technical training. The negro girl has proved a great success as a teacher. The women of the race deserve as good a chance as the men. “ So far it has been impossible to supply the demand for negro teachers. Sehcolhouses and salaries, such as they are, are ready ; but competent teachers are the great and pressing need, and there is no better work for the country than to supply them. “But the short public school sessions, of from three to seven months, do not give full support, and skilled labor is the only resource of many teachers for over half the year. As farmers and mechanics they are nearly as useful as in the schoolroom. Hence the importance of industrial training. “Hampton’s 720 graduates, discounting 10 per cent as disappointing, with half that number of undergraduates, are a working force for negro and Indian civilization. To fit them for this field has cost, since April, 1868, the round sum of $1,350,000, not including endowments, of which over $500,000 is represented by the school’s ‘plant,’ which is good for generations to come. “ Every year an account of funds received has been rendered in detail. “ It was not in the original plan of the school that any but negroes should be received, though the liberal State charter made no limit as to color; but when, in 1878, a ‘ Macedonian cry ’ came from some Indian ex-prisoners of war in Flor- EDUCATION OF THE COLORED RACE. 1101 ida — once the worst of savages — through Capt. R. H. Pratt, whose three years’ wise management of them in Port Marion had resulted in a wonderful change, seventeen were accepted at private expense, Bishop Whipple providing for five of them. The Hon. Carl Schurz, then Secretary of the Interior, was quick to appreciate the success of their first few months at Hampton, and sent us more Indians from the West ; then Congress, on the strength of the results at Hamp¬ ton, and of Capt. Pratt’s proved capacity, appropriated funds to start the great work at Carlisle, where over five hundred Indian youth, under Capt. Pratt, are being taught the ‘ white man’s way.’ “The annual Indian attendance at Hampton is now 136, of whom 120 are aided by Government, the rest by charity. The death rate, once alarming, has, for six years, been not quite one a year. Of the 345 returned Indians, but 25 are reported as unsatisfactory, but 4 of them bad ; the rest are employed as farmers, catechists, preachers, teachers, mechanics, clerks, etc.; 35 seeking further edu¬ cation, 6 of them in Eastern normal schools and colleges, and 42 of the girls are married, in good homes. “The old homesickness of Indians at eastern schools is nearly over. The three years’ period at school, which was formerly too much like a prison term, is more and more ignored, and the idea of fitting for life, whatever time it takes, gains strength. Indians are no longer coaxed to come. Twice as many as we can take wish to come ; yet the really desirable ones are not very many, and we do not care to increase our numbers. • Our Indian work is illustrative rather than exhaustive. “In the twenty classes— of 1871 to 1890, inclusive— 723 graduates have received diplomas, 280 young women and 443 young men. Of these, 25 are Indians — 8 young women and 17 young men— the first Indians graduating in 1882. “ Of the 723 graduates, 604 report as teachers; 80, a trifle ove.r 11 per cent, report failure to teach. Of these 80, 9 are Indians, which brings down the per cent of colored graduates failing to teach to almost exactly 10 per cent. That 16 out of the 25 Indian graduates have taught is a very good showing for them, considering the fewer opportunities to teach which have been open to them. " Of 39 graduates (colored) we have been unable to obtain any report. “ The total number of those who report having other regular occupation than teaching is 271. Of these, 191 have taught as well. While the balance — 413- do not report other regular occupation than teaching, the great majority find employment as they can — at farming, trades, or service — between school terms, or cultivate their own land and keep house. “The principal regular occupations reported besides teaching and the num¬ ber reporting in each are as follows : Of the young men: Professions: Ministry, 16; law, 17; medicine, 6; total . 39 Missionaries in Africa . 2 Mechanical trades . . . 42 Agriculture (as an exclusive occupation) . : . . . 36 In business for selves (merchants, etc., other than above) . . . 23 In Government or civil service (U. S. Army, United States Department clerks, custom¬ house clerks, postal clerks and carriers, policemen, light-house keeper, county sur¬ veyor, superintendent of schools) . Bookkeepers and clerks, 13; treasurers, 3 . 16 Music . — . 4 Of the young women: Physician (an Omaha Indian) . . . 1 Missionary in Africa . . 1 Trained nurse (2 colored, 1 Indian) . 3 In business for selves (store, millinery, laundry, gardening) . 6 Dressmaking and sewing . 9 Printing . 1 Music (organist and singing) . 5 Housekeeper (exclusively), but many more are keeping house for themselves . 19 Matron . 3 At service (exclusively) . 8 “ The total number of children reported as having been taught by our gradu¬ ates is 129,475. This number is, of course, approximate. “Some light on the frequent question as to the comparative mental endow¬ ment of black and ‘ colored ’ in the negro race is perhaps to be gathered from the unforeseen and rather striking result of an investigation of the distribution of the highest class honors since 1874, when they were first awarded. “At Hampton, salutatory and valedictory are equal honors, the one for the young women, the other for the young men. 1102 EDUCATION REPORT, 1889-00. “ Leaving- out the Indian salutatorian of ’86 and valedictorian of ’89, and one year when the programme was made up from graduates of previous years, we find that, of the fifteen colored girl salutatorians, four were black, three dark, seven light, and one ‘ apparently white.’ Of the fifteen young men valedictori¬ ans, seven were black and one dark, and seven were light. In other words, of young women, seven were dark and eight light ; of young men, eight were dark and seven light ; which divides the honors as nearly equally as possible ; fifteen to the dark and fifteen to the light. After the first decade of the school, investi¬ gation was made with a precisely similar result. That it should again appear over the whole period' of seventeen years is surprising and seems significant.” CHAPTER XIV. THE SWEDISH OR LING GYMNASTICS. By G. B. Putnam, Principal of Franklin School , Boston , Mass. The third wave of popular interest in physical culture has been rising rapidly of late in this country, and it is to be hoped that it may reach and effect for good all our public schools. It is said: ‘“We grant that gymnastics should be introduced at once, but what system shall be employed ?” There is no American system. This is confirmed by Dr. Edward Hitchcock, of Amherst College, who says : “I have been work¬ ing at physical culture for a quarter of a century. I do not, however, think that we have a system,’- and by Prof. E. M. Hartwell, of Johns Hopkins Univer¬ sity, who says: ‘‘It is not calling a thing by a name that makes a system, and that is the point I wish to urge in regard to the so-called American system. We have none.” The Germans have a system developed by “ Father Jahn,” who from love of Fatherland introduced turning throughout Germany, producing wonderful re¬ sults among its youth in the early part of the present century. His system was imported into this country, as early as 1828, by Dr. Charles Beck, at the Round Hill School, Northampton; by Dr. Follen, at Harvard Uni¬ versity, and by Dr. Francis Lieber, at the Gymnasium in Boston. These were able, enthusiastic men and good teachers. All three were pupils of the illus¬ trious Jahn, who 3aid of the latter that he “ possessed good moral behavior, was ingenious and clever, as well as a good leader and teacher of gymnastics,” and yet their efforts failed of lasting success. Many of the good features of Jahn’s system have been appropriated by numer¬ ous teachers in our higher schools and colleges, as well as by those in charge of our city gymnasia. They have introduced them at random, with others from England, France, or Sweden, or among devices of their own invention, in order to establish a so-called American system. Some good results have followed, but there remains a crying demand for a system which is adapted to the felt neces¬ sities of public schools from primary to high-school grades. I am persuaded that the Ling system of Sweden, as it stands to-day, is just what we need. It has stood the test of seventy or eighty years, and its effects have long been visible. A correspondent of the New York Tribune, traveling in Sweden thirty years age, wrote as follows : “ I attribute the superior physique of the inhabitants of this country, in a great measure, to the gymnastic exercises which they receive in the public schools. This kind of training is universal. Every school build¬ ing has its large high room with earthen or matted floor, with all sorts of gym¬ nastic implements. The scholars are not allowed to exercise on what They wish, but there is a regular scientifically arranged system. They are trained in squads and move and march at the word of command. The smaller or weaker boys begin with the lowest grade of exercises and followup according to a scien¬ tific system arranged to promote health. They all seem to go into it with the greatest relish and show well-trained muscular power.” A lady from Finland recently remarked that at her home they could always distinguish a lady from Sweden, for she walked a queen. Thirty years ago John D. Philbrick, the sagacious superintendent of Boston schools, saw clearly the needs of the pupils in the way of physical culture, and in his report of Sep¬ tember, 1S60, dwelt at length on these needs, and made suggestions for meeting them, saying, among other things, “The principal remedy I would suggest is 1103 1104 EDUCATION REPORT, 1889-90. the introduction into all grades of schools of a thorough system of physical training as a part of school culture, in which every pupil shall be required to participate. I fully agree with an able author, that a universal course of training of this kind, scientifically arranged and applied, in connection with obedience to other laws of health, might, in one generation, transform the inhabitants of this land from the low development now so extensive to the beautiful model of the high¬ est form of humanity.” The report was referred to a subcommittee of five of the ablest men in the school board, and they, largely through his influence, recommended the appoint¬ ment of a competent teacher and the daily practice of gymnastics, and they say. after speaking of the injurious effects of certain violent exercises: “ The system invented by Prof. Ling, of Sweden, which is called free gymnastics, is not liable to this objection. It consists of a variety of motions of the head, chest, trunk, and limbs, performed with energy and vigor, without the use of fixed apparatus. Indeed, most of the exercises, and perhaps sufficientfor the purpose of our public schools, require no apparatus whatever, and no special room set apart for its practice. This system, in a modified form, it is deemed both desirable and practicable to introduce into all our schools, and it is recommended that it be made an obligatory branch of education.” But the school board was not then ready to follow the advice of their subcom¬ mittee, and a golden opportunity was lost. Nearly thirty years have passed and Mrs. Mary Hemenway, who, in the estab¬ lishment of cooking schools and the introduction of sewing, has been a real benefactor to the children of Boston, has £urned her attention to the introduc¬ tion of a system of physical culture that she may thereby benefit the schools of the city. In the autumn of 1888 she secured a hall and employed as instructor a grad¬ uate of the Royal Central Gymnastic Institute of Sweden, which Prof. Hartwell pronounces the best school for training teachers of gymnastics in the world. Classes were formed from among the teachers of the public schools, and they entered earnestly upon the task of fitting themselves to teach the Ling system. The first public exhibition of it was given by a dozen ladies of the normal class at the conference on physicial training, in Huntington Hall, Boston, in November, 1889. Again its peculiar features were exhibited at Mechanics’ Hall before some four thousand people on the afternoon of April 5, 1880, by a normal class and also by pupils of the first and fifth classes of the Franklin Grammar School. This exhibition was under the auspices of the American Association for the Advancement of Physical Education, which was holding its annual meet¬ ing in the city. “But who was Ling?” I am often asked. Peter Henrik Ling was born in Ljunga, province of Smaland, Sweden, November 15, 1776. His father was a clergyman, but young Peter was soon left an orphan, and in early manhood, prompted by a love of adventure, traveled over Europe. His journeys were apparently aimless and he was often reduced to extreme want. He succeeded, however, in mastering several modern languages and finally returned to Sweden. Soon after, while suffering from an attack of the gout in the elbow, he thought to cure it by exercise, and to this end he learned the art of fencing. The remedy proved effective, and his success led to the idea that other dis¬ eases might yield to proper exercise. Hence the origin of the Swedish move¬ ment cure, as the author of which his fame has become world wide. It has been practiced not only in the leading countries of Europe, but in the United States as well. That he might be able the better to apply his theories he became pro¬ ficient in anatomy and physiology, and not content with healing the sick he de¬ voted himself to inventing and arranging a system of exercises adapted to the harmonious development of the bodies of children and also the physical perfec¬ tion of those destined to the life of a soldier. In 1805 he became professor of fencing in the university at Lund and later was appointed master of fencing in the Military Academy at Cariberg. In 1813 the Royal Central Institute of Gymnastics was established at Stock¬ holm for the purpose of extending the application of his theories, and he became its director. Here he remained until his death, which occurred in 1839. He received the rare honor of being made a member of the Swedish Academy, and the king conferred upon him the title of Knight of the Order of the North Star. The work which he laid down has been perfected by his pupils and suc¬ cessors, and, during these many years, patients have flocked thither for healing, and students for normal training in the three departments of gymastics. THE SWEDISH OR LING GYMNASTICS. 1105 Again, it is asked, “What is the Swedish system ? ” Let us first ask, “What is its aim?” It is based on the following proposition: “The object of educa¬ tional gymnastics is to train the pupil to make his body subservient to his own will.” This can only be accomplished by practice, regular and systematic. If the proper practice is secured, then activity, dexterity, strength, and health are quite sure to follow. The Ling system has three departments, medical, military, and educational, and of the latter only do I write. The exercises are classified as follows : ] . Introductions , or orders to gain attention and good position. 2. Arch flexions, or movements for the back and chest. 3. Heaving movements, or exercises in lifting the body by the arms or in ex¬ tending them. 4. Balance movements, to give a correct carriage and general equilibrium. 5. Shoulder-blade movements, to flatten the back and pull the shoulders back¬ ward in their proper place. 6. Abdominal exercises , to strengthen the muscles of the abdomen and to aid digestion. 7. Lateral trunk movements, to strengthen the lateral parts of the trunk. 8. Slow leg movements, to increase the circulation in the lower limbs, to quiet the action of the heart, and to counteract palpitation. 9. J'umpinq and vaulting, to cultivate speed of motion and to effect the coordi¬ nation of movements. 10. Respiratory movements, to increase the capacity of the lungs, to restore breathing to its normal rhythm, and to help counteract the evil effects of pre¬ cipitate movements. In each of these classes there may be scores, if not hundreds, of exercises of varying strength. From these a selection is made for a “ day’s order” or pro¬ gramme for the day. This provides exercise for the whole body. Nerws, muscles, and internal organs, as well as the blood vessels, have all received due attention. Teachers do not usually take the exercises in their exact order, but make such selections as the special needs ^f particular classes seem to require. Suitable exercises are available from these classes for years of work in free gymnastics, but as pupils become more advanced fixed apparatus may be desired even in our schools, and no objection would be made to a well-equipped gymna¬ sium in connection with each, but this is not essential. One of the features of special value in this system is that a “fundamental po¬ sition” is first assumed, and whatever maybe the subsequent positions taken or movements executed there is an immediate return to this. Hence there is con¬ stant practice in taking and holding that position which presents the best pose and carriage that can be secured. Another marked feature is its progression. It begins with the simplest move¬ ments which could not harm an invalid or the feeblest pupil, and by years of practice it leads on gradually, by movements stronger and stronger and of longer duration, to feats before which an athlete might stand appalled. Of course these would never find a place in the school room. As has been shown, each “ Day’s Order” has its progression also. One car¬ dinal principle is that not every possible motion or position is of value or to be permitted. Only such are selected as are adapted to accomplish some specific end. That end is clearly seen and its attainment provided for. No exercise is performed simply because it is “pretty.” Another is that movements are made in response to words of command, no music being employed. Ling's belief was that “ there is a rhythm of movement as well as of music, but there is an essential difference between them, and often no adjustment is possible. The rhythm of the movement must be sacrificed to that of the music if the latter is introduced, and for a large part of the move¬ ments music is an impossibility, since no musician could ever adapt it to them. The use of words of command is to me one of the marked excellencies of this system, for if there is any one thing which our American children need it is the habit of obidience, and obedience so prompt that they are hardly aware that they are obeying. I have read of a stalwart band of rebellious slaves, who once attacked their master, who was sick, alone, and unarmed. In tones of command he exclaimed: “ Lay down your arms, you rascals, go instantly to your work or I will have every one of you flogged within an inch of his life.” He was completely in their power, and yet, so confirmed was their habit of prompt obedience, that, to a man, they threw down their arms and fled from his presence. ED 90 - 70 1106 EDUCATION REPORT, 1889-90'. Our pupils are not our slaves, but it is for their good and ours that they render instant and cheerful obedience. The habit early formed in their physical exercises will have its effect all along the line of school work. A former major of a school battalion, recently informed me that he considered this habit of prompt obedience the best part of the military drill in -which he had had so conspicuous a part. Because “dictation is contrary to the American spirit,” is an argument in favor of “commands” rather than a valid objection against them. In my student days muscle was the end and aim, and a powerful biceps flexor was the pride of its possessor and the envy of all who failed to secure it. Not so in the Swedish system. The nerves, respiratory organs, etc., receive even more consideration. The aim is not to acquire the strength of a giant, but that sym¬ metry of proportion and harmony of development which shall best fit for a life work. A distinguished physician recently said, “ Show me one who has tern an ath¬ lete, who is now more than 42 years old, and I will show you a prematurely old man.” There is some justice in the remark, for of those of my associates who were excessively trained for the development of muscle not one is alive to day. From the Swedish system no such results need be expected. To the best of my knowledge', the teachers, both male and female, who have received drill in this system are unanimous in praise of it, both for its good ef¬ fects upon them, personally, and for its adaptability to the needs of the schools. At a recent meeting of the masters, where for the third evening this subject had been under consideration, Mr. Waterhouse, head master of the English high school, said that in his opinion a system of exercises for our public schools should be, 1, simple; 2, light; 3, safe; 4, comprehensive; 5, progressive; 6, varied; 7, lively, and that, after a careful investigation, he was satisfied that the Ling system furnished all of these requisites, and was therefore what should be introduced. That the system will soon be authorized by the school com¬ mittee of Boston I have no doubt. Several cities in the vicinity have already adopted it. ADDENDUM. [Extracts from the report of the director of physical training in the Boston, Mass., public schools (Dr. E. M. Hartwell), December, 1891.] Boston has earned the right to be considered the most influential center in America of the movement for promoting Swedish educational gymnastics. This result, which has been brought about within the last three years, is primarily due to the wisdom, generosity, and public spirit of Mrs. Mary Hemenway, and secondarily to the discussions, reports, and votes of your honorable board prece¬ dent to its adoption of the Ling gymnastics for the public schools on June 24, 1890. The establishment by Mrs. Hemenway of the Boston Normal School of Gymnastics, which already has no equals and few rivals in the country as rega”ds the genuine and thoroughgoing character of its training, is an event of capital importance in the history of physical training in America, and may well be ranked beside the gift to Harvard University of the Hemenway gymnasium , by Mr. Augustus Hemenway, her son. The Boston Normal School of Gymnastics had its beginning in October, 18S8V when, at Mrs. Hemenway ‘s invitation, a woman’s class, composed of twenty-five public-school teachers, was formed for the purpose of testing, under the instruc¬ tion of a trained Swede, the adaptability of the Ling gymnastics to use in the Boston schools. The experiment proved so satisfactory that on April 25, 1889, Mrs. Hemenway offered to provide similar instruction for one year, without ex¬ pense to the city, for one hundred teachers of the public schools who should be permitted to use the Ling gymnastics in their several schools. June 25 the school hoard voted to accept this offer, and in the ensuing September the class was formed. On September, 1889, the board accepted “ with grateful apprecia¬ tion the generous offer of Mrs. Mary Hemenway to provide a teacher of the Ling system of gymnastics, for service in the normal school, free of expense to the city.” Mrs. Hemenway ‘s further offer to provide free instruction “ for those masters and submasters who may desire to make a thorough study of the Ling system for the benefit of the Boston public sehools,” was accepted by the board THE SWEDISH OR LING GYMNASTICS. 1107 on October 22. Mrs. Hemenway continued to maintain the “ masters* class ” and to provide the normal school with a special teacher of Ling gymnastics through¬ out the school year 1890-91. The “masters’ class” numbered 50 in 1889 90 and 57 in 1890-91. In 1889-90 there were 190 women engaged in teaching in the pub¬ lic schools who received instruction in the Boston Normal School of Gymnastics. In 1890-91 the number was 140. Its first class of graduates, numbering 33, was graduated June 6, 1891. The demand for the services of graduates and pupils of this school, as special teachers of Ling gymnastics, greatly exceeds the supply. October 8, 1889, the committee on hygiene, which had been given full powers in the department of physical exercises (on March 12), presented a well-consid¬ ered “report of the board of supervisors on physical training in the public schools.” (School Doc. No. 10, 1889.) The concluding recommendations of the supervisors were as follows: “1. That the Ling system of gymnastics be the authorized system of physical training in the public schools and that it be introduced into them as soon as t.achers are prepared to conduct the exercises. “ 2. That a competent teacher of this system be employed to train the pupils in the normal school and the teachers in the public schools. “3. That for the coming year provision be made for training at least the pu¬ pils in the normal school, and the teachers of the first and second classes of the primary schools, and the fifth and sixth classes of the grammar schools.” These recommendations were approved by the majority of the committee on hygiene and a minority report was made by Miss Hastings. Both reports were taNed. December 10, “the whole subject of physical training in the public schools was referred to the next school board.” Meanwhile on November 29 and 30, 1889, Boston was the scene of the largest and most notable conference on physical training ever held in the United States. Dr. W. T. Harris, the United States Commissioner of Education, presided over its deliberations. The call for it was signed by John W. Dickinson, secretary of the Massachusetts board of education ; E. P. Seaver, superintendent of the Boston public schools ; Francis A. Walker, president of the Massachusetts In¬ stitute of Technology ; and by the presidents of Boston University, Colby Uni¬ versity, Maine, and Wellesley College, as well as by many members of the Bos .on school committee and a large number of physicians and others prominent in educational circles. The audience at each of the four sessions of the conference numbered from fifteen hundred to two thousand persons. * * * The programme, which embraced papers, discussions, and illustrative class exercises in gymnastics, was a varied and interesting one, and served not only to set forth the general nature and effects of muscular exercise, but also the salient principles and characteristic methods of the German and Swedish and so-called “American” systems of school gymnastics. Similar discussions and illustrative gymnastics on a large scale signalized the fifth annual meeting of the A. A. A. P. E., held in Boston in April, 1890. The public and educational mind was much awakened and not a little enlightened by reason of so much dis¬ cussion and exposition. January 16, 1890, a standing committee on physical training was appointed. Dr. W. A. Mowry, its chairman, made an exhaustive report on June 24, cm- bo lying the results of a wide tour in the West and South to observe the peculi¬ arities and workings of various systems of physical training in public schools. The committee, without a dissenting vote, recommended the following: Ordered , That the Ling or Swedish system of educational gymnastics be in¬ troduced into all the public schools of this city. Ordered, That the appointment of one director of physical training and four assistants be authorized. Ordered , That the salary of the director of physical training be $2,640 a year and that the salary of each assistant be $1,080 a year. The following order was substituted for the second and third orders appended to the report : Ordered, That a director of physical training and one or more assistants be employed, the total salaries for the same not to exceed the sum of five thousand dollars ($5,000) per annum and that the committee on physical training be authorized to nominate suitable persons for these positions, to commence at the beginning of the next school term. In accordance with the above orders, the present director of physical training was elected on November 25, 1890, at a salary of $3,000 per annum, and the pres¬ ent assistant instructor was olosted March 10. 1891, at a salary of $1,680. * * I reentered the service of the city of Boston on January 1, 1891, after an inter- 1108 EDUCATION REPORT, 1889-90. val of 13i years, and at once began visiting schools of all grades, from the kin¬ dergarten to the high school, having a twofold purpose in view. In the first place, I was desirous to familiarize myself with the main features of the organi¬ zation and administration of the schools and, secondly. I wished to ob a n an idea of the character and extent of the physical training which had been intro¬ duced into the schools, in accordance with the vote of the school committee, on June 24, 1890. Toward the end of February I addressed a circular letter to the principals of schools, in response to which I received a statistical return, covering the month of January, 1891, regarding all high, grammar, and primary schools. The returns showed that upwards of 1,100 teachers were giving gymnastic in¬ struction, for some 17 minutes daily, to their classes. In some schools the old memorized gymnastic drill had been continued, pending the appointment of a director of physical training ; but the greater number of teachers, in the gram¬ mar and primary schools., were engaged in an honest attempt to teach the Ling free standing movements. Counting the masters of. the 55 grammar schools, 1,120 teachers, in the grammar districts, were returned as teaching gymnast cs, of which number, below the grade of master, 844 were teaching Ling gymnastics and 221 teaching what may be termed not inaptly “ mixed gymnastics.’ The best results were observed in those schools whose masters had attended the t achers’ classes of the Boston Normal School of Gymnastics and had taken par¬ ticular pains, besides, to lead, assist, and criticise their teachers in the wo. k of class instruction in gymnastics. In certain schools extremely creditable results had been attained, especially in those where the teachers had formed themseLves into classes and hired special instructors in the Ling system to give them nor¬ mal lessons. It gives me pleasure to say that I have been much surprised and gratified by the interest, zeal, and intelligence shown by the teachers of the grammar and primary schools, as a body, in the subject of physical training. Since April 1, 1891, 1 have availed myself of the invaluable services of Mr. Hartvig Nissen, who was elected assitant instructor in physical training, March 10, 1891. Mr. Nissen has assisted me in visiting and inspecting schools and has c nducted normal classes in the Ling gymnastics for the teachers of the gram¬ mar and primary schools. Two inspections of the grammar schools have been made since they opened on September 9. On the basis afforded by the first in¬ spection, 8 were rated “excellent,” 18 “good,” 17 “passable,” and 12 “poor.” The result of the second inspection is as follows: 8 were marked “ excellent,” 20 “good,” 20 “passable,” and 7 “poor.” I propose to continue such classes until the class work in the schools shall show that the average teacher has grasped the main principles of the Ling school gymnastics and is able to carry them into effect. Early in 1890 I was engaged by Mrs. Mary Hemenway to deliver a course of lectures on physical training before the students of the Boston NormaL School cf Gymnastics. These lectures were given in the Old South Meeting-House, at noon, on six Saturdays, viz, March 21 and 28, April 18 and 25, and May 2 and 9. Through the kindness of Mrs. Hemenway the lectures in question were thrown open to all teachers of the Boston public schools. I was thus enabled to meet so many of the teachers as cared to consider the salient facts regarding the origin, development, and characteristic features of the principal types and systems of physical training. I also addressed the masters of the grammar schools upon “Physical training in the Boston schools ” at the May meeting of the Masters’ Association. In accordance with an order of the school committee, which was passed May 12, Mr. Nissen gave special normal instruction to the teachers of the primary and grammar schools of some forty districts during May and June. This form of instruction has been contin' ed, though in a less formal way in all grammar districts, from the opening of the schools in September last until now. In ac¬ cordance with an order passed by the school committee on December 8, arrange¬ ments have been made to provide for the normal instruction, twice a month, in the Ling free standing movements, of all teachers of the primary and grammar schcols, not especially excused by the committee on physical training, during the remainder of the present school year. CHAPTER XV. DISCUSSIONS OF EDUCATIONAL QUESTIONS. I. — Civic instruction. II. — Compulsory attendance. III. — Courses of study — Ad¬ justment of school programmes. IV. — Education. V. — Higher education. VI. — Kindergartens. VII. — Manual and industrial training. VIII. — Methods of instruction. IX. — Physical training. X. — Private and parochial schools. XI. — Public schools. XII. — Beading and literature. XIII. — Beligious and moral training. XIV. — School management and discipline. XV. — Secondary education. XVI. — Teachers. XVII. — Text-books. I.— Civic Instruction. The timer meaning of patriotism. — Hon. William A. Poste, New York civil-serv¬ ice commissioner : Patriotism, as an impulse, like all the enthusiasms, counts for nothing in the every-day life unless its deep and truer meaning is fully per¬ ceived. The ideal of citizenship can not rise higher than the moral nature. The flag may wave from every school-house, and the boy may know on how many battle fields it led the way to glory, but unless behind all is tfie thought that a man is as much bounden to his country to vote thoughtfully as to fight for the flag if the country calls, that flag to him is indeed but striped bunting. Unless he can understand that for a man to sell his vote * * * is moral treason, what boots it to him that in every age men have gone to their deaths for truth, for fatherland, and that their babes might breathe free air. Beliefs that are individual and inherent. — Hon. William A. Poste : The beliefs that men live by and die for are not to be drilled into the boy like the rule for long division. The genesis and growth and persistence of political opinions are often beyond analysis and, to the theorist, unscientific, illogical. It is well that this is so. These convictions are matters very largely of personal dispositions, intangible but persistent as the traits of race. If they are individual and in¬ herent, they are of more positive personal force throughout the multitude than any dogma nurtured in the schools. Let the boy come to his political faith as Thomas Jefferson, Andrew Jackson, and Abraham Lincoln came to Ihe princi¬ ples that made and saved the State. It is out of the clashing of such individual- isms, spear against shield, that the will of the people works. Its voice is heard above them. The voice is not always the voice of God, but in times of trial, in hours when great and solemn questions are asked and answered, the thunder of Sinai is in it. “ Patriots' Day ” proposed. — Superintendent J. R. Preston, Mississippi: One school day should be set apart every year as Patriots' Day. Planting trees and flowers to adorn school premises — an engaging practice now in vogue in most of the States — is undoubtedly a potent means of establishing attractive associa¬ tions and of endearing the school, and through it the Slate, to the hea ts of future citizens. If this be a laudaljle practice, how much more worthy and sig¬ nificant to utilize a day to implant in their natures the seeds of genuine patriot¬ ism. Just as ground is prepared to nourish tree and flower, so may hearts and intellects be quickened to cherish high resolve. So let us have Patriots’ Day dedicated as a national holiday, on which to focalize the light and grandeur of our country and photograph" its glory upon the hearts of the children. Let parents and the community at large congregate at the school, and in song and recitation and patriotic speeches revive their love of country and deepen their spirit of fidelity to its principles. 1109 1110 EDUCATION REPORT, 1889-90. The highest patriotism. — W. D. Atkinson : True, patriotism is the endeavor to elevate my country’s standard of honor up to that which is right and true, and I should love my country for that in her which is devoted to righteousness. I should love the truth and righteousness which God has given us. and seek to bring my country up to it. I am not to make patriotism, therefore, the end, but rather the means by which I may hope to bring the nation to a love of right¬ eousness. I do not think the observance of any patriots’ day will ever attain that result. The time wasted or spent in that could be bet:er spent in educating the young men in these moral truths and principles which will make the citi¬ zens seek that which will be for his country’s highest good ; hence it is not patriotism itself we are striving to attain, but it is love of truth, of right, and righteousness. Patriotism is nothing more than this; that is the highest patriotism . A great difference. — Principal George M. Grant, Queen’s University (Ontario): The school should teach patriotism, and let us not forget that there is as great a difference between patriotism and the blatant, arrogant spread-eagleism— which in Europe is called Chauvinism — as there is between enthusiasm and fanaticism. The one is healthy and full of generous inspirations and the other unhealthy and the destroyer of true patriotism and morality. The one teaches us to love our own land and race first, because it is ours, and we believe that it has done and that it promises to do most for man and for that which is best in man, especially for the good old cause of liberty, peace, and righteousness. The other teaches us to hate men for the love of God or the love of country. II. — Compulsory Attendance. Compulsory education in Ontario. — Hon. George W. Ross, minister of education : By an act of last session the police commissioners of every city, town, and in¬ corporated village are required to appoint truant officers. This act came into effect on the 1st of this month [July, 1891]. It may take a year or two to ac¬ quaint the people of the province with its requirements. It may also take some time to train the truant officers to the proper discharge of their duties. As the schools of Ontario have been free for over twenty years, there is no doubt the people will gladly accept their natural complement, compulsory education, as indispensable. The most effective agency for secimng school attendance. — Report of Committee of National Council of Education, D. L. Kiehle, chairman: Everyone, and very cer¬ tainly every educator, will place the first stress upon the natural, self-command¬ ing’, and assimilating power of a public free-school system, and will agree that this should be perfected to meet every demand of the highest standard of phys¬ ical, intellectual, and moral training ; that it should be protected from every corrupting influence and every political or religious entanglement, and that its true value by every means should be impressed upon the public mind. Next, as to the necessity and practicability of applying the compulsory feature for the general enforcement of attendance, there will be various opinions, ac¬ cording to points and circumstances of observation. In some large cities, and especially in manufacturing districts where children are at the mercy of soulless corporations, the State lias successfully enforced a compulsory law; but in the State at large, and especially in agricultural districts, your committee are not aware of any enforcement of a compulsory law, which proves that it can be made an effective part of our educational system. Our system ought to he extended hy educational methods. — Superintendent D. L* Kiehle (Minnesota) : The Government ought to look to the limitation and im¬ provement of its citizenship, and we as educators ought to put more stress upon the improvement and extension of our educational system by educational methods. Our system ought to be perfected. We ought to do more for our young people. We ought to make- our system less objectionable. We ought to introduce the moral element as perfectly as possible, to meet the demands of that class of people who have been accustomed to associate religious instruction with secular instruction. Now, coming to the legislative part, theoretically your committee has no doubt that it is perfectly legitimate that men be required to do these things ; but practically it questions whether it is not better to enforce the compulsory law in our towns and cities moderately, watching the development of circum¬ stances, and not relying on the law to effect very much at present in agricul¬ tural districts or over the country at large, but at all times holding it as a sub¬ ordinate feature of our educational system. COURSES OF STUDY. 1111 The labor unions approve it. — Hon. B. G. Northrop (Clinton, Conn.): It is a sig¬ nificant fact that the labor unions in this country and in Europe approve obliga¬ tory education. Both political parties favor it. So far as I know, no suggestion for the repeal of our rigid law has been made in tho legislature, nor in any cau¬ cus or public meeting in the State (Connecticut). III.— Courses of Study— Adjustment of School. Programmes. On the necessity of colleges to supplement high schools. — W. T. Harris (from an ad¬ dress delivered before the Ohio Teachers’ Association, June, 1883): The course of study preparatory for college omits for the most part those branches of study which b^ar the name of “moderns.*' Modern civilization has developed three great increments and added them to the inherited wisdom of the race. These in¬ crements are modern natural science, mode: n literature, modern history. These three moderns had no well-recognized existence in schools of higher "education a century ago. A knowledge of them was not demanded or expected from the educated man, unless he was a specialist. The condition of things has changed so materially through the influence of the newspaper and periodical within the past fifty years that no man can pa-s for educated without more or less minute acquaintance with these three phases of modern activity. They have become rec¬ ognized as conventionalities of intelligence. This is the all-sufficient reason for introducing the rudiments of these things into the most elementary schools and for continuing their study in all grades of higher schools. Nothing can maki! up for the student, who shall receive a higher education, the deficit in his cul¬ ture caused by a neglect of the study of the three ‘ ‘ moderns ” in early life. They ought to exist in his mind through the period of his primary education as well as in his secondary and higher education. Without these the disciplinary effect of classical study must necessarily be weakened through the want of modern facts to explain, for the classic lore is related to these moderns as embryonic presupposition, and this is why it helps to understand ourselves. If this be true, the modifications that have been made in the course of study pursued in college in recent times (say in the last twenty years) are not for the most part based upon a correct insight into the difficulty to be met. The man¬ agement of college education in this country has answered the objection which charges it with neglect of the three “modern” branches until the last two years of the college course, by raising the standard of admission sufficiently to cover the work of the first two years of the former college course, and thereupon it exhibits a programme in which the three moderns are represented throughout the course either as “ required” or “elective” studies. The question in dispute did not concern the length of time devoted to higher education, but the early introduction of the moderns into the course of study, so that these moderns stand side by side with the disciplinary studies through the whole course. If four years of preparation and two years of college work, or six years in all, were devoted to the exclusive study of the classics and math¬ ematics. with an almost entire neglect of moderns, "the case would not be al¬ tered if these six years should be relegated entirely to the preparatory school. In order to meet the difficulty discussed here, the college should have changed the conditions required for admission, and thus have compelled the prepara¬ tory school to introduce the moderns in a proper manner side by side with the classical studies. Of course the elevation of the standard of the collage can be justified on its own grounds. It obliterates the mischievous distinction that ex¬ isted between the standards of American and English colleges. But this is not so important as the readjustment demanded of the college in order to bring it into harmony with primary education, founded on a true appreciation of the demand of modern studies in education. As is usual in the discussion of politi¬ cal and social reforms, the parties to the dispute are busied, each, with bringing forward his own partisan view of the case. There is little that is judicial and impartial, going to the root of the question and confirming and establishing what is of permanent worth on either side. The advocates of the “moderns” wish to dispense entirely with classical study while the defenders of the college system refuse to yield place for the “moderns.” In the colleges of the Northwestern States, led by the State universities, there has been some substantial progress made towards a modification that will rec¬ ognize the received high-school course of study as a preparation. But such modification only makes these colleges a separate phase of education, differing more and more widely from the standard college of the Atlantic States. To reach the high standard of admission required by the Eastern colleges the 1112 EDUCATION REPORT, 1889-90. public high school ought to add two years to its course. This would make the course of study in the common-school system fourteen years instead of twelve, as at present, and is impracticable. The average age of the high-school grad¬ uate at present being eighteen and a half years, it would manifestly oe unwise to demand six years instead of four years to complete his college course. The colleges that have raised their standards of admission, therefore, have done much to widen the breach between high-school and college education. In the signs of the times I do not discover any promise of the reform of this state of things on the part of the management of colleges. Even the cloud “no bigger than a man's hand ” in the Northwest does not indicate so much true appreciation of the necessity of moderns in primary and secondary education as it indicates a wise insight into the desirability of connecting the college with the public school as it is. It surrenders its convictions in behalf of the old regime, and lowers its standard in order to adapt itself to unpropitious circum¬ stances. In better times it hopes a reform in the public school that will devote more attention to the classics and mathematics at the expense of the “ mod¬ erns.” Meanwhile, the influence of the college is felt in the building up of pre¬ paratory courses within the high school, fastening upon the public-school system a recognition of the necessity of private, separate, and distinct secondary edu¬ cation in order to fit for a college education. What is the remedy ? One must turn to the teachers of public high schools and to superintendents of public instruction for the adoption of the only means of relief. Unusual ef¬ forts must be made on the part of public high schools to induce their pupils to complete their education in colleges. The personal influence of the teachers, in one year’s time, will avail to double the number of high-school graduates who seek a college training. The greater maturity of mind which comes from a well-balanced preparatory course will furnish a prevailing argument in favor of a more symmetrical system. Within a few years, when the colleges have come to derive a large majority of their pupils from public high schools, this ques¬ tion will receive its due consideration for reasons of private interest, if for no other. The numerical strength of high-school graduates who have subsequently received a college education will assist in the solution of this question. But no solution will be more than a makeshift if it does not secure the rec¬ ognition of “ moderns” as an essential portion of the course of study in all ele¬ mentary and preparatory schools and a like recognition of the necessity of classic study in all secondary and higher education. In the “ moderns” one finds the expression of his present civilization; in the classics, its embryonic forms and evolution. After the presentation of these special discussions of the elements of our prob¬ lem we may draw the following conclusions : 1. If the universities and colleges of the country shall more and more depend on special preparatory schools for their students, then it will follow that college graduates are less likely to be in sympathy with the system of common schools. 2. If the high-school teachers, on the other hand, continue to be lukewarm toward college education, and perhaps go so far as to discourage their pupils from completing their education in colleges after graduating from the hillego. Many who start with such a hope fall out by the way, and others, as they pro¬ ceed in their studies, awaken to the desire for a higher education and see an op¬ portunity to acquire it. These facts show the impossibility of wisely classifying high-school pupils with respect to their future participation in college advantages. Whenever the desire to go to college takes possession of a pupil — and every high school should be a most potent awakener of such a desire — he should find himself in a direct read lo the college gate. But it is not enough that the high-school course looks directly to the college. It should also furnish the great body of its pupils with the best possible training, and. to this end, its course of study must be based on sound pedagogical princi¬ ples. These principles clearly teach, as Dr. W. T. Harris has ably shown, that a true course of study must include all of the five great divisions of human knowledge, to wit. mathematics, language and philosophy, natural and physical science, history and government, and literature and art. It must also recognize the fact that each of these great divisions of knowledge has its natural sequence or development, corresponding to the mind's development, and this sequence cr order must be observed, not only in thecourse of study, but in school instruction. To adopt Dr. Thomas Hill’s famous simile, in his “ True order of studies,” a true course of study is like a spiral stairway surrounding the five great columns of hu¬ man knowledge and cutting off a section of each at each round of its ascent. The special weakness of too many high-school courses is that they attempt to cut off sections of these columns that belong to a higher phase of mental development — - that fall in the period of college training. In harmony with these principles, a high-school course of study may properly include (1) algebra, geometry, trigonometry, and arithmetic (review); (2) lan¬ guage including English and Latin or German or French; (3) science, including physical geography, physiology, and the elements of botany or zoology, physics, and chemistry ; (4) history, including United States history and general history, and civil government : and (5) English literature and art, the latter including at least drawing, music, and vocal culture. The experience of the high-schools of the country shows that it is not possible to give these several branches of study due proportionate attention if one-half of the time of the pupils is devoted to language, and this must be the case when the course includes both Latin an$ Greek in addition to English. The daily programme of a high school may wisely provide four daily class exercises for each pupil, provided these exercises do "not exceed forty minutes each, and this is sufficient time for the best class wrork in high schools. When only one daily period is devoted to, say, Latin, in addition to English, it is not difficult to ar¬ range a programme that will give due attention to the other four great branches of knowledge. Your committee desires to emphasize the importance of making Latin one of the daily studies of the high school. A wide experience has shown that this is not only the best possible way of meeting the demand for language training, the best ideal training in language as logic, but it is the most fruitful clement in the best possible preparation for higher courses, whether classical, scientific, philo¬ sophic or technological. It is regretted that there is not time to cite some of the conclusive evidence on which this claim for Latin as a high-school study is based. When La4in is omitted, either German or French should be taken. * A true course of high-school training requires that the pupil take at least one lan¬ guage in addition to English. 1120 EDUCATION REPORT, 1889-90. When we have found the best possible course of stufiy for high schools we have found, as a consequence, what ought to be an adequate preparation for college, whatever the course to be pursued therein. A true college course ought to rest upon a true high-school course. In a philosophic scheme of education there is no occasion to adjust higher and secondary courses of study. The former rests upon and articulates with the latter. * * * PLANS OF ADJUSTMENT. I. — On the side of the high school. The general or regular course of study in the high schools of Ohio should in¬ clude : 1. Latin, its study beginning with and extending through the entire course — certainly not less than three years. It is not meant that all pupils in the high school should be required to take Latin, but efficient instruction in Latin should, be provided, and as many pupils as possible be induced to take it. A cohscien- tious effort should be made by all high-school teachers to induce at least all pupils who enter with the intention of completing the course to take Latin as the best possible course for them, whatever may be their future education or occupation. What is needed is an enthusiastic appreciation of Latin on the part of high-school teachers. When Latin is not taken, Ge -man or (for tempo¬ rary pupils) a wider and more practical course in English may take its place. 2. Mathematics ; elementary algebra being taken the first year ; geometry, plane and solid, the second year ; and spherical geometry, higher algebra (at least one-half year) and trigonometry and arithmetic (reviewed) in the third and fourth years. The putting of so-called “higher ” arithmetic at the begin¬ ning of the high-school course is a serious mistake— a cl ar violation of sound principles of teaching, and a consequent waste of effort and opportunity. Eight years of training in arithmetic ceruainly ought to prepare the pupil for the suc¬ cessful study of the elements of algebra. It is also a mistake to put the study of higher algebra before geometry. The mathematics of form, as Dr. Hill has clearly shown, is easier and more elementary than the mathematics of abstract relations. It will be observed that the mathematics here assigned to the third and fourth years (arithmetic excepted) belong properly to the college course ; but high- school pupils, if well taught and not hurried, can master these branches in the last two years, and this, as will be hereafter seen, will make feasible a heeded change and adjustment in the college course. When instruction in Greek is provided in the high school it can take the place of these higher mathematical branches in the third and fourth year, the mathematics of the first two years, with arithmetic, being sufficient for admission to college. 3. Physical science, including physical geography, physiology, and the elements of at least two of these four sciences, viz, zoology, botany, physics, and chem¬ istry. When physiology is taught in the grammar grades, zo logy or bo. any and the elements of physics and chemistry may be readily taught in the high school. This instruction in science should begin with and extend through the entire course, with three or four exercises each week. The aim of the course should be to make the pupils familiar with those concepts and lacts that con¬ stitute the elements of these sciences, and to this end the pupils should study, as far as practicable, things and phenomena and not text-book language about these things. In science the study of things is a necessary preparation for the study of books, and hence science instruction in the high school should be largely objective. This is the significance of the modern laboratory and mu¬ seum, appliances greatly needed in all high schools. 4. History and civil government, the former including United States history (if not taught in grammar grades) and general history. Fully one year, three to four lessons each week, should be devoted to general history, and not less than half a year to civil government. 5. English literature and art, the former including composition and rhetoric and literature proper and the latter at least drawing, music, and vocal culture. It is the general testimony of college teachers that college matriculates are de¬ ficient in English, and especially in the power to express their knowledge clearly and accurately. To remove this defect pupils should not only study the great masters of expression, but synthetic training in the art of language should re¬ ceive more attention. COURSES OF STUDY. 1121 It is believed that the general course of study outlined above is within the resources and reach of the high schools of the State, and especially of those schools which employ two or more teachers. It is based on the actual experi¬ ence of the best schools. The changes made for the purpose of adjustment re¬ late chiefly to mathematics and Latin, and these features have already been tested by school experience. Your committee desires, in this connection, to emphasize the importance of a wiser concentration of energy in high-school instruction. The undue multipli¬ cation of branches of study and text-books is a serious dissipation of power. The principal aim of the high school is to give its pupils efficient training in the fun¬ damental studies — what Dr. Harris calls the “fundamental disciplines.” II.— On the side of the college. The course of study outlined above is an adequate preparation for all bachelor courses in college, the A. B. course alone excepted, and here the difficulty re¬ lates exclusively to the Greek. The colleges are at liberty to require for admis¬ sion to all bachelor courses (1) requisite knowledge and skill in the common branches ; (2) Latin, at least three years, and for technical courses either Latin or German ; (3) the elements of algebra and plane and solid geometry ; (4) Eng¬ lish and English literature (character and amount to be announced at least one year in advance); (5) United States history and general history (limited); (6) physiology, physical geography, and the elements of at least two of these four sciences — botany, zoology, physics, and chemistry; and (7) drawing, music, and vocal culture. In place of the Greek now required for admission to the A. B. course, they may call for spherical geometry, higher algebra (full one-half year), and trigo¬ nometry, at least plane — in other words, for present freshman mathematics — and also for some extra Latin, if necessary, and for one year of present college instruction in botany and zoology and physics and chemistry, now provided for in the high-school course. Your committee suggests the following plans for meeting the absence of Greek preparation : 1 . An acceptance of preparation in freshman mathematics (outlined above for third and fourth years of high school course) as a full substitute for one year of Greek. This change can be met in the college in two ways. Students who enter without Greek but with freshman mathematics can be permitted (1) to de¬ vote in the first year two recitation periods daily to Greek, omitting mathe¬ matics, or (2) what may be better, one period daily in freshman year to Greek and one to sophomore mathematics, and in the second year two periods daily to Greek, omitting mathematics. It is believed that either of these plans will bring the student who matricu¬ lates without Greek, but with extra mathematics, to the junior year regular in all his studies, and this, too, without serious loss or inconvenience. To the col¬ lege it involves the expense of two extra daily exercises in Greek for one year or one extra daily exercise for two years; and every fairly endowed college ought to be able to furnish this extra instruction. 2. A more radical plan of adjustment and a better one in the bringing of Greek wholly within the college course, as has been done successfully by several State universities. This change brings all the college courses into harmony with the high-school course outlined above. The adjustment of the courses is complete. Students who enter with two full years of Greek preparation can enter the junior class in Greek, and those with one year of Greek the sopho¬ more class in Greek, the only changes required being in the recitation scheme or progiamme. No extra instruction in Greek is required. Four years ought to be sufficient for the thorough mastery of the present Greek course, now requiring as a rule five years. It is believed that a year can easily be saved by making the Greek instruction continuous and more enthusi¬ astic, and, as John Stuart Mill once clearly pointed out, time can also be saved by the use of better methods of teaching. (Besides, extra Greek as an elective can easily be provided in the senior year.) AGENCY FOR EFFECTING PROPOSED ADJUSTMENTS. It is clearly not sufficient to devise and adopt plans for adjusting high-school and college courses of study. What is also needed is the providing of an effi¬ cient agency for carrying these plans into effect ; and here the experience of ED 90 - 71 1122 EDUCATION REPORT, 18S9-90. several of the States is suggestive — notably of New York, Michigan, and Min¬ nesota. The following plan for Ohio is recommended : 1. Let the association of Ohio colleges, or, if preferred a league of those Ohio colleges that may be willing thus to cooperate, formulate and prescribe the minimum requirements for admission to the several courses in each of the col¬ leges associated, the same to be announced at least one year in advance. These requirements should be made definite, and they should fall within the general course of study above outlined for the high schools of the State. 2. Let committees be appointed by the college association, each representing at least two colleges, to visit the high schools within easy reach, and by per¬ sonal inquiry and inspection determine whether such high schools are able to furnish the necessary preparatory training for one or all of the college courses, as indicated in the prescribed requirements for admission, the results and con¬ clusions to be reported to a general committee of the association. 3. Let the high schools found worthy of such indorsement be put on a list of approved high schools and to give increased Interest and weight to such ap¬ proval let the graduates of these schools be admitted on application to any of the associated colleges without examination, save it may be in one of the more disciplinary branches, as Latin or algebra and geometry. These examinations might be helpful in securing greater attention to these studies and also in esT tablishing a higher standard of attainment in them. The visits of these examining committees should be improved to interest teachers and pupils in higher education and also to create a livelier interest in the community in the character of its high schools. It is easy to see how such visits could be made important occasions for strengthening the high schools as well as increasing interest in college education. The fact that these committees represent the colleges of the State and no particular institution would largely remove embarrassment on the part of the examining visitors. Of course no school should be visited without prior permission. The faculty of the University of Michigan has for many years carried out a plan similar to the one commended above, and it is the testimony of all con¬ cerned that it has brought the high schools into closer relations with the uni¬ versity and headed many young people toward its halls. It has also, greatly improved and strengthened the high schools of the State in public interest. Citizens take a special pride in seeing the high school of their city or town on the approved list and the visits of the university committees are made occa¬ sions of special interest. The demands of the colleges on the secondary schools. — School and College: The problem of earlier graduation from college has in New England led to a some¬ what odd result, a positive demand for a reform in the curriculum of the ele¬ mentary schools. The colleges having in recent years appreciably increased their demands upon the secondary schools, are not now so inconsistent as to call for the accomplishment of the greater rate of labor in a shorter period, but are joining in a claim that more of the preparation for college should be done before the fifteenth year of 'the pupil's life. Two methods of accomplishing this are suggested — the “clipping-down process,” by which the pupils who are to go to college shall be taken out of the elementary schools at the age of 11 or 12 and transferred to schools which shall specially prepare them for college : and the “enrichment” method, by which certain subjects essential in preparation for college may be begun three or four years earlier than they now are, and may be taken in the elementary schools. There are difficulties in both the proposed methods. The relation of grammar and high school education to collegiate.— Frank A. Hill, head master Cambridge English High School : The great majority of pupils in the two hundred and fifty high schools of Massachusetts are pursuing a course of study that does not connect with the college’. For such pupils the high school is a cul-de-sac, leading nowhere. Harvard College welcomes connection with all good high schools. It has provided avenues by which they may hope, one of these days, to prepare pupils without Greek. Unfortunately, it is harder to fit pupils for Harvard without Greek than with it. The greater demand is made on those less able to meet it. It stands to reason that a training, suited to a person whose course must cease after four years in the high school ought to be worth following up in college should the high school graduate desire to go higher. I urge most strongly the connection of the college with the public-school system all along the upper line, COURSES OF STUDY. 1123 not simply at those favored points where the classically trained touch the col¬ lege. This connection would reduce the age of admission of many a belated pupil. This connection once established, a certain absurdity would disappear. Who would have dreamed, in advance of knowledge of this absurdity, that sen¬ sible men were capable, first, of raising barriers between the high school and the college; secondly, of removing them between the high school and the pro¬ fessional school, and then, thirdly, of wondering why our youth so numerously skip the college to enter the professional school. Such inconsistencies are due to independent groups of men working at cross purposes, consequences natu al enough under the intense localism of our educational systems, but impossib’o under the strong central authority of France or Germany. If both routes to the professional school are to be kept open, it is more pressing duty to lengthen and stiffen the secondary courses for the benefit of those who take the short route than to shorten and probably weaken them for the benefit of those who take the long route. The pupil who begins at 6 and moves along normally may enter college at 10. This is young enough for average minds. Quick, strong minds may profitably •enter a year or two earlier. For such the way should be shortened, but not by contracting the whole system. It should be shortened, not solely for the purpose of keeping active minds sufficiently busy. The Harvard Grammar School, of Cambridge, is trying an interesting experiment in this direction. The time has come to consider the wisdom of increasing the range and the grade of scholarship within the pursuit limits of the grammar school. When we note how much the boys of the gymnasium and the lycee have accomplished by the time they reach 15, the question comes home whether our grammar-school pupils are working on a basis sufficiently liberal and with a spirit sufficiently serious. There are strong reasons, however, why they can not do as much as the pupils abroad. We should he temperate in our suggestions of possible im¬ provement. * * * The arithmetic course should be reduced to make room for algebra and geom¬ etry, algebra through equations of the firs't degree, and geometry in a way to test the observing, inventive, and reasoning faculties, but with recognition of the fact that its principles can be grasped for practical purposes long before it is possible for the average pupil to give the formal and rigorous demonstrations of Euclid. Elementary science should have a place. There is something seriously de¬ fective in our teaching if under it pupils do not gain in power to see and to think. Geography should be made an observational study to an increased ex¬ tent. This can be, effected with the aid of the porte-lumierc, a darkened room, and stereopticon views. I hesitate to recommend an additional language for the grammar schools. Latin would hardly be tolerated. I fear it would be difficult, except in highly in¬ telligent communities, to convince the public that French or German ought to he taken up in our grammar schools, although it is the practice abroad to begin a modern language very early. The additions proposed — they would be largely substitutions— should be worked out in a tentative way, some single school in an advanced community being selected for the experiment. The changes proposed would require more teachers of a high range of attain¬ ments. This is the coming opportunity for the young women of the colleges as well as for the grammar schools. The proportion of liberally educated young women is increasing : the supply of such women for high schools promises be¬ fore long to exceed the demand. It will bo a glad day when the public shall demand as generous preparation for the teachers of the lower schools as for those of the upper. The difficulty is with the preparatory schools. — H. L. Stetson, president Des Moines (Iowa) College: If the proper preparatory work could be accomplished I think there would be no complaint with reference to the length of our present eollege courses. If the student could be started at 13 or 14 year3 in his preparatory work, and if it could be made to cover the subjects most essential for him to en¬ ter his college course, he would be able to graduate at the end of the four years at about the age of those young men who enter the various professions without the college training: and the result of my inves igation has led me to this con¬ clusion. that the whole difficulty is not in the college course, but is in what leads to it. Our preparatory work is in such chaotic condition; we have so few thor¬ oughly good preparatory schools. Some of them are engaged in teaching the classics and oth i s entirely in teaching the sciences. Their pupils come to us without any regular preparation, and they are compelled to spend more time in 1124 EDUCATION REPORT, 1889-90. preparing themselves for the four years than frequently is necessary to -accom¬ plish the entire course in college. In answer to these demands which have been made for increased scientific instruction the high schools — of the West particu¬ larly — and very many of the academies are devoting more and more time to the sciences and to English literature; and it may be, if this instruction is increased and made what it might be, our colleges may have to readjust their courses of study to this fact, requiring less of the classics for entrance and giving more at¬ tention to them and more attention to advanced work in the sciences, and in this way possibly we may doe able to meet all the demand that is made for less time to secure an education. Suggestions. — D. C. Gilman, president Johns Hopkins University: (a) The au¬ thorities in our educational system should really, as well as nominally, distin¬ guish between the requirements of three scholastic periods, namely, the school, the college, and the university; or, in other words, between what is essential, what is liberal, and what is special in a prolonged education. (&) The period of college life, which of late years has been carried forward so that it extends on the average from 18.5 years to 22.5 years (in many, perhaps in most of the older colleges) may be brought back to an earlier age, say from 16 to 20 years. (c) The significance of the baccalaureate-degree school should be restored, so that it may be at least a trustworthy certificate, an approximate measure, both of the capacity and of the acquisitions of the possessor. In one way or another a consensus should be reached as to the “ dignities, rights, and privileges to that degree appertaining.” (d) The rigidity of the class system should be relaxed, so that those who are exceptionally favored or exceptionally strong may, if they choose, run the course in less than the average time ; and likewise so that any who are embarrassed by ill health, the necessity of earning a support, or the inadequacy of their early op¬ portunities may spend more than the usual time without any implied discredit ; indeed, without attracting any attention. The exaggerated emphasis given to the class system in our colleges seems to me most unfortunate. (e) The enormous waste of time and energy at the school period, the time of preparation for college, must be arrested. * * * If these remedies could be adopted, what would be the result? School life would usually end at 16 years of age, when “matriculation” in a college would indicate that the scholar was ready for higher studies. College life would usually end at 20 years of age, when a bachelor's degree would de¬ note the attainment of a liberal education. Those who are fleet would go over the course in less time, and those who are handicapped would proceed at a slower rate. The hare would generally win ; but, sometimes, the turtle. Pro¬ fessional or special education would then continue as long as the scholar might wish, three years being probably the usual period in schools of law, medicine, and theology. The young man would thus receive at 23 years or upwards his professional certificate or his diploma as a doctor of philosophy. He would have finished his university pupilage. An education like this would usually extend over eleven years — four in the preparatory school (from 12 to 16), four in college (from 16 to 20), and three in a professional school (from 20 to 23); but the period might be shortened or lengthened according to individual abilities or disabilities. If, then, the stronger universities would take the ground that, as a rule, none should be admitted to the professional courses, or to the freedom of university instruction, until they had attained a bachelor’s degree, or in some other way acquired a corresponding preparation for advanced work, the re¬ proaches of which we are conscious would soon disappear, and higher education would be more generally diffused, more wisely ordered, more serviceable to the public. Changes in the grammar- school programme. — The Association of Colleges in New England, at its annual meeting, November 5 and 6, 1891, resolved to recommend for gradual adoption the following changes in the programme of New England grammar schools : (1) The introduction of elementary natural history into the earlier years of the programme as a substantial subject, to be taught by demon¬ strations and practical exercises rather than from books ; (2) the introduction of elementary physics into the later years of the programme as a substantial subject, to be taught by the experimental or laboratory method, and to include exact weighing and measuring by the pupils themselves ; (3) the introduction of elementary algebra at an age not later than 12 years ; (4) the introduction of ele¬ mentary plane geometry at an age not later than 13 years ; (5) the offering of COURSES OF STUDY. 1125 opportunity to study French or German or Latin, or any two of these languages from and after the age of 10 years. In order to make room in the programme for these new subjects the association recommends that the time allotted to arithmetic, geography, and English grammar bo reduced to whatever extent may be necessary. The association makes these recommendations in the inter¬ est of the public-school system as a whole ; but most of them aro offered more particularly in the interest of those children whose education is not to be con¬ tinued beyond the grammar school. Discussion of the changes recommended in the foregoing paragraph. — George H. Martin, agent of the Massachusetts board of education, in an address before the Massachusetts Schoolmasters’ Club: In discussing the proposed reforms I shall certainly limit myself to the class of pupils referred to in the memorandum is- SU-. d by "the college association, viz, pupils who are to leave school at 14. Con- corning the first proposition to introduce elementary natural history in the earlier years there is practical unanimity among all public-school men. It was discussed by this club six years ago, and then the club was wholly in its fa vor. It is already a “substantial subject” in the best schools, and no school cur ricu- lum of recent construction would be considered complete without it, an d it is taught everywhere objectively and not from books. It is true there is much crude and desultory work, but this is growing less as the limitations are re¬ moved. The subject is everywhere recognized as a most efficient instrument of training and is being used for that purpose. To say that it is in all schools in all communities would be to err, but the work is rapidly gaining, and its mo¬ mentum will not be sensibly increased by the belated impulse from the colleges. I am prepared to indorse heartily the proposition to introduce elementary physics into the later years. It should be taught by experiment, and is already so taught in some grammar schools, but the “ laboratory method ” is not practical for grammar schools, nor is “exact weighing and measuring by the pupils them¬ selves.” This requires individual opportunity and time, neither of which the pupils in the grammar schools can have, and a degree of self-control which children under 14 have not acquired. Nor is this work desirable. What these children do need is some knowledge of the simple principles of natural philos¬ ophy which will enable them to understand the natural phenomena about them and the varied applications in modern industrial life — the pump, the steam engine, and the telegraph. The third proposition is to introduce elementary algebra at 12 or earlier. From this I dissent. Elementary algebra has neither practical nor disciplinary value for pupils not going into the higher mathematics. Its relations are purely numerical, and with most pupils in the high schools its operations are chiefiy mechanical. As a discipline it has no advantage over arithmetic. In fact, it has infinitely less value than the analytical processes of Warren Colburn's first book. It is true children may learn early to juggle with x , and they may be pleased to see how nicely the “sum comes out,” but this is not algebra in any time sense. I have found by experience that real algebra is severe discipline for students from 16 to 20 who have had full high-school training. To learn to solve numerical problems in the easiest way is neither the end nor an end to be sought with much solicitude. Tne next proposition is to introduce elementary plane geometry at an age not later than 13 years. By this the association doubtless meant demonstrative geometry of the Euclidian type. The mental discipline derived from this study is of great value, but such discipline can not be acquired by classes of children 33 or younger. They can, as so many older students have done, memorize theo¬ rems and demonstrations, and recite them glibly. But this is not geometry ; it is only words. The question is not whether children can be put into geometry, but wnether geometry can be put into them. But there is a kind of geometry which is already everywhere in use in the well-organized public schools, and which is being developed as far as the capacities of the pupils will admit. It is not called geometry, but industrial drawing. It is throughout a study of form, its properties and relations. It is form in the concrete : it deals with geometri¬ cal relations experimentally and constructively. Its logic is inductive rather than deductive, and it looks directly toward the practical necessities of handi¬ craft as well as to the broader culture which is a universal need Coming to the proposed study of Latin and the modern languages at the age of 10, time will allow but brief consideration. I can not see that Latin for chil¬ dren from 10 to 14 would have advantages either for discipline or use sufficient to justify its introduction. All that part which exercises chiefly the memory, and which constitutes the drudgery of the study, could doubtless be done earlier 1126 EDUCATION REPOET, 1889-90. than 14, but only by dint of severe labor and by much displacement of other studies. I can not see how the children would get beyond the drudgery and re¬ ceive any impulse from Latin as literature, nor would that nice linguistic work be possible on which the value of the study as mental discipline chielly depends. This has some maturity as its necessary condition. Of modern languages, it is doubtless true that they can be learned colloquially more easily at 10 than at 14. But this argument proves too much, for they can be learned better at 6 than at 10, and better at 2 than at 6. If ease of learning is the end sought they should be put into the kindergarten. To this I should assent if there were teachers all along the line who could continue the work; but for children who are going to work at 14 it seems of doubtful utility to require or to allow them to occupy themselves for four years with either French or German. In place of these that more extended work in the literature of their own lan¬ guage which is becoming so general in the best grammar schools, of which the as Delation of colleges has evidently never heard, is infinitely more valuable. It has all the elements of culture for immediate purposes. It will be more likely to develop into a continuation study than any other subject, and to project itself into the post-school life and to influence it for good. Speaking for myself, I have no hesitation in saying that the present movement in grammar-school work in nature study, in drawing, in literature, and in music is sufficiently en¬ riching, is more philosophical educationally, and will prove more practically and generally beneficial under the direction of the public-school men who have originated it than the lines of work proposed by the association of colleges. Foreign languages in the grammar schools. — William C. Collar, Roxbury Latin School: That the presidents of a dozen New England colleges should unite, as they have lately done, in a recommendation that one or two foreign languages should be made a part of a regular grammar-school course, strikes me with astonishment. One would like to know whether the prodigious success that we have attained in the pursuit of foreign languages in our high schools prompted this sapient suggestion. Did they consider well the general compe¬ tency of grammar-school teachers to give such instruction? Have they weighed the intellectual profit to be derived from pottering a year or two with the ele¬ ments of another tongue? Shortening and enriching the grammar-school course. — Charles W. Eliot, presi¬ dent Harvard University.1 — I. We may properly use the term shortening in either of two senses. In the first place, the number of grades may be reduced from 10 to 9 or from 9 to 8, so that the combined primary and grammar-school periods shall end at 14 or 13; or secondly, the studies of the present course may be reduced in volume or in variety, or in both, so that there shall be room for the introduction of new subjects. I observe that both kinds of shortening have actually been begun in various towns and cities, and I believe that both are de¬ sirable^ if not universally, at least in most localities. The argument for the first kind of shortening is a compact and convincing one — averaging the rates of progress of bright children with those of dull children being the great curse of a graded school. It is safer to make the regular programme for 8 grades and lengthen it for the exceptionally slow pupils than to make it 10 grades and shorten it for the exceptionally quick. In other words, since holding back the capable children is a much greater educational injustice than hurrying the in¬ capable, the programme should be so construed as to give all possible chances of avoiding the greater evj.1. Without altering the nominal length of the pro¬ gramme in years, a great shortening of the course can be effected for part of the children simply by permitting the capable ones to do two years’ work in one. I heard a grammar-school master testifying a few days ago in a teachers’ meet¬ ing that nearly one-quarter of the pupils in his school (which numbers about 650 children) were successfully accomplishing this double task. Such a statement opens a cheerful vista for one who desires to see the grammar-school course both shortened and enriched. With no more words about the first kind of shortening, I turn to the second kind, namely, the desirable reductions in the volume and variety of the present studio ;. The first great reduction should, I believe, be made in arithmetic. I find that it is very common iu programmes of the grades to allot to arithmetic from one-eighth to one-sixth of the wTholo school time for nine or ten years. In many towns and cities two arithmetics are used during these years — a small one of perhaps 100 pages, followed by a larger one of 209 or 300 pages. Now, the small book ordinarily contains all the arithmetic that anybody needs to know; indeed, 1 Road before the department of superintendence (Nat. Ed. Ass.) at Brooklyn, February 16, 1892. COURSES OF STUDY. 1127 much more than most of us ever use. Before a body of experts like this it were superfluous to enlarge on this proposition. On grounds of utility geometry and physics have stronger claims than any part of arithmetic beyond the elements; and for mental training they are also to be preferred. By "the contraction of arithmetic, room is made for algebra and geometry. In a few schools these sub¬ jects have already been introduced, with or without mention in tho official pro¬ grammes, and they have proved to be interesting and intelligible to American children of from 11 to 13 years of age, just as they are to European children. Moreover, the attainments of the pupils in arithmetic are not diminished by the introduction of the new studies, but rather increased. The algebraic way of solving a problem is often more intelligible than the arithmetical, and men¬ suration is easier when founded on a good knowledge of elementary geometry than it is in the lack of that foundation. The three subjects together are vastly more interesting than arithmetic alone pursued through nine consecutive years. Secondly, language studies, including reading, writing, spelling, grammar, and literature, occupy from one-third to two-fifths of most grade programmes. There is ample room here for the introduction of the optional study of a foreign language, ancient or modern, at the fourth or fifth grade. Here it is to bo ob¬ served that nothing will bo lost to English by the introduction of a foreign lan¬ guage. In many schools the subject of grammar still fills too large a place on the pro¬ gramme, although great improvement has taken place in the treatment of this abstruse subject which is so unsuitable for children. In the Beginner's Latin Book, by Messrs. Collar and Daniell, I noticed five years ago an excellent descrip¬ tion of the amount of knowledge of English grammar needed by a pupil of 10 or 12 years of age about to begin Latin. Of course, the pupil who is not to begin Latin needs no more. All the grammar which the learner needed to know before be¬ ginning Latin was “ the names and functions of the parts of speech in English and the meanings of the common grammatical terms, such as subject and predi¬ cate. ease, tense, voice, declension, conjunction.*’ etc. Manuals have now been prepared in considerable variety for imparting this limited amount of grammati¬ cal information by examples and practice rather than by rules and precepts ; so that the greater part of the time formerly spent on English grammar can now be saved for more profitable uses. Thirdly, geography is now taught from books and flat atlases chiefly as a memory study, and much time is given to committing to memory masses of facts which can not be retained and which are of little value if retained. By grouping physical geography with natural history, and political geography with history, and by providing proper apparatus for teaching geog¬ raphy, time can be saved, and yet a place made for much new and interesting geographical instruction. Fourthly, a small saving of time can be made for useful subjects by striking out the bookkeeping which in many towns and cities is found in the .last grade. This subject is doubtless included in the grammar-schcol programme, because it is supposed to be of practical value ; but I believe it to be the most useless subject in the entire programme, for the reason that the book¬ keeping taught is a kind of bookkeeping never found in any real business estab¬ lishment. Every large business has in these days its own forms of accounting and bookkeeping, which are, for the most part, peculiar to itself. Almost every large firm or corporation has its own method, with printed headings, schedules, bill-heads, invoices, and duplicating order-books, adapted to its own business and intended to simplify its accounts and reduce to lowest terms the amount of writing necessary to keep them. What a boy or girl can learn at school which will be useful in after-life in keeping books or accounts for any real business is a good handwriting, and accuracy iri adding, subtracting, multiplying, and divid¬ ing small numbers. It is a positive injury to a boy to give him the impression that he knows something about bookkeeping when he has only learned an un¬ real system which he will never find used in any actual business. At best, book¬ keeping is not a science, but only an art based on conventions. As trade and in¬ dustry have been differentiated in the modern world, bookkeeping has been dif¬ ferentiated also, and it is, of course, impossible to teach in school the infinite diversities of practice. II. I have thus indicated in the briefest manner the reductions which may be conveniently made in some of the present subjects in order to effect a shortening of the present grammar-school programme. My next topic is diversifying and enriching it. The most complete statement of the new subjects proposed for the grammar-school programme is that made by the Association of Colleges in New England at their meeting at Brown University last November. That association then invited the attention of the public to certain changes in the grammar-school 1128 EDUCATION REPORT, 1889-90. programme which it recommended for gradual adoption. These changes are five in number. The first is the introduction of elementary natural history into the earlier years of the programme, to be taught by demonstrations and practical exercisss rather than from books. The term natural history was doubtless intended to in¬ clude botany, zoology, geology, and physical geography. Some room for these subjects is already made in most grammar-school programmes, and the recom¬ mendation of the association refers as much to methods of teaching as to time allotted to the subject. The association recommends that the teaching be de¬ monstrative, and that adequate apparatus he provided for teaching these subjects. There is a lamentable lack of the proper apparatus for teaching geography in the public schools. Indeed, in many schools there is no proper apparatus for teaching geography or any other natural-history subject to young children. Natural-science apparatus has been provided in some exceptional high schools, but as a rule grammar schools are still destitute in this important respect. The second recommendation is the introduction of elementary physics into the later years of the programme, to be taught by the laboratory method and to include exact weighing and measuring by the pupils themselves. The third and fourth recommendations cover the introduction of algebra and geometry at the age of 12 or 13. The fifth is the offering of opportunity to study French or German or Latin or any two of these languages from and after the age of 10. III. Such are, in brief, the proposals for shortening and enriching the gram¬ mar-school course. I want to use the rest of the time allotted to me in discuss¬ ing the objections to these various changes. The first objection I take up is the objection to a reduction in the time de¬ voted to arithmetic. Many teachers are shocked at the bare idea of reducing the time given to arithmetic, because they believe that arithmetic affords a pe¬ culiarly valuable training, first, in reasoning, and secondly, in precision of thought and accuracy of work. They perceive that the greater part of the school progamme calls only for memorizing power and they think that arith¬ metic develops reasoning power. The fact is, however, that mathematical rea¬ soning is a peculiar form of logic which has very little application to common life and no application at all in those great fields of human activity where per¬ fect demonstration is not to be obtained. As a rule, neither the biological nor the moral sciences can make use of mathematical reasoning. Moreover, so far as mathematical reasoning is itself concerned, variety of subject is very useful to the pupils. The substitution of algebra and geometry for part of the arith¬ metic is a clear gain to the pupil so far as acquaintance with the logic of mathe¬ matics goes. Again, practice in thinking with accuracy and working with dem¬ onstrable precision can be obtained in algebra, geometry, and physics just as well as in arithmetic. It is quite unnecessary to adhere to the lowest and least interesting of these exact subjects in order to secure adequate practice in preci¬ sion of thought and work. The second objection is that there are children in the grammar schools who are incapable of pursuing these new subjects. Assuming that this allegation is true of some children, I have to remark, first, that we shall not know till we have tried what proportion of children are incapable of pursuing algebra, ge¬ ometry, physics, and some foreign language by the time they are 14 years of age. It is a curious fact that we Americans habitually underestimate the capacity of pupils at almost every stage of education, from the primary school through the university. The expectation of attainment for the American child or for the American college student is much lower than the expectation of attainment for the European. This error has been very grave in its effects on American edu¬ cation all along the line, from the primary school through the university, and till within twenty years the effects were nowhere worse than at the college'grade. It seems to me probable that the proportion of grammar-school children inca¬ pable of pursuing geometry, algebra, and a foreign language would turn out to be much smaller than we now imagine, but though this proportion should be large it would not justify the exclusion of all the capable children from oppor¬ tunities which they could profit by. At the worst this objection can only go to show that it will be necessary to adopt in the grammar schools a flexible instead of a rigid system — some selection or choice of studies instead of a uniform re¬ quirement. Those children who are competent to study a foreign language should certainly have the opportunity of doing so at the proper age, that is, not later than 10 or 11 years; and those wrho are competent to begin geometry at 12 and algebra at 13 should have the chance. If experience shall prove that COURSES OF STUDY. 1129 a considerable proportion of grammar-school children are incapable of pursuing the higher studies that fact will only show that the s -'lection of appropriate studies for children by their teachers should be adopted as a policy by the pub¬ lic grammar school. To discriminate between pupils of different capacity, to select the competent for suitable instruction, and to advance each pupil with appropriate rapidity will ultimately become, I believe, the most important func¬ tions of the public-school administrator— those functions in which he or she will be most serviceable to families and to the state. Another objection to the changes proposed often takes this form — they are said to be aristocratic in tendency. The democratic theory, it is said, implies equality among the children, uniformity of programme, uniform tests for pro¬ motion, and no divisions in the same schoolroom according to capacity or merit. I need not say to this audience that these conceptions of true democracy in schools are fallacious and ruinous. Democratic society does not undertake to fly in the face of nature by asserting that all children are equal in capacity or that all children are alike and should be treated alike. Everybody knows that children are infinitely diverse ; that children in the same family even are apt to be very different in disposition, temperament, and mental power. Every child is a unique personality. It follows, of course, that uniform programmes and uniform methods of instruction, applied simultaneously to large numbers of children, must be unwise and injurious — an evil always to be struggled against and reformed, so far as the material resources of democratic society will permit. It is for the interest of society, as well as of the individual, that every individ¬ ual child's peculiar gifts and powers should be developed and trained to the highest degree. Hence in the public schools of a democracy the aim should be to give the utmost possible amount of individual instruction, to grade accord¬ ing to capacity just as far as the number of teachers and their strength and skill will permit, and to promote pupils not by battalions, but in the most irreg¬ ular and individual way possible. A few days ago I heard an assistant superin¬ tendent in an important city declare that many grammar-school teachers in his city objected to any division among the fifty or more pupils in each room ; any division, that is, according to the attainments and powers of the individual pupils. They wanted all the pupils in a given room to be in one grade, to move together ftke soldiers on parade, and to arrive at examination day having all performed precisely the same tasks and made the same progress in the same subjects. If that were a true portrait of the city graded school it would be safe to predict that the urban public school would before long become nothing but a charity school for the children of the dependent classes. Intelligent Americans will not subject their children to such discipline when they once understand what it means. The country district school, in which among forty or fifty pu¬ pils there are always ten or a dozen distinct classes at different stages and ad¬ vancing at different rates of progress, would remain as the only promising type of the free school. Not only is it no serious objection to the new proposals that they must diminish uniformity in schools — it is their strongest recommendation. So far from the changes proposed being of aristocratic tendency, they are really essential to a truly democratic school system : for they must be adopted and carried into effect before the children of the poor can obtain equal access with the children of the rich to the best education they are capable of, whatever the grade of that education may be. Accessibility of appropriate opportunity is the essence of democratic society : not equality of girts, attainments, or powers, for that equality is unnatural and impossible ; not abundance of inappropriate opportunities, for such abundance is of no avail ; but accessibility of such appro¬ priate opportunities as the individual can utilize for his own benefit and that of society. The American grammar-school programme now actually prevents an inte ligent child from beginning the study of a foreign tongue at the right age. We all know that that age is very early, long before the high-school period, it prevents him from beginningthe study of algebra and geometry at the right age. It makes it impossible for him to get a chance at the right kind of study of nat¬ ural science. If a boy is not to go to the high school, he loses that chance for¬ ever under our present system. If he is going to the high school he does not get the chance till much too late* The poor boy in the United States should have as good a ch ;nce as the child of a rich man to obtain the best school training which his character and powers fit him to receive. Is not that a fair statement of what democratic society may reasonably aim at and seek to effect through its own grammar schools ? Yet the existing gram¬ mar-school programme actually prevents the poor boy from getting thatc. ance. The rich man can obtain for his children a suitably varied course of instruction, 1130 EDUCATION REPORT, 1889-20. with much individual teaching, in a private or endowed school ; but the im¬ mense majority of American children are confined to the limited, uniform, ma¬ chine programme of the graded grammar school. A democratic society was never more misled as to its own interest than in supposing such a programme to he for the interest of the masses. The grades for pupils from 0 to Id years of of age are an obstruction to the rise through democratic society of the children who ought to rise. Uniformity is the curse of American schools. That any school or college has a uniform product should be regarded as a demonstration of inferiority — of incapacity to meet the legitimate demands of a social order whose fundamental principle is that every career should be open to talent. Se¬ lection of studies for the individual, instruction addressed to the individual, ir¬ regular promotion, grading by natural capacity and rapidity of attainment, and diversity of product as regards age and acquisitions must come to characterize the American public school if it is to answer the purposes of a democratic so¬ ciety. Fourth. It is further alleged that the changes proposed are chiefly for the ad¬ vantage of the well-to-do children whose education is to be carried beyond tbc grammar school to the high school, and possibly to the college above the high school. They are indeed for the interest of this class of children ; but they are more for the interest of the children who are not going to the high school, and for whom therefore the grammar school is to provide all tiie systematic educa¬ tion they will ever receive. The Association of Colleges in New England dis¬ tinctly says that it makes its recommendations in the interest of the public- school system as a whole ; ‘ 1 but most of them are offered more particularly in the interest of those children whose education is not to be continued beyond the grammar school.” Take, for example, the subject of geometry. It has many and very important applications in the arts and trades. Every mechanic needs some knowledge of it. Its applications are as important as those of arithmetic, if we except the very simplest and commonest arithmetical operations. That the great mass of American children should leave school without ever having touched this subject, except perhaps in arithmetic under the head of mensura¬ tion, is a grave misfortune. To introduce variety into the grammar-school pro¬ gramme is in itself likely to profit the children who are never to go to school af _er they are 14 years of age even more than the children who are. A child who is dull in one subject may be bright in a different subject. Thus a child who has no gift in language may be keen and quick in natural-history studies. A child who has no taste for arithmetic may prove unusually strong in geom¬ etry. One whose mind is not easily moved through purely mental exercises may be intellectually developed through drawing and manual training. In col¬ lege we are extremely familiar with these diversities, and the elective system is now givingin most American colleges free play for the profitable exhibition and cultivation of these diverse gif ts. In a similar manner the grammar school will be better for even the dull and slow children if its studies are made more vari¬ ous and its whole system more flexible. A fifth objection to the introduction of new subjects is that children are al¬ ready overworked in school. In an address which I gave rather more than a year ago I pointed out that there are two effective mechanical precautions against the ill effects attributed to overwork at school, precautions which it is delight¬ ful to see are more and more adopted. They are good ventilation and the sys¬ tematic use of light gymnastics at regular intervals during school hours. School time ought to be the best managed of all the day from a sanitary point of view, excepting these hours which the children pass out of doors. If the schoolroom were invariably healthier in every respect than the average home we should hear less about overwork at school. There is, however, a third precaution against overwork which is quite as important as either of those already mentioned : it is making the school work' interesting to the children. Four years ago I asked the attention of this department of the National Educational Association to the . depressing effect which lack of interest and conscious progress in school work has upon children. To introduce new and higher subjects into the school pro¬ gramme is not necessarily to increase the stiain upon the child. If this meas¬ ure increases the interest and attractiveness of the work and the sense of achieve¬ ment it will diminish weariness and the risk of hurtful strain. Lastly, there is an apprehension lest the introduction of the new subjects rec¬ ommended should increase existing difficulties with regard to promotion. Pa¬ rents are sensitive about the promo; ion of their children. They want the dull ones and the bright to be promoted at the same rate. Their sympathies are quite as apt to be with the slow children as with the quick. I believe that this practical COURSES OF STUDY. 1131 difficulty should be met in part by the abandonment of uniform attainment or of a standard of required knowledge as ground of promotion. In Harvard College, where there is no such thing as a uniform programme of study for all students, and where, indeed, there is small chance that any 2 students out of 1,450 will pursue the same course of studies during their four years of residence, we have long since abandoned uniform attainment as ground "of promotion from one class to another. The sole ground of promotion is reasonable fidelity. I venture to believe that this is the true ground of promotion in grammar schools as well, and that by the sole use of this principle in promoting the difficulty now under consideration would be much alleviated, if not done away with. The right time for advancing a child to the study of a new subject is the first moment he is capable of comprehending it. All our divisions of the total school period into years, and into primary, grammar, and high schools, are artificial and in most cases hurtful or hindering to the individual. The whole school life should be one unbroken flow from one fresh interest and one new delight to another, and the rate of that flow ought to be different for each different child. Economical school administration inevitably interferes somewhat with the desirable con¬ tinuity and variety of motion, but the most skilful and wisest administration is that which interferes least. On reviewing the progress of this reform since I had the honor of discussing the question, Can school programmes be shortened and enriched ? ” before this department of superintendence four years ago, I see many evidences that a great and beneficent change in public-schc*ol programmes is rapidly advancingv The best evidence is to be found in the keen interest which superintendents and teachers take in the discussion of the subject. Through them the proposed im¬ provements will be wrought out in detail, their influence will be successfully exerted on parents, committees, and the public press ; and their reward will be, first, the daily sight of happier and better-trained children, and secondly, the elevation of their own profession. Algebra and geometry in grammar schools — President Eliot criticised. — Edward Brooks. LL. D., superintendent of schools, Philadelphia1 : The programme for ‘‘eight grades,” as recommended by President Eliot, is almost universally adopted in our graded schools. In Philadelphia pupils enter the primary schools at G years of age. and have an eight years’ course to complete the grammar schools. Very bright pupils are allowed to do it in less time. The same thing is generally true of the cities of the country ; very few have a nine years’ course°; almost none a ten years’ course. His suggestion of combining studies has also been adopted in many of our public schools. With primary grades it is a very common practice to unite geography and history, and with more advanced grades political and physical geography have usually been taught together for many years. I doubt very much whether there is any advantage to be derived from the in¬ troduction of algebra into the grammar-school course. To the ordinary citizen in practical life a knowledge of algebra will be found of little value. No one buys or sells by algebra; and a knowledge of polynomials or the quadratic equa¬ tion would be of little use to the housewife in the discharge of her duties. In¬ deed, no one pf the mathematical branches would be of so little value in the ordi¬ nary practical affairs of life as algebra. Besides, we can not advocate the study of algebra on account of its disciplinary value, for no mathematical branch gives so little mental discipline that the ordinary business or professional man would find of use. As a disciplinary study the elements of algebra wrill be found to be far inferior to either arithmetic or geometry. Much of algebra is a mere cal¬ culus, and the aim of the student is to become expert with the manipulation of symbols, a form of mental operation entirely removed from that of ordinary life. In place of algebra I would urge a more general introduction of arithmetical analysis, usually known as mental arithmetic. This form of reasoning, originat¬ ing with Warren Colburn, is better adapted to sharpen and strengthen the ana¬ lytical powers of young students than any other branch of the grammar-school curriculum. It is far superior to algebra in developing the thought power of the student. It is also generally simpler and shorter in its methods of reasoning and operation than algebra. Take the problem that President Eliot gives, “ The sum of 2 numbers is 24, and one is twice the other.’’ I can obtain the results by the simple process of arithmetical analysis before the algebraist could write his equations. A problem like the following: “ If A can do a piece of work in four days and B in six days, in what time can both do it?” is much more simply 1 Reported in the Journal of Education. 1132 EDUCATION REPORT, 1889-90. worked by arithmetical analysis than by algebra. And the same is true of a large number of problems. I urge, therefore, in place of algebra, that the beau¬ tiful system of arithmetical thought known as mental arithmetic be more ful y introduced into our grammar schools than it is to-day. The study of geometry as a science should not be introduced into our grammar schools. Concrete and practical geometry is already taught in most of our gram¬ mar schools under the head of drawing and mensuration. In most of these schools the pupils are made familiar with all the ordinary geometrical figures and their properties or principles. These principles include the methods of ob¬ taining the areas of plane surfaces, the area and circumference of the circle, and the surface and volume of the parallelopiped, pyramid, cylinder, cone, and sphere. These principles are obtained, not by demonstration, but by concrete illustration, and they are applied by the children until they are familiar with them. This is all that it is practicable to do with geometry in the grammar schools. The pupils are not prepared for the logical processes of abstract geometry and can not understand them. The method of reasoning from axioms and established principles by the logical methods of geometry is too difficult for the ordinary student of the grammar schools. It is said that abstract geometry, with its demonstrations, is taught in the public schools of Germany and France ; but in my examination last summer of the elementary schools of Paris corresponding to our grammar schools I did not find a single pupil studying the science of ge¬ ometry. They apply the principles reached concretely, as we dp in our gram¬ mar schools. That the work of the grammar schools can be improved by shortening the course of study is a proposition that needs demonstration. That it may be en¬ riched is a mest desirable object, though it is a question whether this enrich¬ ment may not be attained by other means than the addition to or subtraction from the present course of studies. The broader question is, how shall the best results of culture and knowledge be attained in our grammar schools ? The ob¬ ject can be attained by having a correct course of study, as rich in materials for intellectual, moral, and spiritual culture as is possible, and by having well- trained and skillful teachers to use this course of instruction to the best advan¬ tage. Those German and French schools. — John T. Prince, agent Massachusetts board of education : President Eliot is clearly wrong in his impression of what is done in the elementary schools of France and Germany. Algebra and geom¬ etry are not in the schools that compare in any regard with our grammar grades. Algebra nowhere precedes geometry. The geometry taught is not dem^nst a- tive, but is more like that taught in the grammar and even in the primary grades here. The colloquial speaking of the Romance languages has no such value as these later reformers would place upon it. The whole difficulty lies in the fact that the grammar schools of Europe and America are compared by men who have not studied either. The two ideals of the course of study. — W. T. Harris, commissioner : In the schools of the United Slates there prevail two different ideals of the course of study ; the one originating with the directors of higher education and the other a growth from the common elementary school. These two ideals clash in quite important particulars. The common-school course of study, as it appears in the elementary sohool and in the public high school which gives secondary instruc¬ tion, does not shape itself so as to fit its pupils for entrance to the colleges. At least, if we admit that as an actual fact many high- school pupils do enter college, we must also admit that there is a constant tendency in the pub ic high school to diverge in its course of study and follow a path that does not lead to the college. The older colleges of the States, following the traditions brought over from Europe, built their course of study on mathematics and the classical languages, .Uatin and Greek. They accordingly demanded of the preparatory schools a preliminary training or preparation along these lines and neglected all else. Human learning at one period did not include much that was not conceived and expressed in Latin or Greek words. But within the past 300 years there has arisen a modern tributary stream of human learning, and it has some time since begun its demand for recognition in the course of study. This modern side of human learning includes the natural sciences and modern literature. These two contingents are almost wholly the products of the past 300 years. The demands of the sciences and the demands of the literature of the modern languages to a share in the course of study were met in one way by the college COURSES OF STUDY. 1133 and in another way by the common school. The directors of higher education affirmed that Latin, Greek, and mathematics furnished the truly disciplinary studies tit for the foundation of all literal education. Modern literature and the sciences on the other hand were not and could not become culture studies, al¬ though they might be useful in the way of accomplishments in practical life. Accordingly, the colleges proceeded to recognize the moderns by admitting them into the course of study at the end. During the fourth or senior year of college the student was given a rapid survey of the sciences and of some of the great works of modern literary art. But the college did not encourage the in¬ troduction of modern literature and natural science into the preparatory school. Consequently the pupil who left school during his preparatory course or before the senior year of college found himself ignorant of these two great and rapidly growing provinces of human learning. But the public-school system has taken a different direction in the matter. It has been under the supervision and management of less highly educated men — that is to say, of men less thoroughly instructed in the forms of the past, and as a result less conservative. When the moderns appealed for a place in the course of study some concession was at once made to the demand. A tendency has been established to recognize the moderns throughout the course of study. First, modern literature was admitted in the shape of a graded series of school readers containing many of the gems of English and American literature, and much, too, that was written in mere colloquial English, and much that was trashy in its style and thought. In the geographical text-book there was an attempt at a survey of the phys¬ ical world in its relations to man, the world in its mathematical features of size, shape, and motions, in its physical aspects of interacting forces of light, heat, moisture, and gravitation, and finally, in its biological aspects of plant life, animal life, and the races of men. This geographical text-book also drew on the social sciences and introduced scraps of information regarding political economy, the occupations of men, and also the political institutions, the laws and customs and religion. Geography has therefore developed from the beginning into a sort of compend of natural sciences, affording the pupil a survey of the results of the modern sciences, both in the physical and social world. , Having conceded to the demands of the moderns in the elementary school in these respects and in the introduction of a history of the fatheriand, it re¬ mained next to emphasize this tendency still more in the secondary public school, and to make the high-school course of study include more thorough work in English literature, universal history, three or four selected sciences like geology, astronomy, physiology, and chemistry, in addition to the math¬ ematics and some modern or ancient language. It might be claimed that the graduates of the high school had a broader edu¬ cation : his education, under good teachers, might even be thorough, but cer¬ tainly in his preparation in Latin and Greek the amount was not sufficient to give the high-school pupil a fair chance by the side of the graduate of the special preparatory school. The directors of the common schools have therefore been compelled to estab¬ lish a double course, a classical and an English course, in the public high school, a procedure so foreign to the spirit of the entire common-school course of study that it has only partially succeeded. Adapt the high schools to the colleges. — Superintendent N. C. Dougherty, of Peo¬ ria. Ill. : What could be more natural than that the higher should reach down and adapt the lower to itself? The high schools are here to stay. If the edu¬ cation given by them in the past is not in all respects just what is needed, let us improve upon it. Let us make it better and better, as the years go by, until it shall supply just what is needed. Let us remember that we do the best for the boy who stops with a high-school education when we do nothing to impede the progress of the other boy who goes on to a college graduation. The specific problem at the present time. — Nicholas Murray Butler : The marked difference at the present time between the general educational organization in this country and in Europe is to be found in the fact that in Europe the elemen¬ tary school is not as a rule in complete coordination with the secondary school and the university; while in the United States the connection between the ele- menta’-y and the secondary school is comnlete, but that between the secondary school and the university is wanting. Therefore the specitic problem in edu¬ cational organization that the American people have to deal with at the present 1134 EDUCATION REPORT, 1889-00. time is the coordinating of the secondary and the superior instruction. This will be done by the high schools, the academies, and the colleges. In this or¬ ganization the American college will always continue to occupy a prominent place. * * * The college should rest upon the high school, and should not raise its requirements for admission to such an extent that high school graduates may not pass easily and naturally into it. The contemporary demand for a shortening of the time devoted to obtaining both a college and a professional education is a sound one, and must be heeded. The shortening, however, should not take place at the expense of residence in college. That is in many ways the most valuable feature of American higher education. It can not be sacrificed without gravest loss. The problem can best be met by welding the college and the professional school together, and admitting certain preliminary professional studies, as electives, into the course leading to the degree of bachelor of arts. Shortening the preparatory course. — President H. E. Webster, of Union College (N. Y.): Nothing can be better established than that the colleges are entirely dependent on the secondary schools for their support and success. If the schools are weak, inefficient, the college that draws from them can not have a high standard. The eastern colleges have been for many years demanding more and more of the preparatory schools. The requirements for admission to college have been increased : the age of graduation for the average student is much greater than it was in the past. Meantime, competition for places in life has become sharper than ever. And now the cry goes out, college graduates are too old ; the course must be shortened; men must get into life earlier. And so they ought. But if a change is to be made, let it be in the requirements for admis¬ sion to college, not in the length of the college course. Any college man will maintain that college life is worth more to a young man than life in a preparatory school, no matter how well conducted. As it seems to me, no greater mistake can be made than to shorten the college course. This, of course, for the aver¬ age man. Every college course is arranged for the average man. The excep¬ tional man— let him graduate whenever he has done his work. There is one great trouble with the high schools. They are doing much of the work that ought to be done in colleges, and for this they have good grounds. Only a small number of students in high schools expect or intend to enter col¬ lege. It is well that those who can not enter any higher institution of learning should receive instruction in many branches which properly belong in the col¬ lege course. But in every such school there ought to be a course arranged for young men and women who do intend to “go up higher.” The time of prepara¬ tion would then be much shortened, because many subjects would be omitted. This would encourage students to go on with their education. For many years I was a teacher of natural science in various colleges. I say without hesitation that better work can be done (in colleges) with a student who comes fresh to the subject than with one who through his high-school training thinks that he un¬ derstands the subject. I conclude in this wise : In our high schools the teaching is excellent. All honor to those who give their lives to it. But there ought to be preparatory courses for colleges, includ¬ ing only such subjects as are required for admission in colleges. That if any change is to be made so as to shorten the time for college students, it should be made in the preparatory course. There comes a “ moment of instinctive readiness™ for every subject of study. — Wil¬ liam James, professor, Harvard University : In all pedagogy the great thing is to strike the iron while hot and to seize the wave of the pupil's interest in each successive subject before its ebb has come, so that kno wedge may be got and a habit of skill acquired — a headway of interest, in short, secured on which after¬ ward the individual may float. There is a happy moment for fixing skill in drawing, for making boys collectors in natural history, and presently dissectors and botanists ; then for initiating them into the harmonies of mechanics and the wonders of physical and chemical law. Later, introspective psychology and the metaphysical and religious mysteries take their turn : and, last of all, the drama of human affairs and worldly wisdom in the widest sense of the term. In each of us a saturation point is soon reached in all these things ; the impetus of our purely intellectual zeal expires, and unless the topic be one as o hated with some urgent personal need that keeps our wits constantly whetted about it we settle into an equilibrium, and live on what we learned when our interest was fresh and instinctive without adding to the store. Out.ide of their own business the ideas gained by men before they are twenty-five are practically the only ideas they shall have in their lives. They can not get anything new. Disinterested curiosity is past, the mental grooves and channels set, the power of assimilation EDUCATION. 1135 gone. If by chance we ever do learn anything about some entirely new topic we are afflicted with a strange sense of insecurity and we fear to advance a reso¬ lute opinion. But with things learned in the plastic days of instructive curio.-ity wo never lose entirely our sense of being at home. There remains a kinship, a sentiment of intimate acquaintance, which, even when we know we have failed to keep abreast of the subject, flattens us with a sense of power over it and makes us feel not altogether out of the pale. Whatever individual exceptions to this might be cited are of the sort that “prove the rule.’’ To detect the moment of the instinctive readiness for the subject is, then, the first duty of every educator. As for the pupils, it would probably lead to a more earnest temper on the part of college students if they had less belief in their unlimited future intellectual potentialities, and could be brought to realize that whatever physics and political economy and philosophy they are now acquiring are, for better or worse, the physics and political economy and philosophy that will have to serve them to the end. Modern studies may furnish a liberal education. — J. E. C. Welldon, head master Harrow School, England (in the Academy): Speaking generally, with the ex¬ perience of a school in which a modern education has been tried on a large scale, I may give it as my clear opinion that the boys who have been educated in modern subjects deserve to be accredited with a liberal education in the same sense and to the same extent as other boys. In their intellectual character¬ istics, so far as I can estimate them, they are not altogether like the classical boys: but they are not inferior. * * * They are, in many instances, boys of keen and active intelligence. In the range of their culture and the discipline of their mental powers they are the equals of boys who have received a classical education ; in the intellectual interest which they feel in their studies they are not infrequently superior. They win their share of the prizes and distinctions which are accorded to intellectual merit in public schools. If it is necessary to mention one particular point in which they sometimes fall below their cla-sical rivals it may be said to be the habit of accuracy, of perseverance, and of sus¬ tained and concentrated attention to a subject which is not at once interesting and attractive and demands a large amount of patient, painstaking effort if it is to be effectively pursued. Flexibility in courses of study — F. W. Parker, Cook County Normal School: A course of study is an arrangement of topics and subjects in the line of develop¬ ment. It shows the teachers the direction of work and is a general guide in the preparation of lessons. A course of study should be adapted to the abilities of t eachers. An ironclad course of study that demands compliances in every detail is a dire means of compelling uniformity. The differing circumstances of pupils demand flexibility in the adaptation of a course of study. A class badly taught through several grades can not be made to follow a course of study with¬ out disastrous results. A course of study should be under constant discus -ion and should be changed when necessary. It should aid teachers in doing their best work. IV.— Education. Education should be adapted to individual requirements— Influence of heredity and environment. — President D. C. Gilman (Johns Hopkins), in the Cosmopolitan Mag¬ azine : Every boy differs from every other boy in character as he does in ap¬ pearance. Even twins, while they closely resemble one another in many re¬ spects, may differ essentially in fundamental tastes and talents. Mr. Grafton says that extreme similarity and extreme dissimilarity are nearly as common between twins of the same sex as moderate resemblance. If this is confirmed, what becom s of heredity? The corollary^ is obvious that plans of education should as fa" as possible be adapted to individual requirements ; but as every boy is preparing for life among his fellows, and as Providence has so ordered it that he is strongly in¬ fluenced by other boys, it follows that to treat him alone, away from comrades, in the backwoods, in a cell, under exclusive instruction, is only justifiable under extraordinary circumstances. He come3 into the world not only as an individ¬ ual with his own responsibilities and possibilities, but as one of a family, a neighborhood, a race, from which he can not be extricated except by death. Isolation is therefore as unnatural as it is undesirable and difficult. Every boy is influenced both by his inheritance and his environment : yet the laws of heredity in the human species are not well enough known to give 1136 EDUCATION REPORT, 1889-90. us any certain indications of what the child of any parents will become, while the conditions in which a person lives are as complex as the elements that nourish his body, the air he breathes, the water he drinks ; as subtle and insin¬ uating- as the tones of the voice, the glance of the eye, the nod of the head, the pressure of the hand ; as influential as religious faith, the forms of civil gov¬ ernment, the habits of society, the lessons of antiquity, the examples of good men ; and as trifling as a careless word, a thoughtless joke, a timely hint, a friendly warning, or a loving smile. Seeking wisdom rather than knowledge. — Prof. C. A. Collin (in the University Magazine) : The student undergoing the process of liberal education ought to pursue some studies in which he can not see any practical utility. His soul should grow and expand under the influence of quiet and unforced reflection and meditation which has no reference and in which he can see no reference to bread and batter. In this overpractical age the student’s mind sometimes needs to be forcibly turned away from the pursuit of the ])ractically useful to the cultivation of higher wisdom of greater value than is included within the range of what is ordinarily denominated practical. There is a certain influence from the study of Greek for which there is no equivalent. In every college or university there should be at least a small body of teachers and disciples to whom the life is more than meat, who are seeking wisdom rather than knowledge, and who, from’ the pursuits of philosophy, the reverence of the Lord, and the culture of the soul, gain the breadth of view, the clearness of vision, the warmth of heart, and the soundness of judgment which make the strong man ; and who despise the mere keenness and agility of intellect which makes men shrewd and smart. There is no danger that men taking such courses of liberal education will be too numerous. By all means encourage every man who can take such a course and has the soul capable of receiving it to do so, whether afterwards he is to pursue a profes¬ sional or a business career. The bearing of heredity upon education. — Philadelphia Ledger: One of the most important truths which science has disclosed to us, and one which is replete with suggestions as to the conduct of life, is that of heredity. Instead of con¬ ceiving, as some have done, that each child came into the world like a blank sheet of paper, on which could be inscribed at will whatever characters we chose to imprint, we now know that he -is a reproduction of past generations — the re¬ sult of many combinations of character, with certain aptitudes, tastes, powers, faculties, and tendencies derived from his various ancestors. Just as some of his features are said to resemble father or mother, or more distant relatives, and some are combinations of several, so in his character will be represented certain qualities of one or of another, and often a mingling of many, which together produce an individuality all his own, yet gathered from past sources. It may be thought that if this be so there can not be much left for us to do. If each child is to reproduce the past in various forms, and under laws over which we can have no control, how can we hope to alter, by our interfer¬ ence, what is so irrevocably settled? How can we trace fresh characters on tablets already so full of permanent inscriptions ? If heredity were the only element in the building of humanity, there might be force in such an inquiry ; but this is not the case. Prof. Bradford, in the last number of the Educational Review, says : “ Evolution works by two factors, namely, heredity, or that which tends to permanency, and environment, or that which tends to variation. The characteristic of the first is that it reproduces the past'; of the second, that it adapts to new conditions that which has come from'the past.” This nature, so wonderfully complex, and so faithfully bearing within it the records of the past, is yet responsive to every touch from without. The environment or surround¬ ings of the child or man always exert a potent sway over him. The influence of the air and the sunshine, of the climate, of town or country, of wealth or pov¬ erty, of civilization or barbarism, of care or neglect, of affection or indifference, of everything external, in fact, with which he comes in contact, is momentarily molding him into new forms, and modifying in various ways the nature which he has derived from the past. Some of these influences are beyond our control, but many of them are within our power, and it is on this well-grounded truth that all our efforts at training, education, and self-culture should be based. Many of our failures in these at¬ tempts come from not bearing constantly in mind these two elements in every life. Every intelligent workman must have some appreciation of the materials with which he works. He must know what can and what can not be done with them if his skill is to be effective. To deal with them all alike and to expect EDUCATION. 1137 that the same treatment will produce the same results would appeal even to the most ordinary laborer as an utter absurdity. Yet in the infinitely more intri¬ cate and complex nature of man, where no two minds or hearts or dispositions are exactly similar, how common it is to apply the same methods, to urge the same motives, to exert the same influences, to use the same drill, and then to be utterly astonished that the same results do not supervene. If the builder gave no more attention to the different varieties of wood than we give to the varieties in human nature we should justly deem him incompetent and untrustworthy. It is for this reason, far more than for any curious research, that the great prin¬ ciple of heredity should be studied in its manifold bearings by those who aim to train children, to influence men, or to improve themselves. If it is true, it is full of meaning to us all. It suggests that if we would make impressions, or form habits, or instill virtues, or correct faults, we must know something of the nature we thus attempt to influence. What may be effectual in one instance may be powerless in another and ruinous in a third, for the needs are as varied as the natures. It is because that which the individual inherits from past ages, while ineradicable, is yet being constantly modified by what comes to him from without, and because these two forces are always cooperative that he who would direct the one must understand the other. If it be said that this view fills the whole subject of education with difficulty, it can not be denied. But if it is a real and honest difficulty, who would bury it out of sight ? Must it not be faced courageously and grappled with earnestly? The possible has always sprung out of what seemed at first impossible, and this is no exception. So far from producing discouragement, it opens up new fields for thought and for work, which afford the richest promises for future harvests. The tnie ideal of education. — President O. D. Smith, of the Alabama Educa¬ tional Association : The highest end of education is not the advantage of the power it gives a man for his own selfish uses or gratification, but it is to enable him to discharge the immutable obligations laid on him by his position in the world, by his relation to God and his fellow-man in all complex relations and activities of life. He who pursues knowledge solely for the sake of knowledge is little better than he who pursues money for the sake of money. In our ideal of education and in our processes of working to that ideal we must not ignore the individuality of the pupil, his special talents and aptitudes. For his success and usefulness in life will be in working in fields of labor indi¬ cated by these special endowments. Therefore in his education those subjects should be selected as instruments of discipline and drill which will best develop them. Why waste time and effort to make a musician of one who has little mu¬ sical talent or a mathematician of one who has no aptitude for mathematics ? There is no Procrustean mold by which mind may be fashioned like castings in a foundry. It is not to be beaten, like iron, into a desired form by sledge-hammer blows of drill. Let the teacher also remember he can not create a faculty, or a power, or an aptitude that does not exist. Rather let the teacher direct his efforts to the development of those powers and faculties that respond most readily to discipline and drill in a vigorous growth and give promise of most fruitful results. This principle is being recognized in our educational institu¬ tions by wider latitude of selection in elective studies and in the differentiation of courses. But in the selection of courses of study we should always be guided and limited by the true ideal of growth and development, and not sacrifice it to the mere acquisition of knowledge, however desirable. Let the teacher never forget that in real education we seek for results in the man himself. The object of disci¬ plinary mental training is not to amass knowledge, but to enlarge, strengthen, and sharpen the mental powers. While education and the acquisition of knowledge are generally coincident, they are by no means necessarily identical. It is a fact of common experience that a man may be educated in the true sense of the term without having ac¬ quired much knowledge. In fact, the amount of knowledge of any subject one can acquire at school is necessarily limited. So on the other hand a man may be a walking encyclopedia and yet have but little education, because such a man can not transmute his knowledge into power, into dynamic intellectual and moral force. The question the busy, bustling, rustling world asks is not, How much does a man know ? but, What is he ? Every avocation and profession has a place for the man that is most, not the man that knows most. It is a matter of comparatively little importance whether he was educated at this or that school, or anv school, whether he graduated from this or that college, or any college. The plain ED 90 - 72 1138 EDUCATION REPORT, 1883-90. blunt question the world asks and has a right to ask is. How much is there of the man. how much to him, and in him? What can he do? Do in fields of labor, in the pulpit, at the bar, in the shop, on the farm, do in all the multiplied activities of life ? This popular demand is playing havoc with certificates and diplomas. The questions that confront the young men of to-day on the threshold of active life are not, Have you studied this, that, or the other brand of knowledge? but, What have they done for you? not, Have you been to school, the college, or uni¬ versity ? but, What have these ins titutions accomplished for and in you? Have they made yrou men of thought, of persistent purpose, of executive ability, of moral and intellectual force, men whose capacities are so developed, so disci¬ plined, under such command that you can put them to the best service in doing the world's work? The world needs such men and will find a place for them. It is quick to rec¬ ognize genuine education; as quick to reject the counterfeit, by applying* the crucial test of power, the ability to do. It seems to me, then, that the true ideal of education is the training, discipline, and development of the germ faculties of man existing in embryo in the child. It has been comprehensively defined, “ the harmonious and equable evolution of the human powers.” In a broader and deeper sense than we generally under¬ stand, “the child is father to the man.” A true ideal of education will correct the prevailing misapprehension as to what constitutes a “ practical education.” There is no gainsaying that our mar¬ velous material development, the rapid increase of wealth, the abnormal thirst for accumulation, are seriously and dangerously affecting our ideals and methods of education. Cui bono? is the question on the ready tongues of pupils and par¬ ents. This question expresses a prevailing theory of education. It is the more dangerous because there is a modicum of truth in it, an apt illustration of the aphorism that “half truths are the most dangerous errors.” That the chief end of education is not to qualify a man to get a living is obvi¬ ous, because life was given for a higher purpose than to toil for its own prolonga¬ tion. It is, then, a grievious mistake to throw away life in the effort merely to .get a living, or to throw* away the preparation for life in the preparation to get a living. Real education sends one into the world tenfold better equipped to attain the very objects deemed so desirable by the advocates of the so-called practical education. It is claimed to be especially adapted to the “ industrial classes,” a vague, il¬ lusive, and misleading expression, based upon the pernicious idea of class dis¬ tinctions. So far as it has any meaning it includes all who do not belong to the “ professions,” i. e., law, medicine, and the ministry. But I insist if there is any form of education that makes men stronger, wiser, nobler, the farmer, the arti¬ san, the merchant, he who in any capacity is to be the director of labor, the con¬ troller of men. needs that education to its fullest extent. What the world needs and is asking for is not technical training and manual skill alone, valuable as these are, but, in the various industries, men of good brain, well-trained intel¬ lect, of stalwart vigor, men of conscience, of fair culture, of sound judgment, ready in business, in the market, in the forum, in the workshop, on the farm, to meet the obligations and discharge the duties pertaining to family and society, state and church. The true ideal of education recognizes and emphasizes the truth that behind the merchant, the mechanic, the farmer towers the man, and the man is more than his business or profession. The distinction between practical and- any other kind of education is unphilo- sophical. All real education from beginning to end is practical. Is not that education practical that develops a man's capabilities, that reduplicates him ? Is it not of practical benefit to subject the intellect to those forms of study and training which will evoke its latent resources? Just so long as manhood is a force of practical value in whatever his business or profession, just so long must we account that education practical which augments and enriches it. Let mere information take a secondary place. — James P. Munroe, in the Educa¬ tional Review: It is not what we teach, it is how we teach, that is essential. In attempting to improve the public schools the mistake has been made of in¬ creasing the curriculum instead of the teaching force. Given the tools of read¬ ing, writing*, and figuring, the good teacher will make one further study, if need be, serve every purpose of primary education. The mental vice of these news¬ paper days is superficiality. This vice the schools are doing much to encour¬ age. Make the child accurate, thorough, persistent, logical, and let mere in¬ formation take a secondary place. If he has acquired these qualities he has EDUCATION. 1139 learned how to study ; in teaching- him how to study the school has done its work. Beyond giving- him the tools of knowledge the primary teaching can do little toward increasing the child's stock of information. That will come to him outside the schoolroom. As said above, and as can not be too often said, the school is a gymnasium for making the child’s mind acquisitive and recep¬ tive. The teaching of many subjects does not conduce to this. The immature brain is naturally restless and roving ; it is for the school to give it the power of concentration" A child's mind is impatient and easily diverted ; it is for the school to teach it patience and perseverance. A hasty clutching at many things is easier and pleasanter to both teacher and pupil than thorough mastery of one thing; but the child who has really conquered one subject is he who, in man¬ hood, will win the knowledge of a thousand. The constituents of a sound education. — President E. B. Andrews, of Brown Uni¬ versity : Speaking succinctly, the constituents of a sound education are, first, character; second, culture ; third, critical power, including accuracy and also sympathy with all the various ages, nationalities, and moods of men ; and fourth, power to work hard under rule and under pressure. We see that here mere knowledge is left out of the account. It is quite inci¬ dental and relatively insignificant. Yet, this is what most people have been wont to regard as the sum and substance of education. We see, too, that the question what studies are to be pursued is not mentioned, although many con¬ tinually place it first. It is not unimportant. It would be pleasant to go into it deeply. Were we to do this, however, we should not enter the lists for the classics on the one hand, or for the sciences of nature on the other, but should urge rather the propriety of giving a much larger place in the curriculum than has ever been given hitherto to the political sciences. But the structure and material of the curriculum is not to-day the most pressing educational question. The definition makes character part of education, and even gives it the first place. All reflecting persons are coming to feel that unless schooling makes pupils morally better, purer within, and sweeter, kinder, stronger in outward conduct, it is unworthy" the name. Culture comes next, by which is meant the power to apprehend and relish the beautiful in conduct, in act and literature, and in nature. Education must en¬ rich life, not enlighten it merely. Culture stands in importance close to charac¬ ter. to which it is also very intimately related in essential nature, and it is far more to be sought than mere mental ability. Third comes critical power, and mainly in the two great elements of accuracy and sympathy. Memorable ever is the thought of Cardinal Newman, that the principal part of a good education is accuracy. That one's mind is full signifies nothing unless the contents are definite and "analyzed. A little knowledge well grouped and ordered comes much nearer the ideal education than infinite funds lying unassorted in the mind like so much raw ore. To be accurate requires that of many things a finite mind should deliberately remain in ignorance. To read all the books relating even to a subject in which one is especially interested would be a positive disadvantage. Too much infor¬ mation in detail confuses the mind, confronting it with a blurred, indefinite picture that can be of no service to it, instead of those clear, crisp, comprehen¬ sible outlines wbichare so valuable. Large newspaper reading is deleterious to clear thinking beyond perhaps any other of the numerous causes operative in that direction at the present day. Accuracy must be accompanied by sympathy, the power to draw near to men of all the different ages, civilizations, and temperaments, knowledge of the race, of the world, and of God. Here is where the importance of historical study comes in. ‘‘There is one mind,” says Emerson, “ common to all individual men. Every man is an inlet to the same and to all of the same. He that is once ad¬ mitted to the right of reason is made a freeman of the whole estate. What Plato has thought, he may think ; what a saint has felt, he may feel ; what at any time has befallen any man, he can understand. Who hath access to this universal mind is a party to all that is or can be done, for this is the only and sovereign agent.” The true scholar must enter into this mind ; the door to it is sympathy : the latch, history. An important element of sympathy is freedom from prejudice ; the power not to dismiss unstudied or contemned a view which at first sight strikes you as strange or even as false. This power is one of the very best tests of a truly edu¬ cated man. If you can not to a good extent feel with your opponent, you duly weigh his argument ; and without this your disputing with him will but saw the air. 1140 EDUCATION REPORT, 1889-90. With all these qualities must go self-mastery for each important purpose of life, the power to put and hold oneself to work, and to turn off large relays of in¬ tellectual or other work in a short time. This, too, is an essential ingredient in education. We ask too much from [sc/moZ] education. — Frederic Harrison, in the Forum : Many things work delightfully for good while they are spontaneous and unor¬ ganized, but when they are stereotyped into an elaborate art and evolve a special profession or trade of experts they produce unexpected failures and end in more harm than good. We ask too much from education, we make too much of it, we monstrously overorganize it, and we cruelly overload it. Education can do for us infinitely less than we have come to expect, and what little it can do is on the condition that it be left simple, natural, and free. I have known very few men who were made into anything great entirely by their education ; and I have known a good many who were entirely ruined by it and were finally turned out as pedants, prigs, or idiots. Struggling to win prizes in examinations, thinking always about the style current to-day, being put through the regula¬ tion mill, and poring over some little corner of knowledge for some material object, may give a one-sided appearance of learning, with nothing behind it; will turn out mechanical eccentricities like calculating machines ; may change an honest fellow into a selfish, dull brute, or leave a weak brain softened and atrophied for life. And the more we organize education the greater is the risk of our finding this result. The school reverses the plan of nature. — James L. Hughes, inspector of Toronto public schools (Canada) : In the school of the future the pupil will originate most of the problems. The solution of problems is not so difficult as their conception. The power to recognize problems definitely is infinitely more important than the power to solve them. The most marked characteristic of childhood is its power to recognize the multitudes of new problems by which it is surrounded, and because this power is so strong it is therefore possible to develop it rapidly and definitely, and it was intended that it should so develop through the recog¬ nition of our material environment to the power of clear conception of all the problems connected with our intellectual and spiritual life. Yet this power grows weaker instead of stronger as we grow older. The schools absolutely reverse the plan of nature. Before the child goes to school he discovers his own problems and solves most of them unaided. The few that he can not comprehend he brings to his seniors. When he goes to school his teacher brings the problems to him. Nature .made a questioner, a seeker after truth ; the school makes him an answer. Nature made his mind to think ; the school makes it a receptacle for other people’s thoughts. Nature gave him power to see the relationships between himself, and his environments, and his fellow-men, and his Creator; the school dwarfs this power by preventing its activity. We are often startled at the simplicity of new discoveries and inven¬ tions, and we wonder why we did not make them ourselves. Every new dis¬ covery or invention is merely the solution of a new problem in the relationship of natural forces. The power of solution depends on the power of recognition. We could have solved the problems if we had been definitely conscious of them. They were near us but we did not see them. If we had the power to see clearly the thousands of physical, intellectual, and spiritual problems that are ever near us, how swiftly the world would move onward ; how definite would be our con¬ scious growth towards God. But the schools train men to solve, not to find problems; to answer questions, not to recognize the mighty questions that need answering, and so there is not so much power of original investigation and independent growth in the world as there should be. The school of the future will preserve and develop the child’s conceptive relationship to nature and God, intellectually and spiritually. Fear has its place in the training of the will. — Report of committee of National Council of Education, George P. Brown, chairman: There is a prevailing senti¬ ment that incentives suggestive of pain are to be abolished from our curriculum of will-training. The anticipated pleasures of right doing are to be substituted everywhere for the anticipated pains of wrongdoing. This finds expression in some large cities in the abolition, by order of the school authorities, of all pun¬ ishment. The pulpit is influenced by this sentiment oftentimes to the extent of ignoring punishment for sin. The family is often dominated by the child’s im¬ pulses for the reason that it is unable to make desire, reverence, or interest ef¬ fective in giving dominance to ideas of obedience, and it rejects the incentive of pain as brutal. It is the conviction of the writer of this paper that fear has its place among the incentives in the early training of the will. EDUCATION. 1141 Original thinking wanted. — G. Stanley Hall: I would rather have a boy who has but little training- in colleg-e attempt to add something to the world’s knowledge than to attempt to attain a high state of learning. What the young should know in advance and realize. — William James, professor Harvard University : Attention and effort are, as we shall see later, but two names for the same psychic fact. To what brain processes they correspond we do not know. The strongest reason for believing that they do depend on brain processes at all and are not pure acts of the spirit is just this fact, that they seem in some degree subject to the law of habit, which is a material law. As a final practical maxim relative to these habits of the law we may then offer something like this: Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh it may find you not unnerved and untrained to stand the test. Asceticism of this sort "is like the insurance which a man pays on his house and goods. The tax does him no good at the time and possibly may never bring him a return. But if the fire does come his having paid it will be his salvation from ruin. So with the man who has daily inured himself to habits of concentrated attention, energetic volition, and self-denial in unnecessary things. He will stand like a tower when every¬ thing rocks around him and when his softer fellow-mortals are winnowed like chaff in the blast. The physiological study of mental conditions is thus the most powerful ally of hortatory ethics. The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves in this world by habitually fash¬ ioning our characters in the wrong way. Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our own fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar. The drunken Rip Van Winkle, in Jefferson's play, excuses himself for every fresh dereliction by saying, “I won!t count this time.” Well ! he may not count it, and a kind Heaven may not count it ; but it is being counted none the less. Down among his nerve cells and fibers the molecules are counting it, registering and storing it up to be used against him when the next temptation comes. Nothing we ever do so is, in strict scientific literalness, wiped out. Of course this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinxs, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work. Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keeps faithfully busy each hour of the working day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning to find himself one of the competent ones of his generation in what¬ ever pursuit he may have singled out. Silently, between all the details of his business, the power of judging in all that class of matter will have built itself up within him as a possession that will never pass away. Young people should know this truth in advance. The ignorance of it has probably engendered more discouragement and faint-heartedness in youths embarking on arduous careers than all other causes put together. What every boy is entitled to know. — President D. C. Gilman in the Cosmopoli¬ tan: Until he reaches maturity every boy requires positive guidance from those who have had a longer experience in the ways of the world. It is always cruel, and it may be criminal, to allow a youth to experiment for himself upon conduct — to say that he must sow his own wild cats, that experience is the best teacher, that he must choose his own course. Every boy is entitled to know what older persons have discovered of the laws of conduct, and to receive restraint, caution, and warning until his eyes have been opened and his power of judgment devel¬ oped. Nobody questions that he ought to be taught the laws of health, of diet, of poisons, of climate, or the laws that protect his person and his property ; and it is surprising that anybody should question his right to initiation, by stringent discipline, into the laws of intellectual and moral well being. Every boy, whether he wishes it or not, should be trained. Yet the contrary doctrine is covertly held, if not openly avowed, by many a tender mother and by many a generous father. Note the'autobiography of John Stuart Mill. Too intense introspection not wanted. — President Gilman ( lb .): The influence of modern psycho-physiological inquiries upon the coming generations is still un¬ determined. The good that is aimed at may perhaps surpass the evil that is 1142 EDUCATION REPORT, 1889-90. done. Certainly, in these dajs when morbid sell-consciousness, extreme sensi¬ tiveness, bashfulness, shyness, and timidity are so frequently apparent, the wise parent, the wise teacher will hesitate before encouraging in his own family or his own school too intense and too prolonged introspection. Give the boys plenty of open air, and when they can not have this, encourage within -door3 exercise in handcraft, the use of tools, and knowledge of the book of sports, not to the ex¬ clusion of other studies, but as collateral security that the mind and the body shall be simultaneously developed. * * * Healthy, out-of-door lives, directed toward objects of enjoyment, of observa¬ tion,. of sport, of acquisition, are better for boys than exclusive devotion to books, and especially than habits of introspection, self-examination, casuistry, journal writing. Home and, school training contrasted. — James P. Munroe,in the Educational Re¬ view : The home and the school are two wholly different forces brought to bear upon the growing child. Each has its proper sphere, and the methods of the one have no place in the system of the other. Judiciously exerted, one supple¬ menting the other, these two influences should produce patriotic, moral, well- balanced' citizens. No argument is needed to prove the unfitness of school methods to home training ; there should be no need of proof that home methods have little or no place in the school. The child whose parents treat him from the standpoint of the pedagogue is a pitiful creature, starved morally, surfeited mentally. A child who has been trained in a “ home ” school, by methods which have no right beyond the walls of a house, is. even les3 well fitted for good citi¬ zenship. Home training should be always indirect, persuasive ; school training direct, authoritative. Home must be suggestive ; school training, mandatory. Home training should be mainly by example ; school training by fact and pre¬ cept. Home training must leave free play to the child’s mental growth ; school training must prune and control that growth. The home fits the child to be a man, the school prepares him to be citizen ; one is natural, common to humanity, the other artificial, peculiar to the state. It is seldom that the proper combi¬ nation of these two elements is reached. * * * The right moral training tempers love with duty and duty with love. This moral training can be per¬ fected only within the home. School life is but a mental gymnasium in which to make the child receptive and acquisitive. To be preferred to any sort of learning. — Locke : Under whose care soever a child is put to be taught during the tender and flexible years of his life, this is certain, it should be one who thinks Latin and languages the least part of educa¬ tion ; one who, knowing how much virtue and a well-tempered soul is to be preferred to any sort of learning or language, makes it his chief business to form the mind of his scholars and give that a right disposition, which if once got, though all the rest should be neglected, would in due time produce all the rest ; and which, if it be not got and settled so as to keep out ill and vicious habits, languages and sciences and all the other accomplishments of education will be to no purpose but to make the worse and more dangerous man. The great end of all teaching. — Tate’s Philosophy of Education : Without losing sight of the importance of practical knowledge, especially at the later stages of elementary instruction, the truly enlightened educator will ever regard the de¬ velopment of the faculties as the great end of all his teaching ; but from the various useful matters of instruction he will always select that which is best cal¬ culated to secure this end, and his mode or system of teaching will always have a reference to the same great end. The question with him will not be, Have I conveyed the greatest amount of technical knowledge in the least time ? Have I engrafted the ideas of the man upon the mind of the boy ? but it will rather be, Have I awakened any element of intellectual or moral vitality which had hith¬ erto lain dormant ? Have I invigorated or purified any faculty which had hith¬ erto existed in a feeble or in an imperfect state of development ? And has all this been attained with a due regard to the future pursuits and destiny of the pupil ? As to self-education. — Charles A. Dana: The worst school that a man can be sent to (and the worst of all it is for a man of genius) is what is called a self- education. There is no greater misfortune for a man of extraordinary talent than to be educated by himself, because he has of necessity a very poor school¬ master. There is nothing more advantageous to an able youth than to be thrown in to con tact with other youths in the conflict of study and in the struggle for supe¬ riority in the school and in the college. HIGHER EDUCATION. 1143 V.— Higher Education. College-bred men in the business icorld. — Andrew Carnegie : Tlio total absence of the college graduate in every department of affairs should be deeply weighed. I have inquired and searched everywhere in all quarters, but find scarcely a trace of him. Nor is this surprising. The prize-takers have too many years the start of the graduate ; they have entered for the race invariably in their teens — in the most valuable of all the years for learning anything — from 14 to 20. While the college student has been learning a little about the barbarous and petty squabblqg of a far-distant past, or trying- to master languages which are dead, such knowledge as seems adapted for life upon another planet than this as far as business affairs are concerned, the future captain of industry is hotly engaged in the school of experience, obtaining the very knowledge required for his future triumphs. I do not speak of the effect of college education upon young men training for the learned professions ; but the almost total absence of the graduate from high position in the business world seems to justify the con¬ clusion that college education as it exists is fatal to success in that domain. The graduate has not the slightest chance, entering at 20, against the boy who swept the office, or who begins as shipping clerk at 14. The facts prove this. Henry Clews : I have given it some thought, and my conclusions are the re¬ sult of experience. I might say in beginning that I do not employ college men in my banking office. None need apply. I don't want them, for I think they have been spoiled for business life. After spending several of the best years, the years when the mind is most active and most open to impression, in learning a lot of things which are utterly useless for business, they come to the cities to make their way in the world. They are perfectly ignorant of business methods. Their whole education has tended to shut their minds to knowledge of this kind. While they have been at college other men have been in the business offices, have begun at the bottom and have worked up, learning all the details, getting that knowledge which can not be set down in books. Now. the college graduate is not willing to begin at the bottom. He looks down on the humble place which he is fitted to fill. And, indeed, he looks down on all business as dull and unattractive. He wants a place such as his ed¬ ucation and his years seem to command. This place he can not get, for he has as yet the A. B, C’s of business to acquire. And even if he does bring himself to accept the place, which he must accept if he would have any measure of success, he does not utilize it in a way to ad¬ vance. His thoughts are not with his business, but with his books, literature, philosophy, Latin. Now, no man can approach the exacting business life in this half-hearted way. Business requires the undivided mind. Winthrop D. Sheldon, in the New Englander and Yale Review i1 It is not less education, but more and better, that is needed in business life, an education that is so all-around as to give a larger success than the mere accumulation of a for¬ tune. Hitherto such have been the unexampled opportunities for fortune-mak¬ ing, always to be found in a new and undeveloped country, that multitudes of men have “stumbled” into wealth, not because of any special capacity of their own superior to that of their neighbors, but by some happy accident. The at¬ tainment of riches by no means proves that a man possesses superior ability in any large sense of the term. Indeed, it has been well said that very often the rich man in a community is conspicuously stupid, ignorant, and narrow-minded outside of his special sphere. This is the natural result of a lifetime's “money- grubbing,” when all of a man’s thoughts and energies are concentrated upon the one object of making money for money’s sake. If it be true that comparatively few of the college-educated win a great fortune, it is doubtless due in great measure to the fact, which is much to their credit, that such men have too many and diversified intellectual interests to be able or willing to turn themselves into mere money-making machines. Thereby the community at large is greatly the gainer and its common life is preserved from becoming mercenary and sordid. * * * Does it not involve a serious impeachment of the standards of business capac¬ ity to maintain that a youth of 14. who goes at once into a store, his mental powers as yet comparatively undisciplined, and spends the next few years in 1 The other extracts upon this subject given in this connection were compiled by Mr. Sheldon in illustration of his argument in the New Englander. Most of them appeared originally in the New York Tribune in reply to Mr. Carnegie’s assertion. 1144 EDUCATION REPORT, 1889-90. sweeping it out, running of errands, and tying up bundles, is more likely to achieve a pronounced business success than the college graduate, who mean¬ while has been schooling himself to accurate thinking, cultivating his powers of observation and reflection, storing his mind with a wide range of knowledge and bringing it into permanent, relation with those things which adorn and dignify our lives and make them really worth the living ? The education of the store and the counting room or the shop, exceedingly valuable in its way, is in the comparison essentially narrow in its scope ; and, narrow and narrowing, it is going on during the very years when the question is being determined in the case of most persons whether their future life is to be of a narrow or of a broad gauge pattern. The great mass of business men are men of mere routine ; they are made such by their lack of a thorough general education and by the narrow lines of their early training, and the trend of their lives is to confine them in this mental bias. The man who brings to the routine of his work a broadly trained intelligence will be worth in the long run a great deal more than he who for lack of such intelligence is a slave to routine. President Seth Low, of Columbia College (who has been himself a business man): While it is harder for a college graduate to get started in business than for one who enters it as a boy, in five years from the time he does start, other things being equal, the college graduate will be the peer in business of his friend who began as a boy, and while equally successful in business he will fill a much larger place in the community than the one-sided man can ever hope to fill. James W. Alexander, a Princeton graduate and vice-president of the Equi¬ table Life Assurance Society of New York: However it may be with the boy whose talents, temperament, and environments are such as to limit his prospects and ambition to a life of physical labor in a subordinate capacity, who can doubt that the boy who has within him the germ of some future master in affairs will be all the more of a leader by reason of a thorough college education and even that he will outstrip in the mere matter of time the boy whose only training was sweeping the shop or adding up columns of figures at a desk? It is the suc¬ cessful men we are talking about. And when the shop-bred boy reaches the high station to which his abstention from college education has assisted him, does it require argument to prove that he would be a more useful, a more influ¬ ential, a more attractive man if he could have added to and combined with his industrial training that knowledge, science, literature, and philosophy to the mastering of which the college is the open door? Mr. Charles L. Colby, a graduate of Brown University and president of the Wisconsin Central Railroad : 1 admit a man may succeed in banking or business without an education, but I earnestly believe that if two men of equal ability start together in the race, one an educated man and the other without college training, the college man will win every time in the long run. Machinery and methods are constantly changing. The uneducated do not readily comprehend them and must be instructed step by step. The more a man is educated, the more readily he adapts himself to these sudden changes in business methods. When it comes to the scientific, technical, brain requirements of a calling, the college man moves easily ahead. Mr. Daniel Heald, a Yale graduate and president of the Home Insurance Com¬ pany of New York : I believe the success I may have attained in the world is directly due to my college training. I there acquired system, analysis, and methods of thought that have been of inestimable value in life. If nature has given a man fair talent education will make better a man of him and positively aid him in his daily work. Suppose a boy is going into any manufacturing busi¬ ness — making pumps, for example. Give him an education. .He will make better pumps because of it. Strip the rich, uneducated man of his wealth and what is left? What we want in American life is the ripe, well-rounded man of affairs. Gen. Brayton Ives, a Yale graduate: Given a boy with a natural aptitude for business, his college training, particularly in methods of thought, will afterward be of such practical aid as more than to offset the loss of those years in business. Observe that learning how to learn is the summarized advantage of a college training ; that is, it is the discipline which the boy obtains at college that en¬ ables him to learn after he leaves college and learn more rapidly, readily, and intelligently than his uneducated competitors. I can trace every step in my own career to the influence of m37 college course, and as every man can, of course, speak best of his own life, it is not egotistical to be personal. I was graduated from Yale in 1861, entered the Army, and instantly found my training of the utmost benefit. Being accustomed to study, I mastered the tactics more easily and in less time than was required by men whose minds had not been trained. higher' education. 1145 This enabled'meCto compete with'men who had been there much longer than I and was the cause of much more rapid promotion than I could have gained other¬ wise. All the’*progress I have since made in civil life, including that of my present occupation — banking — is directly traceable to the special advantages afforded by my education. A man of ability educated is better, no matter where he may be placed, than a man of ability uneducated. Chauncey M. Depew, a Yale graduate : Have th© eight years passed in the preparatory school and the university, acquiring many things which would be useless in the factory or store, been thrown away? My observation leads me to directly the contrary opinion. The college-bred man, under equal conditions of capacity and health, has a trained intellect, a disciplined mind, a store of infor¬ mation, and a breadth of grasp, with the fearlessness which it entails, that ena¬ ble him to catch up with and pass his rival. Hundreds of college graduates within the last five years have begun in the various departments of railway work at the bottom. They were firing on the locomotives, working in the ma¬ chine shops, switching in the yards, keeping books in the treasurer's office, serving in the freight and passenger departments, and my observation of them for this period has demonstrated the value of a college education. It used to be a popular theory that strong men who had won great places in the business world would have been ruined if they had been educated. The better belief is that on account of genius and special capacity they succeeded in spite of their disad¬ vantages. It is the old question of the trained boxer, runner, athlete, debater, soldier, as against unskilled strength and courage. Whatever the popular de¬ lusions, in the trials there never has been but one result. Winthrop D. Sheldon: Mr. Carnegie must have been gazing at the mountains and craters of the moon, inquiring and searching there, when he asserted the “ total absence of the college graduate in every department of affairs.” Had he taken pains to look about him he would have found successful college-bred men of business almost under the eaves of his factory in Pittsburg itself. If inquiry were to be made every important commercial or manufacturing center would furnish some conspicuous examples of the college man of affairs. Mr. James W. Alexander, from whom we have already quoted, reenforced his views with a list of 65 college graduates prominent in business circles and selected at random, mostly from New York and vicinity, and other names almost if not equally as significant will occur to every observant person. From an analysis of the list we notice that there are 15 railroad officials, including, besides vice-presidents and general managers, 6 presidents, among them Chauncey M. Depew, of the New York Central system ; Charles Francis Adams, of the Union Pacific : Aus¬ tin Corbin, of the Philadelphia and Reading, recently chosen president of the New York and New England; and to these we may add the late Frederick Bil¬ lings, .at one time president of the Northern Pacific ; the late Levi C. Wade, of the Mexican Central, and Presidents Bishop and Watrous, of the New York and New Haven Railroad. There are also 18 bankers, including a number of bank presidents, 10 manufacturers, 10 merchants, 7 heads of prominent trust and in¬ surance companies, and 5 heads of leading publishing houses. Certainly neither the late Alexander T. Stewart, the prince among dry- goods merchants, nor the late John Jacob Astor, who had the reputation of being an excellent business man, found the education which they obtained, respectively at Dublin Univer¬ sity and Columbia College, any impediment whatever in the way of their suc¬ cess. It is said of the former that he retained his interest in his college studies to the latest years of his life. Mr. Sheldon sums up as follows : The great mass of those who enter the vari¬ ous occupations of the business world could not, if they would, receive a college education. Most of them would not improve the opportunity if they had it, and it would be of do advantage to most, because they are not fitted to profit by it. But the youth who can have such an education, and is fitted to profit by it, is on no account justified in rejecting the opportunity for fear it will incapacitate him for a successful business career. Let him get all the education he can. in the full assurance that he will be more of a man, and therefore, more of a business man ; not a man of an affair, but a man of affairs. For what men are in any one phase or province of their lives is largely determined by what they are in every other. No part of the individual life can escape the uplift which a thorough education gives to the entire being. And the young graduate who decides to set his face towards a business career has no occasion to look upon the four years of his col¬ lege life as thrown away or to feel that he is handicapped in the race for success. It is not necessary for him to begin where the boy of fourteen begins, whose age and lack of training unfit him for anything higher than plying the broom and 1146 EDUCATION REPORT, 1SS9-90. running of errands. His age, mental training, and general maturity enable him to apply himself at once to the study of business methods themselves. Nor can any fixed rule be laid down as to the length of his novitiate. That will vary according to his ability, industry, and power of adaptation, and also according to the nature of the business which he has undertaken to learn. It may, in some instances, be only months : it may require years to master all the details. But as he proceeds the practical value of his education will become more and more apparent. The success of college-bred men who have adopted a business career will compare favorably with that of business men in general. They have been successful, not in spite of their education, but in part because of it. Education is no magic key that of itself unlocks the doors of success in any department of life; but in business, as in other occupations, if joined to health, industry, en¬ ergy, and common sense it will win a success of finer mold and more enduring, more satisfying quality ; it will be its own justification. Old vs. new institutions of learning. — President G. Stanley Hall, of Cl ark Univer¬ sity : Age which brings wisdom may bring infirmities. In a time and land where change is so rapid trustees, alumni, and even faculties sometimes fall be¬ hind. Time is lost in administrative details better left to one. Young men are held back, and talent not held to its best thing, but kept doing the work of cheaper men, and the question may become pertinent why, with vast resources, so little is done for culture and for the advancement of knowledge by old insti¬ tutions or comparatively so much by new ones. There is much to foster com¬ placency and an unfortunate absence of competent criticism from without, whence all university reforms in history have really come. Prejudices may accumulate from without, and student custom and ideals grow up within that are as inveterate and ineradicable as they are vicious and absurd, but which make progress slow and hard. There is sometimes an excess of conservations, routine, and machinery. Saddest of all, perhaps, departments of endowed knowl¬ edge, like professors, sometimes cease to be productive and grow dry, formal, sterile, but they can not be displaced. It may be harder to regard an old insti¬ tution as a means, precious only as it broadly serves the highest culture-interests of the whole nation, and not as an end precious in and for itself. We know how wasteful and unproductive the vast resources of Oxford and Cambridge had be¬ come in 1854, and what old abuses had to be corrected in Italy and Holland by such and other somewhat drastic outside means. In this new country we need new men, new measures, and occasionally new universities : and we, like England, have in later years experienced their amazing good. In the field of experimental science, unlike some other departments, what is there of importance, that a few centuries can afford, that can not be at least as well provided in a few years? The differentiation of higher educational institutions urged. — G. Stanley Hall : We [at Clark University] duplicate almost nothing in other universities in this country. A full department of physics, chemistry, or mathematics even, to say nothing of biology, the complexity of which is more obvious, as sketched for us by several European leaders in their field, would each require several professors, each with one or more assistant professors to represent its several sections or departments of the subject. Thus, to say nothing of difference of grade or standard, it does not follow, because we have physics, chemistry, and other departments found in other institutions, there is duplication. The con¬ trary is, in fact, the case. The best professors in their fields, however authori¬ tative they may be in the entire department, excel in and contribute chiefly to but a few chapters of it, leaving ample- space for other directions of excellence elsewhere. In the new era of university development, upon which this country is now en¬ tering, it is of fundamental importance for economy and for the success of a great movement that, in place of the monotonous uniformity, duplication, and servile imitation that has prevailed, institutions should freely differentiate and should be known to do so ; that above the commendable loyalty to local in¬ stitutions by their graduates, there should arise the same comparative and critical discrimination of institutions as of courses in the same institutions under the elective system. Perhaps the chief benefit of the latter has been the stim¬ ulus it gave to every professor to make his course so profitable that it should prove attractive to the most of the best students. The same stimulus could be given to institutions by the extension of the elective system to them. What a real university is. — Nicholas Murray Butler: The university is a wholly different institution from the college, £.nd while in this country we have scores KINDERGARTENS. 1147 of nominal universities, the real ones may be counted on the fingers of a single hand. A college in which the course of study is elective wholly or in part is not a university. A group of professional or technical schools is not a university. A college and a group of professional and technical schools taken together i3 not a university. A university must have for its heart and soul the great philo¬ sophical faculty of the Germans ; the faculty which finds its reason for existence in the preservation of the humanities and in a careful and loving study of phil¬ osophy, philology, and letters. A university is marked by the time-honored freedom in teaching and freedom in study ; it knows no trammels, no compul¬ sion. It is not a disciplinary institution, but rather a field for research and in¬ vestigation. At the university the bounds of knowledge will be continually widened and the leaders of the future generation in science and literature trained to their work. Professional schools or faculties, apart from the philosophical faculty, have always become technical and narrow — it is the philosophical fac¬ ulty that is the real university center. Its spirit and insight must regulate and inspire all of the associated faculties. VI.— Kindergartens. The kindergarten the great remedy for formalism in the primary school. — W. T. Harris : The school teaches the conventionalities of life ; it gives the child ac cess to the wisdom of the race, but it often errs in making its experiences to the child too formal. It is too rigid and unsympathetic, and the child is expected to throw off the freedom of the family at once, and all too soon assume the for¬ malities of the world. Thus did the great need of a connecting link between the two call for some noble-hearted lover of his kind to suggest a change, and Froebel. whose memory all kindergartens, all true educationalists reverence, came to the rescue and supplied the need. The kindergarten takes the little one in his tenderest years, and by placing within his reach symbols and games suited to his comprehension, enables him to naturally, and without undue or forced effort, grasp and assimilate the ideas and teachings' desired. It makes him notice what is going on in the great wo'rld around him, and seeing begets the desire to imitate. It leads him up from the initial stage of feeling to think¬ ing, and from thought to action. But the games and plays are only a portion of the work ; there are gifts and occupations. These are less symbolical and more logical, and train the quantitative faculties. A child does not readily realize what it means to think quantity : it is a hard and awkward step for him to take, and the idea of number, for instance, must be learned not by starting at a unit and adding, but by taking a divisible unit and dividing it: and thus Froebel, who perceived this point, introduced the divisible block. The kindergarten is the great remedy of this century for the formalism of the primary school, and it had been badlv needed before it came to the rescue. mat children have a right to expect from the kindergartner. — W. E. Sheldon: Children have a right to expect that their individuality shall be recognized and respected ; that their natural and hereditary traits shall be taken into account in their training ; that all manifestations of interest in their development and culture shall be genuine ; that an active and progressive intelligence shall be supplemented by a well-balanced self-poise of the trained kindergartner which the child will soon discover to be an element of true manhood or womanhood worthy of imitation ; that their many questions shall be regarded as of impor¬ tance and that the replies shall stimulate further respectful inquiries. Questions are the natural openings of the child’s mind, which natural inclination prompts, and aid the teacher in the work of instruction. You should convince the learner that all proper inquiries are in order at suitable times and that it is a pleasure for you to answer them. If the inquisitiveness becomes unprofitable in charac¬ ter or in frequency use your best tact as the means of restraining it. Let the child appear to exercise the right of personal liberty and yet not gratify what may be really an unworthy curiosity. Some straws. — The report of Superintendent Cassidy (Lexington, Ky.) declares the greatest need of the schools to be kindergartens. Dr. James Mac Alister: To my mind to-day no problem is so important as the kindergarten universal. Superintendent W. H. Love (Buffalo, N. Y.): The first change to be attempted in our school reform is to bring in the kindergarten or subprimary work. 1148 EDUCATION REPORT, 1889-90. VII.— Manual and Industrial Training, Effect of industrial education upon general education. — Prof. Felix Adler : During an experience of 12 years in the application of manual training in the teaching of children between 6 and 14 years of age, I have observed that manual training in the ordinary school is the means of saving those children who are plainly and obviously deficient in what may be called literary quality. There are many children who are very slow in reading, in arithmetic, and in history, and it has been my observation that these children, especially numerous among the poorer classes, are at once stimulated intellectually by the opportunities of the school workshop. It has been my invariable experience that children who are slow in their progress in reading and history and mathematics are very quick in nat¬ ural history and in drawing and in the workshop. Especially has the conjunc¬ tion of a talent for natural history and for manual training frequently impressed itself upon me. The effect has been to stimulate these children not only in manual training and in natural history, but, awakening their self-confidence and self-respect, to stimulate them generally. Those boys who, in an ordinary pub¬ lic school, would be set down as dunces because they make no progress, and who would begin to consider themselves dunces after a while, find themselves facile princeps in the shop and in natural history, and gain the respect of others and take a new start. The best work in modeling and manual training in the school of which I have charge has been done by such pupils. Surely, therefore, this is an argument in favor of introducing manual training from the point of view of general education. If manual training can promote the intellectual training of a very large number of children defective on the intellectual side, that is a sufficient reason why it should be introduced. Another result of my observation has been that the school-workshop is a means of strengthening the mathematics, the drawing and the elementary physics teach¬ ing. Although the main object, as the president has said, should be to educate the eye and the hand, nevertheless this education should not be unassociated with the other studies of the curriculum. The object should be to connect the manual training with the work of the class-room, and this can be accomplished by close connection between the work of the shop and the drawing, mathemat¬ ics, elementary physics, etc. The pupils are asked to make their own physical apparatus, and geometrical figures are of course constantly brought before them, and many opportunities are offered for making their space perceptions more defi¬ nite and clear. Another advantage in such a school brings me to what Profess¬ or Patten has said as to the function of the teacher taking the place of the military officer. It is very difficult for the teacher in the ordinary school room to discharge that function, but the teacher in the shop can do it. The pupils must present themselves before him before they go to work. He inspects their clothing and sees that they are neat, that they are neat in their work, that they put away their tools and keep them properly ; he gives that personal supervi¬ sion to the habits of his little workmen which should be given, but which the other teacher can not give. In all respects I can say that we have found after 12 years of observation that the regular work of the school has been strengthened by the introduction of manual training, and especially the English work and the compositions. The great difficulty lies in controlling the expression of the pupil’s thoughts, of know¬ ing what is in the pupil’s mind. The teacher must know this in order to be able to control the pupil’s thought. By introducing shop teaching and requiring the pupil to describe the operations which he has performed in the shop, and to de¬ scribe the work in the factories he visits, the master of the shop is enabled to know approximately the content of the pupil’s mind and to control his manner of expression. VIII.— Methods op Instruction. The best methods of teaching modern languages. — Ex-President E. H. Magill, of Swarthmore College : What then do I recommend to the students of the modern foreign languages in our colleges? First, that they should rid themselves, once for all, of the idea that a little smoothly flowing, trivial conversation, upon topics of daily interest, in another tongue, is the sine qua non, and that they should not spend, not to say waste, their valuable and overcrowded time in acquiring this fluent speech. The “ natural method” (so called) of teaching the modern languages, in its unadulterated state, I consider to be one of the greatest popular fallacies of modern times. The very expression, “natural METHODS OF INSTRUCTION. 1149 method,” is in itself misleading and a misnomer. If it really -were the natural method, it would surely commend itself to all educators. But it should be re¬ membered that what may be natural for young children, in acquiring their own tongue, is by no means natural for more mature minds. Children acquire their language by simple imitation, often repeated, with little or no exercise of the reasoning powers. No such method is possible with older persons in acquiring a foreign tongue. I say that no such method is really possible, after the reasoning powers have made any degree of development ; and I will add that, if it were so, there is not time in this short life for its successful applica¬ tion. How much of written and spoken language does a young child learn in two months? I need scarcely say that it learns nothing in this time except how to utter a few common words and phrases, and, of course, nothing whatever of written or printed speech. And yet, in two months a mature mind may acquire enough knowledge of a foreign tongue to enable him to begin to read it with pleasure, and in two more months to read with considerable rapidity, and begin to make the acquaintance of authors whom it is a privilege to know. The “natural method,” I say then, for mature minds, is wholly unnatural and irrational. Observe that I do not say that the ability to converse intelligently in a foreign tongu'e is a knowledge to be undervalued and despised ; but I do say most em¬ phatically that this knowledge can never be acquired except by daily associa¬ tion with those to whom the language is their mother tongue, without the ex¬ penditure of an amount of time entirely incommensurate with its real value. Those who are never to mingle with foreigners can have no practical use for the language as a medium of conversation, and for those who are to do this there is no more valuable preparation than that obtained from reading and hearing read by a competent linguist the language to be learned. That this reading may be extensive, even in the short courses which our colleges can afford, there must be a thorough ground work laid by becoming rapidly familiar with the forms and constructions of the language and the principal common idioms and a vo¬ cabulary should be acquired as fast as possible, after the forms become some¬ what familiar, by reading the language even superficially at first ; and reading not in the ordinary readers of mere fragments from various authors, but read¬ ing some complete selections from authors of unquestioned reputation. Hence, I say, make the grammatical drill short, sharp, incisive ; rbduce the amount of grammar needed for reading to a minimum ; and by all means never waste time in the bootless and wearisome task of turning good English into poor French in the early stages of the course. It is quite early enough for a student to begin writing original French when he becomes familiar, after a great amount of reading (partly superficial, for rapidity, and partly critical, for thor¬ oughness of knowledge) with the manner in which other persons write it ! But this is by no means to be^understood as ruling out dictee exercises, which should be practiced almost daily from the beginning. It is excellent practice for a student to write out translations in English of the language studied, and then restore it to the language from which it was taken. Many points, which would escape notice entirely if merely translation into English were followed, would thus receive attention and be rapidly and firmly impressed upon the memory. The one panacea in teaching Greek . — Thomas D. Seymour, professor of Greek at Yale : The most foolish thing in education is the suffering of words to be for¬ gotten as soon as they are learned. For this evil but one cure can be found — review. If I am ever pronounced a monomaniac this is the subject which will be found uppermost in my mind. This is the one panacea which I offer for all ordinary ills and troubles in learning Greek : If the student learns with diffi¬ culty or forgets easily, if he has weak eyes or an aching head, if he has but little time for study or is behind his class, whether he wants to excel in Greek or wishes to take as little pains as possible with the language, let him review ! The principle of reviewing, of course, is this : If I am introduced to a man on the train and have a casual half-hour’s conversation with him to-day I may be able to identify that man at once a year hence, or, having near-sighted eyes and thus a dull memory for faces, I may be compelled to say : “I remember your face very well, but I confess I can not say where I have met you before.” But if I have a ten-minutes’ talk with that man to-day, meet him on the street and exchange greetings with him next week, talk with him again for five minutes a month hence, see him and some of his relatives for a few moments in the spring, I could identify that man with certainty a year or ten years hence, al¬ though I had never spent in all more than half an hour with him. So with words. If a student meets a word to-day and is introduced to it, has a little 1150 EDUCATION REPORT, 1889-90. chat with it, as wo may say, but does not meet that word again for two months, he is obliged to say : “ Your face is familiar, but I can not call you by name. I must apply to my nomenclator for information about you.” The plan of reviewing which' students should be urged to adopt, and which they must be stimulated constantly to follow, is to review the day’s lesson as soon as possible after the exercise in the classroom. Only thus can the corrections which have been inculcated be fixed firmly in the mind. Otherwise when the student takes up that work after an intermission of one, two, or three days he is apt to remember only that something has been said on this or that point. Often he is not quite sure whether a member of the class gave one rendering and the teacher strongly preferred the other, or whether the case was just reversed. But if he reviews the work soon after the lesson is read he can not fail to remem¬ ber the circumstances and the exact point that was made. Now, if once a week the student takes time (perhaps half an hour) to review" all the. Greek he has read during the week no special effort is required ; he remembers the meaning of the words and phrases and the whole situation. Again, if once a month the student takes the time (perhaps an hour or an hour and a half) to review all the Greek he has read during the preceding month, no great effort is required ; the words and constructions are familiar. Then the general review at the close of the term becomes what it should be, a look from a superior position over the whole field which has been traversed. Most of the details of that work are fixed in the memory for life, and even if they should become dimmed they may be easily brightened. The only objection that can be raised to such a system of reviews is that it takes time. And so it does at first ; but the time which is invested in that way bears the heaviest interest from the very outset. The advantage gained from the thorough appreciation of the situation, through the familiarity with the ear¬ lier portions of the work will be felt at once. The same words and constructions are constantly recurring, as the student will remember in his vexation when he is obliged to look up a word for the fifth or tenth time. How to learn to read Greek as a living language . — Prof. Thomas D. Seymour, of Yale University (in school and college): If the teacher has not time to have the Greek both read aloud and translated, he should omit part of the translation and have all read aloud. * * * This practice in pronouncing Greek words until they are as familiar to the ear as they are to the eye, should begin with the very beginning of the study of Greek. If this is neglected then the loss can never be made good. Prpbably many of you are familiar with what the well-known archaeologist, our countryman by adoption, who died less than a year ago, Dr. Heinrich Schliemann, has written with regard to his experience in learning foreign lan¬ guages, in which he had unusual success. When he, as an errand boy in Ham¬ burg, saw that his promotion in business could be gained only by a knowledge of the Russian language, he could find no teacher, but set to work with an old Russian grammar and a copy of a Russian translation of Telemaque, which he found at an old book stall. He read this Russian Telemachus aloud, and in order to force himself to persist in this, he hired, for a few cents a night, an old man who knew not a word of Russian to hear him read this work aloud for three hours every evening! Schliemann afterwards learned about a dozen other lan¬ guages in a similar way, and believed with all his heart that his success in this matter was due solely to his patience and persistence in reading aloud. If from the first the Greek is made thoroughly familiar to ear and tongue, the easy, of t-recurring words like those for house, boy, man, woman , horse , etc., would demand no more effort of mind for their apprehension than many English words, like mansion, steed, etc., which the school boy does not himself ordinarily use. And if the most frequent words require no effort of the memory the more time and strength are reserved for the rarer and more difficult words. But the reading of the Greek aloud not cnly aids materially in fixing the meanings of words in the memory; It also renders important service in a-sisting the mind to grasp a clause or a whole sentence as a complex, and to receive the thought of the whole as a unit, rather than in separate details, each of which has to be disentangled from the rest. Thus, and thus only, does the beginner learn to read Greek as a living language, and he will find true literary enjoy¬ ment as he gains increased facility in reading without conscious translation. The home-study of pupils. — Margaret W. Sutherland, in- the Ohio Educational Monthly: The giving of work to pupils simply to give them home-work seemed a strange thing to me. In 22 years of teaching, that phase of my duty had never METHODS OF INSTRUCTION. 1151 presented itself. I had always determined what I thought a proper amount of work to require from my fDupils and then allowed it to be done at any time they could do it. I believe very thoroughly in giving them work to do and then holding them responsible for the doing of it. * * * But I do not like the teacher to assume that she has the control of an hour, an hour and a half, or two hours, out of school time. Indeed, when one is among teachers, the que-tion sometimes seems not to he “ Have teachers any rights that parents are bound to respect?” but “ Have parents any rights at all in their children?” In the earlier years of school life, I can scarcely see the two sides to the qu es¬ tion, “Shall a child study out of school hours?” It may be that my range of vision is narrow. I am ready to have it widened by any one who will give me more light. But these early years are so evidently a period for physical gro wth ; nature so plainly points out the necessity for play ; there is so much to be learned through childish investigation of the world lying about, that more than five hours of the day that ought to be much shorter than the grown per¬ son’s day on account of the amount of sleep so necessary for proper growth, to be spent on school- work is eminently unwise. Psychologists and physiologists both warn us against the danger of overstimulation of the brain, which leads to “ an increased activity of the organ due to an unfair distribution of the physical energy, the organ of the mind being enriched at the expense of the vital or¬ gans.” I deprecate the requiring little children to do school-work at home, not only on account of the possibility of injury to the body, but because it does not seem to me best for the mind. There is danger of the mind's becoming jaded from continuing too long at the same kind of work. It loses its interest in a subject : and the strength of will is not sufficient to hold the attention firmly and habits are formed detrimental to concentration, that secret of success in ail mental labor in later life. There seem to me still other reasons why the teacher should not claim too much of the child's time out of school hours. I recognize the fact that our children come from a great variety of homes. Surely, many of them have work to do at home. This is particularly true of our girls in the cities and of both our boys and girls in the country. This work is often manual training of a val¬ uable kind ; and when there is not too much of it, it affords a healthful variety to the child. There are parents — and I do not want to think their number pitiably small — if it be, our schools must have done lamentable work in the past and are responsib1© for miserable failure) who can advise good reading for their children, and who- wish them to have some time for acquiring that taste for good books that is rarely acquired if not in childhood or youth. Some one suggested that our schools were doing this work in literature as part of the regular school work. The amount done in this line in even our best schools is pitiably small. What cultivated parents would be at all satisfied with it ? We shall do well if we teach the children in our schools howto read a good book and then direct them to some good books. It is a noble thing to inspire a love for good books in the child who has no one at home to be to him an inspiration. To guide and inspire is the design of the “ Reading Circle for Children.” Shall we interfere with its good work by sending home so much spelling to be studied or so many problems to be solved ? The girls in our higher grammar grades must receive our special thought when we are considering this question of home study. We are either criminally ignorant or cruelly thoughtless if we do not give our girls special care at the transitional period of their lives. They so especially need plenty of fresh air, sleep, and all attention of those interested in their well being to keeping them free from anxiety and nervous feeling. Let them pass this period in safety, and they develop into strong women, capable of a great amount of mental labor, and of wonderful endurance where love demands it. Of a bright and sunshiny dis¬ position, they scatter blessings wherever they go. On the other hand, if they are given work that curtails the time that ought to be spent out of doors, work that prevents their being sound asleep before the grown members of the house¬ hold. or worse than all, if they are worried about class standing or high per cents, they are apt to carry through life seeds of suffering that will render im¬ possible prolonged mental effort without serious danger, seeds of suffering that will make them break down under any severe trial or make them peevish and fretful or selfish and despondent. # A grievous defect of our system. — President O. D. Smith, of the Alabama Educa¬ tional Association : I am satisfied that too much stress is laid on results achieved by pupils and far too little on the effort and labor bestowed. One of the griev- 1152 EDUCATION REPORT, 1889-90. ous defects of our sytem3 of marking, rewards, and distinctions, is that it takes no account of earnest, conscientious effort, of severe, persistent labor, unless they have been successful. The dull pupils, those hampered by an adverse en¬ vironment, by want of preparation for work required, feel the injustice of such systems ; to their other obstacles is added the discouragement of unappreciated effort. I insist that honest, hard work rank highest in all estimate of school work. Let the student feel that work is the valuable thing to him in its results in achieving a real education. There is danger also that our improved methods, superior appliances, the pro¬ cesses of the new education will insensibly infuse into the minds of teacher and pupil the fatal notion that there is an easy road to education, over level plains, by the still waters, through rosy bowers; that the old, rugged road, up the hill Difficulty, with its briars and brambles, rocks and rough places, traveled with toil and sweat, has been abandoned. The schoolmaster of the olden time had one qualification worthy of imitation, he believed in and exacted work. Just so far as the improvement in processes, methods, and appliances have stimulated and facilitated work, so far as they have made a given amount of work effective, they are a positive good ; so far as they supersede the necessity of work they are an evil. One must work out his education as well as work out his salvation. Vicious modes of recitation. — President E. B. Andrews, of Brown University: A vicious mode of handling your class will do very much to develop inaccuracy, more perhaps than a perfect curriculum can overcome. A recitation which is merely that, only a text to the pupil, embodying no instruction, is sure to pro¬ mote superficiality. There is a knack of reciting which many will acquire: a habit of mere glibness and parroting will follow, and the mind be turned away from real attainments. Here lies one of the teacher’s chief temptations. We are forced to cherish rapid and fluent class exercises, because they save us time, which is so precious. We are thus beguiled into treating, if not considering, those as the best scholars whose tongues wag the fastest in the class. Next, our own ideas as to what a recitation should be become confused and faulty, the final result being that the appearance of attainments is substituted for attainments themselves, and that the pupil is actually aided by us to lose sight of his own real growth, only to be awakened, perhaps too late, when out in active life he is called to match himself with those trained upon a more thorough plan. Evei'y day's lesson an examination. — William A. Mowry, in Education : In pri¬ mary and secondary schools almost every day’s lesson is an examination, not merely of what has been prescribed to be learned for that special occasion, but indirectly and incidentally of all that has been taught before on the subject. It is, in truth, the mark of a good teacher to keep a perpetual informal review on foot, and to cause his classes to feel that any past acquisitions are always liable to come up in new connections. College entrance examinations. — President D. C. Gilman, in the Cosmopolitan: I believe that the day is coming when there will be a revision of our educational creed, when the colleges will not make their entrance examinations such rigid tests of memory as they are now, but will contrive to make them tests of power. Is a boy capable of carrying forward the studies of the college ? That must be found out. His capacity to retain and repeat what he has learned is one sign of his qualifications, but there are many others which a nicer analysis may employ. The qualitative test is quite as important as the quantitative. Not the size of the brain, but its structure determines its worth. The possession of 10,000facts may distinguish an idiot, but an idiot gives no proper emphasis; he does not per¬ ceive the difference between the trifling and the fundamental. IX.— Physical Training. A just medium can be secured. — President D. C. Gilman, in the Cosmopolitan: One of the first requisites of a good preparatory school is bodily discipline. This is partly to be secured by watchfulness in respect to posture, diet, repose, gymnastic, within the school walls : it is to be still further promoted by abun¬ dant exercise in the open air. Manly sports with the bat and the oar, running, jumping, bowling, swimming, rowing, riding, fencing, boxing, and, if possible, sailing, are all to be encouraged. Nor is military training to be underrated. The systematic exercise of every limb and every muscle is desirable, not under rules too rigidly laid down by the higher authorities, but under regulations PHYSICAL TRAINING. M53 spontaneously developed by the youth. It is generally conceded that just now, in England and this country, there is danger of intemperance in sport. This may be less disastrous than intemperance in drink or meat ; nevertheless there is such a thing as inebriety in athletic games. I do not refer to the danger of broken limbs and bruised faces, for they are rarely enduring injuries, but to the danger of unfair rivalries, of bad associations, of peculiar temptations in the anticipations and enjoyment of victory or in the depression of defeat, in the neglect of other and higher scholastic duties, in the waste of time and money upon costly journeys, perhaps in extravagant hospitality. The boys themselves must be encouraged to correct these tendencies, but they have a right to expect that we older boys will remind them of their highest obligations and encourage their fulfillment. With the reasonable control which players, teachers, parents can readily exercise, and which the young ladies and the newspapers might greatly encourage, the just medium can be secured, and athletics continue to be an essential factor in the training of American boys. The place of games in education. — James L. Hughes, inspector of Toronto pub¬ lic schools (Canada) : In physical development, as in all other departments of human culture, the law holds good that the informal is better than the formal, giving as it does not merely greater power, but greater spontaneity and freedom also ; so the games of the yard and field will be recognized as forming one of the most important departments of physical, intellectual, and moral training. New games will be devised by the highest medical councils of the world, in consulta¬ tion with the best minds in the teaching profession. Games may be improved without limiting the freedom and spontaneity of the playground. The games are really the best means provided in the schools of to-day for the exercise of the complete self-activity of the pupils ; the only agencies for the full develop¬ ment of executive power ; the only school process that completes the essential sequence of feeling, thought, decision, action, in application to the threefold nature of the child. The educators will not continue long to be mad enough to leave so potent an educational agency as games to chance. Play, and plenty of it. — Principal George M. Grant, Queen’s University (On¬ tario): Physical development does not demand gymnasium apparatus or a drill sergeant. * As a rule children will see to this matter for themselves, in the best ways, if only opportunities are allowed. The games of children are, for the gr.at mass, the very best means of securing good physical culture. Play, and plenty of it, is indispensable in education. Play means harmonious development of the body without fostering the self-consciousness that is apt to be induced by modern pretentious substitutes in the shape of military drill and gymnastic ex¬ ercises. There is no substitute. — Clara Conway, chairman of committee National Coun¬ cil of Education: Any plan or system of physical training which gives no atten¬ tion to individual needs is defective. But here lies the chief danger, namely, that the lack of wisdom or skill in the use of apparatus may lead to serious re¬ sults. . There is no doubt that ill-chosen or ill-directed exercise in the gymna¬ sium is a cause of deformity. The frequent and prolonged performance of un¬ natural movements is a fruitful source of enfeeblement and nervous disease. There is fortunately a strong reactionary movement against excessive work in the gymnasium, and the wisest are those who see that no movement they can prescribe can take the place of free voluntary out-of-door exercise, in which the activities have full play and in which the emotion of pleasure is a strong ele¬ ment. The law of will must be in force, hence there is doubt if physical exer¬ cise imposed upon pupils under protest of the will can be effective. On the other hand, in dealing with nervous or overtaxed students care should be taken to avoid exercise which requires sustained attention, and more still to avoid ex¬ cessive exercises, the results of which are as serious as those of overwork. The relation of mental to physical work. — Clara Conway, chairman of committee. National Council of Education: The relation of mental and physical work is very close and vital, and yet in a careful study of the question how to give at the same time work to the inactive muscles of the child and repose to his over taxed brain there seems to be a kind of contradiction which makes the solution of the problem very difficult. The conditions of the work are the same for the brain which thinks and the muscle which contracts, and in both these organs greater activity of function is accompanied by greater production of heat. In the la¬ borer and in the thinker alike there Is an increased flow of blood toward the organ which works, and a greater vibration of heat within the active element. ED 90 - 73 1154 EDUCATION REPORT, 1889-90. In difficult gymnastics there is a strong exercise of the will, judgment, and other psychical faculties, and if there is economy in the expenditure of muscular force it is at the expense of the nerves and the brain. Therefore, it is impossible that the nerve centers gain repose under the influence of movements which ex¬ cite the whole nervous system. The overworked student requires economy of •nervous energy, perfect repose of the brain, and rest of the psychical powers. A run in the green fields will free the mind and rest the head "better than any system ever invented, because the head has no part in the lively exercise of run¬ ning. All thoughtful teachers with gymnasia at command have noticed the in¬ difference and apathy of intellectual students in the matter of difficult exercise. The reason is physiological and ought to be regarded. The tired brain makes strong and instinctive protest against an exercise requiring as much effort of the brain as of the body. In every case of this kind the discriminating teacher will prescribe exercise producing muscular and not nervous fatigue. Exercises which have been long practiced and have been mastered are performed auto¬ matically and require no brain activity, while at the same time they quicken the blood current, regulate the respiration, and give, tone to the digestive functions. There are conditions of mental sluggishness for which one remedy is the per¬ formance of physical exercises requiring the concentration of will power and sustained attention ; no system of education is complete which ignores the fact. But for the overworked child help comes best from long walks with mother over the hills, from the old popular games, and, indeed, from anything rather than difficult gymnastics. The general principles of physical training. — Clara. Con-way (from the same report as the preceding): Our first duty as the guardians of the child is to see with all po-sible care that the growth of childhood be not disturbed or distorted by any influences adverse to nature. But how ? By such a nice adjustment of mental and physcal work that one be not made to suffer at the expense of the other ; by systematic daily exercise in order to acquire the aptitude. To this end we place walking first: well-selected games, second ; gymnastics, third. Walking, as a physical exercise merely, is a perfect exercise, because it taxes the whole system ; every muscle, every nerve and fiber is brought into play. And when to this is added the interest a-wakened by the love of nature, a study of birds, a hunt for flowers, a search for insects, the temper is sweetened, the imagination brightened, the mind broadened, the spirit lifted near to God. It is something, says John Burroughs, to press the pulse of our old mother by mountain lakes and streams and knows what health and vigor are in her veins. Games rank next. There seems to be a close relation between pleasure and high vitality or the vigor of the system, and between pain and the feebleness of the system. Hence the law of self-conservation. But the games should be carefully selected. Girls and boys left to themselves in this matter make their choice without considering the importance of quality and quantity. Gymnas¬ tics have a value, too, which we must not underestimate in the general summing up; but in this day and generation, when the world is alive to the supreme im¬ portance of a healthy body and physical culture is the latest fashionable “ fad,” not many words are needed here. The first derived from the practice of gym¬ nastics, says an eminent physiologist, is the education of movements. The country boy, rough, clumsy, and uncultured, rapidly gains ease, grace, and polish. His muscles, hitherto used to slow obedience, learn to obey with rapid¬ ity and precision, and thus undergo a discipline to which they had been strangers. The gymnastic work, carefully done, gives strength, and strength gives confi¬ dence. There is a way of standing, walking, and sitting, not only easy and grace¬ ful, but requiring least expenditure of force. “Strength at the center and freedom at the surface" should be a precept of the gymnasium. “ Let soul de¬ mand and body respond” should be another. Much of the work of the gym¬ nasium is reformatory or hospital work. There is a patient uprooting of phys¬ ical faults growing out of inheritance and out of environment and habits of life, and in their stead are established fine, graceful carriage, ease of manner, new and correct habits. In the hands of skill and wisdom the gymnasium is a power¬ ful means for the freeing oLthe body, until it becomes not only the fit temple of God, but the expression of his best thought. Should boys and girls engage in the same exercises? Dr. Sargent answers the question in these words : Up to 10 years of age any exercise that will be beneficial to a boy will be just as valuable to a girl. Between 10 and 14 girls should take lighter exercise, with more frequent intervals of rest. After that age it is simply a question of time, amount, and degree, rather than of quality. As a general rule, he says, girls need more muscle, making exercise than they PHYSICAL TRAINING. 1155 get, not so much for the sake of acquiring greater strength as for the influence that well-developed muscles have upon the brain, nerve centers, and other parts of the system. For this reason many of the so-called calisthenic move¬ ments do not meet the demands of the female organism. They weary and ex¬ haust without giving anything adequate in return. These matters can safely be left to the judgment of a well-trained teacher. The corset should be taken off and kept off, or, what is better, never put on, in order that the body may be built up with the new material that will come to it as the result of the exercise, and to eliminate the old, broken-down tissue from the system. Should the schools be furnished with the apparatus of the gymnasium ? We answer that no gift in the power of the State is too rare or precious for the child in its keeping, and ho expense too great for the process of preparation for American citizenship. If the eminent specialists, who are doing so much for the causes of physical education, will demonstrate beyond question their ability and power — and we think they can — to remedy the evils of imperfect phy¬ sical organization^, then the State owes it to the child, through the school, not only to provide the necessary means, but to furnish also the teacher, wise by nat¬ ural fitness, and skilled by the best training of the schools. What system? The answer is brief. Any system that is good, or a combination of the best in every system. Should not become a vrill training. — W. T. Harris : I think that physical exer¬ cise ought not to be set as a task when it is intended to serve as recreation. It seems to me that it has been one of the great defects in physical education that it has been brought into the schools and made a will training, so that the child who has been exhausting his nervous energy all the morning at his lessons in school is then called upon to exhaust it even more rapidly in set forms of exer¬ cise instead of relaxing, as he ought to. The child must stand up ; he must not lean. He must pay strict attention and imitate precisely the motions pre¬ scribed. This is a strain on the will power, and calisthenics, as practiced in many cases, exhaust nervous energy faster than a class exercise in Latin or Greek. * * * Now I am a great stickler for the old-fashioned recess, the wild recess, the pupil bursting out of the schoolroom, running about, shouting, and pushing his fellows. It is this recess that recreates the pupil and restores his nervous energy. After the enjoyment of a little freedom and a run the child returns to the schoolroom and does his work better ; but these set exercises which strain the attention of the child are hurtful. * * * There is great danger in this matter of physical exercise of overstraining in certain directions and producing permanent weakness. When one looks at the danger of half knowledge in this matter, one is almost frightened. — - A vast 'problem. — G. Stanley Hall : If the object of the [physical] exercise is to increase the strength and physical development, it should always be when the body is rested and fresh. But if the object is divergence, in order to further in¬ tellectual work, it is a totally different thing. Then it should come when they are fatigued. Physical exercise is not one thing, but it is a great many things. I do not think we realize what a vast problem it is. In case of fatigued pupils.— Clara Conway: I have frequently, in the school¬ room, seen pupils object to the physical exercise when the hour came, and upon investigation I find that the pupil is tired. In such a case I think it common sense that the pupil be allowed to rest, or sent out in the air and sunshine, where she may have the best rest. I think it would be cruel, I think it would be an outrage, to compel a girl to take physical exercise under those circumstances. On the other hand. I am not prepared to state that physical exercise should be dispensed with. I believe in physical exercise, but if it is observed that physi¬ cal exercise is harmful it should be abandoned. There are times when physical exercise should be given to tired pupils who are mentally fatigued, and in that case it should be such exercise that the attention of the student is not required, and where no concentration of the mental faculties is necessary, but in which the exercise is merely automatic. Preservation of health a sine qua non. — G. Stanley Hall: Some of us have pro¬ gressed to the point where we feel that no system of education is beneficial if the young person leaves the schoolroom in worse health than he entered it. 1156 EDUCATION REPORT, 1889-90. X.— Private and Parochial Schools. Questions to be approached slowly. — Superintendent E. E. White, Cincinnati: The imperative need is that the people be educated, no matter where. If the private schools are imperfect they will be improved through the very necessi¬ ties of the case ; the parents will not continue long to send their children to in¬ ferior schools. I think this compulsory education should be an English educa¬ tion : that American children should be taught the language of the country ; and I do not see any difficulty in securing this in all public schools. We have had such a law thirty years in Ohio. I am told that there are localities in some of the Western States where the instruction in the public school is not in Eng¬ lish. No one can object to stopping that ; but the difficulty is in demanding that instruction in private schools shall be in English. This may be right, but it brings an element into the question that gives trouble. In many private schools the teachers themselves can not speak English, and for that reason Eng¬ lish in private schools and the State supervision of private schools are ques¬ tions that I would like to see approached slowly. The people in most of the States are not yet familiar with the compulsory system. State authority over private schools.— Governor H. W.Ladd, of Rhode Island : In a State so small and compact as ours it should be the aim to so systematize and correlate all our activities in this line as to be able, each year, to give an accurate and intelligent review of the whole field, and to show exactly what has been ex¬ pended, what has been accomplished, and what are the various channels through which the work has been carried on, with such details of the plans andmethods employed as may be necessary to an intelligent understanding of the whole situ¬ ation. To this end the powers of the State Board should be enlarged to give them a definite' connection with each and every educational institution carried on by the State ; and they should also be clothed with authority to secure from each and every private school in the State such an annual return as shall show how many children are taught therein, and also what grade of instruction is given. These changes will at once place the board in a position to exercise its supervisory and directory powers with an effectiveness impossible in the present condition of affairs. Then, conclusions and recommendations will be based upon complete and accurate information from every section of the State and from all grades and forms of instruction. How far the State may take cognizance of private schools. — Superintendent A. P. Marble, of Worcester, Mass. : A compulsory school law, then, implies that the State (which is only an organized form of public opinion) may take cognizance of private schools far enough to see that no child is deprived of that small amount of education on which the State insists; that is, ability to read and write in the English language, and a moderate knowledge of arithmetic and geography, for example. But so much of oversight is not hostility to private schools, nor any infringe¬ ment of parental control any more than the law requiring parents to clothe and feed their children. On the contrary, such an oversight is a positive help to a private school; since parents would not patronize it if the children could not re¬ ceive certificates to entitle them to be employed, or if their children did not re¬ ceive a fair amount of education, such as the law requires. The public-school authorities, if wise, would not undertake to inspect private schools in any other than a friendly spirit and for the purpose of learning what is indispensable for them to know. They would be received cheerfully, since all schools are presumed to aim at good education; and they would soon be welcome in making friendly criticism. And parents would not long patronize a school which refused to allow the public-school authorities to ascertain what is so im¬ portant for them to know, where the principle is acted on that all children have a right to a moderate amount of education. On any other principle than that outlined above, a compulsory school law — it would be better to call it a law for securing to each child his birthright of intelligence, since compulsion is a harsh term to American ears — on any other principle, such a law would be a dead let¬ ter; for if the school authorities cannot inquire into the character of any school, then by means of a fictitious school the law might be successfully and easily evaded. Examination of each pupil applying for a certificate is only an indirect and prac¬ tically very cumbersome way of inspecting the school which he has attended. This is not a merely theoretical question. In my city a private or parochial school for French children has invited with great cordiality an inspection for the pur¬ pose indicated above; and in a few instances certificates have been refused to children who had not acquired a knowledge of the English language. PRIVATE AND PAROCHIAL SCHOOLS. 1157 What the private school should be measured by. — F. W. Parker, Cook County Normal School : The work of all private schools of any kind, whether sectarian or secular, should be measured entirely by their direct influence for good upon the common school, into which they will one day all be merged as soon as dem¬ ocratic growth demands that step. Status of separate schools in Ontario— Hon. George W. Ross, minister of edu¬ cation : The public schools of Ontario are undenominational. Fifty years ago the Roman Catholics were granted separate schools, and by a more recent act, in settlements where a Roman Catholic population predominated and a Roman Catholic was employed as a teacher in the public schools. Protestants were allowed to form themselves into Protestant separate schools. These classes of schools number as follows : Public schools, 5,380 ; Catholic separate schools, 243: and Protestant separate schools, 11. The department has not the same authority under the statute over Roman Catholic separate schools as it has over the public schools. Yet in the main features, such as the qualification of teachers, excluding those in religious orders, the selection of text-books, except those required for religious exercises, the authority of the department may be said to be the same. Transfer of parochial schools to school boards in Minnesota— Circular of State Superintendent D. L. Kiehle (October 20, 1891): The transfer of parochial schools to the control of a board of education has deservedly attracted much attention. It is important as an experiment in uniting all American children in the system of state schools : satisfactory to a large class of our fellow-citizens who have hitherto expressed great distrust of the influence of the public schools upon the religious character of their children : and also important in the possible danger of putting the public school administration in compromising relations with a re¬ ligious body. Therefore such an experiment requires on all sides a spirit of in¬ telligent confidence and entire frankness. It is in this interest and in answer to many questions that I call attention to such matters as may be helpful in study¬ ing and directing this experiment. 1. The State has made ample provision fort’he education of her youth. It is her policy to make them satisfactory to her best citizens and helpful to them in their highest ambition in training their children for the duties of life. She therefore requires all the people to shai’e the expense and desires above all else that all the youth of the State enjoy the advantages afforded. 2. The attitude of the State is one of entire organic separation from religion as represented in denominations; and she therefore requires that the distinctive work of the churches be entirely excluded from the public schools. The lan¬ guage of the constitution is very explicit, and is as follows: “But in no case shall the moneys derived as aforesaid, or any portion thereof, or any public moneys or property be appropriated or used for the support of schools wherein the distinctive doctrines, creeds, or tenets of any particular Christian or other religious sect are promulgated or taught.” (Article VIII, sec. 3.) To take this as showing indifference, or still more, opposition of the state to matters and institutions religious, is farthest from the truth, for in every way possible the state expresses the greatest interest in those religious bodies whose purpose, with that of the family, is to elevate and purify the character of the people. While the state must forego the exercise of authority in matters re¬ ligious. in order to protect the rights of all religious bodies, she speaks in no uncertain sound requiring that the principles of the purest type of morality be carefully inculcated in the minds and habits of youth. It is her purpose in the administration of her public schools to express the spirit of the ordinance of 1787 for the government of the territory of the Northwest : “ Religion, moral¬ ity and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall be forever encouraged.” So decided is this attitude of the state as the superior importance of character building that she allows to those of her teachers who fully appreciate their high calling all possible liberty in their choice of methods. With this preface I proceed to define the limitations within which the public schools must be conducted. LIMITATIONS BY STATUTE. A board of education may not lawfully bind themselves to require or apply any religious test in the selection of teachers : neither may they distribute or classify pupils in departments, grades or classes, according to their religious 1158 EDUCATION REPORT, 1889-90, faith. To do so could have no other explanation than the purpose to propagate the tenets of a distinctive Christian sect. And what may not be done directly may not be done by indirection; that is, the board may not occupy the apartments of a parochial school and have control of it with an implied or unexpressed un¬ derstanding that the teachers shall be selected from those of a particular reli¬ gious body, or that the children of a particular sect shall be sent there. Such an understanding must be regarded as sacredly binding by all honorable per¬ sons, and in the eye* of the law and its enforcement at the bar of public senti¬ ment would be condemned as a violation of the law, and would therefore work a forfeiture of all rights to any share in the public funds. The board cf educa¬ tion must be absolutely free in the exercise of its authority for the organization and conduct of a good public school ; and if the results are not satisfactory, the board must not be able to say that they were limited by implied conditions which the public understood and approved. QUESTIONS OP EXPEDIENCY. Beyond limitations and duties determined by statute, there are many other questions which must be determined by the judgment of the board consistently with the purposes for which the school is maintained. Some of these have re¬ ligious elements and others have not. For example : 1. The Bible is a religious book, and as such it has no place in the public schools to promulgate religious doctrines ; but, having merit of great historical, moral, and literary value, it may be used for these qualities. If, however, to any class of persons this is obnoxious, the board should require the discontin¬ uance of its use. 2. Sisters of Charity are religious persons, and as such have no place in the public school to propagate religious doctrine ; but if they be women of educa¬ tion and teaching ability, it lies wholly within the authority of the board of education to employ them to do the legitimate work of the school. If, how¬ ever, to any class of patrons their presence is obnoxious or unacceptable by rea¬ son of the significance of their religious garb, the board must either retire them or require them to wear the usual garb of teachers in the schoolroom. 3. The same principle requires that in case the color, or nationality, or per¬ sonal peculiarities of a teacher, otherwise well qualified, make him so unaccept¬ able to patrons as to interfere with the purposes of the school, his employment must be discontinued. 4. While public funds and public property may not be used to propagate re¬ ligious doctrine, the interest which the state has in all voluntary organization of a benevolent and philanthropic nature, has always disposed to allow such bodies any use of its buildings that would in no wise interfere with their public use. In country districts it has been customary from time immemorial to allow the use of schoolhouses for religious worship and Sabbath schools as well as other meetings. This practice is one of expediency and propriety, to be decided by the judgment of the board. THE FARIBAULT SCHOOLS. In view of the public importance of the action at Faribault, I have visited the schools there, and by the courtesy of the board of education and the city super¬ intendent, have become acquainted with the plan and purpose of the board in accepting the pupils of the parochial schools under their supervision. I feel warranted in expressing to the public my entire confidence that the board have acted intelligently and in no way comprise their authority as public officers ; that they have used their independent and best judgment in the choice of teach¬ ers. in grading and promoting pupils, and that they are determined to give the children in these grades advantages equal to others of the city. This experiment, for such it is, is being conducted in such a spirit of consider¬ ation that if at the end of the year the Catholics conclude to resume the educa¬ tion of their own childrren it will be done without disturbing the friendly rela¬ tions of mutual respect that now prevail. — St. Paul, October 20, 1891. XI.— Public Schools. Pelation of the State to public education. — From the message of Governor R. P. Flower to the New York legislature, January 5, 1892 : Reports received by the Superintendent of Public Instruction indicate that the number of children in the State of school age ( i . e ., between 5 and 21 years) in 1891 was 1,821,773. PUBLIC SCHOOLS. 1159 Tlie number of children attending1 the common schools in the same year was 1.054,044. More than 767,000 children of school age therefore were either not in school at all or received instruction elsewhere than at the public schools. The proportion of public school children in 1891 consequently was about 57 per cent of the total number between the ages of 5 and 21. The total cost of sup¬ plying this education to somewhat more than half the children of school age in the State was $20,269,118.29. The greater part of this amount was raised by State and local taxation. Considered with other statistics these figures suggest some serious reflec¬ tions. In 1851 . forty years ago, 75 per cent of the entire school population at¬ tended the public schools. During these forty years the State has done much to improve and strengthen its common schools, to- increase their efficiency and to compel attendance, yet during all that time there has been a steady decrease of attendance in proportion to the school population, and nearly 20 per cent fewer children, proportionately, attend the public schools now than attended them forty years ago. In the same interval the expense has increased from $1,884,826 to $20,269,118. For each pupil who attended the public schools any part of the year in 1851 the average cost was $2.26 ; in 1891 it was $19.22 — the increase being 750 per cent. If these figures are accurate, and they are based upon official statements and re¬ ports, they are startingly suggestive. If true, they mean retrograding influences and greatly increasing extravagance in management. Much of the increased cost per capita is undoubtedly explained by the erection of new school buildings, possessing greater facilities, better accommodations, and more attractive sur¬ roundings. But the surprising thing is that this sort of expenditure has not increased the proportion of children who avail themselves of these privileges, but has been accompanied by an actual diminution. Should the same ratio of decrease in numbers and the same ratio of increase in expense be maintained, the State in a few years will be actually taxing its citizens many millions of dol¬ lars each j'ear — more than is ne:dednow for all other purposes of government — to supply an education to a minority of its children. This is neither democratic nor right. The State must, for its own protection and interests, see that the opportunities for a common-school education are of¬ fered to its children, but it will not be justified in raising large sums of money by taxation for this purpose without accomplishing a corresponding amount of good. If there is waste in the. present lavish expenditure it should be discovered and checked. If the present compulsory education law is not effective, and the evidence is clear that it is not, it should be strengthened by wise amendment. Certainly the State can not afford to permit thousands of its children to grow up in ignorance, only to increase that population which crowds our jails, our reforma¬ tories, and our poor-houses, and menace the integrity of our public service and our institutions with the weapon of an unintelligent ballot. No onelbelieves more thoroughly in our common-school system than do I. It is the great hopper into which the untrained juvenile minds of Irish, English, Italian, Genpian, Swedish, Bohemian, or American parentage, with their hered¬ itary ideas and tendencies, are tumbled together and shaken up to form the sub¬ stantial qualification of the American citizen. It is to the American ideas im¬ planted in our youth in the common schools that our country owes her prosperity in the past anil must look for the preservation of her institutions in the future. Every schoolhcuse may be made a stronghold of defense against the spread of Socialistic and un-American ideas. No more worthy task therefore can be un¬ dertaken by the legislature than to strengthen and bulwark our common Echools and make them centers of widening rather than diminishing influence. It will first be necessary, however, to ascertain the causes of the present unwel¬ come tendencies which statistical comparisons demonstrate. It may be found that much of the proportionate falling off in general attendance (aside from that which is explained by the increase of private schools), and certainly the increase in expenditure, arise from the modern tendency to so enlarge the curriculum of the public schools that they at'.empt too much and involve the State beyond its proper measure of responsibility. Certainly advocates of higher education at State expense can expect little sympathy from lawmakers, when the State, even with liberal appropriations, seems unable to compel merely rudimentary in¬ struction. and thousands of children are growing up without any education whatsoever. Within the past two years the movement known as ” University Extension” has assumed considerable importance and great popularity in this country. Its nature I understand to be the bringing of means of culture and higher education within the reach of persons who are unable to get a collegiate or university education, or, as it is more authoritatively described by one of its 1160 EDUCATION REPORT, 1889-90. prominent supporters, “ The purpose of the university extension movement is to provide a means ofihigher education for persons of all classes and of both sexes engaged in the regular occupations of life.” Its methods are by lectures, class exercises and examinations, conducted in various “centers” under the supervi¬ sion of a central head. The movement has caused great enthusiasm in England and in this country, and seems to have accomplished much good . in stimulating intellectual tastes among the people. It has received the Cordial support of mostleading educators and the generous encouragement of press and pulpit. While those who expect it, when fully developed, to fill the place of actual training in colleges and uni¬ versities are cpiite likely to be disappointed, there is every reason for believing that it will raise the intellectual standard of the people and diffuse more broadly the benefits of higher education. With such purposes and aims every good cit¬ izen must be in cordial sympathy. Heretofore, however, university extension efforts have been carried on under the supervision of some established university, or of some association or society organized, for the purpose. For instance, in England there have been four great movements— one under the direction of Oxford University, one under that of Cambridge University, one under that of the Victoria University, and the fourth under that of the London Society for the Extension of University Teaching. In the United States successful movements have been associated with the Univer¬ sity of Pennsylvania, later with, the American Society for Extension of Univer¬ sity Teaching, with Brown University, with the New York and Brooklyn Soci¬ ety for School and University Extension, and with other educational bodies or associations. For the first time in the history of the movement, however, direct govern¬ ment aid and encouragement have been given, in the statute which was enacted by the last legislature of this State, authorizing the regents of the university to act as the central head for the promotion of this work and appropriating $10,000 for their expenses. Inasmuch as this work is quite likely to be still further brought to your atten¬ tion and another appropriation asked for, I do not hesitate to express my opin¬ ion that the assumption of this duty by the State was not only unwise in principle, but that if the movement is as successful here as it has been elsewhere it will involve the State in unreasonable obligations and be a constantly increasing ob¬ ject of public expense. I am aware that it has been the policy of the State to encourage higher edu¬ cation, and that public moneys have been appropriated for that purpose, but I respectfully submit that before the State should enlarge its field of usefulness in that direction, whatever views we may have as to the propriety of that enlarge¬ ment, it should first perfect its system of common-school education. The al¬ ready excessive taxation of the people for this latter purpose and the lamentably inadequate results I have pointed out above. Reform is necessary before extension. My fears that the S^tate will eventually find the control and supervision of uni¬ versity extension an enormously expensive undertaking, wrong in principle be¬ cause it taxes the majority for the benefit of the few, and indefensible as State policy except under the .broadest view of public welfare, are based chiefly upon the testimony of those who have been most closely identified with the new move¬ ment and upon the tendency of the movement where it has been longest tried. Thus far our State has committed itself merely to the obligation of meeting the expense incurred by the regents under their granted authority 1 ‘ to cooperate with localities, organizations, and associations in this State, where such educa¬ tion shall be desired, and to aid therein by recommending methods therefor, designating suitable persons as instructors, conducting examinations, granting certificates thereupon, and otherwise rendering assistance in such educational work.” The statute, moreover, expressly provides that no part of the appropri¬ ation shall be used in paying for the services or expenses of persons designated or appointed as lecturers or instructors, it being the intent of the act that such expenses shall be borne by the localities benefited. Yet if the State were to stop there the annual expense must be largely in ex¬ cess of the present appropriation if the movement is to be successful, the ten¬ dency of every State commission or bureau being towards an increased expendi¬ ture. But will the State stop there? Experience and testimony in England do not give much encouragement of an affirmative answer to this question. Prof. R. G. Moulton, who is a Cambridge University extension lecturer, and who has been explaining the movement to audiences in this country, says in a published address: PUBLIC SCHOOLS. 1161 “ We in England have tried, have ransacked every form of contrivance in order to make the movement pay itself — I mean pay itself out of the fees and tickets of the students whoattend the lectures— and we have failed.*’ So general has been this failure in England that dependence has b:en largely had upon private benevolence and endowment, and now the promoters of the movement are turning to the Government for financial assistance. In 18S9a national com¬ mittee was appointed “for obtaining a grant in aid of university extension.” In 1890 the local taxation act gave permission to English county councils to apply a certain part of the proceeds of a tax on spirits to technical education under university extension courses, and one county alone has this year appropriated £1,500 for this purpose. Even this indirect government assistance has not satis¬ fied the friends of the movement, however, and in June last, at a meeting at¬ tended by many prominent educators and others, it was resolved to petition for a government grant to properly organized local bodies for the conduct of uni¬ versity extension teaching. This direct grant is desired not merely to pay su¬ pervisory expenses, but to meet part of the cost of teaching. There seems every possibility that the government in England will soon be bearing the greater part of the expense of this movement. Is the prospect any better for abstention from seeking a larger share of govern¬ ment aid in this State, especially when the entering wedge has already been inserted? Clearly it is not the intention of the promoters of university extension in this country "to make it “ pay itielf.” The American Society for the Extension of University Teaching says: “No great work in education along higher lines has ever been self-sustaining, in the ordinary sense of that term, and the society will be obliged to rely on the public spirit of all citizens, rich and poor, for funds to carry on the work.” A writer in the Popular Science Monthly for November last, after discussing the cost of the movement, says: “The possi¬ bility of enlisting Goverment aid opens a larger question. University extension is a national movement which is intended to reach all classes and to promote the most vital interests of the nation. It has, then, as large a claim upon the national pocketbook as any interest which the Government can recognize.” Even the regents of the university, in their extension bulletin, invite contributions to the movement, saying: “While the feeling seems to have generally prevailed that the funds of the State, raised by taxation, should not be used for the expenses of local work, however beneficent, and in that spirit the legislative appropria¬ tion in behalf of university extension was limited to general supervisory uses, still the cause of public education could be greatly advanced if it were possible to supplement and aid the work with judicious appropriations of money in the poorer and sparsely populated localities.*’ With such conditions prevailing further recourse to State assistance would not be unnatural, and I submit the question to your practical judgment whether it is wise for the State to continue to bear this questionable and in the future perhaps awkward responsibility. Thelimit of 'public free education. — W. T. Harris : In America we explain our public-school system by saying that a nation of voters must be an educated na¬ tion. Where ignorance prevails, either an absolute monarchy is necessary to restrain the people, or else in case of a democratic form of government the demagogue will have the. political control. We say that in a democracy each person is interested in the enlightenment of all his fellow-citizens. In a mon¬ archy all the people are interested in the education of the monarch ; their wel¬ fare depends on his goodness and wisdom. In a republic, where each is gov¬ erned by all, it is the interest of each that all shall be wise and good. Without education in literature, in science, and in history, the individual will be prone to superstition and intolerance. The selfishness of sectionalism and the selfishness of individuals will triumph over patriotism and personal integ¬ rity. It is a necessity for us to see to it that our rulers, the voters, are en¬ lightened by schools and other civilizing influences. This idea determines also the limit of public free education. Where the people are to obey laws made for them by an hereditary ruling class it maybe necessary that the people shall be taught in the schools so much as will enable them to read and understand those laws. But where the people are to make the laws as well as obey them, what limit can there be to the school education required except the full preparation of the individual citizen to carry on his education for himself? No person completes his education at school. For the nature of spiritual life is to be a perpetual education unfolding eternally. Man's ideal is the divine- 1162 EDUCATION REPORT, 1889-30. human Exemplar-all-knowing, all-powerful to do, and all-benevcl:nt. The most the school can do, therefore, is to teach the individual how to carry on his educa¬ tion by the aid of the printed page and the proper use of his social opportuni¬ ties. Extent to which the authority of the State should he exercised. — State Superintend¬ ent A. S. Draper, of New York : The legislative power in our several States has been content to exercise very little general or decisive control over the schools. Provision has been made for schools, but little or nothing has been done by the lawmaking power to determine the character or direct the work of the schools. If you will examine the statute books of all the States of the Union with this matter in mind, you will stand amazed at the almost entire lack of enactments, directing what shall be taught in the schools, or insuring instruction by persons of sound character and established competency, and you wiil wonder, as I have, that voluntary associated effort, unauthorized and practically unsustained by law. should have been able to accomplish what it has in the wSy of systematic organization and intelligent advancement. * * * Now, suppose we take our system of public instruction as we find it, and in¬ quire what needs to be done to qualify it for the thorough and complete work which the developing circumstances of the country seem to require. I appre¬ hend we shall not differ widely in our conclusions. BUILDINGS AND APPLIANCES. In the first place, the whole subject of school buildings and grounds, furnish ings and appliances, needs attention. The people fail to appreciate the moral and educational influence which a good house has upon the school. A comforta¬ ble, wholesome, attractive building is certainly a condition precedent to the best school work. Yet our educational plan, the country over, leaves this matter wholly to the intelligence, the wealth, the generosity, the business thrift, or the poverty, the ignorance, the parsimony, the whims' and caprices of local settle¬ ments. Does experience show that it may be safely left there ? In some cases, yes. In more. no. In our largest and weathiest cities there is frequently lack of suitable school accommodations. Even at the popular centers buildings are found to to be out of date, badly worn and defaced, imperfectly warmed and ven¬ tilated, poorly lighted, deficient in furnishing, wanting in appliances to do with. And how is it in the country ? How many towns and districts have school- houses and outbuildings unfit for any use, houses which are a constant menace to health and morals, because of indifference, or because to build new ones will increase the tax rate ? How many lack proper seats and desks and blackboards, and globes and maps, and all the things which contribute to the efficiency of a school ? Of course, this is not so in all places, but that it is so in some places is enough and too much. A chain is no stronger than its weakest link. Will any of us admit that anywhere in America a public schoolhouse should by any less comfortable and complete than the average American home ? But there is an¬ other consideration. This matter does not rest upon sentiment alone. There is responsibility somewhere. When the public takes the children of the people into its keeping during six hours of each day for forty weeks of the year, it is bound to give them the best possible care. It is bound to make the environ¬ ment such as will promote the normal and healthful development of their bodies, while it cultivates their minds and hearts. Again, when the public maintains any building, it is bound to make it a model — one which will attract attention and cultivate aesthetic tastes, one which will stimulate a desire for improvement and lead out in the way of progress. Who of us does not know that the schoolhouses of the land do not in general come up to these standards'? So long as they are wholly left toward aldermen, village boards, or district school meetings, they never will. What reason ex¬ ists, in law or in fact why the buildings of a public and common school system should not be subject to public and general inspection and supervision ? Why should not competent general authority inspect all the schoolhouses of the com¬ monwealth, and require that in size, manner of construction, condition and equipment, all shall conform to such regulations as modern experience and scientific knowledge have shown to be necessary to the fullest accomplish¬ ment of the purposes of the State in providing by law for a public school sys¬ tem ? * * * PUBLIC SCHOOLS. 11G3 THE TEACHING SERVICE. If the American school system is to successfully cope with the circumstances which confront it, and the still more trying circumstances which will confront it, it must be equipped with a more substantial teaching service. Perhaps one teacher in five or one in four is a professional. The force is too largely con¬ stituted of young girls or persons who are unable to prosecute any other em¬ ployment successfully. Changes are frequent and constant. Two-thirds of the number who are now teaching will have ceased to teach in five years. Four- fifths of the newcomers are immature, physically and mentally, and are inade¬ quately prepared for such a trust. You may tell me that the law regulates this thing ; that it determines who may teach in the schools. It assumes to, but it does not. A law is good for nothing that does not operate effectually. What does the law do? Ordinarily it confers upon city boards of education and county or district commissioners power to certify teachers. The membeis of the city board are not professional school men. How a:e they to intelligently determine who are qualified to teach school ? But that is not all, nor is it the worst of it, for if it was they could em¬ ploy a competent person to determine for them. They have the authority to employ teachers. They have aunts and cousins and daughters and nieces who want employment. And they also have personal and political friends with retinues of relatives, friends and acquaintances. They are human. They like to please. Only the strongest of them dare confront the misunderstandings and enmities in which a refusal to aid their friends will involve them. The greater number will use their opportunities to help those about them, even at the ex¬ pense of the school system. And how much of a breakwater is the county com¬ missioner against immaturity and incompetency in the schools ? He is nomi¬ nated at a political convention and chosen at the general election. He is under political obligations. If he does not pay them on demand, he is considered mean. The more honest and efficient he is, the more people there will be to en¬ gage in the enterprise of taking off his official head. He. too, is human, and he will ordinarily and almost necessarily be influenced by these considerations. But that is not all in his case. What reason is there to suppose that the county commissioner is competent to examine and determine who may properly teach in the schools ? He may be, but there is nothing to assure it. Everybody is eligible to the office. The qualifications which secure it are the ability to com¬ pass a nomination and gather in' enough votes at the polls. These are not the qualifications requisite to the efficient administration of the commissioner's of¬ fice. It would be as sensible to elect a man at a general election to manage a railway or construct a cantilever bridge. There are no effectual statutory limitations upon the action of this commis¬ sioner. Possibly he maj- be required to certify teachers only upon examination. But what sort of an examination ? Except through the constant and strenuous exercise of the legal authority of the state superintendent, it may be only a form : it may be conducted in the roadway. The world has no statutory guaranty of its substantial character and good faith. If experience in this connection "has proved anything, it is that before an examination can be credited with any value it mu9t be held at a stated time, in a public place, upon papers which are pre¬ served, and by competent authority. Indiscriminate licensing must cease. The age at which a person may begin teaching must be advanced. Professional training must be insisted upon when¬ ever practicable, and where not, then at least a minimum standard of intellec¬ tual qualifications must be attained at a stated public examination. Examina¬ tions must be in competent professional hands. The authority to certify and the power to employ must never be lodged in the same persons. The certificate must be gained before employment is legal. Teachers must be treated better and their rights must be more thoroughly protected. They must be paid as well as equally qualified persons in other employments. Their tenure of position must be more secure. More men must be kept in the work. In short, a policy must be pursued, a plan must be devised, which will cause the teaching service to be¬ come broader, more substantial, more self-respecting, and equal to all the de¬ mands which may be made upon it no matter how exacting those demands may be. THE WORK OF THE SCHOOLS SHOULD BE DEFINED. Again, it seems to me, it is important that there should be an authoritative determination of what the common schools should do. The statutes are nearly silent in this connection. This matter is also left almost entirely to local author- 1164 EDUCATION REPORT, 1889-90. ties. We are living1 in times of marked activity, if not of feverish unrest. Ex¬ perimentation seems to be the order of the day, and everybody has something new to propose. The schools do not escape these influences. Indeed, they re¬ flect any popular disposition or caprice more quickly than any other of our pub¬ lic institutions. The result is indefiniteness and confusion in the public mind. This must be corrected or the end will be uncertainty and distrust. The authority to levy and collect taxes is a high governmental power. It can not be exercised capriciously. The purpose for which it is exercised must be clearly understood and the object to be attained must be of such transcendent importance to all the people as to unmistakably justify the proceeding. One may properly gratify his fancy, he may speculate and experiment to his heart's delight, with his own money. But he has no right to do so with the money of the people. That must be put only to uses which benefit all, and then it must be used in sufficient quantity, and in such a way as to accomplish the object in view. These trite propositions relate to public educational work as to any other- public undertaking. I apprehend there are certain things which the schools must do to justify their existence, that there are other things which they need not do and yet may do with propriety, and that there are still other things which they ought not be permitted to undertake. * * * The schools must be within reach of every home, and they must provide at least the fundamentals of an education to every child. They must put every child in possession of enough learning to enable him to act intelligently and un- derstandingly in his social relations and as an American citizen. They must train his mind to act for itself, and they must, at least, go far enough with the work to enable that mind to stand alone and begin to walk on its own account. * * * I entertain no doubt of the right and propriety of the support of high schools at common cost at the option of the qualified electors of each municipality. But there are evils resulting from the introduction of public secondary schools which need attention and which it will take time to correct. They attract public at¬ tention. They gratify local pride. They absorb the best teachers. Service in them is more remunerative and deemed to be more honorable than in the ele¬ mentary schools. Their buildings are more magnificent, their equipment is more complete. Their curriculum rivals that of the best colleges thir ty years ago, and what they do not feel justified in undertaking is not mentioned in even the Sunday newspapers. In the minds of educators, in the public esteem, they too frequently overshadow and dwarf the necessary and essential schools of the rea’m. The educational pyramid had better stand upon its base and not under¬ take to poise upon its apex. The best building and equipment, the best teacher, the best methods, should be provided for the beginners. The most generous support and the most alert attention should be given to starting the multitude rather than to decking out and polishing off the individual. The relationship should be more evenly and nicely adjusted by law, and the great mass of pupils who never get beyond the grammar grades should have most serious consider¬ ation of the law makers and of all interested in the well-being of the masses. There are some things which have no legitimate place in our educational work yet which wedge their way into it. The educational theorist outruns all other theorists. The educational philosopher reaches after the unattainable and dives into the unfathomable even more than other philosophers. Speculation is with¬ out limits. There is no breakwater. He will suffer no layman to dispute him. He will speculate with other doctrinaires, and each will, in his own estimation, get the advantage in the contest. Then he will insist on his distillations being condensed at public expense. Commonly they refuse to materialize at all. All changes and innovations crowd along together in the name of progress and re¬ form. The result is confusion and sometimes chaos. The waste of educational energy and effort in consequence of the speculative mania and because of the clashing of different interests is great. The cost is greater than necessary, if not unreasonably abnormal. At least there is no rea¬ son why better and more telling work should not be performed with the money at the disposal of the system. In my opinion this subject is one of preeminent importance. The school sys tern must settle down and become a system in fact as well as in name. When it doss it will the more effectually perform the work expected of it, and it will disarm the critics or be the better able to withstand the assaults which will be made upon it. It never will until competent general authority intervenes to define and limit the scope of its operations, to say what it must do in all places, what it may do in some places, and what it shall not undertake anywhere. PUBLIC SCHOOLS. 1165 COMPULSORY ATTENDANCE. I offer one more suggestion in support of my general proposition. After pro¬ viding the means to do with, after securing a competent teaching service, after defining the work which the schools shall do in order to justify their existence at geniral cost, it is imperatively necessary to exact the attendance of the chil¬ dren for a sufficient time to accomplish the object in view. Of course, if any parent prefers to educate his child at home or in a private school, no one can object, if this is not a mere pretext and a sham, and if the education so provided is at least equivalent to what the public requires. But the public has the right to know that it is equivalent and to exact information which will justify a public acceptance of its work. No responsible institution can have the least difficulty in establishing this fact. There is no other way of insuring general results. * * * We have legislated upon this subject, it is true; but we have legislated in a dilettante, milk and water fashion, which has been practically barren of results. There is almost an entire failure to appreciate the importance of the subject, or how to meet it. Legislators fear that they may offendsome one who has a vote. America is not to be the refuge and stamping ground of socialists and commu¬ nists and anarchists. It may be well to hang bomb-throwers and murderers, but is is better to prevent boys from growing up into thugs and outcasts. Troublesome social disorders can be best met by early and alert legal regula¬ tions, and by none more effectually than by such as will "bring all children under the instruction and discipline of the schools. The children of the depraved and indifferent are the very ones whom it is most important we should reach, if we expect to accomplish the end we aim at, and justify the theory upon which we are proceeding. It can be done, but only through practical and stringent legislation. We have had enough compulsory attendance laws with no one to execute them, and which no one could execute ; let us have some which will compel, and will provide that some one shall compel. <• Now, these four matters which I have mentioned, viz, suitable buildings and appliances, a professional teaching service, a defined course of study, and compulsory attendance upon the public schools, or upon other instruction of equivalent value for a fixed time, are vital to the success of our educational plan, and the safety of a social cbmpact based upon the principle of universal suffrage. Where is the authority which is competent to regulate such matters and in¬ sure decisive and necessary action ? It is not in the Federal Government. Our governmental plan does not cede the control of educational interests to the na¬ tional organization. It is not in county, or town, or district authorities. It is wisely and fortunately so, for many and obvious considerations. They are mere creatures of statutory law without original legislative or executive powers. The only authority which can act for this people is the imperial Commonwealth of New York, through the law making power which sits at Albany. Functions of the State-in relation to education. — President Seth Low, of Colum¬ bia University: It is every way becoming that the State, not the locality, should make the standard and should see that the standard which it makes is every¬ where upheld. The question becomes, in substance, the practical question, what part of the work can the State do best, and what part the locality ? It would seem to be clear that the minimum standard should be fixed by the State. If any locality cares to carry its work beyond this general standard, that privilege may cheerfully be conceded. But the general standard certainly should be fixed by the State; first, because the State is likely to fix it most intelligently; second, because only in this way can there be any uniformity of result, and"third, be¬ cause when education is shaped with reference to the work which is to follow, a result which the State alone can secure, the best results are reached. * * * The scholar is threatened at every stage of his school life with an uneconomic use of his time, unless the steps of his progress be timed as well as directed by the best wisdom of the Commonwealth. There is always danger that the effort will be made to teach too much, to teach a smattering of too many things, in¬ stead of laying solid foundations broad and deep, and instead, above all, of teach¬ ing the pupil himself to observe and to think. I plead for an active oversight, at least, on the part of the regents, of the curriculum of every school in the pub¬ lic-school system of the State, I would have it a part of their duty to maintain such an oversight of the system in every locality that the results obtained in all places should measure up to the ideal, at least as well as the results in any other State; or rather, as a citizen of New York, I prefer to say, such an over- 1166 EDUCATION REPORT, 1889-90. sight that the results obtained in this great Commonwealth should he the recog¬ nized standard in all our sister States. It is not an idle dream, this ideal that there should be practical uniformity of results in all the schools of the State of similar grade. Germany accomplishes it through the benign influence in that particular of the central government. The only question with us is, whether we will let the State, which is ourselves, do a similar work for us with similar efficiency. There is another element in the problem besides the shaping of the curricu¬ lum and the oversight of the work, in which the voice of the State must be clear and decisive. It must define, and define adequately, the qualifications of the teachers in the various grades, and, if necessary, test these qualifications. I do not mean that the State should in any way interfere in the actual selection of teachers. That by all means belongs to the localities who are to employ them. But the State should define the training and equipment which the teacher must have before he is eligible to enter any one of the public schools. Similarly the State might well fix the minimum educational requirements for the different positions of responsibility throughout the schools. The General Government may stimulate public education. — W. T. Harris: It is clear that education is of vital interest to our form of government. The inhabitants of Mississippi have an interest in the education of the people of Pennsylvania because the voters of the latter State help to make laws which affect Mississippi. So Pennsylvania is vitally interested in the education furnished in Mississippi for the reason that Pennsylvania's national interests are partly controlled by the votes of Mississippi cast for President and for Congressmen. Here is a text for a sermon on national aid to education and for national com¬ pulsory educational laws. But I trust that no person will draw the conclusion that we ought to adopt the centralized educational system of France, no matter how strongly he believes in the duty of the nation to look after education. Our doctrine of local self-government tends to increase the directive power in all places outside the centers. But this does not necessitate a “let-alone 55 policy. For the General Government may stimulate local actftm by subsidizing it, or it may pass laws compelling a minimum provision for schools. The limit of the function of the State. — Jas. P. Monroe, in the Educational Re¬ view : Once having established the machinery of free schools, once having placed proper safeguards for its maintenance and protection, the State should deter¬ mine the least that it must do to preserve its integrity and provide for its healthy growth. It should then rightly exclude from the school all that belongs to the parent as well as all that, being nonessential to the life of the State, ought to be left to individual effort. Mischievous interference with the schools. — Educational News: Unfortunately for the poor teacher, nearly everybody, from the chief officer of a city or other school district, down to the man who drives a garbage cart, believes that he knows better how to manage the children and conduct a school than do those who have made it a life work, and for this reason both individuals and organizations offer their uncalled-for criticisms and push their mischievous interference. Oh, for something for idle hands to do! The idle child is the mischievous child in school: he is also the mischievous child at home. Keep him busy and you are safe. But what shall we do with the idle man?- It is he who concocts the mischief of the neighborhood. It is he who says “they say-5 and destroys men's reputations. It is he who too often is the critic of our educational work, and while he lounges on the store boxes of the village can tell just how the school ought to be kept and where its greatest weakness is to be found. Is there no plan by which this man can put the energies to work in profitable channels? How much better our schools wrould succeed; bow much better off the whole community would be if we could only keep the idler busy! Also this from across the water, same subject. — Revue Pedagogique Beige: For ages, the progress of school education was retarded by general indifference: to¬ day, on the contrary, the most formidable obstruction it encounters is the itch, or the passion, for Innovations. In all countries, monarchic and democratic, everybody, from emperor to pastry cook, has upon the subject of education ideas which in his view will regenerate humanity. Naturally, the ministers of public instruction have their ideas too, and endeavor to put them into practice. Al¬ most every one wishes to break away from what he is pleased to call the old usages, that is to say, from the experience of centuries, and to build up the course of study on a new basis. The lack of practical experience causes people to get PUBLIC SCHOOLS. 1167 astride of some of thdily health, intellectual train¬ ing, and moral culture, if the duty of parents is to cease when once the child is old enough to enter the kindergarten, 2Cnd the school is to turn him out fully equipped for the battle of life, and for entrance into a blissful hereafter, then we mu^t have a good deal more time and more funds. It would s:em as if so broad an aim would need to include dormitories, clothing, stores, and refectories. Such was the Spartan scheme of education. It is not likely to be repeated. It is not desirable. Nothing of a public and institutional nature can supply the place of parents. They were ordained of God : and no incubator of modern science or education should ever supplant them. The duty of rearing and disciplining their children ought to be thrown back upon them to the largest possible extent ; any institution or any school which tends to beget in the parental mind a feeling of irresponsibility is evil and only evil, and that continually. The school of the future will not usurp the functions of the parent. The aim of the school. — Principal George M. Grant, Queen's College (Ontario): We must remember that the object of the common school is not industrial. It should not regard children as the raw material of craftsmen, and aim at making _infant mechanics. Children are organisms in the flower of life, and the best fruit will be had if you give the flower free play and do not expect it t-o be fruit. The fruit will come in due time, if you do not handle or test the flower too often. The aim of the school is to make children happy, healthy, and natural ; to give them a love for their country and for one another ; to open their eyes to the beauty of nature and the meaning of life ; to give them a love for reading, and a taste that will enable them in some degree to discern good reading from bad : and to form in them habits that will make the end of their school days to be but the beginning of their education. It may be said that all this and more too is being done now. Possibly it is in some places. Improvement, too, there has been of late years, in the general diffusion of education and educational ap¬ pliances, and, above all, in the increase of popular interest in the common school. But no one will say that the influence of teachers or society, or the in¬ fluence of school on the formation of character, is what was at one time hoped for: and how, then, can we profess to be satisfied? Unless the people are be¬ coming more intelligent and more moral, the school has failed. Unless there is a higher political life the state can not be satisfied. So great are the possibili¬ ties of the public school, however, that despair must not be thought of. What socialism in education tends tmeard. — James P. Munroe. in the Educational Review : If the State, that nonentity for which each one of us and therefore none of us is responsible, is to bring up my children for me ; if morality, good man¬ ners, and the domestic virtues are to be taught by some one else while I am but to provide the material things of life : then, forsooth, I will lay aside such sums as may meet these temporal wants and with the balance, large or small, will eat, drink, and be merry : for surely I have no better use in the world. The fact that in a few generations the State will fall to pieces is not for me to consider, since 1 am credibly informed that the sacred duty of maintaining it is taught in the schools. This wicked and absurd result of socialism is, of course, extreme. 1168 EDUCATION REPORT, 1889-90. There are, fortunately, human tendencies retarding1 such a mad career as this. Of these are avarice, making us save even when there is no direct motive for saving; family pride, unwilling to resign the task of chaping its heirs; and above all, parental love, refusing to deny itself to its offspring. What the public schools can and can not' do — kindergarten training. — State Super¬ intendent A. S. Draper, of New York : The business and industrial world is in a ferment. The educational world is no less so. All manner of schemes are on foot. Everything is expected and demanded of the schools. Specialization and experimentation are the order of the day. The schools are sympathetic with this spirit. In my opinion there is danger in it. It is a tendency which is to be resisted. The schools can not specialize. They can not undertake to lit a child for any particular field of labor for they can not cover all the fields. They can not teach him all he is ever to know. They can arouse his faculties. They can give him the elements of an education upon which he can build for himself and they can stimulate his ambition so that he will want to build for himself. If they do this they will do much. This much will not be accomplished if the schools attempt to do special things or if the work of the schools is allowed to become involved in uncertainty and confusion. In so many casys as- to be practically universal the child will remain in the school but a few years. He may be expected to withdraw at any time. Then the most scientific and painstaking work must be done in the first years. If there is unusual care or large expense it must be there. The idea that persons of little learning or who are without professional training can teach the young¬ est children, must be discarded. The greatest expertness must be placed where it will reach the greatest numbers and perform the best and most lasting work. We must proceed as though each year may be the last in which the child will have the benefit of the schools. The child is to live in contact with affairs. He is to live by his hands and his eyes as well as by his ability to reason. His value as a citizen and his success as a man depend as much on his ability to do as on his ability to think and per¬ haps as much on his sense of right as on either. Then he is to be educated practically. He is to be taught to put his hands and his eyes to their best uses. More than this, he must be disciplined. His moral sense must be aroused. He must be brought into sympathy and harmonious relations with nature and with affairs. We can not neglect this until we arrive at the age at which children may advantageously handle tools, and then expect to accomplish much. Something must precede the handling of tools. Half the children will have left school before that time. A carpenter shop connected with a high school is a feeble thing with which to bestow a practical education upon the children of a sizeable city. But the kindergarten will do it. It is at the right end of the course. It may reach every child. It harmonizes with the other work of the school. Children love it. It lengthens their time in school. Otherwise its results are extraordinary. It arouses an interest in natural ob¬ jects, as stones and trees and animals. It cultivates social amenities and as¬ serts mutuality of rights and obligations. It quickens the moral sense. It sharpens the observing and perceptive faculties. It forms and develops the constructive powers. It cultivates the aesthetic taste. The laying of straws, the weaving of mats, the folding of papers, the blending of colors, the molding of sand and the modeling of clay, train the eye to exactness and the hand to deftness at an age when such training is effective and influences the whole after life, If beyond this children are taught obedience, punctuality, neatness, some knowledge of themselves, if they are taught to spell correctly, to speak gram¬ matically, to write legibly, to read understandingly, if they are taught the fun¬ damental principles of mathematics, and if it is done in a cheerful way so that the teacher will be looked upon as a friend and helper, the public schools will have met measurably the responsibility resting upon them. If the attendance can be general and regular the schools will make the citizenship of the State industrious, well-disposed, and safe. XII.— Reading and Literature. Classical literature thebasis for ethical training. — President Charles de Garmo,of Swarthmore College : The advantage of the classical, imaginative literature for the young is that it portrays the ethical lessons of life in a form that most pow¬ erfully appeals to the child’s natural interests. To many it is a familiar thought that the stages of a child's mental development correspond to the stages of cul¬ ture through which the world has passed. If this is true, as it must be in some READING AND LITERATURE. 1169 sense, then thoughtful experiment with classical literary forms will enable us to find that best adapted to any given stage of child development. All education is a process of attaining intellectual and moral freedom. The true fairy tale not only embodies an ethical truth, but it frees the puny child from the iron bands of time and yfiace and circumstance. The child of penury may dwell in marble halls with princes of the blood and eat the food of the gods. Mr 5. Burnett has beautifully illustrated this power of the imagination in “Sara Crew.” The curly- headed lad at his father's knee may quickly become the armed hero, doing mighty deeds for the right. This emancipation from the physical limitations may soon be transformed to the moral field. I have said that it is the mission of literature to enable the individual ideally to pass through the experience of the race with¬ out the pain that the original experience cost. What a weary round of scourg- ings the race has gone through to arrive at its present state of material, political, and ethical freedom ! All this is portrayed figuratively in literature, and liter¬ ally in history. The child is born now, as ever, with all his experiences before him. Must he, for the lack of education, tread again the thorny path of his race? We do not ask it with regard to his material or intellectual welfare; why should we ’with the moral? Shall we not rather portray the inevitable struggle in forms that he can understand, teaching him to win the victory before the battle is fought. The basis for ethical training in elementary education is to be found, there¬ fore, primarily in a graduated course in classical literature, beginning with fairy tales, myths, legends, and folklore, and culminating with the higher dramatic literature: and secondarily, in the concrete biographical and narrative elements of history. The best literature for children. — Principal George M. Grant, Queen's University (Ontario) : The difficulty of teaching literature to children is very great, perhaps greater than of teaching history itself ; and the usual mistake" is in being too formal, too didactic, too analytic, and too ambitious. The children must be in¬ terested only through their imaginations. Mr. Gradgrind would give them “ facts." I would give them stories and tales instead — books like Hans Ander¬ sen's and Grimm’s tales, the Arabian Nights, Robinson Crusoe, and the Synop¬ tic Gospels, to begin with, to be followed by Scott's poems, selections of ballad poetry and selections from Scripture. “ The best literature for children from their seventh to their fourteenth years,” says Rosenkranz, “ consists always of that which is honored by nations and the .world at large,” and if the books I have mentioned are objected to, choose at any rate others that have stood the test of time and a jury that may be said to comprise universal humanity. Should not anatomize in teaching children literature. — Miss N. Cropsey : A vast amount of time is wasted by presenting the common and the crude in reading and literature, because we fail to understand the poetic spirit in which the child interprets the world. It is not necessary to know the exact meaning of each word in a poem in order to be instructed and inspired by its general sentiment. The world comes to us first as a general impression ; it may be dim and obscure ; its diversity is interpreted in relation to this whole. Our primary schools ought to teach the best that literature has to offer, not the most complex or the most ob cure in meaning, but some expression of other than the literal and disconnected view of things. The analytic processes may entirely absorb the time of the child in school, and completely obscure his poetic view of the whole which he brought to us out of the land of early childhood, leaving him on a barren plain of facts, cut off from the living spring of imagination and reason. The eye of the poet integrates the parts and feels the living spirit which animates and unifies nature, though he may not be able to give a scientific classification of its forms. lie will get much more than we imagine. — Intelligence : Reading should be en¬ couraged with the earliest ability of the child to read* and continue through all his public school career. There is slight danger of the child reading beyond his depth. What if he does not seize all the thoughts if he only begets a taste for ennobling literature? He will get much more than we imagine, and will grasp it with a firmness we little suspect. The teaching of English literature. — The following remarks upon the methods of teaching English literature were written by a graduate of the Worcester (Mass.) Normal School and read by Hon. A. P. Marble at a meeting* of the New York State Teachers’ Association : If I am to teach literature to a class of boys and girls. I must have my target, just as truly as the child with the bow and arrow in his hands must have his. I ED 90 - 74 1170 EDUCATION REPORT, 1889-90. must know at what my teaching is aiming, or I shall he a a likely to fire into the ground as at the stars. I begin with the hypothesis that literature is to he studied in our high schools as a form of culture and education beneficial to our growth, though, it may be, not directly helpful as a preparation for bread-earning. If one were to ask a class of boys and girls, after a year’s study of literature, in what way they expected to use their knowledge, I imagine he would get some such answers as these : “I shall be able to make a great many pat quotations.” “I shall be able to talk on literary subjects.” t;I shall be able to use better language.” “ I have got started in reading and in thinking for myself ;” or, perhaps, ‘ ‘ I don’t suppose I shall ever use it at all.” These answers, with the exception of the last, are reducible to two purposes : To show off what one has accomplished, and to be able to accomplish in the future. If one’s education is to be only an end, and not a means to something further, jt is a poor thing to waste fifteen years of work for. and not usually worth trying to show off. It is what one is, or is able to become as the result of the work he has done, rather than the exact measure of knowledge he has gathered together, that is of value to him. Things plastered upon the outside of a person soon wear off and show the old texture through. That which is taken in as a germinating force, fostered and helped to grow', changes the very fiber of the mind, and makes it able to be and to produce that which it could not have been or produced other¬ wise. The activity of the mind is of course thought. And just in proportion as we can increase the thoughtfulness, the habit of thinking deeply and independently, just in that proportion can we give vitality and strength to the intellect of a youth. Young people think, of course. But what about? Take a class of boys and girls 15 or 16 years old. What sort of thoughts are making themselves at home in their minds, to order their affairs ? There is the last ball game, the tennis match, the new spring dresses, the next dancing school, endless novels, with many tedious school books from which to economize time for more interesting things. Here is much thinking, but little thouo-ht. Much of it a very health¬ ful kind of thinking, but not just the kind that is going to bring them out men and women, intellectually wide-awake, serious, and clear-sighted, the kind of men and women we need. Take this class of young people and get them deeply interested in a play of Shakespeare. The plot itself can be trusted to get their interest. Then just make those characters live to those boys and girls: and if Iago and Othello, Mac¬ beth, Portia, and Hamlet do not teach them some lessons about themselves and their relations and duties to their fellovr-men I am greatly mistaken. Make them hear a little of the music of Milton, entertain them with some of Dick¬ ens and Scott, get them up to their ears in discussions over the philosophy of Ralph Waldo Emerson. In each case pick out the great gift, the leading char¬ acteristic of a writer, and just make that one point tell on the thoughts of the pupils. Above all things, do not discourage the pupils from making their own comments and expressing their own opinions. They will often seem ridiculous to the teacher ; but youth is the time to be ridiculous, and mistakes are the surest way to correct ideas. Would I have them learn quotations? Certainly. Things committed to meim ory are seen in the many different lights of after reflections, while a thing read once has but the light of a passing mood. But committing to memory should not be the chief work of a class, and pupils should be tempted and praised, rather than driven and scolded, to quotation- learning. It is very common, too, I think, in the study of literature, to require a pretty full biographical account of the life of each writer studied. This would do very well for a psychologist or a philosopher, or even for a man of mere general cul¬ ture, provided he were 60 years old. And so with long criticisms and books about books : they are well for the writer of 40. But give these young boys and girls the works of great men, pure and simple, and let them feed on them and grow mentally and morally. In my opinion it is better, too, not to include very many writers in a school literary course. Just as it is better to have a good talk with one intellectually great man than to have an introduction to 40, so it is better to know 1 poet than to know 10. To study literature and to study the history of literature are two dif¬ ferent things, and they should not be exchanged for one another. But the life is in the literature, not in its history. RELIGIOUS AND MORAL TRAINING. 1171 XIII.— Religious and Moral Training. • Religion in education. — Brother Azarias : Religion is sacred, and because it is so sacred a thing it should not be excluded from the schoolroom. It is not a garment to be donned or doffed at will. It is not something to be folded away carefully as being too precious for daily use. It is rather something to be so woven into the warp and woof of thought and conduct and character, into one's very life, that it becomes a second nature and the guiding principle of all one’s actions. Can this be effected by banishing religion from the schoolroom ? Make religion cease to be one with the child's thoughts and words and acts — one with his very nature— at a time when the child’s inquisitiveness and intel¬ lectual activity are at their highest pitch ; cause the child to dispense with all consciousness of the Divine Source of light and truth in his thinking ; eliminate from your text-books in history, in literature, in philosophy, the conception of God's* providence, of His ways and workings, and you place the child on the way to forget, or ignore, or mayhap deny that there is such a being as God and that His providence is a reality. The child is frequently more logical than the man. If the thought of God, the sense of God’s intimate presence everywhere, the holy name of Jesus be eliminated from the child's consciousness and be forbid¬ den his tongue to utter with reverence in prayer during school hours, why may not these things be eliminated outside of school hours ? Why may they not be eliminated altogether ? So may the child reason; so has the child reasoned; and therefore does the church seek to impress upon it indelibly the sacred truths of religion in order that they may be to it an ever-present reality.. Not that religion can be imparted as a knowledge of history or grammar is taught. The repetition of the catechism or the reading of the gospel is not re¬ ligion. Religion is something more subtle, more intimate, more all-pervading. It speaks to head and heart. It is an ever-living presence in the schoolroom. It is reflected from the pages of one’s reading books. It is nourished by the prayers with which one’s daily exercises are opened and closed. It controls the affections: it keeps watch over the imagination; it permits to the mind only useful and holy and innocent thoughts ; it enables the soul to resist temptation ; io guides the conscience ; it inspires a horror for sin and a love for virtue. The religion that could be cast off with times and seasons were no religion. True religion may be likened to the ethereal substance that occupies interstellar space* This substance permeates all bodies. There is no matter so compact that it does not enter, and between the atoms of which it does not circulate. Even so should it be with religion. It should form an essential portion of our life. It should be the very atmosphere of our breathing. It should be the soul of our very ac¬ tion. We should live under its influence, act out its precepts, think; and speak according to its laws as unconsciously as we breathe. It should be so intimate a portion of ourselves that we could not, even if we would, ever get rid thereof. This is religion as the church understands religion. Therefore does the church foster the religious spirit in every soul confided to her, at all times, under all circumstances,, without rest, without break, from the cradle to the grave. Place yourself, at this point of view, and say, if believing all this, child of yours should receive any other than a religious education. How piety can not and can be taught. — Carlyle : Piety to God, the nobleness that inspires a human soul to struggle heavenward, can not be “ taught” by the most exquisite catechisms or the most industrious preachings and drillings. No: alas, no. Only by far other methods, chiefly by silent, continual example, silently waiting for the favorable mood and moment, and aided then by a kind of miracle, well enough named “ the grace of God,” can that sacred contagion pass from soul into soul. How much beyond whole libraries of orthodox theology is, sometimes, the mute action, the unconscious look of a father, of a mother, who had in them devoutness, pious nobleness ! ” in whom the young soul, not unobservant though not consciously observing, came at length to recognize it, to read it in this irre¬ fragable manner — a seed planted thenceforth in the center of his holiest affections forevermore. Can morality be taught in our public schools apart from religion and theology? — Nicholas Paine Gilman : The great facts and the main laws of the moral life are obvious to all mature men and worm n; certainly they are not dependent, for their clearness and their binding force, upon any notions as to the origin either of the universe, of mankind, or of the perception itself of these facts and laws. The facts of astronomy which affect men’s daily life — such as the so-called rising and setting of the sun, the phases of the moon, and the phenomena of the ocean 1172 EDUCATION REPORT, 1889-90. tide, for instance— are plain to every one ; the explanation of them given by the astronomer to the farmer and sailor, whether correct or not, will not essentially change the arts of agriculture and navigation. So the common practical duties of human beings have long been familiar. Each new generation must learn them afresh, indeed, but it learns every day morality as an art, not as a science. The difficulty lies in the practice, not in the theory. Philosophers may dispute as to the exact reason why a man loves or should love, his mother ; but the duty of loving one’s mother is not a question considered open to discussion in com¬ mon life. The. same may be said of the other obligations which make up the substance of their duty for the great mass of mankind, in all but exceptional times and situations. When, then, we have in mind as a subject for public school instruction, not the science of ethics, not the speculations of moral philosophers, but the orderly presentation of the common facts and laws of the moral life which no one in his senses disputes, we perceive how the religious or theological difficulty at once disappears, to a large degree. There is possible a theistic explanation of the moral law ; there is possible an atheistic explanation; but there is a third course open here to the common-school teacher — to attempt no such final explanation at all. It is not necessary for him to teach that morality rests upon religion as its ultimate foundation ; it is Just as unnecessary for him to teach that religion, on the contrary, reposes upon morality as its basis. Let the relation of religion and morality be as it may be ; the teacher is not called upon to decide an issue of this magnitude. He can teach the duties of ordinary life, showing their reason¬ ableness and their interdependence in a consecutive, orderly manner, without appealing to religion ; he can use the plain and usual consequences of actions, good or bad, as reasons for morality, without being open to a just accusation of irreligion. These consequences, as he should teach them, are admitted by all. * * -* Such a limitation bars out all matters of theological controversy. The secta¬ rian difficulty and the religious difficulty in moral education disappear when we keep to conduct and its common laws, and stop short of theological or phil¬ osophical explanations why right is right or wrong is wrong. General method of moral instruction in public schools. — Nicholas Paine Gilman: The one principle to keep firmly in mind is to avoid didacticism (“preaching”) as much as possible, and to hold fast to actual life as children already know it, or may be led to comprehend it. Concrete instances of right-doing or wrong¬ doing, happening in the schoolroom itself, or just outside, within the immediate knowledge of the boys and girls, afford the best starting point for talks about the moral points involved. It will be easy to bring the children's minds, through a consideration of actual examples, to recognize in some degree the general prin¬ ciples involved. The same caution needs to be urged here as in the case of other general notions, against haste and consequent disregard of the immaturity of the childish mind. But if the teacher will shun formality and generality, and keep mainly to the particular and the concrete, he will find that few subjects interest children more than these questions of right and wrong in common con¬ duct. These men-and-women-to-be find people the most attractive matter, just as they will find them later in life. Man is not only the “ proper,” but also the most engaging “ study of mankind,” large or small. Conduct is to children, who have not yet entered upon the great activities of business, art, or science, much more than “three-fourths of life,” and the lines of it on which they are begin¬ ners will continue unbroken through all their years. Elaborate casuistry, hair¬ splitting about imaginary situations, anything and everything in the line of pure ethical theory, should be utterly tabooed in the school room. But with these precautions observed, and under the guidance of a teacher of well developed moral sense, boys and girls between 8 and 14 years of age (in the grammar schools, where moral education has its most fruitful field) will reason about points of ethical practice with interest, and often with a freshness and an acuteness that are surprising. If this be not so, then these children in school differ very much from these same children out of school. If the course of study is, anywhere, so full or crowded as not to allow time for the occasional talks (one or two a week) about conduct, which I should advise as the best method, then that course should be shortened by the omission of some branch of much less useful knowledge sure to be found in it. I would avoid set times for these conversations; in them, question and answer should play a large part ; the more easily (if not very frequently) the teacher “ drops into ” one of them for a few vivacious minutes, the better. Some incident of the schoolroom life that has just occurred, or some matter in the lesson in read- RELIGIOUS AND MORAL TRAINING. 1173 ing or history may well interrupt the routine of the ordinary recitation, as the teacher asks the opinions of the class or of the school on "the moral point in question, incites them to think more carefully about it, and indicates the con¬ clusion to which long experience has brought the world the starting point, at least, for the majority of these ethical talks, for, like every other social institu¬ tion, -it has its moral law which must be observed by all its members in order to attain its end. The plainly visible chief function of the public school is to im¬ part the elements of knowledge. To this end there must be full obedience to the natural authority, the teacher; the prescribed conditions of quiet, order, and studiousness must be observed by the pupils. Punctuality in attendance and readiness for all the exercises: truthfulness in regard to absence from school, tardiness, or any other failures to comply the regular order; honorable conduct with respect to methods of passing examinations ; polite treatment of the other scholars : attention and courtesy to the teacher, such are some of the moral necessities of the schoolroom to be met by the scholars. The pupils have no duties which should not be met by an equal faithfulness to his duties on the part of the teacher, who should not be there teaching unless interested in his work, qualified for it, and industrious in improving his practice of it. He must be just and impartial in his treatment of the scholars ; he must, having the authority, exhibit the virtues of a ruler. Teaching politeness and honor, the instructor should be an honorable gentleman. * * * The teacher has no direct influence over the pupil except in the school hours, and his earnest efforts may be rendered almost useless by the indifference , or the hostility even, of parents. But none the less must he strive to connect the morality of the school¬ room, which he can enforce, with the morality of life outside, as resting on the same general principles of reason. While the first rudiments of common sense will keep him from speaking of any vice, such as lying or stealing or drunken¬ ness, in such a way as to proclaim his knowledge that it prevails in any scholar's home, he is still free to enlarge upon the manifold evil consequences of it. Thus his word may help somewhat to keep children pure in the midst of a bad home atmosphere, which he is otherwise powerless to change. “Words'- — this will usually be easy for the teacher to give in attempting moral education ; but nowhere else does word amount to so little compared with example. If the word is not reenforced by the example, its influence will be small. P ractice fortified by theory. — George P. Brown, chairman committee of National Council of Education : It is probably evident to all that the writer believes in inculcating morality by practicing it rather than by theorizing about it. But the time comes in the education of the child when the doctrine that has guided the teacher in fixing dominant ideas in the mind of his pupil shall be made known to the pupil. Although, as in many other matters, the theory of morals may well be left until the pupil is well on|his way, in the practice of morality this does not preclude the formulating of moral principles and laws which are exemplified in conduct whenever the child is prepared to recognize them in this form, and the organization of these into a system of ethics at a later period would be the culminating act of an ideal method of educating the will. A fail¬ ure to reenforce the practice of right-doing by a rational theory of one’s rela¬ tions and consequent obligations would be to omit the most effective defense against the ever-recurring attacks of passion and sense. Moral habits induced by school work. — State Superintendent Richard Edwards, of Illinois : The schools must develop moral power. In this world there is just one thing that has absolute worth, and that thing is character in men and women. These surroundings of ours which we so much value are after all only means to a loftier end. They have worth, these outward things, because they contribute to the good of man : otherwise they are without value. * * * What is this child's aim in going through an arithmetical process? What is he seeking for, when, for example, he is attempting to cast the interest on a note or to add up a long column of numbers ? He is seeking to know the truth. He is not inquiring what somebody would like. He is not seeking to find an an¬ swer that will please a sect, or a party, or advance his own pecuniary interests. What he is socking is the absolute truth. If he is casting the intereston a note, he desires to know what absolute justice requires to be done. If he is adding up a column of figures he is yearning to ascertain the precise and actual amount which they represent. In the study of history he is striving to ascertain what events have actually occurred, not what someone would like to make someone else believe has occurred. In short, the purpose of all school investigation is 1174 EDUCATION REPORT, 1889-90. to find the truth. Is not this a good motive? Is not the habit engendered by this work a wholesome habit ? Suppose the same motive should govern the ac¬ tions of all adults. Suppose that every editorial in a newspaper, every speech delivered from the stump, every sermon delivered from the pulpit, should be animated by the same desire. Would it not be something of an improvement u]5t)n the existing order of things ? The crowning purpose of education. — George P. Brown, chairman of committee, National Council of Education : The crowning purpose of education is to make the will follow the lead of conviction in all matters involving the idea of duty. The moral will is the significance, so to speak, of all the other activities of the mind. Institutional life is the moral will as it has realized itself. The ethical ideal is actualized in human society to the extent that it is common to the particular members. The principle of conduct in the ethical world is what is known as the moral law. This law is the universal conviction that every act of each particu¬ lar member of the ethical whole should be such that when universal, that is, becomes the act of all, it will return upon the doer to bless and not to curse him. In this way the institutional world becomes a ministration of grace, each citizen receiving a return for every good deed, the good increased a thousand fold. Religious instruction in the schools of Ontario. — Hon. George W. Ross, minister of education : Every school is required to be opened by the reading of Scripture and by prayer, and closed with prayer. In the Roman Catholic separate schools the religious exercises are subject to the direction of 'the trustees. No pupil is required to attend upon the religious exercises of the public school whose par¬ ents or guardians notify the teacher of their desire that he should absent him¬ self. Provision is made for religious instruction by arrangement with the trus¬ tees of any denomination at such hours as may be agreed upon. Reform the home first. — Popular Science Monthly: If the clergy, instead of mak¬ ing futile demands for the teaching of theological dogmas in the schools, would try to rouse the minds of their adherents and followers to a sense of their per¬ sonal responsibility for their childrens’ characters, they might accomplish amore useful work. This is something which they should preach in season and out of season : and if they would do so with the earnestness which the occasion demands, the effect might in a few years be seen in the altered moral tone of a portion of the public-school teachers themselves ; and thus, concurrently with the elevation of the home, we should have a notable improvement in the work of moral edu¬ cation as carried on in the schools. Reform the home, and the whole face of so¬ ciety will be reformed. Catholic views on the right of the state to educate. — Declaration of principles by Cardinal Manning (English): 1. The children of a Christian people have a right by divine law to a Christian education. 2. Christian parents have a two¬ fold right and duty, both natural and supernatural, to guard this inheritance of their children. 3. Christian children are in no sense the children of a state that has no religion. 4. Their teaching and training or formation as Christians is of higher moment than all secular instruction and may not be postponed to it or risked to obtain it. 5. In the selection of teachers by whom thefr children shall be instructed Christian parents have a right and a duty which excludes all other human authority. 6. To deprive the poor of this right and liberty, which is claimed by and yielded to the rich, is a flagrant injustice. These also from Cardinal Manning State education is the worst form of edu¬ cation, fatal to the independence of national conscience, energy, and character. * * * You can force us to pay your rate, but you can not rob our children of their religion. * * * [The] moral unity of a people drilled by state educa¬ tion and state pedagogues and state policy is spectral and lifeless. * * * To compel the parents of a Christian people to send their children to schools where no religion is taught, as in America, or where the Bible is only read, without in¬ terpretation, or without its true interpretation, or, still worse, with erroneous in¬ terpretation, and by interpreters untrained and incompetent to interpret, is a violation both of natural and political justice. It is an outrage on the nat¬ ural rights of parents and on the religious conscience of a Christian people. The common-school system in America is a case in point. Rev. Thomas Bouquillon, professor of moral theology, Catholic University of America:* 2 Civil authority has the right to use all legitimate temporal means it Quoted by John A. Mooney in the Educational Review, as are Dr. Becker and Hon. E. F. Dunne, further on. 2 Education: To Whom Does it Belong? p. 12. RELIGIOUS AND MORAL TRAINING. 1175 judges necessary for the attainment of the temporal common welfare, which is the end of civil society. Now, among the most necessary means for the attain¬ ment of the temporal welfare of the commonwealth is the diffusion of human knowledge. Therefore, civil authority has the right to use the means neco sary for the diffusion of such knowledge, that is to say, to teach it, or rather to have it taught by capable agents. John A. Mooney, in the Educational Review, in reply to the foregoing syllo¬ gism of Dr. Bouquillon : All that is necessary to the welfare of the State is not within its competence. Tf it were otherwise, then the State could claim a right to teach religion, for religion is necessary to the welfare of the State. There are legitimate and temporal means necessary for the temporal common welfare, and not within the State's right. The procreation of children, an able critic safely claims, is necessary for the welfare of the State, and a means both legiti¬ mate" and temporal. Still no one will concede that the State may compel ali the citizens to procreate children. Logically the state, in whose behalf the reverend doctor argues, is the socialistic state. The diffusion of human knowledge which he concedes to the State is, as we have seen, that large diffusion possible within the boundless limits of the three R's. One might as reasonably deny that this “ education " is sufficient as to claim that it is necessary. And by what authority, some one will ask. dees he determine that “ the right to use the means necessary for the diffusion of human knowledge ” is to be understood as ‘'the right to teach it, or to have it taught?” Why shall not we define the “means necessary for the diffusion of human knowledge ” as a something more or less than teaching ? ” The professor’s conclusion agrees with his own views. It is, however, not a logical conclusion, but an assumption added to the various assumptions made in his premises. His critics have called Dr. Bouquillon's attention to these and to other defects in his method of reasoning. Having based himself on premises not true, and on a conclusion doubly illegitimate, was he safe in " affirming that the larger number of theologians admit that the State has the right to edu¬ cate ? ” With perfect safety it may be affirmed that if the larger number do admit such a right, most certainly they base their admission on some more flaw¬ less syllogism. As a matter of fact, no theologian to whom the reverend doctor has appealed admits the right of the State to educate. Right Rev. Thomas A. Becker, D. D., Bishop of Savannah: We do not doubt that the time is fast approaching when the State will confine herself to her legit¬ imate duties, of the which there are enough, and those sufficiently onerous, with¬ out undertaking to supply us with a secular instruction which we do not want in any other manner than as a handmaid to religion, and with which, so accom¬ panied. no government can furnish us. Were it even possible, such a power is too. liable to abuse to be left in any governmental hands: and finally, upon par¬ ents, as such, devolves the responsibility for the souls of their offspring, and we dare not, even if we could, shift it from where the Almighty has placed it. Hon. E. F. Dunne (in an address at the Catholic Congress. Baltimore, 1SS9) : Morality is the only foundation of order. Therefore the State not only may but must assist in the production of morality. It must do it or die, for without mo¬ rality order is impossible, and without order the State can not live. There can be no morality without religion. Therefore the State which wars upon religion undermines its own foundation — precipitates its own destruction. Moral cul¬ ture is of moro importance to the State than any other : instruction which does not give it is not education. Therefore the State should encourage education full and complete. To aid in education the State may endow schools and assist teachers, but— itself to teach? No! That is beyond its charter, beyond its rights, beyond its power. Compulsory teaching is of inferior quality. — The School Journal : That teacher who is throwing out the strongest moral influences in her school is the least conscious of it. It is unconscious radiation, as flowers fill the air with fragrance. There is a certain benefit to a school, from carrying out a programme of mor¬ als— that is, a programme that has certain times and occasions and ways laid down for the imparting of moral instruction. But like all compulsory teaching it is of inferior quality compared with that which flows oat naturally from every pore of the teacher's soul. Not new. — H. C. Hardon, master Shurtleef School (Boston) : That old lie that there is no religion in the schools. 1176 EDUCATION REPORT, 1889-90. XIV. — School Management > and Discipline. Uniformity and freedom. — F. W. Parker, Cook County Normal School: Uni¬ formity may be a necessity in the evolution of a school system, or any other sys¬ tem ; but there comes a time when this rough staging should be torn away. The next period of evolution must, be a period of liberty, that liberty so restricted that it will lead to freedom. Merit in fixing uniformity is complete skill in routine duties, a strict compliance with conventional demands, the order that keeps pupils still; the teaching that complies with the letter of a course of study; the drill-that passes classes cn bloc from grade to grade: the spirit that humbly bows to dogmatic rules. Under uniformity, teaching is a business and not an art. A business is governed by fixed rules ; an art by eternal principles. Think for a moment of a great corps of teachers, each imbued with a divine enthusiasm of study and a firm devotion to the highest interests of humanity ; each striving to find more and more of truth, and to apply it for the weal of the child. Think of each giving freely to all the treasures and truths that he finds, and receiving as freely from all, their discoveries. Under such circumstances we would not have to search with a Diogenes lantern for a first-class teacher. XV.— Secondary Education. Free high schools unwise. — James P. Munroe, in the Educational Review: The maintenance of free high schools is unwise ; first, because it obliges a whole community to pay for what only a limited number can enjoy ; second, because, necessarily expensive, it robs the lower schools ofifunds essential to them; and, third, because it offers to boys and girls wholly unfit for secondary education a temptation to exchange the actual benefits of remunerative work at 15 years of age for the doubtful advantage of a training that can have no direct bearing upon their life work, and which, at the time of life it occurs, may do decided harm. The State must, of course, take the initiativeinprovidingsecondary schools sep¬ arate from or in connection with those already established by private enterprise, and it must maintain such course of study as the needs of the community demand ; but for these courses there should be a graded system of fees, regulated by the nature and extent of the studies pursued, and, while a certain proportion of the cost of their support might be assessed upon the taxpayers, the larger share should be borne by those in attendance. When such a school ceases to be mainly self-supporting, the town or school district should have power to suspend it until the demand for reopening justifies its revival. In this way only can the high school do the work that should be required of it ; only by such a pruning can the primary and grammar schools receive the money and attention they deserve ; and after such a bold first step can a real reform of the public-school system be begun. Public high schools vs. academies. — Intelligence : The public high schools, es¬ pecially those of New England, are steadily coming to the front as the schools which give the most thorough and useful preparation for college. Three times within a few years the valedictory at Yale has been awarded to a student whose preparatory studies were in the New Haven High School. The rise of the public high school as the crowning feature of the system of common school education is a most interesting fact. In several of the New England States these schools have caused the delay of most of the old-time academies which were once flourishing institutions, or at all events their rela¬ tive decay. Except a few which, by reason of their large endowment or some especially favorable condition, have grown with the growth of population, they have fallen into comparative obscurity. Suggestions as to the curriculum of the preparatory school. — President D. C. Gil¬ man (in the Cosmopolitan ) : Whenever the time comes for a revision of the cur¬ riculum of the preparatory school, three subjects should receive much more at¬ tention than is now given to them. The study of science should be so pursued that the habit of close observation and of reasoning upon ascertained facts should at least be initiated. Nature should be approached by the schoolboy as a willing and ever-present teacher. Her lessons should be the delight of every adolescent. When we remember that in contemplating the heavens, in watch¬ ing the life of plants and animals, in the observation of the modes of motion and in studying the inorganic world there are innumerable and infinitely varied opportunities to awaken curiosity, to train the eye and the hand, to exercise the judgment, to reward investigation — how strange that so little progress is made in the introduction of scientific studies in elementary education ! Modern lan- TEACHERS. 1177 guages also, especially French and German, are nowadays indispensable in a liberal education ; and they are much more readily acquired in childhood than maturity. How are they to get just recognition in the preparatory schools? An acquaintance with the Bible should also be required of every schoolboy. College professors have lately been showing how ignorant the youth of America are of the history, the geography, the biography, and the literature of the sacred books. I do not now refer to its religious lessons, but I speak of the Bible as the basis of our social fabric, as the embodiment of the most instruc¬ tive human experiences, as a collection of poems, histories, precepts, laws, and examples, priceless in importance to the human race. These Scriptures have pervaded our literature. All this inheritance we possess in a version which is unique. Its marvelous diction, secured by the revisions of many centuries, and its substantial accuracy, the care of many generations of scholars, are beyond our praise. But how little study does the schoolboy give to this book in secu¬ lar or sacred hours ; how ignorant may he really be of that which is supposed to be his daily counselor ! Science, modern languages and the Bible have been so long neglected in preparatory schools that it is extremely hard nowadays to find effective teachers for these subjects. There is no consensus as to books, no tradition respecting methods. Perhaps we are waiting for the waters to be disturbed by the angel of deliverance, but we shall wait in vain unless we put forth efforts of our own to reach the true remedies. The day will come for bet¬ ter things ; we can see its approaches. XVI.— Teachers. Is spcciahp reparation for teaching indispensable? — Superintendent Henry Sabin (Iowa) : Shall we say that special preparation for the teacher’s work is not de¬ sirable ? Certainly it is very desirable, but it is not indispensable. There are only four indispensable requisites — knowledge of subject-matter, uprightness of character, a desire to improve, and common sense. With these as a foundation we may build an Arnold, an Agassiz, or a Phil brick. If any one of these requi¬ sites is wanting, no amount of professional study or reading of educational books can supply the deficiency. There has broken out lately a mania for high intel¬ lectual development, which the teacher expects to attain by reading a book a month. Teachers sometimes become gormandizers of books. Dickens says of one of his schoolmaster characters, after enumerating a long list of his require¬ ments : “ Ah. rather overdone, Mr. Choakumchild. If he had only learnt a lit¬ tle less, how infinitely better he might have taught much more ! ” Superintendent J. M. Greenwood (Kansas City, Mo.): It might be as well to state clearly that all this talk about making good teachers without professional training is of little value to the schools. There is no equivalent for professional training. * * * Let us understand it, and not beguile ourselves into long- winded discussions in the vain search for temporary substitutes. Superintendent Draper, of New York, remarked on this subject that he was sorry to note a disposition on the part of one or two speakers to disparage pro¬ fessional training altogether. It wastoo late in the history of educational prog¬ ress to do this. Such sentiments are outlawed — are back numbers. It was not worth while to argue with men who had been enjoying a Rip Van Winkle slum¬ ber and were out of touch with the general educational sentiment of the country. Four propositions worthy of consideration. — Superintendent Henry Sabin (Iowa): 1. Pedagogical research, educational inquiry, the study of methodology alone, can never constitute a man a teacher. The machine which makes the teacher a mere automaton is already producing alarming results in this direction. In many of our schools we are approaching the danger line of killing off individu¬ ality, of crushing out spontaniety, of dwarfing the teaching ingenuity by re¬ ducing everything to the dead level of certain so-called philosophical methods. We are training the teachers to follow the ruts. 2. There is a failure with teachers, if I may use the expression, to distinguish between an individual method and a representative method ; between an arrange¬ ment which is the invention of the person using it, partaking largely of the na¬ ture of a device, and a method which is typical in its nature — which exemplifies the essential characteristics of all related methods. A device is the creation of the teacher — a method is based upon eternal truths. Our schools of methods are very often only schools of devices. 3. The school which gives its students power of thought, clearness of expres¬ sion, aptness of illustration, and a desire to grow, is a good fitting school for its teachers. What branches are taught there is of secondary importance. 1178 EDUCATION REPORT, 1889-90. 4. To build a wall of partition in the normal school or in the college and say that the studies on this side are purely academic and those on that side purely professional is the concentration of stupidity. The most successful normal school is that which most closely combines in its daily work educational thought and educational practice. The attempt to separate them combines the worst ele¬ ments of a blunder and a crime. It is a fact that the colleges and normal schools do not realize that it is their province to prepare teachers for high-school work. When they reach this point certain results will follow. They will no longer attempt to prepare teachers for their work by reading and studying a few books during the last half of the course. The science and art of education will be taught during every exercise. There will be no less academic work, but it will be of a very different kind. Each lesson will be taught as based upon educational principles ; the student will be required to study it with two ends in view— as he would teach his pupils to study it, and as he himself should study it if he were to teach it. Arithmetic or geography should be just as much a professional study in the normal school as psychology or the history of education. Every exercise should have a school¬ room side. Of the value of scholarship. — Superintendent Henry Sabin (Iowa): The normal school which makes excellency of scholarship a subordinate aim makes a very grave mistake. On the other hand, the instructor whose only aim is to induce excellence of scholarship has no place whatever in a normal-school faculty. Superintendent A. P. Marble (Worcester, Mass.) : The young can not be well trained by an untaught teacher. It is not merely the prescribed curriculum that the pupil must be made acquainted with. This is the framework, so to speak, the skeleton, upon which must grow the parts that make up a symmetrical whole ; and this symmetry is produced out of the well-stored mind of an educated teacher. The daily lessons must be enlivened and vivified by related facts and suggested ideas. This can be best done from the storehouse of a mind running over with knowledge, broad and deep, encompassing the subject-matter of the daily tasks. To such broad culture the teacher should, if possible, by all means add an ac¬ quaintance with the science and the art of teaching. But valuable as this pro¬ fessional training is, it can never take the place of the indispensable qualifica¬ tion just named. Theory and experience declare for scholarship . — B. A. Hinsdale: Which is better, much scholarship and little method, or little scholarship and much method? The answer to this question can not for a moment be held in doubt. Both theory and experience declare for scholarship. In fact, the enthusiasm of knowledge is a prime requisite of the best teaching. Few school spectacles are more pain¬ ful than that of a poor teacher eking out slender learning with an excess of method. The good scholar without professional training will commonly stagger a good deal at first, but if he have the root of the matter in him he will soon find his feet; while the teacher of an ill-organized mind and small equipment gives little promise of ever overcoming his limitations. T he what will catch the how long before the how will overtake the ichatl And this is why all sound educators plead for the improvement of the intellectual equipment of the teachers of the country. The function of the normal school.— Edward T. Pierce, principal Chico State normal school (Cad.): The first requisite of good teaching is a thorough knowl¬ edge of the subjects taught; the second is an insight into the principles of edu¬ cation and the methods of applying them. If the subject matter is slighted, method is purposeless ; and knowledge of methods presuppose an understanding of the subject in the teaching of which the methods are to be applied. There¬ fore the normal schools of this State must, at present, pursue two lines of work — academic and professional— and should slight neither. J. W. Dickinson, secretary State Board of Education (Mass.): A normal school may be knownfrom any other institution of learning by the character of the exer¬ cises to which it may be properly limited. If it devotes its whole attention to teaching the objects and subjects of knowledge in an academical way it has no claim to a distinct existence. Other schools are doing the same thing. If it teaches the philosophy of teaching and the method founded upon it, and the history of teaching from the earliest times to the present day, it is doing its le¬ gitimate work. If, at the same time, it attempts to teach the facts and truths of the various sciences, then it imposes a burden upon itself which circumstances may render necessary to a limited extent, but which should not be allowed to interfere with professional teaching beyond the necessity. TEACHERS. 1179 What may he required of all candidates. — Stato Superintendent A. S. Draper (New York) : In our cities, the number of candidates for teachers’ positions is so great, and the facilities for acquiring proficiency so many, that it is p rfectly practicable to require that all candidates shall have completed the high school course and spent "a year in a normal school or training class before being given authority to teach." We passed such a law in our State last winter. It was vetoed. But wo will have it yet. Some of our cities are doing precisely this now without law. All can do it and have plenty of teachers. It is no hardship to young candidates. It will work incalculable advantage to the schools. How a high school may prepare teachers. — Superintendent Henry Sabin (Iowa): Occasionally wo find a high school which is_ renowned iD all the surrounding country for sending out successful teachers, in such a school, if we investigate, we always fiild certain conditions: r. Pupils are taught how to study with a view of getting the most out of a subject, not simply out of the bo: k" They practice vivisection on every subject they take up. 2. They are taught to exhaust the means at their command. If it is only a dictionary, an encyclopaedia, a few reference books at home or at school, they make the best use possible of them. Supe abundance of means is sometimes a source of waste to the student. 3. The pupils are expected to ask questions as well as answer them, and the teachers are expected to answer questions as well as ask them. The independ¬ ence, which the pupil thus gains, goes with him into his school, and serves him well in the absence of strictly professional training. It enables him to solve, without the aid of a key, the" innumerable problems which present themselves almost daily in the schoolroom. Enthusiasm is the life of good school work. Thus the pupils during four years acquire so great devotion to their work, they become so aglow with the delight of acquiring and imparting knowledge that it becomes an appetite, as it were, and they are not happy except when under its influence. Of extremely doubtfid veduc. — The lest psychology. — H. C. Missimer (Erie, Pa.): The young girls that go into cur training classes fresh from the high school are too immature to understand mental philosophy or psychology. It will only be¬ fuddle them. The power to analyze, to dissect, to connect mental processes in their proper relations, is the last"and highest achievement of the intellect. It is the result of much observation and wide experience. For a young girl to psy¬ chologize, to philosophize about the mental process of the child-mind, without knowing anything about children, or coming into actual mental contact with them is, if not the purest nonsense, of extremely doubtful value. Again, the abstract study of psychology, as a preparation for teaching, is very apt to send the young teacher into the school with a tendency to impose and practice upon the children a theory instead of a disposition to study actual con¬ ditions out of which she ought to develop her own theories and her own methods. Even the discussion of methods, before we arc engaged in teaching, is of li: tie value beyond conveying an idea of the nature of the work. The method of some¬ body else is of no value to me unless it quickens and expands ideas already ex¬ isting in my own mind. The best psychology for the teacher — the beginning teacher — is the psy¬ chology of vulgar practice. It is the right kind of psychology to rid our minds of foolish, impracticable, and short-sighted notions. It is the psychology that shows us where we shall probably fail, and where to concentrate" our energies in order to succeed. Professional psychology should come after the teaching is begun, after common -sense study of the children after the study of actual con¬ ditions. Then it will develop, enlarge, and widen the teaching mind. Special preparation maybe exacted even in the counU'y.— Superintendent A. S Draper (New York): We can not expect that all teachers will leas thoroughly prepared for their work as they may and ought to be in ihecitics. Yetexperience shows that some special preparation may be exacted even in the country. Candi¬ dates will comply with whatis required. Send all ycu can to the regularly estab¬ lished normal schools, but remember that there can never be enough "normal schools maintained to supply all the teachers needed in the common schools, and also that all candidates can not afford to take a complete normal course for the sake of the mere chance of being employed at five or six dollars per week, with the likelihood of being turned out at the next turn of the political wheel. Wfe need short-term training classes throughout the rural districts. 1180 EDUCATION REPORT, 1889-90. The use of teachers'* examinations. — Superintendent A. S. Draper (New York): It is quite the fashion to discredit examinations. It is a foolish habit. The ex¬ amination has its legitimate use. We do not use it to determine who shall be certified, but who shall not be. We do not say that all who pass an examination shall be certified by any means.' We say that the local officer may withhold certificates from any candidate, no matter whether he passes the examination or not, and without giving any reason. We only say that he shall not issue a cer¬ tificate unless the candidate attends upon a prescribed course of professional in¬ struction or passes the prescribed examination. In the next world we may he able to accomplish ends without means but we can not in this world. * * * We will continue to talk about innumerable things, but nothing can be of such supreme importance as the institution of efficient agencies for promoting the professional training of teachers and for preventing the certification of such as are not so trained. The essential conditions of effective teachers 5 examinations. —George William Cur¬ tis : Teacherships in the schools are not popularly regarded as subjects of pat¬ ronage. But are they not so practically, and is it wise that they should remain so ? What is the present system? I believe that the requirement of certifica¬ tion or license before appointment is universal in all the States of the Union. The examination upon which the certificate or license issues is, then, the car¬ dinal point. What are the vital, essential conditions of effective examination ? To be properly effective the examinations must be uniform, entirely competent, and wholly independent of the appointing power. The examiners must be sin¬ cerely interested in education, familiar with the duties of a teacher and with the requirements of the art of teaching, and capable of conducting an examination to ascertain both the scholastic attainments and the specific professional fitness of the candidates. Wherever these conditions do not exist, the public school system, and therefore the whole community, suffers. A reserve corps of teachers — The Milwaukee plan. — Superintendent William E. Anderson, of Milwaukee, Wis. : Some three or four years ago an inquiry into the frequency of teachers’ absences, and the average number of substitutes em¬ ployed to fill such absences, suggested a change whereby a larger number of well-qualified teachers than those assigned to places should be kept at the com¬ mand of the board. In Milwaukee it was found that of a corps of 400 teachers employed at that time there was an average absence of 12 to 15 teachers a day, the absences some days exceeding 20. This includes all vacant places, perma¬ nent and temporary. It frequently happens that two or three vacancies exist for which there is no appointee at hand. It was customary, as in other places, to occupy these by so-called substitute teachers having no certificates, or by those having the certificate, but no experience. A rule was adopted empower¬ ing a committee and the superintendent to appoint a number of supernumerary teachers, to be called the reserve corps. These teachers were the best that could be obtained during the summer vacation. Their appointment was regular and their salary the same as that of assistant teachers, no deduction being made when their services were not required, providing they reported for service at the office. Members of the reserve corps have their predilections and apti¬ tudes. These, known to the superintendent, are regarded when temporary as¬ signments are made. A vacancy in a seventh or an eighth grade is supplied by a teacher who is supposed to have the capacity for teaching higher grades. A vacancy in the primary grade is supplied by a teacher who is supposed to be adapted to primary work. In the mean time the members of the reserve corps, being selected upon grounds of general efficiency, experience, and training, are eligible for appointment. Their service in temporary classes commends them for appointment, and their detail to occupy recently created vacancies is a kind of preparation for appointment. If the principal is satisfied, a resolution of transfer from the reserve corps to the corps of the school is all that is required. In this way we have been able to satisfy the prerogative of local commissioners who select their own teachers and with the improvement of the plan hope to introduce a larger number of capable teachers to fill vacancies. As the reserve corps is depleted it is recruited by the committee and the superintendent, whose business it is to keep a record of applicants and to hold frequent meet¬ ings for interviewing applicants for admission to the reserve corps. The corps was first organized under rules which prohibited the employment of any teach¬ ers who had taught in the schools previously. The restriction was, however, removed, and perhaps not for the best interests of the schools. Experience has shown that some teachers were kept drifting about upon the reserve corps for a TEACHERS. 1181 whole year without finding1, in the good opinion of principals and commissioners, a transfer to a permanent place, "it is h9st to discontinue such teachers from the service. Otherwise the reserve corps may become occupied by a class of professional substitutes and become an invalid corps instead of a reserve to sup¬ ply capable and vigorous recruits. There are many good features and some un¬ expected drawoacks connected with the plan ; but as a plan to enable the school board to establish a standard of professional training, to provide itself with a sufficient number of teachers duly qualified to receive appointment when such teachers are obtainable, it is abundantly successful. Regardless of the interests of the school. — Sup3i*intendent William E. Anderson, Milwaukee, Wis.: The more widely the power of appointment is distributed the greater the weight and influence exercised in behalf of the would-be teacher and regardless of the interests of the school. We are all acquainted with the com¬ missioner who would be good enough to give all persons certificates whose fathers are taxpayers, who look upon the maintenance of schools first of all with reference to the support of teachers, and who sees no farther into the problem of licensing and selecting instructors than what appears to be a charitable mis¬ sion of giving to as many deserving young-women as p .ssible a chance to earn a decent living. The good man who feels that the place should be given to the applicant who comes first, to the girl who has a mother to support, to the grad¬ uate of his own school, the daughter of a local politician, or a member of the same church with himself, will always flourish in city school boards. He is fre¬ quently a good man for other purposes but hiring teachers, and there is no rea¬ son for disqualifying him for exercising that function, when his generous pre¬ dilections may be rendered harmless by a little wise legislation. The best icay for teachers to acquire control. — J. W. Beeson (in the Educational Exchange, Alabama) : There should be a love for children on the part of a teacher. It is a fact, recognized by all good educators of the present day, that the most successful way to govern a child is with love; that when a teacher wins the respect and love of a ptipil he has no trouble in controlling or in teach¬ ing him. The best way to win this love of children is to love them first. ‘‘Love begets love” is a law of human nature. Besides, it seems impossible for one to do the greatest amount of good for those for whom they have no special love. Guard the teaching force against incompelency. — Superintendent A. S. Draper (New York) : I lay down the proposition as true that in nine-tenths of the cities of this country the board of education will be influenced in the appointment of teachers, and will appoint whomever the law and the existing regulations of that city will permit them to appoint as teachers, regardless of the peculiar fitness or adaptability of the applicant for the position. The conditions should be regu¬ lated by statute law. You must guard the teaching service against incom¬ petency. I undertake to say that in nine-tenths of the cities of the country you will get a stronger corps of teachers from regulations which provide that only graduates of the city high school or the* city normal schools or the training schools are eligible to appointment than you will if you throw the matter open and let the board select and bring in “the new blood,” because the board, as a rule, will abuse the opportunity thrown open to them. How shall he learn these things? — Principal George M. Grant, Queen's College (Ontario!: That every future citizen shall be taught to read is much. That he shall be taught to observe and to think is more. But that he should learn to love, admire, and revere that which is worthy, and hate that which is unworthy, is most of all. But how shall the average boy learn these highest things save through the voice, tones, and whole life of his teacher ? Belter even than mere learning. — Superintendent A. P. Marble (Worcester, Mass.): Better even than mere learning and professional skill is a sincere love for children and an earnest desire to lift them up. The teacher, filled with love for the little ones, will find a way to help them and improve them, far more than one filled with all knowledge and stuffed to repletion with methods, psy¬ chology, and the science of pedagogy, if in attaining all this the juice of human .kindness has been squeezed out of her. Children must not be looked upon as specimens upon which to practice the arts of the profession. They are human souls to be developed and made manly and womanly. Wasting their efforts. — Superintendent Henry Sabin (Iowa) : I honestly believe that very many of our teachers are wasting their efforts and failing to do their best work, because they are neglecting to regard the things which pertain to 1182 EDUCATION REPORT, 1889-90. the present wants of their schools, in their desire to attain an undefined, intan¬ gible, impalpable something, of the nature and use of which they have no defi¬ nite idea. I wish we had more institute instructors whose instruction is lumi¬ nous with the light of common things. The relations between teacher and pupil. — President E. B. Andrews, of Brown University, in School and College : We need, more than we have as yetdone, to get upon a level of friendship with our pupils, not standing off from them, not looking down upon them. Present yourself to your pupils as their guide, friend, adviser, elder brother — one who, having the advantage of age and larger study, is able to assist them. The in loco parentis idea of the teachers office is some¬ times urged as an argument in favor of pedagogical sternness and severity. Not so. Parental authority itself is no longer exercised in the old way. How many civilized fathers horsewhip their boys nowadays ? In the lower grades, and to an extent in all, authority must exist, but it should be kept as much as possible in the background. Never coerce a pupil save as a last resort. Kindness to pupils is never exercised in vain. Strive by unselfishness and perfect uprightness to make your pupils regard you the finest man on earth. To this end do not assume infallibility, but, if mistaken ever, admit it. Be an original thinker, an authority in your department, no mere expositor of a book ; yet if you pretend never to err, your dullest scholar knows better and puts it to your discredit. Never use sarcasm toward a pupil or make fun of him. You are a coward if you do, taking advantage of position to enable you to hurt a fellow-being as good as yourself, and you will be despised as a coward deserves. But worse, when you treat a pupil so, you can teach him little more. The inclination on that learner’s part to question you is gone forever, and has given way to timidity, or perhaps to a sullen ness or obstinacy, which you can never overcome^ Until he withers into a machine. — Rev. Smith Baker: A teacher who simply hears children recite will grow less of a man or woman until he withers into a machine, like a circus clown or a magic-lantern lecturer, repeating the same performance; but the living teacher, though he remain in the same humble school for a generation, will, like a tree, grow broader and higher and deeper each year. His teaching will expand his manhood. What the teacher is imparts itself. — Rev. Smith Baker : Every teacher is a pic¬ ture. Eyes are following her while she is silently imparting ideas of life. Every teacher should be such a man as we want our boys to be ; such a woman as we want our girls to be. No teacher can help being a character builder. What he is imparts itself to others. The teacher of my boy is doing more for my boy by what he is than by what he says. The most powerful lesson. — Superintendent T. F. Wilson (Stillwater, Minn.): Set lessons are of but little value. The most powerful lesson by far is uncon¬ sciously given by the teacher whose life is a true type of noble manhood or womanhood. A teacher must live a life above reproach. This alone secures respect. Without respect nothing can be done. Once secure this respect and the frown of dissatisfaction or the smile of approval will cause deeper lessons to sink into a young heart than hours of admonition. Women as school teachers. — Hon. John L. Buchanan, of Virginia: Among per¬ sons liberally educated more women than men find employment as teachers in the public schools. In fact, in a good many States public-school education is already largely in the hands of woman teachers, as is shown by late school re¬ ports. In some States there is still an excess of male teachers, but it is con¬ stantly diminishing. * * * This preponderance in the number of female teachers is easily explained. The avenues of remunerative employment for women are more numerous at the present day than formerly. They are proving themselves faithful and efficient workers in many positions which in former days were thought to be unsuited to them or to which they were thought not adapted. Public sentiment has materially changed touching this matter and more liberal views prevail. But still the sphere of woman is much more restricted than. that of the other sex, her range of occupation much more limited. Again, it is al¬ most, if not quite, a universal custom to discriminate against her in the matter of compensation. Why the same service equally well performed should in one case have a different money value from what it has in another is hard to ex¬ plain on any principle of justice. Yet such is the fact. But woman is the nat¬ ural guardian cf childhood. Her delicate sensibilities, quick perceptions, active sympathies, and unselfish affections peculiarly fit her for training and managing TEACHERS. 1183 children. Hence her success, especially in the primary departments of school work, suffers nothing by comparison with that of the other sex. And in higher departments also, and in positions requiring executive or administrative talent, her work is often at a premium rather than at a discount. Doubtless the best results in education are to be secured under the influence of accomplished teachers of both sexes. As skilled artists, the delicate feminine touch of the one and the vigorous masculine touch of the other are both necessary to give the highest beauty of form and finish to the plastic nature of youth. The small proportion of male teachers tohe deplored.— State Superintendent John W. Dickinson, of Massachusetts: The standard of qualifications for teaching has considerably advanced in ten years, so that the demand for men and women fitted to take important positions far -exceed the supply. As a consequence women of experience are now called to positions formerly occupied by m n who taught for a brief term to obtain pecuniary aid in preparing for other pursuits. The policy is doubtless as wise in many instances as it is c conomical, but the small proportion of male teachers is certainly to be deplored. Why so? — The Chicago Evening Post: Shall a woman of strong character and great ability, who has made a long and honorable record in the public schools of Chicago, "be refused promotion because she is a woman? Why should they not do so ? — Educational News : A New York journal publishes it as a fact that the Mercantile Library of New York has but one member who reads educational books, and adds that teachers ask for novels. Well, probably teachers find a better supply of novel's in the Mercantile Library than elsewhere. If so. why should they not en^oy them? Probably, also, these same teachers have a supply of pedagogical literature at their homes, and they seek for the lighter and more entertaining reading elsewhere. If so, why should they not do so ? The statement might mean much, and it may mean but little. We know of no clrss of people who would more fully enjoy the classical fiction or even the lighter literature of our language than teachers. Surely the constant strain which they suffer during the working hours of the day entitles them to whatever inno. cent recreation they can get, even if it be the novels of the Mercantile Library The supreme question. — Superintendent Henry Sabin (Iowa) : Except only the question of moral training, all other questions sink into insignificance compared with this of supplying the schools in our smaller cities and towns and in our country districts with competent teachers. The pensioning of teachers recommended. — The following resolution was adopted by the department of superintendence of the National Educational Association at its Philadelphia meeting (February, 1891): Justice, as well as the best public service, requires the retirement and pensioning of teachers after a service of thirty years and upon carefully devised conditions. We recommend the en¬ actment of laws in the several States to permit and to regulate the retirement and pensioning of professional teachers. Against pensions. — C. W. Bardeen (Syracuse, N. Y.)t Pensions after a certain amount of service will make it only the more difficult to get rid of incompetent teachers who wish to complete that term of service. Master teachers wanted — How to secure them. — President D. C. Gilman in the Cosmopolitan : The tendency of our times is not toward the fostering of such teachers [as Arnold, Thring. Abbott, TaylorJ. Many of the brightest Americans are attracted by business. The three professions traditionally called learned and the modern scientific pursuits enlist great numbers. Of those who devote them¬ selves to teaching the most prefer to enter the service of the college or the university. Few only, so far as my acquaintance goes, seek permanent careers in the service of boys’ schools; few declare that they will be satisfied with the opportunities and emoluments of a good and faithful teacher. Hence one of the most delightful of intellectual pursuits, one of the most useful, one of the most honorable, one of the most sacred, is in danger of falling into the hands of inferior men. The only remedy that I can seo is for the head masters, trustees, and parents to be on the watch, and when a born teacher appears engage him, reward him, encourage him, letain him. See that his path is free from stones, that he is not overworked or harassed, and that he is kept contented in his lot. Let him bo sure that as much respect and as much income will be his as would fall to his portion were he to enter the pulpit or be called to the bar. Let it never be forgotten that the teacher's gifts are as rare as the poet's. The meth¬ ods of education can make scholars, pedants, specialists, and a very narrow man 1184 EDUCATION REPORT, 1889-90. may live in his den and benefit the world by patient observations and minute researches. But no process has been discovered for making teachers. They are like gems, that must be found, for they can not be produced. I would rather place a schoolboy under one “ all-round man ” whose manners, morals, and intellectual ways were exemplary, and who was capable of teaching him Homer and Euclid, than under a group of specialises selected simply as mathematicians, physicists, and linguists. Later on, when the character of a boy is established, when his habits are formed, when he knows how to study, when he has learned the art of acquiring knowledge and the graces of expression, let the specialists take hold of him. Even then let it be provided that the specialists shall not be too narrow. XVII.— Text-Books. The valid objection io free text-hooks.— S. S. Parr : All things considered, free books promise most to our schools. There is but one valid objection to this sys¬ tem, and that is the communistic one. The State undertakes to do what the individual should be left to do for himself. Doubtless, free books would be a long step towards solving the knotty problem of how to more efficiently educate the children of foreign- born parents, who are deterred from the full benefit of the public schools by the cost of books and appliances. They -would also solve the questions of cost and economy. A warning voice from out of the past. — Azariah C. Flagg (State superintendent, New York, in 1830): Great improvements are constantly going on in the charac¬ ter of school books. The greatest experience and much of the best talent of the country are enlisted in this business, and the fruits of their labors are constantly giving them new claims to the approbation of the public. The adoption of a particular book would amount to a prohibition upon all improvements and sub¬ ject the inhabitants to a loss of the prohibited books on hand. The interests of the common schools may be seriously endangered and can not be essentially benefited by the adoption by law of any book or set of books. The text-book system of Ontario. — Hon. George W. Ross, minister of education : No text-books can be used in any public or high school of the province until sanctioned by the department. There is now but one text-book in each of the subjects taught in the public schools. In the case of high schools more than one text-book is used in some of the subjects, although the tendency is towards the same limitation as prevails in the public schools. When a text-book ceases, in the opinion of the department, to serve its purpose it is set aside and a more advanced one substituted. The price of the text-book, the quality of the paper, style of binding, typography, etc., are all regulated by the department. Under a statute, boards of trustees may pi-ovide free text-books for pupils in cities, towns, and incorporated villages. CHAPTER XVI. EDUCATION ABKOAD. NOTES FROM EUROPEAN EDUCATIONAL PERIODICALS. Associations. —2. Bibliography.— 3. Classic Languages.— 4. City School Systems.— 5. Compulsory Attendance. — 6. Crime.— 7. Exhibitions.— S. Hygiene.— 9. Illiteracy.— 1>. Language Study —11. Li¬ braries for Pupils and for Teachers.— 12. Manual Training.— 13. Medical Supervision.— 14. Mis¬ cellaneous.— 15. Museums.— 16. National School Systems.— 17. Pensions.— 18. Psychology .—19. Religious and Moral Instruction.— 20. Salaries.— 21. Secondary Education.— 22. Secular Sunday Schools— 23. Special Schools— 24. Superior Education.— 25. Teachers. 1.— Associations. Denmark. — From the 6th to the 8th of August, 1891, was held the sixth Scan¬ dinavian school meeting in Copenhagen . These meetings were at first frequented chiefly by primary teachers, as the topics discussed concerned primary schools solely, and secondaiy teachers had their separate philologists’ meetings ; but at the last two meetings there have been also lectures and discussions on subjects concerning secondary schools, the result of which has been a discontinuation of the previous philologists’ meetings. The last conference numbered 5,300 visi¬ tors. 3. COO of whom were from Denmark, 1,100 from Norway, 1,000 from Sweden, and 200 from Finland. (Allg. D. Lztg.) Gcrmcin;/. — The German National Teachers' Union had 44,449 members on July 1, 1891. Seventeen local teachers’ associations joined the union during the last half year. (Paed. Ztg.) Saxony. — The “ Pedagogical Circle ” of the women teachers in Dresden has closed the twenty-sixth year of its existence. The number of its memberaexceeds 300. The society has listened to several courses of professional lectures, and special courses in botany, French, drawing, and gymnastics that were arranged for the younger memhers. The society maintains a bureau of information for teachers without positions. It has a sick fund from which during the year 1890 eight members were supported for several weeks and even months. (Die Lehrerin.) Prussia. — The pastoral letter of the bishop o? Ermland (province of Prussia), in which he objects to independent teachers' associations, has had quite the con¬ trary effect to what he aimed at. The teachers are- clubbing together more than ever before. In resolutions couched in respectful terms, they say that while they shall never be found wanting in respect for the clergy, they energetically pro¬ test against ecclesiastical interference, and all inroads made into their natural and political rights. (Allg. D. Lztg.) France. — The first timid attempts at holding national teachers' meetings in France for the purpose of discussing professional affairs date back to the year 1840; they were kept up for ten years, and then cea-sed, until revived in 1871. Not until that year did these meetings show a firm organization, adapted to promote the successful exchange of professional ideas and practical coopera¬ tion. The example of other states was decisive. The great educational meet¬ ings in Germany, Belgium, and Switzerland induced the French teachers to attempt similar meetings, and they were well and readily supported by the centralized state authority. The first large teachers' meeting was held in 1878 in Paris. Though the ele¬ mentary or common school claimed the lion's share of attention, it did not oc¬ cupy the meeting exclusively. The elementary school did not then have the ED 90 - 75 ^ , 1185 1186 EDUCATION REPORT, 1889-90. excellent organization which to-day we have reason to admire ; on the other hand, owing to several important events, political personages had to be drawn into the proceedings, persons who carried the discussions into the domain of higher education. Here, naturally, principles of pedagogy and general edu¬ cational questions claimed the attention. The claim to an equal education for all citizens was urged. Upon this basis it was thought the endeavor to combine the different branches of instruction, as well as the different kinds of schools, might be successful. The result of this discussion was the adoption of ideas in¬ dicating fundamental reforms, according to which education was to be conducted “ with motives of justice, freedom, .and love for the young.” Besides these questions, others relating to gratuitous, obligatory, and secular instruction were discussed. As the work which had been laid out for this congress could not well be fin¬ ished within the prescribed limit of time, another session was held in Paris in the year 1879, in which questions were discussed touching the protection of chil¬ dren, freedom of instruction, moral education, and instruction in civics, also con¬ cerning the teaching of language, drawing, and manual labor. Although it can not be denied that the members of this congress were actu¬ ated by a great love for the cause of youth, one is on the other hand obliged to admit that their demands were pushed rather too far. They put in the claim that every school should possess a workshop, a garden, a library, a museum, and a laboratory ; also a panorama of history and geography, and a hall for musical and other entertainments. They further insist that*the site of the school build¬ ings should be as attractive as possible, and that the buildings should have a handsome exterior. All these demands were naturally shipwrecked on the rock expense, especially as instruction was gratuitous ; however, the c ngress had this good result: that public attention was directed towards the'sehool question, and the school officers and functionaries spurred to renewed activity in this de¬ partment, in which so much remained to be done. The school authorities hence¬ forth gave much closer and more constant attention to the subject of instruction in manual labor, since they recognized how very important to a comprehensive education is the early training of hand, eye, and taste. The next congress, which also held two sessions in Paris in the years 1880 and 1881, owed its existence to private initiative exclusively. It met to give ex¬ pression to the wishes of the friends of education in France and other countries, who were joined by a small number of French public school teachers. The id _ia of educational congresses periodically meeting had not taken root very deeply among teachers of the public schools, and yet it was necessary to make teachers of the primary schools acquainted with important educational questions and to afford them an opportunity for exchange of opinions. Moreover, there were brought to discussion in parliament, owing to the interposition of the minister of instruction, Jules Ferry, legislative questions relating to school matters, the solution of which was anxiously looked for in every direction. The French Gov¬ ernment, particularly at that time, voluntarily favored the wishes and endeav¬ ors of teachers. Formerly, the national administration of education had been satisfied with as¬ sembling certain teachers to hold a sort of professional conference in which the wishes and projects of the government were submitted and discussed. But now the administration frequently called together conventions of teachers: their opin¬ ions were asked, and they were invited to propose principles and methods for the better regulation of instruction; but the administrative officers held them¬ selves far aloof from all direct influences of teachers. This mode of procedure is still in vogue at the present time, and although the learned and far-famed M. Greard, vice-rector of the Paris Academy and as such the representative of the government, constantly appears as the chairman of the teachers’ convention in France, this surely is not done with the idea of winning the teachers over to the views of the government, or to allure them into the government's camp. The honorable character of the great savant is a sufficient guaranty against all that. The respect which is so universally manifested toward his experience and his stately presence, excludes anything like underhanded actions. He endeavors most strenuously to exclude every personal matter from the debates, and to in¬ sure free discussion to all. His work consists chiefly in devoting his ripe ex¬ perience and his talents to the service of the good cause. He only takes part in debates in order, as he himself once remarked, “to obtain result (by means of votes) which may be recognized as the expression of the common views of those present.” Animated by this truly liberal-minded spirit the congresses met in the years FOREIGN EDUCATIONAL NOTES. 1187 18S0 and 1881, but their work not being- finished, it was resolved to hold a third congress in the following year. The first assembly united the male and female principals or the normal schools and a number of public sohi ol inspectors. The second consisted of the public school teachers, whilst the third saw in its midst the faculties of all the normal schools and the practice departments connected with them. The questions discussed were as follows : In the year 1880 : 1. The educational organization of ungraded public schools. 2. The methods of obtaining a better preparation of students for the normal schools. In the year 18S1 : 1. Moans for improvement of school attendance. 2. Instruction and education in the lower grades of public schools. In the year 1883 : 1. What are the experiences that have been made up to this time with the newly organized normal schools in regard to teaching force, supervision, and dormitories ? 2. What difficulties are encountered in carrying out the new courses of study, especially in regard to psychology rnd morals? 3. Organization of practice schools and their extension. 4. Questions concerning the service which a normal school can render the teachers of the province. All these questions were discussed in a practical and definite manner ; most of them had already been considered in the assemblies of the cantons and de¬ partments. After the congress had disbanded, its proceedings were given to the public on the part of the ministry. Corns Pedagogiques de 1881 et 1883 (Paris, Imprimerie Nationale). The reproach has been cast upon this congress that it was entirely official; but although we recognize the importance ol conventions perfectly independent and free from any official interference, y. t, on the other hand, we must also admit that a liberal ministry not disinclined to reform will surely avoid everything that might aroure a suspicion of partiality. Judging by the spirit which char¬ acterizes the French educational administration, it can no!: be doubted that its aim was and is merely to learn the views of its most important fellow-workers in the great cause of education, and these most assuredly arc the teachers. It invites them to conferences, follows their labors, tests their results, and carries out their pla: s as far as it is practicable. Although financial difficulties oft n frustrate the good intention of the French Governme nt, we must for that reason not think that the government in its c o' pe- ation with superiors and subordi¬ nates fails to s^o the be t solution o ' the difficult educational problems. Thus, then, the first step toward inaugurating large teachers’ meetings was made. Thos ? who participated in the congress returned to their homes with the consciousness of having fulfilled their duty, but also with the wish that they might soon again take part in such an assembly ; for they had the satisfaction of seeing that Parliament and school authorities hastened to embrace in legisla¬ tive bills some of the requests which had been brought up in the congress. It was not long before the next great convention was held. It took place in the ci y ( f Havre, in the year 1885. Havre ha 1 always been noted for her friendliness to the schools, as well as her excellent school institutions. Her public j nd business schools are considered the best in the whole country : her school buildings, as far as elegant ' and stately architecture are concerned, are uncqualed in France. The city from time to time sends teachers to foreign count ies in order that they may learn oth r sys¬ tems of education, and it was first in Havre where a k* Society for Objective in¬ struction ” displayed in schools and societies by means of lantern slides the most important discussions of modern times, the miracles of nature and industry, in a manner suited to the ordinary understanding. The suggestion to hold an International Congress of Teachers was made by the mayor of the city. M. Jules Siegfried. Injiis resolution relating t ) this measure, he emphasized the importance of congresses in all the departments and especially in that of education, because it was only in this way that valuable and tried improvements could find entiance. All partake of the benefit derived from them, teachers, pupils, families, and the country itself. The resolution was adopted, and a committee comp )sed of representatives of the teaching profes¬ sion and of the stat:* officials wa- intrusted with the preparatory work. The as¬ sembly was to take place at the end of September, and at the beginning of August 1188 EDUCATION REPORT, 1889-90. twenty-five hundred persons had signified their willingness to participate. M. Greard was asked to occupy the chair at the opening of the congress, which was to be divided into three sections ; the minister of instruction had also promised to he present at the opening. The’ assembly, which was well attended, was principally occupied with the con¬ sideration of four questions, to wit : (1) The benefit derived from national and international educational congresses ; (2) instruction in manual labor in the pub¬ lic schools, and organization of schools for mechanics ; (3) teachers’ salaries in different countries ; jn what proportion should state and community contribute to the salaries of teachers ? (4) the question of practical preparation of candi¬ dates for the position of teachers in the normal schools. The discussions of the third question excited the greatest degree of interest, because the law of the 16th of January, 1781, relating to gratuitous instruction in the public schools afforded some natural advantages to the older teachers, but contained some rather, unfavorable passages for the younger men. A recti¬ fication of this matter was demanded as far as the finances would permit. The demands of the assembly on this point were comprised in these, which were sub¬ mitted to the government. The second and fourth numbers of the programme were also thoroughly considered ; and again, a renewed interest was manifested in the question of manual training, the plan of which had been determined by the law of December 11, 1880, and by that of March 28, 1882. This subject, which, like no other one, is in need of the warm advocacy of inspired enthusiasts and requires as low penetration into the consciousness of the people at large, was also brought up before the international congress of the year 1889 ; yet even now it has not been settled in an entirely satisfactory manner, though all are convinced of the importance of this discipline in the educational work of the public schools, and would not agree to abandon it as a branch of instruction ? The question of the benefits of national and international congresses naturally could not be disposed of in one session ; the discussion therefore ensued as to the intervals after which such conventions should be held ; what persons should be invited as deputies, and what means should be employed for defraying the expenses. It was proposed to elect a permanent committee from the assembled delegates for *the purpose of organizing congresses ; but the idea was dropped at the request of the minister of education, who had himself expressed his will¬ ingness to convene such an assembly in case of necessity. Mention should here be made of another, namely, the international, technical, commercial, and industrial congress, held in Bordeaux in 1886, which fell be¬ tween the international congress of Havre and that of Paris in 1887, and enjoyed the patronage of the ministers of commerce and instruction and other high officials. The first subjects brought up were those relating to technical and commercial instruction ; the next under consideration was that of the means of promoting the interests of the merchants and tradesmen of the future through public school instruction. The Congress of Havre had expressed a strong desire to hold a similar con¬ gress in Paris in 1887. A journal entitled “ Les Congres Instituteurs ” had been started in 1885, which had assumed the task of preparing the way for the Congress of Paris. The first appearance of this journal, issued by an educational society, at once opened the campaign for the idea suggested in Havre of form¬ ing a central union composed of the entire body of teachers in France. This journal desired to assemble a congress independently, although it was well- known that the minister had expressed his willingness to act in the matter. The result of the numerous meetings which were held for the purpose of preparing a national congress, was the unanimous adoption of the following resolutions : First. A friendly league should be formed of all the teachers in each depart¬ ment. These unions collectively, are to form the Union of Teachers of France,” Second. The delegates, and all taking part in the congress of 1887, were to take upon themselves the organization of these unions. Third. The “ union of the teachers of France” shall endeavor the establishment of permanent interna¬ tional educational congresses. The most determined adversary of the project of a permanent congress was the minister of education at that time, M. Spuller. m a circular of September 27, 1887, addressed to the prefects, he announced his firm intention to oppose this idea, and also any confederation designed to carry it out. In his opinion the congress would not subserve the purposes of progressive thought, or afford a place for the free interchange of opinions, but would degenerate into a mere wrestling place of passions and a scene of disorder. The circular met with the most violent resistance. The teachers were of the opinion that as they were in 1189 FOREIGN EDUCATIONAL NOTES. no sense state officials the rights to protect themselves against all political in¬ terference should at all times be permitted them. It may easily be imagined that this delicate matter wa^ broached at the Con¬ gress of Paris, yet, as the element of prudence was a prominent one, very little time was devoted to it. Besides, the work before the congress was of such a a serious nature as to absorb all the time and attention of the delegates. The work was divided into live sections, viz, pedagogy, professional interests, pro¬ vision for old age, the organization of congress, and gratuitous instruction. As the greater part of the questions had been prepared at former discussions the congressional debates could be essentially shortened. The questions submitted to debate were those that occupied the teachers all over France, and their selec¬ tion had been made by preliminary inquiries, so that from the beginning these topics met the approval of the majority. The next and latest international congress in the interest of common-school affairs was held, opportunely, during the Paris Exposition of 1889. It was the result of efforts of the earlier educational congresses, and took the shape of an earnest manifestation of sympathy on the part of foreigners for the aspirations of the promoters of the educational system of France. The resolutions of this congress are still well remembered by all. (After L. Fleischer, Vienna.) 2.— Bibliography. Book production. — The London publishers’ circular presents the following analysis of the business done by the publishing trade in England during 1889 : Divisions. Theology, sermons, biblical, etc . Euucational, classical, and philological . . Juvenile works and tales . . . Novels, tales and other fiction . Law. jurisprudence, etc . — . . Political and social economy, trade and commerce. Arts, science, and illustrated works . . Voyages, travels, geographical research . . History, biography, etc . . Poetry and the drama . . . . . Year books and serials in volumes . . Medicine, surgery, etc . . . . Belles-lettres, essays, monographs, etc _ _ _ Miscellaneous, including pamphlets, not sermons.. Total . Total new books and editions 1888. 1889. New | New New New books, editions. books. editions. 748 164 630 134 630 149 557 124 357 113 418 93 929 385 1,040 364 115 57 66 40 111 24 110 16 184 69 112 34 224 73 203 57 377 109 310 114 163 68 133 54 324 3 342 4 126 73 133 w 49 165 224 157 183 507 120 483 107 4,960 1,631 4, 9C0 4,694 1,373 4,964 6,591 6,057 . In looking over the analytical table of books published during 1889, which was printed on the last day of that year, an exceptional literary activity was re¬ vealed. The figures for 1889 are not quite so large, but stili they mark a pro¬ duction of between three and four hundred books more than were counted up and classified in 1888. In other words, the statistics go to show that the year 1889 has produced about one work per diem, Sundays included, more than" the output of 1888. Comparing or contrasting the number of publications in 1889 with those of 1888, we find in theology a slight decline, both in new books and new editions. In educational works, also, 1839 has fewer works to show than its predecessor. Books for young people, on the other hand, show a good increase. Of novels and stories there are noted no less than 1,010 new books, besides 364 new editions. This gives the ardeat novel-reader as many as three novels for each week day, with a balance to spare, and one new edition for every day. 1190 EDUCATION REPORT, 1889-90. Germany. — The following- table of new publications is from the Berliner Bor- senblatt: 1889. • 1890. Collected works, History of Lit¬ erary Bibliography . . 482 519 Theology . __ . 1,582 1.763 Law, politics, statistics, etc _ 1,594 1.638 Medicine, veterinary _ 1,248 1,353 Natural history, chemistry, phar¬ macy . . . . . . 852 909 Philosophy . . . . - 188 152 Education, school books, etc . 2,111 591 2,132 J uvenile works . . 521 Classical and Oriental, archaeo¬ logical. mythological ... _ 644 626 Modern language; old German literature. . . . 591 602 History, biography, memoirs .... 892 874 Geography, travel . . . 534 600 1889. 1890. Mathematics, astronomy . 228 215 Military, hippology . 525 569 Commerce and manufactures . . _ 840 929 Building, machines, railways, mining, etc . . . Forestry and sports.. . 383 446 109 100 Domestic economy, farming, horticulture . . . 430 46-1 Belles-lettres . . 1.715 1,831 Fine art, shorthand . . '768 787 Folk-lore, almanacs . . 723 796 Freemasonry . . J 22 19 Miscellaneous . . i 558 621 Maps . . . . 421 509 Total . . . . 1 17, 986 I ; 18.875 I It is significant that the book production in Germany since 1886 has been steadily increasing, and that the increass is altogether in the direction of the more solid branches of literature, as theology, law, medicine, and natural his¬ tory. In fiction the advance is almost imperceptible, the increase in the whole department of socalled Schone literatur (Romane, Gedichte, Theater, etc.) being but sixteen new works. • 3.— Classic Languages. Germany . — In Germany, during late years, the conflict between the gymnasia (classical high schools) and the realschuien (modern high schools) became heated, because all petitions for admission of realschuien graduates to the university were refused by the Government and the university faculties. This is a vital point if we consider that the conditio sine qua non of a professional man (no one speaks of women in this connection in Germany) is to have gone through the classical high school, i. e., to have spent in the study of Latin and Greek re¬ spectively nine and six years. People that opined that one may become, if not a philologist and theologist, at least a physician or scientist and lawyer, without the knowledge of Greek, laid more stress on modern languages and insisted upon a combination of gymnasia and realschuien under the name of real-gymnasia. This kind of school was a hybrid which could not expect to live long, consider¬ ing the capacity of the juvenile brain. The real-gymnasium endeavored to com¬ bine the advantages of the classical and modern high schools, and, of course, overburdened the pupils. For twenty years the authorities permitted the problem to stand unsolved. Almost unbearable hardships resulted from the faot that the curricula of the high schoolsNwere inflexible, non elastic, cast-iron. Ambitious parents of small means made heroic efforts at securing for their sons a better future than thought possible in modest occupations, such as trades and commerce. When the boys failed during their protracted course of professional training (i e., three years in preparatory classes, nine years in the classical high school, and four years in the university), their future was blighted; being “ studied men ” they were con= sidered “ spoiled ” for trades and commerce, and thought themselves too good for manual work. Hence they joined the army of malcontents. Every kind of high school in Germany has special aims in view, hence shapes its course and modes of training accordingly. That a school, and even a college, should be what it is in England and America, a school of general culture, and not a place in which to obtain an education ad hoc, tvas vigorously preached by Dr. Wich- ard Lange, Dr. O. Frick, and many others. The educational press devoted much space to plans for a simplifications of curricula and a unification of schorls. The literature of Germany on the subject of secondary schools, especially the “ Einheitschule ” (common school) is quite copious, but the reform made little if any progress. Conservatism embodied in the highest school authorities of the leading states of Germany adhered to time-honored customs, until recently Emperor Wilhelm II, who has himself been a pupil of a gymnasium, and is fully aware of the un- FOREIGN EDUCATIONAL NOTES. 1191 bearable conditions arising from the attempts at education wl hoc, and chiefly prompted by his desire to counteract the socialistic tendencies (centrifugal, destructive tendencies, as lie calls them) of the present time, took the initiative in his capacity as King of Prussia, and called together a number of well-reputed educators, journalists, scientists, legislators, and representatives of the church for a special inquiry into the conditions of secondary instruction in his king¬ dom. This commission held its sessions from December 4 till Decemb jr 17, 1890, in Berlin, and formulated a number of propositions for reform of higher educa¬ tion, anon^ which are some that materialize a portion of the hopes of the ad¬ vocates of “ Einheitschulen.” In f uture, this commission decided, only two kinds of the sample card of secon¬ dary schools now existing shall be preserved: The Gymnasium and the realschule ; that is, the classical and modern high school. The former is to prepare for entrance into the university where the learned professions a^e recruited : the latter to prepare for polyteehnicums, for administrative officers, for commerce, agricultural, and technical colleges, etc. The hybrid form, “ realgyranasia." is to be abandoned, all other secondary schools shall in due course of time conform with either of the kinds mentioned." Instead of a uniform, a dual system is advo- cat id, not an “ einheitschule,'’ but a “ zweiheitschule.” Where not enough pupils are found in a small town to construct the entire nine years’ course, the upper grades of the high schools of several towns are to be combined in one school in the most centrally located town. But in order to enable these two kinds of high school to follow their course undisturbed.it is thought best to give each its own preparatory classes. This latter measure makes illusory the efforts at unifying or fusing at least the lower classes, and the fiat has gone forth to establish a gulf between those who have means, inclination, or ambition to obtain a higher education and those who have not. While the work performed by the commission may be said to b 3 a step in the right direction, it does not seem in harmony with the democratic tendencies of the age, since it still necessitates an early decision on the part of the parents as to what the boy (mark the word boy, for the girls are not considered in this connection) is to become. It reestablishes the predestination theory as it were, especially so, because a common substructure for both kinds of high school in form of a common preparatory department is rejected. When we see that the French Republic, with true insight into the best means for its perpetuation, es¬ tablishes a common school which terminates in a high school and brings the lycees into organic connection with elementary schools; when we see the same organization adopted in the Swiss Republic we conclude that Germany will have a common school (“einheitschule”) as soom as it becomes a republic, and not until then. [R. K., in Ed. Review.] Switzerland. — The pastoral conference of the Canton Granbuenden, Switzer¬ land, recently expressed its views concerning the teaching of the classic lan¬ guages by adopting the following series of theses presented by Rev. Truog: (1) Latin has become the language of learned men through school, asceticism, and humanism ; but since the natural sciences have made their astonishing up¬ ward start the classic languages as a study have lost their position. Despite of that they have remained, or rather were kept the leading study in high schools, because they were, or their acquisition was, th mght of peculiar pedagogical value. (2) But the pedagogical value of (particularly') Roman c1 assies is, as far as their contents are concerned, questionable. For the purpose of formative train¬ ing of the mind, other branchesof study are mu^h better suited : moreover their acquisition will aim at general culture, a thing that can not be said of the con¬ tents of Latin authors. (3) For theologians a certain limited quantity cf Latin and Greek, however, sc ms an indispensable thing on account of the necessity of referring to original texts. The same may be true of other 1 aimed professions. But while we grant that a knowledge of Greek and Latin is desirable it would seem a- though “less would be more ’’ — that is to say, the knowledge referred to could be acquired during the last two years of the course. (4) If, however, wo can not do without the classics we might introduce them in translations. All church authorities who have written in Lat in have been trans¬ lated admirably, and there seem-; to b • no urgent n -cessity for the physicians and lawyers either to surround themselves with a high wall of Latin. (5) It is in our opinion best to replace Latin and Greek in the lower grades of secondary schools by other branches of study, such as stand in close relation to the urgent demands of modern life. (6) Every high-school course should be so arranged as to offer during the first 1192 EDUCATION REPORT, 1889-90. two-thirds of tho course a general culture desirable for everybody, and only dur¬ ing the last third of the course the demands of the learned professions should be heeded by offering Latin and Greek. (It must be borne in mind that European high schools have a six to eight, or even nine years’ course, beginning with 9 or 10 years, and terminating rarely before the nineteenth year of age.) (7) If the school is thus designed it will be able to do more for citizenship by teaching history better; more for man himself by teaching hygiene and physi¬ ology; more for the business career of thousands of young men by teaching com¬ mercial geography, bookkeeping, and modern languages; more for literary cul¬ ture by teaching the literature of modern times, and more for the prosperity of the country by teaching physics, chemistry, mathematics, and engineering more thoroughly than heretofore; finally, something might be ‘done in the way of technical and industrial training. But as long as the classics claim time and energy of teachers and students, we rear generation after generation of discon¬ tented men who can not find a place in thisleusy li e of modern times. We refrain from all reflections, and leave the thinking reader to rhyme these theses with his own views. Many will find it hard work; others will chime in readily. At any rate, there is no half way shilly-shallying about these theolo¬ gians. And a decided view, be it right or wrong, is better than no v ew at all; hence the expressions couched in the foregoing seven paragraphs have a pe¬ culiarly refreshing flavor. (Schweitzer-Schularchiv.) VIEWS CONCERNING THE- PEDAGOGICAL VALUE OF LATIN AND GREEK— A SYMPOSIUM.1 Since this subject is still a point of pedagogical controversy, a few recent utter¬ ances of noted men may be quoted. (Editor “Paed.”) I. Johann von Asboth. (Proceedings of the Hungarian Parliament, Buda¬ pest, 1890.) “ If it is the policy of the State to eliminate the study of Greek, if it excludes the antique world from the secondary schools, that is from general national education, it robs the nation of that which can not be replaced. From that moment, especially since the religious ideas of the people are already shaken, a generation will arise that has no contact with the past ; a society in which peo¬ ple will think it useless to know where their grandfathers are buried, and still more useless to know what they lived and died for. A generation will spring up which from its lofty summit of enlightenment will look down with derision upon its ancestor’s piety and prejudices ; it will, with strict logic, come to the conclusion, sooner or later, that reverence for parents has a practical justifica¬ tion only so long as the parents may be immediately useful to us. A generation will grow up indifferent to the past, indifferent also to the future, knowing no other interests than enjoyment, comfort, and tangible gain. “And when this American view of things, this extreme of Western spirit, meets with the spirit of the East; when this Western longing for enjoyment and profit is not coupled with the feverish activity of the West, when Oriental indolence is not coupled with Oriental temperance and want of pretension, but when the longing for pleasure and gain meets with Oriental indolence and want of habits of industry — as they do with us, alas, so frequertty — then this match will result in a degenerate and ever-sinking society, under whose guidance we shall become a depraved race, but never a nation. “ The proud-spirited Hungarian nation can not. in its present numerical rela¬ tion to others, be satisfied with playing a subordinate role. My opinion is that it will be one of the most fatal errors to nurse the illusion that we, with our numerical strength in this portion of Europe,. surrounded as we are geograph¬ ically and ethnographically. could be able to maintain a state of the second or third rank — a state that need not trouble itself about others, and about which others would not trouble themselves. Such a so-called neutral middle state has never been able to be preserved in the southeast of Europe. The Hungarian nation will either occupy a prominent position in the empire which it supports (and that was the policy of the Arpades. the Anjous and the Hunyadys, and I venture to say was the fundamental principle of Francis Deak’s policy ),or it will be nothing but an oppressed and degenerate nationality. An intellectual prom¬ inence, or the most energetic exertion toward reaching it, is that with which we supplement our unfavorable numerical proportion. “ With this mission it in no way accords that we should eliminate from our national education those studies in which intellectual prominence is represented • 1 Translated from “Paedagogium” (Vienna). FOREIGN EDUCATIONAL NOTES. 1193 studies which give knowledge of the human heart and soul, and teach how to guide and govern the human being. “We need not depreciate our own time. This era has its admirable acquisi¬ tions, its marvelous inventions which revolutionize material existence from day to day, and on accoimt of its feverish activity this era is worthily called great. But it is obvious that the era of electricity, lightning trains, nerve-killing t ele¬ phone, etc., can not be the time of intellectual concentration. It can not bo a time of harmonious contemplation of men and the world. The antique world, with its simpler conditions of life, its incomparably fewer complications, was much more able than we to view the human being from a human standpoint. That is the reason why the sources of wisdom, of law, and art, are found in Greek culture, compared with which the Latin is only an imitation, a second-hand civ¬ ilization. From these sources is fed, even to this day, our own material devel¬ opment; for, though wo have acquired much new knowledge and are acquiring it daily, we can scarcely say that wo are acquiring new ideas. “Through this mental concentration history, legislation, and art of the an¬ cients became instructive and sublime : through it the knowledge of the human heart and soul became profound and true. But all that can be acquired only in youth; that is, before life's combat robs us of the faculty to receive deep impres¬ sions and prevents mental concentration. Afterward, when greater maturity comes- with its fever of passion and hot blood, the battle for subsistence opens, and the everyday humdrum business, the prose of debit and credit, overtakes us — then it is too late to acquire all that ; and he who would endeavor to do so at that age could acquire it only with very much greater trouble, exertion, and loss of time, or by means of pale-complexioned and insufficient translations. “It is a demoralizing argument, one that undermines the national ambition of youth, that we should throw out these studies to which all nations cling, great and insignificant alike, only because the mental exertion is too great for us Hun¬ garians. That would not be a proclamation indicating intellectual superiority, but inferiority ; it would be an abdication of the mission to guide other nations, and. indeed, an abdication of the place Hungary has in the galaxy of nations.” II. From a recent debate in the Norwegian Storthing (lower house of parlia¬ ment). Prof. Horst (of Tromsd) : “The classical high school of to-day can not be re¬ garded as a school of general culture. It may seem curious how a man who is himself a philologist, and who from early youth has been brought up entirely in the atmosphere of classical study : furthermore, one who has honestly endeav¬ ored to enter deeper into antiquity, how such a man can occupy a standpoint such as I do to-day. But I wish to remark that twenty years of teaching the classics has brought it about that I arrive at the conclusion mentioned before. I have also had ample opportunity to notice how little classic culture is service¬ able in life. By the term ‘ general culture ? we understand such branches which are necessary for life, and Latin and Greek are in this regard not any more essen¬ tial than other branches, unless it be for such persons whose intention it is to spend their lives in studies of a similar kind. As far as Greek is concerned, too little of it is read to learn the language, and too much in comparison with the waste of time it necessitates. ” The speaker said he could scarcely find words strong enough to express the usefulness of the study of Greek. And yet he did not intend to abolish the study of the dead languages at once; “that would be a revolution, and in matters of school one should proceed with the spirit of reform, not in a revolutionary manner/' Hence he suggested to do away with Greek in order to make a beginning with reform. “ Nonprofessional men will be aston- nished not a little if I tell them that this opinion is generally shared by the younger philologists. I was struck with the fact that wherever I discussed this question with younger colleagues I found ready assent. You will find this to be the case all over the country and in small towns. What the weight of opinion is in the capital I have had no means of ascertaining as yet.” Prof. Koht (of Skien) said: “I. too. have arrived at a similar conclusion in consequence of my occupation in school. Classical study does not give what those need who from the threshold of school enter practical life. Development proceeds with inexorable logic, and it cannot be prevented; that it will eventu¬ ally exclude what is commonly called classical culture. What we need are schools of culture which are active in the service of the present time, not in the service of the past/' Rev. 1 Veelsen pleaded for the abolishment of both Latin and Greek, saying : “ Latin has no place in a school for general culture. It must bo reserved for the university, and there taken up by those who need it for their professional studies. There is absolutely no reason why this language should be kept in the second- 1194 EDUCATION REPORT, 1889-90. ary schools. Its literature is antiquated and, according- to my opinion, not only not beneficial but even dangerous under certain conditions. The importance' ascribed to it in formative culture may be found in other branches. I believe that Latin as a requisite component of our higher education is a thing of the past.” ' Jacob Sverdrup (minister of education) also was of the opinion that the way to general higher culture for the majority in the future would be through the elements of modern education. According to his opinion there is no sense in abolishing Greek only. “ Why put the ax to the root of the Greek tree and not to that of the Latin also ? A common high school with a strong Latin tendency, that I consider a step backward.” As a common foundation for higher educa¬ tion the speaker thought he would propose the native language, in connection with history. However, he did not think the time had come to suddenly dis¬ pense, scornfully, with classical education. Ullmunn : “ I am thoroughly convinced that the only correct thing is to make a beginning ; to abolish Greek entirely and to retain Latin as an optional study ; • that inevitably Latin will drop out of the foundation of higher education in the future and be only a secondary study for those who for practical reasons require a Latin vocabulary, for at present this is all the majority of persons need of Latin. ‘ ‘ If they know enough to understand a little about prescriptions and apothe¬ cary Latin and a few Latin proverbs it is really about all that the majority of persons have retained of Latin at the present day, unless one is a scholar and a specialist. In the treatment of this matter one constantly meets with the pecul¬ iar fact that the advocates of the classical languages constantly confound the subject of which they treat with the object in view. People talk as though to abolish Latin would be leading the people back into the times of barbarism. They are mistaken. To do away with Latin would not be detrimental t) educa¬ tion. Latin is spoken of as if it were a great educational medium, and it is a mistake to imagine that this special study possesses suclman importance, while, on the contrary, there are other studies from which more* profit can be derived during the same length of time. “It is a great misapprehension that it is really Latin which produces phi¬ lanthropists, and should lead to human culture. For one may know Latin and still be a thoroughly brutal nature. But that which human education does give is the ability to participate in the great thoughts of culture and civilization of mankind ; but one can not do that through Latin as the only means. On ac¬ count of the study of Latin many other studies must be set aside that are most prolific sources of culture. I say this because I have heard rumors that possi¬ bly a direct propositicn is to be made to adopt new school regulations — namely, such as are based upon the order that Latin be optional without exception. “To such a motion I, for my part, shall give my consent with great pleasure, for I must admit that owing to the small remainder of philological conscience, “ which has marly been ground up in the mill of my examinations, if there is anything unprofitable and foolish in the world for us Germanic people to do it is, above all things, the study of Latin. There is nothing gairnd by it, but a certain formal education which can be acquired as well through other studies, while in the mean time life and reality derive no benefit from this study. Herlzberg (from Christiania, a former minister of education, a theologian) : “ So far as the two gentlemen are concerned who, as professors, occupy such im¬ portant positions in our high schools, I must admit that their utterances have surprised me not a little. They are both, to my knowledge, men who not only work with zeal in the interests of the high schools, and especially as teachers of the classical languages, but they also understand how to awaken interest for these studies in their pupils. They must either fail to comprehend themselves, or they are in a very unenviable position, having to perform a t sk the value and importance of which they doubt. In opposition to this point of view, all. w me to say, that 1 believe that classical education has withstood many attest and - storm, much stronger and severer than that of to-day, and I trust that* also, in the future it will go through ordeals without being injured. Classical study has taken such firm root in the general European culture, that it has become a member of it, so to speak. And it will not do to pretend that this classical edu¬ cation is something antiquated. “No, classical education can not become antiquated, it can not die, for it has . grown up with the history of man from its infancy. The classical languages mark the way to learning that the generations must take, if they strive to reach the height of the culture of to-day, in case they do not wish to exclude them- FOREIGN EDUCATIONAL NOTES. 1195 selves from this great work of general education that is now in progress in all civilized countries. Permit me to draw your att ention especially to the im¬ portance of classical studies for our church. In ca^e Greek should be omitted from our high schools, preparatory to the university, or in case it be postponed until the university years. I fear that this will give a mortal blow to the Protes¬ tant Church.” UUina.nn: “When the delegate from Christiania, Mr. Hertzberg, tells us that classical education had stood many tests and weathered many a storm, and will continue to do so, I deny most positively the supposition from which he proceeds. Classical education has not withstood a single blow. All the assaults that have been made on this education have only caused philologists to open the door to the demands of the times, in that they have admitted first one and then another of the modern branches, and have given them a place by the side of their much- beloved Latin and Greek. They have done this with continual warfare and con¬ stant fear that they would lose their Latin and Greek, because mankind has be¬ come so godless that it wishes for other things than to wander in Ciceronian fields. No, classical education has stood no tests and warded off no assaults, but it has understood how to accommodate itself, and in this respect it has been very clever. It has filled the course with such a number of branches, beside Latin and Greek, that it succeeded in meeting the most pressing needs and demands, and hence we have obtained an organization which suffers from a multitude of studies. Never were the schools so crowded with studies as now. This condition is ample proof of the fact that classical education is ; piping on the last hole.’ What re¬ mains to be done is to give a last decisive blow, so that the latest modern changes become the dominant influenc -s. The modern branches have found their way into school, and now they are there by ri^ht and to be extended, while the classic branches bee >me subordinate : th ur final elimination is only a question of time.” III. Dr. Karl Walcker (in Politik der constitutionellen Staaten. Karlsruhe, Germany, 1890): “The Greeks were at 1 >ast as much indebted to Oriental culture as we are to the Gru co-Roman, but it did not occur to them to require of every gentleman teal uya&'oc) the kno.vledge of Oriental languages. Many portions o' the Old Testament are more beautiful and important than all Graeco-Roman classics taken together: but for this reason the students of gymnasia are not compelled to learn the Hebrew language h\c -pting, perhaps, future theologians). Further¬ more, one must not forget what all European nations owe to the ancients, inclr.d- ing the Egyptians, the Ilindoostanees, and especially the Assyrians. Shall our students for this reason learn Egyptian, Sanscrit, and Assyrian? It is worthy of notice that a philological profe-sional man of conservative political tendency, the celebrated national economist, W. Roscher, justly asserts that on > may become acquainted with the classics through good translations in the same man¬ ner in which most learned and educated men know the Bible from Luther’s translation. Even future theologians, philosophers, nonclassical philologists, jurists, national economists, and physicians need not pursue the ancient languages in the way in which professors of secondary schools pursue them. Latin and Greek compositions are not necessary for them. •* Latin has long ceased to be the international language of the learned. FY>r international intercourse, at the present day, English and French are used. The Berlin Labor Congress in the spring of 1890, for example, held it3 discus¬ sions in French. As far as I can S'e, future Christian theologians and scholars in Hebrew will never make Hebrew compositions. It would be absurd to assert that a country parson needs no English; that the Assyrian researches of the Englishmen and Anglo-American works and periodicals have no int rest for him. Every intelligent person, generally speaking, must understand at least as much English as German students of gymnasia on an average understand French. It is to be- regretted that English is not an obligatory study in gymnasia. In consequence of this 95 to 99 per cent of German students of lav and national economy, prepared in classical gymnasia, understand no English. They make blunders in the pronunciation of the most ordinary words, and can not translate even the shortest, easiest English s ?ntences. Fo * philologists. national econo¬ mists, jurists, naturalists, etc., the knowledge of Engli-h is indispensable.” IV. Drnfrssor Dr. Herman Cohn (Breslau, Germany) in Die Schule der Zu- kunft, Hamburg, 1890 : , “ That the ancient languages will claim much less time in the future than at present is quite certain. In the Middle Ages Latin and Greek were quite in place: to-day their details have become quite superfluous. It has be mi calcu- , lated that students of gymnasia spend 4. 060 hours in th.' schools in the study of 1196 EDUCATION REPORT, 1889-90. Latin and Greek alone, not including work done at home. The student of med¬ icine, on the contrary, spends only 2,160 hours for his preparation, even when he attends the clinics four hours every day for five semesters. And what has the student gained by his 4,036 hours? He knows had Latin, which with genuine joy he strives to forget, and he knows less Greek, which tie succeeds in forget¬ ting without effort. ‘‘The grammatocrats, as Prof. Esmarch so beautifully calls them, of course main tain that the grammatical exercises are mental gymnastics. I do not believe, however, that anyone can prove that the mental gymnastics are stronger when the beginner memorizes .‘amo, amas, amat,” that when he learns ‘ j’aime, tu aimes, il aime,’ or ‘ I love, thou lovest.he loves.’ Virchow justly affirms, ‘ that the ancient languag-es have somewhat of an ideal purpose, is only an opinion of obstinate philologists.’ They naturally will always stubbornly uphold an idea which seems to live like an eternal malady, namely : ‘The ancient languages sharpen the mind more than the modern,’ for these men gain their livelihood by teaching the ancient languages. Grammatical instruction in general, however, does not afford mental gymnastics at all in any language, as is so brilliantly proven in the writings of Prof. Lowenthal; for memorizing grammatical rules is not brain work, but only cramming' with words without meaning, which posi¬ tively none of the present needs of children demand. ‘ ‘ I am far from wishing to deny the beauties of the Latin and Greek classics ; but who will not acknowledge that there' are also many beautiful things con¬ tained in Sanscrit and Hebrew books ? And yet we are contented with good translations of these. It is also true of the ancient classics that only he who completely masters the languages can appreciate their beauty, and students of gymnasia do not progress as far as that. Gutzkow is quite correct in his theory that ‘ one will not discover the treasures of antiquity until one reads the classics in the schools in good translations, and leave the study of the original texts to scholars.’ “But as things are now, the most important time is squandered in studying grammatical and philological vexations of the dead languages, and especially in superfluous inverted translations from German into Latin and Greek, which in the schools of the future will have to give way to much more important things — the modern languages (French and English, which the citizen of the nineteenth and twentieth centuries finds absolutely necessary for life), mathematics, history, literature, geography, physics, chemistry, all of which for training the mind are incomparably more important than all the dead languages taken together. Also drawing, athletic sport, and manual labor will receive more attention than formerly. For in a harmonious development the hand will demand more con¬ sideration than is bestowed upon it now.” V. Dr. Paul Giissfeld (Berlin) in Die Erziehung der deutsehen Jugend, Berlin, 1890 : ‘ ‘ Graduates of the secondary school of the future who enter the university will be lacking much knowledge with whichrat present the students are quite familiar. They will not be masters of Greek and Latin grammar, nor be able to read the ancient authors in the original. This concerns philologists first, then lawyers, historians, and theologians. As Hebrew is a professional study of the theologians which is acquired in the university, so Latin and Greek will in time to come be taught there, and there only. It would seem best for that purpose to establish seminaries in connection with universities for the special benefit of those students only who have a vital interest in learning the classical languages. Their diligence will be greater, their progress much faster, for the simple rea¬ son that by virtue of their general intellectual culture they will be able to un¬ derstand the grammar the more easily. “ The modern language which as a medium of culture and as a substitute for Greek and Latin deserves consideration above all others is the French. Its ad¬ vantages are chiefly found in the grammar, which resemoles in lucidity a Code Napoleon. Its rules are strict and clear. One does not venture to violate them, but enjoys following them. This feature may be traced through the entire French literature, and no revolution could effect any change in this. There is nothing holy and sublime in France that has not been dragged into the mud by party or faction ; but no one dared to touch the language with unholy hands. Respect for the French language is shown everywhere in France, from the hastily penned advertisement of the merchant to the orations of the immortals in the French Academy, and every violation of the rules' of that language ispqp- ished severely with ridicule. There is no room left for arbitrary construction in syntax, as is claimed in German and Latin by every writer and speaker. But. FOREIGN EDUCATIONAL NOTES. 1197 as a substitute for that -want of liberty there is offered a wealth of words signi¬ fying similar things, so that the finest shading in expression is made possible. Thus it comes that the French language is equally well fitted for the presenta¬ tion of mathematical theories and the expression of the most charming play of poetic thought. “To master such a language, so that one may be able to express one’s thoughts fluently in it without violating its grammar cr groping for proper terms, is an object worthy of the highest human intellect and the most culti¬ vated taste. The way to it, moreover, has the advantage of leading through alternately charming and grand but ever beautiful sceneries — French litera¬ ture. He who sees in French literature only an accumulation of novels full of adultery betrays himself by his unjust and distorted judgment. Nor need we restrict oursefves in school to contemporaneous literature. If we exclude it there would still remain the works of many centuries to choose from.” 4.— City School Systems. Germany — The city of Berlin had in 1890-91, 290 public elementary schools and 82 private and Jewish schools ; together, 352. An increase of 3 schools, 111 class rooms, and 3,518 pupHs. The Protestant population in Berlin has increased 18 per cent within the last 5 years, the Catholic population 36 per cent, and the Jewish 23 per cent. The actual increase is 210,038 Protestants, 35,825 Catholics, and 14,881 Jews. Fourteen per cent of the Protestant population were found in the lower public schools : only 10 per cent of the Catholic, but 15 per cent of the Jewish population. Of the 3.141 classes in the lower schools, 3,021 had their own class rooms : 120 had to share class rooms with other classes ; this was done by introducing half-day schools. Since 1889 -90, the number of classes in houses belonging to the city has increased by 202, while the number of classes in rented quarters has decreased by 133. Half day instruction is given to children in pri¬ mary grades and to those employed in factories. The schools of Berlin, though fully graded, have not as with us 8, but 6 grades. The following figures are instructive : of all the pupils there were in the lowest grade (1 year) 19 per cent: second grade (1 year) 19 p. r cent : third grade (1 year) 19 per cent ; fourth grade (1 yearj 18 per cent: fifth grade (2 years) 14 per cent; sixth grade (2 years) 11 per cent. This is a distribution which few American schools can equal. What American school has still 11 per cent of its school population in the seventh and eighth grades ? Toward the close of. the year the average number of pupils to the teacher was 55. Besides the 3.141 teachers and 352 principals there is another corps of teachers engaged in the city schools, namely, the women who teach the girls to knit, embroider, sew, etc. Since 1883, when the first women teachers were employed, 1,325 have been in active service. Of these 956 were still in active service in 1891 ; 369 have dropped out (273 resigned, 222 of them have married, 32 were promoted to higher schools, 25 were pensioned, 39 died). It is found that the women teachers were absent on an average 84 days per year within the first 5 years of service. The absence increased to 224 days per year up to the fourteenth year of service. Up to the nineteenth year the average annual absenc s amounted to 84 days ; up Id the twenty-ninth and thirtieth it incr. ased to 84 days, until in the forty-second years of age the absence amounted to 15.8 days. The calculations §j*e not a good" basis, for they offer too slender a premise. An anomaly is the fact, that in 35 Protestant city schools of Berlin instruction in Hebrew religion is given to the children of that faith. Another notable fact is that 18 principals. 91 male and 109 female and 16 industrial teach¬ ers asked for and received leave of absence or prolongation on account of im¬ paired health. (Paed. Ztg.) Austria. — Vi nna has recently annexed its suburbs and thereby increased the number of its primary schools from 170 with 2,300 teachers, to 285 schools with 3,800 teachers and 140,000 pupils. Berlin had, in 1890, 184 schools with 3,800 teachers and 172,778 pupils. 5.— Compulsory Attendance. The following countries have laws on their statute books which decree com¬ pulsory attendance at elementary schools. In many of these countries the law is of recent origin, hence has not had the results it will show 10 or 20 years henc?. In England the law leaves it to local authorities to decree compulsory attendance at school, if they see fit. 1198 EDUCATION REPORT, 1889-90. I —In Europe. Austria. Denmark. England. France Germany (Prussia, Saxony, Bavaria, Wurt- emburg, Baden; in short every state of the empire). Greece. Hungary. Italy. Montenegro. Norway. Portugal. Roumania. Servia. Spain. Sweden. Switzerland. II. — In America. Argentine. Brazil in several states. Costa Rica. —(Accord, to Statesman’ s Yearbook.) Equador. Guatemala. Mexico (in most states). Paraguay. Peru. Salvador. Santo Domingo. Uruguay. Venezuela. Ill — In Ausf-ralut New South Wales. New Zealand. Queensland. South Australia. Tasmania. Victoria. Western Australia. IV.— In Asia. China (indirect compulsion by means of ex¬ aminations). Japan. Germany. — la Berlin 1,900 pupils of the public elementary schools were, in 1891, definitely excused from school at the close of the seventh year (at 13 years of age), owing to the poverty of the parents, who needed their children's aid. In 50 families, it was conclusively shown, the misery was so great that the chil¬ dren had to be excused at 12 years of age. The compulsory attendance law leaves such cases to be decided by the supervisory authority, to whom is given a wide margin cf discretion. (Fr. pacd. BlaetterJ England. — Concerning compulsory attendance at school in England, there is little known in this country, hence a plain statement of facts may be welcome. The elementary educational act” of August 9, 1870, provides as follows : ‘•Every sehool board may, from time to time, with the approval of the educa¬ tion department, make by-laws for all or any of the following purposes: Re¬ quiring the parents of children of such age— not less than 5 years, nor more than 13 years — as may be fixed by the by-laws, to cause such children (unless there is some reasonable excuse) to attend sehool; imposing penalties for the breach of any by-laws. Any of the following grounds shad be a reasonable excuse: namely, (1) that the child is under efficient instructions in some other manner; (2) that the child has been prevented" from attending school by sick¬ ness or any imavoidable cause; (3) that there is no public elementary school open which the child can attend within such distance— not exceeding 3 miles, measured according to the nearest road from the residence of such child — as the by-laws may prescribe. These by-laws were issued by the different school boards sanctioned by Her Majesty in council and published in the appendices to the annual reports of the education department. There -still existed boroughs and parishes enough which did nothing at all in this matter. To amend this elementary act, other acts were passed in 1873, 1876, 1879, and 1880, among which that of 1876 is most important as to compulsory attendance. Sections 4 and 12 of chapter '79 run as follows : (4) It shall be the duty of the parent of every child to cause such child to receive efficient elementary instruc¬ tion in reading, writing, and arithmetic, and if such parent fail to perform such duty, he shall be liable to such orders and penalties as are provided by this act. (12) Where an attendance order is not complied with without any reasonable excuse, a court of summary jurisdiction, on complaint made by the local author¬ ity, may, if it think fit, order as follows: In the first case of noncompliance, if the parent of the child does not appear, or appears and fails to satisfy the court that he used all reasonable efforts to enforce compliance with the order, the com t may impose a penalty not exceeding, with the cost, 5 s>: but if parent sat¬ is fi s the court that he has used all reasonable efforts as aforesaid, the. court may, without inflicting a penalty, order the child to be sent to a certified day industrial school. Moreover, this act provides lor the appointment of a school attendance committee for every borough and parish for w*hich a school board has not been elected. The act of 1880, which is very short, provides that the education department, may make by-laws for those districts which have not made them for the mselyes. By it compulsion was first fully and universally es¬ tablished. All public elementary schools are administered by these acts, as well as by codes, of which anew one is issued every year. (Gust. Lenz.) FOREIGN EDUCATIONAL NOTES. 1199 6.— Crime. Germany. — The numbers annually published by the German statistical bureau concerning- crimes in Germany, or the number of convictions, ( may, in a sense, be considered a barometer of public morals. For several years a gratifying sat¬ isfaction was entertained at the decrease in the number of crimes against prop¬ erty, and it was concluded that the economic conditions of Germany were steadily improving. On the other hand, it was considered an ominous sympton that the number of crimes against state, public order, and religion, as well as against the person was steadily increasing. It was regarded as a ray of hope when, in 188*, a check in the increase was noted. That year was (sinco 1882) the first in which a notable decrease in the number of crimes of the second kind could be recorded. At present the result of the statistical labors for 1889 is before us, but, alas, it does not show a continuation of the tendencies marked in 1888, for not only the number of crimes against state, public order, religion, and person has increased beyond expectations, but also the seemingly constant tendency toward decrease in crimes against property has ceased, and the year 1889 exhibits a deplorable increase. Some characteristic numbers may illustrate the foregoing statements. The crimes against state, public order, and religion in 1882 numbered 51,023 (con? victions are meant); this number rose until 1887, when it reached 62,348. The year 1888 showed a decrease, namely, 61,806 convictions. But the year 1889 again records an increase, the sum total during that year being 02,815. This increase is chiefly found in the great number of cases of breach of peace (16,244 as against 14,851 in 1888), inducement to perjury (292 as against 221), public resistance (364 as against 163), while the number of escapes from service in thenar my decreased from 21,421 to 19,683. The number of convictions for crimes against the person was 107,398 in 1SS2. It rose to 137,745 in 1887. In 1888 it fell to 134,070, but in 1889 it again increased to 139,639. Especially the convictions on acount of verbal offense (43,000 against 42,959 in 1888), assaultand battery (19,730 as against 18,374), and inflicting wounds (57.191 as against 55,223) show a deplorable increase. The crimes against property also exhibited a constant decrease in number from 1882 till 1887, namely, from 169,334 to 152,652. But the year 1889 again shows a remarkable increase, namely, to 165,623. In this increase may b? rec¬ ognized the characteristic feature cf the criminality of 1889. It indicates a dif¬ ferent direction from that illustrated by the numbers of 1882. The numbers esx^ecially interesting are 71,881 cases of "petty larceny, (as against 65,030 in 1888); same with second conviction, 11,085 (as against 10,185); larceny, 7,978 (as against 6,972); burglary, 2,412 (as against 2,160); embezzlement, 15,3SS (as against 14,781); defraudation, 15,205 (as against 13,493). The increase of crimes against property is frequently considered to stand in intimate relation to the advance in prices of commodities and necessities; but it should be remembered that the prices of j>ro visions did not rise until the second half of the year 1889, and that the general economic conditions of Germany were better in 1889 than in any previous year. Of course, though one is inclined to think that the rise in prices has something to do with causing the increase in the number of crimes against property, it can scarcely fully explain it when the increase in these crimes is taken in connection with that of others. One thing should bo noticed, that during the reign of “protective tariff !! a constant reduc¬ tion in the number of crimes against property was noticeable. How unfavorable the statistics of crime for the year 1889 are, may be seen from these totals; Year. Cases of 1 convic- i tion. Uncrease. Year. Cases of convic¬ tion. Increase. 1889 . 309, 644 350.666 356,357 353,000 18,978 *5,681 3,357 9, 913 ! 1885 348,087 345. 977 330,128 329, 968 *2.890 15.849 160 1888 . 1887 . 1886 . ' 1884 . I 1883 . t 1882 . — (Diisseld. Anzeiger.) ♦Decrease 1200 EDUCATION REPORT, 1889-90. 7.— Exhibitions. Italy. — An exhibition was held in Milan in the first week in May, 1891, for the education and hygiene of children. The character of the exhibits is best seen from the programme. In Class I, toys of every description ; in Class II, children's implements, musical instruments for children, etc.; Class III, under the title “The Little Artist,” a collection of tools for every kind of handiwork; Class IV, contains room games ; Class V, little theaters ; Class VI, garden games ; Class VII, apparatus for gymnastics, fishing, hunting, swimming, etc.; Class VIII, velocipedes, carrousels (merry-go-rounds), swings, and hammocks. While this part is an international exhibition, the following is strictly national. It con¬ tains in section 1, text-books and other publications, drawings, models, appar¬ atus for object lessons, furniture and tools for schools and kindergarten ; in sec¬ tion 2, education, apparatus for teaching how to walk, food and clothing for children, etc. France. — The commission charged with viewing the biennial exhibition of de¬ sign and manual work in the primary schools of the Sarthe district, France, has made its report. It states that the teaching of design shows a marked tendency to become more rational. The copies of models are rarer and the designs are less ill- assorted. Linear design is not proportionally represented, and there are many patterns beyond the capacity of the child. The teaching of sewing has made a great advance in the line of common sewing and the making of simple garments for daily use. The method of teaching and the arrangement of the programmes is in need of improvement and revision. Too many teachers succeed in giving the little girls a taste for luxury and frivolity, besides causing them a loss of precious time. (Lond. Ed. Times.) Monsieur Jutes Simon has inaugurated a novel and interesting exhibition in Paris, organized by the hygienic" society for children, a body established four years ago for promoting the health and welfare of the young. The exhibits consist of various kinds of hygienic, orthopedic, and surgical appliances, cloth¬ ing, toys, industrial products, and other articles intended for the use of chil¬ dren in health or in sickness. The most remarkable feature of the exhibition is a very curious and complete collection of quaint cradles, chairs, and gocarts, dating, some of them, from extremely remote periods. One of these gocarts affords a most curious illustration of primitive ingenuity, having been made by hollowing out the trunk of a tree. There are also specimens of baskets and bags used by miners’ wives for hanging up their babies while at work and a wooden “creche,” used for the reception of foundlings at Lille during the Mid¬ dle Ages. (Lond. Jl. of Ed.) The Pedagogical Museum of Paris is a permanent exhibition of all kinds of teaching material from abaci and alphabet cards up to the most delicate and complicated apparatus, and all the civilized nations of the world are laid under contribution. The minister of public instruction has lately decided to enlarge its scope by the addition of a section devoted to sample copy books and exercise books to show the handwriting of the French youth. The Revue Pedagog- ique characterizes the new departure as a happy idea. It quotes at length the official circular inviting the cooperation of the chief inspector in preparing for the exhibition. Every district of France is to be included, but both, the class (or grade) of pupils represented, and the variety of schools are to be changed from year to year. The caligraphy of both boys and girls is to be shown, and each primary inspector is charged to submit three specimen books from his dis¬ trict. The minister is careful to direct that the books should be the ordinary samples, and not specially prepared for transmission to the capital. At the op¬ tion of the inspector the books may contain the teacher’s correction of the day's work. (Schoolmaster.) 8. — Hygiene. Germany. — The subject of mental overpressure is important not only for pa¬ rental consideration, but for scientific investigation. The capacity of the child, the number and nature of the studies, and especially the length of the recita¬ tions, are features which ought not to be overlooked or be left to the discretion of educators. That much can be gained by experimental study of overpressure is shown by a paper read by Dr. Burgenstein, of Vienna, before the congress of hygiene in London, upon The Working Curve of an Hour. The writer had for his object the study of the mental power of children, and he arranged his experiments with a view to demonstrating the fluctuations of brain power in FOREIGN EDUCATIONAL NOTES. 1201 children during one hour's occupation with a familiar subject. Simple addition and multiplication sums were given to two classes of girls, of an average age of 11 years and 11 years and 10 months, and two classes of boys of the average age of 12 years and 2 months, and 13 years and 1 month. After ten minutes’ work the sums were taken away from the children ; after a pause of ten minutes the work was resumed, the alternation continuing for an hour, so that there were three periods of work. The results were interesting. During the experiment 162 children worked out 135,010 figures, making 6,504 mistakes. It was found that the number of mistakes increased in the different periods and that during the third period the quality of work was at the lowest. The general result showed , according to the investigator, that “children of the ages stated become fa¬ tigued in three-quarters of an hour ; that the organic material is gradually ex¬ hausted; that the pewer of work gradually diminishes to a certain point during the third quarter of the hour, returning with renewed force at the fourth quar¬ ter.” The recommendation was made that no school lesson should last longer than three-quarters of an hour, and should be followed by a quarter of an hour’s rest. Such a study is of especial benefit at the beginning of the school year. Children are often reprimanded for inattention when they are overfatigued, and are spurred forward when their minds need rest. “ Mental overpressure” is the usual result. (London Journal of Education.) In Germany an experiment was tried upon 162 children from 11 to 13 years of age. who were set to work out sums in simple addition and multiplication for ten minutes; then after five minutes’ rest, for ten minutes more, and so on for four periods of ten minutes each in all. The result was that the total number of mis¬ takes made was 6,504, the number increasing in the second and third period, but diminishing again in the fourth, which appears to have been better than the second. Regarding this as an experiment upon overpressure, the first thing that suggests itself is. that forty minutes of simple arithmetic, divided into periods of ten minutes each, with an interval of rest between, seems such a small amount of work to produce symptoms of fatigue that one is led to ask whether there may not have been some other cause to account for the deterioration observed ? How were the intervals of rest employed ? Is it not probable that such frequent interruptions may have produced a feeling of distraction and loss of concentration sufficient in itself to account for the falling off in the quality of the work? Again, 6,504 mistakes gives an average of one mistake per minute for every child ; surely work so careless can not have been the cause of much mental pressure. It seems strange, too, on the evidence, that three-quar¬ ters of an hour should be proposed as the limit, taking no account, apparently, of the revival of energy in the last ten minutes of the hour. (London Ed. Times. France. — A convention of school physicians in Paris has unanimously rec¬ ommended to the city school authorities to provide every school with a set of surgical instruments for cases of emergency. Injuries, as they sometimes oc¬ cur in schools, could then be attended to without delay by the teachers. Sweden. — Dr. Wertlind, physician in the schools at Gotenburg, Sweden, has weighed the pupils of three girls’ schools twice a year since 1870. During his observations, for the period of twenty years, he found that the increase in weight during the three vacation months (June, July, and August) was comparatively greater than during the remaining nine school months. The following table gives the exact average increase in Swedish pounds : Age. increase. During vaca¬ tion. During 9 school months. Pounds. 1. 19 1.60 2.01 2. 52 2. 73 3. 57 4.93 4.67 4.61 3. 35 Pounds. 3. 77 3.86 4.07 4.50 5.81 7. 29 5. 95 7. 13 4.03 3.58 8 years . _ _ _ _ _ _ 9 years . . . 10 years . 11 years . 13 years . \ . . 14 years . . . 15 years . 16 years . . ED 90 - 76 1202 EDUCATION REPORT, 1889-90. The Prussian Piidagogische Zeitung says : From this table it is seen that after the eighth year of age the development of girls during the nine school months is not proportional to that which takes place during the three vacation months. Up to 9 years of age the girls are not materially checked in their bodily development, but from that year on the de¬ velopment is checked the more the older the pupils are. We must also, in scanning this table, remember that, as a general thing, the summer is not con¬ ducive to an accumulation of flesh and fat ; hence these figures are more elo¬ quent than would seem at first. But it does not follow from the facts here pre¬ sented that it would seem better to keep the pupils out of school. All that follows is that school instruction should be attended by less worry and more cheerful play. If our girls must acquire mental development at the cost of ner¬ vous prostration, as is done so frequently, it certainly is too costly an article. (Paed. Ztg.) Denmark.— A Danish school principal in Copenhagen, Dr. Vahl, publishes the result of his similar observations through a period of nine years. He weighed his pupils twice a year, on April 1 and October 1. His observations are very valuable, since they embraced children of prescholastic age. The remarkable fact was found that during the six summer months the increase in weight was on an average? about one- third greater than through the winter months. Here are the figures : Increase in weight. In Danish pounds. In per cents. Ages. In win¬ ter. 1 In sum- | mer. In win- | ter. j In siun- J mer. 4 years _ _ - _ 1.45 1.94 4.58 5.99 5 years. . . . . . . . . 1.81 2. 23 5.06 6.23 6 years . . . . . . . 1.85 2. 45 4. 63 6.22 7 years _ _ _ 1.99 2. 61 4.49 5.97 8 years . . . . . . 2. 14 2. 86 4. 39 5.91 9 years . . . . . . 2.38 3. 15 4.42 5.89 10 years.. _ _ _ - _ 2. 87 3. 43 4. 86 5.89 11 years _ _ _ _ _ _ _ _ 3.50 4. 40 5. 34 6.82 12 years. _ _ _ _ _ _ 4. 17 5. 12 5.72 7.08 13 years . . . . . . 4.93 5. 63 6. 04 6.92 14 years . . . . . . . - _ 3. 79 6. 23 4.16 6.86 15 years _ _ _ _ _ _ _ _ 4.08 4.25 i 4.22 4.41 —(Paed. Ztg.) 9.— Illiteracy. Italy. — Mr. Bodio, director of the Central Statistical Bureau in Rome, has re¬ cently published a memorial upon the subject of elementary education in Europe, and particularly in Italy. In this book we find a complete summary of the re¬ sults of education measured by the number of illiterates in the army during the last fifteen years. “ This summary,” says Mr. Bodio, “ may cause us some mor¬ tification/’ Per cent of illiterates. Country. 1876. 18S1. 18S3. 18S4. - 1837. 188S. Italy _ _ _ 47. 74 47. 96 47. 22 44. 98 42. 93 France _ _ _ 16. 09 14.91 13. 10 12. 29 10. 00 Germany _ . _ _ . 2. 37 1.59 1.32 1.27 0.60 Prussia . . . 3. 19 o OO 2.00 1.97 0. 85 0.80 Bavaria 1.79 0. 29 0.18 0. 08 0. 05 IV urtemburg 0.02 0.02 0. 02 0.02 0.01 Baden __ _ _ _ 0.22 0. 09 0. 02 0.02 0.01 Austria . . . . 1' . . . . 48.08 38. 09 32.08 34.08 27. 07 25.00 Hungary . . . _ . 56. 09 50.08 47.07 45.00 40.02 38. 06 Switzerland. . . . . 4.06 2. 07 2.01 2.00 1.03 1.03 Belgium _ . . _ _ _ _ 18.42 15. 99 15. 38 15. 59 13. 87 Holland 12. 00 10.01 9.08 9. 09 8.05 Sweden 0.90 0.39 0.27 0.02 0.02 Denmark 0. 36 Rev via 79.31 Russia . 1 80.30 1 79. 04 1 1 I I -• ' 1 FOREIGN EDUCATIONAL NOTES. 1203 Germany. — "While the German nation has the smallest per cent of illiteracy of any nation in the world, yet neither the Catholic nor the Protestant element has the lowest rate of illiteracy. This belongs to the Jewish element. Of 100 Prot¬ estant children 91.63 per cent attend the elementary, 4.87 per cent the middle, 3.25 per cent the high school, and .25 per cent the university. For 100 Catholic children the 4 departments run respectively 97.21, 4.18,3.48, and .13. While for the Jews the per cent in 100 children is 53.71, 24.40, 21.20, and 1.69. That is, of Catholic and Protestant children about 10 in 100 go beyond the first or elemen¬ tary grade, while 47 in 100 of the Jewish children go beyond the first grade. These figures apply only to the city of Berlin, however, where the Jews are both numerous and wealthy. This is a most remarkable revelation, and the advantage is with Jewish children, not in Berlin alone, but also throughout the empire. It is said that the same fact holds true in our American schools. Why is it that the Jewish mind aspires to the highest plane in education? It would look as though the higher average of health among the Jewish race leads to a greater measure of mental activity and sustains it. The greater average in wealth also h^ps to the same end. The study is an interesting one, and a comparison of statistics covering all nations would bo desirable. The following comparative columns are highly instructive, inasmuch as they illustrate the effect of compulsory education in-Germany : Ratio of illiteracy. Province. 1875-76. j 1888-89. Province. 1875-76. 1888-89. Saxony . . . Per ct. 0.23 Per ct . 0. 01 Meinengen . Per ct. 0. 82 Per ct. 0.24 Baden _ 0.22 0. 02 Mecklenburg-Strelitz . 0.54 0.25 Bavaria 1.79 0. 03 Alsace . . . 3.45 0.26 W urtemburg . . 0.02 0.03 Hamburg . . . 0. 45 0.32 Hessia 0. 35 0. 12 Waldeck 0.95 0. 38 Mecklenburg . 1.09 0. 14 Reuss . . 1.42 0.41 Lippe . . 0. 78 0.23 1 ! Prussia . 3. 19 0.94 The figures represent the ratio of illiteracy found among army recruits. (Centr. Archiv.) General survey. — A French educational journal contains the following items of information. Some of these statements are not quite correct, compared with statistical information available in- the Bureau of Education (see Annual Report of the Commissioner of 1888-89), but it is reasonable to suppose that the figures here presented are obtained by omitting (a) private, ( b ) secondary instruction: hence they are here reproduced as probably representing public elementary schools only. T. — School Population. The proportion of the total population that was enrolled in school in the prin¬ cipal countries of the civilized world was as follows : Country. Per cent. Country. Per 1 cent. Country. Per cent. Europe. Africa. America — Cont’d. Prussia . 18.25 Cape Colony . 23.00 1 Ecuador . 2.00 England . 16.20 Uruguay .. 5.00 Switzerland . 15.00 America. Venezuela 5.00 France . 14.64 Holland 14.00 Canada . . . 21.50 1 Oceanica. Austria-Hungary .. 11.50 United States . 20.20 | Belgium .... 10.00 Jamaica . . 11.00 i Australia . 18.00 Italy .. 9.00 Trinidad. . . 9.00 ■ Tasmania . 12.00 Russia . . 1.80 Costa Rica . 7.00 ! New Zealand . 19.00 Guatemala . 3.00 1 Sandwich Islands . 11.00 Asia. Nicaragua . 5.00 i Argentine . 6.50 Japan . 9.00 Chile . 3.00 ! 1204 EDUCATION REPORT, 1889-90. II.— Illiteracy. (а) In general. — Russia, Roumania, and Servia, about 80 per cent ; Austria- Hungary, 42 per cent : Ireland, 21 per cent; France, 15 per cent ; Belgium, 15 percent: Holland, 10 per cent: United States (white), 8 per cent; Scotland, 7 per cent; Switzerland, 2.5 per cent. In Sweden, Denmark, Bavaria, Wurtem- burg, Saxony it is very rare to find a person that can not read. (б) Can read only. — Germany, 94 per cent (evidently too low a figure) ; England, 91 : Austria, 88 (does not agree with statement under “ Illiteracy” a) ; France, 88 per cent ; Italy, 74 per cent ; Spain, 69 per cent ; Russia, 53 per cent. (c) Can compute. — Germany, 89 per cent ; England, 81 per cent ; France, 77 per cent; Austria, 75 per cent ; Italy, 53 per cent; Spain, 49 per cent ; Russia, 39 per cent. (d) Know another language than the mother tongue. — Germany, 69 per cent ; Aus¬ tria, 61 per cent ; England, 34 per cent ; France, 29 per cent ; Italy, 28 per cent; Spain, 13 per cent. (These statements are, to say little, very extravagant.) (e) Have received a classical education.—1 Germany, 32 per cent ; England, 21 per cent ; France, 20 per cent ; Italy, 17 per cent ; Austria, 13 per cent ; Spain, 7 per cent ; Russia, 2 per cent. These statements vary but little from similar ones published a year ago. (Re¬ vue Pedag.) 10— Language Study. Learning languages through self -instruction. — In an age like ours that brings peo¬ ple of foreign tongues into contact so often, an age in which the polyglot litera¬ ture of periodicals and books plays an important role, the number of adults who learn foreign languages through self-help is by no means small. Each of these self-made linguists is likely to have his own method and reach the goal he sets for himself in his own inimitable way. But though every road leads to Rome, a sensible pilgrim will want to know several to choose from. For this reason such quiet indefatigable workers may be reminded of the methods of two men who, by means of self-instruction, acquired an unusually great amount of linguistic kowledge and have become famous in this respect — Schliemann and Macaulay. Schliemann, the distinguished German archaeologist, who “first served as a commercial clerk, then, when he became head of a commercial house doing an extended and successful business, learned English, French, Dutch, Spanish, Por¬ tuguese, and Russian ; later on, modern and ancient Greek : lastly, Latin.” He writes of himself in his Ilios : “Then I occupied myself for two years exclusively with ancient Greek literature and, I may say, I read cursorily during this time nearly all the classics, and the Iliad and Odyssey several times. Of Greek gram¬ mar I merely learned the declensions and the regular and irregular verbs ; but with grammar rules I lost not a minute of my precious time, for when I saw that not a single one of all the boys who had been tortured with tedious grammar rules for more than eight years was able afterwards to write a Greek letter with¬ out making hundreds of the coarsest errors, I concluded that the method fol¬ lowed in the high schools was radically wrong. My opinion is that one can gain a thorough knowledge of Greek or any grammar only through practice, i. e., through thoughtful and attentive reading of classic prose, and through memo¬ rizing some of its best model pieces. Following the primitive method, I learned ancient Greek, and now can use it like a living language. I fluently write in it, and orally express my thoughts readily and without difficulty on any given sub¬ ject, provided always I have thoughts to express on that subject. I am familiar with all the rules of grammar, though I rarely know whether the rules I follow in speech and writing are recorded in grammar or not.” Schliemann fails to tell us how he read the first Greek work. Doubtless he did it with the aid of a trans¬ lation, and not with a dictionary. Lord Macaulay, the greatEnglish historian, learned modern languages in like manner. “When I want to learn a language,” he wrote from Calcutta inl836, “ I always begin with the Bible, which I can read without a dictionary (Macaulay knew the English New Testament by heart). In the course of a few days I know the patch words (prepositions and conjunctions), and the commonest syntactical rules, and come into possession of a pretty large vocabulary. Then I attack some good classic work. Thus I learned Spanish and Portuguese , and a similar method I shall some day employ in learning German.” A year later he wrote : “ On my way home I intend to learn German. I am told that is a difficult language, but I do not believe that there is any language which I cannot master in four months, FOREIGN EDUCATIONAL NOTES. 1205 working 10 hours daily.” And a few months later : “When I arrive in England I mean to have mastered German. In my leisure hours I have broken the ice by reading Luther's translation of the New Testament half through, and I am now quickly making my way through Schiller's history of the Thirty Year’s War. Schiller's style pleases me very much. His history is rich in very correct and profound thoughts, expressed in so simple and pleasing a language that only blockheads can think him superficial. The prodigious knowledge of languages of a Macaulay or Schliemann are usu¬ ally explained by the supposition that they possessed an extraordinary licgnistic talent. However, that may be a fallacy. If w? consider that these linguistic genuises were always persons who permitted themselves no other recreation and pleasure than reading, and consequently employed every available moment in reading, we shall look upon the wonderful results mentioned rather as a feat of enormous diligence and incessant practice. What Macaulay, outside of his pro¬ fessional and literary activity read, is truly fabulous. It seems as though he had read every English book published ; the bad and unimportant books once, classic works repeatedly, and the historians (b th English and foreign) incessantly. Hence the English saying : “A book which has not been read by anybody, save Macaulay.” On his way home from India he read Schiller's and Gcethe’s complele works, Muller’s Swiss History, some works of Tieck and Lessing, as well as the works of other less noted German authors. In a letter to his sister he writes: “I have during the entire voyage road with grand enjoyment, having devoured Greek, Latin, Spanish. Italian, French, and English ; folios, quarto, octavo, and other volumes.” And to a friend he wrote more in detail : “ I have read with a truly vorr cious appetite the Iliad and the Odyssey, Virgil, Horace, Caesar's Memoirs, B con’s De Augmentis, Dante, Peytrarch, Ariosto, Tasso, Don Quixote, Gibbon’s Decline and Fall of Rome, Mill's India, all the 70 volumes of Voltaire, Sismondi’s History of France, and the seven thick fo io volumes of the Biographia Brittanica.” Critical and asthetic views, together with notes upon the impres¬ sions some of these works had made upon him, or upon the rising or sinking of an author in his estimation after having read him, form the conclusion of his letter. Concerning the manner of his reading, he says “ I do not read any longer as I read in college, but like a man of the world. If I come across a word I do not know I pass it unless it be that its sente is essential for the comprehension of the sentence.” Buhrcr- Lyttoix , the romance writer, dramatist, and politician, expresses himself in a school oration concerning regular tfork as preferable to inborn linguistic talent by saying : “Only he can really accomplish much who does not attempt too much at one time. I have traveled much, have occupied much of my time with politics and other public and private business, and besides, have written more than 60 volumes, some on subjects which required much study and search¬ ing investigation. And now, how much time do you believe, my young hearers, I spent in study on an average, that is, in reading and writing'? Three hours a day. and when Parliament is in session, even less. But during these hours my heart and soul are enlisted. It is therefore not necessary, that in order to ac¬ complish much intellectual work, one should attempt to do much at a time; but it is absolutely essential that he work regularly and everyday. If once a week you pour a whole tub full of water on a stone, no impressicn is made, but if you con¬ tinually let a drop fall on it, the proverb tells you that the stone will be worn away.” From the foregoing we may take two lessons: (a) Do not base the study of a foreign language upon a grammar (with vocabulary, rules, etc.), but upon a work written in the respective language, (b) Work regularly and daily. To use the same method with adults and young people would, however, not seem advisable. The school method must needs be different from the method of the adult “autodidact,” self-teacher. The pupil is young and has a teacher who stimulates him : the autodidact has a mature mind and learns without a teacher and without stimulants. He who stands between the two as a link, is the student of the upper classed of secondary schools, the young man of 16 to 20 years of age. This youth is ripening in judgment and character aud may, or ought to be led to treat himself as the autodidact does. When he enters life or a university he will be the better enabled to cope with difficulties, the more he has 1 earned to help and teach himself. The “joy of learning” this wonderful stimulus must not be quenched by too much assistance. (After Schweiz- Lehrerztg.) 1206 EDUCATION REPORT, 1889-90. France. — The French minister of public instruction, noting that in learning English it is the pronunciation that is the most difficult part, has decreed, in ac¬ cordance with arrangements made with the minister of posts and telegraphs, that in future the Paris -London telephone line is to be placed at the disposal of students of languages. Other international lines as erected are to he used in the same way. 11.— Libraries for Pupils and Teachers. School Libraries in France. — There can be no doubt that the inhabitants of large cities can find the necessary and desirable hooks for recreative and instructive reading without difficulty, even though they may not have a well arranged pub¬ lic library such as nearly all American cities have. But it is quite a different thing in the country. Both the collection of books as well as the proper persons to advise in the purchase of books, are often wanting. This is the case in France more than in other countries. The inconveniences— want of books for those who have left the schools, and a proper person who could make a suitable selec¬ tion in the purchase of books— ha ve been met in France by establishing libraries in the city and village schoolhouses, the use of which is free for pupils and adults. As early as the year 1860, M. Roland, the then minister of instruction, or¬ dered that in the building plans of schoolhouses, the expense of which is partly borne by the state, should provide for a suitable library room, This order in¬ directly stimulated the establishment of school libraries. Previous to that, books had been procured, but despite liberal expenditures, the collection had melted away, owing, no doubt, to the want of proper supervision and adminis¬ tration. A ministerial order of June 1, 1860, which with slight changes is still in force regulated the organization of new libraries. Article 1 of this order made it obligatory to establish a library in every public school which should contain (a) the books used by th:s pupils in the schoolroom and others to aid them in their studies ; (6) instructive and entertaining works for the use of adults. The library should be placed under the supervision and management of a teacher of the school, and should at all times be subject to the inspection of the supervisory school authorities. Of course the selection of books to b e purchased offered various difficulties, hence it was determined that the school inspector of the district should pass judgment over the selection. However, it was soon found that this unduly increased the duties of the inspectors, burdened as they were, with the super¬ vision of instruction and the keeping of records. Hence the minister of instruc¬ tion created a permanent library commission, who were instructed to make and publish lists and catalogues of books suitable for pupils as well as for rural communities. This commission entered into an agreement with one of the largest publishing houses in Paris, which w~as to furnish the books mentioned in the catalogue to communities at reduced prices. The first catalogue of this commission appeared in 18i;8. Aside of this action on the part of the Government, several bequests of pri¬ vate persons and subsequent State appropriations have made the rapid growth and spread of these libraries possible. While in 1864 France had only 4,873 of such school libraries, it had in 1878 20,871; and in 1889 their number had in¬ creased to 36,326. The number of volumes borrowed was 5,576,586 in 1889. The money derived from private persons, communal and provincial authorities, amounted to 4,680,689 francs in 11 years, from 1878 until 1889. During the same time the minister of instruction spent 2,250,000 francs for the establishment and maintenance of these libraries from appropriations made by the state for his department. Now, as regards the rules and regulations in force, they date from the year 1862. as has already been stated, and have not since essentially changed, except the law of June 16, 1881, which decreed abolishment of tuition fees, affected these libraries ; for since the school assumed the character of gratuitiveness a great number of very poor children entered it. Hence, the number of free text- bo jks had to be materially increased, which necessitated strict economy and even temporary cessation of the purchase of books for adults until the state came to the rescue. It is quite interesting to peruse the catalogues published by the permanent library commission, the last one of which was published in 1888. It mentions 2,594 works, among which we find alphabetically and topically arranged diction- FOREIGN EDUCATIONAL NOTES. 1207 aries, biographies, histories, books of travel, literature, national economy, morals, hygiene, agriculture, history of art, and miscellaneous books. Authors and publishers submit their works for examination, if they wish to have them recommended by the commission. The titles of those inspected and found suit¬ able are first published in the bulletin administrate of the minister; after that they are inserted in the catalogues of the commission. In order to cause the local school authorities as little expense as possible the mails transmit the books without postage, just as the United States Government does its own publications. Usually several communities combine to send one order blank filled out to the minister, who hands it over to the publisher with whom the agreement has. been made. According to the last census France had 36,121 communities. If we compare with this number the number of school libraries in existence, namely 36,336, it would seem as though every community of France had one or more of such li¬ braries. That is, however, not the case. A great many large communities have several schools, while in some places a common library exists for two schools. In 1889 France had 25,402 boys’, 23,452 girls’, and 18,681 mixed schools, a total of 67,515. Now, if we compare "the number of school libraries with this total num¬ ber of schools we find that there are still 31,189 schools without a library. The reports, which we have quoted at length, demand establishment of new libraries and increased purchase of books in order to promote the intellectual culture of the people. We read, “ Every government of France, since the year 1789, has bestowed attention upon intellectual liberation of the people. Since the decree of the year 1894, which ordered that common gratuitous instruction should be introduced for all citizens and all stata of society until June 16, 1881, which brought the famous law that was the crowning of the work begun nearly a hundred 3*ears ago, the most distinguished men of France and lawgivers have occupied themselves with the necessity of intellectual development of the people through instruction and education. But school instruction can have an abiding result only when the pupils, after leaving school, are offered opportuni¬ ties for further development.” This correct, although not everywhere appre¬ ciated idea, gave rise to the establishment of continuation schools. However, this course of instruction, excellent as it may be, can not do all that is desirable, because French children go to work at a much earlier age than is customary in other countries ; hence the absolute necessity of libraries. The countryman in the hamlet, the laborer in town, all find in them sources of instruction and rec¬ reation. Books at home are the most natural complement of school, instruc¬ tion. (After L. Fleischer.) Pedagogical libraries in France.— The French pedagogical libraries, intended for the exclusive use of teachers, are in organic connection with the cantonal (or township) school conferences. A statute of February 10, 1837, mentions them first, and article 15 orders that they be preserved and increased by means of contributions of teachers, or other gifts and bequests. But when in 1849 all ed¬ ucational meetings were prohibited, on account of apprehension of their becom¬ ing political clubs, the libraries “melted away.” In 1875 they were revived. A ministerial decree of January 4, 1876, promised active assistance on the part of the central government, which “ recognized the just demands of many teach¬ ers for professional libraries.” A later order, dated May 15, 1879, created a com¬ mission which was charged with designing a plan of organization for libraries, the object of which was to acquaint teachers with the best books and methods of teaching for elementary schools. This commission, of which the minister of public education was chairman, resolved to leave the establishment of such libraries to private enterprise, and confined its labors to issuing a catalogue con¬ taining the titles of books that deserved to be studied. This catalogue was pub¬ lished in 1880; a second, much larger, edition appeared in 1888. (Memoires ct documents scolaires publics par le Musee peekigogiquo ” (1. serie)fasc. No. 22, contains this catalogue). Since 1880 the credit opened by the central government for teachers’ libraries that had been made available by placing them in school houses, was raised 20,000 francs ($4,000); besides this sum. the minister of edu¬ cation allows the management of these libraries 30,000 francs ($6,000) annually. The management of these teachers’ libraries is not uniform throughout the many departments of France. The different rules and regulations in force vary considerably. Hence, in order to obtain an insight into the working of the libraries the different regulations would have to be compared. Most of the libraries are the result of cooperation on the part of teachers. When a re¬ spectable nucleus is formed the Government recognizes the institution and subsidizes it. The following are the leading rules : 1208 EDUCATION REPORT, 1889-90. Art. 2. This library is designed to supplement the private collection of books owned by teachers; it shall contain chiefly pedagogical works. It is uuder supervision of the school inspector of the “ arrondissement” or “canton” (or school district as well as communal unit) ; a teacher of the district acts as libra¬ rian and treasurer. Art. 3. The library is empowered toaccept gifts and bequests in form of funds or books, but no book is to be placed on its shelves without the sanction of the “ inspector of the academy” (or provincial school inspector). Art. 4. A “ founder of the library ” is every one who pays an annual fee of at least 20 francs. A “contributor” he who pays an annual fee of at least 5 francs. The names of founders and contributors are placed in a conspicuous place in the hall of the library. Art. 5. All teachers of public schools whs desire to make use of the library a: o members after the payment of 2 francs per annum. Art. 6. The library is managed by a committee of the school inspector, the librarian, and three teachers, annually elected by the members. Their func¬ tions are performed without remuneration. Art. 7. This committee meets at least four times a year ; it determines upon the purchase and acceptation or rejection of books given to the library ; it re¬ ports upon its negotiations whh authors, publishers, and private persons, etc. Its accounts are submitted to discussion of the teachers’ conference. Art. 8. At the meeting of the conference which takes place in December, the annual report of the treasurer is submitted. Art. 14. The period for which a book may be borrowed must notexceed four weeks ; 5 centimes fine are to be paid for each additional day. These libraries are generally found at the central town of a “ canton,” in which the meetings are held ; they are placed in schoolhouses centrally located. The minister of education presents each library annually with thirty to forty books selected from the official catalogue mentioned above. Certain city governments have recognized the importance of these libraries and opened an account for them in their budgets. Thus the city authorities of Toulon pay 609 francs per year to enable the teachers’ library to subscribe for the most distinguished edu¬ cational periodicals. The catalogue referred to contains three divisions, namely, (1) scientific works, (2) works upon education (theory and practice, psychology and history of education), and (3) reference books, to which division belong all official reports on education, home and foreign. A desirable extension of the usefulness of these libraries is found in the so- called pedagogical reading circles. In some cities the authorities have reserved a room in the city hall for the teachers’ libraries, which serves also for meetings of the “library society” or “reading circle.” In Luneville a circle was organ¬ ized in 1881 by the teachers then assembled in annual convention. The name adopted was “ Pedagogical and Literary Circle of Luneville.” It had the nucleus of a library, and now added a school museum. The annual dues were fixed at 2 francs. The teachei s serve voluntarily as librarians and custodians. One of them is always found at specially designated days and hours in the hall of the circle. The city council defrays the expenses for furnishing, heating, and light¬ ing the hall, and, besides, contributes to the institution a sum of money for the express purpose of subscribing for the six best educational journals of France. All substitute teachers and such as are not definitely employed are exempted from paying fees, but must, when needed, render aid to the librarian and custo¬ dian. The library consisted in 1889 of 1,308 volumes; the number of books bor¬ rowed and taken home was 245. The museum had 875 articles. The first Satur¬ day evening of every month is devoted to lectures on pedagogical subjects which are in close connection with the practical work in school. For young men pre¬ paring for the teachers’ examination special aid is offer, din lessons and lectures. The first list of pedagogical libraries of France was published in 1879. In that year France had 926 such libraries, with 113,997 volumes. In 1880 the number was 2.058, with 361,898 volumes, and in 1888 the number had reached 2,683, with 895,367 volumes. The reports of the minister of education, however, reveal a surprising fact, namely, that the number of books borrowed is comparatively very small ; in some provinces it sank to 5 in a year. In most of the others it varied between 20 and 40 per year, and only a few of these libra-ies are frequently used. The general impression gained from the official reports is that the present condition of the pedagogical libraries is not a satisfactory ope ; progress is shown only in isolated places. The causes may be found in circumstances of material nature, partly in the quite remarkable indifference on the part of the teachers. Lately several attempts at improving th 3 conditions of these libraries have been made ; reforms were proposed from different sides. Thus, for instance, it FOREIGN EDUCATIONAL NOTES. 1209 has been suggested to centralize the many cantonal (or district) libraries and establish departmental (or provincial) ones : others proposed a partial change by combining all small libraries of one school inspectorate to one good-sized ono. Still another projec. was promulgated in 1874. A benevolent gentleman offered to give 30,000 francs in case the libraries were established according to the fol¬ lowing plan : Each inspectorate should establish a central library containing all the more valuable books and books of reference, while the small local district libraries be kept intact. In these small libraries should be examined all the educational works published, and the approved ones bo placed in the central library. But this plan found no approval, and the Government began to take other measures which found much praise in Europe, i. c.. it laid the foundation of good private libraries by offering and presenting books to individual teachers. A circular letter of the minister of education of April 3, 1882, reads as fol¬ lows : “ In order that the teachers' normal schools should exercise an abiding influence upon the teachers, I am willing to present every graduate of a nor¬ mal school who enters this year upon the profession a number of books selected from among those which appeared to him indispensable during his time of study. This Small collection of books which he takes with him shall awaken and pre¬ serve in him a love for his profession; shall console and constantly aid him, even though fate may send him to the remotest corner of the country. If the youpg man adds to these books others, such as he can boVrow from the pedagogical library of his school district and canton, as well as by mail from the ‘ Musee pedagogique ' in Paris, he will never feel lonely, forsaken, and condemned to inactivity. He will be enabled to continue his studies and increase his knowledge. In order that this object nlay be secured without delay I empower the faculties of the normal schools to provide each graduate with a number of educational books that each may select himself, but the sum total of which must not exceed 70 francs for one teacher.” It is to be regretted that subsequent legislative bod¬ ies did not provide for the requisite appropriation to carry out this plan, but the teachers in France hope that another year will see the plan of the minister re¬ vived and adopted by the Chamber of Deputies. It is generally acknowledged as the best policy to leave the cantonal libraries intact, but to improve their management (1) by allowing the teachers the selec¬ tion of books to be purchased, (2) by giving these libraries tho franking privi¬ lege (through the mail), (3) by paying the librarians a salary, and (4) by inter¬ esting all the teachers through making them pay a compulsory annual fee. This last proposition has, however, found violent opposition, since its execution would violate the letter and spirit of the law which created these libraries. It is said that a reduction of the membership fee from 2 francs to 1 franc would be a wiser step. The severest criticism these libraries have found is to the effect that they are exclusively pedagogical, i. e., contain nothing except professional works, while “the truest pedagogical library is any well-stocked library,’’ says one depart¬ mental report, which suggests the acquisition of other than purely professional books. This consideration seems to have prevailed, for the catalogue published in 1888 contains a number of titles of books of fiction and others. It is supposed that teachers who have performed a hard day’s work in the schoolroom are not inclined to subject themselves to difficult scientific study. And in connection with this the normal schools are severely criticised for failing to awaken a love for reading in their pupils. “ The study of literature suffers from the exclusive attention paid to professional studies in these schools.” Some inspectors have succeeded in gaining a kind of control over the reading of their teachers by re¬ quiring a reporfr'of the names of books they have read, a statement as to their cont nts, and some criticisms, which are discussed in their regular monthly conferences. In general the statistical data given show that the pedagogical libraries in France have made progress during the last ten years, and the interest exhibited by local authorities in their establishment and preservation is an encourag¬ ing sign. The authorities hope that tho present indifference of teachers and schoof officials will slowly give way to greater professional activity. To this end the central departmental and caqtonal authorities are joining hands. (After L. Fleischer.) 12.— -Manual Training. Germany. — Manual training at Leipsic. So much attention has been drawn to the Lloyd Seminary at Nilas that the similar institution which is carried on in the’ old Thomas School at Leipsic, under the direction of Dr. W. Gotze, hardly gets the att ntion which it deserves. But to those who wish to pursue their 1210 EDUCATION REPORT, 1889-90. manual training1 studies, to those who can readily follow the lectures on the subject given once a week at the university at Leipsic, and to those again who, besides studying manual training, wish to perfect themselves in German and to see German life a little more from the inside than is possible in ordinary traveling— to all such we venture to think the Leipsic institution will prove more and more attractive every year. To a doctrinaire of the Nilas school Leipsic yields an admirable corrective. A list of subjects of the lectures given last August will suggest the bill of fare provided for those who have a good knowledge of German. “Herbart’s Relation to the Manual Training Move¬ ment,” “The History of Chip-Carving,” and “Voices from the Middle Ages and from the Eighteenth Century in Aid of Our Contention,” were among the sub¬ jects t: eat d of last August. But even more stimulating were the addresses given by Herr von Schenckdorff and Dr. Gotze on their return from the Stras- burg conference at the end of the month. Those who are less proficient in Ger¬ man may acquaint themselves with the history and objects of manual training in Germany by borrowing from the library of the institute some interesting documents by Dr. Gotze which have been translated into English, and they may in the mean time increase their knowledge of German by assiduous attend? ance at the excellent city thea‘er, at which the cost of students’ seats, num¬ bered- and reserved, is not more than 7U. a night. Prominence is given to these particulars respecting the theoretical side of manual instruction, because it is the part which is most frequently neglected, especially in England, and be¬ cause, too, contrary to the common opinion, it is hopeless to expect any useful results from manual training unless teachers attend as carefully to theory as they do to practice. With regard to the five subjects’in which practical instruc¬ tion is given at Leipsic— carpentry, light metal work, chip-carving, cardboard, and (for the first time this year) gardening — full particulars will be found in the prospectus. Any additional information will be readily given by Dr. Gotze, whose address is 19 Kaiser Wilhelm strass.e. (Lond. Ed. Times). The German Society for Manual Training has made extensive statistical in¬ quiries concerning the present status and extent of manual training in Germany. The results of these inquiries are published by Mr. Sontag in pamphlet form. We cull the following items : The greatest number of manual training schools in Germany are found in the Kingdom of Saxony, namely, 42; then follows the province of Silesia with 17 ; then the Thiiringian principalities with 16, the Free Cities with 13, the province of Saxony with 10, the provinces of Hanover and Brandenburg with 9 each, Alsace-Lorraine with 7, and Bavaria with 6. Besides, there are over 50 of such schools in other parts of Germany; Rhenish Prussia has 5. The sum total is 186, situated in 120 cities and towns. The following parts of Germany have no manual training schools at all : Anhalt, Brunswick, Mecklenburg, Lippe, Hessia, Oldenburg, and Waldeck ; neither the provinces of Pommerania and Westphalia. From this it is seen that most manual training schools are found in and around industrial centers. Schools for boys' hand work have been established in moun¬ tainous regions, where they are designed to aid the people to overcome the miserable industrial conditions under which they are suffering. In agricultural regions, on the contrary, the need of establishing such schools has not been felt. Of the 186 manual training shops enumerated only a few in Silesia and Sax¬ ony have industrial purposes. The majority serve educational purposes. Sixty- seven of these, in 62 cities, were independent ; 107 of them stood in some relation with the public or private institutions. Thus, for instance, 12 normal schools have introduced manual training (6 alone in Saxony). All these normal schools work according to their own plans, and harmony between the different schools in course of study and action is not found. Fifteen orphan asylums have intro¬ duced manual training, 12 private and public schools train in the use or tools, also 55 Knabenhorte asylums for boys after school hours. It is remarkable that of the institutions for abnormal pupils 24 have adopted manual training, namely, 10 reform schools, 2 schools for idiots, 5 blind asylums, and 7 asylums for deaf- mutes. That for the pupils of such institutions training in hand work is an es¬ sential requirement of success is seen from all the reports received from these institutions. The establishment of manual training shops began about 1879. . At this time manual training received a notable impetus in Germany by the vigorous action of Capt. Clauson von Kaas, who, in 1880, in Emden, and later in Dresden, trained a number of teachers in this new branch of study. Since that time 'several fac¬ tors have been active as founders of manual training schools. Societies and private persons in some places, in others communal and state, officials, are inter- FOREIGN EDUCATIONAL NOTES. 1211 ested in promoting manual training. While in the year 1SS4 the number of shops was about 50, in 1SSS the number had nearly quadrupled; in like manner the number of pupils increased from 2,080 in 1884 to 5,678 in 1888. The majority of these pupils, namel/, 67 per cent, were less than 14 years of age, while 24 per cent were pupils of intermediate, high, and normal schools. Concerning the subjects taught in these shops the report says that pasteboard work, wood-carving, and joiner work are everywhere taught first. These seem to be the chief occupations. In 1888 77 manual training shops had taken up pasteboard work, 61 wood-carving, 60 joiner work. Of the pupils 43 per cent were occupied with pasteboard work, 32 per cent with wood-carving, 31 per cent with joiner work. Seven of these schools teach forging, molding, and other light metal work : in three of them modeling is taught. Here and there are found painting on wood, scroll-saw work in wood and rn^etal, turning, cane¬ braiding, brush and broom making, basket-braiding, straw-mat braiding, fillet- netting as branches of the course. These latter branches are offered only in places where the school is intended to aid the home industry. It is pleasing to notice that most of the schools follow courses which are founded upon pedagogical principles ; the models are, made by teachers them¬ selves or co]jied from the well-known Leipsic models. Instruction in these manual training schools is given by 208 professional teachers and 48 artisans. The question whether artisans or teachers should be employed in manual training schools has been successfully solved by experience. Since 1880 the ratios of artisans and teachers in manual training schools have been : 1E80. 1S81. 1882. 1883. 1884. 1885. 18S6. 1887. 1888. Teachers . Artisans . Percent. 29 71 Percent. 39 61 Percent. 50 50 Percent .1 56 i 4! Percent. 61 39 Percent. 64 36 Percent. 28 Percent. 79 21 Percent. 81 19 The number of professional teachers instructing in the workshops has gradu- allyjncreased to 81 pm’ cent, while the number of teaching artisans has de¬ creased accordingly. In training shops maintained solely for educational pur¬ poses professional teachers only are employed. Several reports state that in schools where artisans are still employed teachers are greatly to be preferred. In schools, however, that are intended for industrial purposes it is found that skilled artisans are preferable, because fhey have an eye towards practical util¬ ity such as professional teachers are not likely to have. Special courses for teachers in the Normal College of the German Society for Manual Training have been very successful in supplying schools with teachers preparing to teach man¬ ual work. Since the year 1880 about 1,000 persons have gone through a course of study in that school, which is situated in Leipsic. The German teachers have been repeatedly charged with indifference toward the cause of manual training. This charge is only too true, but in a measure this indifference has its cause in stolid opposition to manual training. Manual training claims the assistance of the teachers, and very essentially changes and modifies the time-honored limits of a teacher’s activity. Manual training has nothing to fear from opposition ; on the contrary such opposition as it finds among the teachers proves to be a benefit. This is partly proved by the statis¬ tical data before mentioned. Any one who introduces manual t aining into his school is obliged to sacrifice time, and energy, and even means. Yet, wherever it has been introduced the initiatory steps were taken by schoolmen. Nine of the twelve independent workshops have teen established by educators. As far as the time of instruction is concerned most manual- training schools admit twice a year, in the spring and fall. The school is better attended dur¬ ing the winter than the summer semester. In Berlin, Posen, and Halle, vaca¬ tion courses are offered. Generally 2 hours per day are devolved to hand work in the shops : in a few places 1 to 14 hours : in othe. s 24 or 3 hours per day are set a ide for it. The number of pupils in a class for pasteboard work is from 12 to 20: for wood carving, 10-24: injoiner work from 12-16. Tuition fee is charged in almost all schools. Very few offer gratuitous instruction. In some places the fee has to be paid in advance, in others a monthly fee is charged. The fee varies between half a mark and 10 marks per month (124 cents to $2.'0 . The The average fee’ is between 1 and 2 marks (25 and TO cents). 1212 EDUCATION REPORT, 1889-90. A number of manual-training teachers teach without special salary ; others are satisfied with the small sum remaining after material, rent, and gas are paid for. Fixed salaries to teachers are paid here and there, and 1 to 2 marks per hour is about the usual price paid. The annual salaries range from 75 marks ($19) to 105 marks ($26). The sums expended for the establishment and maintenance of manual-training shops are not very large if measured with an American standard. During the year 1888 the sum total raised and used for this purpose is estimated to have amounted to 50,009 marks, or $12,500. This insignificant sum was raised by school authorities, societies, private persons, subscriptions, tuition fees, and be¬ quests. Pitiably small as the sum may seem to us, we must bear in mind that a mark goes as far in Germany as a dollar does in America ; but even that would not come up to the sums spent in this country. Manual training has assumed enormous proportions in the United States, where entire city-school systems have adopted it. (After Paedagogium.) 13.— Medical. Supervision. Medical supervision of the schools in Paris. — The present institution of medical supervision of the schools in Paris does not date further back than 1884, although previous to that year the schools were not entirely without supervision by phy¬ sicians. The law of 1833 (June 28) had charged the school committees’of the respective towns and cities with the care of keeping the schoolhouses c'ean, while a royal ordinance of 1837 (December 22) made it a special duty of the' female supervisors of maternal schools (kindergartens) to watch over the health of the little children in the infant asylums. For the city of Paris separate governmental decrees had been issued, while the two decrees mentioned had reference to all the schools of Francs. The de¬ crees of 1842 (December 20) and 1843 (May 19) ordered that every public boys’ and girls’ school should be visited by a physician who was to inspect the locali¬ ties and the general health of the school children. For private schools and maternal schools similar regulations were issued. These school physicians of public institutions and the lady inspectors of maternal schools were appointed by the “prefect” of the department selected from nominations made by the mayor. However praiseworthy this arrangement was, it had a great drawback. In the annual budgets of the communities no provision was made for paying these physicians, hence an appeal to the generosity of the medical fraternity was nec¬ essary. Many offered their services and acted gratuitously for many years. In January, 1878, Messrs. Lauth and Harant, members of the general council of the Seine department, moved a reorganization of the medical service in school. Their endeavors were not without speedy success, for during the session of April 23, 1879, the council voted in favor of paying for medical supervision of the schools during the last six months of that year. The sum appropriated was 34,200 francs. New regulations issued by the prefect determined certain mooted questions and defined the duties of the physicians. The Seine department was divided into 114 medical districts, of which 85 were within the city of Paris. Each district contained between 20 and 25 schoolrooms. The medical inspectors, who had to be graduates of well reputed schools of medicine, were nominated by the mayors of the different arrondissements (wards), and appointed by the prefect of the department. Their term of office was three years, at an annual salary of 600 francs. They were obliged to visit the schools of their district at least twice a month, care¬ fully inspect the localities, and remove any children found to be suffering from contagious or infectious disease. They even were empowered to order a school closed in time of epidemics. During the absence of the physician, the principals of the schools had to watch over the health of the pupils in their respective buildings. In order to assist them in this, the authorities provided them with instructions issued by the supreme sanitary council of Paris, according to which they could detect the symptons of contagious and infectious diseases. In Paris the medical service in school stood under the immediate supervision of the mayor of the ‘ ‘ arrondisse- ment,” while in the surburbs and the country the head of the “ canton ” watched over the faithful discharge of duty on the part of the physician. Up to the year 1882 the entire expense for the new institution was defrayed by the “ Department,” but in that year the communal budget of Paris con¬ tained the item of 53,000 francs for salaries of school physicians. FOREIGN EDUCATIONAL NOTES. 1213 The expenses made during the first period of three years of service had taught the authorities valuable lessons, which led to the following reforms : It was found that the number of schoolrooms (20 to 25), given to one physician to supervise, was too large ; the consequence was that the examination of indi¬ vidual children with reference to their eyesight, ears and teeth (the seats of most children's diseases), could not be minute and exact enough, hence the city council appointed a commission which worked out and submitted a new statute, or set of regulaions; this was adopted on November 7, 1883, and went into effect January 1, 1884. The most important points of these regulations, which are still in force, are as follows : Art. 2. The public schools of the city of Paris are for the purpose of medical supervision to be divided into groups of from 15 to 20 schoolrooms. Any ma¬ ternal school is to be reckoned as two rooms. A redistricting takes place every three years. The prefect performs this duty. Newly opened schools are as¬ signed to the nearest “medical group. ” Art. 3. The salary of a school physician is 800 francs per annum ($160). Art. 4. The physicians are nominated by the mayors and appointed by the prefect of the department. Art. 5. The tenure of office of these physicians is for three years. ART. 8. Every school physician must announce to the mayor his address of residence or office, and the hours at which he can be found there. This state¬ ment is publish d at a conspicuous place in the respective schools. Art. 9. A book must be kept in every public schooP and maternal school, in which the school physician notes down his observations. This book must be submitted to the inspection of officials and supervisory authorities. Art. 10. The school physician is obliged to visit every public and maternal school twice a month, but he must also appear there when the mayor or prefect may see fit to order a visit. Art. 11. When visiting a schoolhouse the physician shall first thoroughly inspect the * 4 localities ” (corridors, stairs, waterclosets, etc.). In doing so the principal of the school is to accompany him. so that he may receive suggestions from the physician. Then the latter visits each class-room, and after he has inspected them with reference to light, heat, ventilation, and furniture, etc., he must proceed to examine the pupils separately, especially those who are pointed out by the principal and teachers as showing symptoms of indisposition. After the examination of a schoolroom and its inmates is completed, the physi¬ cian enters the results into his book intended for this purpose. He answers "the different questions and tabulates his answers in the columns provided for them. In the column “ad hoc” he enters the names of those children in whom he has noticed symptoms of approaching disease, states that their withdrawal from school proves necessary, and especially notes whether the disease is contagious. Finally he enters the number of pupils absent on account of sickness on the day of his visit, and inquires of the teachers what sickness, if any, seem to be preva¬ lent at that time. Art. 13. At least once a month a thorough examination of each child is to be made with reference to eyes, ears, and teeth, if the physician finds an inclina¬ tion to disease, or if the general state of health of a child needs special attention on the part of the parents these must be notified by the physician's certificate, which is to be handed to the child. Art. 14. Children in whom the physician discovers the symptoms of a conta¬ gious or infectious disease are to be sent home at once with a sealed letter, in which the physician states the cause of this step. In this letter the parents are notifi d that the child is not permitted to attend school until it comes with a certificate signed by a school physician announcing its complete recovery. Art. 15. The principal cf every school keeps at hand a series of instructions issued by the supreme sanitary council, in which the symptoms of contagious and infectious diseases are stated. If a child gets ill during the absence of the school physician, the teacher of the respective cla-s room notifies the principal. If the latter finds symptoms of a contagious or infectious disease, he must send the child home with a sealed letter, in which he asks the parent or guardian to call at the office of the respective school physician during his office hours, which ave me tioned. Art. 16. A certificate of recovery may even be required of children who have been absent for any length of time on account of sickness, without having been sent home. In this case the nature of the illness is to be stated unless the child is subjected to a special examination by the school physician, and thus acquires a certificate of recovery. 1214 EDUCATION REPORT, 1889-90. Art. 18. Within twenty-four hours after each sanitary and medical inspection the physician is obliged to report to the mayor of the arrondiss2ment (ward) about the sanitary condition of the school. Blanks for this purpose are fur¬ nished him. Art. 19. The mayors of all arrondissements prepare summaries of the various individual reports, and submit to higher authority all those propositions and suggestions which seem of special importance. Propositions which are of a more general nature, and not very pressing, are referred to medical committees for deliberation and subsequent report. In case an epidemic breaks out, the mayoi* has the right, upon motion of the school physician, to close a school; but he is obliged to give notice of his action to the school inspector and his own su¬ periors. Art. 20. The mayor is required to report regularly every three months to his higher authority (the prefect of the department) concerning the sanitary and medical condition of the schools in the arrondissement. Semiannually he must send in a more elaborate report, containing suggestions for changes and improvements, such as are made by the physicians in their reports to him. Advice regarding changes and “ adaptations ” in buildings is equally welcome. This supervision of the Paris elementary schools was, in 1889, performed by 128 physicians. The budget of the city for that year contained the sum of 100,800 francs for this institution. Medical supervision of schools in Paris has served as a model for similar arrangements in other French cities. By means of a min¬ isterial order of November 14, 1879, the attention of all prefects was called to the instructions quoted abov§ at length. But since then, through the school law of October, 30, 1886, as well as through ministerial decrees and orders dated Nov¬ ember 18, 1887, m edical and sanitary inspection has been made obligatory for all the schools, public and private. A few years ago, the city council of Paris expressed the desire that with this institution of supervision be connected a free school dispensary. This sugges¬ tion is under advisement at present. These dispensaries, so it is intended, shall go further than the school physicians who are watching over the Realth of the children. These dispensaries shall take sick children and treat them in hospital wards, specially arranged for children, and provide them with medicine and sur¬ gical assistance. As early as 1862, a few free dispensaries were in existence in Paris support 'd by charitable societies, notably the “ Societe philanthropique.” These dispen¬ saries were connected with the hospitals for children, but there is a differenci between institutions founded and maintained by charity and those by law. In these private dispensaries children could not always have the desirable special treatment, medicine, shower baths, etc. To the city of Havre belongs the honor and credit of having founded the first public free dispensary for children. This* institution is equipped with all the most desirable conveniences and all necessary appliances. In 1875 a physician. Dr. Giebert. aided by contributions of charita¬ ble persons, established an institution of this kind which had astonishing re¬ sults, and was subsequently made a city institution. In Paris the first children’s dispensary was opened in the first arrondissement upon urgent solicitation of Dr. Dubrisay and M. Baudof. It found a home in Jean Lantier street, No. 15, in a house which was offered by the owners free of charge. Since the date of opening, April 1, 1883, the consultations in this in¬ stitution have reached the enormous number of 60,000; in the first year the num¬ ber was 5,087, then steadily increasing, it reached 19,000 in 1889. The expenses during 1889 were 5,980 francs, but the annual donations amounted to 8,205 francs. The example set by the first arrondissement soon found imitators. To-day (in 1890) eight arrondissements have children's dispensaries partly supported by private persons (like those in the thirteenth and fourteenth arrondissements), partly by the city. The excellent influence these few institutions have exerted has awakened the desire of increasing their number and to provide every ward of the city with one, hence a credit of 100,000 francs was opened for that pur¬ pose in the city budget of 1890, and all indications point toward an early fulfil¬ ment of the desire mentioned above, namely, that the medical and sanitary in¬ spection of the schools be supplemented by a great number of free dispensaries in which children will find the treatment needed in cases of sickness. (After L. Fleischer. ) 14. — Miscellaneous Notes. Canada. — A new feature has been introduced into some Canadian public schools, this being what is called “ grade conventions .” It is carried out by the teacher of one grade visiting the room of a teacher of the same grade and ob- FOREIGN EDUCATIONAL NOTES. 1215 serving the work in the room during the afternoon. At the conclusion of the teaching, when the pupils are dismissed, the teachers and inspector hold a con¬ sultation to talk over any points of interest they have observed, with a view to improving the methods of teaching. Some of the benefits of these conven¬ tions are obvious. The teachers observe the points of excellence and the defects in the room they visit, and all are benefited by the experience and exchange of ideas. Besides, they bring about uniformity in teaching and management, which is an essential feature in graded schools, where pupils pa-s from one teacher to another. The similarity in teaching saves much time, as the pupils do not have to learn or be taught new methods when they enter another room. (Schoolm.) Belgium. — The Stats Savings Bank, of Belgium, in its report of 1890 contains a few interesting points concerning the mooted question of savings banks. Bel¬ gium had in 1890, altogether, 7,637 elementary schools attended by 896,787 pu¬ pils (449,497 boys and 447,290 girls). In 4,965 schools the custom of collecting savings has been fostered. The pupils own 167,696 savings books (92,975 boys and 74,721 girls). Besides these there are 38,907 pupils whose savings are so small that they have not acquired their own bank book. The amount saved by the children in 1890 was $808,430 (of which the boys contributed $443,344, the girls $365,086), ail increase of $24,296 over the previous year. The province of Hennegan has the greatest number of juvenile savers, while Limberg has the smallest. The teachers are generally opposed to the institution of school sav¬ ings banks, and expressed this in unmistakable terms at their last annual meet¬ ing. At the general meeting of the elementary teachers in Brussels, the school savings bank has been condemned by a vote of 117 yeas and 86 nays, on the fol¬ lowing grounds: (1) What is saved is never sufficient to provide aid in case of sickness or accidents. Insurance companies and workmen’s unions would be much better. (2) .Saving makes young children selfish; the teaching at school ought to develop charity, not grasping. (3) As it is, it is seldom the children that save — it is the parents, who give their savings to the children to take them to the schoolmaster, who thus becomes the banker for the parents. (4) Several parents save from a desire to please the schoolmaster. (5) The practical good of the school savings bank, after a trial of twenty-five years, may be said to be nil. (Different educ. journals.) Attstnci. — The annual report concerning the school kitchens in Vienna during the winter of 1889 -’90 shows that indigent pupils were provided with a good dinner (soup, vegetables, and bread). The number thus provided for was 2,869 a day ; but the real number is much greater. Many pupils come with their lit¬ tle brothers and sisters, and the cook is told to help the older children, who thus “ provide for the family ” more plentifully. Often children come to school who are not enrolled and ask for a dinner which is never refused. In one hun¬ dred and thirty-two days 381,577 dinners have been served, but if the foregoing is considered the number is more than 400,000. Lately these kitchens can not supply all the children who come ; poverty and starvation are spreading in Vienna. (Oestr. Schulbote.) Egypt. — the government schools of Egypt it has been the rule for years that, in addition to Arabic, every pupil must learn English or French at his op¬ tion. This is not merely as a linguistic study, but is gradually being made the medium of instruction in the ordinary curriculum and in science. In 1889 only 14 per cent of the pupils chose English in preference to French, but last year the proportion rose to 23 per cent. In order to meet the increased desire to learn English, a normal school for native teachers has been opened, and it has 30 students. Also C young Egyptians have been sent to normal colleges in Eng¬ land to qualify themselves as teachers in the government schools. On the other hand, about 100 pupils are studying in France at the expense of, or recommended by. the Egyptian Government, and a Government normal school exists in Cairo under French management. Hence, it would appear that the French have the inside track in Egypt. (Lond. Jl. of Ed.) England. — The money-lender and the betting man are never greater curses of their race than when their wiles entrap school boys who have expectations of coming into the possession of property when they are of age. The English leg¬ islators have, to some extent, restrained the evils in other places, but the cir¬ culars of the betting agent and money-lender seem to have found the way without hinderance into both public and private schools. Recently Lord Herschell brought the matter before the House of Lords ; and archbishops and bishops, the lord chancellor and lords justice, dukes, earls, and other lords were abso¬ lutely unanimous in supporting the measure for rendering it penal to send out 1216 EDUCATION REPORT, 1889-90. such circulars to boys at school and youths at college. Lord Herschell in intro¬ ducing the bill said" its object was to render penal the sending of what weie known as touting, betting circulars to boys at school and youths at college; and it proceeded upon the assumption, in this case quite justifiable, that the receivers at schools and colleges were prima facie persons who were infants and known to be such, leaving it to the sender to show that in any particular case the person to whom a circular was sent was not an infant. He added that if he received encouragement he should be prepared to extend the scope of the bill by includ¬ ing the sending of money-lending circulars. (Schoolm.) Germany. — The school board of Bei lin has ordered the purchase of an ample number of cuspidors for use in the schools. The committee on science and medicine had recommended this on the ground that tuberculosis (consumption) is transmitted through germs in the air, hence that the expectorations of sick children are apt to cause contagion if not confined to spittoons filled with water. The vessels are placed in every class room, on stair landings and corridors, and are attended to twice a day. ( Allg. Dr Lztg.) England. — In 1849 a royal commission investigated the accounts of the eight sc-cailed public schools of England, namely : Eton, Harrow, Winchester, Rugby, Shrewsbury, Charterhouse, Westminster, Merchant Taylors. The report of this commission revealed the following facts : Column 1 states the income of the principals ; column 2, that of the first assistants ; column 3 states the amount it takes to keep a boy at these schools a year: Eton . $20, 000 $11,000 $750-$l, 050 Harrow . - . 20, 000 6,975 712- 900 Winchester . . . . 15,000 7,000 545 Rugby . . . . . 14, 785 8,085 450- 600 Shrewsbury . . . . 10,000 2.812 500 Charterhouse . . . . 6,000 4, 000 484 Westminster . 5, 850 3, 150 475 Merchant Taylors . 5,000 2, 625 a 50 a This signifies only the tuition fee per year. In all the other cases hoard and lodging are in¬ cluded. (Zeitschr fur Geeundhpfe.) Various alphabets. — The Sandwich Islands alphabet has 12 letters ; the Bur¬ mese, 19: Italian, 20 ; Bengalese, 21 ; Hebrew, Syrian, Chaldee, and Samaritan, 22 each ; French, 23 ; Greek, 24 ; Latin, 25; German, Dutch, and English, 26 each ; Spanish and Sclavonic, 27 each ; Arabic, 28 ; Persian and Coptic, 32 ; Georgian, 35; Armenian, 38 ; Russian, 41 ; Muscovite, 43; Sanskrit and Japan¬ ese, 50 ; Ethiopic and Tartarian have 202 each. Germany. — School gardens, of which there are more than 9,000 in Austria, are being laid out in different parts of Germany. Their object is to give methodi¬ cal instruction in the cultivation of fruit trees and to be used in the teaching of botany. The minister of education has sent a notice to the provincial councils, request¬ ing them not to refer candidates for positions as school superintendents to him, but themselves to take the initiative in recommending suitable persons to him. “ It is of extreme importance,” he writes, “for the proper development of edu¬ cation in elementary schools, that the responsible office of school superintend¬ ent should be only in the hands of especially trustworthy men, those who have proved themselves to be efficient elementary schoolmasters. This applies equally to masters who have enjoyed a university education. I expect that the local au¬ thorities will not restrict themselves to an examination of those candidates who present themselves for election, but will, without regard to expected vacancies, keep themselves conscientiously informed of specially suitable candidates. The school inspections, and an understanding with the provincial school board, will of er ample opportunity to discover such persons.” (Lond. Jl. of Ed.) How to treat stutterers. — Dr. Schellenberg, in Wiesbaden, gives the following advice to teachers as to how to treat stutterers : (1) Treat the stutterer most kindly, and try to win his entire confidence. (2) Prevent other children from making fun of his trouble, and if necessary punish them for it. (3) Infuse him with courage and self-reliance. (4) During the first few weeks of school ask him no questions in recitation ; then begin with such easy questions that he can answer without reflection and hesitation. (5) Direct your attention away from the stutterer as soon as he betrays confusion and disquie¬ tude in his attempt at speaking ; repeat your question when he has regained FOREIGN EDUCATIONAL NOTES. 1217 composure. (6) Urge him to assume a straight posture when speaking. (7) See to it that while speaking he breathes through the mouth, not through the nose, and that he takes a deep breath when he comes to a period or other convenient full stop. He should also take breath before he attempts to answer a question. (8) Advise him to begin his speech slowly and in a lower pitch than usual. (9) If the first word of his sentence begins with a vowel, let him begin that vowel faintly and increase it in strength thus, A— sia. If the word begins with aeon- sonant, let him blur over it to reach the vowel, dwell on that, and then go on thus, ba — thing. (10) The stutterer must learn to run his words into one an¬ other so that no hiatus occurs, which would, of course, facilitate or cause stut¬ tering. He should at first speak thus : “A — ll’swellthatendswell,” until he has to some extent mastered his infirmity. These points are exceptionally well taken, and the present writer can confirm them, since he has found them of excellent use in the school room. The Eng¬ lish language does not breed so many stutterers as the German, but there are still cases enough in our schools to make advice like the foregoing welcome to teachers of little experience, and of them, alas ! we have more than is desirable. (Allg. D. Lztg.) Scucony. — In the Kingdom of Saxony the lower schools have on an average 73 pupils to the teacher. The greatest number is found in inspection — District Loebau, namely, 95; then Chemnitz, with nearly 94; then Schwarzenberg, 92, and Marienberg, 91. The smallest number is found in Leipzig, where it is 43; in Dresden itis44 ; other districts have respectively 67, 70, 71, 72, 73, and 74pupils to the teacher. There are still 128 schools of three grades with but one teacher, and averaging 132 pupils. In 1,117 continuation schools (post-graduate courses of elementary schools) instruction is given all the year round ; in 712 only dur¬ ing the winter. (Allg. D. Lztg.) Ciermany. — The Society for the Promotion of Public Games for the young and for the people in Germany, which was founded in May in Berlin, has already begun to make itself felt. * Committees have been formed under the direction of Dr. Eitner, of Gbrlitz, and Dr. Schmidt, of Bonn. The latter, who is also a member of the Committee of the German Gymnastic Society, announces that the latter society is ready to join in active cooperation for the promotion of health¬ giving games for the people. The minister of education, Graf Zedlitz, has ex¬ pressed his heartiest sympathy in the aims of the society. In June, 1891, a course of instruction in public-school games was held in Gorlitz for the benefit of the teachers. Dr. Eitner and Herr Jordan, the head teacher of gymnastics, conducted the classes ,jvhich were numerously attended. Gorlitz, a very progressive town in the province of Silesia, which was one of the first cities in Germany which introduced manual training, again comes to the front with normal courses for teachers in public games. Public play, sup¬ plementary to gymnastic exercises, has recently become an object of much at¬ tention of the Government as well as educational circles. (German Ed. Press.) France. — Levasseur, the noted French statistician, makes the following state¬ ments concerning the population in France: France (or Gaul) had at the time of Caesar 6,700,000 inhabitants, estimated according to the size and number of Gallic tribes. Roman Gaul during the time of the Antonines is said to have had 8,500,000, but this is a mere hypothesis. At the time of Charlemagne Gaul is said to have had only 5,500,000 inhabitants, according to Irmions Polyptique, but 8,000,000 or 9,000,000 according to an estimate made at the time. During the first half of the fourteenth century Gaul had 20,000,000 or 22,000,000, es¬ timated by means of the number of hearths. At the end of the sixteenth century Froumenteau credited Gaul with 20,000,000 inhabitants. In 1700 the number is said to have been 21,136,000, estimated in the Memoirs of an admin¬ istrative officer.” In 1715 the estimate was 18,000,000. Numerous positive state¬ ments go to show that in 1770 the number of inhabitants was 24,500,000, and in the great memorable year of the revolution. 1789, it was stated to be 26,000,000. In 1801 a rectified census proved the inhabitants of France to be 27,347,800; in 1866, 38,067,064 (with Alsace-Lorraine); in 1872, 36,102,921 (without Alsace-Lor¬ raine), and in 1886, 37,930,759. Germany. — Recently statistics have been published concerning suicides of chil¬ dren in Prussia. The Ncne Freie Presseol Vienna on May 26 published a state¬ ment which permits a comparison between Prussia and Italy. Since in popula¬ tion the two countries are nearlv alike, a comparison seems just. The cases mentioned are all committed by children below 15 years of age. ED 90 - 77 1218 EDUCATION REPORT, 1889-90. Boys ; in— Girls in— Causes of suicides. Prussia. 1869-72. Italy 1868-’77. Prussia, 1869-72. Italy 1868- 77. Insanity . . . . 117 138 91 300 Illness . . . . . . - 45 Being tired of life . _ . . . 25 28 Passion . . . . . . . 24 200 Home trouble . . . _ . . . . 67 250 45 300 Financial losses _ _ _ _ _ _ _ _ _ 8 28 91 Sbame, fear of punishment . . . 300 409 Other causes . . . . . . . . . 435 528 319 200 Vice . . 8 28 Notice that in Prussia shame, fear of punishment, drives children to commit suicide, while in Italy the strongest motive is family or home trouble. The fig¬ ures for Italy appear to be somewhat unreliable. The last column, particularly, looks suspiciously regular. 15.— Museums in School. France. — In the year 1888, at the general teachers’ meeting In Frankfurt-am- Main, a speaker claimed that every school should have its own local museum, in which should be kept not only the tools of all the trades and industries, but also the raw material necessary for those trades, as well as the finished products in their development from the smallest and simplest beginnings to their com¬ pletion. This demand, made in all earnest, has been recognized as just in France for some years, at least partly. The school museums in that country (called local museums) form an indispensable means for object lessons. Their establishment was an unavoidable consequence of universal application of ob¬ jective teaching, which had been advocated by such men as Montaigne, Rabelais, Fenelon, and Rousseau and others, especially after the great revival of popular elementary instruction (since 1871). Men of science and educational leaders were eloquent in advocating the teaching of visible things and processes in preference to empty words. The French school museums contain natural and art productions which are suitable for offering clear concepts of things surrounding the child. All these objects are systematically and methodically arranged, and adapted to each grade of school. It is most instructive to learn the history of these museums. Their beginning dates back to the year 1867. At the “ World’s Exposition” in Paris a few collections of objects were exhibited and Madame Pape^Carpentier gave lectures in which she dwelt on the good use to which these collections might be putin schools. This suggestion fell upon fertile soil, and when in 1873 M. Buisson reported upon the Vienna Exposition he could already state, thak France was not behind other countries in matters of school museums, and that some prov¬ inces (departments) possessed more than a hundred of them filled with agricul¬ tural and industrial objects. Their number has increased rapidly. It is note¬ worthy that most of them had their origin in the initiative of the teachers who began, aided by their pupils, to collect models and natural objects, and arrange them systematically. In 1890 France had over 14,000 school museums, which are to be distinguished from simple collections of beetles, mineral and the like, such as may be found in almost any school where natural history is the hobby of the teacher. Legal provisions for the establishment of school museums are not in existence in France. It was not a question of introducing a new branch of study or a new method of teaching, but simply a question of procuring the means for teaching object lessons. The authorities merely issued some suggestions for managing the instructions and exhibited a lively interest in them. A new impetus was given the idea of school museums through the report of M. Buisson, mentioned above, in which the various collections for school purposes exhibited in Vienna were minutely described. This report did much to awaken interest among local authorities, so that a few years later — in 1882 — all the inspectors (superin¬ tendents) reporting on the schools of their districts and provinces were unani¬ mous in acknowledging the usefulness of these collections for elementary school instruction. Through public lectures to teachers on the subject of objective teaching, M. Buisson, in 1878, succeeded in awakening great enthusiasm among teachers. On •FOREIGN EDUCATIONAL NOTES. 1219 returning home they resolved to follow the example set and establish museums. Soon after there was scarcely a province of France (department) in which teach¬ ers did not from the rostrum and through the press agitate the introduction of object lessons and school museums. Most of the museums were established by teachers and pupils themselves, who bore the expense ; hence material aid on the part of the state was not nec¬ essary. Some communities defrayed the cost of original establishment, others brought collections offered by private citizens. All were agreed upon the prin¬ ciple that instruction in things without having the things to show is irra¬ tional, and that both in the kindergarten and primary school the same method of object lessons should be followed which a mother applies in order to create ideas, namely, by means of objects and not words. The child must be led to know the objects within its vicinity distinctly. This is best accomplished by means of the intuitive method for whose application the reading lesson offers the best opportunity. During a reading lesson a great variety of objects are mentioned, and if they can be given into the children's hands attention is se¬ cured, the mind is being sharpened, the power of judgment developed ; in'short, the child is accustomed to distinct seeing and clear comprehension. The teacher is enabled to abridge verbal explanations where he has objects to show ; he can thereby make his lessons more interesting, banish the ghost of indiffer¬ ence from his class room and keep alive the joy in work. After the children have left school they are not apt to lose the desire to observe, to reflect, and to judge. If the school museum had no other result than this that one alone would justify its establishment and maintenance. A school museum offers no little advantage also to the study of language ; the child learns to express its ideas better ; its vocabulary is increased more rapidly ; it replies more fluently when it sees and handles things, and it certainly remembers technical terms more easily than in the utter absence of objects. Experience has shown all this in schools where museums are kept, while in schools which are without museums the teachers have great difficulty in ac¬ customing their pupils to a clear and distinct expression and flow of thought. It is generally considered best to have the museums established by th’e pupils themselves under the guidance of their teachers, aided by friends of popular edu¬ cation outside of the school. Care must be taken to proceed methodically, for it is not a question of preparing for exhibition some apparatus or objects of lux¬ ury or curios,” which must not be touched from fear of breaking or injuring them. The museum should contain those objects which illustrate the teacher's instruction ; objects should be selected which cost little or nothing and may easily be procured by the pupils. The more the pupils participate in gathering the objects to be placed in the museum, the more intense will be the interest in the lessons, for every one wishes to view the objects his comrade has contributed. If these suggestions arc followed the museum will be made by the school, for the school. It was a wise remark of M. Buisson when he said: “The great ad¬ vantage of a school museum is, not in having it, but in making it.” In order that the objects brought to school be safely placed where they are pro¬ tected from dust and remain visible and easily accessible, a good-sized cupboard with glass doors is recommended. In case the school authorities refuse to pro¬ cure it, an appeal is made to a friend of the school, or to some wealthy parents of pupils. Such an appeal is rarely made in vain in France. In most schools a cupboard is used large enough to accommodate the juvenile library of the schools, as well as the museum of objects. At first mistakes were made in getting school museums. Some teachers went too far in their zeal by collecting objects which stand in no relation to elemen¬ tary instruction. Others, not intending to be surpassed, bought and imocured more or less complete collections, instead of letting their pupils bring the ob¬ jects as they were needed. It is evident that the true purpose aimed at was missed. Large museums which dazzle the eye of the children are injurious rather than useful in school ; for since the children do not know all the objects exhibited they care little for them, and interest turns into indifference. Costly museums in which the “ wonderful objects on exhibition ” bear the label “ Hands off !” are not in their proper place in the elementary school, which is to be a workshop for mental work. Neither will ready-made collections suffice ; they serve for decoration more than for actual study. However, these mistakes were soon rectified. The teachers now proceed methodically, generally classifying the objects according to the natural kingdoms. In Havre, one of the most progressive cities in France in educational affairs, another classification has been adopted. The school museums in that city are 1220 EDUCATION REPORT, 1889-90. divided into : (1) Objects of food ; (2) objects of clothing ; (3) objects pertaining to the dwelling ; (4) miscellaneous objects. Each group has a number of divi¬ sions. This classification has recently been adopted by other schools, because it seemed more practical and suitable than the other, affording an easier finding of objects and also an easier cataloguing. It goes without saying that the teacher is the chief custodian. He must not refuse a single object, in order not to hurt the feelings of his pupils. He must urge them all to bring objects for exhibition, so that they are able to say “our museum,’’ not “the museum.” A chief characteristic of the school museum is that it is never complete. The pupils must know that there is always something missing. When, during geog¬ raphy lesson , for instance , it should be said , “ Such and such a thing is needed to fill a vacancy in the museum,” the pupils either individually or collectively procure it. Thus the museum remains an object of interest. Of course, every object found worthy of preservation is to be described, numbered, labeled, and placed in its proper compartment. The name of the donor may be attached, and this naturally incites further efforts. Many objects are collected during excursions which the teacher makes with his school into the country and the mountains, through factories, along wharves, and through parks. Thus it becomes possible to gather in these school museums all the objects illustrating the natural and artificial products of the town or village in which the school is situated. Com¬ merce, various industries, agriculture, forestry, all are represented. The law of July 27, 1882, prescribes for the elementary schools, “instruction in the elements of agriculture, horticulture, physics, and natural history.” Though the mere rudiments is all that can be expected, the study of physics requires some apparatus. Some normal schools induce their students to get practice in making such apparatus themselves in their school workshops and then allow them to take these objects with them, if they are appointed to a teachership, to use them as a ground stock at their collection of apparatus. In the Grenoble Normal School every student is required to make a certain num¬ ber of objects for illustrating the study of physics. The State pays for the material about 10 francs (or $2) per student. To the legitimate contents of a good school museum belong pictures, charts, photographs, etc., for they aid instruction essentially. Generally, pictorial illustrations play an important role in French school instruction . Recently magic lanterns (solar and calcium light cameras) are used, owing to the active work of the “Society for Promotion of Object Lessons.” These cameras are sold at very reasonable prices. If the museums are thus provided with all the necessary and useful objects, selected according to pedagogical principles and local circumstances, an agri¬ cultural population will have a different collection in its schools from that of an industrial population, and a girls’ school is apt to have a different collection from a boys’ school. It goes without saying that the institution will be a pro¬ lific source of incentive™ to study. The idea of school museums is nob a new one. It was first carried out in Germany, but at present France has left Germany far behind in fostering and supporting the institutions. Victor Cousin once said : “ The true greatness of a nation does not consist in not imitating others, but on the contrary, in borrow¬ ing good ideas from them and adapting them to the existing conditions of the culture at home.” (After L. Fleischer.) 16.— National School Systems. Argentine Republic. — When the Argentines freed themselves in 1810 from the yoke under which they had bowed for three centuries there was practically no education in the Republic. There certainly was a somewhat decayed university (for Spaniards and Indians) founded in 1622 at Cordoba, but its influence was as valueless as its work. The early history of the Republic was hardly favorable to the establishment of a regular educational system, but the clouds were gradually clearing away ; and from the promulgation of the constitution of 1853, which received its final form in 1860, the progress of public instruction, until the tem¬ porary financial disturbances of a year ago, has been uninterrupted. There are 2 universities, Cordoba and Buenos Ayres (1821), 15 secondary schools, 35 nor¬ mal schools, 2,396 primary schools, and 831 private schools. Primary instruc¬ tion is free and obligatory for all children between the ages of 6 andl 4 years of ages. Urban districts of between 1,000 and 1,500 inhabitants and rural districts of from FOREIGN EDUCATIONAL NOTES. 1221 300 to 500 have a right to a public school. If the obligations laid upon the com¬ munity by the state are satisfied by existing private schools, or by an individual family, there is no compulsion to attend the public schools. In such cases the progress of the children is regularly tested by the state by means of periodical examinations. If found unsatisfactory the aid of the law is invoked. Besides the usual subjects of instruction in primary schools, it is worth noting that the Argentine curriculum involves instruction in morals and manners, hy¬ giene, the duties of the citizen, and gymnastics. Girls are taught domestic economy and manual work; in the country lessons are given in agriculture. If a minimum of 15 parents claim religious instruction for their children the law authorizes the engagement; of ministers of the different creeds for this purpose, the teaching to take place of the school hours. But the claim has never been advanced, so it may be said that instruction in the Republic is wholly secular. The administration of the schools is in the hands of a national council, guided by the minister of public instruction. Each province has a council with limited powers and each district a school council, generally composed of teachers, pro¬ fessors, and local dignitaries, the latter being appointed by the national council. Hygienic inspection is undertaken by a body of doctors, "under the direction of the Government. The teachers are as a rule trained in the normal schools ; no one is allowed to teach in the public schools without the normal diploma, or if a foreigner without satisfying the authorities of the normal school as to his or her abilities, and in addition passing an examination in pedagogy. The teach¬ ers are allowed to retire after twenty years’ service on their full pay at date of retirement; with three-quarters of their pay after fifteen years, and with half pay after ten years* service, or after accident or injury suffered in the service of the state. There is no corporal punishment. The "hours are from II in the morning to 4 in the afternoon, broken by four periods of from ten to fifteen minutes each. The classes are not allowed to be larger than forty. Women are preferred to men as teachers, and where the schools are mixed there are only women employed ; the head of the boys’ schools is always a man, but most of the teachers are women. In 1888 there were 825 teachers — 616 women and 209 men — employed in the capital alone. So much for primary instruction. The oldest of the fifteen national colleges,” or secondary schools, was founded more than two hundred years ago ; that of La Plata was founded in 1884. The secondary schools are under the immediate control of the minister, who appoints the principals and arranges the curricula. The principals only teach from four to eight hours a week, and after ten years’ service may retire with half, after fifteen with two- thirds, and after twenty-seven with the whole of their pay as pensions. The boys on entry must have passed through the highest classes of the primary schools, or an equivalent, and on leaving they pass the baccalaurate examination ; the whole course professes to be a complete preparation for the university. No Greek is taught, Latin is the subject of much dispute, and the whole level of the instruction given is very low. State scholarships have been suppressed, but a private association has founded eighty. Thpre are 2,626 pupils at the schools, 927 of whom are at Buenos Ayres. In the capital there is a large foreign ele¬ ment in the faculties employed in secondary schools. The administration of the schools is in the hands of the national council, assisted by three superintend¬ ents. The plan upon which the two universities are organized is uniform ; there are only three faculties — law and social science, medicine, and physical and natural sciences. There is, however, a distinct feeling in favor of the establishment of a faculty of letters. The age of entry is 18, and the course is one of six years. Women are allowed to attend lectures in the faculty of medicine — one, in fact, recently took her M. D. with honors. (Lond. Jl. of Ed.) Austria. — ' The latest data concerning the Austrian elementary schools are pub¬ lished by the Austrian statistical bureau. Austria had, in 1890, 3.335,674 pupils of school age (6 to 14 years): of these 21,895 could not attend school owing to mental or physical incapacity, while 365,593 normally endowed children were successfully withheld from being enrolled in school. "The enforcement of the compulsory-attendance law made 185.464 judicial actions necessary : of these 68,590 were sentences imposing imprisonment of a few hours or days, while 116,- 874 imposed fines. Eighty-eight per cent of all lower schools in Austria proper, that is, the western half of Austria-Hungary, are for both sexes ; 6.8 per cent were for boys only ; 5.2 per cent for girls only ; 12.465 schools were open all day ; 3,210 were half-day schools, and 1,239 were partly half and partly whole-day schools. The number of male teachers was 44,838 ; that of female teachers, 13,- 913. The average number of pupils to the teacher was 724. Eighty-three and 1222 EDUCATION REPORT, 1889-90. seven-tenths of the teachers were normal graduates, 11 per cent had only a di¬ ploma, and 5.3 per cent had not yet acquired their diploma. Of the 16,688 ele¬ mentary schools more than one-half, or 8,400, were ungraded, 3,916 were divided into classes of two grades, and the rest up to six, seven, and eight grades. Belgium. — The School Guardian (English), says of Belgian primary schools : “ The buildings are two stories high, having a gallery on the first floor running round the quadrangle. Each class has its own separate room, lofty, well lighted, and ventilated, but only from one side. The furniture consists of small tables and benches, each sufficient for two or three scholars, and all facing the slightly raised platform for the teacher's desk. The tables have slates fixed horizon¬ tally in them. Blackboards are carried around the walls with compartments for the use of each scholar, on which he copies with chalk the sums or geometri¬ cal figures or sentences dictated to the class. This is done with a view to en¬ abling the master or mistress to see at a glance the work of each without having to pass round the room. In this way, too, the children have the advantage of a change of posture and find relief from the monotony of the lesson. The teach¬ ing is in all cases simultaneous. As no reading is taught in the ‘ Jardins d’En- fants ’ or Infants’ Schools, the lowest classes have to learn the letters and their simplest combinations. These they enunciate together, and great pains are taken to make them give each letter and syllable its full and correct sound. Writing is learned from a copy set on the blackboard. A round, vertical hand is taught without any distinction between the up and down strokes. Elementary drawing is obligatory in all the primary schools, and is taught by the ordinary teachers, who have no difficulty in teaching it, having practiced it in the nor¬ mal schools as well as previously in their own school days. Some ordinary ob¬ ject is put before the class or drawn on the blackboard * * * .” Bolivia. — Bolivia has four universities. The following figures are given for 1888: Primary schools, 506, with 707 teachers, and 24,583 pupils, of whom 8,822 are girls ; secondary schools and colleges, 22, with 2,234 pupils ; 774 students of law, medicine, and theology, with 55 professors in the universities. The Gov¬ ernment’s contribution to public primary schools in 1888 was 43,900 bolivianos. Bulgaria. — In 1890 Bulgaria had 3,844 elementary schools, with 129,777 boys, and 42,206 girls as pupils. The total number of boys of school age is 275,756 ; of girls, 261,968. For education the state grants a yearly subvention of 2,000,- 000 lev. Education is free and nominally obligatory for a period of four years. About 81 per cent of the population can not read or write. There is a univer¬ sity at Sofia, with gymnasia in the principal towns, including four for girls, be¬ sides several lower middle-class schools. There is a free public library at Sofia. (Statesman's Yearbook.) Ceylon. — The Buddists of Ceylon have taken a new departure. Hitherto their energy had been directed towards the welfare of the boys, for whom no less than forty schools had been opened within recent years under the auspices of the Theosophical Society. But it had been long ago pointed out by Col. Olcottthat the Sinhalese girls should have a school of their own, where they might be brought up in harmony with their religious and national instincts. This idea was zealously worked out by a devoted Buddhist lady, Mrs. Weerakoon, and a band of her countrywomen, who, with praiseworthy activity, organized the Woman’s Educational Society, now numbering over 1,800 members. Within one year this society opened four girls’ schools — the Blavatsky school at Welle- watte, with about 100 children in daily attendance, and the girls’ schools at Kandy, Gampola, and Panedura. (Lond. Ed. Times.) China. — Education of a certain type is very general, but still there are vast masses of adult countrymen in China who can neither read nor write. There is a special literary, or lettered class who alone know the literature of their country, to the study of which they devote their lives. Yearly examinations are held for literary degrees and honors, which are necessary as a passport to the public service; and in 1887, for the firsts time, mathematics was admitted with the Chinese classics among subjects of the examinations. Recently, Western literature and works of science have been introduced in translations, and schools for the propagation of Western science and literature are continually on the increase. The principal educational institution for the purpose is the “ Tung Wen Kwan,'’ or College or Foreign Knowledge at Peking, a Government institution, where the English, French, German and Russian languages, and mathematics, astronomy, meteorology, chemistry, natural history, physiology, anatomy, and Western literature are taught by European and American professors, while the Chinese education of the pupils is intrusted to Chinese teachers. There are besides several colleges under the control of some of the numerous FOREIGN EDUCATIONAL NOTES. 1223 Roman Catholic and Protestant missionary bodies at Shanghai and other parts where the English languagesand lower branches of Western science only for the subjects of study. The Chinese Government has of late years established naval and military colleges and torpedo schools in connection with the different arse- anals at Tientsin, Shanghai and Foochow in which foreign instructors are engaged to teach such young Chinese as intend to make their career in the army and navy off their country, Western modes of warfare, besideWestern languagesand literature. The Chinese newspapers have for several years flourished at Shanghai, and the success they have achieved has led to the establishment of others at some of the other treaty ports. (Statesman's Yearbook.) Colombia. — In Colombia the religion of the nation is Roman Catholicism, other forms of religion being permitted, so long as their exercises are “not con¬ trary to Christian morals, nor to the law.” There are two universities and nu¬ merous colleges and special technical schools in the Republic. In 1839 there were 14 normal schools with 393 students, and 1,734 primary schools with 92,794 pupils. Primary education is gratuitous but not compulsory. Costa Iiica. — Education in Costa Rica is compulsory and free. In 1890 there were 300 primary schools with 15,000 pupils, besides 90 private schools with 2,500 pupils. In 1884 the number of children between 7 and 14 years of age was 27,245. In the budget for 1889-’90, $350,000 were devoted to education. Denmark. — Elementary education is Avidely diffused in Denmark, the attend¬ ance at school being obligatory from the age of 7 to 14. Education is afforded gratuitously in the public schools to children whose parents can not afford to pay for their teaching. The University of Copenhagen has about 1,300 students. Connected with the university is a polytechnic institution with 20 teachers and 200 students. Between the university "and the elementary schools there are 13 public gymnasia or high schools, in the principal towns in the Kingdom, which afford a “ classical ” education, and 27 modern high schools. There are five teachers’ training colleges. Instruction at the public expense is given in paro¬ chial schools spread all over the country, to the number, according to the latest official statistics, of 2,940, namely, 28 in Copenhagen, 132 in the towns of Den¬ mark, and 2,780 in the rural districts; with 231,940 pupils in all, or 123 per thou¬ sand of population. (Statesman’s Yearbook.) Egypt. — In a recent work on Egyptian education (“ L’Instruction Publique en Egypte,” by Yacoub Artin Pacha) is the following account of education that is pursued by the Egyptians — in fact, the education which has been in vogue with them for many centuries : Reading and writing are the first steps taken by the child, who is at the same time set to learn a portion of the Koran by heart. As soon as he knows his let¬ ters and can read syllables he reads and writes the part of the “Koran” com¬ mitted to memory, and so on, until the Holy Book is finished, a task generally taking 2 or 3 years. These exercises of the memory are carefully graduated ac¬ cording to the child's age and ability. Then comes the study of grammar, the rules being set in rhyme, a plan for facilitating the work of the pupil not con¬ fined to the Mussulman world. The study of grammar, logic, rhetoric, etc., takes 3 or 4 years. Then follow 8 or 10 years of commentaries on the “Koran,” and after this period is completed the boy, who began at 6 or 8, is now, at 20 or 22, a full-blown mondarns (professor) or cheikh (doctor). Most children leave school at 10 or 12 to take up a trade ; those who are intended for a profession or for business leave after the grammar course ; only a few remain to pursue the higher course in religion and law. Of the latter some become kadi (judges) or mufti (lawyers); the rest become teachers. The ideal of the founders of the universities had been to preserve the language of the elect, the languageof the “ Koran.” Arabic was reserved as the language of religion, tradition, and law. Beyond these three subjects all other instruction was intrusted to foreigners, with the single exception of mathematics, which was in the hands of the Copts, who had distinguished themselves from early times as financiers. Mehemet Ali was the first to attempt to introduce European method into Egyptian pedagogy. In 1816 he sent a body of young Mamelukes to England and Italy to learn engineering, etc., and in 1825 he founded a school of medicine, restricted to Egyptian students. From 1826 to 1834 large numbers of young men were sent to France to complete their studies; and to the general spread of European culture, resulting from these wise measures of Mehemet Ali, Egypt owes her 50 primary and secondary and her 16 technical schools. A council of public instruction was instituted in 1836, but for 30 years the conservative influence of El Azhar was too strong, and progress was infinitesimal. Ismail Pacha undertook a general reorganization 1224 EDUCATION REPORT, 1889-90. of the educational system of the country, and founded schools of law, language, science, and art, and a normal school. Since 1885 progress has been as rapid as could be expected, as will be seen from the tables at the end of this volume. A modus vivendi has been established between the state schools and the uni¬ versity and the divergence between the two systems is being gradually nar¬ rowed down. Artin Pacha looks forward, ‘‘patient in his impatience,” to see the seed sown by the great political and intellectual regenerator of Egypt bear¬ ing its fruits ; nor does he hesitate to express his belief that the “ancient and illustrious university mosque of El Azhar, animated by the scientific spirit which is urging us forward, will' take its place by the side of its younger and more justly celebrated sisters, the universities of modern Europe, who have out¬ stripped us in the past.” The education of women is: First, religion, given by chieJchs or women teachers ; and, second, domestic, i. e., teaching, housekeeping, manners, embroidery, singing, and so on. Dancing, of course, is not a custom of .respectable orientals. The age at which girls are married, viz, between 12 and 16, is a serious impediment to a complete system of instruction. Curiously enough, even the limited instruction given at present is partly due to the estab¬ lishment of a midwifery school in 1836 ; the sages femmes were the partially in¬ nocent cause of the creation of a thirst for knowledge ; at any rate they taught the elementary principles of hygiene in countless native families and this widen¬ ing of the horizon was productive of immediate good. France. — M. Antoine Albalat, in an article in the Nouvelle lievue, draws a most harrowing picture of the results of the purely theoretical educational system, which, until a few years ago, was looked upon as a panacea of all evils. France, nowadays, he says, is nothing but a large civil-service employment agency. And the struggle for life with us means the race for government and other posts. Thanks to political equality and free education, which have reduced all to a dead level, the French nation, once so fertile in ideas and so original, threatens to become nothing but a nation of civil servants and pedagogues. Just count the number of place seekers ! The prefect of the department of the Seine pub¬ lished a few months ago the following list of vacancies and applicants in that department : Junior clerks, 4 vacancies, 4,398 applicants ; male teachers, 42 va¬ cancies, 7,139 applicants ; drawing masters, 3 vacancies, 147 applicants ; custom¬ house clerks, 165 vacancies, 2,773 applicants ; surveyors, 1 vacancy, 1,338 appli¬ cants. The civil service, the , post-office, the telegraph office, and the schools have all greatly increased their teaching force, and they are at present the bane of our country. France may be roughly divided into those who hold positions and those who seek them. The vast majority of Frenchmen have only one dream, to be kept by the state, to live on the public taxes. Parents have no other ambition for their children — the civil servant, the young man who draws Government pay, is their ideal son-in-law. Even the sons of the soil are streaming into the towns, be it only to sit behind the pay desk. But the women are more to be pitied. In default of marriage, they are seeking work, especially as teachers. But how soon they are unde¬ ceived ! Read the bitter plaints with which they continually fill the ears of the minister of education. The state promised them a peaceable, respectable life, with a secure income ; and thousands of them are without positions, on the verge of despair, and fall an easy prey to temptation. No one will ever know the number of these victims of arithmetic and French history that are swallowed up by the great gulf of vice. “ I know nothing more sad than this,” exclaims M. Albalat. Here is the result of our theoretical, Utopian, and modern educa¬ tion ! We talk of a fourth estate. There is a fifth estate, namely, the women who have to earn their living by their brains. (Lond. Jl. of Ed.) Germany. — Prof. Weber, of Steglitz, near Berlin, who acted for some time as assistant principal in English schools, answers the question : “ Do English schools deserve to be considered models for German schools?” in the negative. “Any observant foreigner who has lived in England,” says he, “ even if only for a short time, must have been struck with the great self-consciousness of the Englishman, which quality is already developed to a high degree in the little boy. The Englishman is proud of the language of his country, of its riches, and of its institutions. As a consequence it is a common fault with him to depreciate other nations and to overrate himself and his own people. To this national self- reliance he adds a great love of individual liberty and self-dependence. He will not under any circumstances be deprived of them, either by the state or by the church, and he hates all bureaucratic ways, or, as he calls it, ‘ red-tape business.’ Then he possesses a profound respect for the law and for the existing institu¬ tions of the state, as well as in general a true sense of religion, which sense is FOREIGN EDUCATIONAL NOTES. 1225 greatly fostered and enhanced by his family life. Moreover, we find in the English¬ man the singular inclination to ask first of all in everything he undertakes : ‘Of what use is it'?’ ‘Englishmen can not take anything easy,’ says Karl Hilde¬ brand in ‘Briefe aus England,’ ‘neither can they take anything idealistically. They transpose everything at once into the practical. English idealism is al¬ ways practical, in contradistinction to the German, which manifests itself in ar¬ tistic contemplation.’ To this practical sense the English partly owe their supremacy upon the seas, and we Germans, who but a short time since began to acquire colonies, may learn very much in this respect from the practical Eng¬ lishman. •‘These different peculiarities of the English character are distinctly ex¬ pressed in the English schools; they exert a mutual influence upon each other and are mutually dependent upon one another. “As the whole life of the Englishman is chiefly based on the principle of util¬ ity, so also in his school life he places this principle in the first rank. “ The average Englishman does not, as a rule, strive after knowledge if he does not see his way to make practical use of it; mother words, he does not pur¬ sue knowledge for her own sake. This principle is very dangerous and parni- cious to the intellectual progress of a people, and it is not to be wondered that a notion or a true idea of the elements of science is unknown to the great masses. “ ‘ For the language, literature, and the history of other nations,’ Mr Bren- necke rightly says, ‘for efforts in art which adorn and cheer the inner life, the average Englishman, deducting, of course, amateurs, the upper 10,000, and spe¬ cialists, have no time in life,’ because, I add, he does not understand nor appre¬ ciate them. We Germans are, however, only too easily inclined to lay too much stress upon the scientific side of things, and in so doing to forget of ten the prac¬ tical use of the results we obtain. “The English system cares little about the acquirement of manifold knowl¬ edge by the pupils and the scientific treatment of the subjects, but it tries, be¬ fore all, to fulfill two tasks: Firstly, to develop the physique of the pupil, to make him in all respects healthy and capable of resistance, and to harden him against physical and moral injury. This having been accomplished, the teach¬ er's aim is to develop in the vigorous body an independent, firm character; he will accustom the boys to absolute truth, candor, and resoluteness; they must quickly and independently find the right thing and learn to execute. In a word, the English master educates; the German rather instructs. “A great difference between English and German school arrangements con¬ sists in this: The English Government pays no attention to the higher and middle schools. An organization and superintendence of the schools by the state, as in Germany, does not exist; these schools are either a private com¬ mercial speculation or they have been founded by old and often very rich en¬ dowments or by corporations. The Englishman is far too independent to allow the state the right of prescribing for him the education of his children. But there are already reasonable Englishmen enough who believe that a firm or¬ ganization of all schools by the state can do more for education in general than the doubtful trade of private schools, and they demand the same institution as in Germany. In Scotland state superintendence was introduced in 1885. “ Thus the state can give no prerogatives to schools, and that at least is very good, for the prerogatives given to our schools do a great deal of harm in hin¬ dering their free development. “I will not, however, forget to mention that a certain supervision of schools is exercised in England by the press and literature, and the power of the press over the masses is much greater in England than with us. “A certain uniformity in scholastic matters between the more superior public and even private schools is to be seen in the local examinations, which are held annually by the universities. “ Some secondary schools also submit voluntarily every year to regular ex¬ aminations, for their own credit’s sake, ‘so as to give the world confidence in them.’ But in comparison to a firm organization these examinations can be but a miserable makeshift. Mr. Raydt informs us that for some time there have been held regular meetingsof school principals, which might, indeed, have a good influence upon the formation of a uniform plan of teaching ; but why are the debates of these meetings not published, as in Prussia? By these means they would become of common service to every teacher. In this regard I can not sufficiently praise the reports of the school inspectors on the elemental y schools inspected by them in their districts. These reports are printed in the Parlia¬ mentary papers and contain many interesting and useful points. 1226 EDUCATION DEPORT, 1889-90. ‘It is the German elementary school work by which the English should learn how salutary is .the supervision of schools by the state, and how they should especially reform their middle-class or secondary schools.” Guatemala. — Primary education in Guatemala is obligatory, maintained by the state, free and secular. The sum spent on education in 1887-’88 (ending June 30) was $525,625, of which $253,927 were for primary education. In 1887 there were 93,627 children of school age. At the end of 1889 there were, according to official statements, 1,327 primary schools of all kinds, attended by 47,907 pupils, and 66 higher schools, with 3,677 pupils. There were in addition 7 high and normal schools, with 1,185 pupils (315 females). Montenegro. — Schools for elementary education in Montenegro are supported by Government ; education is compulsory and free ; there are (1889) 70 elemen¬ tary schools, with 3,000 male and 300 female pupils. All males under the age of 25 years are supposed to be able to read and write. There is a theological semi¬ nary and a gymnasium or college for boys at Cettinje, and a girls’ high school maintained at the charge of the Empress of Russia. Hawaii. — The Kingdom of Hawaii (comprising eight large productive and thirteen small desolate islands), with 80,000 inhabitants, is of special importance for commercial intercourse between North America and East Asia. It is well known that the recently deceased King Kalakaua, in 1881, made an extensive tour through America and Europe. European institutions and therewith Chris¬ tianity were introduced in Hawaii at the beginning of our century and special attention was given to education. The United States exert the greatest influ¬ ence upon the administration of this Kingdom and covertly aim at the protectorate over the Kingdom. Its annexation on the part of the United States is only a question of time. From the main island public education was diffused over the whole Kingdom in a comparatively short time. At the beginning of the second decade of our century the chieftain and his most distinguished subjects diligently studied read¬ ing and writing. This awakened everywhere the desire to learn these wonderful arts. The most able men among the adult students were sent as teachers to all parts of the country, and the throng to their schools was so great that in 1827 there were 52,000 persons studying in 900 schools, or more than half the number of the inhabitants were eagerly engaged in acquiring the elements of learning. In 1832 the number of natives who could read amounted to 32,000, of whom nearly all were also able to write. At present there is in operation in Lahainaluna a normal school for the training of preachers and teachers, who alternately de¬ vote themselves to intellectual and physical work, as the students earn their living by the tilling of a farm belonging to the institution. Manual work takes a prominent place in all schools of the little Kingdom. Education is obligatory for both sexes from 6 to 15 years of age (formerly 4 to 14). A peculiar feature is the regulation in force that anybody who can not read or write is prohibited from obtaining public office and also forbidden to marry. The Kingdom is divided into twenty- three school districts, each of which is under the supervision of an inspector. This official superintends the manage¬ ment of the schools, both the instruction and the buildings and sites. He is re¬ quired to furnish quarterly a report to the central authority. The school year has forty-one school weeks. The daily sessions are from 9 to 2 o’clock, with one or two intermissions. Sunday and Saturday are holidays. There are different classes of schools : 1. Primary schools (common schools), where the entire instruction is given in the Hawaiian language. 2. English schools, where the English language is the means of instruction. 3. Private schools, in which both languages are used. The school at Lihue, on the island of Hawaii, in which German and English are taught, belongs to the third class and is attended by children of German workingmen only. For children of the aristocracy there is a kind of secondary school that took its name from the-street in which it is situated, “Fort Street School.” Protestant missionaries established near Honolulu, on the island of Qahu, the principal city of the country, the “Qahu College,” after the pattern of French schools. Catholic missionaries also established schools whose text¬ books are, with few exceptions, printed at Honolulu in the native language. The direction of the entire educational system has been assigned to a “bureau” or “board,” consisting of five members, of which three are natives who were edu¬ cated in the country. The president, at present Mr. Bishop, was formerly secretary of the state department: previous to that, a member of the house of nobles and president of the legislative body. This bureau appoints the teachers and super¬ intends the expenditure of the money appropriated by the representatives of the FOREIGN EDUCATIONAL NOTES. 1227 people. It nominates a general superintendent for the whole educational sys¬ tem, who visits each school of the country twice a year to examine the pupils and the condition of the school. He reports to the bureau or board. In order to ful¬ fill his duties the general superintendent is obliged every year to travel 800 miles on horseback and 1,600 miles by water. During the school year 1888-89, there were in the Kingdom 179 schools, 63 primary, 69 English and 47 private schools, with 8,770 pupils (4,952 boys, 3,818 girls), with a teaching force of 334 members (177 men, 137 women). At the last exposition in Paris, in 1889, there was on ex¬ hibition pupils’ work from Hawaii, nearly all of which was expressed in good English and in pleasing form. The educational system in Hawaii furnishes proof of how much one can do if stimulated by earnestness of intention. Scarcely sixty years have passed since the first pioneers of public education commenced their work in Hawaii, and al¬ ready its public school system can compare with that of Europe. The state, however, has easy sailing because it has the schools, and no obsta¬ cles are raised by the church, since religious societies and the clergy are excluded from the management of school affairs. (Freie pad Bliitter.) Hungary.— Count Albion Casky, the minister of public instruction in Hungary, has recently issued in the German language a synopsis of his annual report, in which he says that he considers professional supervision and a thoroughly trained corps of teachers the most important factors of progress in any school system. So far as figures can speak, certainly Hungary has made rapid progress during the last twenty years. The report shows a comparison between the state of affairs in 1859 and 1889, from which we cull the following items : I. Elementary schools. — In 1889, 2,015,612 children attended school, while in 1869 only 1.152,115. In comparison with the number of children of school age between 1869 and 1889, an increase of attendance from 50.42 per cent to 80.65 per cent is recorded. While in 1869 1,598 communities were without any schools, that number had decreased to 244 in 1889. The number of schools in 1869 was 13,798 ; in 1889 it was 16,702. In 1869 the number of teachers was 17,792, while in 1889 it had increased to 24,645. The expenditures for maintaining elementary schools in 1869 were only $1,342,363, but in 1889 they amounted to $5,396,777. While in 1869 the state’s subvention to elementary schools was only $14,556, it was $6,505,315 in 1889. The great increase recorded above is found only in those portions of the Kingdom inhabited by people of the Hungarian, German, and Ruthenian tongues. The attendance of Roumanian, Servian, and Slavakish children is in a rather backward condition. II. {Secondary schools. — The Kingdom has ISO secondary schools ; that is, 151 gymnasia, or classical colleges, and 29 realschulen, or modern colleges. One hundred and thirteen are complete in their organization, while sixty-seven had not quite completed their organization, lacking the senior classes. The classi¬ cal schools were attended by 36,367 students, or 83.3 per cant ; the modern by 7,303 students, or 16.7 per cent. The minister remarks that the attendance in modern schools is increasing faster than in the classical schools. III. Superior schools. — Concerning universities, technical and other superior institutions, the minister reports that the candidates for the profession of teach¬ ing and.students of technical, agricultural, and military schools are increasing in number faster than those of the universities. In the universities he notices that the law faculties and academies are still overcrowded, as in former years, while the number of candidates for theology, medicine, forestry, and mining is decreasing. An interesting feature of the superior education in Hungary is this : The examination for graduation must be exceptionally rigorous, for of 877 candidates for the legal profession only 521 (that is, 59£ per cent) passed the ex¬ amination ; of 297 medical students, only 207 (or 69 per cent); of 140 students of the philosophic faculty, only 38 (or 27 per cent); of 210 students of the Poly- technicum, only 80 (or 38 per cent) passed. Italy. — A new school for Italy is now under the consideration of the council of public instruction, and its provisions are foreshadowed in the “New Educator ” of Rome. It is proposed to transfer the charge of the infant schools from the minister of the interior to the minister of instruction, and the age of compulsory attendance is raised to twelve years. The appointment of teachers is left in the hands of the communal boards. Teachers under 21 years of age will only be provisionally appointed ; on coming of age their status will 1x5 improved, and at the age of 24 they will be recognized as fully responsible teachers. Thenceforth they will be removable only for grave offenses specified in the bill ; their dismis¬ sal will have to be approved by the provincial board of education, and an appeal to the minister will probably be allowed. 1228 EDUCATION REPORT, 1889-90. School-inspector Gen. Pisani has recently published a book on the Italian schools which is designed to show what progress public education has made dur¬ ing recent years in Italy. The number of elementary pupils in 1889-90 was 2,102,615 (or 1,094,467 boys and 1,008,148 girls)? this is an increase of 55,000 over the previous year. Of the sum total, 1,966,988 pupils were in public schools, 135,627 in private schools. The number of classes in the public schools was 78,675, hence the average number of pupils per class room was 25. The private schools had 8,791 classes, which is an average of 15 pupils per class room. The number of teachers, however, is not equal to the number of classes; it is only 41,336 for public and 5,063 for private schools. The number of teachers show's an increase of 1,500 over the previous year. It is evident that most of the teach¬ ers teach two classes a day. The hygienic conditions of the schools and the school furniture are said to be anything but satisfactory. The teachers are not well prepared for their profession and their standing in society is very inferior. The communal authorities are said to be irregular in paying their teachers. A law is being prepared which will protect the teachers from arbitrary action on the part of the local authorities, and securing the payment of a minimum salary by the state. Japan. — The house of representatives in the new diet of Japan is extremely anxious to cut down the budget, and a conflict is imminent between it and the government on this subject. Its proposals are sweeping, and if carried out would cause no little consternation in the education department. The grant for schools would be reduced from $800,000 to about half that sum. Some live years since the late Viscount Mori, who perished by an assassin’s knife on the day of the declaration of the constitution, just two years ago, established five great secondary schools in different centers throughout the Empire, to act as feeders for the university and to serve as a check on the growing congestion of students in the capital. These institutions are specially threatened by the par¬ liamentary reformers, many of whom hold Spencerian views and dislike govern¬ ment control in education. Generally speaking, this is a critical time for edu¬ cation in Japan. The rising generation is growing up without those habits of instinctive obedience and reverence which characterized the previous civiliza¬ tion, and the capable teachers are all young and comparatively untried men. The question how to preserve sound morality and discipline in the schools is causing grave concern at headquarters. There is a conservative government at full flow just now ; the demand for foreigners as teachers is at ebb, the schools in most cases preferring Japanese who can help them to translate. Foreigners have never been so unpopular since the great revolution. There is a troublesome class in the capital known as soshi, a word which is difficult to translate so as to convey an adequate meaning1. They are not stu¬ dents, though so described sometimes, but rather political unattached meddlers who would right all wrongs by use of the sword, sticks, and bombs. They pro¬ fess to be intense patriots, and are certainly in many cases reckless of their lives and most deliberate in carrying out their plans. The only school in which anything of the soshi spirit has appeared is the secondary school of Tokio, some of the students in which have once or twice disgraced themselves. (London Journal of Education.) Mexico. — The Paedagogium (Dresden and Vienna) of March, 1891, contains an interesting account of recent educational movements in our neighbor republic, written by a resident, whose name is withheld by the editor, Dr. F. Dittes. For a number of years both the central government, as well as the officials of the separate states, have made praiseworthy efforts to promote public instruc¬ tion, and particularly to bring the education of the masses to a level worthy our century, and by doing so to lift the degree of culture of the nation in morals, science, and material welfare, so that Mexico might occupy a place among the civilized nations of the world corresponding to its advantageous natural condi¬ tions and resources. However, these efforts and the willingness to make grand sacrifices have not been crowned with the success which one would justly be entitled to expect, if the enormous sums are considered that were expended for the purpose. The main causes of this lamentable fact are, the want of well- trained profes¬ sional teachers; frequent misunderstanding of educational theories taken from foreign pedagogical works ; the blind acceptation or rejection of new ideas, meth¬ ods, and theories in accordance with the first impression ; finally, thechaosaris- ing from the fact that every state, however small it may be, and although all are subject to the same central government, has its own school legislation. Hence, in the preparation of teachers in the studies of elementary and secondary FOREIGN EDUCATIONAL NOTES. 1229 schools there is no uniformity in the curricula, and from year to year, even within the course of one school year, changes are made which prolong or shorten the course. The student is obliged, under such circumstances, to lose time and means in order to adjust himself to the same conditions in case he moves across the border of his little state. More frequently he loses confidence in science and its teachers. The same chaos prevails in the philosophic fundamental principles according to which science is taught in the higher seats of learning. While here pedagogy is taught after Herbert Spencer and psychology a priori after Jaime Balmes, at another place psychology is taught after Spencer and logic after Tiberghien; here flourishes the positivism of August Compte side by side with the rationalism of Krause and Ahrens, and again at another place we find the philosophy of St. Thomas of Aquino luxuriating under the shadow of Charles Darwin. Orange Free State. — The system of education in Orange Free State is national. Small grants are also made to the Episcopal and Roman Catholic Churches. The government schools are managed by elected local boards, which choose the teachers, who are appointed by the President if he is satisfied with their quali¬ fications. Education is not compulsory nor free, except for very poor children. In 1890, 17,000 livres was allotted to education, being a portion of interest on a capital of 200,000 livres set apart by the “ Volksraad” for this purpose. In 1889 there were 49 government schools, inclusive of the two higher schools and the infant school at Bloemfontein, with 2,139 pupils and 74 teachers. Grants are made to private schools on certain conditions. In 1889 there were 14 such schools with 211 pupils. The Grey College, the highest school for boys, pre¬ pares candidates for the matriculation of the Cape University. There is a similar school for girls. (Statesman's Yearbook.) Ecuador. — The religion of the republic of Ecuador, according to the consti¬ tution, is the Roman Catholic, to the exclusion of every other. Primary edu¬ cation is gratuitous and obligatory. There is a university at Quito and uni¬ versity bodies at Cuenca and Guyaquil. There are 37 secondary schools and 856 primary schools, with, according to official statistics, about 60,000 pupils. There is a scientific institution in Quito with 11 professors and 50 students. There are commercial, technical schools, and military schools. Persia. — In Persia there are a great number of colleges (medresseh) supported by public funds, in which students are instructed in religion and Persian and Arabic literature, as well as in a certain amount of scientific knowledge, and many schools for children, while private tutors are very common, being em¬ ployed by all families who have the means. A polytechnic school with a num¬ ber of European professors, opened in Teheran forty years ago, has done much towards introducing the knowledge.of Western languages and science into Per¬ sia. There are also military colleges at Teheran and Tabriz; but the bulk of the population are taught only to read the Koran. Pent. — In Peru elementary education is compulsory for both sexes, and is free in the public schools that are maintained by the municipalities. High schools are maintained by the government in the capitals of the departments, and in some provinces pupils pay a moderate fee. There is in Lima a central univer¬ sity called “Universidad de San Marcos,” the most ancient in America. Its charter was granted by the Emperor, Carlos Y. It has faculties of jurispru¬ dence, medicine, political science, theology, and applied science. Limapossesses a school of mines and civil engineering, created in 1874, with good collections and laboratories. There are in the capital and in some of the principal towns private high schools under the direction of English, German, and Italian teach¬ ers. Lima has also a public library with a rich collection, besides the one of the university and school of mines. There are two minor universities at Cuzco and Arequipa. (Statesman's Yearbook.) Portugal. — In Portugal the superintendence of public instruction is under the management of a superior council of education at the head of which is,jthe min¬ ister of the interior. Public education is entirely free from the supervision and control of the church. By a law enacted in 1844. "it is compulsory for parents to send their children to a place of public instruction: but this prescription is far from being enforced, and only a very small number of children of the middle and lower classes really attend school. According to official returns of the total population at the close of 1878 the number of illiterate inhabitants in Portugal and its islands is stated to be 3,751,774, or 82 per cent of the total population, in¬ cluding, however, young children. The total school population in 1885 was 332,- 281. In the year 1887 there were 3,739 public primary schools with 179,089 pupils, and 1,608 private primary schools with 60,725 pupils. The total day school at- 1230 EDUCATION REPORT, 1889-90. tendance of 329,800 gave an average of 50.9 per cent per 1,000 inhabitants. For secondary instruction there were 22 lyceums with 215 teachers; 74 private schools and a royal military college with 272 students. For higher instruction there are (1887) the following schools and colleges: The University of Coimbra, founded in 1290, with faculties of law, medicine, mathematics, and philosophy, 774 students; the polytechnic schools of Lisbon, and Oporto, 354 students; the medical schools at Lisbon, Oporto, and Funchal, 286 students; a military and a naval school at Lisbon, an agricultural and veterinary institute at Lisbon, and a higher school of literature. For special instruction there are: The industrial and commercial institutes at Lisbon and Oporto with (1887)1,222 pupils; 14other industrial schools with 1,078 pupils, 4 artillery and 2 naval schools (corvettes) with together 314 pupils; and 15 teachers’ seminaries with 3,838 students. The clergy are educated in 22 establishments, where most of them receive gratui¬ tous instruction. Schools of agriculture are being established in various parts of the country. The expenditure of the ministry of public instruction, according to the budget of 1890-’91, is 1,102,283 milreis, exclusive of 643,223 milreis to be expended through other ministries. (Statesman’s Yearbook.) Russia. — The Government is making strong efforts at Russifying the Grand Duchy of Finland. All the secondary schools have received a new course of study in which the Russia, language predominates. Thus the Baltic provinces with their almost exclusive German population and Finland with its Swedish population are to be made Russian provinces in fact as they are now in name. (Paed. Ztg.) Roumania. — In Roumania education is free and compulsory “wherever there are schools,” but is still in a very backward condition. There are about 3,000 primary schools with 130,000 pupils, or about 2 per cent of the population (in Great Britain the proportion is 12.3 per cent). There are 8 normal schools with 800 pupils; 54 high schools with 8,000 pupils; 2 universities (Bucharest and Jassy) with faculties in law, philosophy, science, and medicine, and having about 100 professors and teachers and 800 students. Salvador.. — Education is free and obligatory in Salvador. In 1888 there were 732 primary schools with 27,000 pupils; 18 higher schools (including 2 normal and 1 polytechnic school) with 1,293 pupils, and a national university with fac¬ ulties of jurisprudence, medicine, natural sciences, and engineering, attended by 180 students. In the capital is a national library and museum, and in the republic 13 news¬ papers are published. Transvaal. — There are 10 English schools in Pretoria, and one or more in each of the other towns. According to the report of the acting superintendent of ed¬ ucation for the year 1888, the sum of £24,987 was spent for the education of 5,475 pupils. In 1889 there were 28 village schools and 196 ward schools, besides a gymnasium with 173 pupils at Pretoria. The establishment of a university is contemplated and £20,000 were voted for the purpose by the Volksraad. Santo Domingo. — Primary instruction in Santo Doningo is gratuitous and ob¬ ligatory , being supported by the communes and by central governments. The pub¬ lic or state schools are, primary, superior, technical schools, normal schools, and a professional school with the character of a university. On December 31, 1884, when the last school census was taken, there were 201 municipal schools for primary instruction, with 7,708 pupils. It is estimated that there are now 300 schools" with about 10,000 pupils. There are several literary societies in the capital and other towns, and in the republic there are published about forty newspapers. (Statesman’s Yearbook.) • 17.— Pensions. Scotland. — Glasgow has a scheme for the pensioning of teachers which it will be interesting for American leaders to study. The actuary has worked out the details with great care. It applies to all employes of the school board. There are six classes — headmasters ^assistant male teachers, assistant female teachers, office staff, janitors, and compulsory officers. The first three classes only are considered in detail, and the assessments of salaries are made at the following rates : Headmasters, 8 per cent; assistant male teachers, 5 per cent, and assistant female teachers, percent, the total amount of the capital fund required to be found at present being $300,000, or, including the other three classes, $350,000. There were in June, 1889, in the employment of the board 67 headmasters, rang¬ ing in age from 35 to 65 : the average scale of salary ranging from $1,250 to $2,000 FOREIGN EDUCATIONAL NOTES. 1231 per annum. Of assistant male teachers, there were 21G who drew salaries rang¬ ing from $300 to $650, and averaging $465, and whose ages ranged -from 20 to 59 — only 6, however, being above 44 years. The assistant female teachers numbered 335, and the average scale of salary was from $250 to $450. Of these only 25 were over 40 years of age, the largest class being that between 25 and 29 years. Al¬ though, as a general rule, the rate of salary increases with age, that rule is not invariable. Among the female assistants the highest average salary is between the ages of 40 and 44, in which class the average is $455 ; and amongst male assistants the same class stands highest, with an average salary of $635. (School¬ master.) England. — “It is indisputable,5' says the Birmingham Daily Gazette, “ that a large percentage of school masters and mistresses would not be able to put by even a shilling a week without feeling the loss of it. In villages the salaries of mis¬ tresses range from $175 to $300 a year, and of masters from $200 to $350. It is by no means uncommon to find that on these earnings a man is keeping a wife and family, and, as is well known, it would be greatly to his disadvantage not to keep up the appearance of being fairly well off. To compel these people to make provision for old age is only to increase their present difficulties, and if any such scheme was adopted which required a pension premium, its operation would have to be limited to those cases in which fair salaries are paid. Take them altogether, teachers are not a particularly provident class, and consider¬ ing that they are aware that old age and infirmity must disqualify them from performing their duties, it is remarkable that they so seldon think of the future and prepare to meet emergencies.55 The leading exponent of the opinion of the Church of England has been turn¬ ing to the subject of paying pensions to elementary teachers, and declares itself in favor of government interference. If one could “put back the clock55 just 45 years to the time when licensed teachers were just being called into being, it would be easy, in the opinion of many, to say that each licensed teacher should pay $10 a year into a pension fund, to be met by a similar sum out of the Parlia¬ mentary grant, and thus secure a valuable sum, payable on death, should that event occur before the teacher has reached the age of C5, and an income of $200 a year forever afterward. And if some such rule had been adopted our English elementary teachers would now all of them be in the position of their fellow- workers in almost every continental European countrjT, where, as Mr. Arnold testified, pension schemes for primary teachers are practically universal. It is, of course, perfectly possible for Parliament (adds the Guardian) to enact such a rule in the case of "all persons who in future shall join the ranks of the teaching profession. But what in the mean while is to be done with the 43,500 existing teachers for whom no such rule was made when it was possible for them to observe it? In the interest of education as well as humanity we plead for an early consideration of this question. Teachers who go about their tasks with a feeling of security as to the future will do infinitely better in their trying work than those for whom the future is a blank, unrelieved by any prospect but that of a cheerless old age in the workhouse. If the state assumed the whole respon¬ sibility for finding pensions at the age of 65 (still further contends the Guard¬ ian) for every licensed teacher, inasmuch as with the present total of 43,500 teachers there would probably never be more than about 6,000 over 65 years of age, the whole cost of pensioning those persons off at $200 a year would be less than a quarter of a million pounds. And what is a quarter of a million pounds (in this case 6,000 X 200 = $1,200,000) for the worn-out teachers by the side of the £2,000,000 a year with which Parliament has just endowed the parents of elementary scholars ? 18.— Psychology. Synopsis of “ Historical STcctch of the Idea of Apperception.1' — (1) Leibniz, who first used the term “ apperception 55 gives it the significance of consciousness or distinct, conscious conceiving, coupled with remembrance, in contradistinction to weak perceptions which make impressions on the senses, but not in conscious¬ ness ; and again he defines it as an act of taking hold of the contents of a concept by arbitrary attention or as a reflexive cognition of our inner conditions, or. in short, as self-observation. Apperception with Leibniz has the characteristic of spontaneity, only dependent upon the determinative influence of the existing — i. e., accumulated — contents of the soul. (2) Kant finds that the sense impressions and inner emotional experiences offer the raw formless material of cognitions. With the aid of imagination these cog- 1232 EDUCATION REPORT, 1889-90. nitions are fitted into forms of space and time already existing in the soul. But in order that they may obtain the significance of concepts, certain innate pure notions of the understanding are added so as to connect them. He assumes the existence of certain categories grouped under the heads of quantity, quality, re¬ lation, and modality. As he assumes two sources of knowledge, (1) sensual and emotional experience which offer the material, and (2) our s: If- active interior which molds the material into forms, so he assumes two faculties corresponding with these sources: (I) the faculty to receive impressions, (2) the faculty to call fcrth representations. The former is termed ‘ ‘ receptivity of the senses,” the lat¬ ter “spontaneity of the understanding.” But previous toaU thi&are, “a priori” the pure concepts of space and time, as well as the pure notions of the under¬ standing which we add to the experience as something inborn. This sponta¬ neous activity, which combines in self-consciousness the various impressions entering through the senses, is called “apperception.” He also calls it “self- consciousness.” (3) Herbart thinks that every perception entering consciousness through the senses acts upon the concepts present as an irritant or stimulant, pressing back everything contrary to it and attracting all similar concepts. All concepts in consciousness are grouped, and a new perception induces new conditions among them, i. (?., fusing or arresting a fusion of concepts. It is like a light casting its shine all around upon the existing mass of concepts. The new percept in the center at first has a controlling influence, and attracts similar and repels dis¬ similar concepts. It joins those with which it establishes relation and is assimi¬ lated by them. At times it is so powerful that it changes the complexion of the already accumulated group of concepts which it joins. This assimilation of the new matter by concepts already existing is apperception, and hence Herbart finds no spontaneity in it. Even the categories (see Kant) are to him results of adjustment between the simple concepts and groups of related concepts. Search¬ ing for the conditions of apperception, he recognized and emphasized the im¬ portance of that residue or store of concepts acquired in the course of life ; that is, its importance for the acquisition of new impressions and experiences. With that the definition of apperception as a resultant of gradual development of the mind is given. (4) Lazarus claims that in the process of apperception two stages must be dis¬ tinguished : that of action and reaction. The soul may react upon sense im¬ pressions in two ways : first, according to its original nature, then according to the nature acquired by its previous activity. In the former case the result is perception, in the latter apperception. Every perception is also an appercep¬ tion ; that is, a reaction of the soul filled more or less with the contents of former processes (concepts). The soul, as a sensible being, perceives according to its original nature, and it apperceives according to the elements acquired through earlier actions. An apperception is not added to complete a percep¬ tion, but perception is formed under the assisting and essentially determinative influence of apperception. Hence, generally speaking, apperception may be considered as a reaction of the soul (filled with contents of former action) against outer and inner perception. He also calls attention to the importance of uncon¬ scious perception, as well as that of feelings and tendencies, moods and volition. (5) Steinthal sees in apperception a result rather than an action. The new per¬ cept entering consciousness through the senses meets masses of concepts and thereby cognition is generated (that is apperception takes place). The new per¬ cept seeks, as it were, memory images of the same or similar objects of observa¬ tion, being interpreted by them, measured, and put in rank and file, to speak figuratively. Like other philosophers he lays much stress upon the emotional action of the soul in facilitating or checking these processes of degenerating,which by him are termed apperception. The soul’s contents consisting of well articu¬ lated groups of concepts and series of thoughts react with different force. Some groups which are reproduced regularly, such as one’s professional ideas, apperceive more readily. That group always apperceives which either abso¬ lutely, or only in the special case, proves the most powerful. A chief condition for the relative power of the concepts is interest which causes attention. (6) Waitz speaks of residua, remainders, that is, aftereffects of perceptions in the soul by which all subsequent conditions of the soul are modified. In earliest childhood" a confused mass caused by simultaneousness of different impressions, apperceives all separate sense impressions ; but in later years no pure and iso¬ lated perception can take place because the interior is always preoccupied by a greater number of remainders of previous processes with which the new percep¬ tion has to make terms. FOREIGN EDUCATIONAL NOTES. 1233 (7) Wundt, using a simile, says: The concepts which at a given moment exist in consciousness differ with regard to their distinctness. This fact may be com¬ pared with a similar phenomenon observed in the act of seeing. The pictures of outer objects which are formed on the retina arc most distinct at the point called the focus. Their clearness diminishes more and more the farther away they are from that point. Taking consciousness as an inner seeing it may be said that all concepts present at one moment are within the field of vision, while only one is in the focus of consciousness. The entrance of an image into the field o*f vision he defines as perception ; its entrance into the point of vision (focus) as apper¬ ception, and to bring it to that point a definite psychical action is necessary, namely this: Tho image being present with others in consciousness as a percept is seized upon and brought to greater clearness by attention. But attention is an act of the will. Hence, apperception is an act of volition, a determinative ac- tk n of the will upon the concepts. The will being an inborn faculty makes ap¬ perception a spontaneous action. He briefly defines apperception as conceiving activity of the mind, the sum and substance of our intellectual activity. (After Lange's “Apperception/’) 19.— Religious and Moral Education. Netherlands. — At the annual general meeting of elementary teachers, held this year at Sneek, in Friesland, the president made a reference to the state of pri¬ mary education, as affected by the revision of the school law in 1889. The re¬ vised act provides for State aid to voluntary schools, or, as they are termed in Holland, schools with the Bible. At first the gravest fears were entertained by all the lovers of enlightenment and progress that the act would be interpreted in the narrowest sense, as has been the case with a somewhat similar cha nge in Belgium. But thus far such apprehensions have proved groundless. The pres¬ ident called the new act one of pacification. It had been honestly and impar¬ tially administered by the government. There were, however, still some de¬ fects to be remedied, the principal of which was the abnormal size of the classes in some districts. When one teacher had charge of sixty children, as was too frequently the case, all talk of intelligent teaching was mere mockery. (Lond. Jl. of Ed.) France. — Several voices are being raised against the nonreligious instruction by the public elementary schools. M. Keller, formerly member for Belfort, ad¬ jures the Catholics to come to the rescue, and open schools in opposition to the public schools. “The time is not far off,” he writes, “when all the public scho >ls, like the high public offices, will be in the hands of the freemasons, and when the children will receive an education no longer neutral in its character, but downright bad in its tendency.” He advocates schools of a more pro¬ nounced religious character, in which religious instruction shall have the first place, and in which all the books, classics, prize books, and recitation books in¬ cluded, shall bear testimony on every page to God and his wonders. No science must be taught that is not illustrated from a religious point of view. Statistics, however, do not give such a desponding account of voluntary schools. In 1878 there were 8,110; in the following year 12,426, and at present there are about 13,000 Catholic voluntary schools. (Schoolmaster.) At the instance ot M. Causeret, a school inspector at Poitiers, the prefect. of the district has lent his sanction to a plan for encouraging the moral development of children by establishing permanent records in the schools of notable acts of courage or devotion performed by pupils of the school. The proposal is univer¬ sally approved. One teacher enlarges on the desire for praise existing among children, and considers that the plan will “ inspire the pupils with the love of that which is good,” while another affirms that “ the best definition of virtue is a roll of the virtuous.” The promoter has decided to enlarge the original scope of his plan so as to include not only present pupils, but those old pupils who have distinguished themselves by obtaining a medal or a diploma of honor for any act of courage or devotion. It is hoped by this means to “arouse in the children and develop all those civic virtues which make the strength of armies.” The chil¬ dren will be stimulated against the time when they are called upon to serve “ la patrie ” by the example of those who, upon the battlefield have performed some striking deed or who have died for their country. In establishing the record of the brave the following order of procedure is laid down : (1) When the inspector reports a special act of bravery, the prefect should present a board and a book 0f honor to the school ; (2) the young hero's name is to be written on the board and the official record of his deed, after publication in the local official journal, ED 90 - 78 1234 EDUCATION REPORT, 1889-90. is to be duly inscribed in the book of honor ; (3) the pupils who have secured a medal or diploma for an act of bravery, or whose military service may have entitled them to the cross of the Legion of Honor or a medal shall have their names inscribed on the board ; (4) the names of old pupils who have perished on the battlefield shall be carefully preserved .and, if possible, engraved on a stone or marble tablet conspicuously placed in the schoolroom. (Lon. Jl. of Ed.) Germany. — The Prussian minister of education has reversed the decision of a provisional council and declared that children of parents who profess no religious faith are not to be compelled to attend scripture lessons in schools, even when they receive no religious instruction in gymnastics at home. Moreover, such children are not to be refused admission to high schools and normal schools. 20. — Salaries. England. — In England, out of 12,087 head masters, only 357 (less than 3 per cent) receive salaries of over £300 ($1,500) per year; and of 16,308 head mistresses, only 449 (less than 2.8 per cent) receive over £200 ($1,000). The average salary is £134 (about $670) for head masters and £82 ($420) for head mistresses. Germany. — A new scale of salaries for teachers of elementary schools in Ger¬ many has been adopted by the city government of Bremen. In the primary schools of the city the salary of a principal will be hereafter from $875 to $1,125; that of teachers from $375 to $750; the higher salary mentioned to be reached after eighteen years’ service. In the country districts of the city (it must be remembered the free city of Bremen, like Hamburg and Lubeck, own a lim¬ ited territory outside of the city limits, analogous to Washington and the Dis¬ trict of Columbia) the salaries of the principals are slightly less than in the city, but those of teachers are the same as those in the city. The principal of the normal school in Bremen has $1,500, rising to $1,650 in seven years, the pro¬ fessors begin with $650 and reach $1,125 after twelve years. France. — The principals of boys’ primary schools who formerly, that is, before the great revival of public education, had only from $500 to $700 annually, now have from $820 to $1,060. The principals of girls’ primary, who formerly had from $460 to $710, now have $580 to $910. The male teachers, who had formerly had salaries ranging from $340 to $480, have now from $520to$720. The female teachers, who had formerly salaries ranging from $340 to $420, now have from $380 to $620. The city appropriation for 1889 for current school expenses was $4,914,831, while in 1871 it was only $1,920,179; and during the years 1871 and 1887 the city paid $17,000,000 for the erection and remodeling of school build¬ ings. (Allg. Dr. Lztg.) (Spain.- — The library of Madrid has published »a general view of the delays in the payment of Spanish teachers. A large number have not seen for twenty years a third or a half of their salary. More than 25,000 teachers have not re¬ ceived their regular payments. In all, the sum due to teachers amounts to 3,055,033 pecetas, or considerably over $700,000. A teacher in Benjarin, Gre¬ nada, was owed 2,124 pecetas, but as he could not get any money he took to sell¬ ing matches, while his wife and daughters sought positions as domestics. Many teachers have been obliged to receive public charity. Many have closed their schools, not having the strength to continue their work. A teacher in Torviczon, to whom the commune owed 6,000 pecetas, was shut out of the schoolroom be¬ cause the proprietor could not get his rent. While she was able she had paid the rent, adding this to the amount due her from the Government. The report leaves one wondering if all the public spirit in Spain is confined to public school teachers. (Freie pad. Blatter.) Germany. — The Statist. Jhhrbuchfur hohere Schulen states that normal school teachers are paid : Salaries for normal school teachers for 1890-91. Country. Annual salary. Country. Annual 1 salary. Prussia . . . . $425 to $675 775 525 750 500 1,350 570 1,200 575 1,125 450 900 Hessia _ $450 to $1,075 500 950 475 750 450 900 675 1,000 400 1,025 Wiirtemberg. . _ _ Oldenburg . . Anhalt . . . Weimar . . Hamburg. . . Brunswick . . . . Bavaria. . Bremen . . Saxony . Alsace-Lorraine _ _ _ Baden . . FOREIGN EDUCATIONAL NOTES. 1235 It must be remembered that these Tire not the salaries of teachers of primary and grammar schools, but of normal and training schools. In view of that fact, Americans are apt to consider these salaries pauper wages. In Prussia the average salary in the country is $25G, in the cities $319. To these cash salaries should be added 20 per cent for rent and fuel, which are free to teachers. They either live in dwellings especially built for the accommoda¬ tion of teachers or in lieu of a dwelling a supplementary payment is made ; hence the salaries may be said to range between $300 and $370. Principals of buildings, of course, get more, between $400 and $5-00. In Saxony the beginning is $190. If the school has more than forty pupils the salary is raised progressively to $323. Principals receive a minimum salary varying according to the population ; thus in towns with less than 5,000 inhabi¬ tants, $450; in towns of 5,000 to 10,000 inhabitants, $563; in towns of more than 10,000 inhabitants, $675. In Wiirtemberg the scale of salaries rises from $225 to $500. Hessia gives its. teachers in the cities of less than 10,000 inhabitants from $225 to $450, and in larger cities from $300 to $550. Women get between $225 and $450. The minimum salary in Bavaria is $200, the maximum $211, according to the size of the town. To that is added an annual increase, according to length of service, which ends when $300 per annum is reached. In Baden the communities are divided into five classes with reference to salar¬ ies : I, $195; II, $210; III, $240; IV, $270; V, $300. In large cities higher sal¬ aries are paid. Here are mentioned a few cities of Germany with two columns, showing mini¬ mum and maximum salaries of teachers (not principals) of elementary schools: Liibeek .... Bremen ... Mannheim Crefeld _ Chemnitz . .8225 to $800 . 225 821 . 517 667 . 450 667 . 412 750 Mayence... Heidelberg Darmstadt Zwickau . . . Brunswick. .$482 to $703 . 4 SO 705 . 420 600 . 371 “00 . 325 714 Karlsruhe, Duisburg, Osnabruck, Freiburg (in Baden), and several other cities pay like Brunswick. Others, notably the wealthier and larger cities, like Hamburg, Frankfurt, and Berlin, treat the teachers better. The minimum in Frankfurt is $430; in Berlin, $390; the maximum in Frankfurt is $850; in Berlin, $810. The rectors or principals in Berlin get from $795 to $971. In Frankfurt the principals are all on a level with regard to salaries, they receive $1,050. Dresden pays to teachers $484; to principals, $1,200. To all these sums about 20 per cent should be added for rent and fuel. Basil averages $643; Zurich, $446; Geneva, $438; Neuchfitel, $388; Wallis, $369.; Schaffhausen, $350 ; Glarus, $322 ; some cantons make additional paj^ments. In Belgium, minimum for teachers $240., assistants $200. Law fixes the minimum for principals in Netherlands at $294, for teachers at $252, for assistants $169. Salaries rise in Sweden from $140 to $168 within five years of service. In some localities teachers get $380. The lowest salary in Norway is $185, the highest $400. The lowest in Denmark is $224, the average is $280, in some localities $392 is paid. Salaries in Greece are $16, $20, or $28 per month, independent of an annual sum of from 20 cents to $1 per capita of pupils. ’In Turkey a monthly salary of $37 if licensed, but only $22 if without diploma. Italy brings us back to low averages : $112 and $244, with an increase of 10 per cent every six years. In Spain salaries range according to population : $111 is the minimum, $370 the maximum. In Russia the average salary is $97 per annum. Minimum salary in Portugal is $113 per annum and an addition for regular at¬ tendance. After the fli^t six years an increase of 25 per cent of the minimum salary is given. In England, of 15,243 male teachers only 211 had the minimum salary of $250. The others ranged between $250 and $1,500. Of 22,434 women 1,394 had the minimum of $200. The others ranged between $200 and $1,000. In Scotland and Ireland substantially the same salaries are paid to teachers which are paid in England. Of course the fact must be considered that the purchasing power of money is greater in Europe than with us, but even with due regard to that a teacher's salary may be said to be low in Europe. (Revue Pedagogique.) 1236 EDUCATION REPORT, 1889-90. 21. Secondary Schools. Germany — Classical and modern high schools. — The facts presented here are gleaned from secondary schools in Prussia only ; but the lessons they seem to' teach are applicable to other states of Germany, though there are fewer classical and more modern high schools in southern Germany, notable in Wurtemberg and Baden. On February 1, 1890. more than 100 classical high schools (secondary schools) of Prussia1 had in their lowest grades less than 25 pupils each, or an average of 18. Of these 20 had only an average of 10 pupils in the “ sexta” (lowest grade). The school in Lauenburg need,ed a teacher for 6 “ sextaners.” that in Miinster- eifel 1 for 7, those in Hadamar and Rheinbach 1 for 8, those in Gentheim and Marue 1 for 9, those in Attendorn, Dramburg, Otterndorf, and Riethburg, and other towns 1 for 10 pupils. All these schools are classical high schools or gym¬ nasia. in which the ancient languages claim the lion’s share of time and energy. A different picture is presented when we look at the high schools without Latin. Where all circumstances are equal, that is to say, where the number of inhabitants and the industrial, professional, artistic, and commercial pursuits of the people are about equal, we find that the classical school has an almost empty “sexta,” while that of the modern school without Latin is overcrowded. A comparison of a few cities may prove this. Take, for example, the high schools of Liidenscheid and Bockenheim. In these cities of equal size and sim¬ ilar conditions of life, we find that Liidenscheid, with 15,000 inhabitants, has only 17 pupils in the lowest grade of its gymnasium, the classical high-school, wnile Bockenheim. with 17,500 inhabitants, does not show the relative number 20, but 58 pupils in the lowest grade ; but then its high school is one without Latin. Even in cities that have both kinds of schools, the same fact maybe observed. Emden, for instance, has 20 pupils in the lowest grade of its gym¬ nasium, and 34 in that of the modern school without Latin, which school is only a few years old. Precisely the same facts are noticed in larger cities, and they prove most con¬ vincingly that though the people turn away from the classical languages, they do not mean to desert higher education. Merseburg, for instance, has 16,800 inhabitants, but only 23 pupils in the lowest grade of its classical high school. But annually 190 boys in that city reach the age of nine years, hence might enter the high school (the course of which covers the years from nine to eighteen), but 167 of them do not. It is reasonable to suppose that many of them would do so if a higher school without Latin was founded. Compare this with Emden. This city has only 14,000 inhabitants, but 56 pupils in the lowest grade of its high school without Latin, or about one- third of the boys of that age in that one year. Here is another instance: Memel has 18,800 inhabitants and only 23 pupils jn “sexta” of the high school, which is a classical one. How many of such pupils it might have may be seen from Graudenz, which has 17,300 inhabitants but 113 pupils in the lowest grade of its high school without Latin. Gorlitz has 55,600 inhabitants and only one high school, a classical one. It has 55 “sextaners,” while Potsdam, with 51,000 inhabitants and a modern high school, has 175 “ sex¬ taners.” How little the gymnasia answer the demands of modern life is seen from the way the people are deserting them. The gymnasium at Memel had in 1882 49, in 1890 it has 23 ; that at Friedberg had in 1882 35, in 1890 it has 18; that at Gumbinnen had in 1882 40, in 1890 it has 17 ; that at Havelberg had in 1882 46, in 1890 it has 19 ; that at Marne had in 1882 25, in 1890 it has 9 : that at Oldesloe had in 1882 30, in 1890 it has 16 pupils in the lowest grade. Since the number of inhabitants of these towns has not decreased, but, on the contrary, increased during the eight years mentioned, it is plain that the cause is to be sought in the schools and the trend of the time. “If these towns had high schools without Latin more boys would aspire to a higher education.” says the Zeitung fur das Hohere Unterricht.swesen. “Despite the facts set forth, the Govern¬ ment of Prussia aids the establishment of new classical high schools ahd dis¬ courages that of modern schools. This is seen from the fact that during the school year 1889-’90 eleven new classical schools have been opened and only one modern high school with Latin.” (Ztg. f. d. hoh. Unterrichtswesen.) England. — “ We think that the time has come when the state might usefully take some degree of responsibility for the entire educational system of the coun¬ try. What the degree should be will necessarily be a matter for discussion 1 Prussia has about 300 classical high schools gymnasia. FOREIGN EDUCATIONAL NOTES. 1237 whenever action is taken ; but we entirely fail to see why only one class of schools should have the advantage of Government examination and encourage¬ ment. There is no reason to doubt that most of the secondary schools of the country are doing excellent work ; but there are also some which might do far better work than they are now doing, and many which provide an education but ill-fitted for the necessities of the day. In addition to this, education in the middle and higher class schools is terribly expensive, and we do not at all see why one section of the community should have free education provided for their childien while all the other sections, which find most of the money, get no bene¬ fit whatever. Our present educational system is entirely a class system. It benefits one class only ; but it is easy to see that there are great numbers of peo¬ ple, such as professional men, tradesmen, farmers, and persons of small inde¬ pendent means, who want help in the education of their children much more than the well-paid artisan or mechanic. The classes we have named find a large portion of the money now spent upon elementary schools, which are of no use to them, and paying so heavily as they do for the benefit of other people, they are entitled to ask for a little advantage to themselves. We may rely upon it also that they will be certain to get an advantage if they ask for it with sufficient persistency.” (Nott. Daily Guardian.) France. — M. Dupuy, in his financial report to the chamber on public instruc¬ tion (France), set forth as follows the chief causes of the decline of colleges and lycees: (1) The increase in the cost of board and teaching; (2) the incessant change of text-books, and the expenses thereby imposed upon parents ; (3) the constant change in the programmes and the method of teaching ; (4) the gen¬ eral state of instability in th.se institutions, which causes discouragement among the teachers. But to these causes must be added another not mentioned in the report, namely, a growing dislike of the French parent for the whole system of barrack-like education in the secondary schools of France. Germany. — In the Kingdom of Prussia the classical high schools (gymnasia) are so well patronized that there is one student of a classical high school to every 384 inhabitants of the entire population. How greatly favored these schools are generally may be seen from the following list of cities in which the ratio of population is less than 100 : Kiel has 1 student to every 99 inhabitants; Halber- stadt, 1 to 81; Munster, 1 to 63 ; Treves, 1 to 62; Stolp, 1 to 60; Hildesheim, 1 to 58; Tilsit, 1 to 55; Ratibor, 1 to 47; Murbury, 1 to 40; Padeborn, 1 to 29; Freienwalde, 1 to 27 : Ostrowo, 1 to 24 ; Marienwerder, 1 to 21. The number of university students has increased in entire Germany from 17,631 in 1869 to 34,- 118 in 1888. While the ratio of increase in the population during the same period was only 20 per cent, that of the number of students was 100 per cent. (Paed. Ztg.) The Berlin city council sympathizes in the feeling against the abolition of the realgymnasium, and has presented a petition on the subject. They point out that the 11 gymnasia in Berlin were attended by 5,569 pupils in December, 1890, the 7 realgymnasium by 3,951. Consequently, the realgymnasium has on an average 58 pupils more than a gymnasium. This number is all the more remark¬ able when all the attractions and privileges of the gymnasium are taken into consideration. Again, the decrease in numbers in the year was in the gymna¬ sium 219, and in the realgymnasium only 26. (This decrease is probably due to the erection of higher Burgerschulen.) Finally, it seems very probable that when the realgymnasium is abolished the gymnasium will be considered the more aristocratic school, and that the great social danger of sharply defined class schools will arise. The petition closes with this request: “ To preserve the realgymna¬ sium, and give the graduates the right to study medicine.*’ (Allg. D. Lztg.) The mayor of Brandenburg, Herr Reuscher, has sent to the magistrates of all the 280 towns in Prussia in which only one high school exists a document in which he calls their attention to the resolutions arrived at by the school confer¬ ence in Berlin of December- last, and to urge upon them to join in a petition on the subject to the Emperor. “ In the towns,” he writes, “ where the realgym- nasia is called in question by the sweeping decision of the conference the city authorities have already taken steps to prevent an utter annihilation of these institutions. The numerous Prussian towns, numbering almost 300, which have only one high school have urgent need of understanding the import of the con¬ ference resolutions and of averting the danger which threatens their interests in the immediate future. Not only is the existence of the nine-class realgym- nasia, the seven-class progymnasia, and prorealgymnasia threatened in these towns, but also the three upper classes are concerned, in which the number of the pupils “does not justify their existence.” This, naturally enough, is very 1238 EDUCATION REPORT, 1889-90. often the case in small communities. In order to attain this end a petition has been drawn up demanding the introduction of a common six-class lower school for all kinds of schools, thus directly opposing the resolutions arrived at last December by the school reform conference. (Allg. D. Lztg.) During the summer of 1889 the gymnasia (classical high schools'; in the Prussian province of Silesia had 51 per cent Protest ants, 34 per cent Catholics, 0.2 per cent other Christians, and 14.8 per cent Israelite pupils. The realgymnasia (modern high schools) had 64.4 per cent Protestant, 22.7 per cent Catholic, 0.2 per cent other Christians, and 12.7 per cent Israelite pupils. In the citizens’ schools (middle schools without Latin) the number of Protestants was 71 per cent, that of the Catholics 13.6 per cent, that of other Christians 0.7 per cent, and that of Israelites 14.7 per cent. Or, taking all these high schools together, the number of Protestants was 56.5 per cent, that of the Catholics 22.8 per cent, that of other Christians 0.2 per cent, and that cf Israelites 14.5 percent. (Allg. D. Lztg.) In Germany parents are obliged to determine early whether their sons are to pursue higher studies or whether they are to limit their education to the ele¬ mentary branches, for the high school "has its own “feeder” (elementary classes), and rarely takes its pupils from the public elementary school. Moreover, the parents must determine before the boys have reached their eleventh year whether they are to pursue a course which will land them at the gate of the university or of a polytechnical or other professional school. Once fairly started in their career, there is no return possible, except at the sacrifice of some years which they must waste in order to “ adjust themselves ” to the dif¬ ferent conditions, should they or their parents determine upon a change. This inflexibility is the reason why in Germany so many ‘‘miss their natural calling. ” It is the effect of conditions arising from the differentiation in society. An aristocracy of birth, education, or wealth seems a necessity as long as a monarchical^ form of government is maintained. A monarch must needs have a pedestal, which is found in an ascending scale of society. Hence there is in Europe no such exponent of modern civilization as our common school, which is the most powerful leveler of social inequalities yet devised. While it lifts the lower strata of society, it also drags downward those standing on an elevation; and it is quite immaterial whether this elevation be a money bag, or a pedestal of culture, or a genealogical tree. (Z. R. K. in the Teacher.) Dr. Viereck, of Berlin, maintains that the educated proletariat is due to the excessive privileges granted to the gymnasiums. He says, “ The conclusion is irresistible that the root of the evil is to be found in our scholastic system, 'which treats the secondary school merely as a step in preparation for the university. The development of political and commercial conditions has had an unmistaka¬ ble influence in greatly increasing the number of students preparing for a pro¬ fessional career. The force of competition has brought about a more efficient mental training among men of business ; for those possessing it are able to suc¬ ceed where those without it fail. All these influences have worked together to send more students than ever before to the secondary schools. And here lies the difficulty. The students, as a rule, do not select thekind of secondary schools best suited to their wants, but the gymnasium, because of the marked privileges conferred by law upon its graduates. As a result every profession is over¬ crowded, and thousands of highly educated young men are unable to earn a de¬ cent living. It has finally been decided that the graduates of the Oberrealschulen of Prussia are to be admitted to the university study of mathematics, natural sci¬ ence, architecture, engineering, mining, and forestry, with the prospect of ob¬ taining posts as teachers. Moreover, they are qualified as candidates for posts in the telegraph and postal service and naval architecture and machinery. Realgymnasia receive the same privileges. The final certificate from theBur- gerschulen will qualify for admission into all civil-service posts, instead of only for the lower legal posts. The right to the one-year military service will be so arranged that for the pupils of the nine-year as well as for the seven-year insti¬ tutions the privilege is discontinued of obtaining the right through "mere pro¬ motion into the Obersecunda without examination. In the future an examina¬ tion conducted by a commissioner of the government will be held at the end of a six years’ course, and the certificate for the one year’s service will depend on this examination. (Lond. Ed. Times). Secular Sunday Schools. Germany. — Sunday schools (nonreligious) are found all over Germany (notably in Prussia, Saxony, Bavaria, and Wiirtemburg), Austria, and Switzerland. Their purpose is either (1) to give pupils who have left the elementary school an ad- FOREIGN EDUCATIONAL NOTES. 1239 vanced grade of elementary instruction ; also, in certain cases, to mend that which was neglected by absence from day schools, in cases of sickness, or other¬ wise; or (2) to offer technical instruction ad hoc; that is, for special purposes, such as preparation for trades, agricultural, horticultural, and commercial pur¬ suits, domestic economy (for girls). The character of these schools varies in ac¬ cordance with the varying industrial and economic conditions of the towns. While in the Erzgebirge, in Saxony, straw-weaving and metalwork are taught, in Switzerland it is clockmaking and designing, while in Dresden and Leipsic, again, schools of languages for hotel waiters, and in Berlin commercial Sunday schools are established. Both kindsof schools are called "fortbildungs-schulen” (continuation schools), really postgraduate courses of the “ volks-schule/’ They are partly evening schools, partly Sunday schools. The statistical sources at hand fail to snow how many of these schools are open on Sunday. Bits of information, however, may be welcome. Prussia. — The Handwerker-ochule in Berlin had 16 Sunday classes in 1884. The industrial art schools (schools of design) in Rhenish Prussia and other provinces are all open on Sunday from 8 a. m. till noon, as I know from personal inspection. . Gewerbe-museums (museums of industrial art). Also fine art mu¬ seums are open on Sunday. Saxony. — This is the only country from which exact, though meager, data are at hand, to wit : Trade schools open on Sunday. 13 out of 65. These not open on Sunday for regular instruction have occasional lectures on Sunday. Techni¬ cal continuation schools open on Sunday, 22 out of 28. Agricultural schools ditto, 2 out of 9. Commercial schools ditto, 1 out of 32. Many private Sunday schools not accounted for. While these may not be considered formidable num¬ bers, it must be understood that the elementary continuation schools (postgradu¬ ate courses) are not enumerated because they belong to the regular day-school system and have the same teachers who teach in day schools. Austria — (Cisleithania) had in 1889 122,968 pupils and 8,678 teachers in tech¬ nical, trade, professional, and other special schools, but the official reports fail to state which are open on Sunday. As a matter of fact I know that many util¬ ize the Sunday morning either for regular instruction or for lectures. Wiiritembery. — The 173 continuation schools in Wiirttemberg had in 1890 12,- 271 pupils in arithmetic, 8,459 pupils in language and composition, 2,935 pupils in bookkeeping, 2,921 pupils in calligraphy, 10,705 pupils in freehand drawing, 4,531 pupils in geometrical drawing, 6,346 pupils in technical drawing : namely, 1,627 woodwork, 857 metal work, 3,410 various trades, 326 industrial art, 126 let¬ tering. A great number of these are apprentices and study on Sunday. The city of Stuttgart alone has a Sunday technical school, with 27 teachers and 334 pupils (1890). Hungary. — (Transleithania) had in 1889 62,220 pupils and 2,449 teachers in similar schools. Same remark regarding Sunday. Switzerland. — Here the continuation schools and courses are attended by 34,- 817 pupils, partly regular Army recruits. Time not stated, but it is will known in Europe that Switzerland is famous for its secular Sunday schools, being a poor country. Since most of the technical and elementary continuation schools (both evening and Sunday schools) are supported by societies, trades unions, and only rarely subsidized by the state, centralized official statements as to their attendance and course of study are wanting. (L. R. K.) 23.— Special Schools. Switzerland. — The Royal University at Geneva is to open a school for practical training of travelers, giving instruction in geography, geology, botany, geodesy, and other subjects required to fit them to make scientific observations and in¬ telligently form collections of natural objects in distant lands. Similar work was undertaken some years ago by the Royal Geographical Society of London and the Berlin Geographical Society, and arrangements are also provided in Paris for giving such instruction. Germany. — A number of the professors in the technical universities in Prussia have published a counter declaration to the one issued on December 1, 1890, that the course of study in a gymnasium or classical high school was not a fitting preparation for the studies of a technical university. The supporters of the counter declaration are of the opinion that the Realschulen do not fit the pupils any better than the gymnasia for the technical schools, and that when certain 1240 EDUCATION REPORT, 1889-90. defects are removed both kinds of schools will be on a level. Among the sup¬ porters of this declaration are Profs. Muller, Jurgens, Damert, and Luders, in Aachen; Jacobsthal, Dobbert, Schafer, Hauck, and Wintergarten, in Berlin; Hase, Kohler, Stier, and Backhausen, in Hanover. Industrial Schools in Europe. — In almost all of the manufacturing towns of Europe during the last half century schools have been opened for apprentices in the industrial arts. In Russia there are no less than 1,209 of these schools with 20,000 pupils. Among justly celebrated preparatory schools are found the Ambats school at Amsterdam, the technical school of Birmingham, Heriot's Hospital of Edinburg, and the St. Luc schools of Belgium. All agree that in¬ dustrial education can only be really given in a workshop where teachers will be able to instruct pupils by means of practical demonstration and by sketches of design. At Birmingham and Edinburg pupils are admitted to technical schools, which are considered merely as a sort of primary industrial school, where very fine chemical and physical laboratories are at their disposal and in which they acquire a certain practice in preparation for industrial work. The general result is that at the end of their studies the pupils are engaged by in¬ dustrial superintendents as future apprentices. In Ireland there is another kind of preparatory schools, to which are admitted only children who have lost both parents, and who are destined for domestic or rural professions. They here receive primary instruction, some knowledge of science and of art, and a sufficiently complete manual training. These institu¬ tions combine the two characters of schools and asylums. Beside the primary schools there is a superior kind called industrial and technical. These exist for the object of giving to apprentices and workmen some knowledge of science and art, which will increase the financial value of their work. This is the complete theory and practice of the industrial workshop. Belgium has founded 36 indus¬ trial schools, in which are given every evening and on Sundays the elements of a scientific and artistic knowledge corresponding to the profession of those who frequent them. The number attending exceeds 25,000. In both England and Belgium the number of pupils in proportion to the population is about the same; that is, 4.2 for each 1,000. But instruction in the United Kingdom is better than anywhere else; it has a more scientific and practical character on account of the well-equipped laboratories and work¬ shops, which are placed at the disposition of the pupils. In Holland there are 32 industrial schools and 25 professional schools, attended by about 7,000 pupils. The proportion of these is about 2 to every 1,000; but Holland, so cut up by canals, and with the sea continually breaking bounds, is rather a maritime than a manufacturing nation, so that there is nothing surprising in this pro¬ portion as compared with that of Belgium. Switzerland has no less than 87 schools, giving to apprentices and workmen professional instruction. The pupils number 8,000. There are others said to be highly developed, where drawing is a branch of instruction. Thus, in one of the poorest cantons, that of Appenzell, institutions of that class are met in every community, and the attend¬ ance is as obligatory as the snows will permit. The industrial population of the cantons is 200,000 persons in a total of 2,846,000 inhabitants, and this balances that of Belgium, where metallurgic and other manufactures are carried to a high point of development. In Denmark, a country of 2,096,467 inhabitants, there are 77 schools for pro¬ fessional instruction of workmen with more than 6,000 pupils. The technical school of Copenhagen alone numbers no less than 2,000. In Sweden there are 28 industrial schools; that of Stockholm has 800 pupils, more than one-half per cant of the population of the town. Italy, which in 1885 had 136 industrial and art schools, with 16,274 pupils, has since then made great progress; but she is suffering, as England sometimes suffers, from an excess of manufactured articles, and these must be disposed of at any price in order to avoid a ruinous embar¬ rassment. The school at Hamburg, under the direction of Marius Vachon. is the best institution in Germany, both on account of the principles which in¬ spired its creation and the methods of instruction. In entering there, if the pupil is neither an apprentice nor workman he must choose a trade; these two classes of pupils constitute the principal number of the school population. A law of the Hamburg senate imposes on all industrial superintendents the duty of sending their apprentices to this school for six hours every week. They are thus enabled to attend during three, four, or even five years, according to their disposition and abilities. The first part of the first year is exclusively de¬ voted to the study of the primary elements of drawing. All drawings must be made from nature. After that comes instruction from professional designs. As FOREIGN EDUCATIONAL NOTES. 1241 soon as the pupil can sketch he is given as models the objects which belong to his trade. In succeeding years professional drawing goes hand in hand with artistic instruction. Each pupil receives instruction, personal, varied, and rapid according to his temperament and tastes. The discipline is very severe, so that a pupil becomes accustomed to conduct himself as a serious man and to consider work as a social duty. The Hamburg school has served as a model to the schools of design in various parts of Europe. (English Educational Press.) The Prussian Government has recently, more than in former years, bestowed much attention upon the promotion of so-called continuation schools (post-grad¬ uate courses of the elementary. schools), as well as trade and technical schools. This is plainly seen from the increase in the sums annually appropriated for these institutions. In the state budget of 1835-8(3 the sum of $142,2(30 was des¬ ignated to support these institutions, which in the nature of the case are directly benefiting the working. In 1890-91 the appropriation rose to $431,716, and in 1891-92 to $145,274. The Government makes the announcement that it is not satisfied with the system of industrial schools as it now exists, but wishes to see it extended ov >r most of the various trades and occupations found at industrial centers. Especially the continuation courses will find encouragement. Through the.-e the Government can reach a much greater number of pupils than through special technical schools. Naturally the latter will be able to offer a higher grade of technical education, and in due time there will, side by side with ele¬ mentary or people's schools, spring up at convenient centers a system of elemen¬ tary technical or trade schools, that will feed the secondary technical schools. The Government intends to establish new elementary architectural schools, devoted to the building trades— one in Konigsberg ; one in Silesia, and one in Brandenburg. The city of Cottbus is negotiating with the royal government to have one of these institutions located within its precincts. The bureau of technical instruction in the department of public works is of the opinion that to open schools for the training of foremen, and technical schools for the pro¬ motion of shipbuilding in Danzig, Stettin, Berlin, Hannover, and Altona, will prove of incalculable benefit to the nation. The Rhenish- Westphalian mining school it is contempleted to remove from Bochum to Duisburg, with branches and “feeders” in the coal districts on the Ruhr-River. Gleiwitz, in Silesia, an¬ other mining district also, is to have a new mining school. The existing weav¬ ing school of Crefeld and Berlin are to be enlarged, and new schools, with courses for the training of foremen and experts for the cloth and buckskin manufactory, are in process of erection in Sommerfeld, Forst, and Finterwalde, and other centers of the cloth industry. Malhausen, in Thurengia, and Bleich- rode. near Nord hausen, are each to have an elementary weaving school. The negotiations with the city of Bunzlau, with a view toward the establishment of a ceramic technical school, have been reopened. For the training of engineers and machinists on ocean steamers schools are to be opened in Stettin and Bre¬ men. In Schmalkalden a school for the preparation of foremen in the so-called variety ironworks is to be established. This institution will have extensive shops for a great number of apprentices. Schools of design and industrial art the Government intend i to establish in all cities of 33,01 0 or more inhabitants. Where one is in existence others are to be added. Prussia has, according to the last census, 49 of such cities. Of these the following have each a flourishing school of design and industrial art: Aix- la-Chapelle, Cassel, Dusseldorf, Halle, Magdeburg, Hannover, Frankfort, and Berlin. Berlin needs another without delay. But Danzig, Elbing, Bromberg, and Posen have made no claim for such .schools. They lean rather toward agri¬ cultural and forestry schools. The plans so far determined upon contain 18 new schools within the next six years ; others are to be extended. Institutions which have been called intoexistence by the enterprise of the local authorities are well subsidized by the state and enlarged to meet the growing demands of the times. The stat~; authorities direct in every case where a subsidy is grant, d that the teachers' salaries be increased and new talent be drawn into the schools. When¬ ever the funds allow, these technical schools are made state institutions. The entire state subsidies for the establishment of new and extension of existing technical and trade schools are estimated at 1,078,000 marks ($269,500); this sum is not included in the annual current expenses mentioned in the beginning of this article. The administration of continuation schools (post-graduate course of elementary schools), so far as they are technical or trade schools, will be turned over to the minister of agriculture, since most of these . schools are situated in rural dis¬ tricts. and it is the intention to enlist the interest of agricultural people in these schools. 1242 EDUCATION REPORT, 1889-90. The recently submitted bill regulating- trades (especially $120) is thought to be the best incentive to trade schools, and it would seem that the state, by promot¬ ing such schools, is obeying tendencies which may drive it further and further toward socialism as advocated by Marx. As soon as the bill becomes a law, the annual appropriations for technical schools will need to be increased to meet the requirements of the law. From all this it is plain that Prussia if following the illustrious example of the Kingdom of Saxony in preparing a great number of thinking artisans, foremen, designers, masterworkmen, and inventors, in order not to fall behind in the race with other nations, notably with France, in in¬ dustrial and wealth producing pursuits. (Engl. Educ. Press.) 24. — Superior Institutions. Germany. — The number of students in the polytechnicums of the German Em¬ pire, in the winter term of 1890-91, was 3,567 as against 3,372 in the previous year ; the number of non matriculated students, 1,273 as against 1,106 ; and the number of casual attendants at single courses of lectures, 522 as against 343 ; on the whole, then, 5,362 as against 4,821 attendants at lectures. Of these Aachen numbers, 197; Berlin, 1,640; Brunswick, 273; Darmstadt, 316; Dresden, 480; Han¬ over, 580 ; Karlsruhe, 585 ; Munich, 882 ; Stuttgart, 486. Hessia. — The Hessian Government has laid a bill before the Landtag for the erection of magnificen tnew building, for the poiytechnicum in Darmstadt. The cost amounts to $3,912,500. The town has offered to pay $3,000,000, and the Gov¬ ernment will supply the rest. The Grand Duke has consented to the appropria¬ tion of a part of the palace grounds for the erection of the new buildings. France. — The French minister of public instruction has issued a circular in accordance with which young men and women who are preparing for the pro¬ fession of teachers, and for diplomas generally, are to go through a solid course of ‘‘sound French literature of the nineteenth century stamp/’ This means,” says a Paris correspondent, “ that they are to give up the old classical authors from Montaigne to Chateaubriand, and to devote their attention in preference to Thiers, Michelet, Victor Hugo, and Alfred de Musset.” Saxony. — The theological faculty of the University of Leipzig, Germany, have, by desire of the minister of education, posted a notice on the university notice board, calling on the students of theology to attend lectures on pedagogy more regularly than they have hitherto done, and also not to neglect the practical side of their training. “A more thorough study of pedagogy and satisfactory practical training is more necessary to theologians now than it ever was.” Germany. — Latest statistics concerning German universities : Theol¬ ogy. Law. Medi¬ cine. Philos¬ ophy. 1 jTotal. Russia _ _ 10.9 10.4 17.9 13.2 52.4 Bavaria _ > _ 9.3 30.6 16.8 11.7 68.4 Saxony _ _ 10.1 16.8 17.2 12.8 56.9 W urttenberg _ _ 22.8 17. 1 12.9 8.5 61.3 Baden _ _ - _ 17.9 19.2 19.8 19.0 75. 9 Hessia . - . - - - Mecklenburg . . . - _ . _ _ 10.9 16.5 23.3 16.3 23.3 23.1 22.0 18.5 79.5 74.4 Thuringia _ 18.1 15.4 16.8 18.2 66.5 Oldenburg _ _ _ _ _ _ _ - 15. 1 8.4 17.6 10. 1 51.2 Brunswick . . - . 14.0 18. 5 22.2 14.7 67.4 Anhalt _ _ _ _ _ _ _ _ 13.4 17.6 19.9 19.6 70. 5 Hamburg _ _ _ - _ 5.3 12.8 18.1 19.6 55.8 Bremen . _ . . . . . . 12. 1 16.2 I 30.6 31.8 90.7 Alsace and Loraine _ _ _ 5.2 6.0 8. 5 7.4 27.1 Germany (average) 14.3 1 17.7 13.5 57.1 The foregoing table shows the ratio of students from the different German States for every 100,000 inhabitants. In other words, it tells that of every 100,000 inhabitants Germany has 571.10 in the universities, or 5.71 students of every 1,000 inhabitants, or 0.571 per cent. That of these, 0.116 per cent study theology, 0.143 per cent study law, 0.177 per cent study medicine, and 0.135 per cent study philosophy. The numbers are given for the winter semester, 1889-90. (Statist. Archiv.) Algiers. — The Academy of Algiers had, in 1888, 223 students. In 18S8 there were 1,547 pupils at the lycees of Algiers and Constantine ; 8 communal colleges with 1,254 pupils; in 1889, 958 (113 private, mostly clerical) primary schools, FOREIGN EDUCATIONAL NOTES. 1243 with 78,001 pupils ; and 154 infant schools, with 24,354 pupils. There are 7G pub¬ lic primary schools for the natives, with 8,963 pupils (910 girls). Of the total children of school age (6 to 13) 611,720 receive no instruction; of these 535,389 were Musselmen. 25.— Teachers. Prussia. — The proportion of female to male teachers in Prussia is very small. Of the 68,765 elementary teachers onty 7,869 or 11 per cent are female teachers. In the private middle schools (private lower schools are very rare) 2,626 of the 3,459 teachers are women. Protestant Germany seems to have a much greater dislike to intrust women with teaching than Catholic Germany. In the whole of Prussia there are only 442 female teachers in the Protestant village schools, whereas over the same area there are 2,304 women teaching in Catholic schools 1 (Lond. Jl. of Ed.) Berlin has at present in its public elementary schools 3,200 teachers, 2,182 men and 1,018 women. Of the men, 96.38 per cent had gone through a course of nor¬ mal school training, 2.29 per cent were university graduates, and 1.33 per cent had prepared themselves privately and then passed the required examination. Three of the normal school graduates had afterward acquired a university edu¬ cation. Only 537 of these teachers were graduates of the normal school in Ber¬ lin, 1,640 came from other parts of the Kingdom of Prussia and 5 from other Ger¬ man states. Of the 1,018 women 833 were prepared professionally in Berlin, while 135 came from other parts of the kingdom. (Paed. Ztg.) England. — Mr. Grasby, the English educator who recently so thoroughly ex¬ amined the American school system, says of American teachers : The special feature of the English teacher is technical skill in practical teaching ; that of the American, an educated and cultured mind. The time one has spent in teaching or learning to teach the other has spent in study. The one has all along been subject to the influence of a narrowing occupation, and now oftentimes considers himself well-nigh perfect in his art; the other has been under the in¬ fluences of a liberal training, is well versed in the principles of education, has had little practice in teaching: but is fully conscious of the fact, and therefore, ready to take advantage of every means to compensate for his lack. A conscious ignorance is often better than a self-satisfied knowledge. The average Ameri¬ can teacher maintains better discipline with less force; is a superior educator, but less an adept than her English compeer in filling the pupil’s head with facts.” SKETCH MAP CHAPTER XVII. EDUCATION IN ALASKA. REPORT OP THE GENERAL AGENT FOR THE YEAR 1889-90. Department of the Interior, Bureau of Education, Alaska Division, Washington , D. C., June 30, 1890. Sir : In compliance with the rules and regulations for the conduct of schools and education in Alaska, approved by the Secretary of the Interior, April 9, 1890, I have the honor of submitting the following, as the annual report of the general agent of education for the year ending June 30, 1890 : A.— Number and General Condition of the Schools in Alaska. Alaska has 15 day schools, supported wholly by the Government, with a total enrollment of 1,110 pupils; 9 contract schools, containing 302 pupils, which are supported jointly by the Government and the missionary societies : 10 mission schools, with an enrollment of 297 pupils, which are supported wholly from the funds of the churches, and two schools sustained on the Seal Islands by the North American Commercial Company, under contract with the Treasury De¬ partment, and containing 79 pupils, making a total of 37 schools and 1,788 pupils. I.— PUBLIC SCHOOLS. 1.— Unalaska District. Unalaska (John A. Tuck, teacher). — Enrollment, 30; population ‘ largely Aleuts. Prof. Tuck reached Unalaska in September, 1889, and renting a house from the Alaska Commercial Company, opened school with an average attendance of G pupils. In the absence of any school building, one end of his residence was fitted up as a schoolroom. So much interest was developed in the school that the pu¬ pils, with but few exceptions, continued at school during the Russo-Greek Church festivals. vThich are very numerous. Among the pupils vrere the grown-up daughters of the Russian priest. Prof. Tuck reports that the rate of progress was almost all that could be de¬ sired. With the opening of the next school year it is expected that the ladies of the National Home Mission Society of the Methodist Episcopal Church will enter into an agreement with the United States Bureau of Education to take charge of the school, several thousands of dollars having already been raised for that purpose. The building they propose. to erect will be known as the “ Jesse Lee Memorial Home.” Unga (John H. Carr, teacher).— Enrollment, 24; population, Russian and Aleut. Gratifying progress was made in the usual school studies and in temperance hygiene by those who were regular in their attendance. The teacher pleads earnestly for some rule to secure more regular attendance. The ladies of the National Home Mission Society of the Methodist Episcopal Church have purchased and shipped to Unga the "materials for a teachers’ resi¬ dence, to be known as the “Martha Ellen Stevens Cottage.’’ 1245 1246 EDUCATION REPORT, 1889-90. 2.— Kadiak District. Kadiak (W. E. Roscoe, teacher). — Enrollment, 67 ; population, Russian. At the solicitation of the parents, Mr. Roscoe commenced his school a week in advance of the regular time of opening. The progress of the pupils proved very satisfactory, and the attendance fairly so. Much inconvenience resulted from the number of holidays of the Russo-Greek Church. These are more than 200 during the year, and they greatly interfere with the regular attendance of the pupils. During the year the Government erected a comfortable school building, which was greatly needed. Ajognak (John Duff, teacher). — Enrollment, 38 ; population, Russian and Es¬ kimo. The Rev. James A. Wirth, who had taught the school from the beginning and was greatly beloved by parents and pupils alike, resigned on account of the health of his wife. His resignation was received so late in the season that there was no time to procure a teacher from che states, and Mr. John Duff, who was already in that region, was appointed. School was resumed on the Sd of October with 16 pupils, the attendance in¬ creasing to 24 during the first week. From the first many of the parents took an interest in the school and scarcely a day passed that one or more were not visitors. Geographical exercises on the map were an unfailing source of interest ; pu¬ pils that did not know half of their ietters could point out the States of the United States and give their names correctly. The ordinary school books speak of so many things that neither the children nor their parents have ever seen that it is difficult for them to understand what they are reading about. To remedy this somewhat Mr. Duff proposes to form a museum of common things in connection with the school and thus give the pupils object lessons in connection with their books. An interesting feature of the year was the attendance of a number of children from outside villages. The school has suffered greatly from intemperance, many of the children being on the verge of starvation because the parents had traded off the living of the family for liquor. Frequently^, in visiting his pupils, the teacher found them hungry and shiver¬ ing in the corner of the room, and both the parents dead drunk. A comfortable school building and teacher’s residence were erected by the Government during the year. Karluk. — A good school building and teacher's residence were erected during the year at this important point, and a school will be opened at the beginning of the nhxt school year. The number . of villages of civilized Russians in this district requires many more schools than can be established with the amount appropriated by Congress for this purpose. Professor Duff, of Afognak, estimates that there should be at least twenty ad¬ ditional schools in the Kadiak district. 3.— Sitka District. Sitka , No. 1 (Miss Ann D. Beatty, teacher).— Enrollment, 68, or one more than the total number of white children of school age in the village ; population, American and Russian. Among the pupils of this school are the children of the civil and naval officials who are stationed at the capital of the Territory. Sitka, No. 2 (Miss Gertrude Patton, teacher). — Enrollment, 83: pupils, native Thlingets. ■With 280 native children between 5 and 17 years of age in the village, there ought to be some way of securing a larger attendance than 83. A simple oblig¬ atory attendance law would work a great improvement in school attendance among the native population. Juneau , No. 1 (Miss Rhoda A. Lee, teacher). — Enrollment, 33 ; pupils, Ameri¬ cans. This is one of the most advanced schools in the Territory. Year by year the public sentiment of Juneau is improving. More families are moving in, and the white school reaps the benefit of this growth. Juneau, No. 2 (Miss Cassia Patton, teacher). — Enrollment, 51 ; pupils, natives. The best portion of this school and the pupils that made the most rapid and' gratifying progress in their studies were those that came from the Model Home, EDUCATION IN ALASKA. 1247 conducted by Rev. and Mrs. E. S. Willard and their assistants. Miss E. Mat¬ thews and Miss Jennie Dunbar, of the Presbyterian Mission. Douglas City, No. 1 (Mrs. W. S. Adams, teacher).— Enrollment, 50; pupils, Americans. During the year a comfortable school building was erected by the Govern¬ ment. Owing to delay in its completion the school was not opened until the 1st of February, 1890. The opening of this new schoolroom for the whites al¬ layed the friction of last year", when the children of the whites and natives were compelled to use the same room or not go to school at all. Mrs. Adams reports that her advanced pupils, in addition to their ordinary studies, have taken up natural history, botany, and simple lessons in mental science. Douglas City, No. 2 (C. H. Edwards, teacher). — Enrollment, 92 ; pupils, native. Douglas Island being the principal center of the mining interests, many na¬ tives come from distant villages to secure work for a longer or shorter period. They are constantly coming and going. This creates great irregularity in the attendance of the children and greatly increases the work of the teacher. KUXisnoo (Miss May Ransom, teacher).— Enrollment, 32 ; pupils, Russians and natives. lUrcntgeZZ(Mrs.LydaMcA. Thomas, teacher). — Enrollment, 84; pupils, natives. During the year the chief of the village acted as special policeman to look after all truants from school. The result was good, securing greater regularity in the attendance and mor3 rapid advancement in their studies. Klaucack (Mr. Henry C. Wilson, teacher).— Enrollment, 66 ; pupils, natives. After the resignation of Mrs. Currie, in the summer of 18S9, no teacher was secured until the following spring, when Mr. Wilson reopened the school on the 1st of May, 1890. Jackson (Miss Clara A. Gould, teacher). — Enrollment, 87 ; pupils., natives. Dur¬ ing the winter a number of parents moved into the village lor *the purpose of placing their children in school. Mctlakalitla (William Duncan, teacher). — Enrollment. 179: pupils, natives. This school is of more than ordinary interest from the fact that this settle¬ ment is composed of Tsimpseans, who, a few years ago, came over in a body from British Columbia to Alaska in order to secure greater religious and political freedom. Mr. Ivan Petroff, special agent for Alaska of the Eleventh United States Census, in his report to the Census Bureau, commenting upon the school attend¬ ance of the Sitka district, says: “Considering the nature of the population, widely scattered in small settlements, the showing of 1,049 scholars in attendance out of a total of 1,755 persons between the ages of 5 and 17 years is certainly a remarkable one. The number of natives speaking English does not much exceed that of the scholars enrolled. ” II.— CONTRACT SCHOOLS. 1.— Sitka District. Sitka Industrial Training School. Presbyterian (Prof. W. A. Kelly, principal with 17 assistants). — Boarding pupils, 164; natives. Professor Kelly reports: “ The past year has been one of marked progress, both in the schoolroom and in the industrial department. It is surprising how quickly the pupils learn English when deprived of their native tongue. “Our school is distinctively coeducational. The boys and girls recite in the same classes, dine together in the same dining-room, and, under wholesome re¬ straint, have opportunities for social intercourse. “A few years of sedulous training have developed in some of our oldest pupils a spirit of emulation, a sense of personal responsibility, self-respect, self-reliance, and self-helpfulness which command respect. Most of our large boys, advanced far enough to read intelligently in the second reader, are learning a trade (all being in school half of each day and at work half a day), and the diligence with which they pursue their studies, the zest with which they enter upon industrial work day after day is most praiseworthy of them and encouraging to their in¬ structors. “All of the shoes for the pupils of our school are hand-made in our shop, under the direction of a competent foreman. Considerable custom work is also done. “Our supply of barrels and half barrels far exceeds the demand, yet wo con- 1248 EDUCATION REPORT, 1889-90. sider coopering- an excellent trade for our young- men. Owing to high freight, barrels are usually made at the fishing stations where needed, and coopers are in demand at those places. “We are always pressed with work in carpentry. The variety and scope of work have proved a most valuable source of instruction to the boys, most of whom are aptly adapted to mechanical industry. The boys have made com¬ mendable progress during the past year. Young men who can do carpenter work fairly well can find opportunity to ply their trade in any of the villages of Alaska. “We have eight model cottages, six of which are occupied by young married couples from the school. These young folks have been thrown entirely upon their own responsiblitiy and resources, and they are doing right well in earning a livelihood, while their houses are kept clean, neat, and homelike. The en¬ vironments of family life among the young folk, in contradistinction to that in vogue among the natives, tend to create new conditions and inspire new im¬ pulses among their own people. “The general work of the school, patching, mending, refitting, making new garments (aprons, towels, underwear, dresses), is no light task. Each girl 8 years old and upwards knits her own stockings, and the large girls find time to learn useful tidy work in o:der that they may be able to beautify their own homes with the work of their own hands. “The girls are trained in every department of household industry, kitchen, dining-room, teachers’ room, etc, Our girls numbering but fifty, the matron and her assistants find time to give each girl individual care in the details of housekeeping, thus gradually inculcating and developing a sense of personal responsibility. “Our boys do the bread baking for the school , while the girls in turn are taught how to bake and cook for a family. This special instruction in the art of cook¬ ing is given in the teachers’ kitchen, the cooking for the teachers and employes being done by our native girls. They are also trained to wait upon the table, and they serve the teachers and guests with grace and manners. Our young boys are also trained in our school kitchen and dining room. ‘ ‘ Our pupils, from the children to the adults, sing with a spirit and understand¬ ing that outrivals many of the public schools. “Our brass band of 20 members dispenses music for the school and for the town on public occasions. “We have a military company of 35 members. The guns were kindly loaned us by the governor of the Territory. “Lessons in patriotism are constantly inculcated. The Alaskans are a loyal, patriotic people. Rev. A. E. Austin, the veteran missionary of the school, has charge of the religious and devotional exercises.” The time has fully come when a normal department should be added to this important school, and a beginning be made in training native teachers. 2.— Kadiac District. As yet there is no contract school in this important district, but the establish¬ ment of one on Wood Island is urged by the teachers of the several day schools. Prof. Duff, of Afognak, writes, under date of March 21, 1890: “We must have, and that very soon, an industrial school in this district, into which can be gathered and taught, the hundreds of orphans and neglected children. They are nearly all as white and as capable of improvement as the children of New England, or any other part of the country.” Prof. Itoscce, of Kadiak, writes, under date of September 29, 1890: “In every ssttlement through this part of the country may be found poor, defenseless children, clothed only in rags, with no one to provide suitable food or cloth¬ ing, and living entirely on such charity as may be found among a heathen peo¬ ple. There are many destitute children, made so by the drunkenness and hence vagabond character of their parents. In addition to a kind of beer which the natives themselves make from sugar and graham flour, they succeed in buying large quantities of whisky from sailors and the more reckless class of traders. The salmon canneries are, generally speaking, a curse to the natives. The Chinese employes bring, or rather smuggle, immense quantities of “ samshu ” into the country, and peddle it out to the natives. In the Aleut settlement of Afognak, the natives have sold the very fur bedding from their huts to obtain this vile stuff. The winter is upon them, and until recently they had been so demoralized with liquor that they had not laid in the usual winter’s supply of dried fish, their main subsistence. Without money and provisions and cloth- EDUCATION IN ALASKA. 1249 mg, what misery and want will there be in that village this winter, all because of intoxicating liquor ! “White hunteis, recently arrived from the westward, tell me it is the same out there. The natives are demoralized by drink. Now, the future of this race is that, practically, they will perish from off the face of the globe unless they are Christianized — and that soon. It is a fact that the children do not generally show this terrible craving for strong drink. The pupils of my school are ashamed of their parents’ drinking, and we never see them drink any. It seems, there¬ fore, to be rather an acquired habit than an inherited appetite. It is only right and just that our Government take orphan childrenand inebriates’ childrenand put them in a good industrial school under religious teachers, who. in addition to moral and intellectual training, will teach them the cultivation of the soil, the rearing of cattle, sheep, hogs, and poultry, the elements of some of the me¬ chanical arts; and the girls the arts of sewing and cooking. Such a school can be and should be established in this vicinity.” The establishment of such a school is under consideration by the Woman’s American Baptist Home Mission Society. 3.— Unalaska District. The great distanC3 of this district from the Bureau of Education, its remote¬ ness from a post-office (2,500 to 4,000 miles), and its inaccessibility, portions of the field having communication with the outside world but once a year, have led to the very general establishment of contract schools in this section of Alaska. In these schools well-known missionary societies share with the Gov¬ ernment the expense and responsibility. Unalaska. — The ladies of the Woman’s Home Missionary Society of the Meth¬ odist Church are raising funds for the establishment of a school at this point. Carmel (Moravian, Rev. Frank E. Wolff, principal, with 4 assistants). — Board¬ ing pupils, 20: day pupils, 15; Eskimo. Of the boarding pupils 14 were boys and 0 gil ls. It isexpected that additional buildings will be erected by the open¬ ing of the next school year. Bethel (Moravian. Rev. J. H. Kilbuck, principal, with 4 assistants). — Boarding pupils, 30; day pupils, 9; Eskimo. With regard to the school, Rev. J.H. Kilbuck reports, under date of May 28, 1890 : “ This past school year has been our best, more scholars having been en¬ rolled, and in consequence a better average attendance. “ The great drawback we find to be the running back and forth of scholars to their homes, which is not conducive to progress. We are compelled to acquiesce at present in order to hold scholars who have parents. The orphans, of course, we have full control of, and we keep them steadily at school. “The migratory habits of the people are the root of irregular attendance. The parents as a rule take out their children to help them in getting food and fur. It is only during the season of rest that we can hope to keep a large number of scholars. Of course it is absolutely necessary that the boys be trained early to get their living, hence we cannot seriously object to the parents taking their children for this purpose. “ There are instances where parents send their children to school for the sole purpose of having them clothed, and then take them away after a short stay. This, however, never occurred before this year, and we will see to it that it will not happen again. “As regards behavior we can not complain. There was a case or two of im¬ morality, but severe and speedy measures soon put an end to that, and the gen¬ eral conduct of the boys has been more manly. Several of the boys have been taking music lessons during the year. They have made reasonable progress under the teaching of Signor Weber. “From the reports you will see that brother Weber has taught Jhe school all winter. Whenever I was at home I kept the boys in in the evening, when I would give them general instruction in descriptive and physical geography and phys¬ iology. These evenings were pleasant to teachers and scholars, and many of the latter took a deep interest in the lessons. “ In speaking English the boys, as a rule, make but slow progress. We will have to resort to compulsory measures before they will take up English in earnest. “As in other years, the boys help in fishing, getting wood, and sawing and splitting firewood, and in general work they are quite a factor. As play is more pleasing to boy nature than work, it sometimes takes a good command of pa¬ tience to keep them busy. The boys learn to get their food, as thev supply us ED 90 - 79 1250 EDUCATION REPORT, 1889-90. with fresh meat during1 the winter and spring, with the aid of snares, powder, and shot, and traps.” Anvik (Episcopal, Rev. John W. Chapman, teacher). — Day pupils, 35 ; Indians. During the summer of 1889, the school room was furnished with desks for 24 children, which to the gratification of the teacher, were filled. The progress of the scholars proved most satisfactory. . Rev. O. Parker writes, in connection with this school : “ In closing this letter, I would say that both Mr. Chapman and 1 are still of the opinion that a board¬ ing school is a necessary thing for the more successful carrying on of this work, and though we realize that a common school education should underlie all in¬ struction mother branches, yet we feel it all necessary that mechanical branches should be taught as soon as possible. Perhaps a dozen boys’ chests of tools and three or four sewing machines would enable us to make a beginning in that di¬ rection.” Kosoriffsky (Roman Catholic, Rev. P. Tosi, principal, with G assistants). — Boarding pupils, 29 ; Eskimo. Nulato (Roman Catholic, Rev. A. Robaut, principal). — No report received. Kingegan ( Cape Prince of Wales), (Congregational, Messrs. H. R. Thornton, of Hampden Sidney, Va. , and W. T. Lopp, of Valley City, Ind., teachers). — Popu¬ lation, Eskimo. The teachers report : “The natives are peaceable, friendly, and intelligent, instead of ferocious, hostile, and stupid, as we were led to expect. We do not now entertain any fear of violence from them, and they already seem attached to us. In appearance they are a fine-looking set of people — robust and heal thy — something like very good looking mulattoes, but with better features, and often brilliant color. In school they show as much intelligence as white children would under similar circumstances. We have now 65 pupils enrolled, although five-sixths of the population are absent on trading voyages. In fall, winter, and spring we think we shall have at least 300 pupils. This is the largest settlement on the coast and would form a valuable center of missionary work for the neigh¬ boring settlements at Port Clarence, the Diomede Island (middle of strait), Kot¬ zebue Sound, Kings Island, etc. The children are very sweet and attractive. We have never seen any signs of a fight or even a quarrel among them ; nor have .we seen any of them show any inclination to disobey their parents, a most remarkable fact," we think. Point Mope (Episcopal, Mr. John B. Driggs* teacher). — Population Eskimo. Point Barrow (Presbyterian, Mr. L. M. Stevenson, of Versailles, Ohio, teacher). — Population, Eskimo. These last three schools are in Arctic Alaska, and will be noticed more at length later on in the report. in.— OTHER SCHOOLS. UnalaJdik (“Swedish Evangelical Mission Covenant in America,” Messrs. Axel E. Karlson and Aug. Anderson, teachers). — Pupils enrolled, 40 (31 boys and 9 girls) ; Eskimo. Yakutat (“Swedish Evangelical Mission Covenant in America,” Rev. Albert Johnson and Rev. K. J. Henrickson, teachers). — Population, Thlinget ; pupils 30. Nuklukahyet (“Church Missionary Society,” London, England, Rev. and Mrs. T. H. Canham, teachers). — Population, Athabaskan Indians: pupils, 40. This school was established in the summer of 1888, and has been taught in the Indian tongue. Drawing all of their supplies from England by way of Hudson Bay and across the continent by dog train the teachebs have been much ham¬ pered by the want of suitable books and other facilities. Arrangements are in progress to transfer this mission to the Protestant Episcopal Mission Society of the United States and reorganize the school on an English speaking basis as one of the contract schools of this department. Hconah (Presbyterian, Rev. and Mrs. John W. McFarland, teachers). — Popu¬ lation, Thlinget ; pupils, 126. Juneau (Presbyterian, Rev. Eugene S. Willard in charge with 3 assistants). — Attendance, 21 Thlingets. This is a home where these children are taken from their parents, or received as homeless waifs, and lodged, fed, clothed, and trained as in a Christian family. It is a practical exhibition of Christian philanthropy, and is accomplishing much good. Juneau (Roman Catholic, Sisters of St. Ann, Sister Mary Zeno, superior, with 2 assistants). — Attendance, 40; mainly white children. EDUCATION IN ALASKA. 1251 Douglass City (Friends, Mr. and Mrs. S. R. Moon in charge). — No statistics received. Jackson (Presbyterian, Mrs. A. R. McFarland in charge with 1 assistant). — This is a home similar to the one at Juneau. St. Paul Island (North American Commercial Company, Simeon Milevedoff, teacher). — Population, Aleut; attendance, 50. St. George Island (North American Commercial Company, Dr. A. L. Noyes, teacher). — Population, Aleut; attendance, 29. This and the preceding school on St. Paul are the two that are maintained on the Seal Islands in accordance with tho terms of the lease issued by the U. S. Treasury Department. Through the influence of the priest of the Russo-Greek Church, the people are reluctant to have their children learn the English language. Mr. Charles J. Goff, Treasury agent in charge of the Seal Islands, writes in his annual report to the Department : “Mr. Milevedoff was energetic and un¬ tiring in his efforts to advance the pupils, but there is very little interest taken by them in English speaking schools, so that there was but little progress made.” Russian. — In addition to the above are a number of Russo-Greek parochial schools, supported by the imperial Government of Russia, which will be enum¬ erated in the tables of school attendance. The statistics of these schools have been furnished by Mr. Ivan Petroff, spe-. cial agent for Alaska of the Eleventh Census. B.— Rules and Regulations for the Conduct of Schools and Edu¬ cation in the District of Alaska. During the winter of 1890 the rules and regulations for the conduct of public schools in Alaska, approved by the Secretary of the Interior, June 15, 1887, were revised and amplified by the Commissioner of Education, and approved by the Secretary of the Interior, April 9, 1890, and are as follows: By virtue of the power conferred upon the Secretary of the Interior by act of Congress of May 17, 1884, authorizing him to make needful and proper provi¬ sion for the education of children of school age in the Territory of Alaska, with¬ out reference to race until such time as permanent provision shall be made for the same, the following rules and regulations for the government of the public schools in Alaska are hereby promulgated : GENERAL MANAGEMENT. Section 1 . The general supervision and management of public education in Alaska is hereby committed to the Commissioner of Education, subject to the direction and control of the Secretary of the Interior. Sec. 2. The Commissioner of Education is authorized — (a) To appoint district superintendents and local school committees. \b) To establish common schools in every settlement where there are chil¬ dren in sufficient number, and at least one school in every tribe or large settlement of the natives. (c) To enter into agreement with missionary societies for the maintenance of boarding and industrial training-schools, especially among the wild tribes and more inaccessible regions. (d) To provide plans and contract for the erection of school buildings, and where necessary, residences for the teachers. ( e ) To approve of the appointment of teachers and regulate the amount of their salaries. (/) To provide necessary books and other school supplies. (g) To make such recommendations to the Secretary of the Interior as the interest of education in Alaska may seem to require. SUPERVISION. Sec. 3. A superintendent- of education, to be known as the general agent of education for Alaska, shall be appointed by the Secretary of the Interior, upon the recommendation of the Commissioner of Education, and shall hold the posi¬ tion during the pleasure of the Secretary, and until his successor be appointed. He shall receive from the Government for his services as general agent an annual salary of $1,200. 1252 EDUCATION REPORT, 1889-90. Sec. 4. The general agent of education shall have a desk in the Bureau of Education ; but during the six months of the year (summer) when it is possible to go from place to place in Alaska, he shall give his personal attention and supervision to the school work in the Territory. Sec. 5. He shall he allowed necessary traveling expenses while on duty. Sec. 6. It shall be the duty of the general agent to exercise special supervision and superintendence over the public schools and teachers in the Territory, sub¬ ject to the approval of the Commissioner of Education. Sec. 7. He shall have power, subject to the approval of the Commissioner of Education — (а) To select and appoint the teachers of the public schools, to prescribe their duties, and to fix their salaries. (б) To provide general rules for the government of the schools and the at¬ tendance of the children. (c) To prescribe the series of text-books to be used in the public schools and to require all teaching to be done in the English language. ( d ) To select the location of schoolhouses, to provide plans for the same, to draw up contracts for the erection of said buildings for the approval and signature of the Commissioner of Education, and to lease houses for school purposes. Sec. 8. Requisitions for all materials for the erection of school buildings, articles of school furniture, supplies of books, stationery, and other necessary materials for the use of the schools shall be made by the general agent upon the Commissioner of Education, and when such requisitions are approved by the Commissioner they shall be transmitted to the Secretary of the Interior for his approval, and when approved by him the supplies will be purchased by the Com¬ missioner of Education, and paid for as hereinafter provided. Sec. 9. The general agent of education, a1: least three months in advance of the close of the scholastic year, shall submit to the Commissioner of Educa¬ tion detailed estimates of the probable necessary expenses for the support of the Territorial schools for the next fiscal year, including therein the erection of school buildings, the pay of school officers and teachers and other employes, traveling expenses of the general agent and the district superintendents, rents, fuel and lights, furniture, school books, apparatus, and all other necessary ex¬ penses for the maintenance of the schools. Sec. 10. All salaries, expenditures, and other claims for the payment of edu¬ cational expenses in Alaska must be audited by the general agent of education, or in his absence by the assistant agent (hereinafter provided for), approved by the Commissioner of Education, and when approved by him transmitted to the Secretary of the Interior for his approval, and when so approved, will be paid out of the funds appropriated by Congress for the education of the children of the Territory. SEC. 11. In cases of special emergency the general agent, district superintend¬ ent, or local school committee, may incur expenditures for immediate necessary school purposes in advance of the approval of the Commissioner of Education, but such liabilities shall be only for unforeseen and necessary purposes, and shall in no case exceed $100. Sec. 12. Whenever such extraordinary expense is incurred the general agent, superintendent, or local committee making the same, shall make an immediate report thereon in writing, to the Commissioner of Education, setting forth the reasons for incurring said expense, and transmitting properly signed and au¬ dited vouchers for the payment thereof. Sec. 13. In the preparation of estimates, vouchers, and other official forms and papers, the blanks approved by the Treasury and Interior Departments shall be used. Sec. 14. As far as possible the general agent shall visit each school district once in two years. Sec. 15. The general agent shall make a report at the end of the school year to the Commissioner of Education, which report shall embrace — (а) Number and general condition of all the schools in tbe Territory. 1. Public schools in — Unalaska district. Kadiak district. Sitka district. 2. Contract schools. 3. Other private and church schools. (б) Rules and regulations prescribed by the general agent for the govern¬ ment of the schools and the duties of the teachers. EDUCATION IN ALASKA. 1253 (c) School census, monthly attendance, etc. 1. Census of population and of children of school age. 2. Statistics of enrollment, average attendance, etc. 3. Branches of study taught and number of pupils in each. 4. Other statistics when possible. (cZ) Personnel. 1. General agent, district superintendents, school committees, and clerk; their pay. 2. Government school teachers and their pay. 3. School policemen and their pay. (e) School houses. 1. The number, location, and seating capacity of the school buildings owned by the Government. 2. The number, location, seating capacity, and rental of rented build¬ ings. 3. The number, location, seating capacity, and cost of school buildings erected during the year. (/) Any and all information, suggestions, and recommendations that may be useful for the advancement of education in Alaska or that may be required by the Commissioner of Education. Sec. 16. The Commissioner of Education is hereby authorized to employ a per¬ son, to be known as the assistant agent, at a salar»y of $100 per month, to be paid out of the fund appropriated by Congress for education in Alaska, whose duties shall be. under the direction of the general agent — (а) To attend to the Alaska correspondence. (б) To take care of the Alaska tiles. (c) To keep the accounts with the Alaska fund. \d) In the absence of the general agent to audit the accounts of the teachers. (e) And to prepare Alaska papers, vouchers, etc., for submission to the Com¬ missioner of Education, and in every possible way to assist the Com¬ missioner and the general agent. SCHOOL DISTRICTS. The Territory of Alaska is divided into three school districts, which shall conform to the geographical divisions known as Sitka, Kadiak, and Unalaska, as follows : SEC. 17. Sitka, comprising all southeastern Alaska, with an area of 28,980 square miles. Sec. 18. Kadiak, comprising the region from Mount Saint Elias westward to Zakharoff Bay, with an area of 70,884 square miles. Sec. 19. Unalaska, comprising the region from Zakharoff Bay westward to the end of Aleutian Islands and northward to the Arctic Ocean, with an area of 431,645 square miles. SEC. 20. In the Sitka district the Commissioner of Education shall appoint a district superintendent of schools at a salary of $40 per month, and he shall hold the position during the pleasure of the Commissioner and until his successor be appointed. Sec. 21. It shall be the duty of the district superintendent to exercise local supervision over the Government schools and teachers in his district. Sec. 22. He shall visit all the schools of his district at least twice a year and keep the general agent informed of their condition and wants as to school build¬ ings, repairs, and supplies, the manner in which teachers perform their duties, and make such recommendations as may seem important to the best interests of the schools. SEC. 23. He shall make an annual report to the general agent of education of the condition of schools in his district. Sec. 24. He may once a year hold a teachers' association at such time and place as in his judgment will best promote the interest of the schools. Sec. 25. He shall be allowed necessary traveling expenses in the discharge of his official duties. Sec. 26. Until the schools become more numerous and the means of commu¬ nication more frequent, the general agent of education shall be ex-officio district superintendent of the Kadiak and Unalaska districts. Sec. 27. In any village in Alaska containing a sufficient number of suitable persons the Commissioner of Education may at his discretion appoint three per¬ sons who shall act as a local school committee. 1254 EDUCATION REPORT, 1889-90. Sec. 28. The duties of the school committee shall be — (a) To visit and inspect the schools of the village, advise with the teachers, and make such recommendations to the district superintendent with re¬ gard to the schools as may seem proper. ( b ) With the written approval of the Commissioner of Education, they shall provide fuel, make repairs on buildings, and purchase local supplies. (c) If a school building is under contract in the village, it shall further be their duty to act at the building committee and see that the contractor fulfills his agreement. At the completion of the said building they shall examine the same and certify to the Commissioner of Education that the building has been erected and finished in accordance with the terms of the contract and in a workmanlike manner. Sec. 29. The children shall be taught in the English language, reading, writ¬ ing, arithmetic, geography, oral history, physiology, and temperance hygiene. No text-books printed in a foreign language shall be allowed. Special efforts shall be put forth to train the pupils in the use of the English language. Sec. 30. All public schools shall be open to all children without reference to race. Sec. 31. In suitable weather, at the opening of each school in the morning, a United States flag shall be raised, and at the close of school in the afternoon the the same shall be taken down. Sec. 32. The Sitka training school shall teach the primary branches of indus¬ trial education. The boys shall be taught shoemaking, carpenter and cabinet work, printing, and such other trades as are of use in the Territory, while the girls shall be instructed in intelligent housekeeping and household industries. Pupils in the Government day schools developing unusual aptness in learning and wishing increased advantages, shall be received into the Sitka training school upon the written request of the general agent or district superintendent. The above ‘ ‘ Rules and Regulations for the Conduct of. Public Schools and Ed¬ ucation in the Territory of Alaska,” in sections numbered from 1 to 32, inclusive, are hereby approved to take effect July 1, 1890 John W. Nobee, Secretary of the Interior. Hon. W. T. Harris, ll.d., Commissioner of Education. Washington, D. C., April 9, 1890. Table I. — Enrollment and monthly attendance , 1889-90. Station. No. of days taught. No. enrolled during year. Septem¬ ber. October. Novem¬ ber. Decem¬ ber. rt O Eh Average. Total. Average. Total. I Average. Total. | Average. St. Paul, public day school .. - - 120 50 50 17 50 17 50 17 50 17 Unalaska, public day school . . . 184 30 17 6 19 16 17 15 Urega, public day school . . __ 179 24 19 14 18 14 17 13 St. George, public day school _ 120 29 29 20 29 20 29 20 29 20 Auvik, contract school 102 35 31 21 Kozoriffsky, contract school _ _ 273 29 25 25 25 25 25 25 25 25 Bethel, contract school . . 150 39 35 25 29 26 31 26 31 25 Carmel, contract school... . . . . 191 35 13 7 31 22 29 28 30 26 Unalaklik, Swedish school . . 157 40 30 29 30 23 30 26 Nuklukahyet, Episcopal school . 200 40 Total, Unalaska district . . 1,676 351 _ Kadiak, public day school _ _ _ _ 196 67 42 21 55 40 52 37 53 32 Afognak, public day school... . 180 38 26 21 26 22 30 23 Total Kadiak district . 376 105 — — 81 61 78 59 83 55 Sitka No. 1, public day school ... . 190 68 45 28 ~iT 31 45 39 43 ~ 31 Sitka No. 2, public day school . . . 190 83 33 13 34 13 34 20 35 18 Killisnoo, public day school . 175 32 12 10 30 22 25 19 12 9 EDUCATION IN ALASKA 1255 Table 1. — Enrollment and monthly attendance, 18S9-90 — Continued. Station. Juneau No. 1. public day school.. Juneau No. 2, public day school. Douglas No. 1, public day school Douglas No. 2, public day school Wrangell, public day school . Klawack, public day school . Jackson, public day school . Metlakahtla, public day school.. Sitka, contract school . Hoonah, Presbyterian school - Juneau, Presbyterian school - Juneau, Roman Catholic school. Douglas, Friends school _ Jackson, Presbyterian school ... Yakutat, Swedish school . Total, Sitka district . 3 Russo-Greek parochial schools. Total reported - Station. St. Paul, public day school . Unalaska, public day school . Unga, public day school . St. "George, public day school . Auvik, contract school . Kosoriffsky. contract school . Bethel, contract school . Carmel, contract school . . Un'alaklik, contract school . Nukliikahyet . . Total Unalaska District . Kadiak, public day school . Afognak, public day school . Total Kadiak District . Sitka, No. 1, public day school _ Sitka, No. 2, public day school . Killisnoo, public day school . Juneau, No. 1, public day school. .. Juneau, No. 2, public day school .. Douglass, No. 1, public day school Douglass, No. 2, public day schopl Wrangell, public day school . Klawack, public day school . Jackson, public day school . . Metlakahtla, public day school ... Sitka, contract day school . Hoonah, Presbyterian school . Juneau, Presbyterian school . Juneau, Roman Catholic school... Douglass, Friends’ school . . . Jackson, Presbyterian school . Yakutab, Swedish school . Total Sitka District. . Russo-Greek parochial schools . . No. of days taught. No. enrolled during year. Septem¬ ber. October. Novem¬ ber. Decem¬ ber. Total. Average. Total. Average. Total. Average. Total. Average. 136 33 23 25 26 21 23 20 20 18 192 51 19 13 27 21 28 25 30 23 105 50 192 92 57 23 46 20 41 21 45 27 192 84 36 25 50 30 52 35 49 40 30 66 189 87 45 27 51 26 91 32 80 54 169 179 112 52 148 88 146 96 151 101 261 164 148 136 150 138 150 138 150 138 155 126 12 10 80 50 100 68 200 21 21 20 21 20 21 20 21 20 205 40 200 25 312 30 3 3 3 3 3 3 2 2 3,093 1,231 j; 101 . i 5, 145 1,788 _ _ 1 January. Feb¬ ruary. March. April. May. 80 53 28 57 79 55 24 20 21 17 20 14 28 148 Total reported 1256 EDUCATION REPORT, 1889-90. Table 2. — 'Number in sundry branches of study. | Primary chart. First and second readers. Third and fourth readers. Spelling. English language lessons. Geography. Arithmetic. c3 a 3 c3 0 Drawing. Physiology. Temperance hy- gene. United States his¬ tory. Writing. Use of tools. Sewing. Nunber of classes. Public day schools. Sitka. No. 1 . 6 17 9 33 19 34 8 21 5 31 20 No. 2 . 23 11 1 35 35 35 35 18 Juneau: No. 1 . . 5 8 16 24 24 17 28 2 10 12 3 28 26 No. 2 . 12 17 17 35 22 35 3 35 19 Douglas: City, No. 1 _ _ 12 12 11 11 10 10 16 11 23 10 10 11 20 City, No. 2 . 16 29 7 11 7 7 13 23 2 13 20 Killisnoo . 20 8 2 4 1 4 30 2 30 2 2 30 9 Wrangell . 4 29 19 52 14 24 52 52 23 52 28 11 Jackson. . . 21 26 25 51 80 4 45 "T 80 "T 4 4 80 26 Klawack. . 28 35 4 22 46 12 Kadiak . . 16 21 18 55 53 6 55 6 55 18 55 32 7 Unga . 4 5 11 16 8 4 16 15 9 15 20 Unalaska . . 14 6 14 8 14 14 8 14 12 Afognak . . 9 11 4 28 28 4 8 28 28 4 28 18 12 Metlakahtla . 60 64 41 165 165 41 165 105 165 4 Contract schools. Anvik . 28 2 9 9 3 2 24 12 10 Kosoriffsky . .... . Bethel . . 24 10 1 35 34 35 35 4 5 Carmel . . . 21 10 10 31 31 6 9 Sitka . 12 108 9 148 144 68 148 2 100 57 164 9 148 ’75’ 60 36 Table 3. — Table showing highest enrollment 1885-1890. 1835-86. 1886-87. 1887-88. 1889-90. Sitka : No. 1 . No. 2 . Juneau: No. 1 . No. 2 _ Douglas City: No. 1 . No. 2 . Killisnoo . Wrangell . Jackson . Klawack . Hoonah . Kadiak . Unga . Unalaska _ Kurluk _ Afognak . Sitka . Bethel . . Carmel . Nulato _ Kosoriffsky . Anvik _ Metlakahtla . Public schools. 93 165 58 89 96 124 70 37 29 45 Contract schools. 30 100 13 67 44 106 110 81 136 81 52 170 26 20 30 166 83 33 51 50 92 32 84 87 66 126 67 24 38 164 39 31 29 85 179 1257 EDUCATION IN ALASKA. CONTRACT SCHOOLS. Table 4. — Amount contributed by the churches to supplement the work of the Govern¬ ment. Amount apportioned by the Government to the contract schools for 1891-92. Denominations of schools. Value of buildings and plant erected by the church. Number of teachers and employ6s. Number of children fed, clothed, lodged, and taught. Number of day pupils. Paid out by church dur¬ ing 1890. Paid out by the church during 1890 in addition to the amount received from Government. Appropriated by the Gov¬ ernment to the schools for 1891. Total to the denomina¬ tion. Pro rata for boarding pupils based on the at¬ tendance of 1890.* Presbyterian _ 195,000 37 210 126 839, 346 $22, 346 . Sitka . 164 810,000 Juneau . . - 24 859. 52 Hoonah . . . 126 3,000 > $15, 00U Jackson 22 Point Barrow . 2,000 Roman Catholic . . 10 29 2,500 j Kosoriffsky _ 1.500 1 2.500 Nulato . 500 82. 7d Vancouver . 500 J Prostestant Episcopal... 5,000 3 35 6,000 3,000 Anvik _ 35 1,000 V 3,000 250.00 Point Hope 2,000 Moravian . . 11,000 10 50 10 8,412 6,412 \ Bethel . _ 1,500 S 2,500 47. 17 Carmel . 1,0C0 Methodist Episcopal 1, 102 2 54 1 2, 207 1,007 ) Unalaska | 30 i,66o > 2,000 111.11 Unga i . 24 . 1,000 \S Congregational . . 3,000 2 1 . 60 5,491 3, 491 ( 2, 000 100. 00 Cape Prince Wales _ 3,000 2,000 Swedish Evangelical 7,500 4 70 \ Unalaklik ! 40 1,000 V 1,500 62.50 Yakutat . 30 500 Reformed Episcopal . : j 1,000 St. Lawrence Island . j 3,000 2,000 1,000 * Three-day pupils are considered as equivalent to one boarding pupil. D.— Personnel, Salaries, etc. General agent of education for Alaska, Dr. Sheldon Jacksdn, Alaska, $1,200. BOARD OF EDUCATION.1 Name. State. Salary. Governor Lyman E. Knapp . . . Vermont . $200 Judge John H. Keatley _ _ _ _ _ _ _ Iowa . 200 Hon. James Sheakley . . . Pennsylvania . 200 Dr Sheldon Jackson . . Alaska., . 200 Mr. William Duncan . . . . do... . 200 TEACHERS OF PUBLIC SCHOOLS. Name of teacher. State. School. Salary. John A. Tuck _ Maine Unalaska . $1,000 John H. Carr W ashington . . Unga . 1,000 W E. Roscoe California Kadiak . 1,000 John Duff Illinois Afognak . 1.000 Anna D. Beatty _ _ New York . . . Sitka, No. 1 . 720 Gertrude Patton _ _ _ _ Pennsylvania . Sitka. No. 2 . 720 May Ransom . California . . Killisnoo . 720 Rhoda A. Lee New York . Juneau. No. 1 . 900 Cassia Patton Pennsylvania . Juneau, No. 2 . 720 Mrs. W. S. Adams . | Alaska . Douglass. No. 1 _ 720 C. H. Edwards . Douglass. No. 2 . 720 Mrs. W. G. Thomas . 1 West Virginia . Fort Wrangell . 900 H. C. Wilson . 1 Ohio . Klawack . . 1,000 Clara A. Gould i West Virginia . Jackson . .. 900 'In the new rules and regulations approved by the Secretary of the Interior April9, 1890. this Board created in 1887 was discontinued, experience having proved that it did not work well, and a system of local school committees was inaugurated. 1258 EDUCATION REPORT, 1889-90. TEACHERS AND EMPLOYES IN CONTRACT SCHOOLS. Anvik (Episcopal). — Rev. John W. Chapman, Vermont. Point Pope (Episcopal). — JohnB. Briggs, M. d., Delaware. Kosoriffsky (Roman Catholic). — Rev. Paschal Tosi. Mr. B. Cunningham, Mr. John Negro, Sister Mary Stephen, Sister Mary Joseph, Sister Mary Paulina. Cape Vancouver (Roman Catholic). — Rev. Joseph Treca, Rev. Paul Muset, Mr. John Rosati. Nulato (Roman Catholic). — Rev. Robaut, Rev Ragaru. Bethel (Moravian). — Rev. John H. Kiibuck, Rev. Ernst L. Weber, Mrs. John H. Kiibuck, Mrs. E. L. Weber, Miss Lydia Lebus. Carmel (Moravian). — Rev. Frank E. Wolff, Mrs. F. E. Wolff, Miss Mary Huber, Miss Emma Huber, Rev. J. A. Schcechert. Cape Prince of Wales (Congregational). — Mr. H. R. Thornton, of Virginia ; Mr. W. T. Lopp, of Indiana. Point Barrow (Presbyterian). — Mr. Leander M. Stevenson, of Ohio. Sitka (Presbyterian). — Mr. William A. Kelly, principal, Rev. A. E. Austin, chaplain, Mrs. A. E. Austin, Miss Anna R. Kelsey, Miss Mate Brady, Mr. J. A. Shields, Miss Carrie E. Delph, Miss Ida M. Rogers, Miss Kate A. Rankin, Mrs. A. T. Simson, Mr. A. T. Simson, Mrs. M. C. Devore, Mrs. Josie Overend. Mr . Ernest Struven, Mrs. Tillie Paul (native), Mr. William Wells (native), Mr. Edward Mars- den (native), William F. Arnold, M. D. Metlakahla. — Mr. William Duncan, teacher, with several native assistants. TEACHERS IN PRIVATE AND CHURCH SCHOOLS. Unalaklik (Swedish Evangelical). — Rev. Axel E. Karlson, Aug. Anderson. Yakutat (Swedish Evangelical). — Rev. Alb. Johnson, Rev. K. J. Henrickson. Hoonah (Presbyterian). — Rev. John W. McFarland, Mrs. M. D. McFarland, Miss Dora Davis (native). Juneau (Presbyterian). — Rev. Eugene S. Willard, Mrs. E. S. Willard, Miss Elizabeth Matthews, Miss Margaret Dunbar, Rev. S. H. King, Mrs. S. H. King. Jackson (Presbyterian). — Mrs. A. R. McFarland, Miss C. A. Baker, Rev. J. Loomis Gould, Mrs. J. L. Gould. Juneau (Roman Catholic). — Rev. John Althoff, Sister Mary Zeno, Sister Mary Peter, Sister Mary Bousecouer. Douglas (Friends). — Mr. S. R. Moon, Mrs. S. R. Moon. Mr. E. W. Weesner, Mrs. E. W. Weesner. North American Commercial Company. — Simeon Milevedoff , St. Paul Island ; A. L. Noyes, M. D„ St. George Island. E. — School Buildings. During the year a comfortable frame schoolhouse and teacher’s residence combined, 31 by 55 feet in size, were erected at Kadiak, Karluk, and Afognak, at a cost of $2,700 each ; at Douglas a substantial frame schoolhouse, 20 by 30 feet in size, at a cost of $1,200, and at Chilkat a log schoolhouse, 20 by 30 feet in size, for $350. EDUCATION IN THE EAST. Of the Alaskan children at Eastern schools, Miss Frances Willard graduated in June, 1890, at a young ladies’ seminary at Elizabeth, N. J. She will return to Alaska this summer, and be appointed assistant teacher in the industrial school at Sitka. Mr. Frederic Moore, of the Hoochinoo tribe, whom I brought East in the fall of 1886, and placed in the school at Mount Hermon, Mass., will also return to Alaska this season as Government teacher of the school at Hoonah. In the fall of 1887, at the expense of Mrs. Elliott F. Shepard, of New York, I brought to Eastern schools Frederic Harris, Henry Phillips, Minnie Shotter, Flora Campbell , and Florence Wells, native children, and Olga Hilton (Rus¬ sian) from the industrial school at Sitka, and Blanche C. Lewis, native, from Fort Wrangel. The two boys -were placed in the Indian training schools at Carlisle, Pa., and the five girls at the young ladies’ seminary, Northfield, Mass. Frederic Harris, after making good progress in his studies and in learning the EDUCATION IN ALASKA. 1259 tinsmith business, was taken sick from peritonitis, and died in the school hos¬ pital on the 10th of June, 1890. Henry Phillips, having- learned the printer's trade, has now gone into the machine shop, where he is making good progress. Florence Wells, Blanche Lewis, and Olga Hilton are still at Northfield. Flora Campbell has been changed from the school at Northfield to one at Orange, N. J., where she is receiving drill as a kindergarten teacher. Minnie Shotter having developed a weakness in her eyes, will return home to Douglas, Alaska, where she will teach instrumental music. This coming fall. David Skuviuk and George Nocochluke, Eskimo boys from the Kuskoquim Valley, will be taken East by Mrs. Bachman, and placed in the Indian training school at Carlisle, Pa. George and William Fredericks, of the Yukon Valley, will bo sent by the Episcopalians to the Episcopal Institute at Burlington, Vt., Edward Marsden of the Presbyterian training school at Sitka, to Marietta College, Ohio, and Shawan Sheshdaak of Fort Wrangel, to the Educational Home at Philadelphia. Through the liberality of Mr. Rudolph Neumann of the Alaska Commercial Company, I have arranged to send to the California normal school for teachers at San Jose, Miss Mattie Salamatoff, orphan daughter of a former Russo-Greek priest at Belkoffsky. When Alaska secures much needed laws to increase regular attendance of the native children at school, then there will be room and a call for many native teachers. SCHOOLS ESTABLISHED IN ARCTIC ALASKA. In the extension of the school system over all Alaska a commencement has been made within the Arctic Circle. Contract schools have been established at Point Barrow, Point Hope, and Cape Prince of Wales, the three principal vil¬ lages on the Arctic coast of Alaska. This commencement involves much that is new and unusual in school work. The location of the schools is in a region so remote and inaccessible that they are outside the world's commerce. In August, when the ice will permit, a few whalers sail by, and a United States revenue marine steamer makes an annual call, bringing the yearly mail and supplies. With the departure of the steamer the settlement is cut off for another eleven months from the world. There are years, however, when the northernniost school, Point Barrow, can not be reached at all during the season, and the teacher will be two years without a mail or a fresh supply of provisions. And there is always the iiability that a succession of severe seasons will isolate him for several years. Under the shadow of this possibility it is a relief to know that at this station, where the greatest danger is, the Government has a refuge station for ship¬ wrecked whalers, with provisions in store sufficient to last 20 men 5 years. If this supply should be exhausted before relief came, the teacher would be com¬ pelled to adopt the diet of the country, to wit, whale blubber and seal meat. The food, clothing, and supplies for the teachers and the supplies for the schools must needs be taken annually on a Government vessel or a chartered schooner from San Franciso, between 3,000 and 4,000 distant. In an area as large as all of the New England and Middle States combined, the three schools recently established occupy only the strategic places, separated hundreds of miles from each other. They are the central points from which future schools may be established. The location of these schools in a region where the winter term is one long night presents new problems. The constant need of lamps in the schoolroom is a matter of course. But a greater difficulty is experienced in the confusion of time which arises from the absence of the sun to mark the alternate periods of day and night. Without a marked difference in the light between noon and midnight, all knowledge of time among a barbarous people becomes lost. They know no difference between 9 o'clock a. m. and 9 o’clock p. m. Consequently, when the school bell rings out into the Arctic darkness at 9 o'clock a. m. sojne of the pupils have just gone to bed, and are in their first sound sleep. Roused up and brought to the schoolroom, they fall asleep in their seat?. Many of the pupils have come to school without their breakfasts; with sleepy bodies and empty stomachs they are not in the best condition to make progress in their studies. Then, bearing in mind the fact that these children are wholly undisciplined and unaccustomed to restraint, the greatness of the task before the teacher begins to be appreciated. 1260 EDUCATION REPORT, 1889-90. The schools are for the Arctic Eskimo, with their strange tongue and unwrit¬ ten language. Consequently at the opening of school the teacher could «not understand what the pupils" said or the pupils understand the instruction of the teacher. In two or three schools the teachers were unable to secure inter¬ preters. The schools being located among an uncivilized and barbarous people, living in earth huts and disregarding all the laws of health, it became necessary, not only to e^ect the schoolhouse, but also the teacher’s residence, and, as far as possible, make both cold-proof with double walls, floor, and roof. The materials for these houses had to be taken from San Francisco on a chartered vessel, landed through the breakers on a coast without a harbor, and carried on the shoulders of men and women to the site of the buildings. Again, the schools were located among a people who were not only uncivilized, but also were reported by the whalers to be savages. At one of the stations whalers have for years besn afraid to drop anchor lest they should be attacked and murdered by the natives. At that station two young men are in charge of the school. They are the only white men in that region and thousands of miles from troops or even a policeman. Further, the schools are located among a fam¬ ishing population where the teachers have to do not only with the intellectual training, but also with the physical well-being, the general uplifting of the whole population out of barbarism into civilization. This involves questions of personal cleanliness, health, diet, improved habitations, drainage, and above all at present an increased food supply. The people are on the verge of starvation, and the schools must provide and instruct them in new industries which will furnish a better support. As the schools will necessarily be much of the time out of the reach of con¬ trol and supervision, the cooperation of well-known and responsible missionary organizations was sought; with the result that the American Missionary Associ¬ ation of the Congregational Church took charge of the school at Cape Prince of Wales, on Bering Straits, the Episcopal Missionary Society the one at Point Hope, and the Presbyterian Home Missionary Society the one at Point Barrow. The money for the establishment of the school at Point Barrow and the erec¬ tion of the buildings was contributed by Mrs. Elliott F. Shepard, of New York; that for Cape Prince of Wales by the Congregational Church of Southport, Conn. Cape Prince of Wales is the most western school in America, and Point Barrow the most northern. Point Barrow is farther north than the celebrated North Cape of Europe. These schools are assisted by the United States Bureau of Ed¬ ucation. While negotiations were in progress with the missionary societies, an appeal was published in a number of the newspapers of the United States for volunteer teachers for the schools to be established at Point Barrow and Cape Prince of Wales. The call set forth the facts that the schools were beyond the pale of civilization, where communication with the outside world could be had but once a year ; that they were among a barbarous and perhaps savage people, where the risks were so great that ladies would not be allowed to go, and where the lives of the men would not be guarantied. Notwithstanding the hazardous and trying nature of the work, there were 24 applicants for the schools, some 12 of whom were ladies. Prof. L. M. Stevenson, of Versailles, Ohio, was selected for Point Barrow; Dr. John B. Driggs, of Delaware, for Point Hope; and Mr. H. It. Thornton of Hampden Sidney, Va., and Mr. W. T. Lopp, of Valley City, Ind., for Cape Prince of Wales. A vessel, the Oscar and Hattie , was chartered at San Francisco to take up the materials for the buildings and supplies for the teachers and schools. The teachers found passage as far as Port Clarence, Bering Sea, on the steamer Jen¬ nie, tender to the whaling fleet, and from Port Clarence to destination on the whalers. - I was kindly furnished transportation on the U. S. R. M. S. Bear. At noon on the Fourth of July the Bear dropped anchor in the open road¬ stead off the village Kingegan, Bering Straits. That afternoon, on the shores separating the Arctic Ocean from Bering Sea, and in front of the snow-capped mountains of Asia, plainly visible for miles, we celebrated our Fourth of July by laying the foundations of the first public-school building in Arctic Alaska. Upon the completion of the school building the Bear weighed anchor, sailed through Bering Straits into the Arctic Ocean, and 200 miles to the north ward dropped anchor under the light of the midnight sun at Point Hope. Here again all hands that could be spared were sent ashore to work at the EDUCATION IN ALASKA. 1261 school building. After completing the building we again turned our faces to¬ ward the North Pole. After various detentions by the great ice field of the Arctic, on the 31st day of July we reached Point Barrow, over 800 miles north and east of Bering Straits. The next day, running before a gale, we rounded the northern end of the con¬ tinent and anchored on the eastern side of the Point. On the northernmost bluff of the continent was established probably the north¬ ernmost school in the world. SUPERVISION. Through the special permission of Hon. William Windom, Secretary of the Treasury, and the courtesies of Capt. L. G. Shepard, Chief of the Revenue Ma¬ rine Service, Capt. M. A. Healy, commanding the U. S. R. M. S. Bear , and Capt. A. C. Coulson, commanding the U. S. R. M. S. j Rush, I was able to inspect, for the first time in four years, the schools at Afognag, Kadiak, Unga, and Una- laska, and also visit the settlements on the Bering Sea and Arctic coasts of Alaska. Mr. Windom, in furnishing me with transportation, recognized the fact that the revenue vessels visiting the native settlements of Alaska had, “ in addition to routine duties, the philanthropic work of caring for and assisting the native peoples.” In a letter concerning the trip he says: “ The ordinary duties of the revenue marine have been greatly augmented on the North Pacific and Arctic station by the service which it renders in affording aid and protection to the natives, who are often in peril and distress from the rigors of the climate, the exposed con¬ dition of the country, and their lack of knowledge in the ways of civilization. The service is doing good missionary work, and is an important factor among the instruments which are being utilized to improve the interests of these people.” The trip of the U. S. R. M. S. Bear was the ordinary annual cruise of one of the U. S. Revenue Marine steamers in Alaskan waters. Season after season she goes north in the spring to enforce the revenue laws and practically do police duty around the seal islands of Bering Sea and the native settlements stretching from Kadiak 1,500 miles to Attu, and from Unalaska 1,200 miles northward to Point Barrow. In vast stretches of coast (from 10,000 to 12,000 miles is a season's cruise), unknown t) civilization, the flag of the reve¬ nue steamer is the only evidence of the authority of the Government ever seen and the only protection afforded. When Capt. Healy commenced cruising in these waters, schooners loaded with rum, were visiting every native settlement along the vast coast, and even some of the whalers were not above trafficking in the accursed stuff. The temptations were great, when a bottle of whisky would purchase $200 worth of furs, and the profits were a thousand fold. At that time intemperance was threatening the extinction of the native race. Through the vigilance and tact of Capt. Healy this trade has be_n almost entirely broken up. It is also the duty of the revenue cutter, as far as possible, to be on hand to assist when disaster or shipwreck overtakes the whalers, to search after missing vessels, to note the bearing of different points of land, islands, etc., to det. rmine the position of all bars and reefs encountered, to keep a record of tides and cur¬ rents, to take meteorological and astronomical observations for the benefit of commerce, to investigate scientific phenomena, and inquire into the mode of life, political and social relations of the native population, and make collections for the Smithsonian Institution, and to perform many other services beneficial to commerce, science, and humanity. This year, in addition to the ordinary routine, the commanding officer is charged with several special duties. In 1887— ’88, Congress voted $1 ,000 for pres¬ ents to the natives near Cape Navarin, Asia, as a reward for having fed and cared for some American sailors wrecked on their coast. These presents were to be distributed on this trip. Then, scattered through Bering Sea and the Arctic Ocean are islands and lands so remote and inaccessible that the ordinary census taker can not reach them; hence the commanding officer of the revenue cutter was appointed a special agent for the taking -of the Eleventh Census in those places. This gave me an opportunity of visiting these little known regions. Again, the steamer was charged with the duty of conveying the material for a storehouse and a supply of provisions for the Government refuge station at Point Barrow; and last, but not least, the commanding officer was authorized to 1262 EDUCATION REPOET, 1889-90. furnish such assistance as he could in the erection of school buildings at Cape Prince of Wales and Point Hope, and give the general agent of education for Alaska every facility for visiting the native settlements on the coast. At 4 o'clock on the morning of the 3d of June, 1890, we steamed out of the har¬ bor of Seattle. At 9 o’clock that evening we swept by the light-house at Cape Flattery and passed out to sea. For nine days and nights we sailed steadily west, without seeing land or sail and scarcely a bird or fish. On the evening of June 12 land was sighted, which proved to be Unimak Island. The next morning, rising early, we were passing through Akutan Pass. The storm and fogs and rough waves of the preceding days were gone ; the water was as quiet as a millpond. Pinnacles of rocks, iso¬ lated and in groups, were to the right and to the left of us ; bold headlands thou¬ sands of feet in height ; mountain slopes covered with mosses of every variety of shade and great patches of snow ; volcanoes with their craters hid in the clouds were on either side, and all lighted up by the morning sun made a scene of surpassing loveliness and beauty. In due time we swept by Cape Erskine, rounded Priests Rock, and were in Unalaska Bay. Twelve miles up the bay and we were at Iliuiuk, better known as Unalaska, the commercial metropolis of the Aleutian Islands and Bering Sea. The Aleutian Archipelago consists of anarrow chain of islands, extending from the end of the Alaskan Peninsula in a general westerly direction for a thou¬ sand miles to Attu, the westernmost limit of the land possessions of the United States. This chain of islands separates Bering Sea from the Pacific Ocean, and gives coloring to the Russian claim of a “closed sea.” The discovery of these islands by Europeans is due to the unbounded ambi¬ tion of Peter the Great of Russia, who, having founded a Russian empire in Eu¬ rope and Asia, would also found one in America. The western coast o£ America had been explored as far as Cape Mendocino, California, but from California north it was a vast unknown region — “the great northern mystery, with its Anian strait and silver mountains and divers other fabulous tales.” To solve these mysteries, to determine whether Asia had land communication with America, to learn what lands and people were beyond his possessions on the eastern coast of Siberia, and to extend his empire from Asia to America, Peter the Great, in 1724, ordered two expeditions of exploration and placed them both under the command of Vitus Bering, a Dane in the Russian service. The expedition set out overland through Siberia on January 28, 1725, under Lieut. Chirikoff. Three days later the Emperor died, but the expeditions were energetically pushed by his widow and daughter. The first expedition, from 1725 to 1730, ex¬ plored Bering Straits, and settled the question of separation between Asia and America. The second expedition was fitted out by the Empress Catharine, and consisted of two vessels, the St. Paul , commanded by Bering himself, and the St. Peter , in charge of Alexei Ilich Chirikoff, second in command. The expedition was accompanied by several scientists and sailed from Avatcha Bay, Kamtsehatka, on June 4, 1741. This ill-fated expedition discovered the mainland of Alaska and the Aleutian Islands. But the remnant that brought back the news of the discovery of northwestern America, also brought with them the beautiful furs of the sea otter, and wide-awake merchants were not slow to see their opportu¬ nity. As the adventurous hunt for the little sable had led the hardy Cossack and extended Russian dominion from the Ural Mountains across Asia to Kamt- schatka and Bering Sea. so now the hunt for the sea otter was to extend Rus¬ sian settlement 2,000 miles along the coast of America. A few months after the return of Bering’s expedition in the spring’ of 1743, Emilian Bassof formed a partnership with a wealthy Moscow merchant, built a small vessel named the Kapiton, and commenced the fur trade of the newly dis¬ covered islands. On his second trip, in 1745, he collected 1,000 sea otters, 2,000 fur seals, and 2,000 blue Arctic foxes. This was the commencement on the part of the merchants of Siberia of a mad race after the furs of Alaska— a lace so mad that they could not wait the secur¬ ing cf proper materials for the building of safe vessels and the procuring of trained seamen. Boats were hastily constructed of planks fastened together with raw hide or sealskin thongs. In these unseaworthy boats, without charts or compass, they boldly ventured to sea, and the half of them found a watery grave. Those that did return in safety with a fair cargo received from 2,000 to 3,000 roubles each as their share of the profit. EDUCATION IN ALASKA. 1263 On the 26th of September. 174"), for the first time the discharge of firearms was heard on the Aleutian Islands. A native was shot on the island of Agoto by a party of Russians under Chuprof. Then commenced a reign of lust, robbery, and bloodshed, which lasted for 50 years. One Feodor Solovief is reported to have alone killed 3,000 Aleuts. Ve- niaminof, who was the leading Greek priest and first bishop in Alaska, declares that during that dreadful period Aleuts were used as targets for Russian prac¬ tice in firing; that one Solovief, finding the inhabitants of several of the Una- laska villages assembled on Egg Island, made an attack, slaughtering men, women, and children, until the sea was covered with the blood of the slain. One Lazaref threw over precipices, cut with knives, and split open with axes a number of Aleuts. Whole villages were massacred by the Russians, so that Lieut Sary, chief of the Russian navy, who accompanied Capt. Billings’s expedition in 1790, declares that it was a very moderate estimate to place the number murdered at 5,000. This first half-century of Russian occupation can be roughly summarized as follows : On the credit side, from $15,000,000 to $20,000,000 worth of furs ; on the debit side, thousands of Russians drowned, died of scurvy, and killed by natives, and thousands of natives needlessly murdered by the Russians. A better day dawned for the poor natives of Alaska in the coming of Grigor Ivanovich Shelikof, a merchant of Okhotsk, who has been justly styled the founder of the Russian colonies in Alaska. He introduced reforms in the meth¬ ods of hunting, redressed abuses, formed permanent settlements, and procured concessions and power from the Emperor. The work commenced by him was afterwards enlarged by Alexander Baranof. The largest and most important of the Aleutian Islands is Unalaska. This island is 120 miles long and 40 wide. It contains three separate groups of moun¬ tains. It also has an active volcano, Makushin, 5,474 feet high. From a cave at the southern end of the island were taken eleven mummies for the Smithso¬ nian Institution. It also possesses several deep bays, of which Unalaska is one of the longest. In their season codfish, salmon, halibut, and herring abound in those waters. The island was first sighted by Lieut. Chirikof, of Bering's expedition, on the 4th of September, 1741. The first landing was made by a merchant of Turinsk, Stepan Glottof, in the vessel Yulian. This was in the fall of 1759. Glottof gave the world the first map of that region, and is said to have baptized many of the natives into the Greek faith. To the average American the Aleutian Islands seem so remote, and concerning them so little is known, that but few think of them as having been the theater of stirring events and as having a history extending back one hundred and fifty years, but such is the case. Unalaska shares with the other islands in that history. For thirty years it was a struggle between the rapacious, cruel, and bloody fur-trader and the Aleuts striving to preserve their homes and freedom. The end was the complete sub¬ jugation of the natives. In January, 1762, a party of fur hunters, under the leadership of Golodof and Pushkaref . landed upon the island. Owing to their excesses against the natives, several were killed and the rest fled the island the following May. But the island was too rich in furs to be given up. That same fall another party came under the leadership of Drushinnin. Outraging the natives, the latter com¬ menced on the 4th of December a series of attacks which resulted in the break¬ ing up of the Russian settlement, only 4 out of 150 men escaping with their lives. In August, 1763, Capt. Korovin, of the vessel St. Troitska, formed a settlement. This also was broken up by the natives. In 1704 Capt. Solovief formed a settlement. His stay on the island was marked by such bloody atrocities that the few who survived were completely subjugated. His name has come through a hundred years of local tradition as the synonym of cruelty. Among other things, it is said that he experimented upon the pen¬ etrative power of his bullets by binding 12 Aleuts in a row and then firing through them at short range. The bullet stopped at the ninth man. In 1770, when the American colonists were preparing themselves for the struggle for independence, the struggle of the Aleuts was ending. They had given their lives in vain. The few who were left could no longer maintain the unequal conflict and were reduced to practical slavery. But Unalaska has since seen better days and been visited by a better class. On the 16tli of September. 1768, Capt. Levashef, in charge of a Russian scien¬ tific expedition, dropped his anchor and wintered on the island. 1264 EDUCATION REPORT, 1889-90. In 1778 it was visitsd by the celebrated Capt. Cook with his ships Resolution and Discovery. On the 21st of July, 1787, Capt. Martine, in command of two Spanish vessels on a tour of exploration, landed and took possession of the island in the name of the King of Spain. In 1709 Unalaska was visited by one of the most remarkable men of the day, Alexander Baranof, who was to rule Alaska for the next twenty-eight years, bring order out of confusion, and, carrying out and enlarging the plans of the merchant Shelikof, create a Russian empire in America. On the 30th of September of that year, the ship Trekh Sviatiteli, upon which he had embarked for Kadiak Island, was wrecked and he was compelled to spend the winter at Unalaska. He improved his time by studying the character of the people with whom he had to deal, and forming the plans which he after¬ wards so successfully executed. In 1808 a rude log chapel was erected for the worship of the Greek Church. This was torn down in 1826 and a better church built in its place. In or about 1795 a Greek priest, Father Makar, took up his abode on the island, and had great success in baptizing the natives. He was followed in 1824 by Innocentius Veniaminof, who was made bishQp of all Alaska in 1840. He was subsequently recalled to Russia and made metro¬ politan of Moscow , the highest ecclesiastical position in the Russo-Greek Church. On the 25th of June, 1791, the island was visited by Capt. Billings, in charge of the Russian ‘ ‘ astronomical and geographical exposition for navigating the frozen sea and describing its coasts, islands,” etc. In August, 1815, the place was visited by the Russian exploring expedition in search of the “ Northwest passage ” on the Rurik , Otto von Kotzebue command¬ ing. In 1827 a Russian exploring expedition, under the command of Capt. Lutke, visited the island. From the beginning of Russian rule to the present day, it has been the com¬ mercial metropolis of the Aleutian Islands and Bering Sea. But after ail this stirring history of a century and a half, it is rather disap¬ pointing to learn that up to twenty years ago, when the Americans took pos¬ session, it was still a small village of barabaras or dirt huts, partly under ground, the Russian conquerors having largely adopted native ways of living. Since then the village has been greatly improved and almost rebuilt at the expense of the Alaska Commercial Company. They have erected 18 small, but comforta¬ ble frame cottages for their employes, together with residences for officers, store, wharf, and warehouses. The village has a population of from 14 to 20 white men, two white women, and about 400 Aleuts and Creoles. The Greek Church has a church and parsonage and school-house. Upon landing, I' was met by Frof. John A. Tuck, who, with his estimable wife, is in charge of the Government school. The three days that the steamer remained at Unalaska were given to the work of the school. The first year of their work has been unexpectedly successful, and I felt, with the teachers, that the time had come for the commencement of the “ Home,” which the Methodist Woman’s Home Missionary Society of the United States have had under advisement for two or three years, and for which, under the leadershij) of Mrs.L. H. Daggett, of Boston, they have been raising funds. During my stay I had the satisfaction of seeing the “Home” commenced by Professor and Mrs. Tuck taking into their family two orphan girls from the island of Attu. A suitable building for the “ Home ” will be erected by the Methodist ladies this coming spring. On Sabbath morning I attended the Greek Church and saw the services in connection with the baptism of children. Fourteen infants were presented be¬ fore the altar of the church. The priest had in his hand a silver spoon with a handle about a foot long, and a bowl about the size of that of a spoon for a salt¬ cellar. With this spoon the priest dipped water from a silver cup into the mouth of the babe, the attendant priest holding a napkin under the child’s chin. After receiving the water, the cup was pressed to the lips of the babe. The mother or godmother then carried it to a side table, where it received a small piece of bread, and if old enough, a drink of water to wash down the bread. From the bread table, the child was carried to the altar platform, and its lips pressed to a picture of the Virgin and Child. The babe was then kissed by its god-mother. These babes were dressed in long white dresses, with a blue or red silk ribbon or sash around the waist. On the morning of the 17th of June the Bear sailed for Bogoslof Island. Four or five miles west of Unalaska Island is that of Umnak. From its north¬ ern side, stretching out for miles into Bering Sea, is a reef. At the time of EDUCATION IN ALASKA. 1265 Capt. Cook’s visit in 1778, the northern end of this reef was marked by a rock 875 feet high rising from the sea in the form of a tower. This he named “ Ship Rock.” On the 18th of May, 1796, during a violent storm, from the northwest, the inhabitants of Unalaska and Umnak Islands were startled by distant explosions and rumbling shocks of an earthquake. On the morning of the third day, when the sky had cleared, it was found that an island II miles long, and three-fourths of amilewide,in the form of a cone 2,240 feet high, had been thrown up out of the sea 1,200 feet distant from Ship Rock. Eight years afterwards, some hunters visit¬ ing the spot found the adjacent sea still warm and the rocks too hot for landing. The island continued to grow in circumference and height until 1823. Since then it has gradually decreased in height until in 1884 it measured but 324 feet. In 1882 the natives reported Bogoslof as again smoking. On the 27th of Septem¬ ber, 1883, Capt. Anderson, of the schooner Mathew 1 urner , sailed partly around the island. He reported that a new island had appeared one-half of a mile in cir¬ cumference. and was throwing out great masses of rock and smoke and steam. On the 20th of October, 1883. a shower of volcanic ashes fell at Unalaska, and was supposed to come from this island. The first landing and official investigation was made on the 21st of May, 1884, by Capt. M. A* Healy, commanding TJhited States Revenue Steamer Corwin. The new cone proved to be about 1,760 feet from the old one, the two being connected by a low sandspit 326 feet wide, with Ship Rock on the spit between the two cones. The extreme length of the island 'was found to be 7,904 feet, its general trend SE. by E. and NW. by W. From the 17th to the 22d of last February the sky was obscured with a cloud of ashes, a liberal shower of which fell in the village of Unalaska, 50 miles away. A pillar of flame and smoke ascended high into the heavens. It has been vari¬ ously estimated from 4 to 15 miles high. The first white man to pass by was Capt. Everett E. Smith, of the steam whal¬ ing bark Balcena, who reported the appearance of four new islands in the vicin¬ ity. It was therefore with feelings of more than ordinary interest that in the early morning of Tuesday, June 17, we steamed from Unalaska, bound for Bogoslof. Long before we reached the island, great white clouds of steam were seen upon the horizon. As we approached nearer all eyes were eagerly bent and glasses trained upon the land looming above the horizon. But the captain was puzzled. He could not make out his landmarks. The two volcanic cones were all right, but where was Ship Rock? Soon we were among myriads of birds which had chosen these inaccessible and warm rocks for their breeding ground. Capt. Healy with his glass went to the masthead. Two men were placed in the chains to throw the lead. We steamed on and on until it seemed as if we would steam into the volcano itself ; sulphurous smoke enveloped us, almost strangled us. Amid the roar of the breakers and the screaming of the birds the leadman called out, “ No bottom at 17.” Where previously the captain had anchored in 8 fathoms of water, no bottom was now found at 100 fathoms. Ap¬ parently the bottom of the sea had fallen out, carrying with it the four islands reported only a few weeks before by Capt. Smith/ We steamed in safety over their former sites. More than that, the center of the island had dropped out, and where for centuries Ship Rock had stood, a well-known mark to the mar¬ iner, was now a lake. It was with peculiar sensations that we steamed partly around the island, so close that we could look into the sulphur-lined steam vents, and, enveloped in its steam, could almost imagine that we saw “fire and brimstone.” The captain had intended making a landing and an investigation of the phe¬ nomena. but failing to find an anchorage, and the wind having freshened so that it was unsafe landing through the breakers, he reluctantly turned away and steamed for the Seal Islands. For years the careful observers of the movements of the seal among the early hunters on the Aleutian Islands had noticed that they went north in spring and returned in the fall, accompanied by their young, and a tradition existed among the natives that an Aleut had once been cast away upon islands to the north, which they called Araik. When in_1781 the usual catch of furs began to de¬ crease upon the Aleutian Islands, etrorts were made to discover this supposed island. In 1786 the search was joined by Master Gerassim Gavrilovich Pribylof , in the vessel St. George. But so well has nature hidden these islands, the favor¬ ite home of the fur seal, among the fogs of Bering Sea, that Pribylof cruised three weeks in their vicinity, with every evidence of being in the neighbor- ED 90 - SO 1266 EDUCATION REPORT, 1889-90. hood of land, and yet unable to discover it. But at length the fog lifted, and early in June land was sighted, which he called St. George. A party of hun¬ ters were left on the island for the winter and they in turn discovered the larger island of St. Paul. Over 500,000 skins were taken during the year, and the islands early began to be the “bank5’ from which Baranof raised the funds to carry on his gov¬ ernment in Alaska. If he needed a ship’s load of provisions and supplies for his colonies, all he had to do was to kill more seal and pay in seal skins. So great was the slaughter that the Government was compelled to interfere and in 1805 prohibited their killing for a period of five years. From 1820 to 1867, the year of the transfer, 42,000 skins were annually exported to England, the United States, and Canada. The first years after the transfer of Alaska to the United States again witnessed an indiscriminate slaughter by different firms, until Congress was compelled to interfere and authorize the Treasury Department to lease the islands under suitable restrictions to a responsible company. This was the origin of the Alaska Commercial Company of San Francisco, which has held the lease for the past twenty years, paying the Government an¬ nually a rental of $55,000, and a royalty of $~.62i on each of the 100,000 skins al¬ lowed to be taken. This produced a revenue of $317,500 per year. Last spring the islands were relet for another twenty years to the North American Com¬ mercial Company of San Francisco. By the terms of the new lease the Govern¬ ment will be the recipient of about $1,000,000 per year. At 9:30 p. m. on June 18, the captain dropped anchor in Southwest Harbor, St. George Island. Being unable to land through the breakers, the next day the ship sailed around the southern end of the island and anchored at noon in Garden Cove. The chart said that there was a trail to the village, 2 or 3 miles distant. At the village they called it 4 miles; the young officers that walked it came to the conclusion that it was nearer 14 miles. At 9:15 p. m. the anchor was weighed and we steamed northward for St. Paul Island. Going on deck about 6 o’clock on the morning of June 20, the ship was abreast of St. Paul Island, in full sight of the village. Behind us was Otter Island with its bluff shore, and still further behind in the hazy distance the Island of St. George. To our right was Walrus Island, and to our left St. Paul, with its gentle slopes of green grass and moss, its bleak rocks and sand beaches covered in the season with the fur seal. To the right of the village were seen men driving a herd of seal to the killing grounds. Upon a hill near the village floated the stars and stripes, together with the flag of the North American Commercial Company, the lessees of the island. The stars and stripes also floated over the building occupied by Mr. Charles J. Goff, the United States Treasury agent. From the bay the village presents a more pleasing and inviting appearance than any other in Alaska. The large houses occupied by the North American Commercial Company for their own use, the house of the Treasury agent, the Greek church and the priest’s residence, the schoolhouse and the neat white cottages of the people, with their orderly arrangement by streets, ranged as they are on the gentle slope of a hill, make an attractive picture. Before we rose from an early breakfast, Messrs. Goff, Tingle, Redpath, and Elliott were an¬ nounced. They had come to get their mail, which Capt. Healy had brought up for them. After breakfast I went ashore with Mr. Goff, who with his assist¬ ant, Mr. Nettleton, of Minneapolis, also Mr. H. W. Elliott, of Washington, and Mr. Tingle, the company’s agent, did all in their power to make the day pleasant and profitable to me. Soon after landing Mr. Goff announced that a killing had commenced, and we walked over to the grounds to witness the process. A band of 200 or 300 seals were huddled together in the care of keepers. From this band 15 to 20 seals would be taken at a time, and driven a few yards from the main band. Four or five men with long clubs then took chargeof the small band, and selecting these of suitable size and age, killed them by one blow on the head. The men with clubs were followed by others with knives, who stabbed the seals to let out the blood. They were followed -by the skin men, who took off the skin with the layer of fat adhering to it. These in turn were followed by those who separated the fat from the skin. The skins were then carried to the salting house, where they were carefully counted and salted down. While this was going on, a score of women and girls were filling skin bags with masses of fat, which were carried on their backs to their homes, and then fried out into oil (butter) for winter use. The flesh was also carried home, cut into thin strips, and hung on poles to dry. EDUCATION IN ALASKA. 1267 After being dried, it is stuffed into the stomachs of tho sea lion, which have been cleaned and prepared for the purpose. After tilling it with the dried meat, seal oil is poured in. tilling up all the vacant spaces. You then have a huge sausage between two and three feet in diameter. This is stowed away for winter use. In passing through the village we saw women at work cleaning the intestines of the sea lion, very much as eastern farm-wives prepare intestines for sausages. After being cleansed they are hung out to dry ; when dry they are slit length¬ wise and form a band 3 or 4 inches wide and from 75 to 100 feet long. From these strips are made the famous kamileka, or waterproof coats worn by these people. These coats are much lighter, stronger, and dryer, resisting rain longer and better than the rubber goods of commerce. Among the Eskimo of the Arctic the larger intestines of the walrus arc used, making a correspond¬ ingly wider band. The Greek church at this place is the best painted and neatest kept of any that I have seen in the Territory. The silver candlesticks and oth r ornaments when not in use were kept from the dust by bag coverings. The church is rich, being supported by a certain percentage of the Images of the whole population. In the adjoining graveyard a large Greek cross made from 2-inch plank stood at the head of each grave. With but two or three exceptions, these contained no name or date, nothing to indicate who was buried there. A gentleman who has attended many of their funerals says he never saw any, even the nearest relative of the deceased, shed a tear or give any outward, sign of grief. They say it is good to die. After the burial all the friends are invited to the former residence of the deceased to tea. With Mr. Goff I also visited the company’s schoolhouse. It is well built, com¬ modious, and well furnished in its appointments. Owing to the opposition of tho Greek Church, which does not wish the children to learn English, but little progress has apparently been made. The school has been in operation for twenty years, and yet I could not find a child who could converse in the English lan¬ guage, although I was informed that some of them understood what I said to them. I greatly regret that it was vacation time and that I could not see the school in session. Mr. H. W. Elliott, who is here under appointment from the Secretary of the Treasury to report on the present condition of seal life, pointed out to me the location of the leading seal rookeries and lamented the seeming fact that the seal were greatly decreasing in numbers. At dinner we were all the guests of Mr. Tingle; the principal fresh meat being roasted seal. I found it very pala¬ table. The population of tho island consists of 5 whites and 217 natives. There are 23 boys and 41 girls between the ages of 5 and 17. About 4:30, the tide favoring, we returned to the ship after a very enjoyable day on shore. At 5 p. m. the steamer got under way. We rounded the south¬ ern end of the island and fetched our course -for Asia. SIBERIA. Siberia, the battle-ground of conquering Cossack and free-bootiug Promy- shlenki in their century's march across Asia, is, in its northern and northwest¬ ern section, a dreary waste of low-rolling and frozen tundra or rugged, snow- covered and storm-swept mountains, the land of the fierce howling poorga, of wild beasts and scattered tribes of brave, hardy, and half-civilized people. Its bleak, ice-skirted, snow-covered shore north of Kamchatka was our next landing place. Off this coast on the 5th of May, 1885, the whaling bark Napoleon was caught and crushed in tho ice. The disaster came so suddenly that the crew had barely time to spring into the boats without provisions or extra clothing. There were four boats with nine in each. Four days after the wreck two of the boats were seen by the bark Fleetwing , and their crews rescued, five of them dying from the effects of the exposure. The remaining eighteen men after seven days’ tossing about in the sea, took refuge upon a large field of ice, where they remained twenty-six days. During this time one-half of their number died from exhaustion and starvation. While on the ice all they had to eat were two small seals, which were caught. One of the men, Mr. J. B. Vincent, being unable to eat the raw seal, had not a mouthful of nourishment for eleven days. On the 7th of June the nine survivors again took to the boat, and in three days effected a landing on the Siberian coast, to the southwest of Cape Navarin. The day after they landed, five of the remaining died, being so badly frozen that their limbs dropped off. Rogers, the mate, Lawrence, a boat steerer, and Wal- 1268 EDUCATION REPORT, 1889-90. ters, the cooper, were also badly frozen and helpless. These were cared for by the natives, who, though in a half-starving condition themselves, divided their living with them. The three men lived through the winter, subsisting on dried fish until March, when Lawrence died, followed the next day by Rogers, and shortly afterwards by Wallace, leaving Vincent the sole survivor of the party. Vincent, being in better physical condition than the others, was adopted by a family having a herd of domesticated reindeer, and therefore had more to eat. With them he remained for over two years until found and rescued July 15, 1887, by Capt. M. A. Healy, commanding the United States revenue marine steamer Bear. While among the deer men, Mr. Vincent carved on aboard with a knife the following message, and asked his new made friends on the coast to give it to the first ship they saw. On one side was “1887 J. B. V. Bk. Nap. Tobacco give.” On the reverse side was “S. W. C. Nav., 10 M. Help Come.” This piece of wood ultimately reached Capt. Healy and told the story, “1887, J. B. Vincent of the bark Napoleon , is 10 miles southwest of CapeNavarin. Come to his rescue. Give the bearer some tobacco for his trouble.” Capt. Healy was at Port Clarence when he received the message. With his usual promptness, he steamed over to the coast of Siberia, and after some diffi¬ culty in the fog, finally found and rescued the wrecked sailor. During the following winter Congress made an appropriation for the purchase of presents with which to reward the natives for their care of Mr. Vincent and his comrades. Capt. Healy was delegated to distribute these presents, and for that purpose we were en route to Siberia. Monday, June 23, opened very foggy, but about 8 o’clock the fog lifted, and Cape Navarin and the coast of Siberia were in full view. A more desolate and dreary scene it is hard to conceive of. A range of mountains with an elevation of about 2,000 feet lined the coast. Cape Navarin itself ended in a precipice 2,512 feet in height, the base of which descended into the sea. Although it was so late in June, the whole country was still covered with snow, except bare spots here and there. Sleds drawn by dogs and reindeer were still in common use. Even while approaching the coast, snow, storms were seen sweeping through the ca¬ nons of the mountains. The temperature on deck at noon was 45 °. A sharp lookout was kept for the native village which was located upon the map, but which was not found upon the coast. At length two tents were seen on the beach , and abreast of them we anchored at 2 p. m. The Captain and Mrs. Healy, Lieut. Dimmock, and myself went ashore. The captain at once sent messengers in every direction on dog-sleds to gather the people together. The main distribu¬ tion of presents took place on the afternoon of the 24th, and consisted of 1,000 yards of drilling, 500 yards of calico, 100 packages of glovers’ needles, 8 dozen hand looking-glasses,l,500 pounds of ship bread, 2 half-barrels of sugar, 2 barrels of molasses, 1 chest of tea, 6 dozen combs, 5 dozen packages of linen thread, 4 dozen tin pails and pans, 1 dozen iron pots, 2 kegs of nails with hammers, files, gimlets, saws, braces, and other carpenter tools, 1 dozen rifles and one-half dozen shotguns, 125 pounds of powder, 300 pounds lead, 2 bags of shot and 20,000 caps, 1,000 cartridges, axes, hatchets, and butcher knives, 2 dozen fox-traps, 4 dozen pipes, tobacco, snuff, 1 box goggles,one package fish-hooks and lines, beads, and 1 box children’s toys. Total value, $1,000. There are three tribes or families of natives on the Bering Sea coast of Siberia : the Kamtchatkans, occupying the peninsula of the same name, the Tchuctchees, occupying the general region west of Bering Straits and the Gulf of Anadir, and the Koriaks, occupying the country between the former two. Our visit was to the Koriaks, although I afterwards met the Tchuctchees at East Cape. The Koriaks can be divided into three classes : the civilized ones that have come more or less under the influence of the Russian settlements in the interior, the coast men, who mainly subsist on the whale, walrus, and seal, and the deer men, who live off their herds of domesticated reindeer. The latter two classes are more or less nomadic and pagan. They are said to offer sacrifices of dogs. We met the deer and coast Koriaks. They are a good sized, robust, athletic, and fleshy people, with prominent cheek bones, broad noses, black eyes, and a pleasant, good-natured expression. The men shave the crown of their heads, leaving a fringe of coarse, black hair round the forehead and sides, givingthem the appearance of so many monks. They are said to do this that the flying of the hair in the wind may not frighten the wild reindeer when hunting. The women wear their hair parted in the middle, the two braids hanging down the back. Some braid strings of beads around their necks or pendant from their ears. EDUCATION IN ALASKA. 1269 The women are very generally tattooed down the center of the forehead and along each side of the nose to the nostril, and elaborate designs cover the cheek. I also saw tattooing on the hands, wrists, and arms. One girl had two waving lines from the forehead to the nostrils, and nine in a fan shape from the lower lip to the chin. Another, with the other marks, had an “ X”on the chin at each corner of her mouth. Occasionally the men were tattooed. I saw ahusband and wife marked exactly alike. They were dressed exclusively in skins and furs. Neither on their persons nor in the construction of their tents, furnishings, or bedding did I see as much as a thread of wool or cotton. Their clothing, tents, and bidding are made from reindeer skins. Their food is largely dried rein¬ deer meat, supplemented with whale and seal blubber. Their thread is reindeer sinew, and from the reindeer horns are made many household implements. The dress of both men and women is made of a large skin shirt, so constructed that the fur can be worn outside or next to the skin, as may be desired, and a pair of skin pants with the fur inside. These extend to the knee. Those of the women are wide, so that when tied at the knee, they present a baggy appear¬ ance similar to Turkish trousers. Then a pair of fur boots soled with seal or walrus hide. The tops of the boots are tied closely around the bottom of the pants. Suspended by a string around the neck is a fur hood, which can be pulled over the head when needed. The babe is carried inside the parka, or fur coat, on the back of the mother. A belt around the waist of the parka keeps the babe from slipping down too far. The dress of the babe consists of a single garment of reindeer skin, but this garment combines hood, coat, pants, shoes, and mittens all in one. When dressed, only a small portion of the face of the child is visible. The sleds are made of birch runners. Over these are a half-dozen arches made of reindeer horns. These arches connect the runners and support the floor of the sled. At the rear end of the sled is a slight railing to support the back of the traveler. No iron is used in making the sled ; all the parts are firmly lashed together with whalebone strips or rawhide. The runners are shod with bone. Before these are harnessed six dogs in pairs, or two reindeer. The reindeer are also driven side by side. The harness of the reindeer is very simple, being a strap around his neck connected with a trace between his legs. The tents we saw are conical, like those of the Dakota Indians, the poles being covered with reindeer skins or walrus hides. In some portions of the country, where straight poles can not be had, whalebones are used for frames, and the tents are oval in shape. Within the tents for the sake of greater warmth are small inner inclosures made by hanging reindeer-skin curtains. These small inclosures are the sleeping places. As they follow their herds from one pasturage to another these tents are easily taken down, loaded on the sled, re¬ moved to the next camp and set up again. They have two kinds of boats, consisting of a light frame of birchwoood, over which is stretched seal or walrus skin. The large, open boat is called by the na¬ tives oomiak, by the Kamtchatkans bidar. These will carry from 25 to 50 peo¬ ple. The smaller boat is intended for from 1 to 3 men, and is entirely encased in skin, except the openings left for the men to sit in. These are called kyaks, kaiak, or bidarka. In hunting whales, walrus, and seals they use spears with ivory points set in bone sockets. Small birds and animals are trapped. Their gun'is a miniature rifle with a barrel not over 2 feet long. To the stock are fastened by a hinge two light sticks, which are used as supports to the gun when firing. Powder and lead are so difficult to obtain and so expensive that the hunter runs no un¬ necessary risk in using it. It is said that sometimes they hunt to recover the bullet in order to use it again. I tried in vain to purchase one of these guns. They seem to have no chiefs, their organization being largely patriarchal. If one man accumulates more deer than his neighbors, he secures a certain amount of influence on account of his wealth. Poor men, who have no deer of their own, join his band, and assist in caring for his herd, in return for food and clothing. The only law that governs the community seems to be the natural law that is found in all barbarous tribes, that of retaliation. A few years ago a feud started between a band living on the coast, and a band of deer men living in the neighborhood, during which the latter band was exterminated. They impressed me as a very unselfish people. In the distribution of the presents none seemed to think that someone else was receiving more than he. The more frequent expression of anxiety seemed to be that no one should be overlooked. They also called attention to some who were unavoidably absent, and offered to take them their share. Evidently some of them had never been 1270 EDUCATION REPORT, 1889-90. upon a ship before, and they were naturally curious to look all over it. Some¬ times when a family came off in their boat, at first only the men came aboard. After a while, as if gaining confidence, the women and children would venture. Frequently as soon as they were on deck they would sit down as if afraid to stand up. One woman reaching the deck in safety expressed her joy by throw¬ ing her arms around her husband’s neck and they rubbed noses (their method of salutation in the place of kissing). I secured from them for the museum of the Society of Natural History and Ethnography at Sitka, a number of things to illustrate their manner of living. There being a herd of some 1.500 reindeer a few miles up the coast, in order that we might visit them and the ship procure some fresh meat, after the dis¬ tribution of the presents the captain got under way and sailed up to the reindeer herd, where he again anchored. Going ashore, we found the herd on the beach, some of them apparently drinking the salt water. The winter with its unusual amount of snow had been severe upon them, so that they were very poor. They were also shedding their hair and their horns were in the velvet, so they did not make a very impressive appearance. Off to one side two sleds were standing with two deer attached to each. Getting upon one of the sleds, by motions I made them understand that I wanted a ride, and a short one was given me. The reindeer were much smaller than I had expected to find them, the majority of them being not much larger than the wild deer of other sections. The captain purchased four deer, which were slaughtered and dressed for him. When get¬ ting ready to lasso the deer the owner's family seated themselves in a circle on the ground, where probably some rites connected with their superstitions were observed. Upon attempting to approach the circle we were motioned away. After a little while the men went out and lassoed a selected animal, which was led out on one side of the herd. The man that was leading it stationed himself directly in front of the animal and held him firmly by the two horns. Another with a butcher knife stood at the side of the deer. An old man, probably the owner, went off to the eastward, and placing his back to the setting sun seemed engaged in prayer, upon the conclusion of which he turned around and faced the deer. This was the signal for knifing the animal. With apparently no ef¬ fort, the knife was pushed to the heart and withdrawn. The animal seemed to suffer no pain, and in a few seconds sank to his knees and rolled over on his side. While this was taking place the old man before mentioned stood erect, motion¬ less, with his hand over his eyes. When the deer was dead he approached, and taking a handful of hair and blood from the wound, impressively threw it to the eastward. This was repeated a second time. Upon the killing of the second animal the wife of the owner cast the hair and blood to the eastward. I did not remain to the slaughter of the other two. While the animal was bleeding to death several women and girls gathered around and commenced sharpening their knives on stones preparatory to skinning the animal, which they proceeded to do as soon as the deer were dead. Engineer Meyers photographed the herd. At 4:15 on the morning of the 25th the ship was gotten under way and we started northward. Aftar proceeding about 20 miles we ran into a large field of floating ice. The sun was shining brightly. Off upon the western horizon, clear-cut against the sky, glistening and sparkling in their covering of snow, were the Siberian mountains, while all around us. as far as the eye could reach, were great masses of heavy ice, rubbing and grinding against one another. We were six hours steaming through this ice. While in the ice the captain shot three, and secured two, hooded seal. Great numbers of waterfowl were in the open spaces among the ice. It was here that the whaling bark Sappho was crushed and sunk in 1882, and the barks Rainbow and Napoleon in 1885, and the bark Ladoga in 1889. This last vessel escaped destruction and was repaired. Just to the northward, between us and our destination, St. Lawrence Island, in 1885 the bark Gazelle was crushed and sunk. On Saturday afternoon, June 28, we sighted the snow-covered coast of St. Law¬ rence Island, and dropped anchor off the village Chib-u-chak on the northwest corner of the island. We are now in latitude 64 degrees north. The sun rises at 1:55 o’clock and sets at 10:05 p. m. Temperature at noon 40 degrees. This is the largest island in Bering Sea. It was discovered and named by Bering’s ex¬ pedition in the summerof 1728. In 1775 the island was sighted by Captain Cook and named Clark Island. On the 10th of July, 1817, it was visited by Kotzebuej's expedition in the Rurik , and in 1830 by Etolin in command of the brig Chicagof. Etolin found five native villages on the island. In 1878 the island was the scene of agreat tragedy. Starvation and pestilence carried away over 400 of the people. EDUCATION IN ALASKA. 1271 When the revenue cutter visited the island in 1880 not a man, woman, or child was left to tell the tale. In four villages the corpses of the population alone were found. All the villages on the island with the single exception of Chib-u- chak had been swept out of existence. In 1884 Capt. Healy reports, ‘*At the villages along the north shore no sign of living beings could be found, but the still decaying bodies of the unfortunate Eskimos were lying in and about the falling houses. ’’ Before we dropped anchor four or five umniaks, loaded with natives, were waiting to board us. As soon as the anchor went down they paddled up to the gangway, and from sixty to seventy men, women, and children came aboard, pre¬ pared to barter walrus tusks, ivory carvings, fur clothing, native boots and shoes, seal skin, etc. The women were more highly tattooed than any we have before met. As the captain wished to take the census of the village he had to go across to Indian Point (Cape Tchapalin), Siberia, for an interpreter. It was a five-hours run. We reached Indian Point about 6 o'clock in the morning. The natives were soon off in force with the usual things for barter, and a few to secure the services of the ship's physician. The village consisted of some 2 dozen skin tents, also a few underground huts and (*ie small frame house. Above the tide on the beach along the whole front of the village lay 1272 EDUCATION REPORT, 1889-90. the unbroken ice and snow. The village itself is on a low sandspit that pro¬ jects out into the sea. The mountains back and above the village were covered with snow, and even while we were anchored there, a driving snow storm was sweeping over them. Small cakes of floating ice were drifting around the vessel. Going ashore, I was greatly impressed with the number of the children. In all the journey I have not met so large a number. Being in Russia, our Alaskan school system can not reach them. They are an Eskimo colony, speaking the same language as the natives of St. Lawrence Island. Perhaps they could be induced to remove over there for the sake of schooling their children. At Indian Point we had eider ducks for dinner, and found them good eating. Securing an interpreter, Tommy Tough by name, the captain, on the morning of June 30, returned to St. Lawrence Island. On our way across, although an al¬ lowance of 5 miles had been made for the current, the vessel was carried 10 miles farther out of its course, making a drift of 15 miles in a distance of 40. A dense fog having set in, the ship passed north of the island without seeing ft. The fog lifting at 10:30 a. m., we retraced our course and soon after dropped anchor abreast of the village, and I went ashore with Lieut. Dimock, Dr. Holmes, and the interpreter. The houses are from 20 to 40 feet in size. For a distance of 5 or 6 feet above the ground the walls are built of driftwood, whalebone, or timbers and planks from shipwrecked vessels. These are placed on end side by side, forming an inclosure in a circular or oblong form. The cracks between these planks are stuffed with moss, fhom the top of these walls rafters made of poles are ex¬ tended across, meeting in the center. These are supported in the center by a ridge pole resting upon posts. These rafters are covered with walrus and seal skins, forming the roof. Some roofs are in the shape of a cone and others of a dome. Inside they are partitioned off around the sides with deer skin curtains. The spaces curtained off form the sleeping places. All around, inside and out¬ side, are filth, dirt, sleds, spears, snowshoes, and household utensils. The houses and tents are located with no reference to order or street lines. The sleds are shod with bone. On a few small ones, the whole runner was made of a walrus tusk. If the building is a very large one there is a row of supporting poles on each side, midway between the center and sides. Over the rafter poles are stretched walrus hides. These are held in position by rawhide ropes, attached to which and hanging down the sides of the building are the vertebrae of whales, large stones, and old iron from shipwrecked vessels. This anchorage both stretches the skins and prevents them from being blown off. These skins being trans¬ lucent let in a great deal of light. There are no windows in the house, and but a small opening, from 2 to 2i feet above the ground, for a door. Fire, when they have any, is made on the dirt floor in the center of the room. Each building is occupied by several families. Near the house is a scaffold made of posts of the jaw bones of the whale. These are 7 to 10 feet high and 10 feet wide. A series of these make the scaffolds from 20 to 30 feet long. On these are placed the skin boats, harness of the dogs, meat, etc., so as to be out of the reach of dogs. Upon one of these, attached to the whale bone cross beam, was a child’s swing made of walrus thong rope. I saw several excavations where underground houses had once been, and one such house still standing with the roof partially fallen in. The sides were com¬ posed of walrus skulls laid up like a New England stone wall. In this house were some corpses, together with the spear and arrowheads and personal be¬ longings of the dead. Large patches of snow and ice still remain inThe village, some of them being from 3 to 4 feet deep. As we passed from house to house we were followed by a crowd of dirty, but bright-looking children. From the eldest to the child which was just able to talk, they asked for tobacco, which is used by both sexes and all ages down to the nursing child. Five little girls, from 4 to 10 years of age, gave me a native dance. They commenced with a swinging motion of the body from side to side, throwing their weight alternately upon each foot. This was accom¬ panied by an explosive grunt, or squeak, as if the airwas being violently expelled from the lungs. As they warmed up, they whirled around, writhed and twisted their bodies and distorted their faces into all manner of shapes and expressions, until they would fall down with dizziness. The census revealed a total population of 270, of* whom 70 were boys and 55 girls, living in 21 houses. This is a good village for a school. One established here ought to draw to it some families from Indian Point, Siberia. They are the same people, and the two villages are about 40 miles apart. During tho summer of 1891 the Reformed Episcopal Missionary Society will establish a mis¬ sion school at this village. EDUCATION IN ALASKA. 1273 KING ISLAND. Returning the interpreter to Indian Point, the captain steamed away for King Island, which we reached about 5 p.m. on July 1. This is one of the most remarkable settlements in America. The island is a great mass of basalt rock, about a mile in length, rising from the sea with perpendicular sides from 700 to 1,000 feet above the water. On the south side the wall is broken down by a ra¬ vine rising at an angel of 45 degrees, and is filled with loose rock. A great, per¬ manent snow bank filled the bottom of the ravine from the water to the top of the mountain. On the west side of the snow is the village of Ouk-i-vak, which consists of some 40 dwellings or underground houses, partly excavated in the side of the hill, and built up with stonewalls. Across the top of these walls are large poles made from the driftwood that is caught lloating around the island. Upon these are placed hides and grass, which are in turn covered with dirt. A low tunnel or dirt-covered hallway, 10 to 15 feet long, leads directly under the center of the dwelling. This is so low that we had to stoop and often creep in entering. At the end of the hall directly overhead is a hole about 18 inches in diameter. This is the entrance to the dwelling above. Frequently in summer, these caves become too damp to live in. The people then erect a" summer house upon top of the winter one. The summer house consists of walrus hides, stretched over a wooden frame, making a room from 10 to 15 feet square. These summer houses are guyed to rocks with rawhide ropes, to prevent them from being blown off into the sea. The entrance is an oval hole in the walrus hide, about 2 feet above the floor. Outside of the door is a narrow platform about 2 feet wide, leading back to the side of the hill. Some of these platforms are from 15 to 20 feet above the roofs of the huts below them. Across the ravine from the village, at the base of the perpendicular sides of the island is a cave, into the mouth of which the surf dashesand roars. At the back of the cave is a large bank of perpetual snow. On the side of the mountain above there is a perpendicular shaft from 80 to 100 feet deep, leading down into the cave. Thiscave is the storehouse for the whole village. Walrus and seal meat is dropped down the shaft, and then stored away in rooms excavated in the snow. As the temperature in the cave never rises above freezing point, meat so stored soon freezes solid and keeps indefinitely. The women gain entrance to their storehouse by letting themselves down the .shaft, hand over hand, along a raw- hide rope. Capt. Healy had a census taken with the following result : Total population 200, of whom 33 were males and 45 females under 21 years of age. Here, as at the other Dative villages, I secured a number of articles of interest for the mu¬ seum of natural history and ethnology at Sitka. THE WHALING FLEET. At 3:15 a. m. on the 2d of July the ship anchored at Port Clarence, in the midst of the Arctic whaling fleet. Eight steamers and eighteen sailing vessels, all flying the American flag, were an inspiring sight in this far off, uninhabited bay ; almost within the Arctic Circle : and the more so. as a few months ago, in Washington, I heard a gentleman who had just returned from a trip around the world, say in a public address that in all his trip, he had seen but one vessel fly¬ ing the Stars and Stripes. Many of the whalers leave San Francisco in January, and it is their custom to gather at this point about the 1st of July before enter¬ ing the Arctic Ocean, to meet a steamer sent from San Francisco with a fresh supply of provisions, coal, etc. Soon after anchoring, the captains of the whalers began arriving in order to get their mail, for the captain of the revenue steamer, among other good offices for humanity, brings up the yearly mail for the 2,000 whalers, traders, teachers, and missionaries, and whoever else may be living in the Arctic regions of the United States. For those who have had no tidings from their loved ones at home or returns from an important business transaction, the coming of the revenue steamer is an important event. Great bundles of letters and papers were piled upon the captain's table, and again and again they were carefully scanned, each captain picking out those that belonged to himself or his crew. Some of them did this so nervously, that though they personally looked over the packet three or four different times, they still missed some, which would be detected and handed out by some one following. A few visiting Eskimos were camped upon the beach, some of them being dressed in bird instead of deer skins. 1274 EDUCATION REPORT, 1889-90. The day before we arrived the mate of one of the vessels had died, and an offi¬ cer on another vessel was very sick, dying- a few weeks afterwards. In a fleet with hundreds of sailors ar ■ some accidental cuts, bruises, etc., so that there were many calls for the professional services of the Government physician. This is another feature of the beneficent work of the revenue steamer. In Arctic Alaska in summer are 2,000 sailors on the whalers, a hundred traders and thou¬ sands of natives, covering an area of tens of thousands of square miles, and no physician except the one carried around on the annual cruise of this vessel. The value of such services can not be estimated. During our stay at Port Clarence Capt. Healy, in the discharge of his official duty, as usual, sent officers on board of every vessel to search for liquors. The large majority of the captains of the whaling vessels are opposed to the trading of liquors to the natives for furs; but there are some who believe in it, and boldly say that if the cutter did not come and search them they would engage in it, and that they do engage in it on the Siberian coast, where the cutter has no jurisdiction. The result of the search was that 11 barrels of alcohol and 6 cases of gin were seized upon one schooner and emptied into the ocean. One captain, seeing the officer coming, emptied a barrel of liquor over the side of his vessel and threw three gallon cans after it. The cans, instead of sinking, floated by the searching officer. He, doubtless thinking them empty kerosene cans, did not take the trouble to pick them up. During the past ten years hundreds of barrels of vile liquors have been emptied into the sea as the result of the vigilance of Capt. Healy and the officers of the revenue cutter. The amount of crime, suffering, and destitution thus prevented can not be overestimated. The country and all who are interested in saving the natives of this coast from the demoralization of rum owe a large debt of gratitude to Capt. Healy, who has practically broken up the traffic on this northwest coast. One of the captains reported a case of assault and-battery with intent to kill. On the 30th of June his steward had dangerously wounded one of the sailors, cutting with a razor a gash 8-§ inches long and to the ribs in depth. The steward had been in irons ever since. It was a small schooner and there was no suitable place for keeping the prisoner, who had threatened to kill the mate and fire the ship when he regained his liberty. Under the circumstances the captain was very anxious to get rid of him, and wrote Capt. Healy, as the nearest Government official, an urgent letter asking him to take the man off his hands. This is another phase of the many- sided work of a Government cutter in this vast land without law or courts. The steward being equally anxious to claim the protection of the Government, he was brought alongside in irons. The irons were taken off and he was assigned work. The commanding officers of all the revenue vessels visiting these out¬ lying portions of the country should be clothed with the powers of a justice of the peace, so that offenses could be investigated, testimony taken, and offenders arrested and bound over for trial at the United States district court at Sitka. As it is, the captain could not legally have taken this man against his will, and when the vessel arrives at San Francisco the man can go ashore a free man, escaping not only all punishment, but even an official investigation. In the harbor awaiting our arrival was the schooner Oscar and Hattie , Capt. J. J. Haviside master, laden with building material and supplies for the school- houses at Cape Prince of Wales, Point Hope, and Point Barrow. The schooner got under way that same afternoon for Cape Prince of Wales, about 30 miles distant. Upon the following day the schooner Jennie arrived with supplies for the whalers. She had on board the four teachers, Messrs. H. R. Thornton and W. T. Lopp for Cape Prince of Wales, Dr. John B. Drigg for Point Hope, and Mr. L. M. Stevenson for Point Barrow. At midnight we witnessed one of those gorgeous sunsets for which the Pacific coast is so famous. On the morning of the 4th of July all the vessels “ dressed ship” in honor of the day. At 8 o'clock a. m. we got under -way, reaching Cape Prince of Wales at 1:25 p. m. The captain very kindly sent Prof. Thornton and myself ashore at once, and we celebrated the 4th of July, 1890, by locating at this extreme west¬ ern end of the western hemisphere the site and laying the foundations of the first schoolhouse and mission on the Arctic coast of Alaska. From this school is visible to the north, the Arctic Ocean; to the south, Bering Sea, and to the west. Bering Straits, the coast of Siberia, and Diomede Islands. The cape is a bold promontory crowned with groups of needle rocks. As we had a teacher on board, we could trace the resemblance of one group to a teacher and pupils. Back of the coast the mountain peaks rise to the height of 2,596 feet. At the base of the promontory is a low sand spit, upon which is built the native village of King-e-gan. This school is one of the contract schools of the U. S. Bureau of Education and is in charge of the American Missionary Association of the EDUCATION IN ALASKA, 1275 1276 EDUCATION REPORT, 1889-90. Congregational Church. The money needed for its establishment was contrib¬ uted by the Congregational Church of Southport, Conn., Rev. William H. Hoi- man, pastor. At Port Clarence volunteers were called for and through the courtesy of the several captains the following carpenters offered their services without pay in the erection of the schoolhouses at Cape Prince of Wales and Point Hope : Charles Johnson, of the steam bark Thrasher; James Hepburn, of the Balena; Edward E. Norton, of the Orca, and A. S. Curry, of the Grampus. Capt. Healy sent off 2 carpenters and 10 or 12 men from the Bear. While the house was building Capt. Healy took the ship over to (Krusenstern) Little Diomede Island to take the census of Imach-leet. Upon our arrival it was storming so badly that he was compelled to continue on over to the Asiatic side for a safe anchorage. On the third day, the storm having abated, we started for Imach-leet, calling at East Cape on our way. We also passed close to Inug-leet, on Ratmanoff Island, but did not go on shore. Bering Straits, which separate the American and Asiatic continents, are 40 miles broad. These straits were first passed by Capt. Bering in August, 1728, who demonstrated the fact that Asia was separated from America. It remained for Capt. Cook, in August, 1778, to complete Bering's discoveries and give to the world the exact relations of the continents to each other. Nearly in the center are Big and Little Diomede (Ratmanoff and Krusenstern) islands. The former belongs to Russia, and the latter to the United States. As these islands are only 2 miles apart, Russia and the United States are here close together. Imach-leet, like* Inug-leet and Ouk-i-vak, is built upon the steep side of a mountain, and is the filthiest place yet visited. Being so close to the Asiatic settlements, it is the gateway of much of the liquor smuggled into this section of Alaska. A school with an efficient teacher at this place would prevent much of this illicit traffic and accomplish a great work. As we returned to King-e-gan we sailed close to Fairway Rock, the Indian name of which is Oo-ghe-e-ak, and is said to signify, “ Thanks to God,” because there is room to shelter two native boats which may be overtaken in this part of the sea by a storm. Fairway Rock is a quarter of a mile in circumference and from 300 to 400 feet high. It is one of the natural danger-signal stations of Bering Sea and the Arctic, being occupied by myriads of birds, which, by their continual cries in thick and foggy weather, warn the navigator of his proximity to the rock. At King-e-gan the captain picked up his carpenters and sailors, who had fin¬ ished the school building, and on the afternoon of July 12 we started northward through Bering Straits into the Arctic Ocean. Twenty -four hours later we crossed the Arctic Circle and were in “ the land of the midnight sun.” July 13 Capt. Healy anchored off Schishmareff Inlet to take the census. At the time of Capt. Beechey’s expedition in 1826 there was a large native village here. Now it is reduced to a very small number. In visiting the camp upon shore I came acrQss the oldest-looking native that I have seen this season. A number of the natives visited the ship. Wild ducks were so plentiful that the captain bought a couple of dozen for the table at the rate of a cent apiece. The next morning we anchored off Cape Blossom, in Kotzebue Sound. This sound was discovered on the 1st of August, 1816, by Capt. Kotzebue, in command of the JRurik , fitted out by Count Romanoff, of Russia, to discover the northwest passage. In September, 1826, it was visited by Capt. Beechey in the British ship Blossom, who was cooperating with Sir John Franklin, Frank¬ lin working from the eastern side toward the west, and Beechey from the western side eastward . The two expeditions failed to make connection. While in the sound Capt. Beechey buried a cask of flour. In July, 1850, the ships Herald, Capt. Hellett, Plover, Capt. Moore, and the Investigator, sent by the British Ad¬ miralty in search of Sir John Franklin, and the schooner yacht Nancy Dawson, under her owner, Robert Shedder, visited the sound. The flour buried nearly a quarter of a century before was found in good condition, and a dinner party given, at which were cakes and pies made from it. In Eschscholtz Sound, the southwest arm of Kotzebue Sound, are cliffs from 20 to 80 feet in height, which rise into hills between 400 and 500 feet above the sea. At the time of Kotzebue’s visit this cliff was supposed to be an immense ice¬ berg, covered with a foot of soil and grass, but was found by Capt. Beechey to be frozen earth. The interesting feature of the cliff is that it contains a large deposit of fossil ivory, mammoth tusks, teeth, and bones. I secured portions of two mammoth tusks and two teeth. One afternoon Lieut. Buhner and myself started to visit some of the native villages. After going about 15 miles we got on the shoals and were compelled EDUCATION IN ALASKA. 1277 to return to the ship. While absent we landed and visited some native graves. There is a row of them extending for miles along the beach. As there is a frozen subsoil, rendering it very difficult to dig graves, the dead are wrapped up in seal skins, which are securely tied and then deposited above the ground in the forks of poles or elevated platforms so high above the oarth that the wild animals can not reach them. The whole landscape out from under the snow was covered with beautiful wild flowers, and we were covered with mosquitoes that swarmed around us in clouds. We saw very few natives on the beach, they being largely at Sheshalik, on the north side of Hotham Inlet. When the ice leaves Kotzebue Sound in the summer the beluga, or white whale, comes in, and the natives come down the rivers by hundreds from the interior to hunt him and later on to barter with the coast tribes. About the middle of July the run of the whales is over, and that of the salmon commences on the Cape Blossom side of the inlet. The popula¬ tion then change their tents from the north to the south side of the inlet. In the mean time the Alaskan and Siberian coast natives are arriving day by day, until in August from 1,500 to 2,500 people are gathered on the spit north of Cape Blossom, fishing and trading. This is the great international annual fair and market of Arctic Alaska. The natives of the interior here barter their beautiful furs with the natives of the coast for seal oil, walrus hides, and seal skins, and with the natives of Si¬ beria for reindeer skins, whisky, and breech-loading firearms, cartridges, etc. Formerly these gatherings were visited by schooners, fitted out at San Fran¬ cisco and Sandwich Islands, with cargoes of liquor in bottles labeled “ Florida Water,” “Bay Rum,” “Pain Killer,” “ Jamaica Ginger,” etc. This traffic has largely been broken up by the visits of the revenue cutters. A schooner was at anchor off Cape Blossom when we arrived. Seeing the cut> ter it weighed anchor and sailed away, but not before an officer had been sent on board to search her. Although no unusual supply of liquor was found on board, yet that afternoon a native and his wife were found drunk from liquor received from this vessel. They were brought aboard the cutter, testified where they se¬ cured the liquor, received a reprimand, and upon the promise of not drinking again, were let go. On the north side of the sound is the entrance to Hotham Inlet into which empty two large rivers, the Kowak and the Noatak. Although the existence of these rivers was known in a vague way by reports from native sources, they were first explored and mapped in 1883, 1881, and 1S85 by expeditions fitted out by Capt. Healy, commanding the Corwin . As the larger number of natives whom I wished to see had not yet arrived the captain concluded to go on and fulfill his duties farther north and return here before the people should separate, conse¬ quently, on the morning of the 16th, with a fair wind, he sailed northward. We were soon abreast of Cape Krusentern, where, in July, 1886, the John Carver was crushed in the ice. On the morning of the 17th we dropped anchor off Cape Thompson to water ship. The ship's boats were taken ashore and filled with fresh water from a creek. The boafs were then rowed back to the ship and the water pumped from them into the ship’s tanks. By noon the tanks were full and we had on board a month’s supply of water. In the afternoon the sailors were allowed to go ashore and wash their clothes. Soon after anchoring the natives began to come on board and the deck was covered with them all day. Cape Thompson is a bold, rocky bluff 1,200 feet high. It is a remarkable cliff geologically, showing a great fold of the earth's crust. The face of the cliff is also a great bird rookery, birds by the thousand and tens of thousands nesting in the cracks and upon the projections of the rocks. Wishing some egg shells a party of natives were hired for a few crackers to get some eggs. Taking a rope with them, they scaled the cliffs, and letting one of their number down the face of the precipice with the rope he soon gathered two bushels and a half of eggs. Leaving Cape Thompson at 5 o’clock p. m. we reached Point Hope about 11 p. m., and dropped anchor in the midst of twelve vessels, largely belonging to the New Bedford whaling fleet. The captain immediately dispatched a boat for mail to the bark Thomas Pope that had come up from San Francisco with sup¬ plies to the whalers from New Bedford. In due time the boat returned with a batch of papers as late as June 10, but no letters. It then being nearly midnight I concluded to remain up and see the midnight sun, which dipped about half way into the water and then commenced to rise again. At the setting it was partially obscured by a cloud, but the rising was cloudless and beautiful. Point Hope is a narrow stretch of land extending out into the Arctic Ocean, some 16 miles from the general line of the coast. This gives it its native name Tig-e-rach (Finger.) It has evidently been formed by two great fields of ice 1278 EDUCATION REPORT, 1889-90. grounding- on the bottom and pushing the sand in a ridge before them, until the ridge rises above the ocean. Between these parallel ridges is a lake extending nearly the entire length of the peninsula. Formerly the cape extended still farther into the ocean, but one year the ice pack came along with such force as to cut the end off, sweeping away with it a number of underground houses. For three days we lay at anchor riding out a southern gale. Ten days later (July 28), at the same place, in a similar storm, the Thomas Pope, having not yet fin¬ ished discharging her freight was driven into the breakers and wrecked, and her crew was received on board the revenue cutter by Capt. Healy. On Mon¬ day, July 21, the storm having abated, the ship was moved nearer the village and I went ashore to inspect the school building, which was in process of erec¬ tion by Capt. Haviside and the volunteering carpenters who had preceded us from Cape Prince of Wales, where Capt. Healy had remained to finish up the work on that school building. Capt . Healy sent his carpenter and a num¬ ber of sailors on shore t3 assist in the work. By night the building was finished and ready for occupancy. This is the second of our new schools in the Arctic. It is a contract school under the supervision of the Mission Society of the Prot¬ estant Episcopal Church. The teacher is John B. Driggs, M. D. The advisa¬ bility of the establishment of a school at this point was represented to me last fall by Lieut. Commander Charles H. Stockton, U. S. Navy, who had just re¬ turned from a cruise on this coast. Bringing the matter to the attention of Hon. W. T. Harris, LL. D., United States Commissioner of Education, and through him to the honorable Secretary of the Interior, I had the privilege of securing the establishment of schools for the Arctic Eskimo at that place. While at Point Hope I visited the native village, but few of the people being home. I also visited the cemetery; the dead, tied up in deer and walrus skin blankets, are laid on platforms above the reach of dogs and wild beasts. The present population is about 300. But in the year 1800, when this was the lead¬ ing tribe on the Arctic coast, the village is supposed to have had a population of about 2,000. In that year their power was broken by a great land and sea fight near Cape Seppings, between them and the Ncoatoks of the interior. In this disastrous battle their leading hunters being killed, a famine set in which car¬ ried away half of the remaining inhabitants. During the day a number of na¬ tives came on board. Among them were three from Cape Prince of Wales. Last winter while out on the ice after seals, the ice broke loose from the shore and floated out to sea, carrying them with it. They were on the ice drifting helplessly about in the Arctic Ocean for a month or six weeks, when the floe finally went ashore at Cape Thompson, 150 miles north of where they started from. The party of five were reduced to the greatest straits for food, even eat¬ ing up their boots. One died on the ice, and a second soon after landing, leav¬ ing three to be returned on the cutter to their friends and homes. Last winter two men on the ice hunting were drifted away from this place and have never been heard from. Four ships have been wrecked here in late years. The Louisa and the bark John Howland in 1883; the Thomas Pope in 1890, and the Little Ohio in 1888. In connection with the latter wreck, the officers and 30 men were drowned. Among those that were saved was a sailor, who took a position at the whaling station. Last winter while en route from Cape Lisburne coal mines to Point Hope, he froze his feet so badly that mortification set in. Upon the arrival of the Bear he was received on board for medical attendance, and his toes were amputated by the surgeon. In 1887 a San Francisco firm established a whaling station several miles from the village, the influence of which has been demoralizing. The natives are now recruiting their numbers by purchasing children from the interior tribes, which children, as they grow up, become a part of the tribe. The market price for a child is a seal skin bag of oil, or a suit of old clothes. Having attended to everything that was necessary at Point Hope, and paid off the natives who assisted in the erection of the schoolhouse, our mail was sent over to the Thomas Pope, which was soon to sail for San Francisco, and at 10 o'clock a. m. on the 22d of July we sailed north with a fair wind, passing Cape Lisburne at 1:35 p. m. From Cape Lisburne the coast turns to the east¬ ward at almost a right angle, the general trend being to the northeast until Point Barrow, the most northern limit of the continent, is reached. Cape Lis¬ burne, 849 feet high, is a bold bluff of flint and limestone, abounding with fossil shells and marine animals. It is also in its season a noted rookery for birds. The immediate vicinity is said to be the flower g-arden of the Arctic (Koog- Moote) on account of the number and variety of the wild flowers. From Cape Lisburne there is a uniform descent and breaking down of the hills for 50 miles EDUCATION IN ALASKA. 1279 to Cape Beaufort. At Cape Beaufort is the last point where the hills reach the coast. Soon after leaving the cape, the ice has pushed up the sand, forming a shingle or outer coast, running parallel with the real coast. This outer coast is a strip of sand with a varying width of 900 to 1,000 feet, about 0 feet above the level of the s a, and extending 120 miles north. The body of water inclosed be¬ tween the two coasts is from 2 to 6 miles wide. From Cape Lisburne to Cape Beau¬ fort are extensive coal mines, at which some of the steam whalers replenish their exhausted supplies. ' This season over 500 tons have been mined by the whalers. At Cape Beaufort the geological formation is sandstone, inclosing petrified wood and rushes, with veins of coal. Drift coal was found on the beach almost up to Point Barrow. During the night the wind gradually grew stronger until towards morning, when we encountered a heavy southwest gale, causing Iho ship to roll until it was a most impossible to keep in bed. At 11 o'clock a. m., on the 24th of July, we were in thi midst of floating ice, and at noon anchored off Cape Collie. Soon the musquitoes began to swarm on board, and the captain moved his anchorage farther out to sea. We were again in the midst of the whaling fleet, and at the edge of the ice pack which prevented farther progress to the north. The Arctic pack’- is the name given to that large body of perpetual solid ice in the Arctic Ocean extend¬ ing from the coast of Alaska across to Siberia. Its southern limit is constantly 1280 EDUCATION REPORT, 1889-90. changing with the severity of the season, and the course of winds and currents. Its southern edge is also irregular, sometimes containing openings or canals ex¬ tending into the pack for miles, these are called “leads.1’ A wider and shorter opening is called a “pocket.” In August, 1778, Capt. Cook found the southern edge of the pack resting on Icy Cape, 40 miles south of our present anchorage. It was a compact wall of ice, 10 feet above the water and from70to 90 feet under the surface, extending west of north and east by south, from continent to continent. In 1826 Capt. Beechey did not meet it until near Cape Smyth, 120 miles farther north. August 20, 1879, the fleet reached the pack at Blossom Shoals, off Icy Cape. August 10, 1885, the pack was at our present anchorage. Cape Collie is at the north side of the entrance to Wainwright Inlet, an extensive lagoon into which empties a considerable river from the interior. After lunch I accompanied Lieut. Dimock and the interpreter ashore, on a visit to the native village of Koog-moote. On account of the shore ice making out some distance from the beach, we had great difficulty in landing and still greater danger in embarking again. Along the outer edge was a mass of detached pieces of ice that under the influence of the waves were bobbing up and down and constantly shifting their position. The greatest care had to be taken lest our small boat should be caught and crushed. And when we got upon the ice and attempted to make our way from one cake to another the peril was still greater. Although our heads and faces were covered with mus- quito netting, the little insects managed to get inside and make our stay ashore a torment. Arctic ptarmigan were abundant. The first party of natives we met were eating reindeer meat. Taking a large chunk in the left hand and fastening upon it with the teeth, a knife held in the right hand was passed up¬ ward close to the mouth, severing a piece as large as could be conveniently chewed. I think a beginner at this method of carving meat would slice off the end of his nose. I counted twelve underground huts in the village, none of which were occu¬ pied. The larger portion of the people were inland hunting reindeer. The few remaining at the village were living in tents, their winter houses being partly filled with water. While on shore I walked out on the ice to the hull of the George & Susan. This bark was wrecked on the 10th of August, 1885, to¬ gether with the Mabel. Three of the crew were drowned in getting ashore, and some of those that escaped were in an exceedingly critical condition for several hours after they were rescued by Capt. Healy and taken aboard of the revenue cutter Corwin , which was anchored in the neighborhood. Early on July 25 we started in search of the “ice pack,” which we found 5 miles away. After skirting the pack a short distance, the captain returned in shore and anchored off Point Belcher. At this point is another small village (She-rah-rack) of twelve winter hunts, which I visited. But three or four fam¬ ilies remained in the place, the others being off hunting the reindeer. On July 26 it snowed nearly all day. At 11 p. m. the captain again started out to examine the condition of the ice. After skirting the edge of the pack for some distance we returned and anchored of Cape Franklin. In the after¬ noon the captain changed his anchorage a few miles north, off Sea Horse Is¬ lands. While lying here at anchor Capt. Healy secured for me two nests and eggs of the eider duck. We are now in the midst of the Arctic graveyard of ships. In the last 20 years from 75 to 80 vessels connected with the whale trade have been wrecked on the American side of the Arctic coast, and from 15 to 20 on the Asiatic side. In 1871 33 ships were caught in the ice near here and abandoned, and 1,200 sailors were cast helplessly on this sterile coast, with an insufficient supply of provisions, and for 100 miles the ice pack was solid between them and escape. There was then no refuge station at Point Barrow, but fortunately they were able to get south along the coast until they met some ships that took them off. Again, in 1876, 13 whaling vessels were caught in the ice off these same Sea Horse Islands and drifted helplessly to the north of Point Barrow, where they were abandoned. To the northward the Daniel Webster was crushed in the ice in 1881, the steamer North Star in 1882, and schooner Clara Light in 1885. A little to the south of this point the bark John Howland was stove in by the ice off Point Lay in 1883, steamer Bow Head off Point Belcher in 1884, the Mabel and George and Susan off Point Collie. A little west of this point the barks Mt. Wollaston and Vigilant were caught in the ice in 1879, and no tidings have ever come from vessels or crews. On the 8th of August, 1888, the barks Fleetwing , Young Phoenix , Mary and Susan , and schooner Jane Gray were lost in the ice off Point Barrow, 160 of their crew being rescued by Capt. Healy, who was in the vicinity. It is when a ship reaches the ice that extreme watchful- EDUCATION IN ALASKA. 1281 ness and care is demanded ; the smallest change of wind, currents, or ice being noted and weighed, which means to tho commanding officer days and nights of sleepless anxiety. It was in one of these seasons of anxiety that Capt. Healy spent 75 consecutive hours in the crow's nest at the masthead, his food being taken up to him. On the 30th of July we were getting tired of our enforced delay. We had been a week off Point Belcher and Sea Horse Islands, waiting for the ice pack to swing off the shore and let us forward. That night, as wo were upon deck watching the midnight sun, a large field of shore ice was seen drifting toward us. For a little the good ship held fast as the great cakes broke on her bow and ground against her sides : but by and by the pressure became too great and she dragged her anchor, and commenced drifting toward the shoals. Steam was at once raised, the anchor weighed, and the ship set at work bucking her way through the ice. Once under way the captain concluded to go on until again stopped by the ice. Threading his way carefully through masses of float¬ ing ic2, he reached and anchored cn the morning of July 31 off the village of Ootkeavie, near Point Barrow. Upon communicating with the shore it was found that the ice had leftiwo days previous, and that the first vessels had ar¬ rived a few hours before. Masses of ice were still floating by in the current and grounded icebergs lay between the ship and the beach. Ootkeavie, next to Cape Prince of Wales, is the largest village on the Arctic coast, numbering about 300 people. In 1881, 1882, and 1883 it was occupied as one of the stations of the In¬ ternational Polar Expedition. The house built by Lieut. P. H. Ray for the use of the expedition has been leased to the Pacific Steam Whaling Company, and is used by them as a whaling station and trading post, the gentleman in charge being Mr. John W. Kelly, who has given the world an interesting monograph on the Arctic Eskimo, together with an Eskimo-English vocabulary. Both were published last spring by the United States Bureau of Education. This is also the location of the Government refuge station for shipwrecked whalers. Within the past 10 years some 2,000 sailors have been wrecked on this Arctic coast. So far they have been fortunate in finding vessels within reach to carry them south to civilization, but the occasion is liable to come any season when they will be compelled to winter here. This to a large body of men means slow starvation and death. They could not subsist on the country, and there is no adequate provision within 1,500 or 2,000 miles; and when the long Arctic winter sets in no power on earth could reach them with help. To provide against any such horrible tragedy Capt. Healy early saw the necessity of having an ample supply of provisions stored at some central place in the Arctic. The plan grew and took shape in his own mind. He enlisted his friends and the men interested in the whaling industry, particularly in New Bedford and San Francisco, and finally, after many vexatious delays that would have discouraged a less persist¬ ent man, Congress voted the money for. the erection of the buildings and the procuring of the provisions. Last year Capt. Healy brought up the materials and erected the main build¬ ing, which is a low one-story building, 30 by 48 feet in size. The walls, roof, and floor are made double, as a protection against the intense cold of this high north¬ ern latitude in winter. It will accommodate 50 men comfortably; it can shelter 100 if necessary. The house has provisions for 100 men 12 months, and is ap- mirably adapted for its purpose. This year Capt. Healy had on board the ma¬ terial for the construction of a storehouse, also an additional supply of pro¬ visions, clothing, and coal. The Ootkeavie is one of the villages selected by the United States Bureau of Education for the establishment of a school, the contract for which was given by Dr. Harris to the Board of Homo Missions of the Presbyterian Church. The money necessary for its establishment was generously contributed by Mrs. Elliott F. Shepard, of New York. The teacher is Prof. L. M. Stevenson, of Versailles, Ohio, who reached the place on July 30, 1890. Owing to the short¬ ness of the time and the great distance from the source of supplies, and the dangers of Arctic navigation, I was able to secure material this season for only two of the school buildings and teachers’ residences tc be erected in the Arctic. These were placed at Cape Prince of Wales and Point Hope. Next season I hope to erect one at Point Barrow. In the mean time, through the courtesy of Capt. Healy, representing the Treasury Department, I secured a room for tho school in one of the Government buildings. This is the most northern school in America, and with but one exception in the world, being in latitude 71° 23' north. At this point the trend of the continent turns to the eastward. However, on this point tho ice has pushed a low ridge of sand, which exlends from 8 to 10 miles farther north. On the end of this sand spit is a small village called Nu- ED 90 - 81 1282 EDUCATION REPORT, 1889-90. wuk. On the sand spit midway between the villages is a hunting station, where the natives congregate for weeks in summer to kill ducks, as they pass to and fro from water to water over the sand spit. Thousands upon thousands are killed here every season. On the day of our arrival I spent the whole time on shore arranging for the school. That evening the wind that had been freshening up all afternoon increased to a gale. The barometer was going down, down, down ; heavy masses of ice were drifting by when the captain gave orders to weigh anchor and make a lee on the northeast side of Point Barrow, whither 16 vessels of the whaling fleet has preceded us. In a similar storm last summer, shortly after the Bear left her anchorage at Ootkeavie, the ice came in and piled up 30 feet high on the very spot the vessel had left. The storm proved the severest we had en¬ countered this season, changing the configuration of the coast line for miles. At Ootkeavie, 20 tons of coal just landed for the use of the Government school, was either swept out to sea or buried deep under the sand — no trace of it could be found. All day long, on the 1st of August, the gale howled and shrieked through the rigging, but the Bear rode it out in safety. In the evening a new danger pre¬ sented itself. It was found that the great ice pack, which was only 5 to 7 miles distant was closing in upon the shore . and soon we would be prisoners shut up in an ice trap. From this there would be no escape until the wind changed and drove the ice again off shore. This was the condition of things on August 1, 1888. A number of the whalers had shifted, for protection, their anchorage from the west side of Point Barrow to the east side. The wind that had in¬ creased to a gale suddenly veered around from the southwest to the north, caus¬ ing a heavy sea to break upon the bar. At 9 o’clock that night, the schooner Jane Gray, parted her cables and drifted against an iceberg — knocking a large hole in her side. She filled rapidly and sank, the crew taking to the small boats. The next to slip her moorings was the bark Phoenix. She struck the bar and sunk. Her crew drifted about in small boats for six hours in that terri¬ ble storm before they were picked up. Then the barks Mary and Susom, and Flettwing went on to the bar and pounded to pieces. Several other vessels parted their cables, sustaining more or less danger. In that fearful storm, when the waters of the Arctic were lashed into billows of foam, hurling masses of ice about like driving snow flakes, in the midst of snapping chains and crushing spars and tattered sails, when it seemed certain destruction to lower a small boat, the revenue cutter Bear rode the storm in safety, and her trained crew, under the direction of Cap. Healy, were venturing their lives and performing prodigies of valor in rescuing shipwrecked sailors. When the storm abated, 160 rescued men were on the decks of the Bear. On this occasion, fortunately for us, the storm abated before the ice reached us, and August 2 gave us a beautiful afternoon, of which I availed myself to go ashore. The western and northern coast of America terminates at Point Barrow in lati¬ tude 71° 23' north and longitude 156° 10' west. Beyond this the coast trends to the eastward and southward. On the east side of the point is the native village of Nuwuk, which consists of a number of underground houses. But few families were home at the time of our visit, and they were mainly living in tents outside of their winter huts. The first white man to visit this place was Master Elson, of H. M. S. Bossom (Capt Beechey’s expedition), in August, 1826. One hundred and forty-six miles to the eastward in Return Reef, the westernmost point reached by Sir John Franklin in his journey to form a junction with Capt. Beechey’s ex¬ pedition. The next visit by white men, was that of Capt. Simpson, of the Hudson Bay Company, who, in 1837, made the journey from the Mackenzie River. During the winters of 1852, 1853, and 1851 H. M. S. Plover wintered in Elson Bay to the east of the point. Now a United States revenue marine vessel and many whaling ships visit the place annnally. Soon after returning to the Bear from the village, the captain was visited by Capt. Sherman, of the steam whaler William Lewis , and informed that the tender of the New Bedford whaling fleet, the bark Thomas Pope, which we had left but a few days before at anchor at Point Hope, was wrecked in the breakers at that point, on the 28th of July, and that the crew wished to be received on board the Government vessel and taken back to civilization. Consent having been obtained, the ten shipwrecked men were soon after sent onboard. As the captain had on board the' Rear the materials for a Government storehouse at the Point Barrow refuge station, he concluded to return at once to that place, and discharge his freight, that more comfortable quarters might be made for the shipwrecked sailors. EDUCATION IN ALASKA. 1283 The weather was beautiful, the ocean smooth, and the sail exhilarating. At midnight the sun was visible in the northwest, and the full moon in the south¬ east. At 1 a. m., August 3, the ship anchored atOotkeavie, where we remained a week while the ship’s carpenters were building the Government storehouse, and the captain inspecting the refuge station. During the week, among the callers was Mr. J. B. Vincent, the hero of the shipwreck of the bark Napoleon, off the cost of Siberia. Mr. Vincent is now second mate on the whaling bark Abram Barker. One afternoon Capt. Gifford, of the bark Abram Barker, came on board and represented that his engineer, a Russian, had made two or three attempts to dis¬ able the engine, upon which the safety of the ship depended, that he had the man in irons, and requested Capt. Healy to take him off his hands, as a dan¬ gerous character. The accused man himself joined in the request, and was re¬ ceived on board. This is another instance of the many sided and anomalous character of the officers of a revenue vessel in these waters beyond the reach of courts and law. This is another instance where the commanding officer of the revenue service should have power to investigate, arrest, and commit criminals to the United States district court for trial. As it is, a marf who endeavored to wreck a ship, and endangered many lives, goes free. In 1882 Lieut. Ray's party dug a well to the depth of 37.5 feet for observing the temperature of "the earth. The entire distance was made through frozen sand and gravel. At the bottom of the shaft the temperature remained, win¬ ter and summer, uniformly at 12° F. At the depth of 20 feet a tunnel was run 10 feet and then a room 10 by 12 feet size excavated for a cellar. In this room the temperature never rises above 22° F. Birds and meat, placed in this room, freeze solid, and remain so until taken to the kitchen and thawed out for cook¬ ing. While at the station I descended into this unique storage house. The carcasses of several reindeer and dozens of eider ducks were taken from it, and presented to the ship, making a very welcome addition to our table fare. In the spring of 1883, 500 ducks were stored there at one time. At Ootkeavie the captain, at the request of the father, received on board a half-breed Eskimo boy. about 5 years of age, who is to be forwai*ded to the industrial training school at Sitka, for "an education. On Saturday, August 9, the inspection of the refuge station being completed, the storehouse finished, and arrangements for the school perfected, preparations were made to return southward. At 4:10 p. m. the anchor was weighed and the vessel steamed north a few miles to procure the last letters of the whaling fleet. The Stars and Stripes were hoisted to the top of the mainmast as a signal that we were about sailing. Soon after anchoring in the midst of the fleet the boats began arriving, bringing off packages of letters. At 9:15 p. m. the flag was low¬ ered, the anchor weighed, and the Bear steamed slowly away en route to civili¬ zation. As we passed by the ships, one after another dipped their flags and bade us an Arctic farewell, with many wishes for a safe voyage. Great masses of heavy black clouds lay along the whole northern horizon, like a curtain to hide the unknown regions beyond. To the east of us lay the low land spit that marks the northern limit of the continent, the native village of underground huts, and the white canvas and skin covered tents of the visiting natives from the interior. To the west of us the sun was preparing, at 10 o'clock p. m.. for a most gorgeous sunset ; and south of us, as if symbolical of the lands of light, privilege, and comfort, to which we were to return, there was not a cloud to be seen in the beautiful sky. At 10 o’clock p. m. we passed the school and refuge station, and soon they faded from sight and were left far behind us, in their Arctic solitude, until the Bear again visits them a twelvemonth hence. On the 11th of August the captain anchored off Cape Sabine to water ship. In this vicinity are extensive and valuable coal banks. On the beach were several deserters from the whaling ships, who begged hard to be received on board and taken out of the country. One of their number had been drowned. Every year men desert from the whalers’; some of these die from exposure, others are picked up by the Bear, as in the present case, and a few remain in the country, descending at once to the level of the natives, demoralizing and doing them much more harm than a missionary can do good. On the 12th, in rounding Cape Lisburnc in a gale, the jib boom and sails were carried away, and the ship ran back and anchored in the lea of the cape. The country in the vicinity of the cape has been called the flower garden of the Arctic, on account of the number and variety of beautiful wild flowers. On the 13th. although the storm had not fully subsided, the Bear was got under way, and that afternoon anchored by the hull of the wrecked Thomas Pope, abreast of the schoolhouse at Point Hope. 1 went ashore, but found the schoolhouse locked up, and Dr. Driggs, the teacher, absent. 1284 EDUCATION REPORT, 1889-90. On the morning- of August 15, we bade good-by to Point Hope, and the fol¬ lowing morning, at 8:40 o'clock, dropped anchor off Caps Blossom, Kotzebue Sound. The day being pleasant I accompanied an officer to the great interna¬ tional fair of the Arctic, some 12 miles distant from our anchorage. There were about 1,500 natives assembled from many and widely separated sections of the country — from Alaska and Siberia. Many were living in tents, but fully half had constructed shelters by turning their umiaks or boats upside down. As I passed their shelters, my attention was again and again called to the sick. To be sick beyond the reach of a physician, with poor care and poorer accommoda¬ tions, arid without knowledge of even the commoner remedies, is distress itself. As I see these people, so kindly disposed in life, with a smile of welcome to the stranger, and then see them languishing in their comfortless shelters, with but a few days or weeks removed from death, my heart goes out to them in inex¬ pressible longing, and I wish I could tell them the story of the Cross and intro¬ duce them to the hopes and joys of the gospel. Perhaps I may, at no distant day. secure for their children a mission and boarding school. Tbje beach was covered with racks, upon which hung long rows of salmon, drying for winter food. At 3:35 p. m., on the 27th, having a fair -wind, the cap¬ tain weighed anchor and sailed for Cape Prince of Wales. On the afternoon of the 19th. we passed through Bering Strait, and bade good-by to the Arctic Ocean. The sea was so rough that the captain gave up all hope of being able to land at the cape. But during the afternoon the wind died out and the sea calmed down, so that he was able to run in shore and anchor abreast of the vil¬ lage at 6 o'clock p. m. We could not have landed through the surf the day before, the day after, or at any other time that day. God's providence stayed the waves sufficiently long for us to visit the shore and transact our business. Had we passed by without stopping the teachers would have been ^unable to send down their orders for the annual supply of provi-ions, and next'year they would have been unsupplied. As it was I had four hours with them. The wind increasing, at 10 o’clock we were again under way. On the 20th we steamed by King and Sledge islands (the sea being too rough to land}, and at noon on the 21st dropped anchor off St. Michael, Norton Sound. Soon after we had a call from Mr. Henry Newmann, agent of the Alaska Commercial Company, and Rev. William H. Judge, a Jesuit priest, who has lately come to the country to engage in the school work of the Roman Catholic Church on the Yukon River. St. Michael is located on the first good} site for a trading post north of the delta of the Yukon River, and is the headquarters of the trade of the Yukon valley. To this point the furs collected at the trading posts in the interior, some of them 2,000 miles distant, are brought for reshipment to San Francisco. About half a mile from the trading post is a small native village. The trading post was established by the Russians in 1835, 'and is now occupied by the Alaska Commercial Company. A blockhouse and some of the original buildings are still standing. Through the courtes3r of Mr. Henry Newmann, two small Rus¬ sian cannon, one of which was originally used in the defense of the place and the other in protecting the boating expeditions up the river, were sacured for the collection of the Alaska Society of Natural History. At St. Michael 1 received a good account of the schools, nine of which receive their supplies and mails at this point. It is said of one of the missionaries, who is some 2,000 miles, more or less, up the river, that when he saw his freight bill of $125 per ton for transportation from St. Michael to his station, he added a petition in his prayer that freight might be reduced. During the stay at St. Michael two interesting boys, Wil¬ liam and George Frederickson, from Anvik, on the Yukon River, were received on board to accompany me East. Their father, a trader, is sending them to New York for an education. After a pleasant visit of two days, the Bear took her departure for Nunivak island. On the following Sabbath night, and through all Monday, we were steaming around the island, that the captain might secure the census. Finding that the people were scattered, hunting and fishing, and be¬ ing warned by the few natives he met of dangerous rocks and reefs, and the waters being uncharted, on Monday evening the captain turned around and steamed for St. George Island, which we reached on the morning of August 27. Nearing the island, a schooner was seen crowding on all sail to get out of our way. As the captain had not yet received his instructions, which were await¬ ing his arrival at Unalaska, and had no authority to make any seizures, the schooner was allowed to proceed unmolested. She was one of the many pirati¬ cal vessels that are fitted out at Victoria, British Columbia, and San Francisco, to hunt seals in Bering Sea contrary to law. In 1886 there were 21 such ves¬ sels from Victoria alone, and the catch was 35,559 skins. In 1887 there were EDUCATION IN ALASKA. 1285 20 vessels from Victoria. 8 of which were seized ; the catch was 27.624 skins. In 1888 there were 19 British vessels, with a total catch of nearly 30,000 skins. In 1889, 23 British vessels, and this year 22 British and 12 American vessels en¬ gaged in seal piracy. Their methods of operation are so wasteful that the num¬ ber of skins taken does not begin to, represent the number of seals killed. They necessarily hunt out to sea, where they largely kill the females heavy with their young. A large percentage of the seals shot sink before they can be secured, so that many authorities state that the 20,000 to 30,000 secured represent from 150,- 000 to 200,000 seals destroyed. This wasteful method is rapidly annihilating the fur seal, so that if our granddaughters are to have seal -skin sacques the Govern¬ ment will need to take more stringent measures for the protection of the seal. The indiscriminate slaughter of the seal while passing to their breeding grounds has caused such a scarcity on the seal islands, that while the Government allows 100,000 males to be taken annually, this year the vessels have been able to se¬ cure but 21,000 skins. The piratical vessels fitted out at Victoria. British Columbia, to hunt seal have caused the international complications known as the “ Bering Sea diffi¬ culty,” which are now the subject of negotiations between the State Depart¬ ment and Great Britain. WHALING INDUSTRY. As early as the year 1841 fifty whaling vessels had found their way from New Bedford and Boston to Bering Sea. From 1842 and onward for a number of years annual complaints were made to the Russian Government by the Russian- American Fur Company of the encroachments of the Yankee whalers. In 1852 the whaling fleet had increased to 278 vessels, and the value of the catch to $14,000,000. This was probably the most profitable year of the whaling industry in Alaska. Since then it has", in the main, decreased, until in 1862 the value of the catch was less than $800,000. This increased again in 1867 to $3,200,000. In 1880 the first steamer was added to the whaling fleet, being sent out from San Francisco. Last year there were 26 vessels from San Francisco and 23 from New New Bedford engaged in the trade. They captured 151 whales, which yielded 213,070 pounds of whale bone and 12,243 barrels of oil. This season there are 10 steamers and 38 sailing vessels employed in these northern waters with a very light catch up to midsummer. The whaling vessels are manned upon the co¬ operative plan ; the men instead of being paid regular wages receive a percent¬ age of the profits. The captain on the sailing vessels receives a twelfth, the first mate a nineteenth, the second mate and boat headers each a twenty-fifth, the third mate a thirtieth, the fourth mate, carpenter, cooper, and steward each a fiftieth, and the sailors each a one hundred and seventy-fifth. On steamers the rates are a little lower. A captain's wages range from nothing to $7,000 or $8,000, according to the number of whales taken. If the ship gets six whales during a cruise the captain will have about $1,400 and a sailor $100. The sailors usually receive an advance of $60, and during the cruise are allowed to draw cloth¬ ing, tobacco, etc., from the ship's supplies (called the “ slop chest”) to the amount of $60 to $80. Consequently if there are no profits to divide the sailor is sure of about $140. The captains and higher officers are usually men of more than ordi¬ nary character and intelligence— typical American seamen of the best kind. The common sailors on a whaler are made up largely of Portuguese, Italians, South Sea Islanders, and others of an inferior grade, some of them being, em¬ phatically, hard cases. A few years ago whales were plentiful in the North Pacific, Bering, and Ok¬ hotsk Seas. Then they were followed through Bering Straits a little way into the Arctic. Then farther and farther the whales have been driven into the inaccessible regions of the North, until now the whaling fleet annually rounds the most northern extremity of the American continent, and this year, for the first time, afew of them will winter in the Arctic, at the mouth of the Makenzie River. To escape this deadly pursuit the whales try to hide in the ice, and after them the whalers boldly force their way. The business is so dangerous that dur¬ ing the last 20 years more than 100 vessels have been lost. The value of the whale fisheries consists not so much in the oil taken, as in the wha’e-bone, which is taken from his mouth ; this is worth between $4.50 and $5 per pound. The product of a fair sized, bowhead whale, at present prices, is worth about $8,000. A good sized whale "weighs about 150 tons, and contains about 2,000 pounds of whalebone after it is cleaned. His tongue is 15 feet long, from 6 to 8 feet in thick¬ ness, and contains 12 barrels of oil. His opm mouth is from 15 to 20 feet across ; 1286 EDUCATION REPORT, 1889-90. his tail from 15 to 18 feet across. The blubber forms a coat around him from 10 to 22 inches thick. It is 4 feet from the outside of the body to his heart, and the heart is 216 cubic feet in size, while the brains will fill a barrel. While lying at anchor at St. George, the United States Revenue Marine steamer Rush, Capt. Coulson commanding, dropped anchor near us, and we re¬ ceived two and one-half months later news from the outside world. With visit¬ ing on shipboard and on land, the day slipped by very rapidly and pleasantly, and the following morning we were under way for Unalaska. reaching there on the 29th of August. At Unlaska 1 received letters from Eastern friends, the latest being dated June 3. THE ESKIMOS OF ALASKA. During June, July, and August, I cruised 5,000 miles along the coasts of Asia and America, from the Aleutian Islands to Point Barrow, the northern limit of the continent, and back to Unalaska. I visited all the principal settlements of the coast, and saw much of the native people. These people all belong to the Innuit or Eskimo family. They occupy not only the Arctic and Bering Sea coasts, but also that of the mainland coast of the North Pacific, as far east as mount St. Elias, and number in all about 17, COOto 20,000. In the extreme north, at Point Barrow, and along the coast of Bering Sea, they are of medium size. At Point Barrow the average height of the males is 5 feet 3 inches, and average weight 153 pounds ; of the women, 4 feet II inches, and weight 135. On the Nushagak River the average weight of the men is from 150 to 167 pounds. Prom Cape Prince of Wales to Icy Cape, and on the great inland rivers emptying into the Arctic Ocean, they are a large race, many of them being 6 feet and over in height. They are lighter in color and fairer than the North American Indian, have black and brown eyes, black hair (some with a tinge of brown), high cheek bones, fleshy faces, small hands and feet, and good teeth. The men have thin beards. Along the Arctic coast the men cut their hair closely on the crown of the head, giving them the appearance of monks; this is done so that when crawl¬ ing up to the deer, the latter will not be frightened away by the flutter of the hair in the wind. Some of the young are fairly good looking, but, through ex¬ posure and hardship, become old at 30 years of age. They are naturally intelli¬ gent, ingenious in extricating themselves from difficulties, fertile in resources, and quick to adopt American ways and methods when they are an improvement on their own. Physically they are very strong, with great powers of endurance. When on a journey, if food is scarce, they will travel 30 to 40 miles without breaking their fast. Lieut. Cantwell, in his explorations of the Kowah River, makes record that upon one occasion when he wanted a heavy stone for an an¬ chor, a woman went out, and, alone, loaded into her birch bark canoe, and brought him a stone that would weigh 800 pounds. It took two strong men to lift it out of the canoe. Another explorer speaks of a woman carrying off , on her shoulder a box of lead weighing 280 pounds. This summer, in erecting the school buildings in the Arctic, there being no drays or horses in that country, all the timber, lumber, hardware, etc., had to be carried from the beach to the site of the house on the shoulders of the people. The women carried the same loads as the men. They are, as a rule, industrious; men, women, and children doing their individual part toward the family support. The hard struggle for a bare existence in the sterile region where they live compels it. In a general way they are honest. Property intrusted to them by the whites is kept secure. Property stowed away in a cache or tent needs no lock or watchman — it is safe. Small articles left ly¬ ing around uncared for are soon picked up a^d carried off. Perhaps they look upon them as if they had been thrown away. A white man can leave with one of them who is an entire stranger to him $100 or $200 worth of goods, saying, ‘‘ Buy me some furs and I will be back here next year.” The following season the na¬ tive, with the furs, is in waiting for the expected arrival. This is done every sea¬ son. I have the account-book of one of these native traders in which he has re¬ corded every skin purchased, and how much of each article paid for it. As the native can neither read, write, nor speak English, and his own language is an unwritten one, of course the accounts are kept by symbols and signs. They are shrewd traders. No matter how much is offered for an article, they ask for more. If they set the price themselves, and the purchaser accedes to it, they frequently attempt to raise it. They are exceedingly dirty and filthy in their persons and clothing. But perhaps this is somewhat excusable in a country where, in win¬ ter, water i3 scarce and soap scarcer. I remember once hearing a very successful missionary, who had spent many years north of the Arctic Circle, say that he EDUCATION IN ALASKA. 1287 tried to make it a rule, "when traveling1 with a dog sled, to wash his face at least once a week, but that lie had not always been able to do it. The Alaska Eskimo is a good-natured, docile, and accommodating race. Wherever I met them, and under whatever circumstances, they had a smile of welcome, and in many ways showed a friendly spirit. They have also manifested an unexpected interest in the establishment of schools among them, which promises well for the future. ORNAMENTATION. Among the Thlinket people of southeastern Alaska the labret is worn by the women only. Among the Eskimo of northwestern Alaska, on the contrary, it is worn by "the men alone. The use of it is almost universal. During'boyhcod a hole is cut through the lower lip below each corner of the mouth and an ivory plug inserted until the wound heals. After healing, the hole is stretched from time to time until it reaches about half an inch in diam¬ eter. Into this they insert the labret. These labrets are made of stone, jade, coal, ivory, bone, and glass. They are shaped like a silk hat in miniature. The labret is three-fourths of an inch in diameter, 1 inch in diameter at the rim, and 1 inch long. The rim is kept in¬ side of the mouth and holds the labret in place. Many wear this form of labret on the one side of the mouth, and on the other a much iarger one, resembling a large sleeve-button, If inches in diameter on the outside, It inches on the inside rim, and one-half inch neck. Formerly they wore a large labret in the center of the lower lip. I secured a beautiful one of polished jade that has an outside surface 2} inches by 1 inch. The girls have their ears and sometimes their noses pierced, wearing pendant from them copper, ivory, and bone ornaments, also strings of beads. Sometimes these beads extend from one ear to the other, either under the chin or back of the head. Both sexes tatoo, more or less elaborately, their faces, hands, and arms. Both sexes wear bracelets, amulets, and sometimes fancy belts. DRESS. They make waterproof boots of seal skin, with walrus or sea-lion hide soles. For cold weather the boots are made of seal or reindeer skin, tanned with the hair on. and walrus-hide soles. The foot portion is made many times larger than the foot, in order tQ give room for a padding of grass. These boots are so much warmer and more comfort¬ able than the ordinary leather ones that they are almost universally used by whalers and others who have occasion to visit Arctic regions. A fur shirt and a pair of fur pants complete the toilet. The shirt is called a parka, and fre¬ quently has a hood attached, which can be pulled over the head in a storm. Others have a fur hood which, when not on the head, hangs around the neck. Ordinarily in summer the head is uncovered. In winter two suits are worn, the inner one with the fur next to the body, and the outer one with the fur to the weather. The difference between male and female attire is in the shape and ornamenta¬ tion of the parka. Among some of the tribes the pants and boots of the women are in one garment. There is also a fullness in the back of the woman's parka to make room for the carrying of the baby inside between the shoulders of the mother. These clothes are made largely of the skins of the reindeer, squirrels, and birds. From the intestines of the "seal and walrus and also from salmon skins are made the famous kamleika, a waterproof garment, which is worn over the others in wet weather. The kamleika is lighter in weight and a better waterproof garment than the rubber garments of commerce. The native dress, when well made, new and clean, is both becoming and ar¬ tistic. FOOD. They live principally upon the fish, seal, walrus, whale, reindeer, and wild birds of their country. Latterly they are learning the use of flour, which they procure from the Government revenue vessels or barter from the whal rs. They have but few household utensels. A few have secured iron kettles. Many still use grass-woven baskets and bowls of wood and stone. Occasionally is found a jar of burnt clay. In these native dishes water was boiled by drop¬ ping in hot stones. 1288 EDUCATION REPORT, 1889-90. Among- the more northern tribes much of the food is eaten raw, and nothing is thrown away, no matter how rotten or offensive it has become. Some of their choicest delicacies would be particularly disgusting to us. Hav¬ ing, at one of the bird rookeries in the Arctic, gathered a" number of eggs, it was found that many of them contained chickens. When about to throw them overboard, the native interpreter remonstrated, saying : “No! me eat them. Good!” All classes have a great craving for tobacco and liquor. Even nursing babes are seen with a quid of tobacco in their mouths. During the summer large quantities of fish are dried, and the oil of the seal, walrus, and whale put up for winter use. The oil is kept in bags made of the skin of the seal, similar to the water-skins of Oriental lands. The oil is kept sweet by the bags being buried in the frozen earth until wanted for use. DWELLINGS. The coast Eskimo have underground permanent houses in villages for winter, and tents that are frequently shifted for summer. The Eskimo of the interior, being largely nomads, live in tents much of the time. The tents are covered with reindeer skins, walrus hides, or cotton can¬ vas. In making a winter house, a cellar from 20 to 25 feet square is dug, from 3 to 5 feet deep. At the corners and along the sides of the excavation are set posts of driftword or whalebone. On the outside of these, poles of driftwood are laid up one upon another to the top. Other timbers are placed across the top, forming the roof or ceiling. Against the outside and upon the roof, dirt and sod are piled until the whole has the appearance of a large mound. In the cen¬ ter of the dome is an opening about 18 inches across. Aeross this is stretched the transparent bladder of the seal or walrus. This opening furnishes light to the room below. A narrow platform extends along one or more sides of the room, upon which are stowed the belongings of the family and the reindeer-skin bedding. The platform is also the sleeping-place of the family. Large, shallow dishes of earthenware, bone, or stone, filled with seal oil, are the combined stove and lamp of the family. Some lighted moss makes a dull line of flame along the edge of the dish. Frequently a piece of blubber is sus¬ pended over the flame, the dripping of which keeps the lamp replenished. Many of the houses were so warm that we found our usual outdoor clothing burdensome. At one side of some rooms, and in the floor near the center of the room in others, is a small opening about 20 inches square. This is the doorway, and leads to a hall or outside room. If the opening is in the side of the room, a rein¬ deer skin curtain hangs over it. This outer place is sometimes a hall 12 to 15 feet long and 2 feet wide and high, leading to a well or shaft. This shaft is 6 or 7 feet deep, and leads up a rude ladder into the open air. In other cases it is a large room 12 or 15 feet square, containing, on either side of the passageway through the center, a place to store the winter supplies of oil, fish, and flour. The exit from the storeroom is similar to that from the hall, up a ladder and through a small hole. When a storm is raging outside this hole is covered with a board or flat stone or large, flat whalebone. All villages of importance contain a public room or town hall. This is built in the same manner as the private dwellings, only much larger. Some of these are 60 feet square, 20 feet high, and contain three tiers or platforms. This build¬ ing is called the kashima or kashga. In them are held the public festivals and dances. They are also the common workshop in which the men make their snowshoes, dog sleds, spears and other implements. The villages, from the deck of a coasting vessel, have the appearance of so many hillocks or dunes along the beach. IMPLEMENTS. The Eskimo of Arctic Alaska are still in the stone age. The manufacture of arrows and spear heads from flint is a living industry. Stone lamps, stone ham¬ mers and chisels, and to some extent stone knives, are still inordinary use among them. Fish lines and nets and bird snares are still made of whalebone, sinew, or rawhide. Arrows, spears, nets, and traps are used in hunting, although im¬ proved breach -loading arms are being introduced among them, and will soon supersede, for the larger game, their own more primitive weapons. For transportation on land they have the snowshce, dog team, and sled ; and on the water the kiak and umiak. EDUCATION IN ALASKA. 1289 The kiak is a long1, narrow, light, graceful, skin-covered canoe, with one, two. or three holes, according to the number of people to be carried. It is the uni¬ versal boat of the Eskimo, and is found from Greenland around the whole north¬ ern coast of America, wherever that people are found. The umiak is a long, skin-covered boat. This is the family boat or carryall. Those in use around Bering Straits are about 24 feet long and 5 feet wide. They will safely carry 15 persons and 500 pounds of freight, coasting in the sea. Those on Kotzebue Sound, in the Arctic Ocean, are 35 feet long, (i feet wide, with a capacity of 3,000 pounds of freight, and a crew of 6. There are exceptionally large ones that will carry from 50 to 89 people. Both the kiaks and umiaks are made of walrus, sea lion, or white whale hides stretched over light frames of spruce wood. MARRIAGE. There seems to be no spscial ceremony among them connected with marriage. If the parties are young people, it is largely arranged by the parents. Among some of the tribes the husband joins his wife’s family and is expected to hunt and fish for them. If he refuses to give his father-in-law the furs he takes he is driven out of the house and some one else more active or obedient is installed as husband of the girl. Sometimes a young woman has tenor twelve husbands before she fairly settles down. Under this condition of things it is not strange that the women become indifferent and often untrue to their husbands. Love and mutual affection has so little to do with the relation that upon occa¬ sion husbands and wives are interchanged. For instance, in one of the northern villages dwelt a family of expert fishers and another that was successful at hunting the reindeer. One year the fisher¬ man thought he would like to hunt reindeer. Finding that his neighbor would like to try fishing, they exchanged wives for the summer. The woman who was a good hunter went off with the fisherman and vice versa. Upon reaching home in the fall, they returned to their respective husbands. Again a certain man wished to make a long journey into the interior. His wife being sick and unable to endure the hardships of the trip, he arranged with a friend, who had a strong, healthy wife, for an exchange until he should re¬ turn. This was done with the consent of all parties. Wives are frequently beaten by their husbands, and sometimes', to escape abuse, commit suicide. In the winter of 1889 a woman at Point Hope who had been beaten and stabbed by her jealous husband one night during a raging blizzard harnessed the dogs to the sled, then fastening one end of a rope to the sled and the other as a nocse around her neck, she started up the team and was choked and dragged to death. Oc¬ casionally a wife resists, and, if physically the stronger, thrashes the husband. Polygamy prevails to a limited extent. Frequently the second wife is looked on and treated as a servant in the family. Among some of the tribes the custom prevails of the sons having the same number of wives as the father, without reference to their ability to maintain them. No more, no less, than a species of hereditary polygamy. Among the Eskimo, the same as among all uncivilized people, woman's is a hard lot. One of the missionary ladies writes: “ My heart aches for the girls of our part of Alaska. They are made perfect prostitutes by their parents from the time they are 9 or 10 years old until that parent dies. And yet, notwith¬ standing all their disadvantages, they have a voice in both family and village affairs. The husband makes no important bargain, or plans a trip, without con¬ sulting and deferring to his wife.-’ The customs pertaining to childbirth are barbarous, and it would not be strange if both mother and child should perish. Large families of children are the ex¬ ception; few have above four. The drudgery of women is such that they often destroy their unborn and sometimes born offspring, particularly if the child is .a girl. A missionary gives the following incident : “Some one tied a helpless little child of about two years down to the water's edge at low tide. Its cries attracted the attention of a passer-by, who found the water already nearly up to his back. The man took it to his home and cared for it. It was recognized as a child that had been left in the care of an old woman: the child was sickly, and doubtless was too much of a care for her. The only surprise expressed by the people was that any one should want to drown or kill a boy.’’ If a family is very poor they sometimes give away to childless neighbors all their children but one. Thus, during childhood, a boy may pass from one to another to be adopted by several families in turn. Children are also sold by their parents, the usual market price of a child being a sealskin bag of oil or an 1290 EDUCATION REPORT, 1889-90. old suit of clothes. During infancy children are carried under the parka, astride of the mother's back, being held in position by a strap under the child’s thighs and around the mother's body across the chest. When out from under the parka, they are carried seated on the back of the mother’s neck and shoulders, with the child’s legs hanging down in front on both sides of the neck. The children are given the names of various animals, birds, fish, sections of country, winds, tides, heavenly bodies, etc. Sometimes they have as many as six names. Chil¬ dren are rarely punished — generally have their own way, and are usually treated with great kindness by their own or foster parents. Prominent events in the life of a boy, such as having his hair cut for the first time, like a hunter — his first trip to sea in a kiak — his first use of snowshoes, etc. — are celebrated by a feast if the family are not too poor. FESTIVALS. Different tribes have different festivals. Among others there is usually one for every animal hunted by the people. A whale dance, seal, walrus and rein¬ deer dances, etc. There are festivities for the spirits of wives, land and sea, dead friends, sleds, boats, etc. Some of these are held during the hong winter darkness, and others, with dancing, wrestling, and foot-racing, at the great an¬ nual gathering in summer. SUPERSTITIONS. Like all other ignorant people, they are firm believers in witchcraft and spirits generally. They also believe in the transmigration of souls. That spirits enter into animals and inanimate nature, into rocks, winds, and tides. That they are good or bad according as the business, the community, or the individual is suc¬ cessful or unsuccessful, and that these conditions can be changed by sorcery. By suitable incantations they firmly believe that they can control the wind and the elements, that they can reward friends and punish enemies. The foundation of their whole religious system is this belief in spirits and the appeasing of evil spirits. This demon or evil spirit worship colors their whole life and all its pursuits. Every particular animal hunted, every phenomenon of nature, every event of life, requires a religious observance of its own. It is a heavy and burdensome work that darkens_ their life — it leads to many deeds of unnatural cruelty. At the mouth of the Kuskokwine- River an old woman was accused of having caused the death of several children — of being a witch. This was so firmly believed that her own husband pounded her to death, cut up her body into small pieces, severing joint from joint, and then consuming it with oil in a fire. SHAMANS. The head and front of this great evil is the Shaman, or sorcerer. He is be¬ lieved to be the only one ‘that can control the evil spirits and protect the people from them. Mr. John W. Kelly, who has written recently an interesting mono¬ gram on the Eskimo, represents the Shamans as divided into seven degrees, being graded according to their knowledge of spiritualism, ventriloquism, feats of legerdemain and general cunning. It is claimed that those of the seventh degree are immortal, and can neither be killed nor wounded; that those of the sixth degree can be wounded, but not killed. The ordinary Shaman belongs to the lower degrees and only claims to go into trances, in which state his spirit leaves the body and roams abroad procuring the information his patrons are in search of. As a rule the Shamans are unscrupulous frauds, thieves, and murderers, and should be put down by the strong hand of the General Government. SICKNESS. The prevailing diseases among the Eskimo are scrofula, diphtheria, pneu¬ monia, and consumption, and the death rate is large. They have a superstitious fear with reference to a death in the house, so that when the sick are thought to be nearing death they are carried out of the home and placed in an outhouse. If they do not die as soon as they expect, they ask to be killed, which is usually done by the Shaman stabbing them in the temple or breast. The aged and help- EDUCATION IN ALASKA. 1291 less are also sometimes killed at their own request. A prominent man in a tribe not long since tried to hire men to kill his aunt, who was insane and dependent on him. Failing to have her killed, he deliberately froze her to death. The cruelty of heathenism is almost beyond belief. The dead are wrapped up in reindeer or seal skins and drawn on a sled back of the village, where they are placed upon elevated scaffolds, out of the reach of animals, or upon the ground and covered over with driftwood, or, as among some of the tribes, left upon the ground, to be soon torn in pieces and devoured by the dogs of the village. GOVERNMENT. The Eskimos have no tribal organization and are without chiefs. The most successful trader among them becomes the wealthiest man and is called Umailik. By virtue of the influence that riches exert he is considered the leader in busi¬ ness transactions. In special exigencies, affecting a whole village, the old men assemble and determine upon a plan of action. The Shamans also have great influence among the people. It often happens that the Umailik and Shaman are the same person. FOOD SUPPLY. From time immemorial they have lived upon the whale, the walrus, and the seal of their coasts, the fish and aquatic birds of their rivers, and the caribou or wild reindeer of their vast inland plains. The supply of these in years past was abundant and furnished ample food for all the people. But fifty years ago American whalers, having largely exhausted the whale in other waters, found their way into the North Pacific Ocean. Then commenced for that section the slaughter and destruction of whales that went steadily forward at the rate of hundreds and thousands annually, until they were destroyed and driven out of the Pacific Ocean. They were then fol¬ lowed into Bering Sea, and the slaughter went on. The whales took refuge among the ice fields of the Arctic Ocean, and thither the whalers followed. In this relentless hunt the remnant have been driven still farther into the inacces¬ sible regions around the north pole, and are no longer within reach of the natives. As the great herds of buffalo that once roamed the western prairies have been exterminated for their pelts, so the whales have been sacrificed for the fat that encased their bodies and the bone that hung in their mouths. With the destruction of the whale one large source of food supply for the natives has been cut off. Another large supply was derived from the walrus, which once swarmed in great numbers in those northern seas. But commerce wanted more ivory, and the whalers turned their attention to the walrus, destroying thousands an¬ nually for the sake of their tusks. Where a few years ago they were so numer¬ ous that their bellowings were heard above the roar of the waves and grinding and crashing of the ice fields, this year I cruised for weeks without seeing or hearing one. The walrus as a source of food supply is already practically ex¬ tinct. The seal and sea lion, once so common in Bering Sea, are now becoming so scarce that it is with difficulty that the natives procure a sufficient number of skins to cover their boats, and their flesh, on account of its rarity, has become a luxury. In the past the natives, with tireless industry, caught and cured for use in their long winters great quantities of fish, but American canneries have already come to one of their streams (Nushagak) and will soon be found on all of them, both carrying the food out of the country and by their wasteful methods destroy¬ ing the future supply. Five million cans of salmon annually shipped away from Alaska — and the business still in its infancy — means starvation to the native races in the near future. With the advent of improved breech-loading firearms the wild reindeer are both being killed off and frightened away to the remote and more inaccessible regions of the interior and another source of food supply is diminishing. Thus the support of the people is largely gone and the process of slow starva¬ tion and extermination has commenced along the whole Arctic coast of Alaska. Villages that once numbered thousands have been reduced to hundreds: of some tribes but two or three families remain. At Point Barrow, in 1828, Capt. Beechey’s expedition found Nuwuk a village of 1,000 people ; in 1863 there were 1292 EDUCATION REPORT, 1889-90. 309 ; now there are not over 100. In 1826 Capt. Beechey speaks of finding a large population at Cape Franklin ; to-day it is without an inhabitant. He also mentions a large village of 1 ,000 to 2,000 people on Schismareff Inlet ; it has now but three houses. According to Mr. John W. Kelly, who has written a monograph upon the Arctic Eskimo of Alaska. Point Hope, at the commencement of the century, had a population of 2,000; now it has about 350. Mr. Kelly further says: ‘;The Kavea county is almost depopulated owing to the scarcity of game, which has been killed or driven away. * * * The coast tribes between Point Hope and Point Barrow have been cut down in population so as to be almost obliterated. The Kookpovoros of Point Lay have only three huts left ; the Ootookas of Icy Cape one hut ; the Koogmute has three settlements of from one' to four families ; Sezaro has about 80 people.” Mr. Henry D. Woolfe, who has spent many years in the Arctic region, writes : “Along the seacoast from Wainright Inlet to Point Lay numerous remains of houses testify to the former number of the people. * * * From Cape Seppings to Cape Krusenstern and inland to Nounatok River there still remain about 40 people, the remnant of a tribe called Key-wah-ling-nach-ah-mutes. They will in a few years entirely disappear as a distinctive tribe.’’ I myself saw a number of abandoned villages and crumbling houses during the summer, and wherever I visited the people I heard the same tale of destitution. On the island of Attou, once famous for the number of its sea-otter skins, the catch for the past nine years has averaged but 3 sea-otter and 25 fox skins, an annual income of about $2 for each person. The Alaska Commercial Company this past summer sent $1,300 worth of provisions to keep them from starving. At Akutan the whole catch for the past summer was 19 sea otters. This repre¬ sents the entire support of 100 people for twelve months. At Unalaska both the agent of the Alaska Commercial Company and the teacher of the Government school testified that there would be great destitution among the people this winter because of the disappearance of the sea otter. At St. George Island the United States Treasury agent testified that there was not sufficient*provisions on the island to last through the season, and asked that a Government vessel might be sent with a full supply. At Cape Prince of Wales, Point Hope, and Point Barrow was the same account of short supply of food. At the latter place inti¬ mations were given that the natives in their distress would break into the Gov¬ ernment warehouse and help themselves to the supply that is in store for ship¬ wrecked whalers. At Point Barrow, largely owing to the insufficient food supply, the death rate is reported to the birth rate as 15 to 1. It does not take long to figure out the end. They will die off more and more rapidly as the already insufficient food supply becomes less and less. INTRODUCTION OF REINDEER. In this crisis it is important that steps should be taken at once to afford relief. Relief can. of course, be afforded by Congress voting an appropriation to feed them, as it has done for so many of the North American Indians. But I think that every one familiar with the feeding process among the Indians will devoutly wish that it may not be necessary to extend that system to the Eskimo of Alaska. It would cost hundreds of thousands of dollars annually, and, worse than that, de¬ grade, pauperize, and finally exterminate the people. There is a better, cheaper, more practical, and more humane way. and that is to introduce into northern Alaska the domesticated reindeer of Siberia, and train the Eskimo young men in their management, care, and propagation. This would in a few years create as permanent and secure a food supply for the Eskimo as cattle or sheep raising in Texas or New Mexico does for the peo¬ ple of those sections. It may be necessary to afford temporary relief for two or three years to the Eskimo’, until the herds of domestic reindeer can be started, but after that the people will be self-supporting. As you well know, in the Arctic and sub- Arctic regions of Lapland and Siberia the domesticated reindeer isfcod, clothing, house, furniture, implements, and trans¬ portation to the people. Its milk and flesh furnish food; its marrow and tongue are considered choice delicacies; its blood, mixed with the contents of its stom¬ ach, is made into a favorite dish called in Siberia “manyaila;” its intestines are cleaned, filled with tallow, and eaten as a sausage: its skin is made into clothes, bedding, tent covers, reindeer harness, ropes, cords, and fish lines; the hard skin of the forelegs makes an excellent covering for snowshoes. EDUCATION IN ALASKA. 1293 Its sinews are dried and pounded into a strong and lasting thread: its bones are soaked in seal oil and burned for fuel; its horns are made into various kinds of household implements, into weapons for hunting and war, and in the manu¬ facture of sleds. Indeed, I know of no other animal that in so many different ways can minister to the comfort and well-being of man in the far northern regions of the earth as the reindeer. The reindeer form their riches; these their tents, Their robes, their beds, and all their homely wealth supply; Their wholesome fare and cheerful cups. Under favorable circumstances a swift reindeer can traverse 150 miles in a day. A speed of 100 miles per day is easily made. As a beast of burden they can draw a load of 300 pounds. They yield a cupful of milk at a milking; this small quantity, however, is so thick and rich that it needs to be diluted with nearly a quart of water to make it drinkable. It has a strong flavor like goat’s milk, and is more nutritious and nourishing than cow's milk. The Laps manufacture from it butter and cheese. A dressed reindeer in Siberia weighs from 80 to 100 pounds. The reindeer feed upon the moss and other lichens that abound in the Arctic regions, and the farther north the larger and stronger the reindeer. Now, in Central and Arctic Alaska are between 300,000 and 400,000 square miles (an area equal to the New England and Middle States combined, together with Ohio, Indiana, and Illinois) of moss-covered tundra and rolling plains of grass that are specially adapted by nature for the grazing of the reindeer and is prac¬ tically useless for any other purpose. If it is a sound public policy to bore artesian wells and build water-storage reservoirs, by which thousands of arid acres can be reclaimed from barrenness and made fruitful, it is equally a sound public policy to stock the plains of Alaska with herds of domesticated reindeer, and cause those vast, dreary, desolate, frozen, and storm-swept regions to minister to the wealth, happiness, comfort, and well-being of man. What stock-raising has been and is on the vast plains of Texas, Colorado, Wyoming, and Montana, reindeer-raising can be in north¬ ern Alaska. In the corresponding regions of Lapland, in Arctic Norway, and in Sweden and Russia are 27, COO people supporting themselves (besides paying a tax to the Government of $400,000, or $1 per head for their reindeer) and pro¬ curing their food and clothing largely from their 400,000 domesticated reindeer. Also in the corresponding regions of Siberia, with similar climate, soil, and en¬ vironment (and only 40 miles distant at the straits), are thousands of Chukchees, Koraks, and other tribes fed and clothed by their tens of thousands of domesti¬ cated reindeer. During the summer I visited four settlements of natives on the Siberian coast, the two extremes being 700 miles apart, and saw much of the people, both of the Koraks and Chukchees. I found them a good-sized, robust, fleshy, well-fed, pagan, half-civilized, nomad people, living largely on their herds of reindeer. Families own from 1,000 to 10,000 deer. These are divided into herds of from 1,000 to 1,500. One of these latter I visited on the beach near Cape Nava’ in. In Arctic Siberia the natives with their reindeer have plenty; in Arctic Alaska without the reindeer they are starving. Then instead of feeding and pauperizing them let us civilize, build up their manhood, and lift them into self-support by helping them to the reindeer. To stock Alaska with reindeer and make millions of acres of moss-covered tundra conducive to the wealth of the country, would be a great and worthy event under any circumstances. But just now it is specially important and urgent from the fact that the destruc¬ tion of the whale and walrus has brought large numbers of Eskimo face to face with starvation, and that something must be done promptly to save them. The introduction of the reindeer would ultimately afford them a steady and permanent food supply. INTRODUCTION OF CHRISTIANITY. In the Tenth United States Census Report, on page 2, it is recorded: “ That no trace or shadow of Christianity and its teachings has found its way to these desolate regions: the dark night of Shamanism or Sorcery still hangs over the human mind. These people share with their Eastern kin a general belief in evil 1294 EDUCATION REPORT, 1889-90. spirits and powers, against whom the Shaman alone can afford protection by sac¬ rifices and incantations. No philanthropic missionary has ever found his way to this Arctic coast, and unless some modern Hans Egede makes his appearance among them in the near future there will he no soil left in which to plant the Christian seed.” Such was the dark hut true picture in 1880, hut the dawn was near at hand. The needs of the Eskimos had long been upon my mind, and various plans for reaching them had been considered. In the spring of 1888, having an opportunity of visiting Bethlehem, Pa., I secured a conference with the late Edmund de Schweinitz, D. D,, a bishop of the Moravian Church, and urged upon him the es¬ tablishment of a mission to the Eskimo of Alaska. A few days later the request was repeated in writing, which letter, on the 23d of August, 1883, was laid before the Moravian Society for Propagating the Gospel among the Heathen. The request was favorably considered, and Rev. A. Hartman and Mr. Wm. H. Wein- land were appointed a committee to visit Alaska and report on the advisability of commencing a mission. This tour of exploration was made in the summer of 1884, and is given in my annual report for 1885-’86. Upon their return they rec¬ ommended the establishment of a mission on the Kuskokwim River, near the native village of Mumtreklagamute, 75 miles above the mouth of the stream. In the spring of 1885 Rev. and Mrs. Wm. H. Weinland, Rev. and Mrs. JohnH. Kil- buck, and Mr. Hans Torgersen were sent to the Kuskokwim River as the first missionaries to the Eskimo of Alaska. The present mission force consists of Rev. and Mrs. John H. Kilbuek, Rev. and Mrs. ErnstL. Webber, and Miss Lydia Lebus. In the summer of 1886 the Moravians sent out the Rev. Frank E. Wolff, who located a station and erected a mission station at the mouth of theNushagak River. He then returned to the States for the winter. The mission was for¬ mally opened in the summer of 1887 with the arrival of Rev. and Mrs. F. E. Wolff and Miss Mary Huber. To the original number have since been added Rev. J. H. Schoeehert and Miss Emma Huber. Both of these schools have been assisted by the United States Bureau of Education. On the 1st of July, 1886, an agreement was entered into between the Commis¬ sioner of Education and the Missionary Society of the Protestant Episcopal Church for the establishment of a school in the great Yukon Valley. Owing to the im¬ possibility of getting the supplies into that inaccessible region the school was maintained for 1886-587 at St. Michael, on the coast, by Rev. and Mrs. Octavius Parker. In the summer of 1887 Rev. John H. Chapman was added to the mission and the station was removed to Anvik. The present force of teachers consists of Rev. John W. Chapman and Mr. Marcus O. Cherry. In 1886— ’87 the Roman Catholics entered the Yukon Valley, and have estab¬ lished missions and schools at Nulato, Kosoriffsky, and Cape Vancouver. In 1886 the Evangelical Mission Union of Sweden established a station among the Eskimos at Unalaklik with Rev. Axel E. Karlson, missionary. He is now as¬ sisted by Mr. August Anderson, and it is proposed that next year the school will be assisted by the United States Bureau of Education. The new stations among the Arctic Eskimos at Point Barrow, Point Hope, and Cape Prince of Wales, have already been mentioned. During the summer of 1890 I established three schools and missions in Arctic Alaska. One at Point Barrow, with Mr. Leander M. Stevenson, of Versailles, Ohio, in charge. This is, next to Upernavik, Greenland, the northernmost mission in the world. Its establishment was made possible through the liberality of Mrs. Elliott F. Shep¬ ard. Mr. Stevenson, who volunteered to go to that distant point, organize the mission and erect the necessary buildings, will return in the summer of 1892 to his family. A permanent missionary for that place is desired. He should be a young married man, and both his wife and himself should be of sound constitu¬ tion and good bodily health. They should be of a cheerful disposition, ‘ ‘ handy ” with various kinds of tools and work, ready in resources, and possess good prac¬ tical common sense. A consecrated Christian physician accustomed to evangel¬ ical work would be more useful than an ordained minister without the medical training. Applicants can address me at the United States Bureau of Education, Washington, D. C. They will not be expected to leave home until the spring of 1892. The Point Barrow Mission is under the auspices of the Presbyterian Board of Home Missions. The second school in the Arctic is at Point Hope, and is under the supervision of the Protestant Episcopal Church. The teacher is Mr. John B. Driggs. M. d. The third is at Cape Prince of Wales, Bering Straits, with Messrs. H. R. Thorn¬ ton and W. T. Lopp, teachers. It is under the control of the American Mission¬ ary Association of the Congregational Church. EDUCATION IN ALASKA. 1295 In the harbor at Unalaska, in September, 1890, lay at anchor the revenue cut¬ ters Bear and Bush. The Bear was soon to return to the northward and cruise around the Seal Islands ; the Bush to arrest two men accused of murder, and convey them to the United States district court at Sitka. As the Bush was to call in at the principal villages en route, and would afford me an opportunity of inspect¬ ing the schools at Unga, Kadiak, Afognak, and Southeastern Alaska, Capt. W. C. Coulson kindly invited me to take passage with him. Accordingly on the 6th of September, I removed my quarters from the Bear to the Bush , taking with me the boys William and George Fredericks, and M. Healy Wolff. We were to have sailed at 3 p. m., on the Tth, but a southeast gale prevailing out¬ side, the captain concluded to remain at anchor. It was nearly a week before the storm abated and we got started. Aft:r getting outside of the harbor the fog shut down so thick that the ship ran into the harbor of Akatan. This is a small village of 87 souls, 34 of whom are children, and greatly in need of a school. They live in the barabaras, or native sod houses. The Alaska Com¬ mercial Company have a small store at the place. The people are exceedingly poor ; their whole catch for the past summer was 19 sea otters. This represents the moneyed support of the whole village for 12 months. In addition to the clothing and supplies which the otter skins procure them at the store, the bay yields them fish, which is their principal food. The next day we started out, but found the fog so dense that the ship again returned to anchorage. The sec¬ ond attempt was more successful, and we passed from Bering Sea into the North Pacific Ocean. Turning to the eastward, we steamed past the volcano of Shis- haldin, its beautiful top covered with snow and its smoking crater alike hid in the clouds. On Sabbath we were abreast of Belkofski, at one time the richest village in Alaska. With the decline of the sea-otter trade its people are much impoverished. The population is about 250. This is one of the villages where a good school should be established as soon as the annual appropriation will jus¬ tify it. Our stay at this place was just long enough for the surgeon to go ashore and visit the sick. That night we dropped anchor in Coal Harbor. Monday morning found us at Pirate Cove, a cod-fishing station of Lynd & Hough, of San Francisco. It was understood that a Mr. Clark, accused of murder, was there waiting to give himself up. Not finding him at that place we passed on to Sand Point, another fishing station, and from thence to Unga, where he was found. At Unga I made a thorough inspection of the school property and school sup¬ plies . The school was not in session, but a number of the children were brought together and examined. A meeting of the parents was also called and a general conference had with regard to school matters. Monday evening, with the pris¬ oner and two witnesses on board, we sailed for Kadiak," which we reached early Wednesday morning. In company with Mr. Roscoe, the teacher, an inspection was made of the new schoolhouse, and many educational matters discussed and considered. During the forenoon, a pilot having been secured, the captain steamed over to Afognak, in order that I might visit that school also. The school being in session , an opportunity was afforded of seeing the good work done at that village by Mr. Duff, the teacher. A comfortable school building and teacher's residence had been erected during the summer. Returning to Kadiak, the evening was spent with friends. At Kadiak a creole accused of assault with intent to kill was taken on board, to be conveyed to Sitka for trial. His victim was taken along for medical treatment and as a witness. Mr. M. L. Washburn, superintendent of the interests of the Alaska Commer¬ cial Company, gave me for the collection of the Alaska Society of Natural His¬ tory an ancient Eskimo stone lamp that had been dug up on one of the islands. The traditions of the people are that 400 years ago their fathers came from Ber¬ ing Sea and settled Kadiak Island, which"they found uninhabited. The Eskimo settlements of the North Pacific coast extend from Nuchek Island on the cast to Mitrofania Island on the west. On the trails between two settlements are frequently found at the highest point two heaps of stones, from 50 to 70 feet apart. These heaps are from 4 to 6 feet high, and were many years in building. Their purpose is not known. Every passer-by was expected to add a stone to the heap, but the custom of late years seems to have fallen into disuse. There is a very pleasant custom connected with the stone heaps and stono lamp. A couple engaged to be married select a stone suitable for the manufac¬ ture of a lamp. This stone, with a Hint chisel, is deposited at the foot of one of the stone heaps. Parties carrying loads or traveling from one city or another naturally sit down to rest at the stone heap at the top of the hill. Spying the stone, the traveler says to himself, “My hands may as well work while my feet rest. As some one worked my lamp, I will work for some one else.” And pick¬ ing up the flint, with a song, he chisels away at the stone. When he is rested, 1296 EDUCATION REPORT, 1889-90. he lays down the stone and chisel and goes on his way. The next traveler re¬ peats the operation, and the next, and the next, until in about two years the lamp is done which will last hundreds of years. Thus the whole community shows its good will to the young couple. In these lamps they burn seal oil, with a cotton wick. If the cotton can not be procured, then the wick is a bit of moss. In former days, as soon as one lamp was finished and removed, another stone was placed there, so that one was always in process of making. These lamps furnish both light and heat. Early Thursday morning, September 17, the captain weighed anchor and put out to sea, bound for Sitka. During the day the wind increased to a gale, and on Friday night the sea was so rough that the ship was hove to, and cil was strained over the bows into the sea to lessen the force of the waves. Nearly the entire trip of a week across to Sitka was in the face of a heavy equinoctial storm. It was so rough that several times the table could not be set in the captain’s cabin, and we took our meals in our hands in the pilot house as best we could. Off Mount Edgecombe, the ship was again compelled to heave to. However, we finally reached the quiet harbor of Sitka on Thursday, September 25, and the rough part of our journey was over. The remainder of our journey was made in the smooth waters of the Alexandrian Archipelago. I remained two weeks at Sitka, attending to school matters. Then being joined there by the Hon. James Sheakley, superintendent of schools in the Sitka district, we made a tour of inspection through southeastern Alaska, visiting, either separately or together, every school in that district, except those at Met- lakahtla and Klawack. At Chilkat a location was selected and arrangements completed for the erec¬ tion of a cheap but substantial log schoolhouse. On November 11 I reached Washington, after an absence of seven months, having traveled 17,825 miles. - The success of the long trip was greatly promoted by the many facilities that were extended by Capt. Michael A. Healy, of the steamer Bear , and Capt. W. C. Coulson, of the steamer Bush , with whom I sailed, also of the several officers of their command. NEW OFFICERS. In accordance with the provisions of the rules approved by the Secretary of the Interior April 9, 1890, the following persons have been appointed to com¬ mence service on July 1, 1890 : The members of the school committees will continue in office until June 30 of the year set against their names. Assistant agent, William Hamilton ; superintendent for Sitka district, Hon. James Sheakley. LOCAL SCHOOL COMMITTEES. Sitka.— Edward De Groff, 1892 ; N. K..Peckinpaugh, 1893 ; John C. Brady, 1894. Juneau. — Karl Koehler, 1892; John G. Heid, 1893; Eugene S. Willard, 1894. Douglas. — P. H. Fox, 1892; G. E. Shotter, 1893 ; S. R. Moon, 1894. Fort Wr angel. — William G. Thomas, 1892 ; William Millmore, 1893 ; Allan Mackay, 1894. Jackson. — James W. Young, 1892; W. Donald McLeod. 1893; G. Loomis Gould, 1894. Metlakahtla.— David J. Leask, 1892: Dr. W. Bluett, 1893; William Duncan, 1894. Kadiak. — Nicolai Kashavaroff, 1892 ; Henry Bowen, 1893 ; Charles Brown, 1894. TJnga.— Nehemiah Guttridge, 1892; John Caton, 1893 ; Edward Cashel, 1894. Unalaska.— N. S. Reesoff, 1892; Nat. B. Anthony, 1893; Rudolph Neumann, 1894. VISITORS. Of late years tourists have commenced to learn of the attractiveness of the trip from Puget Sound to southeastern Alaska, and increasing numbers from year to year are availing themselves of it. This season over 5,000 round-trip tickets have been sold. As the steamer fare from Puget Sound up and return is $100, only the wealthier and better classes make the trip. It is a cause for regret that the tourist season occurs during the vacation of the schools. If the tourists could see the schools in actual operation it would greatly assist in creating a healthy public sentiment that would react in favor of larger appropriations by Congress. As it is, the industrial school at Sitka, which is in continuous operation, is the only one visited. This, however, shows what can be done, and is an object lesson that will not be forgotten by tourists. EDUCATION IN ALASKA. 1297 One of them, after describing her visit to the homes of the natives and the sick¬ ening filth and squalor which she witnessed in Alaska, writes : “And now, quite by accident, I had the most interesting experience of my whole trip, certainly one that has made an everlasting impression on my mind; an object lesson which often and often will set me thinking, a subject which would require a volume to do it approximate justice. The joyous shouting of half a hundred boys, some of them dashing across the road in pursuit of a foot¬ ball ; well-clothed, well-fed boys ; healthy, vigorous, intelligent boys ; Indians, half-breeds, Muscovites, and a few Americans. What did it mean? From whence had they so suddenly come ? From school. These were the beneficiaries of the Presbyterian Board of Home Missions, and the large building on the right of the road is the schoolhouse. “Of course I had read about this mission. All the books on Alaska refer to it more or less. Yet the knowledge of its existence had brought no special desire to visit the place. To me Sitka was the vestige of a departed empire; the home of a decaying race of aborigines; a depot for the sale of Russi-Indian relics and curios; a pretty little town timidly hiding away in among the mountains, and for that 1 had come to see it and had been amply repaid. But the mission I had never thought of. Perhaps the book-writer had failed to attract me to it; perhaps my faith in missions generally was not very confirmed ; perhaps I did not believe what I read about them. Be that as it may, hereafter no man, nor woman either, shall outdo me in words of praise and thanks for the glorious, godlike work which is Jeeing performed by the good people who are rescuing the lives, the bodies, and the souls of these poor creatures from the physical and moral deaths they are dying. I am not a Christian woman; my faith is that of a chosen people who were led out of Egyptian tyranny and darkness by the pillar of fire and the pillar of cloud ; but my whole nature is in accord with these Christian men and women, whose immolation and sacrifices to regenerate their fellow-creatures will surely meet with heavenly reward, no matter what their creed. I wish I had had more time at my disposal to spend with the teachers and the scholars, so that I might now give even a skeleton outline of their daily life. “There are about 100 boys and 50 girls in the institution, some of them being only 3 years of age and others as old as 22. The boys are instructed in carpen¬ try, shoemaking, and blacksmithing ; the girls are taught dressmaking and the use of the sewing machine. I went first into one of the class rooms, where I saw perhaps 20 dark-skinned Siwash Indian boys, whose Mongolian faces and almond- shaped eyes had assumed an expression of intelligence so different from the stupid, blear-eyed appearance of the same age and race whom I had seen in the rancherie that it was difficult to realize that they could possibly be twigs of the same tree. Upstairs we found the dormitories, like everything else about the establishment, orderly, neat, clean, due regard being paid to the number al¬ lotted to each room and to the subject of heating and ventilation. In the sew¬ ing department were several girls operating skillfully upon the sewing machine, others cutting from the piece, and younger ones basting for the sewing girls. “It is said somewhere that it is only a single step from civilization to bar¬ barism. Perhaps so ; but I, and those ladies and gentlemen who accompanied, me through the rancherie and the schools at Sitka, can vouch for the fact that it is only half a mile from savage, uncivilized ignorance, superstitution, filth, and immorality to education, deportment, thrift, domestic felicity, and all human happiness.” NEW BOOKS.' The growth of the public interest in Alaska is manifested by the number of books which are issuing from the press. Since the list given in my report for June 30, 1888, the following books have come under my observation : “ Fifth Avenue to Alaska,” by Edwards Pierrepont, B. A. Published by G. P. Putnam's Sons. New York, 1884. Maps and illustrations. 329 pages. Price, $1.75. “Letters from Alaska, ” by Horace Briggs, PH. d. Published by Mrs. Dora B. North. 51 Park Place, Buffalo, N. Y., 1889. 87 pages. Paper cover. Price, $1. “Cruise of the Rush, 1889,” by Isabel S. Shepard. Published by The Ban¬ croft Company, San Francisco, 1889. Maps and illustrations. 257 pages. Price, $1.50. “Picturesque Alaska,” by Abby Johnson Woodman. Introduction by Whit¬ tier. Published by Houghton, Mifflin & Co., Boston. Maps and illustrations. 212 pages. Price, $1.50. ED 90 - 82 1298 EDUCATION REPORT, 1889-90. “New Eldorado,” by Mr. M. Ballou. Published by Houghton, Mifflin & Co., Boston, 1889. Price, $1.50. “ The Wonders of Alaska,” by Alexander Badlam. Published by the Ban¬ croft Publishing Company, San Francisco, 1890. Maps and illustrations. 151 pages. Price, $1.50. “Pacific Coast Scenic Tour,” by Henry T. Finck. Maps and illustrations. Published by Charles Scribner's Sons, New York, 1890. 309 pages. “A Woman’s Trip to Alaska,” by Mrs. Septima M. Collis. Published by The Cassel Publishing Company, New York, 1890. Maps and illustrations. Heavy paper. 194 pages. Price, $2.50. “Arctic Alaska and Siberia,” by Herbert L. Aldrich. Maps and illustrations. Published by Rand, McNally & Co., Chicago, 1889. 234 pages. Price, $1.50. “Thirteen Years of Travel and Exploration in Alaska,” by W. H. Pierce. Published by J. H. Carruth, No. 1312 Ohio street, Lawrence, Kans., 1890. 224 pages. Illustrated. Paper, 60 cents. Cloth, $1. “From Yellowstone Park to Alaska,” by Francis C. Sessions, president of the Ohio Historical and Archaeological Society. Published by Welch, Fracker & Co., New York, 1890. 186 pages. Price $1.50. “ Reconnoisance in Alaska, 1885,” by Lieut. Henry T. Allen, U. S. A. Maps and illustrations. 172 pages. Government Printing Office, Washington, 1877. “Contributions to Natural History of Alaska,” by L. M. Turner. 1866. 226 pages. Illustrated. Government Printing Office. Washington, 1886. “Report on Natural History Collections made in Ala'ska, 1877-’81,” by E. W. Nelson. Illustrated. 337 pages. Government Printing Office. Washington, 1887. “ Fur Seal and other Fisheries of Alaska.” Maps and illustrations. 324 pages. Government Printing Office. Washington, 1889. “The Coast Indians of Southern Alaska,” by Ensign Albert P. Niblack, U. S. Navy. Maps and illustrations. 158 pages. Published* by the Smithsonian In¬ stitution, National Museum. Government Printing Office. Washington, 1890. “Cruise of the Revenue Marine Steamer Corwin in the Arctic Ocean, 1884.” Maps and illustrations. 128 pages. Government Printing Office. Washington, 3889. “ Cruise of the Revenue Marine Steamer Corwin in the Arctic Ocean, 1885.” Maps and illustrations. 202 pages. Government Printing Office. Washington, 1887. “Bean’s Report on the Salmon Fisheries of Alaska.” Maps and illustrations. Government Printing Office. Washington, 1890. From Yellowstone Park to Alaska, by Francis C. Sessions. 8vo. 196 pages. Illustrated. Published by Welch, Fracker & Co. New York, 1890. “California and Alaska, ”by William S. Webb, M. D. Quarto, 190 pages. Vel¬ lum paper. Illustrations, India proof etchings, and photogravures. Price, $25 ; popular edition of the same, $2.50. Published by G. P. Putnam’s Sons. New York, 1891. “Alaskana. The Legends of Alaska,” in verse, by Prof. Bushrod W. James. Illustrated. 368 pages. Published by Porter & Coates. Philadelphia, 1892. •Price, $2. “ Kin-da-Shon’s Wife. A Story of Native Customs Among the Chilkats of Alaska,” bv Mrs. Eugene S. Willard. Illustrated. 281 pages. Published by Fleming H~. Revell. New York and Chicago. Recommendations . The three most urgent needs of education in Alaska at present are: FIRST— LARGER APPROPRIATIONS. Fifty thousand dollars is a sum wholly inadequate for the establishing and main¬ taining of good schools for the 10,000 children of Alaska. The utmost care is taken to make it go as far as possible, and yet a number of communities are ask¬ ing for schools, which can not be granted because of the insufficiency of the ap¬ propriation. I would most respectfully recommend that an appropriation of $75,000 be asked for the coming year. The efficiency of the school service would be greatly increased if a permanent appropriation could be made for a term of five years, which would increase in regular amounts up to $100,000. This would enable the Bureau of Education to keep pace with the steady growth of the work. It would also enable the Com¬ missioner of Education to more wisely plan his work. EDUCATION IN ALASKA. 1299 The appropriation for education in Alaska is placed in the sundry civil bill. Every alternate year during the long session of Congress this bill isnotenacted into law before July, August, or September. But the last vessel for the year that communicates with the teachers in northwestern Alaska leaves &an Francisco about the 1st of June. Consequently the Commissioner of Education can notap- point teachers for that section until ten or twelve months of the school year have expired. Or, in other words, the teachers are compelled to teach the entire school year without knowing whether any appropriation has b en made to pay them. This is an injustice to the Commissioner of Education and to the teachers. SECOND — OBLIGATORY ATTENDANCE. There is no one subject connected with the Alaska schools that teachers, su- Eerintendents, committeemen, and citizens are more united upon than that the ighest interests of the children and the schools require that there should be some authoritative regulations that will secure the more regular attendance of the native children. Attention has been called to this in every annual report. Mr. John H. Keatley, ex-judge of the United States district court of Alaska and ex-member of the Territorial board of education for Alaska, in an article in the Atlantic Monthly for August, 1890, on “ The Race Problem in Alaska,'’ says : •‘The natives of Alaska realize that everything is changing about them, and are anxious to pattern after the whites in better dwellings, more comfortable clothing, and a greater diversity of food, but they fail to realize yet the im¬ portance of education. The adults are serious obstacles to the education of the children, and no radical change is possible until attendance at the Government schools is compulsory. It is not enough to provide schools and teachers at the public expense, but Congress must go further and authorize the employment of Indian policemen at every village to compel the attendance of the children. “ Some of the native schools have an enrollment of 60 pupils,1 with an average daily attendance of 10. Thi3 is due to the total lack of means of enforcing at¬ tendance. The race problem presented in the subject of their education and possible participation in the political affairs of the country is of too serious a character to be thus ignored by those who are now responsible for their future development.” THIRD — AGRICULTURAL EXPERIMENT STATION. Passing from northern Alaska, with its adaptation to reindeer-raising, we find the whole southern coast, stretching for thousands of miles, to possess a tem¬ perate climate. • This is due to the “ Kuro-siwo” or “ Japan Current” of the Pacific Ocean. In this * ‘ temperate belt ” it is probable that there are areas of greater or less extent that are adapted to agriculture. At least it is known that there are small farms or vegetable gardens on Kadiak and Afognak Islands, on the shores of Cook's Inlet, and in southeastern Alaska. It is also known that wild berries grow in great profusion and abundance in many sections. But no intelligent and continued experiments have bien made to test the agricultural and horticultural capabilities of the country. Until a quite recent period (1867) the European population were fur-trading Russians. They were followed by fur-trading Americans, and more recently by the gold-s?ekers. No one expected to remain long in the country, and there has been no incentive to carry forward intelligent experiments in agriculture. As early as my first report to the Commissioner of Education (1885) I called attention to the fact that there was a very wide diversity of views concerning the agricultural and horticultural capabilities of Alaska, and necessarily very great ignorance: that no systematic effort intelligently prosecuted had ever been made to ascertain what could or what could not be raised to advantage; that it was of very great importance, both to the people of Alaska and the coun¬ try at large, that careful experiments should be made, extending over a term of years, to ascertain the vegetables, grains, grasses, berries, apples, plums, trees, flowers, etc., best adapted to the country: the best methods of cultivating, gathering, and curing the same; the planting and grafting of fruit trees; the development of the wild cranberry; cattle, hog, and poultry raising; butter and cheese-making, etc. In 1886 my" recommendation was taken up by the U. S. Commissioner of Agriculture, who, in his annual report for that year (page 20) says: “ Something in the line of experimental work might also be undertaken 1 This is true of a few, not of many schools. 1300 EDUCATION REPORT, 1889-90. in Alaska, possibly with profit. It is well known that the Department of the Interior has established an agency for the promotion of education in that terri¬ tory.” “It has been suggested that a line of experiments, to be undertaken by this Department, would easily prove whatever of agricultural and horticultural ca¬ pability may exist in the Territory. No careful attention seems to have been given there, as yet, to this branch of industry, and the resources of the coun¬ try are quite unknown and undeveloped. ‘ ‘ The industrial training school at Sitka would furnish an admirable basis for a station, where could be conducted careful experiments to ascertain the agricultural products best adapted to the climate and soil of the Territory, and what breeds of cattle and other domestic animals are most suited to its climate and soil. “ Such an experiment ought to extend over a series of years, and the result would amply repay any expenditure that Congress may choose to make in this direction.” In view, therefore, of the national importance of introducing the domesti¬ cated reindeer of Siberia into northern Alaska, and testing the agricultural capacity of southern Alaska, I most earnestly recommend that you secure the establishment of an “ agricultural school and experiment station ” in connec¬ tion with the system of industrial education in Alaska. By an act approved July 2, 1862, Congress made provision for schools for the “ benefit of agriculture and the mechanic arts.” By an act approved March 2, 1887, provision was made for “ agricultural experiment stations ” in connection with the agricultural schools. And by the act approved August 30, 1890, cer¬ tain of the proceeds of the sale of public lands were set aside for the better sup¬ port of these agricultural schools. These acts of Congress require the assent of the legislature of the State or Territory in order that their provisions may become available. But Alaska has no legislature, and is governed directly by Congress. On this account, and partly because nineteen-twentieths of the children to be benefited belong to the native races, Congress has committed to the Secretary of the In¬ ferior the duty of making ‘ ‘ needful and proper provision for education in Alaska. ” would therefore recommend that an application be made to Congress to direct ^he Secretary of the Interior to extend to Alaska the benefits of the agricultural *acts of 1887 and 1890, and secure the establishment of a school that can introduce reindeer into that region, and teach their management, care, and propagation, and also to conduct a series of experiments to determine the agricultural capa¬ bilities of the country. To reclaim and make valuable vast areas of land otherwise worthless ; to in¬ troduce large, permanent, and wealth-producing industries where none pre¬ viously existed ; to take a barbarian people on the verge of starvation and lift them up to a comfortable self-support and civilization, is certainly a work of national importance. In the closing year of the existence of the Territorial board of education the fullowing rules were enacted, viz : First. From and after this date (October 27, 1888), corporal punishment in the public schools of Alaska is entirely and wholly prohibited. Second. All religious services are prohibited in all the public schools of Alaska except Howkan Klawack, Metlakahtla, Fort Wrangell, Juneau No. 2, and Haines. The above rules were carried by the deciding vote of the chairman. If Mr. Duncan, the absent member of the board had been present, they could not have been passed. With the reorganization of the Alaska school system on April 9, 1890, the above rules were rescinded, and both school punishments and religious exercises left discretionary with the teacher and the local school committee. To still further popularize the schools and create in the several communities a feeling of responsibility for the conduct of the schools and a personal interest in their success, I would recommend that in the villages containing a number of white people, such asJuneau, Sitka, and Douglas, the voters be allowed to elect their local school committee, and said committee be authorized to select teach¬ ers of the white schools, subject to the approval of the Commissioner of Educa¬ tion. I remain with great respect, yours, truly, Shejldon Jackson, General Agent of Education for Alaska. Hon. W. T. Harris, LL. D., Commissioner of Education. CHAPTER XVIII. EDUCATIONAL NECKOLOGY.1 .v :;7' - * 1887. • Eliot. W. G., d. d., at Pass Christian. Miss., January 23, aged seventy-five; was born in Massachusetts, descended from the same family as President C. W. Eliotof Harvard : graduated at Columbian University, Washington, D. C., and at Harvard Divinity School : during his long pastorate of the Unitarian Church in St. Louis, he was one of the most effective promoters of the social, intellec¬ tual, and moral uplift of his city and State. He was specially active in es¬ tablishing Washington University, and finally became its chancellor. 1888. Callahan, Henry, died at Franklin, N. Y., February 7, aged seventy-seven; born in Andover, Mass., graduated at Union College 1836 ; studied at Andover Theological Seminary 1836-40, taught in New Hampshire, pastor in New York, and became chaplain of the One hundred and fourteenth New York Volunteers, and was on duty in hospital in New Orleans ; taught two years in Delaware Institute, Franklin, N. Y., conducted Callahan Institute there for fourteen years. Wadleigh, Miss Lydia F., October 27, in Brooklyn, N. Y., aged seventy-one. She was born in Sutton, N. H., educated and taught at New Hampton, Han¬ over, Derry, Concord, Georgetown. D. C., Philadelphia, Pa., and Freehold, N. J.: in 1856 became principal of the senior department of the Girls’ Twelfth Street Grammar School, New York City; here she advanced the course, won the girls to larger study, at her own expense provided text-books and diplomas, and in spite of criticism inaugurated annual commencements, prepared the pub¬ lic to demand and establish the Normal College, of which she became vice- president and professor of ethics in 1871, and so remained until her death, which occurred on her return from a visit to Europe. 1889. Abbott, Amos. m. d., in England April 24, aged seventy-eight; born in New Hampshire ; educated at Phillips Andover and Andover Theological Semi¬ nary, and in medicine in Philadelphia ; missionary in India. 1834-47 and 1857-69; author of mission text-books ; his arithmetics have been used forty years. Brace, Chas. Loring, in Germany, August 17, aged sixty-three; was born in Connecticut : graduated at Yale in 1846 ; studied theology there and at Union Theological Seminary : he went to Europe for study and observation ; while in Hungary he was arrested for expressions of sympathy with the Patriot cause, and was only released on appeal of the American minister and the arrival at Trieste of two American frigates: returning, became interested in an effort to reduce the misery at Five Points, New York City, but declared it as he saw it a Sisyphus’ work : began to form the plans which resulted in the Children's Aid Society in 1853, in which he sought to arrest degradation at its source in ^Often the information furnished the Office comes too late for insertion in the current report. Most of the persons named were correspondents of this Bureau. 1301 1302 EDUCATION REPORT, 1880-90. childhood. Some of the wisest philanthropists joined him, and he found his life work. Boys and girls in need were taken in, and an effort made to elevate them. Lodging houses, newsboys’ homes, night schools, free reading rooms, fresh air fund, and summer resorts were established. In his last report it ap¬ pears that over 200,000 had been received at the lodging houses, over 70.000 had been transplanted to country homes, and not a few had risen to places of responsibility. The expenditure for that year reached $366,998.26. He was a correspondent of this Bureau and the Commissioner appealed to him to plant similar organizations in all of our large cities, but he did not see his way to the undertaking. Brigham, Miss Mary A., in a railroad accident at New Haven, June 29, aged fifty-nine years; born in Massachusetts, graduated and taught at Mount Hol¬ yoke Seminary; was principal of Ingham University, Leroy, N. Y., in 1863; assistant principal of Brooklyn Heights Seminary; was offered the presidency of Wellesley, but accepted that of Mount Holyoke, whose charter as a college she had been active in securing. Burnham, Jonas, March 9, aged ninety years ; born in Maine ; educated at Phillips Andover, and Bowdoin College, 1823; teacher of academies at Saco, North Bridgton, Bath, China, Bridgton, Kennebunk, Hallo well, Augusta, Winthrop, Strong, and Farmington, Me. Canfield, Mrs. S. A. Martha, May 11, at Bristol, R. I. Her husband, a lieu¬ tenant-colonel, fell at Shiloh, and she devoted herself to the relief of the sick and wounded soldiers. She founded the colored orphan asylum at Memphis, Tenn. On the suggestion of President Grant she became a clerk in the Bu¬ reau cf Education in 1873 and so remained until she resigned in 1885, giving special attention to child-saving institutions and the industrial education of girls. Cooke, George, in Florida, March 10, aged seventy- eight ; born in New Hamp¬ shire; graduated at Dartmouth, 1832; studied theology at Andover ; president University of Tennessee at Knoxville, 1852-59 ; teacher at Amherst, 1859-63. Fairchild, Edward H., in Berea, Ky., October 2, aged seventy-three ; born in Massachusetts ; graduated at Oberlin ; principal of preparatory department, Oberlin, 1853-69; president of Berea College, Kentucky, from 1869 till his death ; was a brother of President Fairchild of Oberlin and of President Fair- child of Manhattan College, Kansas. Gage, William L., May 31, aged fifty-seven ; born in New Hampshire ; educated at Phillips Andover Academy and at Harvard (1833) and abroad ; lectured be¬ fore Lowell Institute ; editor of Ritter’s Geographical Studies, Ritter’s Life, Ritter’s Lectures on Geography, and a Historical Atlas, also of relief maps ; author of some twenty other publications. Hall, J. D., February 16. aged seventy ; was born in Connecticut: graduated at Yale 1837, and in theology in 1842 ; was teacher at Hartford, Conn., 1859-64 ; principal of the Murray Hill Institute, New York City, 1864-81 ; teacher at West Hartford, Conn., 1881-84. Higbee, Elnathan Elisha, D. D., ll. d., December 13, aged fifty-nine ; born in Ver¬ mont; graduated at University of Vermont; taught in Woodstock Academy, Vermont, in 1849 ; accepted position of teacher in Emmetsburg, Md.; graduated at Reformed Theological Seminary, Mercersburg, Pa.; was one year teacher of mathematics in the high school, Lancaster, Pa.; was professor of Latin and Greek in Heidelberg College, at Tiffin, Ohio : in 1864 accepted the professor¬ ship of Church History and New Testament Exegesis in Mercersburg Theolog-- ical Seminary ; 1871-90 was president of Mercersburg College, which be had been instrumental in founding; in 1831 he became State superintendent of public schools for Pennsylvania, and so remained until his death. Hosford, H. B., February 27, in Illinois, aged seventy-one; born in Wil- liamstown, Mass. : graduated at Williams, 1843; principal Hopkins Academy, Hadley, Mass., 1843-44; tutor at Williams College, 1844-48; professor Western Reserve College, 1854-60. Kendrick, John, ll. d., at Marietta, Ohio, July 29, aged eighty-six; born in Lebanon, N. H. ; graduated at Dartmouth in 1826, first in a class of which Chief Justice S. P. Chase was a member; professor at Kenyon, intellectual and moral philosophy, rhetoric, logic and history, also of Greek language and EDUCATIONAL NECKOLOGY, 1303 literature, 1829-40; professor at Marietta College, 1840, rhetoric and political economy. Latin and Greek languages, and emeritus until his death : his brother, Col.’ Kendrick, was professor at West Point; his son is bishop of New Mexico and Arizona. Lossing, Benson J., at Chestnut Ridge, N. Y., June 3. aged seventy-six; from matchmaker ho became editor ; he made himself proficient with the pen¬ cil and was one of the first wood engravers in America ; was specially known for his illustrated historical writings. Loomis, Elias, ll. d., died at New Haven, Conn., August 15, aged seventy-eight; born in Connecticut: graduated at Yale 1830; teacher in Maryland and student at Andover Theological Seminary, 1830-33; tutor at Yale, 1833-36; professor Western Reserve College and student abroad, 1836-44; professor University of the City of New York, 1844-48,1849-60; professor Princeton, 1848-49; professor at Yale 1860 until death. Mitchell, Miss Maria, ll. d., at Lynn, Mass., June 28, aged seventy-one; born in Nantucket, Mass. ; was daughter of William Mitchell; acquired her education under her father, who was an astronomer, and became an assistant in the school of Chas. Pierce, Nantucket; received a gold medal from the King of Denmark and one in copper from the Republic of San Marino, Italy, for the discovery of a comet (1847) : was employed on the Nautical Almanac for many years ; in 1865 was called to the professorship of astronomy in Vassal* College ; was the first woman elected to the American Academy of Arts and Sciences. Mokley, L. B., at Pittsfield, Mass , aged eighty-five : was principal of Winsted Academy 1829-31, and of Springfield High School 1834-36. Prof. Edward W. Morley, of Western Reserve College, is his son. Patton, William Weston, d. d., ll. d., December 31, at Winsted, N. Y., aged sixty-oight ; was born in New York City ; graduated at University of New York 1839, and Union Theological Seminary 1842 : and became editor of the Advance 1867-72; western secretary of A.M. A. 1873-74; lecturer Chicago and Oberlin theological seminaries 1874-77 ; president of Howard University 1877-89 : was pastor in Connecticut, Massachusetts, and Illinois; his separate publications number thirty-seven. Perry, S. Joseph, S. J., F. r. s., December — , a distinguished astronomer. Pettibone, Ira, June 11. Winchester, Conn., aged eighty-seven; graduated at Middlebury College 1828; teacher at Utica, N. Y., 1815-46, and at Cornwall, Conn., 1853-57. Robbins. Elijah, June 30, aged sixty-one: born in Connecticut; graduated at Yale 1856, and at Hartford Theological Seminary in 1859; Missionary A. B. C. F. M. among the Zulus, teacher of Umzumbi school till 1872, when he" returned to America and was principal of school at Adams from 1874 until his death. Shaw, Henry, St. Louis, August 25, aged eighty-nine ; born in England, received his primary education at Thorne; spent six years at Mill Hill, a dissenting school 20 miles from London. He was noted for his readiness in mathematics^ came to Canada with his father in 1818; landed at St. Louis May 3, 1819, with a small stock of cutlery ; he accumulated wealth rapidly and early retired from active business. In 1851 he attended the World’s Fair in London, and while walking through the grounds of Chatsworth. the most magnificent private residence in Europe, he exclaimed, “Why can not I have a garden, too.’’ From that on his ideas took shape, and St. Louis has the result in the Shaw botanical garden, richly endowed, and the Shaw school of botany, with an annual income of $5,000 from improved real estate. To the preparation and completion of these plans he devoted the last forty years of his life. Southworth. Alden, February 7. in Connecticut ; was born in Vermont : grad¬ uated at Dartmouth 1840. at Bangor Theological Seminary 1843; was teacher at Woodstock, Conn., 1845-46, at Nicholas Academy, Dudlev, Mass., 1846-49 and 1853-54, and in California 1849-53. Stebbins, M. C., September 12, Cornwall. Vt.. aged sixty-one: graduated at Amherst, 1852: teacher in New Hampshire, 1851-52 : principal of High School, Springfield. Mass., 1865-74: principal Collegiate Institute 1874-81 ; instructor at Middlebury College, 1884. 1304 EDUCATION REPORT, 1889-90. Thompson, Win,, D. d., February 27, aged eighty- three ; was born in Connecti¬ cut; graduated at Union College 1827, Andover Theological Seminary 1832 ; was Nettleton professor of Hebrew language and literature in (E. W.lth'e pres¬ ent Hartford Theological Seminary 1 834-81 ; emeritus and dean of faculty un¬ til his death. Pros. Chas. O. Thompson, ph. d., first principal of Institute of Technology at Worcester, Mass., and of Rose Polytechnic Institute at Terre Haute, Ind., was his son. Vail, W. K., June 18, in Pelham, Mass., aged seventy-four, was born in Massa¬ chusetts; graduated at Amherst in 1833 ; was teacher at Chicopee 1842-46; at Pickering school, Salem, 1849-54; and teacher and chaplain 1854-66; was superintendent of schools at Shutesbury 1867-69 ; and Pelham 1876-77. Ward, Joseph, d. d., December 11, aged fifty-one, was born in New York; graduated at Brown University; settled in Yankton 1869; was a member of constitutional convention of South Dakota; was founder of Yankton College, and president from 1883 until his death. Woolsey, Theo. Dwight, d. d., ll. d., July 1, in New Haven, aged eighty-seven • was born in New York City, graduated at Yale 1820 ; was at Princeton Theo¬ logical Seminary 1821-23 ; tutor at Yale 1823-25 ; student in Europe in 1827-30 ; president of Yale 1846-71. Thirty-six separate publications are enumerated, among them five Greek text-books, and study of international law which has reached five editions. 1890. Allen, Dr. J. A., August 15, at Chicago ; was born at Middlebury, Vt. ; grad¬ uated from Middlebury College in 1845, received the degree of M. D. in 1846 ; was president of Rush Medical College and afterward its dean. Atkinson, George H., d. d., at Portland, Oregon, February 25, aged sixty- nine ; was born in Massachusetts ; graduated at Dartmouth 1843, at Andover Theological Seminary 1846 ; went to Oregon 1848 by sailing vessel via Cape Horn and Hawaiian islands ; pastor at Salem and Portland, and general Con- gregationalist missionary 1872 for Oregon and Washington until his death ; was wise in the establishment of schools and churches; founder of Forest Grove University and Whitman College; was special correspondent of the Bureau of Education ; gave it information of Alaska before Dr. Sheldon Jack¬ son’s efforts began ; by request gave shape to the first gubernatorial message of the governor of the Territory upon education, and also to the educational clause of the constitution of the State. Atkinson, Wm. P., in Boston; emeritus professor of English and of history, Institute of Technology. Barrows, Simon, January 12, aged seventy-eight years; graduated at Dart¬ mouth ; principal of Des Moines Academy 1862-64 ; trustee of Gates College and curator of cabinet. Bishop, Robert H., July 5; professor of Latin at Miami University, Oxford, Ohio, 1852-73; professor emeritus and secretary board of trustees until his death, and trustee Lane Theological Seminary. Bizzel, W. D., m. d., at Norcross, Ga., June 30, aged forty years; was born in Alabama; graduated from Alabama Medical College; went to Atlanta in 1881, and at the time of his death was professor in the Atlanta Medical College. Burleigh, Dr. Joseph, in almshouse, Baltimore, December 23. He was known as the founder of the Newton University, Baltimore. Butler, Calvin, June 11, aged eighty years; graduated Dartmouth College 1834, and at Andover Theological Seminary 1837 ; was principal of Washington Academy, Salem, 1848-51 ; principal of the academy at New Saltz 1848-51 ; principal of Young Ladies’ Seminary, Somerville, N. J., 1851-62; of Somerset Classical Institute 1863-64. Collier, Robert Laird, Unitarian divine, author and lecturer, July 27, aged fifty- three. Cowles, J. P., Ipswick, Mass., March 11, aged eighty-five years; was born in Colebrook, Conn. ; graduated from Yale 1826, and Andover Theological Semi¬ nary 1829; was professor of language and literature of the Old Testament at Oberlin 1836-39; principal of Elyria Academy 1840-44 ; principal of Young Ladies’ Seminary, Ipswich, Mass., 1844-74. EDUCATIONAL NECROLOGY. 1305 Cummings, Francis J., M. A., S. J.. in Brooklyn, August 6, aged thirty-two; was principal of schools 1871. He had previously served as professor in Loyola College, Baltimore ; also at St. Marys Institute. Amsterdam. N. Y., and Seton Hall College, Orange, N. J. Cummings, Joseph, D.D., lu. d., at Evanston, Ill., May 7, 1890 ; aged seventy-three; was graduated from the Wesleyan University, Connecticut ; was president suc¬ cessively of Genesee College, New York, of Wesleyan University, Middletown, Conn., and of the Northwestern University, 1881, Evanston, Ill., which place he held at the time of his death. Day, Henry Noble, LL. d.. at New Haven, Conn., January 12; aged eighty-one years; was born in Washington, Conn., graduated from Yale College 1828, and from the theological school in 1834 ; was teacher at New Burlington, N. J., 1828-30; was tutor at Yale 1831-34; professor of rhetoric, Western Reserve College 1840-44, professor of practical theology 1844-58 ; was president of Ohio Female College, Cincinnati, 1858-64 ; was the author of a number of text-books and treatises on educational subjects. Dwinell, Israel Edson, d. D., at Oakland, Cal., June 7, aged sixty-nine years; was born at Calais, Vt. ; graduated at Vermbnt University 1843, from the Union Theological Seminary 1848 ; was professor of Homiletic and Pastoral Theology and New Testament Greek at Pacific Theological Seminary, Oak¬ land. He published a few books. Fanning, John H., in New York City, June 26, aged sixty-nine ; was the oldest public school official in the city. In 1847 he was made principal of Madison street school, and in 1852 assistant principal of Female Normal School; in 1869, assistant superintendent public instruction, which place he held until his death. Folsom, N. S., d. d., in Asheville, N.C., November 10, aged eighty-four years; was born in Portsmouth, N. H. ; graduated at Dartmouth College 1828 and Andover Theological Seminary in 1831 ; was professor of language Lane Sem¬ inary 1833 ; professor of Biblical literature in Western Reserve College 1834-36 ; editor of Christian Register 1847-49; professor of Biblical literature in Theo¬ logical Seminary, Meadville, Pa., 1849-61. Goodwin, Miss Abby Moore, at Poughkeepsie, N. Y., April 24. For seventeen years she was instructor in Vassar. Goodwin, Daniel R., ex-provost University of Pennsylvania, March 15, aged seventy-nine. Hastings, Eurotas Parmelee, d. d., in Ceylon July 31, aged sixty-nine years. Born in New York ; graduated at Hamilton College, 1842, and Union Theo¬ logical Seminary, 1846; was president of Jaffna College, Ceylon. Hedge, Frederick Henry, d. d., ll. d., August 21, aged eighty-four years; was born in Cambridge, Mass.; studied in Germany; graduated at Harvard and Cambridge Divinity School ; in 1857 was made professor of ecclesiastical history in Harvard and in 1872 professor of the German language. Besides magazine contributions and German translations he wrote Reason in Re¬ ligion and The Primeval World of Hebrew Tradition. Hill, Franklin C., d. l., ph. d., at Princeton, N. J., November 4, aged sixty-three years; a noted scientist and scholar. He was a nephew of ex-President Hill of Harvard, and graduated from Harvard school of science ; was professor in Antioch College, Ohio, and curator of the Princeton museum, where he re¬ mained until his death. Hobart, Leander Smith, at Springfield, Mass., March 8, aged seventy-five years. Member of Board of Visitors, Michigan University. Hoyt, James S., d. d., at Keokuk. Iowa, March 6, aged fifty-nine years : graduated at Yale, 1851, and at Andover Theological Seminary, 1858. Principal of Acad¬ emy at Niagara Falls, N. Y., 1851-53; trustee and treasurer of Olivet Col¬ lege ; trustee Iowa College: visitor Chicago Theological Seminary. Howard. Virgil Maro, at Deerfield, Mass., September 30, aged fifty-seven ; was born in Ware, Mass. ; graduated Yale 1851 : taught in New Salem and Barre Academies ; for fifteen years principal of Academy, Deerfield : superintendent of schools, Athol ; was called to Deerfield to settle estate of Mrs. Esther Dick¬ inson, who bequeathed a large sum for founding a school. 1306 EDUCATION REPORT, 1889-90. Kiddle, Henry, September, aged sixty-se^en years ; was born in England ; was principal of several normal schools at different times ; from 1856 to 1870 was deputy superintendent of city schools, and in 1870 was made superintendent ; in 1879 he resigned, owing to an adverse public sentiment created by the avowal of his belief in Spiritualism ; in 1877, with Alex Schem, he edited the Cyclope¬ dia of Education. Lamb, Edward, at Waterville, N. Y., August 19 ; aged sixty-seven ; was teacher in- the Cherry Valley High School, and served on the board of education for some years. Lambert, William H., ph. d., at Fall River, Mass., November 4 ; born in Maine ; graduated at Waterville College, now Colby University, in 1874; was made principal of Fall River High School in 1879 ; was superintendent of schools at Malden, Mass.; in 1885 returned to his former position in Fall River. Lane, Daniel, d. d., at Freeport, Me., April 3 ; aged seventy-seven ; was born in Maine; graduated at Bo wdoin College and Andover Theological Seminary; principal of preparatory department Iowa College 1853-55 ; professor of moral philosophy and metaphysics there in 1855-58 ; financial agent for Iowa College in 1872-78. Leigh, Dr. Edwin, in Texas, April 9, aged seventy- three years; was born in Maine; graduated at Bowdoin in 1835 and at Andover Theological Seminary in 1838. Ill health prevented his preaching, and he studied and received M. D. at Harvard; assisted Louis Agassiz two years; was seven years connected with the St. Louis public schools, during which he issued his “Prononucing Orthography/’ a phonetic system to improve primary instruction in reading, and to facilitate the acquisition of English by foreigners, to which he devoted the remainder of his life, and which was heartily commended by Dr. W. T. Harris and Dr. J. D. Philbrick and Hon. J. O. Wilson. For this purpose he prepared editions of elementary text-books. He also published Philosophy of Medical Science, Boylston Prize Essay, and other works. He made an elaborate computation of illiteracy in the United States, as shown by the census, which was printed in the Commissioner’s special report by Dr. Barnard, 1870; also in the Annual Report, in which intelligence and illiteracy were presented to the eye in dotted squares as well as figures. This was the first effort among us to treat this subject graphically. Lipscombe, A. A., D. D., in Athens, Ga., November 25; prominent Southern Methodist educator. Prior to the late war he wras pastor of the Methodist Church at Montgomery, Ala. After the war he held successfully the positions of chancellor and professor in Vanderbilt University, and was iiterary editor of Harper’s Magazine. Lyman, Chester S., in New Haven, January 29, aged seventy-six years ; gradu¬ ated at Yale and the Theological Seminary. Professor of mechanics and physics, Sheffield Scientific School, Yale. McAfee, John A., d. d., organizer and first president of Park College, died June 12, aged fifty-nine. He was born in Missouri, and was for some time con¬ nected with Highland University. McElroy, John E. R., at Philadelphia, November 26 ; was professor of rhetoric and English at the University of Pennsylvania. MAngum, Adolphus Williamson, d. d., at Chapel Hill,N. C., May 12, aged fifty- six years ; was born in North Carolina ; educated at South Lowell Academy, and at Randolph Macon College, Virginia, entered the ministry in 1875 ; was appointed to the chair of mental and moral science in the University of North Carolina, which he held until his death. Mather, Prof. Richard H., ll. d., at Amherst, Mass., April 16, aged fifty-five. He graduated at Amherst in 1857 ; also studied in Berlin ; taught a year in Williston Seminary; became tutor at Amherst in 1859, where he taught Greek thirty-one years, three years as instructor, six as adjunct professor, and twenty- two as professor. He also taught German and became lecturer upon Sculpture. He was a favorite preacher in many pulpits. He was specially efficient in se¬ curing funds for the college, and was the chief promoter of the art museum which may fitly be called the Mather collection. His several visits abroad were made specially tributary to the college. Prof. Mather of Williston Sem¬ inary is his son. EDUCATIONAL NECROLOGY. 1307 Monteith, James, in Brooklyn, September 11, aged sixty years; a well-known geographical writer and’editor of atlases. Morison. Nathaniel Holmes, irl Baltimore, Md., November. He graduated at Harvard 1839; was provost of Peabody Institute. Noble, Edward Wolcott, d. d., at North Cambridge, February 4, aged seventy- eight years; graduated at Williams College 1831 and ADdover Theological Seminary ; teacher at Amoskeag, N. H. Noyes, Edward Follansbee. ll. d., died Cincinnati, August, 1890; born in New Hampshire; graduated at Dartmouth College 1857 ; was lawyer, judge, colonel Thirty-ninth Ohio Volunteer Infantry, brigade-general . Governor of Ohio, minister to France, and correspondent of the Bureau of Education. Pallen, Montrose Anderson, M. D., in New York, October, aged ninety ; was born in Vicksburg, Miss. ; was medical director in the Confederate army ; served with France in the Franco- Prussian war; in 1874 was appointed to the chair gynecology in the University of the City of New York, where he assisted in forming the post-graduate college, was called in consultation with Sir Morrell Mackenzie to the Emperor Frederick III ; he was the first physician to use the ophthalmoscope. Park, Geo. Shepard, died in Lost-ant, Ill., June 6, 1890, aged seventy-nine 5 founder of Park College (1875), Parkville, Mo. Parmelee, Eliab Harvey, at Baiting Hollow, N. Y., July 30, aged seventy-three years ; was at one time superintendent of schools at Killing worth, Conn. Phelps, Austin, D. D., at Bar Harbor, Me., October 14, aged seventy years ; born in West Brookfield, Mass. ; graduated at University of Pennsylvania. 1837 ; professor of sacred rhetoric, Andover Theological Seminary, 1848-79 and emeritus until his death ; published theological and pulpit discourses and miscellaneous works. Poole, Henry Ward, in the City of Mexico, October ; was'scientist and author ,* was civil engineer by profession : was in Mexico during the Maximilian affair and contributed letters to the Boston Transcript and to various scientific magazines. Schuyler, Eugene, ll. d., July 18, aged fifty. He was a scholarly writer : in diplomatic service most of the time from 1866 to 1886, and was a correspondent of this Bureau. He graduated at Yale in 1859, and at Columbia Law School in 1863. Smith, Henry H., m. d., April 11, aged seventy-five ; was emeritus professor of surgery, University of Pennsylvania. Sterling, William, supervising school principal, Philadelphia, aged sixty-four, died January 4, 1890. Stuart, George H., April 11, aged seventy-four. He was merchant philan¬ thropist, president of Christian Commission called by President Grant in the formation of Indian Commission. Taylor. Dr. Franklin, April 16, aged sixty-one years ; ex-president of Central High School, Philadelphia. Thoms, Matthew Hueston, at Cincinnati, December 15, aged fifty-four ; was born in Cincinnati : graduated Yale 1862 ; bequeathed $75,000 for the endowment of the William Thoms Professorship, University of Cincinnati. Waldo, Seth Hardin, died at Geneseo, Ill., October 30, aged eighty-eight: graduated at Amherst 1831, and at Andover Theological Seminary 1834; be¬ came preacher, also teacher at Phillips, Andover, 1832-33, Oberlin, 1834-35, Grand River, Ohio, and Bellevue 1842-54. Welch, R. Bethune, d. d.. ll. d., was born in New York ; graduated at Union College in 1846, at Auburn Theological Seminary in 1852 ; was professc r in Union College 1860 -76, and in Auburn Theological Seminary until his death, June 20, 1890, at Healing Springs, Va.. aged sixty-six. He was delegate to religious gatherings at Belfast and Berlin in 1884. and at London in 1888. He was noted as preacher and teacher. * Whittlesey, William, May 10, aged eightv-four years. Graduated at Yale: taught a young ladies’ school at New Haven: taught also in Mobile, in Claver- ack, N. Y., and Berlin, Conn. 1308 EDUCATION REPORT, 1889-90. Wilson, Mrs. Sarah, in New Haven, April, 1890, aged eighty years. Her life was spent in the education of colored people in New Haven. Wing, Paul, Sandwich, Mass., September 29, aged seventy-nine years. He was a member of the legislature, held a government position in South America, and for thirty years conducted a hoarding school in New England. 1891. Aiken, Edward, M. d., August 14, aged sixty years; was born in New Hamp¬ shire; graduated at Dartmouth, at Andover Theological Seminary and at Yale Medical School ; professor of Materia Medica and Therapeutics in the New England Medical College, 1864-67. Baird, John Gunn, died in Connecticut, aged sixty-live ; graduated at Yale, 1852 ; preacher, 1857-65, and assistant secretary Connecticut State Board of Educa¬ tion, 1867-83. Bancroft, George, ph. d., d. C. L., doctor juris (Oxford), at Washington D. C., January 17, aged ninety ; was born in Worcester, Mass. ; graduated at Harvard ; studied at Gottingen, where he received the degree of ph. d. ; was tutor at Har¬ vard; with Dr. Coggswell, founded the Round Hill (Mass.) School ; was Secre¬ tary of Navy, in which office he established the Annapolis Naval Academy : is most widely known as one of America’s greatest historians. He published a History of the United States, a History of the Formation of the Constitution of the United States. He was minister at various times to England, Russia, and Germany. Barker, Fordyce, m. d., in New York, May 30, aged seventy-three years; was born in Maine; received his medical degree in Paris, 1841; was professor of obstetrics in Bowdoin Medical College; held a similar position in the New York Medical College, and since 1860 in the Bellevue Hospital College; was a member of several medical and scientific societies; was one of the most emi¬ nent physicians of the country and the author of monographs on medical sub¬ jects which have been widely translated. Bennett, Charles Wesley, in Evanston, Ill., April 17, aged sixty- two years. Graduated from Wesleyan University; was principal of Stanstead Seminary, Quebec, and later principal of Genesee Wesleyan Seminary, New York; as¬ sistant principal of Fort Plain Seminary, New York; superintendent of public schools, Schenectady; principal of Louisville Seminary, New York; in 1871 was appointed professor of history and logic in Syracuse University, and in 1885 professor of historical theology in the Garrett Biblical Institute, Evanston, Ill. Bill, A. D., at Cambridge, Mass., in November; was for many years principal of Boston Commercial College. Blackinton, James F., in Winthrop, Mass., January 8, aged seventy-one ; was a graduate of Brown University; submaster of the Lyman School, Boston, 1848-61; in 1865 was elected master of Prescott School, which position he held till his death. Blanchard, Miss Elizabeth, in Boston, November 29, aged sixty-one ; was born in New Hampshire ; graduated at Mount Holyoke, 1858 ; was soon appointed an assistant, and remained with the seminary until 1888, except when her teach¬ ing was interrupted by sickness; visited Europe twice, once specially in the interest of the seminary; in 1883 was elected principal, holding the office five years ; was president one year, being the last principal and the first president ; was related to Dr. Howard Crosby. Bovard, M. M., d. d., died December 24; native of Indiana; graduate of De Pauw University, and was president of South Carolina University. Burchard, Samuel D., at Saratoga, in September, aged seventy-nine ; graduated at Center College, Kentucky; was chancellor of Ingham University, Le Roy, N. Y., 1839-79; was afterward president of Rutgers Female College. Carter, Samuel P., May 26, rear-admiral, U. S. Navy ; ex-superintendent An¬ napolis Naval Academy. Crosby, Howard, d. d. , in New York City, March 28, aged sixty-six ; was for eight years professor of Greek in the University of New York ; 1859-63 was professor of Greek in Rutgers College ; was chancellor for some years of the University EDUCATIONAL NECROLOGY. 1309 of New York ; a prolific writer, and besides magazine contributions, produced “Notes on the New Testament” and a life of Christ; one of the American revisers of the New Testament ; an eminent preacher, and a profound scholar. CURTIS, Leonidas Arthur, died Waukegan, Ill., June 19; born, Belvidere, Ill; graduated at Dartmouth, 1884; principal Ironton, Ohio, high school, 1884-85; teacher southern division high school, Chicago, Ill., 1885 until death. Darling, Henry, d. d., ll. d., at Clinton, N. Y., April 20, aged seventy-seven; was born in Pennsylvania; graduated at Amherst, 1842 ; was elected president of Hamilton College in 1881. Dennett, Daniel, at Brookhaven, Miss., January 5, aged seventy-eight; was born in Maine; was a school teacher both North and South; at one time was chief editor of the New Orleans Picayune, and for the past fifteen years has been its agricultural editor. Donaldson, Frank, m. d., a noted specialist, and professor in the Maryland University of Medicine. Eads, John.R., a. m., at Ashland, Ky., December 25, aged sixty-one ; was born in Kentucky ; was educated at College Hill, Cincinnati ; while pastor at Augusta, Ky., taught natural science and history in Augusta Collegiate Institute; inl887 opened a school at Ashland, Ky., and soon became medium of donations to Board of Education of Kentucky Conference; founded Ashland Collegiate Institute, of which he was president when he died. He was chaplain of the Fourth Kentucky U. S. Volunteers. Fessenden, Charles P., at Bangor, Me., November 29; was forty years an in¬ structor in penmanship in the public school. Fredininck, John, July 31 : a professor at Bluffton, Ala., and dean of the Uni¬ versity of the South. Furman, James Clement, d. d., in Greenville, S. C., March 3; was educated at Charleston College ; in 1843 was made professor in Furman Theological Insti¬ tute, and when that institution was expanded into a university he became its president; was for several years an editor of the Baptist Courier. Gale, Ezra White ; died at St. John, New Brunswick, March 13 ; born in New Hampshire May 9, 1824; graduated Dartmouth, 1843 ; taught South Hampton, N. H., 1843-46: Amesbury and Ipswich, Mass., 1884-88, then in Derby Acad¬ emy and Malden, Mass. ; four years in Erie, Pa. ; United States consul St. John, New Brunswick, 1881-85. Goodman, Jacob; in Denver, November 22; aged thirty-six : was born in Balti¬ more ; graduated Yale, 1876 ; teacher in the Baltimore public schools, and be¬ came principal of grammar school, which place he held till his last illness. Hancock, John. a. m., ph. d., at Columbus, Ohio, June 1, 1891, aged sixty -six; was born in Ohio, near birthplace of Gen. Grant : educated in district schools; became assistant grammar school principal, Cincinnati, in 1853. Mr. Hancock became principal and so remained till 1864 when, on a large salary, ho taught in a business college and edited News and Education ; after this, was assistant editor in the house of Sargent, Wilson & Hinkle ; for seven years superin¬ tendent public schools, Cincinnati; for a number of years superintendent of schools, Dayton ; in 1886, had charge of the Ohio Educational Exhibit, New Orleans Exposition ; became superintendent of Chillicothe schools ; in 1888 was appointed, and in 1890 by election became commissioner of common schools for the State of Ohio; trustee of McNeely Normal school, and of the Ohio State University, Athens, Ohio; from 1852 was an active member of the Ohio State Teachers’ Association and its president in 1859; member of Na¬ tional Educational Association and its president in 1879; was also member of the Council of Education and of the noted Round Table, a man of high moral purpose, an enthusiast and optimist in education, a lover of good literature; his kindheartedness toward everybody always won him friends. Hand, Daniel, at Guildford, Conu., December 17, aged ninety ; was one of the greatest philanthropists of the decade ; his gifts and bequest to the Ameri¬ can Missionary Society amounted to over a million dollars : the fund is to be held in trust for the education of the colored people of the South. Hasselguist, T. N., d. d., at Rock Island, Ill.. February 4, aged seventy-five ; was born in Sweden ; came to America in 1852, and was for thirty years presi¬ dent of Augustana College. 1310 EDUCATION REPORT, 1889-90 Hill,, Thomas, d. d,, ll. d., at Waltham, Mass., November 21, aged seventy- three ; was born in New Brunswick, N. J.; graduated from Harvard 1843, and the Divinity School 1853 ; in 1859 succeeded Horace Mann as president of Antioch College, Ohio ; 1862^68 was president of Harvard ; accompanied Louis Agassiz in his South American survey expedition ; invented an astro¬ nomical instrument, the occultator ; edited mathematical text-bcoks ; pub¬ lished poems and addresses, and contributed to many periodicals ; had great influence in shaping the order of studies for many students, and was a man who thought for others. Hodge, Caspar Wistar, d. d., in Princeton, N. J., September 27; graduated at Princeton and appointed instructor of Greek in the college ; in 1861 accepted the chair of New Testament Greek and Biblical Literature in the Theological Seminary ; in 1879 was appointed professor of New Testament Greek amf Ex¬ egesis. Joy, Charles Arad, ph. d., at Stockbridge, Mass., May 28, aged sixty-eight, was born in Ludlow, N. Y.; graduated from Union College 1844, and from the Harvard Law School, 1847 ; studied chemistry abroad, and at Gottingen re¬ ceived his degree of ph. d.; was professor of chemistry in Union College; was professor of chemistry in Columbia, 1857-77 ; was presidentof the Lyceum of Natural History, chairman of the Clinic Association of the American In¬ stitute, and foreign secretary of the American Geographical Society ; was editor of the Scientific American at one time, and of the Journal of Applied Chemistry. Kendrick, Col. Henry Lane, a. m., ll. d., in New York City ; born in New Hampshire, graduated at United States Military Academy ; for twelve years was assistant professor of chemistry, mineralogy, and geology at West Point ; in 1857 was appointed professor, which place he held until he was retired, 1880. Prof. John Kendrick, of Marietta, Ohio, was his brother. Kinloch, R. A.,m. d., in Charleston, S. C., December 23; was dean of the faculty of South Carolina Medical College, ex vice-president of the American Medical Association, and member of the Association of Surgeons. Lain, Lewis Flanders, died in Canisteo, N. Y., December 9, aged eighty-five; born in New Hampshire ; graduated Dartmouth, 1830 ; teacher Academy of San- bornton, N. H., 1830-31 ; studied at Andover Theological Seminary; preached in Ohio and New York; one of the founders of Canisteo Academy. Leach, Daniel, d. d., ll. d., in Providence, R. I., May 16, aged eighty-five ; was a graduate of Brown University and Andover Theological Seminary ; became principal of a classical school in Roxbury, 1838 ; was agent of the Massachu¬ setts Board of Education 1848-55 ; superintendent of public schools in Prov¬ idence, 1855-84; a member of the Rhode Island Board of Education, a life trustee of Brown University, and the author of several text-books. Le Conte, John, ll. d., in April ; was born in Georgia ; graduated from Frank¬ lin College, 1838, and College of Physicians and Surgeons, New Aork ; pro¬ fessor in Franklin College, 1845-55 ; lecturer to the Medical College, New York, 1855-56; in 1856 became professor in South Carolina College; was ap¬ pointed professor of physics and industrial mechanics in the University of Cali¬ fornia, acting president, 1869-70, and president 1870-71. Joseph Le Conte, LL. D.; of the University of California, is his brother. Leidy, Joseph, m. d., ll. d., at Philadelphia, April 30, aged sixty-seven; was born in Philadelphia; graduated at the medical college of the University of Pennsylvania, 1841 ; was pro-sector to the chair of anatomy in the university, 1815-46 ; demonstrator of anatomy in Franklin Medical College ; in 1853 was elected professor of anatomy in the University of Pennsylvania ; in 1876 was appointed professor of natural history in Swarthmore College; was a mem¬ ber of the American Academy of Natural Sciences, and published a number of scientific books. Lincoln, Prof. John L., LL. d., of Brown University, Providence, R. I., October 17 ; he studied in the Boston Latin School, and graduated at Brown in 1836; studied at Newton and was then appointed tutor at Brown : spent three years in German universities and in 1845 became professor of Latin and held that position until his death; for eight years during this time was principal of Kingsbury Seminary for Young Ladies ; edited Livy and Horace. EDUCATIONAL NECROLOGY. 1311 Lindsley, Aaron L., D.D., LL. D., at Portland, Oregon, August 12, aged seventy- four years ; was born in New York ; graduated at Union College and Princeton Theological Seminary ; in 1886 was appointed to the chair of practical theology in San Francisco Presbyterian Theological Seminary. Lockett, Col. Samuel H., in Bogota, United States Colombia, South America, October 12; was born in Alabama; graduated at West Point; was several years professor in University of Louisiana, afterward professor in the Univer¬ sity of Tennessee ; was first assistant under Gen. Stone in the construction of the Bartholdi Statue of Liberty. Lowell, James Russell, ll. d., died at Cambridge, August 12, aged seventy- two ; was born at Elmwood, where he died ; graduated at Harvard in 1838, and at the law school in 1840 ; was admitted to the bar in same year. From. 1841 he devoted himself specially to literature ; was poet, essayist, teacher, and statesman. His Bigelow papers, which appeared in the Boston Courier 1846-’48, were at once pronounced a masterpiece. Inl855,on Longfellow’s res¬ ignation, was appointed professor of modern languages and belles-lettres in Harvard : in 1863 became joint editor with Prof. C. E. Norton, of the North American Review, and remained so until 1872 ; in 1857 was the first editor of the Atlantic Monthly ; was presidential elector in 1876 ; in 1877 was appointed to the Spanish mission : in 1880 transferred to the Court of St. James, from which he was recalled in 1885. His oratory was graceful and natural, as was his pen. Lowell, Robert T. Spence, d. d., at Schenectady, N. Y., September 12, aged seventy-four years ; was the older brother of James Russell Lowell ; gradu¬ ated Harvard: entered the Episcopal ministry; was headmaster St. Mark's school, Southboro, N. Y.. in 1873-79; was also professor of Latin language and literature in Union College. McIver, Stimson, in New York City, September — , aged sixty-eight; was Irish by birth ; for twenty-eight years he had been principal of Grammar School No. 46. Marshall, J. L. B., at Kendall Green, Mass., May 6; he was associated with Gen. S. C. Armstrong in Hawaii, and ardently supported him as trustee and treasurer of Hampton Institute. Metcalf, Caleb Buffum, at Seabright, N. J., July 31, aged seventy-seven ; was born in Royalston, Mass. ; graduated Yale, 1842 ; was teacher in Boston pub¬ lic schools ; for ten years principal of Thomas Grammar School, Worcester ; in 1856 opened Highland Military Institute, where he remained till 1888; a member of public school board, 1869-81. Moen, Phillip L., at Worcester, Mass., April 23, aged sixty-seven; benefactor to education. O'Connor, Jeremiah, s. j., in New York City, March -, aged forty-nine; was born in Ireland ; educated at St. Joseph’s College, Philadelphia; was for five years president of Boston College. Packard, Miss S. B.. Washington, D.C., June 25. One of the founders and as¬ sociate principal of Spelman Seminary, a school for colored girls in Atlanta, Ga. Paddock. Benj. H., d. d., bishop of Massachusetts, March 9, aged sixty-three; founder of schools. Parton, James, Newburyport, Mass., October 17, aged sixty-nine : began to write while a teacher in New York and Philadelphia ; was born in England ; of world¬ wide fame as biographer. Peck, William Henry, died at Madison, Wis., December 6. Born in Vermont; graduated at Dartmouth, 1864 ; taught in Union, Wisconsin, 1863 ; Stoughton, 1863-64; principal of high school. Mineral Point, 1864-67 : also, 1868-70. Su¬ perintendent of schools there in 1871-72, and professor of Iowa College, 1872-73. Pratt, Charles, in New York City, May 4, aged sixty ; was born in Massachu¬ setts; was a successful merchant, and out of his large accumulation gave the Pratt Library building to Amherst College ; gave also to many charities, the church, Rochester Theological Seminary, the Adelphi Academy, and founded Pratt Institute, and the Asa Pratt Free Reading Room in Wilbrabam, his native town. His son is director of the Pratt Institute. 1312 EDUCATION REPORT, 1889-90. Savage, Joseph, at Lawrence, Kans., December 30 ; pioneer in planting churches and schools in Kansas ; one of the organizers of the Lawrence Academy of Science ; special promoter of arboriculture, etc. Seymour, Nathan Perkins, ll. d., at New Haven, December 28, aged seventy- eight ; was born in Hartford ; graduated at Yale, 1834 ; rector of the Hopkins Grammar School, Hartford ; tutor at Yale ; in 1840 accepted the chair of Latin and Greek at Western Reserve University : resigned in 1870, but was made professor emeritus ; appointed lecturer on English literature, which place he held till his death. Shackelford, C. C., at Brookline, Mass., formerly professor in Cornell Uni¬ versity. Sherman, Miss Miriam Stannard, St. Louis, April 12, was born in Connecticut; a life-long school teacher in different States, and for twenty years in the St. Louis High School. Sherman, Gen. W. T., ll.d., lawyer, teacher, February 14, aged seventy ; was correspondent of the Bureau of Education. Smith, George C., d. d., in Carmel, N. Y., December 17, aged sixty-one ; born in Vermont ; graduated at Wesleyan University, 1856 ; professor at Tilton, N. H. ; president Newbury (Vt.) Collegiate Institute till appointed president of Drew Theological Seminary, founded by Daniel Drew in 1866. SoldAn, Frederick J., Peoria, Ill., November, aged thirty-nine: was born in Frankfort, Germany; came to this country when seventeen, having had the advantage of the thorough training of the German schools ; was for some time actuary of the St. Louis Public Library ; became librarian of the Peoria Public Library in 1890. The library was his love and grew greatly in efficiency under his management. He was a model librarian and was a great favorite among its patrons. He was brother of J?rof. Louis F. Soldan, principal of the St. Louis * High and Normal School. Spencer, Henry C., in Washington, D. C., August 30, aged fifty-three; was born in Geneva, Ohio. His whole life has been devoted to business teaching; in 1859 superintendent of penmanship in Buffalo ; in 1864 superintendent in the forty Bryant & Stratton colleges; for twenty-five years was president of the Spencerian Business College in Washington ; was one of five brothers who published the Spencerian copy books, and was known as “the prince of black¬ board writers.” Spencer, J. Wesley, in Northfield, Vt., November 28; principal of the high school. Stuart, Alex. H. H., February 13, aged eighty-four ; ex-Secretary of Interior Department and member of Peabody board of trustees. Swan, Isaac, at Stoughton, Mass., May 25, aged seventy-six ; was for forty yearrs master of Stoughton School at Dorchester, and taught also in his native town. Taft, Alphonso, ll. d., aged eighty, lawyer, judge, minister to Austria, and also to Russia; attorney-general, trustee of Yale; was correspondent of the Bureau of Education. Thacher, Dr. James K., at New Haven, Conn., April 20, aged forty- three years; graduated from Yale in 1868; was professor of physiology in Yale University ; had charge of the medical work of the Century Dictionary ; his great reputation was made in the comparative anatomy of fishes. Tolman, Albert, died August 17, Pittsfield, Mass., aged sixty-seven; born in Massachusetts; graduated Amherst, 1845; taught in Montague and Wayland, Mass.; tutor in Amherst, 1848-51; teacher Maplewood, 1851-55; founder and principal Taghonic Institute; teacher Pittsfield High School, 1868-78. Tourjee, Eben, Doctor of Music, in Boston, April 21, aged fifty-five years ; was born in Rhode Island ; in 1859 was called to East Greenwich Academy, to es¬ tablish in connection with it a musical institute: established the Providence Conservatory of Music, and in 1867 the New England Conservatory in Boston ; organized the chorus of the Peace Jubilee. His 4 ‘ Plea for Music in the Public Schools” before the National Teachers’ Association was published by the Bu¬ reau of Education. ♦ EDUCATIONAL NECROLOGY. 1313 Tufts, Col. Gardiner, at Concord. November 23, aged sixty-three; in Decem¬ ber, 1869, was elected principal State primary school at Mouson and five years later resigned- to accept the surerintendeney of the new State reformatory, whose system he developed and operated. This position he held until his death. Wickersham, .Tames Pyle, A. M., LL. D., in Lancaster. Pa., March 25, aged sixty- six years; was born in Pennsylvania, graduated atUnionville Academy: princi¬ pal "of Marietta Academy. Pennsylvania, 1845; in 1854 was elected the first superintendent of schools of Lancaster County ; in 1856 was chosen first prin¬ cipal of the Millersville Normal School, the first State normal school: in 1866 was appointed State superintendent of public instruction which position he held for nearly fifteen years; aided in organizing the Pennsylvania State Teachers’ Associa ion and the National Educational Association; was the seventh president of the latter; was twice elected president of the National Department of School Superintendents ; for ten years was editor of the Penn¬ sylvania School Journal, and published a work on k‘ School Economy,” and ‘"Methods of Instruction:” his last literary work was the history of education in Pennsylvania; in 1882 was appointed minister to Denmark; was the most influential man after Dr. Burrows in forming the public school system of Pennsylvania and in fixing its methods: an able writer, ready speaker, effective organizer and one of the foremost of his day among the educators of America. Wiley, Rev. Dr. Philander, at Denver, Colo., September 23, for many years pro¬ fessor of Greek in De Pauw University. Willson, Z. G., at St. Cloud. Minn., May 21, aged sixty-nine; was connected with the St. Louis public schools for many years, and at one time edited the Western, an educational and library journal. WlNCHELL, Alexander, LL. d.. at Ann Arbor, February 19, aged sixty-six: grad¬ uated at the University of Michigan, 1854; professor of geology, zoology, and botany: occupied the same position in the Univ. rsity of Kentucky 1866-69; in 1873 accepted the chancellorship of the University of Syracuse : in 1874 re¬ signed to become professor of geology, botany, and zoology in the : ame insti¬ tution. which he held until 1879; from 1873-79 held a similar position in Vanderbilt University; in 1879 was recalled to his old chair at Ann Arbor, which he held till his death. His bibliography numbers 200 titles: established seven new genera and SOI new specimens, most of which were fossil; his name has been given to 14 new species. Woodford, John Beach, at Syracuse, N. Y.. April 27, aged seventy-six ; was born in Avon. Conn.: graduated at Yale 1839 : was principal of private school in Middletown ; in 1846 was elected principal of Southington Academy, Conn.; for thirteen years principal of academy at Windsor. Conn. FOREIGN. 1889. QUESNEYILLE, Dr., November 14, aged eighty years ; an eminent French chem¬ ist, and founder of the Moniteur Scientifique". 1890. Becker, Miss Lydia, at Geneva, July 18; had devoted her life to the saving of children in Manchester, England; was seven times elected to the school board : called the ‘‘pioneer of woman's suffrage in England.” Boellinger, John Ignatius, in Munich, January 10, aged ninety ; a professor and theologian. BRULLOW, Dr. Friedrioh, in Berlin, September 15; founder of the Diesterweg fund. Carruthers, John, d. d., September 1, aged eighty-nine; called the father of the English Congregational Church. Delitzsch, Francis, d. d., at Leipsic, aged seventy-eight years; was professor in ordinary in the University of Rostock and that of Erlangen, professor of ED 90 - S3 1314 EDUCATION REPORT, 1889-90. Old Testament Exegesis in the University of Leipsic, and author of Old and New Testament commentaries. Duff, David, D. d., in Edinburgh, August — ; professor of church history. Feullet, Octave, in Paris, December — ; brilliant writer of the ideal school, and last imperial librarian. Fricken, von, Dr. William, in Wiesbaden, December 29 ; councillor of education. Gerber, VON, Dr., in Germany, December — ; minister of education in Saxony. Humbeck, VON, Pierre, July 5 ; first minister of public instruction in Belgium; author of the Liberal Education Code, which effected such progress before the reaction of 1884. Joule, Dr. James Prescott, an eminent scientist, noted for his treatment of the conservation of energy and the mechanical equivalent of heat. Lidden, Henry Perry, September 9, aged sixty-one ; canon cf St. Paul's Cathe¬ dral. Lutz, von, Baron, ex-premier and minister of education, Bavaria ; correspond¬ ent of the Bureau of Education. McGregor, - , April 25 ; principal of McMaster College, Ontario. Neesima, Joseph Hardy, LL.D., at Oiso, Japan, January 23, aged forty-seven ; in his youth, desiring to learn of Christianity, he escaped from Japan, when such an act was punishable with death, and came to America on a vessel owned by Alpheus Hardy ; was educated at Phillips Andover Academy, Amherst, and Andover Theological- Seminary, at the expense of Mr. Hardy ; was interpreter to the Iwakura Special Embassy on its visit to this country ; was offered a place in the Japanese ministry, but declined ; became missionary to Japan under the American Board ; founded the Christian school in Kioto, under great difficulties, which was finally made a university. Rogers, James Thorold, in Oxford, England, October 13 ; was professor of eco¬ nomical science and statistics in King’s College and professor of political econ¬ omy at Oxford ; was the author of a number of works, including Aristotle’s Ethics, Economic Interpretation of History, Six Centuries of Work and Wages., and a history of agriculture and prices in England. Schliemann, Dr. Henry, at Naples, December 26, aged sixty-nine; was born in Mecklenburg-Schwerin ; was famous as an explorer of Greek archaeology ; he made a fortune in trade and expended it in the study and collection of Greek antiquities, which he has described in his general works; has greatly contrib¬ uted to the increase of interest in Greece and in old Troy. Schmitz, Leonard, in England, June ; formerly instructor to Prince of Wales; rector of high school, Edinburgh ; was named for the professorship ot Greek, Edinburgh University ; classical examiner to the University of London. Berg, — , in Copenhagen, December 2 ; a teacher, and leader of the radical wing in Parliament. Bobies, Rector, in Vienna, November 13 ; president of the Austrian Teachers’ Association. Budozis, Dr. Friedrich, in Berlin, March 11 ; historian of Brandenburg. Ciriacy-Wantrup, VON, Dr., in Arnsberg, Germany, July ; school councilor and leader of the conservative party in school affairs. Chadwick, Edwin C. B., July 5; aged eighty -nine : an English social econo¬ mist and lawyer; was assistant commissioner of the poor law commission ; a member of the commission of inquiry into the labor of young persons in facto¬ ries ; in 1838 he made an inquiry into the causes of local diseases and the improvement of habitations in the metropolis. Collins, George, at London, April 2; was a member of the London school board, master of model school and of methods in the borough training school, Borough -Road, and member of the editorial staff of the Schoolmaster. Corci, Carlo Maria, June 10 ; aged ninety-one ; a Roman Catholic professor of theology at Rome. Cossack, Dr. K. W., in Dantzic, November; author of literature for schools. EDUCATIONAL NECROLOGY. 1315 Dietlein, Waldemar, Rector, in Dortmund. Germany, October 31 ; author of the best German readers. Esser, Dr., in Berlin, October; chief of division in the ministry of education. Fischer, Dr., in Potsdam, July 19 : well-known teacher of gymnastics. Fricke, F. William, in Weisbaden, March 28 ; promoter of spelling reform. Frischbier, Hermann, at Konigsberg, December 8 ; a promoter of the teach¬ ers’ association. Gabelli, Aristide, at Padua, October 7, aged sixty-one ; a prominent educator. Gautier, Col. Emile, at Geneva, November 24, aged sixty-eight ; an eminent astronomer and director of the Observatory, Geneva. Hasner, Dr. Leopold (Ritter, von Artha), at Ischl, Austria, June 5; the father of the modern school in Austria. Haupt, August, in Berlin, July 4; professor of music. Hauselmann, J., in Biel, Germany, March 18 ; a promoter of drawing. Heumann, G., in Gorlitz, Germany, March 21 ; superintendent of schools. Kennedy, William, m. a., in Scotland, December ; clerk to the school board of Glasgow. Kern, Dr. Hermann, at Bruneck in the Tyrol, July 4, aged sixty-eight ; was for many years director of the Friedrich Wilhelm Gymnasium in Berlin : was a scientific student and educator, and published several educational books, and for many years was a member of the board of examiners for positions in higher schools. , Kokowosky de, W., Lieut. Gen., September ;.Jounder and director of the Russian Museum of Pedagogy. Kuenen, Abraham, in Germany, December 10, aged sixty-three ; a professor of theology. Langenberg, Eduard, in Berlin, February 16 : pupil and biographer of Ad. Diesterweg. Magalhaes, Benjamin Constant Botclho, January 22; a prominent Brazilian educator and scientist, and founder of the Republic. Moseley, Henry Nattridge, November 10, aged forty-seven ; professor of anat¬ omy at Oxford. Mowing, Regborg, in Konigsberg, August 6 ; founder of the teachers' association. Oehlwein, Dr., in Weimar, October 10; a promoter of deaf-mute education. Pachecho, D. Carlos, formerly minister of education, Mexico. Patrick, Brother (John P. Murphy), in Paris. April 25, aged sixty-nine; was born in Ireland; entered as novitiate into the order of the Christian Broth-’ ers at Montreal: was director of the Brothers’ School, St. Louis, in 1861; wa3 transferred to Manhattan College, New York, which institution prospered greatly under his care: his last position was that of second assistant to the su¬ perior-general of the Christian Brothel’s’ schools. Pedro, Dom. II, ex-Emperor of Brazil, in Paris, December 4, aged sixty-six; became sovereign at the ago of six. and abdicated in 1889. His tastes were scholarly, his ideas of government liberal : he established justice, encouraged schools, libraries, and colleges, traveled extensively, visited the United States, and was interested in the Bureau of Education, to whose chief he offered a decoration of the Empire. Peruzzi, Ubaldino, in Italy. September 9; called the Modern Perielos. PRESSENSE, de, Edmond D., at Paris, April 8, aged sixty-seven. Prange, William, in Breslau, March 25; school councilor and editor of Liibens Piidag. Jahresbericht. Quick, R. H., m. a., in Surrey, England. March 9; was educated at Cambridge; assistant master at Harrow and Cranleigh, lecturer at Cambridge ; writer of pedagogics; is known among teachers the world over by his Educational Re¬ formers. 1316 EDUCATION REPORT, 1889-90. Rjedkin, Peter, ll. d., in St. Petersburg, March 7, aged eighty- three ; an eminent Russian scholar; was a graduate of the universities of Dorpat and Moscow; became the first professor of the Cyclopaedia of Law at the Univer¬ sity, Moscow; in 1863 was called to be professor ordinarius at St. Petersburg, published a History of Law and a History of Philosophy. Ree, Anton, Dr., in Hamburg, January 1; the well-known champion of the com¬ mon schools. Schlaikier, in Meiningen, March 14; school councilor. Schubert, Otto, Rector, in Haynan, Germany, July 9; superintendent of schools. Thomissen, Dr., in Brussels, November; ex-minister of public instruction. Tichelmann, Rector, in Konigsberg, July 17; promoter of Pestalozzi societies. Topler, F., in Berlin, December 10; editor of educational journals. Velhagen, Auguste, in Leipsic, December, aged eighty-two; a publisher of books and atlases on the principle of “ good and cheap.” Wachter, Robert, in Rudolstadt, Germany, March 28; school councilor. Widgery, William Henry, m. a., England, assistant master in University Col¬ lege school, August 26; was born at Exeter, March 11, 1857 ; entered at St. John’s College, Cambridge, 1874, and graduated seventh senior optime in the mathematical tripos ; taught at Dover College ; gained the Harness prize for essay on Hamlet, which was commended in the Atheneum ; was second master at Brewer’s School, E. C. , London, and gained ‘ ‘ prizes for Icelandic and Gothic ; ” in 1883 assumed the work which he continued until his death, meantime having studied in Berlin in 1886. His tract on teaching languages was republished and translated into other languages. His sketch of education at the Paris Ex¬ position appears in this Report. He was librarian and an active member of the council of the Teachers’ Guild. Friends have joined in creating a fund for a memorial to his memory. Wolff, Emil, Rector, in Apoida, Germany, February 16; a pedagogical author and editor of Allgemeine Schulblatt. Wulkow, August, in Stettin, Germany, October 9; president of teachers’ as¬ sociation. Zahn, Franz, Dr., in Mors, Germany, July 9; the successor of Ad. Diesterweg in the Normal School at Mors, and author of a Biblical history. PART III. STATISTICAL TABLES. 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 L8 EDUCATION REPORT, 1889-90. jle 1. — Statistics of population , private schools, and pubh City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Male. Female. Total. 1 a 3 4 5 6 7 ALABAMA. 26, 178 7-21 4, 561 5,493 10, 054 4; 394 7-21 n.: 245) 1, 345 7, 995 7-21 (1 _ 888) 1,888 __ Mobile 31,076 _ Montgomery . 2l! 888 7-21 (3, 907) 3, 907 250 7, 622 7-21 (3, 016) 3, 016 4, 215 7-21 (1. 9361 1,936 ARKANSAS. Fort Smith . 11,311 6-21 1 1,270 1,-457 2,727 500 Helena . 5, 189 6-21 920 949 1,869 300 Little Rock . 25, 874 6-21 4,112 4, 325 8, 437 720 CALIFORNIA. Eureka . 4, 858 5-17 1,021 1,044 2, 065 200 Los Angeles . 50, 395 6-21 5,274 5,512 10, 786 1,436 Oakland . 48,682 5-17 5,788 5,598 11, 386 2, 013 Pasadena... . 4. 882 5-17 (1,775) 1,775 75 Riverside . 4, 683 5-17 427 422 849 36 Sacramento . 26, 386 5-17 2,693 2, 664 5, 357 504 San Diego . 16. 159 5-17 1,740 1,845 3, 585 235 San Francisco . 298, 997 5-17 30, 308 30, 334 60, 642 8,253 San .Tos6 18, 060 5-17 2, 191 2,453 4, 644 Santa Barbara . 5, 864 5-17 (1, : 802) 1,802 150 Santa Cruz . 5, 596 5-17 816 887 1,703 185 Santa Rosa . 5,220 5-17 681 720 1,401 182 Stockton . 14, 424 5-17 1,287 1,419 2,706 434 Vallejo _ 6,343 6-18 (1.250) 1,250 COLORADO. Aspen . . 5,108 6-21 25 Colorado Springs . . . 11,140 6-21 (1,615) 1, 615 33 Denver, Dist. No. 1.. Denver, Dist. No. 2.. 106, 713 6-21 2, 833 3, 130 5,963 250 Denver. Dist. No. 17. 6-21 350 Leaaville* . . ' '"16, '384* 6-21 937 925 1.862 450 Pueblo Dist. No. 1... 24, 558 6-21 702 879 1,581 Pueblo Dist. No. 20 6-21 944 898 1,842 250 CONNECTICUT. Ansonia . 6 5, COO 4-16 a,s 200) 1,200 20 Birmingham c . 4,413 4-16 (1, 805) 1,305 239 Bridgeport _ 48, 866 4-16 (11,398) 11,398 1,081 Bristol _ _ _ c7, 382 4-16 (1,543) 1,543 35 Danburvc . . 16, 552 4-16 (3, 494) 3, 494 584 Greenwich c . 10, 131 4-16 (1,996) 1,996 388 Hartford * . 53, 230 4-16 (9, 98-4) 9. 984 2,200 Manchester c . . . 8,222 4-16 (1,817) lj 817 22 Meriden. . 21, 652 4-16 (5, 641) 5,641 1,000 Middletown . 9, 013 4-16 (1,590) 1,590 • 600 New Britain . . cl9, 007 4-16 (4, 089) 4,089 1,600 New Haven . 81,298 4-16 (18,314) . 18,314 1,937 New London . 13,757 4-16 (2,716) 2,716 160 Norwich . 16. 156 4-16 (1,523) 1,523 400 Rockville . 7,772 4-14 952 I 1,000 1,952 395 South Norwalk ..... 64,000 4-16 - (fcl 172) 1,172 82 Stamford. . . cl 5, 700 4-16 1,667 | 1,606 3, 273 549 Thompson ville * _ 64, 000 4-16 (1,145) 1,145 300 ! Toppington c . 4,283 4-16 (872) 872 0 Wallingford c . . 4,230 4-16 1 (929) 929 0 ^Statistics of 1888-89. a The colored schools were iff s STATISTICS OF CITY SCHOOL SYSTEMS. 1319 attendance , supervising officers , teachers , and accommodations in cities and villages 4,000 inhabitants. Number of days the public schools were actually in session. Aggregate number of days” attendance of all pupils in public day schools. Aver ago daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 1G 17 18 19 20 21 33 177 384. 267 2,171 0 1 12 47 59 8 2,350 12 1 0120 40. 920 392 2 o 160 53, 120 332 2 3 ISO 430, 460 2, 447 3 10 4 170 1 0 1 4 33 37 5 1,700 12 5 168 1 6 160 68, 160 426 1 0 1 4 10 14 2 525 7 190 228.000 1,200 2 0 o 6 • 32 38 5 2,060 12 8 158 97,312.2 615. 9 0 0 0 2 13 15 4 12 9 177 473, 298 2,674 1 0 1 7 50 57 14 3,249 11 10 202 192,819.5 954.5 1 0 1 2 21 23 12 1,400 10 11 172 1,013; 494 5,825 5 4 9 10 153 173 23 5,610 13 12 201 1,259, 492 6,372 11 1 12 3 142 145 17 6, 751 13 13 173 179, 229 1,036 1 2 3 4 26 30 6 1,643 11 14 179 98, 828. 5 552 1 0 1 1 17 18 4 720 15 181 758, 028 4,188 4 5 9 5 96 101 15 *4,000 11 16 175 333.908 1,908 1 2 3 3 56 59 15 2.540 12 17 200 5,998,290 30, 015 17 39 56 33 684 717 75 36,247 12 18 200 471,400 2.357 1 2 3 10 54 64 11 2,789 12 19 181 159, 925 '840 1 0 1 3 22 25 6 1,106 12 20 196 190,307 951.5 1 0 1 2 22 24 5 1,250 12 21 191 153, 797. 5 805 1 0 1 *3 *17 *20 3 *950 11 22 210 384,090 1,829 1 0 1 11 36 47 9 2,500 12 23 6180 6180,000 61,000 4 1 5 4 17 21 4 1,200 12 24 180 107, 266. 5 599 1 0 1 0 15 15 4 650 12 25 *185 *158, 693 *857. 8 *1 *0 ..=1 *3 *21 *24 *4 *1,000 26 5, 412 4 1 5 13 119 132 16 6,600 27 185 433,016 2, 334. 6 8 2 10 3 58 61 8 3, 186 28 182 150, 856 964 2 1 3 7 33 40 4 1,152 ! 12 29 156 116.429 746 1 0 1 1 15 16 2 903 30 186 160,403 864 1 0 ~i 6 28 34 5 915 12 31 190 122,280 713 2 1 3 4 26 30 5 900 12 32 195 6165,750 C850 1 0 1 2 24 26 3 61,400 13 33 197.5 109, 225 533 H9) 19 3 798 34 193 1,072,269.4 5, 555. 8 3 0 3 4 I 145 149 22 7,502 13 35 191 174.383 913 1 0 1 5 1 25 30 11 1,316 10 36 198.3 335, 127 1,690 (48) 48 15 2. 115 37 200 143,000 715 <20) 20 8 880 38 192 61,017,600 65,300 27 1 152 179 18 7,298 39 190 198. 930 1,047 17 6 68.) 1 40 199 546,056 2,744 0 0 0 9 78 87 13 3,538 13 ! 41 190 149,720 788 1 1 2 2 22 24 3 1,050 13 42 187 309.298 1,654 1 0 1 3 41 44 11 3,280 13 43 200 62,231, 800 11,159 11 6 17 11 296 307 40 13,296 12 44 195 321,750 1,650 o 1 3 3 45 48 7 3,000 13 45 191 159,658 838 1 0 1 2 27 29 6 1,215 9 46 175 6175.000 61,-000 1 0 1 o 30 32 10 1,374 13 47 196 136. 663 697 T 18 19 5 12 48 198 310, 362 1,569 0 0 0 (59) 59 19 1,760 49 180 83. 966. 3 466.5 0 0 0 1 1 12 13 50 189. 1 10* 787 570 4 26 30 20 1,741 51 186.4' 101,384, 560 2 1 26 28 ! 1 9 1,327 52 6 Estimated. c This includes the eutire town. 13 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 20 «• Table 1. — Statistics of population, private schools, and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different pupils enrolled in public day schools. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 § 9 10 CONNECTICUT— cont’d Waterbury . 28. 646 4-16 (6, )81) 6,981 1,150 (4, 395) 4, 395 Willimantic . . 8,648 4-16 (2, 06d) 2, 065 778 (1,198) 1,198 Winstedfr . 4,846 4-16 (9 76) 976 234 (6 83) 683 DELAWARE, 4,010 6-21 40 293 324 617 61 ; 431 (9, 184) 9, 184 DISTRICT OF COLUM- BIA. Washington c . 56-18 17, 400 18, 500 35, GOO 2,642 12, 345 13, 123 25,468 Washington d . (6-18 8,918 9,282 18,200 477 4,966 6, 472 11,438 FLORIDA. Kev West . 18, 089 807 503 1,310 Pensacola . 11,750 6-18 1,428 1,411 2, 839 300 713 769 1,473 Tampa e . 5, 532 6-21 380 350 730 70 255 270 525 GEORGIA. Americus . 6, 398 6-18 0,2 !76) 1,276 85 529 619 1,148 Athens . 8, 639 6-18 1,116 1 1,210 2, 326 100 583 630 1,213 Atlanta . 65, 533 6-18 6,088 6, 726 12, 794 1,800 3,616 4,264 7,880 Augusta . 33, 300 6-18 4, 633 4,827 9,460 1,650 1,900 1,806 3, 706 Columhus . 17, 303 (6,000) 6, 000 350 1,073 1,226 2,299 Griffin . _ . 4,503 (1, 200) 1,200 75 (5C ®) 500 Macon . . . 22, 746 6-18 (10, 377) 10, 377 500 1, 056 986 2,042 Rome . 6, 957 6-18 964 1,032 1,996 278 491 451 942 Savannah * . 43, 189 6-18 1,000 2, 854 3,023 5, 877 ILLINOIS. Aurora . 19,688 6-21 2,338 2, 344 4, 682 880 1,233 1,189 2,422 Beardstown . 4, 226 6-21 651 683 1,334 150 445 431 876 Belleville . 15, 361 6-21 2,656 2, 504 5, 160 813 1,315 1,198 2,513 Bloomington . . 20, 484 6-21 3,124 3,110 6,234 1,000 1,660 1,731 3,391 Braidwood . 4, 461 (1, 500) 1,500 Cairo . 10, 324 6-21 1,731. ^1,825 3,556 525 732 785 1,517 Canton. . 5,604 6-21 697 694 1,391 *0 542 591 1,133 Centralia . 4, 763 6-21 805 800 1,605 65 531 | 503 1,034 Champaign*. . 5, 839 6-21 ('864') 864 (7, 15) 775 Chicago . 1,099, 850 6-21 145, 087 144. 346 289, 433 62,713 67,073 68,478 135, 551 Danville . 11,491 6-21 2, 327 2,092 4.419 398 1,331 1,388 2,719 Decatur. . 16, 841 6-21 2, 445 2, 362 4,807 400 1,543 1,573 3,116 East St. Louis . 15, 169 6-21 1,613 1,657 3, 270 700 913 854 1,767 Elgin . 17, 823 6-21 2,038 2,302 4, 340 650 1,377 1,301 2,678 Evanston . /7, 800 6-21 1,012 1,122 2,134 288 663 581 1,244 Freeport * . 10, 189 6-21 1,541 1,683 3, 224 519 786 825 1,611 Galena* . 5,635 6-21 975 1,062 2,037 440 484 443 927 Galesburg . 15, 264 6-21 2,370 2, 521 4, 891 500 1,121 1,18? 2,308 Jacksonville . 12, 935 6-21 1,815 1,891 3,705 917 984 1,901 Joliet . 23, 264 6-21 3, 431 3, 809 7,240 850 1,747 1,717 3,464 Kankakee . 9, 025 6-21 1,130 1,552 2, 682 500 618 584 1,202 LaSalle . 98, 55 6-21 2,022 1,971 3,993 780 563 592 1,155 Lincoln . . 6,725 6-21 1,308 1,608 2,916 400 (i,: 225) 1,225 Litchfield . 5, 811 6-21 988 1,073 2,061 250 585 1 669 1,254 Moline . 12,000 6-21 1,552 1,614 3,156 300 1,029 1,097 2,126 Monmouth . 5, 938 6-21 823 925 1,748 618 695 1,313 * Statistics of 1888-89. a Estimated. b This includes the entire town. c First six divisions— principally white. STATISTICS OF CITY SCHOOL SYSTEMS. 1321 enrollment, attendance , supervising officers, teachers, etc. — Continued. Number ■ ol’ days the public schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. CO >, ce'H’j ;*! ° C W pa . \u © >» ® -c ® 5 i rip,® Male. Female. Total. Male. Female. Total. •SSs e a 3 izi o o-S & Number of yt quired to com tire course of f 1 12 13 14 15 16 17 18 19 20 21 22 195 579, 150 2,970 5 82 87 15 4,320 53 200 0158. 000 a790 54 186 79, 980 430 (191 19 6 805 55 206 97,551 473 1 8 9 3 461 9 56 194 1,201,442 6,193 1 0 1 3 172 175 26 8,008 11 57 178 3, 4G0, 954 19. 418 9 6 15 72 457 529 74 22,824 11 58 177 1,551,271 8,766 7 0 7 20 196 216 22 8, 326 11 59 175 190,225 1,087 4 18 22 5 1,300 60 160 161,760 1,011 1 0 1 5 23 28 10 1,600 10 61 160 72,000 450 1 1 2 3 6 9 3 525 11 62 186 *169, 480 *892 *0 *0 *0 *4 *13 *17 1 1,180 11 63 175 144, 952 881 1 0 1 5 21 26 4 1,120 9 64 195 *1,318, 840 *6.580 2 0 2 14 121 135 15 6,575 12 65 193 402, 405 2,085 6 0 6 0 50 50 10 3,050 11 66 199 415, 502 2,088 1 0 1 6 38 44 6 2,500 11 67 *71.440 *376 2 0 2 3 8 11 2 560 8 G8 185 303, 585 1,641 3 1 4 5 43 48 10 1,850 9 69 172 122, 398 735 3 0 3 (20) 20 4 812 7 70 180 880, 380 4,891 28 85 113 8 5,000 71 192 341,982 1,727 5 6 3 44 47 7 2,200 12 72 189 99,973 516 1 0 1 *2 *13 *15 ' *4 *720 8 73 197 461.259 2,342 1 0 1 12 38 50 6 2,600 11 74 177 449, m 2,540 1 8 9 2 75 77 11 2,900 12 75 (211 21 5 76 180 194,270 1,079 1 0 1 1 27 28 7 1,332 12 77 180 147, 473 8, 197 1 2 3 1 27 28 6 1.200 5 78 163 128,064 78S 1 0 1 2 16 18 4 940 12 79 599 1 0 0 15 15 80 195 19,584,447 100, 673 120 91 211 175 2,667 2,842 203 123,410 12 81 188 355, 336 1,970 1 0 1 9 49 58 8 3,000 12 82 182 428,060 2, 330. 2 1 0 1 5 42 47 8 2,605 11 83 179 183.418 1,078 1 0 1 9 29 38 4 1,461 12 84 190 386, 153 2,012 1 0 1 1 55 56 12 2, 528 12 85 195 185. 189 944 1 1 2 1 25 26 4 1,200 8 86 242,160 1,235 1 0 j 3 33 36 5 1,800 87 194 125, 324 646 1 0 1 2 18 20 4 1,000 88 175 317,800 1,816 3 1 4 3 49 52 8 2,430 89 1,388 1 0 1 3 37 40 7 *1,250 11 90 198 492, 610 2, 480 1 0 3 64 67 10 2,800 12 91 193 163,070 8lo 2 0 2 l 23 24 4 1,550 12 92 205 187,165 913 1 0 1 2 20 22 6 1,500 12 93 193 171.490 1,090 1 0 1 1 20 21 3 1,090 12 94 171 154. 752 925 1 0 1 1 20 22 3 1,246 12 95 176 284,800 1,600 2 2 4 2 39 41 6 2,000 12 96 209 209,000 1,000 1 0 1 1 22 23 4 1,134 12 97 d Seventh and eighth divisions— colored. e These figures are in part estimated. /Estimated; not separately returned by census enumerators. 1322 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools, and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different pupils enrolled in public day schools. Male. Female. Total. Male. Female. Total. 1 3 3 4 5 6 7 8 9 IO Illinois— continued. 98 Ottawa . 9,985 6-21 1,469 1,459 2. 928 402 814 683 1,497 99 Paris . 4.995 6-21 673 690 1, 363 40 512 575 1,087 100 Pekin . 6,347 588 648 1,236 101 Peoria* . 41,024 6-21 6. 355 6,184 12, 540 1,500 3,377 3,627 7, C04 102 Peru . 5, 550 6-21 620 650 1 , 270 350 360 397 757 103 Quincy... . . 31,494 6-21 4, 832 5,130 9, 962 2.300 1,988 2, 107 4,095 104 Rock Island . 13, 634 6-21 2, 107 1,994 4. 101 '825 1,160 1,180 2, 340 105 Rockford.. . 23, 584 6-21 3,130 3, 631 6; 761 670 1,812 1,943 3, 755 106 Springdeld . . 24, 963 6-21 3.702 4,005 7,707 1,200 1,862 1,797 3,659 107 Sterling . 5. 824 6-21 (838) 838 100 330 365 695 108 Streator . . 11,414 6-21 2,054 1,996 4,060 *390 1,137 1,145 2,282 109 W aukegan . . 4, 915 6-21 485 595 1,080 150 436 452 888 INDIANA. 110 Anderson . . 10, 741 6-21 (2,5! 32) 2,582 200 542 638 1,180 111 4,018 6-21 619 1 581 1,200 410 419 829 112 Brazil . 5,905 6-21 928 1,036 1,964 250 603 649 1,252 113 Columbus . 6,719 6-21 (2,1 33) 2,133 200 675 723 1,398 114 Conners ville _ 4. 548 6-21 632 604 1,236 358 389 747 115 Crawfordsville . 6,089 6-21 1,357 1,375 2, 732 100 599 654 1.253 116 Elkhart . 11,360 6-21 1,615 1,599 3, 214 250 1,091 1,074 2,165 117 Evansville . 50, 756 6-21 8,177 8, 144 16, 321 1,600 3,278 3,198 6,478 118 Port Wayne . 35,393 6-21 6,226 6, 235 12, 461 3,800 2,184 2, 380 4,564 119 Frankfort _ 5,919 6-21 780 1,000 1,780 630 731 1,361 120 Goshen . 6,033 6-21 920 880 1,800 100 705 655 1,360 121 Huntington . 7, 328 6-21 1,099 1,066 2,165 400 688 686 1,374 122 Greencastle . 4,390 6-21 891 915 1,806 150 383 439 822 123 Indianapolis _ 105, 436 6-21 (48,1 979) 48, 079 (23. 163) 23,163 124 Jeffersonville . 10, 666 6-21 3, 035 3, 385 6,420 400 1,016 I 1, 041 2, 057 125 Kokomo . 8, 261 6-21 1,067 1,041 2,108 50 709 747 1,456 126 Lafayette _ 16,243 6-21 3, 524 3,615 7, 139 1.583 1. 775 3, 358 127 Laporte . 7 128 6-21 1,335 1,362 2,697 800 (1,260) 1,260 128 Lawrenceburg . 4,284 6-21 855 870 1,725 200 388 420 808 129 Logansport . 13, 328 6-21 2,466 2,465 | 4,931 736 1,004 1 1,069 2,073 130 Madison 8. 936 6-21 1,884 2,010 1 3, 894 1.012 975 1.987 131 Marion . . 8, 769 6-21 1,217 1,166 I 2; 383 0 683 700 1,383 132 Michigan City . 10,776 6-21 1,565 1,560 3, 125 750 577 < i 596 1,173 133 Mount Vernon . 4, 705 6-21 1, 103 1,150 2,253 100 526 h 576 1,102 134 Muncie . . 11,345 6-21 1,319 1,329 2,648 125 1,004 1,031 2,035 135 New Albany . . 21,059 6-21 3, 644 3, 666 7,310 1,662 1 1,667 3,299 136 Peru . 7,028 6-21 1,249 1,209 2, 458 350 600 I 668 1,268 137 Richmond . 16, 608 6-21 3,013 3, 320 6,333 850 1.282 1, 407 2, 689 138 Seymour . . 5,337 6-21 882 900 1,782 250 526 560 1,086 139 Shelbyville . 5, 451 6-21 1,007 1,106 2,113 200 538 586 1,124 140 South Bend . 21,819 6-21 3,411 3, 403 6,814 800 1,363 1,518 2,881 141 Terre Haute.. . 30,217 6-21 7, 370 6, 668 14,038 700 2, 506 2,506 5, 012 142 Valparaiso . 5,090 6-21 821 848 1,669 400 489 485 i 974 143 Vincennes . 8, 853 6-21 1,559 1,576 3,135 835 597 634 | 1,231 144 Wabash.. 5, 105 6-21 788 738 1,526 591 597 1,188 145 Washington . 6,064 6-21 1,171 1,151 2,322 354 592 608 ! 1,200 IOWA. i 146 Atlantic _ _ 4, 351 5-21 1,480 20 646 662 1,308 147 Boone . 6, 520 5-21 790 780 1,570 125 TOO 650 1. 350 148 Burlington . 22, 565 5-21 (8, ■ 461) 8, 461 2. 200 1.9S8 ! 4,199 149 Cedar Rapids* . 18, 020 5-21 2 175 | 3,124 5,299 500 (3, 563) 3,563 150 Clinton _ _ 13, 619 5-21 2,296 2,418 4,714 350 1,247 I 1,330 1 2,577 151 Council Bluffs.. . 21,474 5-21 4,119 ! 5,386 9, 505 700 1,592 1 1,768 j 3, 360 152 Cre3ton . . 7,200 1 5-21 1,200 1,213 2,413 200 (1.840) ! 1,840 153 Davenport . . 26,872 5-21 4, 697 4,957 9, 654 1,000 2, 364 j 2,265 I 4,629 154 Des Moines, East... ) Kft nrv> ) ! .5-21 2, 653 2, 641 5, 294 300 1,773 1,857 3,630 155 Des Moines, West... > do, oyo\ 5-21 2,956 3, 355 6,311 900 1,922 2,152 4,074 156 Dubuque . ’ 50,311 1 5-21 5,289 5, 563 10,852 2, 500 2,358 2,383 ! 4,741 * Statistics of 1888-89. STATISTICS OF CITY SCHOOL SYSTEMS. 1323 enrollment , attendance, supervising officers , teachers , efc. — Continued. Number of days the public schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 Vi 13 14 1 5 16 17 IS 19 580 21 22 197 250,359 1,270.7 1 0 1 1 33 ' 34 7 1,500 fll2 98 182 144, 199 792 1 0 1 0 20 : 20 3 972 12 99 165 142,730 865 1 0 1 2 22 1 24 4 12 100 1% 970, 984 4,954 8 4 12 3 126 129 13 6, 300 101 200 135, 623 678 1 0 1 2 16 18 4 800 12 102 194 542, 676 2, 797. 3 2 2 4 3 61 64 10 3,361 12 103 176 325, 072 1.847 2 0 2 2 46 48 8 2,100 13 104 192 526, 579 2, 742. 6 1 0 1 3 77 80 13 3,127 12 105 191 549. 793 2, 878. 5 1 0 1 8 72 80 11 *3,300 12 106 185 107. 284. 5 523.8 1 1 2 1 14 15 2 650 12 107 195 348, 360 1,670 1 1 2 0 42 42 9 2,450 7 108 193 132, 023 685 2 0 2 2 18 20 3 950 12 109 180 150, 840 838 1 0 1 3 14 17 3 12 110 679 1 13 14 2 111 178 152, 245 850 1 0 1 5 12 17 4 1,000 11 112 177 221,958 1,254 1 0 1 5 19 24 5 1,396 12 113 190 95, 510 529 5 10 15 2 114 177 170. 460 947 1 0 1 4 23 27 4 1,400 12 115 190 314,355 1.655 1 0 1 4 42 46 8 2, 2C0 12 116 182 924,014 5, 077 2 o 4 16 144 160 17 7,000 12 117 192 666, 624 3, 472 3 9 12 3 93 96 13 4,380 12 118 180 183. 654 1,020 1 0 1 4 21 25 4 1,400 12 119 180 165.600 920 1 0 1 2 24 26 4 1.200 12 120 194. 5 205, 781 1,058 1 0 1 1 24 25 3 1,264 11 121 177 111,209 628 1 0 1 2 18 20 4 720 11 122 185 2,191,651 11,846.7 5 6 11 13 292 305 30 12 123 177 307, 803 1,739 3 1 4 5 31 36 5 12 124 176 174, 288 990 6 18 24 4 1,350 12 125 185 366, 485 1,981 3 4 7 4 50 54 8 12 12C 190 181,260 954 1 0 1 3 27 30 7 1,200 12 127 181 108,600 600 1 0 1 3 13 16 2 825 11 128 173 273, 392 1,580 0 2 2 5 34 39 6 2, 010 12 129 1,400 4 27 31 7 130 180 175, 840 978 6 17 23 6 1,000 12 131 192 163, 981 2 1 3 3 21 24 4 1,074 12 132 180 147,240 818 1 o 1 7 14 21 4 1.150 11 133 185 245, 791 1,3*28. 6- 1 0 1 2 36 38 7 1,875 12 134 180 441.540 2, 453 10 60 70 12 135 183 166, 164 908 1 0 1 1 23 24 3 1,000 12 136 177.5 383, 220 2,129 3 1 4 3 56 59 9 2,626 14 137 176.5 140, 780. 5 797.6 1 0 1 2 19 21 4 1,400 11 138 180 178, 380 991 2 0 2 4 19 23 3 1.200 13 139 177 411,000 2,322.6 1 0 1 6 51 57 10 2,600 12 140 187 711,740.7 3, 8C6 1 1 2 15 104 119 16 5.117 12 141 177 128, 325 725 1 0 1 3 19 22 ,2 800 12 142 • 194 156. 267 805. 5 1 0 1 2 20 22 5 1,085 12 143 190 178,220 938 0 23 23 4 144 167 139. 130 834 1 0 1 5 13 18 4 . 1,080 11 145 173 164,142.4 948.8 1 0 1 0 22 22 3 1,000 12 146 180 104. 400 1, 160 ('221 9*) 4 1,600 12 147 193 b 560, 629 62. 853 2 1 3 15 67 82 11 3,776 11 148 180 b 531,000 2, 950 1 79 80 16 3. 762 149 187 350. 9«>9 1,877 1 0 1 1 50 51 10 " 12* 150 176 431,552 2,452 1 0 1 4 73 77 16 3,750 12 151 193 231,600 1,200 1 0 1 4 27 31 8 12 152 196 663, 081. 7 3,383 o > *« 0 2 10 92 102 10 4,286 13 153 174 412, 003.5 2, 367/8 1 1 2 2 79 81 9 3,a50 12 154 177 488, 007 2,767 2 11 13 4 97 101 11 3.587 12 155 197 6635, 148 3, 224 9 3 12 10 83 1 93 13 4,425 12 156 a Including four years’ course in the township high school located in Ottawa. b Estimated. 13! 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 /- - >; ‘ •' r-.;' ■ ■;» ■;«' !4 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schoo City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Male. Female. Total. 1 a 3 4 5 i O 7 iowa— continued. Fort Dodge* . 4,871 5-21 817 890 1,707 150 Fort Madison . 7, 901 5-21 1,168 1,214 2, 382 450 i Iowa City . 7, 016 5-31 1,703 1,868 3, 571 600 Keokuk . 14,101 5-21 2,260 2, 289 4, 549 500 Le Mars . _ 4, 036 5-21 692 711 1,403 200 Lyons . . 5, 799 5-21 966 1,008 1,974 300 Marshalltown . 8, 916 5-21 1,237 1.328 2, 565 70 Mason City* . 4,007 5-21 1, 254 Muscatine’ . 11,454 5-21 1, 552 i 1.523 3, 075 200 Oskaloosa . 6, 558 5-21 (2, 015) 2,015 15 Ottumwa . 14, 001 5-21 1,617 I 1.645 3, 262 150 Sioux City . . 37, 806 5-21 (8. 000) 8, 000 300 Waterloo (east side) 6, 674 5-21 692 700 1,392 250 KANSAS. Atchison . 13, 963 5-21 2,501 2,682 5, 183 900 Emporia . J. 7, 551 5-21 1,428 1,600 3,028 200 Fort Scott . 11,946 5-21 (3, 643) 3,643 70 Hutchinson . 8,682 1,212 1,358 2, 570 Junction City . 4,502 5-21 Kansas City . 38, 316 5-21 Lawrence . 9,997 5-21 1,814 1, 780 3, 594 150 Leavenworth . . . 19, 768 5-21 3, 298 3, 492 6 790 Newton . 5! 605 5-21 940 1,012 1 ’ 952 200 Ottawa . . . 6, 248 5-21 Parsons . 6, 736 6-21 (2, 224) 2,224 250 Pittsburg . 6, 697 6-21 (2, 132) 2.132 75 Salina . 6,149 5-21 1,043 1,014 2,057 425 Topeka . . 31,007 5-21 5, 325 5, 456 10, 781 750 Wellington . . 4. 391 5-21 846 885 1,731 100 Wichita . 23, 853 5-21 3, 648 3,633 7, 281 800 Winfield . 5,184 5-21 985 943 1,928 100 KENTUCKY. Ashland . 4,195 j 6-21 536 534 1,070 150 Bowling Green . 7, 803 i 6-21 (2, 449) 2, 449 125 Covington . 37, 371 6-21 6,226 6, 019 12, 245 3, 200 Dayton . 4, 264 6-21 706 665 1,371 . 150 Henderson . 8, 835 6-21 1,200 1,300 2, 500 350 Hopkinsville . 5, 833 6-20 910 955 1,865 100 Lexington . 21, 567 6-20 3,722 3, 635 7, 357 3,000 Louisville . . 161 129 6-20 32, 738 34, 677 67, 415 Newport . 24] 918 6-20 3, 901 3, 984 7, 885 900 Owensboro . . . 9, 837 6-20 1,245 1,177 2, 242 250 Paducah . 12,797 150 Paris * . 4, 218 6-20 776 759 1,535 200 LOUISIANA. New Orleans . 242, 039 Shreveport . 11,979 6-18 1,880 2,131 4, 011 454 MAINE. Auburn . 11,250 4-21 1,450 1,750 3, 200 125 Augusta . 10, 527 4-21 (2,614) 2,614 100 Bangor . 19, 103 5-21 (5, 389) 5, 389 300 Bath . 8, 723 4-21 (2, 623) 2,623 20 Belfast* . . 5,294 4-21 (1,352) 1,352 Biddeford . 14, 443 4-21 (4,500) 4,500 800 Brewer . 4, 193 4-21 (1,093) 1,093 Calais . 7,290 4-21 1,100 1 1,400 2,500 166 Ellsworth* . 4,804 4-21 838 881 1,719 0 Gardiner . 5, 491 4-21 (1,543) 1,543 * Statistics of 1888-89. \ STATISTICS OF CITY SCHOOL SYSTEMS, 1325 enrollment, attendance , supervising officers, teachers, etc. — Continued. Number of days the public schools were | actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. q5 Cw 2 Female. Total. 11 12 13 14 15 io 17 IS 19 30 31 23 175 137,900 788 3 0 3 18 20 7 1,057 173 154, 835 895 2 0 2 6 19 25 5 1,160 12 186.5 190. 528 1,021.6 1 0 1 3 30 33 7 1,500 11 180 316, 080 1, 756 5 0 5 0 47 47 7 2, 204 12 177 123,015 695 1 0 1 0 20 20 3 1,000 11 200 a 153. 000 765 1 0 1 0 20 20 4 1,300 11 176 262. 436 1.491 3 1 4 5 50 55 7 1,680 12 180 136, 440 (18\ 18 190 «307, 040 1,616 ...... 0 1 4 45 49 8 2,000 12 178 195. 662 1,099 1 1 2 1 34 35 5 1, 425 12 189 336. 987 1,783 2 0 2 0 47 47 6 2,200 12 179 495, 111 2, 766 1 2 3 3 90 93 20 12 180 120.060 667 1 0 1 1 20 21 4 950 12 178 294,902 1,659 1 0 1 7 33 40 7 2,000 12 175 249, 900 1,428 1 0 1 4 35 39 9 1,600 11 160 1 0 1 6 36 42 8 2, 176 11 173 249.812 1,454 1 2 3 6 31 37 1,900 11 152, 640 848 <17t 17 4 i 0 1 19 90 109 17 12 168 308, 280 » 1 1,835 i 0 1 3 32 35 11 1, 775 11 176 416,416 ! 2,366 l 0 1 8 49 57 9 12 177 169, 054. 5 926 l 0 1 4 20 24 3 1,500 11 178 205, 234 1,153 l 0 1 3 20 23 3 1,200 11 160 252, 000 1 , 575 l o 1 4 24 28 4 1,580 11 180 141,480 186 l 0 1 7 13 20 ■ 3 1,140 12 180 174, 240 968 l 0 1 o 23 25 5 1,210 12 175 800,012.5 4,571.5 3 0 3 28 123 95 23 5,850 12 180 149. 840 838 1 0 1 1 20 21 4 1,200 11 176 a560. 912 3, 187 2 1 3 17 73 90 19 4, 625 12 170 156, 060 918 1 0 1 5 21 26 5 1 1,200 11 160 1 o 1 0 12 12 4 625 192 176, 164 | 917 3 20 23 3 1,300- 8 200 546,000 2,730 1 0 1 (62) 62 6 3,600 12 195 103, 284 543 0 0 0 1 12 13 2 750 11 195. 5 199,214.5 1,019 1 0 1 3 27 30 5 1,500 12 188 2 o 2 2 17 19 O 950 11 200 623,200 3,116 6 2 8 5 45 50 7 2,200 10 216 3, 491,856 16, 166 15 8 23 28 399 427 34 12 200 510. 756 2, 554 1 0 1 4 52 56 9 2,886 11 189 177, 127 937 1 0 1 3 25 28 4 1,290 10 194 1 o 1 10 20 30 1,737 11 190 35, 270 233 0 0 0 1 5 6 1 300 180 2, 732, 580 | 15, 181 24 406 430 202 105, 242 521 1 0 1 9 10 19 8 1,000 6 176 • 264, 000 1.500 1 0 1 5 58 63 33 * 1,600 13 176 180,260 1,076 5 0 5 4 40 44 26 1,758 14 180 4 1 5 5 88 93 36 2, 800 g 204 250, 920 1,230 2 35 37 15 2,000 12 149 0 0 0 2 24 26 18 176 264,000 1,467 1 3 7 39 46 | , 22 1.959 14 160 1 16 17 11 170 :::::: 2 25 27 13 1,500 14 127 97,918 771 0 ! 0 0 7 21 28 23 180 i . 2 ! 18 20 \ 12 a Estimated. 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 *187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 201 205 206 207 208 209 210 1326 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools, and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different j pupils enrolled in i public day schools. Male. Female. Total. Male. Female. Total. 1 2 .3 4 5 6 7 S 9 1° Maine— continued. 211 « Lewiston . 21,701 4-21 3,001 3,939 6,940 1,500 1,726 1.254 2,980 212 Portland . 36, 425 4-21 1,200 3, 563 2,604 6, 167 213 Rockland . . 8.' 174 4-21 870 1,308 2, 178 50 523 780 1,303 214 Saco . . 6,075 4-21 a.< 3210 1,621 25 425 ! 450 875 215 Waterville ... 7, 107 4-21 <■2.548) 2,548 ( 1 . 005') 1,005 MARYLAND. 216 Baltimore . . 434, 439 6-21 54, 896 55, 835 110,731 15,965 1 I (63, 545) 63, 545 217 Frederick . . 8,193 6-21 675 700 1,375 300 450 | 500 950 218 10, 118 6-21 200 (2,1 186) 2, 186 MASSACHUSETTS. 219 Adams a . 9,213 5-15 959 1,003 1,962 25 (1,1 151) 1,951 220 Amesburga . . 9,798 5-15 (1,557) 1, 557 442 ! d,148) 1,148 221 Attleborough . 7, 577 5-15 590 ! 551 1, 141 15 | 734 i 728 1,462 222 Beverly a . . . 10, 821 5-15 (1,767) 1,767 20 (1,775) 1,775 223 Boston. . . 448, 477 5-15 (72, 041) 72,011 9, 936 36, 114 | 32, 684 68, 798 224 Brockton ...'. . 27, 294 5-15 (3, 985) 3, 985 500 (3, 723) 3,723 225 Brookline . 12, 103 5-15 (1,976) 1,976 200 (2, 164) 2,164 226 Cambridge . . 70, 028 8-14 (7, 500) 7,500 2, 037 (11,686) 11,686 227 Chelsea . . 27, 909 5-15 (4,891) 4, 891 334 2,556 1 2, 375 4, 931 228 Chicopee _ 14, 050 5-15 (2, 293) 2,293 750 942 861 1,803 229 Clinton . . . 10, 424 5-15 (1, 972) 1,972 458 (1,621) 1,621 230 Danvers . 7,454 5-15 (1, 104) 1,104 20 (1,284) 1,284 231 Dedham . . 7, 123 5-15 (1,261) • 1,261 150 786 | 645 1,431 . 232 Everett . 11,068 5-15 (1,847) 1,847 75 (2, 002) 2,002 233 Fall River . 74, 398 5-15 7, 108 1 6,365 13, 473 3,000 5,943 1 5, 386 11,329 234 Fitchburg . 22, 037 5-15 (3, 912) 3,912 800 1,885 1,825 3, 710 235 Framingham . 9, 239 5-15 (1,692) 1,692 141 (2, 009) 2,009 236 Gardner . . 8, 424 8-14 (724) 724 160 (1,321) 1,321 237 Gloucester . . 24, 651 8-14 1,129 i 1,140 2, 269 350 2,095 1 2,042 4,137 238 Haverhill . . 27, 412 5-15 (4,: 101) 4,101 950 (3,469) 3, 469 239 Holyoke . . 35, 637 5-15 3,489 j 3,287 6.776 3, 136 2,570 1 2, 228 -4,798 240 Hyde Park . 10, 193 5-15 965 937 1,902 513 (1,805) 1,805 241* Lawrence . 44, 654 5-15 4,131 4.162 8, 293 1,500 (6.285) 6,285 242 Lowell . 77, 696 5-15 (11,989) 11,989 3,500 5, 710 | 5, 439 11,149 243 Lvnn . 55, 727 5-15 4,053 I' 3.858 7. 911 750 4, 403 4,129 8, 532 244 Malden. . 23, 031 5-15 1,790 1 1.816 3,606 670 1.597 1,656 3, 253 245 Marblehead.. . 8,202 5-15 (1, 267) 1,267 40 (1.334) 1,334 246 Marlboro . . 13,805 5-15 (2, 397) 2, 397 400 (2, 1 380) 2, 3S0 247 Medford. . 11,079 5-15 . 801 I 818 1,619 25 1,092 i 1,094 2,186 248 Melrose . . . 8,519 5-15 (1, 303) 1,303 0 (1. 500) 1, 500 249 Milford... . . . 8, 780 5-15 664 1 725 1,389 260 828 | 684 1, 512 250 Natick _ ■_ . 9,118 5-15 (1,682) 1,682 27 (1,950) 1,950 251 New Bedford. . 40,733 8-14 (3, 999) 3. 999 1,688 “ (5,696) 5,696 252 Newburyport. . 13, 947 5-15 (2, 492) 2, 492 800 873 864 1,737 253 Newton . 24, 379 5-15 (4, 202) 4,202 163 2, 125 2,158 4, 283 254 North Adams . 16, 074 5-15 (3,091) 3,091 500 1,358 1.273 2,631 255 Northampton . 14,090 5-15 (2, 400) 2, 400 250 1,219 1,290 2,509 256 Peabody . . . . 10, 158 5-15 (1,921) 1,921 0 1,023 979 2,001 257 Pittsfield . 17, 281 5-15 1,500 I 1,612 3,112 300- 1,600 1,766 3.666 258 Plymouth . 7.314 5-15 690 735 1,425 30 753 791 1,544 259 Quincy*. . 16, 723 5-15 (3,: 196) 3, 296 45 (3,: 119) 3,119 260 Salem . . 30, 801 5-15 2,572 2, 588 5, 160 1,364 2,498 1 1, 754 4,252 261 Somerville . 40, 152 5-15 (6, 135) 6, 135 670 4,067 3,690 7,757 262 Southbridge _ 7, 655 5-15 775 1 817 1,592 521 599 622 1. 221 263 Spencer... . 8,747 5-15 (2,056) 2,056 40 (2, 165) 2,165 264 Springfield . 44,179 5-15 (7, 054) 7,054 1,830 2, 901 3, 365 6, 260 265 Stoneham . 6, 155 5-15 444 448 892 0 510 519 1,029 266 Taunton . . 25,448 8-14 (2, 343) 2, 343 137 2 292 2,137 4,429 267 Waltham . 18, 707 5-15 (2, 759) 2,759 982 l’ 076 1,069 2, 145 * Statistics of 1888-89. a This report includes the entire town. b Some schools were in session but 180 days. STATISTICS OF CITY SCHOOL SYSTEMS, 1327 enrollment, attendmvee, supervising officers, teachers , etc.— Continued. Number of days tho public school's were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. 6 H s Female. Total. Male. Female. Total. 11 12 13 14 15 16 ir IS 19 20 31 22 180 327,680 1,876 1 0 1 4 64 68 21 2,600 ! 14 186 868,062 4,667 5 1 6 6 155 161 18 7,000 13 160 186, 400 1,165 1 1 2 4 27 31 11 1,550 14 181 1 0 1 7 22 29 1 16 14 185 1 0 1 2 26 28 10 193 7,722,702 40,014 4 5 9 112 1,068 1,180 103 55, 000 13 174 135. 720 780 1 0 1 4 16 20 5 1,000 7 152 208,392 1,371 1 0 1 8 29 37 7 2, 400 10 5195 c266, 251 1,471 1 0 1 4 38 42 9 2,014 13 180 Cl26, 000 700 628 i 28 13 175 173, 630 970 2 2 4 2 32 34 14 1,440 12 190 1 264, 480 1,392 0 0 0 3 39 42 9 1,820 11 190 10,216,300 53,770 6 1 7 203 1,169 1,372 183 d 12 200 <■632, 000 3, 160 1 0 1 7 83 90 26 1 c4, 000 13 200 c310, 000 1, 550 3 4 7 6 *43 *49 12 14 200 1,865,080 9,162.4 4 3 7 21 242 263 38 15 200 707.800 3,539 1 0 1 7 85 92 11 4,931 13 192 i Cl 99, 622. 4 1,039.7 2 1 3 4 29 33 6 196 234, 024 1, 194 1 2 1 32 33 11 12 1 185 1 183, 150 990 4 24 28 11 1,300 12 i 189 I c205, 632 1,088 2 1 3 4 32 36 13 1,434 13 189 250, 141 1,346 0 0 0 2 36 38 6 2,029 13 195 1.433, 445 7,351 2 2 4 14 221 235 41 | 10, 667 13 187 497, 897 2, 662. 5 1 0 1 7 71 78 22 3, 450 13 190 280, 440c 1,476 1 0 1 3 39 42 195 184. 080 944 0 0 0 1 27 28 10 1,519 13 191 671, 365 3,515 4 1 5 2 98 100 23 4. 620 13 200 508,200 2,541 3 1 4 5 88 93 28 13 197.6 596. 781.6 3,091 9 . 7 16 3 84 87 15 3, 174 . I3 198 c239, 896. 8 1,211.6 0 0 0 1 8 33 41 6 2,000 12 200 1,006,800 5.034 3 0 3 6 128 134 20 6,000 13 195 1,431.105 7,339 13 1 14 0 189 189 45 13 189.5 1,293,951 7, 265 8 3 11 12 158 170 32 8,550 13 191 512,071 2,681 3 1 4 6 82 88 13 4,165 13 200 206,800 1.034 2 0 2 ! 3 26 29 11 1,288 13 175 336. 350 1.922 1 1 2 2 52 54 9 2, 400 13 193 303, 889 1,574.5 1 0 1 (46) 46 12 2,200 13 190 234. 220c 1,238 1 . 1 30 31 172 202,272 1,176 1 2 1 35 36 17 j 2,192 13 180 274,440c 1,508 1 . 3 43 46 195 787. 615 3,925 1 1 2 23 30 25 i 13 200 250,000 1,250 1 0 1 5 33 38 12 1,766 1 I3 195 696,150 3. 570 1 1 0 1 1 17 89 106 22 4, 712 1 13 190 3G9. 740 1,946 1 2 3 2 59 61 H 11 3,000 13 £190 363, 708 1.908 1 | 1 2 4 67 71 | 25 2,700 13 200 C321.200 1,606 0 0 0 5 39 44 i 8 2. 310 ! 13 195 C450. 411 2. 309. 8 2 1 3 7 80 87 j 24 3.296 13 200 237, 400 1. 187 1 0 1 4 34 38 ! 27 1,600 10 200 c437, 600 2, 368 2 ! 1 3 1 6 53 59 8 205 681,625 3,325 0 0 1 1 ° 8 94 102 1 . 16 4,661 13 192 ; 1,072.396.8 5, 585.4 2 3 1 5 10 128 138 1 25 6,827 J 13 193 j 131,525.9 720. 7 1 0 1 1 1 22 23 11 869 14 180 277,900 1, 545 1 0 1 1 5 45 50 , 17 1,848 I 9 188 j c904, 956. 8 4,813.6 | 5 j 4 9 0 144 144 31 6,250 1 13 184 Cl 42, 784 776 ! 2 ' 1 3 ! 2 1 24 26 7 1.200 13 200 665.400 3,327 1 1 0 1 1 1 10 91 101 | 33 4,737 13 : 192 i 23,580 1,965 3 1 ■ 4 5 I 57 62 ! 14 2,540 13 ! c Estimated. c? Not including the kindergarten course. e The Center High School was in session 200 days, and the Florence High School 195 days. 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 2:i2 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 298 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools, and public school City. I 4ASSACHUSETTS— COll, Watertown _ Westfield . . Weymouth . Woburn . Worcester . MICHIGAN. Adrian . Alpena- . Ann Arbor . Au Sable . Battle Creek . Bay City. . -- Big Rapids . Cadillac- . Cheboygan . Coldwater . Detroit . . East Saginaw . Escanaba . . Flint . Grand Haven . Grand Rapids . Ionia. . Iron Mountain* . Iron wood . . Ishpeming . Jackson, dist. No. 1. Jackson, dist. No.17. Kalamazoo . Lansing . Ludington.. . Manistee* . Marquette . Mdnominee . Monroe*. . Mount Clemens . Muskegon . Negaunee . . Niles . Owosso . Pontiac. . . . Port Huron . Saginaw. . Sault Ste. Marie _ Traverse City . West Bay City - Ypsilanti . MINNESOTA. Anoka . Brainerd . Duluth . Faribault.... . Mankato. . Minneapolis . Red Wing . Rochester . St. Cloud . St. Paul . Stillwater . Winona . Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of | pupils in private and | parochial schools. Number of different pupils enrolled in public day schools. Male. 1 j Female. Total. Male. Female. Total. 3 3 4 5 6 7 8 9 10 7, 073 5-15 (1,1 185) 1,185 410 (9 17) 917 9, 805 5-15 (1,548) 1,548 20 n.' r89) 1,789 10, 866 5-15 965 1 898 1,863 12 (2. 200^ 2,200 13, 499 8-14 732 817 1,549 500 1,458 1,071 2, 529 84, 655 5-15 (14, 437) 14, 437 2,500 7,605 6, 906 14,511 8,756 5-20 (2,482) 2, 482 230 666 714 1,380 11,283 5-20 (3,627) 3, 627 700 (1, 549) 1,549 9, 431 5-20 1,473 1 1,533 3, 006 300 1. 032 1 943 1,975 4,328 5-20 (1,310) 1,310 500 (553) 553 13,197 5-20 (3,671) 3, 671 500 (2. 150) 2,150 27, 839 5-20 4,531 1 4,578 9,109 2,000 2, 083 1 2,105 4,188 5, 303 5-20 900 850 1,750 200 600 800 1,400 4, 461 5-20 (1,216) 1,216 (1,049) 1,049 6, 235 5-20 (1,698) 1, 698 350 (1.030) 1,030 5,247 5-20 627 1 635 1,262 0 545 1 611 1,156 205, 876 5-20 (63,009) 63, 009 11,945 (23.916) 23,916 (c) 5-20 4,930 1 5,097 10, 027 1,000 2, 433 1 2,391 4, 827 6,803 5-20 940 1,086 2, 027 748 395 406 801 9,803 5-20 (2,449) 2,449 250 (1, 8o2) 1,852 5, 023 5-20 (2,016) 2,016 25 (1,302) 1,302 60, 278 5-20 (15, 602) 15, 602 2, 200 (10,752) 10,752 4,482 5-20 (1,336) 1,336 250 530 | 537 1,067 8, 599 5-20 (1,424) 1,424 (1,224) 1,224 7,745 5-20 (1,398) 1,398 (965) 965 11,197 5-18 1,237 1 1,327 2, 564 848 1 873 1,721 . 20, 798 -j 5-20 (2, 862) 2, 862 400 999 1,110 2,109 5-20 (2, 627) 2, 627 (1,542) 1,542 17,853 5-20 2,620 J 2,834 5, 454 500 1,577 1 1,712 3, 289 13, 102 5-20 (3,708) 3,708 (1, 994) 1,994 7, 517 5-20 1 _ 75 941 1 914 1,855 12,812 5-20 (3,878) 3, 878 (3.023) 3,023 9,093 5-20 (2,486) 2,486 300 701 694 1,395 10, 630 5-20 (2, 520) 2,520 400 803 775 1,578 5, 258 5-20 (2, 009) 2,009 (619) 619 4,748 5-20 (1,500) 1,500 300 (1.019) 1,019 22,702 5-20 3, 930 1 3,851 7,781 1,000 2,571 1 2,600 5, 171 6,078 5-20 825 955 1,780 300 500 510 1,010 4,197 5-20 603 623 1,226 125 400 443 843 6,564 5-20 (1,707) 1,707 100 (1,425) 1,425 6,200 5-20 637 652 1,289 607 621 1,228 13, 543 5-20 2,136 2,238 4, 374 700 1,132 1.102 2, 234 C46, 322 5-20 (5,661) 5,661 (3, 139) 3,139 5, 760 5-20 756 | 820 1,576 250 621 1 549 1,170 4, 353 5-20 (l,: 222) 1,222 (948) 948 12, 981 5-21 (3, 762) 3,762 200 1,414 1,423 2,837 6,129 5-21 (1, 740) 1,740 300 475 465 940 4, 252 5-20 (1,264) 1,264 50 419 474 893 5,703 *25 a. 2181 1,218 33,115 - 600 (3, 197) 3, 197 6, 520 600 (987) 987 8, 838 6-21 500 (1. 310) 1,310 164. 738 5-21 (56, 700) 56,700 2, 500 10. 270 1 10,322 20, 592 6, 294 5-21 6950 6850 61,800 125 723 788 1,511 5, 321 475 499 974 7,686 5-21 1,097 1,103 2,200 575 (939) 939 133, 156 5,710 7,352 1 7,452 14, 804 11,260 300 957 792 1,749 18, 208 5-21 700 (2, 930) 2,930 a Grades X to XIII were in session 200 days. ♦Statistics of 1388-89. STATISTICS OF CITY SCHOOL SYSTEMS. 1329 enrollment , attendance , supervising officers, teachers, etc. — Continued. Number of days the public schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. < Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 16 17 18 19 20 21 22 197 137, 506 698 1 0 1 5 26 31 8 13 a 180 6250,960 1,379 2 0 2 5 38 43 20 13 193 344, 312 1,784 2 0 2 6 50 56 20 2, 550 13 195 365, 625 1,875 1 0 1 9 46 55 13 2,250 13 181 1,819,296 10,216 1 0 1 28 278 306 48 13, 916 14 195 186, 069 964 j 0 1 2 29 31 5 1,780 12 196 207,274.5 1,058 1 1 2 3 26 29 9 1,200 12 192 305, 472 1,591 2 2 4 8 41 49 7 1,750 12 196 73,421 347 1 0 1 1 10 11 3 600 12 191 1 1 2 2 46 48 7 2,200 13 195 567, 214. 5 2,917 2 2 4 2 83 85 10 12.5 195 148,788 875 1 0 1 1 24 25 5 1,200 12 196 126,380.8 644.8 1 1 2 2 21 23 5 850 12 194 108, 126 557.4 1 0 1 5 12 17 7 750 11 196.5 163, 781 831 1 0 1 3 20 23 4 1.100 12 200 3,529,080 17,646 13 18 31 0 485 485 50 22, 239 12 196 686, 637 3,503 2 2 4 8 101 109 13 4, 535 12 195 96. 915 497 0 0 0 1 11 12 3 650 12 195 277,165 1,407 1 0 1 2 37 39 7 1,905 12 195 194,851 973 1 1 2 2 23 25 7 1,325 12 194 1,450,514 7. 476 2 2 4 7 220 227 23 10,361 12 195 154. 817 775 1 1 2 3 21 24 4 1,015 12.5 200 127,200 636 1 0 1 1 16 17 200 6102, 600 513 0 0 0 2 10 12 196 202,468 1,033 . j 22 23 4 1,250 12 193 280, 140 1,451.5 1 2 3 2 40 42 8 1,800 12 196 217, 364 1,109 1 0 1 2 20 22 8 1.250 189.5 487,810.5 2, 439 1 2 3 1 66 67 9 2,875 12 187 6 243,100 6 1.300 2 0 2 ,5 41 46 8 1,807 12 183.5 249, 009 1,357 1 0 1 1 33 34 6 1,800 13 197 282, 151 1,483 2 0 2 7 41 48 195.5 200,253 1,024 1 2 1 21 22 5 1,236 12 196 196,744 966 1 0 1 1 27 28 6 1,232 12 194 81,092 418 0 0 0 1 11 12 200 106,000 530 1 0 1 2 12 14 3 12 200 655, 621 3,265 3 2 5 8 93 . 101 16 4. 100 12 192 123.823 650 1 1 2 1 20 21 4 1,000 12 187 118, 038 614 1 0 1 2 17 19 5 854 12 192 204, 480 1,065 1 0 1 4 23 27 5 1,346 12 195 166,563 854 2 0 2 2 20 22 6 1,026 12 195 281,277.5 1,573 1 0 1 1 39 40 8 2,000 12 200 407,800 2, 039 1 0 1 (59) 59 9 3,600 12 200 579 1 0 1 1 15 16 6 763 12 180 6117,000 650 1 0 1 1 20 21 193.5 337,781.5 1,786 1 1 2 5 46 51 10 2,100 12 200 126, 668 631 1 0 1 5 18 23 4 1,000 12 177 119,408 663.6 1 0 1 1 18 19 5 850 12 170 136,510 803 1 0 1 3 19 22 5 9C0 12 190 6406,410 2,139 1 2 3 3 72 75 12 3,300 12 175 122,965 702 1 0 1 2 19 21 7 850 11 180 176,400 980 1 0 1 3 22 25 5 1,100 12 183 2,782,616 15,282.5 8 38 46 19 490 509 46 19,100 12 177 198,240 1,120 1 0 1 1 25 26 5 1,350 12 186 139,106 757 1 1 2 0 22 22 4 1,000 12 178 113.742 639 1 1 2 2 19 21 6 800 11 186 1, 997, 344 10,854 14 18 32 38 363 401 41 20,530 11 176 241.296 1,371 2 1 3 4 39 43 7 1,500 ; 13 200 423,684 2,134 1 2 3 3 57 1 60 9 3,000 1 12 ‘ 6 Estimated. c The population of East Saginaw is included in that reported for Saginaw. ED 90 - 84 268 269 270 271 272 273 274 275 276 278 279 280 281 282 283 284 585 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 1330 EDUCATION REPORT, 1889-90. Table 1.— Statistics of population, private schools , and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different pupils enrolled in public day schools. Male. Female. ! Total. Male. Female. Total. 1 3 3 4 5 6 7 8 9 10 MISSISSIPPI. > 326 Columbus . 4,559 5-21 *841 *1, 077 *1,918 30 551 650 1,201 327 Greenville* .. 6 658 5-21 477 525 1,002 439 466 905 328 Jackson*.. . 5, 920 5-21 873 925 1,798 160 485 517 1,002 329 Meridian . 10,624 5 21 *600 *(k 496) *1,496 330 Natchez . 10,101 5-21 *1,862 *1, 895 *3, 760 *530 667 721 1,388 331 Vicksburg . 13, 373 5-21 3,131 3, 372 6,503 800 610 856 1,466 MISSOURI. 332 Boonville . . . 4, 141 6-20 650 663 1,313 125 231 250 481 333 Brookfield . . 4,547 6-20 694 684 1,378 270 374 482 856 334 Cape Girardeau* _ 4,297 6-20 889 926 1,815 361 391 752 335 Carthage . 7,981 6-20 1,094 1,216 2,310 100 808 976 1,784 336 Chillicothe . 5,717 6-20 749 780 1,529 250 550 500 1,050 337 Clinton . . . 4,737 6-20 873 970 1,843 125 647 666 1,313 338 Columbus . . . 4,000 6-20 603 702 1,305 150 390 384 774 339 Fulton 4,314 6 20 549 606 1,155 366 392 758 340 Hannibal . 12,857 6-20 1,985 2,050 4,035 300 1,163 1,275 2, 438 341 S Independence 6,380 6-20 846 996 1,842 200 620 727 1,347 342 i Jefferson City* 6,742 6-20 1,128 1, 193 2,321 467 510 977 343 Jonlin* 9, 943 6-20 700 783 1, 483 605 663 1,268 314 Kansas City 132, 716 6-20 20, 380 22, 540 42, 920 8, 675 9,097 345 Lexington . 4, 537 6-20 961 941 1,902 300 359 431 ^’790 346 Louisiana . 5, 090 6-20 765 766 1, 531 300 476 478 954 347 Marshall . . 4, 297 6-20 743 742 1,485 200 678 450 1,128 348 Maryville . 4,037 6-20 600 700 1,300 48 400 650 1,050 349 Mexico.... . . 4,789 6-20 813 829 1,672 50 638 637 1,275 350 j Moberly . 8, 215 6-20 1,965 1,912 3,877 500 819 862 1,681 351 i Nevada . 7,262 6-20 1,041 1,085 2,126 225 796 781 1,577 352 i Kic-h Hill.. . 4,008 6-21 715 712 1,427 40 560 570 1. 130 353 St. Charles* . 6,161 6-20 937 986 1,923 1,262 221 240 461 354 St. Joseph . 52, 324 6-20 10*361 11,050 21,411 1,000 3, 296 3,517 6,813 355 St. Louis . 451,770 6-20 55,056 53, 398 108, 454 25, COO 28, 409 29, 907 58,316 356 Springfield . 21,850 6-20 3,062 3,190 6,252 600 2, 220 2, 292 4,512 357 Trenton . 5,039 6-20 684 748 1,432 *130 562 627 1,189 358 W arrensburg 4,706 5-20 734 767 1,501 558 551 1,119 MONTANA. 359 Butte City . 10,723 4-21 1,923 1,958 3,881 437 1,093 1, 106 2, 199 360 Helena. . . 13, 834 4-21 2,634 300 742 853 1,595 NEBRASKA. 361 Beatrice . 13, 836 5-21 1,220 1,261 2,481 150 931 961 1, 892 362 Fremont . 6, 747 5-21 (1,1 900) 1,900 250 659 791 1 ,450 363 Grand Island . 7,536 5-21 1,069 1,237 2,306 75 864 908 1,772 364 Hastings _ „ . 13, 584 5-21 1,057 1,146 2, 203. • 100 755 795 1,550 365 Kearney . 8,074 5-21 1,280 1,138 2,418 20 828 835 1,663 366 Lincoln . 55,154 5-21 4, 944 4,784 9,728 300 2, 658 2,701 5, 359 367 Nebraska City . 11,494 5-21 1,086 1,135 2, 221 300 646 695 1,341 368 Omaha . 140,452 5-21 9, 963 10,280 20, 243 1,900 6,402 6,877 13, 279 369 Plattsmouth* . 8, 392 5-21 949 965 1,914 150 (1,261) 1,261 370 South Omaha . 8, 062 5-21 (2,1 348) 2, 048 200 (i,: 245) 1,245 NEVADA. 371 Virginia City* . 8,511 6-18 887 878 1 1,765 500 760 6S2 1,442 NEW HAMPSHIRE. 1 372 Concord . . 17, 004 i 350 1,138 1,214 2,352 373 Dover . 12,790 5-15 1,065 1,075 2, 140 600 746 775 1. 521 374 Keene... . 7, 446 4-14 681 551 1,232 325 520 432 952 375 Manchester . 44. 126 1 5-21 3,700 1,862 1,925 3.787 * Statistics of 1888-89. STATISTICS OF CITY SCHOOL SYSTEMS. 1331 enrollment , attendance , supervising officers, teachers, etc. — Continued. Number of days the public schools were actually in session. Aggregate number of days’ attendance of ajl pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildiners used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 16 17 IS 19 20 21 22 180 0131,220 *729 1 0 1 5 13 18 5 1,250 10 160 112,000 700 0 0 0 3 13 16 2 180 15S; 600 870 0 0 0 3 15 18 3 10 173 0167, 291 *967 1 0 1 1 30 31 4 3, 600 It 180 146, 880 816 o 0 2 2 25 27 2 1,400 7 187 224, 796 1,213 i 0 1 2 27 25 6 1,765 11 180 52,200 290 i 0 j 2 10 12 1 450 10 178 128, 694 723 i 1 1 2 7 11 3 480 4 175 74,080 510 2 8 10 2 700 155 213,590 1,378 i 0 1 5 29 34 7 1,700 12 158 108, 630 692 i 0 1 4 15 19 3 1,200 12 180 151,117 839.5 1 0 1 2 18 20 2 1,170 11 157 85, 295 542 i 0 1 2 13 15 2 800 10 160 83.200 520 1 0 1 5 7 12 4 720 178 299,810 169.5 i 0 1 4 41 45 6 2,050 12 173.5 147.589 850.6 2 18 20 3 1,050 10 157 112, 542 732 . 3 15 18 3 1,000 156 113. 424 727 0 0 0 6 20 26 _ 5 900 180 1.9S9.000 11,050 2 0 2 39 247 286 33 15, 687 11 181 97,380 538 1 0 1 2 13 15 4 650 10 158 102. 429 646.4 1 0 1 2 11 13 2 920 13 179 145, 563. 5 813 1 0 1 7 16 23 3 1,216 11 179 152, 150 850 6 0 6 2 14 16 3 1,100 11 180 137,794 766 1 0 1 5 16 21 2 1,240 11 158 190. 160 1,203 1 0 1 2 23 25 4 1.320 12 177 194. 563 1.099 4 23 27 4 1,456 12 158 110,600 700 1 0 1 4 15 19 4 1, 100 197 76,412 394 1 0 1 3 7 10 3 510 192 902,880 4,560 1 0 1 * 14 118 132 22 6, 221 12 " 91 7, 659. 040 41,159 41 17 58 33 1, 0S3 1,096 110 55, 680 12 160 448, 348 2,816 1 0 1 2 48 50 9 3,500 12 158 133, 510 845 1 - 0 1 3 16 19 2 1,078 12 180 126, 052 7,08.2 1 0 1 3 12 15 4 822 189 264. 512 1,309.6 j 0 1 4 33 37 14 1,900 12 172 175, 608 1,012 1 2 3 1 29 30 9 1,350 12 175 201,987 1,158 2 0 2 5 26 31 8 1,292 11 187 175, 544.4 938.7 1 0 1 1 28 29 8 1,900 11 198 235,997 1,202 1 0 1 6 28 34 5 1,672 12 180 187,243.5 1,040 1 0 1 0 27 27 5 1.100 12 175 174. 374 996.4 1 0 1 2 *25 *27 9 1,000 11 178 690, 284 3, 878 1 2 3 2 84 86 19 4,400 11 167 172,010 1,030 4 0 4 *5 *22 *27 8 1,400 12 193 1,755,258 9,095 1 12 13 6 263 269 38 10,855 12 180 150,660 837 1 23 24 8 1,150 200 122,400 612 j 2 3 20 21 6 198 205, 246. 8 1,036.6 3 0 3 2 20 22 4 1,550 1,986 8 1 9 2 36 38 12 2. 172 13 167 192,557 1,145 3 38 40 19 1.550 9 180 160,580 881 2 23 25 8 It 176 449, 256 2,581 2 i 3 7 68 75 23 1 3,600 13 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 &52 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 a Estimated. 376 377 378 379 380 381 382 383 384 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools , and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of 1 pupils in private and parochial schools. Number of different pupils enrolled in public day schools. Male. Female. Total. Male. Female. Total. 1 3 3 4 5 6 7 8 9 10 NEW HAMPSHIRE— continued. Nashua . 19, 311 5-15 1,252 1,305 2, 557 1,050 (2,: 347) 2, 347 Portsmouth . 9,827 5-15 817 789 1,606 350 627 605 1,232 Rochester . a6, 100 5-17 521 592 1,113 118 497 564 1,061 NEW JERSEY. Atlantic City . 13,055 5-18 (2, 943) 2, 943 250 (1,! 950) 1. 950 Bayonne. . 19, 033 5-18 (4, 462) 4,462 250 1,361 1 1,596 2, 957 Bordentown . 4, 232 5-18 (1,503) 1,503 250 (652) 652 Bridgeton* . 11,424 5-18 (2, 720) 2,720 300 (1,782) 1,782 Burlington . 7, 264 5-18 (1.834) 1,834 400 (1,007) 1,007 Camden . . . 58,313 5-18 (15, 656) 15, 656 1,800 4,762 | 6,761 11,523 Elizabeth . . 37, 764 5-18 (9, 174) 9,174 2,263 (4, 420) 4, 420 Gloucester City . 6, 564 5-18 892 I 914 1,806 500 (*976) *976 Hackensack . 6,004 5-18 (1, 382) 1,382 131 (t, 105) 1,105 Harrison . 8,338 5-18 1,100 | 1,296 2, 396 1.000 500 1 400 900 Hoboken . 43, 648 5-18 (14, 660) 14, 660 *1,510 (6, 388) 6,388 Jersey City . 163,003 5-18 (65, 211) 65,211 6, 389 (23,036) 23,036 Lambertville* . 4,142 5-18 (976) 976 300 (503) 503 Long Branch* . 7,231 5-18 (3, 279) 3,279 100 (1,797 1,797 Millville . 10,002 5-18 (2, 402) 2,402 40 (1,833) 1,833 Norristown . 8, 156 5-18 1,050 1 1,H3 2, 163 600 494 i 482 976 New Brunswick . 18, 603 5-18 2,316 2,319 4,635 1,220 925 1,042 1,967 Newark . . 181,830 5-18 (55, 527 55. 527 8, 328 12, 421 12,716 25,137 Orange . 18, 844 5-18 (5, 238) 5, 238 1,800 (1,964) 1,964 Passaic . 13, 028 5-18 1,510 1,491 3,001 500 1,035 1 1,021 2,056 Paterson . . 78, 347 5-18 (20, 725) 20, 725 3,000 (12. 503) 12,503 Perth Amboy* . 9, 512 5-18 (1/ 768) 1,768 360 (703) 703 Phillipsburg . 8, 644 5-18 1,364 1 1,309 2, 673 400 802 ! 743 1,545 Plaintield . 11,267 1 5-18 (2. 674) 2,674 *600 876 771 1,647 Rahway* . 7, 105 1 5-18 (1,779) 1,779 250 (1, 163) 1,163 Red Bank* . 4, 145 : 5-18 (1,051) 1,051 100 (728) 728 Salem . . 5,516 5-18 712 1 739 1,451 170 (1,065) 1,065 South Amboy* . 4, 330 5-18 (1,208) 1,208 324 (327) 327 Trenton . 57, 458 5-18 7,113 I 7,189 14, 302 2,200 3,368 | 3,567 6, 935 Union * . 10,643 5-18 (2, 8 104) 2, 804 400 (1 > ' 770) 1,770 NEW MEXICO. Santa Pe . 6, 185 5-20 *895 741 1,636 540 243 155 398 NEW YORK. Albany . 94, 923 5-21 (36, 000) 36,000 5,000 7, 179 7, 210 14,389 Albion . 4,586 5-21 600 | 822 1,422 190 361 489 850 Amsterdam . 17, 336 5-21 (5, 223) 5,223 660 (2,: 254) 2,254 Auburn . 25, 858 5-21 3, 340 3, 364 6,704 1,200 1,746 1 1,788 3,534 Batavia . 7, 221 5-21 1,119 1,194 2,313 300 599 577 1,176 Binghamton _ 35, 005 5-21 3, 297 4, 347 7,644 562 2,341 | 2,422 4,763 Brooklyn . 806, 343 (112, , 461) 112,461 Buffalo . 255, G64 5-21 (82,000) 82,000 13,529 17, 111 17, 551 34, 662 Canandaigua . 5, 868 5-21 (l,1 712) 1,712 400 459 468 927 Catskill . . . 4, 920 5-21 (1,220) 1,220 10 420 509 929 Cohoes . 22, 509 5-21 (9,103) 9,103 1,235 1,362 1,257 2, 019 Cortland . 8,590 5-21 1.062 1 1,101 2,163 90 497 443 940 Dunkirk . . 9,416 5-21 (3, 160) 3,160 548 (1,' 315) 1,315 Edgewater _ 14, 265 5-21 400 1 360 760 30 . i . Elmira . 30, 893 5-21 3,581 | 3,547 7,128 666 2,357 2,272 4,629 Flushing . 8,436 5-21 (2,1 303) 2,803 500 (1,015) 1,015 Fulton 4, 214 5-21 678 1 689 1,367 548 691 1,239 Geneva . 7,557 5-21 927 | 1,109 2,036 437 520 640 1,160 Gloversville . 13, 864 5-21 (3,1 353) 3,353 29 1,229 1,278 2,507 Green Island . 4,463 5-21 693 1 1 754 1,447 19 473 506 979 Haverstraw* . 5, 070 . ! 400 Hoosick Falls . 7, 014 5-21 (i, ; . 735) 1,735 3,238 567 609 1,176 Hornellsville . 10, 996 5-21 1,615 | 1 1,623 206 1,114 1,179 2,293 * Statistics of 1888-89. STATISTICS OF CITY SCHOOL SYSTEMS. 1333 enrollment, attendance, supervising officers, teachers, etc. — Continued. Number of days tlie public schools were actually in session. Aggregate number of days' attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 1G 17 18 19 20 21 22 165 252, 780 1,532 13 1 3 3 57 60 17 2 193 177, 174 918 13 3 6 4 26 30 11 1,330 3 170 150, 280 884 10 0 1 2 22 24 9 1,093 1 190 261,250 1,375 12 0 2 0 35 35 4 1,840 2 206 215,888 1,048 1 6 5 49 54 6 2, 096 5 200 80,400 402 12 0 0 2 11 13 2 764 0 190 224,960 1, 184 3 29 32 . 4 1.739 200 113! 000 565 1 16 17 6 936 188 a 1,061. 934 *5, 648 6 6 6 181 182 18 9,000 7 197 605.578 3,074 5 2 7 0 71 71 7 3,346 13 215 a 110. 725 1 9 10 4 730 4 205 152, 725 745 1 0 1 5 14 19 3 1,240 12 200 a 108. 000 a 540 3 9 12 1 5C0 8 *200 0885,400 4,427 2 1 3 1120'' 120 5 *4, 868 13 197 2,915, 994 14, 802 15 16 31 2 371 373 24 15, 801 12 190 62, 890 331 1 13 14 3 638 189 223,587 1,183 2 1 3 5 25 30 7 1,800, 215 267, 245 1,243 0 0 0 5 36 41 11 1,797 12 200 147,800 739 1 1 2 1 20 21 2 950 12 194 373, 944 1.876 3 51 54 6 2,184 12 192 3,263,040 16,995 26 6 32 9 402 411 42 22,613 14 203 261,261 1,287 1 3 4 3 40 43 5 1,843 13 200 283,000 1,415 1 0 1 0 37 37 6 1,731 10 200 a 1,643, 000 8,715 16 3 19 16 204 220 16 9,178 12 204 88 128 432 I 9 10 1 500 197 243,886 1,238 1 0 1 2 29 31 6 1,584 12 198 * 235. 977. 5 1,210.9 2 1 3 1 36 37 5 1,707 14 190 145. 920 768 4 17 21 4 1, 175 200 a 96, 800 484 1 13 14 550 2u7 0 40,158 194 1 2 3 4 20 24 6 1,108 12 200 135,640 678.2 1 9 10 624 198 931,590 4,705 5 0 5 1 131 132 24 6,127 13 210 0 261, 870 1,247 3 28 31 1,378 150 45,300 302 4 5 9 3 450 191 1,950, 293 10,264 14 8 22 24 255 279 23 12,953 13 196 104, 578 546 1 0 1 1 17 18 6 950 12 200 274, 529 1,372 2 0 2 1 33 34 5 1,400 11 189 495, 168 2, 620 1 2 3 5 95 100 13 4. 260 12 195 160, 283 822 1 0 1 0 20 20 5 1,074 12 197 695,622 3,520 1 1 2 6 95 101 9 4,812 12 200 15,107,443 73, 935 73 112 185 28 1,727 1, 755 93 88, 675 10.5 195 4,286,955 22,029 21 2 23 30 705 735 51 13 196 118,807 606 1 1 2 1 24 25 6 1,000 13 203 i 124,149 607 1 0 1 3 14 17 2 775 11 200 347.879 1,739.3 1 0 1 1 54 55 12 12 191 118,744 621.7 1 0 1 0 18 18 6 850 8 194 185,748 957 2 13 15 2 40 42 9 13 0 1 1 7 8 400 11 197 631,206 3,255 1 0 1 5 93 98 9 3,320 12 195 139,111 713 1 0 1 1 20 21 o 950 11 190 139, 876 736 1 0 l 1 19 20 3 850 13 160 136, 930 856 2 0 2 2 21 23 4 1,034 13 191 328. 699 1,720 1 1 2 2 36 38 6 2,118 11 202 109, 897 544 2 800 9 185 170,722 923 1 0 1 4 23 27 3 1,250 9 198 291,988 1,446 2 4 6 1 39 40 4 1,850 11 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 a Estimated. 433 434 435 43.6 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools, and public school City. Total population (cen- . susofl890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different pupils enrolled in public day schools. Male. Female. Total, © s Female. Total. 1 2 3 4 5 6 7 8 9 IO NEW YORK — COnt’d. Hudson . 9, 970 5-21 1,908 1,691 3,700 450 691 635 1,326 Ilion . 5 21 Ithaca . 11,079 5-21 (2, 733) 2,733 350 881 1,007 1,888 Jamestown.. . 16, 038 5-21 (4,519) 4, 519 282 1,358 1,371 2,721 J olinstown . . . 7, 768 5 21 1,025 1 1, 118 2, 143 718 745 1,463 Kingston, Dist. No. 5 21 ’ 261 5-21 1,448 1,452 2, 900 211 842 906 1,748 Lansingburg . 10, 550 5-21 (3, 326) 3,326 430 872 834 1,706 Little Palls . 8,783 5-21 (2, 476) 2,476 150 659 694 1,353 Lockport _ .. 16,038 5-21 800 (2, 730) 2,730 Long* Island City .... 30. 508 4-21 (9, 5C0) 9, 500 SO (6, 403) 6, 403 Lyons _ _ 4,475 1 411 490 901 Malone . . 4, 986 5 21 (2, 038) 2, 038 Matteawan* . 4; 278 5-21 (1.087) 1,087 200 327 385 712 Medina . 4, 492 5 21 637 1 680 1,317 573 607 1,130 Middletown . . 11,977 5-21 (3, 357) 3,357 305 989 962 1,951 Mount Vernon. . 10, 830 5-21 (2,363) 2, 363 80 697 766 1,463 New Brighton* . 16,423 5-21 (3, 958) 3,958 70 (2, 057) 2,057 New Rochelle . . 8. 217 5-21 12, 7 06) 2,706 239 ] New York... . 1,515,301 5-21 242, 000 237, C00 479, 000 65,000 109,797 102, 505 212, 302 Newburg _ 23, 087 5-21 (7,021) 7,021 1,384 (3, 437) 3,437 Niagara Falls _ 5, 502 5-21 (1.583) 1,583 225 303 ! 486 789 Norwich . 5.212 5-21 *588 1 *750 *1,336 (8941 894 Ogdensburg . Ik 662 5-21 (3,850) 3, 850 800 943 869 1,812 Olean . 7, 358 5-21 (2*7 08) 2,708 30 1,039 1,169 2, 208 Owego . 21,842 5-21 3,839 3, 904 7,743 1,187 1,751 1,958 3,709 Oswego . . 66, 000 700 700 1,400 200 408 408 816 Peekskill: Drum Hill district l 9, 67b^ 5-21 514 643 1,157 100 247 267 514 Oakside district... 5-51 490 548 4,038 38 345 374 719 Penn Yan* . 4 254 ( 5-21 (1,2 09) 1,209 173 Plattsburg . . 7, 010 5-21 1,221 I 1 1,197 2,418 90 791 711 1,502 Port Chester* _ 5,274 5-21 11 439) 1,432 230 Port Jervis . 9,327 5-21 1.355 1 1 521 2,876 60 991 994 1,985 Poughkeepsie . 22, 206 5-21 (6, 000) 6 000 1, 441 1.563 3,004 Rochester . . 133. 896 5-21 (44,000) :§ > 0 r-H 10,000 9,144 8,503 17, 647 Rome . . 14; 991 5-21 1 1 300 1,099 997 2, 096 Saratoga Springs.. . 11, 975 5-25 (2,750) 2,750 75 1,123 1,150 2, 273 Schenectady . 19, 902 5-21 (5, 700) 5,700 1,200 (2,415) 2, 415 Sing Sing . . . 9, 352 5-21 (1,831) 1, 831 (1.107) 1,107 Syracuse . 88, 143 5-21 (24, 600) 24, 600 3,000 6,651 I 6,750 13, 401 Troy . . 60, 956 5-21 1 2,800 (7, 401) 7,401 Utica . 44,007 5-21 (14, 549) 14, 549 1,250 3,530 I 3,323 6,853 Waterloo . 4, 350 5-21 I _ 50 (izSOO) a 800 Watertown . 14; 725 5-21 (4, 070) 4, 070 200 1,213 1 1,217 2,430 Whitehall . 4,434 5-21 (1,431) 1,431 150 (874) 874 Yonkers . 32,033 5-21 (9,1 19) 9,719 1,900 (3,; 584) 3,384 NORTH CAROLINA. Asheville . 10, 235 6-21 1,121 1,304 2, 425 200 692 754 1,446 Charlotte . . 11,557 6-21 (2,8 578) 2,878 200 700 800 1,500 Durham . 5.485 6-21 600 I 687 1,287 *80 320 380 700 Fayetteville. . . 4,222 6-21 290 310 600 175 200 190 390 -Goldsboro . 4.017 6-21 (1, 808) 1,808 *0 (1,159) 1,159 New Berne _ _ 7,843 6-21 300 *300 *350 *650 Raleigh* _ _ 12, 678 6-21 2, 151 2, 397 4, 548 1,192 1,342 2. 534 Salisbury . 4,418 6-21 425 380 805 75 214 200 '414 Winston . 8,018 6-21 1,000 1,200 2,200 *590 *670 *1, 260 NORTH DAKOTA. Fargo . . . 5,664 7-20 (1, 2 *74) 1,274 (1,( )74) 1,074 Grand Forks . . . 4,979 7-20 643 | | 681 1,324 400 458 1 475 | 933 * Statistics of 1888-89. a Estimated. STATISTICS OF CITY SCHOOL SYSTEMS, 1335 enrollment , attendance, sujgei'vising officers , teachers , etc. — Continued. Number of days the public schools were actually in session. Aggregate number of days^ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 1G 17 18 19 20 21 22 200 183, 157 912 23 2 1,275 11 195 139,797 735 1 0 1 0 16 16 2 825 14 196 274,353 1,399 1 0 1 3 34 37 6 1,894 12 195 40-2,309 2,063 1 0 1 2 75 77 10 2,666 14 196 212,115 1,082 0 1 1 0 23 23 4 1,400 10 193 227,583 1,179 1 2 3 5 2,043 13 191 234. 444 i;227 0 1 0 39 39 5 1,450 10 173 144,551 861 1 0 1 3 22 25 4 1,246 12 196 378, 460 1,921.1 1 0 1 (c >3) 53 7 2,800 13 197 777, 908 4,047 5 1 6 2 86 88 18 8 191 12S, 387 654.2 1 0 1 3 14 17 5 800 13 195 0 1 1 26 27 10 1 500 4 198 95,040 480 0 0 0 1 9 10 1 ’520 192 135. 367 705 1 0 1 2 19 21 4 1,150 12 178 223, 453 1,256 1 0 1 1 35 36 7 1,661 12 193 213,146 1, 105 1 2 3 0 31 31 4 1,420 9 191 273,193 1,435 (4 1) 41 5 201 161,425 803 1 21 22 2 1,000 8 199 29, 153, 987 146,029 67 168 235 310 3, 646 3,956 137 186, 744 198 491,754 2,483.6 1 0 1 7 76 83 6 3,024 10 197 103,687 527 1 0 1 1 17 18 3 600 13 *192 *144,000 *750 1 0 1 1 16 17 5 13 194 221.636 1,142.4 2 1 3 5 35 40 10 2,066 13 190 216, 969 1,148 v 1 1 2 2 39 41 6 1,605 12 194 491,568 2,508 1 0 1 3 69 70 14 4,000 13 200 1 1 2 2 25 27 6 1, 000 13 196 84,672 432 0 0 0 1 11 12 1 511 'll 199 103,272 532 1 1 2 0 11 11 612 12 195 91,260 468 2 16 18 5 723 190 202,265 1,065 1 0 1 37 38 7 1.409 12 400. 1 1 o j 1 12 13 1 518 196 274, 865 1,402.4 0 1 1 38 39 5 1,890 12 194 435,142 2, 243. 6 1 0 1 2 70 72 11 2, 622 12 195 2, 458, 950 12, 610 1 1 2 17 411 431 33 15, 924 13 187 244, 065 1,305 2 1 3 4 40 44 8 1,796 12 191 290,982 1,523 2 1 3 4 41 45 8 2,018 13 195 310, 203 1,633 2 46 48 2, 100 12 196 154.991 790.7 1 0 1 1 23 24 2 950 j i 10 195 2,030. 925 10,415 12 1 13 16 271 2S7 28 13,033 11 195 1,010.911 5,235 2 1 3 18 145 163 15 7,000 12 196 876, 746 4.833 1 0 1 6 170 176 18 6,057 12 al90 alio, COO a462 0 0 0 4 15 19 4 950 12 195 320, 670 1,646 3 9 12 5 60 65 9 3,000 12 199 112, 939 567 1 0 1 2 17 19 5 1,000 12 191 472,595 2, 474. 3 *1 *3 *4 4 68 72 8 179 147, 577 825 0 1 5 17 22 3 1,150 10 180 o o 2 6 20 26 2 1,200 9 190 1 o 1 4 10 14 2 9 157 50,240 320 1 0 2 8 10 2 200 10 1 1 ! 122, 094 714 1 0 1 3 13 16 3 *1,150 9 200 35,000 175 *6 *6 *12 3 800 8 150 230,170 1,535 10 28 38 5 1,530 180 45,000 250 1 0 1 2 4 6 350 8 *180 3 2 5 4 13 17 2 9 690 1 0 1 1 22 23 5 1,250 12 172. 5| 91,683 521 1 0 1 0 15 15 2 645 11 b Estimated; not separately reported by the census enumerators. 433 434 435 436 437 438 439 440 441 442 443 414 445 446 •447 448 449 450 451 452 453 454 455 456 457 458 459 4G0 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 4S3 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools, and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different pupils enrolled in public day schools. Male. Female. Total. Male. © s © fa Total. 1 2 3 4 5 G 7 8 9 io OHIO. Akron . 27, 601 6-21 4, 031 3,993 8,024 1,026 2,424 2,483 4,907 Alliance . 7,607 6-21 926 993 1,919 125 785 821 1,606 Ashtabula . 8, 338 6-21 150 540 474 1,014 4, 473 6-21 (1,235) 1,235 1 650) 650 Bellaire* . . 9, 934 6-21 (3,346) 3,346 425 894 1 945 1,839 Belief ontaine* . . 4,245 6-21 550 1 577 1,127 100 401 | 392 793 4, 585 6-21 <1 3071 1,307 (7 19) 719 Bucyrus . . 5,' 974 6-21 845 1 858 1,703 120 574 [ 611 1,185 4, 361 6-21 11 3901 1,390 (l,i 032) 1,032 Canton . 26, 189 6-21 3,461 | 3,634 7,095 1,000 2,155 2,237 4, 392 Chillicothe . 11,288 6-21 1.720 1,676 3, 396 325 1,071 954 2,025 Cincinnati . 296, 908 6-21 (84, 338) 84,338 16, 221 18,751 17, 908 36, 659 Circleville . . 6, 556 6-21 (2, 106) 2, 106 218 624 630 1,254 Cleveland . 261,353 6-21 37,129 34, 644 71,773 *14, 013 18,964 18. 677 37, 641 Columbus . 88,150 6-21 12, 866 12,559 25, 425 4,122 6,128 6, 333 12, 461 Dayton* . . 61,220 6-21 7,795 7,671 15, 466 1,821 3,854- 3,651 7, 505 Defiance . 7, 694 6-21 1,198 1,076 2,274 500 674 628 1,292 Delaware . 8,224 6-21 1,103 1,098 2,201 268 720 880 1,600 Delphos . 4,516 6-21 816 874 1,690 250 450 500 950 East Liverpool . 10,956 6-21 1,850 1,805 3, 655 *307 1. 196 1,135 2, 331 Elyria . 5, 611 6-21 813 838 1,651 325 '472 582 1,054 Findlay . 18, 553 6-21 2,000 2,014 4, 014 160 1,592* 1,635 3,227 Fostor'ia . 7,070 6-21 832 977 1,809 228 634 654 1,288 Fremont . 7, 141 6-21 1,142 1,284 2, 426 477 599 587 1,186 Galion . 6,326 6-21 930 915 1,845 300 679 701 1,380 Gallipolis . 4,498 6-21 947 953 1,900 110 547 610 1,157 Greenville . 5,473 6-21 606 602 1,208 105 (952) 952 Hamilton . . 17, 565 6-21 2,829 2,705 5, 534 930 1,154 1 1,215 2,369 Ironton . 10, 939 6-21 1,716 1,726 3,442 200 1,099 | 1,122 2, 221 Jackson* . . 4, 320 6-21 (1,523) 1,523 (1, ] 178) 1,178 Kenton* _ 5,557 6-21 11 394.1 1,394 (1, 103) 1,103 Lancaster . 7, 555 6-21 1,113 1 1,116 2, 229 225 731 I 741 1,472 Lima . 15,981 6-21 512 500 1,012 500 1,252 1,230 2,482 Lorain . _ . 4, 863 6-21 (1,360) 1,360 ('825) 825 Mansfield*. .. 13, 473 6-21 r.3 6031 3,603 1,226 1 1,281 2,507 Marietta . 8, 273 6-21 959 1 988 1,947 50 509 | 619 1,128 Marion . . 8, 327 6-21 (1,622) 1,622 150 529 I 450 979 Martins Ferry . . 6,250 6-21 (1,830) 1,830 200 (1,430) 1,430 Massillon* . . 10, 092 6-21 (3. 461) 3, 461 897 865 1,762 Middletown . 7, 681 6-21 1.000 1 1 1 . 200 2,200 575 638 1,213 Mount Vernon . . 6,027 6-21 (1,651) 1,651 130 597 639 1,236 Nelson ville . 4, 558 6-21 797 1 800 1,597 45 590 647 1,237 New Philadelphia. . . 4,456 6-21 (1,403) 1,403 (889) 889 Newark . 14, 270 6-21 1,877 1 1,980 3,857 300 1,228 1 | 1,360 2, 588 Niles . 4,289 6-21 (1,420) 1,420 200 1901) 901 Norwalk . 7,195 6-21 1,143 | 1,165 2, 308 308 651 1 659 1,310 Oberlin . 4,376 6-21 (i,: 323) 1,323 (918) 918 Painesville . 4,755 6-21 574 542 1,116 200 385 376 761 Piqua . 9,090 6-21 1,424 1,455 2,879 *312 724 639 1,363 Pomeroy . 4, 726 6-21 882 767 1,649 100 522 512 1,034 Portsmouth . 12. 394 6-21 1,887 2, 240 4, 127 400 1,065 1,143 2.208 Salem . 5,780 6-21 769 786 1, 555 641 592 1,233 Sandusky . 18,471 6-21 2, 973 3,149 6,122 1,100 1,529 1,500 3, 029 Sidney . 4, 850 6-21 781 756 1,537 160 518 466 984 Springfield . 31,895 6-21 4, 840 4, 481 9, 321 2, 583 2. 515 5,098 Steubenville . 13,394 6-21 2, 302 2, 255 4, 557 600 1,114 1,178 2,292 Tiffin . . 10, 801 1,494 1,494 2, 988 700 11.500) 1,500 Toledo . 81,434 (F21 12,610 13, 278 25,888 4,000 5,454 5, 423 10, 877 Troy . 4. 494 6-21 662 638 1,300 60 415 444 859 Urbana . 6,510 6-21 956 898 1,854 200 583 542 1, 125 Van Wert . 5,512 6-21 801 866 1,667 637 698 1,335 Warren* . 5, 973 6-21 (2,5 140) 2, 340 575 598 1,173 Washington C. H... 5,742 6-21 782 1 829 1,611 *10 590 630 1,220 Wellston . . 4,377 | 6-21 769 674 1.443 0 564 590 1,154 Wellsville . 5,247 | 6-21 (1,505) 1,505 (1,010) 1,010 West Cleveland . 4,117 1 6-21 Cl. 261) 1,261 (605) 605 * Statistics of 1888-89. STATISTICS OF CITY SCHOOL SYSTEMS. 1337 enrollment , attendance , supervising officers, teachers, etc.— Continued. Number of days the public schools were actually iu session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. • Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 16 17 18 19 20 21 22 192 763,493 3, 976. 5 1 0 1 6 93 99 11 4, 961 11 195 240, 240 1,232 3 1 4 6 22 28 5 1,641 11 186 130. 864. 5 706 0 0 2 3 15 18 4 1,050 12 190 95,000 500 T 0 1 1 14 15 1 180 219; 240 1,218 1 0 1 3 -29 32 6 1 , 575 180 113,940 633 1 0 1 3 17 20 3 812 190 102. 030 1 0 1 2 13 15 3 185 160. 210 866 0 0 0 3 17 20 2 1,111 12 180 147,420 819 1 0 1 2 16 18 4 195 648; 540 3,372 3 1 4 12 68 80 15 4,107 11 187 312, 477 1,671 1 0 1 3 40 43 5 2, 100 12 190 5, 463, 260 28,754 56 9 65 86 598 684 58 39, 600 12 194 166, 034 856 2 1 3 0 27 27 2 1,490 12 187 4,981,830 26, 640. 8 8 2 10 40 664 704 51 12 189 1,809,864 9,576 6 12 18 18 233 251 25 11,835 12 200 1,199,840 5, 999. 2 3 0 3 8 163 171 19 6,760 200 181,670 908 1 0 1 0 24 24 6 1,200 12 190 265,050 1,395 1 0 1 0 29 29 5 1,500 11 180 135,000 750 1 0 1 4 15 19 3 1,000 12 179 265,815 1,485 0 1 1 1 34 35 5 2,123 12 194 152,200 785 1 0 1 0 20 20 5 995 12 180 413, 100 2,295 2 1 3 5 54 59 14 3,000 12 180 161, 100 895 1 0 1 3 18 21 4 *1,010 11 175 154, 300 876 1 0 1 5 20 25 6 1,100 12 190 194,073 1,022 1 0 1 4 18 22 2 1,250 12 177 151,335 855 1 1 2 4 21 25 7 1,500 11 180 128,520 714 1 2 3 7 15 22 2 1.200 12 195 367, 965 1,887 2 0 2 0 38 48 6 2,620 12 186 327, 174 1,759 1 0 1 2 38 40 5 2,200 12 180 164,700 915 1 0 1 1 19 20 3 180 146. 340 813 1 0 1 4 22 26 5 171 175,610 1,027.4 1 0 1 4 28 32 3 1,290 11 179 328, 286 1, 834 2 2 4 3 44 47 6 2,500 12 190 133,000 700 1 0 j 0 16 16 5 180 366. 120 2 034 1 0 1 2 48 50* 9 182 170,898 ’939 3 3 6 2 23 25 5 1,470 12 180 142,740 793 1 0 1 0 21 21 4 12 180 179, 640 998 1 0 1 6 20 26 3 1,350 14 200 262,200 1,311 1 0 1 4 24 28 6 11 195 160, 485 823 1 0 1 2 22 24 3 1,213 -190 173, 850 915 1 0 1 0 24 24 6 11 177 166,380 940 1 0 1 0 20 20 2 1,060 12 190 116,850 615 1 0 1 0 18 18 1 184 339. 204 1,843.5 1 0 1 4 52 56 10 2,650 12 178 118,370 665 1 0 1 0 15 15 4 800 12 195 189,735 973 1 0 1 4 25 29 6 1,160 12 190 134,330 707 j 0 1 1 20 21 3 185.5 108, 332 584 1 0 1 3 17 20 3 680 12 180 192, 060 1 067 1 0 1 3 29 32 5 *1,151 180 138,240 ’768 1 0 1 3 17 20 5 1,200 12 186 310, 444 1,669 1 0 1 4 42 46 7 *2,000 12 181 175, 208 968 0 0 0 1 19 20 3 1,252 12 194 485, 232. 8 2,501.2 2 0 2 3 62 65 10 3,069 12 172.5 139,886 818 1 0 1 3 21 24 5 981 12 196 819,946.4 4, 183. 4 1 0 1 18 95 113 16 12 192.5 335, 142. 5 1,741 1 0 1 5 44 49 6 2,211 12 i96 226, 576 1,156 1 0 1 5 28 33 5 1,600 12 195 1,630,785 8, 363 3 2 5 14 199 213 28 10,150 11 191 144, 014 754 3 1 4 4 20 24 3 900 13 190 153,900 810 1 0 1 7 15 22 7 1,005 12 174 177,306 1,019 1 0 1 4 22 26 3 1,300 12 190 174 420 918 1 0 1 3 22 25 8 178 139’, 742 785 1 0 1 2 24 26 4 1,300 11 180 126,900 705 1 0 1 4 12 16 3 12 180 172; 440 958 1 1 0 1 1 14 15 190 77^10 409 0 0 11 11 2 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 53o 531 532 533 534 535 535 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 EDUCATION REPORT, 1889-90. Table 1 —Statistics of population) private schools , and public school £ o O' go © b0 Number of children of school census age. © ©“ o s > ° Number of different pupils enrolled in public day schools. City. 3 3b S O rj P.S *3 O tn g m a © o o o A o 01 © / § © a © O Sftja o S 23d M P 8 10 612 201 19,965,732 99,332 24 42 66 105 2,589 2,694 277 120,800 i 13d 613 c The number belonging at the end of the year was 114,306. d Including one year in the kindergartens. 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools, and public school City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Number of different pupils enrolled- in public day schools. Male. Female. Total. Male. Female. Total. 1 3 3 4 5 6 7 8 9 10 PENNSYLVANIA— COn. 8,514 18 732 749 1,481 238; 617 15, 326 15,688 31,014 10; 302 600 665 488 1,153 9,344 639 738 1,377 13, 285 95 1,128 1,077 2,205 PottsVille 14, 117 200 1,285 1, 150 2, 435 Reading . 58, 661 6-21 6,000 6, 500 12,500 1,600 4, 353 4, 334 8,687 4,154 300 270 400 670 Scranton _ . _ 75; 215 3,500 5,278 5,775 11,053 14, 403 600 1,293 1,413 2,706 7, 459 300 703 767 1,470 4,898 278 315 693 Shenandoah . 15, 944 6-21 1,950 1,950 3,900 100 1,294 1,390 2,684 South Bethlehem _ . 10, 302 810 695 1,505 5, 616 150 713 '627 1,340 7; 076 482 465 948 Steelton . 9,250 175 710 iroq 1 wO 1,433 S unbury . 5, 930 r.::::; 526 535 1,061 Tamaqua 6, 054 6-2,1 925 875 1,800 632 610 1, 242 Tarentum . 4, 627 353 434 787 Titusville _ 8,073 (1,: 385) 1.385 Towanda _ 4. 169 369 384 753 Tyrone . . . 4,705 377 408 785 Uniontown . 6, 359 . * 40 533 567 1,100 W arren _ 4,332 200 392 435 827 Washington . 7, 063 6-21 200 467 563 1,050 West Chester . 8,028 6-21 350 504 626 1,130 Wilkesbarre, dis¬ 1,381 1,430 2, 811 trict No. 1. W ilkesbarre, d i s - 37,718 6-21 103 568 604 1,172 trict No. 2. W ilkesbarre, d i s - 500 999 1,120 2,119 trict No. 3. Wilkin -burg 4, 662 400 475 875 Williamsport . 27, 132 6-21 1,000 2, 173 2,241 4,314 York . 20,793 1,850 1,900 3,750 350 1,654 1,572 3,226 RHODE ISLAND. Bristol . 5, 478 5-16 550 605 1,155 51 495 514 1,009 Central Falls . d 8, 700 (2, ! 331) 2, 931 East Providence c. _. 8, 422 5-16 879 867 1,746 100 1,119 1,264 2, 383 Newport . 19, 457 5-16 1,012 1,000 2,012 722 1,244 1,268 2.512 Olneyville . d 8, 042 5-16 880 817 1,697 82 871 1,070 i; 941 Pawtucket . 27, 633 5-16 2, 783 2, 630 5,413 922 2,566 2, 453 5,019 Providence . 132, 146 5-16 11,529 11,585 23, 114 3,628 10,486 10, 316 20, 802 Westerly c . 6,813 5-16 670 664 1,334 0 620 619 1,239 Woonsocket . 20, 830 5-16 2,240 2,255 4, 495 1,500 1,150 1,081 2,231 SOUTH CAROLINA. Charleston . 54, 955 6-16 3,496 4,218 7,714 2,957 2,135 3,152 5,287 Columbia . 15,353 6-18 (2, 250) 2, 250 500 775 949 1,724 Greenville . 8, 607 6-18 822 942 1,764 Spartanburg . 5,544 6-18 548 567 1,115 280 (81 15) 835 SOUTH DAKOTA. Sioux Falls . . 10, 177 7-20 (1) ' >86) 1,586 250 717 724 1,441 TENNESSEE. Chattanooga . 29,100 6-21 3,326 3,320 6,646 1,200 2,185 2, 356 4,541 Clarksville . . 7, 924 6-21 1.353 1.245 2, 598 240 700 790 1,490 Columbia... . 5,370 6-21 (1,809) 1,809 (81 >4) 824 ♦Statistics of 1888-89. b Some schools were in session hut 187 days. STATISTICS OF CITY SCHOOL SYSTEMS. 1341 enrollment, attendance, supervising officers, teachers , etc. — Continued. 1 Number of days the public schools were 1 actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur- poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 1 i 13 14 15 16 17 18 19 20 21 22 190 202, 920 1,068 1 0 1 2 26 28 4 1,400 12 200 4,531.200 22, 656 16 13 29 23 566 589 65 32, 0C0 11 180 166, 032 980 0 0 0 2 23 25 5 1,205 M 160 144,640 904 1 0 1 5 19 24 4 1,200 11 200 312,400 1,562 1 0 1 6 37 43 19 2,216 12 200 6360, 000 1,800 1 0 1 8 45 53 9 2,500 12 190 1,049, 420 7,418 7 182 189 32 8,700 12 160 94; 400 590 1 0 1 2 10 12 3 675 12 195 1,419, 600 7,280 1 0 1 21 181 202 35 9, 000 12 - 160 300. 480 1,878 1 0 1 6 32 38 6 2, 450 ICO 183, 600 1,200 3 0 3 1 25 26 4 13 180 67, 340 373 1 9 10 180 343; 260 1,907 1 0 1 8 35 43 7 2, 669 ii 190 187, 150 985 8 19 27 200 776,800 884 1 0 1 8 15 23 8 1,400 12 175 124,075- 709 3 17 20 180 218,520 1,214 1 0 1 13 12 25 5 1, 505 12 150 120, 300 802 6 13 19 200 17i;800 859 2 15 17 3 1,100 10 160 102, 240 639 3 11 14 177 220, 542 1,246 1 0 1 2 32 31 4 1,581 11 170 92. 990 547 2 14 16 180 136, 440 758 3 14 17 170 118,150 695 , *0 *0 *0 2 15 17 *3 *1,000 180 ' 110,340 613 1 0 1 0 19 19 4 760 12 180 138, 240 768 1 0 1 1 20 21 3 1,042 11 121,140 706 1 0 1 3 23 26 3 1,066 12 180 397, 540 2,153 8 39 47 191 208, 615 1,092 1 0 1 4 17 21 5 1,223 11 182 298, 480 1,640 2 0 0 6 38 44 4 11 160 104, 000 650 2 15 17 180 587,700 3,265 1 0 1 13 75 88 14 4,500 12 180 395,280 2,196 1 0 1 20 43 63 15 2, 800 11 193 143, 785 745 1 0 1 4 21 25 9 1,051 12 193 241,636 1,252 1271 27 6 1,620 200 242, 800 1,214 2 43 45 15 1,442 200 361,000 1,805 5 54 59 11 2,426 14 6192 173,617 920 1 0 1 3 27 30 18 1,532 14 192 566, 164 2. 968 3 0 3 8 78 86 24 5,000 13 157.5 2,310, 344.6 12, 924. 1 12 10 24 24 370 394 59 17,111 13 152 152, 148 1,007 3 0 3 10 33 43 15 1,527 14 195 260, 752 1,395 1 0 1 3 42 45 15 2,229 13 193 959, 982 4,974 6 9 15 0 92 94 6 5,000 10 175 195, 956 1,120 1 0 1 4 23 27 4 1.192 10 170 155, 269 919 1 0 1 4 17 21 4 1,500 8 177 90,270 510 2 0 2 3 11 14 3 322 176 147,483.5 899.1 2 0 2 4 30 31 7 1,375 12 177 501,861 2, 835.3 j 0 1 9 65 74 6 3,547 11 192 199,221 1,037.5 1 0 1 4 20 24 2 1,094 9 3 10 13 2 c This report includes the entire town. d Estimated. 614 615 616 617 618 619 620 621 622 623 624 G25 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 543 644 645 616 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 606 667 668 669 670 671 672 670 674 675 676 677 678 679 660 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 Table 1. — Statistics of population, private schools, and public City. Total population (cen¬ sus of 1890). School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. Male. •erBUIQ^ Total. 1 2 3 4 5 G 7 TENNESSEE— COnt’d. Jackson . 10, 039 6-21 (3,( )S8) 3, 098 *3C0 4,161 6-2 f <789) 789 Knoxville . * _ 22, 535 6-21 3,405 ] 4, 922 8,327 400 Memphis . . 64,495 6-21 (15,i 012) 15,012 *1, 500 Nashville . 76, 168 6-21 9,627 10,620 20,247 750 TEXAS. Austin . . 14, 575 8-16 1,973 2, 062 4,035 400 Brenham . 5,209 7-16 618 596 1,214 150 Brownsville . - 6.134 8-16 974 803 1, 777 200 4,387 8-16 555 551 1,106 6, 285 7-20 949 1,051 62, 000 Dallas . . . . 38, 067 8-21 3, 909 4, 343 8, 252 Denison.. . 10, 958 7-18 858 951 1,809 *200 El Paso . iO, 338 8-16 533 510 1,043 100 Fort "Worth . 23, 076 7-18 1,694 1,851 3,545 250 Gainesville _ 6, 594 7-19 646 773 1,419 Galveston . . 29, 084 8-16 4,198 4, 582 8,780 1,500 Greenville . . . 4, 330 8-16 583 581 1,164 Houston . . . 27, 557 8-16 2, 975 2, 828 5, 803 350 Laredo 11,319 7,207 8-16 938 893 1,831 Marshall . . . . 8-16 622 708 1,3S0 Palestine . . 5, 838 8-16 (V 747) 1,747 *150 Paris . . 8, 254 8-16 1,216 1,278 2, 494 60 San Antonio _ 37,673 6-18 5, 110 5, 465 10, 575 Sherman . . 7.335 7-16 841 883 1,724 Temple 4,047 290 329 619 Tyler . 6, 908 7-21 559 595 1,154 100 Waco . 14, 445 7-18 1,761 1,961 3,722 UTAH. Logan . . 4, 565 6-18 706 647 1,353 250 Ogden City . 14,889 6-18 1,391 1,239 2,930 300 Provo City . 5,159 6-18 654 637 1,291 450 Salt Lake City . 44, 843 6-18 4,042 4,038 8,080 1,500 VERMONT. Barre . 4, 146 Brattleboro . 5, 467 5-19 500 531 3,031 165 Rurlington . 14, 590 5-18 1,772 1,572 3,344 1,470 Rutland . 8, 239 5-18 965 1,210 2, 175 550 St. Albans . 67, 771 5-18 651 742 1,393 400 VIRGINIA. Alexandria . 14, 339 5-21 2, 401 2,422 4,823 600 Charlottesville _ 5,591 Danville ..' . . 10, 305' 5-21 1,682 1,896 3, 578 226 Fredericksburg . 4,528 5-21 752 801 1, 553 40 Lynchburg . 19,709 5-21 3, 215 3,533 6,748 300 Manchester.^ _ 9, 246 5-21 <-2 496) 2, 496 Norfolk.... . . 34,871 5-21 4. 599 ! 5, 005 9,604 2,925 Petersburg . . 22, 689 5-21 3, 604 3,846 7,450 500 Portsmouth . 13,268 5-21 (3,315) 3,315 500 Richmond . . 81,388 5-21 11,677 j ! 13,297 24,974 3, 0G0 Roanoke . 16,159 5-21 2,018 j 2,098 < 116 331 Staunton . . 6, 975 5-21 970 957 1,927 360 Winchester . 5,196 5-21 1 879 1 861 1,740 60 * Statistics of 1888-89. a Estimated. 6 The population of the State scholastic age, 8-16, is 1,485. Number of dii pupils enrol public day s< (1,513) (555) 1,517 | 1,771 (6,073) 3, 962 | 4,513 1,306 1,454 447 570 380 186 (327) 544 563 2,220 1 1,475 (1,' 799) 444 1 415 1,520 | 1,309 (i,: 388) (3, 922) (859) 1,592 | 1,853 (1,296) a (700) o 896 i 909 (4, 407) (1,262) (480) (1,109) 1,279 1,358 535 2, 258 431 956 419 2,136 (530) 390 I 399 870 793 450 I 761 (965) 1,025 813 (764) 776 I 723 390 471 1,479 I 1,871 (1,063) 1,138 1 1,437 1,471 I 1,744 (1,705) 5, 405 6, 344 943 563 433 1,090 569 377 STATISTICS OF CITY SCHOOL SYSTEMS. 1343 <■ enrollment , attendance , supervising officers , teachers, etc— Continued. Number of days the public schools were actually in session. Aggregate numbfer of days' attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total: 11 12 13 14 15 1G 17 IS 19 20 21 22 180 237,960 1,322 3 18 21 4 160 5 3 8 187 475,072 2,540 6 3 9 19 41 60 9 2,475 10 176 623, 973 3, 603 2 9 11 9 78 87 11 4,241 11 181 1,266,537 6, 904 13 % 11 24 24 114 138 14 6, 450 11 173 329, 540. 5 1,945.3 3 1 4 11 57 68 12 2,500 11 190 122.010 643 1 1 2 6 14 20 4 4-, 100 10 175 a68, 950 *394 1 1 2 2 10 12 2 700 190 32, 490 171 1 6 7 2 378 10 180 126,914.9 705.8 1 0 1 4 17 21 4 1,100 10 180 522, 580 3,016 2 1 3 22 51 73 14 3,200 11 177 189, 567 1,071 3 4 7 2 23 25 6 1.528 11 180 90. 510 503 1 0 1 2 14 16 4 550 11 180 4-16,040 2,478 2 1 3 12 38 50 13 3, COO 11 178 165,540 930 3 22 25 4 1,095 10 172 525, 976 3,058 1 4 5 19 71 90 10 3, 071 11 159 101,576 664 4 12 16 4 ’840 10 175 402, 850 2, 302 1 0 1 16 45 61 12 2, 700 11 171 58,824 344 2 8 10 9 960 100 64,900 646 *1 *0 *1 11 18 7 1,500 10 a 180 1 0 1 4 8 12 3 750 11 180 198, 720 1,104 1 0 1 4 29 23 3 1,420 11 200 594, 200 2,971 14 62 76 12 3. 494 11 180 144, 180 801 2 17 19 3 1,058 9 160 62, 720 392 3 6 9 3 500 10 169 124,722 738 2 17 19 4 900 10 180 269, 640 1,498 0 1 1 8 40 48 10 2, 278 11 200 81,000 405 1 0 j 2 5 dr 6 500 194 192, 612 998 1 1 2 5 11 16 7 1,000 197 69. 935 355 6 5 11 5 635 10 195 457, 665 2, 347 0 0 0 21 46 67 21 200 0 0 0 2 8 9 13 172 120, 400 700 0 0 0 1 19 21 7 900 174 211,314.5 1,214 1 0 r 2 39 41 10 1,428 13 190 167.010 879 1 0 i 2 27 29 7 1,365 13 186 106, 377. 5 625.1 1 0 i 1 19 20 2 13 194 273,928 1,412 1 0 i 8 22 30 5 1,650 8 180 91,980 511 nm 10 188 181,570 965. 8 3 0 3 4 26 30 3 1,000 11 185.6 127,071 682.4 0 0 ' 0 2 12 14 4 761 11 193 487,518 2, 526 1 1 o 12 50 62 11 2,900 10 180 122,400 680 5 10 15 2 1.000 190 320, 228. 6 1,685.9 1 0 1 6 25 31 2,400 I 8 185 439, 745 2, 375 1 0 1 3 45 48 9 2,350 11 200 237,800 1,189 0 0 0 3 1 21 24 3 1,222 n 180 1,700,640 9,448 17 0 17 31 199 230 25 10. 249 i 10 160 142,560 891 0 0 0 3 13 16 3 620 ! 8 180 156,614 870 2 0 2 7 17 24 2 1,200 ! 10 190 115,999 593 1 0 1 3 1 10 i 13 2 780 1 10 cZThe attendance of the pupils is very irregular, and but few teachers are required. e Population of the town. 664 665 666 667 668 i - 669 670 671 672 67? 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 69 1 692 698 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 EDUCATION REPORT, 1889-90. Table 1. — Statistics of population, private schools , aiu City. Total population (cen¬ sus of 1890). School census age. Numb of schi © "eS s y a> O i-j Female. 2 2, CD Sa lildren us age. 'a *3 o Eh Estimated number of pupils in private and parochial schools. 1 2 3 4 5 6 7 WASHINGTON. 42, 837 5-21 4 108 3,696 7,804 Spokane Falls . 19,922 5-21 1,666 1,617 3, 283 527 Tacoma . . 36, 003 5-21 (3, 600) 3, 600 856 Walla walla . 4,709 5-21 706 736 1,442 300 WEST VIRGINIA. Charleston . . 6,742 6-21 100 Huntington . 10, 108 6-21 (2. 321) 2,321 75 Martinsburg _ 7,226 6-21 1, 100 1,102 2,202 Parkersburg . 8,408 6-21 300 Wheeling . 34, 522 6-21 5, 195 5,320 10,515 850 WISCONSIN. Appleton . 11.869 4-20 2,047 2, 230 4,277 600 Baraboo . 4,605 4-20 554 660 1,214 35 Beloit . 6,315 4-20 840 908 1,748 18 Berlin . - . 4,149 4-20 718 685 1,403 180 Chippewa Falls . 8,670 4-20 1,391 1,647 3, 038 950 Eau Claire. . 17,415 4-20 2,713 2,723 5,436 1, 050 Fond du Lac . 12, 024 4-20 2,442 2,417 4, 859 800 Fort Howard . 4,754 4-20 786 796 1,582 250 Green Bay . 9,069 4-20 1,357 1,329 2,686 500 Janesville* . . 10, 836 4-20 300 Kenosha* . 6,532 4-20 979 827 1,876 480 Lacrosse . 25,090 4-20 3,715 3, 899 7, 614 1,045 Madison . 13,426 4-20 2,154 2,417 4, 571 500 Marinette . 11,523 4-20 1,505 1,496 3, 001 500 Menasha _ 4,581 4-20 775 779 1,569 Menomonee . 5,491 4-20 857 864 1,721 200 Merrill . . - 6, 809 4-20 697 683 1,380 140 Milwaukee . 204, 468 4-20 31,912 32, 908 64, 820 15,000 Neenah . 5, 083 4-20 939 1,079 2,018 135 Oconto . 5,219 4-20 700 657 1,357 300 Oshkosh . 22, 836 4-20 3, 902 3, 906 7,808 2,500 Portage* . . 5,143 4-20 842 843 1,685 250 Racine . . 21,014 4-20 3, 653 3,962 7,615 i 1,166 Sheboygan . . 16, 359 4-20 3,118 3,052 6,170 500 Stevens Point - 7,896 4-20 1,333 1,380 2,713 500 Waukesha . 6,321 4-20 633 638 1,271 191 Wausau . 9,253 4-20 1,353 1,384 2 737 400 White Water* . 4, 359 4-20 649 646 l' 295 127 WYOMING. Cheyenne . 11,690 150 Numbi Pupi public S s 2. 389 1, 157 1,831 608 646 753 614 1,089 2,743 956 490 (1,1 430 455 1,610 1,176 453 710 802 354 2, 273 1,032 973 260 690 643 (27, 402 340 1,315 (8 1,684 1,167 670 791 906 343 516 ♦Statistics of 1888-89. STATISTICS OF CITY SCHOOL SYSTEMS. 1345 enrollment , attendance , supervising officers, teachers, etc— Continued. Number of days the public schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising offi¬ cers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number of seats or sittings for study in all public schools. Number of years re¬ quired to complete en¬ tire course of study. Male. Female. Total. Male. Female. Total. 11 12 13 14 15 16 ir 18 19 20 21 22 2, 883. 1 (S 19) 99 3 713 187 154, 351 0825 i 0 1 3 24 27 12 1,263 12 714 200 395, 202 1,976 2 1 3 2 54 56 11 2, 950 12 715 200 127,800 639 1 0 1 3 14 17 4 1,000 11 716 175 154, 715 884 J 1 2 5 21 26 4 12 717 160 143, 520 897 1 0 1 2 25 27 5 1,500 12 718 193 169,256 905 0 0 0 7 15 22 6 10 719 192 296,256 1,543 1 0 1 8 34 42 10 2,200 13 720 197 822, 869 4, 177 6 3 9 0 108 108 11 5,000 11 721 175 224,486 1,283 3 0 3 8 36 44 8 12 722 176.5 141,355 810 1 0 1 1 19 20 3 900 12 723 195 166,633 854 1 0 1 1 23 24 4 1,000 12 724 180 108, 241 601 1 3 4 (21 )) 20 4 1,020 14 725 175 166,334 950 1 0 1 2 25 27 7 1,200 12 726 180 371, 107. 5 2, 061.7 1 0 1 8 54 62 15 2,766 12 727 197 335, 275 1,704 1 0 1 0 46 46 18 2,800 12 728 1 0 1 19 5 1,300 13 729 198 202,470 1,024 0 1 27 28 6 1,500 13 730 190 230,850 1,215 1 0 1 2 40 42 6 1,705 731 1 15 16 4 740 732 196 626,962 3,199 1 2 3 8 75 83 13 4,097 11 733 180 295, 448 1,641 1 1 2 2 44 46 9 1,900 12 734 196.5 230, 990. 5 1, 175. 5 1 0 1 3 28 31 5 1,600 12 735 188 56,444 300 0 0 0 1 11 12 7 600 12 736 180 165,008 916.7 1 1 2 1 27 28 7 1,250 12 737 178 118,422 665.3 1 0 1 1 20 21 4 1,030 738 195 3,609,815 19,406 33 4 37 32 430 462 36 23, 876 12 739 185 133,297 720.5 0 0 0 1 18 19 5 1,200 12 740 200 109,000 545 5 0 5 5 10 15 4 800 741 200 337, 231 1,686 2 0 2 9 53 62 9 3,000 10 742 200 113,731 568.6 1 18 19 5 1,210 743 200 509, 400 2, 547 1 0 1 7 53 60 8 3,000 12 744 195 306, 926 1,559 2 0 2 8 32 40 6 2.500 12 745 188 175, 687. 5 931.5 1 0 1 0 29 29 7 1, 456 12 746 184 125,992 684.7 1 1 2 0 18 18 3 950 12 747 180 185,443 1,022 1 0 1 3 23 26 10 1,600 12 748 196 97,909 500.2 2 0 2 2 13 15 2 697 749 187 114, 868 650 2 0 2 2 21 23 3 900 12 750 a The small average daily attendance as compared with the total enrollment is due to the rapid growth of the city and of the schools. ED 90 - 85 1346 EDUCATION REPORT, 1889-90. Table 2. — Statistics of ‘public evening schools in cities and villages containing over JtfiOO inhabitants ,f City. Number of such schools. Number of evenings the schools were actually in session. Number of teachers. Number of different pupils enrolled. Aggregate number of evenings’ attendance of all pupils. Average daily attendance. Number of pupils who did not attend the day schools at any time during the year. 6 3 Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 12 CALIFORNIA. 1 Los Angeles . j 172 1 0 1 99 0 99 3,905 22 2 Oakland . 3 201 4 1 5 453 57 510 21,305 118 510 3 Sacramento . . 180 1 1 2 120 62 182 38 182 4 San Francisco . 5 200 13 32 45 3,402 341 3,743 267, 547 1,337 3,355 5 1 200 2 0 2 104 30 134 9,200 46 COLORADO. 6 Denver, district No. 1 1 80 0 ') 5 CONNECTICUT. 7 Bridgeport . . 2 71 2 0 2 84 0 84 28 8 Hartford . . 2 58 5 8 13 538 182 9 New Britain 4 51 4 6 10 (390) 390 90 10 New Haven _ 12 76 24 25 (1,090) 1,090 244 11 Waterbury . . 4 55 1 14 15 f627^ 627 240 DELAWARE. 12 New Castle . 1 60 0 2 2 25 0 25 23 13 Wilmington . 2 65,75 0 5 5 (1 5) 115 4,695 65 115 DISTRICT OF COLUM¬ BIA. Washington: 14 First six divi¬ sions a . 10 C56 H 13 24 1,224 128 1,352 24,199 443 15 Seventh and eighth divi¬ sions & . 5 55 7 13 20 493 665 1,158 34,707 644 1,158 GEORGIA. 16 Columbus . 1 120 1 ! 2 65 50 115 115 ILLINOIS. 17 Braid wood . 1 1 0 j 18 Chicago . 38 118 175 47 222 7, 948 1,879 9, 827 393,540 3, 506. 9 19 Peoria* . 5 100 3 2 5 240 196 436 263 INDIANA. 20 Goshen . 1 80 2 0 2 35 20 55 2,400 30 50 21 Lafayette . 1 90 72 22 Marion . 1 80 j 0 1 23 Peru . . . 1 75 1 0 1 30 10 40 15 30 24 South Bend . 1 60 1 0 1 42 0 42 24 25 Terre Haute. . 1 95 0 34 20 54 2,090 22 54 IOWA. 26 Cedar Rapids* . 2 97 0 2 2 87 0 87 35 27 Clinton . . 1 40 0 1 73 22 95 1,160 29 28 Davenport . . 2 78 2 2 4 174 19 193 5,680.1 71.9 193 29 Des Moines, West... 5 58 3 2 5 119 42 161 4, 463 77.5 161 * Statistics of 1888-89. + For expenses of evening schools, see p. 1358 et seq.y Table 4, column 10. a White pupils. c One school was in session 57 evenings 6 Colored pupils. and another 27 evenings. STATISTICS OF CITY SCHOOL SYSTEMS. 1347 Table 2. — Statistics of public evening schools in fiities and villages containing over ky 000 inhabitants— Continued. City. Number of such schools. Number of evenings the schools were actually in session. Number of teachers. Number of different pupils enrolled. Aggregate number of evenings’ attendance of all pupils. Average daily attendance. Nunber of pupils who did not attend the day schools at any time during the year. Male. Female. \ d O Eh Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 12 KANSAS. 30 Salina . 2 60 1 4 5 7 19 26 901 15 20 KENTUCKY. 31 Covington. . 2 80 3 0 3 80 40 120 32 Louisville . 6 77 4 34 38 (1, >13) 1,513 894 MAINE. 33 Augusta . 1 36 2 5 7 (125) 125 3,564 99 100 34 Bath . . 1 5 0 5 63 0 63 59 60 35 Biddeford. . 1 16 2 2 4 95 140 235 2,700 110 235 36 Lewiston . 2 70 5 5 10 114 80 194 11,340 162 194 MASSACHUSETTS. 37 Boston . o22 108 88 84 172 (7 i >98) 7,598 316,008 2,926 38 Brockton . o 49 3 fi 9 (434) 434 434 39 Brookline . 1 72 f5) 5 (119) 119 69 40 Cambridge . 4 200 18 1 21 39 659 | 281 940 20, 183 423 940 41 Chelsea . 2 76 3 7 10 (458) 458 13,706 104 458 42 Chicopee . 4 <"29) 29 7547 V 547 407.5 547 43 Clinton . 1 48 1 10 11 209 115 324 5, 424 113 324 44 Danvers . 1 22 1 1 2 13 7 20 13.7 20 45 Dedham . 1 20 2 2 4 12 18 30 304 15.2 0 46 Everett . . . 1 70 2 1 3 85 30 115 2,730 39 100 47 Fall River . 14 61 25 81 106 1,530 770 2,300 108, 031 1,771 48 Fitchburg . 3 45 6 22 28 73! 392 2, 385 53 49 Framingham . 1 73 (■ 5 (127) 127 65 50 Haverhill . 4 60 7513V 613 7360 V 360 266 266 51 Holyoke . 6 40 16 44 60 741 549 1,290 51,600 736 50 52 Hyde Park . 2 80,70 3 2 5 144 44 188 46 53 Lawrence . 20 55 15 23 38 657 335 992 469 992 54 Lowell . 9 74 19 79 98 1,961 1,485 3,446 1,536 55 Lynn . 8 52 8 14 22 314 166 480 15,730 275 476 56 Malden . 2 80 5 4 9 156 99 255 11,760 147 232 57 Melford . 1 50 3 2 5 90 18 108 59 108 58 Milford . 1 64 1 0 1 32 4 36 1,536 24 30 59 Natick . 2 35 (] 0) 10 (175) 175 39 60 New Bedford _ 4 80 6 45 51 71 364) 1,364 60,800 760 61 Newburyport. . 2 27 7 8 60 1 44 104 1,539 57 103 62 Newton . 2 30 2 6 8 81 110 191 57 63 North Adams . 8 39 1 7 8 7304) 304 9, 867 253 64 Northampton . 7 60 1 11 12 129 68 197 7,390 135 175 65 Pittsfield . 1 64 3 1 4 146 65 211 44.7 200 66 Quincy . 2 89 A 2) 2 110 8 118 67 Salem . 3 178 4( ' 16 20 530 223 753 207 68- Somerville . 4 45 10 6 16 (31 56) 366 7,910 178 69 Southbridge . 6 30 5 3 8 151 156 307 6, 192. 9 206.4 304 70 Spencer _ 6 48 2 8 10 206 0 206 180 206 71 Springfield . . 5 (c) 6 18 24 716 182 898 72 Taunton . . 4 36 1 11 12 183 153 336 6,588 183 73 Waltham . 3 145 5 5 10 209 106 315 138 74 Watertown . . 1 22 1 3 4 77 1) 71 27 71 75 Westfield . 1 39 1 3 4 7Q1 V 91 32 76 Woburn . 50 2 2 4 80 ! 34 114 73 103 77 Worcester . 12 78 1 21 33 54 658 1 93 751 35,225 452 598 a Including five evening drawing schools. b Average number. c The five schools were in session 132, 67, 34, 83, and IOC evenings, respectively. 1348 EDUCATION REPORT, 1889-90. Table 2. — Statistics of public evening schools in cities and villages containing over 4,000 inhabitants — Continued. City. Number of such schools. Number of evenings the schools were actually in session. Number of teachers. Number of different pupils enrolled. Aggregate number of evenings' attendance of all pupils. Average daily attendance. Number of pupils who did not attend the day schools at any time, during the year. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 12 MICHIGAN. 78 Ann Arbor . 1 65 1 0 j 27 3 30 24 15 79 5 80 Grand Rapids . 1 115 2 2 4 (271) 271 5,879 52 271 81 Jackson, Dist. No. 1 .. 2 120 1 1 2 92 32 124 5, 160 43 82 Lansing . 2 2 0 2 83 1 75 2 3 191 11 202 60 201 MINNESOTA. 84 Duluth . 3 79 2 j 3 (4 12) 412 105 85 Minneapolis . 9 73 48 0 48 1,285 | 465 1,750 52,082 761 1,750 86 St. Paul . 11 100 24 12 36 (1ca 639) 1,639 596 87 Stillwater . 60 0 1 1 >6) ^ 36 1,080 18 36 88 Winona . 4 100 o 2 4 187 20 207 70 150 MISSOURI. 89 St. Louis . 7 60 21 33 54 2,525 264 2,789 71,905 1,271 1,271 NEBRASKA. 90 Grand Island . ! 170 0 j j 18 49 67 22 60 NEW HAMPSHIRE. 91 Concord . . j 60 0 2 2 n 0) 70 21 70 92 Dover . 2 96 2 3 5 73 1 1 42 115 4, 128 43 93 93 Keene . 1 75 0 1 1 50 10 60 1,875 25 60 94 Manchester . . 6 100 7 10 17 523 323 846 177 740 95 Nashua . . 3 4 15 19 (524) 524 241 96 Portsmouth . 25 4 0 4 84 0 84 35 NEW JERSEY. 97 Camden 5 72 6 13 19 350 220 570 425 98 Elizabeth 1 40 1 4 5 202 0 202 103 99 Gloucester _ 2 60 2 2 4 (18 15) 185 97 185 100 Harrison . 91 3 4 7 230 200 430 25,800 380 430 101 Hoboken .... 1 69 2 7 9 343 80 423 177 423 102 Millville . 3 63 3 9 12 364 20 384 226 0346 103 New Brunswick 1 36 1 3 4 100 20 120 65 120 104 Newark . 7 100 33 32 65 2.564 583 3, 147 1,459 3, 147 105 Passaic . 5 120 2 3 5 (310) 310 18,720 156 310 106 Paterson . . 11 44 11 60 71 2,045 947 2,992 1,094 107 Plainfield . 2 < b ) 2 7 9 115 52 167 1,857 (C) 167 108 Salem . 1 100 1 1 2 65 0 65 2,300 23 65 109 Trenton . . 5 91 j 17 18 740 188 928 33,670 370 NEW YORK. 110 Rvnoklyn 15 (d) (2C >9) 209 ! (11,1 267) 11,267 4,361 111 Rnffn.lo 15 41 18 1 69 87 1.011 1 883 1,894 1,124 112 Gob rifts 9 98 0 12 12 17171 717 367 717 113 Little Falls . 1 150 0 1 10 1 0 10 1,350 9 10 114 Long Island City _ 3 90 2 7 9 115 New York . 28 e90 304 1 123 427 I§; 873 7,154 25, 977 998, 580 16, 345 020, 343 a Estimated. 6 The school for males was in session 39 evenings; for females, 12. c In the school for males, 40; for females, 25. d The term was from October 7, 1889, to February 7, 1890. e The three high -schools were in session 120 evenings. 116 117 118 119 120 181 182 123 124 185 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 1 17 148 149 150 151 152 153 154 155 156 167 158 STATISTICS OF CITY SCHOOL SYSTEMS. 1349 ble 2. — Statistics of public evening schools in cities and villages containing over 4,000 inhabitants — Continued. City. Number of such schools. Number of evenings the schools were actually in session. Number of teachers. Number of different pupils enrolled. Aggregate number of evenings’ attendance of all pupils. Average daily attendance. Number of pupils who did not attend the day schools at any timo during the year. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 io 11 13 NEW YORK— cont’d. Rochester . 2 66 2 13 15 (62 !9) 629 18, 876 286 0 Utica . 2 84 0 10 10 428 84 512 12,576 149 512 Watertown . 1 160 0 2 2 75 0 75 2, 176 14 75 Yonkers * . 3 75 10 4 14 327 125 452 228 OHIO. Chillicothe . l 120 2 j 3 (1( 10) 100 10,290 85 Cleveland . 38 114 28 13 41 1,861 222 2,083 79, 937 701.2 Columbus . 10 40 4 6 10 344 90 434 7,240 J81 434 Defiance ... 1 80 0 j 1 70 10 80 41 Fostoria . 1 0 1 20 0 20 Fremont . . 1 40 0 1 1 40 0 40 20 2 Nelson ville.... 180 0 1 1 20 25 45 Portsmouth . 1 60 1 0 26 4 30 1,080 18 30 Steubenville . 6 60 4 2 6 242 22 264 141 264 Tiffin . ] 1 0 (3 3) 39 Xenia . 2 100 1 1 2 40 50 90 5,391 55 Youngstown . 3 60 3 0 3 <2200 a0 <2200 a6, 000 aioo OREGON. Portland . 1 75 2 1 3 168 29 197 5,608 74.8 197 PENNSYLVANIA. Allegheny . 13 80 13 20 33 774 150 924 50,320 629 924 Ashland . 2 65 2 2 4 71 0 71 3,055 47 10 Beaver Falls* . 1 60 0 1 1 35 0 35 17 Dubois _ 1 79 1 0 45 0 45 13 Dunmore . 7 60 6 7 210 0 210 210 Lancaster . . . 4 120 3 5 8 180 80 260 102 Mahanoy . 3 3 0 3 81 0 81 81 Nanticoke . 3 80 1 2 3 346 0 346 154 346 New Brighton . 1 60 2 0 2 20 0 20 900 15 20 Philadelphia . 54 70 (9KT\ 367 (16,541) 16, 541 5,680 Pittsburg . 24 40 9 51 60 (2. 6091 2,609 73,200 1,830 Pittston .'. . 6 60 0 6 6 290 0 290 11,600 180 290 Plymouth . 6 GO 4 2 6 300 0 300 12,000 200 0 Pottsville . 1 90 1 0 1 35 10 45 45 Reading . 8 85 5 3 8 277 60 337 22,865 269 337 Scranton . 32 80 14 21 35 1,499 148 1,647 74,560 932 1.400 Shenandoah . 6 80 2 4 6 392 0 392 8,200 205 6200 Wilkesbarre, District No. 2 . 4 60 4 0 4 212 0 212 9,600 160 187 RHODE ISLAND. Bristol . 1 52 ! 3 4 57 23 80 28 00 Central Falls . 2 50 3 2 5 C1494 149 39.4 East Providence _ 2 80 .'44 4 163 30 193 4,525 57 Newport . 1 59 0 t 8 8 73 74 147 3,775 64 (C) Pawtucket . 5 79 (27) 27 601 188 789 22,892 223 577 Providence . 11 94 58 1 141 199 3,007 1,261 4, 268 148,580 1,564 (C) Westerly . 1 51 3 1 4 74 15 89 1, 645 32 80 Woonsocket . 4 50 8 I 14 22 231 112 343 133 337 * Statistics of 1888-89. a Approximately. b Estimated. e Very few, if any, evening-school pupils attended day schools. 1350 EDUCATION REPORT, 1889-90. Table 2. — Statistics of public evening schools in cities and villages containing over Jt,000 inhabitants — Continued. City. Number of such schools. Number of evenings the schools were actually in session. Number of teachers. Number of different pupils enrolled. Aggregate number of evenings’ attendance of all pupils. Average daily attendance. Number of pupils who did not attend the day schools at any time during the year. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 O 7 S 9 JO 11 12 TEXAS. 159 Dallas _ _ 1 2 0 2 VERMONT. 160 Burlington . . 2 83 2 0 2 73 4 77 2, 268 27 161 Rutland . 1 30 1 4 5 30 10 40 840 28 40 VIRGINIA. 162 Norfolk . 2 75 2 0 2 150 0 150 8,250 110 150 163 Portsmouth . al *40 2 0 2 *89 *0 *89 *39 164 Richmond . . 9 77 3 8 11 319 0 319 5, 852 76 319 WISCONSIN. 165 Milwaukee . 21 (P) 59 14 73 2,332 505 2, 837 44,694 1,234 c2, 750 166 1 Wausau . 1 50 0 2 2 80 4 84 61 76 * Statistics of 1888-89. a The teachers receive no extra compensation for eyening-school work; no separate record is kept. oTtie schools for hoys were open 39 evenings ; for girls, 26. cEstimated. Table 3. — Statistics of manual training in city public schools. STATISTICS OF CITY SCHOOL SYSTEMS. 1351 Total amount expended for manual training in 1889-90. •spsiuappuj jo^i w O O g •sajndaa puc SIOOJ M.3U jo,* » 68100 1,500 2, 850 •si^paj-etn jo^ m 68300 265 2,817 •saaqouai ao^j O $7, 600 1ft a of Length, of each lesson. e> 2 hours . 1 hour . 2 hours . i hour . 45 min. to 1 hour. 1$ to 2 hours . 1 to 1J hours . 1 and 2 hours .... 1} hours . 1J hours . 1| hours. . 40 to 60 min _ • • • ! bcK : 3a : S2, : *2 : -p. • —« £ ! Pi 4 Number of lessons a week. 5 B One . One . One . One . One to three. One . One . (Seventh, two? (Eighth, one 5 One . One . One . Two . 1 : : go ! •w’o . 00 : S’o : 2 ■ a • cS Grades in which instruc¬ tion is given. h Seventh and eighth . Fourth, fifth, and sixth. Seventh and eighth . Seventh to twelfth . All grades . . do . do Seventh and eighth ele¬ mentary. First, sec¬ ond, and third years high school. Third, fourth, fifth and sixth elementary. Seventh and eighth ele¬ mentary. First year, high school. Second year, high school. Third year, high school All grades . Seventh and eighth ele¬ mentary and high school. Third to sixth elemen¬ tary. Seventh and eighth ele¬ mentary and first year high school. se only who take other br only. •sass'ep jo jraqum^j OOOlfl ! 126* 130 144 9 9 10 495 i %% : •qon’ejq qo'ea ut sjjdnd jo joqumM 240 2, 500 240 1,250 15,000 140 140 205 2,014 5,554 1,544 108 108 80 25, 468 6 500 2,495 377 include fhite pr •qounjq qoua ux sjojonaasux jo aaqnniN * hhhh ! O 00 O* HH r-< in \ Jo ** : a Branch of instruction. M Woodwork . Sewing . Cooking . Mechanical drawing .... Free-hand drawing . Carpentry and joinery.. Chipping and filing . Cooking . Sewing . . . Carpentry . Wood turning . Molding . Metal work (forging and machine work). ij IC 1C ! e i ! ) a WorcT working . . [Is study drawing; this nu ted. •Suiure.ii innueut paAioosi oq.w spcl -ndiuoiajjrp jo jaqxnnx « a4,230 205 011,622 3,430 All pup Estima City. VN N6w Haven, Conn... Wilmington, Del .... Washington, D. C., (first six divisions)c Washington, D. C., (seventh and eighth divisions) d a 6 ot n ■>* Table 3. — Statistics of manual training in city public schools — Continued. 1352 EDUCATION REPORT, 1889-90. ©.a p/3 K-g © C3 Pi “fa §g l|o s fa © ? EhOOEh PJ •fa © S-9 a a 3-2 •d o o pld o d O rj «fi O o o 3d “33 § aw : : o-fa be ; ; co w : : g-d . . da ’d'd'd'd g o o o o o o d at i O i i i i ■ i i OOWOOOOOOO g d d ^ d d 'd d ,d d d C3 d i i to f , l 1 1 , i i *,h o© vOO>NMHN ;d > tfdd fl,g S 55 S B : £ ©d © ggg 1|-| n S ^ a) ; ^ i 1-s ilil?|8S 9 --^rsai fc0d bt) ax a ^ k/8 S > o S’fa B fa w>^fagdS^Pdd2 u rr sh 3 OPnfeO fiaH3ss<8fi«8fc3£&£ss6s •Sumi'caj t'Bti -U'ETH P9AT999J OTJAV SJld -nd ju0J9jjip jo aaqnmN 8 I d Q gd o © p bCfa - d.S o d fa fcO d p| c3 “OO ^ o «o ao o $144 STATISTICS OF CITY SCHOOL SYSTEMS. 1353 00 iO 1 : ° I© 8 70 00 CO eo 48 50 Cl UO 8 s 67 CO 8 Cl 00 3 j 8 i° S 661 635 800 ci iO ** —• Jh U d d o o ,dd. ! to o . © ° jlo W CO GO DO GO 'pi 333S da o o o o o-g dd,ddd a GO • • -1 3gqig*j 5 § § a © § o lOlCO-’J' : a _r.d a o :§8g 8* s sisIslllsiN s sssss o fafefafeoctt3®o : o hooeheh o £2 EhO © © © © © ta. A a a d d £ OOOOCfa © © © © © © d d d a a a OOOO O O ! o • o .d ■ o ■ © : d ;tc , ;3 D 0-2 3^, g • : ® © : lea gwi a o cS O Hd t£ O © dE ©3 3 o fa 3 d a a o *-> d ' . 43 © a « > ® 3©&‘ fa C/3 <5fa <1W : ; i-o-d ■ 3 Js 2 dSMoS . £3 © 9E5 Sadias :o^ dd£ ©d-S^*3 £ O glllil i§§" foHccfafafa !oiW _ o o© od d o o ® © d d ^ “3 5 a' — © 1 13 d *d a^-'s s a c3 c3 rt c3 O >. >> c8 c3 d £ p-d cs 9 9 d ££399933 ? >>d-£ g ce to» • <=>” © ^toio-g g/3) >4 Pi > eo nhhh • Cl *>^©000000000 1 o o >*'& r“* - co O -OOrtC^C ^ Jm £ £o SassgSgSSfi !< Tji H ££ 31 to tcsx3 a dd a . c to •d-d ©3 o 0*^2 0 0^0 :^u» :,§3tci3 : cs ©3 g o sn0,d d ^ 9 to q I cfl O Pcfl . . « , >» ■ ■ " d t1 d ’ UlI >> r £;■>»••• to ' to to g & § '(3oi3 a StCpfcTvr • dtc^Sa toq d 2 % « to© > S ^Cddfltc £%? 3 ^ ^3-? o.®3d S-23 a 5|? S& |33 ^||? §*§•§? ft3>|S.K Pcfl^Qo c/3Ufaoofacc!>c/30 > SOoBocflOOo § § as d ^ o® t os © > © d -f ia oo cs a ERtlmated. 6 Data not available. c All pupils study drawing; this number includes those only who take other branches of manual training. d Does not inlcude those who study drawing only. e Taught by regular teachers under the supervision of a special teacher. Table 3. — Statistics of manual training in city public schools — Continued. 1354 EDUCATION REPORT, 1889-90. Total amount expended for manual training In 1889-90. •si'Bjnoppnt aoj; « $48 400 36 •sjT’Gdoi pura SIOOJ AS.9U JO^ « * $137 150 •SI'BIJej'BUI JO^ * $146 100 131 *sj9qo,B9j ao^ O $1,000 2,000 1,340 855 Length of each lesson. © 1 hour . 1 hour . 40 min . 45 min . 45 min . 45 min . 45 min . 45 min . 1 hour . 1 hour . 30 min . 45 min . 45 min . 45 min . iday . 45 min . 20 to 40 min . ... 1 20 to 30 min . Number of lessons a week. « *3 4J AJ B c3 ca c3 c5 %%%%% !?.§.§.§ ,8 p p aa ss w © _ !h S-l g?3 flOO gp-p in- - ci • O O Sffc Eh&< -p : •U i o : o o © © © 3 £ & £ a p p ofl ^EnOOO feEn *-l *T P £ ^O&H 5 • § a ba % ■ S :S02£ pb >> %* +3 c3 CQ |S (- o II b-p p p SS p.8 35 a a o o p ja :«^2S 2£ p«§ . :§*>-§£ a a ST 2 ;23^g la erfS SwJrS **• Jrj ^ , bOr^ *rt ^ *"• • P>>*® i^w'g'S OP*,j ?|3|j§|gi Tf SS'C'PsS-^S'P • © ooo ,c— >§®§^ij§i:ga S £ cn ai <3 W 2-p o £ it a 0 >» 73 O P 73 hMMS cfl II o -a 5 Mflai rt « £ © rt >. 2 73dfJ. ft .y © E-* CO iC ^ iC 00 . O O CO OOC5SOH . inoo N N OOOiIJg , C03 125 w^aooo o ^ oo oooiO'f'f ou oo ooo -h ^ i- ^§2^22 2 2 ^ • «o o> ti m ■cor.inoo nf .-T coni' <-H Cl — i © to -*3 I-*2 l ! ;s ® fcfi tc.0 a+i ft 732 « » p . a 2 p ■c^a^bc© •3 l2%2%&Sr: ~ «e ®(£ ®.0 p** ca COCU £ oPa O :® © ill : toh p-as 1 o tc^a to to P“oPHp 2 tc-p-r^'s Tl < fi tL tc^ p £ o ? p o © *3 b» ©-h O c n P^co o ■ b * 2 B p I I § * p, © o P **! rt to® : ca.p ! i-Se. ti|S !£t3 P^S IrfP N P-OT . o a cs o g ■2 tctoBw^ ^ C P ^ i& 1 rr1- rO _( piflSp p *5 ^ ee Ptc® to a >-• e P to e p I b'P ; ©-a ■p p ■o a ' ’to • 73 e : p^ 73 73 a p ca ca to to e P r§ 3 8 '.-e? 1= b p-sp^ssp^ap^a1 Q O faSQPO^ feSc/) 2 o a a ' vow,^'^’tb t® tb o ? rtPrt2aa p53p'3^ • •S‘S2 © ©'Site© P -P 2 ca £ top: ?PdC!-P.cvri2 c d O ^ O h «rH »2 ^ J3 y t, -O^OcecS^cS^gcauri OQOOUO P (fi ^ Q O ci in in -* 3 i s WH cT o CO orT 8 8 — < CO CJ CO 1355 a The first grade is the highest. e Does not include those who study drawing only. b Taught by the regular teachers UDder the supervision of a special teacher. / Students attended public high and senior grammar schools. c This work is done at the pupils’ homes, but under the direction of the teachers. g Including books. d Taught by regular teachers. Table 3. — Statistics of manual training in city 'public schools — Continued. 1356 EDUCATION REPORT, 1889-90. Total amount expended for manual training in 1889-80. •si'B'iUQpTonj joj; CO •sii'Bdaj: pun SIOOJ JA8U ao^ *n 00 tO Cl T* ee w s •SrBI.Ta'VRUI JO^J «< $14 251 150 100 ^sjaqonaj ao^ © iN $450 1,638 450 765 Length of each lesson. © 1 hour . 1 hour . li hours . H hours . 1 hour . li hours . 1| hours . 1J hours . 1J hours . labours . li hours . Number of lessons a week. X Three . J Three . . Two . One . Two and one- half. Two . Two . One . Two . Two . Four . Four . Four . Three . Grades in which instruc¬ tion is given. b Eighth and ninth years. Tenth vear _ _ Ninth and tenth years . Sixth to tenth years ... Second and third . . do . Second . Second and third . . do . Hisrh school. ! o ? ! 1 i 0 j-d Seventh, eighth, and high school. . do . High school . . do . •sassup jo roqmnN © eo • *tO *-< t-( ^ • i • i •xpuiuq qouo uj sndnd jo jsqxnnjst ccmo ^O^OOM«OiC«D OONO I> QO kO CO iO 00 ^ luO, o\Ji , 0*11, »oi, on s M24.139 £124, 139 0 0 248,278 FLORIDA. 60 Key West _ 3, 266, 050 4, 899, 075 19,000 4, 613 8,032 1,024 13, 669 61 Pensacola _ 2, 765, 542 6, 913, 855 *22,950 2,570 62 Tampa . 2,500,000 3,750,000 12,000 GEORGIA. 63 Americus . *2,400,000 *3,000,000 *41,200 1,117 8,563 375 363 10, 418 64 Athens . 4,659,957 4, 659,957 40,500 2,037 10,325 927 102 13,392 65 Atlanta _ _ _ *32, 000, 000 *42, 666, 667 300, 000 66 Augusta . 18, 000, 000 18,000,000 100,000 1,991 42,800 4,079 2, 129 60,999 67 Columbus . *7, 142, 350 * 7, 142, 350 110,000 3, 618 19, 909 952 24, 479 68 Griffin . 1,500,000 25,000 1,200 2, 900 2, 206 6,306 69 Macon . 12, 400, 000 16, 533, 333 98, 500 70 Rome . . 4,500,000 6,000,000 14,000 1,800 8,000 600 10,400 71 Savannah* . 395,500 7,769 54,000 6,399 5, 157 73,325 ILLINOIS. 72 Aurora . . 73 Beard stown . 425, 000 1,416, 667 36, 000 1,375 14, 516 15, 891 74 Belleville . 2,424, 435 6, 061,088 112,000 4,522 31,443 65 395 36, 425 75 Bloomington . 3, 495, 854 13, 983,416 310, 000 6,712 55, 956 3, 121 17, 569 83,358 75 Braidwood . 24,270 77 Cairo _ _ 1,911,950 5,735, 850 3, 480, 438 64,000 2,752 14,695 17,477 78 Canton . . 1,160, 146 66, 424 1,361 16, 243 171 17,775 79 Centralia . 700,000 2,800,000 32, 000 1,273 11,213 158 12,644 80 Champaign* . 1,122 9, 323 6 238 10,683 81 Chicago . 168, 135, 831 672, 543, 324 9, 300, 000 152,580 3,310,077 264, 153 3, 726, 810 82 Danville . . 2, 000,000 8, 000, 000 3,034 43,076 201 46, 311 83 Decatur . 2,229,502 6, 688, 506 150,000 4, 368 40, 168 227 44,763 84 East St. Louis ... 120, 900 33, 506 85 Elgin . 183,300 2,900 44,011 4 46,915 86 Evanston . 1,700,000 10, 200, 000 100,000 784 33,183 1,537 35,504 87 Freeport* . 1, 679, 680 5,878,880 87,226 3,110 24,280 194 141 27,725 88 Galena* . 487, 601 2, 438,005 37, 250 2,046 11,731 3,281 17,058 * Statistics of 1888-89. a Receipts from State taxes are included in column 7. 6 This report includes the entire town. c Town appropriations. d District taxes. STATISTICS OF CITY SCHOOL SYSTEMS. 1361 schools of cities and, villages containing over 4,000 inhabitants — Continued. Receipts from loans and bonds. Balance on hand from last school year (1888- 89). Total sum available for use during the year. Expenditures for the school year 1889-90. Paid on principal of loans and bonds. Amount carried for¬ ward to next school year (1890-91). Permanent invest¬ ments and last¬ ing improve¬ ments. Salaries of teach¬ ers and super¬ vising officers. Current and inci¬ dental expenses. Evening schools. Total. 10 11 12 13 14 15 16 17 IS 19 $103, 274 $64,217 $457, 056 $25,157 $199,052 $94, 748 $3,574 $322, 531 $128,274 44 68,268 147, 243 57,000 22, 150 7,000 0 86, 150 $61,093 45 28.310 20; 161 8,179 28,340 46 19, 034 1,000 13,000 5, 034 19,034 47 1,000 1,073 20, 391 h284 10,518 3,493 15, 295 5,000 96 48 0 0 37, 997 0 30, 922 7,075 0 37. 997 0 0 49 0 0 9,670 5,036 8.977 50 5, 896 8,146 1,858 15,890 51 0 0 13. 956 9,182 4, 842 14,024 52 0 0 116' 271 19,334 44' 985 41,203 105, 522 53 24,702 16; 634 8,068 24, 702 54 7; 632 2, 490 10,122 55 443 5, 281 4,000 1,061 167 5,228 53 56 21, 145 159, 322 22,575 78,244 36,358 356 137,527 5,000 21,795 57 0 0 657,500 187, 501 370,013 96,986 8,000 657,500 0 0 58 0 0 248,278 67,078 140,588 38,317 2,295 248,278 0 0 59 8,283 21,952 3,010 12,045 495 15,550 6,402 60 657 10, 153 1,942 12,752 2, 386 61 1,163 5, 400 225 0 6,788 0 62 1,295 11,713 8,565 636 9,200 2,512 63 4, 191 17,583 362 12,227 2, 281 14, 870 2,713 64 97, 613 70, 756 97,613 65 10, 679 71,678 10,000 32,580 12, 079 54, 659 17, 019 66 24,479 17,300 7, 179 500 24,979 67 990 7,296 3,992 4,477 68 69 0 3,697 14,097 520 7,845 463 0 8,828 0 5,269 70 0 393 73,718 67,238 71,858 1,860 71 72 7,268 23,159 2,417 7,570 3,309 13,296 2,000 7,862 73 10, 121 46, 546 2,981 27,725 6, 529 37. 235 9,310 74 1,434 84, 792 481 38,694 14,649 53.824! 15.000 15,968 75 7,000 2, 200 | . . 76 684 18, 131 2, 512 12, 213 3,066 17,791 340 77 11,000 1,171 29,946 354 10,808 4,484 15, 646 ! 12,656 2,300 78 2, 627 15,271 694 7,380 2.835 10.909 500 3,862 79 0 3,955 14,638 2, 456 7,475 3, 233| 0 13,164 0 1,474 80 45, 653 492,509 4, 264, 972 872, 326 2,079,684 625,048: 67,425 3,644,483 60,000 560, 489 81 40,895 0 87,206 39,797 27,152 11,611; 0 78, 560 4, 679 3, 967 82 13, 642 58, 405 8, 286 25,646 7,542 41.474 83 20,000 1,446 54,952 22,139 20,886 10, 640 53. 660! _ 1,287 84 32, 446 5,363 84,724 2.246 26.664 10,190 0 39,100 37,479 8,145 85 20,287 12,263 68,054 9,855 17, 852 7,790 35, 497 18,000 14,557 86 0 2,823 30,548 5,513 18. 058 6,513 0 30,084 0 464 87 0 5,534 22,592 2,346 8, 0891 2, 073 I 12,488 2,600 7, 503 88 e Estimated. /First six divisions— principally white. a Seventh and eighth divisions— colored. n United States appropriation. iFrom District of Columbia taxes. ED 90 - 86 89 90 91 92 93 94 95 96 97 9S 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 1:> 129 130 131 132 133 134 135 135 137 138 139 140 141 142 143 144 145 146 147 EDUCATION REPORT, 1889-90. e 4.— Statistics of property, receipts and expenditures of public Total taxable prop¬ erty in the city. g W S w “ © 03 DO .Q CO „ c3 Pi A d © O *8U s °>)o ©L*p< 3 Pi f-C P, © 3 £ P.P, > ■a © S SSo as w 5 3 £ p?0 m P<«*i H Receipts for the school year 1889-90. P © O $ rt “S « pi o o Pi © O M g.2 23 pi o © g§ o o •d PI |S §2 O p, o © It Pi Illinois— cont’d. Galesburg ... Jacksonville. Joliet . Kankakee . . . Lasalle . Lincoln. . Atlantic . Boone ... $2,628,985 $8, 763, 283 2, 572, 259 625, 807 845, 643 15, 433, 554 2,783,828 2, 536,929 1,753,021 1,000,000 1,219,472 760,771 5,259,063 3, 000, 000 6, 097, 360 2, 282, 313 $225, 000 152, 650 160, 000 76. 500 36,000 85,000 60,000 200,000 63.500 *30, 350 55,000 $5,221 3,141 6, 990 2,675 1,800 1,837 2,073 2,000 2, 256 901 $30,000 39,515 $5 53,010 15,622 12,000 14,000 10,030 $870 (58, 386) 18,000| - (29, 141) 12,551 7, 749, 34t 30,997,384 4, 794, 279 2, 405, 563 4,691,345 5, 539,167 1, 800, 000 1,100,000 19, 177,116 7, 216,689 15, 637,817 16,617,501 5,400,000 6, 600, 000 400,000 30,000 197, 200 120,000 41,454 241,172 65,000 40,300 85,000 10,032 1,873 9,700 3,609 4. 984 6,371 1,052 4,074 1, 99, 839 10,500 40,157 40,600 47,759 65,381 10,038 16, 901 2,248, 455 1,503,180 1,555, 640 3,111, 1,680, 3,000, 2, 367, 16,752, 13, 189, 2, 146, 2,000, 2, 257, 1,988, 52,800, 2, 223, 2,203, 9,000, 2,890, 1,350. 4,068; 13, 189, 435 5,366,700 4,000, 000 2,257,080 5,964, 360 211,202, 140 5,508, 150 12,205, 950 2, 040,000 3,000,000 1,305,500 2, 444, 490 8, 036, 220 1,562,705 9,588,720 1,224,140 2,091,855 12, 000, 0C0 15,701,275 1,617. 530 4,27< 645 1,919,835 1,250,000 14,373, 080 23,551,913 4,043,825 8,549,290 3,750,000 81, 50, 66, 70, 40, 116, 133, 409, 251, 58, 78, 81, 71, 913, 100, 60, 250, 85, 20, 160, 80, 75, 75, 50, 183, 167, 75, 240, . 51, 36, 172, 298, 50, 55, 51, 49, 330| 381 330 3,802 0 152 400 1,608 11076 27,627 26,374 310 (17,442) (8, 473) 10,846! . ____I (18,344) (10, 608) (20, 408) 3, 358 49,290 4,755 (a) 5, 403 149, 255 6,5301 63,742 10 18,295 1,505 9 (a) 014,202 255 5,411 11,542 125 121,053 2, 901 747 (35,085) 16, 334] 125 (18,751) (10, 530) 19,590! . | _ (20,821) (22,397) 7,8111 12,492| 8,060 . 5,! 73 0 2,406 60,000 100, 000 (33, 642) 3,9311 7, 4741 . 15,384 11,336 5,271 4, 342| (14,877) 2, 2ul 215 33,989 . 69 74, 980, 5,327 9, 833| 5,991 l-„! 1,000 3, 034 4,104 2, 548 (17, 347) 4, 36S 11,064 18, 000 46, 39; , 4 445 $36,091 33, 429 00,200 18,832 27,800 12,316 61,613 20,000 31,727 13,833 113,673 12, 373 50,009 44,609 54,351 73 158 11,090 32,011 44,515 17, 442 8,473 14,204 18,694 10,881 20,550 30, 879 126,762 113,042 24,564 19,539 14, 457 22, 481 273,956 35,210 22,864 55,364 18, 818 10,544 20,894 22, 397 22,7 r 27, 669 42,509 11,405 62,910 9, 823 14,946 42, 464 126, 838 9, 431 12, 554 17, 375 10,493 13,504 19,000 * Statistics of 1888-89. a Receipts from State and city taxes are reported with county taxes in column 7. STATISTICS OF CITY SCHOOL SYSTEMS. 1363 schools of cities and villages containing over b,000 inhabitants— Continued. o d £ o lO Sot £S 5 ■ A >* eg © V o CO a to. II o . v- u O rt ^ O 5^ r— D *35 a -2 ® ©* a _ ■a © m ^-3 © w to < O - r-,rrj ci © • ■s&I +* O rM c$ • a: ~.s % H Receipts for tiie school year 1889-9 U © O © PiS ^ rj co 8 l! >>© -2 M d c3 a+^ o n O (D a2 §o 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 24* 24 S 249 250 251 252 253 254 255 256 MAINE. Auburn .... Augusta ... Bangor .... Bath . Belfast* .... Bid deford.. Brewer . Calais _ Ellsworth*. Gardiner... Lewiston .. Portland... Rockland .. Saco..:. . Water ville . MARYLAND. Baltimore... Frederick ... Hagerstown MASSACHUSETTS. Adams e . Amesbury c... Attleboro _ Beverly c _ Boston . Brockton _ Brookline.... Cambridge... Chelsea . Chicopee . Clinton . Danvers . Dedham . Everett . Fall River _ Fitchburg _ Framingham . Gardner _ Gloucester Haverhill _ Holyoke . . Hyde Park.... Lawrence _ Lowell _ Lynn . . Malden . Marblehead . Marlboro Medford. Melrose Milford. Natick. New Bedford . Newburyport . Newton . North Adams . Northampton. Peabody . $5,000,000 4,893,110 10, 000, 000 6, 003, 165 $5,000,000 6,524,148 6,307,630 8,004,220 12, *615, "260 2,000,000 1,640,562 2, 666,667 2,460,843 10,687,832 34, 626, 335 4,333,904 3,314,303 10,687,832 51,939,503 4,333,904 4, 971,459 $78, 77, 125, 135, 13, 160, 25, 65. 232, 373, 49, 47, 51, ■Vi • $22, 11, $5, 610 $27,000 21,903 43,588 18,314 $58 150 375 0 155 558 0 250 297,000,000 4,500,000 4,156,000 3, 500,000 4,200,000 3, 965,37? 13,911.425 795,466,514 17, 372, 417 42,533, 300 67,471,925 20, 189, 850 6, 072, 300 5,841, 435 3,794, 525 5, 285, 606 7.210.300 49,841,691 15,476,206 7,504,500 4,136,802 13,411,033 17,166,392 22,073,825 7,470,115 30, 000, 000 59, 742, 419 40,024,867 16, 133, 538 4,016, 064 5,474,090 9,279,715 6,435,620 4,871,754 5. 314. 300 34,647,0“ 9,228, 535 35,000,000 5,883,647 9,700, 000 *7, 033, 650 297,000,000 6,750,000 6,234,000 5,250,000 5,600,000 5,948,066 13, 911, 425 795,466,544 17,372,417 2,552,254 25, 000 44,900 112,000 45,000 90,000 250,000 d8, 750, 000 162, 142 2,900 3,816 707,181 3,600 3,576 26,359 4, 968 11,750 7,216 8,428 74,738 110, 438 19,755 13, 967 11,878 872, 899 7,180 11,448 20, 189, 850 5,841,435 3,794,525 7,929,909 7,210,300 49,841,691 20, 634, 940 392,500 910,000 415,000 *58,200 114,475 49, 500 83,000 110,300 1,003,550 289,015 15,000 15,741 26,000 2,225,576 65, 698 99 1,740 40,763 0 15, 083 15,916 27,740 2,266,339 65, 698 90 398,264 96,500 25,025 713 1,367 72 45 4,136,802 16,763,854 70,000 280,000 54 31,534,035 7,470,115 30,000,000 59,742,419 40,024,867 16, 133, 538 4,016,064 7,298,787: 13,919,573 323, 614 120,000 800,000 *625,000 560,000 362, 810 58, 410 100,000 120,000 27,528 59 75 65 4, 871 , 75i 34, 647, 666 12,304,713 35, 000, 000 8,825, 471 9,700,000 *94,300 ’*512, "556 57 169,400 154,000 17,972 41,655 30, 617 183,956 75,627 24,500 15,000 96,223 64,28f 71,216 32,400 87,000 185,000 149,610 71, 1 18,000 39,761 43, 966 21,619 23,803 23, 508 118, 500 23, 883 121,700 37, 100 36,210 21 3,372 398, 977 97, 867 25, 187 27,000 18,897 41,655 30,676 187, 338 75,627 218 1,201 287 35,117 61 15,054 96, 446 65, 136 72,417 32,471 87,287 220,117 149,701 99,217 18,059 39, 836 44,031 384 38 24,282 19,819 124,791 121,700 37, 495 37, 250 * Statistics of 1888-89. a Deficit, $242. b Deficit, $525. c This report includes the entire town. STATISTICS OF CITY SCHOOL SYSTEMS. 1367 schools of cities and villages containing over 4,000 inhabitants — Continued. Receipts from loans and bonds. Balance on hand from last school year (1888- 89). Total sum available for use during the year. Expenditures for the school year 1889-90. Paid on principal of loans and bouds. Amount carried for¬ ward to next school year (1890-91). Permanent invest¬ ments and last¬ ing improve¬ ments. Salaries of teach¬ ers and super¬ vising officers. Current and inci¬ dental expenses. a o o a o W bO d a w cJ O & io 11 12 13 14 15 16 17 18 19 $27,000 21,903 $20,000 16,832 $7,000 4,674 0 0 $387 $21,893 38, 992 18,314 11,313| 30,141 5, 943! 11,750' 7,028' 8,419' 74,228’ 110,438' 19, 755 13, 604 11,381 1,009, 263 7,150 11, 448 47, 850 15, 189 23, 700 27,740 2,266, 339 /63, 698 87, 256 398,977 97,887 25,181 26, 998 17, 495 41,655 31,396 187, 536 75, 627 36, 375 $252 • a0 18, 314 11,704 26, 359 4, 968 11,750 7,317 8,428 74,738 110,438 19, 755 13,967 11,878 1,009,263 7,180 11,448 13,914 4,400 . $361 24, 357 5,784 A0 9,500 2,250 0 $101 289 9 610 0 $5,000 30,000 5,000 27, 145 76,000 15,228 11,027 15, 583 1,500 0 6 0 4,527 1,983 594 363 427 $136, 364 175,846 701,053 6,950 9,974 18,650 10,300 14,000 15,850 el, 390, 869 52,589 132, 364 200 901 6.700 2,920 2.700 8,350 «525, 867 30 573 22,500 15,083 0 0 0 0 0 0 0 0 15,916 27,740 2,266,33 0 65,698 7,000 3,540 349, 603 0 0 (e) 1,693 4,606 0 0 0 0 0 14,867 152,327 14,000 0 5,999 52,773 22,784 5. 813 8,679 3,923 15,072 8,715 40, 787 17.813 398,977 97,867. 25,187 27,000 18,897 193, 877 60,083 17,563 17. SO- IS, 500 26,583 16,791 122, 353 45,158 ‘*"i,‘o65 1,805 512 72 0 0 0 0 0 6 1, 402 . I 758 2,071 31,434 189,409 75,627 5,567 18,611 10, 513 6,000 0 30,920 323 5,785 2,143 38 1,873 0 0 15,054 11,250 47,831 51,074 57,863 24, 256 65,938 143,133 101,291 49,744 13,857 24,523 12,813 3,400 17, 695 12,913 10, 301 7,786 19,117 60,762 38,687 15,032 4,202 7,750 0 0 — 96, 446 65,333 72, 417 32, 615 92,181 232,201 149,701 80, 867 18,059 39, 836 43,043 26,245 24, 2S2 26.931 150, 62J 24,791 118,391 37, 453 40,6 4 1,346 3,299 514 2,129 15, 667 2,255 2, 396 <70 72,417 33, 031 87,287 315, 189 149,701 99,217 18, 059 39, 833 44,031 954 59 5,000 62,639 7,468 13,725 610 A 0 15,572 466 A0 32. £88 79,500 18, 350 7,563 30,030 . 200 988 24, 282 1,332 17,587 5,363 . . . 37,333 84,414| 20,334 19. 673 4.859 8,534 249 574 940 1,214 0 24,791 121,700 37, 495 94,026 23,749 29,422 22,120 23,791 10,265 10,048 2, 375 2,509 32 39,200 8,500 0| 0 d Value of real estate only. e The amount expended for evening schools, $62,641, is included in columns 14 and 15. / Fuel is not included. a Deficit, $197. A Balances are turned into the city treasury. 201 202 203 204 205 206 207 208 20? 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 210 2U 212 213 214 245 246 247 243 249 250 251 252 253 254 255 256 1368 Table 4. — Statistics of property, receipts and expenditures of public 257 258 259 260 261 262 263 264 265 266 257 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282' 283 284 287 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 City. MASSACHTTSETTS- continued. Pittsfield . Plymouth . Quincy* . Salem . Somerville . Soutkbridge .... Spencer - - - Springfield . Stonefiam . Taunton . Waltham . Watertown . Westfield . Weymouth . Woburn . Worcester . MICHIGAN. Adrian . . Alpena . . Ann Arbor . . Au Sable . Battle Creek . Bay City . Big Rapids . Cadillac . Cheboygan . Coldwater . . Detroit . East Saginaw ... Escanaba . . Flint . . Grand Haven .... Grand Rapids.... Ionia . . Iron Mountain*.. Ironwood . . Ishpeming . . Jackson, district No. 1. Jackson, district No. 17. Kalamazoo . . Lansing . . Ludington . . Manistee* . . Marquette . . Menominee . Monroe* . . Mount Clemens.. Muskegon . . Negaunee . . Niles . . Owosso . Pontiac . . Port Huron . . West Saginaw... Sault Ste. Marie. Traverse City.... West Bay City... Ypsilanti . Total taxable prop¬ erty in the city. 59,920,149 5, 755, 400 9,757. 960 26, 055, 551 30,004,600 3,217,294 4,065, 516 44, 493, 633 3,406,871 17,823,032 13, 958, 330 8, 000, 000 6,576,514 6,441,845 8,918,306 69, 403, 251 3, 979, 600 3,853,775 6,154,130 1,900, 000 4.250,000 10,117, 205 2,017,410 1,781,661 3, 767,000 156,505,790 1,110,877 4,659,560 1,649, 635 21,625,202 5, 423, 320 7, 101, 650 ‘i'iio'ooo 2,540,074 1,600,000 6,109,080 7,200,000 1,646,750 1,250 000 2, 550, 550 4, 094,300 2,200,000 © 5© ca,d . o 89, 920, 149 5, 755, 400 26,055,551 30,004,600 4,289,724 44,493, 3,406. 17,823, 13,958, 8,000, 9, 395, 6,441, 8,918, 69, 403, 3, 979, 600 5, 780, 663 6, 154, 130 1,900, 000 4,250.000 10,117, 205 2,017, 410 1,781,661 5,022,666 156,505,790 3, 332,620 4,659, 1,649, 635 64,875,606 10, 846, 640 9.468,867 3, 525, 000 73 © . 'fl Tft s © °*8 ©+?& 3 fH e3 p< n. ► oJ7 •e&g * 2 ss“ •w 2 o to P«*- H 8200, 000 79, 500 380,500 452, 825 57, 100 650, 645 76,500 320,000 265. 664 200,000 157,000 200,000 1,200,111 130,000 55,000 193,000 8,000 200,000 204,000 50,000 30,000 12,000 75,000 1,591,100 235,949 50,000 125,000 50,000 710,000 60,000 25, 000 45,000 110,000 125,000 55. 000 4, 233, 457 000 000 000 000 000 000 000 000 000 000 000 000 000 000 704 000 000 000 000 ‘Statistics of 1888-89. 3,200,000 18,327,240 10, 800, 000 2, 195, 667 3,750,000 2 550, 550 4.094,300 4, 400,000 210, 120, 15, 88, 94, 50, 32, 35, 425, 48, 45, 118, 100, 110, 205, 37, 40, 90, 55, Receipts for the school year 1889-90. j From State appor- | tioninent or taxes . From city appor¬ tionment or taxes. From county and other taxes. From all other sources. Total. 5 6 7 8 9 8130 886, 349 $461 $80,939 0 50, 950 97, 201 183, 897 17,250 16,458 183,709 16,200 73,500 0 82, 529 90 1,143 51,040 100, 873 183, 897 17,401 151 648 36 553 184, 357 16,236 74, 053 22,205 29,416 37, 800 32,148 251.948 13, 478 28,024 30,915 10,000 39, 698 59,085 10,452 69 58 89 29, 485 39, 051 32, 434 252,670 21,521 32, 160 42, 489 1,203 197 722 962 7,081 4,136 3,895 1,300 4,487 11,779 2,216 7,679 368 307 170 44,553 315 75 12,913 2,143 1,857 83,483 12,557 4, 376 3,142 2, 440 19,932 1,742 11,471 16,234 449,796 82, 512 6,610 28, 985 12, 654 165, 140 14, 582 139 0 0 157 415 5,914 14, 357 2,137 360 1,397 53 8,450 1,182 14, 168 24, 005 547,636 97, 3631 11,346 33,524 15,147 207,524 17, 506 13,502 6,761 40,348 1, 976 1,593 50,678 3,040 27,135 740 30,916 1,754 1.T63 49. 000 19, 947 50,754 21,724 14 16,000 5,164 1,565 61,761 14,000 11,145 386 75, 423 144 279 153,570 19,308 13, 055| 66 4, 198 5, 400 7,745 1,884 13,011 22,232 42,393 11,653 689 627 1,132 767 17, 898; 28,259? 51,290i 14,304 0 6,799 28,670 103 168 35,800 STATISTICS OF CITY SCHOOL SYSTEMS. 13G9 schools of cities and villages containing over 4,000 inhabitants — Continued. Receipts from loans and bonds. Balance on hand from last school year (1888- 89). Total sum available for use during the year. Expenditures for the school year 1889-90. Paid on principal of loans and bonds. Amount carried for¬ ward to next school year (1890-91). Permanent invest¬ ments and last¬ ing improve¬ ments. Salaries of teach¬ ers and super¬ vising officers. Current and inci¬ dental expenses. Evening schools. Total. 10 11 12 13 14 15 16 17 18 19 $111 $87, 050 $40, 000 $33,718 $12, 286 $700 $86, 704 $346 0 27, 407 2, 245 19, 786 4. 587 0 20, 618 0 789 0 0 51,040 32, 882 16,204 2,074 51,160 0 a0 100,873 9,978 68, 548 20, 297 2, 050 109,873 183. 897 34, 392 94, 172 23, 656 1,844 154, 034 29, 833 572 17, 973 1. 548 10,847 4,289 521 17. 207 0 766 3. 586 23, 209 184, 357 43,077 101,394 36, 783 3,329 183, 583 0 6774 '882 11,493 4, 136 16,511 74, 053 55, 470 17,089 1,326 73, 885 12,000 39, 623 16, 966 1,425 70,014 $14,000 *19, 100 25,862 6 5,343 34,828 29,419 5, 409 $13,000 7^ 978 60, 039 14,823 25, 463 14,316 54,602 5,437 6; 882 39,316 32, 192 5,629 579 38,400 916 252, 670 111,169 184,612 56, 453 6, 181 358, 415 2,970 24,491 2,000 14, 754 5,880 22, 634 1, 857 753 32,913 1,500 13, 955 10. 415 25, 870 7,043 851 43,340 7,749 26, 816 7,802 125 42, 492 4,000 2,490 5,080 1,291 8,099 137 44, 690 8,567 19,284 10, OSS 37, 936 8,000 CO 15,557 39, 373 12,690 6,528 19,441 11,395 2, 922 14,317 5,124 11,980 3, 085 15,015 7,200 2,279 23,647 5,492 8,161 2, 934 16,587 4, 600 2,460 O 8,996 33,001 0 10,786 5,990 16,776 2,000 14,225 0 28,001 575,637 159,493 303, 570 57,852 12,235 533, 150 42, 487 5,000 7, 363 109,726 33,270 54, 570 17,385 105, 225 4,501 11,346 6, 500 4, 048 10, 548 798 240 33,764 17, 015 10, 863 27, 878 5,500 385 383 15,530 1,050 10, 694 3, 676 15, 420 110 17,906 66,328 291,758 31,501 121,838 48, 945 555 202,839 19,000 69,919 2,411 19,917 1,850 12,537 3, 272 17, 659 2,258 7,933 7, 499 29,098 7,750 6,000 16, 457 51,056 12,275 0 47, 365 3,691 24, 459 6,790 33, 018 9,259 3, 850 13. 109 13,280 63,958 2,681 29,375 13,342 45, 398 3,000 15,560 50, 066 21,002 36.518 30,916 75, 550 6,435 30, 885 31 20, 592 5,078 36, 075 . 859 36,500 13,270 84. 572 6, 361 28,085 500 14,115 4,326 18,911 3, 009 6, 144 5, 300 2,072 10,006 . 5, 576 1,622 7,444 2,607 156, 1771 88,616 48,618 14,843 152, 07 r 4,666 ioo! 9,164 28, 472| 1,990 9,731 5,506 17,227 3, 765 7, 480! 911 13,966 286 9,331 2,731 12, 31S H 1 1 , 924 9,981 21,905 . 298 18, 196 1,533 11,417 3, 776 0 16,726 0, 1, 470 13. 826 42,085 6,000 17, 245 9, 809 33. 054 9, 031 1 20,000 27,572 98,842 41,907 28,734 9,926 . 80, 567 ..... 18. 2/5l 0 474 14,778 0 5,935 7,115 0 13. 050 1,728 9,397 4.832 29, 370 2, 970 38, 770 5,674 21, 115 9, 542 36, 331 2, 439 . 1 . 1 1 11,204 20,013 a Deficit, $120. b Lapsed into the city treasury. c Overdraft, $1 ,246. 237 253 250 200 261 2 52 263 264 265 266 267 268 200 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 393 304 303 306 307 308 309 310 311 312 313 1370 EDUCATION REPOET, 1889-90. Table 4. — Statistics of property, receipts and expenditures of public Receipts for the school year 1889-90. From State appor¬ tionment or taxes. From city appor¬ tionment or taxes. From county and other taxes. From all other sources. Total. 5 6 7 8 9 $4,919 $11, 127 $67 $16,113 9, 756 172, 949 $1, 459 2, 175 186, 339 11,363 352 20,715 (25, 000) 5,666 30, 000 59,392 (426,1 934) 258 485,684 4,833 15,640 7 20, 480 1.738 15, 595 4,148 21, 481 2,138 14,204 1 297 16,639 6510,391 (6) (6) 2,361 542, 752 4,762 35,810 5,791 46, 363 74, 493 2,739 2,398 5, 813 44 10, 994 1,091 8,377 575 10,043 2,500 6,000 1,500 500 10,500 2,500 9,075 11,575 3,000 15,715 2,039 113 20, 867 1,944 7,185 216 9,345 1,343 0 5,983 0 7,326 2, 657 5,747 16 8,420 c5, 076 16, 417 (c) 1,644 23,936 d4, 193 11,873 (d) 351 16,417 C2, 489 13,177 (c) 623 16,389 Cl, 940 4,407 (c) 1,708 5. 884 88 7,680 6,760 (25,431) 239 32,430 2,420 14,718 0 329 17,467 2,224 11,514 518 25, 402 39,658 3,679 7,156 265 126 11,226 41,632 287,496 15,319 2,759 347,206 3, 809 4,369 0 108 8, 286 1,842 3,025 814 5,681 2,735 11,271 666 903 15,575 1,132 10,019 1,644 12,795 2,000 8,565 1,001 561 12,127 4, 171 10, 979 15,150 8, 533 8,395 32 302 17,262 10,734 7,075 4,684 20 22,513 d2, 760 1,889 id) 1,109 5,758 25,651 92,399 189 118, 239 105.727 897,265 25,793 215, 633 1,244, 418 9,748 39,799 563 50, 110 2,686 a 708 17, 110 28, 504 2, 898 6, 176 1 9,075 42, 289 10,114 52, 403 43,381 1,210 44,591 31,559 5, 459 37, 018 2, 929 10.871 gS, 150 85 22, 035 4, 554 25; 300 11, 851 41,705 City. Total taxable prop¬ erty in the city. ® © 42 03 ©* B © e3 43 l§ o © a © a sS Is MINNESOTA. 314 315 316 317 318 319 320 321 322 323 Anoka . Brainerd.... Duluth . Faribault ... Mankato .... Minneapolis Red Wing... Rochester... St. Cloud _ St. Paul - 324i Stillwater _. 325 Winona . $1,427,011 1,654,802 23,766,653 1,733,033 2,700,000 $2, 140, 517 2,206, 403 71,299,959 2,888, 385 5, 400, 000 1,842,982 1,798,757 2,441,994 120,000,000 5,000,000 3,685,964 2, 966, 459 7, 325, 892 240,000,000 7, 500,000 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 34: 348 349 350 351 352 353 354 355 356 35’ 358 359 360 302 MISSISSIPPI. Columbus .. Greenville*. Jackson .... Meridian ... Natchez .... Vicksburg.. MISSOUBI. Boonville . Brookfield . Cape Girardeau*. Carthage . Chillicothe . Clinton . . Columbia . Fulton . Hannibal . Independence .... Jefferson City* . . . Joplin* . Kansas City . Lexington . Louisiana . Marshall . Maryville . Mexico . Moberly . Nevada. . Rich Hill . St. Charles* . St. Joseph . St. Louis . . Springfield . Trenton . Warrensburg .... MONTANA. Butte City. Helena _ 1,925,182 2,021,435 2, 400, 000 4, 500, 000 2, 500,000 4, 500, 000 1, 000, 000 525,000 725, 655 1,863,512 1,250, 000 1,124, 140 1,224,855 1,038,000 3,000,000 2,618,110 1,312,789 778,585 55, 000, 000 1,259,590 1,105,755 1,436,793 $*.,< *52, ' 529,1 73, ( 65, ( 2, 000, ( 60, ( 84, { 75, ( 2,363,: 107,000 300,000 30,000 3, 000,000 4,500,000 3,750,000 4, 500,000 787, 500 3,727,024 3,750,000 3, 372, 420 4,500,000 6,545,250 778,585 1,658,633 4, 105, 123 35, 30, 25, 100, 55, 50, 20, 10, 77, 60, 40, 30, 1,461, 12, 20, 48, NEBRASKA. Beatrice . Fremont . Grand Island. 1,366,095 897,701 1,500,000 750, 000 1,913,115 24,000,000 227,731,200 5, 630, 125 1,000, 0C0 1, 140, 009 11,000,000 13, 000, 000 1,248,062 750, 000 1,200,000 2,732,190 2,693,103 4,500,000 2,869,673 48,000,000 227,731,200 14, 075, 313 1,500,000 34, 60, 50, 35, 53, 394, 3,667, 125, 11,000,000 26, 000,000 200,000 200,000 6,240,310 105,500 6,000,000 77,500 4,800,000 165,000 * Statistics of 1888-89. a Expenses of evening schools are included in columns 14 and 15. b Receipts from city and county taxes are included in column 5. STATISTICS OF CITY SCHOOL SYSTEMS. 1371 schools of cities and villages containing over b,000 inhabitants — Continued. Paid on principal of loans and bonds. Amount carried for¬ ward to next school year (1890-91). IS 19 $7,500 $75 314 315 121,032 316 4,000 679 317 800 318 296,000 319 0 7,747 320 7,000 3, 262 321 1,374 4, 360 322 120,414 6,218 323 7,313 7,508 324 5, 000 39,290 325 1, 414 326 0 0 327 0 1,400 328 0 329 330 4,000 1,234 331 7,000 2 332 0 1,325 333 1,502 1,194 334 0 0 335 2, 000 3,517 336 3,019 7,073 337 0 968 338 500 1,921 339 3,000 2, 923 340 0 11,603 341 29,000 763 342 3,000 719 343 206, 898 344 27,813 345 0 0 346 2, 500 2,846 347 4,580 4,550 348 2,335 349 0 5, 490 350 3,803 351 0 18, 169 352 0 1,014 353 354 262, 926 355 6,000 18,034 356 1,200 357 2,030 747 358 77,961 359 5,000 15,011 360 11,456 361 0 2, 624| 362 3,248 13, lt‘5; 363 d ci O 'Z © 0'S o g d ea cS © •d >> flo c3~*oo n 2^ 2 © x? >» 5** 0-s S3 Expenditures for the school year 1883-90. 4^ CO CO a* ** 0 a .-3 © d x aS > o Vi a 0 , © to© aa Xj 9 O © • c3 g<2 © 0 © ^®o rt ® > Cfl d •3 © d o. cj H ©a £ « 10 11 12 13 14 15 16 17 53,980 411,977 11,355 344, 7 r 4,548 0 0 0 10,677 0 0 0 154,320 25,696 0 5,116 0 0 1,312 35,200 26,324 5464 $20, 556 114,797 572 4, 5,477 6,914 4, 26,872 3, 365 17,878 684 0 1,200 0 301, 21, 30, 902, '25, 28, 32, 914, 10, 92, 11, 678 10, 043 11,700 13,500 l,: o 358 1,017 20,506 993 4, 1,403 1,619 637 9, 710 228, 356 2,581 0 4, 127 6, 001 1.910 4, 445 4, 138 12,641 949 110,055 7,048 4,893 1,190 16,628 ll, r - 22, 200 13,893 7,684 9, 437 44, 442 28,087 21,187 8, 197 9,299 33,067 26,995 40, 578 11,770 729, 882 36,563 5,i 19,702 18, 796 19. 153 19,595 21,400 35.154 8, 019 118,239 ,354,473 57, 158 33,397 10, 205 119,103 56, 260 6,652 43,670 4 57, 239 6, 935 74, 964 $152 104, 744 556 143,000 327 2,061 9, 976 311,103 1,274 375 3,000 1,295 0 49 196,923 5,872 850 6, 675 102 3,422 106, 341 753 1,153 11, 41, 10, 15, a350, 14, 11, 12, 324, 24, 37, 9,000 6,127 9,500 12,000 11,000 12,975 5,166 4,210 3,657 14,737 7,640 8.257 6,120 5,190 89, 332 10,770 6,960 6,780 192,219 6, 507 4,108 9,755 9,000 9,57 9,458 11,699 7.198 K ' - 77^ 496 713,027 23, 472 6,780 6,165 $3,571 4, 145 33, 187 5, 877 10,000 0112, 351 3, 686 4, 433 3,944 151.962 9,087 10, 195 575 2,766 1,725 2,149 2, 236 5,560 3,461 2,838 1.109 1, 7,812 3,327 3, 2, 133, 842 2,034 1,596 4,340 658 1, 4, 647 5, 048 3,112 1,607 42,635 261,325 8, 899 5, 448 1, 11,177 $12,981 $533 (a) 0 10,854 180, 104 16,707 25,000 606, 249 18,210 18, 133 26, 620 787, 754 34,907 48, 081 10, 264 10, 043 10, 300 13,500 11,575 16, 9 66 6,891 6,359 6,741 44, 442 22, 570 11,095 7, 229 6,878 27,144 15,392 10,815 9,158 522,984 8,750 5,704 14,355 9, 658 16,818 14,105 17,597 16, 985 7,005 123, 553 1,091,547 33,124 13, 214 7, 488 41,142 36, 249 1,264 17,475 13,475 . 32,214 33,246 13,774 7,595 . 54,6*5 32,390 20,410 5,42b 300 58,521 c County and township taxes are included in column 5. d Receipts from county taxes are included in column 5. «From fines and licenses. 1372 EDUCATION REPORT, 1889-90. Table 4. — Statistics of property , receipts and expenditures of public City. Total taxable prop¬ erty in tbe city. rl ^ '3g g 2 M o S *8 f3 *3 O u O T3 ® 03 © m 03 < ■g w » © S M .a c n _ c3 © B © CS.EI . 4do «°2 D S-i to 0 © ax P.Cf +3 O Cj dig ag 2§ u « 0 £ Q. C3 Jr •sg Eg 2§ •3 a 0° u u © A 0 . m 3 p.p« £ o P«o :g.a Receipts fa^tShe school year 1889-90. t-i 03 c J> P.X &C3 a*3 0Q © P.t| !»° +3 4-> «8 ag ks *0 3 oi &s fl c3 pi O Sh o i® © o a02 o & $90,000 51,000 50,000 141, 800 62,000 73,080 72,000 64,790 120,000 $2,435 $10,048 $903 6,745 2,201 3, 667 38,763 7,641 $21,721 5, 216 763 1,819 4,905 12,277 22,323 1,1 763 180, 000 75,000 *250,000 54,000 290,000 160,000 125,000 900,000 95, 500 103, 000 70,000 114,400 60,000 16,000 46,000 26,000 150,000 81,000 450,000 250,000 100,500 143,750 407,157 57,260 1,259,115 488,000 325,550 6,397 19, 961 9,973 26, 319 91 42,325 1,817 467 185 14, 448 7, 064 4,631 40, 126 1,948 2,874 80,404 37,347 165, 871 22,231 23,319 312 0 19,628 1,037 3,872 597 1,395 2, 997 334 2,372 2,237 15, 468 . 6, 565j 355 45 3,066 3,303 13, 492 9,546 11,164 3,230 15,800, 24,697. 49,026. 163 3,304 480 1,784 43,500 *79,000 118, 329 55,000 55,000 36,200 80,000 66,250 65,000 56, 000 160,000 45,300 42,000 42,000 67, 601 85,000 *20,500 42,000 59, 151 23,482 7,793 7, 812 755 2,297 2,326 1,802 1,399 1,468 2.207 1,767 1.207 2, 496 2,224 2,834 6,036 3,041 1,579 1,607 1, 2,592 1,171 1,815 10,895 2,239 13,482! 13,803 68,045 69,946 4, 441 (5) 12,453 162, 647 256 58,335 8,628 12,371 20,497 15, 032 9,464 12,877 25,503 9, 16,507 18.788 12.788 11,664 40,090 0 10, 633 12, 142 16,545 13,! 13,279 76,1 411 0 832 466 1,202 336 14 27 74 1,019 104 187 7, 000 439 456 469 15,265 129 2, 256 266 307 56 * Statistics of 1888-89. a Interest on bonds is included in column 18. $13, 386 oO, 724 10, 605 25, 468 15, 131 27,991 34,624 20, 428 52,483 21,413 91,036 45, “ 208,429 27, 176 25, 527 18,195 8, 847 19, 111 31,301 94,806 60, 633 24, 298 42, 968 137, 991 14, 003 186, 129 85,760 66,613 10, 585 14,729 22,823 17,532 14,419 28,729 11,777 17,915 28, 284 15, 451 14, 954 46,595 18,306 12, 341 14.397 18, 503 16,220 20,006 STATISTICS OF CITY SCHOOL SYSTEMS. 1379 schools of cities and villages containing over 4,000 inhabitants — Continued. Receipts from loans and bonds. Balance on hand from last school year (1888- 89). Total sum available for use during the year. Expenditures for the school year 1889-90. Paid on principal of loans and bonds. Amount carried for¬ ward to next school year (1890-91). Permanent invest¬ ments and last¬ ing improve¬ ments. Salaries of teach¬ ers and super¬ vising officers. Current and inci¬ dental expenses. Evening schools. Total. io 11 12 13 14 15 16 17 18 19 $23,510 $12, 591 $20,225 529 $4, 071 17, 457 $316 6, 851 $2,974 10, 141 $2,969 $5, 347 5:30 19i 199 6,900 9, 297 531 $10, 542 9,073 70,339 200 26,411 11,641 38,252 6,797 25,290 532 1,000 2,716 14,321 6,581 10, 152 4,248 533 12,258 37,726 3,000 15,043 5,798 23, 841 13,885 534 29,799 9, 799 13,492 535 11,885 27; 016 403 11,250 3, 451 15, 104 11, 912 536 20,738 8, 304 57,033 14, 129 15, 043 10,847 , 40,019 4,000 13,014 537 2, 036 12,922 8,922 10, 885 2, 037 538 8, 397 43; C21 21, 362 6, 584 27, 946 6,000 9,075 539 _ Il'l27 31 i 555 3,017 12, 225 5, 049 20,291 3,150 8, 111 540 0 22,080 74; 563 li; 488 29,765 07, 235 a 7, 926 18, 149 541 26,-789 11,610 7. 302 18,942 2,470 542 13,690 16,223 128,949 13,000 63,914 18,739 0 95,653 0 33,296 543 30, 974 75, 982 9, 478 26,488 7,569 $793 44,328 31,654 544 17' 317 41,576 1,400 14, 628 6,301 22, 329 3,180 16, 057 545 38, 064 246,493 39,803 108.906 27,577 176,286 38,090 32, 117 546 34.479 13, 232 7, 149 20,381 5, 675 8,423 547 6,324 9, 177 41 ; 028 5,894 14,140 4,567 24,601 5,000 11,4271 548 31,522 11,815 20, 479 549 25,507 12, 635 22,214 . | .550 12, 981 6, 315 37, 491 3,020 10, 850 4,418 18, 288 9, 470 9,733 551 5,228 5,247 19, 322 3,670 5,762 3,850 13, 282 6,040 552 41.312 13,083 553 14,700 4, 275 9, 750 554 '^11,529 30, 640 15, 362 1,926 17,288 13, 352 555 6 8,589 39,893 19, 493 9,012 400 28,905 4,237 6, 751 556 43,727 31,808 138,533 40, 378 41,824 82,202 15,000 41,331 557 0 23, 551 84, 173 41,184 52, 039 558 0 6,840 31,138 1,309 12,270 10,728 24, 30” 6,831 559 0 810 43,778 3,157 13,128 4,156 0 20, 441 2,063 21,274 560 26,208 164, 199 14,000 107, 351 27,741 0 149 092 10,000 5,107 561 0 1,631 15,637 1,404 9,023 3,339 0 13, 766 0 1,871 562 0 0 186,129 148,936 33,807 3,386 186, 129 63,615 CO 563 3, 933 89,143 724 35,775 32, 514 69,013 15,400 4,730 564 50,000 21,690 138,303 33,720 37,992 26, 106 97,818 12,000 28,485 565 603 4,891 4,647 10, 141 566 440 15, 169 8, 379 5,090 220 13, 689 1,000 480 567 1,361 12. 622 8,597 22,580 5418 30,775 50 48,357 25,154 9, 582 8,692 43.428 ■"3, '800 1,129 569 30,807 22,258 5,461 3, 976 31 , 695 590 18 14,437 8,313 2,514 10,827 4,015 571 3,528 9 32,266 2,120 18,181 10,115 30,416 1,800 50 572 2,387 14, 164 6, 140 2,841 8, 981 3,600 1,583 573 17,000 0 34,915 13,800 10,619 6.583 6 31,002 1, 295 2,618 574 5,600 2,354 36,238 21,136 11,922 3,052 0 36, 120 0 118 575 • 9,000 5,922 30. 373 14, 570 9,766 1,735 26, on 3,000 1,302 576 14,954 13, 175 4, 563 17, 738 cO 577 17,500 363 64,458 3,222 28,920 9,387 41,529 22,500 429 578 6,000 0 24,306 0 12.319 4,561 0 16,880 7,079 317 579 0 3,710 16,051 7, 932 5,006 0 12, 938 2,500 613 580 0 0 14,397 "‘"6 6,846 4,813 0 11,689 0 2, 70S1 581 992 19,495 1,434 8,390 3. 803 13, 627 5,000 8681 i 58 2 28 16,248 10,008 6, 030 16, 038 210 1 583 11,558 575 5, 926 3, 594 10, 095 584 3,680 23,686J 252 10, 874' 1 2,090 13,216 i0, 470 1 . ■'>65 b Receipts of county taxes are included in column No. 5. c Account overdrawn. 1380 EDUCATION REPORT, 1889-90. Table 4. — Statistics of property, receipts and expenditures of public Total taxable prop¬ erty in the city. — -d cS © • to m «w 3 3,035 1,943 ; 344 7,141 742 Oshkosh . 7, 500, OOC 1 11,250,000 170, OOC • 10, 790 1 4,000 1! 160 54,950 743 Portage* . 1,400, 00C 1 2,100,000 i 47,000 > 2,288! 4,981 ri 2,288 ! 344 9,904 744 Racine . 9,042,300 i 9, 042, 300 ► 140,000 1120,6261 22,000 Ij 10,410 ► 1,856 54, 892 745 Sheboygan . 4,500,000 i 4,500,000 i 200, OOC l| 6,763 25,461 1 7,815 > 382 40,421| * Statistics Of 1888-89. a Teacher received no extra compensation for service in night schools. b The items amount to $42,427. Receipts from loans and bonds. STATISTICS OF CITY SCHOOL SYSTEMS. 1385 schools of cities and villages containing over It, 000 inhabitants— Continued. 10 a o °% © o o a a *3 . ci a ”a> n li o . VH ^ a M St: a a sot3 'S © O ^ Eh Expenditures for the school year •a-a •s *=> a a > o U Pi §2 Mg aa is 13 O © m a P-2 © a © +* a © ©■g O I*)? a £S a © > CQ 14 a © i- a a •c © a p- a X 15 16 ir a-o £* a o o a-© TJ-o P-a a « °§ 18 2 ° o o Th X;~- u ©a? a a? © o 2S a?£ <3 19 695 696 697 700 701 702 703 701 0 $1,700 103,543 16,805 0 0 25,000 13,906 0 18,400 2,000 12,000 0 $228 $20, 509 223 30,049 102 26, 695 6 14,692 584 17,724 0 15,379 938 6, 071 123 32,217 166 7,553 707 27, 043 48 24,482 0 13,735 0 141,060 0 5,612 154 11,421 177 6, 836 0 0 1,536 30,067 1,043 0 2,087 6,936 6,505 8,499 3,387 5,106 25,484 5,448 1,492 448 6,612 3,726 27,606 9,295 4, 830 3, 402 12, 108 3,000 162,704 9,302 2,745 18,384 1,531 8,569 21,153 60,419 157,418 20, 373 16,327 38,923 73, 4821 35,158! 23, 2691 15,215 20,347 68,344 32,723 29,420 25, 929 51,172 14,286 90,376 48,037 28,828 12, 256 30,860 15,997 582,461 22,540 9, 73, 334 11,435 63,461 61,574 $2, 452 8, 184 $9, 600 19,668 13,364 9,793 13,640 $6,000 6,522 2,681 1,862 2,991 $15,600 28,642 24,429 11,655 17,724 $2, 500 1,500 2,000 3,000 1,449 270 1,640 176 99,800 34, 130 57,545 44,358 10,310 1,158 0 11,045 17,000 12,239 3,465 0 579 358 7,322 281 18,370 6,780 21, 813 505 3,005 568 600 4,314 (c) 1 440 > 15,2031 557| 3,535! 12,789 4,720 26,808 5,443 20,141 19,837 11,050 117,587 5,227 8,556 4,7“ 54, 143 18,750 43,296 9, 129 13, 331 11,597 8,475 19, 209 66,465 22,005 9, 761 I 10,470 7,410 13,657 26,099 17,454 7, 500 13,095 15,270 7,125 46,482 24, 007 15,809 5,330 12, 219 7,754 333,722 7,819 7, 000i 31,0271 8, 215i 31,5511 2,201 883 3,878 1,681 5, 152 4,645 2,685 20,424 1,436 1,425 1,035 24,809 5,478 17, 641 5, 619 (a) 15,379 6,071 32,135 7,394 25, 293 24, 482 13,735 141,030 6,663 10, 157 6, 185 178,752 58, 358 8,167 4,680 4, 085 6,290 8,431 2,473 3,499 3, 1181 1,786 8,101 7,162 2,059 3,005 5,381 1,740 14,389 7,731 6,518 1,759 2, 1771 d34,179j 2,932! 600| 12,143 1,803 9,027 7,691 0 31,808 17,435 12, 560 36,544 91,896 49,013 15, 699 13,969 11,107 15,801 41,522 24, 897 27,929 22,880 641,400 9,678 61,376! 34,743; 17,500 0 2,175 0 5. hi 2,000 135 58. 11,191 7, GOO ,508 10. 648 44,116 2, COO c Under control of board of public works. d Does not include repairs made by board of public works. 82 159 705 ,750 0 703 707 0i 708 0, 709 0 710 ,261 711 651 712 2,031 26,328 2,907 2, 6, 594 713 714 715 716 717 718 719 720 721 722 723 724 24,469 17,284 9,300 4, 108! 725 4,546: 726 26,322 727 7, 826 728 1 , 491 1 729 1,049| 730 9,763 731- 4,608 732 29,000’ 733 12,294 734 5,93 735 4,511 733 7. 688 737 1,752 788 100, 120 739 9, 34K 740 2,286- 741 14, 826: 742 787 743 19, 348 744 30,406 745 1386 EDUCATION REPORT, 1889-90. Table 4. — Statistics of property, receipts and expenditures of public City. Total taxable prop¬ erty in the city. Estimated value of all public property used for school purposes. Receipts for the school year 1889-90. Assessed value. Cash value based on the assess¬ ment. From State appor¬ tionment or taxes. From city appor¬ tionment or taxes. From county and other taxes. From all other sources. Total. 1 2 3 4 5 6 7 8 9 Wisconsin — con¬ tinued. 746 S tev ens Point .... $52,000 $345 $15, 016 $3,629 $18,990 747 Waukesha . $2,908,032 $4,846,720 53, 550 1,639 21,990 1,541 $755 25, 925 748 Wausau . 1,697,186 2, 611,056 60,000 4, 018 18, 043 395 154 22,610 749 White Water*.... 2, 126,000 2,126,000 32,000 1, 647 7,000 1,900 78 10, 625 WYOMING. 750 Cheyenne . 4, 124,412 100,000 0 17,091 10,240 4,704 32,035 * Statistics of 1883-89. Table 5 — List of cities and villages containing over kfiOO City or village. Popula¬ tion. City or village. Popula¬ tion. Alabama: Anniston _ _ _ _ _ _ 9, 998 4,544 Illinois: Alton . . . . . 10,294 4,051 Bessemer _ Austin . Florence _ 6,012 Charleston . . . . 4,135 5,161 Arizona: Dixon . Tucson . . . 5,150 Duquoin . . 4,052 4,569 Arkansas : Kewanee . Hot Springs _ 8,086 9,952 Macomb _ _ _ 4,052 6, 833 Pine Bluff . Mattoon _ California: Oak Park . 4,771 Alameda _ _ _ _ 11,165 5, 101 Pana . 5,077 Berkeley . .' . Indiana : Fresno _ _ _ _ _ 10, 818 4,395 Hammond, _ _ _ 5,428 Napa City . Kansas: San Bernardino _ 4,012 Argentine _ 4,732 8,347 Colorado : Arkansas City . Highlands . 5,161 Kentucky: Trinidad . . . . . 5,523 Frankfort . . . 7,892 5,358 Florida : Maysville . ,1 acksonville _ 17,201 4,742 Richmond 5,073 4, 519 St. Augustine . Winchester . Georgia:* Louisiana : Albany _ _ 4,008 8,459 Baton Rouge . . . 10, 478 Brunswick . : . Maryland: Thomas ville . 5,514 Annapolis _ _ 7, 604 1 In the preparation of the summaries onpp. 613-615 the statistics STATISTICS OF CITY SCHOOL SYSTEMS. 1387 schools of cities and villages containing over 4,000 inhabitants— Continuod. 'O 0 e* n a a o a? SI I* ■a a fl o °ia ® o o aa a** . a 2s- ri ra c» ® c3 2 £ Is to ^3 Is Expenditures for tlie school year 1S89-90. Permanent invest¬ ments and last¬ ing improve¬ ments. Salaries of teach¬ ers and super¬ vising officers. Current and inci¬ dental expenses. [ Evening schools. Total. 13 14 15 16 17 $1,496 $11,996 $2,043 $15, 635 9, 385 8,437 4,110 0 21,932 12,682 . 10,815 3, 368 26,865 2, 125 8, 300 1,700 12, 125 18,726 6,555 25,281 1 ° a a 'H'ts p.a rt *- O o o ^.a oc«3 s** *< io 11 i a 18 19 $8,891 1,321 7,344 5,461 754 124, 27, 29,954 16, 086 32,789 51,350 2,500 *7 896 2,814 3, 039 3, 961 740 747 748 748 750 inhabitants, concenrning which no school data are at hand} City or village. ’.Popula¬ tion. City or village. Popula¬ tion. Maryland— continued : Cambridge . . . . . 4,192 12,729 North Carolina: Concord _ _ 4,339 Cumberland _ _ _ Henderson 4. 191 Missouri: Wilmington . 20,056 Sedalia . 14,068 Oklahoma : Webb City . . . 5, 043 6,127 8, 550 Oklahoma City . 4.151 New York: College Point . . . Oregon : Albina . . . 5,129 Corning . . . Virginia: Glens Falls . 9, 509 7,301 Newport News . 4,449 Greenbush . Washington: Hempstead . 4,831 5, 351 4,793 Fairhaven . . . . 4,076 Jamaica _ _ Olympia . . . . 4,698 4, 558 North Tonawanda . Port Townsend Nyack . 4,111 Whatcom . . . . 4,059 Oneida . 6,083 Wisconsin: Oneonta . 6, 272 6,290 4, 237 6,116 4, 405 Antigo _ _ _ _ _ _ 4, 424 Port Richmond . Ashland . . . . 9. 956 Saugerties . Beaver Dam 4,222 4, 667 Seneca Falls . Kaukauna . Suspension Bridge . Manitowoc . . . . 7.710 Tonawanda . 7,145 4,123 12, 967 Superior . . • 11,983 Waver ly . Watertown . 8, 755 West Troy . Wyoming: White Plains . 4,042 .Laramie _ _ 6,388 of these cities were estimated. See foot note on page 613. 1388 EDUCATION REPORT, 1889-90. Table 1. — Summary of Statistics Number of schools. Number of sec¬ ondary instruc¬ tors. Number of second¬ ary students. Colored second¬ ary students included. Male. Female. Total. Male. Female. Total. Male. Female. Total. 1 3 3 4 5 6 7 8 9 io 11 United States . 2,526 3,597 5,280 9, 120 85,451 116, 351 202,963 2,512 3,397 5,933 North Atlantic division . 786 1, 192 1,817 3,096 35,498 4', 879 77, 642 476 662 1,144 South Atlantic division . 115 158 242 445 3.829 5,414 9,203 145 392 537 South Central division . 158 199 269 468 3, 807 5,011 8, 818 370 501 871 North Central division . 1,376 1,924 2,773 4,796 39, 401 60,309 100. 646 1,463 1,776 3,257 Western division . 91 124 179 315 2,916 3,738 6; 654 58 66 124 North Atlantic division: Maine . . . 88 100 109 224 2,535 3,060 5,595 1 2 3 New Hampshire . 39 40 56 96 1,050 1,389 2,439 1 1 2 Vermont . . 44 46 93 139 1,060 1,422 2,587 6 6 12 Massachusetts . 175 263 410 701 8,056 10, 909 19, 125 35 59 94 Rhode Island . 13 30 37 69 721 1,090 1,811 9 8 17 Connecticut . 43 64 118 182 1,554 2,381 3,935 27 32 59 New York . 201 353 649 1,029 14,245 12,811 27, 056 255 392 647 New Jersey . 40 64 88 158 1,447 2, 502 3,949 36 32 74 Pennsylvania . 143 232 257 498 4,830 6,315 11, 145 106 130 236 South Atlantic division: Delaware . 7 10 24 34 228 317 545 0 0 0 Maryland . 24 30 33 63 524 617 1,101 o 0 i 0 District of Columbia . 2 22 32 54 905 841 1,746 64 281 | 345 Virginia . 41 42 62 112 846 1,213 2,059 21 55 76 West Virginia . 4 3 4 34 247 447 694 North Carolina . 4 3 4 13 160 189 349 o < o ! o South Carolina . 8 10 23 33 104 420 524 10 15 I 25 Georgia . 15 21 35 60 564 1, 112 1,676 23 26 | 49 Florida . 10 17 25 42 251 258 509 27 15 ! 42 South Central division: Kentucky . 23 35 38 73 826 685 1,511 3 3 6 Tennessee . 15 17 30 47 364 602 966 6 14 20 Alabama . 1 . 12 14 25 39 160 215 375 61 53 114 Mississippi . . . 11 20 26 46 328 366 694 40 65 105 Louisiana . 6 10 21 31 263 574 837 0 0 0 Texas . 72 70 92 162 1,494 2,080 3,574 260 366 626 Arkansas . 19 33 37 70 372 489 861 0 0 0 North Central division: Ohio . 291 434 487 928 8,233 12, 157 20,390 344 423 767 Indiana . 109 183 208 412 3,205 5, 194 8,399 164 209 373 Illinois . . . 199 275 398 699 6, 042 10,511 16, 553 185 203 388 Michigan . 153 199 430 640 : 5,170 7,287 13, 172 67 79 164 Wisconsin . 126 149 183 337 ' 3,566 4,931 8,574 11 14 25 Minnesota . 77 109 192 304 2,268 3, 177 5,445 30 55 85 Iowa . 159 194 372 577 ! 4,461 7,109 11,714 87 95 182 Missouri . 70 133 153 291 1 2, 174 3, 597 5, 771 324 390 714 North Dakota . . . 5 4 11 18 i 64 137 201 2 3 5 South Dakota . 6 5 12 17 i 127 221 348 0 2 2 Nebraska . 82 112 174 286 j 1,753 2,543 4, 296 38 43 81 Kansas. . 99 127 153 287 ; 2, 338 3, 445 5,783 211 260 471 Western division: j Montana . 10 8 15 26 ! 189 258 447 8 10 18 Wyoming . 2 1 0 4 47 72 119 0 0 0 Colorado . . 21 23 26 49 329 539 868 21 12 33 Arizona . 3 2 1 3 16 26 42 0 0 0 Utah . 1 1 0 1 15 20 35 0 0 0 Nevada . 4 4 6 10 70 154 224 1 3 4 Idaho . . . 2 2 4 6 33 51 84 W ashington . 6 7 9 16 136 184 320 0 0 0 Oregon... . 5 8 15 23 236 370 606 i 0 1 1 California . 37 68 103 177 1,845 2,064 3,909 28 40 68 Note. — The figures in the “total” columns do not always represent the addition of the “male” alone, and the separation into sex could not he made, hence in the “ total ” columns there may STATISTICS OF PUBLIC HIGH SCHOOLS. 1389 of Public High Schools, 1889-90. Number prepar¬ ing for college. Classical course. Number prepar¬ ing for college. Scientific course. Number of stu¬ dents who gradu¬ ated or completed their studies in 1889-90. Number of volumes in library. Value of grounds, buildings, and ap¬ paratus. Amount of State and municipal aid. Income from tui¬ tion fees. Male. Female. 1 Total. 6 2 Female. Total. Male. Female. Total. 12 13 14 15 16 17 18 19 20 21 22 23 24 7,984 6,915 14, 969 6,946 7, 374 14,320 7,692 14,190 21,882 956,832 $19, 171, 542 $4, 354, 092 $404,973 4,163 2,406 6,641 2, 575 1,828 4,403 3, 275 5,466 1 1 8,741 417, 165 17,258,712 1,253,478 148,893 508 512 1,020 164 139 303 337 637 974 18, 558 1,605,545 303,200 24,247 393 457 850 316 285 601 265 552 817 28,027 1,986, 595 414, 169 53,148 2,636 3, 270 5,906 3,479 4,637 8, 116 3, 476 7, 108 10, 584 468, 442 25,627,008 1,976,284 170, 093 284 268 552 412 485 897 339 427 766 24,640 2, 693, 682 406,961 8,592 346 214 560 198 150 348 224 354 578 13, 184 528, 511 39,657 4,303 114 86 200 100 30 130 126 199 325 5,500 667, 470 5, 241 3,695 159 134 291 85 89 174 88 140 228 11,064 444, 395 60,736 9,853 1,560 922 2, 482 626 161 787 1,037 1,753 2,790 56, 517 4, 853, 197 172, 749 14,812 65 51 116 14 2 16 81 109 190 5,040 417, 610 11,124 6, 860 354 132 486 225 71 296 207 277 484 19,953 1,237,707 187,110 12, 089 995 593 1,588 979 979 1,958 845 1,217 2, 062 232,431 4, 986, 720 494,433 74,655 112 44 228 1 17 172 289 178 370 548 12,282 746, 414 77,751 4,317 460 230 690 231 174 405 489 1,047 1,535 61, 194 3, 376, 688 204,677 18,309 7 8 15 11 16 27 14 29 43 330 131,720 25,027 262 122 152 274 48 46 94 40 59 99 987 116,970 21,248 2,046 12 15 27 6 0 6 134 222 356 6,750 333,500 175, 140 7,429 178 98 276 32 18 50 52 110 162 1,541 499,240 18 60 78 450 82,500 16,328 110 37 31 68 8 0 8 14 23 37 3,900 34,500 13,281 1,141 13 17 30 3 2 5 7 34 41 450 34, 575 8, 926 2,459 67 135 202 48 41 89 33 72 105 2,250 298; 800 28,930 8,120 72 56 128 8 16 24 25 28 53 1,900 76,740 14, 320 2,680 37 15 52 26 29 55 69 81 150 9,321 315,670 73,849 4,070 21 21 42 64 47 111 35 73 108 2,230 151,400 11,557 4,447 38 45 83 22 5 27 9 50 59 2,252 135,050 23,659 4,083 19 48 67 27 40 67 17 20 37 673 | 129,375 31,205 2,340 4 7 11 3 5 8 20 98 118 1,050 57,770 2,060 189 241 430 144 128 272 92 189 281 9,694 994,255 256,194 31,855 85 80 .165 30 31 61 23 41 64 2,797 203.075 15, 645 6, 353 517 374 891 694 811 1,505 744 1,529 2,273 77,220 5, 141,189 367, 502 33,993 231 325 556 61 74 135 292 576 868 60,976 2, 246,982 303,902 9,592 275 374 649 388 672 1,060 501 1,243 1,744 52,548 3, 294,887 192,214 29,811 335 252 587 574 656 1,230 403 660 1,063 103,614 3,021,878 382,158 25,416 146 248 394 339 427 766 310 507 817 44,536 1,843,852 106, 185 18, 152 160 171 331 449 630 1,079 199 338 537 40, 868 2, 167. 165 97, 782 3,891 308 473 781 333 370 703 478 1,094 1,572 37,503 2, 458; 392 130, 370 24, 734 187 455 642 220 348 568 183 498 681 21,668 1, 608, 835 121,382 8,906 2 0 2 1 5 6 1 6 7 765 129,600 23,389 250 20 23 43 9 7 16 3 13 16 910 143,050 9,500 860 212 241 453 168 290 458 180 303 483 11,452 1,937, 383 119. 098 5, 796 243 334 577 243 347 590 182 341 523 16,382 1,633,795 122, 802 8,692 20 16 36 12 13 25 14 11 25 1,785 180,660 18,360 565 16 26 42 0 2 2 50 25,500 5,881 19 29 48 55 66 121 15 23 38 4,809 546,700 51,073 1,065 1 1 2 1 0 1 2 2 4 400 55, 475 7,500 0 0 0 0 0 0 0 0 0 0 350 85,300 0 0 0 4 3 7 10 31 41 1,080 75,592 20,926 124 0 0 0 3 6 9 1,157 112, 430 275 35 47 82 9 6 15 1 7 8 841 276, 050 8 12 20 4 3 7 10 37 47 800 232,750 153, 623 1,539 185 137 322 327 394 721 284 308 592 13, 368 1,103,225 149, 598 5,024 and '‘female” columns, as in many instances the school officials reported the total number be figures that do not appear in the other parts. 1390 EDUCATION REPORT, 1889-90. Table 2. — Summai'y of Number of Students Latin. Greek. Freneh. German. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. i 2 3 4 5 6 7 8 9 io 11 12 13 United States . 28,778 41,633 70, 411 4,108 2,094 6,202 4,080 7,778 11,858 8,698 12, 640 21,338 North Atlantic Division 11,782 15, 061 26,843 2,872 1,411 4,283 3,457 5,413 8,870 3,157 4, 476 7, 633 South Atlantic Division 2,000 3, 218 5,218 212 37 249 93 759 852 649 918 1,567 South Central Division. 1,149 1,733 2,882 187 104 291 98 240 338 502 335 837 North Central Division. 12, 993 20,628, 33, 621 755 498 1,253 411 1,251 1,662 4,272 6,671 10, 943 Western Division . 854 993 1,847 82 44 126 21 115 136 118 240 358 North Atlantic Division : Maine . . . . 817 1,143 1,960 258 128 386 153 426 579 12 17 29 New Hampshire — 471 680 1,151 78 87 165 161 245 406 15 22 37 Vermont.. . 420 517 937 125 59 184 64 131 195 24 27 51 Massachusetts . . 3,799 5,343 9, 142 1,054 741 1,795 2,275 3,428 5,703 434 923 1,357 Rhode Island . 381 501 882 114 67 181 101 178 279 15 32 47 Connecticut . . . 813 1,029 1,842 280 66 346 143 310 453 315 430 745 New York . 2,541 3,081 5,622 539 196 735 383 603 986 1,289 1,489 2,778 New Jersey . 400 660 1,060 70 17 87: 4 36 40 246 473 919 Pennsylvania . . 2, 140 2, 107 4,247 354 50 404 173 56 229 807 1,063 1,870 South Atlantic Division : 156 13C 286 Maryland . 241 321 562 33 18 51 26 27 53 26 36 62 District of Columbia 384 622 1,006 261 377 638 Virginia . . 513 852 1,365 11 0 11 34 146 180 133 252 385 West Virginia . 15 28 43 211 231 442 North Carolina _ 43 64 107 4 6 4 0 3 3 South Carolina . 79 110 189 2 l 3 7 130 137 1 0 i Georgia . 417 934 1,351 101 7 108 14 422 436 12 20 32 Florida . . 152 157 309 61 11 . 72 12 31 43 5 2 7 South Central Division: Kentucky . 514 354 868 69 0 69 9 4 13 319 37 a56 Tennessee _ 111 258 369 1 1 2 13 38 51 . Alabama . 86 110 190 4 0 4 0 9 9 10 15 25 Mississippi . . 80 101 181 1 0 1 2 0 2 Louisiana _ 243 334 577 0 127 127 Texas . 509 731 1,240 113 104 217 86 99 185 150 216 366 Arkansas . . . 116 199 315 10 29 39 North Central Division: Ohio . 3,506 5,124 8, 630 266 133 399 49 204 253 1,139 1,635 2,774 Indiana . 1,489 2,106 3,595 11 9 20 3 15 18 285 472 757 Illinois . 2,091 3,806 5,897 159 126 285 131 326 457 683 1,365 2,048 Michigan . 1,046 1, 525 2,571 90 72 162 70 221 291 497 819 1,316 Wisconsin . 654 1,017 1,671 33 25 58 19 28 47 454 619 1,073 Minnesota . 1,032 1,443 2,475 79 49 128 81 177 258 294 473 767 Iowa . 1,018 1,800 2, 818 7 6 13 36 102 138 364 516 880 Missouri . 855 1,777 2,632 62 45 107 10 159 169 119 205 324 North Dakota . 29 68 97 6 10 16 South Dakota . 30 58 88 1 11 12 Nebraska . 482 752 1,234 22 19 41 4 4 8 176 225 401 Kansas . 761 1,152 1,913 26 14 40 8 15 23 254 321 575 Western Division: Montana.. . 29 45 74 5 14 19 Wyoming . 15 29 44 Colorado... . 61 106 167 11 26 37 Arizona . 5 5 10 Utah . Nevada . . Idaho . W ashington . 23 25 48 22 32 54 Oregon. . 27 48 75 14 60 74 California . 694 735 1 429 82 44 126 21 115 136 66 108 174 STATISTICS OF PUBLIC HIGH SCHOOLS. 1391 pursuing Certain Studies — Public High Schools, 1889-90. Algebra. Geometry. Physics. Chemistry. General history. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. i 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 38,C84 53,466 92,150 18, 539 24,755 43, 294 19,231 26,953 46,184 8, 437 i 12,066 20,503 22, 048 33, 379 55,427 13,737 17,619 31,356 7,406 7,789 15, 195 7,112 8,899 16,011 3,691 4, 612 8, 303 8,358' 12. 449'20, 807 2,2-JO 3, 404 5,644 1,069 1,569 2,638 1,170 1.842 3,012 372 412 784 1, 452 2, 263! 3.715 2, 351 3,146 5,500 894 1.377 2,271 1,241 1,732 2, 973 335 550 885 1,371 2, 236 3,607 18, 622 27,137 45,759 8,125 JO 00 CO 20,943 8,964 13,545 22,509 3,508 5, 984 9,492 9,638 14,926 24,014 1,731 2,160 3,891 1,045 1,202 2,247 744 935 1,679 531 508 1,039 1,179 1,505 2,684 1,054 1,276 2,330 531 627 1,158 527 659 1,186 255 376 631 1 653] 821 1 1,474 435 550 985 249 359 608 281 337 618 158 167 325 215! 328 [ 543 463 576 1,039 204 274 478 213 229 442 106 147 253 224 279 ! 503 3,492 4,306 7,798 2,127 636 2,763 2,092 2,606 4,698 1,314 1,795 3, 109 3,022; 4,445 7,467 398 423 821 183 281 464 185 218 403 74 109 183 197! | 423 620 733 999 1,732 450 586 1,036 353 501 854 171 245 416 455 ; 603 1,058 3,382 4,174 7, 556 1,739 2, 267 4,006 1,364 1,659 3, 023 710 826 1,536 1,168 2,165 3, 333 774 1,468 2,242 304 712 1,016 356 670 1.026 156 296 452 485 996 : 1,481 3, 006 3, 847 6,853 1,619 2,047 3,666 1,741 2,020 3,761 747 651 1, 398 1,939 2, 389 . 4,328 105 128 233 59 72 131 81 107 188 23 5 28 32 27 59 333 412 745 219 296 515 220 268 488 5 4 9 245 204 1 449 288 520 808 158 282 440 115 234 349 100 100 200 53 254 1 307 596 694 1,290 229 298 527 236 319 555 78 92 170 633 817 1,450 197 268 465 122 147 269 119 144 263 89 107 196 37 80 117 56 89 145 19 25 44 21 26 47 70 109 179 59 268 327 15 135 150 25 292 317 . i 4 . 5 47 307 354 481 904 1,385 190 225 415 282 361 643 45 74 119 208 336 544 125 121 246 58 89 147 71 91 162 31 26 57 127 129 256 437 342 779 89 163 252 223 183 406 41 9 50 ! 225 286 511 243 318 561 84 141 225 66 117 183 23 38 61 | 117 215 332 92 112 204 35 62 97 37 59 96 12 43 55 66 98 164 132 185 317 13 32 45 60 101 161 16 15 31 52 111 163 14 282 296 7 116 123 8 171 179 4 93 97 30 282 312 1,211 1, 575 2,786 589 726 1,315 754 942 1,696 231 337 568 722 1,017 1,739 225 332 557 77 137 214 93 159 252 8 15 23 159 227 386 4,772 6,233 11,005 2,019 2,848 4, 867 1,801 2, 595 4,396 706 1,138 1,844 1,900 2,568 4,468 1,808 2,652 4, 460 668 1,034 1,702 797 1,208 2,005 299 633 932 901 1,434 2,335 2,633 4,440 7, 073 1,394 2,601 3,995 1,512 2,555 4,067 663 1,303 1,966 1,697 2, 964 4,661 1,733 2,705 4,438 655 983 1,638 926 1,317 2,243 435 587 1,022 1,124 1,678 2,802 1,3-18 1,758 3, 106 742 939 1,681 631 895 1,526 148 193 341 621 820 1,441 868 1,370 2,238 491 679 1,170 553 622 1,175 219 266 485 329 568 897 1,926 2,322 4,248 862 1,520 2, 382 1,033 1,665 2,698 348 573 921 1,282 1.889 3,171 1,429 2.598 4,027 420 827 1,247 534 1,041 1,575 317 715 1,032 586 1,092 1,678 78 92 170 8 14 22 15 18 33 14 20 34 20 39 59 54 82 136 29 50 79 30 52 82 7 11 18 32 66 98 820 1,216 2,036 346 577 923 473 671 1,144 195 309 504 466 696 1,162 1,153 1, 669 2,822 491 746 1,237 659 906 1,565 157 236 393 730 1,112 1,842 86 112 198 32 43 75 30 43 73 12 14 26 33 66 99 28 40 68 7 18 25 7 18 25 4 2 6 9 15 24 135 213 348 51 93 144 82 140 222 16 29 45 120 207 327 7 7 14 3 3 6 11 6 17 11 6 17 4 4 8 8 8 16 15 20 35 50 100 150 14 21 35 39 58 97 14 33 47 38 28 68 26 43 69 26 36 62 29 39 68 21 35 56 26 45 71 87 120 207 1 22 31 53 31 41 72 6 9 15 22 28 50 124 173 297 1 41 71 112 32 46 78 29 38 67 170 221 391 1,184 1,348 2,532 849 8 86 1,735 475 536 1,011 429 348 777 735 869 1,604 Percentage of male and female students in public secondary schools pursuing certain studies— 1889-90. 1392 EDUCATION REPORT, 1889-SO. SSS ■7* S 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 Table 3 .—Statistia State and post-office. Name of institution. Name of principal. 1 a 3 ALABAMA. Alexander City . High School . C. C. Slaton . . . Auburn _ .. _ Miss Annie W. Brockman. Birmingham . . do . W. K. Brown . Chancer. . Bethel High School . C. C. Johnston, reporting officer. H. C. Gilbert . Decatur . High School (department). High School . . Eufaula . J. J. Kilpatrick _ Gaylesville . Greensboro . High School . Tullibody Academy . S. L. Russell, reporting officer. H. Johnson . Marion . . Marion Academy . H. Y. Weissinger . Mobile . . Girls’ High School . E. R. Dickson, superin¬ tendent. Henry D. Wood . J. H. Armstrong _ New Decatur . Uniontown . High School (department) . Uniontown Academy . ARIZONA. Mineral Park . High School . Miss Alice D. Campbell... D. A. Lambright . Prescott . do . Tucson . . . do . _ _ W. C. Bowman . ARKANSAS. Belleville . Belleville Academy _ J. G. Smyth . Eureka Springs . High School . C. S. Barnett . Fort Smith . do . . D. P. Nicholson . . Harrisburg _ do _ _ R. L. Cowan.. Hazen . . _ do _ Thos. H. Wheat . Helena . . . Jefferson High School . J. Caldwell Davidson _ Huntsville . High School . Jesse Bird _ La Grange . Lee High School _ _ J. E. Wheat . Little Rock _ _ Scott High School . R. H. Tai'ham . . . Lonoke . High School . J. J. Doyne . Malvern . High School (department). Male and Female Institute. W. D. Leiper . Marianna _ j _ T. A. Futrall . Newport . . High School (department) . College or High School _ Paris Academy . D. F. Withers . Ozark _ _ _ G. D. Turney . Paris . . . J. W. Parker . . Salem . High School C. T. Torryson . Springdale . . do . . Geo. A. Cole . Van Buren . . do . . T. S. Cox . . Warren . _ do . E. H. Carson, A. M., M. B.. CALIFORNIA. Arroyo Grande . Berkeley . . Grammar School (course school). High School _ A. F. Parsons . Henry V eghte . . . Colton . Grammar School (course school). do . Frank Matthews . Colusa . . Jno. L. Hayman . Fresno . High School . T. L. Heaton, superin¬ tendent.. W. S. Hall.... . Gilroy . do . Grass Valley . . do . Granville F. Foster, m.a.. Hollister . . . do . James W. Cutler . Linden _ Grammar School (course school). Salem Grammar School F. G. Baird . Lodi C. C. Adams . Los Angeles . (course school). High School . Miss E. A. Packard . Martinez . . do . Miss C. K. Wittenmyer... Marysville . Mrs. Emma Hapgood . STATISTICS OF PUBLIC HIGH SCHOOLS. 1395 High Schools for 1SS9-90, Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing ' for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium ? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. i Male. Female. © *c5 S Female. | Male. Female. Male. Female. Male. Female. 6 7 8 9 io 11 12 13 14 1 5 16 17 18 19 20 21 21 20 2 17 0 0 7 10 1 1 0 3 No.. No- 1 $1,000 $803 $800 2 21 75 0 0 3 0 15 0 2 4 No.. No.. 2, COO 200 1,520 3 5 4 0 0 4 11 25 1 4 Yes No.. 9 300 4, 150 113 5 15 10 0 0 Yes. No- 0 13,000 2,000 50 6 13 2 0 0 7 15 10 15 10 0 0 No- 0 1,500 8 11 9 0 0 10 8 1 1 6 6 Yes. No .. 50 2.500 0 0 9 29 Yes. No- 200 78,000 8,000 0 10 31 23 31 23 8 15 5 3 0 0 Yes. No.. 1 25,050 7,500 200 11 15 20 15 20 10 12 0 4 Yes. No.. 0 4,500 1,206 1,400 12 2 6 0 0 0 0 0 0 No.- No- 50 125 500 0 13 11 7 1 1 J 0 2 2 Yes. No .. 200 10,300 7,000 0 14 3 13 0 0 Yes. No- 150 45,050 15 30 24 0 0 12 5 0 0 1 0 Yes. No.. 500 5,000 400 1,200 16 7 11 17 30 63 0 0 2 10 2 10 2 4 No- No- 100 40,300 75 18 10 12 0 0 0 0 2 0 No. . No .. 0 1,025 0 2,105 19 45 50 20 25 8 0 No.- No.. 0 1,500 1,350 700 20 11 17 0 0 2 10 4 0 4 3 Yes . Yes. 200 30,150 100 21 28 26 0 0 4 6 1 0 0 0 No- No- 75 3,500 0 425 22 15 14 0 0 4 0 0 0 No.. No. . 0 1,200 1,260 200 23 35 82 0 0 3 10 Yes No- 200 75,200 24 16 11 0 0 2 3 0 0 6 3 No.. No.. 30 6,000 3,800 90 25 2 21 26 20 30 0 0 5 0 0 0 1 1 No- No- 1,500 6,000 2,500 27 13 20 0 0 2 2 3 4 No.. No.. 0 5,000 1,450 175 28 24 19 1 0 0 No NO- 0 9,000 29 30 28 0 0 3 2 0 0 0 0 No- No.. 42 1,600 1,500 30 15 8 0 0 3 0 0 0 No.. No.. 0 500 385 827 31 18 19 0 0 7 4 11 15 0 0 No- No.. 0 4,000 1,100 200 32 6 10 6 8 3 14 No No.. 100 10, 100 1,400 16 33 17 24 0 0 12 4 2 6 0 2 No- No.. 50 3,000 500 240 1 34 26 21 0 0 0 0 4 4 0 0 Yes. No.. 350 10,050 2,700 . 35 40 50 0 0 0 0 7 8 No No.. 200 180 150 36 5 7 0 0 4 2 0 0 1 3 Yes. Nc- 200 25,000 5,770 . ; 37 18 20 0 0 9 9 No No- 1,000 10, 100 3,060 . J 38 39 50 0 0 14 7 0 0 No- No. . 217 3,500 4,000 270 39 16 31 0 0 0 0 0 0 5 6 No.. No- 450 13,150 8,000 468 40 31 60 0 0 10 22 Yes. 240 5,300 41 6 11 6 8 0 0 6 11 0 2 Yes. No- 300 6,200 15,000 400 42 6 2 0 0 0 0 3 1 Yes. No. . 350 4,690 2, 400 43 2 7 0 0 0 0 Yes. No.. 300 10,100 4,000 44 122 133 1 0 6 2 116 131 12 10 Yes No.. 350 82,500 275 45 15 17 0 0 3 0 2 3 0 0 No.. No.. 600 46 69 103 1 2 0 0 0 0 5 6 Yes. Yes. 1,000 20,500 100 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 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. 0 Number of “second¬ ary ” in¬ structors. Male. Female. 1 2 3 4 5 CALIFORNIA— C Ont’ d. High School . J. L. Shearer . 1 1 “ do . W. H. Wentworth 2 1 High School (department) . High School . . . J. N. Selby . 1 2 J. B. McChesney _ 4 11 ..7 do . . . . W. S. Monroe . . 1 4 do _ _ _ _ S. B. Wilson . 1 3 . do . I. S. Crawford . 1 1 . do . . . F. A. Molyneaux _ 1 2 C. H. Keyes . 1 5 ... do . . J. H. Pond... 2 4 . do . A. D. Tenney . 1 1 San Bernardino . . do . . . Noble A. Richardson 3 _ do . (■ 2 High School (boys) . Frank Morton . Kb . do . Cogswell Mission High School. Commercial High School . . High School . . Jas. G. Kennedy . 9 4 _ do . W. N. Bush . 4 9 San Jose . . L. B. Wilson 2 3 San Rafael . . do . C. S. Smyth . 2 1 Santa Ana . . . do . (: 2) t Santa Clara . _ do . John Manzer . . .. l Santa Rosa.. . H. C. Petray . 2 1 Stockton . S. D. Waterman . 2 Tulare . High School (department) . High School . H. Clay Faber . . 1 2 Ventura . Samuel T. Black 2 0 COLORADO. Aspen . High School . W. T. Eddingfield . 1 1 Black Hawk . High School (department) . High School . H. W.Zirkle . 1 0 Boulder . C. M. Kingsley. . 1 Buena Vista . High School (department) . High School . Mrs. R. G. Leake . 0 1 Canyon City . O. S. Moles 1 Colorado City . High School (department) . High School . J. P. Jackson . j 1 Colorado Springs ... Denver _ _ G. B. Turnbull . 2 3 High School (north side) . . . High School . C. F. Hays 3 2 Fort Collins.. . E. L. Byington, superin¬ tendent. W. Triplet . 1 1 Golden, j . . . do . 2 0 Grand Junction . . do . . . J. A. Guttery . 1 Greeley . . do . W. C. Thomas . 2 Longmont . . do . G. L. Harding . . 1 1 Loveland . High School (.department) . High School . C. L. Smith . 5 Mancos _ A. J. Floyd . 1 0 Ouray . . do . G. H. Thrailkill .. 1 2 Pueblo . High School, district No. 1 . . (5 (< 0 1) . do . High School, district No. 20. High School . Saguacbe . Jacob H. Freeman . 3 Trinidad . . . J. M. Butler, superintend¬ ent. Ed. S. Klein . 2 1 Yuma. . . do . 1 0 CONNECTICUT. Ansonia . High School . 1 4 Bethel . . . . . do . E. M. Crowfoot . 1 Branford . . do . Henry S. Gulliver . 1 1 Bridgeport . . do .. Charles H. Peck . 1 7 Bristol . do George H. Tracey _ 3 Brooklyn ... do . H. N. Loomis. .. 1 0 Canaan . . do . H. W. Adams . 0 2 Clinton . . do . Dwight Holbrook . 3 3 Collinsville . . do . G. W. Flint . 6 Cromwell . . . do . Miss S. M. Savage . 0 2 STATISTICS OF PUBLIC HIGH SCHOOLS, 1397 High Schools for i889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, ana apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. j Male. j Female. Male. Female. Male. Female. Male. Female. Male. Female. 6 7 S 9 io 11 12 13 14 15 1G 17 IS 19 20 21 12 45 4 5 0 0 0 0 0 11 Y es. No- 650 $40,150 $13, 500 $150 48 26 47 0 1 4 0 e 0 5 7 Yes. Yes. 500 250 100 49 24 14 0 0 4 3 20 11 0 0 Yes. Yes. 250 5,150 2,500 50 274 335 0 2 10 3 16 4 33 37 No- No- 50 40, 750 0 1,400 51 40 53 0 0 3 5 2 4 Yes. No. . 176 30, 200 52 14 16 7 10 0 0 2 2 0 1 No.. No.. 175 7,575 4,632 81 53 23 30 0 0 4 0 2 4 6 4 No- No- 40 9,200 3,500 296 54 10 20 3 7 0 0 10 20 0 0 Yes. No - 350 35,100 19, 439 55 56 58 0 0 3 6 9 5 3 3 Yes. No.. 300 115,600 56 63 148 1 3 7 No- No.. 254 13,000 57 24 24 0 0 1 1 Yes. No.. 883 10, 005 2,568 534 58 46 55 0 2 3 5 Yes. No.. 250 105,300 18, 783 59 46 47 60 323 124 0 0 100 30 58 17 Yes. No.. 823 31,000 61 145 154 2 18 22 127 132 1 0 Yes. No- 675 150,000 62 58 47 0 0 0 0 58 47 85' 91 Yes. No.. 0 10,000 63 84 102 1 0 8 13 Yes. No.. 680 51,000 20,000 400 64 21 20 0 0 0 0 4 4 Yes. 600 20,350 65 35 41 66 10 21 0 0 1 1 2 3 4 8 No- No.. 425 16, 300 2,000 100 67 33 40 12 38 21 0 8 8 Yes. No.. 0 15,200 7,000 200 68 49 79 0 0 10 18 11 28 Yes. No.. 600 40,500 69 19 17 2 1 3 2 0 0 4 2 Yes. No.. 100 35, 025 9,246 70 15 15 0 0 0 3 13 1 0 1 No- No.. 30 30,300 1,500 100 71 10 19 2 3 0 0 Yes . No.. 300 50,150 1,000 0 72 3 6 73 18 16 10 0 3 5 2 i 0 0 No.. No- 800 61,200 18,000 200 74 5 9 0 0 0 0 0 2 Yes. No. . 400 75 15 28 0 0 0 0 15 28 2 6 Yes. No.. 150 30,100 1,800 300 76 5, 6 0 1 0 0 0 0 4 4 No- No.. 215 32,000 3,000 77 38 40 0 0 4 5 34 35 3 Yes. No.. 32,000 0 78 23 45 0 0 0 0 0 0 0 0 Yes. 150 125, 100 100 79 11 31 2 3 0 0 Yes. No.. 800 40,500 80 19 38 0 0 0 0 0 0 0 0 No- No.. 700 22, 650 173 81 5 10 0 0 2 0 0 0 Yes. No.. 177 82 23 46 0 0 1 2 0 0 3 3 No- No- 300 25,300 190 83 21 56 0 0 2 2 ..... 2 1 Yes. No.. 69 20,400 6,000 175 84 5 17 0 0 3 9 "T 3 2 No- No.. 100 20,200 900 100 85 20 22 No .. No„ 98 5,000 86 23 17 0 0 0 3 3 0 0 0 Yes. No.. 200 10, 075 200 87 25 46 88 30 37 89 6 13 0 0 0 0 No.. No.. 150 8,000 90 20 32 7 5 4 2 1 2 0 0 No.. No.. 200 58,400 20,000 0 91 4 5 0 0 0 2 No.. No.. 5,625 92 25 35 2.500 93 10 10 0 0 0 0 0 0 8 3 No . No . 16 8,050 94 16 24 3 5 Yes No . 600 | 12,200 1,800 95 107 192 1 0 47 2 • 8 9 33 Yes No . 300 100,500 92,566 1,000 96 52 49 0 0 6 4 2 “o' 8 9 No. No . 300 3,867 0 97 17 12 3 0 Yes No . 125 98 16 18 0 2 0 0 8 7 No . No . 43 7,018 60 99 30 27 0 0 4 0 5 0 8 7 Yes i No . 2,200 75,300 0 500 100 21 26 2 1 No. No . 300 5,010 20 441 101 11 11 6 i 1 6 No. 1 No . 60 25 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 117 148 149 150 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary” in¬ structors. © "ci s c3 a 4> fa 1 3 3 4 5 CONNECTICUT— con’d. Danielsonville . Killinglv High School . A. P. Somes . . . j 2 East Hartford . High Schooll . . . John Haynes . j 0 Enfield . _ T.do _ Wm. E. Atwater _ 1 0 Gilder sleeve . ... . do . Geo. N. Goddard . 1 2 Guilford . Guilford Institute and Arthur M. Hyde _ _ 1 1 Hartford . . . High SchooL High School . Joseph Hall . 12 10 Elmer E. Randall... 1 4 Litchfield _ _ Center High School . . Robt. L. Zink . . . . 1 4 Madison . __ . Hand Academy High Miss A. C. Elliott _ _ 0 School. High School, eighth dis¬ trict. High School . C. S. Lyman . . 1 0 Meriden . . . S. M. Frost, A. M . 2 - 5 Middletown _ ....7-do . W. B. Ferguson . 3 4 Milford . _ do . . H. I. Mathewson . . 1 0 New Britain.. . . do . . . John H. Peck . . 3 4 New Haven . . Hillhouse High School. . James D. Whitmore _ 8 14 New" London . Y oung Ladies’ High School Miss Marion A. Greene. .. 0 3 New Milford . Center School . F. N. Hanchett . 1 3 Norwalk _ _ . do . Chas. A. Tucker . 1 7 Orange _ _ High School ... Miss M. E. Paine.. . 0 1 Plain ville _ . do . S. P. Williams . 1 1 Rockville . . do . . . Isaac M. Agard, a. m . 2 3 Southington . . Lewris High School . Horace W. Rice . . 2 South Norwark _ Union High School Wm. C. Foote . . 1 2 Stafford Springs .... High School . _ M. M. Elliott 1 2 Thomaston . . _ do . . . . F. A. Verplank . 1 0 Thompsonville _ . do . E. H.Parkman _ 1 2 Wallingford . . do . . . F. J. Heavens, a. m . 1 2 West Hartford . . do . . Alfred F. How es . 1 l Wethersfield _ _ do J. O. Huriburt 1 Willimantic . . . do . F. H. Beede . . 1 3 Windham . . . . do . . 1 3 Windsor . . . do . H. E. Sawyer . 1 1 Wins ted . . . do . W. G. Mitchell . 1 DELAWARE. Delaware City . Academic Department of Public Schools. High School . T. E. Gardner . 1 0 Felton . . . C. C. Tindal . 1 2 Lewes . . . . Union High School Roman Tammany.... 1 6 Milford . North Milford High School. High School . Daniel S. Ells . 1 3 New Castle . D. B. Jones.. . 1 0 Smyrna . . do . A. Duncan Yocum _ 1 0 Wilmington . . . do . A. H. Berlin . 4 13 DISTRICT OF COLUM¬ BIA. W ashington . High School . Dr. F. R. Lane . 16 26 _ do . High School, seventh and eighth divisions. F. L. Cardozo . 6 6 FLORIDA. Gainesville . East Florida Seminary .... Duval High School . Edwin P. Carter . 5 1 Jacksonville . Frederick Pasco _ 2 3 Kissimmee . Osceola High School _ F. J. Smith . . 4 Lady Lake . High School (department) . Jefferson Collegiate Insti¬ tute. Palatka Heights and Pa¬ Noble Harter . . . 1 Monticello . W. B. Griffin . l 6 Palatka . B. L. Mullen and Miss P. 1 0 latka High School. T. Chamberlain. STATISTICS OF PUBLIC HIGH SCHOOLS. 1399 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. Male. | Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 22 33 0 0 5 5 0 7 5 No - No . 400 $30,300 0 $275 103 7 7 o 0 0 0 0 0 No - 104 16 21 0 2 No - No . 115 105 6 21 0 0 0 0 0 1 1 7 No . Yes 30 12, 100 $2,511 0 106 27 28 0 0 0 0 1 0 1 1 No . No . 200 5, 100 1,250 50 107 344 379 1 2 90 54 60 44 30 35 No. No . 2,145 311,000 24,000 5,000 108 17 13 0 0 0 0 3 No No . 200 12, 150 300 60 109 15 15 2 3 6 0 1 0 No . No . 12 15,000 110 16 19 1 0 0 0 0 0 0 0 No. No . 190 15,100 850 111 21 25 0 0 0 0 o 0 Yes No . 270 17, 010 112 112 173 1 11 0 5 0 11 20 No . No . 1,000 95,902 113 61 60 0 0 10 6 8 4 5 7 No . No . 800 70,300 1,270 114 11 18 1 3 0 0 4 1 No No . 50 18,025 1,500 115 65 114 0 0 18 12 8 5 9 11 No. No . 550 50,700 6,500 429 116 334 439 5 4 131 20 98 0 64 61 Yes No . 3,000 155,000 35,000 1,600 117 0 94 0 8 No . No 728 4,550 3, 145 336 118 17 18 12 13 No . No . 500 12,000 661 100 119 12 18 6 0 1 5 Yes No . 300 15,075 20 120 5 19 121 16 18 1 0 0 0 2 7 No No 75 15, 100 900 75 122 42 50 0 0 13 6 No. No . 800 306 123 22 47 0 0 0 0 0 0 4 3 No . No . 350 8,200 1,481 124 20 31 0 0 3 0 1 5 No . No . 50 20 195 125 23 19 3 3 No . No 21,997 3,500 30 126 13 26 1 0 0 l 4 3 No No . 100 127 18 45 0 0 2 3 0 0 No . Yes. 250 20, 125 1,300 150 128 28 36 0 0 4 7 5 0 2 3 Yes. No . 700 60,250 187 129 13 15 1 0 1 7 3 5 0 5 No . Yes. 200 1,803 130 35 23 0 1 0 0 10 12 5 No . No . 100 5,000 1,200 0 131 48 61 0 0 5 5 3 0 5 8 No . No . 25 40,300 551 132 - 50 59 500 133 9 17 0 0 0 0 0 0 1 2 No . No . 169 4,000 f, 130 134 14 17 0 0 5 0 0 0 1 2 No . No . 200 15,000 1,500 135 8 5 2 0 0 0 Yes. No . 7,900 567 136 14 18 0 0 2 2 5 7 0 0 No . No . 0 4,020 500 200 137 38 52 0 0 3 5 6 3 0 3 No . No . 0 10,350 750 138 12 17 0 0 0 0 0 6 0 0 No . No . 0 8,000 800 12 139 14 16 3 5 No No 0 5,000 800 140 10 13 0 0 0 1 2 3 No . Yes. 30 18, 150 70 50 141 132 196 0 0 0 0 9 18 Yes. Yes. 300 78,300 21,540 142 841 560 0 0 12 15 6 0 120 195 Yes. No.. 6,000 283,000 143 64 281 61 281 14 27 Yes. No.. 750 50,500 144 51 10 0 0 7 3 Yes. No.. 1,000 25,500 2,900 2,200 145 33 65 0 0 5 4 4 10 No.. No.. 200 3, OtH) 3,100 0 146 21 24 0 0 0 0 0 0 0 0 No.. No.. 0 1,500 1,950 147 21 22 0 0 0 0 0 0 0 0 Yes. No.. 0 1,200 960 148 40 30 0 0 40 30 0 0 0 0 No.. No.. 0 5,000 149 9 12 27 15 0 * 0 0 0 No.. No.. 400 6,500 930 1 0 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary ” in¬ structors. 6 9 a Female. 1 2 3 4 5 FLORIDA— cont’d. High School . Walter E. Kinbloe 1 6 Tallahassee . Seminary west of the Su- Geo. M. Edgar, ll. d . 3 2 Union . . . wannee River. Union Academv . . W. S. Cowthon . 0 Waukeenah Academy . H. P. Woodbery . 1 2 GEORGIA. High School, Jackson J. E. Mathis . 1 2 Athens . . . street. High School, Washington Thomas J. Simmons . 1 2 street. High School (boys’) . W. A. Bass . 10 . do . High School (girls’) . Miss Nettie C. Sergeant .. John Neeley . \ 3 High School . o . do . J. C. Harris, superin¬ tendent. Miss Agnes V. Morris _ N. E. Ware, superintend¬ ent. C. B. Chapman . . 2 Daltnn . do . . 1 1 Hawkinsville High School (department) . Central High School (boys’) Central High School (girls’) Macon 2 1 . do . Miss Bessie H. Merrill _ 0 5 Newnan . High School (department) . High School . Lyman H. Ford . 1 Sandersville B. H. Ivey . 2 3 Savannah _ do . H. F. Train.. 5 2 Sparta Male and Female High School. High School (department) . W. T. Dumas . 2 West Point.... A. P. Mooty . 2 5 IDAHO. Bellevue ... High School (department) . High School . H. F. Baker . 1 3 Boise City J. W. Daniels . 1 1 ILLINOIS. Alton High School . R. A. Haight, superintend¬ ent. I. F. Edwards 0 3 Amhny . do . 1 Anna. wan . do . W.H. Holzinger . 1 2 Astoria . do . J. H. Broomall . 1 1 Athens . do . S. McBride.... 1 0 Atkinson . . . do . . Jesse F. Orton . 1 0 Augusta Miss C. Grote . . 1 Aurora . High School, district No. 5. Joseph V. Denney . 3 4 . do . High School (west) . K. H. Reynolds . . 0 2 Avon . High School . . . . H. L. Roberts . (: '> 3 Austin . do . Newell D. Gilbert, super¬ intendent. L. R. Chapin . () Barry . . . do . l 1 Batavia High School (east side) . D. B. Hazen . l J Beardstown High School. . . A. C. Butler . . . 2 ( J Belleville _ do . . H. J. Klein . 1) 1 Belvidere ... High School (north) . J. C. Zlinser . . . Bement .. High School . J. M. Martin . 3 6 Bloomington .. _ do . A. E. Whitten, A. M. . 2 1 4 Braidwood .. do . (: ° 3 Brimfield . . do . A. J. Bookinyer . Bushnell . . do . Mack M. Pinckley . l 1 Byron. _ _ . do . G. N. Maxwell . l 0 Cairo . . . . do . Miss M. E. Pattison . l 2 Camp Point _ Maplewood High School ... Union High School _ _ J. W. Creekmur . . 2 6 Canton _ _ I. T. Atwater, secretary board of eduoation. 1 STATISTICS OF PUBLIC HIGH SCHOOLS, 1401 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. j Is drawing obligatory? Has the school a gymnasium ? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. Male. | Female. Male. Female. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 15 27 0 0 0 0 2 3 3 3 No.. No.. 200 $10, 300 $4,000 151 27 25 0 0 17 15 3 10 0 0 Yes. No.. 100 20, 500 0 0 152 4 3 0 0 3 2 1 1 0 0 No.. Yes. 240 180 $30 153 30 40 7 5 2 2 11 12 No.. No.. 3,000 300 450 154 25 45 0 0 1 3 Yes. No.. 0 60,000 9, 680 359 155 32 27 0 0 3 5 No.. No.. 2,100 12,350 156 j 115 0 157 1 4 347 158 20 130 159 23 27 160 18 26 0 0 0 3 No.. No.. 50 10, 050 391 161 60 80 162 105 0 0 0 60 0 45 0 17 0 No.. No.. • 100 25,000 163 0 168 0 130 0 38 0 22 No.. No.. 0 164 35 38 23 26 0 5 1 3 2 15 Yes. No.. 0 25,100 8,666 2, 300 165 20 40 0 0 1 7 No.. No.. 0 3,500 800 166 70 126 0 0 0 0 9 16 Yes. No.. o 150,800 6. 751 4,250 167 15 20 0 0 No .. No.. 500 168 26 38 7 0 2 0 0 1 No.. No.. o 12,000 4,000 20 169 12 16 0 0 0 0 3 4 No.. No.. 357 12,230 275 170 21 35 0 0 3 5 No.. No.. 800 100,200 171 31 76 250 4,000 172 26 37 0 0 0 0 0 0 0 10 No.. No.. 125 500 90 173 40 16 0 2 Yes. No.. 20 1,250 174 18 37 0 0 0 0 1 4 No.. No.. 350 20, 060 50 175 18 36 0 0 0 0 4 4 3 7 No.. No.. 108 10,300 176 25 20 0 0 0 0 1 0 1 1 No.. No.. 12 4,000 1,653 116 177 19 39 178 58 86 1 1 0 1 12 16 3 20 Yes. No.. 900 25, 400 100 179 45 57 0 0 0 0 5 5 8 8 Yes. No.. 200 45,300 2,000 300 180 12 14 181 16 48 9 2 6 1 1 2 No.. No.. 100 37, 700 134 182 15 31 1 4 0 0 0 0 1 10 Yes. No.. 75 15,250 4.003 450 183 9 36 l 2 0 0 0 0 0 0 Yes. No.. 150 10,100 135 45 184 12 17 0 0 0 5 Yes. No.. 96 30,150 1,200 138 185 53 98 186 17 30 0 0 5 5 No.. No.. 225 12,500 326 187 15 34 0 0 No.. No.. 100 100 188 25 115 0 1 4 12 22 101 3 25 Yes. No.. 75 20,600 0,712 14 189 2 9 190 18 15 1 0 2 0 2 10 No.. No.. 88 12,010 2,100 250 191 30 37 4 4 3 10 3 10 1 16 No.. No.. 100 20,200 800 200 192 12 14 193 20 50 o o 2 7 4 l 1 r> No No 550 7 225 2, 450 194 32 30 0 0 5 5 No!! No!! 350 l! 750 300 195 15 44 2 5 Yes. No.. 400 66, 724 17,604 171 198 202 203 204 205 20G 207 208 209 210 21 1 212 213 214 21 r 21( 217 2 11 21i 22( 221 22: 221 22z 221 22( 221 221 22' 23( 231 231 231 23- 23: 231 23: 231 231 241 24: 241 24; 24 24! EDUCATION REPORT, 1889-90. Table 3 —Statistics State and post-office. Name of institution. Name of principal. 1 2 3 Illinois— cont’d . Carlin ville. Car mi . High School. . do . Carrollton .... Carthage . . Centralia _ Cerro Gordo... Charleston - Chatsworth.... Chenoa . . Cherry Valley. Chester . . . Chicago . . . . do . do .do .do _ do.. . do.. Clayton . Clinton . Cuba .... Danville . . do . . . do . . .do . .--...do . Union district High School- High School . . do . . do . . . . Public School.. . Hyde Park High School. ... Lake High School Corner Winter and Matteson streets). Lakeview High School (Graceland and Ashland avenues). HighSchool (north division) High School (northwest di¬ vision, corner Hayne avenue and Augusta street). High School (south divi¬ sion). High School (west division) High School . . do . . do . . .do . Decatur . De Kalb . Delavan _ Downers Grove. Dundee . Durand ..’ . . Dwight . Earl ville . . East St. Louis. .. Effingham . . Elgin . Elmwood . . Eureka . . Evanston _ Farmington _ Forrest . . . do . . . do . . . _ do . . do . . do . High School (department) . High School . . .do . . do. . . do . . do . . do . . do . . do . _ do . . do . Forreston Freeport.. Fulton Galena.... Galesburg Galva _ Geneseo... .do. .do. do. .do. .do. .do. .do . Geneva _ Geneo . Golconda ... Gray ville ... Greenville .. Greenview ... Griggsville . do . . do . . do . . .do . . do . High School (Department) . High School . R. B. Anderson . E. E. Van Cleve, superin¬ tendent. David Femley . Edwin S. Combs . Mrs. M. A. Burdick . . I. C. Baker . J. W. Herringer . . Frank P. Manly . . F. M. Richardson . . O. J. Kern . E. B. Greenlaw . . W. A. McAndrew . Jas. E. Armstrong . A. F. Nightingale. Oliver S. Wescott. Franklin P. Fisk.. Jeremiah Slocum . George M. Clayberg . O. W. Colgate . Miss Minnie M.' Bishop .... Edward C. Zoll . Lawrence A. McLauth, A. B. Walter A. Edwards . John T. Bowles . Geo. A. Franklin . . Miss H. F. Yakeley . J. R. Kellogg.. . Miss Annie C. Wright _ H. D. Fisk . M. M. Alden . C. L. Manners . -... I. A. Southers . Robert McCay . Wm. J. Pringle . W. C. Warfield.. . Henry L. Boltwood . R. V. De Groff . . Jno. C. Mount joy, super¬ intendent. W. P. Gochenour . Miss F. A. Rosebrugh _ J. E. Bittinger . R. S. Hill . Mrs. Mary E. Gettenry ... F. U. White . S. A. Harrison, superin¬ tendent. R. A. Beebe . D. M. Gibbs . Geo. A. Weldon . W. A. Mussett . D. W. Lindsay . J. S. Brazier . W. R. Hatfield . STATISTICS OF PUBLIC HIGH SCHOOLS. 1403 High Schools for 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? J Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. 6 *3 s Female. Male. Female. | Male. Female. Male. Female. G 7 8 9 io 11 12 13 14 15 16 17 IS 19 20 21 26 39 0 0 2 10 No.. No.. 600 $600 $100 $200 22 21 17 26 0 0 3 4 No.. No.. 1,100 40,250 2,200 ; 574 ! 15 30 20 26 1 1 0 1 27 46 3 4 No.. No.. 200 40 64 4 7 1 6 No.. No.. 300 2, 525 102 17 65 0 0 2 5 5 10 2 12 No.. No.. 350 28,200 1,000 75 1 10 14 0 0 0 0 2 4 No.. No.. 300 12,400 514 100 38 43 0 9 18 12 10 0 0 No.. No.. 200 20, 075 100 100 j 18 12 30 42 20 27 0 0 0 0 2 6 No.. No.. ioo 16, 030 600 25 127 235 0 2 28 12 20 6 14 15 No.. Yes. 968 100, 400 37 188 0 1 3 10 2 5 2 23 Yes. No.. 500 70,300 102 156 0 0 5 14 No.. Yes. 2,046 61,000 135 412 0 0 8 72 No.. No.. 931 76 290 1 1 No.. No.. 150 57,500 168 587 5 8 5 5 3 5 16 64 No.. Yes. 1,200 293 942 25 112 No.. No.. 950 201,000 0 100 23 25 4 3 No.. No.. 30 12,040 21 46 0 0 4 7 8 8 1 7 Yes. No.. 150 65,300 315 9 21 0 0 0 0 4 5 Yes. No.. 20 20, 025 500 50 75 100 0 0 5 14 No.. No.- 1,250 35,500 40 133 178 3 3 4 1 13 23 Yes. No . 1,000 i 51,000 | 600 22 28 0 0 0 0 1 0 2 7 No.. No.. 350 20,200 197 33 42 2 1 2 5 No No 923 20, 400 6,300 476 i 5 15 5 1 No No 500 15, 050 20 11 33 0 0 0 0 _ 2 6 No.. No.. 75 20,100 30 23 27 1 0 25 34 0 0 0 0 0 0 2 4 No.. No.. 300 4,580 180 18 25 0 0 0 3 Yes No 123 5,150 524 158 6 27 0 0 0 0 0 1 No.. No.. 120 75 20 30 31 80 1 1 1 3 2 3 2 6 No.. No.. 500 40,200 25 30 2 0 3 3 No No 660 2,600 500 25 35 1 0 6 5. 7 4 l 7 No.. No 16,200 6 116 89 134 3 0 12 8 20 “35 11 13 No.. No.. 475 33,500 0 358 20 40 0 0 0 0 1 9 No.. No.. 500 200 256 16 24 13 9 50 73 0 0 0 6 0 0 4 i6 No.. No.. 318 34,675 126 11 23 0 0 0 0 3 4 Yes. No 214 8,040 60 15 48 0 0 2 3 Yes. No 2,000 13,800 210 52 101 2 4 7 19 No.. No.. 323 40,500 no 29 41 4 6 1 7 Yes No 564 13,550 298 24 29 0 0 0 l 1 0 4 1 Yes. No.. 400 70,100 20 30 40 0 0 3 4 0 0 0 0 1 1 Yes. No.. 60 4,000 90 11 7 7 8 0 0 4 2 Yes. No.. 125 50 83 28 32 18 12 7 8 9 11 Yes. No.. 400 6,050 600 300 16 30 0 0 0 1 No.. No.. 250 7,050 419 61 23 40 0 0 1 1 i 6 1 Yes. No.. 40 197 198 199 200 201 202 203 204 266 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 2 n 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 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary” in¬ structors. Male. Female. 1 2 3 4 5 ILLINOIS— cont’d . Harvard . High School . J. L. Curts 1 1 Henry . ..7. do . . . . J. W. Hartnett, superin¬ tendent. Edw. W. Chase . 1 1 Highland Park . Deerfield Township High School. High School 1 1 Hillsboro . H. M. Anderson, superin¬ tendent. J. S. Stanley . 1 1 Hinsdale . . do . 2 0 do . J. E. Luckey 1 0 Jacksonville . Washington High School .. High School . Miss V. Graves . 2 3 Jersey ville . J. Pike. m. a . 3 0 Kankakee . _ T.do . . . Chas. W. Groves _ _ 1 2 . .do J. B. Russell 2 3 Lacon.. . . High School (department) . High School . Ira M. Ong _ 1 Lanark . . F. T. Oldt . 1 1 Lyons Township High School. High School . TTfvnry W- Thurston La Salle . L. A. Thomas . 2 1 Lena . . . do . C. F. Philbrook . 1 1 Le Roy . _ do . . . James W. Tavenner _ 1 1 Lewistown _ do . . . .Tamps w. Adams 1 1 Lincoln _ _ . do . Ambrose M. Miller _ _ 1 2 Litchfield . _ do _ _ Miss J. F. Rogers _ 1 x Lockport . . do . Charles Curtis . • 1 1 Loda . . . . . do . . I. H. Yoder . 1 3 Macomb . _ . do . J. M. Clenahan . 1 1 Marengo . . do . C. W. Hart . . 1 1 Maroa . . do . B. F. Shipley . . 1 6 Marseilles . . do . J. P. Yoder . 1 1 Marshall . _ . __ . . do . . . . L. A. Wallace . 1 1 Martinsville . _ do . Wm. Randebaugh . 2 4 Mason City . . do . . S. B. Roach . 1 1 Mattoon . do .... Miss Mary A. Port _ 1 2 Mayfair . . Jefferson Township High School. Blackstone High School ... High School . Chas. A. Cook . . 2 2 Mendota . . . Wm. Jenkins . ! 3 Meredosia _ B. B. Decker . . 2 2 Metamora . . . do . J. S. Ward . 0 Milford . . do . . . Frank Harry . 1 1 Minier _ _ _ _ do . . . T. S. Davy . 1 0 Minonk _ do ... L. J. Hancock _ 1 1 Moline _ do ... B. C. Caldwell . 2 Momence . . do . 1 1 Monmouth . . . do . James C. Burns . 2 0 Monticello . _ do . . . J. H. Martin, superintend¬ ent. Geo. Blount . 2 0 Morris . do _ _ 1 2 Morrison . . do . Mrs. B. F. Burtch . 2 Mt. Carroll . . . . do . W. A. Pratt . 1 1 Mt. Pulaski . do . William Miner . 1 2 Nashville do ... Robt. Pence . . 1 1 Nauvoo . do .. . Chas. E. Smith . 1 0 Newman . do . G. O. Moore . 1 5 Newton . do . N. S. Scovell . 1 2 Nokomis High School (department) High School . W. B. Davis . 1 1 Normal _ Mrs. H. S. Hoffman . 0 2 Nunda .. Nunda and Crystal Lake... High School .... S. W. Grimes . 1 1 Oakland . . John Snyder . 1 l Oak Park . . do . H. M. Clemens. . 0 4 Odell . . .do . Fred. Barton . 1 1 Olney . ... do . . . H. W. Shreyock . (3) • Onarga . J. R. Freebern, superin¬ tendent. J . W. Gibson . (2) Oregon . 1 1 7 STATISTICS OF PUBLIC HIGH SCHOOLS. 1405 High Schools for 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. © S Female. Male. Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 ir IS 19 20 21 25 35 249 16 26 0 0 1 2 No.- No.. 22 $120 250 15 32 0 0 4 5 3 0 0 2 No.. No.. 25 $100 $2,150 251 52 29 0 0 5 13 13 17 3 13 No.. No.. 500 30,500 400 252 10 14 4 5 3 0 No.. No.. 215 25 650 51 253 14 27 0 0 0 0 4 3 0 2 No.. No- 140 2,535 128 254 34 96 1 1 2 No.. No.. 500 16, 900 40 255 75 85 8 10 21 12 10 14 No No 350 20,500 1,080 2,030 256 27 52 0 0 10 17 17 35 1 5 No.. No.. 279 257 60 69 0 0 0 0 50 50 6 8 No.. Yes. 350 50, 600 1,200 500 258 20 15 259 28 43 6 0 5 2 5 5 2 9 Yes. No.. 448 15, 400 700 210 260 22 36 261 23 54 0 0 262 24 33 5 7 1 2 Yes. No.. 192 20,300 488 300 263 23 36 l 0 1 1 2 4 Yes. No.. 50 8,200 601 42 264 3 10 265 30 50 i 0 4 8 No No- 3,000 65,500 2,500 150 266 31 57 i 1 1 2 Yes. No.. 33 38,180 1,837 142 267 32 36 0 0 4 7 Yes No.. 456 50,300 526 366 268 32 23 3 0 2 0 1 1 0 0 Yes. No.. 25 2, 010 269 15 44 0 0 0 4 15 3 6 No No- 50 22,150 270 30 32 6 4 0 0 0 0 3 4 No.. No„ 482 8,100 616 271 12 14 0 0 2 6 5 7 3 3 Yes. No.. 175 15,250 500 150 272 17 28 0 0 0 0 0 0 0 7 No No.. 150 90 273 21 32 0 3 4 Yes No.. 101 150 274 7 18 0 0 0 2 0 0 3 6 Yes. No„ 60 10,075 80 275 35 50 3 0 2 3 No No 200 30, 300 440 250 276 24 48 1 2 6 3 1 0 3 9 No.. No- 340 16,150 68 277 51 81 0 0 15 6 15 15 12 9 No.. No.. 987 33,273 320 278 13 17 0 0 0 0 4 3 1 2 No.. No- 420 12,150 279 17 22 0 0 0 0 0 0 2 0 No.. No. . 40 8,100 360 120 280 7 10 0 0 0 0 0 0 4 2 No.. No.. 30 1,700 45 78 281 9 15 - 282 13 18 0 0 0 0 10 12 3 4 No.. No.. 0 5.000 38 283 22 36 7 6 1 1 2 1 4 7 Yes. No- 100 10, 015 "i’ooo 158 284 34 59 0 0 1 8 Yes No 500 500 108 285 18 22 0 1 1 2 4 6 8 4 No.. No- 35 25,150 80 286 37 50 18 20 2 7 Yes. No.. 100 63,200 2,000 300 287 36 20 288 19 51 0 1 0 0 1 O' 5 12 Yes. No- 253 40, 300 111 289 28 36 1 3 No Yes. 290 25 49 0 0 6 4 Yes No 1,100 20, 300 380 291 7 12 1 0 Yes. No.. 21,100 70 292 20 16 0 0 2 0 1 1 5 4 Yes. No- 0 30,100 6,000 200 293 30 22 0 0 3 3 6 4 1 3 No.. No.. 20 55 397 125 294 36 45 0 0 0 0 2 2 1 4 No.. No- 20 10,000 295 45 57 0 0 3 2 19 29 5 5 Yes. No.. 105 25,100 750 115 296 17 34 J 1 250 40,000 4,620 141 297 14 29 0 2 2 5 Yes. No.. 100 56 298 12 14 0 0 1 Yes No 300 25,300 210 299 28 28 0 0 0 4 No.. No.. 30 6,000 200 300 48 84 0 0 4 10 18 20 5 11 No.. No- 250 37,000 500 339 301 22 18 0 0 0 4 1 3 1 3 No.. No.. 50 11,050 100 302 27 47 303 24 43 304 20 40 2 4 13 22 7 IS 3 7 Yes. No.. 200 10,200 280 305 14( 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 34(> 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 381 362 363 364 365 866 EDUCATION REPORT, 1889-90. Table 3 —Statistic; State and post-office. Name of institution. Name of principal. 1 3 3 ILLINOIS— cont’d. Ottawa . High School . J. O. Leslie . L. S. Ham . . do . A. Harvey . . . . do _ _ T. L. Evans . . Pay son . . . .do . J. E. Allen . Picatonica . . do . . Lewis Goodrich _ Pekin . do . . . Miss A. S. Newman . do . Alfred W. Beasley . . do . C. V. McReynolds . Perry . . . R. L. Underwood . . Peru _ do . . . . R. L. Barton . . Petersburg . do ... . _ J. E. Alexander . . Pittsfield _ High School (department) . High School . . George Selby. _ Plano _ _ _ C. C. Duffy . . . Polo . . . High School (department) . R. W. Barton Pontiac . L. E. Clelland, superin¬ tendent. H. C. Forbes . . Princeton _ do . Quincy _ _ do Wm. B. Corbyn, d. d . Eantoul . do H. P. Little . Ridge Farm . do _ _ _ _ J. H. Moore . Robinson . . do D. W. Creekmur . Rock Falls . High School (department) . High School 1. . . Sam A. Maxwell _ Rockford . . . Cbas. A. Smith _ Rock Island . do . _ J. A. Bishop . . . . Roodbouse . . John Gavin _ Rossville . do H. W. Flanegin . . . Kusbville . Nathan T. Veatch . Sandwich . . W. W. Wirt . . Savanna . _ do .. H. H. Smith . Shannon . do W. Don Smith . . Shelby ville . . .do . E. H. Owen . Sheldon . M. M. Savery _ _ Soinonauk.. . D. Brehant . Sparland . do C. H. Watt . . Sparta . J. M. Nickles . Springfield . Wm. Helmle... . . . Sterling . . . High School (Sterlia.g) Miss Anna Parmelee _ do . Wallace High School S. B. Hursh . Streator . High School R. Williams . . . . Sycamore . _ do . A. J. Blanchard . Tallula . J. R. Boulware... . . Taylorville _ _ West, High School D. O. Witmer Thomson . . . High School . Thos. N. Fleming _ Toulon . J. H. Bromall . Turner _ _ High School (department! M. Madison Urban a . High School . J. W. Hays . . Vandalia . W. F. Baxter . Virden . do . P. M. Silloway . Virginia . T. W. B. Everhart, super¬ intendent. E. A. Fritter . Warren . . do . . . . Warsaw . . .. . do . Arthur W. Hussey . Washburn . . .do ... A. C. Hazen . Washington . . do F. L. Calkins . . Watseka . High School, district 7 Henry F. Rulison _ Waukegan . . High School . C. L. Sawyer _ Waverly . . . do . I. M. Humes . Wenona _ _ . do . . J. E. W. Morgan _ Wheaton _ J. K. Rassweiler . . White Hall . .. . do . Geo. W. Smith . . Wilmington . do ... G. E. Perry . . . Winchester do Wm. Gay _ _ _ a Also give instruction in othe: r departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1407 High Schools for 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing* |ior college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium ? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amountof State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 96 129 0 0 20 20 8 21 No.. Yes. 1,000 $20, 300 $10,000 $750 306 39 57 0 0 4 No.. No.. 500 40,200 85 160 307 34 77 1 34 77 3 9 Yes. No.. 500 10,500 17,000 150 308 24 26 309 16 26 0 0 0 3 Yes. No- 250 7,555 157 310 16 27 0 0 2 4 No.. No.. 75 2,625 294 3J1 20 58 0 0 312 149 241 1 o 10 12 9 16 10 33 No.. No.. 60,800 12,500 313 23 25 203 314 7 18 0 0 0 0 0 0 0 9 No- No- 12 12,000 134 315 28 41 0 0 0 5 Yes. No.. 10, 150 130 316 27 36 0 0 5 7 6 6 No- No.. 317 40 48 12 8 2 4 6 4 9 10 Yes. Yes. 50 40,150 220 318 20 20 2 5 9,650 500 150 319 17 37 0 0 5 10 5 Yes. No.. 500 16,275 500 275 320 75 40 321 82 126 1 2 19 15 4 5 Yes. No.. 1,100 46,000 0 600 322 45 122 8 18 Yes. No.. 800 323 20 18 0 0 2 3 8 6 3 1 Yes. No- 26 8,060 70 324 11 22 100 325 10 30 1 1 0 0 0 0 0 7 Yes. No.. 100 15,000 40 326 21 27 0 0 1 2 3 4 0 3 Yes. No.. 364 20,100 65 327 63 133 1 2 3 4 5 27 No.. No.. 865 41,350 7,586 733 328 57 99 329 14 14 330 13 26 0 0 6 18 No- No.. 125 20,250 63 250 331 14 26 0 0 0 0 0 0 3 6 Yes. No— 285 40, 275 10, 261 71 332 15 20 5 7 0 0 0 0 Yes. No- 125 5,045 5,500 65 333 29 61 0 0 4 7 Yes. No.. 130 120 334 13 17 0 0 0 0 0 0 2 3 No- No.. 150 3,000 35 335 17 32 15 22 3 4 0 0 1 6 No.. No.. 1,200 50,200 14,880 184 336 0 1 4 2 No- No.. 40 75 337 8 8 0 0 0 0 No No- 50 2. 540 183 90 338 4 1 0 0 0 0 No- No.. 10 10,000 339 66 72 0 1 3 4 0 0 1 10 No- No.. 700 15,250 4, 598 900 340 99 158 4 6 10 34 Yes. No.. 500 40,250 9,000 1,050 341 46 58 1 0 3 8 No.. No.. 500 10. 100 853 342 9 20 1 0 2 1 3 2 2 4 No.. No.. 200 6.250 343 51 103 0 0 3 2 3 4 6 12 No.. No.. 550 50.500 122 275 344 40 40 0 0 0 0 1 1 3 3 Yes. No.. 800 30, 700 800 400 345 8 18 1 0 0 3 4 1 1 No.. No.. 165 4,075 96 346 27 39 347 13 26 348 9 27 1 4 No.. No.. 250 12,050 39 349 10 10 5 5 400 40, 000 90 350 30 37 7 8 28 34 5 6 Yes. No. 1,200 35, 500 10,000 450 351 18 38 0 4 Yes. No.. 200 27,200 56 352 33 47 1 o 6 No.. No.. 20 18,675 208 353 13 25 • 354 36 39 0 0 1 4 Yes. No.. 50 25,100 4,000 540 355 13 20 1 0 0 0 0 0 2 Yes. No . 100 15, 400 4,386 356 17 24 0 0 0 0 0 0 5 6 No.. No- 5.000 480 357 45 54 0 0 0 0 0 0 5 3 Yes. No.. "446' 10,200 I 80 358 30 39 3 10 0 0 16 28 2 6 No.. No.. 200 10,300 6,000 150 ; 359 47 50 360 14 18 361 32 30 0 0 4 6 No- No.. 400 3,100 400 1 362 18 24 2 7 No.. No- 250 4,000 1 500 230 1 363 31 47 0 0 0 0 0 0 5 7 No.. No.. 600 22, 100 I 0 364 16 23 100 j 365 24 33 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 EDUCATION REPOET, 1889-90. Table 3.— Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary” in¬ structors. a 1 6, 1 2 3 4 5 ILLINOIS— cont’d. High School . P. H. Chase 1 0 Woodhull . ....T.do . J. A. Warrick . 1 1 do - Miller 1 1 Yorkville . . do . . . John N. Way man. 1 1 INDIANA. Amboy Academy . J. Z. A. McDaughan . j 0 High School _ '. . J. B. Pearcy .. 2 1 . do . E. M. Teeple 1 1 ....do . Miss Kate Pearson 1 1 . do . B. B. Harrison . 2 0 . do.. . Joseph F. Thornton... 2 1 . do . Miss Grace Woodburn _ 2 Cl 3 .. do. . P. A. Allen _ 2 2 Boonville _ . do . Chas. E. Clarke . 1 0 Bourbon _ . do . B. Me Alpine .. 1 1 Brazil . _ . do . J. C. Gregg 2 0 Bremen _ . do . Henry H. Miller . 2 3 Bristol - _ . do . J. E. McCartney . 2 2 Brookville . . .. . do . . B. M. King . 1 6 Brownstown _ . do . John R. Owens . . . 0 Butler . . do . E. M. Teeple, superintend¬ ent. N. C. Johnson . 1 a6 Cambridge City . ....do . 2 1 Carmel. . . . do . David Wells . . 4 2 Clinton . . . . do . J. H. Tomlin . 2 0 Columbia City . . do . W. C. Palmer . 2 a 9 Connersville . . ....do . E. M. Michener . . 2 0 Corydon . _ do . G. B. Haggett . 1 1 Covington . . do . S. A. D. Harry . 1 0 Crawfordsville _ . do . I. M. Wellington . 2 Decatur . . . . do . Miss Stella Thompson .... Walter S. Davis . j Dublin . . . do . 2 0 Edinburg . . do . F. L. Harris . 2 0 Elizabethtown . . do . J. L. Dixon . 2 2 Elkhart . . do . Z. B. Leonard . 2 2 Elwood . . . . . do . H. F. Wilkie... . 1 0 Evansville _ _ High School (colored! . Jno. R. Blackburn 1 0 _ do _ High School (white).. . 2 6 Fort Wavne . Central Grammar School . . Chester T. Lane . 2 6 Frankfort _ _ High School . John A. Wood . 2 1 Franklin . . do . Miss Kittie E. Palmer _ 2 Garrett . . do . . F. M. Merica . 3 a4 Goshen . . do . W. H. Sims, superintend¬ ent. R. A. Ogg . 1 3 Greencastle . . do . (4 2 [) Greenfield _ . do . Geo. S. Wilson . 0 Greensburg _ . do . Geo. L. Roberts . 2 2 Greenwood . . do . Chas.F.Patterson, super¬ intendent. P. V. Voris . 2 a6 Hagerstown . . do. . 2 4 Huntingburg . _ do . F. S. Morgenthaler . 1 0 Huntington . . do . . Miss E. E. Kirtland . 1 2 Indianapolis ... High School, No. 1 . Willard W. Grant . 7 10 . do . High School, No. 2 . . Geo. W. Hufford . 3 3 Jolietville _ Jolietville School- . . F. W. Baxter . 2 Knights town . High School . Oscar R. Baker . 3 0 Kokomo . . . . do . H. G. Woody . 2 2 Lafayette . . do . J. A. Zeller . 1 3 Lagrange . . do . A. J. Johnson, superin¬ tendent. J. C. Comstock . 2 1 La Gro . 0 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS, 1409 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents who grad¬ uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. © a © & Male. Female. Male. Female. Male. Female. 6 7 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 6 25 5 8 0 0 0 0 0 0 2 0 No.. No.. 40 $2, 515 $225 28 32 0 0 4 4 No.. No.. 350 40, 200 $62 132 25 26 o 0 4 2 No.. No.. 7 13, 100 400 27 23 o 0 1 3 1 3 No.. No.. 50 8,050 70 35 50 1 0 0 0 5 .... 0 7 9 No.. No.. 0 50,100 18 17 0 0 0 0 0 0 1 6 No.. No.. 350 5,000 2,500 18 16 30 0 0 0 1 2 0 0 1 No.. No.. 500 50, 300 125 21 42 o 0 0 4 No No.. 285 30, 200 5,859 134 12 42 o 0 0 0 2 3 No.- No.. 200 1,020 # 70 23 50 31 37 20 20 3 12 Yes. No.. 0 50, 000 5, 321 160 42 46 0 0 0 0 6 13 No . No.. 1,200 150 1,195 50 12 18 0 0 1 5 No No.. 100 250 1,200 &5 30 27 0 0 0 0 1 3 No No.. 200 15, 050 70 18 43 0 0 6 24 12 18 6 11 No No.. 242 60 16 15 0 0 0 0 1 0 4 2 No.. No.. 50 6,159 1,935 42 41 37 13 4 2 8 No No 20 100 21 17 0 0 0 0 0 0 2 3 No.. No.. 100 12, 050 4,000 65 4 6 o 0 1 3 3 3 No No.. 200 5, 025 3,000 18 15 1 2 0 0 0 2 0 Yes. No.. 250 15,000 2,700 15 30 45 11 8 5 7 6 9 Yes No.. 400 30,300 6, 553 86 22 10 o 0 6 0 No No.. 200 8,000 7 21 0 0 0 0 4 12 2 6 No.- No.. 25 12,100 300 26 35 0 0 0 0 0 0 5 3 No.. No.. 150 48, 333 9, 369 40 16 30 o 1 1 . 5 3 No No.. 250 40, 250 15,000 150 13 21 0 0 5 3 0 0 4 1 Yes. No.. 500 7,600 3,000 150 3 12 0 0 0 0 0 2 No.. No.. 100 37, 050 800 19 83 • 11 34 2 3 No . No.- 200 29,110 3,112 17 19 o 0 4 4 No No 850 7, 100 480 164 22 31 2 5 2 Yes No.. 150 15,200 208 12 17 3 6 1 5 No No. 200 3, 200 1,357 10 41 63 2 6 No No.. 2,600 21,000 3,500 125 14 8 0 0 No.. No.. 40 1,040 2,021 2 9 7 64 149 74 184 0 0 4 1 1 0 0 29 Yes. No.. 500 40 83 0 1 40 83 2 5 No.. No 1,150 37 53 o 6 3 9 No No 200 15,025 2,500 18 24 1 1 Yes. No.. 20, 000 40 59 0 1 6 6 No.. No.. 1,500 60, 590 18,000 100 52 54 25 42 0 0 3 3 No.. No.. 1,200 25,200 8,200 200 36 64 1 2 7 11 No . No.. 50 20,200 2,000 230 20 31 3 1 12 16 0 6 No.. No.. 400 12,050 0 100 20 20 2 2 Yes. No.. 400 400 10 0 1 1 2 2 No.. No.. 164 7.030 25 43 0 0 3 2 1 0 2 6 No.. No.. 4, 463 70, 200 22,481 0 £85 557 6 12 5 5 20 53 No.. No.. 2,000 116,000 1 18,022 114 51 128 3 3 No.. No.. 416 20,650 1 ... 11 14 0 0 6 8 No.. No. 15 80 21 47 6 1 0 5 2 10 No.. No.. 100 35, 500 1,200 210 39 47 2 4 0 0 2 10 No.. No.. 400 75,300 24 108 0 5 0 0 0 0 3 11 No.. No.. 11,000 40,300 0 25 31 0 0 5 3 7 4 Yes. No.. 200 35,100 4,800 400 12 14 0 0 4 1 2 0 No.. No.. 565 12, 100 95 ED 90 - 89 3C7 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 -425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 EDUCATION REPORT, 1880-90. Table 3.— Statistics of Public State and post-offlce. Name of institution. Name of principal. Numt “sec ary struc 6 1 o ” ° 2 Female. ^ o 1 3 3 4 5 Indiana— continued . W. N. Hailman 4 3 Lawrenceburg . T. H. Meek 1 1 Wm. W. White 1 2 Liberty . _ . Philip B. Nye . . . 2 o High School (department) . Miss Cora Mather _ ... 1 2 C. M.Leib 2 3 Logansport _ do . . . . A. H. Douglass . . . 3 1 Albert H. Hunnicut _ 1 3 Mrs. E. C. Gear 2 1 Miss U. M.- Woodword _ 1 al3 Mishawaka.. . do . B. J. Bogue . . 2 I Monticello _ G. W. Martin 2 0 Moorefield.. . do . . Miss Della Culbertson.... 0 1 Mount Sterling . do W. H. Gleason 1 1 Munice _ _ do . . . Nappanee . . do . . . B. P. Deahl . .. 2 0 New Albany . Scribner High School (col¬ W. O. Vance 1 1 ored. _ do . High School (white) _ Joseph P. Funk . . 1 2 New Gar lisle . High School (department) . A. H. Barber 1 1 New Castle . High School . . . Rosa R. Mikels _ 2 1 Noblesville . . do _ ... _ F. J. Greenwood . . 2 0 North Vernon. . . ..do . . . . Charles N. Peak, super¬ 1 a8 intendent. Oakland City . do . . . J. M. Robinson _ _ 1 1 Oxford . _ do . M. F. Orear, superintend¬ 1 4 ent. Patriot . High School (department) . J. W. Noel . 1 2 Pendleton . High School . J. D. White 1 3 Peru _ do . .. A. D. Moffett . 1 3 Petersburg . . do . . A. E. Crouch . | 2 0 Portland . . do . . C. M. McDaniel . 1 0 Princeton . . do . . . . Miss Anna Small _ 2 0 Rensselaer . . do F. W. Reubelt . . 2 0 Richmond . O. L. Kelso . 5 3 Rochester _ _ ... do . J. F. Scull, superintendent 1 1 Rockport . . . do ... B. F. Jones . . . 3 0 Rockville . . . . do . L. H. Hadley . 1 1 Rushville . _ do . Wm. H. Masters . . 3 0 Seymour . . Shields High School Wm. S. Wood, superin¬ 1 1 tendent. Sheridan . . High School (department) . C. A. Peterson _ 2 0 South Bend _ High School _ E F. Lohr 2 3 Spencer . ..do . Harvey Lantz _ 3 5 Sullivan . do . . W. R. Nesbit, superin¬ 2 0 tendent. Terre Haute . . do . . . A. L. Wyeth . <141 Thorn to wn . . High School (department) . A. E. Malsbary . 2 0 Tipton _ _ High School . . J..F. Pylee . . 2 0 Union City . . do . . Mrs. S. G. Patterson . 2 2 Valparaiso . . do . Miss S. M. Skinner . . 1 2 Vevay . .. .do . Wm. R. J. Stratford . 1 2 Vincennes _ do Phillmer Day . . . 2 3 Wabash . . . do . . Mjss A. Baylor . 1 2 Warsaw . . do . . T. J. Landers, superin¬ 1 2 tendent. Washington . . .. ..do . . Wm. F. Axtell . 2 1 Waterloo . . do H. H. Keep . . 4 Williamsport . . do . S. C. Hanson . 1 0 Winchester . ... do . C. H. Wood, superintend¬ 4 1 ent. Wolcottville . High School (department) . H. S Gilhams . . 2 2 Worthington . . . do . . Miss Jennie J. Throop _ 1 Zionsville . . OP . M. D. Avery . 1 0 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1411 High Schools for 1SS9-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents wliograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. | Male. Female. Male. | Female. Male. | Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 2 1 50 91 1 1 5 15 7 3 15 No.. No.. 2,000 $21,000 $3,000 $150 14 24 1 4 175 150 2, 000 23 12 1 2 3 4 2 2 4 5 No- No.. 25 7,050 700 40 27 <28 o 3 2 No No 90 15 200 4 277 188 29 32 6 0 2 1 1 1 0 0 Yes'.' No.. 500 20 j 300 3,317 1,850 23 16 o o 6 7 No.. Yes. 231 100 2,000 123 50 83 i o 0 13 No ' No 400 75,200 15 14 o o 0 0 No- No.. 15 40 30 60 No._ No 2,300 100, 050 52,445 39 32 6 4 _ 8 4 Yes No” 375 15, 025 14 29 5 3 2 0 8 12 2 2 No- No- 1,064 40, 200 52 12 35 0 9 0 0 0 5 No- No.. 500 40, 000 5 11 0 0 85 17 23 5 4 3,000 51 119 10 19 2 9 No. . No.- 187 17, 500 1,850 56 22 34 22 34 0 0 No.. No— 276 15,000 42 70 0 0 4 No No 3 200 20, 200 10 6 2 0 1 1 0 0 1 1 Yes. No- 100 10, 050 50 41 62 0 0 0 0 0 3 3 11 No.. No. . 876 47, 520 11,978 350 52 52 1 0 4 2 1 0 6 8 No.. No.. 500 70,100 5,000 75 16 19 18 17 0 0 1 0 2 4 No.. No.. 300 10,050 2,160 0 13 19 0 0 0 0 0 0 2 4 No No- 0 7 40 0 0 1 5 0 0 0 0 No.. No.. 138 7,000 1,900 75 10 8 0 0 10,000 21 17 3 5 18 13 3 1 3 1 No- No.. 6,150 1,800 120 45 85 0 10 11 No No 500 3 000 20 25 3 5 13 18 0 0 2 5 No- No- 300 20, 864 3,860 83 10 20 2 6 No No 150 12,050 1,500 5 24 40 8 9 No Yes 500 20 300 40 23 42 0 0 0 0 0 0 7 4 Yes. No- 900 20, 400 5,968 158 68 114 4 5 3 8 Yes No 200 42, 500 125 20 24 0 0 0 7 No- No.. 500 150 250 22 40 0 0 6 8 6 9 Yes. No 300 10,300 80 19 43 15 25 0 0 0 15 Ye3. No.. 50 20, 050 9,885 50 12 15 0 0 2 0 0 3 No No 850 30,000 6, 000 150 14 39 0 0 14 39 0 0 0 11 No.'. No- 300 35,050 27 15 3 1 3 2 No No 150 12 66 104 0 1 10 12 3 5 4 8 No- No- 700 Pi ^ ( 8! 4,300 90 31 43 1 5 3 No No . 220 20,000 75 13 31 6 8 1 6 Yes. NO.. 150 25,000 5,000 40 171 281 ■Mf 19 11 No.. No.. 50 42 21 0 0 1 8 No.. No.. 250 2 020 34 49 0 1 3 6 Yes No 400 15,200 0 34 28 55 0 0 2 2 No.. No.. 500 51,’ 500 1,885 94 37 47 1 2 4 0 0 0 9 7 NO- No.. 429 20,050 4,500 150 43 92 4 6 4 5 No No.. 1,905 50,300 12, 3S1 134 36 64 0 0 6 13 No No 500 20,’ 600 30 63 1 1 4 2 3 11 No.. No.. 2,200 20,200 50 46 75 o 3 4 7 1 2 5 10 No.. No.. 500 100 1,063 52 26 25 0 0 2 2 4 1 No.. No 200 4,200 3,000 30 14 13 0 0 1 1 Yes. No- 150 io’ 050 47 57 5 4 2 1 0 0 6 11 No.. No.. 300 40,300 7,000 375 0 1 No.. No 8,050 25 15 29 i 0 5 8 No — No. 300 25^000 3, 662 173 15 12 0 0 6 6 0 1 Yes. No.. 100 8,020 1,965 100 423 424 425 426 427 423 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 44*3 447 448 •119 450 451 452 453 454 455 456 457 458 459 4(30 461 462 463 464 486 466 470 471 472 473 474 475 476 477 478 479 ■ 480 481 482 483 484 485 488 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 2 EDUCATION REPORT, 1889-90. Table 3 .—Statistics State and post-office. Name of institution. Name of principal. 1 2 3 IOWA. Ackley . High School . C. H. Cole . Adel . _ T.do . W. J. Dobson . Afton . _ . . do . Albert G. Owen, A. M . Akron . . do . I. C. Hise . Algona _ _ . do . W. H. Dixon . . . Normal and Graded School G. 1\I. Holiday . Alta . High School . G. F. Ostrander . Anamosa . . . do . Park Hill . . do . Miss Ellen M. Austin . Audubon . . do . Z. T. Hawk . Avoca . . . do . W. C. Davis . Bedford . High School (department) . . do . Wm. Bell . Belle Plains . G. W. Sampson, superin¬ tendent. L. E. Goodwin . Blairstown . . .do . . Bloomfield . High School . S. J. Finley . Bonaparte . . do . Miss A. E. Packer . Boone . . High School (department) . Geo. I. Miller, superin¬ Brooklyn . High School . tendent. Will C. Rayburn . Burlington . . . do . E. Poppe . Cedar Falls.. . . . do . Miss May Bly . Cedar Raoids . . . do . Albie S. Abbott . Centerville _ . do. Miss Josie Parsons . Chariton . Independent High School.. M. M. Perry, secretary . . . Cherokee . High School (department) . High School . J. C. Yocum . Cincinnati . J. W. Robey . Clarion . . . High School (department) . Independent Public School District. Public Schools . G. T. Eldridge . Clarksville . . Edgar M. Green . Clear Lake . G. N. Sabin . Clinton . High School . Miss Julia J. Sweet . Corning . . do . Ira P. Clark . Corydon . High School (department) . High School . .. Louis Begeman . Council Bluffs . Arthur Stevens . Cresco . . do . E. G. Cooley . Creston . . do . O. E. French . Davenport . . do . F. E. Stratton . Decorah . . do . C. W. Boutelle . Des Moines (east side). . do . . Frank E. Plummer . Des Moines (west High and Industrial School Miss Celia Ford . side). Des Moines . Forest Home Independent District. High School . . O. E. Smith . Dubuque . D. Compton . Dunlap . High School (department) . High School . M. A. Reed . Dyersville . B. J. Horchem . Eagle Grove . . do . J. G. Grundy . Eddyville . . do . M. D. Hayes . Eldon . . do ... Fred. S. Robinson . Eldora . do C. F. Woodward . Elkader . Graded School . . J. E. Webb . . Emmetsburg . High School . H. S. Gemmill... . Essex . . . do . David Williams . Estherville . ...do . H. H. Davidson . Fairfield . . do L. Derby . Farmington . . do . Sam. B. Allison . . Fayette.. . F. H. Bloodgood . Forest City . . do . B. W. Hoadley . Fort Dodge . . do . . E. N. Clark . Fort Madison . ....do N. C. Campbell, m. A., su¬ perintendent. J. H. Morgan . Gilman . High School (department) . a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1413 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar- ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90 Is drawing obligatory? % Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. | Male. Female. Male. Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 23 37 0 0 0 0 0 0 2 5 No.. No.. 380 $10, 150 $707 $55 480 33 51 0 0 1 1 2 12 Yes. No.. 200 20, 100 3,562 81 481 45 90 0 0 12 20 25 20 9 19 No.. No.. 300 10, 150 325 482 3 4 0 0 0 0 0 0 3 2 Yes. No.. 32 14, 100 40 483 17 41 0 1 2 3 0 0 4 6 Yes. No.. 100 25, 317 25 484 14 18 0 1 14 18 8 6 No.. No.. 400 10, 500 180 453 485 20 26 0 0 0 0 6 6 0 1 No.. No.. 200 6,000 346 100 486 33 47 0 1 6 10 2 0 0 0 No.. No.. 40 30, 275 150 76 487 61 94 1 1 0 0 0 0 4 15 No.. No.. 200 100 1,960 229 488 15 26 0 0 6 6 . 1 2 No.. No.. 206 19.125 388 135 489 8 16 0 0 2 9 1 4 No.. No.. 100 2,100 200 490 35 54 9 15 5 15 8 2 2 4 Yes. Yes. 500 25, 250 8,737 700 491 30 2 0 0 17 Yes. No.. 250 30, 010 1,200 492 6 8 4 4 Yes. 100 1,025 493 11 27 3 0 3 4 Yes. No.. 0 25,150 1,099 40 494 13 14 0 0 0 3 2 0 0 0 No.. No.. 12 6, 150 275 125 495 64 57 10 6 6 10 No.. No.. 1,680 55, 125 1,000 300 496 24 33 0 o 5 9 No.. No 300 300 350 497 98 177 2 0 9 5 3 0 5 18 Yes. Yes. 531 45,000 10, 792 150 498 32 45 0 0 0 0 0 0 3 10 Yes. Yes. 150 25, 200 7,000 150 499 100 173 0 2 8 2 3 20 20 22 Yes. 800 15,325 300 500 21 32 0 0 0 0 0 6 No.. No.. 125 40. 075 150 501 17 53 0 0 0 0 3 11 No.. No.. 400 20,000 25 502 72 74 1 2 0 0 7 9 6 7 Yes. No.. 216 40, 050 5, 045 134 503 10 15 0 0 4 6 3 2 No.. No.. 175 5,010 150 160 504 10 14 0 0 0 0 3 4 0 0 No.. No.. 10, 160 158 505 17 21 0 0 1 1 1 3 4 No.. No.. 35 5, 100 506 24 36 0 0 0 0 0 0 1 6 No.. No.. 0 15,000 3,000 21 507 40 95 0 2 8 10 No.. No.. 800 508 16 30 0 1 8 8 4 5 Yes. No.. 200 5, 500 1,000 150 509 24 41 0 0 0 0 2 4 Yes. No.. 200 12, 140 3, 100 200 510 42 121 0 3 0 0 8 12 3 13 No.. No.. 40 45,800 220 511 8 10 3 1 No.. No 225 4,200 167 512 57 137 0 2 2 15 No.. Yes 200 32, 350 5,000 400 513 105 208 1 1 2 5 6 41 Yes. No 260 65,150 264 514 23 41 0 0 0 0 0 2 No.. No.. 300 100 135 515 81 160 3 3 6 27 No.. Yes. 600 50, 950 200 516 80 135 1 3 3 j 2 17 No.. Yes. 460 83,500 470 517 10 15 0 0 0 0 0 0 Yes. No.. 300 30,150 518 100 170 0 0 3 2 1 0 11 21 No.. No.. 350 30, 5C0 519 30 30 0 0 0 0 5 4 1 4 No. No.. 300 17. 250 80 520 10 14 3 5 c No.. No . 86 6, 100 26 521 4 14 0 0 2 2 0 1 No.. No.. 25 16, 200 50 522 23 50 1 3 Yes. No.. 300 17,000 2,292 250 523 21 26 21 26 0 0 No.. No.. 217 8,150 1,530 60 524 22 34 3 4 7 11 Yes. No.. 150 25,150 600 96 525 37 33 2 i 3 0 5 6 Yes. No.. 200 15, 175 3,418 261 526 8 9 4 o 0 0 No.. No.. 74 10, 025 574 527 6 3 4 1 1 0 No.. No.. 60 4,005 35 528 13 26 0 0 0 o i3 26 0 0 Yes. No 155 5,200 529 14 33 0 0 3 10 3 4 1 13 No.. No.. 100 300 1,150 25 530 34 26 3 6 Yes. No.. 200 5,100 531 30 40 1 0 Yes. No.. 100 10, 100 532 22 42 0 0 5 3 No.. No.. 10, 075 18 533 41 60 0 0 16 42 20 13 5 6 No.. No.. 100 40, 250 150 534 14 60 0 1 2 3 l 2 2 7 Yes. No.. 150 15,500 74 36 535 8 16 2 2 4 5 Yes. No.. 150 2,020 25 536 537 533 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 556 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 EDUCATION REPORT, 1889-90. Table 3.— Statistics of Public State and post-office. Name of institution. Name of principal. Male. ber of cond- ” in- ctors. © S Q ft 1 2 3 4 5 iowa— continued. Glenwood . . High School . H. G. Lamson . 1 1 Greenfield . ... “.do . R. C. Gibson . 1 1 . do .. Miss Blanche E. Hoy . . 3 ' 3 Grundy Center . . do . . W. D. Wells . . i 1 Guthrie Center . . do . J. H. Brown . . 2 o Guttenherg . . do . Sumner Miller _ 1 1 Hamburg . . do . H. A. Simons. . . . 1 Hampton _ _ . do . Miss Emma C. E. Sutton. 2 5 Harlan . . High School (department) . A. B. Warner . . . 1 1 Humeston . High School ...t J. F. Holiday . . 2 a2 Ida Grove . _ T.do . Sherman Yeates . . 2 0 Independence . _ do . Miss V. L. Warr . . 2 3 IowaTCity . . do . Miss j. v. Williams . 2 3 Iowa Falls . . do . J. Peasley . 1 9 Kellogg _ _ . do . J. A. Callison . 1 0 Keokuk . _ _ do . (t ) Keosauqua . . do . . . A. B. Goss 1 Knoxville _ . do . . Mattie A. Mizelle . . 0 3 Kossuth . Kossuth Academy F. L. Douglass . 1 2 Lansing . . . . High School (department) . J. B. Knbpfler . 1 1 La Porte City . High School . W. E. Hanger . 1 5 Lawler . High School (department). P. H. Rolfs . 1 2 Le Claire . High School . Victor L. Dodge . . 1 1 Le Mars . . do . Miss Frances Magness _ 0 2 Leon . do . H. L. Lvon . 3 0 Logan . . High School (department) . H. E. Wheeler . 1 0 Lyons.. . High School . Miss M. E. Palmer . 1 2 McGregor . . do . . . Miss Harriet Hart . 2 1 Malvern . . do . Miss Alma Frazier _ 0 1 Manning . . do . Miss Sara Li. Garrett . 0 2 Maquoketa . . do . C. C. Dudley . 1 2 Marion . . do . . . W. N. Gemmill, superin¬ 1 3 tendent. Marshalltown do E. L. Porter . 3 6 Mason City . High School (department) . Wm. Wilcox . . 2 2 Milford _ _ Milford School . L. C. Ford . 1 1 Missouri Valley High School E. N. Coleman . . . 1 1 Moingona . . do . r _ J. L. Cunningham . 1 2 Monroe . . do . . T. J. Gaston . 3 4 Montezuma . . . . do . G. W. Bryan . 1 1 Monticello . High School (department) . W. A. Dor on . 1 2 Morning Sun . . High School . W. B. Moffett . 1 1 Moulton . . do . , . F. E. King . 4 Mount Ayre . . do . J. W. Wilkerson . j 1 Mount Pleasant. . .. . do . Fred. A. Jackson _ 1 2 Mount Vernon _ . do _ _ _ I. G. Fairbanks . 1 3 Muscatine . . do _ _ _ E. F. Schadl . 1 4 Nashua . .. do . . D. T. Werner . 1 1 New Hampton _ . do . John Jones . 2 0 New Sharon . . do.. . Geo. A. Bateman . . 2 5 Newton _ High School (department) . Dan. Miller . 1 Northwood . High School . . H. A. Dwelle . 1 9 Odebolt . . do . J. H. Orcutt . 1 1 Ogden . . . . .do . E. D. Y. Culbertson . 2 2 Onawa _ High School (department) . C. H. Dye . . 1 al Orange City . . High School . M. M. Mishler.. . . 1 2 Osceola . . _ do . . . I. N. Beard, superintend¬ 1 all ent. Oskaloosa . _ do . Elmer H. White . 1 5 Ottumwa . . do . . A. E. Lyman . 1 3 Oxford Junction .... . .do . j . . A. Palmer . 1 3 Pella . . do . W. E. A. Aul, superintend¬ 1 14 ent. a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1415 High Schools for 1889-90 — Continued. Students In second¬ ary grade. Colored pupils in¬ cluded. umber prepar¬ ing for college classical course. i Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. 3 Female. Male. Female. 6 * 8 9 io 11 12 13 14 15 1G 17 18 19 20 21 15 33 1 11 No.- No.. 650 $5,200 $140 537 o 2 38 0 5 4 3 Yes. No.. 200 20, 025 538 65 85 0 0 5 6 10 14 Yes. No.. 487 18,100 $1,413 427 539 17 34 o 0 2 4 0 0 No.. No.. 350 12, 075 4, 730 114 540 4 4 3 1 No.. No.. 60 4,525 3&5 50 541 17 24 Q 0 4 i 0 0 3 2 No.. No.. 29 22,250 200 16 542 26 25 3 2 1 1 1 0 3 5 Yes. No.. 700 20,500 5,800 252 543 52 78 0 0 4 2 Yes. Yes. 100 20, 200 700 400 544 26 56 0 0 3 6 No.. No.. 200 25, 050 468 545 12 16 0 0 0 0 6 10 0 5 No.. No.. 200 Si 040 160 546 20 23 0 0 0 1 1 0 0 4 Yes. No.. 250 16,200 150 547 44 72 No.. No 500 17,000 305 548 59 75 1 0 10 13 15 ”15' No.. No.. 400 600 200 549 30 55 3 2 18 3 2 3 Yes. No.. 100 25,500 3,756 547 550 13 16 0 0 0 0 0 3 No.. No.. 190 6, 100 2,700 31 551 60 121 552 34 26 0 2 .... 5 5 No.. No.. 12 10,000 450 553 47 43 0 0 0 0 7 7 No.. No.. 700 30,300 200 554 18 17 0 0 1 3 3 5 No.. No.. 0 1,525 400 200 555 16 14 0 0 2 0 0 0 5 6 No.. No.. 6,330 686 92 556 37 43 4 14 100 6,000 100 557 14 16 0 0 1 2 No.. No- 60 800 38 558 17 17 0 0 2 0 1 1 3 7 No.. No.. 20 18,075 300 45 559 18 36 4 8 No No 360 50. 200 1,813 33 560 25 50 1 1 3 No.J No 0 30,000 200 561 8 12 3 7 0 0 0 0 Yes. I No.. 200 562 20 50 0 0 1 7 5 5 4 12 No.. No 100 50,300 563 28 32 0 0 12 13 4 4 6 Yes. Yes. 780 1,500 50 564 10 28 1 5 Yes. No.. 8 8,000 100 565 28 32 7 9 No.. No 70 3,050 400 213 566 42 51 3 4 4 4 10 9 No.. No.. 72 28,250 900 589 567 62 68 4 3 5 5 Yes. No.. 100 780 568 72 131 0 0 4 8 18 24 8 12 Yes. No. 500 40, 400 415 569 43 80 1 1 2 8 Yes. No.. 200 50, 300 570 18 21 0 0 0 0 0 0 No.. No.. 0 3,525 141 25 571 28 27 0 0 4 4 No.. No.. 150 12,500 225 572 24 26 4 9 1 4 3 4 Yes. No 70 2, 100 573 30 45 4 6 Yes. No.. 350 15,000 425 115 574 31 47 4 2 1 1 6 6 7 Yes. No.. 450 1,600 300 136 575 27 42 0 "'o' 3 4 No.. No 190 20,250 576 21 26 0 0 4 6 1 7 Yes. No 200 8,300 559 91 577 26 22 6 3 1 4 No.. No 401 8, 150 2 578 20 40 6 4 No No 300 10,300 100 579 31 62 2 1 3 13 No.. No 0 28 580 17 33 1 0 No.. No 581 55 121 6 0 6 20 No.. No.. 150 25,800 250 200 582 28 46 0 0 7 12 No No. 50 10,000 274 583 30 29 0 0 2 6 2 6 No.. No 80 10,000 106 584 36 24 0 0 2 9 No No 250 50 585 40 45 8 12 8 2 32 23 2 4 No.. No.. 420 40,300 1,027 96 586 12 28 0 0 2 3 Yes. No.. 250 7,000 77 587 20 25 0 0 1 0 0 0 No.. No.. 100 10,100 08 376 588 20 32 1 1 5 7 No.. No.. 79 4.010 225 100 589 30 40 0 0 2 0 10 5 0 0 Yes. No.. 500 20,030 soo 150 590 28 41 0 0 6 3 10 12 0 0 Yes. No.. 450 10, 150 4,500 102 591 40 62 5 6 0 3 Yes. No.. 75 30,300 195 592 72 122 1 2 25 80 47 42 7 13 1,367 31, 111 112 593 40 122 0 2 5 10 4 8 6 7 No.. No.. 900 40,250 50 594 10 12 0 0 1 0 1 5 Yes I No 50 8,010 595 6 12 0 0 0 0 No.. No.. 400 300 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 Table 3 Statistic* State and post-office. Name of institution. Name of principal. 1 2 3 iowa— continued. Perry . High School . C. M. Pinkerton, superin¬ tendent. J. F. Smith . Postville . High School (department) . High School . Red Oak . H. H. Moulux . 1 do . Morris Dailey Rock Rapids . . do . E. E. Blanchard . . Sabula. T . . do . F. A. Howe. st-office. Name of institution. Name of principal. Number of ‘•second¬ ary” in¬ structors. © S a5 "3 1 3 3 4 5 MASSACHUSETTS— continued. Norwood _. . ._ High School . Wm. G. Goldsmith . 1 ~ do Ira A. Jenkins . . . 1 1 Oxford do Geo. A. Willey . . 1 1 Pepperell . _ do . Geo. W. Ransom . 1 (E 1 Pittsfield . . do . 5 . do Miss Carrie E. Small . 1 Stetson High School . Hugh J. Molloy . 1 2 W. R. Butler . . 1 3 do Theo. P. Farr _ _ _ 1 2 Rockport . ... do _ _ _ _ W. C. Houghton . 1 1 Classical and High School. High School . A. L. Goodrich. . 4 7 Wilbur F. Gillette . 1 1 “ do Chas. A. Guild . . 1 0 Scituate __ . . do . . . H. C. Macgowan . . 1 1 Sherborn . Shrewsbury . Sawin Academy and Dowse High School. High School Warren F. Gregory . H. K. Munroe . . . 1 1 1 Somerset . . do . . . E. Homer Rice . 1 0 Somerville . . do . Geo. L. Baxter . . 4 8 Southboro .... Peters High School B. W. Tinker . . 1 1 Southbridge . High School . F. E. Corbin . . 1 2 South Hadley . do . . . Wm. P. Kelly . 1 1 South Weymouth. .. Spencer... South High School Edgar R. Downs . 1 2 David Prouty High School- High School Edwin S. Pirrell, A. M . 1 2 Springfield . W.W. Colburn . 3 10 Sterling . . ..do . W. J. Merriman . . 1 1 Stockbridge . Stoneham . Stockbridge High School and Williams Academy. High School . . A. L. Hodges. . J. W. MacDonald . 1 1 2 Stoughton . . .do . . . Wm. L. Burdick . . 1 2 Stow . Hale High School . . . Geo W. Snow, A. B . . 1 0 Sunderland _ High School . D. F. Carpenter . . 1 0 Sutton . . _ do . . . Miss L. S. Taylor . 0 1 Swampscott . . . do ... G. B. Balch . 1 1 Taunton . . . do . J. P. Swinerton . 3 3 Templeton . . do . H. F. Lane . ... . 1 1 Tewksbury Center.. _ do . . M. H. Jackson _ 1 0 Townsend . ..do ... A. T. Averill. 1 o Uxbridge . . do . . Charles H. Bates. . . 1 1 Wakefield . . do . . . . . C. T. C. Whitcomb . 1 4 Waltham . _ do . . E. D. Russell . 2 5 Ware . . .. do . Samuel W. Hallett: _ 1 2 Warren . _ do _ Edward Ayres 1 1 Watertown . . do . . . . . G. R. Dwelley. . 3 1 Way land . Center High and Grammar Chas. S. Hartwell . 1 0 Wellesley Hills . School. High School . Seldon L. Brown _ 2 3 Wellfleet . _ do . . . . J. A. Russell _ _ 1 1 West Boylston . . do . . John C. Worcester. .. 1 1 Westfield . .. do .. W. M. McLaughlin 5 3 Westminster . . . do . . . Miss C. M. Deming-. . 0 1 West Newbury . . do . Myron H. Goodwin, re¬ porting officer. B. J. Hinds . 1 0 Weston . _ . _ do . 1 1 Westport Point _ . . do . G. H. Eldridge . 1 0 West Springfield ... do . F. W. Pease 1 2 Whitinsville . do .. S. A. Melcher 1 1 Whitman . . do . . . H. E. Henderson . 1 3 Williamstown . . do . . E. H. Botsford . 1 1 Wilmington . . do . Walter I. Weeks . 1 0 Winchendon . . do . F. M. Collester . . 3 3 Winchester . . do . E. W. Lovering _ 1 3 Winthrop . . . do _ E. R. Harding 1 1 Woburn . 1 . do . i Herbert B. Dow, A. M . 2 3 STATISTICS OF PUBLIC HIGH SCHOOLS. 1431 " High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium! Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. | Female. Male. 53 a a> Male. | Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 18 27 0 0 3 5 0 2 No- No- 79 $17, 550 $1,809 991 16 28 0 0 0 0 O 0 o 5 No.. No.. 15, 050 992 9 17 0 0 0 0 2 8 No- Yes. 245 1,150 993 18 27 0 0 0 0 3 3 No.. No.. 30 17,000 1,000 994 74 110 995 69 100 1 0 1 3 15 5 13 21 No.. No.. 562 4,800 5,000 996 16 32 0 0 5 10 0 0 3 9 Yes. No- 75 15,300 2,000 997 39 62 0 0 2 5 1 0 3 9 No.. No- 197 6,350 $48 998 47 50 6 4 2 0 17 Yes. No 94 6,200 90 999 23 37 0 0 5 9 8 2 3 4 No.. 150 5, 150 1000 155 147 0 1 47 58 25 0 20 22 No.. No.. 1,181 21.000 1,120 1001 17 20 0 0 1 0 4 0 No.. No.. 150 350 1002 13 0 0 1 Yes. No.. 25 100 1003 42 0 0 0 0 1 0 G 6 Yes. No.. 24 1.235 i . 1004 25 26 0 0 4 12 0 2 7 Yes. No.. 50 40,050 43 1005 10 23 0 0 0 0 0 1 1 6 No.. No— 160 10, 140 1,200 1006 19 15 0 0 0 0 0 0 Yes. No- 333 6.060 165 20 1007 186 264 0 1 82 45 28 0 25 37 No.. No. . 200 50,600 1008 27 24 0 1 4 1 5 0 3 4 No- No.. ICO 5, 100 1009 34 I 45 7 13 1 7 No. . No- 67 30,285 1010 12 1 26 0 2 0 3 No- Yes. 20 20 15 1011 31 61 0 0 0 4 0 0 0 5 Yes. No.. 1,000 100 1012 50 58 0 0 8 2 3 o 6 8 No.. No.. 40 58,600 1013 138 207 0 2 17 27 No.. No — 171.000 535 1014 23 18 0 0 0 0 Yes. No.. 50 3,075 30 20 1015 15 14 0 0 0 0 0 0 1 2 No.. No.. 100 10, 020 1016 25 46 0 0 5 10 3 6 9 8 Yes. No.. 450 60,500 1017 21 46 0 0 10 25 0 Yes. Yes. 400 15, 500 1018 21 21 0 0 1 1 0 0 0 3 No — No- 25 3,075 1019 5 6 0 0 6 2 2 2 No- No.. 0 _ ' 10-20 15 12 0 0 1 5 2 No.. No.. 4,050 174 1021 20 43 0 0 0 2 0 2 2 Yes. No.. 10 025 12 1022 106 143 0 0 21 6 4 0 10 30 No.. No- 150 75, 7C0 225 1023 28 25 0 0 1 0 0 0 4 2 Yes. No. . 0 50 20 1024 5 10 0 1 0 0 0 0 Yes. No.. 25 15 1025 24 0 0 0 ' 0 0 0 4 5 No.. No.. 80 4,025 250 1026 2° 23 0 0 0 1 0 7 Yes. No.. 200 100 6 1027 40 69 0 0 7 11 5 0 8 13 Yes. No.. 2,000 41,503 | 55 65 1028 95 111 0 0 23 22 24 2 20 32 Yes. No.. 225 41,800 400 1029 25 40 0 0 4 12 16 28 2 8 Yes. No.. 100 200 100 ' 1030 21 22 0 0 l 0 1 1 No.. No„ 25 20,100 1031 29 ! 65 0 0 6 3 5 0 6 Yes. No.. 437 42,000 1032 9 11 0 0 0 0 o 0 0 Yes. No.. 50 3,000 1033 31 55 1 0 0 1 15 7 0 3 10 Yes. No.. 100 5, 100 4,000 1034 34 24 o 0 3 11 No.. No- 1035 12 1 24 0 0 5 5 0 0 2 7 Yes. No- 390 5,200 171 30 1036 73 102 0 1 4 3 2 6 12 No.. No.. 300 100,500 280 | 1037 12 30 0 0 0 0 6 No.. No- 0 4,000 1038 19 18 0 0 1 0 0 0 2 2 No- No .. 163 1,050 800 1033 18 15 0 0 0 0 0 0 Yes. No- 25 5,075 159 1040 11 12 1 1 0 0 No.. No.. 0 10-11 40 47 0 0 8 1 4 . ..... ‘"*9’ No.. No.. 300 ! 1042 17 15 0 0 0 o j 2 0 4 2 Yes. No.. “*‘60* 55,500 1.300 60 1 1043 40 55 0 0 3 4 2 0 1 7 Yes. No.. 50 12, 300 700 64 | 1041 11 22 6 6 6 1 6 0 2 4 Yes. No.. 18, 050 1045 11 18 0 0 0 0 3 6 No- No.. . 6 9,000 1,000 1016 40 42 0 0 3 4 i 3 0 5 7 Yes. Yes. 250 127,000 240 1047 34 28 0 0 9 i 10 4 0 4 7 Yes. No- 1,C00 15,500 _ 15 1048 14 | 23 o 0 0 1 5 7 9 4 Yes . No.. 100 1049 63 i 75 0 1 0 1 12 1 0 0 ! 14 16 No.. 1 No.. 1,200 35,500 . 120 1053 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 EDUCATION REPORT, 1889-90. Table 3— Statistic, State and post-office. Name of institution. Name of principal. 1 2 3 MASSACHUSETTS— continued. High School Alfred S. Roe . Wrentham . . _ T.do . E. J. Whitaker . Yarmouth Port .... . do . Winfield S. Rich . MICHIGAN. Adrian . High School . A. E. Curtis . . . Albion . _--T.do . C. B. Robertson . . _ do . G. A. Hunt . . Ann Arbor . . do . J. G. Pettingill . Bad Axe . . do . . Lyman W. Bacon . Bancroft . . do . G. R. Brandt . Battle Creek.... _ do . . Frank Muir . Bay City . . do . . . F. D. Sherman . Belleville . . do . E. R. Nethercott . . Berrien Springs. . do. Lillie B. Howe . Big Rapids . Blissfield . Brighton . . do . High School (department) . _ _ do . S. W. Baker, superin¬ tendent. William H. May bee . A. V. Sunderlin . . Brooklyn ... do - Wing . Byron . ... . do . F. W. French . Cadillac . . do... E. P. Church, superin¬ tendent. C. H. Burgess . Calumet . High School . Caro . do. Miss Emily Fuller . Carson City . High School (department) . High School . A. L. Bemis . Cassopolis . George M. Fisk . Cedar Springs . Champion . High School (department). High School . E. J. Quaclienbush . J. B. Montgomery . Cheboygan . . do . Miss Libbie C. Hamilton . Chelsea . . do . A. A. Hall . Clarkston . . do . Abram L. Craft . Coldwater .... do . H. A. Sober . Concord . High School (department) . Frank W. Wells, super¬ Corunna . . do . intendent. J. W. Cupples . Covert . . do . Gail Finch . Crystal Falls .. High School .. Amelia Blasdell... Dansville . . do Charles E. Linabury . Detroit . _ do . . Dexter . High School (department) . E. D. Walker . ^ . Douglas . . do. . James Warnock . Dundee . . do . W. E. Lewis Eaton Rapids . High School . E. L. Evans . . Edmore . _ do . . A. H. Demoray . Edwardsburg . . do . Edmund Schortzow . Escanaba. . . . do . . Kirk Spoor Essex ville . High School (department) High School . Jonathan Cook . Evart . Jos. H. Thompson . Fenton . . do . E. D. Watkins, superin¬ tendent. T. Dale Cooke . Flat Rock . High School (department) High School . Flint . Louis B. Lee . Fremont . High School (department) _ do . Francis Stillson . Galesburg . W. C. Conkling . Gaylord . do Geo. E. Hancorne . Grand Haven.... High School . Miss Lora A. Smith _ Grand Ledge . . do . J. L. Wagner . Grand Rapids . High School (central) . W. A. Greeson . . do . . Union High School I. W. Barnhard.. Grass Lake . _ do . . Geo. Fowler . Hadley _ High School (department) so give instruction in other c R. Patrick . a Al lepartments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1433 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number - of stu¬ dents who grad¬ uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. J Income from tuition fees. Male. Female. 6 A Female. | Male. Female. Male. | Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 345 356 2 4 114 60 100 0 48 56 No.. No.. 2,000 $168,173 $70 1051 18 20 o 0 0 2 0 0 3 3 No.. No.. 21 15, 500 1052 22 20 o 0 o 0 2 o 3 1 Yes. No.. 1,090 2,525 1053 58 94 1 1 3 5 4 6 Yes. No.. 8, 322 75, 300 $22,603 405 1054 68 81 1 0 8 13 No.. Yes. 1,000 50, 300 10,000 495 1055 32 51 1056 339 305 5 3 128 72 135 155 49 34 No.. Yes. 3,500 101,500 6, 452 1057 16 22 0 0 0 3 Yes. No.. 0 5, 075 429 16 1058 8 16 0 0 0 0 0 0 0 0 No.. No.. 58 7,000 228 98 1059 50 100 2 2 1 o 4 6 8 10 Yes. No.. 10,000 200, 500 40,000 20, 000 1060 100 202 2 2 9 23 Yes. No.. 206,000 71, 303 187 1061 40 37 0 1 4 2 6 1 5 9 No.. No.. "iio" 250 210 1062 14 11 0 0 1 0 No.. No.. 244 9,000 151 20 1063 25 50 1064 37 45 0 0 2 0 0 2 1 1 No.. No.. 161 3,600 350 117 1065 48 52 o 0 0 0 3 10 No.. No.. 50 20,100 300 300 1066 40 45 4 5 Yes. Yes. 200 7,100 317 211 1067 32 38 0 0 No.. No.. 2,505 207 145 1068 24 40 0 0 0 1 15 18 1 6 No.. No.. 600 2,500 32 1069 7 85 0 0 0 0 2 0 0 10 Yes. No.. 1,200 14,300 3,250 1070 33 44 0 0 4 2 5 3 2 3 No.. No.. 480 2, 850 758 330 1071 20 25 0 0 0 0 0 0 ..... ..... No.. No.. 12 15, 075 200 75 1072 47 40 6 9 3 0 No No 200 30,200 200 1073 21 23 0 0 1 4 2 2 5 Yes. No.. 250 25.010 532 132 1074 9 15 o 0 0 0 0 0 4 3 Yes. No 1,000 250 1075 10 30 0 0 0 0 0 0 2 2 Yes. No.. 0 10,000 30 1076 30 42 0 0 1 1 9 6 2 1 Yes. No.. 386 7, 220 368 337 1077 24 27 0 0 0 0 0 0 1 7 No.. No.. 0 3, 000 538 132 1078 62 91 o 0 5 8 No.. No. 1079 18 26 o 0 2 6 No.. No.. 0 10,000 200 1080 21 42 0 0 1 8 11 34 3 6 No.. No.. 1,300 5O.3C0 120 1081 12 28 5 6 0 0 0 0 1 3 No.. No.. 0 1,400 1082 9 16 0 0 3 0 2 No No.. 450 8, 000 1083 12 11 0 0 0 0 2 4 1 2 No.. No.. 137 7,700 120 91 1034 419 623 1085 12 23 1 1 0 0 3 2 No.. No.. 0 18, 150 443 270 1086 40 44 0 0 3 2 6 0 3 11 No.. No.. 333 6.000 1 . 140 | 1087 40 25 0 0 4 2 2 Yes. No.. 300 30,0. ’5 125 . 1088 65 48 3 2 0 0 1 2 3 4 No.. No 100 2, 700 1 453" 325 1089 18 24 1 0 0 0 r 0 0 Yes No . 110 3,500 310 15 1090 21 17 0 0 0 0 0 0 No.. No.. 3, 100 476 62 ; 1091 28 31 2 i 3 3 Yes No 1,266 50. 175 1,740 I 1092 20 25 0 0 o 0 0 0 No.. No 0 8, 150 2,600 1093 21 40 0 2 Yes. No.. 400 16, 150 3, 400 70 1094 47 34 0 0 1 3 2 ! 3 3 3 No.. No.. 500 51,000 6,972 128 1095 20 25 2 1 o 3 7 1 7 2 4 No.. No.. 500 1,500 338 360 1096 o 2 I 8 5 9 21 No No 300 120,500 32, 372 1, 148 1097 15 32 0 1 0 0 0 7 12 0 0 No.. No.. 25 1 10,000 500 50 I 1098 32 38 0 0 0 0 0 0 Yes. No.. 240 i 10,050 380 1 1099 30 15 0 ! o 3 3 2 4 Yes. No.. 10 10,025 .... 30 1100 25 33 0 0 15 i 10 I 2 3 No No.. 2,100 i 35,800 i,7U 21 1 ',‘ii 27 20 0 0 0 0 3 3 No No.. 1 310 ! 25, 100 160 1102 253 330 1 3 0 0 1 20 29 No.. Yes . 1,032 91,500 868 1 1103 68 116 0 1 1 1 5 0 1 Yes. No.. 400 70,000 290 , 1104 47 48 4 3 26 21 4 6 Yes. No.. 1 50! ; 10,200 1.880 1 400 ; nos 37 30 0 0 1 1 1 Yes. No.. 1,262 ; 3,100 169 • 289 1 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 EDUCATION REPORT, 1889-90. Table 3. — Statistics of I State and post-office. Name of institution. 1 2 MICHIGAN— cont’d. High School . High School (department) Union School. . . City School . . High School . High School (department) . ..do Holly . High School . . . . do . . . do . . . . do . Howard City _ . do . . . Howell . do . Hubbardston . High School (department) . do . . ’. . Imlay . . Ionia High School . Iron Mountain . do . Iron River . . . .do . . Jackson . . . High School, district No. 1 . High School, district No. 17 High School . do Jones ville .. Kalamazoo . . .do . Lake Linden . . . do . . . . Lakeview . . . do .. L’Anse. . . do . . . Lansing . . . do . Lawton . . . do . . . Litchfield . _ do . * . Lowell . . . do ... Ludington _ . do . Luther . High School (department) . . do . McBride's . Manchester . . do . . . Manistee _ High School _ _ _ Manton . .. _ .do Marine City . . do . Marie tte . . . do . . . Marquette . _ do ... Marshall . . do . . May ville. . . do . . . Memphis . . do . . . Menomine e . . do . Midland . . . do . . . Milan . . . do ... Milford . . . . . do . Monroe . . . do . . Montague . High School (department) . High School . Morrice. . Mount Pleasant. . . .. do ... Muskegon . . do . . . Napoleon . . . . do . . Nashville . . High School (department) . High School . Negaunee _ Newaygo . _ do . . Niles . . . do . . Northport . . . _ do . . . N^rthville _ High School (department) . High School . . Norway. . Otsego . . . . do . Ovid . . . do . Owosso . . . _ do . Numt “sec ary’ Name of principal. 6 ci H. Z. Brock . L. E. Miller . F. E. Young. . . Wellington D. Sterling... B. E. Scott _ _ Well S. Millard . S. J. Gier . . S. B. Wood.. . . . W. F. Mercer... . F. W. Wheaton . F. W. Arhury . . Geo. D. Papson . W. H. Hawkes, superin¬ tendent. Eugene Straight... . G. H. Broesamble . Miss J. A. Williams . Miss Flora Wilber . . M. R. Parmelee . Elmer E. Brown . Lada Wilson . . J. N. Mead . S. O. Hartwell . . C. G. White . W. H. Davis . C. E. Tuck . O. H. Carson . W. D. Hill . W. H. French . C. S. Larzelere . . Mrs. Van Laird . . Evan Essery . C. E. Peabody . G- W. Loomis . . . - Whitehead . Wm. A. Hearn . . Elmer Fisher...- . H. W. McArdle . Wm. McCracken . W. E. Goddard, a.b . E. D. Dimond . . 1 1 1 2 2 1 3 1 1 1 2 1 1 1 1 3 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 3 F. H. Sooy . . . Miss M. F. Stringham _ F. E. Stroup . . G. A. Dennison . A. P. Cook... . . . Walter Dennison . Jas. C. Bryant . - Slack. . James L. Skinner . . J. H. Sheffield... . W. W. Armstrong . O. M. McLaughlin . F. D. Davis, superintend¬ ent. Joseph Biscomb . L. H. Stewart . Miss Eva Smith . J. A. Sinclair . S. B. Tobey . . G. A. Oringa . E. M. Plunkett . . . H. H. Frost . 1 0 1 1 1 3 1 1 1 1 1 0 1 1 1 1 1 1 1 2 a Also give instructions in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1435 High Schools for 1SS9-00 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. female. Male. Female. Male. Female. C 7 S 9 io 1 1 12 13 14 15 ; ™ 17 18 19 20 21 19 31 0 0 6 7 Yes. No.. 800 $30, 250 $12, 0C0 $299 1107 20 18 2 4 Yes. No.. 253 50 1108 15 18 6 1 2 7 8 10 2 4 No.. No.. 542 3, 200 361 156 1109 0 0 0 o 5- 3 13 10 Yes. No. 1,250 40, 220 10,129 778 1110 -20 22 0 0 0 0 3 0 0 0 No.. No.. 0 4,020 10 mi 6 15 0 0 2 1 No.. No.. 33 3,700 134 23 1112 58 83 Yes. No.. 3C0 417 1113 40 47 0 3 1 2 .... 2 1 Yes. No.. 135 15.100 950 205 1114 35 20 1 1 No.. No.. 228 15, 100 830 155 1115 15 25 0 0 0 0 ..... 0 0 No.. No . 3, 010 1116 6 15 3 0 3 0 3 3 Yes. No.. | 1 200 37, 500 13,054 175 1117 11 11 0 0 96 50 1118 30 43 4 ..... Yes. No.. | 65. 460 300 1119 24 26 0 0 2 1 2 0 No.. No.. 53 6,025 93 1120 9 16 0 0 l 5 No.. No.. 255 10,075 530 173 1121 CG 76 1 0 io 10 i 20 ; 20 4 10 Yes. Yes. 500 6, 500 1,742 1,062 1122 G 19 o 0 9 0 1 0 0 2 2 No.. No.. 1,000 25,150 1123 9 18 0 0 0 0 0 0 Yes. No.. 1124 94 148 1 o 0 7 9 18 25 13 14 Yes. Yes. 1,500 27, 5C0 855 1125 40 65 ! 0 0 0 0 30 40 2 5 No.. No.. 250 25,300 14,000 75 1126 35 35 ; o 0 2 2 5 4 1 3 No.. No 25,500 250 1127 95 171 9 1 2 4 i 0 6 15 No.. No.. 375 36,000 500 1128 22 49 0 0 0 0 10 6 8 5 No.. No.. 400 18.500 5,020 1129 28 34 0 0 0 0 2 4 Yes. No.. 57 3,000 75 1130 21 23 0 0 0 0 0 7 Yes. No.. 400 10,000 1131 74 149 1 0 3 6 No.. No 6,269 30. 100 5,000 309 1132 16 24 0 0 No.. No.. 25 15,050 150 1133 14 16 0 0 0 0 4 3 i Yes. No.. 75 9, 100 210 1134 30 67 0 0 0 0 0 0 0 3 j No.. No- 2,235 14, 025 999 253 1135 29 49 0 0 0 0 3 0 3 3 ! No.. No.. 2,200 65, 400 3,040 140 1136 12 33 0 0 0 0 1 0 1 3 | No.. No- 175 6,225 367 2C0 1137 8 6 0 0 0 0 0 0 6 3 No.. No.. 12 2, 060 367 6 1138 27 30 1 0 2 7 No.- No.. 40 5,300 284 1139 50 90 4 0 3 0 6 17 No ! No 500 75, 500 160 1140 13 24 0 0 1 1 1 1 Yes.| No- 0 10,117 409 60 1141 18 17 0 0 0 1 0 "2 0 0 No..1 No— 520 18, 100 1142 48 54 0 0 0 0 No.. No 60 2,010 70 1143 22 51 0 2 1 4 o 1 4 8 No No 1144 36 48 0 0 10 10 10 20 2 6 No.. No- 1,013 100,500 13, 986 385 1145 31 42 0 0 3 2 1 4 10 No.J No 200 9, 050 250 1146 27 24 0 0 1 2 .... 0 X No.. No . 314 3,100 97 73 1147 40 49 0 0 0 1 0 3 5 6 No..' No„ 200 200 10 1148 22 26 3 2 2 2 Yes. No- 1.300 37,200 5,200 89 1149 20 14 0 0 3 6 0 2 No.. No.. 600 4,350 389 75 1 1150 32 32 1 1 1 1 3 0 6 6 No..' No.. 59 16, 075 550 423 1151 46 52 0 1 5 4 3 5 3 5 No.. No.. 2, 642 37,150 2,280 596 1152 0 2 0 0 0 0 1 5 No. . No 110 119 1153 0 0 0 0 1 7 No. . No.. 50 50 1154 17 l 32 1 2 8 ! 14 1 5 Yes. No.. 360 20,100 1,960 103 1155 50 130 0 0 1 " 1 25 j 1 39 12 18 Yes. No.. 500 15,500 48 1156 10 •18 0 0 ! 0 o 0 0 0 3 i Yes. No— 7,000 1157 40 60 0 0 4 10 4 10 3 5 | Yes. Yes. 20.100 250 1158 35 41 1159 12 16 4 2 o 2 0 0 No.J No- 100 10, 150 4,000 1160 26 56 0 1 1 0 3 1 o 2 "2 ‘‘io* No..1 No.. 1,443 200 1*42 1161 25 26 I 5 6 0 0 1 Yes . No.. 109 2,050 1 3> 1 1162 24 30 1 0 I 1 l i Yes.l No. . 1,500 13. 150 . 300 1 1 163 16 23 .... 3 4 13 j 19 ! 1 0 ! Yes. No.. 789 4,750 j 8, 500 ' 1164 24 49 j 0 0 I 2 3 0 1 0 I 0 0 No.. No.. 400 10,300 1. 164 ; 532 1 1165 29 29 ' 0 1 0 o ! o ! 10 I 3 2 ' No.. No.. 93 3. 170 5,529 215 1 1166 50 80 1 o 0 1 4 i 5 * 6 1 0 1 9 | 6 No..1 No.. 600 80, 300 1 . 300 1167 1168 1169 1170 1171 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 Table 3. — Statistic State and post-office. Name of institution. Name of principal. 1 2 3 MICHIGAN— cont’d. Palo . Parma . Pentwater. Perry _ Petersburg Plainwell.. Pontiac - High School . . . do . . High School (department) _ High School _ _ _ do . . High School (department) . High School . Port Austin . Port Hope . Port Huron . Reading . Richmond . Saginaw (east side). Saginaw (west side) . St. Clair . St. Louis . Saline . Sand Beach . Saugatuck . Schoolcraft . South Haven . . Spring Lake . Springport . Stanton . Unionville . Vandalia . . Vassar . Vermont ville . Vernon . Vicksburg . Way land . Wayne . West Bay City . Whitehall . Williamston . Wyandotte . Yale . Ypsilanti . Zilwaukee . . do . _ do . . do . . .do . . . High School (department). High School . . do . . do . . do . . . . High School (department) . High School . . High School (department) . High School . High School (department) District No. 1. High School . High School (department) . . do . . High School (department) . High School . _ do . . do . High School (department) . . do . . do . High School . . do . High School (department) . High School . . do . High School (department) . High School . High School (department) district No. 1. Frank W. Braley . Geo. Turk . . C. W. Hills . . H. J. McEuen . M. L. Smith, jr . L. E. Irland... . . . O. C. Seelye, superintend¬ ent. Mrs. T. Dorland Brown... Miss A. L. Rollin . J. H. Beazell . . Geo. A. McGee . R. J. Crawford . J. C. Shattuck. . W. A. Weeks . M. J. Reed . . E. E. Ferguson . E. G. Trowbridge . . . C E. Smith . A. D. DeWitt . Miss C. Van Der Veen _ Fred. M. Harlow . G. V. T. Comstock . Daniel Dickson . . . Chester E. Cone . Ira L. Forbes . F. D. Smith . David G. Keys . W. E. Ransom . . . Wm. McNamara . E.F. Gee . Miss Stella Thorp . C. M. McLean . G. C. Lawrence . . M. L. Palmer . LynnH. Peck . J. H. Hopkins . M.E. Stafford . MINNESOTA. Albert Lea . Alexandria . Anoka . . Appleton . Blue Earth City. Brown’s Valley. Cannon Falls ... Chatfield . Crookston . . Detroit . . Dodge Center... Duluth . . Elk River . Fairmont . Faribault . Farmington.... Fulda . Garden City.... High School . . do . . do . . do . . do . . do . . . do . . . do . . . . . do . . _ do . . High School (department) High School . . do . _ do . . do . _ do . High School of Independ¬ ent district No. 18. High School . W. J. Schmitz . J. E. Manchester ... M. A. Stone . . F. G. Holmes _ F. J. Bomberger _ F. M. Richardson ... Otis C. Gross . Lela M. Klampe _ John Moore . B.F. Buck . J.C. Marshall . E. T. Critchett. . Thomas F. Moran.. Wm. P. Milliken, jr. G. R. Simpson . B. M. Lawrence . A. W. Tierney . Mrs. M. D. Church.. a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1437 High Schools foi' 1S89-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium ? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. 1 Female. Male. Female. Male. | Female. Male. 6 s fa 6 7 S 9 io 11 12 13 14 15 16 ir 18 19 20 21 20 30 3 4 No.. No.. 106 94, 000 9811 $152 1168 26 32 1 0 5 8 No.. No- 295 30,075 365 1169 16 32 1 1 3 3 5 4 5 No.. No.. 300 15, 050 40 1170 32 37 0 0 2 0 1 3 No.. No.. 30 4, 040 227 180 1171 13 18 0 0 0 0 No.. No._ 0 6,131 240 19 1172 30 44 0 0 0 6 No.. No.. 254 12, 100 4.200 301 1173 44 4 11 No.. No_. 1,378 100,500 17, 210 610 1174 16 11 0 0 1 1 0 0 2 4 No.. No.. 250 5,000 212 0 1175 3 0 0 0 0 0 0 0 2 2 No.. No.. 35 1176 31 77 0 0 3 2 2 4 No.. No.. 1,600 26, 000 68 1177 22 41 0 0 0 0 0 4 No.. No.. 50 8,030 260 65 1178 20 27 0 0 2 3 3 5 3 1 Yes. No.. 300 8,500 500 300 1179 126 192 1180 1181 11 35 1 1 5 4 1 2 No.. No.. 625 35, 150 9,071 91 1182 19 47 1 0 Yes. No._ 200 12, 200 165 1183 1 24 4 5 2 5 No.. No.. 430 6,500 1184 8 22 6 6 4 2 3 12 1 4 Yes. No.. 158 5, 350 3,125 69 1185 3 "8 0 0 0 0 0 0 1 0 No.. No.. 220 6, 100 500 25 1186 20 33 4 9 Yes. No.. 850 18,250 466 392 1187 30 33 0 2 0. 3 3 No.. Yes. 57 13, 400 3,403 400 1188 30 25 0 0 0 0 30 0 2 6 No . No 200 8, 010 1189 10 23 0 0 0 0 18 10 1 2 No.. No.. 279 5,095 279 87 1190 19 32 1 o 14 17 1 2 Yes No.. 102 5,115 910 34 1191 19 17 0 0 0 0 1 3 No.. No__ 140 3,000 120 1192 17 30 6 9 0 0 0 5 Yes. No_. 5, 010 1,535 99 1193 25 40 0 0 4 9 21 31 3 4 No.. No.. 623 21,360 6,610 87 1194 46 35 0 0 0 0 8 13 4 10 No.. No.. 200 12,000 250 1195 20 25 0 0 2 3 No.- No 127 3,025 429 249 1196 35 40 3 2 0 0 0 0 2 5 No.. No- 17 7,650 352 317 1197 30 36 2 0 No.. No.. 5,150 126 1198 20 26 0 0 1 7 No.. No.. 150 20,150 210 1199 27 88 0 0 0 5 2 4 4 11 No.. No.. 16, 000 '400 3,000 45 1200 25 35 0 0 0 0 0 0 No.. No.. 350 2, 850 700 99 1201 25 35 0 0 5 10 20 25 1 1 No.. No.. 100 30, 100 600 180 1202 25 32 0 0 3 3 No. . No 2,000 50, 100 7,400 131 1203 15 25 0 0 0 0 Yes. No.. 75 10, 100 400 1204 38 42 1 1 4 5 No.. No.. 1,500 1205 5 8 0 0 0 0 0 0 0 0 No.. No.. 1,200 4,025 2,633 1206 20 32 5 2 5 0 No.- No.. 400 30, 445 400 1207 45 55 1 0 0 0 35 40 6 4 Yes. Yes. 250 40,400 400 1208 31 43 0 0 5 4 o 9 6 No No 500 10,250 400 1209 15 20 0 0 8 19 1 7 Yes. No.. 300 9,150 4, 400 50 1210 38 27 0 0 0 0 9 13 4 2 Yes. No.. 219 13,300 • 400 1211 16 19 0 0 0 4 No.. No.. 150 10, 120 597 1212 6 19 2 3 No.. No- 75 2, 075 400 1213 15 40 o 5 0 0 15 30 2 8 Yes. No.. 450 17.200 400 140 1214 27 35 0 0 10 11 12 29 0 0 No.. No.. 284 30,225 400 1215 12 19 0 0 7 10 2 0 Yes. No.. 300 10, 150 400 12 1216 15 21 15 21 3 5 2 4 2 5 No.. No.. 250 10, 150 47 1217 67 98 0 0 5 10 10 23 6 7 Yes. No.. 1,200 41,500 400 1218 8 15 0 0 0 0 5 8 0 0 Yes. No.. 250 10, 100 4G0 45 1219 13 19 0 0 13 19 0 1 Yes No 106 18,250 400 189 1220 41 46 0 0 5 1 15 10 9 6 No.. No„ 552 34,750 1221 17 12 600 10,400 ”3,' 595' 25 i •>'>-> 18 22 0 0 3 2 0 0 2 1 No- No- 0 3,050 8 1223 23 35 0 0 Yes. No.. 208 4. 650 550 1224 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 1276 1277 1278 1279 1280 1281 1282 1283 3 EDUCATION REPORT, 1889-90. Table 3 .—Statistic State and post-office. Name of institution. Name of principal. 1 3 3 MINNESOTA— COnt'd. Glencoe.. . Steven's Seminary and Public School. Independent School.. . E. E. Mclntire . Glen wood . . J. E. Gilman . . . High School . . . Minnie E. Kellar _ “ do . . . Lafayette Bliss Hutchinson . . do . H.L. Merrill . . do . . . E. J. Donaldson . . . do . . . C. H. Roberts . . . Kenyon . . . High School (department) High School . P.H. Bradley . . D. O. Bean Lake Crystal . _ :.do . . S. S. Hilscher . Lanesboro . . . . do . . K.W. Buell . Le Roy . . do . Chas. C. Miller... . Le Sueur... . . do . . . J. M. Richardson . . Litchfield . . do . E. V. W. Brokaw Lu verne _ _ _ . .do . ’ Geo. L. Leslie.. . . Madelia . . . High School (department) High School . W. S. Hammond . Mankato . Miss A. W. Ayres ... Mantorville . do . McD. Williams Mapleton . . do . 1 . Wm. H. Rutherford . Marshall . . .. . do . W. W. Kilgore . Minneapolis _ Central High School _ ' John I. Crombie . do . North Side High School. .. High School (department) High School . John N. Greer . . Montevideo . E. C. Wilkins . Monticello . A. T. Mann . Moorehead . . . do . . . W. F. Webster, reporting officer. Joel N. Chiles . Morris . . do . New Ulm . ....do . Robt. Nix. superintendent W. F. F. Selleck Northfield . _ do . . . . Ortonville . . do . A. W. Varney . . . Owatonna _ . . do . Geo. F. Kewaston . . Plain view . . . do . J. A. V andyke . . Preston . . do . W. J. Alexander . Red Wing. . do . Zenas N. Vaughn . . Redwood Falls . . do . O. E. Rice . Rochester . 1 . do . . Darius Stewart, superin¬ tendent. Jacob H. Rohrback . Rushf ord . . . do . St. Charles . . do . . . Geo. A. Stanton . St. Cloud . . do . . . Miss L. M. Ci’andall . St. Paul . Cleveland Branch High School. Central High School . S. A. Farnsworth _ .. do . G. N. Carman _ do . . Humboldt Branch High School. Van Bur en High School.... Webster High School . Julian C. Bryant . do . Chas. McGee . . do Miss Lucia M. Miller.. St. Peter ...*. . High School . E. George. . Sauk Center .. . do . O. I. Woodley . Slayton . do . . S. C. Pew . Sleepy Eye Public School ... E. E. Lockerby ... Stillwater . High School _ Miss S. E. Palmer Tracy . . High School (department) . High School _ _ H. G. Klepper . Wabasha .. V. W. Lothrop . W adena High School (department) . do . J. A. Cranston . . Waseca F. V. Hubbard . Wells High School . . V. R. Wasson . . Willmar . _ do . . Wm. A. Hadley . Windom . . do _ _ _ P. G. Fullerton . Winnebago City.. . do . . H. C. Hess . . Winona . do . S. A. Merritt . Worthington . do _ _ W. W. Hobbs . Zumbrota . . do . . Geo. E. St. John . 1 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1439 High Schools for 1R89-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. aJ 2 Female. Male. | Female. ] Male. Female. Male. | Female. © S Female. 6 7 8 9 10 11 12 14 15 16 17 18 19 ‘40 21 26 32 0 0 8 7 5 0 4 4 No.. No.. 600 $11,000 $400 $20 1225 20 22 0 0 0 0 2 3 0 0 No- No- 215 10,150 800 112 1226 55 54 0 0 o 1 3 12 No.. No.. 3,081 31,000 14,000 1227 31 20 0 0 0 0 10 6 2 3 No.. 350 12,200 400 60 1228 14 16 0 0 4 9 7 6 3 1 No._ No.. 500 25,500 400 1229 10 20 0 0 0 0 0 0 0 0 ] No.. No.. 200 6,000 1230 24 35 0 0 0 0 1 7 Yes. No.. 140 20, 100 400 1231 21 28 0 2 o 0 o 0 0 0 No.- No 7,000 608 57 1232 43 47 1 1 15 0 10 20 8 6 Yes. No.. 650 1,500 400 1233 23 8 4 2 0 0 Yes. No.. 12,000 1234 10 30 0 0 0 0 10 30 0 0 No- No.. “loo' 10,200 400 1235 21 28 0 0 0 0 15 30 0 0 Yes. No- 90 3,650 753 13 1236 14 25 0 0 5 7 9 18 2 7 Yes. No.. 200 22,000 100 1237 27 42 2 l 24 29 3 No.. No.. 380 25, 460 400 200 1238 19 36 1 3 5 10 1 1 No.. No 200 30,500 400 1239 20 30 0 0 0 0 2 1 2 10 No.. No- 180 5,050 3,324 202 1240 46 41 0 0 4 2 2 0 3 9 No- No.. 820 17,200 400 1241 12 16 0 1 0 0 0 4 6 3 3 No.. No- 300 30,060 600 75 1242 14 16 0 i o 6 8 8 8 No.. No. . 150 7,500 2,424 217 1243 23 34 0 2 8 19 10 5 7 6 Yes No 250 16,200 1244 294 514 0 1 40 67 No- No- 8,000 250,000 200 1245 70 82 0 0 0 0 No.. Yes. 1,000 80, 200 1246 25 30 0 0 6 0 12 15 0 0 Yes. No- 119 15, 200 1,653 1247 16 31 0 0 0 0 1 4 0 3 No.. No.. 137 15, 175 1,211 273 1248 12 23 0 1 o 0 1 2 YeS- 1,700 30, 300 3,200 1249 8 9 0 0 0 0 5 2 1 0 No.. No- 50 25,150 400 1250 10 2 0 0 8 2 0 o Yes. No 522 26, 600 60 1251 30 45 6 3 6 20 Yes. No- 500 40,350 400 311 1252 12 14 0 0 0 2 No- No.. 150 10, 175 400 1253 50 49 0 0 2 2 18 12 8 6 No.. No- 1,000 40,700 700 175 1354 12 20 0 0 0 3 No . Yes 450 14. 300 400 1255 30 40 0 0 10 20 10 10 2 No- No- 300 25,700 400 1256 42 54 0 0 10 4 4 i? No.. No. . 675 26,000 1257 16 33 5 6 0 6 6 2 6 2 Yes. No.. 70 20,125 400 86 1258 24 35 1259 19 21 0 0- 5 8 No No.. 300 2C0 400 1260 23 39 0 0 0 0 5 10 1 0 No. No- 367 17,700 400 1261 14 23 0 6 2 3 0 0 No.. No. . 250 20,500 400 1262 12 16 3 5 2 0 0 0 0 0 No.. No.. 960 66,100 15,500 90 1263 245 416 3 4 29 49 No.. Yes. 1,385 270,000 987 300 1264 30 22 0 2 No No 82, 460 1263 22 0 0 0 1 o 15 I . No No 0 75,000 1266 14 26 0 0 3 0 11 26 ..... No.. 1 No.. 315 66,730 56 1267 15 34 0 0 0 ! 0 13 25 i" 8 No.. 1 No.. 440 28,450 '15^666' ! 1268 19 25 0 0 10 15 2 6 No.. No- 500 6,500 400 18 1269 5 6 i 0 0 0 ! o No- No.. 38 3, 540 490 35 1 1270 20 26 0 0 8 5 10 10 2 1 0 Yes. i No.. 500 15,300 8,000 [ 1271 52 80 0 0 0 0 1 3 1 15 No- i Yes. 800 52. 500 400 _ 1272 28 22 0 0 0 0 28 22 4 4 Yes. No.. 2,125 8.300 1,800 1 1273 25 15 0 0 2 6 Ye3 No.J | 125 20,100 1 1,750 ! 1274 12 22 0 0 0 0 8 16 1 ' 0 No.. No.. 249 12,200 56 1275 25 25 0 0 4 5 Ves. No — 1 500 26,000 400 250 1276 2*i 26 0 4 1 ] 2 Yes. No.J | 700 20,150 400 90 1277 25 15 0 0 20 I 10 6 4 0 0 Yes. i No.J 300 12,200 400 20 1 27 S 12 20 10 23 Yes. ! No.J 115 6. 120 1,000 1279 11 14 0 0 0 0 10 12 1 4 Yes. ! No.. 201 13,275 400 154 j 1280 45 60 4 5 10 8 8 8 i Yes. ' Yes.1 700 61,000 | 1281 20 34 1 7 1 1 7 ; Yes. ! Yes.1 500 40, 400 400 150 , 1282 no 30 1 4 No- No.. 125 9,000 400 25 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public Number of “second- ary’ ’ in- structors. Name of principal. o3 Male. Is a © 3 4 5 F. A. Hatton . 1 H. E. Harlan . 1 2 J. M. Barrow . 3 C8 W. I. Mitchell . 3 5 P. M. Tyler. . 1 1 Prof. W. K. Nettles . 3 2 W. A. Anderson . 2 2 E. A. Smith . 2 2 J. E. Erwin . . 1 0 A. F. Moncreiff . 2 2 W. H. Kee . 1 1 Prof. Frank Deerwester.. 1 2 W. T. Martin . 0 2 W. Heiskell . . 1 1 F. W. Ploger . 1 0 F. S. Lonsdale . 1 0 I. W. Wingo . 2 3 J. F. Starr . 1 1 S. G. Land on . 1 1 A. B. Price . . 1 0 J. G. McVeight, superin¬ 2 1 tendent. C. B. Davis . . 3 7 J. M. White, superintend- ent. N. L. Maiden . . 2 2 W. W. Griffith . 2 1 C. B. Reynolds . 1 3 F. L. Maxwell . 1 3 R. R. Rowley . 2 1 G. T. Foster . 1 1 A. E. Randal . 1 3 A. R. McClelland . 1 1 J. F. Pratt . 4 a5 J. H. Pelham . 1 0 F. H. Loomis . 2 2 J. P. Cummings . 2 a2 H. F. Triplett . 1 2 J. A. Woodford . 1 1, R. H. Emberson . 4 a6 James M. Skinner . 1 0 A. P. Vance . 2 2 John T. Buchanan . 9 7 G. W. Grisham . 2 1 S. C. Rogers . 3 1 D. F. Gentry . . . 4 al2 G. H. Owen . 1 4 H. D. Demand, superin¬ 1 1 tendent. L. W. Dallas . 1 1 R. B. D. Simonson . 2 0 B. F. Duncan . 2 2 A. R. Morgan . 1 an D. A. McMillan . 3 E. E. Barnett . 0 D.E.Cloyd . 1 1 J. B. Norman . 1 0 W. S. Dearmont . 1 l Wm. N. Vaughn . 2 i Franklin P. Sever . 1 j State and post-office. Name of institution. MISSISSIPPI. Brandon . Brooksville . Columbus . Columbus . Crystal Springs . Gillsburg . Holly Springs- .. Houlka . Jackson . Macon . Natchez . MISSOURI. Adrian . Albany . Alton . Boonville . Breckenridge. Buffalo . Butler . California _ Canton . Carrollton. ... Cassville . Chillicothe ... Clinton . Craig . Curryville - Dawn . Dexter . Golden City... Hamilton . Hannibal . Hannibal . Hardin . Harrison ville- Hermitage _ Higgins ville.. Independence Ironton . Kansas City .. Kansas City .. Kingston . . Kirksville _ Lancaster _ Lexington _ Male School . High School . Franklin Academy . Union Academy . High School . Collegiate Institute . Normal Institute . High School . High School (department) - _ do . Natchez Institute .... High School (department) High School . Alton Academy . High School (department) High School . . . do . . do . . . . . do . . . do . High School (department) . do . High School . Collegiate Institute . High School (department) High School . _ do . High School (department) High School . High School (department) . do . . do . Douglass High School _ High School . High School (department) . High School . . do . . do . . do . High School (department) Central High School . Lincoln High School . High School . . do . High School (department) High School . . do . t . . -do . . High School (department) High School . . do . . . High School (department). High School . . High School (department) High School . High School (department) . do . a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1441 High Schools for 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for- college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. Male. j Female. Male. Female. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 15 0 0 0 10 0 5 0 0 0 No.. No_. 0 $700 $600 $360 1284 39 36 0 o 0 0 No.. No.. 0 1,000 550 760 1285 25 20 0 o 4 20 8 7 Yes. No.. 0 30,000 9,000 25 1286 40 65 40 65 16 0 0 No.. No.. 3,000 2,500 30 1287 17 31 0 0 0 0 0 0 No.. No.. 0 1,500 1288 97 78 0 o 0 0 0 0 4 1 No.. 173 2,550 1289 40 15 No.. 3, 025 1290 15 20 0 0 2 2 10 15 0 0 No.. No.. 0 1,000 475 225 1291 2 20 0 o 2 10 0 0 No.. No.. 500 35, COO 7,000 600 1292 12 25 0 o 0 0 Yes. No 0 1,500 5,000 400 1293 26 56 0 0 0 0 12 25 5 12 No.. No.. 0 50,100 6,080 1294 20 29 0 0 5 10 1 2 2 1 Yes. No.. 0 3,000 518 1295 30 30 0 0 No.. No.. 250 15,000 2, 500 300 1296 30 32 0 0 3 4 2 2 0 0 No.. No.. 0 1,500 500 1297 6 19 6 19 3 6 No No 300 30,000 2, 300 200 1298 21 27 7 11 1 3 1 0 ..... ..... No.. No.. 110 12,560 684 130 1299 10 10 No.. No.- 20 10,000 1300 8 28 0 0 4 6 Yes. No . 150 75 90 1301 12 20 0 0 0 0 0 8 Yes. No.. 200 25,050 803 145 1302 12 18 0 0 1 8 6 1 1 No.. No- 50 14,000 1,122 54 1303 60 40 0 0 18 15 9 4 No.. No.. 250 25, 150 1304 17 24 0 0 3 5 2 4 No.. No.. 25 11,050 1,000 1305 72 115 10 1 1306 50 40 0 0 40 25 5 1 8 1 No.. No- 600 12,080 1,600 700 1307 15 30 2 6 20 15 2 6 Yes No 5,300 50,200 16,000 64 1308 35 51 0 0 4 6 No.. No .. 200 50, 150 14,114 19 1309 18 16 0 0 4 2 0 0 0 0 Yes’. No . 6 7, 175 643 50 1310 16 17 10 8 4 5 1 3 No.. No- 0 1,700 167 10 1311 22 25 No No 150 2.150 1,000 1312 15 20 No No . 150 7,050 300 1313 6 13 0 o 3 11 No. No 38 1,220 1,000 125 1314 30 35 13 20 0 2 No No 0 20,000 500 150 1315 15 12 17 15 1 4 No No 400 14, 075 1316 33 92 11 Yes. No 200 20, 300 200 1317 10 19 19 18 6 13 3 5 6 7 Yes. No.. 200 6,100 400 75 1318 63 62 0 0 7 6 Yes No. 800 35,300 5,000 600 1319 18 20 0 0 0 0 0 0 Yes No o 6 000 125 1320 10 15 5 5 5 10 0 0 No.. No . 600 19,200 6, 345 96 1321 13 34 0 No. No 700 100 56 1322 16 18 22 31 6 5 10 10 No.. No- 100 10,000 6, 286 36 1323 260 505 0 0 16 49 No No 0 104,000 95 1324 10 47 10 47 0 0 Yes No.. 0 18,250 3,000 1325 20 21 20 21 5 3 0 0 Yes No 0 15,005 202 20 1326 36 50 39 37 2 6 No No .. 175 35,010 1,200 ?0 1327 20 22 Yes No 250 10,000 696 265 1328 29 43 0 0 0 0 3 3 No.. No.. 25 12, 050 8,178 108 1329 20 25 20 25 0 0 1 0 2 0 No.. No.. 300 2,125 600 300 1330 25 38 2 8 0 0 1 16 No.. No .. 1,500 25, 025 1,721 35 1331 50 70 13 17 15 10 18 20 3 6 No.. No.. 0 50, 150 2,000 250 1332 20 38 13 16 0 0 0 0 1 2 No.. No.. 200 15, 100 50 1333 49 66 20 30 10 18 5 12 No.. No. 1,200 35,000 11,566 561 1334 20 20 20 20 3 5 0 1 3 No.. No- J50 8,028 1,100 98 1335 43 74 0 0 0 0 0 0 5 14 No.. No .. 300 20,100 1,200 290 1336 1 4 0 0 1 0 0 0 0 3 Yes. No.. 75 3,000 200 125 1337 17 43 0 0 0 0 0 0 0 1 Yes. No.. 150 15,030 4,200 285 1338 15 24 0 0 5 No No 0 1,500 171 1339 9 21 12 16 1 2 6 0 6 7 Yes. No.. 500 40,000 1,090 75 1340 ED 90 - 91 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 Table 3 —Statistic, State and post-office. Name of institution. Name of principal. 1 2 3 Missouri— continued. High School . . . F. N. Peters Newtonia _ _ High School (department) . High School . . S. L. Slane Oak Ridge . ... Benj. P. Lusk _ T.do . . . Jas. A. Kemper Oregon _ High School (department) . High School . J. W. Nieff . A. W. Duff _ T.do . L. H. Crawford . do . Prof. Clark .. do . . . George W. McCurdy Queen City . High School (department) . High School . — . John W. McNaught, re¬ porting officer. J. C. Ryan, superintend¬ ent. Frank Strong _ Rich Hill . St. Joseph . . do . Central High School . P. Louis Soldan _ Salem . . . .. High School (department) . High School . S. S. Barrett . . Sarcoxie _ W. C. Sebring _ Savannah _ _ _ do . . . . G. W. Newton . . Sedalia _ _ _ do . . . . . W. A. Rawles . . Slater... . . . do . . . J. W. Bailey . . Springfield _ _ do . W. T. Carrington . Sweet Springs . _ do . . . George B. Cook .. Trenton . . . do . . . . H. E. Du Bois . . Webb City... . _ do . . . W. J. Stevens _ _ Weston _ _ High School (department) . do . . C. W. Brown Windsor... George B. Sturgis MONTANA. Bozeman . . High School (department) . High School . W. E. Harmon, superin¬ tendent. Eugene A. Steere . Butte . . Beer Lodge _ . do . C. M. Foote _ _ _ Dillon . . do . Mary E. Hanks (Miss) _ S. A. Merritt . . Helena . . do . . . . Lewistown . High School (department) . High School . . J. M. Parrent _ Livingston ... M. R. Wilson Miles City . . do . . J. C. Templeton . . Missoula . . . do . . J. M. Hamilton . . . White Sulphur Springs. ... . do ... D. Driscoll. NEBRASKA. Ainsworth . . . High School _ C. D. Mariner Albion . _ *. _ do P. F,. .Tori kins Alma _ _ _ . do . P. P. Bentley . Ansley . . . do . . . . . S. McKitrick . . Ashland . . . do . . . . J. W. Crabtree . Aurora . . High School (department) . High School . J. M. Hussey _ Beatrice _ _ O. H. Brainerd Beaver City . High School (department). . do . W. J. Lutton . . Bloomington . J. H. O' Don oghue, report¬ ing officer. J. R. Thornton _ Blue Hill . High School . Cambridge . . .. do . . Ira Doling _ Cedar Rapids _ High School (department) . Hieh School . . . G. W. Crozier, B. s . Chadron . John O. Taylor _ _ Columbus . High School (department) . High School . A. N. Ballou... . . . Craig.. . . . Geo. L. Griswold . Crete . . . do . W. H. Skinner, superin¬ tendent. R. L. Hoff . Dawson . High School (department) . a Also give instruction in other departments. STATISTICS OF TUBLIC HIGH SCHOOLS. 1443 High Schools for 1S89-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? •©I'BW Female. Male. Female. Male. Female. Male. Female. | Male. Female. 6 7 8 9 10 11 12 13 14 15 16 17 35 68 13 20 5 10 Yes. No- 28 38 12 11 4 11 2 3 1 5 Yes. No.. 25 15 0 0 0 0 No.. No.. °9 25 8 4 No.- No.. 10 20 10 3 0 2 3 Yes. No.. 16 22 0 0 0 6 3 3 1 2 No.. No- 18 9 1 0 0 0 0 0 Yes. No.. 19 3 0 0 0 0 0 0 0 0 No.. No.. 18 30 2 4 Yes. No.. 24 36 No.. No.. 30 70 7 13 4 6 0 0 0 11 Yes. No.. 74 149 4 0 4 0 9 17 No.. No.. 384 1,098 0 0 13 152 13 152 No.. No.. 24 26 0 0 4 10 6 7 4 4 Yes. No.. 26 25 0 0 0 0 0 0 No.. No.. 20 35 0 0 0 5 No.. No.. 64 99 0 0 5 2 4 0 6 18 No.. No.. 17 35 0 0 0 4 Yes. No 99 222 14 11 0 0 99 222 15 20 No.. No.. 26 “To 15 10 3 10 2 4 2 4 Yes. No.. 23 64 0 0 2 4 6 5 0 6 No.. No.. 9 16 0 0 0 0 0 0 2 4 No.. No.. 24 32 No.. No.. 12 26 2 ; 3 1 0 1 3 No.. No . 16 20 4 3 0 0 0 3 No.. No.. 33 41 0 0 2 0 1 0 7 4 No.. No.. 9 23 0 0 0 0 3 2 1 No.. No.. 28 32 0 0 0 0 0 0 0 0 Yes. No- 16 47 14 13 0 0 7 6 5 4 0 0 No.'. No.. 38 34 2 1 5 7 4 6 5 3 Yes. No.. 10 12 0 2 0 1 2 0 0 0 Yes. No— 9 16 0 - 0 0 0 Yes No. 16 20 2 4 6 2 0 0 No.. No- 10 20 0 0 0 1 1 0 0 2 Yes. No- 17 23 0 0 7 10 0 5 No Yes 39 40 1 0 2 3 1 4 Yes No 9 13 0 0 0 0 No. . 1 No.. 20 25 0 0 0 0 3 9 3 4 Yes. No- 41 40 3 5 41 40 7 7 No.. No.. 19 47 0 2 0 8 No No 17 1 17 0 0 0 0 0 0 Yes. No- 20 36 1 3 1 i No.. No.. 18 18 1 o 20 22 0 0 . 3 Yes. No 12 18 o- 0 o 1 1 0 1 2 Yes. No.. 27 44 2 3 13 9 10 14 4 7 Yes. , No- 19 32 1 1 2 6 8 35 1 6 No.. No— 25 13 0 0 0 0 0 0 0 0 No.. 1 No- 59 54 0 0 1 1 4 4 8 7 Yes. No.. 12 9 0 0 5 0 0 0 0 0 Yes. 1 No.. Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. IS 19 20 21 r,3oo $35,500 $1,000 $300 1341 100 5,000 1,000 1342 0 3,500 690 1343 306 12, 048 1,200 176 1344 50 20, 075 1,014 274 1345 114 7,030 84 1346 4, 070 500 40 1347 50 1348 13,800 1,510 110 1349 0 1,600 875 112 1350 0 30,000 3, 200 10 1351 250 30,600 1352 0 518,194 500 1353 300 ICO 1354 150 5,000 386 125 1355 800 20,300 4, 341 137 1356 800 20,100 90 1357 750 17, 250 5,350 260 1358 200 40,100 320 1359 156 3, 000 305 206 1360 658 60 175 1361 60 20,000 1362 0 1,200 1363 12, 150 5,049 300 1364 155 35,005 15 1365 125 20,100 4,300 1366 300 20, 005 1367 250 25,000 75 1368 1369 0 10,100 3,060 175 1370 234 15,100 1371 350 15, 050 5, COO 50 1372 250 30,300 6,000 250 1373 121 10,000 1374 0 10,000 1375 265 22,640 160 1376 250 8,200 100 1377 0 4,787 150 12 1378 300 12, 3C0 2,000 150 1379 272 17, 150 2, 336 225 1380 400 400 150 1381 75 8,000 1382 .150 6, 150 4, COO 150 1383 100 6,160 2,500 50 1384 30 7. 525 350 69 1385 104 15, 040 250 75 1386 3 (10 30. 325 9,800 1387 84 40,200 1,800 91 1388 24 3,040 300 30 1389 250 42,600 3, 247 184 1390 25 2,525 1,000 65 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 Table 3.— Statistic State and post-office. Name of institution. Name of principal. 1 2 3 NEBRASKA— COnt’d. High School . N. Sinclair .. Edgar . . do . M. B. C. True . Ewing . . do . Will R. Jackson . Fairbury . . do . C. P. Cary, superintend¬ ent. J. D. McKee- Fairfield . High School (department) . High School . Fairmount _ J. S. Van Eaton . Falls City . , . . do . C. A. Woody, superintend¬ ent. J. A. Hornberger, super¬ intendent. Wm. J. Stewart . do . do . Gering . High School (department) . . do . E. P. Cromer . Gibbon . C. A. Fulmer ... Grafton High School . W. H. Bartz . Grand Island . _ T.do . F. P. Olmstead . Greeley Center . . . do . F. W. Russell _ Hartington _ ..do . A. H. Collins . Harvard . . do . A. V. Storm . Hastings . . do . Miss M. L. Jones.. . Hebron . High School (department) . High School . W. W. Brittain . Holdrege . Miss Simpson . Hooper . . do . T. H. Dabney . Humboldt . . do . Geo. R. Chatburn . Kearney _ _ do . J. F. Morey _ _ _ Lincoln . . . do . Burr Lewis. . . . Long Pine . . do . Julius Conklin . Loup City . . do . . . M. H. Carleton . Minden . . do . . W. A. Julian _ _ Nelson . . do . L. W. Fike . North Bend . . do . J. A. Dowden . . North Platte . . do ... M. H. Lobdell . Oakland . . _ do . . D. E. Reese . Ogallala. __ ..do Miss M. E. Brown . . Omaha . . do . . Homer P. Lewis . O’Neill . ....do ... John Bland. . Ord . . do _ J. K. Campbell _ _ Orleans . . High School (department) . High School . G. R. McCrary . . Palmyra . . W. M. Griffith . Pawnee City . High School (department). . .do . . W. J. Wise . . . Plattsmouth . W. N. Halsey . Ponca . High School . Miss M. Gallagher . Ravenna . High School (department) . _ do... . H. E. Funk . . Red Cloud . . A. K. Goudy . . . Riverton _ _ _ High School . C. B. Pickrell . Rulo . . do . S. W. Witman . Schuyler . . do _ A. B. Hughes . . Sidney . . do . W. J. McCoy . South Omaha . . do. . A. A. Munroe . South Sioux City . . . High School (department) . I. A. Sabin . Stanton . High School B. F. Miller . Stella . . . do . E. Wm. Lawson . Stockham . . do . E. C. Grubbs . Stromsburg . High School (department) . do . . . J. A. Welker . . Superior . I. E. Wilson . . Syracuse . . . * do . A. L. Caviness _ _ Talmage . . do J. W. Jones . Tecumseh . High School . D. A. Cooper . Tekamah . . do . . . C. F. Beck . Trenton . .. do _ _ J. B. Morgan. . Ulysses . do _ C. H. Aldrich, B. A... Valparaiso . do. G. W. Fox . Wahoo . . do . T. H. Bradbury . a Also give instruction mother departments. STATISTICS OP PUBLIC HIGH SCHOOLS. 1445 High Schools for 1889-90 — Continued. .Students in second¬ ary grade. Colored punils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. | Female. Male. Female. Male. | Female. | Male. Female. 6 7 8 9 io 11 12 IS 14 15 16 17 18 19 20 21 13 15 0 0 0 0 0 0 3 8 Yes. No.. 25 $2, 000 $670 $30 1392 22 25 1 1 3 2 2 2 No.. 248 9, 000 145 1393 13 25 1 3 1 2 1 0 0 No.. No.. 40 6,075 60 1394 30 30 0 0 3 3 0 0 3 3 No.. No.. 100 20, 300 7,500 150 1395 17 34 7 11 Yes. No.. 150 200 33 14 1396 17 33 1 l 4 12 1 5 No.. 340 12,150 550 268 1397 39 44 6 6 3 6 3 4 4 5 No.. No- 200 25,050 8,130 100 1398 25 64 0 0 10 20 5 10 5 11 No.. No.. 350 4,500 5,000 85 1399 14 20 0 0 0 0 0 0 0 0 No.. No- 20 1400 2 8 0 0 0 0 1 0 0 Yes. No. . 0 800 80 35 1401 12 23 0 0 0 0 0 0 4 8 Yes. No.. 100 6,000 500 15 1402 19 18 0 0 0 0 0 0 3 0 Yes. No.. 0 3,050 180 42 1403 40 60 0 0 3 1 2 4 7 14 No.. No.. 150 165, 350 4,554 24 1404 1 2 0 0 0 0 Yes. No 25 7,600 150 1405 7 10 0 0 0 0 0 0 0 0 Yes. No.. 100 5,025 125 1406 46 41 0 0 0 0 3 1 Yes No.. 200 10, 350 550 106 1407 27 51 0 0 2 2 Yes. No._ 100 300 48 1408 3 11 2 1 0 6 0 0 2 12 Yes. No.. 50 25,050 15 1409 12 15 0 0 10 5 12 15 4 1 Yes. No.. 20 25,250 878 40 1410 6 4 0 0 3 2 7 5 0 0 Yes. No.. 27 8,100 3,100 1411 27 35 5 2 0 0 27 35 3 2 No.. No.. 35 16,150 1,600 403 1412 20 30 0 0 0 0 0 2 5 9 No.. No.. 100 50 1413 87 135 0 14 26 27 55 11 25 No.. No.. 2,000 61,100 87 1414 11 15 0 0 0 0 0 0 0 0 Yes. No_. 200 7,075 4,166 1415 17 23 0 0 0 3 0 0 0 0 Yes. No 4, 400 1,922 1416 19 33 0 0 3 1 Yes. 6 12, 150 200 1417 15 25 0 • 0 5 3 2 0 Yes. No- 50 6,000 80 1418 11 23 0 0 5 14 6 9 6 9 Yes. No.. 100 18, 100 5,000 75 1419 13 26 0 0 1 2 Yes No 250 45, 075 1,270 1420 18 22 0 0 0 0 1 1 0 2 No.. No.. 113 15, 0C0 1,754 180 1421 10 20 0 0 2 0 0 3 0 0 No.. No.. 30 8,150 18 1422 200 333 2 6 35 20 6 3 29 36 No.. Yes. 600 685,000 105 1423 12 15 3 4 2 5 Yes. No.. 20 15, 250 5,000 120 1424 18 16 6 0 13 9 5 7 4 2 Yes. No.. 140 10, 050 3, 800 50 1425 6 12 0 0 0 0 0 0 2 6 No.. No.. 15 7, 500 538 1426 8 5 0 0 1 0 Yes. No.. 12 5,125 1427 16 48 1 0 5 20 6 25 0 7 Yes. No.. 250 25, 400 1,177 150 1428 19 44 1 3 1 7 Yes Yes 54 66, 500 2,890 77 1429 20 24 0 1 4 5 No.. No.. 200 3, 560 60 1430 2 6 0 0 0 2 6 0 0 Yes No 0 5, 000 160 1431 48 52 1 0 0 2 1 Yes No 150 20,200 1432 18 19 0 0 0 1 Yes. No.. 20 3,040 200 45 1433 9 22 0 0 1 0 0 0 No. No.. 0 14,000 400 1434 18 41 0 0 1 2 3 1 No No 207 10,300 5,000 1435 9 13 0 0 2 1 0 0 Yes. No 25 2,200 400 1436 4 9 5 6 2 3 1 6 0 0 Yes. No- 200 68,500 2,457 40 1437 9 6 0 0 2 0 0 0 0 0 No.. No. . 0 12,000 2,000 12 1438 21 19 0 0 2 4 1 1 2 3 Yes. No.. 0 25,050 3,800 50 1439 18 22 0 ft 1 0 1 0 2 1 Yes. No.. 0 3.500 125 1440 18 12 0 0 0 0 Yes. No.. 35 5,300 350 125 1441 15 20 0 ft 0 0 0 0 2 5 Yes. No.. 75 10, 100 800 50 1442 34 48 0 0 0 1 2 2 3 5 Yes. No- 48 35, 275 2,297 33 1413 8 5 1 0 1 0 2 0 0 0 No.. No.. 0 1,625 4,706 57 1444 31 25 0 0 0 0 0 0 No.. No.. 7 5,616 274 1445 18 35 0 0 6 8 1 4 Yes. No.. 100 15,250 150 1446 30 73 0 0 0 0 0 0 4 15 No . No.. 100 250 1447 12 8 0 o 2 3 0 1 Yes. No.. 150 6,000 60 1448 15 25 3 3 2 0 3 3 No- 200 12,000 500 10S 1449 3 8 o 0 0 1 4,000 515 13 1450 30 50 8 14 5 5 7 5 Yes. No- 167 16, 100 340 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 1490 1497 1498 1499 1500 1501 1502 1503 EDUCATION REPORT, 1889-90, Table 3 .—Statistic, State and post-office. Name of institution. Name of principal. 1 2 3 NEBRASKA— COnt’d. Weeping Water . High School . . A. H. Waterhouse _ _ _ West Point . High School (department) D. S. Dusenberry . Wilber . . district No. 1. High School W W Boner Wood River . W. L. Sprague _ York . . Miss H. Woolley .. NEVADA. Carson City . High School _ IT TT Howe Gold Hill . R. C. Story . . . . Reno. . . OwisRing. _ „ High School (department) . ,t G Cromwell NEW HAMPSHIRE. Amherst . High School . . . Miss J. W. Beale _ Ashland . . . F. E. Clark Berlin . .. F. S. Brick, B. s. _ _ Bristol _ _ E. A. Nelson Charlestown . J ames H. J ohnson, a. b ... Melvill C. Smart . Claremont _ _ Stevens High School.. Concord _ High School John F. Kent _ Dover _ _ Frank W. Whitney. . Exeter . . *High School Albion Burbank . Franklin Falls _ do W. E. Sargent . Goffstown . . 1 . do . Gorham . . do Chas. S. Paige _ Great Falls . Henry S. Roberts, A. M _ Miss A. M. Howe _ Greenland . . do. Hampstead . do. Edwin H. Whitehill . H am pton Hampton Academy and High School. High School Jack Samborn Hanover _ J. E. Buck _ Hinsdale _ Robert A. Ray . Hollis . - do A. J. Grant _ _ Keene _ _ _ . do Chas. H. Douglass, A. H _ W. N. Cragin . Laconia _ do Lebanon _ _ . do . Robert Forsyth _ Littleton _ . do D. T. Dame . M anchester _ . do Albert Somes . . . Marlow _ do Fred C. Ball . . Milford . F. W. Farnsworth . . Nashua . . do . . L. S. Hastings . New Market do R. A. Parker .. . Newport _ _ do F. O. Chelbis . . . Petersboro . . . do . Miss H. M. Greenwood _ Pittsfield . . do . . . F. W. NeWell . . . Portsmouth . . do ... J. H. Upton . . . Rochester _ _ ... do Rye . . . . . do . W. E. Soule . Salmon Falls . High School (Franklin) .... Free High School . H. L. Allen . . W arner . C. J. Emerson, A. B . Whitefield . High School C. H. Murdock . Wilton . . do . Chas. W. Marshall . Winchester . do H. P. Young, A. M _ NEW JERSEY. Atlantic City High School .... E. C. Hilton . Barnegat . High School (department) . . do . E.B. Collins . . Boonton . . L. J. Whitney . . Bordentown _ _ do _ Wm. Macfarland _ a A1 so give instruction in other < departm ents. STATISTICS OF PUBLIC HIGH SCHOOLS, 1447 High Schools for 1SS9-90 — Continued. Students In second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. | Male. Female. Male. Female. Male. Female. 6 7 S 9 io 11 12 13 14 15 16 17 IS 19 20 21 25 27 3 O Yes. No . 200 $16,000 $100 4 4 0 0 0 0 0 0 0 0 No.. No.. 200 15,500 $350- 15 13 26 0 0 0 2 1 2 4 7 Yes. No.. 450 14,100 6,089 30 10 15 0 0 2 0 0 0 0 0 Yes. No.. 25 5,150 75 27 35 65 o o 0 No.. Yes. 50 27, 100 23 80 0 0 2 14 Yes. No.. 500 20, 292 4, 218 124 17 36 0 0 0 0 4 3 5 6 No.. Yes. 225 20, 150 14, 208 17 31 0 o 2 4 No.. No 328 30,000 13 7 1 1 1 7 No.. No.. 27 5,150 2,500 10 15 0 0 No.. No 20 7,000 183 15 11 0 0 0 0 15 11 3 6 No.. No 0 20,000 _ 25 30 o 0 4 3 0 0 1 0 No No 0 3 13 o o 0 0 3 4 No No 16 19 o 0 0 0 1 0 2 0 No.. No 50 i, ioo . 34 i 60 0 0 6 2 1 0 5 16 No.. No.. 200 3.000 3,400 115- 100 i 119 o 0 8 14 2 0 6 10 Yes. No 100, 000 450 49 92 0 0 5 14 10 0 5 15 No.. No.. 100 10, 400 200 75 45 0 o 0 12 0 6 0 5 0 No.. No 7,300 150 20 60 0 0 4 0 0 0 4 3 No.. No.. 200 50, 200 0 11 21 0 0 0 0 0 0 1 2 Yes. No.. 0 12,050 0 125- 9 24 o 0 0 0 2 6 No.. No.. 21 4,515 0 12 25 35 o 0 6 5 6 No.. No 1,000 500 96 11 24 0 0 1 0 1 0 0 0 Yes. No.. 125 3, 075 . 600 15 9 4 o o 0 0 0 0 0 4 No.. No.. 0 5, 150 21 25 1 0 0 *0 4 2 Yes. ! No.. 0 125 250 13 14 o 0 0 0 2 4 No ' 1 No.. 50 12,200 24 31 o 0 6 8 8 8 3 8 Yes Yes 350 12, 300 _ 8 12 0 0 0 0 3 5 No..! l No 200 8,025 . 47 51 0 0 8 5 14 0 7 9 Yes. 1 No.. 300 50, 580 270 13 45 0 0 0 0 1 1 2 5 No.. No.. 0 27,075 55 25 25 1 0 9 0 9 6 Yes No.. 100 20, 100 450 25 30 6 0 8 2 5 2 1 4 No.. No.. 200 35. 200 200 91 122 o 0 9 14 6 4 9 21 No No.. 100 51,000 12 19 0 0 0 0 0 0 0 0 No.. No.. 0 20,000 12 30 35 0 0 5 2 10 4 j 6 No.. No.. 250 8,100 _ 54 60 o o 5 5 2 12 Yes. No. 227 111.200 144 12 21 ! 3 4 No.. No 0 8, 100 150 23 35 0 6 4 3 0 0 2 4 No.. No.. 150 8. 125 . 500 27 33 0 0 3 0 10 0 6 6 No.. No.. 10 17,300 "'lOS 5 38 40 o o O 2 2 0 0 0 No No.. 30 17,000 _ 60 75 o 1 8 5 12 14 No.. Yes. 500 700 250 31 55 0 0 16 c9 0 0 0 0 0 0 Yes. No 25 25 500 8 15 1 H 0 0 0 0 4 3 No.. No!. 50 5, 100 54 29 48 0 0 5 0 0 0 3 No.. No.- 1,067 13.750 245 10 10 0 0 0 1 0 0 1 1 No.. No.. 0 5, 025 250 24 18 1 22 0 0 4 6 No . No.. 75 2.100 0 40 20 ' 34 o o 4 2 6 5 No.. No.. 100 10,050 30 58 0 1 0 0 10 5 c 2 Yes. No 1,074 35,250 22 30 0 0 4 6 4 6 1 0 Yes. No.. 0 3,000 1.195 15 23 0 0 0 0 0 0 6 7 No.. No.. 350 10,085 6,000 78 34 38 0 0 1 0 3 6 Yes. No.. 0 10,200 2,870 | 1452 1453 1454 1455 1450 1457 1458 1459 14C0 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1470 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1448 1504 1505 1506 1507 1503 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary ” in¬ structors. © c3 s Female. 1 3 3 4 5 NEW JERSEY— COnt’d. Caldwell . High School (department) . C. E. Hedden . 1 1 High School .' . R. E. Clement . 1 1 E^st Orange . .“.do . E. R. Pennoyer . 2 3 Elizabeth . . Battin High School . . . Miss L. H. 6ayre . 0 5 High School (department). John Enright . . . 2 0 High School I . Wm. Dougherty . 1 3 Hackettstown . ....“.do . . A. H. Skinner . . 2 1 Hightstown . Hightstown Academy . Theo. Green. . 1 ah High School . Wm. H. Elston _ 3 3 “ do . W. S. Sweeny. 4 8 Keyport . High School (department) S. V. Arrowsmith. . . 1 1 Millville . High School .' . T. D. School . . . 1 1 Montclair . “do . Randall Spaulding 3 2 Mount Holly . _ do . Chas. D. Raine . . 1 1 Newark _ . _. . do . E. O. Hovey . 9 16 New Brunswick . .. ..do . Ellis Apgar, Superin¬ (1 5) tendent. New Egypt . . do . . . Geo. H. Johnson . 1 1 Newton _ High School (department) J. D. Reynolds 1 a7 Orange . . High School .... Usher W.Cutts .. 2 1 Passaic . . do . H. H. Hutton, ph. D . 1 2 Paterson _ _ _ do . . . L. H. White... . 1 8 Phillipsburg . do . Milton Aten . 2 1 Plainlield . Stillman High School Miss Julia E. Bulkley ... 1 3 Rahway . High School (department) C. B. Shallow . . . 1 1 Red Bank . High School . Richard Case, A. M . 1 2 Roselle . High School, No. 25. Wm. C. Armstrong . 1 0 ... ..do . High School, No. 4 Irving P. Towne 1 1 Salem . High School . E. S. Richards . Somerville . . do . . Jno. S. Haynes . 2 2 South Amboy . High School (department) Miss M. L. Thomas . 0 1 South Orange .... High School . E. C. Sherman, a. m . 1 1 Summit . High School (department) E. A. Chapman 1 1 Toms River . . do . James D. Dillingham, ph. 1 0 D., A. M. Trenton . High School Wm. H. Brace, A. M . 1 5 Westfield . . do . . . . E. Francis... . j Woodbridge . High School (department) A. H. Wilson . 1 2 NEW YORK. Afton . Union School and Acad¬ A H. Knapp . . 1 1 Akron . emy. Union School . . . Orson Wai’ren . 1 Albany . High School . Oscar D. Robinson . . 10 14 Albion . _ do . Freeman A. Greene _ 1 4 Arcade . Union School. . J. M. McKee... . 1 1 Attica . Union School and Acad¬ Thomas B. Lovell . 1 3 emy. Auburn . Academic High School. . .. 111) Bainbridge . Union School and Acad¬ Fred. J. Turnbull, A. M... 1 1 Bald wins ville . emy. Free Academy _ . Isaac N. Failor . . 1 3 Batavia . Union School _ Gardner Fuller ... 1 5 Bath . Union Free School, dis¬ Geo. H. Quay _ 1 2 trict No. 6. Belfast . Genesee Valley Seminary E. S. Redman . 1 1 and Union School. Binghamton . Central High School _ Eliot R. Payson . 3 6 Boonville . Union School and Acad¬ James D. Rogers . 1 3 emy. Brookfield . _ do . Leon C. Ball . 1 5 Brooklyn . . The Central School . . Calvin Patterson . 20 39 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOL^. 1449 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. ilncome from tuition fees. 1 Male. Female. Male. Female. Male. Female. Male. | Female. Male. Female. 6 7 8 9 io 11 13 13 14 15 16 17 18 19 20 21 16 16 0 2 7 0 3 4 Yes. No.. 86 $20,050 $3, 340 $350 1504 9 16 0 0 0 0 1 0 5 8 Yes. No.. 85 20,075 5,407 1505 95 69 0 0 No.. No.. 500 400 400 1506 30 63 1 0 5 11 Yes No.. 230 50,040 1507 18 17 0 o 5 0 0 8 Yes. No 75 23,250 5,000 650 1508 20 25 0 0 0 o 0 o 0 0 No No 10 5, 050 1509 18 32 0 0 0 o 0 0 No.. No 75 200 3,850 1510 8 20 0 1 Yes. No 50 6,000 3,000 1511 49 139 0 0 2 o 1 6 6 20 Yes. No 48, 225 100 1512 143 315 2 4 6 4 24 55 Yes No 500 7,000 10 1513 28 26 7 11 0 0 5 6 No No 808 25,100 5,300 1514 30 40 5 8 No. No.. 200 1515 60 1 0 8 5 3 o 4 7 No.. No.. 506 1516 31 31 2 13 Yes. 47 15, 150 1517 362 563 10 2 80 13 20 51 50 Yes. No.. 1,200 1518 90 137 1519 40 35 0 0 1 3 2 3 Yes. No 100 4,000 881 1520 12 6 1 3 0 0 0 No No 0 50,075 5, 150 1521 19 51 0 0 3 3 0 12 Yes. No 427 40,200 281 1522 35 65 0 0 0 0 35 65 5 6 Yes. No.. 204 40, 200 300 1523 56 250 1 0 0 0 5 0 12 43 Yes. No.. 1,800 ; 100,075 13 1524 31 46 0 0 0 0 4 9 No 200 20,020 120 1525 69 60 1 0 7 11 No. No 1, 050 32, 500 1,848 1526 5 18 2 0 3 18 No No 100 40,200 95 1527 18 24 6 1 0 0 0 6 Yes. No 400 25 120 1528 7 8 0 0 0 0 3 0 Yes No 200 10, 000 4, 200 1529 4 12 0 0 0 0 Yes. No.. 244 15,085 10 1530 12 35 2 8 100 1531 23 33 0 0 4 13 Yes No. 104 15, 129 9,169 198 1532 10 20 0 0 4 13 No No 720 12, 025 2, 500 1533 10 18 9 6 0 2 4 0 1 5 Yes No 200 72 1534 13 10 0 0 0 0 3 2 Yes No 361 15, 200 5,000 20 1535 22 26 0 1 2 1 2 0 0 0 Yes. No.. 250 2, 520 1,462 25 1536 16 77 2 5 16 77 3 22 No. No 300 30, 280 8, 350 1537 20 25 0 0 2 2 Yes No 250 1538 12 18 3 1 3 7 Yes. No.. 76 40, 075 5,044 60 ,1539 20 23 0 0 3 2 Yes. No.. 439 5, 4? 5 1, 108 409 1540 24 42 2 2 2 2 Yes No 450 13,000 833 141 1541 256 442 2 l 22 44 Yes No. 6, 448 20. 119 3,201 1,532 1542 48 57 33 46 15 11 5 6 Yes No 4,333 30, 964 1,308 974 1543 21 22 6 6 6 0 15 22 5 1 Yes. No.. 137 1 1 , 267 2. 368 306 1514 21 30 2 0 4 0 1 6 0 0 Yes. Yes. 1,606 20, 430 355 534 1545 145 231 1546 28 35 0 l 1 0 2 3 1 3 Yes. No.. 825 13,770 3,809 295 1547 36 31 0 0 5 8 6 10 3 3 Yes. No.. 941 17.850 549 300 1548 59 78 0 0 8 12 10 0 8 16 Yes. No.. 10,500 90,800 6,000 625 1549 4 6 2 4 0 0 0 0 Yes. No.. 1,080 15,300 1,461 51 1550 8 17 0 1 4 2 5 4 1 2 Yes. No.. 300 6,100 801 369 1551 145 182 0 1 10 3 0 0 6 10 No.. No.. 6,736 80. 980 9,989 644 1552 13 32 0 0 3 0 1 2 0 5 Yes. No.. 500 4,300 1,700 650 1553 51 61 0 0 10 2 4 6 6 9 Yes. No.. 500 4,651 1,165 400 1554 36J |1, 167 11 20 25 30 25 40 64 0 Yes. No.. 600 305,000 100,000 1555 145 1556 1557 1558 1559 1569 1561 1562 1563 1564 1565 1566 1567 1568 ’569 ;570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 EDUCATION REPORT, 1889-90. Table 3 .—Statistics of Public Name of principal. Num “sec ary ’ stru< 6 § ber of ond- ’ in- itors. © S © 3 4 5 Hem*y P. Emerson, A. M. . 8 15 Edwin S. Harris, a. m . 1 1 John M. Furman . 1 0 D. D. Van Allen, A. M . 1 1 H. L. Taylor, Ph. d . 1 4 Arthur T. Emory . 1 4 George H. Ottaway . 1 1 J. Nelson Shumway . 1 1 George M. Smith . 1 3 Henry B. Coons, a. m . 2 2 W. O. Robinson . 1 1 Matthew S. Quinn . 1 2 M. F. Perry . 1 2 C. Keller . 2 0 F. M. Wilson . 1 2 James G. Riggs . 1 2 E. A. Parks . 1 3 H. H. Snell . 1 2 Geo. E. Dixon . 1 2 John G. Wight . 1 4 Geo. Wm. Fairgrieve, A. B. 1 1 J. E. Dewey . 1 6 F. J. Diamond . 2 2 E. A. Winchell . 1 3 Charles Fowler . . 1 4 Albert Leonard . 1 2 J. S. Gibbs . 1 3 S. McK. Smith . 1 2 H. D. Hoffnagle . 1 2 F. A. Woodward . . 1 4 Chas. E, Marshall . 1 1 A. H. Hiller . 1 2 Herbert M. Lovell . . 1 6 Floyd J. Bartlett . 1 2 A. D. Whitney . 1 2 John H. Clarke . 1 5 W. S. Flint _ 1 2 T. S. Vickerman, A. m _ 1 2 Frank S. Tisdale . 1 1 J. R. Flagg . . . . 1 3 A. H. Lewis, ph. M . 1 4 B. G. Clapp . . . 1 4 W. H. Truesdale . 1 4 Sherman Williams . 1 5 Henry A. Pratt . 1 2 James F. Tuthill . 2 2 J. H. Selden . . 1 7 Maurice E. Page . 1 1 D. L. Bardwell, A. h _ 1 2 C. L. Morey . 1 2 Wm. E. Lockner . 1 2 Charles H. Van Tuyl . 1 2 E. E. Cates . 1 4 State and post-office. Name of institution. NEW YORK— COnt’d. Buffalo.. . Cambridge ... - do . . Camden . . Canandaigua. Canaseraga... Canastota .... Candor . . Canton _ Catskill. . Cattaraugus.. Champlain Chateaugay ... Cherry Valley. Chester . Chittenango... Clarence . Cobleskill . Cohoes . Cooperstown ... Coxsackie . Cuba . Danville . De Ruyter . Dryden . Dunkirk... . East Bloomfield. East Syracuse .. Elizabethtown .. Ellenville . Ellicottsville .... Ellington... . Elmira . Fairport . Fayetteville _ Flushing _ Fort Covington . Fort Edward Frankfort _ Frewsburg . . Friendship . . Fulton . . Geneva . Glens Falls.. Gloversville . Gouverneur . Go wanda . Greene . Greenport _ Greenwich . Groton . Hamilton. . Hammondsport . High School . Union School (Cambridge) Putnam Union School _ Union Free School . Union School . _ do . Union Free School . Free Academy . . Union School . Free Academy _ _ Union Free School and Academy. Champlain Academy and Union Free School, dis¬ trict No. 1. Academy and Union Free School. Lancaster Graded School.. Union School . Yates Union Free School and Academy. Parker Union School . High School . . . Egbert’s High School . Union School, academic department. Academy and Union Free School. Union School . . do . . _ do . Union School . . . do . . Union School, academic department. Union School.. . Union Free School Academy. Union School . and Elmira Free Academy Union Free School . High School . . Free Academy . Union School.. . Union Free School Union School _ Union Free School and Academy. Union School, academic department. Seminary and Union Free School. . do . . Union High School. High School . Union School . . . do . . . do . STATISTICS OF PUBLIC HIGH SCHOOLS. 1451 High Schools for 1SS9-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing lor college classical course. Number prepar¬ ing for college scien¬ tific, course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. Male. Female. Male, Female. 6 7 8 9 10 11 J2 13 14 15 16 17 IS 19 20 21 327 453 0 0 40 10 18 6 46 54 No. . No- 1,400 $152,000 $3,978 $160 1556 35 25 0 0 1 0 3 2 2 2 Yes. No. . 3,365 10,500 400 650 1557 14 15 4 0 0 0 0 0 No.. No.. 287 2,285 56 70 1558 40 60 0 0 10 4 30 0 6 1 No.. No.. 60 10,290 1.520 460 1559 47 75 2 10 0 2 Yes. No.. 1,909 65,500 5, 324 908 1560 44 50 0 0 3 1 3 1 No.. No.. GOO 10,100 750 300 1561 5 30 0 2 0 0 1 6 Yes. Yes. 750 20, 954 2, 421 400 1562 15 20 1 2 4 2 Yes. No.. 500 98 1563 30 73 0 2 2 4 7 8 0 0 Yes. No.. 700 30,500 2, 171 630 1564 34 26 0 0 9 3 1 0 4 4 .No.. No.. 2,155 34,050 3,157 1565 25 •24 0 0 1 2 5 4 0 0 Yes. No.. 500 17,000 900 300 1566 15 12 0 0 0 0 0 0 Yes. No.. 210 12, 530 440 89 1567 14 12 0 0 0 0 2 0 0 0 No.. No.. 350 15,400 200 400 1568 12 23 0 0 0 0 10 12 0 2 Yes. No.. 225 2, 920 500 1559 17 24 12 3 1 2 4 2 2 2 Yes. No.. 947 3, 962 1570 37 35 0 0 3 2 2 0 1 1 Yes. No.. 1,200 12, 350 "600 """457" 1571 13 20 0 0 0 5 Yes. No 1,075 11,700 28,646 3 225 433 1572 38 32 3 1 8 3 7 4 Yes. No.. 287 2, 132 565 1573 11 44 1574 40 49 0 0 3 3 0 0 4 5 No- No.. 2,783 29,359 3, 267 817 1575 15 25 10 10 4 3 4 0 Yes. No.. 613 29,417 1,623 135 1576 25 30 5 5 5 5 10 15 1 2 No.. No.. 240 16,270 1,235 425 1577 20 49 1 0 2 5 0 0 4 4 No.. No.. 1,175 34,835 2, 102 608 1578 33 48 1 0 O 0 Yes No 241 5, 100 831 281 1579 24 26 0 2 5 0 5 1 2 2 No.. Yes. 628 6, 475 878 467 1580 22 49 1581 37 42 5 8 2 3 5 Yes. No.. 500 4, 450 610 200 1582 11 27 3 3 0 0 1 6 1 5 No._ NO- 790 6,550 1,749 66 1583 16 30 0 0 3 4 1 1 1 0 No_. No.. 2C0 2,800 1584 22 41 0 0 0 0 10 20 2 11 Yes. No.. 410 5, 459 713 187 1585 18 24 0 1 8 3 0 0 Yes. No.. 31 20,080 771 110 1586 12 27 0 0 0 4 7 Yes No — 430 3,709 1, 404 162 1587 107 112 2 2 12 16 46 21 13 28 No- No.. 1,701 8.336 1.' 577 329 1588 35 55 1 2 15 20 10 15 3 8 Yes. No- 250 35, 150 2,500 650 1589 21 44 1 1 3 7 1 1 Yes No. . 1.204 25. 610 1 633 69 1590 56 103 20 26 12 5 5 0 4 12 Yes. No.. 2,000 65, 775 9,816 1,743 1591 30 60 2 0 2 O Yes No- 300 8, 385 1,000 344 1592 12 21 0 0 4 1 2 12 3 8 No.. No.. 1,169 11,535 2, 028 1593 7 23 0 0 0 0 3 5 0 0 Yes. No.. 605 17,031 2,511 200 1594 37 44 0 0 0 0 6 5 4 4 Yes. No.. 0 3,025 500 125 1595 60 89 0 0 0 0 Yes. No 200 2. 625 780 eoo 1596 101 120 0 0 10 3 8 5 8 8 Yes. No- 1,200 C6, 100 5, 287 1,300 1597 55 65 3 4 20 15 15 10 5 4 Yes. No— 2, 8C0 30,100 500 1598 38 64 0 0 4 *> 0 0 1 4 Yes. No.. 761 27,218 1,902 320 1599 34 48 0 1 3 3 3 2 3 8 Yes. No.. 372 987 155 1600 52 98 0 0 5 0 4 1 Yes. No„ 502 15, 803 3,626 827 1601 53 76 0 0 O 3 3 4 3 2 Yes. No.. 700 15,500 1,400 400 1602 24 34 0 0 1 O 0 C 4 1 Yes. No.. 1,200 8,029 550 165 1C03 29 30 13 15 4 o 2 0 3 7 Yes. No.. 20, GOO 1,799 261 1604 43 47 0 0 12 8 20 30 2 5 No.. No.. "l.'sco" 26,200 575 800 1605 28 24 0 0 0 0 10 4 4 j 1 Yes.1 No.. 1,000 ' 12,465 1,274 227 1006 15 20 1 3 4 5 Yes No 500 10, 400 1,400 350 1607 40 35 0 0 3 3 4 2 1 Yes.1 No.. 450 10,500 980 111 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 EDUCATION REPORT, 1889-90. Table 3 .—Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary” in¬ structors. d e3 2 d s < V h 1 2 3 4 5 NEW YORK— cont’d. Hancock . Union School and Academy Union Free School . Lincoln R. Long _ 1 2 Hempstead . A. C. Almy 1 1 Union School, academic A. G. Miller 1 2 department. W. S. Knowlson 1 3 Holley . Union School and Academy Homer Free Academy . Willis E. Bond 1 2 W m. H. Cummings _ 1 2 Union Free School _ . John E. Shull 2 1 Free Academy . W. R: Prentice _ 0 5 Hudson . High School I . Romiett Stevens . 0 2 Union School . Chas. W. Jennings . 1 3 I lion.. . Ilion Academy . Judson I. Wood 1 5 High School . . Lewis H. Tuthill, A. M _ 3 5 Jamestown . ....T.do . R. R. Rogers . . 3 8 Johnstown . . do . Wm. S. Snyder . 1 2 Jordon . . Free Academy . John W. Chandler 1 2 Keeseville . Union Free School . . J. B. Flett . 1 1 Kingston . Kingston Free Academy. . . Union Free School . Francis J. Cheney. .. 2 7 Leonardsville _ Chas. H. Weller 1 2 Limestone . Union School and Academy Lisle Academy . J. M. Grimes . 1 3 Lisle . Geo. B. Benedict, A. m 1 2 Little Palls . Union School . Prof. S. A. Watson 1 2 Little Valley ... . do . G. W. Boyce 1 2 Lockport . Union School, academic Asher R. Evans . . 4 3 Lyons _ _ department. Union School . . W. H. Kinney . 4 1 McGrawville . . do . C. M. Bean . 1 2 Madison . Union Free School and J. T. Badgley, a. b . 1 2 Malone . Academy. Franklin Academy . E. D. Merriman . 2 3 Manlius _ Union School . Geo. E. Bullis . 6 Marathon . Union School and Academy . do . . . U. G. Weatherly.- . 1 05 Massena . M. H. Kinsley . Mavville _ Union School . W. M. Peirce . 1 2 Medina . Medina Free Academy. Charles E. Allen . 1 3 Middleburg . Academy and Union School Walikill Free Academy _ Union School and Academy Union Free School . R. S. Keyser, A. m„ ph. d . Henry H. Roberts . 1 a6 Middletown . 1 6 Mohawk . W. E. Stearns . 1 2 Montgomery . Reuben Fraser . . . 1 4 Moravia . Union School . J. D. Bigelow . 1 2 Morris . Union School and Academy Union Free School and W. D. Johnson . . 1 4 Mount Morris . Frank F. Cuaebre . 1 9 Naples Academy. Union Free School F. Yale Adams 1 2 Newburg . Free Academy . . . James M. Crane . . 5 3 New York . East Side Evening High School (73 West 131st st.). Harlem Evening High School (235Eastl25thst.). Evening High School (124 West 30th st. Union School . . . W. F. Hudson 24 0 ...do . Elijah A. Howland . 26 0 . do . Jacob T. Boyle . 24 0 Niagara Palls . N. L. Benham.. . 1 4 Nichols . . do . . . . . Irving F. Stetler . 1 North Brookfield _ Union School and Academy Union Free School . F. W. Crumb, A. m . . 1 3 North Tarrytown... Norwood . N. H. Dumond . 1 1 Union School and Academy Union School _ Edward F. McDonald . 1 Nunda W. A. Stewart . . 1 5 Ogdens burg ... Free Academy . Barney Whitney . 2 3 Olean . Union School . Oneida . . _ do . F. W. Jennings, A. M . . 1 4 Oneonta . . do . N. N. Bull, a. M., acting principal. C. W. Richards . 1 3 Oswego . High School . 1 5 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1453 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. 1 Female. | Male. Female. Male. Female. | Male. Female. 6 7 8 9 10 11 12 13 14 13 1G 17 18 19 20 21 18 27 0 0 5 1 3 4 0 Yes. No.. 360 $6,867 $961 $394 1609 25 35 28 20 0 0 3 5 Yes. Yes. 1,200 30, 075 2. 000 100 1610 40 33 2 3 2 0 3 6 No.- No.. 300 25, 405 1,972 65 1611 53 64 0 0 2 0 0 0 7 8 Yes. No.. 1,100 10,250 647 600 1612 7 8 0 0 1 0 2 7 Yes. No.. 434 13, 300 1,215 243 1613 18 38 0 0 10 0 8 38 3 1 No.. No.. 1,500 50, 300 1614 32 45 0 0 4 3 7 13 Yes. No.. 1,214 54, 984 4,973 472 1615 29 37 1 1 5 24 Yes. No.. 1,037 73, 629 6,727 249 1616 17 33 0 0 5 0 12 33 2 6 Yes. No.. 28, 580 12, 568 1617 30 55 12 18 5 0 1 0 4 3 Yes. No.. 1, 009 15,600 2,200 1,100 1618 34 63 0 0 0 0 19 3 Yes. No.. 153 30, 800 5,000 600 1619 113 157 21 12 6 2 59 19 16 29 No.. No.. 1,816 61,219 2,865 1,886 1620 87 129 3 2 19 10 9 19 No.. Yes. 2, 459 101,540 1,205 1621 55 65 0 0 8 9 50 53 0 9 No.. No.. 3, 500 50,250 1,000 209 1622 32 38 3 4 1 0 1 1 2 4 Yes. No.. 1,140 9,670 3,147 415 1623 10 20 1 0 4 No.. No.. 1,064 7,915 1,149 131 1624 72 114 1 10 2 1 7 17 No.. No.. 54, 243 4, 987 978 1625 10 27 2 4 No.. No.. 126 3,000 630 75 1626 40 20 0 6 4 2 1 2 2 2 Yes. No.. 500 7,215 950 115 1627 14 19 0 0 6 0 0 4 Yes. No.. 309 6, 731 755 103 1628 47 47 0 0 . 6 0 0 0 4 7 No.. No.. 2,300 13,079 2,658 359 1629 10 15 3 4 Yes. No.. 300 15,000 400 90 1630 99 132 0 0 7 5 4 8 No.. No.. 527 2,738 1631 52 48 1 0 9 0 1 0 2 6 No.. No.. 1,500 59,649 3,601 333 1632 18 23 2 3 0 6 No.. No.. 168 5,300 624 91 1633 36 44 0 0 0 0 0 0 0 4 No.. No.. 500 3,300 374 1634 45 55 0 0 2 0 10 15 6 10 No.. No.. 40,780 5,125 1,280 1,005 1635 42 48 0 0 0 0 2 0 2 3 Yes. No.. 571 1,183 843 1636 9 8 2 0 3 0 1 0 2 3 No.. No.. 300 1637 10 15 3 0 4 5 Yes No.. 400 20,000 1,230 301 1638 37 44 0 6 2 1 2 6 1 3 Yes. No.. 650 26,275 1,182 276 1639 30 40 0 0 5 1 18 12 6 12 Yes. No.. 700 8,795 1,292 673 1640 40 33 3 5 6 1 6 0 4 4 Yes. No.. 750 21,500 1641 45 55 1 1 2 1 4 7 Yes. No.. 5,000 15, 300 6,500 400 1642 10 20 0 0 1 0 ::::: 2 2 Yes. No.. 815 5,695 1,542 88 1643 25 50 2 4 4 3 5 9 Yes. No.. 500 10,500 900 1,000 1644 43 58 1 0 3 2 5 5 Yes. No.. 759 13, 200 1645 27 25 0 0 0 1 10 15 7 7 Yes. No.. 729 3,045 1,096 557 1646 100 100 1 1 20 20 ► 40 50 3 1 No.. No.. 1,200 20,100 2, 500 150 1647 16 20 0 j 6 7 4 6 Yes. No.. 1,433 26, 415 1,725 248 1648 93 110 1 0 10 5 3 0 19 22 Yes. No.. 17,000 81,500 525 1649 1,770 0 0 0 0 0 No.. No.. 0 250, 300 1650 1,550 0 0 Yes. No.. o 175,000 17,020 1651 1,906 0 0 0 31 0 No.. No.. 0 165, 000 1652 53 78 5 2 2 3 No.. No.. 4,000 41,029 2,910 147 1653 4 8 1 0 0 0 Yes. No.. 380 4,225 634 60 ! 1654 49 69 5 2 1 0 2 0 Yes. No.. 4C0 4,200 490 196 ! 1655 31 29 6 10 0 0 0 0 7 1 No.. No.. 605 50,180 2,000 106 | 1656 30 40 0 0 2 0 20 15 7 2 Yes. No.. 537 18,575 3,275 265 1657 50 60 0 0 10 8 0 0 4 6 No.. No.. 500 5, 300 0,50 450 1658 99 134 0 0 9 11 No.. No.. 4,053 39,927 5,720 694 1659 102 166 1660 17 56 9 27 3 6 No.. No.. 15, 650 2,819 565 1661 21 43 2 3 1 2 3 Yes. No.. 1,350 30, 695 4,977 148 1662 82 139 1663 1664 1665 1666 1667 1668 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 EDUCATION REPORT, 1889-90. Table 3.— Statistics State and post-office. Name of institution. Name of principal. 1 2 3 NEW YORK— COnt’d. Ovid . — Owego . Palatine Bridge . Palmyra . Patchogue . Phelps . Phoenix . . Pittsford . — Plattsburg . Port Byron . Port Chester . POrt Jervis . Portville . Poughkeepsie . Prattsburg . Rhinebeck . . Richfield Springs ... Rochester - ---- . Rome . Rushford . Rushville . . Sag Harbor . Salamanca . Salem . . Sandy Creek - Sandy Hill . Saratoga Springs ... Schenectady . Schenevus . . Schoharie- . Schuylersville . , Seneca Falls . Sherman . Sidney . . Silver Creek . . Sinclairville . Sing Sing.... . Skaneateles . Spencer . Springfield . Stillwater . Stockholm... . Syracuse . Tona wanda . Troy . . . Trumansburg . Union . Union Springs . Utica . . Vernon . .... Walton . . . Warrensburg . . Warsaw . . Warwick . . Waterford. . Waterloo . Watertown . Union School and Academy Free Academy . Union School . Classical Union School _ Union Free School. . . . Union and Classical School Union School and Academy Union School . . High School . . . Free School and Academy . Union School (Free) . Union School . . . do . . . High School . . Franklin Academy and Union Free School. Union School . _ do . . Free Academy . . . . .do . . . Union School . . .do . . do . . . do . . Washington Academy . High School and Academy. Union School and Academy High School . . . Union Classical Institute .. Union School and Academy Academy and Union Free School. Union Free School . Mynderse Academy . Union School . High School . Union School and Academy Academy and Union School High School . . Union School and Academy Union School.. . Griffith Institute and Union Schools. Union Free School. . . Brasher and Stockholm Union Schools. High School . North Tonawanda Union Schools. High School . . . Union School . . . Union School and Academy High School . Utica Academy (free) . Union School . . do . . . Union Free School and Academy. Union School and Academy Warwick Institute _ Union Free School . Union School . High School.... . S. G. Harris . E. J. Peck . . N. G. Kingsley . Geo. W. Pye . W. E. Gordon. . D. D.Edgerton . Robt. Simpson, jr . E. J. Howe . . . Miss Helen D. Woodward. Wm. L. Harris, A. B . A. P. Thomas . J. M. Dolph.. . W. H. Smith . . James Winne . Curtis B. Miller . . T. S. Barnes . . J. A. Bassett . Jno. G. Allen . Edward Magtiire . . W. F. Du Bois _ . John J. Harrison . A. H. Sage . . . W. B. Harding . R. A. McDonald . Frances A. Tefft . . Welland Hendrick . . Chas. S. Halsey . . Floyd S. Lowell . . Solomon Sias . Charles A. Black . A. C. McLachlan . J. H. Russell . Thos. C. Wilbur, A. M . A. M. Preston . F. H. Hall . Miss I. W. Bennet.... _ H. Frank Miner . S. K. Marsh . . R. W. Hughes, A. M . » Alexander Falconer _ Warren J. Cheney . A. D. Filer . Leigh R. Hunt . Henry D. Hopkins . H. T. Morrow . A. M. Seekell . . G. C. Sawyer . :. E. R. Adams, A. M . J. R. Fairgrieve . Fred N. Moulten . . Irving B. Smith, A. M . W. D. Smith . . H. H. Loomis . A. R. Sewell . . . Frank D. Shaver . a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1455 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. | Male. Female. Male. Female. Male. Female. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 25 34 3 2 0 0 4 4 1 3 Yes. No.. 1,200 SI 5, 600 S3, 356 $86 1664 70 87 0 0 20 10 8 4 7 5 No.. No.. 3, 000 32, 025 4,812 853 1665 11 4 0 0 5 0 1 1 0 0 Yes. No.. 1,000 5,500 600 30 1668 32 55 3 2 8 7 3 2 7 8 No.. Yes. 1,542 30,400 2, 100 450 1667 50 76 2 1 0 0 2 0 5 5 Yes. Yes. 860 20, 350 2, 000 358 1668 40 45 0 4 4 8 20 14 8 4 Yes. No.. 640 7,900 1,600 400 1669 60 74 0 0 1 9 13 38 0 7 Yes. No.. 490 16, 997 2,500 230 1670 26 24 0 1 2 0 0 0 Yes. No.. 12 3, 020 777 100 1671 46 43 0 0 6 4 2 0 2 9 Yes. No.. 250 5,512 3,000 700 1672 2SJ 33 0 0 1 1 3 3 6 7 Yes. No.. 879 13, 717 1,682 514 1673 22 26 0 1 0 0 0 7 Yes. No.. 2,300 35,100 2,142 440 1674 49 113 0 0 6 8 5 0 2 11 Yes. No.. 4,142 32,770 4, 971 492 1675 25 32 1 0 8 10 16 20 1 0 No.. Yes. 555 3, 567 132 1676 61 132 0 4 2 2 3 6 3 11 No.. No.. 16,287 43, 194 797 125 1677 35 40 0 0 2 0 3 1 2 2 Yes. Yes. 1,425 12,100 279 1678 15 19 3 1 0 0 4 6 2 4 Yes. No.. 602 12,450 900 60 1679 30 46 4 5 1 10 0 0 1 0 Yes. No.. 477 25, 407 2,525 415 1680 254 449 0 0 60 20 20 30 54 121 No.. No.. 1,653 159, 139 26, 741 864 1681 92 i03 1682 20 28 2 2 0 0 1 0 1 0 Yes. No.. 260 3,224 530 - 245 1683 49 37 0 0 3 4 12 4 1 0 Yes. No.. 258 16,055 744 203 1684 11 33 5 4 0 0 1 0 0 4 Yes. No.. 250 18,280 1,400 15 1685 34 41 0 0 4 o 1 2 11 Yes. No.. 769 42,600 3,300 300 16S6 30 40 0 0 1 1 1 0 2 6 Yes. No.. 2,000 30, 800 600 1687 42 42 0 0 5 0 5 8 Yes. No.. 615 16,247 1,300 350 1688 40 60 0 0 10 0 10 10 7 1 Yes. No.. 1,004 25, 500 2, 812 348 1689 64 80 1 0 4 0 3 0 10 9 Yes. No.. 285 50,500 5, 075 40 1690 80 10S 0 0 32 9 16 5 19 24 No.. No- 515 16, 934 4,655 1,200 1691 18 34 0 0 0 0 1 0 4 6 No.. No.. 243 8,417 1,770 256 1692 37 21 0 0 10 7 7 0 3 2 Yes. No.- 669 15,532 100 1693 15 19 0 0 r 6 0 1 No.- No- . 677 19, 575 1,462 635 1694 80 152 2 2 0 10 8 10 12 Yes . No- 1,500 36,500 5,200 372 1695 13 21 0 0 4 4 Yes. No.. 800 10, 400 1,469 369 1636 30 45 0 0 3 2 1 1 0 2 Yes. No.. 800 9,350 451 1697 45 51 0 0 5 2 14 7 2 4 Yes. No.. 946 48, 600 1,927 192 1693 18 24 0 0 2 1 2 2 3 3 No.. No.. 345 7,730 918 422 1699 21 56 7 15 Yes. No — 2, 558 7,100 125 1700 37 55 0 0 8 4 4 6 4 8 No.. No- 1,200 11,000 733 1701 37 40 13 8 24 32 6 6 Yes. No 625 4,300 1, 255 300 1702 69 88 0 1 12 16 57 72 8 9 No.. No.. 300 21,671 2, 942 673 1703 30 39 2 3 3 3 10 20 2 1 Yes. No.. 780 20,700 1,500 250 1704 20 25 0 0 5 3 3 3 No.. No.. 600 10,600 809 262 1705 333 471 1706 40 54 .1 . ! _ ... ! 2 3 1 7 Yes. No.. 1,200 39,000 3,200 76 1707 92 140 0 1 28 5 0 0 5 28 Yes. No- 1,000 20,500 2,230 1,130 1708 28 31 4 3 0 0 0 0 2 5 No.. No. . 525 5, 179 2,500 450 1709 15 20 1 0 3 3 2 3 No.. No_. 500 5,000 750 225 1710 24 32 1 3 2 0 3 5 3 4 Yes. No.. 678 10,615 850 165 1711 102 141 0 0 26 5 9 24 No.. No.. 90S 76,371 1,665 550 1712 14 12 1 1 0 0 1 0 0 0 Yes. No.. 685 2, 895 643 20 , 1713 55 75 o 5 13 5 2 2 Yes. No 1,200 10,000 1,200 ; 1714 49 55 0 0 2 1 6 11 0 0 Yes. No.. 498 8, 150 1715 71 82 17 9 8 10 5 9 Yes. No 2,485 36,010 2,400 700 1716 10 16 6 6 1 0 0 0 1 7 Yes. No.. 846 11.630 1,616 431 1717 13 27 3 2 3 0 0 0 2 7 Yes. No.. 1,600 47i 150 3, 500 1718 43 63 1 2 4 0 5 9 4 7 No.. No.. 1,500 30,500 2, 176 777 1719 124 126 0 0 20 3 11 13 Yes. No.. 4,000 23,500 7,548 564 1720 1721 1722 1723 1724 1725 1726 1727 1728 1729 1730 .1731 1732 1733 1734 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 Table 3 .—Statistic State and post-office. Name of institution. Name of principal. 1 3 3 NEW YORK— cont’d. Waterville . Union School and Academy Academy and Union School High School A. M. Wright Watkins . S. S. Johnson . . Waverly . P. M. Hull, A. M . C. D. Child Weedsport . Union School... . L. R. Hopkins . Wellsville . Union School and Academy Union School (free) No. 1.. Union School and Academy L. M. Harding . , West Chester . M. E. Delvin . . . Westfield . A. N. Taylor West Hebron . Leland L. Landers Westport . . do . . Fred V. Lester . West Winfield . . do . Frank J. House . Whitehall . ....do John H. Kelley..^. . David H. Carver Whitneys Point . Union School and Academy Chas. L. Luther, A. M Windsor . . Union School and Academy Leavenworth Institute and Geo. R. Winslow . Wolcott . . James E. Potter . Woodhull . Union Free School. Union School . . Frank H. Little . W orcester _ Union School and Academy Middleburg Academy and Wyoming Union School. High School Calvin T. Northrop _ Wyoming . Storrs Barrett ... Yonkers . . Edward R. Shaw, ph. d .. NORTH CAROLINA. Globe . Globe Academy . . . W. F. Marshall . Goldsboro . High School (department). J.Y. Joyner, superintend¬ New Berne . High School . ent. Winston . High School (department). Jno. J. Blair, superin¬ tendent. NORTH DAKOTA. Bismarck . High School O. P. Rider Devils Lake . . do . L. B. Fancher . . Fargo . . .. do . . Miss Eliza A. Kent . Grand Forks . do .. C. H. Clemmer . . Hillsboro . High School (department) , District No. 1. H. N. Matteson... OHIO. Ada . . . Union School . R. J. Kibler . Akron . High School . Wilbur V. Rood . Alliance . . . do . C. C. Davidson . . Amanda _ _ .do . L. L. Wagner . Andover _ _ High School (department) . High School . J. D. McCalmont . Anna . S. Wilken... . Antwerp . Special School District . A. L. De Long . Arcanum _ High School . S. A. Miiinich . Archbold _ High School (department) . High School . . Eli Wyse . . . . Ashland Miss B. F. Osborn . Ashley . High School (department). High School . W. I. Crane . . Ashtabula . Laurence Johnson . . Athens _ _ . _ _ do . . C. S. Wheaton . Attica _ ..do _ Geo. M. Hoke . Bainbridge .do Geo. W. Fry _ _ Basil . High School (department) . High School . R. B. Bennett . . Batavia . . S.T. Dial . Beaver Dam.... High School (department) . High School. . . R. P. Smith . Bellaire _ _ Miss A. Cunningham . Bell Brook . Special School District _ W. C. Wilson . Belle Canter . Union School . John Montgomery . a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1457 High Schools for 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory ? Hasthe school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. 6 c3 s Female. Male. Female. 6 "cS 3 Female. Male. Female. 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 80 81 2 12 7 4 0 3 3 Yes. No.. 1,567 $31,300 $2,413 $1,165 47 60 3 5 0 2 0 4 Yes. No.. 922 20, 550 2,346 200 94 119 0 0 2 2 0 0 4 12 Yes. No.. 722 27,210 4, 363 40 33 1 0 2 2 2 6 2 0 Yes. No.. 210 5, 500 738 557 35 54 0 0 1 0 12 15 4 14 No.. No.. 350 15, 500 600 550 30 60 0 3 6 3 1 1 5 5 Yes. No.. 715 17,500 1,793 426 20 21 7 5 0 0 20 21 8 6 Yes. No- 1,025 35,500 1,000 60 80 o 0 7 Yes. No.. 2,000 79,000 25 33 0 0 2 0 0 0 Yes. No- 111 1,550 314 70 63 0 0 2 0 2 1 2 2 Yes. No.. 472 7,775 674 234 65 75 0 0 7 0 0 0 4 4 No.. No.. 635 3,387 1,200 16 31 2 0 2 7 Yes. 1,224 25, 420 10, 748 66 38 32 1 0 0 0 18 16 0 0 Yes. No.. 486 3, 650 43 51 0 0 2 0 1 2 3 2 Yes. No.. 1,000 9,600 1, 150 370 33 48 0 0 0 0 0 1 No.. No.. 735 12,000 2,500 230 42 41 0 0 20 11 2 2 3 3 Yes. No.. 514 16, 611 1,521 219 20 25 0 0 2 0 0 1 3 3 No.. No„ 100 4, 555 150 20 41 0 0 2 4 0 1 2 4 No.. No.. 383 3,550 885 250 54 41 0 0 6 2 0 0 1 4 No.. No.. 1,004 6,600 567 300 64 76 2 o 8 4 4 o 3 8 Yes! No.. 500 200 25 20 0 0 20 0 0 0 No.. No.. 300 1,400 800 37 52 0 0 2 6 2 9 No.. No.. 1,100 75 166 60 65 38 52 0 0 15 25 8 0 12 14 Yes. No- 2,500 30,025 13,281 175 14 19 1 3 0 0 Yes Yes 75 40,050 1,957 43 1 3 1 0 0 0 0 0 Yes. No.. 300 5,050 2,833 22 52 23 57 0 0 0 0 1 5 1 6 Yes. No.. 240 80,500 18, 599 194 4 6 0 0 2 0 0 0 0 0 No.. No.. 150 4,000 13 42 59 0 0 12 15 8 6 7 9 No.. Yes. 200 20,000 7,600 15 171 268 1 3 9 2 3 9 20 44 Yes. No.. 200 136,600 8,381 188 51 81 0 0 0 0 0 0 8 18 Yes. No.. 1,200 60,150 36 10 12 0 0 0 0 0 0 3 2 No.. No.. 0 3,500 200 1,400 35 30 0 0 2 1 o 0 3 5 No No.. 250 12,000 163 19 20 6 10 No No 12,000 3,600 72 5 21 0 0 0 0 0 1 No.. No.. 60 22, 100 3, 862 100 2 8 0 0 0 0 1 4 0 0 No.. No.. 100 8,000 2,500 30 15 19 0 0 0 0 0 0 0 0 No.. No.. 0 4,000 0 20 25 1 0 3 2 0 0 3 10 No.. No.. 600 10,020 1,900 10 15 0 4 1 2 No No 40 5,000 17 33 0 0 3 6 No.. No.. 300 700 392 28 59 25 35 2 0 0 2 2 8 Yes. No.. 275 30,100 8,000 85 10 20 0 0 2 4 4 6 0 4 No.. No.. 250 12,250 2,500 160 16 15 1 1 o 5 No.. No 0 8, 100 20 17 0 0 0 0 1 0 3 No No 3 4,515 27 22 29 12 14 2 1 0 0 5 8 No.. No.. 0 30,200 300 261 5 4 0 0 0 0 0 0 4 2 No.. No._ 0 5,050 45 40 83 0 3 1 1 3 11 Yes. No.. 30 25 92 5 11 0 0 2 3 0 0 5 No.. No.. 150 2,200 1,200 3 26 0 0 0 1 0 0 0 9 No.. No.. 200 15,100 3,009 42 ED 90 - 92 1721 1728 1723 1724 1725 1726 1727 1728 1729 1730 1731 1732 1733 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 1752 1753 1754 1 755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 1780 1781 1782 1783 1784 1785 1786 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797 1798 1799 1800 1801 1802 1803 1804 1805 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 4823 1824 1825 1826 1827 1828 EDUCATION REPORT, 1889-90. Table 3.— Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary'’ in¬ structors. Male. Female. 1 2 3 4 5 ohio— continued. High School (department) . . .do . E. P. Warner, superin¬ tendent. •T. .T. HonsfVi* 1 1 1 ai Special School District . S. C. Murphy . . 1 O High School . E. D. Lyons 1 1 High School (department). Union School .. . . J. H. Rowland . . 1 0 C. H. Shock 1 0 Biuffton High School . Clyde Akerman. 2 a4 High School (department) . High School... . D. A. Haylor . . 1 1 S.P. Merrill, ex-principal. W.W. Spear.. 1 1 _ T.-do . 2 0 Butler . Independence High School. High School . L. L. Ford.. . .' 1 0 W. V. Smith 1 0 ..“..do . . . E. L. Abbey 5 a20 Camden n _ High School (department) High School . . . Frank G. Shuey, superin¬ tendent. M. C. Lytle .. 2 ai Canal Pulton.. . 1 1 Canal Winchester. . . High School (department) . High School . . . Thos. Fitzgerald . 4 a 3 Canton . Chas. A. Shaw o 2 Cardington _ Union School . . A. L. Banker 2 al Carey . do . R. H. Morison 1 1 Carlisle High School . •T. M. Lame 1 l Cedar ville _ Union School . . . C. S. D. Shaw an _ 1 0 Celina .. High School . . . W. F. McDaniel. . 2 0 Centerburg . . High School (department) . High School . S, H. Maharry . . 2 2 Centerville _ L. G. Weaver . . 1 0 Chagrin Falls . . _ do . . . . F. P. Shumaker, superin¬ tendent. C. W. Fuller _ 1 1 Chardon . .. . . do . 2 1 Chesterville . High School (department). High School . David Reese . _ 2 1 Chillicothe . Reynold .Tanney . _ _ 2 4 Christiansburg . do . W. F. Gilmore 1 0 Cincinnati . Hughes High School . Woodward High School.... High School . E. W. Coy . . . . 6 9 . do. . Geo. W. Harper _ _ _ 6 12 Circleville . . Miss E. C. Dunn . 0 3 Clarington _ High School (department) . High School . C. E. Githens . 1 0 Clarksville W. E. Barrett 2 1 Cleveland . High School (central) . Edward L. Harris . 13 17 .do . West High School . Theo. H. Johnston . 8 9 Clifton _ Union School _ _ - Weaver 0 Columbiana . High School . F. C. Roche . . . 1 1 Columbus . . .do . Abram Brown . . 10 11 Columbus Grove _ do . . . E. Ward, superintendent. C. E. Carey . . 1 6 Conneaut . . do . 1 2 Convoy . . .do . . . E. D. Witt Brothers _ 1 0 Cool ville . High School (department) High School . . Albert Weatherbee . 1 2 Coshocton . J. M. Yarnell _ _ 1 1 Crown City. High School (department) . High School . . J. C. Ingels _ 1 1 Cuyahoga Palls .... Fred. Schnee . 1 2 Danville . Danville and Buckeye City Union Schools. Central High School . W. S. Lynch . 3 1 Dayton . Chas. B. Stivers . 7 5 Defiance _ High School . De Graff . Union School . . Joseph Swisher _ 1 1 Delaware . . High School . . . Miss H. M. Peirce _ 2 6 Delphos . . do . c S) . Delta . . do . Miss H. O. Lemert . 1 Derby . . ...do . Jerry Dennis _ _ 1 0 Deshler . High School (department) . High School . H. J. Gardner _ 1 0 East Cleveland . W. S. Hayden . 1 1 Eaton . . .do . J. P. Sharkey, superin¬ tendent. John Davison . 2 1 Elida . Union School . 2 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1459 High Schools for 1S89-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. 1 0 3 2 Yes. No.. 20 3,500 40 1907 5 14 0 0 0 3 No.. No.. 43 18,250 531 40 1908 40 27 0 1 2 5 Yes No.. 30, 300 100 1909 12 23 0 0 2 2 No.. No.. 75 2, 000 385 1910 24 38 0 0 2 3 1 14 No.. No.. 400 5, 300 1,200 600 1911 22 27 0 0 1 3 1 No.. No.. 120 2,000 40 1912 16 24 3 3 2 1 No.. No.. 100 8,010 4,500 50 1913 49 95 0 0 4 6 2 0 5 22 No.. No.. 200 35,010 96 1914 10 17 0 0 0 0 4 10 4 5 No . No.. 30 6, 000 1,200 100 1915 5 105 0 2 16 No.. No.. 500 5,400 1916 26 61 0 0 0 0 2 9 No.. No 75 97, 200 27,035 352 1917 25 35 0 0 0 0 0 0 0 0 No.. No.. 200 10, 050 175 1918 10 .12 3 2 0 0 No.. No.. 98 4, 560 30 1919 35 62 3 10 20 No.. No.. 300 8,200 1,800 187 1920 48 21 2 3 3 0 7 4 Yes. No.. 100 8, 125 420 1921 17 26 1 3 0 0 2 0 3 3 No.. No.. 520 24 1922 25 45 0 0 2 9 No.. No.. 546 600 33 1923 18 19 1 2 2 4 3 6 No.. No. . 60 18,000 200 1924 24 16 8 6 1 7 0 1 No.. No 400 10, 100 1925 33 34 0 0 1 3 No.. No.. 25, 100 5, 594 371 1926 10 9 0 0 i 0 1 6 No.. No.. 150 30 1927 10 15 0 0 i 0 2 5 No.. No.. 150 5, 075 80 1928 24 26 1 4 6 3 No.. No . 300 35, 250 200 1929 20 24 1 1 0 2 No.. No 60 10,000 2,500 120 1930 9 23 1 1 o 11 7 12 0 4 No.. No.. 11 25. 200 3, 650 75 1931 17 35 0 0 6 8 3 5 1 5 No.. Yes. 0 55, 200 9, 100 104 1932 24 50 1933 13 18 0 0 0 0 2 0 2 3 No.. No.. 0 is, ioo 1 2,500 95 1934 56 124 1935 18 21 0 1 1 1 5 4 4 7 No..| No.. 100 _ 1936 15 9 0 0 0 0 2 0 o No.. No.. 450 30,300 1,862 92 1937 17 25 0 0 1 3 No.. No.. 125 20, 125 1,200 . 1 50 1938 13 14 0 0 2 0 2 0 4 1 No.. No.. 0 1,500 18 1939 18 24 0 0 2 0 1 0 0 4 No.. No.. 500 25, 050 4,000 224 1940 20 40 2 9 No..' No.. 400 20,300 150 1941 24 22 3 3 No.. No- 400 12, 100 110 1942 5 20 1 6 0 2 2 o 0 0 Yes.: No.. 300 12,050 600 1943 20 21 0 0 5 9 0 6 No..1 No- 0 15,300 1944 19 28 1 1 3 3 7 No..| No.. 50 12. 100 3,500 350 1945 15 19 0 0 2 4 8 12 3 5 No.. No.. 120 i 18. 240 2,100 180 1946 25 43 0 0 0 4 2 4 No.-| No.. 400 1 47, 140 78 1947 1948 1949 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1938 1999 2000 2001 2092 2003 2004 2005 2006 2007 2008 2009 EDUCATION REPORT, 1889-90. Table 3.— Statistics of Public State and post-office. Name of institution. Name of principal. Numl “sec ary’ struc 6 "ci £ ” 2 rc> Female. ° m 1 “o 1 2 3 4 5 ohio— continued. North Amherst . High School . Miss M. G. Lamberton _ 1 1 North Baltimore _ High School (department) . W. M. Waltermire. . . 1 0 High School ... W. D. Pepple . 2 0 _ “.do.. . Union School . . . Chas. Fulkerson . . 1 1 High School . Geo. H. Wittney . . 1 1 7 do.... Miss Grace S afford . 1 2 . do . Chas. W. Harding . 1 2 . do . J. L. Wright . 1 0 High School (department). S. S. Gabriel . 1 3 7 do . 1 . J. W. Cross . . . 1 1 High School .. W. H. Steuart . 1 2 Painesville . ....7. do.. . . . A. C. Burrill . 3 1 High School (department) . F. Livingood . . 1 0 “ do _ C. L. Swain . 1 1 Pemherville . . do . Jno. S. Hoyman . 0.2 3 Perry . . High School . . . Jasper Robertson . 1 0 Perry sburg . . do . . I. M. Saddler . 1 1 Perrysville High School (department). D. P. Fulmer . 2 1 Picker ington ... . do . E. E. Arnold, b.ph . 1 1 Piketon... High School _ M. F. Andrew. . 1 0 Piqua . . do . . C. W. Bennett . 1 1 Plain City . High School (department) . Chas. W. Vandegrift . 1 0 Pleasant Hill... _ _ do . C. H. Teach . 1 0 Pomeroy ... High School. . T. C. Flanegin . 1 1 Port Clinton . . do. . J. E. McKean . 1 1 Portsmouth . . do . W. A. Connell . 3 1 Port Washington ... Union School . . Chas. L. Cronebach . 1 0 Put-in-Bay . High School - Bookmyer . . . 1 1 Quaker City . . . . do . Alva B. Hall . 2 0 Ravenna . . do . F. A. Merrill . 3 2 Reesville . High School (department). F. M. Kelly . 1 2 Rendville . High School . Chas. W. Cookson . 0 Reynoldsburg High School (department) D. J. Snyder . 3 2 Richwood . High School . J. W. Simon . 1 1 Ripley . . Union School . . Isaac Mitchell . 2 0 Rock Creek . High School . A. A. Prentice . . . 2 2 Roseville . . do . John A. Williams . 2 3 Ross . Venice Union School. A. E. B. Stephens . 1 2 Rushsyl vania .... High School (department) . E. R. Abbott . 1 2 St. Clairsville . High School. . Walter Mitchell . 1 0 St. Marys . High School (department) . J. D. Simkins, superin¬ 1 3 tendent. St. Paris . . do . L. I. Morse . . 1 1 Salem _ _ High School. Frank R. Dyer _ 1 1 Salineville . High School (department) . R. S. Baker . 02 11 Sandusky . High School . L. A. Hine . 2 2 Scott . . do . Perry Fostnaught . . 1 0 Seven Mile . High School (department) . W. A. Trowbridge . 1 0 Seville . High School . A. W. Foster . . 1 1 Shaucks . . do . S. A. Hoskins . . 1 0 Sidney . . do . Ida Haslup . 2 2 South Charleston. .. . do . E. M.'Vancleve . . 1 1 Sparta . High School (department). B. T. Jenkins . . . 2 1 Spencer . _ do . . J. W. Klinker . 1 1 Steubenville . High School . E. W. Matthews . 2 3 Stockport . . do . F. M. Gill . 1 0 Stryker . High School (department) A. B. Stevens . . . a2 a3 Summerfleld . High School _ J. R. Franklin ... 1 0 S unbury . _ do . L. R. Yeager, A. b. l 0 Tallmadge . Central School . Miss A. M. Nutting . 0 1 Tiffin . High School . C. A. Kroutt, A. M . 1 3 Toledo . H. C. Adams . 4 8 a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1465 High Schools for 1S89-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing lor college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory ? Has the school a gymnasium ? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. | Female. Male. | Female. Male. Female. Male. Female. 0 7 8 9 ao 11 12 1*3 14 15 16 17 1 1S 19 20 21 20 28 0. 0 0 4 Yes. Yes 91 $1,600 $50 15 39 0 1 3 1 No.. No 32 10, 000 80 14 13 7 5 0 0 0 0 2 3 No.. No.. 100 7, 600 73 116 20 22 0 0 0 0 No.. No 0 1,560 16 22 0 0 4 2 4 7 No.. No.. 150 20, 200 $4, 320 75 75 86 2 8 2 11 No.. No.. 400 52, 100 15, 340 306 26 22 0 0 26 22 0 3 No.. No.. 0 11,000 935 40 13 23 0 0 0 0 2 7 No.. No.. 100 15, 100 30 20 3 2 3 2 1 1 4 0 No.. No.. 400 10, 050 75 12 15 0 0 5 2 1 2 No.. No 0 8, 070 113 30 40 2 4 6 6 8 4 10 No.. No.. 300 3,600 10,500 375 45 65 1 1 3 2 1 0 4 14 No.. No.. 500 10,500 3,300 750 5 7 0 0 2 7 0 0 0 0 No.. No.. 0 6, 175 2.127 30 11 20 I 0 No.. No.. 1,500 960 20 20 25 0 0 0 0 1 0 No.. No.. 125 15,000 500 50 21 25 0 0 4 4 2 2 3 3 No.. No.. 15 6,050 12 44 0 0 0 4 3 3 5 3 No.. No.. 0 13, 400 2 6 0 0 0 0 0 0 0 2 No.. No.. 150 8,150 60 20 19 0 0 0 0 0 0 0 0 No.. No.. 0 2,500 800 24 15 15 2 0 0 0 0 0 No.. No.. 0 2,000 39 52 16 15 2 2 0 0 0 0 0 4 No.. No- 50 3,050 24 21 25 0 0 0 0 4 3 No.. No.. 150 8, 000 2,421 39 29 33 7 2 No.. No 70, 300 20 36 0 0 6 10 3 1 No.. No.. 200 30,000 40 51 100 3 5 10 No.. No- 250 13 11 0 0 0 0 0 0 No.. No.. 10 4,000 15 15 25 0 0 0 0 No.. No.. 30 2, 625 16 24 0 0 0 0 0 0 4 4 Yes. No.. 10, 200 100 26 44 1 0 2 9 No.. No.. 800 18,200 90 5 13 3 1 5 13 0 0 No.. No.. 0 1,000 1,500 7 8 12 9 0 2 No. No.. 25 8,000 45 40 7 3 No No 10, 500 678 10 35 1 2 0 2 1 0 1 8 No.. No- 250 25,050 3, 800 150 17 45 8 No.. No. . 500 6,000 6,317 114 20 38 0 0 3 4 No.. No.. 100 10,060 150 16 15 12 10 0 0 No No 10, 025 600 2C0 30 20 5 5 0 0 No No 100 2, 550 16 17 9 8 0 0 No . No. 0 7.000 18 37 0 0 6 14 No.. No 400 20,200 200 19 48 0 3 0 0 1 6 Yes. No.. 700 38, 226 5,303 80 16 16 1 2 2 2 1 0 1 2 No.. No.. 50 15,075 3,500 120 55 56 0 1 o 4 6 4 No. No.. 200 40,150 144 16 28 1 1 2 0 2 2 No No.. 0 14,000 4,500 62 110 1 1 4 25 Yes No.. 560 51,000 4,000 100 10 14 0 0 No No. 7, 575 28 17 19 1 2 2 1 0 0 No No.. 0 5,000 45 6 7 0 0 0 0 0 0 Yes. No.. 275 4, 150 19 20 0 0 2 2 3 3 No.. No.. 0 10,000 2,058 29 47 60 3 0 4 7 No No.. 38,000 19 16 13 21 4 3 7 2 No.. No.- 400 25, 500 6,000 124 16 14 0 0 0 0 0 0 No.. No.. 448 3,050 50 27 20 0 0 0 0 No.. No.. 40 5,100 1,242 32 48 85 1 3 5 0 5 0 4 8 No.. No.. 2, 523 60.650 4,381 187 17 33 0 0 4 0 4 0 No.. No.. 50 6,100 1,036 3 19 21 5 4 Yes No 120 20,250 100 15 16 0 0 No.. No.. 100 13 12 2 0 0 0 1 1 Yes. No.. 30 5,025 35 13 18 0 0 1 7 No.. No.. 600 47 94 138 276 1 21 61 No.. No.. 800 ioi, 500 &'.0 1948 1919 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1966 1966 1967 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1991 19.15 1996 1997 1999 2000 2001 2002 2005 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 2034 2035 2036 2037 -2038 2039 2040 2041 2042 2043 2044 2045 2046 2047 2048 2049 2050 2051 2052 2053 2054 2055 2056 2057 2058 2059 2060 2061 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. Number of “second¬ ary” in¬ structors. Male. Female. 1 2 3 4 5 ohio— continued. Troy _ _ High School . E. A. Lymann . . 2 1 Union ville Center .. High School (department) . High School . E. H. Hatton . 1 0 Upper Sandusky.. .. Urbana . . . W. A. Baker. . . 1 1 _ “.do . . Wm. McK. Vance . 1 1 High School (department) . High School . . O. J. Cory . 1 0 Van Wert . . Emily Shinn... _ _ 1 2 Versailles . _ 7. do . W. P. Allgire . . 2 0 Wadsworth . High School (department). High School ... . F. M. Plank. . o 1 Washington Court- House. Waterville . Thos.R. Berry _ T 1 . do . . Thos. B. Pinkerton . i 2 . do R. H. Kinnison i 3 West Alexandria ... . do . C. O. Howell . . i 0 W esterville . . do _ T. M. Fonts i l West Jefferson. _ High School (department) . High School . J. V. Stewart.. G2 a3 West Liberty . J. M. Reason, superinten¬ dent. D. F. Mock . . o2 a4 West Salem _ . do 1 4 West Union . . . . do . . . F. C. Hood, reporting of¬ ficer. S. T. Logan . 2 0 Westwood. . . . do . . . 1 1 Williamsburg _ do . G. W. Felter ... 1 0 W illoughby . . do . . . . J. C. Barney, superinten¬ dent. E. B. Stiles . 1 3 Wilmington _ _ . do _ 3 0 Winchester _ High School (department) . . do . . . John Rea . 1 0 Winesberg . R. H. Sunkle . 1 1 Woodsfield . . High School . . . E. B. Thomas . . 1 0 Woodstock _ High School (department) . High School . George Waite _ _ _ .. 1 «4 Wooster . . Miss Jane A. Boyd 0 5 Worthington _ . do . W. F. Kelly....- . 1 a3 Xenia . _ do . . G. J. Graham . . 3 2 Youngstown . . Rayen High School . B. M. Hill . 3 3 Zaleski _ High School . C. J. Biery . . 0 Zanesville _ . do _ _ V/. M. Townsend _ 2 7 OREGON. Ashland . High School . . P. A. Getz . 1 1 Grants Pass _ . do _ 1 . Henry L. Benson... _ 1 7 Portland _ . do . . . . F. G. Young. .. 3 6 Pine ville _ High School (department) . _ do . M. R. Elliott. . 2 al Union _ Bernard H. Moore 1 0 PENNSYLVANIA. Alleghenv . High School . . W. H. Dodds . 4 5 Allentown . . _ do . . F. D. Raub 1 (< 3 Altoona _ do J. G. Shucker i Archbald . . . do . R. W. Davis . . . . 1 Ashbourne . Cheltenham High School . . High School . Geo. W. Flounders _ 1 o4 Ashland . . . S. H. Clair . 2 1 Bangor _ do . A. J. Devereaux _ 2 0 Beaver . . . do . . H. B. Twitmyer . . 1 1 Bedford . _ do . . Irving A. Heikes.. _ 1 0 Bellefonte . . . do . . . G. W. Johnstonbaugh _ C. Edgar Rebec . . . 3 0 Berrysburg _ do _ _ _ 1 1 Berwick . do ... E. K. Richardson . 2 0 Bethlehem _ do Chas. T. Bender . . 2 0 Birdsboro .... do H. G. Hunter _ _ 1 0 Bismarck . . do . . J. B. Batdorf . . 1 0 Bradford . High School (department) . E.M. Boyce, superintend¬ ent. 0 3 a Also give instruction in other departments STATISTICS OF PUBLIC HIGH SCHOOLS. 1467 High Schools for 1SS9-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. ' Amount of State and munic¬ ipal aid. Income from tuition fees. 1 Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. G 7 8 9 10 11 1 2 13 11 15 1G 17 18 19 20 21 28 42 0 3 2 1 0 2 1 Yes Yes. 2,000 $71, 500 2010 9 14 0 0 2 2 0 0 No.. No.. 0 10.000 $600 2011 17 23 2 8 No. . No.. 60,300 2012 33 51 2 3 4 3 3 3 3 4 Yes. No- 200 85,500 $115 2013 4 1 0 0 0 0 3 0 0 0 No.. No.. 0 1,012 1,345 4 2014 103 1 4 17 No No.. 0 2,000 113 2015 26 28 0 0 1 0 0 0 3 5 No.. No.. 0 15, 005 1,200 7 2016 22 32 26 fr? 3 6 No.. No- 176 25, 100 95 2017 30 62 4 ll No.. No.. 50 18, 300 100 2018 11 22 2 1 0 0 0 0 1 1 No.. No.. 125 12,040 1,564 46 2019 60 70 1 o 8 9 No.. No.. 50 35,150 1,000 550 2010 13 6 2 1 No.. No.. 50 15,075 370 71 2021 20 30 1 i 3 No. No.- 100 10,200 2022 18 21 6 2 0 2 0 No.. No.. 0 2023 7 8 5 2 i 5 No.. No.. 150 3,200 50 2024 40 28 0 0 0 0 1 1 i 1 No.. No.. 150 25,100 176 2025 22 33 0 0 0 0 2 3 Yes. No.. 200 12, 100 60 •2026 9 8 1 4 o 1 3 No No.. 20 15,025 1,500 100 2027 6 8 0 0 4 0 3 6 No No 30 10. 050 180 2028 16 34 0 0 2 2 6 19 1 5 No.. No.. 490 15, 100 5, 109 337 2029 26 41 4 1 2 1 9 5 No.. No.. 150 10,100 2030 15 18 8 7 0 0 15 18 0 0 No No.. 14 4.000 2031 18 4 0 0 0 0 3 0 4 2 No.. No. 50 3,050 2032 13 13 0 0 2 0 1 0 Yes No.. 0 10,000 2033 25 19 7 2 0 0 4 0 No.. No.. 10 8,150 330 50 2034 55 119 2035 4 12 2 6 2 4 No No.. 200 13,000 420 230 2036 58 84 17 26 15 8 8 12 14 No No.. 300 20,300 101 2037 56 100 2 1 11 5 10 14 No.. No 40 ln2,000 133 2038 18 9 0 0 1 1 4 2 0 4 Yes No.. 0 1,380 2039 94 144 4 2 15 5 6 10 No.. No.. 300 30,500 100 2040 15 44 1 0 0 0 0 0 0 Yes. No.. 50 3,050 3,000 150 2041 112 131 0 0 2 4 Yes. No 250 8,200 4,000 250 2012 90 173 2 6 26 Yes. No.. 500 200, 025 145,600 1,074 2043 10 15 0 0 5 10 0 0 No. No.. 0 6, 100 2044 9 7 3 0 3 2 4 3 7 Yes. No.. 0 15, 375 1,023 65 2045 101 111 1 2 8 6 5 0 13 16 No.. No.. 0 130,300 1,696 400 2046 75 101 0 0 15 0 10 0 16 19 No.. No.. 500 100 2047 42 101 0 0 2048 3 18 0 0 0 0 0 0 0 0 No. No.. 300 10, 100 1,000 2049 11 11 o 2 0 0 2 0 2 2 Yes. No. . 1,000 20,050 2050 29 34 0 0 0 0 0 0 2 7 Yes. No.. 1,100 40, 550 2 297 59 2051 20 26 3 1 o 2 1 1 Yes . [ No 300 10,200 840 25 2052 23 32 0 0 6 7 9 4 3 11 Yes. No” 600 13,’ 150 414 241 2053 30 36 1 2 1 0 0 0 0 0 Yes No.. 45 25,000 975 35 ! 2054 43 49 2 2 2 6 3 9 5 11 Yes. No.. 100 25,200 1,210 200 1 20.55 22 21 0 0 0 0 0 0 No.. No 300 176 2055 24 33 0 0 2 0 22 i 33 3 1 Yes. No.. 50, 100 881 300 ; 2057 8 18 0 0 0 0 o 0 0 2 Yes. No.. 60 35, 000 800 2058 12 39 2 4 No No 0 600 2059 13 10 6 I o 0 0 0 0 0 0 No.. No.. 0 15,000 63 72 2060 22 51 7 °! . 1 Yes. No.. 1 60,000 2,206 1,019 I 2061 2062 2063 2064 2065 2066 2067 2068 2069 2070 2071 2072 2073 2074 2075 2076 2077 2078 2079 2080 2081 2082 2083 2084 2085 2086 2087 2088 2089 2090 2091 2092 2093 2094 2095 2098 2097 2098 2099 2100 2101 2102 2103 2104 2105 2106 2107 2108 2109 2110 2111 2112 2113 2114 2115 2116 2117 2118 2119 2120 2121 EDUCATION REPORT, 1889-90. Table 3.— Statistics State and post-office. Name of institution. Name of principal. 1 2 3 PENNSYLVANIA— continued. Bristol High School (department) . Brownsville _ Bryn Mawr . Butler . Cambridgeboro Carbondale . Carlisle . . . do . Carmichaels _ Catawissa . Centralia . Chambersburg . Chester . Columbia _ Connellsville..- Conshohocken . Coopers burg ... Corry . Coudersport.... Danville . Dauphin . . do . High School . . do . . . Union School . High School . . do . . . . . High School (colored) . Greene Academy . High School (department) . High School . . do . . . Central High School . High School . . -.do . . do . . do . . do . . do . . do . . do . Doylestown . Dunmore . Easton . East Stroudsburg... Elizabethville . Emlenton . Emporium . . Erie . Everett . Girard . Great Bend . Greenville . Hamburg . Hanover . Harrisburg . . . do . Hatboro . Hazleton . Hokendauqua . Honesdale . Huntingdon . Hyndman . Indiana . Kutztown . Lancaster . . do . Lansdale . Lansford . Lewisburg. . Lewiston . Liverpool . Lock Haven . Mahanoy City . Marietta . . Meadville . Mechanicsburg . Media . . Mercer . . Mercersburg . High School (department) . High School . High School (South) . High School . . do . . Graded School . High School (department) . High School . . do . . . do . „ . . do . . do . . do . . . do . Girls’ High School . Boys’ High School . High School . _ do . . High School (department) . High School . I . High School (department) . . do . . do . High School . Boys’ High School . Girls’ High School . High School (department;. . do . High School . High School (department) . High School . . do . . . High School (department) . High School . . do... . . do . . do . . do . M. S. Booz, superintend¬ ent. J. G. Anderson . J. I. Robb . L. L. Fleeger . Chas. P. Chamberlain _ H. J. Hockenbury . Miss Mary Landes . D. M. C. Gring . W. M. Nickeson . John P. L. Morris . W. W. Heffner . Sam’l Gelvix . J. Frank Reigart . Miss Mary Welsh . J. K. Harley . Alvin Rupp . Miss Dora Wells . W. F. Du Bois . S. M. Gibbs . G. W. Mcllhenny, report¬ ing officer. John L. Shroy, B. s . L. R. Fowler . W. J. La Barre . J. J. Unger . D. H. Romberger . W. W. Fell . H. H. Weber . II. C. Missiner . E. E. McCurdy . A. H. Wiard . E. D. Bovard . Jas. P. Whitla . H. Oram Hine . Daniel Ruf . Miss Jennie F. Givler . J. Howard Wert . Wm. S. Delp . Peter J. Gough . M. P. Reagle . Geo. W. Twitmyer . L. S. Shinnell . J. A. Luman . J. B. Woodruff . D. B. Linderman . J. P. McCaskey . Miss S. II. Bundeil . J. Horace Landes . A. S. Beisel, M. E . . D. P. Stapleton . Prof. Geo. H. Barnett . Edwin Brown . A. N. Raub . J. H. Eisenhower . . R. R. Pleam . . Miss E. R. Haxton . W. H. Hench . L. H. Watters . . Geo. H. Lamb . W. T. Zumbro . a Also give instruction in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS, 1469 High Schools f oi' 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded . Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 6 7 8 9 10 11 12 13 11 15 16 17 18 19 20 21 4 4 2062 12 18 1 0 0 0 0 0 Yes No 100 $12, 100 $360 2063 21 23 0 1 0 0 2 2 2 0 Yes. No.. 650 25, 050 $103 2064 19 31 0 0 8 0 6 0 No.. No.. 400 175 1,200 2065 9 22 0 0 0 0 9 22 2 4 No.. No.. 400 15, 050 350 500 2066 65 153 0 0 1 0 2 15 Yes. No.. 601 35, 300 200 2067 53 39 0 0 2 0 11 Yes. No.. 25,000 42 2068 10 19 0 0 0 0 No.. No.. 0 5, COO 2, 400 2059 15 16 4 3 5 3 3 4 No No 0 1,500 1,000 200 2070 29 21 3 1 3 0 4 5 Yes. No.. 475 10,040 875 2071 40 58 0 0 0 0 3 1 0 0 No.. No.. 256 7, 025 2072 40 76 3 o 7 6 No.. No.. 400 50 90 2073 20 76 0 1 2 21 Yes 70 25,150 4,500 45 2074 24 40 0 3 12 12 12 28 4 10 No.. No 200 2075 10 12 2076 10 23 1 1 0 0- 5 3 3 5 Yes. No.. 350 33, 200 150 463 2077 20 20 0 0 2 3 0 0 4 3 Yes. No.. 140 2,500 150 30 2078 15 31 0 0 1 4 No No 200 25,200 2079 32 64 0 0 5 10 2 0 1 6 No.. No.. 50 15,250 422 226 2080 53 75 1 0 7 17 5 11 No.. No.. 70 30, 050 250 2081 13 17 1 0 0 Yes. 20 4,250 279 42 2082 28 37 7 4 0 0 0 0 1 2 Yes. No.. 20 33, 050 1,163 2083 8 44 0 0 2 13 No.. No.. 75 33, 200 1,700 2084 27 48 0 0 2 0 5 0 5 14 No.. No.. 224 16,000 109 2085 6 3 0 0 1 0 0 0 No No 0 10 2086 59 42 0 0 11 0 No.. No.. 547 8,000 463 600 2087 11 28 6 1 0 0 0 0 3 4 No.. No.. 100 8,000 250 100 2088 12 31 2 2 2 2 2 0 1 7 Yes. No.. 150 2,125 546 30 2089 80 188 2 8 3 2 0 7 22 Yes. No.. 200 30, 500 500 200 2090 7 27 0 0 0 0 3 2 2 5 Yes. No.. 150 8,025 450 2091 12 16 0 0 0 0 Yes No 50 30 2092 10 15 0 0 0 6 No No 300 5,000 485 2093 27 52 0 0 4 14 No. No. 646 10,200 96 2094 24 16 0 0 2 4 No No 100 30,000 100 2095 11 10 0 0 1 0 Yes No . 100 75 2096 0 250 5 15 0 Yes No 671 2097 180 0 6 0 41 12 0 0 36 Yes No 305 35, 400 300 2098 12 20 0 0 0 0 2 0 2 Yes No 8,000 200 2099 30 60 0 0 2 1 9 9 Yes No 150 25, 300 68 2100 10 5 0 0 0 0 0 0 Yes No 300 10, 100 175 100 2101 35 50 0 0 2 4 3 5 4 8 Yes. Yes. 8, 210 1,000 266 2102 40 70 35 25 4 16 Yes No.. 1,200 2,200 2103 15 30 0 0 0 0 1 0 0 No No 0 8,000 360 2104 10 15 3 0 0 0 0 0 Yes No!.’ 0 713 2105 16 12 0 0 0 0 4 5 No.. No.. 2 5,000 325 2106 126 0 0 6 2107 0 172 6 6 0 30 Yes No 30 60,000 2108 12 15 0 0 2 12 Yes. No.. 305 25,000 635 2109 9 16 0 0 1 2 Yes No 197 16,830 1,430 2110 37 38 1 5 13 Yes No 5,000 150 133 2111 17 30 12 9 0 0 Yes. No. 1,000 35,000 1,157 2112 10 12 0 0 0 0 8 9 No.. No.. 201 8,000 278 2113 32 47 0 0 1 0 3 5 Yes No. 200 25,100 250 2114 22 23 0 0 0 0 o 3 2 4 Yes. No.. •400 17,100 50 2115 20 24 8 10 3 2 1 3 6 24 Yes. No.. 600 6,600 937 50 2116 41 85 2 18 44 0 0 No.. No.. 1,200 41,000 500 2117 18 27 0 0 2118 14 24 . 0 2 0 0 No.. No 300 28, 100 100 200 2119 16 41 1 0 1 9 Yes. No 100,000 1, 100 175 2120 27 25 1 6 0 i . 2 8 No.. No.. 50 9,500 300 56 2121 14 1 2122 2123 2124 2125 2120 2127 2128 2129 2130 2131 2132 2133 2134 2135 2138 2137 2138 2139 2140 2141 2142 2143 2141 2145 2146 2147 2148 2149 2150 2151 2152 2153 2154 2155 2156 2157 2158 2159 2160 2161 2162 2163 2164 2165 2166 2167 2168 2169 2170 2171 2172 2173 2174 2175 2176 2177 2178 2179 2180 2181 EDUCATION Table 3 .—Statistics of Public State and post-office. Name of institution. Name of principal. Num “sec ary’ struc £ ber of ;ond- " in- itors. 6 a *K> 11 7 0 0 0 %o 0 1 9 o ! 0 Yes. No.. 0 1.5(30 700 300 2223 10 28 0 0 5 - i 0 0 3 5 1 Yes. No.. 50 6,100 1,250 1,300 ; 2224 8 100 0 ' 0 0 0 V° 0 ! i : 16 No.. No.. 872 38. 200 o ; o 22>5 19 15 0 1 0 3 2 V 4 ..... ..... No.. No.. 105 3,500 424 | 367 2226 GO i 135 0 ; 0 0 0 0 0 1 No.. No.. O 53,000 350 22*>7 7 6 0 0 2 5 0 0 I o 9 No.. No.. 0 1 . 550. 278 202 1 2228 2 5 0 ! o 2 5 0 0 i No.. No.. 153 1 1, 500 175 v 56 3229 27 1 23 0 0 4 2 8 3 8 1 3 i No.. No.. ' 0 I 1,300 600 N 300 2230 ED 90 - 93 1474 -EDUCATION REPORT, 1889-90. Table 3.— Statistics of Public State and post-office. Name of institution. Name of principal. Male. ISofi / 3er of :ond- ’ in- dors. © a 5 © 6 1 2 ! 3 4 5 TEXAS. 2231 Abilene . High School . C. G. Foust...... . 1 1 2232 Anna . - J. M. Robinson . 1 1 2233 W. I. Cowles . 2 1 2234 High School I. H. Bryant. . 2 3 2235 Beaumont . do.. _ .. C. F. Johnstons. . . 1 0 2236 Bellville . — . High School (department). W. A. Frenchman . . 1 0 2237 Hi oh School W. H. Bruce . . 2 3 2238 Brackettville _ High School (department) _ E. P. Lord, A. M_ . 1 3 2239 Bremond . . Educational Institute _ J. B. Wolie . . 1 1 2240 Miss Mary Rial 2 2 2241 Eryan . do . A. L. Banks... . 4 0 2242 Burnet . . do . R. J. Richey . . .... 1 0 2243 Caddo Mills . . _ do . . . .H. M. Pile . 1 2244 Calvert __ . . . High School (white). . A. W. Kinnard. . 2 0 2245 do _ _ Eligh School (colored) . . do . 3 0 2248 do C. A. Neville. M. A . a 2 04 2247 Centerville . C. A. Leavertun... . 2 0 2248 Cleburne . . High School (department) . J. M. Johnson ... . 1 2' 2249 Coleman . . _ do . Z. B. Whitehurst . C.2 03 2250 Colorado . . _.| High School.. . . Jacob I. Hill... . 1 -0 2251 Comanch> . . .1 High School (department). C. O. Smith _ |. . 3 3 2252 Corpus Christi. _ do . Chas. W. Crossby 1 1 2253 Corsicana . . I High School... . Wm. Lipscomb." _ _ 1 1 2254 Dallas . T. G. Harris 4 '2 2255 Eddy . Literary and Scientific In¬ A. B. Harmer . 0 2 stitute. 2256 El Paso . High School Miss EllaB. Meekins . 1 2 2257 Floyd do W. A. Priest . 1 1 2258 Galveston . . . Ball High School . . Jno. W. Hopkins. A. M . 3 3 2259 Gonzales _ _ _ High School (department). Oscar Chrisman . 1 0 2260 Gray bill . . Seven Points College. . J. M. Harder.... 0 2231 Hallettsville . High School (department’. J. C. Florea.... 1 3 2262 Harwood . Harwood Academy R. U. Barkley . 1 1 2253 Hempstead High School S. H. Dean 2 0 2264 Houston . . do . . C. W. Welch . 3 1 2265 Hhbbard . . • do . . ! F. A. Fall . . . 1 0 2266 Itasca _ _ do N. J. Foster . 3 2267 Kingston . Calhoun College . . . T. E. Wallis, A. m . 3 r 2268 La Grange.. . High School _ _ T. R. Dunlap . 1 l 2269 Leesburg _ '. _ East Texas Academic In¬ I. C. Lamar. . 0 2 stitute 1 2270 i Llano . High School (department) . P. H. Hargon . . 1 4 2271 | Lone Oak High School.. . W. H. Atteberv 2~ 2 2°72 Luling.... . Fierce Institute . . F. G. Gambriit . . . 1 d 2273 McGregor . | High School (department) . J. N. Davis, reporting 1 0 officer. 2274 McKinney . 1 . do . . . E. M. Faust, superintend¬ 1 o ent. 2275 Menard ville . . High School . J. W. Hunter . I 1 1 2273 Mexia __do . . . . J. C. Blair . . 1 1 2277 Midlothian . 1 _ do . . . G. F. Taylor.. . 1 2 1 2278 Milan . . . | Milan Institute . . W. A. Toole . 1 1 I 2279 Mineola . . . High School . . . Jas. M. Skinner . . ! i 3 2280 Montague .. J. H. Vaughan . l o 2281 Nevada | . do . G. W. Guyer . 2 1 1 2282 Palestine do . E. M. Pace . . 1 «*>83 Paris . do . W. S. V. Siebert . 2 1 2284 Pirtle :... . i High School (department). A. S. Baskett. . | 1 1 2285 Pottsboro do E. D. Macready . 2 3 2286 Ranger . . do . . W. A. Dennis . 1 2 2287 Rising Star . { High School . . .... B. F. Torry . . 2 d 2288 Roby. . . .do . D. Speer." . 1 .•> 2289 Rockdale . 1 High School (department) . John W. Clark . 2 0 a Also give instructions in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1475 High Schools for 1SS9-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or j com- I pleted | their studies in 1889-90. L Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. ■ Male. Female. Male. Female. Male. | Female. Male. Female. 6 r S 9 10 ii 12 13 14 15 16 17 IS 19 20 21 30 40 ft 0 4 10 0 2 8 Yes. No.. 200 $1,550 $10,000 $150 2231 6 0 0 0 0 0 0 No.. No.. 0 12,000 720 175 2232 24 27 0 0 5 6 0 0 0 No.. 1 No.. 0 2.015 487 1,180 2233 59 2 3 1 18 No.. No.. 720 300 0 114 2234 5 10 0 0 1 0 0 0 0 0 No.. ! No.. 0 10, 100 900 90 2235 10 20 0 0 4 7 No.. 1 Yes. 200 2. 350 2, 300 350 2236 30 35 0 0 4 4 No.. No.. 100 10,000 1,400 300 2237 24 24 0 0 1 3 No.. No.. 1 2,000 3,600 144 2238 12 18 0 0 3 No.. No.. 0 6,010 1,800 75 2239 18 7 8 10 26 5 7 Yes. No.. 357 27, 400 12, 650 350 2210 37 54 5 11 13 5 10 10 No.. No.. 26. 350 .7, 981 1, 575 2241 18 27 16 oo 0 o No.. No.. ”166 6, 250 1, 296 446 2242 20 15 0 0 15 10 5 5 0 ft No.. No.J 0 1,200 800 400 2243 24 21 0 0 5 15 4 0 0 0 No. . No.. 400 12, 150 1,800 220 2244 25 20 135 170 2 4 3 0 0 0 Yes. Yes. 300 12,600 5,600 768 2245 19 27 0 0 1 0 4 0 3 3 No.. No.. 300 5.010 900 2,150 2246 8 10 0 0 0 0 0 0 0 0 No.. No.. 0 1,500 800 2247 15 36 30 43 ! 10 8 5 -28 0 1 No. . No.. 415 3,050 7,000 '”225' 2248 15 20 0 0 No No.. 325 8,100 3,330 450 2249 4 18 i . 0 0 Yes. ; No 0 5,000 2250 34 40 0 0 - 4 3 Yes No.. 0 15, 000 2, 865 439 2251 9 12 30 45 3 2 0 0 No.. No.. 0 20. 000 4,564 150 | 2252 10 27 0 0 4 4 No.. No.. 100 35, 500 19, 667 347 ! 2253 47 143 | 1 4 No NO. 75, 500 6,410 j 2254 3 .4 0 0 1 i 2 3 0 0 No.. No.. 100 3,075 400 800 1 2255 15 22 0 0 6 9 .... 3 2 No.. I No.. 160 25, 150 -4, 172 172 i 2256 20 15 0 0 12 13 No.. No.. 12 1 . 250 300 2257 50 100 0 0 .... 23 Yes. No.. 1.500 175, 250 68,284 . 2258 9 12 40 66 J 0 ft YeS No.. '200 ; 32,850 1 18.660 2.002 1 2259 14 4 0 0 6 1 8 1 3 8 4 No..] No.. 3.000 i 509 1.000 2260 13 22 0 0 0 0 4 ! 6 No.. No.. . 6'! 4.520 1.350 2261 7 ~6 0 0 0 1 9 0 9 r'o ”‘6’ No.J No.. 0 I 250 1 394 - 50 2262 5 9 i 0 0 I 0 o 0 0 i 5 Yes. No.. 0 i 16, 100 j 2,000 150 2253 2° 86 | o 0 i 10 No.. No.. 300 i 30,700 4, 500* 162 2264 10 10 , 0 0 i o o Yes. ! No.. o ! 12.050 1 2265 29 39 0 0 . i 4 i 8 4 8 i 9 1 o No.. No.. 9 4.040 | 1,950 "‘760' 2266 25 15 0 0 1 20 : 0 l 9 0 9 No.. No.. coo 1 5,200 1 900 1,500 2267 29 32 ■0 0 1 0 o i No i No 1,600 j 900 3, 000 2268 15 20 1 ° 0 2 j 3 0 6 1 1 3 Nod No.. T 500 375 250 2269 30 50 : o 0 0 i 0 9 1 o 0 0 i No..! No.. 9 10. 100 900 100 2270 24 27 1 9 0 9 9 ! No.. No 2, 000 785 1. 182 2271 7 13 0 0 i o I ! o _ 9 9 Yes.] No.. 326 ' 1 2, 650 1,000, 90 2272 2 I 3 : 2273 23 44 3 17 5 I o Yes ' No. 250 i 35, 650 5, 500 . 300 0074 20 20 0 0 9 8 _ No..' No.. 150 1 1.100 1 500 2275 40 35 5 25 35 1 10 2 3 No.. No.. 450 | 14.300 5, 760 1,266 2276 10 ! 12 0 0 . ! 0 0 No ! No. . 0 i 2,015 750 250 2277 20 ! 25 ! o 0 7 200 300 2278 45- i 1 0 0 25 30 20 10 5 6 J No.J No.. 25 j 10.020 1.000 f63‘ 2279 8 o 0 0 0 0 0 1 2 No.. No.. 0 ' 6, 5*5 935 1,010 2280 14 ! 6 0 0 0 0 9 9 No No.. 0 5. COO i 538 165 2281 35 I 55 0 0 _ — No.. No.. 20 ; 30,250 ' 2282 22 j 53 0 0 "'o' * 8 No.. No.. 200 2283 4 6 0 o 0 0 4 3 0 0 No.. No.. 0 | 630 311 228-4 125 1 110 0 0 0 0 0 5 Yes. I No.. 0 4,100 710 1,050 2285 19 ! 23 0 0 0 0 0 6 0 0 No.. No.. 39 2,000 1,000 375 2286 16 .14 0 0 4 0 6 0 0 0 No.. No.. 0 2,500 1,000 505 2287 53 68 0 0 0 0 No No.. 0 2,000 552 135 2288 20 1 24 0 0 8 6 1 "i 5 4 6 Yes.1 No.. 0 11,850 1,288 1 924 2289 1476 EDUCATION REPORT, 1889-90. Table 3.— Statistics of Public State and post-office. Name of institution. ✓ Name of principal. Number of “second- I ary"” in- I str actors. 1 4 Male. Female . 1 2 . i 4 5 ! texas— continued. 2290 2291 2292 High School (department) . High School H. V. Moulton . . 1 0 | W. Schoch . 1 2 High School (department) . High School . J. AY. Jennett . 1 0 2-93 Shelby ville _ _ M. M. Dupre. . 1 1 2294 2295 2296 High School (department) . . do . W. T. Mann . 1 3 C. P. Hxidson. 1 1 Uvalde . . . do . AV. J. Spillman, superin¬ tendent. Joe H. Eagle, A. b . 2 0 9OQ7 2298 2299 . do . 2 0 _ do T. S. Cox 2 0 Central High School . . J. N. Gambrill . 1 2 2300 2301 2302 Weatherford . . High School ... S. A. Morrow . . 2 0 _ .".do .. J. T. Hall 1 3 Whitt ‘ . Parker Institute . A. Bennett . . 3 1 2303 UTAH. Ogden . . . Central School . T. B. Lewis . . . 1 0 VERMONT: 2304 Barre _ High School (department) . Academy and Graded School. High School . O. D. Matthewson, A. b _ 1 2 2305 Barton . Thomas Martin . . 1 1 2306 Barton Landing .... Miss Hattie E. Glazier _ 0 3 2307 Bellows Falls . . . do . J. C. Simpson 1 2 2308 Bethel _ . ...do . .. . J. H. Blaisdell 2 2 2309 Bradford . Bradford Academy... D. B. Locke . 1 2 2310 Brandon _ _ High School . Ed. H. Datcher .. 1 1 2311 Brattleboro _ . do. . E.H. McLachlin 2 5 2312 Burlington _ ....do S. W. Landon 2 4 2313 Chester _ High School and Academy. Phillips Academy and Dan¬ ville Graded School. High School (department) . High School . E. A. Burnet. . . 1 1 2314 Danville _ _ Miss Ivl. L. Martin . 0 2 2315 Enosburg Falls . L. M. Jenne . 1 4 2316 Essex Junction Miss J. B. Jackman . 0 Gi 2317 Fair Haven. . . . High School (department). Academy and Graded School. High School . . . Otis S Johnson . 1 1 2318 Hardwick . . Don F. Andrus . 1 2 2319 Hinesburg . . H.M. Page . 1 0 • 2320 Hyde Park . Lamoille Central Academy. High School . . . . Black River Academy _ J. H. Macomber . . 1 2 . 2321 Island Pond . . S. L. Fagg . 1 5 2322 Ludlow . Geo. Sherman . 1 3 2323 Lyndon . Middlebury . Academy and Graded School. High School (department) . . .do . Chas. A. A\Tilliams _ 1 0 2324 J. AV. AYheeler . 1 2 2325 M iddletown Springs Milton . . . John I. Fennell 1 a3 2326 _ do . Henry Babcock 1 4 2327 Montpelier . . W asliington County Gram¬ mar and Montpelier Union Schools. People's Academy and Morrisville Graded* Schools. High School . X. C. Wheeler, a. b 1 2 2328 Morrisville . AY- A. Beebe . 1 4 2329 Newport . Frank L. Bugbee 1 3 2330 North Bennington.. ...do . H. Dressel. ir 1 1 2331 Northfield .. do . Henry O. Aiken 1 1 2332 Poultney . : _ dO- . W.C.Tifft . 1 0 2333 Proctor . ...do . F. P. Davison 1 0 2334 Queche .... ..do . . C. A. Crooks, A. M 1 2 2335 Richford. . do . . James C. Flagg 1 1 2336 Roland . . do . George G. Wilson . 3 2337 St. Albans . St. Albans Academy and Franklin County Gram¬ mar School. F. H. Dewart . 1 3 gAIso give instructions in other departments. STATISTICS OF PUBLIC HIGH SCHOOLS. 1477 High Schools for 1SS9-90 — Continued. ^Students In second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents who grad¬ uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female. | 6 1 Female. Male. Female. Male. Female. 6 7 8 9 io 1 1 12 13 14 15 16 ir IS 19 20 21 8 12 6 0 8 12 0 0 0 3 Yes. No.. 25 540, 000 $2,500 $125 2230 11 27 0 0 0 4 0 4 No_. No.. 44 58, 500 2291 5 10 0 0 . 0 0 No.. No.. 0 3, 575 1.400 2292 10 4 0 0 . 3 9 No.. No.. 0 2,600 250 1,200 ‘-293 1 20 20 0 0 0 C 6 0 0 0 No.. No.. 0 1,500 2, 840 50 2294 15 25 0 0 1 7 Yes. No.. 300 25, 060 5,000 1,000 | 2295 7 20 0 0 3,000 4,500 50 2296 25 15 0 „ 15 20 5 10 0 0 No.. No.. 50 30, 580 2,000 100 2297 1 15 30 0 0 0 7 2 1 0 0 No.. No.. 75 30, 100 9,000 50 2298 1 25 56 o 6 1 5 No.. No 750 4,650 150 2299 5 12 6 0 4 10 0 No.. No.. 400 20, 150 2, 750 250 2300 20 23 0 0 No.. No.. 200 3,500 1, 350 2301 17 18 o 0 o 0 No.. No.. 0 2, 000 240 760 2302 15 20 0 0 . 0 0 0 0 0 0 No.. No.. 350 85, 300 ; 2303 10 15 ! o 0 1 0 1 0 o 0 Yes . No 500 17. 500 25 ' 2304 j 20 35 ! 0 0 | 3 ! 10 i 6 i 0 3 0 Yes. No.. 0 5, 000 225 2305 0 0 0 0 0 0 Yes. No.. 0 5, 070 1,075 40 . 2306 , 28 31 0 1 o ! 2307 12 25 0 ! 0 2 ! 0 .... 6 6 i No.. No . j 200 5, 000 150 2308 31 59 0 0 i 3 ! 3 ! 9 I 21 0 9 No.. No.. 2.000 2,300 1,200 440 2309 12 18 i 0 1 0 6 7 : 8 ! 5 1 3 ! No.. Yes. | '225 25, 150 200 , 2310 80 95 0 o 1 2 1 o 0 5 18 j No.. No.. 200 60, 300 500 2311 85 115 9 1 i 39 15 25 | 20 ; 18 19 No.. No.. 350 50, 200 5. 000 * 900 2312 31 51 j 0 l 0 9 - l 1 — 1 0 6 No.. No.. 50 6, COO 1,300 42 2313 1 > 0 0 0 I o 1 o | 0 0 0 1 Yes. No.. 0 3,000 100 25 2314 30 41 0 0 1 0 i 0 0 0 0 0 Yes. No.. 20 3,500 500 2315 8 19 1 o 0 2316 25 30 1 0 ! 0 0 ! 0 3 i 0 s 7 i Y es. 15 1 15 1 0 ! 0 i 6 ; 8 ! 3 j 2 1 Yes. No.. 150 1,050 275 150 2318 ! 28 1 26 . 1 2319 j 26 1 24 i 2 1 I ® 3 0 0 No.. No.. 200 1,000 35 2320 0 o 1 5 Yes. No 1 100 4,050 36 2321 | 62 87 i o 0 1 5 3 j 17 j 21 5 4 Yes. No.. 1 150 20, 050 1,800 668 2322 10 17 0 0 1 0 2 4 2 Yes. No.. 35 2323 20 34 0 i 0 14 j 9 o ; 0 3 4 Yes. No.. 150 .... 50,000 650 2324 6 4 0 1 0 2 1 No . 1.000 36 2325 31 32 0 0 1 1 o 0 i 0 0 0 Yes. No.. . o'l 2,500 364 123 2326 12 25 0 1 ! o 1 0 3 3 Yes. No.. 3,000 31,000 3, 767 200 2327 59 57 ! o 0 6 3 4 ( 1 2 No.. No.. 500 15,350 381 895 2328 32 23 22 28 i o' . i 2 i 1 2 1 1 Yes. No.. 0 12,250 430 26 5 29 0 0 2 1 3 0 ! 0 9 4 No.. No.. ! 250 325 2331 12 16 1 0 1 0 ! 0 2 0 0 : Yes. No.. 0 1 15,100 576 70 2332 9 26 ! 0 0 ! o 0 0 0 0 0 i Yes. No.. 25 120 2333 0 0 1 0 0 0 0 0 0 i Yes. No.. 70 j 5, 040 353 47 2334 OO 25 0 0 ! 4 0 0 9 q No.. i No.. 5 i 3,000 152 2335 ' 40 58 i 0 ‘ 0 18 24 0 0 ; No.. i No. . 1,000 209 ! 25,666 ! 150 2336 39 68 ! i 0 I , 0 3 3 0 0 0 , 3 No.. 1 r , 200 j 25.400 j 3,800 j 500 1 2337 1 233S 2339 2340 2341 2342 3443 2344 2345 2346 2347 2348 2349 2350 2351 2352 2353 2354 2355 2356 2357 2359 2360 2361 2362 2363 2364 2365 2366 2367 2368 2369 2370 2371 2372 2373 2374 2375 2376 2377 2378 2379 2380 2381 2282 23S3 2384 2385 2386 2387 23S8 2389 2390 2391 EDUCATION REPORT, 1889-90. Table 3.— Statistic, State and post-office. Name of institution. Name of principal. « 1 2 3 VERMONT— COnt'd. Springfield . S wanton . . Vergennes . . Wallingford . . Waterbury . . West Randolph - White River Junc¬ tion. Windsor... . . Winooski . Woodstock . High School . . High School (department). _ do.... . . . . do . . _ do . High School . _ do . . . do. . _ do . . . do. . VIRGINIA. Adrian. . Berry ville . . Brookings^ . Covington?'. - Danville . Fairview . r Fox . . . •. Fredericksburg . . ... Hadensville . Johnson Springs - Lawrenceville . Leesburg . . Lincoln . Luray. . ^ . Lynchburg . Manchester . _ do . . . Meherrin . . . Milboro Springs . Myrtle.. . New Market . North Danville . Palmyra . Parnassus . . Pattonsville . Petersburg . . do . . Portsmouth . Richmond . Rural Retreat . Rustburg . Rye Cove . Snickersville . Spring Valley . Strasburg . . Surry . . . Turkey Cove . Waterford . Woodstock _ Worsham . . Wytheville . Guinea High School . High School . . Providence High School . . High School (department) . High School . . . . . do . Fox Institute . High School . . do . . Dover High School . . High School (department) . High School _ I . . . Lincoln Academy _ High School (department) . High School.. A . High School (colored; _ High School (white) . Meherrin Academy _ High School (department). Myrtle Graded Male and Female Academy. High School (department). High School. . Central High School . High School . . do . . J . . High School (white) . . Peabody High (colored) _ High School . . High School (white) _ High School (department) . _ do . . Washington Institute . High School (department). High School . . . _ do . . . “CosnahamNo. 1” . Turkey Cove Seminary .... High School (department) . . do . Worsham School No. 1 . High School (department) . WASHINGTON. Olympia _ Spokane Falls Tacoma . High School ...... do . . . do . G. S. Johnson . F. K. Graves . Alfred B. Morrill . Elmer F. Howard . F. A. Fernald . N. J. Whitchill, A. M. . Ozora S. Davis . F. N. Newell... . John A. Hartigan . Alvin B. Bishop, A. w . Chas. W. Crawley . I. C. Fletcher... . Edwin G. Holland . i R. J. Dickey . W. M- Chalmers.. . Rev. F. T. Mathews . . J. J. Watkins . . . William Nelson . . i MissM. E. Mitchell _ [ Miss M. A. E. Ellis . Miss Lulu Davie. . J. S. Simpson.. . . . j Edward C. James . . H. Sheffey Roller.. . j E. C. Glass. superintendent! James H. Blackwell . | A. H. Fitzgerald . . O. L. Hardy . . H. P. Cosby. . Miss M. E. Eley . . A. C. Kimler. . F. H. Wheatley.... . . W.T. Morton . . M. C. Smith . R. Hurst . . . . A. P. Bolling . . J. E. Shields. . . Willis A. Jenkins . Julian P. Thomas . E. L. Greever . ! John G. Fisher . . Robert E. Wolfe. . I John T. James . . j J. A. Livesay . R. H. Sheppe _ _ Miss Anna Friend. . R. N. Price, jr . William B. Carr . J. Luther Sheppe . . . Mi’s. P. F. Thackston . Miss Emma R. Calfee . Miss May Bly . J. B. Walker . . Miss Abbie E. Cushman: . a Also give instruction in other departments. STATISTICS OF PUBLIC IIIGII SCHOOLS. 1479 High Schools for 1889-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college * classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents who grad¬ uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. Female, j Male. Female. S Female. Male. Female. 0 7 8 9 10 11 12 13 14 15 16 17 is | 19 •40 41 25 29 ' . 0 1 0 0 3 10 O 2 No.. No- 50 $15 2338 21 30 . 0 4 3 5 4 No.. No 5,000 $500 $450 2339 12 18 1 0 4 0 0 0 5 5 Yes. No.. 30 1,600 4.793 173 2340 10 16 0 0 0 1 0. 0 0 3 No.. No- 800 5, 075 624 269 2341 18 o 3 Ycs. No.. 200 2,000 o ooo 2342 46 56 . 0 0 5 10 0 6 14 Yes. No.. 200 15, 050 — — — — 1,025 2343 24 25 0 0 ii 9 - 4 0 2 O ; Yes. No— 50 20, 075 250 2314 27 25 . 7 IS 0 0 2 o i 2 i Yes. No 104 8, 125 900 23 46 40 56 0 1 10 24 i 6 | Yes. No- 100 7,200 1,136 492 2347 10 15 0 0 6 6 0 0 0 0 No- No.. 0 350 40 2348 16 14 0 0 16 6 0 0 0 0 No.. No.. 0 1,200 250 2349 12 13 0 0 3 4 0 0 0 2 Yes. No.. 0 500 240 2350 9 15 0 0 o 5 No— o 1,500 COO 2351 10 21 2352 4 0 0 0 6 No . No o 2.000 2353 20 24 0 0 10 16 8 2 0 0 No- No.. 0 1,200 i 100 2354 18 53 0 1 0 1 0 0 2 Yes. No.. 0 2355 4 8 0 ! o 0 0 0 0 0 0 No- No.. 0 — 3d\) 14 18 0 0 0 0 0 0 2 3 No. . No 0 . 20 10 0 0 6 5 1 1 No.. No.. o zoo 2358 33 11 0 0 33 ' 11 i 10 5 No.. No 0 7,000 3,00) 525 2359 16 17 0 0 3 1 o 0 0 5 5 No.. No- 15 2. 520 725 0 23C0 30 0 30 0 1 0 No.. No.. o 2,050 1, 500 200 | 2361 75 1 2302 8 17 8 17 0 0 1 o 0 No.. No 84 1 10,125 3,000 6 2363 15 “18 0 0 0 1 0 0 0 1 5 No- No- 0 20, 150 7,552 . 2364 15 7 0 0 0 o 0 1 Yes. Yes. 50 1 475 150 j 2365 12 18 0 0 4 ! 6 3 2 3 No.. No.. 0 i 1,530 c0) ; 2366 12 18 0 0 j 0 8 0 0 0 0 No.. No- o 1 400 403’ 2367 45 65 0 0 3 3 0 0 0 0 No.. No- 0 800 coo 300 ! 2368 12 j 21 o 0 1 o 1 o 0 0 o 2 No. . No— 0 12,025 75 2369 21 21 0 | 0 1 12 j 11 3 0 4 6 No.. No.. 0 800 859 j 616 2370 15 12 2371 15 0 6 i o 1 15 1 o. 0 0 | . Yes. No. . . 6 725 300 I 150 • ■ 2372 78 ! 126 0 0 i 2 1 1 0, ,! 2 9 No.. No.. 300 5,250 10,226 [ 452 2373 ! 13 38 2374 j 20 ! 34 i - 0 o 4 0 i 0 1 4 5 | No- No- 0 3, 200 . 2375 J34 321 0 ! o 1 0 0 0 0 5 56 No. . No.. 1,000 405,000 142*065' 2,000 2376 10 5 _ 7 1 ! No- No 0 500 313 60 ; 2377 15 12 0 0 i 3 2 i 0 0 0 No.. No- 50 1,025 720 78 2:178 19 17 0 i 0 10 8 9 9 2 3 No . No .. 0 3, 025 400 ! 600 2379 8 5 1 0 1 0 1 o No. . No 0 1,000 50 2380 20 15 1 o 0 ! o 1 0 ..... ..... Yes. No.. 40 4,000 250 | 500 2381 14 ! o ! 0 0 2 0 0 0 No.. No.. 0 1 1 6, 000 645 1 400 2382 10 10 : 0 0 1 I 1 4 0 0 i No.. No.. 0 6i)0 250 50 2383 12 1 13 ! 0 0 0 0 : No . ' No- 2 1 1.040 27 o i 375 2384 7 7 i 4 I 4 3 3 2 0 , No.. No.. 0 I 5,000 360 50 2385 16 7 0 1 0 1 0 0 0 0 0 ! No.. : No 0 2386 5 0 1 0 4 0 0 0 3 0 1 No- 1 No.. 0 1,500 5 i 2387 15 19 0 0 3 3 0 0 0 0 No. . | No„ 0 800 375 j 2388 22 1!3 0 0 o 2 4 3 0 4 Yes. ! No.. 80 40,250 2389 23 27 ! o o 5 2 0 0 0 0 No.. : No.. 11 90,100 2390 33 44 1 0 1 0 1 5 1 3 i 1 3 i Yes. 1 No.. 0 200 2391 2392 2393 2394 2395 2396 2397 2368 2399 2400 2401 2402 2403 2404 2405 2406 2407 2408 2409 2410 2411 2412 2413 2414 2415 2416 2417 2418 2419 2420 2421 2422 2423 2424 2425 2426 2427 2428 2429 2430 2431 2432 2433 2434 2435 2436 2437 2438 2439 2440 2441 2442 2443 2444 2445 2446 2447 2448 2449 2450 EDUCATION REPORT, 1889-90. Table 3.— Statistics state and post-office. Name of institution. Name of principal. WASHINGTON— COnt'd. High School . L. H. Leach . Wallawalla _ R. C. Kerr . do . G,. B. Johnston... WEST VIRGINIA. Charleston . do . do J. A. Cox... . Washington High School.. Wheeling Public School... J. S. Conwell . Wheeling.. “ . W. H. Anderson, superin¬ WISCONSIN. Ahnapee . High School . tendent. H. K. White . 'do J. Emilius Hoenes Appleton . Ryan High School . Oscar H. Ecke . High School . E. S. Stevens . Argyle w do A. I. Sherman.. Ashland . ..do . J. W. Turner . Augusta . . do ... L. W. Wood . Avoca do . H. McMillan . Baraboo . _ do . L. H. Clark . . . Bayfield . do . J. L. Thatcher. . Beloit do . . W. S. Axtell. Berlin . . . _ do . A, F. Rote . . Black Earth. . . do . E. W. Walker . . . Black River Falls _ do . . Dwight Kinney. Bloomer . . . do . Prof. Demming . Bloomington . do . S. E. Pearson . . . Boscobel . do . . . . J. A. Tormey . Brodhead . do . J. A. Eakin ' _ Burlington . . do . . C. W. Rittenburg . Cadott . * .. do . J. Charles Churchill . Chilton . . do . P. H. McGovern _ _ Chippewa Falls . do . C. R. Long . Clinton _ _ do Henry K. White . Clinton ville . . . do . J. E. Abbott . Colby . do . J. F. Sims . Columbus . . _ do . . . . L. M. Roberts . Darlington . do __ J. A. James Del a van . . . do . Geo. L. Collie.. . De Pere . . do . F. W. Buchholz . Dodgeville . . do . L. L. Clarke.. . Durand . do . . . . J. W. Nesbit East Troy . do . F. McRae Byers . Eau Claire . do . J. K. McGregor . Edgerton . do . F. M. Jack . Elkhorn . .. do . R. F. Skiff.. . Elroy . do . J. R. Slonaker . Fennimore . do . I. M. Quick . Florence . do . Frank W. Barker ... Fond du Lac . . do . I. N. Mitchell . Fort Atkinson . do . . . D. D. Mayne . . Fort Howard . do ... Otis R. Larsen . Fox Lake . do .. W. N. Parker . Friendship .. do . H. M. Older . . Glenbeulah . . do . . Mina R. Whiting . Grand Rapids Howe High School Wm. H. Luchr . . Green Bay . High School . Arthur J. Clough _ _ Hartford . do . P. T. Nelson . . Hazel Green... do . H. B. Lathe . Hillsboro .. do . E. V. Werwick . Hudson . . . do . . 'Albert E. Schaub . . Humbird . . do . T. H. Barber . Janesville . . do . . . I. N. Stewart . . STATISTICS OF PUBLIC HIGH SCHOOLS. 1481 Hiqli Schools for 1SS9-90 — Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. N umber of stu¬ dents whogracl- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium ?j Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. j Male. Female. Male. | Female. Male. Female. Male. Female. Male'. Female. O 7 8 9 IO 11 12 13 1 1 15 16 17 18 19 ‘20 21 17 27 / 0 0 0 0 0 0 0 0 No.. No- 100 m, iso 2392 28 43 0 0 28 43 0 0 Yes. No. . 609 60, 100 2393 13 20 0 0 0 0 Yes. No.. 50 55, 250 2394 13 29 0 0 2395 5-1 90 _ . 5 7 No- No.. 200 7,200 <£16, 328 $110 2396 26 58 . 4 15 No.. No.. 250 75, 300 2397 154 270 9 38 2398 22 12 0 0 0 0 0 0 0 0 Yes. No- 250 6,010 800 29 2399 13 18 0 0 0 0 0 0 2 6 N^.. No.. 100 17, 100 0 0 •- 03 45 65 0 1 0 4 2 No- ! No.. 900 40,300 16,744 492 2401 25 29 0 0 10 5 3 4 2 5 No - No.. 200 7; 658 328 130 2402 13 24 .... 1 0 i 0 No.. No.. 338 9, 130 225 60 2403 30 I 34 | 1 0 0 1 4 _ 6 1 12 i 16 3 5 No.. No— 300 100, 200 300 2404 1 19 31 0 0 0 0 0 0 2 1 No.. No.. 60 6, 075 1,676 355 2405 9 19 0 0 0 1 0 I 0 o 0 0 No.. No- 27 35 117 20 2406 1 34 iro 0 0 l 10 : 12 1 24 I 00 1 6 Yes. No. . 625 30, 250 2,800 583 2407 1 17 16 0 0 0 1 3 2 ! 0 0 0 No.. No- 500 15,000 174 2403 25 74 1 1 I o ! 6 38 1 5 Yes- Yes. 500 35, 100 345 519 2409 42 80 o 0 9 10 Yes. No.. 600 3, afOO 500 2410 27 30 0 0 0 0 6 2 4 1 Yes. No- 100 4,100 611 140 2411 1 30 i 49 1 1 No.. 1 No.. 50 35, 200 250 75 2412 23 33 0 i 0 0 0 Yes. No.. 100 6,000 330 15 2113 31 | 33 2 2 2 4 No.. ! No.. 205 9,100 150 2414 20 | 0 0 2 i 8 0 6 3 4 No.. No.. 1.300 10,200 2415 i 23 44 0 0 2 o I 0 i 0 2 0 No.. No.. 200 100 *‘*117’ 2416 33 49 0 0 2 0 1 4 2 6 No.. No.. 300 12,000 425 475 2417 6 ' 12 o 0 j 0 0 0 0 2 1 No.. No — 150 7,005 249 0 2118 1 22 26 2 3 o 0 8 10 4 4 Yes. No.. 80 2,140 400 310 2419 i 1 76 0 0 _ 4 11 No.. No.. 300 1 , 556 345 40 3420 io ! 26 0 0 . I 0 0 No- i Ncf.. 50 805 125 2421 14 1 23 0 0 2 3 1 1 0 0 No.. 1 No- 300 8,500 156 65 2422 19 17 0 2 No.. No .. 50 2,575 193 0 2423 i 31 ! 33 6 J ! o 1 2 3 1 3 5 [ 1 6 No_. 1 No„ 25 7,650 6, 500 150 2424 i 45 55 ; o ° 2 -2 1 o 1 2 4 No..; | No„ 1.100 35, 200 1,195. 318 2425 23 42 2 0 0 1 5 20 o 3 No- | No- 600 10, 300 0 120 2426 22 18 1 0 ! o 1 0 0 1 i 0 2 1 No.. I No.. 425 1,800 5, 262 21 2427 40 68 i 0 o 4 9 No.. ! No.. 800 25,100 2,000 450 2423 20 22 0 I o _ 1 3 .... 0 5 5 N»- No.. 180 11,025 366 60 2423 0 0 1 0 i 0 i o i 2 2 0 No — No.. 12 1,500 345 110 2430 22 ! 31 1 22 31 2 5 No- 1 No„ 230 17,200 2131 16 1 24 ! 0 3 0 4 No.J 1 No.. 1.000 15,075 500 300 2132 39 47 ! 0 i 0 2 14 No— | No„ 150 35,000 2433 I 21 35 o I 0 1 . . 1 3 i No.. 1 No.. 30 10,005 500 89 2434 25 °2 0 ! o ! o 0 I 0 o i 0 O ! No.. | No„ 20 3, 250 197 100 2435 16 1 20 ^ 0 0 i 0 0 o 0 1 0 0 No.. ! No.. 2436 68 IOC • 0 0 1 0 6 1 3 10 No | No 538 121,900 345 357 2437 56 ' 70 i °- 0 o 0 56 70 ! 9 12 No- ; No.. 675 25, 900 345 216 2138 15 ! 28 I 0 0 1 0 i 2 1 Yes. ! No. . 85 20. 300 374 1 28 i 2439 18 10 3 1 j 2 4 No.. No„ 35 30 200 2440 1 0 0 0 1 I 1 7 j No i No- 35 975 155 ! "*M*| 2441 13 - 21 0 0 0 0 0 10 No- No.. 10 1, 575 370 I 28 2442 5 9 0 0 0 0 3 * 5 1 5 9 No. . i No- 180 35.200 ; 4,884 ! 46 2143 27 45 0 0 8 16 19 29 j 2 I 4 No- No. 150 6, 60J 345 ; 48 2441 9 19 0 0 0 0 0 0 No.. ■ No.. 50 2,050 I 240 93 i 2145 10 10 1 0 0 0 0 0 0 I 1 6 No.. No.. 0 2,200 800 40 2446 12 18 1 o 0 0 0 0 0 : o 4 No.. No.. 100 3.020 i 257 65 2! 47 28 35 1 ‘ 2 1 i> 1 8 I rr Yes. No.. 150 30, 100 | 2,000 112 2443 12 16 ! 0 o I o I 0 0 1 0 0 No.. No.. 140 4. 245 j 3,964 12 2 449 73 35 1 0 1 0 l 0 1 9 . No.. No — 324 500 ! 300 170 2450 14* 2451 2452 2453 2454 2455 2456 2457 2458 2459 2460 2461 2462 2463 2464 2465 2466 2467 2468 2469 2470 2471 2472 2473 2474 2475 2476 2477 2478 2479 2480 2481 2482 2483 2484 2485 2486 2487 2488 2489 2490 2491 2492 2493 2494 2495 2496 2497 2498 2499 2500 2501 2502 2503 2504 2505 2506 2507 2508 2509 2510 2511 2512 2513 2514 EDUCATION REPORT, 1889-90, Table 3.— Statistics State and post-office. Name of institution. Name of principal. 1 2 3 Wisconsin— cont’d. Jefferson . High school . J. G. Adams . Kenosha . _ T;do . F. Cleary . . Kewaunee . .. . do . . . M. McMahon _ Kiel _ do . . A. W. Dassler . La Crosse . . do . Albert Hardv.. . . do . . J. H. Gould." . . Lake Mills . do . . . H. L. Terry . . . . do . Clyde R. Sho waiter . Geo. E. Dietrich. Lodi . . do . . O. J. Schuster . . . Madison . . do _ „ . E. J. MacEwan . J Union High School _ C. M. McMahon . Marshall Medina High School.. W. A. Hodge. . Marshfield _ High School . . . ..! F. E. Hamlin. . . Manston. . . High School (department). W. L. Morrison . High School . . . E.N. Warner . Menasha . . _ T.do . Menomonie _ . do . . . R. B. Dudgeon . J Merrill... . . do . ; . j H. J. Bowell . . . Merrillon. _ do . . . . . T. H. Lage. Middleton do . 1 G. Wehrie Milwaukee . . . do . . . . Geo. W. Peckham... . M lieral Point . . do . . . | A. R. Jollev . . . Monroe do ... Geo. S. Parker _ Montello . i . .do . . . . F. W. Meisnest . . . . Mount Hope _ . do . W. B. Phillips . Muscoda . _ do ... L. F. Allen . . Necedah . . _ do . Wm. F. Sell . . Neenah . . . . do . . . . C. W. Cabeen . Neills ville . _ do . . . . . E. B. Oakley . . .1 New Lisbon .. . do . . . . Ben C. Parkinson . N e w Richmond . . . do . W. H. Williams . . Oconto . . do . C. A. Birgden . Oinro . _ do . . . Frank T. Tucker . Oregon . . do . . Arthur H. Sholtz _ Oshkosh . . do . Ruftts H. Halsey . . Pepin . . . _ l do _ 1 . D. E. Cameron . Pewaukee . . .. ..do . . Edward W. Pryor . . Plymouth .... . do . Otto Gaffron . . Port Washington _ _ do . B. H. Meyer . . Poynette. _ . do . James Melville . . . Prairie du Chien . . _ do .t.. . F. G. Kraege . . . Prescott. . . . do . . James Goldsworthy . Racine . . _ do . A. J. Yoiland . Reedsburg . . .. do . Allen B. West .. Richland Center _ . do . . : . . . Theodore H. Haney . Ripon . . do . . . . M. H. McMahon... . River Falls . . do . R. B. Hazard . Sauk City . . do . John S. Roeseler _ Sextonville do J. F. Gile . Seymour . . _ do . W. E. Pembleton . Sharon . . _ do . . . J. Gr. SkeeLs _ Shawano ... do W. H. Kickok (reporting officer). Sheboyan . _ do . J. E. Riordam . Shullsburg. . . . do . . M. M. Warner . . Spring Green . . . do . . W. A. Cundy . Stevens Point . do ... F. W. Cooley . Stoughton. . . do . . . C. F. Crouk.. . Sturgeon Ray Wm. O. Brown Sun Prairie . ...do . Ira M. Buell . Two Riyers . _ do . C. O. Marsh . . Unity . . do _ Ed. T. Johnson . . Viroqua . . ... do .. J. H. Martin. Walworth . . do . W. S. Edwards . 1483 STATISTICS OF PUBLIC HIGH SCHOOLS. High Schools for 1SS9-90 — Continued . Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Numbet prepar¬ ing for college scien¬ tific course. 1 Number of stu¬ dents wliograd' uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? g 3 'Ji to c3 O O £ 0 © a m a Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. Male. Female. Male. | Female. Male. Female. Male. © c3. 3 Male. 1 Female. G 7 8 9 io 11 12 13 14 15 1G 17 IS 19 20 21 30 23 3 8 No.. No.. 300 $10, 200 8345 $90 2451 33 50 0 0 l 13 0 0 Yes. No.. 50 50. 500 350 190 ! 2452 25 30 0 0 0 0 2 2 5 No.. No- 30 7,500 345 30 ! 2453 37 oo 0 0 0 0 0 0 3 No.. No.. 160 5,010 2, 328 128 2454 126 0 0 3 7 5 8 Yes. No.. 450 40, 750 10, 695 103 2455 39 44 0 0 4 No. . No- 600 39,300 9,750 258 2456 24 30 0 0 3 3 No.. No 325 9.100 345 375 2457 19 24 0 1 1 2 3 0 1 4 No..! No- 150 20, ICO 30 2458 7 14 0 0 0 0 0 0 1 4 No..: No.. 153 3.050 278 2459 32 48 0 0 0 0 2 3 2 No.. No- 60 9,700 345 279 2160 145 206 0 1 40 70 25 0 ZQ 15 *io.. No.. 8C0 60, 750 . 345 450 2461 23 59 0 0 o 1 0 0 1 2 No.. No- 120 30. 400 441 2462 32 24 0 0 0 0 2 1 No.. No.. 180 3, 650 463 29 2463 18 26 0 0 1 0 O 0 0 0 No.. No.. 40 23, 000 370 2464 33 46 0 0 1 0 4 2 b 2 No.. No.. 50 25, 050 0 350 2465 13 20 0, 0 0 0 6 7 2 6 No.. No- 100 10,250 345 101 2466 17 20 ... 1 1 2467 36 42 0 0 10 9 Yes. iNo.. 240 18, 150 150 2168 16 20 o 0 0 0 2 1 0 0 Yes. No 50 1 , 450 2, 150 2469 10 13 0 0 0 o 0 0 0 ! 0 No.. No- 300 4, 550 175 30 2470 13 20 0 0 0 1 0 1 2 2 4 No..! No.. 20 4, COO 500 2471 217 336 0 1 18 31 No No— 1,651 91,691 425 2472 12 C9 ,0 0 0 1 6 1 No.. No- 500 10, 3C0 300 2473 46 60 0 0 l6' \'"s No.. I No.. 2,000 15, 075 345 168 ! 2474 19 23 0 0 0 I 0 1 i 1 3 5 No.. No.. 100 500 63 2475 15 16 0 0 0 0 3 0 Yes No.. 150 2, 550 140 160 2476 35 15 0 0 0 0 1 i 0 0 1 1 0 No.. No.. 50 5, 005 96 2477 1 7 20 o 0 2 5 o 0 2 5 No.. No — 300 2,200 2478 3) 76 0 I 0 0 2479 28 ' 56 0 0 1 0 I 8 15 1 30 1 | 10 No.- No.. 75 14,050 325 180 I 2480 2*2 27 0 o 1 1 0 2 Yes No 393 . ! 2481 22 * 52 0 0 1 0 0 I 0 1 ! 2 No.'. No- 350 25,125 200 200 1 2482 20 28 0 0 0 0 0 0 0 0 Yes. No.. 325 4,200 200 24 S3 41 49 0 0 2 2 No.. No- 400 8, 500 250 192 2484 20 30 0 0 0 i 0 1 3 1 3 1 Yes. No.. 210 2.500 345 171 24S5 63 90 0 1 o o 10 | 15 0 0 2 6 Yes. No.. 150 7. 040 278. 324 2489 25 27 0 0 0 o ! 0 0 0 4 No.. No.. 200 4,100 750 60 1 2490 29 28 0 0 0 0 1 4 No.. No — 367 3,400 COO 225 2491 24 46 0 0 4 2 : 1 1 2 0 4 No.. Yes. 500 5,100 1, 353 2 2492 18 j 26 0 0 6 6 | 15 1 2 No.. No.. 450 15, 530 345 38 | 2493 50 63 0 0 0 0 ! 4 0 5 10 Yes. No.. 900 : 20, 4C0 345 192 2494 31 36 0 0 0 0 1 31 36 6 2 No.. No.. 225 ! 5, ors 205 : 2495 53 89 0 0 0 0 ' 4 4 No.. No.. 200 ' 30,500 850 447 2496 23 1 38 0 0 5 2 —7' --- 3 0 Yes. Yes. 800 | 18, 200 1,550 ' 147 2497 40 44 0 0 3 0 No.. No.. 2, 600 15. 200 350 300 I 2498 42 : 23 0 0 0 1 0 2 5 2 5 Yes. No.. 554 3. 550 781 50 ! 2499 15 17 0 0 o 1 1 1 0 0 0 No.. No.. 41 2, 550 187 82 ' 2500 5 13 0 0 . ■3 0 1 No. . No.. 237 1, 125 340 54 2501 15 | 30 0 0 1 1 i ! 0 0 , No. . No — 80 1,850 200 200 2502 13 j 22 0 0 o • 1 O 2 0 * Yes. No- 200 20,050 80 2503 14 24 0 0 1 3 ' Yes. No.. 2,000 40, 2C0 2504 25 29 0 0 o 1 2 0 No. . No.. * 249 4,040 1,800 125 1 2505 31 40 0 0 o ! 0 0 1 0 1 5 No.. No.. 125 4. 025 345 I 200 i 2506 50 | 73 0 0 ° 0 1 3 2 10 ■ No.. No.. 2,637 10, 250 345 86 2507 23 37 0 0 5 7 Yes. No.. 300 15, 040 200 I 2.508 14 14 0 1 0 I 0 0 0 1 l 6 t. 1 No.. No.. 400 11,325 345 75 j 2509 12 33 o 0 0 0 3 6 0 0 1 No . No.. 25 10,050 1*, 600 100 2510 23 14 0 0 »» 1 1 No No.. 200 10,060 400 70 2511 13 24 0 0 0 0 4 5 3 4 No.. No„ 600 4.050 225 65 2512 40 j 65 0 0 4 4 2 3 6 7 ■ No.. No- 125 10.050 400 600 2513 16 ! 7 0 1 0 g 0 2 0 No.. No.. 216 2, 540 99 42 2514 / 1484 EDUCATION REPORT, 1889-90. Table 3. — Statistics of Public State and post-office. Name of institution. Name of principal. Male. £?g»js 3er of and- ’ in- dors. 6 e3 g 1 2 3 4 5 1 Wisconsin— cont’d. 2515 Waukesha . High School . Geo. H. Reed . 1 2 2516 Waupin . High School (Northward). H. C. Curtis . 1 1 2517 do . High School (South ward) . F. C. Howard . 1 1 2518 Wausau High School . Hugh Mclndoe . 2 1 2519 Wauwatosa . . do . . A. W. Smith . 1 I 2 2520 West Bend . . do . D. T. Keeley . 1.. 1 1 2521 West De Pere ... do ... Chas. Mains, a. b . 1 1 2522 Westfield do . B. G. Woolcock . 1 0 2523 West Salem . . do . A. E. Buckmaster . 1 1 2524 Whitewater . _ do . . C. H. Sylvester _ _ 1 3 WYOMING. 2525 Cheyenne . High School . J. O. Churchill, superin¬ 0 5) 1 i tendent. 2528 Rawlins . . do . J. B. Blazer . 1 0 l ! STATISTICS OF PUBLIC HIGH SCHOOLS, 1485 High Schools for 1889-90— Continued. Students in second¬ ary grade. Colored pupils in¬ cluded. Number prepar¬ ing for college classical course. Number prepar¬ ing for college scien¬ tific course. Number of stu¬ dents whograd- uated or com¬ pleted their studies in 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in li¬ brary. Value of grounds, buildings, and apparatus. Amount of State and munic¬ ipal aid. Income from tuition fees. 1 Female. 6 a | Female. Male. Female. Male. 6 "3 a 1 Male. Female. 6 7 S 9 lO 11 i , v! 13 14 15 10 , 17 IS 19 SO ‘41 44 1 58 0 0 3 4 No.. No 736 .$41, 855 $325 1 2515 18 23 o 0 2 1 0 ; o 0 2 1 No.. No.. 100 7, 575 $1,000 32 2516 49 59 i ! 0 0 3 1 2 i 2 1 2 6 No.. No.. 327 12,100 478 2517 28 i 55 o 0 2 3 No.. | No.. 540 18, 200 28 2518 21 28 0 o 3 j 5 1 6 I 8 3 3 No.. : no.. 250 15, 150 345 427 ! 2519 45 35 0 o 0 0 2 l o 5 3 No.. I NO.. 100 27, 065 400 423 | 2520 15 28 o 0 1 14 5 2 3 1 4 No.. 1 No.. 809 10,100 345 75 2521 15 41 o 0 0 1 0 0 5 No.. i No.. 35 9,000 349 162 2522 20 18 0 0 0 0 2 i 3 1 No.. 1 No.. 100 ! 5, 125 342 225 j 2523 29 37 0 0 1 -0 ! 2 I 0 1 3 No.. No.. 900 500 79 ! 2521 1 33 57 : o 0 L 1 " 15 0 ! 0 16 ' 26 0 2 Yes. J Yes. 50 25,500 1 | 5'881 j . ! 1 j 2523 1486 EDUCATION REPORT, 1889-90. Statistical Tables— Table 4. — Summary of statistics of endowed academies , T States and Territories. Number of schools. Secondary in¬ structors. Stud< Secondary. ints. Preparin g for col¬ lege classical course. Male. Female. | Total. | Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 S 9 10 li United States . 1,632 3,272 I3, 937 7,209 47, 534 47, 397 94,931 11,220 5,429 16, 649 North Atlantic Division . 510 1,305 1, 457 2,762 118,707 15, 531 34, 238 5, 143 1,310 6, 453 South Atlantic Division . 362 603 652 11.255 ! 8,296 7, 870 16, 166 2,284 1,343 3, 627 South Central Division . 325 481 636 1,097 ! 7, 372 8,076 15. 448 1,925 1,569 3, 494 North Central Division . 279 602 738 ! 1,340 i 8,443 9,166 17! 609 1,467 967 2, 434 Western Division . 156 301 454 I 755 ! 4.™ 6, 754 11,470. 401 240 641 North Atlantic Division: ! Maine . . . 21 38 55 93 897 865 1,762 306 93 339 New Hampshire . 26 80 48 128 1,286 725 2,011 532 37 569 Vermont . . 20 52 69* 121 1,004 952 1,956 277 100 377 Massachusetts . . 156 211 367 2, 380 2, 191 4, 571 792 255 1.047 Rhode Island . . 4 25 15 40 463 168 631 164 3 167 Connecticut . . 36 76 100 176 751 00 IV 1.623 100 159 259 New York . 174 448 479 927 6,221 5,481 lb 702 1,-678 390 I 2,068 New Jersey . . 51 143 167 310 1.812 1,195 3, 007 482 67 1 549 Pennsvl vania . . . 106 287 313 600 3, 893 3,082 6, 975 812 206 1,018 South Atlantic Division: Delaware . 5 .10 12 22 106 145 . 251 .19 1 • 20 Maryland - - 34 94 90 184 i 1,005 783 1,793 343 89 432 District of Columbia . . 16 48 49 97 426 500 926 115 10 1 125 I Virginia - - - 60 114 108 222 1,472 1, 272 2,744 624 262 i 886 West Virginia . 4 6 7 13 80 48 128 22 0 j 22 North Carolina . 1 88 138 111 249 1.888 1.447 3, 335 593 282 I 875 South Carolina . 1 31 56 63 ' 119 950 '669 1,619 149 204 I 353 Georgia. . . . | 113 122 182 304 2,135 2, 625 4, 760 313 410 j 723 Florida . . . 11 15 30 45 234 376 610 106 85 191 SouthCentral Division: Kentucky . 57 62 88 150 1,161 1,346 2,507 241 .230 471 Tennessee . . 1 74 105 143 248 2,038 1,702 3, 740 751 406 1,157 Alabama . 61 89 118 207 1,312 1,142 2,454 288 139 427 Mississippi _ — . . 41 53 84 137 726 1.317 2,043 150 310 460 Louisiana . 23 29 61 90 450 674 1.124 123 134 257 Texas . 47 84 96 180 1.166 1.357 2, 523 189 278 467 Arkansas.. . . . 15 30 38 68 442 384 826 160 61 221 Indian Territory . 7 9 8 17 77 154 231 23 11 34 North Central Division: Ohio . 46 89 127 216 1,299 1,781 3,080 277 187 464 Indiana . 15 19 29 48 225 374 599 42 26 68 Illinois . 37 59 148 207 693 1,268 1.961 166 159 325 Michigan . . 11 17 25 42 263 389 652 19 6 25 Wisconsin . 20 62 44 106 773 568 1,341 85 21 106 Minnesota . 17 52 31 83 882 490 1,372 71 30 101 Iowa . . 27 63 51 114 1,093 892 1.985 123 76 199 Missouri . . 64 157 183 340 2! 130 2. 185 4. 315 429 277 703 North Dakota^ . 3 3 8 11 44 68 112 10 8 18 South Dakota . 1 5 11 15 26 80 135 215 48 7 55 Nebraska . | 14 26 51 77 317 455 772 94 90 184 Kansas . 20 44 26 70 644 561 1,205 103 80 183 Western Division: Montana 2 1 6 7 23 35 58 1 13 14 Wyoming . 1 - 0 8 8 0 60 60 0 0 0 Colorado _ _ _ _ 14 32 46 78 246 324 27 51 78 New Mexico . 5 9 11 20 74 59 133 6 4 10 Utah . . . lr 30 30 60 392. 312 704 107 42 149 Nevada . 1 1 6 7 0 25 25 0 0 0 Idaho . 1 2 4 6 27 21 48 13 12 25 Washington . . 11 18 22 40 151 334 485 19 18 37 Oregon . 14 29 26 55 360 326 686 81 49 130 California . 100 197 309 506 3,611 5, 332 8,943 147 51 198 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1487 Private Secondary Schools. seminaries , and other private secondary schools, for 1SS9-90. Preparing for scientific course. Total number of graduates. Number of volumes in library. Value of grounds, buildings, and ap¬ paratus. Amount of produc¬ tive funds. Amount of State aid. Income from tuition fees. Incomo from produc¬ tive funds. Clifts and benefac¬ tions. Male. Female. Total. 12 13 14 15 1G 17 IS 19 20 21 22 6, 326 3,323 9, 649 8,070 961,268 37,521,576 17, 052. 198 232,029 4,057,912 1,619, 358 781,983 2,882 931 3.813 4,070 467. 060 20, 898. 842 15,131,159 75,056 2,238,591 1.361,040 411.179 728 240 968 1,112 130. 480 3, 428, 463 910. 465 53, 231 465, 844 128,162 49.163 1,144 1,045 2, 1S9 891 95, 737 3, 480, 583 210. 375 88, 713 441.832 42,180 89.386 1,361 852 2,213 1,621 214, 705 6.370,183 518,199 7, 564 641. 188 57, 983 ! 192,902 211 255 466 376 53, 286 3, 343, 505 282,000 7, 465 270, 457 29, 993 39,353 78 88 !6S 237 12, 328 §303, 700 §271. 905 §3, 180 §24, 306 §16,285 §9, 503 158 S4 242 323 33.894 1,003,225 1,149,200 1,900 166, 430 61,711 27. 230 92 59 151 260 13.678 860. 825 428, 000 156 50, 223 20,848 20. 250 439 152 591 662 74, 100 2,317,818 3, 156. 065 7, 250 301,803 116.391 123,072 30 1 31 52 7,800 450. 700 2, 000 0 51,507 13.000 0 60 3 63 184 24. 875 885, 055 337, 000 0 142, 342 16,450 2,666 990 204 1.194 1.185 163, 393 6, 676, 759 622. 489 21,513 8S7. 576 35, 545 24.414 464 58 522 438 44. 258 1,843,882 670,500 41, 057 313.387 15,030 164,009 571 282 853 729 92,734 6, 056, S78 8,494,000 0 301,011 1,035,780 40,011 9 0 9 27 3,700 2Q9, 600 21,000 0 21,243 1,100 7,000 60 • 1 61 209 39, 880 941,305 731, 100 9,200 85, 449 41,210 11,825 25 3 28 62 26, 675 564, 300 SO, 000 0 31, 565 5,000 50 155 83 1 241 188 22,510 463. 035 25, 000 10, 505 111,132 5,500 10, 455 0 0 0 8 350 29, 500 0 0 1,875 0 0 186 31 1 217 231 17. 465 374, 755 18,095 2,718 102. 408 4,705 10,596 95 ! 17 112 117 6,490 149, 955 1,420 6, 277 27, 793 1,838 798 189 80 I 269 239 8,458 521,013 33,850 20.011 75,810 68,809 6,880 9 i 31 31 4,952 175,000 0 4.520 8,569 0 1, 559 143 137 280 172 ; 29,073 555, 997 43,500 4. 883 74,752 8, 972 2,412 349 238 587 223 20, 676 457. 715 50,600 15. 422 93, 150 3, 315 4,450 170 80 250 137 13, 068 1,090,050 42, 375 14. 034 69.932 3,175 2,682 187 308 495 90 9,868 255,933 41,000 8, 320 53. 973 5, 120 2, 735 56 22 78 68 4.518 172. 985 300 1. 550 76,120 2.593 70 187 ! 138 325 139 11,594 541,923 22,600 19. 718 53. 553 17,000 2, 675 52 1 118 170 45 5,120 237. 865 10.000 1,057 16. 524 1.294 72. 362 0 4 4 17 ! 1,825 168, 115 0 23,729 3, 828 706 2. 090 154 7° 226 218 i 57. 395 1,128.490 104,200 0 111.832 9, 665 36, 156 17 56 73 77 I 5. 979 2C5, 700 26, 000 4,200 16, 263 1,600 300 7! 98 169 175 ; 46.412 1.115, 055 ' 46.200 0 79, 656 3,215 7,676 76 12 88 45 9.038 388. 423 44, 424 47, 572 2,106 108 | 46 154 121 | 20. 085 443. 260 59.000 0 . 18.204 2. 750 78. 783 132 | 17 149 | * 143 14. 757 693. 567 100,00-0 0 66.000 6,050 9. 530 155 118 273 i 144 15. 998 293,235 64, 650 450 26. 706 11,870 5, 824 388 182 570 321 25. 221 901.860 14,000 2,167 160, 543 4, 569 15.113 24 41 65 0 1.300 56. 250 0 468 2, 007 0 2, 922 43 9 52 13 1.802 205, 120 1.000 279 4,631 3,500 1,123 84 80 164 55 10. 995 519. 316 26, 500 0 15, 831 9,850 26,702 109 121 230 109 5,723 419, 907 32,225 0 31,943 2,108 8,743 8 8 16 0 250 14,000 1,600 1,000 0 0 0 300 0 0 0 0 0 0 8 30 38 4 4.400 466.650 1,000 2,500 50.086 3,000 1,720 6 13 19 15 1. 150 99. 300 0 400 12.100 4, 625 29 90 . 119 o 8, 505 448. 530 14,000 1,200 27, 470 5,000 24.815 o I 0 0 6 I 600 60. 100 2,000 n | 10 21 0 1 1,000 11.000 0 0 2,000 5 39 44 52 1 5.560 339. 225 110.000 0 36. 733 6,750 1,309 49 22 71 62 | 12. 560 450.425 I 115.500 890 22.137 11,740 1,280 95 I 43 138 235 18, 931 1,454,275 j 41,500 2,475 117; 731 3, 503 2, 603 1488 EDUCATION REPORT, 1889-90. Table 5 .—Ratio of male and female instructors and students in private, secondary schools in the United States— 1889-90. Male. Female. Total number of instructors . 3,272 45. 39 47, 534 50.07 11,220 67. 39 6,326 65. 56 26, 298 66. 72 63.30 36.91 3, 937 54. 61 47, 397 49. 93 5, 429 32. 61 3, 323 34. 44 8, 752 33.28 36. 70 Percentage of instructors. . . Total number of students . Percentage of students . Total number of students preparing for college classical course . Percentage of students preparing for college classical course . Total number of students preparing for college scientific course . Percentage of students preparing for college scientific course . Total number of students preparing for college classical and scientific course . Percentage of students preparing for college classical and scientific courses. Percentage of male and female students preparing for college, in both classi¬ cal and scientific courses _ Percentage of male students preparing for college, in both classical and scientific courses, to whole number of students _ _ _ _ _ Percentage of female students preparing for college, in both classical and scientific courses, to whole number of students . . 18. 43 70 Percentage of both male and female students preparing for college, in both classical and scientific courses, to whole number of students . -27. 1490 EDUCATION REPORT, 1889-90. Table 6. — Summary of certain studies pursued in endowed acade- Latin. Greek. French. German. States and Terri¬ tories. Male. Female. 1 Total. Male; Female. Total. Male. Female. Total. Male. Female. Total. i 1 2 3 4 5 6 7 s i 9 io 11 12 13 United States 17, 398 12, 335 29, 733 5,716 921 |6, 667 d |5, 897 10, 367 16, 174 6,776 6, 094 12,870 North Atlantic Di¬ vision . 8,091 4,829 12, 920 3,559 390 3, 949 3,775 5, 067 8, 842 3, 542 2,855 6, 397 South Atlantic Di- vision.. . 3, 757 2, 254 6,011 770 u 902 964 1,689 2,653 942 621 1,563 South Central Di- vision . . . Cl CT 00 ci 2, 039 4, 371 443 105 548 437 1,005 1,442 496 436 9E2 North Central Di¬ vision _ _ _ 2, 581 2, 631 582 5,212 871 251 1, 122 444 1,607 2,051 1,587 1,631 3,218 W estern Division . . 637 1,219 103 43 146 187 999 1,186 209 551 760 North Atlantic Di¬ vision : Maine _ 331 239 570 173 32 205 93 140 238 17 19 36 New Hampshire 681 243 927 390 46 436 211 137 348 106 62 168 Vermont . 479 305 781 152 30 182 92 129 221 37 72 109 Massachusetts . 1,019 848 1.897 599 126 725 649 902 1. 551 316 431 747 Rhode Island... 185 46 231 55 3 £8 119 85 204 26 33 64 Connecticut .... 311 216 540 67 14 81 89 291 380 75 144 219 New York . 2, 364 1.413 391 3, 777 1,011 62 1,076 1,416 1,892 3, 308 1,483 1.165 2, 648 New Jersey - 943 1,331 496 36 532 462 580 1,042 486 273 759 Pennsylvania .. 1,732 1,128 2,850 613 41 654 639 911 1 , 550 9S6 651 1,617 South Atlantic Di- vision: Delaware . 70 52 122 16 2 18 32 40 72 13 6 19 Maryland _ 509 227 736 71 8 79 263 297 560 415 213 628 District of Co¬ lumbia . 209 110 319 81 1 82 90 365 455 14 58 72 Virginia . 822 412 1,231 120 3 123 232 378 610 • 202 139 341 West Virginia- 40 10 50 19 2 21 9 9 18 15 4 19 North Carolina. 861 338 1, 199 186 i8 204 50 90 145 77 38 115 South Carolina. 418 206 621 58 7 65 177 193 370 132 71 ~ 203 Georgia. . 769 852 1,621 106 199 77 276 57 275 332 20 35 55 Florida . . . 59 47 20 14 34 49 42 91 51 57 111 South Central Di¬ vision : Kentucky . 442 401 813 51 27 78 17 147 164 90 136 226 Tennessee . 746 430 1,176 166 31 197 12 92 104 87 55 142 Alabama.. . 464 441 908 65 22 87 27 138 165 37 9 46 Mississippi 1 _ 140 246 386 27 7 34 11 58 69 11 15 26 Louisiana . 136 58 194 51 0 51 286 448- 734 49 18 67 Texas . 232 320 552 42 8 50 67 74 141 177 128 305 Arkansas . . 161 117 278 39 9 48 15 46 61 45 72 117 Indian Terri¬ tory . 11 23 31 2 1 3 2 2 4 0 3 3 North Central Di¬ vision: Ohio . 448 663 1.111 205 61 266 80 445 525 290 335 625 Indiana - - 121 245 ?69 4 10 14 5 108 113 4 59 63 Illinois. . 316 447 763 79 49 128 46 276 322 101 276 377 Michigan . . 57 51 111 9 0 9 19 55 74 42 54 96 Wisconsin . 378 91 469 178 3 181 139 72 211 387 161 548 Minnesota . 216 117 333 72 9 81 38 110 148 107 120 227 Iowa . 231 146 377 85 24 109 1 1 2 155 95 250 Missouri . 518 | 529 1,047 153 47 I 200 102 394 496 367 290 657 North Dakota .. 14 16 30 o 0 2 0 13 13 0 1 1 South Dakota .. 10 20 30 2 0 2 0 27 27 4 39 43 Nebraska . 89 159 248 26 14 40 0 68 68 35 88 123 1 Kansas . . 180 114 321 56 34 90 14 38 52 95 113 208 Western Division: Montana . 3 5 8 0 0 0 0 2 2 1 12 13 Wyoming . 0 20 20 0 0 0 0 5 5 0 0 0 Colorado. . • 15 93 108 3 1 4 0 44 44 1 65 ■ 66 New Mexico .... 14 11 25 0 0 0 2. 2 4 2 2 4 Utah.... . 92 38 130 11 1 12 7 6 13 48 37 85 Nevada . 0 15 15 0 0 0 0 0 0 0 12 12 Idaho . 13 12 25 13 12 25 13 12 25 13 12 25 Washington .... 60 43 103 11 5 16 2 93 95 24 70 94 Oregon . 130 411 241 24 7 31 28 40 68 71- 81 152 California . 310 234 544 41 17 58 135 795 930 49 260 309 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1491 mies, seminaries , and other private secondary schools for 1880-90. Algebra. Geometry. Physics. Chemistry. General History. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 14 15 10 17 IS 19 20 21 22 23 24 25 26 27 iS 19,755 15, 492 35,247 10,005 6,482 16, -187 8. 954 8, 506 17, 460 4,215 ! 3,947 8, 162 12,387 15, 095 27. 482 8,346 4,851 13,197 4,870 2, 423 7, 293 3,628 2, 634 6,262 1,989 1,365 3,354 4,587 ! 5,322 ! 9, 909 3,901 2,758 6, 659 1,776 1,001 2,777 1,542 1,396 2, 938 622 646 1,268 3,233 2,839 6,072 3,506 3,445 6, 951 1,430 1.344 2,774 1,719 1,926 3,645 653 • 778 1,431 2, 060 2,797 i 4,857 3,122 3,274 6, 396 1,488 1,228 2,716 1,638 1,726 3,364 i 771 813 1,584 1,940 2,316 4,255 880 1,164 2,044 441 486 927 427 824 1,251 180 345 525 567 1,822 t 2,389 404 300 704 264 179 443 213 165 ! 378 112 117 229 259 208 467 419 203 622 329 89 418 260 86 ! 346 157 70 227 487 111 598 369 290 659 153 107 260 158 112 ; 270 104 73 177 243 211 ! 454 1, 264 677 1,941 734 379 1.113 421 246 i 667 243 200 443 424 720 i 1,144 142 37 179 108 22 133 43 25 1 68 21 16 37 220 57 277 299 217 516 144 78 »*»>»> 117 123 i 240 55 100 155 135 241 | 376 2. 542 1.539 4, 0S1 1.467 918 2. 385 1,077 1,024 2, 101 627 445 1,072 1,929 1,941 : 3,870 1,180 435 1.615 580 208 788 352 191 543 2i0 94 334 539 402 941 1,727 1., 153 2,880 1,091 443 1,534 987 632 1,649 430 250 680 1,086 696 1,782 53 41 94 28 24 52 25 18 . 44 10 8 18 14 • 10 24 604 166 770 374 80 454 260 164 424 132 54 186 503 332 835 207 180 387 103 80 183 84 102 186 31 57 88 108 306 414 799 549 1,348 509 160 669 276 258 534 136 122 258 454 565 1,019 37 1 16 53 22 4 26 15 4 19 4 ~1 5 16 35 51 722 429 1,151 216 88 304 i 273 191 ; 464 68 91 159 802 341 ' 1,143 442 288 730 172 145 317 225 165 i 390 64 71 135 439 276 715 931 985 1,916 317 380 697 [ 346 452 i 798 145 217 362 803 844 | 1.647 106 104 210 35 40 75 1 37 42 | 79 32 25 57 94 130 224 550 567 1,117 258 194 452 | 222 256 478 116 144 260 307 403 710 815 631 1,446 310 216 526 I 371 343 j 714 142 105 247 351 479 830 689 626 1,315 248 234 482 i 222 272 494 130 119 249 486 509 995 356 467 823 127 172 299 294 434 728 90 127 217 237 467 704 181 220 401 94 78 172 106 175 281 60 116 176 240 418 658 656 729 1,385 328 399 727 1 424 t 397 821 77 140 217 306 415 721 243 168 411 62 46 108 73 1 42 115 34 26 60 108 79 187 16 37 53 3 5 8 7 7 14 4 1 5 25 27 52 385 ! 602 987 191 181 372 207 253 460 109 149 258 257 319 576 97 170 267 I 29 55 84- 40 118 158 25 33 58 57 120 177 260 ! 475 735 ! 126 191 317 220 319 l 539 92 186 278 114 491 i 605 116 118 234 33 46 79 46 77 1 123 28 65 93 44 121 165 285 176 461 212 92 301 173 103 276 64 30 1 94 331 127 458 231 155 386 122 62 184 103 55 158 61 22 83 138 118 I 256 385 i 278 663 191 fc 112 303 153 109 262 50 40 90 214 191 405 1,005 868 1,873 ; 397 279 676 528 480 1,003 258 184 442 582 418 j 1,000 10 32 42 5 11 16 6 26 32 0 6 6 2 4 i 6 11 50 61 6 31 37 4 8 12 2 5 7 10 57 67 119 160 279 57 94 151 67 106 173 31 49 80 76 223 1 299 218 190 j 408 119 74 193 91 72 163 44 95 115 126 j 241 5 7 12 0 r 1 0 0 0 0 0 0 1 23 24 0 20 , 20 0 0 0 0 0 0 0 0 0 0 60 eo 11 97 108 6 49 55 4 24 28 5 15 20 1 81 82 35 26 61 19 7 26 3 10 13 3 4 7 21 26 47 123 75 ! 198 52 27 79 53 27 80 46 16 62 109 58 167 0 18 18 1 0 15 15 0 0 0 0 6 6 0 25 25 11 10 21 i 11 10 21 11 10 21 11 10 21 24 22 46 49 80 129 : 22 32 54 16 | 38 54 10 22 32 15 150 165 171 141 | 312 i 58 46 104 76 115 191 22 38 60 79 151 230 475 690 I1'165 i 272 299 572 254 | 600 864 83 234 1 317 317 ,1.226 1,543 1492 EDUCATION REPORT, 1889-90. Table 7. — Percentage of male and female students in private secondary schools pur- suing certain studies. Note.— 50.07 per cent of the whole number of students are males. Studies. Male. Female. Latin . Per cent. 58.51 Per cent. 41.49 Greek . . . 86.18 13. 82 French . . . . . 35.91 64.09 German . . . . . 52. 65 47. 35 Algebra . . 56. 05 43. 95 Geometry . . . 60. 68 39.32 Phvsics . 51.28 48. 72 Chemistry . . . 51. 65 48.35 General history . . . 45. 07 54. 93 - » - 1 - Table 8. — Percentage of students in each branch of study to the whole number of students. Latin . . Greek . . French . German . Algebra . . Geometry . 'Physics . . Chemistry _ General history. Per cent. _ 31 . 7. . 17. _ 13. _ 37. _ 17. . 18. _ 8. _ 28. l 1404 Table 9. — Statistics of endowed academies , seminaries, State and post- office. Name of institution. Name of principal. Religious denomination. • 1 2 3 4 ALABAMA. Noble Institute (boys).. Noble Institute (girls) .. R. H. Willis Epis _ _ do . Miss E. V. Bristow _ Epis . Ashland High School ... Trinity Normal School . South Highlands Acad- Riddle & Leveritt . Miss Mary F. Wells... Joel C. Du Bose, a. m .. Cong . Birmingham . Nonsect-.. emy. Brewton Institute . Bernard Awtrev . Nonsect... do . East Side Academy . H. J. Seale . ‘. . 0 . Claude Harvey, A. B _ High School . . . W. W. Wilson. . . 6.... . . Centerville Academy _ Bethel High School . J. D. Cooper . Nonsect... C. C. Johnston, a. b ... Nonsect _ Clanton . A. J. Scott Nonsect _ Collinsville . Collinsville" High School Cullman District School A. W. Tate . . Nonsect... Wm. M. Wood . Dadeville High School.. Marengo Female In¬ W. A. Vogeley . Nonsect _ DemopoliS . G. F. Mellen, A. M . _ do . stitute. Marengo Military Acad¬ G. M. Thomas, a.m ... Nonsect... Fayette C. H . emy. Male and Female In¬ M. B. Du Bose . Nonsect... Flomaton . stitute. Flomaton High School . Bethel Academy John W. Agnew . Nonsect _ Fort Deposit . J. M. Mclver . Bapt Gaylesville . High School _ _ S. L. Russell. . Gold Hill . School House.. . . A. G. Dowdell . . Nonsect. .. Greensboro . Female College . D. P. Christenberry, Nonsect... Greenville . South Alabama Female president. Jos. M. Dill, president. W. A. McLeod _ Bapt . Grove Hill . Institute. Grove Hill Academy _ High School . Nonsect... Hamilton . W. T. Mitchell . Harper sville . . Ellen Hill Academy _ Industrial High School. S. J. Strock . Healing Springs. . . Rev. J. B. Hamberlin, Bapt . Helena . High School . . A. M. 0. C. Hand . . Nonsect... Hillsboro . ... do . Chas. E. Mitchell . Nonsect... Jackson . Jackson Academy R. L. Horris . Nonsect... Jasper . Male and Female Acad¬ Edwin H. Foster . Leighton . emy. . do . Rev. Jos. Shackelford . Nonsect... Lineville . . Lineville Institute . E.J. Garrison . Nonsect _ Livingston . Military School . Lower Peach Tree Acad¬ J.W. A. Wright .. Nonsect _ Lower Peach Ti’ee. W. A. George . Nonsect... Marion . .. . emy. Military Institute _ J ames T. Murf ee . Nonsect... Mobile . Barton Academic High School. Towle's Institute for B. S. Woodcock . _ do . Amos Towle . Nonsect... Mulberry . . Boys. Mulberry School . Miss J. A. Howard, teacher. Rev. D. M. Banks . C.H. Florey... . J. E. Strickland, A. B . . Opelika . Perdue Hill . Opelika Seminary . High School. . . . Nonsect... 0 . Pratt Mines . Crumly High School _ M.E.So... _ do . Fields’ Academy . M. M. Fields . 1 Prattville . Male and Female Acad¬ E. Y. McMorries . Nonsect... | Hamer . emy. High School . B. H. Boyd . ! . Nonsect. ._ Randolph . _ "__do . J.C. Hicks . Nonsect... Roanolcd . Normal College . Geo. W. Stevens, pres¬ ident. J. A. Seale . Roberts . Elim Academy . High School.. . Bapt . Rockford . 1 C. C. Nall . 1 Salitpa . Salitpa Academy . | Eugene W. Coleman .. 1 Nonsect.. J Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. 1 1 1 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1495 and other private secondary schools for 1SS9-90. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring Lor col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Gft 4-9 O cS Su B C* QO * |s Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. | 1 Male. © 1 Female. Male. 6 rt 1 7 s 9 to 11 12 13 14 13 10 17 IS 19 20 11 30 0 10 0 9 0 Yes. No.. 600 Yes. F50.600 $5, 000 0 81.800 8425 0 100 3 No.. Yes. 100 Yes. 100. 000 0 0 4,000 40 35 4 3 30 20 6 No.. No.. 0 Yes. 2. 040 0 $325 1,200 12 28 4 8 0 0 0 Yes. No.. 500 Yes. 10,000 0 0 636 1,957 35 0 17 0 15 0 0 No.. No.. 300 Yes. 5,025 0 35 1,965 0 20 31 8 12 0 No.. No. 100 1 Yes. 8,000 252. 2,500 0 15 12 0 0 6 0 0 No. No.. 0 Yes. 1,000 150 750 50 18 o 3 1 0 No.. No.. 2.500 0 1.500 6 4 6 4 No.. No.. I Yes. 500 0 210 600 42 38 .... 110 4 1 0 No No I Yes. 650 0 150 400 37 24 19 12 13 7 No.. No.. 1,666 Yes. 9.800 7,00c 200 1, 475 8 10 3 5 o No.. No.. 0 Yes. 3,500 0 . 0 9*> 11 3 0 o 0 0 No No 0 Yes. 1,317 1,000 400 12 13 3 0 0 No.. No.. 0 Yes. 4,140 0 225 1,530 0 0 50 0 0 0 0 5 Yes. No.. 1,500 Yes. 10,500 0 0 0 60 0 16 0 0 0 0 No.- No.. 20 Yes. 8,000 0 3,500 300 22 15 8 2 0 0 6 No.. No.. 0 Yes. 3.000 0 125 1.150 0 7 3 0 0 0 0 3 No.. Yes. 0 Yes. 530 0 70 10 15 0 o ! o 0 No.. Yes. 1,550 0 1,230 0 16 15 1 11 0 0 0 2 No 1 No. 0 Yes 5, 100 202 600 1 3* 1 0 0 ° ! 0 0 No.. t V No.. 0 Yes. 200 0 60 0 0 42 2 No.. No.. Yes. 4,030 4,216 0 1 0 51 0 0 0 0 2 No.. No.- 0 Yes. 3,000 0 0 2,000 0 24 20 5 3 4 3 6 No.. No.. 0 Yes. 1,000 0 0 1,400 15 4 i 6 3 4 2 0 No Yes. 300 75 400 . 15 ; 12 1 1 2 0 0 0 0 No. No.. Yes. 1,200 i 7 9 0 0 20 26 0 No.. No.. Yes. 2,000 0 0 382 0 11 10 0 No.. No.. Yes. 700 0 300 500 200 9 1 5 ! o 0 6 0 No | No Yes. 500 0 170 700 ! 7 3 ! 0 0 0 0 ..... 1 No No.. 0 Yes. 1.S00 900 1 17 ; 20 !n0:: No.. ! 200 Yes. 2,000 100 1,900 15 17 .... 2 0 0 No.. No.. 0 1,500 0 210 30 20 1 0 No.. No.. Yes. 3,000 259 so 0 6 0 0 No. . Yes. 400 Yes. 2, 600 0 9 10 3 9 0 0 0 No.. No.. 0 Yes. 800 0 178 800 0 40 0 40 0 2 | No.. No.. 1.000 Yes. 61,000 0 0 7,200 0. 88 0 0 0 9 No.. No.. , 200 No. . 72,000 52 1 o 13 0 17 0 5 Yes. No.. No.. 12, COO 3, 400 3 . 65 0 ! 70 4 No.. No.. 0 Yes. 3,000 0 0 2.500 6 ! 8 : 1 o 1 0 No.. No.. 1 152 1,000 78 736 10 i i 12 4 7 O 5 1 3. Yes. 500 175 0 000 o-> 25 Yes. Yes. I 1.200 420 900 20 ! 24 12 14 0 0 ! 13 No. . Yes. 300 Yes . 20,500 0 509 1.400 15 : 15 0 No.. ! No.. 0 ! Yes. 1 1,200 0 ) 50 10 ; 8 ; no.. 0 Yes. GOO 200 120 130 ! 1 No.. ; No.. 10,000 300 3,000 o i 8 0 O 1 i . No.. ! No.. Yes. 250 29 25 .... ! No. . No.. Yes. l 1 , 525 400 | 10 ‘"T 'io‘ ”4’ i::::: 1 No.. ! No.. ”■566' Yes. i 825 200 300 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 *18 19 20 21 22 23 24 25 26 O' 28 29 30 31 32 33 34 35 36 37 38 33 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 61 65 ’66 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 93 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, semi 0 C State and post- office. Name of institution. Name of principal. S o ALABAMA— COnt’d. Selma . Springville _ Talladega . Town Creek ... Tuscaloosa .... Tuskegee . Vernon . . _ do . Wetumpka _ Winfield . ARKANSAS. Arkadelphia. . . Barren Fork . . Boonsboro . Clinton . Conway _ Fort Smith _ Holly Grove... Little Rock.... Monticello . Prairie Grove . Quitman . Rogers . Shoal Creek... Spieler ville.... Stuttgart.. . CALIFORNIA. Dallas Academy . Springville Institute ... Talladega College . Town Creek School . University High School . Alabama High School .. Shiloh High School _ Vernon Institute . Wetumpka Academy High School . R. E. Hardaway . M. M. Russell .1 . . . Re v. A. F. Burnell, ph. d. Cong . A. A. McGregor . Nonsect... W.H. Verner . . . . . Wm. D. Fonville . J. A. J. Brock . W. K. Brown . . . John Savage . . . . C. D. Garrett . Ouachita Baptist Col¬ lege. Mount Pleasant Acad¬ emy. Cane Hill College . . . Male and Female Acad¬ emy. Hendrix College . Convent of Mercy. . Holly Grove Institute . . Arkansas Female Col¬ lege. University School _ Prairie Grove Institute. Male and Female Col¬ lege. Rogers Academy . . St. Scholastica's Acad¬ emy. St. Benedict’s College.. Classical Institute . John W. Conger, A. M., president. I. K. Hooper . Bapt F. R. Earle D. L. Petty A. E. Millar, president. M. E. So .. Mother Mary Cecelia . R. C . L. S. Abbott . . . . . Myra C. Warner . .". . J. H. Hinemon _ J. E. Hopkins . . . Owen H. Tucker, president. J. W. Scroggs _ Ven. Mother Superior. Meth . M. E. So .. Cong . R. C . Rev. W. Schlumpf, o. s. B. Rev. Geo. C. Jones, A. M. R. C. . M. E. So.. Alameda . A\iburn . Belmont . Berkeley . _ do . - do . _ do . _ do . ' Bishop . Chico . East Oakland Eureka . — do . Healdsburg... Irvington . Lakeport . Livermore.... Lower Lake.. Marysville ... Mason . Merced . Napa City _ Notre Dame Academy .. Sierra Normal College.. Belmont School . Berkeley Gymnasium . . Boone's University School. Bowen’s Academy . Miss Heads Seminary .. St. Joseph’s Academy .. Inyo Academy . Chico Academy . Our Lady of Lourde’s Academy. Academy and Business College. St. Joseph's Institute. .. Healdsburg College . W ashington College .... Lakeport Academy . Livermore College . Indian Day School . . College of Notre Dame . St. Hilda’s School Merced Academy . Oak Mound School _ Sister Francis _ _ M. W. Ward, president Wm. T. Reid . George Bates . Philip S. Boone . Thomas S. Bowens, a.b Miss Anna Head _ W. G. Dixon . . Rev. J. M. Wooodman . Sisters of Mercy (title of reporting officer). N. S. Phelpbs . Sisters of Mercy . Wm. C. Grainger . J. Durham . . John Overholser . J. D. Smith . . . P. Stanislaus (Rev) ... Sister Marie A16nie,. . . Rev. John D. Easter, D. D., rector. Rev. Albert McCalla .. F. O. Mower . R.C . Nonsect.. . Nonsect... Nonsect... Nonsect... Nonsect... Nonsect. .. R.C . M.E . Nonsect .. R.C . Nonsect... R. C . 7 Day Ad¬ ventist. Christian . Nonsect. .. Nonsect... R.C . R.C . P.E . Nonsect. .. Nonsect... STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1497 and other private secondary schools for 1889-90 — Continued. Stu¬ dents in second¬ ary grade . Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. i 0 e3 W) 3 0 be fl u •a I Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. | Male. | Female. 6 2 Female. 7 S 9 10 11 12 13 14 15 IO 17 18 19 20 21 22 \ 4 23 I 51 14 No.. No.. Yes. $20, 200 $6, 475 $2, 810 52 60 32 No.. No.. 200 Yes.l 2, 025 280 2, 000 53 19 14 6 4 0 0 4 Yes. No.. 3,500 Yes. 100, 2C0 $30,000 0 1,440 $6, 283 54 3 ! 1 0 No.. No.. 0 Yes. 600 0 192 410 55 40 0 30 0 10 0 No.. No.. 500 Yes. 15, 500 0 0 500 0 56 36 j 0 12 0 24 0 No.. No.. 426 Yes. 10, 000 0 2,000 57 10 1 12 2 5 0 Yes. No.. 0 Yes. 750 125 200 58 30 20 10 8 10 9 No.. No.. 0 Yes. 500 200 2,000 59 10 ! 16 10 16 0 o 1 1,000 Yes.l 1,000 204 877 60 20 ; >40 10 13 4 3 1 Yes. No.. 0 Yes. 973 30 650 61 80 75 60 30 40 25 9 No.. No.. 1,500 Yes. 50, 150 0 0 5,000 1,500 62 32 6 0 No.. No.. 0 Yes. 1,000 1,250 63 7 4 No.. No.. Yes. 8,000 64 20 20 io "§' io No.. Yes. ”166" Yes. 2,525 0 300 65 J 21 75 10 0 0 0 No.. No.. 1,000 Yes. 45,250 10,000 0 3,032 55, 000 66 0 o - Yes. No.. 100 Yes. 75,000 0 0 67 11 13 0 0 0 No.. 1 No.. 0 Yes.l 2; 040 . 0 1,200 68 o ; 96 0 3 0 93 1 5 No.. 1 No 800 Yes.l 10,000 1 69 25 23 5 No.. l No.. 200 7,500 70 61 31 12 10 1 10 No .. 1 No.. 50 Yes. 4,000 0 6 1,750 71 45 42 1 1 No.. No.. 550 Yes.l 15,200 1,057 1,057 1, 456 72 20 14 1 3 Yes. No_. 650 Yes. 100 0 0 1,604 2, 200 73 0 1 16 1 No.. No.. 50 7,000 74 15 0 3 0 12 0 . 0 Yes. No.- 80 100 ' 75 31 I 21 0 0 0 No.. No.- 40 10,000 0 1,331 76 0 100 Yes. 300 Yes. 11,600 0 1,900 0 77 44 30 1 . 78 51 1 24 1 10 0 7 No.. Yes. 900 Yes. 50,300 0 0 19, 500 0 79 75 7 80 0 40 . 81 25 1 j 11 3 9 0 8 No.. No.. 0 Yes. 12,000 . 82 9 20 83 4 10 i 0 0 0 0 Yes. No.. 0 Yes. 50,100 1 . 84 14 16 85 7 6 1 0 0 0 No.. No.. ! 566 Yes. 10,000 86 0 4 0 1 0 0 0 0 Yes. No.. 300 Yes. 87 10 15 i 1 1 0 6 ~"4 31 Yes. Yes. | 1,000 Yes. 30,400 — 88 6 | 40 I _ 1 89 29 ! 20 4 1 0 12 9 3 | Yes. | 500 Yes. 51,000 1 11,500 3,316 890 CO 67 1 52 : 27 1 _ Yes. ! 300 Yes. 40,000 l 91 32 j 33 | 3 1 2 ”i' "3' 1 6 I No.. No.. 1 400 No.. 300 0 9C0 . 0 92 20 i 11 : 93 12 6 1 94 0 12 i o 1 0 1 1 1 No.. No.. 1,200 Yes. 30,695 0 | 195 | 95 0 ! 28 1 1 | . • . 1 . i 96 1 18 16 1 1 'o' 2 0 1 0 Yes. No.. 10 Yes. 13,000 ! . j 1,013 97 | 36 ! 0 5 ! o 4 No.. No.. 200 Yes. 8,250 .... _ . i 2,500 | 98 1498 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries, State and post- office. ♦ Name of institution. Name of principal. ri o •u ci a o 0 0> •c Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. § •So a! Ph 6 *3 a a j d 1 2 3 4 5 6 CALIFORNIA— COn’d. 99 Oakland . Miss S. B. Brisbee’s Miss S. B. Brisbee . Nonsect... 2 3 100 do . . School. Con re, it of Our Lady of the .auored Heart. Field Seminary . Mother Elizabeth R. C . 0 1 3 101 _ do . Mrs. W. B. Hyde.. . Nonsect... 1 t 102 _ do . Gibson’s Normal Train- J. C. Gibson . Nonsect... 1 0 103 _ do . . ing School. Hopkins Academy . W. W. Anderson . Cong . 4 3 104 ....do . Miss Horton’s School... Sarah W. Horton . Nonsect... 1 105 _ do . ■ Brother V ivian R.C . 106 . . . .do School (boys). Saint Francis De Sales School (girls). Saint Joseph’s (boys)... St. Joseph's (girls) ... Sister M. Celestine _ R. C . 0 2 107 _ do . Brother Sabi ni an R.C . . 108 _ do . . Sister Mary . R. C _ ..... 109 _ do . Saint Joseph'slnstitute „ (boys). St. Mary’s Brother Lascian . . R. C . i 110 _ do. _ Brother Leonard R. C . ! m .. .do . Snell Seminary.... Miss Mary E. Snell. Richard B. Snell. Wm. Henslee . Nonsect .. 5 i 8 112 Orland . Orland Normal . Nonsect .. 1 0 113 Pasadena . Classical School for S. C. Clark . . Nonsect .. 2 2 114 Placerville . Boys. Placerville Aademy _ St. Vincent’s Academy . Pomona College Miss Lizzie H. Tindall. Nonsect .. 0 3 115 Petaluma . Sister M. Gonzaga _ E. C. Norton . R.C . 0 116 Pomona _ Con . 3 3 117 _ do . Pomona Private Cora T. Whitson _ Nonsect .. 0 1 118 Redlands . School. Bellevue Academy . Horace A. Brown, ll. b. Sister Louise de Gon- 0 o 1 119 Redwood City.... Academy of Notre Dame. St. Gertrude’s Acad¬ R. C . 0 5 120 Rio Vista . zague. Sister M . Camillus R. C . 0 10 121 Sacramento . emy. Howe s High School and Normal Insti¬ tute. Sacramento Institute McGone. Edward P. Howe . Nonsect .. 0 122 ...rdo . Brother Bosonis R. C . 10 0 123 ....do . (K street). Academy and Business College. St. Catherine’s Acad¬ emy. Southwest Institute _ D. R. St.nrges Nonsect .. o 1 124 125 San Bernardino... San Diego . Sister Carmen Dive.. Miss Emma F. Way, Miss Mary F. Kin¬ ney. Sister Aloyse of the Cross, superioress. Rev. Ed. B. Church... ! R. C . 2 1 6 9 128 127 San Francisco _ _ do . . College of Notre Dame of San Francisco. Irving Institute . R. C . P. E.. . 0 5 20 14 128 ....do . Miss Lake's School for Miss Mary Lake . Epis . 5 15 129 ! ....do . Girls. Presentation Convent.. Sister Josephine R. C . 130 131 _ do . _ do . Sacred Heart College.. Sacred Heart Convent.. Brother Genebern.... Madame O’Mera . R. C . R. C . 20 0 132 _ do . Sacred Heart Presen¬ Mother M. T. Augus¬ R. C . 0 11 133 _ do . tation Convent. St. Bendom's School _ tine. Sister Emanuel . R. C . 134 ; _ do . St. Bridget School . i Sister Maurice R. C _ 135 ! _ do . St. Francis (boys’)... Miss M. Latham. R. C... 136 : _ do . St. Frances (girls’) . Sister Aloyse R. C . 137 ! _ do . St. Joseph’s (girls’) _ j St. Patrick. . Sister Angela R. C .... 138 ; _ do . Sister Frederica R. C 139 ; _ do.. . St. Peters. Christian Brother Euphrasius . . Sister Lorenza . R.C . ; 140 ; - do . Brothers (boys). R.C . | ...J.... STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1499 and other private secondary schools for 1389-90— Continued. Stu¬ dents iu second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. >> ci a © a It if l +■> c n - Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. 6 ■3 Female. a5 § 6 o • ^ ? o B 1 3 3 4 5 6 CALIFORNIA— COn’d. Sister Philomena R. C . 1 do . Sister Clara . R. C . Sister M. Vincent _ R.C . . _ do. . . Trinity School . Rev. E. B. Spalding... 0 7 0 do . Nathan W. Moore . 0 4 1 _ do. . - Van Ness Young Ladies’ Rev. S.H. Willey, d.d. Nonsect... 0 2 Seminary. Janps Matthews . . Presb . 1 2 do Miss Mary B. West _ 2 13 Girls. Sister Ignatia . . R.C . _ do. . . St. Joseph’s College Brother Colzia, S. J... R. C . 4 0 (boys). _ do . v St. Joseph's College Brother Colzia, S. J... R.C . . 5 0 (girls). ....do . . . . San Jose Institute . Miss F. P. McGehee... Epis . 2 San Leandro . St. Marv's Convent . Sister Malicia . R. C . 6 5 San Mateo _ Laurel Hall John Gamble Presb _ 6 0 _ do. . St, Tvlntthew’s Ha, 11 Rev. Alfred Lee Epis . 11 O Brewer, M. A. San Rafael . Bates’s Boys’ School.... O. I. Bates . Nonsect .. 3 0 _ do. . San Rafael Institute _ Miss E. L. Murison ... Nonsect .. 1 5 Santa Clara .... Onr T.a.dy of Angels Sister M. Beatrix R.C . 0 11 Santa Cruz School of the Holy Sister Mfirie R.C . 0 8 Cross. _ do . Young Ladies’ Semi¬ Prof. P. Pioda . Nonsect.. . 1 o nary. Santa Paula . Santa Paula Academy.. F E Perham 2 3 Santa Rosa . Boys' School . S. M. Dodge . Nonsect . . 3 _ do . Business College M E. Rigby . . Nonsect .. 2 T do Santa Rosa Seminary Miss Martha E. Chase. Presb . 2 4 _ do . Ursuline Academy Sister Agatha, supe¬ R. C _ 0 14 rior . Stockton . St. Agnes’s Academy ... Sister M. Evangelista. R.C . _ do . St. Joseph’s . . Sister M. Raphael . R.C . _ do...; . St. Mary's College . Rev. W. B. O'Connor.. R. C . 5 0 do. . Stockton Business Col¬ W. C. Ramsey Nonsect . . 10 3 lege. Temescal . St. Lawrence (boys) _ Brother Hugh . R. C . ....do . St. Lawrence (girls) _ Sister M. Leo . R. C . .... Ukiah . Convent Sisters of Sister Josephine R.C . . 6 Mercy. Vacaville . Vacaville Academy . Rev. H. E. Jewett . Corig . 1 1 Vallejo . The Irma . Rev. John M. Chase _ Nonsect... 0 1 7 _ do . . St. Vincent's Convent Sister M. A. Cahill .... R. C _ 1 ; 3 School. Woodland . St. Mary's Academy _ Mother Mary Lucre- R. C . 0 9 tia, superior. COLORADO. Antonito . Huntington Seminary.. Miss M. S. Brengle _ Presb . 0 2 Denver . Jarvis Hall, Military Rev. W. C. Bradshaw, Epis .... 5 1 Academy. M. A. _ do . Wolf Hall . .• . Miss Frances V/. Bu¬ Epis . 3 15 chan. Longmont . Longmont Academy.... Rev.G.T.Crissman,D.D. Presb 2 1 . Pueblo . Collegiate Institute Nelson B. Henry M. E. So .. 2 3 Trinidad . St. J oseph Academy _ Sisters of Charity R. C . 0 9 _ do . Tillotson Academy Fred B. Peck Cong . 2 1 CONNECTICUT. Baltic _ Academy of the Holy Sister M. Carine . R. C . . 0 4 Family. 1501 STATISTICS OF PRIVATE SECONDARY SCHOOLS. and other private secondary schools fcn% 1889-90 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? N umber of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. "ei § Female. | Male. Female. | Male. Female. 7 S 9 to it 12 1.1 14 15 16 17 IS 19 ‘40 til 22 507 0 0 192 537 35 0 0 0 o 0 9 No.. Yes. ioo j Yes. 51 0 21 0 li 0 6 l_No-- No.. 175 Yes. $30, 750 0 0 $12,000 0 O 42 Yes. Yes. 9 3 1 1 No.. Yes. Yes. 25, 150 0 0 0 63 0 3 2 No.. Yes. 200 Yes. 35,200 0 0 14, 345 0 0 140 170 0 0 170 0 18 33 118 . ! 30 ! 0 15 0 15 o 12 No.. Yes. 250 Yes. 43,000 . j 40 j 0 9 0 2 0 12 No.. Yes. 300 ; Yes. 2C0 0 0 0 36 0 0 8 0 2 2 No.. Yes. 250 Yes. 0 0 0 0 163 Yes. 0 11 2 No.. Yes. 23,000 1 $1,975 $1,708 0 30 V 0 0 0 0 No.. No.. 1,000 Yes. 8,000 0 0 1,950 0 13 \ 12 1 1 3 7 0 No.. No.. 31 Yes. 17, 350 1,600 45 0 33 25 ::::::: 0 15 0 0 0 0 3 Yes. No.- 1,000 Yes. 8,100 0 2,200 6 0 29 1 No.. No.. 300 Yes. 8,000 0 0 0 0 0 31 Yes. / 0 66 1 25 0 Yes. No.. 645 Yes. 200 0 0 1,200 0 75 75 149 0 0 14 0 20 A 15 18 0 20 0 25 0 0 ... .... 2 No.. Yes. 0 Yes. 15,000 0 0 2,000 0 150 2 3 2 1 0 0 No.. No. . 0 Yes. 40 15 0 No Yes. 500 Yes. 100,000 0 18,206 0 150 0 50 0 30 4 Yes. 3,000 Yes. 300,500 30,000 14 15 9 0 j No.. Yes. 3,000 10 15 0 j Yes. No.. 200 Yes. 1 50,000 $1,000 0 900 1,700 0 40 0 Yes. Yes. 200 i Yes. 1 12 23 1 0 8 0 0 | No.. No.. 500 j No- 16,150 2,500 980 30 0 1 45 0 0 7 j Yes. No.. 3,000 Yes. 141 142 143 144 145 116 147 148 149 150 151 152 153 154 155 155 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 1502 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries, State and post- office. Name of institution. Name of principal. « o A eS fl o a © ■a Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. tn P O © © j 6 2 186 187 Bridgeport . do . Golden Hill Seminary for Young Ladies. Hillside Seminary _ ("per B.). Miss Emily Nelson.... Miss A. T. Stone . . Non-sect .. 0 o 6 4 188 Park Avenue Institute . SethB. Jones . 1 2 2 189 Brookfield Center. Curtis School for Boys .1 Frederick S. Curtis . . Non-sect .. 1 1 190 191 Cheshire . Episcopal Academy of | Connecticut. Bacon Academv . Rev. Sanford J. Hor¬ ton, D. D. James R. Tucker . Epis . 1 0 1 192 Housatonic Valley In¬ stitute. Elmwood School . Mrs. C. H. Guion _ Non-sect.. 0 4 193 Myra T. Davis . . 2 194 Fairfield . . Fairfield Academv . Francis H. Brewer _ Non-sect.. 1 T 195 Farmington . Miss Porter’s and Mrs. Miss Sarah Porter and Non*sect__ 5 13 196 Lyme.. . Dow’s School. The Griswold School . . Mrs. M. E. Dow. Mrs. R. Griswold _ 0 197 Milford . . Elmwood School for Frank M. Howe _ 1 i 198 Mystic... . Boys. Mystic Valley English Jno. K. Bucklyn, A. M. 0 1 i 199 New Canaan . ... and Classical Institute. New Cannaan Institute- LL. D. Mrs. E. F. Ayres _ Christian . 1 2 203 New Haven.. . . Eld erage School (136 Sherman avenue) . Miss Johnstone's School Misses Bangs . Metho . 1 1 201 _ do . Miss Mary S. Johnson 0 1 4 202 _ do.. . . <97 Whitney avenue). Misses Orton and Nich- Miss Rebecca Orton. . . 0 ! 8! 203 ....do.. . ols School (57 Elm street). West End Institute ( 99 Howe street). Bulkeley School . Mrs. Sarah L. Cady... W alter A . Towne . Cong _ 2 J 204 New London . Non-sect.. 3 0 205 New Preston . Upson Seminary. y Rev. Henry Upson _ Howard W. Carter, Cong 3 o 1 208 Norfolk... . . The Robbins School _ Non-sect.. 2 1 207 Norwalk _ Miss Baird's Institute. . A. M. Miss N. F. Baird . Enis 2 2 208 Norwich _ _ Free Academy . . Robert P. Keep _ Non-sect.. 8 8 209 Simsbury . McLean Seminary _ John B. McLean _ Non-sect. . 1 210 Southport . Seaside Seminary Augusta A. Smith _ Hiram U. King . Non-sect.. 4 3 i 211 Stamford . . School for Boys . . 0 8 0 212 Suificield . Connecticut Literary Institution. The • • Gunnery ” . . W. Scott. . . . Bapt . 4 213 W ashington . J. C. Brinsmade . 0 *■ 3 4 214 Waterbury . St. Margaret's Diocesan School for Girls. Staples High School ... Wilton Academy . Rev. Francis T. Rus¬ P. E . 1 5 215 W estport . sell. Rector. Henry S. Pratt, A. M__ 1 3 216 Wilton . . . Edward Olmstead . . . . Cong _ 1 0 217 _ do . Wilton Boarding Acad¬ Augustus Whitlock . . Non-sect.. 2 ° 218 Woodbury . emy. Parker Academy . . . Edgar H. Grout. . 1 1 219 Woodstock . W oodstock Academy . . . Wilmington Confer¬ ence Academy. Milford Classical Acad¬ E. R. Hall . . 0 1 1 220 DELAWARE. Dover . . "W T. rJnn-Mnp’ TVTet/h 5 I 3 221 Milford . Alfred C. Arnold _ Nonsect .. 1 222 Newark . emy. Academy of Newark Albert N. Raub, ph.d . Nonsect .. 1 1 223 Wilmington . and Delaware Normal School. Academy of the Visita¬ Mother M. Baptista R.C . 0 4 224 . do . tion. The Friends School . Mack. Isaac T. Johnson . Friends... 3 2 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1503 and other private secondary schools for 1889 -90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Zfl o t ■ 'C o Oo ^2 U 2.0 "3 | Is drawing obligatory? | Has the school a gymnasium ? Number of volumes in library. Has the school an elementary department ? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. ® . 1 ^ w il 'O S 2* ! i| £fcc 2 6 S Female. i 6 riS g O Male. Female. 7 9 i« 11 13 13 14 15 16 17 IS 19 j 50 21 2*2 20 0 10 0 4 0 1 No.. No.. 800 N°— j no, 200 0 0 o 8 © 55 185 0 40 No.. No.. Yes -I 50,000 186 0 2-1 0 2 9 Yes. No.. 709 Yes.' 25.009 0 0 6,000 0 187 30 a 6 0 4 6 10 No.. 800 Yes. 23,000 0 j o 6, 000 0 188 8 i Yes. No.. 400 : No.. 189 75 0 7 0 . 0 20 Yes. Yes. 1,009 No.. ; 0,000 : 0 °j | 3,500 190 24 20 3 1 i o 6 No.. No.. 400 No..' 5.2C0 O i $ 0 42 *1,750 191 10 15 3 4 1 0 No. . Yes. Yes. 15,009 \ . i 1.000 192 18 13 2 o No.. No.. Yes.: 8,500 ! . 500 193 20 8 2 1 .... 3 .... 0 0 No.. No.. Yes.; 1,505 0 i 6 ; 1,500 194 0 11c 40 No.. 3,666 No.. 40, 000 ; 0 j 0 ! : 75.009 193 0 12 196 32 0 ! 6 0 "'is' Yes. 8C0 | 25,009 i 197 39 ! 21 12 8 | 1 0 2 No. Yes. 609 No.. 10,330 0 i 0 509 0 198 2 | 9 ! 0 3 j 2 2 Yes. No.. Yes. 8,000 o 0 750 0 199 0 9 . -- — 6TO Yes.i 20,000 | 200 j 0 21 o| 19 i 0 i 1 No.. No.. 1 No.. 50 ! . 201 : 0 GO _ . — 202 i o ; 40 0 ! 2 ..... i Yes. ' No.. ■ Yes. 16,000 | . 203 1 i 58 0 I 3 1 0 1 2 : 1 0 ! 10 No..1 1 No.. 100 1 No.-j 75, 0C0 : 65,090 0 0 4,009 i 204 10 1 8 1 3 | 0 i T : ! 0 3 1 No.. Yes. 250 205 1 20 13 5 ; 1 2 0 9 j No.. No.. 50 j No..! 5,200 i ° _ 0 1.450 Goo ! 203 1 0 30 Yes. 207 112 119 ... i 40 Yes. Yes. 7,000 No.. 153. CO;) 200.000 0 4. 509 10,090 ■:oi I 2 54 *> 4 .... 1 No.. Yes. 1,000 Yes.i 20.500 0 0 2,509 -09 ! 5 as - l . 1 Yes. i 200 | Yes. 7,000 210 . 60 0 25 : 0 20 ; 0 1 3 j Yes. Yes. 2i>l Yes. 25.60) 0 211 75 ro 5 Yes. Yes. 1,600 No.. 160.000 40.000 0 0 i 0 212 1 45 ; 12 p No.. 1 __ \ es 0 213 1 0 50 .... -T ! No. . No.. 500 Yes. 1 75,700 6 0 1 25, 700 1 214 i 20 ' 20 0 I O 1 ! o 0 1 i No.. No.. 1,300 Yes. ! 25, 300 0 0 1,209 215 10 : 4 5 1 4 1 o No.. ! No.. 0 Yes 216 ; 20 ! 0 0 ! o No.. Yes. 1,009 217 10 1 8 5 .... ..... i No.. No.. 75 No.. I 2. 009 0 0 1,600 1 o ! 218 ; 20 13 1 j i I No.. No.. 500 ' No 25, 000 0 600 2. 709 219 ; 46 18 8 1 0 ; 0 9 : Yes. ' No.. 1,800 I Yes 60,100 0 0 4,000 5,000 220 ! 9 10 i 8 No.. No.. 0 1 Yes I 21, COO 1,900 221 16 20 6 0 1 3 1 0 | 8 No.. j Yes. 700 | ! Ye3. 1,500 6,000 0 2,343 . I 300 j 222 j o CO • 0 1,000 ! 75,000 223 1 35 37 5 l .... 1 2 L rv Yes. 1 Yes. 200 Yes. i 52,000 i 15,000 > 0 13,000 2, 809 •224 1504 EDUCATipN REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , Num¬ ber of d o sec¬ ond¬ c3 S ary in¬ State and post- office. Name of institution. Name of principal. g O s t 'O struct¬ ors. w 3 c M . © ! © © "ce S Ph S j fc 1 3 3 4 5 6 DISTRICT OF CO- LUMBIA. 225 E. B. Hay . 2 0 tute. Sister Mary Angelica. 226 Washington . . Academy of Holy Cross. Academy of the Visita¬ tion. R. C . 0 7 227 . do — _ Mother M. Augustine R. C . o I 2 Dyer. 228 do Arlington Academy (621 Seventh st. NW.). Burton Macafee. a. m., 3 0. M. D. 229 . do . . . Columbian College Pre- A. P. Montague, ph.d. Bapt _ _ 10 0 paratory School (1335 H st. NW.). 230 . do . Emerson Institute . Chas. B. Young . Nonsect .. Friends... 6 0 231 Thos. W. Sid well . (1811 1 st. NW.). 232 ..do Gonzaga College _ Rev. Edward A. Mc- R. C _ 3 0 Gurlt, s. j. 233 do Hunt’s Prep a r a t o r y School (717 Irving st. ) . John Wm. Hunt . Nonsect .. 1 0 234 _ do . The McD o n a 1 d-E 1 1 i s School. Miss Anna Ellis . Nonsect... 4 16 Mrs. Elizabeth J. So¬ 235 . . do . Mt. Vernon Seminary (1100 Mst. NW.). Nonsect .. 1 7 mers, A. M. 236 . do . Norwood Institute (1407 Mr. and Mrs. Wm. D. Nonsect ._ 6 6 Massachusetts avenue. Cabell. 237 do Rit ten house Academy, (521 Third st. NW.). 0. C. Wight . Nonsect... 1 0 238 do St. Cecilia's Academy (601 E. Capitol st.). Sister M. Aquina . R. C 0 2 239 . do . St. John’s College . Rev. Bro. Fabrician... R. C . 9 0 240 . do . West End Seminary (2008 F street NW.). Miss Faust . Nonsect. .. 0 o FLORIDA. 241 Barton _ Summerlin Institute _ W. F. Yocum . 0 4 5 242 Concord Concord Academy O. B. Hall . . 1 1 243 E ustis Eustis Seminarv Byron F. Marsh . Presb ... 1 2 244 Gainesville .. Miss Tebeau’s Boarding and Day School. Miss Tebeau . 245 Jacksonville . ' Cookman Institute . Samuel B. Darnell _ M. E . 2 5 246 Key West.. . Convent of Mary Im¬ maculate, Sister M. Delphine, superioress. R C 0 3 247 Live Oak . Florida Institute . Rev. J. L. A. Fish . Bapt . 1 4 248 St. Augustine ... St. Augustine Academy. Holy Name Academy . . . Francis M. Wright _ 1 1 249 San Antonio . Mother Dolorosa Scan- R. C . 0 3 lan, O. S. B. 250 Tampa . . Convent of the Holy Names of Jesus and Sister Mary Theophile R. C . 0 2 Mary. 251 White Springs _ Florida Normal School and Business Insti¬ J. L. Skipworth . Nonsect... 5 4 tute. GEORGIA. 252 Acworth . High School... Marion Buford . 0 2 253 Albanv . Albany Academy.... Z. I. Fitzpatrick, su¬ perintendent. 0 3 254 Annie Valley . Apple Valley Academy. Home School for Young I .adies. B. H. Pearman . 1 1 255 Athens . Miss C. Sosnowski _ Epis . 0 3 256 _ do . Jeruel Normal School.. Prof, J. H. Brown. .. 0 o 257 Atlanta . Atlanta Baptist Semi- 1 nary. Rev. George Sale, ab. Bapt ... 2 0 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1505 and other private secondary schools for 1889-90— Continued. Stu¬ dents in second¬ ary- grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. | Male. Female. Male. | Female. 7 S 9 10 11 13 13 14 15 16 17 IS 19 30 3! | 33 20 0 Yes. $66,000 O 8 i $5,500 0 30 5 Yes. eoo Yes. 100,600 0 0 $5, 000 0 0 120 No.. No.. 5,000 Yes. 500 30 0 100 0 15 0 e; 0 20 No.. No.. 500 No.. © IS 8 6, 500 58 0 40 0 18 0 No.. No.. 300 Yes. - 40 20 20 3 1 No.. "NT r» 300 Yes. 50,350 0 0 11,500 0 0 11,000 19 0 2 0 1 0 2 No.. No.. No.. 0 101 0 2 9 No.. 5, 550 Yes. 0 150 1 0 5 0 3 13 Yes. Yes. 900 Yes. 150, 200 0 50 8 No.. No.. 1,000 Yes. 500 0 0 15 0 8 0 1 0 0 No.. Yes. 0 No.. 5,450 0 0 1,065 0 i 0 16 2 Yes. No.. 1,000 Yes. 300 0 50 71 0 30 0 2 No.. No.. 525 Yes 160,200 0 0 5,500 0 13 No.. No.. Yes. 0 20 35 0 0 0 Yes. No.. 202 Yes. 25, 100 0 $4,300 100 100 9 2 1 0 0 No.. No.. 0 Yes. 12 6 19 19 No.. No.. 1,C00 Yes. 5, 200 . . 75 10,000 J 53 18 14 7 Yes. No.. 1,000 Yes. 18, 100 0 0 . ! 781 600 15 45 1 i No.. 350 Yes. 75, 000 54 64 o No.. No. . 1,500 Yes. 7,000 488 ! 359 13 1 13 3 3 0 3,000 6 0 1,700 0 1 14 0 12 0 No.. No.. 100 Yes. 12,000 0 500 0 4 1 1 18 5 0 0 10 No.. No.. 300 Yes. 9,500 67 1 51 60 37 9 12 27 Yes. No.. 500 Yes. 10, 100 0 220 5,000 500 48 1 50 78 I 65 10 8 0 No.. No: 0 Yes. 350 200 0 40 Yes. 500 34 56 . 56 0 3 0 56 0 1 3 ■NO.. No.. 2, 375 Yes. j 40,000 225 226 227 228 229 230 231 232 233 234 233 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 256 256 267 ED 90 - 95 15( 258 259 260 261 262 263 264 265 266- 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 29S 299 300 301 302 303 304 305 306 307 308 309 Table 9. — Statistics of endowed acac State and post- office. Name of institution. 1 2 GEORGIA— cont’d. Atlanta Spelman Seminary . j _ do . . . j Washington Seminary .! _ do.. . ! West End Academy ....' Augusta . ! St. Mary’s Academy _ i Blakely . ; Blakely Academy . J Boston . . i Boston Institute . i Bronwood . ! High School - . I Butler . ; Male and Female Col- ! 1 lege. Buck Creek . j Mercer Academy . ; Byron... . -| High School . ' Cadley _ _ j Felt’s School . . * Cartersville . ■ West End Institute - i Catania _ ! Oak Grove Academy - j Cedar Grove . ; St. Mary’s Institute - j Cleveland . . Cleveland Academy - j Columbus . ; Chappell Female College _ do . . i Wynnton College _ 1 Concord . | Middle Georgia Institute! Crawford . j Crawford Academy - ! Culloden . I Male and Female Insti- ! ; fate. Dawson. . ; South Georgia Male | j and Female College. | Decatur . ; Agnes Scott Institute...' Doraville . High School . i Duluth . . i Duluth Academy. . : Eatonton . i E at ont on Academy . I Elder _ i Goshen Academy . j Ellaville . . ’ High School... . . : ; j Ellijay . : Ellij ay Seminary - j Fairhurn . . j High School . ; Flowery Branch ..; Flowery Branch Acad- i ! emy. Garden Valley _ i High School . i Girard . . ; Girard Academy . : Grantville . ...! High School . ! Greensboro . ; Fuller Academy . ! Hamilton . j West Georgia Agricul- ; | tural and Mechanical i : College. Hampton . j Hampton Academy . j Hephzibah . ! High School . j Hillman . i Ben Hill Academy . j Hinesville . ; Bradwell Institute . Hogans ville . | Hogans ville Academy ..I Hollonville . j Planters’ High School..! Homer. . . j Homer Academy . ! Hoschton . ; High School . ! Irwinton . . ; Talmage Institute . \ J ackson . j J ackson Ins t itute . Jefferson . . : Martin Institute . j J effersonville . j Aiiburn Institute . j Jersey . I Ragan Institute . i La Grange. . j Male High School . I Lavonia . . ! High School . . . ' Lawrenceville _ \ Lawrence ville Seminary! Leathersville . | Liberty Hill High Schoolj Name of principal. 3 Misses Sophie B. Packard and Hattie E. Giles. Mrs. Baylor Stewart . E. C. Merry. . Sister Jane Frances .. A. W. Lane . . j Wm. B. Fambrough, | A. M. J. M. Edwards _ j M. P. Cain, president.! John Jones . . i E. H. Ezell _ i Wm. Brad Carter _ j Mrs. J. W. Harris, sr . Miss M. M. Thompson. John Y. Wood . Dr. Sutton . . J. Harris Chappell _ W. E. Meagley . . R. D. Shuptvine . A. S. Rhodes . j J. S. Searcy . . : W. M. Robinson, ! president. Miss Nannette Hop- ! kins. E. C. Lester . . i Leadford A. Williams.* 1 Chas. E. Little . A. Louis Barge . W. B. Merritt, ex¬ principal. J. E. Tallant, A. M., president. Robert L. Paine, A. B . . ' J. W. Stephens . i J. O. Mangham . I L. H. Smith . . | H. H. Tye. a. b . ..: Talfourd Smith . i I. T. Lin . i Howell B. Parker . j C. H. S. Jackson, A. M ..! L. A. Murphy . . ; Geo. M. Mills . : H. W. Wooding . j J. B. Mathews . | R. C. Alexander _ i N. A. Moss . i Jas. W. Overstreet _ i Addison W. Lynch — ■ S. P Orr . ! J. E. McKee . ; T. C. Blasingame . j Leonidas Jones . '• W. C. Moss, A. c . i P. E. Davant _ _ j Prof. W. A. Hogan, A. b! STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1507 and other private secondary schools for 1S89-90— Continued. Nuin- CG 2 fl fl a >» t? CO » a g fl » Tt a o 'w © O-Q ary lege scien- O cj 9° fcO © S 2 o fl grade. classi¬ cal title course Jc fl O o 5 ft -a o b S a 43 3 «*» ftfl fl course. o O •fl > O © ©* • aiH 2 a ft C/1 £ o a t n P£ S3 o <« fl O o b ** to 6 © fl 1 6 c3 fl A u +3 o fl © fl fl fl fl © a © w © fl a a -3 C G c3 S a CO c3 fl rt o a o a o o O ^ o fl s s § M w s? K > < < W 7 8 9 10 n a 13 14 15 16 17 IS 19 30 22 0 228 0 0 0 0 14 No.. No.. 1,000 j Yes. *890,500 0 0 $2, 654 $0, 909 0 95 2 Yes. Yes. 200 Yes. * 25,000 i 10,000 : 40,000 ! 3,100 6 14 4 5 0 Yes. No.. 150 j Yes. 8600 1,884 30 o o 0 0 No.. No . 150 1 Yes. 1,530 25 5 i 0 0 0 Yes. No.. : Y'es. 27 33 o 0 0 0 No.. No.. 0 1 Y'es. 1,000 i _ 200 25 20 24 0 2 0 0 3 No.. No.. 150 : Y'es. 6,000 300 500 25 4 6 ~ 10 3 0 No.. HO.. 20 ! ! Y'es. 350 1,200 18 ! 26 3 5 i 2 1 4 No.. | Yes. 0 570 52 50 I .... 3 2 _ 1 . 12 9 4 12 1 29 34 4 3 3 No.. No.. | 3,000 ' 3,250 4.000 j 700 25 -go 8 j 12 2 0 6 No.. ; Yes. 0 | Y'es. 300 1,500 400 14 | 24 8 i 15 o i 0 8 No.. No.. ' 250 1 Y'es. 0 1,000 0 20 25 0 ' 10 No.. No.. 0 j Y'es. 513 400 600 | 1,000 o 1 11 . °2 17 0 1 o 1 o No.. No.. 0 1 Y'es. ' 1,300 0 307 j 1,159 ; . « 13 10 1 0 i 6 "o' 12 No.. No- 0 Yes. 500 290 | 600 5 4 1 ! i I i 1 1 i 4 No.. No.. 0 Y'es. 1,000 100 j 400 , 400 15 10 5 ! 3 I i 4 No.. No.. 0 i Y'es. 1.500 300 285 ! 700 | 600 12 12 .... ... No.. No- 0 Y’es. 2,000 6,000 13,525 228 i 10 1 13 io ! 13 No.. No.. 50 Yes. 0 500 1 2,600 500 : 42 60 42 i 60 0 ! 0 0 No.. No.. 0 Y'es. 15,000 165 3,200 800 | 19 16 14 11 5 I 5 2 No.. No.. 0 ! Y'es. 3.050 0 250 j 1,300 0 i 14 12 1 No . No.. 0 ! No.. 500 500 30 0 0 18 | 6 i o i o No.. No- 0 Y'es 15,000 200 1,500 . I 25 20 15 10 I io 1 6 1 0 Yes. No. . Y'es. 30 26 3 i 6 ! 0 No.. ! No.. . 0 1 Y'es. 2,000 0 200 0 6 ; 4 1 .... 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 '279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 301 305 306 307 308 309 1508 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries, 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 State and post- office. Name of institution. Name of principal. o te g a o a © Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. O Jj) © Ph © © a © & 1 2 3 4 5 6 GEORGIA— cont'd. Leesburg Academy . Meson Academy J. R. Cain . 1 0 M. S. Weaver Nonsect _ 1 3 Lincolhton _ .... High School . . .1 . T. A. Nash . . Nonsect... !__ . . 1 0 Lost Mountain.... Lost Mountain Academy McDonough Institute. . . Alexander Free School Walter McElreath .... 1 1 1 McDonough . J. G. C. Parker, a. m M. L. Parker Nonsect... 1 2 1 1 Young Harris’ College.. Male and Female Insti- Chas. C. Spencer, pres¬ ident. E. C. Merry 2 2 Madison . 1 . | Nonsect.. . | 1 2 Marietta . tute. Male Academy . J.E. Harris.. . 3 1 Marshallville . High School. I . J. W. Frederick . 0. . . 1 2 . do . M. M. Kilpatrick 1 0 Midville . do . W. B. Crawford i Nonsect... 1 0 Milner . . do . Miss Olive E. Faw,2?ro ! tempore. Jno. Gibson . . . 1 2 ! Monroe . Johnston Institute. . . 2 2 | Montezuma . Spaulding Seminary ... Moreland Academy Miss Oreola Cheves. .. j 0 1 j Moreland C. Hartsfield 0 1 1 Morven Morven Academj Wm, T. Gaulden, A. B.j J. M. Dennis. . i 1 1 : Mount Airy . Sibley Institute 1 1 ■ Mount Zion Mount Zion Seminary Walker High School.... High School and Colle¬ giate Institute. Norwood Institute John F. Palmer. M. E _ 1 2 i Newnan . Daniel W alker _ i Nonsect... 1 2 ! Norcross .. M. F. Cool edge . 1 Nonsect .. 2 1 Norwood . \ Rev. J. W. Ellington..! Thomas H. Meacham.i Nonsect.. . 1 1 Palmetto _ High School... 0 1 Pendergrass Pendergrass Academy. . Mercer High School _ High School _ W. R. Hall . Nonsect... 1 1 Penfield .. D. M. Cheney Bapt . 1 1 Powder Springs .. Putnam . . . F. M. Duncan . ! 1 2 Glenn Holley Academy . Graded School J. M. Collum . . ; 1 1 Quitman . . Noah W. Cooper . j 2 2 Reynolds Male and Female Insti¬ tute. Mount Vernon Institute C. E. McLaughlin . . 1 1 Riddleville Geo. R. Dillon. . | Bapt . 1 1 Ringgold Ringgold Academy I. J. Woods. 1 2 Roscoe. ... Alexander Stephens Academy. ! High School . W. L. Stallings, b.ph. A. J. Burruss . 1 1 Rutledge . Nonsect... 1 2 Savannah . Savannah Academy .... Concord High School . . . Sacred Heart Seminary. Sharpsburg Academy . . High School . John Taliferro . Nonsect... 2 0 Schley . C. A. Thompson . 1 1 Sharon . Sister Clemence _ R.C . ^ 0 4 Sharpsburg . G. B. F. Stovall _ 1 1 Smithville . G. M. Patterson . 2 6 Snow . _ do _ J. E. Kemp . . Nonsect... 1 2 Social Circle Social Circle Academy. . Eastman District High School. High School _ John A. Saye . 0 Spring Hill C. C. Hines . M.E. So... 0 o Stone Mountain . . S. H. Lindsay . 2 2 Sumach . Sumach Seminary . C. H. Humphreys . Nonsect... 1 2 Temple . . . Temple Academy E. L. Connell . Nonsect... 1 1 Tennille . High School _ W. F. Dykes . 1 2 Thomaston . R. E. Lee Institute G. F. Oliphant . Nonsect .. 2 3 Thomson . Geo. F. Pierce Institute. Isaac A. Gibson, a. m. M. D. M. W. Witchum . 1 2 W althour ville Walthour ville Acad- Presb . 1 0 Washington. demy. Female Seminary Miss Ida A. Young 1 2 . do . St. Joseph’s Academy . . j Whigham Academy. . ! Mother St. John R.C . . 0 2 Whig ham . L. F. Shuford . Nonsect... 1 1 1 White Plains . Dawson Institute ... i J. E. Purks . . . Nonsect... 1 O j Williamson . High School . C. W. Richter . 1 1 i Win ter ville . | Winterville Academy..! ! “Nannie Lou War- ! i then” Institute. ' Geo. B. Atkisson _ 1 1 j Wright sville . I M. A. Morgan . M.E. So... 2 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1509 and other private secondary schools for 1889-90— Continued. Stu¬ dents in second¬ ary- grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. 1 Income from productive funds, gifts, and bequests. 1 Male. | Female. Male. Female. Male. Female. 7 S 9 IO 11 12 13 14 15 16 17 IS i 19 20 21 22 6 6 310 10 15 8 10 4 0 3 No.. No.. 500 Yes. $4, 050 $2, 500 $180 $1,200 $200 311 10 5 No.. No.. 0 Yes. 312 12 4 6 No.. No.. 0 Yes. 500 0 140 160 0 313 25 20 10 12 No.. No.. 0 Yes. 3,000 250 314 30 20 .... 315 96 50 316 12 15 4 6 Yes. No.. Yes. 2,100 300 1,200 317 43 0 40 0 3 0 3 No.. Yes. 100 Yes. 3,600 240 2,600 318 21 19 5 8 3 2 12 No.. No.. 150 Yes. 5,000 0 350 1,400 0 319 7 5 9 0 320 12 10 0 6 12 No.. No__ 0 Yes. 2, 575 350 750 321 36 35 No.. No.. 0 20 1 . ' 322 16 22 16 22 0 No.. Yes. 0 Yes. 2, 650 0 400 1,800 0 323 2 5 0 i o 0 3 No.. No.. 0 Yes. 3, 000 125 400 324 ■ 9 7 .. .. . 325 1 13 12 1 0 No.. No.. Yes. 1,200 0 iio 468 0 326 10 15 8 2 8 7 10 No.. No.. 300 Yes. 850 0 120 500 0 327 5 3 9 I 0 5 3 0 No.. No.. 0 Yes. 3, 500 0 225 225 0 328 19 14 12 ! 13 4 3 Yes. No.. 160 Yes. 3,000 0 75 1,000 0 329 24 10 14 ! 6 6 No.. No.. 0 Yes. 1,400 0 272 800 330 10 12 1 2 i i No.. No.. 0 Yes. 500 0 250 500 0 331 5 5 332 45 j 40 o 4 5 2 o No 0 Yes 1 1,500 230 300 333 6 ! 5 2 3 2 0 10 No.. No.. Yes."| 10,000 800 2C0 600 80 334 15 15 10 12 5 3 0 No. No.. 800 Yes.; 650 0 240 550 0 335 5 7 1 1 1 0 0 0 No.. No.. 0 Yes. 500 0 105 350 0 336 60 40 1 2 6 0 0 No.. No— 0 Yes.: 3,000 0 1,400 1,800 0 337 12 12 i 1 I 2 1 0 | No.. No.. 0 Yes.i 3,000 i 250 850 33S 20 ! 1 1 3 2 S Yes. No.. 150 . j 1,000 250 j 350 339 23 18 1 o j 0 io ! 10 1 ! Yes. No.. 0 Yes. 4,025 0 67 j 800 ....... 340 12 9 ! 0 ...J 341 65 68 3 4 No.. No.. 100 Yes.: 2, 0C0 . I 342 37 0 22 0 10 o 8 i No Yes. 0 Yes.i 14.000 3,600 343 20 11 10 10 5 6 o 1 No.. No.. 0 Yes.; 400 0 250 | 600 0 344 16 0 0 0 0 | Yes Yes. 100 Yes.i 4,000 i 3,000 345 3 No.. No.. 0 Yes.! 500 346 8 27 . ! 347 15 12 5 3 5 2 10 j No.. No.. 0 Yes.! 2,000 0 265 1,750 0 348 4 12 5 11 0 0 5 No.. No.. 0 Yes.j 1,500 0 183 1,000 0 319 25 10 5 5 6 3 io j No.. No.. 0 Yes.j 1,200 0 400 0 350 20 15 351 25 | 15 io 8 8 7 4 No.. No.. 50 Yes’ 2,200 0 I 200 600 0 352 30 ! 16 0 0 0 No. . No.. 0 Yes.| 800 0 200 400 i 0 353 20 | 19 5 6 i 2 No.. No 0 2.500 1,300 ! 354 50 69 5 J No. . No.. 400 Yes.i 10, 400 0 425 1,899 I "W 355 15 | 18 356 10 | ! 3 3 o 3 o No.. No.. c Yes. 1 325 j 357 0 j 20 2 No.. No- 0 Yes.i 5,100 0 325 ; . i 0 358 0 I 20 o 0 12 6 ""’o’ Yes 1 No.. 300 Yes. 10, 150 500 I 359 16 10 12 6 o ! Yes’ Yes 0 \ es.1 1,500 i 250 250 ! 400 360 10 ! 20 8 0 1 o 0 No.. j No.. 0 Yes.i 3,000 I 325 | 1,200 1 0 361 16 ! 15 362 7 j | 12 i ! j 1 . ] 363 20 | i 25 5 0 o ! ! o : : 0 i N°-i No.. 0 Yes. 6,000 1 0 600 ; ■' 1 0 364 1510 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries , State and post- office. Name of institution. 4 Name of principal. d o 73 c3 a a o © -a Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. * w 3 O 3? © Pd Male. Female. 1 3 3 4 5 6 IDAHO. 365 Paris . Bear Lake State Acad- Jno.H. Miles . . 2 4 ILLINOIS. emy. 366' Alton . Academy of the Holy Family. The Union Academy of Southern Illinois. Academy of the Sacred Heart. Jennings Seminary . Bunker Hill Academy .. Western Normal Col- Mother Theresa Gil¬ R. C . 0 7 367 Anna . lespie. W. W. Faris, D. D., and J. W. Stephens, A. M. Sister l’lnterieur de Presb ..... 2 3 368 1 R. C . 0 6 369 Marie. C. C. Lovejoy, A. m _ Rev. Samuel L. Stiver i M. E . 5 5 370 Bunker Hill .... | Cong . 2 3 371 Bushnell . W. M. Evans, Vice- ! 0 8 4 372 ! Chicago . lege and Commercial Institute. Dearborn Seminary _ Girl’s Higher School.... Grant Collegiate Insti¬ tute. The Harvard School President. Z. Grover... I Nonsect... 2 8 373 ] [....do . . Miss R. L. Rice, Miss M. E. Beedy. M. A. Mineah... | Nonsect... J 1 5 374 ! _ do . j ! Nonsect.. . 1 . 6 375 j _ do . J. J. Schobinger and J. C. Grant. Miss Helen E. Star- 6 5 376 ....do . (2101 Indiana avenue). Kenwood Institute . Non sect... 1 5 377 _ do . Kirkland School . re It and Annie E. Butts. Miss E. S. Kirkland . 1 5 378 _ do . The Loring School _ Miss Stella D. Loring, Miss Mary Louise Loring. Miss Virginia Sayre .. Sister Mary G.Grangerl E. C. Coulter . ! Nonsect.. . 0 379 ....do . St. Margaret's School .. St. Xavier’s Academy... The University School (223 Dearborn avenue) . St. Teresa's Academy... Du Quoin Seminary .... Elgin Academy . . Epis . 0 7 i 380 _ clo . R. C . 0 6 381 ....do . Presb . 8 382 Decatur . 1 Mother Teresa . R C 0 5 383 Du Quoin . A. F. Stone . Presb . 1 1 3S4 | 1 Elgin Nathan Thompson _ Sister M. Carmel, Su¬ perioress. Norbury W. Thornton Miss H. N. Haskell _ Nonsect _ 2 6 385 Galesburg .... St. Joseph's Academy .. Collegiate Institute . R. C . 4 2 386 Geneseo . Presb . 4 3 387 Godfrey . Mon ticello Female Sem¬ j Nonsect... 0 14 388 Greenville _ inary. Almira College . A. G. Smith, President H. P. Davidson . 0 1 3 389 Highland Park.... Northwestern Military Academy. St. Frances Academy... j St. Joseph’s Seminary.. Lee’s Academy . . [ Nonsect... 1 1 390 Joliet . Sister M. Stanislas R. C . 0 6 391 Kankakee.. . Droesler. Sister St. Zephyrine, Superior. G. W. Lee i R. C. .. 0 2 392 Loxa . ! Nonsect... 1 0 393 394 35)5 Morris . Mt. Morris . Ottawa . I Normal and Scientific j School. Mt. Morris College . . : i St. Francis Xavier’s j L. D. Maltbie . | J. G. Royer, President. j Nonsect... R. C. -n o o 4 6 o 396 Paxton . j Academy. Rice Collegiate Institute | Port Byron Academy... : Bettie Stuart Institute .1 j St.Agatha’s School . j The Toulon Academy... i Vermilion Academy _ j Our Lady of the Sacred 1 Heart. j Sisters of Mercy ^ John H. Parr . Cong . 9 1 397 398 399 400 401 402 Port Bvron . . Springfield . _ do . Toulon.... . Vermilion Grove.. Washington Heights. F. F. Thwing . Mrs. A. M. Brooks _ Miss D. Murdoch . Edward C. Downing .. Theo. Revnolds . M. Pacifica . Nonsect.. . ! Nonsect... [ P. E . : 1 Nonsect... I Friends... i R 0 . ! 1 2 1 1 1 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1511 and other private secondary schools for 1S89-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring fox- col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Hastbe school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from pioductive funds, gifts, and bequests. 6 § 7 a5 1 £ 8 •O Male. «5 d 9 io Male. 6 '3 I 12 11 13 14 15 16 17 1S 19 20 1 21 21 13 12 11 10 Yes. No.. 1,000 511,000 0 | 82,000 365 0 30 3 No.. No.. 200 Yes J 1' 366 50 53 3 3 3 2 Yes. No.. 400 i Yes. 7,760 51,700 0 2,160 8300 367 0 - o 0 .... 12 i Yes. Yes. 2C0 [ Yes. 5.025 0 0 COO 0 368 49 51 7 3 10 15 24 No.. No.. 500 No.. 61,50.1 ... 3.400 300 1 369 30 10 -9 ‘> 3 0 2 No.. Yes. 500 1 Yes. 2.500 2.000 | 370 72 7° 13 No.. No.. 500 1 No.. 31,000 0 0 5.569 0 371 0 56 o ! 2 . No.. No..! Yes.i 300 0 0 0 i 0 372 1 27 1 0 i 2 i No.. No.J T566' i Yes.i 0 1 0 ° 0 373 0 50 0 10 i 4 No..1 Yes.j 500 Yes. 500 1 200 374 100 0 50 1 0 1 10 0 20 Yes.1 No.. 300 ! ; Yes.! 26,000 0 0 i 0 0 375 o 80 o j 12 5 No.. No.J 200 Yes J 26. 150 1 8.000 ' 376 0 48 1 0 No J Yes. 1,000 1 1. es. 26, 100 ! 0 40 o 1 5 5 ! 0 O Yes. No.. I Yes. 50,800 ! 378 0 45 o ; 0 ! _ 1 [ 6 1 8 ' No. J No 1 200 Yes. 25, 210 0 66 Yes J No.J 380 82 . 0 45 0 ! 20 i 0 i 10 No..1 No..! 150 1 Yes. 22, 090 . 17,566 381 10 i 40 430 382 16 ! 14 10 ! 0 I 10 : ! No.. No..; 5,000 j No.. 21.000 1 1,000 1 383 30 29 8 4 1 1 6 No.. No.J 260 No.. 35,300 j 2, 350 1 381 0 23 1 1 Yes No.. 150' Yes. 1 385 49 51 _ 1 1 20 No.. No.. 300 No..1 25, 150 7,500 1,000 162 386 0 109 0 100 No.. Yes. 2,000 ! Yes. 250,500 1,000 . i 0 387 O 12 1.500 50,200 4.000 388 25 0 1 0 10 0 6 ] No..! Yes. 300 Yes. 50.025 i . 1 389 0 37 Yes. No.. 690 Yes. 120,150 0 ' 0 0 0 390 0 25 20 Yes. No.. 612 Yes.' 32,300 „ 0 5,250 0 391 19 i 18 2 .... ,! .... 0 0 4 ! NO..! No.J 0 No.. ’ 1 1.C00 0 0 1 555 0 392 50 | 20 15 5 9 11 3 ! No.. Yes.) 400 Yes. 4, 150 2,590 393 32 18 Yes. Yes . ! 25,000 Yes. 60,500 J 10.000 0 0 600 1 394 0 50 0 oj :::: 30 i 3 Yes. No.. 100 Yes J 40. 100 ! 4, 000 0 3. COO ! 900 395 7 15 1 o ! ~ ! 3 0 I o No.. No..! 20 No J 10,060 : 0 0 1,000 1,700 1 396 7 15 3 No..1 No.. 50 No. ; 9. 000 ! 13,000 0 466 1,202 I 397 2 28 • i ; No.. No..; 325 Yes. 3). 50.) 1 0 0 3.000 0 ; 398 0 t 30 "o'! o i o ! No..: Yes. 250 Yes 1 20, 100 ; 0 0 3. 448 30 i 399 29 21 1 '5 8 ! o No No.J 0 No.J 850 i 0 0 755 1, 120 400 23 44 i 5 No.. i No.J 300 No.J 4.025 ! 9,000 i 137 700 401 0 17 ! 1 0 Yes J 2, 575 j Yes. 65,200 0 1 0 | 11,876 402 1 .... 1 i i .... 1 1 . i i 1 1 l . 1 1512 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries, Num¬ ber of d o sec¬ +3 ond¬ a ary in¬ State and post- office. Name of institution. Name of principal. 5 o a 3 Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. . GO 3 O « © le § Female. 1 2 3 4 5 6 486 KENTUCKY— COnt'd. Eddyville . Eddyville Academy . J. W. Furnish, ph. d... Nonsect... | 1 2 487 E. T. Thomas . . ; 4 1 488 T. M. Turner . Nonsect... 1 1 2 489 Fredonia Seminary _ Thomas J. Currey, jr. . . Mrs. S. II. Welch. . Dumb _ 1 1 490 Mrs. S. H. Welch High School. Preparatory and Select 1 4 491 Gethsemane . Rev. B. M. Edward _ R. C . 1 0 492 Greenville . School of the Abbey of Gethsemane. Male and Female Col- Mrs. Sarah T. Hall, M. E. So .. 1 2 493 lege. Harrodsburg Academy. president. R. II. Crossfield . 2 2 494 Miss Sue S. Towles _ J 1 495 do High School . Miss Ruth Priest . 1 4 496 Hiseville E. P. Gillenwaters . 1 2 497 Ilodgenville . La Rue Seminary . Irving L. Tivelley . I Nonsect.. . 0 1 498 Jackson . Jackson Academy . John J. Dickey . Jno. W. Selph _ 0 _ _ _ 2 o 499 La Grange.. Funk Seminary . Nonsect. . . 1 1 500 Lawrenceburg _ Biruwhistell Academy.. J. M. B. Birdwhistell . . . 0 _ _ 1 0 501 Leitchfield . Grayson Seminar y . W. P. Arnold . . Nonsect.. . 1 2 502 Lewisburg _ High School . .“ D. B. Estes . . . 0 1 503 Lexington . sCCatharine’s Academy Sister Lucy Lampton.. R. C _ 0 1 504 Louisville . Kentucky Home School. Military Academy _ Miss B. S. Peers . P.E . . 0 7 505 _ do . Robt.D. Allen . . 0 _ 3 0 506 _ do ... Presentation Academy. Rugby School . . Sister Sophia . R. C _ 0 1 507 do. Bain & Bain Nonsect. .. 1 1 508 Maysville . . Female Seminary. _ i John S. Ilavs . . Nonsect. .. 1 2 509 Millerstown . Millerstown Seminary.. ! J. W. McClure . . 0 . . 2 2 510 Morehead . . Normal School . j F. C. Button .. . . Christian . 1 1 511 Moreland . Glen Elder Select School i Mrs. Lizzie Hawkins . . Presb _ 1 1 Nazareth ... Nazareth Literary and Benevolent Institution Christian Bible School.. | Mother Cleophas Mills, j superioress. T . Augustus Reid , A . B. . R.C.. ... 0 2 512 New Castle . Christian . 1 1 1 513 514 Paris . . Private School . D. D. ! W. L. Yerkes . . 1 0 515 ....do . . Select School _ i Miss M.S. Tipton.. 0 2 516 Pikeville.. Collegiate Institute | Ret7. David Blythe . Presb . . 1 1 517 Princeton . . do . . . ! Rev. H. II. Allen, d. d . . . j Miss Elizabeth Sevier . Presb _ 1 3 518 Russellville . Miss Sevier’s School _ 0 1 St. Joseph ... Mount St. Joseph's Academy. Male and Female College ! Sister M. Martina . R.C . 0 2 519 520 Sharpsburg . Mrs. Fannie B. Talbot.. Nonsect... 0 1 521 522 Shelbyville . Sampson & Scearce i Geo. L. Sampson, Geo. Nonsect. .. 3 0 _ do . . Academy. Science Hill School _ S. Scearce. W. T. Poynter . M.E. So... 1 7 523 Slaughtersville .... Vanceburg _ Van Horn Institute . Leon B. Henry Nonsect _ 1 0 524 Riverside Seminary Lawrence Rolfe Nonsect _ 1 1 525 Versailles . Rose Hill Seminary . Mrs. Gillie B. Crenshaw Nonsect.. . 0 1 526 Waynesburg . Waynesburg Seminary. G. N. Fry, professor _ Nonsect... 1 1 527 Winchester . Collegiate Academy. ... Wm. B. Stewart .. . Nonsect _ 1 1 528 Wingo . Wingo College ... J. N. Deahl Nonsect _ 1 2 529 LOUISIANA. Arcadia . Male and Female Col¬ R. A. Smith and J. W. Nonsect... 1 2 2 530 Baton Rouge . lege. St. Mary's School . Benson. L. F. Smith . Epis . 0 ' 2 531 ! Bellevue ... __ Bellevue Academy i W. A. Le Rosen _ 0 1 1 532 | Cotishatta . Male and Female Col¬ C. I. Davis, A. m 0 1 533 Grand Coteau . lege. Aeademy of the Sacred Madame M. Fesser _ R. C . 0 1 534 i Lafayette . Heart. Mount Carmel Convent. | Mother St. Patrick _ R.C . 0 10 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1517 and other private secondary schools for 1SS9-90 — Continued. Stu¬ dents in second¬ ary- grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has tbe school a gymnasium? N umber of volumes in library, j Has the school an elementary department ? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. o5 *3 s Female. Male. 6 3 a o fa Male. Female, j 7 S 9 10 11 12 13 14 15 16 17 18 19 20 21 j 22 25 29 16 18 11 13 3 No 300 Yes. 52 500 $400 $900 40 42 No.. No. Yes. 2, 000 324 85 $453 24 27 No 500 Yes. 5,000 2,200 18 20 4 0 1 0 8 No 0 Yes. 290 570 81 124 23 47 1 No No.. Yes. 6,000 0 5 No.. 530 Yes. 8,000 18,500 340 17 20 0 No No Yes. 50,000 2,500 60 40 .... 15 .... 4 8 1,000 Yes 7, 000 5,000 2! 21 1 SO Yes 5, 025 1,500 I 49 42 .... .... 11 No No 350 Yes. 6, 020 3,000 2, 150 150 17 20 17 20 No No Yes. 500 500 500 o 10 0 10 No No 150 Yes. 2,500 35 30 | 10 0 5 4 0 No.. No.. 2, 0C0 Yes. 10,000 225 1,200 : 97 34 ! 15 8 7 0 0 No.. Yes. Yes. 7,600 5,000 800 2,000 i 300 ! To 6 0 i No. . No Yes 1,000 900 . 35 25 ! 0 0 9 0 No.. No.. 0 Yes. 2,000 1,500 ! . 23 19 4 4 2 1,200 ""250’ 750 0 15 4 No No.. 5C0 Yes. 245 1 0 79 0 0 0 0 6 No.. Yes. 0 Yes 32, 000 0 0 1 27 0 14 0 13 0 0 1 Yes. Yes. 1, 500 Yes. 75, 000 3,300 9 28 20 5 No.. No.. Yes. 2,849 30 0 1 4 36 3 Yes. No.. Yes. 10, 000 3, 000 30 25 | 10 7 12 D 8 No No 360 Yes. 3, 050 3.000 40 35 12 No.. 100 Y'es. 300 15 20 j No.. Yes. . 1 0 44 5 Yes. No.. 5,000 Yes. 14 13 5 7 a 8 3 No.. No.. 1,200 Yes. 10, 150 12,000 300 1,000 35 i 0 18 0 10 j No.. No.. No. . 3,000 2,500 0 1 16 0 10 0 6 0 No.. Yes. 400 , Yes 4,500 1,200 9 10 ! 0 No No.. 50 Yes. 10, COO 50 18 ! 26 14 15 1 4 11 9 Yes. No.. 1,200 Yes. 40. ICO 9,000 3,243 1,871 8 ! 6 No.. No.. 0 Yes. 5, 000 0 1 0 25 2 No.. No | Y'es. 20,000 10 12 0 0 0 No No. 450 1 Y’es 456 1.600 60 I o 25 0 10 No.. No.. 0 Yes. 4,000 4, 200 15 105 5 2,000 ! 25, 500 7,000 12 10 3 |'T I 5 5 0 No.. No.. 0 Yes. j 1,500 l,0CO 12 ! 16 1 o 0 0 2 No.. No.. 11 25 1 17 1 15 No.. Yes. -500 Yes. 10,000 28 20 1 1 1 1 2 No.. No. Y’es. 800 400 14 26 0 9 o 9 No.. No.. 650 Yes. 10, 650 20 12 1 1 4 2 0 1 No.. No.. 0 Y'es. 4,000 500 575 48 1 69 35 50 20 12 8 j Yes No.. 342 Y'es 6,050 6,350 0 1 ! 26 0 ! o 0 I 0 2 l No. Np.. 0 1.000 6 4 1 i o No.. ! No.. 0 150 200 900 30 so 4 ' 0 I ° No.. : No.. 0 i Y'es. 3,000 1,350 475 0 ! io .... | 1 No.. L. 200 L 1 Y es • 45 1 104 | 25 40 1 7 1.0 3 No.. Ives. | i 356 1 1 Y'es. 15,025 . 1 . 1 2,125 486 4S7 488 489 490 491 492 529 530 531 532 533 531 isssses si issggs s ssm§iiiiiiiiiiiiii 1518 EDUCATION REPORT, 1889-90.- Table 9. — Statistics of endowed academies, seminaries , State and post- office. Name of institution. Name of principal. o a a 1 o a © ■a Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. • m 3 o Ifl « Male. Female. 1 2 3 4 5 6 LOUISIANA— cont’d. Graded School . Miss M. Louise Fas- Nonsect... 1 2 narht. Sisters of Mount Car¬ mel. Rev. C. C. Kramer . R.C . 0 1 do . Ncnsect... 1 0 L. De Varenne 0 2 English and Classical ' Institute. Home Institute CNo. 154 T. W. Dyer 0 . . 3 2 _ do . Miss Sophie B. Wright 0 . 2 1 ....do . Robin street). Leche’s Graded Insti- Amadeus S. Leche . 0 . 2 1 do . tute. Picard Institute . . Mrs. A. Picard . R.C . . 2 12 _ do . St. Isidore’s College _ Rev. P. P. Klein. C. S. C.. R.C . . 6 0 _ do . . St. Joseph’s Institute .. Mrs. L. A. Fortier . Nonsect... 0 5 ....do . School for Young La¬ dies (429 Carondelet street). Southern Academic In¬ Misses Dykers . Christian . 0 3 _ do . . Mrs. J. E. Seaman . Nonsect... 1 2 Opelousas . stitute. Academy of the Immac¬ ulate Conception. Female Institute _ Sister M. of St. Al¬ ’R. C . 0 9 _ do. . bina. m. de s. c. Mrs. M. M. Hayes _ Meth . 1 2 Thibodeaux . Mount Carmel Convent. Sister St. Gabriel . . R. C . 0 2 ....do.. . Thibodeaux College _ Rev. C. M. Menard . R. C . 5 0 Washington . Mount Carmel Convent. Mother Hyacinthe _ R.C . 0 7 MAINE. Athens . Bethel . Somerset Academy . Gould Academy . . F. W. C. "Wiggin, A. B. A. D. Hall... . 0 . Non3ect.._ 1 1 1 Bucksport . . East Maine Conference Rev. A. F. Chase . M. E . 5 2 Deering . East Machias _ (Seminary). St. Joseph's Academy .. Washington Academy .. Abbott Family School for Boys. Fryeburg -Academy . Sister M. Adelaide _ I. Hovey Robinson _ R. C . 0 1 2 1 Farmington . A. H. Abbott . . 3 3 Fryeburg . J. E. Dinsmore, A. M .. Nonsect... 1 2 Gray . Pennell Institute . Lee B. Hunt . Nonsect... 1 3 Hampden . Hampden Academy . W. R. Hunt . Nonsect... 3 0 Houlton . Richer Classical insti¬ A. M. Thomas, A. M ... W. G. Lord . Bapt _ 2 2 Liraington . tute. Limington Academy . . . Monmouth A eademy Lincoln Academy . Nonsect... 1 1 Monmouth . B. M. Averv _ 0 . 1 1 New Castle . Henry K. White, A. M. Nonsect... 1 2 i North Bridgton . . . j Pittsfield . Bridgton Academy . Maine Central Institute . Llewellyn Barton . O. H. Drake _ Nonsect.. Bapt 4 4 7 4 Saco _ _ Thornton Academy . Edwin P. Sampson . .. Geo. A. Dickey . 0 . 2 5 | South Berwick .... Berwick Academy . Nonsect... 1 - 2 | Strong _ May School . J. II. May . Nonsect _ n 4 Water /ord . Pouglass Seminary . Miss. H. E. Douglass... James H. Hanson . Cong . 0 4 Water ville . Coburn Classical Insti¬ Bapt . o 3 Wilton . tute. Wilton Academy . Clinton J. Richards... 2 4 MARYLAND. Ammendale . Normal Institute Bro. Romwald . . R. C . 7 0 Baltimore . Academy of the Visita¬ tion. Boys’ School of St. Mother M. B. Millard.. R. C . 0 25 _ do . . . C. L. C. Minor, m. a., P. E . 2 0 Paul’s Parish (No. 8 East Franklin street). | LL. D. 535 536 5! 538 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 561 56' 568 5S9 570 571 572 573 574 575 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1519 and other private secondary schools for 1S89-90 — Continued.* Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber. pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium ? Number of volumes in library. Has th6 school an elementary department ? Value of grounds, buildings, and apparatus. , Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. d £ £ | 6 1 Female. Male. Female. * s 9 io 11 12 13 14 15 1G 17 IS 19 20 21 22 9 22 0 2 „ 400 i Yes. $1,700 l 535 0 15 2 No.. No.. 200 : . 7,000 $1,800 $70 536 3 4 1 5 1 0 0 No.. No.. 0 Yes. 1,000 $300 300 300 537 0 50 0 0 538 55 ° 5 0 0 0 Yes. No.. i . 7,420 . ' 539 0 25 0 10 0 0 6 No.. Yes. 450 J Yes. 3,000 ! 540 58 0 12 0 10 0 12 Yes. j Yes. 26,000 38,000 | 541 2o 80 0 0 8 No.. No.. 0 Yes. 15,000 . j 542 100 0 30 0 8 0 3 No.. No.. 300 1 Yes. 30,000 6,500 1 543 0 50 0 10 0 0 No.. No.. 200 1 Yes. 10,000 3! 000 J . 544 0 40 2 Yes. No.. 300 j Yes. 8, 030 545 0 I 30 ! 0 ,0 6 No.. No.. 300 Yes. 20,000 546 0 12 ! o Yes. No.. 275 Yes. 12, 0C0 1,050 2,398 547 20 40 j 10 0 No.. No.. 75 Yes. 5,060 . 1,000 ! 548 0 18 1 .... 1 0 No.. No.. 500 549 £0 0 No.. No.. Yes. 8,000 1,200 I 550 o I 45 1 ..... No.. No.. 120 Yes. 5,000 2,000 1 551 55 1 63 i 13 24 o No.. No.. 75 No. . 4,000 6,000 0 200 350 552 33 1 45 : 10 l 8 1 1 0 3 No.. No.. 518 No.. 6,050 1,000 900 110 553 93 I 79 i 34 8 45 No.. No.. 4,000 No.. 31,500 22,000 4, 275 8,400 554 0 14 j 0 0 3 No.. No.. 300 Yes. 12,000 555 19 23 ! 9 1 1 .... 11 No.. No.. 250 556 20 0 6 0 4 0 No.. Yes. 2, 500 Yes. 6,000 557 10 16 : 13 4 1 0 9 No.. No.. 800 Yes. 31.000 12,000 1,300 1,100 558 10 ! 16 i 4 6 7 9 10 No.. No- 400 Yes. 20,500 25,000 $250 100 ! 1,200 559 20 20 5 0 8 7 16 No.. 300 No- 2,600 1.000 260 1,100 60 560 60 40 ! 14 o .... .... 12 No.. ! No.. 500 Yes. 60,200 35,000 1, 120 1,700 ! 1,900 561 30 34 i 12 5 3 No.. 1 No.. 250 3, 075 800 225 32 1 562 30 26 I 6 4 0 No.. 1 No.. No.. 5, 040 250 1 51 550 | 563 75 l 70 20 5 5 0 12 Yes. ; no.. ioo’ No- 7,300 io,66o 1,700 750 564 80 82 24 3 28 34 21 No.. ! Yes. 800 Yes. 8,300 13.030 2. 800 1.800 565 120 105 1 20 o 0 0 25 No.. ( No.. 700 No.. 10,000 1 300 2.500 600 ! 566 49 *3 11 1 5 5 6 8 No.. 1 Yes. 100 No- 40, 509 62,300 | 250 2. 303 3,800 1 567 43 ! 48 25 5 10 5 25 No.. Yes. Yes. 8, 100 i 20.000 : 1.000 i 1, 200 568 35 i 15 15 J 3 0 0 o No.. 1 No.. Yes. 400 1 5G9 0 12 I o 0 0 1 1 No.. ! No.. Yes. 299 | 53 570 66 46 47 1 4 9' 26 33 Yes. No.. 535 Yes. 51,500 53,805 . 1,993 3,883 1 571 49 48 13 ; 4 0 0 0 No.. No./ 200 1 No.. 6,035 750 j 800 572 49 1 0 0 0 0 0 6 Yes. No. . 3,000 135.000 573 0 178 1 90 7,000 600 . 1 574 15 0 0 .... | 0 0 No.. Yes. 575 • | i 1 1 1 1 1520 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , State and post- o - ce. Name cf institution. Name of principal. Religious denomination. Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. © 6 dS s o to 1 a 3 4 5 6 MARYLAND— COnt’d. 576 Baltimore . The Bryn Mawr School Mrs. Mary Colvin, Nonsect... 1 8 for Girls fcor. Cathe- secretary. dral and Preston sts.). 577 Friends’ Elementary Eli M. Lamb. . Friends ... 6 3 and High School. 578 The Gvmnasium School E. Deichmann . 0 . . . 8 1 (608 North Eutaw st.). i 579 do Milton Academy (714 E. Parsons _ i l 4 1 Madison ave.).' 1 . 5S0 Mount St. Joseph’s Col- Brother Joseph _ R. C . 6 0 lege. 581 ....do . . Mount Vernon Insti- Miss A. F. Shattuck, Nonsect.. . 2 3 tute (16 E. Mt. Vernon vice-principal. place). 582 Newton Academy (1114 Thomas Lester.... 0.... . 2 0 W. Baltimore st.). 583 do . School for Boys (870 George G. Carey, A. m . 0 . . 4 0 Linden ave.). 584 do Southern Home School . Cary & Cary . . 3 8 585 do . University School for W. S. Mars ton . Nonsect- .. 7 0 Boys (1021 Calvert st.). 586 do Wilford School (909 Ca¬ Mrs. Caroline Bullock. Presb . 0 3 thedral st.). 587 Brookeville . Brookeville Academy... I. D. Warfield, a. m., Nonsect... 1 1 president. 588 1 Cambridge. . Cambridge Academy.... Prof. J. F. Baugher _ Nonsect... 1 3 589 Charlotte Hall . Charlotte Hall School.. R. W. Silvester _ i Nonsect... 4 0 590 College of St. College of St. James Henry Onderdonk . i P. C . 3 0 James. Grammar School. 591 Colora . . West Nottingham Acad¬ John G. Conner, a. m . . S Nonsect... 2 0 emy. | 592 Cumberland . . Allegany County Acad¬ J. Shiles Crockett . j Nonsect _ 2 3 emy. i 593 Easton .. Friends’ Select School.. Miss E. Lloyd . 1 Friends 0 2 594 Ellicott City . Maupin’s University Chapman M aupin, A. m j 0 _ 2 0 School. 595 ! Embla . Notre Dame of Mary¬ School Sisters of Notre R. C 4 16 land. Dame. 596 Fallston . Oakland Boarding George G. Curtiss . . Nonsect _ o 2 | School. 597 Frederick Frederick College . Miss L. S. Tilton Nonsect 3 0 . 598 Frederick City _ St. John's Literary In¬ James A. Ward, presi¬ R.C . . 2 0 stitute. dent. 599 McDenogh. . McDonogh School . Duncan C. Lyle.. 0 5 0 600 North East . North East Classical In¬ B. F. Flounders, A. M .. Presb 1 1 stitute. 601 Reisterstown _ The Hannah More Acad¬ Rev. A. J. Rich, rector. P.E . 1 5 emy. 602 Rockville . Rockville Academy . C. K. Nelson, D. D . 0 . 3 0 603 St. George .. St. George's Hall for Jas. C. Kinear . Epis .... 3 1 Boys. 604 St. Marys City _ St. Mary’s Female Miss A. E. Thomas _ Nonsect... 0 3 Seminary. 605 Sandy Spring . Rockland School for Henry C. Hallowpll — Nonsect... 1 1 Girls. 606 Upper Marlboro... Upper Marlboro Acad- Thomas J. Grant . 2 0 etmy. MASSACHUSETTS. 607 Amherst . Mount Pleasant Insti¬ Wm. K. Nash, A. M _ Nonsect... 1 0 tute. 608 Andover . Abbott Academy Miss T. McKeen . Nonsect _ 1 5 609 _ do . Phillips Academy . C. F.T. Bancroft, ph. d. Nonsect. .. 12 0 610 _ do . Punchard Free School.. F. O. Baldwin . Nonsect... 2 2 1521 STATISTICS OF PRIVATE SECONDARY SCHOOLS. and other private secondary schools for 18S9-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds , gifts, and bequests. Male. Female. Male. Female. 6 Is § Female. 7 s 9 io ii 13 14 15 16 17 IS 19 20 21 22 0 * 82 0 82 0 0 3 Yes. Yes. 385 No.. 53 56 6 1 6 No.. Yes. 3,000 Yes.: $27, 500 $16,000 ' 140 0 100 0 12 No.. Yes. 0 Yes. j 12,350 ! . 35 0 5 0 10 0 0 No.. No.. I 0 20 0 0 3 No.. Yes. 5,000 Yes.! 65, 050 11,000 ■ 0 20 20 0 No.. Yes. 400 Yes. 50, 500 20 0 No.. Yes. 0 No.J 10,000 1,200 ; 40 0 3 Yes. Yes. 0 No.. 4,000 | 4,500 0 ! Yes. no ! 0 77 0 4 0 Yes No.. 6 No..! 500 15,800 0 20 0 1 ^ 2 ; Yes. No.. 1 125 Yes-| 20 5 1 2 1 1 1 0 Yes. Yes. 500 Yes. 10, 000 $600 1,500 0 35 300 12, 100 I $500 1,000 ! 85 0 25 0 20 0 10 | No.. Yes. 3,000 Yes. 26,200 2,600 1,800 $4,200 22 0 12 0 4 No.. Yes. 3,000 12, 000 5,000 45 0 1 0 3 0 1 No.. No.. 200 1 No.. 7,040 500 900 29 34 0 0 0 No.. No.. 0 Yes. 11,000 800 2,060 3 5 0 0 0 0 0 Yes. No.. 40 Yes. 2,015 600 100 1 19 0 7 0 1 0 4 No.. Yes. 230 Yes. 11,000 1,320 1 0 150 3 Yes. Yes. 5,000 Yes. 303, 090 13 9 4 3 0 Yes. Yes. 0 Yes. 4, 900 . 750 44 0 15 0 0 *o.. No.- 3,000 Yes. 20,150 2, 429 17 0 4 0 0 | No.. No.. Yes. 50,000 "'"400 100 ! o ! 2 0 3 0 19 Yes. No.. ' 2,600 No.. 129,000 708,500 39, 135 16 1 o 3 0 2 0 8 Yes. Yes. 500 Yes. 2,250 '200' ""800i 200 0 1 65 0 0 7 Yes. No.. 6C0 Yes. 20, 009 4,000 8,200 j 51 i 0 30 0 1 0 0 No.. No.. 0 Yes. 5,000 18,000 900 1,000 15 5 0 0 0 0 8 Yes. Yes. 1,500 Yes. 2,000 5,000 0 17 o Yes. Yes . Yes. 10,000 2,500 440 0 | 30 1 No.. No.. 500 10,500 19 0 8 0 3 No.. No.. 0 Yes. 800 1,200 4 o 2 0 2 o 2 No. . No 500 Yes. 30,000 666 0 63. 0 3 0 0 9 No.. ! i Yes. 3,000 No. . 127,500 29,745 4,375 16 897 355 0 220 0 135 0 100 Yes. I Yes. 3,000 No.. 103,000 250, 090 i 15,423 1 19, 750 26 l 36 0 6 2 0 12 1 Yes. i No.. 250 No.. 1,000 75,005 i .... 1 0 1 4,622 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 G02 003 604 605 606 607 608 009 610 1522 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , State and post- office. Name of institution. Name of principal. | cl a 8 o a © Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. 03 3 O fcl © CJ Male. Female. 1 2 3 4 5 6 MASSACHUSETTS— continued. v 611 Ashburnham . Cushing Academy. .. ... H. S. Cowell . 0 . . 5 3 612 Asulield . . Sanderson Academy _ Riverside School (Wel¬ lesley Preparotory) . Powers Institute . . Miss Martha E. Hersey Miss D. T. Smith Nonsect... 0 613 Nonsect _ 0 6 614 Beunardston _ E. L. Underwood, A. B . Samuel Tucker Nonsect... 1 1 615 Billerica . . Nonsect... 1 1 616 Academy of Notre Dame Academy Sacred Heart Sister Mary Bernar- dine. Sarah J. Randall R.C . . 0 10' 617 .. do . R. C . 0 4 618 do. . Taylor, DeMerritte, and Hagar. Abby H. J ohnson . 0.. . 7 7 619 ...do . Home and Day School for Young Ladies (18 Newbury st.). Nonsect... 0 6 620 Misses Hubbard _ Nonsect. .. 0* 1. 621 do . School for Girls (112 Newbury st.). Miss Ireland's School. . . Miss Catharine I. Ire¬ Nonsect.. . 4 622 do . . . School for Boys.. . Sears's School for Girls land. Albert Hale 0 5 0 623 _ do . . Edmund H. Sears Nonsect... 3 4 624 . do . . . Mr. and Miss Wessel- ! Mrs. Selma WAssel- hoeft. George Cogswell.pres- ident. J. M. Russell . 2 4 625 Bradford . hoef t’s Home and Day School for Girls. Bradford Academy . ... 0 6 626 Brimfield . Hitchcock Free High School. The Cambridge School for Girls (20Mason st.) Private School for Boy and Girls ) 1 3 Bucking¬ ham st.). Day and Family School for Boys. Mrs. Perry’s Family School. The Willard Home Nonsect. . . 2 3 627 628 Cambridge . . do . Arthur Gilman, H. A. , director. Miss K. V. Smith Nonsect... 1 1 4 5 629 Cambridgeport .... Conway _ _ Joshua Kendall . 1 1 630 Mrs. H. D. Perry . Mrs. H. M. Merrill .... 0 _ .... 0 2 631 Danvers _ 0... . 0 6 632 Deerfield . School. The Deerfield Academy and Dickinson High School. Shawmut School . Robert H. Leland . 0 . 1 3 633 ! Dorchester . Miss Ella G. Ives _ 0 3 634 i Duxbury . _ Partridge Academy .... Powder Point School _ Geo. R. Pinkham, A. M. Fred. B. Knapp Nonsect. .. 1 1 635 ! do . . Nonsect _ 2 0 636 637 i Easthampton . Everett . . Williston Seminary .... Home School . . . Rev. Wm. Gallagher, PH. D. Mrs. A. P. Potter _ _ Nonsect... Bapt _ 7 1 0 5 638 Falmouth Lawrence Academy and High School. Dean Academy . S. A. Holton Nonsect _ 1 1 639 Franklin . . Lester L. Burington.. Edw. J. Van Lennep.. James C. Parsons _ Univ . 4 6 640 641 Great Barrington . Greenfield . Sedgwick Institute . Pro.-pect Hill School for Young Women. Groton School . . Nonsect... Nonsect. .. 3 1 0 2 642 Groton . Rev. Endicott Pea¬ P. E _ 8 0 643 _ do . . j Lawrence Academy .... Smith Academy .. body. LL. M. A. O. Tower . Cong . 1 1 644 Plat field . S. L. Cutler . _ ■_ Nonsect... 1 2 645 Hin ham . Derbv Academy . . Henrv M. Wright . 1 2 646 647 Jamaica Plain .... Lawrence . Home and Day School.. Private School . Mrs. B. W. Putnam... Marcia Packard. . . Nonsect... 0 0 4 2 648 1 Lowell . English and Classical School. The Tabor Academy.... Lucy A. Hill . . j Epis . 0 2 649 | Marion . Clark T. Howland . 1 Cong . . 3 3 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1523 and other private secondary schools for 1889-00— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium ? Number of volumes in library. Has the school an elementary department ? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. 6 s Female. | Male. Female. j Male. 6 9 a 7 8 9 io 11 is 13 14 15 16 17 18 19 20 21 22 66 96 18 8 10 2 22 Yes. No. 2, 350 No- 1122.200 $103,471 $1 , 000 $1,623 112.664 611 26 27 2 1 1 0 0 No.. Yes. 120 No._ 11.500 3,500 5, 000 20 10,000 612 0 20 0 3 0 17 10 No.. No.. 800 No.. 20,000 613 45 30 0 0 0 0 6 No.. No.. 5,000 No— 5.600 5.000 500 100 614 16 24 0 0 1 0 1 No.. No.. 100 No„ 6.2^0 25,000 2-12 2,000 615 0 CO 0 0 5 Yes. No.. 2,000 Yes. 101.000 616 0 39 0 10 0 0 0 Yes. 1.600 Yes. 65 300 7 654 617 75 25 10 11 13 0 30 Yes. No.. 4,000 Yes. 300,250 . 20. 000 618 0 35 200 1 7. 000 619 0 25 6 No.. No.. 500 No.. 30,500 5 000 620 0 60 | 0 4 ! 0 0 16 No.. Yes. 1,000 No.. ' 14,680 621 40 0 i 15 0 16 0 14 No..; No.. 200 No.. 12,500 9,000 622 0 33 ! 12 No..: No- 700 No 200 5, 200 623 0 1 f 40 .... . No.. No.. 400 Yes. """■j 621 0 , 152 ! 26 . ! 5,050 144,000 50,000 o 9,400 2,500 625 32 33 4 2 3 3 10 Yes. . No- 1,800 Yes. 12, 750 86,427 4,544 626 0 50 0 30 No.. No.. Y es. 25, 200 8,000 627 4 10 5 7 2 0 2 No.. No- Yes. 3, 185 628 10 0 8 0 2 0 0 No- No.. 0 No.. 1,700 1, 150 629 0 i 1 20 0 20 0 0 6 No.. No- 0 C39 0 30 ! 0 1 0 5 2 No- Yes. £50 Yes. 50 1,400 631 18 29 4 3 0 0 10 Yes. No.. 3,000 No.. 24,000 7° 1 632 0 1 12 0 Yes. 1 3,000 | 6 3 32 41 0 0 11 Yes. No.. 25 No- 2, 550 25. 000 400 75 ! 1.250 634 8 i 0 0 0 "s' ”6’ 3 No.. Yes. 670 No.. 10.200 1.650 635 115 1 5 41 5 74 0 19 Yes. Yes. 2.500 No- 162,000 350,000 ! 7,000 16,000 638 0 25 0 10 4 Yes. 200 Yes. 2,000 ! 637 2; ?A 4 o I 2 0 1 4 No- ! No.. 0 No- 3, 2J0 1,000 850 175 500 638 71 80 11 | 12 18 0 21 No.. No.. 700 Yes. ‘200, 800 100,000 3, 785 j 5,000 639 22 0 9 0 1 12 0 4 Yes. Yes. o ! No.. 640 0 25 0 1 ! 0 0 13 No- 1 No.. 300 No.. 30,300 2,400 641 51 0 ! 40 0 5 No.. 1 Yes. 500 No.. 120. 100 30,000 642 10 1 16 4 1 1 Yf*s. ! Yes 2,500 i No.. : 41.000 28.000 600 1.600 643 16 21 i 2 l 3 0 I Yes No- 300 No.. ! 32.000 53. 0 *) 172 3. 200 014 13 ; 32 3 1 2 0 3 j Yes. No.. ! Yes. 5.U00 28,327 606 1 , 654 , 645 7 17 1 o 2 Yes. i No.. ”166 Yes. 1 . 500 6(6 0 10 0 0 0 0 0 Yes. No.. 100 1 Yes. 6,000 1 647 0 8 i No.. 500 j No.. 8,200 900 643 37 56 1 12 1 7 4 4 4 | Yes. Uo.. 350 i No.. 25,500 1291,000 400 ;i5,000 i 619 1524 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries, State and post- office. Name of institution. Name of principal. d o c3 a o a © 'C Num¬ ber of sec-" ond- ary in¬ struct¬ ors. w a o to © c5 *3 Female. 1 2 3 4 5 6 650 MASSACHUSETTS— continued. Eaton School . Amos H. Eaton .. Nonsect-. _ 1 2 651 Milton Academy . Harrison O. Apthorp.. D. M. Dustan. . Nonsect. . 3 3 652 Monson Academy . i Nonsect... 2 2 653 Henry E. Sawyer ! Nonsect... 4 4 654 Nantucket . Admiral Sir Isaac Cof- Edmund B. Fox _ j 0 . . 1 2 655 fin’s Lancasterian School. Thomas H. Eckfeldt. .. 0 . 1 4 656 New Salem . New Salem Academy ... Cutler’s Preparatory School. Higher Grade School ... Classical School for F. N. Durham . Nonsect... 1 1 657 Edw. H. Cutler _ Nonsect-.- 1 1 658 Norfolk . Miss Annie C. Hitch¬ 1 1 659 cock. B. T. Capin . Nonsect.. . 3 10 660 Norton Girls. Wheaton Female Semi¬ Miss A. Earn Stanton. Cong . 2 9 661 Plymouth. . nary. Home School for Boys.. Adams Academy . Notre Dame Academy.. Private School _ Mrs. F. N. Knapp _ ! 1 1 662 Quincy . . . Wm. Everett . . j Nonsect... 5 0 663 Roxbury _ Sister Aloyse . . R. C _ 0 8 664 | do . Elizabeth Curtis . 1 1 665 Shelbourne Falls.. Arms Academy . . F. A. Tupper . 1 Nonsect... 2 2 666 Southborough. St. Mark’s School . Wm. E. Peck . j P. E _ 6 0 667 668 South Braintree . . . South Bayfield _ South Lancaster. . The Thayer Academy... Dummer Academy. . J. B. Sewall . j John W. Perkins . 1 Nonsect... Nonsect... 6 4 1 1 669 South Lancaster Acad- G. W. Caviness, a. m . . . 7 Day Ad.. 1 2 670 Springfield . ei^iy . Preparatory School for College. Bristol Academy.. _ Dana Hall Preparatory School. Howard Seminary . Henry L. Coar . . 1 Nonsect... 1 0 671 Taunton . . Wm. F. Palmer Nonsect... 3 3 672 Wellesley . Sarah P. Eastman, ; Nonsect... 0 13 673 West Bridgewater. West ford . . Julia A. Eastman. Emma O. Conro . . 1 4 674 Westford Academy . Wm. E. Frost . Nonsect... 1 1 675 West Newton.... English and Classical School. Wesleyan Academy. Nath'lT. Allen... Nonsect... 2 2 676 Wilbraham .. Rev. Geo. M. Steele, M. E. . 7 6 677 Worcester . The Highland Military Academy. The Worcester Acad¬ D. D., LED. Joseph A. Shaw . . P.E . 4 0 678 ....do . D. W. Abercrombie, A. M. Bapt . 7 0 MICHIGAN. emy. 679 Adrian . Raisin V alley Seminary. The Detroit Seminary.. Akeley Institute for Girls. , Michigan Female Sem¬ inary. St. Mary’s Academy _ St. Joseph’s Academy .. St. Mary’s Academy _ Michigan Military Acad¬ emy. ' Oak side School F. R. Hathawav ... .. Friends . . . 2 1 680 Detroit . . Miss Annie M. Cutch- 2 2 681 Grand Haven eon. MissH.B. Pope. Mrs. James C. Wilkin¬ Epis.. 1 3 682 Kalamazoo. . son. Miss I. G. French . Presb . 0 4 683 Marshall . Rev. P.A. Baart, s. t. l. Sister M. De Pazzi _ R. C . 1 4 684 Marquette _ R. C . 0 2 685 Monroe . Mother M. Clotilda _ R. C . . . 0 2 686 Orchard Lake _ W. H. Butts. Nonsect _ 7 0 687 Owosso . Mi'a. L. E. Gould. . Nonsect 0 2 688 Port Huron _ Academy of the Sacred Heart. Spring Arbor Seminary. Sister Superior .... R. C. _ 0 3 689 Spring Arbor. . . Rev. A. II. Stillwell, Meth 4 2 MINNESOTA. A. M. | 690 Albert Lea . Lutheran High School.. L. S. Swenson . Luth . 3 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1525 and other 'private secondary schools for 1889-90 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. j Is drawing obligatory? Has the school agymnasium? Number of volumes in library- Has the school an elementary department? Value of grounds, buildings, and apparatus. / Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. Male. Female. Male. j Female. 7 8 9 io 11* 13 13 14 15 16 17 18 19 20 21 22 25 13 0 1 0 0 5 Yes. No.. 5,000 Yes $8, 000 $3, 000 650 33 18 30 18 0 No Yes. 500 Yes 50, 200 $75, 000 9, 800 $2, 675 651 50 25 10 0 5 0 15 No.. No.. 1,500 No.. 40, 800 30, 000 2,004 6, 500 652 251 0 0 0 0 0 13 No.. No.. 2, 800 Yes. 234, 220 62, 090 0 24, 454 35, 449 653 30 35 1 1 1 0 12 No.. No.. 1,500 No.. 11,000 42,000 560 2, 100 654 10 34 5 2 2 No . Yes. 1,000 No.. 10, 300 0 4,900 655 21 18 1 1 0 0 0 No.. No.. Yes. 9,150 3, 500 175 656 21 2 17 0 6 0 10 No No.. 0 Yes. 657 9 0 0 0 0 8 No.. No.. 0 2,505 658 0 105 0 12 0 23 22 No. 2 500 No.. 500 659 0 65 Yes. Yes. 600 Yes. 660 6 0 1 0 2 0 0 Yes. Yes. 661 48 0 I 48 0 9 No.. Yes 1,200 Yes. 662 0 46 I 0 0 .... 4 Yes. No.. Yes. 663 0 17 0 8 0 0 0 No.. No Yes 500 664 47 57 1 8 2 1 0 8 No.. No.. 165 No.. 17,612 29,000 3,043 665 72 0 65 0 5 0 11 No.. Yes 1,500 No 20, 850 43. 200 666 43 74 : 9 8 15 0 22 Yes. No.. 520 No.. 100, 500 ‘250, 000 1,188 12, COO 667 34 | 0 1 21 0 13 0 7 No.. Yes. 500 Yes. 15, 000 20,000 3, 000 1,200 668 30 20 12 8 10 6 3 No.. Yes. 300 Yes. 30,000 — . 2,000 669 11 0 1 0 2 0 0 No. No 670 59 44 26 12 16 2 11 No.. No 4.000 671 0 101 I 0 13 0 73 23 No.- Yes. No 672 0 20 ! 1 0 4 3 Yes. Yes Yes. 100,500 2,600 3,550 673 22 24 I ‘T 6 5 0 6 Yes. No.. 150 No.. 4,100 45,000 850 2,000 674 30 15 i 8 4 14 1 10 Yes. Yes. 2, 500 Yes 30, 500 21,000 ! 675 190 110 j 25 6 10 12 21 Yes. Yes. 5,000 NO.. 128, 681 15,000 11,000 | 3,990 676 50 0 2 0 6 0 2 Yes. No.. 700 Yes. 31,000 677 145 3 I80 0 25 0 30 No.. Yes. 1,500 No.. 180,600 80,000 4,500 29,500 678 47 44 3 4 8 10 6 No.. No.- 500 No.. 25,200 20,000 1,400 1,300 679 0 35 0 1 4 No.. No.. 100 Yes. 9,375 680 0 23 ' 0 Yes. Yes. 300 Yes. 50,300 8,000 681 0 50 0 0 0 2 5 NO.. Yes. 1,738 No.. 51,000 24,424 10,722 j 1,506 682 0 48' o o 0 0 Yes. No.. 400 Yes. 10,000 2,000 1 683 2 20 0 o 0 0 No.. 300 Yes. 40,000 68-1 0 40 1 u 0 0 ..... Yes. No.. 2,300 Yes. 82,423 14,550 1 685 142 | o 14 o 50 o 19 No.. Yes. 2,000 Yes. 101,000 686 17 39 1 1 18 o 0 No. . No.. 300 No. . 4,000 ........ i 525 687 o 37 0 o 0 0 5 Yes. No. . j 700 Yes. 12,500 1,000 ’ 688 55 53 1 1 o 0 No No.. 400 Yes. 12,000 689 79 66 5 No.. 100 No.. 25, 075 24, COO 690 1526 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries , State and post- office. Name of institution. Name of principal. Religious denomination. Nu ber se on ai ir stri or 6 § Female. | “ « ' *< 91 ” o B 1 2 3 4 5 6 MINNESOTA— c’t’d. 691 Austin - - St. Catherine’s Convent Rev. D. O. Sullivan _ R. C . 0 1 School. 692 Dominican Sister R. C . 0 2 693 do . St. Marv's Hall . Miss E. F. Lawrence .. P. E . 1 6 694 do . - Rev. James Dobbin, P. E . 9 0 D. Director. 695 Minneapolis . Minneapolis Academy .. E. D. Holmes _ Nonsect. .. 3 3 696 Montevideo . The Western Minnesota C. W. Headley. . 1 2 Seminary. 697 Moorhead . Hope Academy . S. A. Challman, A. M. . . Luth . 3 1 698 Pills’nury Academy _ James W. Ford . Bapt . 3 2 699 H. H. Bergsland . Luth . 6 0 700 Sister Pius R. C . 0 2 701 St. Paul'... . Baldwin Seminary . Clinton J. Backus... Nonsect... 1 3 702 St. Paul . The Barnard S c'h o o 1 Win. F. Hunt 0 _ _ 4 0 (boys). 703 St. Peter... . Gustavus Adolphus Col¬ M. Wahlstrom, presi¬ Luth _ 13 0 lege. dent. 704 Waseca Academy of the Holy Mother Superior _ R. C . 0 5 Child Jesus. 705 Wasioja _ Wesleyan Methodist Paul F. Ela _ Meth . 1 1 Seminary of Minne¬ sota. 706 ! Will mar _ The Minnesota Luth¬ H. S. Hilleboe .... Luth . 4 2 eran Seminary and Institute. MISSISSIPPI. 707 Ackerman _ Normal High School _ F. M. McAlister . I o . 1 4 708 ! Ashland . . Ashland Academy N. J. Darden Nonsect _ 1 1 709 Collegiate Institute . Rev. J. R. Howorth, Luth . 1 2 | Beth Eden. . A. B., president. 710 i Booneville . Booneville Institute .... J.C. Bryson. B. s . 1 4 711 ; Brandon _ Female College Miss F. A. Johnson _ Nonsect _ 0 3 712 i Buena Vista . Normal College _ _ W. S. Burks... . . 3 0 713 1 Byhalia . . Kate Tucker Institute.. Miss Kate E. Tucker.. 0 . ! i 3 714 Canton _ Mrs. Draine’s School . . Misses George and 0. 0 4 Amelia Drane. 715 Carrollton . . Female College.. . . Z. T. Leavell . Bapt . l 3 716 Chester . . Normal High School _ J. P. Gee. Nonsect _ l 1 717 Clinton . j Mount Hermon Female Miss S. A. Dickey . Nonsect... 0 2 Seminary. 718 Columbia . High School . . W. W. Rivers . 1 0 719 Conehatta . Conehatta Institute . Rev. A. M. M. Boyde 3 2 ! and J. S. Scott. 720 1 Corinth . Female College Miss W. Lena Elgin... j Nonsect _ 2 3 721 ! Decatur . High School . . R. L. Bullard . 1 Nonsect.. . 2 1 722 ! Duck Hill . Male and Female Acad¬ N. W. Sanderson . 1 1 1 emy. 723 | Fayette . . . Fayette Academy . . Miss Kate Wharton... Presb . 0 3 724 ! French Camp . ! Central Mississippi In- J. A. Sanderson . j Presb . 2 3 i stitute. 725 i Grenada . | Collegiate Institute . Rev. Thos. J. Newell, M. E. So .. 1 5 1 i A. M. 726 i Hamlet . Jasper Normal High S. T. King, A. b . 0 . 1 0 School. 727 i Handsborough .... Gulf Coast College . Mrs. W. G. Ilenderson. Nonsect... 0 2 727 Hebron . High School . F. L. Riley.. . Nonsect... 1 2 728 Holly Springs . Bethlehem Academy.... Sister Flavia . 1 R. C . 0 4 730 | _ do . Maury Institute Miss E. D. Watson _ ! Nonsect... 0 6 731 i Houston . Mississippi Normal Col¬ H. B. Abernethy, pres¬ 2 2 lege. ident. ^ Nonsect. .. 732 I Kilmichael . Normal School . W. N. Lewis . 1 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1527 and other private secondary schools for 1SS9-90 — Continued. Stu¬ dents in second¬ ary grade. ' Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre- paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? - V Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. ' Income from tuition fees. Income from productive funds, gifts, and bequests. Male. 1 Female. Male. Female. Male. Female. 7 S 9 io 11 12 13 14 15 1G 17 IS 19 4; © 21 22 0 5 0 0 0 0 0 No.. No.. 0 Yes. $4,000 $240 691 0 20 0 0 0 0 i Yes. No.. 300 Yes. 17. 100 692 0 66 0 0 0 0 5 No.. Yes. 1,600 Yes. 120.000 693 142 ' 0 11 0 45 0 29 Yes. Yes. 1.500 Yes. 250,000 $15, 000 ! . $1,050 694 16 30 6 55 2 27 Yes. Yes. 600 Yes. &5, 150 4,500 560 695 25 20 5 3 2 2 i No.. No.. If5 Yes. 25. 000 1 1,300 4,000 696 10 17 5 2 4 0 No.. No.. 262 Yes. 18.042 ! . 2.500 2,000 697 SO 35 10 5 20 0 14 No.. Yes. 1,200 No.. 80,000 | 85,000 3,000 8,000 698 127 0 3 No.. No.. 700 No.. 20,000 699 0 27 O 1,200 Yes. 20,000 700 40 25 9 5' 3 8 6 .. No.. No.. 500 Yes. 18,200 I 8.000 701 20 0 4 Yes. No.. 300 Yes. ■ 200 1 4,200 702 107 36 15 1 No.. Yes. 5,000 No.. 50,700 4,000 703 0 50 No.. No.. 380 Yes. 704 7 9 2 0 2 1 0 No.- No.. 600 Yes. 50 705 188 98 4 0 3 o' 24 No.. No.. 400 10, 050 3, 500 706 53 100 40 27 30 25 0 No.. No .1 30 Yes. 2,700 1,400 707 7 9 0 0 2 2 0 No.. No.. 0 Yes. 800 j . $320 430 708 12 10 6 4 0 0 0 : No.. No.. 500 Y es. 600 200 350 709 22 29 3 3 0 0 5 No.. No.. 500 Yes. 10,000 600 1,100 710 ~0 19 0 0 0 0 2 1 No.. No.. 100 Yes. 5, 250 0 380 720 711 20 15 8 3 5 2 6 No No 300 Yes. 3,000 3,500 712 10 28 2 4 10 22 3 Yes. No.. Yes. 10,000 450 1 450 . 713 ! 24 ■ 18 9 6 2 0 2 1 No No. Yes. 1, 3C0 714 0 40 0 I i No . No. . 500 Yes. 5, 050 200 600 715 18 10 6 0 No.. Yes. 50 Yes. COO 300 1,000 716 4 ! 19 | i 1 400 Yes. 25,000 445 1,300 717 15 1 6 0 0 5 1 3 0 No.. No.. 2, 030 500 2,500 718 45 i 53 4 6 20 [ 30 6 No.. No.. 100 Yes. 2,700 500 1 1,900 719 0 i 75 0 1 25 3 ! Yes. Yes. 5,000 450 2,000 720 20 19 13 8 8 I 10 3 1 No No.. 300 Yes. 1,950 460 3. 100 150 721 5 1 7 No.. 0 Yes. 800 300 700 722 2 42 0 0 0 1 No.. No.. 150 Yes. 15,000 723 0 | 65 0 65 0 o 6 Yes. No.. 500 Yes 7, 520 1,700 500 724 ! SO o j 36 o 44 I 6 1 No Yes. 160 ! Yes 30,150 3,460 725 25 1 15 15 12 ! . o i 400 Yes 1,000 350 1,200 ! . 726 11 i I 12 o j No. . No.. j Yes. 4,625 727 18 e- 8 11 13 0 1 No No 500 1 Yes 3 075 728 10 1 40 r. i No No.. 700 i Yes 15,700 729 0 33 , 0 38 0 0 6 ! Yes. Yes. 0 j Yes. l.\000 1,G00 730 50 45 6 ! 10 27 24 10 ! No.. No.. 500 1,400 . j 5,000 731 IS j 22 1 5 2 4 1 0 i No.. No.. 100 1 Yes. 2,020 , 1,000 280 650 i 1.000 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endoiced aca 6 State ancl post- office. Name of institution. Name of principal. i 1 2 MISSISSIPPI— c’t’d. Liberty . Louisville . Meridian . _ do.. . . Oxford... . Pass Christian - Pittsborough - Pleasant Ridge.... Port Gibson . Potts Camp - Ripley . . . • Shuqualak _ Slate Springs . Sylvarena . Winona.. . Male and Female Col¬ lege. Louisville Normal . Meridian Academy . Meridian Normal Col¬ lege. Warren Female Insti¬ tute. Pass Christian Institute Male and Female Col¬ lege. Pleasant Ridge Normal. Chamb e r lain- Hunt Academy. Reid Institute . . Male and Female Col¬ lege. Male High School . Collegiate Institute . High School . . . Female College . . MISSOURI. Appleton City _ Arcadia . Ashley . Aurora Springs Boonville . _ do . Brashear . Brookfield . Appleton City Academy Ursuline Academy . Watson Seminary . High School . Cooper Institute . . The Kemper Family School. Brashear Academy . Brookfield Academy.... Butler . Cameron . ....do . Chillicothe . Clarence . Clarksburg . _ do . Clinton . College Mound .... Concordia . Eldon . Gravelton . Greenfield . Green Ridge . . Holden . Houston . . Humphreys . Independence . Kansas City . Kidder . Lexington . Linn . Louisiana . Macon . Butler Academy . Missouri W esley an Col¬ lege. Mrs. Tierman's Home School. St. Joseph’s Academy .. Macon District High School. Clarksburg College . Hooper Institute . Clinton Academy . McGee College... . St. Paul s College . Eldon Academy . . Concordia College . Ozark College . Green Ridge College .... St. Cecelia’s Seminary.. Houston Institute ...... Humphrey’s College and Business Institute. Woodland College . Educational Institute .. Kidder Institute . . Wentworth Military Institute. St. George’s Institute .. McCune College . ! St. Agnes Hall . i 3 P. L. Marsalis . D. A. McIntosh . J. H. Brooks . Vance & Johnston _ Mrs. C. A. Lancaster.. H. C. Mayer (Rev.) .... J. S. Hudson, M. s _ T. L. Gates . W. C. Guthrie . Miss Maggie Tate . Smith & Walker _ R. D. Jamison . . John J. Huggins _ W. S. Huddleston .... J. P. Zealy, D. D . . G. A. Theilman . . Mother Marian . . J. H. Piper . . Nathan A. Whitmer .. Anthony Haynes . T. A. Johnston, m. a .. J. S. Bailey . Duncan *Brown, pres¬ ident. J. McC. Martin . John W. Huston, pres¬ ident. Mrs. S. B. Tierman _ Sister Seraphine . Rev. J. D. Shultz . L. R. Wilfley . J. N. Hooper. . E. P. Lampkin, A. m ... J. C. Horn . J. H. Kaeppel . John Vetter . Rev. L. M. Wagner, a.m E. Allen Frost . . M. E. Moore . Sister of Charity _ C. W. White, A. m . G. A. Smith, ph. d _ Geo. S. Bryant . C. G. Rathmann . G. W. Shaw, A. M . Sanford Sellers . A. Happe . B. J. Beeson . Mrs. L. A. Smith. . STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1529 and other private secondary schools for 1S89-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num- | ber pre- I paring i for i scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. 1 Amount of productive funds. j Amount of State aid. ! Income from tuition fees. Income from productive funds, gifts, and bequests. © 1 | Female. | © "5 S Female. 1 Female. ' 7 S 9 io 11 13 13 14 15 16 17 IS 19 30 31 22 30 35 0 No.. No.. 0 Yes. 84, COO 8400 81,280 825 30 1 1 5 8 0 No.. No.. 300 Yes.1 1 2,000 500 23 25 42 53 1 29 60 12 Yes. 3,000 25 30 .... 6 8 10 No.. No.. 300 Yes. 1 2, 500 315 ! ! 1,500 9 3 0 0 0 0 No.. No.. 0 Yes. 7, 000 3,000 0 20 6 NO.. No.. 500 Yes 17,000 20 25 4 10 0 0 3 No.. No.. 0 Yes. 2, 000 600 1,200 28 17 .... 0 No.. Yes. 250 ! | Yes. 4,000 eoo 700 80 0 25 0 0 0 2 No.. No.. 2, 000 Yes 30,030 0" X 2, 500 4,000 10 15 0 No.. No.. , Yes. 1 , 503 25 21 .... 0 No No.. ! Yes 1 4,000 . i. ! 0 0 No.. No.. 0 1 Yes. 2,000 200 520 . 20 ! 54 1 o I 4 6 0 No.. No.. 16 1 Yes. 1,500 800 ioo 20 | 28 6 3 : 4 6 0 No No.. 650 i Yes. 1, 040 . 350 1.680 o I 128 0 73 1 3 1 No.. No.. 50 1 Yes. 2, 035 2,500 40 35 5 6 20 10 3 [ No.. No.. 0 Yes. 2,125 I 3,000 0 37 0 8 1 1 . 1. . 1,000 1 25. 300 1,300 15 20 14 12 | 6 3 3 I No.. ! Yes. 675 Yes. 5, 400 10,000 800 §66 30 22 20 15 5 No.. Yes. 300 Yes. 3.050 1,000 2& 9 769 20 25 8 10 4 No.. No. . | 500 Yes. 8,300 2,500 30 0 o Yes. 1 Yes 1,500 Yes. 40,500 6, 100 45 50 0 No.. 1 No.. 300 i No.. 2. 500 330 180 40 67 69 21 15 16 17 4 No.. I No.. 400 Yes. 15,500 2,800 600 46 ! 47 2 j j 10 0 1 1 No. . No.. 170 j No.. 9,500 1,360 500 110 100 20 10 15 8 10 No.. No.. 400 Yes 30,500 5,000 j : 13 4 1 2 2 1 No.. i No.. 0 i Yes. 2, COO . 1 0 L .... 0 I No.. ! No.. 0 , Yes. 1 45 50 20 30 0 No.. No.. 200 Yes. 11,400 35,666 65 ■ 50 ■ No.. No.. 600 No.. 1 5.000 25 ' 15 "o’ "o' ~2 "if ! No.. ! No.. 1 1,000 ! Yes ! 6,300 18 16 5 9 5 No.. No.. 0 | Yes. 1 4, 100 3.000 ! ! 21 19 2 2 i No. . No.. 0 1 Yes. I 15,0.0 400 1,150 589 ! 80 0 6 Yes. Yes. 200 12, 000 | 250 ! 2,000 1 30 i 32 0 1 o 6 9 1 No.. No. . 0 No” 2, 100 . 850 ; i 61 1 00 1 ..... No.. Yes. 0 ! Yes. 2, 000 ! 47 63 ;’30 ! 20 30 ”6’ No.. No.. 500 ! Yes. 1 , 200 2,800 ; 600 ! 20 10 3 No.. No. . 100 Yes. 3,610 1 1 40 1 75 30 ; 35 No.. 1 Yes. \ es. 25, 0< 0 I _ i _ 1 1 62 43 23 4 "o' " O' "29’ Yes. 1 No.. 1,000 4,500 | 1,200 1,800 j . 75 75 22 No.. 1 No.. 100 6,000 40 80 9 No.. i No.. 1,200 ; Yes. 16.000 1 11 5 11 ! 5 0 Yes. I Yes. ! 110 Yes. 25, 050 4, <100 71 91 ; 30 1 0 j 30 0 3 No.. No.. 1,200 No.. 20. 200 . 2.068 | 721 60 ; 0 1 12 0 ; 20 0 11 No.. 1 Yes. 200 Yes. 16,050 4,500 8,000 24 16 10 1 Yes. ! No.. 600 Yes. 700 28 29 4 4 *> I No.. Yes. 300 ; Yes. 6,050 1,105 0 15 1 1 0 0 1 No.. No.. 100 , Yes. 5,000 2,000 . 733 734 735 73C 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 784 765 767 768 769 770 771 772 773 774 775 776 777 778 779 1530 EDUCATION REPORT, 1889-90. Table 9. Statistics of endowed academies , seminaries, • State and post- office. Name of institution. Name of principal. 0 O 0 S3 1 o 0 p? 6 s Female. 1 a 3 4 5 G Missouri— cont’d. St. James Military Academy. Mayfield Smith Acad¬ emy. Collegiate Institute _ C. G. Davis (Rev.) P. E . 4 0 Marble Hill..' . Miss. Jane R. Parke.. Bapt . 1 2 John Tunentine ... M.E . 3 W. H. Hale 2 0 Mount Vernon .... Mt. V ernon~ A cademy _ . Christian University .. B. D. Rowlee . Presb . 2 3 Nevada . Joseph F. Woolery _ Christian . 7 4 _ do . Cottery College . V A. C. Stockardt _ W. N. Grube, A. M» Nonsect .. 0 . 0 2 4 1 Olney Institute . . W. F. Weltry _ Nonsect .. 2 3 Otterville College . J. V. Curlin . Nonsect .. 3 1 ! Paynesville . Pritchett Institute . W. H. Pritchett, a. m_. Nonsect .. 5 5 High School.. . Miss Dora Fletcher 0 1 Pierce City . Plattsburg . Baptist College . Plattsburg College. . J. M. Bent, reporting officer. J. W. Ellis, president. R. Conway . . Bapt . 0 . 3 3 3 St. Charles . Sacred Heart Academy- Academy of the Sacred Heart. Young Ladies’ Institute. R. C . 0 8 St. Joseph. Madam A. M. Nieder- R. C . 0 9 _ do . korn. Rev. Charles Martin. . Nonsect .. 1 6 | St. Louis ... Educational Institute . . J. Toensfeldt . . 0 . 7 0 _ do . Hosmer Hall . Clara G. Shepard and M. H. Mathews . . Mother Austin . Nonsect _. 0 5 . .do.. . . Loretta Academy . R. C . 0 2 .. .do . Mary Institute . . James H. Dillard . 0. . 1 7 do _ • _ The School of the Good Sister Catherine . P. E 1 6 _ do . Shepherd. Smith Academy . Denham Arnold _ Nonsect .. 13 ... do . Walther College . A. C. Burgdorf, presi¬ dent. Mrs. R. T. Miller _ Luth _ 0 1 Sedalia Seminary for Girls. Presb _ 2 2 Sedge wickville _ Sedgewickville Acad¬ E. Miller . Nonsect .. 2 1 Sparta . . emy. Private Normal School . J. M. Johnson, presi¬ dent. H. M. Sutton . 2 1 Spring Garden .... Miller County Institute. ‘ 0 . 2 3 Sweet Springs .... Versailles . Sweet Springs Acad¬ emy. Male and Female Insti¬ J. E. Barnett . 0 2 2 F. Gwynn . 0 . ’ 1 0 Washington . tute. High School ... B. J. Specking. . Nonseet .. 2 2 Weaubleau _ Christian Institute . John Whitaker . Christian . 2 1 MONTANA. Bozeman . Bozeman Academy ... William W. Wylie — Ursuline Sisters _ Presb . 1 2 Miles City . Ursuline Convent of the R. C 0 4 Sacred Heart. NEBRASKA. Beatrice . . Blake School . Henry N. Blake . 1 1 Central City . North Nebraska Confer¬ Rev. F.W.Ware. presi¬ dent. Frank L. Ferguson... Sister M. Josepha . Mcth 2 2 Chadron . ence Seminary. The Chadron Academy . St. Francis Academy and Parochial School. Franklin Academy. Cong 1 1 Columbus . R. C . 0 2 Franklin . Alexis C. Hart, A. M _ Cong _ _ 5 5 Hastings . Hastings College Rev. W. F. Ringland, a. m., president. M. F. Carey (Rev.) _ Madame Dunne Presb . . 5 4 Nebraska City . The Academy . . 0... . 1 Omaha . . Academy of the Sacred Heart. Brownell Hall . R. C 0 7 _ do.. . Robetr Doherty, s. T. d. P.E . 2 10 781 782 783 784 788 789 730 791 792 793 794 795 796 800 801 802 803 804 805 806 so: 801 809 810 811 812 813 814 815 816 81' 818 819 820 821 822 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1531 and other private secondary schools for 18S9-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. | Is drawing obligatory? Has the school a gymnasium? Number of volumes in library Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive | funds, gifts, and bequests. Male. Female. Male. Female. | Male. Female. _ 7 S 9 to 11 12 13 14 15 16 17 18 19 20 21 22 38 0 20 0 15 0 5 No.. Yes. Yes. $12, 000 $10,000 20 No.. No.. o Yes. 12,000 , 5,000 71 43 4 0 4 0 4 No.. No.. 600 No.. 8, 100 1,975 $325 16 19 8 7 8 17 Yes. No.. 0 Yes. 1,500 500 1, 135 23 19 7 12 18 0 No.. No.. 0 Yes. 8, 100 1,600 2 No.. No.. 1.000 Yes. 100, too "6 40 6 40 6 No. Yes. ’ 400 Yes. 30, 100 3,500 17 14 10 3 12 No No.. 100 Yes. 6, 050 2, 250 28 25 o 0 0 No.. No.. 91 Yes. 3,000 1,200 50 o 0 20 10 9 No.. No.. 200 1 Yes. 4, 150 1,900 36 45 22 28 10 10 6 No.. Yes. 1,000 Yes. 10, 500 $3,000 3, 000 3,000 9 9 5 3 1 o No. No No.. 2. 550 20 ?0 No No Yes. 12, 000 26 15 1 2 25 13 3 No.. No.. 2,000 Yes. 10, 200 3,000 0 50 0 0 5 No.. No.. 1,200 Yes . 50,700 6,000 0 51 0 0 12 No.. Yes. 1,500 Yes. 0 57 9 No 150 Yes. 30, 200 7,000 62 0 8 0 ! Yes. Yes 500 Yes. 32,500 14,300 o CO 0 2 ! 0 6 7 No.. No.. 300 Yes. o 20 o 1 0 i 1 I 0 ! io 0 No.. No.. 500 Yes. 75,250 6,000 0 220 1 1 17 Yes. Yes. 750 o 45 o 0 I 1 0 o No.. No. . 1,000 Yes. 400 233 o 34 1 0 23 o 13 Yes Yes. Yes. 76, 200 74 o 38 0 ’ ! 29 o 15 No.. Yes! 150 No.. 50, 125 2,021 503 0 15 0 3 0 10 3 Yes. No.. 700 Yes. 9,050 2,500 10 1 i 5 o 0 No.. No... 0 Yes . 400 48 40 0 0 ' 20 18 0 No.. No.. 325 1,650 650 35 28 2 0 I 1 5 3 1 No.. No.. 0 Yes. 3,000 1,000 12 14 0 0 0 0 0 No.. No.. 0 Yes. 2, 500 800 100 6 0 No.. No.. Yes. 3,800 2,000 13 15 1 0 3 0 4 Yes. No. Yes. 10,300 . 1,475 29 32 ! 46 12 1 No.. No.. 100 Yes. 3, 100 . 1,300 23 15 1 3 0 No.. No.. 200 Yes. 4,000 1,600 1,000 o 20 0 10 8 0 Yes. 50 Yes. 10,000 17 23 4 I 0 Yes No 400 Yes. 4.000 2,500 12 8 '*8* 4 8 1 ° 3 No.. No.. 225 No.. 50,000 "5,'oo6' . 1, 2U0 1,350 20 1 12 10 6 8 1 6 0 Yes. No.. | Yes. 30.000 600 2,000 23 Yes. * ioo | Yes. 15,000 . 135 49 «v> 17 3 10 ! 4 6 Yps. No.. 1,900 i No. 1 16,006 2,500 1,250 3,500 40 47 20 20 19 27 4 No.. No.. 2,000 Yes. 60, 150 15,000 . 2,675 29, 000 25 15 25 i . . 5, 060 2,500 o 60 0 35 0 o 12 No.. No. - 1,800 Yes. 100, 500 0 72 0 4 Yes. No.. 3,000 1 Yes. 131,000 996 O 780 781 782 783 784 785 7.0 787 788 789 790 791 792 793 794 795 790 797 798 799 800 801 80*2 803 SOI 805 800 807 808 809 810 811 812 813 814 815 810 817 818 819 820 821 822 1532 EDUCATION REPORT, 1889-90, Table 9. — Statistics of endowed academies , seminaries, 823 824 825 827 828 830 831 832 833 834 835 836 837 838 839 810 841 842 843 844 845 816 847 848 849 850 851 852 853 854 855 856 857 858 State and post- office. NEBRASKA— cont’d Omaha . . Pawnee City.. I — Piattsmouth . Wahoo... . Weeping Water .. NEVADA. Reno . NEW HAMPSHIRE. Atkinson . Cant rbury ... Concord . ...do . Derry . Epping _ .. Exeter . ..do Francestown . Gilmanton.... Haverhill _ Kingston _ Lancaster _ Meriden. . Mount Vernon _ New Hampton _ New London ... Northwood Center North wood Ridge Pembroke . Portsmouth . ...do . Reed’s Ferry _ South Hampton. Washington _ Wolf borough. . . . NEW JERSEY. Belvidere. Beverly... Name of institution. Name of principal. Blairstown . Bloomfield . Bordentown. _ do . Bridgetown St. Catherine’s Acad¬ emy. Pawnee City Academy.. St. John’s Parochial School. Luther Academy . Weeping Water Acad¬ emy. The Bishop Whitaker School for Girls. Atkinson Academy . Kezer Seminary . St. Mary’s School . St. Paul's School . Pinkerton Academy — Watson Academy . Phillips Exeter Acad¬ emy. Robinson Female Semi¬ nary. Francestown Academy . Gilmanton Academy.... Haverhill Academy . Sanborn Seminary . Lancaster Academy .... Kimball Union Acad¬ emy. McCollom Institute . Literary and Biblical Institution. Colby Academy . Coe’s Northwood Acad¬ emy. Northwood Seminary .. Pembroke Academy _ Miss Morgan's School for Young Ladies. Smith Academy and Commercial College. McGaw Institute . . Barnard School _ Tubb’s Union Academy Brewster Free Academy Belvidere Academy.... Farnum Preparatory School. Blair Presbyterial Academy. Academic Department of the German Theo¬ logical School of New¬ ark, N. J. Adelphic Institute . Military Institute _ Ivy Hall . Sisters of Mercy . Miss M. E. Campbell . Mother M. Alphonso. S. M. Hill. A. M . . George Hindley . Miss Julia Megquier .. Freeman B. Rice-... W. E. Conant _ Miss E.M. M. Gainforth Rev. Henry A. Coit _ G. W. Bingham . Asher Starkweather . . G. A. Wentworth, act¬ ing principal. George N. Cross, A. M Chas. S. Paige . Sam. W. Robertson... Ed. S. Boyd . Chas. H. Clark . . D. T. Tumberlake . . D. G. Miller . R.C Presb ... R.C . Ev. Luth. Cong . Epis. Cong. P.E _ P. E _ Nonsect. Nonsect. Nonsect. Nonsect- Nonsect. Nonsect. Nonsect. Cong.... Oscar D. Davis . Nonsect. A. B. Meservey . Free Will Bapt. James P. Dixon . Bapt _ E. L. Blaine . Nonsect. Free Bapt Cong . J. H. Hutchins .... Isaac Walker . Miss A. C. Morgan Lewis E. Smith ... F. E. Burnette . Miss Jane A. Darey ... Walter Gee . Edwin H. Lord, A. M . . Geo. H. Hooper, M. A James B. Dilks, A. m J. H. Shumaker . Rev. Chas. E. Knor, D. d., president. Rev. Robert Julian, A. M. Rev. T.H.Landon. a.m Rev. Henry Reeves, PH. D. Nonsect. 0 . Nonsect. Nonsect. Nonsect. 0 . Presb Presb Nonsect.. . Nonsect . Nonsect. Num¬ ber of sec- ond- ary in- struct- ors. 1 © © g "cS © 5 6 1 0 2 0 3 0 8 4 1 4 4 J 6 i 1 1 1 0 1 3 23 0 3 3 1 0 13 0 2 4 3 o 2 2 1 1 2 o i o 1 2 2 2 1 1 6 3 4 5 1 2 2 0 2 2 0 2 3 2( 1 3 0 1 1 1 3 3 1 2 1 3 4 4 4 0 1 0 8 1 2 1 2 STATISTICS P F PRIVATE SECONDARY SCHOOLS. 1533 and other private secondary schools for 18S9-90— Continued. Stu¬ dents in second¬ ary ' grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. I Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department ? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. Male. Female. | Male. © ■ji a fa 7 8 9 10 11 12 13 14 15 16 17 IS 19 ‘40 21 22 0 30 6 No.. No.. Yes. 580, 000 30 35 4 8 4 Yes. No.. No.. 3, 500 $1,475 $200 30 0 0 0 0 0 No.. No.. 200 Yes. 49 28 20 0 29 28 6 No.. Yes 18 000 49 50 15 10 10 15 7 No.. No.. 500 No.. 6, 100 $4,000 2,500 500 0 25 6 No.. Yes. 600 Yes. 60, 100 2, 000 22 14 0 0 12 5 2 No.. No.. 1,400 5,000 8,000 $300 150 320 20 15 7 6 0 No.. No.. 7,000 300 1,320 0 33 0 0 0 0 o No.. Yes. 600 Yes. 17,590 227 0 200 0 27 0 52 Yes. Yes. 6,000 Yes 252.000 143,000 58 58 16 15 16 15 12 Yes. No.. 1,075 1 No.’l 61.290 200. CC0 1,200 14,000 7 6 1 0 0 No.. No.. 1 5,000 4, 000 200 355 1 0 252 0 50 0 74 No.. Yes. 7, 000 ! No.. 131,500 440,000 . 16, 300 40, 000 0 78 13 600 192, COO 180,000 26 1 i 16 0 , o 5 3 3 No.- No.. 340 1 No 8, 050 10,000 500 25 1 21 2 ! 0 1 1 7 No. . No.. 950 I No..1 1 15,050 525 75 15 1 15 4 ! i 3 0 5 No.. No.. 100 1 1 75 900 550 32 ; 33 4 2 5 No.. Yes. 525 No ! 71,600 130, 000 10 I 20 5 0 4 No No No.. 5, 500 2, 0C0 165 62 .... 7 No.. No._ 1,500 25,500 30, 000 1,000 13,700 24 j 59 15 3 0 No.. No.. 4,000 1 . No.. 10, 500 20,000 1,000 125 81 rjj 58 No.. No.. 4, 000 No- 25,000 46 64 13 7 36 54 19 No.. Yes. 2, 859 No- 50, 500 86, COO 1,953 7,265 16 13 3 4 1 1 0 1 No.. Yes. 500 Yes. 10, 350 300 350 670 23 8 500 No 5,000 2,500 2,500 23 37 6 3 .... 0 0 6 No.. No.. 900 No.. 5,000 20,500 852 1,106 0 ; so 345 25,000 46 1 15 7 0 39 No.. No.. 23 j 22 4 3 2 No.. No.. 500 No.. 12, 100 10.000 700 300 500 13 0 0 5 No.. No.. 0 No.. 1,000 4, 400 500 220 12 8 1,500 90 66 1 57 12 2 IT Yes. No.. 200 No.. 52 800 7 7 6 0 1 No.. No- 0 Yes. 5 000 1,700 28 40 3 0 6 Yes. No Yes 25,000 20,000 1,200 2,219 960 61 39 40 10 5 0 12 No | ^u- Yes. 1,200 150, 050 150,000 4,000 109,000 24 0 24 0 6 No.. Yes. 4,000 ; NO 18,900 5,000 13 1 0 0 0 No.. No.. 0 No- 60 0 11 0 , 18 0 ! DO No.. Yes. 500 ! No.. 1 20,200 0 44 1 0 3 1 i 7 K-, Yes. | M00 1 . | 12,200 F;::: . 2,500 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 &52 823 854 855 856 857 858 859 860 861 1584 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries A Num¬ M o ber of sec¬ c3 0 ond¬ ' 0 ary in¬ State and post- office. Name of institution. Name of principal. a a> Xfl T+ struct¬ ors. 1—' o ti © 6 © K 1 j © fa 1 2 3 4 5 O NEW JERSEY— C't’d. 862 863 864 West Jersey Academy.. St. Mary’s Hall Phoebus W. Lyon _ Presb . 2 1 Miss J. G. McAllister . P. E . 0 6 Cinnaminson . vVestfield Friends’ Miss A. L. Croasdale .. Friends ... 0 2 School. 865 English and French School for Young La- Misses L. A. Vail and 0 7 F. E. Deane. dies. 866 8S7 do The Pingry School _ Pingry & Lyttle . Nonsect... 5 1 English and Classical School. W. W. Smith . . . Nonsect. .. 3 2 868 Institute of Holy Angels Sister M. Nonna Dum- R. C . 0 8 pfiy- 869 870 Freehold Institute. . A. A. Chambers ... Presb . 3 2 ...do.. . . Young Ladies’ Seminary Miss Eunice D. Sewall. Nonsect... 0 5 871 HPhtstown . Hightstown Seminary.. Peidie Institute . . F. D. Budlong . . Nonsect... 1 2 872 873 do _ I H.E. Slaught, A. M _ Sister Clara Agnes _ Bapt . 5 8 Hoboken _ _ ~ | Academy of the Sacred Heart. R. C . 0 3 ! 874 875 _ do _ _ i Hoboken Academy . Arnold ZiiUig . Rev. EdwardWall, A. m Nonsect... 2 1 do - _ i Stevens Schjol . 12 0 876 Jersey City.. . i Hasbrouch Institute, Chas. C. Stimets, a. m. Nonsect-. . 4 4 109 Grand st. 877 878 879 Lakewood . __ Courtland School . Thos.D.Supplee, ph.d. Miss E. F. Farrington Epis. . 6 0 do The Oaks _ 0 3 Lawrenceville - Latvrenceville School .. James C. Mackenzie, Presb . 12 0 head master. 880 Matawan _ _ _ Glenwood Collegiate In¬ stitute. Chas. A. Jaggar, a.m., ph.d. Nonsect.. . 2 5 881 Montclair . Bissell-Bradford School Mrs. F. F. Bissell,Miss. C. F. Bradford. 0 5 882 883 884 885 886 • do . Boys’ School . J. G. Mac Vicar . 0. . 3 0 Moorestown . . . Friends’ High School... Moorestown Academy.. Morris Academy .. Geo. E. Megarge _ Friends _ 1 5 _ do . . . . Walter L. Moore _ Friends .. 1 3 Mo: ristown Chas. D. Platt, a. m _ Nonsect _ 6 1 do _ Morristown Seminary.. Mount Holly Academy. Newark Academy _ Miss E. E. Dana . . Nonsect... 2 12 887 Mount Holly . Henry M. Walradt.... S. A. Farrand.. Nonsect... 3 1 1 888 889 Newark _ Nonsect... 11 _ do . Newark Seminary for Miss A. F. Whitmore. Presb . 0 5 890 New Brunswick. . . Young Ladies. The Misses Anahel’s Misses Anable . . 0 4 School. 891 do . Rutgers College Semi¬ nary. C. H. Cook, secretary to head master. 0 . 5 3 892 New Egypt . New ‘Egypt Classical Seminary. Geo. D. Horner, a.m.. Meth . 1 2 893 Newton . . Collegiate Institute . Joel Wilson . Nonsect... 4 2 894 Orange _ Dearborn Morgan School. D. A. Kennedy, ph. d 3 16 Dearborn, Morgan & Co. 895 Pennington _ Pennington Seminary.. Mr. Leal’s School for Thomas Hanlon, d. d.. John Leal . Meth . 8 7 896 | Plainfield . 4 0 Boys. 897 J _ do . . . Seminary for Young Miss E. E. Kenyon _ Nonsect... 1 5 Ladies. 898 i Princeton . Preparatory School .... Friends’ School. . J. B. Fine . . . 5 0 899 Salem . . Mrs. R. H. Reinhardt. Friends . . . 0 4 900 Short Hills . Baquit Institute _ Harriet S. Baquit . Epis . 0 7 901 Somerville . Classical School Rev. James E. Mets .. 2 2 902 Summit . Collegiate Institute _ Summit Academy . Martin Bahler . . 0 . 1 5 903 _ do _ _ James Heard . Nonsect... 3 0 901 W est field . Westfield Institute Miss A. J. Moore Nonsect _ 0 2 905 Woodstown . Woodstown Academy .. A. C. Karris . Friends... 1 3 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1535 and other private secondary schools for 1S89-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Hastbe school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. j Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. Male. Female. Male. Female. 7 8 9 10 11 |*> 13 14 15 16 17 18 19 20 21 | *3 28 0 4 0 o 0 6 No.. No.. 500 Yes. 830. 150 81,500 1*1,009 862 0 GO 5 No.. Yes. 2, 0C0 Yes. 101,950 1 16, 3S7 863 6 3 0 1 i 0 3 Yes. No.. 28 900 864 0 44 0 5 15 No.. No.. Yes. 865 0 ,0 0 8 0 13 No.. No.. 0 No.. 10,500 8,250 866 38 0 20 0 12 0 Yes. No.. No.. 867 0 48 2 Yes. No.. 600 Yes. 868 38 0 19 0 8 0 5 No.. Yes 1,000 Yes. 36,000 . 1 . 869 0 40 0 1 6 1 8 No.. Yes. 200 Yes. 23, 050 370 o 20 0 o No.. No.. 200 Yes 8, 025 2,666 871 116 10 21 Yes. 400 No.. 206. 000 870,000 48, 500 . 1 872 0 30 Yes. No.. COO Yes. 56,000 2,656 i 873 53 48 21 20 Yes. Yes. 200 Yes. 15,000 16,000 874 174 “o l 16 | 0 118 41 Yes. Yes. 50,012 27, 372 875 52 40 : 30 ; 5 20 "*2 19 Yes. Yes. 500 Yes. 30,600 30,000 876 SO 0 : 12 0 18 0 5 No.. No.. 3,000 Yes. 15,000 | I 877 0 20 No.. Yes. 15, 000 Yes. I........ 1 878 226 0 ”29' Yes. -Yes. 2, 5C0 No..1 503, 000 400,000 100, 000 ! 879 so 29 ° 1 0 1 0 2 Yes. Yes. 300 Yes. 200 4,500 880 14 31 Yes. Yes. ! 881 30 0 20 j 0 10 .... 0 3 Yes. No.. 500 Yes. 16,300 8,000 882 30 , j 26 | 12 Yes. Mo.. 0 Yes. 7.200 i, 606 3,500 60 ! 883 15 10 0 0 0 Yes. No.. Yes. 4,200 . 1.750 I 884 43 ! 1 0 1 0 o I 0 0 I No.. No.. Yes. 4r0 6,000 885 0 125 : 0 4 8 : No. J Yes. Yes. f0. 200 i 1 886 25 ; o \ 7 0 10 0 3 1 No.. Yes. 500 Yes. 10. 100 7. 150 10 ! 887 147 I 0 | 35 0 50 0 23 No.. Yes. 200 Yes. 77,000 'is, '666' ¥33,357 24,357 900 I 883 0 I 30 0 6 0 No.. No.- 575 Yes. 25 6.500 889 0 60 ! o 1 o 6 0 6 No.. No.. 1,000 Yes. 17, 000 1 8,000 ! 890 80 0 ! 40 j 0 40 0 17 Yes . No.. Yes. 36,500 5, 430 500 1 891 1 5 1 10 2 i 3 0 0 2 No.. No.. 0 Yes. 6,020 . 800 892 L 1 I 23 i 6 1 0 oo 11 20 No.. Yes. 750 Yes. 12.800 1,932 ! 893 | 92 ! 54 30 | 12 10 5 9 No.. No.. 205 Yes. 32,300 894 100 j 50 L 0 10 0 i 33 No.. Yes. 2,500 Yes. 150,500 8,000 7,500 ' 8,400 895 39 o 34 0 2 0 15 No.. No.. 0 No.. 5,800 7,200 896 ! 0 50 1 No.. No.. 1,000 Yes. j 50,200 1 — 897 0 50 30 0 20 0 15 No.. Yes. 200 No.. 18,000 898 30 11 3 1 3 0 4 Yes. No.. Yes. 1,500 889 0 35 0 10 0 No. . No. 2,'66o Yes. . 2,940 1 too 16 12 1 6 1 3 7 11 No.. No.. 500 Yes. 6, 100 2,000 | 101 4 30 No.. No.. 0 1 102 18 0 f id" "o' “6" '"o' No.. No.. 0 Yes. 15,100 3,600 i IU3 4 4 o 0 2 0 0 Yes. No.. 0 1,000 101 15 16 | i 1 1 1 l 1 0 1 No.. No.. 500 1 Yes. ii,300 1 3,500 1,400 200 9 5 1536 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , State and post- office. Name of institution. Name of principal. Religious denomination. Nt be] s< OI a: ii stri Ol 6 'S s Female. | 1 2 3 4 5 G NEW MEXICO. 906 Albuquerque . Albuquerque Academy Charles E. Hodgin _ Cong . 1 5 907 Las Cruces . Visitation Academy .... Sister M. Praxedes _ R. C. 0 2 908 Las Vegas Academy _ G. S. Ramsay . Cong 4 3 909 Santa Fe Lovetto Academy . Mother F. Lamy . R. C _ o 1 910 _ do . St. Michael’s College — Brother Botulph . R. C . 4 0 NEW YORK. 911 Adams... . . Adams Collegiate Insti- Orlo B. Rhodes, A. M . . 0 . 3 4 tute. 912 Albany . . Academy of the Sacred Madame E. L. Hogan. R. C . 0 12 Heart. ! 913 ....do . Albany Academy . . Henry P. Warren . i Nonsect... 7 5 914 _ do . . Albany Female" Acad- Miss L. A. Ply mp ton..! Nonsect... 1 5 emy. 915 do . Christian Brothers’ Brother Constantius.. R. C . 3 0 Academy. 916 _ do . . St. Agnes School . Miss E. W. Boyd . Epis _ 4 27 917 Amsterdam . Amsterdam Academy.. Charles C. Wetsell _ Nonsect... 2 3 918 _ do . St. Mary’s Catholic In¬ Rev. J. P. Mclncrow.. R. C. . 2 1 stitute. 919 Antwerp . Ives Seminary . . . E. M. Wheeler . 1 1 920 Argyle . ! Argyle Academy _ J. D. Barr, ex-princi¬ Nonsect.. . 1 1 pal. ’ 921 Astoria . . Astoria Latin School. .. Chas. Lyman Shaw... 1 0 922 Aurora . Cayuga Lake Military A. K. McAlpine and C. Nonsect... 6 0 Academy. J. Wright. 923 Batavia . Park Place School Miss Gertrude Wilson Nonsect... 0 1 924 Binghamton . Lady Jane Grey School Mrs. J. G. Hyde . Nonsect. .. 1 4 925 Bridge Hampton.. Bridge Hamilton Lite¬ Lewis W. Hallo clc _ 2 1 rary and Commercial stitute. 926 Brooklyn . Adelphi Academy Albert C. Perkins Nonsect... g 10 927 _ do . Berkeley Institute (No. Miss C. E. Hay her _ Nonsect... 1 3 183-185 Lincoln Place) . 928 ....do . ! Brooklyn Heights Sem¬ Miss M. O. Steele- . Nonsect. .. 3 14 1 inary (No. 138 Monta- 1 ! guest). 929 _ do . __.i Brooklyn Latin School Caskie Harrison . 6 0 . 1 1 (No. 145 Montague st). 930 — .do. . Cheneviere Institute for Madame J. M. Stamm . Nonsect... 0 2 Girls (No. 102 Berkeley Place). 931 _ do . Christiansen Institute Mrs. E. C. Stacker Nonsect... 0 1 (No. 119 Sixth ave.). 932 ... do . Female Institute of the Sisters of the Visita. R. C . 0 9 Visitation (No. 209 tion. Clinton ave.). 933 - do . German American Wm. A. Stamm and Nonsect... 2 0 Academy for Boys. Madame J. M. Stamm. 934 _ do . Mrs. Goodwin’s School Mrs. R. Goodwin Nonsect _ 0 10 for Boys. 935 Buffalo. . Buffalo Seminary . . Mrs. C. F. Hartt . Nonsect... 0 7 936 _ do. . English, Classical, and Lucius E. Hawley, a. m. Nonsect... 3 0 Mathematical School for Boys (129 College st.). 937 _ do . Heathcote School Lester Wheeler 0 . . 1 1 938 ....do . Holy Angels’ Academy.. Sister U. M. Kirby _ R. C . 0 4 939 ....do . . Sacred Heart High Sister M. Ceonarda R, C . 0 3 School. 940 _ do . . St. Joseph’s College . Rev. Brother Ad leer. . R. C . 7 0 941 Canandaigua . Canandaigua Academy . J. Carlton Norris.. 3 2 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1537 and other 'private secondary schools for 1SS9-90— Continued. Stu¬ dents in second¬ ary- grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department?? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. | Income from productive funds, gifts, and bequests. 1 a5 S • Female. Male. Female. eil S Female. r 8 9 19 11 12 .3 14 15 16 17 18 19 2i> 21 22 13 20 0 0 3 Yes No.. 150 Yes. $5,000 $400 $1,800 $2; ioo 0 15 0 0 0 2 No 250 \ es. 20, 200 6, 500 31 21 6 4 6 5 2 No No 250 Yes. 9,100 2,300 2,525 0 3 0 0 0 3 1 No No 500 Yes 25, 000 1,500 30 0 0 0 No Yes Yes. 40,000 57 74 *9 0 0 0 17 Ncf.. No.. • 701 No.. 49,703 $2,000 1,254 3,000 60 0 100 0 0 0 0 10 No.. No.. 3,020 Yes. 2,000 0 0 1 29,400 0 169 0 50 0 50 0 13 No.. No.. 1,000 Yes. 122, 000 20,000 375 16, 280 1.209 0 60 0 0 0 1 9 Yes. No.. 4,000 Yes. 75,300 0 0 0 0 60 0 0 Yes No 2,000 Yes. 25,000 0 225 No Yes 3,300 Yes- 1 150, 700 0 0 18, 000 0 45 35 7 3 2 0 2 No.. No.. 487 Yes. 400 .0 26 3,500 0 20 30 10 0 5 0 12 No.. No.. 1,200 Yes. 31,000 0 0 50 0 13 8 5 2 8 6 16 No.. Yes. 631 Yes. 31,453 5, 000 316 1,849 600 37 47 | 1 2 0 0 0 ! No.. No.. 967 Yes. 3,895 0 17 850 0 S o ! 7 0 74 0 8 0 -y 0 7 [ No.. Yes. 2, 562 No..! 1 21,400 1,000 i 0 14,700 40 0 12 0 0 2 : No No.. 0 Yes. 15.000 o! ! ° 0 0 0 40 | 0 5 6 .... i 20 3 I No.. Yes. 3,000 Yes. 20, 000 0 i 2,500 0 24 17 | 9 0 0 0 5 No.. No.. 86 3, 650 o i o 726 127 146 21 6 10 0 29 Yes. Yes. 1,837 Yes. 96, 364 0 1 I 422 82, 629 0 0 20 No Yes. 150 Yes. 35,000 4, 678 1,200 0 132 2 300 23,705 70 0 25 0 15 0 15 i No.. Yes. Yes. 300 0 20 ..... I | No..! Yes. 75, 000 0 6 5 1 Yes.! L No. J 0 Yes. 0 100 3 No. J No.. ! 2,000 Yes. 500 i . 20 0 2 0 2 0 0 ; No.. Yes. Yes. 7, 5C0 # 0 40, 0 1 0 1 2 i Yes. Yes J Yes. 30,500 6,000 0 78 0 0 » XT No.. Ye3. k DO i Yes. 42,819 400 14.313 28 20 0 12 0 1 1 No.. No. . No.. 9,000 3,000 20 0 0 13 0 3 No.. No.. 0 Yes . 35.000 0 0 0 0 0 34 1 0 6 11 1.300 1 Yes . 60,200 10,000 0 30 o ! 24 0 3 5 Yes. I 150 : Yes 40,000 0 1,600 85 0 ! 40 ! 0 35 ; o 16 1 Yes. Yes. 4,000 L , \es. 145, OCO 0 0" 1,200 0 90 0 1 30 ! o i 20 1 o 14 ‘ No.. Yes. 1,200 1 No.. i 26,500 ! 12,000 250 1 1 3,400 1 700 | FiD 00 - 07 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 931 935 936 937 938 939 940 941 1538 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , State and post- ofiice. Name of institution. Name of principal. a o a a n o a 978 i Greenville. Hamilton.. Erasmus Hall Academy . Flushing Institute . St. Joseph’s Academy .. Delaware Literary In¬ stitute. Ten Broeck Free Acad¬ emy. Cathedral School of St. Mary. Cathedral School of St. Paul. De Lancey School for Girls. Gilbertsville Academy and Collegiate Insti¬ tute. Miss Hogarth’s School for Girls. Greenville Academy .... Colgate Academy . . 979 i Hartwick Semi- Hartwick Seminary _ 1 j nary. \ - ; 980 Havana . j Cook Academy . j 981 ; Hempstead..- _ I Hempstead Institute....: 982 i Hudson . j School fbr Young Ladies' STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1539 and other private secondary schools for 18S9-90 — Continued. Stu¬ dents second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num. ber pre¬ paring for -scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department. Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. © a S Female. Male. Female, j Male. Female. 7 8 9 io 11 12 13 14 15 16 17 IS 19 i 30 31 33 0 70 0 5 0 3 Yes. Yes. 1,000 Yes. *24,276 ! 942 0 15 0 0 0 0 2 No.. Yes. 1,000 Yes. 10,150 0 0 $1,250 0 943 35 46 2 0 24 0 12 No.. No.. 600 Yes . 16, 250 $2,000 $1,000 2,500 $131 914 0 29 0 12 ° 8 6 No.. No.. 3,000 Yes. 50,200 o 0 0 0 945 139 125 35 5 25 5 28 Yes. No.. 2,500 No. . 75,000 30,000 1,002 6,104 1,850. 946 43 39 7 Yes. Yes. No- 91,509 1 10; 500 947 Li 11 4 0 2 .... 6 o No.. No Yes 3,600 0 0 325 0 948 32 41 2 0 0 0 3 No.. No.. 419 No- 4, 483 0 452 600 0 949 70 40 17 1 5 0 10 No.. Yes. 1,386 Yes. 44,709 0 353 7,050 0 950 50 12 15 0 0 0 No.. No.. 1,700 Yes.; 15,050 951 110 0 33 0 12 0 15 No.. Yes. 328 Yes. 8,235 49 1,560 952 0 39 0 4 0 0 1 6 Yes. ! 1 No.. 540 Yes. 17,000 0 1,014 0 953 0 90 0 0 0 0 9 No.. No.. 1,260 Yes. 50, 425 0 228 3,973 150 954 14 0 6 0 2 0 4 No.. 1 Yes. 150 No.. 1,575 955 9 0 10 0 .50 0 ! 48 NO.! 1 Yes. 2, 000 Yes.' 40,700 0 0 50 956 72 80 10 8 ! 4 0 22 No.. : Yes. 2,058 Yes. 35,000 0 560 3,000 250 957 ! 70 0 50 0 20 0 4 No..! | Yes. 300 No- 100, 000 • j 958 85 81 4 0 1 14 No.. ! No.. 250 Yes. 7, 800 0 500 2,500 i 6 959 1 12 12 0 0 8 12 3 Yes. Yes. 1,000 Yes. 14,250 0 0 400 100 960 32 37 3 0 2 o 1 1 4 No.J No.. 350 No- 2, 780 0 166 804 39 961 42 28 10 2 21 12 12 No.. No- 1,678 No.. 24.78S 2,000 432 2,037 | ! 2,537 962 2 ! 4 ! o No.. No.. 0 1.000 300 963 25 25 7 0 3 2 5 No.. i No.. 1 950 No.. IvS §: 12,666 277 850 950 964 135 93 45 40 30 13 28 Yes. i Yes. 8,560 No- 40,500 0 1,125 7,825 0 , 965 20 20 8 2 4 2 ° No_. | No.. 0 Yes. 17,000 0 1, 106 0 966 oo 1 9 8 0 1 i ! 0 I 3 Yes. ' Yes. 2, 755 Yes. 6,400 3,000 0 2,944 i 400 1 967 38 i 9 3 0 0 ! ! 0 j 0 No.. : Yes. 1.300 Yes.l 1 70,250 0 2,185 0 968 i o 1100 o 0 10 Yes. 200 Yes. 200, 100 969 : 93 | 96 i17 8 8 ! ! 3 : ! 13 Yes. | No.. 1,500 Yes. ! 30,200 1 889 2, 829 | 2,836 I 970 69 72 | 9 1 ! 0 o 1 7 No.. jNo~ 1,083 No., i 24,200 47,964 j 386 1,012 2,978 1 971 | 0 18 0 ! 0 S o 1 6 o Yes. Yes. 620 Yes. i* 5,100 | 125 972 ; 100 0 ! 50 i 0 i«! ! o ! 16 No.. Yes. 1,025 Yes. 1 . ;soi,ooo 40,000 973 o 18 ! i 0 !« j 0 ! o ! 0 1 Yes. j No.: 700 j Yes. | 13,625 0 34 2,514 0 '974 1 30 ! 30 ! 4 2 i 2 ! 3 i 1 No.- No.. 705 Yes. j 6,263 2, 875 I 143 1,066 209 975 ! o I35 : 0 0 1 0 i 0 j 2 No.. ' No- 350 Yes. 6,000 0 o j 2, 000 i 0 976 ! is 30 i o 0 o i o ! o No.. No- No.. 3.800 175 735 1 977 154 i 8 |100 1 j 15 ! o j 25 No.. No.. i,700‘ No.. 1 95,000 55,000 30 4.6* | 6,225 1 978 55 i 21 7 4,000 Yes. i 38,232 40, 000 1 207 311 j 2,858 ' 979 72 70 ! Yes. 1,800 No . ; 54,000 1 1 : 1 980 10 18 0 1 0 i 0 0 2 i No.. I No.. 0 Yes. I 12,200 i 0 0 I 0 . 0 : 9si 0 1 9 0 1 1 1 0 0 4 ! No.. ! No.. 100 Yes. 1 1 0 1 0 1 723 1 0 932 1540 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries, State and post- office. Name of institution. Name of principal. 1 Religious denomination. Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. 1 |l § | © g 1 2 3 4 5 6 NEW YORK— cont’d. J 983 Ithaca . Cascadilla School . James E. Russell . Nonsect ... 5 5 984 Jamaica . Union Hall Seminary. . . Miss A. P. Townsend.. 0 4 985 LeRoy . Le Roy Academic Insti- F. M. Comstock, A. m., 0 1 5 tute. C. E. 986 GeneseeWeslevan Sem- Rev. W. R. Benham, M. E 4 2 inary. A. M., D. D. 987 Lewis H. Clark . Nonsect _ 2 2 988 Marion Collegiate In- H. M. Richmond . Baptist ... 1 2 stitute. 989 Moriah . Sherman Academy _ B. L. Brown, a. b _ Nonsect.. . 1 2 990 Mt. Vernon . School for Young Ladies Misses Lockwood _ Nonsect... 0 2 991 New Brighton, L. Brighton Heights Sem- Geo. W. Cook, ph.d .. Nonsect.. . 1 3 I. inary. • 992 New Brighton . Prospect Hill School .... Miss L. H. Botsford... Nonsect... 0 3 993 ..do . St. Austin’s School Alfred G. Mortimer, P. E 6 0 D. D. 994 _ do . Trinity Classical and John M. Hawkins, P.E . 1 0 English School for PH. D. Boys (52 Lafayette ave. ) . 995 New York . Academy Mount St. Vin- Sister Maria, direc¬ R.C 0 6 cent-on-the-Hudson. tress. 996 _ do . . Barnard SchooH117and Wm. L. Hazen, b. a.. Nonsect... 4 0 119 W. 125th st.). LL. B. 997 _ do . Berkeley .School (6 E. John S. White, ll. d.. 9 2 44th st.). 998 j _ do . Brearley School (6 E. J. G. Crosswell, a. b .. Nonsect... 1 13 45th st.). 999 ; _ do . . Callisen’s Day School A. Callisen. jr . Nonsect _ 5 0. for Boys (131 W. 43d Q'f* ^ 10C0 | _ do . bU/. Classical and English I. H. Morse . . 0 4 1 i School (423 Madison ave.). 1001 i _ do . Collegiate School (721 Rev. Henry B. Chapin, Nonsect... 5 0 Madison ave.). D. D., PH. D. 1002 1 _ do . Collegiate School for Wm. D. Halsey, ph. d_ 9 3 Boys (34 W. 40th st.). 1003 _ do . Columbia Grammar R. S. Bacon. a.m..m.d., 0 _ 12 0 School (51st st.). and B. H. Campbell, A.M. 1004 _ do . Comstock School (32 W. Miss Lydia Day . 3 5 40th st.). 1095 i _ do . Cutler School (20 W. Arthur H. Cutler, 4 3 - 43d st.). A. B., PH. D. 1006 | _ do .. . De La Salle Institute Rev. Brother James .. R.C . . 11 0 j G08 W. 59th st.). 1007 _ do . Dwight School (1481 Henry C. Miller . 0 . i 7 0 1 j Broadway). ! 1008 I New York (Man- i Female Academy of the Madame S. Jones . R. C . 0 24 I hattanville). | Sacred Heart. 1009 New York . . | Friends Seminary (E. Ed. A. II. Allen, c. E... Friends... ■3 4 ! 16th st.). 1010 _ do _ , . j Mrs. Froehlick’s School Mrs. B. Froehlick . Nonsect... 10 14 | (20 E. 50th st.). 1011 _ do . ! Miss Gibbon’s School. Mrs. S. H. Emerson... Nonsect... 1 ! -9 1012 ! _ do . j Heidenfeld Institute Dr. Theo. E. Heiden¬ 0.... . 1 1 2 i 1 (824 Lexington ave.). feld. 1 1013 _ do . | Holy Cross Academy • Sister M. Helena _ ! R. c . 0 ! 4 1014 ....do . | La Salle Academy . i Brother Alfred . j R. c . 3 0 1015 j _ do . Lenox Institute (334-336 Andrew Zerban . | Nonsect... 7 0 ! | Lenox ave.). 1016 : _ dO . . | MacMullin’s School (521 John MacMullen . i Nonsect... 1 1 i 1 W. 161st st.). 1 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1541 and other private secondary schools for 1889-90 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes In library. Has the school an elementary j department ? Value of groitnds, buildings, i and apparatus. Amount of productive funds, j Amount of State aid. Income from tuition fees. » Income from productive funds, gifts, and bequests. Male. Female. Male. Female. 1 Female. | 7 s 9 10 i a S 2 13 14 15 16 17 IS 19 20 ai ; 22 40 0 0 0 30 Yes. Yes. 0 Yes. $30,000 0 0 $8,000 1 0 0 40 No.. No.. 500 Yes. 35 65 35 1 1 10 2 ..... No.. No.. 1,073 Yes. 13,941 $10, 700 $312 2,851 | $741 80 88 0 0 9 Yes. Yes. 5, COO No.. 77,000 80,000 833 4, 679 40 45 0 0 3 9 No.. No.. 450 Yes. 4. 250 0 658 . . 700 0 59 63 16 4 0 0 8 No.. I^o.. 567 No.. 15, 864 0 • 458 1,286 25 j 40 50 1 0 8 6 6 Yes. No.. 3C0 Yes. 8, 565 25, 000 400 350 1,500 ! 0 0 11 0 No Yes 18, 000 0 0 8,000 ! 0 1 0 35 0 6 6 0 1 Yes. Yes. 2,000 Yes. 40, 030 ° 0 4, 0C0 | °j 0 10 o 0 o 0 0 Yes No 0 Yes 43 0 30 0 13 0 6 No Yes. 150, 000 26 1 18 1 0 0 6 No.. No.. . 2,500 No.. 23,000 . ! 0 0 o 0 42 0 0 1 ; o 0 6 No.. Yes. 4,800 Yes.! 263,900 0 25,258 0 27 o I 8 o j I 7 0 8 Yes.; Y es. 250 Yes 50, 150 25, 000 200 0 100 0 ! 50 0 22 Yes.! Yes. 1,000 1 ! Yes.: 351,500 90,000 0 152 0 0 °j 0 0 Yes.) Yes. No.. 0 0 0 0 oj 60 o ; 5 0 o i 0 0 Yes. 200 Yes. 10,000 42 0 ! 1 0 i 0 1 0 j No-.j No.- Yes. 1 . ! ! 48 0 20 o : 5 0 6 No.-j No.. Yes. Yes. 1 ... .... 110 0 I 50 0 ! i25 0 18 i No Yes. No . 270 o | 60 0 | 65 0 ! 42 ! No.. Yes. ! Yes. 100,000 1 0 0 87 1 ° 0 l 0 0 6 Yes. i 700 Yes. I . ! 65 0 | 60 0 1 ® 0 9 No.. Yes. 500 j Yes. ! o 0 40,000 0 153 0 il03 | ! o | 50 0 0 i Yes. Yes. 3,470 l Yes. i300. 900 I 0 j 23,000 0 68 0 j 43 ; o 20 0 15 j No.. No.. ■ --- No.. 0 ! 0 | 11,600 o : 0 166 1 o j o ! o 0 5 I No.. j No.. 103 Yes. 300 0 i - 0 32,500 0 17 i -39 ! o 8 Yes 1 Yes ! 6, 538 3 I • 140 0 I 0 j 0 9 1 Yes. . 1,200 i Yes. 0 0 1 ° j- 0 0 ! 0 i 47 ! 0 o 1 No : No Yes i 12 I13 ! 4 3 2 j 0 8 | Yes.' | Yes. . Yes. 500 1 . j 12,000 ■' . 1 ! 0 1 75 o 40 1 g Yes i >Jo 1 1,000 Yes. 500 1 50 ! ° 15 0 ; 12 1 0 1 0 | No.'. | Yes! 2, 000 i Yes. ! 6(3,303 i 0 ! - 6 _ | i.500 0 22 ! 18 [■ 8 6 ! 4 9 1 ~ 0 j Yes. Yes. 500 ; Yes. 50, 500 0 0 | 6,000 0 9 ! 0 i 1 0 0 i 0 1 0 | Yes. Yes. 500 j Yes. 1 . 1 . i i j 1,130 i . ! 983 984 985 987 989 990 991 992 993 994 996 997 1 .! 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 | 1011 I 1012 1013 1014 1015 1016 1542 EDUCATION REPORT, 1839-90. Table 9. — Statistics of endowed academies, seminaries , State and post- offlce. Name of institution. Name of principal. Religious denomination. Nu bei se or a: it stri or a5 ci a Female. [ i 2 3 4 5 6 NEW YORK— COnt’d. 1017 New York . Miss E. M. Me well's Miss Ellen Newell .... Nonsect... 0 I i 4 French, German, and Classical School for Girls (57 W. 30th st.). 1018 _ do . Misses A. M. Falconer Misses Falconer Per¬ Nonsect... 2 4 Perrin’s School for rin.’ Girls (224 Lenox aye.). 1019 ....do . . The Reed School (6 and Miss j. G. McAllister . P. E 2 5 8 E. 53 J st.). 1030 _ do . Dr. J. Sachs’ Collegiate Dr. Julius Sachs . 0... . . 13 4 Institute (37 W. 59th st.). 1021 _ do . St. John Baptist School Mother Superior . P. E 2 4 (233 E. 17th st.). 1022 ....do . . St. Louis College (224 JohnP. Brophy, presi¬ R. C . 11 0 W. 58th st,). dent. 1023 _ do . St. Matthews Academy Rev. E. Bohm, direc¬ Ev. Luth.. 1 1 (148 Elizabeth st.). tor. 1024 . do . Ursuline Convent of St. Mother Seraphine, O. R. C 0 1 Teresas. St. U. 1025 _ do . Van Norman Institute Madam Van Norman. Nonsect... 0 4 (280-282 W. Tlstst.). 1020 do . Woodbridge School (32 J. Woodbridge Davis. 4 0 E. 45th st.). 1027 do . Woolsey Academy (20 Dennis Beach . . Nonsect. .. 4 I 0 W. 59th st. ) . 1 1028 North Chili . The A. M. Chesbrough B. H. Roberts, a.m _ Nonsect... 1 j o Seminary. 1029 Oakfteld . . Cary Collegiate Semi¬ Rev. Curtis Gove, a.m. 1 3 nary. 1030 Onondaga V alley . . ! Onondaga Academy _ Edgar D Niles . . Nonsect... 1 5 1031 Oxford . . ! Oxford Academy . Fred L. Gamage . 0 1 4 1032 Peekskill . | Mohegan Lake School.. Henry Waters . 3 0 1033 .. do . i Peekskill Military John N. Tilden . Nonsect _ 9 0 | Academy. 1034 do. | St. Gabriel’s School _ Sister Esther. Epis 0 3 1035 j . do . j Vieuland Preparatory Carl A. Har strom, Epis. 3 0 School. M.A. 1036 do . j Westchester County In¬ Charles Unterreiner.. 0 .... 2 1 j stitute. 1037 !.___do . ! Worrall Hall . Charles J. Wright, b. Nonsect _ 3 2 S., A.M. 1038 j Peterboro . Evans Academy . Robt. C. Avery _ 1 2 1039 | Pike Pike Seminary . E.J. Quigley . Free Bapt. 2 2 1040 ! Pine Plains _ Seymour Smith Acad¬ Rev. A. Mattice, a. m. . . Nonsect... 2 3 j emy. 1041 i Plattstrarg . D’Youville Academy _ Sister McMillan . R. C . 0 4 1042 Pomoey . Pompey Academy . 1 Willis A. Ingalls, b. s.. Nonsect... 1 1 1043 Poug'hkeepsie . Classical and Home In¬ j Miss S.V.H. Butler... Nonsect... 0 2 stitute. 1044 _ do . A Lyndon Hall School for SamTW. Buck . o 6 Young Ladies . 1045 | _ do. . Riverview Academy _ Bisbee & Amen . Nonsect... 7 0 1046 !.. do... Quincy School . Miss C. E. Silloway _ Nonsect.. 0 3 1047 i Pulaski . Pulaski Academy . Wm. C. Gorman _ 0.... . 1 3 1048 i Randolph . . Chamberlain Inst tute.. Rev. James T. Ed¬ Meth . 5 4 i wards, D. D. 1049 i Reed Creek . U nion S eminary . _ . ; _ ! Rev. Wm. H. Rogers, Nonsect _ 2 4 a i A. M. 1050 ! Rochester . j Academy of the S cred ! Miss A. M. Carrigan.. R. C . 0 4 i Heart. i 1051 1 _ do . Fort Hill School (10 James H. Lee . Nonsect... 2 1 1 Grove Place). 1052 ....do . Hale’s Classical and Sci¬ Geo. D. Hale . Nonsect..-. 1 0 1 entific School. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1543 and other private secondary schools for 1889-90 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber nre- p a ring f9r scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, J and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. 1 Female, j © «i S Female. Male. j Female. 7 § 9 10 ii 12 13 34 15 16 17 18 19 20 21 22 0 10 0 4 . 0 0 Yes 200 Yes. ! *2, 300 1 0 39 0 4 0 0 963 Yes. 135, 250 1 5, 775 ll.OOo! 0 50 0 1 0 0 25 Yes. No.. 1,500 Yes. 150,000 0 0 30,000 0 i '200 1 45 l 8 0 30 Yes. Yes. 500 Yes. 51,500 0 30 0 3 0 0 4 No.. Yes. 500 Yes. . i 24 36 30 0 0 No No.. 4,000 Yes. 31 0 31 0 0 0 8 No . Yes. 30,000 4,500 0 9 0 0 0 0 4 Yes. No- 500 Yes. 30,000 2.000 0 31 0 30 0 0 6 No.. No.. 1,200 Yes. 75,000 ! 20 I 0 1.1 0 17 0 12 | Yes. No.. 350 Yes. 150 7, 500 40 0 1 ! 14 0 6 0 5 No- Yes_ 400 Yes. 65,000 .j '12,000 °j 43 42 2 1 0 1 7 No.. No.. 947 Yes. 40, 657 $7, 5C0 $39 | 2,030 678 j 35 44 4 2 1 0 2 No.. No.. 1,345 22, 800 . | 110 1 1,250 0 i 61 37 2 1 10 0 6 Yes. No-. 900 Yes. 12,200 1 2,000 ; 900 ! 1,000 0 i 4o 52 ; 1 4 0 10 14 9 No.. No.. 1,498 Yes. 12,700 10 | 604 | 2,900 ' 500 ! 28 0 ! 10 0 0 0 Yes. Yes. 400 Yes. 10,200 0 0 ! 138 0 ! 25 I 0 10 0 13 Yes. Yes. 1,000 No.. 41,000 0 0 ! 40,000 ; °j 0 40 i 0 I 39 0 1 0 4 Yes. No._ 2,000 Yes. 15 0 ! 5 0 ! 3 0 4 No.. Yes. 200 15, 100 °: 6 3,000 j . o’ 15 ' I 4 i_J l 0 0 0 No.. No— 250 Yes.j 10,000 0 1 0 1,800 j 0 35 1 ! 0: 15 0 ! 12 0 8 No. No.. 1,000 Yes.j 25,700 i 0 j ! . ! 2,000 ; 0 | 5 1 8 ! 4 ' 3 3 Yes. 6.000 i 15,000 1 1,000 i 60 I 60 1 0 0 10 I 4 8 No.. No.. 500 No.. 13,000 18,000 i 800 ! 850 1,000 ; 18 12 1 2 2 1 2 i 0 2 No.. No- 417 Yes. 14, 064 0 i 165 j 1,929 : 0 i 1 0 ! 26 ! 0 0 0 ! 0 0 1 Yes. No.. 592 Yes. 19, 610 0 ! 1,713 550 0 ; 41 39 I 1 0 0 ° 1 | No.. No.. 475 No.. 6,181 250 ! 735 ! 15 S 0 : 30 ! ° 2 0 0 9 No . 325 j 0 90 ! 0 10 1 0 1 0 12 No.. Yes. Yes. 35, 250 0 0 0 ! 140 ! 0 ! ' 50 0 1 8 0 12 j No.. 1 Yes. 300 Yes. < 0, d00 -H 3 j 10 1 5 0 I 0 2 No.. ■ No.. 0 Yes. 2,500 ! 24 1 24 3 1 No.. ! No.. 500 Yes. 15, 500 109 101 20 10 15 2 18 I Yes. ' No.. 1,400 | No.. 61,209 40,000 500 4,000 ; 2,000 i 63 59 9 3 0 0 1? 1 Yes. 1 No.. 400 j Yes.' 1 10,500 1,025 900 ! 0 36 0 0 0 0 3 ! No-j ! Yes. j 700 j YesJ 250 0 0 : 6, S30 j 0 j 21 ! ° 6 0 1 2 0 3 ! No.. No-.. 0 Yes.i 200 2,230 I13 1 i* 6 1 1 11 0 6 ! |No. No . ! 300 j | Ye‘ . 1 . i 4,050 i 1017 1018 1019 1020 1021 1022 1023 1024 1023 1026 1027 1023 1029 1030 1031 1032 1033 1034 1033 1036 1037 1038 1039 1040 1041 1042 1043 1044 1G45 1046 1047 1048 1049 1050 1031 1052 1544 EDUCATION REPORT, 1889-90.. Table 9.— Statistics of endowed academies , seminaries , Num¬ ber of ri Q sec¬ +3 ond¬ c3 ary d in¬ State and post- office. Name of institution. Name of principal. g O d 1 3 4 5 G NEW YORK— cont’d. 1053 Rochester . Livingston Park Semi¬ nary. Mrs. C. M. Curtis _ 0 . 0 5 1054 _ do . Mrs. Nichols’s School, Mrs. S. J. Nichols . I Nonsect ... 0 2 1055 (77 Fitzhugh street). _ do . Wagner Memorial Luth¬ eran College (4-6 Ore- 1 J. Steinhaesuer. pas¬ tor. Luth. . 4 1 1056 gon street). St. Peter’s Academy _ Sister of the3 Holy j Family, Superior, j i B. C . . 0 2 1057 Rondout . Wm. E. Bunten . ..I 2 5 1058 F. Hinds N .nseot .. 2 ! 2 1059 Academy Sacred Heart of Mary. Sister Basile R.C . 0 ! 2 1060 1 Salem . St. Paul’s Hall Rev. J. H. Houghton, A. M. F. B. Yates . . Epis. . 5 i 1 1061 Saratoga Springs. : Sanger ties . Saratoga Institute . i 2 i 1 106*2 Saugerties Institute ! Wm. Wight . . Nonsect. .. 1 i 3 1063 S uiqucit . S luquoit Academy j Noah Leonard . 0 _ 1 | 1 1C64 Slier wood .. I Sherwood Select School i Miss A. L. Tierney. .. 0 ! 3 1035 i ! Sing Sing . 1 Dr. Holbi’ook’s Military | Rev. D. A. Holbrook. . 0 _ 6 i 0 1066 I School. ! .... do . St. John's School.*. . i Rev. J. B. Gibson, d.d., Epis . 6 ! 0 1067 | rector. ! Sodus . Sodus Academy . 1 Elisha Curtiss.. . . 0 . 2 ' 2 1068 i Stamford . . Stamford Seminary _ Staten Island Academy and Latin School . | O. J. Blakesley, B. s _ j Fred. E. Partington. . 2 2 i 2 1069 | Stapleton . Nonsect... 1 1070 1 ' Suspension Bridge De Veaux College.. . ! Reginald H. Coe, A. B . Epis - 5 i 1 1071 i Syracuse.. . St. J ohn's Catholic Acad¬ i Very Rev. J. S. M. R. C . i i 2 1072 1 emy. Lynch, d. d. v. g. i Tarrytown _ Misses Bulkleys’ School. Trinity School . Misses Bulkley ..... i 4 1073 i Tivoli . ' Jas. Starr Clark, d. d. 1 F, C. Barnes _ P. E . 6 1 1074 i Troy . . . Troy Academy „ . Nonsect... 4 0 1075 i _ do . Troy Female Seminary (85 Second street). 1 Miss Emily T. Wilcox. Nonsect... 1 3 1076 ! Union Springs .... Friends Academy _ 1 Chas. H. Jones _ Friends... 2 1 1077 i Verona . The Home School . . I Mrs. T. Foster and 1 1 1 Walworth _ j Miss Toll. 1078 Walworth Academy _ Boys’ Boarding School . Sacred Heart Academy . Alexander Institute . . . A. H. McMurray _ Nonsect... 1 3 1079 i West Chester . B. T. Harrington _ Brother August . P. E. . 4 0 1080 | _ do . . R. C. . 7 0 1081 i White Plains... Oliver R. Willis Presb . 3 1 1082 i Wilton . V ilson Seminary . J ohn Anthony . . Meth . ! 1 1 1083 Yonkers . English, French and German Day School . . Miss Emma Herzog . . Nonsect... 1 2 1084 _ do... . Yonkers Military School EzraB. Faucher, A. M_ 1 * Presb . . 2 2 NORTH CAROLINA. 1085 Albemarle . Albemarle Academy .... High School.. . J. H. Bivins . Nonsect... . 2 1086 . Ansonville . W. H. Pope.... 1 1 1087 ; Augusta . . Augusta Seminary _ St. Mary’s College . J. D. Hodges, a. m . Rev. Julius Pohl, o.s.b. Miss M. J. White . Meth 1 1 1088 ' Belmont . R. C . . 9 1 0 i 1089 | Belvidere . . Belvidere Academy . Friends . . . 0 1 2 1090 i Bingham School . . ■ Bethany . Bingham School _ Robert Bingham _ Nonsect... j o ! 1091 Bethany Academy . Alva C. English . Luth . 1 0 ! 1092 ! Burlington . Holt’s School . Rev. JeremiahW. Holt. Christian . i 1 ! 1 1093 ; Caldwell Institute Caldwell Institute. . J. H. McCrachen . Nonsect. .. 1 ! 2 1094 1 Cana . ; Cana Academy . W. S. Carmichael. . Bapt . 1 i 0 1095 i Cedar Grove . i Cedar Grove Academy.. I Cedar Hill Academy _ Rev. G. B. Game . Nonsect _ 1 ! 2 1096 i Cedar Hill . Miss Lillie Lea . M. E. So . .. 0 | 1 1097 ! Charlotte . j Macon School . . W. A. Barrier Nonsect _ j 0 1098 ! Chocowinity. . ! Trinity School . j N. C. Hughes, D. D . Epis . . 3 2 1099 1 Clinton . i Clinton Male Academy . ! Rev. J. W. Turner . 1 Nonsect... 1 1 1 0 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1545 and oilier private secondary schools for 1SS9-90 — Continued. Stu¬ dents in second¬ ary 1 grade. I_ Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. i Is drawing (Obligatory? Has the school a gymnasium ?J Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, j and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. . ' Income from productive funds, gifts, and bequests. aj Female. cl ! Female. Male. | Female. J 7 S 9 JO 11 12 13 14 15 10 17 IS 19 ao si aa t 0 25 0 10 0 15 3 No.. NO.. 800 Yes. $35, 100 0 0 $2,000 o ; 0 36 0 2 » 0 7 No.. No.. 300 Yes. 7,150 0 0 2,200 0 40 0 0 0 • 0 9 Yes. No.. 350 No.. 25, 000 $4,000 ° | 1,000 0 : 1 ° 40 0 No 250 Yes . 20,045 ' 0 o! 76 82 4 1 2 0 24 Yes. No.. 980 Yes. •15.330 $614 564 ! 15 0 14 0 0 0 0 Yes 500 i Yes. 75 250 . 6' . 6' 0 25 .... 0 0 4 No No Yes. 14,000 40 0 20 0 20 0 4 No Yes 3C0 No.. 15,050 0 0 30 0 0 0 0 No v " 300 Yes. 30.000 | 20 ; 30 o 10 18 20 0 No.. No.. 0 Yes. 6, 000 0 1,430 0 ; : 30 1 8' 0 0 0 i No.. No . 258 Yes. 3,917 0 146 1,065 0 1 1 17 9 L.J 0 0 1 Yes No.. Yes. 16.400 0 | 65 ! b 1 20 0 15 0 5 No.. Yes. "i, 666’ Yes. 31,000 0 0 o ; 30 0 "" 8 No.. Yes. 1,000 75, 000 i 40 ; 30 i i 0 3 2 6 1 Yes. No.. 283 Yes. 1,239 0 898 950 o ! 65 50 5 4 3 15 1 Yes No 2, 150 Yes. 12,400 21 1-1 l 0 10 0 °1 Yes' Yes. 3,700 Yes. 17, 400 0 1 110 12, 800 °j 45 0 12 0 8 ! 0 No.. Yes. 2,000 Yes. 100. 753 120, 000 0 15 35 6 0 0 ! 0 0 1 No..! No.. 1,500 Yes. 41,000 0 300 $50 ! 0 30 0 0 2 500 50 5 7 1 3 10 0 8 ] Nt) .. .. Yes. 400 40, 250 20,000 33 ' ! o 9 i 0 15 0 5 No.. No.. 621 Yes. 17. 561 0 38 4.003 ! o i 74 0 0 0 5 4 ! ! Yes. 1,758 Yes. 10, 172 o 197 5, 299 198 17 11 5 8 11 5 6 ...... Yes. j Yes. [ 1,800 Yes 42, 400 10,000 0 500 5 10 0 0 i 1 300 No.. 5, C00 300 . 1 23 33 o 1 0 0 1 | Yes. No.. ! 200 No.. 8, 750 soo 48 j 18 : o 9 ! 0 2 0 1 1 No.. Yes. 1,200 No.. 35,000 0 0 3, 000 ! o 70 0 15 0 20 0 14 | Yes. Yes. 1,000 Yes. 300. 000 0 0 22, OCO ; o 15 ! 0 9 0 0 o 1 0 No.. Yes. 1.000 No.. 25; 600 0 2,000 I 0 8 10 1 2 1 0 I o ! No.. 1 No.. 150 Yes. 5, 000 0 0 700 i 0 2 u 2 6 0 3 6 Yes. i No.. 600 No.. 32,000 5,000 22 0 10 0 5 0 1 2 No.. 1 Yes Yes 25,250 i 25 30 10 15 0 ”0 i 12 1 No.. 1 No. . i 200 j Yes. 1,000 1, 2C0 : ooo 1 6 1 i No i No 1 0 | Yes. 6, 000 12 14 8 7 7 ! 4 i o ! No.. : No.. ! 350 i Yes. 3,050 2,666 1,200 ; 1,000 1 104 0 .... 0 i 9 1 4 l No.. ! No.. ; 1,500 j Yes.- i 1 , COO 1 I 2 5 0 1 0 1 ! No.. 1 No.. ! 1,000 319 100 ,183 ! 0 40 ”6’ 40 9 | 6 ! No.. 1 Yes. 1 No.. ! 30, oco 12,000 > 6 13 : 0 0 0 1 o : 0 No.. No.. j . 6" j Yes. 900 95 . 9 j 16 ; i9 0 ! 0 0 No No 1 0 Yes 30 400 : 20 25 10 10 i 8 1 10 0 Yes. No.. 100 ! Yes. : 3,025 200 2, 500 fro 1 2 3 ! 0 0 1 1 ° 0 No.. i No.. 0 ' Yes. 1.000 1 ios" ' 2u0 105 18 23 6 6 0 1 0 0 No.. No.. 0 Yes. 3, 000 800 1.500 1 8 1 4 9 1 0 0 [ No.. No.. 0 Yes. 200 20 0 10 0 4 0 ! 3 No.. No. . 100 Yes. : 1,515 1,300 i 19 10 15 0 ! ° 1 0 3 No.. No.. 0 1 Yes. | 3,000 1 10 1 0 10 0 1 _ .i . No.. No.. 1 0 Yes. ! 700 \ ..... 1053 1051 1055 1056 1057 1058 1059 1060 1061 1064 1065 1066 1067 1068 1069 1072 1073 1075 1077 1078 1079 10S0 1081 1082 1083 1084 1085 1086 1087 10S8 1089 1090 1031 1 1)92 1093 1004 1095 1096 1097 1098 1099 1546 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed acadepiies, seminaries, State and post- office. Name of institution. Name of principal. Religious denomination. Nu ber se or | ai ir stri 01 .aj c3 s Female, j 50 S * * ** 1 2 3 4 5 6 NORTH CAROLINA— continued. 1100 Julian H. Picot, ll. d._ Nonsect... 1 0 1101 J. P. Cook 2 0 1102 _ do.. . Scotia Seminary _ Rev. D. J. Satterfield, Presb . 1 3 president. 1 1103 Rev. R. A. Yoder, a. m.. i Luth . 4 0 1104 Paul J. Long _ _ j Nonsect... 1 1 1103 Chas. L. Coon ! 0 . l ' 1 1106 Elizabeth. City .... S. L. Sheep 2 4 nor Rev. W. A. Lutz, a. m __ _ ! Luth . 1 1 1108 Farmville . Farmville Seminary _ W. E. Mewborn... . ; Nonsect... i ! 1 1109 Fork Church . J. T. Alderman 2 : 1 1110 High School Thos. C. Reese . i Merh _ 1 1111 Franklinton . Classical Institute . Chas. N. Finnell _ 1 Nonsect... ! 1 0 1112 _ do . . Female Academy . ! Miss L. V. Morris . I 0 _ _ i o , 1 1113 i W. II. Hand i Nonsect... : 4 ! 1 1114 Gastonia . do _ I W. F. Marshall ' Nonsect... ! 2 ■ 1 1115 Germanton . . Germanton Institute.... | W. B. Harris 1 0 1 1 | 1 1116 Gibson ville . . Fairview Academy 1 Wm. T. Whitsett, su¬ j Nonsect- .. j • 1 3 perintendent. 1117 Gold Hill... . Bethany Academy L. H. Rothrock 0 . j 1 1 1118 Greenville . Female Institute John Duckett . Nonsect... i 1 i : 3 1119 Harlowe . Harlowe Academy Mia- S. Tempe Betts .. Meth . _ ! 0 1 1120 Hayesville . Male and Female Col¬ H.P. Bailey . . . M.E.So... 1 2 2 lege. 1 1121 Henderson . Male Academy _ W. V. Savage . Nonsect.. _ ! i 0 1122 Hendersonville .... Judson College . . Richard H. Lewis . Bant _ i 2 4 1123 High Point _ Female College _ J. N. Stallings, d. d _ Ba.pt 3 3 1124 Hillsboro . Select School Miss A. C. Heartt 0 2 1125 Holly Spring . j Holly Spring Academy.. C. F. Siler . Nonsect.. . 2 o 1126 Huntersville . High School . . Rev. W. W.Orr, a.m., ! Nonsect... 2 0 president. j 1127 Huntley . Salem High School . ... Geo. E. Butler | Bapt _ 2 1 1128 Jackson . . Male Academy . J. W. Fleetwood ! Nonsect... T 0 1129 Kinston . Kinston College F. A. Millidge 1 Nonsect _ 2 1130 Leicester . Leicester Academy . i TI. F. Ket/ron* A. M ! M. E i 1 1131 Lenoir . Lenoir Academy ... E.L. Barnes j Nonsect... 2 1 1132 Lexington . Lexington Seminary.... ! W. J. Scroggs, A. m _ I Nonsect. .. 2 2 1133 Lincolnton . Piedmont Seminary.... D. M. Thompson, A. M._ ! Nonsect... 1 1 1134 Marsha] lberg _ Graham Academy W. Q. A. Graham, A. b M. E _ 2 2 1135 Moffitts Mills _ Shiloh Academy _ J. R. Miller Christian . 1 1 1136 Mooresville _ Mooresville Academy . . . Hugh A. Grey,'jr Presb _ 1 2 1137 _ do . . . Oak Institute _ . R. B. Clarke, A. M Meth . ... 1 1 1138 Moravian Falls ... . Moravian Falls Acad¬ G. W. Greene . Bapt . 0 emy. 1139 Morehead City .... Swindell’s School . J. II. Swindell . -Nonsect. — 1 1 1140 Mount Holly. . . High School... . Brevard Nixon Nonsect... 1 1 1141 Mount Pleasant... Female Seminary . Rev. J. A. Linn, a. m Luth . 1 3 1142 Newbern . Collegiate Institute G. T. Adams 5 3 1143 Norwood . . HiglTSchool . ! R. L. Smi th, ph. b Nonsect _ 1 2 1144 Oakdale . . Oakdale Academy 1 .T. M. Anderson Nonsect- — 1 0 1145 Oak Ridge . i Oak Ridge Institute _ J. A. and M. H. Holt _ i Nonsect.. . 5 1146 Oxford . | Horner School .. Horner and Dr e wry.. 5 0 1147 Pine ville . . Carolina Academy 1 L. Shurley i Nonsect _ 1 2 1148 Pleasant Garden .. Pleasant Garden Acad¬ W. E. Fentress, ph. b . . Nonsect... 2 0 emy. 1149 I Raleigh . Male Academy . Morson & Denson Nonsect _ 2 0 1150 ! ....do.... . St. Mary’s School MissE. D. Battle P. E T 5 1151 Rise . Dover Academy Jos. O. Dixon Nonsect _ i 1 1152 Rock Rest . Rock Rest Academy _ H. E. Copple Baptist _ i 1 1153 Scotland Neck _ Vine Hill Male Academy William C. Allen . | Nonsect... 2 0 1154 Seaboard . . Seaboard and Roanoke W. C. Parker 1 1 Institute. . 1155 Snow Hill . Greene Academy Ja,s. B. Williams i Nonsect _ o 1 1156 Statesville . Home School . Mrs. Fannie Morrow. 1 Nonsect... o 1 1 2 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1547 and other private secondary schools for 1389-90 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium ? Number of volumes in library. Has the school an elementary department ? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. j Income from productive funds, gifts, and bequests. Male. | Female. d 1 Female. d s Female, j 7 8 9 10 11 12 13 14 15 16 17 IS 19 | 20 21 22 20 0 10 0 0 20 No.. Yes 4,000 Yes. ?1,0C0 SI, COD 1 $ 1,000 ; 1100 0 3 0 o 0 0 No. No 0 1,000 5200 600 i . 1 1101 0 30 o 6 16 No.. No.. 1,000 Yes. 30, 050 4,800 | '§5, 530 1 | i 1102 40 21 16 5 0 o No.. No.. 300 Yes. 5, 100 . 1,800* 1103 15 3 3 0 0 0 0 No.. No.. 0 Yes. 300 93 200 | 250 : 1104 12 13 9 o o 0 0 N© No 100 850 1 1105 60 45 12 20 3 o 12 No.. No.. 100 Yes. 5, 050 3,000 i 1105 18 12 10 10 0 o 0 No.. No Yes. 400 450 1107 15 10 0 o 0 No . No 50 Yes. 2,500 70 700 . 1 1108 10 12 10 8 0 o 10 No.. No.. 200 Yes. 2, 050 ! ! HOD 40 30 30 10 0 o 0 No.. No.. Yes. 3,050 1,200 i 1110 14 0 3 0 4 0 0 No.. No.. 6 1 mi 0 20 0 5 No.. No- 0 Yes.j 1,500 130 i 350 1 . • 1112 101 0 15 0 12 0 8 No.. Yes. 250 Yes. elooo 150 5.000 250 ; m3 18 20 0 o 0 No.. No 0 600 1 , 300 1 1114 4 6 3 4 0 o 2 No.. No.. 0 Yes. 1.000 62 600 : 1115 20 j 25 10 j 15 10 10 25 j No.. No- 50 Yes. : 1116 12 8 0 0 0 : 0 0 1 No.. No. . 0 Yes. 500 . i 161 80 80 j 1117 25 40 4 2 0 i i 0 7 No.. No.. 100 Yes. 10,000 2, 5o0 : 2,900 J 1 1118 18 24 ! 0 0 0 ! No.. No . . . ! 1119 25 25 10 1 10 0 o 0 No.. No.. 0 Yes. | 4,000 135 700 1120 30 0 1 5 0 o 1 0 o 1 No.. No.. 30 No.. 2,500 1,100 1121 47 43 25 15 o 0 0 ! NO.. No — 100 Yes. 15, 030 1122 25 33 0 33 0 : 0 3 j No.. No.. 1,000 Yes. 15, 400 4,000 1123 2 3 0 1 o 0 Yes. 1124 34 30 .... 11 9 0 0 3 ! No.. No.. 50 Yes. 1,000 1125 31 19 20 | 6 0 0 13 No.. i No- 100 Yes. 6,000 10,000 200 1,575 800 1126 12 n 0 0 6 I No.. No Yes. 1,000 1127 10 1 o 1 j 0 0 0 0 1 No.. No . 0 No.. 800 250 i 1128 30 30 | 0 0 0 i No.. No.. 75 Yes. 3,600 1,500 1129 16 1 8 4 1 1 0 1 No.. No- 0 Yes. 3, COO 450 1 150 1130 22 I o 5 0 0 No.. No— 150 Yes. 2,000 ...... - 500 i 30 1131 17 23 1 8 ! i 7 3 0 0 Yes. 300 Yes. 8,000 _ 2, 800 1132 15 1 10 j 2 5 0 ; o 0 I No.. No.. 150 Yes. 6, 000 1, 100 1133 20 I 18 0 0 0 1 No.. No . 60 Yes. 1,000 293 150 1134 18 1 17 ! 6 0 0 0 0 1 No.. No.. Yes. 1.030 90 I 1135 15 j 15 1 7 • 5 2 0 0 No- No.. . 6’ Yes. 450 132 i 1,368 | 1136 18 i 9 10 5 1 o 1 No.. No.. 0 Yes. 2,500 92 800 j 1137 40 ! 30 10 1 3 0 6 I No.. No.. 200 Yes. 1,500 100 400 ! 1138 6 i ii 0 0 0 1 0 0 1 1 No.. No.. 0 Yes. ! 1139 6 1 4 5 1 ! 1 0 I No.. No.. 0 Yes. 2,000 150 570 ; 1140 0 ■ 58 0 1 0 3 1 250 Yes. 4,090 1141 60 i 65 0 ! o 0 . i 1142 20 24 0 ! 0 c 1 No.. No.. 50 Yes. 1,000 155 800 i 1143 ! 3 i 4 0 1 0 I o 1 No.. No.. 0 Yes. 400 160 250 1144 ICO ! 15 i 75 10 15 o 10 No.. No. . 2,000 Yes. 13,000 7,000 1,000 1145 91 ! o 40 20 20 1 0 > 4. No No.. 70 20,000 1 . 4,500 : 1146 20 10 10 5 4 0 1 0 ! No.. No . Yes. 520 180 600 ! 1147 6 10 ! 6 0 0 i No.. No.. ’‘"50‘ Yes. 1,000 1148 GO 0 i 25 0 15 0 15 1 No.. 1 No.. 0 Yes. 4,200 3,500 1149 0 ICO 1 0 0 0 0 13 I 1 . 1,000 50,300 15,000 1460 6 2 5 1 0 0 0 1 No.. ! No.. 0 Yes. 600 1151 17 15 0 0 0 i No.. 1 No.. 25 Yes. 400 1152 33 0 "6* ”6' 0 0 0 1 No.. 1 No.. 0 Yes. 5,000 1,179 1153 1 4 1 0 0 0 j No . j No.. 0 Yes. 1154 5 7 2 2 0 0 0 No.. i No .. 0 Yes. 300 500 1155 0 30 0 0 ! o 0 0 No.. 1 No.. 400 ; Yes. ! 4,000 1 156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 1174 1 175 1176 1177 1178 1179 1180 1181 1182 1183 1181 1185 1186 1187 1188 1189 1190 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries, Num¬ ber of o sec¬ ond¬ 3 $3 ary in¬ State and post- office. Name of institution. Name of principal. | o © -O struct¬ ors. ' 05 3 o W) © K 6 3 s © a <3 1 2 3 4 5 G NORTH CAROLINA— continued. Statesville College . Miss Fannie E. Wal¬ Presb o 7 ton, president. Bloomi n g d a 1 e High School. J. P. Price . Baptist.... 1 1 High School. . J. A. Bowles . Nonsect _ 1 0 1 2 Sutherland Seminary.. Miss Emma Wynn _ Frank Hj« Curtiss, Nonsect... Female College (male annex). iTonsect... 2 3 president. Barnes School. . . Mrs. W. S. Barnes _ 0 1 1 0 1 2 Fair View Academy .... Cedar Run Academy.... Cane Tuck Academy.... High School . JoelF. Smith . Meth _ 1 John J. Hendren . Nonsect _ Miss Rosa Kenan . Baptist.... Baptist _ Nonsect. .. 0 L. S. Cannon . 1 School for Boys and Girls. H. H. Hamblin... . 1 0 Wilmington . Cape Fear Academy _ English and Classical School. Washington Catlett.. Daniel Morrelle . 0 . 2 o do . P. E . 1 0 Wilson Male Acadenw . . E. L. Middleton, A. B_. -2 o Winton Chowan Academy . C. S. Brown . . . Baptist _ Nonsect... 1 o Woodland Grange High School.... N. W. Britton . 1 1 NORTH DAKOTA. Arvilla . Arvilla Academy and , J. A. Brown . Nonsect... 2 4 Normal School. Grand Porks . St. Bernai’d’s Ursuline Mother Stanislaus _ R. C . 0 2 Academy. J amestown . Jamestown College . Rev. H. G. Mendenhall Presb . 1 2 OHIO. Austinburg... . Grand River Institute . . Rev. R. G. McClelland Nonsect... 4 4 Barnesville Friends’ Boarding School. J. H. Dewees . Friends . . . 2 2 Central College . . . Central College Acad¬ emy. M. H. Frank . Presb 1 1 Prof.- Seaton . U. Presb . . 1 0 Cherry Fork. . North Liberty Acad¬ emy. Collegiate School . Cincinnati . . Rev. J. Babin, A. b _ Nonsect... 1 0 _ do . Eden Park School for Madame Fredin _ ... 0 . 0 4 Girls. Cincinnati, Wal¬ Miss Fisher's School, Miss F. Eugenia Nonsect... 0 5 nut Hills. (NE. corner McWill- iam st. and Madison road). Fisher. Cincinnati Franklin School (Wal¬ nut Hills) . White and Sykes . 0 . o 3 _ do . • . Mount Auburn Classical J. C. Wyckoff, A. m _ Nonsect... 3 0 and English School (196 Auburn ave.). _ do . . . Mount Auburn Young H. Thane Miller, pres¬ ident. Nonsect... 2 4 Ladies’ Institute. _ do . St. Francis Gymnasium Rev. Jerome Kilgen- stein, o. s. t. R. C . 7 0 i _ do . St. Mary’s Institute _ School for Girls (31 Bellevue ave., Mount Sisters Julia . . R. C . 0 4 _ do . Miss K. M. Lupton _ 0 3 Auburn) . _ do . Young Ladies’ Literary Institute (E. 6th st). Sister M. Borgia . R. C . 0 4 Cleveland . Miss Brown's School Miss A. H. Brown . Nonsect... 1 6 for Girls. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1549 and other private secondary schools for 1S89-90— Continued. Stu¬ dents in second ary grade ; Num- i ber pre- i parins : for - 1 col¬ lege ! classi | cal ; course j Num- j ber ?i pre- 1 paring i for ! scien- ! tific 1 course Total number of graduates i for 1889-90. >, u O a be s o p. g 33 cS a 1 to e3 O o >, c3 u ,3 a K © s o > >> ce © a, © a a 2 a S If .a ft OB tfl a 2 § § m cS -a u sa £§■ w ■3 3 • © > 5 o 3 ■3 O u ft 2 ce © 43 c3 43 m m © © a O g — 3m productive ts, and bequests. | | Male. ! Female. © ci |a 6 o i Male. ! j Female. \ % c3 ■o 33 O 03 i O i o a 1 *< o 43 a o a < o u © a o o a Income fre funds, gif 7 S 9 -| — io ti 1 2 13 14 15 1G 17 j IS 19 20 21 22 0 102 400 $25, 000 680 | 1157 1158 17 5 5 0 3 0 0 No.. No.. Yes. 1 . $350 6 10 5 3 1 ‘ 0 0 0 0 No.. No.. Yes. No.. 0 Yes. 2, 525 1 . . 1 1159 10 15 0 No.. _ Yes. 500 i . m ! . | 1160 0 0 Yes. 0 Yes. 14,000 COO 2,500 i — - J 1161 0 6 o o o No.. No.. Yes. n . | 1 0 1 . 500 ! 115 | 1162 20 1 4 3 0 4 No.. No.. No.. No.. No.. b’OO Yes. 1 1.500 1,000 ... 50 1163 0 Yes. 100 300 j 1164 15 4 18 1 4 0 0 No.. No.. 100 Ves. ! 4, 000 1, 850 | J 1 OO 1166 1167 'w 1 ~ 0 0 o No.. No.. 700 67 1 *7 2 30 6 0 9 6 0 4 No.. Yes. 105 Yes. 7,100 . 320 j 2, 200 j 1168 i i 1 ^ 2 i 0 ■6 No.. No.. 2,000 Yes. i 5,300 • . i 1169 36 0 ! 10 0 0 0 0 1 2,500 3,500 1,500 ! 86 | 400 ! 1170 1171 4 9 3 1 j 0 0 1 0 0 0 No.. No.. 100 Yes. i . 175 $747 * 0 0 2 No.. No.. 0 Yes.) 800 1172 20 30 4 8 24 22 o ! Yes. No.. 500 Yes. 6,250 648 ' 1,500 50 j 700 : 2, 172 ; >3, 400 | 500 | 1173 1174 1175 8 11 19 0 Yes. 500 Yes. 25, 000 25, 000 8 27 6 0 0 0 0 Yes. No.. 300 Yes. 507 j 1, 293 £ 47 41 58 29 | 3 0 0 o 1 0 0 0 0 X 8 o o o £6 Yes. No.. 600 600 No.. Yes. 12,400 40, 500 ! $32, 400 -8, COO 0 0 1176 1177 18 8 9 3 0 | 0 j 4 i No..' No.. 500 No.. 5,100 0 450 ! 500 1 1178 20 0 20 0 o ! 0 4 j No.. No.. 20 No.. 1,000 0 0 0 i 0 ; 1179 18 o o ' o ! o No..! No.. Yes. 100 2, 800 i fi 60 | 0 0 o ! U i 1180 V o ; 0 [ NO..; No.. 700 Yes. 35, 000 10,000 ! 1181 0 20 o 6 0 o j 0 ' No.. No.. 300 Yes. 35,000 5,000 j. i 1182 45 0 1 15 0 1 15 | 0 0 No - - J : NO.. 300 Yes. 15,000 ! 1183 12 0 10 0 2 1 0 0 No.. , Yes. . Yes. . ! 0 75 0 1 o j 1° h No..| ' Yes.l 4,300 Yes.l 50,000 i . 80 0 . . 0 i 0 * 9 i ' No.. : No... 7,000 500 100 1 1166 0 10 40 -x- ■ o' 0 oj- Yes.1 : No. .! 7.000 Yes. . 3 0 I 6 0 0 5 i ' No..j ' Yes.; 4,000 ‘ Yes. 60,000 6,000 i 1 1KS 0 50 0 0 6 : Mo. . : KoJ. 1 CO 0 30 o ! 10 0 0 1 1 iTes. . . 500 ' ifes. . 12, SOS ' no o i 1 i 1 . 1 ‘ 1550 Table 9. — Statistics of endowed academies, seminaries , Name of principal. o c3 £ g O !=1 © K Male. Female. 1 O 3 4 5 O 1340 PENNSYLVANIA— continued. Ladies’ Classical Insti- Miss J. M. Wilson . Mrs. E. W. Heacock and Miss Annie Hea¬ cock. 0... . 0 3 1341 tute. Chelton Hills Select Schcol. 1 6 RHODE ISLAND. 1342 English and Classical School. Friends’ School . Charles B. Goff, A. M__ Augustine Jones _ Nonsect... 8 0 1343 _ do . . - Friends ... 9 8 1344 _ do . La Salle Academy . Brother James . R.C. . 7 0 1345 do . . School for Young Ladies Miss J. L. Abbott . Nonsect... 1 7 SOUTH CAROLINA. 1346 Anderson . Patrick Military Insti¬ tute. Avery Normal Institute Female Seminary _ John B. Patrick _ Nonsect. .. 7 0 1347 Charleston . ._ Morrison A. Holmes . . Cong .A... 1 4 1348 do Miss E. A. Kelly _ Nonsect... 5 10 1349 . ..do . . German School . C. H. Bergman . . . 0 . . 1 2 1350 do High School of Charles¬ ton. Porter Academy Virgil C. Dibble . 0 . 6 0 1351 do Rev. A. T. Porter, d.d., rector. Mrs. I. A. Smith . P. E . 5 2 1352 do . . . Private School.... 0 5 1353 do University School W. D. McKenney _ 2 0 1354 _ do . . . . Wallingford Academy.. Conference School . Rev T. A. Grove _ Presb . 1 1 1355 Cokesbury . C. C. Reed . M. E . 1 1 1356 I Donaldsville . “The Donald’s School”.. J. E. Buzhardt . 0 . . 1 1 1357 Frogmore . Penn School, Normal Miss Laura M. Towne, Nonsect... 0 2 1358 Greenwood . . and Industrial. Male High School . Miss Ellen Murray. Rufus B. Wilson . Nonsect... 2 1 1359 Kelton . . Kelton Academy.. . E. R. Aycock . Nonsect... 2 0 1360 Kershaw . High School . Rev. G. A. Lowell . Nonsect... 1 1 1361 Kingstree Kingstree Academy.... Franklin Institute . M. M. Lander 1 1 1362 Lancaster Chas. Lovejoy. 1 1 1363 Leesville . English and Classical Institute. Collegiate Institute. Rev. L. E. Busby, A. M. , president. S. M. Clarkson Nonsect... 3 5 1364 Manning Nonsect _ 1 2 1365 Moffettsville . Moffettsville Academy.. High School . S. P. McElroy . . Nonsect.. . 1 1 1366 Ninety-six. . J. C. Cork _ Ncnsect... 1 2 1367 O.K . Tabernacle High School Sheridan Classical C. A. Plyler, jr . Meth . 1 1 1368 Orangeburg . Hugo G. Sheridan _ Miss Annie Inabuit . Nonsect... 2 2 1369 Raymond School Limestone High School. Female College.. . 1 1 1370 Reidville . A. Spencer, a.m . Presb _ 1 3 1371 ....do... Male High School. A Spencer, a.m . . Mrs. L. A. Browne and Presb . 2 1 1372 Sumter Sumter institute . 0 7 1373 Townville _ Townville Academy .... Clifford Seminary... MissE. E. Cooper. Neil Macauley _ Nonsect... 2 1 1374 Union . Rev. B. G. Clifford .... Nonsect... 1 4 1375 Williamston Male High Schcol _ Earle Grady. Nonsect... 1 0 1376 Woodruff . Bethel Male and Female F. B. Woodruff. . Presb . 2 1 SOUTH DAKOTA. High School. 1377 Canton . . Aueustana College . Anthony G. Tuve . Luth . 3 3 1378 Scotland . Scotland Academy ... J ohn O. Duguid _ Presb . . . 3 3 1379 Sioux Falls... All Saints’ School. Helen S Peabody.. P. E . 0 6 1380 _ do . Sioux Falls University. Academy of the Sacred Heart. E. B. Meredith | Bapt _ 3 3 1381 Yankton . Very Rev. Mother Gertrude Leapi, O.S.B. R. C . 2 0 1 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1559 and other private secondary schools for 1SS0-D0 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. 6 s Male. | Female. Male. Female. 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 22 0 35 6 0 0 No No No • 1340 11 l 0 3 Yes. No Yes. $20,000 1341 175 0 84 0 30 0 20 Yes. Yes. 1,100 Yes. 100, 400 0 0 $20,000 0 1342 88 111 10 2 0 0 16 No.. Yes. 6,000 Yes. 300,300 $2,000 31,507 $8,000 1343 200 0 70 0 0 0 6 No.. No.. 300 No- 50,000 5,000 1344 0 57 0 1 0 1 10 No Yes 400 Yes. 1345 93 0 0 0 0 0 9 No.. No.. Yes. 10,000 0 0 0 1346 44 54 3 1 0 0 11 Yes. No.. 600 Yes. 25, 050 0 0 2, 250 28 1347 0 110 40 0 0 20 Yes Yes. 2,000 Yes. 30, 000 1348 23 ! 16 '6' 1 0 0 13 No.. Yes. 40 Yes. 6,990 0 0 1,794 0 1349 125 | 0 0 0 0 0 11 No.. Yes. 100 Yes. 15,500 $4, 000 5,600 1350 120 1 0 0 0 25 0 0 Yes. Yes. 1, 2C0 No.. 1351 0 55 50 0 0 0 No.. No.. 150 1352 40 0 0 0 0 1353 18 33 4 0 6 0 0 No.. No.. 500 Yes. 1,300 0 1351 8 8 0 0 0 No.. No.. 0 Yes. 2,000 800 160 375 64 1355 20 18 2 14 22 0 0 No.. No.. 0 Yes. 1,200 0 200 1,200 100 1356 24 12 0 0 0 0 7 Yes. No.. 200 Yes. 360 400 0 544 1357 33 0 8 0 3 0 6 No.. No- 500 Yes. 4,000 0 200 1,800 0 1358 27 23 15 10 5 2 0 Yes. No.. 0 Yes. 1,000 0 150 6C0 250 1359 ~5 8 2 5 0 0 0 No.. No.. 500 5 4 1360 23 3 5 0 0 0 No.. No.. 0 Yes. 1,500 0 0 1,500 1361 23 10 11 8 0 0 0 No.. No.. 0 Yes. 3,500 1, 4C0 1362 | 63 1 27 0 0 0 0 0 Yes. No... 400 ' Yes. ; 5,000 131 800 1363 36 20 10 9 ! 0 . 0 No.. No.. 0 Yes. 4,000 75 4,000 1,500 1364 15 7 7 4 1 0 1 0 0 No.. No.. 0 Yes. 430 0 226 770 0| 1365 20 l 15 15 10 I 5 5 6 No.. No.. . Yes.1 3,000 500 1.500 150 1366 25 i 30 0 0 0 No.. No . Yes. ], oto 100 100 500 1367 ! 46 1 25 16 9 8 5 11 No.. No.. Yes.1 4r000 3,000 1368 1 j 8 3 2 ' o ! o o No.. No.. 0 400 120 1369 I 0 50 0 25 ! 0 0 0 No.. No.. 600 1 Yes. 15,500 0 0 1370 0 14 0 10 o 1 I No.. 1 No.. 200 i 5,000 0 1 0 1371 0 80 0 0 13 No.. . 1372 11 9 7 3 5 5 1 2 No.. *\tO- 0 Yes. 525 o : ! 165 700 ! 1373 1 1 £0 ! 0 0 No.. No.. Yes. 5, 100 1374 10 0 12 0 16 0 1 0 No.. No— . 6' Yes. 2, COO 0 125 0 1375 20 10 ! 3 2 0 0 0 No.. No.. 0 Yes. 500 240 1376 20 1 | 25 °2 0 23 I 0 0 No.. No.. 102 Yes. 10,020 0 0 670 0 1377 20 1 ™ ~3 4 4 2 0 Yes. No- 100 Yes. 9, COO 0 279 761 1,023 1378 0 60 0 0 0 0 1 No.. No.. 300 Yes. 75, 0C0 0 0 1379 28 18 18 0 14 0 12 No.. 1 Yes. 500 Yes. 50,500 0 0 3,000 0 1380 12 r 5 3 O 7 0 Yes. j Yes. 800 Yes. 60,600 1,000 200 3,600 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , State and post- office. Name of institution. Name of principal. Religious denomination. 1 2 3 4 TENNESSEE. • Thompson’s Classical Institute. Webb School _ _ R. S. Thompson . W. R. J. M. Webb . M.E.So... Bells Male and Female Acad- M. Rose . . . Nonsect .. Bloomingdale _ erny. Kingslev Seminary . Sullin’s Female College. JosephH. Ketron,A. M. Daniel S. Hearon . M.E . M.E.So... George Metcalfe. . Nonsect .. Cedar Hill . Cedar Hill Academy .... High School _ _ W. I. Harper . M. R. Burke, a. m . Nonsect .. Nonsect -- Can 1 kin’s School _ Wilford Caulkins, a. m . 0 _ do . T . Chattanooga College for John L. Cooper, A. M_ 0 _ Church Hill. . Young Ladies. Church Hill Academy .. P. L. Henderson, a. b. Nonsect .. Mrs. E. G. Buford . M. E. So... Clifton Masonic Academy . D. C. Stunkard Nonsect Clinton High School . E. E. Foster, report¬ ing officer. Henry J. Fusch _ George D. Holmes _ Nonsect Columbia . Covington . University High School . Tipton Female Semi¬ nary. Nonsect .. Culleoka . Culleoka Academy _ Marvin West . . M.E.So... Danceyville . Brownsville Dis t r i c t W. A. Tanner.. . Meth . Dayton . . High School. Masonic College S. W. Tindell . 0 Decaturville . Decaturville Academy.. J. F. Hughes . . 0 _ Eagleville . Eagleville School _ Davies Academy . . . J. N. Huff . . Bapt _ Elizabethtown _ E. B. Waller . Evensville . Flag Pond . Tennessee Valley Col¬ lege. Flag Pond Seminary . . . Walnut Grove Academy Gordonsville Academy . Normal Institute . C. C. Ferguson . W. T. Gillis . . Nonsect .. Bapt _ Flovds . L. S. Fuller Gordonsville . N. L. Gold . Grand View . R. E. Dickson . Cong . Greenfield _ Greenfield Institute . . . J. B. Reed _ Howell . Howell Academy.. Miss Sallie B. George. J. H. and M. G. Walker 0.... Jaeksboro . Franklin Academy . Nonsect... Kyles Ford _ Lexington . _ .. Blackwater Seminary.. Lexington Academy.... F. R. Sanderson _ S. A. Mynders, a. b _ Bapt . KcKenzie . . McTyeire Institute . . . Joshua H. Harrison... Meth""’"” Memphis . Clara Conway Institute. Miss Clara Conway. .. Nonsect... do.. .. Memphis Institute Wharton S. Jones Nonsect . _ do . _ do . 1 St. Agnes Academy . St. Mary’s School _ Sister Mary Thomas O’Meara. Sister Superior . R. C._. _ Epis . Milan . College Schools C. Ph. Kellogg, ph. d_ Nashville . Montgomery Bell Acad¬ S. M. D. Clark, A. M _ Nonsect.. . _ do . . . emy. St. Cecelia Academy _ Walnut Grove Academy Union Male and Female Mother Ursula... . R. C . Newark . D. L. Lansden. . 0 _ _ _ Newbern . . C. S. Brown, jr., b. s. . . New Market.... Seminary. Holston Seminary. J. A. Kaull. .. M.E . do _ New Market Academy.. Normal Academy _ W. C. Broady Orlinda . D. B. Bor thick. . 0 . . Orysa . Hatch Academy . . C. A. Folk.. . . 0... . Overall . Salem A cademy . L. V. Ellington . Paris . . Male and Female Select T H. M. Hunter . . 0.. . Parrottsville . High School. High School . . J. W. Lucas. . Nonsect... Partinville . Male and Female Insti¬ Hugh W. Long.... Nonsect. .. Ready ville . tute. High School . V. M. Fulton . Nonsect... Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. STATISTICS OF PRIVATE SECONDARY SCHOOLS 1561 and other private secondary schools for 1SS9-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium ? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. •erejtf | Female, j d j Female. d 1 | Female. J 7 S 9 io 11 12 13 14 15 16 17 IS 19 | 20 21 22 32 ,3 8 5 5 3 12 No.. No.. 300 51, 800 0 0 51,200 1382 226 13 217 0 0 0 17 No.. No.. 1,400 No.- 5, 000 0 14. 765 0 1383 10 42 5 18 5 24 9 No.. No.. Yes. 3, 175 2, £03 1384 « 14 10 0 0 0 o No.. No.. 50 Yes. 2,400 0 5220 530 0 1385 100 100 0 0 8 Yes. No.. 500 Yes. 30. 100 ! 1386 2 3 o 3 0 0 0 No.. No.. 100 Yes 1,000 200 coo 1387 20 16 lo 0 0 0 0 No.. No.. 0 Yes. 1,000 500 800 I 1388 15 10 0 0 0 No.. No.. 0 Yes. 5,000 0 500 5C0 0 1389 21 13 17 10 0 0 1 No.. No.. 3C0 Yes. 3,000 1390 0 25 0 20 0 6 0 Yes Yes. 1,400 Yes. 20,300 0 3,500 §400 j 1391 14 6 12 6 0 0 0 No.. No.. 0 Yes. 3, Q00 ' 125 1392 0 54 U 10 0 2 10 Yes. Yes. 133 10,000 0 3, 500 54 : 1393 16 26 10 12 0 b 0 Yes. No.. 200 Yes. 3, 000 1,467 1394 17 13 4 1 2 0 17 No.. No.. No- 2,500 500 800 ioo 1395 ' 15 0 15 | 0 0 0 3 No.. No.. 0 No.. 1,905 1396 3i 102 0 0 i 0 0 5 No.. No- 200 Yes. 6,000 0 0 3,000 , 0 1397 10 I 12 0 o 0 No.. No 1,500 Yes. 2,750 c o 1398 10 1 8 4 3 0 0 0 No.. No.. 0 Yes 3^ 000 0 . 6' '§66' 0 1399 30 | 30 0 0 0 ! 0 0 No.. No.. 94 Yes. 8,000 0 1,000 1,000 0 1400 7 3 1 0 6 I 3 6 ; 0 800 1401 60 60 30 i 30 30 i 30 3 No.. No- 600 Yes. 2, 650 0 300 3,000 0 1402 15 5 0 0 o 0 0 No.. No.. 0 0 800 1403 20 16 12 8 9 I 0 No.. No.. 150 Yes. 12,000 200 1404 6 3 6 3 0 0 0 No.. Yes. 0 Yes. 1,000 80 1405 50 20 20 5 15 3 0 No.. No- 0 15,000 500 600 1406 8 6 2 0 1 1 0 No.- No. . 150 2, 1 0D 400 350 1407 14 9 2 2 2 0 0 Yes. No- 400 Yes. 7,600 t 180 600 1408 1 20 1 24 3 5 0 0 0 No.. No.. 0 1,550 650 1,500 1409 : 18 i 12 0 0 0 No No- 0 Yes 1. 500 o 0 i 700 0 1410 100 80 10 5 10 10 4 No.. No.. 0 Yes' 250 0 o ! 1,000 100 ! 1411 27 17 9 5 5 2 6 No.. Yes. Yes. 1 , 525 5100 90 j 25 i 90 | 1412 30 25 15 10 0 0 1 0 No.. No- 1,200 Yes. 2,200 _ ! 2.500 1413 20 10 20 4 0 0 2 No.. No.. 530 Yes. 9,000 0 2,500 | 6 | 1414 0 69 0 7 0 1 19 Yes. Yes. 1,200 Yes. 160 0 7, 500 j o j 141o 118 0 0 0 2 Yes. 15,000 1416 0 25 0 0 0 15 6 No.. Yes. 3,000 Yes. 4,000' 1417 0 ; 100 0 0 0 No.. Yes. Yes. 30, 0C0 . 1418 12 I 26 6 6 0 0 12 No.. No.. Yes. 7,225 0 3,000 30 1 0 1419 70 | 0 4 0 66 0 5 No.. No.. ””_3l6" Yes. 30,500 50,000 4,800 i 3,000 1420 0 53 0 1 0 15 Yes.' 3,000 Yes. 100,000 1421 34 30 15 10 0 I 0 3 No_.l Yes. Yes. 300 105 1422 23 I 26 0 1 0 0 No.. No- 65 Yes. 7,540 0 1,410 1,440 0 1423 5 7 0 0 0 No.. No.. Yes. 2,000 150 1424 14 24 6 2 0 0 5 No- 300 4, 500 500 400 1425 20 15 10 3 o 0 0 No.. No. . 0 Yes. 2,500 250 ! 1,000 1426 6 7 6 7 o ! 0 2 No.. No.. 0 Yes. £00 200 J COO 1427 £0 20 5 6 10 | i 8 8 No.. No.. 0 Yes. 1,000 400 700 poo : 1428 23 27 4 6 10 0 0 Yes. No.. 0 900 1429 13 7 0 0 0 Yes | No.. o Yes. 1,000 o o 0 I .lQfl 10 3 7 3 1 2 0 No..| No — 65 Yes. li 050 0 ° 4 iU 700 100 ; 1 *toU 1431 53 20 18 6 12 1 16 c No. J No.. 700 Yes. 13,060 0 * 0 ' 1,800 o 1 1432 15G2 EDUCATION REPORT, 1889-90. Table ‘9. — Statistics of endowed academies , seminanes , Num¬ ber of Q sec¬ ond¬ ary in¬ State and post- office. Name of institution. Name of principal. a o el © 'O struct¬ ors. CO O S’ © « © L Female. 1 2 3 4 5 6 TENNESSEE— COnt’d. _ 1433 Rutherford Male and Female Acad- J. Stanley Wilhelm... Nonsect... 0 1 3 1434 Saltillo . emy. Male and Female Acad- 1 3 1435 Savannah . . emy. Hardin College. . . J. A. Hanna . 1 5 1436 Shelbyville . Dixon Academy . T. Stiles Bell . 1 0 1437 McKinney High School. West Tennessee Mill- S. L. Carson . Nonsect _ 1 1 1438 E. A. Maddox _ Nonsect. 2 0 tary Academy. 1439 Andrew Jackson College Sulphur Springs Acad¬ emy. T. L. Mitchell _ Nonsect _ 1 1 1440 Cummins C. Justus. ._ Nonsect... 2 0 1441 Stony Point . Maxwell Academy _ Female Institute. . R. M. Dewey . Presb 1 0 1442 Thos. L. Bryan . 1 2 1443 Sweet Water _ Ma’-e College . . . J. L. Bachman . Nonsect _ 2 2 1444 Male and Female Acad- George Compton . . Nonsect... 1 1 emy. 1445 Trenton . . Laneview Academy _ J. W. Meadows . 0 1 2 1446 Troy . . . Obion Normal College.. Crockett and Thomas Fred J. Page, l.i _ 0 . . 0 2 1417 Union City _ Crockett and Thomas. 3 0 School. 1448 Verona _ Verona Academy . W. H. Beasley... . i Meth 1 1 1449 Virtue _ _ 1 UnionHigh School. _ John P. Griffith, b.s., i B.L. J. W. C. Willoughby, | 2 -0 1450 Washington Col¬ Washington College _ Fresh . 5 1 lege. president. 1451 Waverly McAdow Seminary . W. E. Miller. CumJ?res 2 2 1452 | Well Spring . Powells Valley Semi¬ nary. Ed. R. Ling . 1 M.E .. 3 1 1453 ! White Pine . Edwards Academy . Rev. Mont. Groenen- United B n 2 1 dyke. 1454 Williston . . Williston Academy . Woodbury College. . T. T. Hardy . . Alfred J. Brandon . Nonsect.. 1 1 1455 Woodbury. Nonsect... 3 4 TEXAS. 1456 Alto Cooperative Educa¬ tional Association. J. B. Collins . . . Nonsect... 1 o 1457 Austin . . German English Acad¬ emy. O. G. Neuman . 0. . 1 1 1458 Belton . Male Academy .. Chas. H. Weaemeyer.. E. C. Hudson . . [ 0 . 2 3 1459 Bonham . Fannin College . ; 3 0 1460 ...do . . . Masonic Female Insti¬ W. D. Allen . 1 Nonsect... 1 2 4 tute. • 1461 Brock . Olive Branch Collegiate Institute. G. D. Adams . l 2 1 14S2 Brownsville _ _ Incarnate Word Acad¬ Mother St. Ange _ 0 3 emy. 1463 Brownwood .. Howard Payne College. . A. J. Emerson, presi¬ dent. 3 3 1464 Cedar Hill . . Central Institute . E. W. Dallas . 0 . 2 1 1465 Chico . . Lee College.. W. J. Haggard _ 1 2 1466 Cold Springs . . Cold Springs Academy. . Commerce College . J. H. H. Ellis 2 2 1467 Commerce... . H. P. Eastman . 1 2 1468 Corpus Christi .... Female College . . J. D. Meredith _ | Nonsect... 1 1 1469 Danger field _ _ High School _ B. C. Chrlsman . 1 2- 1470 Galveston . Ursuline Convent Mother St. Agnes _ R. C _ _ 0 4 1471 Geneva . . G ene va Academy . H. F.Killen . ; Nonsect... 1 0 1472 Hearne . . Hearne Academy . . . H. M. Williams. . . Baptist ... 0 1 1 1473 Jasper . Southeast Texas Male D. C. Peacock 3 2 1474 and Female College. Kilgore . Alexander Institute _ George J. Nunn, pres¬ ident. M. E. So .. 1 4 1475 Lancaster . Masonic Institute . Ruluph Sebring . 1 2 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1563 and oilier private secondary schools for 18S9-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of. graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. 6 * Female. | Male. 6 s 0) 7 S 9 10 11 1 2 13 14 15 16 17 IS 19 20 21 22 25 31 0 0 o 0 0 No.. Yes. $3C0 1433 52 21 10 4 38 20 0 Yes. No.. 0 Yes. $2, 540 0 0 $1, 600 0 1434 30 41 6 4 21 27 0 Yes. No 0 6, 140 0 0 2, 100 1435 20 4 15 0 0 0 10 No.. No 0 No.. 3,500 1436 8 7 3 1 5 4 0 No.. No.. 0 Yes. 600 $100 140 220 $146 1437 49 0 49 0 0 0 0 No.. No.. 0 Yes. 2,025 0 900 800 900 1438 40 35 Yes. 1, SCO 400 1439 15 20 8 2 1 0 No.. Yes. 700 120 1440 12 13 3 4 0 0 _ 2 No.. No.. 0 Yes. 2,000 0 0 1,250 0 1441 0 20 0 10 0 10 0 No.. No 0 2,500 0 0 SCO 1442 101 0 64 0 0 0 4 Yes. 7, 125 1.500 1443 15 10 0 0 0 0 0 No.. No 0 Yes. 1,500 500 6C0 1444 30 j 24 42 1 0 0 0 No.. 1 No.. 0 Yes. 2,000 1445 35 33 18 1 17 ! 17 16 2 Yes. ; no„ 1,000 Yes. 3, 000 6 1,000 500 0 1446 40 34 5 2 ! 0 0 0 No.. 1 No 0 5,015 1 . 1 2,145 1417 8 0 0 1 o 0 0 No.. I NO No.. 500 275 1443 12 8 ! 0 o 10 No.. 1 No- . 6 600 l 156 1449 40 38 26 26 ; 0 ' I ! o 8 No.. No- 800 Yes. 10, 200 0 . 1,000 700 1450 7 8 1 0 1 0 0 No.. No.. 125 Yes. 8,035 0 450 1,700 0 1451 68 24 0 0 18 13 0 No.. ; No 204 Yes. 3, 500 262 230 1452 40 1 20 0 0 0 0 0 No.. No.. 700 Yes. 5,300 0 340 7C0 0 1453 12 4 1 0 0 0 0 No.. No 0 Yes 1,000 800 1454 90 50 15 8 45 14 1 No.. No.. 0 Yes. 4,000 3,500 1455 13 18 3 5 0 0 0 No.. Yes. 0 Yes. 1,500 0 390 270 0 1456 24 18 18 12 4 8 18 Yes. i Yes. 350 Yes. | 1457 34 4 0 0 0 0 0 No.. 1 No.. 0 Yes. 4.100 0 1,650 „ 1458 65 i o 30 0 25 0 4 No.. No.. Yes. 10, 200 637 3, 0C0 ! 1459 0 j 5° 0 40 0 10 6 No.. No- "W Yes. 10,100 : 4,000 400 5,000 1460 14 26 0 0 4 5 0 No.. NO— 64 2,418 630 760 1461 0 55 0 0 0 0 1 No.. Yes. 500 Yes. 55, 200 3,000 1462 52 46 0 0 0 0 0 50 30,000 1463 33 1 27 10 15 0 o 0 No.. No.. 100 Yes. 2,600 0 5S5 0 1464 44 ! 51 10 15 15 ' 12 2 No.. No.. 0 3,000 0 450 1 1455 40 30 5 5 5 0 0 No.. No 0 2, GOO 480 1,200 1466 24 28 0 0 0 No.. No- 150 3, 150 1,600 1167 0 50 0 25 0 25 9 No.. No.. 0 Yes. 2,500 o 300 1468 20 15 3 2 0 ! o 13 No.. No Yes. 8,000 400 1,000 H09 0 350 3 ^3 0 0 6 1 o 0 No.. No.. 0 Yes. 500 . ! 25j> 1471 7 4 1 0 3 ! 2 0 Yes. i No- 150 Yes. I 5,500 256 30 0 1472 20 18 1 _ No.. No.. 0 Yes. I 6, COO 1473 30 30 0 0 0 No.. 1 No.. 400 Yes. | 11,750 0 320 2,800 0 I 1474 20 30 0 lo 0 No.. . No.. 10 1 Yes. 1 2, 555 800 200 i 1475 1564 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries, State and post- ofnce. Name of institution. Name of principal. Religious denomination. Nu her S€ or ai ii strr or c3 § Female. 1 2 3 4 5 6 tex as— continued. 1476 Laredo . Miss W. E. Holding... M. E. So .. 1 11 1177 Marshall . S. W. Culver, A. M., Baptist ... 2 2 president. 1478 ....do . H. M. Ivy . 1 4 1479 Minden . G. I. Watkins and C 3 0 B. Turner. 1480 Moulton Institute. N. H. Allis . Nonsect... 2 3 1481 A. W. Orr, per sec Nonsect _ 4 3 School. 1482 Plano . . M. C. Portman . 0 _ 2 3 1483 Plano _ _ Plano Institute W. F. Mister and J. B. Nonsect. .. 1 Dodson. 1484 Rusk . B. A. Stafford, presi¬ 0.. . . 2 0 dent. 1485 Salado . Thomas Arnold High T. J. Witt, ph. b _ 0 . 2 2 School. I486 San Antonio . German-English School William Barbeck _ 0 . r_ 2 2 148/ _ do . St. Mary's College Rev. Francis Feith _ R. C . 3 0 1488 San Antonio Academy.. W. B. Seeley . . 0 _ 3 1 1489 _ do . Ursuline Academy.. Sister M. Magdalen .. R. C... 0 5 1490 San Saha . . Sa,n Sa.ha, College George H. Hagan . Nonsect .. 0 2 1491 Sequin . Montgomery Institute. . Rev. N. B. Fuller . P. E _ 1 1 1492 Sherman . Sherman Institute . J. G. Nash, A. m., UL.D.. Bapt . 3 o 1493 Spriugtown . Male and Female Insti¬ B. F. Fronabarger _ 0 . . 4 1 tute. 1494 Sulphur Springs. . Central College. . J. W. Adkisson, A. M._ M.E. So... 5 4 1495 Sunset . Sunset College Bryant and Alexander 0 2 1 1496 Vernon . .Tones’s School G. A. Jones. . 1 Meth 1 1 1497 Victoria . High School Melvin Hix _ Nonsect.. . 1 1 1498 _ do.. . Nazareth Academy Mother Sister Claire .. R. C . 0 3 1499 do St. Joseph’s College and Rev. L. Wyer R. C 3 0 Diocesan Seminary. 1500 Walnut . Central College T. W. Elliott . Nonsect . 3 2 1501 Whitt . Seminary and Normal J. N. Johnston . . 0 2 0 School. 1502 Willis . Male and Female Col¬ George H. Stovall _ Nonsect... 2 0 lege. UTAH. 1503 Fillmore . Millard Stake Academy. J. E. Heckman . . 2 1 1501 Logan . . Brigham Young College. James W. Tanner . L.D.S .... 5 1 i505 _ do . . New Jersey Academy... Miss S. E. DeGrufl .... Presby _ 1 1 1506 Mount Pleasant... Wasatch Academy . Miss Annie F. Hand- Presby _ 0 3 ley. 1507 Ogden... . Ogden Academy .. H. W. Ring Cong 1 4 1508 Ogden City _ Ogden Military Acad¬ C. L. Howard, super¬ Nonsect .. 5 1 emy. intendent. 1509 Provo . Proctor Academy F. E. Merrill Cong 1 3 1510 Salt Lake City .... All Hallows College Rev. J. B. Chataigner, R. C . 4 0 D. S. IX 1511 - do . Later-Day Saints’ Co James E. Talmage, L.D.S .... 4 0 lege. PH. D. 1512 ... do . St. Mark’s School . Rev R, W. Plant . Epis 1 1 1513 _ do . St. Mary's Academy .... Sister Superior . R.C ... 0 8 1514 _ do . Salt Lake Academy. Edward Benner . Cong _ _ _ 3 4 1515 _ do . Salt Lake Collegiate In¬ J. F. Willspaugh _ Presby _ 1 stitute. 1516 _ do . Section of Utah Univer¬ C. L. Baxter . Meth . 2 1 sity. VERMONT. 1517 Bakersfield . Brigham Academy F. E. Parlin Nonsect . 2 2 1518 Barre . Goddard Seminary D. L. Maulsby. Univ 4 6 1519 Burlington . Bishop Hopkins’sHall.. Rev. Lucius M Hardy Epis . 1 4 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1565 and other private secondary schools for 1889-90 — Continued. Stu¬ dents in second¬ ary- grade. Num¬ ber pre¬ paring for col¬ lege classi- 1 cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? N umber of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. I 'SIBK <0 te Male. Female. | 6 c- s Female. | 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 118 14 27 0 0 0 Yes. No.. 300 Yes. $50, 125 $6,000 18 7 6 1 0 0 0 Yes No.. 750 Yes. 50, 400 0- 0 36 0 0 0 0 Yes No.. 150 20,150 $1,500 24 14 4 4 20 10 3 No.. No.. 150 3, 200 378 33 24 21 14 2 No.. No.. 0 Yes. 2, 500 725 20 4 8 1 5 No.. No.. 400 Yes. 3,500 59 40 0 0 0 0 0 No.. No.. ICO Yes. 5, C00 723 29 36 4 5 3 2 5 No.. No.. 200 Yes. 8, COO 0 600 10 18 0 0 6 No.. No.. 300 Yes. 5, 250 2, 000 23 .8 0 0 0 125 22, 000 34 25 0 0 0 Yes. Yes. 250 Yes. 25,000 70 0 1 11 0 20 0 7 Yes. No.. 2,000 Yes. 71,000 0 0 35 0 3 0 10 0 7 No.. No Yes. 8, 0C0 0 0 65 0 0 0 0 0 No.. No.. 350 40 40 3 5 7 6 0 No.. No.. 0 Yes. 5,050 CO O' O 0 19 ! 0 2 0 0 2 N0..1 No.. 750 Yes. 11,000 0 50 0 50 0 0 12 No.. Yes. 800 Yes. 20. 500 40 0- 2o 0 0 3 No.. No._ 300 Yes. 6,000 0 671 50 40 0 0 0 0 16 No.. No.. 500 Yes. 20,700 12,000 24 20 I 9 11 10 12 0 Yes. No 50 700 400 5 21 3 5 0 3 0 No.. No.. ..... Yes. 3, 500 5 14 0 12 0 0 0 No.. No.. Yes. 5, 000 0 800 0 33 j.... 0 0 1 No.. No.. 1,100 Yes. 15, 000 900 20 0 0 0 0 No.. No.. 500 Yes. 41 42 3 3 12 8 0 No.. No.. 45 Yes. 4,800 976 20 25 12 13 10 10 0 Yes. No.. 400 4, 125 600 1,900 ! 35 34 10 15 10 10 7 No.. No . Yes. 10,000 0 1 800 ; 15 8 15 8 9 No.. No.. 50 6,020 1,200 50 50 0 0 0 0 0 Yes. No.. 500 30, 500 10,000 1 11 10 1 2 0 0 0 No.. Yes. 20 Yes. 9,560 ....... I 24 16 0 0 0 Yes. 15, 000 52 O 5 0 4 Yes. No.. 100 Yes. 50,090 72 0 28 0 0 0 2 Yes. 300 No.. 55, 000 5 15 0 5 0 5 No.. No.. 300 Yes. 19,500 30 0 12 0 6 0 10 No.. No.. 100 Yes. 20, 300 53 31 53 31 0 0 3 No.. No.. 1,050 Yes. 2,000 11 8 0 0 5 No_. No.. 1,600 0 100 0 0 0 75 1 No.. No.. 2,000 Yes. 100 ; 40 30 2 1 0 0 3 Yes. Yes. 3,000 Yes. 100,200 4,000 . 1 21 29 11 3 3 2 nr Yes. No.. 485 Yes. 40,250 j 8 15 0 0 2 No.. No.. Yes. 100,000 . 1 . 1 i 25 30 5 2 6 5 9 Yes. No.. No.. 10, 400 j 30,000 | 63 43 11 0 4 0 8 No.. No.. 1 1,705 Yes. 65, 250 j 20,000 1 92 ; 0 1 35 0 5 0 2 4 Yes. Yes. 1 450 No.. 150,000 | 20,000 1 . 1 _M _ | M 21 | 22 $14,000 0 1476 1477 $1,000. 0 1478 1479 2, 150 4,000 1480 1481 1.677 3,000 ... 1482 0 1483 300 100 1484 4,000 1485 1,000 0 400 2,750 400 I 1,000 3'066'j . ol 4.700 I 1,200 2,000 I . 540 . 1,200 0 1,400 25 3,200 0 1486 1487 14S8 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 4,300 100 103 14,500 1503 1504 1505 1506 2,000 . 259 ,000 65 1507 1508 1509 1510 S, 908 2, 050 1511 1,400 . ’3,’666'i T, 665" 4.000 j 3,600 1,400 j 2,600 452 ! 2.250 3,500 2,495 10,520 11,500 1 1512 1513 1514 1515 1516 1517 1518 1519 1566 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies, seminaries , i Num- d o bei • of sec¬ '•jj ond¬ c3 3 ary State and post- Name of institution. g in¬ struct¬ office. Name of principal. o PI © ors. w 3 o to © 6 3 © Ph V 1 3 3 4 5 6 VERMONT — cont’d. 1530 Burlington . Vermont Episcopal In- - stitute. Henry H. Ross . P. E . 4 1 1521 Essex . Classical Institute Chauncey H. Hayden 1 3 1522 Lyndon Center.... Manchester . Lyndon Institute _ Walter E. Ranger, a. m. Allan C. Ferrin _ Nonsect.. . 6 4 1523 Burr and Burton Semi- Nonsect... 2 5 1524 nary. Montpelier . . Vermont Methodist Rev. E. A. Bishop, A. M. M.E _ 5 <7 Seminary. 1525 New Haven . Beeman Academy . H. D. Hoffnagle 1 1 1526 Peacham . Caledonia County Grammar School. C. A. Bunker . Nonsect... 1 2 1527 Poultney .... Troy Conference Acad¬ emy. Chas. H. Dunton, d. d . M. E . 5 3 1528 Royalton . . Royalton Academy . Miss Celia Sherman, A. B. G. V/. and O. H. Perry. Cong . 1 4 1529 Rutland . English and Classical Institute. Nonsect... 3 4 1530 St. iPohnsbury _ Saxtons River .... St. Johnsbury Academy. Vermont Academy. Chas. E. Putney . Nonsect... 8 5 1531 Geo. A.Williams, A. m., PH. D; Bapt _ _ 4 7 1532 South Woodstock Green Mountain Per¬ Miss Carrie A. Walker. Univ . 0 2 1533 kins Academy. Thetford . Thetford Academy.. _ J.N. Mallory... . Nonsect... 1 3 1534 Townshend... Leland and Gray Semi¬ nary. David G. Smyth . Bapt . 2 3 1535 1 Underhill . Underhill Academy . E. S. Whitcombe, jr., president of the Nonsect... 1 1 board of trustees. 1538 i Wat erbury Center Green Mountain Semi¬ Miss E. Colley, a. m _ Free Bapt . 0 2 nary and Minard Com¬ VIRGINIA. mercial School. 1537 Abingdon . Abingdon Academy .... Academy of the Visita¬ tion. Arthur P.Wilmer . Nonsect... 2 0 1538 _ do . Sister M. Borgia Tub- man, superioress. R. C . 0 10 1539 Alexandria . Claren’s School for Girls Misses Worthington.. L. M. Blackford, m. a . . Epis . o 2 1540 _ do . Episcopal High School P. E . 7 0 1541 of Virgini a. _ do . Potomac Academy . John S. Blackburn _ 2 0 1542 _ do . St. John’s Academy _ Seven Islands School .... Richard L. Crane, a. m. R. C . 3 0 1543 Arvonia . Philip B. Ambler. .... Nonsect... 0 1544 Ashland... School for Children _ Miss Willie W. Nolley Win. R. Abbott . . . 0_ . 2 0 1545 Bellevue . High School . . P. E . 3 0 1546 Berryville . Shenandoah University School. Wm. N. McDonald _ 0 . 2 0 1547 Bethel Academy .. Bethel Classical and Albert G. Smith _ Nonsect... 5 0 1548 Military Academy. Charlottesville _ University School . Horace W. Jones . Nonsect ... 3 0 1549 Dayton . Shenandoah Institute .. Geo. P. Hott, a. m - U. B . 6 1 1550 Farm.ville.__ State Female Normal John A. Cunningham. 1 7 1551 School. Fincastle . Botetourt Female Insti¬ E. A. Luster . Nonsect. .. 1 2 1552 tute. Floyd C. H... Jacksonville Normal T. D. Sowers . 1 1 School. 1553 _ do . . . Oxford Academy . Rev. and Mrs. John K. Presb . 0 1 1 Harris. 1554 Fort Defiance . | Augusta Military Acad¬ emy. Chai’ies L. Roller . Nonsect... 4 0 i 1 15d5 Greenwood Depot.i Hale Ford . Greenwood School . . Wm. Dinwiddie, jr _ i William E. Duncan _ i Nonsect... 1 0 1556 Classical and Normal Nonsect... 1 1 •School. 1557 Keswick . | Broad Oak School Miss Frances M. Mead Epis ... 1 2 1558 | _ do . 1 Edgehill Female School \ Miss C. R. Randolph..! Nonsect.. J 0 4 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1567 and other private secondary schools for 1SS9-90— Continued. ! Num- i ber Stu- 1 pre¬ dents paring in ' for second-' col- ary j lege grade, classi- j cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? Number of volumes in library. Has the school an elementary department? Value of grounds, bitildings, and apparatus. Amount of productive funds. Amount of State aid. Income from tuition fees. 1 Income from productive funds, gifts, and bequests. 6 3 * g j © I jl g ( Male. 6 © 7 S | 9 19 11 12 13 14 15 16 17 18 19 20 21 22 44 0 6 0 4 0 8 No.. No.. 400 No.. $40,150 0 0 1520 43 37 0 0 0 0 0 No.. No.. 300 4.000 $900 1521 121 100 14 3 4 0 35 No.. No.. 800 No.. 2o;ooo $30,000 ! $1,500 1522 50 31 20 6 0 13 Yes. No.. 500 Yes. 15,200 30,000 1,800 1,800 1523 136 ITT 51 21 0 0 24 Yes. Yes. 1,500 No.. 85,150 38,000 — 7,737 1,280 1524 37 33 3 o 0 0 1 No.. No.. 180 No- 5,07? 10, 800 1,000 818 1525 48 57 9 10 0 0 3 No.. No.. 1,500 No.. 10,500 15,000 600 900 1526 79 44 38 5 3 0 31 No.. Yes. 2,560 Yes . 60, 550 3,000 5, 550 6, 180 1527 10 18 1 <> 0 0 0 No.. No.. 65 No.. 1,500 4,000 235 1528 ,0 37 10 2 5 1 3 No.. No.. 1,000 No- 11,200 0 2,110 o : 1529 115 100 60 5 15 3 55 No.. Yes. 500 No.. 251,000 100,000 7,000 •1.000 1530 94 ! 82 30 24 37 43 23 Yes. 1 Yes. 800 No.. 96,500 100, 000 5, 854 5,000 1531 16 1 15 9 9 7 5 0 No.. No.. 323 No- 1.900 10,000 1 450 | 1532 40 i 45 4 2 1 0 Yes. 1 No.. 0 No. . 5,050 5.000 m 1.000 I 300 1533 6 1 16 0 1 0 0 16 No.. No.. 300 Yes. 1,100 11,000 400 500 ; 1534 12 i 14 1 6 0 0 0 0 Yes. ! No.. 0 Yes. 1,100 0 600 200 1535 25 35 .... 0 0 20 Yes. No.. 800 Yes. 25,200 1,200 1,200 660 1536 35 0 10 0 5 0 2 No.. No.. 0 Yes. 12,500 0 1,500 0 1537 0 30 ! ... 0 0 0 No.. 500 1538 0 12 0 0 0 0 3 No.. Yes. 50 I Yes. 7.000 0 i 1,080 0 1539 102 0 0 0 0 0 0 No.. No- 0 No- 25,000 0 8,000 0 1540 37 0 .... 0 0 0 ! No.. 1541 28 0 16 0 12 0 9 Yes. | Yes. 1.000 I Yes. 9.500 , 1 0 • 1,500 0 1542 11 0 8 0 0 0 3 1,000 Yes. 5,000 1 I 1543 4 12 .... 0 0 . 0 No.. No.. 0 Yes. 1,000 : . 0 6 1544 48 1 0 42 I 0 0 8 No.. 1 Yes. 3,500 Yes. 25,000 | 6,250 1545 49 0 38 0 5 0 6 No.. No.. 0 No- 10,030 ; 2,500 1546 63 0 55 0 3 0 0 No.. j Yes. 2,000 Yes . 25,500 25,000 3,600 3,000 1547 50 0 50. j 0 0 0 9 No.. No.. 0 No.. 3,700 1548 53 40 5 1 5 13 13 8 No.. { No.. 400 Yes. 6,300 800 1549 0 170 .... o 0 15 Yes. 500 1 Yes. 31,000 10,000 500 1,900 1550 0 14 0 ! o 0 1 ! 0 0 No.. No.. 0 No . 600 0 0 0 1551 31 23 : 18 ! 10 15 12 6 Yes. No . 0 Yes. 2,500 225 1552 20 20 12 12 0 ! o 0 Yes. |No~ 0 Yes. 2,000 0 600 0 ! ! 1553 71 0 38 I 0 0 0 20 No.. 1 No.. 500 Yes. 9,600 . *' 0 2,500 2,500 1554 11 0 j 7 : o •0 ! o 0 | No.. ; No.. No.. 1555 oo 30 1 18 1 23 ! 5 6 10 No- * Yes. 0 Yes. 800 0 0 1,500 0 1556 4 8 I 0 i 0 0 0 0 No. . ! No.. Yes. 400 1 1557 0 • 23 | 0 ! 0 ... iNo.. 1 No.. ‘ i ,665’ Yes. ! 10,000 1558 1559 1560 1561 1562 1533 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 State and post- office. 1 VIRGINIA— cont’d. Lodi . Longfield . Luray . Lynchburg . Marion . Markham . Millwood . ....do . New Market . Norfolk . Oliver . Onancock . Pearisburg . Petersburg . _ dcf. . . . Portsmouth _ Richmond . ....do . , . _ do . . . _ do . _ — do . Rockfish Depot _ Snowflake . South Boston . Staunton . _ do . . Suffolk . — do. . _ do . _ do . Tazewell C. H _ The Plains . Warrenton . Waynesboro . Wood . Wood Lawn _ Wytheville . _ do . WASHINGTON. Coupeville . Ellensburg . Farmington . Montesamo . North Yakima .... Olympia . Table 9. — Statistics of endowed academies, seminaries , Name of institution. Name of principal. Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. 6 6 s 2 5 6 1 1 2 1 2 1 0 3 3 0 2 0 0 2 1 0 1 2 3 7 0 1 2 2 0 2 2 2 5 0 0 4 2 0 1 2 4 2 1 3 3 0 1 3 2 0 1 2 2 6 0 3 2 1 6 3 0 0 3 2 3 1 0 1 3 3 5 1 1 2 2 1 4 0 3 1 1 1 2 1 0 1 1 0 4 3 3 Liberty Hall Academy.. Curry College . Female Institute . Female Academy . . High School . Cleveland High School.. Brexton Home School .. Clay Hill Academy . Polytechnic Institute... Norfolk Mission College Glencaion Female School. Onancock Academy . Pearisburg Academy .... St. Paul's Female School University School . Portsmouth Seminary.. Franklin Street School for Boys. Hartshorn Memorial College. McGuire’s School . Merrill Female School.. University School of Richmond, Kleinberg Female Sem¬ inary. Greenwood High School Female Institute . Augusta Female Semi¬ nary. Military Academy . Collegiate Institute . Female Institute. . . Military Academy . Nansemond Seminary. - Tazewell Female Semi¬ nary. Furcron’s School for Boys. Fauquier Female Insti¬ tute. Valley Seminary . Riverview Seminary . . . Normal Institute . Trinity Hall Female College. Wytheville Seminary .. Puget Sound Academy . Ellensburg Academy . . . ifouse of Providence.... Chehalis Valley Acad¬ emy. St. Joseph’s Academy .. Collegiate Institute . J.W. Cole... . Z. T. John, president. M. M. Hargrove . . Mrs. L. S. Marye . Daniel C. Miller . . William C. Marshall . Miss Mary Page . . Wm. H. Whiting, jr., A. M. W. H. Smith, A. m ... Rev. David R. Mc¬ Donald. H. L. Campbell . . Nonsect. Bapt - Bapt _ Nonsect- Nonsect. Nonsect. Epis _ Nonsect. 0 . U. B . Frank P. Brent . . George H. Gilmer _ Jos. G. Griswold, a. m. W. Gordon McCabe, A. m., head master. Mrs. Alice H. Jenkins. G. M. Nolley . . Bapt .... 0 _ Nonsect. Nonsect. 0____ . Nonsect. 0.. . . Rev. Lyman B. Tefft, A. M. John P. McGuire . . George F. Merrill _ Thomas D. Norwood . Misses Wailes . . Bapt .... Nonsect. Nonsect. Harry L. Rollins . . J. P. Snead . . Miss M. J. Baldwin . . . Wm. H. Kable . P. J. Kernodle, a.m... Sally A. Finney. . Joseph King, a. m . Mrs. Lucy H. Quimby. Mrs. R. B. Gillespie... Nonsect.. Presb .... 0. . . Christian . Meth _ Nonsect... Epis . Nonsect... A. S. Furcron, a.m. Geo. G. Butler, A. M... Mrs. Jos. B. Winston . Wm. F. Ramey, a.m.. G. M. I vie . . . Rev. Alex. Phillippi . . Mrs. Thos. Dew . Nonsect. Presb . . . Luth Epis. Rev. Charles E. New¬ berry. Rev. J. Shepard Bing¬ ham. A. M. Sister M. Amedee . Robert Cruikshanlc . . . Sister Mary Amelia . . Rev. Luther Coving¬ ton, A. M., s. J. B. Cong . Presb R. C_. Presb . R. C . Meth STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1569 and other private secondary schools for 1889-90 — Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring lor col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory ? Has the school a gymnasium ? Number of volumes in library. | Has the school an elementary department ? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. Income fi’om tuition fees. Income from productive funds, gifts, and bequests. Male. Female. Male. Female. Male. Female. 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 22 10 6 0 0 0 No Yes. $2,500 $240 $364 26 12 5 3 17 12 0 Yes. No . 0 Yes. 2, 000 0 250 4C0 0 0 30 0 0 0 0 0 No.. No.. 0 Yes. 10,000 0 0 0 0 0 18 0 0 5 No.. No.. Yes. 0 0 1,000 0 50 0 20 6 12 0 4 No.. No.. 6 Yes. 4,050 0 1,800 0 36 0 0 0 0 No 300 Yes. 6,035 0 1,200 0 10 0 0 0 No.. Yes. 12 o 7 o 0 o 1 No Yes 500 Yes. 12,000 10 6 10 5 0 0 0 No.. No . 500 Yes. 2,500 0 0 68 92 68 92 0 0 7 No.. No.. 500 Yes. 30, 300 700 $7, 000 0 6 0 5 0 0 3 No.. No.. 300 Yes. 31 29 0 0 7 No. No . Yes. 8,000 0 3,750 0 10 17 0 0 0 No No 0 Yes. 0 1,000 0 0 40 0 0 0 0 1 1 No.. No.. 100 Yes. 5, 050 0 2,500 • 0 104 0 0 o 0 No.. No.. 5,000 Yes. 11,000 0 30 0 30 0 0 4 No.. No 200 Yes. 0 0 700 25 0 10 0 5 0 1 3 No.. Yes. 0 Yes. 7, COO 2,500 0 10 0 0 0 0 7 No.. No- 300 Yes. 35, 500 0 487 785 95 0 50 0 16 0 8 No.. No.. 37 Yes. 5,100 0 0 6, 500 0 0 30 0 5 0 4 1 No No 0 Yes 10,000 3,000 . 47 0 42 0 5 0 6 No.. No.. 0 Yes. 7,000 0 1,876 0 0 26 0 4 0 0 8 No.. No.. 200 5,000 3, 000 18 23 5 7 0 o 9 No Yes 73 Yes. 600 165 500 10 15 0 0 0 0 0 No.. No.. 0 Yes. 6,000 0 70 0 0 0 117 0 0 0 0 0 0 No.. Yes. 500 No.. 26,000 0 25,000 0 24 18 16 8 8 10 5 No . No 800 Yes 10. 000 2, 100 2 75 0 o 4 No No 300 Yes. 15,000 3, 525 50 0 40 0 0 0 0 No.. No- 300 Yes. 6, 300 0 0 3,000 0 0 20 1 0 0 0 1 No.. No.. 150 Yes . 4, 050 0 0 0 0 35 0 25 0 0 0 No.. No.. 600 Yes. 8,000 0 2, 500 13 0 13 0 0 0 0 No.. No.. Yes. 600 0 0 6C0 0 0 65 0 o 3 No.. No.. 350 Yes. 10,000 o o 2,000 0 0 85 0 o 1 No No.. 100 Yes. 10,000 o o 3,500 0 24 20 5 0 12 4 0 No.. Yes. 200 3,200 165 600 0 50 40 15 10 20 25 0 Yes. No.. 0 2,000 400 0 44 0 0 0 No.. 0 18 0 18 0 0 0 No.. ; No- Yes. 15, 000 3,000 9 12 6 3 2 0 1 No.. No.. 800 No- 10, 100 $7,000 1,417 500 20 26 1 0 0 0 0 No- No- 300 Yes. 12,000 0 0 1,200 0 1 6 0 0 0 0 0 No.. No— 30 Yes. 12,000 0 2,916 0 10 19 0 0 0 0 0 No- No.. 40 No- 12,000 0 0 0 20 0 0 0 0 0 Yes. !no„ Yes. 13 27 2 4 3 5 20 Yes. r- 40 Yes. 25,025 0 0 ED 90 - 99 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1581 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1570 EDUCATION REPORT, 1889-90. Table 9. — Statistics of endowed academies , seminaries , State and post- office. Name of institution. Name of principal. Religious denomination. Num¬ ber of sec¬ ond¬ ary in¬ struct¬ ors. 1 ^ 6 | S &. ■ 1 2 3 4 5 6 WASHINGTON— Ctd. 1603 Sister Mary Geraldine R. C 0 3 Names. 1604 Tacoma . Annie Wright Seminary Mrs. Sarah K. White . P. E _ 1 6 1605 ..-.do. . . . Washington College _ D. S. Pulford, A. m _ P. E _ 3 1 1606 St. James College. . P. Hough . R. C _ 5 0 1607 Waitsburg- A _ Waitsburg Academy _ Rev. W. G. M. Hays .. U. P-. . 2 ] 1 WEST VIRGINIA. 16Q8 Male Academy . . Edmund R. Taylor _ 0 2 0 1609 Parkersburg . Academy of the Visita¬ Sister Mary Cecilia R. C . 0 4 tion. Mulrine. 1610 St. Albans . Shelton College _ W. G. Miller . Bapt o 2 1611 Salem . Salem College . S. L. Maxon, a. m., b. d. 7th -Day 2 1 Adventist WISCONSIN. 1612 Albion . _ . Academy and Normal D. E. Willard... 7th -Day 4 2 Institute. Baptist. 1613 Beaver Dam _ _. Way land University.... W. S. Sweet, acting Bapt 3 6 . principal. 1614 Evansville . . Evansville Seminary... J. E. Coleman . Free Meth. 2 4 1615 ! Kenosba . Kemper Hall . Miss M. H. Yerkes Epis 1 6 1616 j Madison . . Wisconsin Academy.... Wm. M. Pond and Miss 0.... . . 1 Charlotte Richmond. 1616 Marinette.. . Academy of Lourdes.... Sister Cloduluha R. G . 0 2 1618 Milwaukee . Cathedral Institute _ Dr. Samuel W. Mur¬ P.E 2 3 phy, A. M. 1619 do Concordia College. . Ch. H. Loeber ! Luth 6 0 1620 ....do . . German English Acad¬ Emil Dapprieh ... 0 _ 1 3 emy. 1621 ....do . Milwaukee Academy . . . Isaac Thomas, A. M._. Nonsect... 4 1 0 1622 Mount Calvary _ St. Lawrence College. .. V ery Rev. Lawrence 5 0 Vorwerk, o. m. c. 1623 Prairie du Chien .. St. Mary’s Institute \ _ Sister M. Seraphia _ R. C . 0 6 1624 Racine _ Home School . . Mrs. J. G. McMurphy. : o . . 2 4 1625 do . 1 Racine College . Arthur Piper, s. v. d_. P E g 3 1626 ....do... . St. Catharine’s Academy Mother M. Hyacintha. r. c ::::::: 0 0 and Normal School. 1627 Rochester . Rochester Seminary.... A. D. McIntyre _ _ Free Will 1 1 Bapt. 1628 St. Francis . Catholic Normal School Rev. W. W. Gerend . . . R.C . . 6 1 0 and Pio Nono College. 1629 Sinsinawa _ St. Clara’s Academy _ Dominican Sisters 0 1 10 1630 W atertown . University of Our Lady Rev. Jno. O’Keeffe, R.C . 6 0 1 of the Sacred Heart. o. s. c. 1631 Waukesha . Carroll College . W. L. Rankin, ph. d... Presb . o o WYOMING. 1632 Cheyenne _ Academy of the Holy Mother Mary Stanis¬ R. C . 0 8 1 Child Jesus. laus. STATISTICS OF PRIVATE SECONDARY SCIIOOLS, 1571 and other private secondary schools for 18S9-90— Continued. Stu¬ dents in second¬ ary grade. Num¬ ber pre¬ paring for col¬ lege classi¬ cal course. Num¬ ber pre¬ paring for scien¬ tific course. Total number of graduates for 1889-90. Is drawing obligatory? Has the school a gymnasium? , Number of volumes in library. Has the school an elementary department? Value of grounds, buildings, and apparatus. Amount of productive funds. Amount of State aid. J Income from tuition fees. Income from productive funds, gifts, and bequests. Male. Female. | Male. Female. Male. Female. | 7 8 9 io il 12 13 14 15 1C 17 18 19 20 21 22 0 0 11 0 34 5 Yes. No.. 2,000 Yes. 1603 o 16° o n o o 13 No Vpk 1 000 Yes. $151,000 $50, 000 $25 000 $3,400 1604 57 0 0 6 6 6 7 No.. Yes. ’400 Yes. 100 200 50| 000 0 3*521 3, 3C0 1695 30 0 10 0 0 0 2 No.. Yes. 700 Yes. 10,800 0 0 1,200 : 0 1606 11 17 0 0 0 0 4 No.. No.. 250 Yes. 6,100 3,000 0 1,479 ; 850 1607 39 0 22 0 0 0 0 No.. No.. 0 No- 1,500' 0 0 0 0 1608 0 27 0 o o u 8 No No Yes. 500 1609 25 10 0 0 0 0 0 No.. No.. 300 Yes. 20,500 0 _ ! 67a 0 1610 16 11 0 0 0 0 0 No.. No.. 50 No.. 7,000 0 1,200 0 1611 75 50 0 0 5 No.. No.. 275 No- 4, 050 6,000 0 1,300 6,000 1612 81 72 10 8 13 10 9 No.. No.. 500 No— 50, 100 35,000 0 4,000 2,500 1613 80 65 0 0 15 10 7 No.. ; Yes. 200 Yes. 25,110 0 0 1,800 500 1614 0 56 0 5 0 0 0 • Yes 1,800 No.. 100,700 20, 000 1 1615 30 i 30 0 0 16 Yes. | No.. 50 Yes. 4,000 1 1616 16 L 0 0 12 16 6 No.. No.. 260 Yes. 18,100 0 0 2, OCO 20 1617 60 15 15 5 25 10 1 No.. No.. 300 Yes. ! 1618 138 0 0 0 0 0 18 Yes. Yes. 1,500 No- ‘ 91,200 0 0 150 8. 350 1 1619 23 21 0 o 9 Yes. Yes. 1,000 Yes. 37,200 4,800 60,000 | 1620 47 0 5 0 3 0 7 No.. Yes. 300 Yes. 20,500 0 0 1 ’ 6/600 30 1 1621 40 0 20 0 20 0 14 Yes. No.. 2, 000 No.. 40, 300 0 0 3,000 0 j 1622 0 48 0 0 0 Yes. I 1623 0 38 0 2 o o 6 Yes. No 4,000 Yes. 10,000 | . 4,700 1 1624 53 0 10 0 15 0 2 No_. Yes. Yes. 1,000 0 21, 250 0 ! 1625 0 30 0 0 0 o 2 Yes. Yes. 2,350 j 1626 12 o 0 1 5 0 1 No.. No- 50 No.. 3,000 0 491 2,500 i 1627 65 0 0 0 3 Yes. Yes. 1,000 j 1628 0 80 0 0 4 2,000 1,000 1629 30 0 25 0 0 o 3 No.. No.. 2,000 Yes. 1 1630 23 36 0 o 8 No.. Yes. 500 No.. 41,000 18,000 2,113 1,633 1631 1 0 j 60 0 0 0 0 2 Yes. No- 300 Yes. 1632 1572 EDUCATION REPORT, 1889-90. Table 1 — Statistics of colleges for Location. Name. President. 1 2 3 CALIFORNIA. 1 Mills College . Mills College and Seminary . Mrs. C. T. Mills MARYLAND. 2 Baltimore . . Woman's College of Baltimore. William H. Hopkins, A. m.,ph. D.aj MASSACHUSETTS. 3 Cambridge . Society for the Collegiate In¬ Arthur C-ilma/n sprrpta.ry struction of Women. w 4 Northampton . . . Smith College . Ti dark ftpplyp, d. p 5 South Hadley . Mount Holyoke Seminary and Louise F. Cowles, acting presi¬ College. dent. b 6 Wellesley . Wellesley College . Helen A. Shafer, A. m . NEW JERSEY. 7 Princeton . Evelyn College . . tT H M^TIvai up tv r> NEW YORK. 8 Aurora _ Wells College . Udwaurl S TPrishpp P 11 9 Elmira . . Elmira College . Chari us Va.n Norden, p. p 10 Le Roy . Ingham University . W W. Totlieroh, d. d 11 New York (343 Madi¬ Barnard College . . Rev. Arthur Brooks, chairman of i son ave.) board of trustees. 12 Poughkeepsie _ Vassar College _ _ James M. Taylor, d. d OHIO. 13 Cleveland _ _ Cleveland College for Women _ Hiram C. Haydn, p. P., lp p. _ . .do . Jacksonville Female Academy.. St. Mary’s School . E F. Bullard, A. m Knoxville . Chas. W. Leffingwell, d. d., rector Morgan Park . Chicago" Female College.. . . Gilbert Thayer, d. d . _ Rockford . Rockford Seminary . Sarah F. Anderson KANSAS. Oswego . __ . College for Young Ladies . Miss S. H. Johnson . Topeka . College of the Sisters of Bethany . Elisha Smith Thomas, s. t. d _ KENTUCKY. Bowling Green . Potter College for Young Ladies. Rev. B. F. Cabell, M. A. I. ph . Clinton Clinton College . . . Amanda M. Hicks Danville . Caldwell College . . Charlotte A. Campbell . i Georgetown . Glasgow . Georgetown Female Seminary. . . Liberty Female College . J J. Rucker, ll. d . . j Rev. T. S. P. McCall, a. M . ! Glendale . Lynnland Female College . E. W. Elrod and E. W. White .._! Harrodsburg . Daughters College . . John Augustus Williams . j Lexington . . Hamilton Female College . J. T. Patterson /... . . . do . Sayre Female Institute _ _ H. B. McClellan, a.m . | Millersburg .. Millersburg Female College . Rev. Cadesman Pope.... N icholasville . J essamine ^Female Institute * _ Miss M. F. Hewitt . Pewee Valley . Russellville . Kentucky College for Young Ladies. Logan FerfTale College Erastus Rowley, d. d . A. G. Murphy, A.M... . Shelbyville . Stuart Female College* . W. H. Stuart g . . Stanford. Stanford Female College . Winchester Female College _ J. M. Hubbard, a.m Winchester . S. W. Pearcy. . . Woodburn . Cedar Bluff Female College _ 1 Horace H. Epes, a.m . . . * Statistics of 1883-89. b Succeeded by Martha E. Chase. a Succeeded by Horace II. Epes, A. m. c Succeeded by Rev. P. S. T witty. STATISTICS OF COLLEGES FOR WOMEN. 1575 women for 1889-90 — Division B. Professors and instructors. Students. Number of State schol¬ arships. Number of other schol¬ arships. Number of volumes in library. Value of scientific appa¬ ratus. Value of grounds and buildings. Amount of productive funds. Benefactions. Male. Female. j Total. Preparatory de¬ partment. Academic d e - partment. Collegiate d e partment. Resident gradu¬ ates. Total number. 4 5 (5 * 1 S io 11 |*} 13 14 15 1G 17 IS 1 11 12 ; 40 12 110 0 162 500 $250 $30, 000 0 $500 3 17 20 33 15 176 9 248 0 3 2, 896 7, 500 75,000 0 0 1 4 5 20 20 40 0 0 400 15, OCO 2 10 12 25 119 6 150 0 1 3, 000 100 10.000 'i6,'6oo' 0 8 8 15 40 40 95 2 1,000 . 1 30,000 8 10 33 44 79 2 158 6 5 215,000 0 0 2 15 17 32 43 138 5 218 0 0 3,500 500 30, 000 0 0 O 11 13 27 25 175 227 1 25 26 42 31 14 0 87 0 0 2, 0C0 6,000 215. 220 0 0 o 5‘ 7 10 5 30 1,500 18,000 0 10 10 10 22 108 140 2, 000 40,000 3 4 40 100 140 0 0 3 5 8 41 106 ! 6 162 1 1 4 5 60 20 ! 50 1 130 200 500 15, 000 0 6 6 20 so 53 j 103 o 0 15,000 6 -5 10 15 62 93 | 177 0 1,000 300 50, GOO - 700 3 10 13 60 126 1 10 217 0 0 4.000 3,500 55,000 i _ 0 I 0 6 8 14 260 | 260 7 3,000 1,500 250. OCO •?40, 000 3 5 8 45 30 86 1 161 0 0 250 200 12, 000 200 50 5 10 15 61 38 118 217 10 2,000 2,500 130, 000 35, 000 0 1 4 5 38 84 1 123 0 0 350 2, 500 3,000 0 o 18 20 15 78 3 100 0 0 1,600 1,200 4 8 12 50 100 150 1,000 500 75,000 1 7 8 14 107 122 3 9 12 0 124 0 0 lr200 5,000 120, 000 0 3,000 5 6 11 55 400 100 30,000 1 22 23 99 43 142 0 3 5,000 100,000 17,000 0 0 8 8 27 33 60 300 30 32, 000 2 12 14 89 55 144 0 2 1,452 1,000 350, 000 0 0 3 9 12 6 20 114 149 3,000 1,500 50,000 0 8 8 200 25 225 0 0 1,000 50 30, 000 0 9,700 0 13 13 38 115 153 0 2 250 40,000 0 0 4 9 13 25 92 127 400 25, 000 1 8 31 21 50 102 0 0 700 100 25.000 0 500 2 3 5 8 18 41 67 1 0 0 500 50 20,000 0 0 3 6 9 100 100 ! 0 1 3,000 1,000 30, OCO 7 9 16 20 1 4° 152 400 60, 000 3 11 14 65 49 110 280 6 4,000 100, 000 0 5 10 15 47 60 105 212 2 1, oco 300 15,000 1 9 10 54 70 124 . 1 1 300 26, 000 1 7 8 15 28 41 2 86 1 . 1 _ 500 30,000 0 1 8 9 27 47 67 141 1,500 300 35,000 700 l 4 5 24 60 84 ... 300 50 10,000 1 4 5 17 30 32 79 2 400 10,000 l 5 6 60 10 10 80 I.;::. 500 15.000 8 9 51 i 250 i 20 10,000 d Succeeded by Rev. Gustavus J. Orr. / Succeeded by J. B. Skiuner. e Succeeded by J. E. Powell. g Succeeded by Miss L. V. Sullivan. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 20 21 22 23 24 27 28 29 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 *St EDUCATION REPORT, 1889-90. Table 1. — Statistics of colleges for women Location. Name. President. 1 3 3 LOUISIANA. Clinton . . Mansfield . Minden _ ... MAINE. Silliman Female Collegiate In¬ stitute. Mansfield Female College _ Minden Female College *_ . George J. Ramsey, a.m . Rev. A. D. McVoy, a.m _ Arthur L. Cox, a.m., m. s _ Deering . Kent Hill.. . MARYLAND. Westbrook Seminary and Female College. Maine Wesleyan Seminary and Female College. Albert B. Allen, a.m.. Edgar M. Smith, D. d Frederick .. Lutherville Frederick Female Seminary _ William H. Purnell, A. m., ll. d. Lutherville Female Seminary . . . Rev. J. H. Turner, a.m... . MASSACHUSETTS. Auburndale Boston . Norton . Lasell Seminary . Gannett Institute _ Wheaton Female Seminary Charles C. Bragdon, A. m George Gannett, d. d _ Miss A. E. Stanton . MINNESOTA. Albert Lea . Minneapolis . . MISSISSIPPI. Blue Mountain . Brookhaven . Clinton . Columbus . Corinth . . Meridian . . Oxford . . Pontotoc . Port Gibson . . Shuqualak . . Starkvilie . Summit . MISSOURI. Columbia . _ do. . Fayette . Fulton . . . Independence . Jennings . Lexington . . do.. . _ do . Mexico.. . . St. Charles . St. Louis . Albert Lea College Bennet Seminary.. Blue Mountain Female College . . Whitworth Female College . Hillman College . Industrial Institute and College.. Corinth Female College . East Mississippi Female College- Union Female College . . Chickasaw Female College . . Port Gibson Female College _ Shuqualak Female College . . . Starkvilie Female Institute . Lea Female College . Christian Female College . . Stephens’ Female College . Howard Payne College . Synodical Female College . . Kansas City Ladies’ College . St. Louis Seminary . . . Baptist Female College . Central Female College . . Elizabeth Aull Female Seminary. Hardin College . Lindenwood Female College _ Ursuline Academy* . Miss Ella Young a . . . . Miss S. E. Sedgwick and Mrs. Sed g wick- Smith. Rev. W. T. Lowrev , a.m . . . Lewis T. Fitzhug'n, a. m _ _ Rev. Walter Hillman, ll. d _ ! Arthur H. Beals, a. m., ph. d . Miss N. Lena Elgin . . C. W. Anderson . H. N. Robertson, A. m _ Mrs. M. J. Buchanan . . . . Miss M. E. Compton _ _ Rev. L. M. Stone . . . . T. G. Sellers, d. d . Charles H. Otken, ll. d . W. A. Oldham, A. m . . . Rev. T. W. Barrett, a. m . . Rev. Hiram D. Groves . . Rev. H. C. Evans, a. m . . . J. M. Chaney, D. d . . . . B. T. Biewett, ll. d . . . R. E. Bimford 6 . . . . j Archibald A. Jones. . . . ! J. D. Blanton . ! A. K. Yancey _ ; Robert Ir win. d. d__ . . . Mother Seraphine . . . NEW HAMPSHIRE. Tilton . West Lebanon .. NEW JERSEY. Bordentown . New Hampshire Conference Seminary and Female College. Tilden Seminary . . . Daniel C. Knowles, d. d.c . E. Hubbard Barlow, a. m., ph. d. Bordentown Female College. Rev. William C. Bowen, a. m.cZ_. tistics of 18S8-89. a Succeeded by R. B. Abbott, d. d. 6 Succeeded by W. A. Wilson, A. m. STATISTICS OF COLLEGES FOR WOMEN, 1577 for 1889-90— Division B— Continued. Professors anc\ instructors. Students. Number of State schol¬ arships. Number of other schol¬ arships. Number of volumes in library. Value of scientific ap¬ paratus. Value of grounds and buildings. Amount of productive funds. Benefactions. Male. 6 !' Total. Preparatory de¬ partment. Academic de¬ partment. Collegiate d e- partment. ~1 Resident gradu¬ ates. Total number. 4 5 G 7 8 9 io 11 12 13 14 15 1G 17 IS 9 7 9 60 62 122 0 30 1,000 $400 55 o 8 O $30, 000 2 9 20 25 100 1,200 75 30, 000 0 0 1 3 4 0 51 51 2 0 500 10,000 0 0 4 6 10 60 40 100 2 3, 500 2,000 100, 000 30,000 $5,000 10 7 17 55 231 8 344 5 0 6,000 5,000 107,000 120, 000 0 1 9 10 16 92 108 22 5 2,000 1,200 100,000 32,000 0 4 6 10 9 80 1 90 0 0 1,200 200 40, 000 0 8 18 26 166 166 0 3 1,500 2,000 120,000 0 8 15 50 50 6, 000 500 60, 000 17 90 0 8 1 8 32 16 0 48 0 0 982 800 40,000 0 2, 258 2 8 10 16 16 ; 0 0 400 30, 000 0 4 14 18 0 1 30 1 170 0 200 0 0 1,200 250 25,000 0 0 3 12 15 36 90 100 226 0 0 500 250 50,000 0 2 9 25 50 55 1 131 2, 000 1,500 25. 000 0 1 19 20 | 312 301 200 300 50, 000 0 6 6 54 38 34 126 4,000 1 9 10 147 0 0 300 25, 000 0 6,000 1 5 6 1 . 55 0 0 200 150 10,030 0 1 5 6 30 24 1 . 54 | 2,000 300 35, 009 0 0 1 4 5 32 74 106 250 150 8, 500 1 8 9 40 — 0/ j 100 197 1,200 500 10, 000 1 4 5 10 15 ; 48 1 78 0 0 300 10,000 .... 700 3 7 10 166 1,000 40 50,000 1 10 10 28 . 116 144 200 20,000 "s’ 8 11 32 i 90 54 1 204 0 0 300 100 25,000 0 2 9 11 31 114 145 0 0 500 500 35, 000 0 0 2 ! 6 8 24 65 89 I 0 0 1,000 30. Of 0 .... . 10 10 10 0 30 0 0 2,500 1 0 00,000 0 0 3 ! 13 16 15 99 114 500 o 30,000 0 0 4 I 13 17 20 80 2 177 1 0 0 2,000 300 75,000 19,000 4 8 i 12 20 80 100 500 500 | 25, 000 3 4 186 1,000 2,500 65, 000 45,000 1 11 12 n 89 100 0 ! o 3,000 500 75,000 11. COO 0 0 10 10 26 74 100 700 60.000 4 5 9 224 75,000 | 49, 0C0 2,000 1 6 7 15 20 35 0 3 1,400 1,000 60,000 2, 030 3 5 8 i 47 c Succeeded by Eev. J. M. Durrell. d Succeeded by Mrs. Gertrude G. Bowen. 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 1C8 109 110 111 112 113 111 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 EDUCATION Table 1. — Statistics of colleges for women Location. Name. President. ; 1 2 3 NEW YORK. Packer Collegiate Institute . Truman J. Backus, ll. b . Caroline A. Comstock NORTH CAROLINA. Asheville Female College . . B. E. Atkins, A. m _ _ Charlotte Female Institute . Rev. W. R. Atkinson _ _ G aston College . . . Rev. M. L. Little a. . Greensboro . Greensboro Female College* _ T. M. Jones, A. m.. d. d .b _ ! Claremont Female College* . Will H. Sanborn . . Davenport Female College.. . John D. Minick, A. b _ Louisburg Female College . S. D. Bagley, a. m _ Chowan Baptist Female Institute John B. Brewer, a. m_ Wesleyan Female College . E. E. Parham. . .. Oxford . . . Oxford Female Seminarv . . Nathan Penick . . j Estey Seminary _ ... . H. M. Tupper. B. B . . . Peace Ins fitute". _ _ James Dinwiddie, A. m Salem . . Salem Female Academy and Col- Rev. John Ii. Clewell . . . lege. Tbomasville _ Thomasville Female College. . .. H. W. Reinhart c _ _ _ Wilson Wilson Collegiate Institute _ Silas E. Warren.. . OHIO. Cincinnati (Law¬ Bartholomew English and Clas¬ George K. Bartholomew. A. m., rence and Third sical School. PH. B. streets). Cincinnati (Wesley Cincinnati Wesleyan College _ W. K. Brown, A. M., b.b _ avenue) . Glendale . . . Glendale Female College . . L. D. Potter, b. b _ _ Granville.. _ Granville Female College .. Rev. D. B. Hervey, ph. b . _ do. . . . Shepardson College . . .... D. B. Purinton, ll. b _ _ Oxford Oxford Female College . . Faye Walker, b. b . . . Painesville . Lake Erie Female Seminary _ Miss Mary Evans . . PENNSYLVANIA. Allentown _ Allentown Female College . Rev. William M. Reily, ph. b . .. . Bethlehem _ Moravian Seminary .... Rev. J. Blickensderfer . Chambersburg . Wilson College . . . . Rev. John Edgar, ph. b _ _ Lititz .. Linden Hall Seminary . . H. A. Briekenstein _ _ Mechanicsburg _ Irving Female College.... Marv L. Kessler d _ _ Ogontz School Ogontz School for Young Ladies. Frances E. Bennett and Sylvia, J. Eastman. Philadelphia Philadelphia Seminary Rebecca E. Judkins _ Pittsburg. . . . Pittsburg Female College .. A. H. Norcross, B. b . . Washington . Washington Female Seminary .. Miss Nancy Sherrard . . . SOUTH CAROLINA. Anderson _ Anderson Female College ... Rev. A. A. Marshall . . Columbia _ Columbia Female College Samuel B. Jones, b. b. . . . Due West _ Due West Female College Mrs. L. M. Bonner . . Gaffney City... Cooper-Limestone Institute H.P. Griffith . . . Greenville . . . Greenville Female College Alexander S. Townes . . . Walhalla . Walhalla Female College. H. G. Reed, a.b . . . Williamston . Williamston Female College S. Lander, a. m., b. b . . . TENNESSEE. Brownsville _ t Brownsville Female College Th. Smith, a. m . _ do . Wesleyan Female College Rev. John Williams, A. M . Columbia . | Columbia Athenaeum Robert D. Smith, A. . Franklin . i Tennessee Female College M. Thomas Edgerton e . Gallatin . j Howard Female College . | A. M. Burney, A.M - - * Statistics of 1888-89 a Died February IT, 1801. b Succeeded by B. F. Dixon. STATISTICS OF COLLEGES FOR WOMEN. 1579 for 1889-90— Division B— Continued. Professors and instructors. Students. Number of State schol¬ arships. Number of other schol¬ arships. Number of volumes in library. Value of scientific ap¬ paratus. Value of grounds and buildings. Amount of productive funds. Benefactions. © 1 Female. Total. Preparatory de¬ partment. Academic de¬ partment. Collegiate d e - par t men t. Resident gradu¬ ates. Total number. 4 5 G 7 S 9 io 11 12 13 14 15 1G 17 IS 4 44 48 385 249 114 8 766 0 31 5,520 $11,219 $214,759 0 $1,332 2 8 10 5 59 22 102 0 0 1,800 24,000 330 i 10 11 20V / 114 134 0 0 500 100, 000 0 0 2 7 9 24 ICO 36 1€0 0 1 100 500 25.000 0 0 3 4 7 16 56 800 0 10. 000 0 0 4 11 15 165 2,000 1.CC0 75, 000 2 7 9 87 . 87 1 5 o 15 22 16 47 0 0 50 20 10,000 0 70 2 9 11 46 44 1 91 0 0 100 150 25.000 0 0 o 3 5 6 8 69 o 12 4, 000 2, COO 40,000 0 2 4 6 . 42 o 0 15, 000 2 9 40 (7< 1) 3 113 600 500 15,000 5 2 7 31 74 13 118 3 10 13 12 13 111 136 1,500 500 80,000 0 0 4 27 31 35 183 9 280 0 0 5,000 1,000 200,000 $4,000 500 2 6 48 54 17 119 0 0 400 20, 000 0 2 1 4 6 98 o o 500 8,000 0 0 3 9 12 39 86 125 o o 1,000 40,000 0 4 11 15 2 80 o o 1,100 250,000 7,000 1 11 12 29 24 57 110 0 0 3,000 1,000 75,000 0 0 2 7 9 o o 20,000 0 8 8 16 87 18 105 0 7 55,000 70,000 20,000 3 19 22 28 142 2 170 6 18 24 138 138 o o 2,500 5,450 175,000 32,000 5,000 1 6 7 110 500 50,000 3 12 15 20 88 108 0 o 6,000 150, 000 6 0 4 17 21 49 149 198 o o 3,000 3 000 95,000 0 1,000 3 1 4 8 38 6 52 2, 700 400 60.000 0 1 i 8 9 13 23 39 50 20,000 7 ! 17 24 4 109 4,000 3 1 10 13 80 2,500 16 1 9 25 70 175 2 247 0 50 6,000 2,000 100,000 10, ooo 300 0 15 15 22 167 225 1,500 200 25,000 4 4 25 20 20 65 0 0 1 5 4,000 0 0 *T 6 1 10 15 135 150 o 2 1,000 500 50,000 o 0 1 10 11 75 110 185 o 0 15,000 1,000 0 2 4 6 19 93 2 114 o 0 50 1,000 30,000 15 2 12 14 34 39 150 2 225 1,000 25.000 ! 4 5 40 50 20 110 5,000 2 8 10 55 36 71 4 176 0 0 1,000 800 15, 000 0 0 „ 7 9 43 44 47 o 136 0 24 20,000 0 0 31 30 61 o 0 500 o 6,000 o 5 14 I 19 31 60 68 10 182 0 4 8. 250- 6,000 50.000 0 6 1 20 100 600 300 20,000 0 I'T 9 1 10 * 24* i;::::: !'T66‘ 124 | 400 100 1.200 c Succeeded by Frank H. Curtiss. il Succeeded by Ernest E. Campbell. e Succeeded by Wilbur F. Wilson. 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 131 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 * EDUCATION Table 1. — Statistics of colleges for women Location. Name. President. 1 2 3 TENNE S SEE— COnt ’ d. Memphis Conference Female In¬ stitute. A. W. Jones, A. M., D. D . N. J. Finney, A. M. Murfreesboro . Soule Female College . 7 . Z. C. Graves, hr. d . Nashville . Nashville College for Young La- George W. F. Price, a. m., d. d _ . do . dies. Ward's Seminary for Young La- J. B. Hancock, a. m. a . Pulaski . . . . dies. Martin Female College . . John S. Wilkes b. . Synodical Female College . William M. Graybill ... Mary Sharp College .. John L. Johnson, D. D., rr. d TEXAS. Belton . . B ay lor Fern ale College . John Hill Luther, D. r>. c . Edward W. Tarrant, a. m _ R. O. Rounsavall, A. m . . . Chappell Hill . Waco..- . Chappell Hill Female College _ Waco Female College . VIRGINIA. Abingdon . 1 Stonewall Jackson Female Insti¬ Miss Kate M. Hunt . ... . do . . tute. Martha Washington College . D. S. Hearon, A. M., D. D. d _ Charlottesville . Albemarle Female Institute W. P. Dickinson _ _ _ _ Christiansburg _ Montgomery Female College Mrs. E. T. Baird _ Danville . . Danville College for Y oung Ladies Roanoke Female College . . . . Southwest Virginia Institute _ Central Female Institute _ ... ' R. H. Sharp, jr., A. m . ..do . . . J. T. Averett, A. m . . Glade Spring . . Samuel D. Jones, b. b _ Gordonsville . Rodes Massie . . . . Hollins . Hollins Institute .. Charles L. Cocke, A. m_ . . Marion . . . Marion Female College . Rev. J. J. Schex*er, A. m . . Norfolk . Norfolk College for Young Ladies Southern Female College J. A. I. Cassedy, b. s . .. . Petersburg _ Arthur K. Davis Richmond . . Richmond Female Institute Miss Salley B. Hamner Staunton . . Sherwood Female Seminary*.... Staunton Female Seminary . Prof. J. L. Massey _ _ _ _ do . Rev. James Willis, A. m . . do . V irginia Female Institute .... Mrs. J. E. B. Stuart . W arrenton . Fauquier Institute . . George G. Butler, a. m . . Winchester . Episcopal Female Institute . . A. McGill Smith, a. m _ ..do . Valley Female College . JohnP. Hyde, a. m., d. d _ WEST VIRGINIA. Clarksburg . Broaddus College* . Rev. J. L. McCutcheon, a. m _ Parkersburg _ Parkersburg Female Seminary.. Wheeling Female College . Mrs. H. L. Field . . . Wheeling . H. R. Blaisdell, ph. d. , d. d . . . . WISCONSIN. Fox Lake . Downer College . . Mary E. Lyon, B. s., B. R__. . Charles R. Kingsley, ph. d _ Milwaukee .. . Milwaukee College of 1888-89. a Succeeded by B. H. Charles. 6 Succeeded by Rev. R. M. Saunders. STATISTICS OF COLLEGES FOR WOMEN, 1581 for 1889-90 — DIVISION B— Continued. Professors and instructors. Students. Number of State schol¬ arships. Number of other schol¬ arships. Number of volumes in library. Value of scientific ap¬ paratus. i oJ w £3 ce 3 to 2-2 Mg 0,0 © "3 > Amount of productive funds. Benefactions. Male. Female. Total. Preparatory de¬ partment. Academic d e- partment. Collegiate d e- partment. Resident gradu¬ ates. Total number. 4 5 G * S 9 10 11 1 2 13 14 15 1G 17 IS 11 11 25 150 175 0 0 4,000 1 $1,000 $45,000 0 0 131 4 9 25 . 25 65 115 0 0 1,000 1,500 50,000 132 3 7 10 30 120 3 153 500 1,500 25, 000 (i 133 30 . 407 6 1 725 100, 000 $3,000 o 134 2 17 10 4S 60 4 3,000 500 125, 000 $400 135 12 12 20 23 106 149 0 0 1,100 0 30,000 30, 500 136 3 8 11 60 40 00 155 0 2 1,000 350 40,000 0 2, COO 137 4 4 8 109 0 0 10, 000 138 4 18 22 100 100 20 220 1,000 100 125,000 139 2 5 7 35 25 55 115 0 4 400 75 15,000 0 140 o 12 14 43 51 92 186 0 0 12,000 500 40,000 0 141 1 7 8 21 1 9 41 81 0 0 250 200 20,000 0 600 142 3 5 8 83 113 3 6 9 5 58 63 0 0 500 30, 009 0 i 144 5 25 54 79 1 0 100 15,000 0 0 I 145 3 6 9 42 0 71 0 128 0 0 40,000 0 o 1 146 4 5 l 9 25 75 100 1,000 35,000 . 1 147 3 15 I 18 16 144 160 6 3 350 150 30,000 7, 500 7,500 1 148 1 4 1 5 50 0 0 1 149 8 12 i 20 20 189 209 0 0 1,000 2,666 200,000 0 "o' 150 2 6 ! 8 33 20 60 3 116 0 0 250 200 20,000 0 600 151 4 21 1 25 120 200 320 o 3 500 1,000 60, 000 152 3 5 8 10 47 7 64 o 0 2,000 1,000 10, 000 153 17 17 25 20 80 125 o 0 200 409 60,000 154 "5* 5 10 30 155 6 5 ! ii 1 15 49 1 75 156 3 15 ! 18 3 30 80 113 . 3 500 40,000 157 2 6 8 25 15 10 74 600 10,000 158 5 4 9 13 14 42 5 74 1,000 500 20. COO 159 ! 9 11 6 10 28 118 700 75 20,000 160 1 ! 6 11 29 60 i 350 10,000 161 0 1 3 3 30 8,000 162 1 7 8 4 50 54 200 200 10, 000 163 1 1 7 8 42 3 45 1 0 1 2, 060 25,009 1 <0,000 164 4 1 5 9 60 20 1 101 ‘ 0 1 0 3,000 3,000 100,000 0 , 10,000 165 c Succeeded by P. H. Eager, a. m. d Succeeded by Rev. S. N. Barker. Table 2 —Statistics of universities and colleges for 1889-90,— Part I. 1582 Total number in #,11 depart¬ ments. © ox \n »o so oo t-i >-< o co io ^ ro co CO O 70 CO O 1-1 -H IO Ol^LOWOOSSOO WHlOOi t-« ~ ^ Cl 1- ifln^^Or; •aiuuia^i © oo lOOOO O O ^O'OCXlOOO ^ lO ^co ^T-. or.?} o •OIUH » OX (M»COO OOMO«h:im l'* CO C5 CO lO O 05 ^00 ^iO O ^ Ol 71 C.OOX rtN hW?} o CO*-i iO^ Number in profes¬ sional depart¬ ments. •oi'euia^i oo ooo o o o ooo ! ! 1 ! !o •oi^H H OO o w o !!!'•! o W W 05 i i i 1 1 1 1 • i 1 ^ ^ ft i ^ p •oiuraa,! 2 oo oooo o • in !co ! ! J !o •OIUW 2 OO OOHPS T-H 1 o • W • ' • : CO Number in col¬ legiate depart¬ ment. •ai'eraoji 12 00 gOHO W in XNNOWMOO X^Tjl TH •oiew « COW i^oso-w.. ^ — < T-1 71 CO 1-t OH V* 1- tH 1- SlNaiSifliONO owow^H OO 'V Num¬ ber in prepar¬ atory depart¬ ment. •8I,EUI9l1 13 O O iflovpo ° & CO o oco^oowoo W h o CO -n* •91'BW IS O 4ft O ift o cjcS i- w W CO O C? C5 O X O LO so w r~( i.o o i- r. c. h • w — CO Total number. 1© oo oo?>o O CO O nonn'»^ &■§ S <5 a © .-JR § 2 r -r« ,• £r®P:ft © . . a © %&£ » « o 3 § a a ^ . w a ^ p s a » a cc W.-S qOq o-^- o > © . -5 r' Ld A o •ft e-t c3 d © sps « mV *Oh Q_. £ g §„SS«1”£ c3 ^ • . ' ZL I-* ^ a a a a 3 • . d © o ® -a op rr$ ?h S a> gf &$*■ d> & +2' < c3 rO . ft 7? cc-^ 0,9 5-< ^ 0°?0 ooj.a >_ ®sp« r^® P -g S .a c$ & © a a-JiinU © © « •->. CQ ©®> ^ wifco-g ^ jg oo' Oo^ rfOIO © l'£W o Crt ©ft ^ ft as 9 ^ c3 -ft ft jS >»■£ © ^ = ft ^ ftft ft. • © © © bCbD §C®3 ©. o o - V ft ft -rl © ft ft ft » tcO'coftclbft > © £> <5,2 bfij &‘aM ft pyi^o TSJl l C3 o SrQ - ^ 3 5-. c3 O © ft 30 Xft ill «g® © 9ft *> og c3 OS «PP 00 05 ^W^LO!Ol»X \ STATISTICS OF UNIVERSITIES AND COLLEGES. 1583 K £ 38 S33 g § | g 8 3^353 —2 SS«5 =32 g ;£s * < « 8 §3” 2 S 8 S SS3” 33: B? |J P $ Pk : M o OOO O CJOOO O O OOO | - j 2 0 0 301 0 339 308 171 0 0 o goo O CO OOO o oooo o O OOO - o o — o oooo o o — o© -< §"» a, R Ifl ;& *S *& 3 23 0 — 0 *11 S & 23 33! 8 1 8 $£33 823 8 8 «” fer o o o o oo wo 33 : 15 & 12 S3 332 o o o o 100 157 29 0 42 30 53 CP O ' O 00 o 32” & o 3 143 CO ontj ci 33” co o i-> CO 01 Cl o o o o 00 — 0 lO CO Cl o oo — O — ^50 ”<3* 33^ 5 o 3 143 00 336330 ^ ^Cl o 00^ Cl iS:| 10 31 o o g o 333 : : i : ° m oo o o oo c* o CO ^ — o 3 GO 00 00 o X o ! co cot- Cl — : ■*»* ci ^co w i-» o o o o 0 f 63 01 QW • ^ 0 21 1 1 ! :t- Table 2. — Statistics of universities and colleges for 1889-90. — Part I — Continued. 1584 Students. Total number in all depart¬ ments. T'B^OJj | © OTjnnto o —i w eo j> eo oo -j CO “^Tf< T-( ^ ^ CO rfOi 00 2 Oi LO CD CO t-h iOhCIOOQO:^^ 'Tf COCO OOCO 0^ (M WCQ (OJ OJ -rH OJ tH 04 t—« r-t Number in profes¬ sional depart¬ ments. •aiutua^ b 1 • '^V^/ 1 1 I 1 OOO • • O OOOOOO iO 1 1 O • 1 o •91CH H OHO J j CQ iOhOOOQ % h IJ N ] N ^ 1 1 JlO » • • » C5 Num¬ ber in gradu¬ ate de¬ part¬ ment. •9rEUX8.il *4 O ' O I (M ! o I^OOH O ' ! OO T-h o o •9IEK 14 O ' O • O ! lO 1 o O O rH o i • CiOOCOO Number in col¬ legiate depart¬ ment. •91EUI9J; M fH CQ O kC o (m r> co i-H j> i^r-i!MOOkO o ^ r^ h tj< io io Num¬ ber in prepar¬ atory depart¬ ment. •9IEtU9^[ 11 coooo O N OMiOOOO lfl ^ CQ C5 O O CO 1H COOlrtOiOiC-rHCM O CM CM O CO COJ>^r-H CO rH OO^OOOth^ cm ON W T H 05 Professors and in¬ structors. Total number. TB^OJj © ICNNCO CO 00 COOOiONOO CO T-H t-H r-H T-H CM CM 1—1 rH CM tH O tH CQ tH t-H Ci •9IETU9^; ® MOOO ift i> OMNOO® l- i-H> CO 1— t O -h •9IEH Ni-Nif oo -h o j> oo in j> e? o eo-if -^to o o ift Hn NN Ci -HO H 1-100 •suwuq.redop ieuois -sexojd ut .mqumjsf © ! 00 M jOOO j M jo rHjif j g •auaun.rcdap ore -iSai;oo ui jaqumjsi L“5 rH CO lO 00 CM liftGaiO • O CM 00 h OOO UU9uix.iEd9p jCjoi -E.icd9.id ui aaquinN r-icicicc t-ift iqooih i co weo imocqco® : r ! ^ r W « ft PR-P J Hi P ^3.23 SW i » ; p : p p R. sR • p 6prj*< £ ©A-Sbr pi - •© ^ J 2 P sw§|go • . Cts o S ©£ 1 jH II ■g, ^gpfeo 2 ® Td P ® © £ Ph W ■3 <3 d •g -g a § p 43 d ^ a © 13 s fc H £ to*? If SB •^Pop IssS .5 p 2 53 c3 © S P o§ho ©£ © U © p w . £*>© ® ® © w .o-§I|2® £b3S-2 ^P^Pgo © £ © -3 rj o H b£d m h p-° cs a tcS +3H C^p ^ 3 wmoMHH a ! be to i © Hi i —> S 18 g is H ' o p &a ® ©a I srl f-i *g u o £o 55 wfc ® bo © o O j « | i | © 5 a p a bo P a>§, p 2 +■> p © b p* © w=3 S 6 | SS S a g p x -9 o © S o P fl 2 © P o iP c3 ' ~ ^ b © p o bW b r> iO r--d _ © o ^ -P p8©S (iSXo o§o* b : p co : a §s 5 §S 2 hp o as: o gpi !b p rt o to beP p «3 Co T/rH PP5 O w co 'd CD 3 77 r o o ^ CO CM O o noeoco» ”6" 11 T .... 0 N O 1 j 00 «o ih • lO • i to ! j co j° 15 ic-^n t- m eooo aio-j H P ’ N C3 00 lO ^CiO ;©£ • © 6 10 5 o o t '•—«■' | uOh O O Tt« «OlO i • CO « jCoCo^in joo jo O N N w CO CO *M o 0 t a|arS . P^,« 2 SI £K - glS-.y. wlgwl KJ«gS a H 0*3 Op « P 3 | a a a * ip a : r u Mi SSI Oh 2 IsQshIJ? Oh'^ P P P «d«ip P B B w prjp^o psVp-^’M £ |I«|o§gp^§| *E o gr- rsiWIllftss *e ^ . .2 . f1 o ;'caEr|-5Cj§ d*l**fefl«^s3| 1 Ifrilllll! Hill ® w gfi3®gp nr4i$i ill ill |1 2 Hi 8§| Us s 1 1 II a ll|3 Ifs Lebanon . Lincoln . Monmouth . Naperville . Quincy . do _ Rock Island . Teutopolis . Upper Alton . Ur bana (Champa P. O.). Westfield . Wheaton . INDIANA. Rlnnm1ntrt.nn Crawfordsville .. Fort Wayne . Franklin . Greencastle . 1 Hanover . Hartsville . Irvington . Merom . Moore’s Hill . Notre Dame . Richmond . Rldgeville . St. Me inrad . IOWA. Cedar Rapids.... College Springs . Davenport . Decorah . Des Moines ...... do _ a Includes 611 in b Succeeded by I c Died May. 1890 d Succeeded by i oSo 8 8 £8 §23 2 2 2 2f-2S28xSS3£‘c28k §8 § § So 2 ED 90- -100 > Table 2.— Statistics of universities and colleges for 1889-90— Part I— Continued. 1586 EDUCATION REPORT, 1889-90. Students. Total number in all depart¬ ments. unoj. § sl ggggSiigSliE* 8g|S81 •oiuuxa^ Si V) m §s'§~8sSl^3§is&si~8s sS8®si Number in profes¬ sional depart¬ ments. •9IUUI0J * O 1 1 O O t-h - O i i i • i i i i i (M i i i i i i i ■8IT3H <9 p* O • • O O 00 O i i i i i i i 1 1 CO ©$ * 1 » » 1 1 1 i 1 ^51 1 1 1 1 1 1 1 50 j i i j Num¬ ber in gradu¬ ate de¬ part¬ ment. •sinuiaj. 3 0 t*H 1 O O CJ • 1 1 1 i 1 1 O •oitJW * CO CO « OOO 1 1 1 1 1 1 1 CO Number in col¬ legiate depart¬ ment. « 2 S3 N 8228*8 S5 0 ®°92*S ■91‘BK « £ § | &£§ 00 8828°S ^ g Num¬ ber in prepar¬ atory depart¬ ment. ■9I,BUiali P* 8 SS 8 83° 00 SSfcSSS 51 0 2°88g§ e 9 fe S 3 §{§88885 g2 0 2§§SS| Professors and in¬ structors. Total number. •moj, *• 2 2 w 00 ^£3 3 15 ® ■ointnaji * OCS CO K«ffl CO WO^hHiO 10 O COOiOSOMiS t* O O O CO ^MJi00050^® : O ' S’ — 1 quaun.iudap Ajo? -ujudojd ui jaqumjsr * ^ j- t-o ^""co worn N 00 CO 1 President. w Ambroso C. Smith, d. d . J. W. Bissell, A. m., D. i> . Rev. George A. Gates . Alexander G. Wilson, D. d. _. E. M. Holmes, is. D . Chas. A. Schaeffer, a. m.. ph. h Rev. Jno. Schlagenhauf, a. m. J. T. McFarland, n.D.a . William F. King, d. d., ll. d . A. M. Haggard, a. m . Benjamin Tvueblood, im. d. b Rev. S. J. Axtell, a. m.c . . Rev. William M. Brooks, a. m. J. S. Mills, ph. d . G. Grossmann _ Jacob A.Clutz, d. d . « i i : i « : ;a : 6 s ; w : 6 Sisf 2 >£ >|-3 i « Parsons College . Upper Iowa University . Iowa College . Lenox College . Simpson College . State University of Iowa.... German College . Iowa Wesleyan University.. Cornell College. . . Oskaloosa College . . . Penn College . Central University of Iowa . Tabor College . W estern College . Wartburs Colleere _ Midland College . rseneaict s c ollege . Baker University . College of Emporia . Highland University . Campbell University . Location. 1"* Iowa- -continued. Fairfield . Fayette . Grinnell . Hopkinton . Indianola . Iowa City . Mount Pleasant . . do . Mount Vernon . Oskaloosa . . do . Pella . Tabor . Toledo . Waverly . KANSAS. Atchison . . UU . Baldwin . Emporia . Highland . Holton . 3 3 8 | 3§§|>g§ | § §2^222 STATISTICS OF UNIVERSITIES AND COLLEGES. O N GO t— « Is- -» m (M co irz o 1587 « a o ic ) Cl CO E " eo o »r: o O CO o o . O Cl CO l- Cl Cl ^ iC i^oopoocp^rc O OOP o O O O 1C O Cl 5 0 • CO 1 - l" 80 ^ CO t'- ■♦oi- • l>- O Cl 20 1C rr oo : C4 Cl oo 1 :s38 ' ' 05 o i o o ; o oo jooo o ooo o o oo o r\ T' » _ jO 00 o. ;00 I o oo ^ooo • lO o ooo GO o o o o o ,.. O ; 3 O : OO ; jOO o o ooo o o OO ; — O JN v ^ O ;00 oo i joo ^ CO ooo o o o o O CIOt*0-**-i1.>-iO 1-H o O o^oo TJ.V cn UO r— « i-i i-i ^H r-< ^ ■ Tf. *X) Cl — o ooo 0 o o o o iO ' ’ O N OOWrt N O (M-'J'oIr-OlClCO ^ r*'** w weoa^ « mm-i ;anwa ,. ; ~ o> — < o o O TT Cl O s e O {- O 1-H COO ^o --7 5 3 ®3°S 8 5 5 1°° :00^° O OOO g ° O O CO o o Ci ^ iL-S § S36§§ § § S £33 :gSS2 O O coo 40 rr uo O 40 O GO 4H) CO CC^ Cl Cl l- Cl DO CO M >. p t4 b £0 Cft Table 2. — Statistics of universities and colleges for 1889-90. — Part I — Continued. 1588 EDUCATION •REPORT, 1889-90. O £ ■ < c u§ ; o § ; ©2 !2 o , Oh-5 :2 « ■2 o <3 2 0< > g 222^ : ;p p : w ® \=Q S 2 sgb ss'i ® So Q p? o P^£ 3Wp S p.2 .75 © ,Q P Q a . p p T2 P r W ^ wj J« © -< P ^ P Q ^ ^2 W, < g2 22 Pg: P H*'. irj S »0 ,P c3 © Sh . EhA22o „p agag Ini’? 02 ££ 222<3 . P 2 : !2 CC . 1 „_. ®2^° •Ss-g's^’ glgB sgll £p2p ® s^5 O-p^p 5 fe2 P,g g |oS P~ £?CG02E-l sis iss £ ®P O e3 o 220 d§S)Wi §c © O^h -jtiio® > : ;® ; ‘o®oo 1 ri • 1 bO 1 S.O 2 © T3 gg I jSg^Sgg |SS|62o&gg? r ■< !3 2 2 P ,3 'g w 2 ci “g'gSlai^IS3 S«°3S3S5^SS ^ g P j* •/ 2 O p 2 to ^ooo^op-op® an-92S£p5 O ? O ' 2 .2 Pig > £.2g p£^ 22^ CO © ||°c PI PI P <32 £2 go I'O'O^ . •© §1 CO r* ©A PP . •mox | © 458 414 561 1,239 y—t lO CO (MTHrH ^mo^ooeiM^ oo in o — in i> -<3< ip ^ r-i TJ1 rH HMrtH • Ci O o P P P += . O P ■aippi QB rt O — «CQCO Ob^OiCC NriWOO T_< o t> O OJ 04 rH^OWOOCiCOO O iflOrHOU^^iOL-^ C4 3S COC4 ?H CO 1 •ai'Etua.^: | o • o o o o o o o | o !oo ! j oo rj C C c3 fj fc ^ C ftg g|«S9 9IPW s oo ! cs oi ; t-« o J> rH OO ; o !on ! » • 04 • • O O A P 33 © • 2 S "-1 T3 'O 2 rj •ai'ema.i i i°° o »o OO ! o » o • • o O O •SSgSgLS ^2 fcfice ^P •oteh 14 | |OtJ< o io O o 1 ?.{ ! O jo j ; HO Number in col¬ legiate depart¬ ment. "DI'Bin9lcj | w w CONOCO a o»o«o CO 04 ooo OOOON « O O •ai-CK e> V* ^ CO CO GO ^ ^ CO c 04 CO LOO QNh o o — * oo ?> CO MOO C 4 O 3S CO C4 •9IPUI0JI 1CCJC5W CiOOTji 1 (M Ol 04 ooo o o ! 000004 Oi kO 04 o o P s ®S 2® &f3'§ s •0I13M s »C CO o o 1 ^2^32 o o o rH O ! o • OOCOiOO CA xriT^CiiClO iO o o © O 05 O CO (M hN ?> CO CO Nhh 04GCi-h0^04J>OCQ 04 nlOHH riHCCH <>4 o g ^p p •aiuraa^ 1* NS>Oi> ooo ooocooooot- o oo •01'BK * 1 ^(MOO T-l 50 l>CO CO Wr-rS 04 00r-^04l>0l0 04 nlfjH rH rH CO -H J>04 C4 rH •S'^neuiciJ'Bdap i^uois 1 -sajoad ni .laqxnnN 1 • 1 l" I"” 11 4 0 o o ! o joo j j o o •luauxu'cdop eiu 1 «5 1 COlOCO O C5 CO 00 00 rH CO 00 CO O CO o U- 04 -iSanoo m aaqumN 1 1 ^ r-« TH to rH 04 rH uuaxm.i'Bdap Xaoj -'BJ'cdaad ux aaqranjsi 1 1 OOO o • hN^t^O CO oo p “ ©“ £>p 05 O ® 2 C/3 3 2 ^ P 05 go ©2 O o 20 £ Pi © o si +3 s§ <3N & pi © O II <32 STATISTICS OF UNIVERSITIES AND COLLEGES. 1589 §5*®a88 SSBSS^ESBS I §8S8*g3®S 88*3*8 of eff Table 2. — Statistics of universities and colleges for 1889-90. — Part I — Continued. 1590 Total number in all depart¬ ments. T^iOj, © « W CIO *> iOWiCNWCO 0*10 CO ^ CO CIO CO »0 CO O 00 CO XNCHOXO O ^ OO O CD O — Ci Tt< o ^ 1-11-1 H ClrHCl ^ 1-. C-i COC^ •9X’BlU»lJ © < — i cooNaei -fcoo^oo mo o io -*i lo a> lo ci so i- io uo co os co o •ei-epi « ~aea>-* o inMiooM- o — ?o oc •*< ©to ©o i>oco -wi eoi^cjc.'-o-co ocooco o©o co© -f© r-l © i-l-l Cl i-l ci -* o> Number in profes¬ sional depart¬ ments. •81'EUia.J ♦> ■( O O • O i i i i i i i o ! ! 1 ; j© •eiBiS! 1 22 23 326 1 1 . o ! ! ! I loo II 1 1> 1 I 1 • 1 1 Num¬ ber in gradu¬ ate de¬ part¬ ment. •ai'cuia.j C5 ih i • CO • i • i OS i i © ci ! jo I ! ■9IUH | wi O i • i'- i i i i o • i C\? o I h i i Number in col¬ legiate depart¬ ment. •01X3019,1 IS Cl °s ^ 800i,^S §g° ° 8§ go ©co •9inM ! H §§a S gSs »* g| gig Num¬ ber in prepar¬ atory depart¬ ment. •9I'BUI9^[ j OOO Ci O O O o') O iO m S3 ^ H W Cli-HT* r— 1 o — co o o O CD Ci 00 CO •9tlT3J\[ 1 S i o O co lO lOClOCMlO CO COCOrH 00 O^CQiOC^i-iiO i-t g 8 05 00 O kC T* (M iO iC — < 1— ( T- • CO Total number. TBJOJj •1 ©©1- i— ©oo©u— ©aooo©j>^, ^-i © eooo 1-11-1© -1 — —Cl Cl© •9IT3UI9^[ | *1 r- 1 O CO CJ MOC^OCO^ CO T*- o — < rji lO Ttio OlO CO •ainn | * 1 © if: © coao©-o ©-foooeo© t-© coco — ' ® Cl Cl 1> •sjuarajandap iuuois | -s9jo.xd nx jsqumitf | * 1 co Tji i co ; | ; | j ; • j o j j j ! ! ! ci •P £ t» •^uaui^a'Bdap arc ] L<2 -xganoo hi jagging 1 ^ an.^uuj'Bdap iCaoa -u.rBd9.id m aaquniM U< t- 00 kO © - if - «L-!r. ^Cl Cl ©®t- kO. 00 '© Cl Sc3 S p~W i Id Is ££ W bo Pi >• P J -°.x - . s 3 _ to P © O _•£ « fcQ s SS M KK dI^1 flSf.'o': tfS-jsSS .IPs :=!* ^ Pi >-oPi ’■o'-sO ^ w ! : p i ; *33 . > e3 ©p «o •5 S&: ^2 © u © © Sn %> £ ’£. ° § « .2c» *!« rC t3 >J © © £ II I o$ > OP5 P ti © O©r-<«o . oaP o © * ® s? Mo S’ h-r!^o k •S © m > © p £d p d do 5 a P p 3 1 'O c3 fj Si, _, ->-1 ho I S © *3 P P<^ o3 e3 c3 o oo p o O oa mni Ktto id PI £ ce e3 ddd S §3 S-* CQ s§ c3 +d gg g oooooo 2 — w 2 ° 252 WW M WNWMWW c3c5cj Cl 55 Cl 55 Cl Cl 55 ing chancellor. g STATISTICS OF UNIVERSITIES AND COLLEGES. 1591 3^53 3 3SS gfe ,|S § § 8~S8^.: - 3 — 2 — s s Q < d g * 1 2 ◄ S' 0 a a | S < w S Ah © ^ S3 W H § g «i < | inn £ •? o = 35 Will 28£a a°3 _ oo oo 8 S3 3 SS3 §3 3 i 0 0 0 I O 0 00 © j 0 § 0 1 00 • i 0 s wo 0 j 0 i O O •CO O 0 • 0 © J | O • M 0 0 j- N i 0 s N 05 « O ,*2*,S lO© a 8 0 00 © © i a § 83 S3 S w T* °83 ”3 0 g§S • 35 8 £3 |5 | © 3 3 8 S3 00 §3 £2 § O “ S O 00 00 £ s 0 § lO S & O) — *-« CO §3 §8 $33 O a° °8 3 2 0 ca O 3 00 OOOOO . • C5 O $ a S3 t- - CO CO 1C. >>ciBCOEi pslu'xed Or a * rfi :p; «£ «;s fl II J3J§8 ha d« a I§0; as fea dm m g®5| S2| |gg“ 2§|s 3§|fl Sg-g* mQoto o5fc 17 — I! « II I! HiS o o a a 00 I ill cn in £ H ◄ a 2 2 2 G O ,® 2 I 5 i g z ©2! ll; L ; i o .£3 | £ s * ©Ha o * § I * 1 u MS fl t I l * tl II z | 'Z.'Z 0i> < 8 suss 1 mm sss e Sfi si m » ; f-i Ha ; O II ^ a * ir Iglsv J?£5g* 1135? Mli : : : a i ! i 8 c3 ■: i i i iije ! ! *< . . © • • > ; g : :!3 : :S ; i f i V © ege . rsey . red Heart J ! i i 1 ■ • 1 • • I i i : : S ' D © >• D wV rr © I G • * >i^3 UP iff > © g li is a >> 6 | 1 § g 3 S C* ► C * b ■ 6 §< S AS « r o .3*13 saii^ ^it5 w a c/3 m Hr SS-© *i*XJ Table 2. — Statistics of universities and colleges for 1889-90. — Part I — Continued. 1592 EDUCATION REPORT, 1889-90. ©£ ■S d a ftrn •pnoj, © 5* 00 cr- 1- 9S;6 ! X CO CO CT. N ^ C »R C l O Cl ri r-t CO 03 Ci — ci 01 e> co r-H CO T ^ 1, on 317 1.000 0 to ^ l^ocg^ i 3 © ” •ai'guio^ y** O O 0 0 0 0 00 0 0 0 OOOO 02 oowo OOO O §? 0 d •91'GIM » *4 0 00 1 2 C5CCOOCCC5N LC 1C C. GO 10 Cl O Ci thC5 nM 192 1,143 492 1.431 — u- wo OhO CD CO C5 owe i- 00 CM 1-1 T-l CO CJ to S5 CO , •ai,eui9li N 0 '. -ri 0 0 0 000 000 OOO «i © S d *3 rj © d g d Spjo P<4) g^sa ■®TBK « 10 CO Pcoo oino mo WOO 1C 0 O O CO O M s fH £ £ £ a +i ^ 5=1 •areurn^ in 0 - ilCOOO 0^-0 O O to OOO 0 Cfi d f>3 © © \-r © ^1 +3 0, d ftft bed w •©I'BH 1> ifflOOO 0 COO O O to 1- Ci OOO 0 0 Number in col¬ legiate depart¬ ment. •si'cina^ W op 0 O 0-000 0 »o 0 0 1> 1 000 OOO § *®I«K e* 0 *-* 00 ^ ?D H-H (M ONCOOiN ^ ^ iC CO 0 0 co m CO CQ 1- riQCOO 1 0 0 to CD *— • CQ CM — — CO W0 -r#4 TJH CO (M 8 Cl •sienis^ 5»l «* 00 • 0 O 00000 OOOO , 000 OOO O •8IUH e coo 0 O 03 CO 10 ' 00 CO CO 0 0 0 0 CO C5 OO 05 O O WO — 0 co 0 1^00 O O d p-H ^ •113^ 0 00 Ol MOONr^-iW WrirtriTHWH O ^ — O 00 O i — 0 CD OOO 0 to cDOto CO to CM a M © •auQunaecIep q%v -tSanoo ni jaqmnM Oh -H< > lOOO^CiN O T~ co 0 0 <0 00 0 ^ 1-H 0 — co 0 00 0 OOO O ic h p i pi i w _ Ph P H < i P Q ! - :wd ^ in 1“^ '.r : • ■ ! : r d a ! ! 1 - d m ^ md a ip °1 is pi d d "a o£ ,-eS d §d O w ^ > jS O c3 O _ 05 O V > ' . ^ © 0 ;Kei^ bfi'3-^ d o*f 2 ill C , ^ iiy ^ i 1 [ I o g ,.>44 .2 o o . ca-rjGGfc d t pjjjpp © ^ o S.2*3 Pi 02 44 *: d§.2 O dr!’© fee 1 © d d f. H W £ .S 3§|g . o 3sh©©st©©s! MC4K<5M«H i|olo3|S«r ?H a> ^ na » p> cl ^ . d ^ 44 ^ O .co fl 0} c3 c5 c3 I >Sft ■a'a^ PP£° ®S o © J £ © fcctc-S bed ©® o 000 0000 © oO © • d d^o a^ g ^ d d£ © c£l o£P a ° A1 ©Ph a §°S P&a dap S © d bC> O .a a ‘a ^pp d'd d d be d © d ft d « 00©f!«^ SJ^O :?§SS§ iffioohO a|'^'d d S © KS^i > d £3-»j © ^ OT © e3 © d te s © -» o X 1 S 0 © — < CQ c5 S3 ^ lO O N CO Oi O -rM Tfi ^ ^ xjS lO NNNNNNN HWM iO id R": WWW H :ON 00 O O ikOiO 10 »c o !WN C^(MW STATISTICS OF UNIVERSITIES AND COLLEGES. 1593 1 398*18 SSI cds SS*S3§8§§ § a^SIS . ° <°°g°gg o°° 28 ~ggS38200o3 3 sS8°88| 8C3°8 8 8§2g2g £22 $S3 %g8§jg£§2§ S 0 00 i O O • • O • OO • 111 i O i • o • 1 III 1 1 1 1 1 1 1 1 © © * i-l © ! © co 00 i°g i jsj i 00 i j : i \i % \ ig i j i° 0 jo iiii ii • OO • 1 0 1 OO f-H o • ■ co IIII II ii ii CO • -* • r-i 1 1 © ii ii 3 j° IIII II 1 o O • ■ O 1 OO CJ 1 • o 1 1 1 1 II © • © • © • • © 0 oo^osos wo° 10 2 © its 00 NOXOlO ”53 - g SggSsSSg 222 -2 S £ 2 SS| 882g-* •*> 0 00§°S2 S000 8 i SS 0 ao8,° 0 8°£828 0B00 83 8 i s 8 2883 2 ««2 ^2 g] *S®S3*-35g §1 50 82223 O OO^OOM WOO CO rH O WOONOOOO 01 1-1 © © © rH OOOSOO CO C500Tf5>^0 ©00?* ■'J* © C* 01000!>0iccu0 © © C* 00 ?i t- OOr» cj o — ' Icc l> © 00 00 05 it- '^©Ol'^OO Kemp Plummer Battle, ll. d. e W. F. Johnson, d. d . J. B. Shearer. i>. d., lb. d . J J. ±jy IIU.WII ITUUUO, A. 1U.. _ Rev. J. D. Shirey, A. M . H. M. Tupper, i). d . Robert L. Abernethy, a. m., I), d. J. C. Price, d.d . . John F. Crowell, a. b., lit. d . Charles E. Taylor, B. lit., d. d Rev. G. B. Barnes, A. M . Homer B. Sprague, a.m., pii. D ./ O. Cone, d.d . Tamerlane Pliny Marsh, d.d. J. M. Tombaugh, a.m. g . Charles W. Super, a.m., ph.d. Joseph E. Stubbs, d.d., ll.d. vvimam in ast, o.o . James Rogers, c. s. c . Henry A. Schapman, s. J . Henry Turner Eddy, a.m., c. e., ph. D., acting presi¬ dent. h Hiram C. Haydn, d.d., ll.d. i. H. J. Ruetenik. d.d _ ! s ; < II ; S : 5z ; > i 2 M. Loy,D.D., k . William H. Scott, a.m., ll.d. James W. Bashford, a.m., b. D., PH. D. Rev. J. R. H. Latchaw, A.M.J William B.Bodine, a.m. L. _J Orvon Graff Brown, a m . D. B. Purinton, a.m., ll. d .. Fenton Gall, b. s . University of North Carolina Biddle University . Davidson College . . u-uiiijjru lAiiiege . North Carolina College . Shaw University . Rutherford College . Livingstone College . Trinity College . 1 Wake Forest College . . Fargo College . University of North Dakota. Buchtel College . Mount Union College . Ashland University . Ohio University . Baldwin University . urenmiiii vv u»iicicc _ St. Joseph’s College . 1 St. Xavier College . . University of Cincinnati _ Adelbert College of Western Reserve University. Calvin College . Belmont College _ Capital University . j Ohio State University . Ohio Wesleyan University .. Findlay College . Kenyon College . i Twin Valley College . Denison University . Hillsboro College . NORTH CAROLINA. I Chapel Hill . 1 Charlotte . ! Davidson . i uiunoru uouege - 1 Mount Pleasant . i Raleigh . . Rutherford College .j Salisbury . . j Trinity College . j Wake Forest . NORTH DAKOTA. : Fargo . j University . OHIO. _ Akron . Alliance . Ashland . Athens . Berea . Cincinnati . . do - . do - i.'..... - Cleveland . do _ _ __ 5 i 6 Columbus . . do . . Delaware . Findlay . Gambler . Germantown . Granville . : Hillsboro . 8 888888 8B6 BE S68B6888S I 8 8888. 88888 a Succeeded by M. Woolsey Stryker, d. d. e Succeeded by George T. Winston, lTj. d. i Succeeded by Rev. Charles F. Thwing, d.d. b Deceased. /Resigned. Wr. Merrifleld, a.b., elected president, .? Succeeded by J. H. McKenzie, a.m. c Does not include the students of the Albany Law School, q Succeeded by Rev. D. C. Christner, d.d. ll.d. k Succeeded by Rev. C. H. L. Schuette, a.m. ^Nonresident. h Resigned. W. R. Benedict, dean. I Succeeded by Theodore Sterling, m.d., ll.d Table 2. — Statistics of universities and colleges for 1889-90. — Part I — Continued. 1594 EDUCATION REPORT, 1889-90. 03 & is d 3 . 2,©” S'C p| 03 d 2 g g d ' " o & o 55 pi 1 •mo.i ■81^1110^ •arew •sreuia^ •ai-BH Nf.rtrtrth .-I CO © GO CO T-l I ri t- t-1 — * - o -i< o» «-< i 5 •lOO OO i-< CO © -tf HO t S 3 S3 rl UO ooo >coo o {> o o >300 o (OO >oo o NOO ■©. O O OO O ©03 OO O D( 03 OOO O O’ OO O 03 d 3 2 =3 d ‘8113 018^ OJONMO. >XO lO CO 1^*01 OW o -f eo co • 'OlSOKJ' •8X'BUI8li '81'BH O 03 ^ o l - ONflO ift t- 30 to Mt^nMON m loco O CO 03 CO I Pj f-l •~1 © c3o •I'BXOJ, •areura*! QC O 0) 0 > >- 03 ■ 03 <-i — to i a. tr? *h to i^-rx co acso •8IBH CO O nO 03 O O 03 CO O 1- 50 - io 03 to no t— 03 1> lO 03 *— t O M®« O TfO 00 1> CO i-l CO J sxusraq.redap itjuoxs 1 -sajoad ui aaqumN lOO 'OO ■ co co oo uuauxaa'Bdap sib j -iSshoj nt jaqmtiK •'uauii.redap j£joj I -'ej'cdajd ut jaqnmjM 30 oo no t- o (M CQ CO Ci COO Iflfl <«« 2 * 3 » : 8 a a :Q^' w :§-a * iS © S o«2 £ - A i5 cs ^ .© Ss ; o .Sd- oS* N ©!> ^ d«! >.33 . p > c3 Qcfl s®i « X « ° S,£ m QJ J o 1" ^ p dJMo' O ril® ~ > > d1 W © 53 r3 PhKcqi ^ c3 • C0 H~. . §§©3®' © s > * > © jp © 0G 5nfl 002 g>^P |s|s|I >.- -§§>£? d Ph © SPfl £ O rj > MS 'r~f. l“-< [5 > a fcD a 43 C3 03 03 0’S a © > p ; o c^S 2 k Po ^ bfl 9 ~ o o 2 M o crJ'-s £> © u ©o >> ^**3 oS It'S ?h :§8 pi 1 -■ S 5 5 B 0>^^©2 o © ©^3 x WSfcfcOO I .S'© 'p 'S § s I o tD .S 0 O O-d > S ^ © 2 h a .S * > S§® IS? ^KlONOOO) CO •>* no to CO O O OOO O OO O O O — cocoeooococo co cocoeo o P OH « STATISTICS OF UNIVERSITIES AND COLLEGES «8 8 sHl2!” 3 S83883 38838 833333 §g 8 1595 : 2 ; : 2 211 a §3£ s I'-flS « lii 3 E* > ► O SSgfj IIP sill & sit •3 § = =: 5 2 =Il III! 0 °s~® 3° $ CCJO 00 co 0 0 ^ * ’TJI 0 l—» 2 ^ O L- 0 0 0 ?5, -jH s HiiS££ 2 si 8~2£ 2i®n* SaSISS °§ 1 •O O 0 000 0 0 0 0 : :°° ■ o 0 • j O - 00 O j°g 0 OOg -00 X 0 j ;:n° i j 0 8 8° 0 jo j 0 0 0 j • 00 i 0 j jo 0 ! i=~ i O v- c > jo 0 ;© j 0 0 0 ! ^ 0 i 8 i i,ft0 i N ! O 1 i° O «0 5f 0 O O ONCO 0 LO OMifl~'oO 8 OO 8 1 0 0 0 O § SnSowo s — ^ - §§8|S |8S 88 1; 2 328 0 OgONCSO 8 ©O'* 00 p MOCO't 8 11 OO 0 0 O 8 °3» 0 S2&2 88 § CO gs 8g % O GO ^8 CO O X X X &2N222 jjOOJOJ 0 5 1*0 0 5 |8 cl CO 05 2 (?i a 0 O-^OOOO 0 OOOiOOO 8>OOtH^h ^OOOOO O O c O <*”8 CO X go iO 05 X ift ^ O 01 — 10 l- 1-0 X 822 1 w E3 2 i°w 0 ooso 1-1 0 0 0 i ; 1 1 0 x ,J>° , . i i 2 : X • O iO eo i> CO 0 — J> o?} 22 X 82 j 0 1.0 0 0 0 0X0 cceo ^ O O rH 0 er> 2 N fc'- 0 OS w*- — < CO 0} 10 ©-<* ;i>OCi 0 ^ CO ^ CO ■OOOifi ^I> 0 3-!a » ;S3 d , aijS««r| 1' £SSiK rf gi?is| -j. • r • g Oc : h Pa ..*a£ s! i¥tele 151558 «-a.*=ss |aJor! I HISI! “30" § Sail'S 3 S^ifS b*§*3 *aiwss»s . ■< g » ◄ ?- Ssj Is IP ?i iZlS£«l3 | * s-f ^ s2|< jllslPIas^s^j^SwS I li&«II 1 unis ;& ; •2 isgsi |S gfl^f 3~ 2 111 I :« II Co, ® 1! *§Zf[ d“ °a=5Sa a o-, as^l§-s t IISSlS 1 /Jpi |S*S&I > ® 3 SSfil s „ Q © ~ ~ >. >> U. >-. >» sws^g SsSal £P< isg 23 g | «fs§Sc|§ w.jS£ ija « £ c r.xx’jir.zai — es a o ♦c-cotstv, :&x g 3S8S88 5 HBM8 SMm SMSMS US Table d, — Statistics of universities and colleges for 1889-90. — Part I— Continued. 1596 Students. Total number in all depart¬ ments. •1^10,1 | 00-H MCNlOC! C000 3RU503 IftCOSO © woo OW GO »C C3 to -H 30 O O CO i- C3 -#■ rt 00 ^ ->J O i ■ .-( o ■ o II II 1 II .1 I’t i i i o II II Number in col¬ legiate depart¬ ment. •0I'BtU0li I M 1 « OO OO OOOrHO *H COCO CO ooo ! o oowhn io • CO J 05 O iO 00 O CO O l- O O 1 05 ^ 3 co o J t— < Professors and in¬ structors. Total number. T'2'lOiL I®- OTji too (DNOCiO ©OOONH iCt^O iO 1— C5 T— 1 05 T-i T-i •0I,era0Li |« OO OO 000t-<0 »CCOCOOOCO 0050 O •0IBH i- Orfi OO C N © X O ^iCCC©X lCjOQ lO •snuoui'predop jeuois -sojo.id ui jaqmnjsT i® i i t- Tti j i ;(M | O ;0 j ; jo'* ! •'mauuj'edop aye -iSonoo ui .xequiuM h5 OCO ^CO lOkOOON- ’ -H lO *> ' 0 5 ^ ; (M ^ ^ ; •auaunandap Xio^ -u.i'Bdoad ui jtequtnN: • Ci , ® , w , T^O tH 05 05 O CO ; C5 O CO • < 03 » ^COlD'u O ^WcS <3 rj C3 O U sal1? §2 ,S.gng3g S — si ? !> t-i © © © ©• p 3 p a«5 | -I -e £ Sr ' . i © >3 .sss^g, O 03 fccjjS ©M 5 =3 2* 09 §I§1§ -1 rj 2 L rj 7? Is o9bgo S to - 03 P -jO'CS uJ n r3 a! _, S-j p: <19 p © p a Pd.P © ' c3P ; © b ^ o ; * p ©SkI H9£Oj£ S w g© bo 5° ton 03 H (J) (D^r-I £>~°o ugS§? 2sSI| ^ o tp > ^ .grtscTS S PnQpCp^ P >>© > ! 9 a >.o ars ©so pS®?® c S © £ © 99q5 as cs a dS oo |?|SS ©o^ia P ^ <33 u p( qozom p •O S|?|| toS-3 Sp Ct ■’-' 03 03 C3 H^S»h ©S P to cqoo iC o coco t^oo CO CO Ci O t— i £5 CO -rt* ic »rr io co co co cr CO _ ^ i> 00 1C iC ifl 1C o CO CO CO CO CO o o — < »:: o O CO CO CO STATISTICS OF UNIVERSITIES AND COLLEGES, 1597 § S8Z BSS SB3B I IS §§ SB8B § §2 § 0 cc 0 °23g c 45 110 sss 0 O 28 3~2§c 3 « 151 0 101 S' is § 1 106 5 O S3 312 171 190 203 108 206 §8= § 1 38 sjsss 1 *1 3 $ | j 0 O j 00 ooco 0 00 O • 0 00 j 00 a j 0 ^ 2-«i Ci 00 e-j O 1*0 j OlO 0 00 0 I 0 O OO Cl j ! O-i i 0 i - 0: 0 ! 30 01 00 Cl ; 0 0 i c ' eo 0 °S?i 0 LftCi ^co 0 0 83 42 12 0 '2 °3 s° 8 1 Hoi 1 ~> 88$ 883 CO SO S 82 2 ^ 22 ST ~~ 88 1” 3 0 0 0 °8S 0 MO “1 0 O 28 0 40 0 S3 :°S e®. a s : £ ; O ! S88 0 SO 28 0 ci 82 ;38 125 13 0 SO » d !eo ^ SO ^ i>i-o 382 ,3 Cl CO kO lO Cl iC 10 IOCIOOO 3 82 8 C OO © -1 3 OHM (N^U*© 0 O -H 0 10 (HOOti SO Ci - SC Cl io ^ t** 8®°* 8 S3 CO ^ ■<#< ao mo eo3©3 i- 8^ O ;53 ao j j O ^ 8~N § 10 0 i Cl ; j 0 10 i - O j GO ^ O S' i>^ l"* 01 t-lfl 8 CO Cl ; kO j Tt '2 |kO T* 8 i O '0 Cl lO occo© cc 0 10 - 1 O • r- " Cl ! T-H ^ ^ 1 O »S«I 0 a p p r P Table 2. — Statistics of universities and colleges for 18S9-90.— Part I— Continued. 1598 EDUCATION REPORT, 1889-90. a° viz <3 c3 g g . * cs-q * g 43 43 P O P © © U P PP.d O d ; -r-i ® a © • GO K £ b w £ 2 • d Wl-3 c *■ §3 q o §2 . Isa © d © “s o °J& £&pg 2^42 ► JO dco2 p s b£ ' © cS 03 oU 0> ©*^ K P< w 3 ® d-| c« d PP © . d -3© ooj >y d >>T3 d © d © d d d e3 S a al|?8iSs HE& fc P3« od Oo T30 !§S '*1 d,A B§ ©13 :S ;^d -sg> :§2 3 S® § S m « rt ►*• d c3 © -> d 43 • ! d © fcfl ,f> P u£§ ||I slS ’d | a 11 Students. Total number in all depart¬ ments. TBJOJ, © CO '■* OW NiflM lO Tj-W COt^^ ^ lO 20 ij lo ^ •aiuuia^ © rr oo OO ooo oo oo — ® CO H Tfoo ^.’-1 •8IUH QO *■1 r~ to o « si m w ooo Stj<» io-s< 200 ^-^o Number in profes¬ sional depart¬ ments. •aiurae,^; 5 o o 1 II II O OOO O O • 1 1 o 1 1 o •8IT3PI © 201 0 -)* OOP- O O' • » o •«' o to iO J 1 -J 1 1 T-l Num¬ ber in gradu¬ ate de¬ part¬ ment. airman 12 o o o OOO O O i • i o o 1 1 •9[r-N i 2 o o 1 II II y—i O Ol Tji O O' « 1 o O • ' Number in col¬ legiate depart¬ ment. •8IU 038,1 Si eS “ 00 000 2 00 WS° o •8IUH & — o l^w wwh w ^?o coo w ^ioci O -r OJOif) r-H OC5 HH lO -f " " , -a- •> Num¬ ber in prepar¬ atory depart¬ ment. '8IUtU8^[ ii O O OO OOO lO oo o o oo Cl o 1 i — i •81'BR lO O O LCO ©OO W ON WON Ci Oi Oi ^ Ci CO CO OI Professors and in¬ structors. 1 Total number. Tejoj, j © 04 O Ot-( ONO 1> OO ^8 0 0 CO lO OO XT- *-*C0 1-i 1-H HH H •eintna,! | » O O OO OOO CO OO Cl iC Tt< HrtO *8I«K * w o OrHoi^o^foo c Qir.o to Tji « CO T-H 1—1 HH •squainj .redap ibuois -s8.jo.Td ui JcaqranM © 21 0 o o o ci o t— i o ii° ii151 •juauijjudap 8ju 1 -iSauoa ui aaqumx 1 1® 15 9 ^COv-^JlOON- CO ^to ^ O O •juaraj.redap ^joj -'Bj'Bda.id ui jaqmnM * o o ocioocioco so wo ^-i m ^ r-H C3 <£ O t-» 04 CS Oi CO CO CO ^ QO o* o Oi o oa Oi CO CO CO CO CO CO i o : ; q i go :«e • d S d ! 1 j ! d u ! g d no_d : : h g t i i S ' ! 5 q 3 ») ! d 3 ! g Pi M ■ 43 S > . r ^ f-> © . o « §,oP © Cv c3 «>> •dSS "d © © d £ 2 o ^bcg gas ©3 0 BPS STATISTICS OF UNIVERSITIES AND COLLEGES. 1599 Q 0 s k sf >-S > <1 n 2 21 22 23 24 25 2G 27 28 20 30 MICHIGAN— cont’d. 179 Hillsdale College 10 0 8,000 2,000 I $150, 000 45, 000 $160,000 128,000 110,000 170, 062 $1,000 54, 500 180 Hope College . 0 0 3 7,000 5,000 5,000 $15 $5,000 181 C5 0 C 25 60,000 133, 800 4,000 31,976 182 Olivet College . 7 0 0 16, 827 16,000 24- 30 35, 619 MINNESOTA. 183 St. John’s University... Hamline University _ 0 0 0 10,000 1,000 30 12, 000 7,000 300, 000 185, 000 0 184 3 30, 36 77, 093 185 186 University of Minne¬ sota. 3 25, 000 5 150, 000 1,250,000 800,000 187 Dr. Martin Luther Col¬ lege. 200 34 600 30,000 188 1 0 0 9,598 641 26 27,538 1,500 20,000 500 195, 824 27,000 400,000 50,000 311,783 0 33,802 189 0 0 0 100 0 190 3 4,000 400 45 76,000 60,000 40. 000 191 Parker College 2 50 18 48,000 MISSISSIPPI. 192 Mississippi College 0 5,000 4,000 700 500 30- 60 6,000 250 50,000 12,000 3,500 20.000 23,000 0 193 Cooper Normal College. Harper ville College . 1,000 1,500 40 0 194 0 0 2 50 1,500 0 0 195 Rust University 1,-100' 1,200 12 800 40,000 4,000 300,000 196 Kavanaugh College . 0 6 6 400 40 0 0 2,000 197 University of Missis¬ 0 l 5 13, 000 1,000 0 50,000 554, 000 0 sippi. MISSOURI. 198 Southwest Baptist Col¬ lege. 0 0 0 700 1,200 30 250 25,000 0 199 Pike College 0 0 0 350 21- 36 500 5,000 75, 000 100,000 40,000 200 Christian University .... St. Vincent’s College a l 800 1,000 3, 000 40 1,000 8,666 45,000 0 600 201 12,000 500 40,000 500 202 Carthage Collegiate In¬ stitute. 12 40 8,000 203 University of the State of Missouri. 22,647 17,203 20 534,000 540,000 204 Grand River College* _ Central College 0 600 36 100 15,000 85,000 35.000 1,700 110,000 78,000 205 2 2 2 4, 500 6,000 4,000 40, 50 10, 000 206 Westminster College* .. Lewis College 6 40 3,000 3,500 1,200 207 30, 38 15- 45 ICO. 000 0 208 Pritchett School Insti¬ 2 0 15 30; 000 56, 6oo! i 0 tute. 209 Karris College . 0 0 110 435 420 40-60 800 7, 500! 6,000 30,000 150 210 Western College . 0 0 0 500 300 30 700 211 La Grange College . 0 0 0 2.000 500 40 800 8,0001 5,000 212 William Jewell College. Missouri Valley College. Morrisville College 0 0 0 4,000 100 40 50, 000 110,000 10,000 25,000 175, 000' 1,000 5,000 213 ....| 25 20(> 109, 000| 0! 214 600 200 25- 40 1,200 600 215 Scarritt Collegiate In¬ stitute. 800 50 22- 42 1 216 Park College . . . 7 2,000 15- 30 125,000 2, 800 . 1 217 College of the Christian Brothers. 1 218 St. Louis University _ Washington University 0 0 5 40,000 8,000 60 0i 0 219 1 30 1,000 150 150,000 630,000 700,000' 220 Shelbina Collegiate In¬ stitute. 0 50 0 36 200 10,000 °J 0 221 Drury College . 2 0 16 20,000 500 22,000 100 30, 48 25,000 1,000 1,000 225,000 43, 500 10,000 55,000 77,000 15, 100 3, 192 222 Tarkic College . 30 24,707 10, 000 30,000 223 Avalon College . 1,000 3,600 30 224 Central Wesleyan Col¬ 3 0 5 100 22- 37 5,000 25,000 lege. 1 I * Statistics ol 1888-89. a Partly. STATISTICS OF UNIVERSITIES AND COLLEGES. 1605 Table 2 —Statistics of universities and colleges for 18S9-90.— Part II— Cont'd. Name. Number of endoxved professorships. Number of fellow¬ ships. 1 Number of scholar¬ ships. Library. Annual charge for tuition. Value of scientific ap¬ paratus and libra¬ ries. Value of grounds and buildings. Amount of permanent productive funds. Benefactions. Number of bound volumes. Number of pam¬ phlets. 2 21 23 21 25 26 27 2S 29 30 MONTANA. 225 College of Montana . 0 0 1 1,200 100 $50 $1,500 $113,000 $3, 000 $25,000 NEBRASKA. 226 Bellevue College . a 1 30 500 300 30 1,000 100,000 4,000 500 227 Doane College . 3 6 7 4,900 4,000 17- 24 10,500 79,000 43, 140 19, 869 228 Cotner University. . 1 0 27 100,000 25,000 35,000 229 University of Nebraska. 0 0 0 11,412 2,000 0 52,500 625,500 952, 560 0 230 Gates College . . 1 0 3 4,092 16- 22 3,000 23,500 12,000 7,720 231 Creighton College . 0 150,000 232 Nebraska Wesleyan 0 6 0 1,200 200 30 4,000 115,000 50,000 University. NEVADA. 233 University of Nevada _ 3,000 480 1,000 150,000 91,000 NEW HAMPSHIRE. 234 Dartmouth College _ b 10 70,000 NEW JERSEY. l 235 I St. Benedict's College.. 0 0 0 5001 60 1,200 *25, 000 0 236 Rutgers College. . 25,762 65,000 4,000 75 ♦50,000 *400,000 237 College of New Jersey.. 10 12 78 100 i. 238 College of the Sacred 2’ 000 *70,000 Heart. NEW MEXICO. 239 Albuquerque College .... 0 0 0 0 0 20 0 5,500 0 1,500 NEW YORK. 240 Alfred University . 5 7,713 2,200 36 31,000 110,000 165,000 2,500 241 St. Bonaventure’s Col¬ 12 6,272 497 35,100 161,000 lege. 242 St. Stephen's College... 0 0 39 8,000 0 10,000 162,000 92,000 31,000 243 Polytechnic Institute of O' 0 0 300 140 11,500 234, 309 32,875 130,000 Brooklyn. 2-14 St. Francis College ... 0 0 3 4,000 1,000 12,900 152, 500 9,500 6,000 245 St. John's College . 0 ■1 3.000! 1,000 60 2,000 2.000 246 Canisius College .... 0 0 0 14, 0001 40 160,000 223,500 0 247 St. Lawrence Univer- j 5 0 70 1 9,748 3,000 45 17,000 100,000 281,640 25,000 sity. 248 Hamilton College . 10 2 24 35,000 75 245,000 317, 433 33, 310 249 St. John's College _ : .... 1,000 250 Hob'irt. Cnlleo’e _ i 0 27 23t961 2, 131 51, 250 99,000 289,954 0 251 Colgate U niversity . \ 10 64 19,015 45 66,177 262,500 539,905 152,018 252 Cornell University . i 2 33 108, 138; 30,000 75 466,611 1,033,965 4, 854, 688 500 253 College of St. Francis 1 0 0 20 10,0001 200 60 24,750 500,000 0 6,945 Xavier. 254 College of the City of ; 0 0 0 27, 000: 1,600 0 86,000 230,000 41,250 0 New York. 255 Columbia College . j 1 24 106 115,700 150-200' 585,290 1,000,000 8.131,440 36,950 256 Manhattan College . i 0 0 1 7,518 256 50-100! 25,505 380,000 0 185 257 University of the City j 0 2 20 14,000 0 75,000 500,000 550,000 103,500 of New York. 258 Niagara University . 1 0 0 4 6,000 0 14,000 300,000 259 University of Rochester ! C5 o 26 25,610 75 101.350 405, 600 491,473 63,354 260 Union University . ■ 26, 500 90 d 122. 303 d 667, 000 261 Syracuse University....! _ 41 0! 25 32.500! i,200 30-100; 105,000 891,000 555,666 90,666 ♦Statistics ofl888-89. a Partly. 6 Three of these are but partly endowed. c Four of these are but partly endowed. dFrom report of regents of the University of the State of New York. 1606 EDUCATION REPORT, 1889-90. Table 2. — Statistics of universities and colleges for 1889-90. — Part II— Cont’d. -a © £ c3 Library. O pA cS ^ ■3 3 +3 3 2 05 §■3 gji 1.1 P'a JV o A © -3 3 3 i © b0 . ©5 c3 ■— 1 e8 w 3 . 3 g, Name. ® m og GO ^ © _ m oBt A u w CO o.-4 p* °3 O • o a U 3 ft t> < n 2 21 22 23 *4 25 20 27 28 29 30 NORTH CAROLINA. 262 U niversity of North Carolina . 11 34, 000 4,200 3, 000 860 $67,000 $220,000 80.000 100,000 50, 000 2,500 $10,000 263 0 0 0 $500 264 7 9, 000 2,000 1,000 60 10,000 2,000 2,000 108,000 30,000 1,500 3,000 265 1,000 1,000 54 10,000 0 266 North Carolina College. 0 0 0 20- 40 267 1 5,000 8- 60 10,000 2,000 160, 000 25,000 35,000 0 25,000 0 268 Rutherford College . 0 0 6 2, 000 1,000 20- 40 269 3,000 8,000 10, 300 500 2,000 10, 000 100,000 30,000 60,000 270 Trinity College ...T. . 1 2 2 1,000 3,000 50 18, 000 155, 306 120, 000 1,500 271 W ake Forest College . . . 60 26,000 NORTH DAKOTA. 272 Fargo College . _ 0 0 1 500 1,000 1,000 30 80, 000 100,000 25,000 0 30, 0C0 25 273 Univer ity of North Da- 0 0 0 3, 000 0 10, 000 kota.s OHIO. 274 Buchtel College . . 5 0 50 5,100 40 21, 323 174, 449 200, 000 80, 000 100,000 72, 300 480, 845 22,000 275 Mount Union College 3,200 500 30 276 Ashland University.... Ohio University 0 200 30 800 0 5,000 277 8,000 4,000 500 27 25,000 5,000 3,300 6, 000 125,000 136, 000 278 Baldwin University.... German Wallace College St. Joseph’s College 0 0 24 12,000 279 5 2, 000 13,000 16, 000 3,550 22,000 55, 000 50, 000 66, 297 280 2,600 60 281 St. Xavier College. 0 0 6 60 282 University of Cincinnati AdelbertCollege of W est- 0 0 0 0 30,000 42,000 150, 000 276,080 619, 666 0 283 5 60 4,000 30 640,000 19,750 ern Reserve University 284 Calvin College . 2,000 800 30 10,000 60, 000 80, 000 1,425,000 3,000 0 285 Belmont College . 1 0 0 200 33 1,000 (30,000 286 Capital University 0 4, 000 9, 313 14, 386 40 287 Ohio State University.. Ohio Wesleyan Univer¬ sity. 0 0 88 0 75, 000 539, 470 233,634 0 288 6 4,000 5 37,930 221,261 1 54,000 289 Findlay College . 0 0 12 1,250 20,000 425 30 109,000 293,725 30,000 100, 000 35,000 45, 000 45, 316 262,000 24, 382 290 Kenyon College . . 75 10, 100 1,000 30,000 5,000 291 Twin Valley College 32 292 Denison University 4 20 16,000 1,500 12,000 200 34 325,000 6, C00‘ 60, 000 293 ■ Hillsboro College . 1 30- 45 0 294 Hiram College . 1 0 0 5,300 42, 000 0 30 8,000 12,000 295 Marietta College . 38 45 35,000 296 Franklin College _ 0 0 2,000 40 2, 000 12,000 18,090 400,000 120, 000 0 250 297 Muskingum College.. 30 35, 000 500,000 150, 00^ 298 Oberlin College . . . G o 109 31,000 9,889 30 100, 000 15,000 99,000 299 Miami University . 0 0 20 2,500 45 15, 535 300 Richmond College . 0 0 0 3, 000 1,000 40 3, 000 41,000 0 301 Rio Grande College . 0 0 0 500 400 28 600 35,000 65,000 0 302 Scio College * 1,000 10,000 30 400 40,000 300,000 85,000 17,500 52,000 303 Wittenberg College . 45 20, 000 175,000 8,666 304 Heidelberg University.. Urbana University. . 2 o 24 91,000 30,000 305 0 0 6 5,000 4,500 1,000 1,000 30 6,500 5,000 58,000 78,500 1.050 306 O tterbein Uni vers _ 5 0 8 30 8,500 307 Wilberforce Univet sity. 0 0 2 4,000 1,000 14-17 6*009 5/000 14,000 60, 000 16,000 790 308 Wilmington College _ 1 2, 000 300 39 40,000 120, 0C0 30,000 205,000 2,500 309 University of Wooster.. 6 0 "42 11,500 3, 000 15-45 4, 000 310 Antioch College . 7,000 300 37 5,000 100,000 100,000 OREGON. 311 Corvallis College . 1,000 3,300 500 45 10,000 100, 000 312 University of Oregon. . . 0 0 0 3,000 a 10 5,000 149,000 4,100 313 Pacific University . 6,000 1,400 30-45 314 McMinnville College.... lj o 28 200 33, 42 ! 1,600 30,000 29,001/ 4,666 315 Philomath College . 0 0 0 1,000 900 30 600 12,000 9,000 0 316 1 Willamette University . 2 16 1 4,000 100 26-52’ 1 6,000 150,000 50, 000 5,000 ♦Statistics of 1888-89. a Incidental fee. STATISTICS OF UNIVERSITIES AND COLLEGES. 1607 Table 2. — Statistics of universities and colleges for 1889-90. — Part II.— Cont’d. Name. Number of endowed professorships. Number of fellow¬ ships. Number of scholar¬ ships. Library. Annual charge for tuition. Value of scientific ap¬ paratus and libra¬ ries. Value of grounds and buildings. Amount of permanent productive funds. Benefactions. 1 Number of bound volumes. Number of pam¬ phlets. 2 21 22 23 24 25 2G 27 28 29 30 PENNSYLVANIA. 317 Western University of a2 0 0 $100 $250, 000 $200,000 $1,000 Pennsylvania. 318 Muhlenberg College . 4 0 28 8,000 1,000 50 $10,000 80.000 132,000 4.568 319 Lebanon Valley Col- 1 0 0 4,500 750 40 2,000 50, 0C0 15,000 14,000 lege. 320 St.Vincent College _ 0 0 0 18,000 0 321 0 1 200 300 39 9,000: 75, 000 130,000 322 Dickinson College _ 1 6 6 33,000 (&) 25,000 1 256,000 ; 286,510 19,025 323 800 5,000 ! 250,000 Academy. r 324 3,400 50 48 *31, C00 30.000 3^5 5 o o 00 000 2. 009 45-75 50, 606 600,000 272,302 326 Pennsylvania College .. 6 39 22! 000 39, 50 10,000 270,000 i 137,000 53.000 327 Thiel College . 2 39 6,000 40 8, oeo 60,000 60,000 7,000 30H 2 000 36 5^000 55, 000 329 Haverford College _ 2 4 20 25[ 600 2, 500 150 SO, 000 400, 000 i' ’215, "666 “14, "666 330 Franklin and Marshall 1 125 15,385 39; 50,000 120, 000: 170,000 7, 906 College. 331 Bucknell University.... 1 22 9, 250 2,000 50 ; 75,000 300,000 350,000 66,666 332 Lincoln University . 9 0 30 13,000 2,000 25 ' 31,200 185, 0U0 j 237,450 56, 508 333 St. Francis College . . 0 0 0 2,000 2,500 45,000 1 0 0 334 Allegheny College 6 0 15 12, 000 3,000 36 15. 0C0 ! 120,000 i 150,000 335 Central Pennsylvania 0 0 0 3,300 300 32-48 5,600 1 22,000 150 300 College. 336 Westminster Collecre 24 337 La Salle College 0 0 6 800 80 0,666 1 100,000 0 0 338 St. Joseph’s College _ 0 0 0 5,200 0 0 339 University of Pennsyl¬ 6 8 74 SO, COO 75,000 100-200 185,000 1,680,000 1,674, 929 : 240,000 vania. 340 Holy Ghost College _ _ 341 Swarthmore College .... 4 12, 851 25,000 j 500,000 4C0, 000 342 Villanova College . i ; 343 Washington and Jeffer¬ 4 0 6 10,500 24 20, 009 150, COO 255,900 8, 352 son College. RHODE ISLAND. 344 Brown University . 100 68,000 20, 000 100 *625,000 *980,836 SOUTH CAROLINA. 345 College of Charleston 346 Presbyterian College of 40 10, 000 South Carolina. 347 Allen University . 300 100 8 20, 000 348 University of South Car¬ 0 1 5 30,000 1 2,500 40 25,666 250,000 olina. . 349 Erskine College . . 1,500 500 0 3,000 30,000 1 78,000 350 Furman University _ 2,600 500 40-60 60.000 ■ 50,000 351 Newberry College . 4 6,000 l 2,000 50 10, 000 30,000 « 22,000 1 6,100 352 Claflin University . 1,400 500 3 1 1,000 ICO, COO 115 353 Wofford College . . 6,000 40 ICO, 000 53,000 SOUTH DAKOTA. 354 Pi nre University . 0 0 5 1,200 24-36 1 1,670 30, 000 100,000 0 950 355 Dakota University _ 2,000 1 . 8-9 ' 3, 000 • . . 6,000 356 Redlield College _ 0 3 COO 30 50 25,000 0 6.500 357 University of south Da¬ 0 0 1 0 2,100 3 1 5,000 125,000 0 0 kota. 358 Yankton College . 0 0 3 3,900 200 30 20,000 75,000 11,000 j 20,850 TENNESSEE. • 359 King College . a2 0 0 600 36 25,000 i 20,000 8,000 360 U. S. Grant University . 0 0 J 0 200 100 21 600 250,000 0 500 * Statistics of 188S-89. a Partly. b In college, $6.25 ; preparatory, $81. 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 EDUCATION REPORT, 1889-90. 'lBLE 2 —Statistics of universities and colleges for 1889-90. — Part II — Cont’d. Library. TENNESSEE— cont’d. Southwestern Presby¬ terian University. Hiwassee College _ Southwestern Baptist University. Knoxville College _ University of Tennessee Cumberland University Bethel College . . Maryville College . Christian Brothers Col¬ lege. Milligan College . Carson and Newman College. Central Tennessee Col¬ lege. Fisk University . Roger Williams Uni¬ versity. V anderbilt University . University of the South Burritt College... . Greene viile and Tuscu- lum College. TEXAS. University of Texas .... Fort Worth University. St. Mary’s University .. Southwestern Univer¬ sity. Hope Institute . Wiley University . Austin College . Trinity University . Add-Ran Christian Uni¬ versity. Baylor University . Paul Quinn College . UTAH. University of Utah. VERMONT. University of Vermont and State Agricul¬ tural College. Middlebury College . VIRGINIA. Col- Randolph-Macon lege. University of Virginia.. Emory and Henry Col¬ lege. Hampden-Sidney Col¬ lege. Washington and Lee University. New Market Polytech¬ nic Institute. b 3 25 15 ,000 6,000 2,400 7,000 7. 000 i;eoo 10,000 3, 500 400 500 2, 300 4,011 3,840 450 200 3,000 500 1,-566 500 100 450 1,500 16, 000 4, 000 24,000 3,000 1,280 7,000 6,300 1,000 2. 500 1,200 150 1.400 4,000 700 2,075 612 8.500 40,000 16,000 10,000 45,000 8,000 4,000 23.500 400 354 314 2,700 Annual charge for tuition. Value of scientific ap¬ paratus and libra¬ ries. Value of grounds and buildings. Amount of permanent productive funds. m PI O 0 c3 © a © PQ 26 27 28 29 30 $50 $31,500 $50,000 $180, 000 $2,500 25-40 5,150 56 8, 000 50,000 62, 000 25,000 5 50 60,000 0 50 13,000 500,000 426, 000 50 40,000 60,000 12-50 1,500 10,000 0 0 10 10, 000 60,000 112,000 13,000 36 700 15,000 0 1,000 25-40 1,000 15,000 20,000 0 9 2,000 80,000 10,000 2,285 13 6, 000 300,000 6,000 8 5,000 100, 000 1,400 50 125, 000 450,000 900,000 100 25, 000 125, 000 50, 000 60,000 40 4,000 25,000 0 250 20 200 20,000 G 0 0 50,000 200, 000 642,000 16,000 27-45 1,500 100, 000 110 40 500 50,000 40,60 2,000 140, 000 24-32 5,000 10 1,666 2,800 0 357 56 500 20,000 4,000 25-50 3,000 50, COO 5,000 45 3-5 1,200 250,000 0 12 1,381 35,000 0 6,777 i 40 25,000 240, 000 l 60 100, 000 1 275,000 365, 000 121,000 1 60 25, 000 1 100,000 164,436 50 75 5,000 1 175,000 1 120,000 50, 000 1 87 263, 300 > 771,600 1 290, 600 1 . .. I 50 8,000 1 100, 000 1 25, 000 1 4,000 60 1,000 1 100, 000 1 135, 000 1 20,000 50 31,000 1 172, 000 1 610, 448 ! 15,000 50 2,500 1 . a Partly. b Two of these are but partly endowed. c Four of these are but partly endowed. STATISTICS OF UNIVERSITIES AND COLLEGES, 1609 Table 2.— Statistics of universities and colleges for 1889-90— Part II— Cont'cl. Name. I Number of endowed professorships. | Number of fellow¬ ships. U c3 O A o CO . W) p4 °s a I Library. Annual charge for tuition. Value of scientific ap¬ paratus and libra¬ ries. Value of grounds and buildings. Amount of permanent I productive funds. Benefactions. Number of bound volumes. Number of pam¬ phlets. 21 22 2S 24 25 26 27 28 29 30 VIRGINIA— cont’d. 399 Richmond College . 2 0 23 9, 000 $70-80 | $2. 500 $300, 000 $150, COO $25,000 400 Roanoke College . C 10 17,000 50 l 30,000 60,000 60,000 40,000 WASHINGTON. 401 Colfax College . 0 0 0 150 250 24-45 250 17, 000 0 4,000 402 University of Washing¬ 3,000 600 24 COO 525,000 ton. 403 Whitman College . 0 .... 8 3, 500 2,030 39,48 3,000 36,000 12,000 800 WEST VIRGINIA. 404 Bethany College . 3 3,000 ' 4, COO 30 5,000 75, 000 80,000 15,000 405 West Virginia College. . 0 0 0 200 25 24,28 200 10,000 150 100 406 W est V irginia Uni¬ 6,000 1,100 0 15,000 150, 000 108,000 versity. WISCONSIN. 407 Lawrence University... 1 0 0 12, 000 27, 36 30,163 84,000 81,283 408 Beloit College . 7 0 67 16,000 32-43 150,000 375, 254 214, 050 409 University of Wiscon¬ 1 9 11 a33,000 0 150,000 l, 650, 000 251,236 20,000 sin. 410 Milton College . 0 i 0 0 2,900 673 24-36 7,000 31,500 33, 743 1,305 411 Marquette College. . 0 0 0 5,000 60 2,500 120,000 0 0 412 Ripon College . 2 _ __ 7,000 21-24 25, 000 75,000 150, 000 413 Seminary of St. Francis 0 0 0 12,000 300 165 250,000 0 of Sales. 414 Northwestern Univer¬ 0 0 0 2,280 5C0 30 58, GOO 0 0 sity. WYOMING. 415 University of Wyoming* 1,500 0 | 3, COO 150,000 i . 1 1 * Statistics of 1888-89. a Includes pamphlets. 1610 Commercial and Business Colleges. Table 1. — Summary of statistics of commercial and business colleges for 1889-90. Division and State. United States. North Atlantic Division. Maine . . New Hampshire . Vermont . . . Massachusetts . . Rhode Island.... Connecticut . New York . New Jersey . Pennsylvania. . . South Atlantic Division _ Delaware . . Maryland . . . District of Columbia Virginia . . West Virginia _ North Carolina _ South Carolina . . Georgia . . Florida... . . South Central Division. Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas. North Central Division. Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . 263 86 Instructors. 3 1.118 407 48 1, 593? 40 113 34 560 ) (11,255) 49,901 117,764 (3, 189) 9, 054 6, 339 14 14 214< 37' 155< 10 709- 94- 83; 63- 43; 23; 12j)| Students. 530 128 193 (295) 2, 195 I 3,253 447 294 612 I 200 (1,288) 7, 422 I 2, 327 1,481 | 412 (1,606 6,046 | 1,481 (117) 2,358 | 63o (117) 513 675 176 273 281 440 (1,534) 4,217 | 895 957 I 249 (2043 1,114 | 224 36 (87) 640 j (550) 389 ( 51 (155) 1,117| 335 (438) (6, 265) 21,633 I 8,780 (1,808) 2,051 | 1,112 (255) 3,031 | 1,597 (793) 5,068 | 1,289 (225) 1,962 I 971 (370) 790 | 286 (149) 962 I 312 (979) 2,958 | 1,319 ■78,920 28, 582 714 178 331 £ 3,743 741 812 |ll,037 ’ 1,893 f 9, 133 3,110 117 583 1,083 211 349 318 449 6, 646- 1,206 1,642 £ 763 1,607< 438* ■36, 678< \ 4,971 j 4, 883 ( 7, 150, J 3, 158 1 [j- 1,446 !| 1,423 k 5,256 10 *0 a> o tt S.2 *0 T3 0 1-° i (930) •63, 014 I 14, 976 ] 21,288 7,294 665 160 273 2, 934 671 458 8,111 1,342 6,674 2 236 117 477 646 123 222 318 433 18 58 809 70 354 2,926 551 2,459 106 437 88 127 0 (705) 4, 995 I 946 1,154 221 488 711 (550) S86 | (155) 1,321 | 438 I... (£25) 31,120| 5,333 3,918 4, 437 6,006 1,053 446 1,144 (225) 2, 377 | 556 1,260 j 186 1, 167 I 256 4,734 j 522 11 24, 994 54 131 8,022 625 200 239 1,118 58 575 2,620 1,006 1,581 2, 426 21 462 41 500 638 191 319 254 3,158 597 494 291 310 715 600 151 9,279 1,501 245 1, 355 602 677 360 1,458 STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1611 Table l.—Surnmary of statistics of commercial and business colleges— Continued. Division and State. Number of institutions. Instructors. Students. Number of students in business courses of city, normal, and secondary schools and colleges. Male. Female. Total. Male. © a fa Total. Day school. Evening school. 1 2 3 4 5 6 7 8 9 io 11 North Central Division- Continued. Missouri . . 13 1 1 6 96 4 1 26 30 32 1 1 7 g 128 j 5 2 33 j 4. (3: 25) l 4,453 54 74 \ 1,767 | 2,0-13 3, 661 54 65 1,693 1,748 792 1,193 27 86 482 1,293 North Dakota . 2,972 i 1,156 (54) (74) (350) 1.004 : 413 (883) ! 835 ! 325 South Dakota . . 9 74 295 Nebraska . . Kansas _ _ Western Division . Montana . . . 14 66 39 io5i (150) 2,639 | 1,115 I j 3,375 525 1,609 37 442 28 9 96 82 232 220 463 Colorado . . New Mexico . 1 9 1 ... ! 10 290 94 384 252 132 Indian Territory . . ... I . ' Utah . ! Nevada.. . 1 Washington . A... Oregon . 2 2 8 7 8 42 2 4 32 9 ! * 74 176 | (If 358 i 1,815 >0 27 1 185 809 203 ^ 693 5 2.624 165 514 2, 448 38 179 176 California . Table 2. — Statistics of commercial and business colleges for 1889-90. 1612 EDUCATION REPORT, 1889-90. _l O • 3^ a d © o PI bC'Xs H j •8sanoo 3 u i u 0 a g; •osanoo iBa . co o in vn oiociftoooo me o IS io ^ om> Ninoom-oi-' i> o HH QrO’-H .-I •0SJIIOO SUIU0A3 s «8 g o >?S •0SJtlOOyC'Ba 53 pi > o •0113 1n0.tr •ai^K Cieoaoei eo- •I'B'TO,!, ^OOiONOON ^ lO CO 51 r-i — » •oi'BTnajc •orew O O 00 OOOwegCOOOGQ 0 51 o o o lOOTf CO H — » — < -H i.O co d 1 t»s do,© 81-9 > « e3 ddo ■S :a®d pi pi u d CQJ2©N©©.5 gatf^al^S a w §.s pp i5 si Wffl jd d gd 15 ^•O •>? -d . ‘ . . Ph o- . © d © © aPc3c33oc3cScd:3?-<<^^ “ oEMdQMM^ 2 d O Pi •grass M ®cc ^om’ CO ® © o d sdoffl S’® 2 VI d id © d d O© d defi o WW 16 «g d *-* d S d 5 a pi-d •L t>> © © c3 O dd id 73 o 05 o bo d^ s§ 0(0 1 If Ip ■! di o © d P ‘Jo 'd ; § ddfQflddC ,■ ■-.sg-s^g-Ss I HiHlili w oH ecS < o :0 ® d 6 ■g°J3 K d 5 d S d d d o «8 O o° #00 5 CC'C d e3 i 1 w . - - pi< 1 ddS »HOOOfcO©0 < bO C3 rt 5a- a c3 O o3 d d ' c3 eio-ienfi ®6-»oio.HNeo m s STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1G13 Table 2. — Statistics of commercial and business colleges for 18S9-90. — Part I — Continued. 1614 Annual charge for tuition. •asjnoo S u 1 u o a a 17 O 1 0 10 00 1 moo m • m r-« r-« 1 e/=> • »D 0 id id ID ID X Q 04 CO ^ CO COO C4 cs ^ 0 OS Sfr 000X000 | CO 04 ^ ^ j jo j O iD 04 8 ^ Students. Evening course. •injoj. P5 O i> O CO • rH r-i Ci CD » ID CQ ' OXO — <0X00 WO^WOWH^ t-( CO 000 j ^00 •ai'cuiaa °og ! 00 ID ID X -H O O i 1- T-t H 'X ® i •8IUH 11 °NO 1 00 IDXX00 03 00 Ni'WrHkOMr^X X O X ID • O O x 0 ; ^ Day course. •ItJjoj, © •=( Niowio NO ooomcomooomoo > 0 0001^ i>- r-ici — 00 co 0 m m 01 m cc^oon*>onoxoc • oj *-« co nnlo 1-1 CO rtrt 1-1 ca TT i-.COJ>Cvi «C0 lOCJCiiiTf h® CC riri •eiijuiaa © 0^ 00 CJJIO 0 00 i> ^ ocj^xooo ! i> C4 04 O 1> C4 J CO OiDOC4 X 04 OO iD tji O O XX O 04 •9p2jM; 30 ONMO ^OOO 0 0 ao oi || 210 184 98 415 23 800 225 93 . Instruct¬ ors. •ItJJOi i* Tjtcoo^ m in ifisoooocowi-oeooieo— < t*icoj>tj m— < eocosi rt rt' H W t-i •oinuiaa © HNNH (M 1-1 !«NhOhhO » ' CO • CQ CQ i i-(CQ IOHH •8I13H oorHooco coco ■^coioao> .55 ■ f-> p 'p > t> ' © c3 d g d © 0^5 %3> Ad. U © >1> c3 ft3 ,t3 : o |o c3 o p,> 2 p d w M w «. £g*gs o sprite: 6 d © © HPSK^o ;o _ 3 ©s D-riS ; 1 1 1 1 1 • 1 1 ' H ' ' CQ i 1 1 1 1 1 « i i j i i i|^ : ce ci ■ fe (3 O ^ •K '©2 ::: id : : 52 '52P* ' rn . 1 J ' ' • • • "d 'Wrj 1 ' rr «5 X rn O HH o C3 Cw k> r^3 ^ J r> £ 6 5° * © O C3 .© omK ©” I S lilplll^ fl £ cd ft© 53 w Hd©o; A a**? sgoo m? O O *-< 04 CO 1C O N QO Oi O r-( 7K0 lOONCCOl > 5Q l'- i> 1> i> 2> 1>. 1> i> l> i> X X X X X 06 00 00 00 00 STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1G15 § is sss ss ; ss 25-40 8 ':3SS3S3 :S3 ;s ; ; ; 3 CO §g£ SSoS SS S SS SSSS S SSSSSgSggSSgS^SSv 8 SS3S 2 ^ S : 3 j ! °* COO j j j jao j j t- O 2 u i ill £3 i § s i § © j j 8 £33 i j j :SSS8| | 3 15 ~ £3 j r ””S § 8 8°SS88fc8 j :3°3 i ; g S g CO LO o °°s 00 iO • iri tCOOO -XOMi" • • • O 8 Cl d°3 S | s CO *8 3 3 :e:3S3 j i§° j S $ SSS s 5 |S I £5 gg||S 2 $SgSgS£gSggSS§gSgg § §§ 8 9 30 30 19 2 gi S (M ■ — 2 8 18 8 0010 jSSJ? Igssa if, 2° :£§ g 88 3 51 65 41 31 198 130 § *- § li oo 23 iggg i|§|SSg|g igg 12 gg 1 eo to *> r-. b- w • to to m i> ^ 1-iCOCl WO lO TH . r^CCKClM o ihOh:UO MCOX Jhww sss sss ss s || ss||2 s SS2SSSS3SSSSSSSSSS § * From statistics ofl 888-89 a For three months. & Per month. c For six months. d For five months. e Per week. Table 2. — Statistics of commercial and business colleges for 18S9-90 — Continued. 1616 Annual charge for tuition. •esanoo 3ui u a a a 17 ■ OO o o i w w IC «o c>co *o l.o ‘OOO ooo Cl CQ CO CO CO ^ CO ^3 •9SJUOO I'Ba IN $30, 40, 50 100 100 100 60 40 625 60 65 65 44 36 C13 If? if? O lO 11)000 l- 00 l- t- O O Cl Average daily attend¬ ance. •esanoo S U I U9 a a 15 ■ C5T? o S o • O tic O O O 00 90 ]j>o m> io cq •esanoo 14 180 180 50 50 205 200 15 lO i l'- 1 45 110 190 106 350 45 Students. Evening course. mo! 1 99 o an c? co 1 1- I «2 oo CO CO ^ o o 00 1— LO 90 90 eo »o 00 C* ic o ^ CO 90 O •eihrae^; « 0 11 7 133 5 14 o o CO 90 CO 90 •*— i OlOLO i-H ri ri t-i CO i-i r-( CQ •eiBH o t-co in o *-*m o o o lO lOCQOlO CO O CO O ^ CO ^ C l kO 00 Day course. •Ih^O! OT 200 320 82 82 838 600 66 649 350 500 104 24 96 64 104 411 205 304 318 642 200 224 •ei'exue.i ft o !> CJ m ec m co O i-H CO 1- o> Ci ■»— < W *— » CO ^IC Cl ^ 90 CO CO ooo ! OJ lO r- CQ -r^ 00 CO 90 O^riO' ■91'BH • o coo i> ou? oo o k? oo o on tt if? Cl Cl t- CO 90 ^ O H CQ OiOCQ 1— 00 CQ O ! lO CQ CO ^ 1-hOiO* CO COHN NlOH 1 •mo,! •aitJH 10? If? If? GO GO C Cl hMhh l> O CO t- •Suraedo ;sag jo j'boa N -H Ci CQ CO — < OC ^ O -tiO oo coco ooco CO 00 00 00 00 00 ooco 00 00 GO 00 00 CO 2 c3 ■H-f |p 5 a a p. © p. p U1 P3 © © § gS p 0^5 . • ® 2 ^2 Vi P b p P to P.3 P • ’P M Tj © o r° •SP-o^ 0^5 I'd & P s® P W) o og © & op Po ^ 2 i a >> .3 © p > p §3 w 5 ^ ^ bO d ptj sS«« o«S| P ► g p n$ «3I2 • O .03 gO^HO W d£ ^2 j ^BdEn p P © o P 2^) °§f KS° P • 02 pa p oHp >-?^?o :2© ; p p< ! -V> >a g : o p a §£ § _ ®.5 © °8 o ® II 1° Is 62 O 02 p *! §g ra ! o ■ p © ■ o -e 8,M3 ,2p’3 .2gp to © t ■pj^ go >bem_ -^ © ^ p © © "P MPnMOftHpP -sS.0:=!a!gS'g* © o bB_ P P go .©p«| rgss^S'Sg ig.sfl'gas* ig" 1^8-35 iL^On-S P P © ,Po ^ .P p p 3 5 © © Vi PP O ipSo^a^s, gw okcg ; P P © Ip©® is&a sSSS woq ©'6®'-© bOm bOP © m © O P ©' P © O bC *5 o Po d OmO g m P mi2 isa^ o o p- q£ O d d^pfl 02° mg 2^°§ ©P’mP “”p£ - ■-<— 1 'i o p p d®M‘ co ^ p a &a o _ w H iij r Od’C’S POpP ©gpp «sm § wrM b*. *- mS | a I' op-Pmo^S&.SboP. p vi q tS"iSS&3^Si|348 ®o©macC©o®po2Sp^P ><£; co >-?o£h h<3Eho 8 S ss s golg »"5 43 +3 +3 O +S M CCM CQ o o». -3 ^ C3 0 5-g ■ss CflW g"© .g m . P3^ II Wv3 ;S5 I bo ®a ^•p |-§1 *w a I 1| O Icq ^!zi 5?§gg i°id ^S?p2 fe m fe p fcH-afcE* ^§x PPP P 500 2 a2 STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1617 «c! © OCiftOlO © ^ CO^^rH Cl d ub 8 8 8 :§§ ~3c? > © © © 00 d L- l> GO 8 8 8 §§§§ 888 8 £§ 3833S I »-H 1-» *“» *0»-« V 8 8 £S S § §58 © © © CO : • oo c3 oo ° 88 © © *d © •d© CO © © © © co 00 © © © © ^ CO 00 CO CO © ^^©)C © ^ © © (MCO?DO i- © © • © CO l- © © d © < ■ © 1-. 00 1-© © o>< d CO 1-H J> < •Cl ! ’ © co »o : :§Q2 © • d co © • • T— « k© ^T* 1 ■ 1 is © © © t»©© Wdl'W 80 154 41 © « j i i :S •CO i§ 1 TJ< S3 :§2S ^ • © d Cl & 1 1 lOlQift 1 [i-i© co • 225 450 197 202 100 84 24 1,093 324 m©-* © 230 as®?8 : i ©j 1 1 ig 1 Tji 4 14 CO© t^o© CO CO © ^ © 12 14 © © CO ©CO©© * © HCOrH©00 CO X CO ^ OCQWhM Cl WMOI-IO jkO - 00 I HHCOd hhCO - d vH © © ji-H©© rHCO -H 0 wiDOiint~ (M -1 jincoo ci 0 CO CO ^NWN CO CO N © ^ hWh^iGh Cl © 1868 1866 1850 1873 1887 1886 1880 © 1 t^»o© © -1 00 © X © 00 00 00 00 X X 1864 1858 1849 1872 1771 1882 1877 1859 1863 1876 1858 1863 1884 1852 1887 1866 1875 1890 1 1834 I 1856 1848 1888 1863 P O ® «EJ v 2 fc.3 £ §1 a Ss 5 • • h ® “d §!§!« 'DO ISogo | g MOfflCfl Sp°°g c3 tCC3 c3 — Tgfcst! g cc^aaw 3 o ®S S| Tl to 03 S ( C2 - 2 © 93 !jg2 o Si &» j? ^ SgStJS 5sc2^1 2 w W Ch rt p •_. :s n s o _ o a> >> il^Sla 3Mow • o ; o !xl © ® tcto ® ® a-j © o o Oo ® W M O ® 03 ,Q B a >»» c/2 *h ^ co ««£>! ^ V ® to SSms s V^.2 =3 c3 o C3 £a a ^3 Pi c3 Vi to o p 2 . Cfl ' -o S •SSda 03 o m o a ® ®^s 5 SS"$ 1 S§S.9 nn^ CO 3 2?I« 5®l?p gdllsj ^ O « 03 ♦i'g £ ^W« flil n§6 CG rn CO - . co -0 fl W © £l| ^ Ss ViSW M fl to M ^ © ►H © §223 !I?S ^ co c9 c3 J Ofa ; oo i uS) ©030® • a y>® a — ©o-d ©po toO 0 gO(0 © CO c3 S 03 «5 a co ia c co < \ c‘5a \Z r^>-^ r*^ 1 -T OH co— o O O ^ i^H 55 :55 n o w’^ Vi. » a . 5^33 Cw .355 ° „ c5 ot -Oh . - a :a :w o -oo!<< P, .^'® J* a3ll © «w ®Soo oaaa "O k' ^ O *1 3503' D° -ts -c c © 2 o j3 cBB-B? . __ Sg55 il ,EhP a Ofa » : 0 5 :oq ClO-MM ^1 IfttOl-OOO O-h lOffl®C© O ©0030 l~t~ ED 90 - 102 »n © co © © — • ci co -f« ic©t^x©©> — cico l- 1- 1- 1- i~ x « x 0000 00 x ao 00 ao © © © © * From statistics of 1888-89. a Six months. b For three months. cPer term. dFor seven months. e For five months. Table 2. — Statistics of commercial and business colleges for 1889-90. — Part I — Continued. 1618 EDUCATION REPORT, 1889-90. Annual charge for tuition. •9SJUOO h SniU3Ag m LO »C Oil -£ CO Gi ^ l> ee OOOO O lOOir.OOO ooom »oo LC^Od CO CO»C diQOb* ^ *o Average daily attend¬ ance. •Qsanoo Sutu9Aa W 0 81 ! LO (M OiOQO IHIO colicm lift i> lO Cs505i-« » CO l> -Tji I^TH ICO 1 1 1 1 1 1 1- •esanoo^C'Ea oo 1 ’< o o TT< 1 1 CO ^ 1 O CO 0000050 W lOOO *iO O O lOOWid^Q Ci 'O i—i « iO 05 i-H t-h i 05 • Students. Evening course. CO iO ^ O J C4 to 1 d5 O i— < 0-5 00 loo OOlfiCO 030 O O LC CO 05 <^05 WiCi^H 05 CO •8inra8LJ ^ o o ^ o ! j to ^ OOO 1 05 «■* lOiOifliH o ! 05 1-H 050 05 i-H 05 1-t ; •8ICH ^ co \o oo ! r-H iO • i O l> 0500 1 CO 05 ^tOON OO 1- ^ CC 05 05 • 05 30 O WiOih ^ 05 Day course. •moi. © 00 CO 00 COOS(M ^ r-< O l£> CS ic Tt« H iO h (M CO 05 600 130 160 34 480 85 140 408 60 600 24 40 60 •8113 uia^ © 00 T-< ^ IO CO CO o co ri t-hco m O 05 ^ ! C O in LO COOON LOO O CO CO >rHOr-05 C5 1-1 0 1-1 1-1 •9TBJH QD O 05 ^ C» 05 rH 1-1 05 lO 0-5 O CO 1— » T-< o co «o laoom moot- mo o 05 i- '—nil-— — ir: o -h wm tti 1 eo ti eo to Instruct¬ ors. •I-BIOi o tj^r “ ■>. % ! ! d j jri j | | : ; 5 ; : Q ‘ :Ss?s ' S 1 '•§ m i tij Sj O Jj ^ [1 h>~. /T5 CQ m j : *< :.:5 ^9 © o S' in SSS-EmO © 5 2 © 5 .o Nfeotq da _hH ■ •, i . .• • • _• n * A ©£ g cs fe Sido^f^b djdo firf £££ S H i-idtfi^^d ddBW © © fclXj © *» Ph d2 ©^’c!_; d^>g cSO.S ^CQ fc © 2 d d © 'oM po r9 © 5® id d W) S S® !§ 8*3 \t go ■ 2 o m ;d Og ,gg §,2^ 62£§> 112S •d S3 O m ; o ■o ; d ■ d n^Mg w ® ®.y © §So3 .2 SS2»3 3 SSS5S2 © fld ,2 © .2 A eag O^d a) qo • £. o 1 tcja a? ^p2J) iR 1 *Ifl $2® :Dda,^ |d1§s§!|i|o S*aS|ifTe«*. Sgas5§5Pffl°Sfl' -. X •- X ^^"Sa’SSgS1 a; © >?w d fi o p ^Soa £ i^§ora § «£>^Sp©®iidMor O Mt?' e3 t- O & c3 Cft dV-> © a :o .2 a A fe OS (8 c8 <3 a d *« •d © feO O^O a p.g e3 o ce MBS B -2 ! o 2 A d bo9 ° °Mh d dO°.^B s |®^d UlllII- ^Oogtsod ^ JxNUSCu^ : B dp.1 9 yj HHt g5 8 i b : "«< wo N»ci o a co -rf in ©n»o>oh e»i> 05 05 05 05 05 05 O OOOO O O © O C " — i ^ —I <-"-1 "Hn (M NNWW M NNNNNN NNNN (MM STATISTICS OF COMMERCIAL AND BUSINESS .COLLEGES. 1619 lO CM ip iftiiCiCO ' O CM O rH CM CM CM CM CO • iO ^ CM *00 ; 1C • P0 ;ci 1 o to «o o i CO CO Trio o 40 CO 40 O • 1 , . 15 45 40 a 10 iO O O oiftoooo'oift O »C O ! O o O O Cfti^OoOO'COOO Q rji lO CM VOION rji CO O uOd-rf t- CC Ci X h C OD iOuCi» iC ^ ^ Q ^ ! O Q J CO 5DO 40 50 O Cl iftH l- CM TJ« CJ 47 240 i i i . o • O 1 00 « O i lO • i 00 5 ” : i o oo 'ts t its 1 0 i Its 1 TH 1 Cl ® 01- fix 09 50 • 40 40 iftiftOO • '» O 00 40 * CM C) 'O ^ rr • • Ifft T}4 •rH CO o i- o r- ’’T ^ O Mifi T* Orj ^ h 45 25 9 iO iCXO Tr -rji PO CM ?5l5g0 i o t- o ooco CO CM 00 H-I [ 1 0 57 102 oeo ® ^ its o t- eo ; io i ; O CM • 50 O j —i® a> o . o ^ ift lOM H COCi CO O CO CO r-, i ^ ^ ^ 4.0 ! ^ O 4C N ift ! iO 40 iftNON CM O CO 00 CM J CM Oh* . o O CMgCMTH CM kO CO 17 121 569 541 800 401 30 117 175 20 62 217 113 ® id InOOWO ! lO ^ lflOXO 4-0 CM o cm -V 05 HH »XCi Tt« H* 40 CO 40 Ci i- *-« 'r^^-T-S rH 1 Cl WH eo co ciot-ci eo cs t- -h ao lfiOLiH its o eo »o ^ j> io »n oi t-»rseo-^< i> • a ■ ~ ® flta » ? di; sr 3 ® (D CQ 3 iis o 1 bfi *3 : d a ! 2 1:3 • •— t >» £ *3 Sta © © boO © 5- bC -h e3 S' © ffl O -a g>8> a oP, . .2 © O 05 0)0 be © © bC © rn.^ -r- W a less 33 O > © % 6 2||S s ni;?5 i! d® 2*3 2 ®'d^ d 3.2 PL. P^oa? © «r9 u dO © og H 33 © d • od Mn ! ©'-' :ort oo «o u o E Pi 3 n d d w § © .Xtd O •— ' — i 3 ?? 3 n DO - ~ f- 35§ o§-§ •d jn d ° o ® O'© £ d . — © © © fcC ®0® bra o© So ® Wd e3 •5 © Jl i r} O ‘ :0 fc£> z* © o? GO T3 ao pj S-i c/j 0) © 25 d bo ‘ o bd af* >-h SBdS&o fl|o$Sb 1 n w ©<3 s|a§ o ^ s 3 moo ce 033 PflSoo®«-oo © " ! Mi» (d^’3 £ bO © O d iOSo^gS ® © Q1 • — ■ bC bO ® o © © R% P O r 'v o © © 'O OO rt »j ” © © « m » d-d ^ tr 5 m m "m K o © _M d ©2^- 11 2 W n 5-® © 03 d ,03 b A d o d d ca «aiaa 2^5 « o >o?p &-S ZZ . r— < A MJ W □ S’ - m o © d-2 SS5SS« ©i!^g| ^3o o2 » O - © ® o S Wazo ” r2 5 C4 ®Jad S m j3 d d 3 «13 1^1 d'O rt O Ci5 P *3 3 <* SH 6h bO 5bb oS o-S wo © QQ c 2 ■d © w d 5 P d ^ 23 eS*? © © ^ m c5 S5S -d 2d ©O © •Cos’d P Oh : Bn ^ © u >s u o & d. c3 to :Q :g « a : : a ad ■ a a r-i • d d : d : ei © „„ s® 9 25 ' M -»-» W ' ° u "S3 ° 3 o 'C 'S T3 H . © . rt - Is IS S II d w ® d PhH © «ga © !d^o d > dsd o © ■ t, - a 2 o” d 5 o >3 M O >3 t> — *3 '-; o : g d c3 h : d © xj • p :mpo : : : « ; : © : © • ■ E-t bo : . d bcHH o n d - ->• w >d or od d m « 2*d ja r* -5 o ca oa :© : »«r c8 d © „ £3 ^ O r d es o ja ^<5QfaBH x © Eh o' gS ^■s o3 o — Cid © *3 d © c3 o > 1 J> © -a 43 . d© > ^ • ®0 _ 3 bod 5 d d © 2 £ P-d d © a >> p g>: bj « £ ( rs> CC ‘ft «ON 00 c Sic o? S ?? eo pS c§ Ci CM co oo Ci o ci ro ^ io eoc^rcc'C^^^r-r-t’T* CM CM CM 01 C* CM CM CM Cl CM O 00» g> r-l S5JSSS cl IS •From statistics of 1888-89. a Per month. b For six months. Table 2. — Statistics of commercial and business colleges for 1889-90. — Part I — Continued. 1620 EDUCATION REPORT, 1889-90. Annual charge for tuition. •9SJU0D Suiu 9 A a n | 2" * i rt< IO O 0^0 01 CM rC •9s.moo ^£ua * gS O OOU5 50 50 Tjt IO Average daily attend¬ ance. •9SJU00 3ui U9 A a m 1 1 II • CO 1 0 lift! 1 CM « CM 1 T* 1 i i ii i i ii i i ii ( i ii ‘9SJUOO jfBCI 14 40 68 O lO » • O ' ^ kO • 03 • o ' Students. Evening course. M 1 1 • ^ iO ' lO ' CO CO ' o 1 1 •9IBUI9a « H Ob 1 50 CM CO 'OC5 ! jw •9IBH 11 o CM i-H ! kO CM CM 1 a> CM I CMt-hCO J CO CO Day course. io »OCM 00 §3 n- co c; co Oho ^ ICCCO t-i r— i CM CO CM •oitjuiaa o kO os T-t O O NON 1 CM CM CO CM kO ' 5D •9B?M ac O CO i> * fea Instruct¬ ors. TBWL ^kOrtiCM OMO O GO ^ •9reui9.i HHHH COhh ^ t^CM •ai'BK CO^COtH WNlO O^CM •Suiuado isag jo 1887 1860 1887 1868 1868 1856 1876 1863 1881 Superintendent or principal. M A. M. Cation . J. M. Frasher . O. P. De Land . C. H. Howieson . J. N. McCunn . J. L. Wallace . R. G. Deming and J. C. Proctor. Charles Mayer . Robert C. Spencer .. H.M. Wilmot . . Name. « Empire Business College . Wheeling Business College . De Land’s Business College . . Chippewa Falls Business College and School of Shorthand and Typewriting. Green Bay Business College . La Crosse Business College . Northwestern Business College . Charles Mayer’s Commercial College.... Spencerian Business College . Wilmot Business and Shorthand College. Post-office. Wallawalla, Wash.. Wheeling, W. Va... Appleton, Wis . Chippewa Falls, Wis. Green Bay, Wis . La Crosse, Wis . Madison, Wis . Milwaukee, Wis . . .do . . do . 00 OS O *-• CM CO lO »C lO 0*0 0 CO M MMM (M M a For six months. b Per month. Table 2. — Statistics of commercial and business colleges for 1S89-90. — Part II. STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1621 Academic studies. TB-iauaS ‘£io}sjh IS ! CO to 0 ! • 03 \{j*s|ui9qo j tO 03 0 ! | : •SOjS^qd | § | to 03 0 0 i ! : ‘Ariemoao to 03 * 0 ! ;t- •ujqeSiv | J i tO 2 0 ! j b* • aaqStq ‘optaraqiiav | i} | CO 0 0 i . T*< ;o3 •q89JO | |{ | 0 0 0 ! j j •unm | S | 0 0 0 ! i i •ajmeioin pue o aSenSuei qsxiSug; C* CO 3 03 s § • to •^qdejSaiaj, 21 0 03 0 0 w 1 1 Amanu¬ ensis studies. •j£qde.i3ou9*s 3D 8 ia 05 i> 3 8 0 — < 0 to CO 05 r-i i l > 1 •SuiiiJAvad^j, * * 00 CO 0 — < 00 (M g 5$ S 0 3 22 2 Commercial studies. •qsxueds j® 00 w ; O 0 C3 • | i •uuuijao ^ 0 O 0 0 ! i i •qouajji 1 0 • O 0 0 i j i •aouapuods ** -ajjoo ssanisug il 1 0 CO 00 CO GC CO g 0 — < O to to 03 50 3; £2 C3 — < •asuoq uoissiunnoo C* | O CO to 0 0 : a*° •osnoq hatqqoL' — pun Suriaodiui ^ 1 0 CO to 0 O CO 03 to ■queq oSonoo e 1 oc 0 CO to CO O C5 ; •.£ue duioo noire* j oa s n e a j, * O CO to 0 0 CO i •Xued -moo 9one.insnx •* 1 1 0 CO to 0 0 ■ asnoq Supunoo .10 9DiqO * 1 § 00 0 CO to 0 S j tO •Xqdea -SoaS lepjoramoo « 1 1 05 O j & 0 440 03 •Auq letojaainioo -1 £ CO 0 03 05 1-H 0 s fe 0 440 125 N •diqsuemuaj * 8 §83 O £ 0 O to 0 ^ CO <*« c* CO 03 Tt» ^ •01* -amq*i.ie ssauisnn: « CO to 0 co O 0 — < O tO to 03 co ^ £3 C3 *—» •Suidaaqqoog co 05 tO 05 ^ O co I i | j 82 © tx © d w £ M tn © d >‘3 9 and Normal 0 0 d 0 73 tc d u £ 0 0 d 0 <73 'd d e3 © bo -d © :r © 0 0 03 3 u shington High 36 . id Typewriting school of Short- © ° O s6|s| a; a _ g&&3 . ©O isoaaro,§:5® o ® o c ic'd g? 5 ^’—23 oo a^ss-sSas^ssfla Sd=o 0 73 Ol-XOJO- ■m ot^ao® cin cJ s3 SI oJ Table 2. — Statistics of commercial and business colleges for 1889-90. — Part II — Continued. 1G22 EDUCATION REPORT, 1889-90. Academic studies. •ItuauaS ‘^jo^sth SI - \£X}SIUI9t[0 « 1 •sois^qj | § o •ifj;0UIO9O | ^ j •■exqaSiy S 1 X £ i ‘1 •xaqSiq ‘oxiataqrfjy M ! 1 x s •niTBT | g | •a.m'jnxaxii; pm: | © j aSunSani qsiiSag; e» 1 1> io •iCqduxgaiaj, © 1 fK | lO ! 1 Amanu¬ ensis studies. •J£qd'B.iSou95S 09 & O tO 00 w i> o o kO VO ! X kO i •§UT!UJAi.9dj£lL h So CO 05 X CO J> o to io o ! X lO • Commercial studies. •qsxuuds 50 I H | i •uquixaf) SI < K + •qouaiji 31 i •eouapuods -axxoa ssauisng 21 00 X x tO »-• lO (M CO ©l ”1 i •asnoq uoxss iinxaoo 21 ?> i g CO CO o m toO CO w o ! c§ * •qunq aSagoo 2| & w oo u § i OJ • •Xundxuoa uoxpn'i x o d s u u .x j, e> 50 ! o > ^ * CO ©* o 1 ca • •jfund -moo aounxnsui 3D I j CO (M o ! oa • Cv> • •gsnoq Suxxunoa xo aaxpo 350 ! : ’Oil -axuqxxxn ssauisng M 2> 680* 177 IO ©5 X So » ©i » •Snxdaaqqoog « no o o CO Oi to 1-1 »o CQ CO ! a Ob > a > c »c i a ! XI. j| ! a ! P Iff ! a > iff sl i Name. a b a l ci | I c L P : si £ ?1 )« if b il 6 a 3 c >C ; a J a 3 5 - j s 3 "c il It > 0 ) - 1 \i ic 32 3 a il i£ 5 a 35 I ) Ca t 3 a >g > c 5C ■ a a 4 0 3 p J a is 5 a 5 h, 3 - >5 : p > 0 i >1 ; t > a , = 15 i JZ il iff • P ; c ! ► iff Freeport College of Commerce and N orthwest- ern Normal School. 1 da.lpshnro' RiikItiask CollAtra ) ?« ■ t ! « :g i - ) a :r I p \l off 1 p 1 a ) \i ii-i Joliet Business College and English Training School. Grand Prairie Seminary and Commercial Col¬ lege. > 0 > > >« 1 b 35 J c IS IS 52 !? » ! 1 ) i 3 a i b it Iff i XI. j C 3 2 ra il it Holmes Shorthand and Business College . Richmond Business College and Institute of Penmanship and Shorthand School. The Terre Haute Commercial College . STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1G23 Table 2. — Statistics of commercial and business colleges for 1889-90. — Part II — Continued. 1624 EDUCATION REPORT, 1889-90. Academic studies. TeaauaS ‘jCjcusth | * o eo Cl o CO § o • iro • •XixsiuiaqQ « 1 o i o o i CO j •sois^qd: 81 o cJ g o o iC CO ; •Arpmoa-0 >3 * o 0* 8 o o !> • o ! CO J •pjqaSiv « 1 o c3 00 o ^ 3 CO | • jaqgiq ‘Dt^araq^TJV 8|. o 8 I o o 8 : •ifaajf) 81 o \ o o o •UI^'C'l s 1 o 00 C (N o •aamcjaixi pnc aSBnSnBT ustTSurr §1 o I ° 3 o o ! o • •^qdujSaiaj, si • 00 i r j° o Amanu¬ ensis studies. •jtqdc.xSoua;s * C! CO ooo iC ' CO S3 52 O L.O lO rtt CO CO O Cl o CO •gui^iJAvad^j, pH 05 CO VC 00 MO -H CO 53 S3 88 CO oco 00 Cl o Commercial studies. •qsiucds S | o o o ° ! •U'BUiJ.aD 3| o o o O «iC • •qouai^ | 3 1 o o o ° j? j •aouapuods 1 -aj.xoo ssanisng I W 1 *R | 3 1C o *0 CO X) o CO || gssg •asnoquoissiumxoo | « ! pH O gs 00 3 i coo !-• CO Cl § •asnoq SuiqqoC j puB Suiuodmi 1 S 1 O 88 00 -Tf O j CO o CO 1 1 •Jiu'cq aSanoQ | Si o so 1C o i> CO Cl <=5 Tt- O 1-1 Cl •jCucdraoD UOI'l'BX.IOd S U B J ,1 | a o id o 1-00 iO 2 Cl •j£UBd -mOO 80UB.IUSUI 1 GO 1 o is CO o •asnoq Suiaunoo jo aoroo 1 c | 8 lO o lO O 00 O 1-1 CO c3 o CO Aqdcj -SoaS tciojaramoo | a o j j 8 . C5 o >o ! i- ; •avbi iBiojamraoo > 1 8 1- o O ?> T-O CO O CO o Ci •diqsuBmuag; 4 146 8 CO o o -tc CO CO 00 8 iC o f-H 1-1 Cl iCOOCO Cl O Ci 05 CO — < — < ■oi% -amqaiJB ssauisng ” o O o CO oo *~00 X) O Cl Cl 00 CO O 00 o •Suidaa 51^00 g |« So 8 00 ®o t- 'rH iO o O l- r- 00 Cl 1 ! 0<1 COOiCO T— O Tj' CO Cl !-• -H « fa a L lorthand and Type- of Waltham High of Shorthand and c c A c n ri c •- © •1 ’S » !S ! ii • i :fi ; : 'CS • IS i i © | bO © ; © bo 1^ © 1 © ; bi ; o ;0 ) d i d © C! « c c ? i u -®j-5§o ®o o 3 ©.2 a .3 ™'3,3 © r f O o or2 2^00^ c 2! on °o£gg.S .o°o^wo3^oi:3 § |ts I’siS ce o,s © " o o^olz; o <§feSS'S)55-SS,§l|^S§Sg§«S«g^ ^ Ck.^ h 1) CD j° j j j i j j j i •jCjiaraoo*) | g | j j ;° i i ; j j j j j N CO •ujqaSiv |g| j j j° j j j i j j j j ! ! ! f ! ! ! 4 •jaqSiq ‘otaaniqiniy | « ; j j° j j | | j j i i •5198-IO |§ i i 1° j j j j j i j j j j j S j j j j - 1 3 1 M i° i j j j j j j j •9jnrcJ95j[puu i e eSBnSuui qsnSug; Cl 1 ii III 1 ;° ; i j j j j i j i j i ] j j j | to ■^ild'GJ§8{ajJ 1 © h ii iii Oi i lO i i i i i i i i !!!!!;,'! 1 Amanu¬ ensis studies. •^qdujSougas QD j j j a • iiii i . i 1 Tp 1 1 1 1 © 1 1 1 7 l Cft 1 ' ' IH 1 1 IT Q CC i i i i • i cO T-H 1 1 1 1 1 l -H 1 1 1 1 1 1 0 J 1 • 1 1 1 1 00 •SuxiTj^gd^j, H ! ! 1 o ■ ii m 1 Tf< 1 1 1 1 Tt< 1 1 1 C i © i i i iri i i it 1 1 1 1 1 1 I Tt< 1 1 • 1 1 1 (M J* *11111 © Commercial studies. •qsxuuds | ® | j i HO ; i i is i ; j j | j 1 4' i : 1 i ttbuij90 | g | j j iii i iii i c? iii i 50 i i j i j j i j | ; j j j i | j : •qouaj.j J j i ! ! ! ! i> *° j i j j j | j j !!!!■■!■! i •aouopuods i M 1 ! : •9JJ09 ssgnisna i ^ iii®* 1 © 1 1 l IH l 1 ih • co ‘ • i « cq • • » o ICO « • ’ ' • 1 It- • • i • 1 i i i © 1 l i i i 1 i i 1ft -» i i i i i i i co CO 1111111 © CO •quuq pSenoo © I © I I l IH I I 1 £* i CO iiii Cl i i i o ) i i a « i i i do CO •^uuduioo norma jod subj j, 05 1 © 1 1 1 1 1 1 1 1 i CO i i i i i i i « o • 00 i i • • • * ' • »- 'O •jSuud -moD oouujusui ® 1 © 1 1 1 1 1 1 1 1 1" i CO i ' i i i i * i c< • oo i i i i • i i 1 -iiiiiii co l 1 1 1 1 1 1 1 1ft CO •gsnoq Smiunoo jo eopjo 1 © 1 1 1 1 1 1 1 1 t> i CO i i i i i i i i o CO •^qduj -2093 XEi9j9uinioo » 1 © 1 1 1 1 1 1 1 1 i CO • * 1 i ' 1 ' ' i oo i • • • • i • • j •AiUI IUXOJ9UIUIOO vs 1 © 1 I I liH 1 1 l ICO 1 1 1 1 CQ 1 1 1 O- » i i i i i i i o l 1 1 1 1 1 1 1 © 3 •diqsu'Euiuod; S I i © ^ co i o • ih i i i }>■ • * j ^ o j < jio j j « ®i .11111^1© •on -gmqaiJU ssamsng; M • ii i ii iii l l l © © © uA 1 ih l l 1 1 1 1 ift i-h CO 1 Tjt • 1 oi ' ' ‘ III y—t 00 * OJ » 1 1 • • 1— >iiiiiii o l i i i » i i 1 00 < 1 • 1 1 1 1 1 co CO •Suideoqqooa « ! 1 ! cqc III CO T- >© lift l © »-H ift 1 • l" < CO 1 1111111 o 4 1 1 • • 1 I l CO n Name. H 1 E. D. Lyon’s Classical School . Manhattan Business College .. . Packard’s Business College and School . VMina'c - Miuu o i.iuoiuooo ounct;c _ The Paine Uptown Business College . Walworth’s Business and Stenographic Col¬ lege. Westbrook Commercial College . Eastman Business College . Rochester Business University . Taylor & Son’s Btisiness College . Troy Business College . Utica Business College . Littleton High School and Business Institute. Oak Ridge Institute . . Fargo College . Akron Business College . The Canton Business Cnlleoe 1 Whittaker’s Shorthand School . . R. M. Bartlett’s Commercial School . The Nelson Business College . Spencerian Business College . Western Reserve Business College... Columbus Business College Miami Commercial College . National Pen Art Hall and Business College. . Findlav Business Collea-e Twin Valley College Actual Business School.. Ohio Commercial College.... • i- i- l- i- 1- I- oo c» co oo gc oo o»ao ooiBaciaoxsoow STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1627 o CO |° Cl £ © 3 j o J ° © o 1° © ~©“* | © •n« CO j° s © 00 s © § i o I© © ! ~© j «. o j© © r- ! © 00 i CO 125 o o s OiO o © 00 ; l> o j Cl • CO o s CQ© OO^HO © 3~W g © © iro 205 OOWiO X 2 :£g 00 98 87 946 -oo s 3 © O 1 j 05 j j£g 00 X t- © X © © I© © ts -1* o • “3 100 05 26 W 90 00 X t- © X 946 iT0 a © © Cl . X « oo j : i jwg s - i j | S i° i i So j -H lO 001 T* 05 X O 1- O CO ~ 00 05 C5 C*l 00 © X t- r-4 © © X 946 § * § X CO 144 £ § So j 55 141 o o 3 © ^ONO 00 CO 0C 05 *h GO rf -H ^ © © X ** ©©gj © © O CO 100 kO 245 150 ».o ! © 1 w 01 1 100 05 Cl ©©*-© t*- 0* 00 05 05 00 ^ ©XI- co © cc 946 3 148 © CQ 220 Tf § I 3$ 100 ^WO^ONO CO 05 00 CO CO 05 05 ^ © X t- •!M ^ © 00 1 SN& X X 148 © ©i 220 s u- ! X » © +3 -5 > s e c c c 1 b a; c [8 12 |c !c 1 a -2 D 0 > f“ j a 5 0 1 ► 1 1 1 1 • r£ jg X sge and Shorthand ty . iege . Business College . ge . lege . >ge and Modern Office > 0 1 ! a >2 lege and School of . CD . be ! ® • o :o ! © © 1 © \B ■ w ! S ,£« -a 1 BS U Jl CQ 1 - K « £ £ 1 » I I c c b > c allege . rcial College and » DC s : c ratton Business Col- 'lolleEre _ 0 (U 1 c q ~ -RCJI *S538fc 2 (n^ ce cE-i S 2r £ T ® a 2 5 c © e£ 2 w 53 ►»£ >*S £*5 fc » tt: 2 43 O "* f* O 33 5 O cj 1 O o5 ^ (• ® ^ h ® ^ •' o^Na^«j<; Ss5^ “H pj 05 ^ © S x o rt e fcr O r-4 W r- ,« o 2 33 719 cd i: - SO! §S2- 22:2 52 SSSSSsaSSSgfc 888 SSSSig SSfeSSS^g N o ^ Tfl Tti Cl 00 •SuiataAVQd^j, *• 11 36 o 03 Cl 14 17 57 C3 CQ ooo t- 03 ^ Cl 00 Commercial studies. •qsin'Bds o •asnoq Suxiunoo ao eogjo 1 t» 1 O 40 CO 40 ?> OOrH o o C5 •^qdea I ,« | -SoaS leiaaaumioo | | o j ^ o o o •M'Bi ictoagumioo | K3 I ° »o CO s a O 40 O C3 40 3 TH 00 l'- 40 00 •diqsueuraa ra £4 ‘3 p Pi e3 K <1 fa l< a Itfi 5|c « ss 2 P»‘5 5 03 - 30£ ill tug ‘3® 33 65 ) 0_ > c * c ;■£ I? 'C } c ; % 3 C !l - 7 j3 ; 2 53 a . b ) a !? 5 2 J C i'5 >c >< II 31 =5 Rutland English and Classical institute and Business College. T.tmrlon Cnmmsff’i al Prill acta Minard Commercial School . Pl-mit.VirlAnl RnsinA<5s PnllACA Spokane Business College . Empire Business College . "WVioAlinor Tilltineci! PnllACrA il II 1.? S t 31 'i Chippewa Palls Business College and School of Shorthand and Typewriting. rJvAA-n Rn.v Rnsinfisfs La Crosse Business College . Northwestern Business College . flhnrlfis Mavfir’s r,nmmf>rrla,l Pnlle^A ) 0 > > ) J <1 ; > a i;; ig I a If s p i a II !g 1 c vj. § a c c "C p K ?I IS !i : a ; -j ! a i! IP j \ H > 0 / > > : j i > t ! 1 1 i :* ! 1 | 1 ; 1 > 1 40 00 C5 Tf* "Tp "rf* -rfl ^ NNONNN ihsb 00 05 o ^ w co to in to co N N W W W N STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1629 Table 2. — Statistics of commercial and business colleges for 1889-90— Part III. Post-office. « Name. Average length of course in days. Average number of pu¬ pils to each teacher. Ratio of average attend¬ ance to total number of pupils. Ratio of graduates to total number of pupils. 1 3 4 5 O Per cl. Per ct. Los Angeles, Cal . 91 22 37 28 Sacramento, Cal . Bainbridge College and Normal School . 218 37 91 9 San Francisco, Cal... Commercial High School. . 377 29 93 62 Do . 60 16 50 60 Do. . 38 13 32 Denver, Colo . Denver Business College . 37 10 31 29 Bridgeport, Conn _ Bridgeport Business College . 51 17 45 45 Do 190 40 95 Hartfoi'd. Conn . 100 25 82 Washington, D. C _ Commercial department Washington High 334 96 94 27 School. Do. 77 16 77 Bureau. Do . 85 10 43 7 Atlanta, Ga . Moore’s Business College and School of 32 25 40 53 Shorthand. St. Patifick’s Commercial College . 568 30 78 2 18 12 18 Do. Metropolitan Business College . 35 31 15 2 Dixon. Ill . Dixon Business College . . . 160 42 89 11 Joliet. Ill . Joliet Business College and English Training 168 60 60 5 School. Oaarga, Ill . Grand Prairie Seminary and Commercial 78 97 55 7' College. Quincy, Ill . Gem City Business College . 120 27 50 26 Rockfox*d, Ill . Rockford Business College . 45 16 33 4 Fort Wavne, Ind McDermut & Whiteleatker's Business Col¬ lege. Hope, Ind. ... Normal and Commercial College . . 25 10 25 7 Indianapolis, Ind _ Indianapolis Business University . 44 9 37 18 Richmond, Ind . Richmond Business College and Institute of 40 14 40 8 Penmanship and Shorthand. Valparaiso, Ind Northern Indiana Business College . 36 53 36 56 Bloomfield, Iowa _ Normal and Scientific Institute . 54 14 54 6 Council Blxiffs,Iowa.. Western Iowa College . . . 84 19 35 3 Decorah. Iowa . Valder Bxxsiness.College and Normal School. 68 17 42 11 Des Moines. Iowa _ Capital City Commercial College . 80 22 46 15 Iowa City, Iowa Iowa City Commercial College . . . 48 10 34 25 Keokuk, Iowa . Gate City Business College . 85 25 71 19 Mxxscatine, Iowa .... Muscatine Commercial College . 84 10 46 10 Oskaloosa, Iowa . Oskaloosa Business College . 58 15 49 11 Ottumwa, Iowa . Ottumwa Business College and Shorthand 64 36 40 2 Institute. Atchison, Kans . Atchison Business College,. . . . 65 10 36 7 Leavenworth, Ivans.. Central Business College . 112 10 40 7 Topeka, Kans .. Pond’s Business College . 38 20 31 4 Wichita, Kans... Southwestern Business College . 78 50 56 9 Loxxisville, Ky. Bryant & Stratton Business College . 33 22 28 27 Do. .. Southeim Business College . 60 17 25 17 New Orleans, La Euston's Business College . 50 5 17 Rockland. Me . Rockland Business College . 73 13 30 21 Boston, Mass Bryant & Stratton Commercial College ... 129 29 64 11 Do Comer's Commercial College . . 140 17 70 Do . French’s Bxxsiness College. . 63 10 26 61 Fall River, Mass _ Holmes's Bryant & Stratton Commercial 37 5 31 26 College. Holyoke, Mass Childs's Bxxsiness College . 100 9 50 8 Lawrence, Mass _ Cannon's Commercial College . . . 23 8 38 Springfield. Mass _ Childs’s Bxxsiness College . 117 17 59 11 Waltham, Mass . Waltham High School . 349 26 87 10 Battle Creek. Mich... Krxxg's Business College . 180 15 50 Big Rapids, Mich _ Ferris Industrial School . . 24 20 20 13 Grand Rapids. Mich. Welton’s Commercial College . 82 7 58 19 Kalamazoo. Mich _ Parsons Business College . 62 18 57 6 Lansing, Mich.... Interlake Bxxsiness College . 25 12 21 6 Marquette, Mich _ Upper Peninsula Business College . 37 9 31 15 Winona, Minn . Winona Business College . 75 27 47 8 1630 EDUCATION REPORT, 1889-90. Table 2. — Statistics of commercial and business colleges for 1889-90. — Part III — Continued. Post-office. Name. Average length of course in days. Average number of pu¬ pils to each teacher. Ratio of average attend¬ ance to total number of pupils. Ratio of graduates to total number of pupils. 1 2 3 4 5 6 Perct. Per ct. State Business College . . . . 25 9 25 10 Kansas City, Mo . National Business College . 26 10 22 9 St. Joseph, Mo . Ivitner's Commercial College . 43 10 36 32 Do. . . . St. Joseph’s Commercial College . 360 23 90 3 St. Louis, Mo _ Jones Commercial College _ _ _ 68 30 56 24 Do...l . Mound Citv Commercial College . . . 146 T3 61 14 Do ... Perkins & Herpel’s Mercantile^ College . 73 13 61 3 23 5 23 1 Stromsburg, Nebr _ Strcmburg Normal and Business College _ 108 8 72 3 New Hampton, N. H . New Hampton Literary and Biblical Insti- 63 13 42 34 tute and Commercial College. 104 9 43 3 Newark, N. J _ New jersey Business College . . . . 129 14 54 13 Trenton, N. J . . The Stewart and Hammond Business Col- 150 24 63 6 lege. Do . . Trenton Business College . . 100 13 33 6 Albany, N. Y . Albany Business College . . 65 32 54 21 Binghamton, N. Y _ The Lowell Business College . . 18 8 23 26 Buffalo. N. Y 21 44 29 Brooklyn, N. Y . St. James’s Commercial College . . . 382 35 95 1 Elmira, N. Y . Elmira School of Commerce and Shorthand 60 20 50 53 Institute. Geneva, N. Y . Geneva Business College and Shorthand In¬ 84 8 70 24 stitute. Ithaca, N. Y Wyckoff’s Phonographic Institute . . 115 5 64 Jamestown. N. Y _ Jamestown Business College . 17 67 24 New York, N.Y ... . Manhattan Business College . 156 15 78 6 Do ... The Paine Uptown Business College. . 36 8 20 3 Do . . Walworth’s Business and Stenographic Col¬ 80 33 67 6 lege. Olean. N. Y . . Westbrook Commercial College . 59 12 50 22 Poughkeepsie, N. Y. . Eastman Business College . 82 25 34 43 Troy, N. Y . . Troy Business College . 37 22 31 7 Littleton, N. C . Littleton High School and Business Insti¬ 370 16 92 4 tute. Canton, Ohio _ The Canton Business College _ 32 10 32 27 Camden, Ohio Whittaker Shorthand School _ _ 60 13 100 Columbus, Ohio Columbus Business College _ 22 25 28 Findlay, Ohio ... Findlay Business College _ _ 62 12 52 24 Hoped ale, Ohio Buchanan Business College 122 15 51 5 Mansfield, Ohio Ohio Business College. . . 23 13 28 16 Toledo, Ohio . Toledo Business College and Shorthand 53 40 33 11 School. Washington, Ohio ... Ohio Business University.. . . . . . 100 27 83 12 Youngstown, Ohio... Normal Business College. . . . 31 13 31 38 Baker City, Oregon . . Baker City Normal and Business College _ 71 10 88 Portland, Oregon .... Portland Business College . 38 17 31 7 Allentown, Pa.... Allentown Business College . 99 11 49 4 Do . American Business College and Modern Of¬ 128 11 64 6 fice Training School. Altoona, Pa . Mountain City Business College _ 18 23 23 19 Erie. Pa . Clark’s Business College . 40 22 33 6 Harrisburg, Pa . Keystone Business College and School of 90 6 75 19 Stenography. Lancaster, Pa . Lancaster Business College . 183 27 92 14 Meadville,Pa . Bryant, Stratton, and Smith Business Col¬ 76 19 88 7 lege. Philadelphia, Pa . Pierce College of Business and Shorthand . . . 80 16 50 10 Scranton. Pa . . Wood’s Business College _ _ 148 33 74 14 Wilkesbarre, Pa . Wilkesbarre Business College . . . 27 6 33 24 York, Pa . Bacheldor’s Business College .. 58 12 48 East Greenwich, R. I . Greenwich Business College . 92 45 46 8 Providence, R. I . Scholfield’s Commercial College _ 101 25 80 58 Knoxville. Tenn _ - Knoxville Business College _ _ 36 15 30 8 Nashville, Tenn _ Goodman’s Business College... _ _ 91 38 76 7 Do . Jennings’s Business College 17 8 28 66 Austin, Tex . Capital Business College . 72 8 36 9 STATISTICS OF COMMERCIAL AND BUSINESS COLLEGES. 1631 Table 2. — Statistics of commercial and business colleges for 1SS9-90. — Part Ill- Continued. Post-office. Name. # Average length of course in days. Average number of pu¬ pils to each teacher. Ratio of average attend¬ ance to total number of pupils. Ratio of graduates to total number of pupils. 1 3 3 4 5 a Per ct. Per ct. Fort Worth, Tex . Fort Worth Business College . . 56 19 28 12 Thorps Spring, Tex.. Commercial Department, Add Ran Univet- 189 63 80 6 sity Training School. Waco, Tex . Hill’s Waco Business College . 19 18 31 53 Burlington, Vt _ Burlington Business College . . . . 104 13 52 10 Lyndon Center, Vt... Lyndon Commercial College . 116 10 60 27 Richmond, Va . Smithdeal Business College. _ I.. . 49 15 49 8 Spokane Falls, Wash. Spokane Business College . 72 10 60 Wallawalla. Wash _ Empire Business College . 82 10 47 7 Wheel ing, W. Va . Wheeling Business College . 37 14 31 13 Chippewa Falls, Wis. Chippewa Falls Business College and School 130 20 85 17 of Shorthand and Typewriting. Green Bay, Wis . Green Bay Business College . . . 86 9 36 5 Madison, Wis Northwestern Business College _ 74 21 62 7 Milwaukee, Wis _ Spencerian Business College 69 11 35 Institutions for the Defective and Dependent Classes. Table 1. — Summary of statistics of public boarding institutions for the deaf , for 1889-90. 1632 EDUCATION REPORT, 1889-90. •sajrvjipuadxa 18 $2,022,244 738,472 4,046 487,438 35,872 211,116 172, 888 31, 188 62,438 26, 200 13,000 14, 288 17,274 8, 500 207, 440 46, 540 31,800 18,500 •sjdiaoaa 17 $1,894,070 673, 293 5,602 421,452 35,872 210, 367 225, 577 t^oooo «o • HCOOCOO >q • Tf CO o CO © 1 © • sss&s is 1 o ; ; 194,479 40, 108 33, 000 20, 100 •sSuipimq puu spunoaS jo enreA 16 $9,181,484 2, 603, 639 20, 000 250, 000 1,328,672 100, 000 904, 967 1,446,000 285, 000 700,000 200, 000 70, 000 a60, 000 55, 000 60,000 16, 000 000 ‘886 166,000 150, 000 75, 000 •STITBJ -■eddB ogijuaios jo aniu a $16,010 8 OO 00 O 4, 835 0 4,000 4,325 11 1 1 © © HO © 1 1 © l ©ors) • •© • i> © i i © 1 CO II 1 1,025 i © * ;8 ; 1 1 1 1 1 1 ‘S. jnjqn ui seuinjOA 14 i 61,892 o CO OO 400 2,000 8, 690 500 6,750 8,515 2,430 3,500 100 260 200 525 1,000 500 4,747 1,650 750 500 Pupils. •uoij'ezxn^S -jo oouis saj’enp'BJD « 8,096 6, 684 CO t-H i © CO 1 >o CO • CO ^ • of 009 i> i 1 00 ii 1 lO OO • • |> 1 1 ICO N 1 I II 1 ■ III i 0 !© ! '06-6881 til sojunpnjo H 293 134 CO 1 i 5 | l ^ ^ UftH© i 05 Tj. © 743 lC©00 00©'^r-lCQ HNOiONl-T-.^ 942 g§3 •8I'BUI9li 0D 5291 ‘8 1 (1 1 Ttl i OOCJiOO ~©^ I Ss 315 i—©GOO>©nOnOOO no CO ^ CO © CO 402 Sow •9IUH w© 5$ wCO CO O X O CQ wco jg 8 ^©©©©©©T* ©©nOCO©CO©rH 540 © © O © no Instructors. •uotj'einoTjjy © 137 © C> © CHhhhWOh i- i-n-ICM T'BJOJj 1 | 558 200 ^ © oo co © © to IU l> © © •glumes 309 .iOO CO CQ © CIWNNWNh CO © ^ ^4 •91'GW W 249 © iO © © ^ w CO y-* nO ON!>CO'OM'J OJ © © O O-SD • ^ r-T © t^oVo cf • ocoo.crrccio • ooo ‘n 000 ‘9Z 000 ‘S3 252,815 alio, 000 1,065 45, 000 42,000 9,000 45, 750 125,000 200,000 182, 000 90. 000 3.388,845 750, 000 449, 600 500, 000 415, 845 105,400 225,000 400.000 250,000 115, 000 178, 000 755,000 155, 000 100,000 40, 000 12,000 448, 000 ' 1 O : !«® 1,825 1,000 500 125 100 100 0 o © • •©© • 11IS 28, 185 ^ O — 1 ic O O O iO o C\? C 1C C N OOOWWNOOO Of yf of 0* rH r-Tr-T 1-T 160 1,100 1,350 2, 105 iCOOOOO wcw o to IO i i i i o ! • ! • 235 282 109 101 0 jeo • | ** 00 coo loo 1 1 ^ ! ® 1*0 M 1 lo r o eo o gj o rtj o HOTf 00 O O low© ii 0 8 1 00 i TF 000000^*000 1^0 r- HOOlfiH© MONOiCOO^COOO^O w © — < I> tfC OC ^< © Cl htji ! "1 3,045 331 IC b* ic CO CO lO i> CO Cl ^ OOOi GO — 1 TJ'XW'O 1,285 126 Cl W Cl CO CO ^ CO oo’ca io tj. irs 1,760 205 COOCOOCOiH tji CO ^ j 1 lO 00 - * - - OJ 1 1 1 . 1 1 1 1 1 1 1 1 1 © Mississippi . Louisiana . Texas . Arkansas . North Central Division . Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . North Dakota . . _ _ South Dakota . Nebraska . Kansas . Western Division . Colorado . New Mexico . Utah . . . W ashington . Oregon . California . sCD 90 - 103 Table 2. — Summary of statistics of public day schools for the deaf, for 1889-90. 1634 EDUCATION REPORT, 1889-90. •sojti'jTpnadxa 3D FM $29, 647 099 ‘91 H Ca ?> 00 ca 50 o'tjT 1,212 Cl 53 12, 775 1,900 1,600 4,475 4, 800 •sjdiooga h H s 85 ee 14, 531 M ca T* GO 00 50 cTtjT 1,212 1,212 11,791 1,225 1,800 4,475 4, 291 •sSnipjinq prtB spunoaS ' jo oujb a © FF $128, 500 118, 500 8 i kO ■ oo « o o 10, 000 .999*9!.... •snjBJ -BddB 0TJIJU9I0S JO 9UJB A w F=< m M ee o o & in (M •jfjcjqn ui saumjOA ** M CO Cl 00 CO Cl 00 CO o Cl o lO CO o o o o Pupils. •uoijbztubS -JO 99UIS Se'jBnpBJQ M m 00 1 o o 00 lOMO '0G-688T tit S9JBUPB JO e* wi 50 *“* in m o o •UOIJ -d99J9d JBIUOTJUY H O CO tH?Oh o o ca 50 O O CO O •uoijBinopjy © F* in ct CM 00 r* m £-50 Ca o o i> i> wooin o Cl lO •I'BJOJ, © 1 00 45 . 97 6 00 00 53 ci a i> m © lO CO rr« in CO •9JBUI9jI 3D o 00 g h?Oh Cl in ** o CO 50 Cl 50 CO o o o Cl © O 00 O •I'BJOJ, l-CSl-H Si IBWOMN •GIBUI9a CO t- o o •9IBH » J> o ooo 1-4 50 hhWhh •suoijnjTJsni jo JoqumN « CO CO th ca WHriJfjH States. fH United States . North Atlantic Division . Maine _ _ ... Massachusetts . Rhode Island . . South Central Division . Louisiana . North Central Division . Ohio _ _ Indiana . Illinois _ _ . _ _ Wisconsin . Missouri . . Table 3.— Summary of statistics of private schools for the deaf, for 1889-90. STATISTICS OF SCHOOLS FOR THE DEAF. •sa.mjTpuadxsr / wi $16,782 9,798 3,489 4,375 1,934 6, 984 6, 055 6> •sjdiaoaH N CO o s CM ci ocoo iO ^ *-« 8 Cl 8 Cl 5,434 4,505 8 •sSuipixnq pun spniKuS jo aniTJA 2 o 8 §f ee 000 ‘Z8 § | i i> • • 00 • • 1 I 1 1 55, 000 55,000 8 O 8 8 i O • © ! M • 1 1 O •snj'BJ -cddu oxjijuaps jo ani^A >* 8 ci~ ee o - 00 o • • oo • ! 1,800 O “ 00 kO iQ O c$ o •saiJ'Bjqn m saumiOA * * 4, 820 1,600 009 ‘I 2,500 1 o 8 Cl o Cl i> 300 350 0 g Pupils. •uottbziu'bS -JO 8DUIS Saj'BUp'BJf) * »C Cl kO kO 1 1 TJ1 • • kO Cl 25 | * 00 74 110 oo •06-6881 m sajxmpujo l- co ^ ! n Cl 1 CO oo HOI} -daoaad jxjinoijny m ?* O CO 29 0 3 o o OiflO^iCOO •uoij'BinoTjjy — CO o o 8m10 CO o CO co O-COLOOOW CO ^ ^ CO h TBlOi © I kO 8 »o io co ONh 8 o CO £ N -OlNOO^O CO CO ^ Cl ^ T-H CO •aiutua^ to fi Cl kp 110 11 4 co CO CO CONlCOXOO •ai^K o w CM o 00 55 14 11 I kO Cl Cl CO Cl kO ^ i-.COdr-.d -H VI u o o u VI 0 •uoij'einoijjy « CO 01 M iCCO^ m iO a oacoNM Cl •lejoj. 8 co Cl O CO ^ i> & CO t-h CO CO CO •aiuraa^ CO Cl Ci C l CO CO CO NHN "" OJ 2 •> 1 1 1 1 1 States. «■ United States . North Atlantic Division . Massachusetts . Connecticut . New York . South Atlantic Division . Maryland . North Central Division . Ohio . Illinois . ! Michigan . Wisconsin . Minnesota . Iowa _ _ _ Missouri . 1 1635 Table 4. — Statistics of public boarding institutions for the deaf , for 1889-90. — Part I. 1636 EDUCATION REPORT, 1889-90. l! £ o ffl O Sh O d® d o B © © H R O £ d ^ Pi g©° B ©2 © ,Cj TO O H R 'd cj d.2 o w PQ H ^ fl © d art .S R R &•§ as rj © m*3 ^ ; a _' ^ © © > d £ as 2 | o6 a pH H £ 0 A . co 3 R P o >» 9* Mg' ° S . d d u Z £ ° -1 © d ® © £ >d 9> ogS 0 ”0 >d d s 5* bC OS®o2S 0-rtWPQp*rt © > >>do m 5- PiO P §?- .5 5- -f ®«* ?“°§-a 5*6.83 R d Od Pi a © © © o © t> 5-. CJ o Pa^ 0 5-"d A °s© pi S © © 2 s >o>J O ©R C 0 w © a © O 5-i o -c3 Rd c3-2 d O © O « M m n -d »t3 ci © d o too ra n S§| 8 O j -p C n ^ d3‘£.2d§ d R 2 ©hQ; IR piSdS O pi © Pj •SgR2 0 R ps.Q d plis g HgH§ ©q ©p += d S d 5-i PI J-i Pi O C3 O d g c3 p| d rr|r S © d © ,|!p Sp o pi o 3 c3 Pi'S PI S xi c .2 o CC-rH r- *rH 2 ^ S § S S3 O c3 C c3 h-i © OR © 0 M d^a c3 P^a ■d a © si H §R H B © Q _ ©P ^ t3 9 fl 54 PI o C8 u O c3 gla* 2 © h SQP Pi c3 o © •SR 5 ® g5gp|3 Seed's d g^p © g pi ° d 2 dpcjd®y R c3 > Pi Pi d g O g d d O 2 S M o © dS 8s w §1 II pi © S-0 ©S PI ° •-1 Pi d.2 .1 o3 ® d d oHR H 3 <5 1 1 ■2 ® H » ° 6 ^ o dH Pi © ° fl O O 3 0 I I 2 to to £ a p3 pa ■2 < ^ M . 3“ ^ gOsR| Q CQ 0 ° a § 5 ^ .m Pl . T) c3 o5" d3p^ ^gSg M 0 O 64 STATISTICS OF SCHOOLS FOR THE DEAF. 1C37 «0 Governor .... Governor .... Governor, confirmed by the sen¬ ate. Governor, ap¬ proved by the senate. Governor .... Governor, confirmed by the Sen- Legislature. . SeU-perpetu- ating. Association.. 1 year Life... Indefi¬ nite. 6 years 5 years 2 years 4 years 2 years 1 year . i 3 years 3 years 3 years Life . . 3 years 3 2 1 II I I S o o o i iii g I 1 1 1 i 1 I I Ills! i i 8 5 a 4 si |. 12 "1 z lllfsl? -~- assisIMISik IS2ICI Slap 55 J S 55 5 sf | § D il * i 1 1 i«i 1 1 1 Hi H * z. z fe ■a S S5 lelll^a II z; 2 « S 2 §3 S3 8 3 S3 8 Table 4. — Statistics of public boarding institutions for the deaf, for 1889-90. — Part I— Continued. 1G38 EDUCATION REPORT, 1889-90. os O £p S.2 o CO B o £ n b pq o g p 3.2 O to pq £ p « ft o ©-§ o 2 ftp-d .9 3 © t oa** : p ^ h u 2 S* ® 'p .2 p £ • £ M P P P p s ft© p in c3 © O B ft « J r* ft M <% . u * s 8 8 I 8 •-5 b ft c3 . d'P S © o P p.9 fe o B p o ® © AS n s 2 Sp5 ^ o >> o oft b > o © cs o w Sh 9 8-2 op o © o © >4 >4 >4 cp © ■Sg p a c3 c3 c3 © © © ^4 >» >4 tNN CO o W B ®.p CO © p fcfi 'C'd ft u t-> Sh rt c3 c3 o o o pqpq B o o'tp B B •Smngdo 5Sjg jo xeaA. O a> O T-* O CJ j 1 £pp I § pp"- 1 Iso , i • Tj O ^ :,§Hlg 1 ce o -2 bo !PSo2 ! o o P ^ o p 2 P 8 go Hp.2 i-gS, w“£ 2^ g|g.§ §P ©^ P P P° fj p « PQ r P fsIS .§*"« © m O 2b >>2 a" S'pft to P P e3 O fl_ ^Pfl^cjO P 2 P ft p o o © -P o ©ftp fl^ft u P So H^PcSpStf] SS^OWp e3 S p p 5 © 'p o t« .2 £ a 2 3 x ®bP cals m P ^ - Sc ©p p 2 pec Eh P gp HP • to , P 1 p © ■P'S pS Jp p ’-p p Sp ^ OP O Mpw PS 2 t P ^ P p c3 o P !-. © O © • S iQdh'rtnP" - iS&sjoaS c3©o5°fl2fi p '®2>xJPpfccoqp^ iQS.sl-2oflV->5| 1 gv M^pfaci S >5^®t£OCto>a2©M !g©>ispa®S® Pr; ^P > £ £ £ .2 a © o §) ■3 - © p CO f-l P P O 2^2 S >pH A 5 o p P o m c3 ; P : rf & .S cl ^ . » P > > P ^ °> CP © „2 P P > K P STATISTICS OF SCHOOLS FOR THE DEAF. 1639 Table 4. — Statistics of public boarding institutions for the deaf, for 1889-90. — Part II. Name. Instruct¬ ors. Pupils. 1 Number of graduates in 1889-90. Total number of gradu¬ ates since organization. Percentage of those leav¬ ing institution that are self-supporting. Male. Female. Articulation. Male. Female. Present Dec. 1, 1889. Present June 1, 1890. In articulation. In auricular percep¬ tion. 1 2 3 4 5 6 7 8 9 10 11 Vi 13 2 4 2 50 35 85 83 16 0 3 100 4 7 1 59 61 99 113 31 11 6 100 Institution for the Deaf and Dumb 9 3 2 91 54 132 142 40 6 100 and the Blind. Colorado Institution fortheEdueation 5 4 1 43 32 70 72 21 11 0 3 50 of the Mute and the Blind. 6 10 4 78 59 131 130 77 0 100 Education and Instruction of the Deaf and Dumb. Columbia Institution for the Deaf and 12 2 1 99 30 87 85 30 2 10 99 Dumb. Florida Blind and Deaf-Mute Institute. 1 1 1 14 8 .... 22 0 0 0 4 2 o 66 45 80 83 3 o 1 of the Deaf and Dumb. Illinois Institution for the Education 12 20 6 299 209 497 492 217 .... 10 235 100 of the Deaf and Dumb. Indiana Institution for the Education 8 8 1 164 140 296 293 80 _ 13 95 of the Deaf and Dumb. Iowa Institution for the Deaf and Dumb 7 9 2 164 114 269 266 24 11 14 95 Kansas Institution for the Education 6 10 1 160 112 218 220 40 10 4 95 of the Deaf and Dumb. Kentucky Institute for Deaf-Mutes 11 6 1 106 70 168 163 23 o 4 Louisiana Institution for the Educa¬ 3 2 40 39 14 tion of the Deaf and Dumb and the Blind. Maryland School for the Colored 4 1 o 16 6 19 20 o o 3 Blind and Deaf. Maryland School for the Deaf and 6 8 2 48 45 93 90 53 0 1 259 90 Dumb. New England Industrial School for- 0 4 1 20 8 28 28 13 0 3 3 80 Deaf-Mutes. Michigan School for the Deaf . 11 13 2 165 134 295 285 40 0 27 282 90 Minnesota School for the Deaf . 6 5 3 112 85 187 186 68 10 10 101 99 Institution for the Education of the 7 3 1 50 48 84 82 20 8 6 Deaf and Dumb. School for the Deaf and Dumb 7 g 2 186 111 258 245 63 0 0 Nebraska Institute for the Deaf and 4 4 2 72 57 98 98 31 'W 0 a3 90 Dumb. ; New Jersey School for Deaf-Mutes _ 4 g 2 62 56 106 109 23 New Mexico School for the Deaf and 1 0 0 5 2 7 0 0 0 0 Dumb. , Le Couteulx St. Mary’s Institution for 3 16 10 85 73 142 136 150 8 26 ,360 90 the Improved Instruction of Deaf- Mutes. i St. Joseph’s Institute for the Improved j 20 19 126 153 257 269 239 52 90 Instruction of Deaf-Mutes. ■ Northern New York Institution for 4 2 1 53 36 75 76 29 0 0 0 Deaf-Mutes. ! Institution for the Improved Instruc¬ 8 11 19 113 99 '176 198 212 20 513 100 tion of Deaf-Mutes. l The New York Institution for the In¬ 7 8 7 234 116 |303 •250 35 36 3,254 struction of the Deaf-Mutes. ) Western New York Institution for 6 14 ! 5 96 75 171 2 • 13 Deaf-Mutes. Central New York Institution for 8 2 4 93 63 156 140 20 16 191 95 Deaf-Mutes. » North Carolina Institution for the 6 2 J 60 66 12- 0 85 Deaf, Dumb, and the Blind. 5 School for the Deaf of North Dakota.. 1 1 2 10 17 0 0 [ Ohio Institution for the Education of 11 14 2 244 396 380 122 0 6 95 the Deaf and Dumb. > Oregon School for Deaf-Mutes . 2 1 1 13 ! 13 24 M) 11 1 o 79 100 5 Pennsylvania Institution for the Deaf 8 26 13 242 188 430 430 114 0 26 2, 350 80 and Dumb. 1 r Pennsylvania Oral School for the Deaf. 0 5 i 5 1 (44) ! 35 39 44 I * a Fifty others have finished the course of study. b Term closed April 30, with 2 1 pupils present. 1640 EDUCATION REPORT, 1889-90. Table 4. — Statistics of public boarding institutions for the deaf, for 1889-90. — Part II — Continued. • Name. Instruct¬ ors. Pupils. | Number of graduates in 1889-90. Total number of gradu¬ ates since organization. Percentage of those leav¬ ing institution that are self-supporting. | Male. | Female. Articulation. | Male. | Female. | Present Dec. 1, 1889. | Present June 1, 1890. | In articulation. In auricular percep¬ tion. 1 2 3 4 5 6 7 8 9 10 V 12 13 38 Western Pennsylvania Institution for 4 6 1 111 88 170 156 26 0 5 75 the Instruction of the Deaf and Dumb 39 South Carolina Institution for the Ed¬ 2 3 2 39 35 63 22 0 5 ucation of the Deaf and Dumb and the Blind. 40 Dakota. School for Deaf-Mutes* 3 1 1 32 15 16 1 41 Tennessee Deaf and Dumb School 6 4 1 91 61 150 146 18 "o’ 99 42 Deaf, Dumb, and Blind Institution for 2 0 24 12 37 37 0 0 0 0 0 Colored Youth. 43 Texas Deaf and Dumb Asylum . 7 3 1 120 76 161 156 30 80 44 Deaf-Mute Department, University of 1 2 33 12 5 100 Deseret. 45 Virginia Institution for the Education 7 3 1 50 48 95 96 24 0 0 90 of the Deaf and Dumb and of the Blind. 46 Washington School for Defective 2 1 1 20 13 32 32 8 5 0 0 Youth. 47 West Virginia School for the Deaf 3 2 1 36 32 66 65 29 0 7 78 75 and the Blind. 48 Wisconsin School for the Deaf . 9 9 3 152 74 183 183 45 0 11 109 100 * Statistics of 1888-89. NOTE EXPLANATORY OF TABLE ON FOLLOWING PAGES. Note. — I. The Manual Method.-— The sign language, the manual alphabet, and writing are the chief means used in the instruction of the pupils. II. The Oral Method. — Articulation and speech-reading, together with writing, are made the chief means of instruction, and facility in articulation and speech-reading, as well as mental development and written language, is aimed at. Signs are used as little as possible, and the manual alphabet is generally discarded altogether. There is a difference in different schools in the extent to which the use of natural signs is allowed in the early part of the course, and also in the prominence given to writing as an auxiliary to articulation and speech-reading in the course of instruction. III. : The Combined System. Articulation and speech-reading are regarded as very important, hut mental development and the acquisition of language are regarded as still more important. A. The general instruction of the ] upils is carried on chiefly by the manual method. Part of them receive special training in articulation and speech-reading. AB. Part of them are taught by the manual method, others by the oral method. Of the former, part receive special training in articulation and speech-reading. All are permitted to mingle freely with one another out of school hours. AE. The general instruction of the pupils is carried on chiefly by the manual method. Part of them receive special training in articulation and speech-reading. Some of the teachers also use artic¬ ulation and speech-reading in addition to the manual alphabeTand writing as a means of instruction with part of their pupils. B. Some of the pupils are taught by means of the manual method and others by the oral method. These two classes are permitted to mingle freely with one another out of school hours. BC. Some of the pupils are taught by means of the manual method, and others by the oral method. Of the latter, part are permitted to mingle freely out of school hours with the manually taught pupils ; others are kept entirely separate from them and from those who mingle with them out of school hours as well as in the'schoolrooms. C. Some of the pupils are taught by means of the manual method and others by the oral method. These two classes are kept entirely separate out of school hours as well as in the schoolrooms. I). The general instruction of the pupils is carried on chiefly by means ot the manual alphabet and writing without the use of the sign language. All the pupils receive special training in articulation and speech-reading. E. The sign language, the manual alphabet, writing, articulation, and speech-reading are all used as means of instruction by the same teachers and with the same pupils. F. In addition to one or more of the methods above described, auricular training is given to a part of the pupils. Table 4. — Statistics of public boarding institutions for the deaf, for 1889-90— Part III. STATISTICS OF SCHOOLS FOR THE DEAF. 1641 c3 3 s Method of instruction. (See Note p. 1640.) M Manual and oral. Combined A. B. F. Combined AE. Combined AB. F. Combined A. Combined AE. Combined B. Combined A. Combined A. AB. AE. E. F. Combined AE. # Combined B. F. Combined A. AB. AE. Combined A. E. Combined. Manual. Combined AB. AE. Combined. •sap’Bjqi .laqio « £8 <£> 10 CO CO 0 CO (M (N Cl •gupiiAV * 1 10 CO iO 00 Ol 8 •gutpnaH CO CO 10 “Tji 00 c5 Ol N •Suiiiads 10 CO 10 6 8 00 i. - Qi <3 © © ts S'? «P cS2 g 7. eS j-j sg 3T3 'c 3 fa — © P 0-3 *- 3 a «* o © *2 3 :S r 'cp °-2©.3 3pS£ 5®o° ~5-S S i *3 ^ p te 3 O 3 * ri cj a ra o w p u Sg 5 £ o g *3 M ta S* © ta «J • O c3 S-S*" 3 SHgfl s *a-3 S O *1. * SPP (3 3 e3_a 3 © §0^1 D bl.2 c‘ to .T3 S?P ~ 3 3> 3 3 30 3 3^3 laggsi S2 ° o <; 3QaS S^SSo Eh Eh fa 3 rt ni2 o © 5 3 3 3 ^ £ rLJ . ,CJ . £_i ^ W33H-° oO © 2 © S*"^ ^ 33! 3 3 3 £Pt«.2~ C-3 o3J£ g §Sg£f? Isfg.SS spSp 3! *°3 Vh P c § 3° si sp o» 35 25 p oh 3 • c3 3 33 H°^lo°3§ 2slfll©S©|©§flf|S A (Sjh © o tS eiS Eh Eh S « • 33 0JD £ £ --25- M © ♦J— 4 sp 2 r3 © O ^ 3! O © u 3 © QoSfl <*-. O © O ©33^^ ssr-o^ — ■3 S3© « 2 ©P M 'H 5 CQ -s ►»*§■« g ^ 3 - - s ©5P rt-3 % W P - CO 5*? 3J S-gSg re 7 3P ©2 2 £ 1 Table 4.— Statistics of public boarding institutions for the deaf, for 1889-90. — Part III— Continued. 1642 EDUCATION REPORT, 1889-90. r1 ■ © To •a o .a © a a 2 a a « ^ X! & j=> B B P? ©©el gg ©^ O O o o o as g o £ © s OOO DO oS O O O O u S S •sap^j; xstpo (M 05 tooo •SUTA'BSAV •Suiui-red •Sunupid •gUTJOirej, •Suxii'Braaoiis mo cc o •Supi'Bxnaattiq'BO ■^puacLreo ^ •lUjanoS ‘jCjcusih | 2 •^xisiuraiio •soxs^iid \&P3IHO80 •'CjqoSlV xaqSiti ‘op auupixy •sxm'Bxom pub eS'BtiStTBi qstiSug; •opaunpixy •Supix^i. £3 'SUfpP9d •SuniadS _ a g3§ S«S © © s 42 g a P a , • « i^o -S'3 <2Ta § OO^fi^ §02 ® ° .«C© SPa © © +2 © 5p §o n A 9 * M © S® o H a’P jgSS f-i © © OQfl lie, i § t> • r a s-> © o |»i a<©.2 is P o a£ o a © . CO _ . PlMI-tiS©!© &g>,8Si CO O'hT! ^ og a a;* .2.2 > O © ^ ipfc 8 2 w ® a a Ph fi PS o ml a © a B ^ 2 cn © *2 © © q a “'fe r«? a © *,gp £.35 a«| .2 2^ *3 ' o iM W & 00 o 00 OlO © 8 17 ;- o ; j j i ; ^ Tt< 1 lO n *■ © Oi lO 00 c* i i i j i j j O CO CO ^ O 00 3 19 i O - © © * o £ - t'- 174 Ol N Id o 174 £ in lO Tj* g & © • - g CO to li ~a 2 a OH «a o a 3 3 © sa a® 33 +- ;-. > « ^ 3 © > ’Si m a > ;a 3 3 o »5§® £2|2l3~ OE S 3 , rt -3 ^ © :r a d 3 ■a > 09 o © ©CG © 5 a S ip OH na -d 3 3 ° a* II 3a °S a o © V-. Q >>« <5 32 a ■ 3 © s a 2| §|, 3 a £ © a © © 33 S| sS a§ O w ;i 3 2a § © 0 0 • ad • o ,25 -d o a X 3 © © O E^a - . aa 3®a^ -a a Bo%o g£ !.gi~fa>S >g°23^ , - d g 52 O CO © :2ys^^®a EH £ £ 8 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 44 EDUCATION REPORT, 1889-90. BLE 4. — Statistics of 'public boarding institutions for the deaf, for 1889-90. — Part IV. Name. Volumes in li¬ brary. Annual cost per capita of pupil. Value of scien¬ tific apparatus. Value of grounds and buildings. Receipts. Expenditures. State, county, or municipal appropria¬ tions. Other sources. Buildings and im prove- ments. For support. 1 2 3 4 5 6 7 8 9 Alabama Institution for the 500 $218 $75, 000 $20, 000 $100 $500 $18, 000 Deaf. Arkansas Deaf-Mute Insti- 497 196 $850 90,000 26, 838 6,297 21,782 tute. Institution for the Deaf and 1,500 . a 148, 000 a45, 750 al02, 000 a45, 925 Dumb and the Blind. 525 275 a 155, 000 allO, 000 a90, 000 a20, 000 Education of the Mute and the Blind. American Asylum at Hart- 2, 000 250,000 ford for the Education and Instruction of the Deaf and Dumb. Columbia Institution for the 3,500 465 3,000 700, 000 657, 532 7, 298 2, 421 60,017 Deaf and Dumb. Florida Blind and Deaf- ai6, 000 a3, 500 a5,000 Mute Institute. Georgia Institution for the 1,000 600 60, 000 17,000 0 17,274 Education of the Deaf and Dumb. Illinois Institution for the 12,071 200 500 500, 000 100, 000 5,000 100,000 Education of the Deaf and Dumb. Indiana Institution for the 4,000 197 1,000 449, 600 101,034 240 46, 034 54,999 Education of the Deaf and Dumb. Iowa Institution for the 59, 800 59,800 Deaf and Dumb. Kansas Institution for the 1,350 200 178, 000 44,000 40,000 Education of the Deaf and Dumb. Kentucky Institution for 1, 650 C218 166, 000 37, 185 2,923 8,763 36,777 Deaf-Mutes. Louisiana Institution for 200 200, 000 22, 000 the Education of the Deaf and Dumb and the Blind. Maryland School for the 130 232 a35, 000 a7, 000 a2,317 a703 Cl7, 194 Colored Blind and Deaf- Mutes. Maryland School for the 2, 300 250 700 250, 000 25,000 100 23, 994 Deaf and Dumb. New England Industrial 400 0 20,000 2,000 3,602 4, 045 School ior Deaf-Mutes. Michigan School for the 2,325 189 125 415, 845 57,000 50 800 49,000 Deaf. Minnesota School for the 1,250 188 100 225,000 36,041 1,031 15, 850 Deaf. Institution for the Deaf and 500 125, 000 15,472 15, 472 Dumb. . School for the Deaf and 1, 075 225 250, 000 167,000 59, 250 Dumb. Nebraska Institute for the 1,100 194 100 115,000 25, 000 5,000 20, 000 Deaf and Dumb. New Jersey School for Deaf- 500 304 100,000 *33, 340 *33, 310 Mutes. New Mexico School for the 60 89 0 0 880 185 1, 065 Deaf and Dumb. Le Couteulx St. Mary's In¬ 660 216 0 153, 000 29,237 175 28, 530 stitution for the Improved Instruction of Deaf-Mutes. St. Joseph’s Institution for 650 262,943 119,091 47, 987 70,373 the Improved Instruction of Deaf-Mutes. Northern New York Institu¬ 80 253 35 65,000 41,731 2,547 21,707 22, 477 tion for Deaf-Mutes | Institution for th e Improved 850 . 800 166, 729 51,757 1,526 6,920 47,421 Instruction of Deaf-Mutes. The New York Institution 4, 650 j 313 3,500 456, 000 87, 175 4,455 4,683 94,001 for the Instruction of the Deaf and Dumb. * Statistics of 1888-89. 6 From United States. a Includes the blind department. c Exclusive of improvements and real estate. 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 STATISTICS OF SCHOOLS FOR THE DEAF. 1645 ble 4. — Statistics of public boarding institutions for the deaf, for 1S89-90. — Part IV— Continued. Name. Volumes in li¬ brary. Annual cost per capita. Value of scien¬ tific apparatus. Value of grounds and buildings. Receipts. Expenditures. State, county, or municipal appropria¬ tions. Other sources. Buildings and improve¬ ments. For support. 1 2 3 4 5 G 7 8 9 Western New York Institu- 1,500 $269 $500 $100,000 $42, 118 $1,330 $3, 145 $37, 721 tion for Deaf-Mutes. Central New York Institu- 300 283 125,000 28, 480 12,005 1,832 38,633 tion for Deaf-Mutes. 1,800 200 a60,000 040, 000 al3,0C0 for the Deaf and Dumb and the Blind. School for the Deaf of North Dakota. 2,014 180 750,000 84, 731 3, 634 81, 107 cation of the Deaf and Dumb. Oregon School for Deaf- 0 270 0 12,000 9,000 2,000 7,000 Mutes . • Pennsylvania Institution 6,000 251 4,000 650, 000 96, COO 25,000 6,500 101,500 for Deaf and Dumb. Pennsylvania Oral School 231 65,000 34,360 420 59, 352 8, 760 for the Deaf. Western Pennsylvania In¬ 750 213 189, 967 44, 200 10, 387 34,904 stitution for the Instruc¬ tion of the Deaf and Dumb. South Carolina Institution 525 153 55,000 1,100 13,188 for the Education of the Deaf and Dumb and the Blind. Dakota School for Deaf- 163 33, 000 800 Mutes.* Tennessee Deaf and Dumb 750 212 200 150,000 33,000 5,500 26, 3C0 School. Deaf, Dumb, and Blind Insti¬ 144 50 a 32, 000 Cl6, SCO al, 333 fl5, 258 tute for Colored Youth. Texas Deaf and Dumb Asy¬ 650 148 125 150,000 42, 476 4, 753 33, 705 lum. Deaf-Mute Department, Uni¬ 20 200 100,000 45,000 35,000 2,400 versity of Deseret. Virginia Institution for the 100 25 a200, 000 a35, 000 a800 Education of the Deaf and Dumb and of the Blind. W ashington School for De¬ 40,000 542,000 30,000 fective Youth. West Virginia Schools for 789 260 0 O70, 000 a24, 700 al,930 0 <126,200 the Deaf and the Blind. Wisconsin School for the 1,200 100 105,000 40,000 Deaf. ♦Statistics of 1888-89. a includes the blind department. 6 For State beneficiaries. 1646 EDUCATION REPORT, 1889-90. Table 5. — Character of defect and age at which it appeared. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 >7 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 37 38 39 40 41 42 43 44 Post-office. Name. | Age of admission. 1 Cases in which deafness occurred under two years of age. | Over two years of age. 1 Date of deafness un¬ known. Semi-deaf. 1 2 3 4 5 6 7 a8 Little Rock, Ark .... Arkansas Deaf-Mute Institute _ _ 9-30 75 39 6 9 7-18 Blind. Colorado Springs ... Colorado Institution for the Education of 4-22 43 27 5 24 the Mute and the Blind. 8-24 Education and Instruction of the Deaf and Dumb. Mystic Bridge, Conn. Whipple’s Home School for the Deaf . 6 22 3 22 3 W ashington, D. C . . . Dumb. 6-21 8-27 Deaf and Dumb. 6-21 do 24 15 8 7 19 2 2 3 Jackson ville, III . Illinois Institution for the Education of the 8 254 254 .... 22 Deaf and Dumb. Evansville, Ind _ Evansville Indiana School for the Deaf . 7-25 25 5 6 6 Indianapolis, Ind ... The Indiana Institution for the Education 8-21 of the Deaf and Dumb. Council Bluffs, Iowa. The Iowa Institution for the Deaf and Dumb. (&) Dubuque, Town, Eastern Iowa School for the Deaf 7-25 13 1 Olathe, kans The Kansas Institution for the Education 8-21 of the Deaf and Dumb. Danville, Ky Kentucky Institute for Deaf-Mutes. 9 Baton Rouge, La.... Louisiana Institution for the Deaf and Dumb and the Blind. New Orleans, La _ New Orleans Free Public School for Deaf- 5 5 3 _ 0 Mutes. Portland, Me Portland School for the Deaf _ _ (6) 14 Baltimore, Md F. Knapp’s Institute 6 _ do . Maryland School for Colored Blind and 7 10 5 3 4 Deaf. Frederick, Md . Maryland School for the Deaf and Dumb _ 7 64 27 2 1 Beverly, Mass . New England Industrial School for Deaf 7 8 20 0 8 Mutes. Boston, Mass _ The Horace Mann School for the Deaf . 5 50 22 9 16 Northampton, Mass. Clarke Institution for Deaf Mutes . . (b) 60 47 8 11 W est Medford, Mass . The Sarah Fuller Home for Little Deaf Chil¬ (c) 12 1 .... 0 dren. Flint, Mich ... Michigan School for the Deaf. . 9-20 152 217 31 Norris, Mich _ Evangelical Lutheran Deaf and Dumb 8 6 30 9 '§i Asylum. Faribault, Minn Minnesota School for the Deaf _ 8 126 63 12 30 St. Paul, Minn . Institute for Deaf-Mutes . 5 12 22 2 5 Jackson, Miss Institution for the Education of the Deaf 8 and Dumb. Fulton, Mo School for the Deaf and Dumb . 8 St. Louis, Mo Maria Consilia Deaf-Mute Institute ... 8 13 15 2 _ do . St. Louis Day School for the Deaf.. . 6 1 29 0 Omaha,, Nehr Nebraska Institute for the Deaf and Dumb. 7-25 Chambensburg (near The New Jersey School for Deaf-Mutes 8 Trenton), N. J. Santa Fe, N. Mex... New Mexico School for the Deaf and Dumb . 8-17 5 2 .... 0 Albany, N. Y Albany Home School for the Deaf. . 5 4 4 1 Buffalo, N. Y . Le Couteulx St. Mary’s Institution for the 6 145 13 0 8 Improved Instruction of Deaf-Mutes. Fordham, N. Y . St. Joseph’s Institute for the Improved In¬ 6 171 108 28 57 struction of Deaf-Mutes. Malone, N. Y . Northern New York Institution for Deaf- 6 55 62 .... 14 Mutes. a And over. 6 Not limited. c Under 5. STATISTICS OF SCHOOLS FOR THE DEAF. 1647 # Table 5. — Character of defect and age at tchich it appeared— Continued. Post-offlcc. « Name. Age of admission. Cases in which deafness 1 occurred under two years of age. | Over two years of age. Date of deafness un¬ known. 3 © •a a L 1 2 3 4 5 G 7 New York, N. Y . Institution for the Improved Instruction of 6-20 139 50 2 Deaf-Mutes. do . Miss Keeler’s Private Articulation Class for 5 1 9 j Deaf-Mutes. New York (Wash- 6 ington Heights), tion of the Deaf and Dumb. N. Y. Rochester. N. Y . Western New York Institution for Deaf- aO 90. 65 10 13 Mutes. i Rome, N.Y . Central New York Institution for Deaf- 6 Mutes. Raleigh, N. C . North Carolina Institution for the Deaf and 8 54 Dumb and the Blind. \ Devils Lake. N. Dak. School for the Deaf of North Dakota . Cincinnati, Ohio .... Cathedral School for the Deaf . .. 6-21 do Day School for Deaf-Mutes . 6 | . do . Cincinnati Oral School for the Deaf . 6 9 1 13 0 4 _ do . Springer Institute . Columbus, Ohio . The Ohio Institution for the Education of 8 :::::: the Deaf and Dumb. Toledo, Ohio Toledo Deaf-Mute School.. . . i Salem, Oregon . . Oregon School for Deaf-Mutes . 7-21 14 13 0 2 Philadelphia, Pa.... The Pennsylvania Institution for the Deaf 8-21 138 ! 208 8 16 and Dumb. i Scranton, Pa . . Pennsylvania Oral School for the Deaf ... 6 38 1 26 3 ; Wilkensburg, Pa.... Western Pennsylvania Institution for tlffe 8 87 ! 92 19 1 Instruction of the Deaf and Dumb. 1 Providence, R. I . Rhode Island Dav School for the Deaf . 13 6 7 7 i Cedar Spring, S. C .. South Carolina Institution for the Educa¬ 10 tion of the Deaf and Dumb and the Blind. j Sioux Falls. S. Dak. Dakota School for Deaf-Mutes . . . . Knoxville, Tenn . Tennessee Deaf and Dumb School . . 8 Austin, Tex . Deaf, Dumb, and Blind Institution for Col¬ 7-21 20 .... ! 17 I .... .... i ored Youth. i . do Texas Deaf and Dumb Asvlum. . . 9-20 ' 149 !105 13 6 Salt Lake City, Utah Deaf-Mute Department, University of Des¬ 8-21 6 j 15 20 4 eret. Staunton, Va . The Virginia Institution for the Education 7-21 i 92 ! 6 0 6 of the Deaf and Dumb and of the Blind. i Vancouver. Wash... Washington School for Defective Youth.... 6 j 15 i I3 5 6 j Romney, W. Va . West Virginia Schools for the Deaf and the 8 48 14 0 7 • Blind. 1 Delavan, Wis . Wisconsin School for the Deaf . 8 j LaCrosse, Wis . Public School for the Deaf . 4 i 1 1 4 l 1 Milwaukee, Wis . Milwaukee Dav School for the Deaf 9 ! 28 1 st. Francis Station, St. John’s Catholic Deaf-Mute Institution... 08 10 12 .... 3 Wis. Wausau. Wis . Wausau Day School for the Deaf . .... 50 55 59 63 a And over. Table 6. — Statistics of public day schools for the deaf for 1889-90 — Part I. 1648 o ^ . • _ a So d d>o do© §■§© 3 w ^g ih 2 •d.S £ o p.,g ^S® o-S ° o 63 43 a a: i ©. o o -d -d o o o o 'd 'd 'd 'd © • j:d,2 a ■ ©,Q O P< H’OfSo'S ftCtH ©.S J3 O © S-I CC CM “ 5 © © a g § s. s £ .2<«j®«jJ CM O P3 © ,d S • £3 Hod ■^CC w d cn s-i o .52 m » ©^ ^ §^c4 a % 5 J © o °M m w o ft , © Sh © O CM ui OH ; >>a ‘^2 o d'd ^ a Nog 0,2 O O dl © ” ©id d ■d 3 © d H >> o 5 HO +3 H . 00 05 00 00 00 00 00 00 II c3 ^ 0) ■° .Q Sls d*3 ° <2 CM Cl ^ ii H ® o ©02 a u © pm jSll S « o 8 BB © b +3 d © £ ©£ Q ©!/5 o fc ‘ d . >© 2 dj dd m ; 2 ! 5 J “ d g eo « S s o I • . a! j 3* g yi > -d- 2 «8 d M a a 2 aB © o 2 ^ a H tfl O <- © 5 © O d -© cd "d r; O E^Ph kO 05 0 Table 6. — Statistics of public day schools for the deaf, for 18S9-90. — Part II. STATISTICS OF SCHOOLS FOR THE DEAF. 1649 Expendi¬ tures. •woddns jo^ tOO^ . o c noco • o '•rot- • o j i- c is i ’ § : M • O iT5 Cl • •siuouiOAOjdrai p u u sSujpnn'a •f i i : if i : Receipts. saojnos jatno w •suota -uiJdojddui'Ed -toiuntu ao aims M • o • • r* i i ( • GO ' '00 • • ( • • i oT • ' ;se ; ; ^ ; ci ! go C5 S ' Cl 00 • •— « • ^r co • i i Pupils. •uoiidao -J9d.rein3i.me ui ©0®-*00®! © j •uoiieinoiue ui O loOtCNCC • rr C5 i Cl O co to ^ QO Cl CO rr ’0681 ‘X 9UUf -luosajd: ft Tf CO ttOWt-i O IwON » Cl • CO CO | ’6881 ‘I ‘09a ^U9S9J(J •' O 00 ic ^ 05 J CO Tji 05 Cl ^ — ' Io<£>00 ' Cl ' CO CO | •aieuig^ * t} lo Cl ic Cl o WN CWn fH C‘l Instructors. •uoixeinoixjy ■ joi-aoc «m cH 5> pg g* o '£ 3 . -n P 43 o Pi-d '5 bo § -° IS 3 _v bod S’S^-dP mh © © .2 2 ^ b ® r 2*|£2©izg p to R 5? p&> cj Pi © O & ■ ©43! . CO Pi ! 0 ■ bi)£ .3 5* :|i o S'*-1 : o gP§ P 55 o <3 43 © GO P . £ PI o 2 3 ' o §g ~ So © p a® o o o © © © X © s s c3 fe : t* r»> Sa "* o a 2 j 3 c3 .3 M g s © . rf 3 Pph O H .2 © Sio , © •3 pi 3 eS .••d >4 Pi © c3 3 Pi O © C30 Pi M . c3 D ^S !P 3! > o ® p£5f. c„ c3 ,3 1 •“* G3 GQ © 3 > a , bC 44 e " M p, P Pi Pi d © P P «a So X p © 0 HH © sPi © . ^ 1-1 © © P b043 .2* 3 £ Pi 43 Pi H c8 e3 © © 3P O ® P © bd c3 . HP! Pi c5 5 A cS a GO |p w 68 43 C3 2 ^ 5s H C3 5Q QQ Ss > A S o la S.© P O il 43£ Pi c3 PP Is pi p c3 O PP :{h .2 '3 -p ►*£3.0 .-O^ cj g 3 rt >T© 5 ©HP COCO O mio os o h:i Table 7. — Statistics of private schools for the deaf and dumb, for 1889-90 — Part II. STATISTICS OF SCHOOLS FOR THE DEAF. 1651 Expenditures. •ftioddns ao^i \?i : : 3,275 3,890 \ •siuauiQAoad -m* pue sSuipiing « 28 i (M *-» 1 «© ~ • (M • i Receipts. •s9Djnos aaqio !cio •- J D J © •OS-6881 ut seicnpc aS jo aequmN; H T*. ^ o loNOMb j C p t ^ !< © n ft P ft •uon -daoaad .iBinopnB ui © w( oomcoro |oisom ©Or* •U0I1BIUDIUB UI Ci o r-4 o ca r- ?o o o io (MtPW COO^'VMh 0 0 15 ’0681 ‘I eunf ‘inasoja; GB WMOWONOt'NW'I'a (M-<*'(M^->coo^-iT»r o rfT CO '05 CO ^ 00 ; « •sjdi9O02i H $819,050 o o CO 0^0 O CO *>- O Oi 00 CO ^jT rH 56,796 co ! 05 • ! 16, 000 197,378 36,095 17,000 14,720 15.500 37. 500 d40, 610 35, 953 •sSutpitnq pun spunojS ‘ jo oni'B a 16 ?> 00 05 g 1,351,541 426, 198 760, 537 164, 806 759, 000 '378,000 200, 000 70, 000 o o o o vc'co C5 T-H 553, 500 ooooooo O O O O O O O OOOOOVCO © O cT vC O CO vC O O VC VC Tf CO i> •snj'ca'cdd'B opijneios jo oni'BA 05 2S (M" 55 VC 5,751 2,000 006 is is ICO • H i i o 1 o • VC • 8 O CO 1,500 200 i 100 1,000 200 •JLiv. jqii ui sattmioA 35,450 9,100 4, 500 4,600 4, 023 woo I 05 1C O • 00 05 tM ■ - so . oo o m in js 7,839 O O VC o VC y-* 00 © © *^ 05 05 i- VC vC VC CO lC CD T-H 05 ^ Pupils. •06-6831 m saj'Bnp'BJf) 95 S iC J> 69 9 00 05 00 » CO COO C^HOOOO •gniunj ui « H 881 o 05 71 . 19 00 J>Oi-HOOOO 00 i© I> W O © CO CO •oisntn in -juaninjjsut ui 11 S 05 802 190 112 co co !co ! VC 1 05 | VC O 00 i> 05 O O VC — • CO VC CO vC CO 05 TH lC •0jni -ino x'booa ni © 05 05 00 05 147 142 vb ©©©©©in© 8 CO O O CO 00 1(5 N 05 Tti i— i co 05 ‘I'BJOJ, © VC S3 00 00 226 j- 374 248 8 -tfi C5 ?D CD h 1-1 00 00 05 ^ CO C5 CO CO 665 i vC '-H VC O 05 vC © 05 © CO 0 5 CO •srcuia.i QD C5 S' ^ 05 05 05 VC tH CO 187 SO *** t>- O VC VC 05 TH h* rH CO 305 VC CO O t* CO VC 05 T* D5 i—l r-ij> CO •ainw ^05 05 8 «<*CQCO i>CO 242 CO 05 C5 1—1 O CO T* l- 05 r4 VC 05 VC O CD CO OOO^rW^HNtO CO TT< T*i 05 TH 05 Instructors. •oisnj\[ © | 120 & 6 n n O 05 ec in m *-i m o VC 05 ‘I'BIOJ, 00 CO 05 - 00 32 39 11 O vC 1C i> O 05 O 05 co 05 O CO CO VC VC vC T-l 05 T"H •91'B * 05 CO VC 18 29 9 T* 05 t> CO 05 O H ^ h vC CO 05 H CO vC J> •0IUK 95 127 CO 05 14 10 2 CD 05 M rth Central Division . Ohio . Indiana Illinois . Michigan . Wisconsin . Minnesota . lUHcl _ ........... _ _ _ Missouri . Nebraska . Kansas . estern Division . Colorado . Oregon . California . I i 3 3 % Table 9. — Statistics of public institutions for the blind, for 1S89-90. — Part I. 1654 EDUCATION REPORT, 1889-90. ft e3 ■ S® 13 iS O rj 9 S © S 2 O r3 * 3 ■SCO'S ft ©ft u d ?-( g o g Oft ° u o dp u d 0 dft d © t w* ; dp &S ft's W *3 •g d © O ^ft O SdS *. im*3 : cj.d d ftS d T5®,2- ■£ d © s* d © © 5*1 d p ft . Ofl "9® . >> ft o *4 <£ d K H d . -a a o ft d ~ft O .gpn 0 3 ft p .9 2 ft © 3 ft .ft o §a H 11 *pS« 23 • d H ft3 3 ®g ^ ® © d § £ S3 2d ! : ■ 0 © © • U nfl® d o d d © o d d d 2 d d © *d 0 . j-i 2 >> S t»® 2 >- ^ o > o O © ■“ d O O O 0 O © © P'S, ggjj «i ©ftp ©ft ^ g >, © © © o gft d ©3 0 w d d © © d d o © © d> w So© © d-d >ft>>3 O dp d 0 d ■p o d a .2 © w> > © o 00 MM GQ d d d © © © !>>>» >* in eo tk ft® © ft .1 f* d' © c o 3 ©3 H i§ c g S O o g 0 d 0 0 3 o g © .3 kO 00 oo Clt- lO 50 OC 00 ft 3 W d M d ©Q ftw 43 d ^ d O d ^ o I I 3 w d . c3 •rH |3« H <1 d d o © 3Q d « 3.9 w?s 3d O ft ^ -d 3 ^ a*3 d0 ® dvdffld M°:od£ .9 d © o ° F OP-ci d £0*- d O 3 ce *o ^ 0 ft 2 9 3 d d d o w O O 3 « •a d d-d g« w © 2-d p |l; ■o r H 5 o ^ * a 43 o 9 p o © ft _ .SPQ d 0 © 3 2-d »rt 2 S'® ° ®-2.3d d dS d.S-S'S. 3d© dft h 0 © d oM3 m m 0 a o dffl o d© S 9-d 3 S*3 b 3 k o ° rC ."So ^ ■£ o SSg B b'SS^ ^ d0 © c3 d © W S Ph 3 ◄ i. 3 U) | o K Eh 0 M oO O d 0^ ^ do Cfl (2id |3 So dTo S d d 1 ; © bC d a w w d 0 © W d 0 a c § 0 0 ■a : « d d ■ 0 m ffl i m (M CO 1 m ©. O H ! >> ^ ^ £D © © a i © ! © M 0 i © a5 !a J >» :a : ^ : cl oi o j*> oS - c3 « r-l o ^ $ I £ v «! £ B'p > £ a ■a oa . a a° ■J"? .hrl <$ . ® '-'i 5 . aW a 2 a 2 is fc H A tsa gj S O fH © o I S^l S : > o >..2 >2 o © 4= a o • o o : ft £ slT • 9 © tcP 9*5 © © ts o cn O £§g a a M : a ; © ■ a u*4 o >>2 o ofl a © cc a: s- u Ct c3 © © P 5-. g o3 © 15 © © ^ *S 2 ^+-3 M m a q *-• ^ c2 c3 © © MW a a © ® o t» w O c 'E'E a a o o aa p." T3 O a $2 a tt- 5§ a o o a JS fcc |g •a c © a o o -aa u u a a o o aa a a o o <1-. I w O S-i j: © ■? a a5 O » a COO — < O 'O* Its 00 00 00 00 CO os — « t~ o i-CO -* ^<30 ICC? 00 00 00 00 00 00 00 R S © ^ ^-4 5 © — a — ra s- o.a2 ^ a^ o %tz 1 c © 3&|2 K K u 3 © * a o 5.2 io Js Si WS © a °ag 2%U a M ° © a I I ll| *S* © *3 © 5? $5 a -a 5 . a a Ilfs iSil ^ © oQ^d ° !? O w aa o S ®CC"(i -Ha 03 5^0 — ' rt> ^ ri © © a - a a a*-1 o 2 — — a g a o ®l5o § £ ^ HH > © a >.2U © o ® 2x< a tc « 2 tf a © ^ ^ V' Sh ©•“• o a cfl as 33 CO a « jaa - a : Aa :a a a«5 Pas ®^Q •5°a a i a>. P- © 55a a a © a 3; a g a- a o o ^5 © ©Ho a«- s- a a o © © E-*Q ’ w.55 a ve— X ffg . ©-. © E-«> .CTt^-O ^55© .Sag* 5^5 ”a s« a S§ a> » 2§ S to jh g a^ is s- a © m ©£ cn a fc . a aH 0 a" 03 to a a : a • © : ^ a > fcc5 ®S S- ft 0 — © "S a. Cfl EH* :> |§ £ a’’3 a a ©a a — edar S. C. > a’ Al- CO CO a a o§ ■P a © a S 0 cr^a O £< \tfl « tO ‘-O ^5 28 29 30 31 Cl CO 1 — ^ S? 2J1)2.c'2020!«a,P«>£ 3fc,S!*8>‘.S><'aS§fclS J « n j kjk fc K"1 © - Jf o c. w © © P) ■C Lh S - -T O •! O £ ® 5: ^ O © g ■g Sn IS?* S-r ■gS © 2 2 P*©.2 ©M 23 £ cq 55 55 j W 3 •Suijeqoojo I 3 •Supiooo 'SaiMiug | * •Sm.WOS 2 •Suinco-.ii'ciio I ® •3uppmi-qsn.ig; •Supintnaoqc •Stnqcui-ssa.i'pvH | o o o o o o o o GO Tf ic O •Supintn-uiooja | ^ ICJ8U93 ‘Aioisih ” 8 2 •^.psiuiaqo •sois^qa •^•pamoao Z e 2 •caqaSiv et 2 £ jsqStTpDpauuppY X ; g ^ •ui;ut ] *. | ajm'K.iapi pu^ 931311 Suci qstl3ua •opaimppy | « •3upi.pvv ^ •Smpcaa § So •3uiU9ds I « : n 2 : o 2 - 2 -2 O o O _ i i © § a s i- g « 2 :o s 2 3 :g «I§ ^ii 2a^ imj o J3 2 2 W Vl ** o v- *-< © flits'-1 A^-fl I SI *H ^2 a =j *- s a o «o ^ *-* _ J *CJ >»' asccs 18 33=* 33 2 °2 - - CQ*a,o,25 2 ©-3 2 § hHl^C!-a2o^ « uao 5 " 3 llogs^s 2 o ce u *2 2 5*0 o o .fl o 22 ~ cn < < i'gas^ A -2 cj «5 •gn £ §S 5 Sw eS r • 2 /n ^ O-CJj £ e3 §£sgs ©BoEjj W J £ a • ° c Ip <5* tc 5 o or © 5 S - p o © c3 a o Twenty-two are studying United States history. Table 9. — Statistics of public institutions for the blind, for 1889-90. — Part III — Continued. 1658 EDUCATION REPORT, 1889-90. 2 1 j A r * •= ! * £ A ^ £ 4J Method of instruc tion. Raised type, lii New York point. Braille point, li letter. New York poir raised letter. Point print, N< York system. New York or W system. Line, New Yoi point. Line letters, Nf York point. New York point. New York poir Braille points a: line. Point and line. Line. Braille, N« York point. Butler’s raised It ters, New York poir Embossed print, Ne York point. Line letter, Ne A orlt point. Line, W ait point. Line, New York poir •sapuj^ J8TBO 3 C 1 ! j> u- I 00 I CO 1 CD •Sui'jaqoojo 5* S 43 g •Suxqooo *4 « ! i> a u ■SmpniH « i 05 CD CO CO c3 ft ^© _ •Sumas s j Cl • j i j "ci •Sxnu'eo-ai'BTio 5 CO (M 1 CD iO CO kO 10 37 o u CO •Sniii'Bui-Tisnaa * O S ! B •3X115112 XU90qS 2 ° ! •Sm^'Eni-ssaa^'eiM 2 o • 00 CO O j T-< ° ! •Suxxi'exu-xuoo.ig j oo j j CO CO 15 23 05 00 •re.xaua3 ‘if joasin 2 a 00 1 8. CO CO 39 41 (M j S ■ifa^siuiaxio 2 Cl j ; i ° i £ •soiSifqd; iM j CM CO i 1 i o 3 C3 ft © , •ifjjaxnoaa iO o -1 CM i 05 • O o o a © •■e.xqa3iY 55 - CO J> CM 05 o • o o >s •Santa Ai 3 ss 8 8 S3 1 30 16 Tf O (M cs B as TJ c3 •Saxp'eaa: M CO CO o CO 8 8 1 Cl o ID Cl Cl *> CO (M O •Soxiiads C* CO CO 8 Cl CD »n o 00 O < CM ! 04 i CM ! Cl CO Cl > ^ ! Cl iO CO Receipts. Expenditures. m 2 2 O $ S p. c n 0Q (a) ucation of the Mute and the Blind . C50 16,000 stitute. 1,500 168 500 95,000 16,000 14,079 Illinois Institution for the Educa- 2,111 251 189, 025 38,000 3,899 20,860 44,264 tion of the Blind. Indiana Institution for the Edu- 1,250 238 1,000 350,000 30,000 11,485 29,225 cation of the Blind. Kansas Institution for the Edu- 550 222 150,000 2U.000 61,210 800 3,975 cation of the Blind. Kentucky Institution for the Ed¬ 2,500 217 1,500 100,000 36,095 5,986 24,054 ucation of the Blind Louisiana Institution for the 575 40,000 7,500 C30.000 30,000 7,500 Blind and Industrial Home. The Maryland School for the 1,439 293 343,000 31,479 9, 386 23,395 Blind. Maryland School for Colored 384 232 35,000 9,317 703 7, 194 Blind and Deaf. Perkins Institution and Massa¬ 426, 198 30,000 dl8, OOu 7,180 45,605 chusetts School for the Blind. Michigan School for the Blind .... 1,540 235 873 169,921 24, 662 0 21,361 Minnesota School for the Blind... 246 15,427 1,495 13, 922 Mississippi Institution for the 820 55,000 900 6,500 Instruction of the Blind. Missouri School for the Blind .... 3,580 215 350 250,000 e25, 500 a280 10,000 25,200 Nebraska Institute for the Blind . 777 250 250 75,000 14,600 13,200 New York State Institution for 1,150 163 191 375,582 47, 010 946 3,566 39,044 the Blind. New York Institution for the 3,350 283 5,560 384,957 51,376 41,272 5,969 68,810 Blind. The North Carolina Institution 200 100 3,750 for the Deaf and Dumb and the Blind. Ohio Institution for the Educa¬ 2,050 201 500,000 60, 194 43,329 tion of the Blind. Oregon Institute for the Blind _ 130 125 6,000 4,000 4,000 Pennsylvania Institution for the 4,600 285 2,000 164,806 46,750 65, 120 C50.378 Instruction of the Blind. South Oarolina Institution of the Deaf and Dumb and the Blind. m Tennessee School for the Blind. .. 500 200 200 100,000 17,000 Deaf, Dumb, and Blind Institute 0 144 0 32,000 (a) (a) (a) for Colored Youth. Texas Institution for the Blind... 1,691 254 1,000 133,500 40,610 4,000 36,610 The Virginia Institution for the £250 a300 (a) (a) (a) Education of the Deaf and Dumb and of the Blind. Vest Virginia Schools for the 0400 260 0 (a) («) («) (a) Deaf and the Blind. Wisconsin School for the Blind .. 2,500 1 300 2,400 165,000 26,000 3,975 20,500 a See table No. 4, Part IV. 6 Received from Industrial Department. c Donation from Louisiana Board for Assistance of Blind. d This is from other States for support of their “beneflciaries.” e One-half of the biennial appropriation. /Total expenditures for the year are reported as 8101,777. g Raised type. 1660 EDUCATION REPORT, 1889-90. Table 10. — Number of 'pupils congenitally blind in public institutions— Number not wholly blind — Statistics of public institutions for the blind for 1889-90. Post-office. Name. Age of admission of pupils. Number of pupils con¬ genitally blind. 1 Not congenitally blind. Date of blindness un¬ known. Not wholly blind. 1 2 3 4 5 I6 7 1 Talladega, Ala . *8 12 12 o Little Rock, Ark . Arkansas School for the Blind . . 6-26 50 115 40 3 Berkeley, Cal . California Institution for the Education of 8-18 0 the Deaf and Dumb and the Blind. 4 Colorado Springs, Colorado Institution for the Education of 4-22 5 27 1 13 Colo. the Mute and the Blind. 5 St. Augustine, Fla .. Florida Blind and Deaf-Mute Institute _ 6-21 2 G Macon7 Ga...J _ Georgia Academy for the Blind.. . 8-20 .... 1”" 7 Jacksonville. Ill . 6 Blind. 8 Indianapolis, Ind . . . Indiana Institution for the Education of 8 41 69 0 78 the Blind. 9 Vinton, Iowa.. . Iowa College for the Blind _ _ _ 16 55 100 10 Wyandotte, Kans... Kansas Institution for the Education of the 9 Blind. 11 Louisville. Ky . Kentucky Institution for the Education of 6-18 25 80 10 93 the Blind. 12 Baton Rouge, La.... Louisiana Institution for Blind and Indus¬ 8 6 14 2 trial Home. 13 Baltimore, Md. . The Maryland School for the Blind . 7-20 41 62 52 14 ’ _ do . . . Maryland School for Colored Blind and 7 3 20 13 Deaf. 15 Boston, Mass . Perkins Institution and Massachusetts 5 School for the Blind. 16 i Lansing. Mick . Michigan School for the Blind . . 10-21 22 73 7 32 17 Faribault, Minn . Minnesota School for the Blind. . . 8-25 18 Jackson, Miss ... . Mississippi Institution for the Instruction 8 of the Blind. 19 St. Louis, Mo . Missouri School for the Blind . 9-25 15 84 32 20 ! NebraskaCity.Nebr. Nebraska Institute for the Blind . 9-21 13 44 25 21 I Batavia. N. Y . New York State Institution for the Blind. .. 8-21 22 New York, N, Y. . New York Institution for the Blind *8 23 Raleigh, N. C . The North Carolina Institution for the Deaf 8 40 58 and Dumb and the Blind. 24 ! Columbus, Ohio . Ohio Institution for the Education of the 8 93 126 11 109 Blind. 25 Salem, Oregon . Oregon Institute for the Blind . . 7-21 3 4 1 1 26 Philadelphia, Pa _ Pennsylvania Institution for the Instruction 6-21 30 218 83 of the Blind. 27 Cedar Spring, S. C .. South Carolina Institution for the Educa¬ 10 11 tion of the Deaf and Dumb and the Blind. 28 Nashville, Tenn . Tennessee School for the Blind . 7-17 24 29 Austin, Tex . Deaf, Dumb, and Blind Institute for Colored 7-21 14 11 3 Youth. 30 do Texas Institution for the Blind . 8-20 8 105 136 31 Staunton, Va. . The Virginia Institution for the Education 7-21 23 27 22 of the Deaf and Dumb and of the Blind. 32 Romney, W. Va . West Virginia Schools for the Deaf and 8 17 19 0 16 the Blind. 33 Janesville, Wis . Wisconsin School for the Blind . 8-21 43 44 3 49 ♦ And over. TABLE 11. — Summary of statistics of public institutions for the feeble-minded, for 1889-90. EDUCATION OF THE FEEBLE-MINDED. 1661 •sajnixpuadxa 3 $1, 100,518 491, 677 133, 370 27, 430 182,604 29,136 119,137 92,000 92,000 00 s 00 130,626 74, 923 72,810 71,819 83, 529 21 , 802 26,439 34,893 34,893 •sjdpoan $1,156,014 487, 930 139,410 27, 430 175, 485 29, 638 115,967 81,600 00 541,465 163,515 76, 233 66,000 57,990 112,914 36,038 28,775 6T0‘Sfr 45,019 •sSutpiraq pun spunoaS jo anrB^ * $2,789,147 1,102, 429 i ills CO jSSS 000*09 60,000 1,581,718 660,853 280,000 198, 865 167,000 275,000 86,000 30, 000 45,000 •smuj'Bdd'B opr; -naps jo oni^A s £ 300 ° iss i ■CM — • ‘ 8 CO • • i © • o o i • i m • o i—i • • • i~l • Cs* •Aj'Ejq -il hi samniOA 2,050 1,435 0 0 335 100 1,000 300 300 315 008g000 © © Pupils. •uaj -apSaapuiii ui Wt 1,389 CO 38 27 58 35 50 co 00 1,047 mifxoo ! o Cl ca 911 _ o ‘IBjo.L or 5,150 2, 107 CCCOtOr^^ Ci CO ^ Cl rH OS TH -O Ca TT< ca 00 i> of iCOCONCSh Cl CO Cl ~ Cl 1-4 oa co ^ co i-i i-i 116 © •oiuuiaji Si o* Ca 00 ? ’HTt^OCO COiOCOlO £ 00 ca WON Ca N- CO S'** © •9IBK ao 5 (97 l 2,255 | s§ rl 00 00 i> s tico CO CO CO 00 01 CO 2§Sc3 g00^ ca O Ca © Instructors. •S9JCUIUI JOJ gUIXCO UJ S'JUBJSISSV 316 CO C5 CQCQCOO ' m t-h o i-H • o 50 1 212 © iO •auaiuucdap IBUjsnpui ui ca o ioo«»o n © oo i«raNH ca ca 176 lO 00 (M CO -4 t> a 1C 1-1 O o Cl oo n- ca m ^ co •9I^H CO eooooo O o © OWNhCChO — •suotjuj -jjsuj jo iaqurnN 00 -1 -< CO 01 _ ^ 1-1 i-l i-H i-t States. - United States . North Atlantic Division . Massachusetts . .. . Connecticut . New York. . . New Jersey . Pennsylvania . South Central Division . Kentucky . North Central Division . Ohio . Indiana . Illinois . Minnesota . Iowa . Nebraska . Kansas . Western Division . California . 16G2 EDUCATION REPORT, 1889-90. Table 12. — Summary of statistics of private institutions for the feeble-minded. States. Number of institutions. Instructions. Pupils. Volumes in library. Receipts. Expenditures. Male. Female. | Total. | In industrial department. Assistants in caring for inmates. Male. 1 Female. Total. In kindergarten. 1 2 3 4 5 0 7 8 9 10 11 12 13 14 United States . 10 5 33 38 26 35 141 69 210 23 1,300 $4, 000 S3, 500 North Atlantic Division... _ 8~ ~~2 ~25~ 27 14 34 | 102 52 154 7 1,000 4,000 3,500 Massachusetts _ _ 3 1 10 11 14 29 1 62 24 86 0 0 Connection t 1 6 6 0 500 4,000 New York 2 .... 9 9 26 18 44 0 0 New Jersey . 2 6 7 3 5 1 8 10 18 7 500 5, 500 South Atlantic Division.. T ~2 3~ 5 3 1 1 12 5 17 7 300 Maryland . i 2 3 5 3 1 1 12 5 17 7 300 | North Atlantic Division... i 1 5 6 6 °l 27 12 39 9” Michigan .. _ i 1 5 6 6 0 27 12 39 9 Table 13. — Statistics of public institutions for the feeble-minded, for 1889-90.— Part I. EDUCATION OF THE FEEBLE-MINDED. 1663 A a . S3 W 04, li pi ° -a oi m .O -a -a K-a g c3 S rt O— l-H O W « « & Cfi 5* 5» ««SoS a -a £ 0W£: soa/ .pa § ti <5 OQ 2 & S d S £ S ^ «' i? Q d si e <*g §"* -a^-SS ■§3 la ^ 2 © 3.* & S2 2 a ^ ' Sa" s s«| .e ►g£S? o ©45 a O o o f-l • ° o a J a © o © u ^ a ©*3 M O a P<0 o o ‘as a © o£ £a 0 Sh f- a a © © £>5 f>» a a © © © ■3 *h M o © a3 O u WH a.a o to B o a ^ 0 © p,-® © <3 *_ a >3 «-i q a o-i o ° « . o >a rt,a ®,a ^ 3 a g a a a g O S^H-i o n n n •Suitrado jsig jo a'BOA So Sd ®- ■ 53 ■a © s eg H © © 1« Wo If U a : 5ag a^'a O 45 ■“ S s s ® ® >”'45 45 a ® © o ® © §o S © a ^ 2§ | © » a. 2 •"< ©<" . © co -a 55 © -a 45 a p §3^ Oh m w. o P'S a §£& 045 *» H. 42 gbfi S ®.S S & §5a~ * '3S2- -° ;^2g ' I’S a ® flfl 2| 43W '+? -P’S ^ -a ^ " •h a a £> . 3 ^a X3 © 3daS s 2-35 °ls^ as o a •a 2 -a «a o cjS ©« © a »« © m a ^"a ^ o © — © ®-a 2-0 © a0 ’43®®® a ±3 ti_a 3,o © © © Prj teWafc ■1 S £ W ©T3 45 “ a J a Hj > a © ® OT3 WS a o dn 43 ®« &H =? ©2-a ©i^s £ itS « S|o£ ^r?^0 ®* ©0-. w w >, ■§“ g ! *3 >» a. a do izz st so ->r m o a o ci n Table 13. — Statistics of public institutions for the feeble-minded, for 1889-90. — Part I — Continued. 1664 ps O rt .p.2 ©2 P

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a c3 CO p O M S.2 > o DQ ofl o P ° ^ a ® P ® as o (4 02 ^ as f-i ? ©T3 ©^ ,§ P*P > p ® > a s a o o 0c8c30c3c3©o+3 o o § •Sxnuodo ^saij jo j'boa CO P P O m>h .2 'p p © Op .§§ 2'-p £© 5*3 rj - i i • II II 1 II III II II I II III II II I II III II II 1 II III •06-6881 tit | n passiuisip J9qtutii«i | * w l*S:SS£ i •nopon.ijsnj 9AJ99 -91 sajuuiuj sat;ajt PM Indefinite . .. 6-21 Permanently. 5-10 Not limited.. ....do . Unlimited ... _ do . ....do . 8 Unlimited ... _ do . Unlimited ... ....do . •sitdnd jo uoissjuipu JO 93 y m SS A a6 Up to 18 5-18 5-15 0-18 4- 25 No limit ... 5- 18 5 and over.. 15 and over. 13 and over. 6 and over.. 7-14 6- 15 Pupils. •U9J -xeSaGpuiq ui e O J> oo ^ o O CO 00 o ! to ooooom^ CQ lT5 CM — o^-octo T-( .-i CO ' W *-i ■*< o> c-. oo Hi>no« ! t»< in ® t*. o s> kCvn co 'piato-* > — < — ^ k» ci a co • "9IUJM ft CO CS CS CO ^ CO CO GO (M 00 OONC5WO O l-^OSOtOi> O CO lO M — • co ^ M ire Instructors. •S9JUUI -ui joj Saijuo ui saucVstssy lO ONCi^ fr* CC lO ©* 00 CQ riCOlOr-l kO 1C r-t CSCOi-H •juauijjud -apiniJisnpujui Oi O C50CO O O ^OOCM T71 Oh:J cm O CMCMr-f School studies. •I'ejuexun.ijsui !oxsni\r j 2J J oo I cm : © S m © CM J j cm ; •00 •IUOOA ‘0ISUH | 2 00 CO CO oj>© co © CO C ! ^ 1-H lO ' CM 1-H cm m © -H AiopsfH | ® CO • CM CM S Oi S © © J CM J CM | CM h CM S CO | •jnxuxnnaS trsnSua 1© 1 o CM r-, © I r-^^H© © 1 1C CO CM 1-1 i i ■9xj9xnx[jx.xv 1® 1 iO ©~© !> CMxw© © 1> CM CM © © CO — < •SuiaiJM ** CM HLOH © © xf< © iO CM — mm © 1-H •Suxpnsa © — ' O -f r— i 00 CM © © © CM Cl lC ^ 1> CO t-H ©^ xr< xf co i-i m •gmiiads • fi jS 00 28 237 •oj9 ‘saeSug JO 9SU UO SU0XJ09JJ9dxnx 9XU09 -J9AO OJ S9SX0J9X9 J-BUXIBUI 9jdxUXS M So • li D 0 ©00© © 0030© ^r-.r}< CO © CM g§& •xj099ds jo ju9xn9AO.xdxux pun sexjinonj 9AXjd90J9d 9qj JO UOXJUAxiinO 9X1,1, © © 00 I-* lClOO in ci t-h j> © © cm CO _ « a ! a d §dS£§ .§ ess? 05 5W © © 'd ® © ’ © © ; ssssgsag 8 © a d ® ® 3 S d 'S ^ ^ 113 ° ® o '"O O £ ^°d £.0,3 ffSlpa^s *“* -H «2 ijOO°(D 2 E?o4h o ^ ojo 32 ~^.2^<»£didg Sjo« g Pjf/J ® ® ° iepsSg® 6 ssassg to • o ° S i I'd o d _ © 5 © ■gl-o £ 2-SH ifsSS is:al $£°S§ fc ?-i ® ® 3 si <2 S'S to o o .9 d ^©tl 3gSSS M d© © h d ^ ^ e3 fe © p-e ® f=5 © © .d © O !2J ttfc&Hftl «©■<)<©©£, 00 iOh 0 39 3 4 0 •0681 ‘I arctif anasauj « 17 13 10 30 9 8 29 ‘6881 ‘I ‘O^a inesaJd: Ci 10 30 4 8 28 oicxns.i © 5 3 16 5 12 4 6 11 7 •QI'BH © OCQ O *> lO 1^ iG> CO CO CO l-H l-H -r^ CQ *-« Instructors. •saj'Bxaux .xoj SuxatJO ux sjxnjjsxssy CB 1 5 24 2 3 0 •auaxnjj'cd -op lEijqsnpux ui eo thim ^ooeooo •oixjxua^ © ca CO O Ctt lO W ^ rH oo •ainii 1 O 1-H O -rH oo pi . ©-* XS ^ PIS' © o S.g n ft ft 2 Cfl Pi Q o ^ w S s *» a s £ *3 . •© *“a j S c3 <3 CO ^ r. • j +* o A ^ <1 ,d "H hn « « pi'H - .jsj d fj i d So o . ^ © igg*? >H £OCQM©C3^ w So S d d S cflS •Suxuado jo I'EOA r *^ © Pi'O Pins sa-°fl Sgs oS- id hS es K d oj -r a § w "S w GO g -a S«S- §■§§; |Sj2. 3^+?. g © d s © > ? d •■3S : o d ■3=i © -h OM ^ Ocfi"5 a 2^,-d © ©gss tOStoft . © 2f£S 4*©s|ja£ eis«~s 2 c d2 ^ !S ? )l3 C ’•a® 5 H cS d © O d K fflcfi - ’O § a a >» fl S o' o JflS a ° «OS fc H d >p£ o >>£ 3 43 fe§ g ©w a <$£ — N Table 14. — Statistics of private institutions for the feeble-minded, for 1889-90. — Part II. EDUCATION OF THE FEEBLE-MINDED. 1669 Physical training C Free gymnastics. Beach’s health ex¬ ercise, dumbbells. Calisthenics. Industrial training. •saiJisnpur aamo 21 03 ! ! o •Suimirasqa'Cia « i ° i i •i£j^U9dj,B0 s r CO 1-H I 1 CQ •jpiOAi. uap.rc3 pu'B uuBj; 2! N t- Cl IH rH •Sutjiooo Si i ! CQ O • CQ 1 CO • •Smniuji 2 - CO CQC0O3 ^ rH co •£uuA.as 2! »o eo o MgN •Suinads >3 v£5 CO OO tOOJSOO t— i co w Kindergarten. •uoii'eonpa oj uoi'jonpojjux ue Suitajoj saaanxin itx> -iioe-id i9ipo pun ‘Suidaaii -doqs ntsuossopsuossa’i earn -oid pun joaCqo ‘saou'cSjap -UI3J jo 9Soqia>in suoiiBdnooo I'M CS ■019 ‘sjaSagjo asn m suoiaoaj J9dmi axnoo.ia ao oisa’spjaxa pemrera aiduns « |co ho •qoaads jo (juamaAoid -tax pu'e sanino'ej eAiidao -jad axil jo uoi'VBAjiino 9qj, j” eo Name. - « c p 5 d t « Q c d •- d £ c - P t~ c c : x c a. a X r The Fort Hill Private Institute for Feeble-Minded and Epileptic Children. Home School for Nervous and Delicate Children and Youth. Private Institution for the Education of Feeble- Minded Youth. HillsIrW-, School Wilbur School and Home for the Feeble-Minded .. Private Home and School for the Feeble in Mind . Haddontleld Training School for Feeble-Minded .. Seguln Physiological School for Children of Arrested Mental or Physical Development. r- M CO t? ICON OOOSO EDUCATION IN FO DEIGN COUNT DIES. The following- table presents the statistics of public elementary schools, i.e., schools intended for children of legal school age, generally 6 to 14 years, and supported wholly or in part by public funds. In a few instances the statistics are not strictly limited to these bounds. For France, as will be seen by reference to columns 3 and 4, the enrollment in private elementary schools, which derive nothing from public funds, is in¬ cluded. As these schools are. however, under government inspection they pertain in a certain sense to the public system. For England and Wales and Scotland the enrollment includes pupils in infant schools and classes. Of the number tabulated, for the former 9 per cent, and for the latter 2-. 42 per cent, were under 5 years of age. In Ireland only those pupils on the rolls who make at least one attendance in the fortnight preceding the government examination are included in the num¬ ber recognized for the government payments. This number and the total en¬ rollment for the year are both tabulated (see column 5). Private schools not aided by public funds are included in the enrollment for the Netherlands. The latest official statistics from Finland, i. e., for 1889-90, give a very imperfect notion of the actual state of instruction in that country, as they include only organized schools, whereas the larger proportion of the population receive the elements of knowledge through the agency of ambulatory schools. The statis¬ tics of these as reported in 1886 are, therefore, given (see column 5). The statistics of Upper Burmah, whose schools have recently been brought under the supervision of English officials, include 8,685 pupils in strictl-y private schools. For the remaining provinces of India the tabulated statistics include only public primary schools. The reports received show also an attendance in private native schools of elementary grade as follows : Bengal, 77,286 ; Bombay, 67,123 ; Lower Burmah, 35,003 ; North West Provinces andOudh, 70,061 ; Mysore, 22.162. Peculiar difficulties are encountered in the attempt to tabulate the current expenditures for elementary education. In some instances these are given in financial reports separate from the educational, and pertaining to a different year. Often the total expenditure for education is given without itemizing, so that the amounts devoted to the elementary schools can not be determined ; thus, for example, in Russia in 1891 the school budgets of the different ministers having charge of educational institutions amounted to about $23,000,000, the pro¬ portion for elementary education not being separable. In Roumania in 1891 the total budget for tho various grades of education was $3,580,921. The total expenditures are not made up in every case solely from public funds, governmental and local, church subsidies and tuition fees being often sources of revenue. In the German-speaking countries tuition fees form only an insignifi¬ cant item in the total expenditure. In 1888 the principle of free education was established by law in Prussia, and is being carried into effect as rapidly as cir¬ cumstances permit. In Belgium while subsidized private schools comprise 29 per cent of the enrolled pupils, tuition fees afford about 5.22 per cent of the total elementary school income, the maintenance of forty-nine normal schools being included therein. About 25 per cent of the reported school expenditure for England and Wales was made up from tuition fees, which this year, for the last time, form an ap¬ preciable part of the income, the law providing for the remission of fees having gone into operation September, 1891. Scotland has completed a year's experi¬ ment in free education. Tuition fees are required in the public schools of the following British colonies represented in the table : Quebec, New South Wales, South Australia, Western Australia, Tasmania, Mauritius, Trinidad, Jamaica, and the provinces of India. 1671 1672 Statistics of public elementary Enrollment in elementary schools. Average at¬ tendance. ! Number of teachers. ! Countries. Date of reports. Boys. Girls. Total. Ratio to total population. 1 | Total. Ratio to enroll¬ ment. Male. Female. Total. 1 i 3 4 5 6 7 8 1 ; 9 10 j 11 1889 5, 312, 656 3,132,088 2, 180, 568 614, 671 171, 983 12.2 90 1 ■ 1 i gary. 1889 . 13.1 90 | 45,705 1 . 1 14, 421 ! | 3, 289 i ! j 60, 126 24, 645 11,550 Hungary. Belgium .... Bulgaria.... 1889 . 12.6 90 • 21,356 i | 1889 334, 556 129, 777 280, 115 42,206 10 1890 5. 45 j j . 231,940 5,626, 901 10. 61 i France . . 1889 5 c2, 462. 671 d 373. 721 cl, 987, 680) 2,790,509) 14.7 1 I !(c55, 987 c 44,926) W d,9. 194 <232.553) 142, 660 \ 2.836,392 ( 65,181 77,479) Germany . . . Baden _ 1890 9, 300, 000 342,764 1,187,792 32, 191 18.8 95 1889 20.6 95 5,408 23,924 584 Bavaria. . 1890 21.2 95 19, 387 5, 543 Bremen.. 1890 18 95 Hamburg Liiibeck .. 1890 96, 356 13,331 5, 874, 390 706,946 388,262 4,825,560 15.6 95 1,669 1890 18 95 239 Prussia . . i 1890 . 19.6 95 70, 144 7, 696 | 9, 556 2, 406 79,700 j 10,102 4, 609 97, 933 Saxony .. Wurtem- | | 1889 1 . 20.2 95 1 1889 19 I . 95 berg. GreatBritain: Englan d and Wales. 1889-90 1 16.6 3, 732, 327 77. 34 31,214 66,719 Scotland. 1889-90 664, 466 16.4 512,690 489, 144 77. 15 4, 841 7,453 8,207 9,486 13,048 16,939 Ireland _ 1890 5^694,832 } $1037102 118,480 2, 144, 561 642,978 295,239 179, 089 130,000 2,243, 566 J 5 69,739 152, 376 M4.76) hi 0. 39 Greece . 1884-85 422.03) 5. 41 Italy . 1888-89 1,166, 614 334,445! . 977,947 308,533 . 7.01 20,528 28,041 48, 559 15, 192 Netherlands 1889 14. 25 Norway . 1888 14.07 Portugal ... Roumania . . 1887 j 3.27 1890-91 2. 34 3, 584 Russia . 1887 (408,' 1,451,609 CO b 0 1.08 Finland.. 1889-90 37,558 32, 181 1 3.02 j9. 63 J 39,898 qj b 654 731 I l,385j a From state only,, including secondary schools. b For 1888. c Public schools. d Private schools, e In 1887. /For 1888-89. EDUCATION IN FOREIGN COUNTRIES. 1673 education in foreign countries. Current expenditures. s . o • 03 P CQ c3 £ a ri O d TO a Name and title of chief officer 13 p.S o o u u fl ® © o © o ! of education. 72 fl3 73 0 » o ffl m T* 3 oi O E-* Ratio to total population. o EH Ratio to enroll¬ ment. © S Female. C3 4? o H 1 2 3 4 5 6 7 8 9 io ii 1888-89 52, 358 2.42 1,194 Spain _ 1885 886,850 665,584 1,552, 434 8. 44 1,057,277 68. 10 25,271 Sweden _ 1889 690, 253 14. 43 13, 285 Switzerland . . . 1S90 293, 192 258, 777 551. 969 19 95 7,712 3,459 11,171 British India 1890 2, 351, 295 226, 836 2, 578! 1 31 1. 17 1888-89 1. 156,327 3. 03 Bom bay 1889-90 '477,017 2.53 Presidency. B u r m ah 1888-8S 14,133 .47 (upper). B u r m ah 18S9-SC 94,004 2.05 . (lower). NW. Prov- 1888-8S 224, 634 .65 inces and Oudh. Mysore . 1889-SO 39,924 3,337 43, 261 .88 Japan- . 1890 2, 148, 466 889, 566 3,038,032 7.57 2, 198, 610 72.37 62,865 3,600 66, 463 Cape of Good 1890 99, 523 6. 52 53,978 54. 23 989 1,105 2,094 Hope. Egypt.. . 1887 O200, 000 2. 90 7,764 Canada: British Co¬ 1889-90 4, 129 3,913 8,042 8.22 4, 334 53.89 77 89 166 lumbia. New Bruns¬ 1890 68,523 21.32 32,542 47. 49 wick. Nova Scotia 1890 44, 047 44, 123 88, 170 19.57 50, 915 49. 14 558 1.729 2,287 Ontario . 1889 263, (M7 237,678 500, 815 23.7 253, 943 51 2,774 5, 193 7,967 Quebec . 1889-90 230, 580 15. 49 202, 360 87.76 8, 809 N e wfound- 1890 31, 822 16. 47 land. Mexico . 1888 393, 142 150, 835 543, 977 4.77 Jamaica . 1891 80, 199 12. 54 4,410 55.4 826 Trinidad.. . 1889 17,324 8. 32 12,215 70.5 Cuba . . 1889-90 30,994 2.01 Costa Rica . 1890-91 12, 618 5. 28! Guatemala .... 1891 33,793 16,890 5,683 1 ! 3. 42 907 613 1,520 Nicaragua . 1885-86 13,660 4.90 • 213 Salvador . 1888 27,700 4.25 Argentine Re¬ 1891 110,449 104, 463 204, 912 5. 99 2, 328 3,282 5,610 public. Bolivia . 1890 17, 404 6,840 24,244 1.50 649 Brazil . 1888-89 207, 973 1.48 27 a Includes schools established by the Government and also those maintained by the foreign population. EDUCATION IN FOREIGN COUNTRIE; 1675 in fo reign count ries — Con. tin ued . Current expenditures. m o . eJ O 3 m e3 § a P Name and title of chief officer W e3 p,S o S3 © O fo education. © 72 jg o 2 o 2 1 o o V ^ 8t a u o a a a O © a § Ph W pt, £ Q 13 13 14 15 16 17 IS 19 2,162,759 1891 A. Nikolitch, minister of ecclesiastical affairs and 27 - SI, 2'95, 325 S4.909, 481 public instruction. S3, 014,156 S3. 16 $ .28 17,550,246 1887 A. Linares Rivas, minister of 28 agriculture, commerce, and public instruction. 3,553, 972 5. 14 .72 4, 784, 675 1890 M. Gilljam, minister of eccles¬ iastical affairs and public in¬ 29 struction. 4, 609, 125 8. 35 2.03 ! 2,917,754 220. 529, 100 38,114,280 18,823,820 18881 30 1891! 733, 1-10 .68 .02 1891 1 31 821,376 1.72 .04 1891 : K. M. Chatfleld, director of public instruction. ] r 32 7, 013 .49 .00| 2,984,730 1891 33 Ijohn Yansomeren Pope, di-l 88,950 .91 .017 4, 569, 680 34, 278, 280 1891 [ rector of public instruction.] E. White, director of public instruction. 34 612, 587 2.72 .018 1891 35 52,397 1.21 .01 4,914,110 1891 H. J. Bhabha, secretary edu¬ cation department. 36 7, 355,005 2.42 .18 40,072,020 1887 Count Oki Takato. minister of 37 public instruction. 1,098,962 11.04 .71 1,527,221 1891 Langham Dale, superintend¬ ent-general of education . 38 6,817,265 1882 Aly Pacha Monborek, minis¬ 39 . . ter of public instruction. 107,574 15,410 122,985 15.29 1.33 92,767 1891 Hon. S. D. Pope, superintend¬ 40 ent of education. 365,684 5.35 1.13 321,294 1891 Hon. William Crockett, chief superintendent of education. ’41 644, 861 7.42 1.43 450,523 1891 Hon. David Allison, superin¬ 42 tendent of education. ' 2, 553, 845 815,620 3,369,465 6.72 1.59 2,112,989 1891 Hon. George W. Ross, minister 43 1,488,586 1891 of education. Hon. Gideon Ouimet, superin¬ tendent of public instruction. 44 [Hon. Jas. J. Wickham, super-] intendent of Roman Catholic 193, 124 1891 1 schools. iHon.George S. Milligan.supKi\' 45 £779,130 intendent of Methodist [ schools.. 5. 10 .21 11,395,712 1890 J. Baranda and J. Garcia 46 Pena, ministers of justice and public instruction. 169,034 2.17 .26 639,491 1891 Hon. Thos. Capper, inspector of schools. 47 117, 496 j 6.78 . 56 208,030 1890 Hon. R. Lechmere Guppy, in¬ spector of schools. 48 3 1 . 553,335 131,272 1 17.85 .35 1,538,133 238, 782 49 10. 40 .54 1891 Dr. P. L. Paez, minister of foreign affairs, ecclesiastical 50 51 531, 144 10.53 .36 1,452,003 1890 affairs, public instruction, charities, and justice. F. Aguilar, secretary in charge of public instruction and finance. 282, 845 1889 B. Guerra, minister of foreign [ affairs and public instruction. 52 651, 130 1886 ! Dr. De Castro, minister of pub¬ lic instruction and charities. 53 510,052,036 48.85 2. 44 4,086, 492 1887 Dr. J. Caballido, minister of justice, ecclesicastical affairs, 54 and public instruction. 2, 300. 000 14,002,335 1888 55 1888 A. L‘. A. de Carvalho, minister of public instruction, posts, 56 , 1 and telegraphs. b Appropriation by the Government and the provinces. 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 i >76 Statistics of 'public elementary education Countries. Date of reports. Enrollment in elementary schools. Average at¬ tendance. Number of teachers. 92 £ n 1 0 15 +3 o H Ratio to total population. c5 43 o EH Ratio to enroll¬ ment. 6 c3 £ Female. o Eh 1 2 3 4 5 6 7 8 9 10 11 Chile 1889 92, 874 3.28 64, 513 69. 46 - 1887-88 46, 108 27, 092 73, 200 1.87 1890 52, 830 4. 07 1,137 Paraguay .. 1890 10,057 5, 512 15, 559 4. 71 400 Pern 1889-90 53, 276 1.97 552 258 810 Uruguay 1889 18,038 14, 688 32, 726 4.78 240 492 732 Venezuela __ 1890 100, 026 4.37 Hawaii 1890 5, 532 4,474 10, 006 11.11 193 173 368 Mauritius _ 1890 15, 743 21.53 9,636 61. 20 New South 1890 195, 241 17. 21 116, 665 59. 75 2,082 2, 099 4,181 Wales. Queensland. 1890 34, 128 1 30, 435 64, 563 16. 42 40, 836 68. 26 694 804 1,498 South Aus¬ 1890 44,804 014.22 27, 552 64.16 395 672 1,067 tralia. Victoria _ 1890-91 247, 223 21.84 132,814 53.72 1,845 2, 863 4,708 West Aus¬ 1890 5,014 10.07 3, 818 76.14 179 tralia. New Zealand 1890 60, 851 57,061 117,912 18.81 94, 632 80. 1,301 1,677 2, 978 Tasmania .. 1889 17, 949 12. 21 8,973 50. 10 143 71 214 In the Commissioner’s Report for 1888-89 by a clerical error the corresponding ratio was en as 58.81 instead of 15.92. The basis employed was the population of 1881, the latest then ainable. EDUCATION IN FOREIGN COUNTRIES. in foreign countries — Continued. 1677 Current expenditures. 5S ES O O fa U ® ® o . |! P.e3 « g o< u o ® p. Ph Population. Date of census. Name and title of chief officer of education. 17 18 19 2,766,747 1891 Senor Errazuriz, minister of jus¬ tice and public instruction. 3, 878, 600 1881 J. J. Trujillo, minister of public instruction. 1,271,861 Dr. E. Laso, minister of public in¬ struction. 329, 645 1887 Dr. F. Insfrau, minister of justice, ecclesiastical affairs, and pub¬ lic instruction. 2,700,945 1876 D. F. Herrera, minister of the in¬ terior. 683, 943 1889 Dr. C. Berra, minister of justice, ecclesiastical affairs, and pub¬ lic instruction. 2,285,054 1890 Dr. E. Blanco, minister of public instruction. 89,990 1890 Hon. C. R. Bishop, president of the board of education. 377,986 1891 Hon. A. Standley, acting superin¬ tendent of schools. 1,134,207 1S91 Hon. J. H. Carruthers, minister of public instruction. 393,718 1891 Hon. W. O. Hodgkinson, secretary for public instruction. 315,048 1891 Hon. J. G. Jenkins, minister of ed¬ ucation. 1,131,690 1891 Hon. Charles Henry Pearson, min¬ ister of education. 49,782 1891 Hon. Owen P. Stables, secretary of central board of education. 626, 830 1891 Hon. W. P. Reeves, minister of education. 146,667 1891 Hon. B. Stafford Bird, minister of education. 12 13 14 15 16 $668, 1 176, 325 226, 523j 303, 581 ^ $9. 13 3.33 14. 55 5.70 575.039 17.5' 363,050 195, 719 73, 114 2,769,094 876, 360 453, 529 3, 616, 419 165, 340 36.29 19.56 4. 63 14. IS 13.57 10. 12 14.62 $0.1 .13 .68 .11 .84 . 15 2.17 .19 2.44 2.20 1.44 3.10 14. 86 9.23 2. 79 1.12 INDEX A. Acad6mie d’ Alger, statistics of, 1242, 1243. Acaddmie de Paris, France, new edifice, 47. Academies. See Secondary instruction! Academies in France, described, 250. Accommodation, lack of, in higher institutions for the colored race, 1090-1092. See also Seats. Adams, Charles K., on shortening college curric¬ ulum, 807-808. Adams, Mass., statistics of schools and school finances, 1318, 1358. Addis, Wellford, papers by, on statistics and cur- ricnla of professional schools, 1880-1890, 837-1020. Add -Ran Christian University, 1597, 1608. Adelbert College of "Western Reserve University, 1593. 1606. Adler, Felix, on effect of manual training on gen¬ eral education, 1148. Administration and organization of systems, in France, system described, 106, 15i, 249. 250, 256 ; and medical inspection in Paris, 265 ; in Scotland. 189, 190. 200, 203, 214,222,234; in England, 238, 239, 243; in London and in Paris, 264 ; in Austria, 423, 424, 425, 465. 467, 473; in Prussia, 455, 457 ; inXorway,478,482, 4S4, 485, 491 ; in Denmark,525, 528, 529 ; course to be followed in enforcing temperance in¬ struction, 708-709 ; state as supervisor of sec¬ ondary education, 1114, 1116, of private schools, 1158-1158, 1174-1175; functions of local school committees of Alaska. 1296. See also Management and supervision of in¬ struction, and State and local appropria¬ tions. Admission requirements. See Higher education. Adrian, Mich., statistics of schools and school finances, 1318, 1358. Adrian College, statistics. 1589, 1603; school of theology of, 1047. Age. See Students. Agents, visiting, in reformatory education, 1067. Aggregate attendance, in common schools, 5,14, 15, 613; proportion of, in cities, 604. Agricultural and Mechanical College of Ken¬ tucky, statistics, 1053. Agricultural and Mechanical College of Missis¬ sippi, statistics, 1054. Agricultural College and Experiment Station, statistics, 1054. Agricultural College of South Dakota, statistics, 1055. Agricultural College of Utah, statistics, 1054. Agricultural colleges. See Higherand profession¬ al edneation. Agricultural experiment station urged for Alaska, 1299-1300. Agriculture, study of, 51,52,62; exhibit at Paris Exposition, 116; use of, in General Booth’s scheme for the regeneration of city slums, 588-580. See also Higher and professional education. Akron, Ohio, . statistics of schools and school finances, 1318, 1358. Akron Business College, 1617-1631. Alabama, statistics, common schools, 6—33; appro¬ priations in lieu of school taxes, 24 : meager local taxes, 27 ; comparative statistics of en¬ rollment, attendance, teachers, and accommo¬ dations in the schools of cities and villages, Alabama, statistics— Continued. 607 ; comparative financial statistics of city and village systems, 603: enrollment and attendance in cities and villages, 613 ; super¬ vising officers, teachers, property, and ex¬ penditure in cities and villages, 614 ; pupils in and graduates from public high schools, 615; character and enforcement of temper¬ ance school law, 714; summary of statistics of colleges for women, 747 ; degrees con¬ ferred by colleges for women in, 749 ; sum¬ mary of" statistics of universities and col¬ leges, 760, 762 ; distribution of college stu¬ dents in regular degree courses from 1886- 1890. 774 ; summary of degrees conferred by colleges and universities in, 776 ; productive funds of colleges and universities, 778-779; average age of college freshmen 1880-90, 800; students from, at Johns Hopkins, Har¬ vard, and Michigan Universities, 820; sta¬ tistics of professional schools, 1022-1032; degrees conferred by professional schools, 1033; statistics bv race, 1074-1075; educa¬ tion of the colored race in, 1075-1077 ; stat is¬ tics of institutions in, for colored race, 1090; summary of statistics of private secondary schools, 1486-1488 ; summary of statistics of business colleges, 1600; summary of statis¬ tics of schools for the deaf, 1632-1635 ; sum¬ mary of statistics of schools for the blind, 1652. Alabama Academy for the Blind, 1654-1660. Alabama Agricultural and Mechanical College programme of civil and mechanical engh neering courses, 960, 977, and statistics, 1053.- Alabama Conference Female College, curriculum of, 750; statistics, 1574-1575. Alabama Institution for the Deaf, 1636-1648. Alabama State normal schools, statistics, 1056, 1086. Alaska, character of temperance school law, 714; report on education in, 1245-1300; teachers in schools of, 1258; schools recentlv estab¬ lished in, 1259-1261. Albany, NT. Y., scale of teachers’ salaries, 634; statistics of schools and school finances, 1318. 1358. Albany Business College, 1616-1631. Albany College of Pharmacy, statistics, 1040. Albany Home School for the Deaf, 1650-1651. Albany Law School, statistics, 1052. Albany (N. Y.) Teachers’ Training Class, statis¬ tics, 1057. Albemarle Female College, 1580-1581. Albert Lea College, curriculum and statistics of, 752, 1576-1577. Albion, N. Y., statistics of schools and school finances, 1318, 1358. Albion College, 1589, 1603. Albrecht, Dr., on study of languages, 369. Albuquerque College, 1591, 1605. Alcohol, study of effects of, in public schools. 695- 742. Alcorn Agricultural and Mechanical College, statistics, 1054, 1088. Alexander, James W., on higher education and business, 1144. Alexandre Manzoni Lyceum, Milan, represented at international congress, 144. Alexandria, Va., statistics of schools and school finances, 1318, 1358. Alexandria Academy, statistics, 1087. 1679 1680 INDEX. Alfieri, Marquis, remarks in international con¬ gress, 84, 147, 161, 166. Alfred University, 1591, 1605. Algebra, in lyc6es for girls, conclusions of inter¬ national congress, 145 ; in England, 244 ; as a requisite for admission to medical schools, 875-876; number of students pursuing, in public high schools, 1391-1392; in private secondary schools, 1491-1492; in business colleges, 1621-1631; in institutions for the deaf, 1611-1642; in schools for the blind, 1657-1658. Algiers, educational exhibit at Paris Exposition, 120. Allan Glen's Institution, Scotland, described, 205. Allegheny, Pa., scale of teachers’ salaries, 641; statistics of schools and school finances, 1318, 13*8. Allegheny College, 1595, 1607. Allegheny Theofogical Seminary, statistics, 1049. Allen Institute, 1614-1631. Allentown, Pa., statistics of schools and school finances, 1318, 1358. Allentown Business College, 1618-1631. Allentown Female College, 1578-1569. Allen University, statistics, 1087, 1088, 1596, 1607 ; theological department of, 1049, 1089; law school, 1052, 1089 ; occupations of graduates, 1082; Alliance, Ohio, statistics of schools and school finances, 1318, 1358. Alma College, 1589, 1603. Alpena, Mich., statistics of schools and school finances, 1318, 1358. Altoona, Pa., statistics of schools and school finances, 1318, 1358. Altschevsky, Mme., school of, atKharkoff, Rus¬ sia, 126, 127. Alvergniat, M., exhibit at Paris Conservatoire, 103. Ambats School, instruction in, 980. American Asylum at Hartford for the Education and Instruction of the Deaf and Dumb, 1636. American Business College and Modern Office- Training School, 1618-1631. American College of Dental Surgery, statistics, 1039. American Eclectic Medical College of Cincinnati, statistics, 1037. Ameiican Medical College, statistics, 1037. American Veterinary College, statistics, 1044. Americus, Ga., statistics of schools and school finances, 1318, 1358. Amesburg, Mass., statistics of schools and school finances, 1318, 1358. Amherst College, 1588, 1603. Amity College, 1585, 1602. Amsterdam, Holland, educational exhibit at Paris Exposition, 125. Amsterdam, N. Y., statistics of schools and school finances, 1318, 1358. Ancient languages. See Classics, also Latin and Greek. Anderson, Ind., statistics of schools and school finances, 1318, 1358. Andersor, William E., on appointing teachers, 1181. Anderson Female College, 1578, 1579. Andover Theological Seminary, statistics, 1047. Andrew Female College, 1574-1575. Andrews, E. B:, on education, 812-813, 1139-1140, 1152, 1182. Angell, James B., on shortening college curricu¬ lum, 808. Ann Arbor, Mich., statistics of schools and school finances, 1318, 1358. Anoka, Minn., statistics of schools and school finances, 1318, 1358. Ansonia, Conn., statistics of schools and school finances, 1318, 1358. Antioch College, 1594, 1606. Antwerp, Belgium, exhibit of education at Paris Exposition, 121. Apparatus for instruction, in United States, ex¬ penditure for, 29, 32 ; exhibit at Paris Expo¬ sition, 128; in Hungary, statistics, 444; in Austria, 474; in Denmark, described, 539; value of, in colleges for women, 747, 748 ; in colleges and universities, 762-763 ; in schools for the deaf, 1632-1635. Apperception, definition of, 1231-1233. Appleton, Wis., statistics of schools and school finances, 1318, 1358. Apprentice schools, in Belgium, 122; in France, 45, 116, 118, 257; inGEurope, 978-980,980-983. Appropriations. See State and local appropri¬ ations. Arcadia Male and Female College, 1587, 1603. Archbald, Pa., statistics of schools and school finances, 1318, 1358. Architecture, courses in, 992-994; proposed estab¬ lishment of schools of, in Prussia, 1241. Argentine Republic, female teachers, 55; educa¬ tional exhibit at Paris Exposition, 120; enrollment and cost of elementary instruc¬ tion, 556-560, 1672-1677 ; school system of, 1220-1221. Arithmetic, study of, in Prussia, character of in¬ struction, 461 ; as a study of the elementary grade, 1126, 1128 ; number of students pursu¬ ing study of, in commercial colleges, 1621- 1628; in institutions for the deaf, 1641-1642; in schools for the blind, 1657-1658 ; in insti¬ tutions for the feeble-minded, 1666, 1669. Arizona, statistics, common schools, 7-33; com¬ parative statistics of enrollment, attend¬ ance, teachers, and accommodations, 607; pupils in, and graduates from public high schools, 615; character of Congressional temperance school law, 714; statistics of professional schools, 1030, 1031. Arizona Normal School, statistics, 1056. Arkansas, statistics, common schools, 6-33 ; com¬ parative statistics of enrol lraent, atten dance, teachers, and accommodations in the schools of cities and villages, 607 ; enrollment and attendance, in cities and villages, 613 ; super¬ vising officers, teachers, property, and ex¬ penditure in cities and villages, 61.4; pupils in and graduates from public high schools, 615 ; summary of statistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-90, 774; summary of degrees conferred by colleges and universities in, 776; pro¬ ductive funds of colleges and universities, 778-779 ; average age of freshmen 1880-90, 800; students from, at Johns Hopkins, Har¬ vard, and Michigan universities, 820; statis¬ tics of professional schools, 1022-1031; de¬ grees conferred by professional schools in, 1033; statistics by race, 1074; education of the colored race in, 1077 ; statistics of institutions in, for colored race, 1090-1091; summary of statistics of private secondary schools, 1486-1488 ; summary of statistics of business colleges, 1610 ; summary of statistics of schools for the deaf, 1633-1635 ; summary of statistics of schools for the blind, 1652. Arkansas College, 1582, 1600. Arkansas Industrial University, statistics, 1053; medical department of, statistics, 1034; branch normal college, statistics, 1056, 1086. Arkansas Institute for Deaf Mutes, statistics, 1089, 1636-1648. Arkansas School for the Blind, 1089, 1654-1660. Arnoulin, M., remarks in international congress, 156. Arrondissements, in France, described, 106. Artane, School of, 980. Articulation, summary of statistics of teachers of, in schools for the deaf, 1632-1635. Art schools, in Switzerland, exhibit at Paris Ex¬ position, 128 ; in England, statistics, 248 ; in Saxony, statistics, 305; in Austria, 436, 451, 452, 466 ; in Europe, 984 ; to be established in Prussia, 1241. Asboth, Johann von, remarks on classics, 1192- 1197. Ashborough Normal School, statistics, 1058, 1086. Asheville, N. C., statistics of schools and school finances, 1318, 1358. Asheville Female College, 1578-1579. Ashland, Ky., statistics of schools and school finances, 1318, 1358. Ashland Pa., statistics of schools and school finances, 1318, 1358. Ashland University, 1593, 1606. Ashtabula, Ohio, statistics of schools and school finances, 1318, 1358. INDEX, 1681 Aspen, Colo., statistics of schools and school finances, 1318, 1358. Assistant teachers. See Teachers. Association of American Medical Colleges, effort to prolong studies of medical students, 898. Association of colleges in New England, proposes changes in elementary curriculum, 1124-1 125. Association of Saxon Engineers and Architects, action on Prussian conference, 403. Associations, in Scotland, 204 ; in Denmark, 539; meetings of, in Europe, 1185-1189. Astoria, Oregon, statistics of schools and school finances, 1318, 1358. Astronomy, exhibit at Paris Exposition, 101. Asylums, m Prussia, number of children in, 296; in Denmark, society for establishment, 541. Atchison, Kans., statistics of schools and school finances, 1318, 1358. Atchison Business College, 1614-1631. Athens, Ga., statistics of schools and school finan¬ ces, 1318, 1358. Athens Female College, 1574-1575. Athletic sports. See ^Physical training. Atkinson Institution, Scotland, described, 205. Atlanta, Ga., scale of salaries of teachers, 621; statistics of schools and school finances, 1318, 1358. Atlanta Baptist Seminary, statistics, 1045, 1087. Atlanta Medical College, statistics, 1034. Atlanta Seminary, theological department of, 1088. Atlanta University, statistics, 1088, 1583, 1601; occupation ot graduates, 1082; normal de¬ partment. statistics, 1080; preparatory de¬ partment of, statistics, 1087. Atlantic, Iowa, statistics of schools and school finances, 1318, 1358. Atlantic City, N. J., statistics of schools and school finances, 1318, 1358. Attendance, in elementary public and private schools of United States, statistics, 7-16, 36, and in cities, 604-613, 1318-1350; in schools of Alaska, 1254-1255, 1299 ; compulsory and in general in France, 45-16,107, 252,258; in Paris, statistics 88,268,275; compulsory, in Scotland, 192, 193, 217, 222; in English elementary schools, 240; legal provisions respecting compulsory, 245-246; in London and in Paris, statistics, 266, 267-268; in Russia, 296, 406, 463; in Saxony, 302; in * Hungary, statistics, 410, 440; in Austria, statistics, 429, 466,473; in Hungary, statis¬ tics, 440 ; system of compulsory, in Norway, 480-482 ; in Denmark, legal provisions govern¬ ing, 536; population in Europe and America compared with, 549-560,1203,1672-1677; char¬ acteristics and social condition of the chil¬ dren in the slums of London, 579-582 ; various relations of total, in cities and villages to other statistical facts, 604-606; in public high schools of cities and villages, 615 ; for course of university extension lectures, 830, 832; fluctuation of, at professional schools . inUnited States, France, and Germany, dur¬ ing 1880-90, 837-873; in schools of all' kinds for the colored race, 1090, 1091 ; compulsory, remarks upon. 1110-1111; decrease in, in New York, 1158-1159; compulsory, necessity for, 1165; compulsory, countries having laws upon, 1197-1198, atpublic evening schools, 1346-1350. Sec also Aggregate attendance, Average daily attendance, and Students. Attleborough, Mass., statistics of schools and school finances, 1318, 1358. Auburn, Me., statistics of schools and school finances, 1318, 1358. Auburn, N. Y., statistics of schools and school finances, 1318, 1358. Auburn Theological Seminary, statistics, 1048. Augsburg Seminary, statistics, 1047, 1589, 1604. Augusta, Ga., statistics of schools and school finances, 1318, 1358. Augusta, Me., statistics of schools and school finances, 1318, 1358. Augustana College, 1585, 1601; theological semi¬ nary, statistics, 1046. Auricular perception, summary of students taught by means of, 1632-1635. ed 90 - 106 Aurora, Ill., statistics of schools and school finances, 1318, 1358. Au Sable, Mich., statistics of schools and school finances, 1318, 1358. Austin, Tex., statistics of schools and school finances, 1318, 1358. Austin College, 1597, 1608. Austria, school gardens, 129; operations of edu¬ cational system, 419-439 ; statistical diagram of education, 454; school system described, 465-474; statistics of elementary schools. 1221, 1222. • Austria-Hungary, operations of educational sys¬ tem, 419-451 ; statistics, 551-555, 1672-1677. Avalon. College, 1591, 1604. Average daily attendance, in common schools, statistics, 5, 12, 13,35; in cities, 604-613; in Scotland, rule for computing, 192 ; statistics, in English elementary schools, 240, 244, 245 ; in London and in Paris, statistics, 267, 268 ; in cities and villages in various relations, 604-606; on university extension courses, 829. 830, 831; of white and colored pupils in former slave States, 1074; in business col¬ leges, 1612-1620; in foreign countries, 1672- 1677. Avery Normal School, statistics, 1061,1086. Avondale, Ohio, statistics of schools and school finances, 1318, 1358. Awards to American exhibitors at Paris Exposi¬ tion, 130. 55. Baccalaureate. See Degrees. Bacheldor’s Business College, 1619-1631. Baden, programmes of higher schools, 414, 415; statistics, 551-555, 1672-1677. Bainbridge Business College and Normal School, 1612-1631. Baker, James H., on uniform admission requisites to college, 1116-1118. Baker City Normal and Business College, 1618- 1 31. Baker Theological Institute, statistics, 1050. Baker University, 1586, 1602. Baldwin University, 1593, 1606. Ballard Normal School, statistics, 1087. Baltimore, Md., teachers’ salaries, 647-655; statis¬ tics of schools and school finances, 1318, 1358. Baltimore College of Dental Surgery, statistics, 1039. Baltimore Medical College of Baltimore City, sta¬ tistics, 1035. Baltimore University, medical department, statis¬ tics, 1035. Bangor, Me., statistics of schools and school finances, 1318, 1358. Bangor Theological Seminary, statistics, 1047. Baptist Female College, 1576, 1577. Baraboo, Wis., statistics of schools and school finances, 1318, 1358. Bardoux, H., author of provision for school build¬ ings, 96. Barnard College, founding, endowment, and course of, 743,744; statistics, 1572,1573. Barre, Vt., statistics of schools and school finances, 1318, 1358'. Bartholomew English and Classical School, 1578, 1579. Basiadis, M., remarks in international congress, 86, 149, 154, 156, 161. Batavia, N. Y., statistics of schools and school finances, 1318, 1358. Bates College, 1588,1603. Bath, Me., statistics of schools and school finances, 1318, 1358. Battle Creek, Mich., statistics of schools and school finances, 1318, 1358. Battle Creek College, 1589, 1603. Bavaria, programmes of higher schools, 410, 411, statistics, 551-555, 1672-1677. Bay City, Mich., statistics of schools and sclioo1 finances, 1318, 1358. Bayless Business College, 1613-1631. Baylor College, curriculum, 753. Baylor Female College, 1500, 1501 Baylor University, 1507, 1608. 1682 INDEX. Bayonne, X. J., statistics of schools and school finances, 1318, 1358. Beale, Miss Dorothea, remarks in international congress, 78, 79, 144,158, 159,169. Beardstown, HI., statistics of schools and school finances, 1318, 1358. Beatrice, Xebr., statistics ot schools and school finances, 1318. 1358. Beaumont Hospital Medical College, statistics, 1035. Beaver Dalis, Pa., statistics of schools and school * finances, 1318, 1358. Beeson, J. W., on government of children, 1181. Behm’s Chattanooga Commercial College, 1619- 1631. Belfast, Me., statistics of schools and school finances, 1318, 1358. Belgium, female teachers, 57 ; exhibit of education at PaTis Exposition, 121 ; statistics, 551-555, 1672-1677 ; provision in, for industrial edu¬ cation, 9S1 ; school bnildings of, 1222. Bellaire, Ohio, statistics of schools and school finances, 1318, 1358. Bellefontaine, Ohio, statistics of schools and school finances, 1318, 1358. Belleville, Ill., statistics of schools and school finances, 1318, 1358. Bellevue College, 796, 1591, 1605. Bellevue Collegiate Institute, 1615-1634. Bellevue Hospital Medical College, clinic lectures at, 889, 1035. Bell’s Male and Female Academy, statistics, 1087. Belmont College, 1593, 16G6. Beloit, Wis., statistics of schools and school finances, 1318, 1358. Beloit College, 798, 1599, 1609. Benedict Institute, statistics, 1087, 1089; theolog¬ ical department of, statistics, 1049. Benefactions, in Scotland, 205, 228, note ; to Uni¬ versity of Copenhagen, 528; to Cleveland College for Women, 744; amount received by colleges for women, 1889- ’90, 747, 748, 1572, 1573, 1575-1581 ; by colleges and univer- ities, 762, 763, 770, 782, 1600-1609; for build¬ ings see 795-798, in several connections ; for colored people and institutions, 1084,1085; received by private secondary schools, 1487, 1488. Bennet College of Eclectic Medicine and Surgery, statistics, 1037. Bennet Seminary, statistics, 1087, 1576, 1577. Benton Academy and Business College, 1619-1631. Benzonia College, 1589, 1603. Bequests. See Benefactions. Berea College, 1082, 1087, 1088, 1587, 1602. Berkeley Divinity School, statistics, 1045. Berlin, "Germany, decrease of child labor, 297; Eoyal Agricultural High School at, 998-999, 1002-1003; Eoyal Veterinary University at, statistics, 1004 ; statistics of elementary sclioQls of, 1197; compulsory attendance in, 1198. Berlin, Wis., statistics of schools and school finances, 1318,1358. Bert, Paul, promoter of secondary education, 100. Bcrthelot, M., "work relating to educational exhil> its, 86. Bertram, Dr., on special teachers, 383. Bethany College, Fans., 1587,1602. Bethany College, W. Va., 1598, 1608. Bethel College, 'Ey., 1587, 1602. Bethel College, Tenn., 1597, 1608. Bethlehem, Pa., statistics of schools and school finances, 1318, 1358. Beverly, Mass., statistics of schools and school finances, 1318, 1358. Bible teaching, in elementary schools ofXondon, ^74. Bibliography, works published in Europe in 1888 and 1889, 1189-1190. Biddeford, Me., statistics of schools and school finances, 1318, 1358. Biddle University, statistics, 1593, 1606, 1087, 1088 ; theological department, statistics, 1048, 1888. Big Bapids, Mich., statistics of schools and school finances, 1318, 1358. Bilingual instruction, in Scotland, 201. Binghamton, X. Y., statistics of schools and school finances, 1318, 1358. Birmingham, Ala., salary of teachers, 617; statis¬ tics of schools and school finances, 1318, 1358. Birmingham, Conn., statistics of schools and school finances, 1318, .1858. Birmingham, England, Technical School of, 980. Birmingham Xormal Training School, statistics, 1056. Bishop College, statistics, 1088. Bishop Seabury Divinity School, statistics, 1047. Blackburn University, 1584, 1601. Black Hills College, established, 792. Blanche!, M., remarks in international congress, 67, 146, 160, 173. Blind, recent provision for in Scotland, 203 ; in England, 247; schools for, in Saxony, 305; in Xorway, 514; in Denmark, 542; schools for, of colored race, 1089-1091 ; statistics of schools for, 1652-1660. Blondel, M.,onstudy of social sciences,147, 161, 167. Bloomington, Ill., statistics of schools and school finances, 1318, 1358. Bloomington, Ind., statistics of schools and school finances, 1318, 1358. Bloomington Daw School, statistics of, 1051. Bloomsbnrg, Pa., statistics of schools and school finances, 1318, 1358. Blue Mountain Female" College, curriculum of, 752, statistics, 1576-1577. Boards of education. See Administration and organization of systems. Board schools, in England, system, 239-241. Bolitz, Dr., on Prussian teachers, 397. Bolivia, statistics, 556-558, 1222, 1672-1677. Bonet-Maury, M., remarks in international con- ' gress, 158. Bookkeeping, as a study in the elementary school, 1127; number of students pursuing study of, in commercial schools, 1621-1628. Boone, Iowa, statistics of schools and school finances, 1318, 1358. Boonville, Mo., statistics of schools and school finances, 1318, 1358. Booth, Charles, resumh of his study on the slums of London and their reformation, 574-585. Booth, William, character of the work and scheme of, for the regeneration of the slums of great cities, "585-590. Bordentown, X. •!., statistics of schools and school finances, 1318, 1358. Bordentown Female College, 1576-1577. Borough and Parochial Schoolmasters’ Associa- • tion, Scotland, described, 204. Bossert, M., report to international congress, 65, 77, 144, 158, 169. Boston, Mass., scale of teachers’ salaries, 1849- 1892, 668-679 ; early efforts to introduce phys¬ ical culture in schools of, 1103-1104 ; char¬ acter of physical training in schools, 1108; statistics of schools and school finances, 1318, 1358. Boston City Hospital Training School for-Xurses, statistics, 1042. Boston College, 1588,1603. Boston Dental College, statistics, 1039. Boston Xormal School, statistics, 1057. Boston Training School forXnrses, statistics, 1042. Boston Truant "School, statistics, 1071. Boston University, organization, 789, 1589, 1603; students in graduate department, 1870-90, 819; school of medicine, curriculum of, 907, 1037; school of theology, statistics, 1047; law school, statistics, 1052. Botany as a requisite of admission to medical schools, 875-876. Bourgeois, Leon, minister of public instruction, France, 249. Boutmy, M., report to international congress, 65, 144, 166. Bouvy, M., on trade-training, 121. Bowdoin College, 1588, 1603; medical department, statistics, 1035. Bowdon College, 1583,1601. Bowling Green, Fy., statistics of schools and school finances, 1318, 1358. Boyden, A. C., on tho effects of alcohol on the hu¬ man system, and the method of teaching temperance, 709-713 Boys’ House of Itefuge, Xew Orleans, statistics, 1071. INDEX. 1683 Boys’ Industrial Horae, statistics, 1072. Braddock, Pa., statistics of schools and school finances, 1318,1358 Bradford, Pa., statistics of schools and school finances, 1318, 1358. Braidwood, Ill., statistics of schools and school finances, 1318, 1358. Brain, models at Paris Exposition, 122, 1*28. Brainerd, Minn., statistics of schools and school finances, 1318, 1858. Brainerd Institute, statistics, 10S7. Brattleboro, Yt., statistics of schools and school finances, 1318. 1858. Brazil, statistics, 556-560, 1672-1677. Brazil, Ind., statistics of schools and school finances, 1318, 1358. Br6al, M., remarks in international congress, 64, 73, 75, 77, 7S, 145, 154. 156, 158, 170, 171, 172. Bremen, 551-555, 1672-1677. Brenham, Tex., statistics of schools and school finances, 1318, 1358. Brentano. L., idea of political economy, 82. Breslau, University of, statistics of agricultural department of, 1002. Brewer, Me., statistics of school and school finances, 1318,1358. Brewer, William II., objections to form of in¬ quiry, 956-959. Brewer Normal School, statistics, 1061, 1086. Bridgeport, Conn., scale of salaries of teachers, 619 ; statistics of schools and school finan¬ ces, 1318, 1358. Bridgeport Business College, 1612. Bridgeton, N. J., statistics of schools and school finances, 1318, 135S. Bristol, Conn., statistics of schools and school finances, 131S, 1358. Bristol. Pa., -statistics of schools and school finances, 1318, 1358. Bristol, It. I., statistics of schools and school finances, 1318, 1358. British India, statistics, 1672-1677. Broaddus College, 1580-1581. Brockton, Mass., siatistics of schools and school finances, 1318, 1358. Brookfield, Mo., statistics of schools and school finances, 1318, 1358. Brookline, Mass., statistics of schools and school finances, 1318, 1358. Brooklyn, N. Y., scale of salaries, 635 ; statistics of schools and school finance?, 131S, 1353. Brooklyn. Ohio, statistics of sehools and school finanoes, 1318, 1358. Brooklyn Homoeopathic Maternity andNew York State School for Training Nurses, statistics, 1042. Brooklyn Training School for Teachers, 1057. Brooklyn Training School for Nurses, statistics, 1042. Brooklyn Truant Homo, statistics, 1072. Brooks. Edward, on mathematics in the elemen¬ tary schools, 1131-1132. Brown, George P., on moral training and will training. 1140-1141. 1173, 1174. Brown's Peoria Business College, 1613-1631. Brownsville, Tex., statistics of sehools and school finances. 1318, 1358. Brownsville Female College, 1578-1579. Brown University, establishes a department of didactics, 1015; statistics, 1595, 1607. Brunswick Homo School, 16G8-1GG9. Brussels, Belgium, female teachers, 55. Bryant & Stratton Business College, 1614-1631. Bryant. Stratton &. Smith Business College, 1619-1031. Bryn Mawr College, 1572-1573. Bryce, James M., classification of American col¬ leges, 756. Buchanan, John L., on women as teachers, 1182-1183. Buchanan Business Institute, 1618-1631. Buchtel College, 1593, 1606. Buckncll University. 797, 1595, 1637. Bucyrus, Ohio, statistics of Bcliools and school finances, 1318, 1358. Buenos Ayres, system of education, 120. Buffalo, N. Y., scale of teachers’ salaries, 635-636; statistics of schools and school finances, 1318, 1358. Buffalo Business University, 1617-1631. Buffalo College of Commerce, 1617-1631. Buffalo Law School, statistics, 1052. Bufnoir, M., report to and remarks in interna¬ tional congress, 65,68,83, 144, 148, 154, 159, 163. Buildings and accessories, value of, inUuitedStates, 5, 18, 35; in cities, 605, 60S, 614, 1358-1387 ; ex¬ penditure for, in tlio United States, 29-32, 34 ; in Ernnee.appropriation and expenditure for, 45,88, 96,257; in Edinburgh, Scotland, de¬ scription, 202 ; in England, legal regulations, 244; in London and Paris, 270-271; in Hun¬ gary, statistics, 444 ; in Austria, 473; in Nor¬ way desciibed, 512; legal provisions concern¬ ing. in Denmark, 537 ; value of, belonging to colleges for women, 747, 1572-1573, 1575-1571; value of, occupied by colleges and univer¬ sities, 762-763, 780, 1600-1609; value of, be¬ longing to State universities, 782; charac¬ ter and cost of new, erected by colleges and universities during 1889-90, 795-79S; State aid for, for schools for training teachers, 1031 ; amount expended for, by private man¬ ual training sehools, 1062; by reformatory institutions, 1070-1072; value of, possessed by institutions for the education of the col¬ ored race, 10S3 ; by technical schools, 1029 ; by schools for framing teachers, 1031 ; need of proper, for public schools, 1162; of Bel¬ gium, 1222; number of, used for school pur¬ poses in city systems, 1319-1345; cost of new, during year, in city systems, 1359-13S6; value of, used for public high schools, 1389- 1392, 1395-1485; and occupied by private sec¬ ondary schools, 1487-1488, 1495-1571; value of and amount expended for, by schools for the deaf, 1632-1635, 1644-1045, 1649, 1651; value of, occupied by schools for the blind, 1652-1653. 1659 ; occupied by schools for the feeble -minded, 1661-1669. See also Expenditures and Scats. Buisson, F., vice-president of Congress of pri¬ mary instruction, 49, 86. 91, 96, 97, 114, 249. Bulgaria, statistics, 551-553, 1222, 1672-1677. Bureau of Education, exhibit at Paris Exposition, 130. Burgh schools, in Scotland, 226. Burgher schools, in Prassia, 395. Burlington, Iowa, statistics of schools and school finances, 1318, 1358. Burlington, N. J., statistics of schools and school finances, 1318, 1558. Burlington, Yt., statistics of schools and school finances, 131S-135S. Burlington Business College, 1619-1631. Burnham industrial farm, statistics, 1072. Bursaries. See Scholarships. Butler, N. M., on coordination of sccondar}- and higher education, 1133, 1147. Butler, Pa., statistics of schools and school finan¬ ces, 1318, 1358. Butler University, erects and equips observatory and preparatory department building, 795, 1585, 1601. I Burritt College, 1597, 1608. Business, instruction in, in elementary schools, 51,52; in Saxony, statistics, 305; discussed iu Prussian conference, 398; in Austria, 437 ; in Copenhagen, Denmark, 524; salary of teachers in commercial departments of city systems of public schools, 617-693; statis¬ tics of colleges giving, 1610-1631. Business Department, Washington High School, 1612-1631. Buss, Miss Frances M., present at international congress. Paris, 144. Bussey Institution, statistics of, 1055. Butte City. Mont., statistics of schools and school finances, 1318. 155S. Buxton, Edward North, former chairman of Lon¬ don school board, 264. C. Cadillac, Mich., Statistics of schools and school finances, 1318, 1358. Cairo, M., on female teachers, 56. Cairo, HI, statistics of schools and school finances, 1318,1358. 1684 INDEX. Calais, Me., statistics of schools and school finan¬ ces, 1318,1358. Caldwell College, 1574-1575. Calesthenics. See Physical training. California, statistics of common schools, 7-33 ; State school taxes, 25; per capita school expendi¬ ture, 35; comparative statistics of enroll¬ ment, attendance, teachers, and accommo¬ dations in cities and villages, 607; compar¬ ative financial statistics of city and village systems, 608; enrollment and attendance in cities and villages, 613 ; supervising officers teachers, property, and expenditure in cities and villages, 614 ; pupils in, and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616; character and enforce¬ ment of temperance school laws, 714-715; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for women in, 149 ; summary of statis ics of universi¬ ties and colleges, 761, 763; summary of de¬ grees conferred by colleges and universities m, 776; productive funds of colleges and universities, 778-779 ; distribution of college students in regular degree courses from 1886-1890,775; average age of freshmen, 1880-1890, 800 ; students from, at Johns Hop¬ kins, Harvard, and Michigan universities, 820 ; statistics of professional schools, 1022- 1032; degrees conferred by professional schools in, 1033 ; statistics of reform school, 1070 ; summary of statistics of private sec¬ ondary institutions, 1486-1488 ; summary of statistics of business colleges, 1611 ; sum¬ mary of statistics of schools for the deaf, 1633-1635 ; summary of statistics of schools for the blind, 1653; Institution for the Deaf, Dumb, and Blind, 1654-1660; summary of statistics of institutions for the feeble¬ minded, 1661-1662. California College, 1582, 1600. California College of Pharmacy, statistics, 1040. California Home for the Care and Training of Fee¬ ble-Minded Children, 1663-1667. California Medical College, statistics, 1037. California State Normal Schools, statistics, 1056. Calvin College, 797, 1593, 1606. Cambridge, Mass., scale of teachers’ salaries, 625; statistics of schools and school finances, 1318, 1358. Cambridge, Ohio, statistics of schools and school finances, 1318, 1358. . Cambridge Truant School, statistics, 1071. Camden, N. J., scale of teachers’ salaries 631 ; sta¬ tistics of schools and school finances, 1318, 1358. Campbell University. 1586, 1602. Canada, statistics, 556-560, 1672-1677. Canandaigua, N. Y., statistics of schools and school finances, 1318, 1358. Cane Hill College, 1582, 1600. Caner, Dr., on effects of Prussian conference, 398. Canisius Cohege, 1592, 1605. Cantine Scolaire, in Paris, 89, 269. Canton, Ill., statistics of schools and school finances, 1318, 1358. Canton, Ohio, statistics of schools and school finances, 1318, 1358. Canton Theological School, statistics, 1048. Cape Girardeau, Mo., statistics of schools and school finances, 1318, T358. Capen, Elmer H., on shortening college curricu¬ lum, 810. Cape of Good Hope, statistics of, 1672-1677. Capital Business College, 1619-1631. Capital City Commercial College, 1613-1631. Capital Commercial College, 16J. 5-1631. Capital University, 1593, 1606. Caraffa, M.. on commercial instruction, 53. Carbondale, Pa., statistics of schools and school finances, 1318, 1358. Carey, Henry A., 796. Carle ton College, 1589, 1604. m Carlisle, Pa., statistics of schools and school finances, 1318, 1358. Carlyle, Thomas, on instruction in piety, 1171. Carnegie, Andrew, on college training and busi¬ ness pursuits, 1143. Carpenters, number of graduates from colleges and universities for colored race, 1082. Carpentry. See Manual training. Carriot, M., president of section of interna¬ tional congress, 51. Carson and Newman College, 797, 1597, 1608. Carthage, Mo., statistics of schools and school finances, 1318, 1358. Carthage College, 1584, 1601. Carthage Collegiate Institute, 1590, 1604. Casanova, M., remarks in international congress, 71, 165. Case School of Applied Science, programme of civil and mechanical engineering courses, 960, 977 ; statistics, 1055. Cast, M. T., remarks in international congress, 65, 68, 80, 144, 156, 163-165, 170. Cathedral School for the Deaf, 1650-1651. Catholic Normal School and Pio Nono College, statistics, 1061. Catholic University of America, statistics, 1045. Catskill, N. Y., statistics of schools and school finances, 1318, 1358. Cedar Bluff Female College, 1574-1575. Cedar Bapids (Iowa) statistics of schools and school finances, 1318, 1358. Cedar Bapids Business College, 1613-1631. Centenary College of Louisiana, 1587, 1603. Center College of Kentucky, 1587, 1602. Central Alabama Academy, statistics, 1060, 1086. Central Business College (Kans.), 1614, 1631. Central Business College (Mo.), 1616, 1631. Central College, statistics, 1038. Central College of Physician? and Surgeons, sta¬ tistics, 1034. Central Falls, B. I., statistics of schools and school finances, 1318, 1358. Central Female College, Ala., 1574-^1575. Central Female College, Mo., 1576, 1577. Central Female Institute, 1580-1581. Centralia, HI., statistics of schools and school finances, 1318, 1358. Central Indiana Normal School and Business In¬ stitute, statistics, 1060. Central Law College, statistics, 1052. Central New York Institutions for Deaf Mutes, 1637-1648. Central Normal College, statistics, 1060. 1613-1631. Central Pennsylvania College, 1595, 1607. Central Tennessee College, occupation of gradu¬ ates, 1082; statistics, 1088, 1597, 1608; med¬ ical department of, statistics, 1036, 1089; theological department of, statistics, 1050, 1089; law department, statistics, 1052,1089; normal department, statistics, 1086. Central University of Iowa, 1586, 1602. Central University of Kentucky, 1587, 1602; den¬ tal department of, statistics, 1039. Central Wesleyan College, 1047, 1591, 1604. Certificates of maturity. See Degrees. Certification of high school students to colleges, 1115-1116. Ceylon, establishment of schools in, by Buddists, 1222. Chaddock College, 1585, 1601. Chaddock School of Law, statistics, 1051. Chaffee College of Agriculture, statistics, 1055. Chaix, M. 'N., founder of apprentice school, 116. Chambersburg, Pa., statistics of schools and school finances, 1318, 1358. Champaign, HI., statistics of schools and school finances, 1318, 1358. Chandler School of Science and the Arts, statis¬ tics, 960, 1055. Chappell Hill Female College. 1580-1581. Chappins, M., on modern secondary education, 51, 67, 146, 160, 173, 174. Character-building, lacking in German gymna¬ sium, 367. Charcot, M., president of international congress, 133. Charity Hospital, Blackwell’s Island, Training School for Male and Female Nurses, statis¬ tics, 1042. Charleroi Industrial School, 982. Charles Mayer’s Commercial College, 1620-1631. Charleston, S. C., statistics of schools and school finances, 1318, 1358. / INDEX. 1685 Charleston, W. Ya., statistics of schools and school finances, 1318, 1358. Charlotte, IN'. C., statistics of schools and school finances, 1318, 1358. Charlotte Female Institute, 1578-1579. Charlottesville, Va., statistics of schools and school finances. 1318, 1358. Charts, appropriate, for scientific temperance in¬ struction, a desideratum, 700. Chassiotis, M., remarks in international con¬ gress, 73. Chattanooga, Tenn., statistics of schools and school finances, 1318, 1358. Chattanooga Medical College, statistics, 1036. Chautauqua Literary and Scientific Circle, 831, 832. Chautcmps, M., address at inauguration of now Sorbonne, 48, 178. Cheboygan, Mich., statistics of schools and school finances, 1318, 1358. Chelsea, Mass., statistics of schools and school finances, 1318,1358. Chemistry : exhibit at Conservatoire, des Arts et Metiers 103, and congress at Paris, 132; in secondary schools lor girls, 157; new build¬ ings for instruction in, see at various places, 795-798; favorite study at Johns Hopkins University, 821 ; physiological and medical, 891 ; course in, 994-996 ; number of students in public high schools pursuing study of, 1391-1392, in private secondary schools, 1491-1492, in business colleges, 1621-1628, in institutions for the education of the deaf, 1641-1642, injschoolsfor the blind, 1657-1658; Chemnitz, Saxony' statistics of child labor, 298 ; curriculum of school for soap-makers, 995- 996. Chester, Pa., statistics of schools and school finances, 1318,1358. Cheyenne, Wyo., statistics of schools and school finances, 1318, 1358. Chicago, Ill., scale of salaries of teachers, 621; statistics of schools and school finances, 1318, 1358. Chicago Baptist Union Theological Seminary, sta¬ tistics, 1046. Chicago College of Dental Surgery, statistics, 1039. Chicago College of Pharmacy, statistics, 1040. Chicago Female College, 1574-1575. Chicago Homeopathic Medical College, statistics ; 1037. Chicago Manual Training School, statistics, 1062. Chicago Medical College of the Northwestern Uni¬ versity, clinics of, 889-S90, 1034. Chicago Opthalmic College, statistics, 1037. Chicago Theological Seminary, statistics, 1045. Chicago Veterinary College, statistics, 1044. Chicago Voice and' Hearing School for the Deaf, 1650-1651. Chickasaw Female College, 1576-1577. Chickopee, Mass., statistics of schools and school finances, 1318, 1358. Chief State school officers, 591-592. Child labor in England, legal regulations, 246 (note) ; in Prussia, conditions, 296-299. Child’s Business College, 1615-1631. Chile, statistics, 556-569, 1672-1677. Chillicothe, Mo., statistics of, schools and school finances, 1318, 1358. Chillicothe, Ohio, statistics of schools and school finances, 1318, 1358. Chillicothe Normal School and Business Insti¬ tute, 1615-1631. China, education in, in western literature and sci¬ ence, 1222-1223. Chippewa Falls, statistics of school and school finances, 1318, 1358. Chippewa Falls Business College, 1620-1631. Chowan Academy, statistics, 1087. Chowan Baptist i'omale Institute, 1578-1579. ^Christian Bible School, statistics, 1087. Christian Biblical Institute, statistics, 1048. Christian Brothers’ College (Tenn.), 1597, 1608. Christian Female College, 1576. 1577. Christian University, 1590. 1604. Christie’s Musical and Business College, 1619- 1631. Church courts, in Scotland, 220 (note). Church of England, expenditures for schools and statistics, 240-241. Cincinnati, Ohio, scale of teachers’ salaries, 683- 693 ; statistics of schools and school finances, 1318, 1358. Cincinnati College, law school of, statistics, 1052. Cincinnati College of Medicine and Surgery, , statistics, 1036. Cincinnati College of Pharmacy, statistics, 1040. Cincinnati House of Refuge, statistics, 1072. Cincinnati ^Normal School, statistics, 1058. Cincinnati Polyclinic, statistics, 1038. Cincinnati Wesleyan College, 1578-1579. Cireleville, Ohio, statistics of schools and school finances, 1318, 1358. City and Guilds of London Institute, promotes manual training, 274. City asylums, in Prussia, number of children, 296. City superintendents, names and titles of, 593-601. City systems of public schools, statistics, 603-614, 1318-1392; of Norway, 481,492,500; of Ger¬ many, 1197. Civics, in France. Ill ; in Prussian higher schools, cabinet order, 344; instruction in, 1109-1110; as a high school study, 1120-1121. Civil engineering, courses of, 945-961. Claflin University, College of Agriculture, and Mechanics’ Institute, programme of me¬ chanical engineering, 977; statistics, 1054, 1088, 1596, 1607; occupation of graduates, 1082 ; preparatory department of, statistics, 1087. Claghorn’s Bryant & Stratton’s Business College, 1616-1631. Claremont Female College, 1578-1579. Clark, Eliza A., endowment of Cleveland College for Women by, 744. Clarke, S. M., delegate from United States to in¬ ternational congress, 64, 149. Clarke Institution for Deaf-Mutes, 1659, 1651. Clark's Business College, 1618-1631. Clarksville, Tenn., statistics of schools and school finances, 1318, 1358. Clark University, Ga., 1087, 1088, 1584, 1601. Clark University, Mass., organization, 789, 791, 792; course in pedagogy, 1018 ; statistics, 1589, 1609. Class, formation, discipline, and size of. See Man¬ agement and supervision of instruction; for class instruction, see Methods of instruc¬ tion. Classics, study of, in secondary schools, discussed in international congress, 65, 72-77, 145, 170; in first Scotch schools, 214; in Prussian higher schools, 360, 365, 370, 390, 396 ; in Nor¬ way, 505; in Denmark, 526; salary of profes¬ sor of, in city systems, 634, 642, 643. 645 ; as a requisite for admission to medical schools, 875, 876 ; preparatory college course in, 1117 ; conflict over, 1190-1191 ; attacks on schools giviug instruction in the, 1236-1238 ; value of, in technical education, 1239-1240 ; number of pupils in public high schools preparing for college classical course, 1395-1485 ; in pri¬ vate secondary schools, 1486-1571 ; number pursuing, in private secondary schools, 1490-1492. See also Greek and Latin. Classification. See Management and supervision of instruction. Class rooms, in Hungary, statistics, 441. Clerks, number of graduates from colleges and universities for colored race who become, 1082. Cleveland, Ohio, statistics of schools and school finances, 1318, 1358. Cleveland College for Women, foundation and endowment of, 744, 1572-1573. Cleveland (Ohio) Training School, statistics, 1058. Clews, Henry, on college training, 1143. Clinic, 885-890. Clinton, Iowa, statistics of schools and school finances, 1318, 1358. Clinton, Mass., statistics of schools and school finances, 1318, 1358. Clinton, Mo., statistics of schools and school finances, 1318, 1358. Clinton Business College, 1613-1631. 1686 INDEX. Clinton College, 1574-1575. Cobb Divinity School, statistics, 1047. Coe College, 1585, 1602. Coeducation of the sexes, in France, discouraged by law, 257; in London, 273; in Germany, 284 ; in private elementary schools, in Prus¬ sia, 290 ; in Saxony, 301 ; in Austria, statis¬ tics, 427, 470 ; in Hungary statistics, 441 ; in Norway, 506 ; ratio of colleges practicing, to total number of colleges, 764. Cogswell Polytechnic College, statistics, 1055. Cohn, Herman, on the study oi the classics, 1195- 1196. Cohoes, N. Y., statistics of schools and. school finances, 1318, 1358. Colby University, 15S8, 1603. Coldwater, Mich., statistics of schools and school finances, 1318, 1358. Coleman National Business College, 1616,1631. Colfax College, 1568,1608. Colgate University, 796, 1592, 1605. Collar, William C.. on introducing foreign lan¬ guage study in the elementary schools, 1126. Collard, Francois, speech in international con¬ gress, 149, 163. College for Young Ladies, Oswego, Kans., 1574- 1575. College of Charlestown, 1596, 1607. College of Emporia, 1586, 1602. College of Homoeopathic Medicine and Surgery, statistics, 1037. College of Montana, 1591, 1605 ; School of Mines, statistics, 1055. College of New Jersey, 788-789, 796, 819,1591, 1605 ; graduate studies at, 817-818; scientific de¬ partment, statistics, 1055. College of Notre Dame, 1574-1575. College of Pharmacy of the City of New York, statistics, 1040. College of Physicians and Surgeons of Baltimore, statistics, 1035. College of Physicians and Surgeons (Boston), sta¬ tistics, 1035. _m College of Physicians and Surgeons of Chicago, statistics, 1034. College of Physicians and Surgeons (Keokuk), statistics, 1035. College of Physicians and Surgeons in the City of New York, statistics, 1035. College of St. Augnstine, 798. College of St. Francis Xavier, 1592, 1605. College of Science and Arts, Scotland, described, 205. College of the Bible, statistics, 1047. College of the Christian Brothers (Mo.), 1590, 1604. College of the City of New York, 1592, 1605. College of the Holy Cross, 1589, 1609. College of the Immaculate Conception, 15S7, 1603. College of the Sacred Heart, 1591,1605. College of the Sisters of Bethany, 1574-1575. College of William and Mary, normal depart¬ ment, 1059. Colleges. See Higher and professional education. Collin, C. A., on the object of education, 1136. Colombia, statistics, 556-560, 1223, 1672-1677. Colorado, statistics of common schools, 7-33 ; no State school tax, 24; local school tax, 26; per capita school expenditure. 35; compara¬ tive statistics of enrollment, attendance, teachers, and accommodations, 607 ; com¬ parative financial statistics of city and vil¬ lage systems, 608; enrollment and attend¬ ance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614; pupils in and graduates from public high schools, 615; teachers and pupils in public evening schools of cities and villages, 616 ; character and enforcement of temperance school law, 714, 715 ; summary of statistics of universi¬ ties and colleges, 761,763; summary of de¬ grees conferred by colleges and universities m, 776 ; distribution of college students in regular degree courses from 1886 to 1890, 775 ; productive funds of colleges and universi¬ ties, 778-779; average age of freshmen, 1880-1890, 100 ; students from, at Johns Hop¬ kins, Harvard, and Michigan universities, 820; degrees conferred by professional Colorado, statistics — Continued. schools in, 1033 ; statistics of professional schools, 1022-1929; statistics of reform school, 1070; summary of statistics of pri¬ vate secondary schools, 1486-1488 ; summary of statistics of business colleges, 1610; sum¬ mary of statistics of schools for the deaf; 1633-1635; summary of statistics of schools for the blind, 1653. Colorado Academy, Blowing Bock, statistics, 1087. Colorado Agricultural College, statistics, 1053. Colorado College, 1583, 1600. Colorado Institution for the Education of the Mute and the Blind, 1636-1048, 1654-1060. Colorado School of Mines, statistics, 1055. Colorado Springs, Colo., statistics of schools and school finances, 1318, 1358. Colored race, salary of teachers in city schools for, 620, 621, 624, 634, 644; statistics of schools for the, 1073-1075,1086-1090; occupation of more highly educated portion of, 1095-1096; number of colored students engaged in sec¬ ondary studies in public high schools, 1388- 1392; number of, in public, high schools, 1395-1485. Columbia, Pa., statistics of schools and school finances, 1318, 1358. Columbia, S. C., statistics of schools and school finances, 1318, 1358. Columbia, Tenn., statistics of schools and school finances, 1318, 1358. Columbia Athenseum, 1578-1579. Columbia College, N. Y., founds Barnard College as its woman’s department, 743,744; organi¬ zation, 789, 790; shortens* college curriculum for intending professional students, 807; graduate department, 818 ; students in graduate department, 1870-1890, 819; statis¬ tics, 1592, 1605; medical department of, sta¬ tistics, 1030 ; school of law, statistics, 1052 ; school of mines, course in chemistry, 995, ColumffiACollegtfof Commerce, 1612-1631. Columbia Female College, 1578-1579. Columbia Institution for the Deaf and Dumb, 1636-1048. Columbian University, organization, 789; statis¬ tics, 1583, 1600 ; medical department of, sta¬ tics, 1034; dental department of, statistics, 1039; statistics of law school of, 1051. Columbus, Ga., statistics of schools and school finances, 1318, 1358. Columbus, Ind., statistics of schools and schosl finances, 1318, 135S. - Columbus, Miss., statistics of schools and school finances, 1318, 1358. Columbus, Mo., statistics of schools and school finances, 1318, 1358. Columbus, Ohio, scale of teachers’ salaries, 640; statistics of schools and school finances, 1318-1358. Columbus Business College, 1617-1631. Columbus Medical College, statistics. 1636. Comer’s Commercial College, 1614-1631. Commercial department, Add-Ban University, 1619-1631. Commercial department of W altham High School, 1615-1631. Commercial High School, 1612-1631 . ■ Commercial law, number of students in business colleges pursuing study of, 1621-1828. ■, Commercial schools. See Business, instruction in. Committee, school. See Administration and or¬ ganization of systems. Communes, in France, described, 106. Compulsory thrift, in Maisou Chaix, France, 116. Concord, N. H., statistics of schools and school finances, 1318, 1358. Concordia College, 1585, 1601. Concordia Seminary, statistics, 1046. Concordia Theological Seminary, statistics, 1047. Conference on Prussia education, history and^ proceedings, 343-418; negro, at Tuskegee, 1097 ; Lake Mohonk, resolutions adopted at meeting of 1891, 1097-1098; on physical training, at Boston, 1889, 1107. Congress, name of each, held during International Exposition, at Paris, 135, 136. Congress of Experimental Psychology, Paris, 133. INDEX. 1687 Congress ’of Primary Instruction, Paris, proceed¬ ings, 49-64. Congress of Secondary and Higher Education, Paris, proceedings, 64-86. Connecticut, statistics, common schools, 6-33; relative decrease in enrollment, 9 ; compar¬ ative statistics of the enrollment, attend¬ ance, teachers, and aeconynodations in the "schools of cities and villages, 606; compara¬ tive financial statistics of cities and village system, 6G8; enrollment and attendance in cities and villages, 613; supervising officers, teachers, property, and expenditures, in cities and villages, 614 ; pupils in and grad¬ uates from public high schools, 615; teach¬ ers and pupils in public evening schools in cities and villages, 616; character and en¬ forcement of temperance school law. 713, 715-716; summary of statistics of univer¬ sities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-1830, 773 ; summary of degrees con¬ ferred by colleges and universities in, 776; productive funds of colleges and universi¬ ties, 778-779; average age of freshmen, 1880-1890, 800 ; students from, at Johns Hop¬ kins, Harvard, and Michigan Universities, 820; statistics of professional schools, 1022- 1031; degrees conferred by professional schools of, 1033 ; statistics of reform school, 1070; summary of statistics of private sec¬ ondary schools, 1486-1488; summary of sta¬ tistics of business colleges. 1610 ; summary of statistic^ of schools for the deaf, 1652- 1635; summary of statistics of institutions for the feeble-minded, 1661-1662. Connecticut School for Imbeciles, 1663-1667. Connecticut State Normal and Training School, statistics, 1056. Connecticut Training: School for Nurses attached to the New Haven Hospital, statistics, 1042. Connellsville, Pa., statistics of schools and school finances, 1318, 1358. Connersville, Ind., statistics of schools and school finances, 1318, 1358. Cannon’s Commercial College. 1615-1631. Connor’s Business College, 1614-1631. Conservatoire des Arts et M6tiers, Paris, de¬ scribed, 103. Construction work as a study in city systems of public schools, 1351-1356. Conshohocken, Pa., statistics of schools and school finances, 1318, 1358. Continuation schools in Europe, 430, 453, 464, 474, 513, 539, 1238, 1239, 1241. Contract schools in Alaska, 1247-1250. Convent of Mary Immaculate, statistics, 1087. Conway, Clara, informal physical training, 1153, 1154. Cook County Normal School, statistics, 105G. Cooking, study of, provision in Edinburgh school- house, 202; in England, government grants allowed, 244; salary of teachers, 619-G03; iu city systems of public schools, 1351-1356; number of pupils in institutions for the deaf pursuing, 164 1, 1642 ; in schools for the blind, 1657-1658. Cookman Institute, statistics, 1087. Cooper-Limestone Institute, 1578, 1579. Cooper Medical College, statistics, 1034. Cooper Memorial College, 1587, 1602. Cooper Normal College, 1060, 1583, 1604. Copenhagen, Denmark, description of schools, 525; functions of school board, 529; courses of study in elementary schools, 532; organi¬ zation of schools, 538; effect of school life on children in schools of, 1202. Corcoran Scientific School, programme of civil engineering course, 960; statistics, 1055. Corinth Female College, 1576-1577. Cornell College, 1586,1602. Cornell University, organization, 789; erects chemical building, 796; students in gradu¬ ate department, 1870-1890, 819; programme of civil and mechanical engineering conrses, 960, 977 ; course in architecture, 992 ; statis¬ tics, 1592,1605; school of pharmacy, statis¬ tics, 1040 ; school of law. statistics* 1025. Corporal punishment in Norway, legal provi¬ sions, 485. Corpus Christi, Tex., statistics of schools and school finances, 1318, 1358. Corry, Pa., statistics of schools and Bchool finan¬ ces, 1318, 1358. Corsicana, Tex., statistics of schools and school finances, 1318, 1358. Cortland, N. Y., statistics of schools and school finances, 1318, 1358. Corvallis College, 1594, 1606. Cosmography, in schools for girls, conclusions of international congress, 145. Costa Rica, statistics, 556-560, 1223, 1672-1677. Cost of education . See Expenditures. Cotncr University, established, 792; statistics, 1591, 1605. Cottage system, merits of, in reformatory educa¬ tion, 1063-1066. Coubertin, Pierre, paper on physical training, 134. Council Bluffs, Iowa, statistics of schools and school finances, 1318, 1358. Councils of oducation in France, functions, 250. Courses of study. See Curriculum. Covington, Ky., Beale of teachers’ salaries, 624; statistics of schools and school finances, 1318, 1358. Craik, Henry, secretary of Scotch education department, 189. Cramming, avoided in Prn ssian h i gh er sch ool s , 329. Cran brook, Viscount, head of Euglish education department, 238. Crawfordsville, Ind., statistics of schools and school finances, 1318, 1358. Crefeld "Weaving School, 983. Creighton College, 1591, 1605. Crestcm, Iowa, statistics of Bchools and sebyol finances, 1318, 1358. Crime, effect of education in London, 278; a form of social disease, 573; statistics of, in Ger¬ many, 1199. Croiset, A., report to and remarks in international congr^s. 65, 72-77, 144, 145, 156, 170. 171, 172. Cropsey. Miss N., on teaching literature, 1169. Crozcr Theological Seminary, statistics, 1049. Cuba, proportion of population enrolled, 556-560. Cumberland Female College, 1580-1581. Cumberland University, statistics. 1597. 1608; Theological School of, statistics, 1050; law school, statistics, 1052. Cunyngham, H. E., report on teaching of morality * in France, 110. Curriculum, industrial instruction as a part of the, in elementary education. 51—54 ; of schools for modern education, 75, 226; of primary schools, in Paris, 90, 92; in France, of training colleges. 113, 114, legal provi¬ sions, 255. 256; correllaton of studies of, 260, and professional courses, 880, 881. 915, 916, 941, 950, 951; of apprentice school in Bel¬ gium, 122 : of elementary and normal schools in Denmark, 123, 533, of universities, 534, and of polytechnic schools, 536; interna¬ tional equivalence of studies discussed in international congress, 148. 159; in Scotland, legal provisions, 194, of normal schools, 199, and of bnrgh schools, 225 (note) ; of teachers’ training colleges in England. 242, of ele¬ mentary schools of London. 273, and of Cam¬ bridge University, extension students. 828; in Prussia, of higher schools, 352, 296 ; regu¬ lations. 282, 283. of cadet schools, 400, and comparison of the ditferent grades of schools, 460, 161 ; of typical German higher schools, 407 415; of” Austrian elementary schools. 470, 471; of elementary, secondary, and higher schools in Norway, 486. 500, 502, 508, 510; of Woman's Christian Tem¬ perance Union for scientific temperance instruction, 700-708, 739-742; leading to degree of A. B. in 15 colleges for women, 750-754; course pursued by students in regular degree course in colleges and universities, 772-775; organization of cer¬ tain universities. 783-787, 788-790; length of college, 799-813; of Yale University in 1824 and 1890, 801; efforts to shorten col¬ lege. 834-813; of professional schools (in¬ cluding technological and normal), 875-1020 ; 1688 INDEX. Curriculum — Continued. special mathematical courses; course of medical schools and requirements for ad¬ mission to practice medicine in France, 880,881; in faculties of theology in France, 915,916; illustrative of instruction in ap¬ plied science in France, 946, 950, 951; of Lyc6es, 950, 951; of graduate departments ini theological schools, 940 ; time devoted to studies of civil engineering course, 955-960 ; time devoted to shop exercises in mechan¬ ical engineering course, 963-965, 977 ; time devoted to mechanical engineering studies, 977 ; of Prussian agricultural colleges, 1005 ; interrelation of the, of the several grades of instruction, 1111-1135 ; proposed by N. E. A. for preparatory schools, 1117 ; proposed by N. E. A. as a general liigh-school course, 1118; of the elementary school, 1126-1132; of public schools should be fixed by legisla¬ tion, 1163-1164 : revision of the preparatory school, 1176-1177; value of the classics as a part of, of secondary instruction in Europe, 1192-1197; studies, and number pursuing each, in the schools of Alaska, 1256 ; of man¬ ual training schools, 1351-1356 ; of business colleges, 1621-1628; of schools for the deaf, 1641-1643 ; of schools for the blind, 1657, 1658 ; of institutions for the feeble-minded, 1666, 1669. See also Classics, Latin,' Algebra, etc., and Programme for time devoted to each study, and Term for annual duration of study. Curry University, 1619-1631. Curtis, George “William, on examining teachers, 1180. Curtis Commercial College, 1615-1631. Cygnaeus, promoter of education in Finland, 124. S>. Daily programme. See Programme; also Session. Dakota School for Deaf-Mutes, 163&-1648. Dakota University, 1596, 1607. Dallas, Tex., scale of teachers’ salaries, 644 ; statis¬ tics of schools and school finances, 1318, 1358. Dalton Female College, 1574-1575. Dana, Charles A., on self education, 1142. Danbury, Conn., statistics of schools and school finances. 1318, 1358. Danilewsky, M., on hypnotism, 134. Danvers, Mass., statistics of schools and school finances, 1318, 1358. Danville, Ill., statistics of schools and school finances, 1318. 1358. Danville, Pa., statistics of schools and school finances, 1318, 1358. Danville, Ya., statistics of schools and school finances, 1318, 1358. Danville Business College, 1613-1631. Danville College for Young Ladies, 1580-1581. Darboux, M., reports to and remarks in interna¬ tional congress, 65, 77, 80, 144. Dartmouth College, organization, 789; statistics, 1591, 1605 ; medical college, statistics, 1035 ; statistics of scientific and professional de¬ partments of, 1054, 1055. Daughters College, 1574, 1575. Davenport, Iowa, statistics of schools and school finances, 1318, 1358. Davenport Female College, 1578, 1579. Davidson College, 1593, 1606. Days city schools were taught, 1319-1345. See also Term. Dayton, Ohio, scale of teachers’ salaries, 640 ; statis¬ tics of schools and school finances, 1318, 1358. Dayton, Ky., statistics of schools and school finances, 1318, 1358. Dayton (Ohio) Normal School, statistics, 1058. Deaf, exhibit of method of Grosselin, 119; provi¬ sion for, in Scotland, 203, in England, 247, in Saxony, 305, in Norway, 514, and in Den¬ mark, 542 ; salaries of teachers in the Port¬ land school for the, 624; schools for the, for j colored race, 1089-1091 ; statistics of schools ! for, 1632-1652 ; controlling body of institu- ! tions for education of, 1636-1638 ; character i of defect and age at which it appeared in i children enrolled in schools for, 1646-1647. | Deaf, Dumb, and Blind Institute for Colored Youth, Texas, 1638-1648, 1655-1660. Deaf-mute department, University of Deseret, 1638-1648. Decatur, Ill., statistics of schools and school finances, 1318, 1358. Decorah Institute, 1613-1631. Dedham, MaSs.„ statistics of schools and school finances, 1318, 1358. Defiance, Ohio, statistics of schools and school finances, 1318, 1358. Defiance College, statistics, 1061. Defodon,M., secretary of congress of primary in¬ struction, 49. Deformed children, schools for, in Denmark, 545. De Garmo, Charles, on literature as a means of ethical training, 1168-1109. Degrees, international equivalence of, 65, 68-72, 148, 163; discussions in international con¬ gress, 146, 160, 161, 172 ; in Scotch universi- * ties, examinations for, 210; in France, sys¬ tem described, 256 ; for graduation, in Prus¬ sian higher schools, 328; decision of the Prussian conference concerning, 392, 394; ^ in Austrian universities, statistics, 434 ; in secondary schools, in Hungary, statistics, 449; conferred by colleges for women, 749; significance of, in United States, 757-758; summary of, conferred in 1889-90, by col¬ leges and universities, 776-777 ; increase of requirements for, 801 ; conferred by French professional faculties, 840-862 ; matriculates in medical schools having bachelor, 876-878, 1021-1026 ; students of theology having, 920, 1021-1026; in pedagogy, 1015,1019; conferred by professional schools, 1033 ; relation of, to requisites tor admission to college, 1113. De Land’s Business College, 1620-1631. Delapierre, M., remarks on female teachers, 57. De Lapparent, M., vice-president of international congress, 64. Delattre, A., exhibit at Paris Exposition, 122, 128. Delaware, statistics, common schools, 6-33 ; com¬ parative statistics of enrollment, attendance 1 teachers, and accommodations in the schools of cities and villages, 606; comparative finan¬ cial statistics of city and village systems, 608 ; enrollment and attendance in cities and vilages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; pupils in, and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and vil¬ lages, 616; character and enforcement of temperance school law, 713, 716; summary of statistics of universities and colleges, 760, 762 ; distribution of college students in regu¬ lar degree courses from 1886-90,774; sum¬ mary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778-779; average age of freshmen, 1880-90, 800 ; statistics of professional schools, 1027,-1029 ; statistics of reform schools, 1070; statistics by race, 1074- 1075; colored schools of, 1078, 1090; summary of statistics of private secondary schools, 1486-1488 ; summary of statistics of business colleges, 1610. Delaware, t)hio, statistics of schools and school finances, 1318, 1358. Delaware College, statistics, 1053, 1583, 1600 ; pro¬ gramme of civil and mechanical engineering courses, 960, 977. Delboeuf, M,, president of section of international congress, 133, 134. Delinquents, juvenile, provision for, in England, 247; in Prussia, 295; in Saxony, statistics, 305; methods employed in the reformation of, 1063-1072. Delphos, Ohio, statistics of schools and school finances, 1318, 1358. Denifle, M., exhibit at Paris Exposition, 101. Denison, Tex., statistics of schools and school finances, 1318, 1358. j Denison University, 1593, 1606. : Denmark, exhibit ~of education at Paris Exposi¬ tion, 122; educational system described, 519- 548; provision in, for industrial education, 981: educational work in, 1223; statistics, | 1672-1677. INDEX. 1689 Denominational schools in France, statistics, 259. I Dentistry, map showing location and diagrams illustrating, statistics of schools of, 859-860; | statistics of schools of, 1023, 1039. Denver, Colo., scale of salaries of teachers, 619; statistics of schools and school finances, 1318, 1358. Denver Business College, 1612-1631. Departments in France, described, 106. De Pauw University, organization, 789 ; statistics, 1585-1601, daily routine of, exercises in theo¬ logical department, 931, and statistics, 1046; school of law, 1051. Depew Chauncey M., on higher education, and business, 1145. Des Moines, Iowa, scale of salaries of teachers, 623 ; statistics of schools and school finances, 1318, 1358. Des Moines College, 1585, 1602. Desparmet-Ruelle, Mmc., remarks in interna¬ tional congress. 158. Detroit, Mich., scale of teachers’ salaries, 627 ; sta¬ tistics of schools and school finances, 1318, 1358. Detroit Business University, 1615-1631. Detroit College, statistics, 1589, 1603. Detroit College of Medicine, statistics, 1035. Detroit Emergency Hospital Training School for Nurses, statistics, 1042. Devlin's Business College, 1615-1631. Dexter Normal College, statistics, 1060. Dick bequest, Scotland, 205, 228 note. Dickinson, J. W., on the function of the normal i school, 1178; on the need of more male j teachers, 1183. Dickinson College, 1595, 1607. Didama, H. D., on advancement of the medical profession, 912. Dietz, M., remarks in international congress, 76, 77, 79, 146, 154, 156, 158. Diggle, J. E., chairman of London school board, 264. Dingo Business College, 1614-1631. Dinners for school children, in Paris, public pro¬ vision, 89. Discipline. See Management and supervision of instruction. Dissection, 885. District, system in Austria, 467 ; in Norway, 478. District of Columbia, statistics, common schools, 6-33; per capita school expenditure, 35; comparative statistics of enrollment, attend¬ ance, teachers, and accommodations in cities and villages, 606 ; comparative finan¬ cial statistics of city and village system, 608 ; enrollment and attendance in cities and ! villages, 613; supervising officers, teachers, ! property, and expenditures in cities and i villages, 614; pupils in and graduates from j public high schools, 615; teachers and j pupils in public evening schools of cities J and villages, 616 ; character of Congressional j temperance school law, 713; summary of J statistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-1890, 774 ; summary of degrees conferred by colleges and universities in, 776; average age of freshmen, 1830-90, 800; students from Johns Hopkins, Harvard, and Michigan universi¬ ties, S20 ; statistics of professional schools, 1022-1030 ; degrees conferred by professional schools of, 1033; statistics of reform school, 1070; statistics by race, 1074-1075; statistics of schools for the colored race, 1090-1091 ; summary of statistics of private secondary schools, 1486-1488; summary of statistics j of business colleges, 1610; summary of | statistics of schools for the deaf, 1632-1635. Division of time. See Programme. Dixon Business College, 1613. Doane College, 1591,1605. Dr. Martin Luther College, 1589, 1604. Domestic economy, study of, in England, govern- | ment grants allowed, 244. Donations. See Benefactions. Douglas, Count, on physical culture, 382. Dover, N. H., statistics of schools and school finances, 1318, 1358. | Downer College, curriculum, 754; statistics, 1580-1581. Drake University, erects alumni sciencehall, 975; statistics, 1585, 1602; Bible department of, statistics, 1046; law department, statistics, 1051. Draper, A. S., on the needs of the public schools, 1163-1165; on public school education, 1168; on the necessity for special education, 1179-1180, 1181. Drawing, study of, in public schools of Paris, 91 ; in England, government grants allowed, 244; in Loudon, results of examination, 273; de¬ cisions of Prussian conference, 390 ; salary of teacher of, in certain cities, 617-693 ; as a high-school study, 1120; as study in city systems of public schools, 1351-1356; pri¬ vate secondary schools having obligatory instruction in, 1495-1571; in public high schools, 1395-1485. Drew Theological Seminary of the Methodist Episcopal Church, statistics, 1048. Dreyfus-Brisac M., secretary of international congress, 64, 67, 85, 107, 143, 186. Druggists, number of graduates from colleges and universities, for colored race who be¬ come, 10S2. Drum Hill district, N. Y., statistics of schools and school finances, 1318, 1358. Drury, V., promoter of secondary school, 102. Drury College, 1591. 1604. DuBois, Pa., statistics of schools and school finances, 1318, 1358. Dubuque, Iowa, statistics of schools and school finances, 1318, 1358. Due West Female College, 1578, 1579. Duff’s Mercantile College, 1619-1631. Duluth, Minn., statistics of schools and school finances, 1318, 1358. Dundee (Scotland) University, statistics, 188. Dunkirk N. Y., statistics of schools and school finances, 1318, 1358. Dunmore, Pa., statistics of schools and school finances, 1318, 1358. Duplan, M., on school organization, 88. Duration of schools. See Term. Durham, N.-.C., statistics of schools and school finances, 1318, 1358. E. Earlliam College, erects and equips a gymna¬ sium, 795; statistics, 1585, 1601. Eastern Iowa School for the Deaf, 1650, 1651. Eastern State Normal School, statistics, 1057. East Liverpool, Ohio, statistics of schools and school finances, 1318, 1358. Eastman Business College, 1617-1631 . East Mississippi Female College, 1576, 1577. Easton, Pa., statistics of schools and school finances, 1318, 1358. Easton College of Business, 1618-1631. East Portland, Oregon, statistics of schools and school finances, 1318, 1358. East Providence, R. I., statistics of schools and school finances, 1318, 1358. East Saginaw, Mich., statistics of schools and school finances, 1318, 1358. East St. Louis, Ill., statistics of schools and school finances, 1318. 1358. Eaton and Burnett’s Business College, 1614-1631. Eau Claire, "Wis., statistics of schools and school finances, 1318, 1358. Eberswalde, Royal Forest Academy at, statistics, 1003. Eclectic Medical College of the City of New York, statistics, 1037. Eclectic Medical Institute, statistics, 1037. Eclectic Medicine, statistics of schools of, 1022, 1037. iScolo Centrale des Arts ct Manufactures, curri¬ culum, 975-976. ficole Nationale des Ponts et CliaussOes, 951. Ecole Normale, Sevres, described, 114. l5cole Normale Sp6ciale, Clunv, described, 114. £cole Poly technique, curriculum of, 951. Ecoles Maternelles, in France, described, 257. ficoles Normales SupOrieures d'Enseignemcnt Primaire, France, described, 59,113. 1690 INDEX, Economic Science, in higher education, discussed in international congress, 82; discussion in international congress, 161, 166. Ecuador, statistics, etc., 556-558, 1229, 1672-1677. E. D. Lyons, Classical School, 1617-1631. Eden College, statistics, 1047. Edgewater, X. Y., statistics of schools and school finances, 1318, 1358. Edinburgh, Scotland, educational activity, 202; educational associations, 204; normal school established, 230. Editors, number of graduates from colleges and universities for the education of the colored race, who become, 1082. Education, Wilhelm III of Prussia, quoted on, 44 ; effects, in Scotland, 231 (note) ; auxili¬ ary aids to, in Scotland, 204; auxiliary agencies promotive of, in England and France, 247, 282 ; effects, in London, 278 ; a general remedy in social pathology, 573; various views as to what it is, its value, and its acquisition, 1135-1143. See also Elementary, Higher, and Secondary education, Administration and organization of systems, Management and supervision of instruction, Methods of instruction, Cur¬ riculum, Teachers, and Professors and in¬ structors. Educational Institute, Scotland, described, 204. Edwards, Eichard, on moral training in public schools, 1173-1174. Egger, Max, report to international congress, 66, 73, 145, 153, 160, 170-172, 173, 174. Egypt, educational work in, 1215. 1223, 1224. Eitner, Dr., on gymnastics in Prussian higher schools, 381. Electives, in theological schools, 936-938. Electrical engineering, courses of, 990-992; new laboratory for, 797. Elementary education, in United States, statistics, 1-37, in cities, 603-614 ; proceedings of inter¬ national congress on, 49-64 ; exhibit at Paris Exposition, 90, 97 ; public subsidies to pri¬ vate schools in Paris, 91; statistics of, in France, 96; comparison of English with French, 106; in France, characteristic fea¬ tures. 255, 257 ; in Scotland, 1&8-191, 195-196, 227, 230, and relation of, to higher education, 206, 230; in England, system and results, 23S-244; in London and Paris described, 263-280; in Prussia, enrollment, 282; in Prussia, description and statistics, 289-293 ; maintenance of Prussian schools, 455; in Prussia, statistics, 456 ; in Saxony, de¬ scribed, 301-303, 305, 452 ;’ in Austria, 426, 451, 452, 465, 466; in Hungary, system described, 439, 445; in Switzerland, statistics, 453; in Wiirtemberg, 453 ; in Xorway, 479, 487, 500- 51 2 ; statistics of, in various countries of the world, 549-560, 1672-1677 ; in Denmark, 520- 524 ; list of endorsed text-books on scientific temperance instr uction appropriate for, 699 ; course of study in scientific temperance ap¬ propriate for, 700-706, 739-742 ; agricultural instruction in, 1006-1013 ; adjustment of cur¬ riculum of, to that of higher education, 1111-1135; remarks on private, by several persons, 1156-1158; transfer of private schools, to school beards in Minnesota, 1157, 1158; remarks on the theory of public, by sereral persons, 1158-1163 ; in Alaska, 1250, 1251. See also Kindergartens, Administration and organization of systems. Management and supervision, of instruction, Methods of in¬ struction, Curriculum, Programme, Teach¬ ers, Students, Salaries, Income, Expendi¬ ture, Funds, and State and local appropria¬ tions. Elgin, Ill., statistics of schools and school finances, 1318, 1358. Eliot, C. W., proposes to shorten college curricu¬ lum, 804; on the improvement and adminis¬ tration of secondary education, 1112-1116; on shortening the elementary school course, 1126-1131. Elizabeth, X. J., statistics of schools and school finances, 1318, 1358. Elizabeth Aull Female Seminary, 1576, 1577 Elkhart, Ind., statistics of schools and school finances, 1318, 1358. Elliott’s Business College, 1613-1631. Ellsworth, Me., statistics of schools and school finances, 1318,1358. Elmira, X. Y., statistics of schools and school finances, 1318, 1358. Elmira College, 1572, 1573. Elmira School of Commerce and Shorthand Insti¬ tute, 1617-1631. Elocution, salary of teachers of, in certain cities, 617-693. El Paso, Tex., statistics of schools and school finances, 1318, 1358. Elyria, Ohio, statistics of schools and school finances. 1318, 1358. Emerson Institute, statistics, 1060, 1086. Eminence College, 1587, 1602. Emory and Henry College, 798, 1598, 1608. Emory College, statistics, 1584, 1601 ; law depart¬ ment of, statistics, 1051. Empire Business College, 1620, 1631. Emporia, Kans., statistics of schools and school finances, 1318, 1358. Emporia Bnsiness College, 1614-1631. Endowment, of English elementary schools, sta¬ tistics, 240 ; value of, to institutions of learning, 746 ; of colleges for women, 746, 748 ; of colleges and universities, 778, 779. England [and Wales], evils of examinations. 93 ; educational exhibit at Paris Exposition, 123; school system compared with that of Scotland, 189; social distinctions in school system, 237 ; educational system compared with that of France, 263; educational system and operations, 237-248; outdoor play, 294; statistics, 551-560,1672-1677; provision in, for industrial education, 981, 982, 9S3 ; com¬ pulsory attendance in, 1198; influence of national character on education in, 1224- 1226. English language; study of, in Prussian higher schools, discussed, 370; decisions of Prus¬ sian conference, 390; requisite for admis¬ sion 'to medical schools, 875-876 ; in high schools, 1120, 1121; number of students in business colleges pursuing, 1621-1628; in deaf institutions. 1641, 1642; in schools for the blind, 1657, 1658 ; in schools for the feeble¬ minded, 1666-1669. Enrollment in schools. (Sec Attendance, Students, and Higher, Secondary, and ' Elementary education. Ensworth Medical College and Hospital Associa¬ tion, statistics, 1035. Ephpheta School for the Deaf, 1650-1651. Episcopal Female Institute, 1580-1581. Episcopal Theological School, statistics, 1047. Erie, Pa., statistics of schools and school finances, 1318,1358. Erie (Pa.) Teachers’ Training Class, statistics, 1058. Erkelenz, M., remarks by in international con¬ gress, 74, 77, 79, 144, 154, 156, 158, 159,176. Erskine College, 1596, 1607. Erskine Theological Seminary, statistics, 1050. Escanaba, Mich., statistics of schools and school finances, 1318, 1358. Estey Seminary, 1578, 1579. Eufaula, Ala., statistics of schools and school finances, 1318, 1358. Eureka, Cal., statistics of schools and school finances, 1318, 1358. Eureka College, statistics, 1046, 1584, 1601. Euston’s Business College, 1614-1631. Evangelical Institution for Deaf and Dumb. 1650, 1651. Evangelical Lutheran Theological Seminary, S. C-. statistics, 1050. Evangelical Lutheran Theological Seminary of the Evangelical Lutheran Synod of Wiscon¬ sin, statistics, 1050. Evangelical Proseminary, 1584, 1601. Evansport, Ill., statistics of schools and school finances, 131S, 1358. Evansville, Ind., maximum salary of assistants, 622 ; statistics of schools and school finances, 1318, 1358. INDEX. 1691 Evansville Commercial College, 1C13-1631. Evelyn College, founding and curriculum of, 744- 745; statistics, 1572-1573. Evening schools, in Scotland, 202; in England, 240, 247 ; teachers and pupils in public even¬ ing schools in cities and villages, 616, 1346- 1350; salary of teachers of, in certain cities, 617-G93; expenditure for, in cities, 1359-1386. Everett, Mass., statistics of schools and school finances, 1318, 135S. Examinations, methods of. 66; in Eranoe, evils, 93; in Prussia, methods. 462; in Austria, methods, 472; in Ijenmark, methods, -536; in England results of examination in class subjects, 244; the “quiz1’ as a feature of medical instruction, 884; cooperative, for admission to college, 1116; effective, for teachers, 1180. See also Degrees, and for examination of ele¬ mentary pupils description of system as re¬ ferred to under name of each country. Exhibits, educational, at Paris Exposition, 86-132; of school appliances and 'work in Europe, 1200. Expenditures, for common schools in the United States, by states, 5, 6.27-37, by cities, 604- 608; 61 4, 1359-13S7 ; in France, for elementary 8chools,96, 252-253, for higher education, 102; in Scotland, 188; in England, for elementary schools, 241, for teachers' training colleges, 242; in London and Paris, statistics, 269, 270 ; for education in Saxony, statistics, 229- 305; for elemoutary normal and secondary schools, in Hungary, statistics, 442, 443, 446, 450; for educational purposes in Prussia, statistics, 283. 457 ; for education in For way, objects, 489-490 ; for educational purposes in Denmark, statistics, 528 ; for elementary in¬ struction in Europe and America, 544L5G0, 1672-1677 ; heavy cost of educating children of the slums, 581; for education in cities compared (per centum) -with other statis¬ tical facts, 604-608; for industrial -education in Enrope, 935; for support of private man nal training schools, 1062 ; for reformatory schools, 1070-1072 ; increase iuFew Torkfor uhlic schools, 1159; for schools of Alaska y_the Government and religious bodies, 12o. ; for manual training in city systems of public schools, 1351-1356; for all purposes by schools for the deaf, 1632-1G35, 1644-1645, by schools for the blind, 1652-1653, 1659, by schools for the feeble-minded, 1661-1669. See also Buildings and accessories. Ewing College, 1584, 1601. « F. Faculties in France described, 251-260. Fairhurn High School, statistics, 1056. Fairmout State Formal School, statistics, 1059. Falk, Dr., minister of public instruction. Prussia, on regulations of middle schools, 282. Failures, Armand, address at inauguration of Few Sorhonnc, 48, 179-1 S2 : addresses to con¬ gress of primary instruction, 49-51, 64. Fall Eiver, Mass., statistics of schools and school finances, 1318. 1358. Fanta, Mile., remarks in international congress, 158. Fargo, F. Dak., statistics of schools and school finances, 1318, 1358. Fargo College, 1593, 1606. Faribault, control of parochial schools by city school authorities, 1158 ; statistics of schools and school finances, 1318, 1358. Farmers, number of graduates from colleges and universities for the colored race who be¬ come, 1082. Farrand Training School for Fnrses, statistics, 1042. Fauquit r Institute, 1580-1581. Favre, Mmc. Jules, head mistress of normal school, 114. Fayetteville, F. C., statistics of schools and school finances, 1318, 1358. Foehle-miudod, schools for, in Saxony, 305 j schools for, in Forway, 515 ; schools for, in Denmark, 542; statistics of schools for, 1GGJ-16C4. Fees. See Tuition. Feilenherg, influence on Swiss education, 129. Fellowships, number of, in colleges and universi¬ ties, 762-763, 1 GOO-1609; at Princeton and Columbia Colleges for the promotion of graduate study, 817-818; effect of establish¬ ing, at Johns Hopkins, 819, S21. Fencing^ See Physical Training. Ferrari-Perez, M., remarks in international con¬ gress, 163. Ferris Industrial School, 1071, 1615-1631. Ferry, Jules, meulioued, 45, 59, 91, 100, 10S, 112, 114. Fiedler, Dr-, member of committee on school reform, 3S9. Finances. See Income and Expenditure. Findlay, Ohio, statistics of schools and school finances, 1318, 1358. Findlay Business College, 1618-1631. Findlay College, 1533. 1606. Finland, educational exhibit at Paris Exposition, 124; statistics, 551-555, 1672-1G77. Fisk University, erects gymnasium and work¬ shop, 797; statistics, 1088, 1597, JG0S; occu¬ pation of graduates of. 1032; theological course, statistics, 1050, 1089; normal depart¬ ment, statistics, 1086; preparatory depart¬ ment of, statistics, 1088. Fitchburg. Mass., statistics of schools and school finances, 1318, 1358. F. Knapp English and German Institute, 1G50- 1651. Flagg, Azariah C., on the danger of a text-hook law. 1184. Flint, Mich., statistics of schools and school finances, 1318, 1358. Florida, statistics, common schools. 6-33; length of school term, 15; comparative statistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606 ; comparative financial statis¬ tics of city and village systems, COS; en¬ rollment and attendance in cities and vil lages, 613; supervising officers, teachers, property, and expenditure in cities and villages, 614; pupils in, and graduates from public high schools, 615; character of tem¬ perance school law, 714; summary of statis¬ tics of universities and colleges, 760,762; distribution of college students in regular degree courses from 1886-1890,774; summary of degrees conferred by colleges and uni¬ versities in, 776; productive funds of col¬ leges and universities, 778-779; students from, at Johns Hopkins, Harvard, and Michigan universities, 820: statistics of rofessional schools, 1027-1031; statistics y raee, 1074; statistics of schools for tlie colored race, 1090-1091 ; summary of statis¬ tics of private secondary schools, 1486-1488; summary of statistics of business colleges, 1610: summary of statistics of schools lor the deaf, 1G32-1 635 ; summary of statistics of schools for the blind, 1652. Florida Agricultural College, programme of mechanical engineering course, 9<<; statis¬ tics, 1053. Florida Blind and Deaf Mute Institute, 1636-1643, 1654-1060. Florida Conference College, 1583, 1C00. Florida Institute, statistics, 1087. Florida Institute for the Deaf and Blind, statis¬ tics, 1089. Florida State Formal SchooD, 1056, 1078. 1086. Flower, E. P., on the appropriation of money for education, 1158-1161. Flushing, F. Y., statistics of schools and school ' finances, 1318, 1358. Fonbert, M., on female teachers, 56. Fonddu Lac, Wis., statistics of schools and school finances, 1318, 1358. Foreign languages. See Modem languages. Forestry, sclmols fur, 1003. Forge work as a study in city systems of public schools, 1351-1356. 1692 INDEX. Furtbuildangsschulen. See Continuation schools. Fort Dodge, Iowa, statistics of schools and school finances, 1318, 1358. Fort Hill Private Institution for Feeble-Minded and Epileptic Children, 1668-16G9. Fort Howard, Wis., statistics of schools and sclxool finances, 1318, 1358. Fort Madison, Iowa, statistics of schools and school finances, 1318, 1358. Fort Scott, Kans., statistics of schools and school finances, 1318, 1358. Fort Scott Kansas Formal School, statistics, 1060. Fort Smith, Ark., statistics of schools and school finances, 1318, 1358. Fort Wayne, Ind., statistics of schools and school finances, 1318, 1358. Fort Wayne College of Medicine, statistics, 1034. Fort Worth, Tex., statistics of schools and school finances, 1318, 1358. Fort Worth Business College, 1619-1631. Fort Worth University, 1597,1608. Foster’s Business College, 1615-1631. Fostoria, Ohio, statistics of schools and school finances, 1318, 1358. Framingham, Mass., statistics of schools and school finances, 1318, 1358. France, conditions of education, 41 ; attention to popular education, 44, 45; training of teachers, historical sketch, 58 ; educational exhibit, 86-120 ; international equivalence of studies, 148; educational system and its operations, 249-261 ; educational system compared with the English, 263; statistics of, 551-560, 1672-1677 ; diagrams illustrative of professional education in, 849-869; teachers’ meetings in, 1185-1189 ; exhibition of drawing and manual training, 1200; sur¬ gical instruments suggested for schools of, 1201; population of, during the past 1,800 years, 1217; influence of education on em¬ ployment desired by people of, 1224. Frankford, Ind., statistics of schools and school finances, 1318, 1358. Frankfort-on-the-Main, Germany, action on Prus¬ sian conference, 402. Frankfort-on-the-Uder, Germany, decrease of child labor, 297. Franklin, Pa., statistics of schools and school finances, 1318, 1358. Franklin and Marshall College, 1595, 1607. Franklin College (Ind.), 1585, 1601. Franklin College (Ohio), 1594, 1606. Fraser, D. M., inspector of Scotch school district, extract from report, 201. Frederick, Md., statistics of schools and school finances, 1318, 1358. Frederick Female Seminary, 1576, 1577. Fredericksburg, Va., statistics of schools and school finances, 1318, 1358. ’ Free Church of Scotland, activity and history of establishment, 224, 228. Free Tuition. See Gratuity. Fremont, Febr., statistics of schools and school finances, 1318, 1358. Fremont, Ohio, statistics of schools and school finances, 1318, 1358. Fremont Formal, statistics, 1060. Freeport, HI., statistics of schools and school finances, 1318, 1358. Freeport College of Commerce and Forthwestern Formal School, 1613-1631. French, Miss Frances G., on educational system of Korway, 475-517 ; on educational system of Denmark, 519-548. French language, study of, discussed, 369 ; salary of teachers of, 634, 638; as a requisite for ad¬ mission to medical schools, 875,876; in ele¬ mentary schools, 1125 ; number of students pursuing, in public high schools, 1390-1392 ; in private secondary schools, 1490-14Q2 ; in business colleges, 1621-1628. French Protestant College, 1589, 1603. French’s Business College (Mass.), 1614-1631. French’s Business College (F. Y.), 1617-1631. Freshmen, average age of, 799-804. Friburg, Bergakademie at, courses of, 987-989. Frick, Dr., on Prussian higher schools, 367, 375. Frommel, Dr., on Prussian higher schools, 375. Fulton, Mo., statistics of schools and school finances, 1318, 1358. Fulton, F. Y., statistics of schools and school finances, 1318, 1358. Funds, amount of, possessed by colleges for wo¬ men, 747, 1572-1581; by colleges and universi¬ ties, 762, 763, 778, 779, 1600-1609; by State uni¬ versities, 782; by technical schools, 1029; by schools for training teachers, 1031 ; by private secondary schools, 1487, 1488, 1495-1571 ; dis¬ tribution to white and colored schools, 1075, 1076. 1077. Furman University, 1596, 1607. Furniture, in United States, statistics of expen¬ diture for, 29-32 ; exhibit at Paris Exposi¬ tion, 118 ; in Denmark, described, 539. G. Gaffey’s Shorthand School, 1612-1631. Gainesville, Tex,, statistics of schools and school finances, 1318, 1358. Gainesville College, 1584, 1601. Galena, Ill., statistics of schools and school finances, 1318, 1358. Galesburg, Ill., statistics of schools and school finances, 1318, 1358. Galesburg Business College, 1613-1631. Galion, Ohio, statistics of schools and school finances, 1318, 1358. Gallipolis, Ohio, statistics of schools and school finances, 1318, 1358. Galton, Francis, president of section of interna¬ tional congress, 133. Galveston, Tex., statistics of schools and school finances, 1318,1358. Games, activity of the society for promoting, in Germany, 1217. See also Physical training. Gammon Theological Seminary, statistics, 1045, 1088. Gannett Institute, 1576, 1577. Gardens, school, in Germany and Austria-Hun¬ gary, 308, 1216, 444. Gardiner, Me., statistics of schools and school finances, 1318, 1358. Gardner, Mass., statistics of schools and school finances, 1318, 1358. Gardner City Business College, 1612-1631. Garfield University, statistics, 1587, 1602; theo¬ logical department of, statistics, 1046; law college, statistics, 1051. Garrard College, 1587, 1602. Garrett Biblical Institute, statistics, 1046. Gaston College, 1578, 1579. Gate City Business College (Iowa), 1613-1631. Gate City Business College (Kans.), 1G14-1631. Gates College, 1591, 1605. Gaudenzi, M., remarks in international congress, 84, 146, 163, 1G6. Gaufres, M. J., report and remarks by, 88, 154. Gauthiot, M., remarks in international congress, 74, 172. Gavard, M., remarks, 57, 71, 149, 164. Geiser, C. F., speech in international congress, 149, 161. Gem City Business College, 1613-1631. General German Association for School Reform, objects, 339, 343, 401. General Hospital Training School for Furses, sta¬ tistics, 1042. General Theological Seminary of the Protestant Episcopal Church in the United States, sta¬ tistics, 1048. Genesee Business University, 1617-1631. Geneva, F. Y., statistics of schools and school finances, 1318, 1358. Geneva, Switzerland, kindergartens, 128. Geneva Business College and Shorthand Insti¬ tute, 1617-1631. Geneva College, 1595, 1607. Gentel, M. Ferd., remarks in international con¬ gress, 71, 147, 148, 159. Geography, model of the earth at the Paris Expo¬ sition, 117 ; in English elementary schools, 244; in Prussian higher schools, discussed, 380; in Prussia, metnods, 461 ; as an elemen¬ tary school study, 1127 ; number of students in lousiness colleges pursuing study of, 1621- 1628. INDEX. 1693 Geometry, in lycOes for girls, conclusions of in¬ ternational congress, 145; as a requisite for admission to medical schools, 875-876; num¬ ber of students in public high schools pur¬ suing, 1391-1392 ; in private secondary schools, 1491-1492; in business colleges. 1621- 1628 ; for the deaf, 1641, 1642 ; in schools for the blind, 1657, 1658. Georgetown College, 1587, 1602. Georgetown Female Seminary, 1574, 1575. Georgetown University, statistics, 1583, 1600; medical department of, statistics, 1034 ; sta¬ tistics of the law department of, 1051. Georgia, statistics, common schools, 6-33; in¬ creased length of school term, 15 ; appropri¬ ations in lieu of school taxes. 24; meager local taxes, 27; comparative statistics of enrollment, attendance, teachers, and ac- commodationsin theschoolsof citiesand vil¬ lages, 606; comparativefina'ncialstatistics of city and village systems, 608; enrollmentand attendance in citiesand villages, 613; super¬ vising officers, teachers, property, and ex¬ penditure in cities and villages, 614; pupils in and graduates from public high schools, C15 ; teachers and pupils in public evening schools of cities and villages, 616; summary of statistics of colleges for women, 747; de¬ grees conferred by colleges for women in, 749; summary of statistics of universities and colleges, 760, 762 ; distribution of college students in regular degree courses from 1S86-1890, 774 ; summary of degrees conferred by colleges and universities in, 776; produc¬ tive funds of colleges and universiites, 778-779 ; average age of freshmen, 1880-1890, 800 ; students from, at Johns Ilopkins, Har¬ vard, and Michigan universities, 820 ; statis¬ tics of professional schools, 1,022-1032; de¬ grees conferred by professional schools of, 1033; statistics by race, 1074; education of the colored race in, 1078-1079; statistics of schools for tho colored rate, 1090-1091 ; sum¬ mary of statistics of private secondary schools, 1486-1488; summary of statistics of business colleges, 1610; summary of statis¬ tics of schools for the deaf, 1632-1635 ; sum¬ mary of statistics of schools for the blind, 1652. Georgia Academy for the Blind, 1654-1660; (col¬ ored department) statistics, 1089. Georgia College of Eclectic Medicine and Sur¬ gery, statistics, 1037. Georgia Institute for the Deaf and Dumb (col¬ ored department), statistics, 1089. Georgia Institution for the Education of the Deaf and Dumb, 1636-1648. Georgia Methodist Female College, 1574, 1575. Georgia School of Technology, statistics, 1055. German College, 1586, 1602. German College of Mount Pleasant, Iowa, statis¬ tics, 1046. German Congregational Theological Seminary, statistics, 1047. German-English College, statistics, 795, 1046, 1584, 1601. German language, salary of teacher of, in certain cities, 621-693 ; as a requisite for admission to medical schools, 875, 876; in theological schools, 925,939,940; number of students pursuing, in public high schools, 1391, 1392; students in secondary schools pursuing, 1490-1492 ; number of students in business colleges pursuing, 1621-1628. German Presbyterian Theological School of the Northwest, statistics, 1046. German Theological School of Newark, N. J., statistics, 1048. German Wallace College, statistics, 1593, 1606; theological department of, statistics, 1049. Germany, secondary schools, type of final exam¬ ination, 65; plasticity of university system, 83; education, 281-311; statistics, 551-555, 1203, 1672-1677; diagram showing fluctuation of attendance in the faculties of law, medi¬ cine, and theology in universities of, 838-S43 ; location of training schools fo- teachers in, 870-872; programmes illustrative of a course in applied science, 945, 948-950, 966-967 ; con- Germany, secondary schools — Continued. flict between the classics and science as in¬ struments of education, 1190-1197; city school systems of, 1197; effect of school work on health in, 1200, 1201. Gifford, Lord, benefactions to Scotch universities, 208. Gilbert Academy, statistics, 1087. Gilbert Haven School of Theology, statistics, 1047, 1088. Gilchrist educational trust, Scotland, described, 205. Gilman, D. C., quoted on various educational top¬ ics, 866-867, 1124, 1135, 1141, 1142,1152,1176- 1177. 1183,1184. Gilman, Nicholas Paine, on moral instruction in public schools, 1171-1173. Giner, de Los Rios, remarks in international con¬ gress, 149, 163. Girard College, manual training department, sta¬ tistics, 1062. Girls’ higher schools in Hungary, statistics, 445. Girls’ (Ohio) Industrial Home, statistics, 1072. Glasgow, Scotland, bursaries to encourage school attendance, 193 ; educational activity, 202; educational associations, 204; normal schools established, 230. Glasgow and West of Scotland Technical Col¬ lege, described, 205. Glasgow (Scotland) Association for Promoting the Higher Education of Women, founder of college, 209. Glendale Female College, 1578-1579. Glens Falls Business College, 1617-1631. Gloucester, Mass., statistics of schools and school finances, 1318, 1358. Gloucester City, N.J., statistics of schools and school finances, 1318, 1358. Gloversville, N. Y., statistics of schools and school finances, 1318, 1358. Goldey’s Wilmington Commercial College, 1612- 1631. Goldsboro, N. C., statistics of schools and school finances, 1318, 1358. Goodman’s Business College, 1619-1631. Goring, Dr., on German educational system, 352. Goshen, Ind., statistics of schools and school finances, 1318, 1358. Gosler, Dr. von, letter and address to members of Prussian conference, 347, 357. Gottingen, University of, statistics of agricultural department of, 1002. Goucher, John F., president of Womans’ College of Baltimore, 744. Governmental aid. See State and local appropri¬ ations. Graded schools. See Management and supervi¬ sion of instruction. Graduates, privileges of, of secondary schools in Europe, 327, 394, 462 ; from Austrian second¬ ary schools, statistics, 431 ; ofnormalschools, inHungary, statistics, 446) sex, and ratio of, to enrollment in city high schools, 606; number of, from public high schools, 1890, 615, 1389-1392, 1395-1485 ; students in depart¬ ments for, in colleges for women, 747 ; stu¬ dents in departments for, in colleges and universities, 760-761 ; growth of depart¬ ments for, in universities, 815-826; from pro¬ fessional schools (including technological and normal schools), 1021-1032, 1034-1061; occupation of colored college, 1081-1082; number of colored, 1082; from private sec¬ ondary schools, 1487-1488, 1495-1571; from business colleges, 1620-1631; from schools for the blind, 1652-1653, 1656. See also Degrees. Graf, Dr,, on Prussian higher schools, 380, 389. Grammar, in elementary schools, 1127. Grammar schools. See Elementary education. Grand Forks, N. Dak., statistics of schools and school finances, 1318, 1358. Grand Haven. Mich., statistics of schools and school tine nces, 1318, 1358. Grand Island, Nebr.. statistics of schools and school finances, 1318, 1358. Grand Prairie Seminary and Commercial College, 1613-1631. 1694 INDEX. Grand Iiapids Business College and Practical Training School, 1815-1631. Grand Itapids, Mich., scale of teachers’ salary, G2S; statistics of schools and school finan¬ ces, 1318, 1358. Grand .River College, 1590, 1604. Granger Place School, 1578, 1579. Grant, George M., remarks by, on various topics, 1153, 1167, 1169, 1181. Grants, government. See State and local appro¬ priations, and Income. Granville Female College, 1578-1579. Gratuity, school material furnished in Paris, 89; in’ Scotland, 193, 202; in England, 240, 247, Gr6ard, O., vice-rector of the Academy of Paris, mentioned and quoted, 47, 48, 49, 62, 64, 65, 75, 85, 86, 88, 143, 148, 149, 153, 161, 178, 265. Great Britain and Ireland, statistics, 551-555, 1672-1677. Greece, statistics. 551-555, 1672-1677. Greek, study of, introduction in Scotland, 216 (note) ; in Prussian gvnmasien, discussed, 416; generally omitted from curriculum of colleges for women, 748; study of, in theo¬ logical schools, 923-925, 939 ; as a requisite for admission to college, 1116 ; studies to be accepted in lieu of, for admission to college, 1121; contest over, in Germany, 1190-1197; number of students pursuing, in public high schools, 1390-1392 ; students in private secondary schools pursuing study of, 1490- 1492; number of students in business col¬ leges pursuing study of, 1621-1628. See also Classics. Green Bay, IVis., statistics of school and school finances, 1318, 1358. Green Bay Business College, 1620-1631. Greensboro Female College, 1578-1579. Greensburg, Pa., statistics of schools and school finances, 1318, 1358. Greencastlo, Ind., statistics of schools and school finances, 1318, 1358. Green Island, 17. Y.} statistics of schools and school finances, 1318, 1358. Greenville, Miss., statistics of schools and school finances, 1318-1358. Greenville, Ohio, statistics of schools and school finances, 1318, 1358. Greenville, S. C., statistics of schools and school finances, 1318, 1358. Greenville, Tex., statistics of schools and school finances, 1318, 1358. Greenville and Tusculum College, 1597, 1608. Greenville Female College, 1578-1579. Greenwich, Conn., statistics of schools and school finances, 1318, 1358. Greenwich Business College, 1619-1631. Grenoble, France, educational exhibit at Paris Exposition, 98. Griffin, Ga., statistics of schools and school finances, 1318, 1358. Griseri, Mme., remarks in international congress, 77, 86, 144, 156, 161. Griswold College, statistics, 1585, 1602 ; theolog- icaHlepartment, 1046. Gross Medical College of Denver, statistics, 1034. Grosselin, A., instruction of the deaf, 92, 119. Grounds. See Buildings and accessories. Grove City College, 1595, 1607. Grundtvig, F. F. S., promoter of rural high schools, 525. Guadelupe, statistics, 556-560, 1672-1877. Guatemala, educational exhibit at Paris Exposi¬ tion, 124; statistics, 556-560, 1256,1672-1676. Guiana (British), proportion of population en¬ rolled, 556-560, 1672-1677. Guiana (French), proportion of population en¬ rolled, 556-560, 1672, 1676. Guilford College, 1593, 1606. Giissfeld, Paul, quoted, 382, 1196-1197. Gymnasium. See Secondar y schools. Gymnastics. See Physical training. IS. Hackensack, F. J., statistics of schools and school finances, 1318, 1358. Haddonfield Training School for Feeble-Minded, 1668-1669. Haeckel, Ernst, on instruction in the classics ai a preparation for professional study, 883. Hagerstown, Md., statistics of schools and school finances, 1318, 1358. Hahnemann Hospital College, statistics, 1037. Hahnemann Medical College and Hospital, statis¬ tics, 1037. HahneAann Medical College of Pennsylvania, statistics, 1037. Haish Manual Training School, statistics, 1062. Haiti, proportion of population enrolled, 556- 560. Hall, G, Stanley, qudted, 1146-1147, 1155. Half-day schools in Austria, statistics, 426. Halle, University of, statistics of, the agricul¬ tural department, 1002. Hall’s Business College, 1G13-1631. Hamburg, Germany, statistics of child labor, 298; provision for industrial education, 981-982; statistics, 551-555, 1672, 167.7. Hamline University, 1589, 1604. Hamilton, Ohio, statistics of schools and school finances, 1318, 1358. Hamilton College, 1592, 1605. Hamilton Female College, 1574-1575. Hamilton Theological Seminary, curriculum and- statistics, 932-933, 1048. Hampden-Sidncy College, 1598, 1608. Hampton Formal and Agricultural Institute, sta¬ tistics, 1054; twenty -two years’ work of, 1098-1102. Hancock, John, obituary notice of, 1309. Hand, Daniel, sketch of life of, 1084 (note). Hand Fund, distribution of, 1084, 1086. Hannibal, Mo., statistics of schools and school finances, 1318,1358. Hannum’s Business College, 1612. Hanover, Loyal Veterinary University in, statis¬ tics, 1004. Hanover College, 795, 1585, 1601. Hardin College, 1576-1577. Harkville College, 1585, 1601. Harlaux, M., remarks in international congress, 74, 170. Harris, 17. T., on committee of management oi international congress, 64; delegate to in¬ ternational congress, 149 : quoted on several topics, 1111-1112, 1132-1133, 1147, 1161, 1155, 1166. Harris College, 1590, 1604. Harrisburg, Pa., statistics of schools and school finances, 1318, 1358. Harrison, Frederic, on overorganization in educa¬ tion, 1140. Harrison, F. J., statistics of schools and school finances, 1318-1358. Hartaux, M., speech in international congress, 149. Hart-Dyke, Sir 77., vice-president of English ed¬ ucation department, 238. Hartford, Conn., statistics of schools and school finances, 1318, 1358. Hartford Theological Seminary, programme and statistics of, 930, 1045. Hartshorn Memorial College, statistics, 1088. Hartwell, E. M., extracts from report of, as direc¬ tor of physical training in the Boston pub¬ lic schools, 1106-11GS. Hartwick Seminary, statistics, 1048. Harvard University, organisation, 788; erects building for athletic sports, 796; average age of freshmen, 185C-’90, 804 ; action on the proposition to shorten college curriculum, 804-805; graduate instruction at, 816-817; students in graduate department, 1870-1890, 819 ; place of residence of students in grad¬ uate department, 820; State in which stu¬ dents of graduate department received first degree, 824 ;, statistics, 1589-1603; exercises and statistics of Divinity School, Harvard Medical School, curriculum and statistics of, 899-902,1035; School of Veterinary Medicine, statistics, 1044, 932, 1047 ; Bussey Institu¬ tion, curriculum and statistics of, 997, 1055; courses for teachers in methods of instruc¬ tion, 1017-1018; dental department of, sta¬ tistics, 1039; law school, statistics, 1052, Lawrence Scientific School, statistics, 1055. INDEX, 1695 Harwood Seminary, 1574-1575. Hastings, New., statistics of schools and school finances, ±1513-1358. Hastings College of the Law, statistics, 1051. Haven Academy, statistics. 1087. Harerford College, 1595, 1607. Haverhill, Mass., statistics of schools and school finances, 1318-1358. Haverhill Training School, statistics, 1057. Haverstraw, N. Y., statistics of schools and school finances, 1318,1358. Hawaii, education in, 1226-1227 ; statistics, 1672-1677. Hazleton, Pa., statistics of schools and school finances, 1318, 1358. H. C. Tanner's Shorthand and Typewriting Bn- rean, 1612-1631. Heald, Daniel, on higher education and business, ill44. Heald’s Business Colloge, 1612. 1631. Heaine Academy, statistics, 1088. Hebrew, study of, in theological schools, 923-925, 936-938." Hebrews, in Prussian middle schools, 286, 292 ; among teachers of Prussian middle schools, 287 : among students of Austrian secondary schools, 432, 433. , Hebrew Technical Institute, statistics, 1062. Hebrew Union College, statistics, 1049. Hedding College. 1584, 1001. Heidelberg Theological Seminary, statistics, 1049. Heidelberg University, statistics, 1594, 1606. Helena. Ark., statistics of schools and school j finances, 1318. 135S. Helena, Mont., scale of teachers’ salaries, 630 ; sta- 1 tistics of schools and school finances, 1318, 1358. Helmholtz, Dr. von, on ancient languages, 372. Hemenway, Mrs. Mary, benefactions o£ to Boston public school system, 1104. Henderson, Ky.. statistics of schools and school finances^ 1318, 1358. Henrv, M., exhibit of stellar, photographs, 101. Heredity in education, 1135-1136. Heriot Hospital School 980. Heriot trust, Edinburgh. Scotland, described, 205. | Hermite. M.. address at inauguration of new Sor- ! borne, 48, 178 Herold, M., promoter of school canteens. 89. Hcrtzeherg, Dr., on classics in secondary schools, 505. Herzen. A., remarks in international congress, 67, 68, 73, 70, 79. 146, 156, 158, 160, 170, 173, 174. Hesperian College, 795, 1583. 1600. Heutefeu, Mile., on female inspectors, 58. Hickox’s Shorthand School, 1614-1631. Higher. Elnathan E.. obituary notice of. 1302. High schools. See Secondary education. Higher and professional (including technical and normal) education, statistics, 3, 4; in France, technical, 98, 102, system, 251 ; awards to ex¬ hibitors at Paris Exposition, 130-1 31 : pro¬ ceedings of international congress, Paris, 143-1 S6 ; requisite^ for admission to colleges and universities, 148, 159, 206, 210, 323, 1113- 1114, 1114-1116, 1118, 1152, to professional. courses; 163,210,337, 373, 875-876,918. 944 ; sta¬ tistics of, in Scotland, 188; Scottish Univer¬ sities Cbmraission, work described. 206-211; in England, attendance in colleges for women 238 ; technical education, in England, local tax for. 247 ; technical schools of Saxony, 299, 305, 452 ; preparation for professional studies required in Prussia. 327; for business men, discussion in Prussian conference, 3C8; in Austria, institutions described. 433-437. 451-152; in Hungary, statistics, 450; tech¬ nical education in Wurttemherg. 453; tech¬ nical schools in Switzerland, 453 ; in Prus¬ sia, effect of special privileges, 462 ; statis¬ tics of teclmical education in Denmark, 526-528; list of foreign universities, with statistics. 561-572; general discussion of the present character of, in the liberal arts, with diagrams, and statistics of instructors at¬ tendance, degrees, and finances, 755-798, and by institutions, 1582-1609; for women, 743-754, 1572-1581 ; graduate departments of Higher and professional (including technical and normal) education — Continued, universities, 815-8S6 ; comparative diagrams illustrating statistics of professional schools, 1881-1890, 837-873; influence of high schools upon scholarship of medical students. 879; courses and statistics of agricultural and other technological colleges, 996-1013, 1027- 1029: agricultural instruction in German universities, 1062-1004; departments of pedagogy in colleges and universities, 1915- 1020; of "the colored race, 1081-1085; list of schools for colored raco, 1088; effect of, on the elementary education of the colored raco, 1095; adjustment of secondary cur¬ riculum in view of elementary instruction, 1111-1135; remarks on, by several persons, 11 43-1147 ; statistics of German universities, 1242 ; students preparing for college classical course, in public high schools, 1389-1392, 1395-1485; in private secondary schools, 1480-1488, 1495-1571; number receiving, in Europe, 1204. Set also , Curriculum, Professors and instruc¬ tors, Teachers, Students, Degrees, Fellow- 8hii>s, Scholarships, Funds, Income, Ex- i penditure, State or local appropriations, and Women. Highland University, 1586,1602. Hill, Frank A., on relation of the three grades of education, 1122. Hill, Thomas, obituary notice of, 1310. Hillman College, 1576-15//. Hillsboro College, 1593, 1606. Hill’s Busin ess^ College, 1619-1631. Hillsdale College, theological department of, sta¬ tistics, 1047. 1589.1604. Hillside School, 1668, 1669. Hill’s "Waco Business College, 1619-1631. Himly, M., remarks in international congress, 159, 174. Hinsdale, B. A., on scholarship in teaching, 1178. Hinzpeter, Dr., on influence of teacher, 385. Hiram College, 1594, 1606. Histology, instruction in medical schools, 897. History, in English elementary schools. 244. 345, 355, 380. 390 ; salary of teachers of, 634. 644 ; favorite study at Johns Hopkins University, 821 ; various diagrams illustrating attend¬ ance on professional schools in United States, Germany, and France, 837-873 : study of ecclesiastical, in theological schools. 926, 927 ; as a high school study. 1120-1121 ; num¬ ber of pupils in public high schools pur¬ suing study of 1391-1392, and in private secondary schools, 1491-1492: number of students'in business colleges pursuing the study of general, 1621-1628; number of students in schools for the blind pursuing study of, 1657-1658; number of students pursuing study of, in schools for the feeble¬ minded. 1666, 1669. Hiwassce College, 1596, 1608. Hobart College, 1592, 1605. Hoboken, N. J., statistics of schools and school finances, 1318.1358. Holland, educational exhibit at Paris Exposition, 125; provision in, for industrial education, 981, statistics, 551-555,1672-1677. Hollins Institute, 1580-1581. Holmes’s Bryant and Stratton Commercial Col¬ lege, 1615-1631. Holmes s Shorthand and Bnsiness College, 1613- 1631 . Holyoke, Mass., scale of teachers’ salaries, 625; statistics of schools and school finances, 1318,1358. Holy Ghost College, 1595. 1G07. Holzmiillcr, Dr., on Prussian higher schools, 367. Homoeopathic Hospital Colloge. statistics, 1037. Homoeopathic Medical College of Missouri, sta¬ tistics, 1037. Homoeopathic Medicine, statistics of schools of, 102:t,1037. Home school for nervous and delicate children and youth, 1668-1669. Homestead, Pa., statistics of schools and school finances, 1318-1345, 135S-1387. 1696 INDEX, 4 Home study, remarks of Emperor "William, 3C1, 391,1142,1150-1151. Honduras, statistics, 556-560, 1572-1577. Hoosick Falls, N. Y., statistics of schools and school finances, 1318, 1358. Hope College, 1589, 1604. Hope Institute, 1597, 1608. Hopkinsville, Ky., statistics of schools and school finances, 1318, 1358. Hornellsville, N. Y., statistics of schools and school finances, 1318, 1358. Homemann, Dr., on ancient languages, 370. Horst, Prof., on classics in secondary schools, 505. Hospital College of Medicine (Louisville), sta¬ tistics, 1035. Hours, school. See Session. House of Correction and Reformatory, Gatesville, Tex., statistics, 1072. House of Employment and Reformation for Juve¬ nile Oflenders, Lowell, Mass., statistics, 1071. House of Reformation for Colored Boys, Chelten¬ ham, Md., statistics, 1071. House of Reformation, Boston, statistics, 1071. House of Refuge, Philadelphia, statistics, 1072. House of Refuge, St. Louis, Mo., statistics, 1072. House of the Good Shepherd, statistics, 1671. * Houston, Tex., statistics of schools and school finances, 1318, 1358. Howard College, 1582, 1600. Howard Female College, 1578-1579. Howard Payne College, 1576-1577. Howard University, statistics, 1088, 1583, 1600; medical department of, statistics, 1034, 1089; dental department of, statistics, 1039 ; phar¬ maceutical college of statistics, 1040 ; theo¬ logical department of, statistics, 1045,1088; statistics of the law department of, 1051, 1089; normal department, statistics, 1086; preparatory department of, statistics, 1087 Hudson, N. Y., statistics of schools and school finances, 1318, 1358. Hughes, James L., on education, 1140 ; on informal physical training, 1153. Hulin, Georges, remarks in international con¬ gress, 84, 147, 167. Humboldt, W. von, mentioned, 44, 328, 330. Humphreys College and Business Institute, 1615-1631. Hungary, national aid to education, 426; opera¬ tions of educational system, 439-451 ; statis¬ tical diagram of education, 454 ; statistics, 551-560, 1227, 1672-1677. Hunt, Mrs. Mary H., originates movement for im¬ parting instruction in effects of alcohol as a public school study, 695 ; answers objections to temperance instruction, 737-739. Hunt and Huddleston College, 1589, 1604. Huntingdon, Ind., statistics of schools and school finances, 1318, 1358. Huntingdon, Pa., statistics of schools and school finances, 1318, 1358. Huntingdon, W. Va., statistics of schools and school finances, 1318, 1358. Huntsinger’s Business College, 1612-1631. Huntsville, Ala., statistics of schools and school finances, 1318, 1358. Huntsville Female College, 1574-1575. Huntsville Female Seminary, 1574-1575. Hurdebise, M., remarks in international congress, 74, 149. Hutchinson, Hans., statistics of schools and school finances, 1318. 1358. Hyde, William DeWitt, on shortening college cur¬ riculum, 808-810. Hyde Park, Mass., first to introduce study of scientific temperance in public schools, 695 ; statistics of schools and school finances, 1318, 1358. Hypnotism, discussion in international congress, 133,144. Hygiene, in Paris, medical inspection of schools, 265 ; in Prussia, 338, 392 ; in Norway, legal provisions, 483 ; effect of study on health of pupils in Europe, 1200-1202 ; use of cuspidors to prevent spread of contagious disease in Berlin, 1216. See also Temperance instruction. I. Iceland, educational condition, 522. Idaho, statistics, common schools, 7-33; compar¬ ative statistics of, enrollment, attendance, teachers, and accommodations in schools of cities and villages, 607; character of tem¬ perance school law, 714 ; summary of statis¬ tics of private secondary schools, 1486-1488. Illinois, statistics, common schools, 7-33 ; relative decrease in enrollment, 9 ; permanent school fund, 23; appropriations in lieu of school taxes, 24; comparative statistics of enroll¬ ment, attendance, teachers, and accommo¬ dations in the schools of cities and vil¬ lages, 607; comparative financial statistics of city and village systems, 608 ; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614; teachers and pupils in public evening schools of cities and villages, 616 ; statistics of col¬ leges for women 747 ; degrees conferred by col¬ leges for women in, 749 ; summary of statis¬ tics of universities and colleges, 761, 762; distribution of college students in regular degree courses from 1886-1890, 775 ; summary of degrees conferred by colleges and univer¬ sities in, 776; productive funds of colleges and universities, 778-779 ; average age of freshmen 1880-1890, 800; students from, at Johns Hopkins, Harvard, and Michigan uniyersities, 820; statistics of professional schools, 1022-1032; degrees conferred by pro¬ fessional schools in, 1033; statistics of reform schools, 1070; summary of statistics of pri¬ vate secondary schools, 14S6-1488 ; summary of statistics of business colleges, 1610 ; sum¬ mary of statistics of institutions for the deaf, 1633-1635; summary of statistics of schools for the blind, 1653 ; summary of sta¬ tistics of institution for the feeble-minded, 1661-1662. Illinois Asylum for Feeble-Minded Children, 1663-7. Illinois College, erects a gymnasium, 795 ; statis¬ tics, 1584, 1601. Hlinois College of Pharmacy, statistics, 1040. Illinois Female College, 1571-1575. Illinois Industrial School for Girls, statistics, 1071. Hlinois Institution for the Education of the Blind, 1654-1660. Hlinois Institution for the Education of the Deaf and Dumb, 1636-1648. Hlinois State Normal University, statistics, 1056. Illinois Training School for Nurses, statistics, 1042. Illinois Wesleyan University, has nonresident course of graduate study, 818; statistics, 1584 ; law department of, statistics, 1051. Hion, N. Y., statistics of schools and school finan¬ ces, 1318, 1358. Illiteracy, in Europe, 96, 523, 1202-1204. Income, from all sources, for support of public schools. 20-27 : of Scotch schools, 194,208, 233 ; of English elementary schools, statistics, 240; sources of, for support of schools of London and Paris, 269-270 ; for educational purposes, in France, sources, 252 ; in Saxony, receipts from tuition, 304,305, in Austria, 433, in Prussia, 457; in Hungary, sources and statistics, 442, 450 ; in Norway, sources, 488 ; for school purposes, in Denmark, sta¬ tistics, 527, 528 ; of colleges for women, 748 ; received by colleges and universities from tuition fees, productive funds, etc., 762-763, 768-769 ; from funds possessed by State uni¬ versities, 782 ; of technical schools, 1029 ; of schools of science from State grants and endowment, 1053-1055 ; received by private manual training schools, 1062 ; public and oth¬ er sources, in cities, 1358-1387 ; income from tuition fees in public high schools, 1389-1392, 1395-1485; from tuition fees, productive funds, etc., received by private secondary schools, 1487-1488, 1495-1571 ; from all sources received by schools for the deaf, 1632-1635, INDEX, 1697 Income — Continued. 1644-1645, 1649, 1651; amount received by schools for the blind, 1652-1653, 1659 ; received by schools for the feeble-minded, 1661-1699. Independence, Mo., statistics of schools and school finances, 1318, 1358. Indian Territory, statistics of private secondary schools, 1486-1488; statistics of business colleges, 1611. Indiana, statistics, common schools, 7-33; com¬ parative statistics of enrollment , attendance, teachers, and accommodations in the schools of cities and villages, 607 ; comparative finan¬ cial statistics of city and village systems, 608 ; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614 ; pupils in and graduates from pub¬ lic high schools, 615; teachers and pupils in public evening schools of cities and villages, 616; summary of statistics of universities and colleges, 761, 762 ; distribution of college students in regular degree courses from 1886-1S90,774 ; summary of degrees conferred by colleges and universities in, 776; pro¬ ductive funds of colleges and universities, 778-779; average age offreshraen, 1880-1890, • 800; students from, at Johns Hopkins, Har¬ vard, and Michigan universities, 820; sta¬ tistics of professional schools, 1022-1032; de¬ grees conferred by professional schools in, 1033; statistics of reform schools, 1070; sta¬ tistics of private secondary schools, 1486- 1488; statistics of business colleges, 1610; statistics of schools for the deaf, 1633-1635 ; summary of statistics of schools for the blind, 1653; statistics of institutions for the feeble-minded, 1661-1662. Indiana Dental College, statistics, 1039. Indiana Eclectic Medical College, statistics, 1037. Indiana Institution for the Education of the Elind, 1654-1660. Indiana Institution for the Education of the Deaf and Dumb, 1636-1648. Indiana Normal College, statistics, 1056. Indiana Opthalmic College, statistics, 1037. Indianapolis, Ind., scale of salaries of teachers, 622 ; statistics of schools and school finances, 1318, 1358. Indianapolis Business University 1613-1631. Indianapolis Flower Mission Training School for Nurses, statistics, 1042. Indianapolis Normal School, statistics, 1056. Indiana Iieform School for Boys, statistics, 1071. Indiana School for Feeble-Minded Youth, 1663- 1667. Indiana State Normal School, statistics, 1056. Indiana University, organization, 784; erects library building, 795; statistics, 782, 1585, 1601; law department, statistics, 1051. Industrial Institute, statistics, 1087. Industrial Institute and College, 1576-1577. Industrial instruction in elementary schools, dis¬ cussion in international congress, 51, 54, 62; in Belgium, exhibit at Paris Exposition, 121, and peculiar organization of instruction at Tournay, Belgium, 122; in England, sta¬ tistics, 247; in Saxony, %03, 305; in Austria, statistics, 430, 437 ; fostered by societies, in Denmark, 539; demand for, in Denmark, 546; urged by Charles Booth as a reforma¬ tory agency, 580-581, 583-584; salaries of teachers of 618-693; character and cost of, in Europe, 978-995, 1240-1242; in reformatory schools, 1067-1070; of the colored race, 1085- 1086, 1C93-1095; in schools for the deaf, 1641-1642; in schools for the blind, 1657- 1658 ; in schools for the feeble-minded, 1666, 1669. See also Manual training, and for higher forms, Higher and professional education. Industrial school, San Francisco, statistics, 1071. Infant schools, in Hungary, statistics, 443, 444. Ingham University, 1572-1573. Insanity, a form of social pathology, 573. Inspection. See Management and' supervision of instruction. Institut Agronomique, curriculum, 998. ed 90 - 107 Institute for Deaf Mutes, St. Paul, Minn., 1650- 1651. Institut Industrielle du Nord, curriculum, 976. Institute for Training Colored Ministers, statis¬ tics, 1045.J088. Institution for the Deaf and Dumb and the Blind, Little Rock, 1636-1648. Institution (Mississippi) for Education of the Deaf, statistics, 1089, 1637-1648. Institution for the Improved Instruction of Deaf Mutes, 1637-1648. Instructors. See Professors and instructors. Interlake Business College, 1615-1631. International Congress of Secondary and Superior Education, Paris, 1889, proceedings, 143-186, International Educational Congress, in Paris, 132-136. International Exhibition, Paris, 1889; educational congresses, 41-142. Ionia, Mich., statistics of schools and school finances, 1318, 1358. Iowa, statistics, common schools, 7-33; no State school tax, 24; local school tax, 26; com¬ parative statistics of enrollment, attend¬ ance, teachers, and accommodations in schools of cities and villages, 607 ; compara- tive financial statistics of city and village systems, 608; enrollment and attendance in cities and villages, 613; supervising offi¬ cers, teachers, property, and expenditure in cities and villages, 614; pupils in and grad¬ uates from public high schools, 615; teach¬ ers and pupils in public evening schools of cities and villages, 616; character and en¬ forcement of temperance school law, 714, 716- 717 ; distribution of college students in regu¬ lar degree coursesfrom 1886-90, 775; summary of statistics of universities and colleges, 761, 762; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778-779; average age of freshmen, 1880-90, 800 ; stu¬ dents from Johns Hopkins, Harvard, and Michigan universities, 820; statistics of pro¬ fessional schools, 1022-1032; summary of sta¬ tistics of private secondary schools, 14S6- 1488; degrees conferred by professional schools in, 1033; statistics of reform school, 1070 ; summary of statistics of lyisiness col¬ leges, 1610; summary of statistics for schools for the deaf, 1633-1635; summary of statis¬ tics of schools for the blind, 1653 ; summary of statistics of institutions for the feeble¬ minded. 1661-1662. Iowa Agricultural College and Farm, 1053. Iowa Business College, 1613-1631. Iowa City, Iowa, statistics of schools and school finances, 1318, 1358. Iowa City Commercial College, 1613-1631. Iowa College, 1586, 1602. Iowa College for the Blind, 1654-1660. Iowa College of Law, statistics, 1051. Iowa College of Pharmacy, statistics, 1040. Iowa College of Physicians and Surgeons, statis¬ tics, 1034. Iowa Eclectic Medical College, statistics, 1037. Iowa Industrial School, girls’ department, statis¬ tics, 1071. Iowalnstitutionfor the Deaf and Dumb, 1636-1648. Iowa Institution for Feeble-Minded Children, 1663- 1667. Iowa Northern Normal School, statistics, 1060. Iowa State Normal School, statistics, 1056. Iowa Wesleyan University, erects a chapel and science hall, 796 ; statistics, 1586, 1602. Ireland, statistics, 551-555, 1672-1677. Iron Mountain, Mich., statistics of schools and school finances, 1318, 1358. Ironton, Ohio, statistics of schools and school finances, 1318, 1358. Ironwood, Mich., statistics of schools aiul school finances, 1318, 1358. Irving Female Seminaiy, 1578-1579. Ishpeming, Mich., statistics of schools and school finances. 1318, 1358. Italy, statistics, 551-553.1227-1228.1072-1677; pro¬ vision for industrial education, 981; exhibi¬ tion of school appliances in, 1200. 1698 INDEX. Ithaca, F. T., statistics of schools and school finances, 1318, 1358. Ives, Bray ton, on higher education and business, 1144-1145. J. Jackson, Mich., statistics of schools and school finances, 1318, 1358. Jackson, Miss., statistics of schools and school finances, 1318, 1358. Jackson, Ohio, statistics of schools and school finances, 1318, 1358. Jackson, Rev. Sheldon, report of, on schools of Alaska, 1245-1300. Jackson, Tenn., statistics of schools and school finances, 1318. 1358. Jackson Business College, 1615-1631. Jackson College, statistics, 1060, 10S6. Jackson Female Academy, 157U1575. Jacksonville, Ill., statistics of schools and school finances, 1318, 1358. Jacksonville Business College, 1613-1631. Jager, Dr., remarks on several educational topics, 329, 368, 377. Jamaica, statistics, 556-558,1672-1677. James, W., president of section of international congress, 133 ; quoted on several topics, 1134- 1135,1141. Jamestown, FT. T., statistics of schools and school finances, 1318, 1358. Jamestown Business College, 1617-1631. Janesville, 'W'is., statistics of schools and school finances, 1318, 1358. Janet, Pierre, remarks in international congress, 133. Japan, statistics, 125, 1672-1677; condition of edu¬ cational affairs, 1228. Jefferson City, Mo., statistics of schools and school finances, 1318, 1358. Jefferson College, 1587, 1603. Jefferson Medical College of Philadelphia, roster of, hospital practice, etc., 888; statistics, 1036. Jeffersonville, Ind., statistics ofschools and school finances, 1318, 1358. Jennings Business College, 1619-1631. Jeremiah Vardeman School of Theology, statis¬ tics, 1047. Jersey City, FT. J., scale of teachers’ salaries, 632; statistics of schools and school finances, 1318, 1358. Jersey City Business College, 1616-1631. Jessamine Female Institute, 1574-1575. Jewel Formal School, statistics, 1087. John, F. L., mentioned, 44. John B. Stetson University, 1583, 1600. John C. Green School of Science, programme of civil engineering course, 960 ; statistics, 1055. Johns Hopkins University, organization, 789; erects Y. M. C. A. hall, 796; students in graduate departments, 1870-90, 819; place of residence of graduate students, 820, and State in which students of, graduate de¬ partment, received first degree, 823 ; activ¬ ity of individuals connected with, for uni¬ versity extension, 832, 833 ; statistics, 1588, 1603. Johnson City, Tenn., statistics of schools and school finances, 1318, 1358. Johnstown, FT. Y., statistics of schools and school finances, 1318, 1358. Johnstown, Pa., statistics of schools and school finances, 1318, 1358. Joliet, ill., statistics of schools and school finances, 1318, 1358. Joliet Business College and English Training School, 1613-1631. Jones Commercial College, 1616-1631. Joplin, Mo., statistics of schools and school finances, 1318, 1358. Judson Female Institute, 1574, 1575. Junction City, Kans., statistics of schools and ' school finances, 1318, 1358. J. TV. Blackman’s Commercial College, 1614-1631. K. Kalamazoo, Mich., statistics of schools and school finances, 1318, 1358. Kalamazoo College, 1589, 1604. Kankakee, Ill., statistics of schools and school finances, 1318, 1358. Kansas, statistics, common schools, 7-33; propor¬ tion of population in schools, 11; no State school tax, 24; comparative statistics of enrollment, attendance, teachers, and ac¬ commodations in cities and villages, 607; comparative financial statistics of city and village systems, 608; enrollment and attend¬ ance in 'cities and villages, 613 ; supervis¬ ing officers, teachers, property, and expend¬ iture in cities and villages, 614 ; pupils in and graduates from public high school, 615; teac hers and pupils in public evening schools of cities and villages, 616 ; character and en- forcemement of temperance school law, 714, 717-718; summary of statistics of colleges for women, 747; degrees conferred by colleges for women in, 749 ; summary of* statistics of universities and colleges, 761, 763; distri¬ bution of college students in regular degree courses from 1886-90. 775; summary of de¬ grees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778, 779; average age of fresh¬ men 1889-90, 800; students from, at J0I1113 Hopkins, Harvard, and Michigan universi¬ ties, 820 ; statistics of professional schools, 1023-1032; statistics of reform school, 1070; degrees conferred by professional schools in, 1033 ; statistics of private secondary schools, 1486-1488; statistics of business colleges, 1611 ; statistics of schools for the deaf, 1633- 1635 ; statistics of schools for the blind, 1653 ; statistics of institutions for the feeble¬ minded, 1661-1662 . Kansas City, Kans., scale of teachers’ salaries, 623 ; statistics of schools and school finances, 1318.1358. Kansas City, AIo., scale of teachers’ salaries, 630 ; statistics of schools and school finances, 1313. 1358, Kansas City College of Pharmacy, statistics, 1040. Kansas City Dental College, statistics, 1039. Kansas City Homoeopathic Medical College, sta¬ tistics, 1037. Kansas City Ladies’ College, 1576-1577. Kansas City Medical College, statistics, 1035. Kansas Institution for the Education of the Blind, 1654-1660. Kansas Institution for the Education of the Deaf and Dumb, 1636-1648. Kansas State Agricultural College, statistics, 1053. Kansas State Formal School, statistics, 1056. Kansas State Reform School, statistics, 1071. Kansas Wesleyan University, 1587, 1602. Kapp, Dr., on preparation for professions, 338. Kavanaugh College, 1589, 1604. Kearney, Febr., statistics of schools and school finances, 1318, 1358. Keatchie College, 1587, 1603. Keene, F. H., statistics of schools and school finances, 1318, 1358. Kekewich, G. W., secretary of English education department, 238. Keller, Dr.Chr.,promoterof education of idiots, 544. Kenosha, "W'is., stafcstics of schools and school finances, 1318, 1358. Kenton (Ohio), statistics of schools and school finances, 1318, 1358. Kentucky, statistics, common schools, 6-33 ; State aid to education, 26 ; comparative statistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606; comparative financial statistics of city and village systems, 608 ; enrollment and attendance in cities and villages, 613; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pu¬ pils iu and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616 ; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for women in, 749; summary of statistics of univer¬ sities and colleges, 760, 762 : distribution of college students iu regular degree courses, 1886-1890, 774; summary of degrees conferred INDEX. 1699 Ken tucky— Continued. by colleges and universities in, 776 ; produc¬ tive funds of colleges and universities, 778- 770 ; average age of freshmen, 1880-1890, 800 ; students from, at Johns Hopldns, Harvard, and Michigan universities, 820; statistics of professional schools, 1022-1032 ; degrees con¬ ferred by professional schools of, 1033 ; sta¬ tistics of reform school, 1070; statistics by race, 1074-1075 ; statistics of schools for the colored race, 10D0-1G91 ; statistics of private secondary schools, 1486-1-188; summary of statistics of business colleges, 1610; statistics of schools for the deaf, 1632-1635; statistics of schools for tho blind, 1652; statistics of institutions for the feeble-minded, 1661-1662. Kentucky Classical and Business College burned, 798. Kentucky College for Young Ladies, 1574, 1575. Kentucky Institution for Deaf Mutes, 1636-1648; colored department, statistics, 1089. Kentucky Institution for the Education and Training of Feeble-Minded Children, 1663- * 1667. Kentucky Institution for the Education of the Blind 1654-1660; colored department, statis¬ tics, L089. Kentucky School of Medicine, clinics at, 890; statistics, 1035. Kentucky University, open to women, 798, statis¬ tics, 1587, 1602, ' Kentucky "Wesleyan College removed, 798, statis¬ tics, 1587, 1602. Kenyon College, 1593, 1606. Keokuk, Iowa, statistics of schools and school finances, 1318, 1358. Kergomand, lime., on female inspectors, 56. Keystone Business College, 1618, 1631. Keystone business College and School of Phonog¬ raphy, 1618-1631. Key "West, Fla., statistics of schools and school finances, 1318, 1358. Kiddle, nenry, obituary notice of, 1306. Kimball’s Training School, 1613, 1631. Kindergartens, in Switzerland, exhibit at Paris Exposition, 128; in Aitstria, 430, 466; in Hungary, 446; in Prussia, 456; salary of teachers in, in certain cities, 617-693; re¬ marks on, by several persons, 1147 ; in schools for the feeble-minded, 1666. King College, 1596, 1607. Kingston, statistics of, schools and school finan¬ ces, 1318, 1358. Kirks ville Mercantile College, 1615-1631. Kissick’s Business College, 1617-1631. Kitchens, school, in Austria, 1215. Klemm, L. R., on education in Germany, 281-311; on education in Austria-Hungary, 419-454 ; on Prussian school system, 455-464; on school system of Austria, 465-474 ; on educa¬ tion in Europe and America, 549-560. Klix, Dr., on training of teachers, 383. Knox, John, viows on education, 218 (note), 219, 220. Knox College, 1584, 1601. Knox Institute, statistics, 1087. Knoxville, Tenn., statistics of schools and school finances, 1318, 1358. Knoxville Business College, 1619-1631. Knoxville College, occupation of graduates, 1082; statistics, 1087, 1597, 1698; training school, statistics, 1059, 1086. Koofoed, M., promoter of education of deformed children, 545. Kokoma, Ind., statistics of schools and school finances, 1318, 1358. Kromau, Dr., on object of instruction, 531. Kropatschek, Dr. on several educational topics, 375, 377, 382, 836, 389. Krug’s Business College, 1615-1631. Kruse, Dr., on several educational topics, 371, 378. •li. Laboratories. See in various connections, 795-798 ; work in medical, 890-894; of electrical en¬ gineering at Purdue University, 991-992. Labor unions, in Saxony, promoters of industrial schools. 304. La Crosse, "Wis., statistics of schools and school, finances, 1318, 13~8. La Crosse Business College, 1620-1631. Ladd, H. W., on State authority over private schools, 1156. Lafayette, Ind., statistics of schools and school finances, 1318, 1358. La Fayette College, Ala., 1582, 1600. Lafayette College, Pa., students in graduate de- ~ partment, 1870-1S90, 819 ; statistics, 1595, 1607. La Grange Academy, statistics, 1087. La Grange College, 1590, 1604. La Grange Female College, 1574, 1575. Lagneau, Dr., remarks in international congress, 68, 160. Lahaie, Houzeau de, on female teachers, 57. La Harpe Academy, statistics, 10S7. Lakanal, J., author of term “normal school," 58. Lake Charles College, organization, 792. Lake Erie Female Seminary, 1578-1579. Lake Forrest University, statistics, 1584, 1601; medical department of, statistics, 1034. Lambertville, K. J., statistics of schools and school finances, 1318, 1358. Lancaster, Ohio, statistics of schools and school finances, 1318, 1358. Lancaster, Pa., statistics of schools and school finances, 1318, 1358. Lancaster Business College, 1618, 1631. Lane Theological Seminary, statistics, 1049. Lane "University, 1587, 1602. Languages, spoken in private middle schools in Prussia, 292; methods of instruction dis¬ cussed in Prussian conference, 379; best methods of teaching, 114S-1149; study of for¬ eign, 1204-1206. See, variously, Classics, Modern languages, and name of each (e. g., Latin), and Mother tongue. Lansford, Pa., statistics of schools and school finances, 1318, 1358. Lansing, Mich., statistics of schools and school finances, 1318, 1358. Lansingburg. H. Y., statistics of schools and school finances, 1318, 1358. Laporte, lnd.t statistics of schools and school fijiances, 1318, 1358. Laredo, Tex., statistics of schools and school finances, 1318, 1358. Larroumet, Gustave, director of fine arts, France, 249. . La Salle, Ill., statistics of schools and school finances, 1318, 1358. La Salle College, 1595. 1607. Laseeil Seminary, 1576-1577. Laskowsky, M., remarks in international con¬ gress, 86, 148, 161, 163. Latin, in French schools, 170 ; in Prussian higher schools, 365; in admission requirements to Prussian universities. 417 ; study of, in the¬ ological seminaries, 925,939; in elementary scliools, 1125; as a requisite for admission to college, 1116,1117,1120; in German schools, 1190-1197; number of students pursuing, in public high schools, 1390-1392 ; students in private secondary schools pursuing study of, 1490-1492; number of students in busi¬ ness colleges pursuing study of, 1621-1628. See also Classics and Curriculum. “Latin humanities," term adopted in interna¬ tional congress, 155, Laundry work, instruction in London schools, 274. Laurie, S. S., on various educational topics, 197, 199. 228 (note). Lavisse, Ernest, discourse at students’ banquet of Mendon, 182-186. Law, schools of, in Austria, statistics, 452; study of, in University of Copenhagen, 534 ; maps showing location of schools of, in United States, France, and Germany, with diagrams illustrating their statistics, 837-873 ; degrees conferred by schools of, 1033 ; statistics of schools of, 943. 1026, 1227 ; schools of, for col¬ ored race, 1089. For laws concerning schools see Legislation aud Administration and organization of sys¬ tems 1700 INDEX. Lawrence, Runs., statistics of sclioois and school finances, 1318, 1358. Lawrence, Mass., scale of teachers’ salaries, 626 ; statistics of schools and school finances, 1318, 1358. Lawrence!) urg, Ind., statistics of schools and school finances, 1318, 1358. Lawrence Business College, 1614-1631. Lawrence Industrial School, statistics, 1071. Lawrence Scientific School of Harvard Univer¬ sity, programme of civil engineering course, 960 ; statistics, 1055. Lawrence Training School, statistics, 1057. Lawrence University, 1599, 1609. Lawyers, number of graduates of colleges and “ universities for colored race, becoming, 1082. Leadville, Colo., statistics of schools and school finances, 1318, 1358. Lea Female College, 1576, 1577. Leavenworth, Hans., statistics of schools and school finances, 1318, 1358. Lebanon, Pa., statistics of schools and school finances, 1318, 1358. Lebanon Valley College, 1595, 1607. Le Conte, John, obituary notice of, 1310. Le Couteulx St. Mary’s Institution for the Im¬ proved Instruction of Deaf Mutes, 1637-1648. Lectures, courses of, for graduate students of Harvard practically unsuccessful, 817; uni¬ versity extension, 828,829,833,834; in med¬ ical schools, 883-885. Leddin Business College, 1619-1631. Le Port, Dr., opinion of, on medical instruction, 882. Legion of Honor, France, description of schools, 99. Legislation, school, in Scotland, 189 ; date, char¬ acter, and enforcement of the, regarding temperanceinstruction in the several States, 697, 706-709, 713, 724; regarding township, trustees in Alabama, 1076; required to de¬ termine the nature of instruction in public schools, 1163-1164. Leigh, Edwin, obituary notice of, 1306. Lehigh University, statistics, 1055. Leland University, statistics, 1088, 1587, 1603 ; pre¬ paratory department of, statistics, 1087; theological department of, statistics, .1047, 1088. Le Mars, Iowa, statistics of schools and school finances, 1318, 1358. Le Moyne Normal Institute, statistics, 1061, 1086. Lenicut, M., secretary of congress of primary in¬ struction, 49, 61. Lenox College, erects Clarke Memorial Hall and observatory, 795 ; statistics, 1566, 1602. Leonard Medical School, statistics, 1035. Levasseur, M., compiler of statistics for Paris Ex¬ position, 96. Levering, Eugene, 796. Lewis College, 1590, 1004. Lewiston, Me., statistics of schools and school finances, 1318, 1358. Lexington, Ky., statistics of schools and school finances, 1318, 1358. Lexington, Mo., statistics of schools and school finances, 1318, 1358. Lexington Colored Normal School, statistics, 1087. Liard, Louis, director of higher education, France, 249. Liberty Female College, 1574-1575. Libraries, statistics of expenditure for school, 29, 32; exhibit of Parisian school libra¬ ries, 90; in Scotch universities, 209; in Austria, 430 ; Prussian school, 463 ; in Den¬ mark, 539 ; number of volumes in, in colleges for women, 747, 1572-1581; number of vol¬ umes in colleges and universities, 762-763, 1600-1609 ; French school, 1206-1209 ; size of, in public high schools of cities, 1389-1485; number of volumes in, possessed by private secondary schools, 1487-1488, 1495-1571; vol¬ umes in schools for the deaf, 1644-1645, 1632-1635 ; volumes in schools for the blind, 1652-1655, 1659; volumes in, in schools for the feeble-minded, 1661-1669. Library buildings, see in various connections, 795-802. License, for higher class, of teachers, 1075. Lichtenberger, M., remarks in international con¬ gress, 67, 109, 146, 160. Lima, Ohio, statistics of schools and school finances, 1318, 1358. Lincoln, Ill., statistics of schools and school finances, 1318, 1358. Lincoln, John L., obituary notice of, 1310. Lincoln, Nebr., statistics of schools and school finances, 1318, 1358. Lincoln Business College and Institute of Penman¬ ship, Shorthand, Typewriting, and Teleg¬ raphy, 1616-1631. Lincoln University, Ill., 1585, 1601. Lincoln University, Pa., statistics, 1088, 1595, 1607; theological department, statistics, 1089 ; pre¬ paratory department of, statistics, 1087. Linden Hall Seminary, 1578-1579. Lindenwood Female College, 1576-1577. Ling, Peter Henrik, sketch of, 1104-1105. Litchfield, Ill., statistics of schools and school finances, 1318, 1358. Literature, salary of professor of, 634, 642, 644, 645. Little Falls, N. Y., statistics of schools and school finances, 1318, 1358. Little Rock, Ark., scale of teachers’ salaries, 617; statistics of schools and school finances, 1318, 1358. Little Rock Commercial College, 1612-1631. Little Rock University, 1582, 1600. Littleton High School and Business Institute, 1617-1631. Livingston College, occupation of graduates, 1082; statistics, 1088, 1593, 1606; normal department, statistics, 1086; preparatory department, statistics, 1087. Loans and bonds, amount paid on, during year, by city systems, 1359-1386. Local taxes for schools. See Taxes and Income. Lock Haven, Pa., statistics of schools and school finances, 1318, 1358. Lockport, N. Y., statistics of schools and school finances, 1318, 1358. Logan, Utah, statistics of schools and school finances, 1318, 1358. Logan Female College, curriculum of, 751; statis¬ tics, 1574-1575. Logansport, Ind., statistics of schools and school finances, 1318, 1358. Lombard University, 1584, 1601. London, Eng., female teachers, 56; elementary education, described, 263; population of the slums, its character and amelioration, 574-590. London Society for the Extension of University Teaching, 830. Long Branch, N. J., statistics of schools and school finances, 1318, 1358. Long Island City, N. Y., statistics of schools and school finances, 1318, 1358. Long Island College Hospital and Hoagland Lab¬ oratory, curriculum, 910; statistics, 1035. Long Island College Hospital Training School for Nurses, statistics, 1042. Loomis Laboratory, 892. Loraine, Ohio, statistics of schools and school finances, 1318, 1358. Los Angeles, Cal., scale of teachers’ salaries, 618 ; statistics of schools and school finances, 1318, 1358. Louisburg Female College, 1578-1579. Louisiana, statistics, common schools, 6-33; length of school term, 15 ; comparative sta¬ tistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 697 ; comparative financial sta¬ tistics of city and village systems, 608'; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; pupils in, and graduates from, public high school, 616 ; character of temper¬ ance school law, 714 ;t summary of statistics of colleges for women, 747; degrees con¬ ferred by colleges for women in, 749 ; sum¬ mary of statistics of universities and col¬ leges, 760, 762 ; distribution of college stu¬ dents in regular degree in courses from 1886-90,774; summary of degrees conferred by colleges and universities in, 776; produc- INDEX. 1701 Louisianar— Continued. i tire funds of colleges and universities, 778- 779; average ago of freshmen, 1880-90,800; students from, at Johns Hopkins, Harvard, j and Michigan universities, 820; statistics of professional schools, 1022-1032; degrees conferred by professional schools in, 1033; statistics of reform school, 1070; statistics by race, 1074-1075; statistics of schools for the colored race, 1090-1091; statistics of private secondary^ schools, 1486-1488 ; statis¬ tics of business colleges, 1610; statistics of schools for the deaf, 1633-1635 ; statistics of schools for the blind, 1652. Louisiana, Mo., statistics of schools and school finances, 1318, 1358. Louisiana Institution for the Blind and Indus¬ trial Home, 1654-1660. Louisiana Institution for the Education of the Deaf and the Blind, 1636-1648. Louisiana State Normal School, statistics, 1057. Louisiana State University and Agricultural and Mechanical College, 782, 784 ; statistics, 1587, 1603. Louisville, Xy., scale of teachers’ salaries, 624; statistics of schools and school finances, 1318, 1358. Louisville College of Dentistry, statistics, 1039. Louisville College of Pharmacy, statistics, 1040. Louisville Medical College, statistics, 1035. Louisville Normal School, statistics, 1057. Louisville School of Pharmacy for Women, sta¬ tistics, 1040. Low, Seth, quoted on several educational topics, 807,1144,1165. Lowell, James Bussell, obituary notice of, 1311. Lowell, Mass., scale of teachers’ salaries, 626; sta¬ tistics of schools and school finances, 1318, 1358. Lowell Commercial College, 1615, 1631. Loyola College, 1588, 1603. Lubech. statistics, 551-555, 1672-1677. Luce’s Commercial College, 1619-1631. Lucy Cobb Institute, 1574-1575. Ludington, Mich., statistics of schools and school finances, 1318, 1358. Luna, Bamon de, speech in international congress, 149. Luther Seminary, statistics, 1047. Lutherville Female Seminary, 1575-1576. Lycees, in France. See Secondary education. Lyman School for Boys, statistics, 1071. Lynchburg, Va., statistics of schools and school finances, 1318, 1358. Lynden Commercial College, 1619-1631. Lynn, Mass., statistics of schools and school finances, 1318, 1358. Lynnland Female College, 1574-1575. Lyons, Iowa, statistics of schools and school finances, 1318, 1358. Lyons, N. Y., statistics of schools and school finances, 1318, 1358. M. Mabilleau, M. L., on civic instruction, 111. McAlester, A. W., mentioned 912. Macalester College, 1589, 1604. Mare, M. Jean, promoter of gymnastics, 134, 135. M Ewan, William, M. P., gift to university, 208. Maclay College of Theology, statistics, 1045. Macon, Ga., statistics of schools and school finances, 1318, 1358. Macon Commercial College, 1613-1631. McCormick Theological Seminary of the Presby¬ terian Church, statistics, 1045. McDermut & Whitelcather's Business College, •1613-1631. McDonald, A. E., on social pathology and educa¬ tion, 573-590. McDonogh School, statistics, 1062. McKeesport, Pa., statistics of schools and school finances, 1318, 1358. McKendree College, statistics, 1585, 1601 ; law de¬ partment, statistics, 1051. McLean Asylum Training School for Nurses, statistics, 1042. McMinnville College, 159C. 1606. McPherson Normal College statistics, 1060. Madison, Ind., statistics of schools and school finauces, 1318, 1358. Madison, AVis., statistics bf schools and school finances, 1318, 1358. Madison (Wis.) Normal Class of, statistics, 1059. Magill, E. H., on teaching modern languages, 1148-1149. Malianoy City, Pa., statistics of schools and school finances, 1318, 1358. Maler, Michael, exhibit at Paris Exposition, 103. Maine, statistics, common schools, 6-33; com¬ parative statistics of enrollment, attend¬ ance, teachers, and accommodations in the schools of cities and villages, 606 ; compara¬ tive financial statistics of city and village school systems. 608; enrollment, andattend- anco in cities and villages, 613; supervising officers, teachers, property, and expendi¬ ture in cities and villages, etc., 614 pupils in and graduates from public high schools, 615; teachers and pupils in public evening schools of cities and villages, 616; charac¬ ter, and enforcement of temperance school law, 713, 718; summary of statistics of col¬ leges for women, 747 ; degrees conferred by colleges for women in, 149 ; summary of sta¬ tistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-90, 773; summary of degrees conferred by colleges and univer¬ sities in, 776; productive funds of colleges and universities, 778-779; value of grounds, buildings, and apparatus in colleges and universities, 780; average age of freshmen, 1880-90, 800; students from, at Johns Hop¬ kins, Harvard, and Michigan universities, 820 ; statistics of professional schools, 1022- 1031; degrees conferred by professional schools in, 1033 ; statistics of reform schools, 1070; summary of statistics of private sec¬ ondary schools, 1486-1487 ; summary of sta¬ tistics of business colleges, 1610; statistics of schools for the education of the deaf, 1634. Maine State Agricultural and Mechanical Col- lege, programme of civil and mechanical courses, 960, 977 ; statistics, 1053 ; State nor¬ mal schools, statistics, 1057. Maine Wesleyan Seminary and Female College, curriculum, 752, 1576. Malden, Mass., statistics of schools and school finances, 1318, 1358. Malone, N. Y., statistics of schools and school finances, 1318, 1358. Management and supervision of instruction, in France: system of inspection, 107, classifi¬ cation and discipline of teachers, 253-254, functions of general councils, 250, grading of schools, 258; in Scotland. 191, 195, 200, 203, 232; discipline in Scotch universities, 367 ; in England, system of inspection described, 238; classification of pupils and inspection of schools in London and Paris. 264. 273-275: in Prussia : gradingof elementary and middle schools, 284, 290, 291, 391, discipline of teach¬ ers, 335, supervising, 457, 462-463 ; in Sax¬ ony, classification and grading of schools, 301,302; in Austria: classification and grad¬ ing and supervising of schools, 426, 433. 467, legal provisions, 476; in Hungary, classifi¬ cation of schools, 441, 445; in Norway, methods ot discipline described, 485,510; in Denmark. 536-537; official character of persons usually intrusted with county, 1163 ; remarks on discipline, 1176; medical” super¬ vision in the schools of Paris, 1212*4214 ; rules and regulations for management of schools of Alaska, 1251-1254; number of classes in manual training schools, 1351- 1356. See also Administration and organization of systems and Co-education. Manchester, Conn., statistics of schools and school finauces, 1318, 1358. Manchester, N. II., statistics of schools and school finances, 1318, 1358. Manchester, Ya., statistics of schools and school finances, 1318. 1358. 1702 INDEX, Manchester (N. H.) Training School, statistics, 1057. Manhattan Business College, 1617, 1631. Manhattan College, 1592, 1605. Manistee, Mich., statistics of schools and school finances, 1318, 1358. Mankato, Minn., statistics of schools and school finances, 1318, 1358. Mansfield, Ohio, statistics of schools and school finances, 1318, 1358. Mansfield Female College, 1576, 1577. Manual training, in elementary schools discussed in international congress", 54, 62 ; study of, in schools of France, 90, 91, 92, 93, 98, 113,277; training school for, in Denmark, 122; essen- tialpoint in Finnish education, 124 ; in Switz¬ erland, exhibit at Paris Exposition, 129 ; in London, recent provisions, 274; in elemen¬ tary schools, in Prussia, 461 ; salary of teach¬ ers of, in certain cities, 619-693 ; characteris¬ tics of schools of, 977-978; effect cn general education of, 1148; in Germany, 1209,1212; as a study in city systems of public schools, 1351, 1356. See also Industrial training and Slojd. Marble, A. P., remarks by, on several topics, 1156- 1167, 1181, 1178. Marblehead, Mass., statistics of schools and school finances, 1318, 1358. Marcilla Street Home for Neglected Children, sta¬ tistics, 1071. Marey, M., exhibit for study of motion, 101. Maria Consilia Deaf-Mute Institute, 1650, 1651. Marietta, Ohio, statistics of schools and school finances, 1318, 1358. Marietta College, 1594, 1606. Marillier.M., remarks in international congress, 133. Marinette, Wis., statistics of schools and school finances, 1318, 1358. Marion, M., on State control of education. 45; lec¬ tures on pedagogy, 113. Marion, Ind., statistics of schools and school finances, 1318, 1358. Marion, Ohio, statistics of schools and school finances, 1318, 1358. Marion Female College, 1580, 1581. Marion Female Seminary, 1574-1575. Marlboro, Mass., statistics of schools and school finances, 1318, 1358. Marquette, Mich., statistics of schools and school finances, 1318, 1358. Marquette College, 1599, 1609. Marshall, Mo., statistics of schools and school finances, 1318, 1358. Marshall, Tex., statistics of schools and school finances, 1318, 1358. Marshall College, statistics of, 1059. Marshalltown, Iowa, statistics of schools and school finances, 1318, 1358. Martha "Washington College, 1580-1581. Martin, George H., experimental inquiries of, to ascertain value of temperance teaching in Massachusetts, 724-733 ; remarks on elemen¬ tary school programme, 1125-1126. Martin Female College, 1580-1581. Martinique and Guadelupe, statistics of, 556-560, 1672-1677. Martinsburg, W. Va., statistics of schools and school finances, 1318, 1358. Martins Ferry, Ohio, statistics of schools and school finances, 1318,1358. Martin’s Shorthand and Typewriting School, 1612- 1631. Martel, M., report to international congress, 51. Mary Fletcher Hospital Training School for • Nurses, statistics, 1043. Maryland, statistics, common school, 6-33; com¬ parative statistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606; comparative financial statistics of city and village sys¬ tems, 608 ; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pupils in, and graduates from public high schools, 615 ; character of temperance school law, 713; summary of statistics of colleges for women, 747 ; degrees Maryland — Continued. conferred by colleges for women in, 749; summary of statistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-’90, 774; summary of degrees conferred by colleges and universities in, 776; pro¬ ductive funds of colleges and universities, 778, 779; average age of freshmen 1880-’90, 800 ; students from, at Johns Hopkins, Har¬ vard, and Michigan universities, 820 ; statis¬ tics of professional schools, 1022-1031; de¬ grees conferred by professional schools of, 1033; statistics of reform schools, 1070; sta¬ tistics by race, 1074-1075; education of col¬ ored race in, 1079 ; statistics of schools for the colored race, 1C90-1091 ; summary of sta¬ tistics of private secondary schools, 1486- 1488; summary of statistics of business col¬ leges, 1610 ; summary of statistics of schools for the deaf, 1632-1635 ; summary of statis¬ tics of schools for the blind, 1652; summary of statistics of institutions for the feeble¬ minded, 1662. Maryland Agricultural College, statistics, 1053. Maryland College of Pharmacy, statistics, 1040. Maryland School for Colored Blind and Deaf Mutes, statistics, 1089, 1037-1648. Maryland School for tho Blind, 1654-1660. Maryland State Normal School, statistics, 1057. Mary Sharp College, curriculum of, 753; statis¬ tics, 1580-1581. Maryville, Mo., statistics of schools and school finances, 1318, 1358. Maryville College, 1597, 1608. Mason City, Iowa, statistics of schools and school finances, 1318, 1358. Massachusetts, statistics, common schools, 6-33; relative decrease of enrollment, 9; private schools, 17 ; local school taxes, 26 ; per capita school expenditure, 35 ; comparative statis¬ tics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606; comparative financial statis¬ tics of cities and villages, systems, 608 ; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; teachers and pupils in public ovening schools of cities and villages, 016; pupils in, and graduates from public high schools, 615; character and enforcement of the temperance school law, 713, 718-719, 724- 733; summary of statistics of colleges for women, 747; degrees conferred by colleges for women in, 749; summary of statistics of universities and colleges, 760,762; distribu¬ tion of college students in regular degree ^courses from 1886-1890, 773 ; summary of de¬ grees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778-779; average age of fresh¬ men, 1880-1890, 800 ; students from, at Johns Hopkins, Harvard, and Michigan Univer¬ sities, 820; establishes scholarships to sup¬ ply high school teachers, 1015; statistics of professional schools, 1022-1031 ; degrees conferred by professional schools of, 1033 ; statistics of reform schools, 1070; summary of statistics of private secondary schools, 1486-1488 ; summary of statistics of business colleges, 1610; summary of statistics of schools for the deaf, 1632-1635; summary of statistics of schools for the blind, 1652; summary of statistics of institutions for tho feeble-minded, 1061-1662; school for feeble¬ minded, 1603-1667. Massachusetts Agricultural College, programme . of civil engineering course, 960 ; statistics, 1053. Massachusetts College of Pharmacy, statistics, 1040. Massachusetts Institute of Technology, courses in, 960, 995,1053. Massachusetts State normal schools, statistics, 1057. Massachusetts State Primary School, statistics, 1071. Maternal schools, 89, 97, 257. INDEX. 1703 Mathematical School of Dubuque, 1613-1631. Mathematics, study of, discussed in international congress, 80, 132, 157, 168 ; salary of professor of, 034, 642, 644 ; in the elementary schools, 1124-1125, 1125-1126, 1128, 1131-1132 ; in high schools, 1120-1 121 ; number of students in private secondary schools pursuing, 1491- 1492. Mather, Kichard H., obituary notice of, 1306. Mathews Hall, statistics, 1045. Mattcawan.N. Y., statistics of schools and school finances, 1318, 1358. Matthias, Dr., on Prussian higher schools, 369. Mauch Chunk, Pa., statistics of schools and school finances. 1318-1358. Mauritius, statistics of, 1672-1677. Meadville, Pa., statistics of, schools and school finances, 1318, 1358. Meadville Theological School, statistics, 1049. Meals. See Can'tino scolaire. Mechanical engineering, courses of, 961-986. Mechanics, course of applied, 954; order of exer¬ cises in experimental, 963. Mechanics, number of graduates from colleges and universities for colored race who be¬ come, 1082. Medford, Mass., statistics of schools and school finances, 1318, 1358. -Medicine, admission to study of, in Europe, 163; in Scotch universities, 210; prepara¬ tion for study, in Prussia, 337, 373; maps showing location of schools of, in United States, France, and Germany, with dia¬ grams illustrating their statistics, 837-S73 ; requisites of admission to schoolsof, 875-S79 ; number of matriculates in schools of, hav¬ ing a bachelor’s degree, 877-87S ; curriculum of schools for, 879-913; requirements of the U. S. Army, Illinois State board of health, and the University of France, 880, 831, 897 ; suggestions as to how the profession may be advanced, 911; statistics of schools of, 1021-1023 ; degrees conferred by schools of, 1033 ; professors and students in schools of, 1021-102-f ; schools of, for colored race, 1089, 1691. Medico-Chirurgical College of Philadelphia, sta¬ tistics, 1036. Medical College of Alabama, statistics, 1034. Medical College of Georgia, statistics, 1034. Medical College of Indiana, statistics, 1034. Medical College of Ohio, statistics, 1036. Medical College of the State of South Carolina, statistics, 1036. Medical College of Virginia, statistics, 1036. Medical School of Maine, statistics, 1035. Medina, X. Y., statistics of schools and school finances, 1318, 1358. Medium of instruction. See Mother tongue. Medveczky. F., remarks in international con¬ gress, 81, 147, 1G1, 163, 16G. Meemn, M. van, on female teachers. 55, 56. Meharry Medical Department of Central Ten- nessco College, statistics 1036. Meharry Dental Department of Central Ten¬ nessee College, statistics, 1039. Meiklejohn, J. M. 1)., service to training colleges, 199. Melrose, Mass., statistics of schools and school finances, 1318, 1358. Memphis, Tenn., scale of teachers’ salaries, 644 ; * statistics of schools and school finances, 1318, 1358. Memphis Conference Female Institute, 1500, 1501. Memphis Hospital Medical College, statistics, 1036. Menaslsa, Wis., statistics of schools and school finances. 1318, 1358. Menominee, Mich., statistics of schools and school finances, 1318, 1358. Menomonee. Wis., statistics of schools and school finances, 1318, 1358. Mercer Female Seminary, statistics, 1087. Mercer University, erects an additional building, J 795; statistics, 1045, 1584, 1601; statistics of ' the law schools of, 1051. Merchants, number of graduates from colleges and universities for the colored race who i became, 1082. 1 Meriden, Conn., statistics of schools and school finances, 1318, 1358. Meridian, Miss., statistics of schools and school finances, 1318, 1358. Meridian Academy, statistics, 1087. Merrill, Wis., statistics of schools and school finances, 1318, 1358. Metal working, as a study in public schools of cities, 1351, 1356. Methods of instruction, in France, uniformity, 95, 113; in a Russian Sunday school, 127 ; class system of instruction, 354, 377, 3S3-384; in teaching Latin, 356 ; in Prussia, 378, 391-392, 460, 462-463 ; to be employed in scientific tem- poranco instruction, 708, 715,717,719, 733, 739-742; in medical Bchools, 879-913 ; in uni¬ versity extension work, 834 ; manner of con¬ ducting text-bookwork in medical schools, 883-885; remarks on, by several persons, 1148- 1152; mutual criticism of teachers in Can¬ ada, 1214, 1215; in schools for the deaf, 1641-1643 ; in schools for the blind, 1657-1653. See also Mother tongue. Metropolitan Business College, 1613-1631. Mexico, statistics, 550, 560, 1228-1229 ; 1672-1677. Mexico, Mo., statistics of schools and school finances. 1318, 1358. Miami Commercial College, 1617-1631. Miami Medical College of Cincinnati, statistics, 1036. Miami University, 1594, 1606. Mic6, M., remarks in international congress, 76, 77, 153, 154, 156, 174. Michigan, statistics, common schools, 7-33 ; com¬ parative statistics of enrollment, attend¬ ance. teachers, and accommodations in schools of cities and villages. 607 ; compara¬ tive financial statistics of city and village systems. 608; enrollment and attendance in cities and villages, 613; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pupils in, and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616 ; character and enforcement of temperance school law, 714, 719 ; sum¬ mary of statistics of universities and col¬ leges, 761, 762; distribution of college stu¬ dents in regular degree courses from 1S86- 1890, 775 ; summary"- of degrees conferred by colleges and universities in, 776: productive funds of colleges and universities, 778-779 ; average age of freshman, 1880-90, 800; stu¬ dents from, at Johns Hopkins, Harvard, and Michigan universities. 820; statistics of professional schools, 1022-1032; degrees con¬ ferred by professional schools in, 1033 ; sta¬ tistics of reform schools, 1070 ; summary of statistics of private secondary sclmols, 1486-148S; summary of statistics of busi¬ ness colleges, 1610; summary of statistics of schools for the deaf, 1633-1635 ; summary of statistics of schools for tbe blind, 1653; summary of statistics of institutions for the feeble-minded, 1662. Michigan Agricultural College, programme of civil and mechanical engineering courses, 960, 977; statistics, 1053. Michigan City, Md., statistics of schools and school finances, 1318, 1358. 1 Michigan College of Medicine and Surgery, sta¬ tistics. 1035 Michigan School for the Blind, 1655-1660. Michigan School for tbo Deaf, 16.:7— 1G18, Michigan State Mining School, 987, 1C55. Michigan. State Normal School, statistics, 1057. Middle bury College. 1598. 160S. Middle Georgia Military and Agricultural Col¬ lege, statistics, 1053. Middle-town, Conn., statistics of schools and school finances, 1318, 1358. Middletown, N. Y., statistics of schools and school finances, 1318,1358. Middletown, Ohio, statistics of schools and school finances, 1318, 1358. Middletown, Pa., statistics of schools and school finances, 1318, 1358. Midland College, 1586, 1G02. 1704 INDEX. Mikkelson, Aksel, president of Slojd training school, 122, 540. Milford, Mass., statistics of schools and school finances, 1318, 1358. Military drill. See Physical training. Military schools, in Saxony, statistics, 305; in Prussia, changes in course of study, 400. Military service, in Prussia, privileges of gradu¬ ates of higher schools, 327; decisions of . Prussian conference, 392. Millersburg Female College, 1574. Milligan College, 1597, 1008. Mills College and Seminary, 1572-1573. Millville, A. J., statistics of schools and school finances, 1318, 1358. Milton, Pa., statistics of schools and school finances, 1318, 1358. Milton College, 1599, 1009. Milwaukee, vFis., scale of teachers’ salaries, 645, 646; reserve corps of teachers, 1180-1181; statistics of schools and school finances, 1318, 1358. Milwaukee College, 1580-1581. Minard Commercial School, 1619-1693. Minden Female College, 1576-1577. Miner Normal School, statistics, 1056,1086. Mining engineering, course of, 436, 451, 986-990. Ministers, number of graduates of college and uni¬ versities for the colored race becoming, 1082. Minneapolis, Minn., scale of teachers’ salaries, 629 ; statistics of schools and school finances, 1318, 1358. Minneapolis College of Physicians and Surgeons, statistics, 1035. Minneapolis Normal Training School, statistics, 1057. Minnesota, statistics, common schools, 7-33; low average attendance, 13 ; comparative statis¬ tics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 607 ; comparative financial statis¬ tics of city and village systems, 608 ; enroll¬ ment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditures in cities and villages, 614 ; pupils in, and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616; character and enforcement of school law, 714,719-720; summary of statistics of col¬ leges for women, 747 ; degrees conferred by colleges for women in, 749; summary of sta¬ tistics of universities and colleges, 761, 762; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778-779 ; average age of freshmen, 1880-90, 800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820 ; distribution of college stu¬ dents in regular degree courses from 1886- 1890, 775; statistics of professional schools, 1022-1031 ; degrees conferred by professional schools in, 1033 ; statistics of reform schools, 1070; transfer of parochial schools to school hoards, 1157-1158 ; summary of statistics of private secondary schools, 1486-1488; sum¬ mary of statistics of business colleges, 1610; summary of statistics of schools for the blind, 1653 ; summary of statistics of institu¬ tions for the feeble-minded, 1661-1662. Minnesota College of Pharmacy, statistics, 1040. Minnesota Law School, statistics, 1052. Minnesota School for the Blind, 1655-1660. Minnesota School for the l)eaf, 1637-1648. Minnesota School for Feeble-Minded, 1663-1667. Minnesota State Normal Schools, statistics, 1057. Minnesota State Deform School, statistics, 1072. Missimer, H. C., on psychology , in normal schools, 1179. Missionary Institute of the Evangelical Lutheran Church, statistics, 1049. Mission House of the Deformed Church in the United States, statistics, 1050. Miss Heeler’s Articulation Class for Deaf Mutes, 1650-1651. Mississippi, statistics, common schools, 6-33; comparative statistics of enrollment, atten¬ dance, teachers, and accommodations in the schools of cities and villages, 607 ; compara- Mississippi— Continued . tive financial statistics of city and village sys¬ tems, 608 ; enrollment and attendance in cit¬ ies and villages, 613; supervising officers, teachers, property, and expenditure in cit¬ ies and villages, 614; pupils in, and gradu¬ ates from public high schools, 615 ; charac¬ ter of temperance school law, 704; summary of statistics of colleges for women, 747 ; de¬ grees conferred by colleges for women in, 749; summary of statistics of universities and colleges, 760, 762 ; distribution of col¬ lege students in regular degree courses from, 1886-90, 774; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and uni¬ versities, 778-779 ; average age of freshmen. 1880-90, 800; statistics of professional schools, 1026-1032; degrees conferred by professional schools of, 1033; statistics by race, 1074-1075; statistics of schools for the colored race, 1090-1091 ; statistics of private secondary schools, 1486-1488; statis¬ tics of business colleges, 1610; statistics of schools for the deaf, 1633-1635; statistics of schools for the blind, 1652. Mississippi Agricultural and Mechanical College, programme of civil engineering course, 960; statistics, 1054. Mississippi College, 1589, 1604. Mississippi School for the Blind, 1655-1660. Mississippi State Normal Schools, statistics, 1057, 1086. Missouri, statistics, common schools, 7-33; com¬ parative statistics of enrollment, attendance, teachers, and accommodations in cities and villages, 607; comparative financial statistics of city and village systems, 608 ; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 6 14 ; pu¬ pils iu and graduates from public high schools, 615; teachers and pupils in public evening schools of cities and villages, 616 ; character and enforcement of temperance school law, 714, 720 ; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for women, 749; summary of statistics of universities and colleges", 761, 762; distribution of college students iu reg¬ ular degree courses from 1886-’90, 775 ; sum¬ mary of degrees conferred by collegess and universities, 776; .productive fund of colleges and universities, 778 779; endows State university with direct tax refunded by the United States, 781 ; average age of freshmen 18S0-t0, 800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820 ; statistics of professional schools, 1022-1032; degrees conferred by professional schools in, 1033 ; statistics of reform school, 1070; statistics by race, 1074; statistics of schools for the colored race, 1090; summary of statistics of private sec¬ ondary schools, 1486-1488; summary of statistics of business colleges, 1611; sum¬ mary of statistics of schools for the deaf, 1633-1635; summary of statistics of schools for the blind, 1653. Missouri Dental College, statistics, 1039. Missouri Medical College, statistics, 1035. Missouri School for the Blind, 1655-1660. Missouri School of Mines and Metallurgy, pro¬ gramme of civil engineering course, 960; statistics. 1054. Missouri State Normal Schools, statistics, 1057. Missouri Valley College, 1590, 1604. Mixed schools." See Coeducation. Moberly, Mo., statistics of schools and school finances, 1318, 1358. Mobile, Ala., statistics of schools and school finances, 1318,1358. Modeling as study in the public schools of cities, 1351-1356. Model schools. See Practice schools. Modern languages, study of, discussed in inter¬ national congress, 05, 72-82, 144, 145, 156, 157, 169-172 ; in Prussia, 283. 371, 390, 393. See also Freneh, etc., and Curriculum. INDEX. 1705 Molding as a study in city systems of public schools, 1351-1356. Moline, Ill., statistics of schools and school finances, 1318, 1358. Monarchism taught in Prussian higher schools, 388. Monmouth, Ill., statistics of schools and school finances, 1318, 1358. Monmouth College, 1585, 1601. Monongahela, Pa., statistics of schools and school finances, 1318, 1358. Monroe, Mich., statistics of schools and school finances, 1318, 1358. Monroe Female College, 1574-1575. Montana, statistics, common schools, 7-33; com¬ parative statistics of enrollment, attendance, teachers, and accommodation in cities and villages, 607; comparative financial statis¬ tics of city and village systems, 608; enroll¬ ment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pupils in and graduates from public high schools, 615 ; temperance instruction in, 720- 721; summary of statistics of universities and colleges, 761, 763 ; distribution of college students in regular degree courses from 1886-1890, 775; summary of degrees con¬ ferred by colleges and universities in, 776; productive funds of colleges and universi¬ ties, 778-779; students from, at Johns Hop¬ kins, Harvard, and Michigan universities, 820; statistics of professional schools, 1028; statistics of private secondary schools, 1486- 14S8; statistics of business colleges, 1611. Mont Carmel, Pa., statistics of schools and school finances, 1318, 1358. Montenegro, proportion of population enrolled, 551-555, 1226. Montgomery, Ala., statistics of schools and school finances, 1318, 1358. Montgomery Female College, 1580-1581. Moore’s Business College and School of Short¬ hand, 1612-1631. Moore’ 8 Hill College, establishes normal depart¬ ment, 798; statistics, 1585-1601. Moore Street Industrial School, statistics, 1088. Moral training, 108-112, 116,393, 1171-1176, 1216, 1233-1234. See also Religion. Moravian College and Theological Seminary, sta¬ tistics, 1049. Moravian Seminary, 1578-1579. Morel, M., vice-president of international con¬ gress, 64, 65, 68, 77, 144, 156, 157, 158, 160. Morgan College, statistics, 1087, 1588, 1603. Morristown, N.J., statistics of schools and school finances, 1318, 1358. Morristown Normal Academy, statistics, 1059, 1086. Morristown Seminary and Normal Institute, sta¬ tistics, 1087. Morrisville College, 1590, 1604. Moss, Woodson, 912. Mother tongue as the vehicle of instruction, 424, 427, 440, 442, 461, 471,511. Mound City Commercial College, 1016-1631. Mountain City Business College, 1618-1631. Mountain City Business College and School of Shorthand and Typewriting, 1619-1631. Mount Carmel Convent, statistics, 1087. Mount Clemens, Mich., statistics of schools and school finances, 1318, 1358. Mount Hcrmon Female Seminary, statistics, 1087. Mount Holyoke Seminary and College, 1572-1573. Mount Vernon, Ind., statistics of "schools and school finances, 1318, 1358. Mount Vernon, N. Y., statistics of schools and school finances, 1318, 1358. Mount Vernon, Ohio, statistics of schools and school finances, 1318, 1358. Mount St. Mary’s College, 1588, 1603. Mount St. Mary's Theological Seminary, statis¬ tics, 1047. “ Mount Sinai Training School for Nurses, statis¬ tics, 1042. Mount Union College, e.ects gymnasium, 797; statistics, 1593, 1606. Mourges, Mme., report of discussions, 145, 157, 168. Mowry, William A., on value of reviewing, 1152. Muhlenberg College, 1595, 1607. Muir, R. J., inspector of Scotch school district, extract from report, 201. Mulcaster, Richard, college for teachers, 112. Muncie, Ind., statistics of schools and school finances, 1318, 1358. Miinden, Royal Forest Academy at, statistics, 1003. Municipal aid. See State and local appropriation s. Munroe, James P., remarks on educational topics, 1138-1139, 1142, 1166, 1167-1168, 1176. Murray Male and Female Institute, 1587, 1600. Muscatine, Iowa, statistics of schools and school finances, 1318, 1358. Muscatine Commercial College, 1614-1631. Mus6e P6dagogique, Paris, date of foundation, 45 ; described, 114, 261, 1200; educational publi¬ cations, 137-142. Museums of pedagogy, in France, 95, 97, 114, 261 1200,1218-1220; in Japan, 125; in Prussia, 463 ; in Denmark, 539. Music, study of in Scotch universities, 211 ; in London, results of examination in singing, 273; in Prussia, 461; salary of teachers of, in certain cities, 617-693 ; in high schools, 1120; in schools for the blind and feeble¬ minded, 1656, 1666,1669. Muskegon, Mich., statistics of schools and school finances, 1318, 1358. Muskingum College, 1594, 1606. Mustapha Bey, Ibrahim, remarks in international congress, 149, 163. Myers, Mr., remarks in international congress, 313. IY-. Nanticoke, Pa., statistics of schools and school finances, 1318, 1358. Napa College, erects and equips an observatory, 795 ; statistics, 1582, 1600. Narcotics. See Temperance instruction. Nashotah House, statistics, 1050. Nashua, N. H., scale of teachers’ salaries, 631 ; sta¬ tistics of schools and school finances, 1318, 1358. Nashville, Tenn., statistics of schools and school finances, 1318, 1358. Nashville College for Young Ladies, 1580-1581. Natchez, Miss., statistics of schools and school finances, 1318, 1358. Natick, Mass., statistics of schools and school finances, 1318, 1358. National Bar Association, report of, on law schools, 943. National Business College, 1615-1631. National College for the Deaf, course in pedagogy of, 1020; statistics, 1583, 1600. National College of Pharmacy, statistics, 1040. National German American Teachers’ Seminary, statistics, 1061. National Pen Art Hall and Business College, 1618-1631. National Union of Elementary Teachers, Eng¬ land, description of work, 247. National University, medical and dental depart¬ ment of, statistics, 1034; statistics of tho law department of, 1051. Natural philosophy. See Physics. Natural science. See Science. Nearsightedness in Prussian higher schools, 338, 363. Nebraska, statistics, common schools, 7-33; com¬ parative statistics of enrollment, attend¬ ance, teachers, and accommodations in cities and villages, 607 ; comparative financial sta¬ tistics ol city and village systems, 608; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; pupils in and graduates from public high schools, 615; teachers and pupils in public evening schools of cities and vil¬ lages, 616; character of temperance school law, 714; statistics of universities and col¬ leges, 761, 761 ; distribution of college stu¬ dents on regular degreo courses from 1886- 1706 INDEX. N ebrask a— Continued. 1890,775; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778, 779^ average ago of fresbmen, 1880-’90, 800; stjident3 from, at Johns Hopkins, Harvard, and Michigan universities, 820; statistics of professional schools, 1022-1032; degrees coni erred by professional schools in, 1033 ; statistics of reform school, 1070; statistics of private secondary schools, 1486-1488 ; sta- tistics of business colleges, 1611; statisticsof schools for the deaf, 1633-1635; statisticsof schools for the blind, 1653 ; statistics of in¬ stitutions for the feeble-minded, 1661-1862. Nebraska City, Nebr., statistics of schools and school finances, 1318, 1358. Nebraska Institute for the Blind, 1655-1660. Nebraska Institution for Feeble-Minded Youth, 1663-1667. Nebraska Institution for the Deaf and Dumb, 1637-1648. Nebraska State Normal School, statistics, 1057. Nebraska Wesleyan University, 1591, 1605. Necrology of education, 130U31G. Neeuah, "\Yis., statistics of schools and school iinances, 1318, 1358. Negaunee, Mich., statistics of schools and school finances, 1318, 1358. Neglected children, in Prussia, statistics, 295. Nelson Business College, 1619-1631. Nelsonville, Ohio, statistics of schools and school finances, 1318, 1358. Negro. See Colored race. N et herlands . See Holland. Nevada, statistics, common schools, 7-33; per¬ manent school fund, 23; comparative sta¬ tistics o£ enrollment, attendance, teachers, and accommodation in the schools of cities and villages, 607; comparative financial sta¬ tistics of city and village systems, 608; en¬ rollment and attendance in cities and vil¬ lages, 013; supervising officers, teachtrs, property, and expenditure in cities and vil¬ lages, (ill ; pupils in and graduates from public high schools, 615; character and en¬ forcement of temperance school law, 714, 721 ; summary of statistics of universities and colloges, 761,763; productive funds of colleges and universities, 778-779; average age of freshmen, 18S0-’90, 800 ; summary of statistics of private secondary schools, 1486-1488; summary of statistics of busi¬ ness colleges, 1611. Nevada, Mo., statistics of schools and school finances, 1318, 1358. New Albany, Ind., statistics of schools and school finances, 1318, 1358. Newark, N. J., scale of teachers’ salaries, 633; statistics of schools and school finances, 1318, 1358. Newark, Ohio, statistics of schools and school finances, 1318, 1358. Newark City Home, statistics, 1072. Newark (N. J.) Public Normal and Training School, statistics, 1057. Now Bedford, Mass., scale of teachers’ salaries, 625 : statistics of schools and school finances, 1318, 1358. New Bedford Truant School, statistics, 1071. Newbern, N. C., statistics of schools and school finances, 1318, 1358. N ewberry College, 1596, 1607. New Brighton, N. Y., statistics of schools and school finances, 1318, 1358. New Brighton, Pa., statistics of schools and school finances, 1318,1358. NewBritain, Conn., statisticsof schools and school finances, 1318, 1358. New Brunswick, N. J., statistics of schools and school finances, 1318, 1358. Newhurg, N. Y., statistics of schools and school finances, 1318, 1358. Ncwburyport, Mass., statistics of schools and school finances, 1318, 1358. Newcastle, Del., statistics of schools and school finances, 1318, 1358. Newcastle, Pa., statistics of schools and school finances, 1318, 1358. New Church Theological School, statistics, 1047. New England Hospital Training School for Nurses, statistics, 1042. New England Industrial School for Deaf Mutes, 1637-1648. New England School of Shorthand and Typewrit¬ ing, 1615-1631. New Hampshire, statistics, common schools, 6-33; comparative statisticsof enrollment, attend¬ ance, teachers, and accommodations in the schools of cities and villages, 606; compara¬ tive financial statistics ol city and village systems, GC8; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614; pupils in and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616 ; character and enforcement of temperance school law, 713, 721 ; summary of statistics of colleges for women, 747 ; de¬ grees conferred by colleges for women in, 749 ; summary of statistics of universities, and colleges, 759, 7G2; distribution of college students in regular degree courses from 1886-1899, 773 ; summary of degrees conferred by colleges and universities in, 770; produc¬ tive funds of colleges and universities 778-779; students from, at Johns Hopkins, Harvard, and Michigan universities, 820; statistics of professional schools, 1G22-1031; degrees conferred by professional schools of, 1033; statistics of reform school, 1070; statistics of private secondary schools, 1486-1 4S8; statistics of business colleges, 1610. New Hampshire College of Agriculture, pro¬ gramme of mechanical course, 977 ; statis- 'tics, 1054. New Hampshire Conference Seminary and Fe¬ male College, 1576-1577. New Hampshire State Normal School, statistics, 1057. New Hampton Literary and Biblical Institution and Commercial College, 1616-1631. New Haven, Conn., maximum salary of the sev- • eral grades of teachers, 619; statistics of schools and school finances, 1318, 1358. New Jersey, statistics, common schools, 6-33; State school taxes, 25; comparative statis¬ tics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606; comparative financial statistics in city and village systems, 608; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; pupils in and graduates from public high schools, 615 ; teachers and pu¬ pils in public evening schools of cities and villages, 616; summary of statistics of col¬ leges for women, 747; summary of sta.is- tics of universities and colleges, 760-762; distribution of college students in regular degree courses from 1886-1890, 773; summary of degrees conferred by colleges and uni- -versities in, 776 ; productive funds of col¬ leges and universities, 778-779; students from, at Johns Hopkins, Harvard, and Michigan universities, 820; statistics of professional schools, 1024-1031; degrees con¬ ferred by professional schools of, 1033; statistics of reform schools, 1070; statistics of private secondary schools, 1486-1488 ; sta¬ tistics of business colleges, 1610; statistics of schools for the deaf, 1632-1635 ; statistics of institutions for the feeble-minded, 1661- 1662. New J ersey Business College, 1616-1631. New Jersey Home for the Education and Care of Feeble-Minded Children, 1663-1667. New Jersey School for Deaf-Mutes, 1637-1648. New Jersey State Institution for Feeble-Minded Women, 1663-1667. New Jersey State Normal School, statistics, 1057. New Lime Institute, statistics, 1087. New London, Conn., statistics of schools and school finances, 1318, 1358. INDEX. 1707 New Market Polytechnic Institute, statistics, 1055, 1550, 1608. New Mexico, statistics, common schools, 7-33; comparative statistics of enrollment, attend¬ ance, teachers, and accommodations in cities and villages, 607 ; comparative financial sta¬ tistics ot city and village systems, 608; enrollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenilitui’cs in cities and villages', 614 ; pupils in, and graduates from public high schools, 615; summary of sta¬ tistics of universities and colleges, 761, 763; distribution of college students in regular degree course from 1886-1890, 775; summary of degrees conferred by colleges and uni¬ versities in, 776; statistics of professional schools, 1027,1029; summary of statistics of private secondary schools, 1486-1488; sum¬ mary of statistics of business colleges, 1611 ; School for the Deaf and Dumb, 1633-1635. If ew Mexico, School for the Deaf and Dumb, 1613- 1635. New Orleans, La., scale of salaries, 1843-88, 680-682; statistics of schools and school finances, 1318, 1358. New Orleans Normal School, statistics, 1057. New Orleans Polyclinic, statistics, 1037. New Orleans University, occupation of gradu¬ ates, 1082; statistics, 1088, 1588, 1603; pre¬ paratory department of, statistics, 1087; normal department, statistics, 1086; medical department, statistics, 1035, 1089. New Philadelphia, Ohio, statistics of schools and school finances, 13i8, 1358. Newport. Ky., statistics of schools and school finances, 1318-1358. Newport, K. I., statistics of schools and school finances, 1318, 1358. New Rochelle, N. Y., statistics of schools and school finances, 1318, 1358. New South Wales, statistics, 1672-1677. Newton, Ivans,, statistics of schools and school finances, 1318, 1358. Newton, Mass., statistics of schools and school finances, 1318, 1358. Newton Theological Institute, statistics, 1047. New York, statistics, common schools, 6-33 ; rela¬ tive decrease in enrollment, 9; increased length of school term, 15; comparative sta¬ tistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606 ; comparative financial sta¬ tistics of city and village systems, 608 ; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614 ; pupils in, and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and vil¬ lages, 616; character of temperance school law, 713; summary of statistics of colleges for women, 747 ; degrees conferred by col¬ leges for women in, 749; summary of statis¬ tics of universities and collegos, 760, 762; distribution of collogo students in regular degree courses from 1886-1 890, 773 ; summary of degrees conferred by colleges and univer¬ sities in, 776; productive funds of colleges and universities, 778-779; average age of freshmen 1880-1890, 800; students from, at Johns Hopkins, Harvard, and Michigan Universities, 820; statistics of professional schools, 1022-1031; degrees conferred by professional schools op 1033; statistics of reform schools, 1070 ; decrease of attendance in public schools of, 1158-1159; statistics of private secondary schools, 1486-1488; sta¬ tistics of business colleges, 1610; statistics of schools for the deaf, 1632-1635 ; statistics of schools for the blind, 1652; statistics of institutions for the feeble-minded, 1661- 1662. New York, N. Y., scale of teachers’ salaries, 636- 638 ; statistics of schools and school finances of city, 1318, 1358. New York Catholic Protectory, statistics, 1072. New York City College, classical instruction, 73. New York College of Dentistry, statistics, 1039. New York College of Veterinary Surgeons, statis¬ tics, 1044. New York Homeopathic Medical College and Hos¬ pital, 890. New York House of Refuge, statistics, 1072. New York Juvenile Asylum, statistics, 1072. New York Medical College and Hospital for Wo¬ men, statistics, 1037. New York Polyclinic Hospital and Dispensary, statistics' 1038. New York Post-Graduate Medical School, statis¬ tics, 1038. New York State Asylum for Idiots, 1661-1667. New York State Custodial Asylum for Feeble- Minded Women, 1663-1667. New York State Institution for the Blind, 1655- 1660. New York Institution for the Instruction of the Deaf and Dumb, 1637-1648. New York State Normal College, establishment and course of, 1019-1020. New York State Normal Schools, statistics, 1057. New York Training School for Nurses (Bellevue Hospital), statistics, 1042. New Windsor College and Windsor Female Col¬ lege, 1588, 16 a. * New Zealand, statistics. 1672-1677. Niagara Falls, N. Y., statistics of schools and school finances, 1318, 1358. Niles, Mich., statistics of schools and school finances, 1318, 1358. Niles, Ohio, statistics of schools and school finances, 1318, 1358. Niagara University, statistics, 1592,1605; med¬ ical department of, statistics, 1035. Nicaragua, statistics, 556-558,1672-1677. Night schools. See Evening schools. Norfolk, Va., statistics of schqpls and school finances, 1318, 1358. Norfolk College for Young Ladies, 1580-1581. Norfolk Mission School, statistics, 1083. Normal and Commercial College, 1613-1631. Normal and Scientific School, 1613-1631. Normal Business College, 1618 1631. Normal Schools.. See Teachers, training of. Normal Trainingand Practice School for Teachers, statistics, 1060. Norristown, Pa., statistics of schools and school finances. 1318, 1358. North Adams, Mass., statistics of schools and school finances, 1318, 1358. Northampton, Mass., statistics of schools and school finances, 1318, 1358. North Carolina, statistics, common schools, 6-33 ; meager local taxes, 27 ; comparative statis¬ tics of enrollment, attendance, teachers, and accommodations, in the schools of cities and villages, 606; comparative financial statis¬ tics of city and village systems, 60S ; enroll¬ ment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614; pupils in, and graduates from public high schools, 615; c’nnracter of temperance school law, 714; summary of statistics of colleges for women, 747; degrees conferred by col¬ leges for women in, 749; summary of statis¬ tics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-90, 774; sum¬ mary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778, 779 ; average age of ixeshmen, 1880-90, 800; students from, at Johns Hopkins. Harvard, and Michigan universities, 820; statistics of professional schools, 1022-1031; degrees con¬ ferred by professional schools of, 1033 ; sta¬ tistics by race, 1074-1075; education of the colored race in, 1079-1080; statistics for schools for the colored race, 1090-1091 : sum¬ mary of statistics of private secondary schools, 1486-1488; statistics of business colleges, 1610; statistics of schools for tho deaf, 1632-1635; statistics of schools for the blind, 1652. North Carolina College, 1593,1606. North Carolina College of Agriculture and tho Mechanic Arts, statistics, 1054. 1708 INDEX. North Carolina Institution for the Deaf and Dumb and the Blind, 1089, 1638-1648, 1655- 1660. North Carolina State normal schools, statistics, 1058, 1086. North Dakota, statistics, common schools, 7-33; comparative statistics of enrollment, at¬ tendance, teachers, and accommodations in cities and villages, 607; comparative finan¬ cial statistics of city and village systems, 608 ; enrollment and attendance in cities and villages, 613; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pupils in and graduates from public high schools, 615; character and enforcement of temperance school law, 714, 722; summary of statistics of universities and colleges, 761, 762 ; distribution of college students in regular degree courses from 1886 to 1890, 775 ; summary of degrees con¬ ferred by colleges and universities in, 776; productive funds of colleges and universi¬ ties, 778,779; students from, at Johns Hopkins, Harvard, and Michigan universi¬ ties, 820; statistics of professional schools, 1031; of private secondary schools, 1486- 1488; summary of statistics of business colleges, 1611; summary of statistics of schools for the deaf, 1633-1635. Northern Illinois College, 1584, 1601. Northern Illinois Normal School, statistics, 1060. Northern Indiana Business College, 1613-1631. Northern Indiana Normal School, statistics, 1060. Northern Iowa Business Hniversity, 1613-1631. Northern New York Institution for Deaf Mutes, 1637-1648. North Georgia Agricultural College, statistics, 1053. Northwestern Business College, Iowa, 1614r-1631. Northwestern Business College, Wis., 1620-1631. Northwestern College, erects a new building, 795, 1585, 1601. Northwestern Hospital Training School for Nurses, statistics, 1042. Northwestern Medical College, statistics, 1035. Northwestern Normal, statistics, 1060. Northwestern Normal and Collegiate Institute, statistics, 1061. Northwestern Normal School, Business, and Shorthand Institute, 1616-1631. Northwestern Ohio Medical College, statistics, 1036. Northwestern University, Hlinois, statistics, 1584, 1001; College of Medicine, statistics, 889, 890, 1034; Dental Department statistics, 1039; Law Department, statistics, 1051. Northwestern Hniversity, Wisconsin, 1599, 1609. Northwest Normal School (Lynden), statistics, 1061. Northwestern Veterinary College, statistics, 1044. Norwalk, Ohio, statistics of schools and school finances, 1318, 1358. Norwich, Conn., statistics of schools and school finances, 1318, 1358. Norwich, N. Y., statistics of schools and school finances, 1318, 1358. Norwich Hniversity, statistics, 1055. Norway, educational system described, 475-517; statistics, 551-555, 1672-1677. Norwegian Augustana Theological Seminary, sta¬ tistics, 1046. Norwegian-Danish Theological School, statistics, 1046. Norwegian Luther College, 1585, 1602. Nurse training, diagrams illustrating statistics of schools in the Hnited States and Prance, 863-866 ; statistics, 1024, 1042. Nurse Training School of the Woman’s Hospital of Philadelphia, statistics, 1043. <3. Oakland. Cal., scale of teachers’ salaries, 618; sta¬ tistics of schools and school finances, 1318, 1358. Oakland Business College. 1612-1631. Oak Bidge Institute, 1617-1631. Oakside District, N. Y., statistics of schools and school finances, 1318, 1358. Oberlin, Ohio, statistics of schools and school * finances, 1318, 1358. Oberlin Business College, 1618-1631. Oberlin College, 1594, 1606; theological depart¬ ment of, statistics, 1048. Obligatory branches. See Elementary education and Curriculum. Obligatory school attendance. See Attendance. Occadi, Prof. Montovani, director of school of po¬ litical sciences at Bologna, 166. Occupations, higher, restricted to gymnasium graduates, 327, 336; of graduates of higher institutions for colored race, 1095-1096 ; fol¬ lowed by graduates Hampton Normal and Agricultural Institute, 1101. Ochorowicz, M., remarks in International Con¬ gress, 134. Oconto, Wis., statistics of schools and school finances, 1318, 1358. Odense, Denmark, school buildings described, 538. Ogden City, Htah, statistics of schools and school finances, 1318, 1358. Ogden College, 1587, 1602. Ogdensburg, N. Y., statistics of schools and school finances, 1318, 1358. Ogontz School for Young Ladies, 1578-1579. Ohio, statistics, common schools, 7-33; compara¬ tive statistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 607; comparative financial statistics of city and village sys¬ tems, 608 ; enrollment ana attendance in cit¬ ies and villages, 613; supervising officers, teachers, property, and expenditures in cities and villages, 614; pupils in, and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616 ; character and enforcement of temperance school law, 714, 722 ; summary of statistics of colleges for women, 747 ; de¬ grees conferred by colleges for women in, 749; summary of statistics of universities and colleges, 761, 762 ; distribution of college students in regular degree courses from 1886-90, 774; summary of degrees con¬ ferred by colleges and universities in, 776; productive funds of colleges and universi¬ ties, 778-779 ; average age of freshmen, 1880- 90,800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820; statistics of professional schools, 1022-1032 ; degrees conferred by professional schools in, 1033 ; statistics of reform schools, 1070 ; sta¬ tistics of schools for the colored race, 1090 ; statistics of private secondary schools, 1483-1488; of business colleges, 1610 ; schools for the deaf, 1633-1635 ; institutions for the feeble-minded, 1661, 1662. Ohio Business College, 1618-1631. Ohio Business Hniversity, 1618-1631. Ohio Commercial College, 1618-1631. Ohio Institution for the Education of the Blind, 1655-1660. Ohio Institution for the Education of the Deaf and Dumb, 1638-1648. Ohio Institution for Feeble-Minded Youth, 1664- 1667. Ohio Normal Hniversity, statistics, 1061. Ohio State Teachers’ Association, report of com¬ mittee on adjustment of college and high school curriculum, 1118-1122. Ohio State Hniversity, organization and statis¬ tics, 782,786,1593,1606; erects an electrical and a chemical laboratory, 797 ; school of pharmacy of, statistics, 1041 ; veterinary de¬ partment, statistics, 1044. Ohio University, statistics, 1593, 1606; normal de¬ partment, statistics, 1058. Ohio Wesleyan Hniversity, 1593, 1606. Oil City, Pa., statistics of schools and school finances, 1318, 1358. Oklahoma, statistics, common schools, 6-33 ; com¬ parative statistics of enrollment, attendance, teachers, and accommodations in schools of cities and villages, 607. INDEX. Olean, N. Y., statistics of schools and school finances, 1318, 1358. Olivet College, erects library and Adelphic Soci¬ ety Hall, 796; statistics, 1589,1604. Ollendorff, M.; yice-president of congress of pri¬ mary instruction, 49. OlneyvillefR. I., statistics of schools and school finances, 1318, 1358. Olyphant, Pa., statistics of schools and school finances, 1318, 1358. Omaha, Nebr., scale of teachers’ salaries, 631 ; sta¬ tistics of schools and school finances, 1318, 1358. Omaha Commercial College, 1616-1631. Omaha Medical College, statistics, 1035. Ontario, sectarian schools in, 1157 ; remarks on re¬ ligious instruction in, 1174; uniform text¬ books in, 1184. Orange, N. J., statistics of schools and school finances, 1318, 1358. Orange Free State, education in, 1229. Orange Training School for Nurses, statistics, 1042. Oregon, statistics, common schools, 7-33; length of school term, 15; no State school tax, 24; comparative statistics of enrollment, attend¬ ance, teachers, and accommodations in cities and villages, 607 ; comparative financial statisticsof city and village systems, 608; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; pupils in and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and vil¬ lages, 616; character of temperance school law, 714 ; summary of statistics of universi¬ ties and colleges, 761, 763; distribution of college students in regular degree courses from 1880-1890, 775; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and uni¬ versities, 778-779 ; average age of freshmen, 1880-1890, 800; students from, at Johns Hopkins, Harvard, and Michigan universi¬ ties, 820; statistics of professional schools, 1022-1031 ; degrees conferred by professional schools in, 1033 ; State normal schools, sta¬ tistics, 1058; statistics of private second- arv schools, 1486-1488; statistics of business colleges, 1611 ; statistics of schools for the deaf, 1633-1635 ; statistics of schools for the blind, 1653. Oregon Agricultural College, programme of civil and mechanical engineering courses, 960, 977: statistics, 1054. Oregon Institute for the Blind, 1655-1660. Oregon School for Deaf Mutes, 1638-1648. Organization of schools. See Administration and organization of schools. Osborne's Business College, 161?-1631. Oshkosli, Wis., statistics of schools and school finances, 1318, 1358. Oskaloosa, Iowa, statistics of schools and school finances, 1318,1358. Oskaloosa Business College, 1614-1631. Oskaloosa College, Bible department of, statistics, 1046; statistics, 1586-1602. Oswego, N. Y., statistics of schools and school finances, 1318, 1358. Ottawa, 111., statistics of schools and school finances, 1318, 1358. Ottawa, Hans., statistics of schools and school finances, 1318, 1358. Ottawa University, 1537, 1602. Otterbein University, 1594, 1606. Ottumwa, Iowa, statistics of schools and school finances, 1318, 1358. Ottumwa Business College, 1614-1631. Ottumwa Normal School, statistics, 1060. Overpressure, in Prussian higher schools, 338, 361. Owego, N. Y., statistics of schools and school finances, 1318, 1358. Owen, Sir Hugh, author of Education Acts Man¬ ual, 237. Owensboro, Ky., statistics of schools and school finances, 1318, 1358. 1709 Owosso, Mich., statistics of schools and school finances, 1318, 1358. Oxford Academy, statistics, 1087. Oxford Eemale College, 1578-1579. Oxford Eemale Seminaiy, 1578-1579. Oxford University, university extension, teach¬ ers of, 829. JP. Pacific Business College, 1612-1631. Pacific Methodist College, 1583, 1600. Pacific Theological Seminary, statistics, 1045. Pacific University, 1595, 1606. Packard’s Business College and School of Stenog¬ raphy, 1617-1631. Packer Collegiate Institute, 1578-1579. Paducah, Ky., statistics of schools and school finances, 1318, 1358. Paehler, Dr., on relations of family and school, 3S6. Paine Institute, statistics, 1060, 1086. Paine’s Business College, 1617-1031. Painesville, Ohio, statistics of schools and school finances, 1318, 1358. Palestine, Tex., statistics of schools and school finances, 1318, 1358. Palm’s Business College, 1619-1631. Paraguay, educational exhibit at Paris, 126; sta¬ tistics, 556-560, 1372-1377. Paris, France, inauguration of new Sorbonne, 47; educational exhibit, 88-95; statistics higher education, 102 ; professors in higher institu¬ tions, 254; elementary education, described, 263 ; pedagogical museum of, 1200. Paris, Ill., statistics of schools and school finances, 1318, 1358. Paris, Kv., statisticsof schools and school finances, 1318, 1358. Paris, Tex., statistics of schools and school finances, 1318, 1358. Paris Exposition, 1889, report of congresses and exhibitions, 41-142. Parish schools, in Scotland, 225, 231. Park College, statistics, 1590, 1604. Parker, E. W., on flexibility in courses of study, 1135; on criticism of private schools, 1157. Parker College, establishment, 792, 1589, 1604. Parkersburg, W. Va., statistics of schools and school finances, 1318, 1358. Parkersburg Eemale Seminary, 1580, 1581. Parked Theological Institute, statistics, 1089. Parliamentary schools, in Scotland, 225. Parochial schools. See Elementary education. Parr, S. S., on free text-books, 1184. Parsons, Kans., statistics of schools and school finances, 1318, 1358. Parsons Business College, 1615-1631. Parsons College, 1586, 1602. Pasadena, Cal., statistics of schools and school finances, 1318, 1358. Passaic, N. J., statistics of schools and school finances, 1318, 1358. Paterson, N. J., scale of teachers’ salaries, 663; statistics of schools and school finances, 1318, 1358. Paterson General Hospital and Training School for Nurses, statistics, 1042. Paterson (N. J.) Normal Training Class, statis¬ tics, 1057. Patriotism, cultivation of, in French schools. 111. Pattern-making as a study in public schools of cities, 1351-1356. Paul Quinn College, occupation of graduates, 1082; statistics, 1088,1597,1608. Paulsen, Er., on study of languages, 375. Pawtucket, K. I., statistics of schools and school finances, 1318, 1358. Peabody, Mass., statistics of schools and school finances, 1318, 1358. Peabody Fund, amount, of distributed to schools and institutes for training teachers, 1031. Peabody Normal College, statistics, 1059. Peace Institute, 1578-1579. Pedagogy, higher instruction in, 1015-1020. Peek, Frank, promoter of Bible teaching, 274. Peekskill, N. Y., statistics of schools and school finances, 1318. 1358. Peirce Business College, 1619-1631. 1710 INDEX, Pekin, Ill., statistics of schools and school finan¬ ces, 1318, 1358. Penmanship, salary of teacher t)f, in certain cities, 617-693 ; number of students pursuing study of, in business colleges, 1621-1628. Penn College, 1586, 1602. Penn Industrial and Normal School, statistics, 1087. Pennsylvania, statistics, common schools, 6-33; appropriations in lieu of State school taxes, 21; comparative statistics of enroll¬ ment, attendance, teachers, and accom¬ modations in the schools of cities and villages, 606; comparative financial statis¬ tics of city and village systems, 608 ; enroll¬ ment and attendance in cities and villages, 613; supervising officers, teachers, prop¬ erty, and expenditure in cities and villages, ' 611; jmpils in, and graduates from, public high schools, 615; teachers and pupils in public evening schools of cities and villages, 616; character and enforcement of temper¬ ance school law, 713. 722-723 ; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for women in, 749; summary of statistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 18S6-90, 773; summary of degrees con¬ ferred by colleges and universities in, 776; productive funds of colleges and universi¬ ties, 778-779; average age of freshmen, 1880- 90, 800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820; university extension in, 833; statistics of professional schools, 1022-1031 ; degrees con¬ ferred by professional schools of, 1033; State normal schools, statistics, 1058; statistics of reform schools, 1070; statistics of schools for the colored race, 1090; summary of sta¬ tistics of private secondary schools, 1486- 14SS; summary of statistics of business col¬ leges, 1610 ; supimary of statistics of schools for the deaf, 1632-1635; summary of statis¬ tics of schools for, 1652; summary of sta¬ tistics of institutions for the feeble-minded, 1661-1662. Pennsylvania College, erects recitation hall and chapel, 797, statistics, 1595, 1607. Pennsylvania College of Dental Surgery, statis¬ tics, 1039. Pennsylvania Institution for the Deaf and Dumb, 1638—1618. Pennsylvania Institution for the Instruction of the Blind, 1655-1660. Pennsylvania Military Academy, 1595, 1607. Pennsylvania Oral School for the Deaf, 1638-1648. Pennsylvania Be form School, statistics, 1072. Pennsylvania State College, statistics, 1054. Pennsylvania Training School for. Feeble-Minded Children, 1664-1667. Penn Yan,N. Y., statistics of schools and schoo finances, 1318, 1358. Pensacola, Fla., statistics of schools and school finances, 1318, 1358. Pensions for teachers, in Scotland, 198, 204 ; in , Great Britain, 242, 1230-1231 ; in Prussia, 288, 334; in Hungary, statistics, 444 ; in Norway, statistics of expenditures, 490, and legal provision, 499; in Denmark, 532; recom¬ mended by the National Educational Asso¬ ciation, 1183. People’s schools, in Austria, salaries of teachers, 428. Peoria, Ill., scale of salary of teachers, 622; sta¬ tistics of schools and school finances, 1318, 1358. Perkins & Herpel's Mercantile College, 1616-1631. Perkins Institution and Massachusetts School for the Blind, 1654-1660. Perra, Dr. F. A., award at Paris Exposition, 132. Perrier, E., report to international congress, 64, 65, Pcrrot, G., remarks in international congress, 154. Perry Institute and Business College, 1615-1631. Persia, educational notes on, 1229. Perth Academy, Scotland, courses of study, 225 (note). Perth Amboy, N. J., statistics of schools and school finances, 1318, 1358. Peru, statistics, 556-560, 1229, 1672-1677. Peru, HI., statistics of schools and school finances, 1318, 1358. Peru, Ind., statistics of schools and school finances, 1318,1358. Petersburg, Va., statistics of schools and school finances, 1318, 1358. Pharmacy, maps showing location of schools of, in tJnited States, and diagrams illustrating their statistics, 858-862 ; statistics, 1021, 1023- 1024. Philadelphia, Pa., scale of teachers’ salaries, 641- 642 ; statistics of schools and school finances, 1318, 1358. Philadelphia College of Pharmacy, statistics, 1041. Philadelphia Dental College, statistics, 1039. Philadelphia Girls’ Normal School, statistics, 1058. Philadelphia Hospital Training School for Nurses, statistics, 1043. Philadelphia Lying-in Charity and Nurse School, statistics, 1043. Philadelphia Polyclinic and College for Gradu¬ ates in Medicine, statistic, 1038. Philadelphia Seminary, 1578-1579. Philander Smith College, statistics, 1088, 1582, 1600; occupation of graduates, 1082 : normal department, statistics, 1089; preparatory department of, statistics, 1087; theological department, statistics, 1088. Philaretos, George V., remarks in international congress, 149, 163. Phillipsburg, N. J., statistics of schools and school finances, 1318, 1358. Philomath College, 1595, 1606. Philosophy, influence of study in Scotch universi¬ ties, 231. Phoenixville, Pa., statistics of schools and school finances, 1318, 1358. Phonography, action concerning in international congress, 158. Physical training, in maternal schools of Paris, 89 ; in France, costume, 94; in French normal colleges, 98 ; in French secondary schools, 100 ; exhibit of apparatus at Paris Exposition, 116, 119; at international congress at Paris, 134; provision in Paris schoolhouses for, 271; in Scotland, 202; in London, reports of instructors, 273 ; movement for public play, in Germany, 293-295, 383; in Prussian schools, discussed, 330-332, 340, 352, 363, 381, 391, 461 ; in Saxony, in school for teachers, 301 ; in Austria, statistics, 430 ; in Hungarian schools, statistics, 444, 449; statistics of ex¬ penditures in Norway for, 490 ; in Denmark, 531, 532, 538; salaries of teachers of, 621, 623, 625; buildings for, see in various. con¬ nections, 795-798; Swedish (or Ling) sys¬ tem of, 1103-1108; remarks on, by several persons, 1152-1155; cumber of public high schools having a gymnasium, 1395-1485; director of, in Boston, 1107-1108; private secondary schools having a gymnasium, 1495-1571 ; in schools for the feeble-minded, 1666, 1669. Physicians, number of graduates of colleges and universities for the colored race becoming, 1082. Physics, in schools for girls, conclusion of inter¬ national congress, 145 ; study of, in second¬ ary schools for girls, discussion in inter¬ national congress, 157; salary of teachers of, in certain cities, 624-693 ; in a preparatory college course, 1117 ; in high schools, 1120- 1121 ; in the elementary schools, 1124-1125, 1127 ; number of students in public high schools pursuing, 1391-1392; in secondary schools, 1491-1492; in business colleges, 1621-1628 ; in institutions for the deaf, 1641- 1642; in schools for the blind, 1657-1658. Physio-Medical College of Indiana, statistics, 1037. Physio-Medical School, statistics of, practice, 1021, 1037. Physiology, study of, in England, government grants allowed, 244; in medical schools, 892-893. See also Temperance, instruction in. INDEX, 1711 Pieliery, II., designer of new gymnastic appa¬ ratus, 89. Pierce, I: d ward T., on methods in teaching, 1178. Pierce C!uq el, statistics, 1087 Pierce Christian College, 1582, 1600. Picric University, 1590, 1007. Pigecnneau, H.," remarks in international con¬ gress, €5, C7, 68, 143, 146, 160, 173, 174. Pike College, 1589, 1604. Piqoa, Oliio, statistics of schools and school finances, 1318, 1358. Pittsburg, Kans., statistics of schools and school finances, 1318, 1358. Pittsburg, Pa., scale of teachers’ salaries, 642; statistics of schools and school finances, ISIS, 1358. Pittsburg College of Pharmacy, statistics, 1041. Pittsburg I'emme College, 1578, 1579. m Pittsburg Training School for Nurses, statistics, 1043. Pittsfield, Mass., statistics of schools and school finances, 1318, 1358. Pittston, Pa., statistics of schools and school finances, 1318, 135S. Plainfield, N. J., statistics of schools and school finances, 1318, 1358. Plattsburg, N. Y., statistics of schools and school finances, 1318, 1358. riattsnioutli, Nebr., statistics of schools and school finances, 131S.1358. Playgrounds in cities of Germany, 294. Plazy, M. , on female inspectors, 57. Pleasant Hope Normal Academy, statistics, 1060. Plummer Farm School of Keforaifor Boys, statis¬ tics, 1071. Plymouth, Mass., statistics of schools and school finances, 1318, 1358. Plymouth, Pa., statistics of schools and school finances, 1318, 1358. Poetry, study cf, 353. Polytechnic Institute of Brooklyn, 1592, 1605. Polytechnic School of Washington University, programme of civil and mechanical engi¬ neering courses, 960, 977 ; statistics, 1055. Pomeroy, Ohio, statistics of schools and school finances, 1318, 1358. Pond's Business College, 1614-1631. Pontiac, Mich., statistics of schools and school finances, 1318, 1358. Population, of United Statesof school going age, compared with enrolment, attendance, ex¬ penditure, etc., 1-37 ; of France, 115 ; of Lon¬ don and of Paris, 266,267, 298; of Hungary, 439 ; of the London slums, 576-578 ; of cities of over 4,000 in list of Bureau of Education and in Census Bulletin No. 105,609-612,1318- 1344; percentage of, enrolled in the* indus¬ trial schools of Belgium, 981 ; of former slave States, by race and percentage enrolled, 1074 ; proportion of, in foreign countries, enrolled in public schools, 1G72-1G77. Portage, Wis., statistics of schools and school finances, 131$, 1358. Port Chester, N. Y., statistics of schools and school finances, 1318, 1358. Port Gibson Female College, 1576-1577. Port Huron, Mich, statistics of schools and school finances, 1318, 13o8. Port Jervis, N. Y.. statistics of schools and school finances, 1318, 1358. Portland, Me., scale of teachers’ salaries, 624; sta¬ tistics of schools and sch’l finances, 1318, 1358. Portland, Oregon, scale of teachers' salaries, 641 ; statistics of schools and school finances, 1318, 1358. Portland Business College, Me., 1614-1631. Portland Business College, Oregon, 1618-1631. Portland Normal Practice School, statistics, 1057. Portland School for Medical Instruction, statis¬ tics, 1034. Portsmouth, N. H., statistics of schools and school finances, 1318, 1358. Portsmouth, Ohio, statistics of schools and school finances, 1318, 1358. Portsmouth, Va., statistics of schools and school fimmecs, 1318, 1358. Portugal, statistics, 551-555, 1672-1667; educa¬ tional notes on, 1229-1230. Post graduate instruction. See Graduates. Post Graduate Medical School of Chicago, statis tics, 1037. Potter College for Young Ladies, 1574-1575. Pottstown, Pa., statistics of schools and school finances, 1318, 1358. Fottsville, Ta., statistics of schools and school finances, 1318, 1358. Pouclier Business College, 1615-1631. Poughkeepsie, N. Y., statistics of schools and school finances, 1318, 1358. Practice schools, in normal schools, discussion in international congress, 49, 58, 62; in Den¬ mark, described, 534 ; salary of teachers of, in St. Paul, 629 ; pupils in, 1030, 1032. Prairio Yiew Normal School, statistics, 1059, 1C86. Pratt Institute, Technical High School Depart¬ ment, statistics, 1062. Prattville Male and Female Academy, statistics, 10S7. Preparatory Medical School, Poughkeepsie, N. Y., statistics, 1034. Preparatory medical schools, 895-897, 102 1. Preparatory schools. See Secondary education. . Presbyterian College of South Carolina, 15DG, 1607. Presbyterian College of the Southwest, 1583, 1600. Presbyterian Church, establishment in Scotland, 219, 223, 227. President of each institution. Consult reference under name of that institution. Preyer, Dr. W., on school reform, 335, 339, 342. Prichett School Institute, 1590, 1604. Prickett College of Commerce, 1619-1631. Primary schools. See Elementary education. Principals, salary of, in certain cities, 617-693 ; sal¬ aries of, in each of the English public schools, 1216. See also Teachers, and for names see refer¬ ences to statistical tables under name of each institution. Printers, number of graduates from colleges and universities for the colored race who become, 1082. Printing, as a study of the public schools of cities, 1352-1356. Private Institution for the Education of Feeble- Minded Youth, 1668-1669. Private schools. See Elementary and Secondary education. Productive funds. See Funds. Professional schools. See Higher and professional education, also Business, Industrial, and Manual Training Schools. Professors and instructors, in France, conditions described. 253-256; in Saxony, statistics, 305; in Prussia, rank and work. 334; in Austrian secondary schools, statistics, 431, 432; in Normal and secondary schools in Hungary, 446, 449 ; number of, in foreign uni¬ versities, 561-572; in institutions for higher education of women, 747, 1572, 1573, 1574, 1578; in all departments of institutions for higher education, 760-781, 764-765, 784,1582- 16i9; number of, in professional schools (in¬ cluding technological and normal schools), 1021-1062; in schools tor the colored race, 1086-1090; of physical training in Boston, 1108. See also Teachers. Professorships, endowed, nnmber of, in universi¬ ties and colleges, 762-763, 782, 1600-1609. Programme, weekly, in France, regulations, 258; in Paris, 276; in Prussian middle schools, 284 ; decision of Prussian conference as to, 390; in Prussian Cadet Schools, 401; in typical German higher schools, 507-415. 418 ; in secondary schools, in Norway, 505, 507, 508 ; in schools, in Denmark, 532. 534, 544-545 ; manual training schools in city systems of public schools, 1351-1356. See also Curriculum and Term. Progynmasiums, decisions of Prussian conference, 391. Promotions, in Prussian elementary schools, 462. Propertv, assessed and cash value of, in cities, 1358-1386. See also Buildings and accessories also Funds. Protestant Episcopal Theological Seminary of Virginia, statistics, scheme of lectures 934, 1050. 1712 INDEX. Providence, R. I., scale of teachers’ salaries, 643; statistics of schools a school finances, 1318, 1358. Providence Bryant & Stratton Business College, 1G19-1631. Provincial Seminary of St. Francis of Sales, sta¬ tistics, 1052. Provo City, Utah, statistics of schools and school finances, 1318, 1358. Prussia, beginning of popular education, 44; de¬ scription of schools, 281-418; State aid to education, 426; statistics, 454, 551-560, 1672- 1677; school system described, 455-464; system of agricultural schools, 1002. Psychology, at international congress at Paris, proceedings, 133. Public schools. See Elementary education, the names of foreign countries and of the States of the Union, Administration and or¬ ganization of systems, Management and supervision of instruction, Methods of in¬ struction, Curriculum, Teachers, Students, Attendance, Buildings, Seats, Funds, In¬ come, and Expenditure. Pueblo, Colo., statistics of schools and school finances, 1318, 1358. Pueblo Business College, 1612-1630. Pulte Medical College, statistics, 1037. Pupils. See Students. Pupil teachers, salary of, 622, 628. Purdue School of Pharmacy, statistics, 1040. Purdue University, course of electrical engineer¬ ing, 990-991; statistics, 1053. Putnam, G. B., paper on Swedish (Ling) system of gymnastics, 1103-1108. Q. Queen City Business College, 1616-1631. Queen Margaret College, Scotland, described, 209. Queensland, statistics, 1672-1677. Quenardel, M., report to international congress, 59. Quincy, Ill., statistics of schools and school finances, 1318, 1358. Quincy, Mass., statistics of schools and school finances, 1318, 1358. II. Rabier, M., remarks in international congress, 66, 75, 145, 156, 172, 173, 249. Racine, Wis., statistics of schools and school finances, 1318, 1358. Rahway, X. J., statistics of schools and school finances, 1318, 1358, Raleigh, X. C., statistics of schools and school finances, 1318, 1358. Ramon do Luna, M., speech in international congress, 149. Randolph-Macon College, erects science hall, 797 ; statistics, 1598, 1608. Rathbun’s Omaha Business College, 1616-1631. Reading, remarks on. by several persons, 1168- 1171. Reading, Pa., scale of. teachers’ salaries, 643 ; sta¬ tistics of schools and school finances, 1318, 1358. Reading (Pa.) Training School for Teachers, statistics, 1058. Realschulen. See Secondary education. Recess. See Session. Recitation, as a feature of medical instruction, 884. Reckers & Bradford’s Commercial School, 1615- 1631. Recreation. See Physical training. Red Bank, X. J., statistics of schools and school finances, 1318, 1358. Redemptionist House of Studies, statistics, 1047. Redfiekl College, 1596, 1607. Red Wing, Minn., statistics of schools and school finances, 1318, 1358. Red WingXor wegian Evangelical Lutheran Semi¬ nary, 1047. Reformation in Scotland, effect on education, 218. Reformatory education. See Delinquents, juve¬ nile. Reform in Prussian higher schools, committee, 389. Reformed Presbyterian Theological Seminary, statistics, 1049. Reform School for Girls, and Woman’s Prison, In¬ dianapolis, statistics, 1071. Reform School of the District of Columbia, sta¬ tistics, 1071. Registration. See Attendance. Religion, denominations represented in Prussian schools, 286, 290, 292; in Austrian schools, 435^38 ; denominational schools in Hungary, 441, 445, 448 ; affiliation to different denomina¬ tions of colleges and universities, 787-788, of schools for the colored race, 1086-1090, and of private secondary schools, 1494-1571 ; in¬ struction in, in France, 46 ; in Scotland, 229 (note), 230, 232, 234; in England, 239; in ^ Prussia, 344, 345, 353, 393, 396, 456, 461 ; in Austria, 466, 471; in Xorway, 486; in Den¬ mark, 531. Renova, Pa., statistics of schools and school finances, 1318, 1358. Rensselaer Polytechnic Institute, statistics, 1055. Requirements for admission. See Higher educa¬ tion. Revenue. See Tuition and Income. Reviewing, value of, 1149-1150, 1152. Rhode Island, statistics, common schools, 6-33; State school appropriations, 24; compara¬ tive statistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 606; comparative financial statistics of cities and villages, sys¬ tems, 608; enrollment and attendance in cities and villages, 613; supervising officers, teachers, property, and expenditure in cities and villages, 614; pupils in, and graduates from public high schools, 615; teachers and pupils in public evening schools of cities and villages, 616; character of temperance school law, 713 ; summary of statistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-’90, 773; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778-779; stu¬ dents from, at Johns Hopkins, Harvard, and Michigan universities, 820; statistics of professional schools, 1030-1031; Hospital Training School for Xurses, statistics, 1013; State Xormal School, statistics, 1058; statis¬ tics of reform school, 1070; summary of statistics of private secondary schools, 1486- 1488; summary of statistics of business colleges, 1610; statistics of school for the education of the deaf, 1634v Ribot, Tli., presiding officer of international con¬ gress, 133. Richet, Ch., remarks in international congress, 133. Rich Hill, Mo., statistics of schools and school finances, 1318, 1358. Richmond, Ind., statistics of schools and school finances, 1318, 1358. Richmond, Ya., scale of teachers’ salaries, 645; statistics of schools and school finances, 1318, 1358. Richmond Business College and Institute of Pen¬ manship and Shorthand, 1613-1631. Richmond College, Ohio, 1594, 1606. Richmond College, Ya., 1598, 1608. Richmond Female Institute, 1580-1581. Richmond Theological Seminary, statistics, 1050, 1089. Ridgeville College, 1585,1601. Rio Grande College, 1594, 1606. Ripon College, 1599, 1609. Ritner’s Commercial College, 1615-1631. Riverside, Cal., statistics of schools and school finances, 1318, 1358. R. M. Bartlett’s Commercial College, 1617-1631. Roanoke, Va., statistics of schools and school finances, 1318, 1358. Roanoke College, 1598, 1608. Roanoke Female College, 1580-1581. Robertson’s Shorthand School, 1612-1631. Rochester, Minn., statistics of schools and school finances, 1318, 1358. INDEX, 1713 Rochester, N. H., statistics of schools and school finances, 1318, 1358. Rochester, N. Y., scale of teachers’ salaries, 638; statistics of schools and school finances, 1318, 1358. Rochester easiness University, 1617-1631. Rochester (N. Y.) Teachers '.training Class, star ti sties, 1058. f Rochester Theological Seminary, statistics, 1048. Rockefeller, John D., endows Chicago University, 792-793. Rockford, Ill., statistics of schools and school finances, 1318, 1358. Rockford Business College, 1613-1631. Rockford Seminary, curriculum of, 751; statistics, 1574-1575. Rock Hill College, 1538, 1603. Rock Island, Ill., statistics of schools and school finances, 1318, 1358. Rockland, Me., statistics of schools and school finances, 1318, 135S. Rockland Commercial College. 1614-1631. Rockville, Conn., statistics of schools and school finances, 1318, 1358. Roger Williams University, occupation of gradu¬ ates, 1082 ; statistics' 1088, 1597, 1608 ; theo¬ logical department of, statistics, 1050, 1089; normal department of, statistics, 1086; pre. paratory department of, statistics, 1088. Rollins College, 1583, 1601. Rome, Ga., statistics of schools and school finances, 1318, 1358. Rome, N. Y., statistics of schools and school finances, 1318, 1358. Rosenfeld. M., remarks in international congress, 76, 14G, 156, 161. Rose Polytechnic Institute, programme of civil and' mechanical engineering courses, 960, 977; course of electrical engineering, 990; statistics, 1055. Ross, George W., remarks by, 1174. 1184. Roumania, school for social science, 81; statistics, 551-555, 1672-1677; educational notes on, 1230. Royal commission to inquire into the Scotch sys¬ tem of education, 234. Royal University at Geneva, establishes a school for the practical training of travelers, 1239. Rush Medical College, statistics, 1034. Russia, educational exhibit at Paris Exposition, 126; statistics, 551-555, 1672-1677; educa¬ tional notes on, 1230. Rust University, statistics, 1082, 1088,1589,1604; preparatory department of, statistics, 1087 ; theological department, statistics, 1088. Rutger's College, 1591, 1605. Rutger’s Scientific School, programme of civil en¬ gineering course. 960 ; statistics, 1054. Rutherford College, 1593, 1606. Rutland, Yt., statistics of schools and schqpl finances, 1318, 1358. Rutland English and Classical Institute and Busi¬ ness College, 1619-1631. Ryder Divinity School, statistics, 1046. S. Sabin, Henry, on qualifications for teaching 1177- 1178, 1179. Saco, Me., statistics of schools and school finances, 1318, 1358. Sacramento, Cal., statistics of schools and school finances, 1318, 1358. Sacred Heart College, statistics, 1050. St. Albans, Yt., statistics of schools and Bchool finances, 1318, 1358. St. Aloysius Commercial School, 1615-1631. St. Andrews University College, Scotland, sta¬ tistics. 188. See also University of St. Andrews. St. Augustine Normal School and Collegiate In¬ stitute, statistics, 1048, 1061, 1088. St. Benedict’s College, Ivans.. 1586, 1602. St. Benedict’s College. N. J., 1591, 1605. St. Bonaventure's College, 1592, 1605. 6t. Bonaventure’s College and Seminary, statistics, 1048. St. Charles, Mo., statistics of schools and school finances, 1318, 1358. ED 90 - 108 St. Charles College, La., 15S7, 1603. St. Charles College, Md., 1588, 1603. St. Cloud, Minn., statistics of schools and school finances, 1318, 1358. St. Francis College, N. Y., 1592. 1605. St. Fsancis College, Pa., 1595, 1607. St. Francis Solanus College, 1585, 1601. St. Gall, Switzerland, kindergartens, 128. St. Ignatius College, Cal., 1582, 1600. St. Ignatius, College, Ill., 1581,1601. St. James Commercial School, 1617-1631. St. John’s Catholic Deaf-Mute Institute, 1650-1651. St.John’s College, Md., 1588,1603. St. John’s College, Brooklyn, N. Y., 1592, 1605. St. John’s College, Fordham, N. Y., 1592, 1605. St. John’s River Conference College, 1583, 1601. St. John’s University, 1589, 1604. St. Johnthe Baptist (business college), 1614^1631. St. Joseph, Mo., scale of teachers’ salaries, 630; statistics of schools and school finances, 1318. 1358. St Joseph's College, Ohio, 1593, 1606. St. Joseph’s College, Pa., 1595, 1607. St. Joseph’s Commercial College, 1616, 1631. St. Joseph’s Diocesan College, 1585, 1601. St. Joseph's Institute for the Improved Instruc¬ tion of Deaf-Mutes, 1637-1648. St. Joseph’s Parochial Commercial School, 1615- 1631. St. Joseph’s Provincial Seminary, statistics, 1048. St. Lawrence University, 1592, 1605. St. Louis, salaries of teachers, 1837-18S9, 656-667; statistics of schools and school finances, 1318. 1358. St. Louis College of Pharmacy, statistics, 1040. St. Louis College of Physicians and Surgeons, statistics, 1035. St. Louis Law School, statistics, 1052. * St. Louis Medical College, statistics, 103o. St- Louis Normal School, statistics, 1057. St. Louis Post-Graduate School of Medicine, statistics, 1037. St. Louis Seminary, 1576-1577. St. Louis Training School for Nurses, statistics, 1042. St. Louis University, 1590, 1604. St. Luke’s Hospital Trainfhg School for Nurses, statistics, 1053. St. Mary’s College, Nans., 1587,1602. St. Mary’s College. Ivy., 1587,1602. St. Marv's Industrial School for Bo}'s, statistics, 1071. St. Mary’s School, statistics, 1574-1575. St. Mary’s Theological Seminary, statistics, 1049. St. Mary’s University, 1597. 1608. St. Meinrad’s Abbey' statistics, 1046. St. Meinrad’s College, 1585, 1601. St. Olaf College, 1589, 1604. St. Paul, Minn., scale of teachers salaries, 629, 630; statistics of schools and school finances, 1318 1358. St. Paul Business College, 1615-1631. St. Paul Teachers’ Training School, statistics, 1057. St Patrick's Commercial Institute, 1613-1631. St. Stanislaus Commercial College, 1615-1631. St. Stephen’s College, 1592, 1605. St. Yiateur’s College, statistics, 1045, 1584, 1601. St. Yincent College, Pa., 1595. 1607. St. Yincent s College, Cal, 1582, 1600. St. Yincent’s College, Mo, 1590, 1604. St. Yincent Seminary, theological department of, statistics, 1049. St. Xavier College, 1593, 1606. Saginaw, Mich., scale of teachers' salries of, 628; statistics of schools and school finances, 1318. 1358. Salaries of professors, teachers, or superintend¬ ents, 29-35; in France, 45,254; in Scotland. 197, 198. 208 ; in England, 241 ; in London and Paris, statistics, 271, 272 ; in Prussia, higher schools. 288, 334 ; in Austria, statistics. 42S- 429; in Norway, statistics, 480, 496; in Den¬ mark, amount and ntliuner of payment, 531; of all kinds in 69 cities of the United States, i 617-693; of principals of English public (secondary) schools, 1216 ; in Hurope, 1234- 1235 ; in Alaska school system, 1257 ; amount paid to teachers by city systems, 1359-1386. 1714 INDEX, Salem, Mass., scale of teacliers’ salaries, 627; sta¬ tistics of schools and school finances, 1318, 1358. Salem, N. J., statistics of schools and school finances, 1318, 1358. Salem, Ohio, statistics of schools and school finances, 1318, 1358. Salem, Oregon, statistics of schools and school finances, 1318, 1358. Salem Female Academy and College, 1578-1579. Saliers, M., president of section of international congress, 51, 91. Salina, Ivans., statistics of schools and school finances, 1318, 1358. Salisbury, N. C., statistics of schools and school finances, 1318, 1358. Salt Lake City, Utah, scale of teachers’ salaries, 615 ; statistics of schools and school finances, 1318, 1358. Salvador, statistics, 556-560, 1672-1677 ; educa¬ tional notes on, 1230. Salvation Army, its origin, growth, and working force, 586-590. Sam Houston State Normal School, statistics, 1059. San Antonio, Tex., statistics of schools and school finances, 1318, 1358. San Diego, Cal., statistics of schools and school finances, 1318, 1358. Sand'.!;. ky, Ohio, statistics of schools and school finances, 1318, 1358. San Francisco, Cal., scale of teachers’ salaries, 618 ; statistics of schools and school finances, 1318, 1358. San Francisco Theological Seminary, statistics, 1045. San Francisco Training School for Nurses, statis¬ tics-^. San Joaquin Valley College, 1583, 1600. San Jose, Cal., statistics of schools and school finances, 1318, 1358. San Salvador, exhibit of education at Paris Expo¬ sition, 127. Santa Barbara, Cal., statistics of schools and school finances, 1318, 1358. Santa Clara College, 1582, 1600. Santa Cruz, Cal., statistics of schools and school finances, 1318, 1358. Santa Fe, N. Mex., statistics of schools and school finances, 1318* 1358. Santa Rosa, Cal., statistics of schools and school finances, 1318, 1358. Santa Rosa Ladies’ College, curriculum of, 750, statistics, 1574-1575. Santee Normal Training School, statistics, 1047. Santo Domingo, educational notes on, 1230. Sarah Fuller Home for Little Deaf Children, 1650- 1651. Saratoga Springs, N. Y., statistics of schools and school finances, 1318, 1358. Sarmiento, President, promoter of education in Argentine Republic, 120. Sault Ste. Marie, Mich., statistics of schools and school finances, 1318, 1358. Savannah, Ga., statistics of schools and school finances, 1318, 1358. Saving banks, for educating children in care of money, 278, 580, 1215. Sawyer’s Commercial College, 1615-1031. Saxony, description of schools, 299; statistical summary of education, 452-454, 551-555, 1672- 1677; economic development, 306; pro¬ grammes of higher schools, 413, 414. Sayre Female Institute, 1574-1575. Scarritt Collegiate Institute, 1590, 1604. Schenectady, N.Y., statistics of schools and school finances, 1318, 1358. Schiller, Dr., on instruction, 365, 377, 378. Schlee, Dr., on several educational topics, 365, 389, Schofield Normal and Industrial School, statistics, 1061, 10S6. Schofield’s Commercial College 1619-1631. Scholarships, in France, described, 107 ; offered to prolong school attendance in Scotland, 193 ; in Scotch training colleges, 199 ; in Scotch universities, receipts, 208, 230 note; in Brit¬ ish universities, founded by Gilchrist trust, 205; number of, in colleges and universities, 762,763,1600-1609; number of, in State uni- Scholarsliips —Continued. versifies, 782; increase in the number of, desirable* 1116; number of, in colleges for women, 1572-1581. See also Fellowships. School, for all terms in which the word school limits or otherwise modifies a substantive word, see under the substantive, e. g., School* Buildings under Buildings. School for Backward and Delicate Boys. 1668, 1669. School for the Deaf and Dumb, Fulton, Mo., 1637-1648. School for the Deaf of North Dakota, 1638-1648. School for Feeble-minded, New York, 1663-1667. School of Mines, Colorado, programme of civil engineering course, 960, 1055. Schools. This volume deals with instruction, which, the woild over, is of three grades, elementary (given in “peoples’” schools in Germany, “primary” schools in Latin countries, “board” schools, when public, in England, and public or common schools in the Hnited States) ; secondary (given in gymnasien and realschulen in Germany, lycees and colleges in France, “public” and secondary schools, etc., in England, and high schools, academies, etc., in America) ; and higher and professional including for convenience technical and normal training. Proper entries and references are made, therefore, under the name of each grade. Private schools are classed with public. Schottmiiller, Dr., on Prussian higher schools, 372. Schrader, Dr., member of committee on reform, 374, 384, 397. Schulze, Dr., on study of languages, 369. Schweitzer, P., on advancement of the medical profession, 911, 912. Science, study of, in secondary schools, discussed in international congress, 65, 72-82, 144-145, 1 55, 157, 168, 170 ; in England, 214, 248 ; in re¬ lation to religion, 942, 943; schools of ap¬ plied, 944-1020; in elementary schools, 1124, 1125; number of students In public schools preparing for college scientific course, 1385- 1485; pupils in private secondary schools preparing for college scientific course, 1487- 1488, 1495-1571. Science aud Art Department, England, opera¬ tions, 248. Scio College, 1594, 1606. Scordia, Mile., on female inspectors, 57. Scotia Seminary, statistics, 1087. Scotland, educational system, 187-236; statistics, 551-555, 1672-1677. Scranton, Pa., statistics, 1318-1386. Seats, in English elementary schools, statistics, 240; in London and Paris, statistics, 867; average number of, to a school building, 605 ; average number of, for each 100 pupils in attendance in cities, 606; summary o i number of, for study in cities and villages, 614. 1319-1345. Seattle, Wash., statistics of schools and school finances, 1318, 1387. Secondary education, international congress, 64- 86,90,143-186; in France, 100, 131, 254, 256, 259; in Scotland, fostered by the Merchant Company, 204; in Prussia, described, 281- 288, 291-293, 335, 389, 408-409, 415, 418, 456, 1236-1238 ; iu Saxony, 299-305, 413-414, 452 ; in Bavaria, 410-411 ; in Wurttemberg, 412, 413, 453; in Baden, 414-415; in Austria, 430-432, 451-452, 466; in Hungary, 445,447-450; in Switzerland, statistics, 45*3 ; in Norway, 487, 502, 505 ; in Denmark, 525, 526, 528, 533 ; in the slums of London, 583-584; ratio of enrollment in city high schools to public school enroll¬ ment^ 60 5, ratio of city high school to popu¬ lation and to enrollment, C06 ; text-books on scientific temperance instruction appropri¬ ate for, 699; course of study in scientific temperance appropriate for schools for, 700, 706,742; in institutions for the higher educa¬ tion of women, 745-747 ; in departments of, in colleges and universities, 760; statistics of, for colored race, 1083 ; list of schools for col¬ ored race, statistics, 1087-1088; proposed INDEX. 1715 Secondary education— Continued. reforms in, 1111-1135; at public expense, j 11G4; remarks on, by several persons. 1176- 1177; statistics of public high schools by | States and cities, 1383-1486; statistics of private schools for, 1486-1571; number of | students pursuing academic studies in | schools for the deaf, 1641-1643; number of ! pupils in academic department of schools for the blind, 1657-1658. Sec also Administration and organization of systems, Management and supervision of instruction, Methods of instruction, Cur¬ riculum, Programme, Professors and in¬ structors, Salary, Students, Funds, Income, Expenditure, and State and local appropri¬ ations. Sec, Camille, author of a French school law, 45, 100. See, Miss Rosalie, present at international con¬ gress, Paris, 144. Seguin Physiological School for children of ar- . rested mental or physical development, 1668. | Sellar, A. C., author of Scotch manual of educa- i tiou, 190. Selma, Ala., statistics of schools and school tin an- j ces, 1318, 1358. Selma University, 795, 1045, 1087, 1088, 1582, 1600; theological department of, statistics, 1088. Semetic languages, study of, in theological schools, 936-939. Seminary of St. Charles Borromeo, statistics, 1049. Seminary of St. Francis of Sales, 1599, 1609. Seminary of the Sacred Heart, 1574-1575. Seminary of the Immaculate Conception, statis¬ tics, 1048. Seminary of Our Lady of Angels, statistics, 1048. Servia, Statistics, 551-555, 1672-1677. Session, length of daily, in Prussia, 390; in Aus¬ tria, 473; in Norway, 486, 506, 513. Sewing, study of, 91, 129, 244, 532 ; salary of teacher of, in certain cities, 617-693; as" a study in city systems of public schools, 1351-1356; j number of pupils in schools for the blind, pursuing study of, 1657-165S; number of ! students in schools for the feeble-minded, j pursuing study of, 1666, 1669. Seyffordt, Deputy, on Prussian conference, 403. Seymour, Ind., statistics of schools and school finances, 1318, 1358. Seymour, NatLan Perkins, obituary noticeof, 1312. Seymour, Thomas D., on the value of reviewing, j 1149-1150. Shamokin, Pa., statistics of schools and school finances, 1318, 1358. Sharon, Pa., statistics of schools and school finances, 1318, 1358. Sharpsburg, Pa., statistics of schools and school finances, 1318, 1358. Shaw University, statistics. 1088, 1593. 1606 ; medi¬ cal department of, statistics, 1035, 1089; theo¬ logical department of, statistics, 1048, 1088 ; preparatory department of, statistics, 1087; law department of, statistics, 1089. Sheboygan, Wis., statistics of schools and school finances, 1318, 1358. Sheffield Scientific School, programme of civil and mechanical engineering courses, 960,977; statistics, 1053. Shelbina Collegiate Institute, 1591, 1604. Shelbyville, Ind.. statistics of schools and school finances, 1318, 1358. Sheldon, Winthrop D., quoted on several educa¬ tional topics, 1143-1144, 1145-1147. Shenandoah, Pa., statistics of schools and school finances, 1318. 1358. Shepardson College, 1578-1579. Shepherd Collego, statistics of, 1059. Sherman, Tex., statistics of schools and Bchool finances, 1318, 1358. Sherwood Female Seminary, 1580-1581. Sherwood Normal School and Business Institute, statistics, 1060. Shetland Islands, conditions of school work, 201. Shoemaking, as a study in the public schools of cities, 1352-1356. Shopwork. See Manual training, Industrial train¬ ing, and Higher and professional education Shorter College, 1574-1575. Shreveport, La., statistics of schools and school finances, 1318, 1358. Shurtleff College, statistics, 1585, 1601 ; school of theology, 1046. Sidgwick, Prof., president of section of interna¬ tional congress. 133. Sidney, Ohio, statistics of schools and school "finances. 1318. 1358. Sierra Normal College and Business Institute, 1612-1631. Silliman Collegiate Institute, curriculum, 751. Silliman Female Collegiate Institute, 1576-1577. Simon, Jules, president of congress of physical training, 100, 134, 112. Simpson, Andrew, Scotch schoolmaster, 215 (note). Simpson College, erects a science and a ladies’ hall, 796; statistics, 1586, 1602. Sing Sing, N. Y ., statistics of schools and school finances, 1318, 1358. Singing. See Music. Sioux City, Iowa, scale of teachers’ salaries. 623 ; statistics of schools and school finances, 1318, 1358. Sioux City Training School for Teachers, statis¬ tics, 1056. Sioux Falls, S. Dak., statistics of schools and school finances, 1318, 1358. Sioux Falls Business College, 1619-1631. Slater Fund, amount distributed, 1889-’90, 1084, 1085. Slojd, training school in Denmark, 122, 540; schools in Denmark, described, 540. Smith, Miss A. T., on educational system of Scot¬ land, 187-211 ; of England", 237-248 ; of France, 249-261 ; of London and Paris, 263- 280. Smith, George K., donation of daughters of, to found college, 1085. Smith, Herbert E", suggestions by, on the advance¬ ment of the medical profession, 911. Smith, O. D.. quoted on several educational topics, 1137-1138, 1151-1152. Smith College, 1572-1573. Smithdeal Business CollegeN1619-1631. Smith’s Academy and Commercial School, 1616- 1631. Socialism, instruction in higher schools iu Prussia, 344. 388, 398. Social pathology, defined, 573; relation of educa¬ tion to, 573. Social science discussed in international congress, 82, 147, 161, 166. Societies for promoting technical instruction, in France, exhibits at exposition. 104-106. Society for Propagating Christian Knowledge, in Scotland, early work. 223 (note). Society for the Collegiate Instruction of 'Women, 1572, 1573. Sockanosset Reform School for Boys, 1072. Somerville, Mass,, statistics of schools and school finances, 1318. 1358. Sorbonne, Paris, France, inauguration of new edifice, 47, 174, 182. Soul6 Commercial College and Literary Institute, 1614-1631. Soul 6 Female College, 1580, 1581. Soult, Mme., report in international congress, 78, 145, 169. Soult, Milo., remarks in international congress, 157. South Ambov, N. J., statistics of schools and school dnances, 1318, 1358. South America, exhibits at Paris Exposition, 132. South Australia, statistics, 1572-1577. South Bend, Irnl., statistics of schools and school finances, 1318, 1358. South Bethlehem, Pa., statistics of schools and school finances. 1318, 1358. Southbridge, Mass., statistics of schools and school finances, 1318, 1358. South Carolina, statistics, common schools, 6-33 ; meager local taxes, 27; per capita school expenditure, 35; comparative statistics of enrollment, attendance, teachers, and ac¬ commodations in the schools of cities and villages, 606; comparative financial sta¬ tistics of city and village systems, 608; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, 1716 INDEX, South Carolina — Continued. property, and expenditure in cities and vil¬ lages, 614; pupils in and graduates from public high schools, 615 ; summary of sta¬ tistics of colleges for women, 747 ; degrees conferred by colleges for women in, 749 ; summary of statistics of universities and colleges, 760, 762 ; distribution of college students in regular degree courses from 1886-’90, 774 ; summary of degrees conferred by colleges and universities in, 776; pro¬ ductive funds of colleges and universities, 778-779; average age of freshmen, 1880-90, 800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820; statistics of professional schools, 1022-1032 ; degrees conferred by professional schools of, 1033; statistics by race, 1074; statistics of schools for the colored race, 1090-1091; summary of statistics of private secondary schools, 1486-1488; summary of statistics of business colleges, 1610 ; summary of sta¬ tistics of schools for the deaf, 1632-1635; Institution for the Education of the Deaf and the Dumb and the Blind, 1638-1648; summary of statistics of schools for the blind, 1652 ; Institution for the Education of the Deaf, Dumb, and the Blind, 1655-1660. South Carolina Institution for the Education of the Deaf and Dumb and the Blind (colored department), statistics, 1089. South Chester, Pa., statistics of schools and school ' finances, 1318, 1358. South Dakota, statistics, common schools, 7-33; comparative statistics of enrollment, attend¬ ance, teachers, and accommodation, in cities and villages, 607 ; comparative financial sta¬ tistics of city and village systems, 608 ; enroll¬ ment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pupils in, and graduates from public high schools, 615; character and enforcement of tomperance school law, 714, 723-724; sum¬ mary of statistics of universities and col¬ leges, 761, 762 ; distribution of college stu¬ dents in regular degree courses from, 1886- 1890, 775; summary of degrees conferred by colleges and universities in, 776 ; productive funds of colleges and universities, 778-779 ; students from, at Johns Hopkins, Harvard, and Michigan universities, 820 ; statistics of professional schools, 1028, 1031 ; degrees con¬ ferred by profes sional schools in, 1033 ; nor¬ mal schools, statistics, 1058; statistics of reform school, 1070; summary of private secondary schools, 1486-1488; summary of statistics of business colleges, 1611; sum¬ mary of statistics of schools for the deaf, 1633-1635. South Dakota Reform School, statistics, 1072. South Dakota School of Mines, statistics, 1055. South Easton, Pa., statistics of schools and school finances, 1318, 1358. Southern Academic Institute, statistics, 1060. Southern Baptist Theological Seminary, scheme of lectures, 932 ; statistics, 1047. Southern Business College, 1614-1631. Southern Female College, 1574^1575, 1580-1581. Southern Illinois Normal University, statistics, 1056. Southern Indiana Normal College, statistics, 1060. Southern Medical College, statistics, 1034. Southern Normal School and Business College, statistics, 1060. Southern University, occupation of graduates, 1082; preparatory department of, statistics, 1087 ; statistics, i088, 1588, 1603. South Georgia College of Agricultural and Me¬ chanic Arts, statistics, 1053. South Kentucky College, 1587, 1602. South Norwalk, Conn., statistics of schools and school finances, 1318, 1358. South Omaha, Nebr., statistics of schools and school finances, 1318, 1358. Southwest Baptist College, 1589, 1604. Southwestern Baptist University, 1597, 1608. Southwestern Business College, 1614-1631. Southwestern Presbyterian University, 1596, 1608. Southwestern University, 1597, 1608. Southwest Georgia Agricultural College, statis¬ tics, 1053. Southwest Virginia Institute, 1580-1581. Spain, educational exhibit at Paris Exposition, 123 ; statistics, 551-555, 1672-1677. Spanish, study of, in theqlogical department of Boston University, 939 ; number of students in business colleges, pursuing study of, 1621-1628. Spartanburg, S. C., statistics of schools and school finances, 1318, 1358. Spelman Seminary, statistics, 1087. Spencer, Mass., statistics of schools and school finances, 1318, 1358. Spencer, H. C., obituary notice of, 1312. Spencerian Business College, Cleveland, 1617- 1631. Spencerian Business College, Milwaukee, 1620- 1631. Spencerian Business College, Washington, D. C., 1612-1631. Spokane Business College, 1619-1631. Spokane Falls, "Wash., statistics of schools and school finances, 1318, 1358. Spough, M., remarks in international congress, 158. Springer Institute, 1650-1851. Springfield, Ill., statistics of schools and school finances, 1318, 1358. Springfield, Mass., statistics of schools and school finances, 1318, 1358. Springfield, Mo., statistics of schools and school finances, 1318, 1358. Springfield, Ohio, scale of teachers’ salaries, 640 ; statistics of schools and school finances, 1318, 1358. Springfield Business College, 1613-1631. Spring Hill College, 1582, 1600. Spru37t, C. B., remarks in international congress, 149, 174. Spuller, E., instructions as to educational exhibit, 86. Sququalak Female College, 1576-1577. Stamford, Conn., statistics of schools and school finances, 1318, 1358. Standford Female College, 1574-1575. Standor, Dr., government commissioner, on effects of Prussian conference, 401. Stanley, Lyulph, quoted on several educational topics, 56, 64, 72, 76, 86, 146, 154, 156, 158, 159, 163, 170, 171. Stanton, Va., statistics of schools and school finances, 1318, 1358. Starkville Female Institute, 1576-1577. Starling Medical College, statistics, 1036. State and local appropriations, in state systems, 24; in citv systems, 1358-1386; in Scotland, 189-190, 208, 232; in England, 240, 245,248; in France, 252, 257, 270 ; in Saxony, 300, 304, 305; in Austria, 426; in Hungary, 450; in Norway, 489; in Denmark, 528; received by colleges and universities, 762-763, 771,782, 796 ; to industrial education in Europe, 984- 985 ; received by technical schools, 1029 ; re¬ ceived by schools for training teachers, 1031 ; received by schools of science, 1053-1955; asked for Alaska, 1298-1299; received by schools for secondary education, 1114, 1389- 1485, 1487-1571 ; by schools for the deaf, 1644- 1645, 1649; by schools for the blind, 1657, and by schools for the feeble minded, 1667. State Business College, 1613-1631. State common school systems, statistical exhibit, 1-37. State (Mich.) House of Correction and Reforma¬ tory, statistics, 1071. State (Mich.) Industrial Home for Girls, statis¬ tics, 1071. State Industrial School of Colorado, statistics, 1071. State (N. H.) Industrial School, statistics, 1072. State (Mass.) Industrial School for Girls, statistics, 1071. State (N. J.) Industrial School for Girls, statistics, 1072. State (Nebr.) Industrial School for Juvenile Of¬ fenders, statistics, 1072. State prisons, in Prussia, number of children in, 296. INDEX. 1717 State (Conn.) Reform School, statistics, 1071. State (Ill.) Reform School, statistics, 1071. State (Me.) Reform School, statistics, 1071. State (Mich.) Reform School, statistics, 1072. State (X. J.) Reform School for Juvenile Delin¬ quents, statistics, 1072. State School for Idiot and Imbecile Youth, 1663- 1667. Stale superintendents, names and titles of, 591-601. State supervision. See Administration and or¬ ganization of sj'stems. State University of Iowa, statistics, 782, 1586, 1602 ; organization, 784 ; erectsuchemical laboratory and assembly hall, 796 ; medical department of, statistics, 1034; law department, statis¬ tics, 1051. Staunton Female Seminary, 1580-1881. Steelton, Pa., statistics "of schools and school finances, 1318, 1358. Stenography, number of students in business colleges pursuing study of, 1621-1628. Stephens College, curriculum, 753. Stephens Female College, 1576-1577. Sterling, Ill., statistics of schools and school finances. 1318, 1358. Stetson. H. L., on relation of secondary and higher instruction, 1123-1124. Stettin, courses of gymnasium and real gymna¬ sium of, 948-949. Steubenville, Ohio, statistics of schools and school finances, 1318, 1358. Stevens, TV. Le Conte, on endowments, 746. Stevens Institute of Technology, statistics, 1055. Stevens Point, TVis., statistics of schools and school finances, 1318, 1358. Stillwater, Minn., statistics of schools and school finances, 1318, 1358. Stimulants. See Temperance instruction. Stockton, Cal., statistics of schools and school finances, 1318, 1358. Stockton Business College and Formal Institute, statistics, 1060. Stoneham, Mass., statistics of schools and school finances, 1318, 1358, Stonewall Jackson Female Institute, curriculum, 754; statistics, 1580-1581. Storer College, statistics of, 1096, 1086. Storm, J., remarks in international congress, 149. Storm Lake Formal and Business School, 1056. Storrs Agricultural School, curriculum, 997; sta¬ tistics, 1055. Straight University, occupation of graduates, 1082 ; statistics, 1088, 1588, 1603 ; theological department of, statistics, 1047 ; preparatory department of, statistics, 1087 ; normal- de¬ partment, statistics, 1086; theological de¬ partment, statistics, 1088. Streator, III., statistics of schools and school finances, 1318, 1358. Stromsburg Formal and Business College, 1016- 1631. Stuart Female College, 1574-1575. Students, in the United States, 1-4; in public and private elementary schools, 7-18, 35 ; in city systems alone, 603-614, 1318-1392 ; in public high schools, 615, 1388-1392, 1395-1485; in ’ city evening schools, 616, 1346-1350 ; in pub¬ lic and privatemanual training schools, 1062, 1351-1356; in colored schools alone, 1086- 1091 ; in business colleges, 1610-1620, 1629- 1631 ; in reform schools, 1070-1072 ; in schools for the deaf, 1632-1640; in schools for the blind, 1652-1658, 1660; in schools for the deaf and the blind born with their defect, 1646, 1647. 1660; in schools for the feeble¬ minded, 1661-1669; in private secondary schools, 14S6-1571; in secondary and pre¬ paratory departments of colleges for women, 747, 1572-1581 ; in preparatory departments of colleges and universities, 760, 761, 1582- 1609; in schools of science, 1053-1055; pur¬ suing study of foreign language in private secondary schools, 1490-1492 ; in all depart¬ ment s of colleges for women, 747, 1572-1581 ; in all departments of universities and col¬ leges, 760-768, 782, 1020, 1582-1609; in pro¬ fessional schools, including technological and normal schools, 1021^1062 ; professional Students— Continued. students better prepared than formerly to enter upon professional study, 878, 879, 918, 919. Enrolled in elementary schools of foreign coun¬ tries, 55 L-560, 1672-1677 ; in foreign universi¬ ties, 561-572 ; in France, 96, 102 ; m Scotland, 188; classification of, in England, 243; in English training colleges for teachers, 243; in Prussian schools for training teachers, 282, and middle schools, 285; religion of, in Prussia and Austria, 286, 290, 292, 432, 433 ; in various schools of Saxony, 305 ; number to each teacher, decisions of Prussian con¬ ference, 391; number to each teacher and general statistics in Austria, 429, 431-439, 451. 452,466; in Hungary, 440,445, 446,448; in Germany, statistics, 452, 453 ; in Copen¬ hagen, Denmark, statistics, 524, 525. Age of, average in the several standards of Scotland, 196, in Prussia, 456, in Hungary, 449, of American freshmen, 799-804, in American medical schools, 879, and in theo¬ logical schools, 919 ; for attending school, in Norway 488, in cities of the United States, 1318-1344, for the deaf and the blind, 1646- 1647, 1660. Meals provided for indigent in Austria, 1215 ; suicide of, in Germany, 1217-1218. See Graduates, also Higher, Secondary, and Elementary education. Studies. See Curriculum, also Algebra, Latin, etc. Stuttering, method of curing, 1216-1217. Stuttgart, AViirttemberg, programme of higher schools, 412. Substitute teachers. See Teachers. Suicide, among Prussian schoolchildren, 338. Sunbury, Pa., statistics of schools and school finances, 1318, 1358. Sunday schools, in Russia, 126, 127; nonreligious, in Germany, 1238, 1239. Superintendents of State and city systems, list of, 591-601 ; salarv of, in certain cities, 617- 693. Superior Council of Public Instruction, in France, functions, 107. Supervision. See Management and supervision of instruction. Supervisors, number of, in cities and villages, 614 ; number of, in cities, 1319-1344. Supplementary schools. See Continuation schools. Supplies, gratuitously furnished, in Paris, 89. Surinam, propoi-tion "of population enrolled, 555- 560. Sutherland, Margaret TV., on home study, 1150- 1151. Sverdrup, M., on classics in secondary schools, 505. Swarthmore College, 1595, 1607. Sweden, conditions of secondary education, 366; statistics, 551-555, 1672-1677 ; effect of school life on health, students in, 1201-1202. Swedish system of gymnastics, favorable results in London, 274, described, 1103-1108. Swedish Theological Seminary, statistics, 1046. Switzerland, educational exhibit at Paris Exposi¬ tion, 127; statistical summary of education, 453; statistical diagram of education, 454; statistics, 551-555, 1672-1677; provision in, for industrial education, 981 ; conflict over classics as instruments of education, 1191- 1192. Synodical Female College, Mo., 1576-1577. Synodical Female College, Tenn., 1580-1581. Syracuse, F. Y., scale of teachers’ salaries, 639; statistics of schools and school finances, 1318, 1358. Syracuse (F. Y.) Teachers’ Ti’aining Class, statis¬ tics, 1058. Syracuse Training School for Furses, statistics, 1043. Syracuse University, erects library building, 796- 797; statistics^ 1592,1605; College of Medi¬ cine statistics, 1035. Svtine. M., efforts to improve Russian literature, 127. 1718 INDEX. To Tabor College, 1586, 1602. Tacoma, Wash., scale of teachers’ salaries, 645; statistics of schools and school finances, 1318, 1358. Talbot. I. T., on advancement of the medical pro¬ fession, 913. Talladega College, statistics, 1045, 1087; normal department, statistics, 1086; theological de¬ partment, statistics, 1088. Tamaqua, Pa., statistics of schools and school finances, 1318, 1358. Tampa, Fla., statistics of schools and school finances, 1318, 1358. Tarentnm, Pa., statistics of schools and school finances, 1318, 1358. Tarkis College, 1591, 1604. Tasmania, statistics, 1672-1677. Tannton, Mass., statistics of schools and school finances, 1318, 1358. Taxes, principal source of ipcorne for support of public elementary schools, 20-26; levied by local school boards, in Scotland, 190, 227, in England, 240, 247; in Saxony, receipts of industrial schools, 304; statistics of amount derived from, in Prussia, 457; amount of puolic school, raised in cities, 1358-1387. Taylor & Son’s Business College, 1617-1631. Teachers : number in common schools of United States by sex, and in relation to other sta¬ tistical facts, 5, 19, 35, in cities, 60U60G, 614, 1319-1345, in public high schools, 615, 1388- 1485, in city evening schools, 616, 1346-1350, giving manual training instruction, 1062, 1351-1356, in schools for the colored race, 1090-1091; in private secondary schools 1486-1488, 1494-1571, in business colleges, 1610-1020, in reform schools, 1070-1072, in schools for the deaf, 1632-1635, 1639-1640, 1649,1651, in schools for the blind, 1652-1655, 1656, in schools for the feeble-minded, 1661- 1669 ; in public elementary schools in foreign countries, 1672-1677, in "France, 96-97, in Scotland, 188, in forces of London and Paris, 271-272, in Prussia, 287, 291-292, 416, in Saxony 302, 305, in Austria 427, 452, 466, in Hungary 442, in Denmark 524. Appointment of: in Scotland, 197, 234, in Prussia, 334, in Norway, 478, in Denmark, 531. Qualifications of: required in France, 45, 253- 255 ; in Scotland, 197-198 ; in England, 241, 244; in Saxony, 302; in Austria, 427; in Den¬ mark, examination of, 531 ; unprepared to teach the injurious effects of alcohol, etc., 708-733; license for better qualified, asked for, 1075; a better prepared force of, re¬ quired. 1163, remarks on character and train¬ ing of, 1177-1184; schools for training, func¬ tion of. 1178; effective examination for, 1180; mutual criticism and observation in Canada, 1214-1215. Tenure of office of, 197, 241. Training of : in France, 45, 93, 98-100, 112, 253- 256 : discussion in international congress, 51, 54, 58; importance attached to, in Argentine ^Republic, 121 ; in Denmark, 123, 530, and fi¬ nancial statistics, 528 ; in Scotland, 198-199, 227, 220-230; in England, 241-244; in Saxony, 300, and statistics, 305,452 ; examination and probationary service required in Prussia, 332-335, 459" discussed by Prussian confer¬ ence, 384. 391-397, and statistics, 456-459 ; in Switzerland, statistics, 453 ; in Austria, 427, 436, 451-452,469-470 ; in Hungary, 443,445,466, 469; in AViirttemberg, statistics, 453; in Norway, described, 478, 495-498; maps show¬ ing location of schools for training in France, Germany, and the United States, and diagram showing attendance at Ameri¬ can schools, 868-873; training schools for, statistics of, 1030 ; number of graduates from higher institutions for the colored race be¬ coming, 1081 ; schools for training, list of, for colored race, 1086; instruction of. in physical training in Boston, 1108 ; in France, to study contemporaneous literature, 1242. Teachers — Continued. Women : in elementary schools, discussion in international congress, 49,55-58, 62; pen¬ sions for, 242, 1183; meetings and associ¬ ations of, in Europe, 247, 530, 1185-1189; dwellings for, in Hungary, 444 ; proportion of, in teaching corps of Prussia, 1243. See also Salary, Professors and instructors, Management and supervision of instruc¬ tion and Curriculum. Teachers’ Seminary of the Evangelical Lutheran Synod of Ohio, statistics, 1061. Technical School of Cincinnati, statistics, 1062. Technology, schools for. See Higher and profes¬ sional education. Telegraphy, number of students in business col¬ leges pursuing study of, 1621-1628. Temperance, scientific instruction in, in public schools, 695-742. 1097. Temple, Tex., statistics of schools and school finances, 1318, 1358. Tennessee, statistics, common schools, 6-33 ; mea¬ ger local taxes, 27 ; comparative statistics of enrollment, attendance, and accommoda¬ tions in the schools of cities and villages, „ 607 ; comparative financial statistics of city and village systems, 608; enrollment and attendance in cities and villages, 613 ; su¬ pervising officers, teachers, property, and expenditure in cities and villages, 614 ; pu¬ pils in, and graduates from, public high schools, 615; summary of statistics of col¬ leges for women, 747 ; degrees conferred by colleges for women in, 749 ; summary of sta¬ tistics of universities and colleges, 760, 762 ; distribution of college students in regular degree courses from, 1886-1890. 774; sum¬ mary of degrees conferred by colleges and universities in, .776; productive funds of colleges and universities, 778, 779; average age of freshmen, 1880-1890,800; students from, at Johns Hopkins, Harvard, andMich- igan universities, 820; statistics of profes¬ sional schools. 1022-1032 ; degrees conferred by professional schools 1033 ; statistics by race, 1074; education of the colored race in, 1080-1081 ; statistics of schools for the col¬ ored race, 1090-1091 ; summary of statistics of private secondary schools, 1486-1488; summary of statistics of business colleges, 1610 ; summary of statistics of schools for the blind, 1652. Tennessee Deaf and Dumb School, 1638-1648; col¬ ored department, 1089. Tennessee Female College, 1578-1579. Tennessee School for the Blind, 1655-1660; colored department, statistics, 1090. Term, length of, in State systems, 5, 14-15, 36, in city systems, 604, 1319-1345, in professional schoois, 1034-1060, in business colleges, 1629- 1631 ; legal provisions, in Norway, 485-488, and in Denmark, 539. Terre Haute, Ind., statistics of schools and school finances, 1318, 1358. Texas, statistics, common schools, 6-33; perma¬ nent school fund, 23 ; meager local taxes, 27 ; comparative statistics of enrollment, attend¬ ance, teachers, and accommodations in the schools of cities and villages, 607 ; compara¬ tive financial statistics of city and village systems, 608 ; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614 ; pupils in and graduates from public high schools, 615; teachers and pupils in public evening schools of cities and villages, 616; summary of statistics of col¬ leges for women, 747; degrees conferred by colleges for women in, 749 ; summary of statistics of universities and colleges, 760, 762; distribution of college students in regu¬ lar degree courses from 1886-1880, 774; sum¬ mary of degrees conferred by colleges and universities in, 776; productive funds of col¬ leges and universities, 778-779 ; aA’erage age ofTreshmen 1880-1890, 800 ; students from, at Johns Hopkins, Harvard, and Michigan universities, £20 ; statistics of professional INDEX. 1719 Texas — Continu ed . schools, 1022-1032; dojrrees conferred by pro¬ fessional schools in. 1033 ; statistics of reform school, 1070; school statistics by race, 1074- 1075; statistics for schools for "the colored race, 1000-1091; summary of statistics of business college, 1610; summary of statis¬ tics of private secondary schools, 1486-1488; summary of statistics of schools for the deaf, 163:1-1035; summary of statistics of schools for the blind, 1652. Texas Agricultural and Mechanical College, pro¬ gramme of civil and mechanical engineering courses, 960, 977 ; statistics, 1054. Texas Deaf and Dumb Asylum, 1638-1618. Texas Institution for Deaf and Dumb and Blind Colored Youth, statistics, 1090. Texas Institution for the Blind, 1655-1660. Texas Medical Collego and Hospital, statistics, 1036. Text-books, character of, in France, 95, 111 ; in Ger¬ many, 460; method of selection in Austria, 470, and in Norwav, 484; difficult in provid¬ ing appropriate, for temperance instruction, 697-699, 715; recommendations as to use of, in temperance instruction, 733, 735-736; in theological schools, 934-936; remarks on, by sevci al persons, 1184. Thayer School of Civil Engineering, curriculum, 947, 960; statistics, 1055. The Canton Business College, 1617-1631. The Lowells' Business College, 1616-1631. The Nelson Business College, 1617-1631. The Kelson Business Collego Company, 1618-1631. Theological Seminary of tho Evangelical Lutheran Church at Philadelphia, statistics, 1049. Theological Seminafy of the Evangelical Luth¬ eran Synod of Ohio, statistics, 1049. Theological Seminary of the General Synod of the Evangelical Lutheran Church in "the United States, statistics, 1049. Theological Seminary of the Presby terianChurch, Ky.. statistics, 1047. Theological Seminary of the Presbyterian Church, N. J., statistics, 1048. Theological Seminary of the Protestant Episcopal Church in the Diocese of Ohio, statistics, 1049. Theological School of the Keformed (Dutch) Church in America, statistics, 1048. Theological Seminary of the .Reformed Church, statistics, 1019. Theological Seminary of the Synod of South Carolina and Georgia, statistics, 1049. Theology, in Scotch universities, 209 ; maps show¬ ing location of schools of. in United States, France, and Germany, with diagrams illus¬ trating their statistics, 837-873; requisites foradmission, and course of study of schools of, 913-943; statistics of schools of, by de¬ nominations, 1025-1026; degrees conferred by schools of, 1033 ; schools for colored race, 1083. See also Higher and Professional education. The Paine Uptown Business College, 1617-1631. The Stewart and Hammond Business College. 1616-1631. Tho Terre Haute Commercial College, 1613-1631. Thiel, Dr., on Prussian higher schools, 366. Thiel College, 1595, 1607. Thomasvillo Female Collego, 1578-1579. Thompson, Supt., on State aid to education in Kentucky, 26. Thcmpsonville, Conn., statistics of schools and school finances. 1318, 1358. Thrift, encouragement in schools of London and Paris, 27S. Thurber, Charles Herbert, on higher schools of Prussia, 313-^418. Tiffin, Ohio, statistics of schools and school finan¬ ces, 1318, 1358. Tildcn Seminary, 1576-1577. Tillotson Collegiate and Normal Institute, statis¬ tics, 1061, 1086. Time, distribution of, during daily session or week. See Programme. Titusville, Ta., statistics of schools and school finances, 1318, 1358. Tobacco, injurious effects of. £ee incidentally, 695-742. Toledo, Ohio, statistics of schools and school finan- cos, 1318, 1358. Toledo Business College and Shorthand Schools, 1618-1631. Toledo Medical College, statistics, 1036. Tolstoi, Count, efforts to improve Russian litcrar ture, 127. Topeka, Kans., statistics of schools and school finances, 1318, 1358. Toppington, Conn., statistics of schools and school finances, 1318, 1358. Tougaloo University, statistics, 1057, 1086, 1087. Tourjee, Eben, obituary notice of, 1312. Towanda, Pa., statistics of schools and school finances. 1318, 1358. Towno Scientific School, programme of civil engi¬ neering course, 960, 1055. Training of teachers. See Teachers. Training School for Nurses of Brooklyn Homoeo¬ pathic Hospital, statistics, 1042. Training School for Nurses of Rochester City Hospital, statistics, 1043. Training School for Nurses of the Buffalo State Hospital, statistics, 1042. - Transvaal, educational notes on. 1230. Traverse City, Mich., statistics of schools and school finances, 1318, 135S. Trenton, Mo., statistics of schools and school finances, 1318, 1358. Trenton, N. J., scale of teachers’ salaries, 634; statistics of school and school finances, 1318, 1358. Trenton Business College, 1616-1631. Trinidad, statistics, 556-560, 1672-1677. Trinity College (Conn.), 1583, 1600. Trinity College (N. C.), removal of. andnew build¬ ings. 798 ; statistics, 1593, 1606. Trinity College, M. E. So., statistics, 1048. Trinity School, statistics, 1087. Trinity University, statistics. 1597. 1608; theologi¬ cal department of, statistics, 1050. Tri-State Normal School, statistics. 1060. Troy, N. Y., scale of teachers’ salaries, 639; sta¬ tistics of schools and school finances, 1318, 1358. Troy, Ohio, statistics of schools and school finances, 1318, 1353. Troy Business College, 1617-1631. Truant officers, salary of, in Cambridge, Mass., 625. Truant schools, in England, statistics, 247. See also Attendance, and Delinquents. Trustees, new law in regard to, in Alabama, 1076. Triizschler, Dr., Prussian minister of education, on school reform, 405. Tufts Collego, statistics, 1589, 1609. Tufts Divinity School, statistics, 1047. Tuition in England, remission, 240, 247; in normal schools, in Denmark, 530 ; in European and American systems, 549-560; average cost per diem and per capita in city systems, 604-608; charge for, by professional "schools of all kinds, 1034-1062; annual charge for, in colleges and universities, 1600-1609; an¬ nual charge for, in business colleges, 1012- 1620. See also Gratuity, and Income. Tulane University of Louisiana, statistics, 1588, 1603; medical department, 908-909, and sta¬ tistics, 1035; pharmacy course of medical department, statistics, 1040; law depart¬ ment, statistics, 1051, manual training de¬ partment, statistics, 1062. Tunis, exhibit at Paris Exposition, 129. Turkey, proportion of population enrolled, 551- 555# Tuscaloosa, Ala., statistics of schools and school finances, 1315,1358. Tuscaloosa Female College, 1574-1577. Tuskegce Normal and Industrial Institute, occu¬ pation of graduates, 1082. Twin Valley Collego, 1593, 1606. Twin Valley College Actual Business School, 1G18-163L 1720 INDEX. Tyler, Tex., statistics of schools and school finances, 1318, 1358. Types of education, discussion in international congress, 72-77, 145. Typewriting, number of students in business col¬ leges pursuing study of, 1621-1628. Typography, apprentice school in France, 116. Tyrone, Pa., statistics of schools and school finances, 1318, 1358. U. Uhlhorn, Dr., on Prussian higher schools, 368; men¬ tioned, 389. Uhlig, Dr., remarka in Prussian conference, 365. Union, N. J., statistics of schools and school finances, 1318, 1358. Union Benevolent Association Home and Hospital, statistics, 1042. Union Biblical Institute, Evangelical Association, statistics, 1046. Union Biblical Seminary, statistics, 1049. Union Business College, 1613-1631. Union Christian College, statistics, 1585, 1601; sta¬ tistics, 1046. Union College of Law (Chicago), statistics, 1051. Union Femme College, 1576-1577. Union Theological Seminary, schedule of lectures 933-934 ; statistics, 1050. Union Theological Seminary in the City of Hew York, statistics, 1048. Uniontown, Pa., statistics of schools and school finances, 1318, 1358. Union University, inaugurates a course in science in 1833, 757-758; statistics, 1592, 1605; medi- ical department of, statistics, 1035 ; law de¬ partment, statistics, 1052. United Presbyterian Theological Seminary of Xenia, Ohio, statistics, 1049. United States, educational exhibit at Paris Expo¬ sition, 129 ; statistical diagram of education, 454. Universities, in Scotland, 189, 206, 216, 230, and note; in England, 238; in Prussia, 282,417, 456 ; in Austria, 434, 457, 452, 466 ; in Saxony, 452; in Switzerland, 453; in "Wiirttemberg, 453; in Norway, 487, 508; in Denmark, 526; professors and students in foreign, 561-572 ; income of State, 780-781. See also Higher education, and cross references thereto appended. University and school extension, 207, 247, 827-835. 1159-1161. University Dental College (Chicago), statistics, 1039. University Medical College of Kansas City, sta¬ tistics, 1035. University of Aberdeen, Scotland, 188, 207, 230. University of Alabama, statistics of, 782, 1582, 1600; law school of, statistics, 1051. University of Atlanta, effort to establish a normal school for colored teachers in, 1078. University of Berlin, course of lectures in faculty of theology, 914. University of Bonn, previous preparation of stu¬ dents, 328 ; Royal Agricultural Academy in connection with, 1003. University of Buffalo, department of pharmacy of, statistics, 1040; medical department of, statistics, 1035. University of California, statistics of, 782, 1582, 1600; organization, 783; new building, 795; students in graduate department, 1870-1890, 819; medical department of, statistics, 1035; and clinics of, 890 ; college of dentistry of, statistics, 1039 ; statistics of law department of, 1051. University of Cambridge, England, fathers uni¬ versity extension, 828. University of Chicago, founding and organization of, 792-795. University of Christiania, Norway, number of professional students, 365. University of Cincinnati, statistics, 1593, 1606 ; department of dentistry of, statistics, 1039. University of Colorado, statistics of, 782, 1583, 1600; organization, 783; erects new dormi¬ tory, 795 ; medical department of, statistics, 1034. University of Copenhagen, 528, 534, 539. University of Denver, dental department of, sta¬ tistics, 1039, 1583, 1600 ; medical department of, statistics, 1034; college of pharmacy of, statistics, 1040; Haish Manual Training School of, statistics, 1062. University of Deseret, 1597, 1608. University of Edinburg, Scotland, 188, 207, 222, 230 (note). University of Georgia, statistics of, 782, 1583, 1601; organization of, 783; medical depart¬ ment of, statistics, 1034; statistics of the law department of, 1051. University of Glasgow, Scotland, statistics, 1S8, 207, 230' (note). University of Hanover, various courses of the Technical, 949-950, 966-967, 970, 993-994. University of Illinois, statistics, 782, 1053, 1584, 1601; organization, 783; new military and assembly building, 795 ; programme of civil and mechanical engineering courses, 960, 977 : department of biology of, 1013-1015. University of Kansas, statistics of, 782, 1587,1602; organization, 784; students in graduate de¬ partment, 1870-90, 819; school of phar¬ macy of, statistics, 1040; law school, sta¬ tistics, 1051. University of Kiel, statistics of the agricultural department of, 1002. University of Konigsberg, statistics of agricul¬ tural department of, 1002. University of Louisville, law department, statis¬ tics, 1051; medical department, statistics, 1035. University of Maryland, dental department of, statistics, 1039; faculty of physic, statis¬ tics, 1035; school of law, statistics, 1051. University of Michigan, statistics of, 782, 1589, 1603 ; organization, 784; graduate students, 1870-1890, 1819; place of residence of the graduate students, 820 ; State in which stu¬ dents in graduate department received de¬ gree, 825: course of pedagogy at, 1015, 1016; medical department, curriculum of, 906; statistics, 1035 ; homoeopathic medical de¬ partment, statistics, 1037; college of den¬ tal surgery of, statistics, 1039; school of pharmacy of, statistics, 1040; law depart¬ ment, statistics, 1052. University of Minnesota, statistics of, 782, 1589, 1604; organization. 784; erects science hall and museum, chemical and physical labora¬ tory, hospital, and law building. 796 ; stu¬ dents in graduate department, 1870-'90, 819; College of Medicine, statistics, 1035 ; Homoe¬ opathic Medical Department of, statistics, 1087; College of Dentistry of, statistics, 1039; School of Practical Mechanics, statis¬ tics, 1062. University of Mississippi, statistics, 782, 1589, 1604 ; organization. 785 ; erects library build¬ ing, 796 ; will establish department of peda- gogy, 798; department of law, statistics, 1052. University [of the State] of Missouri, statistics of, 782, 1590, 1604; organization, 785; Medical Department of, statistics, 1035; Law De¬ partment, statistics, 1052. University of hi ashville, Medical Department of, statistics, 1036. University of Nebraska, statistics of, 782, -1591, 1605; organization, 785. University of Nevada, statistics of, 782, 1591, 1605; organization, 785. University of North Carolina, statistics of, 782, 1593, 1606 ; organization, 785 ; law school, statistics, 1052. University of North Dakota, statistics of, 782, 1593,1606; organization, 785. University of Notre Dame, law department, sta¬ tistics, 105 ; statistics, 1585, 1601. University of Oregon, statistics of, 782, 1594, 1606 ; organization, 786 ; erects gymnasium, 797 ; medical department of, statistics, 1036; school of law, statistics, 1052. University of Paris, France, inauguration of the New Sorbonne, 174-182. INDEX. 1721 University of Pennsylvania, organization, 789; erects library building, 797 ; laboratory, in¬ struction in the, 894, "895 ; statistics, *1595, 1607; students in graduato department, lS70-’90, 819; course preparatory to medi- _ cine. 897; medical department, curriculum of, 9O3-0D5 ; medical department of, statis¬ tics, 1036 ; auxiliary department of medi¬ cine, statistics, 1038; department of den¬ tistry of, statistics, 1039; veterinary depart¬ ment, statistics, 1044 ; larv department, sta¬ tistics, 1052 ; Towne Scientific School, 1055. University of Rochester, 1592, 1605. University of St. Andrews, Scotland, 207, 216, 217 note, 230 note. University of South Carolina, statistics of, 782, 1596, 1607; courses in pedagogy of, 1019; College of Pharmacy of, statistics, 1041; school of law, statistics, 1052. University of South Dakota, statisticsof, 782, 1596, 1607; organization, 786. University of "Southern California, statistics, 1583, 1600 ; College of Medicine of, statistics, 1034. University of Tennessee, statistics of, 782, 1597, 1608; organization, 786; erects Y. M. C. A. building, 797 ; programme of civil and me¬ chanical engineering courses, 960,977 ; course of the “teachers’ department,” 1018-1019; medical department of, statistics, 1036; den¬ tal department of, statistics, 1039. University of Texas, statistics of, 782, 1597, 1608; organization, 786; erects several buildings, 797 ; law department, statistics, 1052. University of the City of New York, statistics, 1592, 1605 ; decrees in pedagogy given by, 1019; medical department of, statistics, 1035; department of law, statistics, 1052. University of the Northwest, organization, 792. University of the Pacific, 1582, 1600. University of the South, statistics, 1597, 1608; theo'logical department of, statistics, 1050. University of Vermont and State Agricultural College, erects library and other buildings, — 797; statistics, 1598, 1608; medical depart¬ ment of, statistics, 1036. University of Virginia, statistics of, 782, 1598, 1608; organization, 786; preparatory course for students of medicine, 897; medical de¬ partment of, statistics, 1036; law depart¬ ment, statistics, 1052. University of Washington, statistics of, 782, 1598, 1608; organization, 786. University of West Virginia, statistics of, 7S2, ISOS", 1609. University of Wisconsin, statistics of, 782, 1599, 1609; organization, 787 ; department of phar¬ macy of, statistics, 1041 ; college of law, sta¬ tistics, 1052. University of Wooster, 1594, 1606. University of Wyoming, organization, 787; sta¬ tistics of, 782, 1599, 1609. Upper Iowa University, 1585, 1602. Upper Peninsula Business College, 1615-1631. Urbana, Ohio, statistics of schools and school finances, 1318-1358. Urbana University, 1594, 1606. Urechia, M., remarks in international congress, 68, 71, 8-1, 147, 160, 161, 163. 105, 167. Ursinus College, statistics, 1595, 1607 ; theological department of, statistics, 1049. Ursuline Academy, 1576-1577. Uruguay, educational exhibit at Paris Exposition, 131; statistics, 556-560, 1672-1677. U. S. Grant University, statistics. 1596 1607; medical department of, statistics, 1036; school of theology, statistics, 1050. Utah, statistics, common schools, 7-33; compara¬ tive statistics of enrollment, attendance, teachers, and accommodations in the schools of cities and villages, 607; comparative financial statistics of city and village sys¬ tems, 608; enrollment and attendance" in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614: pupils in, and graduates from public high schools, £>15 ; j character of temperance school law, 714: summary of statistics of universities and colleges, 761, 763; distribution of college j ED 90 - 109 Utah — Continued. students in regular degree courses from 18S6-1890, 775; students from, at Johns Hopkins, Harvard, and Michigan univer¬ sities, 820; statisticsof professional schools, 1027, 1029 ; summary of statistics of private secondary schools, 1486-1488; statistics of city school systems of, 1318-1392; summary of statistics of business colleges, 3611; sum¬ mary of statistics of institutions for the deal, 1633-1635. Utica,. N. Y., statistics of schools and school finances, 1318, 1358. Utica Business College, 1617-1631. V. Vachon, Marius, report of, on’ industrial education in Europe, 978-9S5. Valder Business College and Normal School, 1613-1631. Vallejo, Cal., statistics of schools and school finances, 1318, 1358. Valley Female College, 15S0-1581. Valparaiso, Ind'., statistics of schools and school finances, 1318, 1358. Vanderbilt University, organization, 789, statis¬ tics, 1597, 1608;' medical department of, statistics, 1036; department of dentistry of, statistics, 1039 ; department of pharmacy of, statistics, 1041; Biblical department of, statistics, 1050 ; law department, statistics, 1052. Vander Rest, E., remarks in internation congress, 84, 147, 167. Van Hamel, M., remarks in international con¬ gress, 149, 163. Van Sickle’s Practical Business College, 1618, 1631. Van Wert, Ohio, statistics of schools and school finances, 1318, 1358. Vassar College, 1572-1573. Venezuela, statistics, 556, 560, 1672, 1677. Vermont, statistics, common schools, 6-33; no State school taxes, 24; comparative statistics of enrollment, attendance, teachers, and ac¬ commodations in the schools of cities and villages, 606; comparative financial .statis¬ tics of cities and villages, systems, 608 ; en¬ rollment and attendance in cities and vil¬ lages, 613; supervising officers, teachers, property, and expenditure in cities and vil¬ lages, 614; pupils in, and graduates from piiblic high schools, 615; teachers and pu¬ pils in public evening schools of cities and villages, 616; passes first compulsory tem¬ perance education law, 697; character and enforcement of temperance school law, 713, 724; snmmary of statistics of universities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-90,773; summary of degrees conferred by colleges and universities in, 776; produc¬ tive funds of colleges and universities, 778- 779; average age of freshmen, 1880-90, 800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820 ; statistics of professional schools, 1022-1031; degrees con¬ ferred by professional schools of, 1033; sta¬ tistics of reform school, 1070; summary of statisticsof private secondary schools, 14S6- 1488 ; summary of statistics of business col¬ leges, 1610. Vermont Reform School, statistics. 1072. Vermont State Normal Schools, statistics, 1059. Veterinary medicine, exhibit at Paris Exposition, 116; statistics of schools in* Prussia, 1004; in United States. 1021, 1044. Vicksburg, Miss., statistics of schools and school finances, 1318, 1358. Vicksburg Commercial School, 1615-1631. Vienna, Austria, early movement for schools, 422; teachers’ salaries, 470; statisticsof element¬ ary schools of, 1197. Villanova College, 1595, 1607. Villanova Monastery, ecclesiastical department of, statistics, 1049. Vincennes, Ind., statistics of schools and school finances, 1318, 1358. Virchow, Dr., on study of classics, 366. 1722 INDEX. Virginia, statistics, common schools, 6-33 ; com¬ parative statistics of enrollment, attendance, teachers, and accommodations, 606 ; compar¬ ative financial statistics of city and village systems, 60S; enrollment and attendance in cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 614; pupils in and graduates from public high schools, 615 ; teachers and pupils in public evening schools of cities and villages, 616 ; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for women in, 749; summary of statistics of universities and colleges, 760, 762; distribution of collego students in reg¬ ular degree courses, 1886-1890, 774; sum¬ mary of degrees conferred by colleges and universities in, 776; productive funds of colleges and universities, 778-779 ; average age of freshmen, 1880-1890, 800; students from, at Johns Hopkins, Harvard, and Mich¬ igan universities, 820; statistics of profes¬ sional schools, 1022-1031 ; degrees conferred by professional schools of, 1033; statistics by race, 1074 ; statistics for schools for the colored race, 1090; summary of statistics of private secondary schools, 1486-1488; sum¬ mary of statistics of business colleges, 1610 ; summary of statistics of schools for the deaf, 1632-1635; summary of statistics of schools for the blind, 1652. Virginia Agricultural and Mechanical College, programme of civil and mechanical engi¬ neering courses, 960, 977 ; statistics, 1054. Virginia City, Nev., statistics of schools and school finances, 1318, 1358. Virginia Female Institute. 1580-1581. Virginia Institution for the Education of the Deaf and Dumb and the Blind, 1638-1648, 1655-1660. Virginia Military Institute, programme of civil engineering course, 960 ; statistics, 1055. Virginia State Normal Schools, statistics, 1059, 1086. Vocal music. See Music. Voluntary contribution, income of English ele¬ mentary schools, statistics, 240. Voluntary schools, in England, powers of man¬ agers, 239 ; statistics, 240. W. Wabash, Ind., statistics of schools and school finances, 1318, 1358. Wabash College, erects library building, 795 ; sta¬ tistics, 1585, 1801. Waco, Tex., statistics of schools and school finan¬ ces, 1318, 1358. Waco Female College, 1580-1581. Waddell, Inspector, extract from report on Scot¬ tish schools, 200. Wake Forest College, 1593, 1606. Wales. See England. Walcker, Karl, on the study of languages in sec¬ ondary schools, 1195. Walhalla Female College, 1578-1579. Walla Walla, Wash., statistics of schools and seliool finances, 1318, 1358. Wallingford, Conn., statistics of schools and school finances, 1318, 1358. Wallingford Academy, statistics, 1087. Walthal Normal School, statistics, 1057. Waltham, Mass., statistics of schools and school finances, 1318, 1358. Walworth’s Business and Stenographic College, 1617-1631. Ward’s Seminary for Young Ladies, 1580-1581. Warren, Ohio, statistics of schools and school finances, 1318, 1358. Warren, Pa., statistics of schools and school finances, 1318, 1358. Warren, William F., on shortening college curric¬ ulum, 810-812. W.urensburg, Mo., statistics of schools and school finances, 1318, 1358. Wartburg College, 1586, 1602. Wartburg Seminary, statistics, 1046. Wartburg Seminary of the Evangelical Lutheran Synod of Iowa and other States, statistics, 1046. Washburn College, 1587, 1602 ; erects chapel, 796, Washburn Seminary, statistics, 1087. Washington, statistics, common schools, 7-33; comparative statistics of enrollment, at¬ tendance, teachers, and' accommodations in cities and villages, 607 ; enrollment and at¬ tendance in cities and villages, 613 ; super1- vising officers, teachers, property, and ex¬ penditure in cities and villages, 614 ; pupils in and graduates from public high schools, 615; character of temperance school law, 714; summary of statistics of universities and colleges, "761, 763; distribution of col¬ lege students in regular degree courses from 1886 to 1890, 775 ; summary of degrees conferred by colleges and universities in, 776; productive funds of colleges and uni¬ versities, 778-779; average age of freshmen, 1880-90,800; students from, "at Johns Hop¬ kins, Harvard, and Michigan universities, 820 ; statistics of professional schools, 1032 ; summary of statistics of private secondary schools, 1486-1488; summary of statistics of business colleges, 161l’; summary of statistics of schools for the deaf, 1633, 1635. Washington, D. C., statistics of schools and school finances, 1318, 1358 ; scale of salaries of teach¬ ers, 620. Washington, Ind., statistics of schools and school finances, 1318, 1358. Washington, Pa., statistics of schools and school finances, 1318, 1358. Washington and Jefferson College, 1595, 1607. Washington and JL.ee University erects gymna¬ sium, 798; statistics, 1598, 1608; law depart¬ ment, statistics, 1052. Washington College, 1588, 1603. Washington C. H., Ohio, statistics of schools and school finances, 1318, 1358. Washington Female Seminary, 1578-1579. Washington School for Defective Youth, 1633- 1648. Washington Training School for Nurses, statis¬ tics, 1042. Washington University, statistics, 1590, 1604; law department, statistics, 1052; polytechnic school of, statistics, 1055 ; manual training school of, statistics, 1062. Waterbury, Conn., statistics of schools and school finances, 1318, 1358. Waterloo, Iowa, statistics of schools and school finances, 1318, 1358. Waterloo, N. Y., statistics of schools and school finances, 1318, 1358. Waterloo Collegiate Institute and Commercial College, 1614-1631. Watertown, Mass., statistics of schools andschool finances, 1318, 1358. Watertown, N. Y., statistics of schools and school finances, 1318, 1358. Waterville, Me., statistics of schools and school finances, 1318, 1358. Watt Institution and School of Arts, Scotland, described, 205. Waukegan, Ill., statistics of schools and school finances, 1318,1358. Waukesha, Wis., statistics of schools and school finances, 1318, 1358. Wausau, Wis., statistics of schools and school finances, 1318, 1358. Way land Seminary, statistic^, 1045, 1088. Webster, H. E., on shortening the college prepar¬ atory course, 1134. Welch Training School, statistics, 1056. Welldon, J. E. C., on modern studies as mental training, 1135. Wellesley College, represented at international congress, Paris, 144; statistics, 1572-1573. Wellington, Kans., statistics of schools and school finances, 1318, 1358. Wells College, 1572-1573. Wells School for Teachers and School for Indi¬ vidual Instruction, statistics, 1060. Wellston, Ohio, statistics of schools and school • finances, 1318, 1358. Wellsville, Ohio, statistics of schools and school finances, 1318, 1358. Welton’s Commercial College, 1615, 1631. / INDEX. 1723 Wesleyan Clmrcb, in England, statistics of schools, 240, 241. Wesleyan Female College (Ga.), curriculum of, 750; statistics, 1574-1575. Wesleyan Female College, (X. C.), 1578-1579. Wesleyan University organizes department of English language, 708 ; statist ics, 1583, 1600. West Australia, statistics, 1572-1577. West Bay City, Mich., statistics of schools and school finances, 1318, 1358. West Chester, Pa., statistics of schools and school finances, 1318, 1358. West Cleveland, Ohio, statistics of schools and school finances, 131S, 1358. West Georgia Agricultural and Mechanical Col¬ lege, statistics, 1053. West Kentucky Classical and Formal College, 1587. 1602. West Side Business School, 1613-1631. West Tennessee Preparatory School, statistics, 10S7. West Virginia, statistics, common schools, 6-33; comparative statistics of enrollment, at¬ tendance, teachers, and accommodations in the schools of cities and villages, 606; com¬ parative financial statistics of city and vil¬ lage systems, 60S; enrollment and Attend¬ ance iii cities and villages, 613 ; supervising officers, teachers, property, and expenditure in cities and villages, 6i4; pupils in and graduates from public high schools, 615; character of temperance school law, 714; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for wo¬ men in, 749; summary of statistics of uni¬ versities and colleges, 760, 762; distribution of college students in regular degree courses from 1886-90, 774 ; summary of degrees con¬ ferred by colleges and universities in, 776; productive funds of colleges and univer¬ sities, 778-779; average age of freshmen, 1880-90, 800; students from, at Johns Hopkins, Harvard, and .Michigan univer¬ sities, 820; statistics of professional schools, 1026-1032: statistics by race, 1074; statistics for schools for the colored race, 1090; sum¬ mary of statistics of secondary schools, 14S6-1488 ; summary of statistics of business colleges, 1610; summary of statistics of in¬ stitutions for the deaf, "1632-1635 ; summary of statistics of schools for the blind, 1652. West Virginia College. 1598, 1608. West Virginia Formal and Classical Academy, statistics. 1061. West Virginia schools for the Deaf and the Blind, 1638-1648; 1655-1660. West Virginia State normal schools, statistics, 1059. West Virginia University, organization, 7S7 ; new buildings, 798 ; statistics, 1598, 1608 ; law de¬ partment, statistics, 1052. Westbrook Commercial College, 1617-1631. Westbrook Seminary and Female College, 1576- 1577. Westchester County Institute, 1617-1631. Westerly, 11. I., statistics of schools and school finances, 1318, 1358. Western College, Iowa, erects new building, 796 ; 1586. 1602. Western College, Mo., 1590, 1604. Western Iowa College. 1613-1631. Western Maryland College, 15SS-1603. Western Few York Institution for Deaf Mutes, 1637-164S. Western Formal College, statistics, 1060. Western Formal University, statistics, 1061. Western Pennsylvania Institution for the In¬ struction of the Deaf and Dumb, 1638-1648. Western Pennsvl vania Medical College, statis¬ tics. 1036. ‘ Western Deserve Business College, 1617-1631. Western Reserve Formal College, statistics, 1061. Western Reserve University, Medical Department of, statistics, 1036; founds Cleveland College for Women, 744. Western Theological Department of the Reformed (Dutch) Church in America, statistics, 1047. Western Theological Seminary, Ill., time schedule of, 930; statistics, 1045. Western Theological Seminary, Pa., statistics, 1049. Western University of Pennsylvania, 1595,1607. Westfield, Mass., statistics of schools and school finances, 1318, 1358. Westfield College, 1585, 1601. Westminster College, Mo., 1590, 1604. Westminster College, Pa., 1595, 1607. Westminster Theological Seminary, statistics, 1047. Weymouth, Mass., statistics of schools and school finances, 1318, 1358. Wheaton College, 15S5, 1601. Wheaton Female Seminary, 1576-1577. Wheeler, B. J„ on humanistic culture, 365. Wheeling, W. Va., statistics of schools and school finances, 1318, 1358. Wheeling Business College, 1620-1631. Wheeling Female College, 1580-1581 ; curriculum, 704. Whipple’s Home School for the Deaf, 1650-1651. Whitaker’s Shorthand School, 1617-1631. White, A. D., on Prussian higher schools, 374. White, E. E., report on proper adjustment of sec¬ ondary and college curricula, 1118-1193; on compulsory education, 1156. Whitehall, F. Y., statistics of schools and school finances, 1318, 1358. Whitesboro Graded School, 1619-1631. White Water, Wis., statistics of schools and school finances, 1318, 1358. Whitman College, 1598, 160S. Whitworth Female College, 1576-1577. Wichita, Kans., statistics of schools and school finances, 1318, 1358. Wickersliam, James Pyle, obituary notice of, 1313. Widgery, W. H., report of educational congresses and exhibition, Paris, 41-142; remarks by, in that congress, 80, 149, 158; obituary notice of, 1316. WilberforceUniversity, occupation of graduates, 1082; statistics, 1594, 1606; statistics, 1088; theological department of, statistics, 1049, 1089; preparatory department of, statis¬ tics, 1087 ; law department, statistics. 1089. Wilbur School and Home for the Feeble, in M in- nesota, 1688-1660. Wiley University, statistics. 1088, 1597, 1608. Wilkesbarre, Pa., statistics of schools and school finances. 1318, 1358. Wilkesbarre Business College, 1619-1631. Wilkinsburg, Pa., statistics of schools and school finances, 1318, 1358. Willamette University, Medical Department of. statistics. 1036. 1595,1606; Law Department of, statistics, 1052. William and Mary, influence of reign upon Scotch school reforms, 223. William Jewell College, statistics, 1590, 1604; school of theology in. statistics. 1047. William II. Emperor of Germany, addresses at Prussian conference, 359-363. 389. Williamsburg Colored Academy, statistics, 1087. Williams College, 1583. 1603. Williamsport, Pa., statistics of schools and school finances, 1318, 1358. Williamsport Commercial College and School of Shorthand, 1619, 1631. Williamston Female College, 1578-1579. Willimantic, Conn., statistics of schools and school finances, 1318. 1358. Williss College of Shorthand, 1018, 1631. Wilmington. Del., scale of salaries of teachers, 629 ; statistics of schools and school finances, 1318, 1358. Wilmington College, 1594. 1606. Wilmot Business and Shorthand College, 1620-1631. Wilson, Rev. J. M. , letter to international congress, 134. Wilson College, 1578-1579. Wilsoii Collesiate Institute, 1578-1579. Winchell, Alexander, obituary notice of. 1313. Winchester, Va.. statistics of schools and school finances, 1318, 1358. Winchester Female College, 1574-1575. Winfield, Kans.. statistics of schools and school finauces, 1318. 1358. Winona. Minn., statistics of schools and school finances, 1318, 1358. 1724 INDEX. "Winona Business College, 1G15, 1G31. Winsted, Conn., statistics of schools and school finances, 1318, 1358. Winston, N. C., statistics of schools and school finances, 1318, 1358. Winthrop Training Schoolfor Teachers, statistics, 1058. Wisconsin, statistics, common schools, 7-33 ; rela¬ tive decrease in enrollment, 9 ; comparative statistics of enrollment, attendance, teach¬ ers, and accommodations in the schools of cities and villages, 607 ; comparative finan¬ cial statistics of city and village systems, 608; enrollment and attendance in cities and villages, 613 ; supervising officers, teach¬ er, property, and expenditures in cities and villages, 614; pupils in, and graduates, from public high schools, 615; teachers and pupils in public evening schools of cities and villages. 616; character of temperance school law, 714 ; summary of statistics of colleges for women, 747 ; degrees conferred by colleges for women in, 749 ; summary of statistics of universities and colleges, 761, 762; distribution of college students in reg¬ ular degreo courses from 1886-90, 775; summary of degrees conferred by colleges and universities in, 776 ; productive funds of colleges and universities, 778-779 ; average age of freshmen, 1830-90, 800; students from, at Johns Hopkins, Harvard, and Michigan universities, 820 ; statistics of pro¬ fessional schools, 1023-1032; degrees con¬ ferred by professional schools in, 1033; statistics of reform schools, 1070; summary of statistics of private secondary schools, 1486-1488 ; summary of st atistics of business colleges, 1610; summary of statistics of schools for the education of the deaf, 1633- 1635; summary of statistics of schools for the blind, 1653. Wisconsin Industrial School for Girls, statistics, 1072. Wisconsin School for the Blind, 1655, 1660. Wisconsin School for the Deaf, 1638, 1648. Wisconsin State normal schools, 1059. Wittenberg College, statistics, 1594, 1606; theo¬ logical department of, statistics, 1049. Woburn, Mass., statistics of schools and. school finances, 1318, 1358. Wofford College, 1596, 1607. Woman’s Christian Temperance Union, activity and course of study of, for scientific tem¬ perance instruction, 695-706, 739-742. Woman’s College of Baltimore, foundation and course of study, 744 ; statistics, 1572-1573. Woman’s Hospital Medical College of Chicago, statistics, 1034. Woman’s Medical College of Baltimore, statistics, 1035. Woman’s Medical College of Cincinnati, statistics, 1036. Woman’s Medical College of Georgia, statistics, 1034. Woman's Medical College of Pennsylvania, sta-' tistics, 1036. Woman's Medical College of the Hew York In¬ firmary, statistics, 1035. Women, employment as teachers and inspectors, 55-58, 1182-1183; in Prance, admitted to institutions for higher education, 260, and statistics, 102; excluded from institutions for higher education in Germany, 282, 285 ; schools for, in Saxony, 305; attendance in universities in Austria, 467; in Xorway, admitted to university, 509; in Denmark, 535; characteristics of, in the London slums, 579; higher education for, 743-754; statistics, 1572-1581. See also Higher education and Coeducation. Woodbine Formal School. statistics, 1056. Woodbury’s'Business College, 1612, 1631. Wood-carving as a study in the public schools of cities, 1352-1356. Wood's Business College, 1619, 1631. Wood- work as a study in city systems of public schools, 1351-1357. Woonsocket, It. I., statistics of schools and school finances, 1318, 1358. Wooster, Ohio, statistics of schools and school finances, 1318,1358. Wooster University, medical department of, statistics, 1036. Worcester, Mass., scale of teachers’ salaries, 627; statistics of schools and school finances, 1318, 1858. Worcester City Hospital Training School, statis¬ tics, 1042. Worcester Polytechnic Institute, programme of civil and mechanical engineering courses, 960, 977 ; statistics, 1055. Worcester Select School of Shorthand and Type¬ writing, 1615-1631. Worcester Truant School, statistics, 1071. Wright’s Business College, 1617-1631. Wiirttemberg, programmes of higher schools, 412, 413; statistical summary of education, 453- 454. Wurtz, A., on the curriculum of a medical school, 881-882. Wyckoff’s Phonographic Institute, 1617-1631. Wyoming, statistics, common schools, 7-33; pro¬ portion of population in schools, 11 ; com. parative statistics of enrollment, attend ance, teachers, and accommodations, 607 summary of statistics of universities and colleges, 761,763; character of temperance school law, 714; summary of statistics of private secondary schools, 1486-1488. X. Xenia, Ohio, statistics of schools and school finances, 1318, 1358. T. Yale "University, organization, 788 ; erects recita¬ tion rooms and new library, 795 ; curriculum of, in 1825 and 1891, 801; students in gradu¬ ate department, 815-819; statistics, 1583, 1600 ; medical department of, statistics, 1034; theological department of, statistics, 1045; statistics of law department, 1050; Sheffield Scientific School, statistics, 1053. Yankton College, 1596, 1607. Year, school. See Term. Yonkers, In . Y., scale of teachers’ salaries, 639; statistics of schools and school finances, 1318, 1358. York, Pa., statistics of schools and school finances, 1318, 1358. York College of Commerce, 1616-1631. Young Female College, 1574-1575. Youngstown, Ohio, statistics of schools and school finances, 1318, 1358. Ypsilanti, Mich., statistics of schools and school finances, 1318, 1358. Z. Zanesville, Ohio, statistics of schools and school finances, 1318, 1358. Zanesville Business College, 1618-1631. Zarncke, Fr., on classical instruction as a prepa¬ ration for professional study, 883, note. Zeller, Dr., on language instruction, 376. o