[ Whole Number 212 REPORT or THE FOR THE YEYR 1891-s92. ssesskk. Volume 2. CONTAINING PARTS II AXTJ III. WASHINGTON: GOYSRip^N^. PS,I STO OFFICE , * *, : 'ISWG a; CONTENTS OF VOLUME II. L in PART II. Chapter XYL— Name Register. Page. Chief State school officers - - - - - - - - - . 637 List of city superintendents - 638 College presidents . _ _ _ _ _ _ _ _ _ _ 616 Chapter XVII.— City School Systems. Enrollment _ _ 661 Average attendance _ 663 Length of school term _ _ 663 Supervision - 665 Number of teachers _ 667 Sex of teachers _ _ _ _ ., _ _ _ 668 School buildings _ 671 Number of sittings ... _ 673 School property _ 674 Expenditures _ 675 Table 1.— Summary of statistics of school systems of cities, showing increase or decrease from the previous year _ 677 Table 2.— Summary, by States, of population and school enrollment and attendance in cities - 679 Table 3. — Summary, by States, of supervising officers, teachers, property, and expendi¬ tures of school systems of cities - - - - - - - - - 680 Table 4. — Summary of statistics of public evening schools - - - 681 Table 5. — Comparative statistics of school systems of cities - - 682 Chapter XVIIL— Secondary Schools. Summary of statistics of public high schools - - - 685 Of private secondary schools - 688 Tables and diagrams illustrating status of secondary schools _ 690 Number of students in each branch of study in public high schools _ 695 Number of students in each branch of study in private secondary schools . . . 698 Number and percentage of students pursuing certain studies to whole number of students. 701 Sex in secondary schools - - 707 Chapter XIX.— Universities and Colleges. Discussion of statistics _ _ _ _ . _ _ _ _ _ 711 Professors and instructors _ 712 Students _ 713 Preparation of freshmen _ _ 719 Equipment _ _ 720 Income and benefactions _ _ _ _ _ _ 721 Degrees in letters, science, and philosophy _ _ _ _ 722 Honorary degrees . _ 723 Chairs of pedagogy - - 725 Chapter XX.— Colleges for Women. Discussion of statistics - - - - - - - - 731 Chapter XXI. The Place of University Extension in American Education - - 743 III I J I IV TABLE OF CONTENTS. Chapter XXII. Page. The Relation of the Independent Colleges to the System of State Schools. .. 753 Chapter XXIII. Rensselaer Polytechnic Institute . . . . . . . 757 Chapter XXIV. United States Military Academy .at West Point . . . . . . 767 Chapter XXV. The Care of Truants and Incorrigieles _ _ _ _ 775 Chapter XXVI — Coeducation of the Sexes in the United States. Introduction . . . . . . .. . . . 783 Status of public schools with respect to coeducation: State systems . . . . . . . . . . . 784 City systems . . . . . . . . . . : . _ . 786 Coeducation in colleges and universities . . . . . 794 The literature of coeducation _ _ _ _ _ _ _ 793 Physiological and hygienic bearings of higher education for women with special reference to coeducation . . . . . . . 833 Views of college and university presidents and professors _ _ _ _ 846 Bibliography . . . . . 860 Chapter XXVII.— Education of the Colored Race. Public school statistics . . . . . . . 881 Secondary and higher institutions . . . . . . . . . . 862 Universities and colleges . . . . . . . . . . . . . 883 Northern aid to colored schools . . . . . . . . . ... 865 Schools conducted by colored instructors . . . . . . ^ . . 866 Industrial instruction . . . . . . . . . . . 868 Institutions for the colored race, property _ _ _ _ _ _ _ _ _ 867 Chapter XXVIII.— Report on Education in Alaska. N umber and general condition of the schools . . . . . . . 873 Killing of Charles H. Edwards and the outrage upon J. E. Connett . . . ... . . 878 Statistical tables . . . . . . . . . . 880 Supervision . . . .1 _ _ _ _ _ _ _ _ _ 884 Chapter XXIX.— History of Summer Schools in the United States. Contents . . _ . . . . . 893 Introduction . . . . . . . . . . . . . . . 894 Schools for original research and for the training of specialists . . . . . 898 Summer schools giving instruction in single subjects: Schools of philosophy, literature, and ethics _ _ _ _ _ _ _ _ 909 Schools of languages, music, oratory, expression, and of physical training.. - - 917 Summer schools giving instruction in several branches: Chautauqua . . . . . . . . 921 Chautauqua assemblies _ _ _ _ _ _ _ _ 937 Marthas Vineyard Summer Institute _ _ _ _ 945 Summer schools of Harvard University, of the University of Virginia, and of other schools _ _ _ _ _ _ _ _ _ 952 PART III. STATISTICAL TABLES. Population, private schools, and public school enrollment, attendance, length of session, supervising officers, teachers, accommodations, and length of course of study in cities of ever 8,000 inhabitants _ _ _ _ _ _ _ _ 862 Evening schools in cities of over 8,000 inhabitants _ _ _ _ _ 980 Property, receipts, and expenditures of public schools of cities of over 8,000 inhabitants - 984 Public high schools . . . . . . . . . 1002 Private secondary schools . . . . . . . . . 1084 TABLE OF CONTENTS. y Page. Universities and colleges . . . 1140 Colleges for women (Division A) . 1158 Colleges for women (Division B) . . . 1159 Summary of statistics of schools of medicine, dentistry, pharmacy, and-f or nurses and vet¬ erinarians . 1163 Schools of medicine . 1166 dentistry . 1172 pharmacy . 1174 veterinary science - 1176 nurse training . 1177 law . 1179 theology . 1182 Colleges of agriculture and the mechanic arts _ 1188 Scientific and technological schools . 1196 Manual training schools . 1197 Normal schools . 1198 University extension . 1206 Business colleges . 1216 Schools for the colored race . 1234 Schools for the deaf . 1238 Schools for the blind . . . 1251 Schools for the feeble-minded . 1257 Reform schools . 1263 Index . 1273 PART II CHAPTER XVI. NAME REGISTER.1 1. — Chief State School Officers. Name. Address. Official designation. J. G. Harris. Sheldon Jackson. F. J. Netherton.. Josiah H. Shinn J. W. Anderson . J. F. Murray - C. D. Pine - Robert J. Reynolds - W. B. Powell _ W. N. Sheats _ S. D. Bradwell.. B. Byron Lower Henry Raab - j H. D. Vories _ j Henry Sabin _ j H. N. Gaines - j Ed. Porter Thompson. _j A. D. Laf argue - 1 N. A. Luce - --- E. B. Prettyman _ Frank A. Hill _ Henry R. Pattengill ___j W. W. Pendergast _ i J. R. Preston - j L. E. Wolfe Montgomery, Ala - j State superintendent of edu- | cation. Sitka, Alaska - General agent of education. Mesa. Ariz - Superintendent of public in¬ struction. Little Rock, Ark - ■ State superintendent of pub¬ lic instruction. Sacramento, Cal _ j Do. Denver, Colo - j Do. Hartford. Conn - j Secretary of State board of education. Dover, Del - j President of State board of education. Washington, D..C - j Superintendent of District j schools. Tallahassee, Fla - State superintendent of pub¬ lic instruction. Atlanta, Ga - J State school commissioner. Boise City, Idaho - j State superintendent of pub¬ lic instruction. Do. Do. Do. Do. Do. State superintendent of edu¬ cation. State superintendent of com¬ mon schools. State superintendent of pub¬ lic instruction. Secretary of State board of education. State superintendent of pub¬ lic instruction. Do. State superintendent of edu¬ cation. Jefferson City, Mo _ j State superintendent of pub- I lie schools. Including all changes reported to the Bureau up to May, 1894. Springfield, Ill — Indianapolis . Ind. Des Moines, Iowa Topeka, Kans - Frankfort, Ky ___ Baton Rouge, La. Augusta, Me... Baltimore, Md. Boston, Mass _ Lansing, Mich St. Paul, Minn Jackson, Miss . . 637 638 EDUCATION REPORT, 1891-92. I. — Chief State School Officers — Continued. Name. 1 Address. Official designation. E. A. Steere _ _ __ Helena, Mont State superintendent of pub¬ lic instruction. A. K. Goudy Lincoln, Nebr. _ Do. Orvis Ring _ _ Carson City, Nev _ _ Do. Fred. Gowing _ _ _ Concord, N. H _ - _ _ Do. A. B. Poland Trenton, N. J Do. Amado Chavez _ Santa Fe, N. Mex _ Superintendent of public in¬ struction. James F. Crooker _ Albany, N. Y _ State superintendent of pub¬ lic instruction. Jno. C. Scarborough _ Raleigh, N. C _ Do. Mrs. Laura J. Eisenhuth Bismarck, N. Dak--. Do. Oscar T. Corson _ Columbus. Ohio.- _ State commissioner of com mon schools. E. D. Cannon _ _ Guthrie, Okla - .. Superintendent of public in¬ struction. E. B. McElroy _ _ _ Salem, Oreg - State superintendent of pub¬ lic instruction. Nathan C. Schaeffer ___ Harrisburg, Pa - Do. T. B. Stockwell__ Providence. R. I - Commissioner of public schools. W. D. Mayfield _ Columbia S. C _ State superintendent of edu¬ cation. Cortez Salmon _ _ Pierre, S. Dak _ State superintendent of pub¬ lic instruction. Frank M. Smith _ ! Nashville, Tenn _ Do. J. M. Carlisle _ Austin, Tex Do. J. S. Boreman _ _ ! Ogden. Utah _ Commissioner of schools M. S. Stone. __ .. _ Montpelier, Vt State superintendent of edu¬ cation. John E. Massey _ 1 Richmond, Va - _ _ State superintendent of pub¬ lic instruction. C. W. Bean.. _ _ _ __ Olympia, Wash _ Do. Virgil A. Lewis. . _ _ Charleston, W. Va _ State superintendent of free schools. Oliver E. Wells. - . __ j Madison, Wis... _ State superintendent of pub¬ lic schools. Stephen T. Farwell ! Cheyenne, Wyo _ _ State superintendent of pub¬ lic instruction. II. —City Superintendents, ALABAMA. Anniston, L. D. Miller.1 Bessemer, A. M. Hendon. Birmingham, J. H. Phillips. Euraula, J. J. Kilpatrick. Florence, H. C. Gilbert, Huntsville, A. W. Eshman. Mobile, John D. Yerby. Montgomery. C. L. Floyd. Selma, Louis E. Jeffries. Tuscaloosa, Carleton Mitchell. ARIZONA. ARKANSAS. I Fort Smith, J. L. Holloway. ! Helena, John Caldwell Davidson. i Hot Springs, George B. Cook. ! Little Rock, J. R. Rightsell. Pine Bluff, Ruth McBride. CALIFORNIA. Alameda, D. J. Sullivan. Berkeley, S. D. Waterman. Eureka, G. Warren. Fresno, T. L. Heaton. Los Angeles. Leroy T. Brown. Napa City, J. L. Shearer. 2 2 Principal. Tucson ’County superintendent; post-office, Jacksonville. NAME REGISTER. 639 II. — City Superintendents— Continued. California— c ontinued . Oakland, J. W. McClymonds. Pasadena, James D. Graham. Riverside, Eli F. Brown. Sacramento, O. W. Erlewine. San Bernardino, W. Scott Thomas. San Diego, Eugene De Burn. San Francisco, John Swett. San Jose, Frank P. Russell, Santa Barbara, C. Y. Roop. Santa Cruz, J. W. Linscott. Santa Rosa, I. S. Crawford. Stockton, James A. Barr. Vallejo, L. G. Harrier. COLORADO. Aspen, J. Fr Keating. Colorado Springs, P. K. Pattison. Denver, District No. 1, Aaron Gove. Denver, District No. 2, L. C. Greenlee. Denver, District No. 17, J. H. Van Sickle. Highlands, J. H. Van Sickle. Leadville, W. W. Watters. Pueblo, District No. 1, James S. Me- Clung. Pueblo, District No. 20, P. W. Search. ! Trinidad, E. C. Stevens. CONNECTICUT. Ansonia, W. H. Angleton. Birmingham, Robert L. Gilbert. Bridgeport, Charles W. Deane. Bristol, James F. Williams. Danbury, J. M. Smith. Greenwich, George P. Fisher. Hartford, John H. Brocklesby. Manchester, Oliver B. Taylor.1 Meriden, J. T. Pettee. Middletown, Walter B. Ferguson. New Britain, J. N. Bartlett. New Haven, Virgil G. Curtis. New London, Charles B. Jennings.2 Norwalk, Charles Olmstead.1 Norwich, N. L. Bishop. Rockville, I.'M. Agar d. 3 Stamford, Everett C. Willard. Thompsonville, E. H. Parkman.4 Torrington, Edwin H. Forbes. Wallingford, Daniel R. Knight. Waterbury, M. S. Crosby. Willimantic, - — - - - - . Winsted, Walter G. Mitchell.3 DELAWARE. New Castle, A. H. Knapp. Wilmington, David W. Harlan. DISTRICT OF COLUMBIA. Washington, William B. Powell, super" intendent of public schools. Washington, G. F. T. Cook, superin¬ tendent of colored schools. 1 Secretary of the Board of School Visitors. 2 Acting school visitor. 3 Principal. FLORIDA. Jacksonville, Joel D. Mead.5 Key West, C. F. Kemp.5 Pensacola, N. B. Cook.5 St. Augustine, R. F. Sabate.5 Tampa, L. W. Buchholz.5 GEORGIA. Albany, J. S. Davis. Americus, Wm. Harper. Athens, G. G. Bond. Atlanta, W. F. Slaton. Augusta, Lawton B. Evans. Brunswick, A. I. Branham. Columbus, W. H. Woodhall. Griffin, Bothwell Graham. Macon, B. M. Zettler. Rome, James C. Harris. Savannah, W. H. Baker. Thomas ville, K. T. MacLean.5 ILLINOIS. Alton, Robert A. Haight. Aurora, District No. 5, J. H. Freeman. Austin. Newell D. Gilbert. Beardstown. M. Moore, j Belleville. H. D. Updike. Bloomington, E. M. Van Petten. Braidwood, C. F. Van Doren. Cairo, TayTor C. Clendenen. Canton. C. M. Bar dwell. Centralia, 1? - - - - . Champaign, C. A. Bowsher. Charleston, J. W. Henninger. Chicago, Albert G. Lane. Danville. Joseph Carter. Decatur, E. A. Gastman. Dixon W. H. Williamson. Duquoin. J. E. Wooters. East St. Louis, James P. Slade. Elgin, H. F. Derr. Evanston. Homer H. Kingsley. Freeport. F. T. Oldt. Galena I. C. Baker. » Galesburg. William L. Steele. Jacksonville, John R. Long. Joliet. D. H. Darling. Kankakee. F. N. Tracy. Kewanee, E. C. Rosseter. La Salle. L. A. Thomas. Lincoln, A. L. Anderson. Litchfield, J.E. Bryan. Macomb, S. F. Hall. Mattoon. B. F. Armitage. Moline, H. M. Slauson. Monmouth. James C. Burns. Oak Park, W. H. Hatch, Ottawa, - - . Pana, L. S. Ham. Paris. Alfred Harvey. Pekin, F. W. Reubelt. Peoria, Newton Charles Dougherty. Peru, Fred W. Smedley. Quincy, T. W. Macfall. 4 Principal of the high school. 5 County superintendent. 640 EDUCATION REPOET, 1891-92. II. — City Superintendents — Continued. ILLINOIS — continued . Rock Island. S. S. Kemble. Rockford. P. R. Walker. Springfield. J. H. Collins. Sterling, district No. 3, Alfred Bayliss. Streator, J. N. Patrick. Waukegan, Prank H. Hall. INDIANA. Anderson. John W. Carr. Bloomington, D. W. Leonard. Brazil, John C. Gregg. Columbus, J. A. Carnagey. Connersville, W. P. L. Sanders. Crawfordsville, Samuel E. Harwood. Elkhart, D. W. Thomas. Evansville, J. W. Layne. Fort Wayne, John S. Irwin. Frankfort, B. F. Moore. Goshen, William H. Sims. Greencastle, Robert A. Ogg. Hammond, W. C. Belman. Huntington, Robert I. Hamilton. Indianapolis, L. H. Jones. Jeffersonville. P. P. Stultz. Kokomo, H. G. Woody. Lafayette, Edward Ayres. La Porte, - - . Lawrenceburg, W. H. Rucker. Logansport, Albert H. Douglass. Madison, D. M. Geeting. Marion, W. D. Weaver. Michigan City, James C. Black. Mount Vernon, H. P. Leavenworth. Muncie, W. R. Snyder. New Albany, J. B. Starr. Peru, W. R. J. Stratford. Richmond, Justin N. Study. Seymour, H. C. Montgomery. Shelby ville, J. C. Eagle. South Bend, Calvin Moon Terre Haute. William H. Wiley. Valparaiso, William H. Banta. Vincennes, Albert E. Humke. Wabash, M. W. Harrison. Washington, William F. Hoffman. IOWA. Atlantic, G. W. Samson. Boone, George I. Miller. Burlington, Charles Eldred Shelton. Cedar Rapids, J. F. Merrill. Clinton, O. P. Bostwick. Council Bluffs, Hugh W. Sawyer. Creston, H. B. Larrabee. Davenport, J. B. Young. Des Moines, East Side. Amos Hiatt. Des Moines, West Side, F. B. Cooper. Des Moines, North Side. O. E. Smith. Dubuque, Thomas Hardie.1 Fort Dodge, F. C. Wildes. Fort Madison, C. H. Morrill. Secretary of the Board of Education 2Principal of the high school. IOWA — continued . Iowa City, W. F. Cramer. Keokuk, O. W. Weyer. Le Mars, E. N. Coleman. Lyons, H. E. Robbins. Marshalltown, C. P. Rogers. Mason City, A. R. Sale. Muscatine, F. M. Witter. Oskaloosa, Orion C. Scott. Ottumwa, A. W, Stuart. Sioux City, H. E. Kratz. Waterloo, East Side, F. J. Sessions. Waterloo, West Side, George A. Bate¬ man. KANSAS. Argentine, Charles R. Sator. Arkansas City, T. W. Conway. Atchison, J. H. Glotfelter. Emporia, John Dietrich. Fort Scott, Guy P. Benton. Hutchinson, John A. McClain. Junction City, G. W. Kendrick. Kansas City, L. L. L. Hanks. Lawrence, Edmund Stanley. Leavenworth, James E. Klock. Newton, J. W. Cooper. Ottawa, Frank P. Smith. Parsons, H. C. Ford. Pittsburg, C. M. Ligh . Salina, - - - . Topeka, William M. Davidson. Wellington, - - . Wichita, William Richardson. Winfield, J. W. Spindler. KENTUCKY. Ashland, John G. Crabbe. Bowling Green, W. B. Wylie. Covington, W. C. Warfield. Dayton, R. M. Mitchell. Frankfort, McHenry Rhoades. Henderson, Edward S. Clark. Hopkinsville, Charles H. Dietrich, Lexington, William Rogers Clay. Louisville, George H. Tinglev, jr. Maysville, J. H. Rowland.2 Newport, John Burke. Owensborough, James McGinniss. Paducah, George O. McBroom. Paris, Clarence L. Martin. Richmond, George W. Pickels. Winchester, C. E. Lyddane.3 LOUISIANA. Baton Rouge, Fred. J. Tunnard.4 New Orleans, Warren Easton. Shreveport, John L. Hargrove. MAINE. Auburn. W. W. Stetson. Augusta. J. Frank Leland.5 Bangor, Miss Mary S. Snow. 3 County superintendent. 8 Supervisor. 4 Parish superintendent NAME REGISTER. 641 II. — City Superintendents — Continued. Maine — continued. massacausetts — continued. Bath, J. C. Phillips. Belfast, A. I. Brown. Biddeford. Royal E Gould. Brewer. George Curtis. Calais, A. J. Padelford. Ellsworth. John F. Knowlton. Gardiner, James M. Larrahee.1 Lewiston. W. W. Stetson. Portland. Orlando M. Lord. Rockland, J. R. Dunton. Saco, Walter T. Gooda e. Waterville, J.H. Blanchard. MARYLAND. Annapolis, John C. Bannon.2 Baltimore. Henry A. Wise. Cambridge, James L. Bryan.2 Cumberland. H. G. Weimer.2 Frederick. Ephraim L. Boblitz.2 Hagerstown, George C. Pearson.3 MASSACHUSETTS. Adams, Walter P. Beckwith. Amesbury. Frank Savage. J Attleborough. J. O. Tiffany. Beverly. A. L. Salford. Boston, Edwin P. Seaver. Brockton, B. B Russell. Brookline, S. T. Dutton. Cambridge, Francis Cogswell, Chelsea, Eben H. Davis. Chicopee. R. H. Perkins. Clinton. Charles L. Hunt. Danvers, A. P. Learoyd. Dedham. Roderick Whittlesey Hine. Everett, R. J. Condon. Fall River, YvTilliam Connell. Fitchburg, Joseph G.Edgerley. Framingham Orville W. Collins. Gardner. Louis P. Nash. Gloucester, Freeman Putney. Haverhill Albert L. Bartlett. Holyoke, Edwin L. Kirtland. Hyde Park Richard M. Johnson.4 Lawrence, William C. Bates. Lowell, Arthur K. Whitcomb. Lynn, Orsamus B. Bruce. Malden, Charles A. Daniels. Marblehead, - - - . Marlboro, John E. Burke. Medford, Ephraim Hunt. Melrose, Eenjamin F. Robinson. Milford, S. F. Blodgett. Natick, Frank E. Parlin. New Bedford, William E. Hatch. Newburyport, William P. Lunt. Newton, George I. Aldrich. North Adams, Mrs. Julia M. Dewey. Northampton, Alvin F. Pease. Peabody, John B. Gifford. 1 Supervisor. 3 County school examiner. ED 92 - 41 Pittsfield. Eugene Bouten. Plymouth, Charles Burton. Quincy, H. W. Lull. Salem, William A. Mo wry. Somerville, Gordon A. Southworth. Southbridge, John T. Clarke. Spencer , Wyman C. Fickett. Springfield. Thomas M. Balliet. Stoneham, Sarah A.Lynde.' Taunton, C. F. Boyden. Waltham. Henry Whittemore. Watertown, George R. Dwelley. Westfield, G. H. Danforth. Weymouth, I. M. Norcross. Woburn, F. B. Richardson. Worcester, Clarence F. Carroll. MICHIGAN. Adrian, George W. Walker. I Alpena, L. S. Norton. Ann Arbor, Walter S. Perry. I Au Sable, E. M. Hartman. | Battle Creek, F. W. Arbury. : Bay City, J. W. Smith, i Big Rapids, James R. Miller. Cadillac, George R. Catton. Cheboygan, William C. Thompson. Coldwater, Egbert L. Briggs. Detroit, W. E. Robinson. Escanaba, S. S. Biggs. Flint. George M. Fisk. Grand Haven, J. B. Estabrook. Grand Rapids, W. W. Chalmers. Ionia, C. L. Bemis. Iron Mountain, E. F. Abernethy. Iron wood, L. L. Wright. Ishpeming, Harlow Olcott. Jackson, District No. 1, Thomas L. Evans. Jackson, District No. 17, - Kalamazoo, O. E. Latiiam. Lansing, Charles O. Hoyt. Ludington, H. E. King. Manistee. Albert Jennings. Marquette, Anna M. Chandler. Menominee, Jesse Hubbard. Monroe, A. W. Tressler. Mount Clemens, J. H. Lee. Muskegon, David Mackenzie. Negaunee, F. D. Davis. Niles, J. D. Schiller. Owosso, J. W. Simmons. Pontiac, F. E. Converse. Port Huron, John A. Stewart. Saginaw, East Side, A. S. Whitney. Saginaw, West Side, Edwin C. Thomp¬ son. Sault Ste. Marie, A. Jay Murray. Traverse City, Charles T. Grawn. West Bay City. J. E. Lemon. Ypsilanti, M. A. Whitney. 8 Chairman of school committee. 4 Secretary of the school committee. 642 EDUCATION REPORT, 1891-92. II. — City Superintendents — Continued. MINNESOTA. Anoka, Z. N. Vaughn. Brainerd, B. T. Hathaway. Duluth, Robert E. Denfeld. Faribault, F. D. Budlong. Mankato, George F. Kenaston, Minneapolis. C. M. Jordan. Red Wing, G. V. Brohaugh. Rochester, Edward G. Adams. St. Cloud, S. S. Parr. St. Paul, Charles B. Gilbert. Stillwater, M. A. Stone. Winona, Buel T. Davis. MISSISSIPPI. Columbus, W. L. Lipscomb. Greenville, E. E. Bass. Jackson, - - — — -• Meridian, Andrew A. Kincannon. Natchez. I. W. Henderson. Vicksburg, C. Pendleton Kemper. MISSOURI. Boonville, F. W. Pioger. Brookfield, W. H. Brownlee.1 Cape Girardeau, T. E. Joyce. Carthage, J. M. White. Chillicothe, A. L. Jenness. Clinton, Charles B. Reynolds. Columbia, James S. Stokes. Fulton, John P. Goss. Hannibal, R. B. D. Simonson. Independence, William F. Bahlmann. Jefferson City, J. U. White. Joplin, Stepnen A. Underwood. Kansas City. J. M. Greenwood. Lexington, H. D. Demand. Louisiana, A. P. Settle. Marshall, R. H. Emberson. Maryville, A. E. Clarendon. Mexico, W. T. Carrington. Moberly, J. T. Muir. Nevada, W. J. Hawkins. Rich Hill, A P. Warrington. St. Charles, George W. Jones. St. Joseph. Edward B. Neely St. Louis, Edward H. Long. Sedalia, George V. Buchanan. Springfield, Jonathan Fairbanks, Trenton. H. E. Du Bois. Warrensburg, F. E. Holiday. Webb City, W. J. Stevens. MONTANA. Butte City, S. P. Hendricks. Helena, R. G. Young. 1 Secretary of the school board. 2 Supervising principal. NEBRASKA. Beatrice, Carroll G. Pearse. Fremont, Daniel Miller. Grand Island, Robert J. Barr. Hastings, Edwin N. Brown. Kearney, Jesse T. Morey. Lincoln, Frank Strong. Neoraska City, W. H. Skinner. Omaha, Frank A. Fitzpatrick. Plattsmouth, Frank C. McClellan. South Omaha, A. A. Munroe. NEVADA. Virginia City, C. E. Mack. NEW HAMPSHIRE. Concord, Louis J. Rundlett. Dover, Channing Folsom. Keene, - . Manchester, William E. Buck. Nashua, James H. Fassett. Portsmouth, J. Clifford Simpson. Rochester, Charles W. Brown. NEW JERSEY. Atlantic City, Charles B. Boyer.2 Bayonne, Charles M. Davis. Bordentown, William Macfarland.3 Bridgeton, John S. Turner. Burlington, Wilbur Watts.3 Camden, Martin V. Bergen. Elizabeth, J. Augustus Dix. Gloucester City, J. C. Stinson. Hackensack, C. D. Bogart.3 Harrison, John Dwyer.3 Hoboken, David E. Rue. Jersey City, Henry Snyder. Lambertville, Levi Brown. Long Branch. C. Gregory. Millville, E. C. Stokes. Morristown, W. L. R. Haven. New Brunswick, George G. Ryan. Newark, William N. Barringer. Orange, Usher W. Cutts. Passaic, H. H. Hutton. Paterson, J. A. Reinhart. Perth Amboy, C. C. Hommann. Phillipsburg, H. Budd Howell. Plainfield. Henry M. Maxson. Rahway, D. B. Corson. Red Bank, Charles D. Warner. Salem, Robert Gwynne, jr. South Amboy, W. L. Heineken.3 Trenton. B. C. Gregory. - Union (i. e., Town of Union. Hudson County), Otto Ortel.5 3 Principal. 4 Principal; post-office. Weehawken. NAME REGISTER. 643 II. — City Superintendents — Continued. NEW MEXICO. Santa Fe, John P. Victory. NEW YORK. Albany, Charles W. Cole. Albion, Freeman A. Greene. Amsterdam, J. W. Kimball, John G. Serviss. Auburn, Benjamin B. Snow. Batavia, John Kennedy. Binghamton, Marcus W. Scott. Brooklyn, William H. Maxwell. Buffalo, Henry P. Emerson. Canandaigua, Henry L. Taylor. Catskill, Edwin S. Harris. Cohces, George E. Dixon. College Point, - - . Co ning, Leigh R. Hunt. Cortland, C. V. Coon. Dunkirk, J. W. Babcock. Edgewater, J. J. Kenney.1 Elmira, Elias J. Beardsley. Flushing, District No. 5,W. C. Ingalls. Flushing, DistrictNo. 7, Mary L. Lyles. Fulton, B. G. Clapp.2 Geneva, William H. Truesdale. Glens Falls, Sherman Williams. Gloversville, James A. Estee. Green Bush, H. R. Jolley. Green Island, James Heatley. Ha er straw, L. O. Markham.2 Hempstead, Albert C. Almy.2 Hoosick Falls, A. G. Clements. Hornellsville, William R. Prentice. Hudson, William S. Hallenbeck. Ilion. Judson I. Wood. Ithaca, Luther C. Foster. Jamaica, District No. 4. William J. Ballard. Jamaica, District No. 7, Cyrus E. Smith. Jamestown, Rovillus R. Rogers. Johnstown. William S. Snyder. Kingston. Charles M. Ryon.3 Lansingburg, George F." Sawyer. Little Falls, Thomas A. Caswell. Lockport, Emmet Belknap. Long’ Is' and City, John E. Shull. Lyons, W. H. Kinney. Malone, S rah L. Perry. Matteawan, Walter S. Allen.2 Medina, Henry Pease. Middletown, names F. Tuthill. Mount Vernon, A. B. Davis. New Brighton, J. J. Kenney.4 New Rochelle, Isaac E. Young. New York, John Jasper. Newburg, R. V. K. Montfort. 1 School commissioner; post-office, New Brighton. ^Principal. ^Superintendent of the “Kingston school district,” which does not include the entire city. NEW YORK — continued. Niagara Falls, N. L. Benham. North Tonawanda, Clinton S. Marsh. Norwich, Elbert W. Griffith. Nyack, Ira H. Lawton. Ogdensburg, Barney Whitney. Olean, Fox Holden. Oneida, F. W. Jennings.2 Oneonta, Nathaniel N. Bull. Oswego, George E. Bullis. Owego, Edwin P. Recordon. Peekskill, Drum Hill District (district No. 7), John Millar. Pe kskill, Oakside District (district No. 8), A. D. Dunbar. Penn Yan, F. T. Shultz. Plattsburg, James G. Riggs. Port Chester, John C. Rockwell. Port Jervis, John M. Dolph. Port Richmond, Orry H. Hoag. Poughkeepsie, Edward Burgess. Rochester, Milton Noyes. Rome, W. D. Manro. Saratoga Springs, Thomas R. Kneil. Saugerties, Fred N. Moulton. Schenectady, S. B. Howe. Seneca Falls, F. S. Porter. Sing Sing, J. Irving Gorton. Syracuse, A. B. Blodgett. Tonawanda, F. J. Diamond. Troy, Edwin E. Ashley. Utica, George Griffith. Waterford, Alexander Falconer. Waterloo, F. C. Wilber.2 Watertown, William G. Williams. Waverly, P. M. Hull.2 West Troy, James R. Main/' White Plains, Charles A. Genung.2 Whitehall, W. W. Howe. Yonkers, Charles E. Gorton. NORTH CAROLINA. Asheville, J. D. Eggleston, jr. Charlotte, Alexander Graham Concord, J. F. Shinn. Durham, Edwin W. Kennedy. Fayetteville, B. C. Mclver. Goldsboro, Logan D. Howell. Henderson, J. B. White.0 New Berne, John S. Long. Raleigh, Edward P. Moses. Salisbury, R. G. Kizer. Wilmington, M. C. S. Noble. Winston, John J. Blair. NORTH DAKOTA. Fargo, Darius Steward. Grand Forks, C. H. Clemmer. 4 School commissioner. 6 School Commissioner; post-office, Guilder- land. 6 Chairman of the school committee. 644 EDUCATION REPORT, 1891-92. II. — City Superintendents — Continued. OHIO. Akron, Elias Fraunfelter. Alliance, John E. Morris. Ashtabula, J. S. Lowe. Avondale, A. B. Johnson. Bellaire, Benjamin T. Jones. Bellefontaine, Henry Whitworth. Brooklyn, Charles M. Knight. Bucyrus, E. M. Hamilton. Cambridge, E. L. Abbey. Canton, James J. Burns. Chillicothe, E. S. Cox. Cincinnati, William H. Morgan. Circleville, M. H. Lewis. Cleveland, - - - Columbus, J. A Shawan. Dayton. W. J. White. Defiance, J. W. Mclnnis. Delaware, D. E. Cowgill. Lelphos, E. W. Hastings. East Liverpool, S. D. Sanor. Elyria, Henry M. Parker. Findlay, J. W. Zeller. Fostoria, H. L. Frank. Fremont, W. W. Ross. Galion, A. W. Lewis. Gallipolis, J. B. Mohler. Greenville, - . Hamilton, C. C. Miller. Ironton, M. C. Smith. Jackson, J. E. Kinnison. Kenton, E. P. Dean. Lancaster, Elijah Burgess. Lima, J. M. Greenslade. Lorain, F. D. Ward. Mansfield, J. W. Knott. Marietta, W. W. Boyd. Marion, Arthur Powell. Martins Ferry, F. Gillum Cromer. Massillon, E. A. Jones. Middletown, B. B. Harlan. Mount Vernon, Lewis D. Bonebrake Nelsonville, Fletcher S. Coultrap. New Philadelphia, G. C. Maurer. Newark, J. C. Hartzler. Niles, F. J. Roller. Norwalk, A. D. Beechy. Oberlin, George W. Waite. Paines ville, George W. Ready. Piqua, C. W. Bennett. Pomeroy, Morris Bowers. Portsmouth, Thomas Vickers. Salem, M. E. Hard. S ndusky, E. J. Shives. Sidney, M. A. Yarneil. Springfield, William H. Weir. Steubenville, Henry Ney Mertz. Tiffin, J. H. Snyder. Toledo. Harvey W. Compton. Troy, C. L. Van Cleve. Urbana, W. McK. \ anee. Van Wert, W. T. Bushman. 1 Secretary of school board. OHIO — continued. Warren, R. S. Thomas. Washington C. H., N. H. Chaney. Wellston, Timothy S. Hogan. Wellsville, J. L. MacDonald. West Cleveland, J. M. Talbott. Wooster, Charles Haupert. Xenia, Edwin B. Cox. Youngstown, F. Treudley. Zanesville, W. D. Lash. OKLAHOMA. Oklahoma, E. L. Hallock. OREGON. Astoria, R. N. Wright. Portland, I. W. Pratt. Salem, E. H. Anderson. PENNSYLVANIA. Allegheny, John Morrow. Allentown, Francis D. Raub. Altoona, D. S. Keith. Archbald, R. N. Davis. Ashland, William C. Estler. Beaver Falls, J. M. Reed. Bethlehem, Thomas Farquhar. Bloomsburg, L. P. Sterner. Braddock, John S. Keefer. Bradford, Henry Rupp Roth. Bristol, Matilda S. Booz. Butler, Ebenezer Mackey. Carbondale, John J. Forbes. Carlisle, C. P. HumrichJ Maggie Lan¬ dis.2 Chambersburg, William H. Hocken- berry. Chester, Charles F. Foster. Columbia, S. H. Hoffman. Connellsville, W. G. Gaus.2 Conshohocken, J. Horace Landis. Corry, A. D. Colegrove. Danville, W. D. Steinbach*- DuBois, W. W. Fell. Dummore, John E. Williams. Easton, William W. Cottingham. Erie, H. C. Messimer. Fran -din, N. P. Kinsley. Greensburg, H. B. Twitmyer. Harrisburg, Lemuel O. Foose. Ha leton, David A. Harman. Homestead, John C. Kendall. Huntingdon, William M. Benson. Johnstown, T. B. Johnston. Lancaster, R. K. Buehrle. Lansford, - . Lebanon, Cyrus Boger. Lock Haven, John A. Robb. McKeesport, H. F. Brooks. 2 Principal. NAME REGISTER. 645 II. — City Superintendents — Continued. Pennsylvania — continued. Mahanoy City, Frank Seward Miller. Mauch Chunk, James J. Bevan. Meadville, Henry V. Hotchkiss. Middletown, H. H. Weber. Milton, S. O. Goho. Monongahela City, E. W. Dabby.1 Mount Carmel, Samuel H. Dean. Nanticoke, Clarence B. Miller. New Brighton, J. Burdette Richey. New Castle, William J. Shearer. Norristown, Joseph K. Gotwals. Oil City, C. A. Babcock. Olyphant. M. W. Cumming. Philadelphia, Edward Brooks. Phccnixville, MaryJF. Leister. Pittsburg, George J. Luckey. Pittston, Robert Shiel.2 Plymouth (borough , Irving A.Heikes, Pottstown, William W. Rupert. Pottsville, B. F. Patterson. Reading, Samuel A. Baer. Renovo, D. M. Brungard. Scranton. George W. Phillips. Shamokin, William F. Harpel. Sharon, J. W. Canon. Sharpsburg, E. B. McRoberts. Shenandoah, Martin P. Whitaker. South Bethlehem. OwenR. Wilt, South Chester,3 A. G. C. Smith.1 South Easton,5 Samuel E. Shull, Steelton, L. E. McGinnis. Sunbury, C. D. Oberdorf. Tamaqua, Robert T. Ditchburn, Tarentum, B. S, Hunnell. Titusville, Robert D. Crawford. Towanda, Minor Terry. Tyrone, C. E. Kauffman. Uniontown, Lee Smith.1 Warren, W. L. MacGowan. Washington, A. G. Braden. West Chester, Addison Jones. Wilkesbarre, James M. Coughlin, Wilkinsburg, J. D. Anderson. Williamsport, Samuel Transeau. York, Atreus, Wanner. RHODE ISLAND. Bristol, J. P. Reynolds. Central Falls, Frank O. Draper. East Providence, George N. Bliss. Newport, Benjamin Baker. Olneyville, Nathan M. Wright. Pawtucket, Gilman C. Fisher. Providence, Horace S. Tarbell. Westerly, W. R. Whittle.1 Woonsocket, F. E. McFee. SOUTH CAROLINA. Charleston, Henry P. Archer. Columbia, D. B. Johnson. 1 Principal. 2 Supervising principal. 3 Post-office, Chester. SOUTH CAROLINA — continued. Greenville, William S. Morrison. Spartanburg, P. T. Brodie. SOUTH DAKOTA. Sioux Falls, A. M. Rowe. TENNESSEE. Chattanooga, A. T. Barrett. Clarksville, J. W. Graham. Columbia, J. G. Meadors. Jackson, Thomas H. Paine. Johnson City, R. H. Freeland. Knoxville, Albert Ruth. Memphis, George W. Gordon. Nashville, Z. H. Brown. TEXAS. Austin, John B. Winn. Brenham, E. W. Tarrant. Brownsville, J. F. Cummings. Corpus Christi, Charles W. Crossley. Corsicana, J. T. Hand. Dallas, J. L. Long. Denison, William Gay. El Paso, W. H. Savage. Fort Worth, P. M. White. Gainesville, E. F. Comegys. Galveston. Oscar H. Cooper. Greenville, J. H. Van Amburg. Houston, W. S. Sutton. Laredo, F. A. Parker. Marshall, Chesley F. Adams. Palestine, P. V. Penny packer. Paris, J. G. Wooten. San Antonio. J. E. Smith. Sherman. W. Leonard Lemmon. Temple, J. E. Blair. Tyler, John A. Boon. Waco, Charles T. Alexander. UTAH. Logan, Ida J. Cook. Ogden City, R. 8. Page.2 Provo City, William S. Rawnugs Salt Lake City, J. F. Millspaugh. VERMONT. Barre, O. D. Mathewson. Brattleboro, James H. Babbitt. Burlington, Henry O. Wheeler. Rutland, Edward L. Temple. St. Albans, F. W. Whippen. VIRGINIA. Alexandria, Kosciusko Kemper. Charlottesville, F. W. Lane. Danville, John A. Herndon. Fredericksburg, E. M. Crutchfield. 4 County superintendent ; post-office, Media. 6 Post-office, Easton. 646 EDUCATION REPORT, 1891-92. II. — City Superintendents — Continued. VIRGINIA— continued . Lynchburg, E. C. Glass. Manchester, A. H. Fitzgerald.1 Newport News, J. H. Crafford.2 Norfolk, K. C. Murray. Petersburg, D. M. Brown. Portsmouth, - Jacobs. Richmond, William F. Fox. Roanoke, Rush U. Derr. Staunton, John H. Bader. Winchester, Maurice M. Lynch. WASHINGTON. Fairhaven, C. W. Albright. New Whatcom, G. B. Johnson. Olympia, B. W. Brintnall. Port Townsend, O. B. Grant. Seattle, Frank J. Barnard. Spokane Falls, D. Bemiss. Tacoma, H. M. James. Wallawalla, R. C. Kerr. WEST VIRGINIA. Charleston, George S. Laidley. Huntington, James M. Lee. Martinsburg, J. A. Cox. Parkersburg, W. M. Straus. Wheeling, W. H. Anderson. WISCONSIN. Antigo, John E. Martin. Appleton, M. R. Winslow. Ashland, J. M. Turner. Baraboo, E. C. Wiswall. 'Principal. WISCONSIN — continued . Beaver Dam, James J. Dick. Beloit, C. W. Merriman. Berlin, Perry Niskern. Chippewa Falls, R. L. Barton. Eauclaire, J. K. McGregor. Fond du Lac, Ed. McLoughlin. Fort Howard, A. W. Burton. Green Bay, - McMahon. Janesville, D. D. Mayne. Kaukauna. H. S. Cooike. Kenosha, D. A. Mahoney. Lacrosse, Albert Hardy. Madison. R. B. Dudgeon. Manitowoc, H. Evans. Marinette. J. F. Powell. Menasha, M. M. Schoetz. Menomonee, Judson E. Hoyt. Merrill, - . Milwaukee, George W. Peckham. Neenah, J. N. Stone. Oconto, Elrrer E.Carr, Oshkosh, Rufus H. Halsey. Portage, A. C. Kellogg. Racine, O. C. Seely e. Sheboygan, George Heller. Stevens Point, Henry A. Simonds. Superior, A. W. Rankin. Watertown, C. F. Viebahn. Waukesha, George H. Reed. Wausau, William R. Moss. White Water, T. B. Pray. WYOMING. Cheyenne, James O. Churchill. Laramie, F. W. Lee. 2 County superintendent; post-office, Lee Hall. III. — College Presidents. I. — Colleges for males and coeducational colleges of liberal arts. Name of president. University or college. Address. Arthur W. McGaha, D. D _ _ A. S. Andrews, D. D., ll. d_ George R. McNeill, a. m_ _ _ _ Henry J. Willingham, a. b _ J. M. Bledsoe _ Charles L. Puree, D. D _ James Lonergan, S. J _ R. C. Jones, LL. D _ Theo. B. Comstock, sc. d __ John W. Conger, a. m _ Eugene R. Long, ph. d _ A C. Millar, A. M _ M L. Curl, D. D _ Thomas Mason, A. M., D.D_ . Martin Kellogg, a. m _ Howard College _ Southern University - La Fayette College _ Lineville College _ Scottsboro College - Selma University _ Spring Hill College _ University of Alabama _ University of Arizona _ Ouachita Baptist College _ Arkansas College _ Hendrix College _ Little Rock University _ Philander Smith College University of California _ East Lake, Ala. Greensboro, Ala. La Fayette, Ala. Lineville. Ala. Scottsboro. Ala. Selma, Ala. Spring Hill, Ala. University, Ala. Tucson. Ariz. Arkadelphia, Ark. Bates ville, Ark. Conway, Ark. Little Rock, Ark. Do. Berkeley, Cal. NAME REGISTER. 647 III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. Wm. Henslee,A. b _ W. C. Sawyer, PH. D. , act¬ ing pres. James C. Keith, a. b . . . A. J. Meyer, C. M _ J.N. Beard. D. D . . S. B. Morse. d.d_ . . Brother Cianan _ Edward Allen, s. J _ Joseph Riordan, s. J _ J. S. Austin, a.m _ D. S. Jordan, PH. D., LL. D__ J. P. Widney, a. m., m. d - W. J. Ham, a.m _ Henry D. McAneney, A. M_ - j James H. Baker. LL. D _ j Wm. F. Slocum, jr., ll.d . J Horatio S. Beavis, a. m., ph. B. Wm. F. McDowell, ph. d.. S. T. B. George W. Smith, d. d., ll. D. B. P. Raymond, D. d., ll. D_ Timothy Dwight, D. d., I LL. D. Albert N. Raub, PH. D _ j James C. Welling*, ll. d _ J. Havens Richards, s. J _ Jeremiah E. Rankin, D. d., ll. D. E. M. Gallaudet. ph. d., LL. D. John F. Forbes, ph. d _ W. F. Melton, a. m _ A. F. Lewis, a.m _ Charles G. Fairchild _ Wm. E. Boggs D.D.,LL. D__ Horace Bumstead, D. D _ Frank J. Amis, B. s _ Lamont Gordon. B. s _ J. B Gambrel!, D. D _ W. A. Candler, d. d _ D. C. John, D. D _ C. C. Spence a. b _ Franklin B. Gault _ J. G. Evans, d. d., ll. d.-. Wm. H. Wilder, a. m., d. d_ M I. Marsile, c. S. v _ James E. Rogers, D. d., ph. d. University or college. Address. Pierce Christian College University of the Pacific College City, Cal. College Park. Cal. Washington College _ St. Vincent’s College _ Napa College _ California College _ St. Mary’s College _ St. Ignatius College _ Santa Clara College _ Pacific Methodist College _ Leland Stanford Junior University. University * of Southern California. San Joaquin Valley Col¬ lege Hesperian College _ University of Colorado - Colorado College _ Presbyterian College of the Southwest. University of Denver _ Trinity College _ Irvington, Cal. Los Angeles, Cal. Napa, Cal. Oakland. Cal. Do. San Francisco, Cal. Santa Clara. Cal. Santa Rosa, Cal. Stanford University, Cal. University, Cal. Wood bridge, Cal. Woodland, Cal. Boulder. Colo. Colorado Springs, Colo. Del Norte, Colo. University Park, Colo. Hartford. Conn. Wesleyan University Yale University _ Middletown. Conn. New Haven. Conn. Delaware College _ Columbian University _ Georgetown University _ Howard University _ Newark, Del. Washington. D. C. Do. Do. National Deaf Mute Col¬ lege. John B. Stetson University. Florida Conference Col¬ lege. Seminary West of the Su¬ wannee River. Rollins College _ University of Georgia _ Atlanta University _ Bowdon College _ Buford College _ Mercer University _ Emory College - Cl .rk University _ Young Harris College - University of Idaho _ Hedding College _ Illinois Wesley anU niver sity St Viateur’s College _ Blackburn University _ Do. De Land. Fla. Leesburg. Fla. Tallahassee. Fla. Winter Park, Fla. Athens. Ga. Atlanta. Ga. Bowdon, Ga. Buford. Ga. Macon, Ga. Oxford. Ga. South Atlanta, Ga. Young* Harris. Ga. Moscow. Idaho. Abingdon. 111. Bloomington, Ill. Bourbonnais Grove, Ill. Carlinviile, Ill. 648 EDUCATION REPORT, 1891-92. III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Holmes Dysinger, D. D _ Andrew S. Draper _ Thomas S. Fitzgerald, s. J- Wm. R. Harper, PH. D., d. d Daniel Irion _ Carl Johann, A. M., LL. D_ . _ Henry W. Rogers. LL. D - J. A. Leavitt - J. H. Breese, PH. D _ J. H. Finley, A. M _ John V. N Standish, PH. d _ John E Bradley, PH. D - JohnM. Coulter, ph. d., ll. d. Morris L Barr. a. B _ A. E. Turner, A. M _ J. B. McMichael, D. D _ H. J Kiekhoefer. a. m _ B. W. Baker. A. M _ Nicholas Leonard, o. s. F Olof Olsson _ Hugoline Storff, o. S. F _ A. A Kendrick, D. D _ W. H. Klinefelter, D. D _ Chas. A. Blanchard _ Joseph Swain, LL. D _ Geo. S. Burroughs, PH. D., D. D. Andrew Baepler . . William T. Stott, D. D _ John P. D. John, D. D _ D. W. Fisher, D, D., LL. D_ . _ W. H. D vis . . . Scot Butler, A. M _ L. J. Aldrich. A. M., D. D _ John H. Martin, A. M., D. D _ Andrew Morrissey, C. S. C _ _ Joseph J. Mills, A. M., ll. d . George Hmdley _ Fin tan Mundwiler. o. s. B _ T. C. Reade, A. M _ James Marshall, A. M., D. D_- Frederiek Schaub, A. M _ W. W. Chandler, ph.d - Wm. S. Perry, D. D., LL. D., D. c. L. Laur. Larsen _ H. L. Stetson, d. d _ B. O. Ayleswor h _ Ambrose C. Smith, d.d _ John W. Bissell, A. M., D. D- _ George A. Gates, d. d _ Alexander G. Wilson, D. D_. Fleteher Brown. A. M., B. D _ Charles A. Schaeffer, ph. d. Friedrich Munz, a. m _ C. L. Stafford d. d _ Wm. F. King, ll. d _ Carthage College _ University of Illinois _ St. Ignatius College _ University of Chicago _ Evangelical Proseminary _ Eureka College _ Northwestern University _ Ewing College _ Northern Illinois College _ Knox College _ Lombard University _ Illinois College _ Lake Forest University _ J McKendree College _ Lincoln University _ Monmouth College _ Northwestern College _ Chaddock College _ St. Francis Solanus College Augustana College - 1 St. Joseph s Diocesan Col¬ lege. Shurtleff College _ j Westfield College _ Wheaton College _ Indiana University _ Wabash College _ Concordia College _ _ _ Franklin College _ De Pauw University _ Hauover College _ Hartsville College _ Butler University _ Union Christian College Moore's Hill College _ University of Notre Dame. Earlham College _ 1 Ridge ville Co. lege - St. Meinrad s College _ Taylor University _ Coe College _ German English College - . Amity College _ Griswold College _ Luther College _ Des Moines College _ Drake University _ Parsons College _ Upper Iowa University _ Iowa College _ Lenox College - Simp on College - State University of Iowa _ German College _ Iowa Wesleyan University - Cornell College - Carthage, Ill. Champaign. Ill. Chicago, Ill. Do. Elmhurst, Ill. Eureka, IIP Evanston, Ill. Ewing, Ill. Fulton, Ill. Galesburg, Ill. Do Jacksonville, Ill. Lake Forest, Ill. Lebanon. Ill. Lincoln, Ill. Monmouth, Ill. Naperville, Ill. Quincy, Ill. Do. Rock Island, Ill. Teutopolis, Ill. Upper Alton, Ill. Westfield, Ill. Wheaton, Ill. Bloomington, Ind. Crawfordsville. Ind Fort Wayne. Ind. Franklin. Ind. Greencastle. Ind. Hanover. Ind. Hartsville, Ind. Irvington, Ind. Merom, Ind, Moore’s Hill, Ind. Notre Dam , Ind. Richmond. Ind. Ridge ville. Ind. St. Meinrad, Ind. Upland Ind. Cedar Rapids, Iowa. Charles City, Iowa. College Springs, Iowa Davenport Iowa. Decorah, Iowa. Des Moines, Iowa. Do. Fairfield. Iowa. Fayette Iowa. Grinnell. Iowa. Hopkinton Iowa. Indianola, Iowa. Iowa City. Iowa. Mount Pleasant, Iowa Do. Mount \ ernon, Iowa. NAME REGISTER. 649 III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal certs — Continued. Name of president. J. M. Atwater, A. M _ Absalom Rosenberger, University or college. Address. _ Oskaloosa College A. Penn College _ Oskaloosa, Iowa. Do. B., LL. B. John Stuart, B. D., PH. D — William Brush, D. T> - John M. Linn, A. M - Wm. M. Brooks, A. M - A. P. Punkhouser _ George Grossmann _ Jacob A. Clutz, D. D - Innocent Wolf,0. S.B.,D. D. Wm. A. Quayle, A. M _ J. D. Hewitt, D. D _ J. A. Weller, D. d _ S. Ensminger, acting - E. J. Hoenshel _ F. H. Snow, PH. D., LL. D O. B. Whitaker _ C. A. Swensson, A. M - F. W. Colegrave, A. M - Edward A. Higgins, s. J — Aaron Schuyler, LL. D _ F. M. Spencer, D. D - ! Peter Me Vicar, A. M., D. D- A. S. Miller, A. M., PH. D __ Milton E. Phillips, D. D - Wm. G. Frost, PH. D _ Wm. A. Obenchain, a. m.-_ W. C. Young, D. D., LL. D_ - W. S. Giltner, A.M _ D. F. Boyd _ A. C. Davidson d. d _ J. W. Hardy _ _ Milton Elliott _ Charles L. Loos _ L. H. Blanton, D. D _ W. S. Ryland, D. D _ D. W. Batson, A. M _ J. W. Nicholson, a. m _ James H. Blenk, s. M _ W. L. C. Hunnicutt, D. D_-_ C. W. Tomkies _ Henry L. Hubbell, D. D _ D. McKiniry, s. J _ E. C. Mitchell, D. D _ L. G. Adkinson, d. d _ Oscar Atwood, A. M _ Wm. P. Johnston, ll. D _ William De Witt Hyde, d.d_ Oren B. Cheney, D. D _ B. L. Whitman, A.M _ j Central University of Iowa_ University of the North- ! west. Buena Vista College _ Tabor College _ Western College _ Wartburg College _ Midland College _ St. Benedict's College _ Baker University _ College of Emporia _ Central College - j Highland University - ! Campbell University - ; University of Kansas - i Lane University _ i Bethany College _ j Ottawa University - j St. Mary’s College _ Kansas Wesleyan Univer- | sity. Cooper Memorial College J Washburn College - 1 Wichita University _ ! Southwest Kansas College.; Berea College _ Ogden College _ Centre College _ Eminence College _ Kentucky Military Insti¬ tute. Georgetown College _ South Kentucky College _ _ Garrard College _ Kentucky University _ Central University - Bethel College - St. Mary's College - Kentucky Wesleyan Col¬ lege. Louisiana State Univer¬ sity. Jefferson College _ Centenary College of Lou- | isiana. Keachie College _ Lake Charles College _ College of the Immaculate Conception. Leland University _ New Orleans University Straight U niversity _ Tulane University _ Bowdoin College - Bates College _ Colby University _ Pella, Iowa. Sioux City, Iowa. Storm Lake, Iowa, Tabor, Iowa. Toledo, Iowa. Waverly, Iowa. Atchison, Kans. Do. B ddwin, Kans. Emporia, Kans. Enterprise, Kans. Highland, Kans. Holton, Kans. Lawrence, Kans. Lecompton, Kans. Lindsborg, Kans. Ottawa, Kans. St. Mary’s, Kans. Salina, Kans. Sterling. Kans. Topeka, Kans. Wichita, Kans. Winfield, Kans. Berea, Ky. Bowling Green, Ky. Danville, Ky. Eminence. Ky. Farmdale, Ky. Georgetown, Ky. Hopkinsville, Ky. Lancaster, Ky. Lexington, Ky. Richmond. Ky. Russellville, Ky. St. Marys, Ky. Winchester, Ky. Baton Rouge, La. Convent, La. Jackson, La. Keachie, La. Lake Charles, La. New Orleans, La. Do. Do. Do. Do. Brunswick, Me. Lewiston. Me. Waterville. Me. 650 EDUCATION REPORT, 1891-92. III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. Thomas Pell, PH. D., LL. D__[ D. C. Gilman, LL. D - 1 John A. Morgan, S. J - j Francis J. Wagner, D. D — Charles W. Reid, PH. D - Brother Maurice _ F. L. M. Dumont, D. D _ Edward P. Allen, D. D _ A. M. Jelly, D. D _ Thomas H. Lewis, A. m.,d.d_ Merrill E. Gates, PH. D., LL. St. John's College _ Johns Hopkins Univer¬ sity. Loyola College _ Morgan College _ Washington College _ Rock Hill College _ St. Charles College _ Mount St. Mary's College _ New Windsor College _ Western Maryland College Amherst College - Annapolis, Md. Baltimore, Md. Do. Do. Chestertown, Md. Ellicott City. Md. Do. Mount St. Marys. Md. New Windsor, Md. Westminster, Md. Amherst, Mass. r., L. H. D. Edward I. Devitt, s. J - YV illiam F. Warren, LL. D. Charles W. Eliot, LL. D-_- Samuel H. Lee _ Elmer H. Capen, D. D - Franklin Carter, PH. D., LL. D. G. Stanley Hall, ph. d., LL. D. Edward A. McGurk, s. J_.. J. F. McCulloch, a. M., ph.b _ L. R. Fiske, D. D., LL. D — A ugust F. Bruske, D. D - James B. Angell. LL. D — j Wm. W. Prescott, A. M _ ! M. A. Breed, A. B - M. P. Dowling, S. J _ Daniel Fulcomer, A. M - j George F. Mosher, LL. D-_-| Gerrit J. Kollen, A. M - j A. G. Slocum, LL. D - ; W. G. Sperry, D. D - Bernard Locnikar, O. P. B_. Lewis A. Pier, A. M - George H. Bridgman, D. D_ Georg Sverdrup _ Cyrus Northrop, LL. D _ John Schaller _ j James W. St ong, D. D _ , Thorbj rn N. Mohn _ Adam Ringland, D. D _ Franz L. Nagler, D. D _ Matthias Wahlstrom, A. M_ Gideon A. Burgess, A. M _ j R. A. Venable, D.D _ J C. A. Huddleston, A. M _ j Charles E. Libbey, s.T. D W. B. Murrah, D. D _ Robert B. Fulton, a. m _ W. H. Pritchett, a. m _ R. E. L. Burks, a. M _ Boston College _ _ _ Boston U niversity - Harvard University _ j French Protestant College Tufts College _ j Williams College _ Clark University _ j College of the Holy Cross. Ad rian College _ Alb on College _ Alma College _ University of Michigan. .. Battle Creek College _ Benzonia College _ | Detroit College _ Western Michigan College Hillsdale College _ Hope College _ Kalamazoo College _ Olivet College _ St. John's University _ Northwestern Christian College. Hamline University _ Augsburg Seminary _ University of Minnesota .. Dr. Martin Luther College . Carle ton College _ St Olaf College - - Macalester College _ St. Paul's College _ Gustavus Adolphus Col¬ lege. Parker College _ Mississippi College _ Cooper - Huddleston Col¬ lege. Rust University _ Mil saps College _ ; University of Mississippi J Northwest Missouri Col¬ lege. Southwest Baptist College . Boston, Mass. Do. Cambridge, Mass. Springfield. Mass. Tufts College, Mass. Williamstown, Mass. Worcester, Mass. Do. Adrian, Mich. Albion, Mich. Alma, Mich. Ann Arbor. Mich. Battle Creek, Mich. Benzonia. Mich. Detroit. Mich. Grand Rapids, Mich. Hillsdale. Mich. Holland, Mich. Kalamazoo, Mich. Olivet, Mich. College ville, Minn. Excelsior, Minn. Hamline, Minn. Minneapolis, Minn. Do. New Ulm, Minn. Northfield, Minn. Do. St. Paul, Minn. St. Paul Park, Minn. St. Peter, Minn. Winnebago City, Minn. Clinton, Miss. Daleville, Miss. Holly Springs, Miss. Jackson, Miss. University, Miss. Albany, Mo. Bolivar, Mo. NAME REGISTER. 651 III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. Will Z. Long, A. M - G. A. Hoffmann _ Francis V. Nugent - Salem G.P ttison _ Richard H. Jesse, ll. d - W. H. Lowry, B. L - J. D. Hammond, D. D _ Wm. Hoge Marquess _ _ Chas. C. Hemenway - J. H. Selden, A. M - J. T. Aldridge _ J. F. Cook, A. M., LL. D _ H. G. King _ J. P. Greene, D. D., ll.d__. Wm. H. Black, D. D _ J. B. Ellis _ C. C. Woods, D. d _ L. M. McAfee _ James A. L nius _ Brother Paulian, F. S. C _ Joseph Grimmelsman, s. J-- WinfieldS. Chaplin, ll.d.. C. D. Adams, ph. d., acting. J. A. Thompson, A. M _ F. A Z. Kumler,. A. M _ H. A. Koch, D. D _ James Reid, A. B - David R. Kerr, PH. d., D. d. David R. Dungan, A. M _ David B. Perry, A. M _ A. J. Mercer, A. M _ James H. Canfield, LL. D_._ H. K. Warren, a. m _ James F. X. Hoeffer, S. J _ Isaac Crook, D. D _ J. George, A. M _ _ Stephen A. Jones, PH. D _ W. J. Tucker, d. d., ll. d. _ Ernest Helmstetter _ Austin Scott, ph. d, ll. d. - Francis L. Patton, d. d., ll.d. Wm. F. Marshall, A. M _ F. H. Guicheteau, s. P. M .. E. S. Stover _ Arthur E. Main, D. D _ Joseph F. Butler, o. s. F ... Robert B. Fairbairn, d. d., ll. D. David H. Cochran, ph. d. LL. D. Brother Jerome, o. s. F _ J. A. Hartnett, c. M . . . University or college. Pike College _ Christian University _ St. Vincent’s College _ Carthage Collegiate Insti¬ tute. University of the State of Missouri. Grand River College _ Central College _ Westminster College _ i Pritchett School Institute _ Ozark College _ Western College - La Grange College - - Lawson Presbyterian Col¬ lege. William Jewell College _ Missouri Valley College _ Morrisville College - Scarritt Collegiate Insti¬ tute. Park College _ St. Charles College _ ! College of the Christian | Brothers. St. Louis University _ Washington University. _.! Drury College _ Tarkio College _ Avalon College _ Central Wesleyan College . College of Montana _ University of Omaha _ Cotner U niversity _ Doane College _ Fairfield College _ University of Nebraska _ Gates College _ Creighton University _ Nebraska Wesleyan Uni¬ versity. York College _ State University of Nevada Dartmouth College _ St. Benedict's College _ Rutgers College _ College of New Jersey _ Seton Hall College _ College of theSacred Heart University of New Mexico _ Alfred University _ St Bonaventure's College. St. Stephen s College _ Polytechnic Institute of j Brooklyn. St. Francis College _ St. .John’s College _ Address. Bowling Green, Mo. Canton, Mo. Cape Girardeau, Mo. Carthage, Mo. Columbia, Mo. Edinburg, Mo. Fayette, Mo. Fulton, Mo. Glasgow, Mo. Greenfield, Mo. La Belle. Mo. La Grange, Mo. Lawson, Mo. Liberty, Mo. Marshall. Mo. Morrisville, Mo. Neosho, Mo. Parkville, Mo. St. Charles, Mo. St. Louis, Mo. Do. Do. Springfield, Mo. Tarkio, Mo. Trenton, Mo. Warrenton, Mo. Deer Lodge, Mont. Bellevue, Nebr. Bethany, Nebr. Crete, Nebr. Fairfield, Nebr. Lincoln, Nebr. Neligh, Nebr. Omaha, Nebr. University Place, Nebr. York, Nebr. Reno, Nev. Hanover, N. H. Newark, N. J. New Brunswick, N. J. Princeton, N. J. South Orange, N. J. Vineland, N. J. Alb n querq ue , N . Mex . Alfred Center. N. Y, Allegany, N. Y. Annandale N. Y Brooklyn. N. Y. Do. Do. 652 EDUCATION REPORT, 1891-92. III.— College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. John I. Zahm, s. J _ Alpheus B. Hervey, PH. D M. Woolsey Stryker, D. D Eliphalet N. Potter, s. t. D., LL. D., D. C. L. University or college. Canisius College _ St. Lawrence University _ . Hamilton College _ Hobart College _ N. L. Andrews _ j Colgate University Jacob G. Schurman, sc. D., j Cornell University LL. D. George H. Ball, D. D. - Wm. O’B. Pardow, s. J _ Alexander S. Webb, LL. D _ Seth Low, LL. D - Brother Anthony - Thomas J. Gannon, s. J - H. M. MacCracken, D. D., LL. D. P. V . Kavanagh, c. M _ Keuka College _ College of St. Francis Xavier College of the City of New York. Columbia College _ Manhattan College _ St. John s College _ University of the City of New York. Niagara University _ David J. Hill, ll. d _ Andrew V. V. Raymond, D. D. James R. Day, D. D - George T. Winston, ll. d _ D. J. Sanders, D. D - J. B. Shearer, D.D., LL. D_-_ John F. Crowell, LITT. D _ L. Lyndon Hobbs, A. M _ J. D. Shirey, A. M - J. C. Clapp, D. D - R. L. Abernethy, A. M., D. D_ University of Rochester. Union University _ Syracuse University _ University of North Caro¬ lina. Biddle University - Davidson College - Trinity College _ Guilford College _ North Carolina College Catawba College _ Shaw University _ Rutherford College - Chas. E. Taylor, D. D., LITT. B. H. F. Wogan, PH. D., D. D__ Reuben A. Beard - Wm. H. Becker, LL. B - W. Merrifield, A. M - M. V. B. Knox, D. D - Orello Cone, D. D _ Tamerlane P. Marsh, D. D .. D. C. Christner, D. D., ll. d_ Chas. W. Super, PH. D - Joseph E. Stubbs, d.d,, ll.d. Wm. Nast, D. D _ James Rogers, C. S. C _ H. A Schapman, s. J - W. O. Sproull,PH. D., LL. D.. H. J. Ruetenik. D. D _ Chas. F. Thwing, D. D _ Livingtone College - Wake Forest College _ Weaverville College - North Dakota University . Fargo College _ Rolla University - University of North Da¬ kota. Red River Valley Univer¬ sity. Buchtel College _ Mount Union College - Ashland University - Ohio University _ Baldwin University _ German Wallace College St. Joseph's College - St. Xavier College - University of Cincinnati Calvin College - Western Reserve Univer¬ sity. Address. Buffalo, N. Y. Canton, N. Y. Clinton, N. Y. Geneva, N. Y. Hamilton, N. Y. Ithaca, N. Y. Keuka College, N. Y. New York, N. Y. Do. Do. Do. Do. Do. Niagara University, N. Y. Rochester, N. Y. Schenectady, N. Y. Svracuse, N. Y. Chapel Hill, N. C. Charlotte, N. C. Davidson, N. C. Durham, N. C. Guii ord College, N. C. Mt. Pleasant, N. C. Newton, N. C. Raleigh, N. C. Rutherford College, N. C. Salisbury, N. C. Wake Forest, N. C. Weaverville, N. C. Bismarck, N. Dak. Far^o, N. Dak. Rolla, N. Dak. University, N. Dak. Wahpeton, N. Dak. Akron, Ohio. Alliance, Ohio. Ashland Ohio. Athens, Ohio. Berea. Ohio. Do. Cincinnati. Ohio. Do. Do Cleveland. Ohio. Do. NAME REGISTER. 653 III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. C. H. L. Schuette, A. M _ Wm. H. Scott, LL. D_ - - James W. Bashford, PH. D _ Wm. N. Yates, acting - Theodore Sterling, LL. D... Orvon G. Brown, A. M - D. B. Purinton, A. M., LL. D _ Fenton Gall, B. S _ Ely V. Zollars, LL. D _ S. M. Jamieson, D. D _ John W. Simpson, d.d.,ll.d W. A. Williams, D. D - Jesse Johnson _ WTm.G.Ballantine,D.D.,LL.D Wm. O. Thompson, D. D___ Geo. W. MacMillan, ph.d.,dd John M. Davis, PH. D - R. M. Freshwater, D. D., act¬ ing. Samuel A. Ort, D. D _ John A. Peters. D. D _ Thomas F. Moses, A.M., M.D Thomas J. Sanders, PH. D__ S. T. Mitchell, A. M., LL. D James B. Unthank, M. S _ S. F. Scovel, D. D _ Daniel A. Long, d. D., LL. d D. R. Boyd, A. M _ D. Atkins, d. d _ Chas. H. Chapman, PH. D._ Thomas McClelland, D. d. __ T. G. Brownson _ Thomas Newlin _ Wm. S. Gilbert, A. M _ Willis C. Hawley, A. M., acting. Capital University _ Ohio State University _ Ohio Wesleyan University Findlay College _ Kenyon College _ Twin Valley College _ Denison University _ Hillsboro College _ Hiram College _ Hopedale Normal College Marietta College _ Franklin College _ Muskingum College _ Oberlin College. _ Miami University _ Richmond College _ Rio Grande College _ Scio College _ Wittenberg College _ Heidelberg University _ Urbana University _ Otterbein University _ Wilberforce University _ Wilmington College _ University of Wooster _ Antioch College _ University of Oklahoma, __ Corvallis College _ University of Oregon _ Pacific University _ McMinnville College _ Pacific College _ Philomath College _ Willamette University _ Columbus, Ohio. Do. Delaware, Ohio. Findlay, Ohio. Gambier, Ohio. Germantown Ohio. Granville, Ohio. Hillsboro, Ohio. Hiram, Ohio. Hopedale, Ohio. Marietta, Ohio. New Athens, Ohio. New Concord, Ohio. Oberlin, Onio. Ox ord, Ohio. Richmond. Ohio. Rio Grande, Ohio. Scio, Ohio. Springfield, Ohio. Tiffin, Ohio. Urbana, Ohio. Westerville, Ohio. Wilberforce, Ohio. Wilmington. Ohio. Wooster. Ohio. Yellow Springs, Ohio. Norman. Okla. Corvallis. Oreg. Eugene, Oreg. Forest Grove, Oreg. McMinnville, Oreg. Newberg. Oreg. Philomath, Oreg. Salem, Oreg. W. J. Holland, PH. D., D. d. Theodore L. Seip, d. d _ E. B. Bierman, PH. d _ Leander Schnerr _ W. P. Johnston, A. M _ George E. Reed, D. D., LL.D_ C. E. Hyatt, c. E _ Henry T. Spangler, A. M___ Solomon F. Hogue _ E. D. Warfield, LL. D _ H.W. McKnight, D. d.,ll. d Theo. B. Roth _ Isaac C. Ketler, ph. d _ Isaac Sharp ess, sc. D. , LL. D John S. Stahr, PH. D., D. D_ John H. Harris, ph. d _ Isaac N. Rendall, d. d _ Western Universityof Pennsylvania. Muhlenberg College _ Lebanon Valley College. -- St. Vincent College _ Geneva College _ Dickinson College _ Pennsylvania Military College. Ursinus College _ Monongahela College _ Lafayette College _ Pennsylvania College _ Thiel College _ Grove City College _ Haverford College _ _ Franklin and Marshall Col¬ lege. Bucknell University _ Lincoln University _ _ Allegheny, Pa. Allentown. Pa. Annville, Pa. Beatty, Pa. Beaver Falls, Pa. Carlisle, Pa. Chester, Pa. Collegeville, Pa. East McKeesport, Pa. Easton, Pa. Gettysburg, Pa. Greenville, Pa. Grove Gity, Pa. Haverford, Pa. Lancaster, Pa. Lewisburg, Pa. Lincoln University, Pa. Brother Francis, o. s. F _ St. Francis College Loretto, Pa. 654 EDUCATION REPOET, 1891-92. III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. Wm. H. Crawford, D. D _ Aaron E. Gobble, A. M - R. G. Ferguson, D. D _ R. E. Thompson _ Brother isadore _ Charles C. Harrison _ E. M. Wood, D. D., LL. d - John T. Murphy, c. S. SP Charles De Garmo, PH. D __ Christopher A. McEvoy,0. S. A. James D. Moffat. d. d - E. B. Andrews, D. D.. LL. D - H. E. Shepherd, a. m.,ll. d _ E. C. Murray. A. M - Joseph W. Morris, a. m., LL. D. James Woodrow, ph. d., LL. D. W. M. Grier, D. D _ Charles Manly, D. D _ G. W. Holland, PH. D. , D. D , L. M. Dunton. D.D _ James H. Carlisle, LL. D - Wm. M. Blackburn. D.D J. W. Hancher, M. S., A. M _ W. I. Graham, A. M _ I. P. Patch _ Joseph W. Mauck, A. M - Albert T. Free, A. M _ J. Albert Wallace, D. D _ Isaac W. Joyce. D. D., LL. D _ Geo. ge Summey, D. D _ S. G. Gilbreath _ University or college. Allegheny College _ Central Pennsylvania Col¬ lege. Westminster College _ Central High School _ La Salle College _ University of Pennsylvania Ducuesne College - Holy Ghost College _ Swarthmore College - Villanova College - Washington and Jeffer¬ son College. Brown University _ College of Charleston _ Presbyterian College of South Carolina. Allen University - South Carolina College _ Erskine College _ Furman University _ Newberry College _ Claflin University _ Wofford College _ Pierre University _ Black Hills College _ Dakota Univer sity _ Redfield College _ University of South Da¬ kota. Yankton College _ King College _ U. S. Grant University _ Southwestern Presbyteri¬ an University. Hi wassee College - G. M. Savage, A. m.,ll.d J. S. McCulloch, d. d _ Chas. W. Dabney, jr., ph. D., LL. D. N. Green, LL. d _ T. H. M. Hunter, A. B _ S. W. Boardman. LL. d _ Brother Maurelian. _ _ S. Hopwood, A. M _ J. T. Henderson _ J. Braden, D. D _ E. M. Cravath, d. d _ Alfred Owen, D. D _ James H. Kirkland, ph. d _ . B Lawton Wiggins, A. M- _ _ W. M. Billingsley, a. m _ Southwestern Baptist Uni¬ versity. Knoxville College _ University of Tennessee. _.j Cumberland University _ Bethel College _ Maryville College _ Christian Brothers’ Col¬ lege. Milligan College _ Carson and Newman Col¬ lege. Central Tennessee College . Fisk University _ Roger Williams University Vanderbilt University _ University of the South . _ _ Burritt College _ . . Address. Meadville. Pa. New Berlin, Pa. New Wilmington, Pa. Philadelphia. Pa. Do. Do. Pittsburg, Pa. Do. Swarthmore, Pa. Villanova. Pa. Washington, Pa. Providence, R. I. Charleston, S. C. Clinton, S. C. Columbia, S. C. Do. Due West, S. C. Greenville, S. C. Newberry, S. C. Orangeburg, S. C. Spartanburg. S. C. East Pierre S. Dak. Hot Springs S Dak. Mitchell, S. Dak. Redfield S. Dak. Vermillion. S. Dak. Yankton. S. Dak. Bristol. Tenn. Chattanooga. Tenn. Clarksville, Tenn. Hi wassee College, Tenn. Jackson, Tenn. Knoxville, Tenn. Do. Lebanon, Tenn. McKenzie, Tenn. Maryville, Tenn. Memphis, Tenn. Milligan, Tenn. Mossy Creek. Tenn. Nashville, Tenn. Do. Do. Do. Sewanee, Tenn. Spencer, Tenn. NAME REGISTER. 655 III. — College Presidents — Continued. I. — Colleges for males and coeducational colleges of liberal arts — Continued. Name of president. University or college. Address. J. L. Bachman _ Jer i Mooi D. D _ James T. Cooter, A. B - Leslie Waggener, LL. D - J. D. Robnett, D. D - Oscar L. Fisher, A. M., B. D_. John O Shanahan, s. J _ John H. McLean, A. M., D. d. J. B. Scott. D. D - S. M. Luckett. D. D _ B. D. Cockrill _ Addison Clark - R. C. Burleson, D. D., LL. d_ H. T. Kealing, A. M _ J. T. Kingsbury, A. M., act- Sweetwater College _ Greeneville and Tusculum College. Washington College _ University of Texas _ Howard Payne College _ Fort Worth University _ St. Mary's University _ Southwestern University. . Wiley University _ Austin College _ Trinity University _ Add-Rann Christian Uni¬ versity. Baylor University _ Paul Quinn College _ University of Utah _ Sweetwater, Tenn. Tusculum, Tenn. Washington College, Tenn. Austin, Tex. Brownwood, Tex. Fort Worth, Tex. Galveston, Tex. Georgetown. Tex. 1 Marshall, Tex. Sherman, Tex. Tehuacana, Tex. Thorp Spring, Tex. Waco, Tex. Do. Salt Lake City, Utah. mo-. Matthew H. Buekham, D. D_ Ezra Brainerd, LL. D _ Wm. W. Smith, A. M _ Wm. M. Thornton, LL. d R. G. Waterhouse, D. D _ Richard Mcllwaine, D. D _ G. W. C. Lee, ll.d . . . B. Puryear, LL. D _ Julius D. Dreher, PH. D. _ F. N. English, A. M _ Thos. M. Gateh, PH. D _ Calvin W. Stewart, D. D _ Aegidius Junger, D. D _ James F. Eaton _ Robert W. Douthat _ H. McDearmid, A. M _ Thos. E. Peden _ P. B. Reynolds, D. D., acting H. F. Fisk, D. D _ Edward D. Eaton, D. D. , LL.D. University of Vermont _ Middlebury College . . Randolph-Macon College _ University of Virginia _ Emory and Henry College _ Hampden-Sidney College _ Washington and Lee Uni¬ versity. Richmond College _ Roanoke College _ Colfax College _ University of Washington. Whitworth College _ St. James College _ Whitman Colle ; e _ Barboursville College _ Bethany College _ West Virginia College _ West Virginia University. Lawrence University _ Beloit College _ Burlington, Vt. Middlebury, Vt. Ashland, Va. Charlottesville, Va. Emory, Va. Hampden-Sidney, Va. Lexington, Va. Richmond, Va. Salem, Va. Colfax, Wash. Seattle, Wash. Sumner, Wash. Vancouver, Wash. Walla Walla, Wash. Barboursville. W. Va. Bethany, W. Va. Flemington, W. Va. Morg*antown, W. Va. Appleton, Wis. Beloit, Wis. H. A. Muehlmeier, d. d _ F. P. Dairy mple, a.m _ Chas. K. Adams, LL. D _ Wm. C. Whitford, D. D _ Leopold Bushart, S. J _ Rufus C. Flagg, D. D _ Joseph Rainer . . . A. F. Ernst _ A. A. Johnson, D.D _ Mission House _ Gale College _ University of Wisconsin __ Milton College _ Marquette College _ Ripon College _ Seminary of St. Francis of • Sales. No th western University _ University of Wyoming _ Franklin, Wis. Galesville, Wis. Madison, Wis. Milton, Wis. Milwaukee, Wis. Ripon, Wis. St. Francis, Wis. Watertown, Wis. Laramie, Wyo. 656 EDUCATION REPORT, 1891-92. III. — College Presidents — Continued. II. — Colleges for women . Name of president. A. B. Jones, D. D., LL. D _ J. D. Anderson _ S. W, Averett, LL. D_ . Jas. D. Wade, a. M-._ _ P. P. Winn, A. M _ E. H. M rfree _ Alonzo Hill, A. M . . . . . John Massey, LL. D _ Mrs. C. T. Mills _ Sister Mary Bernardine _ Martha E. Chase _ Miss M. Rutherford _ P. S. Twitty _ _ G. J. Orr _ Rev. James E. Powell _ A. W. Van Hoose _ Rufus W. Smith, A. M _ Chas. C. Cox, A. M _ E. H. Rowe _ _ __ J. Harris Chappell _ A. J. Battle, D. D., LL. D _ John E. Baker _ Joseph R. Harker, PH. D _ E. F. Bullard, A. M _ C. W. Le fling- well. d. d _ Sarah F. Anderson _ J. F. Hendy, d.d _ Elisha S. Thomas, s. T. D_. Benj. F. Cabell _ Amanda M. Hicks _ Miss C. A. Campbell _ J. J. Rucker, ll. d _ J. M. Bent, D. D _ _ E. W. Elrod _ J. R. Baumes _ _ J. B. Skinner _ H. B. McClellan, A. M _ Cadesman Pope _ Mrs. B. W. Vineyard _ W. H. Stuart _ Erastus Rowley, D. D . A. G. Murphey _ _ Miss L. V. Sullivan _ John M. Hubbard. A. M _ S. W. Pearcy, A. M _ George J. Ramsey, A. M _ A. D. McVoy,A."M S. Decatur Lucas __ H. S. Whitman _ \ College. Address. Athens Female College ___ Huntsville Female College - Huntsville Female Semi- Athens, Ala. Huntsville, Ala. Do. nary. Judson Female Institute -- Marion Female Seminary __ Isbell College _ Central Female College _ Tuskaloosa Female College Alabama Conference Fe¬ male College. Mills College _ College of Notre Dame _ Santa Rosa Seminary _ Lucy Cobb Institute _ Andrew Female College- .. Dalton Female College _ . - Monroe Female College _ Georgia Female Seminary. La Grange Female College _ Southern Female College. . Wesleyan Female College _ Georgia Normal and Indus¬ trial College. Shorter College _ Young Female College _ Illinois Female College _ Jacksonville Female Acad¬ emy. St. Mary's School _ Rockford College _ College for Young Ladies. College of the Sisters of Bethany. Potter College _ Clinton College _ Caldwell College _ Georgetown Female Semi¬ nary. Liberty Female College . _ . Lynnland Female College . Daughters College _ Hamilton Female College . Sayre Female Institute . _ Millersburg Female Col¬ lege. Jessamine Female Institute Owensboro Female Colle ge Kentucky College for Young Ladies. Logan Female College _ Stuart Female College _ Stanford Female College . _ Winchester Female Col¬ lege. Silliman Female Institute. Mansre d Female College Je “erson Davis College. .. Westbrook Seminary _ Marion, Ala. Do. Talladega, Ala. Tuskaloosa, Ala. Do. Tuskegee, Ala. Mills College, Cal San Jose, Cal. Santa Rosa, Cal. Athens, Ga. Cuthbert, Ga. Dalton. Ga. Forsyth, Ga. Gainesville, Ga. La Grange, Ga. Do. Macon, Ga. Milledgeville, Ga. Rome, Ga. Thomasville, Ga. Jacksonville. Ill. Do. Knoxville, Ill. Rockford, Ill. Oswego, Kans. Topeka, Kans. Bowling Green, Ky. Clinton, Ky. Danville, Ky. Georgetown, Ky. Glasgow, Ky. Glendale, Ky. Harrodsburg, Ky. Lexington. Ky. Do. Millersburg, Ky. Nicholasville, Ky. Owensboro, Ky. Pewee Valley, Ky. Russellville, Ky. Shelby ville, Ky. Stanford, Ky. Winchester, Ky. Clinton, La. Mansf e7d. La. Minden, La. Peering, Me. NAME REGISTER. 657 III. — College Presidents — Continued. II. — Colleges for women. Name of president. Edgar M. Smith John F. Goucher, D. D - J. H. Apple, A. M - C. L. Keedy, A. M., M. D _ J. H. Turner, a. m - - - . - C. C. Bragdon, A. M _ Arthur Gilman, a. M., sec¬ retary. L. Clark Seelye, D. D _ Mrs. E. S. Mead, A. M - R. B. Abbott, D. D - W. T. Lowrey, A. M., D. D. . . Lewis T. Fitzhugh _ Mrs. Adelia M. Hillman _ j Robert Frazer. LL. D - ' B. R. Morrison _ Chas. W. Anderson - H. N. Robertson, A. M _ W. V. Frierson _ W. H. Huntley _ L. M. Stone _ Chas. H. Otken. LL. D _ W. A. Oldham, A. M _ T. W. Barrett, A. M _ Hiram D. Groves _ John W. Primrose, D. d - L!na Moxley _ B..T. Blewett, ll. d _ W. A. Wilson, a. M _ Archibald A. Jo les - J. D. Blanton _ A. K. Yancey _ _ Robert Irwin, d. d _ Jesse M. Durrell _ Gertrude G. Bowen _ J. H. Mcllvaine, d. d _ Edward S. Frisbee, D. D _ Truman J. Backus, ll. d_._ Rufus S. Green, d. d _ Miss James Smith, dean _ Geo. W. Samson. dd.,ll.d__ James M. Taylor, p. d _ ED 92 - 42 Maine Wesleyan Seminary and Female College. Woman’s College of Balti¬ more. Woman's College _ _ Kee Mar College _ Lutherville Female Semi¬ nary. j Lasell Seminary for Young Women. Harvard Annex _ | Smith College _ I Mount Holyoke Seminary and College. Wellesley College _ Albert Lea College _ Blue Mountain Female College. Whitworth Female Col¬ lege. Hillman College _ Industrial Institute and College. Corinth Female College __ I East Mississippi Female College. Union Female College _ Chickasaw Female College Port Gibson Female Col¬ lege. Shuqualak Female College Lea Female College _ ! Christian Female College - Stephens Female College . Howard Payne College Synodical Female College Presbyterian College _ St. Louis Seminary _ Baptist Female College _ Central Female College __ Elizabeth Aull Female Seminary. Hardin College _ Linden wood Female Col¬ lege. New Hampshire Confer- i ence Seminary and Fe- I male College. Bordentown Female Col¬ lege. Evelyn College _ Wells College _ Packer Collegiate In ti- tute. Elmira College _ Barnard College _ Rutgers Female College - _ - Vassal- College _ Univeisity or college. Address. Kents Hill, Me. Baltimore, Md. Frederick, Md. Hagerstown, Md. Lutherville, Md. Auburndale, Mass. Cambridge, Mass. Northampton, Mass. South Hadley. Mass. WTellesley, Mass. Albert Lea, Minn. Blue Mountain, Miss. Brookhaven, Miss. Clinton, Miss. Columbus. Miss. Corinth, Miss. Meridian, Miss. Oxford. Miss. Pontotoc, Miss. Port Gibson, Hiss. Shuqualak, Miss. Summit, Miss. Columbia. Mo. To. Fayette, Mo. Fulton, Mo. Independence, Mo. Jennings, Mo. Lexington, Mo. Do. Do. Mexico, Mo. St. Charles, Mo. Tilton, N. H. Bordentown, N. J. Princeton, N. J. Aurora, IS . Y. Brooklyn, N. Y. Elmira, N. Y. New York. N. Y. Do. PoughkeepFe, N. Y. 658 EDUCATION REPORT, 1891-92. III. — College Presidents — Continued. II. — Colleges for women. Name of president. Benj. E. Atkins - S. S. Rahn _ F. L. Reid, D. D _ Joseph L. Murphy, a. m _ John D. Minick, A. M _ S. D. Bag-ley - John B. Brewer, A. M _ N. Penick _ John H. Clewell _ H. W. Reinhart _ Silas E. Warren - G. K. Bartholomew, A. M., PH. D. W. K. Brown, A. M., D. D _ Chas. F. Thwing, D. D _ L. D. Potter, D. D _ D. B. Hervey, PH. D _ D. B. Purinton, LL. D _ H. Walter Featherstun, D. D_ Faye Walker, D. D - Miss Mary Evans _ J. W. Knappenberg-er, A. M_ J. Blickensderfer, a. m _ M. Carey Thomas, PH. D _ J. W. Sunderland _ Charles B. Shultz - E.E. Campbell, a. m Frances E. Bennett __ A. H. Norcross, D. D Samuel B. Jones, d. d_ W. R. Atkinson. D. d _ Mrs. L. M. Bonner _ H. P. Griffith _ Alexander S. Townes B. F. Wilson _ H. G. Reed _ S. Lander, A. M _ D. S. Hearon, D. D _ C. A. Folk, A. B _ Kate McFarland _ Robert D. Smith, a. m Wilbur F. Wilson - A.M. Burney _ University or college. Address. Asheville Female College. Gaston College _ Greensboro Female Col- Asheville, N. C. Dallas, N. C. Greensboro, N. C. lege. Claremont Female Col- ! lege. Davenport Female Col¬ lege. Louisburg Female College.; Chowan Baptisi Female j Institute. Oxford Female Seminary Salem Female Academy. Thomasville Female Col¬ lege. Wilson Collegiate Insti¬ tute. Bartholomew English and Classical School. Cincinnati Wesleyan Col¬ lege. Cleveland College for j Women. Glendale Female College. . Granville Female College. Shepardson College _ Edward McGehee College. Oxford College _ Lake Erie Seminary _ Allentown Female College. Moravian Seminary for Young Ladies. Bryn Mawr College _ Wilson College _ _ _ _ _ Pennsylvania Female Col¬ lege. Linden Hall Seminary _ Irving Female College _ Ogontz School _ Pittsburg Female College . Columbia Female College Presbyterian College for Women. Due West Female College . Cooper-Limestone Insti¬ tute. Greenville Female College Converse College _ Walhalla Female College Williamston Female Col¬ lege. Sullins College. Brownsville Female Col¬ lege. Union Female Seminary. Columbia Athenaeum _ Tennessee Female College _ Howard Female College . . . Hickory, N. C. Lenoir, N. C. Louisburg, N. C. Murfreesboro. N. C. Oxford, N. C. Salem, N. C. Thomasville, N. C. Wilson, N. C. Cincinnati, Ohio. Do. Cleveland, Ohio. Glendale, Ohio. Granville, Ohio. Do. Woodville, Miss. Oxford, Ohio. Painesville, Ohio. Allentown, Pa. Bethlehem, Pa. Bryn Mawr, Pa. Chambersburg, Pa. Col lege ville, Pa. Lititz, Pa. Mechanicsburg, Pa. Ogontz School, Pa. Pittsburg, Pa. Columbia. S. C. Do. Due West, S. C. | Gaffney City, S. C. Greenville, S. C. Spartanburg, S. C. Walhalla. S. C. Williamston, S. C. Bristol, Tenn. Brownsville, Tenn. Do. Columbia. Tenn. Franklin, Tenn. Gallatin, Tenn. NAME REGISTER. 659 III. — College Presidents — Continued. II. — Colleges for wovicn — Continued . Name of president. University or college. Address. Howard W. Key, ph. d - N. J. Finney, a. M _ Miss V. O. Wardlaw, A. M — J. G. Paty - Geo. W. F. Price, d.d - B. H. Charles _ R. M. Saunders _ Wm. M. Graybill. a.m - Mrs. H. H. Sanford _ N. A. Flournoy. _ Z. C. Graves, ll.d - Charles Carlton - P. H. Eager, a.m - S. M. God bey _ R. O. Rounsavall _ S. N. Barker _ Kate M. Hunt _ W. B. Yount _ Wm. P. Dickinson _ Mrs. E T. Taliaferro - C. F. James, d.d - Samuel D. Jones, B. L - Chas. L. Cocke _ W. W. Smith, ll.d _ J. J. Scherer, a.m _ J. A. I. Cassedy _ Arthur K. Davis, A. M _ John H. Powell _ James Willis, A. M _ Mrs. J. E. B. Stuart. _ Wm. A. Harris, d.d _ John P. Hyde, d. d., ll. d__ Mrs. H.L. Field _ Ella C. Sabin. _ Charles R. Kingsley, ph.D- Memphis Conference Fe¬ male Institute. Cumberland Female Col¬ lege. Soule Female College _ Boscobel College _ Nashville College for Young Ladies. Ward Seminary _ Martin Female College-- _ Synodical Female College. Shelbyville Female Col¬ lege. Somerville Female Insti¬ tute. Mary Sharp College _ : Carlton College _ Baylor Female College . - . Chappell Hill Female Col¬ lege. Waco Female College _ i Martha Washington Col¬ lege. Stonewall Jackson Insti¬ tute. Bridgewater College _ 1 Albemarle Female Insti¬ tute. Montgomery Female Col¬ lege. Danville College for Young Ladies. Jackson. Tenn. McMinnville, Tenn. Murfreesboro, Tenn. Nashville, Tenn. Nashville, Tenn. Do. Pulaski, Tenn. Rogers ville, Tenn. Shelbyville, Tenn. Somerville, Tenn. Winchester, Tenn. Bonham. Tex. Belton, Tex. Chappell Hill, Tenn. Waco, Tex. Abingdon. Va. Do. Bridgewater, Va. Charlottesville. Va. Christiansburg, Va. Danville, Va. Roanoke Female College. _ Southwest Virginia Insti¬ tute. | Hollins Institute _ Randoloh-Macon Woman ’s College. Marion Female College _ | N orf oik College for Y oun g Ladies. Southern Female College . Richmond Female Insti¬ tute. Staunton Female Seminary Virginia Female Institute _ Wesleyan Female Insti- Do. Glade Spring, Va. Hollins, Va. Lynchburg, Va. Marion, Va. Norfolk, Va. Petersburg, Va. Richmond, Va. Staunton. Va. Do. Do. tute. Valley Female College _ Parkersburg Seminary _ _ . Downer College _ Milwaukee College _ Winchester, Va. Parkersburg’, W. Varr Fox Lake, Wis. Milwaukee. Wis. CHAPTER XVII. CITY SCHOOL SYSTEMS.1 I. Analysis of the Statistics and Remarks Suggested Thereby : En¬ rollment — Average attendance — Length of school term — Number of teachers — Sex of teachers — Supervision — School buildings — Number of sittings — School prop¬ erty — Expenditures . II. Summary of statistics of city school systems , showing increase or decrease from previous year ( Table 1) — Summary by States of population and school enrollment and oMendance in cities of over 8 ,000 population ( Table 2) — Similar summary of supervising officers , teachers , property , and expenditures [Table 3) — Similar sum¬ mary of public evening schools [Table 4) — Comparative statistics [Table 5). ENROLLMENT. If the figures which appear in this chapter possess any significance, it is that the educational conditions of the cities for this year are less favorable than in the year preceding. The first and best evidence of this is that the school enrollment has not kept pace with the increase in population. While the latter shows a gain of 5.56 per cent, the enrollment in public schools has increased but 4.27 per cent. The ratio of public school enrollment to total popu¬ lation has fallen from 14.74 per cent to 14.56 per cent. This decrease can not be ascribed to a relatively greater increase in the patronage of private and parochial schools, for, of the whole number of school attendants, the proportion who are in private schools remains the same as last year, namely, 21.3 per cent. Plainly the loss of one of these classes of schools is not due to a gain of the other class. There has been actually a relative loss to school instruction. Furthermore, this loss is not confined to any particular section of the coun¬ try. but appears in four of the five geographical divisions, the South Atlantic being the only one to show a gain. Investigation as to the localities in which the lessened percentages are most conspicuous discloses several instances in which superintendents’ reports have proudly pointed to increased numbers in the schools, regardless of the fact that the population from which the pupils were drawn had increased in a much larger ratio. Thus it has often happened that school officers have congratulated themselves because of fancied increase in educational prosperity, while the very same facts disclosed to other minds indubitable proofs of lessened popularity of the schools. Many superintendents. however, have noticed with deep concern the failure of their schools to keep pace with the population, and have searched earnestly for causes and for remedies. Speculations as to the former and suggestions as to the latter have been many and varied. But it seems probable that a point has been reached in the educational history of this country beyond which the efforts of school officials of various kinds in the cities must be redoubled in order to increase the school attendance beyond the present proportion to pop¬ ulation. At this time the former opposition to the public school system is almost entirely a thing of the past. The efficiency of the public schools is nowhere questioned, and of themselves they attract all those who desire instruc¬ tion excepting a comparatively small number who prefer private schools for reasons that do not concern the efficiency of the public school system. The facilities for instruction and the means for providing the same are almost without exception reasonably ample, and it nmy be. doubted whether any con¬ siderable number of children are kept from school because of lack of accommo- 1 Prepared by Mr. James C. Boykin. 661 662 EDUCATION REPORT, 1891-92. dation or of teaching force. With efficient, well-equipped schools, enjoying the favor of the communities in which they are, it is evident that all efforts whose object is the conversion of considerable classes of people to a belief in them have accomplished their aim and have become no longer necessary, since nearly all intelligent education-seekers have become patrons of the public schools. But, there remain a large number of persons in every city to whom school in¬ struction offers no advantages that they can appreciate, and who, if left to them¬ selves, would never see the inside of a schoolhouse. It is toward this class that the efforts of school officials must be directed in future if they desire to increase the proportion of the population who attend school ; and it must be remembered that such efforts must be exerted toward each individual, and not toward a class, and must be supplemented by such ex¬ pensive and troublesome auxiliaries as compulsory laws, truant officers, and truant schools. In fine, the time has passed for great gains in the proportion of enrollment to population in the cities, and in the future we may expect, instead, constant fluctuations, due to local rather than general causes, or even a downward ten¬ dency, since there is good ground for belief that the proportion of paupers, of the thriftless, and of the depra /ed increases in growing cities out of all propor¬ tion to the increase in population. It is noteworthy that in the largest cities the failure of the schools to keep pace numerically with the population is espscially noticeable. The following table exhibits the ratios necessary to bring out this fact so far as it relates to the sixteen cities whose population is over 200,000, they being arranged in the order of their size. City. 1 Annual rate of in¬ crease of popula¬ tion. Propor¬ tion of in¬ crease of public school en¬ rollment during the year. City. Annual rate of in¬ crease of popula¬ tion. Propor¬ tion of in¬ crease of public school en¬ rollment during the year. Per cent. Per cent. Per cent. Per cent. New York, N. Y . 2.07 a 0. 31 Cincinnati. Ohio . . 1.55 a 0. 61 Chicago, Ill . 8. 13 7. 56 Cleveland, Ohio . 4.99 3. 10 Philadelphia, Pa . 2. 13 51.57 Buffalo. N. Y . . 5. 22 5. 48 Brooklyn, N. Y . 3. 58 1.41 New Orleans, La. . 1. 14 d 0 St. Louis, Mo . 2. 48 2. 36 Pittsburg. Pa . . 4. 35 0. 93 Boston, Mass . 2. 12 cl. 20 Washington, D. C . 4. 61 3. 37 Baltimore, Md . . . 2.71 1.16 Detroit, Mich . 5. 89 a 4. 89 San Francisco, Cal . 2. 51 4.43 Milwaukee, Wis _ 1 5. 84 j 5. 27 a Increase from 1889- 90 to 1890-’91 — tlie latest data at hand. 5 Increase in “ number belonging at the end of the year. ” c Increase in “average number belonging.” cZ Decrease 0.43 per cent. In only two of these cities, San Francisco and Buffalo, is the increase in school attendants as great as that in population, and in both cases there are evidences that the increased proportion is only temporary, being larger than usual in the year for which the figures are given. The increase in enrollment in Buffalo since 1880 has been irregular, being occasionally at a greater rate than the average increase of population, as in this year, but generally less, while the general tendency has been downward. In the ten years from 1880-’81 to 1890--91 the population increased 64.80 per cent, while the school enrollment increased in the same time but 41.11 per cent. In San Francisco, the increase of population from 1880 to 1890 was 27.80 per cent, and the enrollment increased in the corresponding period only 12.02 per cent. It appears in this case that the slow increase of the public schools is, in part at least, explainable by the rapid development of parochial, or church, schools since 1885. The sudden increase in favor of the public schools in 1892 is probably due to some action of the managers of the church schools by which the public schools were benefited. Thus it appears that in all the great cities of the country the schools are losing ground. The subject is one that demands the most serious attention. CITY SCHOOL SYSTEMS. 663 AVERAGE ATTENDANCE. All else being equal a decrease in enrollment may be expected to be followed by an increase in tbe average of regularity of attendance on the part of those children who are enrolled. It is always the least earnest pupils and the chil¬ dren of the least intelligent parents who are last to seek admission to the schools, and the nonenrollment of this class tends to raise the average of attendance, since it is to them that low averages are principally due. The inference from the preceding paragraphs is that proportionally fewer of such children have sought admission to the schools, and one is therefore prepared to find a better showing in the ratio of average daily attendance to enrollment. This proportion for the entire country was 71.2 per cent in 1891-’92 as against 70.7 per cent in the previous year; the rate of actual increase during the year for this item has been 5.09 per cent, but even this is below the rate of increase of total popula¬ tion. In instituting a comparison between the several divisions it is seen that the at¬ tendance is least regular in the cities of the North Atlantic Division. This may excite some surprise in the minds of those familiar with the general excellence of the schools in that section. But it will be remembered that in no other sec¬ tion are the compulsory laws more generally enforced than there. These laws require attendance of all children between certain ages for a part of the school year; and in their operation a class of children are brought into school for a limited time that would not be enrolled at all in the absence of such laws. Required to attend against their will, they leave as soon as the legal pe¬ riod has expired, and in the meantime the agencies which brought them in must be constantly employed to keep them there. Their irregularity of attendance and their short stay in school reduce the average of the whole to a compara¬ tively low point, but since whatever of instruction the irregular class receive is clear gain and would not be had under other circumstances, the low average of regularity that it entails is not a matter for regret, except that the period pre¬ scribed does not cover the entire school year. The new compulsory law of Ohio does provide for attendance during the entire term, and it will be interesting to observe whether the present high ratios of regularity will be maintained under its operation. The explanation that low averages are caused by compulsory attendance is only a partial one, however, and can not be applied in all cases where low aver- agesappear even in the North Atlantic Division. In Pennsylvania, for example, the average is noticeably low, and yet there is no compulsory attendance law on. the statute books. The low percentage of that State is due to the conditions that exist in Philadelphia, which possesses nearly half the urban population of the State, and in which each child enrolled attends school on an average less than sixty days in every one hundred. The high proportions in Georgia and South Carolina are undoubtedly due to some mode of recording statistics that differs from the methods in use else¬ where, and the apparent superiority in respect to regularity in the South At¬ lantic Division may be ascribed to that reason. The attendance in the North Central Division appears from the statistics to have reached a very satisfactory point, namely, 74 per cent for the whole division. Ohio, Minnesota, and Kan¬ sas show especially high ratios, being, with Maine. District of Columbia, and Kentucky, the only States (excluding Georgia and South Carolina) in which three-fourths of the pupils enralled are in constant attendance. LENGTH OF SCHOOL TERM. In the length of the school term there has been a distinct loss this year, the average number of days of school having been reduced from 193.5 days to 191, and this, too, in the face of largely increased expenditures. The decrease has oc¬ curred principally in the older divisions where the schools are most firmly estab¬ lished. the North Atlantic Division showing a loss of 4.3 days, and the North Central a loss of 2.2 days. In the Western Division, too, the term has been reduced slightly, but both the Southern divisions show an increase, the South Atlantic of 4 days and the South Central 0.1. It is significant that while the support of the public schools is more burden¬ some upon the people of the South for well-known reasons, that is the only sec¬ tion which reports a lengthened term. But this does not imply greater devo¬ tion to the schools in the South than in the North as it may appear at first sight. In the South the need of money for the conduct and equipment of the 664 EDUCATION REPORT, 1891-92. schools h;is been a serious drawback since the inception of the system there, and in point of length of term the Southern cities, as well as Stites, have as a rule been behind the more favored localities, simply because of lack of funds to continue. The cry there ha ; long been for “ more months of school.” On the contrary, in those section , where it is financially possible to maintain the schools' continuously, if need be. numerous advocates of shorter daily sessions and shorter terms have arisen, and the grounds they take relate less to the economical advantages than to the supposed injury that school attendance inflicts upon the children. Notwithstanding the widespread use of physical training in the schools, the improvements in the heating and ventilation of schoolhouses, and close attention to sanitary matters generally on the part of school authorities, it is claimed by many that a few hours a day for nine months in the year are as many as any child should be required to remain in school. Regardless of all the principles of arith¬ metic it is said, in effect, that more can be accomplished in seventy-two months than in eighty or eighty-eight; that better methods of teaching and the better health of the pupils that are expected to follow the reduction of school time will more than make good the difference, etc. It is not mentioned why the better methods and the improvements in the cur¬ riculum often referred to in this connection could not be made with the longer term as well as the shorter one: nor has it been clearly proved, even if it be true that the health of school children is generally unsatisfactory, that an im¬ provement would follow the partial cutting off of their school privileges. Nevertheless such arguments have had their effect upon the minds of many of the school boards, and a reduction in the school time of the country as a whole is the consequence. The loss is more clearly seen in the item of “ aggregate attendance,” which shows that the whole number of days instruction was less by 4,951,289 days than it would have been if the length of the school term had been as great as the year before. In other words, the loss to the sum total of instruction imparted' has been greater because of the average loss of two days and a half than it would have been if there had been no schools whatever opened in the cities of either Maine, New Hampshire. Rhode Island, Delaware, Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida, Tennessee, Alabama, Mis¬ sissippi, Texas, Arkansas, South Dakota, Nebraska, Kansas, or Colorado, or any of the Western States except California. The rise and growth of the city school systems of the country are practically things of the last fifty years: and it is interesting to note what change has oc¬ curred in that period in the time a child was expected to devote to his school duties. The following figures are self-explanatory: In 1841- !42 or thereabouts. In 1891-’92 or thereabouts. City. Length of school term, a Length of daily sessions. Time given to recesses daily. Length of school term. Daily sessions.! ' | Recesses. New York. N. Y . 49 weeks _ 6 hours .. 2024 days. 192 days.. 201 days.. 202 days. . 5 hours 20 minutes. Chicago, Ill . 48 weeks 6 hours .. 5 hours 15 minutes Philadelphia. Pa . __ 2514 days. .. 11 months.. 7 hours . 5 hours 10 minutes. Brooklyn, N. Y _ "" - - Boston. Mass 224 days _ 11 months.. K5ihours&> (6 hours c £ 56 hours &> hours c $ 7 hours... ! 30 minutes. 1 230 days.. 203 days.. 190 days.. 130 days.. 195 days.. 5 hours 20 minutes. Baltimore, Md _ 30 minutes . 5 hours i 30 minutes. Cincinnati. Ohio . . 11 months.. 30 minutes. 5J hours 5 hours : 15 minutes. Cleveland. Ohio . . 43 weeks ... 15 minutes. Buffalo, N. Y . 12 months . Washington, D. C _ 238 days _ 259 days _ S6 hours b > )7 hours c 5 6 hours .. 30 minutes. 180 days.. 136 days.. 5 hours 15 minutes. Detroit, Mich 54 hours 20 minutes. a The exact number of days can not be stated in all cases, because of the uncertainty as to the length of the week or the month mentioned in the original documents. It- is presumed, however, that the calendar week or month was intended. b In winter. c In summer. The facts shown for these cities are indicative of the practices generally pre¬ vailing at the two periods named . It was formerly the custom to keep the schools open nearly the entire year. Vacations of four weeks, either consecutive in the summer, or one week at the end of each of the four quarters, was as much time as was considered necessary for rest for pupils or teachers. Holidays were few, CITY .SCHOOL SYSTEMS. 665 Independence Day, Thanksgiving-, Christmas, and New Year’s Day usually com- pris.ng- the entire list. The day's work began at 8 or 9 in the morning and con¬ tinued till midday; the afternoon session opened at 2 o’clock and continued till i, th ro being usually a short recess in each session. On Saturdays the morn¬ ing session was held, but the afternoon was always a holiday, and in a few places the schools were closed Wednesday afternoons also. There have been many departures from these practices, the constant tendency being toward a reduction of the time. First, the Saturday morning session was discontinued; then the summer vacations were lengthened; the morning ses¬ sions were shortened by deferring the opening of school till 9 o'clock; the after¬ noon sessions were curtailed: new holidays were introduced; provisions were made for a single session on stormy days, and for closing the schools to allow teachers to visit other schools, and in some instances to give them opportunity to attend teachers’ institutes. A liberal estimate would give 950 hours as the actual time devoted to school work in a year under the present conditions, while 1,320 hours would be a mod¬ erate statement of the annual school term as it was at the beginning of the pub¬ lic school system. The boy of to-day therefore must attend school 11.1 years in order to receive as much instruction, quantitatively, as the boy of fifty years ago received in 8 years; and the plain arithmetical conclusion is that if the length of session and term were restored to the old figures nearly the entire elementary and high-school course could be completed in the time now required for the elementary course alone. This may not be true to its full extent, but that it approaches the truth can not be denied. In the countries of Continental Europe the sessions and terms have not been subjected to the steady reduction that our schools have suffered; it is scarcely necessary to look further than this for the explanation for the greater amount of work accomplished in a given number of years in the German and French than in the American schools. During the fifty-year period mentioned in the foregoing paragraphs the changes in the course of study have been equally as constant as the changes in school term, but in this respect the change has been in the other direction, the tendency being toward the addition of new subjects. Music, drawing, physiology and hygiene, elementary science, cooking, sewing, carpentry, paper folding, modeling, all find places in the elementary course of to-day, and none of them was to be found among the studies pursued a half century ago. The improvement in the preparation of teachers, the increased care which the greater supply has made possible in the selection of new appointees, and the better equipment of the schools in respect to material appliances, have improved the average character of the instruction Whether these improvements have been sufficient to compensate for the lessened time and the increased require¬ ments is a proper subject for investigation. SUPERVISION. Few realize to what an extent the business of supervion has grown in this country within the last few years. In the year just passed the number of su¬ pervising officials in the cities reached 2,724, an increase over 1890-’91 of 261, or 10.6 per cent, a larger gain than in any other item. There is now an average of one supervisor to every 20.2 teachers, against one to every 21.3 last year; if the supervisors were equally distributed among the cities, each would have six. The last decade of years has been unusually fruitful in the est iblishment of normal schools; other agencies for the improvement of the teaching force have multiplied to a wonderful degree; and greater care has been possible in the se¬ lection of teachers than ever before. But notwithstanding all this the number of persons employed to oversee them at their work has increased in a still greater ratio. A casual glance at the meager number of superintendents and assistant su¬ perintendents whose names appear in the printed reports ordinarily conveys the impression that the amount of supervision performed is limited. In fact com¬ parisons are frequently made between cities on the basis of only the officers who are legally and specifically styled superintendents and assistant superintendents; and on that basis, complaint is sometimes m de that there is still a dearth of supervision, because there a- e only one or two superintendents in each city. But the supposition that these are the only supervising officials is erroneous, for under this head must be placed all those who do not actually and regularly teach, but whose duty it is to observe and direct the worn:, either generally or in spe- ci 1 lines, of those upon whom the burden of instructing the pupils re lly falls. The category includes not only superintendents, assistant superintendents, 666 EDUCATION REPORT, 1891-92. supervisors, and inspectors specifically so called, but also directors, supervisors, or special teachers of drawing, writing, singing, physical culture, science, sew¬ ing, kindergarten, primary methods, reading, elocution, manual training, slojd, and cooking, and generally principals, or masters, heads of departments, and “floor principals/’ Of course no single city can boast of all the officials named, but, so far as the directors of special branches are concerned, the arguments in favor of one apply equally to all, and if the system is right on general principles, no school is properly equipped that does not get the benefit of the whole list. The reason always assigned for the employment of a special teacher is that many of the regular teachers can not teach that branch effectively, and special assistance and direction is required to enable them to properly present their instruction. New subjects were originally the only ones which were supposed to require special instructors; but writing, drawing, and music are no longer new subjects, and it can only be said in favor of them now that under special supervision the pupils receive better instruction because of the greater atten¬ tion to those particular branches. By far the greater number of specialists em¬ ployed are for the three branches named, while, strangely enough, the much more important subjects of arithmetic, language, spelling, geography, etc., must fare as best they may with the “ regular ” teacher under the guidance of the “ regular ” supervisors. When the number of these officials of all kinds is taken into account it will be seen that the work of supervision is not so sadly neglected after all. On the contrary, the reports of superintendents themselves have in a few instances contained recommendations looking toward a reduction of the supervising force. Superintendent W. H. Maxwell, of Brooklyn, has given close attention to the subject of supervision generally, and his utterances in regard thereto are marked with clearness and vigor. In his report for 1891 he said : “ Principals and heads of departments do not teach classes. They are sup¬ posed to spend their whole time in supervision. There is one supervisor who does not teach for every eleven classes. In my judgment the number of non¬ teaching supervisors is unnecessarily large. The excessive de velopmen t of super¬ vision has resulted in several clearly defined evils in our schools: “ First, it has withdrawn from the work of class teaching many of our best teachers, and has thus lessened the efficiency of the teaching force as a whole. “ Second, it has created the feeling that office work and making out examina¬ tion questions are more honorable than the active work of teaching. If teach¬ ers are to have a due moral influence on their pupils their office should be held in the highest honor. “ Third, the struggle for the prizes that are held up before the eyes of our teachers in the shape of head of department places, involving as they do, in most cases, considerably less work and considerably better pay, has resulted in much unseemly wire-pulling and intrigue, an evil always to be deprecated in the administration of a public school system. “ Fourth, the multiplication of superfluous heads of departments has resulted in division of responsibility in school management, in petty jealousy, and in much harmful interference with the work of class teachers. “Fifth, the unnecessary increase in the number of heads of departments has led to much of the excessive examination of pupils, with its attendant evils of cramming and nervous prostration, that, though now much less than in former years, still hurts our school work. “Sixth, the cost of this supervision, not merely in the salaries of heads of departments but in the fitting up of elaborate offices with expensive furniture, is withdrawing each year a vast amount of money that is sadly needed for nec¬ essary work and material. “A close estimate would show that not less than $30,000 per annum is expended on superfluous heads of departments. Surely a better use might be found for this money.” From such facts as are here set forth, it appears that in some places general supervision has been carried to too great an extreme, and the only question that remains to be settled is where to draw the line. It is generally conceded that the principal of every large building, or of a group of buildings, should be in every sense a supervisor; that he should devote a great part of his time to the regulation of the affairs of the school as a whole rather than to the instruction of a single class. That he should with the aid of an assistant have especial charge of the highest class, or of some especial subject or subjects studied by them, is not incompatible with this view, but on the contrary is desirable, both because the principal should be a teacher as well as a supervisor and should CITY SCHOOL SYSTEMS. 667 therefore keep in touch with the actual business of teaching- no less than with the duties of supervision, and because the pupils should not he deprived wholly of the benefits of direct contact with the strongest teacher, presumably, of the school. Above the principal there should of course be the superintendent, whose busi¬ ness relates in a small degree to the details of school instruction and discipline but largely to the general direction of the entire system as a whole. It is evi¬ dent that the number of superintendents and assistant superintendents required to give unity and harmony to the school system will be reduced to a minimum, provided the principals are of the right kind and act in hearty cooperation with each other and with the superintendent. The idea of a graded line of super¬ vising officers, ranking one above the other in military fashion, is fast disap¬ pearing, and will soon take its place with other discarded pedagogical theories, such as rigid annual classification, strict adherence to percented examinations for promotions, and all those other appendages and devices conjured up when the system was supposed to be the single feature which it was important to perfect. But there is little prospect of a decline in the idea of specialization now rep¬ resented by the system of special supervision. The results accomplished under it are so far superior to what had been done without it that a further extension seems inevitable. It is like going to another world to leave an alleged musical exercise in a school whcse teacher has had little musical training and less tal¬ ent, and who attempts to teach what she herself does not know, with no othor guide than the ‘ ’ course of study and (i handbook ”• — and then to pass to a school into which a skilled musician has infused a liberal share of his own enthusiasm and devotion to the art. Such differences as appear under these opposite con¬ ditions are the strongest arguments for specialization. It is altogether fitting and proper that if a subject is to be taught at all it should be placed under the most favorable conditions, and specializing the work of all teachers, at least in the higher grades, seems to bo the most probable outcome of the educational ex¬ periences and experiments of the last few years. The strongest argument in favor of conservatism in this matter has been the greater moral influence over her class that a teacher has who conducts all their school exercises throughout a whole year. But it is doubtful whether, under the present circumstances, the argument still holds good. The basis of the influence of the taacher upon the child lies in the fact that she is to a certain extent the embodiment of his ideal of knowledge and goodness. But can he hold her and her attainments in that same high regard when he observes that a supervisor of drawing must come in to aid her to teach one thing; a supervisor of penmanship is necessary for another; a supervisor of physical culture furnishes the list of exercises for gymnastics and instructs her how to direct them; a supervisor of music is as far superior to the teacher as she is to the pupil; the “ floor princi¬ pal ” directs how she shall punish bad little Johnny Green; the principal fre¬ quently comes in to show her how to conduct a lesson in language or geography; the assistant superintendent and the superintendent occasionally come around with “ aid and direction,’5 and the school trustee does likewise? In the end the pupil, by degrees and unconsciously, perhaiDS, is very liable to arrive at the con¬ clusion that ‘‘that teacher is not much of anybody after all, for all these other people have to come in and tell her what to do "—a remark which, by the way, was recently made by a sturdy little fellow of 12. It is probable, therefore, that the department system, -with which experi¬ ments are now being made in some localities, will gain favor as a means of pre¬ senting instruction by specialists, and at the same time of avoiding the evils of too much supervision. And there is little to be feared from any loss of moral influence in the transition from the present methods to an arrangement by which the pupil will remain under the same teachers during the entire time of his attendance in the higher grades, especially as each of those teachers will presumably know more of his or her particular branch than any of the superior officers, though their attainments may be broader and more general in their character. NUMBER OF TEACHERS. The number of teachers has increased from 52,431 to 55,057. maintaining nearly the same ratio of increase as the average attendance of pupils, so that the number of pupils to each teacher for all the cities is about the same as in 1890-’91, namely, 36. In individual States the averages vary from 26 in South Dakota to 40.2 in Virginia, 40.9 in Mississippi, and 49.2 (which is probably erro¬ neous) in Georgia. Between single cities the variation is of course still greater, 668 EDUCATION REPORT, 1891-92. while in individual cases there are extremes which are abnormal. For example, in Brooklyn there were 389 classes in each of which over 60 pupils were regis¬ tered atone time. •“ Of these classes 259 had registers of between 60 and 70; 60 classes had registers between 70 and 80; 17 classes had registers between 80 and 90; 12 classes had registers between 90 and 100; 9 classes had registers between 100 and 110; 19 classes had registers between 110 and 120; 10 classes had registers between 120 and 130; 2 classes had registers between 130 and 140, and 1 class had a register of over 140.” Brooklyn is not alone in this respect, for a similar if not equally bad state of affairs may be found in other great cities, certainly in all in which district lines are rigidly observed, and all applicants are admitted without regard to the size of existing classes. Supt. Maxwell, of Brooklyn, discussed the subject thus in his report for 1891: UA table of averages can give no adequate idea of the extent to which crowd¬ ing in the lowest primary grade is tolerated. In some localities there is plenty of room; the class rooms are not crowded. In nearly all the newer sections of the city, however, the crowding is appalling. * * “ In most of these very large classes there are half-day sessions, i. e., some of the pupils attend only in the forenoon; the others only in the afternoon. But this*crude device is really of very little assistance. No teacher, it matters not how vigorous or how skillful she may be, can teach properly more than sixty children. Not more than that number may be present at each session; but can any living being, within five hours a day, give to each one of over a hundred children that care and attention which at the opening more than at any other pe¬ riod of school life proper teaching demands? The first introduction to school life, on which so much depends for giving the right bent to the child’s mind, ought to be pier s 3 nt, encouraging, and healthful; the opposite is the cise — a vitiated atmosphere and an overworked teacher. The child’s first school work should be full of variety and unexpected delights; we give him instead a dull routine, enforced idleness, and unnatural restraint. ‘ ‘ The system has not even the poor defense of necessity. It can not be claimed that it is necessary, unless it can be shown that in this way a larger number of children receive the benefits of an elementary education. This can not be done. One fact alone is sufficient to show that exactly the contrary is the case: The average number of children promoted from the seventh primary classes1 each term is only 50 per cent. The average number of children promoted from the other grades is about 80 per cent of the register. But here, again, the average does not tell the whole truth. From these very large classes in the crowded schools, only about 30 per cant of the pupils are promoted. “ Could anything tell the dreadful story more plainly? As clearly as words could express it, these figures proclaim the truth. The teachers of the seventh primary classes 1 do not and can not teach any but a small proportion of these crowds of children. They teach those whom it is possible to prepare for pro¬ motion: the remainder, by far the larger number, are left to a large extent untaught. The energy that should be wholly given to teaching is dissipated in the effort to maintain order among the unt lught, so that even those who are under instruction do not receive the advantages to which they are entitled. In other words, wffTe out of a class of 10 a skillful teacher will easily prepare 50 for pro¬ motion, tue same teacher, out of a class of 100, is not able, even with a much greater exertion, to prepare more than 30 or 35 for promotion. The untaught remain one, two, in some cases three terms in the grade before their turn to receive instruction arrives. After they have suffered physically through close confinement in a vitiated atmosphere; after they have suffered intellectually through the suppression of natural activity; after they have suffered morally through lack o exercise of the will, they are at last put on their passage up¬ ward through our schools. Fewer children are taught, and the quality of the teaching is seriously deteriorated by reason of overcrowded classes.” SEX OF TEACHERS. It is a matter of common observation that the proportion of men in the teach¬ ing force has been growing less for a long time. The decrease from 7.20 per cent to 7.16 per cent during the last year has been slight, but sufficient to show that the tendency is still in the same direction. The number of male teachers increased 4 39 per cent, while the females increased 5.27 per cent. Fifty years ago by far the greater number of teachers were men, and it has been but a few years since the employment of men as assistants in elementary schools was quite general; now it is the exception to find more than one man in ‘That is. those of the lowest primary grade.— Ed. CITY SCHOOL SYSTEMS. 669 any one building, the assistants* positions being almost wholly monopolized by women. In some places they have done even better, and have captured the princpal- ships as well as the minor positions. In Wilmington, Del., for instance, there are 193 teachers, of whom only 5 are males, and they are all employed in the high school. A similar condition appears in Minneapolis, Minn., where all the 605 teachers are women, excepting 4 principals of high schools, 6 special teach¬ ers and 6 instructors of manual training. Substantially the same thing is true of several other cities, most of them being located in the West. The change which resulted in this condition of affairs was brought about in consequence of the conviction that women are naturally better fitted than men to be teachers of young children, and also by the lower price at which women may be employed. The latter was at first the principal reason for the initiation of this change, for it was begun at the instance of Horace Mann, Henry Barnard, and their con¬ temporaries, when the public-school system was in its infancy. Money was scarce and every device that could be thought of was utilized to increase the number of schools and the number of people reached by them. But the change has gone much further than was ever intended or dreamed of by the original advocates of the employment of women, and further than the general sentiment of school men now approves. It has had many consequences that were not foreseen and which are difficult to overcome. The business of school teaching is coming to be considered a woman's business, and therefore, offers less attraction to young men than formerly, especially in the subordinate positions, where the low salaries also operate to repel them. The appointment of principals, too, presents new difficulties. The assistants* positions were formerly the training schools of principals, and from them it was always easy to select a mam to fill any vacancy; but now it becomes necessary either to employ a new and untried college graduate, to import a rustic schoolmaster, or to transfer a high-school assistant. The first two sources of supplv are open to the objection that there is too much uncertainty about the men of whose fitness for the position so little can be known, while the third expedient invariably weakens the fac¬ ulty of the high school. With the source of supply so curtailed it is not surprising that in many cases women have been promoted from subordinate po¬ sitions and made principals because no man was available about whom enough was known to justify the belief that he could fill the place better. The ten¬ dency thus gains force as it proceeds by constantly making it more and more difficult to secure good material, and there is danger that the increasing femi¬ ninity of the schools, if such a term is permissible, maybe productive of se¬ rious results. The already noticeable decrease in the proportion of boys in the higher grades is ascribed by many to this cause, and with some show of plausi¬ bility. The subject is often canvassed in school reports. In many instances the em¬ ployment of women principals is defended stoutly, a fact that is not surprising in view of the conditions which practically shut out men from all school experience as subordinates. But on the contrary, there are indications that the tendency of the last half century will soon be checked, for from some of the most influen¬ tial educational centers in the country there has come a demand for ‘‘ more men ” that must soon make itself felt. Supt. Aaron Gove, of Denver, Colo., has this to say of the matter in his report for 1891-92: u One of the most desirable reforms in the administration of the American common school at the present day is that whereby more men may be employed as teachers. Not that a. man is a better teacher than a woman. This is not true. But there are elements in the teaching profession which belong to sex, and the elements proper to both sexes are needed in training and character making, the main -work of the school. A complete course of twelve years can be established only by an equal allotment of teachers from each sex. 1 would year by year al¬ ternately place the pupil under the companionship of, first, a man; second, a woman, and so on, from the first to the twelfth grade. In the present condition of society and of the financial world, this is impossible. But the change will come, and improvement will follow in the increase of the number of men teachers.” In Philadelphia, Pa., active steps have been made to.vards increasing the masculine element in the teaching force by the establishment of the School of Pedagogy 1 for men, and the unanimous adoption of a rule that in future male teachers will be appointed for the two highest grades of the boys gram¬ mar schools. 670 EDUCATION REPORT, 1891-92. The considerations that led to this action are thus stated by Mr. Isaac A. Shep¬ pard, president of the board of education, in his report for 1892: “ In this city the number of women teachers on the roll is 2,745, and tho num¬ ber of men teachers is 126. For many years past the pupils of both sexes, of the eleventh and twelfth grades, have been taught by women. And in multi¬ tudes of instances it has been found that in matters that pertain to the common every day business of life the boys remain untaught in much that they ought to know. * * * “As a tree is known by it; fruit, so is the worth of a teacher disclosed by the development of the pupil. The fact is that a woman teacher can not in the nature of things gain the confidence of a class of boys to the same extent that a man will do; and the preceptor who establishes a feeling of confidence be¬ tween himself and his pupils, gains an influence of unmeasurable value in the pupils' advancement. •• In 1831, the Committee on Central High School called attention to the fact that ‘ a more careful and thorough training of the candidates for admission into the school should beexacted from the lower schools.5 In 1883 PresidentRichie, of the Central High School, in his report to the Board, said: ‘ Many boys in the lower classes of the school seem incapable of intellectual effort either from lack of natural ability, or from not having been trained to habits of study. These boys not only derive but a minimum of benefit from the instruction given them, but what is worse, they retard the work of the teachers in almost all of the de¬ partments;’ and the testimony of the teachers in the higher schools entirely ac¬ cords with these statements. It 1887, President Steel, in his report to the Board of Education, said: ‘The greatest weakness of the school department is the small number of men in it: and the need of the department in this respect is so apparent that it is beyond discussion;’ and he earnestly asked the attention of the Board to the subject. In 1888, Supt. MacAlister, in his report said: ‘ It is my conviction that the Board has now before it no more important question than the best means of bringing into service a sufficient number of young men, possessing the education, character, and ambition to make successful teach¬ ers.' * * * After mature deliberation, this Board, by a unanimous vote, wisely adopted rules which designate the places where men teachers are needed; namely, for the boys in the eleventh and twelfth grades.” The president of the Board of Education, of Chicago. Ill., Mr. Louis Nettelhorst, devotes a considerable part of his report for 1890-91 to the same subject, taking a strong stand for the restoration of the element of masculinity. The result did not appear in a new regulation as in Philadelphia, but during 1890-91, the whole number of male teachers increased from 179 to 190, and in 1891-92 to 219. In 1890 there was only one male assistant in the elementary schools, while in 1892 there were 20. Mr. Nettelhorst’s re :ommendations and the grounds there¬ for are as follows: “Since my connection with the Board of Education the number of teachers in Chicago has increased from about seventeen hundred to three thousand. “At all times the fair sex has predominated to a considerable extent, but at no time has this been so apparent as during the last few years. If an extra effort had been made to drive out male teachers and fill their places by women the success could not have been better. Wherever a male principal resigned or his place was made vacant for some other reason, it was filled by a lady. I believe firmly that women should have a place in our educational system, that nature has fitted them very well indeed to take care of and teach our growing genera¬ tion up to a certain age. Yes; I believe that they are better adapted to teach the lower grades than men. Their natural love for children; their kind way of dealing with them, and their sympathetic feeling will draw towards them the hearts of the little ones, and, having1 gained their confidence, they will find it a comparatively easy task to impart to them the knowledge of the rudiments of education successfully, while men, on account of the their more stern character and perhaps harshness of manner, are not as well fitted to deal with the little ones. But after the children have grown to reach a certain age, say 10 to 12 years, I do not think it wise to intrust their education to women only. In my opinion it is necessary that the more sturdy character of men should be allowed to have an influence upon our growing generation, and while it may be necessary that the gentle hand of woman should guide and lead our little ones, I believe that the more firm hand of man should he employed in teaching the older ones and part in molding and shaping their character. “Ever since the agitation was set on foot to advocate and bring about the ap¬ pointment of women as members of the Board of Education it has been used as an argumeut that the larger part of our teachers consist of women, thatatleast CITY SCHOOL SYSTEMS. 671 one -half of the pupils of our schools are girls, and that therefore it must neces¬ sarily follow that those whose duty it is to govern the schools should not con¬ sist of men only, but that a fair number of women ought to be appointed to take care of the needs of the women teachers as well as the girl pupils. If this ar¬ gument has any value whatever, if there is any good reason to have women on our board because there are female teachers and girls in our schools, the argu¬ ment will also hold good that we should have a sufficient number of male teach¬ ers because about one-half of our pupils are boys. Whenever a family has lost the father while the children of the family are still of that age during which they need guidance on the part of the parents, it will show, with only very rare exceptions to note, that the mother alone was not fully able to cope with the problem before her, and that the boys and girls in after life feel the lack of training by the strong hand of a man. It will necessarily follow that in our schools where our children iDass a large part of their time the lack of masculine element among the teachers must show as well. A man (if he is the right kind of a person, and if not he has no place there) will inspire the children with more respect, after they have advanced to a certain age, than a woman, and they therefore will be more ready to listen to the teachings of the man and pursue their studies more diligently than if they are in the hands of a woman. “It can undoubtedly be shown that some women are fully as able as men to inspire the children and have their respect to as full an extent, but if we look at these women we will always find in their character and their make-up some very prominent traits of the masculine character. I believe it will be one of the duties of the board to bring about some system by which our young men, who come to us with a college and university training, or who come as graduates of teachers’ seminaries, are not turned away as has been done in the past, simply because the sentiment is against them and we have been accustomed to see women only in our public schools. At the present time we have hardly any male teach¬ ers in our primary and grammar grades and only a small number of male prin¬ cipals, our high schools only showing a fair percentage of the male sex among our teachers. At the end of our school year the official list shows the total number of teachers employed to be 3,001. Of these 190 are men (of these 190, 68 are employed in the high schools, 28 are teachers of special branches, and 91 are teachers and principals in our primary and grammar grades', while 2,811 are women. These figures, which are taken from the official records, ought to be suf¬ ficient to show that I am right in asking the appointment of more male teachers.” SCHOOL BUILDINGS. The number of school buildings shows an increase over 1S90-’91 of 303, or 4.67 per cent, while the number of sittings is greater by 116,098, or 4.98 per cent, than last year. This indicates a tendency to erect larger buildings. There is no uniform x^olicy in regard to the size or arrangement of buildings, and, the circumstances of each particular case almost invariably determine the character of the structure. In the smaller cities two stories with eight rooms is the size most commonly found, and the number expressed in the “average size of buildings” ?. e., 370, expresses with greater correctness than averages usually do the number of pupils that may be accommodated in a typical building of this, the commonest kind. In the great cities, however, the compact population and the high cost of land have led to the erection of immense edifices, each capable of accommodating as many pupils as are found in the entire school systems of half the cities of the country. In New York City, of the eight new buildings in progress of erection one will have 1,738 sittings, another 1,848, another 2,016, still another 2,352, and two oth¬ ers will accommodate 2,520 pupils each. But even these are not the largest in the city. Grammar school No. 90, erected in 1890, contains 2,633 sittings, and another new building was furnished in 1891 with 2,722 sittings. Each of these buildings is four stories high, and of course does not leave much of the lot for a playground. The first cost of one of them would entirely support the schools of the average city of 25,000 inhabitants for four years. Grammar School No. 90 cost $245,000, in addition to the value of the lot, which was $30,000, a very moderate price for a school site in New York, for an examination of the list shows one valued at $135,000, another at $147,000, another at $157,000, and finally, one at $165,000. Fifty sites are worth $50,000 or more. As New York at this time represents the maximum of urban growth and of density of population, so its buildings represent the maximum size in school- 672 EDUCATION REPORT, 1891-92. house construction in this country and with probably not more than two excep¬ tions in the world. In London may be found the largest buildings ever erected at one time in Eu¬ rope for public elementary schools, pure and simple, but the greatest of them all, the “Hugh Myddelton,” recently completed, accommodates only 2,150, and cost £62.000, or about $310,000. Ol this, £20,634 were for the site, so that the New York structure exceeds it both in value and capacity. Only one other London “board school accommodates as many as 2,000 pupils. Brooklyn, as well as New York, far surpasses this record. The famous .Jews’ Free School, in London, a privately endowed institution receiving Government grants, is one of the exceptions mentioned above as being more capacious than any building in this country. In the words of one of those in authority in the school : “It having become evident, in 1883, that the buildings were no longer adapted to the demands, new plans were formed, and in March, 1884, the old buildings were demolished, and on their site a magnificent set of class rooms, surrounding a great central hall, was erected at a cost of £25,000. By this means the school was rendered capable of accommodating 2,250 boys and 1,250 girls, and in a very short time those num¬ bers of children were entered on the school registers.” This may, or may not, mean that the “ set of class rooms 75 and the “great hall ” are all under a single roof; but whether this is the case or not, there remains the fact that all that army of children form a single school under the control of a single head master, and though the building may not be more notable in size than in value, the school must be ranked as one of the most numerously attended in the world. But there is another school which surpasses this in size, though its growth to its enormous proportions was due to motives of economy rather than to a policy favoring large schools. The school is in Mulhausen, Alsace, and is thus described in Dr. L. R. Klemm's book on European Schools : “I found a unicum of a school here, such as I hope never again to see — a school containing no less than sixty-two class rooms, several offices, and the rector’s dwelling, all in a conglomerate of buildings rickety and shabby. The pupils on the third floor must wait till the other floors are empty before they can be dismissed. The whole building is one dangerous mantrap. In case of fire thousands of chil¬ dren's lives would be in danger. This school is a blot upon the fair reputation of the city of Mulhausen.” It is said that this school is several centuries old ; its growth has been provided for by repeated additions to the original structure, the idea being each time to save the cost of one wail by tacking on a new wing to the old building instead of establishing a new and separate school, which would necessitate four new walls instead of three; the pupils are seated upon benches, each of which holds six or eight children; there are twelve benches in each roam, and the whole number of children in the school is not less than 1,464. It has never been the policy of the school officials of the second city of the Union, Chicago, to erect such monster buildings as those described; the largest one in use, the Newberry, accommodates 1,320 pupils. At the present time most of the buildings erected in the populous districts of the city have 13 rooms and an assembly hall which can be converted into L class rooms, if necessity demands it. These buildings are of three stories, with Grooms on each of the two lower floors and 4 rooms and the assembly hall in the third story. The seating capacity of each is about 861 in addition to the hall. The most striking feature of the Philadelphia schoolhouses is that the class rooms are separated from each other only by movable partitions, which permit of the ready con . ersion of a series of rooms into a single long hall for general exercises. There seems to be no standard size or plan for the buildings in this city, and those recently erected contain 10, 12, 15, 18, or 21 rooms or divisions, apparently according to the existing needs of the pa ticular locality in which the building is situated. The James Logan school, which seems to be one of the largest if not the largest building in toe city, has 24 rooms on three stories, and had 1,663 pupils belonging at the beginning of the year. Brooklyn is like New York in its mammoth buildings, there being ahalf dozen or more which accommodate over 2,000 pupils each, and several others whose capacity is between 1.500 and 2,000. The largest of them all. however, does not quite reach the 2,500 mark. The largest buildings in St Louis accommodate from 1.200 to 1,500 persons, and the present policy of the boa,rd, as indicated by the character of the houses erected since 1885, favors buildings of not mere than twelve rooms, accommo¬ dating about 700 pupils. CITY SCHOOL SYSTEMS. 673 In Boston, the plan of school organization differs from that of the cities out¬ side of New England, in that primary schools are not conducted in the same buildings with grammar schools. The grammar school, embracing six years of th 3 cou se, forms the center pedagogically, and if possible geographically, of these ooldistrict. Around it the primary schools, in which the first three years’ work is done, are plac d in the best locations available for the convenience of the pupils. The buildings us ?d in the pursuit of this plan are small as com¬ pared with those in the cities mentioned above, the most numerously attended having but 1,000 pupils; all the others with one exception have less than 800. The new Thomas N. Hart building, which is considered one of the best in the city, has 13 class rooms and an assembly hall, arranged in three stories, there being 5 rooms on the first floor, 6 on the second, and 2 rooms and the hill on the third. In Baltimore. Md., there are but two elementary school buildings that are valued at as much as $35,000. The officials complain that the appropriations are insufficient to construct buildings large enough to provide for reasonable growth of the schools: and that a model school building, embodying the best features of the older buildings and omitting their defects, is greatly needed. None of the buildings erected up to this time are provided with assembly halls. In San Francisco, Cincinnati, and Cleveland the buildings, like those of Chi¬ cago, vary in capacity from 500 to 1,300, the majority having accommodations for less than a thousand. In Cleveland, however, two or three have nearly 1 ,509 sittings. The ten American cities mentioned in the foregoing paragraphs are the most populous in the country, and while their plans and methods may not be the ideal ones, they undoubtedly represent in their different types the conditions which may be naturally expected of all other cities when time and the remark¬ able tendency of the American people to congregate in cities has brought them up to the size of the great cities named. Their schools, therefore, in this sense may be said to be the resulting types of the half century’s development of the American public school, and as such their features are worthy of especial study. Among the smaller cities, the buildings of Denver, Colo., whose population is slightly over 100,000, are most frequently praised. Uniformly two stories high, of not more than 12 rooms, excepting the high school, with ample light, air. and floor space for each pupil, satisfactory apparatus for heat and ventila¬ tion. good arrangement of rooms and stairways, they have served as models for many of the best buildings of other cities. It may be well to state, however, that in designing them the architect was evidently not hampered with a strin¬ gency in the money supply, such as frequently or generally exists in cities of like size when a new schoolhouse is desired. To illustrate: The high school building was erected upon land donated by the General Government, and has cost $354,195.41; the estimated value of the site is $414,000, making the entire value of the property considerably over three-quarters of a million dollars. The new Swansea building cost $78,053; the Corona, $87,901, and the Wyman, $91,570. Compare the value of the Baltimore buildings with these figures, and the cause for the dissatisfaction of the officials of that city may be better understood. NUMBER OP SITTINGS. The accommodations for pupils as compared with the number in average daily attendance are somewhat less ample than in the last year. In 1890-'91 there were 136.7 seats for every 100 in actual attendance, while there were 136 during the year just past. The average attendance increased 5.09 per cent, while the number of sittings increased 4.96 per cent. The difference is very slight, and would not possess any significance but for the fact that it is one of many statis¬ tical indications that 1891-5)2 was unfavorable for school work. It would probably be well to repeat that this comparison of sittings with av¬ erage attendance is not intended to show the actual degree of sufficiency of accommodations in any individual instance, but merely as a means of compari¬ son between localities and dates. The sufficiency or insufficiency of school accommodations in a quantitative sense is a matter which it is very difficult if not impossible to determine sta¬ tistically. It is certainly not necessary that there should in any case be as many seats as there are pupils enrolled, for not all of them are in attendance the year around. Nor is the coverage attendance the proper measure of the number of seats needed, for a temporary absence of a pupil o** pupils can not be made the occasion for the shifting of the seating arrangements without serious confusion ED 92 - 43 674 EDUCATION EEPOBT, 1891-92. and inconvenience. There must, therefore, be more seats than there are pupils actually present. If it were possible to get a satisfactory and uniform defini¬ tion of the average number belonging,’ either that quantity or the “ greatest number belonging at any one time ” would be the better criterion by which to judge. But even that would be exceedingly defective, for if the seats were as many as the greatest number belonging that would not necessarily indicate that there were enough, because of the impossibility of so locating buildings and accom¬ modations as to precisely meet the necessities of the school population. The reasons for this difficulty are stated by Supt. W. E. Robinson, of Detroit, Mich., to be “the rapid growth in the population in some of the newer portions of the city, the floating population in certain other parts, and the variation in the numbers promoted half-yearly from grade to grade and class to class.’’ In his characteristic vein, Supt. A. P. Marble, of Worcester, Mass., says: “The reason for this excess is apparent when we consider that the pupils can not always be sent to the houses where the extra seats are; for example, the seats in a suburban school can not be made to accommodate pupils in the high school any more than the vacant seats in one train of cars will accommodate the extra pas¬ sengers in another train.'’ The greatest trouble experienced in the matter of providing accommodations seems to be the difficulty in persuading those who hold the purse strings to erect buildings in advance of present needs. The steady growth of our cities and schools is a matter which does not admit of doubt, but nothing seems harder for a city councilman to understand than the necessity for going to the expense of building a house for 8U0 children that were not in school last year. Of course when the next year has rolled around and the 800 new children have come in, he will see that it would be a good thing to have another house rather than have the children sit on the edge of the teacher’s platforms and on the radiators, and then he is willing to appropriate the money for a new building to be ready for the children on the perches by the beginning of the next year. But by that time 800 or more other new children have arrived, and the same process is repeated. In this way and for this reason a great many, if not a majority, of the cities of the country are about a year behind in the erection of buildings. There is no disposition on the part of the public officers of any city to cripple the schools or to withhold the funds necessary for their proper support. But the demands upon every city's treasury are many, and the aggregate of the esti¬ mates of the several departments invariably exceeds the annual revenue. Then in the general scaling down which always follows, woe be unto the schoolhouse asked for by the board of education if the superintendent has indiscreetly hinted at “ building for the future” in his recommendation! The reply is, “ We can take care of the future when it comes. There are expenditures now needed that will take all our money without providing for the demands concerning the next gen¬ eration.” To this is due the most of the complaint concerning insufficient accommo¬ dations. There are, to be sure, many instances of neglect, more or less flag¬ rant. of the just and reasonable demands of the schools in the matter of buildings, but the neglect has been of short duration, and after a few years of inaction the authorities have always awakened suddenly to a sense of their duty, and have gone to work with feverish haste to make up lost ground. SCHOOL PROPERTY. The value of school property shows an increase over last year of $9,100,729, or 4.93 per cent. This increase has been larger proportionately than that in the number of buildings, which indicates a greater average value per building — a result which naturally follows the increased size of buildings noted in a previ¬ ous paragraph. But the increase in value is less in proportion than the increase in number of sittings, which merely adds another proof to the well-known ex¬ perience that within certain limits the cost of building does not increase in direct ratio with the capacity of the structure. For example a three-story house costs much less than oO per cent more than one of two stories, because the cost for foundation and roof is practically the same in both cases. The value of school property in this connection must be understood to mean the value of property owned by the public authorities and used for school pur¬ poses. Furniture, apparatus, school libraries, etc., are included as well as real property, but lands held for purposes of revenue and rented property are not. Some of the Western cities, notably St. Louis and Chicago, are particularly CITY SCHOOL SYSTEMS. 675 fortunate in the possession of valuable property from the rental of which a con¬ siderable portion of their revenue is derived. Chicago received $225,634 from this source in 1891-92, and St. Louis received $54,235. The possession of this property is a result of the long-established policy of the United States Government to set aside two sections for school purposes out of every township newly opened for settlement. Chicago's school land is situ¬ ated partly in the heart of the city, and has increased enormously in value, being worth now several millions. The General Government has, in a few instances, given aid to city schools in other and more direct ways than in the reservation of school lands. For instance, the site of the Denver High School is a block which was donated by the United States; and the schools of Fort Smith, Ark., are supported mainly by the reve¬ nue from a gift of the National Government in the shape of an abandoned mil¬ itary reservation. Rented property plays a very small part in the school economy of our cities, and its use is always a makeshift to serve till arrangements can be made for the occupation of quarters owned by the cities themselves. It is almost impossible to rent buildings suitable for school purposes. To meet the wants of a school, the building must have been designed for a school. But private capital is rarely employed nowadays in the erection of schoolhouses, excepting, of course, for the church schools, and never for the purpose of renting them, as is frequently the case in nearly every other class of buildings. In case of emergency, therefore, in which the city's school property does not suffice for its needs, whatever is available must be taken, and that usually means an old hall, church, store, or even dwelling. It goes without saying that in light, heat, and ventilation such quarters are exceedingly defective, and their use is justified only by urgent necessity, and is continued no longer than is absolutely necessary. It is the policy of most cities to erect their schoolhouses upon land owned by them in fee simple, but in a few instances the local customs make it generally impossible to secure lots in that way. Baltimore is the most conspicuous exam¬ ple of this, for in the city proper only about a half dozen of the school sites are owned in fee, while more thru seventy are leased, and require a large annual payment of ‘‘ground rent/’ The policy of the board, however, in recent years at least, is to secure the ground in fee simple whenever it is possible. EXPENDITURES . Except in the number of supervising officers the greatest increase for the year is in the matter of expenditure. The cost of supervision and teaching was greater than last year by 6.33 per cent, and the total expenditure was greater by 6.36 per cent. " The whole amount expended for schools by the 459 city systems was $60,555,120, a sum by no means niggardly, being equivalent to a contribution of $3.17 frem every man, woman, and child in the population of those cities. For each pupil in average attendance, the average amount spent for all purposes was $30.58. Of this $17.66 were for instruction pure and simple, embracing only the cost of teaching and of the supervision of teaching. The remainder was for inci¬ dentals of various kinds, supplies, text-Voks. j unitors’ wages, repairs, furniture, and new buildings, and, in fact, everything for which money was spent during the year, except the single item of tuition. The repayment of loans and bonds are not and should not be included, for the obvious reason that misleading duplication would be caused thereby. For example: Cities frequently negotiate temporary loans in anticipation of expected receipts. Suppose that a city should borrow each month the money for the teachers’ salaries in order to pay them promptly, repaying the loan every time a few days after. It is plain that only the money paid to the teachers was actually spent for the schools, yet if all the money disbursed were included, it would appear thatthe cost of the schools was just t wice as much as it really was. All loans and bonds rest upon the same basis, and add to the actual cost of the schools only to the extent of the interest paid on them. Since the expenditures increased during the year at a greater rate than any of the items of enrollment and attendance it naturally follows that the cost per capita is also greater. The expense for tuition per pupil in average attendance was greater by 21 cents than last year, and the expenditure for all purposes was 27 cents more. Every day that a city child went to school during the year, he cost on an average 16.02 cents; of this, 9.35 cents were for his direct instruction. Both these items are larger than in the previous year. It is interesting to note that the purposes for some of this increased expense are brought out in the statistics. In the first place the great increase in the 676 EDUCATION REPORT, 1891-92. number of supervising- officers undoubtedly affects the cost of tuition to a con¬ siderable extent, and largely, if not entirely, accounts for the difference in its per capita cost. In regard to expenditure other than that for tuition the increase is due to sev¬ eral circumstances. The public are more inclined to be liberal in money matters with the schools than ever before, because they very generally appreciate the work of the schools, and because they are more than at any previous period accus¬ tomed to associate generous expenditures with good schools. Therefore it has been possible to secure sums for furnishing the schools with improved sanitary arrangements, apparatus for instruction, and supplies of every kind, which a generation ago would have been considered by the authorities as useless extrav¬ agance and would have been promptly refused. Besides, certain new features of the schools have been the occasion of a great deal of expense not required in past years. Let us mention a few of them: The free text-book system is growing in popularity, and its adoption by an increasing number of cities adds each year to the aggregate amount expended. Physical training is becoming popular and demands more or less of apparatus of the lighter sort under any system, and in many cases complete gymnasiums have been fitted up at a considerable cost. The modern and most approved methods of instruction, notably in the sciences, demand ample laboratory facilities. Geography, physics, chemistry, geology, etc., now require the expenditure of money for apparatus that the old-time text¬ book teacher never dreamed of the possibility of securing. Manual training is constantly gaining ground, and wherever it is begun there must be shops for carpentry, forges, furnaces, and machines for iron-working, materials for sewing, and school kitchens for instruction in domestic economy, not to mention the colored paper, modeling clay, and other material required for the lower grades. The kindergarten idea is rapidly spreading, and is attended with the pur¬ chase of the characteristic material required for the peculiar work, of course, but still more important, it frequently involves the provision of new and special furniture, musical instruments, and even new buildings. Compulsory attendance laws are being diligently enforced in several States and the agencies necessary therefor are expensive and additional to the usual requirements of the schools. Truant officers and truant schools are necessities which have grown out of the new state of affairs, and must be maintained wher¬ ever an earnest effort is made to enforce the law. Certain changes in matters of discipline and classification have caused new items to be added to the expense account of many cities. The total or partial abolishment o! corporal punishment has been followed by the establishment of “schools for incorrigibles ” in many instances, and “ ungraded classes” for back¬ ward or for unusually bright pupils are maintained in some localities to avoid the evils of long intervals between classes. These schools are in the nature of “extras,” and while their ultimate result is a saving of money by hastening the progress oi the children, their immediate effect is an addition to the school budget. All these features are among the developments of the last few years. They are not yet universal, or even general, but all are growing in favor, and each year sees the addition of one or more of them to a very respectable number of city systems. All are expensive in a greater or less degree, and so long as their extension continues, just so long may an annual increase be expected in the per capita as well as the absolute cost of city schools, unless indeed some unex¬ pected calamity or some ill-advised movement should occur to hinder the pres¬ ent favorable progress of public education. But in addition to these features in the nature of permanent improvements in the system, there has been one item of expenditure which has appeared in the accounts for 1891--92, and is only temporary in its character, but which amounts to a goodly sum in the aggregate, because nearly all the cities report it, namely, preparation for the World’s Columbian Exposition at Chicago. The expense attending the preparation and care of the exhibits varied from a few hundred dollars to several thousand. In addition to this and related to it was the cele¬ bration of Columbus Day, October 12, 1892, in honor of the discovery of Amer¬ ica four centuries before. The occasion was commemorated, either by formal exercises or by processions, in probably every city in the country. These two events eptailed a great deal of extra work upon the teachers and pupils, and seriously interfered with the even tenor of school work for a consid¬ erable time. Though the ultimate results, especially of the World's Pair ex- CITY SCHOOL SYSTEMS. 677 hibit, must necessarily be beneficial to American education, there can be no doubt that the immediate effects were by no means favorable. In fact, one of the potent reasons for the bad showing- in the statistics of the year may be found in this. Table 1. — Summary of statistics of school systems of cities containing over 8,000 inhabitants , showing increase or decrease from the previous year. Total population : 1890 _ 18,088,348 1891 _ al9, 094, 594 Increase _ 1,006,246 Per cent of increase - - 5. 56 Enrollment : 1890- ’91 _ 2, 667, 042 1891- ,92 _ 2, 780, 800 Increase _ 113, 758 Per cent of increase _ 4. 27 Aggregate number of days’ attendance of pupils : 1890- ’91 _ _ _ _ 364,687,603.5 1891- ’92 _ _ 378,208,076.6 Increase _ _ 13, 520. 473. 1 Per cent of increase _ 3. 71 Average daily attendance : 1890- ’ 91 _ 1, 884, 473. 9 1891- ’92 _ _ _ 1,980,515.5 Increase _ _ _ 96, 042. 6 Per cent of increase - — 5. 09 Average length (in days) of school term : 1890- ’91 _ 193. 5 1891- ’92 _ 191. 0 Decrease _ 2. 5 Enrollment in private schools (estimated): 1890- ’91 _ 723, 990 1891- ’92 _ _ 753, 178 Increase _ 29,188 Per cent of increase _ _ _ 4. 03 Number of supervising officers: 1890- ’91 _ 2, 463 1891- ’92 _ - _ 2,724 Increase _ 261 Per cent of increase _ 10. 60 Number of teachers: 1890- ’91 _ 52, 431 1891- 592 _ 55, 057 Increase _ _ _ 2,626 Per cent of increase _ 5. 01 a The popul ition of each city, with a few exceptions, being estimated upon the basis of the annual rate of increase from 1880 to 1890. 678 EDUCATION REPORT, 1891-92. Table 1. — Summary of statistics of school systems of cities containing over 8,000 inhabitants , showing increase or decrease from the previous year — Continued. Number of buildings: 1890- ’91 _ 6, 478 1891- ’92 _ 6, 781 Increase _ _ _ 303 Per cent of increase - - 4. 67 Number of sittings or seats: 1890- ’91 _ 2, 396, 674 1891- ’92 _ 2, 512, 772 Increase _ 116,098 Per cent of increase _ _ _ 4. 96 Value of school propertv: 1890- ’91 _ _ $184, 507, 058 1891- ’92 _ _ 193,607,787 Increase _ _ 9, 100, 729 Per cent of increase _ _ 4. 93 Expenditure for teaching and supervision: 1890- ’91 _ _ $33,266,128 1891- ’92 _ _ _ 35,372,482 Increase _ 2, 106, 354 Per cent of increase _ 6. 33 Expenditure for all purposes, excepting loans and bonds: 1890- ’91 _ $56, 936, 447 1891- ’92 _ 60, 555, 120 Increase _ 3, 618, 673 Per cent of increase _ 6. 36 CITY SCHOOL SYSTEMS, 679 Table 2. — Summary, by States, of 'population and school enrollment and attendance in cities containing over 8,000 inhabitants.1 State. Num¬ ber of school sys¬ tems. Total pop¬ ulation in 1891 (esti¬ mated). Enroll¬ ment in public day schools. Aggregate number of days' attend¬ ance of all pupils. | Average daily at- | tendance. Enroll¬ ment in j private and paro¬ chial I schools (esti- ; mated). 1 2 3 4 5 6 7 United States _ 459 19, 094, 594 2,780,800 378,208,076.6 1,980, 515.5 753, 178 North Atlantic Division _ 191 9, 175,479 1,373,368 185, 030,311.1 950, 394. 7 354, 355 South Atlantic Division _ 38 1. 483, 324 212, 952 29, 554. 446. 5 155, 174. 1 45, 968 South Central Division _ 39 1,223,925 151,325 19, 359, 928. 5 108, 248. 5 48. 903 North Central Division _ 165 6, 208, 681 897, 167 124. 236. 074. 0 663. 520. 6 2S0! 439 Western Division _ 26 1,003,185 145, 988 20, 027,316.5 103, 177. 6 23, 508 North Atlantic Division: Maine _ _ 8 131,855 j 20.986 2,839,354 15, 807. 7 4,464 New Hampshire _ 5 105,600 11,674 1, 425, 365. 8 8, 217. 8 6,050 Vermont.. _ _ 2 23,280 1 3 485 Massachusetts- _ 42 1 , 569” 001 251.694 36. 907. 933 186, 830. 9 45, 245 Rhode Island _ 6 222 730 34,369 4, 327, 045. 3 23,315.2 8, 865 Connecticut.. _ .... 14 372. 985 61,069 8, 003, 284. 5 41,685.8 12,020 New York _ _ 49 3, 706, 758 522, 902 71,907,813 367,464 153, 351 New Jersey _ 20 803, 460 114,082 14, 873, 345. 5 76, 670. 3 42, 857 Pennsylvania _ _ 2,236,810 352, 807 44, 358, 156 228-s 259 73, 483 South Atlantic Division: Delaware . . . 1 63 100 j 9 463 1,321,320 6,776 Maryland _ 4 477, 850 72,’ 271 9,741,691 48.716 17, 157 District of Columbia. .. 2 241, 000 39, 678 5,448,624.5 29, 762 8,500 Virginia _ 9 232, 645 28,243 3. 798, 882 20,586.1 7,284 West Virginia _ 3 54,870 9,710 1, 343, 763 7,185 1,225 North Carolina _ 6 74, 059 _ South Carolina . . 3 80, 420 9,470 i 1,445,842 7, 706 4, 057 Georgia _ 7 209. 410 27, 917 4, 468, 529 23, 759 3, 775 Florida _ 3 49,970 5. 570 1, 675 South Central Division: Kentucky... . . 8 292.265 i 40. 466 5,242,599.5 30,489 13, 024 Tennessee _ 5 216, 230 26,485 3, 552, 570 19,462 4, 988 Alabama _ _ 5 107. 240 11,672 Mississippi.. . . 3 35^ 720 <273 563, 642 3,104 2, 455 Louisiana . . . 3 268 150 25 803 3, 484, 742 18.565 Texas . . . . It 244i 560 32,164 3, 882, 671 21,920.5 6,171 ArVansas _ _ _ 4 59; 760 10. 461 1, 592 Oklahoma. _ _ 0 0 0 0 0 0 Indian Territory _ 0 0 | 0 1 0 0 0 North Central Division: Ohio _ _ 30 1,215, 340 176,581 23,359,108.8 139, 189. 8 50,771 Indiana _ 18 414,676 1 66.568 ! 8, 896, 556. 2 48. 512. 2 20. 372 Illinois _ _ 24 1.589.685 : 221.065 j 31.463, 990.5 165, 020. 9 81, 686 Mi higan . . . 23 586,580 1 91,574 | 12, 765, 297. 5 66, 597. 8 29, 716 Wisconsin . . . 19 468, 660 I 70,231 9, 389, 487. 8 49,911. 8 31, 930 Minnesota _ _ 427’ 870 1 53,625 1 7, 519, 624 40, 021 Iowa ... _ 14 294,300 1 49,484 i 6, 656, 665. 3 36. 170. 4 10.841 Missouri _ 10 695,670 i 102,447 i 12, 904, 849 70, 953. 2 30, 236 North Dakota . . . 0 0 0 0 0 0 South Dakota _ _ _ 1 It, 880 1,706 ; 203, 970 1,179 ! 140 Nebraska _ _ 9 307,840 1 32.157 4, 141, 474 21,942.6 i 5, 873 Kansas.. . . 10 196,180 ! 31,729 : 3, 935, 050. 9 24,021.9 4, 332 Western Division: Montana _ . _ 2 i 27,850 j 4,853 j 591, 445 3,238.4 500 Wyoming .. . _ T 1 13,200 ! 1,192 150. 117 814 500 Colorado^. _ 7 1 168,905 ' 24,912 3, 062, 038 16,404. 1 1,772 New Mexico _ o 0 0 0 0 0 Arizona _ _ 0 0 ! 0 0 0 0 TJtcili _ _ 2 64.690 j 10,294 1,367,906 7,376.9 ! Nevada _ _ 1 8,300 1, 575 231, 800 1,159 253 Idaho _ 0 0 ; 0 0 0 0 Washington _ 3 j 135.800 ; 14,244 1,944. 041.5 10, 196. 8 2,143 Oregon _ ... 1 63,030 i 9, 641 1,324,870 6,973 1,200 California . . 9 521,410 79, 277 11,355,099 57,015.4 14, 584 'In the preparation of this table omissions and deficiences in the returns of individual cities were supplied from the best sources available. If no accurate information could be had in any particular case, an estimate based upon the ratios developed in the other cities of the same State Was used unless it appeared that the conditions were essentially different in the city for which precise data were lacking. Blanks indicate that the number of cities which reported the item was not sufficient to justify an estimate to supply the deficiency. 680 EDUCATION REPORT, 1891-92. Table 3. — Summary by States of supervising officers, teachers, property, and ea> penditures of school systems of cities containing over 8,000 inhabitants .1 State. Number of supervis¬ ing officers. Number of teachers. Number of buildings. Number of seats or sittings for study. i 1 | Value of all public i property used for school purposes. Expenditure for su- pervision and teaching. Expenditure for all purposes except loans and bonds. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 United States - 2, 724 3, 944 51,113 55, 057 6, 781 2, 512, 772 $193, 607,787 $35, 372, 482 $60, 555,120 North Atlantic Division. 1,262 1,687 25, 438 27, 125 3, 219 1,231,862 97, 070, 586 17, 330, 426 30,065,635 South Atlantic Division. 142 450 3, 660 4,110 483 186, 980 8, 908, 588 2, 268, 220 3, 537, 554 South Central Division.. 170 283 2, 493 2, 776 370 120,118 7, 705, 290 1,637,110 2,300,369 North Central Division.. 947 1,315 16, 931 18, 246 2, 297 845, 086 64, 031,960 11,673,823 ! 20,057,510 Western Division . 203 209 2, 591 2, 800 412 128, 726 15, 891, 363 2, 462, 907 4, 594, 052 North Atlantic Division: Maine . . -... 22 38 498 536 189 22, 066 1,229, 397 233, 809 367, 596 New Hampshire . 16 22 257 279 77 12, 411 1,207,195 155,672 261,610 Vermont . 2 6 71 77 16 2, 793 181,000 37, 587 56, 949 Massachusetts . 152 397 4,993 5, 390 971 249, 058 24, 567, 289 3, 675, 800 6, 239, 179 Rhode Island . 49 34 664 698 123 31, 209 2, 428, 917 448, 769 960, 637 Connecticut . 55 115 1,180 1,295 184 55, 542 5, 179, 253 768, 941 1,530, 962 New York . 606 557 9, 981 10, 518 686 464, 656 35,318, 095 7, 174, 636 11,658, 946 New Jersey . . . 148 59 2,019 2,078 203 96, 530 5, 437, 905 1,331,333 2, 103, 429 Pennsylvania . 212 459 5,795 6, 254 770 297, 597 21,521,535 3, 503, 879 6, 886, 327 South Atlantic Division: Delaware _ 1 6 187 193 27 9,232 551,817 94, 573 154, 211 Maryland _ 27 141 1,311 1,452 124 66, 708 2, 851,584 788, 967 1, 242, 643 District of Columbia. 1 32 102 719 821 101 36, 648 Virginia . . 31 75 437 512 64 25, 071 766, 662 242, 341 319,411 West Virginia . 9 11 184 195 23 8,250 445, 727 95, 483 138, 014 North Carolina . South Carolina . 9 13 139 152 16 8,800 208, 250 58, 827 86, 037 Georgia . 23 50 433 483 69 22, 935 1,309,515 287, 431 447, 487 Florida . . . 3 30 67 97 35 37, 835 49, 738 South Central Division: Kentucky . 47 41 731 772 74 2, 087, 081 481,766 751, 582 Tennessee . 56 56 351 407 50 20, 120 1,224, 000 256, 735 332, 262 Alabama... . 222 21 601,600 193, 446 Mississippi . . 6 3 73 76 9 4,899 108, 600 36, 089 44, 918 Louisiana _ _ 5 35 497 532 68 14, 275 1,057, 920 265, 575 Texas . 40 102 505 607 116 25,813 2, 013, 865 395, 533 573, 772 Arkansas . . . 4 23 137 160 32 8. 769 612, 225 98, 421 138, 814 Oklahoma . 0 0 0 0 0 0 0 0 0 Indian Territory . 0 0 0 0! 0 0 0 0 0 North Central Division: Ohio . 165 338 3, 308! 3, 646 409 184, 666 14,500, 321 2, 407, 673 4, 055, 370 Indiana . 79 123 1,200 1,323 187 62, 612 3, 939, 953 743, 249 1,233, 972 Illinois . . 273 213 4, 177 4,390 497 196,014 14, 929, 496 3, 282, 546 5, 689, 583 Michigan _ _ 109 101 1,795 1,896 259 85,114 5, 983, 824 1,017, 770 1,969, 939 Wisconsin . . 72 119 1,252 1,371 185 65, 753 4, 104, 020 850,012 1,191,677 Minnesota . . 71 90 1,211 1,301 139 52, 187 6, 825, 300 926, 269 1,356, 310 Iowa . 71 55 1,034 1,089 165 46, 473 3, 508, 800 545, 328 1,124, 748 Missouri _ _ 36 165 1,798 1,963 213 91,968 5, 870, 646 1,153,815 1,996, 400 North Dakota _ 0 0 0 0 0 0 0 0 0 South Dakota.. . 1 2 34 35 8 1,520 175, 000 24, 250 48, 271 Nebraska.. . 43 34 587 621 124 27, 530 2, 382, 260 410, 326 839, 065 Kansas . . 27 75 535 610 111 31,249 1,812, 340 312,585 552, 175 Western Division: Montana . . 6 6 91 97 24 4,723 837, 430 80, 098 197, 494 Wyoming . . 2 0 24 24 4 1,000 120, 000 20, 096 45, 561 Colorado... . 37 33 422 455 64 19, 926 3, 679. 950 390, 322 916, 495 New Mexico . 0 0 0 0 0 0 0! 0 0 Arizona.. . 0 0 0 0 0 0 0 0 Utah . . 36 28 167 195 53 672 500 ' 116, 444 324, 549 Nevada . 0 3 27 30 6 50' 575| 64^ 194 Idaho . . 0 0 0 0 0 0 0 0 0 Washington . 22 11 254 265 51 15, 113 1,661,487 250, 251 826, 535 Oregon . . 14 23 177 200 24 8,000 988, 824 149, 686 282, 496 California . 86 105 1,429 1,534 186 70, 779 7, 880, 597 1,439, 790| 1,936,728 In the preparation of this table omissions and deficiencies in the returns of individual cities were supplied from the best sources available. If no accurate information could be had in any particular case, an estimate based upon the ratios developed in the other cities of the same btate was used_ unless it appeared that the conditions were essentially different in the city for which precise data were lacking. Blanks indicate that the number of cities which reported the item was not sufficient to iustify an estimate to supply the deficiency. CITY SCHOOL SYSTEMS. 681 Table 4. — Summary of statistics of public evening schools in cities of 8,000 of more inhabitants, 1891-',92. State. ao P* i* B1 ® P > ® 0-2 * ®|c c ti o ^ C M Oil il be ° Number of teachers. .O c3 P P-P ® £ Number of pupils. North Atlantic Division.. South Atlantic Division.. South Central Division... North Central Division... Western Division _ 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 _ Georgia _ South Central Division : Kentucky . . Texas _ _ North Central Division: Ohio . . Indiana .. Illinois... Michigan Wisconsin. Minnesota. Iowa _ Missouri... Nebraska .. Kansas .... Western Division: Colorado . Utah... . . Washington. . Oregon _ California _ The United States... 148 852 90 ! 5 39 | 10 j 1 35 5 5 12 12 14 1 1 2 2 1 1 1 10 4 3 569 39 219 18 18 2 168 28 26 174 (952) ( 1,408 j 1, 780$ 4. 140 $ (59,326) } 185, 540 29, 553$ 4 8 (912) 883 ; 1.413 (32) 34 44 3. 208 5 (50, *55, 177 210) i : 21,0811 442 42 (8) 244$ 46 19 26 2 1 0 (307) ) 194 I 462$ 109 j 231 (23) * 13 | 29$ (217) } 403 | 317$ (26) l 75 I 226$ (339) l 59 115$ (32) 6 6 20 (2) 6 j 189 I (6) 34 | 61 ! 1 I 3 I 28 i ng K (4,743) l 118 |* 313 I 0( 1.057 333 (4. 242) 694 88 •23,378 | 7,423$ i (131) > [ 5, 585 | 716$ io 174,419 | 70,064.1 126,468 50,906.9 2, 792 766 5,086 1,390 35,043 | 13,305.4 6.432 2,293.8 963 j 340 j' 65 I 937 327 513 46 10 261 67 !• 106 f 106 ■ 6 82 » 210) ) ' 266 ! 189$ 702 I 433 73 | 4 ; (9. 446) > '12,021 I 6.081$ i (266) > 1 4.411 | 1,826$ i (2. 690) ) » 132 | 47$ i (13, 150) > '26.433 9,897$ i (5,535) l ' 7.078 I 1,960$ i (18.913) l > 4,061 644$ (162) (1,413) (2, 907) 343 1 0 (261) 1,038 19 328 5 • (225) » 896 : 290 i (30) » 195 I 190 12, 027 I 3, 187 i (980) ' 1,818 i 1.868 I (700) > 2,734 | i (2. 307) > 1,740 i 206 : 3.501 1 218 I 43 | 730$ 611$ 23 418 100 6 (131) 56 i 171 231 5, 045 6$: 18 I 22 I 71 j 599 ] 665 1,135 77 27, 551 6,503 2, 869 49, 480 14,570 23, 618 162 1,413 2, 907 343 261 1,366 24 1.411 415 15, 214 4, 666 4, 164 4,658 229 3,919 318 49 193 100 193 302 5, 644 442 420.8 27 13,723.3 2, 451 650. 4 18,919 5, 491.1 8, 782. 3 87 1,250 1, 155 170 130 754 12 662.8 208.8 5,600 1,310 1,726 1,614 119 3,* 159 19.8 43.8 46. 1 128.9 2, 006 Table 5. — Comparative statistics of school systems of cities containing over 8,000 inhabitants. 682 EDUCATION REPOET, 1891-92. •uoij i -'Btndod injoi jo midiio | jod ojnjipaedxo j GB N d ee O 00 CO CO 00 ci co 00 ci 5 C Ci 1— CO ^ 1 00 i> ^ 0 — t- 10 — co 0 . N^^Qr.HrnOO XT O cicidcoT^^cdcicd ci ci £~ ©1 i©> ci 1.07 2.13 1 sasodand TI'B joj jidnd Jod ©am -ipuedxo Aipep ©S'ejoay j 5; •2 0 |s 16.24 11.97 11.88 16. 14 22. 95 12. 95 18. 35 0 cs 0 — ** ?! m cj w 0 1 01 in t~ dgjidd-^rid rJd c* 0 i cd — ?> ?> co ! O • t8* O . Cost of tuition (i. e,, supervis¬ ion and teach¬ ing) per capita of— sjidnd jo ©ourpuex -jr 0 g v j 0 a y ao NoAok W ^ >2 g3 14. 79 18. 94 . N LC Ti- Tf O iC coo 0 Cl ^rio CO CO 0 Cl C5 ci GO d N d co’ 0 C5 ^ Cl co’ 32 : >g ©i ! •uotx -nindod pexoj. lO OO ee C5 CO 00 i© 00 10 eo co Tt< l> N ^ O ^ O CO »G N O 1-0 1-^OCOOOQOlO ICO r-rHHWWWHMTH — ’ ^ 0 1- co 0 1- co 1- Value of school i property per capita of— •sjidnd jo oourpuox -xr 0 § v. j 0 a y lo i> 0 ee vO ’ — Ol O O (M ^ lC 0 Oifli>OLO 77. 78 146. 93 _ lG CO O CO ^ ^ CO ci 0 Cl -8* ^ O T? -^06 0.0C»0i>0 00 10 Cl 0 ^ ci -c 0 ci 0 ! ^ ^ ! •uotx -rindod irxoj, e* 0 ee 10. 58 6.01 6. 29 lu.31 15.84 ^ CO ^ O OC CO ^ C> »CN i> Ci C.r-M.OOWC*OCi 00 iC 0 ©1 ^0 ou C5 >0 ! iO d • 01 0 • •gut -pimq r ox sgmxxis jo sxrbs jo jaquinn oS'bjoay xsa a 0 CO LC W iC 0 ^ 01 -t- 06 c> CO DC Cl to¬ co CO CO CO CO NOJOiCt-CiCC^iO 1-- C- eV^dw-'^Kid —'ocd -GNfi COr'J'M fKO r-T-T-iMWKOTrn coicoo GO CO GO C5 iO COCO oci • iC CO » 10 co « •©ourpuax -J'cuisitdnd got qoro joj sxras jo jeqxnnu 0g'KJ0AY Ci Cl OlCO^OO Cl Cl C> (M I O 'eCCSCQ-^CiTfi NQrHl^Ci C5 — < 1 co’ CO CO O 1C O 6?DCO-tm CO lO • CO CO CO d CQ CO CO CO Cl Cl 1 ^ CO j t8 O 1 — a • •J90I0O j SuisTAJadns gor© ox s.10 | -qo'BO'j jo jaqumu ©S'Bjoay (M 3 lC Ci CO GO -ooccico C! Cl — - - - m CQ Tt< 1C 00J>lT3^ ■^i^cdid^cdi>^ci cocdifoo-* J>. T— < CO CO- r-( CJ r-* — » 01 Ci iC Cl Cl a co 0 — ci — Cl co •joqorox qoro ox Qourpuoxxr ui sitdndjo jaqmnu 0grj0AY GB 0 1 cc a ^0 lr.Nccdd CO CO CO CO CO 10 ^ ci 05 Cl Cl O r8 Cl O O 10 — O CO Cl CO -* co o) ^ 0 0 d cd d 0 *d COCOCOCOCOCO COCOCOT8CO O C5 iC Tji j •rajej | jooqos jo qxSuoj egr j©ay | ! g.2 ! ^ NTOONh -r d co ?g d os 0 s> 00 a O in 05 co* u- u- 1C1 O 3> 0 CO LOH ^ 16 C! iC iCOW^n! r^COC5C^C;C5 Ci C X X GO O y-t ^ GO CO GO ' P0ITOJU0 ndud 1 qoro jo ©ourpuoxx'B j ^Arp jo jequmu gSujoay >5 | «c§ I R’-' t^XOlOH ^8 OC ^ CC ^ CO CO Cl co 00 135. 3 122. 1 146.5 125.9 131.1 137.5 130. 4 125.7 139.6 134.8 137.2 134.6 138.4 0 — ©id 1© » •(sjooqos oijqnd) j XU0UinOJU9 I'BJOJ OJ 0OIVB ! -pU0JJ'B eS'BJOA'B JO OIJ’B'}! LO f Per ct, 71.2 69.2 74.4 71.5 74 70.7 CO ^8 16 0 1 I- 1- WXeQCCNl- 0^ 0 ^nooon-* — iJ i-t d -f 1-»0£»C0 1- 0 l- — - — id GO GO 1 3 dSgi ' ^ tyg ’ UOIJ'BJ ; -ndod irxox oa jueurfxoj ; -no jooqos oiiqnd jo oixr£[ 1 • ! f 1 -8®. 15 14.4 12.4 14.5 14.6 15.9 11. 1 15 15.8 15.4 16.3 14. 1 14.1 15.8 15 15.1 16. 5 12. 1 17.7 COCO — — - co •jusninojuo { jooqos ojUAiJd pur 011 i -qndrexox oj xuouinojua j iootjos ©xrAijd jo oixr'il l no* CO j 'O . i lO 00 Tt< 00 O 6 n ^ cc cc ! ** sain-<*<3>eoTj< ! !M co ©» >d d d ©i 1-^ od ■ d i> d tJ -~ ©} — ©}©} T-. , — ■ ©M 0 — O ^ CO •noix 1 -rjndod jnjoj ox jtraui 1 -itoju© jooqos oj'BAiJd J pur oijQxtd injoj jo otx'bh Per cl. 18.56 co irt in 0 OO^TCCCiG X N c x d 19. 30 16. 78 35 — 05 >0 !0 fO ' — 1 05 00 CO lo^iooi^eo |t-C5©io5 00 d d oc ci os ■ >> d id d 16. 80 15. 14 14. 50 City. 1 United States . North Atlantic Division ... South Atlantic Division ... South Central Division.... North Central Division _ Western Division . North Atlantic Division: Maine . New Hampshire . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . . South Atlantic Division: Delaware . . . Maryland . District of Columbia ... Virginia. . . West Virginia . South Carolina . Georgia . Florida . CITY SCHOOL SYSTEMS. 683 ££38888 ci - - - cici 3888§*:3£ co ci eo eo' ci ed ed ci 823 8§3 cd ci ci s> cd id 8? id j> 0. 09 4. 48 3. 72 14.31 9. 35 £8S t* SfcSSSSSS id cd ci id ci oo‘ tD id £§g §88 882 388 fi8 8^i Smo ci ^ o 81? Gi 1> CO - Ci O ' O 288&882g ci oo' o j> ci ci 00 00 833 80S — ' ci i> ed cd ci iO 00 fe88 ci ^ ci ss id cc 3 :S ~ ' 00 88888208 i- id ci id i- ed id ed ggs 288 8 ® 22 3 ^ S3 8 ic 8 c> cl j J32 3 :3S SSSSSESS - - ci - - ci - - 88 fe£3 cq ci — . ci 3 8 CO g i - ci ci j 3S “ 88 888 SS5 2£?3£g?8 g SSSfggfeS 8 ci 8^8 sgs 1SI 23 -ed Ci -r 888 §38 — O O O w. C* iT5 ir' CC CO 00 o ssssgsss — ci ci o' CC id — oo' CC? l> Ci O Ci — * — CO O! 58 o' o' 888 ciid-f jl iili ci ^ lo in co o x UiMmi ml ill 131 3 oo ci oo £££ y~* GO GO GO §f!S’§s’§§§ CilC-r- CiC SIC §88 K1 - - 00 "1* 'f — — Cl r* CO O L- t- Cl Cl «§"*S§ ^ ^ ^ rj< CO CC lO ooo — cc 1 6 CC 00 ci Tfi>: lO 88 OClO §33 " Cl l> O — 1 CC Cl — S8&88888 cc -+ ci 888 888 00 «D ^8 L.C Ci Cl 8^oi lO g§ LfC — 00 00 S X w J> ^ O Ci 8o53?Cio8odoooo l' 00 i-» if s> g§§ §38 ll iss 129. 5 133. 8 o — o t» 8 8 CO O CO t*< J> 2Q IT5 Ci g|g|'g|g§ 1C GO Ci Ci 2§g §§§ Ci — §g io eo 8g§ SS 1- CQ figs 00 C5 J> t - — d Cl I- i> CO 20 J>5D f:8 O CC Ci j: cc eo a — — m ed ci o !M ci ed ?- IC — - Ci O IOXN '^ededidiiccitd'^ N -* 00 •>f cd to J-i Cl 'f Ci id Ci ift CO Cl o id id CO 00 -£ id C3 *-« lO i — 03 o -coco eo tj< ism ! oo Si8£^s 2gj <©Ti- COSD5D t'i id ci ci ^ cd ! oo jcd — — ms ed—'id | 00 2; 3 2 :28 ££388 :§£ 28288 ;8£ 388 888 id ci oo ci ci id ig :8 lS8o ci oo South Central Division: Kentucky . Tennessee . 1 1 1 ' I 1 • 1 1 1 1 1 1 1 1 ' 1 1 • 1 1 1 1 ■ ' • 1 P,c3 ! if! if HS35S iS-Sgi j 3 ~ l ;! : t >£ O i i * i i i i i -*£? i < i i i i i i ? ®2 » » * * * i • » ? TZ 1 1 1 ■ » » i » t »*\ • 1 1 « « « i » re > *27 i i i i i i i i7- *Qi«it«iii,- < ^ ' « ' . • i i ^ 33 ■ : : d-Sii :j3 ;i ;3|!1§ !g= o fc \$ ! is i i : >$ : : : :g 21i«ifis !ep « G - 8° ^ ^ a :&!2 It jl a ' : ail •Sag )£?0 isg§ 1 CHAPTER XVIII. SECONDARY SCHOOLS. A. — Public high schools. B. — Academies, preparatory schools, private high schools, etc. The great interest taken in the subject of education in secondary schools the past few years has been enqphasized by the National Educational Association in the appoint¬ ment of a special committee to consider the relation of the secondary schools to the colleges and universities. The exact place of the secondary school has not been definitely determined, and the office of this committee, and the subcommittees appointed by it, was to investi¬ gate the whole subject of secondary instruction and present the results of their deliberations in a consolidated report. By this means it was expected to show what the relation of these schools to the colleges is, especially in regard to the studies to be pursued. In the reports of the Bureau of Education the attempt has been made to collect the most complete data possible from these schools and make all of it available for comparison and study. For three years the statistics have included the public high schools, as well as private institutions of secondary grade. The statistics of these two classes of institutions have been compared with each other as far as possible, and for the report of 18S0-’91 special tables and diagrams were pre¬ pared to show the growth and the comparative increase of each class. Each year the figures given become more complete, and certain of the percentages may be regarded as virtually correct, although not all the schools are reported. This is specially true in regard to the studies pursued at these schools and about which, perhaps, the greatest interest centers at the present time. If we have complete reports from three- fourths of the schools, then the percentages of those reported in matters relating to studies pursued may be taken fairly to represent the other fourth not reported, and we may thus get the average condition of the schools throughout the country. One of the difficult questions has been to eliminate the students of the elementary grade found in quite a number of these schools; it is believed that this has prac¬ tically been done, and that the students given in the tables all properly belong to the secondary or preparatory school grade. In the year 1889-’90, reports were received from 2,526 public high schools, with 9,120 teachers and 202,963 students. In 1890-,91, 2,773 schools reported, with 8,270 teachers and 211,598 students. This year (1891-’92), 3,035 schools are reported, with 9,564 teachers and 239,584 students. Of the private academies, preparatory schools, and private high schools, there were reported in 1889-’90, 1,632 schools, with 7,209 teachers and 94,931 students. In 1890-’91, there were reported 1,773 schools, with 6,231 teachers and 98,400 students; while this year (1891-’92), the reports show 1,550 schools, with 7,093 teachers and 100,739 students. The seeming discrepancy in some of these figures in both classes of schools comes from the imperfect classification of the students and teachers into elemental and secondary in cases where the enrollment of the school included pupils below the academic or high-school grade. But this matter is being gradually accommodated to the conditions of the various schools, and will doubtless soon be sufficiently exact for practical purposes. The relative changes in the number of students, the number pursuing certain studies, etc., can best be seen by comparing the data from these two classes of schools for a period of years. SUMMARIES OF STATISTICS, 1891-' 92. J. — Public high schools. The two following tables of summaries are arranged for comparing the two classes of schools, public and private, and each is arranged by geographical divisions and by States and Territories. * Table I gives the number of schools, instructors, and students in the public high schools. Of the 3,035 schools reported in this table, 1,571 are in the North Central Division; 900 in the North Atlantic Division ; 244 in the South Central Division; 189 in the South Atlantic Division ; and 131 in the Western Division. Of the 9,564 instructors in these schools, 4,714 are in the North Central Division; 3,282 in the North Atlan¬ tic Division; 626 in the South Central Division; 528 in the South Atlantic Division, and 414 in the Western Division. Of the 239,556 public high-school students in the country, 117,261 are in the North Central Division; 85,628 in the North Atlantic Division; 13,720 in the South Central Division; 12,556 in the South Atlantic Divi¬ sion, and 10,391 in the Western Division. It is interesting to note that in every part of the country there has been a substantial increase in the number of students dur¬ ing the past year. * In addition to the number of secondary students' reported in the above tables there are of these students 4,647 in the public normal schools and 4,315 in the private normal schools; 1,951 in the manual training schools; 50,910 in the preparatory depart¬ ments of higher institutions. These added to the number reported from the secondary schools would make a total of 402,118 students. 685 Table I .—Summary of statistics of public high schools for 1891-’ 9%. —Schools, instructors, and students. 686 EDUCATION REPORT, 1891-92. Students. b a a • o © or? sg te 60 s © •wt°x ; M ei 326, 836 Ht-rJtXO CO rH Cl CO CO rH CO O C5 CO oifiocoH l> m CM Q (M I oxL^Hnnoac) o o © o o r- c* -■m oo c lo t- si o | OOC5C5 CO IM GC *rl rtf t — O IT5 rH — H , rM L' U1... M «>»CJ i 's^sjnoo q:pq — j qoo joj .outJBdojd j ssup ifui^unpeaS up 1 1 © C* o CM cf C5 CO CO ^ rr ^ lO CQ O CM O | MMOI-COrit-t'O ONOO"aOH . C ~ P & Z & 3|| EH 'icpx i © o C5 CO CM *0 Or iO Cl O ^ C. H X t> GO O Cl Cl H , O rH^rH 1 II o oo Tiun n n h c4 co of •OIBUIOX : 0D lO o o' Cl X LO O CO lO CO H CO OLO L - - CO id od - || S3 ."2: S S £3 S SS Lioccoc^-tco •OPK ! *• i * CM CO tO CO O CO CD | 0C CM CO iO rtf cd' nf ggggggggg Scientific course. ! © 1 ^ CM O CC C5 OO 00 ^ 00 m CO cc c o o cf rH Cl 05 C5 Cl CO CO CO 00 O C O X H O O O COQgCOHHXO rH rH CM CO CM O CO CO cf •OJT?UIOJ[ * o i CM CO I cd i>- nr ^-r 05 o OO^COOCl- C n r. LO o rH id HiiOOfflOOOWiO ooao 1 ^ ^ I— i t— i c-i co °11!K is o cd LO O Q 1C X C5 C5 ^ 4.0 05 L- rH CO CO ^ CM*' rtf' CC 1— lOOOOIMOI'Nin INffinTfNejMrHM '•'‘jy r-1 r-i O w Preparing for col lege classical course. i « i co 1 CO CM to 1 1— i O C5 CM O CO CC C5 CC ID LO O rH id CMCOOCMOCIOO^ (M CO H r- 1 O 00 CM O O L- ^COO I> CM CM 00 CM ^ CO rH CO CM ^ cf rH opuioj; e* i CO o o 1—t ntf O0 CO CO 05 CO rH CO CO CO CO 05 CM cf cf IMC'l(M(Mt'0!Mn-)i OC-lOfCOC-l^HCO r-ootet-nLoooco »n?i imcoco CM r- 1 rH rH iO rH rH rH rH opjK CO CO 00 4,219 594 640 2, 574 284 -tHoiMot-niMin cdoocooot---^ 2w^Scfc;0o® IMOOt- i-4 r-4 Colored second ary flnclud cd in tbe pro- ceding ) •l*V»X © 1 O VOr-O (M-f rfXO t>ooo I OHIMOc-r-tt-lxM OOO^OOCO-^ co oo wo»i- xioio©i>r:rH C0 ri r-( CO CO oxuniox © CM Cl CM C'- CO CO CO CO I CM rtf CO 00 CO Ttf CO CO C5 OLTOIOOQOt-O O I— ! (M O L- O CM 1 CM rtf rH CO H O H tO ro C Q iO lC OOOrHCMOO'Ht CM ^rHt> Q Q H h CO tO >> c? 5 o o o w. ’I^OX CO to to of cr\ CM 00 CO O rH ri | CM tC Cl CO 05 co m t- cm co *dcfcci>o i XHriHH ooancnai-a i>^xotiio®o Drtt"f OQM^M ^-OCOLOt~COOOCO (3-^i-iffl®iO®COO 00-rt^— O cL lf r-tr-rcL r-T(M Cl - t-oct-oawwo iflHoaiMonn woMLia-fi-Mo MioaoSa - j wrfiMHOOcst'W eooooeoiMcoot- eo' r-T —i ca r-T c4 eo c. rH- ,-T •oiiJK 1 "1 C5 CO CO to" o 35, 178 5, 068 5, 743 45, 247 4,133 H O CC C. C (M C 1 Cl t^COCM/-HClOCOD^ C^H^Or-piOtOCM OCHHXCOX C50C5t-t-oocMcoao vooxhcmioo cf r-T od rH cf r-T ^ Secondary instructors U4°X h | 1 CO to o Cl CO CO ^ II 00 CM Cl H r-H j j cd nOr^Mt'lOSOM ^OOOJOOCOCl-^l BOt-ONN^lH 04 r- 1 r-L- (MOHiO t-I OpUIOJ I W CO 05 CO to O CC CM O II rH 00 r— i lO CM 1 j O CM CO lO CM | 00r-r-05i>xo0 00 LO (M M O h rr O CM lO CO O CO CM CO CM C5 rr Cl LO Cl H CM l- rH lO rH CO rH CM 9l«M e> CO CO 1,240 240 314 2,152 187 t— CO CO 40 rirtTjl t-I IM eo IM - United States . North Atlantic Division. . . . South Atlantic Division .... South Central Division . North Central Division . Western Division . . . North Atlantic Division : Maine . New Hampshire . Vermont . Massachusetts . lihode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division: Delaware . Maryland . District of Columbia . . . Virginia . West Virginia . North Carolina . South Carolina . Georgia. . . . 1, 9121 2,024' 4,002 SECONDARY SCHOOLS. 687 1 isiggll r-T Tj C3 r-T rf cf CO 8 311elllllsil g°g"8°86Sg3 n cc oo co cT r^~ r-7 r-T io oo ^ ci cfr-Too 1, 210J 2,477 1, 841 715 1,317 178 4,887 1,835 ° sgsssssgasis rrrimg co woTi^" ■«*"<© os icT afo cl r4 r-7 co i mmm Cl r-7 r-T r-T 8 iisiiiiiisii rrrHsgg cia'odcooo--|"io l~ cd t-T — ~ i-T co 13 SggS'-’gS ° §«§|igg"3j3g 23|0t'°gC50g| - • issiiiiis^ig ””i”s”§s-£i co i-Tcf «-T i-T ° ggsssggsnsgs so§"a®§co§sg " plSIssl''3!?, a=K°»°s«assg 5 gS2£0|£ ° 30S0S°r.00?1g| ; r”-HL,r’? l’° 1 © © CO © t- O M ° I§!llll3e'3il s»s®2»='”-s| B g2S§°^2 Cl ° 133e3lll“ssg s»3»»»a«s-| £ SS^IPis = llllHgs—l'l e°a-o»-3a3| S Sg820,p ° gggggSggSSgS S0^00"00^ 1 § SSSg^gS ° |g|S|gg2§SSg g«gooo«^0Hj g sg=s°§s ° |||g°2Sg00r7S- ^ss000^000;* 00 gg°S°gq: ® g 3 £ 3 N L~ g Jc 3 3 c-ioaooooo^ooo | 00 g^000S3 ° |Sg^0g£00£g c-o«ooo^>ooo.o 1 g§B»lll efsf i-T -*VT 3 9SI318SSS38I §lg§s§sllll Hoa^'c)3^'i> irito i-i ,-T irT i issiisi r-r-r «m" ° 3eill3S-lll gS22S8|S||| j CO io ■ i i n » « . . ^ • ®-3 : : :~.2J : « :*s : &o :*s : : : :^r :.S i!li!l!S!l! !!H ill! s £ 1 ( Dr Cei th( I dif l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 EDUCATION II. — Academies, preparatory schools 'able II, following the same plan as the one for public schools, is the summary >f the 1,550 schools reported 529 are in the North Atlantic Division; 335 in the ision ; and 112 in the Western Division. Of the 7,903 instructors 2,988 are in the itral Division ; 1,060 in the South Atlantic Division ; and 525 in the Western Divis- North Central Division; 19,553 in the South Central Division; 15,847 in the >y comparing this table with Table I, it will be noticed that the proportion of brs considerably from that of the public schools. Table II. — Summary of statistics of endowed academies , States and Territories. Number of schools. Secondary instructors. Students. Secondary . Colored (included in the preceding) . Male. Female. Total. Male. 1 PH Total. Male. d 'cj o Ph Total. 1 2 3 4 5 6 7 8 9 io 11 United States . 1, 549 3,352 3, 741 7, 093 52, 523 48, 216 100, 739 667 651 1, 318 North. Atlantic Division . 528 1,420 1,568 2, 988 21, 408 17, 177 38. 585 32 12 44 South Atlantic Division. . 302 545 515 1,060 8, 404 7, 443 15, 847 311 311 622 South Central Division . . . 335 510 624 1,134 9,451 10, 102 19, 553 315 316 631 North Central Division. . . 272 640 746 1,386 10, 628 10,473 21, 101 9 6 15 “Western Division . 112 237 288 525 2, 632 3, 021 5, 653 0 6 6 North Atlantic Division: 1 Maine . 27 47 62 109 1, 253 1, 215 2, 468 o1 0 0 New Hampshire . 24 78 51 . 129 1,293 694 1, 987 9 3 12 Vermont . 22 51 71 122 1.158 1, 154 2, 312 0 0 0 Massachusetts . 79 202 266 468 2, 851 2, 577 5,428 14 3 17 Rhode Island . 6 31 14| 45 469 200 . 669 0 0 0 Connecticut . 37 56 711 127 778 692 1,470 4! 2 6 New York . 177 491 539, 1,030 5,633 5, 610 11, 243 0 3 3 New Jersey . 55 174 169 343 2. 477 1, 412 3, 889 1 0 1 Pennsylvania . 101 290 325! 615 5,496 3,623 9, 119 4 1 5 South Atlantic Division: | Delaware . 4 10 9 19 147 153 300 0 0 0 Maryland . 31 88 74 162 907 844 1, 751 6 0 6 District of Columbia.. 11 40 37; 77 378 377 755 0 0 0 Virginia . 59 110 104 214 1,469 1,205 2, 674 44 46 90 West Virginia . 3 8 11 19 130 110 240 0 0 0 North Carolina . 81 140 101 241 2, 532 1,562 4, 094 97 132 229 South Carolina . 35 55 51 106 956 810 1,766 24 44 68 Georgia . 68 82 110 192 1,804 2, 188 3, 992 117 68 185 Florida . 10 12 18 30 81 194 275 23 21 44 South Central Division : ■ Kentucky . 46 58 17 155 ; 998 1,048 2, 046 0 0 0 Tennessee . 83 138 133 271 2,840 2, 320 5,160 52 47 99 Alabama . 42 52 56 108 1, 127 1,061 2,188 20 26 46 Mississippi . 68 107 97 204 1, 794 2, 000 3, 794 104 131 235 Louisiana . 28 30 94 124 430 820 1,250 4 2 6 Texas . 46 86 115 201 1, 539 2, 304 3, 843 135 110 245 • Arkansas . 16 28 15 43 579 i 435 1, 014 0 0 0 Indian Territory . 6 9 9 18 144 114 258 0 0 0 North Central Division: Ohio . 45 131 135 266 2, 831 1,968 4, 799 4 0 4 Indiana . 15 23 48 71 300 533 833 2 1 3 Illinois . 36 9e 126 222 1, 487 2, 031 3, 518 2 1 3 Michigan . 16 27 47 74 384 747 1,131 0 0 0 Wisconsin . 20 48 46 94 757 348 1, 105 0 2 2 Minnesota . 18 42 36 78 785 547 1, 332 0 o 0 Iowa . 30 61 53 114 1,200 950 2, 150 0 o 0 Missouri . 57 141 169 310 1,886 2, 129 4, 015 0 0 0 North Dakota . 3 5 10 15 58 88 146 0 0 0 South Dakota . 5 10 8 18 147 155 302 0 1 1 Nebraska . 12 19 41 60 268 526 794 0 0 0 Kansas . 15 37 27 64 525 451 976 1 1 2 Western Division : l 1 Montana . 6 2 15 17 41 120 161 0 1 1 Colorado . 7 27 24 51 289 278 567 0 0 0 New Mexico . 2 1 2 3 8 19 27 0 0 0 Utah . 13 37 19 56 533 373 906 0 0 0 Nevada . 1 1 3 4 0 38 38 0 0 0 Washington . 15 24 34 58 274 490 764 0 1 1 Oregon . 14 34 33 67 361 415 776 0 0 0 California . 54 111 158 269 1, 126 1,288 2,414 0 4 4 SECONDARY SCHOOLS, 689 and private high schools. of statistics for private secondary schools. South Central Division; 302 in the South Atlantic Division; 272 in the North Central North Atlantic Division; 1,386 in the North Central Division; 1,134 in the South ion. Of the 100,739 students 38,585 are in the North Atlantic Division; 21,101 in South Atlantic Division, and 5,653 in the Western Division. teachers and students in the private schools of the different sections of the Union seminaries, and other private secondary schools for 1891-92. Students. Preparing for college. College prepara¬ tory students in the class that graduated in 1892. Number of grad¬ uates ki 1892. Number of elementary pupils. Classical. Scientific. Male. Female. Total. j Male. 6 n £ O Eh Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 12 S3 14 15 16 17 18 19 20 21 22 23 21 25 26 11,516 4, 479 15, 995 6, 731 2, 560 9,291 3, 445 1, 784 5, 229 4, 777 3,700 8,477 34, 098 39, 961 74, 059 1 5, 759 1,212 6,971 3,424 611 4, 035 1,861 578 2, 439 2, 553 1, 684 4, 237; 7, 523 7,947 15, 470 2 2, 173 954 3, 127 669 329 998 421 218 639 490 385 875: 6, 709 8, 101 14, 810 3 1,701 1, 425 3,126 1,190 886 2, 076 370 461 831 520 542 1, 062 10, 504 11, 377 21, 881 4 1,397 611 2, 008 1, 040 561 1, 601 635 451 1, 086 940 813 1,753 5, 758 7, 030 12, 788 5 486 277 763 408 173 581 158 76 234 274 276 550 3,604 5, 506 9, 110 6 303 102 405 45 8 53 91 30 121 171 150 321 115 135 250 7 645 75 720 153 30 183 172 17 189 187 95 282 132 224 356 8 227 111 338 90 57 147 68 72 140 123 112 235 181 137 318 9 1.061 235 1, 296 581 192 773 245 137 382 400 358 758 449 638 1,087 10 111 4 115 34 4 38 12 7 19 24 20 44 126 72 198 11 216 58 274 150 19 169 •80 22 102 98 70 168 281 348 629 12 1, 522 308 1, 830 821 146 967 471 166 637 682 507 1,189 3,994 4, 473 8,467 13 798 96 894 669 47 716 352 40 392 389 127 516 808 693 1, 501 14 876 223 1,099 881 108 989 370 87 457 479 245 724 1, 437 1, 227 2, 664 15 8 2 10 10 1 11 5 4 9 8 8- 16 156 121 277 16 204 25 229 40 123 163 91 28 119 107 27 134 565 139 704 17 241 0 241 48 0 48 40 0 40 53 17 70 138 384 522 18 428 98 526 122 10 132 73 27 100 56 88 144 909 1,136 2, 045 19 25 20 45 0 0 0 2 1 3 2 3 5 10 40 50 20 707 257 964 227 75 302 94 43 137 100 43 143 1,880 1, 830 3, 710 21 194 146 340 64 26 90 30 17 47 64 53 117 803 845 1, 648 22 335 388 723 147 90 237 76 95 171 94 141 235 3,873 2, 847 4, 720 23 31 18 49 11 4 15 10 3 13 6 5 11 375 759 1, 134 24 157 72 ' 229 146 130 276 59 38 97 70 44 114 814 1,167 1,981 25 573 339 912 311 168 479 96 136 232 119 121 240 2, 542 2, 622 5, 164 26 244 194 438 107 91 198 30 33 63 88 50 138 1,051 1,144 2, 195 27 270 279 549 289 281 570 109 86 195 132 133 265 2, 552 2, 571 5,123 28 90 112 202 34 82 116 22 30 52 26 69 95 659 617 1, 276 29 285 314 599 224 93 317 48 128 170 55 109 164 2, 299 2, 573 4, 872 30 77 114 191 56 38 94 4 9 13 24 14 38 411 451 862 31 5 1 6 23 3 26 2 1 3 6 2 8 176 232 408 32 278 98 376 266 86 352 178 61 239 324 170 494 777 961 1,738 33 31 28 59 54 0 54 11 11 22 30 58 88 188 328 516 34 128 65 193 120 69 189 49 56 105 72 99 171 446 1, 056 1, 502 35 28 10 38 54 16 70 26 17 43 50 53 103 527 826 1, 353 36 115 24 139 31 9 40 44 30 - 74 103 45 148 690 622 1,312 37 194 15 209 65 15 80 58 29 87 79 51 130 543 375 918 38 140 57 197 59 44 103 85 38 123 101 109 210 901 835 1,736 39 287 182 469 219 179 398 120 143 263 112 154 266 1,078 1, 258 2, 336 40 13 14 27 13 7 20 0 2 2 3 2 5 45 125 170 41 65 26 91 13 6 19 11 5 16 4 8 12 96 120 216 42 45 57 102 79 98 177 20 26 46 14 34 48 228 259 487 43 73 35 108 67 32 99 33 33 66 48 30 78 239 265 504 44 2 5 7 3 12 15 0 2 2 0 3 3 95 295 390 45 27 25 52 8 25 33 8 5 13 14 9 23 139 254 393 46 1 0 1 0 0 ° 0 2 2 0 1 1 42 80 122 47 16 6 22 28 6 34 7 5 12 87 66 153 640 653 1,293 48 0 0 0 0 0 0 0 6 6 0 0 0 0 52 52 49 107 31 138 44 49 93 10 3 13 11 44 55 215 331 546 50 37 30 67 1 61 48 | 109 30 5 35 27 31 58 492 541 1, 033 51 296 180 476 264 33 297 103 48 151 135 122 257 1,981 3, 300 5, 281 52 690 EDUCATION REPORT, 1891-92. Additional tables cud diagrams illustrating the status of secondary instruction. Besides tlio general summaries given in tlio foregoing tables, several subsidiary- tables and diagrams have been prepared to show more clearly the comparison between public and private secondary schools. Diagram 1. — Comparison of public high schools and private academies, seminaries, etc. Xumbcr and percentage of schools, instructors, students, graduates, etc. 1891-92. Diagram 1 shows the relation of both classes of schools as to their number, num¬ ber of instructors, number of students, also number of students preparing lor col¬ lege in both courses, the number in the graduating class, and the number of gradu¬ ates for the year. It is seen that, so far as reported, the public high schools are over 66 per cent of the whole number, and have over 57 per cent of the instructors and TOper cent of the students, in each of these a slight gain over the past year. Of those preparing for college, in the classical course 48.78 per cent are in the public and 51.22 per cent in the private high schools, while in the scientific course the public high schools have 61.63 percent and the private high schools 38.37 per cent. Of those preparing for college, in the graduating class both courses, almost 64 per cent are in the public schools. Of the total number of graduates 77 per cent are in the public high schools, leaving about 23 per cent in the private high schools. SECONDARY SCHOOLS. 691 The number and percentage of the students in both classes of schools preparing for college are given in diagram 2, Parts i and n, classified by geographical divi¬ sions and for both classical and scientific courses, showing the proportion of each to the whole number of students in the schools, and by comparison the relative num¬ ber in each class of schools. Diagram 2, Part i. — Number of students preparing for college and proportion to whole number of students in the schools. A.-PUBLIC HIGH SCHOOLS. N umber of j students pre- ! paring for col- i Total , 1 number j leSe of stu- I dents. Percentage. United States . 239, 556 Classi- j Scien- cal | title course. i course. North Atlantic division. 6.3396 15,233 I 16, 532 6. 9% 85,628 6, 850 991 South Atlantic division.. 12.556 South Central division . . . I 13, 720 North Central division ... 117, 289 2. 70% 340 9. 65% 1, 324 5, 501 4. 97% 683 "Western division 10, 368 j 567 9, 959 Wi 5.4696 io. 3096 1,068 Part I of the above diagram shows that over 12 per cent of the students reported in the public high schools are preparing for college, and they are almost equally divided between the classical and scientific courses. The larger percentage of students in the classical course in the public high schools is found in the North Atlantic, South Atlantic, and South Central Divisions, the largest proportion being in the South Central Division, while in the North Central and Western Divisions the numbers in the scientific course are almost double those in the classical course; that is, in pub¬ lic secondary schools the older- settled parts of the country show comparatively the 692 EDUCATION REPORT, 1891-92. greater proportion of classical students and the newer portions the larger number in the scientific course. By examining Part n of the diagram it will he found that in the private acade¬ mies, seminaries, etc., over 25 per cent are preparing for college, nearly 16 per cent in the classical coarse, and over 9 per cent in the scientific course. Diagram 2. — Part II. — Number of students preparing for college, and proportion to ivhole number of students in the schools. In each of the geographical divisions the classical course has the larger per¬ centage of students in this class of schools. The largest proportion, nearly 20 per cent of the whole number, is found in the South Atlantic Division, the North Atlan¬ tic Division having 18 per cent, the South Central Division nearly 16 per cent, the Western Division nearly 13^ per cent, and the North Central Division the lowest, per cent. In the scientific course the South Central Division has the largest propor¬ tion, nearly 16 per cent of the whole number of students, the North Atlantic Division nearly 10^ per cent, the Western Division over 10 per cent, the North Central Divi¬ sion 7^ per cent, and the South Atlantic Division having the lowest proportion, a little more than 6 per cent. It will be noticed that in the South Central and West¬ ern Divisions the percentage of students in each course is about the same, that is, nearly 16 per cent in the South Central Division and nearly 11 per cent in the West¬ ern Division. SECONDARY SCHOOLS. 693 An examination of the figures connected with this same diagram shows that of the 25,286 students in the private schools, in both courses, preparing for college, 11,006, or over 43 per cent, are found in the North Atlantic Division, while of the 31,765 students preparing for college in the public high schools in the country 15,460, or 48? per cent, are in the North Central Division alone, the North Atlantic States hav¬ ing the largest percentage of college preparatory students in the private academies and the Northwestern States the largest proportionate number in the public high schools. GRADUATES. Another interesting fact is the proportion of students in these schools who com¬ plete a certain prescribed course of study and graduate. This number includes a part of those preparing for college, and also quite a large proportion who do not pursue a higher course in college. The following diagram (3) gives the number of graduates in each class of schools, together with proportion of each to the whole number : Diagram 3 .—Number of graduates in 1892 , with proportion in each class of schools. In the year 1892 there were reported, as shown in the diagram, in the United States, a total number of 36,976 graduates, of whom 28,499, or 77.7 per cent, were from the public high schools, and 8,477, or 22.3 per cent, from the private acade¬ mies, etc. Of the 28,499 graduates from the public high schools 14,182, or a little over one- half, came from the North Central Division, while of the 8,477 graduates from the private institutions the North Atlantic Division furnished 4,237, or nearly one-half of the whole number. The proportion of graduates in each class of schools to the other, in the several divisions, varies considerably. In every division the public high schools have the larger percentage, the largest being nearly 88 per cent in the North Central Division, about 72 per cent in the North Atlantic Division, 68 per cent in the Western Division, and 53 per cent in both the South Central and South Atlantic Divisions. In the private academies, etc., the largest proportion, nearly 48 per cent, is found in the South Atlantic Division, and nearly the same in the South Central Division ; about 32 per cent in the Western Division, 28 per cent in the North Atlantic Division, and the lowest, 12 per cent, in the North Central Division. 694 EDUCATION REPORT, 1891-92. It is interesting to note, in t.liis connection, the proportion of graduates to the total number of students in each class of schools in the different geographical divisions, and to exhibit this proportion the following diagram (4) has been prepared : Diagram 4. — Proportion of graduates to total number of students in each class of schools. [A. Public lfpjfr schools. 13. Private academies, seminaries, etc.] Total Total students. Graduates. 11. 48%. United States . North Atlantic Divi¬ sion. South Atlantic Divi¬ sion . South Central Divi¬ sion. North Central Divi¬ sion. W estern Division .... A. Public. 239, 556 28, 499 B. Private. 103,739 *8, 477 A. Public. 85, 628 10, 836 13. Private. 38, 585 4,237 A. Public. 12,556 996 13. Private, 15,847 875 A. Public. 13,729 1,215 1>. Private. 19,553 1, 062 A. Public. 117,261 14, 282 15. Private. 21, 101 1, 753 A. Public. 10, 391 1, 170 B. Private. 5, 653 550 8. 41%, 7. 91%. 5. 52%. 8. 85%. 5. 43%. 12. 09%. mm. 1. 30%. 11.26%. 9. 73%. The above diagram shows that the public high schools graduated nearly 11$ per eent of the total number in attendance during the year, and the private academies nearly 8£ per cent. In the North Atlantic Division the highest ratio of graduates is found in both the public high schools and in the private academies, the ratio being 12.65 per cent in the public and 10.9 per cent in the private schools. The North Central Division graduated over 12 per cent of the attendance in the public schools and over 8 per cent in the private schools. In the Western Division, over 11 per cent in the public schools and almost 10 per cent in the private schools graduated. In the South Central Division the percentage is 8.85 per cent in the public schools and 5. 43 in the private schools,, while in the South Atlantic Division almost 8 per cent in the public schools graduated and over 5| per cent in the private academies. It is, of course, evident that these figures and percentages alone do not necessarily show the grade of the schools in the different sections of the country, because the standards required for graduation vary somewhat in the different classes of schools. If uniformity in courses of study should be adopted for secondary schools, then the percentage of students completing the course in any school or class of schools would become a more significant fact for comparison. SECONDARY SCHOOLS, 695 STUDIES PURSUED IN SECONDARY SCHOOLS. In order to show the condition of the schools, as indicated by the studies pursued in them, the following summaries have been prepared. Table III, following, gives the number of students pursuing the principal studies in the public high schools in the country considered as a whole, and geographical divisions, and also by States and Territories : Table III. — Xumber of students in each branch of study in public high schools. States and Territories. Latin. Greek. French. Germ a n Male. 6 'g © Total. Male. 6 Ti 5 Total. 6 ! © i i R Total. Male. '3 g © Total. 1 3 3 4 5 6 i 7 s O IO | 11 12 E3 United States . 36, C84 57, 060 93, 144 4, 610 2, 787 7,397 4, 019 ■8, 404 12, 423 9, 113 15, 873 24, 986 North. Atlantic Division _ 13, 307 18, 721 32, 028 3, 093 1,875 4, 968 % 348 5,656; 9,004 13, 332 1 5,887 : 9.219 South Atlantic Division - 2,553 4, 363 6, 916 315 84 399 ! 130 i 677 ! 807 j 400 691 1,091 9 760 3 R09 6 571 189 34 223 9 ?.in aiQ 473 473 946 North Central Division . 15^ 838 27’ 992 43’ 830 847 672 1, 519 j 491 1. 560 ! 2,051 j iio 4, 593 j 8.190 12, 783 ■Western Division . . 1,617 2, 182 3, 799 166 122 288 j 41 j 20U 242 j 315 j 632 947 North Atlantic Division : 1 Maine . . . 1,092 1. 585 2, 677 381 206 587 159 1 395 554 13 51 64 New Hampshire . 562 777 1,339 100 89 189 ! 136 257 393 4 8 12 Vermont . 328 454 782 74 51 125 54 ! 111 L 165 33 45 78 Massachusetts ... - _ 4,332 6, 211 10. 543 1, 058 828 1.886 2, 308 3. 553 0. 861 588 1,259 1, 847 Kliode Island . 428 562 990 125 67 192 98- 147 245 15 39 54 Connecticut . 956 1,307 2, 263 273 109 382 j 149; 273 422 j 262 526 789 New York . 3,287 4, 077 7, 364 765 423 ! 1,188 369 i 722 1 1, 091 1,441 j 2,288 : 3, 72o New Jersey . 469 856 1,325 97 61 158 42 ! 103 145 ; 354 618! 972 Pennsylvania . . ; 1,853 2, 892 4,745 220 41 261 33 95 128 | 622 1,053 : 1,675 South Atlantic Division: | Delaware . 39 244 j 283 0 0 0 0 0 0 0 0 0 Maryland . 333 406 739! 34 25 59 37 48! 85 70 91j 161 District of Columbia . . . 373 594 967 26 16 42 0 0 0 151 429! 580 Virginia . . . 543 1,063 1.606 8 3 11 40 119 159 132 115 247 West Virginia . 26 37 i 63 ft 0 0 0 0 0 20 29 49 North Carolina . 177 256 433 0 0 0 5 i 7' 12 ■ 3 4 7 South Carolina . 131 179 ! 310 9 2 11 0 0 0 2 1 3 Georgia . 727 1, 336 2,063 211 27 238 rj i 436 443 9 22 31 Florida . . 204 248 452 27 11 38 41 G7 108 13 0 13 South Central Division-: Kentucky . 632 865 1.497 103 8 111 I 2: 16 18 304 174 478 Tennessee . 405 637 1.042 4 0 4 0 0 0 23 60: 83 Alabama . 2121 261: 473 45 1 46 3 39 42 15 21 36 Mississippi . 220 245| 465 19 16 35 0 35 35 0 0 0 Louisiana . 305; 330 635 0 0 0 0 j 178, 178 0 0 0 Texas . . . . 804 ! 1,216! 2.020 18 9 27 4 46 123 192 315 Arkansas . m | 248 419 0 0 ^0 ' 0 0 0 8 26 34 Oklahoma . Indian Territory . 20 0] 20 0 0 0 0 0! 0 0 0 0 North Central Division : ■ i j Ohio . i 4,103 6, 696 10, 799 281 ! 206 487 j 64 j 222! 286 ! 973 1,541 ! 2,514 Indiana . 1, 6221 2, 755 4, 377 7 10 17 0 "5 0 1 313 513 826 Illinois . 2, 623 j 5, 447 8, 070 192 155; 347 126 632 758 731 1,833 2.564 Michigan . 1, 236! 2,169 3, 405 94 93! 187 74 174 248 64ft 1,212 1,861 Wisconsin . 726 1,205 1, 931 35 34 69 17 27 44 475 657 1.132 Minnesota . 1,357 1,960 3,317 105 61 166 165 265 430 414 717 1, 131 Iowa . 1,461 ' 2, 708 4. 169 20 9 29 5 31 36 376 702 1,078 Missouri . 998 2.212 3.210 68 54 122 34 192 226 196 383 579 North Dakota . 51 67 118 0 0 0 0 0 0! 0 3 3 South Dakota . j 48, 80 128 0 0 0 0 0! 0 2 10 12 N ebraska . ! 699: 1,165 1,864 28 31 59 0 0 0, 207 256 463 Kansas . 914! 1,528 2,442 17 19 36 6 17 23J 257 363 620 'Western Division : Montana . 68 104 172 3 0 3 0 1 1 3G 37 73 Wyoming....... _ _ 14 20 34 0 0 0 0 0 0 0 0 0 Colorado . 351 457 808 51 22 73 22 89 111 124 329 453 New Mexico . 4 6! 10 0 0 0 ”6 0 0 °i 1 1 Arizona . 8 20 28 0 0! 0 0 0 0 0 0 0 Utah . 16 22 38 0 0! 0 1 6 7 5 5 10 Nevada . 6 15 21 0 0! 0 0 0 0 3 5 8 Idaho . 9 11 20 ( 0 0 0 0 0 0 0 0 Washington . 91 135 226 2 1 3 0 0 0 is; 48 66 Oregon . 66 90 156 6 0 0 0 0 0; 55) 98 153 California . 984 1,302 2. 286 110 CO 9| 209 18 1 105 109 183 696 EDUCATION REPORT, 1891-92. Table III. — Number of students in each branch of study in public high schools — Cont’d. Algebra. Geometry 1 • T rigonometry . States and Territories. Male. © g © Total. Male. 1 Total. . © S | © £ 1 1 Wox 1 14 15 16 17 IS 19 20 21 22 United States . 46, 517 70, 719 117, 236 21,878 34,937 56, 815 2,443 3,237 5, 680 Kortii Atlantic Division . . . 14, 549 22, 287 36, 836 7, 867 11,844 19, 711 605 ! 483 I 1,088 South Atlantic Division . . . 2, 9G0 4, 556 7,456 1, 203 2, 092 3,295 239 | 220 459 South Central Division .... 3,718 5,142 8, 860 1,579 2, 709 4, 288 334 519 j 853 Is orth Central Division .... 22, 848 35, 225 58, 073 9, 748 16, 178 2c, 926 1,147 1,859 i 3,006 ■Western Division . 2, 502 3,509 6,011 1,481 2, 114 3, 595 118 | 156 j 274 Korth Atlantic Division: Maine . 337 1. 582 1, 919 677 816 1.493 .! 0 2 Kew Hampshire . 420 553 973 234 324 558 17 3 20 Vermont . 425 497 922 194 209 403 ! 3 0 3 Massachusetts . 3, 886 4, 757 426 8, 643 2, 219 2, 868 5, 087 53 41 94 Ilhode Island . 420 846 193 254 447 52 0 52 Connecticut . 1, 032 1, 176 2, 208 361 484 845 64 9 73 Hew York . 4. 121 5, 797 9,918 2,193 2,787 1 4, 980 241 208 449 Hew Jersey . 1, 021 1, 775 2, 796 445 860 | 1,305 49 100 149 Pennsylvania . 2, 887 5, 724 8, 611 1,351 j 3,242 4, 593 124 122 246 South Atlantic Division : Delaware . 117 150 267 82 i 63 145 20 3 23 Maryland . 416 611 1, 027 290 446 736 44 18 62 District of Columbia . . . 282 466 748 105 273 378 46 10 56 Virginia . ! 621 880 1,501 181 293 474 30 67 97 W est V irginia . 156 312 468 47 77 124 6 11 | 20 Uorth Carolina . 144 219 363 65 75 140 0. 0 0 South Carolina . 123 303 426 15 127 142 0 0 o Georgia . 792 1,348 2, 140 304 620 924 77 84 161 Florida . 249 267 516 114 118 232 16 24 40 South Central Division : Kentucky . 753 983 1,736 264 440 704 68 175 243 Tennessee . 466 736 1. 202 227 373 600 23 44 67 Alabama . 270 359 629 94 232 326 37 85 122 Mississippi . 313 348 661 102 147 249 6 25 31 Louisiana . 169 363 532 96 249 345 83 7 90 Texas . 1, 398 1, 904 3,302 660 1,028 1, 688 96 137 233 Arkansas . 329 249 778 130 240 370 21 46 67 Oklahoma _ _ _ Indian Territorv . 20 0 20 6 0 6 0 0 0 Horth Central Division: Ohio . 5,432 ! 7, 741 13, 173 j 2,450 3, 902 6, 352 392 541 933 Indiana . 2, 018 3, 068 5, 086 846 1,357 2, 203 62 108 170 Illinois . 3, 395 5, 638 9, 033 1,487 3. 090 4, 577 361 851 1,212 Michigan . 2,375 3, 603 5, 978 862 1,327 2, 189 56 28 84 Wisconsin . 1, 354 1, 963 3, 317 589 889 1,478 42 16 58 Minnesota . 1,507 2, 295 3, 802 722 993 1, 715 33 2 35 Iowa . • 2, 542 3, 977 6,519 1,086 1, 815 2, 901 80 137 217 Missouri . 1, 550 2,858 4,408 567 1,086 1,653 76 109 185 Korth Dakota . 37 48 85 9 26 35 0 0 0 South Dakota . 62 158 220 41 61 102 6 8 14 Kebraska . 1,140 1,704 2.844 480 750 1, 230 10 30 40 Kansas . 1,436 2, 172 3, 608 609 882 1,491 29 29 58 W estern Division : Montana . 71 97 168 23 37 60 7 9 16 Wyoming . 25 31 56 8 19 27 o 0 0 Colorado . 391 542 933 193 283 476 30 23 53 Kew Mexico . 9 13 22 0 3 3 0 0 0 Arizona . 18 32 50 11 13 24 0 0 0 Utah . 51 63 114 10 5 15 2 0 2 Kevada . 115 261 376 42 112 154 1 0 1 Idaho . 51 61 112 25 34 j 59 o 0 0 Washington . 324 373 697 92 126 218 0 0 0 Oregon . 180 333 513 60 105 165 4 16 20 California . 1,267 1,703 2, 970 1,017 1,377 | 2, 394 74 108 182 SECONDARY SCHOOLS, 697 Table III. — Xumbcr of students in each branch of study in public h igh schools — Cont’d. Physics. Chemistry. General history. States and Territories. Male, i Fe¬ male. Total. Male, i : Fe¬ male. Total. ; Male. Fe- 1 male. ! Total. 1 23 24 25 26 37 38 39 SO 31 United States . 21, 756 32, 930 54, 686 : 9,322 i 15, 064 24,386 ' 27,667 ‘46,539 74, 206 North Atlantic Division . . . 7 041 10, 205 17, 246 3,413 1 5,577 ! 8,990 9,327 i 17,186 26, 513 Soutli Atlantic Division - 1. 485 2, 430 3.915 597 i 1,133 1.730 2,087 j 3, 257 5,344 South Central Division .... 1.954 2, 674 4, 628 735 1.096 ! 1. 831 2,166 3.453 5, 619 North Central Division - 1U, 314 16, 101 26, 415 4,002 6.423 j 10,425 12.142 [ 19.838 31, 980 Western Division . 962 1,520 2, 482 575 ! 835 i 1.410 1,945 2,805 ! 4, 750 North Atlantic Division : Maine . 700 835 1, 535 275 422 697 754 1, 064 1,818 Kew Hampshire . 231 257 488 : 124 131 ! 255 : 278 | 408 6S6 Vermont . 162 187 349 92 112 204 210 297 507 Massachusetts . 2, 014 2, 623 4.637 , 1,263 1. 775 ! 3, 038 3.406 ; 5, 150 8, 556 Khode Island . 214 275 489 j 81 i 129 210 192 i 426 618 Connecticut . 274 443 717 ! 161 i 315 i 476 529 j 8S2 1,411 Hew York . 1, 769 2, 005 3, 774 1 830 ! 894 I 1,724 2.165 i 3.961 6, 126 Hew Jersev . 456 770 1.226 ! 152 251 403 492 1 1, OSO 1,572 Pennsylvania . 1, 221 2, 810 4, 031 435 1, 548 1,983 1,301 ' 3, 918 5,219 South Atlantic Division : 256 Delaware . 90 79 169 36 1 30 66 225 1 31 Marvland . 265 353 618 17 36 53 223 343 566 District of Columbia . . . 114 246 360 : 78 1 121 199 434 ! 818 1, 252 Virginia . 261 383 644 82 j 171 253 370 610 980 Vest Virginia . 98 1 143 241 36 65 101 57 85 142 Horth Carolina . 113 : 134 ! 247 25 43 68 162 j 254 416 South Carolina . 19 251 ! 270 13 30 43 50 312 362 Georgia . 390 675 1,065 248 551 799 351 567 918 Florida . 135 j 166 301 62 86 ; 148 1 215 237 452 South Central Division : Kentucky . 355 409 764 140 200 j 340 280 i 571 851 Tennessee . 154 217 371 71 127 j 198 31 L 576 887 Alabama . 118 209 327 137 148 285 183 309 492 Mississippi . 184 247 431 20 43 i 63 123 157 280 Louisiana . 97 171 268 104 168 272 224 231 455 Texas . 800 1,147 1, 947 202 323 1 525 931 I 1,469 2,400 Arkansas . 212 274 486 47 87 ! 134 100 140 240 Oklahoma . . Indian Territory . 34 0 34 14 0 14 14 0 14 Horth Central Division : Ohio . 2. 038 3, 668 1 5, 706 907 1, 460 ! 2, 367 ; 2, 490 ! 3,841 6, 331 Indiana . 919 1, 405 2, 324 383 586 969 951 1 1. 688 2, 639 Illinois . 1,902 2, 988 4.890 723 1, 371 ! 2, 094 1. 975 ' 3,806 5, 781 Michigan . 1.063 1,449 2, 512 512 652 1. 164 1,425 ■ 2. 056 3, 481 Wisconsin . 715 886 1.601 173 207 380 649 1,049 1,698 1,662 Minnesota . 565 717 1.282 263 309 572 644 ’ 1. 018 Iowa . 1. 162 1,801 2, 963 350 654 1, 004 j 1, 546 ! 2, 387 3,933 Missouri . 662 1, 228 1,890 285 580 865 791 1,424 2,215 Horth Dakota . 12 12 24 5 12 17 7 21 28 South Dakota . 43 90 133 14 21 35 45 66 111 Nebraska . 549 816 1 1. 365 248 397 645 701 1,165 1, 866 Kansas . 684 1,041 1, 725 139 174 313 918 | 1, 317 2, 235 W estern Division : Montana . 68 68 136 7 5 12 82 103 ; 185 Wvoming . 6 17 23 6 1 7 9 12 21 Colorado . 174 276 450 55 127 182 473 734 1, 207 Hew Mexico . 0 3 3 0 0 0 8 7 15 Arizona . 9 12 21 0 0 0 3 10 13 TJtah . 9 10 19 0 0 0 29 49 78 Nevada . 87 185 272 29 79 108 42 j 84 12fl Idaho . 42 42 ~84 3 7 37 45 82 Washington . 53 76 129 12 12 24 86 115 201 Oregon . 61 101 162 28 74 102 101 169 270 California . 453 730 1, 183 I 434 534 968 1, 075 1 : 1.477 2, 552 The above summary shows that in the public high schools there were 93, 144 students in Latin, and of this number 43,830, or over 47 per cent, were in the North Central Division; 32,028, or over one-third, in the North Atlantic Division: 6,916 in the South Atlantic Division ; 6,571 in the South Central Division ; and 3,799 in the West¬ ern Division. Of the 7,397 in Greek, 4,968, or over two-thirds, were in the North Atlantic Division; 1,519 in the North Central Division, and but a small proportion in the other three divisions. Of the 12,423 in French, the North Atlantic Division had 9,004, almost three-fourths of all, the North Central Division having 2,051. Of the 24,986 in German, one-half were in the North Central Division and 9,219 in the North 698 EDUCATION REPORT, 1891-92. Atlantic Division. In algebra tlio number of students is much greater, being 117,230, of 'whom nearly one-half were in the North Central Division. In geometry and trig¬ onometry the numbers are much less, but the larger proportion in geometry being in the North Central Division. There were only 54,686 students in physics and 24,386 in chemistry. In general history there were 74,206 students, the larger number being in the North Central Division. In Table IV below, the same statistics arc given for the private academics, etc., arranged in the same way for comparison with the public high schools. Table IV. — Number of students in each branch of study in private secondary schools. States and Territories. [Latin. Greek. French. German. Malo. 6 3 © Total. 6 s p Total. Malo. 3 ! Ph Total. Malo. Female. Total. 1 o o 4 5 | O 7 \ 8 9 IO 11 13 13 United States . 92, 269 16, G23 38, 892 S6 Cl 1, 295 8, 543] 1 1 6, 103! 1 ! i 10, 718 16, 821 7, 7/8 1 |6, 741 14, 519 North Atlantic Division. . . . 9, 906 G, 731 16, 637 4, 257! 660' 4, 917 4,137 5, 470 9,607 4, 021 3, 437! 7, 458 South Atlantic Division. . . . 4,244 3, 170 7, 414 897 113 1, 010I 1 943 1,806 2, 749; 834 682 1,516 South Central Division . 3. 348 3, 074 6. 422 668! 195, 863 420 1, 103 1, 523! 396 597 993 North Central Division . 3, 897 2, 930 6, 827 1, 159; 291 1, 450; 421 1,571 1,992 2, 259 1, 577; 3,836 Western Division . 874 718 1,592 267 36 303 182 768 950; 268 448; 716 North Atlantic Division : |= Maine . — 461 386 847 217 78 295 78 134 212 15 31 48 New Hampshire . 559 330 889 512; 44 556 . 291 149 440 123 72 195 Vermont . . . 395 349 744 157 49 206 80 177 257 52 88 140 Massachusetts . 1,450 1,188 2, 638 8401 178 1, 018 865 969 1,834 467 564 1, 031 [Rhode Island . - . 235 112 347 68 2 70 140 62 202 8 21 29 Connecticut . 414 434 848 95 41 136 70 240 310 120 154 274 New York . 2, 771 1. 954 4. 725 1, 165 147 1,312 1,568 2.283 3, 851 1,671 1, 253 2, 924 New Jersey . 1,326 577 1,903 618 42 660 496 513 1, 009 569 396 965 Pennsylvania . 2, 295 1.401 3, 696 585 79 664 549 943 1, 492 996 856 1,852 South Atlantic Division : Delaware . 96 108 204 18 2 20 62 75 137 28 24 52 Maryland . 569 425 994 128 14 142 165 318 483 1 357 283 640 District of Columbia. . . . 106 97 203 90 2 92 61 242 303 12 57 69 Virginia . 883 529 1.412 157 25 182 288 393 681 -242 156 398 W es.t Y irginia . 36 8 44 11 5 L 16 0 2 2 7 3 10 North Carolina . . 1,201 587 1,788 221 20 241 119 165 284 83 49 132 South Carolina . 484 275 759 *81 1 82 196 226 422 56 68 124 Georgia . 818 1,106 1,924 176 32 208 52 376 428 31 25 56 Florida . 51 35 86 15 12 27 0 9 9 18 17 35 South Central Division : Kentucky . 419 386 805 88 27 115 35 120 155 72 97 169 Tennessee . 1,159 751 1,910 324 51 375 41 196 237 73 j42 215 Alabama . 458 336 794 81 40 121 48 104 152 37 23 60 Mississippi . 483 635 1, 118 56 16 72 21 60 81 17 49 66 [Louisiana . 152 159 311 13 4 17 236 421 657 17 53 70 Texas . 457 595 1,052 69 35 104 33 201 234 | 161 204 365 Arkansas . 198 200 398 33 20 53 3 1 4 15 27 42 Oklahoma Indian Territory . 22 12 34 4 2 6 3 0 3 4 2 6 North Central Division: Ohio . 1 1,108 614 1, 722 335 67 402 92 272 364 ' 681 ! 308 S89 Indiana . 129 288 417 5 17 22 1 108 109 27 66 93 Illinois . 348 393 741 115 44 159 30 457 487 122 272 394 Michigan . 127 149 276 25 14 39 63 119 182 102 69 171 "Wisconsin . 522 119 641 257 3 260 133 36 169 535 114 649 Minnesota . 242 107 349 49 10 59 14 32 46 127 80 207 Iowa . 353 206 559 129 24 153 5 34 39 199 122 321 Missouri . 706 696 1,402 156 47 203 66 371 437 340 296 636 North Dakota . 15 15 30 2 1 3 4 10 14 0 12 12 South Dakota . . 88 32 120 22 14 36 0 7 7 37 37 74 Nebraska . 96 173 269 19 36 55 0 91 91 38 138 176 Kansas . . 163 138 301 45 14 59 13 34 47 51 63 114 Western Division: ! Montana . 4 10 14 0 0 0 6 13 13 1 7 8 ~Wr Yomiiig- - -- -- -- -- _ 1 1 Colorado . 142 GO 202 87 2 89 20 28 48 13 31 44 New Mexico . 8 7 15 1 0 1 0 4 4 0 4 4 A ri 7P.T!9, Utah . 80 65 145 20 0 20 12 14 26 52 51 103 Nevada . . . 0 38 38 0 4 4 0 20 20 0 5 5 Idaho . . . . 1 Washington . 159 106 265 39 4 43 17 81 1 98 23 571 1 80 Oregon . 143 133 276 29 6 35 33 44 77 93 87, 180 California . 43S 299 737 91 20 111 100 564 634 86 1 292 SECONDARY SCHOOLS. 699 Table IV. — Xum her of students in each branch of study in private secondary schools — Continued. States and Territories. United States North Atlantic Division . . South Atlantic Division. . South Central Division . North Central Division . Western Division . 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 . Oklahoma . • Indian Territory _ North Central Division: Ohio . Indiana . Illinois . Michigan . Wisconsin . . Minnesota . . Iowa . . Missouri . North Dakota . South Dakota . Nebraska . Kansas . W estern Division : Montana . Wyoming . . . Colorado . New Mexico . Arizona . . Utah . Nevada . Idaho . Washington . Oregon . California . Algebra Geometry. Tri gonomotry. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. 14 15 16 17 IS 19 20 21 22 25, 097 19, 802 44, 899 11, 854 7,956 19, 810 2, 705 1,700 4, 405 10, 205 6, 292 16, 497 5, 454 3, 037 8,491 902 317 1,219 4.511 3, 713 8, 224 1,856 1,174 3,030 399 245 644 4,908 5, 096 10, 004 2, 004 1,919 3, 923 705 648 1,353 4, 391 3,625 8,016 2, 003 1,390 3, 393 596 408 1,004 1,082 1,076 . 2,158 537 436 973 103 82 185 573 555 1, 128 315 242 557 15 7 22 714 294 1, 008 266 128 394 34 18 52 349 351 700 174 167 341 27 5 32 1,447 851 2, 298 866 529 1,395 138 82 220 245 97 342 145 36 181 13 0 13 331 401 732 201 150 351 23 1 24 2, 774 1,816 4,590 1,622 950 2, 572 258 131 389 1. 466 496 1,962 739 201 940 223 18 241 2, 306 1,431 3, 737 1, 126 634 1, 760 171 55 226 90 72 162 24 30 54 3 0 3 574 459 1,033 ! 368 168 536 70 17 S7 172 177 349 131 63 194 0 13 13 897 612 1,509 440 170 610 164 68 232 2G 16 42 11 3 14 2 0 2 1, 213 669 1,872 290 139 429 51 33 84 450 356 806 128 . 100 228 17 2 19 1,053 1,295 2, 348 447 484 931 90 1C8 198 36 57 93 1 17 17 34 2 4 G 657 503 1, 160 306 181 487 165 46 211 1,306 1, 146 2, 452 429 384 813 199 204 403 660 644 1,304 278 231 509 72 71 143 826 893 1,719 320 276 596 1T0 1C4 214 256 402 658 114 136 250 29 57 86 902 1,239 2, 141 488 G25 1, 113 88 132 220 226 210 436 65 83 148 40 24 74 75 50 134 4 3 7 2 0 2 1.281 730 2,011 546 266 812 252 88 340 117 148 265 ! 41 73 114 16 31 47 466 563 1,029 175 195 370 22 60 82 166 234 400 62 98 160 11 35 46 345 115 460 266 45 311 91 9 100 174 124 298 84 46 130 10 2 12 475 386 861 269 167 436 34 11 45 1,005 944 1,949 389 329 718 117 126 243 24 30 54 11 5 16 5 4 9 53 52 105 40 23 63 9 2 11 86 151 237 46 85 131 13 22 45 199 148 347 | 74 58 132 16 8 24 19 54 73 * 6 6 ° » 0 115 90 205 38 29 67 13 1 14 3 7 10 0 1 1 0 3 3 108 108 216 64 : 67 1 131 1 23 3 26 0 25 1 13 13 0 7 7 117 i 99 216 53| 46 1 99 j 20 22 42 190 139 329 61 ! 48 109 1 8 *8 16 530 554 1, 0S4 321 | . 226 547 1 39 28 1 77 700 EDUCATION BEPORT, 1891-92. Table IV. — Number of students in each branch of study in private secondary schools — Continued. States and Territories. Physics. Chemistry. General history. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe. male. Total. 1 S3 S4 1 « r S6 S7 S§ S9 30 31 United States . 10, 601 9, 715 20, 316 5, 155 4, 754 9, 909 15, 479 16, 981 32, 460 North Atlantic Division. . . . 4, 199 3, 107 7, 306 2, 332 1,545 3, 877 6, 034 6, 351 12, 385 South Atlantic Division - 1,630 1,400 3, 030 630 728 1, 358 3, 134 2, 638 5, 772 South Central Division . 2, 337 2, 887 5, 224 730 1, 272 2. 002 2, 625 3, 570 6,195 North Central Division . 2, 003 1, 726 3, 729 1,196 929 2, 125 2,797 3,168 5, 965 Western Division . 432 595 1,027 267 280 547 889 1, 255 2, 144 North Atlantic Division. . . . Maine . 262 216 478 144 144 288 267 269 536 New Hampshire . 295 118 413 157 61 218 299 137 436 Vermont . . . 190 142 332 105 92 197 188 192 380 Massachusetts . 554 452 1,006 311 327 638 817 934 1, 751 Rhode Island . 56 69 125 21 18 39 197 . 98 295 Connecticut . 90 118 208 65 72 137 212 383 595 New York . 1, 266 1, 138 2, 404 826 457 1,283 2, 074 2, 337 4, 411 New Jersey . 512 202 714 248 113 361 689 545 1,234 Pennsylvania . 974 652 1,626 455 261 716 1,291 1,456 2, 747 Couth Atlantic Division : Delaware . 22 17 39 29 30 59 19 33 52 Maryland . 290 159 449 145 65 210 430 361 791 District of Columbia . . . 73 110 183 23 74 97 215 265 480 Virginia . 432 272 704 153 116 269 564 367 931 "West Virginia . 8 2 10 5 10 15 8 20 28 North Carolina . 411. 330 741 127 132 259 812 492 1,304 South Carolina . 131 142 273 23 63 86 441 299 740 Georgia . 257 357 614 114 234 348 638 755 1, 393 Florida . 6 11 17 11 4 15 7 46 53 South Central Division : Kentuckv . 204 201 405 110 144 254 403 504 907 Tennessee... . 423 482 905 92 201 293 508 683 1, 191 Alabama . 241 216 457 156 141 297 564 459 1, 023 Mississippi . 714 717 1,431 125 137 262 393 496 889 Louisiana . 152 388 540 68 298 366 243 555 798 Texas . 505 775 1,280 144 317 461 398 711 1, 109 Arkansas . 89 101 190 30 28 58 90 117 207 Oklah omn, Indian Territory . 9 7 16 5 6 11 26 45 71 North Central Division: Ohio . . 536 279 815 541 185 726 550 538 1,008 Indiana . . 83 91 174 26 37 63 89 159 248 Illinois . 215 262 477 62 184 246 396 532 928 Michigan . 84 139 223 59 93 152 91 226 317 Wisconsin . 246 71 317 118 18 136 414 152 566 Minnesota . 69 47 116 29 4 33 147 83 230 Iowa . 199 127 326 73 61 134 307 229 536 Missouri . 390 473 863 211 253 464 579 819 1,398 North Dakota . 19 12 31 9 7 16 18 24 42 South Dakota . 35 26 61 7 0 7 51 50 101 Nebraska . 38 120 158 19 52 71 54 270 324 Kansas . 89 79 168 42 35 77 101 86 187 W estern Division : Montana . 0 22 22 0 2 2 15 43 58 Wyoming . . . Colorado . 24 12 36 87 20 107 129 46 175 N e w Mexico . 0 3 3 0 1 1 1 6 7 Arizona ................ Utah ... A . 57 36 93 43 19 62 150 115 265 Nevada . 0 12 12 0 7 7 0 12 12 Idaho W ashington . . . . . 44 58 102 14 34 48 109 170 279 Oregon . 71 92 163 31 23 54 92 106 198 California . 236 360 596 . 92 174 266 393 757 1, 150 i rr* From this table it is seen that of the 38,892 students in Latin in the private acade¬ mies and seminaries, etc., 16,637 were in the North Atlantic Division, the South Atlan¬ tic Division having the next highest number, 7,414, the North Central Division having only a few less, and the South Central Division about 1,000 less. Of the 8,543 in Greek 4,917 were in the North Atlantic Division. Of the 16,821 in French 9,607 were in the North Atlantic Division and 2,749 in the South Atlantic Division. Of the 14,519 in German the North Atlantic Division had a little over one-half and the .North Central Division 3,836. Of the 44,899 in algebra 16,497 wero in the North Atlantic SECONDARY SCHOOLS. 701 Division, 10,004 in the South Central Division, and over 8,000 each in the South Atlantic and North Central divisions. In geometry the number is only 19,810, with a large proportion in the North Atlantic Division. In trigonometry the number of students was only 4,405, the South Central Division having the largest number, 1,353. The other studies are nearly iu the same proportion among the geographical divisions. To show the relative importance of the studies pursued iu these schools in the United States diagram 5 has been prepared. This gives the number of students in each study and the percentage of these in each study to the whole number of stu¬ dents in each class of schools. The arrangement of the diagram is made so as to show the comparison between the public and private schools and indicates their relation to each other in each study. Diagram 5. — Number and percentage of students pursuing certain studies to whole number of students in the schools. A. Public high schools. ? . Chemistry . General history'. . . A. B. f I A. I r»- I 22. 82% • 20. 16% 10.17% mp 9. 83° „ ■ 30. 97% 82. 22% | ■ - . It is interesting to note in tlie above diagram tbe large proportion of those study¬ ing Latin and that it is so nearly alike in both the public and private schools, being nearly 39 per cent of the total number. Only 3 per cent of those in the public schools study Greek, vrhile in the private schools the proportion is nearly three times as great. But a little more than 5 per cent study French in the public schools, while the private schools have three times as many in the same study. The students of Ger¬ man in the public schools arc about 10^ per cent ; in the private schools, 14 percent. In algebra the public schools have nearly 49 per cent of all their students ; the private schools, over 44^ per cent. In geometry the proportions are 23.71 per cent in the public schools and nearly 20 per cent in the private schools. Students of trigonom¬ etry are only a little more than 24 per cent in the public schools and 4£ per cent in the private schools. In physics the proportion is about 23 per cent in the public schools and 20 per cent in the private schools. In chemistry the number is about the same in each, nearly 10 per cent, and in general history the students in the pub¬ lic schools are about 31 per cent and in the private schools a trifle over 32 per cent. In order to show the status of secondary schools in regard to the number of stu¬ dents pursuing the principal studies in such schools, the following table (Y) has been prepared, which gives the number and percentage of students in ten different studies, comparing public and private schools together. The table gives first the whole country, then by geographical divisions, and lastly the detailed figures and percentages for each State apxl Territory, and in every case for each study sepa¬ rately. This table makes it possible to see at a glance the condition of the schools in any section or State in regard to any study or class of studies, as classics, modern lan¬ guages, mathematics, or physics, etc., and to see how the two classes of schools com¬ pare with each other in regard to studies, or rather in regard to the number pursuing certain studies. f SECONDARY SCHOOLS. 703 General his¬ tory. s'sa pH § sssgsgsss&sssSsssssss-sssss+sj^sss §£§£ ll e* llSllg|sllg3sI!illl»3l31S3slSgl-|g|| + 05 o' of o' 1 o' O o' rf o' 4" 05 r-T CC r-T r-f o" 4 t-T r-T Iff of r-T 1 111 s &s§+^ssss5s+i&^&sssg«^®s§§!5^gasss®§§§s o d o‘ o n m s d d o si d d h d o' a oo h — ■' o' o’ o' o' h © © ^ i> a ~ si |i St iiig|iIi§SISSlSllSW§HggliiS88ssgs '■focd'ccT r-T r-T r-T of o' of r-T CO r-T r-T r-T 1 ! | 6 S P' S III g SSSSSS&SgSSSSS&S gSSgggSKg.«8SgS 333S SS32S3S§S5?j2aS'S§S3g|2aS233a^2SS2S3a§3 |l £* ll'llSlIIllS'ifSlSIlSllsglSIlSIls-sIls ^ o' N t-“ m‘ w' o ffl « 05 H r-T 4r-T COOfr-T 4r-T Sg8> P.gcf 2 &5^S+«oSS3g;§SSS-S1g!SgSoogSgSSSgSji.gg i cf4r-icdcd-#OOC54o5ed ’ * 'of ‘rf '405r- e fig I s t|¥k iiOOt-COOOr-iiOO __f_r §§£ illlSIlIlsgigSIillilllllslfigSSsSSIi sssa c>coodo'-»coo'ofr-Tr-T r-T ooof c4" cs •+ of r-T oo' co r-Tr-T German. Per¬ cent¬ age, © ssi^iss-ssssssisUsssasssss^+sssco 0^0000000000005 rH O CO O 00 « 05 ^ £ 00 ^ O O £ £ © S§ig&3 S u |S © lllll5llglSSS-aSS33lSagsglslll°SsI»S 4 4 ©" £-' 4 4 05' erf r-T r-T «' 05 t-T r-T ps o p 1 Hi sggs^sgsgs^si'ggsa&sssssssisSsiig o±S is :§ li 9SI5SpS§S383SifSSSSlS8ggia§S§0SSS0l of o' o' o' 05 r-T of t— T o 4 4 of 4 4 Greek. ! isfs, pH ® =3 © + + ! +4-4-4- | i O?«^H3Oiiwa0ffl«®OOQ”s _j_{2 3®«NH!a03W® co oc o of os o' 4 4 4 o 05 o' oo + 4 4 m' ad o oo o o' oo oi 4 4 05 o' 4 4 „ 0 +r- 00 O O T—l OC r-( 0 4 + oi oi s U IS K9 IH3llllglll§l»lSllll°llIISlil°S§2S!§ j 4 exf 4 4 4 44 44 I-Tr-T 1 Hi SS9S'SgSSSSJSSagsJSoSS®eS53+Sa.SS83S; SPSS S§SS^S5^SS5SS§SSSS38g|gSSSS^SS3S5SSgSggSS IS o' of 05 iCrfr-Tr^'e -3S®a £2eS.§ § ^ eo 2~ ^ ^ S3 ^ ^ ^ — o'o^^'^fiOr^'o't^'r-T oVT o' cf c^f r-7 of eo~ o' l » ^ O Hm i rO l a > i> 5 :3 o ; © 1 53 •3 1 1 i3 2 |§5§5§ *3 o® g* * « O a £ P‘fZ5 QQ M 6 P Table V. — Percentage of students pursuing certain studies to the whole number of secondary students in the secondary schools — Continued. 704 EDUCATION REPORT, 1891-92. General his¬ tory. Per¬ cent¬ age. © CM lA LA 50 ^ CC 05 M t> + £0 © CO © + M ^ 1 LA © rH CM CO t- ** C© CM CD CM HI 00 05 CO .j.00 wCi^00X(MC0C0^O(NI>I>TjU0XL0 00C5^05i0ClCD00t-HC0l> _|_00 CM LO^AHOH^Hd^cJAH^COMCCOCOCClOCOCOOCCOOLO^OOdxDCsdwoOOOH ^^CQ»HCOCO(N^COC:^HCO^^CllO^(N(N^CO»A(NH(N 05 CO 00 05 00rH-#O'^<-1(M CO CM CM + CM + 00 t>- l>* CO + CO 00 + © 4“ CM CM CD LA CO CO CO iA © LA CM + (MO A!Nl> AOOO(M> t>OHiOCOQ(N(NI>C5*vO C^OtMiC r-nCiOiOD W W t-1* O r-H CD* O CD CM CO 00 CO LA CM CM O LA O CO LA CD* 05 i-H t-H O LA LA O lA O t> O CD 00 CO rjH CM# i-irHCM tH CM rH HH CM r-» CM (M H H H CM rH H -h h h h Num¬ ber. 18 19 CCDHiOCODCOCDClCOOOlxCOHOOCOlO^COtMC'ldCHHXH'-^OQ.'CHOHCMOCO LACD©rH©iAH100©HlHlTHHiLA©©00©©COtHCOCM©00lATHTH©CMCDCO©H1©LA00CO CM CM rH CM I> CO rH CO CM tH CM CM CM CM CM CO LA Hi ri CO t> © O CM rH rH CO rH CM* CM rH Physics. Per¬ cent¬ age. LA CM HI J- ^ I t>-CDC0C0t^00“l"O)00H00‘f'CMC0“f'00“f"H05LALAI>*rH000> DCOOOHCMHHHCOCCOHHI>HlOHXHI>X(NCOCOHCCC;CMHACOOOCOOCQ1>^CO 05 CO O H C5 00 00 lO t> lO CO CO CO A* 00 h- CO o O t> CO CO cc CO oo oo ci o lO CO LO O 'H CO l> O* l> 00 CM CM LO CCHHHCOHCO CQHriHACMMACMHHCOAHCO (MHCMCMCMHHHfH^ Num¬ ber. 4* HHHO^HOMlAHHO^LOrlA^^HHOOO^ODOHDOlCHH'ODWCOHl^ HOHrlHHI>t:-COHOH«OOI>0(M»AWWDHHOOOOOWHOHN^DL^HCMOH CD D- CM CM t> CM CM O CO CO t> HI CO 05 CO H< Hi Hi CM lA 05 CM Hi rH t- 00 CO t-H 00 H< LA CM © CO rH rH rH rH LA* CM H^ CM rH © a "Eh H £ if © P § 16 CM CM CO ! HI !t>OOCOHOOHHOOHAM(MH 00 © CO ~U © It^CDOOCOHlLACOOOt^HI LA CD. CM 00 »0 .OCOAHHAOOCMOOHlCCOCO _|_00 rH D- CO CM -|>HOOOCOOCOLA©CO_|_ H CO H » CM irHLAH^H^ CM 00* OCOt>Dl CD* CMLAOCDLA LA LAtH • rH LA CD CM HI © Num¬ ber. t^CMOCMOHH©©r-sCO©CDCOrHt^COCMCOrHH<©CDCO©!^-H©CMCO©©I>CMCM^CDOO© © CO CM 00 rH CD © HI HHCDOCMHcOrHDOOCOCMCOL^ CO H l> H H 00 00 H lO O CM rH rH CM CM HHH CM CM CM © CO H CM rH r-T Geometry. Per¬ cent¬ age. 14 mfflOM oo «o rH m lO OfflfnOHt-MOOOOOOH^H CMCO©LACM©©CMCMCOLACMLACO©LACOCO©LAH1©l>o6©HirHCMOC©HlCOCO©LAHi©o6 CM CM CM CM rH HCOCMCMrHCMCMCMHCOCMCMHCOCMCOCMCMHH CM rH CM rH CM — ihhhN Num¬ ber. 13 HOHHOO(NOOHH(MHHI>OWCO©DCDiAOX^OOOCOt>CMClAHI>0©OOOH t>H(NHH(MHCM(NC0C0C0OX©HCM©H05HL0 00Ht>H lO H O rn |> X CD H H O H tH Hi rH CM © © CM L^HlCDOOCOlACMLACOCMCDi-iCOrH CO 00 CM H LO A H H H A HH CO** CM* hT CM . r-T Algebra. Per¬ cent¬ age. rH CO CO CM CO h- HI CM CM © CM b- H< © CM 00 © CO +LA HI +n lA CO H + +^HCOLAOOt^HlCO OOHl>lACDI>COCDCOXOOOOXI>OOLAWiODMCMCDOl> LA | QO©t>©lAOOlACM©COOOCD © CD 00 tH CD LA *0 LA LA 00 CD CO CO CD 00 t>* HI © LA LA CO CM CO LA rH CO 00 rH OC H lA rH lA © rH LA CD rH CDLA©HLAH1CMH1IHIALACOCOLALAH1CDLALAHJ1LALAI>.LACDHS1COLALAH1LACOH1CMH®oc'0 oo®m®i-NOTii^Hffln®oiONOfflHBino'#r'nf]wt'Hoofflnw['OH!0 lOiO^ CO CO 00 rH CO W nHOONOOOTfm^ HH t-h * 00 © © tH CM CO HI H CD CO lA X © CO lA CO © © © © © lA lA Hi Cl © CD Hi © CO CO Hi H* H H CM © Hi © HI rH CO CMCOlAHCOIhCDOO’HCOCD CD t> n !D A H t-h 00 CM © CD © CD tH CO H< CM CO rH rH HI rH CM COCO LA © 00 LA CO 00 rH rH CD CM CM rH r-T r'4 o 0 © £ Per¬ cent¬ age. ! i 1 ; i :p ; ; _i_ 05 t- 1 M T-^ ifflinw Tt-OM iffl+THNOHOCOffi ■ 05 i «0 00 00 • t- ■># . 05 05 05 CO .00 05 05 ■ OO CO C- 05 LA • rH CD 1 CO LA © rH CO *H1H1©CMCMI>CMrH© • > H H t> • CO CO CO rH CD lA CM1 'CMrHrHrH • rH lA • • 1 r-H rH rH r— ( Num¬ ber. 4* 05HO(MNr|HO®COX®Oi®iOOt-SQNiOH®l>ffl-^OT|(0«®H(005®t>XMHO> lO 00 rH 00 NHNO HLO CO rfl ISO CO 00 t— lO CO COCO O lO 00 -P 00 CO H CO lO cd icd . »d -^iodid-^airjiid t^Hj5idl>H|OCOO!Ot'MC'NI-0)l>0500 rHOO rH HH®COOCO(MHH t— -rH (M CO t- HNO l£5 OOOrHCdH^lOOOCOCOCO rH CQ P 05 CO CO t- CO 00 1 05 CO t- 00 HO 05 05 Co'HiinGcd05t-cdo6int-joOrHCO^rH<» iOHHOTf(MfU'HiHiCOinMiOCOH(COeOCIffllNHiNCOMCOH-#COHHOHiNINNC>liO Num¬ ber. M CD CM CO HI CO 00 ©•© CO Hi CM CO LA CM © CO HI LA 00 LA rH © CM © 00 © Hi © CM © r-1 LA CD rH -H 2u|CDHlWXHiACD(MLAX©©HIHt-©CDHAHCUAHC5(NWCiNl-H^HOh;AH[ ©HI Hi t> A t> © A Hi h100©©H1I>»H1tHCDCO©©H1CO tHt>*COH1©t>H00©©CML'^©©rH©r-irHD^©CMH100CM© CMHM>rHXXLAiAH©H 0 0 42 20 16 82 77 1,715 24. 75 1301 9.76 2, 901 20. 47 436 20. 28 1, 653 20. 93 718 17. 88 35 26. 51 10 10. 95 102 21. 98 03 20. 86 1,230 21.62 131 16. 5— 1,49121.22 132 13.52 60| 2.53 6; 3.73 27 27 476 25. 36 67 11. 82 310 1| 3.7 24 35. 82 i 15 10. 27 131 14.40 154130. 14 13 34. 21 59 26. 1 O (M ^ i ^ ^ Ci LO L- H !N !§§§!§ d 3, 802 54. 87 298 22. 45 0, 519 45. 99 86140+ 4,408 55.82 1, 949148.54 85 64.4— 54 37 220 47. 41 105 34. 77 2, 844!49. 98 237:29. 85 3, 608,51. 34 347 35. 55 168,35. 07 73 45. 34 56 56 933 49. 7+ 20536.15 22,73.3 10 37 50,74. 63 114,78.08 216 23. 84 376 73. 58 25 65. 79 112 49. 56 3£^S3S llsill dd g25±§8SS&8g£;SJSSgaS j ®dd + d^dc6d + °6dod + vo+ | 24.13 7.76 3.3 14.81 6. 85 11.37 15. 66 13.16 s^ssss © © ci d co d 1,131 207 1,078 321 579 636 3 12 12 74 463 176 020 114 73 8 0 S3^° OgCCUJO sssggg ctsssggg :S ig i^ssfe i COCO ‘ride ; © ■ d ; d ' d ‘ 00 ' © ^ i 00 • dd :+ : SS is ! TT c4 ■ B.. 61.25 38. 75 61.95 38. 05 52. 79 46. 21 46. 39 53. 61 54. 29 45. 71 South Central di- < 1 A.. 63.17 36. 83 39. 15 60. 85 42 58 40. 14 59. 86 38. 53 61. 47 vision . » B.. 51.08 48. 93 52.1 47.9 44. 73 55.27 36. 98 63. 02 42. 37 57. 63 North Central di- < \ A.. 37. 59 62. 41 38. 15 61. 85 39. 04 60. 95 38. 38 61. 62 37. 98 62. 02 vision . < f B.. 59. 03 40.97 59. 36 40. 64 53. 71 46. 29 56. 28 43. 72 40. 89 53. 11 Western division.. < \ A.. 41. 19 58. 81 43. 07 56. 93 38. 76 61.24 40. 77 59. 23 40. 94 59. 06 f B .. 55. 19 44.81 55. 67 44. 33 42. 06 57. 94 51. 19 48. 81 41. 46 58.54 On examination of the above table it trill be seen that in the public high schools the females are over 60 per cent of the students pursuing all the ten studies named, except Greek and trigonometry, and a majority in Latin, French, German, algebra, geometry, trigonometry, physics, chemistry, and general history, that is in all the studies except Greek, in which the ratio is 62^ percent males to 37f-per cent females. In trigonometry the females are 57 per cent. In the private academies, the males are a majority in Latin. Greek, German, algebra, geometry, trigonometry, and chem¬ istry, the highest ratio being in Greek, nearly 85 per cent. The females have the larger percentage in French, physics, and general history, the highest ratio being in French, 63.75 per cent. SECOND AKY SCHOOLS. 709 The various geographical divisions differ considerably in the relative percentages of the sexes pursuing certain studies. For instance, in the public high schools, of those studying Latin, the majority are females in every division; in the private academies, the males are a majority in every division except the South Central. Of the students in Greek, a very large percentage are males, in both classes of schools and in every division; while in French the opposite is true, the larger percentage being females in both classes in all divisions. In German, in the public high schools, the large proportion are males in every division except the South Central, and in that the two sexes are equal. In the private academies the males are the greater ratio in all divisions except the South Central and the Western divisions. Of the students in algebra in the public high schools, the greater proportion are females in all the divisions, the largest ratio, over 61 per cent beiiig in the South Atlantic divi¬ sion; while in the private academies the males have the majority in every division except the South Central, and in that not quite 1 per cent less. In geometry, the females are the greater number in the public schools in all but the South Central division. In the private academies the males have a majority in all the divisions. In trigonometry the males predominate in the public schools only in the North Atlantic division and South Atlantic division; while in the private academies the males are the larger percentage in all divisions, being the greatest in the North Atlan¬ tic division, or 72 per cent. In the public high schools, of students in physics, chem¬ istry, and general history, the greater ratio are males in all the divisions, while in the private academies, in physics, the females are the greater ratio in the South Central and Western divisions. In chemistry in the South Atlantic and South Cen¬ tral divisions, and in general history, the females have a greater percentage in all except the South Atlantic division. CHAPTER XIX. UNIVERSITIES AND COLLEGES. DISCUSSION OF STATISTICS. Number of institutions. — The number of universities and colleges reporting to this office during the year 1891-*92 was 442, showing an increase of 12 over the number reporting during the previous year. Prominent among the new in¬ stitutions reported are the University of Arizona, at Tucson, Ariz., and the Le- land Stanford Junior University, at Palo Alto, Cal. The University of Arizona was established by an act of the Territorial legis¬ lature in 1885, but owing to a lack of funds the institution was not opened to students until October 1, 1891. The act establishing the University of Arizona provides for the following departments: First. The Department of Science, Literature, and the Arts. Second. The Department of Theory and Practice, and Elementary Instruction. Third. The Department of Agriculture. Fourth. The Normal Department. Fifth. The Department of Mineralogy and the School of Mines. Only two of these departments, the third and fifth, have thus far been opened to students. This action was rendered necessary owing to the insufficiency of the income to equip and support all the departments. The resources of the in¬ stitution at present consist of the $15,000 per annum for experiment stations and of the appropriations by the act of August 30, 1890, to agricultural and me¬ chanical colleges. No funds from the act of July 2, 1862, are yet available. The university reported for its first year 9 professors and 31 students. The Leland Stanford Junior University, at Palo Alto, Cal., was determined upon by the Hon. Leland Stanford and Jane Lathrop Stanford in 1884. Novem¬ ber 14, 1885, the grant of endowment was publicly made, and on the same day the board of trustees held its first meeting in San Francisco. The work of con¬ struction was at once begun and the corner stone laid May 14, 1887. The uni¬ versity was formally opened to students October 1, 1891. The property con¬ veyed to the university consists of the Palo Alto estate of 8,400 acres, the Vina estate of 55,000 acres, and the Gridley estate of 22,000 acres. The value of the endowment is generally estimated at about $25,000,000. The general manage¬ ment and control of the institution are vested in a board of 24 trustees, but the charter provides that the founders, during their lives, shall “perform all the duties and exercise all the powers and privileges enjoined upon and vested in the trustees.*’ Tuition in all departments is free and board is furnished at cost. The number of professors and instructors during the first year was 38, while the students numbered 558, of which number 38 were graduate students. The university does not furnish preparatory instruction. Professors and instructors. — The following table gives the number of profes¬ sors and instructors, male and female, in the several departments of universi¬ ties and colleges : 711 712 EDUCATION REPORT, 1891-92. Number of professors and instructors in uniiersities and colleges in 1891-92. States and Territories. Num¬ ber of insti¬ tu¬ tions. Preparatory departments. Collegiate departments. Professional departments. Total nuinler. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. United States _ 442 1,719 694 4, 693 517 2, 370 25 8,056 1,270 North. Atlantic Division 77 260 34 1,494 41 797 2 2, 483 76 South Atlantic Division 57 175 74 551 46 192 0 858 131 South Central Division . 73 175 130 517 91 255 1 877 229 North Central Division. 200 971 398 1,845 276 921 21 3,272 720 Western Division . 35 138 58 286 63 205 1 566 114 North Atlantic Division: Maine. . . . 3 0 0 41 0 15 0 55 0 New Hampshire . 1 0 0 25 0 17 0 42 0 Vermont _ _ 2 0 0 33 0 22 0 55 0 Massachusetts . 9 26 2 250 3 211 2 486 5 Rhode Island . . 1 0 0 47 0 0 0 47 0 Connecticut . - . . 3 0 0 133 0 62 0 195 0 New York . 23 137 15 496 9 289 0 917 24 New Jersey _ 5 7 0 106 0 5 0 113 0 Pennsylvania . . 30 90 17 363 29 176 0 573 47 South Atlantic Division: Delaware . . 1 0 0 12 0 0 0 12 0 Maryland _ _ 10 44 12 133 14 4 0 171 20 District of Columbia.. 4 28 0 78 3 114 0 228 12 Virginia . . 8 18 3 95 2 19 0 128 5 West Virginia.. . 3 8 1 24 1 2 0 34 2 North Carolina _ 11 30 14 84 7 27 0 119 20 South Carolina _ 8 17 8 54 1 8 0 68 13 Georgia . . 8 16 15 56 10 18 0 81 35 Florida _ _ 4 14 21 15 8 0 0 17 24 South Central Division: Kentucky . . . 13 28 6 90 7 26 0 124 20 Tennessee _ s. . 22 61 51 166 34 153 1 339 69 Alabama . . . 8 7 9 62 5 5 0 73 17 Mississippi . . . 5 10 7 33 5 5 0 47 12 Louisiana _ _ 9 43 24 71 15 50 0 156 48 Texas . . 11 18 23 74 18 16 0 111 42 Arkansas 5 8 10 21 7 27 21 North Central Division: Ohio _ _ 38 190 58 333 42 160 0 630 126 Indiana . . 15 73 21 172 20 46 0 272 43 Illinois _ _ 27 150 51 263 23 250 19 609 115 Michigan _ 12 48 29 150 20 56 0 228 57 Wisconsin. . . . 10 38 8 115 11 32 1 163 21 Minnesota _ _ 11 48 13 132 10 91 0 224 21 Iowa . . 24 82 66 194 47 104 0 331 114 Missouri . . . 27 164 79 215 43 78 0 377 104 North Dakota. . 4 17 6 18 3 5 0 28 14 South Dakota _ 6 30 17 & 12 0 0 38 22 Nebraska . . 9 38 16 86 14 78 0 174 27 Kansas _ _ 17 93 34 137 31 21 1 198 56 Western Division: Montana _ _ _ 1 1 1 7 0 U 0 7 1 Wyoming _ 1 7 3 11 3 0 0 11 3 Colorado _ 4 27 8 37 10 73 0 112 18 Arizona . . . 1 1 0 7 1 0 0 8 L Utah _ _ 1 8 0 12 0 1 0 16 0 Nevada _ _ _ 1 2 2 11 1 0 0 12 2 Washington . 5 16 10 16 10 1 0 25 18 Oregon _ 6 19 8 26 9 57 0 87 19 California . . . 15 57 26 159 29 73 1 288 52 The above table shows that of the total number of instructors reported, 1,270, or 13.6 per cent were women. Examining these figures by departments, we find that of the number of instructors in the preparatory departments, 28.8 per cent were women, while in the college departments but 9.9 per cent were women. The smallest ratio of women instructors in college departments is found in the North Atlantic Division, where it is but 2.7 per cent. /Students. — The summarizsd statistics respecting students in the several de¬ partments for the year under consideration are given very fully according to color and sex in the following tables : /Students in universities and colleges , 1891-92 . UNIVERSITIES AND COLLEGES. 713 Graduate departments. Total. Fe¬ male. 1 § *- 3 2 & Ci O ; © J* O © O O O ©©—<©©©© O O © © © © 00 © ■ © 3 s cf S 8 8 8 a - hgS&SSgg «|--«.co o o | 1 o § 45 © 3 ; loo jo o jo jooooo ooooooo o o oooooo j Ci O 1-H o O >’ O COHO" OOOOOOO O O OOO-1-iOO 1 4 I S *- 3 2 S5 O jojtocicoo ooooooo o o ooooooo j © I 1 •cf Sl§gs o jo«»o^t^5;o ojo—j—ioiioqo o o ci ci © v- © oc j Collegiate departments. i g "I _o o~ !~fi If ~ r-r_o“ S' i- g°S3°^|0| °£3SS5§2/']s8 g|gg||2 S' © ■3 § C1 i> 00 lO iC o icT xAcT SSSsiSSSS *88SS8SC8S 1811111 cf --V«o5 *-T — — I o 1 ©| £ - g? $s 10 ° OOOi-HOOOOO OOCOOOOtP t-1 O 03 i- 0} 1- I> 03 © 1 g 1 S 2 ~ hooohhii.m o^^oo3?H © O 0 0 0 0 0-0 1 1 *1 © 1 11 21 S' ?>- o£g2kg2~if§2 sggssgs S' © § o cg a oris eo -^icT eo — ssiisgiii mmr%* sssssss ~ CO T-S r-T-r-T Preparatory departments. i g 1 of §1111 i-T of j>~ i-T osoo°°ri ogos”iiss esissss © i s i « S 8 £ « 1 -qT of 13 ff ®»°rogs| °s111kI 1 § 8131838 cf - -7 1 c 8 8 "Ig*-0 00 =000=0. o-ooogooo o|So-S © o C5 §2§:" Q 00 TH oooooo 31 O^ OCOOOO|2 S ° £§3*Sg8 5 i g| *1 £ g 1 o' I i s § 1 « i- -7 oooooogog =g=g«5o 5 g sggssgg © 3 S 1 ci 1 1 1 1 1 •f tf n of OOO.OOgg* ®|g|g|a 8 6 mills cf - ssi§„ sssiifis? « „ 5 5 ® >»£= $ c3 ?>S«6!z;lzfcsOSS>^Zm I Students in universities and colleges , 189 1-"* 92 — Continued. Graduating departments. Total, Fe¬ male. EDUCATION REPOI §3 SS [*° £ ° IT, 1891-: 05000 i 92. to CO Male. m c oocoocoowcio m 00 — TTI — ■ O Cl 00 CO 03 T !> — 1 Ui — — Tf 00 00 i-i m i> oo os eo 5> o 05 co —co Male. oo ojcoo^*oe’TiMn oo m o m co o eo ^ oo — os N T-tNr-lT-lrHrtH i-« Colored. ■ ® ^ O 1-H looooooo ' OOCJOOOOOO Male. 05 ^ — t — — lOi-iOOOO 1 OOOOOOOOi— < oo • White. Fe¬ male. CM 5D Cl ■— 'OIOCOCVCOCQO ^CO i^i Cl lO Ci OO CO W r}i N C) iC C5 CM C^ y~* CO Male. 2^ CM O lO i> rt< CO O -« iC CO w*-* CliC^iC~5D— WOOMXO^Wi^Oi 50 i— Cl lO 50 iC OrriCCOCQ^ ifl — < CM on--#N!0 os ioc)qom»io-iiioj C5 m mooKOOdiiH- -f o5osin~-ic?o — — os lO 00 MiOiHCJWM OSCO 50 — i— f 05 CO Male. 3, 358 1,078 2, 753 943 G09 606 1,635 2, 389 HI 290 438 1,140 49 39 284 12 54 41 206 289 1,110 Colored, Fe¬ male. t- i-h COC^OCMMOOOO CM OOOOOOOOO 50 Male. ** Cl OO^HOOCOOOOO CO QOOOOOOr-f-^ d h White. Fe¬ male. t* o rtiMooN-ii'if'n o mojcaoeocoin-^oj co in inoooxooffl'vi' u< os os m — fo - -r« 05 eo 05 CO —1 05 05 Cl 05 CO O — i —i 05 CO Male. oo o m eo a) eo oi Ci i—i o oo t- cs o -* os — eo oo cs m i> ijixoocox^cjm co tt co oo — in tp o x cj CS0 3>l>eOeOeOCO— < 05 I-" 05 05 05 0 of i-T of i-Tof i-7 i-T States and Territories. North Central Division: Ohio . Indiana . . Illinois . Michigan . . . Wisconsin . Minnesota . Iowa . , . . Missouri.., . North Dakota . . South Dakota . . Nebraska . . Kansas . Western Division: Montana . Colorado . Arizona.., . Utah . . . Nevada . . Washington . . California . UNIVERSITIES AND COLLEGES. 715 Total number in all departments. Total. Female. SIS ‘is (so: CO O 00 o 00 00 i-« Ci Male. ©£o of ca in o =° '-'35wiON 'N® CO 00 lO wO iO ?>“© tjT ofnjT C0i>C3Oi s — 'CO N^NrHCO^LOiOW N-hiCiC00 050 SO C»iCONOS^NCiOJ O X 7! - --lC X OJ i-« ©oi>coco — cocm oo oo co oo so ^7 cf o i-T if i-T cf i-T i-7 1-7 r-7 cf tj7i-7 cf i-7 Colored. Female. ?) 2,972 7 1,181 >) 1,675 109 0 OOOt— 'OOmO iH ONOOOC5C5HO OWON ONH Cl 00 O — Oi 00 CO © m '-'t- ci t-i ©JO O rl ©f i-T f— s m otJooomj’xo oo^oocon® — -r 1-0 O-S*-* ®nno—o^-h ©j t* tji m -r Oriri Tf cci e© White. Female. £ o' o -H /^/Qo' O OOO ^ Q N IflH M lO cf t-T cf i> of ^ S' o © oo — iomi-o ^cT oneoNOinoocio) co © ©3 -* co — < oo in© in m e© © i- co i- ©> co © © ^- © •> 5- © ©3 © ©J Cl i-t i-H ©3 ^-i©J CO©CO.-H CO Oi-l Male. t-T t* O 00 00 m ^ 03 CO T-iC CO — o o oo oo iO cm m ^ of cf of ^7 03 T-« CO co co co oo ©3 © m co wco i- © co — eocseo^co ci i - ss oo ©>t- ^ ©j w - o — ^ o — ©i-©©3©-*oom© Oinoo ci t* i— in-i'-a'cn^im-iT* © i- m> i- co ©! © ci cj i- ©i — > o co © co ©f ©jcT-T © ..Vh t-T ©Tt^i-T t-T ,-T Professional departments. Total. Female. o s 81 13 2 390 44 ooogoocio o OOCOCOOOOO ©©300 o oo Male. $ 00 5, 674 1,948 2, 446 8, 010 656 i- ©3 © ?— © — ' t* o -* oo-ON©!t - - - m on — o m ©3 t- -aoo m © ^ co m m © ©j © co ©j -* co ^ ©3 o m -* i-H ©J co co — * co i — r ©j coco m -r-t Colored. Female. o in ©j ■ o OOOOOOOO O OOCOOOCJOOO 053 OOO o o Male. 735 I 37 374 303 21 0 o co o mo o ©i o i- occcoooi - - o o in — m © o mu¬ ni O 1-1 CO ©J n< White. Female. SI* 00 O CM t*< 00 00 ^ CM 000030000 o ©ooooooooo oooo o oo Male. 15,625 4, 754 1,574 2, 143 6, 498 656 1— ©©©O — ©30 1- ©©3C0O1— mo — O O ©3 O O lO 1-0 — 300 1- m co ^ O T-rOCI - ©J ©3 -*• in — ©J CO — 1 ©3 CO -H CO O'© »-l CO r-> ^ H States and Territories. United States . . . North Atlantic Division . South Atlantic Division . . . South Central Division . North Central Division . Western Division . . . 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 . Students in universities and colleges , 1891-92 — Continued. 716 EDUCATION REPORT, 1891-92. ^ 00 0» 00 in O O 3> (DOrHQN (M i'- t-h '■-'i- «^cic! '--co O o £? D; <*2 £2 rr os co ci ■'f co ' _ -8 - O - CO - iCNWOHr- IMOK1K5 52,^ NMIDC11 '—id' — OS ^ 'MWn NH-ffflC) 01 (M

tJ< t* OOSOINI^ i> co- oo i-Tci'ci' t(7 i-T co m co — i m m o i> to WO H Nh o co co m l- co 00rt<00000' o o o o o OOOO ooooooooo ooooooooo OO'fOOOOO: co fd c3 rj -ph +J 2 tOO J> gg rt O fl o « rt - tsfi ; ce d o » SC-1'1 a gSSS 8 8gf| § Sg 5fi ce rt p| g o rt S rd c3 'S §;<2 i> £ g'a S I S&8S m il^S^PsSWS UNIVERSITIES AND COLLEGES. 717 An examination of these tables shows that the students in the several depart¬ ments according- to color are as follows: White. Colored. Unclas¬ sified. Preparatory departments . . . Per cent. 90.4 91.3 89.3 83.3 88 Per cent. 7.7 1.2 .1 3.8 6 Per cent. 1.9 7.5 10.6 12.9 6 College departments . . _ . . . _ . . Graduate departments. _ __ _ _ _ _ Professional departments . _ _ All departments . . . The proportion of mile and female students in the several departments is as follows : Male. Female. Unclas¬ sified. Preparatory departments . . .. Per cent. 70.3 80.7 87.3 97.2 74.6 Per cent. 29.7 19. 1 12.7 2.8 23.6 Per cent. 0 . 2 0 0 1.8 College departments _ _ Graduate departments.. ... ... _ _ _ Professional departments _ _ _ _ All departments The number of stidents pursuing the several courses of study are given in the following table: Students in universities and colleges , 1891-92. States and Territories. Number in collegiate departments pursuing courses leading to— Number in pedagog¬ ical course. Number in business course. Number in other special or partial courses. A. B. degree. B. S. degree. B. L. degree. Ph. B. degree, j C. E. degree. Other first de¬ grees. United States _ | 24,296 8,202 2,538 | 3,329 1, 163 1,869 5, 367 7,478 7,798 North Atlantic Division... 10, 236 1.954 266 1, 13S 567 911 356 687 1,182 South Atlantic Division... 3,164 392 108 162 124 42 | 986 291 745 South Central Division _ 2, 097 1,385 158 119 124 227 865 1,435 503 North Central Division _ 7. 678 4,030 1,868 1,693 326 651 2, 460 4, 429 4, 790 Western Division _ '■'21 440 138 219 22 38 700 638 578 North Atlantic Division: 1 Maine . . . 497 10 New Hampshire.. . 197 69 60 0 8 o i 0 0 0 Vermont . . 130 80 0 40 1 24 0 0 9 Massachusetts . 2, 442 241 40 60 ! 26 285 Rhode Island . . 299 0 0 61 3 0 0 40 Connecticut _ 1, 123 47 i 2 483 — 19 New York . . . 2, 359 741 | 125 276 209 603 1 229 253 292 New Jersey. . 713 211 1 94 48 70 1 133 Pennsylvania _ 2,476 565 79 236 253 176 | 127 338 394 South Atlantic Division: Delaware . . 54 41 ! 2 Maryland . . . 731 20 i 40 186 1 82 j 130 District of Columbia... 138 18 20 14 | 3 27 Virginia _ _ 768 11 1 i 66 3 4 17 78 WestVirginia _ 125 25 50 29 North < arolina _ 510 141 22 81 24 14 i 386 ; 138 37 South Carolina . . 371 60 12 i 232 ! 8 3 Georgia _ 455 96 | i ! 1 49 34 i 23 109 12 25 Florida _ 12 5 19 ! ! 5 31 16 South Central Division: Kentucky . . 423 240 i 18 14 7 32 64 722 59 Tennessee . . 471 448 1 56 69 86 52 358 226 123 Alabama.. . 266 105 1 3 1 24 4 1 137 20 86 Mississippi . . . 82 146 i 12 102 95 20 Louisiana . . 273 153 ! 2 1 j 58 204 9 Texas _ 481 205 1 71 5 138 j 106 156 198 Arkansas . 101 88 1 10 24 j 40 12 8 718 EDUCATION REPORT, 1891-92. Students in universities and colleges , 1891-92 — Continued. States and Territories. Number in collegiate departments pursuing courses leading to— Number in pedagog¬ ical course. Number in business course. Number in other special or partial courses. A. B. degree. B. S. degree. © o u © 'O Ph. B. degree. C. E. degree. Other first de¬ grees. North Central Division: Ohio _ _ 1,740 457 343 445 65 156 435 584 ! 922 Indiana _ 1, 059 371 116 200 31 208 231 53 Illinois _ 909 1.090 270 141 30 231 633 478 Michigan . . _ 568 370 316 342 96 3 257 624 501 Wisconsin. . 545 202 379 51 296 52 140 78 Minnesota _ _ 346 199 197 5 23 53 24 223 417 Iowa _ 635 700 92 406 50 53 353 881 | 999 Missouri _ _ _ 701 249 68 97 9 56 341 533 451 North Dakota . _. 30 13 2 1 1 37 20 192 South Dakota i 58 28 1 11 64 136 100 Nebraska _ _ 429 163 10 3 i 2 150 132 257 Kansas .. _ 658 188 74 42 1 1 308 292 342 Western Division: Montana 6 l 16 Wyoming _ 4 4 6 1 0 0 0 6 Colorado... 64 20 14 20 200 29 20 Arizona . . 0 9 0 0 0 0 0 0 0 Utah 10 20 5 209 53 154 Nevada . . . 27 18 0 6 0 0 37 68 31 Washington. _ _ 52 52 9 14 85 59 Oregon. _ _ 241 10 2 7 129 86 26 California _ _ 723 301 101 192 6 38 105 315 288 This table shows that of 41,397 students in college departments pursuing courses of study leading to a degree, 53. 7 per cent are in courses leading to A. B., 19.8 per cent to B. S., 6.2 per cent to B. L., 8 per cent to Ph. B., 2.8 per cent to C. E., and 4.5 per cent in courses leading to other first degrees. Students pursuing courses leading to advanced degrees like A. M., Ph. D., etc., are not included. This table also shows that a large number of students are included in pedagogical and business courses. An attempt was made daring the year to obtain information concerning the preparation of college students. To this end the following question was included in the blank form sent to universities and colleges: Number of students in freshman class who were prepared in preparatory departments of colleges, _ : in private preparatory schools, _ ; in public high schools. _ : by pri¬ vate study, _ Replies to this question were received from but 234 of the 412 institutions. The results of this inquiry are given in the following table: UNIVERSITIES AND COLLEGES 719 Preparation of .freshmen of 1S91-92. 1 Number of institutions reporting. Total number of fresh¬ men included. Number of freshmen of 1891-’92 prepared by— Per cent of freshmen of 1891-92 prepared by— Preparatory de¬ partments of colleges. Private prepar¬ atory schools. Public high schools. Private study. Preparatory de¬ partments of colleges. Private prepar- atory schools. Public high 1 schools. > Private study. 234 9,254 3, 866 1,791 3,310 287 41.8 19.3 35.8 3.1 48 2,994 840 803 1,220 131 28.1 26.8 40.7 4.4 24 668 313 175 174 6 46.9 26.2 26 .9 28 963 452 223 239 49 46.9 23.2 24.8 5.1 112 3, 882 2,068 439 1,345 30 53.3 11.3 34.6 .8 22 747 193 151 332 71 25.9 20.2 44.4 9.5 2 102 14 34 53 1 13.7 33.3 52. 1 2 101 2 18 80 1 2 17.8 79.2 1 7 698 80 301 269 48 11.5 43.1 38.5 6.9 i 74 3 44 24 3 4.1 59.4 32.4 4.1 14 801 397 109 278 17 49.6 13.6 34.7 2.1 2 76 29 15 31 1 38.2 19.7 40.8 1.3 20 1,142 315 282 485 60 27.6 24.7 42.5 5.2 1 i 41 1 14 23 3 2.4 34.2 56.1 7.3 6 1 188 79 1 4 105 42 2. 1 55.9 0 2 8 8 1 100 0 0 0 1 6 6 100 0 0 0 4 148 45 62 40 | 1 30.4 41.9 27 .7 i 4 80 47 33 58.7 41.3 0 0 4 171 103 61 5 2 60.2 35.7 2.9 1.2 2 26 24 1 1 92.4 3.8 3.8 0 5 295 123 97. 40 35 41.7 32.9 13.6 11.8 10 249 106 89 48 6 42.6 35. 7 19.3 2.4 1 12 ' 12 100 0 0 0 2 108 j 48 16 44 44.4 14.8 40.8 0 5 72 | 45 13 7 7 62.5 18.1 9.7 9.7 5 227 i 118 8 100 1 52 3.5 44.1 .4 16 556 ; 352 31 168 5 63.3 5. 6 30.2 .9 10 ! 449 1 192 25 224 8 42.8 5.5 49.9 1.8 19 892 1 448 207 233 4 50.2 23.2 26.1 .5 6 180 90 1 89 50 .6 49.4 0 5 123 103 6 14 83.7 4.9 11.4 0 6 281 1 68 36 177 24.2 12.8 63 0 16 644 j 269 78 294 3 41.8 12.1 45.6 .5 12 361 | 286 1 22 52 1 79.2 6.1 14.4 .3 4 57 19 j 6 30 2 33.4 10.5 52.6 3.5 1 2 23 23 100 0 0 0 6 135 94 20 17 4 69.6 14.8 12.6 3 10 181 124 7 47 3 68.5 3.9 26 1.6 1 2 2 0 0 0 100 0 0 0 i 2 11 7 i 4 63.6 36.4 0 0 1 9 0 0 9 0 0 0 100 0 ! l 26 14 4 5 3 53.9 15.4 19.2 11.5 l 19 6 ! 0 10 3 31.6 0 52.6 15.8 2 32 32 ' 100 0 0 0 5 35 33 1 2 94.3 0 5.7 0 9 613 99 1*43 | 306 65 16.2 23.3 49.9 10.6 States and Territories, United States. North Atlantic Division . South Atlantic Division . . South Central Division .. North Central Division . . Western Division . . North Atlantic Division: Maine . . Vermont . . Massachusetts . Connecticut . . New York _ New Jersey _ Pennsylvania _ ... South Atlantic Division: Delaware . . . . (Maryland . . Virginia . . West Virginia _ North Carolina - - South Carolina _ Georgia _ Florida _ _ ... South Central Division: Kentucky _ _ _ Tennessee . . Alabama . . . Mississippi _ _ Louisiana _ Texas . . . North Central Division : Ohio _ _ _ Indiana . . Illinois . . . . Michigan _ Wisconsin _ Minnesota _ Iowa . . . Missouri _ North Dakota . South Dakota . . Nebraska . _ Kansas _ Western Division: Montana . . . Colorado . . . Arizona _ Utah . . . Nevada.. . . . Washington . . Oregon . . California . . According to these statistics, of the 9,254 students included, but 35.8 per cent were prepared in public high schools. The showing made by the North Central Division in this respect would seem to be very discouraging, considering the ef¬ forts of the State universities to bring themselves into intimate relations with the high schools. The poor showing made by this division is explained, however, by the fact that reports on this point were not made by the State universities of Michigan, Kansas, Missouri, Nebraska, and Wisconsin, which are in close rela¬ tions with the public high schools of their respective States. Equipment. — The following table gives in a, summarized form the number of scholarships, fellowships, and endowed professorships, the number of volumes and pamphlets in the libraries, the value of the scientific apparatus and libraries, the value of grounds and buildings, and the total amount of productive funds, or endowment as it is frequently called: 720 EDUCATION REPORT, 1891-92. Universities and colleges , 1891-92 . EQUIPMENT. States and Territories. Number of scholar¬ ships. Number of fellow¬ ships. Number of endowed professorships. Eibr; aries. Value of scientific apparatus and li¬ braries. * Value of grounds and buildings. Productive funds. Bound volumes. Pamphlets. United States _ 4, 914 234 498 1 4, 661,205 1, 066, 963 1 $11, 168, 272 $88, 784, 901 $86, 698, 333 North Atlantic Division __ 2, 653 132 220 2, 296, 497 568. 844 5, 818, 070 33,423,652 47, 646, 357 South Atlantic Division . _ 457 35 33 506, 031 124,' 204 1,022, 500 9, 140, 700 7, 289, 338 South Central Division _ 598 36 33 331,931 69, 575 638, 098 7, 358, 310 6, 447, 058 North Central Division.-- 1,078 26 200 1, 330, 142 264, 778 3, 362, 635 27, 605, 815 22, 083, 818 W estern Division . . 128 5 12 196, 604 . 39, 562 326, 969 11,256, 424 3,231,762 North Atlantic Division: Maine . 107 9 87, 051 3, 000 95, 000 650,000 1, 339, 000 New Hampshire _ 130 11 73, 000 100, 000 250, 000 1, 028, 930 Vermont . . 156 0 5 60, 452 1,200 150, 000 375, 000 423, 652 Massachusetts- _ 821 59 50 596, 470 334, 780 1,340,145 6, 867, 600 11,317,771 Rhode Island _ 100 2 4 71,000 20, 000 527, 000 982, 490 1, 200, 000 Connecticut . . 72 7 41 284, 000 22, 000 113,430 4, 650, 000 4, 973, 532 New York _ _ 915 40 50 629,781 70, 259 2,116,165 11,064. 962 19, 489, 242 New Jersev _ 89 14 117, 668 6, 000 552, 000 1 , 535, 000 2, 700, 000 Penns vlvania ... . 263 10 50 377, 072 111,605 824, 330 7, 048, 600 5, 174, 230 South Atlantic Division: Delaware . . SO 0 0 5,475 4,079 27, 000 80, 000 •83, 000 Maryland . . 123 21 2 117, 770 57, 400 229, 100 1,704,000 3, 058, 500 District of Columbia. . 60 6 1 81,000 18, 695 160, 000 2, 000, 000 435, 000 Virginia.. . . 84 l 13 120, 350 25, 200 351,900 2, 202, 000 1, 712, 599 West Virginia 7,200 2 , 050 17, SOO 235, 000 187, 150 North Carolina. . . 122 3 4 C8, 056 6,850 107, 500 1,146, 000 525, 000 South Carolina _ 10 2 53, 950 2, 540 12,700 670, 000 277, 000 Georgia . 26 4 5 45, 000 6. 000 106, 300 891,000 909, 089 Florida . . 2 0 0 7, 230 1,390 10, 700 212, 700 102, 000 South Central Division: Kentucky _ 197 11 48, 380 5 575 64, 600 1,080, 000 1, 266, 358 Tennessee _ 385 24 13 122, 568 31,890 205, 500 3, 062. 400 2, 077, 000 Alabama _ 6 0 0 21, 300 1, 450 84, 100 709, *000 350, 000 Mississippi ... 8 4 1 20, 700 5, 400 66, 300 401,000 588. 900 Eouisiana.. . 81,800 12,310 106, 098 1,067,910 1, 422, 000 Texas . 8 6 26, 483 4, 950 95, 500 773, 000 727, 300 Arkansas .. 2 o 10, 700 8,000 16, 000 265, 000 15, 500 North Central Division: Ohio _ 305 52 293, 638 73, 552 548, 022 5, 656, 605 5,965,285 Indiana . 30 25 156, 725 6, 900 372, 200 2, 436, 652 1,838, 966 Illinois _ 253 3 22 181,802 33, 220 454, 200 3, 729, 775 3, 852, 527 Michigan . 4 2 25 172, 473 56, 125 576, 555 1,801,883 1, 586, 984 Wisconsin . . 106 9 15 103, 850 16, 175 296 500 1,871,000 1,294,743 Minnesota . . 25 1 7 66, 405 4, 700 284; 193 2, 298, 375 3,960, 400 Iowa . 141 1 23 118, 719 20, 250 196, 125 2, 093, 975 1,773, 591 Missouri . 177 10 20 110,150 28, 427 230, 490 3, 666, 000 2, 682, 667 North Dakota _ 2 2 5, 700 2.750 30, 000 270. 000 25,000 South Dakota _ 10 13, 690 2, 864 30, 850 344, 000 6l!000 Nebraska . 14 5 36, 950 3, 825 37, 200 1, 853, 500 415, 155 Kansas . . 11 4 70, 040 15, 990 306, 300 1, 584, 050 627, 500 Western Division: Montana . 0 0 0 1,200 300 1,000 60, 000 0 Wyoming _ 0 0 0 2,300 1.000 150. 000 Colorado . 8 1 2 22, 800 2, 309 45, 500 1, 930, 000 452, 000 Arizona 0 • 0 0 600 1,500 17, 760 73, 524 Utah . 0 0 0 12, 000 5, 000 29, 000 217. 000 Nevada 0 0 0 3,018 1,820 25, 000 75, 000 Washington 8, 064 5.4C0 6, 100 660, 000 Oregon _ _ 101 6 16, 320 I, 050 32, 200 408, 000 357, 978 California _ 19 4 4 130, 302 18. 192 170, 400 7, 682, 900 2,421,784 The total value of the equipment as given in this table is $186,651,506.. In a number of cases where the several items were not reported by the institutions concerned, an estimate was made and included in the summary. Income and benefactions. — The income from the several sources and the amount ofbenefactions received by the universities and colleges during the year are given in the following table; UNIVERSITIES AND COLLEGES. 721 Universities and colleges, 1S91-92. INCOME AND BENEFACTIONS. States and Territories. Income. Benefac¬ tions. From tuition fees. From product¬ ive funds. From State or munici¬ pal ap¬ propria¬ tions. From U. S. 1 Govern-] ment. , I | From all other sources. Total income. United States _ $4, 820, 766 $4, 852, 907 $2, 276, 503 $644, 597 $1,487,955 $14; 256, 026 $6,464, 438 North Atlantic Division 2, 102, 608 2,601,779 207, 200 89, 130 452, 222 5, 636, 237 3, 637, 016 South Atlantic Division 424, 330 368,118 184, 837 169, 500 140, 105 1,286, 890 305, 812 South Central Division. 487, 943 425, 604 139, 056 63, 532 117, 847 1,233.982 391,349 North Central Division. 1,619,732 1,255,912 1,488,796 193, 435 455, 392 5, 013; 267 2, 023, 604 Western Division _ 186, 153 201,494 - 256, 614 129, COO 312, 389 1 , 085, 650 106, 657 North Atlantic Divi- sion: Maine . . 32,009 64,849 0 0 0 96, 858 108,000 New Hampshire _ 17, 635 55, 421 0 0 0 73. 056 84,604 Vermont _ 6, 975 25, 023 8,400 j 25,130 8,271 73, 799 61,768 557, 139 695, 595 139, 571 1,522,305 429,000 Khole Island _ 44j 642 57. 905 6 6 688 103, 235 31,754 233, 394 240, 931 28, 059 502, 384 474, 360 New York . . . 736, 162 1,053, 992 148,800 | 32,000 106. 228 2, 120, 480 2,022, 003 New Jersey _ _ 51,000 148.000 32,000 20,000 251, 000 Pennsylvania . 423, 652 260, 063 50,000 ! 0 159, 405 893, 120 425, 522 South Atlantic Divi¬ sion: Delaware . . o 4, 980 25,000 28, 600 1,676 60, 256 Maryland _ 136,997 i 1 120,517 12,500 ! 7. 393 277, 407 13,060 District of Columbia 95,478 21,426 94,200 20, 968 232, 072 Virginia.. . 70.419 J 91,299- 40, 000 0 28.719 230, 437 115,400 West Virginia _ 6,400 11,427 40,000 29,000 0 86, 827 2 North Carolina _ 5J , 546 32, 380 20,000 24, 470 128, 396 54, 700 South Carolina _ 24, 233 24, 941 46. 670 5, 700 18.900 120, 444 24,000 Georgia _ 27, 140 54, 128 667 | 12, 000 36. 819 130,814 81, 622 Florida _ _ 12, 117 7,020 1, 100 20, 237 17,028 South Central Division : Kentucky _ 72, 294 68, 035 2, 800 143, 159 09, 584 Tennessee _ 148, 509 127,375 800 24, 800 66. 820 368, 304 105, 785 Alabama _ 75, 850 27, 000 1,000 0 2, 300 106, 150 5, 150 Mississippi _ 15, 794 35, 510 5, 700 0 3,300 60, 334 3,000 Uouisiana . . 70, 047 99, 400 24, 556 33.732 19.403 252, 138 51,230 Texas . . . 87,749 63, 294 107, 000 0 13,224 274. 267 136,600 Arkansas. . . 17, 700 1,930 0 0 10,000 29,630 20,000 North Central Division : I Ohio _ . _ 255, 643 345, 697 123, C85 17,000 97,521 1 839, 546 644,373 Indiana _ 108, 493 97,418 35,000 21,557 262, 468 66, 992 Illinois _ 337, 501 225, 156 79. 611 48,000 113,965 804, 233 102, 289 Michigan . . 190, 301 114,918 147, 700 0 73, 578 526, 497 249. 349 Wisconsin _ 55, 660 66, 770 196, 000 32, 000 33,410 383, 840 169, 260 Minnesota _ 65, 151 84,855 85, 750 32, 000 39,445 307, 201 46,117 Iowa. _ 201, 996 96, 558 90, 500 26,649 415, 703 152, 973 Missouri.. _ 289,239 169, 437 350,000 32, 000 15,000 855, 676 266, 974 North Dakota _ 3, 650 1, 500 30,900 0 100 36, 150 28, 100 South Dakota _ 14,016 3, 290 25,500 435 4,585 47. 826 69, 922 Nebraska. . . 24,542 18, 223 246, 650 32, 000 17, 491 338, 806 40, 419 Kansas _ 73, 540 32, 090 77,500 12, 091 195, 221 186, 836 Western Division: Montana . 7,500 0 0 0 7,500 300 Wyoming . . 366 4, 436 0 32, 000 0 36,802 0 Colorado _ 25, 981 40,000 45,000 0 7, 037 118, 018 61.547 Arizona _ _ 145 0 25, 179 17,000 0 42,324 0 Utah... . . 2,585 0 45,000 0 0 47, 585 Nevada _ _ 0 0 10,000 32,000 0 42, 000 Washington. 21,816 5,000 4,900 31,716 14, 500 Oregon . . . 12, 396 25,608 24, 000 0 2,200 64, 204 1 13,710 California . 115. 364 131, 450 102, 435 48,000 298, 252 695, 501 16,600 This table shows that of the total income of $14,256,026, but 33.8 per cent was received from tuition fees, 34 per cent from productive funds, 16 per cent from State or municipal appropriations, 4.5 per cent from the U. S. Government, and the remainder, or 11.7 per cent, was obtained from miscellaneous sources. The amount of benefactions received by these institutions was $6,464,438. This, of course, dees not include the amounts given to the University of Chicago, which has not yet made a report to this office. Of the total amount received, the instL ED 92 - 46 722 EDUCATION REPORT, 1891-92. tutions in the North Atlantic Division report 56.3 per cent, the institutions in the Ncrth Central Division 31.3 per cent, while the remainder is divided in small amounts among the other three divisions. Degrees. — The following tables give first, the number of degrees, excluding professional degrees, conferred on examination in 1891-’92; and second, the number of honorary degrees conferred during the same period: Number of degrees conf erred on examination by universities and colleges in 1891-' 92. States and Territories. ' ri < < a n b S d cm 5 6 CM j Q & Pm m |cq m S Q d m H b H S H H S H | B.Agr. A O u < ri i . X . 2 \m | B. Paint. •d © CM ,d o CM jS D. Fed. j United States _ 3, 538 482 398 33 594 12 152 984 75 3 174 120 16 7 8 8 22 12 32 32 11 N or tb Atlantic Division .... 1,793 225 61 14 246 5 79 320 25 1 112 105 9 2 6 1 9 11 2 32 11 South Atlantic Division.... 449 54 44 14 40 50 1 14 ”3 1 South Central Division 209 47 21 7 10 3 123 2 *2 12 11 North Central Division.... 999 140 254 10 295 ~ 7 30 449 45 36 15 7 4 5 2 11 12 Western Division 88 16 18 2 29 42 2 ■ 1 1 i”i 7 North Atlantic Division: Maine.. . . . . . 89 2 New Hampshire . . 45 9 12 2 Vermont ~ . _ 15 2 7 2 6 .. Massachusetts . . 553 86 14 11 1 | 1 Rhode Island _ 49 7 10 38 Connecticut . 241 16 1 11 110 12 13 1 1 1 New York . 301 60 42 1 77 5 31 111 13 63 99 7 5 8 li 32 11 New Jersey _ 146 5 2 20 3 6 2 Pennsylvania . . 354 47 9 2 28 23 124 8 34 5 2 1 2 South Atlantic Division: | 1 ! Delaw are . . . 7 2 1 Maryland 130 10 39 1 District of Columbia .. 17 14 3 2 ... L. 1 i Virginia _ _ 97 12 8 i 4 1 2 7 ■ West Virginia 6 L North Carolina 48 ! 6 35 ... ... 3 17 ! 2 ... ...1 .. South Carolina . 70 4 4 10 i Georgia 73 8 1 1 8 1 5 3 ... Florida | 2 1 South Central Division: Kentucky 38 5 1 1 21 Tennessee 66 19 10 7 2 35 1 2 6 Alabama f2 4 3 22 4 ... 1 2 Mississippi 11 4 1 j. 1 1 10 2 Louisiana . 18 7 i 16 1 2 Texas 18 8 6 7 1 18 .. y Arkansas . 6 l„_ 1 ... 1 ... North Central Division: i ... .. Ohio .. _ 276 47 56 61 13 56 2 9 5 1 3 Indiana _ _ 121 11 9 25 2 39 5 Illinois . _ 120 19 40 j"4 41 4 114 19 4 4 Michigan . . 104 15 37 62 2 7 60 4 j J ... 1 Wisconsin _ ! 55 8 45 4 10 1 24 5 5 6 « f> n Minnesota _ _ 40 4 26 5 1 26 2 2 2 4 2 i Iowa _ _ _ 113 8 12 80 5 1 63 2 10 ... i Missouri _ _ 73 7 8 " i 7 1 24 2 2 2 3 . u ... North Dakota... . 4 1 ::: 1. 1 South Dakota.. . 11 2 4 1 Nebraska. .. . 15 9 11 1 19 3 — Kansas . . 67 12 8 1 19 5 1 ■ 5 Western Division: 1 Montana . . _ 1 1 Wvoming _ 2 1 Colorado _ 5 2 :::j 2 ... 1 1 ... .. Utah. _ _ _ 1 2 1 — '! \ ... 2! Nevada .. 3 |*~ ' I 'I 1 ... W ashington . . . . i ! 2 2 1 i — 1 Oregon _ _ 9 1 2 3 - 1 -j " 5 California .. 71 16 : 10 2 27 i 33 2 1 lj 1 l i • j 1 1 1 1 1 UNIVERSITIES AND COLLEGES, 723 Number of honorary degrees conferred by universities and colleges in 1891-92. States and Territories. CQ < d < t/5 p 03 d p. d m P p P P p p p d p p P P P p A p P A P P a p p P M P p d P p w pi § P m ps S p d d d -d . Colhy University (Maine) _ College of New Jersey _ Collegeof Physiciansand Surgeons (New York t _ Colorado College _ Columbia College (New York) _ Columbian University (District of Columbia) ._ Concordia College (Wisconsin) _ Cornell College < Iowa ) _ Cornell University (New York) _ Dalhousie College (Nova Scotia) . . . First Middle School of Tokio (Japan) . . Georgetown College (Kentucky; . . . Georgia School of Technology _ Hamline University (Minnesota) _ Hampden Sidney College ( Virginia i _ Hartford Theological Seminary (Connecticut). Harvard University.. _ _ Haverford College (Pennsylvania) _ Hobart College (New York) _ _ _ Hlinois Wesleyan University _ _ Indiana University _ Iowa College _ Iowa State University _ Johns Hopkins University (Maryland) ... _ Kentucky State College _ Lafayette College (Pennsylvania) _ _ _ Leland Stanford Junior University (California; . Massachusetts Institute of Technology _ Miami University _ _ _ Middlebury College (Vermont) _ _ Northwestern University (Illinois) _ Ohio Wesleyan University _ Pennsylvania College _ Randolph-Macon College (Virginia; . . Ripon College (Wisconsin) _ _ _ Rose Polytechnic Institute (Indiana ) _ Rutgers College (New Jersey) _ _ _ St. Olaf College ( Minnesota ) _ _ _ Sapporo Agricultural College (Japan; _ Southwestern Presbyterian University (Ten¬ nessee) _ _ _ Swarthmore College (Pennsylvania) . . Tulane University (Louisiana; _ University College (Toronto; _ University of Bonn _ University of California _ _ _ University of Chicago (Illinois) . . . . . University of the City of New York _ _ University of Colorado _ _ University of Denver (Colorado) _ University of Georgia _ _ University of Kansas _ _ _ _ University of Maryland . . : _ _ _ University of Michigan.. . . . . University of Minnesota _ University of Nebraska _ _ University of North Carolina . . University of Pennsylvania _ _ _ University of the South _ _ _ University of South Carolina. _ _ _ University of Texas _ University of Tokio (Japan) _ _ _ University of Toronto _ _ _ University of Vermont . . . . . . . University of. Wisconsin . . . . o u 1 1 1 1 1 1 1 3 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I 1 1 1 1 5 , 1 1 2 I 1 1 1 o 1 1 ”i" ! 1 1 ! i l I l I i ! 1 i l' I 1 2 1 1 O Associate professor. Adjunct professor. Assistant professor. Associate. Instructor. | Assistant. | Lecturer. | Demonstrator. | Reader. j Fellow by courtesy. Fellow. | Student. j L .. . _ .... 1 1 i ... . 2 I 1 _ .... j 1 2 1 ! .... .... i 1 1 2 1 1 .... 1 1 2 T 1 ... ... ... 1 — . .. ::: ::: '■ _ .... ... | 3 1 ... 1 . .. _ ::: l 1 ... ' i " 3 6 2 | i i i — 7 2 ... i 1 1 2 1 ! _ .. . 1 1 .... | 1 i ■ 1 1 ... 1 i .... i 1 1 i .... i .... i i ... 1 i : ... i 1 2 | 2 728 EDUCATION REPORT, 1891-92. Present occupation of men who ham held fellowships at Johns Hopkins University — Continued. Institution with which connected. i Professor. Associate professor. | Adjunct professor. Assistant professor. | Associate. Itstructor. | Assistant. © P 4^> o © d | Demonstrator. Reader. | Fellow by courtesy. o © | Student. Upper Canada College (Toronto)... ........ 1 Vassar College _ _ 1 Washington (District of Columbia) High School. Wesleyan University (Connecticut) . 1 1 1 Western Reserve University (Ohio) 1 William Jewell College (Missouri) 1 1 William and Mary College (Virginia) Williams College (Massachusetts) 2 Woman’s College of Baltimore (Maryland) 2 Yale University . . 1 Total .. . . . . . 83 16 3 16 8 13 4 5 2 1 7 2 1 Baltimore, Md .. . . . . 1 1 1 Farmington, Conn _ _ _ _ _ London, England _ _ _ _ _ MISCE LLANEOUS. Chemists . . . Lawyers _ Editors _ Clergymen.. _ Students _ Observatory work Physicians _ Geologist _ _ Electrician . Librarian _ Laboratory work. . 7 U. S. Census . . . . . 3 U. S. Patent Office . . . . 2 U. S. Geological Survey _ 2 U. S. Coast and Geodetic Survey 7 Secretary Associated Charities... 1 Director of physical training _ 4 Occupations unknown . — 1 Dead . . . . . 1 1 Total _ 1 Of the 53 men included under miscellaneous occupations, twenty-nine were engaged in teaching. 1 1 1 1 10 8 56 formerly UNIVERSITIES AND COLLEGES. 729 Occupations of men ( excluding fellows) who have received the Ph. D. degree at Johns Hopkins University. Institution with which connected. [ Head professor. Professor. | Associate professor. Adjunct professor. Assistant professor. Associate. | Instructor. Assistant. Lecturer. 1 ; i Carleton College (Minnesota) _ _ _ 1 1 1 1 nia.rk University (Massachusetts) _ _ _ * . _ l Lip.msou Agricultural College (South Carolina) _ I 1 .... Davidson College (North Carolina) . . . . _J 1 i Geneva College^ Pennsylvania) . . . _ _ _ 1 ...J Georgetown College (Kentucky) _ _ _ _ _ _ _ 2 ...j Illinois Wesleyan University _ _ _ ... 1 Johns Hopkins University (Maryland) . _ i 1 1 4 1 Leland Stanford Junior University (California) . _ ... o 1 National Deaf-Mute College (District of Columbia) . . J 1 i Ohio State University _ _ _ _ 1 l j :... Oskaloosa College (Iowa) . . . . . 1 i Pennsylvania State College _ _ . _ _ _ 1 i .... I"" Rose Polytechnic Institute (Indiana) . _ _ _ 1 1 1 St. John’s College (Maryland) _ _ 1 1 Sapparo Agricultural College (Japan) . . . 1 .... Shattuck School (Minnesota) _ _ _ _ _ i Swarthmore College (Pennsylvania) . . . . . 1 Trinity College (North Carolina) _ _ _ 1 I U. S. Naval Academy (Maryland) . . . ... 1 ! i University of California . . . . . . . . . i University of Chicago .. _ _ _ _ 1 .... University of Cincinnati _ i University of Georgia .. . . . . . . . 1 University of Michigan _ _ _ _ _ ... _ i University of Nebraska _ _ _ _ ... 1 i University of Pennsylvania _ _ _ _ . j i University of South Carolina _ _ _ .. 1 University of Toronto _ _ _ _ 1 1 University of Wisconsin . . . . . % 1 Washington (District of Columbia) High School _ i Wesleyan University (Connecticut) . . . 1 l Western Reserve University (Ohio) _ _ _ 2 Wittenberg College (Ohio) . . . . . . 1 Woman’s College of Baltimore _ _ _ l Total _ _ _ _ _ _ _ 1 25 1 3 4 5 1 1 MISCELLANEOUS. Instructors (private) . . 3 Chemists _ 3 Editors _ 2 Lawyers _ 3 Physicians . . 2 Clergymen _ 1 Librarian _ _ _ 1 Unknown _ 3 Total... . 18 Of the 18 men included under miscellaneous occupations, six were formerly engaged in teaching. 730 EDUCATION REPORT, 1891-92. Present occupation of men who have been connected with Clark University , Worcester , Mass. Institution with which now connected. President. Head professor. Professor. Associate professor. | Assistant professor. | Lecturer. Instructor. | Assistant. Tutor. Reader. Docent. Fellow. Student. 1 Adrian College (Michigan 1 . _ .. _ 1 Bethel College (Kentucky) _ _ 1 Brown University (Rhode Island) _ _ 1 Bryn Mawr College (Pennsylvania) . I Chicago High School 1 Clark University (Massachusetts) _ _ _ 2 4 2 3 1 19 11 College for Training of Teachers (New York) _ 1 Colorado College. . . . . 1 College of New Jersey 1 Cornell University 1 Harvard University _ _ __ _ _ _ 2 j Higher Normal School (Japan) . . . 1 Indiana University . . . 1 Johns Hopkins University _ _ _ _ l Maine State College _ .. _ Massachusetts Institute of Technology _ 2 Northwestern University (Illinois) _ 1 Ohio University . . . . . . . 1 State Normal School, Winona, Minn _ 1 University of Chicago _ _ _ 2 3 1 2 1 1 2 1 1 10 University of Cincinnati .. _ _ _ 1 University of the City of New York . . _ 1 University of Illinois _ _ 1 University of Leipzig . _ _ 1 University of Michigan _ _ 1 1 University of Munich .. _ _ 1 University of Strassburg _ 1 University of Texas _ _ _ 1 University of Toronto . . . . . . 1 University of Wisconsin _ _ _ 2 Western Michigan College. _ _ 1 Worcester Polytechnic Institute . . _ 1 Yale Universitv . . . 1 Total . . _ _ o O 17 4 7 3 18 2 2 1 1 29 14 1 Miscellaneous occupations Occupation not given . Dead _ _ _ _ 10 11 1 CHAPTER XX. COLLEGES FOE WOMEN. DISCUSSION OP STATISTICS. Division A. — The total number of colleges for women reporting to this Office during the year 1891-’92 was 158, of which number 11 have been placed in a class by themselves. The summarized statistics of these 14 institutions are given in the two following tables: Colleges foe Women, 1891-’92 — Division A. Professors and students. Professors and instructors. Students. +3 States. Number of insti tions. Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Total number. Preparatory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Total number. ' Male. Female. Male. Female. © € Female. United States _ 12 35 189 1 201 s 199 230 549 i 2,558 78 | 1 | 3,459 North Atlantic Division . - 11 2 6 157 181 155 191 95 2,427 78 S 2,874 South Atlantic Division . 1 10 17 12 1 11 14 18 285 75 0 360 North Central Division _ 1 0 0 15 2 15 2 0 45 0 45 Western Division . . 1 0 12 5 i 7 5 19 169 11 0 180 North Atlantic Division: Massachusetts .. _ _ 4 0 0 90 122 90 122 0 1,700 38 1 1,882 New York . . 5 0 4 34 45 41 54 81 561 13 I 785 New Jersey... . . 1 2 2 14 5 15 6 14 23 0 37 Pennsylvania _ 1 0 0 19 9 19 9 0 143 27 170 South Atlantic Division: Maryland . . . . . 1 10 17 12 11 14 18 285 75 0 360 North Central Division: Ohio . . 1 0 0 15 2 15 2 0 45 0 45 W estern Division : California _ _ _ 1 0 12 5 7 5 19 169 11 0 180 731 732 EDUCATION REPORT, 1891-92. Colleges for Women, 1891-92 — Division A. Students. Students. States. Number in collegiate de¬ partment pursuing courses leading to — In pedagogical course. In special or pa r t i a 1 courses. Number of freshmen prepared in — A. B. degree. Ph. B. degree. B. L. degree. B. S. degree. Prepar a t o r y departments. Private prepar¬ atory schools. Public high schools. Private study. United States . 1 1,293 2 301 352 20 342 29 355 639 17 North Atlantic Division-- _ 1,271 292 352 20 319 27 3oo CS7 17 South Atlantic Division _ _ 0 0 0 0 North Central Division . . 20 2 23 Vfestcrn Division . . . 2 G 9 0 0 0 2 0 2 0 North Atlantic Division: 1 Massachusetts . . 707 280 330 20 229 2 253 599 7 New York _ 419 12 22 46 23 63 79 7 New Jersey . . . . 7 16 Pennsylvania _ _ 138 0* 0 0 0 23 2 39 9 3 South Atlantic Division: Maryland _ 0 0 0 0 North Central Division: Ohio . 20 2 23 Western Division: I California . . 2 0 9 0 0 0 9 1 ° 2 0 Property. States. Number of scholar¬ ships. Number of fellow¬ ships. Number of endowed profes¬ sorships. V olumes in libraries. V alue of scientific apparatus and libraries. Value of grounds and buildings. United States _ 1C1 9 6 135, C66 $387, 536 $1, 238,119 North Atlantic Division... 143 7 5 106, 166 367, 556 3, 548,119 South Atlantic Division... 10, 000 340, 000 North Central Division 2 25, 000 100, 000 Western Division _ 13 0 1 4,500 10, 000 250, 000 North Atlantic Division: Massachusetts _ 138 1 66, 500 165. 908 1,921,619 New York _ 1 0 4 29, 166 166, 648 1, 066, 500 New Jersey . Pennsylvania _ 9 7 0 10, 500 35, 000 560, 000 South Atlantic Division: Maryland .. .... 10, COO 340, 000 North Central Division: Ohio . 2 25, 000 100, 000 "Western Division: California _ _ 13 0 1 4, 500 10, 000 250, 000 COLLEGES FOR WOMEN. 733 Property and income. States. Amount of pro¬ ductive funds. Income. Benefac¬ tions. From tui¬ tion fees. From pro¬ ductive funds. From all other sources. Total income. United States _ North Atlantic Division .. South Atlantic Division.. North Central Division... Western Division . . . North Atlantic Division: Massachusetts - New York... . . . New Jersey . . . $3, 237, 357 8619, 095 8191,594 8116, 301 $941, 990 8146, 662 2, 842, 357 150.000 170, 000 75, 000 551,095 18,000 178, 594 8, 000 116,301 860, 990 26, 000 85, 662 60,000 1,000 50,000 5,00) 55,000 755, 875 1, 386, 482 343. 092 194, 503 74, 418 62,098 26, 792 43, 835 444,302 300, 433 15, 000 101,252 £6, 000 41,527 42,885 Pennsylvania _ ... South Atlantic Division: Maryland _ . 700,000 150, 000 170,000 75,000 13,500 18, 000 42, 078 8,000 45, 674 1,250 North Central Division: Ohio . . .. 60, 000 1,000 Western Division: California _ _ 50,000 5,000 55, COO An examination of these tables shows that the preparatory work done by these institutions is very little indeed, the number of students pursuing- such work being but 15.9 per'cent of the total number. Another noticeable feature is the large proportion of students pursuing courses of study leading to the degree of A. B. The number of such students is 1,293, or 66.4 per cent of the total num¬ ber in degree courses. The preparation of the freshmen of these schools forms another interesting item. While it is found that in the colleges for males and in the coeducational colleges but 35.8 per cont of the students were prepared in public high schools, the foregoing table shows that 63.2 per cent of the fresh¬ men included in the table were prepared in such schools. The institutions in this class are fairly well endowed, 81.1 per cent- of the total amount of productive funds reported by colleges for women being reported by these few in stitutions. Division B. — The statistics relating to professors and students of the 141 col¬ leges for women of DivisionB are included in the following summarized table: 734 EDUCATION REPORT, 1891-92. Colleges for Women, 1891-’92— Division B. Summary of statistics of professors and students. States. Number of institutions. Professors and instructors. Students. Primary department. Preparatory depart¬ ment. Academic depart¬ ment. Collegiate depart¬ ment. Graduate studonts. Total number. Male. Female. United States _ 144 353 1,403 2,150 2, 815 3,527 9, 8C0 78 21, 152 North Atlantic Division. . . 13 61 172 98 538 860 551 9 [ 2, 457 South Atlantic Division. . . 48 123 443 668 i 668 953 1 | 3,844 24 6, 752 South Central Division _ 53 102 452 1,140 1,012 928 ! 4,164 32 8,086 North Central Division _ 28 67 307 212 561 732 j j 1,225 11 3,717 Western Division . J *| o 29 32 36 54 ! 16 2 140 North Atlantic Division: ] i Maine . . 2 11 10 118 311 16 445 New Hampshire _ i 1 4 8 42 102 21 ! 1 166 Massachusetts . . 1 11 22 0 19 63 1 161 New York . . 1 3 42 55 291 278 131 5 760 New Jersey _ 1 5 6 29 29 Pennsylvania . . 7 27 84 43 68 140 320 2 896 South Atlantic Division: Maryland _ _ 2 8 19 17 85 95 9 206 Virginia . . 15 44 145 168 247 470 760 11 1,911 West Virginia . . 1 j 2 35 North Carolina. _ 11 25 99 86 157 i 148 744 1,379 South Carolina. . . 7 19 62 101 75 112 742 3 1,083 Georgia . . 12 26 116 313 172 138 1,503 1 2,138 South Central Division: Kentucky . . 15 29 127 399 278 218 1,047 2 2, 103 Tennessee . . . 15 36 129 271 285 155 1,315 9 2. 486 Alabama . . . 8 9 85 163 116 157 798 13 1,306 Mississippi _ _ I 11 17 81 179 209 226 712 5 1,472 Louisiana . . 2 5 9 88 59 55 117 319 Texas. _ _ _ 2 6 21 40 65 117 175 3 400 North Central Division: Ohio _ _ _ 7 13 97 24 102 297 193 3 900 Illinois . . . . 5 15 68 20 81 228 122 1 847 Wisconsin 2 4 14 ! 121 24 24 169 Minnesota _ 1 1 7 1 _ ! 31 16 1 48 Missouri _ 1 11 32 97 128 152 115 735 6 1,453 Kansas . 2 2 24 40 105 37 135 300 Western Division: California _ 2 0 29 32 36 54 16 2 140 COLLEGES FOR WOMEN. 735 Colleges for Women, 1891-’92 — Division B. Summary of statistics of students. Students. States. Number in collegiate department pursuing courses leading to— Number in pedagogi¬ cal course. Number in music. Number in art. Number in special or partial courses. A. B degree. Ph. B. degree. M.E.L. degree. B. S. degree. Other first de¬ grees. United States . 2,429 12 1,295 609 546 409 9,048 3, 031 1.943 164 70 51 8 728 | 299 249 South Atlantic Division. . . 1,216 399 113 78 127 3,418 1,078 805 South Central Division — 726 721 430 209 261 3, 386 1,118 572 North Central Division - 318 8 102 6 2 208 7 1,422 466 307 Western Division . . 5 ! 4 3 4 6 94 70 10 North Atlantic Division: Maine . _ 16 * 40 8 137 60 130 New Hampshire 10 11 30 20 95 Massachusetts . 114 17 New York 0 0 0 0 0 0 0 20 New Jersey . _ 0 0 0 i 0 0 26 5 Pennsylvania 148 60 421 197 4 South Atlantic Division: Maryland 21 20 126 61 45 Virginia _ 69 97 73 15 4 1,109 323 185 West Virginia 24 7 North Carolina 90 15 63 19 719 227 374 South Carolina . 291 123 | 453 139 28 Georgia _ 745 144 40 104 987 328 166 South Central Division: Kentucky 185 86 131 114 21 777 226 60 Tennessee _ 258 108 113 45 61 953 298 163 Alabama 54 232 40 50 26 645 214 158 Mississippi _ _ _ 156 255 14 143 642 289 136 Louisiana . . 28 10 32 10 63 19 8 Texas 45 30 100 1 306 72 47 North Central Division: Ohio . . 86 5 18 34 3 235 155 138 Illinois _ _ 45 50 56 , 414 79 Wisconsin _ 17 4 36 16 Minnesota . . . 5 11 17 Missouri 127 3 4 17 149 ! _ 603 169 119 Kansas 38 3 117 47 50 Western Division: I 1 California ... ... _ 5 4 3 4 1 6 1 04 70 10 As will be seen from this table, a comparatively large number of students are reported in the primary department. A large number of the institutions in¬ cluded in this division maintain courses of study from the kindergarten to the end of a college course, thus rendering necessary the maintaining of a large number of classes. The proportion of students in courses of study leading to a degree is comparatively small, but the number of students pursuing studies in music and art is large. Some idea of the kind o l instruction imparted by these institutions may be obtained from the following table, giving the number of students pursuing the different studies in 1891-92: 736 EDUCATION REPORT, 1891-92. Number of students pursuing the following studies. States. Number of college students reported by institutions re¬ porting number of students in the several studies. Latin grammar. e3 CO 8 o Cicero. Virgil. >> 2 . o o ci O Tacitus. Juvenal. Greek grammar. Xenophon. Homer. United States _ 6, 016 2, 700 9C0 747 ] 770 ! ! 227 476 149 75 195 123 96 North Atlantic Division... 452 311 179 145 129 3 52 19 35 37 27 South Atlantic Division . . . 2, 534 1,045 325 272 278 115 197 95 20 118 70 53 South Central Division _ 2, 563 997 329 185 231 97 145 40 31 24 11 11 North Central Division _ 467 344 157 145 132 12 82 5 5 18 8 5 Western Division 3 North Atlantic Division: 1 Maine _ _ 16 65 30 32 34 3 7 31 29 21 New Hampshire . Massachusetts 63 52 12 9 7 i 2 New York. . . . 131 44 83 73 1 53 1 0 33 0 1 10 0 6 6 New Jersey Pennsylvania 242 150 54 25 I 35 11 2 2 South Atlantic Division: 1 Maryland. _ _ _ 95 43 25 12 ; is 10 5 5 5 Virginia _ _ 497 309 93 65 92 29 58 39 20 2 2 West Virginia i 5 3 0 2 0 0 0 0 0 0 0 North Carolina . . 457 116 39 13 24 9 15 7 South Carolina _ _ 702 192 65 56 54 12 29 12 Georgia _ _ 783 380 100 126 88 65 85 46 111 65 46 SouthCentral Division: Kentucky _ _ _ 668 276 79 55 82 30 20 1 18 12 6 7 7 Tennessee. .. _ 785 291 105 59 75 23 61 17 17 5 2 3 Alabama _ _ 488 133 49 17 46 15 47 1 1 Mississippi .. 543 236 78 37 13 29 17 2 2 "Louisiana. 34 36 13 12 8 12 2 Texas . ... 45 25 5 5 3 North Central Division: 1 Ohio _ _ _ 90 150 66 85 64 4 48 2 5 7 3 2 Illinois 122 129 51 39 42 8 28 3 6 2 Wisconsin 14 6 4 4 4 1 Minnesota . . 16 16 4 3 3 5 3 | 3 Missouri . . 90 20 16 8 10 3 Kansas . . . 135 23 16 9 9 Western Division: California _ _ 3 | ! 1 i i 1 1 1 1 1 COLLEGES FOR WOMEN. 737 Number of student 3 pursuing the following studies — Continued. States. Herodotus. Elementary French. Advanced French. Elementary German. Advanced German. to o o a o >> m Ah Ethics. Logic. Metaphysics. Political Economy. Plane Geometry. Solid Geometry. Analytical Geometry. United States _ 11 1,292 799 1 744 528 948 799 | 656 567 431 i 1. 389 879 292 North Atlantic Division. . . 2 300 308 203 205 125 127 100 43 51 137 82 13 South Atlantic Division _ 641 302 248 117 2S8 258 239 183 i H3 574 356 111 South Central Division _ 5 231 110 163 90 393 303 239 276 i 167 492 316 60 North Central Division _ 4 120 79 130 116 138 | 107 74 61 100 184 125 18 Western Division 4 4 4 4 ; 2 _ . _ North Atlantic Division: Maine _ . 35 20 16 1 11 32 i 31 1 17 35 54 16 New Hampshire. . | l 1 Massachusetts 1 1 26 40 18 26 10 10 10 25 2 New York . . . 1 194 202 123 122 26 26 27 26 0 45 27 4 New Jersey . Pennsylvania _ 45 46 46 46 67 | 60 43 7 16 38 j i 14 1 7 South Atlantic Division: Maryland . . . 25 ! 18 34 22 40 33 30 42 31 39 39 12 Virginia . . 223 i 155 62 32 59 I eo 39 24 124 91 27 West Virginia _ _ 0 0 ! o 0 0 0 o 5 North Carolina _ . 131 5 54 6 9 31 21 1 3 23 96 111 South Carolina _ 89 43 21 8 83 113 73 21 3 138 81 7 Georgia . . 173 1 81 77 49 97 21 71 93 55 177 34 65 South Central Division: Kentucky _ _ _ 2 86 ! 19 87 30 58 62 40 61 56 101 61 Tennessee _ 3 62 33 34 38 111 93 101 87 71 109 106 15 Alabama _ _ 52 27 22 ' 14 80 49 31 28 10 144 48 Mississippi _ 20 1 29 13 4 122 90 60 100 30 98 69 41 Louisiana . . . 11 2 13 25 25 4 Texas. 7 j 4 9 9 7 15 7 North Central Division: Ohio _ _ _ 2 53 29 43 36 53 49 45 29 33 66 49 8 Illinois . . 49 30 61 48 52 36 21 20 41 64 30 Wisconsin . . 5 5 4 4 5 4 0 Minnesota . . 2 5 3 8 6 3 ■ _ 3 7 10 10 Missouri 3 2 10 21 20 5 3 11 23 20 10 Kansas . 10 15 13 11 2 2 9 8 16 12 Western Division: 1 California . . . . . 4 4 4 4 <"* i 1 1 1 1 1 ED 02 - 47 738 EDUCATION REPORT, 1891-92. Number of students pursuing the following studies— Continued. States. §.f g .o < c VJ a o • I J 2 * & © < & o s o a o to E Calculus. Physics. Chemistry. Botany. Zoology. j Geology. Astronomy. History (other than United States). English literature. United States. _ 2, 174 1,468 861 42 1,584 1,303 j 1,255 692 797 1,005 2, 783 2,495 North. Atlantic Division. .. 214 115 43 12 184 [ 150 98 103 95 121 500 329 South Atlantic Division... 801 638 385 5 606 481 498 124 221 355 1,057 1,136 South Central Division _ 889 575 343 16 597 ! 480 443 367 350 384 868 754 North Central Division _ 262 134 90 9 197 1 186 216 95 123 130 352 270 Western Division . 8 G 6 3 5 6 6 North Atlantic Division: Maine _ _ _ 50 35 5 58 25 30 17 33 37 43 New Hampshire.. . - Massachusetts _ 32 27 1 6 1 8 1 10 8 121 49 New York _ _ 82 27 7 "5 40 28 19 60 0 12 | 166 92 New Jersey . . J Pennsvl vania _ _ ; Vi 00 21 4 7 80 67 44 1(5 70 76 176 145 South Atlantic Division: Maryland _ _ _ 39 40 39 47 45 41 I j 41 j 33 ro 67 110 Virginia .. _ . 223 179 71 119 88 99 55 30 65 322 420 West Virginia . 10 7 9 19 9 North Carolina _ 202 151 56 130 130 98 j 6 27 85 295 147 South Carolina _ j 146 131 95 5 144 101 160 20 40 83 153 168 Georgia _ 181 130 124 157 117 91 ! 2 91 80 201 282 South Central Division: - Kentucky _ 177 83 53 131 103 113 ! 121 77 78 157 207 Tennessee. _ _ _ 249 140 73 ”5" 167 131 102 J 123 105 102 230 216 Alabama . 142 140 120 156 133 123 77 118 248 158 Mississippi . . 236 184 75 'll" 96 99 85 123 82 66 143 122 Louisiana 65 13 13 27 70 21 Texas _ _ _ 20 . 15 j 7 :::: 20 9 20 9 20 : 20 30 North Central Division: 'Ohio . . . 83 53 20 9 78 61 70 11 41 39 115 124 Illinois _ _ _ 116 37 46 81 81 83 40 63 60 160 85 Wisconsin . . . 6 6 6 4 2 3 5 6 6 Minnesota _ _ 5 8 5 G 7 15 12 Missouri _ _ 20 12 16 26 20 24 28 17 11 27 29 Kansas... _ : 23 18 2 _ 8 17 21 11 2 13 29 14 Western Division: California _ 8 G G 8 5 G 6 H Tho above table shows that the institutions reporting: the number of students pursuing the several studies also reported 6,016 students in the college depart¬ ments. Excluding the studies in the above table commonly known as prepara¬ tory studies, we find that the number of students pursuing the several studies is small when compared with the number of college students reported. The items respecting the property and income of the 144 institutions are given in the following table: COLLEGES FOR WOMEN. 739 Property. States. Volumes in libraries. Value of sci¬ entific apparatus. Value of I grounds and j buildings. j Productive funds. i United States _ 203, 472 $198, 312 j $8, 348, 750 $717, 132 North Atlantic Division - - 40, 550 45, 172 1,360,470 190, 000 South Atlantic Division . . 56, 044 69, 100 2, 379, 200 132, 500 South Central Division _ _ 49, 053 50, 450 2, 182, ICO 70, 500 North Central Division _ 51,825 27, 590 2, 201 , 760 324, 132 Western Division _ . . . . 6,000 6, 000 225, 220 0 North Atlantic Division: Maine. _ _ _ 9,000 4, 000 207.000 141,000 New Hampshire. _ _ _ 2,000 100, 000 49, 000 Massachusetts _ _ _ 1,850 95,000 0 New York ... _ ... _ 5, 600 20, 922 218. 470 0 New Jersey . . . . 1,000 300, 000 Pennsylvania. _ _ 21, 100 20,250 440, 000 South Atlantic Division : Maryland . . . . . 4,500 8,000 150, 000 30, 000 Virginia _ _ _ 14, 900 26, 025 755, 000 4,000 West Virginia .. . _ 8,000 North Carolina . . 13, 420 7,550 483! 000 7, 500 South Carolina _ _ _ _ 5,450 7,600 210; 000 1.000 Georgia _ 17, 774 19, 925 773, 200 90, 000 South Central Division : Kentucky _ _ 12, 750 12,950 529,000 Tennessee.. _ _ _ _ 13, 180 9, 950 608. 000 40, 500 Alabama _ _ _ _ _ 10,739 12, 150 527, 000 . . --- Mississippi _ _ _ 8,084 12, 900 328, 100 .Louisiana _ 2, 000 1,900 50,000 30, 000 Texas . . . ----- 2, 300 600 140, COO North Central Division: Ohio _ . .. _ 15, 600 12, 500 675, 000 109, 132 Illinois _ _ _ 15, 100 2, 500 423. 760 30, 000 Wisconsin . . - 5,000 5, 000 125, 000 75. 000 Minnesota _ _ 1,500 1,000 50, 000 26, 000 Missouri _ ... 12, 125 5, 590 535, 0C0 81,000 Kansas _ _ _ 2, 500 1,000 393, 000 3,000 Western Division : California _ _ _ 6, 000 6,000 225, 220 0 740 EDUCATION REPORT, 1891-92, Income. Income. States. United States _ North Atlantic Division . South Atlantic Division. South Central Division.. North Central Division. . Western Division _ North Atlantic Division: Maine _ New Hampshire _ Massachusetts . New York _ _ New Jersey - - Pennsylvania _ South Atlantic Division: Maryland _ Virginia _ West Virginia _ North Carolina _ South Carolina _ Georgia _ South Central Division: Kentucky.. _ _ Tennessee _ Alabama _ _ Mississippi _ Louisiana _ Texas _ North Central Division: Ohio _ Illinois _ Wisconsin _ Minnesota _ Missouri _ Kansas. _ _ Western Division: California _ _ Prom pro¬ ductive funds. $40, 250 10, 100 7, 020 5, 880 17, 250 0 7, 200 2. 900 0 0 1.500 240 80 5, 200 3, 080 2, 800 3, 900 2,100 4; 500 1,570 5. 000 180 0 | From tui¬ tion fees. From State or munici¬ pal ap¬ propria¬ tions. From all other sources. $1,261,941 282, 715 393, 625 346, 690 227. 131 11,750 15, 641 9, 000 50, 000 67, 704 1,400 139, 000 35, 000 139, 250 $49, 247 $204, 210 20, 900 28, 347 5,500 38. 200 119,610 40, 900 5, 500 86, 250 6, 300 49, 500 400 5.100 82, 050 20, 500 26, 800 101,750 15, 250 107, 120 46, 700 68, 590 55, 560 46, 430 26. 047 2,100 7,300 2, 000 15, 500 300 67, 500 11,800 46, 500 18, 500 14, 500 4, 000 6, 000 65,131 27, 5C0 11,750 1,600 5,000 Benefac- Total I tions. income. ! $1,836,598 $73, 485 326, 345 5,825 506, 245 8, 260 573, 977 18,900 418, 281 40, 500 11,750 22, 841 1,250 11,900 50, 000 0 73, 204 4,500 1,400 ’ 167,000 75 36. 500 153, 990 360 1,575 0 104, 550 1,100 75, 080 134, 550 6, 800 156, 000 1,350 156, 900 17, 050 136. 150 97, 027 500 12,100 15, 800 118, 200 12,000 89, 100 23, 000 500 9,170 28, 000 146,131 32, 680 11,750 Considering' the number of institutions concerned, the amounts of the items here given are very small. This is especially true of the amount of endowment funds, $717,132. This amount is found to be reported by twenty-five institutions, thus leaving one hundred and nineteen institutions without any endowment whatsoever. These institutions depend mainly for support on tuition fees and charges for board; 68.8 per cent of the*total income for 1891-’92 was derived from tuition fees. The benefactions to this class of institutions are also very small, the total amount given in 1891-’92 being but $73,485. The number of degrees conferred by these institutions in 1891-’92 is given in the following table: COLLEGES FOR WOMEN. 741 Degrees con ferred. States. M.E.L. or B. Li. A. B. B. S. ! A. M. Mus.B. PaBint, ,M L A- Li. S. L. A. United States _ 322 357 101 | 91 109 35 | 5 3 4 1 North Atlantic Division.. 13 23 8 1 3 3 4 South Atlantic Division .. 29 181 34 14 30 8 1 _ South Central Division... 232 112 52 61 38 25 _ ... North Central Division. . . 48 41 13 16 33 1 2 j North Atlantic Division: | Maine . . ... _ O 3 4 New Hampshire _ 1 3 ! Pennsylvania . . 12 2 . " 8 1 _ South Atlantic Division : 21 1 1 Mar viand . . . 12 2 i o Virginia . . . . . 1 1 14 8 8 2 O | North. Carolina . . . . 8 6 2 South Carolina. _ 6 55 i 4 Georgia _ . . .. 10 103 23 3 I _ 1 South Central Division: 1 1 Kentucky _ 9 32 22 4 6 Tennessee. . .. 74 30 9 15 5 1 _ ; Alabama . . . 83 32 41 22 13 _ 1 Mississippi. .... . . 62 ; 16 7 5 5 _ ' Louisiana _ 5 1 Texas 4 o 9 North Central Division : 1 Ohio 13 21 6 4 Illinois 11 6 1 Minnesota 3 Missouri _ 24 9 4 12 1 32 1 I _ Kansas _ _ 5 ! _ ; i i i i CHAPTER XXL THE PLACE OF UNIVERSITY EXTENSION IN AMERICAN EDUCATION. [Tho following address, delivered by tlio Commissioner of Education at the First Annual Meeting of the National Conference on University Extension, held at Phila¬ delphia, December, 1891, discusses the significance of the new movement, and its bearings on the educational means and appliances now existing in the United States.] Ladies and Gentlemen, Delegates to the National Confer¬ ence on University Extension: I liave been requested to ‘direct my remarks to the general bearings of the question of university extension. I shall therefore offer some considerations regarding the threefold structure of our educational system into elementary, second¬ ary, and higher education, and discuss the general features which dis¬ tinguish each grade. I shall endeavor to show that higher education is the sanest and healthiest form of education, because it gives the student the means of correcting one-sided views. It gives him the method of study which compares one science with another and oue branch of learning with another, and always bears in mind the import¬ ant question : How does this element of knowledge relate to the conduct of human life? From this point of view I shall explain why university extension seems to me to be one of the most important movements in our time. An exhibition of the fragmentary nature of elementary edu¬ cation and the necessity which has caused this fragmentary character to adhere to it, will make it evident, I hope, that the directors of higher education have a sacred duty to perform in extending, by all legitimate means, the spirit of their methods into the studies which the adult population carry on by means of the newspaper, the periodical, and the book, throughout life. Let me ask your attention, first, to the general aspects of our civil¬ ization. Let us consider the active means at work to produce cosmo¬ politan civilization and obliterate local and provincial peculiarities. The most striking characteristic of our modern civilization is that which has to do with the intercommunication of one people with another. The wonders of modern invention are to be found especially in this field of human activity. In the first place, the facilities for travel by land and by sea bring together a greater and greater number of people in each succeeding year. Think of the increase of the num¬ ber of Americans that have visited Europe — of the number of Euro¬ peans that have visited America. Think of the increasing number of people residing in the Atlantic slope who have visited the cities of the Mississippi Valley and the far-off Pacific coast. The personal juesence 743 744 EDUCATION REPORT, 1891-92. and the humane, friendly interest of foreign people in this country form a perpetual educative influence, converting our people to cosmopolitan views and sympathies. But the educative influence of travel is small compared with that of intercommunication by means of letters and literature. In our time we have seen epic, dramatic, and lyric litera¬ ture retire into the background before the novel or romance as a lite¬ rary work of art. The novel has been called the prose epic, or the epic of commonplace, middle-class citizens. But the novel in our time has extended its gamut from the description of society manners and cus¬ toms and the petty events of courtship and marriage to the all-including scientific and historical movements which constitute the highest fields of intellectual labor. In the modern novel we have Shakespeare’s mirror, that is held up to reflect society and the individual. We have the painting of the slums, the demi-monde , the processes of the schools, the Church ; wc have fully-colored pictures of ancient historic life, long buried, and brought to life only by the labors of archaeology 5 we have a series of historical pictures, growing rapidly to a great gallery of paintings, illustrating mediaeval times, the beginnings of modern times, and, finally, the events of a century ago — Tolstoi's Napoleonic wars, the Crimean war, Walter Scott’s historical pictures; Victor Hugo, Thackeray, and a thousand writers less significant and still important. Each reading public learns to know the character and motives of its fellow-men in far-off countries or far-off epochs. Out of this comes the feeling of the solidarity of the human race. Every one feels that there is nothing human that he can consider to be entirely strange to him. But even the novel is not to be compared, in its influence, with the daily newspaper and periodical press as an instrument invented by the human spirit to bring about the higher unity and synthesis of all peo¬ ples. Not only shall each people combine in itself tbe best that has been realized by other peoples, but each human individual shall take his morning survey of the daily movement of nations and colossal enterprises. Here is the significance of our new university extension movement, which we are here to-day to celebrate by this conference. University extension proposes to avail itself of the new inventions and instru¬ mentalities which have been developed in the interests of commerce and the ordinary interchange of opinion, and send the currents of higher thought, higher scholarship, and higher sentiment through these chan¬ nels, so as to directly influence all men. In brief, university extension proposes to itself to gain possession of the organs of public opinion, and it is evident that this enterprise is one of the most important undertaken in our century since the estab¬ lishment of the common public school. In the most advanced civilization we find the completest system of means for the formation and promulgation of public opinion. All per¬ sons in the community, by means of the newspaper, look upon the same event, look upon the same sketch of public policy marked out by the statesman, listen to the same arguments, and take sides in view of the weight of argument. The public opinion thus organized is not the public opinion of a village or a province. It is the public opinion of the whole country, and a public opinion which is formed, or secreted, so to speak, by the aggregate action of all the minds in the nation. In fact, this does not state it strongly enough. The public opinion of a newspaper-reading age is an international public opinion, a public opinion which takes into it as a determining element the views and opinions of other civilized nations. PLACE OF UNIVERSITY EXTENSION IN AMERICAN EDUCATION. 745 But tliis kind of public opinion can not be found in an illiterate community, nor can the newspaper, which is the instrument for form¬ ing* and disseminating such public opinion, penetrate an illiterate community. In old times, before the statesman could watch the verdict of public opinion on a proposed measure, he was perhaps obliged to take action. The diplomats found themselves obliged to plunge the nation into war. In our time, with the telegraph, and the newspaper, and a universal reading people, the dial of public .opinion is visible to all statesmen and leaders of the people, and it is possible to avoid an appeal to the final court of arms. It is evident enough that the first requisite for the efficiency of these instrumentalities is a universal diffusion of common school education, and an ability on the part of all the people to read and understand the printed page. This is given in the common schools. The question arises at once, at this point : Why do not the common schools give an all- sufficient education1? Why is not elementary education all that is desired among the people? Is it not true, that if the schools teach the people how to read, and the universal prevalence of periodicals and books furnishes what to read, that the life of the people is turned into a constant education? Will not such reading — such as the elementary school provides for — lead necessarily to the diffusion of all human learning? In order to answer this question properly, and to see the grounds which exist for the movement known as university extension, let us consider for a moment the difference between elementary school educa¬ tion and university education. The child who is of the proper age to learn how to read has not acquired an experience of life sufficient for him to understand very much of human nature. He has a quick grasp of isolated things and events, but he has very small power of synthesis. He can not combine things and events in his little mind so as to per¬ ceive processes and principles and laws — in short, he has little insight into the trend of human events or into logical conclusions which fol- low from convictions and principles. This is the characteristic of pri¬ mary or elementary instruction, that it must take the world of human learning in fragments and fail to see the intercommunication of things. The education in high schools and academies which we call secondary education begins to correct this inadequacy of elementary education; it begins to study processes; it begins to see how things and events are produced; it begins to study causes and productive forces. But secondary education fails, in a marked manner, to arrive at any com¬ plete and final standard for human conduct, or at any insight into a principle that can serve as a standard of measure. It is the glory of higher education that it lays chief stress on the comparative method of study; that it makes philosophy its leading discipline; that it gives an ethical bent to all of its branches of study. Higher education seeks as its goal the unity of human learning. Each branch can be thor¬ oughly understood only in the light of all other branches. The best definition of science is that it is the presentation of facts in such a system that each fact throws light upon all the others and is in turn illuminated by all the others. The youth of proper age to enter upon higher education has already experienced much of human life and has arrived at the point where he begins to feel the necessity for a regulative principle and guiding prin¬ ciple of his own with which he may decide the endless questions which press themselves upon him for settlement. Taking the youth at this 746 - EDUCATION REPORT, 1891-92. moment, when the appetite for principles is beginning' to develop, the college gives him the benefit of the experience of the race. It shows him the verdict of the earliest and latest great thinkers on the trend of world history. It gathers into one focus the results of the vast labors in natural science, in history, in sociology, in philology, and political science in modern times. The person who has had merely an elementary schooling has laid stress on the mechanical means of culture — the arts of reading, writing, computing, and the like. He has trained his mind for the acquirement of isolated details; but he has not been disciplined in comparative study. He has not learned how to compare each fact with other facts, nor how to compare each science with other sciences. He has never inquired, what is the trend of this science? He has never inquired, what is the lesson of all human learning as regards the conduct of life? We should say that he has never learned the difference between knowledge and wisdom, or, what is better, the method of converting knowledge into wisdom. The college has for its function the teaching of this great lesson — how to convert knowledge into wisdom, how to discern the bearing of all departments of knowledge upon each. It is evident that the individual who has received only an elementary education is at a g;reat disadvantage as compared with the person who has received a higher education in the college or university, making all allowance for imperfections in existing institutions. Tlieindividual is prone to move on in the same direction, and in the same channel, which he has taken under the guidance of his teacher. Yery few persons change their methods after leaving school. It requires somthing like a cataclysm to produce a change in method. All of the influences of the university, its distinguished professors, its ages of reputation, the organization of the students and professors as a whole, these and like influences, combined with the isolation of the pupil from the strong tie of family and polite society, are able to effect this change in method when they work upon the mind of a youth for three or four years. The graduate of the college or university is, as a general thing, in possession of a new method of study and thinking. His attitude is a comparative one. Perhaps he does not carry this far enough to make it vital; perhaps he does not readjust all that he has before learned by this new method; but, placing him side by side with the graduate of the common school, we see readily the difference in types of educated mind. The mind trained according to elementary form is surprised and captivated by superficial combinations. It has no power of resistance against shallow critical views. It is swept away by specious arguments for reform, and it must be admitted that these agitators are the better minds, rather than the weaker ones, which elementary education sends forth. The duller minds do not ever go so far as to be interested in reforms or take a critical attitude toward what exists. The duller, commonplace intellect follows use and wont, and does not question the established order. The commonplace intellect has no adaptability, no power of readjustment in view of new circum¬ stances. The disuse of hand labor and the adoption of machine labor, for instance, finds the common laborer unable to substitute brain labor for hand labor, and it leaves him in the path of poverty, wending his way to the almshouse. The so-called self-educated man, of whom we are so proud in Amer¬ ica, is quite often one who has never advanced far beyond these ele¬ mentary methods. He has been warped out of his orbit by some shallow critical idea, which is not born of a comparison with each PLACE OF UNIVERSITY EXTENSION IN AMERICAN EDUCATION. 747 department of human learning with all departments. Reis necessarily one-sided and defective in his training. He is often a man of great accumulations of isolated scraps of information. His memory pouch is precociously developed. In German literature such a man is called a “ Philistine/1 1 He lays undue stress on some insignificant phase of human affairs. He advocates with great vigor the importance of some local center, some partial human interest, as the great center of all human life. He is like an astronomer who opposes the heliocentric theory and advocates the claims of some planet, or some satellite, as the center of the solar system. In sociology these self-made men advo¬ cate, for instance, as a universal panacea for poverty such devices as the abolishing of all individual property in land, or a single tax, or a scheme of state socialism ; or, on the other hand, the equally negative system of laissez faire — let each look out for himself, and let the Gov¬ ernment forswear entirely all functions of nurture and iiro vision for the common welfare. In the name of abstract justice, Mr. Herbert Spencer strikes at all of the concrete forms of governmnet in existence, and would fain cut them down to his procrustean standard, protecting free competition without provision for common welfare. There is a conspicuous lack of a knowledge of the history of the development of social institutions in all this. The individual has not learned the slow development of the ideas of private property in Eoman history, and he does not see the real function of property in land. Again, he does not know the history of the development of human society. He has not studied the place of the village community and its form of socialism in the long road which the state has traveled iu order to arrive at freedom for the individual. The self-educated man, full of the trend which the elementary school has given him, comes, perhaps, into the directorship over the entire education of a State. He signalizes his career by attacking the study of the classic languages, the study of logic and philosophy, the study of literature and the humanities. It is to be expected of him that he will prefer the dead results of education to an investigation of the total process of the evolution of human culture. The traditional course of study in the college takes the individual back to the Latin and Greek languages in order to give him a survey of the origins of his art and literature and science and jurisprudence. In the study of Greece and Eome he finds the embryology of modern civilization, and develops in his mind a power of discrimination in regard to elements which enter the concrete life of the present age. It is not to be expected that the commonplace mind, which is armed and equipped only with the methods of elementary instruction, shall understand the importance of seeing every institution, every custom, every statute in the light of its evolu tion. Again, the force of these facts is augmented when we consider the enormous development of secondary instruction in this country, not on the basis of the university, but on that of the elementary school. Within one generation the public free high schools have increased from a hundred or less to five or six thousand. For the most part the course of study in these institutions lias been largely under the control of men educated only in elementary methods. As might have been expected, this fact has largely determined the character of the studies pursued in the high schools. The classic studies and pure mathematics have been discouraged, and studies substituted for them which have a real or supposed value in the business vocation. The consequence of this has been that the high schools of the country have failed to fur- 748 EDUCATION REPORT, 1891-92. nisli men of real directive power. Their best representatives have been of the type of the self-educated men that I have just now des¬ cribed. While I consider it a matter of congratulation that the people of the country are fast establishing throughout the land a system of free edu¬ cation in high schools, yet I find myself obliged to admit that the present and past results of these schools may be summed up as the production of a vast intellectual current of Philistinism. There is not any argument for the importance of university extension which equals this in strength. The secondary education has largely been diverted from the road that leads to higher education, and turned aside in such a manner as to produce arrested development at the stadium of elemen¬ tary or secondary methods. The common schools of the people are suffering more from this cause than from all the other causes combined. It is a prolific source of mere mechanical device and methods wdiicli lead nowhither. It produces a flippant, self-conceited frame of mind which does not hesitate to attack and tear down institutions which it fails to comprehend. University extension, as we understand it, pro¬ poses to close up this gap between higher institutions and the elemen¬ tary schools. In recent years there has been a considerable elevation of the standard of admission to the college, and this has led to an increased develop¬ ment of secondary instruction, especially since the smaller colleges of the country have not been able to follow the lead of the great univer¬ sities without suffering in the size of their classes. The influence of secondary schools as directors of elementary common schools is not, and never has been, a healthy one. Only the college and university can give this healthy influence. With university extension the directors of higher education come at once into contact with the people. The university, through its prop¬ erly organized faculties, descends into the community and, as it were, takes an inventory of the bright and promising minds that are exer¬ cising an intellectual influence upon the direction of affairs. It gathers these into classes and audiences, and discusses with them the living questions of the day. It fascinates them with the superiority of the comparative method of study. It vanquishes the spirit of Philistin¬ ism and refutes the theories of cranks. This process of university extension, I need not add, has also a retro¬ active influence of great value upon the university itself. We all know how important is the present tendency toward specialization. We admit, nevertheless, that there is a danger in this, inasmuch as the specialist who does not use the highest or comparative method, and endeavors to bring his specialty into comparison with all branches of human knowledge — that this specialist, I say, tends to make his branch a hobby, and to set up his local center as the grand center of the uni¬ verse. Unbalanced specialism in education, therefore, tends to the very evils which elementary methods produce. But university extension will correct this. When the specialist finds himself face to face with an audience collected from people who have received only a common education, he is forced at once into meeting their crude opinions by presenting the comparative history of his theme, and by showing the bearing of other branches of human learning upon it. It is, as I have said, the characteristic of university extension that it finds its highest principle in the conduct of life, and that it is ethical in its method. The direct contact of university instructors with the people leads to the emphasis of the ethical standpoint. PLACE OF UNIVERSITY EXTENSION IN AMERICAN EDUCATION. 749 So mucli for tlic reaction of university extension upon tlie university itself. But I should not omit to say that tlic university extension movement Trill have another beneficial effect in increasing the number of persons who seek higher education. No sooner does the university enter the field of competition before the common people than it van¬ quishes the claimants for the cause of secondary education, and the claimants tor the cause of elementary education as finalities. The peo¬ ple see at once the superiority of the higher education, and there arises throughout the community an aspiration for its advantages. Even the families of the poor will aspire each to educate one or more of their children for the university. We know that in former times, when the requirements for education had not climbed up to the place they now hold, how often the poorest families in Scotland managed to educate one of the family for the university. The ideal of education, at that time, was university education. This desirable ideal will again prevail in the community, and where we have at the present in the United States only one in five hundred of the population enrolled in schools for higher instruction we shall have, as we ought to have, from five to ten times that ratio. Again, the advantage to the university will appear in the furnishing of direct practical careers to its graduates. In the laboratory and the seminarium the university trains its pupils to the work of original inves¬ tigation. Tt sends, therefore, into the community a class of people fully equipped with an intellectual apparatus for the correction and perfec¬ tion of the political and the economical departments. It focuses a powerful light upon the directive power in the various departments of productive industry and local self-government. Now, university extension, by reason of the fact that it collects into organized bodies the most enterprising minds of the common people, prepares positions in advance for these graduates of the university. They may take hold of the places where they are most needed without wasting their strength in endeavors to discover such opportunities, and to persuade men in power of the utility of their training for the work. We have seen how this movement arose in England. With the exten¬ sion of suffrage and with the increase of means of self-education among the people, and especially with the circulation of semi-scientific infor¬ mation by means of the printing press, there has been in the past a something of relaxation in the hold which the great universities had upon the people. This has been promoted by the self-educated man whom I have disparaged by calling him a Philistine. The great urban development of England, and, I may say, of all civilization, has pro¬ duced in the community an aggregation of the weaklings of society — what we may call the population of the slums — a fearful problem for our civilization. It would have been the part of selfish wisdom to establish university extension in order to recover a hold upon the common people, and in order to grapple successfully with the social problem of the slum element which menaces the rule of law; but, strange to say, the university extension has not originated in the enlightened selfishness of the university, but rather in the pure missionary spirit, the spirit of divine charity which has always- largely abounded among the directors of higher education, ' There is no movement, however, which has worked for the fperpethhtion of The, -power of the upper classes, and especially the university- educated classes of Great Britain, as has this movement of university extension, A » It is true that circumstances in this country differ frbm’fhose in Eng¬ land in many particulars, but there are-great broad lines of resemblance. 750 EDUCATION REPOET, 1891-92. In both countries we have what is called local self-government. Eng¬ land is the nation in which local self-government has originated as a complement al element necessary to compensate for the one-sidedness of the Boman principle of centralization. In our Government, just as in the home government of England, there is a representation, not only of all individuals but of all interests, and this not only in the legisla¬ ture that makes the law, but in the courts which administer the law, and in the executive department which enforces the law. The making of laws is determined by the free process of elections and public debates in which all powers and interests struggle for the mastery. The decis¬ ions of the courts are determined by the same universal representation of individuals and interests ; and, finally, the enforcement of the laws concedes the same rights of consideration for all parties concretely exist¬ ing in the community. It is evident that in England and in this coun¬ try — both democratic — there exists a sort of necessity for a free process of influence between the highest and lowest strata of society. In both countries demagogism increases in proportion to the neglect of the low¬ est stratum by the highest. This argument for university extension is so obvious that it does not need further expansion here. There is one incidental effect of university extension which I think worthy of special mention. The ordinary elementary school, second¬ ary school, or college seeks to give a general education to the pupil. It wishes to see everyone learn the conventional course of study, and not neglect either language, or science, or mathematics, or history. This curriculum, in a certain sense, mistreats those especially gifted individuals, found in all ranks, who have possibilities of the greatest usefulness in certain narrow lines of talent, but who are not attracted by other fields of knowledge outside of their specialty. Their love of one particular branch of human knowledge is so great that all other branches seem to them repugnant. These persons are the stuff out of which genius is made, but our traditional system of education has not known what to do with the candidates for genius. But the new meth¬ ods of specialization, which the university proper has taken up after the studies of college are completed, has opened up among our univer¬ sity educators an interest in special talent wherever it is found. Uni¬ versity extension provides new channels of communication between the directors of the university and these specially endowed x>eople,. scattered here and there throughout the community. The lecturers and class teachers of the extension movement are prepared to make an inventory, as it were, of this very important, although not numer¬ ous, element in the imputation. This x>ossibility of saving from waste some of the most gifted of people will occur to everyone as a strong reason for the existence of school and university extension. The old lyceum course did not x>rovide for the active participation of the audience in the work of instruction. But university extension X>rovides for discussions between the lecturer and his classes. It x>ro- vides for reviews, it provides for home studies and examinations. In regard to the question of management in this great movement, I supx>ose that we shall have a full discussion of the question of local centers versus one all-including society. It seems to me that we should encourage local centers 4where there seems to be ambition and ability for successful organization. I think that fliis matter will take care of itself. The advantages of a great central organization are advantages of finance. Tfleye is saved a multiplication of offices and a multiplica¬ tion of exx>ensevocd, stone, brick, etc., for use ns materials of engineering- is investigated, and each student also determines the strength of cement by the use of a cement¬ testing machine. Attention is paid to the fracture and appearance of metals, and also to the effect of repetition and reversal of stress. Bridges and roofs. — The course on bridges and roofs is given in the first and second terms of the fourth year. The first part is devoted to the theory of stresses. In this the student becomes familiar with the calculation of stresses in plate girders, in Howe, Pratt, Vv hippie, and lattice bridges, and in trusses with curved chords; also in cantilever, suspension, and draw bridges, and in various kind of roof trusses. Analytical and graphical methods and the method of wheel concentrations and of panel loads are used. Details and connections are care¬ fully considered and studied from the very large collection of blue prints of existing structures of all kinds in possession of the institute, A set of bridge specifications forms a part of the course upon which recitations are required, and hand-books of bridge and iron works are used for reference. During this course the class is taken out for an examination and comparison of various styles of bridges in the vicinity, and a bridge shop is also visited and the machines and methods of manufacture explained. The second part of the course in the second term is taken up with the design of bridges and parts of bridges. The student makes all the calculations and complete shop drawings of the work in hand, each bridge being different from the others, and tracings and blue prints are finally made. It is thus seen that the course is thoroughly practical in its character. Hydraulics and hydraulic motors. — This subject is taught in the fourth year. It includes hydrology, hydrostatics, theoretical hydraulics, the flow of water through orifices, over weirs and dams, through tubes and pipes, and in con¬ duits, canals, and rivers, the measurement and cost of water power, the dynamic pressure of flowing water, hydraulic motors, and the general principles of naval hydromechanics. Numerous examples illustrating the principles are given. In the direction of water-supply engineering there are considered general rain¬ fall statistics, precipitation, evaporation, the collection and storageof water, and its impurities; the practical construction of waterworks, including reservoir embankments, waste weirs, partition walls, conduits, distributing systems, and the various methods of filtering. The delivery of water by pumps is here touched upon, though this matter is more thoroughly treated in the course on the steam engine. The theory and efficiency of the various forms of water wheels are in¬ vestigated and the students are instructed with regard to the different kinds of turbines, with their draft tubes, diffusers, and governors. They are required to measure the flow of adjacent streams by means of weirs, and thus practically to find the discharge. Practice in the measurement of the velocity of streams by means of current motors and floats is also given, and modelsof valves, motors, practical working turbines, etc., add-value to the in¬ struction. The subject of aerodynamics is also taken up in this course and the flow of air through orifices, and in pipes, blowing engines, the relations between the velocity and pressure of the wind, anemometers, windmills, etc., are studied. Sewerage' systems. — The design of sewerage systems is taken up in the fourth year. A comparison of the cost and efficiency of the different systems is made and the conditions under which each should be used explained. The various methods of sewage disposal are exemplified and their efficiency discussed. The effect of the surface and magnitude of area drained in connection with the max¬ imum rainfall is considered, and main and branch sewers for the separate and combined systems are proportioned and their cost determined. The materials of construction, foundations required, methods of laying, and descriptions of details, such as branches, manholes, catch-basins, etc., are also given. Steam engineering.— The course in steam engineering is given during the last term of the fourth year. It consists of a series of lectures by a well-known con¬ sulting mechanical engineer. The properties of steam are first elaborated, and afterwards tbe details and construction of the various engines and boilers in ordinary use considered. The strength of their parts are calculated and their general operation explained. The course also includes pumping machinery. The lectures are illustrated by drawings, photographs, and hand-books, and books of reference are used for consultation. Each student makes a general design for a locomotive, pumping, marine, or other form of engine, though de¬ tailed drawings are not expected. He is also required to take indicator dia¬ grams from some engine and determine from them its power. Examinations of various forms of steam engines in the vicinity are also made under the direction of the instructor. RENSSELAER POLYTECHNIC INSTITUTE. 765 Theses. — A thesis on some technical subject must be written by each student during each summer vacation. A graduating thesis, which must be either a review of, or a design for, a ma¬ chine, structure, plant, system, or process belonging to a department of scien¬ tific or practical technics is also required. Degrees conferred. — The annual register of the institute for 1893 contains the following clauses in relation to the conferring of degrees: The institute will confer the degree of civil engineer or of bachelor of science upon all its future graduates who shall have completed the course leading to such degrees, or to either of them. (1) The candidate must have sustained a satisfactory examination in all the studies of the course in civil engineering or in that leading to the degree of bachelor of science. (2) His thesis must have been approved by the faculty. (3) He must have paid all dues to the institute . (4) He must be of good moral character. Buildings and property.— The institute has at present six buildings in use for purposes of instruction: the main building, the Winslow Laboratory, the Ran- ken House, the Astronomical Observatory, the Gymnasium, and the Alumni Building. The main building is 115 feet in length, 50 feet in breadth, and four stories in height. It contains lecture and recitation rooms, drawingrooms, and the labora¬ tories of the Department of Physics. The main hall of the institution, where the reading of theses takes place, is also in this building. The Winslow Laboratory is 77 feet long, 45 feet wide, and three stories high. It is devoted to the Department of Chemistry. The first story contains rooms for quantitative analysis and special investigations, and also furnaces for the work in assaying. The second story contains the general laboratory for quali¬ tative analysis and rooms for chemical balances and for the instructor in charge. The third story contains the general lecture hall, a recitation room, a room lor the apparatus used in the lectures on general chemistry, and an office for the use of the instructors in the department: In this room there is a carefully selected special chemical library. The William Proudfit Observatory is an astronomical observatory, consisting of a central part 40 feet square, with north, south, and east wings. * It is 70 feet long and CO feet in depth. It is well equipped with instruments for use in engineering instruction, containing a transit instrument, chromometer, chro¬ nograph, clocks, and sextant. The Ranken House is 40 feet square and two stories in height. It is used as a mechanical laboratory, and contains machines for the testing of the various metals and of cement, stone, wood, etc. The Gymnasium is 80 feet wide and two stories high. The first story contains bowling alleys, sponge and shower baths, a dressing room, and a reception room. The whole of the second story, 30 feet in height is taken up by the gymnasium proper, which has a gallery with a racing track and is fitted up with the best patterns of Dr. Sargent's gymnastic apparatus. The Alumni Building is about 50 feet square and three stories in height. It is fireproof throughout, having concrete floors and brick partition walls. The first floor contains a library, a room for the trustees and the transaction of general executive business, and one for the office of the director. The second and third floors contain the geological, mineralogical, and general natural his¬ tory collections. There is also a lecture room for the professor of geology on the second floor. The Library. — The library, located on the first floor of the new fireproof Alumni Building, is strictly technical in its character. It consists of about 5, COO volumes and a large number of pamphlets and maps, and consists of many valuable scientific works, including the publications of foreign and American societies, and bound volumes of various technical journals. The professional library of the late Alexander L. Holley was bequeathed by him to the institu¬ tion and forms a part of its collection. The books and pamphlets are accessi¬ ble to all members of the institute, and the reading room attached contains the current numbers of all the more valuable scientific publications of this and other countries. Insti'uments and apparatus. — The institution possesses valuable collections of drawings, models, instruments, and machines for purposes of illustration and instruction in its various departments. The total value of its property is esti¬ mated at $350,000. 766 EDUCATION REPORT, 1891-92. Importance of the school. — The importance cf this institution in the educational history of the country is well known. This is due not only to the methods of instruction and the. high standard of scholarship required, but also to the splen¬ did work of its graduates as engineers and teachers of science. In a pamphlet published in 1892, entitled, A Partial Record of the Work of Graduates of the Rensselaer Polytechnic Institute, are given the names of 33 presidents, 121 vice- presidents. managers, and superintendents, and 09 chief engineers of railroad companies, steel and iron works, bridge companies, waterworks, electric com¬ panies, mining companies, sewerage systems, canals, etc., who have graduated at the school; also of 5 State geologists and 56 professors who have been con¬ nected with most of the great educational institutions of the country. The pamphlet also shows that the graduates of the school have been connected as designers and constructors with nearly all the larger bridge companies and great bridges in the country, and that they have in responsible positions helped to build and equip 109,090 miles of the railroad systems of North America, be¬ side many miles in other quarters of the globe. One hundred and ninety of the graduates of the school have become members of the American Society of Civil Engineers. It received at the Paris Exposition of 1889 the only grand prize given to engineering schools of the United States. That it is widely known as a school of science may be inferred from the resi¬ dences of its students, who have come from all parts of the world. Number and distribution of graduates. — Including the class of 1893 there have been 1,093 graduates, of whom 837 are alive and 256 are dead; 947 received the decree of Civil Engineer (C. E.) The graduates are practicing their profession in 47 of the States and Territories of the United States, and in 18 foreign countries. Beside the General Alumni Association of the Institute there are associations of graduates in Pittsburg, Kansas City, Chicago, and New York. Instructors and students. — The Annual Register for 1893 contains the names of 18 professors and instructors, 8 lecturers and 206 students. CHAPTER XXIV. THE UNITED STATES MILITARY ACADEMY AT WEST POINT.1 By Edward S. Holden, Director of the Lick Observatory, Mount Hamilton, Cal It is not long since we were reading in the newspapers daily telegrams from the seat of the Indian war in the Northwest. * * * In the midst of peace¬ ful settlements a rebellion sprang up suddenly. Several thousand Indians left their reservations, bent on war. Our small and scattered Army was called upon to suppress the rising, and in a few weeks this was accomplished. The country is now at peace. The Indians are ruled justly, firmly, and honestly, by a cauple of Army officers; in a few months we shall have forgotten the whole matter. As I read the telegrams day by day it seemed to me that several import mt points were missed by the gentlemen who were sending them. Here was a rising which if anyway successful would cost hundreds of lives and millions of dollars. All the expense of life and money was saved by our little Army directed by a few competent officers. I have not seen it clearly brought out that the whole cost of our military establishment for a long term of years would be a cheap price to pay for so prompt and peaceful a solution. The confidence felt in our officers was an unconscious compliment to their efficiency, but it seemed that it would have been worth while to inquire a little more closely just why the confidence was felt, and just how they came to be efficient. Efficiency is not a natural gift but is an acquired talent. In thinking of this petty war 1 which came very close to being serious), and in asking myself these very questions I reviewed in my own mind the course of training at our National Military School and saw clearly how it is that our young men are taught to be prompt, efficient, faithful, and thorough. And I have thought that others might be interested in a sketch of the training of the cadet at our War School, especially as it is not always understood. I shall speak of the effect of the methods adopted at West Point in developing moral character chiefly, and I shall be obliged to leave unexplained (for the sake of brevity) many points which might cause those unfamiliar with its work to think that the intellectual development of the student may suffer. That it does not so suffer it is perfectly easy to show, either by results (see the table of civil occupations of graduates, following) or by argument. But it is clear that this latter question can not be thoroughly discussed here. I therefore beg my read¬ ers to take it for granted that along with the moral results which I shall exam¬ ine in detail, capital intellectual results are attained. These points should be constantly kept in mind in reading the present paper. The candidates to the Academy are appointed one from each Congressional district in the United States and ten “at large ” by the President of the United States. Thus a full corps would now consist of about 350 members. This method of appointment secures an entirely representative body. The Ameri- ican people are exactly typified by the entering class of each year. The age of entrance must be between 17 and 22 years. 1 1 reprint hero the excellent article of Prof. Edward S. Holden, of Lick Observatory, with his permission. It appeared first in the Overland Monthly. — W. T. Harris, Commissioner. 767 768 EDUCATION REPORT, 1891-92. There is absolutely no selection on the part of the Government, except that the candidates should be physically sound and that they should be able to pass a simple examination in English, arithmetic, English grammar, geography, and American history only. Imagine, if you will, an entering class of say one hundred members, who come from every State in the Union, from Maine to Oregon and Louisiana; who have been educated at all kinds of schools, public and private; who represent all masses of society from the cultured to the igno¬ rant, from the very rich to the extremely poor, and whose homes may have been the simplest cottages or one of the brownstone palaces of New York or Boston. It is impossible to conceive a more motley assemblage as to their external looks and fashions. Interiorly there is equal variety. Lads stand side by side who have had the most delicate moral nurture, or none at all; who are pure and simple, or already far on the road to dissipation; who are models of truth¬ fulness and modesty, or already shifty contrivers of escapes from duty and obli¬ gations. There is a representation of every possible class of American youth, and all the inequalities of our society are repeated here. I wish to insist upon this now, in order that the nature of the material may be thoroughly compre¬ hended, and in order that the result at the end of the four years may be ap¬ preciated. In a few days, the entrance examinations are over, and the class is reduced to fifty or sixty who are to begin their four years of probation. The external inequalities have all vanished as if by magic. Each cadet is dressed precisely like every other cadet; each has precisely the same duties as every other; each lives in a room precisely like every other room; no one is allowed to fur¬ nish his quarters in any but the prescribed way, with very plain materials made and issued at the Academy. No express parcels from wealthy homes may be received. No one is allowed to have money. At the best he can only have credit, on a pass book, and this credit can not be utilized without special permission. In a week every sign of external inequality has absolutely van¬ ished. It never returns so long as the cadet remains a cadet. After his grad¬ uation, wealth or social position may count. Until that time, no external cir¬ cumstances disturb the absolute personal equality of every member of each class. There are personal inequalities formed by the cadets themselves between class and class. Each higher class maintains (and in general deserves to maintain) a superior standing to every lower one. Official inequalities are created by the appoint¬ ment of the best men of the second year to be corporals, of the third year to be sergeants, of the fourth year to be company officers — but these positions can be attained by good scholarship and by soldiery bearing, p and in no other way. These rewards are open to all on absolutely equal terms. In the class-rooms the same equality exists. The cadets are divided into small sections of eight or ten members for the purpose of instruction. Each section is presided over by some young officer of the Army, chosen for his ability. The professor in charge of a department visits all the section rooms frequently. Every two days or oftener each student recites in the presence of his professor. The most ac¬ curate record of the scholarly performance in the section-room is kept by the instructor and checked and verified by the professor, so that it is certain that the scale of marking is the same throughout the class. The lowest man in the first section is always a little better than the highest one in the second. Abso¬ lute and complete justice is attained in this way more nearly them in any other organization it has ever been my fortune to see and study. I have never heard it seriously questioned by student, officer, or professor. Once each week the marks of each cadet for every recitation are publicly posted. Thus every student can compare his work with that of every other member of liis class. . He knows from week to week exactly what he has been doing, and thus exactly what he must accomplish in the future to attain any given excellence. The sections con¬ sist of 8 to 10 members. The recitations are from sixty to ninety minutes long, depending upon the topic in hand. Therefore each cadet is called upon every day, and the quality of his work is thoroughly tested. The certainty that he must recite each day, and that no failure can possibly be hidden, obliges each student to prepare his lessons with a thoroughness and faithfulness which is not attained at any other institution of learning with which I am acquainted. The effect on the moral character is immediate and admir¬ able. The cadet learns in the recitation room, as everywhere else, not to shirk his duty, and he learns what few in civil life learn so early, namely, that every shortcoming in the course of duty is sure to bring with it its corresponding penalty. THE UNITED STATES MILITARY ACADEMY AT WEST POINT. 769 A. thoroughly unsatisfactory recitation not only receives a low “ mark,” but it is treated as a dereliction of duty also, and confinement to quarters during Sat¬ urday and Sunday afternoons is given as a punishment for such failure ■ . Twice during each academic year the: e are public written and oral examinations in the presence of the whole faculty. A mark is assigned for the performance of the student at the examination also. If the sum of all his marks in any study is above a certain quantity the cadet is proficient, and he receives a class rank in that study depending upon his performance during the year, or it may be on his performance during a period of two years — for important subjects like mathematics are studied for the whole of two years. If on the other hand he is deficient, another careful examination under the eye of the whole faculty is given to him and the result of this decides whether he shall be dropped altogether (and thus lose all hope of rank in the Army) or turned back to the class below his own (thus losing one year's promo¬ tion). None who are deficient are permitted to go on with their classes. These severe penalties are constantly before the eyes of every student. They are adminis¬ tered with perfect justice, and with inexorable certainty and with promptness. A few weeks of inattention to duty will subject the careless student to them, and he knows precisely what the result of carelessness will be. Hence the idle, the careless, and the vicious are soon eliminated from the school; the others are brought forward to a high point of diligent and persevering attention to duty. Good intellectual performance is a duty. The Government is at considerable ex¬ pense in maintaining a cadet at the Academy. The plain question is, Is it worth while to be at this outlay for the promise and the performance of this particu¬ lar student?1 The daily test in the class rooms and the periodical examinations answer this question definitively. To complete the consideration of this part of my subject it is necessary to say how the graduating' class rank is obtained. The four or five highest of each graduating class are assigned to the Engineer Corps, the next to the artillery, the next to the cavalry and infantry. The desirability and precedence of the different arms of the service (with respect to their consideration, privileges, pay, etc.) is in this order. Moreover, the cadets are allowed to select the de¬ sirable regiments in each branch of service according to their class rank. Pro¬ motion in one regiment may come several years before promotion in another, etc. Hence the graduating class rank is of immediate importance to the cadet. It is fixed as follows: From his record in each subject, as mathematics, physics, etc., a rank in that subject is assigned to each student. From the aggregate of all these special proficiencies a general proficiency is deduced. This latter mark fixes the graduating class rank. Thus the difference between No. 5 and No. 6 in a class may have been decided by a week or even by a single day of care¬ less work two, three, or four years before the time of graduation; and this dif¬ ference may make a marked change in the future of the young officer. Instead of important and responsible service in the Engineers, he may have slower pro¬ motion, less pay, and less desirable service in another arm of "the service. This is perfectly recognized by all the students. They therefore recognize the per¬ fect justice of the final award. Little is said to them of the importance of their work in this respect. The natural effect of certain conduct is completely un¬ derstood by all, and it follows with a certainty and a justice which is practically perfect. It trains each student in the heathen virtues of fortitude and justice as no other system can. It is the natural system — the system of nature — ulti- mated. I may now turn to the more strictly military education of the cadet, and here again we shall see the natural system of training in full operation. Here, as in the account of the mental work required of the students, I shall specially con¬ sider the effect of the system on the building up of a character and on the de¬ velopment of the simpler and sturdier moral virtues. A method which is so successful in training some of these, is applicable to education in all the others. The conduct, the whole official conduct, of each cadet is the subject of record, just as his proficiency in a study like chemistry or tactics. JIt appears to me that this aspect of school life should he placed frequently before students in our State colleges. It costs the State $400 to $500 per year for each student. The plain ques¬ tion to be answered for each individual student is, Is he worth $400 to the State, or is he likely to be? If he is not, then his place should be filled by one who is. The usual lax system encourages the student to consider the State as bound to take care of him, and tends to extinguish his manly independence. ED 92 - 49 770 EDUCATION REPORT, 1891-92. It is recognized that the official conduct required is necessarily difficult for the new comer to follow, and hence this record has no effect on his graduating rank until after the student has been six months in the Academy. Moreover, his conduct — discipline — in the last year of his course is counted twice as important as his conduct in any other year. This is as it should be. To obtain a numerical standard of conduct, recourse is had to a system of demerit marks. Good, that is perfect conduct, is expected of all, and no credit is given for it. Any failure in conduct has a certain number of demerits attached to it. “Latent roll call” would carry 1 or 2 demerits; “absent,” 10; slight untidiness in dress, 1; inattention in ranks or in recitation, 5, and so on. A cadet may obtain 125 demerit marks between June 1 amd December 31 (a period which includes service in camp) and 90 between January 1 and May 31 (in barracks) without incurring any serious consequences. His class rank will be lowered just as if he had partially failed in a study like chemistry or physics, and he must suffer the confinements to quarters on Saturdays, etc., which are attached as imnishments to certain offenses in addition to demerit; but his standing as a member of the school is only lowered, not endangered. If, how¬ ever, he has more “ demerit ” than these maxima, he is reported as deficient in conduct; his case is specially considered, and he is either suspended or dismissed. Let us see the process by which these marks are assigned. Any “offense as for example, “late at parade roll call 5 — is noted by the proper officer (nearly always a cadet officer, not an officer of the Army) and is reported in writing to one of the army officers. The “offenses” for each day are posted on a certain bulletin board. An 4 4 explanation ” in writing is required for each offense. Hot to render such an explanation is itself an offense. If there is no excuse, the return to be made is: Offense : Late at parade roll call. Explanation: No sufficient excuse. (Signed) A. B., Cadet f ourlli class, D Company. Each cadet must therefore examine his official conscience, so to say, regularly, and record the results of his examination. Ill feeling is avoided, as the whole transaction is carried cn in writing, and there are no (or few) personal repri¬ mands. Let us now see how rigid a system this is. Take the one matter of tardiness. A cadet will attend the following roll calls daily: Reveille roll call, breakfast (and formation after breakfast); class formation at 9 a. m. (and formation after this recitation); class formation at 11 a. m. (and formation after this recitation); dinner roll call (and formation after dinner); class formation at 2 p. m. (and formation after this recitation); drill roll call about 4 p. m.; parade roll call about G p. m.; supper roll call (and formation after supper). These are the regu¬ lar roll calls of every day during the month devoted to study. In camp life there are even more. There are fifteen opportunities daily to be “ late.” By improving all these opportunities for six days (6x15=90) between January land May 31 the cadet would become deficient in conduct on account of tardiness alone. There are hundreds of other slight infractions of discipline, such as “one button of uniform coat unbuttoned at drill,” each of which carries with it at least one demerit. Ninety in all are allowed, and no more. This limit passed, the cadet is deficient in conduct, and he knows it from the first. This limit ap¬ proached, and his promotion in the Army two, three, or four years from now will be to a lower corps instead of to a higher; to a less desirable station or regiment, instead of to a more desirable. This also is known from the first. There is no talking; simple laws are prescribed; it is not difficult to conform to most of them; every reasonable excuse is admitted; the result is like the result of gravitation — inevitable, inexorable, just, immediate. Observe what effect this constant responsibility must have. Take the case of punctuality alone. There are fifteen chances daily to be “ late." The cadet is at the Academy about forty-six months (two monthson leave of absence). Aver¬ aging the various duties, we may say that he is called upon to be prompt at roll call fifteen times a day for something likel,200 days; that is, the virtueof punc¬ tuality is insisted on in this particular way on 18,000 different occasions. In the same way erch cadet is personally called upon to be neat, orderly, attentive, obedient, twenty, thirty, fifty thousand times during his student life. And each failure is noted. I have forgotten how many “ demerits " I personally received during my course (many more than I ought, no doubt), but I chance to recollect that I was not “late ” for a single one of the 18,000 opportunities. It was a tra¬ dition in my time that Prof. A. D. Bache (a graduate of the Academy at the head THE UNITED STATES MILITARY ACADEMY AT WEST POINT. 771 of his class, and the talented chief of the U. S. Coast Survey) had no demerits at all for his whole course. Punctuality and promptness are insisted on in many other ways beside the one just cited. Order is enforced in the care of the arms, the clothes, the books, the quarters of the students. Obedience is the center of the whole system. Respect for superiors is natural to lads who are really in the daily presence of their superiors— both their fellow-cadets and the Army officers. Real respect is the basis of modesty. With regard to their own powers and in relation to their fellow-members of the Army, the graduated cadets are modest and respectful not only in manner, but in reality. It is one of the minor deficiencies of their very special training, that they are allowed to remain too ignorant of the great world outside of their little one; so that we fre¬ quently see a spirit of arrogance toward this outside world growing up along¬ side of a spirit of real modesty to everything within their own smaller circle. I need not say that this is by no means necessarily so. It is the fault of the application of the system, not the fault of the system itself, and it can be easily corrected. Outward respect is taught in countless ways — by the required salutes of sentinels, etc. Perfect, simple, absolute truthfulness is taught also in countless ways. Every written “ explanation ” must be perfectly true. Each cadet must always stand ready to explain his explanation in writing or other¬ wise. If he should descend to prevarication, he would be at once court-mar¬ tialed for “conduct unbecoming a cadet and a gentleman.” If he were found guilty he would be promptly dismissed the service. Moreover, the cadets have their own private Vehm-Gericht , If a comrade is known to be guilty of lies or theft, he is privately notified to tender his resigna¬ tion. Only the guilty will make such a sacrifice of their prospects and career; and this action on the part of the students has so far, I believe, produced only good results. In my opinion, however, it is dangerous and unnecessary, and should be prohibited. Minor offenses against the unwritten law of the cadets are punished by refus¬ ing to have any but official relations with the offender. Occasionally this pun¬ ishment has been unjustly administered, but in general I have no doubt that good and not harm has resulted from this custom. It can not be and should not be touched by law, I have one more regulation and practice of the Academy to consider. I refer to the custom of requiring written reports from certain of the cadets after the completion of certain duties (as those of officer of the day, etc.). The cadet whose tour of duty has expired transfers his functions to his successor, and at once submits a written report regarding the matter in hand. This report con¬ cludes as follows: “I certify that the above report is correct and just.” The words, “on my honor as a cadet and a gentleman,” are always supposed to pre¬ cede the signature. I have never known such a report to be falsely signed. It is universally agreed among the cadets that they can not permit a comrade to violate his honor even to shield others from the severest punishments, still less to shield himself. A code of honor, highly artificial, if you choose, but highly effi¬ cient both in its outer effects and in its inner compulsions, is thus created, main¬ tained, and transmitted, among the students of this school. When they become officers, this code of honor becomes a code of honesty. I shall give some of the statistics of the Army considered in its relation to the disbursement of public money, further on. It will be found that there is no or¬ ganization on earth, and that there never has been one, in which money has been handled so honestly as by the officers of the American Army. Any system can be judged by its average, or by its highest product. The highest intellectual product of the Military Academy is the Corps of Engineers. Very few persons not graduates of the Academy have been members of this Corps. In general, it is recruited from the first five members of each successive class. To the Engineer Corps is intrusted the expenditure of our large appropriations “for the improvement of rivers and harbors,” which often amount to fifteen to twenty millions of dollars annually. During the war of 1861-’65 they handled millions upon millions of public money. I believe that I am correct in saying that no single officer of this corps has ever been found guilty of embezzling the public money for his own use. The table which follows will give some idea of che intellectual results at¬ tained by the methods of the school: 1 1 These statistics are complete from 1802 to 1870, and are taken, with other similar data, from Gen. Cullom’s Biographical Register of Cadets of the U. S. Military Academy. 772 EDUCATION REPORT, 1891-92. Civil occupation of graduates who have resigned from the Army. President of the United States . 1 Members of the Cabinet of the United States . . . . . 4 Ministers from the United States to for¬ eign courts . . . . . . 11 Charge d'affaires from the United States to foreign courts . . 2 United States consuls-general and consuls 9 Members of the United States Senate and House of Representatives . . . 21 United States civil officers of various kinds 170 Presidential electors _ 8 Governors of States and Territories _ 14 Uieutenant-governors of States.. . 2 Members of State legislatures . 77 Presiding officers of the State senates and houses of representatives . . 8 Members of conventions to form State con¬ stitutions _ _ 13 State officers of various grades . . . 76 Adjutant-general and quartermaster- gen¬ eral of States and Territories . . . 24 Officers of State militia _ 145 Mayors of cities.. . 15 City officers . 48 Presidents of universities, colleges, etc... 41 Principals of academies and schools . 32 Regents and chancellors of educational in¬ stitutions . 13 Professors and teachers . 131 Superintendent of Coast Survey _ _ 1 Surveyors-general of States and Territo¬ ries . 10 Chief engineers of States . . . 14 Presidents of railroads and other corpora¬ tions . 77 Chief engineers of railroads and other pub¬ lic works . 61 Superintendents of railroads and other public works... _ _ 59 Treasurers of railroads and other com¬ panies . 21 Civil engineers _ _ _ 217 Judges. _ _ _ 13 Attorneys and counselors at law . . 185 Bishops . 1 Clergymen _ 20 Physicians. . . . 12 Merchants . . 121 Manufacturers _ 72 Artists . 3 Architects . 7 Planters and farmers _ _ 228 Bankers... . i7 Bank presidents _ 8 Bank officers.. . 21 Editors _ _ 28 Authors . . .. . . 158 I have seen a curious comparison by the late Gen. Alvord between the losses to the Government through the defalcations of Army officers (both graduates of the Academy and appointees from civil life) and losses to the Bank of England through the defalcations of its employes. In both cases the loss was a very small fraction of 1 per cent of the money handled, but the percentage lost through the unfaithfulness of our Army officers was only a small fraction of the loss through the employes of the bank. I regret that I have not been able to find Gen. Alvord’s pamphlet, so as to quote his exact figures, but lam sure of the general conclusions. In comparing such statistics, it must be remembered that the officials of the Bank of England are a picked class, as well as the officers of the Army. The former are selected from the younger sons of wealthy families, and a clerkship is an honorable and well paid life career. Moreover, it must be remembered that during our civil war many appointments to places in the Pay, Quarter¬ master, and Commissary departments were hurriedly and ill advisedly made from civil life, and that the effect of the Military Academy training was chiefly felt by the checks placed by its methods over all officials, whether graduates or not. Even under the tremendous strain of the late war, the code of military honor and honesty showed itself to be highly effective. The total disbursements by Army officers during the war were over $1,100,000,000. The defalcations and money losses of all kinds (including captures of funds by the enemy, were less than $1,000,000, or less than one -tenth of 1 per cent on the money handled. No organization for the disbursement of public money, from the time the pyramids were built until now, has a record approaching that of the disbursing officers of the United States Army. And this bright record is a direct result of the training of the Military Academy at West Point. We have justseen whatthe effectof the Academy training has been in matters relating to faithfulness and honesty in the care of public funds. It is more difficult to give statistical accounts of faithfulness in the performance of other duties. Perhaps I may be allowed an illustration which seems to me to express, in brief, the whole spirit of the Academy. One of my close friends, a young engineer officer, was charged with the lon¬ gitude determinations along the northern boundary of the United States, be¬ tween Winnipeg and the Lake of the Woods. His work consisted in transport¬ ing a set of chronometers running on Greenwich time from station to station, and in determining at each place the local time by observation. A comparison of the local times with the chronometer times gave the longitudes from Green¬ wich. As the country near the Lake of the Woods is but a succession of morasses, this work had to be done in the depth of winter, when the marshes were frozen solidly. My friend, a lad cf 22 or so, had nearly completed all the links in his chain of stations, when he was caught with his entire party in ater- rific storm of wind and snow. For hours and hours the band, with the dog THE UNITED STATES MILITARY ACADEMY AT WEST POINT. 773 sledges, plodded on and on towards the station where their companions were feverishly awaiting them. To stop was death. One by one the men became exhausted and fell in the snow, begging to be allowed to sleep and to perish by freezing rather than to go on in the hopeless search for camp. The few stronger ones (my friend among them) spent their forces in compelling the others to rise and struggle forward for their lives. The storm grew wilder and wilder, the night fell, and finally it seemed certain that the party was hopelessly lost and must perish. Even the dogs refused to go farther. There was nothing left to do but lie down and die. My friend opened his note-book and with his freezing fingers wrote a farewell message to his old father (himself a graduate of the Academy and a distinguished general officer), to his mother, to his sister. Then folding his cloak about him and commending his soul to God, this young hero laid down to sleep— the last of all his command — with the knowledge that sleep was certain death. He had done his duty. He could do no more. But yes — duty had another call. In the deadly stupor and chill of death it spoke to him, and the call was heard. As he told me, simply, not thinking it of great moment, “I remembered that the chronometers were not wound A and that the longitude would thus be lost, for the party was sure to be sought for and found within a day. Once more he obeyed the call of duty. Once more he rose, struggled to the sledge, opened, wound, and carefully covered the chronometers, and once more laid down to die — this time in peace. All his duty was done. It was a deed of which humanity may be proud ; done simply, in solitude, manfully, faith¬ fully, to the utmost. After many hours the party was indeed found — and saved; “ the longitude was not lost ; 55 and the training of the school on the Hudson was displayed here, as it had been so often before, as it will be so many times again. The Academy was founded in 1802 ; in the war of 1812-’15 the young graduates took part. One-sixth of all who served in the field laid down their arms for their country; one-fourth of the total number were either killed or wounded; one-fifth of the survivors were specially rewarded for conspicuous gallantry. In the Mexican war our armies were officered by graduates, and were opposed by a hostile force quadruple their own. In a little over a year they had fought and won thirty battles, taken a thousand cannon, carried ten fortified places, and completed the conquest of Mexico and California. Gen. Scott has said (in a letter of June 21, 1860): “I give it as my fixed opinion that, but for our graduated cadets, the war between the United States and Mexico might, and probably would, have lasted some four or five years, with, in its first half, more defeats ihan victories falling to our share; whereas, in less than two campaigns we conquered a great country and a peace, without the loss of a single battle or skirmish.5’ It is something to be able to do well what one sets out to do. Efficiency is a kind of virtue, and the record of these two wars sets a seal on the practical ef¬ ficiency of the graduated cadets. * * * I have thus traced rapidly a sketch of the national war school at West Point. I have shown how her sons are recruited from every rank of life, and how various are their conditions. I have exhibited the training which they undergo, and have shown how it perfectly conforms to the method of nature itself. I have set forth, from statistics, the results of such training: and the record is one in which we as Americans may well be proud. No human organization has ever fulfilled its special functions more perfectly than our national Military Acad¬ emy. It will be immediately obvious why this is so, and I feel confident that no educator can read this sketch without finding in it lessons for himself to carry out in his own field of work. The results attained in our national school under highly specialized conditions can not be reached in degree, under the circum¬ stances of the common school. But the principles which stand out are eternally applicable. Once compre¬ hended, they can be applied anywhere, under any circumstances. It would be unjust and ungracious in a son of the Academy to fail to name the man to whom above all others West Point owes its present system. Gen. Svlvanus Thayer was its superintendent for seventeen years, from 1817 to 1833, and gave to it in his long administration essentially the form it now has. The principles of his government have been most faithfully and intelligently car¬ ried out by his successors in office and by the corps of professors and instructors. Public opinion among all the graduates is an immense force which tends to pre¬ serve and consolidate the main principles of the present system. There is no graduate of the Academy who would not make any sacrifice to preserve a sys- 774 EDUCATION REPORT, 1891-92. tem whose excellence has been proved to him in thousands of varying circum¬ stances. The principles which govern the administration of the Military Acad¬ emy are of the highest interest to those in charge of our common schools; but they are still more important, in my view, to the governors of our State univer¬ sities, especially when those universities have benefited by a grant of the public land and have engaged themselves to maintain a college where military subjects must be taught. Such universities are endowed by the United States for a spe¬ cial purpose, and they are in every way sacredly bound to carry out their trust. It is impossible and undesirable to organize such military departments on the exact model of West Point. Their main object is not to make professional soldiers, but rather to train civil citizens who shall not be totally ignorant of arms, and who shall have the patriotic spirit as well as the technical ability to be useful to the nation in a time of trial. Such times of trial we have ex¬ perienced already, and we shall experience them again. It appears to me on every account important that this subject shall receive attention. And I know of no better way in which to inculcate the simple virtues which are the basis of character than to encourage and foster these training schools especially en¬ dowed by Congress. The General Government, the State, the university, and the individual student will all be gainers — and that, in many different ways. If I have been able to show that there is a duty here, and that the means of per¬ forming it are simple and near at hand, I shall have done a public service. If I have further exhibited some of the excellences of a Spartan system of training, which has triumphantly withstood the tests of three great wars, as well as the trials which come with peace, I shall be most glad to have returned thus much to my Alma Mater. It seems to me that I understand, and that I must have made it clear, why it is that our little Army has never failed in any trial and why it never can fail so long as the same wise counsels govern the war school at which our officers are trained; and it appears to me that the methods which have been successful there are, with suitable modifications, universally applicable and deserving of adop¬ tion throughout our whole public educational system — from the common school to the State-supported university. CHAPTER XXY. THE CARE OF TRUANTS AND INCORRIGIBLES.1 By Edwin P. Seaver. Superintendent of Boston Schools. Boys who will not go to school when they ought, and hoys who are so ill-be¬ haved when they do go that teachers have good reason to wish they had stayed away — these are the truants and incorrigiblesw’ho must be taken care of if edu¬ cation in this country is to become universal in fact as well as in purpose, and so do its full work in training to good citizenship, and in preventing crime. Little matters it whether the boy is out of school from his own waywardness, his parents’ neglect, or the willingness of teachers to be rid of a troublesome pupil ; in any case he stands for a failure in education, and is a source of danger to the commonwealth. How to care for such boys— and girls too, for there are such girls — now to keep them in a school where they must work steadily, behave well, and learn to cherish some worthy purpose in life — this we may call our truancy problem.. Primarily the truancy problem is an educational problem for school authori ties to deal with, not a matter of municipal regulation for police magistrates to manage. Not until truancy, neglected and unchecked, has led to positive crime, ought the truant to be handed over to the criminal jurisdiction- Not until edu¬ cation has exhausted all means of prevention and reformation should the truant be surrendered to the police magistrates for punishment. The distinction here implied is of the greatest moment, though often over¬ looked or ignored. Let it be properly emphasized. Truancy is not in itself a crime: but it is the dangerous way that leads many a boy into crime. The boy who has broken away from the restraints of home and school is not by that act a criminal; though he is giving rein to tendencies that will soon make him one. He is in grave danger; but timely care may save him. Now, if the truant is not a criminal, it is an injurious mistake to treat him as if he were; it is worse, it is a crime against society. Restraint he certainly needs; but the restraint of confinement in a prison, or even in a reformatory with criminal companionship, destroys at once the best chance there is of saving him from crime. For that best chance depends on keeping his self-respect un¬ impaired, which cannot be done if he becomes an inmate of a penal institution. Every inmate of such an institution well knows, whatever the cause of his com¬ mitment and however correct a life he may lead after release, he must ever afterward bear a certain stigma for having served a sentence in a place set apart for the detention of criminals. A hard and unjust fate this may be; but there is no help for it; it is the way the world has of looking at such things, and the boy knows this just as well as we do. Therefore does the hope of saving the truant from a criminal career depend on his being kept as long as possible out of the criminal jurisdiction. His self- respect must be guarded and cherished as the very germ of that better life that 1Tlie following valuable paper was read to the Department of Superintendence of the Na¬ tional Educational Association at its meeting in Richmond, Virginia, and at the request of the Commissioner of Education a copy was furnished for this report. 775 776 EDUCATION REPORT, 1891-92. is to "be awakened and strengthened in him. The place set apart for his detention, instruction, and discipline ought not to he the jail, the workhouse, or the reforma¬ tory ; hut it should he a separate establishment, wholly distinct and apart from penal institutions, and managed by the educational authorities of city, county, or State, not by the penal authorities. These remarks, and the conclusion drawn from them, seem fairly to sum up the teachings of experience in the administration of compulsory school-attendance laws in those parts of the country where such laws are enforced. A brief review of this experience may therefore be interesting. When really earnest efforts began to be made in Massachusetts to enforce the school-attendance laws it became necessary for towns and cities to provide places for the detention of truants. The places selected were generally unsuitable — in some cases extremely so. The prevailing idea among the officials seemed to be that the truant was a sort of malefactor, for whom anyplace of imprisonment was good enough. He was to be punished — that was the main thing — by being detained in a disagree¬ able place and compelled to do hard and disagreeable tasks, until he should be glad to pay for his liberty by going to school regularly; and his disagreeable experience should be a warning to other boys. Vindictive justice, not reformatory training, seemed to be the guiding principle. Accordingly truants were sent to the town almshouses, or to houses of correction, or to reform schools, or to any place where they could be kept from running away and forced to work. But in time there grew up among thoughtful jieople the opinion that such treat¬ ment of truants was not only ineffectual for the purpose intended, but positively injurious. The evil which should have been cured was only intensified. The remedy was worse than the disease. Frequent cases were cited which tended to prove that ill-managed truant schools — that is, truant prisons — were only primary schools of vice and crime. The late Henry F. Harrington, for many years the able superintendent of schools in New Bedford, eloquently protested in his official reports against the city alms¬ house being assigned as a place for the detention of truants in that city, and against the sort of care and training they received in that place. He declared with emphasis that by no official act of his would he become responsible for sending a single truant to that place. Not that the officers in charge were cruel or unfaithful ; but they were much better fitted for their ordinary duties than they were for the delicate and difficult task of reforming wayward boys. But perhaps the most conspicuous example of this bad system of caring for truants was to be found in the so-called truant school at Boston. Happily this school is soon to be abolished; and in place of it a new school, to be organized and managed on a far better theory, is nearly ready to start. This will be known as the Parental School; and some notice will be taken of it in a later part of this paper. There is a large and once pleasant island in Boston Harbor, whose name, Deer Island, has acquired in recent years an unpleasant notoriety; for it has become in the popular mind a synonym for city prison. A broad expanse of water separates this island from other land in all directions save one; and here the tide runs through a deep channel with such force that attempts to escape by swimming are quite likely to end fatally. The great natural advantages of such an island as a site for the House of Correction, the House of Industry, and other such institutions were readily enough perceived by the city authorities. The impassable gulf of waters served the purpose and saved the cost of high prison walls. Here, too, naturally enough under the influence of ideas current forty years ago, was placed the House of Reformation for juvenile offenders, commonly known as the reform school. This is the institution which has received all boys convicted of truancy in Boston down to the present time. For convenience of classification there has been maintained within the institution a certain distinc¬ tion between the truants and the other boys, the former being called the “ tru¬ ant school” and the latter the “ reform school.” But both “ schools” are to all in¬ tents and purposes one and the same. The so-called truant school of Boston, therefore, has no real and separate existence, it is merely a department in the House of Reformation for Juvenile Offenders maintained for convenience of admin¬ istration. All this, however, is soon to be changed. The truants are to be cared for in some school wholly separate from the House of Reformation and situated at a distance from it and all similar institutions. The selection of Deer Island as a place for the detention of truants and juve¬ nile offenders was, as has been said, natural enough forty years ago. Little ac- THE CARE OF TRUANTS AND INCORRIGIBLES. 777 count was then taken of the effect of the criminal associations of the place upon the minds of the young candidates for reformation. The one thing certain was that the boys could not possibly escape from the island, as boys were constantly doing from other reform schools, giving the officers infinite trouble in recaptur¬ ing them. In those days the lesson had not been learned that right treatment of boys, even if they are “tough characters ” and doers of criminal deeds, is more powerful to hold them in place than are bolts and bars and high walls. The reform school was formerly understood to be and practically was nothing more nor less than a boys’ prison. The only advantages it possessed over the common jail were these two: (1) The boys were instructed in school studies a part of every day; and (2) they were not exposed to the society of older and harder criminals. But modern experience has proved beyond a doubt that bolts and bars and high walls and prison-like discipline are wholly out of place and injurious in juvenile reformatories ; and the same ought to be even more true of truant schools. The practical success of such reform schools as that at Plainfield, in Indiana, or that at Waukesha, in Wisconsin, or that at Lansing, in Michigan, or that near Providence, in Rhode Island, or that at Westboro, in Massachusetts (since its reorganization and removal to open premises), leaves no open ques¬ tion on this subject. We now know by practical demonstration that the best way to keep boys in a reform school is to place no barriers in their way. Let them run away if they wish— sometimes they will run away, though not so fre¬ quently as under close confinement — but rely on right methods of treatment and discipline to hold them — not soft methods nor sentimental methods, but strong, kind, and right methods. The unsuitableness of the House of Reformation on Deer Island as a place for the detention of truants has been strongly felt in Boston for many years. Ope manifestation of this is seen in the increasing unwillingness on the part of magistrates to send boys who are merely truants “ down to the island.” There has been a growing practice of putting complaints for truancy on file, in the hope the truant might see his danger and mend his ways. But often the truancy complained of has been accompanied by criminal acts which make the case really more serious. In such cases the boy is usually “ sent down,” the complaint for truancy being resorted to merely as a means of giving him a shorter term in the House of Reformation than he would get under a criminal complaint. So it has come to pass that the so-called truant school on Deer Island is hardly a truant school at all, but only a primary reform school. The consequence has been that truants have been allowed to ripen into juvenile criminals before they were taken hold of in real earnest. Measures to cure truancy in its early stages have been delayed until a worse disorder has made its appearance. Another strong reason for hesitating about sending a mere truant or compar¬ atively innocent juvenile offender down to the island has been the stigma thereby entailed, and the consequent lasting injury to the boy's self-respect. Self- respect, as already pointed out, must be the main thing to rely upon in the work of reform. This stigma is all the more serious from the fact that the reputa¬ tion of having “ been down to the island ” may mean that one has served time not merely in the “ truant school,” or in the “reform school,” but in the House of Correction or in the House of Industry. People do not stop to make distinc¬ tions. To show how cruelly this stigma may be used, let us take a case the like of which has happened more than once. A truant boy is sent down to the Island for a short term, we will suppose, and afterwards, having repented of his way¬ wardness, has grown up to be an honest, steady man. One day he is called into court as a witness and he gives his testimony. He is cross-examined, but is unshaken, because he has told the truth. In conclusion he is asked: “Have you ever been convicted of crime?” “No, sir.” “ Ever served time at Deer Island?” “Yes.” “That will do; you may step down.” It is of no use for him to explain that he was at the Island a short time when a boy for truancy: the poisoned arrow has hit the mark; the jury's mind has been prejudiced; and our grown-up truant boy feels that his early fault will never be forgotten. Realizing the evils growingout of the system that had been practiced in Bos¬ ton for many years the friends of a better system made repeated applications to the city government, and, failing there, to the State legislature for a complete separation of the so called truant school from its connections and surroundings by the removal of it from Deer Island to some suitable place on the mainland. After some years of continued opposition from those who did not wish to have the existing system disturbed, a law was passed requiring the city of Boston to 778 EDUCATION REPORT, 1891-92. do without further delay what had so long- and so greatly needed to be done. Here is the first section of the law: “The city of Boston shall forthwith, upon being requested thereto by the School Committee of said city, establish on the mainland, at some place removed from institutions occupied by criminals or vicious persons, a parental school for the confinement, disicipline, and instruction of minor children convicted ” (of truancy, etc.). This law was passed in 1886, but for nearly five years compliance with it was delayed, and annual attempts were made before the legislature to amend it in a manner to deprive it of its original intent, so obstinate was the opposition of those who desired to save the old order of things unchanged. A review of the long controversy would show how gradually the right principles of dealing with truants and with juvenile offenders became clearly established in the public mind. It was along “campaign of education.” Meanwhile, outside of Boston in the State of Massachusetts, the movement for better care and discipline of truants and incorrigibles had made itself felt. Some good county truant schools have been established lately, among the best being that for Worcester County. To Hon. John W. Dickinson, secretary of the Massachusetts Board of Education, belong the credit of persistent effort and ultimate success in this movement in the State of Massachusetts at large. In other States, too, particularly in large cities, experience has been much the same as in Boston, and has led thoughtful people to adopt much the same views concerning the proper solution of the truancy problem. Evidence is abundant. Two short quotations must suffice. The first is from the report of a special committee to the city council of Cleve¬ land, Ohio, 1891. It gives the conclusions of the committee drawn from the facts and opinions submitted by many eminent and well informed citizens. ‘^In the judgment of the committee there is an imperative necessity of pro¬ viding some house, refuge or asylum for the reception of the city’s waifs and youthful offenders who are not yet confirmed criminals. It seems equally clear that the needed institution ought to be wholly separated f i om the city work- house or any other penal institution. A careful investigation on the ground and collected information bearing on the subject clearly show that the State Industrial School at Lancaster is not well adapted to the necessities of the case, and it is incumbent on the city to make suitable provision for such necessities. * * * Boys positively criminal should be sent to the State School at Lancas¬ ter, and not associated with the unfortunate or simply wayward boys, who should be cared for directly by the city. This matter of wholly separating criminals and noncriminals has received much study of late years, and the unequivocal and almost unanimous verdict of the ablest penologists of this land and other lands is that such separation be rigidly maintained. The ‘ segregate ’ or ; cottage’ system, in which families of forty or fifty live by themselves in separate build¬ ings, seems preferable to the ‘ congregate ’system, in which hundreds are housed together. It enables the classification of inmates to be made, and makes easier the work of ‘ reformation in many ways.’ ” The second quotation is from a report to the Humane Society in Rochester, N. Y., 1891. “The reestablishment of a truant house in Rochester is urgently needed. There are many children who refuse to go to school and over whom their par¬ ents have no sufficient control. Such children ought to be brought up under kind but strict discipline. But there is no place for them. They have commit¬ ted no crime and ought not to be placed in a penal institution. Then there are children whose parents serve a term in the penitentiary. The children have done no wrong, but they have been surrounded by vice and have lived under the most corrupting influences, so that they ought not to be brought into contact with other children until after a period of probation. For such as these a truant house wmuld be a great blessing. Neither this, however, nor the temporary shelter of the Humane Society would receive children for whom a place is now provided elsewhere.” For further evidence we may turn to England. The truancy problem has re¬ ceived much attention of late in that country. There, as here, it has become evident that education to become universal and fully efficient must be both free and compulsory, and that the compulsory school-attendance laws must be faith¬ fully executed. Hence the need of truant schools. While the plans for the new parental schools were under consideration by the school committee of Boston a member of that body visiting England1 inspected xMr. Samuel B.^Capen. lately president of the school committee. THE CARE OF TRUANTS AND INCORRIGIBLES. 779 some of the truant schools there and gathered valuable documentary informa¬ tion, which supports some of the views already expressed, and which was of use in shaping some features of the parental school in Boston. Truant schools in England are regarded as whoUy distinct in purpose from the reformatories and from industrial schools. This distinction has been recognized and acted upon since the year 1878, when the first truant school was established. There were, says Her Majesty's inspector in his report for the year 1889, 10 truant schools in the large towns of England. At the same time there were in Great Britain 56 reformatory schools, including 3 reformatory school ships; 142 industrial schools, including 7 industrial school ships; and 18 day -industrial schools. All the reformatories and most of the industrial schools owe their ex¬ istence to voluntary and independent efforts. School boards have the manage¬ ment of all the truant schools, of all the day-industrial schools (save one in Liver¬ pool) and of eight of the industrial schools. The industrial school ship Shafts- bury is managed by the School Board for London; and this Board has also established two truant schools. Formerly the practice was to commit truants, if bad enough, to the industrial school or the industrial school-ship. The present'truant schools, however, seem to answer the purpose of an earlier and more reasonable treatment of truants than the industrial schools could afford, for the inspector says: “Should the new act stop the commitment of truant children to industrial schools, a diminution in the number of the latter may be followed by an increase of truant schools.” Something of the character and purpose of the English truant schools may be gathered from the following language of the inspector: “To these schools are sent children who, after repeated warnings, have failed to make a satisfactory number of attendances at the ordinary day schools, in the hope that the strict corrective discipline which they are subjected to in them will make them less inclined to play truant when they are allowed to return t# their homes. The terms of detention vary from a few weeks on the first com¬ mitment to a few months, if the first or subsequent commitments have not had the desired effect. The average length of detention is ninety -five days.” On the subject of discipline in these schools the inspector has some significant remarks, thus: “In some of these schools drill is substituted for play, and in some every boy has to undergo a limited period of solitary confinement in light cells. In some schools, which are managed on more kindly and, I think, more rational prin¬ ciples, there are no cells, and some play is permitted. I fail to see that the more strictly managed schools can show better results than the latter, and therefore I am entirely in favor of the second and more lenient system, and I would begin by abolishing cells altogether." The ages of boys in the English truant schools are about the same as we should expect to find in the United States, had we schools of a similar kind. Thus out of 1,532 boys admitted in one year there were: 6 to 8 years of age _ _ .. _ _ _ ... _ _ 2 8 to 10 years of age . . . . . . . . 205 10 to 12 years of age . . . . . . . . . 740 12 to 14 years of age . . . . . . . . 585 1,532 . A prominent feature in the English plan of dealing with truants is the condi¬ tional release from the truant school called a license. This is usually given after a few weeks' detention. It puts the boy on probation, but keeps him still under the control of the truant schoolmaster, who may recall him at any time when he fails to deserve his liberty. The remarkable extent to which this prac¬ tice of “ licensing out ” is carried in England is shown by the following figures : Under detention in all truant schools December 31, 1889 _ _ _ 3,980 In school . . . . . . . . . 780 Out on license _ _ _ _ 3, 199 Absconded . . . . . . . 1 Thus it appears that for every boy in the truant school there were four more out on license and liable to be recalled for irregular attendance at the regular schools. 780 EDUCATION REPORT, 1891-92. The extent to which boys are returned to the truant school two, three, or more times is indicated by the following figures : Total licensed and released in twelve years (1878-’89) . . . . 10, 399 Licensed and not readmitted . . . . . . _ 6, 193 Licensed and once readmitted . . . . . 2,606 Licensed and twice readmitted . . . . . . . . . 1,017 Licensed and three or more times readmitted _ 578 The inspector calls attention to the large number of readmissions, saying that the results of the truant schools “are not altogether satisfactory.” Even the large number, 6,198, of boys “ licensed and not readmitted ” can not be taken as proving that three-fifths of the boys are cured of truancy by only one period of detention, because many of these when first licensed must have been near the age of 14, at which age absolute release takes place. These facts seem to show that the period of detention before the first release on license is generally too brief. It should probably be a few months rather than afew weeks. Thus more time would be allowed for the firm establishment of right tendencies in the boy before trying him on license. With this improvement the English system of licensing out from truant schools would seem to be a good one for us to adopt. Upton House, a truant school under the control of the School Board for Lon¬ don, is thus described by Mr. Capen who visited it in 1891: “The plan adopted by the London School Board for dealing with truants is as follows: Boys are usually sent to the Upton House by the magistrates until they arrive at the age of 13 years, but in some cases for short periods only, as six, eight, twelve, or sixteen weeks. The usual course is to license the child out at the expiration of ten weeks, on condition that he attends a certified efficient school regularly. It then becomes the duty of the teacher of the school at which he attends to send a post card to the head office on every Friday afternoon, giv¬ ing particulars of the boy's attendance. If they are perfectly satisfactory for a l^briod of nine months, application is made to the Home Secretary that the boy may be discharged. If, however, the teacher’s report shows that the boy has not attended regularly, an officer is at once sent to visit the boy's home, and to warn the parents that if the boy does not attend with perfect regularity the license will be revoked. “ In many cases this warning is all that is needed. But should the boy con¬ tinue to be irregular in his attendance, his license is revoked and he is taken back te the truant school. On this occasion the period of detention extends to about three months, after which the boy is again licensed out. If this license is revoked a second time, his next period of detention is still longer. In ordin¬ ary cases there is no necessity for revocation of the license, but if, as occasion¬ ally happens, three or four revocations of the boy's license are ineffective, an application is made and proceedings are taken to have the boy sent to the ordinary industrial school, or what we call a house of reformation. “ The subsequent attendance of the boys who have undergone the discipline of Upton House show's the efficacy of the system to cure truancy. The average attendance of the boys licensed out for the last ten years except the year 1884, when the school was being rebuilt, is as follows: Per cent. | 1879 . 88.80 1885. 1880 . 84.07 ! 1886. 1881 . 91.73 1887. 1882 . 90.97 1888. 1883. . 90.96 1889. The following is the time table at Upton House: Per cent. _ 95.19 _ 94.27 _ 91.61 _ 88.94 .... 91.60 TIME TABLE. A. M. 6:00 . Boys rise, fold bedding, and wash— talking not allowed. 7:00 _ Clean house and school— quiet conversation allowed. 8:00 - Breakfast— talking not allowed. 8:40 . Prayers. 9:00 . Distribution for school and work; one division in school, remainder industrial work- necessary conversation. M. 12:00 . Drill — talking not allowed. P.M. 12:50 . Prepare for dinner- -quiet conversation allowed. 1:00 . Boys’ dinner— talking not allowed. 1 :30 . Recreation. 2:00 - Distribution for school and work— necessary conversation. 5:00 - Drill — talking not allowed. 5:30 . .Prepare for supper — quiet conversation allowed. 6:00 . Supper— talking not allowed. 6:30 . Industrial work— necessary conversation. 7:30 . Prayers. 8:00 . Boys to bed — talking not allowed. THE CARE OF TRUANTS AND INCORRIGIBLES. 781 In conclusion shall be given, briefly stated, the points that were considered essential in the organization and management of the proposed Parental School in Boston. They are all implied in the idea suggested by its name. In a legal sense the school is to stand in loco 'parentis to the boy up to the age of 14 and give to him, as far as possible under the circumstances, a good home. 1. The boys should be grouped in families of moderate size, age and moral condition being considered in the grouping. 2. These families should dwell in separate cottages designed to accommodate twenty-five or at most thirty boys each.1 3. The family life in these cottages should be in all its incidents as complete and homelike as possible. Meals should be taken in the cottage dining rooms, not in one large dining hall, even if that be the more economical plan. The civilizing process, which most of these boys greatly need, c:n not go on in the large hall, but it can go on in the small cottage dining room.2 4. Each cottage should be under the ca e of a home master and house matron — preferably a man and his wife — who should be to the boys as father and mother. A third adult, as a teacher or other officer of the school, should be lodged in each cottage and assigned seme of the domestic cares. In emergencies the help of this third adult might be invaluable. 5. All housework should be done by the boys under competent direction. 6. There should be school instruction three hours a day. 7. There should be moral and religious instructions on Sunday — a general serv¬ ice in one part of the day, morning or afternoon, and in the other part such separate denominational instruction as might be desirable. In a sense moral instruction would be going on all the time, the whole discipline of the school being in fact directed to that end; but the Sunday instruction in morality would be of the kind usually associated with religious instruction. It would be the theory, of which week-day experiences would furnish the practical illustrations. 8. There should be some good manual training; although in view of the rather short periods of detention and of the insufficient age and strength of jnany of the boys, such training could not be expected to reach very far into the learn¬ ing of trades. What has become known by the name of Slovd is probably the best form of manual training for such boys as would come into the Parental School. Many a boy is a truant from sheer inability to grasp book studies. On the minds of such boys manual training often takes a strong hold. 9. If there be land It for the purpose, instruction in gardening should be given. This aces not mean that boys should be kept at work hoeing beans, weeding onions, picking berries, or digging potatoes merely to realize an income for the school. Such things they are to do, of course, but they are to be taught at the same time the principles and the art of gardening as if they were to become practical gardeners. It has been found difficult and well-nigh useless to interest city boys in country life and in farming. Nearly always after their release from reformatories or industrial schools, back they come to the city. Therefore, gar¬ dening is the utmost that it is thought wise to attempt in this direction in the Boston Parental School. And the 30 acres of land this school is to occupy will afford good opportunities for horticultural instruction. 10. Domestic service and instruction in other forms of labor should fill four hours a day. 11. The study of lessons, the reading of books, the piay, the meals, and all other employments of the day which admit of it should be incidents of the family life in the cottages. Segregation, not congregation, should be the ruling prin¬ ciple in all arrangements for instruction and employment. 12. The buildings considered necessary are these: (1) A central building for the offices, superintendent's apartments, kitchen, laundry, bakery, and store rooms. (2) A schoolhouse and chapel, the class rooms being on the first floor and tne chapel, large enough to hold the entire school, on the second floor. (3) Cottages neat and substantial, but not too costly, three or four to begin with, supposing the number of boys not likely to exceed a hundred for the first two or three years. 13. The grounds should be inclosed with a fence or a wrnllof no more than the ordinary height. No provision against escapes is desirable. ^The writer regrets to say that in the new buildings constructed for the Parental School this limit has been raised to fifty boys. This is believed to be a serious error, not to be excused by considerations of economy. aThis is another point upon which considerations of economy will be apt to outweigh moral and social reasons in the minds of average municipal legislators. 782 EDUCATION REPORT, 1891-92. 14. That the chiefly important thing in the whole business is to secure the appointment of a superintendent well qualified for the very peculiar and exact¬ ing duties of the position hardly needs to be said. And yet the greatest danger of failure lies just at this point. Qualified men can be found; but appointing boards are not always qualified to find them, or appreciate them when found. 15. But the greatest evil of all, and one to be guarded against at all points with the utmost care is the abuse of the pardoning power. Somewhere, of course, must be lodged the power of releasing the boy from further detention, either conditionally or absolutely. The danger that this power may be placed where it will be wrongly used can not but be obvious to all who are familiar with the character and workings of municipal governments in this country. The principle should be this: Release from the school always to be earned by good conduct, industry, and learning on the part of the boy while in the school, never by influence acting from outside. The importance of this principle cam hardly be overestimated; and yet to secure a wise and steady course of action in accord¬ ance with it may become, under unfavorable conditions, an impossibility. 16. What is known in penology as the indeterminate sentence should be ap¬ plied to all reformatories and truant schools, provided this can be done under conditions that will secure the right working of that principle. The indetermi¬ nate sentence is a sentence which the convict may make as short as he chooses by reforming himself and proving that he has reformed himself by pursuing a steady course of right conduct for a sufficient length of time; in other words, by repenting and bringing forth fruits meetfor repentance. This principle would work admirably in a truant school, provided always it were rightly applied and not interfered with by irrelevant outside influences. Let the truant be brought into court at the earliest stage of the truancy habit. Let it not be a criminal court, but if possible the probate court or some court not ordinarily exercising criminal jurisdiction. Let the decree of this court place the truant school in loco 'parentis over the truant until he reaches the upper limit of age for compulsory school attendance, say 14 years. Such a boy might be 10, 9, or even 8 years old at commitment; but the period of detention would de¬ pend on the boy, and might be shortened to a few months by industry and good conduct on the boy's part. His first release should usually be conditional, so that the truant school could resume personal custody of him at any time if he failed to deserve his license. The chiefly important condition of his license would of course be regular attendance at some designated day school. A weekly report of his attendance should be sent to his guardians at the truant school. The condition of the boy's home and the disposition of his parents as to taking proper care of him are also important circumstances to take into consideration. Absolute release from the truant school would come in two ways; first, by the boy's having deserved it through good conduct while in the truant school and while out on license; and, secondly, by his reaching the age of 14 years. The release coming in this latter way by limitation might or might not be deserved. If not the boy would probably soon behave in a way to deserve commitment to a reformatory for older boys on a complaint before a criminal court. Still it would be true that the truant school had done all that was possible to be done for him. The younger the boy when first brought under discipline for truancy the greater the chance of a complete cure before the age of 14. The great and crying evil throughout the country to-day is that for want of proper means for dealing with truancy in its earlier stages it is neglected and allowed to ripen into juvenile criminality and later into adult criminality. CHAPTER XXVI. COEDUCATION OF THE SEXES IX THE UNITED STATES.1 The policy of tlie coeducation of the sexes, which is widely extended in this country, becomes periodically the subject of special discussion and agitation. It was so a little more than two decades ago, when the demand for provision for the higher education of women had become general throughout the North and the Northwest sections. Unexpected resources for meeting this demand became available through the action of the Federal Government, appropriating (1862) about 10,000,000 acres of land for the benefit of agricultural and other colleges. In the Northwestern States this land grant was regarded as a provision upon which women had the same claim as men, consequently the col¬ leges in that section which received the benefit of the grant were, as a rule, opened to both sexes. This action, and the influences that about the same time gave rise to colleges for women (Yassar, 1861; Welles¬ ley, 1870, and Smith, 1871), whose requirements were of the same order as those of the arts colleges for men, excited widespread interest and caused every phase of the problem of woman’s education to be earn¬ estly canvassed. The physiological and hygienic aspects of the prob¬ lem were at that time brought into special prominence by Dr. E. Clarke, of Boston. His work, Sex in Education, was virtually a protest against coeducation. The book carried great weight from its scientific tone, and its arguments are still the strongest that are adduced against the policy. Briefly summarized, Dr. Clarke’s argument appears to be that girls are naturally incapacitated for the sustained and regular work which boys bear without injury; consequently, the two should not be educated together.2 Vigorous replies were immediately forthcoming. Especially notable among these were two books, Sex and Education and The Education of American Girls. The former comprised thirteen essays by well- known social and educational leaders, together with testimony from leading coeducation colleges, in support of their policy. In a contribu¬ tion to the book, Thomas Wentworth Higginson pointed out the chief weakness in Dr. Clarke’s argument, i. e., the want of a sufficient basis of facts.3 At that time indeed no systematic effort had been made to collect and sift the facts as to the actual effects of coeducation in idaces where it was already practiced. The want has since been well supplied by the collection of vital statistics published by the Collegiate Alumnss Associa¬ tion , and by a similar collection in England — Health Statistics of W omen Students at Cambridge and Oxford and of Their Sisters4 — due to the efforts of Mrs. Henry Sidgwick. The book entitled The Education of Prepared by A.Tolman Smith. 2 See citation, pp. 839, 840. 3 See citation pp. 840, 841. 4 See pp. 841-844. 783 784 EDUCATION REPORT, 1891-92. American Girls comprised also thirteen essays by women of large and varied interests, professional, public, and social, and was ably edited by Miss Anna 0. Brackett. Against scientific theories these writers offered the results of extended observation and of actual experience in the acquisition and effects of mental discipline. These several works, and the opinions and discussions scattered through school reports of the period, are still the sources of the principal arguments advanced on either side whenever the subject of coeducation is reopened. Again, about 1880, the subject was widely discussed with special reference to the conduct of public high schools in the larger cities. To meet the demand which arose at that time for precise information on this phase of the problem, a special inquiry was instituted by the Bureau of Education calling for the facts, and also for opinions of superin¬ tendents, with respect to the operations of mixed schools and classes. The results of this inquiry were embodied in Circular of Information, No. 2, 1883. The past year has witnessed a great revival of interest in the subject, with a corresponding call upon this office for information relating thereto. As regards our own country, this interest is most active in the Southern States. It is there due in part to the development of high-grade public schools, and in part it arises from the recent efforts of young women to secure admission to Southern universities. Inqui-4 ries from that section relate not only to the fact of coeducation, but also to its economy and efficiency as compared with separate education, and, where higher institutions are concerned, to its effect upon scholastic standards, and upon the moral and physical well-being of students. Foreign countries, especially France and Germany, are largely rep¬ resented in the correspondence on this subject. It was a matter of constant inquiry on the part of the foreign delegates to the congresses of education held in connection with the Columbian Exposition, several of whom had, in fact, been specially commissioned by their govern¬ ments to investigate and report upon this feature of the American school policy. In view of these circumstances, it was deemed advisa¬ ble to issue a special inquiry in order that the present status and ten¬ dencies of our imblic-school systems in this matter might be fully dis¬ closed. Inquiries were accordingly addressed, one to superintendents of State and Territorial systems and a second to city superintendents. At the same time an analysis of the statistics of higher institutions, i. e., colleges and universities, was made in order to ascertain their position also in respect to coeducation. The results of these inquiries and investigations are here presented, together with citations from the literature which the subject has called forth during the periods of agi¬ tation above noted. I. — Status of Public Schools with Respect to Coeducation. A. STATE SYSTEMS. The letters of inquiry addressed to State superintendents comprised the two following questions: (1) In what cities and towns of your State are the boys and girls taught in separate classes in the public schools ? (2) In how many country public schools in your State are the boys and girls taught iu separate classes'? A request was also made for additional information or opinions bear¬ ing upon the subject. Replies received from forty States and four Territories1 present the following particulars: ‘Xo replies from Alabama, Arizona, Colorado, Michigan, Pennsylvania. COEDUCATION OF THE SEXES IN THE UNITED STATES. 785 STATES AND TERRITORIES WHOSE SUPERINTENDENTS REPORT THAT COEDUCATION OF THE SEXES IS PRACTICED IN ALL PUBLIC SCHOOLS. Arkansas, Connecticut, Idalio, Illinois, Indiana, Indian Territory, Iowa, Florida, Kansas, Maine, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey,1 New York (all country schools), North Dakota, Ohio, Oklahoma, Oregon, Rhode Island,3 South Dakota, Tennessee, Utah, Vermont, Washington, West Virginia, Wisconsin, Wyoming. STATES AND TERRITORIES IN WHICH COEDUCATION IS THE POLICY, SAVE IN A FEW CITIES. Exceptions noted : California. — Two grammar schools, 1 high school exclusively for girls, 2 gram¬ mar schools for hoys, San Francisco. Delate are. — W ilmingt on . Georgia. — High schools of Atlanta, Augusta, Savannah, and Columbus. Kentucky. — High schools of Louisville and common schools of Russellville Louisiana. — High schools, New Orleans. Maryland. — High schools, Frederick City and Hagerstown. Massachusetts. — Boston, Latin school and English high school for boys ; girls’ Latin and high schools.3 Mississippi. — Natchez, Vicksburg, Yazoo City, and Columbus; mixed schools in some of the departments. New Mexico. — One school in Santa F6, 1 in Old Albuquerque, and 1 in La Mesilla. North Carolina. — One public graded school, Raleigh; boys not allowed after they havo passed the second grade. Normal and industrial school at Greensboro; this school is part of the public-school system. South Carolina. — Columbia. Texas. — Atlanta. Virginia. — One city. The replies above considered were generally limited to the statement of the facts and a strong indorsement of the policy of coeducation by the superintendents. The following citations present all the additional information offered by the State officials : Hon. Edward Porter Thompson, State superintendent, Kentucky: The tendency now and for some years past has been towards coeducation of boys and girls in same school and same class. Hon. E. B. Prettyman, State superintendent, Maryland: Early in this century the general assembly established male academies if the counties, but the majority of these have been chauged into high schools, teaching the sexes together. AVashington College, at C’hestertown, Kent county, established in 1782, and based on a flourishing academy which was established in 1723, for the first time adopted coeducation about three years ago, and in 1892 reported 90 male and 20 female students. Dr. Reid, the president, informs me that the faculty and the board of visitors are entirely satisfied with the change. The Maryland State Normal School, located in Baltimore, has had both male and female students in the same classes since its establishment in 1865. This arrangement continues to have the approval of the faculty and of the State board of education. Hon. J . B. Preston, State superintendent, Mississippi : Natchez, Vicksburg, Yazoo City, and Columbus are the only towns in which boys and girls are taught in separate classes in the public schools. Even in these towns the practice is disappearing, and mixed classes are taught in some of the depart¬ ments. Hon. Amado Chaves, superintendent of schools, Hew Mexico: In a year or two there will be no separate classes for boys and girls in this Terri¬ tory. Better results are obtained by teaching both boys and girls together. Hon. E. B. McElroy, State superintendent, Oregon: We have, likewise, coeducation of the sexes in special lines of State school work; for example, in the State blind school and in the State school for deaf mutes the boys and girls are taught together and receive their instruction in the same classes from day to day. 1 A few cities report separation of sexes in high schools. 2 See under city systems statement as to high school, Providence. 3 For further particulars as to Boston schools, see pp. 787-788, 813-821. ed 92 - 50 786 EDUCATION REPORT, 1891-92. Hon. C. W. Beau, State superintendent, Washington: There are a few schools for separate education of the sexes in this State, hut they are under the control of churches. These supply the demand for such teaching, and under these circumstances the public sentiment in favor of coeducation in the public schools is very strong. Most of those who favor separate education do not appear as very strong advocates of a public-school system at all. B. — CITY SYSTEMS. The inquiry addressed to city superintendents sought not only to ascertain whether coeducation or separate education is the rule, but also the grades, if any, in which boys and girls are not taught in the same classes. From the summary of the replies of city superintend¬ ents given below it will be seen that in 586, or 93-3 per cent, of the G28 cities represented boys and girls are educated together in all the grades. Status of the public schools in cities with respect to the coeducation of the sexes ( i . e., the instruction of boys and girls either together or separately). 1 ? i 'c t£ £ 1 5| ||| t. s =•*> C «3~ Number in which boys and girls are taught separately in some or all grades. Total. Distributed. All grades. High 1 schools. Grammar or inter¬ mediate. j Primary 1 grades" Part of tbe schools irrespect¬ ive of grade. I 2 3 4 5 6 7 1 9 9 Alabama . . 4 3 1 | 1 Arkansas . 3 3 . ;;; California . 15 14 1 1 1 1 . Colorado . 8 7 1 ] Connecticut . 21 21 . 1 Delaware . 2 2 1 2 District of Columbia 1 1 :::::::::: 1 Florida . 3 3 Georgia . . - 4 3 3 i 3 Illinois . 38 38 ! In* liana _ 33 33 Iowa . 23 23 . 1 . . Kansas . 15 15 Kentucky . 12 9 3 i 1 2 Louisiana . 1 1 Maine . 13 j 13 Maryland . 4 2 2 . 3 1 Massachusetts . 42 39 3 1 3 2 Michigan . 36 36 Minnesota _ _ _ _ 11 11 . i Mississippi _ 2 2 1 1 1 Missouri . 20 20 Montana . 2 2 Nebraska _ _ - 8 8 Nevada . _ . 1 1 . New Hampshire,. . . _ _ 7 7 New Jersey . . . 23 19 4 1 3 2 1 New York . 73 69 4 2 | 2 1 North Carolina 3 2 ll 1 Ohio . 47 47 Oklahom a . . . 1 1 Oregon 3 3 . Pennsylvania . 64 54 10 i 4 ! 3 G 3 i 1 Khode Island 6 5 1 1 Smith Carolina .. _ _ . 1 1 South Dakota.... 1 1 'Tennessee 6 6 1 Texas 16 15 1 1 1 Utah . . 3 3 Vermont 1 1 Virginia G 1 i 1 ; 1 Washington . 6 6 . West Virginia. 4 4 Wisconsin . 29 29 Wyoming . 2 2 Total . 628 583 42 | -J ! . COEDUCATION OF THE SEXES IN THE UNITED STATES. 787 The cities included in t-lie table in which coeducation is not universal may be considered either individually or by groups. Of the 50 prin¬ cipal cities enumerated by the United States census of 1890, 40 are represented in the replies here considered.1 In 27 of these boys and girls are educated together in all schools. In 4, Philadelphia, Pa.; Hewark, H. J. ; Providence, R. I.; Atlanta, Ga., the sexes are separated in the high schools only. In Providence this seems to be an outcome of the policy of elective courses. Superintendent Tarbell says : Tlic classical department of our high school teaches both sexes. The English department teaches a portion of girls separately, 413 in number. The manual train¬ ing high school teaches hoys only, 150 in number. « Hon. Thomas R. Stockwell, the State commissioner of public schools, also says: In the Providence high school there was originally a department for girls aloue, hut for several years the girls who were fitting for college have been taught in the same classes with the hoys, and now girls are admitted into the new manual high school and several of the classes in the girls’ department have been united with classes in the same subjects in the hoys’ English and scientific department. I consider the change of policy here in Providence very suggestive, for the plan of separate schools for hoys and girls in the high school has existed ever since the school was started, ami has been most ardently advocated by some of those most interested in the schools. I think it shows that coeducation is being more and more recognized as the proper method in all grades. In Newark, in former years, there were separate classes for boys and girls in some of the grammar schools in the upper grades, i. e., seventh and eighth years. These have been abolished, but the separation is maintained in the high school. In 2 of the 50 principal cities, San Fran¬ cisco, Cal., and Wilmington, Del., boys and girls are separated in all grades above the primary. In 6 cities, Hew York and Brooklyn, H. Y.; Boston, Mass.; Baltimore, Md.; Washington, D. C.; Louisville, Ky., separate and mixed classes are found in all grades. This is a matter of policy in some instances, of circumstances, i. e., location, original arrangements, etc., in others, as appears from the following statements by the superintendents of the respective cities : Hon. John Jasper, Hew York City: As a, rule hoys and girls are taught in separate classes, but there arc classes of grammar grades in which both sexes are taught together, and there are many more classes of primary grades in which the same state of alfairs is found. It is impossi¬ ble from the nature of our reports to determine the number of classes in which both sexes are taught together. It is an almost invariable rule to teach the hoys and the girls in separate classes where the numbers are large enough to permit this separa¬ tion. Hon. W. H. Maxwell, Brooklyn, H. Y.: It is the policy of our board of education to teach boys and girls in separate classes. It is not, however, always practicable to do this under our scheme of class organization. Out of a total registry of 96,054, at the close of last year, 16,160 were taught in what we denominate as 11 mixed” classes, that is boys and girls in the same class. The sexes are quite evenly divided, being at the close of the year, 47,963 boys and 46,091 girls. The proportions of boys and girls in the mixed classes will jrrobably hold about the same. Hon. Edwin P. Seaver, Boston, Mass.: First. Boys and girls are taught separately in the Latin schools. Second. They are taught separately in the high schools of the old city, namely, in the girls’ high and in the English high (boys). ‘The ten cities of this group not replying are Xew Orleans, La. ; Fall River, Mass. : Omaha, Xebr. ; Trenton, X. J. ; Cincinnati, Cleveland," Columbus, Dayton, O.; Reading, Pa.: Milwaukee, Wis. It appears from current reports that coeducation is the rule in all these cities, with the exception of the high schools of Xew Orleans. 788 EDUCATION REPORT, 1891-92. Third. They are taught together in the suburban high schools in Roxbury, Dorches- Cliarlestown, West Roxbury, Brighton, and East Boston. Fourth. They are taught separately in 25 of our 59 grammar schools. In the other grammar schools they are taught together. Fifth. They are taught together in all primary schools and kindergartens. This unsystematic state of things was brought about by Boston’s annexing the neigh¬ boring cities and towns without changing the organization of the schools more than was absolutely necessary. Hon. Henry A. Wise, Baltimore, Md. : The boys and girls in the primary, grammar, and high schools of Baltimore, except in a few instances, are taught in separate schools. Number of pupils on rolls Decem¬ ber 31,1892, 54,406; pupils in schools in which boys and girls are taught together, 11,785; pupils in schools in which boys and girls are taught separately, 42,621; boys taught in classes in which there are no girls, 21,300; boys taught in classes in which there are girls, 5,785; girls taught in classes in which there are no boys, 21,321; girls taught in classes in which there are boys, 6,000. Hon. W. B. Powell, Washington, H. O.: In most of our schools the boys and girls are taught together. Owing to the loca¬ tion and arrangement of school houses, we are compelled to separate the sexes in some schools below the high school. The number of such schools is 32, and the num¬ ber of pupils attending there is 3,128 (1,506 boys, 1,622 girls) on a total enrollment of 25,262. In three of the four high schools of the first six divisions boys and girls are taught together. In the Central high school they are taught separately. This statement relates to white schools only. The superintendent of colored schools, Hon. G. F. T. Cook, says with respect to these: In my opinion a very material factor in the promotion and maintenance of good discipline in these schools is its system of coeducation of the sexes, which, beginning with their establishment, has since uninterruptedly continued. Not only in the advantages accruing to discipline, but in other' respects essential to progress, has the wisdom of this education of the sexes been shown. Healthy competition has been stimulated and keen, active thought awakened. To the rougher nature of the boy have been imparted tone and refining influences; to the gentler nature of the girl, strength and elasticity. The enrollment of boys is less than that of girls, being about 43 to 57= In theprimary schools they are more nearly balanced than in the grammar, in the former the ratio being about 12 to 13, and in the latter 17 to 33. The enrollment of boys to girls is now 44 to 56. Hon. Wm. J. MeConathy, assistant superintendent, Louisville, Ky. : (1) There is no inflexible rule in our schools below the high school in reference to sex in class. About one-half of the classes contain boys and girls. (2) The number of boys taught in mixed classes is about 5, 000. (3) The number of girls about 5,100. We do not find that mixing the sexes works any injury; on the contrary, it generally benefits the school. Denver, tlie remaining city of the list, presents unique conditions. With a population of 106,713, the city is divided into three school dis¬ tricts, each having its own superintendent. In two of these, i.e., dis¬ trict Ho. 2, superintendent, Hon. L. G. Greenlee, and district Ho. 17 superintendent, Hon. J. H. Van Sickle, coeducation is the rule, but in district Ho. 1, superintendent, Hon. Aaron Gove, the boys (5,043 in 1893) and girls (5,018) are in separate classes. Following the classification of the United States census, there are besides the 50 principal cities above considered, 393 cities having a population of 8,000 and upwards; of these 287, or 73 per cent, responded to the inquiry on coeducation and of this number 20 only report sepa¬ rate classes for boys and girls, a very much smaller proportion (7 per cent) than was found in the group of 50 principal cities (32.5 per cent). Separate classes in the high schools or high-school grades only, are reported in 5 of these cities, i.e., Augusta and Macon, Ga., Cov¬ ington, Ky.; Hagerstown, Md. ; Burlington, H. J. COEDUCATION OF THE SEXES IN THE UNITED STATES. 789 Hon. W. G. Warfield, superintendent of public schools, Covington, says : Our eighth year grade pupils are taught in separate classes; 62 hoys and 71 girls are now enrolled in this grade. A part of our seventh year grade pupils are taught in separate classes ; 31 hoys and 38 girls are so taught. I am now watching the results of separate classes for hoys and girls. If a school were provided with A 1 teachers, I think separate classes would not be necessary. At the present time I am of the opinion that little or noth¬ ing is gained by separating the hoys and girls into different classes or rooms. Montgomery, Ala., which belongs to this group of cities, has a high school for girls but none for boys. In the following cities of this group separate classes are the rule: Yicksburg, Miss, (in white schools only), Lebanon and York, Pa., Alex¬ andria, Ya. There remain 10 cities whose population is 8,000 inhabi¬ tants or more, in which separate classes are maintained in particular grades or in part of the schools irrespective of grade. This appears to be occasioned by the location or plan of the buildings, or to be the esult of long-standing custom in particular schools. The cities and grades specified are as follows : Yewburyport, Mass, (primary and gram¬ mar); Salem, Mass, (one grammar school); Yew Brunswick, Y. J. (pri¬ mary and grammar); Union, Y. J. (grades first to seventh, inclusive); Peekskill, Y. Y. (first and second year); Raleigh, Y. C. (fourth to seventh years, white schools); Allentown, Pa. (few primary schools) ; Harrisburg, Pa. (primary and grammar, few schools); Beading, Pa. (high school and some schools of lower grade) ; Columbia, S. C. (part of the schools, fourth to tenth grades). The following additional particulars furnished by the superintendents named, show very clearly the causes of these varying usages : Hr. William A. Mowry, Salem, Mass.: The old school (grammar and primary) was for hoys; later arose a girls’ school. So now, “down town” as we call it, there are (1) one grammar school for hoys; (2) one grammar school for girls; (3) one primary for hoys, and (4) one for girls. In the rest of the city are three grammar and ten primaries for hoys and girls both. The high school is for both, although the hoys sit in separate rooms from the girls. They recite together. Hon. Otto Ortel, towu of Union, Y. J. : There is no special reason why hoys and girls are separated in our schools except for convenience, our buildings being located in the center of a large plat of ground, thus giving a large yard or playground on each side, and consequently no crossing other rooms or halls in entering or leaving. About 750 girls and 725 hoys are in separate classes; about 130 girls and 120 hoys in mixed classes. Hon. Edward P. Moses, Raleigh, Y. C. : We are limited in Raleigh by special legislative enactment to seven grades, or seven years of school work. In the colored schools hoys and girls are taught together in every room. The sexes are not separated, because of the fact that the different buildings are widely scattered. In our white schools the pupils during the first three years of school are permitted to attend that building most convenient to their homes, the boys and girls being taught together. In the fourth, fifth, sixth, and seventh years of schools, the sexes are taught in different buildings. It is proper to add, however, that, at the request of parents, girls are permitted to attend the boys’ school, though no boys are allowed in the girls’ school beyond the third grade. Hon. L. O. Foose, Harrisburg, Pa.: At one time the sexes were separate in all schools in this city. The sexes are educated together in same room in all but a few buildings in the older part of the city. The number of distinctively boys and girls’ classes is becoming less each year, and in a few years we will have coeducation throughout the city. The two high schools, each fora different sex, were recently united iuto one school with one course of study. What we now have of the separate schools is what still remains of the old order of things. There is but little sentiment against mixed schools. 790 EDUCATION REPORT, 1891-92. There remain the following* nine cities, with populations below 8,000, that report the separate education of the sexes: Xew Castle, Del. (intermediate and grammar grades); Marysville, Ky. (intermediate and high); Columbus, Miss, (white school, all grades except high schools); Matteawan, N. Y. v first to third primary) ; Chambersburg, Pa. (ad below grammar grade); Carlisle, Pa. (all except first primary and high white schools; coeducation in colored schools); Danville, Pa. (high school); Mauch Chunk, Pa. (one school); Corpus Christi, Tex. (prior to 1893, all grades ; 1893, sixth to eighth grades only). The reasons for the special conditions here noted are much the same as those advanced in the larger cities. Peculiar conditions are noted in a few instances. Superintendent W. H. Hockenberry, of Chambersburg, Pa., says : Until the present year our high school was in two departments, one for each sex, making really two schools, hut after hve or six years’ hard work the present hoard decided to unite the schools. The secretary of the Carlisle school district says with respect to the white schools of the district : After the children have passed the first grade primary department they are sepa¬ rated, and do not come together until they reach the high school grade. In this interval we have six schools for girls, taught by lady teachers, that have 252 girls on the rolls, with an average attendance of 240. There are five schools for boys, two of which, second grade of the primary department, are taught by lady teachers, the others hymen. In these schools there were 255 boys, with average attendance of 236. From ithe organization of the schools in 1836 to 1888, the white hoys and girls were separated after they had passed through the first grade primary department, and never came together again, as we had a boys’ high school and a girls’ high school in different localities and under different teachers. In September, 1888, this scheme was changed as above stated, and now the boys and girls, after having been separate in the intermediate grades, are brought together in the high schools, and, as we think, with the very best results in the manners, morals, and attainments of the scholars of both sexes. It is now a question with onr board whether there should not be coeducation in all the grades of the white schools, and I should not be surprised if it shall be so ordered as soon as suitable buildings and grounds are obtained. The results of the inquiries here summarized agree substantially with those of the similar inquiry of 1883. They are somewhat more comprehensive, as the replies from State superintendents and from 74 small cities cover full}" the facts which are brought out in the earlier inquiry by returns from 144 towns and cities of less than 7,500 inhabitants, while the number of cities of larger populations com¬ prised in replies to the present inquiry is more than three times the number that responded in 1883. Three-fifths of this number (133 out of 19G) are represented in the replies to the present inquiries. In 5 of these cities, viz, Belleville, Ill.; Marblehead, Mass.; Easton, Pa.; Knoxville, Tenn., and Austin, Tex., change from the separate to the coeducation policy has taken place since the earlier inquiry. The superintendents of schools in 3 of the cities that have thus come over to the majority comment as follows: Hon. H. D. Updike, Belleville, Ill.: Neither discipline nor instruction suffers in consequence of coeducation of the sexes. Hon. J. B. Gifford, Marblehead, Mass.: Until two years ago, boys and girls of our grammar grades were taught separately. We think that the change has been a great benefit intellectually and morally. Hon. W. W. Cottingham, Easton, Pa. : The policy of this city (Easton, Pa.) in the matter of the coeducation of the sexes Avas adopted several years ago, and the schools of eArery grade, from the high COEDUCATION OF THE SEXES IN THE UNITED STATES. 791 school to the lowest primary, have heen, and are still, organized, classified, and taught agreeably thereto. The scheme as affecting the moral, social, or intellec¬ tual condition of the pupils has been attended with results that are gratifying, and especially so when compared with what was attained under the old system of sep¬ arate sex assignment and instruction. These results leave no doubt as to the position of our public schools with respect to the coeducation of the sexes. It is the policy generally pursued, heartily indorsed by supervising officers and strongly sup¬ ported by the people in all sections of the country The ‘/common/ or public school, of the United States is, as it has ever been, a school where boys and girls mingle as they do in the family. If additional proof were needed that parents favor this policy, it would be found in the fact that a little less than two-thirds of the private schools of the country are coeducational and that these enroll a little more than two- thirds of all the pupils in private schools. As the public school is the only school that three-fourths of the people ever attend, the association of the two sexes as there maintained must have a very great influence upon their social and business relations in after years. It explains, in a great measure, the freedom that women enjoy in this country with respect to the pursuit of careers, and especially the large share which they take in the educational work of the country. Where boys and girls are accustomed from early years to compete in intellectual exer¬ cises, they entertain a due respect for each other’s powers, and false notions as to the natural endowments of each are dissipated. Relations which would cause great irritation and annoyance in countries where separate education is the rule, here come about naturally and without friction. As regards the teaching profession the policy begun in the element¬ ary schools, persists through the public, secondary, or high schools, obtains very largely in private secondary schools, and is gradually extending to the highest institutions. This is indicated in Table I (p. 797), which shows the proportion of women teachers in all classes of institutions above the elementary grade of the public schools. In the public schools (all grades included), 66 per cent of the teachers are women. Their relation to the public schools does not stop here. They participate as school officials, and also through the exercise of the bal¬ lot in the local conduct of school affairs. 792 EDUCATION REPORT, 1891-92. The extent of this participation is shown in the following table: Stains of women ivith respect to the direction of public education in States and Ter¬ ritories .* States in which wo¬ men may vote for school officers or are eligible for the same. Classes of school officers for whom women may vote. School offices to which women are eligible. | Num¬ ber of women holding county or town¬ ship offices so far as report¬ ed in 1891- 92. Remarks. North Atlantic Divi¬ sion : Maine . New Hampshire. Vermont . Massachusetts .. Rhode Island. . . . Connnecticut. . . . New York . New J ersey ... . Pennsylvania .... South Atlantic Divi¬ sion : Florida . District t . . County, t district.! Township t District t District t District e South Central Divi- o w n Township . All . County, town, district. Township a . Township . Town anddistrict. All b . District c . County, districts. 5 6 14 4 sion : Kentucky . District J Tennessee . Alabama . Mississippi . Districts Louisiana . Texas Oklahoma All District/ . County . County board g All under school laws. Any open to teachers. % District . 4 12 a Three women have been ap¬ pointed on State board. b If possessing the legal quali¬ fications. cln districts organized under the general school laws ; i. e., nearly all in the State. d As directors or comptrollers women vote for county, city, or borough superintendents. e Limited to widowed mother or female guardian of a child of school age. /Inferred by the superintend¬ ent from their right to vote. By sufferance women have also served as county super¬ intendents. g Women teachers are eligible for appointment upon these boards, but are never ap¬ pointed. h Limited to women who are heads of families. i Apparently includesonly city superintendents. There ap¬ pears to be no legal barrier to women serving as district trustees, but it is not at¬ tempted. j Limited to listed property- owners. k W omen can not vote for State officers, as these are named in the constitution, which limits the votes to electors. North Central Divi¬ sion : Ohio - Indiana... Illinois _ Michigan . 'Wisconsin Minnesota Iowa ..... District,;' . Township, district District f . District 1 1 . . County, district . . Township and city trustee's. All under school laws, k Township, dis¬ trict. All except State superintendent. All . All m . 2 I 5 11 10 11 Missouri North Dakota . . . All . Alio . South Dakota. . . . All elective t p . . . . All elective . Nebraska . District, city f . . . . District, county, and city super¬ intendent. Kansas . Districtt . All . n 4 9 10 10 26 l State and county superin¬ tendents. These officer are chosen at a general election. The legislature having failed to make provision for a spe¬ cial ballot-box, the court has decided that until the pro¬ vision is made women are debarred from voting for these officers. mNot ineligible by reason of sex. n Elected ascountv school com¬ missioners. It is supposed that the Supreme Court will decide this to be illegal. o Mrs. Laura J. Eisenhuth has just been elected State superintendent. * Compiled from replies received at the Bureau of Education in response to a special letter of inquiry addressed to State superintendents February, 1893. t Vote affects disposition of school money. J Widows or spinsters who are taxpayers and guardians of children of school age vote on district tax. COEDUCATION OF THE SEXES IN THE UNITED STATES. 793 Status of tcomen iviih respect to the direction of public education in States and Ter¬ ritories — Continued. States in which wo men may vote lor school officers or are eligible for the same. Classes of school officers for whom women may vote. School offices to which women are eligible. Num¬ ber of women holding county or town¬ ship offices so for as 1 report- ! ed in j 1891- 92. I Remarks. . Western Division: Moutana . . District . District, county superintendents. All . District . 11 p On the condition that no other officers are voted for at same Wyoming . Colorado . j All elective * . 1 Districts * . 10 time. q The courts hold that women are not eligible to the office of county superintendent, that officer being chosen at a Arizona . | District . . District . 1 5 Nevada . District . j 2 Idaho l District * . District, _ general election. Women have, however, been elected to the office. Washington . | District . District q . 4 Oregon . 1 District . All . California _ _ ... District, county board, r 11 r Women can not vote for school officers, but a bill is now before the legislature (February, 1893), authoriz- iug tlienfito do so. * Vote affects disposition of school money. REMARKS UPON THE TABLE. From an examination of column 2 it will be seen that in sixteen States and one Territory school suffrage for women is limited to district officers ; in four States it includes township and county officers. In the three remaining States and one Ter¬ ritory women may vote for all elective school officers. The right thus broadly stated goes no further, however, in its essence than the apparently more restricted suffrage of the following States : New Hampshire, Massachusetts, New Jersey, and Minnesota, since, in these, offices not included in the woman’s vote are filled by appointment. It would seem probable that women would be eligible to the offices for whose incumbents they may vote. This is the case (column 3), excepting in Mississippi, where women who are the heads of families may vote for district school offices, but may not fill the same. We catch a glimpse here of the underlying conviction which has given rise to the whole movement ; it begins with a recognition of woman’s right, as a natural guardian of children, to exercise her judgment in respect to their edu¬ cation, and ends with the demand for her service as a public expediency. In a few States, included in the above lists, women are eligible to school offices other than those included in the suffrage accorded them. These additional positions are filled by appointment, by vote of school boards, or by vote at a general election, in which women can not participate. This reminds us that, while there is a strong disposition to separate the educational from other civil affairs, the end has not been completely attained. Thus, questions of school tax and school appropriations can not always be managed apart from financial matter in gen¬ eral. The woman’s vote extends in some degree to these matters in sixteen States, as will be seen by the references to the footnote. The number of women holding positions above the grade of district officers (column 4) is small. No statistics of the district officers is available. It should be noted that in many States cities form districts under special school laws; where this is the case they are not included in the table. As a rule, however, women .are eligible to the school boards of Northern and Western cities. Among the cities in which they are now serving in this capacity are Boston, New York, Buffalo, Chicago, Indianapolis, and Detroit. 794 EDUCATION REPORT, 1891-92. II. — Coeducation in Colleges and Universities. While inquiries from foreign countries with respect to coeducation relate almost entirely to the public schools, those emanating from the Southern States have chief reference to the effect of the policy in col¬ leges and universities and the conditions under which it is maintained in these higher institutions. Sixty years have passed since Oberlin College, Ohio, gave the first example of a coeducation college in this country. In 1880 a little more than half the colleges, 51.3 per cent, had adopted the policy. In the decade 1880 to 1800, the proportion increased to G5.5 tier cent. This decade was also characterized by the number of leading institutions that opened their doors to women. These, however, were all located in the Northern and Northwestern . States. In the present number of coedu¬ cation institutions are included 21 State universities and 8 private foun¬ dations of the highest order. The former are: California, Colorado, Idaho, Illinois, Indiana, Iowa, Kansas, Michi¬ gan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, North Dakota, Ohio, Oregon, South Dakota, Tennessee,1 Texas, Vermont, Washington, West Virginia, Wiscousm, Wyoming. The latter are: University of Pennsylvania; Columbian, Washington, D. C.; De Pauw, Cornell, Boston University, Brown, Vanderbilt, Yale (graduate department). Harvard University and Columbia College, New York, whose action with respect to provision for women is everywhere followed with deep interest, seem for the present to have decided against coeducation. Harvard by its efforts for the establishment of liadcliffe College for women, and Columbia by similar efforts in behalf of Barnard College.2 It will be observed that Vanderbilt University and the universities of Mississippi, Tennessee, and Texas are the only Southern institutions of high repute or large possibilities included in the foregoing enumer¬ ations. Coeducation is indeed a feature of many Southern colleges. This would be inferred from the statistics showing number and propor¬ tion of women students in colleges and universities (tables I and II appended). The comparative view (table I) would indeed seem to indicate that this policy is more general in the South Atlantic and South Central divisions than in the North Atlantic, but the comparison is misleading unless it be considered that, as a rule, the highest institutions of the Southern States are not included in the number practicing coeducation, and furthermore that the significance of the showing is modified by the special character of the courses in which many of the women stu¬ dents are enrolled. The colleges for colored people which form about 15 per cent of the whole number included in the statistics of the South Atlantic and South Central divisions also lessen the force of the comparison, as these must, of necessity, be adapted to the special circumstances of their students. The present agitation of the subject in the South arises from the desire of Southern women to secure admission to institutions like the Uni¬ versity of Virginia, University of Alabama, etc. In several Southern States opposition has been made to. the opening of the universities to women on the ground that the number of women desiring these privileges is too small to justify the changes involved. To this it has been replied that the expense and labor incurred would 1 Juno. 1893. 2 For further accounts of these measures, see pp. 856-859. As this matter goes to press the report is received that Harvard has opened its graduate courses to women. COEDUCATION OF THE SEXES IN THE UNITED STATES. 795 be offset by tbe advantages of retaining at borne the girls who now seek in Northern institutions the opportunities denied them in tbeir own States. This has raised tbe question as to tbe actual number of Southern girls wbo attend Northern colleges and universities. To sat¬ isfy inquires on this point an investigation has been made of tbe cur¬ rent catalogues of Northern institutions, i. e. coeducation colleges and universities, and seven colleges for women only.1 From this investigation it aj)pears that 376 young women from the Southern states are enrolled in eighty-one Northern colleges and uni¬ versities. If the number of these students in preparatory departments (27) be omitted, the remainder (349) is very nearly 20 per cent of all the Southern girls reported in colleges North and South for the current year. ’ The distribution of the Southern students above referred to by States and college departments is as follows: Total number of women students from each Southern State an (^distribution bg departments. States. Prepara¬ tory. Alabama . Arkansas . Delaware . District of Columbia Florida . Georgia . Kentucky . Louisiana . Maryland . . Mississippi . North Carolina - South Carolina . Tennessee . Texas . Virginia . West Virginia . 1 1 1 2 9 8 Total Collegi¬ ate. Other ; depart- ; Total, ments. 1 3 ! 5 ; 8 8 6 15 12 1 12 35 i ' 37 3 j 5 10 9 ; 3 13 46 | 20 71 5 i G 47 ! 3 53 4 i 3 8 12 1 3 i 15 4 4 23 3 27 19 ! 14 35 17 ; 4 i 23 20 ; 12 i 40 267 I 82 * f 376 Distribution of Southern women in colleges of the Xor them States. States. 1 Total. 1 States. ! Total. California . 2 Missnnri . 24 Colorado _ v . - . 1 Nebraska . 2 Indiana . 11 Nevada . 2 Illinois . 9 New York . 52 Iowa . 12 Ohio . 103 Kansas . 2 Pennsylvania . - 77 Massachusetts . 62 New Mexico . 2 Michigan . 13 Minnesota 2 Total . . 376 The facts here considered, with the tables appended, answer in part only inquiries as to coeducation in colleges and universities. As regards the conditions under which this policy may be maintained and its effects upon students and scholastic standards, only those hav¬ ing personal experience in the conduct of the institutions can speak with authority. Hence copious citations from the reports of college presidents, statements of professors, etc., are included in this chapter under the head of the literature of the subject.2 A single consideration 1 Mount Holyoke college. Smith, and Wellesley, Massachusetts; Elmira, Vassar, and Wells, New York; Bryn Mawr, Pennsylvania. 2 See pp‘ 846-859. 796 EDUCATION KEPOKT, 1891-92. which lies a little outside of our subject, but has nevertheless an import¬ ant relation to it, must complete this part of the discussion. Experi¬ ence abundantly proves that without the aid of scholarship funds many of the most promising students among young men would never be able to push their studies beyond the public schools. This is equally the ease with young women ; unfortunately, very little help is afforded them in graduate and professional courses which are directly prepara¬ tory to remunerative careers. The situation in this respect is shown in the following table:1 UNDERGRADUATE SCHOLARSHIPS. Total. Available for— Per cent available for women. Men. Women. Men or women. United States . North Atlantic division . $305, 887 $196, 748 $17,510 $91, 629 35 ’7 200, 125 30, 745 32, 597 36, 355 6, 065 141, 700 18, 175 27, 440 9, 133 300 10, 504 1,850 47, 921 10, 720 5, 157 26, 09 L 1,740 29 -2 40 -9 15-8 74 -9 95 T South Atlantic division . South Central division . North Central division . . 1, 131 4, 025 Western division . GENERAL EUND FOR BENEFIT OF UNDERGRADUATES. United States . $141,552 $89, 245 $23, 922 $28, 385 37 North Atlantic division . 1 100, 532 73, 545 12, 000 23, 922 3, 065 1,141 3, 000 19, 459 1,720 26 8 South Atlantic division . 13, 141 3, 000 23, 159 1,720 8-7 100 South Central division . . . North Central division . 3, 700 84 Western division . 100 FELLOWSHIPS. United States . $88, 048 $70, 798 $2,300 $14, 950 19-6 North Atlantic division . 61, 798 11, 700 5, 800 6, 450 2, 300 53, 298 2, 300 6, 200 13 8 South Atlantic division . 11,700 0 South Central division . 5,800 0 North Central division . . 6, 450 100 Western division . 2, 300 100 GRADUATE SCHOLARSHIPS. United States _ _ __ . . . $24, 860 $23, 360 $51, 200 1 4-8 North Atlantic Division . 15,710 14, 410 8, 950 1,200 7 -6 South Atlantic Division . 8,950 0 South Central Division . . North Central Division . Western Division . . . 200 200 0 Distribution of scholarship and fellowship funds by geographical sections. Total funds. Per cent by divisions. 1 Total avail¬ able for j women. {Per cent. 1 United States . $560, 347 100 $179. 896 100 North A tin ritie Division . 378, 165 64, 530 41, 397 65, 964 10, 285 67 -5 95, 112 52 -0 South Atlantic Division . 11 -5 13, 711 1 7-6 South Central Division . 7-4 8,157 53,131 9,785 4 5 North Central Division . . 11 -8 29 -5 Western Division . 1-8 5 5 1 Prepared by Mr. Lewis A. Kalbach, of tliis Bureau. For details by institutions see Commis¬ sioner’s Report for 1890-91, pp. 836-842. COEDUCATION OF THE SEXES IN THE UNITED STATES. 797 From these statements it appears that of funds for the aid of under¬ graduates about one- third are available for women ; the proportion is a little less than one-fifth in the case of endowed fellowships, and falls to an insignificant sum in the total of graduate scholarships. Table I. — Female teachers and prof 'essors and students in several classes of institutions in 1891-92. The United States. North Atlan¬ tic Di¬ vision. Sotuli Atlan¬ tic Di¬ vision. South Central Divi¬ sion. North Central Divi¬ sion. West¬ ern Di¬ vision. SECONDARY SCHOOLS. Public : Number of female instructors . 4, 525 1,709 265 218 2, 127 206 Proportion of whole number . . .per cent. . 54-7 58 -8- 56 -6 48 -2 52 56 Number of female students . 126, 379 44, 969 6,216 6, 236 63, 612 5. 346 Proportion of whole number . . .per cent. . 59 -7 57-7 61 60 61 60 -5 Private : Number of female instructors . 3, 475 1, 567 520 624 746 288 Proportion of whole number . . .per cent.. 52-7 52-5 48-7 55 53 -8 54 -8 Number of female students . 48, 406 17, 158 7,518 10, 236 10, 473 3, 021 Projiortion of whole number . . .per cent. . 47-9 44-5 47 -2 52 49-6 53 -4 COLLEGES ENDOWED BY LAND GRANT OP 1862. Number of female students . 798 26 108 128 512 24 Proportion of whole number . per cent.. 12 -9 1 -6 14-6 10 -5 21-8 9-3 COLLEGES AND SEMINARIES FOR WOMEN. Number of female instructors . 1,633 363 461 452 309 48 Proportion of whole number . per cent. . 74-7 61 -6 77 81 -5 79 90 Number of female students . 24, 611 5, 331 7. 112 1 8. 086 3, 762 320 Proportion of wrhole number . per cent. . 100 100 ICO 100 100 100 NORMAL SCHOOLS?. Public : Number of female students . 22, 480 11,813 1.253 1 1,485 6, S06 1,123 Proportion of whole number . . .per cent.. 76-7 77 -5 56 3 58 65 -2 84 3 Private : Number of female students . 4, 443 130 221 435 3, 556 101 Proportion of whole number . . .per cent. . 42-2 53 7 45-7 56 40 61 -5 UNIVERSITIES AND COLLEGES. Preparatory departments : Number of female instructors . 694 34 74 130 398 58 Proportion of whole number . . .per cent. . 28 -7 11 -5 30 42 6 23 30 Number of female students . 12, 572 425 ■ 1,082 2. 209 7, 848 1,008 Proportion of whole number . . .per cent.. 29 -6 8 6 20 31 -8 33 -7 32-6 College departments : Number of female instructors . 517 41 46 91 270 63 Proportion of whole number . . .per cent. . 9-9 2-6 15 13 18 Number of female students: Undergraduate . . 10. 021 1, 352 488 1, 503 6, 009 669 Proportion of whole number. per cent. . 19-01 7-9 9 ! 21 -2 29 -2 28 -5 Graduate students . 369 95 7 14 216 37 Proportion of whole number. per cent. . 12-7 7-5 1 -8 9-7 21 -1 40-6 Total collegiate . 10,390 | 1,447 495 1,517 6, 225 706 Proportion of whole number. per cent. . 18-7 j 7-8 8.6 20-9 28 -7 29 Professional . 530 81 13 2 390 44 Proportion of whole number. per cent. . 2'8I 1 -4 •6 •8 4-6 6-3 798 EDUCATION REPORT, 1891-92. Tablk II. — Status of universities and colleges , with respect to coeducation , as reported in 1889-’ 90. States. Total number of col¬ leges re¬ porting. Number that are coeduca¬ tional in — Prepara¬ tory and collegiate depart¬ ments. Profes- I sional and graduate depart¬ ments. Total | coeduca¬ tional in some or all depart¬ ments. Propor¬ tion of all college students in coedu¬ cational colleges. Proportion of each sex to total number of students in co¬ educational depart¬ ments. I Men. Women. Alabama . . Arkansas . . California . Colorado . Connecticut . Delaware . District of Columbia . . Florida . Georgia . Illinois . Indiana . . . Iow*a . Kansas . Kentucky . Louisiana . . . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . . Montana . . . Nebraska . Nevada . . . New Hampshire . New Jersey . . New Mexico Territory New York . North Carolina . North Dakota . Ohio . Oregon . . . Pennsylvania . Rhode" Island . South Carolina . South Dakota . Tennessee . . Texas . Utah Territory . Vermont . Virginia . Washington . West Virginia . Wisconsin . Wyoming . 6 4 12 4 3 1 2 2 9 4 1 3 1 2 2 9 4 1 0 49 -76 58 -85 73-02 100 12 -62 47-31 73 -99 71-18 90-13 77-26 52-69 26 -01 28-82 9-87 22-74 4 3 1 3 65 -29 94 -36 5-64 4 4 4 100 48-43 51 -57 7 4 4 52-74 48-31 51 69 28 22 8 22 87 -48 77 -35 22-65 14 10 5 10 66 -40 66 -26 33-74 21 19 3 19 96-67 68 72 31-28 15 13 1 13 90 -67 65 ‘66 34-34 14 5 5 56 -49 67-95 32 *05 12 6 6 64-50 47 -23 52 -77 8 2 2 54-15 80-20 19 -80 10 2 1 2 19-85 36-19 63 -8L 9 1 1 1 20-74 72 -42 27 58 11 10 3 10 94 -51 69-04 30 -96 9 5 2 5 78-61 63 -90 36-10 6 4 1 4 11-49 72 -59 27-41 27 21 4 21 75-23 62 -46 37 -54 1 1 1 100 51 -25 48-75 7 6 1 6 83 -57 55-24 44 76 1 1 1 100 46-72 53 -28 1 0 4 0 1 1 1 100 53-33 46 -67 22 5 4 5 39 -13 83 -50 16 -50 10 4 4 55 '06 63 -48 36-52 2 2 2 100 47 -53 52 -47 37 30 10 30 87-09 64-67 35 -33 6 6 6 100 58 -78 41 -22 27 14 2 14 60-03 80 04 19 -96 1 0 9 1 1 1 38-34 55-19 44-81 5 4 1 4 88 -98 44 -04 55 -96 20 10 1 10 45-26 58 T2 41-88 11 7 2 7 74 -43 60-62 39 -38 1 1 1 100 63-87 36-13 2 2 2 100 94-55 5 -45 8 1 1 3-18 60-00 40 00 3 3 3 ICO 95-82 4 18 3 2 2 61 -59 50-85 40 15 8 5 2 5 * 68 -69 67-82 32 -18 1 1 1 100 43-75 56 -25 United States I 415 256 58 256 III. — The Literature of Coeducation. The literature of coeducation consists of arguments pro and con, a priori theories, accounts of actual experiments in the establishment and conduct of mixed schools or classes, and statements of results. In selecting from this mass of matter the purpose has been to bring together the strongest arguments and the greatest range of experience pertaining to the policy. Much of this material is already before the public, but in scattered books or reports. The only new matter which the present interest in the subject has developed is found in the reports of foreign experts, deputed by their governments to study our school systems. The first place in the following compilation has naturally been given to citations from these sources. To the European observer coed¬ ucation appears the most striking feature of our educational system. Its COEDUCATION OF THE SEXES IN THE UNITED STATES. 799 causes they discover in social conditions radically unlike those which obtain in the Old World, and it must, as they foresee, forever tend to extend and perpetuate these differences. To these relations they are naturally more alive than we ourselves, among whom they have spon¬ taneously developed. We should, however, bear them in mind in weighing the views of our foreign critics as to the purely scholastic effects of the policy under discussion. COEDUCATION OF BOYS AND GIRLS. [From report of Dr. E. Sclilee. of tho Eealgymnasium of Altona, Prussia, delegate to the Educational Congress at Chicago.] A very common , although not universal, feature of tho American public school is tho coeducation of the hoys and girls, not only in the primary schools (cities) and in the country schools, as is also the case witli us, but also in the grammar and high schools of cities. Furtheimore, the sexes are not separated in the normal schools ( Lehrer - Seminarieti), in colleges, and even in universities. In Chicago coeducation is the invariable rule ; in Boston and New York union and separation are both found. To us it seems strange, at least, to see, if only in photographs, boys and girls not only of 13, but even of 16 years of age, sitting together or standing in mixed rows, going through free gymnastics and exercises with wands. It is to bo noticed, however, that they have single desks ; also, that generally the teacher is a lady, even for the free gymnastics. All special rooms (i. e., toilet rooms, etc.), and the playground are strictly separate for boys and girls. This coeducation has not been without opposi¬ tion; especially in Boston where the system has already been twice severely attacked. Ten years ago Dr. Clarke attributed to this the fact, which, however, was elsewhere disputed, that American ladies of the higher class were not very good housekeepers and mothers. The Commissioner of Education1 obtained reports from 300 cities and towns, and these were on the Avhoie favorable to mixed schools. He therefore commended this policy, arguing that if wo must live together we must be educated for that purpose; to educate the sexes separately is to change the natural order of things.2 Later Dr. Philbrick stated that by this means (coeducation) the peculiar form of education best suited to the different sexes was prevented. But the Commissioner responded3 that Dr. Philbrick had had no experience in mixed schools and that the statistical returns showed only favorable results as far as regards conditions of health. At the same time the good effects upon morals were mentioned which had resulted from coeducation in Norway and Finland, and reference was made to the unfav¬ orable effects of the monastery education in France. A schoolman of large experience also personally told the writer that coeduca¬ tion had a favorable effect on the general behavior, on the bearing of the pupils toward each other, and on the whole discipline. Germany takes in this respect, per¬ haps, the right medium between France and America, but if one observes how bene¬ ficial in general is the comradeship of the children of intimate families one might, where the nature of the studies and where outer circumstances, especially in smaller places, make the union desirable, consider that the American way would bo advan¬ tageous in our country also. The discipline, indeed, is not as strict as in Germany. Whilst formerly in America corporal punishment is said to have taken place often enough it is now everywhere for¬ bidden in the public schools.4 Also deprivations of liberty seem not to be practiced. Where admonition does not avail, temporary exclusion from school by the principal of the school for not more than a month, by the school superintendent r.s long as a quarter of a year, or expulsion from school, is the ODly means. And yet the Ameri¬ can educational method, by reason of the many recitations of the individual scholars, gives abundant cause of disturbance and trouble of which much complaint is made. JGen. John Eaton. 2 Hon. Andrew Jencks, superintendent of schools, Pawtucket, P. I.. in Circular of Information, Xo. 2, 1883. 3 The reference here is to the following observation by Dr. Harris in response to an inquiry from Dr. Voss, of Xorway: “With regard to Mr. Philbrick’s judjnnent on the subject of coeducation, I think that he stood almost alone among our ablest writers on education in his opinion. The Poston schools under his charge educated the sexes separately. It may be that his experience in that city had undue influence on his opinion.” [Ed.] 4 Corporal punishment in public schools is forbidden by law in the State of Xew Jersey, and in many cities by school law or by school boards. Tho prohibition is far from universal, but public opinion is very generally opposed to this form of punishment. [Ed.] 800 EDUCATION REPORT, 1891-92. In discussing the teaching force of onr schools, Dr. Schlee dwelt also upon the spectacle, novel to a foreigner, of the general presence of women side by side with men in various business and professional pur¬ suits. He expressed the opinion that this transfer of women from the domestic circle into careers competitive with men increased u the rest¬ lessness, haste, and intense strain in all relations of life.” Prof. Stephan Waetzoldt, of the University of Berlin, chief commissioner of the German educational exhibit at Chicago, says: “ No distinction in the quality, kind, and aim of instruction is made in any of tho elementary schools for boys and girls. In the old States the sexes are not, as a rule, instructed together in second schools, but in the central and western States they sit together from the primary school to the university, the latter included. This is tho system of coeducation, the education common for both sexes so highly com¬ mended by Americans. At the congress of education at Chicago this subject was often discussed, and not one disapproving voice was heard. At first I was alto¬ gether misunderstood when I explained that our views on the education of girls differ essentially from those of Americans. They sec only the advantages of coedu¬ cation, believed to refine the boys and strengthen the girls, and we must accept these peculiar conditions just as in domestic life. The intercourse of boys and girls, of adults and children, is altogether different from what it is among us, and I doubt whether it has a moral advantage. Certain it is, however, that the girls on the average are more intelligent than the boys; they go to school longer. In the high school of Chicago the proportion of girls to boys is 3:2. As business and politics take up the men’s entire time, the women have become the supporters of the higher intellectual interests and tho protectors of intellectuality in domestic life.” Prof. Emil Hausknecht, of Berlin, for several years professor in the National Uni¬ versity at Tokyo, says on the subject of coeducation in America : “As a makeshift, coeducation is better than nothing. As a principle, it entirely ignores the needs of the separate sexes, arising from the differences in the develop¬ ment of boys and girls. Boys and girls from the ages 14 to 18 must be differently treated, both in regard to the intellectual and emotional nature. Coeducation is possible, however, in America more than in Germany or elsewhere, because custom and education have given to the girl and the woman greater freedom and determina¬ tion in their manners and appearance, but also give them strong protection against encroachments and improprieties. Coeducation is possible in America also, because tho week has only 5 school days, Saturday being a holiday, and the school day has only 5 lessons, of which one is usually a study hour. Besides, grammar and high schools require much less severe intellectual efforts, and a much more concentrated and simple exertion of the mind than is required in our secondary schools for boys.” THE COEDUCATION OF THE SEXES IN THE UNITED STATES. [Extract from a report to the minister of the public instruction, Erance, by Mile. Marie Dugard, dele¬ gate to the Chicago Congresses of 1893.] Of all the features which characterize American education, perhaps the most strik¬ ing is the coeducation of young men and young women, whether in the public schools (primary and grammar schools) and in the high schools, or in the colleges, the scien¬ tific schools, and universities. At least it is most striking to a French observer, for it reveals to him a state of mind and of habits which is entirely strange to him. The sight of youths of 16 to 18 years, almost men, working, chatting, and enjoying daily comradeship with young ladies, who, by reason of their distinction, elegance, and often a precocious beauty, seem not at all like students, confounds all his ideas. He is astonished that such an ideal should have sprung up in the healthy American mind, and he does not dare to think of the results, so opposed do they seem to his moral sense. How the United States have come to adopt coeducation, a glance at their ori¬ gin enables one easily to understand. When the settlers fixed themselves in America, their first concern after having cleared a place, built log houses, and provided for the necessities of the material life, was to organize schools to the end, according to an expression of an ordinance of Massacliusutts, “that the knowledge of their fathers might not be buried with them in their tombs ; ” but as they were too poor to give to every village two school buildings, they opened only mixed schools, where the pupils of the two sexes received the same instruction. This system, which offered real pecuniary advan¬ tages without any moral danger — as the children were restrained by the bonds of relation or friendship between their families — was extended, and outlived the causes which had created it. Rich and prosperous cities covered the prairies of the set¬ tlers, palaces took the place of the log cabin of the first builder; but, among all these changes, coeducation remained. COEDUCATION OF THE SEXES IN THE UNITED STATES. 801 Harmless as it is for small communities and for elementary classes, is it so still ■when transplanted into the new conditions of the modern life and into all orders of instruction? This is a question much agitated in the United States. It would be indeed a mistake to believe that the mixed education is so inwrought into the Ameri¬ can customs that it never encounters opposition. In certain communities it is, on the contrary, much criticized, and several cities, especially in the East, have entirely- discarded it; others retained it only in the grammar and primary schools, sometimes in the latter only. The controversy is worth analysis, for it enables us to see the possible results of coeducation and illuminates one of the most important problems of American peda¬ gogy. “The organization of a being is always in harmony with the functions which nature assigns to it,” say the opponents of mixed education; now the organization of woman differs much from that of man, therefore she has different functions and should not receive the same education. These principles do not involve in them the thought that woman is inferior to man. “ The highest ide.'il of humanity,” wrote an ardent adversary of the mixed school in a book which was formerly considered an authority, rejecting any comparison of inferiority or of superiority between the sexes, “demands that each be perfect after his nature. Thelilyisnot superior to the rose, nor the oak tree superior to theclover; neither is the beauty of the lily the beauty of the oak, nor the purpose of the oak tree the same as that of the clover.” It would be a poor horticulturist who would treat them in the same way. And he adds : “If woman subjected to masculine educa¬ tion intended for the development of the male organization can equal man, she ought to surpass him if she receives feminine education designed to develop the organization of woman.” From these general arguments proceeds a long series of objections physiological, intellectual, and moral, which we will summarize: Coeducation is injurious to the health of the young girls; less strong than the boys, they can not endure the same work without hurting their organism; and to oblige them to study together is to substitute for the sound emulation, which reigns in the separated schools, a morbid rivalry from which their nerves must suffer. Their excessive pride prevents them from admitting that this regime exhausts them; desirous to equal young men and even to surpass them, they study with great zeal and. constantly strain the activity of their brains. The results of this overpressure, one can see to-day in the American woman, intellectual, refined, brilliant indeed, praised by Europeans on account of her spirit and grace, but pale, feeble, of a delicate beauty which soon vanishes and incapable of having a large family. Therein lies an imminent danger for the luture of the race, and if this is not remedied, there will soon be a race of women, capable of being doctors, journalists, advocates, archi¬ tects, engineers ; in one word everything except wives and mothers. More than this, the woman, having different functions from the man, has not been endowed with masculine intelligence, and consequently it is notreasonableto impose upon her the studies and methods which are suitable for the masculine mind. “The boys should work as boys and the girls as girls. Mary can master Virgil and Euclid as well as George, but both of them would be weakened and would not attain their legitimate end if they were condemned to the same methods. In ail their work women should respect their characteristic organization and remain women and not strive to be men, or they will fail utterly. For the two sexes there exists no exception to the law that their greatest power and their greatest perfection lie in the complete development of their organism.” The differences in the intellectual development of the young people of either sex is also opposed to their common education ; until the age of sixteen or seventeen years the young man has a mind less developed than the young girl; if he works with her he will be discouraged and give up efforts which do not offer him any suc¬ cess. From the moral standpoint the consequences of coeducation are still more dan¬ gerous. It is a law that if two individuals live together the one who has the strongest personality becomes the model for the other. Educated with boys, the young girl, having a temperament weaker and more supple, copies the manners of the boys and loses her graces, whilst the boys do not become softer by the feminine association. Finally, it is impossible that between young men and young women associated every day in the familiarity of classes there should not be formed some romances, which the American education, it is true, renders inoffensive as far as regards manners, but which will nevertheless have disadvantages. These objections seem judicious, and in the light of them it seems that coeduca- lion ought to be abandoned, but it is necessary to hear how its partisans defend and justify its continuance. It must be observed, in the first place, that besides the advantage of conforming to the historical origin of the United States and to the habits of the majority, it has unquestionable advantages; it is economical and permits the nse of apart of ED 92 - 51 802 EDUCATION REPORT, 1891-92. the school funds for the purchase of hooks, apparatus, etc.; it conforms to the natural method — that is, to the organization of nature and society; finally, in unit¬ ing the minds of the two sexes in the same culture, it gives them common thoughts and tastes, and so prepares for the happiness of family life, where the principal cause of dissensions is the harrier which is raised between the ideas, the sentiments, and the belief of husband and wife. Taking up the objections of the opponents, the defenders of the policy reply to them by considerations which are not without value. It is assumed, they say, that woman, not having the same nature as man, must not be educated in the same way. That is a poor argument, for in reality the soul has no gender. But let us admit that there exist between the man and the woman great differences on the intellectual side as on the physical; we can not draw from this an argument in favor of separate education, as the resemblances arc, in spite of all, more numerous than the oppositions. If the lily and the rose following the figure of Dr. Claike, require different cul¬ ture, does not their common need of air, of sun, and of dew permit the horticulturist to let them bloom in the same garden? Some maintain that if woman can accom¬ plish much with a masculine education, she would accomplish more with a feminine education. Ought one not to say the contrary, that the more dissimilar the two sexes, the more useful it is to woman to be educated with man, in order to acquire certain virile qualities which she will never possess if she remains shut up in her femininity? It is asserted that the excessive work and the morbid rivalry of the mixed schools are injurious to the health cf young women; but this dangerous emulation, and this overpressure, are not due so much to coeducation as to the general organization of modern instruction. In the schools where the scholars of the two sexes are separated the jrrograms are so arranged that the girls study as much as the boys, and it is often seen there that emulation degenerates into unwholesome jealousy. The delicate health of women, of which advantage is taken in this discussion, originates from causes that have nothing at all to do with mixed education. It is caused rather by the enervating dryness of the climate; by the feverish activity and the unhealthful habits of Amer¬ ican life, habits from whoso debilitating influence the less robust female suffers most, and by the unhealthful dress which custom imposes ujmn young women and which prevents their taking as much exercise as young men, while it makes work harder lor them. “Women, and even girls at school, ” says C. II. Dali, “take their studies in addi¬ tion to their home cares. If boys are preparing foT college, they do not have to take care of the baby, make the beds, or help to serve the meals. A great many girls at the high schools do all this." To all these causes must be attributed the weak health of the American women, and it is entirely unjust to make coeducation responsible for it. Besting upon tho principle that woman has not the same mission as man, some contend, also, that it is not desirable for her to receive the same instruction. This reason had formerly some weight when woman remained at thefireside, confining her activity to domestic duties and depending upon her father, her brothers, or her hus¬ band for the caTo of her future; but times have changed; in the present state of our social organization many women arc obliged to provide for their own needs and often for those of their families. Forced to work for their living like men it would be unjust to refuse to those whom nature has made more feeble, the same means of defense— that is, tho same culture, the same knowledge. The opponents of mixed instruction acknowledge entirely this truth : several concede to the woman the right to have the same knowledge as man, but they add immediately that as her mind is not the same she must not acquire them in the same way, and from this difference they derive the necessity of separate education — a false conclusion, for there exists often among certain children of the same sex greater mental differences than between young men and young women, taken as a whole, and yet no one thinks on that account of providing a special teacher for them. It is the duly of the pro¬ fessor to use a method flexible enough to accommodate itself to tho different intellec¬ tual necessities of his pupils. To this the answer is, that when the young men work with young women whose livelier minds are more capable of assimilation, young men are discouraged. Expe¬ rience li;:s proved, on the contrary, that the feminine quickness excites the slower intelligence of the boys ; if there really have been young men repressed by the suc¬ cess of women, it is certain that the success of a comrade of the same sex wouldhave had the same effect. There remain the moral objections. According to the testimony of educators, who for a long time have directed mixed schools, young women, far from becoming mas¬ culine by the contact with boys, have, on the contrary greater dignity and reserve, and the young men, in their turn, lose in the society of young girls that rough- COEDUCATION OF THE SEXES IN THE UNITED STATES. 803 ness of manner and tliat carlessness in attitude and language which characterize the men educated apart from women. As to the last objection, the gravest of all, wc have here the reply of an educator whose words have special authority, because he was partly educated in mixed schools, partly in those open to boys only, and he directed for several years the mixed schools of St. Louis: “ My observations have led me to indorse the statement of Eiehter : ‘ To insure modesty I would advise the education of the sexes together, for 2 boys will preserve 12 girls or 2 girls 12 boys innocent amidst winks, jokes, and improprieties, merely by that instinctive sense which is the forerunner of natural modesty. But I will guarantee nothing in a school where girls are alone together, and still less where boys are.’ I had noticed that the atmosphere of 1 mixed ’ schools was desexualized, where that of separate schools seemed to have a tendency to develop sexual ten¬ sion. Again, whatever tendency toward indecency might manifest itself was far more easily checked in ‘mixed’ schools by reason of the crossfire of watchfulness which made intrigue far more difficult to keep secret. The brothers and sisters and other relatives and intimate acquaintances of the pupil attended the same school, and every act was scanned from two points of view — the boys being participants in boys’ gossip, and the girls being participant in girls’ gossip — and the barriers being removed within the precincts of the family, parents could not fail to have a. more faithful account of the behavior of their children than when isolated in different schools. Brothers and sisters mutually protect each other from shame. Besides this, the fact that the chief association between the sexes in ‘mixed’ schools takes place under the eye of the teacher and in recitation, wherein the contest is purely intellectual and where the manifestation of mere femininity — softness and sentiment¬ alism — would cause the pupil to lose rank as a scholar; and where mere mascu¬ linity — roughness and willfulness — would make an unattractive spectacle, leads one to expect that the tendency of coeducation is to elevate the standard of admiration from mere external charms of person to the spiritual graces and gifts which lie deep in the character.” To these judicious considerations must be added certain observations which the opponents of coeducation do not seem to have taken into account; and, first, that the habit of being educated together is for young people of both sexes a better safe¬ guard against love than continued separation. A young girl whose companions are almost exclusively of her own sex becomes romantic and is easily enamored, but one who has been always associated with young men, having experience and matu¬ rity, does not yield to extravagant enthusiasm. Moreover, in the love that may spriDg up in the mixed school there is nothing to alarm the severest moralist, and this because the oversight, as Dr. Harris has shown, is much greater there than any¬ where else ; and because the young American girl has a profound sense of her dignity, the young man a great respect for the woman, and both together the habit of self- control, there will result only a marriage, in which the tenderness is the mere enduring because the husband and wife have so long known each other. It would be well if such marriages should happen often. But will not the preoccupations of such attachments hurt the studies? This is a chimerical fear. As the relations arc above all intellectual, a rising love, far from fos¬ tering idleness, will inspire more earnest work in order to secure the appreciation of the loved one — daily witness of failure and successes. To these theoretic arguments in favor of coeducation there is added a final con¬ sideration more important than the others : It has triumphed in all the cities of the Middle States and the Far West, and even in the East it has a tendency to extend in spite of opposition. Some Americans speak of a reaction; but this triumph in the Western States, numerous and extensive and called to an important part in the future of America, does not justify this prediction. It is not for me certainly to judge of this. It would also be presumption for me to pretend to settle the question of the inferiority or the superiority of the mixed schools after having seen the great¬ est educators of the United States divided as to the subject. Therefore I will offer only in conclusion my impressions. It did not seem to me that in the mixed schools the hygiene, the work, and the order suffered from the presence of the pupils of another sex, and the appearance of the classes seemed to mo even better than in the separate schools. But what disturbs the pedagogical sense is the great excess of the female sex in the high schools, both among the scholars and among the teachers. The majority of American youth — enter¬ ing there at the age of 15 or 16 years — two-thirds, even three-fourths, of the pupils in the higher classes, are girls. This disproportion is bad for the young men. If it is good for their manners not to be separated from the women, it is dangerous to their manliness to be always in contact with young girls. Moreover, if the guidance of a female teacher is best for them when they aro very young, at about 14 or 15 years, and perhaps younger, they ought to have different control. It is impossible, at least without seeing it, to realize how painful is the spectacle of a young woman, who has not yet in her tone and attitude the authority which 804 EDUCATION REPORT, 1891-92. age and long experience give, directing young men from 16 to 18 years of age. Certainly, neither the discipline nor the respect suffer from that, so profound is the deference of the American scholar for his lady teachers, hut it is nevertheless true that in this ideal of instruction something is wanting. The female teacher can not secure from the young men all the intellectual work of which they are capable, she can not come into intimate relation with their adolescent mind, nor can she give them a manly development. Thus one whole part of education, the most fruitful and the best is eliminated, and the occasion is lost forever. It is right to acknowledge that these faults are not inherent to the system of coeducation. They arise from the particular conditions of American life, and in other countries it would doubtless he easy to avoid them. But would coeducation be acclimatized anywhere else ? And in France, where it exists already in some departments of instructions, should it be extended to all? This is a question which I shall not consider here.1 M. Jules Steeg, director of the Musee Pedagogique, who had charge of the installation of the educational exhibit of France at the Chicago Exposition, and Dr. Gabriel Oompayre, delegate from the minister of public instruction to the educational congresses, have simply noted the fact of coeducation in articles upon America published since their return to France. The former says : The girls are educated in America together with the boys. They sit on the same benches, pursue the same lessons and the same exercises without any distinction what¬ ever, for the boys even take part in the sewing exercises and are very proud to exhibit their needlework every year beside that of their female companions. They would be astonished, I was told, if any one seemed to be surprised at this. I refer here to the first school years. Later some separation takes place in spite of all the theories in the world, and I have seen embroideries made by the girls and works in wood and iron by the boys. (Chicago et l’Exposition. Notes d’un visiteur Fran save the irregular pupil from the necessity of overwork to keep up with the former. As it is, after all has been done, the evil of irregularity is counted the most serious drawback that we have to contend with. But the statistics of the attendance of girls in the St. Louis high school, compared with that of their percentage in scholarship, does not allow us to conclude that the progress of the classes suffers on their account. No satisfactory comparison can be made between the work of girls and that of boys; the problem involves too many elements; not only quantity and quality of work, but a consideration of the aims and motives that stimulates its performance. It is safe to say that no practical diffi¬ culty is experienced in the high schools on account of the larger per cent of absence of the girls. There are, it is true, “ clinical cases” that form the exceptions to this rule. Such cases, however, are no more difficult to manage in mixed schools than in separate schools. Of course it is out of the question to adopt a system of indivi¬ dual instruction for all girls between the ages of 14 to 20. It would practically shut out from a fair education nine-tenths of the entire sex, and the remaining tenth, lacking the discipline of class work, would not acquire a thorough education. COEDUCATION OF THE SEXES IN THE UNITED STATES. 809 Leaving the consideration of the physiological phase of the subject, it remains to be considered whether the vocation of women necessitates a different course of study from the general one already marked out for the primary and secondary schools. The question of vocation again involves the physiological question and the duties arising from particular natural functions. Under all circumstances woman’s sphere must include a closer relation to family life than the sphere of man does. The inter¬ mediate province of civil society including the various phases of productive indus¬ try through which the wants of food, clothing, and shelter are provided may or may not by its nature belong to woman. The third province, the state, is farthest removed from the sphere of nurture which is the peculiar function of the family. In order to discuss intelligently this question we must regard it in its historical evolution and study the attitude of the sexes toward the three great institutions above named, the family, civil society, the state, under the different stages of human progress. The savage or barbarous stage of society — the age previous to that of productive industry, or the triumph of labor by means of division — is to be characterized as an age in which whatever is fixed and routine, whatever can be accomplished by patient endeavor confined to prescribed forms or conventionalities, falls to the lot of woman. Man is driven by the sudden and severe exigencies contingent to savage life to hold himself in reserve for violent and temporary efforts such as leave him unfit for routine work. War and hunting being the necessary pursuits of man, it is necessary to leave to the woman what little agriculture and manufactures there may be car¬ ried on. The slow growth of peoples from the savage state is marked by the division of labor; first, slavery appears, and its advent partially relieves woman as a sex; the ✓ slaves of both sexes labor together at the same tasks, while the women of the free class begin To retire within the family. From this stage on there is a growth of the antithesis between the family and civil society. In the former (the family) is found more and more the sphere of woman ; in the latter (that of civil society), that of man, until the culmination of the epoch of productive industry which closes the second stage of human development or of progress in society. From the second step of development arises the third epoch, that of machinery, wherein more is produced with less industry. Man gets emancipated from physical labor, but is compelled by the conditions of his civilization to compensate for it by activity of thought. But the ideal activity of thought is the activity of man’s essence, and hence in being compelled to energize scientifically and with organizing ideas he achieves indirectly the very highest aim of his being. This distinction of the civilization connected with the age of machinery from that of productive industry, in its special sense, is very important; it brings with it the elevation of woman to more general activities, to a sphere above the tension of sex, and above the limitations incident to peculiarities of natural organization. Not merely the vanishing of the distinctions in spiritual life that are founded on sex, takes place in this epoch, but the disappearance of those that are founded on caste and occupation of race, of birth, or wealth, altogether throughout the human family. In the savage state of man the vocations of the sexes separate widely into the extremes of drudge and warrior. The education of woman in this period consists in acquiring a knowledge of the few arts and dexterities in the possession of the tribe, arts representing the whole sphere that will subsequently separate into the antithe¬ sis of family life and civil society, while the education of savage man relates to war and the chase, a field of activity wherein may be found the germ of the future political organization and the directing power of civil society. Thus in this phase of life the division of sex is the basis of a conservative side of society (the sphere of woman), which provides for the finite wants, such as food and clothing, and nurtures the young, thus forming the internal economy. Over against this is a negative and a destructive side (the sphere of man), which is turned against external foes and shields society from the violence of man and beast. Thus the province of man in this state of society has its positive aspect in the fact that it marks out the channels and sets up the limits or prescribes the forms of routine work which, as before stated, fills mainly to the share of woman in savage life. Thus the savage man fills the roll of the lawgiver and defender ; he deals with the general or universal* interest, the state of society as a whole, while woman deals with the particular or finite interests, the sphere of wants and necessities. Ascending above this into the stage of industrial civilization, we find in progress an intermingling of the two former spheres. On the one hand the man who occupied the position of director and defender, and who appeared in the role of the generic or universal, now descends to the extreme of particularity, and, through division of labor, takes on himself the limitation which is required by special branches of industry. He descends to the particular and specific so far that he limits his whole life activity to the creation or production of some part or portion of a product of industrv that must be joined to a hundred other parts before it becomes an article 810 EDUCATION REPORT, 1891-92. of any use 'whatever. His whole occupation, for instance, maybe that of tying threads or of cutting off pins. Man thus limits himself, as individual, to the finite and par¬ ticular, in order that he may, through combination with civil society, make up a concrete whole of surpassing grandeur. In this second stage of society woman withdraws more and more within the family and finds in it a whole — inasmuch as each family contains a sphere or circle of duties and occupations separable from the sphere of civil society as a whole. In the total or whole of civil society each laborer performs some one function, however minute, that contributes to lorm that whole; there is only one total — that ot the whole industrial community ; on the other hand, in the institution of the family, each family is a whole, a reflection of the general type. On this account woman represents a generic or universal interest — that of the totality of the family— in the second stage of historic development, while man represents a particular interest in his functions as member of civil society. Each woman in the family has the entire round of duties of that sphere to learn and per¬ form, while the man has not to know all the trades and vocations of society, but only his infinitesimal fraction thereof. Front this distinction between the family and civil society flows a well-defined difference in education. While the boy is to be educated to concentrate all his energies in the pursuit of one specific end — educated to limit himself in order that he may manage with intensity of force, and high achievement of skill, some special department in the articulated whole of the grand process of society — the girl must be educated to be versatile, quick to turn from one thing to another, to be on the alert for emergencies and not so absorbed in a single aim as to be oblivious of any one of the manifold phases of her entire sphere — thesphere of the family. Thus it wiil appear that her culture in the second stage of the growth of society resembles, in general outline, that of man in the first stage. Since man, as savage, faced the uncer¬ tain, the indefinite, and was obliged to be constantly on the alert, lie dissipated his force and utterly unfitted himself for dealing with the definite routine task and the prescribed duty, and hence these were assigned to woman. No writer has penetrated deeper into this relation of occupation to sex than Goethe. He enunciates clearly the principle as he finds it in his time, and his deep- seeing mind catches a few glimpses of the coming epoch wherein the antithesis of the second stage of human society is to bo canceled and solved. “ Men,” lie makes one of his characters say, “ should wear a uniform from their childhood upwards. They have to accustom themselves to work together; to lose themselves among their equals; to obey in masses and to work on a large scale. Every kind of uniform, moreover, generates a military habit of thought and a smart, straightforward carriage. All boys are born soldiers, whatever you do with them. * * * But woman should go about in every sort or variety of dress, each fol¬ lowing her own style and her own likings, that each may learn to tell what sits well upon her and becomes her, and for a more weighty reason as well — (N. B.) because it is appointed for them to stand alone all their lives and work alone. * * * Observe a young lady as a lover, as a bride, as a housewife, as a mother — she always stands isolated. She is always alone and will be alone ; even the most empty-headed woman is in the same case. Each one of them excludes all others. It is her nature to be so — (N. B.) because of each of them is required everything which the entire sex have to do. With a man it is altogether different. He would make a second man if there were none. But a woman might live to an eternity without even so much as thinking of producing a duplicate of herself.” In these words we see how com¬ pletely Goethe comprehended the spirit of the civilization in which he lived — a civilization now just beginning to show signs of transition to a new one. General¬ izing his statements, he might have said “ when that upon which one labors is uni¬ versal, i. e., a general element in the supply of a general want, association may come in and the individual may limit himself to a uniform particular activity, to a trade or special branch of a trade. But not so when the object of labor is a diversified one, a totality of contingent particulars; there each laborer must perform all; no division of labor can transpire within that sphere — the sphere of the family, for example.” In the spirit of his time Goethe adds: “In how few words the whole business of education might be summed up, if people had ears to hear. Educate the boys to be servants and the girls to bo mothers, and everything is as it should be.” “To bo servants” — that is to say, to subordinate and limit themselves to special, prescribed occupations; “to be mothers ” would mean, to cultivate that provident foresight and wealth of resources constantly required in the family. In another passage Goethe hints at the possibility of ascending above these limita¬ tions which arise from the tension of sex and which are thus presupposed by the organization of society in his and our own age. “There is no doubt,” says he, “that in all civilized nations women in general are superior to men, for where the two sexes exert a corresponding influence over each other, man becomes effeminate, and that is a disadvantage; but when a woman acquires any masculine virtue, she is the gainer, for if she can improve her own peculiar qualities by the addition of mascu¬ line energy, she becomes almost a perfect being.” COEDUCATION OF THE SEXES IN THE UNITED STATES. 811 Out of the completest realization of the division of labor arises the conquest of nature by machinery. In this conquest man becomes truly free and independent, inasmuch as he does not any longer have to employ direct struggles to force nature to yield her products in a form suitable for his use; he now makes nature do this. Fastening a machine to nature, he harnesses the elements, and thus produces an activity whose product subserves his rational intelligence. Instead of enslaving himself in this particular, in order to become free in the aggregate of society, he now finds his whole activity to be a directive or supervising activity, and thus an activity of thought and ideas, as well as of mechanical exertion. This third epoch is continually arising from the second one, just as fast as the ultimatum of simplicity is reached in any occupation and the labor-saving machine comes in to relieve the hand. Man thus is continually ascending into the realm of thought and directive power. In this region there is no longer any unmodified physical nature. Ideas are neither male nor female; they are universal. So, too, is directive power. Culture in uni- versals is the necessary education for it. While in the division of labor the feminine organization has special adaptations, and special unfitness for one sphere or another; on the contrary, in the world of directive activity, the special fitness or unfitness arising from sex is a vanishing ele¬ ment-, and there approaches an ideal wherein a concrete identity of spheres and vocations is to be found. Not that this implies annihilation of nature and sex, but only a complete and thorough subordination of them, just as now it is quite as femi¬ nine as masculine to attend school and learn to read. Sex will always remain in its narrow sphere, its modifying tone or tinge will extend into several higher spheres; but in science, in religion, and art its effects will be scarcely traceable. And the ascent from direct manual labor to directive labor, through the introduction of machinery, is accompanied with such increase of productivity in labor as practically to lift all individuals into easy circumstances, having most of their time for higher pursuits. To the mere animal, sex is the most important fact of his existence, and with good reason, for he lives only in the species, and does not possess individual immortality. A conscious being is, by the fact of consciousness, elevated above the sphere of sex, and becomes immortal as individual. To sum up the views here advanced, there seem to be threo epochs in education derived from the changing status of the sexes toward each other as determined by vocation : 1. There was the condition of women in the savage state when division of labor within civil society existed only in germ, and the functions of family nurture and of providing food and clothing and shelter — the sphere of productive industry and civil society — belonged to women. Man gave his whole attention to defense, the province of the State, and the police function. He also hunted in the forests for a supply of meat. Hunting was partly industry, partly defense from wild animals. 2. Out of the savage state rises the epoch wherein civil society becomes fully developed, the era of productive industry and division of labor. The nation takes the place of the tribe, and frees man from perpetual police service. He settles into productive industry, and as he occupies civil society, 'woman retires within the family. Persistency is the type of labor in civil society. Periodicity the type of labor in the family; repetition of the same thing, concentration upon one thing, the characteristic of labor in the industries ; diversity and versatility the characteristic of the labor within the family; engaged this hour preparing the breakfast and washing the dishes; the next making the beds and sweeping the rooms; the next cleansing and mending the clothing ; the next knitting or weaving ; the next, and at intervals the whole day, attending to the myriad wants of childhood. The labor within the family is as diversified as in civil society, and could bo improved in skill by division of labor; but it does not admit of division of labor to the same extent. The woman prepared for the life of the family would therefore seem to need an education which would give her versatility, while the boy should have an education which would fit him for infinite concentration upon one thing. The girl should be educated to stand alone and to work at tho confusing variety of tasks in the family. But the boy should learn to work in combination with others, to subordinate himself as a member of an organization. For the second stage of social development, therefore, persistence and periodicity would seem to characterize, respectively, the spheres of labor of men and women. 3. But this phase of civilization is not the highest and final one. Out of the extreme division of labor arises the possibility of machinery. When labor is divided so minutely that each branch of it consists in a simple movement of the hand, arm, or body, the human intellect contrives a cunning mechanism and harnesses some natural power to it, perhaps water power or steam power, and straightway he becomes a mere manual laborer — a supervisor. From a slave he becomes a master. The machine gets thrust in everywhere between tho human hand and the raw mate¬ rial. More than this, the intellect contrives combinations, and complicated machines 812 EDUCATION REPORT, 1891-92. grow out of simple ones. Tlie liuman being becoming more and more powerful, again, physical force is less and less needed in the supervision of the machines. Ver¬ satility and agility come more and more into play. The female is needed again in the industries, and she comes back to tend the power-loom and to make Waltham or Elgin watches. In the third and highest period of industrial development, there¬ fore, where physical strength is less and less in demand and alertness more and more in demand, woman’s sphere comes to be common with that of man, and she needs an education in the sciences, arts, and accomplishments necessary to the man. Besides this the realm of productive industry and division of labor, aided by labor-saving machines, encroaches upon the domain of special labor confined within the limits of the family and conquers one after another its drudgery, and reduces it to a general branch of industry. The power-loom, the sewing and knitting machines, the washing machine, the baker, the tailor, the manufacturers of preserved and pre¬ pared food, etc., are rapidly emancipating the slavery inside the family. We can not ignore the effect of great social changes arising through the invention of labor-saving machinery, and the consequent aggregation of population into towns and cities where cooperation may be availed of. Out of social changes arises the necessity of modifica¬ tions in our systems of education. The demand of women for equal advantages in edu¬ cation with men is not a mere temporary demand arising out of the sentimentalism incident to the epoch, but only an index of the social movement that underlies our civilization. The demands on the woman of the present day are such as to compel her to educate herself in science, art, and history. Her natural proclivity to versatility and alertness of mind fit her in a peculiar sense for the sphere of teacher of children. Their arbitrariness and caprice can be best watched and foiled by her. Their feeble strength demands intermittence and periodicity, and their training must, above all, be gentle. To enter into the spheres of productive industry opening for her; to assume the place of director in the management of the family economy now offered her in exchange for that of drudge; to fill her sphere of hostess and conversationalist in polite society; to fill the sphere of teacher in the school; to enter into the literary domain recently conquered by such writers of social novels as George Eliot and George Sand, or into the art domain of music and the drama, conquered long since ; all these con¬ spire to demand for woman discipline, insight, and information, studies such as are necessary to initiate man into the “ conventionalities of intelligence.” The demand for the same course of study is paramount, that for coeducation subordinate, although of considerable importance. THE COEDUCATION OF THE SEXES. By Dr. E. E. White. The coeducation of the sexes has become one of the live questions, and the argu¬ ments pro and con are numerous and various. One of the arguments against educa¬ tion is based on the difference between the male and the female mind. It is affirmed that the minds of men and women differ, and it is inferred that this difference neces¬ sarily demands a difference of education. Is this inference a necessary consequence of the fact affirmed? Let us see. The physical organization of the two sexes is diverse. Does it follow that they require a diversity of food? Boys and girls sit at the same table, eat the same kinds of food, and breathe the same air, and their bodies are equally well nourished and strengthened. The mere fact of mental diver¬ sity no more necessitates a diversity of education than physical diversity necessi¬ tates a diversity of food and air. What must be shown is, that the mental differ¬ ence of the two sexes is such as to necessitate a difference of education, and this necessity must be proved ; it can not be inferred. It is not axiomatic. The fact that there is sex in the mind does not necessitate sex in courses of study and instruc¬ tion. Equally defective is the argument against coeducation based on the diversity of pursuit and mission. It is affirmed that the sphere of action of men and women as a class is diverse, and it is inferred that they consequently require a different prepara¬ tion, and hence a different education. Are these inferences necessary consequences? Why may not diverse minds derive a diversity of preparation from the same course of education? Almost every family is an illustration of the fact that different per¬ sons receive different influences and advantages from the same surroundings and circumstances. The oak and the elm grow in the same soil. The same is true in education. The two sexes derive a diversity of preparation from a like course of study, each eliminating and appropriating according to its own law and its own life’s needs and duties. This argument is eminently absurd when applied to ele¬ mentary and general education. The fact that a boy is to do a man’s work in life, and a girl a woman’s work, hardly proves that they should not study arithmetic, geography, and geometry together. When applied to special or professional educa- COEDUCATION OF THE SEXES IN THE UNITED STATES. 813 tion tlie argument may have weight. Moreover, the difference in man’s and woman’s sphere of action may require a difference of education, hut this is precisely the fact to he established. The argument against coeducation based on the difference in the physical strength and endurance of men and women is more logical. If it be a fact that women, as a class, have not the necessary physical stamina to endure a course of education as thorough and extensive as men, then it follows that women, as a class, must receive an education less thorough and extensive than men, as a class, are capable of receiv¬ ing. But it does not follow that the education of women should be less thorough than that which men are receiving ; nor does it follow that women who are physically capable of competing with men in the highest culture should be denied the privilege. But where is the average limit of woman’s physical capacity in education? So far as our common schools, high schools, academies, and normal schools are concerned, this limit has not been ascertained. In these grades of study she does her work as easily as her brother, and equally well, though not precisely in like manner. If her inferior physical strength practically limits her educational progress such limitation must be found in the college or university course, and this fact can only be settled by experience. It does not fall within the scope of logic. It will be noticed that we do not deny the facts which form the premises of this triple argument against the coeducation of the sexes. We admit that the intellec¬ tual, moral, and physical natures of men and women are not precisely identical, and this difference may be sufficiently marked to justify some diversity in their higher education. While we would give a daughter an education every whit as thorough and complete as a son, we are not sure that we would have their education in every respect precisely the same. The diversity would not, however, be sufficiently great to necessitate their attending separate schools. Whether all our colleges and pro¬ fessional schools should be opened to men and women alike, we are not prepared to decide. We would like to see enough of them so opened to afford the women of the country the highest educational advantages; and yet, could our word do it, we would, in addition to the Oberlins and Michigan universities for both sexes, endow Harvards and Yales for women. We feel sure that such institutions would be attended by many more women than the mixed colleges. Experience indicates that but few women, comparatively, wish to take a regular college course. Oberlin, and a few other colleges, have for years welcomed women to Iheir classes, but very few have availed themselves of the advan¬ tages offered. Meanwhile, Vassar and other higher seminaries for women have been well attended. There seems, at least, to be little danger that the opening of college doors to women would overcrowd college classes. A few girls, possessing as a class superior abilities, would be added to the class rolls. What will be true in the future, when woman’s pursuits and mission are enlarged, we can not say. We intended to notice the logic of several of the current arguments in favor of coeducation, but a want of space forbids. Suffice it to say that the non sequiturs are not all on one side. The logic that can jump from the fact that boys and girls are brought up together in the family to the conclusion that the sexes should be simi¬ larly associated in boarding schools will not pay puncturing. It is sufficient to say that there is not a higher institution in the country that adopts, or can adopt, the unre¬ stricted freedom and social community of the family. This sort of talk is, however, a good deal better than the clap-trap which denounces colleges for men as “ relics of barbarism.” Such a performance requires neither brains nor sense. The truth is the uni versal coeducation of the sexes is, to some extent at least, a question of moral elevation and enlightenment. There are evident advantages in bringing together young men and women of high moral character and refinement in the same institu¬ tion, and even under the same roof, but such an arrangement would hardly do in Peru or Mexico, since the essential condition would be wanting. We are not sure that it would work well in all the institutions of this country. The arrangement requires an all-controlling and vitalizing moral and Christian influence, and where this is wanting coeducation, involving coboarding, is a doubtful good ; at least there are two sides to the question. We would give every woman the opportunity to acquire the highest and best education possible, and leave experience to settle the rest. (National Teacher, June, 1872, pp. 214-216.) The organization of the high schools of Boston naturally meets with approval from the opponents of coeducation. On this side must be included the late Dr. Philbrick, whose superintendence of the Boston schools1 forms one of the most important chapters in the history of educational administration in this country. Dr. Philbrick regarded the specialization of the high schools of his city as the end of an evolu- ^rom 1857 to 1874, inclusive; also, 1876-1878. 814 EDUCATION REPORT, 1891-92. tionary progression which had already been attained in the u most advanced educating countries.” His position is shown by the follow¬ ing citations from a circular of information published by this office in 1885. The reader should keep in mind the statement by the present superintendent of the Boston schools as to the status of the high schools,1 and also that of the superintendent ot Salem schools,2 to which Hr. Philbrick refers. In respect to the foreign precedent, it should be remembered also that provision for higher education of women has not yet been developed in the German States, which alone are mentioned by Hr. Philbrick, and consequently their example has really little bear¬ ing upon the question before us. [Circular of Information of the TJ. S. Bureau of Education, No. 1, 1885.] CITY SCHOOL SYSTEMS IN THE UNITED STATES. By John D. Philbrick, ll. d. We Lave seen that in Boston the foundation of the high-school system was begun by a specialization of institutions instead of a specialization of courses within an institution. In harmony with this method a separate classical high school for girls was opened in 1878, although this plan was opposed by the friends of coeducation, who urged as a substitute the admission of girls to the Latin school for boys. In the meantime the first high school for girls, above mentioned, having been set up in advance of public sentiment, had a short life, being abolished under the lead of a very eminent and public-spirited citizen, who represented the aristocratic senti¬ ment, which is always anxious to keep the education of the people within pretty narrow limits. A quarter of a century later the establishment of a city female nor¬ mal school was immediately followed by the demand of the people for a girl’s high school. This demand was met by the makeshift method of reorganizing the normal into a girl s high and normal school, the result being <% good high school and a poor normal school. In time the specializing process took the poor, pinched normal department out of this double organization and organized it into a separate school, which soon became vigorous and efficient. We find here also another interesting illustration of the process of specialization in the development of the high-scliool system by the annexation of adjacent municipalities. The Boston system was by this means increased by the addition of 5 high schools, mixed both as to sexes and courses; and, besides, the old, endowed Roxbury Latin Grammar School above alluded to, was opened to the inhabitants of the whole city as a free classical school for boys. The annexed mixed schools were allowed to remain mixed as to sex but their courses were unified in conformity with that of the English high school, the ele¬ ments of Latin, however, still being permitted in addition for the local conven¬ ience of beginners in the classical course, who must later go to the central Latin schools in order to complete the preparation for college. At the same time an advanced course of two years was added to the original course of three years in the central boys’ English high school and in the corresponding school for girls, to which the graduates of the local high schools were admitted, and, finally, anew high school of the local type has been recently established to accommodate the inhabitants of an outlying district of the city. The system as it now stands then, exclusive of the free corporate school above referred to, consists of 6 local mixed schools of the lower order and the 4 central schools of the superior order, a classical and a nonclassical one for each sex. This central group of 4 high schools may be regarded as the normal type of high-school organization. It is in harmony with the organization of secondary edu¬ cation in the most advanced educating countries, which educates the sexes in separ¬ ate schools and provides separate classical and nonclassical schools for boys, of which the representative types are the German gymnasium and the Realschule. Considerations of economy will prevent this specialization in the small cities. In the largest cities, as we have seen, the progress towards this specialization is already considerable, and the history of education justifies the prediction that it will con¬ tinue to advance in proportion as the inhabitants comprehend what is best in educa¬ tion and demand it for their children. The ancient and cultured city of Salem is the only city where a fair trial of the specialized and doubly mixed systems has been made. The former was tried first See pp. 787, 788. 2 Seep. 789. COEDUCATION OF THE SEXES IN THE UNITED STATES. 815 for many years ; it was exchanged for tho latter, twenty-five years ago, to save expense. The result has not been satisfactory, and a movement is now on foot for restoring the S})ecialized system, which is said to meet with no serious opposition, except from tho economical point of view. But the specialization of the high-school system in our largo cities is not to stop here. We see already that Baltimore has incorporated into her system an institu¬ tion for higher education, patterned after the corporate manual training high school at St. Louis. It seems quite probable that high schools of this kind, with such mod¬ ifications as experience may suggest, will be established in all the principal cities. Such a school will, no doubt, meet the wants of a certain class of pupils, but if adopted it should be in addition to the standard types of classical and nonclassical high schools, and not as a substitute for either of them. And the reasons for estab¬ lishing a supplementary high school of this kind for boys hold equally good for establishing a corresponding school with appropriate hand work for girls. (Pp. 24-25.) * * 7* * # St Free secondary education having now become a fixed fact, attention in the future will naturally be given in larger proportion to the work of perfecting its organiza¬ tion and management, so as to adapt it more completely to the wants of all classes of citizens and render it an instrument of the greatest possible good, accompanied by the least possible evil. In my view, the evil connected with the high school which most Zcudly calls for a remedy is the harm which it is doing to the health of the girls who attend it. This evil is not of recent origin. It dates back to tho time wThen girls were first admitted to high schools; it is not limited to any particular descrip¬ tion of high schools ; it is found in both small ones and large ones, in separate schools and mixed schools. Nor is it restricted to any one region or section of the country; wherever there is a high school, there the evil is found, and there the application of the remedy should begin. Of course, the harm inflicted has its degrees. There may be schools under very judicious management of parents’ committees, superintendents, principals, and teachers where the injury to the health of girls has been reduced to a minimum. I am not aware, however, that such a school has come under my observation. On the other hand, there is a large number of schools, among which are some of the most noted in the country; where the injury inflicted upon the health of the female pupils is a very serious evil. What I mean is precisely this: That the evil of which I am speaking is general in our high schools and that the reform in this respect should be general ; not that the evil reaches every individual pupil, but that it affects injuriously some pupils even in the best schools, and a large percentage of the pupils in that large class of schools where, as yet, hygiene is only a word and not a reality. In justice to tho public high schools, it should be said, however, that the evil is not confined to them. It is quite serious, if not more so, in the whole body of thoroughly organized institutions for the higher female education. The causes of this evil are manifold. The following are some of them : Injudicious application of the marking system; injudicious system of examinations; too many studies;- too many home lessons; an injudicious method of teaching, which con¬ founds thoroughness with exhaustiveness; too much pressure to secure punctuality and regularity of attendance; rolls of honor printed in annual reports ; competition for honors and medals; too long abstinence from substantial food and nourishing drinks; bad air; cold drafts; too many flights of stairs. These manifold causes suggest the manifold remedies. The remedies can be more easily and effectually applied in separate schools than in mixed. To remedy the evil in qnestion effectu¬ ally in mixed schools without too great laxity towards the boys is no easy task. Higher female education has come to remain. It is a new element in modern civili¬ zation. It is a great boon. It has been attended with a lamentable evil wrhich has largely offset its blessings. Let the remedying of that evil be one of the chief tasks of all earnest promoters of higher female education. BOSTON SCHOOL DOCUMENT NO. 19—1890. Majority and Minority Beports of the Special Committee on the Subject of Coeducation of the Sexes. majority report. In School Committee, September 9 , 1890. At the regular meeting of the board, March 25 of the present year, on motion of Mr. Winship, it was ordered “that a special committee of three be appointed to con¬ sider and report upon the subject of coeducation of the sexes, with special reference to future school buildings.” 816 EDUCATION REPORT, 1891-92. In compliance with this order wo submit the following: It appears that not until 1790 were girls admitted to our public schools, when they were permitted to enter the grammar schools then established, on an equal footing with boys. A few years prior to 1830 several unsuccessful attempts were made by members of the school committee to separate the sexes. It was not until the latter date that Lemuel Shaw succeeded in influencing the committee to make the departure. The school committee, January 15, 1830, directed a subcommittee “to inquire whether essential improvements may not be introduced by a modification of the present sys¬ tem, or by the adoption of some other.” This subcommittee reported, May 11, 1830, through their chairman, Lemuel Shaw. From this report the following abstracts are taken: “The last defect which the committee will notice arises from the attendance of children of both sexes on the same masters, at the same houses, and pursuing in all respects the same modes and branches of study. “The committee recommend that an entire separation be established between the schools designed for children of different sexes. By this management we think some evils and dangers will be avoided, and decisive advantage gained. Under the present system, through the strict attention of the masters, little evil, i>erhaps, has been experienced. “It is well understood that until the year 1790 there was no public provision what¬ ever for the education of females in this town. The Latin grammar schools and the public writing schools, being the only schools supported by the public, were designed exclusively for boys. By the system then adopted an English grammar department was added to each of the three public writing schools, and then, for the first time, a provision was made that girls might attend these schools for six months, and no more, in each year. This system continued in operation, with some slight alteration, by enlarging the term for the attendance of girls to eight months in each year, until twm years since, when it was determined by the committee that girls should be privileged to attend the whole year. “The committee have thought that all the girls who now attend the seven schools may all be accommodated in the three largest schoolliouses, the Franklin, Bowdoin, and Hancock, which would be conveniently situated for the purpose, in the south¬ erly, central, and northerly parts of the city; and that the other four, namely, the Adams, Boylston, Mayhew, and Eliot, would conveniently accommodate all the boyh.” The following resolution was proposed by Judge Shaw for his committee: “That the present arrangement of the Eliot, the Hancock, the Mayhew, the Bow¬ doin, the Adams, the Boylston, and the Franklin schools be changed, and that the system set forth in the foregoing report be substituted therefor.” The main propositions of the report were adopted by the school committee June 30, 1830. By the regulations adopted by the school committee, February, 1833, it appears that the Eliot and Mayhew schools were exclusively for boys, while the Bowdoin and Hancock schools were used for the instruction of girls only, the other 5 grammar schools remaining as formerly, for boys and girls. Thus was rooted in our school system an error which may take years to fully eradi¬ cate. Since then this objectionable departure, this rut, has broadened and deepened, with no obstacles in its way, no influential objection to its sway, until we have 30 normal, high, and grammar schools, or school buildings, in 15 of which boys alone are taught, while in the other 15 buildings girls alone are admitted; and in the buildings intended for boys and girls together there are 74 classes, containing nearly 3,700 scholars, of which 39 classes are formed of boys alone, and the remaining 35 classes of girls. This gives only about 12,547, or 36 per cent, of our scholars in the schools men¬ tioned w ho are coeducated. Thus this city of Boston, that spends relatively more money for the education of her children than any other city of the Union, if not of the world, that prides herself upon her educational facilities, hampers more than any other city the rightful advance of girls and lessens the refining influences in boys by this separation of the sexes in our schools. The subject is of far weightier importance than a casual or superficial view would give it. It involves the question of the development of the maximum ability of the scholars in moral, intellectual, and physical training. Underlying it is that subtle psychological element which should not be lost sight of, and it is therefore to be hoped that each member will give it grave consideration. In these modern times of push there is, in certain localities, a great lack of deli¬ cate courtesy or chivalry, particularly among young people. The refining influence ol w oman is well exemplified by Wendell Fliillips;s story of the young man in the smoking car, who excused himself for using questionable lan¬ guage by emphasizing the fact, “There are no women here.” A like story is COEDUCATION OF THE SEXES IN THE UNITED STATES. 817 attributed to Grant. This check upon questionable utterances and acts is noticeable in all places where boys or young men are in companionship with the opposite sex; and herein lies the greatest good resulting from coeducation. Such constant com¬ panionship represses or subdues the rough and gross nature in young men. It is either right or wrong to have coeducation in our high and grammar schools. There is no middle ground in considering this subject. If a lower quality of scholars attends school in a certain district, that quality applies to the girls as well as to the boys ; and if the boys are separated from the girls, still the low quality remains, and is only divided. If it is right for brothers and sisters to live in the same house and eat at the same table, theh it is right that they should attend school together. Let them be brought up separately, and if they meet only clandestinely, great harm is likely to result. If wedlock is right and proper, then coeducation is right and proper. If men and women are to marry, they should know each other summer and winter before marriage, and the more they know of each other the less likely will divorces result. The serious objection raised by physicians to coeducation is based upon the deli¬ cate organic conditions of girls, but by the introduction of the excellent system of physical culture made in our public schools the weak and delicate girls will become strong, and the objection will ultimately vanish. At Wellesley College, by its special attention to physical and hygienic culture, over 1,000 young women are required to enter into a thorough course of physical training, and it is represented that these students pride themselves on their excellent physical condition, which they first endeavor to attain before subjecting themselves to serious mental strain. To gain the most impressive conclusions upon this subject it was decided by your committee that persons interested in education — intellectual, moral, and physical — be invited to give their views. Accordingly circulars were sent to the several masters of our schools, superintendents, pastors, physicians, and others. The following table gives the names of the several normal, Latin, high, and grammar schools ; the number of teachers in each school in favor of or opposed to coeducation; the sex of pupils attending each school; the sex of pupils in the several classes, and the average age of the pupils in the first and second classes of the grammar schools: Schools. Normal . Latin . Latin (girls) . Girls' High . Brighton High . Charlestown High. . . Dorchester High East Boston High . . . English High . Roxbury High . "West Roxbury High. GRAMMAR SCHOOLS. Adams . Agassiz . ADston . Andrew . Bennett . Bigelow . Bowdoin . Brimmer . Bunker Hill . . . Chapman . Charles Sumner Comins . Dearborn . Dillaway Number of teachers in favor of or op¬ posed to coedu cation. Teach¬ ers. Mas¬ ters. Yes., No.. Yes. Yes. Yes Yes. Yes. No.. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. jelasses^com-1 Arerage a|re of pnpils posed of- i in the“ Sex of pupils attending. . . Girls -- Boys. 16 Girls j Boys and girls, i - do . 21 i .... | _ do . - do . Boys . Boys and girls. . ...do Yes. No..! Dorchester-E verett . j Yes. ED 92 - 52 10 5 12 121 10 . 11 71 7 uf 10 . 3 4 101. 3 .... 1 1 5 2 . Boys. . . . .do . . . .do Boys. Girls. Boys. 1 .do .do 5| 5!-. ..do 5 4.. ..do 10.... Girls 31 52 ’So c3 03 z o PQ First class. Second class. and girls . . 1 10 15 T 15-4 ■ 14-11 ' 14-7 8 15 -1 ! 14-2 \ and girls . . 4 4 4 15-2 15 -6 14-2 ; 14-4 ) . 14 14 T1 15 G 14-7 14-11 ► . 10 15 6 15 '5 15-1 14-6 14 14 -10 14 -7 ; 9 16 15 14 15 -3 14-7 1 and girls . 14 14-6 15-2 i i 14-3 14 -4 » . 3 3 6 15-10 16 14 -if 15 -4 1 . 1 1| 9 14 -6 15-6 14-5 14-7 ) . 5 5 1 14 -5 15-3 [ 13 11 14 > . 4 lj 8 14 6 15 T 14 -2 14 -4 12 15 14 1 and girls . . 10 15-3 i 14-7 | 14*6 ' 14.7 818 EDUCATION REPORT, 1891-92. Schools. Humber of teachers in favor of or op¬ posed to coedu¬ cation. j Masters and teachers unde¬ cided. Sex of pupils attending. Humber of classes com¬ posed of— Average age of pupils in the — Mas¬ ters. Teach¬ ers. m o n Girls. Boys and girls. First class. Second class. In favor. Opposed. Boys. ! Girls. Boys. Girls. GRAMMAR SCHOOLS — eon- 1 tinned. Dudley . . . Yes. 11 3 Boys . . . 14 15 *3 13 -7 Dwight . . - . Ho. . 9 4 13 15 -8 15 T Eliot!. . Ho.. 4 14 2 . _ . .do . 20 14 T1 14 -2 Emerson . Yes. 8 4 1 Boys and girls . . 5 3 5 15-1 16 14-7 15*5 Everett . . Yes. 4 4 Giids . . . 14 15 14 -7 Franklin . Ho.. 14 14 15 T1 14 T1 Yes. 12 Boys and girls 12 14 T1 15 -4 14 -8 14 -6 Gaston . Ho.. 5 4 Girls . 12 15 T1 14 T1 George Putnam . Yes. 5 1 1 Boys and girls 7 14 -6 15 13 -5 13 -9 Gibson . Yes. 8 1 . . do . 9 15 2 15 7 14 -4 14 ’5 Hancock . Ho.. 12 Girls . . 12 14 TO 14 Harris . Yes. 7 Boys and girls IT 14*8 15 -2 14 TO 15-2 Harvard . Yes. 13 _ do . 13 15 15 -6 14 TO 14 -7 Hillside . Ho.. 7 Girls . 7 15 -5 14 -4 Hugh O’Brien . Yes. 13 Boys and girls.. 5 5 3 15 -5 15 -3 14 -4 14 • 5 Hyde . Ho.. 2 11 Girls . 13 15 -8 14 -6 Lawrence . . Yes. 7 7 4 Boys . 18 14 -8 14 T Lewis . Ho.. 4 8 Boys and girls . . 6 6 15 -2 15 *2 14 -3 14 -6 Lincoln . 4 1 "7 Boys . 11 14 13 Lowell . Yes. 11 3 Boys and girls . . 1 1 12 15*1 15-3 14-2 14 -2 Lyman . . . Yes. 12 1 _ do ......... . 13 15 -7 16 -2 14-6 14 TO M a.rti n . . Yes. 5 5 . . _ .clo . 5 14 -6 16 T 14 -7 14 Mather . Yes. 8 2 _ do . 10 15 -4 15-2 14 -8 14 -6 Minot . . Yes. 4 3 _ do . 7 15 -9 15 -2 14-6 14 T Mount Vernon _ Yes. 5 _ _ do _ 7 15 15 14 TO 14-8 Horcross . Yes. 14 Girls . 14 15 -3 14-8 Phillips . . Ho.. 6 6 3 Boys . .... 15 1 14. 11 14 6 Pierce . . Yes. 4 2 Ttnvs mid rnrls 6 15 -1 13 -8 Prescott . Yes. 10! _ 'do _ _ 10 15 -6 15-2 14 T 14 Prince . Yes. 10 10 15 '5 16-2 15 15-7 Quincy . . Y es . 2j 4 5 Boys . 11 14-6 13-9 Rice . Yes. 11 _ _ do . 11 15 -5 14 -5 Sherwin . Yes. 12 _ do . 12 14 T1 14 9 Shurtleff .... . . . 14 1 Girls . 14 14 -4 14 TO Stoughton . Yes. 10 Boys and girls . . 9 14. 11 15 T 14 T 13 -7 Thomas H. Hart . Ho. . 1 8 Boys . 8 14 TO 14 -3 Tileston . 2 i Boys and girls . . 3 14 -7 15 -2 13 T1 14 -2 W arren _ _ _ _ _ Yes . 13 _ _ do . . 13 15 -6 15 -7 14 T1 15 Wells . • . Y es. 8 2 Girls . 10 15 -4 14 -3 Winthrop . . Ho.. 16! _ do . 16 15 -4 14 -8 1 Total . 421 254 62 208 18 242 1 1 i The foregoing table shows : Masters in favor of coeducation . . . 44 Masters opposed to coeducation . 14 Masters undecided or favorable in part . 7 65 Teachers in favor of coeducation . 422 Teachers opposed to coeducation . 254 Teachers undecided . . . — . 51 727 It will be observed by the above that the masters who are opposed to coeducation, with but one exception, have charge of either boys or girls alone, while the excep¬ tional master, having boys and girls, has unmixed classes. COEDUCATION OF THE SEXES IN THE UNITED STATES. 819 SUMMARY. In favor. Opposed. Supervisors . . . 3 Masters . Teachers _ _ _ _ ... ..... . . . . . . . . . . . 44 499 14 254 g Presidents of colleges and professors . . . . . . 12 Superintendents . . 18 1 Reverends . . . . . . . . . . . . . 37. g Physicians . . . . . . 29 ■ 10 Total . . . 565 291 Of the 254 teachers opposed to coeducation, 122 are teachers of girls alone and 109 instructors of boys only. They may be considered cx parte in tlieir views, and should be ruled out. It appears that certain opponents of coeducation have, by an acquired interest in teaching boys or girls alone, warped their minds into the belief that the sexes should be separated, while others, through a lack of knowledge which experience gains, conclude theoretically that coeducation is wrong. To teach boys alone requires far more concentrated energy, will power, and nerve force or tension, than to teach girls, or boys and girls. The only advantage in hav¬ ing the sexes separated may be to give inferior teachers easy positions in girls7 schools. This is not intended to indicate inferior teachers in our schools devoted alone to girls, for the masters of such schools are as anxious as any to gain the best teachers the State alfords, but it is a fact that certain masters of mixed schools have separated boys from girls in order to aid inferior teachers. A very large majority of the opinions gained coincide with the views entertained by a majority of your committee. The committee recommend the passage of th« following orders: 1. Ordered , That the normal school be so arranged that young men may enter and join the young women in the same course of study. 2. Ordered , That the hoys in the Latin and English high schools, and the girls in the girls’ Latin and high schools, bo united in mixed classes as soon as practicable. S. Ordered , That the grammar schools in districts where the boys are taught in difl'erert buildings from the girls be arranged for mixed classes as speedily as the necessary changes in the buildings will warrant. 4. Ordered , That in the grammar-school buiidings where boys and girls attend, but where the boys are taught in separate rooms from the girls, the change be made by having mixed. classes. 5. Ordered , That all newly erected buildings, and buildings to be erected, be arianged for the coeducation of the sexes. J. P. C. Win ship. Emily A. Fifield. MINORITY REPORT. The undersigned, a minority of the special committee on coeducation, unable to agree with the conclusions or to support the recommendations of the majority of the committee, respectfully submits the following report: It is not deemed necessary by the minority to traverse the whole subject of coedu¬ cation of the sexes. The subject has been so fully and frequently discussed in recent years that the opinion of those interested is undoubtedly already formed. Indeed, as to the wisdom or unwisdom of educating together boys and girls, or young women and young men, it does not seem probable to the writer that there will ever be any substantial agreement. It is one of those questions about which there will always be wide differences of opinion, according to j>ersonal experiences and the conditions of population in different localities. It is easy to see that in small and homogeneous communities the conditions are entirely different from those obtaining in large, cosmopolitan cities; and looking at the subject from the point of view of the parent, it is obvious that while in certain localities where the population is homogeneous a parent will unhesitatingly send his children to a mixed school, he would be unwilling to do so if he lived in a com¬ munity where the conditions of population are quite different. In small towns and villages economic reasons seem to make mixed schools neces¬ sary; but in cities the question of expense in maintaining separate schools for the sexes is not an issue, and in such places it would seem to the minority a manifest injustice to compel a parent to send his children to mixed schools, if ho strongly objected to doing so. Unless, therefore, it can be shown that there is a principle at stake — that it is unjust and wrong to separate the sexes — expediency would cer¬ tainly dictate that the wishes of a very large proportion of thi-s community which does not believe in mixed schools should bo respected. 820 EDUCATION REPORT, 1891-92. For many years it lias been the wise policy of this city to maintain separate schools for hoys and girls after they have passed the primary-school age, except in the suburban districts, where for financial reasons the local mixed high schools and some of the mixed grammar schools have been retained; but as it is allowed that suburban high-school pupils may attend the large city schools where the sexes are separated, provided the parent so desires, it would seem that our present policy is an eminently fair one, and that it should not be changed, as recommended by the majority of the special committee, unless it can be shown that to separate the sexes is wrong, unjust, and unwise. Does the report of the majority show this? The statistical evidence of the report seems to the minority of little worth, for the reason that while a very large proportion of those interested in changing an existing state of affairs is always active to accom¬ plish their object, those who are not in favor of a change seldom take the trouble to defend the sta tus quo until they are driven to do so.1 The minority has made no attempt to collect statistics others than those presented; but he ventures to predict that if such changes as the majority recommend were found to be seriously thought of by this board, a flood of remonstrances would be forthcoming, not from other States and country towns, but from our own educators and from parents of this city, which would make the majority’s statistics seem futile indeed. Large numbers of letters have been received from teachers in favor of mixed schools chiefly on the grounds that it is easier to maintain discipline when boys and girls are together, and second, that the influence of the sexes is mutually salutary. In regard to the first supposed advantage, the minority would reply that a good teacher has no difficulty in maintaining discipline in separate schools, in witness of which statement attention is directed to the central high and Latin schools of this city, in which the sexes are separated. As to the beneficial influence of boys and girls on each other, there is a difference of opinion. That there are certain mutual benefits in the association of the young of opposite sexes, under judicious supervision and under proper conditions, no one can deny; but whether the judi¬ cious supervision and the proper conditions are generally obtainable in public schools is another question; furthermore, it remains to be shown whether the sup¬ posed advantages of association in schools are not by far overbalanced by certain evils of such association. A favorite argument of those who favor mixed schools is, that as brothers and sisters are brought up together in the same family, boys and girls should not be separated when they go to school. It seems idle to take time to consider this argu¬ ment; it is enough to point out that parents who delight in the brotherly and sis¬ terly relations of their own children may naturally prefer to have some choice in their children’s associates, and may be unwilling that their sons and daughters should mingle freely in the mixed public schools with children of opposite sex. There are those who take the position that, as marriage is the ultimate destiny of most boys and girls, they ought to be given an opportunity of meeting each other in early life in order to enable them to understand each other better, and thereby to make their choice more intelligently. To all this the writer would reply that the duty of the State is to educate her children in the public schools in the branches of common-school education, and not to provide for social intercourse between the sexes, however desirable that may be. The proper place, in the opinion of the minority, for the young of both sexes to meet and to learn to know each other is in the home and in the smaller circles of social life, under the eyes of judicious parents and with their approbation. The responsibility of the maintenance of proper relations between the sexes, then, rests where it belongs — with the parents and not with the state. If it is argued that whether boys and girls attend the same school or not they are sure to meet and associate more or less out of school hours, the natural reply would be that wise par¬ ents control their children out of school and restrict their associations in accordance with their own judgment. It is stated or implied in the majority report that a certain injustice is done to girls by not allowing them to attend school with boys. The writer fails to see the truth of this implication ; so far as his knowledge of our schools goes the curriculum is the same in all our schools of similar grade, except that girls are taught sewing and cooking, while boys are given lessons in the use of tools. If the implied injus¬ tice consists in withholding from girls the stimulating influence of good boys, let us be thankful that they may thereby escape certain evil influences of bad boys. That the writer may not be thought to overestimate the possibilities for evil in the mixed school, let him state briefly the result of his personal experience. He pacsed through all the grades of the public schools and was graduated from the high school in a flourishing suburban town, where the schools were second to none 1 There wero sent to physicians, who aro largely opposed to coeducation, 165 circular letters of inquiry ; out of this number replies were received from only forty-eight so that the majority report can hardly be said to correctly represent the opinions of the medical profession. COEDUCATION OF THE SEXES IN THE UNITED STATES. 821 in the State, and where the teachers were faithful and judicious. Even in the pri¬ mary schools, but more especially in grammar and high schools, words and actions came to his notice that no good boy or girl could hear or see without blushing. There were, so far as he knew, no overt acts of positive immorality ; but in addition to much foolish flirting and frivolity, there were not infrequent instances of outrageous offense against good manners and morals. It did not appear that any of these offenses could have been prevented by the teachers ; but they could not have occurred in schools where the sexes are separated. Passing from this atmosphere it was the writer’s happy fortune to enter one of our Boston schools, of which we all are proud, the Boston Latin school. In his three years’ experience in that school there was a conspicuous absence of anything of a low or immoral nature, and the contrast with his former experiences was as refreshing as it was startling. Can it, then, be won¬ dered at that when some thirteen years ago it was sought to admit girls to this school the writer united with other alumni and did all in his power to avert such a catastrophe ? The minority would certainly not imply that the pupils of our pros¬ perous girls’ Latin school could possibly be guilty of any impropriety of conduct if sent to the boys’ school ; but he wishes to express in the strongest way his belief that schools are places in which to educate the young, that all possibilities of harm should be kept out of them, and that there should be in them no sexual distrac¬ tions. There are other objections to teaching the young of both sexes in the same schools besides those based on moral considerations ; but the minority does not consider it necessary to dwell upon them. Much could be said of the unwisdom, considering the differing aptitudes and mental attributes of boys and girls, of teaching both sexes after the same methods, even if the studies pursued are identical. Much, too, could be said of the unhealthful rivalries between boys and girls, and of the baneful stimulus to delicate girls to overwork their minds at times when they should be allowed to rest. But enough has been said, it is believed, to show why the under- siged can not support the changes proposed by the majority, and to warrant him in recommending to this board that no action be taken in the direction of coeducation. Charles M. Green. The report embodied also numerous and copious abstracts from replies to the circulars of inquiry ; selections from these are cited here and in subsequent pages, though not in the order or position that they occu¬ pied in the original document. In making the selections the purpose has been to supplement opinions recently expressed by statements rep¬ resenting different experiments or a wider range of interests. The cita¬ tions immediately following are (1) from supervising officials, pub¬ lishers and editors whose observation and experience have not been limited to Boston, and whose opinions have weight throughout the country. (2) Teachers whose opinions have been formed in the imme¬ diate conduct of the policies between which choice is to be made. The arguments which the teachers advance are not new, but they are accompanied by professional experiences of greater value than opin¬ ions, experiences that teachers seldom attempt to formulate, but which are no where else attainable. (3) Clergymen who are of all men most thoroughly acquainted with social influences and tendencies. (4) Wel- known writers on social ethics. Citations from the Boston School Document. Opinions of superintendents, supervisors, and teachers. SUPERVISORS. I was sub master in the Adams school from 1856 to 1864. At that time, as now, both sexes were educated under the same roof, but not in the same classes. I requested the master (Mr. P. W. Bartlett) to allow me to fry the experiment of teach¬ ing both in my room. Previous to that date (about 1858-’59) the boys and girls were mixed in the first class only. My request was granted, and the experiment was so successful that soon it was the common practice in other schools. Of late years I have watched the high schools in the outlying districts, where boys and girls study and recite in the same fooms, and I feel sure that the results are very satisfactory, lam heartily in favor of the coeducation in well-disciplined schools. R. C. Metcalf. 822 EDUCATION REPORT, 1891-92. I believe in coeducation of boys and girls. The mutual influence is refining and strengthening to both. The natural emulation is a healthy stimulus and motive to study and thought. The moral effect is purifying and elevating, making the rela¬ tions between them less artificial and giving each a true appreciation of the other, leading to juster comparisons of the sexes and more hearty respect and good will on both sides. Coeducation corrects some of the most troublesome incidents of school discipline and throws increased interest into school work; it also develops symmet¬ rically and naturally the social feelings and cultivates courtesy and helpfulness in all the relations of life. Louisa Parsons Hopkins. Ann Arbor, Mich., May 5, 1890. In our Western schools — grammar and high schools — we know nothing by experi¬ ence of separate education of the sexes. Our pupils are all treated exactly alike, have the same course of study, the same teachers, recite in the same classes, have the same questions in examination, and participate in the same public exercises. This is true up to and through the high school. In the high school there is this degree of separation : The girls have their own “session rooms,” presided over hy women ; and the boys, their own, presided over by men; but in all school work the sexes mingle. In the junior and senior classes of the high school the pupils have class organiza¬ tions, partly literary, partly social. These class organizations make arrangements for occasional class social entertain¬ ments, which are held, by invitation, at the homes of class members. No evil seems to develop from any of these mterminglings of the boys and girls, while their gen¬ eral influence upon each other seems to be salutary. Especially is the presence of genteel, cultured girls a great benefit to some of the boys, in restraining, softening, humanizing them. Wo believe that boys and girls were intended to be brought up together, in families, educated together in schools, and yoked together in the same fields of duty and usefulness in the world. W. S. Perry, Superintendent. Philadelphia, April 30, 1890. In the Philadelphia public schools the sexes are educated separately, not only in the high schools, but, with few exceptions, in every grade of the elementary schools. Public sentiment is, however, gradually changing on this question. My own con¬ viction is that boys and girls can be taught to better advantage in every way together. Experience shows this to be the case, and coeducation is becoming universal through¬ out this country. Jas. MacAlister, Superin tendent , Cleveland, Ohio, May 2 , 1890. Formerly the practice in this city was to separate the sexes in all the grades, from the time of entering the school until the pupil left school, except in instances where the smallness of the school rendered it too expensive to so conduct the schools. Pupils of both sexes were obliged to recite together in the same room in the high school, and in many cases were obliged to be placed in the same general session room, the city having but one high school building on each side of the river. No bad effects what¬ ever resulted from this coeducation method, but rather the reverse. As rapidly as the old ideas could be overcome, the coeducation of the boys and girls in all the grades — high, grammar, and primary schools — was introduced. For the last fifteen years at least the coeducation plan has been uniformly followed. I have no hesitation whatever in commending it to all who are interested in the question, either practically or theoretically. No bad results have followed. On the other hand, there is a better tone and higher moral standard among the pupils. I shall be pleased to receive a copy of the report of your committee, when printed, if the same is for distribution. L. W. Day, Superintendent. COEDUCATION OF THE SEXES IN THE UNITED STATES. 823 San Francisco, Cal., May 5, 1890. A close observation on my part during a period of now nearly forty years, forcibly convinces mo tbat the coeducation of the sexes is founded in wisdom, and is a very great advantage to both boys and girls. We have both separate and mixed schools in this city, and my examination leads me to the inference that the latter present advantages not to bo had in the former. We have not, either in our grammar or high schools, had occasion to find any cause of complaint upon the part of the pupils, the parents, or the school authorities. Indeed, in our mixed schools we find an improved discipline and a greater zeal in the work. Our boys, subjected to the influence of the gentler sex, become not only more attentive in the prosecution of their work, but very much more gentlemanly in , “ their walk and conversation ;” and our girls less rude and more ladylike. My own experience as a teacher in all grades of schools and with my own chil¬ dren convinces me that the advantages had in mixed schools are very great, the disadvantages few. J. M. Anderson, Super i ntenden t. Cambridge, Mass., May 13, 1890. The inclosed report, written by William A. Stearns, who became president of Amherst College, gives an account of the beginning of the coeducation of boys and girls in the Cambridge high school. The arrangement then made of “placing the grammar-school scholars of both sexes in the grammar schools and the high-school scholars of both sexes in the high school” has continued to the present time, and during my connection with the schools of Cambridge, a period of thirty-six years, I have never heard the wisdom of that arrangement questioned. Francis Cogswell, Superintendent. Abstract from the report of William A. Stearns, chairman of the school committee of Cambridge, dated March 3, 1846, alluded to above : “In a wisely-governed school of this description, the manners of the boys are softened and their minds refined, while the girls are placed under that measure of restraint which conduces to self-respect, watchfulness, and dignity of character. Besides, both sexes become acquainted with the good qualities of each other's minds and hearts. The friendships which exist among them are more likely to be founded upon esteem, upon a perception of kindness, of honor, of scholarship, and such like virtues in each other, than when tho idea of sex is too carefully kept in view. May not the manifestation of- undue solicitude to keep them apart operate by a natural law of association through the imagination to strengthen the evil tendencies deplored? Are there any means more likely to degrade the minds and vulgarize the whole character of either sex than to educate them on principles which exclude all innocent friendships, all mutual regard for the excellencies of each other’s characters, all pure affections and civilities, and lead them to the thought that there is nothing attractive in each other's society but just that which is founded on the lowest distinctions of their nature ? It seems to us that it is not difficult for a wise and pure-minded instructor to inspire his pupils of both sexes with those high sentiments of propriety; the boys with that sense of honor, that regard for the character of a gentleman, and the obligations of duty; the girls with that delicacy and dignity so natural to the cultivated female spirit, and both with that just appreciation of what is due to their nature, to public sentiment, to the consequences of actions, and to the laws of God, which will not only preserve them from gross immorality, but make their intercourse in some schools liko that of brothers and sisters in the same family, alike purifying and ennobling. “ The extreme solicitude of some to keep up this kind of separation reminds us of a circumstance which actually occurred in one of our country towns some twenty years ago. In a large center school, as occasional glances were sometimes thrown across the aisle, it was seriously proposed by a most excellent citizen that f a squint¬ ing-board ’ should be erected between the boys’ and girls’ side of the house, to pre¬ vent any ‘ casting of sheep’s eyes,’ to the detriment of the morals of the school. What wise parent would be willing to send his children to a school, in which a squinting board should not only separate brothers and sisters, and shutout from the two sexes the cheerful light of each other’s countenances, but perpetually remind them that there is something degrading, something vulgarizing, something to be ashamed of in associating together, and even in looking at each other. 824 EDUCATION REPORT, 1891-92. “ Besides if children can not be trusted together amid all the restraints and pre¬ serving influences of a well-governed school, if they can not he taught to live together like brothers and ‘ sisters with all purity/ in the name of common sense what is to become of them when thrown out into society? “In the opinion of those who attended the late examination, the school has never been doing better, at least for several years past, than it is at the present time.” Springfield, Mass., April 28 , 1890. I have always been in favor of such coeducation; and whilst I have had supervi¬ sion of schools in which the sexes were kept separate, from the primary schools up through the high schools, I hav e not seen any good reason for changing my views on the subject. I hav e observed in schools where the sexes are educated together, as is the casein this city, that they have a mutually beneficial influence upon each other. 1 have not found any evils of a serious character at all to result from such association in school. I have further observed in places in which the sexes were separate, that such sepa¬ ration in school had the effect of leading to evils in other unavoidable associations on the street and on social occasions; evils which, but for this artificial separation in school, I believe would not have existed. I believe that what objections there have arisen in certain localities to coeducation are due to evils which are not due so much to the effect of coeducation, as they are due to the fact that there are weak teachers in the schools who have not the power to create either a stimulating, intellectual, or a wholesome moral atmosphere in the school. Wherever the separation of sexes appeared to be a necessity I have found weak teachers and poor schools in general. I believe that they are related as cause and effect. Thomas M. Balliet, Superintendent. Boston, Mass., August 19, 1890. The coeducation of the sexes in our public schools is no longer an experiment. It has passed beyond the domain of experiment into that of well-established results. Its practical working, and its effect upon the manners, the mind, and the morals of pupils have been tested under so many conditions, that it is no longer difficult to find data from which to draw conclusions regarding its value. It is true that different minds, using the same data, may differ honestly in regard to the effect of coeducation upon character ; but as to its effects upon mind, man¬ ners, and morals, which are to be judged by their outward manifestations, we may expect that a fair degree of harmony will exist among observing and discriminating teachers. My opportunity for gathering data upon this subject has been quite extensive, as, with the exception of the four years passed in college, my entire life has been in schools where both sexes have been brought together. These have been academies made up of young men and women of widely varying ages and conditions, high schools and union schools, embracing pupils of all degrees of advancement and every phase of social life and character. I have also been familiar with a large number of normal schools and uuiversities of the Middle and Western States in which the sexes have been associated from their origin. With this opportunity to study the subject, I may not seem bold if I express a decided opinion upon the results of coeducation. Few have failed to recognize the reciprocal relation of the sexes, a mutual desire to stand well in the esteem of each other. This often shows itself in an earnest rivalry, a quite determined though genial competition which stimulates to mental activity without provoking animosity, especially to that degree likely to exist among those of the same sex. The complementary character of the sexes is an important factor in their education when allowed to exert itself in their mutual association. It is the law of nature the world over, that the contiguity of opiiosites stimulates to activity. Opposite magnetisms attract, opposite minds arouse in each other dormant forces. Comjdementary parts brought together form the unit — the perfect whole. The family is the unit in society, because it has all the parts to make up the unit. The school is a unit only when it has both sexes. The family is best trained that has the training of both father and mother. The daughter gains her most symmet¬ rical growth only in the presence of a brother, and the brother only in the gentler influences of the sister. COEDUCATION OF THE SEXES IN THE UNITED STATES. 825 That school is best taught and disciplined which combines in its teaching force the intellect and character of both sexes. It would seem that teachers, who are students as well as teachers, of the minds under their charge, must have observed the opera¬ tion of this law. Young women develop better intellectually in the presence of young men, and the contrary is equally true; and what is true of young men and women is true of the boy and girl down to an early age. Their minds may not be different, but there are subtle forces at work that are different. Nobody sees how the sunlight does its work upon the plant, but he does see that the plant grows, and that sunlight is necessary to its growth. Nobody sees how the mental forces of one person enter into and do their work upon the nature of another, but he sees that there is such a work wrought. The practical results in Cornell University, Syracuse University, the University of Michigan, and most of the other universities and normal schools outside of New England, demonstrate the value of coeducation. They show that young women do better work in the mixed schools than in those devoted simply to female education. More of them reach a high degree of proficiency. The notable cases that have come from the university annexes indicate the value of contiguous study of the two sexes. What has been said of its effect upon mind can be said with equal truth regarding morals. The constant mingling of the sexes in recitation, the measuring of themselves one with another intellectually, begets a self-respect, a circumspection of conduct, that protects against undue intimacy, and is a safeguard to the young women as it is a barrier to young men. Respect of one party for the ability of the other compels respectful conduct on the part of both. Manners are so much an outgrowth of moral feeling that where a high state of moral culture exists, other things being equal, we expect to find a corresponding high condition of refinement of manners. The favorable effect upon young men and boys will not be questioned. Their manners are improved, and there are fewer instances of the ancient barbarisms of college life. Female society throws around them its restraints, imposes its obligations, and compels a propriety and refinement of con¬ duct not so prevalent in male schools. As a matter of course the government of such schools is easier, their morals higher, and the esprit de corps more elevating. The forces of society are combined and act together, and, as a consequence, more satis¬ factory results are obtained. And while character is subtle — a something that can not be handled or seen — it stands to reason that a fuller and more symmetrical development will be secured when all the forces of social life are in harmonious action, than when any single element is wanting, and that better men aud better women will be the outcome of our educational work. W. C. Ginx, Late Superintendent of Schools, Hillsdale, Mich. Editorial Rooms, New England Publishing Company, 3 Somerset street , Boston, September 6, 1890. I have twice written you in reply, but have repudiated both. The simple fact is that it is a line of school thought to which I have given little attention. My thought has been largely focused upon the other ways and means. I do not see any principle involved that experience sustains. I have always said that, theoretically, boys and girls in all grades at all ages should be at school together, but in experi¬ ence I do not see that it makes any difference in the hands of a first-class teacher. The Dwight school and the Gaston are as good schools as I know in the country. I do not see how they could be much improved if they were “boys and girls’ ” schools. I would never open a new school that was not mixed, but I see no call for a read¬ justment of the schools. A. E. Winship. TEACHERS. NORMAL AND HIGH SCHOOLS. Normal School, Boston, May 5, 1890. I think all the teachers in the normal school agree with me in the opinion that it would improve the training school as such to introduce girls. It would give the normal pupils an opportunity to observe the modes ot discipline adapted to both boys and girls in a grammar school. Whether the change is iiracticablc at the pres¬ ent time I am not prepared to say. 826 EDUCATION REPORT, 1891-92. I should be in favor of having boys and girls in all grammar schools if there were schools in which the more vicious boys were required to attend. It is a serious question how far it is our duty to assist the vicious by association with the good. I am pretty well satisfied in my own mind that the discipline of a school "is made easier by the presence of both sexes. Larkin Duxton. Boys’ Latin School, Boston, June 6, 1S90. On general principles and under ordinary circumstances I am not opposed to the coeducation of the sexes. I am opposed to it in the Latin school. Several years ago a iirotracted and exhaustive hearing was given by the school board on this very question, so far as the Latin school is concerned. A happy solu¬ tion of the question, as it has always seemed to me, was made by the school board in the establishment of a separate school for girls. The boys’ Latin school is large enough already. The schoolhouse is constructed for boys alone. Some of the work in the Latin school seems better adapted for boys than for girls. I have always had considerable sympathy with the objectors to the coeducation of the sexes in a classical course of instruction, though I do not con¬ sider their reasons as conclusive. Under the present peculiar and favorable condi¬ tion of the two Latin schools in this city, I should consider it unfoidunute to have them united. Three teachers are in favor and eleven are opposed to the coeducation of the sexes. I understand that this expression of the teachers’ opinion is, in most cases, if not all, confined to coeducation in the Latin school, and not to the question in its general application. Moses Merrill. Girls’ High and Latin Schools, Boston , April 25, 1S90. To my mind coeducation in secondary schools is largely a question of balancing advantages against disadvantages, and so is to bo viewed with favor or disfavor according to the local conditions under which it is tried. In towns and small cities haying a substantially homogeneous population, coeducation works well in the main ; for there the conditions approach in simplicity the conditious of family or neighborhood life. In largo cities, however, the case is different. There the popu¬ lation is not homogeneous, the families represented in the school are not known to one another, the numbers brought together in a single school are much larger, and the proportion of coarse natures among the pupils is apt to be somewhat greater. All this tends to make the question of morals and manners a more complicated one ; and it is upon morals and manners — in other words, on the formation of character — thattho question of mixed or separate classes, as it seems to me, chiefly turns. Now, evils in the domain of morals, though perhaps they occur no oftener in mixed than in separate schools, are more serious when they do occur there. As such evils can be dealt with more directly, more quietly, and with a nicer adaptation of means to ends in separate than in mixed schools, I am inclined to think that for largo cities like Boston the former are to be preferred. I am confident that, in such subjects as physics and civil government, boys are more appreciative, moro alert, aud more responsive than girls, and the latter would unquestionably derive great benefit from association with the boys in the study of these subjects. In schools established for boys exclusively, the teachers seem to feel under the necessity of resorting to artificial means of stimulating their pupils to industry; whereas, in schools established for girls exclusively, artificial pressure is not only not helpful, but is positively injurious. It is difficult for me to believe that the sex which needs spurring and the sex which needs curbing should be trained together. Miss Shaw and Miss Foster, also three other teachers in our school, express their opinion that girls become intellectually more alert, and less passively receptive, when associated with boys in the same classes, than when taught by themselves. Neither Mr. Thurber nor Mr. Williston makes this observation, and I should not have thought of doing so myself as the result of my personal experience. As the result of my observation, however, I recognize the statement as true. This leads me to say that, other things being equal, I am inclined to think that girls are somewhat moro responsive to the teaching of men than to the teaching of women. John Tktlow. COEDUCATION OF THE SEXES IN THE UNITED STATES. 827 Girls’ High School, Boston , April £ 4 , 1S00. I have had long experience in schools for the separate sexes and also in mixed schools. My opinion is decided, that the advantages are, on the whole, on the side of the separation of the sexes in upper schools. The tastes, the natural tendencies, the ways of receiving the subjects of instruc¬ tion, the prospects of employment hereafter, all differ in the two sexes, and, whether he is aware of it or not, the teacher’s methods take a coloring from his environment and adapt themselves to the circumstances of the case, with wholesome results, so far as this is possible. Many things in high-school teaching take their shape from the conditions as determined by sex. Only as teaching grows mechanical does it come to concern itself less with individual and sexual characteristics. It is a great gain in any school when it can be so organized as to make the classes homogeneous in all the respects that determine the ways and means of instruction. It is an econ¬ omy not to have to consider the boys and the girls as needing somewhat different, but parallel, treatment in the same classes. Girls grow more reserved when boys are present, as do boys when girls are present. Something of naturalness has to be sacrificed when the sexes are mixed in secondary schools. I am sure that many of the topics which girls choose to write their compo¬ sitions about, they would never take if they thought their exercises were to be heard by young men. They are tolerably free to write on domestic employments, cooking, sewing, kindergartening, and other such topics — the topics that really interest them. Were boys in the classes, the girls would grow altogether conven¬ tional, and write without real personal interest, but only with the aim of avoiding the fate of becoming the objects of a smile. S. Thurber. Charlestown High School, May 5, 1S00. I am in favor of mixed classes. My experience covers about twenty-one years in Boston schools, about equally divided between boys’ classes and mixed classes. This experience has convinced me that in mixed classes a better degree of schol¬ arship can be maintained, and that the discipline is better, more wholesome, and higher in tone. The life and spirit of a well-conducted mixed class is simply delightful to me, and there is the same satisfaction to me in the gentlemanly and lady like bearing of the pupils to each other, that I derive from the society of ladies and gentlemen in the world outside of school. I believe in mixed classes, because I believe in mixed teachers. I do not subscribe to the sentiment that teachers should all bo men. Some of the best teachers I have ever known are women, and aside from their ability to teach, they exercise a most excellent influence. I am sure that boys and girls of the age of high-school pupils need the higher les¬ sons of character, of noble sentiment, of unselfish service which women are quite as ready to give, in their lives, as men. As I look back over my boy-life, I remember with gratitude the great influence of certain women as decided, as energizing, as directing, as that of any men who guided and assisted me; and I like to believe that in youth nature is much the same now that it was then. J. O. Norris. Dorchester High School, May 5, 1S90. I am a decided believer in a commingling of the sexes in high schools. As to gram¬ mar schools, I have had no experience to which I ean appeal, and hence have no opinion worth quoting. My observations are based upon a service of fifteen years in the English High School with boys alone, and some six years with mixed schools mostly in East Bos¬ ton and here. At the end of my term of service in the English High, if I had any opinions, they were, as to boys at least, in favor of separation. During these latter years, however, it has become increasingly clear to me that the work done and the faithfulness shown by the girls is on the average much superior to those of the boys. Now, this is not only a stimulus to the latter, but it sets a standard which is con¬ stantly on hand, to bo appealed to by way either of rebuke or inspiration, while it silently exerts a leavening influence. Of course I am repeating only the truisms of the subject when I say that the association of young men and women tends to tone down many of the roughnesses of boys, to produce a refinement in manners, and, unconsciously to them perhaps, exerts a restraint valuable in its effects. These 828 EDUCATION REPORT, 1891-92. very effects have come under my direct observation as a teacher, while I recall the same influences as a boy myself in school. Moreover, I am sure that it is easier to maintain a proper degree of discipline with a commingling of the sexes. The influence of the girls is almost always on the side of good order. I recall instances where the boys have scarcely dared to commit acts which alone they would not have hesitated to do, because the girls emphatically frowned upon them. The excellent influence exists not only in the intercourse of the school session, but in those “off” periods such as recess and before and after school. The benefit does not come wholly to the boys, however. In some lines the knowl¬ edge of the latter excels, particularly in practical matters such as mechanics and civil government, and frequently this tells in the class-room. That a certain man¬ liness and a smaller begetting of prndishness results in the girls I am quite sure. Perhaps, recollecting the faithfulness of the girls and, possibly, their fewer distrac¬ tions alone, they might go over more ground in text-books. Whether any better or healthier work would be done is fairly open to question. With girls alone I have no experience, and any opinion I may have is based on a priori consideration. I have never as yet been so unfortunate as to undergo any of those sinister expe¬ riences which have not been unknown in mixed schools, and so the optimism of my opinions is not dampened. The sentiments also of all the teachers in this school have been sought, and on the main question harmonize with mine. Chas. J. Lincoln. GRAMMAR SCHOOLS. John A. Andrew School, May 5, 1890. This has been a mixed school from the beginning, but until within a few years the sexes have not been together in the same rooms except in the first class. From time to time the number of mixed classes has been increased, and the results have been such as to lead me to believe that coeducation is better, at least in the grammar schools. It follows the ordinary structure of the family and society, and is the way that three-fourths of all children are educated. In rural communities, from necessity this has been the custom, and certainly in morals, manners, and intellect the country child is the equal of the city child. It is confirmed by the habits and customs of daily life ; they are together at home and out of school, and should be taught together in school. To educate separately is to change the order of nature. My experience tells me that it is best for the harmonious development of both sexes. In mixed classes each sex exercises a healthy restraint upon the other. Girls admire a manly boy and boys a womanly girl. And “What the child admires, the youth endeavors, and the man acquires.” Mean actions, which with either sex alone might be applauded, would be frowned upon in a class of both sexes, and not repeated. Thus the influence of each sex upon the other is healthful. Good disci¬ pline comes from evolution, not repression. Self-control is the key to success in school as in life. Coeducation begets self-control. To state briefly, coeducation is best because it is natural; it gives each sex the same opportunities ; it cultivates the best in each ; it develops self-control; it gives a more harmonious development. J. M. Dill. Bowdoin School, April 28, 1890. I am decidedly in favor of mixed classes. Because the family is a “mixed class.” Bcause each sex is a restraint upon the other, and in the right direction. Because the moral tone is higher when the sexes are together. Because knowledge will be gained in mutual daily work, which may be of great use in forming life unions. Because boys are awakened, refined, and given better ideals by coming into con¬ tact with the opposite sex under the watch and care of high-minded teachers. Especially will this be true if these teachers are of both sexes. I have long felt that an exchange of teachers should take place between the girls’ high and Latin schools, and the English high and public Latin schools. Because girls need to come into contact, during the formative period of their minds, with good, strong male teachers, in order to have a more complete develop¬ ment. The influence of a superior woman or man, acting alone upon the minds of COEDUCATION OF THE SEXES IN THE UNITED STATES. 829 youth, can give but a partial development of character. If both exert their influence during the same period, the most comprehensive and beneficial results will follow. In short, I would say the boys and girls would have higher ideals, would bo more refined, more easily moved by sentiments of honor and respect, and would gain a more intelligent understanding of each other, which might be of great use in after life. As our teachers do not seem inclined to write out their opinions, I venture to add some opinions of my first class girls. About two-fifths of them have been in mixed classes. All of these, with one excep¬ tion, think mixed schools are the best. The girl who did not agree said she went to school in the country where teachers w'ere changed every term nearly, and the boys had things their own way. The girls, as a whole, are in favor of mixed classes. Only four voted in favor of keeping the sexes apart. Without asking leading ques¬ tions, these statements were made in favor of coeducation. The girls would try harder to get ahead of the boys. The boys and girls would be a restraint npon each other. Both would come cleaner, neater, and be more refined. One girl, who has not been excellent in deportment all the year, said she would behave better because her brother would report her at home, etc. Of course you will take these opinions for what they are worth. They were given with as much dignity and soberness as could be expected from yojung persons. I consider them weighty, though not conclusive. It seems to me that if children are to be separated, it should be done before and after school first. This would seem more reasonable, because while in school they are under the care of teachers who can restrain any improprieties. Besides, when engaged in school work their minds are withdrawn from sex distinctions. This battle concerning coeducation has already been fought out in Charlestown. It was fought a long time ago, when there were three grammar schools, one only being mixed. It was settled by putting both sexes in the other two. During my long residence in that part of the city I have never heard from any parent the wish, even, expressed that a return might be made to the old plan. These opinions are based on knowledge and experience gained outside of Boston in all grades of schools, from the ungraded country school to the well-graded city high school. Since I came to Boston I have taught two and a half years in a large boys’ school, twelve and a half in a mixed school, and four years nearly in the Bow- doin, which lam sorry to say has no boys. I have six children in the public schools of Boston,. and I want them all to have the benefits of coeducation. Alonzo Meserve. Bunker Hill School. It is natural for children to grow up together, and Up to a certain age, say about 13 years (or indeed so long as it is thought advisable to teach boys and girls pre¬ cisely the same subjects), I think mixed classes preferable, especially in schools where there is no great difference in the moral standard of the pupils. But when the time comes in the age of children, as I think it should come, that subjects are taught with some reference to their future employment, I think separate classes are preferable, in order to accomplish more (better results) in the same time. The committee lias already recognized, in part, this difference in the needs of the sexes, by providing a course of sewing and cooking for the girls, and another one in carpentry, etc., for the boys. I would go somewhat further in this direction. I would make a difference in drawing, working in a less mechanical and more artistic course for girls than for the boys. So in physics and arithmetic. Tho practical needs of the housekeeper are unlike those of the mechanic and builder, and while general principles should be taught to each, the illustrations and applications should be largely adapted to future requirements. Samuel J. Bullock. Gaston School, April 22, 1890. I am not in favor of mixed classes. I have taught in mixed schools, in schools for boys only, and for ihe last year in a school for girls. After leaving a mixed school and taking charge of a boys’ school, I soon became convinced that the boys were more studious, more interested in their work, and made greater progress than they did when in competition with girls. 830 EDUCATION EEPOET, 1891-92. I was so well satisfied of the correctness of my conclnsions, that when I came to Boston as submaster of the Bigelow school, I very soon asked the privilege of hav¬ ing boys only, and graduating them, leaving the girls to be instructed by themselves. My request was granted, and the boys immediately took equal rank with the girls, receiving — because they had earned them — as many medals at graduation as the girls ; whereas never before had they taken more than half as many. The Lawrence and Lincoln schools soon separated the sexes in the same manner, with the same good results. The girls continued to do as well as before, thereby losing nothing scholastically, while the boys made great gain. I have been a careful student of the subject, in regard to the effect on boys mor¬ ally, and I have failed to discover that the separation was in any degree demoraliz¬ ing, or that the boys were not as refined and gentlemanly as when taught in the same classes with girls. These opinions are confirmed by a twenty years’ mastership of a boys’ school. I have not been in a girls’ school long enough to have as definite opinions of the effect of separation upon girls, but as far as I can see they do not suffer in any respect by the separation. Tiios. H. Barxes. Hyde School, April 23, 1890. After fifteen years’ experience as a teacher of mixed classes in high and grammar schools, and a longer experience in schools in which in the sexes were taught sepa¬ rately, I am of opinion that, on the whole, it is better in high and grammar schools, in large cities, that the boys and girls be educated in separate schools. This has been the policy of the school board for many years. Our so-called mixed grammar schools have been two schools, one of boys and one of girls, in the same building. Barely have boys and girls in large schools been taught together in the sameTOom. Boys, as a rule, have graduated younger than girls. Girls give four hours a week to cooking and sewing in some classes. Many wise persons think more time should be given in school to fit girls for the peculiar duties of their station. They should not be disciplined or taught as if they were boys. They should not be subject to pressure such as is often good for boys. Important hygienic instruction can be given to girls or boys alone ; nay, should often bo given. The average mother fails, at the vital point, properly to instruct her daughter; therefore the teacher must not fail. Some sins against the body are crimes against the coming generations. If these sins are committed ignorantly, the results follow. A mixed school of young people in their teens must be a nursery of ignorance as to some essential truths. I think more and better intellectual work is done in schools where the sexes are taught separately, and with less friction. S. C. Stoxe. Lixcolx School, April 22, 1890. Having tried both mixed and separate schools, I am still in doubt as to which is better. In the Lowell School I had boys and girls in the second class for two years, and then asked Mr. Jones to let me have only boys, which he did. My reason for asking for the change was that it seemed to me that the boys were somewhat cowed down in the presence of the girls and would not talk out as freely as when alone. Some of the quiet girls seemed to be afraid, too. I found the change profitable. The boys when alone would discuss a subject, expressing their opinions more freely, where they had before confined themselves to facts simply. They seemed to grow more manly and independent. As a rule, I think boys in a boys’ school are more manly in many ways than in mixed schools. But mixed schools make discipline easier than boys’ schools and harder than girls’ schools. So that point balances itself. In a moral view, I do not believe it makes any difference, except in a few individual cases. M. P. niTE . COEDUCATION OF THE SEXES IN THE UNITED STATES. 831 Lowell School, April 22, 1890. For fifteen years I was principal of tlie Comins School, where the sexes were in separate rooms. In this school, seventeen years, we have had mixed classes. My experience leads mo to pronounce in favor of mixed classes, for the following rea¬ sons : 1. The weak points in the character of the pupils of either sex are corrected by the presence of the other. 2. The character of the boy is refined ; that of the girl strengthened. 3. The rudeness of the boy and the frivolity of the girl are restrained, and tho manners in both are elevated. 4. There is no good reason why tho good effects that flow from tho mutual influ¬ ence of mingling the sexes in the family circle should not bo looked for when wo imitate nature in the school. 5. There is no longer any doubt of their being able to go on together with the same work. 6. I feel sure that the suspicion which some have, that tho character and manners of each may bo injuriously affected, is not worthy of a moment’s thought. 7. The members of a family going to the same school, having the same master, and being governed by the same discipline, tend to peace and good feeling by all con¬ cerned. Daniel W. Jones. We subscribe to the above. Edward P. Sherburne. Eliza C. Fisher. Winthrop School, April 21, 1890. I am not in favor of mixed classes. As society is constituted in our cities, there are necessarily many children in our schools who are ignorant of the amenities of life, and others who are wholly indifferent concerning them. It is better that such pupils should be associated in classes with others of their own sex, in order that the improprieties of conduct may not demoralize the opposite. The citizens in general can have no conception of the manner in which many, many of the children live, whole families crowded together contrary to the laws of decency, so that the gross immoralities of tho community become subjects familiar to the sight, and thus those witnessing them lose, in a great degree, the idea of their enormity. Things have transpired in my primary schools, even, that have led me, when possible, to separate the sexes in tlie upper class. The argument that both sexes are reared together in the family loses its force when the family is made up of hundreds of children from as many different homes. My own experience when my children were in a mixed school greatly strengthened my convictions on the subject. Teachers for a boys’ school, peculiarly adapted to the work, would often bo less successful with the other sex, and rice versa. In the proper conduct of a school lies tho great success of the instructor. The teacher’s ways must bo agreeable to the pupils, their ideas must be in harmony in order to accomplish the best results, and I am thoroughly convinced that but very few teachers can be equally adapted to both sexes. Instruction in sewing and in manual training generally can be better arranged when the school is made up of one sex; and so with physical exercises, boys would enjoy and profit by many movements less suitable for girls. Young girls should not be subjected to the sight of corporal punishment as inflicted upon boys in mixed schools. I think parents are often deterred from sending daugh¬ ters (or should be) to the public schools on account of the punishment witnessed there. The personal preferences of boys and girls for each other, and tho iutercourso to which it leads, are detrimental to close attention to study. I spent eight years as usher and submaster in the Mayhew school for boys, and, therefore, do not speak exclusively from the standpoint of a girls’ school. Robert Swan. CLERGYMEN. Eoxbury, May SO, 1S90. I have been for many years one of the trustees of Antioch College, in Ohio. The system of the coeducation of the sexes was introduced in that college at its founda¬ tion, and has been continued ever since. I do not think that any person acquainted with the college would wish to change it. This seems to me a fair instance for your 832 EDUCATION REPORT, 1891-92. purpose, because a large part of the students in this institution are connected with a preparatory school, which receives pupils at about the age of those who would attend high schools here. As is very well known to you, the practice of all the towns in the Commonwealth, excepting Boston, has always been to receive pupils of both sexes, whatever was their age. The old country academies thought of no other system, and are all organ¬ ized on that basis. I wish somebody would say why the Boston schools were ever organized on any other basis. I have paid a good deal of attention to our daily school education here, and I never knew. This is, however, certain, that Boston is the exception to the policy and habit of the Commonwealth for two hundred and fifty years. Edward Everett Hade. Jamaica Plain, JuneS, 1890. In my opinion the “coeducation of boys and girls in high and grammar schools” is a good thing for the boys and not harmful to girls. Most boys have much of the barbaric in them. The presence of and association with girls helps to humanize and civilize them. So far as the mere acquisition of knowledge and intellectual devel¬ opment are concerned, I do not think it makes any difference whether boys and girls are associated or separated. Yet, of course, the acquisition of knowledge and intellectual development are not the only things for which our schools are maintained. We wafft our boys to grow up gentlemen. The society and presence of girls is a powerful means to this end. As regards the attraction which each sex has for the other, which, I take it, is the supposed source of the evil that may arise from the coeducation of the sexes, I think the separation of the sexes has a tendency to lead to the very evils it is sup¬ posed to guard against. As a boy and youth I was in both kinds of schools, and that is my judgment of the two systems. The male sex, whether young or old, is greatly benefited by association with the female sex; and so society as a whole is benefited. And to be a benefit to the body politic is, I take it, one purpose of the public schools. One of the most public sources of the degradation of Oriental countries is the separation of the sexes. I was three years in the army during our civil war, and could not help noting the baneful effect upon men of separation from the influence of women. There was a marked tendency to retrogade in all that has to do with refinement and the finer elements of our nature. Thus, you see, I believe in the coeducation of the sexes, for the sake of the boys. I hold that it is in many ways helpful to girls; but not in such marked degree as to boys. S. N. Shewmax, Hector St. John’s Church. 61 Cushing Avenue, Boston, April 29, 1890. I am not aware that any institution that has tried coeducation has ever aban¬ doned it. I believe that in every case the results have been favorable. For ten years I had the superintendence of the schools of a large town, so that I can speak from experience. There seems to be no more reason foi an arbitrary separation of the sexes during school life than during the period before and after it. They are together in the fam¬ ily and mingle in society, not only without harm, but to their mutual advantage. In the nature of things, boys and girls should be trained up together, since they are to live together as men and women, and need to be taught their true relationship. Separate schools for boys and girls are relics of a monastic age, when women were regarded as inferior beings. But in our day it is proved that woman has the capacity for the highest culture and ability to engage successfully in the various affairs of life. The sphere of woman has so enlarged that many avocations that formerly were held exclusively by men are now open to women, and women are pursuing them with success. Hence women, as well as men, need a broad and high education. But whilst coeducation offers equal advantages to both sexes, it does not compel a dead level of uniformity. Eclecticism is now dominant in the higher schools of learning. This elective system affords ample scope for choice of studies to meet the special needs of women. I am confident that the objection made to coeducation on moral grounds has been proved to be groundless. The testimony from the schools where coeducation has been practiced is to the effect, that not only no harm comes from the mingling of boys and girls in the class¬ room, but that the results are positively good. Personal observation has led me to COEDUCATION OF THE SEXES IN THE UNITED STATES. 833 the conviction that coeducation is better for mind and morals than education of the sexes in schools apart. There is less rowdyism and more earnestness among boys, and less unlady-like conduct and fewer escapades among girls, in mixed than in separate schools. There is danger for the young of both sexes anywhere, but there is nothing gained and much lost by their separation in the class room. There one is both a stimulus and a restraint on the other. Jean Paul says, “ To insure modesty I would advise the educating of the sexes together. But I will guarantee nothing where girls are alone; and still less where boys are alone.” Coeducation means a development of life into manly and womanly completeness. R. J. Adams, D. D., Pastor Stoughton street Baptist Church. 92 Seaver Street, Roxbury , April 29, 1890. I. It is a great stimulus to intellectual endeavor, promoting an ambition for suc¬ cessful scholarship. II. It is also a very powerful inducement to the cultivation of habits of personal neatness, to a creditable demeanor and general refinement of manners. The very disparities of household training manifest in a public school are so exhibited in the school room where the prevailing mode of mind among the pupils is more observant and ambitious than elsewhere, that they powerfully plead for the better examples, and thus tend more to refine than to degrade. III. Such effects greatly aid the discipline and promote the general success of the school. IY. The evils incident to the inevitable association in life of weak or ill-regulated young persons of different sex would seem to be in a measure guarded against and held in check when that association is largely within the range of educational rela¬ tions, and is thus necessarily in a good degree guided by their elevating influences. A. H. Plumb, Pastor Walnut Avenue Congregational Church. First Baptist Church, Commonwealth Avenue, Boston, Mass., April 29, 1890. I know of no valid reason why coeducation should not be a universal and perma¬ nent feature of our common-school system. The separation of the sexes is detri¬ mental to both. It belongs to the very essence of free government and a Christian civilization that the sexes should be mutually respectful and mutually helpful (with proper supervision a school may be as innocent as a home), and this they can be only through a proper education together. The world moves forward, not backward. Coeducation is increasing in the higher institutions of learning. The coeducation ought to begin in the grammar school, and continue. Life is a coeducational school. I did not know that the question of coeducation was any longer debatable, at least as far as regards the earlier stages of education. Philip S. Moxom. I was so educated; I believe it to be the better plan; it has a tendency to take from the boys roughness and coarseness, and cultivate more gentlemanly deport¬ ment. In literary pursuits I can not see that anything is lost. I am decidedly in favor of coeducation of the sexes. I had an experience of seven years, and that was the order then. The best class I ever had in Sunday school was a mixed class, and secured the best attendance and a more thorough knowledge of the lesson. C. H. Brown. Superintendent B Avenue Baptist Sunday School. 57 Rutland Street, Boston, Mass., April 29, 1890. I unhesitatingly record myself as in favor of coeducation of the sexes. I have two daughters in attendance upon the Everett School, and a young son in the Rut¬ land Street primary department. I do not know that coeducation is important so far as the girls are concerned, but believe it to be of incalculable advantage to the boys. And yet I am persuaded it is better even for the girls. Wm. Nast Brodbeck, Pastor of Tremont Street M. E. Church. ED 92 - 53 834 EDUCATION REPORT, 1891-92. 109 Columbia Street, Dorchester, May 5, 1890. I am a firm believer in coeducation of the sexes, in all grades from the kinder¬ garten to the university, also in professional schools. I am unable to understand why, iu our educational institutions, we should adopt a principle of separating the sexes which does not obtain anywhere else in life. It seems to me that beneficial effects only are seen where the sexes are together, as in Cornell University, Ann Arbor, and the Meadville, Pa., Theological School. George H. Young, Pastor New South Church . Boston, May 13, 1890. I am entirely in favor of the coeducation of boys and girls in both grammar schools and high schools. In the West, where the first seven years of my life in America were passed, such coeducation was, I think, universal, and it was what I there saw of it which impressed it upon my mind as the best plan. It was a new thing to me, for, in England, coeducation beyond the infant school is almost unknown. Brooke Herford, Arlington Street Church. South Boston, May 13, 1893. I am in sympathy with the plan of coeducation of the sexes. 1. Ifc is the plan of nature in the family. Boys and girls in the family together are a great blessing. 2. I know how it worked at Antioch College, Ohio, where my father-in-law (a conservative) was president for seven years. He was a convert, I know (Rev. Dr. George W. Hosmer). 3. I think more refinement of manners possible where boys and girls are in the same room and in the same recitations. We are too sensitive about the influence of social contact. Nature in the young (as a rule) promotes purity of manner, whero all the conditions are elevating. Intel¬ lectual training in itself develops moral perception too. William H. Savary, Minister of Unity Chapel. Charleston, May 14, 1890. I think, on reflection, that the question of coeducation of the sexes in high and grammar schools admits of a variety of answers, according to conditions. 1. Age of pupils : Up to ten or twelve years of age, children may safely and profit¬ ably be educated together. Whether in city or country, in bad or good neighbor¬ hoods, the benefit outweighs possible danger (always excepting the worst localities). I would keep the children together in grammar schools as long as the teachers think it best to do so, always seating boys and girls apart, but mixing them in reci¬ tations according to scholarship. 2. In bad quarters of a city (where the state of moral and social life is low), when the pupils need much discipline, boys and girls may wisely be wholly sepa¬ rated in schools ; also when some more respectable children are in the school. 3. In high schools: (a) If a school is quite limited in numbers let the sexes study, recite, come, and go together. High schools generally draw pupils from the better classes of the people. (&) In large high schools the two sexes are better apart; each in a school by itself. Because (1) supervision on so many pupils is more difficult. (2) With each sex by itself, discipline can be better enforced when pupils are numerous, and study will be less interrupted. (3) Emulation is sufficient when many are together without the additional stirnu- . lus of sex rivalry which, in a smaller school, keeps up the standard to some extent. (4) In large schools more danger of the influence of reckless pupils and teachers havo less personal influence on individuals. 4. The teachers can tell better than anyone else whether the conditions in any given school are favorable or unfavorable to coeducation. It is a subject on which general conclusions are theoretical rather than practical. 5. Separate college education by all means. A. S. Twombly, Pastor Winthrop Church. Addenda. — Sex suceptibility affects students less than many suppose, when they are kept hard at work in schools. Boys and girls are generally shy of each other (except among the lower classes) between 14 and 19 years of age. Youths at that age segregate by sex. The question of coeducation at that period is more concerning its influence on effective study than as a matter of moral and social expediency. COEDUCATION OF THE SEXES IN THE UNITED STATES. 835 38 Dartmouth Street, Boston, April 29, 1890. My opinion is not favorable to the coeducation of the sexes in our grammar and high schools. Admitting its possible intellectual stimulus, I deprecate its effect upon morals. The objection does not hold with reference to coeducation in our colleges and universities any more than to our primary schools, but only to that class of our youth presumably between the ages of 13 and 17. Of course I concede exceptions to the rule, but, speaking in general terms, observation and experience would lead me to negative such a proposition as the one suggested. James M. Gray, Hector First Reformed Espiscopcil Church. Boston, May 2, 1890. In looking over the history of education it would seem that the coeducation of the sexes was a method which had been tried and discarded, and had long since passed out of the region of speculation. The stimulative influence of the competition created, which is claimed in its favor as one of its greatest advantages, can be shown, I think (though producing brilliant passing efiects), to be the cause of most disastrous final results. Competition in all directions is proving itself a most pernicious influence, and is being dropped from the highest methods of dealing in all departments of life. But nature seems to have answered the question for you most conclusively. Education is for two purposes: (a) The training of the intellectual capacity; ( b .) the fitting of the individual for a distinct work in life. On the question of intellectual capacity as between man and woman there can be no dispute. They are evidently created to be the companions of each other intellec¬ tually as in every other way. The only question is how to attain the best results with the mental power that is given. It seems hardly necessary to argue that the best possible intellectual results will be gained by subjecting two persons so physio¬ logically unlike to exactly the same laws and methods of training, just at a time in life when these differences demand the most careful recognition on both sides. Is it not because this point is not recognized that there is this constant restless¬ ness and agitation upon this very question? Recognize the needs of both, and not subject both boys and girls to virtually the same system, and we shall have more manly and more womanly intelligence in the affairs of life, and this question of coeducation can never arise. The same may be said also of the second purpose of education ; women have a great special work for humanity assigned them which men can never perform. To its fulfillment woman’s whole nature, moral and physical, is most delicately adjusted. Upon her intelligent discharge of this task depends the whole fabric of family, social, and national life. For this a special training is as much needed to-day as it is almost universally neglected. There is nothing, in my opinion, more essential to the life of humanity than this distinct higher education of woman, which nature itself demands. These are some of my reasons for my opinion that there should not be a system of coeducation of the sexes beyond the very first rudiments of instruction. George J. Prescott, Rector of the Church of the Good Shepherd. 209 W. Canton Street, Boston, Mass., April 30, 1890. From the time that boys and girls are old enough for the grammar school until they are ready for college they should be kept apart. I was “ coeducated” from the time that I began to go to school until I was graduated from Boston University, and I am fully persuaded that free association during the time that I have indicated is fraught with danger to both sexes. George A. Crawford, Pastor Broomfield Street M. E. Church. South Boston, April 28, 1890. While I can bring forward no new argument, yet I feel that the old ones are suffi¬ cient to justify me in condemning coeducation. The argument of propriety is all sufficient in my judgment. There are dangers at an earlier period of life in our grammar schools ; how much greater are not such dangers apt to be in high schools? And while I admit that youths may receive a stimulus to study, and, also, perchance, 836 EDUCATION REPORT, 1891-92. a certain refinement, if you will, by coeducation, yet do I perceive also dangers wbicli may more than balance such advantages. What these dangers are parents and educators and others experienced in affairs may easily surmise. In short, I havo no difficulty in condemning coeducation, and deem the separation, which now happily exists, the very best. D. O’Callaghan, Hector St. Augustine’s Church. Boston, April 28, 1890. I would not educate the sexes together at any age. Adolescent appetite manifests itself rapidly between 14 and 18 years of age. The sedentary habit of long hours stimulates iihysical function. Familiar approach of the morally unschooled, the nonreligious, and the actually vicious it is impossible wholly to prevent in coeducation. Pseudo-attachments are likely to spring up and pave the way to unfit u engage¬ ments” or affiancings. The presence of the other sex is more or less* distracting to application to the curriculum. In city life at best manhood and womanhood are stimulated to prema¬ ture ripening, especially in these days of flash novels and bare-legged theatricals, conditions different from the country school district. Consult that noble man and true Christian — whom I have long known personally — Anthony Comstock, as to your problem. The specious argument of the coeducation of the sexes in the home and the church needs but a moment’s examination. The parent loves and guards as a teacher does not. Kinship sanctifies as promiscuous commingling does not. Religion and posi¬ tive morals are present in the one case and wholly lacking in the other. It is the universal testimony that coeducation in colleges tends powerfully to loss of personal respect, except the young women virtually live like hermits. In my opinion the young sexes should first learn approach at home. There is a delicacy, a sweetness, a dignity, a refinement which a young girl, unfamiliar with the society of the opposite sex, brings with her from the cloister when she u enters society” at a proper age. The experience of civilization, from feudal times to now, among the best social class is worth considering. Coeducation is democracy gone to seed. Emory J. Haynes. Jamaica Plain, Boston, Mag 1, 1890. 1. It is seriously detrimental to the morals of boys and girls to place them together under such circumstances, particularly in the grammar school. Unless the teachers are persons of much wisdom and of strong influence for good over the pupils, vulgarity is an almost inevitable feature of the intercourse of the boys and girls. I have known cases where even under ordinarily good teachers the moral atmosphere of the school was vulgar in the extreme. I meet every day pupils of one of the largest grammar schools for boys in Boston, and one of the best situ¬ ated, with whom it would be impossible to associate girls without results most harmful to both sexes. The vulgarity and profanity is already deplorable and can not well be reached by any except the parents, many of whom, of course, have no desire to correct such things. 2. The spirit of rivalry generally excited between the boys and girls of the better class in the matter of studies is especially harmful to the latter. Girls ought not to be taught under the same methods as boys. There are periods when they should be relieved from the burden of school work, and when the nature of the class work should be so changed as to give them the greatest possible variety, and the least possible amount of nervous wear and tear. John E. Tuttle, Pastor Central Congregational Church. 72 Alleghany Street, Mag 1, 1890. The following considerations are of influence with me as against any greater com¬ mingling of the sexes : 1. Many of the children come from unregulated homes, and it is questionable how far other children should be compelled to hear and learn from unfortunate remarks and incidents, which arise from want of early discipline in every mixed class. As far as possible children should have the advantages of common-school educa¬ tion without risks. COEDUCATION OF THE SEXES IN THE UNITED STATES. 837 2. The association of boys and girls in the same building, but not in the same classes generally, furnishes the best elements to bo derived from some education of boys and girls, brothers and sisters in the same set of companions. 3. Many teachers — perhaps most — have distinct fitness for girls or fipys, and do much less satisfactory ‘work with the opposite sex or when they are mingled in the class room. William R. Campbell, Highland Congregational Church. Nonprofession a l opinions. Cambridge, May 29, 1890. I am very strongly in favor of the coeducation of the sexes. This opinion dates back to my early life, when, as a day scholar in what was then considered the best boarding school near Boston (that of William Wells, in Cam¬ bridge), I was struck with the greater decency and refinement of the day scholars, who lived at home and with their sisters, as compared with those who lived only among boys. Afterwards, as usher in another large boarding school (that of Stephen M. Weld, of Jamaica Plain), I noticed just the same superiority. This impression has never passed away from my mind. Since then, while on the school committee of three different places — Newbury and Worcester, Mass., and Newport, R. I. — I have seen the process of abolishing separate schools and bringing the sexes together; and always with satisfactory results as to discipline, manners, and morals. I am satisfied that there is in each sex an instinctive desire for. the good opinion of the other, and that this is a very powerful aid and stimulus in the hands of the teacher. As a remarkably good teacher, Mr. William Reed, now of Taunton, said to me forty years ago at Newburyport : “I never yet saw a school which I could not manage by the waving of a finger, if I could only have boys and girls together.” This is now generally admitted as to boys; but there is often an impression that what the boys gain the girls lose. Here again I must quote a very able teacher, Mrs. Caroline C. Leighton, sister of the well-known educational authoress, the late Jane Andrews, and as good a teacher. When in Worcester, about 1855, we changed her girls7 grammar school into a mixed school, she said soon after: “I was willing that the change should take place, because I thought we owed it to the boys, although I thought it would be bad for the girls. But now I am satisfied that it is for the benefit of both, and has done as much for the girls as for the boys.” When I was on the school committee of Newport, one of our very best grammar- school principals, a woman, took a day to visit Boston grammar schools. After her return she said to me, “ I should never wish to teach a public school in Boston. They seem to me perfectly tame and uninteresting, from having one sex only.” When I questioned her farther she said : “ I rely on my girls to give steadiness and regularity to my school; they are moro punctual and get their lessons better. But I rely on the boys to bring outside life into the school, to know what is going on in the world, to illustrate the lessons from what happens in the streets and on the wharves. Neither would be sufficient alone; both are needed for the material of a good school.” I thought I had never heard the precise state of the case better put. Thomas Wentworth Higginson. Milwaukee, June 8, 1890. In the West there has never been any doubt as to the feasibility or advisability of coeducation. In Wisconsin and Michigan both, this system has been fully in practice, and the University of Wisconsin gives equal privileges to both boys and girls. I have never heard of any difficulty or scandal arising from this intermingling of the sexes at school. I was educated in such a school myself, and my experience teaches me that there is a certain emulation or desire to stand well in the eyes of the opposite sex, which stimulates the pupils in such a school to greater mental exertion, and makes them more zealous in the pursuit of knowledge. Girls are usually quicker in their per¬ ceptions than boys of the same age, consequently boys derive the greatest benefit from this comradeship. Contact with the gentler sex also smooths the rough edges of a boy’s manner, and develops the chivalrous side of his character, making him more manly, more honest and straightforward than he would be if accustomed only to the society of boys like himself. There is still a good deal of the savage in man, and this trait is more likely to develop itself when men herd together. On tho contrary, a girl who is brought up in the companionship of boys is more likely when she arrives at womanhood to estimate men at their true worth, and is less likely to become the prey of the first designing adventurer whom she meets. 838 EDUCATION REPORT, 1891-92. Your inquiry strikes a Wisconsin man or woman somewhat as would an investiga¬ tion into the advisability of allowing men and women and boys and girls to occupy the same pews in church. Coeducation has been so thoroughly accepted and so long practised i^ the West, that we have to speculate as to the probable effects of a return to the old monastic system. Mrs. D. H. Johnson. In regard to the coeducation of boys and girls in high and grammar schools, I am entirely in favor of it, believing it to be for the advantage of both sexes to mingle freely in all departments of education. I have not had a very large personal experience, but have had under my care a boy and a girl who were passing through a coeducative high school. In neither case did I see any evil or disadvantage arising from coeducation; but on the contrary a natural healthy friendship with those of the other sex. I should entirely approve of the principle of coeducation, from the lowest primary school to the highest university or professional school. Ednah D. Cheney. PHYSIOLOGICAL AND HYGIENIC BEARINGS OF HIGHER EDUCATION FOR WOMEN WITH SPECIAL REFERENCE TO COEDUCATION. Beference has already been made to Dr. Clarke’s book, Sex in Educa¬ tion. In the opening chapter the author discussed the physiological constitution of woman, and set forth conclusions which he had formed from clinical observation. In the fourth chapter he marshaled the ‘‘laws of development,” which he says u we have found physiology to teach,” and his personal conclusions as an argument against coeduca¬ tion. With respect to the public discussions then in progress, the pith of the book was in this chapter, since it was immediately seized upon as presenting an unanswerable argument against opening to women institutions originally designed for men alone. The citation from this chapter, given below, is interesting as showing the manner in which Dr. Clarke applied his argument, and also the care with which he avoided open opposition to the general movement for the higher education of women, that had already become irresisti¬ ble. Against Dr. Clarke’s position little more could be adduced, at the time, respecting coeducation, than individual convictions. Mr. Hig- gmson, however, considerably lessened the effect of Dr. Clarke’s argu¬ ment by exposing the small basis of fact upon which it rested and pointing out, categorically, the classes of facts which were required in the premises and which, in his opinion, were already attainable. This portion of Mr. Higginson’s article, which formed a chapter in u Sex and Education,” is also reproduced. It should be added that the subse¬ quent investigations by the Collegiate Alumnse Association were the natural outcome of this call for facts. The data collected related to the health history of 705 graduates from 12 colleges or universities open to women, 9 of the institutions claiming 247 of the graduates being coeducational. The Massachusetts Bureau of Statistics of Labor, at that time (1885) under the direction of Hon. Carroll D. Wright, undertook the prepara¬ tion and publication of the material, and it is to be found in full as part V of the sixteenth annual report of that bureau. The summary of results which, under the circumstances, must be regarded as entirely impartial, is inserted here after the citation from Mr. Higginson. Two years after this report was published the similar inquiry already noted was undertaken by a committee of women’s colleges at Oxford and Cambridge (England). These colleges are indeed not coeduca¬ tional, but this fact does not lessen the significance of the investiga- COEDUCATION OF THE SEXES IN THE UNITED STATES. 839 tion so far as regards tlie strain of scholastic work, since the students are prepared for the same examinations as their brothers at Oxford and Cambridge. The results of this investigation are presented in pamphlet report, of which the summary is here cited, together with a single table in which the results of the American and the English investigations are compared. Sex ix Education. By Dr. Edward H. Clarke. [Pages 121-127.] Before going further, it is essential to acquire a definite notion of what is meant, or at least of what we mean in this discussion, by the term coeducation. Following its etymology, con educare, it signifies to draw out together, or to unite in education; and this union refers to the time and place rather than to the methods and kinds of edu¬ cation. In this sense any school or college may utilize its buildings, apparatus, and instructors to give appropriate education to the two sexes as well as to different ages of the same sex. This is juxtaposition in education. When the Massachusetts Institute of Technology teaches one class of young men chemistry and another class engineering, in the same building and at the same time, it coeducates those two classes. In this sense it is possible that many advantages might be obtained from the coeducation of the sexes that would more than counterbalance the evils of crowd¬ ing ] arge numbers of them together. This sort of coeducation does not exclude appro¬ priate classification, nor compel the two sexes to follow the same methods or the same regimen. Another signification of coeducation, and, as we apprehend, the one in which it is commonly used, includes time, place, government, methods, studies, and regimen. This is identical coeducation. This means, that boys and girls shall be taught the same things, at the same time, in the same place, by the same faculty, with the same methods, and under the same regimen. This admits age and proficiency, but not sex, as a factor iu classification. It is against the coeducation of the sexes, in this sense of identical coeducation, that physiology protests; and it is this identity of educa¬ tion, the prominent characteristic of our American school system, that has produced the evils described in the clinical part of this essay, and that threatens to push the degeneration of the female sex still further on. In these pages, coeducation of the sexes is used in its common acceptation of identical coeducation. Let us look for a moment at what identical coeducation is. The law has, or had, a maxim that a man and his wife are one, and that the one is the man. Modern American education has a maxim that boys' schools and girls’ schools are one, and that the one is the boys’ school. Schools have been arranged, accordingly, to meet the requirements of the masculine organization. Studies have been selected that experience has proved to be appropriate to a boy’s intellectual development, and a regimen adopted, while pursuing them, appropriate to his physical development. His school and college life, his methods of study, recitations, exercises, and recrea¬ tions, are ordered upon the supposition that, barring disease or infirmity, punctual attendance upon the hours of recitation and upon all other duties in their season and order may be required of him continuously, in spite of ennui, inclement weather, or fatigue; that there is no week in the month, or day in the week, or hour in the day, when it is a physical necessity to relieve him from standing or from studying, from physical effort or mental labor; that the chapel bell may safely call him to morning prayer from New Year to Christmas with the assurance that if the going does not add to his stock of piety it will not diminish his stock of health ; that he may be sent to the gymnasium and the examination hall, to the theaters of physical and intellectual display at any time ; in short, that he develops health and strength, blood and nerve, intellect and life, by a regular, uninterrupted, and sustained course of work. And all this is justified both by experience and physiology. Obedient to the American educational maxim that boys’ schools and girls’ schools are one, and that the one is the boys’ school, the female schools have copied the methods which have grown out of the requirements of the male organization. Schools for girls have been modeled after schools for boys. Were it not for differ¬ ences of dress and figure, it would be impossible, even for an expert, after visiting a high school for boys and one for girls, to tell which was arranged for the male and which for the female organization. Our girls’ schools, whether public or private, have imposed upon the pupils a boys’ regimen, and it is now proposed, iu some quarters, to carry this principle still further by burdening girls after they leave 840 EDUCATION REPORT, 1891-92. school with a quadrennium of masculine college regimen : and so girls are to learn the alphabet in college as they have learned it in the grammar school, just as boys do. This is grounded upon the supposition that sustained regularity of action and attendance may be as safely required of a girl as of a boy; that there is no physical necessity for periodically relieving her from walking, standing, reciting, or study¬ ing; that the chapel bell may call her as well as him to a daily morning walk, with a standing prayer at the end of it, regardless of the danger that such exercises, by deranging the tides of her organization, may add to her piety at the expense of her blood; that she may work her brain over mathematics, botany, chemistry, German, and the like, with equal' and sustained force on every day of the month, and so safely divert blood from the reproductive apparatus to the head; in short, that she, like her brother, develops health and strength, blood and nerve, intellect and life, by a regular, uninterrupted, and sustained course of work. All this is not justified, either by experience or physiology. The gardener may plant, if he choose, the lily and the rose, the oak and the vine, within ‘the same inclosure. Let the same soil nourish them, the same air visit them, and the same sunshine warm and cheer them: still, he trains each of them with a separate art, warding from each its peculiar dangers, developing within each its peculiar powers, and teaching each to put forth to the utmost its divine and peculiar gifts of strength and beauty. Girls lose health, strength, blood, and nerve, by a regimen that ignores the periodical tides and repro¬ ductive apparatus of their organization. The mothers and instructors, the homes and schools, of our country’s daughters would profit by occasionally reading the old Levitical law. The race has not yet quite outgrown the physiology of Moses. > SEX AND EDUCATION. A Reply to Dr. Edward H. Clarke’s Sex ix Educatiox. Article by Thomas Wentworth Higginson, pp., 35-44. It has been pointed out, again and again, in the Woman's Journal and elsewhere, that there are whole classes of facts to be had bearing most closely on this question which neither Dr. Clarke nor any physiologist opposed to coeducation has yet attempted to obtain. Instead of shrinking from these facts, we are constantly beg¬ ging for them. Until they are obtained, systematized, and displayed, the whole argument of Dr. Clarke has but an insufficient basis of facts. They are such as these : 1. We need facts as to the comparative physiology of American women in differ¬ ent localities. There are highly educated communities and very uneducated communities. Has Dr. Clarke, or any one, compared the health of women in cities and in country towns ; in cities with good schools and cities with poor schools ; or in highly educated States like Massachusetts and Connecticut, as compared with States where the climate is similar but the school system less thorough? The standard of female education is not very formidably high in Pennsylvania, where they also have an equable climate, no east winds, and most comfortable living; and yet one of Dr. Clarke’s severest statements as to female debility (p. 112) comes from Pennsylvania.1 In country villages I could name, where there are only very poor district schools, kept for less than half the year, the traveller constantly observes, among the farmers’ daughters, cheeks as pale and A'itality as deficient as in the best educated metropolis. 2. Again, we need facts as to American-born women of different races. Dr. Clarke says of a century, “that length of time could not transform the sturdy German friiulein and robust English damsel into the fragile American miss.” (P. 168.) How does ho know it could not? I have seen this change very nearly effected in a single generation among the children of English, Irish, French Canadians, and even the Nova Scotians, whom he so praises ; and this in families where even reading and writing were rare accomplishments. As far as I can observe, the effect of climate, change of diet, change of living, on all these classes, is almost sure to produce the same result of delicacy, almost of fragility, in the second generation, with or with¬ out schooling ; and among the boys almost as much as among the girls. A physician in a large manufacturing town once told me that the unhealthiest class of the com¬ munity, in his opinion, consisted of the sons of Irish parents. 1 il Today the American woman is, to speak plainly, physically unfit for her duties as woman, and is, perhaps of all civilized females, the lesst qualified to undertake those weightier tasks which tax so heavily the nervous system of man. She is not fairly up to what nature asks from her as wife and mother. How will she sustain herself under the pressure of those yet more exacting duties which now-a-days she is eager to share with the man?” (Wear and Tear, by S. Weir Mitchell, M. I)., of Philadelphia, quoted in 1873.) COEDUCATION OF THE SEXES IN THE UNITED STATES. 841 3. We need also the comparative physiology of different social positions. As a rule, the daughters of the wealthy in America, who are sent to private schools, or taught by governesses, are far less severely taxed as to their brains than the daughters of the middle classes who go to the public schools. Is Dr. Clarke prepared to show that those of the former class are decidedly more healthy? If so, this is another point that would haA'e a direct hearing on his argument. My own impression is that he would find it hard to prove this. 4. But there is still a fourth class of facts, only to be obtained by an extensive record of individual instances. Letting go all discriminations of locality, race, and social position, and looking only at individuals under similar conditions, is Dr. Clarke prepared to assert that as a rule, it is the hardest students in the school who become invalids? He would say, on a priori grounds, that it must be go. But do facts show it? Looking over families and schools that I have known, I certainly can not say that the young girls who have lost xheir health were the most studious — quite as often the contrary. I have asked teachers of wide experience, “ Have you observed that your best scholars have furnished the larger proportion of invalids V ’ and they have always said “No.” Yet who that knows the affection with which teachers are apt to follow the later career of their pupils will deny that this evidence has much value. Here is a fourth class of facts which haA'e a direct bearing upon the subject, and the ignoring of which weakens the A'aluo of our author’s statement. 5. I am struck with the further point that Dr. Clarke seems to have entered on his inquiry in the spirit of an advocate, not of a judge, and to have taken absolutely no account of the physiological benefits of education for women. There certainly are many instances — all teachers have known them— of great benefit to health, in case of girls, under the stimulus given by study. Either Dr. Clarke knows such instances, or he does not. If he knoAA's them, he is bound to state them in such an argument; and, if possible, to arrange and tabulate them, in order to set them against the instances on the other side. If he does not know them, it simply shows that, while the facts of disease impress the physician, the facts of health may elude him. SUMMARY OF RESULTS OF A SPECIAL INQUIRY INTO THE HEALTH OF FEMALE COLLEGE GRADUATES, BY THE ASSOCIATION OF COLLEGIATE ALUMNLE. [Sixteenth annual Report of the Massachusetts Bureau of Statistics of Labor, pp. 528-532.] Referring briefly to the results as shown by the tables, it appears — That the graduates are largely of American parentage; that the greater part ot them spent their childhood in the country and had a fair amount of out-door exercise daily. That 57 per cent began study in a school and 41 per cent at home, the remaining 2 per cent failing to answer; that the average age at which they began study was 5.64 years; at entering college, 18.35 years ; at graduating from college, 22.39 years; and that the average present age is 28.58 years. That during college life the maj ority studied but moderately ; that 44 per cent did not worry over their studies or affairs ; that they were generally regular as regards hours for eating and sleeping, took a proper amount of physical exercise daily, and, as regards nearly one-half of them, abstained from exercise wholly or in part during the menstrual period ; that, as a rule, they entered society but little, and for the most part had college roommates. That since graduation all seem to liaA*o found congenial occupation, a great many as teachers, while 8 only are occupied with social duties to the exclusion of other occupation. That about one-fourth have married, and that of the whole number of children born by them, the greater part are living and in good health. That, for all the various periods of their lives, the health of over three-fourths of the graduates has been either excellent or good; that during college life a^ slight falling off from excellent or good health is apparent, resulting in an increase in number reporting fair health, while, on the other hand, the number reporting indif¬ ferent or poor health is smaller than for any preceding period, and but slightly in excess of the number reporting the same conditions of health for the succeeding period or since graduation. That OA'er one-half of the graduates are not and have not been troubled with nervr- ousness, and that nearly 25 per cent haA7e had no trouble at any time during the menstrual period. 842 EDUCATION REPORT, 1891-92. That about 60 per cent have had some disorder; the more common disorders reported relating to the stomach, liver, bowels, lungs, nervous system, generative organs, neuralgic and rheumatic affections, and, to a certain extent, to the heart and brain. That the most prevalent cause of disorders is constitutional weakness, the other causes being bad sanitary conditions, intellectual overwork, emotional strain, and physical accident. That the varying conditions of childhood, as shown in the comparison tables, have had no marked influence for good or evil upon the present health of graduates. That the present health of graduates seems to have been affected according as their parents have enjoyed either good or poor health, the figures showing 3 per cent increase in the health for those whose parents were both in poor health. That so far as inherited tendency to disease is concerned, a decline in health has also taken place, as compared with the average good health of all the graduates, those inheriting tendency to disease from either parent showing a decline in health of 3 or 5 per cent, those inheriting tendency to disease from both parents of nearly 20 per cent, while in the case of those who have no hereditary tendency to disease, there has been an increase of nearly 3 per cent in good health. That during college life about 20 per cent show a deterioration in health, 60 per cent no change, and 20 per cent an improvement; that for those who entered college at 16 years of age and under, an increased deterioration in health of between 10 and 11 per cent as compared with those who entered at a later age is observed, and of over 8 per cent as compared with the whole number whose health deteriorated. That during life there was nearly 2£ per cent less deterioration in health as com¬ pared with the deterioration in health reported during working time by the working girls of Boston. That those who studied moderately show an increase in health of over 3 per cent as compared with average good health during college life for all graduates, while those who studied severely or moderately to severely show a decline of from 5 to 7 per cent as compared with average health during college life. That, as compared with average good health during college life for all graduates, those who worried over personal affairs, a decline in health of over 10 per cent ; those who worried over both studies and affairs, a decline in health of 15 per cent, while those who worried over neither studies nor affairs, show an increase in health of 10 per cent. That for those graduates who studied severely during college life, as compared with the average good health of all graduates, a decrease in health of 7 per cent at time of entering college is shown; during college life a decrease in health of over 5 per cent, and since graduation of exactly 6 per cent; that if, on the other hand, the health of these graduates at time of entering, during college life, and since gradua¬ tion are compared with each other, without regard to the health of all the graduates for the three periods, there was a decrease in health during college life of less than 2 per cent, an increase in health since graduation of three-fourths of 1 per cent as compared with health at time of entering college, and of over 2£ per cent as com¬ pared with health during college life, and finally, That although the average good health of these graduates who studied severely was considerably less than the average good health of all the graduates for the three periods considered, their health did not suffer material deterioration during college life, and has more than recovered since graduation its normal state at time of enter¬ ing college. The facts which we have presented would seem to warrant the assertion, as the legitimate conclusion to be drawn from a careful study of the tables, that the seek¬ ing of a college education on the part of women does not in itself necessarily entail a loss of health or serious impairment of the vital forces. Indeed, the tables show this so conclusively that there is little need, were it within our province, for extended discussion of the subject. The graduates as a body entered college in good health, passed through the course of study prescribed without material change in health, and since graduation, by reason of the effort required to gain a higher education, do not seem to have become unfitted to meet the responsibilities or bear their proportionate share of the burdens of life. It is true that there has been, and it was to be expected that there would be a cer¬ tain deterioration in health on the part of some of the graduates. On the other hand, an almost identical improvement in health for a like number was reported, showing very plainly that we must look elsewhere for the causes of the greater part of this decline in health during college life. If we attempt to trace the cause, we find that this deterioration is largely due, not to the requirements of college life particularly, but to predisposing causes natural to the graduates themselves, born in them as it were, and for which college life or study should not be made responsible. A girl constitutionally weak is always at a disadvantage, and naturally would suffer COEDUCATION OF THE SEXES IN THE UNITED STATES. 843 a deterioration in health, temporary possibly, or even permanent, if, at the most trying period of her life, from 18 to 22 years, she seeks superior education. At the same time we should not fail to emphasize the fact that fully 30 per cent of the total deterioration in health during college life was from excellent to good only. In the case of those graduates who studied severely even, the facts reported concern¬ ing their physical condition do not show that they have suffered materially from the effects of close application, but that they have since graduation returned to the normal condition reported by them at the time of entering college. In conclusion it is sufficient to say that the female graduates of our colleges and universities do not seem to show, as the result of their college studies and duties, any marked difference in general health from the average health likely to be reported by an equal number of women engaged in other kinds of work, or in fact, of women generally without regard to occupation followed. [From Health Statistics of TT omen Students of Cambridge and Oxford and of their Sisters, by Mrs. Henry Sidgwiek. Page 91.] Results of the English and American investigations compared. Percentage in excel¬ lent or good health. Percentage in fair health. Percentage in indif¬ ferent or poor health (American) and in poor or bad health, or dead (English). American stu¬ dents. Eng lish. American stu¬ dents. English. American stu¬ dents. English. Students. Sisters. Students. Sisters. Students. Sisters. All students and their sisters. Number American . 705 English students . 566 Sisters . 450 From 3 to 8 years of age . 76. 74 71.45 64. 70 1.84 ; 16.98 14.45 21.42 11.57 20. 85 From 8 to 14 years of age . 73. 33 67. 09 63.45 2. 98 1 22. 78 22. 76 23.69 10. 13 13. 79 From 14 to 18 Years of age . 61. 97 56. 34 I 27.14 26. 95 10. 89 16. 71 At entering college . 78. 16 68. 20 1.98 22.08 19. 86 9. 72 During college life, and for sisters . | from 18 to 21 . 74. 89 63. 08 58.45 7. 80. 26.15 26.44 17.31 10.77 15. 11 Present health (English), since grad¬ uation (American) . 77. 87 68. 02 59.34 5.11 1 22.08 1 27.11 17.02 9.90 13. 55 American students who studied se¬ verely (number, 263) and English students who read for honors (num¬ ber, 269). At entering college . 71. 10 74. 35 3. 04 17.47 25. 86 8. 18 During college life . 69. 58 67. 66 10. 27 22.68 20. 15 9. 66 PrfiSftnt health _ _ 71. 86 74. 72 9. 13 18.96 19. 01 6. 32 American English. students. Students. Sisters. Average age at entering college . 18. 35 21. 9 Average age at time of collecting statistics . 28. 58 28. 57 29. 55 N umber married . 196 58 87 Percentage married . 27. 8 10. 25 19. 33 Average number of years married . 6. 7 4.31 18. 83 Percentage of those married who have children . 66. 33 72. 41 63.22 Number of children living . 232 80 177 Number of children dead . 31 9 31 Average age of children . 6 3.9 7 Percentage who teach or have taught (in the case of students, only teaching since leaving college is included ; English students who left in 1887 are here omitted) . 50. 21 77. 46 37. 33 Summing up the results of our investigation, we may, I think, say with confidence that there is nothing in a university education at all especially injurious to the con¬ stitution of women or involving any greater strain than they can ordinarily bear 844 EDUCATION REPORT, 1891-92. without iDjury. Women generally pass through it without its affecting their health one way or the other. As was to he expected, however, some improve in health and some deteriorate, both improvement and deterioration being sometimes the effect of conditions of college life and of circumstances more or less connected with it, though probably more often due to constitutional or other causes for which college life can not be either praised or blamed. The net result of the change is that as large a proportion of the women who have had a university education enjoy good health now as did so at the time they entered college, while the number in poor health, among those who have read for honors, is somewhat reduced. These results confirm those of the similar inquiry previously conducted in America. As mothers of healthy families we have seen that the students are more satisfactory than their sisters, and so far as we can judge quite up to the average of women. We have set down as a fact unfavorable to a university education for women, a temporary falling off during college life of about 5 per cent in good health as com¬ pared with either health at entering or present health. This to some extent depends on illness or other things occurring accidentally during the college course, and to some extent is probably due to the relaxing climate of" our universities; but it is also partly caused by overwork and want of attention to well-known laws of health, and to this extent both could and ought to be prevented by reasonable care on the part of students themselves. That any serious alarm as to the effect of university education on the health of women is groundless is clearly shown by the fact that the net amount of increase in good present health, as compared with health between 14 and 18 years of age, is greater in the case of students than of their sisters. In 1874 Prof. Fairchild, of Oberlin, wrote as follows: “A breaking down in health does not appear to be more frequent with women than with men. We have not observed a more frequent interruption of study on this account, nor do our statistics show a greater draft upon the vital forces in the case of those who have completed the full college course. Out of 84 who have graduated since 1841 7 have died, a proportion of 1 in 12. Of 368 young men who have gradu¬ ated in the same time 34 are dead, or a little more than 1 in 11. Of these 34 young men 6 fell in the war, and leaving out those the proportion of deaths remains 1 in 13. Taking the whole number of graduates, omitting the theological department, we find the proportion of deaths 1 in 9£; of ladies 1 in 12, and this in spite of the lower average expectation of life for women, as indicated in life-insurance tables. ” The Boston School Document already cited (No. 19, 1890) presented the opinions of 49 physicians of that city, of whom 30 favored coedu¬ cation, two of the number with some reservations, and 19 opposed the policy. The following citations present substantially the special argu¬ ments advanced by this class of professional men. Opinions of Physicians. [From Boston School Document No. 19, 1890.] 16 Union Park, Boston, April 30, 1890. I consider the coeducation of boys and girls in grammar and high schools not only permissible, but highly beneficial to both sexes. First. I consider it of moral importance that the influence of the boy and the girl upon each other should be exercised from early youth, so that each sex would become familiarized with the other’s way of thinking, speaking, and feeling. Second. Such an influence would materially strengthen the health through the intellectual discipline produced, while the physical condition of the girl would nec¬ essarily be improved through the association with the boy, because she will be less likely to hurry oh nervously with her studies ; the intellect of the boy being some¬ what slower in its development, the girl will find in the boy’s nature a wholesome counterpoise; thus to both boy and girl will be assured a slower and more thorough advance in study, and more time either for physical rest, physical development by culture in plays and games, or outdoor recreation. This latter is sadly lacking in girls’ schools, as usually the ambitious pupils and their teachers strive simply for one object, namely, to be equal to, or in advance of, the boys’ schools. The result too often produced is an early ripeness of intellect without a corresponding ripeness of physical conditions. Marie E. Zakrzewska, M. D. COEDUCATION OF THE SEXES IN THE UNITED STATES. 845 Eoxbury, April 29, 1890. 1. My personal experience of coeducation h£& been favorable. It was the method pursued in the public schools of Brookline, where I was brought up, and in the high schools of which I subsequently taught. I believe it has advantages over the sep¬ arate system, and in schools representing the well-to-do middle classes of society I see nonobjections to it. 2. The only considerable argument against it, that girls require at certain periods special exemption from work for physiological reasons, falls through when, even though- the sexes are separately educated, yet the standard for both sets of schools is identical, so that no indulgence can be, or at any rate is, granted the girls over what is given to the boys. 3. I am inclined to think that in certain localities of large cities where the social and moral tone is very low, and teachers have no aid from parents in restraining pupils out of school hours, coeducation might be open to some objections on the score of morality. Chas. F. Withingtox, M. D. 93 Mount Vernon Street, Boston, May 2, 1890. It seems to me there are three general questions to be considered : first, the effect upon the health ; second, the effect upon morals and manners ; and, third, the effect upon the mental training and development. I am unable to find any conclusive evi¬ dence that the morals of either sex are vitiated by coeducation, and I believe that the manners of the boys and young men are improved. It seems the natural way that the two sexes should be educated together, at least so far as the grammar and high schools go. In the family where there are boys and girls, both sexes seem to develop more normally. To be sure one bears of grave moral deflections happening occasionally among school girls or boys ; but this does not prove, it seems to me, that the coming together, as they do in mixed schools, is the cause of it; is not the true cause, rather, bad outside influences and the neglect of wholesome home influences ? I have been a teacher in a mixed high school myself (the Cambridge High) and I have talked with others who have been connected with mixed schools in one way or another, and from our exjierience we can find no evidence of any general lowering of the moral tone, and the single cases which have occurred are not proven to have been the result of coeducation. Looking at it from a purely medical and physiolog¬ ical side, one has to consider this question: Is it prejudicial to the normal develop¬ ment of either sex to bring them together at school at and after the age of puberty? Puberty is a critical time with both sexes, perhaps more so with the girls; then it is that the nervous system has to be especially guarded from overexcitement; then it is that the girls are likely to be morbid, etc. The homo influence ought to be the guarding and guiding hand which safely brings the boy and girl through this period, and with tolerable care at home I can not see how the bringing together for the comparatively short time of the school hour will act injuriously on either sex. On the contrary, may it not obviate those morbid tendencies so common to the age of development ? Lastly, there is the question of partial rest once a month for the girls at the men¬ strual epoch. Is not this an objection to the mixed systems? Will not the girls feel compelled to do the same work at such times as in the intervals, to their injury and suffering? The girls are, as a rule, more ambitious than the boys, and do more work, and can afford to relax a few days each month and still keep up with the boys. Of course, just what should be each girl’s plan as to work during these times must be determined by her sensations and feelings, together with wise advice at home, if possible. Here also I believe morbid conditions are less likely to arise if, as in a mixed school, less attention is attached to this physiological function. As to the mental training and development, I believe it makes very little if any difference in the results whether the boys and girls are educated separately or together; this so far as the purely school work is concerned. In addition, however, with coeducation, I believe, as I have mentioned, that the manners of the boys are improved; they learn to be more gentle, and the girls learn some “robuster virtues.” While writing this I have had the opportunity to speak of the matter with Prof. Sedgwick, of the Massachusetts Institute of Technology, and from his experience in mixed grammar and high schools, and in his own department at the institute, he quite emphatically concurs in my opinion. Edward O. Otis, M. D. 846 EDUCATION REPORT, 1891-92. 138 Boylston Street, Boston , May 15, 1890. At the age when the most of the pupils of our high schools — and the same might apply to a certain extent to the grammar schools — are sent there, the natural func¬ tions of the adolescent organism are undergoing more complete development, and the person of either sex is passing from the period of childhood toward that of matu¬ rity, or at least of perfect development ; and certain functions which have lain dor¬ mant until this time are awakening into life, and arouse new and unknown sensations and emotions. There is also at that time an increased need of careful and appropri¬ ate training, of judicious restraint over the associations and surroundings, both moral and physical, which form the environment of the individual. The boys of our community are at this time more restless than heretofore, and often traits of character of new and sometimes uncontrollable nature are developed. To a certain extent this is also true of the opposite sex. The high schools take their pupils from various districts of the city, and often from out of the city, and these pupils are thereby removed from the influences which have thus far surrounded them; they are brought into association with other boys or girls whom their parents can not know, and often they are exposed to influ¬ ences which parents or guardians would strive to protect them from if this were pos¬ sible. I am in a position to speak from experience, and I think that vast harm is done to many pupils in the high schools from the mingling of boys from so many directions, and I have seen many, many cases of impairment both of health and character which are traceable to this cause. This was not long ago illustrated in a most alarming manner among tho pupils of Eton, and I could mention examples in our own city. If, now, the membership of our higher schools were made up of both boys and girls, I can not think that the absence of knowledge on the parents’ part of the associations which might be formed between the individuals of such a homo¬ genous collection of pupils would operate to the- detriment of educational ends, and would not infrequently cause great misfortune. In an institution which I have visited, in which the education of the pupils of 15 to 20 years is carried on in com¬ mon, I was told by one of tho teachers that great trouble is experienced in the reg¬ ulation of tho relations between the pupils, and that often very embarrassing situ¬ ations are encountered. For these reasons, and others which I do not think it necessary to mention in this inquiry, I would express the opinion that coeducation of the sexes in our higher schools or in tho grammar schools is not, under existing circumstances, either judi¬ cious or advisable. Albert H. Blodgett, M. D. Views of College and University Presidents and Professors, with Accounts of Special Provision for the Higher Education of Women, Established in Connection with Universities. [Dr. F. A. P. Barnard, president Columbia College, New York, N. Y. Report of 1879.] Expediency of receiving young women as students. — The condition of the college is now such as to justify the suggestion of the question whether its advantages should not be open to young women as well as to young men. This question has been brought to the attention of the trustees heretofore by outside parties, and the reception which it met has been such as to indicate that the minds of the board are not favorably prepossessed in regard to it. There has been hitherto, however, no room for con¬ sidering it upon its merits; for whether regarded favorably or not, so long as the college was confined within recent narrow accommodations the measure has been impracticable. Not that the admission of young women requires any considerable provision of space greater than that which is necessary for young men only; but that, in arriving at and leaVing the building, they need their separate retiring rooms and cloak rooms, and no apartments could be found in the old building suitable for this purpose. That difficulty no longer exists. Tho measure has become prac¬ ticable. There can be no harm in inquiring whether it is not also expedient. Many considerations suggest themselves which make in its favor. In the first place, there can be no doubt that among many of our most judicious thinkers, and possi¬ bly with even a majority, there exists at this time a profound conviction that, in the interests of society, the mental culture of women should be not inferior in char¬ acter to that of men. The condemnation of that kind of female education which in past years has been too prevalent, in which the useful has been made subordinate to the ornamental, and what are called accomplishments have taken the place of solid acquisitions, is all but universal. The demand has been made and its reasona¬ bleness has been generally conceded, that the same educational advantages should be offered to young women which young men enjoy. But when the question is COEDUCATION OF THE SEXES IN THE UNITED STATES. 847 raised as to how that demand shall he met, there is no longer found to prevail the same unanimity. One obvious method is to improve the female schools. Of such institutions there are, and have always been, a sufficient number; but the fault of most of these is that they furnish the merely superficial and ornamental education of which com¬ plaint is made. Such can not be imj>roved except by reconstruction, for their instructors can not rise above their own level, and their proper level is indicated by the teaching they have been accustomed to give. Another method is to create colleges for young women identical in form with the existing colleges for young men, embracing in the scheme of instruction the same subjects in the same order, and conferring at the end of the course the same aca¬ demic degrees. Examples of this kind of institution are seen at Yassar College, in this State, and at Kutgers Female College, in this city. The objection to these is that they can not, or, at least, in general, will not, give instruction of equal value, though it may be the same in name with that furnished to young men in the long- established and well-endowed colleges of highest repute in the country, and that it is unjust to young women, when admitting their right to liberal education to deny them access to the best. In more than half the colleges of the United States young women are admitted on the same terms V.s young men, and attend the same instructors in the same lec¬ ture halls at the same hours. The usage is more general in the Western than in the Eastern States. But we have two conspicuous examples, the Cornell and the Syra¬ cuse universities, in our own State, and there is one in Massachusetts, the Boston University, and one in Connecticut, the Wesleyan. Yale College admits young women to her School of the Fine Arts. In the Michigan University, which, in numbers and in standing, ranks among the leading educational institutions of the country, out of a total of more than 400 in the School of Letters and Science, between 70 and 80 are young women. The colleges of the country, excluding those under the control of the Roman Catholic Church, are, according to the latest enumeration, 355 in num¬ ber, of these 183 are open to students of both sexes. In many of these colleges the students are permanently resident, separate build¬ ings being provided for the female students. The Sage College at the Cornell Uni¬ versity, founded by the liberal friend of education whose name it bears, is a splendid edifice erected for this purpose. In others, as at Syracuse, the students of both sexes, with few exceptions, attend at the college only during the day, and out of class hours reside at home or in private families. This arrangement relieves the instructors of responsibility for general supervision and leaves no room for the occur¬ rence of troublesome questions of discipline. As to the practicability of adopting this plan in our college, no question will be raised ; but doubts may be entertained as to its expediency. It would be difficult, nevertheless, to suggest any reason which will bear very close examination why it should not be adopted. The admission of young women into the classes would not, in any manner, interfere with and embarrass the processes of instruction as they are now conducted. No modification of the arrangements of the class rooms would be necessary. So many more units would simply be added to the number and so many more names to the class roll. In every scholastic exercise the young women would be regarded as the young men are regarded — merely as students. It can not be denied that there is, in some minds, a feeling of aversion to this proposition which does not seek to defend itself by reasons, but inclines those who entertain it to dismiss the subject without argument. This is probably owing prin¬ cipally to the fact that the admission of young women into colleges is an innovation upon immemorial usage. The spirit of conservatism never fails to rise up against novelties, no matter how cogent the arguments by which they may recommended. That it is this spirit mainly which opposes the opening of colleges to women, rather than anything inherently objectionable in the proposition itself, is made quite evi¬ dent by the fact that no such opposition manifests itself to the association of stu¬ dents of both sexes in the academies and high schools with which the country abounds, many of which profess to teach the same subjects as the colleges, to the same extent, and to pupils of similar ages, differing chiefly in the fact that they have not a determinate course of four years, and do not confer degrees in arts. The opposition to the proposal which has its source in the feeling here referred to is no doubt the most serious of the difficulties in the way of its adoption, simply because feeling is not controlled by judgment, but remains often unchanged after the understanding is convinced. Objections are, however, sometimes made to the plan which appeals to the reason. Thus, there are those who hold that the average female intellect is inferior in native capacity to that of the stronger sex, and hence infer that the association of the sexes in the same classes will have a tendency to depress the standard of scholarship. It is unnecessary here to go into the general argument upon this point, for it is not in the effort to master those elementary facts 848 EDUCATION REPORT, 1891-92. of knowledge or principles of science which form the material and the instrument of early mental training that the relative ultimate strength of different minds can he tested. There is in some intellects a quality of activity, of quickness of percep¬ tion and readiness of combination, which, within given limits of time, is more than a compensation for more slowly moving power. And this is a quality which observation has proved to he peculiarly characteristic of the female mind. Similar observation, moreover, has pretty well established that, as a rule, girls are more diligent in study than boys, a fact which has an important influence on the record of their scholarship. The experience of institutions where this point has been practically tested proves, moreover, that the presence of young women as members of college classes tends to a result directly the reverse of that which the objection supposes, and has the effect to raise rather than to depress the average scholarship of the classes to which they belong. In regard to this matter, the results derived from a comparison of the record made in Cornell University during the years preceding and the years following the opening at that institution of the Sage College for women, which have been kindly furnished to the undersigned by Vice-President Russel, are exceedingly interesting as well as instructive. In order to understand the significancy of these it is necessary to hear in mind that in every college a larger or smaller proportion of the matriculates of a given year usually drop off before the close for a variety of reasons, among which are failure of health, failure of means, the disciplinary acts of the faculty, and loss of position in consequence of defective scholarship. All these causes, except the last, are pretty uniform in their operation; and, with the same exception, the effect of all of them united is never very considerable. The variations, then, in the total magnitudes of the losses, when successive years are comnared with each other, must be mainly due to the operation of the cause last mentioned, the varying numbers who fail from deficient scholarship. Now it appears that at Cornell University, during the years which preceded the admission of young women, the losses during the year averaged 26 per cent, or more than a quarter of the entire number of the matriculates, per annum, while for the seven years that have passed since that date the losses have averaged only 16 per cent per annum. During this latter period the standard of attainment for admission has been twice raised, and the term examinations have been made steadily more and more rigorous. Either of these causes might have been supposed likely to increase the proportion of losses, yet no such effect has followed from both of them together. It has been added in a statement by an officer of the University recently printed that “these seven years have witnessed a marked improvement in the quality of the who’le institution,” and further, a very noteworthy fact, that during the entire period “no young woman has been dropped from the rolls through failure at examination.” So far as the experience of this institution is concerned, the evidence is quite conclusive that the admission of young women as students into college classes has the effect to raise rather than to depress the standard of scholarship. Another objection to the plan is found in the assumption that the course of study prescribed in colleges is too severe to be attempted without danger to the delicate constitutions of young women. This proposition has been elaborately maintained by an eminent authority, whose views have had a wide circulation, and have, to some extent, impressed the public mind. So far as these views are founded on a priori consideration, they are mere opinions, to which the opinions of other authori¬ ties no less weighty may be opposed. So far as they are founded on observation of injurious results presumed to have followed from overtasking the physical powers by excess of study, it would be easy to demonstrate by similar examples that the course of college study is too severe for young men as well. But this argument, if it proves anything, proves too much. It is not the kind of study which harms, if study harms at all, either young women or young men, it is the quantity; and certainly, valueless as the teaching in many young women’s “finishing schools” may be, it is usually heaped up upon its victims to an extent not inferior to that which the college course requires. It is inconceivable that the exercise of the mind upon the solution of an algebraic problem, or the interpretation of a passage in Homer, can be more exhausting than a similar exercise over the French irregular verbs, or even so much so as the confinement of hours daily in bending wearily over the drawing table or drumming on an ill-tuned piano. The argument of the objector, however, begs the whole question by assuming that this is really the case, while his opponent might reply that if he has proved anything he has simply proved that young women ought not to be educated at all. Of course no one will contend that excess of study can not but be injurious to the young of either sex. If young women in college commit this error they will suffer for it, and so will young men. We see examples of this kind occasionally in the youth of our own college, but however we may regret these^ we do not consider it COEDUCATION OF THE SEXES IN THE UNITED STATES. 849 advisable to discourage young men from entering college on that account. Could it be proved that tho studies taught in college offer to young women a more dangerous temptation to excess than those which from the substance of tho more ornamental education they have been heretofore accustomed to receive, tho fact might suggest the propriety of greater vigilance to arrest this tendency, but it certainly could not justify us in cutting them off from these so fascinating studies altogether. There is one consideration bearing on the plan in question which is positively favorable, and is not without importance. Tho presence of young women in colleges is distinctly conducive to good order. Nothing is more certain than that the com¬ plete isolation of young men in masses from all society except their own tends to the formation of habits of rudeness, and to disregard of the ordinary proprieties of life. No degree of good breeding, no influence of social refinement in the family circle, can effectually secure a youth against this danger. It is this which explains tho frequent participation of young men in college in acts which in other situations they could not be induced to countenance, and would even regard as reprehensible. Any circumstance, whatever it may be, which destroys this isolation, and subjects tho youth to the wholesome influences which protect his moral tone in the ordinary environment of society, can not but be beneficial. Such is the effect of the presence of women in college. On this point the undersigned is able to speak with the authority which belongs to knowledge experimentally acquired. As an officer of the University of Alabama, it was his custom for years to invite the attendance on his lectures of classes of young women from a neighboring female seminary, and others resident in the town of Tuscaloosa. The advantageous effect of this upon the manners of the young men was a subject of common observation, and the results were so satisfactory that the example was followed by other officers of the same institution, so that scarcely a day passed without the x>resence of young women in one or another of the college classes. These were not matriculated students, it is true, and they did not directly mingle with the young men, but this circumstance tended rather to diminish than to increase the influence which their presence exerted, and yet this influence was very decided. The elder Silliman, during the entire period of his distinguished career as a pro¬ fessor of chemistry, geology, and mineralogy in Yale College, was accustomed every year to admit to his lecture courses classes of young women from the schools of New Haven. In that institution the undersigned had an opportunity to observe, as a student, the effect of this practice, similar to that which he afterward created for himself in Alabama, as a teacher. The results in both instances, so far as they went, were good; and they went far enough to mako it evident that if tho presence of young women in college, instead of being occasional, should bo constant, they would bo better. But it is still objected that though the association of young women with young men in college may be beneficial to tho ruder sex, it is likely to be otherwise to the gentler. The delicacy and the reserve which constitute in so high a degree the charm of the female character are liable, it is said, to be worn off in tho uncere¬ monious intercourse of academic life, and the girl who enters college a modestly shrinking maiden is likely to come out a romping lioiden or a self- asserting dog¬ matist. Those who make this objection argue rather from assumed premises than from any facts of observation. It is sufficient to say that the experience of the high schools of the country fails to furnish ground for this impression, and that no such results have been observed in any of the numerous colleges in which the exxmriment has for years been tried. There is another and final objection less frequently urged in these discussions than those above enumerated, yet probably often in the minds of those who do not urge it, which is founded on the supposed disturbing influence which sentimental causes may exercise over the spirit of study. If young people of both sexes are associated in the same institution, and thus permitted to meet frequently and familiarly, their thoughts, it is imagined, will be likely to bo more constantly occupied with each other than with their books. An appeal might here again be made to experience to show that this danger is exaggerated. And it might be said with justice that the comparative freedom of school intercourse tends far less to excite tho imaginations of impressible youth, and clothe for them the objects of their possible admiration with unreal charms, than do the more constrained and less frequent oxiportunities of mutual converse afforded in general society. But, however that may be, the argument is inaxrplicable to the circumstances of our x>articular case. Here no opportunities for intimate intercommunication exist at all. The students attend only during a limited number of hours daily, and dur¬ ing their attendance they are constantly in class and occupied either in listening to instruction or in the performance of their own scholastic duties. No common halls of assembly exist, in which they may gather either before the exercises of the day commence or after they are over. From their retiring rooms, which will be entirely cut off from every other part of tho building, the young women will x>ass directly to ED 93 - 54 850 EDUCATION DEPORT, 1891-92. the lecture room, and at the close of their daily tasks will retire in the same way. Throughout the entire duration of the college course they will he resident in their own homes and surrounded by every protecting safeguard that parental solicitude can provide. If it is really desirable that the educational advantages offered to young women should he equal to those which young mtn have been so long permitted to enjoy, it would seem to he neither reasonable nor right that they should be excluded from the institutions where such advantages exist. If it is not desirable, of course the argument falls to the ground. The measure here under consideration, should it meet with approval, would not probably be productive of any immediate visible effect. Few young women would be likely to present themselves as candidates for admission within the next few years, because there are few in this community who are likely to have given atten¬ tion to the studies required as preparatory to the college course. But after that period, in a great city like this, a very considerable attendance might be anticipated, and thus our college would enter upon a new and important field of usefulness. Whatever may be the fate of the present suggestion, the undersigned can not per¬ mit himself to doubt that the time will yet come when the propriety and the wisdom of this measure will be fully recognized; and as he believes that Columbia College is destined in the coming centuries to become so comprehensive in the scope of her teaching as to be able to furnish to inquirers after truth the instruction they may desire in whatever branch of human knowledge, he believes also that she will become so catholic in her liberality as to open widely her doors to all inquirers without distinction either of class or sex. [Citations from the Boston School Document No. 19, 1890.] Amherst College, Amherst, Mass., May 6, 1890. President Seelye requests me to acknowledge his receipt of your favor of April 21, and to say that in his judgment the coeducation of the sexes is both desirable and practicable in the early stages, and he thinks that it might be properly conducted through both the grammar and high schools ; but in his judgment the differentiation of sex, which is quite as manifest on the mental as on the physical side, requires a different curriculum for tho two in their college course. Edward B. McFaddex, Secretary. Boston University, Boston, May 8, 1890. In my opinion, the coeducation of the sexes in high and grammar schools, as also in colleges and universities, is absolutely essential to the best results in the educa¬ tion of youth. I believe it to be best for boys, best for girls, best for teachers, best for taxpayers, best for the community, best for morals and manners and religion. At the time of the opening of the Boston Latin School for girls, I pleaded as hard as I could in favor of the opening of the then existing Latin school to both sexes, instead of starting a new and separate school for girls. Since that time I have seen no reason to change my views. So far as I can judge, Boston would do wisely to repair the mistake, and to organize all her schools on the plan followed at Cambridge, and in so many intelligent and prosperous cities. W. F. "Warren, President. Carleton College, North field, Miniu, May 8, 1890. It seems to be divinely ordained that boys and girls should be brought up together in the same family; and no good reason is apparent to me for separating them at the school-room door. Both mentally and morally they are mutually helpful in stimulating and in restraining each other, and therefore necessary to a symmetrical development of character. Any so-called reform which forbids coeducation in our grammar and high schools is "what Dr. Bushnell would call a “Reform against Nature.” Jas. W. Strong, President. Arkansas (Industrial) University, May 10, 1890. Judging from the work in this university preparatory department, both sexes are benefited by reciting in the same class rooms. E. H. Murfee, President. COEDUCATION OF THE SEXES IN THE UNITED STATES. 851 Drury College, Springfield, Mo., May 10, 1890. Our institution is coeducational, and the preparatory department is of the same grade as the high school; but the conditions are peculiar, in that we have a lady principal who has charge of the young ladies who live at the college, and who, with the other teachers, maintains a general supervision. Our regulations are not exces¬ sively strict by any means, nor do we have any restrictions upon the social relations of the students beyond those which good sense and regard for proprieties suggest. Coeducation presents no peculiar difficulties with us. It is taken as a matter of course. Its effect upon the manners of the students is, I think, good. Occasionally an intimacy springs up which is disadvantageous, but I am by no means sure that such incidents are more frecnuent than would be found to occur among young people differently circumstanced. On the other hand, I am inclined to think that the daily association of young people of both sexes, under wise teachers, may be helpful in the way of correcting much that would be false in thought and imagination. As regards class-room work, physical strength, intellectual capacity, etc., I see no difference. There are bright boys and dull boys,* and there are bright girls and dull ones. Occasionally a girl shows the effect of overwork, and occasionally the same thing is seen among the boys. It is a matter of strength, endowment, etc., rather than of sex. F. T. Ingalls. Little Eock University, Little Bock, Ark., May 8, 1890. I believe that the coeducation of boys and girls in high and grammar schools, if under proper restrictions and guards, is a good thing. M. L. Curl, President. Delaware, Ohio, May 16, 1890. We have had coeducation in the Ohio Wesleyan University since 1876. No evil effects have resulted here. Our young men are more gentlemanly and our young ladies are more vigorous in their work because the two sexes recite together. Upon the whole, our experience is decidedly favorable to coeducation. I believe the experiment would prove a success in your high and grammar schools. J. W. BASHFORD; Bates College, Lewiston, Me., May 17, 1890. After an experience of twenty-seven years, we heartily believe in coeducation in an institution like ours, and we should hesitate to offer any objection to it in high and grammar schools. 0. B. Cheney, President. By J. Y. Stanton, Secretary. Williams College, Williamsiown, Mass., May 7, 1890. So far as I have observed the working of the coeducation of the sexes in high schools, it has not been attended with evil results. It seems necessary that ordi¬ nary caution be observed, but the competition of boys and girls in the same classes has usually been productive of intellectual activity. 1 do not think that the danger of immorality is increased by the meetings incident to well-regulated instruction and exercise in and about the same building. I must add that I have not had opportu¬ nity for very extensive or thorough observation. Franklin Carter. Oberlin, Ohio, May 7, 1890. Oberiin College has tried coeducation in all departments from its beginning, in 1833. We are thoroughly satisfied with the experiment, and believe it is the most natural and the most wholesome way under reasonable conditions. I do not think any of the faculty would fail to say the same thing of coeducation in high and gram¬ mar schools. Henry C. King, Associate Professor of Mathematics . 852 EDUCATION REPORT, 1891-92. Ohio State University, Columbus, Ohio, May 10, 1890. An experience of twenty years has convinced me that for nine-tenths of college students education of the sexes together is better than the education of them sepa¬ rately. The presence of those of the opposite sex is a stimulus in study and a restraint in conduct. The frivolous and foolish will he frivolous and foolish under cither system. I have no special knowledge of high schools and grammar schools to justify an opinion concerning coeducation in them. W. H. Scott, President of the University. Vassar College, May 13, 1S90. As a member of a school hoard ip au Eastern city, I was accustomed to schools in which hoys and girls were educated together, hut where, during the recesses, there was an absolute separation of the sexes. I never saw aught in these schools to call for unfavorable comment. In our high school a similar law was enforced, only there Avas a considerable sepa¬ ration of the sexes in classes as well. But in many lines of study they worked together, and without unfaArorable comment. I see no objection to such a plan. The expense of a separate system makes it impossible in most places, nor does it seem at all imperative on other grounds. But I am sure it is necessary that boys and girls of the age of most of those in our higher schools need careful watching Avhere they are thrown so indiscriminately together. One or tAvo may poison a large number, and necessarily our schools must include eA cry kind. J. M. Taylor. Schenectady, N. Y., May 12, 1890. I am opposed to coeducation in colleges, but haATe never studied the question as it relates to high and grammar schools, and do not consider myself entitled to express any opinion. H. E. Webster, President Union College. Baltimore, May 9, 1890. I consider the coeducation of boys and girls in high and grammar schools objec¬ tionable. Ira Remsen, Acting President , Johns Hopkins University. Massachusetts Institute of Technology, Boston , June 3, 1890. I have never taught in high or grammar schools, but after thirteen years’ experi¬ ence can speak in terms of unqualified approAral with regard to coeducation in higher grades. I was educated in a school and college Avhere none of the other sex were admitted, and naturally Avas of the opinion that such a course Avas not desirable. When com¬ pelled to admit ladies to my classes I regarded it as a mistake, and endeaAored as far as possible to keep them apart, and only with great anxiety, and by slow degrees, permitted any intermingling in the class-room. The results obtained have been so advantageous that iioav I have thrown off all restraint in the class-room and laboratory, and subject all students to exactly the same discipline and rules, no attention being paid to sex, but the students arranged alphabetically and in every respect treated alike, and I am satisfied that coeduca¬ tion can be carried on successfully, provided all artificial barriers are swept away; and the nearer Ave come to this the better will be the result. There are natural advantages from the mingling of the sexes, and the strongest argument against it is a moral one, which, hoAvever strong it may be out of the schoolroom, loses its force in it. Thomas E. Pope. COEDUCATION OF THE SEXES IN THE UNITED STATES. 853 Ann Arbor, Mich., August 22, 1890, In every respect salutary. Our young men are Fetter behaved on the whole — more gentlemanly. In some subjects the women surpass the men ; in others the opposite is true. On the whole, I do not think our standard has declined. The university has certainly made great strides forward since women were admitted, in 1871. This is, of course, due to a variety of causes; but I do not believe that the women have in any way retarded the onward movement. In some respects they have certainly facilitated it. Isaac N. Demmon. The objections against coeducation in colleges, as far as they relate to the effects upon women, are discussed as follows (in Education, January, 1893) by Dr. J. L. Pickard, ex-president of State University, Iowa City, Iowa : Before proceeding to a discussion of the question it is proper that coeducation be defined. The well-nigh universal practices of Western colleges and universities will define the term with sufficient clearness. Young men and young women are invited to pursue their studies together in the college, as has been their custom in the high school and academy. They are sub¬ jected to an identical examination for admission. They are required to choose from many courses of study offered them. When choice is made they attend upon the instruction of the juofessors at the same hour, and of course in the same class room. Requirements as to attendance, to preparation, to examinations are identical. They pass from year to year upon the same basis of scholarship. They have equal oppor¬ tunities for winning scholarship honors. They graduate upon the same day, present their theses upon the same platform, and receive diplomas entitling them to enjoy the privileges of the same degrees. The objections made to coeducation in colleges are entitled to respectful considera¬ tion. (1) Sex manifests itself in the intellect no less than in the bodily structure and functions. To ignore sex in educational processes is against nature and must result in disastrous failure. Let it bo admitted. Is any psychologist wise enough to draw the line of clemarkation, and to assign these studies as proper to the female mind and those to the male'? When the attempt is made shall we not find many studies upon each side of the line? Will not similarities exceed differences? The opening of pursuits and professions to women within the last few years has brought into clearer light what is common to the sexes and differences are less prominent. The modern coeducational colleges recognize the differences and provide varied courses of study. The influence of sex will determine the choice made. In some feminine minds there may be a masculine element which will affect the choice. The same may be true upon the other side. Will the friends of separate schools ignore nature and presume to correct what they claim to be abnormal? The objection proceeds upon the theory that all courses of study arc constructed with sole reference to the masculine mind. The days of the “trivium” and the “ quad- rivium ” are long past. Science, literature, and art present more than seven roads to a degree. No two applicants need pursue the same road in all its windings. There is ample range for the demands of sex in education. But is it best that these demands be met in their entirety? Because there is sex in education, coeducation claims candid consideration. In the economy of nature each sex has its place, not in studied separation and exclusion, but in mutual strengthening and restraint. And in no direction is the influence of sex stronger or more complementary than in that of mental culture. Female colleges of the higher grade recognize the fact in the sometime selection of male presidents and male professors. Male colleges do not as yet reciprocate. If it be true that formative forces are the better where strength and grace are combined, who will claim that these forces emanate solely from the teacher’s rostrum? The daily mingling of students furnishes the opportunity for the exercise of subtle yet powerful influences in the formation of character. This leads to the consideration of a second objection. (2) Womanly virtues are endangered by the greater familiarity which coeduca¬ tion permits. President Porter expressed the thought when he said, in advocating woman’s education, that he wished it to be in u womanly ways.” The u womanly way,” as I understand it, is in the line of sacred and refining influence upon our social life. This power, like all others, gains strength by constant exercise. How can it be cultivated when opportunity for its exercise is denied. Man, too, needs training in manly ways. But the manly way is that of refined strength. Does the seclusion of the boys’ college bring grace to movement, polish to manners, purity to thought, refinement to streugth? Many of us who were shut out from real society during a college course can recall many scenes where awkwardness or boorishness has brought a blush of shame to the cheek when returned to real life in the presence 854 EDUCATION KEPORT, 1891-92. of our sisters — an awkwardness by no means relieved in the presence of those who for the same number of years had learned of man only through glimpses obtained in the occasional party or in the sensational novel, in neither of which does the truo man appear. Sex in education ? Yes. It is God’s plan. He will give it all needed force. It requires no stimulus, such as separate schools emphasize. Its action must not be reflex. For this reason I would urge the fact of sex in education as an argument for coeducation. Where will one find more manly men and more womanly women than in a family of brothers and sisters under the guidance of a loving father and mother. 11 That our sons may be as plants grown up in their youth, that our daugh¬ ters may be as corner stones polished after the similitude of a palace.” The family is the unit of society. The home ist designed to be the citadel of vir¬ tue. If God’s purpose be attained it will only be through the union of strength and grace in the makers of the home. Why take away from either sex the opportunity to form a thorough, a rational acquaintance during the years wherein such acquaint¬ ance is ripening into a life companionship? As well attempt to teach astronomy in a windowless room, or botany in a paved city court, as to expect the starlight of pure love or the flowers of sincere affection to reach the hearts of those who touch each other’s lives only in formal society, or who know nothing of each other’s char¬ acter except as gathered from occasional meetings when society demands studied restraints of the real self. Let each sex test the other’s strength in the class room and respect for real worth will take the place of sentimentalism. Acquaintance will be formed upon the higher plane. Those experienced can tell of the happiness of a married life, the road to which lay through the class room, society halls and contests for intellectual supremacy which a coeducational college afforded. Observation in coeducational work for nearly fifty years since my graduation war¬ rants me in declaring the well-nigh universal happiness of those who have formed their life attachments during a period of study in coeducational institutions. Indeed, of married classmates or college mates I recall no instance of unhappy results. Not many years since the opponents of opening a boys’ school to the girls of the same city, based their opposition upon the injury to the moral character of the girls by permitting them to occupy the same class room with their brothers and the friends of their brothers. The natural inference must bo that girls are too weak morally to withstand the temptations of male society, under the restraints of the best teachers both male and female. Such an argument is an insult to the girls or a stigma upon their brothers. If I could so far forget my experiences, or so far shut out the light of observation as to entertain even the shadow of a suspicion that coeducation can in the least degree prove prejudicial to public morality or to womanly refinement, I would raise my voice loudly in favor of entire separation of the sexes in all our colleges. Says Euskin: u The soul’s armor is never well set to the heart unless a woman’s hand has braced it, and it is only when she braces it loosely that the honor of manhood fails.” There remains one argument having greater weight with many than either of those thus far considered. (3) Woman’s physical nature demands a difference in treatment as to hours of study; as to times of physical exercise and the character of such exercise ; as to regularity and uniformity of tasks assigned. Undoubtedly true. But give to the plan of coeducation its legitimate development — place in professional chairs, with¬ out distinction in salary, representative men and women and these differences will bo recognized and dangers will be averted. After all the danger is more apparent than real. A woman will study as a man does and will control the circumstances attending her. A woman will pursue her studies in a woman’s way. Attempted prescription will end in disastrous failure. No two men pursue exactly the same methods in attainment of knowledge, as stated near the beginning of this article. A wide opportunity for choice is given, and it is but reasonable to suppose that woman regards her physical nature in making her choice. She has also had due regard to her future. Can it be proven that woman’s health is not endangered under the processes of coeducation ? A few years since the following facts were obtained from President Fairchild, of Oberlin, which was one of the earliest coeducational colleges in America. During a given period of years under review, he ascertained that of 84 female graduates 7 had died, 8^ per cent. For the same period of 368 male graduates 34 had died or 9f per cent. So much for those who have entered active life after graduation. What can be said of those in the. active pursuit of study? A school of 600 pupils ranging in age from 14 to 18 years — the majority girls — furnishes from its records the fact COEDUCATION OF THE SEXES IN THE UNITED STATES. 855 that absences caused by ill health were for a year 1 per cent less in case of female than of male pupils, though the distance traversed varied from half a mile to 7 miles each day. In scholarship young women bear off their full share of honors. Herein says Dr. Edes in the Boston Medical and Surgical Journal of March 9, 1882, the danger threat¬ ens woman. u What we are to name that impelling force which drives on the girl to pursue her studies with a tireless sort of energy it is not easy to say. It seems to be a compound of conscience, ambition, and a desire to please in varying propor¬ tions with a peculiar feminine sort of obstinacy, which in a better cause and reason¬ ably directed would demand admiration rather than pity. A boy of moderate abil¬ ity even with some ambition to do well is apt soon to realize his true position and content himself with such moderate scholastic honors as are easily within his reach. * * * In this he has an immense advantage over his sister, that he real¬ izes at an early age that many avenues are open to him toward success, and in only a few of these is high scholarship of any advantage whatever.” Admitting this to be true, it is an argument in favor of coeducation since it is reasonable to suppose that the excessive sensitiveness of the girl will be checked in contact with the indifference of her brother educated at her side. But Dr. Edes would not be quoted as attributing the evils he depicts to coeducation, for he says further on : “ On looking over my case books I have been surprised to find the same statements repeated again and again, namely, that the sufferer had taken the high¬ est honors at some noted female college.” All the cases he cites from his own practice have but few references to school life, but these few are to female seminaries. The same journal of November 24, 1881, gives a table of valuable statistics prepared by Dr .Tuckerman^ of Cleveland, Ohio, for which the assistance rendered me by Dr. Lin¬ coln, of Boston, is gratefully recognized. These statistics prove the futility of the argument under consideration. For physical reasons it is certainly not good policy to cultivate in woman that ‘‘impelling force ” which Dr. Edes finds it so difficult to define, and which his case book traces to “female colleges.” Now is it well to encourage the indifference of the young man. If these tendencies are inherent in sex, might it not be best for both sexes that they be brought into mutual action, and that excessive sensitiveness be checked somewhat in its contact with too great indifference? Separate schools quite naturally emphasize the tendencies of sex. The presence of girls in my own class at the preparatory school gave me an inspira¬ tion, which was gradually lessened in power during my college course, when boys were my only classmates — boys over whose minds indifference gained gradual power as their years of exclusion advanced. If no good argument can be adduced against the policy of coeducation in colleges, with either a psychological, physiological, or moral basis; and if it be agreed that under the present plan of organization young men and young women may be edu¬ cated together as well as in the separate schools — then one strong plea may be made for coeducational colleges on the score of economy. Duplication of all essential equipments — libraries, laboratories, apparatus of a material nature — and of the sources of living inspiration within professional chairs can hardly be justified. EXPERIENCE OF COEDUCATION AT BROWN UNIVERSITY, PROVIDENCE, R. I. [Annual Report of the President, June 29, 1893.] The educational privileges which the corporation at its meeting last June extended to women have been very welcome. Ten women have been pursuing studies in the graduate department the entire year, and the number of regular candidates for undergraduate examinations has been 39. All those who passed the freshman exam¬ inations last year are continuing their studies. Of the regular candidates for this year’s freshman examinations there are 14. The remainder of the young women making up the 39 are not at present candidates for any degree, though several of them will become such. The scholarship of all is. remarkably high, averaging a good percentage, better than that of our men students. The considerable number of women candidates for undergraduate examinations has induced some gentlemen in the faculty to institute means for a systematic preparation for these examina¬ tions. Classes are formed in all the branches elected, and they are instructed by the same men who have charge of the corresponding classes inside the university. There has thus sprung into existence a woman’s college, technically and legally under the university only so far as its examinations are concerned, yet in effect a department of the university, so closely connected are examinations with the instruc¬ tion therefor. * * * 856 EDUCATION REPORT, 1891-62. While this establishment makes no drain •whatever upon the university’s financial resources, it adds greatly to its popularity and favor with the community. From present prospects another year will find no fewer than 100 women pursuing studies in connection with the university, either as full members of it, viz, in the graduate department, or as candidates for undergraduate examinations. Applications for reg¬ istration begin to come in from a distance. In view of the rapid progress which this enterprise is making, I can not but request for it the most attentive consideration of this board and other friends of higher education. * * * The woman’s depart¬ ment of the university requires and must soon have an ample, permanent home of its own, a well-endowed and commodious women’s college, presided over by an accom¬ plished lady principal. Not less than half a million dollars is needed for this pur¬ pose. The college must be part and parcel of the university, giving women students the full university status, and at some time so furnished, endowed, and equipped as to offer them every facility for education, physical and social as well as intellectual, now within the reach of male students. It maybe confidently asserted that no other expenditure of half a million dollars could possibly advance the higher life of Rhode Island society in coming time so much as the erection of such a college. GRADUATE DEPARTMENT OF YALE UNIVERSITY OPEN TO WOMEN. [Report of tlie President for 1892, pages 30,31.] The jdan proposed for the opening of the courses of the study in the graduate department which lead to the degree of doctor of philosophy to graduates of all colleges and universities, without distinction of sex, was mentioned in the last annual report. This plan was brought before the entire body of professors con¬ nected with these courses, and was fully considered and discussed by them, in the earlier part of the year. It was presented to the consideration of the members of the corporation at their meeting held in the month of March, and was favorably received by them, and, with unimportant modifications, adopted. The action by which these privileges -were offered to graduates of the colleges for young women was everywhere appreciated very highly, as was made manifest both by the favor¬ able comments of the public journals, and by the assurances which came from these colleges and their officers and teachers. At the beginning of the now academic year twenty-three young women connected themselves with this department of university. They represent all the leading colleges which have been established especially for the education of women, and also some of the most prominent institutions in which young women and young men are educated together. Two of them received fellowships, and three other scholar¬ ships, according to the provisions made by the corporation, which were stated in the last report. All of them are pursuing, with much energy and success, the various branches of study to which they have devoted themselves. STATUS OF WOMEN STUDENTS AT VANDERBILT UNIVERSITY. [Register 1892-"93, page 29.] Students hj courtesy. — Young women who are not less than 16 years of age, and thoroughly prepared, will be admitted by courtesy to any of the courses of the aca¬ demic department. They will be subjected to the same entrance examinations for the various courses and to the same rules as to attendance and performance of duty as young men. Though not formally matriculated, they will have the same privi¬ leges of instruction as young men, and on the completion of any full course leading to an academic degree will be recommended by the faculty for the same. The fees will be: For a single course, $20; for two courses, $35; for three or more courses, $50 ; library fee, $5. STATUS OF WOMEN STUDENTS AT COLUMBIA COLLEGE, NEW YORK, N. Y. [Report of Acting President of Columbia College, New York, N. Y., 1889, page 16; also Barnard College Circular of Information, 1889-’90, page 4.] The collegiate course for women. — This course, established in 1883, to meet an appar¬ ent public demand for the higher and better education of young women, has not in its present form proved successful. The college provided examinations, but required that preparation be made elsewhere. The women students desired instruction rather than examination. Accordingly, after an experience of five years, it has been decided COEDUCATION OF THE SEXES IN THE UNITED STATES. 857 by the trustees to discontinue the collegiate course for women in its present form, and to approve the establishment of an associate but separate school, under the name of Barnard College, in which the instruction shall or may be given by the pro¬ fessors of the college under certain regulations and restrictions. "This course will therefore be discontinued at the close of the present year, escept for those who have already completed a part of the prescribed studies. In accordance with this division funds were raised for the equipment and main¬ tenance of a college for women. The name, Barnard College, was adopted in grateful recognition of the faith and energy with which the late president of Columbia College, Dr. F. A. P. Barnard, for many years supported and promoted tlie cause of the higher education of women. This connection of Barnard College with Columbia College was officially recog- uized by the trustees of Columbia College in March, 1889. R^DCLIFFE COLLEGE, UNDER THE AUSPICES OF HARVARD UNIVERSITY. [From the Harvard Graduates’ Magazine, March, 1894, pp. 339-342.] On December 6, 1893, the board of overseers of Harvard College, by a unanimous vote, gave its consent to an arrangement to be made between the university and the Society for the Collegiate Instruction of Women. That arrangement had been approved by the president and fellows, and was set forth in certain votes which had been passed by the society and submitted to the president and fellows, and which were as follows : “ Voted, That it is desirable to change the name of this corporation (The Society for the Collegiate Instruction of Women) to Badcliffe College, and that proper legal steps be taken to effect that change. “ Voted, That it is desirable that this corporation give degrees in arts and sciences, and that a committee of 3 persons be appointed by the president to take steps to obtain from the legislature the necessary power. u Voted, That the president and fellows of Harvard College be, and hereby are, made and appointed the visitors to this corporation, and are hereby vested with all visitorial power and authority as fully as if the same had been originally con¬ ferred upon the said president and fellows by the charter or articles of association of this corporation. This vote shall take^effect upon an acceptance by the said president and fellows of the powers hereby conferred, but with the provision that said president and fellows at any time may abandon and surrender or limit such powers upon notice to this corporation. u Voted, That no instructor or examiner of this corporation shall be appointed, employed, or retained without the approval of the visitors of this corporation, mani¬ fested in such way as said visitors may prescribe. “Voted, That in case the president and fellows of Harvard College accept the powers conferred by the foregoing vote the said president and fellows be requested to empower the president of Harvard University to countersign the diplomas of this corporation and to affix the seal of Harvard University to said diplomas.” By the arrangement embodied in these votes and now accepted and approved by the governing boards of the university, Harvard assumes definite and official relations with the work which has been prosecuted for some time in Cambridge under the popular name of the Harvard Annex. (Pp. 329-330.) In this year, 1894, the annex enters into a declared connection with the university. Ifc has become plain to everyone that the institution had passed its phase of private experiment, and was entitled to srme formal recognition by the university. What shape this should take was a question with many difficulties, for the univer¬ sity scheme had no place ready for the newcomer. Two or three main points were gradually developed by discussion. In the first place, of course, no one wanted to incorporate the annex bodily into the university, and mingle its students with the young men. It was plain that the young women must be separately cared for, and "that their household concerns and domestic economy must be in the hands of a board composed, at least in part, of women. Furthermore, the president and fellows of Harvard College were unwilling to add to their administrative work, already excessively heavy, by taking charge of the property or attending to the executive details of another enterprise, and they preferred, for general convenience, to commit to a distinct body the management of an undertaking which was to be detached, in many respects, from the present organi¬ zation of the university 858 EDUCATION REPORT, 1891-92. It resulted from these considerations that the college for women should have a separate organization, formally independent, and distinguished by its own title. Such a separation does not preclude any relation which the university may wish to establish between itself and the new college, nor prevent changes in that relation whenever they may be found desirable. A college on this footing may hereafter stand toward the university in a position closely analogous to that held by a college in an English university. What should be the nature of the connection between the two bodies was the next question and the chief one. The university was entirely ready to assume the con¬ trol of the work of teaching, the most vital matter for the women’s college, and to establish, formally and officially, what had hitherto been informally permitted as a private arrangement, that the instructors of the women’s college should be those already actually in the university, or specially approved by it, and that the stand¬ ards and examinations should be identical in the two. It was not easy to express or define this arrangement by a comprehensive phrase. It finally took the shape of a visitorial power, to be assumed by the university over the new college. This power is, of course, but vaguely described in the word visitorial, but it is neverthe¬ less, in fact, most substantial, and with the understanding which has been estab¬ lished by fifteen years of experience it is effectual and insures a close union in essen¬ tial matters. In this view the vagueness of the term is, and was meant to be favor¬ able to the growth of whatever further connection may hereafter be developed. Some anxiety has been expressed by eager advocates of women’s education because the university has not made a formal contract, nor specified in what way it will exercise its powers, nor enumerated the privileges it will give to women, nor even fixed the time for which it will abide by the new arrangement, which, on the contrary, is expressly made terminable at its pleasure. But the want of definite articles of agreement is by no means a ground of apprehension to those who know the history of the annex and appreciate how fully it is already a part of the university through adoption by the faculty, which is for this purpose the university. X o one who understands university methods, and especially the character, traditions, and policy of Harvard College will be disturbed by the fear that she will abandon a work to which she has set her hand or allow it to languish. The very want of precision and limitation in the terms of the arrangement indicate a union, not a contract, and is an assurance of intimacy and identical interests in the one essential matter of education. The change from a private cooperative plan of individual professors to an officially determined connection with the university is a vital change for the annex and practically fixes it as a part of the university, whether in the present form or some other. The question of university degree remained, and this was met in the only way now practicable. The graduates of the annex have always had a not unreasonable feel¬ ing of deprivation in that their thorough and systematic work, fulfilling the highest standard of college work in the country, was not marked by any degree or title, while the same work brought to men the distinction of a Harvard degree. The annex certificate did represent, to those who were well informed, the fact of educa¬ tion, but the symbol is also valuable, and is even of material value, for high employ¬ ment as teachers is more readily offered to those who have a college degree. The corporation of Harvard College, however, was not prepared to offer to women the university degree of bachelor of arts, and it must be admitted that there is rea¬ son for caution before taking a step so important and so irrevocable. Such a degree would probably at once attract a large number of women, and it is not clear how the scheme could stand a sudden accession of large numbers. To make anything like an impartial sharing of the resources of the university would cripple the present work for men even if no law or principle forbade such an application of the fuuds and property now devoted to the education of men alone. Nor is it clear that the opinion of the graduates and friends of the university is yet so settled as to justify this departure from the established constitution of the university. In view of these and other considerations, the corporation of the university declared itself unwilling to offer its A. B. degree. It was, however, willing to give to the young women a formal certificate, establishing their position at even grade with the Harvard bachelor of arts by graduation from the college which Harvard University is to supervise. The degree, therefore, is to be that of the new college, but countersigned by the president of the university and bearing the university seal. Exactly what shall be the form of that degree has not been determined, but it is not likely to be less explicit than the certificate now used, as given above, in stating that the recipient has accomplished the full measure of undergraduate Avork which entitles a student of the university to its bachelor’s degree. If experience of tls e new arrangement with the women’s college shall hereafter justify any further recognition of its graduates the university is likely to be ready to advance along the path on which it has now entered. The matter of graduate instruction for women has not been made the subject of any definite arrangement, for the reasons given above, namely, that this is now com- COEDUCATION OF THE SEXES IN THE UNITED STATES. 859 plicated, for the university, with question of laboratory accommodation, and the readiness of individual professors to arrange classes at once for women. Such classes are now made up in special cases, and difficulties in this direction are sure to decrease with the adjustments which grow with experience, especially if money is furnished for a better provision of apparatus. It is expected that the opportunities for grad¬ uate work will he much extended under the care of the university, and to this exten¬ sion the opinions of many members of the university faculty are known to be favor¬ able. The plan embodying the main features stated above was informally submitted by the president of the university to the faculty, and was heartily assented to by them, and this assent secured the continuance of that indispensable support upon which the annex has hitherto relied. It is this arrangement which, embodied in the votes of the society as given above, is now approved by both the governing boards of the university. It now remains only to obtain an act of the legislature changing the name of the society, and giving it the power to confer degrees, and to enter into the proposed connection with the university. The society being already incorporated, no charter is sought. The act proposed does not fix any unalterable relations between tho women’s college and the university, but merely authorizes the former “to confer at any time upon the president and fellows of Harvard College such power of visita¬ tion, and of direction and control over its management, as the said corporation may deem it wise to confer and the said the president and fellows may consent to assume.” This will leave it open for the university to adopt hereafter any arrange¬ ment it may choose, and to change the plan as experience may show to be desirable. COEDUCATION AT THE UNIVERSITY OF TENNESSEE. Knoxville, Tenn., April SO, 1894. My Dear Sir : Replying to your communication of the 26th in regard to the work¬ ing of coeducation in this university, allow me to say : (1) It has been tried only one year, but so far as maybe judged by that there is no occasion to regret its adoption. (2) Fifty young women — not under 17 years of age — have been admitted, and both in quality and quantity of work they rank above any 50 of the male students of the same age and class. (3) It is fair to say that I think the large majority of those who applied for entrance this (the first) year are, in spirit and purpose, if not in capacity, above the ordinary average that one could expect. They have seemed anxious to do nothing that would bring the plan into disrepute. (4) No changes in courses were made for their benefit and no additional expense incurred by their admission beyond the fitting up of a suitable building for their occupancy during the day when not at lectures. They board in approved private families in the city. (5) A prudent watchfulness is exercised to forestall any imprudence or indiscre¬ tion, but that is all. It is our policy not to keep a boy who has to be watched, and that policy will be emphasized in case of women. (6) They have given no trouble in the discipline, and their general influence in class and university life has been salutary. Very respectfully, T. W. Jordan, Dean and Professor of Latin University of Tennessee. Dr. W. T. Harris, Commissioner of Education, Washington, D. C. 860 EDUCATION REPORT, 1891-92. BIBLIOGRAPHY. Angell, James B. Shall American colleges he open to both sexes? Maine Journal of Education, 1871, p.264; Michigan Teacher, 6:193;* R. I. Schoolmaster, 17 :265. Angell, James B., and others. Coeducation. Bapt. Quarterly, 9 :63. Allen, R. D. Coeducation of the sexes. Ky. School Rept., 1876, p. 36. Addresses delivered at State teachers’ assn., 1876, p. 4. (Pamphlet.) Allen, W. F. Coeducation of the sexes. Nation, 10 :134. All yn, Robert. Joint education of the sexes in college. Illinois Teacher. 14 :111. American women : Their health and education. Westminster Review, 102:216. Back track at Adelbert College. Nation, 46:135. Barnard, F. A. P. Should American colleges be open to women as well as to men? University Convocation, New York, 1882, p. 141. Discussion, p. 155. Bengel, J. Coeducation of the sexes. Michigan Teacher, 2:149, 185. Bolton, S. K. Higher education of women in Cambridge University, England. Education, 2 :553. Brackett, Anna C. Coeducation at Cornell. N. E. Jour. Ed., 7:137,153. Coeduca¬ tion of the sexes in college. Education, 1 :156. Brackett, Anna C., editor. The education of American girls. New York, 1874. 8°. Brent, J. H. Report on mixed schools. N. C. Jour. Ed., 1859, p. 267. Bridges, Flora. Coeducation in Swiss universities. Pop. Sci. Mo., 38 :524. Brons, B. Ueber die gemeinsame Erziehung beider Geschlecliter an den hoheren Schulen. (Deutsche Zeit- und Streit-Fragen, neue Folge, 3ter Jahrg., Heft 45.) Hamburg, 1887. 8°. Brown, J.H. Committee report on coeducation of the sexes. Pa. School Jour., 3:211. Bryce, James. The American Commonwealth. London and New York, 1889. 8°. Vol. 2, p. 587. Bcrciiard, O. R. Coeducation of the sexes. The Manual (Iowa), 1 :147. Burrows, T. H. Coeducation of the sexes. Pa. School Jour., 5 :27. Cambridge University, England. Admission of women to examinations. Educ. Times (London), 34 :92 ; Nation, 45 :51. Campbell, D. Coeducation. Contemporary, 22:257. Clark, James Freeman. Coeducation of the sexes in Harvard University. Col¬ lege Courant, 11 :111, 121. Clarke, Edward H. Sex in education: or, a fair chance for the girls. Boston, 1875. 12°. Coeducation. Amer., 5:4, 24, 39. College Courant, 4:72,93; 6:7, 12, 156; 9:91,192, 246; 10:248; 11:18,221, 232; 15:253. Critic, 3:153; Independent, 1889, Oct. 10, p. 4: Iowa Common School, July, 1874, p. 106; Living Age, 136:685; Mich. Teacher, 3:1-7; Nation, 10:134, 11:383, 16:349, 17:324, 18:408; North Am. Rev., 136:25; Nat’l Ed. Assn., Proc., 1874:118; New Eng. Jour. Ed., 13:285; New York School Jour., 4 :4, 7:196, 17 :6, 18:8; Pad. Studien und Kritiken, 3:271-282; Pennsylvania Mo., 9:397; Pop. Sci. Mo., 6:364; Princeton, n. s., 10:117; R. I. Schoolmaster, 18:397; Virginia School Rept., 1872:62; Westminster Rev., 90:427, 103:456, 109:56; Wisconsin School Rept., 1873:24; Woman's Jour., 1 :19, 2:241, 3:34, 229, 255,302, 4:20, 164, 353,361, 5 -26, 33, 267, 299, 6:116, 212, 228, 7:211, 8:193, 9:28, 34, 197, 10 :65, 164, 249, 11 :367, 12 :278, 13 :268, 14 :138, 170, 260, 15 :341, 16 :163, 290- Collar, W. C. Sex in education. Mass. Teacher, 2 :43. Conway, M. D. Coeducation. Old and New, 6:74, 105. Crichton- Browne, Sir James. Sex in education. Educ. Rev., 4:164. Cromer, J. M. Coeducation. Luth. Quart., 23:86. Crosby, Howard. Coeducation. Ind. School Jour., 22 :284. Crow, Martha F. Will the coeducated coeducate their children ? Forum. 17 :582, Cutler, Carroll. Shall women now be excluded from Adelbert College of Western Reserve University? Argument presented to board of trustees, Nov. 7, 1884. (Pamphlet.) Dall, Caroline H. The college, the market, and the court. Boston, - . 8°. Deems, C. F. Progress of coeducation. Forum, 3:631. Dole, I. A free talk. N. E. Jour. Educ., 3:25. Douai, A. Sex or no sex in education. O. Ed. Monthly, 15:271. Duncan, T. J. Coeducation of the sexes. Pa. Sch. Jour., 23:76. Fairchild, E. H. Coeducation of the races and sexes. U. S. bu. ed., Spec. rep. New Orleans exp., 1884-85, pp. 468-470 (foot pagination). Fairchild, James H. Coeducation at Oberlin. Bib. Sac., 46 :443. - - Coeducation of the sexes. College Courant, 1:177,185,193; Illinois Teacher, 13:259; O. Jour. Ed., 1:353. * Michigan Teacher, 6: 193 = Michigan Teacher, vol. 6, p. 193. BIBLIOGRAPHY. 861 Fairchild, James II. Coeducation of tlic sexes. Address "before meeting of college presidents, Springfield, Ill., 1867. Barnard’s Amer. Jour. Ed., 17:385. Fick, II. H. Sex or no sex in education. Rational Teacher, 4 :271. Foster, Bessie M. Coeducation of the sexes. Normal Teacher (Indiana), 1 :200. Franklin, C. L. Coeducation. Nation, 46 :91. IGodkin, E. L. Coeducation. Nation, 16 :349 ; 36 :226. Groff, G. G. Coeducation in some of its most important features. The Student, 3:120, 143, 175. Hadley, Arthur T. Admission of women as graduate students at Yale. Educ. Rev., 3:486. Harris, William T. Coeducation of sexes. Report on public schools, St. Louis, Mo., 1872-’73, pp. 105-120; Pennsylvania School Journal, 19 :359. Health of female college graduates. Report special committee of Association of Collegiate Alumnae, together with statistical tables collated by the Mass, bureau of statistics of labor; pp. 78, Boston, 1885. Also in 16th An. Rep. Mass. bu. of Statistics of Labor, 1885*. Pt. 5. Hershberger, G. B. Coeducation in medicine. Educ. News, 8 :643. Holland, J. G. Coeducation of the sexes. College Courant, 9:86, 97. - Women in the colleges. College Courant, 9 :98. Hosmf.r, J. K. Coeducation of the sexes in universities. Nat. Ed. Ass’n., 1874, p. 118. Howe, Julia Ward, editor. Sex and education : A reply to Dr. E. H. Clarke’s “ Sex in education.” Boston, 1874. 8°. Hunter, A. A lady orator on coeducation. St. Paul’s, 13:309. Hyde, A. Coeducation of the sexes. Scrib. Mo., 2:519. Jones, E. Misconceptions in coeducation. College Courant, 13:25. Kennedy, J. S. Identical education and coeducation. N. E. Jour. Ed., 2 :63. Kiddle and Schem’s Cyc. of Ed., p. 145. Kinney, Henry C. Sex in education. Indiana School Jour., 23:18. Leonard, D. L. Sex and school. Illinois Schoolmaster, Feb., 1874, p. 213. Lumry, O. F. Coeducation of the sexes. College Courant, 10:73. McCabe, Lida Rose. American girl at college. New York, 1893. 12°. Magill, E. H. Coeducation of the sexes. Pa. School Jour., 21:101; 23:80. Majority and minority reports of the special committee on the subject of coeduca¬ tion of the sexes. School Doc. No. 19, 1890. Boston, 1890. 8°. Maudsley, Henry. Sex in mind and in education. Pop. Sci. Mo., 5:198; Fort., 21:466. (p. 582, Elizabeth Garrett Anderson: reply to Maudsley.) Mell, A. W. Coeducation. Nat. Teacher, Mo., 4:325. Merrill, W. A. Progress of coeducation. Nation, 46:52.. Meyer, Annie Nathan, editor. In Woman’s work in America. New York, 1891. 12°. Miller, Mrs. H. Coeducation. R. I. Schoolmaster, 19 :431. Mixed schools. Opinions of the distinguished educators. Schl. and Family Visitor, Ky., 1:51. fMoNTEFiORE, A. The education of the high school girl. Educ. Rev. (London), 2 :95. Murphy, A. A. Coeducation of the sexes. (Address, April 29, 1874.) Ed. Jour. Va., 6.64. Normal coeducation. Pop. Sci. Mo., 6:364. Opinions of teachers of Boston schools on coeducation. Boston Herald* Oct. 22, 1890. Payne, William IT. Coeducation of the sexes. (Letter to J. L. M. Curry.) Educ. Jour.. Va., 22 :484 ; Chicago School Rcpt., 1873-’74, p. 104. Philbrick, John D Coeducation of the sexes. Proc. Am. Inst. Instr., 1880, p. 115. Pickard, J. L. Coeducation in colleges. Education, 13:259. Reasons for having both sexes attend the same high school. R. I. Educ. Mag., 1:135. Report of committee on the education of girls. Nat. Educ. Assn., 1890, p. 338. RobinsoN; E G. Coeducation. Present Age, 2 :1284. Rossi, E. La Istruzione pubblica negli Stati Uniti. Scuola mista, scuole normalie maestri. Bolletino ufiiciale dell’ istruzione. (Marzo, 1888.) 14:289-293. Runkle, Lucia Gilbert. New knock at an old door. Century, 25 :683. Safford, Irene A. Decision of Columbia College. Overland, 2d. s.,May, 1883, p. 544. Sale, Edmonia B. The question of to-day. Va. School Jour., 1 :252. Salmon, L. M. Coeducation. Nation, 46 :116. Sawyer, Mrs. S. H., Coeducation of the sexes. (Pamphlet published by the Ky. Equal Rights Assn., 1891.) Scarborough, W. S. The school question in Ohio. Independent, Dec. 1, 1887, p. 4. SSeelye, L. Clark. Collegiate education of women. Univ. of the State of N. Y., 92nd Regents’ report, 1879, p. 563; College Courant, 15:205. • - Notes on Prof. Seeley’s paper on coeducation, by a practical educator. Seguin, E. Coeducation of sexes. Report on education, Vienna International Exhib., 1873:46. Separation of the sexes in schools. Mass. Teacher, 6:247. 862 EDUCATION REPORT, 1891-92. Sex in education'^ Amer. Jour. Educ., St. Louis, 7:11; Mass. Teacher, 27:171; Wis. Jour. Educ., n. s., 4 :206. Sex in mind aud education : A commentary. Blackwood’s Edin. Mag., 78 :736. Sinclair, Jane Cooper. Coeducation in the West. North Am. Rev., 157 :510. Smith, Goldwin. University question in England. Princ. Rev., 55 :451. Stoddard, F. H. Women in English universities. New Eng. and Yale Rev., 9:573. Stone, Mrs. L. H. Relation of the sexes in education. Mich. Jour., 5 :368. Tarbell, H. S. Coeducation. Educ., 4:427. Turpie, Josephine J. Plea for coeducation of the sexes. A. M. E. Church. Rev., 3:267. Tutwiler, Julia S. Coeducation and character. Proc. Ala. Educ. Ass’n., tenth annual session, 1891, p. 73. Tyler, M. C. Coeducation at Michigan University. Nation, 11 :383. United States Bureau of Education. An. Rep. 1868, pp. 385-399; 1870, p. 93; 1871, pp. 44-46 ; 1872, p. 29 ; 1873, pp. 196-254 ; 1874, see index of that report ; 1878, p. cv; 1878, p. 71 ; 1879, pp. 123, 260; 1880, p. cxli ; 1881, pp. cli, clii ; 1882-’83, pp. cxxix- cxxxvi; 1883-84, pp. cxxxix, cxli, cxlii, cxlv, cxlvi; 1885-86, p. 350; 1886-’87, pp. 176, 840; 1887-’88, p. 1027; 1888-’89, 50, 101, 132, 192, 250, 464-469 ; 1889-’90, pp. 209, 257, 273, 284, 290, 301, 427, 441, 470, 506, 764 ; 1891-’92, pp. 783-859 ; Circ. Inf., 2, 1883; Spec. Rept., New Orleans exp., 1884-’85, pp. 468-470 (foot pagination). University of Michigan. Report of committee upon admission of females to the university. Mich. Rept. Pub. Inst., 1859, p. 95. Valentine, J. F. Coeducation of the sexes. Pa. School Jour., 24:183. Voss, P. Fsellesundervisning fra andre Lande [viz, Finland, Norway, etc.]. Vor Ungdom, 1-2, Hsefte, 1890, pp. 70-80. Warner, Charles Dudley. Women in men’s colleges. College Courant, 9:75. Weston, Edward P. Coeducation of sexes. Maine Teacher, Feb., 1863, p. 234, White, E. E. Coeducation of the sexes. Nat. Teacher, 2 :214. Whitford, AV. C. Coeducation of the sexes. Wis. Jour. Educ., n. s., 5:89. Wickersham, J. P. Coeducation of the sexes. Pa. School Jour., 3:87. Williamson, Robert. Coeducation of the sexes. Va. School Jour., 2:44. Yale [College] . Admission of women as graduate students. By Arthur T. Hadley. Educ. Rev., 3 :486. CHAPTER XXVII. EDUCATION OF THE COLORED RACE, Public school statistics, classified by race, 1891-92. Estimated number of persons 5 to 18 years of age. j Percentage of the whole. Enrolled in the pub¬ lic schools. Per cent of persons 1 5 to 18 years en¬ rolled. White. j Colored. White. Colored. White. Colored. White. Colored. Alabama a . 290, 935 249, 291 53 -85 46-15 186. 125 1 115,490 63 -98 1 46-33 Arkansas . 302, 600 117, 300 72-06 27 -94 187, 261 64, 191 61 -87 54-71 Delaware . 39, 850 8,980 81-60 18-40 28, 316 4, 858 71 -03 54 -07 Dist. of Columbia-. 42, 320 23, 280 64-51 35 -49 25, 188 14, 490 59 -51 62-34 Florida . 78, 150 61, 950 55 -79 44-21 57, 181 36, 599 73 T3 59 -07 Georgia . 347, 020 325, 680 51-59 48 -41 240, 979 156, 836 69 -43 48 -16 Kentucky . 535, 900 91, 800 85-38 14-62 332, 160 57, 700 61 -97 62-86 Louisiana . 190, 930 203, 370 48-42 51 -58 80, 972 59, 261 42 -40 29 -15 Maryland . 242, 120 69, 880 77 -62 22 -38 154, 855 34, 274 63 -97 49-10 Mississippi . 197, 700 488, 000 40 -71 59 29 161, 986 178, 941 81 -92 62 -13 Missouri . 819, 540 49, 860 94 -26 5-74 606, 286 34, 513 73 -98 69-20 North Carolina .... 364, 650 218, 650 62 -52 37 -48 215, 919 119, 439 59 -21 54 *64 South Carolina - 164, 330 275, 770 37 -34 62 -66 92, 430 113, 219 56-25 41 -06 Tennessee . 467, 700 157, 800 74-77 25 -23 380, 456 107, 051 81-34 67 -84 Texas . 644, 000 197, 200 76-55 23 -45 395, 517 132, 797 61 -42 67 -33 Virginia . 339. 360 241, 440 58 -43 41-57 j 218, 946 116, 700 64-52 48 -34 West Virginia . 255, 700 10, 500 96 -04 3-96 194, 332 6, 457 76 -00 61 -23 Total . i 5, 322, 805 2, 590, 851 67 -26 32-74 3, 558, 909 1, 352, 816 66 -87 52 -21 Average daily j Per cent of enroll- Length of school | Number of attendance. j ment. year in days. teachers. White. Colored. White. Colored. White. Colored. 1 White. Colored. Alabama a . Arkansas . 110, 311 1 72, 156 59-27 | 62-48 73-9 i 72-8 4, 182 4, 468 734 562 2, 006 5, 383 8,204 2, 255 3,384 4. 634 13, 634 4,524 2, 611 6, 783 8,647 5, 752 5,560 2,136 1, 173 106 283 776 2, 731 1, 296 930 667 3, 288 711 2, 426 1,787 1, 829 2, 374 2, 041 187 Delaware . Dist. of Columbia. . Florida . b 19, 746 18, 929 b 2, 947 10, 833 69 -74 75-17 60 -66 74 -75 6166 185 6126 185 Georgia . Kentucky . Louisiana . Maryland . Mississippi . Missouri . . 142, 289 210, 684 56, 372 88, 007 96, 818 91,942 35, 508 40, 103 17, 056 100, 457 59-04 63 -43 69-63 56 -82 59 -77 58-63 56-34 67-66 49 -76 56-14 c loo 109 -8 184*9 clOO 96 -8 179 -6 North Carolina.... South Carolina .... Tennessee . Texas . Virginia . West Virginia .... Total 132, 001 67, 934 274, 482 261, 549 123, 545 124, 181 66,746 80, 827 75, 001 74, 708 62, 481 3, 863 61 -14 73 -50 72 T5 66-11 56 -43 63 -90 55 -87 71 -38 79 -07 56-25 53 -54 59 -83 63 -3 107 -3 118 60-7 100 -8 118 d 63 -77 d 60. 09 83, 325 24, 741 a In 1890. c Average of most of the schools. 6 Approximately. d Average of 14 States. 863 864 EDUCATION REPORT, 1891-92. Secondary and Higher Institutions for the Colored Race, 1891-’92. Normal schools . States and Territories Alabama . Arkansas . Florida . Georgia . Louisiana . Mississippi . Missouri . North Carolina . South Carolina . Tennessee . . Texas . Virginia . West Virginia . District of Columbia . Other States . . Pupils. Total © § © H Nor- i mal. | Second¬ ary. j Ele- 1 men- : tary. Total. 5 i 67 1 780 ! 95 i 1,395 2,270 3 15 I 407 8 I 415 1 6 79 i 79 1 5 43 ! 43 3 18 i 142 i 504 | 142 3 39 191 ! 695 1 42 163 205 6 28 434 22 313 i 769 3 24 83 153 620 I 856 6 37 392 125 676 1, 193 1 9 34 140 1 174 2 43 456 277 733 1 7 171 | 171 2 19 222 222 75 75 38 324 3, 551 558 1 3, 933 8,042 Institutions for secondary in¬ struction. Universities and colleges. States and Territories. Schools. Teachers. Pupils. Schools. Teachers. Students. Second¬ ary. Elemen¬ tary. Total, a Collegi¬ ate. i 5 >> i g a ce It 1 ,S “ Total. Alabama . 5 24 46 | 315 815 1 ! 8 | 12 191 Arkansas . 5 21 901 ; 1 13 7 1 30 292 329 Florida . . . 2 10 44 539 583 I Georgia . 11 65 226 ' 1, 562 3,563 ; 2 i 41 16 168 716 900 Kentucky . 2 11 277 1 i 15 31 77 225 333 Louisiana . 2 19 6 ! 193 274 4 71 12 115 1,602 1, 729 Marvland . 1 5 84 . 1 1 10 4 49 137 190 Mississippi . 6 32 257 | 435 919 2 21 97 143 230 470 Missouri . . . 1 2 54 1 11 65 ’ North Carolina . : 9 43 209 , 933 ; 1,721 j 3 33 | 129 120 267 803 Ohio . 1 1 9 21 30 114 165 Pennsylvania . 1 6 50 t 250 t 300 | 14 143 63 206 So nth "Carolina . 12 60 i 104 : 596 i 3, 289 ; 2 37 29 185 240 1,034 Tennessee . ! 5 25 i 755 4 96 221 1,015 1, 332 Texas . 4 39 305 1 688 | 1, 219 1 12 30 215 Virginia, _ 6 34 90 ! 603 I 1,403 District of Columbia . . 1 ; 8 27 55 82 Other States . 69 69 1 137 137 Total . 72 396 1, 460 1 i 6, 125 16,237 25 369 i 791 1,256 4,838 8, 116 States and Territories. Schools of theologv. Schools of law. Schools. Teachers. Students.' Schools. Teachers. Students. I_ i ! Alabama . Arkansas . Georgia . Kentucky . Louisiana . Maryland . North Carolina . Ohio . Pennsylvania . South Carolina . Tennessee . Virginia . District of Columbia Other States . Total 1 I 1 65 577 16 I 119 a Totals larger than sum of elements because in some schools the wholenumber of pupils only was given. EDUCATION OF THE COLORED RACE. 865 Higher institutions for the colored race, 1S91-92 — Continued. States and Territories. Schools of medicine, den tis- Schools for the deaf, dumb, try, and pharmacy. i and blind. Arkansas . Florida . Georgia . Kentucky . Louisiana . Maryland . Mississippi . Missouri . North Carolina . South Carolina . Tennessee . Texas . District of Columbia Other States . Total 51 10 22 73 i37 137 78 457 ! Schools. Teachers. Students. 2 20 36 1 4 13 2 17 48 2 23 57 1 5 39 1 9 25 2 32 18 1 10 60 1 5 23 2 17 40 1 4 83 139 16 146 581 Number of each class of schools for the colored race, and enrollment in them. Class of institutions. Schools. Enroll¬ ment. Normal schools . 38 Normal students . 3, 551 558 Secondary . Elementary . 3, 933 Total . 8, 042 Institutions for secondary instruction (including elementary pupils) . 72 16, 237 Universities and colleges . 25 Collegiate students . 791 Secondary . . 1,256 4, 838 Elementary . Total (including unclassified) . 8, 116 Schools of theology . 22 577 Schools of law . 5 119 Schools of medicine, dentistry, and pharmacy . 5 457 Schools for the deaf and dumb and the blind . 16 581 Grand total . 183 1 34, 129 Universities and Colleges for the Colored Race. There are twenty-five universities and colleges, located mainly in the Southern States, devot ed to the education of young men and women of the colored race. These twenty-fivo institutions have grounds and buildings estimated at $3,054,433, and they have permanent productive funds to the amount of $757,446. The two univer¬ sities in Atlanta, Ga., have property valued at half a million dollars, whilo thothreo in Nashville, Tenn., have property valued at considerably more than half a million, Fisk University alone having a valuation of $350,000. Lincoln University* Pennsyl¬ vania, has property valued at $185,000 and an endowment of $237,450. Tlio most salient point in connection with colored education in professional schools is the rapid increase in the number of students engaged in the study of medicine and law in the last few years. In theology the number has not increased of late years ; in fact, there seems to have been a slight decrease. In 1886-’87 thero were 933 theological students; in 1889-*90 there were 734; in 1891-92 there were 577. In the law schools, however, the number has been increasing; 81 students in 1886-’87 and 119 in 1891-,92. But in the medical schools we find a still larger increase ; 165 students in 1886-'87, 310 in 1889-?90, and 457 in 18'31-’92. It is very probable that there will be an increase for some years in all of these lines, for, notwithstanding the occasional averment of moral obliquity in some of the clerical order, the devout will only recog¬ nize the greater need of earnest, consecrated men to proclaim the saving truth and to establish the people in the paths of rectitude, while the less punctilious will feel that there should be more of that charity which hopeth all things and is not easily ED 92 - 55 866 EDUCATION REPORT, 1891-92. provoked, and all will be attracted by tbe opportunities of coming before the people and ^exercising tbe oratorical gifts which they so frequently possess. It is but natu¬ ral to expect, too, that the thousands of colored people will furnish employment to many of their race both in healing the sick and in representing their claims in the courts, and so long as there shall be room for more in these pursuits the candidates will probably not be lacking. For the last three years the number of students reported as engaged in collegiate studies has been about 800. The question may be asked, why is it there are not more collegiato students when there are twenty-five universities and colleges pre¬ pared to receive them? In the first place, a large number of colored boys and girls, especially those living in the rural regions, do not have the opportunity of finishing even the elementary studies with much success, on account of the briefiterm of three to five months in the public schools and the defective instruction imparted therein. This eliminates a very large number of possible candidates for higher education. In many of the schools for white children, when the public term expires, the school is continued without interruption, each pupil paying a small tuition fee; but here¬ tofore the colored people have not been able to continue their schools in this way. Again, in the Southern States it is comparatively easy for a young colored man of energy and a good secondary education to find employment which at once enables him to begin saving up something and to get a start in the world. When he once begins to accumulate means, the desire to increase the amount comes to him just as to others, and consequently he soon has plans formed in which further education is not considered, especially when he sees that it would take several years to secure the funds and finish the course. He naturally concludes to let well enough alone. As there are comparatively few colored parents able to bear the expense of sending their children through a college course, those who are qualified to begin higher studies fall in the number just mentioned and do not attend for the reasons there stated. The work of the colored universities and colleges, therefore, is at present to a large extent, below the grade of a university, but they are now only laying the foundation of their future work. Many of their students who are grown young men and women are only engaged in secondary work, and they are entitled to commenda tion for that degree of progress. The colored boy in getting an education encounters many difficulties. The school which he first enters probably continues three or four months; the rest of the year he labors at whatever he finds to do, and if he fortu¬ nately gets a good place he probably keeps it for a year or two. Then he spends another short term in a school which probably scarcely deserves to be called a school — the teacher incompetent, no apparatus whatever, possibly not a single blackboard, and children of all ages and sizes crowded into a building seemingly constructed to avoid any financial loss when the cyclone shall have leveled it to the ground. After several years spent in this haphazard way of getting an education, he resolves to enter a college, but as his parents have little means, he has to work his way through. But all through the course and in after years he labors under difficulties on account of his defective elementary education. But notwithstanding the difficulties under which they labor, many young colored men manage to acquire a very valuable traiuing. “ A law student at Shaw University helped to support a widowed mother and worked his way up, teaching a school of 80 scholars 4 miles in the country, walking both ways, and yet studying law and reciting at night, nearly a mile away from home. He was finally graduated with honor and admitted to the bar, sustaining decidedly the best examination in a class of 30, all the others white, mostly from the North Carolina State University, and he as black as you will often see, yet com¬ plimented without stint by his white competitors and by the chief justice himself.” — [. American Missionary, June, 1893. While the controversy is going on as to whether the negro is capable of receiving the higher education, and while many reasons are being advanced why he is not, the colored man himself is saying nothing about it, but is going forward learning all he can and endeavoring to increase the number of object lessons with which the theorist must contend. The number of highly educated colored ministers, lawyers, doctors, and educators is small, indeed, as yet, and they are scattered over a wide expanse of territory, but each year sees the number increasing, for the very rarity of the highly educated coloredman is best known by his own race, hud hence when they see oueof their number possessing talents so cultivated as to command the admiration of all, or when one of them is able to secure a position of high honor and distinction, it is observed by none more quickly thau by the colored people themselves. One colored man in the House of Representatives of the U. S. Congress will excite a thou¬ sand hopes and aspirations in the breasts of his admiring friends, and for every one who is thus able to rise to distinction hundreds of others will enter the doors of some university or college resolved that if they shall not be able to reach the acme of their ambition, they will at least attain to the highest point their oppor- EDUCATION OF THE COLORED RACE. 867 tunities and diligence will permit them. The colored parent, too, will he stimulated to give his children the advantage of every educational facility possible, even though he recognizes that it will require great sacrifices on his part, for he feels that in so doing he will he assisting in the elevation of his race, something in which he takes a personal interest. NORTHERN AID TO COLORED SCHOOLS. The great work of educating the colored race is being carried on mainly by the public schools of the Southern States, supported by funds raised by public taxation and managed and controlled by public school officers. The work is too great to be attempted by any other agency, unless by the National Government, the field is too extensive, the officers too numerous, the cost too burdensome. Societies and churches may temporarily take hold of places neglected by public-school officers and show by their work what is needed, but they can not attempt the work legiti¬ mately belonging to the public schools. This aim is kept steadily in view by the societies which have been long engaged in helping the colored child lift itself up in the world and begin work on a higher plane. But while the work as a whole can be carried on only by public taxation, it is being aided very substantially by the societies and churches in the Northern and Western States, which have had their missionary teachers engaged there since the first opportunity was offered them, even before the war had ended. Most of the aid given by these States goes through the regular channels of some organization, but there are quite a number of colored schools which depend entirely on appeals to individuals for help. At the close of the war the different denominations began to vie with each other in the education of the freedmen, who had hitherto not been allowed in a schoolroom. Young men and women full of missionary spirit left home and friends to go into dis¬ tant parts of the South to educate children, parents, and grandparents, for they were all in the same classes, and they began at the beginning. These teachers soon found that it required a missionary spirit indeed, for there was something of pathos as well as romance in the work. Now, scattered all over the South, at one place representing one denomination, at another place some other denomination or society, are to be found schools filled to overflowing with eager learners, taught generally by teachers selected for their competency and missionary zeal. These schools are not intended to antagonize the public schools. Generally they are of a higher grade than the public schools, and when not they serve as model schools and are carried on in a way to enable needy children to work out an education. Not only have such schools been established and maintained and help given to deserving pupils, but with almost every school a church has also been established to furnish religious instruction. But reference is intended to be made here to school work only. The Freedmen’s Aid Society of the Methodist Episcopal Church was one of the earliest to enter upon the work of colored education, and it is now one of the most important factors in the work. The extent of its effort among colored people in 1892-’93 is indicated by the following summary of institutions, teachers, students, and property: Schools, 23; teachers, 214; students, 5,396; property, $1,183,000. In addition to the regular teachers, 165 practice teachers were employed from the nor¬ mal departments. Its expenditure for colored schools in 1892-’93, after deducting tuition fees paid by the pupils and the amount paid by the State of South Carolina to the agricultural school at Claflin University, was about $200,000. Another very important factor in the work is the American Missionary Association, one of the pioneers in entering upon this work of education and one of the largest contributors up to the present time. The Daniel Hand fund, amounting to $1,000,894, was placed in the hands of this association by Mr. Hand himself, while still living, and the income (but the income only) is to be used in educating colored boys and girls in the recent slave States. The John F. Slater fund is held by a board of trustees, of whom Dr. J. L. M. Curry is the general agent, and the income is distributed to various schools, but not nec¬ essarily to the same schools each year. It is intended mainly to supplement local funds and to stimulate local effort. The Peabody fund also aids very materially in this work. The Board of Missions for Freedmen of the Presbyterian Church is taking an active part in the education of the colored race. During the year 1892-’93 it had 86 schools, 15 of them being boarding schools, 252 teachers, and 10,520 pupils. Biddle Univer¬ sity, Charlotte, N. C., Scotia Seminary, and Mary Allen Seminary were among those supported by it. Schools have also been established by the Baptists, Lutherans, United Presbyterians, Catholics, Episcopalians, and Friends. There is a wonderful contrast in the character of the schools established for col- ered children. Many of the schools, especially those in the remote rural regions, are as defective as one could imagine a school to be; but, on the other hand, most 868 EDUCATION REPORT, 1891-92. of those established by the missionary societies, are better managed and have a better class of teachers. These teachers have generally been educated in the best Northern schools, and coming as they do from different States, they com¬ bine the best methods of different schools. Frequently, too, they have undertaken the work from philanthropic motives and are filled with aspirations not only to ele¬ vate the intellectual capacity of their pupils, but to implant in them high and ennobling principles, and by means of this training given, at school to elevate the entire race. In some cases these teachers have refused much larger salaries, in order to continue what had become to them a labor of love ; they preferred the satisfac¬ tion of helping to build up a race rather than to enter into the contest for pelf. SCHOOLS CONDUCTED BY COLORED INSTRUCTORS. That the institutions for the colored race are beginning to accomplish the purpose for which they were mainly founded, namely, that they might train up leaders for the colored people from their own race — preachers, teachers, doctors, lawyers, etc. — is shown by the fact that there are now some institutions of high grade and of growing popularity that are conducted entirely by colored instructors, and these are educating others who will be able to fill their places with equal if not greater success. While many schools are being conducted wholly oi in part by colored teachers, a few conspicuous examples are given of what they sometimes accomplish. Allen University, Columbia, S. C., was established in 1881 by tli6 African Metho¬ dist Episcopal Church, and has been conducted solely by colored teachers. From the very first it has enjoyed great success, and during the year 1891-'92 there was an attendance of 465 students. In Biddle University, Charlotte, N. C., all of the eleven instructors except one in the industrial department, are colored. This institution ranks among the very best in the land for colored education of high grade. Although it is a school for colored students and taught by colored teachers, it has some of its strongest friends among the white people who live in that part of the State, and who are therefore well acquainted with the work accomplished by it. Senator Zebulon B. Vance and Dr. Drury Lacy, lately president of Davidson College, North Carolina, have spoken of it as accomplishing great good for both the educational and religious welfare of the race. (Further notice of this school on page 869). One of the most conspicuous results of colored enterprise and ability is the Tus- kegee Normal and Industrial School, of Tuskegee, Ala. This institution is an achievement of Mr. Booker T. Washington, a graduate of the Hampton Normal Insti¬ tute. Opened in 1881 with 1 teacher and 30 pupils, it attained such success that in 1892 there were 44 officers and teachers and over 600 students. It also owns x>roperty estimated at $150,000, upon which there is no incumbrance. Gen. S. C. Armstrong said of it: “ I think it is the noblest and grandest work of any colored man in the land. What compares with it in genuine value and power for good? It is on the Hampton plan, combining labor and study, commands high respect from both races, flies no denominational flag, but is thoroughly and earnestly Christian; it is out of debt, well managed and organized.” In Alabama Mr. Booker T. Washington is rec¬ ognized by all as one of the leaders of the race, facile princeps. Ilis efforts and influ¬ ence are not confined to building up and sustaining the large institution which he has established. Several conventions of leading colored men have been held at Tus¬ kegee, at his suggestion, to consider ways and means for the moral, educational, and financial elevation of the colored j)eople in general. INDUSTRIAL INSTRUCTION. Most of the colored institutions bear a close resemblance to a large household which carries on the work of education, the cultivation of the farm, the building and repairing of houses, the raising of cattle, and in which the pupils are furnished an object lesson in the proper management and conduct of a household of which they form part, and can therefore continue afterwards when opportunity shall present itself. Tougaloo University, Mississippi, for instance, is situated about half a mile from the Illinois Central Railroad, and 7 miles north of Jackson, the capital of the State. The grounds embrace about 500 acres of land, and furnish a temporary home for a family of about 200 persons, who have built the houses in which they live, who raise the large quantities of corn, wheat, potatoes, fruits, and vegetables necessary to supply their table, who raise their own cattle, milk their own cows, cook their own food, laundry their clothes, and, lastly, provide for their own instruction. In a word, they are, to a large extent, independent of the rest of the world. This method of training is the kind specially needed by them, for, on account of their meager circumstances, they are too little acquainted with model home and family life. Once EDUCATION OF THE COLORED RACE. 869 having felt and learned to appreciate its elevating influences, however, they have an ideal to which they ever afterwards aspire and without which they can never rest contented. Moreover, the education they receive in these collective households will enable them to earn good wages, teach them how to use their earnings to the best advan¬ tage, and consequently they will in all probability have the opportunity of carrying out on a smaller scale their ideal home methods. In fact, the desire to own a home is already quite common among the colored peo¬ ple, and that many of them are beginning to do so is shown by the great increase during the last decade in the amount of property which they own in Georgia. In that State there is kept a separate account of the assessed property of colored peo¬ ple. In 1882 the amount of assessed property held by colored iieoplein Georgia was $6,589,876; in 1892, the amount was $14,869,575, an increase of more than 100 per cent. In Claflin University, South Carolina, is to be found the same family life as that of Tougaloo University, but on a still larger scale. Although specially adapted to the needs of the race, it is probable that this method of conducting an educational institution was not selected as being tbemo:t desirable, but rather because it was well recognized that in no other way could the attendance of a large number of students be expected. What would be regarded as a very moderate cost of education in most of the institutions for white students would have been beyond the reach of most colored students, but by the plan adopted at Claflin the expenses for board and tuition are reduced to $8.50 per month, and at Allen University to $5.50 per month. Quite frequently, too, part of these expenses is paid by manual work, either for the institution or for adjacent residents. It is by reason of this low cost of education that we find over 600 boys and girls attending Claflin University, and in fact that we find all of the colored schools filled to overflowing. Many of the students begin a school year with about as much means as would be thought sufficient for a month or two, but they manage to pull along the entire year, and after three more months of work, instead of that much time spent in idleness, they are again found on the grounds of the institution, happy on account of their growing independence and ability. They have no fear of not being able to find some work to do, for they know how to work and above all are willing to work, and when one possesses these two qualifications he will rarely lack employ¬ ment. INSTITUTIONS FOR THE COLORED RACE. Value of grounds and buildings and amount of permanent productive funds, in 1801-9%. Value Amount of Institutions. j of grounds permanent and productive j buildings. funds. Selina University, Selma, Ala . Philander Smith College,* Little Rock. Ark . Howard University, Washington, D. C . Atlanta University, Atlanta, Ga . Clark University, Atlanta, Ga . Berea College, Berea, Ky . Leland University,* New Orleans, La . New Orleans University, New Orleans, La . Southern University,* New Orleans, La . Straight University, New Orleans, La . Morgan College,* Baltimore, Md . Rust University,* Holly Springs, Miss . Alcorn Agricultural and Mechanical College, Rodney, Miss Biddle University,* Charlotte. N. C . * . Shaw University, Raleigh, N. C . Livingstone College,* Salisbury, N. C . Wilherforce University, Wilberforce, Ohio . Lincoln University,* Lincoln University, Pa . Allen University, Columbia, S. C . . Claflin University, Orangeburg, S. C . Knoxville College, Knoxville, Tenn . Central Tennessee College, Nashville, Tenn . Fisk University, Nashville, Tenn . Roger Williams University, Nashville. Tenn . Paul Quinn College,* Waco, Tex . Total . $30. 000 20, 000 400. 000 $185, 000 207, 000 27, 873 250, 000 125, 000 100, 000 150. 000 95, 000 100, 000 33, 533 100, 000 45, 000 22, 000 40, 000 51,400 80, 000 175, 000 31, 000 100, ooo 92, 500 20, 623 185, 000 237, 450 20, 000 8, 000 100, 000 75, 000 500 90, 000 15, 000 350,000 j 15,000 200,000 j 35, 000 . 3,054,433 | 757,446 I In 18S9-’90. 870 EDUCATION REPORT, 1891-92. Lincoln University , Fa. — Rev. W. P. White, in Church at Horae and Abroad says* Of institutions making the advanced education of colored youth and their training as teachers and preachers to their own people a chief end and aim, one of the fore¬ most, as well as the earliest established, is Lincoln University. It is located in eastern Pennsylvania, ou the line of the Philadelphia and Balti¬ more Central Railroad, 46 miles from Philadelphia and 61 miles from Baltimore. No better physical or geographical location could be found. It is near enough to the border line of the South to be easily accessible to the great majority of those needing and desiring its benefits, and yet far enough from the associations and influence to which they have all tlieir lives been subjected. It was founded in 1854, six years before the war which gave emancipation to the colored race. During this period it had to contend with prejudice strong and bitter. The negro’s right to be a man and to receive the blessings which Christ offers freely to every race was not then so universally admitted. Previous to 1864 it was known as Ashmun Institute, but in that year an amended charter, with additional privileges, was obtained for it, and a new name was assumed, one that will be forever linked with the freedom of the negro and with the most eventful crisis of American history. Since then the institution has grown largely in resources, in influence, and in adaptability to the end for which it was established. The results of its work will compare favorably with those of any institution of like age in the history of our country. Five hundred young men have been sent from the preparatory depart¬ ment and from the lower classes of tho collegiate department, many of whom are engaged in important positions as teachers in the Southern States. Nearly 400 have been graduated from the collegiate department after a course of instruction extending through four and in many cases seven years. Most of these graduates are engaged in professional and educational labors in the South. About 200 have graduated in the theological department and received ordination as ministers in different evangelical denominations. Thirteen have gone to Africa as missionaries of tho cross. The institution has so commended itself to noble men and women of wealth during the past twenty-five years as to lead them to place it upon a firm financial basis, thus securing to it a large degree of success in its work. Mr. Fayerwether, in including it, a few years since, with other representative institutions of the land, for a share in his munificent bequest to the extent of $100,000, testified in the most striking way to its importance and usefulness. The campus or grounds of the university consist of 78 acres, on which are four dor¬ mitories for students; Livingston Hall, for commencement assemblies, capable of seating 1,000 persons; University Hall, a four-story building, containing eighteen rooms, designed largely for recitation and class purposes, carefully constructed and conveniently arranged, and surmounted by a revolving observatory for the reception of the telescope recently presented to the university; and the Mary Dod Brown Memorial Chapel, containing an audience room for Sabbath services, seating 400 persons; a prayer hall for daily use, communicating with the chapel by sliding frames, and two class-rooms similarly connected with the prayer hall. The nine professorships, including the p resident’s chair, are all endowed and filled by able and efficient scholars and teachers. For twenty-seven years Rev. Isaac N. Rendall, d. d., has been its president, and to his eminent fitness for the position is owing largely its success and present proud position among institutions of its kind. The connection with it in earlier years, as instructors, of such men as Revs. E. E. Adams, E. R. Bower, Thomas W. Cattell, and Casper R. Gregory served to give it its wide reputation. Each successive year of its history has brought to it an increased number of stu¬ dents, until now 240 crowd its halls and tax to the utmost its measure of accommoda¬ tion and means for their support. These 240 students represent twenty-two States of the Union, the West Indies, South America, and Africa. Among them are seven sons of alumni. Three-fourths of them at least are professing Christians. Perhaps one-half of them will study for the ministry. In their eager desire for knowledge and in their aptness of reception of it, in their application to study and their readiness in recitation; in their observance of the rules of the institution and in the conduct of their devotional meetings, little difference is observed between them and those of white institutions. From the Howard Quarterly, January, 1893. — The fact that the 141 colored students in white colleges keep up with their classes without difficulty, and in many cases have been the recipients of special honors for proficiency in their studies, shows that they can pursue these higher branches with a success equal to that of their white classmates. Many individual examples may be cited besides that of the colored class orator of Harvard two years ago. The last one is from the Chicago University, where a colored girl led the entire entrance class in the December examinations, and EDUCATION OF THE COLORED RACE. 871 received a very substantial reward in a scholarship which will pay all expenses of the four years’ course. This young lady prepared for college at Howard University. Private schools should not antagonize public schools. — J. L. M. Curry: In some of the towns and cities there is, possibly, an unwise multiplication of denominational or independent schools. Christian denominations are rivals in their establishment, in getting the largest number of pupils, and in making the most attractive exhibition. It seems to be a weakness and an error common to all to seek to catalogue as many names as possible. The aggregate means not the habitual and average attendance, but all who, for any time, one day or several months, have matriculated. This mili¬ tates against the usefulness and popularity of the free schools. In so far as these institutions, not under State control, impair the efficiency of, or divert attendance from, the public schools, they are mischievous, for the great mass of children, white and black, must, more in the future than at present, depend almost exclusively upon the State schools for the common branches of education. These schools, permanent, not subject to caprice or varying seasons, incorporated into the body politic, into the organic law, must be the chief factor in the education of the people. At great sacrifices, the Southern States have provided means of education, constantly improv¬ ing and enlarging, for the colored children. The large number at school, over 1,200,000, is the proof that no obstacles are thrown in the way of their getting such rudiments as the common schools impart, and of occasionally rising to higher grades. An educational charity would sadly fail of its purpose if any, the least, impediment were placed in the path of freeshools. George R. Smith College, Sedalia, Mo. — The cornerstone of George R. Smith College was laid June 1, 1893, Rev. J. C. Hartzell, of the Christian Educator, being master of ceremonies. This institution dates its inception from the gift of 25 acres of land, valued at $25,000, at Sedalia. Mo., by two daughters of Gen. George R. Smith. The building, when completed and furnished, it is estimated, will cost $35,000. The superintendent of construction, Mr. La Port, will take a lively interest in the work, not only from his connection with it, but on account of his own dramatic history. Born a slave, he ran away at 12, but afterwards worked fourteen years to obtain the money necessary to secure his freedom. He is now worth $75,000, and supports his aged mother and the widow of the master from whom he purchased his freedom. Of the amount required for building, the conferences of Missouri assumed $14,000, of which amount $3,000 was paid at the time the cornerstone was laid. Rev. P. A. Cool was appointed president of the institution, and will devote his attention to raising funds until the building is completed. American Missionary, December, 1S92 — We have one woman 48 years old, mother of 9 children, who walks daily to and from her house, 3 miles distant. She brings with her 2 daughters and an adopted son, but leads them all in her classes. This woman was a slave before the Avar and having brought up a family since, this is her first chance to attend school. The Tribune. — It is an interesting and significant circumstance that the highest honor at Boston University this year has been awarded to a colored man, Thomas Nelson Baker, who was born a slave in Virginia in 1860. He has paid his own college expenses by teaching, and the disadvantages under which he has labored account for the fact that his age is considerably greater than that of the average college graduate. He was fond of books from his boyhood, and was bound to get an education. What he has accomplished should be an inspiration to others of negro blood. Straight University, A Tew Orleans. — On the night of November 30, 1891, the uni¬ versity building of Straight University, New Orleans, was destroyed by fire, together with the library of 2,500 volumes, jointing press, chemical and philo¬ sophical apparatus. A new building, however, was soon planned and has been finished. It is three stories high, of a pleasing stylo of architecture, and contains on the first floor the chapel (seating 350 persons), four recitation rooms, a large college room, music room, libraries and offices of the president and treasurer; on the second floor are the rooms set apart for the chemical department; and on the third floor are dormitories for theological students and their reading room. Biddle University, Charlotte, N. C. — Rev. E. P. Cowan : The present faculty of 11 men, all of whom are colored but one, are not only engaged in attending to the duties of their respective places as professors, but they are also engaged in demonstrating before the world the proposition that educated colored men are capable of success¬ fully carrying on the education of other colored men. The proposition to many is so simple that it seems hardly to need demonstration; yet some have doubted. As not ali educated white men are capable of successfully administering the affairs of large institutions designed for the education of their kind, so it is not claimed that every educated colored man is capable of becoming a successful educator; but it is claimed that out of the product of our educational work of the last twenty- eight years more than enough selected men can bo found perfectly competent to do 872 EDUCATION REPORT, 1891-92, the work to be done even at so large and important an edncational center as Biddle University. The best argument in favor of Biddle University, as at present organized, is the good condition in which it now is, and the good work that is now being done. This can be seen by any one who will take the time and trouble to visit the place and examine for himself. The number of students has largely increased, and the gradu¬ ating class will be the largest that has ever gone out from the college since it obtained its present charter. The order and decorum of the students is remarkable. The rules are stringent, and are obeyed. The buildings are well kept, as far as the age and dilapidated con¬ dition of some of them will allow. The industrial department is better organized and more efficient than it ever was beforo in the history of the institution. Prof. Hunt, a graduate of Atlanta Univer¬ sity, is a practical carpenter. Under his direction the students have just finished building a dwelling house for one of the professors. * * - Look into the shoe shop and you find a dozen young men (the room will hold no more) who, an hour before, were reading Greek and Latin ; now they are sitting on cobbler’s benches and are driving wooden pegs. In the next room a dozen more are setting type, while two others are turning a large printing press, and a third man is 11 feeding” the machine. In all these industrial departments the students spend one hour a day that is regarded as practice, and this is set down to “ tuition. ” Later in the day the same student gives an hour to some industrial work, which is regarded as u service. ” For this he is paid, or rather he is allowed so much to his credit on his individual account with the institution. If a young man receives pecuniary aid, as many do, he does not get this help for nothing. He must render service, either in Prof. Hunt’s indus¬ trial department or Prof. Carson’s home department, of which service an accurate account is kept and the worth of his work is charged up to his credit. In this way the student does indeed get aid; but he also is made to feel that he is, at least par¬ tially, working his way. This arrangement is admirable, and is all that could be desired. * * * The institution is now running up to its utmost capacity as regards numbers. The enrollment so far this year, 1893, is 236. The boys are stowed away in their cheap dormitories, in many cases eight in a room. Two students sleep in the engine room and over thirty in the main building, which was never intended for dormitory purposes. If the university only had the necessary accommodations and scholar¬ ships, the roll would easily run up to 500. Higher education of the negro race. — Dr. F. G. Woodworth : Forthe sake of the race as well as for their own sakes, those individuals who have the capacity should have opportunity for and be urged to seek the so-called higher education, and the highest and broadest culture they can obtain. Thero will be constant and increasing need of leaders for the negro race, men who will be able with wise forethought and ripe judgment to guide the people on an upward way. The great uplifters of the raco must be from the race. They must be men who can be in wholly sympathetic touch with those whom they would ben¬ efit, a sympathetic touch found only in kinship, understanding their needs fully, feeling their heart-beats, the stirring of their aspirations, able to touch their natures, as we can not touch them who are cast in the Saxon mold. If the white race, with its advantages and its inheritances of culture, needs the stimulus of men of high education, how much more the colored people? Perhaps I may be met by the skepticism whether the negro can take on this higher culture. This rests on the assumption that the negro is essentially inferior. It is an assumption. No apriori assumption can determine the question either way. It must be settled by facts as time shall bring them to light. To-day the evidence of facts points in the direction that some of the negro race can and do take on the higher education, and make valuable use of it. Each year sees additions made to tho small army of cultured and. successful doctors, lawyers, teachers, and preachers. CHAPTER XXVIII. REPORT ON EDUCATION IN ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. C., June 30, 1892. Sir: I have the honor to submit the following annual report of the general agent of education for Alaska for the year ending June 30, 1892. Number and General Condition of the Schools of Alaska. There is in llaska a school population of from 8,000 to 10,000. Of these, 1,934 were enrolled in the 31 schools in operation during the year closing Juno 30, 1892. Six¬ teen day schools, with an enrollment of 798 pupils, were supported entirely by the Government at an expense of $20,020, and fifteen contract schools, with an enroll¬ ment of 1,136, were supported jointly by the Government and the missionary societies of the Presbyterian, Moravian, Episcopal, Methodist, Congregational, Lutheran, and Roman Catholic churches. Of the pupils in the contract schools, 788 were day pupils and 348 industrial pupils. These latter were clothed, housed, fed and taught. The boys were taught shoemaking, housebuilding, furniture-making, coopering, baking, gardening, and the care of cattle; the girls were taught cooking, baking, washing, ironing, sewing, dressmaking, and housekeeping. Toward the support of these contract schools the Government contributed $29,980, and the missionary societies $68,211.81. UNALASKA DISTRICT. Point Barrow contract sc/ioo7. “Presbyterian ; population, Eskimo; L. M. Stevenson, teacher. The school was opened October 6, 1892. There were but few natives at the time in the village, the majority of them still being absent, hunting on the land and fishing in the waters, to secure a supply of winter food. This kept them away until the dark days of December, and the scarcity of food was such that some remained away the entire winter, coming in only to bring supplies of food to their relatives that remained in the village. The caribou had migrated further than usual into the interior, and only scattered ones were seen. Again, the native prejudices against an education and the influence of their sorcerers kept some of the children from school, so only a few attended the earlier portion of the year. As the winter advanced, however, more came in. The progress of those that did attend was better than that of the previous year. They seemed to have remembered what they had learned, and started readily upon a review covering what had been gone over, the review being thorough and complete, before any new matter was presented, except the short texts and phrases which were kept constantly on the blackboard to attract their atten¬ tion. This cultivation of memory was a somewhat difficult task and did not succeed as well ns was desired. One of the characteristics of the northern Eskimo is the idea that ‘ * to-morrow will be another day/’ and they were unaccustomed to. commit anything to memory for future use. They seemed, however, to have a great desire to know the English language, and studied very diligently in the school room, but failed to use what they had learned, outside; although sometimes, when the children were on the playground, with none of the older natives around, they used the English which they had learned in school quite freely. One of the great obstacles to the school work, and the civilization and Christian¬ ization of these natives, is the liquor which is smuggled in by a few of the whalers. 873 874 EDUCATION REPORT, 1891-92. The larger portion of the whaling fleet is opposed to the introduction of liquors among the native people. A few of the captains, however, still believe in it, and, as far as they can, avoid the vigilant watch of the revenue cutter, and deal out a bottle here and there to the natives for the purpose of inducing trade or something worse, Also, sometimes, when the commanding officer of the whaler is opposed to the introduction of liquor, some of the men on his ship will smuggle a few bottles along, which are dealt out to the natives an the sly. In this way a sufficiency of liquor gets into the country to demoralize a number of the natives, and drunkenness commences with the arrival of the whaling fleet and lasts until it leaves the country in the fall. Another inconvenience and difficulty has arisen from the fact that no mission buildings have yet been erected, and the school has been dependent upon the cour¬ tesy of Capt. Healy, freely extended, for the use of a room in the refuge station. In 1891 the Board of Missions of the Presbyterian Church, who have a contract with the Government for the renting of this school, chartered a schooner in San Francisco and sent up a load of lumber and building material. The vessel reached within 70 miles of Point Barrow, when it was stopped by the presence of the ice-pack ot the Arctic, and could go no further. Under the circumstances the schooner returned to Bering Straits, and the lumber was landed at that station. The following year the school at Capo Prince of Wales failed to secure a needed supply of lumber from San Francisco, and used the lumber that was intended for Point Barrow, necessitat¬ ing the Point Barrow station occupying the refuge station another year. Point Hope contract school. — Episcopalian; population, Eskimo, John B. Driggs, M. D., teacher. The population of Point Hope (Tigara) was slightly increased this season over last from families arriving from other tribes. Whenever a strange family came into the village it at once enrolled its children in the school. The daily average for the year was 28. It would have been much larger, but for irregular attendance caused by whole families going off on hunting trips and remaining from one week to a month at a time. During the year two new classes were introduced into the school, one in which the teacher required the pupils to repeat short sentences in the native language and then translate them into the English language orally, or write them out on their slates. The second class was one in which the teacher repeated short English sentences aud had the pupils translate them into their own language. The majority of the chil¬ dren manifested considerable advancement in their studies. Cape Prince of Wales contract school. — Congregational; population, Eskimo; W. T. Lopp, teacher. Mr. Thornton, the associate teacher at this station, having returned to the States in the fall of 1891, Mr. Lopp, who remained behind, was the only English speaking person left in a large region of country. The lonesomeness of such a condition can not be appreciated by anyone who has not been similarly situated. Toward spring a native family, who had been off some 300 miles to a trading post, returned, bringing with them a dog that would obey commands given in the English language. The loneliness had been so great that Mr. Lopp would visit that dog every day for the companionship of some animal that had once heard the English language. The school year was a very prosperous one.. The average daily attendance of pupils was 106; including teachers, 118. Many of the children mastered the alphabet, learned to spell and pronounce simple English words, read in the first reader, write a neat and readable hand, and sing gospel and patriotic songs. They also became familiar with several hundred English words, and learned the necessity of greater cleanliness in their habits. A few of the larger boys and girls were taught to make clothing of hair seal skins, after American patterns. Lead pencils, paper, pictures, hard bread, combs, and soap were given as prizes for punctuality and diligence. On a few occasions it became necessary to punish pupils by excluding them from the privileges of the school for a few days. Visitors to the school came from 50 to 300 miles around. Last season a school bell was received, which greatly delighted the people. However, in October, the teacher was waited upon by one of the leading sorcerers, who requested him not to ring it, as the spirits had informed him that the noise of the bell would prevent the people from successfully hunting foxes and seals. But as white foxes were more abundant than ever the ringing of the bell did not seem to have any bad effect. Owing to the fear which the chiefs of the village held towards Capt. Healy, of the Bear, the village was very free from whisky or drunkenness during the year. They expressed a great deal of surprise at the character of the teacher, who neither traded nor hunted, and at the time was unmarried. He was a puzzle to them. They said: “Too poor to trade, too stingy to marry, and too effeminate to hunt.” The winter was a cold one. The mean temperature from October to May was 5.6° and the maximum 40°; minimum, — 30°. In February and March Bering Straits were blocked up with smooth fields of ice from the North, so that 5 of the people made a trip by dog sleds across to Siberia* for tobacco. REPORT ON EDUCATION IN ALASKA. 875 Ten Eskimo police were appointed by Capt. Healy, of the Bear, to assist the teacher and take charge of the drunken natives who might be inclined to he disor¬ derly. These native police worked with great efficiency and were found exceedingly useful in preserving order. Unalalaklik contract school. — Swedish Evangelical; population, Eskimo; Axel E. Karlson, teacher. No report. Anvik contract school. — Christ Church Mission; Protestant Episcopal; population, Indians; John W. Chapman, teacher. School was held from November 9, 1891, to April 15, 1892. The hours were from 9 to 3, with an hour’s intermission at noon, when the day scholars were furnished with a simple meal. The average daily attendance for the year was 24.3. The teacher spent an hour and a half each day in oral training, at which the entire school would he required to learn the meaning and use of various lists of words, e. g., parts of the body, occupations in the States, geographical names, the comparison of adjectives, the conjugation of verbs, etc.y as well as to construct sentences on given subjects, and read rapidly off hand. This seemed to have a stimulating effect upon the pupils. The school was divided into three classes, one of which went through the reader twice ; the second, once and partially again on review, and the third class went half way through the first reader during the year. In arithmetic there were daily drills on the multiplication table and in combinations of numbers, adding by groups, etc. In geography the pupils were made familiar with the grand divisions of land and water, and with some of the more prominent natural features in the continent, with the political divisions in North America, and several of the groups of States and their typieal products and occupa¬ tions. The attendance was larger and more steady than the previous year. A boarding school for boys was established and maintained, with an average of nine pupils. Kosoriffsky contract school. — Holy Cross Mission; Roman Catholic; population, Eskimo and Indians; teachers, Sisters of St. Ann. At this station is a large board¬ ing or home school in care of the' Sisters of St. Ann, which was begun in August, 1888. The attendance during the year has been 75 and the progress of the pupils good. This progress was largely due to the effect of the pupils being separated from their parents and being under the influence of their teachers. Besides a good English education, the girls were taught washing, ironing, sewing, and cooking. The boys were taught carpentry, blacksmithing, and gardening. During the long summer vacation 6 of them found employment on the river steamer as firemen and pilots. As in all such schools, English was the only. language allowed to be spoken in or out of the schoolroom. At the same place and time, and by the same sisters, there was conducted a day school with an enrollment of 40 scholars. These, however, did not progress as much in their studies as did their friends in the boarding school, as they were less under the influence of the teachers and irregular in their attendance, the necessity of securing food requiring them to change their location and be absent from home a considerable portion of the year. Nulato contract school. — Roman Catholic; population, Indians; teacher, - . A school of 20 pupils was kept from October 1, 1891, to July 1, 1892. No report. Cape Vancouver contract school. — Roman Catholic; population, Eskimo; teacher, - - ; enrollment, 20 pupils. No report. Bethel contract school. — Moravian; population, Eskimo; teacher, John H. Kil- buck. School was kept for two hundred days; attendance, 34 boarding pupils. Each- pupil is provided, at the expense of the school, with two suits of clothing, a fur “ parka,” a fur cap, a jjair of seal-skin mittens lined with wool, and from two to three pairs of fur boots, per year. The diet at the school table consists of dried salmon, frozen fish and game, bread, tea, sugar, beans, and salted salmon. In the spring the boys are allowed to go to the mountains and trap for fur, which gives them experience and also helps them earn a portion of their living. At a later point in this report is included an interesting account sent by Mrs. Kil- buck, concerning Shamanism and sorcery in this valley. Carmel contract school. — Moravian; population, Eskimo; teacher, F. E. Wolff. The school was kept from August 19, 1891, to June 7, 1892, with an average daily attendance of 18 boarding pupils. Outside of the school hours the pupils were taught in the various industries suited to their position. Much difficulty is found in keeping the pupils regularly under the influence of the school, as on one pretext after another the parents, not recognizing the value of regularity in school work, are disposed to take them off on fishing and hunting expe¬ ditions. Several families came from distant sections to Carmel, that they might have the advantage of the school for their children. 876 EDUCATION REPORT, 1891-92. Unalaslca contract school. — Methodist; population, Aleuts; John A. Tuck, teacher; enrollment, 35. This place 'was selected by the missionary society oi the Methodist Episcopal Church as the center of their church operations in Alaska, on June 28, 1883. Owing to a combination of circumstances, work was not commenced until the summer of 1889, when Mr. and Mrs. John A. Tuck were sent out to establish a school and mission home. In 1890 the home was commenced by the bringing of 2 orphan waifs, girls, from the island of Attou, 1,000 miles west of Unalaska. The teachers were in a small one and one-half story cottage (half of which was used as a schoolroom), and were unprepared to receive any children into their family. But under the circumstances the waifs had to be received, whether convenient or not. Other girls, finding tha« 2 had actually been received, also came and refused to be driven away, and some weeks later Capt. M. A. Healy, commanding the U. S. S. Bear , brought down 6 orphan girls from the Seal Islands. Thus the school has grown and grown until 26 girls have been received. The character and efficiency of the school can be judged by the following letter, received by the general agent from Capt. M. A. Healy : Revenue Marine Steamer Bear, Port of Unalaska, Alaska, November 9, 1892. Dear Sir: I hare brougln. 6 girls from the Seal Islands to the Jesse Lee School; two years ago I brought down a like number. I am constrained by this part I have had in providing scholars for the school to give yon my views of its character and accomplishments, with the hope that they excite interest in its behalf among its founders and supporters. In all my experience in the country I have seen nothing that has rendered so much good to the people. From its situation, it has tributary to it this whole western end of the Territory where there are numbers of children and poor waifs, many the offspring of white fathers, growing up with¬ out the care of homes or the education and training of Christian parents. Prof, and Mrs. Tuck have labored zealously and well to teach the scholars the necessities and requirements of decent living, and have trained them to become good housekeepers and proper wives and mothers. But they are cramped by the means and accomodations at hand. The school is already crowded to its utmost capacity, and can not take many whom it would be a mercy to give its pro¬ tection, and who could be received with a suitable building and support. 1 am sure the ladies of the Methodist society, could they understand the conditions and field of the school and how well it is conducted, would become interested in its behalf and provide it with better facilities with which to continue and enlarge its work for the elevation of these poor, neglected mem¬ bers of their sex. I can not be accused of bias, for I am of an entirely different religious belief. Prof, and Mrs. Tuck know nothing of my writing. I am prompted by my interest in the country and the improvement of its people, and can not remain blind to good to humanity by whomever performed. Sincerely youi's, M. A. Healy, Captain U. S. Revenue Marine. Rev. Sheldon Jackson, Bureau of Education, Washington, D. C. Sitka contract school. — Presbyterian. In the sping of 1885, 35 picked young men, between the ages of 16 and 25 years, were taken from Mr. Duncan’s colony at Met- lakahtla into the industrial training school at Sitka. After a period of four years 22 have left the school. Out of the 35, in addition to the ordinary studies of the schoolroom, 21 have learned to speak and read the English language; 21 have become good musicians and singers; 5 have learned to play on the cabinet organ; 9 have become members of the school brass band; 13 of the 35 were tobacco chewers and smokers before entering school, but after entering the school none of the others learned the habit; 7 learned the shoemaker’s trade j 8 became carpenters; 4, black¬ smiths; 2, coopers; 2, steamboat engineers; 4, house painters; 1, printer; 1, jffio- tographer; 6 had a training in a sawmill; and 3 became tailors. Metlakahtla contract school. — This model settlement under the fostering care of Mr. William Duncan, the veteran missionary, continues to flourish. There are now about 100 neat frame houses in the village; the output of the salmon cannery last season was about 6,000 cases; it is the intention to increase its capacity to at least 20,000 cases. The other principal industries are a saw and planing mill which fur¬ nish all the lumber needed in the vicinity. Of Metlakahtla one of the tourists writes : “ Metlakahtla is truly the full realization of the missionaries’ dream of aboriginal restoration. The church is architecturally pretentious and can seat 1,200 persons. It has a belfry and spire, vestibule, gallery across the front, groined arches and pul¬ pit carved by hand, organ and choir, Brussels carpet in the aisles, stained glass win¬ dows, and all the appointments and embellishments of a first-class sanctuary ; and it is wholly native handiwork. The dwelling houses are neat and attractive. They have inclosed flower gardens and macadamized sidewalks 10 feet wide along the entire street. The women weave cloth for garments, and the people dress tastefully in modern garb.!’ REPORT ON EDUCATION IN ALASKA. 877 PUBLIC SCHOOLS. KADIAK DISTRICT. Kadiak. — C. C. Solter, teacher; enrollment, 69; population, Russian Creoles. Mr. Solter -writes : “ I opened school on the 8th of September. The number enrolled the first clay was 27. The appearance of the children impressed me favorably. All came neatly dressed and clean ; their faces showed signs of intelligence and they very soon showed their desire to learn. Most of the pupils are anxious to be on time in the morning, and some frequently went without their breakfast rather than be tardy. On the whole the school has made as rapid progress as could be expected. All that were regular in attendance have done well, while some have done exceed¬ ingly well. The deportment of my pupils has been such as to deserve commenda¬ tion" I have never seen a class of better behaved children than I have in my school, and consequently the government of the same has not been a very difficult task. We had an entertainment at the close of school, which was quite a success. The visitors enjoyed the exercises very much, especially the singing, and were loud in their praises. The children take the greatest delight in singing, and as I have secured the use of an organ for next winter, a lively time is expected. I am study¬ ing the Russian language and shall soon be able to converse with the parents in their own tongue.” Afognak. — Mrs. C. M. Colwell, teacher; enrollment, 35; population, Russian Creoles. The prevalence of an epidemic during the early part of the year inter¬ fered greatly with the attendance upon school. There is a great deal of poverty in the district in which Afognak is situated, and the teacher in the kindness of her heart frequently supplied her pupils with material as well as intellectual food. She writes that here, as in all the other schools in Alaska, the children are bright and anxious to learn. Unga.—O. R. McKinney, teacher; enrollment, 33; population, Russian Creoles. Mr. McKinney writes : “I was greatly encouraged by the personal appearance of the pupils and by the interest they took in their studies after I had startedthem in their work. It took me some time to get them to talk to me or even to speak English at all, although I knew that some of them could speak English quite well. I overcame this by degrees, howev er, and then forbade them to speak either in Russian or Aleut. The result of this is that they now talk to each other in English instead of Russian. They have advanced much more rapidly than I expected.” SITKA DISTRICT. Juneau No. 1. — Lilly O. Reichling, teacher; enrollment, 26; population, Americans. Owing to the fact that a number of parents whose children had attended school moved away from the town during the year, the number of pupils enrolled was slightly smaller than during the previous year. However, the seating capacity of the present school* house is severely taxed, but the narrow limits of the Congres¬ sional appropriation made it impossible to erect a larger building. Juneau No. 2. — Mrs. W. S. Adams, teacher; enrollment, 75; population, Thlingets. Mrs. Adams is enthusiastic in her commendation of the aptitude of the native chil¬ dren. She writes : “ The year has been a profitable one, and the influence of educa¬ tion is plainly discernible in the intelligent faces of the little brown children. We have a special day set apart for visitors, and those who come express surprise and admiration at the intelligence displayed by our pupils. The children have formed themselves into a society, elect their own officers, conduct their own meetings, and do it in a manner that astonishes people who visit the school.” Douglas No. 1. — Mrs. A. M. Clark, teacher; enrollment, 25; population, American. The Treadwell gold mine, the largest gold mine in Alaska, is situated upon Douglas Island, and this school is attended by the children of the miners employed there. Mrs. Clark displayed great energy in interesting and advancing the pupils under her care. During the year a literary entertainment was held, the proceeds of which Were used in purchasing an organ for the use of the school. Douglas No. 2. — Miss Millie Mohler, teacher ; enrollment, 24 ; population, Thlingets. The majority of the children in regular attendance upon this school are inmates of the home maintained upon Douglas Island by the Friends’ Mission. Miss Mohler writes: “In addition to other studies I have taught sewing to boys and girls alike. They pieced and quilted a patchwork quilt that would have done credit to our grandmothers, besides mending clothes and working in letters and cardboard.” Killisnoo. — E. M. Calvin, teacher; enrollment, 33; population, Thlingets and Russian Creoles. Sitka No. 1. — Miss Cassia Patton, teacher; enrollment, 59; population, Americans and Russian Creoles. This school is attended by the children of tho Government officials at Sitka, and the teacher being one of the most experienced and efficient in the Territory, the school is one of the most satisfactory in Alaska. 878 EDUCATION REPORT, 1891-92. Sitka No. 2. — Mrs. Lena Vanderbilt, teacher; enrollment, 54 ; population, Thlingets. Here, as elsewhere in the Territory, irregularity in attendance was the greatest drawback to progress. The Thlingets are a sociable people. During the spring the natives visit their friends in the neighboring settlements, and at that season the beautiful waters of the magnificent fjords are covered with canoes carrying whole villages of natives — men, women, and children, on social pleasures bent. Later in the season hunting and fishing expeditions are in order. Carelessness as to prompt attendance is also a great discouragement to the teacher. Mrs. Vanderbilt writes: “ While many of the natives have clocks in their houses, few of them are ever wound up, and when they are a very small number keep anything like the correct time. The increase in attendance during the winter was due to a great extent to the exer¬ tions of the local school committee, who visited the native villages from time to time in the interests of the schools. “ The natural intelligence of the native children, the general interest they show while in school, and the advancement many of them have made are all matters of encouragement to the teacher. Some have advanced far enough to appreciate the value of their studies, and I expect that gradually the influence of their advance¬ ment upon the other children who do not attend school will be very beneficial. “ I desire to note the uniformly good behavior of the pupils while in the school room. They seldom require reproof or correction; they are generally attentive and give me no trouble whatever.” Wrangell. — Miss E. Tolman, teacher; enrollment, 49; population, Thlingets. Miss Tolman writes: “When I entered upon my duties my hopes for the rapid advance¬ ment of the class before me were not very bright. Perhaps it was because I realized the extent of the undertaking that the results of my efforts have surpassed my brightest expectations. Be that as it may, my opinion of the brain power of the natives of Alaska has materially changed since I have become acquainted with it. Those of my class who hare mastered the art of how to study have done remarkably well. Not only have they done well in their regular lessons from books, but they manifest great interest in various subjects that I introduce as a change.” Jackson. — Mrs. Clara G. Gould, teacher; enrollment, 100; population, Hydah. This school is the most isolated in southeast Alaska. During the seven years of its existence it has been under the charge of Mrs. McLeod, who thoroughly understands the dispositions of the natives, and she has succeeded wonderfully well in training and elevating the younger natives at Jackson. Haines. — Rev. W. W. Warn e, teacher; enrollment, 89 ; population, Thlingets. Mr. Warne writes: “The school has made better progress than I could have expected. Indeed, I feel quite delighted with some of the results. Some of my scholars have certainly made excellent progress. Those who commenced last fall did not know the alphabet, and by the end of the term were well along in the second reader, Every¬ body seems friendly and glad to have the school.” MISSION SCHOOLS OF THE CHURCH OF ENGLAND. Rev. T. H. Canham, who for the past year kept a good school at the mouth of the Tanana, has this fall removed several "hundred miles up the river to Fort Selkirk, where he intends opening a new school. The school at Buxton will probably be conducted by Bishop Bompas, assisted by Dr. Toty. The Killing of Charles H. Edwards and the Outrage upon J. E. Connett. In August, 1891, a schoolhouse was built and a school established at Kake vil¬ lage, an isolated settlement on Kupreanoff Island, about 100 miles south of Douglas Island, in a wild region quite beyond the influences of civilization. The school was given in charge of Mr. Charles H. Edwards, who had been very successful as teacher of the native school at Douglas. In his new field he was 50 miles from the nearest white man. Among the supplies furnished to Mr. Edwards were an organ and a stereopticon, and he soon succeeded in attracting the natives. In a short time the small schoolhouse was filled to its utmost capacity, and it became necessary tc divide the school into three sections. In the morning the small children came and kindergarten work occupied their attention ; in the afternoon reading and writing were taught to the young people, and in the evening a session was held at which no books were used, the efforts of the teacher being directed to giving his pupils prac¬ tice in conversing in English. It was not long before troubles came. Whisky found its way into the village. In one of his letters Mr. Edwards writes : “ Yes; I am lonely. Not a white face have I seen since our steamer left us. Two nights ago a canoe brought in quite an amount of whisky. One chief and all his retinue were gloriously drunk. All night long they kept up an infernal hammering REPORT ON EDUCATION IN ALASKA. 879 on an Indian drum, and the maudlin voices of men and vomen mingled in savage songs. I could not sleep. Next morning I Trent around to see Trhat was the matter, and such a sight as met my eyes! Half nude human beings in all attitudes, their staring, intoxicated eyes reminding one of an insane asylum. The only thing you can do with a drunken man is to let him sober up. No impression made upon him is lasting. So I let them finish their revel, as they could get no drunker. Since they have sobered up they are ashamed to speak to me. I am becoming an ultra whisky hater.” The account of the final tragedy and subsequent occurrences is best given in the words of the examiner who, under instructions of the Department of Justice, inves¬ tigated the matter : “ Toward the evening of January 10, 1892, a sloop with Malcolm Campbell and Emery Elliott on board came into the harbor about 3 miles from the Indian village, and commenced trading whisky to the Indians. What Mr. Edwards knew concern¬ ing this illicit traffic we shall never know; suffice it to say that an Indian named Squanisli purchased $5.50 of whisky from them, which, when Mr. Edwards found out, he poured into the bay. They offered his interpreter, Jimmie Coffin, whisky to drink, but he refused. They gave Tah a hoo whisky to drink and he drank it. They gave whisky to the six or eight Indians who went in advance of Mr. Edwards’ party and went into the cabin of the sloop. Mr. Edwards had been frequently annoyed by the results of the sale of liquor to the Indians, and his own life had many times been jeopardized. He therefore resolved to see with his own eyes and convince him¬ self that the parties then in the harbor with the sloop were violating the laws of the land, and if they were that he would exercise his right as a citizen and his duty under the laws of Oregon to arrest them and take them forthwith with all speed to Wrangel and there deliver them up to the authorities. For this purpose he called a meeting of the Kake Indians at the school house; he informed them of the objects of the meeting. After opening the meeting with a song he requested 14 volunteers to assist him in finding out whether these men on the sloop were actually violating the law or not, and, if they were, to go prepared to arrest them and start immediately to Wrangel — not armed to the teeth nor with handcuffs — but with small cords in his pockets, to bind them safely and conduct them thither. “ A canoe with the larger number of the volunteers proceeded to the sloop under his directions to find out what was being done on board, and he followed himself in a smaller canoe with the rest of the volunteers. When he arrived at the sloop the Indians who had preceded him were engaged in drinking whisky furnished by the occupants of the sloop. Mr. Edwards was particular to see for himself that the Indians were drinking. He was particular to know that it was whisky they were drinking. Then he gave orders to bind the two men. The cabin was small, and with the two men and the six or more Indians in it there was not much chance to do any¬ thing. The Indians informed him that the men were getting the advantage of them then he had those Indians on the outside who could not get in tear the roof off the the cabin, and he threw down the ropes ho had with him to bind them. This hav¬ ing been done he oegan to clear the sloop for sailing. He had the anchor raised and requested all the Indians to leave the sloop and return to the village, leaving him only and two Indians to man the sloopc He had the Indians take on shore with them a revolver and a rifle, presuming no doubt that they were all the firearms on board. These he ordered to be placed in the schoolhouse. The Indians also took a field-glass and the keg, Tvhicli was partially filled with whisky. When alone on the sloop with these two Indians and the two desperate smugglers he had not counted on the possibility of any more firearms being on board, but Malcolm Campbell, the owner of the sloop, managed to get his left hand loose, reached under the foot of the bed and got a revolver, and shot at Mr. Edwards three several times, mortally wound¬ ing him, and immediately thereafter shot the other two Indians, one with the revolver, so that he jumped into the water and never afterward was seen or heard of. The other while attempting to escape by swimming was shot at with his rifle and he was never more seen or heard of. Campbell’s associate on the sloop, Emery Elli¬ ott, managed to get his hands loose and cut the cords which bound Campbell’s feet, and thus both were liberated. They then proceeded to get away from the place. They tound the anchor already up, and they said that they attempted to make Wrangel with the wounded man, but they said the winds were contrary. They next tried to make Juneau, but met with a head wind and could not. They, however, reached a point near Point Gardner. After this they sailed for Killisnoo and were there met by Dan Campbell, a retail liquor dealer of Douglas City, who with another party started out of Douglas in another sloop hunting for them, fearing from their long absence that +hey had met with an accident or been captured. Here Jimmie Blaine saw the wounded man, Mr. Edwards, all but unconscious, he being the only known white man, other than Campbell and Elliott, who saw Mr. Edwards alive and conscious, or partially so, after receiving his wound. Here he was fur¬ nished with the only food he obtained since receiving the wounds three days before, 880 EDUCATION REPORT, 1891-9: yet strange to say, this man Jimmie Blaine was never called upon to testify in any of the cases or at the coroner’s inquest. “ The object of their devious sailing was accomplished. The victim was uncon¬ scious, no ante-mortem statement could ho got from him; dead men, or unconscious men, tell no tales. They arrived at Sitka about thirty-six hours after the infliction of the wounds, and the victim died about ten hours thereafter. “A. coroner’s inquest was held over the remains, but the only testimony produced before the jury was that of the physicians as to the cause of his death, the clerk of the court as to the identity of the remains, and the testimony of the self-confessed murderer and his accomplice as to the manner of bis receiving the wounds which caused his death. The jury, in writing, asked for further testimony, but none was furnished; they ask for instructions, but they are informed by the U. S. commis¬ sioner, cx officio coroner, that instructions are useless; that it is simply a case of piracy — piracy on the high seas. And, of course, Malcolm Campbell is justified in the deed.” Subsequently, Malcolm Campbell and Emery Elliott were convicted of giving liquor to Indians and were fined $40 each, in satisfaction of which Malcolm Camp¬ bell served in jail six days and paid $28, and Emery Elliott was confined in jail ten days and paid $20. Campbell was also held for manslaughter in the sum of $1,000, but his case when presented to the grand jury at Juneau was ignored by them. For writing a statement of the whole affair, Dr. James E. Connett, of the Friends’ mission at Douglas, was waited upon by a band of masked outlaws, called out of bed at about midnight on April 24, upon the pretext that a miner had been badly injured and needed surgical attendance, and deliberately tarred and feathered. As soon as the miners at the Treadwell mines, Douglas City, heard how Dr. Con¬ nett had been outraged, they held a meeting and resolved to raise $500 to assist in bringing to justice the perpetrators of the crime. However, no efforts were mat1© by the officials to ferret out the matter. Table 1. — Enrollment and monthly attendance, 1891-1892. Schools. ® | £ "d o . Sx J2 fcJD 3 S d -*» ft Number enrolled during year. Sept. Oct. Nov. Dec. Jan. Peb. Mar. Apr. May. Total. 1 Averago. 'ea o H Averago. Total. Average. Total. | Average. Total. Average. Total. Average. Total. Averago. Total. Average. | Total. 1 Average. | Public. Sitka — No. 1 . 191 59 56 46 55 45 51 42 49 37 37 23 36 30 41 34 38 26 34 26 No. 2 . 192 54 25 15 32 15 50 30 42 25 32 18 20 15 1 20 15 15 12 12 12 Juneau — No. 1 . 191 26 17 15 22 18 21 16 21 18 19 17 16 9 15 11 16 11 17 12 No. 2 . 190 75 30 25 26 20 30 22 31 23 49 28 35 23 33 25 38 27 27 21 Douglas - No. 1 . 191 25 25 20 24 22 24 22 21 18 22 19 22 19 21 18 22 18 24 19 No. 2 . 187 24 17 15 19 17 18 16 15 14 17 14 17 I 14 19 16 19 16 18 17 Killisnoo . 44 83 29 14 28 12 1 | Wrangel . 191 49 | 26 20 23 20 j 32 24 36 29 21 12 31 13 j 13 10 9 8 10 19 Jackson . 188 100 30 19 29 19 1 55 26 54 28 88 57 93 61 ! 36 29 33 26 • 35 24 Haines . 192 89 18 3 30 7 1 47 27 53 29 51 23 48 19 46 15 1 34 13 22 5 Klawack . 44 38 28 1 10 14 6 1 Kako . G4 60 14 4 18 10 60 44 Kadiak . 176 69 j 37 18 40 26 47 30 44 25, 43 34 42 30 49 28 ! 50 18 44 28 Unga . 162 33 26 21 26 22 24 19 26 19 24 20 ! 24 21 1 29 20 31 27 Karluk . 195 29 26 26 27 27 27 27 28 29 29 Afognak . 147 35 29 20 28 is 28 ie 30 20 26 13 32 *21 23 i7 Contract. Anvik . 128 36 32 22 34 24 32 25 33 25 33 24 29 22 Point Hopo . . 171 78 47 13 64 25 68 37 70 39 69 43 65 43 71 36 38 7 Metlakahtla . 161 154 106 64 130 77 108 70 118 77 135 l 99 83 63 ! 91 58 74 51 62 44 Bethel . 192 34 30 28 29 27 27 26 27 25 25 13 21 20 21 16 12 9 8 7 Carmel . 192 29 17 16 24 18 22 18 21 20 21 18 19 18 21 19 19 18 19 18 Hoonah . 125 171 63 22 86 30 119 46 104 31 53 24 ! 101 22 Sitka . 192 157 139 139 139 139 137 137 137 1 134 134 Point Barrow . 170 33 17 5 18 5 14 8 20 12 16 4 ! 12 5 14 4 16 *4 Unalaska . 192 35 17 17 20 19 20 19 20 19 19 16 20 19 20 19 20 19 20 19 N ulato . 20 Kosoriffsky . 192 73 73 73 73 73 73 | 73 72 1 72 72 ... Cape Vn.nr.niivfir 20 ■" 1 | Cane Prince of Wales. 192 168 105 100 163 120 147 121 147 90 149 126 122 ! 96 i 122 107 | H4 93 114 90 TTnnlfl U lik 150 72 28 12 49 27 58 27 58 30 47 27 i 39 , 20 35 13 Yakatat . 170 57 27 17 47 23 55 34 57 27 i 49 1 ! 20 1 29 18 1 31 17 25 15 REPORT ON EDUCATION IN ALASKA. 881 Table 2. — •Number in sundry branches of study. First and second readers. Third and fourth readers. Spelling. lg * © 12 O 'fcJD a >> u tn o © Arithmetic. Grammar. Drawing. Physiology. ‘©a © . S -!■ § H i 1 3f p* X C 1^ Writing. Use of tools. Sewing. 20 20 32 20 40 32 9 56 20 50 j 56 2 50 1 50 .... * 50' 50 .... 18 5 12 19 ! 13 8 i 18 i .... 6 8 G 21. 12 13 37 ! 25 i 13 : 25 1 L.j 25 ' 25 8 6 14 11 11 11 11 25 11 8 11 8 12 12 j 12 12 12 12 19 5 1 4 2 6 29 ' 29 14 9 36 r *9* 9 36 36 ! 9 9 36 33 12 20 14 9 ! 32 4 93 9 ! 9 93 | 14 1 4 31 20 2 1 18 | 1 16 2 2 1 10 2 2 11 { 60 ! 60 60 60 60 | 1 13 19 30 ! 11 9 ! 27 6 33 15 4 19 2 15 31 3 31 6 11 i 29 29 29 19 4 23 22 15 j 22 23 23 i 4 27 1 26 1 : 8 12 34 34 34 14 1 27 56 i 27 27 < 49 17 83 j 83 66 i 83 47 66 66 83 .... 20 20 30 j 30 ! 30 30 1 5 6 3 9 3 i 17 ! 3 3 11 .... 1 ® 1 3 . 45 45 32 32 32 ! u 1 i 4 20 1 20 ! 16 I.... j 4* 22 17 20 20 | 20 L.j 16 1 1 1 1 163 163 163 81 1 38 15 64 64 64 ! 64 64 5 64 5 1 36 I 16 1 1 1 57 57 1 11 i 57 1 57 r“ i 8 Sitka— No. 1 . . No. 2.. Juneau — No. 1 .. No. 2 .. Douglas — No. 1 . . No. 2 . . Killisnoo. . Wrangel . . Jackson... Haines . . . . KLawack . . Kake . Kadiak . . . TJnga . Karluk . . . Afognak .. Schools. Public. Contract. Anvik . Point Hope . — Metlakahtla . Bethel . Carmel . . ^ Hoonali . j 73 Sitka . . Point Barrow . I 16 Unalaska . .'... Nulato . ! _ Kosoriffsky . ' _ Cape Vancouver . . Cape Prince of Wales . 163 Unalaklik . j 26 Yakutat . 1 40 ED 92 - 50 882 EDUCATION REPORT, 1891-92. Table 3. — Highest enrollment, 1885-1892. 1885-’86. 1886- ’87. 1887-’88. 1888-89. ! 1889-’90. 1890-’91. 1891-’92. Public schools. Afognak . (a) 35 24 55 38 7 35 Douglas City — No. 1 . (a) (a) 67 94 50 23 25 No. 2 . (a) (a) (a) (a) 92 68 24 EortWrangel . 70 106 106 90 ; 83 93 49 Haines . 84 43 144 128 (a) (a) 89 Jackson . 87 123 110 105 87 100 106 Juneau — No. 1 . 90 236 25 36 ! 31 33 26 No. 2 . (a) (a) 67 58 i 51 51 75 Kadiak . (a) 59 81 68 | 67 80 69 Karluk . (a) (a) (a) (a) (a) 33 29 Killisnoo . (a) 125 44 50 i 32 68 33 Klawack . (a) 184 81 75 68 50 38 Sitka— | No. 1 . 43 60 60 67 58 54 59 No. 2 . . 77 138 60 51 83 1 55 54 TJnga . J . (a) 35 26 (a) 24 (a) 33 Kake . (a) (a) (a) (a) (a) i (a) 60 Contract schools. Sitka • 100 86 170 164 Bethel . . 13 17 ± i \J 26 39 10-1 30 IO/ 34 Carmel . 21 20 31 18 28 Nulato . . . 20 Kosoriffsky . i . 29 51 73 Anvik . 30 35 44 36 iJetlakahtla . 170 168 179 171 154 Hoonah . 1 171 171 Point Barrow . 38 33 Cape Prince of Wales . 304 168 TJnalaska . . . 1 45 | . 30 47 35 Point Hope . 64 78 Cape V ancouver . 20 Unalaklik . ’ . 72 Takutat . . . ! . . . ! 57 i . i 1 a Xo school. Table 4. — Amounts contributed by the churches and Government to the contract schools. Contract schools. Pupils, J 1891-’92. ! Expended by Government. ! Expended hy societies, 1891-92. (a) Board- - I I Day.: 1887-88. 1888-89. 1889-90. j 1890-’91. ! 1891-’92. Xame. Amount. Anvik . 5 31 Point Hope 78 Metlakahtla .... 7 147 Bethel . 34 Carmel . 18 10 Hoonah . 171 Sitka industrial 157 school. Point Barrow . 33 TJnalaska . 18 17 Nulato 20 Kosoriffsky . 62 11 Cape Vancouver . 20 Cape Prince of 168 Wales. Unalaklik . 47 25 $500 $1, 000 ■ $1,000 $1, 000 (6) (6) 1 1, 000 2, 000 (&) 2,500 3, 000 3, 000 500 1,000 1,000 1,000 300 1, 000 1,000 1, 000 (b) (b) ( b ) 200 (b) 12, 500 18, 000 15, 000 (6) (b) 1, 000 2, 000 (6) ( b ) 1,200 2, 000 (&) ( b ) 1, 500 X 3,050 (b) (b) 1, 500 3 (&> (6) ( b ) (b) (b) ( b ) 1,000 2, 000 (b) 0 b ) (b) (b) I I $1, 000 * I 2, 000 5 2, 500 1, 000 I 1, 000 5 2, 0001 ii, ooo ! Episcopal .... Independent. . Moravian . $1, 187. 61 5, 000. 00 6, 613. 37 Presbyterian . 31, 724. 65 2, 000 J 2, 000 1, 000 ) Methodist i, ooo v 1, 000 ) Catholic . | 2, 000 Congrega¬ tional. 1, 000 ! Swedish-Evan¬ gelical. 1,953.53 10, 300. 00 4, 107. 65 7, 325. 00 a Amounts expended by missionary associations, in addition to subsidies received from the Govern¬ ment. 5 No school or no subsidy. REPORT ON EDUCATION IN ALASKA. 883 Appropriations f or education in Alaska. First grant to establish schools, 1884 . $25, 000 Annual grants, school year— 1886- ’87 . 15,000 1887- 88 . 25,000 1888- 89 . 40, 000 1889- ’90 . 50,000 1890- ’91 . 50,000 1891- 92 . 50, 000 Personnel, Salaries, etc. General agent of education for Alaska, Dr. Slieldon Jackson, Alaska, $1,200; assist¬ ant agent of education for Alaska, William Hamilton, Pennsylvania, $1,200; super¬ intendent of schools for the southeastern district, James Sheakley, Pennsylvania, $480. During the past three years the schools in southeastern Alaska have been under the direct supervision of Hon. James Sheakley, to whose judicious oversight their success has largely been due. Mr. Sheakley, having decided to return to the States, resigned his position as superintendent of schools for the southeastern district, and was succeeded by Air. W. A. Kelly, formerly superintendent of the Industrial Train¬ ing School at Sitka. Air. Kelly entered upon his duties on Alay 1, 1892. ADVISORY BOARD. Hon. Lyman E. Knapp, governor of Alaska, Vermont, $200; Hon. John S. Bugbee, U. S. district judge, California, $200. LOCAL SCHOOL COMMITTEES (WITHOUT SALARY). Sitka, Edward de Groff, N. K. Peckinpaugh, John G. Brady; Juneau, Karl Koehler, John G. Heid, Eugene S. Willard; Douglas, P. H. Fox, G. E. Shotter, S. R. Aloon; Wrangel, Thomas A. Willson, Rufus Sylvester, W. G. Thomas; Jackson, J. W. Young, W. D. AIcLeod, G. Loomis Gould; Aletlakahtla, AY. Duncan, D. J. Leask; Kadiak, N. Kashevaroff, F. Sargent; Unga, N, Guttridge, M. Dowd; Unalaska, N. S. Reesoff, N. B. Anthony. Teachers of public schools. I Name. State. School. Mrs. W. S. Adams.. E. M. Calvin . Mrs. A. M. Clark Mrs.C.M. Colwell... C. H. Edwards . N. Faodorff . Miss M. Mobler . O. R. McKinney . Mrs. C. G. McLeod . . Miss C. Patton . Miss L. O. Reichling C. C. Solter . Miss E. Tolman . Mrs. L. Vanderbilt . . W. W. Warne . H. C. Wilson . Alaska . Iowa . Kansas . Alaska . . Kansas . California . Kansas . Pennsylvania . West Virginia . Pennsylvania . California . Washington . Oregon . . . . . ."do . . New Jersey . Ohio . Juneau, No. 2 . Killisono . Douglas, No. 2 Afognat . Kake . Karluk . Douglas, No. 2 Unga . Jackson . Sitka, No. 1 . . . Juneau, No. 1 . Kadiak . Wrangel . Sitka, No. 2 . . . Haines . Klawack . Salary. $720 900 720 720 900 900 720 1,000 720 900 720 1, 000 720 720 900 720 TEACHERS AND EMPLOYES IN CONTRACT SCHOOLS. Auvik (Episcopal). — Rev. John AAr. Chapman, Vermont; Rev. O. Parker, Oregon. Point Hope (Episcopal). — John B. Driggs, m. d., Delaware. Kosoriffsky (Roman Catholic). — Rev. Paschal Tosi, Sister Alary Stephen, Sister Mary Joseph, John Burke, John Nagro, Airs. Emma Bandouin, Sister Alary Paulina. Cape ATaucouver (Roman Catholic). — Rev. Joseph Treca, Rev. Paul Aluset, Air. John Rosati. Nulato (Roman Catholic). — Rev. Robaut, Rev. Ragaru. Bethel (Moravian). — Rev. John H. Kilbuck, Rev. Ernst L. AYeber, Airs. John H. Kilbuck, Airs. E. L. AVeber, Aliss Lvdia Lebus. Carmel (Moravian).— Rev. F. E. Wolff, Airs. F. E. AVolff, Aliss Alary Huber, Aliss Emma Huber, Rev, J, A. Schoechert. 884 EDUCATION REPORT, 1891-92. 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). — W. A. Kelly, principal; Rev. E. A. Austin, chaplain; Miss Anna R. Kelsey, matron of girls7 department; Mrs. A. E. Austin, matron of boys7 department; Mrs. S. A. Saxman, assistant matron of boys7 department; Mrs. M. C. De Vore, teacher of schoolroom No. 2; Mrs. Clarence Thwing, teacher of schoolroom No. 1; Miss Frances Willard (native), primary teacher; Miss Mate Brady, in charge of sewing department; Mrs. Maggie Simson, in charge of laundry department; Miss Kate A. Rankin, in charge of cooking department; Mrs. Josie Overend, in charge of girls7 hospital; Mrs. Tillie Paul (native), in charge of boys7 hospital; Miss Georgia Guest, in charge of teachers7 cooking department; Mr. J. A. Shields, carpentry department ; Mr. A. T. Simson, boot and shoe department; Mr. Ernest Struven, cooper department; Mr. John Gamble, general work; Dr. Clarence Thwing, physician; William Wells (native), interpreter. Unalaska (Methodist), — Mr. John A. Tuck, Mrs. John A. Tuck, and Miss Lydia F. Richardson. Metlakahtla. — Mr. William Duncan, Mr. James F. McKee, Mrs. James F. McKee. Unalalaklik (Swedish Evangelical). — Rev. Axel E. Karlson, Augustus Anderson, David Johnson, Miss Hannah Swenson. Yakutat (Swedish Evangelical). — Rev. Albert Johnson, Rev. Iv. J. Henrickson, Miss Anna Carlson, Selma Peterson, Agnes Wallin. TEACHERS IX PRIVATE AND CHURCII SCHOOLS. Hoonah (Presbyterian). — Rev. John W. McFarland, Mrs. M. D. McFarland, Fred¬ eric L. Moore (native). Juneau (Presbyterian). — Rev. Eugene S. Willard, Mrs. E. S. Willard, Miss Eliza¬ beth Matthews, Miss Margaret Dunbar, Rev. S. H. King, Mrs. S. H. King. Juneau(Roman Catholic). — Rev. John Althoff, Sister Mary Zeno, Sister Mary Peter, Sister Mary Bousecouer. Jackson (Presbyterian). — Mrs. A. R. McFarland, MissC. A. Baker, Rev. J. Loomis Gould, Mrs. J. L. Gould. Douglas (Friends). — Mr. S. R. Moon, Mrs. S. R. Moon, Mr. E. W. Weesner, Mrs. E. W. Weesner, Mr. C. H. Edwards. St. Paul Island (North American Commercial Company). — Simeon MilevedofF. St. George Island (North American Commercial Company). — A. L. Noyes, M. d. Nuklukahyet Yukon River (Church of England). — Rev. and Mrs. T. H. Canham. Buxton, Yukon River (Church of England). — Rt. Rev. Bompas. Rampart House, Yukon River (Church of England). — Rev. C. G. Wallis. Supervision. In accordance with your instructions, and by the courtesy of the honorable Sec¬ retary of the Treasury and Capt. L. G. Shepard, acting chief of the Revenue Marine Division, I was allowed transportation on the U. S. S. Bear, Capt. M. A. Healy, com¬ manding. On the 2d of May, 1892, I started for my third summer’s work on the coast of Siberia and Arctic Alaska. We reached Unalaska on the 22dof May, where I found the school in a flourishing condition. From Unalaska we proceeded to the Seal Islands, where I secured the statistics of the schools kept by the North Amer¬ ican Commercial Company, a statement of which has already been given. From the Seal Islands we went to St. Matthew Island, where the captain rescued one of a party of three who had been left on the island the preceding season for the purpose of hunting polar bear. The other two men were not found, and are supposed to have been drowned. From St. Matthew Island the ship passed directly over to Cape Navarin, Siberia, which was reached on the 6th of June. It was the intention to have secured a load of reindeer at this point, but the surf was so heavy that no land¬ ing could be made. From Cape Navarin a course was taken to the settlement on the northwest point of St. Lawrence Island, where the village and schoolhouse were inspected. From St. Lawrence Island we attempted again to make the coast of Asia in the neighbor¬ hood of Indian Point, but, being headed off by the great fields of ice, the captain changed his course and attempted to make King Island, in doing which he got fast in the ice, and was only able to reach the mission school at Cape Prince of Wales. But, after being kept three days a prisoner in the ice, the captain determined to break his way through. The shocks received made the ship tremble from bow to stern. In attempting to force his way through the ice, he broke one of the blades of the propeller, but by continuous work finally reached clear water to the eastward, and on the 15th of June moored the ship to a large field of ice off Kadiak Island. REPORT ON EDUCATION IN ALASKA. 885 This was the village that last September we found to be in a starving condition, but the food so generously issued by Capt. Healy had tided them over until the seal and the walrus came in their vicinity, so that we found them in good condition. Being anxious to ascertain the fate of the teacher at Cape Prince of Wales, an effort was made to reach that point through the ice. After great difficulty in ramming his way through the ice, we came on the morning of the 16th of June within 4 miles of the place where, the ice being too solid for further progress, the captain very reluctantly turned and made for Golovin Bay, where it had been reported that some miners were out of provisions and in a starving condition. At Golovin Bay communication was opened with the miners. While waiting for the party to get ready to sail, a flying trip was made to St. Michael, where the teachers, missionaries, and traders along the great Yukon River were waiting for the annual vessel and supplies from San Francisco. On the 21st of June the miners at Golovin Bay were taken on board, and on the 22d taken to St. Michael. While at St. Michael I had an opportunity of conferring with the teachers and examining some of the pupils of the various schools. The annual arrival of the steamer bringing missionaries and traders from up the Yukon River 2,000 miles is the great event of the year at St. Michael. The river steamer Arctic is here met by the ocean steamer St. Paul, from San Francisco, and for a week or two this little settlement, cut off from the world eleven months in the year, is a scene of bustling activity. The furs of all northern and central Alaska are gathered here for shipment to market, and the pro visions and trade goods of civil¬ ization for the coming year are brought up for distribution in the interior. It is a unique gathering, the only one of the kind that now takes place in the United States. From over into the British possessions, Fort Selkirk, 2,000 miles or more up the river, comes Mr. A. Harper, a pioneer trader, who has been 20 years in the country. Business is so brisk that he is proposing to establish a branch store 200 miles farther up the stream, which will bring him within a few hundred miles of the settlements of south¬ eastern Alaska. It is believed that a mail route should be established across the country from Juneau to the mines on the Yukon. A mail not exceeding 250 pounds weight could be carried for, making four trips a year, at a rate not to exceed $1,500 the round trip. The best route is over the White Pass, which comes out on the Yukon at Windy Arm Lake. There is timber along the whole route. Winter on the Upper Yukon lasts from September to May. Rev. and Mrs. T. II. Canham, of Fort Adams, will open a new station there this fall. In the United States Postal Guide is Mitchell Post-Office, Alaska. I do not believe that over 100 of the 60,000,000 American citizens, if asked, could designate its loca¬ tion on the map. It is 1,400 miles above the mouth of the Yukon, near the junction of Forty Mile Creek with the Yukon River, and is the only post-office for the coun¬ try for 1,000 miles around. The j>ostmaster is Mr. L. N. (Jack) McQueston, the trader, another pioneer trader of t wenty years’ standing. The office receives a chance mail from the States once or twice a year. The salary amounts to from $2 to $3 per year. Last winter 108 men wintered at Forty-Mile Creek, which, by the way, is a river hun¬ dreds of miles long. Mr. McQueston raised 9 tons of turnips. Barley and oats grow and ripen well. A frost on the 7th of August, 1891, killed the potatoes. The placer gold mines in the neighborhood of this trading post yield from $75,000 to $80,000 worth of gold dust each season. It would be money well expended towards the devel¬ opment of the country if Congress would make an appropriation for opening up a trail from the coast at Chilcat to the headwaters of the Yukon, and give the hardy miners a more frequent mail. Near the trading station, on the east side of Forty-Mile Creek and south side of the Yukon River, is Buxton, the location of St. John’s Mission of the English Church. This mission was established in 1888, the first missionary being Rev. J. W. Elling¬ ton. In 1890, through privations and hardships, he became insane, and in 1891 was returned to his friends in England. His station will be occupied by Right Rev. Bompas, Bishop of McKenzie River, for two years at Fort Adams. Rampart House: This is a Church of England Mission and a Hudson s Bay Com¬ pany’s trading station on the Porcupine River, one of the tributaries of the Yukon. It was established in 1874. During the international boundary survey, by Messrs. Turner and McGrath in 1890-’91, it was found to be 20 miles within the lines of the United States. Consequently, in 1891 the place was moved 20 miles farther up the river to get within the British jurisdiction. In the summer of 1891 Rev. C. C. Wallis went by the way of San Francisco to England, returning this season. Fort Yukon : The old buildings at Fort Yukon have been taken down by the Alaska Commercial Company, and the logs cut up for fuel for the steamer's furnaces. On the Upper Yukon, last winter, fish gave out in January, and tho natives sub¬ sisted on rabbits. On the Keokuk, above Nulato, 3 or 4 died of starvation. One native subsisted on soup made from an old bearskin. St. James’ Mission, at old Fort Adams, was established by Rev. T. H. Canham, of the Church of England, in 1888. Mrs. Canham was the first white woman to cross 886 EDUCATION REPORT, 1891-92. the Rocky Mountains north of the Arctic Circle in winter. This she did with her husband on snow-shoes in 1888. The mission is 4 miles up the Yukon, on the north side of the mouth of Tonikokat River and 18 miles below the mouth of the Tanana. In 1891 Rev. J. L. Prevost was sent to this station by the Missionary Society of the Methodist Episcopal Church. Mr. and Mrs. Canham remained with him during the winter, and this summer removed to Buxton, leaving Mr. Prevost in sole charge of the station. At this school, the greatest attendance was 67, the least 15, and the average 32. During the winter of 1891-92 they had 67 pupils in school; average daily attendance, 23. There are about 800 natives in Tanana Valley; about 200 on the Yukon, between Tanana and the boundary ; about 100 permanently at Fort Adam3, and about 75 at Tanana Station. Tanana Trading Station: This station is 8 miles down the Yukon River from St. James’ Mission, and is kept by Mr. G. C. Betties. This station is the winter head¬ quarters of the miners on the Koy-u-Kuk River. St. Peter ClavePs Mission (Roman Catholic Church) is on the northwest bank of the Yukon River, at the old American station, about 2 £ miles above the mouth of the Nulato River. There is also a trading station here, kept by a creole, H. Koker- ine, who has been a resident of Alaska for forty years. Anvik is the seat of Christ Church Mission of the Protestant Episcopal Church — on the south side of Anvik River and west side of the Yukon, at the junction. It was established in 1887 by Rev. Octavius Parker and Rev. John W. Chapman. Mr. Parker retired in 1889, and in 1890 Mr. Marcus O. Cherry was sent in his place. Mr. Cherry returns to the States this fall. The trading station is in charge of Dennis Belkoff, a Sitka creole. Kozorifzky, Holy Cross Mission (Roman Catholic Church) is on the north bank of the Yukon, directly opposite the mouth of Shageluk Slough. This is their largest establishment in the Yukon River Valley, a school of 80 boarders, in charge of the following sisters of St. Ann (Mother House started in 1850, near Montreal), Mother Superior Mary Stephens, Sisters Mary Zephrena, Mary Prudence, Mary Joseph, Mary Englebert, and Mary Paulena. Father Tosi in 1891 raised 40 bushels of potatoes at the station, besides turnips (one of his turnips weighed 17 pounds and another 15-J pounds) and cabbages. Ikogmut, Russo-Greek Mission, Rev. Zacharias N. Belkoff, priest. Eight miles up the Yukon River from Anfreieflfski and on the Kon-e-Kova River, 2 miles above its mouth, is a trading station (north side), kept by Charles Peterson. At Kublik (mouth of Yukon) is a station kept by a Kamkoff creole. Unalacleet is a Swedish mission, composed of Rev. Axel E. Karlson, August Ander¬ son, David Johnson, and Hannah Swenson. They had 72 children in school last win¬ ter, with an average attendance of 22. They also have a dozen or more boarders, and will enlarge their buildings this season. They are also talking of a station at Golovin Bay. At Unalacleet is a living house, one and one-half stories high, 25 by 22 feet. The kitchen is 25 by 20 feet. The schoolhouse is two stories high, 20 by 22 feet. The workshop is 25 by 20 feet. There are a bath house and stables and several store houses. Four acres of ground are cleared up, upon which they will this year raise 70 bushels of potatoes. They have 2 bulls, 2 cows, and 3 goats. Father Tosi, of the Roman Catholic Church, has selected a new site for a boarding- school, near Kusilvak Mountain, near the mouth of the Yukon River. He reports 1,500 natives as living between Cape Vancouver and the mouth of the Yukon. Having transported the missionaries to St. Michael on the 23d of June, another start was made for Cape Prince of Wales, we anchoring in the port of Clarence on June 25, where we met Mr. W. T. Lopp, the teacher at Cape Prince of Wales. While at anchor at Cape Prince of Wales, the steam whaler Newport arrived from San Francisco, having on board Mr. and Mrs. Thornton and Miss Kittridge, for the mission school at Cape Prince of Wales; Mr. McClellan, a carpenter, for the erection of additional buildings at that point; Dr. Beaupre, for the Mission station at Point Barrow ; also Messrs. Miner W. Bruce and Bruce Gibson, for the Reindeer Station. On the 28th of June, having been transferred to the steamer Newport, I visited the school and station at Cape Prince of Wales. On the 29th of June I went ashore on what is known as the watering station, as the northeast side of Port Clarence Bay, and selected a site for the central and first reindeer station. A piece of driftwood had been set in the ground, with an empty barrel at its base, as a signal for ships. Upon this trunk of a tree we nailed our flag. A tent was borrowed from the missionaries at Cape Prince of Wales and another was furnished by Capt. Healey, which were kept on the spot to shelter the goods and supplies which a few hours afterward were landed from the steamer Newport. Port Clarence, which was known as Kaviayak Bay, was explored by Capt. Beechy, in August, 1829, and was named after the British King, then Duke of Clarence. The inner harbor was named after Lord Grantley, and Points Spencer and Jackson after distinguished officers of the royal navy. Port Spencer, at the extremity of a low REPORT ON EDUCATION IN ALASKA. 887 sand spit which extends some 10 miles from the coast, forms the southern and west¬ ern side of the harbor. This sand spit is low and marshy, with numerous lakes. From Point Spencer to Point Jackson, a distance of 2 miles, is the entrance to the bay The northern and eastern shore of the bay rises from the sea to the mountains. Along the seashore are numerous lagoons and small lakes which, in their season, are covered with numerous wild fowl. The bay, in extent, is about 12 miles from east to west and 14 miles from north to south. At the extreme eastern end two narrow sand spits, extending from the northern and southern shores, inclose an inner har¬ bor, called Grantley Harbor. The entrance is about one-third of a mile across. It extends about 9 miles from east to west and 3 miles from north to south. At the eastern end of Grantley Harbor is a second strait, about 300 yards wide, which con¬ nects with a third body of water or inland lake, called by the natives Imourouk. Into this lake empty two rivers, the Aghee-ee-puk and Cov-vee-arak. Along this line of water courses is an inland road to Grantley Bay and Norton Sound. To the north of Grantley Harbor Mus-ik-a-charnc Peak rises to a height of 1,600 feet. At the head of the sand spit between Port Clarence and Grantley Harbor is a large lagoon, and between the reindeer station, at the beach, and the pass through the highlands, on the north, are about a thousand fresh-water ponds, or small lakes. At the extreme northeast corner of Port Clarence, near Grantley Harbor, and upon a small mountain creek, I selected the location of the headquarters of the reindeer station. A few miles distant from Grantley Harbor was the former location of the headquarters for this region of the Russo-American Telegraph Exploration of 1865 and 1867. The shores of the sound on the site of the reindeer station are formed of shingle, or water-worn stones. These shingled beaches become a marked character¬ istic of large sections of the coast in northern Bering Sea and Arctic Ocean. Of late years it has become the favorite rendezvous of the whaling fleet that gathers here about July 1 to await the arrival of a vessel from San Francisco with fresh pro¬ visions, coal, lumber, etc. It also enables them to ship the spring catch of whale¬ bone to San Francisco before entering the dangerous Arctic. Upon my first visit, about July 2, 1890, twenty-five whalers were at anchor off Port Spencer, awaiting the arrival of the ship. On June 30 I returned on the Bear, and the next day the captain weighed anchor for South Head Sound, Lawrence Bay, Siberia. From 2 to 8 o’clock p. m. we steamed through broken ice, and at 11:45 p. m. dropped anchor off the village. An officer and some men were at once sent ashore, and by 6:30 a. m. the ship’s launch returned with the first load of reindeer. At this place we secured forty-one animals, also four native herders, who agreed to go with us and take charge of the herd on the American side. At 4 o’clock on the afternoon the captain dropped down the coast some eight miles to another camp, where twelve additional deer were secured, and at midnight weighed anchor and stood north, steaming through heavy fields of ice. At 4 :30 our Asiatic interpreter, Rainbow by name, was landed at North Head, and at 5 :30 that evening the ship came to anchor off the reindeer station. The surf being too heavy, nothing was done that evening. Bright and early on the morning of the 4th of July (6 a. m.) the first boat-load of the first herd of domestic reindeer in Alaska and on the the continent of America was landed. The deer, with their fore feet tied together, were taken ashore in the ship’s launch and carried up from the beach on litters borne by the natives. They were then untied, hobbled, and turned loose. Three ran away and took to the hills, and the herders had a long chase; but they were finally recovered. One of the deer had his hind legs broken in Siberia and had to be killed. The ship was decorated with flags, in honor of the day. On the 5th of July Capt. Healy very kindly had his carpenters make a flag-staff for the station, which was landed that same evening and placed in position, after which the Bear started again for Siberia. At noon, on the 6th of July, we anchored off "Whalen, having been for an hour steaming through heavy fields of ice. Finding no reindeer in the vicinity of the village, anchor was weighed and the ship got under way, following the coast to the northwestward, coming to anchor two hours later off Enchowan, but at 10 o’clock was compelled to shift anchorage on account of the heavy fields of ice. The follow¬ ing day the ice compelled the captain to shift his position two or three times. At this place sixteen deer were procured and taken on board. At 9 :40 anchor was again weighed and the start made for the reindeer station, steaming all nightthrough heavy fog, and from 5 to 7 through heavy fields of ice, reaching Cape Spencer at 5:40. On the 9th of July the ship America was towed in the harbor, having on board, among other things, lumber, coal, and supplies for .the reindeer station. On the 10th the captain run down to the reindeer station, unloaded the reindeer, and also 240 packs of coal, and 77 cases of pilot bread, all of which he hadreceivcd from the bark Percy Edwards. On the 12th of July, going aboard the steamer New¬ port, which had taken on board the lumber for the building at the reindeer stat¬ ion from the bark A merica, I returned again to the station and superintended the landing of the building, returning to the Bear on the 13th. On the 14th the Bear got under way for Siberia, from 1 to 2 p. m., steaming through large masses of broken ice. On the 15th we came to anchor off Cape 888 EDUCATION REPORT, 1891-92. Serdze Kamen, Siberia, in latitude north, 67° 27' ; longitude east, 180° 20'. This cape is the northernmost limit of the explorations of Bering, he having reached here August 15, 1728. The meaning of the name is “the heart of rock,” because of a fan¬ cied resemblance of a heart in the face of the rocky cape. Along the coast to the westward are several native villages. The mountain peaks in the back country rise to an elevation of from 2,000 to 5,000 feet. Fresh-water lakes inland and lagoons along the shore everywhere abound. After Bering, this shore was visited by Capt. Cook’s expedition in August 1778, when he struck the coast, coursing from Alaska as high north as IS orth Cape. It was again visited on April 22, 1823, by Admiral von Wrangell in his fourth Siberian expedition. At 9 :30 a. m. Assistant Engineer Falkenstein and Surgeon S. J. Call went ashore after reindeer, bringing on board during the afternoon some twenty-one animals. The vessel was surrounded much of the time by heavy masses of drifting ice. The following day the captain was compelled to shift anchorage several times, the stock of his port anchor being carried away by the ice. On the 17th the ice became so heavy that the ship moored to an ice-floe and drifted with it. Towards night, some openings being discovered in the ice, the ship dropped down the coast slowly, forcing its way, until, about 4 a. m., when it came to anchor again in the ice. At 9 a. m. a large ice-floe bearing down upon the ship, anchor was again weighed, when it was found that a second anchor had been broken by the ice. The 19th was spent in shifting anchor and dodging ice-floes. The surgeon and two seamen being ashore and unable to return to the vessel, the captain hired two native boys to cross the ice, with a launch for the party. In the evening, the wind having changed and loosened the ice somewhat, the surgeon returned with six reindeer. Another attempt was made to start the engine and force the ship through the ice, but at midnight the attempt was given up. The starting and stopping the engine and drifting in heavy and closely packed ice were continued the following day until afternoon, when the ice became too heavy for further progress and the ship was allowed to drift. By constant ramming, towards night, there seeming to be a chance to get out, the ship was started again and by constant ramming the heaviest ice was broken through, and by midnight clear water was reached, we having been shut up in the ice for a week. Coming abreast of the village of Utan, Siberia, a boat was sent ashore after Passaic, a noted deer-man, who resided there. Ho having come on board it was learned that his herd was three or four days distant. As a large ice¬ floe was seen bearing down upon us, and as wo did not relish the idea of being imprisoned another week and perhaps wrecked in this bay, at 3:50 a. m. we were again under full sway, running a race with the ice, which was drifting down upon us, a solid, unbroken mass of ice, as far as the eye could reach. The ice rapidly gained upon us. Large, detached pieces like scours forged ahead of us, placing themselves directly in our path, against which we rammed and jarred, but at noon the projecting cape of the bay was reached and passed just as the ice-floe was swinging upon it, barring further progress. During the forenoon we steamed through fog so denso that we passed through Bering Straits before we knew it, and when the fog lifted found ourselves t wenty miles ahead of the place where we sup¬ posed ourselves to be and at 10 :30 that night came to anchor off the reindeer station. The reindeer on board were landed the following morning at 5 :30 o'clock. In the afternoon the captain sent his carpenter and a boat’s crew ashore to prepare the foundations for the station house, and also sent a detachment on shore the following day, when, a storm having set in, the captain was compelled to shift anchor into deeper water. On Monday, July 25, wo again got underway for North Head, Siberia, reaching Cape Puangoune, Siberia, at midnight. No one coming off from the village to the ship, and the weather beginning to be stormy, at 8:10 a. m. the anchor was weighed and the ship steamed into anchor in Lutke Harbor, Siberia, at 9 o’clock. St. Law¬ rence Bay was so named by Capt. Cook because he first anchored in it on St. Lawrence day, August 10, 1778. The bay was fully surveyed by Capt. Lutke of the Russian navy in 1828. It is 11| miles across its mouth and extends inland about 24 miles. Its northeastern extremity is marked by a rounded top mountain, 1,794 feet high, called Capo Nouniagmo. On the southern slope is a native village of the same name, also known as North Head. From 5 to 6 miles from Cape Nouniagmo is Cape Pan- ougoun, which marks the commencement of the inner bay. Extending from Cape Panougoun is a bank of gravel cr shingle which forms Lutke Island and makes a sheltered cove 14 miles in diameter. This is a good anchorage for ships. In this cove the LT. S. S. Briggs , in search of the Jeanette, was anchored for the winter, when she took tiro and burned to the water’s edge. There is a native village on this cove. AYhilc we were at anchor, waiting for the fog to lift and the storm to pass by, the surgeon and some of the officers went ashore on Lutke Island and shot, in a few hours, 106 eider ducks. On July 27, the gale having subsided, the ship got under way at 7 :30 in the morning, and, steaming out of Lutke Harbor, passed Cape Cliargilack with its native village on the south side of the bay. AVe anchored at 10 off Cape REPORT ON EDUCATION IN ALASKA. 889 Keleougoun. This cape is a hold, rock promontory, crowned with four mountain peaks, 1,542, 1,296, 1,257, and 1,206 feet high, respectively. A native village clings to the northeastern base, and a smaller one, called Jandonga, on its southwestern slope. Here the surgeon, Dr. Call, went ashore in the afternoon with a boat’s crew, procuring ten reindeer. The following day 56 more were procured and brought on hoard. At midnight the ship got under way, reaching the reindeer station at 5 :30 o’clock. On July 29 by 8:30 the deer were all on shore. On the 31st the captain again sent his carpenters and a detachment of men on shore to work at the station house. Towards night, a gale setting in, the ship wa« compelled to anchor out in deeper water. On Monday, August 1, the men that could he spared were again sent ashore to work at the buildings. At 4 :15 a.m. on August 2 we again got under way for Siberia, and at 5:45 a. m. on the 3d of August came to anchor off Indian Point. Learning that there were no deer in the vicinity, we again got under way for East Head, at 1 : 25 p. m., stopping off a village near Bald Head. There being too much surf to land, we continued around Bald Head into Clover Bay, passing the mouth of Reindeer River, rounded Cape Haidamaik, and anchored in Port Providence, under Mount Slavianka (1,427 feet), at 2 : 40 p. m. Three umniak loads of natives soon came over from the village on the sand spit. Learning that there was a herd of deer in the vicinity of Emma Harbor, Surgeon Call was placed in charge of a boat crew, and with an interpreter went to interview the reindeer men. Later in the afternoon a boat load of natives were hired and sent after Utoxia, who had gone to the head of the bay (14 miles) after seal. Both parties were out most of the night. Surgeon Call, upon his return, reported that the deer men on Emma Harbor had but few deer and would not sell any. Utoxia, upon his arrival, reported a large herd to the westward of the head of the bay. Clover Bay is narrow and runs between two parallel ranges of moun¬ tains from 1,000 to 2,300 feet high, with precipitous sides from the water up, while steep and hare mountains, flecked with great patches of snow, present a panorama of grand scenery. A bright sun and blue sky add to the enjoyment of the day, as the steamer slowly picked her way along this memorable fiord. At 10:45 a.m. we were abreast of Cape Lakhatchov, the northern entrance of Emma Harbor, where the British ship Clover, Capt. Moon commanding, in search of Sir John Franklin, entered in 1848 and 1849. At 11 : 30 wo passed Mount Kennicott (2,343 feet), so named in honor of Maj. Robert Kennicott, director of the Chicago Academy of Sciences, who was in charge of the Alaska expedition of the Russo-American telegraph expedition of 1865 and 1867. At noon wo passed Cache Bay, and at 12 : 30 Long Harbor, which was the winter quarters of one party connected with the telegraph expedition. At 1 p. m. we came to anchor off Capo Ignatief, Vladimir Bay, Siberia. At once a party was organized, consisting of Dr. Call, the surgeon, Lieut. White, Assistant Engineer Falkenstein, and two natives, to visit the deer men. At the same time another party, consisting of Mrs. Healy, the wife of the captain, Engineer Broadbent, and myself, went down the bay 2 miles to visit the site of the telegraph expedition. The solid stone walls of the two houses occupied by them remained to mark the site. One Avas a circular room about 20 feet in diameter, and the other a rectangular one 9 by 14 feet. The stone walls were about 4 feet high, symmetrically laid on the inside, and on the outside covered with earth. They were placed upon the highest point of a small, narrow peninsula, with the sea close to on three sides. A few pieces of glass and copper were picked up as mementoes of the place; also some braces and knees of the native sleigh, made out of reindeer horn. The land around was strewn with rusty hoops from barrels and casks. Two or three lone graves told their own sad story. The land was dotted with beautiful wild flowers, and icy streams came down to the sea from large patches of snow that still remained upon the mountain sides. On the 5th of August, Dr. Call and party returned to the ship about 10 a. m. They had been inland some 20 miles, but failed to find any deer men. On their way up the valley which leads inland from our anchorage they found frequent piles of ’chips, made in trimming the poles forty-five years before. The poles themselves had long disappeared, probably having been carried off by the natives. At noon we got under way for Holy Cross Bay, landing Utoxia as we passed Port Providence. The other native, Wallace, continued with us as interpreter. At 3:40 p. m. we rounded Cape Stoltzi and stood up the north coast of the gulf of the Anadyr. The mouth of this gulf, from Cape Tchoukotskoi down the north to Capo Thaddeus on the south, is 200 miles across, and the circuit of the gulf, without measuring the coast line of the smaller bays and indentations, is 420 miles. The first navigator to sail this sea was Capt. Bering, who was followed in 1826 and 1829 by Capt. Lutke, of the Russian navy. The north coast line is remarkable for its bold, rocky shore, in many places rising perpendicularly from the water’s edge. At 5 p. m. we were abreast of Jak- kun, which is a high, steep bluff with a pyramidal rock. On we go parallel with the shore 10 miles distant past Cape Tchingan with its red band of rock running from summit to base. At 10 p. m. we were off Cape Aggen, to the north of which is 890 EDUCATION REPORT, 1891-92. Transfiguration Bay. From this up 9 miles to Cape Eumelian the coast is bounded by a high, perpendicular rock like a wall. About midnight we passed Cape Bering, where the bold, rocky shore ceases and small Tchuktchi villages are seen. At 9 a. m. on August 6 traces of ice began again to appear, and soon we were skirting a large field of floating ice. Walrus being discovered, the ship was stopped and the captain and surgeon went off, securing a large bull, which was brought onboard and given the interpreter as part pay for his services. Along the northwestern coast of the gulf is a remarkable island, or false shore, which forms the southern portion of the Gulf of St. Croix. It is 45 miles long and but a few rods wide. A narrow, shallow canal separates this island from the mainland. There is a village of Tchuktchi near Cape Neetchk on the westernmost end, off which we were anchored several days during July, 1891. As we passed into Holy Cross Bay at noon a signal flag was seen floating at the village and two umniaks put off to intercept the ship. One of them was taken aboard, but when it was found that they wanted us to goto their village to trade ivory, the captain resumed his course towards the reindeer village on the west side of the bay, where we anchored at 2 :50 p. m. Holy Cross Bay is 54 miles from north to south and 35 miles from east to west. Its northern end is within 10 miles of the Arctic Circle and its shore line has a cir¬ cuit of 180 miles. The mouth of the bay is 13^ miles across. At the northern end is Mount Matatchingai, with rocky sides rising 9,180 feet. It is a landmark for the whole region around. On the west side of Holy Cross Bay are large quantities of driftwood from the Andyr River. Soon after anchoring at the village 5 umniaks full of people come aboard. Inquiries were at once made for reindeer. At various times they represented the herds as close to and then as far off. They said that the herds had been driven down to the coast earlier in the summer, but the ship not being seen, had been driven back again into the country ; that the mosquitoes were too bad to keep them near the water. At one time they would offer to sell a ship¬ load, then only promised 9 and then again 3. When they thought we wanted bucks they had only does to sell, and when they found we wanted does their herd was all bucks. They also asked two prices for what they proposed to sell, and then wanted additional pay for the prospective increase. If they sold a doe she would bear another the next season, and so on, increasing from year to year; while the cartridges and powder for which they traded would be used up and they wouldhave nothing left. The captain met their argument with another, that if their deer should die next year they would have nothing and starve, while if they had car¬ tridges and powder they could shoot walrus and seal and live; or for what we could pay them they could trade with natives farther iuland aud get two deer from one. Finally, after five hours’ talk, the boat was lowered at 8:45 p. m. and Dr. Call, Assistant Engineer Falkenstein, the interpreter, and a crew of men were sent after the reindeer. In the vicinity of our anchorage was a temporary village of reindeer men. Every fall and spring they move all their household effects to and from the interior with their herd of deer. The village was their summer encampment by the sea. Around their neat looking tents were great quantities of deer harness and sleds, which were used in transportation. These Tchuktchi men cut their hair on the crown of the head, leaving a fringe around the head. Sometimes they leave a tuft in the center and have two rings of long hair. Sometimes a long lock of hair is left behind the ears, which is braided like a woman’s. Some have a small mark or figure totemed on the cheek, forehead, or some part of the face. This is said to be done upon the loss of a near relative, also to mark the number of seals killed. The women have their cheeks covered with totem marks. Some of the women have strings of beads dangling from the ears. August 7 proved a rainy, stormy, and dismal day. The fact that the boat that went off the night before had not returned excited considerable anxiety, but by midnight it came in sight and was soon alongside, with 12 deer. The men had been sixteen hours pulling against the tide and striving to reach the ship. While absent they had discovered a large river more than a mile across at its mouth. While pulling along the side of this river they saw a bear and cubs. Pursuit was immediately made over streams and through swamps, and dodging from one hillock to another they crept up on their game. Cautiously raising their heads from behind the last hillock, with guns cocked, they found their supposed bear was a woman and children. At 5:30 a. m. on the 8th the cutter was sent ashore to gather moss and food. The deer men were put off, and at 8 o’clock we got under way, -encountering a little floating ice in passing out of the bay. At 6:15 a. m. on August 9 we left our interpreter at the native village on Clover Bay, and at 7:45 a. m. stopped off the village at East Head to communicate with Utoxia, making arrangements with him to purchase deer during the winter, which should be called for the following season. At 1:30 p. m. on the 10th of August the ship anchored off the reindeer station and the deer were duly landed. This closed the trips for the season after reindeer. Having arranged affairs at the reindeer station at 4 o’clock on the morning of August 11, the anchor was hove and the steamer Bear got under way for Kotzebue REPORT ON EDUCATION IN ALASKA. 891 Sound. By 10 o’clock we were rounding Cape Prince of "Wales through, the straits. Off to the westward 3 large umniaks were seen under sail en route to Siberia. The next day at noon we came to anchor off Cape Blossom, Kotzebue Sound. Soon after 12 umniak loads of Eskimo came off to the ship. This is the location of one of the international and intertribal annual fairs of the Arctic, and the annual opportunity for the sick through all Arctic Alaska to secure the services of a physi¬ cian. The natives brought with them a number of the bones and tusks of the mam¬ moth, which were secured for the Sitka Museum. At 10:45 p. m., the surgeon of the ship having attended to the ailments of the population that came on board, the anchor was hove and the ship steamed for Point Hope, which was reached at 9 p. m., August 13. The weather, however, was so foggy that the ship was compelled to go far out to sea to avoid the shoals off the point, and therefore we were unable to come to anchor until midnight. The following morning, the fog having lifted, the captain very kindly sent me ashore to inspect the station and confer with the missionary teacher. Returning to the ship at noon, we got under way, sailing to the north. Learning from the natives that a whaling schooner, Silver Wave, was wrecked in the vicinity of Icy Cape, a stop of a few hours was made at that point to secure definite information, after which, continuing northward, the refuge station at Point Barrow was reached at 11:45 a. m. on the 16th of August. Going ashore to confer with regard to school matters, I was detained until the fourth day there on account of a storm having come up, making the surf dangerous. Capt. Borden, the ex-keeper of the station, having been relieved from duty, Lieut. Jarvis was placed in charge by Capt. Healy, pending the turning over of the station to our former teacher, Mr. L. M. Stevenson, who had been appointed by the Secretary of the Treasury to take charge. On the 18th of August Mr. Stevenson and myself, after canvassing all sec¬ tions of the vicinity, selected a location for the Presbyterian mission on the first rise of ground to the north of the village, lying back and between the village and the refuge station, and separated from the village by a small ravine. That same even¬ ing I was able to return on board ship through the surf. On the 19th the mission beli, which had been en route two years, was landed on the beach, and for the first time rang out upon the Arctic air. On the 20th of August Capt. Healy took the Bear to Point Belcher to bring up some coal which had been left from the previous sea¬ son. On the 11th of June a whaleboat, containing 9 boys and 1 woman, was driven out to sea from Point Belcher, and they were unable to return until the 16th of July, being thirty-five days out to sea in an open boat. During the time they captured 11 walrus, i white bear, and all the seal that they could eat. From the same place two boats’ crew were driven off to sea, but were out only nine days. While at Point Belcher the Bear was boarded by Capt. Owen, of the whaling bark Mermaid, who brought us news and newspapers from civilization as late as June 30. At 4:30 p. m., on the 21st, anchor was weighed and the ship got under way to return to the refuge station. The Arctic currents were so strong that in the fog the ship was carried some 20 miles beyond its destination, so that we did not come to anchor off tho station until 9:45 the next day. All duties having been discharged at the refuge station and school, at 4 o’clock on the morning of August -23 anchor was hove, and we started on our return to tho south, anchoring off Icy Cape, on the next day, to enable the crew of tho Bear to get off from the beach the Arctic schooner Silver Wave, which was accomplished on the afternoon of the 26th. Taking the schooner in tow at 8 :15 a. m. of the 27th, the Bear started on its return to the reindeer station at Port Clarence. A gale having come up at mid¬ night we anchored off Cape Sabin. The next morning another start was made, but, finding the sea too rough lor comfortably towing the schooner, the captain ran under the lea of Cape Sabin and anchored. At 3 on the morning of the 30th we again got under way, reaching Point Hope at noon, where Lieutenant White and a boat’s crew were sent ashore with the mail. The boat swamped on the beach. The men, however, escaped with nothing more than a drenching. On the morning of the 31st, the wind having shifted a little, anchor was weighed and another start was made for Cape Prince of Wales. At midnight, meeting the steamer Jane Gray, San Fran¬ cisco papers as late as July 23d were received. On the evening of the 1st of Sep¬ tember the Diomede Islands were sighted. In Bering Straits a strong tide was met, so that from 3 a. m. until 9 the ship steamed but 16 miles. From 9 :30 until 5 p. m., with a full head of steam, no progress was made against the gale, the ship rather drifting back toward the straits, and the course of the ship was changed to the south. While opposite Cape Prince of Wales Mr. and Mrs. Thornton ven¬ tured oft' in a native boat through a heavy surf and a rough sea. From them we learned that Mr. W. T. Lopp and Miss Ivittredge had been married (the first Chris¬ tian marriage ever celebrated in Alaska north and west of St. Michael) and gone down to the reindeer station in a umiak on a wedding tour. The gale drove us far south of our course, and when the morning of the 3d dawned no one on shipboard knew just where we were. About 6:10 o’clock, the fog lifting for an instant, land was sighted toward the northeast, which was afterward found 892 EDUCATION REPORT, 1891-92. to be Kings Island. Owing to a succession of gales and tbe difficulty of towing a schooner through heavy seas, the ship was detained over a week in reaching Port Clarence. However, at 2:40 p. m., September 3d, anchor was dropped opposite the reindeer station, the surf being too heavy to admit of landing. The following day a landing was effected, and the various supplies that were to be landed at the sta¬ tion were taken on shore. Mr. A. S. McClellan, who during the summer had been erecting the mission residence at Cape Prince of Wales, was received on board for transportation to the Aleutian Islands, and at 10:50 p. m. the ship got under way for St. Michael, which was reached on the morning of September 6th. Here it was found that the steamer P. B. Ware was on the stocks, being built for the Yukon River trade, and that the workmen who had been brought up from Puget Sound had struck for higher wages and the work was at a standstill; that the company ■who were building the steamer had on the beach in a canvas house $75,000 worth of goods and supplies for the miners at the headquarters of the Yukon River, all of which was in great danger of being lost. On account of these things and the late¬ ness of the season, the men in charge very naturally sought assistance from the rev¬ enue cutter. Recognizing the emergency, Capt. Healy sent to their assistance Assistant Engineer Faulkenstein, the carpenter, and 8 men from the crew, and each day Lieut. Jarvis was sent from the ship with a boat’s crew to render such assistance as they could. Mr. McClellan and Mr. Brower, passengers on the Bear , also volunteered assistance. In nine days, through the assistance of the revenue cutter, the steamer was so far completed that she was launched. The birthday of the Emperor of Russia occurring on the 11th of September, special services were held in the Russo-Greek church at St. Michael. Flags were displayed and at noon a salute of 4 guns was fired. At 11:30 a. m. on the 15th of September anchor was hove and the ship got under way for Unalaska, reaching anchorage in Dutch Harbor at 10 a. m. on the 19th of September. On the evening of the 30th I was kindly received on board the revenue steamer Bush, Capt. AY. C. Coulson, command¬ ing. At 5 in the morning of October 1, in the face of a north-northwest gale, with snow and hail, we put out to sea for San Francisco. Great difficulty was experienced in rounding Priest Rock, for sometime doubt being expressed whether the ship could make it. Getting safely around the point in Analga Pass, a heavy tide rip was encountered and great seas swept over the ship from stem to stern. On the 8th the gale was so increased that it was not considered safe to run and the ship was laid to for twelve hours. Again resuming its course, we dropped anchor in San Francisco Bay at 10 o’clock a. m. on the 11th of October. The next day I left by the Santa Fo route for Washington, which place I reached at noon on October 18, having traveled 16,997 miles. I remain, with great respect, yours, truly, Sheldon Jackson, General Agent of Education for Alaska. CHAPTER XXIX. THE HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. By W. W. Willoughby, a. b., ph. d. (Johns Hopkins). Introduction. CONTEXTS PART ONE. Schools for original research and for the training of specialists. I. Schools of Biology : (1) Anderson School on Penikese Island. (2) Chesapeake Zoological Laboratory of the Johns Hopkins University. (3) Annisquam and Wood’s Holl Laboratories. (4) Brooklyn Institute Biological Laboratory. PART TWO. Summer schools giving instruction in single subjects. I. Schools of Philosophy, Literature, and Ethics: (1) Concord Summer School of Philosophy and Literature. (2) Glenmore School for the Culture Sciences. (3) Chicago Kindergarten College Literary School. (4) Milwaukee Literary School. (5) School *of Applied Ethics at Plymouth. II. Schools of Languages, Music, Oratory, Expression, and of Physical Training: (1) Summer School of Languages at Amherst College. (2) Sauveur Summer College of Languages. (3) Other Schools of Languages. (4) Lexington (Mass.) Normal Music School. (5) School of Expression. (6) Schools of Oratory. (7) International Y. M. C. A. Training School. PART THREE. I. Chautauqua. II. Chautauqua Assemblies. III. Martha’s Vineyard Summer Institute. IV. (1) Harvard University Summer Schools. (2) University of Virginia Summer Schools. (3) National Summer School of Methods, Glens Falls, N. Y. (4) Other schools: Wisconsin Summer School; Campbell University Summer School; Flint Normal College School; Asbury Park Seaside School of Peda¬ gogy; Niantic School for Teachers; Sweet Springs School; Morehead City School; Ann Arbor Summer School; New London (N. H.) School for Popular and Normal Study; Western Normal Music School; Indiana School of Meth¬ ods ; Avon-by-the-Sea, Seaside Assembly ; Deerfield Summer School of History and Eomance ; Indiana University Summer School; Seaside Normal Institute (Corpus Christi, Tex.) ; Lake Minnetonka Summer School; Blackboard School at Cedar Falls (Iowa) ; Springfield (Mass.) Summer School; Normal and Busi¬ ness College, Fremont, Nebr. ; Mountain Lake Park (W. Va.) Kindergarten. 893 894 EDUCATION REPORT, 1891-92. INTRODUCTION. The history of a movement is rarely that of a steady progress. At varying intervals of time new forces come into play, new factors are introduced, and new epochs are inaugurated. In all history we recog¬ nize these milestones marking off and separating successive periods. In the history of educational development in the United States is to be discovered the same characteristic. Here, too, are found the mile¬ stones of progress, and one of the most recent of these is that which marks the development of summer schools as an element in the educa¬ tional system of the country. The importance of the summer school, and the work to be performed by it in promoting the increase of knowledge among the people, are facts easy of determination. The rapid spread of the summer school idea, as indicated by the establishment of new schools, and the increased attendance at old schools, proves the existence of a genuine demand on the part of the people for just such instruction as these institutions are able to afford. The widespread, and, if we may so call it, indige¬ nous character of the demand, is farther to be noted. Summer schools in the United States have not been copies of Old World methods, nor primarily as following the example of some one successful effort of the kind in this country. All over the country, and in almost every State of the nation these schools have sprung up spontaneously, as it were, and to supply local demands. The work, to the performance of which the vacational school is espe¬ cially adapted, is of three kinds : First. There is the task of providing instruction for those persons desirous of adding to their intellectual attainments, but otherwise unable to obtain professional assistance in their studies. The instruc¬ tion, when it has this object, is generally and of necessity popular in character and limited to those branches in which information of a fairly satisfactory nature can be obtained without the necessity of prolonged and continuous effort, and in which the advantages derived from an attendance at the summer session can be easily supplemented by read¬ ing, privately pursued. It is for these reasons that we find in the schools, whose attendance is largely of students of this class, the instruction, limited, as a rule, to such subjects as literature, social problems, general history, physical training, elocution, kindergarten, and the like. The work of the various Chautauqua assemblies is almost wholly of this first character, and to a greater or less extent this feature is present and controls the work of the other schools. Second. The second advantage afforded by summer schools is the opportunity given university and college students of adding to their regular work either by way of making up deficiencies, or advancing further in favorite branches than the press of other work permits in the winter time. These sessions likewise afford students preparing for col¬ lege the opportunity of obtaining lacking requirements for matricula¬ tion, and exjierience has shown that the number of students who do thus avail themselves of this privilege is very considerable. Third. The third task that a summer institute of learning has dem¬ onstrated its ability to perform is that exemplified in the work of the schools of biology. This is work that can not be done at the university or college, and from its very character has to be performed at the sea¬ side and in the summer. As will be pointed out in the chapter treat¬ ing of these schools, here is presented to teachers the opportunity of HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 895 carrying forward private investigation in tlieir own special fields, and to students the privilege of obtaining a direct knowledge of laboratory work and an insight into the methods of original work. Fourth. The fourth advantage derived from the existence of summer institutes is to be found in the field of pedagogics. Several of the schools are devoted purely to instruction in the art of teaching, and in all of the larger institutions are departments of methods. Probably at the head of the schools devoted to work of this kind is the Martha’s Vineyard Summer Institute, at which, I am told, that of the COO in attendance at the last session more than 550 were teachers. At these summer schools professors in various institutions are able to make the personal acquaintance of each other, to exchange views, and to obtain opinions upon new methods of instruction. In addition to this, teach¬ ers are enabled to better equip themselves for their work by means of their own study and their association with minds more fully and more scientifically trained in their especial branches. The foregoing description of the proper provinces of work for the summer schools has served also to define the advantages derived by the people from the establishment of these institutions. But, further than these, there are other and peculiar privileges afforded. First of all, there is presented the opportunity of personal relationship and contact between teachers and pupils. The recognition of and increase in the personal element in instruction is a distinct gain. The specific information contained in a lecture or class recitation may be small, but if there be created in the minds of the students a greater enthusiasm in the search for truth, a stimulus is given to future work, the impor¬ tance of which it is not easy to overestimate. Again, the opportunity is given the student of concentrating attention upon a single favorite subject. Hot only this, but in some of the better and larger schools the chance is presented of hearing the latest results of study in a particular field of knowledge as given not by a single lecturer, but by possibly a dozen of the leading professors, each dealing with his own special topic upon which he is an authority. Last, and not to be dis¬ regarded, is the opportunity afforded by summer schools of combining profit with pleasure, physical invigoration with mental development. With scarcely an exception, summer schools in the United States are located at pleasure or health resorts, many of them upon the seashore, others by the lakeside, and some in the heart of the mountains. At these institutions the elective principle receives its complete applica¬ tion. Studies are taken up, and courses of lectures followed, solely because the student is interested in those particular subjects. This of itself guarantees an attentive audience to the lecturer, and an inter¬ ested class to the instructor. Summer schools in nowise compete with or antagonize the college or winter school. They occupy fields which the latter cannot possess. Indirectly they benefit them. By diffusing and intensifying the desire for knowledge, they render more fertile the field from which the ordi¬ nary school and higher institution of learning derive their support. The one serious indictment brought against summer schools is the superficiality or the u scrappy ” nature of the instruction given. I think the charge is rather exaggerated. As has been already noted, so far as concerns schools that provide instruction for persons who are with¬ out scholastic training, and have not the time for prolonged and con¬ tinuous study, the instruction must necessarily be of a popular char¬ acter. Certainly it is neither complete nor profound. Yet, I think it scarcely a fair use of words to term this instruction superficial. The 896 EDUCATION REPORT, 1891-92. word superficial lias really two distinct meanings. In its purest con¬ notation it means solely the opposite of profound. In common parlance, however, there is attached to this meaning a sense of pretense of pro¬ fundity with an actual superficiality — that is to say, a hypocritical appearance of thoroughness. Unless limited to the first meaning the word is not properly used. Most of these schools recognize their own limitations. They appreciate that their instruction must be adapted to the shortness of their sessions, and that they must therefore deal with the general principles rather than the details of the arts and sciences. Yet if the schools properly and fully perform that which they assume to perform, the word superficial, with its common invidious meaning, is not justly applied. The vital question, however, is this: Is not the instruction that is given in many cases uunecessarily general and unsystematic and dis¬ connected? Can not this instruction be made more systematic, more substantial, and more useful, and yet be adapted to the abilities of the people, to the wants of whom these schools minister? There is undoubtedly room for improvement, and it would be strange if there were not. I think I see, however, the prospect of great betterment in the present rapidly spreading doctrines of proper university exten¬ sion methods. Summer schools undoubtedly represent in their work the effort at attainment of the same end as that to which the “ university extension movement7’ is devoted — namely, the wider diffusion of sound useful information among the people at large. The common method of instruction at these schools has been that of lec¬ tures, sometime in courses, but more often single. Good teachers have not been lacking. Iu the great majority of cases their teaching forces are composed of professors drawn from the faculties of the leading colleges and universities. As yet, however, these lectures and lecture courses have lacked frequently the very essentials that u university extension” leaders now insist upon. These are, the giving of lecture courses of considerable length upon some one subject, rather than the use of a large number of single lectures upon detached subjects; the use of printed syllabi, giving outlines of the lectures, bibliographies, and suggestions for private study; the encouragement of discussions at the end of every lecture; and the holding of written examinations at the termination of each course. The information obtained thus loses much of its u scrappy” nature, and is more complete; the student is stimulated in the discussions to independent thought, and encouraged to properly directed private reading by the syllabi. With the spread of the “ university extension” movement must come a fuller acceptance and application of its methods by the summer schools, which can not but greatly enhance the value of their work. For this reason, together with the fact that with the increasing intelli¬ gence of the people comes a growing demand for still greater enlighten¬ ment, one may safely predict for the summer school a future of expanding usefulness, and a growing importance among the educational methods of the country. * A description of the history, organization and work of these summer schools finds a legitimate and important place in a treatment of that movement, whose aim is the extension of higher education among the people. A treatment of this phase of university extension in the United States must, however, both from choice and necessity, be eclectic in character. The term u university extension ” in its special connotation, as used in England, and of late in this country, designates a definite idea and purpose, and the development of the plans by which HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 897 this idea or purpose is to be effected has been definite and easy of description. With regard to the history of summer schools it has been otherwise. In a general way the motives of the various summer assemblies, schools, colleges, and institutes of learning that have been established in this country have been the popularization of knowledge and the wider diffusion of higher education. But there has been no uniformity of organization, method, or scope of instruction. There has been no affiliation among them. Some have been mere summer sessions of col¬ legiate institutions; others, semireligious gatherings; others have been private speculative undertakings; others, institutions established by learned societies or associations. Very many of these summer schools have had but an ephemeral existence, being born, flourishing, and dying in the course of a single summer. Others, of larger exis¬ tence, have been migratory in character, changing their location from year to year. Some have been but the continuance of an older school under a new name, and others the result of the coalescence of two or more institutions. None, except the few u teachers^ assemblies,” have had connection with State systems of education, or have made reports to superintendents of education. In scope and method of instruction there has been also the greatest diversity, ranging from the kindergarten to the laboratory for scientific investigation, and from instruction in a single branch to a curriculum containing a score of subjects. For these reasons the task of preparing a corrected and complete history oi summer schools in the United States is beset with difficul¬ ties. The task of obtaiuing the requisite information has been an especially arduous one. Though great diligence has been employed, the author has not been able to obtain in many instances that informa¬ tion which he desired. In the following pages summer schools are grouped under special heads according to fundamental characters and aims The larger, more important, and typical institutions will receive special considera¬ tion. In regard, however, to the amount of space devoted to each insti¬ tution, it will not be possible to maintain in all cases a x>roper perspec¬ tive, owing to the fact that in some instances schools deserving of con¬ siderable mention have afforded the author inadequate information. The following are the groups into which I shall, for convenience, arrange the summer schools in the United States: First : Schools for original research and for the training of specialists. The schools falling under this head are gatherings of investigators and specialists, rather than of students. Of teaching there is little, the especial attention being given to scientific investigation. The sole representatives of this class are the schools of biology, which embrace among their number the first permanent summer school in the United States, and with a sketch of the history of which this monograph begins. Second. Summer schools giving instruction in single subjects. Under this head will fall the schools of philosophy, literature, ethics, lan¬ guages, music, etc. Third. Summer schools giving instruction in several branches. This class, according to my arrangement, includes a large number of instruc¬ tions of a widely varying size and character. Their sessions usually last from two to six weeks, and the instruction is, for the most part, by lectures. Two of the schools under this head, u The Chautauqua ED 92 - 57 898 EDUCATION REPORT, 1891-92. Assembly ” and “ The Martha’s Vineyard Institute,” Trill, on account of their size and importance, receive somewhat extended treatment in separate chapters. Note.— Prominent among methods adopted by Americans for securing trained teachers and supple¬ menting the work of normal schools have been the teachers’ institutes. These institutes are gather¬ ings of public schoolteachers for the discussion of methods of instruction, and as such meetings are almost universally held in the summer, a treatment of their work would naturally seem to form a part of this monograph. The whole subject, however, has been already thoroughly" treated and pub¬ lished as a monograph by this Bureau (Circular of Information, No. 2, 1885), and the description of this subject will therefore not be duplicated here. PART I. Schools for Original Research and for the Training of Specialists. i. — schools of biology.1 Tlie summer school can hardly be termed a new factor in our educa¬ tional system. As early as the summer of 1869 a dozen professors and students, chiefly from the scientific schools of Harvard University, made a trip to Colorado, where scientific results of considerable value were achieved. During the next four years parties of students, under the charge of Prof. Marsh and other Yale professors, made several expeditions to the region of the Rocky Mountains. The geological and mineralogical collections then secured were large and valuable, and are now deposited in the Museum of Natural History at New Haven. It was also the custom of Prof. Orton, of Vassar College, to spend a couple of weeks of the summer vacation with his pupils in different places of geological interest* These were instances of educational instruction, but they can scarcely be dignified by the name of schools. The first idea of the establish¬ ment of a permanent summer school can probably be ascribed to Prof. N. S. Shaler, who first suggested to his colleague, Louis Agassiz, the establishment and maintenance during the summer of a seaside labora¬ tory at Nantucket for the benefit both of university students and of teachers of science in secondary schools. The outcome of this sugges¬ tion was the establishment of the Anderson School on Penikese Island ANDERSON SCHOOL ON PENIKESE ISLAND. Pew events in modern times have had a greater significance, and exerted a more profound influence upon the course of educational devel¬ opment in this country than the establishment of the Zoological Labo¬ ratory at Penikese, by Prof. Louis Agassiz. Just as in Europe seaside schools and laboratories may be traced to the example set and influence exerted by the famous International Marine Laboratory at Naples, so in America, most of the marine stations for biological investigation owe their origin to influences emanating from Penikese. Outgrowths of this latter school, itself of short continuance, are the several biological schools existing to-day, and which constitute the sole representatives of summer schools whose energies are devoted to research of an original character. 1 In the preparation of the following history of schools of biology, I have derived great assistance from a paper kindly sent me by J. C. Campbell, professor of biology in the University of Georgia. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 899 On the 14th of December, 1872, Prof. Agassiz issued the following circular : 1 Museum of Comparative Zoology. Cambridge, Mass., December 14, 1872. Programme of a course of instruction in natural history to be delivered by the seaside in Nantucket during the summer months , chiefly designed for teachers who propose to introduce the study into their schools, and for students preparing to become teachers. “ Zoology in general and embryology of the vertebrates,” by L. Agassiz, director of the Museum. “ The extinct animals of past ages compared with those now living and the methods of identifying them,” by N. S. Shaler, professor of paleontology in the Lawrence Scientific School. “Comparative anatomy and physiology of the vertebrates,” by Dr. B. G. Wilder, professor of anatomy and physiology in Cornell University, Ithaca, N. Y. “The animals and plants living in deep waters, and the peculiar conditions of their existence,” by L. F. de Pourtales, assistant in the U. Sr Coast Survey. “ Embryology of the radiates,” by A. Agassiz, assistant in the Musuem of Compara¬ tive Zoology. “ Natural history and embryology of the mollusks,” by - . “How to make biological collections to illustrate the history of insects injurious to vegetation,” by Dr. H. A. Hagen, professor of entomology in Harvard University. “Natural history and embryology of the articulates,” by Dr. A. S. Packard, pro¬ fessor of entomology in the Massachusetts Agricultural College. “Natural history of the fishes and reptiles,” by F. W. Putnam, general secretary of the American Association for the Advancement of Science. “Natural history of birds and mammals,” by J. A. Allen, assistant in the Museum of Comparative Zoology. “On breeding, and nests and eggs of birds,” by - . “Practical exercises in the use of the microscope,” by - . “ Instructions in drawing and painting of animals,” by Paulus Roetter, artist in the Museum of Comparative Zoology. “On fisheries and their management,” by Prof. Spencer F. Baird, assistant secre¬ tary of the Smithsonian Institution. “ On fish breeding,” by Theodore Lyman, assistant in the Museum of Comparative Zoology. “The fauna of the North Atlantic, compared with one another, and with those of other parts of the world,” by - . “ The plants of the sea,” by - . “The physics of the sea.” by - . “Physical hydrography,” by Prof. W. Mitchell, assistant in the U. S. Coast Sur¬ vey. “Chemistry of feeding and breathing,” by Prof. W. Gibbs, Rumford professor of physics in Harvard University. “ Chemistry of the sea and air,” by Prof. James Crafts, professor of chemistry in the Technological Institute, in Boston. The terms of admission and the day of opening will be advertised as soon as all necessary arrangements in Nantucket cau be made, including information concern¬ ing board, etc. A number of aquariums and the necessary apparatus to dredge in deep water will be provided. The superintendent of the U. S. Coast Survey and the U. S. Commissioner of Fisheries have promised their cooperation to the extent of their ability without interfering with the regular service of their departments. Profs. Shaler, Wilder, Packard, and Putnam, and perhaps others, may spend the whole, or nearly the whole, season in Nantucket, with a view to superintend the laboratory work, while the other gentlemen will stay there only part of the time, or as long as required by the share they are able to take in the course of instruction. In behalf of the faculty of the Museum of Comparative Zoology in Cambridge, Mass. L. Agassiz. This was the initial prospectus of the first summer school in the United States. It has been given here in extenso on account both of its historic interest and its value as showing the nature of the work to be pursued and the names of the eminent men connected with the experiment. Reportof trustees of the Anderson School, 1873. 900 EDUCATION REPORT, 1891-92. For a time it seemed as though financial difficulties would prevent the accomplishment of the project, but by the generous gifts of Mr. John Anderson, of New York, sufficient support was obtained to guar¬ antee the successful establishment of the school. This gentleman, attracted by the appeal made by Prof. Agassiz to the legislature for State aid, offered as a location for the station Peni- kese Island, in Buzzards Bay, 25 miles southeast of Newport, B. I. It is the most easterly of the three western islands of the Elizabeth group, and contains about 100 acres of great fertility. For the purpose for which it was now donated it was admirably adapted. A few days later, Mr. Anderson, continuing his generosity, met some of the further prac¬ tical difficulties of the organization by an endowment of $50,000 for the equipment and running expenses of the school. Another friend presented a yacht of 80 tons burden for collecting purposes, and further contributions of money were received from other sources. A building was erected which offered large accommodations, there being fifty-eight lodging rooms on the upper floors. In 1873 this laboratory was thrown open and 43 students were attracfed from all sections of the country, but in December of this year the death of the founder took place. During the following season the school was con¬ ducted by Prof. Alexander Agassiz, with an attendance of 4G, but did not meet with the financial support that was anticipated, so the whole project was given up. The establishment of this laboratory was the first consummation of a plan long cherished by its founder to provide students of marine animal life with a place where they might easily obtain their material, and at the same time enjoy the conveniences for study afforded by a well-arranged laboratory. It was the natural outcome of the conditions of biology in America at the time of its foundation. The early y^ars of the present century were almost entirely taken up with the collec¬ tion, description, and cataloguing of the plants and animals of the country, and investigators aimed at little more than this. Naturally the most conspicuous forms first attracted attention. Determination of names was regarded as the all important thing, and the adult forms alone were usually made the subject of such study. Embryology was unknown, and the profound alterations which it has made in biological work were then scarcely dreamed of. So long as this was the case tbe establishment of a marine laboratory would not have been possible. Collecting grounds and a museum in which to store the objects collected were alone needed; a fixed location would have been a disadvantage. With the advent of Prof. Agassiz, in 184(3, the character of work done in America began to change, and in more recent times it has undergone a complete metamorphosis. Instead of being as it once was, the study of the external forms of animals, it has become a study of life itself. It has broadened out to embrace not only the study of ani¬ mals now existing, but their past history; and it also includes as a part of its subject-matter many questions once generally regarded as beyond the reach of scientific methods. In consequence of this, it has come about that new conditions for study are necessary New questions that arise demaud new methods adapted to their solution. Biology has become more experimental than formerly. As the chemist constructs his own conditions to simplify the solution of the problems which fall within his province, so the biologist finds the conditions prevailing in the higher and better known animals too complex to be solved except in the same way. But nature has already furnished the simple conditions needed, for in the lower invertebrate HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 901 animals found in the sea, are represented in an elementary form all of the manifestations of life observed in those highest in the scale, while at the same time many of the structural peculiarities of higher animals are made plain only by comparison with these lower forms. It is to the study of marine animals that we must look for the solu¬ tion of many of the problems of biology, and it was perfectly evident to Agassiz that the entire life history of any animal must be known before there could be any real knowledge of its true relationships, and hence arose the necessity that the investigator should be so placed that he could collect his own material for study, and observe it under its natural conditions throughout its entire life. Visits to the seaside had of course been frequently made by investigators, and while these may have sufficed for the mere enumeration of supposed new species, they did not offer favorable conditions for embryological studies. When biology reached such a condition that this constituted the greater por¬ tion of the work to be done, the establishment of marina laboratories followed almost as a matter of course. Penikese would not have been possible many years earlier and indeed when established was almost premature. The magnetism of Prof. Agassiz held it together, and inves¬ tigators came there largely that they might be thrown in contact with him. His enthusiasm aroused all those within its reach, but after his death appeals were made in vain for the continuance of the laboratory. The investigators of the country did not encourage the project, and the necessary funds could not be obtained. Prof. Alexander Agassiz even contemplated moving the laboratory to Wood’s Holl where it would be more accessible and the fauna richer, but even then the sentiment was not sufficiently established. Investigators and students generally were not sufficiently convinced of its utility and practicability, and it was therefore temporarily abandoned. Such were the circumstances under which were established the first marine laboratory and summer school in this country. Summer ses¬ sions were a necessity*, both because many of those in attendance were teachers and unable to be present at other times and also because the advantages for collecting were greater at this season than at any other, and the needs of the investigator were mainly regarded. Since that time the movement has spread to include other departments of knowl¬ edge, and to furnish instruction of a more elementary character to those who could not be reached in any other way. The summer- school move¬ ment was warmly seconded at Harvard by Dr. Asa Gray. To meet the same conditions and accommodate the same class of students, lie estab¬ lished a summer school in botany, in 1871, which continues to serve a useful purpose up to the present time. SUCCESSORS TO THE PENIKESE SCHOOL. The most direct successor of the Penikese laboratory was the private laboratory established by Prof. Alexander Agassiz at Newport, in 1877. This is noted for the elegance of its equipment, and for its many conven¬ iences for work, but it can scarcely be classed among the summer schools of the country for the reason that it is private property, and open only to a limited number of workers upon special terms. In 1876 a summer school of biology was opened at Salem, Mass., by the Peabody Academy of Sciences. It was under the direction of Profs. Packard and Kingsley, and was intended for beginners, as well as for advanced students, in 1881 it was discontinued. 902 EDUCATION REPORT, 1891-92. THB CHESAPEAKE ZOOLOGICAL LABORATORY OF THE JOHNS HOPKINS UNIVERSITY.1 The first real revival of the Penikese idea was in 1878, when the trustees of the Johns Hopkins University made an appropriation to establish the Chesapeake Zoological Laboratory. Their idea in so doing was to make provision only for students sufficiently advanced to undertake original research. Ho building was erected, and indeed no permanent location was chosen, but the laboratory was moved from place to place as seemed desirable, the appropriation being sufficient to furnish all needed conveniences for work. This laboratory was established as a branch of the biological depart¬ ment of the university, as an experimental seaside station for the study of the marine zoology of the Chesapeake Bay. The enterprise was conceived, organized, and conducted by Dr. W. K. Brooks, who has been connected with the university since it first opened in 1876, as associate in the biological department, of which Dr. H. H. Martin has been head. The Secretary of War, at the instance of tiie late Prof. Henry and of Prof. Baird, granted the use of the incompleted Fort Wool, at the mouth of Hampton Roads. The fort is on an artificial island 6 acres in extent, made by dropping granite blocks into the water; it is 3 miles from one shore, half as far from the other, and 20 miles from the ocean. A strong current runs close to the walls of the fort, and thus carries 15 or 20 miles of water past its walls at each turn of the tide, so that free swimming animals and embryos were obtainable in endless variety without leaving the fort. Ten workers were at one time or another during the summer in attendance. A majority of them were connected with the university, the rest were school teachers. Ho lec¬ ture courses were given, but the work was so conducted as to accom¬ plish four objects, viz, to furnish advanced students with opportunities for original investigation: to provide material for winter work in the university; to enable less advanced students to become acquainted with forms of life, which can only be studied at the seaside, and to give them an opportunity to become practically acquainted with the methods of marine zoology; and to increase scientific knowledge regarding the zoology of Chesapeake Bay. Though the laboratory was occupied only eight weeks during the first session, very considerable scientific results were reached, as is shown in the following list of published papers: Land Plants found at Fort Wool, H. B. Webster; List of Animals found at Fort W ool, P. R. Uhler ; Development of Lingula, W. K. Brooks ; Early Stages of Amphioxus, H. J. Rice; Lucifer Typhus, W. Saxon; Development of Gasteropods, W. K. Brooks; Development of Squilla, W. K. Brooks. During the session of 1879, Dr. Brooks had with him at the Chesa¬ peake laboratory eleven workers, several, as before, being from the university. The chief work of the session was the investigation into the development and habits of the oyster. The United States and Maryland fish commissions cooperated with the university toward the laboratory and dredging outfit. Seven weeks were spent at Cris- field, the center of the oyster trade of the eastern shore of Maryland, and four weeks were passed at Fort Wool. The paper embodying the results of the investigation into the nature and development of the oys- 1See reports of Trustees of Johns Hopkins University, Circular of Information No. 54, of the Johns Hopkins University, and X. Y. Tribune April 12, 1880, article, Summer Schools, by E. M. Hartwell, PH. D. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 903 ter, with, ten plates, may be found in tlie Report of tlie Commissioners of Fisheries for Maryland. The sessions of 1880, 1881, and 1882 were spent at Beaufort, N. C., the situation M this town being especially favorable for zoological work, the surrounding waters presenting such a diversity of conditions that the fauna are unusually rich and varied. In addition to the work of the Chesapeake Zoological Laboratory at Beaufort, a class of beginners was conducted during the summer of 1881 at Fort Wool, Va., by Dr. S. F. Clarke, of the biological depart ment of the Johns Hopkins University. Instruction was given by means of lectures and also by daily collecting and observing the various ani¬ mals in their native haunts. The lectures, twenty-seven in number, extended through the session. Eight students were in attendance. The sixth year was spent at Hampton, Va. The appointment of Dr. W. K. Brooks by the governor of Maryland as commissioner to exam¬ ine the condition of the oyster beds caused this removal, as he was compelled to spend much of the season in the Chesapeake Bay. Tlie seventh and eighth sessions of the laboratory were held at Beau¬ fort. In the summer of 1886 the laboratory was stationed in the coral island Abaco, the Bahamas, W. I., with a secondary station at Beaufort. The session of 1887 was held at Nassau, on the island New Providence, and during the following season on one of the Florida Keys. Financial reasons caused the laboratory to be discontinued during the next few years, but in the summer of 1891 a session was again held at Port Henderson in Jamaica, lasting fourteen weeks. During the entire ten years of the existence of this laboratory it has been under the direction of Dr. W. K. Brooks. The sessions here lasted usually about two months, and the amount of work done has been very considerable. The published results of the work done at the seaside during these years number over one hundred titles. Thirty- four of these are books or illustrated papers; sixteen of them were origi¬ nally published in England or Germany; and translations of forty-six of them have appearedin the zoological journals of England, Germany, and France. The fact that many of these results thus obtained have been incorporated into standard text-books attests the value of the work accomplished. The laboratory enjoys the distinction of having been . the first marine laboratory successfully carried on in this country in which research of purely scientific value was made the ruling feature. This laboratory was established primarily for the benefit of students already in attendance at the Johns Hopkins University and conducted in connection with the courses there given. No effort has been made to bring it into prominence as a separate organization. ANNISQUAM AND WOOD’S HOLD LABORATORIES. In the Annual Report of the Boston Society of Natural History for 1881 it is stated that u it has been considered desirable to found a summer laboratory sufficient to supply the needs of a class of persons who have begun to work practically under our direction, but have hitherto had no convenient means for pursuing their studies on the sea shore. * * * We are sure that such a laboratory is needed for a limited number of persons * * * about a dozen in all, but we are not sure of any real demand outside of these.’1 In 1881 a circular was issued announcing the opening of a marine laboratory at Annisquam, Mass. This was supported by the Woman’s 904 EDUCATION REPOET, 1891-92. Educational Association of Boston, together with the Boston Society of Natural Histoiy, and was designed u to afford opportunities for the study and observation of the development, anatomy, and habits of com¬ mon types of marine animals under suitable direction and advice.” In one respect this laboratory differed from both the Penikese and Chesa¬ peake laboratories, viz, that students were received who were virtually beginners. Twenty-two of this class were present the first year, and although the number fluctuated in different years there were 26 present in 1886 when the laboratory ceased to exist. It had always been the policy of both the associations which shared the management of the Annisquam laboratory to give up any of their departments as soon as they were upon a firm basis, and any other institutions would accept and carry them on. Both the society and the association have therefore felt, after six years of successful working, that the Annisquam laboratory had reached a stage of advancement when it could claim and perhaps receive sufficient aid from the patrons of science and learning to he placed upon an independent and permanent foundation. * * * The Woman’s Educational Association called a meeting, composed largely of rep* reseutative teachers of biology, and the fate of the laboratory was surrendered to their deliberations. They decided that an effort should he made to establish a marine biological laboratory, and at least $15,000 should be raised to carry it on for five years. 1 This effort was so far successful that in March, 1888, the Marine Bio¬ logical Laboratory was chartered and the work of erecting a building at Wood’s Holl, Mass., at once begun. Dr. C. O. Whitman was appointed director of the laboratory, with B. H. Yan Vleck as instructor. Provision was made for investigators and students, and on July 17 the laboratory opened with 7 of the former and 8 of the latter class in attendance. During the first session the following subjects, among others, were studied in the department of investigation : The develop¬ ment of the lateral line system in the toadfisli; the origin and history of Kupffer’s vesicle in teleostean embryo; the structure of the sense organs in the pectoral fins of Trigola ; the anatomy and embryology of Ascidiaus; the fecundation of the eggs of the sea-urchin. The work in each case was of a preparatory nature, and designed to be carried forward at the next session. Attention was given almost exclusively to laboratory work, and only a few informal lectures on embryological subjects were given by the director. Prof. W. T. Sedg¬ wick, on the invitation of the director, gave two public lectures upon insectivorous plants (especially the Droseras). The work of instruction conducted by Prof. B. H. Yan Yleck was confined chiefly to the study of the structure and life- history of inver¬ tebrate forms, such as the sponges, hydroids, ctenophores, worms, starfishes, sea urchins, lobsters, crabs, etc. Mounted preparations added much to the value of the instruction. Considerable attention was given to the histological technique, and a large amount of valua¬ ble material for use in teaching was collected by each member of the class.2 As to the aim and purpose of this new instruction the director, in his opening address, said : While this institution traces its historic roots to Penikese, and acknowledges, with pride, its community of descent with numerous summer schools of natural history, it has one feature that distinguishes it from all its predecessors, and on the development of this hangs every pledge of the future. In every attempt hitherto made to combine the two chief interests here represented, instruction has been the 1 Annual Report Boston Society of Natural History, 1887, p. 4. 2 First annual report of the Marine Biological Laboratory for the year 1888. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 905 object of first concern. Now, the only way to keep tbe distributive function efficient and active is to unite it in proper relations with the productive function. The laboratory is the creative agent — the source of all supplies ; the school is merely the receiver and distributor. Any attempt to combine the two which ignores or reverses these relations must end in disappointment and failure. The plan pursued must be one that will meet the approval, arouse the interest, and compel the coopera¬ tion and active support of the more progressive school of biologists. Our most distinguished zoologist declares, in a letter just received, I have no sympathy with anything merely devoted to elementary instruction, and unless the greater part of the energy is given to original work, it is of no interest to me.1 Tlie report of the director for the second session (1889) showed a prosperous state of affairs. The number of investigators, teachers, and students in attendance during the session, as compared with the first session, showed an increase to nearly the fall capacity of all the labor¬ atories. The following prospectus issued for the session of 1891 will sIioav the present status of this work. The corps of instructors for the fourth season (1891) consists of Dr. C. O. Whitman, director, professor of zoology at Clark University, and editor of the Journal of Mor¬ phology; E. C. Gardiner, Ph. D., instructor in zoology, Massachusetts Institute of Technology; J. Playfair McMurrieh, Ph. D., docent in zoology at Clark University; T. H. Morgan. Ph. D., Bruce fellow, Johns Hopkins University ; W. M. Wheeler, fellow in biology, Clark University; H. C. Bumpus, assistant professor of zoology, Brown University ; W. M. Rankin, Ph. D., instructor in zoology, Princeton College ; Ryoiche Takano, artist; G. M. Gray, laboratory assistant ; J. J. Veeder, collector. In addition to the regular courses of instruction in zoology, botany, and micro¬ scopical technique, consisting of lectures and laboratory work under the direct and constant supervision of the instructors, there will be two or more courses of lectures on special subjects by members of the staff. One such course of six lectures will be given by Dr. McMurrieh on the Ctenophora and the 1'urhellaria. Similar courses on the Mollusca, Crustacea, and Echinodermata will be given by Prof. Bumpus and Dr. Rankin. There will also be ten or more evening lectures on biological subjects of general interest. Among those who may contribute these lectures and take part in the dis¬ cussions upon them may be mentioned, in addition to the instructors above-named, the following: Dr. H. Ayers, of the Lake Laboratory; Prof. B. H. Donaldson, Clark University; Prof. W. G. Farlow, Harvard University ; Prof. J. S. Kingsley, University of Nebraska; Prof. W. Libbey, jr.. Princeton College: Prof. C. S. Minot, Harvard Medi¬ cal School; Prof. H. F. Osborn, Princeton College; Dr. S. Watase, Clark University ; Prof. E. B. Wilson, Bryn Mawr College. The laboratory is located on the coast at Wood's Holl, Mass., near the laboratories of the United States Fish Commission. The building consists of two stories — the lower for the use of students receiving instruction, the upper exclusively for inves¬ tigators. The laboratory has aquaria supplied with running sea water, boats, a steam launch, collecting apparatus, and dredges; it is also supplied with reagents, glassware, and a limited number of microtomes and microscopes. The library is provided, not only with the ordinary text-books and works of reference, but also with the more important journals of zoology and botany, some of them in complete series. The laboratory for investigators will be open from June 1 to August 29. It will be fully equipped with aquaria, glassware, reagents, etc., but microscopes and microtomes will not be provided. In this department there are fourteen private laboratories supplied with aquaria, running water, etc., for tlieexclusive use of inves¬ tigators, who are invited to carry on their researches here free of charge. Those who are prepared to begin original work, but require supervision, special sugges¬ tions, criticism, or extended instruction in technique, may occupy t ables in the gen¬ eral laboratory tor investigators, paying for the privilege a fee of $50. The number of 6uch tables is limited to ten. Applicants for them must state precisely what they have done in preparation for original work, and whether they can bring a com¬ plete outfit, viz., microscope, microtome, camera-lucida, etc. For the completion of any considerable piece of investigation, beginners usually require from one to three full years. It is not expected, therefore, that the holders of these tables will finish their work in a single season. The aim is rather to make a safe beginning, which will lead to good results if followed up between sessions, and renewed, if need be, for several successive years. No applications for less than the whole session can be received in this department. Report of Marine Biological Laboratory, 1888, p. 28. 906 EDUCATION REPORT, 1891-92. Tlie laboratory for teachers and students will be opened on Wednesday, July 8, for regular courses of seven weeks in zoology, botany, and microscopical technique. The number admitted to this department will be limited to 30, and preference will be given to teachers and others already qualified. By permission of the director students may begin their individual work as early as June 15 without extra charge, but the regular courses of instruction will not begin before July 8. More advanced students who may^ wish to limit their work to special groups will have an opportunity to do so. The regular course in zoloogy, under charge of Prof. Bumpus, will embrace a study of the more typical marine forms and elementary methods of microscopical technique. The laboratory work will be accompanied by lectures. The following is an outline of the course proposed : July 8-13, study of the lobster; July 13-20, (a) study of annelids ( Nereis , Serpula, Spirobis, etc.), (&) Balano- glossus and Phascolosoma, (c) Polyzoa, (d) Turbellaria; July 20-27, study of the ccelenterates ; July 27-August 3, study of the mollusks ( Mya , Ostrea, Sycotypus, Loligo ); August 3-10, echinoderms (starfish, sea-urchin, holothurian, etc.); August 10-17, crustaceans ( BrancMpus , Cyclops, Lerncva, Lepas, Idotea , Orchestia, Cancer ); August 17-26, vertebrates ( Ampbioxus , etasmobrancli, teleost). Arrangements for instruction in botany have not yet been completed, but it is hoped that Mr. Setchell will again be able to take charge of the work in this depart¬ ment. Applicants must state whether they can supply themselves with microscopes and microtomes. Microscope slides, dissecting and drawing instruments, bottles, and other supplies, to be finally taken from the laboratory, are sold at cost. The tuition fee is $25, payable in advance. A department of laboratory supply has been established in order to facilitate the work of teachers and others who desire to obtain materials for study or for classes. It is proposed to furnish, e. g., certain sponges, hydroids, starfishes, sea-urchins, marine worms, crustaceans, mollusks, and vertebrates, in good condition at fair prices. Wood’s Holl, owing to the richness of the marine life in the neighboring waters, offers exceptional advantages. It is situated on the north shore of Vineyard Sound, at the entrance to Buzzards Bay, and may be reached by the Old Colony Railroad (two hours and a half from Boston), or by rail and boat from Providence, Fall River, or New Bedford. ISo better proof of the usefulness of the laboratory can be given than the fact that in 1890 there were present 20 investigators and 27 students. These came from all sections of the country and the labor¬ atory may truly be regarded as a national enterprise. It has been so conducted as to secure a general interest in its success on the part of the colleges of the country. The fact that instruction goes hand in hand with investigation, and that the most perfect cooperation among investigators is secured by means of lecture courses in which all take part, gives reason for the hope that the great productiveness which has thus far characterized the laboratory will be far eclipsed in the future, and that to the laboratory there will be generally conceded a distin¬ guished place among the educational institutions of the country. THE BROOKLYN INSTITUTE BIOLOGICAL LABORATORY. The most recent addition to the number of seaside laboratories for the investigation of marine life is that opened in 1890, and conducted under the auspices of the Brooklyn Institute. The location of this sta¬ tion is at the head of Cold Spring Harbor, Long Island, a favorable situation for biological study. The country around affords excellent hunting ground for every form of animal and vegetable life common to the climate. Just above the laboratory is a series of three fresh water ponds, each fertile in its own peculiar forms of fresh- water life, and through which flows the water of Cold Spring Creek. Just below the laboratory is the harbor of Cold Spring, divided by a sandy neck into an inner and an outer basin. The inner basin is particularly rich in marine life, and the channel between the inner and outer basins has a varied and vigorous growth of algae, mollusks, and echinoderms. The outer basin has rocky projections, HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 907 shallow flats, banks, and eel grass, sheltered pools, oyster beds, and other conditions favorable for collection and study. The outer basin opens into Long Island Sound, whose coast is varied in character for 20 miles in either direction. The main laboratory occupies the first floor of the New York State Fish Commission building, and is a room 36 feet wide and 65 feet long, provided with ample light from every side. It is furnished with labora¬ tory tables, aquaria, hatching-troughs, glassware, and all the apparatus and appliances required for general biological work. Into the labora- Itory is conveyed a bountiful ' supply of the water of the Cold Springs for use in the aquaria and troughs. This water is as pure as a crystal, has the same low temperature throughout the year, and is the water used so successfully by the New York State Fish Commission in hatch¬ ing and growing salmon, trout, and other food fishes. The laboratory is also supplied with an abundance of salt water, which is pumped up from the harbor into a brick reservoir, from which it runs to the labora- The station is provided with three small row boats and a naphtha launch, together with nets, trawls, and dredges, for use in collecting and dredging. Near the main laboratory is a photographic room, with a dark room and work room adjoining. Each student is provided with dissecting instruments, chemicals, and glassware, to be used in the dis¬ section, preparation, and study of tissues. Microscopes are provided for those students who can not provide themselves with instruments. The following general course was open during the session of 1891 to each student, and was under the direction of Prof. Conn. It consisted primarily of laboratory study of specimens illustrating the types of animal life. The practical work was accompanied by lectures giving an outline of systematic zoology, for the purpose of showing the rela¬ tions of the forms studied to other animals. The lectures also touched upon various matters of general biological interest. The types studied in course were as follows: Protozoa , study of microscopic forms, includ¬ ing directions in the use of the microscope; (I) Ccelenterata , hydroids, including the study of jelly fishes and the development of hydroids; (2) Echinodermata , the star-fish; (3) Bryozoa , study of an adult Bryo- zoan ; (4) Mollusca , the clam, the snail, development of the oyster or some other type; (5) Crustacea , the crab, with a study of its develop¬ ment; (6) Insecta , the grasshopper; (7) Vertebrata , dissection of the fish, dissection of the frog. Accompanying this course of laboratory work and lectures was given instruction in methods of mounting objects and in the preparation of microscopic sections. Opportunity was also given for collecting and i surface skimming. A special feature of the laboratory this season was an extended course in the methods of bacteriological research. The course consisted of laboratory work on the culture and propagation of bacteria, identifica¬ tion of species, and of lectures and demonstrations by the director. Only those who were well prepared by previous study and experience in biological or medical work were admitted to the course. Students who pursue the general course of instruction during the summer, and who have time for extra work, are given the instruction and facilities necessary to enable them to carry on special investiga¬ tions, while those students who have already gained the knowledge and experience which is provided by the general course are permitted to give their entire time to special work. The laboratory was opened for the season on Tuesday, July 7. The 908 EDUCATION KEPOKT, 1891-92. regular session for students was continued from that date until Friday, August 28. A good reference library is placed at the service of students, and a collection of algae serves to guide students in marine botany. In addi¬ tion to the regular lectures given in connection with the laboratory work, evening lectures occur two or three times a week, illustrated by the aid of a magic lantern. The lantern is provided with a vertical attachment and with large and small cells, in which forms of life may be placed and their structure exhibited on the screen. A microscopic attachment to the lantern enables lecturers to demonstrate points in minute anatomy, and a large collection of lantern slides of biological subjects furnishes the means for comparison of many allied forms and structures. The evening lectures are open to the public. For the summer sessions of 1892 lectures are announced to be deliv¬ ered by Profs. H. W. Conn, A. S. Packard, William C. Peckham, Henry T. Osborn, Bashford Dead, John B. Smith, B. D. Halstead, T. W. Hooper, Thomas Morong, A. M. Kirsch, Charles W. Hargett, H. L. Osborn, and Julius Nelson. It is expected, also, that other specialists will visit the laboratory during the summer and deliver lectures. IMPORTANCE OF THE SUMMER SCHOOLS OF BIOLOGY. The work that has been performed by these biological schools has been of a very valuable order, and the comparative prosperous condi¬ tion of the institutions of this class now existing indicate a fruitful future. The methods of instruction followed have been of the most advanced character, and illustrate in its purest form the inductive laboratory method in education. In many instances the researches carried on or commenced at these stations have led to discoveries of great importance to the whole scientific world and to commerce as well. An instance of this is to be seen in the work of Prof. W. K. Brooks upon the oyster and its cultivation. At these several seaside stations teachers in various institutions have been afforded the oppor¬ tunity of making the personal acquaintance of each other, of exchang¬ ing views, acquiring new methods, and generally deriving encourage¬ ment and stimulation in their work. Younger students have likewise been able to obtain a personal help from the different professors, and to obtain an insight into proper methods of original research, not to be obtained at the university or college. Perhaps it would not be too much to say that to the influence exerted by these summer schools of biology is due, more than to any other one cause, the rapid progress that recent years has witnessed in the teaching of biology in the United States. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 909 PART II. Summer Schools Giving Instruction in Single Subjects. I. — SCHOOLS OF PHILOSOPHY, LITERATURE, AND ETHICS. I have made my second group of summer schools include those giving instruction in single branches of knowledge. Principal among the schools embraced under this head are those where instruction has been limited to the so-called “ culture sciences,” to philosophy, literature, and ethics. As in our treatment of the schools of biology, we were able to trace the establishment of them all, more or less directly, to the influence exerted by the Penikese school, so in our description of the schools falling within the scope of this chapter we shall find, in a degree, the same general influence exerted by the first established school of their class — the Concord Summer School of Philosophy. THE CONCORD SUMMER SCHOOL OF PHILOSOPHY AND LITERATURE. The Concord Summer School of Philosophy and Literature occupies a unique and important place in the history of educational experi¬ ments of the United States. The aim of this school, which for ten successive summers met at Concord, its first session being in 1879, was u to bring together a few of those persons who, in America, have pur¬ sued or desire to pursue the paths of speculative philosophy, to encour¬ age these students and professors to communicate with each other what they have learned and meditated, and to illustrate, by a constant reference to poetry and the higher literature, those ideas which philos¬ ophy presents. The first purpose of the school was conversation on serious topics, the lectures serving merely as a text for discussion, while dispute and polemical debate were avoided. It sought in the discussions at Concord, not an absolute unity of opinion, but a general agreement in the manner of viewing philosophic truth, and applying it to the problems of life.”1 !7o lecturer was supposed to conform his ideas to what was said by others, and there was no “ Concord school” of philosophy, except that the lecturers generally agreed in an utter repudiation of materialism, and in maintaining the existence of a per¬ sonal, self-conscious, spiritual cause above the material universe.2 The genesis of a school of this character can be traced back to an idea conceived by Amos Bronson Aicott in 1842, but the materialization of this hope did not come until many years later. In 1878, the visit of Dr. Jones, of Illinois, and the conversation with him, suggested to Mr. Aicott that the time had at last come for realizing his long-felt desire for a conversational school of philosophy and literature to be estab¬ lished in his own town. Accordingly, in the spring of 1879, under the advice and with the cooperation of Ralph Waldo Emersom, the late Prof. Pierce, of Harvard University, Mrs. Cheney, Dr. W. T. Harris, and other friends of Mr. Aicott, the public were invited to the first session of the school, which was opened in Mr. Aicott’ s study, at the u Orchard House,” now the residence of Dr. Harris. Later sessions were held in the u Hillside House,” a building erected for this purpose a few steps from the “Orchard House.” The officers of the school were: Mr. 1 Preface to Genius and Character of Emerson, published by the school. 2 Introduction to Concord lectures on philosophy, 1882. 910 EDUCATION REPORT, 1891-92. A. B. Alcott, dean; Mr. S. H. Emery, jr., director; and Mr. F. B. San¬ born, secretary. These three, with Dr. Harris and Dr. H. K. Jones, constituted the faculty. The attendance much exceeded the expectation of the faculty, although the season was much longer than was afterwards found expe¬ dient, the term being six weeks. The chief lecturers were five in num¬ ber, occupying the five week days before Saturday, which was given up to single lectures on general topics. During the next three years the sessions were five weeks; in 1882 and 1883, four weeks; and after that two weeks only. The whole number present at the first session was nearly 400, of whom about one-fourth were residents of Concord. The last session of the school was held in the summer of 1887. The best idea of the work done by this school, its^ character, the variety of subjects considered, and the eminent men who there elaborated their philosophies, can be gained from the following abridged programme of the courses and lectures for the several years. FIRST YEAR’S PROGRAMME, 1879. Mr. A. Bronson Alcott, 10 lectures on “ Christian theism.” Dr. William T. Harris, 10 lectures on “ Speculative philosophy.’'* H. K. Jones, 10 lectures on “ Platonic philosophy.” D. A. Wasson, 10 lectures on “Political philosophy.” Mrs. Ednah D. Cheney, 10 lectures on “The history and moral of art.” Special lectures were given by Mr. Ralph Waldo Emerson, Prof. Benjamin Peirce, Mr. Thomas Wentworth Higginson, Mr. Thomas Davidson, Mr. F. B. Sanborn, Rev. Dr. Cyrus A. Bartol, and Mr. Harrison OrO. Blake. SECOND YEAR’S PROGRAMME, 1880. Mr. A. Bronson Alcott, 5 lectures on “Mysticisms.” Dr. PI. K. Jones, 5 lectures on “ The platonic philosophy” and 5 on “Platonism in its relation to modern civilization.” Dr. W. T. Harris, 5 lectures on “Speculative philosophy” and 5 on “History of phil¬ osophy.” Rev. J. S. Kedney, D. D., 4 lectures on “The philosophy of the beautiful and sub¬ lime ” Rev. William H. Channing, 4 lectures on “Oriental and mystical philosophy.” Special lectures by Mrs. Ednah D. Cheney, Mrs. Julia Ward Howe, Mr. John Albee, Mr. F. B. Sanborn, Dr. Elisha Mulford, Mr. H. G. O. Blake, Rev. Cyi;us A. Bartol, Rev. Andrew P. Peabody, Mr. R. W. Emerson, Rev. Dr. F. H. Hedge, and Mr. David A. Wasson. THIRD YEAR’S PROGRAMME, 1881. Mr. A. Bronson Alcott, 5 lectures on “The philosophy of life.” Dr. W. T. Harris, 5 lectures on “Philosophical distinctions,” and 5 on “Hegel’s philosophy.” Dr. H. K. Jones, 5 lectures on “The platonic philosophy,” and 5 on “Platonism in its relation to modern civilization.” Mr. D. J. Snider, 5 lectures on “Greek life and literature. ” Special lectures by Mi-s. Julia Ward Howe, Mrs. Ednah D. Cheney, President John Bascom, Prof. G. S. Morris, Mr. F. B. Sanborn, Dr. Elisha Mulford, President Noah Porter, and others. FOURTH YEAR’S PROGRAMME, 1882. Mr. A. Bronson Alcott, 4 lectures on “The personal, general, and individual mind.” Dr. Harris, 5 lectures on “The history of philosophy;” 3 on “Fichte’s philosophy,” and 2 on “Art.” Dr. Jones, 8 lectures on “Christian philosophy.” Dr. Kedney, 3 lectures on “Hegel’s aesthetics,” and 1 on “The philosophy of Ferrier.” *Mi\ F. B. Sanborn, 3 lectures on “ Oracular poetry.” Prof. John Watson, 3 lectures on “Schelling.” Special lectures by Miss E. P. Peabody, President Porter, Mrs. Julia Ward Howe, Mr. G. P. Lathrop, Mr. Alexander Wilder, Rev. Dr. McCosh, and others. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 911 FIFTH TEAR’S PROGRAMME, 1883 Dr. Harris, 8 lectures on “Elementary lessons in philosophy.'” Dr. G. H. Howison, 4 lectures on “Kant.” Prof. William James, 3 lectures on “Psychology.” Dr. D. J. Snider, 4 lectures on “Homer and the Greek religion.” Dr. Kedney, 2 lectures on “Art appreciation and the higher criticisms.” Mr. F. B. Sanborn, 4 lectures on “New England philosophers.” Special lectures by Mr. Julian Hawthorne, Miss E. P. Peabody, Mr. John Albee, Rev. Dr. Bartol, Mrs. E. D. Cheney, Mr. E. D. Mead, Mrs. Julia Ward Howe, Mr. David A, Wasson, Mr. Lewis J. Block, and. Mr. H. G. O. Blake. SIXTH TEAR’S PROGRAMME, 1884. Readings from Mr. Alcott’s “ Diary and correspondence. ” Fourteen lectures by various speakers, on the “Genius and character of Emerson.” Five lectures on Immortality, by various speakers. SEVEXTH TEAR’S PROGRAMME, 1885. I. Goethe’s Genius and Work; 18 lectures by various speakers. II. A Symposium: Is Pantheism the Legitimate Outcome of Modern Science? Lectures by Rev. Dr. A. P. Peabody, Mt. JohnFiske, Dr. Harris, Dr. G. H. Howison, Dr. F. E. Abbott, and Dr. Montgomery. 1 EIGHTH TEAR’S PROGRAMME, 1886. I. Dante and His Divine Comedy; 12 lectures and conversations. II. Plato’s Philosophy; 12 lectures by various speakers. XIXTH TEAR’-S PROGRAMME, 1887. The subject of the lectures in 1887 was “Aristotle and His Philosophy in its Rela¬ tion to Modern Thought.” There ivere three courses — two general and one special. The first', given in the mornings of the session, dealt with Aristotle’s philosophic system as a whole, and endeavored to give a complete account of it, its origin and influence, and to determine as far as possible the points of identity and difference between it and the thought of recent times, since Bacon, Descartes, and Locke. The other general course treated of Aristotle’s art doctrines, and particularly of his dramatic theory, comparing it with modern theories. The special course, or “sym¬ posium” was devoted to ontology, how far such a science is possible, and its effect upon science, ethics, art, and religion. At this session, in addition to the 12 morning and 10 evening lectures on Aristotle and the papers on ontology, there were discussed by tbe advanced students 26 general topics on the influence of Aristotle’s writings, his aesthetics, and his theory of cognition and ontology. The sessions lasted during the month of July, 1887. TEHTH TEAR'S PROGRAMME, 1888. This session, the last of the Concord School, lasted but one day, and was devoted to an Alcott memorial service. The exercises consisted of a biographical address by F. B. Sanborn; a lecture upon “The philosophy of Mr. Alcott,” by W. T. Harris, and «‘emarks and reminiscences by various speakers. In some respects tlie Concord Summer School of Philosophy stands for the highest development of the extra- university method of instruc¬ tion. At Concord were gathered the leading thinkers in speculative philosophy, and througli their lectures and the attendant discussions were opened up and traced the paths along which modem philosophic thought was tending. Old-World systems of thought, both new and old, were considered and interpreted in the light of the nineteenth ‘Lectures on Pantheism appeared in the Journal of Speculative Philosophy for October, 1885, except Mr. Fiske’s “Idea of God.’’ 912 EDUCATION REPORT, 1891-92. century’s learning. The following quoted paragraph shows the impor¬ tant task to the performance of which this school applied itself: Exactly what we are about, what is the Yalue of our civilization, and toward what ideals we are working, are things not so clear as they might he, and there is great need of keener analysis and more careful thinkers to prevent our drifting blindly — to prevent, that is, not by obstructive conservatism, but by progressive comprehension. To educate for this purpose, then, is another object of the school. In order to know what to teach and what to receive we must seek through philosophy the one central principle on which the world — the universe — rests. Then we have to trace this back again from that, through all its manifestations in religion, govern¬ ments, literature, art, science, and manners. This is manifestly a large job, and the Concord School does not expect to carry it out so that it will never have to be done again, but rather to set people in the right path, so that they can keep on doing it forever. At a time when Germany is overpowered by the influence of Mill, Spencer, and Darwin, and the genius of materialism is getting so strong a hold everywhere, it is interesting to find that the Concord School reasserts with breadth and penetra¬ tion the supremacy of the mind. * * * But it must not be supposed that the school is hostile to science; on the contrary, it. approves and heartily sympathizes with it in its great work, which, properly regarded, it considers tributary to the highest ends of existence.1 Several of the lectures read at the Concord School have been pub¬ lished. In 1882 was issued a volume entitled Concord Lectures on Philosophy,2 comprising outlines of all the lectures during the session of 1882. In 1884 was published by the school a volume containing all essays and poems read in the special course of 1884 on “The Genius and Character of Emerson.”3 The lectures upon Goethe have also been published under the title of “ The Life and Genius of Goethe.”4 Mr. John Fiske’s lectures on “ The Destiny of Man,” and on “The Idea of God,” have also been printed as separate volumes by Houghton, Mifflin & Co. A large number of the single lectures have also appeared in reviews and other periodicals For several years now this school has been closed. Its sessions were discontinued, not because of lack of success, for its promoters con¬ sidered that their efforts had been rewarded to a greater extent than they had anticipated. It was believed that the task for which the school had been established had been performed. The foremost thinkers of the time and of the country had been gathered together, had mutually stimulated each other by lecture, discussion, and conversa¬ tion, and the present position of philosophic thought had been clearly enunciated. The day may come when we will recognize that by these discussions the thought of the time w7as appreciably influenced and that through these teachings a service was performed in stemming, or at least giving a higher and proper interpretation to, the materialistic tendencies of the age. The influence exerted by the Concord School resulted in the estab¬ lishment of several other educational experiments following somewhat the same methods, and occupying to an extent the same held. THE GLENMORE SCHOOL FOR THE CULTURE SCIENCES. After the closing of the summer school at Concord, the idea was taken up by Mr. Thomas Davidson, the exponent and translator of the Italian philosopher, Antonio Rosmini, and for a few years there was conducted by him at Farmington, in Connecticut, a meeting similar to that which had been held at Concord. Farmington appearing some¬ what ill situated for the purpose, the locality of the school was changed 1 Harper’s Weekly, August 19, 1881. 28vo. Press of Moses King, Cambridge. 3 12mo. Ticknor &. Co., Boston, pp. 469, $2. 4Ticknor & Co., pp. 479, $2. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 913 to the little town of Glen more, situated in the very heart of the Adi- rondacks. The culture sciences, to which the school is devoted, have for their subject (the programme explains) “man’s spiritual nature, his intelligence, his affections, his will, and the modes in which these express themselves. Culture includes a history, a theory, and a prac¬ tice, a certain familiarity with which must be acquired by every person who seriously desires to know his relations to the world, and to per¬ form his part worthily therein. The aim of the school, therefore, is twofold — (1) scientific, (2) practical. The former it seeks to reach by means of lectures on the history and theory of the culture sciences, and by classes, conversations, and carefully directed fjrivate study. The latter it endeavors to realize by encouraging its members to con¬ duct their life in accordance with the highest ascertained ethical laws, to strive after ‘ plain living and high thinking,7 to discipline themselves in simplicity, kindliness, thoughtfulness, helpfulness, regularity, and promptness.77. The following programme of the work of the session of 1892 illus¬ trates the character and scope of the instruction given at this school: The following gentlemen will give instruction in the subjects appended to their names : (1) Prof. J. Clark Murray, ll. d., of McGill University, Montreal, Canada. (July 16 to end.) A. “ The Philosophy of Kant : (a) The man and his time ; (&) His problem; (c) Its solution in (a) Speculative, (3) Practical, and ( y ) ^Esthetic science” (6 lectures). B. “ The evolution of knowledge, with special illustrations from the perceptions of sight, and special application to the general theory of the evolution of nature” (6 lectures). C. “ Social morality: A discussion of living problems with regard to the deter¬ minate obligations of justice and the indeterminate obligations of benevo¬ lence” (6 lectures). (2) Hon. W. T. Harris, ll. d., United States Commissioner of Education, Washington, D. C. (Latter half of July.) “The philosophy of A. Bronson Alcott, R. W. Emerson, and the New England transcendentalists” (3 or 4 lectures). (3) Prof. John Dewey, ph. d., of Michigan University. (All the time.) “Tendencies of English thought duiing the nineteenth century.” A. Rousseau: The influence from France. B. Goethe and Kant: The influence from Germany. C. Bentham and Mill : The new liberalism. D. Newman and the Oxford movement: The new conservatism. E. Carlyle: The conflict. F. Emerson : The hope. (4) Prof. Josiah Royce, ph. d., of Harvard University. (July 20-29. i “ Some recent tendencies in ethical doctrine and their outcome.” I. Introduction: Kant’s “ Categorical imperative”. II. The law of love in recent ethics; Schopenhauer; the utilitarians; the philanthropic spirit.” III. The “law of the healthy social order,” Spencer, Von Ihering, Wundt, Paulsen.” IV. Tolstoi and the “Invisible moral order” in recent ethics. V. The evolution of the moral consciousness. VI. The authority of conscience. (5) Mr. Max Margolis (of Wilna, Berlin, and Columbia College), ph. d. (All the time. ) “ Jewish literature from the close of the Scripture canon to the close of the Tal¬ mud (B. C. 100-A. D. 600).” (Fourteen lectures.) (6) Mr. A. J. L6on (Ibn Abi Suleiman, of Berut, Paris, and Johns Hopkins Univer¬ sity), ph. d. (All the time.) A. “The Qoran” (2 lectures). B. “Primitive history and religion of Arabia, and the rise and development of Islam” (6 lectures.) C. “ Manners and customs of the modern East, illustrative of biblical antiquity n (6 lectures). ED 92 - 58 914 EDUCATION REPORT, 1891-92. (7) Mr. Thomas Davidson. (All the time.) A. “ Greek philosophy from the death of Aristotle to the rise of Islam (B. C. 322- A. D. 611), and its influence on Christian Teaching.1” B. “ JEschy Ins’s Oresteia and Shakespeare’s Hamlet. — A comparative study, phil¬ osophical, aesthetic, religious, and ethical, of the Principles of the Greek and English dramas. ” C. “ The Kingdom of God. Christianity and its relation to Judaism. — An expo¬ sition of the Epistle to the Hebrews.’7 (Sundays.) (8) Mr. Louis J. Block, of Chicago. (In August. ) “The philosophy of literature” (3 or 4 lectures). Besides these gentlemen, several others are expected to lecture from time to time, and, if there be a sufficient demand, classes will be formed for the study of Greek, Latin, Arabic, Hebrew, Syriac, Italian, Anglo-Saxon, and Icelandic. Mr. A. L. Leon, ph. d., will give daily lessons in French, and Mr. Max Margolis, PH. D., and Miss Rota Knorr, in German, conversationally or otherwise. Direction in private study will be given from the middle of May to the middle of October, and students will be received during all that time; but the school proper will begin on July 1 and end on August 31, lasting nine weeks. CHICAGO KINDERGARTEN COLLEGE LITERARY SCHOOL. Since 1889 there has been conducted, each year, under the auspices of the Chicago Kindergarten College, a session of a literary school. At each of these sessions, held either at Easter or Christmas holiday sea¬ son, there have been courses of lectures on some one great man of let¬ ters. The prime mover in this school has been Mr. Denton J. Snider, the author of A Commentary on the Shakespearean Drama, A Com¬ mentary on Goethe’s Faust, Commentary on Homer, and A Walk Through Hellas. The session of 1892, held at Easter time, was devoted to Dante. Ten lectures were given by Mr. Snider, Prof. Thomas Da¬ vidson, Dr. David Swing, Rev. Martin R. Vincent, and others. The method of the literary instruction given at these several sessions has been the same as that followed by Mr. Snider in his numerous works. The masterpieces of literature have been studied, each as an organic whole. Their structure and motives have been examined, the constituent parts separated and described, and the bearing of each part upon the other explained. Thus, there has been delineated at once the organic unity of the author’s production and the manner in which each member and organ has been made to play its proper part in contributing to the symmetry and purpose of the whole. MILWAUKEE LITERARY SCHOOL. Imitative, also, of the methods followed at Concord, was a course of lectures on “ The poetry and philosophy of Goethe,” given before the Milwaukee Literary School in August, 1886. These lectures and the extempore discussions evoked by them were phonographically reported and have been published in bound form.1 The lectures, among others, included the following: u Goethe’s Wilhelm Meister as the gospel of culture,” by Commissioner W. T. Harris; “ Goethe as a scientist,” by James MacAlister; u Goethe’s relation to English literature,” by Mr. F. B. Sanborn; u The Divine Comedy and Faust,” by Mrs. C. K. Sherman; “The mythology of the second part of Faust,” by Prof. D. J. Snider; u The elective affinities,” by Mrs. M. A. Shorey ; and u What is most valuable to us in German philosophy and literature,” by W. T. Harris. That which impressed the writer most, when reading the report of this course of lectures, even more than the value of the lectures themselves, was the value of the discussions that were evoked. This *S. C. Griggs & Co., Chicago, 1887. Edited by Marion V. Dudley . HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 915 value clearly indicates tlie wisdom of the leaders of “ University Extension'’ in appending this educational feature to all their courses. By this means, not only are the lectures broadened in their scope, and the application of the doctrines enunciated indicated, but also vague or misunderstood statements of the lectures explained or qualified. THE SCHOOL OF APPLIED ETHICS AT PLYMOUTH. This is one of the latest experiments in summer instruction, and from the uniqueness of its scope and the success it obtained at its first session is deserving of a somewhat extended notice. The following sketch of this school is extracted from the Review of Reviews for September, 1891 : “ In many respects the most noteworthy of the new special summer schools inaugurated in 1891 has been that of 1 Applied Ethics,’ at Plymouth, Mass., in session from July 1 to August 12. The term ‘ applied ethics ’ might not carry to all minds an accurate or complete idea of the scope of the school. Possibly the words 1 practical sociology’ would be more truly expressive of the character of the work that was actually done at the first session. The history and progress of mankind and of communities in matters of religious belief, moral doctrine and practice, and in economic life and welfare were the general themes which were presented and discussed in many topics and phases.” Prof. Felix Adler must be regarded as the founder of the school. It was widely advertised; but its modest announcements resulted in the assemblage of a considerable body of modern pilgrims at Plymouth. Clergymen, teachers, students, workers in various fields of philanthropy, and cultivated men and women of different professions, or of no pro¬ fession, made up audiences which the lecturers found it a pleasure to meet. Prof. Henry C. Adams, of the University of Michigan and of the Interstate Commerce Commission, was the director of the department of economics. The plan of the department called for three lectures a week by Prof. Adams, as the backbone of the course, dealing method¬ ically with the history of industrial society and economic doctrine, principally in England and America, and tracing the rise of the condi¬ tions in the world of labor that are the themes of so much present-day discussion and anxiety. Parallel with this broad and consecutive course of lectures, dealing with economic progress as a philosophic whole, were groups of special lectures upon practical topics. As a rule there were three lectures in each group. Thus Prof. John B. Clark, of Smith College, discussed modern agrarianism, including talks upon the single-tax movement and the Farmers’ Alliance. Mr. Albert Shaw’s course treated of social questions suggested by the crowding of cities, including housing and transit, slums and pauperism, Gen. Booth’s “Darkest England” project, and London movements for the practical instruction of the masses. Prof. Taussig, of Harvard University, lec¬ tured upon cooperation, describing most instructively British distribu¬ tive cooperation, German cooperative credit banks, profit-sharing, and productive cooperation in Europe and America, and workingmen’s insurance projects. Factory legislation was discussed by Mr. Car- roll D. Wright, the United States Commissioner of Labor. President Andrews, of Brown University, gave a course upon socialism, stating the socialists’ complaint, explaining the socialistic remedy, and sug¬ gesting what he himself believed to be better ways of social reform. Prof. Edmund J. James, of Philadelphia, discussed educational ques¬ tions at home and abroad. In connection with the economic lecture 916 EDUCATION REPORT, 1891-92. courses, Mr. Katzenstein conducted a daily class in the principles of political economy. A second department of the school was that of the history of reli¬ gions, conducted by Prof. Crawford H. Toy, of Harvard University, with whom were associated a group of accomplished scholars. Prof. Toy’s course of 18 lectures, dealing with the history of religions as a science, explaining its aims and methods, was the basis of the work in this department, and was of the highest interest and value. Its classifications, historical reviews, examinations of religious systems — ancient and modern, and analyses of the relations of religion to gov¬ ernment, society, ethics, art, and philosophy, were a strong groundwork for the special courses. Prof. Maurice Bloomfield, of the Johns Hop¬ kins University, lectured upon the origin, doctrines, and ethics of Buddhism. Prof. George E. Moore, of Andover Theological Seminary, gave the course on “ Islam,” discussing the beginnings, the formative period, and the ruling ideas of Mohammedanism. Prof. Morris Jas- trow,jr., of the University of Pennsylvania, lectured upon the Baby¬ lonian- Assyrian religion — the gods, spirits, and beliefs of the Baby¬ lonians and Assyrians, their religious literature, and the relations of their culture to their religion. The course upon “The Greek religion” was given by Prof. B. I. Wheeler, of Cornell University, who explained its general characteristics and its ritual, and set forth the Homeric beliefs concerning the soul. Prof. G. L. Kittridge, of Harvard Univer¬ sity, discoursed of the gods and the religious system of the Norsemen, under the general topic of “The Scandinavian religion.” Finally, Mr. W. W. Newell, of the Journal of American Folklore, lectured upon “ The religion of the laity in the Middle Ages.” The third department of the school, that of ethics, was under the immediate direction of Prof. Adler, of New York, whose course of 18 lectures, developing a system of applied ethics, with special reference to the moral instruction of children, extended through the six weeks. In Prof. Adler’s department, Dr. Charlton T. Lewis, of New York, gave a course upon criminals, and the State dealing with the theories of penal legislation, the history of prisons, and the progress and pros¬ pect of prison reform. Prof. J. B. Thayer, of the Harvard Law School, and Mr. Herbert Welsh, of Philadelphia, gave lectures upon the Indian question, Mr. Thayer discussing its legal aspects and Mr. Welsh sum¬ marizing its history and politics and the prospects of reform. Mr. John H. Finley, of the New York State Charities Aid Society, presented a course upon the organization and method of charity in cities. Prof. Bobert E. Thompson, of the Pennsylvania University, under the theme of “ Politics and ethics,” spoke of the moral aspects of patriotism, party, and international relations. Other courses in this department were by Mr. W. M. Salter, of Chicago, upon “Ethical theory;” Mr. W. L. Shel¬ don, of St. Louis, upon “Reform movements among workingmen;” Prof. W. E. Sheldon, of Boston, upon “ Humane treatment of animals,” and Dr. E. G. Hirsh, of Chicago, upon “ The ethical ideal in education.” The lectures were given in the old high school of Plymouth, a build¬ ing now nearly a century old. The daily programme interwove the departments, no 2 lectures being given at the same hour, and none of the departments had a body of exclusive adherents. Receptiveness, breadth, and tolerance marked the entire work of the school. The series of Sunday afternoon addresses, by representatives of different religious creeds, was popular and instructive. At one time or another during the six weeks over 200 students, representing 20 States and the Dominion of Canada, were in attendance. Of this number about 30 HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 917 were clergymen, 40 teachers, 20 lawyers, physicians, newspaper men, and women, etc., and a number of college professors and instructors. The success of this initial season certainly justifies the expectation that the school will become a permanent institution. Twenty years ago it could scarcely have been possible ; and even ten years ago the encouragement for its maintenance would have been comparatively slight. But the times and their needs have changed. A host of practi¬ cal questions of ethical import confront our American society with a distinctiveness that compels recognition, and their study in annual summer conferences at Plymouth, in a scientific and impartial spirit, can but serve a useful purpose. The second annual session of the School of Applied Ethics opened at Plymouth, Mass., July 0, 1892, and continued six weeks. The fol¬ lowing is the general announcement of the courses of lectures that were given : (1 ) Economics. — In this department there will be the following courses : “ Changes in theory of political economy since Mill,’7 Prof. H. C. Adams; “Theory of social progress,” Prof. E. H. Giddings; “Function of philan¬ thropy in social progress,” Prof. F. W. Taussig ; “ Statistical presentation of industrial and social questions,” Hon. Carroll D. Wright; “Critical study of the labor problem and the monopoly problem,” Prof. H. C. Adams. (2) History of religions. — In this department the week-day lectures will be devoted to the study of the religious ideas of the Hebrews. There will be six courses of 5 lectures each, as follows: “The Prophets,” Prof. Moore; “Persian influence on Judaism,” Dr. Jackson; “The ritual law,” Prof. Jastrow; “The Psalms,” Dr. Peters; “The wisdom books,” Prof Toy; “The Talmud,” Dr. Hirsch. The Sunday afternoon lectures will deal in general with the relation of religion to the social questions of to-day. ( 3) Ethics. — The principal course in this department will be given by William Wallace, M. A. It will consist of 15 lectures on “Variations of the moral standard,” illustrated by the “ History of ethical theories.” The shorter courses will probably include an historical treatment of the “Relation of church and state,” by Prof. Burgess; The temperance question,” “ The idea of justice,” and “ The moral evolution of our political institutions.” II. — SCHOOLS OF LANGUAGES, MUSIC, ORATORY, EXPRESSION, AND OF PHYSICAL TRAINING. THU SUMMER SCHOOL OF LANGUAGES AT AMHERST COLLEGE. The Amherst summer school was established in 1877 by Dr. L. Sauveur, with the cooperation of members of the faculty of the college. In 1883 Dr. Sauveur retired and established a school at Burlington, Vt., since which time the Amherst school has been under the direction of Prof. William L. Montague. The fundamental idea of this school, as expressed in its last announcement, has been “to furnish the best instruction in different departments at the least possible expense to the pupils, and, especially in French and German, to establish a sort of foreign society pervaded by such a linguistic atmosphere that every¬ one who enters it, even as a spectator, shall be inspired with new vigor and enthusiasm in language studies.” It has been the aim of the school to supply the wants of the following classes of students: 918 EDUCATION REPORT, 1891-92. First. Teachers, especially American teachers of foreign languages, who desire to gain hints and suggestions on the latest and best meth¬ ods of teaching those languages. Second. Professional and business men and women who would like to devote a brief vacation to the study of the humanities; “ those who enjoy mental culture and literary society while seeking recreation amid rural scenes of great natural beauty.” Third. Students who desire to begin the study of a language or to make up deficiencies, or to gain greater familiarity with languages. The amount of study is optional. In French and German there are 3 or 4 professors in each language, each teacher having usually 3 classes, thus giving a variety of instruction adapted to the wants of students of different grades of proficiency. The instruction is based on the oral or inductive method. The morning is devoted to recitations, the afternoons and evenings to lectures and gymnastics or recreation ; Saturday to picnics and excur¬ sions. Thus are spent the five weeks that constitute the duration of the summer term. This school has now held 15 consecutive sessions. Since beginning the scope of the instruction has been gradually enlarged, and some sub¬ jects other than the languages taught. During the last session there were 22 teachers and lecturers, arranged in 12 departments. The attend¬ ance was over 200. The 12 departments were as follows: French, Ger¬ man, Greek and Latin, Italian, Spanish, English literature, art, physi¬ cal education, chemistry, Anglo-Saxon and early English, library econ¬ omy, and mathematics. The extent to which this school has, by the above showing, gone outside of the languages in its instruction might s^em to render improper classification under the head of schools giving instruction in one department of knowledge only, but the fact is that it is but recently that this departure has been made, and even now the main energy of the school has been along the same line as that to which its efforts in the past have been wholly directed, viz, linguistic studies. THE SAUVEUR SUMMER COLLEGE OF LANGUAGES. This is the oldest school of this class in the country. “The Sauveur Summer College of Languages,” writes Dr. Sauveur, “is the parent, the prototype of all the schools of the same order that have since been established. The first session was held at Plymouth, H. H., in 1876. At that time no summer school of this character was in existence. Two years later the institute at Martha’s Vineyard was opened, and the following year Chautauqua. From 1877 to 1883 the work of Dr. Sauveur was at Amherst College. In 1883 Dr. Sauveur retired, as has been said, from the management of the Amherst school, and in 1884 reopened his school at Burlington, Vt. In 1886 the school was moved to Oswego, 17. Y., where the sessions of that year and of 1887 were held. Since then the sessions have been again at the University of Vermont, at Burlington. During its existence the school has had over 3,000 students in attendance. Half of these have been teachers. The attendance for the session of 1890 was 235. The last announce¬ ment showed a faculty of 14 professors, giving instruction in the fol¬ lowing subjects: French, German, Italian, Spanish and modern Greek, Latin and ancient Greek : comparative grammar of the English lan¬ guage, and the formation of modern English; English literature, and rhetoric. The session lasted from July 7 to August 1. This institution is thus seen to be strictly a school of languages. The method of instruc- HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 919 tion is tlie natural method, the introduction of which in our schools Dr. Sauveur lias done so much to forward. Dr. Sauveur is the author of a large number of educational works, among which are his u Introduc¬ tion to the Teaching of Living Languages,” u Introduction to the Teaching of Ancient Languages,” “Entretiens sur la Grammaire,” “Grammaire Franchise pour les Anglais,” “ Causeries avec mes Eleves,” and “ La Parole Franyaise.” Besides these, Dr. Sauveur has edited and annotated American publications of several of the French classics. OTHER SUMMER SCHOOLS OF LANGUAGES. For four years there has been a Berlitz summer school of languges at Asbury Park, N. J. The average attendance has been about 75 students. The present faculty numbers 13. Besides simple instruc¬ tions in French and German, a normal course has been given to teachers, in which are explained the various methods of teaching languages. A Berlitz summer school opened last year at Chicago, with what success I do not know. A summer school of languages of Cornell and Iowa colleges was held in 1887. Its subsequent history I have been unable to discover. SUMMER SCHOOLS OF MUSIC AND OF ORATORY. There have been several summer schools of this class, and among them the following: The Lexington (Mass.) Normal Music School; Batchellor’s Tonic Sol-fa Institute, Philadelphia; Seward’s Tonic Sol-fa Institute; Straub’s American Normal Musical Institute; Dr. S. S. Curry’s School of Expression ; The Boston School of Oratory; National School of Elocution and Oratory. THE LEXINGTON (MASS.) NORMAL MUSIC SCHOOL. This school for the training of teachers was established in 1883 and has had a successful existence, and now possesses a national reputa¬ tion. In answer to an inquiry regarding the school, the principal, Mr. H. E. Holt, writes (1891): Seven years ago I opened a summer school for the study of normal methods as applied to the teaching or music. We had 11 teachers the first year, and the num¬ ber has steadily increased each year, the term of 1890 numbering 130, with a gradu¬ ating class (three years’ course) of 24. We have teachers from all parts of the country, and the number and quality are constantly increasing. Next year we shall arrange for a post-graduate course. We are not able to supply the demand for well- trained teachers. I also have classes for the training of teachers on Saturdays in Boston. These classes are well attended and the interest is constantly increasing. SCHOOL OF EXPRESSION. The first summer term of this school, at whose head is Dr. S. S. Curry, was held at Martha’s Vineyard in 1886. It was attended by 29 students, nearly all of whom were professors in colleges or teachers in normal schools or clergymen. The second term was held at Saratoga Springs, N. Y., the summer of 1887. There were 23 students. The clergymen came from 7 different denominations. The summer session of 1888 was held in Boston. There were gradu¬ ates from 7 different colleges, and the students came from 20 different States and Canada. The number of students was 42. The summer term of 1889 was held at Lancaster, Mass. The number ot students was the same as the preceding year. 920 EDUCATION REPORT, 1891-92. The fourth summer term, that of 1890, was held at Newport, E. I., and so happy were the students in the place that they voted a request to have the session there another year. The next summer school will accordingly be held at Newport in 1891. The amount of work done by each student in the school has been on an average six hours a day for five weeks. The following subjects have been taken up : Vocal training, phonology and articulation, vocal expression, physical training, pantomimic expression, Shakespeare, Browning, Tennyson, extemporaneous speaking, public reading, methods of training voice and vocal expression, the history of pedagogy in rela¬ tion to elocution and expression, principles of educational reformers and lessons deducted from them for expression, etc. The Boston School of Oratory for special instruction in the synthetic philosophy of expression and literature held a summer session of five weeks in 1890. Summer sessions were also held by the National School of Elocution and Oratory, James E. Murdock, president, in Philadel¬ phia; and by the National School of Elocution and Oratory at Ann Arbor. The Monroe College of Oratory, Boston, Mass., which held a summer session in 1887, is now merged with the Martha’s Vineyard Summer Institute, and bears the name of Emerson College of Oratory. This school has been exceedingly successful, and had an attendance in 1890 of over 100 students. INTERNATIONAL Y. M. C. A. TRAINING SCHOOL. The Young Men’s Christian Association Training School is located in Springfield, Mass., and is the first, and as yet, the only institution of its kind in existence. Its object is to prepare Christian young men to become efficient general secretaries and gymnasium instructors in the Young Men’s Christian Associations. The school has therefore two departments, the one known as the secretarial and the other as the physical or gymnasium department. For five successive summers, beginning in 1887, the school has held a summer session of its gymna¬ sium department. At the last session held (1891) there were nine instructors, giving instruction in Bible study, organization and methods of association work, athletics and aquatics, physiology, physical depart¬ ment management, fencing, wrestling, anthropometry. Swedish system of gymnastics, prescription, first aid, Delsarte system, library and lit¬ erature of physical education. There were also five special lectures. The number of men registered for the five sessions were respectively 28, 50, 57, 48, and 38, u showing,” says the secretary, “the great increase at first and the gradual falling off now that the special stress of the first call for gymnasium directors has passed, as more thoroughly trained men are put forward by the regular schools to fill the positions.” It has been decided to hold no summer session in 1892 and to have instead a ten days’ conference, which shall be open to all men inter¬ ested in the physical department and afford opportunity for advance¬ ment by means of lectures, conferences, and practice, but be less formal and require less time and expense than a regular school session. Other schools teaching single subjects that have held summer sessions are: School for Swedish Gymnastics, at Boston; School of Elocution and Oratory, at Thousand Isles; School of Languages, (Alfred Hall, principal), Prudence Island, E. I.; Western Normal Music School, Highland Park, Ill.; Eastern Normal Music School, New Brighton, Staten Island, N. Y. ; Manual Training School, St. Louis, Mo. Con¬ cerning these schools the Bureau has been unable to obtain informa¬ tion. Many of them are undoubtedly not now in existence. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 921 PART III. Summer Schools Giving Instruction in Several Branches. I. — CHAUTAUQUA. J Under the title of the Chautauqua movement are embraced a variety of methods for the popularization of knowledge in the United States. The description of the growth of these agencies forms one of the most inter¬ esting and remarkable chapters in the history of educational develop¬ ment in this country. The almost marvelous growth of this movement within the period of a few years offers a striking testimony to what economists call u an effective demand ” upon the part of the general public for a liberal education. u The ramifications of Chautauqua would stagger belief/' says a recent writer,1 “ did we not know how steam and electricity have developed the world into the round table of these latter days and with their weaver’s shuttle laced together the thoughts of men. Chautauqua is a marvelous illustration of the law that often great social and economic forces flow with a tidal sweep over commu¬ nities only half conscious of them. Its 100,000 registered students, half of whom are between 30 and 40 years of age, and its practi¬ cally endless courses of study make this home college the realization of a world university, the summer assembly being its visible center. About one in every thousand of the people of the United States owns the shibboleth Chautauqua, while more than one in every hun¬ dred visits its yearly gatherings. It exists in every State and Terri¬ tory. Its circles have rolled from Chautauqua Lake to Canada, Mexico, Central America, Chile, Great Britain, France, Russia, Bulgaria, Syria, Cape Colony, Persia, India, Australia, China, Japan, the isles of the sea, Hawaii, Alaska.” The present Chautauqua embraces several instrumentalities by which it performs its work. These agencies are of three general classes: (1) voluntary home reading during the year, with reports of progress to headquarters ; (2) scholarly study and professional training by corre¬ spondence, and (3) great popular summer meetings at Chautauqua and other places. Historically speaking, the whole movement is the outgrowth of a kind of religious folkmote, the camp meeting, which was transformed at Fair Point on Lake Chautauqua into a Sunday-school assembly in August, 1874. . The idea of utilizing the camp meeting for educational purposes, the thought of a “camp-meeting institute,” where methods of teaching should he cultivated, was suggested by Silas Farmer, the antiquary and historian of Detroit, Mich., in the Sunday School Journal, as early as April, 1870; but a similar, and perhaps larger, idea was early cherished by Lewis Miller, of Akron, Ohio, the inventor of the Buck¬ eye mower, which has revolutionized the farming machinery of America. This practical-minded, large-hearted, and wealthy man, who all his life had been act¬ ively engaged in Sunday-school work, and who was one of the earliest and staunch¬ est promoters of mechanical and agricultural education in Ohio, joined hands with Dr. (now Bishop) John H. Vincent for the improvement of Sunday-school teaching by a generous alliance with science and literature. Dr. Vincent, for many years a leader in American Sunday-school work, believed most strongly in the increase of “week-day power” by the intimate association of secular and religious learning. He believed in the harmony of religion with every-day life. In the summer of 1873 the two men, Mr. Miller and Dr. Vincent, visited the Fourth Erie Conference camp The New England Magazine, vol. 8, p. 94. 922 EDUCATION REPORT, 1891-9°. meeting of the Methodist Episcopal Church, held at Fair Point, on Lake Chautauqua, in southern New York. They chose that Fair Point for a local establishment of “The Chautauqua Sunday-School Assembly. ” To understand the historical development of the modern Chautauqua, with its many-sided educational and social features, we must never lose sight of its original democratic and religious foundations. Whatever may he the tendencies and aspi¬ rations, the variations and specializations of this popular educational experiment, the folkmote remains the basis of all. The Chautauqua Sunday-School Assembly began its sessions on the first Tuesday evening in August, 1874, and that evening has continued to be the time for the regular “assembly opening, ” although fully one month of educational work along secular lines now precedes this memorable date in the Chautauqua calendar. The first distinctive objects of Chautauqua are insep¬ arably connected with Biblical study in a Sunday-school normal institute. The early programmes of the assembly show a rich succession of lectures on practical Sun¬ day-school work and on the Bible, with conferences and discussions on methods of teaching. Into the religious current came, in successive years, more and more trib¬ utary streams representing modern science and literature in their relations to life and thought. One can distinctly trace in the records of Chautauqua the beginnings of all its modern educational tendencies, whether in pedagogics, art, social science, or the higher education. Map-drawing, blackboard sketching, the study of Biblical geography in a great relief map of Palestine made of turf and stones, open-air talks, concerts, and even popular entertainments were not absent from those early pro¬ grammes. Prominent among the early features of Chautauqua were its wonderful catholicity, its broad spirit of toleration, its democratic and widely representative character. From the very outset members of all the leading Protestant churches joined in the work. Church congresses were held at Chautauqua, and prominent clergymen from various denominations addressed the assemblies. Among the 600 students the very first year there were representatives from 25 States and from the provinces of Canada.1 Beginning thus as a popular gathering for the discussion of methods of Sunday-school teaching Chautauqua has gradually extended its scope and differentiated its methods of instruction until at present the Chautauqua University embraces the following distinct departments: I. The Chautauqua assembly. 1. The summer meetings at Chautauqua. 2. The Sunday school normal department. 3. The schools of language. 4. The Chautauqua teachers’ retreat. II. The Chautauqua literary aud scientific circles. III. The Chautauqua College of Liberal Arts, formerly known as “The Chautauqua University,” and with powers as provided in its charter. IV. The Chautauqua School of Theology. V. The Chautauqua press. VI. Chautauqua extension and summer assemblies. The summer assembly at Chautauqua is held in July and August of every year. The city of Chautauqua occupies a well- wooded, naturally terraced land at a point on the northern shore of Chautauqua Lake, and contains more than live hundred artistic and attractive cottages, a large hotel, and many other buildings which are used for public exer¬ cises, lectures, and recitations. A large model of Palestine, 300 feet long, and a miniature representation of modern Jerusalem are among the peculiar attractions of this academic town. The exercises that fill the two months’ session of this u summer uni¬ versity,” as it has been called, are extremely varied in nature, but may be classed under the two general heads : (1) The public daily programme, which includes courses of lectures, Sunday sermons, single addresses, concerts, readings, etc. These are free to all citizens alike. (2) The educational classes, which comprise the college of liberal arts, teachers’ retreat, school of sacred literature, school of music, school of physical education, and a large number of other departments, such as elocution and oratory, drawing and painting, wood-carving, cooking, 1 Article by Dr. H. B. Adams in New York Independent, September and October, 1888. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 923 photography, sloyd, stenography, etc. For the special class room instruction offered in this division tuition fees are charged. An idea of the character of the exercises of the first class, those open to the public, may be gained from the following programme for the last session (1891): AMERICAN COURSES. (1) American life and home institutions (6 lectures), Prof. J. B. McMaster, Uni¬ versity of Pennsylvania. (2) Early politics in the United States (5 lectures), Prof. J. A. Woodburn, Univer¬ sity of Indian^. (3) Constitutional history (6 lectures), Prof. F. N. Thorpe, University of Pennsyl¬ vania. (4) Early voyages and conquests (4 lectures), Prof John Fiske, Harvard University. (5) Ancient and native peoples of North America (5 lectures), Prof. Frederick Starr, American Museum of Natural History, N. Y. (6) American writers (3 lectures), Mr. Leon H. Vincent, Philadelphia, Pa. (7) Discovery and revolution (2 lectures, with stereopticon), Prof. M. L. Williston, Chicago, Ill. (8) The American Navy (2 lectures, with stereopticon), Mr. H. W. Raymond, of the U. S. Navy Department. (9) American scenery in the West (3 lectures, with stereopticon), Mr. H. H. Ragan, Syracuse, N. Y. (1(P Scenery of the South (3 lectures, with stereopticon), Dr. A. H. Gillet, Cincinnati, Ohio. MISCELLANEOUS COURSES. (1) Italian beginnings of modern history (4 lectures), Prof. H. B. Adams, Johns Hopkins University. (2) Readings in the book of Job (7 lectures), Dr. W. R. Harper, Yale University. (3) Mediaeval biography (5 lectures), Prof. C. J. Little, Syracuse University. (4) Literary topics (3 lectures), Miss Agnes Repplier, of Philadelphia. (5) Biographical studies (3 lectures), Dr. Johu Henry Barrows, Chicago, Ill. (6) Social and economic problems (4 lectures), Dr. E. W. Bemis, Vanderbilt Univer¬ sity. (7) The policies of Great Britain (3 lectures), Hon. George Makepeace Towle, Boston, Mass. (8) Questions of the hour (3 lectures), Mrs. Julia Ward Howe, Boston, Mass. SINGLE LECTURES AND ADDRESSES. Single lectures and addresses by Dr. W. T. Harris, Bishop W. A. Leonard, Hon. Henry Watterson, Dr. Edward McGlynn, Dr. R. S. MacArthur, Miss Frances E. Wil¬ lard, Bishop John P. Newman, Mrs. Mary A. Livermore, Col. Francis W. Parker, Gen. Stewart L. Woodford, Dr. Josiah Strong, Hon. John J. Maclaren, Mrs. Zerelda Wallace, Dr. George T. Dowling, Mr. Melvil Dewey, Dr. Charles Stewart Welles, Dr. J. T. Edwards, Dr. Frank M. Deems, Mr. Jacob A. Riis, Prof. R. F. Weidner, Mrs. Lydia Von Finckelstein Mountfort, Dr. J. M. Buckley, Dr. A. B. Leonard, Hon. Charles Carroll Bonney. DRAMATIC READINGS. The list of readers includes the names of Mr. Thomas Nelson Page, Mr. George Rid¬ dle, Prof. R. L. Cumnock, Mrs. Charles W. Richards, Miss Maud Murray, Miss May Donally, Miss Jesse Dalrymple, Fred Emerson Brooks, etc. MUSIC. Dr. II. R. Palmer, of New York, director of public concerts at Chautauqua, will be assisted by Rogers’s band and orchestra; Mr. William Sherwood, pianist; Mr. I. V. Flagler, organist; Miss Annie Park, pianist; Miss Marie Decca, prima donna; Miss Waltzinger, soprano; Mrs. Jennie Hale Wade, soprano; the Schumann Quar¬ tette of New York; Mr. Charles Kellogg, whistler and bird warbler; Mr. Forest Cheney, violinist ; large trained chorus of 400 voices. ASSEMBLY CLASSES (DAILY, AUGUST 5-21). Boys and girls’ class conducted by Rev. B. T. Vincent. Bible study for the young. The Sunday school normal class, Dr. J. L. Hurlbut. Course of training for Sunday- school teachers. Primary teachers’ class under the charge of a competent instructor. Devotional hour led by Dr. B. M. Adams. 924 EDUCATION REPORT, 1891-92. ENTERTAINMENT AND RECREATION. Prize spelling and pronunciation matches, illuminations, fireworks, open-air con¬ certs, tennis tournament, ball matches, regattas, athletic exhibition, boating, bathing, driving. The following abridgment of the programme for the educational classes during the summer session of 1891 shows better than any other descrip¬ tion would the almost infinite variety of the subjects presented, and the personnel of the corps of instructors and lecturers: COLLEGE OF LIBERAL ARTS. I. Department of English language and literature : (1) Old English, 5 hours a week, Mrs. P. L. McClintock. (2) Class talks on style, 5 hours a week, Prof. W. D. McClintock. (3) Chaucer, 5 hours a week, Mrs. P. L. McClintock. (4) Shakespeare, 5 hours a week, Prof. W. D. McClintock. (5) Browning’s shorter poems, 5 hours a week, Prof. W. D. McClintock. (6) An introduction to the study of literature, 5 hours a week, Prof. W. D. McClintock. (7) American poets, Prof. W. D. McClintock. II. Department of German language and literature: (8) Beginning German, 10 hours work, Prof. H. J. Schmitz. (9; Intermediate German, 5 hours a week, Prof. Schmitz (10) Intermediate German, 5 hours a week, Prof. Starr W. Cutting. (11) Advanced German, 5 hours a week, Prof. Schmitz. (12) Advanced German, 5 hours a week, Prof. Cutting. (13) German composition, 5 hours a week, Prof. Cutting. (14) Light reading class, 5 half hours a week, Prof. Schmitz. III. Department of French language and literature : (15) Beginning French, 10 hours a week, Prof. A. de Rougemont, assisted by Mile. Lea R. de Lagneau. (16) Intermediate French, 10 hours a week, by Prof, de Rougemont and Mile, de Lagneau. (17) Advanced French, 10 hours a week, by Prof, de Rougemont. (18) Advanced French, 5 hours a week, by Prof, de Rougemout. IV. Department of preparatory Latin : (19) Beginning Latin, 10 hours a week, Mr. F. J. Miller. (20) Cfesar, 5 hours a week, Mr. F. J. Miller. (21) Cicero’s Orations, 5 hours a week, Mr. Frank Abbott. (22) Virgil’s HSneid, 5 hours a week, Mr. F. J. Miller. V. Department of college La+in : (23) Odes, Satires, and Epistles of Horace, 10 hours a week, Prof. Lewis Stuart. (24) Agricola and Germania of Tacitus, 5 hours a week, Prof. Stuart. (25) Easy light reading, i> hours a week, Mr. Frank Abbott. (26) Illustrated lectures on ancient Roman life, 2 hours a week, Prof. Stuart. (27) Latin comedy, 5 hours a week, Mr. Abbott. VI. Department of preparatory Greek : (28) Beginning Greek, 10 hours a week, Prof. William E. Waters. (29) Anabasis, 10 hours a week, Prof. Waters. VII. Department of college Greek : (30) Sophocles, 5 hours a week, Prof. Martin L. D’Ooge. (31) The Athenian orators, 5 hours a week, Prof. D’Ooge. (32) Homer, 5 hours a week, Prof. Thomas D. Seymour. (33) Homeric readings, 2 hours a week, Prof. Seymour. (34) Plato’s Phsedo, 5 hours a week, Prof. Seymour. VIII. Department of physics and chemistry: (35) Experimentation in physics and chemistry, 5 hours a week, Profs. J. T. Edwards, L. H. Batchelder, Orville E. Johnson. (36) Systematic physics, 5 hours a week, Prof. Edwards. (37) Systematic chemistry, 5 hours a week, Prof. Batchelder. (38) Quantitative analysis, 10 hours a week, Profs. Edwards, Batchelder, Johnson. (39) Quantitative analysis, 10 hours a week, Profs. Edwards, Batchelder, Johnson. (40) Electricity, 10 lectures, Prof. Edwards. IX. Department of mathematics: (41) Algebra, 5 hours a week, Prof. William Hoover. (42) Geometry, 5 hours a week, Prof. Hoover. (43) Trigonometry, 5 hours a week, Prof. Hoover. X. Department of geology, mineralogy and botany : HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 925 (44) Economic geology, 5 lectures a week, Prof. Frederick Starr. (45) Anthropology, 5 hours a week, Prof. Starr. (46) Botany, elementary, 3 hours a week, Prof. Starr. XI. Department of history : (47) The nineteenth century, 5 hours a week, Prof. Herbert B. Adams. (48) The Italian beginnings of modern history, four lectures, Prof. Adams. (49) American political history, 5 hours a week, Prof. James A. Woodburn. XII. Department of political economy and social science: (50) Economic questions of the day, 5 hours a week, Prof. Edward W. Bemis. (51) Four public lectures, Prof. Bemis. SCHOOLS OF SACKED LITERATURE. I. College students’ school of the English Bible : (1) Gospel of the Old Testament, Prof. William R. Harper. (2) The New Testament epistles, Prof. George S. Burroughs. (3) The Epistle of the Galatians, Prof R. F. Weidner. (4) Special conferences. II. Young people’s school of the English Bible: (1) General view of the books of the Bible, Prof. Burroughs. (2) Messianic prophecies. Prof. Harper. (3) Life of Jesus, Prof. J. Lyman Hurlbut. (4; Special conferences. III. Teachers’ and club-leaders’ school of the English Bible: (1) Introduction: The early manifestations of Jesus and the belief in Him, Prof. Charles Hors well. (2) Central manifestations of Jesus and the Victory, Prof Horswell. (3) General courses and conferences. IV. General Chautauqua school of the English Bible: (1) The early chapters of Genesis, 6 hours, Prof. Harper. (2) I and II Corinthians, 12 hours, Prof. Burroughs. (3) The teachings of Jesus and Peter, 12 hours, Prof. Weidner. (4) Various methods of Bible study, Bishop John H. Vincent. (5) Nahum and Zephania, 12 hours, Prof. David A. McCleuahan. (6) Synoptic gospels and the gospels of John, 12 hours, Prof. Burroughs. (7) Teachings of Paul and John, Prof. Weidner. (8) Principles of biblical interpretation, 12 hours, Prof. Sylvester Burnham.* (9) Outlines of biblical history. 12 hours, Prof. Loring W. Batten. (10) Mosaic authorship of the Pentateuch, 6 hours, Prof. W. H. Green. (11) Unity of Isaiah, 6 hours, Prof. Green. (12) Outlines of biblical history, 12 hours, Prof. Batten. (13) Special principles of biblical interpretation, 12 hours, Prof. Burnham. (14) Epistles of Galatians and Philippians. V. School of Hebrew and the Old Testament: (1) Hebrew course for beginners, 12 hours a week, Profs. Harper and McClen¬ ahan. (2) Second Hebrew course for reviewers, 18 hours a week, Profs. Harper, McClenahan, and Horswell. (3) Third Hebrew course, historical Hebrew, 18 hours a week, Profs. Harper, McClenahan, and Dr. R. F. Harper. (4) Fourth Hebrew course, 18 hours a week, Profs. Harper, Burnham, and Batten. VI. School of New Testament, Greek : (1) First Greek course for beginners, 12 hours a week, Profs. Weidner and Horswell. (2) Second Greek course, 12 hours a week. Profs. Weidner and Horswell. (3) Third Greek course, 18 hours a week, Profs. Weidner and Horswell. (4) Fourth Greek course, 18 hours a week, Profs. Weidner and Horswell. VII. School of Semitic languages and ancient versions : (1) Assyrian for beginners, 12 hours a week, Prof. Harper. (2) Advanced Assyrian, 12 hours a week, Dr. R. F. Harper. (3) Arabic for beginners, 6 hours a week, Dr. Harper. (4) Advanced Arabic, 6 hours a week, Prof. Harper. (5) Syriac. 6 hours, Prof. Burnham. (6) First Septuagint course, 6 hours a week. Prof. Burnham. (7) Special lectures (12) in connection with the course. (8) Special Sunday morning Bible studies. (9) Conferences and discussions. 926 EDUCATION REPORT, 1891-92. CHAUTAUQUA. TEACHERS’ RETREAT. Francis TV. Parker, principal. 1. The nature of the course: The faculty of the teachers’ retreat will present and illustrate the system of teaching and training now in operation in the professional training class of the Cook County Normal School, by talks on psychology, pedagogics, and methods, and lessons upon the principles and methods of teaching the natural sciences, geography, history, elocution, literature, and number. The distinctive feature of the professional training maybe designated by the word concentration. All the teaching and training is concentrated upon the central subject of life and the laws of life, physical, mental, and moral. All the talks and lessons of every teacher will he in the closest relation and under one common principle. The director will explain the principles of psychology and pedagogics, and each teacher in his or her department will illustrate and apply to practical schoolroom work the theory presented by the director. II. Psychology, pedagogics, and the art of teaching (30 talks), Principal F. W. Parker. III. Elementary science, (15 talks), one held lesson every day, Wilbur S. Jackman. IV. Numbers, fifteen talks, William M. Griffin. V. Structural geography, (15 lessons). Sand and putty modeling, painting, and blackboard lessons, Helen Waley. VI. Relations of studies to primary teaching, 15 lessons, Sarah E. Griswold. VII. Physical development, 10 lectures, Frank S. Parker. VIII. Experimental science, chemistry, and physics, 5 hours a week, Prof. J. T. Edwards and assistants. IX. Historical English Grammar and Shakespeare, 5 hours a week on style and 5 hours a week on Shakespeare, by Prof. McClintock. X. Penmanship. XI. Normal instruction in Sloyd and kindergarten. XII. Lectures by Dr. W. T. Harris, Mr. C. W. Bardeen, Mr. Melvil Dewey, Col. Parker, et al. SCHOOL OF PHYSICAL CULTURE. The gymnasium and boathouse. The gymnasium occupied by this department is a handsome, well-equipped build¬ ing, beautifully situated on the very shores of the lake. On the first floor, besides lecture halls and dressing rooms, is a storeroom for fine racing barges, light row¬ boats, etc. The second story is given up entirely to the gymnasium proper, which is fitted with the best and most approved apparatus. The courses of instruction. (1; Normal course (July 4 to August 14), 5 hours a day (Saturdays excepted). Systematic course for gymnasium teachers. Theory and practice. Anatomy, physiology, hygiene. First aid. Physical diagnosis. Anthropometry, floor work, etc. (2) Advanced normal course (July 4 to August 14), 5 hours a day (Saturdays excepted). Distinct from course No. 1, and designed for those taking more than one year’s work in the school. (3) Men’s class in gymnastics (July 4 to August 14), 1 hour daily. (4) Children’s classes (July 4 to August 24), one-half hour daily. Single exercises for young children. (5) Boys’ class (July 4 to August 14), 1 hour daily. Systematic course in the use of gymnasium apparatus. (6) Girls’ class (July 4 to August 14), one-half hour daily. (7) Swedish system of gymnastics (July 4 to August 14). A thorough course in this valuable system, which is growing rapidly into favor in the United States. (8) Delsarte system (July 4 to August 14). So much as pertains to physical culture. (9) Athletics (July 4 to August 14). Boxing, fencing, tennis, baseball, swimming, rowing, field sports. Tuition varies with character and length of courses. CHAUTAUQUA SCHOOL OF MUSIC. The course. (1) Voice (July 7 to August 22), 5 half hours a week, Mr. J. Harry Wheeler. (2) Primary and intermediate harmony (July 7 to August 22), 5 hours a week, Mr. L. S. Leason. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 927 (3) Advanced harmony (July? to August 4), 5 half hours a week, Mr. I. V, Flagler. (4) Analytical harmony (August 5 to 22), 5 half hours a week, Dr. H. R. Palmer. (5) Teachers’ club (July 7 to August 22), 5 half hours a week. Methods of teaching and conducting. Public school music. Mr. L. S. Leason and Dr. H. R. Palmer. (6) Piano recitals and analysis of music (July 20 to August 15), Mr. William H. Sherwood. (7) Chorus drill (July 7 to August 22), Dr. H. R. Palmer and Mr. L. S. Leason. (8) Young people’s singing class (July 7 to August 4), 4 hours per week, Mr. L. S. Leason. THE CHAUTAUQUA LITERARY AND SCIENTIFIC CIRCLES. Iii the fourth year of the Chautauqua experiment the now famous C. L. S. C., or Chautauqua Literary and Scientific Circles, began to widen from that beautiful highland lake, Chautauqua, over all the country. There are now about 2,000 circles in active life, and with a total enrolled membership that lacks but little of 100,000. Since the organization of the plan in 1878 there have been fully 180,000 students enrolled. The essentials of the reading-circle plan are these : (1) A four years’ course of reading, including selections in English from the ancient classics, history, literature, science, and art. Each year of the four is devoted especially to a great nation, and is known as “the Greek year,” “the Roman year,” “the English year”, or “the American year.” No attempt is made to study languages or mathematics. The course is general and follows in a measure the subjects taught in the average college; it gives what has been called the “ col¬ lege outlook.” (2) Certain books, many of them specially prepared by well-known authors, are designated each year by a council of 6 prominent men (3) A monthly magazine. The Chautauquan, contains supplementary articles on the subjects of the course by leading writers of the day, general miscellaneous matter on current affairs, and several departments designed to aid the reader, such as apportionment of the course by the week and month, notes on the books, outlines of reading, word studies, etc. (4) A membership book sent to each reader includes analyses of the required books and question papers (memoranda) to be filled out and returned to the office. The papers are intended to aid the reader in reviewing and systematically arranging the facts and principles he has read. They are not examinations, nor are they regarded as such. (5) Local circles may be formed in any community where three or more readers desire the benefits of comradeship. There are about 2,000 such cir¬ cles now in active life. (6) A certificate is granted at the completion of the course to all who report themselves as having read the required literature. This certifi¬ cate states only this fact, and has not the remotest connection with a degree. This first step in the Chautauqua system fails unless it leads people to continue the habit of reading. Therefore a large number of advanced courses, prepared by spe¬ cialists, are offered. The four years’ course is general, and enables the reader to find a congenial subject for further and particular study. These advanced courses meet this demand for specialization. There is a Young Folks’ Reading Lffiion, designed to encourage among the youth the reading of the best books, and a Teach¬ ers’ Reading Union, with a three years’ course in professional lines. The present principal of the C. L. S. C. is Bev. J. L. Hurlbut, P. d., and the following description of the work of which he is at the head is from his pen and extracted from a circular issued by the management of this branch of the Chautauqua enterprise: During the assembly session of 1878 the Chautauqua Literary and Scientific Circle was instituted. The plan involved a course of reading and study covering the prin¬ cipal subjects of the college curriculum, but omitting of necessity its drill in lan¬ guages and mathematics, giving to the English reader an outlook over the field of learning and some acquaintance with the masterpieces of literature, ancient and modern; employing handbooks and compendiums for the mastery of outlines, and appointing more extensive works to be read — a course which the individual could pursue alone, if necessary, yet adapted for associated study, sufficiently simple to invite the masses and to lead them on without discouragement from its difficulties or its extent, yet so thorough as not to be deemed superficial by the more learned. Above all, it was to bring the six secular days of the week into harmony of purpose with the Sabbath, not only by recognizing the Bible as a department of its study, but more especially by having the entire course penetrated with the spirit of rever¬ ence and of faith. 928 EDUCATION EEPOET, 1891-92. The scheme was broached to a few eminent literary men and some leading educa¬ tors, with a view to obtain the benefit of their criticisms and suggestions It received a hearty indorsement from all who took the trouble to investigate it; among others, from President Chadbourne, of Williams College; President Warren, of Boston Uni¬ versity; and Dr. Howard Crosby, then chancellor of the University of the City of New York. The honored William Cullen Bryant gave it a strong recommendation in a personal letter to Dr. Vincent, almost the lact written by his pen, less than a month before his death. In it he wrote : New York, May 18, 1878. My Dear Sir : I can not be present at the meeting called to organize the Chau¬ tauqua Literary and Scientific Circle, but I am glad that such a movement is on foot, and wish it the fullest success. There is an attempt to make science, or a knowledge of the laws of the material universe, an ally of the school which denies a separate spiritual existence and a future life — in short, to borrow of science weapons to be used against Christianity. The friends of religion, therefore, confident that one truth never contradicts another, are doing wisely when they seek to accustom the people at large to think and to weigh evidence as well as believe. By giving a portion of their time to a vigorous training of the intellect and a study of the best books, men gain the power to deal satisfactorily with questions with which the mind might otherwise become bewildered. It is true that there is no branch of human knowl¬ edge so important as that which teaches the duties we owe to God and to each other, and that there is no law of the universe, sublime and wonderful as it may be, so worthy of being fully known as the law of love, which makes him who obeys it a blessing to his species, and the universal observance of which would put an end to the large proportion of the evils which affect mankind. Yet is a knowledge of the results of science, and such ot its processes as lie most open to the popular mind, important for the purpose of showing the different spheres occupied by science and religion, and preventing the inquirer from mistaking their divergence from each other for opposition ? I perceive this important advantage in the proposed organization, namely, that those who engage in it will mutually encourage each other. It will give the members a common pursuit, which always begets a feeling of brotherhood They will have a common topic of conversation and discussion, and the consequence will be that many . who, if they stood alone, might grow weary of the studies which are recommended to them, will be incited to perseverance by the interest which they see others taking in them. It may happen in rare instances that a person of eminent mental endowments, which otherwise might have remained uncultivated and unknown, will be stimulated in this manner to diligence, and put forth unexpected powers, and, passing rapidly beyond the rest, become greatly distinguished, and take a place among the lumin¬ aries of the age. I shall be interested to watch, during the little space of life which may yet remain to me, the progress and results of the plan which has drawn from me this letter. I am, sir, very truly, yours, W. C. Bryant. Rev. Dr. John H. Vincent. The course of study is planned to cover four years, and may be accomplished by most readers in an hour a day during ten months of each year. Of course no unlet¬ tered person can secure a finished education by merely reading an hour per diem for four years, yet so much time spent with thoughtful and wisely-chosen books will impart to any mind a knowledge of literature, a measure of intelligence, and an intellectual training by no means to be despised. It embraces the general subjects of history, science, literature, and Bible study, with a few branches which might be included under home and character. As at present arranged the four years’ course is as follows : 1891- 92 : American history, American literature, history and literature of the far East, physiology and hygiene, questions of public interest, German literature, reli¬ gious literature. 1892- 93 : Greek history, Greek literature, Greek mythology, ancient Greek life, cir¬ cle of the scienc'es, zoology, chemistry, philanthropy, religious literature. 1893- 94 : Roman history, Latin literature, human nature, political economy, art, philosophy, physics, physical geography, uses of mathematics, religious literature. 1894- 95: English history, English literature, English composition, astronomy, geology, pedagogy, readings from French literature, social questions, religious litera¬ ture. The larger part of these readings is contained in books most of which have been espe¬ cially prepared for the C. L. S. C., since the circle requires works of a peculiar quality, not precisely that of the school text-book nor that for popular readings, but uniting in a measure both characteristics. For each year from six to eight books are read, HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 929 costing generally about $5, for the large sales — aggregating more than 300,000 vol¬ umes per year — enable the publishers to give the books at low prices. A part of the course is contained in The Chautauquan, a magazine published by Rev. Theodore L. Flood, D. d., Meadville, Pa., as the organ of the C. L. S. C. Between the covers of this monthly are found serial papers on subjects of the course, reports from work¬ ing circles, plans and suggestions for reading, and many articles of general interest. It is a fact worth mentioning that such a magazine, containing only solid literary and scientific matter, and without stories, circulates to the extent of 60,000 copies. A helpful element of the plan is that of simultaneous study by all classes. The studies for each year are portioned out among the months as a suggestion, but not as a requirement"; and the subjects are so arranged that all four classes shall study them during the same year. Thus the studies for 1891 and 1892 are the same for all members of the circle, but constitute the work of the first year for the class which begins in 1891 and will finish in 1895, of the second year for the class of 1894, of the third year for the class of 1893, and of the fourth year for the class of 1892. It is as if a college, seniors, juniors, sophomores, and freshmen were together in the same text-books, but one class beginning, another ending, the curriculum. In a college or school this would not be practicable, since the first year’s course is a necessary stepping-stone to the second year’s; but in the C. L. S. C. the work of each year is complete in itself, and does not relate closely either to what has been or what will be studied. The advantage of this plan is that in many places where four separate classes could not be carried on successfully a circle may be formed, since all are pursuing the same studies. The flexibility of the plan is such that it admits either individual or associated study. Some follow it alone, without companionship except in the consciousness that more than 60,000 fellow-students are inline with themselves. Others find it helpful to unite in “ local circles,” or segments of the general circle. These local circles count up among the thousands, and are of all sizes, from three members to several hundred. There are little groups of ladies who meet, with their sewing, and listen to one reading from the course; travelers on the railroad conning their Chau¬ tauqua text-books; home circles where the kings of England are reviewed at the breakfast table; social gatherings with criticisms and cream mingled in pleasant proportion, and ambitious organizations with lecture courses and public discussions in the town hall. There is an arrangement whereby each member, however distant, is kept in con¬ stant connection with the office of the circle. This is at Buffalo, N. Y., where Miss K. F. Kimball, the secretary, aided by her corps of assistants, maintains a supervision over the details of the work. With every mail come letters of inquiry, and, in answer thereto, circulars explaining the plan and blanks for those desiring member¬ ship are dispatched. Applications for union with the circle are received, inclosing the annual fee of 50 cents, which is the sole expense of the association, except, of course, the cost of books. Each year there is sent to every member a membership book containing sugges¬ tions for study, special test papers, encouraging addresses from the chancellor and counselors, and “ outline memoranda ” on the current topics of study. These latter are sent both as a. guide and an examination, and consist of four pages of questions on the readings of the year, with blanks for answers. The items of printing and postage in sending all this material to 60,000 people are considerable. Lest any may imagine a financial aim in the enterprise let it be remarked, in passing, that the fees received scarcely cover the expenses of the office, and that the chancellor receives absolutely nothing for his services. This circle, though not an ellipse, is remarkable in the possession of two centers, 65 miles apart — one at Buffalo, N. Y., the other at Chautauqua. A beautiful wooded slope on the second plateau from the lake, and removed a little from the crowd, was chosen as the special gathering place of the C. L. S. C. In honor of the greatest man in all the Christian centuries, the apostle who united broad culture with deep religious enthusiasm, it has been named “ St. Paul’s Grove.” Here, embowered under lofty beeches and oaks, rises a white Grecian temple, whose open sides and pillars seen through the foliage remind one of the Parthenon. Within this building, “the Hall of Philosophy,” are held the “Round Table” conferences during the annual assembly. Outside “ the Golden Gate” of this grove the members of the graduating class assemble on the annual recognition day, and after a responsive exercise they march with songs and the scattering of flowers through the gate and under the arches into the hall, where they are formally recognized by the chancellor and his associates as members of “ The Society of the Hall in the Grove,” which is the alumni associa¬ tion of the C. L. S. C. The founder of the C. L. S. C. has a touch of sentiment in his nature, which dis¬ closes itself in many of the minor details of the plan. For instance, there are cer¬ tain “memorial days” to be celebrated throughout the year, as “ Shakspeare’s Day,” ED 92 - 59 930 EDUCATION REPORT, 1891-92. “Addison’s Day,” “Bryant’s Day,” and other birthdays of great men in literature. There is “ Inauguration Day,” commemorative of the circle's organization; “ Open¬ ing Day,” October 1, when the members are supposed to open their text-books for the year; and certain special Sundays throughout the year. Selections are given for reading on each of these days, and at noon of each “ memorial day ” the big bell at Chautauqua rings. ’Tis said that all true Chautauquans, beside what shores soever they may dwell, can hear its distant echoes ! There are also “camp fires,” when the members gather in the evening and sing Chautauqua songs and listen to Cha'utauqua speeches by the light of blazing bon¬ fires; there are annual “vigils” on the Sunday nights before and after the 'recogni¬ tion day; and there is the Sunday afternoon “ vesper service,” with its simple ritual and hymns of praise. Some may look lightly on these exercises, but the wise know that it is by sentiments and enthusiasms that the world of mankind is moved and great results are wrought. In as much as the readers represent not only every age in life and every social grade, but also all diversities of taste, information, and intelligence, it is evident that no one course of reading can be equally satisfactory to all. Some wish a course more extensive, and some desire an examination more thorough than others. Hence, besides the regular course, there is each year an additional list of four books on the subjects of the reading, called “The Garnet Series,” with an outline memoranda examination, rewarded with a garnet seal on the diploma for eArery year that it is pursued. There is also a more complete examination upon the regular course which wins another seal for each year. By these methods both the higher and the popular demands are in a measure supplied. Another demand among the members of the circle arose very early in its history. Many wrote for directions in following out special lines of study in which they had become interested. The majority of the members were in country homes, many of them distant from public libraries, and, while eager for knowledge, knew not in wliat direction to seek it. Hence arose a necessity of special courses for members who desired to supplement the general plan or who had completed the regular course. Many of these special courses have been mapped out, and others are in preparation. As the completion of the regular course at the expiration of four years will be rewarded with a diploma, so for each of the special courses pursued a seal will be affixed. Thus, there are special studies in Roman history and literature (scar¬ let seal), English history and literature (blue seal), Greek history and literature (crimson seal), astronomy, secular normal study, and others. These courses have been arranged with great care. For instance, in the selection of one course a state¬ ment of the plan in writing was furnished to 50 leading clergymen and theological professors, who were requested to recommend suitable works on its various subjects. Forty-five sent answers more or less extensive, which were tabulated, and the hun¬ dred. or more works suggested were carefully examined until 10 standard books were finally chosen and placed upon the list. An inspection of the records and of the letters filed in the general office at Buffalo reveals many noteworthy facts. Names are found representing all creeds and all lands. There are several hundred members in the Dominion of Canada, circles and individual students in England, Scotland, Continental Europe, South Africa, Aus¬ tralia, India, Japan, the Sandwich Islands, and Alaska. All denominations of Christians and many non-Christian bodies are represented in the membership. Though no religious tests are required, yet the course is thoroughly evangelical, and an atmosphere of earnest Christianity overshadows the circle. As to the beneficial results of the organization there can scarcely be a question. Any system which will bring thousands of people into communication with the thought of the world can not fail of blessing the race. Already this movement has quickened many into higher intellectual lile. More than one young man has writ¬ ten to the office that by it he has been awakened to a hunger after knowledge, and has left the circle for the larger culture of the college. In one of the leading local circles a house servant became a member, soon showed herself the brightest scholar in the company, resolved to obtain a higher education, and by dint of saving, with some assistance of friends who perceived her talents, entered the State normal school, where she has since graduated. It has led many young men to employ iu study evenings that might have been wasted, or worse than wasted, in the saloon; and has substituted strong, thoughtful books for sensational novels in the hands of many young ladies. It has breathed an atmosphere of culture around homes of poverty and relieved the dull round of woman’s never-ending work by worthy themes of thought and conversation. It has enabled middle-aged people to supplement the deficiencies, keenly felt, of their early education. One man wrote : “ I am so grateful to you that I can’t express what I feel. I am a hard-working man. I have six children, and I work hard to keep them iu school. Since I found out about your circle I am trying my best to keep up, so that my boys will see what father does, just for an example to them.” HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 931 Another •wrote: “I am a nightwatchman, and I read as I come on my night rounds to the lights.” A steamboat pilot wrote that he found the course of great value to him, ‘‘because,” he says, “when 1 stand on deck on stormy nights I have something to think about, and you know wh«n one has not taken care of his thoughts they will run away with him, and he will think about what he ought not.” We knew of a merchant’s clerk and his wife who, except during the summer vaca¬ tion, devoted the morning hours from 5 to 7 o’clock to study, in order to leave their evenings free for the claims of home, society, and church. An Army officer's wife wrote from the plains that no other white woman was living within 60 miles, and the nearest bookstore was 300 miles distant, so that she was waiting impatiently three months for her text-books, and when they came she fairly wept with delight at the realization that she was at last brought into some communion with seekers afterculture. Such testimonies as these might be multipled by the hundred, if it were necessary, to show that the Chautauqua Literary and Scientific Circle brings valuable results to the world. As lias been already mentioned, tbe office secretary of this branch of the Chautauqua work is Miss Kate F. Kimball. The following extracts from her annual report for 1891 will serve to further illustrate the pres¬ ent status of the work : The class of 1894, the new class, which is always a sort of index of the popular mind, has enrolled nearly 15,000 members — a gain of more than 1,000 over last year's class, while the membership in some of the Southern and far Western States is double that of last year. The Pacific coast sends 1,000 new members, Canada 400, the Dakotas 150, Texas more than 300, while the States of New York, Pennsylvania, Ohio, and Illinois have together contributed more than 5,000. * * * The graduate enroll¬ ment of the class of 1890 carried the membershij) of the C. L. S. C. i lumni up to 25,000, and a full tenth of the number have been actually engaged in post graduate courses of study during the past year. * * * A growing disposition to hold weekly instead of semimonthly meetings is worthy of note. 77 The conven¬ tion idea and the work of the Chautauqua unions are so closely allied that one natur¬ ally leads up to the other. There have been Chautauqua unions at all periods in the history of the C. L. S. C., but never have they done better work than in this vear 1890-’91. THE CHAUTAUQUA COLLEGE OF LIBERAL ARTS. The Chautauqua College of Liberal Arts is an historical outgrowth of the Normal School of Languages, first opened in 1879, the same year as the Teachers’ Retreat. At first each school of language was inde¬ pendent of all the rest, but they have now been coordinated with other subjects into one institution. The present principal of the college is the Hebrew scholar William R. Harper, lately called to the presidency of the new Chicago University. The Chautauqua College is an institution designed to aid the following persons in the acquisition of a liberal and practical education: Those young persons who are unable to leave home or business to attend college; those more advanced in years, who have been compelled to give up a college course once begun ; those mature men and women who desire to make amends for the educational omissions of their early years. It is not claimed that the correspondence system of teaching is superior to oral teaching ; nor that it is destined to supersede oral teaching ; nor that it can compete with oral teaching on anything like equal terms; nor that a class, school, college, or university, dependent for its entire work upon pen, paper, and post, should be sought by the student in preference to established resident institutions. It is claimed that the majority of those who are likely to avail themselves of the advantages of correspondence instruction are actuated by an earnest purpose to obtain an advanced education, by any means which are available to them ; that wise direction through correspondence, by competent and experienced teachers, is calcu¬ lated to produce better results than can be expected from unaided individual effort; that teaching by correspondence can be successfully applied to a course of study so wide and comprehensive that one who masters it will secure a culture that would rightly be called liberal; that it tends to form critical habits of study ; thatitallows tests of the student’s acquirement as rigid as can be desired by the highest standard of educational excellence. This purpose is accomplished by a threefold method of instruction — (1) by cor¬ respondence; (2) by the work offered in the summer schools of the college at Chau¬ tauqua, N. Y. ; (3) by a system of Chautauqua University extension lectures in 932 EDUCATION REPORT, 1891-92. any town or city making the necessary arrangements. The degrees usually given by colleges and universities may be granted by the Chautauqua trustees, through the college of liberal arts, upon the satisfactory completion of the prescribed curric¬ ula. Sixteen courses are required for any baccalaureate degree. Such precautions are taken as will prevent an unworthy candidate from taking a degree. In no case is any honorary degree conferred. (1) By correspondence: The scheme of study in each of the schools of tbe college is arranged in ‘ ‘ courses,” each of which is equivalent to the amount of work expected of a resident student, in one subject, in all school years. It is equal to ten hours of study a week. The number of lessons sent out in each course is equal to thirty- two, upon which an equal number of recitations will be required. These lessons may be sent out, one, two, or four at a time, as the instructor may find most effective. Examinations of the most rigid character, in the presence of judicious and responsi¬ ble witnesses, will be required of each regular student. (2) By summer schools under the regular professors of the summer session of the C. C. L. A., students may arrange for taking courses in the curricula and an exam¬ ination at the close of the session. (3) By Chautauqua University extension lectures. In many cases three or more students form a class for study. The benefits of this plan are obvious and it is strongly recommended by the college officers. Upon the successful completion of any course in the curriculum of the college, a certificate, properly signed, is given to the student. Tne presentation, by a student, to the board of trustees, of sixteen certificates on a prescribed curriculum, will en¬ title the candidate to a diploma and a degree. While the college year begins October 1, students are received at any time. No lessons are corrected in the correspondence schools from June 1 to October 1, except by special arrangement. No limit is fixed to the time which students may take to complete the required courses, though it is earnestly recommended that the student make every effort to do the work in the time suggested by the respective professors. It is recommended that the students of the College of Liberal Arts attend the sum¬ mer session at Chautauqua. They thus become acquainted with their professors, and much advance their work. Any subject taught in the college may be studied by students who desire to avail themselves of such study without expecting or desiring to complete a whole curric¬ ulum. Those desiring to complete a whole curriculum in the college must present satis¬ factory evidence of proficiency, either by examination or approved certificate. Curricula leading to the degrees of bachelor of arts and bachelor of science are offered. For each degree ten courses are prescribed, and six are elective. After admission the following is prescribed for the degree of bachelor of arts — one course in each of the following subjects : Greek, Latin, mathematics, English, German or French, history, psychology and ethics, political economy, physical sciences, and biological sciences. The additional six courses may be chosen from the courses announced under the various departments, subject only to the rules gov¬ erning elective courses. After admission the following is prescribed for tlie degree of bachelor of science — one course in each of the following subjects: Latin, English, German or French, mathematics, history, psychology and ethics, political economy, geology, physical sciences, biological sciences. The privileges and requirements of the six additional courses are the same as those for the degree of B. A. above. (1) Not more than two courses may be chosen from one department of study. (2) The student’s choice of electives may be indicated one course at a time as he may prefer, but when once made it may not be changed. (3) More than three courses may be pursued by students wishing special prepara¬ tion in certain subjects, though only two will be counted toward a degree. (4) In taking more than one course in a subject the student must proceed in order from one upward, so that the subject may be developed naturally. It should be distinctly understood that the Chautauqua College of Liberal Arts is quite distinct from the literary and scientific circles and from the Teachers’ Retreat. The province of the latter is to teach educational methods. The C. L. S. C. attempts to give a general outlook upon the world of literature and science by means of systematic courses of reading in English. The college is a long step forward from these beginnings. It has introduced classical and other linguistic courses, including French and German. The reading circles are under general direction through cor¬ respondence with a central secretary. The college has distinct departments, each under individual direction. In the local circles intellectual stimulus comes from the contact of members and from joint discussion, as well as from private reading. In the college there is direct contact between special students and individual instructors in lecture or laboratory courses during the summer session of six weeks. Afterward, if the student desires it, there is careful supervision of home studies HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 933 along specific lines by means of correspondence, written reports or examinations, at least once a month. The Chautauqua circles give no degrees, only certificates or seals, indicating the completion of a four years’ course of private reading, with greater or less honor according to the character of the examinations passed or the reports made. The college proposes to give degrees, although it has never yet done so and never will do so except in cases of absolute merit as shown by a proper com¬ bination and satisfactory completion of a certain number of elective courses. The correspondence system of college teaching is based on (1) printed instructions, sent out by the department in which the student has chosen to work; (2) on skill¬ fully constructed examination papers, which test the student’s understanding of what he may have read ; and (3) on written answers or reports, sent in to the department at least once a month, and then carefully corrected and returned to the student. The system develops independence of character, habits of investigation and self-help, and the power of accurate and exact statement on the part of the pupil. It necessarily involves thoroughness of preparation and complete command of the entire month’s work, which has covered the ground of what would ordinarily occupy many recitations in a class. Class work, although undoubtedly superior, has its evils, as every college student well knows. The oral recitation is hurried, and covers for each individual only a narrow range of knowledge. In large classes, students are infrequently called up, and, when they have recited, they sometimes become inattentive and take a long mental rest before beginning to calculate the probabilities of another call. It is usually thought by students and instructors that written examinations are, on the whole, the best and fairest all-around test of a man’s ability and attainments. Such severe trials of the knowledge of the pupil and of the patience of the teacher are these written examinations that they are not generally resorted to more than once or twice a term; in fact, under the old college regime only once a year, in the dreaded “ annuals.” It should be remembered that the correspondence system requires at least monthly written examinations, from October to June. These are rarely if ever taken by persons who have shirked their duty, who have crammed and cribbed for a special test, or who are disposed to cheat in the absence of a proctor. Correspondence students are generally persons of mature years, who are very much in earnest, and who have studied for self-improvement or a genuine love of the subject rather than for a diploma or for class rank. Of course the correspondence system is no adequate substitute for the constant drill, perfect regularity, personal supervision, suggestive power, active stimulus, and generous rivalry of class-room work, in the very sight and hearing of a vigor¬ ous and enthusiastic instructor, day after day, and throughout four years. No sane man would ever think of advocating education by correspondence as superior to education by contact. It is for the very sake of establishing personal relations between master and pupil, between the individual and society, that the summer session of the Chautauqua College of Liberal Arts was devised. Although a six weeks’ course of lectures and of class work seems very trifling, as compared with the thirty-six or more weeks of the college year, it should be remembered that one college lecture or one sermon is sometimes enough to determine a life choice. If a college professor can sometimes strike sparks of intellectual light in fifty minutes, he ought to be able to kindle some sort of a fire in the course of six weeks. If a man’s scientific career, like that of Prof. Joseph Henry, once secretary of the Smithsonian, is sometimes determined by the reading of a single book, “ although by no means a profound work,” as he himself admitted, it is possible that the suggestion of a course of good reading for an earnest student at Chautauqua may bear rich fruit in coming years. Many a university student in Germany, England, and America will admit that the best results of a professor’s teaching are introductions to special literature and to new vistas of scientific interest. Many a doctor of philosophy, returning from years of foreign note-taking, has left his voluminous note books unused and has sought fresh knowledge and inspiration in books recommended by his professors or in more recent literature. Finally, it should be borne in mind that the Chautauqua correspondence system is designed for those, and for those only, who, by the force of circumstances, are pre¬ vented from attending a regular college. As Principal Harper truly says : “ There are thousands of men and women unable to avail themselves of oral assistance, who, nevertheless, are eager to study. It is surely an advantage of the correspondence system that it can aid this large class, who otherwise would have no help, and would make no progress.” Popular interest in higher education is evinced by the 27,000 local reading circles, embracing, since the original organization in 1878, more than 180,000 members and a present membership of nearly 100,000. The Chautauqua literary and scientific circles are but voices of people crying in the wilderness “Make straight the way toward the people’s college and the people’s university.” The whole strength of this Chautauqua democracy is directed toward higher education for its hopeful sons and daughters. He is a superficial judge who esti¬ mates the highest educational aims of Chautauqua by those popular addresses of 934 EDUCATION REPORT, 1891-92. Sam Jones, Sam Small, DeWitt Talmage, Joseph Cook, Edward Everett Hale, Frank Gnnsanlns, and Phillips Brooks, to audiences of 5,000 men and women in that great amphitheater, although these phenomena are wonderful, moral, and quickening forces in themselveo. Here, indeed, is a great educational folkmote; but this popular assembly, by its customary contributions of “gate money/’ supports that growing College of Liberal Arts upon the hilltop. London now boasts her People’s Palace, but it was not founded by, and is not supported by, the people. Chautauqua is a popular advance, under the leadership of two sons of the people, from a camp¬ meeting institute to a college of liberal arts, foreshadowing a i>eople’s university. The American people have a sovereign instinct for good leadership, whether in educa¬ tion, religion, or politics. Robert Browning well says : “’Tis in the advance of individual minds That the slow crowd should ground their expectation Eventually to follow — as the sea Waits ages in its bed, till some one wave Out of the multitude aspires, extends The empire of the whole, some feet, perhaps, Over the strip of sand which could confine Its fellows so long time ; thenceforth the rest, Even to the meanest, hurry in at once.” The Chautauqua School of Theology is an outgrowth of the meetings of various ministers during the summer at Chautauqua Lake. It was duly organized and chartered in the winter of 1880-?81. The objects of the school are thus set forth in the charter granted by the legisla¬ ture of the State of New York : (1) To instruct its patrons in the departments of biblical, theological, ecclesias¬ tical, historical, and philosophical learning, which are usually taught in seminaries devoted to the training of candidates for the clerical profession, and in such other subjects as in the judgment of its instructors shall conduce to the efficiency of the candidates. (2) . To provide an archaeological library and museum for the illustration of bibli¬ cal and oriental research, and the collection of books, manuscripts, charts, plans, casts, relics, etc., designed to assist the biblical student in his investigation of the evidences and contents of the Holy Scriptures. At present there are six departments — New Testament Greek, Hebrew, doctrinal theology, practical theology, historical theology, and Chris¬ tian science. The instruction is done by correspondence, as in the College of Liberal Arts, and is designed to enable ministers in active church work to complete their professional studies. Each department is in charge of an instructor of reputation. In order to obtain the degree of B. D. the candidate must pass satisfactory personally super¬ vised examinations, and obtain a certificate from each professor. No honorary degrees are given. Eight degrees have been conferred, the average period of study being five and one-half years, nearly twice the seminary course. Since its beginning the school has enrolled more than 600 ministers of all denominations. There are at present (1802) 150 pursuing the studies of this school. THE CHAUTAUQUA PRESS. A treatment of the various agencies by which the Chautauqua idea of popular education is carried out would be inadequate, were there no mention of the work performed by its press. From the very beginning Chautauqua has made use of this power, first through the Methodist Book Concern, the editor of whose Sunday school publica¬ tions was also Chautauqua’s superintendent of instruction, and soon through periodicals and books from its own presses. It was the desire o:‘ the management from the start to have an “organ ” of its own, and in 1876 was commenced the publication of the Assembly Daily Herald as the organ of the summer meeting, and the Chautauquan, a monthly publication, as the organ of the literary scientific circles, and contain- HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 935 ing most of the required readings in serial form, and other articles of literary and scientific value. The difficulties encountered in supplying the required books to mem¬ bers of the literary and scientific circles, soon made it necessary for the assembly to take the work into its own hands.- The Chautauqua press was, therefore, established with these objects: To supervise all publications containing required readings, or for which Chautauqua is is in anyway responsible in any of its departments; and to make sure that the books selected by the counsellors are published at low rates and in sufficient quantities to meet the demands of the circles. The list of publications from this press is already a long one, and includes many valuable and notable works written especially for Chautauqua work. CHAUTAUQUA EXTENSION. The English idea of higher education for men and women and for life was clearly- anticipated by Chautauqua. Some of the very features of English university extension characterized the educational work of Chautauqua as early as 1874. There were then, and in successive years, locallectures on great subjects, conversazione or class discussions, and written examinations upon topics of public instruction in Bible history and geography, normal Sunday-school work, etc. * * * Oxford and Cambridge borrowed the idea of summer meetings from Chautauqua in 1888, and in that year the first definite plan for university extension was drawn up at Chau¬ tauqua.1 Writing further of this university extension phase of the Chautauqua movement, Dr. Adams says, in the Review of Reviews for July, 1891 : Long before university extension was heard of in this country, Chautauqua began to feel its way towards helpful relation between college men and the people. A step in this direction was the establishment of the College of Liberal Arts at Chau¬ tauqua Lake, not for the purpose of giving degrees, but for the sake of bringing advanced students directly under the influence of college teachers engaged for the summer season from different institutions. In a circular of the Chautauqua College, published in 1883, this interesting suggestion was made : “One may find in almost every nook and corner of our land representatives of colleges, universities and pro¬ fessional schools. They constitute an unorganized brotherhood, whose friendly aid is gladly given to those who, less favored, seek counsel in their search for culture. By conversations, candid criticisms, direct assistance, they put into the student’s life the advantages of the teachers’ living voice and magnetic influence. A number of students in the same locality may organize university classes, hold frequent meet¬ ings, occasionally employ special teachers, and thus may receive many of the benefits that belong to the college recitation room. Thus every student may have his “college council,” and most of them the “ college class.” Of course all such expedients are unsatisfactory without direct con¬ nection with college and university teachers, such as university exten¬ sion now supplies. Dr. Vincent, the sympathetic leader of Chautauqua, visited England in 1880, and again in October, 1886. He was so impressed with the manifest growth of the extension movement that he resolved to urge a similar work in connection with Chautauqua. He wrote home to the registrar of the Chautauqua College of Liberal Arts, and a conference was held with Dr. Harper, the principal, as early as November, 1886. No practical steps were taken, however, until the summer of 1888, when the first definite American plan for Chautauqua university extension was drawn up at Chautauqua by Dr. H. B. Adams, with the approval of Bishop Vincent and his son and assistant, George E. Vincent, together with Dr. Harper, Dr. R. T. Ely, and Fred¬ erick Starr, who formed the principal central committee for the promo¬ tion of the new idea. An elaborate prospectus stating the aims, methods, cost, and history of university extension was issued September 15, 1888, to prominent 1 Forum, July, 1891, ai'ticle on “ University extension,” by Dr. H. B. Adams. 936 EDUCATION REPORT, 1891-92. educators and friends of the movement. The objects proposed were: (1) A revival in the United States of the original idea of a university as a voluntary association of students and itinerant lecturers for higher education by means of systematic courses of local lectures upon special subjects; (2) the promotion of good citizenship by the popular study of social science, economics, history, literature, political ethics, and the science of government, in continuous and progressive courses, under the guidance of competent teachers; (3) courses of instructive lectures upon natural science; (4) cooperation with American colleges and other institutions of learning in order to supplement their work by university- extension courses; (5) affiliations with public libraries, mechanics’ institutes, lyceums, labor unions, guilds, young men’s Christian asso¬ ciations, Chautauqua literary and scientific circles; (6) the higher education of the American people by the organization of the most intelli¬ gent and progressive local forces. The methods suggested were those of English university extension, comprising systematic lecture courses, a printed syllabus, class dis¬ cussion, written exercises, and final examination. The system was to be under the general management of a central committee, selected from representative college and university professors, who agreed, upon request from the Chautauqua registrar, to u nominate candidates for itinerant lectureships from among the younger specialists who are per¬ sonally known to be fitted for the task of popular teaching.” It was hoped that local branches of Chautauqua would prove instrumental in organizing local courses of extension lectures. Several editions of the Chautauqua circular have been published since 1888 and widely distributed at the summer assemblies, where thousands of people con- gregatein July and August to hear popular lectures and good music, and to attend instructive class courses at the Chautauqua College of Liberal Arts. Undoubtedly much of the widespread popular interest in university extension, particularly at the West and South, has resulted from this early and persistent propaganda by the managers of Chautauqua. The educational results are seen in the increasing tendency toward instructive and continuous lecture courses in the numerous summer assemblies and at the central Chautauqua. These experiment stations might become good training schools for college graduates and young professors.” The function of Chautauqua in the educational system of the United States, as set forth by its promoters is compensatory and supplement¬ ary. It would not if it could supplant or compete with the institu¬ tions of the conventional type. It strives to do work which they either can not or have not attempted to do, and the result of the Chautauqua methods has been to increase the interest of the people in the college and university. Its underlying principle is that education is the privi¬ lege of all, young and old, rich and poor; that mental development is only begun in school and college, and should be continued through all of life. Its aim, therefore, is a double one. It would carry the benefits of intellectual enlightenment to those to whom circumstances have denied the privilege of attending the higher institutions of learning, and would provide for those who take the college course incentive for continual intellectual activity. Chautauqua says, therefore [writes Chancellor Vincent in his Chautauqua Move¬ ment x], show the learned their limitations and the illiterate their possibilitities. Chau¬ tauqua pleads for a universal education; for plans of reading and study; for all legitimate enticements and incitements to ambition; for all necessary adaptations HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 937 as to time and topics; for ideal associations which shall at once incite the imagina¬ tion and set the heart aglow. * ‘ ~ Show people out of school what wonders people out of school may accomplish. Show people no longer young that the mind reaches its maturity long after the school days end, and that some of the hest intel¬ lectual and literary labor is performed in and beyond middle life. II — CHAUTAUQUA ASSEMBLIES. Chautauqua has been a prolific mother. Not the least important among the methods by which the extension of her influence has been effectuated has been the establishment of a large number of smaller assemblies in various parts of the country, at which are imitated on a smaller scale the exercises of the parent assembly at Chautauqua Lake. Of such summer Chautauqua centers there now exist somewhat over sixty. With scarcely an exception these assemblies have been held at popular summer resorts, and the actual duration of the assembly ses¬ sions has been from one to two weeks. In all cases the purpose has been double — primarily, instruction ; secondarily, recreation. The com¬ parative amount of emphasis laid upon these aims varies in the differ¬ ent assemblies. In some the amount of instruction given is very con¬ siderable, and covering a large number of subjects; in others the. educational feature has been but slightly developed. The following information regarding these several summer meetings has been elicited in response to a circular addressed to their presidents, and containing the following interrogatories : (1) What are the subjects taught? (2) What methods of instruction are followed? Do you have courses of lectures on large subjects, or single lectures on varying topics? (3) What is the size of the assembly, the number of teachers, lectures, and students? (4) What is the object of the assembly — instruction or entertainment, or both? From a few assemblies no answer has been obtained. The National Chautauqua at Glen Echo , Md. — The youngest child of its 17-year-old mother, Chautauqua, is the new assembly at Glen Echo, Md., which takes its name u national” from its location, being situated but 4 miles from the national capital. The assembly is but one year old, its first session being held in the summer of 1891, but an immense amount of work has already been done in improving the grounds, and its first programme showed an excellence rivaled only by its parent at Chautauqua Lake. The indi¬ cations are, indeed, that this new educational association, incorporated under the laws of Maryland, will in the very near future assume a position in the foremost rauks of institutions for popular instruction. The site chosen is on the high banks of the historic Potomac, 4 miles above Washington, with which city it is connected by an electric car line. The grounds comprise about 80 acres, donated to the association for the purpose, and commands an extended river front. Several buildings have been erected, among them the amphitheater, the Hall of Philosophy, the Arcade, and the Fed Cross buildings. The amphi¬ theater is an immense building of granite, a perfect circle in form, and 200 feet in diameter, and has a seating capacity of 6,000. The Hall of Philosophy is likewise of Potomac granite, and besides containing a series of rooms for special classes possesses an auditorium with seats for 400 people. Regarding the character of these buildings, one of the lecturers there last summer writes me as follows : The buildings which have been erected and are now in process of erection sur¬ pass by far in beauty, cost, and adaptability to their uses for which they are intended those of the old New York Chautauqua, and I was told by old Chautauquas, who have been everywhere, that they surpassed anything to be found at any Chautauqua in this country. 938 EDUCATION REPORT, 1891-92. One of the most serious drawbacks to the success of the first ses¬ sion was the lack of adequate transportation facilities from Wash¬ ington. The management have, however, promised that before the opening of the next session a line of the Baltimore and Ohio Railroad will be running to the very gates of Glen Echo, and that a number of steam packets will be running on the Chesapeake and Ohio Canal, which runs through the grounds. The following account of the session of 1891 has been kindly furnished by Dr. A. H. Gillet: The National Chautauqua of Glen Echo is the corporate name of a new educational association formed for the purpose of conducting an annual assembly and suninn r school on the plan of the famous Chautauqua of western New York. The site selected is on the hanks of the Potomac midway between Washington and Great Falls. Ample buildings have been erected at a cost of $160,000, and water supply, sewerage, and electric lighting provided at a cost of $100,000 more. The grounds were donated to the association by Messrs. Edwin and Edward Baltzley, who have also borne the largest share in the expense of preparing for the first session. The officers of the association are: President, Mr. Edwin Baltzley; chancellor, Dr. A. H. Gillet; secre¬ tary, Linson De F. Jennings ; treasurer, Edward Baltzley. The location is such, the buildings so fine and so well adapted to the purpose, and the success of the first session so complete, as to raise great expectations as to the future of this admirable institution. The following is an outline of the work done during the first annual session, June 16 to August 1, 1891. (1) Amphitheater entertainments. — These include lectures, stereopticon entertain¬ ments, readings, and platform meetings. Of these, 54 were given. (2) Concerts. — These included chorus concerts, band concerts, concerts by vocal and instrumental talent and piano and organ recitals ; and numbered altogether 34. (3) Courses of lectures. — Two in literature, 1 by Mr. Leon H. Vincent, of 5 lec¬ tures, and 1 by Mr. Robert Niven, also of 5 lectures; 1 in American History by Miss Jane Meade Welch, of 6 lectures; 1 on political economy by Dr. W. A. Scott, of 6 lectures; and 1 on English political leaders by Mr Robert Niven, of 3 lectures. (4) Studies in Shakespeare. — Miss Imogen S. Pierce conducted a class 5 hours per w eek, for 3 weeks, in the study of Shakespeare’s plays. Midsummer Night’s Dream, Macbeth, and the Merchant of Venice are the plays through which the class went with some degree of thoroughness. (5) Biblical literature. — In this department, during the first 3 weeks of the assembly session, classes were taught in Hebrew and New Testament Greek. Two courses of lectures were delivered, 1 on Old Testament history by Prof. George S. Goodspeed, and 1 on the gospel of John by Dr. F. K. Sanders. Supplemental to this work Dr. George Elliott, of Washington, delivered 6 lectures on Biblical subjects and 7 on normal methods as applied to Sunday-school and church work. (6) The schools. — Practical class work has been successfully conducted in the industrial-art department by Prof. J. Liberty Tadd; in the various departments of business by Prof, and Mrs. S. H. Spencer; in French and Italian by Prof. J. P. des Garrennes; in Latin and mathematics by Prof. F. A. Springer; in music by Prof. Mark C. Baker; in Delsarte by Miss Gwyneth D. King; and in physical training by Prof. J. W. Sims. (7) Other work. — In addition to what is enumerated above, special attention was given to young people’s work. Mr. W. H. H. Smith concluded a series of very help¬ ful meetings, spending apart of each hour in devotional service and the remainder in the study of the best methods of doing such work. (8) C. L. S. C. — Round tables were held as often as circumstances would permit, and a recognition service was conducted at which 11 people were “recognized,” 6 receiving their diplomas. An “office” was kept open. Circulars, blank forms of application, and copies of the Chautauquan were distributed. (9) Sunday services. — Among the most pleasant memories of the first session of the Glen Echo Chautauqua will be the restful Sabbath hours, able and thoughtful sermons, inspiring music and the devotional spirit, ministered to by all of the asso¬ ciations of the day and place. The Sunday school for the study of the Word and the Chautauqua Sunday vesper services both contributed much to the value of these days of rest. In the work of this first session the association has had in its employ for the entertainment and instruction of the public 304 musicians, besides the registered cho¬ rus of 900 singers, 60 lecturers and readers, and 17 teachers, making a total of 441 different people who in one way or another have contributed to the success of the first programme of the Glen Echo Chautauqua. Plans are already maturing for the work of the Glen Echo Chautauqua for 1892. An elaborate programme will be provided covering the various lines of summer-school HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 939 work. The ablest teachers to he had will he chosen and nothing omitted to make it the equal of any similar institution in the quality and character of its work, as it is now the best equipped with buildings and facilities. Acton Parle, Indiana. — The annual session of Acton Park Assembly for 1891 opened July 22 and closed August 10. Properly speaking, the yearly gatherings at this place have been of a camp-meeting char acter for religious purposes, but from year to year days have been set apart for Chautauqua work. Lectures upon various topics have been delivered, classes organized for study, and diplomas delivered to grad¬ uates. Bay Yieic, Mich. — Bay View is in northern Michigan, on Little Traverse Bay, out of Lake Michigan, and a mile above the city of Petoskev. It is entirely a summer city of 400 or more cottages and hotels, besides 7 halls of the Bay View Summer University. In 1876 Bay View was founded, and in 1886 the assembly and sum¬ mer university were organized. In the assembly instruction is the principal object, though entertainment is also used to interest. The general programme is itself a popular school, and courses of lectures on large subjects are a prominent feature. Lectures for entertainment are used sparingly. Besides the general programme there are several departments, notably the Woman’s Christian Temperance Union School of Methods and the Bay View Missionary Institute, each holding almost daily sessions, where by lecture and exposition leaders instruct workers and members in these organizations. These departments are believed to be of great practical value. In addition the Women’s Coun¬ cil. the Press Club, and a series of meetings conducted by the Young People’s Society of Christian Endeavor and the Ep worth League consti¬ tute popular schools where ideas are exchanged and leaders with ideals and ideas are heard in programmes specially arranged to arouse and instruct. The university has nine departments : college of liberal arts, Bible school, school of art, school of music, schools of elocution, physical culture, photography, business, etc. The faculty numbers 32, includ¬ ing instructors, and the attendance is between 400 and 500. The methods of instruction are mainly by lecture and practical work. The subjects taught are those usually included in the schools named. The attendance at the assembly is about 12,000 during the season. The uni¬ versity term is usually from the middle of July to the middle of August, and the assembly session begins one week later than the for¬ mer, closing with it. The announcements for the session of 1892 con¬ tain the information of the acceptance of the principalship of the univer¬ sity by Dr. Bichard T. Ely, late of the Johns Hopkins University, at present professor of economics at the University of Wisconsin. The department of social science is to be further strengthened by the coming of Prof. David Kinley. Among other new men secured by the Bay View Assembly are Prof. James A. Woodburn, of the University of Indiana, who will conduct courses in American history, and Prof. H. M. Magoun, whose work will be in the classes. In connection with the Bay View Assembly is published a quarterly magazine entitled, The Bay View Assembly "Herald. Beatrice, Nehr., and Mountain Lake Park, Md. — These two assemblies are under the same management. Concerning them Mr. W. L. David¬ son, d. D., the superintendent of instruction, gives the following facts: The subjects taught are Sunday-school normal classes in senior and junior grades, elocution, kindergarten, physical culture, modern lan- guagesrastronomy, art, microscopy, music, and ministers’ institute (ten days’ session with lectures along Biblical lines). The instruction is by 940 EDUCATION REPORT, 1891-92. daily classes, courses of lectures on large subjects, and often single lectures on varying topics. Over 25,000 people visited the Beatrice Assembly during the last session, and over twice that number the assembly at Mountain Lake Park. Classes have averaged from 25 to 100 students. Black .Hills, South Dakota. — The Black Hills Chautauqua Assembly gives instruction in the Bible, music, natural sciences, history, and litera¬ ture. About one-half of the time allotted to lectures is devoted to courses of lectures on large subjects, the other half to single lectures on varying topics. At the last session there were 6 teachers, 12 lecturers, and about 150 students. The session lasted from August 11 to August 26. The town of Black Hills is built around the famous Hot Springs of South Dakota, the curative powers of whose waters attract a yearly gathering of 10,000 people. Bluff Park, loiva. — The assembly at this place has not been organized into a school, with its classes and corps of teachers, nor is there a record of attendance kept. General instruction, however, on biblical subjects, is given daily, and there are occasional lectures on varying topics. Chester, III. — The Southern Illinois Chautauqua at Chester held its first session in 1891, and is the first one ever conducted by a woman. The opening session was successful, several schools were formally begun, and the attendance increased from 500 at the beginning to nearly 1,200 on the closing night. Immediately at the close of the assembly a charter was applied for and preliminaries of permanent organization effected. Clarion, Pa. — The subjects taught at this assembly, held at Beynolds- ville, Pa., are English branches, Latin, Greek, Hebrew, and German. There is also an Itinerant’s Club department, a Chautauqua Literary and Scientific Circle, aud a Chautauqua Normal Union department. The instruction is by classes and single lectures on varying topics. The attendance of students has been about 100 and the corps of teachers has averaged 10. The object of the assembly has been, primarily, instruction. Connecticut Valley, Northampton, Mass. — The fifth session of the Con¬ necticut Valley Sunday School and Chautauqua Assembly was held in 1891 at Laurel Park. The subjects systematically taught were music, elocution, primary, intermediate, and normal worn in Bible teaching. In the subjects named there were special instructors. The work of these teachers was supplemented by single lectures on many subjects. The instructors numbered 6, the lecturers 27, and there were 100 stu¬ dents enrolled. The attendance at the lectures reached as high as 2,000 in some cases. Council Bluffs and Omaha Assembly. — The subjects taught are: Music, Bible, and pedagogics in classes, and a wide variety of other subjects in popular lectures. At the last session a special course on literature and comparative religions was given on the university extension plan. The attendance at the session of 1891 was 5,000 at the lectures, and from 20 to 150 in each of the classes. There were 8 teachers and 20 lecturers. Hast Hpping , N. H. — For six years a Chautauqua assembly has been held at East Epping. At the last session instruction was given in French, German, vocal music, water color and oil and china painting, shorthand, and typewriting. There were Sunday school normal and children’s Bible classes, and lectures, concerts, and religious meetings every evening. Hpworth Heights Assembly, Ohio. — Subjects taught: Music, elocution, fine arts, painting, china decoration, etc., stenography, typewriting. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 941 pliot-ograpliy, cookery, physical culture, Sunday-school normal studies. Methods of instruction: By class work and lectures. Attendance: From 2,000 to 3,000; 20 teachers and 150 students. Florida Chautauqua. — The Florida Chautauqua is situated at De Funiak Springs, Walton County, and is one of the most successful of these institutions organized on the plan of the parent assembly in New York. The subjects taught in classes are: The Bible, arts, music, kin¬ dergarten, pedagogy, elocution, physical culture, and stenography. During each session there are given several courses of lectures on literary and social topics. The programme for 1891 shows, for example, that a course of 6 lectures on u Labor and x^r°perty” was given by Dr. Washington Gladden, and another course of 4 lectures on ‘'Astronomy*’ by Prof. H. N. Felkel. At these lectures the university extension plan was followed of distributing to the audience printed outlines, and closing with a written examination. Besides these courses there were a large number of single lectures on different sub¬ jects. At the session of 1891 there were 12 teachers, 40 lecturers, and an attendance of 4,000. Fremont , Nebr. — The Central Chautauqua Assembly, at Fremont, Nebr., held its first session June 23 to July G, 1891. Permanent improvements consisting of an auditorium with a seating capacity of 3,000, 12 other buildings, and a hotel have been made. The general work of the assembly for its first year consisted of 47 lec¬ tures and addresses ; 40 hours of normal work, 40 hours given to the Teacher’s Retreat; 17 hours to chorus work; 10 hours to Young Peo¬ ple’s conference, besides the regular work of the Round Table held each day and a W. C. T. U. School of Methods. Georgetown , Tex. — The first session of this assembly was held in 1891, and had sufficient success to place it beyond the experimental stage. The assembly session lasted from July 1 to July 15. Georgia Chatauqua. — This assembly held at Albany, Ga., confines its instruction to the departments of music, physical training and com¬ mercial law and bookkeeping, in which the enrollment of students has averaged 600 yearly. Redding Chautauqua , Few Hampshire. — The Hedding Assembly is auxiliary to the Chautauqua University at East Epping. The sub¬ jects taught are French, German, voice culture, oil painting, and crayon work, shorthand and typewriting, cooking, Sunday-school normal work, and juvenile science. These subjects are taught in classes, and there are occasional lectures. The number of teachers at the session of 1890 was 10. There were 45 lectures given and an enrollment of over 200 paying students. Those in attendance upon the lectures averaged 800 in number. Colfax , Ioiva. — The Iowa Chautauqua Assembly at Colfax held its third session in 1891. The subjects that have been taught are, Evi¬ dences of Christianity, music, political economy, physical culture, history, biography, science, literature, art, and ethics. Instruction has been by class work, and by lecture courses on large topics and separate addresses on varying subjects. At the last session there was an aver¬ age of 4 lectures or entertainments per day for ten days. Island Park, Indiana. — The Island Park Chautauqua held its thir¬ teenth session in 1891. There were 12 organized classes. Instruction was given in the following subjects: Fine arts, languages, English lit¬ erature, elocution, physical culture, kindergarten, and normal classes. Numerous lectures on various subjects were given by prominent men. The average daily attendance in the auditorium was 2,000. 942 EDUCATION REPORT, 1891-92. Kansas Chautauqua. — The Kansas Chautauqua Assembly has met each summer at Oakland Park, near Topeka, for seven years, holding annually a 10-days7 session, with normal classes for study of the English Bible, training classes for instructing Sunday-school teachers in approved methods of teaching; classes — part of the time — in elementary Greek and Hebrew, in elocution and literature, with lectures on popular sub¬ jects, intended for entertainment as well as instruction ; stereopticon tours, concerts, classes in music, etc. Missionary conventions and councils of the Woman’s Christian Temperance Union have also been held sometimes in connection with the assembly. The instruction has been done chiefly by lecture-lessons, with blackboard outlines. The normal classes have brought together about 200 students; the popular lectures have been attended by audieuces which sometimes reached the number of 3,500. The present corps of instructors numbers 12. Kentucky Assembly. — The Kentucky Chautauqua Assembly has been in existence for five years. Instruction is given in Bible studies, nor¬ mal training, W. C. T. U. work, and music. “We have as yet only begun our educational work,” writes the superintendent, “but our design is to begin to develop this work, especially in the line of uni¬ versity extension courses. We had an audience last year of 20,000 people. The number of lecturers, teachers, and workers was 30. Ottawa Chautauqua Assembly. — Regarding the work of these three assemblies, their superintendent, Dr. J. L. Hurlbut, writes the follow¬ ing letter: I have charge of the above assemblies and all of them are conducted substantially upon the same plan. At each assembly we hold daily classes, at least 2 hours a day, for the study of the Bible and the best methods of Sunday-school work. We have also children’s classes for Bible study, and an examination upon it at the close of the session. We have a chorus organized consisting of from 100 to 300 singers, which receive train¬ ing from 2 to 4 hours every day. We have also a class at most of the assemblies named above of from 100 to 200 members in English literature. The afternoon and evening platform exercises are of a popular character intended to draw the crowds, but literary lectures we find are the most popular. Three thousand or 4,000 listened to each of Gunsaullus’s historical lectures last. summer. The Ottawa Assembly last summer had over 2,000 people attending its daily classes, with about 10 instructors, and the lecture platform embraced about 10 lec¬ turers. The Nebraska Assembly had, perhaps, 1,000 attending its several classes, with half as many instructors as at Ottawa. Lake Tahoe , California. — The Lake Tahoe Assembly is a new enter¬ prise, and but two sessions have been held. As thus far developed, there are schools of history, language, natural history, and theological department of methods. At the session of 1890 there were 10 lecturers, 0 teachers, and 150 students. Lakeside Assembly , Ohio. — The following letter from the secretary explains the character of the work of this assembly: There is taught the u Bible normal course,” science, art, literature, temperance, political economy, history, biography, and every subject that comes in the line of popular lecture courses. We have kindergarten and normal schools, music, and elocution. Wo have both u courses of lectures on large subjects and single lectures on vary¬ ing topics.” The average attendance at lectures is probably 1,500 at the three popular hours — 10 a. m., 2.30 p. in., and 8 p. m. ; at the odd hours, of course a much less number. In the special classes say, an average of 20. Our object is to instruct and entertain as well as furnish a healthful resort. Our camp meeting, held at consecutive date, is under the management of a board of trus¬ tees, appointed by five conferences of the Methodist Episcopal Church, and is as well attended as the other. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 943 Long Beach , Cal. — Long Beach Chautauqua Assembly, held at one of the summer resorts on the Pacific coast, has afforded instruction in Sunday school normal work, art, cookery, oratory, music, photography, and kindergarten. In addition, there have been numerous lectures. For four years, also, the Epworth League Assembly has held its annual camp meeting in connection with the assembly, and under its auspices has been conducted a school for the study of the English Bible. Ses¬ sions of the Southern California W. C. T. IT. Assembly and School of Methods have also been held at Long Beach. Long Pine , Nebr. — The assembly at Long Pine teaches the Bible, political science, natural science, temperance, pedagogy, and music, with the C. L. S. C. a specialty. Lectures are given on various sub¬ jects, and there is daily class instruction. There are from 10 to 12 teachers and 18 or 20 lecturers employed at each session. The stu¬ dents number from 200 to 300, and the attendance ranges from 500 to 2,000. Monona Lake , Wisconsin. — The instruction at this assembly embraces tfie following subjects: The Bible, pedagogics, vocal music, and elocu¬ tion. This work is supplemented by lectures, both single and in courses. Tbe daily attendance has been from 1,500 to 6,000. Five teachers have been employed, the number of lectures has averaged 40, and the attend¬ ance of students over 400. Mont Eagle , Tenn . — The following letter of the superintendent gives an outline of the work of this assembly : Onr assembly embraces two features — the schools and assembly platform. In the schools are taught the branches needed by teachers of the various schools in the South, embracing ancient and modern languages, English, mathematics, sciences, pedagogics, music, and art. Both methods are used. Single lectures, course lectures, and class instruction are used. The assembly and schools run through two months; more than 60 lecturers and teachers were employed last year, and the average daily attendance 800 to 1,000 per¬ sons. The object is to entertain and instruct, furnishing instruction on the leading reli¬ gious and popular topics of the day. Northern Netv England , Maine. — The instruction at this assembly, which holds its annual sessions at Fryeburg, is given almost exclu¬ sively by means of lectures of which there are a considerable number. Systematic instruction, however, is given in oratory, Delsarte sciences, normal methods, and cookery. Ocean City , N. J. — Concerning the work of this assembly its presi¬ dent writes as follows: We do not make it a business to form classes and go through professional instruc¬ tions. We have exercises of a religious character; C. L. S. C. round tables; recog¬ nition day, Avhen we give the C. L. S. C. diplomas sent tons from Dr. Vincent to those who have earned them; lectures, camp-fire services, and other services pertaining to Chautauqua work. Our lectures are on single subjects. Our audiences vary from 100 to 300 on week days to 500 on Sundays. Our object is to entertain along educa¬ tional lines and to stir up interest in Chautauqua educational methods for those who can not go to regular schools. Piasa Bluffs , Lllinois. — The subjoined letter sufficiently describes the work of this assembly : Our programmes have been general, but we have so far given most attention to Sunday-school normal work, and to the Chautauqua literary and scientific circle. Our methods have been the normal drills, round-table conversation, and lectures. So far we have had only single lectures on varying topics. The attendance varies from 150 to 1,000. There have been but 2 regular teachers, Rev. C. J. W. Coxe, d. d., in charge of the normal work, and myself [Rev. Frank Lenig, ph.d.] in charge of the C. L. S. C. work. Last year there were about 40 in the normal class, and about 25 Chautauquans. 944 EDUCATION KEPORT, 1891-92. We propose both instruction and entertainment. The assembly is only about three years old, but its prospects are good. New departments will be added this year, and a week will probably be given to an itinerant club. Piedmont Chautauqua , Georgia. — The Piedmont Chautauqua, which holds its session at New Atlanta, rests upon a substantial basis, hav ing over $100,000 invested in buildings and park. The subjects taught are language (German, French, and English), English literature, gen¬ eral history, pedagogy, physics, biology, botany, mineralogy, vocal and instrumental music, art, physical culture, elocution, business, and kindergarten. The methods of instruction include class work, conver¬ sational lectures, and lecture courses on such large subjects as English literature, Egyptology, and the Bible. The number of teachers has averaged 20, the lecturers 40, and the audiences have ranged as high as 3,000. Piverview , Ohio. — The Biverview Assembly has held three summer sessions at New Richmond, Ohio. The first season a full course of studies was conducted, but since then instruction has been limited to single lectures on detached subjects. Audiences have ranged from 1,000 to 2,000. Pocky Mountain , Colorado. — The following letter gives the essential points regarding this assembly : The Rocky Mountain Chautauqua Assembly, held at Glen Park, near Palmer Lake, Colo., is a summer school, which continues about three weeks each summer, begin¬ ning the second Wednesday in July. The subjects taught are: (a) Lessons on the construction, origin, evidences, his¬ tory, geography, institutions, and interpretation of Scriptures, and upon the organ¬ ization, management, and teaching in Sunday schools; (6) Popular course of instruction in botany, geology, astronomy, and such history as may be in current line of C. L. S. C. reading; (c) Round table, taking up such subjects as are being or have recently been considered in the C. L. S. C. readings. We adopt, as methods of instruction, lectures and examinations, and in the normal department a course of study and recitation. We also have a course of platform lectures of popular character on all subjects that the lecturers may select from. The number of teachers and lecturers at each assembly will probably average about 30. Enrolled students average, say, 100, but of those in attendance, 1,500. Our assembly is principally for instruction, but we combine with it entertain¬ ment. San Marcos , Tex. — Instruction at the San Marcos Assembly includes, (1) the course of study prescribed for the C. L. S. G. ; (2) in its teachers’ summer normal institute, the course of study prescribed for the pub¬ lic free schools of Texas. There are both courses of lectures on large subjects and course lectures and illustrations on select and varying subjects and class work. There are also Sunday school normal lectures and class work. Elocution, various branches of art, kindergarten are also taught. The membership of the institution is about 200, and the teachers at the session of 1891 numbered 13 and the lecturers 22. The object of the assembly is, first, moral and religious instruction; sec¬ ond, social entertainment. At session of 1891 the assembly more than cleared expenses, besides raising $1,250 for a hall of philosophy. Silver Lake, A. Y. — The subjects taught are theology, conference stud¬ ies for young men entering the ministry, normal Biblical studies, school of English Bible, Hebrew, Greek, Latin, French, German, Eng¬ lish literature, oratory, stenography, typewriting, and music. The¬ ology, conference studies, and English Bible are taught in lectures, the others in schools. The “ natural method” is employed in the languages. The regular teachers number 12, the lecturers about 15, and in all departments there are enrolled 400 students. San Antonio , Tex. — The subjects embraced in the instruction given at the Texas Chautauqua at San Antonio are the Bible, music, elocu- HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 945 tion, Sunday school normal training, secular normal school, and the C. L. S. C course. The lectures are usually on various detached sub¬ jects, though occasionally longer courses on large subjects are given. The teaching force has averaged from 12 to 15, with as many lecturers in addition. Waseca Assembly , Minnesota — This assembly dates from 1884, and during the eight years of its existence has hacl remarkable success. A full equipment of buildings and facilities for every kind of assembly work have been provided. 'An auditorium tabernacle, hall of philoso¬ phy, and normal hall have been erected. The assembly now includes 9 general departments and more than 20 special classes. The subjects taught are : Music, French, German, shorthand, botany, biology, astron¬ omy, microscopy, history, crayon work, bookkeeping, and typewriting, Sunday-school normal work, pedagogics, and theology. Waseca Assembly is the northwestern headquarters for the 0. L. S. C., and special attention is paid to G. L. S. C. work. Besides these branches of work there are an Itinerants’ Club of the Minnesota Annual Conference, and an Epworth League Training Institute. Wiers, A. H. — Regarding the Winnipesaukee Lake Assembly, which has held five annual sessions at Wiers, FT. H., the president writes as follows : The subjects taught are those treated iu the C. L. S. C. work, the Bible, and music. We have both courses of lectures and single lectures on varying topics. The aver¬ age attendance of members may be put at 300, but the visitors are many more. The average of lecturers and teachers may be put at 12. Our main purpose is instruc¬ tion, but we give entertainments also. Concerning the folio wing assemblies no information has been obtained: Lake Bluff Assembly, Illinois; Lake Madison, South Dakota; Lang- don Assembly, North Dakota; Hiram’ Assembly, Ohio; Missouri Assembly, Warrensburg, Mo. ; Mountain Grove, Berwick, Pa. ; Niagara Assembly, Canada; Ocean Grove, N. J.; Ocean Park, Me.; Pacific Coast Assembly, Monterey, Cal. ; Puget Sound Assembly, Washington; Round Lake, N. Y. ; Seaside Assembly, Key East, N. J. ; Winfield, Kans. ; Southern Illinois; Gerhart Springs, Clatsop, Oreg.; Warsaw, Ind.; Weatherford, Tex.; Ridgeview, Pa. III. — THE MARTHA’S VINEYARD SUMMER INSTITUTE. The summer institute that has been held on Martha’s Vineyard since the summer of 1878 is to-day one of the leading and most flourishing institutes for summer instruction in the United States. Together with the great experiment at Chautauqua Lake, it occupies a position in modern educational movements that will render a detailed description of its work the best commentary that can be given upon that phase of popular instruction, which it is the purpose of this monograph to describe. The following account of this institution has been adopted from a sketch very kindly furnished by its present president, William A. Mowry, ph. d. The school was started in the summer of 1878. The originator and first president of the enterprise was Col. Homer B. Sprague, ph. d., at that time the head master of the girls’ high school in Boston. He first selected the place, interested others in the scheme, put the plan in ed 92 - 60 946 EDUCATION REPORT, 1891-92. operation, and carried the institution forward until it was incorporated under the laws of the Commonwealth of Massachusetts, and became one of the permanent educational institutions of the Old Bay State, and secured a fine building adequate for the purpose, where sixteen recita¬ tions could be conducted in the same hour. Dr. Sprague himself thus describes the beginning and first few years of the school : 1 The Martha's Yineyard Summer Institute originated in a very humble way. For a number of years, beginning with 1871, my friend Prof. Ellinwood and myself had spent the greater part of the summer at the Vineyard, and we had often discussed the possibility of establishing a summer school on the island. There was no ques¬ tion in our minds as to the desirability of well-directed mental employment on the part of thousands of teachers and others, during a portion of the two or three months of the long vacation. What to do, and how to do it, in founding such an institution, was the problem. To us, after much meditating, it seemedbest, at last, to invite a number of eminent teachers to join us m issuing an announcement of classes, to be formed at Cottage City (then Yineyard Grove), in July, 1878, and to be continued five weeks. If successful, the work could be repeated in future years, and xiossibly a large and permanent institution might grow out of it. If unsuccess¬ ful, no serious harm was anticipated, and it would bo gratifying to have deserved to succeed. No large pecuniary return was looked for; but it was hoped that scores and hundreds of students would be materially aided, and that valuable service would be rendered to the cause of education. The healthfulness of the island, its quiet beauty, its accessibility yet seclusion, its facilities for bathing, its innocent recreations, and especially its traditionally religious character and its wholesome moral influences seemed to make it of all spots the fittest for such an enterprise. The plan adopted allowed of indefinite expansion. Any study in which satisfac¬ tory work can be done, or even a satisfactory beginning can be made, or a satisfactory course of lectures or lessons given, during five weeks, might be admitted, provided a competent professor could be found to take charge of the special branch. Each pro¬ fessor was to have complete liberty to manage his department in his own way so far as it could be done without injury to his associate professors or to the general inter¬ ests of the institute. A uniform rate of tuition, $15 in each department, was fixed upon, and each professor was to receive as compensation for his services the tuition fees paid by his own students. The professors were to share equally the expense of advertising by joint circulars and by joint cards in the newspapers, but each profes¬ sor was at liberty to advertise further his special classes. The common interests of the institute were to be managed by the professors assembled as a faculty of instruc¬ tion and government or by the president acting for all. As bonds of union among the students as well as among the professors, all mem¬ bers of classes and of professors' families were to be admitted free of cost to public lectures and entertainments by distinguished men invited by the institute. These were to be paid by admission fees from all persons not connected with the school. The professors also were at liberty to deliver public lectures, receiving as their com¬ pensation the proceeds of tickets sold to persons not members. For such lectures, readings, or concerts the institute was to provide a hall and pay the expense of tickets and handbills, but the lecturer or other performer was to be at his own charges and his own risk as to receipts. The giver of the entertainment was at liberty, under proper limitations, in his discretion and at his own expense, to resort to other means of advertisement. Further to unite the members of the institute and promote social enjoyment, weekly receptions and excursions were arranged, the former taking place on Friday evenings and the latter on Saturdays. The general plan of operations, allowing to each department independence in all local matters not affecting immediately the common interests, yet combining for cen¬ tral direction in all things in which the general welfare of the institute is concerned, has prevailed until the present time. The forenoons are mostly given up to class ex¬ ercises, the afternoons and evenings to public lectures and entertainments, Friday evenings to receptions, and the whole of Saturdays to excursions and recreation. The election by a student of two or more studies has been permitted but not encouraged. When interferences have occurred between hours of recitation, the same student being due at two places at once, the matter has been amicably arranged by the professors in charge of those classes, or, in case of irreconcilable diversity of opinion, by the president of the institute. In the fall of 1877 and winter of 1877-78, after much consideration, and after con¬ sultation with many eminent gentlemen, the following instructors were induced to join in the work : Summer Institute Herald (published by the institute), July 21, 1882. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 947 In botany, Prof. William R. Dudley, of Cornell University ; in entomology, Prof. B. PickmanMann, of Cambridge; in French, Prof. Philippe de S6nancour, of the Bos¬ ton Latin School; in geology and mineralogy, Prof. L. S. Burbank, of the Boston Society of Natural History ; in German, Madam Marie Mehlbach, of Auburndale; in industrial drawing, B. W. Putnam, of Jamaica Plain; in Latin and Greek, J. M. Tetlow, of the Girls' Latin School, Boston; in microscopy, Dr. Ephraim Cutter, of Cambridge, and Dr. Paulus Reinsch, of Munich; in pedagogics, Prof. J. C. Greenough, of State Normal School, Providence, R. I. ; in zoology, Profs. William B. Dwight, of Yassar College, and A. C. Apgar, of tlie State Normal School at Trenton, N, J. After several unsuccessful attempts to secure a desirable professor to take charge of elocution, that department, as well as English literature, was placed under my own care. A public meeting was held in the Union Chapel the day before the beginning of the session, and the different professors successively stated to the audi¬ ence the course in their several studies. Mrs. Abba Gould Woolson was engaged to deliver a course of 10 public lectures on historical and literary subjects, and Prof. Robert R. Raymond gave 10 public Shakespearian readings. Mrs. Woolson was prevented by ill health from fulfilling her appointments. Mr. Tetlow delivered two public lectures on Latin pronunciation, afterwards printed in theN. E. Journal of Education; Mr. William Marshall, 1 on an “An evening in wonderland;” Mr. Apgar, 2 on “Life in the sea Mr. Dudley, 1 on botany ; Mr. Putnam, 4 on “Keramics and the potter’s wheel;” Mr. Mann, 1 on insects, and Mr. Sprague, 4 on Shakespeare, Milton, and Goldsmith. Of the departments just mentioned, that of entomology was not begun, Mr. Mann, the professor in charge, having married just four days before the institute opened; that of microscopy (or micrology, as the professor preferred to style it), which was to have been located at West Falmouth, was discontinued by reason of the nonarrival of students till after the departure of Dr. Reinsch ; and that of peda¬ gogics or didactics, which, owing to the modesty of Mr. Greenough, had been much less advertised than the rest, was also suspended. The other departments continued in successful operation till the close of the session. About 80 students were reg¬ istered during the first summer, that of 1878. At the close of the first session a strong feeling of satisfaction at the degree of success attained under unfavorable circumstances was generally manifest, and found expression in earnest resolutions unanimously adopted at a iarge meeting of the students. At the annual meeting of the faculty in August, Messrs. Sprague, Ellin- wood, and Putnam were severally elected president, treasurer, and secretary, and it was resolved to hold another session in the following summer. The attendance at the second session was about double that of the first year. Bot¬ any, English literature, geology, and mineralogy, French, German, industrial draw¬ ing, Latin and Greek, phonography, and zoology were taught by the same instructors, respectively, as during the first session. A department of history was added under the care of Prof. H. S. Mackintosh. The third session, that of 1880, saw many changes in the faculty. A department of music was established. Astronomy and didactics were also added to the list of courses. The attendance was smaller in numbers, but, perhaps, of a higher average quality than the preceding year. The fourth annual session, that of 1881, witnessed other changes in the faculty, and several new studies were added, namely, Anglo-Saxon, paleontology, andmicro- scopy. Numerous public lectures also were given. The opinion was quite generally expressed that, on the whole, this fourth session of the institute had been the most interesting and profitable since the foundation. But the inconveniences to which we were subjected by the lack of an institute building, though reduced to a minimum by the generous hospitality of the people of Cottage City, seemed from th.e outset to threaten the prosperity, if not the existence, of the school. Efforts had been unceasingly put forward to secure permanent quar¬ ters for the classes, a permanent home for the organization. One after another promising plans failed. Some discouragement was natural after these repeated fail¬ ures, and one professor seriously proposed to his associates to remove the school to Plymouth, Mass. ; to abandon it was not to be thought of. But among all our dis¬ appointments we had always one resource to fall back upon. We knew that from year to year there had been in the minds of the residents and visitors at the Vine¬ yard a growing sense of the importance of the institute, and that its permanent establishment by their voluntary contributions, if in no other way, was but a ques¬ tion of time. Happily, one of our number, Mr. Putnam, had the leisure, the dispo¬ sition, and the ability to give his energies to the important work of soliciting sub¬ scriptions. Other professors aided. The results were most gratifying. Within two weeks about $3,000 had been subscribed by about 120 donors. It remained to become a corporation under the laws of Massachusetts, with power to hold property. A meeting of directors for that purpose was held about the 1st of September, 1885, and the proper officers were elected. 948 EDUCATION REPORT, 1891-92. The above sketch by Col. Sprague (continues Dr. Mowry) leaves us in the spring of 1882, at the time of his resignation of the office of presi- dent. Prof. William J. Rolfe, Lit. D., the well-known Shakespearian critic and writer upon English literature, was unanimously chosen presi¬ dent. He served the institute six years, from 1882 to 1887, inclusive. The building of a large, commodious, and substantial edifice for the exclusive use of the institute was a great work. The heavy burden of this enterprise fell upon Prof. Benjamin W. Putnam, who for many years was the clerk and general business manager. In the Few England Magazine for July, 1887, the leading article is entitled uThe Martha’s Vineyard Summer Institute.” This article is believed to be largely from Mr. Putnam’s pen, and that portion which relates to the years 1882 to 1887, inclusive, is here reproduced: On the 13th of February, 1882, Col. Sprague tendered his resignation as president, impelled thereto by ‘‘ill health and a press of other duties.” As he made this posi¬ tive, the directors were compelled to accept it. Prof. William J. Rolfe, the vice- president, was unanimously elected to hll the vacancy. Of him the retiring presi¬ dent said to the directors: “You are fortunate, indeed, to secure the services of one who has achieved success in both science and literature; one whose fame, through his works, is not only national, hut international.” The erection of a spacious and convenient building on a cool and commanding site gave a new impetus to the good work, which was apparent in the increased attendance at the opening of the session of 1882. The building was dedicated with appropriate services, the former president, Col. Sprague, delivering the dedicatory address. The comfort of the new building, with the various appliances of a schoolhouse, was fully appreciated by those who, for four years, had struggled on without them. One large room is made extensively useful as a reception room, where students can meet for social intercourse, to read and write; where, also, are displayed on shelves the various new text-hooks of the year, sent by the publishers for examination ; and where all other necessary school supplies are kept for sale. In 1882 the directors decided to publish a paper, which was issued under the name of the “Institute Herald.” This paper, under the energetic management of Dr. Wil¬ liam F. Morrison, of Providence, son of the treasurer, was a success, and aided in making the institute better known, not only in the immediate vicinity, but through¬ out the country. During this session, the department of history was most ably conducted by Dr. Charles K. Adams, now president of Cornell University. Dr. W. A. Brownell, of Syracuse, took charge of the department of mineralogy and has continued to fill that chair most acceptably to the present date. The German department was in charge of Prof. Hermann B. Boisen, author of some valuable text-books. The Shakespearian readings of Prof. R. R. Raymond had become very popular, and large audiences gathered to enjoy his renderings of the plavs of the great poet. The course of geological lectures, by Dr. Alexander Winchell, was enjoyed by throngs of delighted listeners. The season of 1883 .was one of continued prosperity for the institute. The erection of two buildings for the accommodation of the musical department, marked the out¬ ward growth, and relieved the already crowded rooms of the main building by fur¬ nishing accommodations for the large class in vocal music, under Prof. Daniell, and that in the pianoforte, under Prof. Howard. The department of didactics was, during the sessions of 1882 and 1883, in charge of Col. F. W. Parker, at that time one of the supervisors of the Boston schools. In the year 1883 a fair in aid of the institute was held in Agassiz Hall, under the charge of the wives of the professors, and a considerable sum of money was raised to meet obligations that had been incurred in the furnishing of the building. Another fair was hold in the Union Chapel the following year, but a severe storm and other causes combined to make it much less successful than the first. This year the department of pedagogy was in charge of Prof. H. H. Straight, of the Cook County Normal School, Chicago, Ill. The department of philosophy was in charge of F. Louis Soldan, principal of the St. Louis Normal School, with J)r. William T. Harris of Concord, as lecturer. The department of physical culture was conducted by Dr. Dio Lewis, of New York. The most noticeable improvement in what may be termed the plant of the institute this year was the erection of a building for a caf6, where the students who are obliged to lodge at some distance can take their meals with convenience. This plan is found to be both economical, affording board at a lower rate, and advantageous HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 949 also in a social Tray, bringing the students more together and promoting good feel¬ ing and a fraternal spirit. The ninth year (1886) saw but few changes in the faculty, the most noticeable being that in the chair of elocution, which was filled by Dr. S. S. Curry, dean of the Boston School of Expression, who endeared himself to those under his immedi¬ ate charge to a remarkable degree. We may add, in a general way, that each year, profiting by the experience of the past, the directors have been able so to systematize matters that work can be begun the first day of the session and continue uninterruptedly till the close, which, by a recent vote," may not be till the sixth week. It is proper also to state that, as this is a school established primarily for teachers, the members of the faculty take especial pains to teach methods, not only by precept, but by example, in imparting a knowledge of their own subject. Pedagogy, the science of teaching, has always been a prominent department. They hold that if they fill a pupil full of his subject he will gain the ability in which he can best teach it. It is a pleasure to teach a subject we know and know we know. It is misery to try to teach a subject we do not know and know we do not know. At the session of 1887 (continues Dr. Mo wry) I had my first experience in a summer school. I had a strong prejudice against this class of institutions. I had felt that if one wished to become a teacher he had better attend a good normal school for two or three years, and that a few weeks’ study in the heat of summer was too superficial to be of any real service whatever. It is true I had seen and experienced the best results from well-conducted teachers’ institutes, but I had not thought these summer schools were better than the best of institutes, nor especially that they were of far greater value, inasmuch as those were generally held for two or three days, or at most for a week, while in these the attention of the earnest young teachers was held by the best instructors, the wisest specialists, for five weeks under the most favor¬ able circumstances. I went, therefore, to the Yineyard in July, 1887, to give a course of lectures upon American history, with the full expectation that that would be the beginning and the end of my connection with summer schools. I had no intention of going again. I was surprised, therefore, to find on the one hand a class of very earnest young teachers, thirsty for both knowledge and wisdom, and on the other a faculty composed of some of the best teaching material to be found in the country. With a bright and apt class of minds for pupils, these great teachers did good work — work which could not but commend itself to any observer. I was a convert to summer schools, if this was a fair sample. Financially the institute was not at that time on a good basis. At the close of this session it was in debt for running expenses of this and previous years to the amount of about $2,500. A subscription paper was circulated among the faculty and some other persons, and about $1,200 was raised towards paying off this debt. (Let me say here, in passing, that the entire debt was paid from the extra earnings of the institute during the next three years, 1888-1890, inclusive.) The depressed feeling was so great that two of the former directors, who hitherto had stood squarely by the institute at all times, saw no chance for its recuperation, and resigned their positions as directors and corporators. There was, however, a general disposition on the part of the directors, the faculty, and all concerned to make a vigorous effort to put the institution on a strong and efficient basis. A revised sys¬ tem of management was effected in 18S8, and new features of impor¬ tance were added to the school. The most prominent of these was a u school of methods” under the direction of Mr. A. W. Edson, agent of the Massachusetts board of education. This department held a session of three weeks, with a dozen or more teachers, in methods of 950 EDUCATION REPORT, 1891-92. instruction in tlie ordinary branches of our common schools. These subjects were as follows: Arithmetic, blackboard sketching, drawing, geography, history, kindergarten, language, physiology, natural sci¬ ence, pedagogy, psychology, penmanship, physical exercises, school management, and vocal music. Another important addition made to the courses of instruction was the placing of the special department of elocution and oratory under the direction of Dr. 0. Wesley Emerson, of Boston. The courses and instructors this year numbered half a dozen or more in excess of the previous year. In 1887 there were less than 150 pupils, while the next year the number was nearly if not quite 250; In 1889 it became evident that the crucial period in the history of the school was passed. The school of methods was greatly enlarged. The full number this year was 350. The department of elocution and oratory, under the efficient management of Dr. Emerson, was large and successful. The year 1890 was in all respects the most prosperous and satisfac¬ tory the school had yet seen. A department of high-school methods was established, which proved beneficial to a large number of high- school teachers. A department of physical culture was added and Baron Mis Posse, M. Gr., of Boston, gave instruction in the Ling sys- tenPof Swedish gymnastics. The full membership was 700, including teachers of all grades from the kindergarten to the college, and coming from thirty- seven States, Territories, provinces, and countries. This year the institute added a dormitory to their other accommo¬ dations. They had built a cafe building with well-equipped kitchen and dining room several years before. These two additions to the com¬ fort and convenience of the students have proved of great benefit to the school. The last session of the institute, that of 1891, was in all respects the most successful; the numbers showed no falling off from the number of the previous year and the quality of teachers in attendance has mate¬ rially improved. The directors this year made important improvements to the prop¬ erty of the institute. A large addition (25 by 25 feet) to the kitchen was built, a new refrigerator and a new baker were added, together with a generous enlargement of the cooking outfit, the cafe was clap- boarded, all the buildings — now five in number — were thoroughly painted and put in good order, and the unsightly gravel bank on the south of the institute was graded and sown with oats and grass seed. Altogether, during the last two years, about $3,000 has been expended upon the property of the institute, nearly all of which has been already paid from the extra earnings of the institute. It should be borne in mind that all the receipts from tuition are used to pay current expenses and the instructors. NTot a dollar of tuition money has been appropri¬ ated to these permanent improvements. The present condition of the institute is in all respects prosperous and encouraging. I. The breadth of the work is noticeable. There are at the present time more than 50 different courses of instruction in the school. These are properly divided into (1) a school of methods for elementary stu¬ dies; (2) a school of methods for high-school studies; (3) a school of elocution and oratory; (4) eighteen academic departments. These academic departments may be grouped under the following heads: (1) The natural sciences; (2) the modern languages; (3) the ancient languages; (4) the mathematics; (5) English literature, his- HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 951 tory, and civil government; (6) music, vocal and instrumental; (7) drawing; (8) microscopy; (9) painting; (10) sloyd. II. Its buildings, grounds, location, and general equipment are of the best. It has five buildings all devoted to its own work. Its grounds are ample, and its equipment is probably not surpassed anywhere. III. It is incoporated under the statutes of Massachusetts as one of the permanent educational institutions of the Old Bay State, and is managed by a board of directors in the interest of education and not for personal gain. IV. Its outlook for the future is highly promising. The directors are now perfecting their arrangements for broader operations and more extended usefulness. New courses are to be added, the academic departments are to be strengthened, and the school of methods, both elementary and higher, is to be enlarged and improved. One of the special features to be emphasized in the school of methods is the laboratory method of teach¬ ing the natural sciences in the elementary schools. At the last session oftlie school 3 expert instructors gave 30 lessons to the classes, and the laboratory was open all day for work by the class, under the super¬ vision of one or another of these 3 teachers. Apx>ended is a tabular view showing the p resent corps of teachers and the subjects taught. School of methods. ELEMENTARY COURSE. Arithmetic . Civil government. . Drawing . Geography and physiology. Grammar . History . Kindergarten . Language and primary work. Vocal mnsie . Penmanship . Reading . Elementary science ! Geo. I. Aldrich, A. M . j Superintendent of schools . . ; Quincy, Mass. Wm. A. Mowry, a. m., ph. d. . Editor Education and Com- I Boston, Mass mon School Education. : Henry T. Bailey . j Agent State board of edu- Do. cation. F. F. Murdock . State Normal School . Bridgewater, Mass. Miss Mary F. Hyde . do . Albany, N. Y. C. E. Meleney, a.'m . Superintendent of schools . . Somerville, Mass Miss Lucy Wheelock . j Principal Chauncey Hall ; Boston, Mass. Kindergarten. Miss Sarah L. Arnold . Supervisor primary schools. Minneapolis. Minn. F. H. Butterfield . . Supervisor vocal music . New Bedford, Mass. 1 S. S. Cooley . . . | Superintendent schools, Mill- Oxford, Mass. bury and Oxford, Mass, j KG. I. Aldrich. A. M . : Superintendent of schools . . | Quincy, Mass. )Miss Carry E. Silloway . Principal Quincy School _ Poughkeepsie, N. Y. 5 A. C. Boyden. A. M . State Normal School . Bridgewater, Mass. ,(L. E. Brassill . Supervisor science work - j Quincy, Mass, HIGH-SCHOOL COURSE. Botany . Edw. S. Burgess, A. M . Civil government.. Wm. A. Mowry, a.m., ph.d.I English literature . French and German General history . . . Greek and Latin . . Mathematics . Microscopy . Physical culture. . . Physical and scien¬ tific geography. Rhetoric . Prof. Daniel Dorchester. A.M. The faculty of the Berlitz School of" Languages. C. E. Meleney, aVm . Isaac B. Burgess, A. M . James Jenkins. A.B . Hiss Ella M. Drury, a. b - Baron Nils Posse, M. G . F.F. Murdock . J. C. Greenough, A. M . Science, physics, chemistry," min¬ eralogy, geology, zoology, home¬ made apparatus. Voice culture . . A. C. Boyden, A. M . U. E. Adams . Henry L. South wick, a. m. . . High school . j Author studies in civil gov- i ernment. I Boston University . j J Superintendent of schools . . { Latin school . Principal Dix Street School . ! | Posse’s gymnasium . j State Normal School . | Principal State Normal j School. | State Normal School 1 . do . Emerson College of Oratory. Washington, D. C. Boston, Mass. Do. New York City. Somerville, Mass. Boston, Mass. Worcester, Mass. Edgartown, Mass. Boston, Mass. Do. Bridgewater, Mass. Westfield, Mass. Bridgewater, Mass. Salem, Mass. Boston, Mass. 952 EDUCATION REPORT, 1891-92. COMMON TO BOTH ELEMENTARY AND HIGH-SCHOOL COURSE. Elementary science Prof. Boyden and Prof. Adams. State Normal schools . Bridgewater and Sa¬ lem, Mass. Pedagogy . E. E. White, ll. d . Late superintendent of schools. Cincinnati, Ohio. Psychology . J. C. Greenough, A. M . Principal State Normal School. W estfleld, Mass. School manage¬ ment. A. W. Edson, A. M . Agent State board educa¬ tion. Worcester, Mass. ACADEMIC DEPARTMENTS. Botany . Drawing . Elocution and ora¬ tory. English literature - French and German History and civil government. Latin and Greek. . . Mathematics . Music, instrumen¬ tal and vocal. Ornithology and zoology. Painting . Edward S. Burgess, A. M - j Henry T. Bailey . [N. L. Berry . C. "Wesley Emerson, M. D., LL. D. Prof. Dan’l Dorchester, A, M. Berlitz School of Languages. William A. Mowry, A. H., PH.D. Isaac B. Burgess, A. M . James Jenkins, A. B . . George H. Howard, a. m . Harry Gordon White . Amelia M. Watson . High school . Agent Massachusetts board of education. Supervisor of drawing . President Emerson College of Oratory. Boston University . Editor of Education . Latin school . Principal Dix Latin School . Late of the Marion Labora¬ tory, W oods Holl. Phj’sical culture - . . Brown Nils Posse, M. G . Sloyd . Everett Schwartz . Posse's gymnasium . Instructor iu Sloyd in Comin's School. Washington, D. C- North Sictuate.Mass. Lynn, Mass. Boston, Mass. Do. New York City. Boston, Mass. Do. Worcester, Mass. Boston, Mass. Taunton, Mass. East Windsor Hill, Conn. Boston, Mass. Do. IY. — SUMMER SCHOOLS OF HARVARD UNIVERSITY, OF THE UNIVER¬ SITY OF VIRGINIA, AND OF OTHER SCHOOLS. THE SUMMER SCHOOL SYSTEM OF HARVARD UNIVERSITY. The summer school system of Harvard University owes its origin primarily to the influence which Louis Agassiz brought to bear upon the spirit of scientific education in that institution and upon this country. From the beginning of his instruction his aim was, as far as possible, to provide for the training of teachers in the methods of instruction which he pursued in the sciences of zoology and geology. His desire to secure to them such instruction was, perhaps, the stronger for the reason that he received a hearty support from the authori¬ ties of the Commonwealth of Massachusetts in the foundation and maintenance of his museum in Cambridge. From the foundation of that museum his instruction was freely open to all the teachers of the State. Experience showed that owing to their school engagements teachers found much difficulty in attending the instruction which he gave during term time. Therefore, in consultation with the assistant who was engaged with him in teaching it was determined to make an essay in the line of field instruction given during the summer vacation. This work was first begun in the year 1869, in a geological school taught in part in Cambridge and in part in western Massachusetts. Summer field work in geology designed to acquaint teachers with methods of instruction to be followed in the. field has been continued with slight interruptions from that date to the present time. In 1872 a school of zoology was x>lanned, the intention being to open it in the following summer on the island of Nantucket. The project having received a certain amount of public notice, Mr. John Anderson, a manufacturer of New York City, became interested in the plan and offered to Prof. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 953 Agassiz as a gift tlie Island of Penikese, as well as tlie sum of $50,000 for the necessary initial expenses of the establishment. The history of this school lias been already described. After the death of Prof. Agas¬ siz the project of the Penikese school was abandoned, for the reason that it met with no public general support, and the fees paid by stu¬ dents would not support the costly establishment. In the second ses¬ sion the excess of expenditures over receipts was $3,000, The evident utility of these summer schools of natural science, how¬ ever, led in succession to the establishment of similar courses of instruc¬ tion at Harvard University in chemistry (1874), botany (1874), physics (1889), field engineering (1889), physical training (1887), and to slighter experiments in the way of courses in French and German (1888). Dur¬ ing the last summer (1891) the following courses (in order of them mention in the college catalogue) were offered : (1) A course in the fundamental principles of chemistry; attended by 24 students. (2) A course in qualitative analysis; attended by 14 students. (3) A course in quantitative analysis; attended by 5 students. (4) A course in organic chemistry; attended by 7 students. (6) One student pursued a course in special research. (7) A course in botany; 15 students. (8, 9, and 10) In geology three courses were given, known as A, B, and O. Course A, in its nature elementary, was attended by 17 students. The instruction in this course was given in Cambridge and in the ter¬ ritory near the college. Course B was given in Massachusetts, Con¬ necticut, and New York, and was attended by 19 students. Course C provides for the instruction of students who have been trained to the point where they may undertake field work somewhat independently, and was attended by 9 students. (11 and 12) Two courses in physics were given; one elementary, answering approximately to the most elementary course in the college, was attended by 20 students, and a higher course in experimental physics, attended by 10 students. (13 and 14) There were two courses in field engineering, intended to train students and teachers in the methods of topographic and railway surveying. These were attended by 8 students. (15) A course in physical training, designed especially for those who intend to teach this subject or to act as supervisors of gymnasiums, was given in two sections, one known as the full course and the other as the course in practice. These courses were attended by the total of 83 students. (16 and 17) Two courses in modern languages, viz, French and Ger¬ man, were given, the special object being to train instructors in the methods of instruction in those languages pursued in this university. These were attended by 12 students. In addition to the above-named courses of instruction a series of classes held at the medical school in Boston especially designed to meet the needs of graduates in medicine, which were attended by 48 students. The total number of persons pursuing summer courses maintained by the university in the year 1890 was 279. Excepting the classes in medicine, courses B and G in geology, and the courses in field engineer¬ ing, all these classes were open to both men and women. Of the total about 90 were women. One hundred and fifty persons were engaged in teaching, their positions varying in grade from that of college presi¬ dent to assistants in the lower schools. Thirty- eight were students of 954 EDUCATION REPORT, 1891-92. Harvard College or of the affiliated Lawrence Scientific School, who, with the exception of about half a dozen, pursued their studies for the results alone. Except in the course in geology and that in field engi¬ neering, the work done in the summer school could not be counted for any degree. Originally the management of these schools was left altogether in the hands of the several instructors engaged in teaching. For the last four years the system has been under the charge of a committee of five appointed by the corporation of the university. This body maintains a general oversight of the schools, and provides from time to time for the institution of new experiments in this kind of teaching. The receipts of the schools were originally left in the hands of the instructors. Recently, hoAvever, an arrangement has been made where¬ by the corporation determines the salaries of the instructors and pro¬ vides for the incidental expenses of the schools. The fees are thus paid directly into the university chest, and the classes are no longer speculative ventures on the part of the teachers giving the instruction. The greater part of these schools are taught for the term of 6 weeks and on 6 days in each week, usually for at least 8 hours of the day. Care is taken as far as possible in the period of a long vacation to give the students in attendance on the summer schools all the advantages of the university. The museums, laboratories, libraries, and other means of instruction and exercise are all at the disposal of the summer stu¬ dents quite as freely as they are to those who attend in term time. It is the hope of the committee on these courses each year to extend their range and effectiveness in such a manner that, as far as may be, they shall provide a suitable opportunity for teachers to be abreast of their work in every one of the common departments of instruction. PROFESSIONAL AND SCIENTIFIC SCHOOLS AT THE UNIVERSITY OF VIRGINIA. For many years there have been held summer sessions of schools at the University of Virginia, at Charlottesville. The first started of these was that of law, which was instituted in 1870 with only 4 members, nor did the numbers much increase until 1875, when 34 were in attendance, after which the number rapidly increased, until, in 1878, there were 80 attending. From that time until now the size of the school has remained fairly constant. Mnety-seven were in attendance at the sessions of 1890-791. At the head of this school, now in the twenty-third year of its exist¬ ence, is John B. Minor, professor of common and statute law in the University of Virginia, and author of several legal treatises. The duration of the course has averaged two months. During this short time it has been the effort not to give much positive instruction, which would obviously be impossible, but to teach the student how to study and to acquire a philosophic acquaintance with the salient elementary principles and doctrines of the law, u so as to enable him,” says Prof. Minor, “to proceed with more satisfaction to himself and with more efficiency to employ the 1 amiable secrets7 with which, according to Coke, the science of jurisprudence abounds.” The scheme of instruction includes an outline view of the rights relating to the person, to corpo¬ rations, to real property, and to personal property, including contracts; the duties, powers, and rights of personal representations, including doctrines relating to legacies, and the settlement of fiduciary accounts, and the exposition of the modes of conducting actions in the courts of common law and of equity. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 955 A summer school in chemistry has been held at the University of Virginia for the last ten or twelve years, with a small attendance of students, ranging from 3 or 4 to 10 or 12, annually. There has been no regularly prearranged course of study, the work of each man being arranged in accordance with his previous training and the objects he has in view, the limited number of students permitting of thoroughly personal teaching. There have been informal talks or lectures, with exercises on the blackboard or on paper in chemical calculation, but most of the time has been taken up with practical laboratory work. Prof. J. W. Mallet has charge of this work. Besides these schools of law and chemistry, there have been held at Charlottesville summer classes in mathematics and engineering, medi¬ cine, and biology. Summer instruction in the first of these subjects has been given since 1878 for six weeks each summer. The average attendance has been from 8 to 10. The subjects taught have been: In mathematics, trigonometry, analytical geometry, calculus, differen¬ tial equations, and theoretical mechanics; in engineering, land and engineering surveying, strength of materials, and bridge and roof con¬ struction. At the head of this school is Prof. Wm. M. Thornton. The summer school of medicine has been but recently started, the first session being held in 1891. In connection with this school is to be given in the biological laboratory of the university a course upon nor¬ mal histology and bacteriology. The teachers are the professors of the university, lecturing on the subjects they teach during the regular ses¬ sion, namely: Chemistry, Dr. J. W. Mallet; anatomy, W. B. Fowles; histology and bacteriology, A. H. Tuttle; physiology, Dr. W. G. Christian. SUMMER CLASSES FOR TEACHERS AT CORNELL UNIVERSITY. The trustees of Cornell University have issued the announcement that there is to be opened in the summer of 1892, a number of classes for teachers. The session.is to last from July 7 to August 18, and there is to be given instruction in mathemathics, botany, chemistry, phys¬ ics, philosophy, English, French, German, Greek, Latin, classical arch- geology, and physical training. THE NATIONAL SUMMER SCHOOL OF METHODS.1 AT GLENS FALLS, N. Y. This school is the union of several other schools, and the history can best be given in parts up to the time of union. Fine years ago Mr. Charles F. King, now master of the Dearborn School, Boston, Mass., formed the idea of organizing a school of methods. He associated with himself in the work Supt. Balliet, now of Springfield, Mass. ; Prof. Walter S. Perry, now of Pratt Institute, Brooklyn, F. Y. ; Walter S. Parker, now master of Everett School, Boston, Mass.; Prof. Payne, now of Vanderbilt University, Tennessee, and many other eminent educators. This was not the first summer school, but it was the first school of methods. Its meetings were held at Saratoga, F. Y. Its sessions were largely attended from the first, the students coming from many States and thus justifying the name, The Fational School of Methods. The school continued to grow in numbers and strength. Its work broadened and included academic work in some subjects as well as work in methods. When this school had been in operation Kindly furnished by Supt. Sherman Williams. 956 EDUCATION REPORT, 1891-92. about four years another school was started at Round Lake, N. Y. It was not as large as the National School, but each school hurt the other in the matter of attendance, being so near together, and the two were united under the management of Mr. King. The first year the session was divided into two parts, two weeks at Saratoga and two weeks at Round Lake. This plan did not prove satisfactory, and thereafter the whole session was at Round Lake. At the same time the National School was started at Saratoga a movement was made at Glens Falls that was not thought to be more than local and a temporary matter at that. At the suggestion of a few of the teachers of Warren County, N. Y., Supt. Ballard, of Jamaica, N. Y.,and Supt. Williams, of Glens Falls, N. Y.,met for one week such teachers as cared to come to the meetings for instruction in physical train- ingandprimary methods. No fee was charged ; no public announcement was made. There were about 35 teachers present. At the close of the session they expressed a desire that there should be a session again the following year. This was arranged, and with Messrs. Ballard and Wil¬ liams were associated Mrs. N. R. Baldwin, who had been a successful teacher at Quincy, Mass., under Col. Parker, and Miss Kate Raycroft, of Prince School, Boston. A small fee was charged, enough to pay these last two for their services; a few circulars were issued; the work was somewhat enlarged; Mr. Ballard kept the physical training as before; Mr. Williams had elementary science, Mrs. Baldwin primary work, Miss Raycroft grammar work. It was wholly work in methods. There were about 100 present at this session and a dozen or more counties of the State were represented. Those present asked to have the school con¬ tinued and drawing and elocution added to the course. Now, for the first time it was recognized that the school was likely to continue for some years at least. Miss Swayze, of New York, was engaged to give instruction in elocution, and H. P. Smith, head drawing teacher of Brooklyn, N. Y., for drawing. Mr. Smith has been with the school from that time till now. The following year the work of the school was greatly enlarged and many instructors of national reputation engaged. In the meantime a summer school had been organized at Niagara Falls, N. Y. After two sessions it was united with the school at Glens Falls. This brought three schools — the Glens Falls Training School, the National School, and the Round Lake School — close together, practi¬ cally occupying the same field — three schools where only one was needed. As has been stated, the National and Round Lake schools were united. The Glens Falls Training School had been run by Messrs. Ballard and Williams at a steady financial loss. At the end of the fifth year they announced their intention of discontinuing the school on account of the loss at which it was carried on. The leading profes¬ sional and business men of the place formed an association to carry on the school and raised a fund to guarantee the school against all loss. They have contributed in this way about $1,500 up to this time. The school was continued another year, and at that time was consolidated with the school at Round Lake. This brought together in one school all the schools that had been organized in this section. The union is known as the National School of Methods. This is the history of the school. The work has grown year by year. The best instructors obtainable are engaged. The instructors’ salaries aloue amount to more than $1,000 a week. The entire expense of a session amounts to about $6,000. More than 30 lecturers appear before the school each year. The work now includes both methods and academic work. HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 957 The work of last session was as follows : PSYCHOLOGY ANI) PEDAGOGICS, BY DR. E. E. WHITE, OF CINCINNATI, OHIO (15 LECTURES). Methods in subject-matter. Arithmetic, Supt. G. I. Aldrich, Quincy, Mass., 8 lectures. Geography, Principal Charles F. King, Boston, Mass., 10 lectures. Language and grammar, Supt. I. Freeman Hall, Leominster, Mass., 10 lectures. History, Prof. B. A. Hinsdale, University of Michigan, 5 lectures. Elementary language, Miss Anna B. Badlarn, Lewiston, Me., 10 lectures. Primary work, Miss Sarah Arnold, Minneapolis, Minn., 20 lectures. Elementary natural science, Prof. John F. Woodhull, New York, 5 lectures. Kindergarten work, Miss Hart, Toronto, Canada, 10 lectures. Natural history, Prof. Austin C. Apgar, Trenton, N. J., 5 lectures. Lloyd work, Principal Gustaf Larsson, Boston, Mass., 5 lectures. Physical training, Supt. AY. J. Ballard, Jamaica, Long Island, 5 lectures. Academy worlc (3\ weelcs). Modern and ancient languages, Prof. Otto H. L. Schwetsky, Oswego, N. Y. Methods in drawing, H. P. Smith, Brooklyn, N. Y., assisted by Miss Bertha Hintz, Boston, Mass. ; Prof. Henry T. Bailey, Massachusetts; N. L. Berry, superintendent of drawing, Lynn, Mass. Botany and zoology, Prof. Austin C. Apgar, Trenton, N. J. Form and drawiug, Prof. AYalter S. Perry, Brooklyn, N. Y., assisted by Mrs. Mary D. Hicks, Boston, Mass., and Miss Stella Skinner, Scranton, Pa. Reading and elocution, Prof. L. A. Butterfield, Boston, Mass. Penmanship, Prof. Lyman D. Smith, Hartford, Conn. English literature and philology, Dr. Thomas Hume, University of North Carolina. Homemade apparatus, Prof. John F. AAToodliull, New York City. Physics and chemistry, Prof. John F. Woodhull, New York City. Physical training, Supt. AY. J. Ballard, Jamaica, Long Island. Lectures on supervision and normal training. Dr. E. E. AVhite, Cincinnati, Ohio. Prof. B. A. Hinsdale, University of Michigan. Prof. Austin C. Apgar, State Normal School, Trenton, N. J. Supt. G. I. Aldrich, Quincy, Mass. Miss Sarah L. Arnold, supervisor of primary schools, Minneapolis, Minn. Miss Anna B. Badlarn, principal Training School, Lewiston, Me. Supt. S. T. Dutton, Brookline, Mass. Supt. A. P. Marble, AVorcester, Mass. Dr. E. A. Sheldon, State Normal School, Oswego, N. Y. Prof. Charles F. Carroll, New Britain, Conn. Principal James M. Sawin, Providence, R. I. The school was attended at the last sessionby nearly 500 students, com¬ ing from 34 different States. Students came from all grades of schools — from the little country wayside school, from the graded schools, from academies, from primary, grammar, and high schools, from normal schools and colleges, from public and prwate schools, and from paro¬ chial schools. All classes of teachers attended — those who were yet to get their experience, those who had taught all the way up to forty- nine years, those who were grade-room teachers, principals of depart¬ ments, principals of schools, Tillage and city superintendents. There were a large number of supervisory teachers in attendance. This com¬ mingling of teachers of all grades and from all sections of the country has of itself pro\red to be of great value. Other schools which have held summer sessions are: The Wisconsin Summer School, at Madison, Wis. ; Campbell University Summer School, Holton, Kans.; Flint Normal College Summer School, at Flint, Mich.; 958 EDUCATION REPORT, 1891-92. Asbury Park Seaside School of Pedagogy ; Niantic School for Teachers ; Sweet Springs School, Missouri ; Morehead City School, North Caro¬ lina ; Summer School at Ann Arbor, Mich. ; School for Popular and Normal Study, New London, N. H.; Western Normal Music School, Highland Park, Ill.; Indiana School of Methods, Indiana, Pa.; the Seaside Assembly, Avon-by-the-Sea, N. J.; Deerfield Summer School of History and Komance; Indiana University Summer School, Blooming¬ ton, Ind.; Seaside Summer Normal Institute, Corpus Christi, Tex.; Lake Minnetonka Summer School, Excelsior, Minn. ; Blackboard School, Cedar Falls, Iowa; Springfield Summer School, Springfield, Mass.; Summer Schools of Dartmouth College; Normal and Business College, Fremont, Nebr.; Kindergarten, Mountain Lake Park, W. Ya. Concerning very few of these schools has the Bureau been able to obtain information. Many of them are now undoubtedly not in exist¬ ence. The Wisconsin Summer School for Teachers was opened for the first time in the summer of 1887. Its purpose was to improve the methods of instruction in the high schools of the State, especially in the branches of natural science. The Wisconsin Teachers’ Association had been interested in the movement, the privilege of using the lecture rooms and laboratories of the University of Wisconsin had been secured, and the cooperation of the State superintendent and of the board of regents of normal schools had been promised. Aside from these aids the movement was essentially a private enterprise. At the first ses¬ sion classes were formed in psychology, pedagogy, physics, geography, physiology, botany, chemistry, and Latin. All but one of those engaged in the work of instruction were professors in the university. The attendance at this session reached 40, all except 4 of whom came from Wisconsin. The year following Latin was dropped from the list of studies and zoology added, but it was not found practicable to give to the school the enlargement desired by its managers, for the lack of funds for its support. In 1889 a small appropriation for it was secured from the legislature, which rendered possible an expansion of the course of studies and more extensive advertising. From this time its growth has been steady year by year. In 189 L the enrollment rose to 151; instruction was given in 10 different departments, and 28 classes, and there were 33 students in attendance from without the State. The school has been from the beginning designed especially for high-school teachers, and its enrollment has been almost wholly of that class of teachers. There have been also teachers from normal schools and col¬ leges, with a few from grammar grades. A few students have attended every year since the opening of the school, and these have usually devoted themselves to continuous work in one of the laboratories. The number who attend for more than one year is increasing, and indi¬ cates the possibility of the development of a continuous and somewhat extended course of study by means of this summer school. The Campbell University, Holton, Kans., has held summer sessions during the last four years for the instruction of teachers. The presi¬ dent is E. J. Hoenshel. The Flint Normal College, Flint, Mich., has held a summer review term of ten weeks since 1888. At the session of 1890 85 students and teachers were in attendance. The Asbury Park Seaside School of Pedagogy was opened in 1887 with a corps of 24 teachers. The attendance the first year was large, but declined the following years, and the school is not now in existence. The Niantic School for Teachers was started in 1888, with the sup- HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 959 port of the State of Connecticut. There were no tuition fees for teach¬ ers, and, as a result, there was a large attendance, 250 or more. In 1887 the attendance was less, and in 1890 no session was held. The Seaside Assembly, Avon-by-tlie-Sea, N. J., has held 8 ses¬ sions, and is at present in a flourishing condition. At the last session instruction was given in the following departments : Biology, lectures and laboratory practice, mathematics, political science, languages, Bible study and Sunday-school work, Christian philosophy, American litera¬ ture, Delsartean system of physical culture, elocution and oratory, kindergarten, art, writing, and music. The Seaside Summer Normal Institute at Corpus Christ!, Tex., held its first session in 1891. At its head is Mr. J. E. Bodgers who has con¬ ducted various similar summer institutes in the State at Waco and Marshall. The Lake Minnetonka Summer School, Excelsior, Minn., has held 5 sessions, and with a very considerable attendance, more than 300 in 1890. The work of the school is planned with especial reference to the needs of teachers. Instruction at the last session embraced the following subjects : Psychology and pedagogics (20 lectures) methods of teaching, English literature, rhetoric and elocution, Latin, civics, physiology, history, arithmetic, mathematics, physics, botany, chem¬ istry, drawing, commercial law and bookkeeping, music, and synthetic reading. PART III. STATISTICAL TABLES. CITY SCHOOL SYSTEMS (page 962). PUBLIC HIGH SCHOOLS (page 1002). PRIVATE SECONDARY SCHOOLS (page 1084). UNIVERSITIES AND COLLEGES (page 1140). COLLEGES FOR WOMEN (page 1158). PROFESSIONAL SCHOOLS: MEDICINE (page 1163). LAW (page 1179). THEOLOGY (page 1182). COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS (page 1188). SCIENTIFIC AND TECHNOLOGICAL SCHOOLS (page 1196). MANUAL TRAINING SCHOOLS (page 1197). NORMAL SCHOOLS (page 1198). UNIVERSITY EXTENSION (page 1206). BUSINESS COLLEGES (page 1216). SCHOOLS FOR THE COLORED RACE (page 1234). SCHOOLS FOR THE DEFECTIVE CLASSES (page 1238). ' REFORM SCHOOLS (page 1263). ED 92 - 61 96 L 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 EDUCATION REPORT, 1891-92. STATISTICS OF CITY 1. — Statistics of 'population, private schools, and public school enrollment, inhab City. Total population 1891. a 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. 1 2 3 4 5 6 7 8 ALABAMA. Birmingham . 32, 400 7-21 10, 756 600 2, 207 2, 636 4, 843 8, 380 7-21 1,888 654 Montgomery . 22, 500 7-21 4,512 300 (2, 238) 2,238 ARKANSAS. Fort Smith . 12, 460 6-21 3,650 300 1,030 1,220 2,250 Hot Springs . 8,450 6-20 2, 670 70 *894 *901 *1,795 Little Rock . . 27, 700 6-21 8,737 925 2,051 2,415 4,466 CALIFORNIA. Fresno . 13, 580 5-17 1,717 250 858 916 1,774 Los Angeles . . . 58, 600 5-17 11.830 1,603 4, 823 4, 956 9, 779 Oakland*. . 50, 400 5-17 12, 194 2,132 5, 398 4, 785 10,183 Sacramento . 26, 940 5-17 5,135 500 1,933 2,169 4, 102 San Diego . . . . 19, 400 5-17 2, 820 *350 1,516 1,559 3, 075 San Francisco . 306, 900 5-17 63, 933 8, 455 20, 481 21, 310 41,791 San Jose . 18, 730 5-17 5, 521 496 2, 147 1,999 4,146 Stockton . 14, 920 5-17 3, 120 467 1,197 1,416 2, 613 COLORADO. Colorado Springs. . 12, 275 6-21 2, 179 112 990 1,005 1,995 Denver : District No. 1 _ ) ( 6-21 13, 065 4, 867 4,685 9, 552 District No. 2 _ > 119, 100< 6-21 7, 011 400 2, 332 2,458 4, 790 District No. 17 . . s < 6-21 5, 769 200 1,165 1,666 3, 331 Pueblo : District No. 1 . ) c 6-21 3,630 980 998 1,978 District No. 2 . t 27, 500^ 6-21 2, 915 150 901 886 1,787 CONNECTICUT. Ansonia . . 10, 945 4-16 2, 306 74 (2, 170> n. 2,170 Bridgeport - - 51,760 4-16 12, 906 1,375 4, 177 1 4, 196 8,373 Danbury* . . . 17, 140 4-16 3,500 500 (3, ( )00) 3, 000 Hartford . . . 54, 500 4-16 10, 407 *2, 200 (8, 136) 8,136 Meriden . . 22,380' 4-16 6, 168 1,200 (4, 709) 4, 709 Middletown* . 9,260 4-16 1,719 600 (1,208) 1,208 New Britain . 19, 930 4-16 4, 194 1,575 (2, 550) 2, 550 New Haven . 83,400 4-16 18, 677 1,979 (15, 496) 15, 496 New London . . 14, 130 5-16 2, 488 132 1,236 1,165 2,401 Norwalk _ _ 18, 170 4-16 3,608 558 (2, 948) 2, 948 Norwich* _ 16, 270 4-16 1,520 400 (1,097) 1.097 Stamford* _ _ 16, 220 4-16 3, 434 549 (2, 321) 2, 321 Waterbury . . 30, 000 4-16 8,221 1,100 2, 931 2, 531 5,462 W i 1 1 i m an t,i n. 8,880 DELAWARE. W ilmington 63, 100 6-21 (9, 163) 9,463 DISTRICT OF COLUMBIA. Washington: First six divisions . . l 241, 000$ *8,000 (27,! 398) 27, 398 Seventh and eighth 6-17 500 5,223 ! 7, 057 12,280 divisions. 7 1 Statistics of 1890-’91 ^Estimate based upon the annual rate of increase or decrease from 1880 to 1890. STATISTICS OF CITY SCHOOL SYSTEMS. 963 SCHOOL SYSTEMS. attendance , supervising officers, teachers, and accommodations in cities of over 8 ,000 Hants . Number of days the pub¬ lic schools were ac¬ tually in session. Aggregate number of days attendance in all public day schools. Average daily attend¬ ance in public day schools. Number of su- 1 pervising of¬ ficers. 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 the entire course of study. • Male. Female. Total. Male. Female. Total. 9 10 11 12 13 14 15 16 17 18 19 20 178 523, 854 2. 943 3 4 10 72 82 8 3, 649 12 160 36. 000 225 9 2 166 . 3 i 37 40 6 2,000 12 3 171 *238,000 *1,400 1 0 -J _ 42 49 8 2,400 12 4 158 *183, 300 *1,042 1 0 1 i *5 *14 *19 5 1,047 11 5 176 522, 491 2, 969 1 0 i ! 7 55 62 13 3, 686 12 6 178.5 200, 722 1,125 2 0 2 5 28 33 4 1,200 12 7 173 1,297, 673 7, 501 4 2 6 10 195 205 33 8,642 13 8 201 1.346, 140 6,697 11 2 13 10 152 162 15 12 9 187 573, 155 3, 065 1 5 6 3 97 100 14 4, 356 12 10 196 397,880 2,030 1 0 1 3 67 70 13 2,748 12 11 205 6, 379, 527 30, 739 16 37 53 51 747 798 81 39. 779 12 12 200 555, 744 2.797 1 0 1 11 72 83 13 2; 794 13 13 196 344,258 1,756.4 1 i 2 10 38 48 9 2,798 13 14 190 264, 689 1. 393. 1 2 1 3 1 39 40 8 1,425 15 190 1, 217, 140 6,406 5 1 6 1 17 151 168 17 8, 005 12 16 182 569, 190 3, 127 10 3 13 3 76 79 11 4,000 12 17 184 381, 338 2,072 4 1 5 3 47 50 6 2, 082 12 18 178 220, 171 1,233 2 1 3 5 43 48 7 1,600 12 19 190 227,810 1,199 3 2 5 2 41 43 ! 11 1,631 12 20 199 b 309, 644 1, 556 3 38 41 6 2, 109 21 189.5 1,128, 832.6 5, 956. 9 5 1 6 i 2 159 161 23 7, 855 13 22 192 ! b 380, 928 ! *1.984 1 1 2 2 45 47 6 2,500 12 23 187. 9! 1,012,705.9 5, 389. 6 32 176 208 18 7, 720 14 24 *192 | 564. 288 2, 936. 3 ! 10 82 92 16 j * 4, 000 25 190 6152,000 800 1 1 2 2 21 23 3 1,075 13 26 186 234, 614 1 799 1 0 1 4 ! 49 53 10 2,625 13 27 200 2, 199. 800 10’ 999 * 11 * 7 *18 (338) 338 41 13. 433 14 28 189 317, 520 1680 1 2 3 2 ! 47 ■ 49 6 2.261 8 29 *194 341,246 j 1’ 759 *0 *0 *0 ! 9 46 55 12 2,615 30 191 153, 182 l ’ 802 1 0 1 2 27 29 6 1,215 9 31 1.596 9 52 61 19 32 196 675, 024 3, 444 4 1 5 5 102 107 14 12 33 34 195 1,321,320 6,776 1 0 1 6 187 193 27 9,232 11 35 163,728,342 20, 374 (2 !4) 24 (577) 577 77 6 27 000 36 183 ‘ 1,720,282.5 9, 6 ! 1 2 8 ! 29 | 215 244 24 9,648 i§ 37 b Estimated 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 EDUCATION REPORT, 1891-92. Table 1. — Statistics of population, private schools, City. Total population 1891. a School census age. Number of children of t school census age. Estimated number of pupils in private and parochial schools. Number < enrolle schools OUU j 1,985 * Statistics of 1890^91. a Estimate based upon the annual rate of increase or decrease from STATISTICS OF CITY SCHOOL SYSTEMS. 965 enrollment, attendance , supervising officers , teachers , ete.— Continued. Number of days the pub¬ lic schools were ac¬ tually in session. Aggregate number of days attendance in all public day schohls. Average daily attend¬ ance in public day schools. Number of su¬ pervising of¬ ficers. | 1 j 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 t he entire course of study. Male. Female. ci +3 o E-i Mai Female. Total. 9 io 11 12 13 14 15 16 17 18 19 20 *183 * 149, 328 *816 10 22 32 160 170, 400 1,065 1 o 1 9 20 29 11 1,800 10 175 * 145, 445 *943 1 0 1 4 24 28 4 1,300 10 195 1,708, 980 8,764 3 0 3 1 11 154 165 19 8,050 12 170 1 4 0 23 23 4 1,500 11 198 396, 000 2,000 1 2 3 1 4 44 48 7 | 2, 400 10 179 346, 902 1,938 1 1 2 ] 5 37 42 i 10 2,000 9 182 930, 202 5,111 3 0 3 *26 *101 *127 10 192 356, 447 1.837.5 2 3 5 4 48 52 7 - 2,400 12 199 432, 434 2, 173 2 0 2 13 41 54 6 2, 700 11 176 449, 504 2, 554 0 8 8 3 68 71 11 28 12 178 231, 848 1,302.5 1 0 1 o 29 31 9 1,493 12 192 22. 587, 077 117, 593 102 ; ! 97 199 118 2,988 3,106 314 141, 241 12 190 | '366, 936 1,957 * 1 0 1 9 48 57 7 ! 2, 700 12 180 i 467, 838 2, 579. 1 1 2 3 4 51 55 8 i 2,981 11 202 i 226, 767 1,122 1 0 1 9 31 40 4 1,621 12 188 i 468, 086 2,432 1 1 3 4 2 75 77 13 *2,640 12 197. j 289. 885. 5 1,394.7 1 1 0 1 3 36 | 39 7 1,692 12 177 i 330. 813 1,869 *3 *1 *4 ! 1 8 1 * 2, 5G0 11 177 ; 303, 389 1, 715 1 1 ! 0 1 3 39 j i 42 7 2, 100 12 193 171,127 886.6 1 0 1 2 26 28 4 1 1,344 32 192 ; 131, 124 683 3 0 3 3 20 , 23 5 ! 1,100 12 *176 | 6324, 896 1,839.7 5 1 6 (5 L) 51 6 *2,200 12 196 1 254,183 1,296 1 0 1 3 1 33 36 7 1,500 8 190 1 964, 085 5,248 8 4 ' 12 5 134 139 13 6, 896 12 196 I 591,332 3,017.4 3 1 4 1 68 69 11 3, 648 12 177 i 359, 893 2, 033. 3 3 1 4 4 51 55 9 2, 400 12 188 605, 360 3,220 1 0 1 4 87 91 14 3,050 12 186 617, 166 3,318.1 2 1 3 10 89 99 12 3,900 12 180 310, 625 1,725 1 0 1 4 40 j 44 8 2,200 12 191.5 1,031,036 5, 384 8 13 21 8 143 151 17 7,000 12 192 629, 376 3,278 5 9 14 6 ! 111 117 15 5,307 . 12 181 2. 285, 023. 5 12, 624. 4 5 6 11 17 303 320 37 12 178 318,442 1,789 3 0 3 8 35 | 43 4 12 175 233, 694 1,349 1 0 1 7 24 ; 31 5 1,652 12 185 363, 895 1,967 3 4 7 6 47 ! 53 8 2,500 12 178 *281 * 746 *1,574 1 0 1 | 5 39 I 44 7 2, 000 12 176 292, 635 1,663 1 0 i : 8 35 43 10 1,845 12 173 173, 813. 5 1,004 1 1 2 3 23 26 5 1,205 12 184 292, 744 1,591 1 1 2 5 41 46 9 2,229 12 178 4 H, 352 2, 603. 1 1 0 1 11 52 63 12 3,300 12 180 409. 680 2, 276 3 1 4 4 i 57 61 9 2,700 cl2 178 445,000 2, 500 1 0 1 5 57 62 10 2,500 12 191 779, 127. 2 4, 079. 2 1 2 3 18 ! 110 128 18 6,004 12 200 156, 267 805.5 1 1 2 4 1,100 12 193 634, 734 3, 290 3 2 5 15 | 75 90 12 4, 120 13 177 594, 000 3,300 1 1 2 o 91 91 14 3, 800 13i 185 379, 990 2, 054 1 3 4 i 3 62 65 10 *2, 800 13 182 506, 923 2,770 1 5 • 6 3 87 90 | 18 3,959 12 192 698, 737. 9 3, 639. 3 8 2 10 3 96 99 | 10 *4, 286 13 176 453, 597. 5 2, 577. 3 1 1 2 ' 2 74 76 io ! 3, 238 13 176 529, 204 3,016.7 3 9 12 1 4 1 105 109 1 12 1 3, 873 12 ^Estimated. c Not including the kindergarten. 38 39 •40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 9C 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118- 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 EDUCATION REPOET, 1891-92. Table 1. — Statistics of population, private schools , and pub\ City. Total population 1891. a School census age. . Number of children of school census age. Estimated number of pupils in private and parochial schools. 1 2 3 4 5 iowa— continued. Dubuque . . 31, 2C0 5-21 11,386 2, 500 Port Madison* . 8, 320 5-21 2, 500 Keokuk . . 14. 320 5-21 4, 929 too Marshalltown., _ 9, 240 5-21 2, 679 60 Muscatine _ _ 11, 830 5-21 3,688 200 Otumwa . . 14,630 5-21 4, 392 175 Sioux City . . 44, 500 &-21 10, 274 800 KANSAS. Arkansas City* . . 10,310 5-21 2,070 30 Atchison... . . 13, 840 5-21 4, 321 920 Fort Scott _ _ 12, 970 5-21 4, 237 *0 Hutchinson _ 10,010 5-21 2, 494 Kansas City _ 49, 100 11,188 500 Lawrence. I. _ _ 10, 160 5-21 3, 559 300 Leavenworth . . 20,100 5-21 6,716 ,024 Topeka . . . 33, 300 5-21 11,211 Wichita - 27, 900 5-21 7. 234 400 KENTUCKY. Covington _ _ 38, 200 6-21 13, 454 3,000 Henderson* _ _ _ 9,290 6-21 2,700 300 Lexington _ 22, 125 6-20 9, 120 *471 Louisville . 165, 400 6-20 71,970 Newport* _ 25,400 6-20 7,773 1,000 Owensboro . . 10.300 6-20 2, 879 270 Paducah* _ _ 13, 410 6-20 5,306 250 LOUISIANA. - New Orleans _ 244, 800 *16, 610 Shreveport* _ _ 12, 470 6-18 4, 011 359 MAINE. Auburn . . . . 11,440 4-21 3,236 175 Augusta _ _ 10, 735 4-21 2,903 *80 Bangor . 19, 300 5-21 5,224 300 Bath . . . . 8,810 4-21 2, 886 30 Biddeford _ 14, 640 4-21 4, 597 800 Lewiston . . . . 22,000 4—21 8, 258 1,600 Portland.. . . 36,700 4-21 12,013 *1,200 Rockland . 8,230 4-21 2, 189 MARYLAND. Baltimore . . 446, 200 6-21 110, 731 16, 000 Frederick. . . . 8, 150 Hagerstown* . 10, 550 400 MASSACHUSETTS. Adams _ _ 9, 690 5-15 1, 750 25 Amesbury . 10,610 5-15 1,633 42 Beverly* . . . 11,090 5-15 1,762 40 Boston . . 458. 000 5-15 73, 176 10, 000 Brockton* . . . 29, 270 5-15 4, 284 508 Brookline _ 12,600 5-15 2, 077 *100 Cambridge _ 72, 030 5-15 12,160 2,127 Chelsea _ _ _ 28, 600 5-15 4,445 947 Chicopee*. . . . . 14, 360 5-15 2, 544 700 Clinton . . . 10. 700 5-15 2, 032 341 Number of enrolled schools. differei in pul <3 § 6 2, 448 11, 240) 1, 172 982 1,054 (3, 344) © ’3 5 IB 6 7 2, 483 1,199 1,038 1,107 946 1,045 (2, 682) 927 2,568 1,211 1,564 (5, 973) 2, 144 1,018 1,109 1,102 2,771 1,325 1,695 2, 276 (3, 872) 724 | 776 (3, 272) 11,386 12,377 1,521 1,539 823 867 1,002 1,180 11,059 12,050 807 840 (M )75) &(2, 046) 1,450 1,571 852 821 886 1,009 1,623 1,220 3, 526 2, 657 (1, 350) 33,200 532 748 34, 410 523 898 (1,837) (1,191) (1,814) 36,544 I 34,009 (4, 760) 1,063 ' 1,117 (12, 468) 2,502 i 2,491 (1,781) 930 | 739 * Statistics of 1890-91. a Estimate based upon the annual rate of increase or decrease from 1880 to STATISTICS OF CITY SCHOOL SYSTEMS. 967 enrollment , attendance , supervising officers, teachers , etc. — Continued. t“T - TO « 01 >, j, © >» ■o 6 P cS Lng pur *22 ® P O ® ,£3 rrt >3 Number of su¬ pervising of¬ ficers. Number of regular teachers. 2 % o “ a O ft ^ o 01 O years »mplet< se of si c3 tfi © o § S ssS ft ft cS v e CM ® III © u =» o 3 O o o o ©"i-h a>~2 ■ © © m ^'d © © © r ■|g! g bo - ft 5; © o s © s o © "ci 'g +3 o © c? a © a +=> o ,oft © Z o n R a O d d ft “’S $ a fl O O-rH m < s § & EH £ EH p 9 10 11 13 13 14 15 16 ir ; IS 19 1 20 196 718, 732 3, 667 *4 *8 *12 9 90 99 13 4,922 12 180 183, 600 1,020 124) 24 176 316, 272 1,797 2 0 . 2 7 45 52 8 2, 314 12 176 272, 222. 4 1, 489. 9 1 2 3 2 53 i 55 7 1,780 12 182 292, 524. 5 1,607.7 1 u 1 4 45 49 8 2,000 12 186 430, 962 2,317 2 0 2 0 60 60 7 2,500 12 178 645,166 3, 624. 5 2 6 8 2 128 130 31 5, 568 12 176 246, 241. 6 1,399.1 1 0 1 2 34 36 6 12 176 290, 922 1, 654 1 1 2 5 41 46 7 2, 416 12 6160 307. 040 1,919 *1 *0 *1 (47) 47 8 *2, 400 11 175 254, 730 1, 455. 6 1 0 1 4 *3 37 7 1.800 11 110 439. 700 3, 998 1 0 1 22 88 i 110 18 5,500 12 168 353, 918 2, 082 1 0 1 4 37 1 41 10 2,159 11 180 443, 016 2, 461. 2 2 3 5 4 47 i 51 10 2, 353 12 180 1,003,500 5, 575 1 0 1 (115) 115 22 *6,300 12 175 ' 425. 650 2,438 11 2 13 11 90 ! 101 18 5,326 3,500 285 • 817, 950 2,870 1 J I 3 8 ! 78 86 6 12 195 _ 1 1 0 ' 1 3 ! 31 34 5 1,600 12 *190 *689,980 3,381,825 *3,642 16, 825 2,542 1,286 *i *0 *1 (65) 65 *7 12 201 19 io 29 10 j 424 434 36 10 200 ; 508, 400 6 3, 014 1,800 8 180 231,525 1 0 1 4 28 32 5 10 190 267,739 1, 456 6 l 7 8 25 33 7 1,806 1 11 187 3, 153, 942 16, 866 *1 *2 *3 19 461 480 50 12,000 H 200 189, 400 947 1 0 15 16 ; 31 15 1,700 8 175 150) 287, 875 1, 645 1 0 1 2 52 54 33 2,000 13 6214,996 1,226 *3 *0 *3 4 49 53 27 *1,900 14 180 1 500, 220 2,779 2 3 5 4 90 94 37 2,700 13 180 248, 040 1,378 1 0 1 2 41 1 43 15 2,100 12 170 211,518 1,256 1 0 1 8 36 44 22 2,147 11 180 354, 240 1,968 3 2 5 5 68 73 25 3,250 13 *185 ! £845, 265 4,569 2 2 4 9 133 1 142 19 6,569 13 160 1 1 2 4 29 33 11 1,400 14 203 ! i 8,905,407 391,776 43, 869 2, 332 4 21 25 125 i 1.234 1,359 108 62,000 1,200 168 0 0 0 5 13 18 6 13 151 180, 445 1,195 1 0 1 7 29 36 7 1,700 9 S 150) ) 195( 195 1,301 1 1 2 4 35 39 9 2,000 13 177, 645 911 1 ' 1 29 30 200 287,800 1,439 0 0 •0 2 39 41 10 1,850 ii 54,452 3,574 (1,416) (97) 1,416 194 13 200 714, 800 1 0 1 97 26 5 8 1 13 4 4 1 58 251 62 272 13 36 13 13 200 1,931,800 9,659 3, 499 3 21 200 776, 000 5 12 8 91 99 12 4, 886 13 . 192 229,824 ' 1, 197 2 1 3 135 ) 35 6 193 242, 022 1 1,254 1 1 o 1 1 2 | 32 i 34 11 1,928 1 13 & Approximately. c Estimated. 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 .144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 HO 161 162 163 164 165 1C6 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 EDUCATION REPORT, 1891-92. Table 1. — Statistics of population, private schools, and public school City Total population 1891. a 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 puplic day schools. Male. Female. Total. 1 2 3 4 5 6 7 S MASSACHUSETTS— continued. Everett* . . • 12,210 5-15 2,173 15 (2,S >12) 2, 812 Fall River _. . .. 77, 600 5-15 15, 680 3, 500 6, 367 5, 818 12, 185 Fitchburg . 23, 330 5-15 4,238 800 2, 172 2, 038 4,210 Framingham . 9,610 *140 1 , 092 ' 1 027 2, 119 Gloucester . . ■25, 200 5-15 3, 599 375 2, 076 2,137 4,213 Haverhill* - - 28, 500 5-15 4, 387 1,050 (3,7 79) 3,779 Holyoke* . . 37, 400 5-15 7,144 2, 865 2,357 1 | 2,247 4,604 Hyde Park _ 10, 570 5-15 1,901 624 909 910 1.819 Lawrence . . 45, 240 5-15 8, 776 *2,000 *(6,411) *6,411 Lowell _ _ 79, 800 5-15 12, 556 4, 000 6,070 5, 733 11,803 Lynn . . . 57, 870 5-15 *8, 356 *700 *4, 418 *4,488 *8, 906 Malden . . .. . 24, 601) 5-15 4,206 750 2,041 2,096 4,137 Marlborough . . . 14, 2m 5-15 2,258 300 1.240 1,258 2,498 Medford* . 11,510 5-15 35 1, 144 1, 155 2, 299 Melrose* . 9, 070 5-15 1,447 0 (1,6 168) 1,668 Natick . . . . 9,186 5-15 *1, 636 *20 *(1,958) *1, 958 New Bedford . 42, 460 5-15 8, 605 2, 300 (6, 383) 6, 383 Newburyport . 13, 990 5-15 2,509 660 (1,881) 1,881 Newton. . . . . 25, 300 5-15 4, 570 *277 2,286 2,262 4,548 North Adams . 16, 820 5-15 3, 224 800 1.237 1.245 2,482 Northampton . . 15, 300 5-15 2, 639 450 (2, 345) 2, 345 Peabodv . . . . 10, 280 8-15 1,772 40 (2,075) 2, 075 Pittsfield * . 17, 730 5-15 3,418 150 1.867 1 1.854 3,721 Quincy* . 17,510 5-15 4, 045 60 (3, 649) 3, 649 Salem . . . 31,140 5-15 5,120 1,527 2,513 1 1 1,718 4, 231 Somerville . . 42, 100 5-15 7,191 671 4,476 | 4, 034 8,510 Springfield . 45, 400 5-15 8, 002 2, 000 3,731 1 3, 239 6,970 Taunton . . . 25, 900 8-14 2, 592 550 2, 122 2,029 4,151 Waltham . . . 19, 600 5-14 2, 982 919 (2. 397) 2, 397 Weymouth . . 10, 895 5-15 1,744 12 1,038 1 1,089 2,127 Woburn . 13, 79*0 8-14 1,574 325 (2,561) 2, 561 Worcester . . . 87, 900 5-15 15, 484 2, 500 7, 965 7, 381 15, 346 MICHIGAN. • Adrian. . 8, 850 5-21 2, 594 350 747 775 1,522 Alpena . . 11,990 5-20 4,233 1,000 845 928 1, 773 Ann Arbor . . 9, 580 5-20 3,073 300 1,121 1,034 2, 155 Battle Creek _ 14,040 5-20 3, 443 325 1,164 1, 229 2, 393 Bay City . . . 28, 700 5-20 9, 540 2,000 2,018 2, 370 4, 388 Detroit* _ _ 218, 000 5-21 80, 500 12, 472 13, 254 11,833 25, 087 Flint . . . . 9, 960 5-20 2, 733 200 882 977 1,859 Grand Rapids . 64, 200 5-20 22, 163 3,454 (13,187) 13, 187 Iron Mountain . . . 10, 660 6-20 2,129 (2,129) 2,129 Ironwood* . 9,500 5-20 1,508 (1. 121) 1, 121 Ishpeming . 11,910 5-20 3,208 H 835 'i 1,835 Jackson: District No. 1 . i c 9 i 300? 5-20 2, 948 450 1,024 1,089 2,113 District No. 17 _ 5-21 2, 850 1,000 854 920 1,774 Kalamazoo . . 18, 300* 5-20 5, 602 640 1,605 1.703 3,308 Lansing _ _ 13,710 5-20 4, 296 300 1,437 1,548 2,985 Manistee.. . 13, 620 5-20 3, 791 800 1,082 1,102 2, 184 Marquette _ 9, 720 350 803 794 1,597 Menominee . . 11, 730 5-21 2, 769 250 958 964 1,922 Muskegon . . 24, 350 5-20 7,725 750 2, 322 2, 529 4, 851 Port Huron . 14, 130 5-20 % 932 700 1,301 1,292 2, 593 Saginaw: East Saginaw* . £ 48, 40o| 5-20 9,333 2, 412 2,400 4, 812 West Saginaw* .... 5-20 6, 200 (3,$ 517) 3,217 West Bay City . . 13, 930* 5-20 4, 333 i 300 1,406 | 1,363 2, 769 * Statistics of 1890-*91. a Estimate based upon the annual rate of increase or decrease from 1880 to 1890. b The high school was in session 185 days. c Estimated. STATISTICS OF CITY SCHOOL SYSTEMS. 969 enrollment , attendance , supervising officers, teachers, etc.— Continued. Number of days the pub¬ lic schools were ac¬ tually in session. Aggregate number of days attendance in all public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising of¬ ficers. Number of regular teachers. Number of buildings used for school pur¬ poses. Total number 6f seats or sittings for study in public schools. Number of years re¬ quired to complete the entire course of study. Male. Female. "ci o Eh Male. Female. Total. 9 lO 11 13 13 14 i 15 16 17 IS 19 20 200 358, 800 1,794 4 0 4 5 46 51 2,300 13 200 1,605,200 8,026 1 2 3 15 231 246 43 10,789 13 190 553, 870 2, 885 9 1 3 6 83 89 22 3,800 13 &180 283,500 1,573.2 648) 48 18 193 691,133 3,581 4 1 5 2 104 106 22 4, 809 13 180 515. 850 2,715 5 92 97 193.5 600, 624 3, 104 *7 2 9 4 £0 94 15 4, 315 13 200 c259, 400 *1,297 0 0 0 7 36 43 6 2, 050 12 200 983. 800 4,919 *3 *2 *5 *5 *110 *115 *20 *6. 000 13 192 1,406,976 7,328 4 3 7 14 196 210 48 10, 572 13 191 1,334, 708 6, 988 1 0 1 15 176 191 41 *8, 300 13 191 602, 223 3,153 1 3 4 6 95 101 15 4,508 13 174 295, 178 1,697 1 1 2 2 52 54 9 2,584 13 195 346. 395 1,731.3 1 0 ! 7 38 45 14 2, 500 12 188 260, 004 1,383 1 0 i 2 33 35 170? 190^ *318,017 1,592 4 0 1 4 3 43 46 12 13 197 890, 597. 6 4, 520. 8 7 4 11 8 141 149 22 6,090 13 201 276, 978 1,378 1 0 1 5 35 40 13 1,755 13 195 *3, 591.9 1 0 1 16 95 111 24 4,975 13 5180 299, 520 1,664 1 3 4 4 52 56 11 2, 500 dU ^ ISO 351,020 1,842 1 2 3 4 69 73 21 2, 900 13 200 336. 200 1, 677. 4 0 0 0 4 45 49 9 2,000 14 195 500, 565 2, 567 3 1 4 5 77 82 24 3,700 13 200 546, COO 2, 733 1 3 4 6 68 74 8 3,204 o 1 9 98 107 16 4 749 13 195 1,187, 745 6,091 2 3 5 11 163 174 23 8, 083 13 192 993, 465. 6 5, 174. 3 6 5 11 10 156 166 31 6, 049 13 e 190 628,140 3, 293 1 0 1 10 101 111 30 4, 645 13 192 367,488 1,914 3 2 5 4 63 67 13 2, 896 13 192 326, 688 1,701.5 2 0 2 9 47 56 20 2, 550 13 195 368, 745 1,891 1 0 1 5 51 56 14 2,600 13 181 1,996, 973 11,033 1 0 1 *29 *294 *323 53 13, 916 14 194 202, 282 1,063 1 2 3 3 29 32 5 1,750 12 184 230. 407. 5 1,252 1 1 2 3 29 32 7 1,449 12 190 ‘ 334, 025 1,740 1 0 1 9 40 49 7 /l, 539 12 191 357, 614 1,829.3 1 2 3 2 53 55 8 2,319 12 *194 c619, 442 3,193 *2 *1 *3 (94) 94 8 4, 156 12 196 3, 606, 596 18, 401. 5 16 35 51 21 508 529 52 24, 258 12 192.5 2S6, 247. 5 1.487 1 1 1 2 1 39 i 40 7 1,801 12 189 1, 844. 959 10, 060 3 5 8 5 284 289 37 13,310 12 200 205, 140. 5 1,070.2 l 0 1 0 26 26 4 1,200 12 200 146, 600 733 1 0 1 0 16 16 200 1 24 25 195 298, 350 1,530 1 2 3 2 41 43 8 1, 750 12 180 208,800 1.160 1 0 1 0 31 31 7 1,400 12 189 512, 684 2,712 1 2 3 1 67 68 10 2, 900 12 183 318, 963 2,011 *2 *1 *3 *4 *45 *49 11 2, 378 12 200 330, 425 1, 652. 2 1 0 1 6 52 58 6 2, 247 12 194.5 219, 469 1,151 0 2 2 3 26 29 6 1,491 12 194 245,748 1,235 1 0 1 1 32 33 8 1,527 12 193 691. 504 3,583 3 3 6 8 98 106 20 4, 500 13 198 339, 426 1,714 1 0 1 1 42 43 8 2,100 12 195 720,915 3,697.6 1 2 3 14 103 117 13 j i 4, 668 12 200 426,600 2, 133 C51 5 7 67 74 190.5 359, 100 1,890 2 1 2 4 4 54 58 9 2, 300 12 d Including training schools. eThe high schools were in session two hundred days. /Excluding the high school, the pupils of which prepare their lessons at home. 133 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 EDUCATION REPORT, 1891-92. Table 1. — ; Statistics of 'population, private schools, and public school City. Total population 1891. a 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. i 2 3 4 5 a 7 § MINNESOTA. Duluth 42, 700 *1,500 (5,: 365) 5, 365 9! 260 750 676 1 717 1, 393 186, 800 6-21 *3, 500 11.819 1 1 . 978 23, 797 St. Cloud 8, 60l (1,033) 1,033 St. Paul . 149, 700 6-21 *7,000 (16, 786) 16, 786 Stillwater 11,510 *300 12.0541 2,054 Winona . 19, 300 5-21 b 6, 300 1,200 1,735 1,462 3, 197 MISSISSIPPI. Natchez . 10, 470 5-21 3, 315 750 704 753 1,457 Vicksburg . 13, 540 5-21 4, 420 900 530 885 1,415 MISSOURI. Carthage _ 8,520 952 1,196 2, 148 Hannibal . . 13, 050 6-20 4, 320 250 1,103 1,302 2, 405 Joplin* . _ _ _ 10, 290 6-20 3, 728 80 (2, 364) 2, 364 Kansas City . 129, 150 6-20 42, 920 *2, 000 8, 029 9,184 17,213 Moberly . . 8, 460 6-20 3, 993 225 792 837 1,629 Nevada 8, 300 768 853 1, 621 St. Joseph . 54, 900 6-20 21,411 1,000 3,453 3,761 7,214 St. Louis* . 463, 000 6-20 108, 454 25, 000 28, 900 30, 793 59, 693 Sedalia*. . 14, 620 6-20 4,111 300 1,519 1,537 3,056 Springfield . 24, 700 6-20 7,123 650 2, 491 2,613 5,104 MONTANA. Butte City . 12, 040 6-21 4,500 250 1,484 1,546 3, 030 Helena... . 15,810 6-21 2,485 250 917 906 1,823 NEBRASKA. Beatrice . . 15, 900 5-21 2, 990 250 1,058 1,062 2,120 Grand Island 8,270 5-21 2, 228 945 969 1,914 Hasting^ _ _ 15, 420 5-21 100 753 786 1,539 Kearney.... 9, 380 5-21 25 752 796 1,548 Lincoln*... . 63, 700 5-21 10, 000 750 3, 020 2, 980 6, 000 Nebraska City . 12, 540 5-21 2, 404 50 680 708 1,388 Omaha . . 163,700 5-21 26, 753 4,000 7,315 7,410 14, 725 Plattsmouth* . 9,000 5-21 1,831 240 577 625 1,202 South Omaha . 9,930 5-21 2, 921 300 857 864 1,721 NEVADA. Virginia City _ 8, 300 6-18 2, 557 253 797 778 1,575 NEW HAMPSHIRE. Concord . . 17, 350 300 995 1,078 2,073 Dover . . . . 12, 910 5-15 2,050 600 714 709 1,423 Manchester* . 45, 500 3, 700 2. 003 2. 068 4,071 Nashua . 20, 000 5-15 2, 535 1,200 (2, 652) 2,652 Portsmouth . 9,840 5-15 1 , 531 250 (1,455) 1,455 NEW JERSEY. Atlantic City* . . 14, 240 5-18 3,115 300 (2, 005) 2,005 Bayonne . 20, 400 5-18 4,945 1,160 1,345 I 1,294 2, 639 Bridgeton * . . . 1 1 , 740 5-18 2,988 166 (1,831) 1,831 Camden . . 60, 300 5-19 1,500 (10,910) 10,910 Elizabeth. . 38, 900 5-18 * 2, 283 14. 8751 4,875 Harrison _ _ _ 8, 500 5-18 2, 600 1,000 300 I 360 660 Hoboken * _ _ 45, 200 5-18 17, 461 8,477 (6, 570) 6,570 * Statistics of 1890-’91. a Estimate based upon the annual rate of increase or decrease from 1880 to 1890. STATISTICS OF CITY SCHOOL SYSTEMS, 971 enrollment , attendance , supervising officers , teachers , efc.— Continued. Number of days the pub¬ lic schools were ac¬ tually in session. Aggregate number of days attendance in all public day schools. Average daily attend¬ ance in public day schools. Number of su¬ pervising of¬ ficers. Number of regular teachers. of buildings >r school pur- Total number of seats or sittings for study in all public schools. Number of years re quired to complete the entire course of s tudy . Male. Female. Total. Male. Female, i Total. Number used f( poses. 9 10 11 12 13 14 15 16 17 IS 19 20 185 724, 460 3,916 *1' *3 *4 4 126 130 23 6,100 12 191 180 191,835.5 1,066 1 1 2 2 26 28 5 1,300 12 192 192 3, 426, 120 17,844 7 39 46 12 514 526 46 *21,000 12 193 180 126. 360 702 2 24 26 6 1,065 194 190 2, 390, 390 12, 581 5 3 8 65 420 485 44 17, 822 12 195 165 264, 825 1, 605 *2 *1 *3 2 47 49 7 2. COO 13 196 190 395, 633.5 2,307 1 5 6 3 54 57 8 2,900 13 197 180 174, 420 969 3 0 3 0 24 24 2 1,500 12 198 183 204,422 1,117 1 0 1 2 25 27 4 1,793 10 199 176 288, 640 1,640 5 34 39 1.800 200 176 301. 975 1.700 1 1 2 3 43 46 7 2,274 12 201 176 263, 824 1,499 • 1 0 1 6 19 25 9 1,500 12 202 180 2, 065, 860 11,477 4 1 5 42 278 320 36 18,600 11 203 158 181,909 1,159.2 5 0 5 5 22 27 4 1.472 11 204 176 205, 552 1,168 5 23 28 2 1. 560 205 190 934. 610 4.919 1 1 1 1 14 135 149 23 • 6:500 12 206 196 7, 711,930 41,962 14 3 17 77 1,130 1.207 107 50, 772 144 207 180 424,000 2,355 1 1 2 4 55 59 8 3,090 12 1 203 160 *526, 549 *3, 074 1 0 1 4 59 63 10 4,400 12 209 189 366, 312 1,940 4 1 5 4 50 54 15 2,523 14 210 174 225, 133 1,298.4 1 0 1 2 41 43 9 2,200 12 211 175 257, 520 1,472 2 1 3 7 35 42 8 2,500 12 212 190 249, 850 1,315 4 1 5 34 39 6 213 177 187, 373 1,058.6 3 0 3 ! 1 26 27 5 1,385 12 214 175 178, 901 1,022 2 0 2 I 1 27 28 9 1,200 11 215 3,902 1 1 2 i 5 107 112 19 5,040 11 216 178 167,500 941 1 0 i ! 10 1,400 12 217 192 1,993, 768 10, 379 3 20 23 1 11 _ 284 295 52 12, 765 12 218 200 180,600 903 1 1 2 2 23 25 8 1,100 12 219 195 184,582 950 1 2 3 1 28 29 7 1,400 11 220 200 231, 800 1,159 0 0 0 3 27 30 6 8 221 170 281,350 1, 655 9 1 10 2 48 50 12 2, 674 13 222 175 185,275 1,053 1 0 1 3 40 43 17 1,588 12 223 176 473, 264 2, 689 2 0 2 i 8 74 82 22 4,000 . 13 224 165 299,548.8 1,804.8 1 1 2 3 59 62 17 2,701 13 225 178.5 185, 928 1,016 1 0 1 6 36 42 9 1,448 i . 226 185 243, 645 1,317 2 35 37 4 2,520 227 199 364, 966 1,834 6 1 7 0 62 62 6 2,395 1 10 228 200 1 1 233. 400 1.167 3 33 36 6 1,722 229 *190 &1. 198.045 6, 305. 5 6 0 6 7 189 196 18 8,229 ! 9 230 193 671,061 3, 477 5 3 8 0 79 79 8 3,630 ! 13 231 *210 & 84. 000 400 0 0 0 3 9 12 1 500 | 8 i 232 200 : 903, 600 4,518 8 114 122 6 ! 1 5,020 j _ ! 233 & Estimated. 97 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 EDUCATION REPORT, 1891-92. Table 1. — Statistics of population, private schools, and puh\ City. Total population 1891. a School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. 1 2 3 4 5 NEW JERSEY— COnt’d. Jersey City . . . 164. 100 5-18 59, 918 7,000 Millville*... . . 10, 270 5-18 2,668 ' 111 Morristown . 8,510 5-18 2,205 787 187, 100 5-18 * 9, 939 New Brunswick* . 18, 750 5-18 5, 012 1,516 Orange - - 19, 500 5-18 5, 652 1,700 Passaic . . 13, 960 5-18 3,333 400 Paterson . . 81,800 5-18 21,801 2,000 Perth A m hoy * 10, 140 5-18 2,088 402 Phillipsburg . . 8,810 5-18 2,447 405 Plainfield . . 11,640 5-18 2,704 450 Trenton . 61, 300 5-18 14, 130 2,811 Union. . . 11,300 5-18 3,206 450 NEW YORK. Albany _ _ _ 95, 4C0 5-21 32,138 5, 000 Amsterdam district > ( 5-21 2, 390 700 No. 8. > 18,420 1) \ Amsterdam district ) ( 5-21 2,476 No. 11. Auburn . . . 26, 300 5-21 67,100 1,250 Binghamton _ 37, 600 5-21 9, 384 544 Brooklyn . . . . 835, 200 5-21 6265, 000 30, 000 Buffalo . . . . 269, 000 5-21 685, 000 15, 531 Cohoes . . 22, 850 5-21 2, 405 1,550 Corning _ 9, 060 5-21 2, 108 Cortland . . 9, 260 5-21 1,982 *150 Dunkirk . . . 9, 753 5-21 3, 450 680 Elmira _ 32, 200 5-21 500 Flushing . . 8, 630 500 Glens Falls . . . 10, 160 5-21 1,932 150 Gloversville*.. . . 14, 820 5-21 4,000 45 Hornellsville . . 11,330 5-21 *280 Hudson . 10,110 5-21 2, 841 400 Ithaca . . 11, 300 5-21 62, 950 425 Jamestown . . . 16, 880 5-21 4, 079 300 Kingston School dis¬ 11,700 ! 5-21 3,123 281 trict. i Lansingburg . . 10, 930 • *450 Little Falls _ _ _ 9, 000 5-21 2, 424 470 Lock port _ _ _ 16,310 5-21 4,800 800 Long Island City _ 32, 3G0 5-15 8, 904 450 Middletown . . 12, 400 5-21 3,242 292 Mount Vernon* . 11,800 5-21 3, 748 200 New Rochelle _ 8,590 5-21 2, 626 100 New York* . . . 1,546, 700 5-21 486, 000 65, 000 Newburg _ _ _ 23, 700 5-21 7, 014 1,400 Ogdensburg* . . 11,800 5-21 4,212 800 Oswego*. . . 21, 900 5-21 7, 800 1,293 Peekskill: Drum Hill district, ) !( 5-21 1,304 312 No. 7. > 10, 010 Oakside district, ) ( 5-21 1,099 25 No. 8. Port Jervis... . . 9,395 5-21 3,142 65 Poughkeepsie _ 22, 420 5-21 6,000 *800 Rochester . . 139,400 5-21 650, 000 8, 600 Rome* . . . 15, 300 5-21 3, 000 300 Saratoga Springs . 12, 430 5-21 2,701 30 Schenectady. . 20, 700 5-21 5, 800 1,300 Sing Sing....' . 9,690 5-21 1,767 120 Syracuse . . . 92, 960 5-21 26, 200 3, 200 Troy . 61,400 5-21 20, 000 3, 000 Utica . . . 45, 200 5-21 15, 843 1,728 Watertown* _ _ 15, 200 5-21 4, 288 150 West Troy* _ 13, 470 5-21 4,417 Yonkers* . . . . 33, 800 5-21 9,900 1,900 Number of differei enrolled in pul schools. eS a & 6 7 (22, 779) (1,929) 518 I 517 13,161 | 13,489 (2, 410) (2. 114) 1,046 | 1,016 (13, 000) (1,051) (1,578) *863 *828 2,948 3,164 1,053 1,130 6, 782 7,132 370 341 551 600 1,728 1,743 2, 802 2, 825 (120,121) 18,159 I 19,365 (1,543) (1,039) (1,374) 2,379 | 2, 382 (1, 118) 528 1 583 (2, 832) 1,166 1,198 700 637 939 1,040 1,489 1, 555 932 1,010 d,1 307) 585 620 1,205 1,597 3, 210 3,146 '988 1,041 (2,: 219) 795 I 833 108, 574 1 101,379 (3, 601) (1.834) 1,600 1,794 246 283 334 384 989 1,020 1.479 1,591 8, 756 8, 991 (2, 138) 1,119 | 1,138 (2, 1 779) 524 557 7, 051 7,249 2,721 2, 344 (7,: 249) (2, 585) l 1,822 1 1, 614 * Statistics of 1890-'91. a Estimate based upon the annual rate of increase or decrease from 1880 to STATISTICS OF CITY SCHOOL SYSTEMS, 973 enrollment, attendance, supervising officers, teachers, etc. — Continued. N umt or of d ays the pub¬ lic schools were ac¬ tually in session. Aggregate number of days attendance in all public day schools. daily attend - l public day Number of su¬ pervising of¬ ficers. ! 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 the entire course of study. Average ance ii schools Male. Female. Total. Male. Female. Total. 9 io 11 12 13 14 15 16 17 18 19 20 192 3, 008, 448 15, 669 15 19 34 3 395 1 398 23 17, 676 13 234 214 244. 388 1,142 4 37 • 41 11 1,861 235 200 155, 600 '778 1 1 2 2 21 23 2 900 12 236 190 3,341,720 17, 588 26 6 32 10 422 432 42 23, 613 14 237 194 388, 090 2,000 1 0 1 2 50 '52 6 2, 540 12 238 198 285, 120 1,440 2 2 4 1 42 43 6 2, 026 13 239 180 255, 960 1.442 T 0 1 1 41 42 6 1,760 10 240 200 1,630,600 8,153 19 2 21 1 225 226 17 9,625 12 241 200 143, 000 715 3 17 20 3 937 242 200 243; 236 1,216.2 1 0 1 3 30 33 6 1,589 h 243 199 266, 377. 5 1, 338. 6 1 2 3 2 41 43 5 1,838 13 244 190 891,670 4, 693 5 4 9 1 146 147 1 26 6, 551 12 245 217 320, 509 1,477 1 1 2 3 31 34 1 1,598 11 246 191 1, 894, 840 10,014 14 10 24 S 23 263 286 22 13, 072 13 247 203 84, 265 411 1 0 1 0 12 12 1 550 10 248 203 160,080 780 1 0 1 0 22 22 4 1,112 ■ 11 249 188 511,880 2,675 3 7 10 6 100 106 *15 *4, 050 12 ! 250 195 813, 729 4, 143 1 2 3 8 123 131 13 5, 883 12 251 202 15, 808, 359 77, 893 59 129 188 40 2,060 2, 100 100 91.846 iii 252 195 4,875,875 25, 025 32 4. 36 28 801 829 59 30, 082 13 253 200 334, 825 1,583 1 54 55 11 2, 459 12 254 199 207, 503 1,043 1 1 2 0 25 25 3 1,502 13 255 194 127,605 668 1 0 1 0 18 18 6 990 9 256 191 198. 161 1,037.5 1 0 1 1 43 44 10 1,400 13 257 196 737. 413 3,762 7 o 9 1 103 104 10 | 4, 390 12 258 192 146, 389 765. 3 1 4 5 3 27 30 2 1,200 11 259 194 127, 786 679 1 0 1 1 1 28 29 4 1,188 12 260 200 344, 855 « 1,751 1 1 2 1 38 S9 6 2,118 11 261 195 290, 724 1,490.8 2 2 4 1 40 41 4 1,903 12 262 198 189, 820 963 1 0 1 2 27 29 3 1,500 12 263 193 287. 177 1,488 1 0 1 3 35 38 6 1,832 12 264 194 457. 524 2, 358 1 0 1 3 74 77 11 2, 800 14 265 194 256, 707 1,323.2 1 o 3 5 1,994 13 266 192 251,250 1,307 1 0 1 i 0 47 47 5 *1,560 10 267 199 158,311 859 1 0 1 3 20 23 3 1,350 12 268 196 414. 734 2,116 1 0 1 4 58 62 7 3,100 13 269 197 822, 162 4,307 5 3 8 1 125 126 15 5, 545 11 270 194 264, 275 1,361.2 1 0 1 j 34 35 6 1,672 12 271 200 ?22, 645 1,644 3 2 5 3 45 48 5 3,700 8 272 195 211,463 1,084.4 1 2 3 0 28 28 3 1,400 9 273 202.5 29, 933. 379 147, 402 60 172 232 318 3, 790 4,108 140 | 192, 31 1 7\ 274 194 502, 357 2, 589 1 0 1 8 79 87 7 3,460 11 275 200 222, 441 1,152.5 2 1 3 4 34 38 10 2, 066 13 276 197 477, 291 2,423 1 0 1 3 70 73 14 3, 600 13 277 196 88, 471 460 1 0 1 0 10 10 1 260 278 201 98,869 504 1 0 1 1 12 13 1 598 10 279 193 281,587 1,457 1 0 1 1 40 41 5 2,000 12 280 191 414, 249 2, 221 2 2 4 3 72 75 11 2. 622 12 281 196 2, 670. 304 . 13, 624 1 1 2 17 523 540 38 17, 800 12 282 190 244,114 1,285 2 1 3 4 37 41 8 1,745 12 283 194 295, 307 1,522.2 2 1 3 4 43 47 7 2, 100 13 284 190 360, 870 1,891 1 0 1 1 53 54 6 2. 600 12 285 193 135. 532 702.2 1 0 1 0 23 23 2 1,000 10 286 195 2, 236. 650 11,470 12 2 14 16 286 ► 302 28 13,915 11 287 178 888, 486 4, 991.4 1 0 1 18 152 170 19 8, 000 12 288 192 895, 945 5,283 2 2 4 7 158 165 19 6. 556 13 289 190 328, 700 1,730 1 0 1 3 70 73 9 2, 500 12 290 200 224, 732 1, 147 • 2 27 29 6 291 192 476, 940 2, 484. 3 I 1 | 12 292 & Estimated. 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 EDUCATION REPORT, 1891-92. Table 1. — Statistics of "population, private schools, City. % Total population 1891. a School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. 1 2 3 4 5 OHIO. Akron . 29,100 6-21 8,655 1,183 Bellaire . 10, 150 6-21 3.063 300 Canton* _ _ _ 28,250 6-21 8,537 1,000 Chillicothe ... 11, 325 6-21 3. 267 250 Cincinnati*.. 301,500 6-21 Si! 830 Cleveland _ 274. 400 6.21 80,745 26,121 Columbus _ ... .. 93.000 6-21 3,591 Dayton* _ _ 64,100 6-21 17, 495 2.221 Delaware . . . 8,370 6-21 2. 095 279 East Liverpool* 11,720 6-21 3.834 Findlay*..^ . 21,300 6-21 5.507 Hamilton _ 18, 230 6-21 5, 965 1,000 Iron ton _ _ 11.170 6-21 *3,420 *450 Lima . . . 17, 220 6-21 4, 864 500 Mansfield* 13.900 6,21 i 300 Marietta.. . . 8,630 6-21 2, 645 20 Marion _ 8,980 6-21 2, 440 250 Massillon* 10, 490 6-21 3, 617 Middletown 8, 100 6-21 2,752 Newark. ... 14, 850 6-21 *4, 332 Piqua . . . 9,760 6-21 *3,083 *402 Portsmouth*. 13,510 6-21 4,046 ' Sandusky _ _ 18, 760 6-21 5,990 957 Springfield* . . 33.300 6-21 1 9, 489 1,500 Steubenville _ 13, 530 6-21 i 4,475 700 Tiffin . . 11.145 6-21 3, 384 1,000 Toledo... . . 85, 500 6-21 28.146 4,500 Youngstown . 35. 870 6-21 10, 823 2, 000 Zanesville* . 21,300 6-21 6,504 OREGON. Portland .. _ 63,030 4-20 14, 310 1,200 PENNSYLVANIA. Allegheny 108, 400 Allentown . . 26. 100 300 Altoona _ _ _ 3i;eoo 6-21 2,500 Beaver Falls _ . 10,380 6-21 250 Braddock.. . 9, 414 Bradford . . . . . 10, 660 6-21 2, 120 300 Butler _ 9, 670 500 Carbondale... _ 11.200 6-21 1 3, 200 250 Chester _ 20.830 6-21 eoo Columbia _ 12,750 6-21 400 Tin mu ore . . 8,720 Easton ... _ 14.760 6-21 180 Erie _ _ _ 42,200 6-21 12, 882 3,000 Harrisburg 40.400 700 Hazleton . . . 12.530 6-21 b 3, 000 400 Homestead _ 10,260 j ohnstown _ 24.050 Lancaster _ ... .. . 32,700 6-21 500 Lebanon... _ 15, 430 McKeesport .. . _ 22,750 6-21 Mahanov City . . 11,810 15 Meadville _ _ 9, 590 6-21 250 Mount Carmel _ 9,350 N anticoke _ 11,040 500 New Castle . 11,980 500 Norristown. . . 20,-600 6-21 400 Oil City 11,380 375 Philadelphia _ 1,069, 250 40,000 * Statistics of 1890— ’91 • Number < enrolle schools 2, 657 920 2,348 990 18, 926 18, 472 6,942 (9, 01 695 | (2, (3,4) 1,244 1,101 1,535 1,272 815 846 (1,84 (l,3g 1,280 I 769 | (2, 3 J 1 , 479 2,669 1,206 749 6,209 2,473 (3,5 4,704 8,124 2,250 2, 795 854 488 880 978 904 1,630 926 702 1.254 3,328 3. 515 1,006 841 1,582 2,443 1,001 1,758 1.031 '916 775 652 1.162 1,322 978 | a Estimate based upon the annual rate of increase or decrease from : STATISTICS OF CITY SCHOOL SYSTEMS, 975 enrollment , attendance , supervising officers , teachers , etc. — Continued. Number of d ay s th e pub¬ lic schools were ac¬ tually in session. . • cj J2 ©-r-C O ,o © o BflO P c3 ;e po sgg fccce p tc-P ft < Average daily attend¬ ance in public day schools. Number of su¬ pervising of¬ ficers. i 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 the entire course of study. Male. j Female. cl +2 o Male. Female. Total. 9 10 11 12 13 14 15 16 17 18 19 20 192 843. 328. 5 4. 392. 3 1 1 2 8 103 111 12 6, 100 11 293 175 332.750 1.330 1 1 2 5 32 37 7 1,750 . 12 294 195 719, 355 3, 689 3 1 4 i 10 76 86 15 4, 800 12 295 186 299, 088 1.608 2 2 4 -! 4 1 44 48 5 2,100 12 296 190 5, 344, 820 29, 078 37 1 38 93 637 730 44 39,600 12 297 190 5, 612, 600 29.540 8 3 11 tsoi) 801 60 *40, 268 12 298 182 2, 007, 642 11.031 7 13 20 1 13 266 279 29 13,982 12 299 1,450.466.8 7. 068. 5 4 0 4 | (2061 206 20 12 300 183 215; 658 1. 164 1 0 1 1 29 30 7 *1,300 11 1 301 180 311,760 1,732 1 35 36 7 302 180 483; 480 2,686 — . 8 61 1 69 14 303 195 405,600 2,080 2 0 2 10 41 51 6 2,620 12 304 183.5 349, 119 1,805 1 0 1 2 44 46 6 2,300 305 185 566, 470 2,213 2 3 5 5 63 68 10 *3, 100 12 306 176 365.904 2, 079 1 0 1 3 48 51 9 2, 860 12 307 184 259. 992 1,413 2 2 4 1 5 29 34 j 9 1,920 12 308 174 231.594 1,331 1 0 ’ 1 1 33 34 8 1,725 i I 12 309 200 287,400 1,437 6 27 33 ; 6 1 3I0» ' 200 208.600 1,043 3 28 31 4 i 311 180 338, 940 1,883 5 4 9 5 52 57 ■ 11 3,126 12 1 312 180 6219,060 *1, 217 3 1 1 4 3 36 39 6 1,894 12 1 313 190 331,360 1,744 3 47 50 7 314 193 6 501. 993 *2,601 3 14 ; 17 3 71 74 9 3,190 12 315 188 819, 116 4,357 18 103 121 ! 16 12 316 193 337, 544 1, 752 1 0 1 5 52 57 ' 6 2,300 12 317 162 197, 354 1,217 *2 ! *3 1 *5 4 31 35 | 4 1,650 ’ 12 318 195 1,896, 765 9,727 3 ! 1 4 10 220 230 31 14, 000 11 | 319 185 779, 035 4, 211 (8 !) 8 1 11 86 97 20 4,950 9 320 190 521,450 2, 955 2 76 . 78' 18 321 190 1 , 324, 870 | 6,973 10 4 14 23 177 200 ; 24 | 8,000 12 322 200 a to o« oi i 11,276 24 ; 276 300 23 323 196 | 656, 796 3,351 1 0 *""T 16 ! 68 84 12 4,900 11 324 180 521,820 3, 899 1 2 3 i 14 111 125 ! 11 i 5,200 12 325 160 208,640 1.304 0 0 0 j 1 37 | 38 4 1,800 ] 10 i 326 180 ! C 136, 800 760 4 ' 20 ! 24 327 176 276, 848 1,573 1 0 I 1 1 40 i 41 6 2,050 12 323 160 227, 186 1,440 1 3 1 4 4 31 35 4 1,818 13 329 195 i 271,830 1,394 1 o 1 5 28 33 9 1,800 12 330 199 | t 456, 200 2, 281 1 0 1 1 3 70 73 13 3. 360 13 331 180 262; 800 1,460 i 0 1 1 32 33 5 1, 864 14 332 200 211,200 1.056 *1 *0 *1 2 25 27 1 9 *1,100 12 333 199 387, 722 1,949 0 o i 0 12 1 49 61 12 , 2,968 11 334 175 721,032 4,202 2 18 I 20 11 168 179 15 5, 858 11 335 195 923,237 4.770 0 1 o 1 0 16 113 129 j 20 6, 761 13 336 180 262, 260 1,457 1 | 1 2 6 31 37 1 7 ; 2, 016 11 337 180 203, 580 1,131 2 27 29 1 338 180 c 431, 280 2. 396 . 8 49 57 17 339 200 722, 400 3, 612 1 0 1 6 80 86 | 14 4,400 11 340 1-80 302! 940 1,683 1 0 1 5 38 43 l 10 2,400 13 341 180 431 ; 120 2, 394 6 1 7 7 60 [ 67 1 7 11 342 180 243, ISO 1,351 2 28 30 4 343 180 272, 160 1,512 1 3 : 4 0 43 43 ! 3 ; 2,250 12 | 344 180 c 155, 160 862 6 17 23 1 345 180 c 187, 740 1,043 3 23 26 i 5 i 346 155 270, 165 1,743 2 0 2 6 43 49 | 6 2,350 13 1 347 200 381,600 1,908 5 54 59 j 6 *2,625 11 348 180 c 273, 780 1,521 *1 *0 *1 2 36 38 8 *1, 800 349 201 20, 009, 550 99, 550 21 1 51 1 i 72 92 2, 619 2,711 1 279 125,400 12 i ! 350 6 Estimated. c Approximately. a The number belonging December 31, 1391, was 115,445. The enrollment for the year is esti¬ mated to be 174,700. 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 EDUCATION REPORT, 1891-92. Table 1. — Statistics of 'population, private schools, and puh\ City. Total population 1891. a School census age. Number of children of school census age. Estimated number of pupils in private and parochial schools. 1 2 3 4 5 PENNSYLVANIA— COn- tinued. Phnenixville . . _ 9, 734 250 Pittsburg 249, 000 Pittston~ 10,710 720 Plymouth 9, 760 *565 Pottstown . 14, 560 6-21 170 Pottsville 14,530 400 60, 470 750 Scranton . 79, 040 6-21 2, 500 Shamokin 15, 240 900 Shenandoah . . 16, 680 6-21 C4, 000 150 South Bethlehem . 11,090 6-21 2,380 250 Steelton . . 10, 560 6-21 1,770 200 Titusville 7, 982 West Chester . 8,130 6-21 1,650 350 Willkesbarre . 39, 750 1,000 Williamsport . 28, 130 6-21 1,285 York....." . 21,640 5-20 6, 958 500 RHODE ISLAND. Central Falls... . 9,050 Newport . 19, 900 5-15 3, 695 1,141 Pawtucket. . 28,700 5-16 5,853 1,493 Providence . 135, 200 5-15 24, 001 3, 984 Woonsocket . 21,400 7-15 5, 409 1,549 SOUTH CAROLINA. Charleston . 55, 500 6-16 7, 797 2,957 Columbia. . 16, 020 6-18 2, 850 600 Greenville* . 8, 900 6-18 5C0 SOUTH DAKOTA. Sioux Falls . 11,880 6-20 2,162 140 TENNESSEE. Chattanooga . 31, 600 6-21 6, 907 1,800 Jackson* . . . 10, 680 6-21 3, 802 80 Knoxville .. . . 24, 500 6-21 10, 083 320 Memphis* . 68, 850 6-21 15, 732 Nashville* . 80, 600 6-21 26, 738 1,200 TEXAS. Austin . . . 14, 990 7-21 *4, 140 *476 Dallas . . . 43, 350 8-16 7, 545 500 Denison . 11,290 8-16 2, 309 320 El Paso*.. . 13,460 6-19 1, 105 ICO Forth Worth . 25, 5C0 7-20 4, 397 640 Galveston . . . 29, 900 8-16 8,943 1,800 Houston*. . 29, 000 8-16 6, 259 500 Laredo* . . 12, 720 8-16 2, 360 Paris* . . . 8,880 8-16 2, 305 115 San Antonio . 40, 000 6-18 11,203 Waco . 15, 470 7-18 4,611 UTAH. Ogden City * . 16, 290 6-18 3, 297 500 Salt Lake City . 48, 400 6-18 10, 551 *2, 086 VERMONT. Burlington . 14, 960 5-20 4,126 *1,470 Rutland . 8, 320 5-20 2,119 550 Number of differei enrolled in pul schools. © "ci 2 6 7 573 16,291 619 562 1,218 1,353 4,329 5,466 1,564 1,205 968 738 810 546 3, 038 2, 331 1,671 620 16, 591 751 753 1,161 1,207 4, 307 5,888 1,578 1,397 1,112 726 631 3,288 2, 390 1,600 1,091 2, 365 10, 882 1,908 1,156 2,213 10, 659 1,390 2,468 906 757 3,296 1,158 885 845 861 2, 256 (1,606) 1,653 2,719 4,975 2, 333 1,917 3, 501 5, 526 1,508 (4, 805) 448 1,475 2,161 1,712 (826) 880 I 2,320 I (2,791) 1,593 424 1,681 2, 401 1,924 1,011 2, 719 1,373 3, 768 1,303 3, 850 (2,017) 709 | 759 * Statistics of 1890-’91. a Estimate based upon the annual rate of increase or decrease from 1880 to STATISTICS OF CITY SCHOOL SYSTEMS 977 enrollment , attendance , supervising officers, teachers , e^c.— Continued. Number of days the pub¬ lic schools were actu¬ ally in session. ] Aggregate number of days attendance in ail ' public day schools. Average daily attend- : ance in public day schools. '! Number of su¬ pervising of¬ ficers. 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 the entire course of study. Male. Female. Total. Male. Female. Total. 9 10 11 12 13 14 15 1G . ir is 19 20 190 152, 380 802 1 0 | 1 1 0 24 24 4 1,600 12 200 &4, 859. 6C0 24, 298 *24 *15 *39 39 629 668 66 11 180 166, 140 923 3 0 3 1 25 26 5 1,550 11 180 &153, 180 851 *1 *0 *1 5 20 25 *4 *1,300 11 200 344, 400 1,722 1 0 1 7 43 50 21 2, 963 12 2C0 b 368, 600 1,843 *1 *0 *1 8 45 53 9 *2, 400 12 200 1,413,000 7,065 7 192 199 30 191 1,573, 267 8, 237 1 1 2 22 194 216 34 1 9,887 12 160 b 372, 480 2, 328 13 41 54 6 180 309. 780 C721 1 2 3 9 35 44 7 2,805 l 11 2C0 332, 500 1. 750 1 0 1 11 30 41 9 2,350 13 180 210, 914 1.172 1 0 1 14 16 30 5 1,728 12 190 245, 480 1.292 1 0 1 1 36 37 5 1,613 11 200 152, 400 762 3 0 3 4 23 27 3 1,090 12 186 900, 054 4,839 3 1 4 19 101 120 14 6,480 11 180 727, 855 3,488 1 0 1 16 79 95 15 5,029 12 180 411,900 2, 288 0 0 0 19 46 65 13 3, 350 12 0 2 o 1 I 38 39 194 323, 592 1,668 1 2 1 3 5 51 i 56 11 2, 480 14 195 513, 641 2, 868 3 1 4 11 1 90 ! 101 23 5, 500 13 186.5 2,789,704.3 14,958.2 13 22 35 12 408 420 63 18, 550 13 200 359, 608 1,987 0 ~1 1 4 52 | 56 16 2, 223 13 193 1,012,285 5, 245 6 1 j 7 2 1 98 100 6 5, 900 10 174 244, 557 1,411 1 0 1 5 23 28 4 1,250 10 180 189, 000 1,050 1 0 1 6 18 24 1 6 1,650 8 173 203, 970 1,179 1 ° 1 9 34 36 8 1,520 12 177 496, 288 . 2,804 1 1 o 11 74 85 7 3,847 11 180 245, 700 1,365 1 0 I 3 18 21 3 8 193 515. 041 2, 697 6 0 6 19 42 61 11 3, 500 11 175 746, 018 4, 263 1 11 12 7 80 87 11 4, 221 11 185 1,549,523 8, 338 22 13 35 16 137 153 18 7,558 11 165 356, 730 2,162 1 0 1 5 67 72 17 2,375 11 174 2 0 2 23 77 100 16 4,500 11 175 1 0 1 2 32 34 9 1,738 11 180 94, 565 533 1 0 1 2 14 16 4 700 11 176 394, 217 2, 234. 8 2 1 3 13 52 65 12 2, 950 11 180 584, 280 3, 246 5 1 6 13 78 91 11 4, 423 12 173 353, 785 2, 045 1 0 1 20 45 65 13 2,986 11 180 72, 000 400 1 0 1 3 9 12 9 600 178 205, 560 1,142 1 0 1 4 30 34 3 1,564 11 182.2 625. 434 3, 432. 7 8 4 12 11 55 66 12 3,412 11 180 328; 500 1,825 6 5 11 6 46 52 10 2, 565 11 196 472, 046 2, 408 1 1 2 6 63 69 12 1,900 11 180 895, 860 4, 968. 9 22 12 34 22 104 126 41 ! 12 d 180 *211,314 *1,214 *1 *0 *1 5 37 42 *10 *1,428 13 190 176, 700 930 1 0 1 1 34 35 6 1,365 13 6 Approximately. c Estimated. dThe High School was in session 195 days. ED 92 - 62 351 352 353 354 355 356 357 358 359 360 361 362 363 364 265 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 EDUCATION REPORT, 1891-92. Table 1. — Statistics of population, private schools , and public school City. a 00 o cS ) 9 (543) 543 189 Jersey City . . . 7 57 7 1 58 65 (3, 500) 3,500 1,126 226 Millville*-.. _ _ 3 65 (12) 12 (294) 294 Newark . . . 9 96 40 | 40 80 3,141 1 744 3, 885 1,706 New Brunswick* . . 1 36 (f >) 5 (131) 131 95 Passaic . . . 1 124 1 4 5 292 192 484 177 Paterson . . 12 80 *13 *70 I *83 2.364 668 3,032 944 Trenton _ _ 5 150 2 23 1 25 *788 *226 *1,014 349 Union . 1 60 2 1 3 150 30 180 1 60 k NEW YORK. Albany . . . . 4 62 4 8 12 j 359 74 433 261 ! Auburn . . . . . 2 65 4 2 6 92 13 105 61 Brooklyn . . 16 100 (217) 217 (12, 433) 12, 433 4, 194 Buffalo. . . 23 41 36 103 139 2, 145 1,525 3,670 1,595 Cohoes. . . . . *9 *98 0 17 17 (*717) *717 *367 New York . . . 29 90-120 333 137 470 21, 571 7,594 29, 165 11,018 Long Island City . . 5 51-77 5 12 17 700 100 800 398 Rochester . . 2 129 3 19 22 514 355 869 340 Syracuse . . 4 55 9 4 13 361 84 445 317 Utica* . . . . . . 2 50 0 8 8 341 35 376 83 Watertown.. . 1 j 130 0 2 2 35 10 45 15 Yonkers* . 2 73 9 5 14 315 107 422 270 OHIO. Columbus . . 7 97 0 7 / 181 56 237 105 Dayton . . . . 2 8 0 8 (fl 225) a 225 I a 100 Hamilton . . 2 80 2 3 5 14 9 23 18 Piqua _ _ _ _ 1 80 1 0 1 : 12 18 30 a 14 Sandusky . . . . 3 1 90 0 3 3 91 12 103 a48 Springfield* . . 1 I 129 1 2 3 1 112 11 123 41.4 Steubenville . . . 3 j 193 0 5 5 1 137 14 151 64.4 Tiffin . . . 1 1 100 1 0 ! 1 1 19 0 19 12 Toledo b . . i ; 24 2 0 1 2 ; 30 20 50 j 40 Youngstown . . ii 1 70 I 5 6 ! ll ; *300 *150 *450 220 OREGON. Portland _ _ _ 1 i 100 3 i 4 231 71 302 128.9 PENNSYLVANIA. Allentown . . . 2 ! 90 i 1 i 2 37 57 94 i 44 Altoona . . .. 8 100 8 0 8 296 131 427 200 Dunmore* . . . 4 ! 60 0 4 4 140 0 140 | 120 Easton . . . . 3 1 117 3 0 3 121 | 0 121 44 Erie. . . . . 1 77 2 4 6 303 | 62 365 ! 81.3 Lancaster _ _ 4 ! 120 2 8 10 221 119 340 134 Philadelphia . . . . 54 1 72 (339) 339 (16, 205) 16, 205 5,228 Pittsburg* _ 23 , 40 10 55 65 (2, 503) 2,503 a 931 Pittston . . . . . 7 SO 1 6 7 (205) 205 144 Plymouth* . . . 3 | 60 3 0 3 i 150 0 150 75 Potts ville* . . . 4 ; 60 2 2 4 120 30 150 75 Scranton... . . . 44 1 80 15 29 44 1.770 245 2,015 1,310 Shenandoah _ _ _ 5 80 1 5 6 1 398 0 398 146 Wilkes Barre.. . 12 80 11 1 12 j 505 0 505 j 250 RHODE ISLAND. Central Falls . 1 51 3 7 10 (266) 266 1 64 Newport . 1 59 0 9 9 81 | 68 149 45 Pawtucket . 6 49 30 20 50 631 1 238 869 1 342 Providence . . . 15 70 58 164 222 | 3. 198 ! 1,204 4, 402 1,751 Woonsocket . . 5 50 18 31 49 i 501 316 ! 817 1 249 * Statistics of 1890-91. a Estimated. b A manual training school. STATISTICS OF CITY SCHOOL SYSTEMS. 983 Table 2. — Statistics of 'public evening schools in cities of 8,000 or more inhal Hants — Continued. City. Number of such schools. Number of evenings the schools were in session. i Number of teachers. j Number of different pupils enrolled. Average daily attend¬ ance. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 IO . TEXAS. Denison _ _ 1 63 2 0 2 19 5 24 12 UTAH. Salt Lake City . 1 115 2 0 2 82 1 18 100 43.8 VERMONT. Burlington* . . 2 83 2 0 2 73 4 77 27 VIRGINIA. Norfolk . . . 3 180 3 0 3 190 0 190 100 Richmond . 6 77 : 3 5 8 153 0 153 j 70 WASHINGTON. Seattle . 1 192 1 1 2 171 22 193 j 46. 1 WISCONSIN. Ashland . 1 90 1 0 I 1 | 20 1 15 35 j 15 Milwaukee _. . . . 23 25-37 a 39 a 33 #72 2,093 600 2.693 1,052 Oshkosh.. . . | i ! 90 2 0 ! 2 110 ! 23 133 45 Sheboygan . 14 1 48 8 10 18 ! (6 700) 6700 6290 Superior . . . . 10 60 io : 0 ! 10 ; 424 j 90 514 ! 274 Wausau . . . 3 60 i i 9 " ! 3 87 2 89 1 50 * Statistics of 1890-'9l . a Average number. 6 Estimated . LIST OP CITIES CONTAINING OVER 8,000 INHABITANTS, CONCERNING WHICH NO SCHOOL DATA ARE AT HAND. Anniston and Mobile, Ala. Pine Bluff, Ark. Alameda, Cal. Leadville, Colo. Jacksonville, Fla. Augusta, Ga. Alton, Joliet, and Streator, III. Anderson and Madison, Ind. Pittsburg, Kans. Bowling Green. Ky. Baton Rouge, La. Cumberland, Md. New Brighton, Edgewater, and Johns¬ town, N. Y. Asheville. Charlotte, Newbern, Ral¬ eigh, Wilmington, and Winston, N. C. Ashtabula, Ohio. Olneyville, R. I. Marinette, Merrell, Stevens’ Point, and Watertown, Wis. 984 EDUCATION REPORT. 1891-92. Table 3. — Statistics of property , receipts , and expenditures of City. Total taxable property in the city. Estimated actual value of all public property used for school pur¬ poses. Receipts for the school year 189l-’92. Cash value esti¬ mated with the assessment as a basis. Assessed value. From State ap¬ portionment or taxes. From city appro- priations or taxes. From county and other taxes. 1 2 3 4 * 6 7 ALABAMA. 1 Birmingham _ $30, 000, 000 $18,000,000 $250,000 ! $11,555 $61, 170 2 Huntsville __ . 5,000 1,792 1.859 3 Montgomery . __ 10,000,000 10, COO, 000 100,000 4, 400 15,000 ARKANSAS. 4 Fort Smith _ . 12, 090, 000 4, 030, 000 190, 000 2,500 10, 000 $1,300 5 Hot Springs . . 8, 750, 000 3, 500. 000 50, 000 3,000 14, 000 2,000 6 Little Rock _ 17, 708, 790 10, 625, 274 258,000 11,078 48, 786 0 CALIFORNIA. 7 Fresno . . . 11,250,000 7. 500, 000 100, 000 8, 589 16. 229 12,736 8 Los Angeles _ _ _ 137, 047, 317 45, 682, 439 724, 320 106, 253 59, 537 31,800 9 Oakland* _ 40,371,035 40, 371, 035 1,002,970 111,063 80, 423 44, 029 10 Sacramento _ 14, 000, 000 14, 000, 000 267, 500 37, 324 38,196 18, 802 11 San Diego. _ 22, 500, 000 15,000,000 203, 862 19, 101 45, 616 15, 499 12 San Francisco . 311,566,070 311,566,070 4,932, 754 705, 926 485, 580 13 San Jose . . . . . 19, 992.114 19, 992,114 236, 450 38,975 16, 906 19,907 14 | Stockton . ! 16, 983, 844 12, 737, 883 232, 271 21,193 1,371' 11,480 COLORADO. 15 Colorado Springs . 17, 136, 180 5, 712,060 183,000 9, 664 29, 067 I Denver: 16 District No. 1 . 184,505, 895 61,501,965 2, 000.000 99, 112 172, 575 17 District No. 2 . 28, 423, 333 8. 527, 000 500, 000 10, 400 62, 328 44, 072 18 District No. 17 . 21,600,000 7, 200, 000 328, 500 51,383 35, 467 Pueblo: 19 District No. 1 _ 8, 980, 412 8,980, 412 250. 000 20,811 29, 530 4,091 20 District No. 20... 13, 203, 648 7,281,459 200,000 CONNECTICUT. 21 Ansonia. . . . 2, 909, 923 a90, 000 5,189 78, 108 0 22 Bridgeport . . . . 24, 880, 915 629, 389 29, 029 180,716 23 Danbury*. . . 24 Hartford _ _ cl 451, 000 23. 416 <26 5. 371 cl05, 793 25 Meriden . . . . 345, 910 (60. 1711 c8, 651 26 Middleton * . . . 80. 000 3,868 | 17, 596 27 New Britain _ ... 263, 000 28 New Haven . . 50, 998, 005 50, 998. 005 e922, 904 43, 557 <26 2, 756 cl70, 637 29 New London . 2, 669, 667 2, 000. 000 188,000 5.978 27,000 30 Norwalk _ _ *15, 421,682 *6, 168, 673 115, 300 7,848 <226, 514 cl2, 265 31 Norwich* . . 167, 000 6, 996 20, 368 0 32 Stamford* .. 8, 468, 144 8, 468, 144 Cl 40, 500 7, 364 35, 264 33 Waterbury .. 10, 000, 000 420,000 18, 497 92, 259 34 Willimantic . DELAWARE. 35 Wilmington _ 34,323,649 34, 323, 649 551, 817 11,975 139,727 0 DISTRICT OF COLUMBIA. W ashington : 36 First six divisions *. 37 Seventh and eighth 777,500 191, 169 191,170 0 divisions.* FLORIDA. 38 Key West . *20,000 4, 724 9,085 39 Pensacola . . 7,572.000 3, 028, 800 40,000 ♦Statistics of 1890-!91. a The expenses of evening schoos are included in columns 14 and 15 6 Accounts of evening schools are not kept separate. c Value of sites and buildings only. STATISTICS OF CITY SCHOOL SYSTEMS. 985 public school systems of cities of over 8,000 inhabitants. Receipts for the school year 1891— ’92. Total sum available for use during the year. Expenditures for the school year 189: l-’92. From all other sources. Total. Permanent in- | vestments and lastingimprove- i ments. For salaries of teachers and supervising offi¬ cers. Current and inci¬ dental expenses. For evening schools. ’cS +2 o EH 15 8 9 134, 089 (£>) 1,036, 089 12 575 76, 413 103, 981 4,402 63, 622 18, 467 816 87, 307 13 5, 452 39, 497 77, 617 11,639 45, 276 14, 016 0 70, 932 14 10, 935 49, 666 156, 967 77, 211 38, 719 18, 181 0 134,111 15 111,710 383, 398 422, 100 145, 185 a 150, 605 «44, 755 (6) 340, 545 16 1,038 117, 839 241,739 72, 063 70, 095 28, 350 170, 508 17 194 87, 044 90, 109 7,121 a44, 449 a 17, 120 (&) 68, 690 18 8, 526 62, 958 165, 869 18, 029 39,110 34, 326 91, 465 19 45,814 103, 324 56, 764 20 0 83, 297 83, 297 52, 136 22, 062 9,164 83, 392 21 2, 062 211,807 211,807 88, 000 91,251 32, 153 403 211,807 22 23 24, 142 228, 722 228, 722 133, 500 143, 222 91, 050 367, 772 24 3, 485 72, 307 72, 307 50,861 24, 476 75, 337 25 7, 396 28, 860 31,937 206 13, 477 11,968 0 25, 651 26 37, 596 37, 596 27 3, 315 280, 265 431,119 38, 621 212, 900 78, 790 2, 843 333, 154 28 6,678 39, 656 60, 006 25, 500 22, 772 10, 000 58, 272 29 581 47, 208 47, 208 30, 857 *46, 115 30 1,000 28, 364 20, 070 8,294 28, 364 31 1,128 30, 922 12, 834 43, 756 32 1,914 112,670 213, 670 7, 659 59, 347 46, 465 2,275 115, 746 33 34 1,497 153, 199 165, 573 21,684 94, 573 37, 757 620 154,211 35 65, 135 398, 588 73, 725 3, 626 541,074 36 0 382, 339 382, 339 187, 683 150, 925 40, 888 2,843 382, 339 37 836 14, 645 18, 924 864 12, 683 2, 007 15, 554 38 3, 300 11,019 1,300 0 15,619 39 dFrom town treasury. e From district taxes. 986 EDUCATION REPORT, 1891-92. Table 3. — Statistics of property , receipts , and expenditures of City. GEORGIA. 40 Athens _ 41 i Atlanta* .. 42 Brunswick. 43 Columbus. 44 Macona .... 45 Savannah. . ILLINOIS. 46 Aurora (East Side) _ 47 Belleville _ _ 48 Bloomington . 49 Cairo... . 50 Chicago . 51 Danville . 52 Decatur . . 53 East St. Louis . . 54 Elgin . . . 55 Freeport . 56 Galesburg . . 57 Jacksonville * . 58 ! Kankakee . . 59 ' Lasalle * . . . . 60 Moline . 61 Ottawa . 62 Peoria* . - 63 Quincy . . 64 Rock Island . 65 Rockford _ _ 66 Springfield . . INDIANA. 70 I 71 j 72 73 74 75 i 76 j 77 78 79 80 : 81 Elkhart * . Evansville * ... Fort Wayne *.. Indianapolis*. Jeffersonville Kokomo - Lafayette - Logansport. .. Marion _ Michigan City Muncie _ New Albany ... Richmond _ South Bend *.. Terre Haute . . . Vincennes*.... IOWA. 84 88 Burlington . j Cedar Rapids.. Clinton _ ' Council Bluffs. ; Davenport _ 1 Des Moines : Total taxable property in the city. ©£ 2 £ & e8 rjl GQ c n o3 cS n © >>.' 3t! EJ c3 © ft > ft ■§ ftO *3 O o 2Z3 a •a 2 % © ft o A . c3 01 S a © x Sosa H So T3 a £ a- c3 fl $s “Jrf >,2 o a « rl ?3 © © £ £ x 0 2 s3 £ ft+^ a Z * O ^ c3 U ft-*3 5° fc S-i fc • 5 6 7 $6, 335, 822 97, 415, 900 $6, 335. 822 j 48, 707, 950 18, 750, 000 30. 783." 188 15, 000, 000 9, 200, 000 8, 853, 620 17, 226, 220 5, 094. 289 , 204, 698, 083 8, 333, 960 9. 748, 000 8, 973, 120 6, 387. 500 10, 938, 876 30, 783, 188 2, 300, 000 2. 213, 405 3, 445. 244 1, 698. 289 256, 599. 574 2, 083, 490 2, 437, 000 2, 243, 280 1,825.000 2, 734. 719 3, 656, 035 5, 259, 063 5. 147, 296 35, 213, 445 24, 879, 160 6. 747, 936 26, 832, 469 17, 083, 302 5, 097, 350 000. 000 308, 835 000, 000 052, 413 500, 000 333, 333 761,067 247, 120 740, 155 765, 099 561, 675 332, 685 335, 880 731, 207 850, 000 1,753,021 1. 286, 824 7, 242, 689 4, 975, 832 2, 249, 312 5, 962, 771 5, 694, 434 5. 097, 350 18. 000. 000 58, 205, 890 2, 000, 000 5, 289, 310 15, 750, 000 14. 000, 000 14, 028,125 14, 550. 420 7, 619, 375 22, 308, 200 49, 425, 987 7. 500. 000 7, 000, 000 2, 820, 800 5, 247, 120 10,740, 155 10, 7S5, 099 6. 224, 670 18. 332, 685 4, 335, 880 4. 500, 000 3, 500, 000 2. 000, 000 5, 611,250 4, 850, 140 3, 047, 750 8, 923, 280 19,770, 395 $30,000 351. 515 50, 000 160, 000 *101, 000 400. 000 160,000 129, 200 315, 000 87.600 11,000, 000 200. 000 163, 714 120, 900 95, 739 151, 183 152. 650 90. 000 55,000 * 200, 000 56, 500 500,000 218, 250 165,000 225,000 216. 900 134, 000 414, 500 274, 400 1, 014, 986 75, 000 76. 300 160,000 146, 000 65, 500 209, 000 170, 000 255. 000 184, 000 353, 667 65. 000 150, 000 250, 000 160.000 325,000 315. 000 253. 000 487,000 230, 000 Receipts for the school year 1891-92. $3, 884 26, 278 5, 337 22, 018 3,123 4,041 5, 658 2, 512 246, 674 3,037 4, 804 2, 366 3,422 3,213 1,981 2,000 2, 868 10, 258 7,721 3, 568 5, 038 6, 221 9,711 36, 738 99, 903 *35, 759 10, 087 10, 740 15,521 8,405 17, 150 52, 560 $10, 900 107, 420 8,000 13. 880 $9,740 2,000 956 79, 862 10, 730 27, 628 6,419 31, 321 45, 843 0 16, 775 4, 425, 698 0 (39, 40, 920 30, 754 35,204 35,077 25, 513 17,000 (28, 102, 889 59, 963 54, 201 53, 406 73. 840 19, 509 130, 981 34. 317 7, 901 13, 666 10,000 7, 681 2, 956 8, 468 11,213 2, 531 11, 430 11,564 71, 400 36, 189 ”80' 613 56, 778 105, 696 71,301 1,541 ”82 47, 374 3b 059 *22. 620 25, 717 0 15, 709 22,727 50, 927 64, 233 Tim i,i East Side . . 89 WestSiae . . 90 ; Dubuque . 91 Fort Madison * _ ♦Statistics of 1890-91. aThe schools of the city, suburbs, and country districts are operated under the county sys¬ tem, and it is not practicable to separate the financial matters. STATISTICS OF CITY SCHOOL SYSTEMS, 987 public school systems of cities of over 8,000 inhabitants — Continued. Receipts for the school year 1891-92. Total sum available for use during the year. Expenditures for the school year 1891 -92. Prom all other sources. Total. i Permanent in¬ vestment and lasting improve¬ ments. For salaries of teachers and supervising ^offi¬ cers. Current and inci¬ dental expenses. For evening schools. Total. 8 9 io 11 12 13 14 15 $15. 758 $15, 758 $9,000 $13, 147 $2, 611 0 $24, 758 $1,407 135, 105 140,635 18,761 94, 965 25, 734 139,460 i 15, 337 15,000 j 4. 193 22,000 19, 822 3,800 45, 622 35.000 112, 611 113. 564 26, 749 79, 757 6,991 113. 497 8.083 45, 256 56, 603 28,009 ' 9,947 37, 956 ’ 509 35. 871 48,581 2, 007 30, 307 7, 961 40, 275 818 52, 319 67. 492 2, 472 39. 861 10,875 ; 0 53.208 19. 287 38, 085 16. 166 14, 255 4,470 0 34, 891 316. 752 4, 989. 124 5, 572. 993 995, 304 2, 555; 821 | 854,446 ! $101,165 1 4, 506, 736 60 42. 386 48, 440 26,785 13,854 40, 639 133 45, 857 54. 105 12, 070 29.971 9.231 0 51,272 23,252 9,381 32,633 376 33, 496 44, 103 11,808 21 220 9,024 i 42, 152 38,626 1 1,042 26.982 I 6.249 1 34, 273 136 38, 426 49.217 1,865 21,905 1 4. 869 | 0 28,639 802 28. 297 36, 891 951 13,850 5.813 | 20, 614 19; 000 13,000 12, 640 3,700 0 29, 340 28, 808 12,944 41. 752 221 31,758 42, 474 278 23, 470 18, 726 . 42. 474 3. 107 116, 254 231,450 27, 369 6 78. 52C 6 18,925 (&) 124, 814 164 69. 392 88, 535 31,988 39.397 11.263 82,648 ! 7. 276 65, 045 125,705 28,000 30,901 13. 701 72,602 1.363 59,807 60. 136 1,009 44. 125 14. 434 0 59, 568 1, 524 81,667 100, 382 10, 290 54,600 8,807 400 74,097 113 29, 333 40, 070 3, 154 21, 493 4, 152 ! 0 30,432 121,099 146, 257 88, 985 1,510 118, 715 7 84,119 159, 576 29,233 60. 022 11,824 1 . 101,079 : 7, 393 269, 336 534,722 56, 012 216. 134 80,114 | . 352,260 ! *58,379 *58. 379 * 1 9. 825 *34,872 ; 44,404 57, 498 19, 958 16. 528 8,946 i . . 45,437 j 27. 106 36, 823 7,000 18,917 6, 536 0 32,453 789 37, 247 72, 400 19. 476 17, 445 44,828 ; 81 23, 503 40, 098 1.500 12.009 6. 085 0 19.594 37,780 70. 285 1,308 24. 441 17, 896 43,645 ' 82.381 18, 300 30, 526 6,018 54,844 i 70. 941 116,226 9.464 36,227 13, 367 59,058 ! 6. 506 46, 383 73, 705 12.' 388 28. 204 9, 736 50,328 f 2, 616 112. 933 142, 994 17,401 73. 282 19. 597 0 111,280 14, 321 46, 232 12.048 12, 537 ’ 2, 812 0 27,397 81,400 137, 979 40,740 50, 862 25. 289 116, 891 236 72.150 174.064 50.000 38, 589 21,812 110,401 401 39, 546 46,398 26,730 14, 878 41,608 6, 104 j 85.764 135,886 8,055 47, 305 35, 669' 91,029 | 6,084 97,910 133,028 13, 832 64,832 21,667 . 506' 100,837 61,001 71,190 13,724 35,275 24.224 0 73,223 j 2,540 119,666 120. 519 5, 568 72, 212 42. 739 120,519 1 6, 503 89. 368 92,010 20.892 48, 946 15. 707 0 85, 545 ! 9,713 &The accounts of the evening schools are not kept separate. c The sum of the item reported is $2S,799. 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 53 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 EDUCATION REPORT, 1891-92. Table 3 .—Statistics of property , receipts, and expenditures of City. Total taxat in th< ft ® C3 ft-* rf) x 22 © Ca rft >3 ©£ S 3 •> © M . r © X X ® ■ft o tie property 3 city. © “eg > © X X © 03 X < 1 z 3 iowa — continued. Keokuk . . . $5, 417. 881 $3,250,729 | Marshalltown . . 4,618.077 1,539,359 ; Muscatine . 6, 885, 287 2,754,215 Sioux City . KANSAS. Arkansas City*... 1,464,612 Atchison _ 9, 575, 400 1,353, 120 : Fort Scott _ Hutchinson _ _ 4. 059, 360 1,353, 120 1 Kansas City - 30, 204, GOO 7.551.000 1 Lawrence . . . 7, 484, 580 1,871, 145 Leavenworth - - 16, 200,000 5, 400. 000 Topeka . . . . *36, 104, 460 *10,315,560 ! Wichita . . ... 23, 493, 783 7,048,425 KENTUCKY. Covington . . 17,000,000 17,000,000 j Henderson* . . 3,000,000 Lexington . . *5, 000, 000 *5. 000, 000 Louisville . . . 114. 880.307 86, 160. 230 Newport* _ 7, 800. 000 7, 800, 000 Owensboro - - 5, 463, 447 3, 278, 068 Paducah* . . 5, 125, 000 5,125,000 LOUISIANA. New Orleans . . 195, 000, 000 130, 000, 000 Shreveport* . . 8, 000, 000 4, 000, 000 MAINE. Auburn . Augusta . . Bangor . . 11,169, 061 11,169,061 Bath _ _ 9, 207, 705 6, 138, 470 Biddeford . . . . 12.615. 260 6, 307, 630 Lewiston. _ _ 151,849, 107 113, 888, 830 Portland _ 36, 583, 295 36, 583, 295 Rockland . . 4, 578, 585 4, 578, 585 MARYLAND. Baltimore . . 282, 720, 820 282, 720, 820 Frederick b Hagerstown*... . 6, 525, 000 4, 350, 000 MASSACHUSETTS. Adams . 3. 961, 000 3,961,000 Amesbury . 4 ', 522. 188 4, 522, 188 Beverly* . . . 13, 186, 755 13, 186, 755 Boston . . . . . Brockton* . . . 17, 477, 847 17, 477, 847 Brookline . . . 50, 729, 500 50, 729, 500 Cambridge _ _ _ 70,581,670 70.581,670 Chelsea _ _ _ 18, 860, 300 18, 860, 300 Chicopee* _ _ 6, 377. 070 6, 377, 070 Clinton.. . 6, 258, 940 6, 258, 940 Everett* . . . 8, 317, 600 8, 317,600 Fall River _ _ 54, 281, 930 54.281,930 ft © ft !> ft 8 o ft&° o£o *2* tJ ft £ © Cl i o -2 . c3 jft _ © ft © x la O ft ft $140, 000 118, 600 115, 000 150, 000 716.000 125,000 166.000 119,000 105. 500 275, 000 145, 000 190, 000 350, 000 258,400 205,840 j 90,000 | 150,000 1,180, 527 | ' 225, 000 85, 000 ; 92. 600 I 1,000,000 15, 000 100, 000 ; =5=90, 000 > 125, 000 150. 000 no, oco 260,000 52, 247 2, 680. 717 : 45, 666" 112,000 ! 174, 400 • b 8, 950, GOO i 427, 666 j 444, 200 132, 900 j 200.000 I 751,000 I Receipts for the school year l89I-’92. +3 ft ftM c3 g >s O o*3 “ m >.© ^ * ftft « © ft5 o° 5 6 * *$6,033 2. 663 4,069 *($35, 40. 474 I 31,961 i 165) 14," 889 * . (82, 578) 2, 300 4, 795 30, 757 34,838 0 2,635 31, 880 0 11,668 65, 553 3, 587 24, 484 7,041 38. 388 *11,072 (95, 433) 7, 397 (82, 479) 30, 406 39,458 6, 000 10,000 i _ 18, 422 15, 750 157. 764 248, 655 0 17, 489 20. 169 6.882 23, 797 0 11,300 11,500 400 32,000 196,000 7,500 7, 836 20,500 6, 826 12, 922 C 7, 720 10, 987 37,300 0 6. 827 14,250 0 9.356 20, 000 i 17; 930 30. 203 — 18. 950 116.895 5,268 11,500 0 184,697 988, 140 | 0 4,137 0 7, 160 ... 29,000 _ ;n "" 73,‘ooo' 74, €00 i 0 ... 371.581 _ 0 85, 073 ! 0 o'i" "28." 500*1'”’ o ... 35 OCO 0 ..J 209,538 -n * Statistics of 1890-’91. a The accounts of the city schools are not kept separate from those of the county. STATISTICS OF CITY SCHOOL SYSTEMS, 989 public school systems of cities of over 8,000 inhabitants — Continued. Receipts for the school year l891-’92. Total sum available for use during the year. Expenditures for the school year 1891 -’92. From all other sources. Total. Permanent in¬ vestments and lasting improve¬ ments. For salaries of teachers and supervising offi¬ cers. Current and inci dental expenses. For evening schools. Total. 8 9 10 11 12 13 14 15 *$210 *$41,408 *$41,998 *$840 *$29, 335 *$10, 976 *0 *$41,151 1.199 44, 336 58. 509 260 2, 894 13, 591 0 42, 685 ' 228 36,257 36, 758 26, 492 10, 951 37,443 i *52,000 i 103 97,570 199, 211 72, 082 66, 655 40, 878 0 179,616 100 33, 157 85, 157 52,000 18, 000 12, 000 $125 82, 125 j 1,514 41, 147 43, 877 22, 759 12, 178 34. 938 23, 918 28, 362 0 34,515 37, 463 37 17,918 12, 940 30. 895 207 77 428 77, 428 37, 293 9, 607 46, 900 2, 846 30, 917 33,201 60 19. 951 9. 043 29, 054 3,823 49, 252 56, 354 a36, 681 a9. 993 46, 674 *h 496 *108, 001 *111.286 62,412 *7, 926 *0 142, 392 1,061 90, 937 97, 226 112 60, 123 26,700 86. 935 1,502 71,366 100, 847 7,500 59,000 9, 856 76, 356 500 16, 500 16, 500 14,000 1,500 15, 500 34, 172 34, 172 0 36. 330 4, 033 0 40, 363 8,504 414, 923 550, 720 85, 729 299,222 95, 500 6,601 487, 052 37, 658 62, 658 26. 370 28, 425 3,863 0 58. 658 833 31,512 38, 071 9,311 14, 230 2,589 0 26. 130 4,225 | 27, 425 27,425 6, 500 17,149 2, 941 26, 590 235, 500 *215, 000 1 235, 500 19,300 19, 300 10,000 8,800 500 0 19, 300 28,336 28, 336 2,000 21,000 5, 336 28 336 27, 468 27, 468 1,198 17, 635 8, 693 236 27, 762 798 49. 085 49, 085 835 34, 970 12, 666 0 48, 471 138 21 ; 215 21,215 0 15, 642 5,570 0 21,212 29, 356 29, 356 23, 708 6, 770 525 31,003 127 48, 260 48, 260 2, 680 28, 694 16, 773 1,200 49, 347 455 136, 300 144, 109 30, 953 77,912 35, 244 . 144,109 40 16, 808 19, 865 14, 248 3,107 17, 356 3,647 1,176,484 1,176, 484 191, 175 743, 807 237, 586 . 3,916 1,176, 484 0 11,297 11, 297 580 10, 237 380 11.297 1,500 13,000 6,000 26, 500 15, 168 634 29, 634 29, 634 16,809 11,081 27. 890 38, 593 * 2, 120. 546 1,266 74, 266 74, 276 60, 328 12, 332 1,615 74, 275 74, 600 43, 575 31, 445 519 75, 539 1,427 373, 008 373, 008 118, 145 200, 848 52, 553 1,462 373, 008 2,780 87, 853 87, 853 1,792 63, 167 21.756 1,138 87. 853 13, 836 34, 329 6 28, 500 28,500 18, 588 9.259 577 28, 424 363 35, 456 61,556 27, 620 22. 550 10,685 450 61,305 4,540 214, 078 215, 328 22, 135 130. 708 49, 653 11,528 214, 024 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 131 135 136 137 b Value of sites and buildings. 990 EDUCATION REPORT, 1891-92. Table 3. — Statistics of property , receipt p, and expenditures of City. Total taxable property in the city. Estimated actual value of all public property i used for school pur¬ poses. : Receipts for the school year 1891-*92. Cash value esti¬ mated with the assessment as a basis. Assessed value. From State ap¬ portionment or taxes. From city appro¬ priations or taxes. From county and other taxes. 1 2 3 4 5 ; i 7 MASSACHUSETTS — 1 continued. 138 Fitchburg1 _ $22, 754, 060 $17. 065. 545 $336, 588 0 1 $77, 545 0 139 Framingham . . . *7, 861.630 *7, 861,630 i . . 140 Gloucester . . . . 18, 950, 694 14,213,021 258, 900 64,447 141 Haverhill * 17. 870,772 17. 870, 772 142 Holyoke * _ 30, 591, 920 22,943, 940 305, 812 0 1 82, 835 $1, 503 143 Hyde Park 7, 725, 590 7, 725, 590 115, 000 40, 420 144 Lawrence *30.512. 000 * 30, 512. 000 * 860, 000 90.000 145 Lowell . . . .. _ 64. 088. 275 64. 088; 275 884. 670 0 185, 601 0 146 Lynn _ _ 44. 766, 872 44, 766, 872 * 657, 000 0 174, 163 0 147 Malden _ 18. 727.280 18,727,280 406, 446 0 83. 414 0 148 Marlboro * _ 10, 055. 524 6, 284, 638 160, 194 $97 44, 373 0 149 Medford * _ 14, 898, 339 9. 932, 225 200, 000 90 47, 580 0 150 Melrose * . 6. 724,705 6. 724, 705 151 Natick _ __ _ 5^573. 850 5. 573, 850 0 30, 300 0 152 New Bedford . _ 38, 518. 943 38. 518. 943 577,000 0 > 160, 382 0 153 Newbury port. . . . 9. 702, 058 9, 702, 058 95, 000 139 25. 679 0 154 Newton .. . 616, 600 0 128, 076 2,781 155 North Adams _ 9, 024. 295 6, 016,197 172, 800 0 40, 300 472 156 Northampton . 10, 000. 000 10, 000, 000 155,000 41, 144 966 157 Peabody . 9.921,600 7,441,200 150,000 30, 500 158 Pittsfield * 11,429. 939 11.429,939 216, 550 51, 000 159 Quincy * 14, 427. 030 14, 427, 030 64, 925 160 Salem _ . _ 26, 427. 876 26, 427. 876 383. 500 100, 130 1,868 161 Somerville _ 36, 843, 400 36, 843. 400 623, 366 0 160, 423 0 162 Springfield 48, 329, 634 48, 329, 634 864, 495 249, 294 163 Taunton _ ! 18,313; 350 18,313,350 320. 000 0 81,081 0 164 Waltham _ 15,210. 714 15,210,714 258, 200 0 60, 406 0 165 Weymouth _ 6, 534, 740 6, 534, 740 160, 000 70 40, 000 8,500 166 j Woburn _ _ _ 9. 130, 000 9,130,000 100, 000 199 40, 279 0 167 | Worcester. . . 77, 635, 908 77, 635, 908 1, 365, 245 0 301, 460 0 MICHIGAN. 168 Adrian . . . . 3, 500, 000 3, 500, 000 125, 000 3, 569 19,224 16) , Alpena _ _ _ 6. 000. 000 4. 000. 000 75,000 5, 226 24, 855 11, 046 170 Ann Arbor . . . 6. 452, 500 6, 452, 500 205.000 4, 300 28, 150 j , 6, 452 171 Battle Creek _ | 8, 750. 050 4. 375, 025 223,000 5, 888 46, 053 172 Bay City . _ _ 1 * 10. 235, 005 *10, 235, 005 *206,000 13, 558 53, 500 173 Detroit * . . ! 250, 643. 300 175, 450, 310 1,762.750 95. 755 390,217 174 : Flint . . . 4, 144, 492 4,114, 492 135, 000 3, 877 26, 693 175 Grand Rapids _ 71,558, 457 23, 852,819 1,087,000 25, 863 185,740 i 20, 693 176 Iron Mountain _ ... 4, 800, 000 1,600,000 *40,000 33,603 2,258 177 Ironwood _ 178 Ishpeming * . 1 81,000 Jackson: . 179 District No. 1 . 1 5, 078, 870 5, 078, 870 125, 000 9, 143 ; 25, 995 j (1,131) 180 District No. 17 . 2. 775, 000 1,850,000 75,000 | 3,570 j 17, 640 181 Kalamazoo . . . 11. 328, 247 7, 552. 165 300,000 7,823 44.208 1,225 182 Lansing _ 7, 000, 000 7. 000. 000 135,500 l 5,200 45,202 183 Manistee . . 4, 725, 038 4,725,038 110.000 6,084 35, 986 6 184 Marquette 105,000 6,809 25, 500 185 Menominee. . 4, 575, 000 2, 745, 000 80,000 5. 647 24,759 993 186 Muskegon . . 400.000 11,291 81,994 139 187 Port Huron . 8. 470, 000 5, 082. 000 110,000 13. 354 21,400 Saginaw : ' 188 East Saginaw* . . 14, 831,068 11,123,300 1 260. 103 14,113 85, 134 443 189 West Saginaw* 153. 471 190 West Bay City . 6, 400, 000 t 3, 200, 000 1 150,000 9,079 3,310 34, 695 MINNESOTA. 1 191 Duluth . . 1,200,000 ' 192 Mankato ... _ . 7, 617. 875 3. 046, 950 108, 500 6,394 2.905 18, 149 193 Minneapolis . . 233.816,410 140, 289, 846 2, 350,000 92, 320 539,439 1 12, 702 - * Statistics of 1890-'91. STATISTICS OF CITY SCHOOL SYSTEMS. 991 public school systems of cities of over S,000 inhabitants — Contin led. Receipts for the school year 1891-’92. Total sum available for use during the year. Expenditures for the school year 1891 I -’92. Prom all other sources. Total. P er manen t in¬ vestments and lashing improve¬ ments. For salaries of teachers and supervising offi¬ cers. Current and inci¬ dental expenses. For evening schools. Total. § 9 io 11 12 13 14 1 5 §183 §77,728 $97, 728 $22, 263 $51,850 $21,986 $1,629 $97,728 138 45. 200 a 15, 000 (a 15 ,000) a 750 a 45, 20G 139 64, 447 64, 447 49, 741 14, 706 64,447 140 _ 78, 334 141 148 84, 486 84. 486 1,844 63, 267 15, 606 3,769 84, 486 142 40. 420 41,0C0 2, 499 26. 463 10, 695 841 40, 498 143 178 90, 178 90. 178 74, 387 21. 898 2, 031 98. 316 144 3,427 189, 028 458. 028 67, 615 149. 409 70, 554 20, 561 308, 139 145 837 175. 000 175,000 7, 350 117, 172 48, 146 2, 332 175, 000 146 0 83, 414 57, 191 26, 223 1,701 85, 115 ! 147 133 44, 603 44, 603 6, 987 27.285 10, 331 44,603 148 0 47, 670 47, 670 20. 234 31, 863 14. 843 196 67, 136 149 25, 528 55, 129 150 180 30, 480 30, 480 1,919 21,000 6. 646 298 29, 863 1 151 4, 292 164, 674 167, 708 34, 962 84, 823 33, 235 6, 466 159, 486 152 894 26, 712 26. 712 1,000 20. 528 4. 932 252 26,712 : 153 130,857 130, 857 6,350 97, 996 25, 706 805 130,857 154 0 40. 772 40, 772 1,946 1 24. 537 13, 437 981 40. 901 ! 155 461 42, 571 42, 571 0 I 31.494 9,674 1,352 42, 520 156 887 31,387 31. 387 23, 446 11,398 0 34, 844 ! 157 51,000 51,000 2,222 37, 730 10, 533 501 50, 986 : 158 64, 925 64,925 45. 695 17. 075 2,067 64, 838 159 513 102,511 102,511 4,726 71,920 23. 562 2. 303 102,511 160 0 160, 423 253, 765 93,766 112, 332 43, 274 1,849 251,216 : 161 1,161 250, 455 250, 455 87, 294 113,447 45,381 3,980 250, 102 162 0 81,081 81. 081 0 59, 989 24. 472 1,620 86, 081 163 0 60, 406 60, 406 10, 500 50, 565 15, 172 2,000 78,237 164 878 49, 448 50, 585 3, 703 27, 248 8, 585 328 39,864 165 0 40, 478 40, 951 0 ! 34, 576 5, 151 648 40,375 166 947 302, 407 302, 407 131,452 208, 913 1 79, 560 6, 869 426, 794 * 167 624 25, 451 15, 739 7, 186 22. 925 i 168 41, 127 41,127 18,265 13.916 4, 938 0 37. 119 | 169 8,427 47, 329 47. 329 3,471 ! 29, 964 9, 612 43, 047 • 170 619 52, 560 52. 638 4, 139 20. 671 18, 373 43,183 1 171 468 67, 526 67, 526 4,713 45,311 16, 383 582 66, 989 1 172 6,701 492, 673 550, 160 88,203 ! 336, 291 136,735 10,919 572. 148 , 173 1 355 31,925 18. 088 9. 198 27.286 ! 174 15, 644 247, 940 514, 403 108, 473 155, 752 63. 799 1,034 , 329, 058 ' 175 462 36, 323 94, 789 40, 201 13,711 6,909 60, 821 176 177 13. 725 28. 742 178 (1,131) 36, 229 37. 774 1,529 24,705 6,671 60 32, 965 179 50 21, 260 41,260 20,000 12,150 7, 340 0 39, 490 180 12, 888 66,144 113,320 60, 041 33,627 18, 876 112,544 181 1,974 52, 376 75, 613 6, 221 24, 338 15, 515 46,074 182 279 42. 349 45, 937 1,728 25, 147 15. 512 42,387 183 6 32, 345 32, 345 4, 070 16, 862 11,413 0 32. 345 184 940 32, 367 39, 632 1,326 16, 855 6. 227 24, 409 185 4,732 98, 156 141, 284 58, 060 53,710 28. 928 140. 699 186 512 35, 266 61,068 200 19, 375 13,482 33, 057 187 1,785 101,475 108, 975 29, 358 59, 705 15, 424 104, 487 188 30. 839 48, 728 189 294 47, 378 57, 378 0 27. 289 24,031 90 51,410 190 *52, 410 191 468 27,916 54, 427 15. 066 13, 540 7,817 | - 36, 423 192 39, 657 684, 118 925, 518 43,116 I 402, 896 121,042 7,802 574, 856 193 a Approximately. 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 2*7 218 219 220 221 222 223 224 225 226 227 228 2a 9 230 231 232 233 234 235 236 EDUCATION REPOET, 1891-92. Table 3. — Statistics of property , receipts , an City. MINNESOTA— COIlt’d. St. Cloud ... St. Paul _ Stillwater * Winona _ MISSISSIPPI. Natchez . .. Vicksburg. MISSOURI. Carthage _ Hannibal ... Joplin * _ Kansas City Moberly. .. . Nevada . St. Joseph. .. St. Louis* .. Sedalia * _ Springfield . MONTANA. Butte City. Helena . NEBRASKA. Beatrice . . Grand Island . . Hastings . Kearney _ Lincoln* . Nebraska City . Omaha . . Plattsmouth *. South Omaha . NEVADA. Virginia City... NEW HAMPSHIRE. Concord * _ Dover . . Manchester *. Nashua _ Portsmouth . Total taxable property in the city. § © A if ©if A P £ © * s k'w !D . ** © m m A cS to ® r/i d ^ g S ft ■^go ® ftS $35, 000 2, 551,800 180, 000 400, 000 40, 000 33, 000 100, 000 77, 900 75, 000 1,500, 000 75, 000 50, 000 42C, 335 3. 287,411 135, 000 150, 000 405, 430 432, 000 98, 500 125, 0C0 150, 000 391, 000 85, 000 , 278, 795 30, 000 150, 000 50, 575 252, 000 175, 000 420, 800 259, 395 100, 000 Receipt ye © d -Is © m g .2 to ■H += © A b* X O 5 c3 $183,679 4,311 10, 984 4,019 3, 000 5, 963 64, 234 5, 076 26, 425 109, 038 4, 552 1,901 (24 2, 412 3, 100 12. 680 31,239 2, 868 3,947 1,995 5, 288 3, 668 1,540 NEW JERSEY. Atlantic City *. Bayonne . . Bridgeton * _ Camden . . . Elizabeth _ Harrison _ Hoboken* _ Jersey City _ Millville * . Morristown..., 10, 353, 353 31,336, 963 15, 578, 500 5, 000, 000 30. 037, 414 10, 353, 353 31,336, 963 15,578, 500 2, 500, 000 21,026,190 115, 000 175, 000 37, 000 630, 000 218, 000 25, 000 158, 500 914, 930 46, 100 70, 000 18, 463 67, 679 52, 235 10, 125 269, 416 10,’ 381 * Statistics of 1890-’91 STATISTICS OF CITY SCHOOL SYSTEMS 993 public school systems of cities of 8,000 inhabitants — Continued. Receipts for the school year 1891-’92. Total sum available for use during the year. Expenditures for the school year 1891-"92. From all other sources. Total. Permanent in¬ vestments and lasting improve¬ ments. For salaries of teachers and supervising offi¬ cers. Current and inci¬ dental expenses. For evening schools. 1 Total. 8 9 10 11 12 13 14 15 194 5, 987 329, 841 685, 341 1,453 379, 124 93, 458 414, 035 195 53, 373 23, 889 16, 954 40, 843 196 66. 184 108, 873 17, 155 35. 790 13, 857 67,560 197 0 13,105 13, 105 0 11,275 1,793 0 13,068 198 206 22, 094 23, 983 1,300 12, 984 2,799 17, 083 199 38, 864 3, 999 19, 275 4, 113 27,387 200 258 33,' 675 37; 815 l' 159 14, 022 8, 224 0 28, 405 201 0 23,011 51,251 25,611 15, 601 6, 626 0 46, 839 202 3,966 405,419 577, 613 3,442 228, 352 122, 346 354,140 203 2,188 19, 065 25, 740 4, 338 10, 025 5, 472 19, 835 204 16, 394 18, 476 3,613 12, 438 2, 436 18, 487 205 323 146, 690 154, 766 13, 355 85, 836 54, 118 0 153, 309 206 141,588 1, 212, 897 1,334,955 218,000 713, 653 310,831 16, 688 1,259,172 207 8, 961 45, 713 47, 651 5, 341 25, 044 11, 132 41,518 208 606 43,068 63,956 13, 883 25, 569 7, 856 47,308 209 71, 185 98, 764 7, 345 43, 579 23,131 74, 055 210 5, 674 75, 830 228,855 62, 876 36,519 24,044 1 :::::::::::: 123, 439 211 12,451 43, 096 67,545 10, 150 23, 940 29,513 j 63, 603 212 88 37,327 51, 667 3, 248 22; 102 12,004 1 37,354 213 11,501 22, 079 47, 448 17, 618 14, 275 6,425 ! 28, 318 214 3, 500 24, 802 32, 442 0 16, 145 9,215 0 25,360 215 110,954 147, 340 26,411 60, 051 25,693 0 112,155 216 23,822 33, 520 1, 552 16, 406 7. 765 0 25,723 217 4,665 396, 207 598, 282 120, 705 226, 772 127. 014 474, 491 218 5,500 15, 482 16, 955 11.878 3,265 15,143 219 49, 214 53, 161 84,197 28, 498 18, 757 9, 663 56, 918 220 0 65,782 65,782 0 64, 194 221 2 670 27,410 18 151 48,231 222 281 31, 656 32, 551 l! 263 2l’ 177 9’, 409 31,849 223 459 98, 855 98, 855 27,027 52. 429 17, 782 1,617 98, 855 224 1,300 51,218 51,376 32, 970 18, 075 51,045 225 1,090 31,630 31, 630 2,000 21,686 5, 944 2,000 31,630 226 39, 522 7 344 19, 826 9, 451 36, 622 227 50, 893 51,833 0 36,’ 634 14’, 510 0 51,144 228 20, 61 1 352 14 926 3 391 18 669 229 3,022 187, 401 244, 383 44,183 103.’ 371 48,’ 904 2. 000 198,’ 458 230 0 75, 735 84, 896 3, 888 £3 197 21.169 454 78, 703 231 13,625 13, 625 10, 125 3, 500 13, 625 232 116, 390 2 517 78 339 32 848 113, 701 233 0 454, 229 454, 229 152^ 108 244' 409 bO, 943 6,769 454’, 229 234 24,013 67 17,065 3, 830 20, 964 235 811 24, 69- 36,314 4,758 14’ 042 925 19, 725 236 ED 92 - 03 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 EDUCATION REPORT, 1891-92. Table 3. — Statistics of property, receipts , cr City. Total taxable property in the city. ® 5 2 £ 3 c3 © a Receipt 4-3 1 2 3 4 3 NEW JERSEY^-COnt'd. Newark _ _ _ §152, 361. 585 §121,889, 268 §1.379,375 §355, 034 New Brunswick*.. . 10, 050, 000 10, 050, 000 140, 000 19, 005 Orange.. . . . . 26, 151. 000 6, 717,' 000 5, 265, 242 30, 705, 206 165, 000 36, 555 Passaic . . . 81,000 476,000 45, 000 85, 000 12,067 Paterson 51, 175, 313 Perth Amboy * Phillipsburg _ 2, 800, 000 2. 800, 000 14,200 Plainfield . . 12,027,272 6, 615, 000 190,000 678 Trenton . . . 41, 400, 000 27, 600, 000 397, 000 76, 317 Union 1,500, 000 90, 000 11,950 NEW YORK. Albany . . . . Amsterdam: 70, 375, 755 70, 375, 755 *930, 000 49,441 District No. 8 . 6, 005, 228 4,003,485 31, 585 2,925 District No. 11 . 11.296, 389 4, 236, 022 65,000 4,805 Auburn _ _ 16, 294. 758 10, 863, 172 285, 000 16. 585 Binghamton . . . 1 18, 792, 240 18, 792, 240 329, 300 21,376 Brooklyn . . Buffalo . . . 667. 020, 355 466. 914, 249 a 6, 840, 788 1, 774, 725 378. 791 129, 630 12, 134 Cohoes _ 11,500, 000 11,500.000 115,000 Corning . . 3, 807, 834 2, 855, 875 100,000 5,118 Cortland . 8, 006. 276 2,001,568 24, 000 3, 797 Dunkirk _ _ 7, 692, 000 1,923,000 116,000 6, 938 *17, 853 Elmira . 22,815,000 15. 210. 000 400, 000 Flushing _ 2, 443, 799 2, 443, 799 130,000 4, 509 Glens Falls _ Gloversville * 3, 316, 470 3, 316, 470 75,000 77,000 72, 964 4, 906 7,470 8,746 Hornellsville _ 6. 650, 038 4, 433, 359 5, 355, 870 Hudson _ 8, 926, 450 46,000 5, 452 Ithaca . . . 7, 593,122 3, 037, 249 150,000 6, 781 Jamestown . _ 4, 222,742 4. 222, 742 195, 500 12, 733 Kingston School Dist. . 6. 336, 705 6, 336, 705 189,000 8.372 Lansingburg _ 6, 025. 765 6. 025, 765 71.000 7,682 Little Falls . . 1,949.859 1.299,906 90,000 4, 500 Lockport _ Long Island City . 6, 500, 000 6, 500, 000 294, 300 275,000 90. 000 10, 936 17, 880 Middletown _ 4, 645, 593 2, 787, 356 6. 668 Mount Vernon * 13. 000, 000 8, 945, 175 3, 250, 000 2,981,725 8,415 5, 471 New Rochelle . . 115, 000 New York* . . 2, 551. 224, 768 1,785,857.338 1 17,307.592 698, 030 Newburg . . . Odgensburg* _ 28, 447, 0S0 9, 482, 360 300,000 1 96, 888 182, 000 13, 153 6, 205 13, 071 Oswego* _ _ _ Peekskill : 9, 290, 400 9,290,400 Drum Hill District . 1,460. 453 1,095,340 28,750 2, 108 Oakside District _ 2, 316. 635 1.316, 635 40,000 2, 421 Port Jervis _ _ 1,561,471 1.561.471 80. 000 8, 494 Poughkeepsie _ 17, 765. 957 12, 436,170 180. 488 12, 771 Rochester _ _ 124. 946, 062 99, 956. 850 1,103.900 103, 525 Rome * _ 5, 000, 000 5, 000, 000 100, 000 7,926 Saratoga Springs 4, 230, 000 137, 500 8,524 9, 797 Schenectady .... _ 110, 000 Sing Sing . . Syracuse . . 5, 757, 261 1,919,087 73.000 805, 500 425.000 4,828 | 48, 145 31, 394 Troy . . . 37,253, 183 37, 253, 183 Utica . . 56. 374, 974 18,791,658 447, 792 25, 659 Watertown . . . 12. 000, 000 8, 000, 000 140,000 11,240 Welsh City* . 3, 736, 869 24, 127, 000 3.736,869 1 24, 127, 000 j 43,000 345, 323 Yonkers . 14,335 | OHIO. Akron _ 24,600,000 j 14,760,000 *575, 000 13,663 Bellaire . | 58, 500 (27, i * Statistics of 1890-’91. a Sites and buildings on] STATISTICS OF CITY SCHOOL SYSTEMS. 995 public school systems of cities of over 8,000 inhabitants — Continued. Receipts for the school year 1891-’92. Total sum available for use during the year. Expenditures for the school year 189l-’92. From all other sources. 1 Total; Permanent in¬ vestments and lasting improve¬ ments. For salaries of teachers and supervising offi¬ cers. Current and inci¬ dental expenses. I For evening schools. Total. 8 9 10 12 13 14 l 15 $240 $535, 124 $594, 104 $26, 578 $343, 289 1 $96, 722 $21, 375 1 $487,964 648 46, 226 46, 759 6,333 27.020 10, 556 43,909 597 45. 152 49, 147 5, 934 30, 961 7,095 43, 990 33, 398 33, 398 21,331 9,797 1,130 32, 258 212' 130 212i 130 156, 094 3,812 212, 130 9. 793 2, 838 13, 107 2, 276 25, 209 34, 599 1,323 14, 968 16, 579 32, 870 2, 844 53,519 82,000 15, 279 28, 038 14, 750 58, 067 0 114, 242 153, 197 29, 151 89,905 28, 279 1,162 148, 497 468 26, 418 30, 923 18,020 6, 269 500 24, 789 I 9, 869 238, 120 334, 446 4, 445 181, 397 49, 102 1,415 236, 358 11,018 12, 613 1 083 6, 800 1, 846 9, 729 16, 131 35,133 19, 395 11,011 3,724 33, 130 546 77, 312 82, 374 4, 358 50,197 14, 861 120 69, 536 1,150 87, 526 96, 592 9.736 59, 745 16, 965 0 86, 446 27,314 4, 078, 633 762, 576 1,608,937 375, 125 50,850 2, 797, 488 5, 863 623, 896 991,715 284, 360 527, 717 81,650 15,588 909, 315 402 44, 084 52, 058 3. 708 26,205 9, 222 39, 135 685 22, 863 25, 767 0 12, 731 6,476 0 19, 207 9, 997 42, 687 11,276 8 005 1, 939 21. 220 564 28, 469 31,433 2,140 19, 688 6, 358 0 28, 186 *999 *69, 327 *79, 233 *12, 822 *52. 587 *10, 693 *0 *76, 102 4, 945 27, 783 38, 415 10,632 16, 178 9, 605 36. 415 652 15, 550 18. 190 328 9,928 3, 262 0 613, 847 1,414 32, 162 34, 387 8, 031 16,900 5, 889 30, 821 304 27, 909 35, 633 2,371 19, 363 4, 939 26, 673 570 17, 022 23, 872 411 12, 992 2,207 0 15, 610 5, 492 32, 392 34, 560 285 20, 770 6, 633 27,688 1,591 38, 798 41,953 2, 796 32,504 6,010 0 41,310 1,329 31,475 31,475 1,491 23, 012 6,972 31,475 ! 85 31, 486 35, 365 0 20. 473 6,892 0 27,365 18, 219 18,591 12,218 6 065 18,283 1 3, 307 51,243 80, 936 34, 939 30, 595 11,920 0 77,454 ! 15,824 88, 392 121,011 22, 269 70, 842 25, ni6 2,718 120,945 ] 4,413 30, 056 3, 504 17, 945 5, 644 0 0 27,094 I 1,022 57, 332 87. 452 18, 500 33, 658 3,500 0 55, 658 404 40, 872 53; 509 19,210 31.220 0 5, 189, 367 5, 189. 367 927, 579 c3, 236, 029 cl, 025, 759 c 5,189,367 2, 385 76, 863 76, 964 20, 305 41, 874 14, 353 0 76, 532 3, 106 25,811 ! 40,056 3, 008 17, 314 6, 248 26, 572 815 43, 8S6 45, 396 3,699 32, 872 7, 147 0 43, 718 162 8.262 8, 936 1,053 5, 640 1,365 0 8, 057 157 10, 668 11,318 0 6, 161 2,135 8,296 640 30, 990 34, 253 1,260 18, 839 7,415 27, 514 1,273 51,444 72, 658 3, 500 34,915 13, 929 52, 344 1,821 472, 768 501,186 102, 208 254, 250 91, 909 2, 399 450, 76 6 1,519 26,828 27. 049 2,810 19, 945 4, 234 27,04 9 1,002 71,526 100, 632 11,256 27, 847 8,806 0 47, 910 4,679 36, 476 46, 476 16, 265 24, 401 5,810 0 46,476 471 25, 238 30, 852 2,112 13, 424 4,930 19,930 . 5,441 264, 363 418, 286 25, 227 167, 596 53, 178 1.920 247, 922 2,110 132, 039 196, 454 420 103, 941 24, 788 129, 149 4,157 113, 816 118, 535 13,197 C 79, 643 C 16, 837 (c) 109, 677 510 46, 750 46, 750 10,000 27, 000 9,500 250 46,750 10, 129 110,513 ; 131,463 10,453 52, 582 51, 398 2,859 i 117, 293 2,602 140,404 177, 185 54, 485 58, 028 35,784 148, 297 384 28,239 j 34, 959 14, 840 . 1 0 i 24, 378 6 The sum of items reported is $13,518. c The acccounts of the evening schools are not kept separate. 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 267 288 299 299 291 292 293 294 S95 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 315 346 347 348 349 350 351 352 353 EDUCATION REPORT, 1891-92, Table 3 .—Statistics of property, receipts, and expend City. Total taxable property in the city. .2, ® e3 © d fCj d m ® e3;Q 2 ;.q . j Receipts for the year 1891-!9S d ® © c3 g l|S 2 o d jh >>o fc) ohio — continued. Canton * _ Chiliicothe _ Cincinnati * _ Cleveland _ Columbus _ Dayton* _ Delaware . . East Liverpool * Findley * . . Hamilton _ Ironton _ Lima _ Mansfield * _ Marietta _ Marion _ Massillon * . Middletown . Newark _ Piqua _ Portsmouth* .... Sandusky - Springfield* _ Steubenville _ Tiffin _ _ Toledo . . Youngstown _ Zanesville* . . $181. 920, 323 113,000,000 OREGON. Portland . PENNSYLVANIA. Allegheny _ Allentown _ Altoona . Beaver Falls .. Braddock _ Bradford _ Butler _ Carbondale. .. Chester _ Columbia _ Dunmore _ Easton _ Erie _ _ ... Harrisburg _ Hazelton _ Homestead _ Johnstown _ Lancaster _ Lebanon _ McKeesport... Mahanoy City Meadville _ Mount Carmel Nanticoke . New Castle _ Norristown ... Oil City _ Philadelphia .. Phoenixville .. Pittsburg _ Pittston _ 5, 746, 005 $179, 000, 121, 2S0, 56, 500, 000 215 000 3, 830, 670 . 15,582,164- 7,791,082 5,000,000 3,000,000 .1 12,500,000 7,500,000 3,000,000 | 3,000,000 9,195,000 6, 220, 542 6, 130, 4, 147, 000 028 33, 000, 000 5, 605, 320 10,044,100 63, 000, 000 35, 142, 857 16, 500, 000 5, 605, 320 4,017, 640 42, 000, 000 12, 000, 000 14, 908, 370 16, 216, 142 4, 300, 000 5, 100, 000 9, 375, 000 14, 079, 805 5, 569, 190 3, 006, 000 9, 554, 410 16, 000, 000 21, 095, 484 4, 120,000 45, 000, 000 14, 908, 370 12, 162, 106. 4, 300, 000 1,700, 000 1,875, COO 10, 559, 854 2, 784, 595 *1,002, 000 9, 554, 410 16, 000, 000 21, 095. 484 1, 030, 000 $94, 000 3, 000, 000 3, 402, 159 1, 795, 750 650,000 130, 500 127, 500 214, 000 182, 463 110, 000 180,000 180, 000 75, 500 40. 000 143. 000 218, 749 175, 900 160, 000 180,000 245, 000 250, 000 163, 000 150,000 800, 000 510, 000 250, 000 3, 824 4,303,583 533, 928 420,485 108, 000 j 13, 000, 000 25, 513, 770 13,000,000 12, 756, 885 4. 000, 000 2, 000, GOO 85, 000 85, 000 83, 500 200, 000 *45, 300 65, 000 290,000 548, 000 417. 097 95,000 200. 000 330,650 190. 000 235; 000 61.000 195,000 10, 700, 000 10, 936, 850 5, 300, 000 8, 749, 480 4, 666. 667 [ 3, 500. 000 * 250, 000, 000 ! * 250, 000, 000 3,080,000 1 3,080,000 87, 000 100, 000 182, 000 112, 500 8, 871, 566 65. 000 3, 276, COO 69, 000 $13, 430 4.874 136, 271 121,118 39, 503 28, 552 3,707 $90. 174 i ' (28, 507, 375 770. 796 284, 684 210, 302 19, 971 8, 371 5, 750 7, 688 6, 261 3, 968 52, 716 44, 694 39,219 21,248 6,498 5,066 (41, 28, 145 8 8, 985 14, 667 6, 558 4,784 21,110 16, 235 44,684 j 92, 680 24,014 I (24, 195, 131 92, 628 £ 42, 957 34, 128 10, 485 10,227 3,141 2, 490 2, 954 2,881 3, 989 7, 391 3,886 2, 906 5, 937 11,712 13, 509 3, 929 2, 434 8,211 12,710 4, 621 7,197 5, 240 4, 188 2,727 3,701 4, 101 7.174 3, 980 87, 137 313, 86. 64, 19. 17, 17, 19. 44, 16, 18, 54. 110, 89. 25, 17. 50, 50, 27, 995 202 134 773 616 |_ (33.1 171 263 978 976 725 822 293 946 215 438 014 000 282 3, 095 77, 348 3,484 19,715 30, 192 10. 944 21, 210 28.885 38, 621 34, 582 3,302,112 17, 326 637. 320 15, 505 * Statistics of 1890-91. a The items reported amount to $142,259. STATISTICS OF CITY SCHOOL SYSTEMS, 997 public school systems of cities of over 8,000 inhabitants— Continued. 1 ! Receipts for the school year 1891-’92. Total sum available for use during the year. Expenditures for the school year 1891-!92. ) £ CQ Q o £ x Total. Permanent in¬ vestments and lasting improve¬ ments. For salaries of teachers and supervising offi¬ cers. Current and inci¬ dental expenses. For evening schools. Total. s 9 10 IS 12 13 14 15 8610 a 8128, 350 848.355 b 855, 396 295 1,461 835, 145 35. 145 26,250 13, 562 840, 049 296 43:939 687, 585 769, 306 825, 680 639,629 56, 430 0 721, 739 297 7, 260 904, 973 1, 344, 925 187, 125 553,589 168, 747 811,913 921,374 298 2, 000 326, 187 518, 025 178, 353 218.267 j 70, 910 1,178 468,708 299 3, 558 242, 412 103, 994 144,146 c 55, 000 303, 140 300 324 24; 002 28,416 0 16,891 i 5,543 0 22, 434 301 41,993 11,331 13,817 1 33, 593 t 302 99, 570 20; 965 30, 295 83, 874 303 393 61,480 133, 962 63, 463 34, 953 1,672 100,088 304 30, 447 40,547 19, 609 8, 112 0 27,721 305 21 52; 403 71,954 3, 044 27,914 10, 904 0 41,862 306 348 45,828 98, 909 19, 767 24, 469 10, 618 0 54, 854 307 3, 653 28, 869 51,414 10. 120 17, 477 8, 192 0 35,789 308 32, 540 49, 646 7, 439 16, 254 5,208 28,901 309 39, 892 3, 500 19,604 1 33, 265 310 102, 666 20,410 91,866 311 2, 442 50, 834 80; 619 11,942 29,581 - 22,411 63, 934 312 346 ! 33, 557 33, 557 1,421 18, 858 j 8,642 28, 921 313 56, 470 24,765 35,896 314 792 54,461 69, 942 2, 300 32,161 | 14,495 50, 706 315 6,414 114,068 147, 665 6, 532 68,749 21,985 615 97, 881 316 372 30, 944 54, 363 5,783 28,166 i 7, 366 0 41,315 317 108 29,799 45, 551 15, 500 17. 124 j 6,253 70 38,947 318 6,392 219,013 305, 735 37, 000 127,683 | 65, 425 230, 198 319 11,109 120, 832 171,914 | 34, 401 53,426 | 31, 103 118,930 320 84,687 I 44,803 | 64, 560 321 56,871 ! 260, 375 312,916 88, 360 149, 686 43, 940 510 282, 496 322 468. 903 24, 405 192,876 1 136,906 $ 3 323 2, 193 j 98, 880 103,811 26,613 38. 120 I 33, 978 298 99,009 324 170 74,531 110, 415 26, 323 52, 543 30, 647 720 110, 233 325 554 23,468 24,454 1,803 13, 441 5, 793 2i; 037 326 43, 798 26, 662 12 808 4, 325 43 695 327 917 36, 997 37, 157 928 19,825 11.186 1 . . 31,939 328 187 20, 248 20, 248 270 14, 894 10; 130 ! . . 25,294 329 157 26, 101 32,061 5, 997 14,547 4.066 0 24, 610 330 729 53. 098 67, 498 13, 913 34,305 7,433 55, 651 331 208 21,070 23, 899 13,165 4, 392 17, 557 332 28, 404 11, 192 1 1 , 379 3,913 26, 484 333 61.817 85, 153 10, 977 31,’ 319 18, 795 385 61,476 334 2,023 125, 086 210, 399 99, 400 70, 779 40, 923 744 211,846 335 121 103, 576 165, 609 54, 729 63, 745 26.791 145, 265 336 363 29, 598 32, 277 2,281 20,272 3, 972 26, 525 337 19, 872 19, 872 9,207 12,356 9, 369 30, 932 338 126, 501 63. 779 26, 522 18,659 108, 960 339 65, eoi 131,452 74, 713 39, 440 16, 673 130, 826 340 407 32,310 36, 768 1,422 15,701 5, 799 22, 922 341 675 60, 866 80. 045 13, 236 32, 282 18, 166 63. 684 342 30, 742 993 11 285 8 057 20,335 343 2,446 36, 826 36, 950 1,733 23, 325 7,608 0 32, 666 344 13, 671 13, 671 693 7. 668 4, 586 12, 947 345 . 33, 834 16, 878 12, 034 5,669 34, 582 346 886 33, 872 37. 468 4. 482 20, 250 9,160 36, 007 347 1,326 47, 121 49, 101 1,023 30, 470 16, 555 48, 048 348 63, 475 26,618 18, 664 14. 024 59, 306 349 [ 3,302,112 3, 630, 325 375, 285 1,738, 637 858. 384 41,383 3,013, 689 350 486 20, 907 25, 657 1,499 11,665 5, 302 18, 466 351 1, 072, 579 248, 906 402,012 251, 192 902,110 352 * 19, 133 22, 575 1,890 ! 10, 665 4,005 541 17, 101 353 b Amount paid on bonds is reported with “current expenses." c Estimated. 354 355 355 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 EDUCATION REPORT, 1891-92. Table 3. — Statistics of property , receipts, an City. Total taxable property in the city. •A ® c3 1»8 ©£ a a > m -u ® • jS (3 CG <3 02 a ^ O o.2o 'd a ^ c3 ^ m a^SS ‘ItuiffiO ffiOPP, H Receipt y« 2 © c3 a sin 8&3 PENNSYLVANIA— con¬ tinued. Plymouth . Pottstown _ Pottsville . Reading _ Scranton... . Shamokin _ Shenandoah _ South Bethlehem. Steelton. . . Titusville . . . West Chester _ Wlikesbarre . . Williamsport _ York _ *$6, 500.000 9, 936, 000 6, 375. 000 54, 0C0, 000 RHODE ISLAND. Central Falls Newport . Pawtucket ... Providence... Woonsocket.. 6,271,980 3, 872,452 * $650, 000 4, 968, 000 *4, 250, 000 18, 000, 000 1, 862, 640 4,703, 985 3, 872, 452 1,500, 000 56, 500, 000 16, 333, 467 15,108,756 I 30.000,000 . 146,901,840 12, 767, 500 SOUTH CAROLINA. Charleston. Columbia .. Greenville . SOUTH DAKOTA. Sioux Falls . TENNESSEE. Chattanooga. Jackson* _ Knoxville _ Memphis * _ Nashville*... Austin . Dallas _ Denison _ El Paso* _ Fort Worth.. Galveston _ Houston* _ Laredo* . . Paris* . . San Antonio Waco. . UTAH. Ogden City* - Salt Lake City. VERMONT. Burlington. Rutland . . . 21, 425, 652 6, 666, 667 5, 650, 000 9, 333, 410 10, 072, 504 *$50,000 156, 263 220,000 447, 800 610, 000 162, 500 85,000 92, 300 118,000 75, 000 100, 000 400, 000 259, 900 210, 963 $3, 933 4, 868 5,789 20, 544 24, 272 5, 538 5, 207 2, 592 3, 405 3, 235 2, 999 11, 303 10, 587 8, 559 33, 044, 150 30, 000, 000 146,901,840 12, 767, 500 21, 425, 652 4, 000,000 15, 863, 300 | 6, 345, 320 283, 843 400, 000 1,353,899 200, 000 150,000 35,200 6,232 8,399 27, 033 7,048 38,525 3, 187 33, 000, 000 20, 830, 040 56, 878, 425 15, 000, 000 42, 666, 667 4, 000, 000 5, 318, 210 23, 944, 987 23, 000, 000 22, 500, 000 2, 500, 000 5, 999, 946 51,259, 142 12, 446, 638 13, 000, 000 52, 000, 000 16, 500, 000 12, 498, 024 41.624, 483 37,918,950 10, 000, 000 32, 000, 000 4,000,000 5, 318, 210 23, 944, 987 23, 000, 000 15, 000, 000 2, 500, 000 3, 999, 964 30, 755, 485 9, 534, 978 13, 000, 000 52,000,000 | 14, 000, 000 7, 000, 000 I ♦Statistics of 1890-’91. 175, 000 400. 000 18; 400 110, 000 375, 000 320, 600 *84, 825 386, 350 267, 625 59, 800 231, 050 380. 800 131,515 15,000 65, 100 126, 800 265,000 222, 500 450,000 81,000 100, 000 18, 931 21,825 9, 739 5,157 16, 545 41,553 28,166 10,000 10, 373 48,123 15,628 14, 602 30, 460 8,285 STATISTICS OF CITY SCHOOL SYSTEMS, 999 public school systems of cities of over 8,000 inhabitants — Continued. Receipts for the school year 1891-’92. Total sum available for use during the year. Expenditures for the school year 189 l-’92. From all other sources. Total. Pe r m a n e n t in¬ vestments and lasting improve¬ ments. For salaries of teachers and supervising offi¬ cers. Current and inci¬ dental expenses. For evening schools. Total. S 9 10 11 13 13 £4 15 $30, 762 $1,794 $10,428 $5,250 $17, 472 354 $105 $34, 394 70. 767 29, 567 20, 402 9, 968 59, 937 355 45, 617 3,923 25, 507 15, 830 45, 260 356 178, 089 23,412 80, 114 58, 589 162, 115 357 1.528 212, 174 250. 640 50, 783 105, 722 55, 249 $4, 165 215, 919 358 3.547 17, 146 13, 185 33,878 359 974 32, 280 48. 709 234 22, 133 11,504 753 34. 624 360 688 25, 650 61,650 3,200 18, 646 17, 205 39, 051 361 3,971 24, 486 44, 571 6.024 16,000 3, 879 25. 903 362 0 35,274 75,623 14, 426 20, 034 12, 888 0 47, 348 363 27, 158 27, 789 178 13, 625 8,604 22, 407 364 4, 598 105, 687 126, 329 30, 000 61, 996 33, 978 1,200 127, 174 365 887 86, 755 87, 778 9, 324 47, 948 32, 366 89, 638 365 2, 803 46, 659 82,600 32,227 26, 944 8, 941 68, 112 367 15, 333 2, 413 502 18, 248 368 7,010 58, 459 85, 592 0 42, 366 17, 349 977 60, 692 369 705 100, 412 132, 097 13, 717 63, 694 20. 380 4,258 102, 049 370 430 500, 451 705, 766 338, 960 287, 333 59, 709 19,764 705, 766 371 2, 434 37, 382 37, 382 22, 963 12, 420 1,899 37, 282 372 61,854 61,854 I 51,002 10, 852 0 61,854 373 1,745 15, 625 23,541 976 11,315 2,372 14, 663 374 375 0 * 39, 361 | 59,967 14, 661 24,250 9, 380 0 48,271 376 2,909 42, 335 6. 633 51,877 377 109 12, 891 14, 190 374 10,414 2,270 0 13, 058 378 1,345 46, 322 46, 714 1,124 39, 895 5, 661 0 46, 680 379 11,047 106, 456 119,785 17, 203 54, 412 22, 491 0 94, 106 380 130, 000 3, 059 109, 679 13,803 0 126,541 381 1,740 55, 612 68,276 8, 566 37, 267 10, 525 0 56. 358 382 65, 140 9, 155 1 75, 295 383 384 100 18, 552 33, 870 18, 599 15,514 2. 466 0 1 36, 579 385 168 47,510 105, 725 39, 294 40, 693 3, 701 1 83, 688 386 85, 982 101,146 26. 643 65, 951 8,318 6 | 100, 912 387 47, 878 47, 984 2,705 36, 927 6,049 a47, 681 388 0 10,000 12, 600 0 7, 360 1,640 0 9,000 389 348 18, 491 1«, 919 362 16, 491 2, 860 19. 712 390 0 74,611 124,782 0 55, 265 16, 676 0 71,941 391 2, 736 42, 527 46, 129 4,243 35,670 6,216 0 46, 129 392 15 45, 003 45, 906 ^7,511 20. 615 10, 176 0 38, 302 393 502 106, 645 542, 686 77,410 95, 829 112,283 725 286, 247 394 2,873 29,873 29, 873 19,326 8, 829 28, 155 395 929 28, 050 34,321 | 5,702 18, 261 4,831 6 i 28, 794 396 a The sum of the items reported is $45,681. 397 398 399 400 401 402 403 404 405 405 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 00 EDUCATION REPORT, 1891-92. Table 3. — Statistics of ; property , receipts , and expenditures of City. Total taxable property in the city. ■A ® * KIP | 3 > T3 w . ^ M ■d © (DP c3 M 2 m © SQ m o < 3 VIRGINIA. Alexandria... Danville _ Lynchburg * . Manchester*. Norfolk _ Petersburg .. Portsmouth * Richmond Roanoke* _ $4, 462, 728 13, 333, 333 I $4, 462, 728 "io," 666,' '666' 26,738, 445 9, 800, 000 59, 573, 527 WASHINGTON. Seattle . . Spokane Falls Tacoma _ WEST VIRGINIA. Huntington.. Parkersburg . Wheeling _ WISCONSIN. Appleton . Ashland _ ChippewaFalls. Eauclaire _ Fond du Lac _ Green Bay _ Janesville* - La Crosse _ Madison . . Milwaukee _ Oshkosh . Racine . Sheboygan _ Superior . . . Wausau . WYOMING. Cheyenne - 17, 825, 630 9, 800, 000 59, 573, 527 73, 333, 333 53, 473, 200 45, 000. 000 4,081,850 ’4~775~i66 792, 135 000, 000 500, 000 200, 000 16, 10, 165, 13, 12, 069, 706 000, 000 276, 723 273, 406 042! 646 333, 333 108, 400 52, 637, 420 r, 000, 000 44, 000, 000 32, 083, 920 45, 000, 000 2, 809, 110 18,581," 374 3, 916, 855 6, 000i 000 3, 000, 000 5, 400, 000 3, 350, 000 2, 534, 853 3, 000, 000 10, 851,149 6, 848, 937 123,783,984 8,000,000 9, 081,300 5, 419, 365 26, 318, 710 3, 500, 000 Estimated actual value of all public property used for school pur¬ poses. Receipts for the school year 1891-92. From State ap¬ portionment or taxes. From city appro- priations or taxes. From county and other taxes. 4 5 O 1 y $37, 500 $6, 662 $12,000 34, 000 4, 943 37, 394 0 75, 000 8, 941 22, 881 0 30,000 4,734 $4, 433 80, 000 13, 268 15, 370 0 75, 000 10, 292 13, 888 0 14, 662 4, 783 8, 685 390, 500 34, 417 109, 537 0 30, 000 5,454 5, 486 640, 000 1,674 0 CO o 3 53 ■ C 2 . ii sil 1=11“ OS >3 - - O c3 11 u 9. *=> 4.' us ® •ei,Bra0l£[ •8I'Bin9kj •91'BW 3.2 60 ^ 1 > ^ o . co ^ .r c d^d”d_; gKd^cc^S; > o o* I in m c ! 60 bp ft © 3 o o o 2 o ® 6£b0 ^>T-oS Pc-0611 * ® O'-''-' rr O c§^ o o © o ^ o © o .§■3^ . rC '7-1 4-3 ,C Ph |0“< £\ct ^ h ac W) ^ SMS''"'*** -T3 1 c3 • o O O 2 o r-l 2 2 ®*e > P ^ -»H 23 > ^ o a 0^0 y1 mXJ1 Saxs#* - “ 3 “ “■ “ ^ a OH 2® o ® ,. - 'J1 £ =3^2 0225 WTIK 60 o Spk^ ^ --! fl 11 >3 >3 © © t? S S O cs S3 /n P P 2 cn& g ® 6C3Q c3 cc Number of .stu¬ dents be¬ low secon¬ dary grade. •©I-btoo^ I ^ CO 1 J ^ O0 ' ^ : o^x 'CO • C-» O « rr • ; Cl 128 199 •01'BJM coo ! ec 00 ; won ! 0 ! lO L- 4J1 • »I3 1 !o ■ CO ■Cl 22 ’ 0 eo > 0 ‘S68I uisoju -npuaS regi ssup 0m nr sjnopnjs ^joj'ej'ed -©ad 0g0iioD jo joqnrnM 0 w 0 !co O 'iG\Q I ^ °°n 0 0 O l> . si %> 2 0 asis +J ^3 C3 — c s K4h Eh ft ~J cq j-H- © ° ^ •oinni©^ 2 0 !o O i 1~ (Cl Cl CO iO r-H O T-l co 00 0 - ! ■0I«H 0 ;iO 0 j ro cons co »co n ®?g,o sk §2 © S ft9 s ps £ ® , 4h O \SS° •©inni©^ «■ 00 ! 0000 jo 00 O 00 Cl 0 •01'BH « 00.0 OOO-H j?3 00 rt< •H lO 0 ||o1® ago'gg l|§|« •©inm©^ - i>o j O O O OS ^ ■p§ KM® O o O A £ 3 STATISTIC'S OP PUBLIC HIGH SCHOOLS 1003 oo^joa HfflCOOO OOUOG i- O id O O irtOClO- ■ T* M OO :m 0051^0 OOi(!«hM MO^M OOOO 'O O 0!N O 'O OOXNO O O Id 00 CO O £OMOX OOrf'Oid o cco^-xo O 'OOO OO IT* 'OOO I O O 'OOO O 'OOO OOOiCMinOO>Xi»H(MiOO^ "I O — ^ — -?*TfSlSO(M— .O rt^HHOOSOOHO COO:!r-KOr<«(M irtHlirtHHHr.;! CJ ^ — r<5!08HH0' —iT'Ow ' i ■ i i j rt 1 • £* ' 1 O £3 y » Jjftic 'r>& §* bO_ .* i O ;o -°o , 4^ » r^H ‘ ' 2 ,£3 ; ® O^3o V °xicn o* F.csfloc,? -d ^0>u00!/!PM ■ © 5-1 r„ O o fc£ X x - ,>,2 c o C O -=5,d • O C • ... o d-d ■ o 5 ' 2s &D bD ® ce *jd g bLfcC ^qkhsssjphP sa . o ■ o ; d . O •CB C/2 ;d .2 c 5 S^O S-O « O ?L| £ ®d J3 £ g bC 5-1 i3 c3 y3cQCC00+?cfi000ocB00gcB0 _ _ -d •a .2 ll’d'd'drirt'd'd ° d l - JZ2 I i pld I ■ I I IT. r—> I s fcD fl ft5 ■ bcJ ©■ O C/2 h O x y o C ;_ CL Q Q s*;ssia« d P o d o § d*3*3 3 ©Pi; bf-ff £ O 3.-M ffl o gH 2S «8 aPosoS«gSS o^®SS^S3^ 5- ? g-s s © o.rf © g g 2 "5 ?3 . g-i qc2® ■ 'C3o ri fi w ' ^■g ® ® S3 j ® ® ^ 1 S’2'S^5s®£dg^da3^£S!^ ftd » wi3 * »rH Jl-I C3 O -r-H O ^ CC © *r— I ' ^-=> ^ d 3 eS © O O.^- USS5z;Jz;^oP C4 so m ©3 <04 © 1 « 1 1 • JO104 • < -0IUM H 1 1 0 1 0 O 1 i i CO i i 1 1 so 1 • lowicocoowoo • o tt< ^ a> • C* !»• to I ! : : ”2681 HI save -npi3 jS imri ssnio am ut sjuspnas iCjoi'ea'Bd -9Jd aSanoo jo joqumN: ® 0i00C1^0C00 — - ! lie H • HWH t—i 1 *CO CO 1-H tH Ortt-Ci'HO Total number of gradu¬ ates in 1892. •0TB uia,! Vi XhONhHOCOO^O'X) 1 M r-i co i> i-i r-i 1 1 -• cm CirHX^ OhOiOCIO -0IBJM 14 -^eoooico !^hon«ooo * . — i CO O 0 1 1 5 0 Number preparing for college, scientific course. •aicuia^ 13 ^h ! ! Innokjm ONOOO !© 04©© •01 ,BK e* ■i coco ! ■ ! ! co ^ coo ic eo ^ oo ! © COt-H© Number preparing for college, classical course. •0IBUI0^ ii 1111 i> 1 1 1 > O O till 5^ i—i o j ©co !oo o CO © Hf< O •0IBK | e ^ i i i S ° i © io ! oo © © © Ol © Colored secondary students included. •0I'Bra.0L£[ © M O O O OO O o o ^H© ! — . ©©© © © © © <- © 01'BIAL 1- -hOOOOOi-i o o © © ! r-\ ©©© o o o —1 © © Number of stu¬ dents in secondary grade. 1 ■oiBuia^ j *» OiOiff»M-l'N!'XM©TlO^C-.X® 05MiOOC!MK5 Ht^-f»OCl!>Nm©MNNOfflN-ti'l"!I'N CO t* rrfl, y-< 01 •0tBJ\[ © C^J Cv? — « 1^ lOHOOMOOOiOQOOiO-^XO I'-OT^Orf^O t^COCIi-^ -05 — TrCOC^COCviCOcOi-iCslCviCQOi CM CO SI CO 1 Number of in¬ structors, secondary. •01BUI0JI Vi -H 01 iH^^nOHjlM^NwOIrHrHOl HHnrtOMO •0IBJ\[ 01 ^H 01 ^H Ol © 01 © -- -H ! ; d ■ S ti ; <3 ® rj i ■ Id g< fl TJ ' ' Sh ft >> u : 2 -d d j ® © © c$ £ s3 O -d hi fl 43 nfl — • . Sfc.aa *0 w :*s , S M 1 AS d : oo ' d; • ^ • ^ c/lidd^focQ|^)W'Sp|-3 I . ^ . . .HH n; . • . Sh ^ .~! £ © fl • . . _ t>> ; o ! o ■d ! o +3 -u « ill •53-d S m tn od X! bo O O o O O o .... T — . I ,d rd r^H V bo o * © © © rj cn oMtaaioooooooooo Ph pfl ^ _l'fl'flrd'd,flrfl'fl'd'fl'd . X3 , 43 d 43 bJD^» bO > bo bO bO rt bffl O .CQ S is © ■ Sh m :d _H i-H O frOD .bf ° Sh itI cS * O fl d^l 043 S £ffiO O o o O dd © ©* o o d* ®1 4=d o CflC/2 o O g C/3 •aft'0.'0. Si 13 b£ bp ffli 2d S s 02 d o.S 53 d o HU © o o o o © P , m M c3 O ’© © d bDfl fl c3 Sh s§lps!^“3S£«Ia;o|p g gffla&fcHstf a* c§ *e§ „!>l>l> dd c3> « c3 >>d ft S-I > O o o fldd c3 o e3 c3 « d 2 fl tL © SH © Ss §£ oo£ •A o d c o o wpamouoo High School (dept.)* . I. O. Miller STATISTICS OP PUBLIC HIGH SCHOOLS. 1005 .OOO 8 2g' ;°§ OOiCC OOO 2 !SS CO O O c =§ COiCO CCO 00 0} iCOOSNOr-o — O -r O O OO ' 'MO O Cl O CS -i-OOXLCCfCO O CMOO OiCNOON O O Cl CO Cl TT CO 1 r. — 01 m O rr ^CfUC-O-O Cl fCCiOO ■ 00 co o o O O O ~t< — I ■ — ifC 0000 0 0 0-1 . . cj CC — — O Cl CO 00000— — O O O O ■ t- o cs i> 000000 OOOOOO ■ o — .OOO o o o co o — O OOO OOOOOO O OOO 8 d22g^2Sgl°1^ Iss2; SS00^ Cl «0-N0Ki00ifl O — O— O Cl Cl Cl — CO ci oci . — — o — — — — — — c; ci — Cl — Cl — Cl — — — Cl Cl — — Cl - — — iC^Ot). O — — — — CC — — bu : : mm „„ H . |ssjNlf^:i JM © ® c25d]3 w « ^80^:52 -lass ^ S ^ M ”<»oHcq di^ a d odads >§■88. 32 S O, \2tO 128|S It* Ip 'Slw o Q Q Q 88 .0,0 *00^ - il II j j J oace~cns-oQ*;,g do 60 KB fq R a Q o ; a | all! ocfidc^ao 8 A Si A II © 5 8808 •S o II oO II I £ s d O Ssp C^: o> O! d £ o g3 J3 ‘ ^Zg^gi? K Q5SS © Q ©’^o’d > si *1! 1 I/JOOOobogcGoo ’Sm :/} $ O S. 03 00S oS.S A A O S S O ■d bp^.’CiS [Ssi %A OA^.AA S&P : §3 : :zass sa a a :ss Hi 1 1 IlIIllJllI Hill »■* »»n*iiiiii«^© I j WUajf fillip: § lllllilllllllllil; ’C sill sssz * Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-9%—' 1006 EDUCATION REPOET, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •apeum^ in 00 • 1 ■'f < Ci O OOO O • ^0 »co 0 O 00 1 •03 'CO CO • 1 J 1 1 « 1 • 1 1 •0IUK 17 1 i 1 OO 1 1 lO i 1 1 1 197 0 OOO 00 1 > 1 ! 2 0 ! ^5 00 2 ; • 1 1 •2681 tti S9 03 OOiOOiOiOCOb.OKNiJ<«DOil5m-iO •0IT3H 14 ^ i tH CO w . 10 lO | ONMMNK'MifNnL'JOHONOrtO Number preparing for college, scientific course. •0I'BUI0Lh[ 13 O « 1 1 1 0 OOOO ' I O T-H ; 00 O O OO •0P3M * ’Tt* 1 1 lO CO om 000 ! CO SO • 03 0 Number preparing for college, classical course. •©reum^ H co 03 ! 0 CO w • 1-1 OOIOOO 'OHOMKOihOrtOiHHO •0IUH or I I 0 001 OOOOO^HHiOOCQWiO ' SO w O O ww w 03 ; Colored secondary students included. •©lema^ a 0 1 3 0 1 00 0 1-H 0 1-1 0 000 i-toooo ! •0I12H QB eoooo Tt'OiOJOlOliCi-'OlCli-H^ ifiirtM Number of in¬ structors, secondary. •0X'BUI0Lt[ i£3 CC 1-1 !-> HHNrH««OlOCOWMl-<-a«rH-l 00H H H rlNHHHrt MrtCJUHrtHrtOH Name of principal. M Isaac Thomas . Collin S. Buell . F. N. Hanchett . C. A. Tucker . . . [Miss Emma Batchel- ) den, first. [Miss Georgia Ricker, l second. Myron E. Powers . Martin W. Griffin F. E. Burnette Isaac M. Agard . E.C. Stiles Horace W. Rice . W. C. Foote . Francis A. Baemall.. 5 ;l Pi F,. TT. Parkman E. A. Richardson . Edmund O.Hovey, ph. d Alfred F. Howers . G. L. Lampshier . John Haynes . F. H. Biede . Helen M. Cleveland . W. G. Mitchell . J. S.Crooley . . . Name of institution. « ' Pligh School (Hillhouse) .. Williams Memorial Insti¬ tute. Center High School . High School . . do +3 Ph 0) o| > ma- A £ fcCb 85 High School (dept.) . do . do . 'fi Lewis High School.. . High School . . do ) c Cc > c J-c . do* . _ do . . do . . do . . do . . do . . do ... . . _ do . . . High School (dept.)* . State and post- office. CONNECTICUT— continued. New Haven . New London _ New Milford . Norwalk. . Oran P-e Plainville . Plvm nnt.Vi Portland . Put/n am Rockville . . Sevmnnr Southington . . South Norwalk.... Stafford Snrine-s Stamford. <£ > ig ! OK ! p 1 Wallingford . Waterbury . West Hartford . West Winsted . Wethersfield . . ■Willimantic.. . Windsor _ Winsted . . Windsor Locks _ STATISTICS OF PUBLIC HIGH SCHOOLS, 1007 Iss i|° 000 sge §gsa ;sg : ggg :£° 000 SS.8 8 §2 82328 :”8 | J> !° o eo ° s i ci ci © *n Cl © CC nOr-LCCCrt O Cl Cl 0 3 1 CC ->* © Si © j© ci © © -* lO •T- i— 1 ’-> © * co 00 1 © O :r-1 ««««© © joc ©cici 1C © Cl C» 0 CO T«H J> OOif.O © lO © 1© ec © © © © © © O O 1— o O Tji 00 © Cl© 8 © © © Cl ?!& o © © © a © © 1~ Cl O ©^ Cl © © © Cl ©© © o s © ©^5 i> ©©^ 00 n§ ooo © © © o °©8 000 © 0 x © © © © © © © © ooo o oo o o ©©© ©©© - M - © © oc © © © © © © ©© jgSSg gSd^Sg0 §~*g ! — OOOOOOO gr ;irt-r-r-.:!OKr-OC — • O ' — •— ’ Cl C> © ^-< *-i 00 © WrtXrHCJr-r-^LCO -t« iC © 01 OtCNr-Ti-N'-iIJC'-- — — — C'. — C! r- C! o CIOM as^m :,6s; -o £■= a S3 feGE>SfiQ^S .Kg §sa? Sags Kdod fcdKfe 3 is ■3 Idi '^s§es^si^' !& log® SpoSgp'Bx llSjasSsiS a 3Ss 3Si? Si* H'-ii ,3 i? K 8 1 ° 113 ri^ 0 71 OOiOOOOOOHiNNiC«C}'#Ol'5 7toiCv!0i 1-. ojci ec ^ — « Oi •0IUK !»o:iooxxci® 1 ifl^Hi-‘ifjoooinoo,-oicciH'®«ecoo -- li W W O! ^-O >r,OH« |^HT-H^Ol-l!MT-lffJr-lNOOOOO^-— ■ — -H?J •0IT?H •* ti I to _r CQ - § o 5-g Off) 1§ M(v S3- 3® .§£ c ti h<: o* CO o ^ o to ■ o ; o !,ti ■ o Icq '■go 1 tJD o ■s^ ft i 00c soft i-2 tr tMt I * £3^3B o„ ^ CHOt>0 5 o ffl o o o 1-1 rfl +fft S*ft ' r^-i •*-* Ah ^ ^ ■ ■s^oejorto* 0000 ^czrg)cz)r'cG o os -o 01 -o .g g1^ r ' 3 Jiff ^ £P KKUKcziiii o o _tiJ ' 2 © : gefl : of \m tc :•?-*§ tig 5 ft 3 CD ® 13 tift~ O ft c/3 © 3 53^ OOC s ® ®.ti o2-^ CQOB fco_ B o B o g-S CC rj _ _ w g UJ iMiiSM c3 o ti- ti o^; S^-o goo cc o ■o oi -o 2 ^ ^ o. •rt ® tiid tig ti S > 5 ti ft m O >X3 ® ti'ti > ® 3 pj'ti d ^ r? ri -h r1 • • 7B <&> > r: Q ||iSii|i!i|S|l|!|i| flSS’ggo’Bs&sssss&gSo.g hhhShk®!^ <: • © © eo • co ci © © ■ ■ CO © © > © © CO O © © Cl 'O'} SM^hOHii;©' MMOON © — COCO©COOO^OCCO'*©©aO-t<©I'-© ■ © © Ci ^ © © CO Cl © ‘©©—- <©.—<.— >1— ©CO.— *COCC©i>CO © © © © ©© >-* ©©©©©©T-l ©©Cl©'*©©©. > — ©©©© ©©©©©©©©-* © ^ © © © © © © — © Cl ■* © — © © — ~r x r- © -v:j co — — I! CO Cl © CC © i— t © © ©CO — I — I CO — —I 50 1-1 p3 : ;.a m . : : to ci < : '•£ j S3 » a|8a's“|S . 43 o "iSiHEHglJsSS d a : & . ® ci § ^•H ® ® s 3 2 M=2 I « S fcc^ o^2 Js^^pu ffioSdb^ ii ! fccj-i ; B 2 : .3 §5 fid! ®.2yj Fh - o Sd I'd ■ d : d O © CS ^ ^ _ 1 *=> ‘i_:r3 J d P >iK 3^32 C3 ®l|^ai?|S8Ea ^SSaKwSHgSlIsggasfifl 2^w-2d 8fflmhsQrK§B'Si-al=i!^r^SP g*’ so; d ° o . o £gS£ oSf «W o o O O ,£J43 . - O O ■* * - C/3C0 o o o o .d.d'p'p'p'p hO bi} ‘ ■ ■ 35 rJl o ° o 2 •d-g o ® •^O^O ao^jd o ^ -g ®£ O o o o ©C^ ^w- •• tCOOO^COOrtCCjljSKoOOOO .'d'd'd 43 .d 1 bf)bp SS asfl^s o oS wwZ~->Z~ ddogco 55 dddd11 o § £P ^mSSSS :o o ! o o ■.d-d : ® o \mj® d Jsrd S « s > o c3 c3 Wcfltt (2 d *> cs^; ^ a2 -.u* •*a q *3 d S’O 5 «Th=3 c3 © p,® d »r ED 92- po' d m ^ ® iS g a“2d ^ a © o C3 d © o CQCQuffl JS d d - j s o o §s s s agos g erss »-ga § §2 gs s go's 3®4jj3^s^4ab0h E O h ^ cidC 3 q c3d ® d d $33_ a o u tn d © d 5< r3 c3 © © ® di U U d >»c3 cQan«srao -64 ♦Statistics of 1890-91. Table 4.— Statistics of Public High Schools for 1891-^92— Continued. 1010 EDUCATION BEPOET, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •oiumo^ OR 140 .oo , o CO I 50 O J o ^ « o « 1 o o o oo o o r>» 11 o* a* • i '9TBH kC CO ■ 00 lO ■ CO 1-1 . CO o jo CO I oo 'ooo — ' o o r- | 01 t- *8681 nI S9^ -npu-iS luui ssup oiu ui sjuopnjs iCjoau aud -e’jd ogQiioo jo joquinK ft |e««o 1-001 • low m ci CS — 1 O 00 CO -ql •9IUH 14 ! SO 5 15 139 Number preparing for college, classical course. If OOOOH3 Cl i-i o I 'OWlO 1 . ^ so 1 1 ^ » • cs •open ** OlCOOO o 1 . 0 O J> > • CO 05 I I CO > « 05 ^ Colored secondary students included. •oiuuio^ ft o OO O O -HO o < ^OHOOh i-i t* o •9IUK X o OH ci o ci o o ! aonoon co Number of stu¬ dents in secondary grade. 'eiumo^ . inmo-'ii.iooiMO'-< i>-#cojiioo-t,iOisco c» m oo-h co t- m cc ut si iro sir. ®oiftn: co oo co w:i^ OO 00 >10 — — ^h Cl -h hi ©E»h Cl 00 Number of in¬ structors, secondary. H '-H O O 9 0 5 10 9 4 19 20 1 1 •9I«K M rtrtrtCODHN-HKH rtHH OCIOOOOI- 00 O O rH rH Name of principal, 1 w J. W- Creekipur . Mrs. E. W. Gal Tun R. B. Anderson . Edwd, E. Van Cleves . . . Clyde Slone . E. S. Combs _ II. 13. Farmer . Jno. Loeffler _ R. L. Barton . Miss Louise Baum- berger. Frank P. Manlev . A. Leoohman . . . O. J. Kern _ _ :3 e M 1 o c; 3 J ames E . Armstrong . . . Albert R. Robinson _ C. W. French . . Edwd. T. Stearns . Jas. H. Norton _ _ Oliver S. Westcott . Franklin P. Fisk . Jeremiah Slocum . George Clayberg . J. L. Robertson _ 1 \B :| ! c :c £ id 1 Minnie M. Bishop _ 1 Name of institution. ** 1 Maplewood High School.. High School _ * . o 13 ) _ do... _ i +3 13 O O o o 43 -a a o 72 72 43 43 80&J 53 _ do _ High School (dept.)*.. High School* . . do . . o 13 High School* . High School (dent.) * _ High School . Englewood High Sohool.. English HighSchool _ Hyde Park High School.. Lake High School . LakeviewHigh School... North Division High School. North West Division High School. South Division High School. West Division High School. High School . . O 1 1 . do* . State and post- office. ILLINOIS— cont’d. Camp Point . Canton... . . Carlin ville _ Car mi. . . . Carrollton . Carthage . Centralia . Cerro Gordo . Champaign _ Charleston . Chatsworth . Chebause . . Cherry Valley . .1 Chester . Chicago . Do . Do . . Do . . Do . Do . Do . Do . Do . Chiilicothe . Clayton . Clinton . STATISTICS OF PUBLIC HIGH SCHOOLS. 1011 oom 'O ■ eo , — . I O co . no oi • — OWOXOH ITS O . -O tJ. 00 kO O 'WO ' O ICO 01 O CNOKO’JOO Xl'J-KOO co > ■ ac ig co co o — oo oooo 1 O CO CO 01 Cl o • 1 oc cc t ^ j> ■*< ooooo- iCCICJ-O O CO o o OJiOOOl 01 CO O Cl lO 1 1 w © o o ® ci OOOMOK © O O ij< © 01 iCCO ' 'OO 'OOO i 01 © — O — O Cl O 1 ■ OOOO-fOOOO I ^ 1- o co — o co o o 01 Tf o 01 co UO : tci owco-ci-^-woi-o-oi; 01 T CO — ~r — — 1- 01 T CO »C — I V0 CO 01 •. co -ci © © — oi — — — — . i 00 01 00 01 © — O — -0* — CO kC Cl CO © — — — 0 010 — 01 — 01 ■ — 01 O O CO o ■ — o o — . — — 00 01 — CO — . ft * B >> ftp © -S — ^ si 71 M C3 tOcj __ ' rH 'el c3 1 © *=< bO fl ' ® O £n Si^ssisssasgssgf je£££S3SgSgS;33l3B^ 1 p © o lsISa^5aisa°.s»5ifiBfl3s«i®,l!S? g © g o °,Or ^3S<:d§iUoi-iH^S!«oS; *n< b's !?§•§ esdH sll|: m->0 i !,d ip ◄ » o ■gg - 33 u © ! J 1 65^ . ^ : *-5 — 5 O r3 Cw X *H S5-S3 aibj;£ O o ; o o ; I — — . * o o* O 0X!fl O sac bo ! ' o ; o dcwo : to o o P 6 <§,§ r- O — ■»“§ K2J ■ * • '* > ' > '* ■ i tco* OOOOOOOOOCOOoScdOOOOOOO.v. 'G'G'G’W'OrZ’VP'P'C'Z^^ -.'©'p'p'O'P'P'C'd'p'p ‘ * * * ‘ ‘ ’ * P-i u W 0 2 o o pp 111* 1100** 111 c O 0 O O CcfiCfi 000000 03 ^3 03-0 -O-O be bO © m P-P o<§ P1^ bo S Qrf) I— I C/J o Vo n g-p ® p g^I y > e+3 :3 ^ P+3 *=> p © — 71 71 P c3 ©3: gap 1 >> I §► s^.5 £ g to® §§ §§£ S ® ® > §a§j«go>>®® r®i?~^®®o=^cec3ce'oS^!ft-so>c3^^oo^Pcec5c3©®®Sfto^®® OPQQQQQftQ|*J;s]HHHHHH3HHfr&lfc&&&tfr0C!3O0000C50000 — e3 — >22 b£s£ T3 C3 c3 OffiK a >,i! cj rt c3 & ; p o p > o XI > — fl > o r 03 IKS; * Statistics of 1890-’91. Table 4 .—Statistics of Public High Schools for 1891-92 — Continued. 1012 EDUCATION REPORT, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •atnuia^ * 0 001 0 CO ^ONXOOM > o ^ zz ^ L° ^ ' w 1-1 O T-i ' iC O 1 •amw ! O ■ CO O • i 1 0 • CS Total number of gradu¬ ates in 1892. •aiuma^ »S FF C^COthCIWNlOCO Ol rt ^-WiOOWOOO i> a* ^co j> ;OCiO •ai'BH 14 Tji C5 W iO. CQ CO O CO lO ■ O O t-h O T-^ o 1 Cl 1-1 1> ^ TH jo O Number preparing for college, scientific course. ■ainuia^ M FF o ! CO ^ o lONMO jo !©0 (M j Cl o eooo •ai^H « fF j> ! C* | lO TJ. 4 1 14 2 3 4 1 00 ; J> o 1—1 Number preparing for college, classical course. ■apsuia^ 11 o ! IlMCO 00 1 HOi 1 t o «oo 1 1 1 jooo o 0 21 •ai^pi o ff i> ! ! co © ■** Cl 1 1 O ' y-l CCLOO o O CO Colored secondary students included. •ainma.a; Si ■'o ooo ! o o o j — < o o 01 o o o o Cl loo ooo !-< •ai^H » !© o o o lOOO^r-iOO^-iOOOO 1 'ooo OOO jo Number of stu¬ dents in secondary grade. *ai'BuiaLj OOON00 310^00NMOO«0^®NN95NN!30 00003 0^H10 MtOO>N^u:U3NM"rtnN^O>(Mi-irtONW O •ai-BH * !*WO?DiCQOCO’^COiOOOO'?l?OCO^XXCOCi*^M05l>C'lFHX^NlCN IfJWXiHW^Wr-^rFrtCO^rFWT— .W rH ^ r-( W ^ r-( rF W rF rF CO u g & |s°l •ainuia^ 1 ■ >3 1 Tt.eC^r-rtMrtrtrtr.THM!!OrHrH^J3^rt«MlC« rtHrtO«CC •0U2M * 3 ra ©0^3 P ; Jj ©' o 2 1 r. Tl O P M w i . ©£ § S d § © 2 Ss n s J ® „ r~'rZ ‘ ^ cs £ ■ xi 2 isn . - • .' ; f-i . o c 43 O xn 43 o bDO So o o 43 O 1 I [X, cooOrtcnoooooooooooooooooM 2^ o o o o o x rHr^^r^rOrCr^r^r^r^,Of^r^r^r^5,^,Or^ *-3 ,Hrwr0H3,0/0 ■ o i! o^i GO 43 4d ■S«d K o p2 043 ■a .2? on O ■fe! e3 bO :£3£ S § el *s ca’S «d slUgs >>® Cl oS e3 e3. o a ooj „g>‘3®*flg'8o4jS§,Es . _ 5 O «3 >h ,5 c3 Q -r1 .3 S 43 ^ c3 O 43 O 31 ai » d ® ^HOHHHHHOOHHOoSSSIIIssISSISi LOline . . * . do* . 1 B. C. Caldwell. STATISTICS OF PUBLIC HIGH SCHOOLS. 1013 Cl iSl®00 OOffi'i'Pl'+OO'i'O owowoa 1- ift 1C jjj o >o© i >re t- 1 Cl <-i © ' (M ' SO O) O CO N H CO O ©C0t)<©©©t-i©C1©C1' ci i-h iro ^ 01 O © CO © CO Cl Cl > ©© KM 'Ci Cl Cl 1-1 b- TiOCOCOrtCOO © © i oo © ©©©©©© © © © Cl © © © © O T-H T-H 1—1 1— < © © Cl © © © © © 1-1 © © © ©©©©© ' © © © © Cl ©©!-(©© C COifJSliCinrttUMiC tl OiUtOl :if)r-i CH-Cli£>iOr-i^ClCH>ClClCli>© Tti(Min-H^©L^»-ii-iClCQ©eOlMCOCl H Cl Cl Cl 1-1 H Cl i-l © © © 1-1 i- 1 i co i— ci ci © m i i©iH(M^iHClO(M00!MClini-iiOr-it'-NO'^^i-1 HNClnHH' (i— tCli— (i-HiCdi— |C1' HCOHNNHOHrtClHHNOOONi-’ I liii; a ©r!dd©©{Sft:g!:i©+?.S©!,d §ilsiSalis#3fM . © d3 •"S £ so >^*-5 gmS w . © ^'11 ” t«d di e j ® O H ' *4 ! © d •d © d 'd E**1— j cS © d d O o u a d ; "o -d d f-i f d Id too dW o o o o • ' ' ' _J Zj 1 • 1 I • ' l • • • _ .O ■ 1 ,0- » • HH vn . i > i ii . ii H fl i i ,n ' i hfi oJJrM pH i i . . . •It I 1 lOO I* ' • » » ' • -X- i . q O * 1 K O 1 1 -pH O O* * I ■& ft • i^OO 1 1 # * ' OOOOI/li/JOOOOOOOOOOdOt/lOOot/lOOaSt/li/lOOOOOOOOaKCOOOOO ggd^o :®5 . -o S0S«bS r w _ - _ 6^3 cs -S ft W > d 3 . • © • • . . .©Kld'd,rH . *d £ O g CVJ 0 -3 ^ O HH J ffi © Ha " ra . . . --i 0®p4^^CCq^JcQ j-, oi^-5 j£ ^ ^ H S^dW ^ M (D 6(1 -U ; ©-d drtOP a % SE*£ £&ifc£ o o d o M do bC O d o o g< o © ® d^S O © cn^o d-d o o tc.bedd o o o o dd ^,^dd ; be bC :S3 in o • • o ffl d 'd SP wn ® © MM be bo Sffl • o o ' o o dd o o omw o o o ^dd,ti'0,3 bp bo S3 d o' fl g"3 1 © gg.2.S.Sd §!©’£? §§ cS geS as5^0.u.r^d^^rt 3d?sg>?Sdd-sx^S3gogs^^^d.3di§jd'3ootU-0 225.22£££;!f!>Sl3i?* O O ^ ^ O c8 H bO ^ _ d © g‘S^ ° •’ wd-d ♦Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92 — < 1014 EDUCATION REPORT, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •eretcro^ OR H to 1 o o • » Tfl t i— ( 1 I • N it* > CO ? ^ 1^00 (NO) 1 • l!2 'n^Sh ; °° j co to j • iii i » it iii i i it iii i * ii •aiujAr 17 0 CO jo o j j ! o ! GO lot^cooo !^t»oo ! !>o I ! j T* J 1-H » g| *-i Cft » 1 LO T* 1 • •2681 ht sere -npujS sscp am ut spmpn^s ^aoiujud -©ad 0S911OO joaaquinK 16 CO CO o ! i> !coh^ O 'NO«OHNHCOOb«HO ! 1 1 1 1 1 1 1 1 1 1 o j Total number of gradu¬ ates in 1892. •0I'BUI9Li 15 !OJ> J> «D 50 ; i |00 1 irtMHNNMOM ?ooooo oo OOOi-iOOOOOOOi-i On •0I«H OR 0 005000000 o o OOOnOOOOOOOni-iOCO Number of stu¬ dents in secondary grade. i> XNN^OOi^OrHO^COW^COOOOJ»OM» O o g g >»o clS'esg ‘3 ©■ ca-S-b © ig. 522S^©®^:3^2SSS'3'£SSH^c,3(:«i:3i:ei:8o3o3'El'd:^ CflCflCfiCGCCCZiaiK^GGEHBBlHEHiHPPPPP^P*^^^^^!^^^ a P3 bflffg gS| STATISTICS OF PUBLIC HIGH SCHOOLS. 1015 t>Cl- © > © in © 1> ■<*< cl : Cl Cl © i& iMNNNONOIOMN eo ?c © ^ o i- -XNOiO © © © © ^ ©©©©©©©©©©©>-1©© it!-©©©© — ©© © © © © < : Cl CO © ■ 0C < ' © © 00 © © Cl © c ©©©o©ooeo CO © 00 d Cl UC> iCO-*j-©Tt'Cl©-'S<00-tCOC}ClClClClCl©T3 j>.,~;:X>PaOCli3-3 '^'+i©-^in©© ■t^ojoo©co©-HiCT>‘©©iftecco©aoi>»--h Cl © Cl © 11 © t}< 3* t3 «D Cl Cl ■ T— O ^ Cl llOOOOOOO'-'CHllrti-Irtr^ClMr-.OCr-KKClrHC.OinHT-i-nH i-*.-idd~ddi---cj 5 ^1^5 ®S o c o 1 O o o o ,2 rt 13 rj , 13 O © © * © CZ3*J/3 0^3 rt.rt **3^ bD KWW bo go N Si a >> . © c3 : g>W h*-> u 2? cS jtj © j N 1 1 > « -u e3 p, ce .3 +3 Jh d ‘£r3-e. . • o s-< lr® *3 8 S 3 « il6< HI *1*511?3I$ 1**211 Ir*3 saMgSfitallSteSSiCjSfi^sjw^s^"" “ * " m re ■ d . © ^ ! c3 c3 I'd . d g-d S ■ w^Soo © •> X .5 . M g > o > O O ° 2 13 © © c/i o tn & o •d'S-d-d'53 bp ; bpbp S W o o o o l3,d * © © <. . cc ® . a © . d . j ^ O CO N O l-a K P 0 1-5 >-5 P P O o o o o 1333 © ©* OOOOOO/.JlOOOOOotfiMlBOOOOOOOOOOO/MOOOOOOa dddddd^-ddd'ad;d--,-,ddddddddddd_rirtddddddd 13 13 bt bo wp '131313 ■g bDtaW) P kkk W)bp SS S :||® ro ^ 2 0 13 © o >° +* d 13 co © ® > ©d d’g^ •saagg >^.3 si3 s d £ o dj£ 2 d £ o +3 bCi3 S-i^+3 g >iO. og:Sm^hoS>;x3.'d2o^g ej-g © ttfS-gd 3 Ofj-goJSoo- d dp-d dfH>febg ©~ -pP Bd^^p3©P0 0^^^L^3(3S0 00 00L!-^®®^^rJ <*<<<;<<<; d 3®^ i rt r* P & S ^ ^ O •SC^5^c3c$£-«c3c3S- : J%Zz-oVVS-%S$S'ig 3.S^'DSo22'?t>-'i2j©©d qHHHPPPPPOOO * Statistics of 1890— ’91. Table 4.— Statistics of Public High Schools for 1891-92— Continued. 1016 EDUCATION REPORT, 1891-92. u © d-tf aSsl& 170®^ — 1 'O •ortjtiiG.i •0I^K ;© |e« !©co N Id 1 • Cl 2 • Cl C5 1 . CO 1 i©OtJ( !o € ; 1-1 ! 1 ! ^ \ 1 1 1 H CNOO CS if® tt> UO Cl OOOh!3 NiO N 1C Cl ’8681 Ui S0TB -np’ejS'yeqjss'eio oqj ui sjuopnjs .£jotb jud -0jd 0S011O0 jo j0q11m.SE . ci Pi d 05 —I © i0O 0 S b” C-< d cl -*-*cim©^©aoiriaO'#e(MCl- CO • S 5 ,5®W^'^Js!Ph>' 2 No^vCQ o cd *d c3 opdg^ i gm«<|-gdffi|m d^s || dcdftfeHOddfefioWi-ifli&^EHOPiod^K'Pk SH . © >5 i— < © > ,-d • o ! o . bfl tC rd ,. . ,1m o 3 ®s JosS^S £2>n © o ~ «2S aM.s mmS ^a-o =: ° b ’d CO TO S-gP3 d go Kg£ •oAhl §£ Oorf 2m 0 0 m bc'o'g 1 >*'g* :s£^ :|8-§ :c^„ '©000 ;liooo . . * * d © o ©* : c . o a ■fl © ; © 'o ■ Gl Q w !.d O : fcco 2.0 OO .d-P cl I I I I I ~ ,T,_,c »h , I 1 I 1 1 > . ©J .£3 1 ,d •*-! y ' 1 1 * tmw)©^ 1 1* 1 i-si'-x-d©©®'*' 1 1 1 -m ©* © o [/iOOOOOom[C(/iOOOOOOO o^'M t/KCOOOOOdWOi/]lZ! ^'d^'O'd'O-^" _ -.'d'd'd'd'd'dd co _ _, ,_. d5 'd 'd 'd d sr -I'd -j ^|?&cbp m6mm 'd'd'd'd'dd © bJDbcbc Smmm rtC/j ©c«m o si '2 .d -d ■g bp ; bp bp mm :SS © © +3 ce CQ &> d g|llallls§idi| a ^ 5® fl 2 0 >>9 m d a b p ^ w ^ ^ »— 1 vg w vu 2 2 d § dg ||g g'S oS d I ll^.§ ^ d.22.2 o o o o rhrhlT!!T!!T! J.l.l.n.l,'! J J5 25?5 555^ SiO © d © ® _ © —1 _ d !=> >» © : to., 1 C o ! £1 o ;•?: F! >s §ddl^22S +2 +3 d d K,Jmc3X>fe©t5i S §5^15*8 ^.t1 r1. 43'di3 £ b •ol (dept.) . 1 Edwin S. Monroe. STATISTICS OF PUBLIC HIGH SCHOOLS 1017 MNOC! ■ LO CO t- I t- r in -i ci ■ 00050- 1C 1-1 o ^ o o icomcoi} 50 m ■ n oo oo I 00 o 'S3 ■ mo I Tfl > eo • I-- co onhio i oo m 50 T-t ■ dg<; S Xq . © ° 2 o o P3P3 o o ° 2 o o -d-d © o u -g 0300 2^000000000 00000000 00000 000000 0 0000 0000 oonaio OtflM -]rd'dro,-i'd,d,d'drd'd,drd'd'drd,drd,d'd,drd,d'd'd'd,d,d,d,d'd,d'd53T3rd,d'd,0'd'd,d bo | ; '£ bo £ : :*»S idrd bobo ££ 'd 'c W) W) £3 d ^ o >? bO ijd - © dft S-g ®rtHOS dV>rd _ ss<0OMSggfl|o d r3 © a u do® _ PJ 'd ;3 d 'd o ** cS Hrr © ® ft P Oi flSfjp b£ ” O^^t *d a Pi d © 5«as§a2 b.O JS M 5s g Pd d s §| s.s | a a*§!&S5 a § > © g § g |^®| s sslis Pi >d d d ft d d © © © co o © d © P3 s., O o/d -t! > n r* r« r* r« .o .d .d n © h aft 73 > d c3 d ,d ra © ® ® o O (3 x d © ©3?0'(i © ©S-h O O O O P c« © pd O ft d ® -d S ® r* £> n» b> b> i> ti b> k'ti ,rH fl lllilll c3 CQ PJ swaaoeso ♦Statistics of 1890-'91. Table 4. — Statistics of Public High Schools for 1891-9% — Continued. 1018 EDUCATION REFORT, 1891-92. Number of stu¬ dent be¬ low secon¬ dary grade •oreraG^ X) o* '00050W • CM CM 0(M ; o °g • O 1^ ' • O O 00 ooo ’2681 ui sgtb -npuaS ssup qtjj ni sjUGpnjs ^jojuaud -Gad ogonoo jo jocLumjS[ 16 in rH urn i o in co i-« ! o 00 rH ! rH in 00 00 Total number of gradu¬ ates in 1892. •GinuiG^ IOW«OhhNt)I HOKHOt'ifOH CO <1 << •GIUM 14 CO << n rH 00 rH CO T* OONOMMOJin Number preparing for college, scientific course. •ainuiQ^ 13 00 O GO O N in CM ^ ©0 ^ (MtOCOOi omasTfcoowoo® jO™ P P >>'£ „ ro’ SjoS 'O^^^PgOil ^^H^OCQpQgO^ljO dbfi«fe^^cQ^^^oaS-ai^ © c3 © d o P g © o c ,d i i i i i i i i i i i i • iM i • ■ O ' > * 1 I 1 r-t O © ^ ' 1 '* ' 1 'OO* < • CCOOOOOOt3 oiZl® oooooooccccoooo "in . | g tio fciO 1 1 1 1 1 1 ' bfiofl ' > ■ ■ O O o O -i^d'P O O O o o o o .P.P 5 MW .P.P hpM 35 o xi ci P a1 © 3 c3 Eh d c<3 O P ,J§ 4J ,Q a? • C3 <£) T/r ’I S_, W IT _ p “P ®cd S 3i|I||lsllil!s! ^^^rf'^-rll^COMCOaHCQCQmCQ STATISTICS OF PUBLIC HIGH SCHOOLS. 1019 o © o «o ao m 03 t~ ’ Tj* ■ O iQ 'O 'JO 'OOr-c O © —< <© O lO — i- -<3< O 'OOOKO^ifl OOiC«CiN o ^ o f I o c ^ r: o : oaoooifla^t- iClffOOKHNHTf O O ' O 1 1 ' O ' C3 no 'ISOMOOOOOOOOIIOIIOOIIOOO 0 5000000 — O O O O < O COOOOOO Mtinin-oxoocitinnnoi - ■ no i.o iO -t-o cnntuo — T'?oon::'rn'-i!r.:!nM«xa 03 03 ’-i i- i-l i-i HOOKS- 0000 03 000 01JO lOB- 03 CO 03 — 0! 03 1> 50 CO 03 iKO-O'MMC-K' n — t — CO 03 CO T* 03 , 53 — 03 03 — — © t- 03 — ■ • — 03 ii 03 r- H — O < — 03 03 O — gQ © a CQ’T ■ Ou£ cd © i-i C31© c M M'S oa°.s| fg’SMfil ced mod ^'kSS* © d © +3 15 ® ►/Jg © d % o-S S. ego; s © 11 720 fefe d r 03th c3 tfl.3 j J-i © ^ w si ■ Jj i|il 1 d — w 1 it - o s.HSSsSSS’lS'SlP ess-gsass ^'•» o o 0 2 dd o 8 •§*§ ; : o ; ; qO § ; § © 2 ifigjy - :£ 8k o : © o m 0 o O 0 2 O 03 o © ©as © o esc® 0000000000 oJ-jauD ooo'ooooo occai o o o o o-s-rt . .©drodddddddo^m^^ddddddddd^dddd -«|2g§|g|3 e|g£ _ O O cgdi U fefefeOOO ♦Statistics of 1890-’91. Table 4.— Statistics of Public High Schools for 1891-92 — Continued. 1020 EDUCATION REPORT, 1891-92. & -S O c3 '91^019,3 •0IUW '2681 UI SOl-B -np'BjS 1'BmsS'Bp 8m ut sju9pnjs2C.10Te.red: -ojd ogeuoo jo aaqranK UJOMO^N CO Cl 00 d 1- —i T-( T-l I Cl 'OONrHinOl^lfil . Cl ^ dg> a ®^S nk ■9j'Bni0kj CH>3>-^OC1COOOO •9I^H ■<* i> d ifocceocio OrH^I'O^THONOr-ieO'^MHONM ' WUJ o © a g^ca ci ■“•CSSS S g o S3 a ^ S*®5 o ^ £ Vi o O ftO -< eo r-i ci co o i-i co ci o HTfHlli-IHHHHHClHHlMHClHHrtOjHOl lOrtOHOl W S-j HH SH* a®£ ^1 2 O' J'C . . a £ jo ® ililPtpSijipIiili irt=«sspl;ps=:I«l;|Sssa -j-cS ,H ^ 'cOOOHbH^O^oSi-aHiri^S a §|j cSC-tM £« 1 r— . I I I I I . £> 1 O 1 O O 1 * 1 O O ' > ' * * ■ 1**0 ooooootcotflocmflooccfltflooooooooota be bC aw aa be ac SS >3 © d ° ”se „ o sJ S* s © : a g bo 2 :3o&bcfl a © r?a g a g a a2 h ©a p.H ® o , , d ! ^ a -D ® r4 c .is o ^ do ■tI a ^ ^ d n-H 1 S hni^ a in; ou ® sj ® gg iggSlaodi^Slb^-SS-SJs^ ®.sdppBB^ ?HSfl^®^^Pd!ooc2^a p<:j s c j-!vt£aac3ac3c3aaa222£®l§©©©-Saceo3c3®© OWTfOO » Nt- CM Cl T-lOi oiccc '^eo ' o o © cm o m o M >0 C5 © i> © © © t- ,3 d d£^s£i_: Sffi>ca . o .rZa2uJ .,~a<'/3 © Q a © Ks^«® 5 >>d © © O Pi;3 f. q 3 (3 apu few odd ! c8 .2 1 c3 d sg a 5 >.2 M S X o o a d-a £gf d5 © Sdd o- 2° c3 :ad : g cs ■ >1 1 bDS-1 3 as sH ;3&«! ijgC; hfij d: i d !* i o IS « . S-l rC 3 d O c3 o © CCHr *8«s o S d o^Oui >i s H 02 TH ^ ^ d *3 +3 <6Ms H*w '2'g d o « 3 © X © . dgKdfi« CO o o o o o d -d d -d xs d to 1 o o ! o o ■ dd •GO ococo o ^dd1" tctfi ££ o_ 2o * o ooooooo O'dd’C ' J o o o o dd © © PhS • o,,oo,,,,,,,,, ICOCO^^OOOOOOOOOO dd tC_M ss > o o o j'd'd'3' dd * oooo d d d -d oooco 'd'dd'd'd . tD 5a ^ ■ O 3 : tod d Pi © m W) ® d c3 c3 - d o 43 g fl C3 Q £*82®” :>J®2 • d a-d S5 fccs.a ! W C o o ialjg ^ « a > «J S'-S g g J.SfS g>gi p : d S3 o 1 8 23s-"-1 § j^wl ££§3 a * gjS 8 gS l|a3§o’SiJJb§Ss5ST3BS3S||aaSflS,3§§§ifil^^^?gfi'gS3 5SSl2s55 5So^U!3ri[i(3tj!3!3:3-'J'3;3®::!'H'H00 00000003!«®t)oo$OOr3sMflSMm3X® ddddjWWWSWWSWSWWWWWSWWWSWSWWWWWfcfcWfcW&fcfcoooooooooofc fcD ■gl ^ o ♦Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1022 EDUCATION REPORT, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •areuiG^ I Mocaoifioo m -^coi-^ecooircioio ® T-t rH lO i © O » © » Oi » g° ooo-- mom > r- ^ i CC SO ' ^ H 1 w J • •9[t?H * H O SO ^ © lO SO (M O i I> O I to ' 00 « 8° rH ostneoto co © j> ! t~ co ! C! to > -4< * (M ■ • 1 I 1 • '2681 tii sore -UP'BJS I'BTI'J. SS^IO 9X0 ut sjuapnjs .£.10 ye .red -9Jd aganoo jo JoqumM 16 O tH J GO T-I O 00 ' IQ o •<# j> ■«* ^ON^i CO l> © C5 © O CO Total number of gradu¬ ates in 1892. •9I13U19JI ia H i-tOMM-NOifl OrHOO^lJI CO b*k« © l> © lO •9BJK 14 MiirtinmooM 05Q ; © CO CON CO - 03 SO SO to rH O r-1 H CO H — « oi co a o O^r, CO r-1 lO •»I*W ft N0>^00iRM»Tt H 00 W ^OOI^iOOh CO ^ T-i (M ^ Number of in¬ structors, secondary. •9I'BtU9ka; •0I«K M I'd ©W^S^c/cOd oSaoO eg o fl-g ft • d o 2g£ o ° m gS3S”3<«&' •-•Sg3Sa§'S3llllsll0.l|£tao sS„SHfejIsS-i5&l?g&iggg^ohj®!tJgj!xKoS^SS |W gHgK &»|!B geim o o ° 2 O © o o O o o o O5000 0 0 0000000!0cfl000 00 0!/1!/I0(zi!/]0 0 00!Z1 bfl&D 5S ,M,d fcDhO SS I'd 13 Id n ® ° t§ CQ 2 >tft §gg§®g^||o'gg|§^c ©©^©■ii^io ©,§^S-,22^P° P.22S c3 cs^o 2 g d Ph P4 Ph CQ CO 03 CQ 03 02 02 GQ CQ 03 c/2 i/2 CQ CQ CQ 32 i/2 Eh Eh Eh Eh Eh P P > r STATISTICS OP PUBLIC HIGH SCHOOLS, 1023 'C ci oo — no © i-i CO (SO 00 Cl O iNitlO 28 OOl'MO'O © © ■ © 'JOCCOOIJOCCOOJOJOOOO © JOOOClCO©''i,iC01©eO 30 Cl © SC © d •C'.Oo«XOlOlC©NN !ci©sct~cisc-*«scci CO eo '■* © © © th © © coco © co lO © ci — • *H -h i © ■ -o* k; i-H • © ©CllO iCO©iCO©COi' i i © lO LO ©©C1COSCC1©©00 ©©©d—- ‘CliO©© i-i i © i co ci eo ■ © © CO 1 — I — :©©OC0©KC©O ©©©—I ■ >o© -*©©ic-^©©ci©©©— (O© > © Cl © © © Cl © © ©U0©©©©d '© , © i - LO © © © — © 'Cl 'coeocociccco-^ci CO — CO Cl CO t-h ■ Cl — I © — I Cl 1 Cl © — Cl © i © —- 1 O i— t Cl © i— (C1—«CC©t— »— *C1 Cl CO © © • © > - © - N C! - - Pl>> , -Js 2 §.3 3 5® g es”'7 - ^ 6 ?drLO^g&<: JsraSHfifc 53»^HiaoepHiJfe^HiSaiaiH»HHii§{aSHiaQS5a ■ 1 1 1 § i JC >s§ §§ |? g 3 a gUMfil3 O ®i©^2 os 3 C eg eg c3 eg c5c3®®o^3^”^3>^ §3 •S^> ® §2^ 002 o « %% g jlrtl ^1=3 ® 2 £2^ 1 §*© ® ^225 a g'o £• S^dd^cjoiioooooooco: ffUOOOOUOOOQOUOJfl^' •Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92— < 1024 EDUCATION REPORT, 1891-92. * A, U , S°|i^ ■oS-d •©I'Brao^ •eiupi 1 Ol —< Ol 03 SS8 :: CO 1-1 1 -H O O rHOSO IIACDOIM ■ •erenra^ I 00 ICO OO O 1- CO ii#HOC! <01 Ifi •<* — © — COOOOt^'*© — — — . MJ>o ®.g © ■° a -5s g a go s ^ >z £ V O o •ointna^ •0injM 00 O — CO lll|s llsll •0I'Btn01j •0inj\[ - S?2«d ^es d ® o § Sa o ® «.g '©I vw 3D i-i — — o 0 — 0©0©(N — © — © © •— i © 00 i & , d V . IKgs ||agS l°Sg“ 03 •oinuioji ; *» •91'BPM tt kfO^OifO©T«(MOOOO©00©t^tr©00©COOI©©J>©©0103i-i© CO © — 1-1 Cl © (M •0I^H iCli— I — — Oil— Ii— KMC1 ia^Sd . PI — I +3 . a © ce si asg^sja o S * be i ^ , O 5 : :§ !.§- jl'S3ss(;r >-dWo -g-SSSa^jg : g ce-S csd • a, ^ ^ — rj v Jg d 3 ^ ® O S ^ 3 Vi hh O ’S — v a ^ to ® W Eh 02 ' — +3 2 Hn3|qo|S gKfeq|bS » oSqqeqHt, a © s o o o o did o o Pi © -d OO o o d-d o o llQQlllllllOO,,,,, OOaKBOOOOOOOi/KfiOOOOOO rr^'rt . rrt r,-^ rrt rr-< r?-< rr-< r?-< . _1rTi,rtT3r3rOrO ' befco ooowuOOOOOOOO 'O *0 ’’O *^3 *<0 *0 'w *0 *0 'O I I I I I I I I I I I I STATISTICS OF PUBLIC HIGH SCHOOLS. iOOhNiC5.NO O O 03 CO 1 00 ICO CO H — t-O >«hNh^ 'tmocxoo i vro oo icoo iom- 0031-1 'MKOOOa^NiCNHNOCO 1-0 0 ' O ICO OCJ^COiT.LClCN 03 03 O CO 'HNNOON-Hr-iCrtiCHONn MMNOONt)! 103 DO Tj< O O 03 oo o i a • o XXN'-OOO^iCiCXh 'O O’OO^M NOOiCO O O O O — OOh!>M OO — 000000 03 0 KXOCO OO 'OOMI.OXOOOON >03 0 I 00 3- 03 — 03 DC 03 ON : CO O O — ' — < — '0 — ^0- C O X (. O. H o it O O LC r1 to - >!• N C LC C O if LC O! CC « LO H N O * S 0! C003C0O''S,e0C0C003-*r 1— T O CO 03 O — COCO — C5 03 O3C0 CCOtt-iC- s ic re t? x w t o — ^cmoo — 'JT-OwTior-ooc — o: 03 — 03 ^ 03 CO 03 03 — 03 — CO — 03 CO — 03 — — 03 03 — 003 — — — CO i — OiC — -OfiOOCOONOO— '00.0 i — © '03 — CO — — CO — — — 03 — 03 — 03 0303 — — — — — — 03 — 030 — 0303 — ^ — 03 — — — CO 00 03 ' : o ; o c o O o'm OM O O O O O O O OKi/1 o o o o o o • O W I O W • I I 1 A V* 0[ctfl0!fi © © Total number of gradu¬ ates in 1892. •ainmaj; O CO 0 0 CO «o 30 02 0 0 18 CO •aiUH i 14 O 0 4K* O -1 — O O © fZ I 0 0 Number preparing for college, scientific course. •ainma.j M 1C 0 00 0 0 0 © •91'BH ® CO 0 0 2> 0 © 02 Number preparing for college, classical course. •ainuia^ i 0010 =? 1 T1 W 1 O 0 © 00 © 10 © 0^ •aiBH O TJI CO CO 0 ©O © 0 i-H ^ Colored secondary students included. •ap2tua.il 0 0 000 0 OO !© © © © © •aTBH 0 0 000 0 00 !© © © © © 0 g .si? . £ $"1 d © S g *8 5 0,2 8 So I2. © 02 •ai,Bni9ki •areM •ai,eui8kj oo^-io oo:!^ fcS - ® P CS . . d' ■ •% R 'H £»rrt f -*£ rg £ © 3 1 _ 1 ! n3 *. rH >rH C£ Q i • ' • K. O • . ^ 3 O d (J.h C"| 5 $ oca $-gs3*< Ja gCo^i^g^ OGQt-s£5oK^o§>ft % © fl3 So ® O GQ.d ; =3 ; : d . :l| * ^3 £ o d£_'73'rf'r3'r3M_d_ * ft >=,2 fi'O g O'O o S°f-o tJ rt Or ®o C-H 03C ' gars# OMPK &S|s lies c3 _ 2 O C O <1 O O o o & -d 33 o 0 O O o mmmm | CD fcB tj dSKK 02 o ft gS *! ® 43 c3 43 m cl > >)fl d c, S to o d to ... ^ d« : !d,ac3 Sd'dBsS© ^ftsissiag , _dr?d_2>2df3c3,d9 ZP.V, b'£^ a d © pd CJBjh £ &0O fH d d o O a ©to £6 S'° 2d o o •g d -d 2d c. t3 ^1 >>■ - dP ddcd 3 43 t^o d© c O Cl Ci ,d d d 02 > n gfo >§ O hJ > d c § High School (dept.) * . I T. H. Smith (supt.) STATISTICS OF PUBLIC HIGH SCHOOLS. 1027 ifiwoma © iO o o o lH 51 <-1 O lOO 'O |?0 mi'oco ioonoM'jocO'«'ot> O ' KOO ' N X O ^ N O it; C! t- C N I-tfON ■ ©© ' 'iOOS> ooookm:’o O — ' TjiO © O -OOi£iO oo ooo O ■© 'OOO© © © © © © ' © © ©© ©©© © '©©©© ©©©©© ca ca j> © w ns ' co !-■ ■ — © © ^- ■ ii-i ca ®a ca c a ca*i©r-tT-.T-> ^ffi^ODOffi^Ooffi c3 ! 1 JL i h u Id I . ®oc^ 2 5 © o flffi^; SSJ« ® ffi b O S3 S 5 :s :w -2 © c> . 5 2« i— 1 HH • M c5 H ^ dt-i Jh : « v <3 ©£ o © O ffi &£ ffi . d® . %-i ffiffi T3 O o §§i s © t SOfL, d^a “ © o ^© m g ^,£3 ShO © . ;§ffid ; & a o r- o ^ as a d . S3 : ? O c3 ©5£- © oaffi ga „ "^CQMCjai^S^rojrffi £ r] rC rd • ffiffi . - . ?H , += ffi © if 3, fcj) ■s : ©a 2 'T3ffi M O O O O O O O SiOOOOOOo M ffi x! ^3 £3 ffi .£3 ©oooooooifr oJiuiuiaim^m o g &c bo be be tc be fcc Sffiffiffiffiffiffiffi * *3 ft ft Pi © >d © •o 0> , © -7 . |ffi 2 © o o o , CO ,G r-l *7 ffi br ooo ooo ffiffi.£3 OOO CCCCtf} o ffiffiffi^ fcC iC fcD ffiffiffi ga^ggogg ,£3 ceffiffiffi^ffiffi O+o^OOoOO cQ3£cQ®<«t0*« ffi ©'Sffixi^^d fcc^ 2 fcDfcC bpfcffcp ffiO ffiffifflffiffi o o •s ccoooooooooooooooo _j,0r0'0r0,0'0©r0r0'cr0r0r0r0'0,0r a I* 2 °ffi S8a|g2a§»og2o5b Sgg^nflgH.„„gss O O m i •< -=> ,-h «-n ^ ^ >rH >a s © bffi a ffi O .si fj © i2i2.2>® a ^ es c^ffi o § ffig sa ffiS S3 o - o-g © © >3 cc fl o ffi S3 .§© 'd*' ■g^ffi 7?ona 'S © S3 +j . . O S3 flffi offi ® o > -1-1 r„ u ^2 c3 « © Sffi S4 S3 g © O • O ffi ffi M rt £2i?rrt+^,©|?rrt>5-H«aE5? - - ®,d S3+=^ Lrt c 3 ©s o 3 >,^S Spa S3a2f3c3c3o©ffiOOLiLiS-i!^LiS^c3r3^ K cacaaa"WM S®ffiiSaeiiis5s ^ S ^"S-S a 43 ♦Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1028 EDUCATION REPOET, 1891-92. -orenia^ QB '0TBW 00 O — I o '2681 hi S8;b -rip-eaS ss^-p apa nis^nepnis jf.icn'ej'ed -ajd eganoo jo aagtanN; O 'T-I .0MiClONMMTl H »J— I /-s S£o feX) £3 ^ ■& SQ^cooo >« © il ^ o ', Od ' fc£ •d ^£3 ©"d 43 O d 5 5 13 © c3 © © ■ O ! o Id ■ © •03 c d O it d3 © PG 05-3 d d bci3 S£ o3 si O O V: S' d sa.d.50 „ . M*h€2,si;sdi d.d^ k* §p |sSa ag«gfe a.s |s||5C C3a PMM©.d‘ddSxMM©M.2t^®'St!:d^d'O^Oc^ e3c3c3ddO^2©«3c3c3RRc3O^e30dc3©.^.^i.^c3dd OOODOOPlQflHWHSfefc^OOOfC^P STATISTICS OF PUBLIC HIGH SCHOOLS, 1029 MOOOhO i o o oo ONOM NOO i O O ‘ O 1 00 Si O > © © COO© I© © CO CO i-U> © HOO- CO Si Si SI © i-i oo si m © © © © © © © © © © © ©oo©© © © © © 1-1 © ©oo©© © © © © 1-1 © OOli-lNnOOi-CSiH HO«HH HOCiHNOOOH .r^oo IllSJONHrtlHiH-H, . © >>% © d •2H ©©w °w”3-s © f-l • Q W QSG2 . ^ U. M ® bob H o ■ • n-* a) DO " ojdPh f o d d d |d|s i© ffl fa ^ © _ ■gaa q -* II cfloboobooofiffloboo^iBOOO ““!©©©©©© Q _. © © © w _, © © © 2 g *i II gS mD © OQ * © o ^ ° d;n O . d ® © ;> co q f> d £ ..d o M w m , © d d ^ .2 -d § d d O H £ .© ®© > ^ d ■ q £ ES S © £ di d ™ :D> ■gg g8 Dig . O to ^ d b ; o o Id 2 © © o o C o dd o o m d i d Hj | C$tH IfaM ■dd d-2f faffl OOOOOOOtflcfiOOOCCGCflOOCO r3rdrcSf3rcSrT3r3^-j^rc$n3rdpd oooooooo r^rc$rcsrc$,^3r^rc$r^3 b£)0D MW to to iww © a J'g'g dg 31 la mu p]Qo.S^'S£ , . •S-3s|2||t|»||oo»|d2Sd© © p-l a d © o m d M s-ls BtB d o d fa fa fa S d'g- ; o § = :■£ .„M_ oS-ssSa Jd d©T 2 d fan tod d dl © „ d O d ri d © O -rs ® t*DjCH If 81 ^ S ® 3 fl Sg2p£gft2goSalfog,S|g8 © d d ft I o3 -d d H m d ce'goo^dcsdo.dddsidSop,© ©.HOOpcaSddooooft Pi-^ d o d PhPhP^PhC/2c/2C/2C/2c/3c/2CZ2C/2C/3c/2C/2C/2EhE-i&h f OO® > d t3 © d o top I M q .g ^ © Statistics of 1890-’91. Table 4.— Statistics of Public High Schools for 1891-92— Continued. 1030 EDUCATION EEPOET, 1891-92. O CG O , +J © >5 . S fl W £ «2 a § o a ft d£ © o W> Jz; •oi'Brao^ •8I13H :ioo r. ,r. re (M !M (M oooo Cl Cl "2681 HI S9TB -npu iS q.'Bxpq. ss'Bio 8m ui sinspnis iCjcn'e and -aid 9S8HQ3 JQ JaqninM ON030 I> CCO bi d' •SIUUIS^ •8I^H , be© o ""^SS ,qT3^‘^ ® d §8.2 o •7 2 J-i o o ^ p, o m •ainraa^ •8I-BH . &o©_ © C bees (D cShS^ s ffl s ^ © 0 c3 O &o O •8I'BTO8Lht •ai'BW lO Cl t-i CO O tJ< Cl O 'COOOlCOO Cl ' Tf! l- O Cl Cl Cl O Colored secondary students included. •aiuuioj; ft 0000000 10 0000 1 0 ' 00 ! i 0 • • • « ■ 1 ti 00 ! ■ 0 0 •8I«TC ® 0000000 0 0000 jo | 00 j ■ 00 ! loo Number of stu¬ dents in secondary grade. •si'Binsji 1 1 s> 00 0 0 0 ci — < m co 0 0 ci oo 0 0 o-^o^ ONNNCKMn OS 1-1 i-id t> « 0 W Tfl 1-. W ri •8IUH £ N^i<»flC5CO^ 0 OO — ^ l> 0 0 000000000^1^—* 0 ri^rtrtHH Ttl TT< Number of in¬ structors, secondary. •si'Eina.j O Mh^thhhh -T}1 — 100 ! COO Cl KKrt^OOKWOOn •8IUH 0 r-, r* r-i * * T-I CIOhCIOhNO^hh S-> m ‘ | S .a © £«Sb3 Es g “ So^So ^^AioQa d O ^ <4«iK bB U € j ;a» S^®Bi I'S'gSS&S WagSgSp; Voce'S =4^ S ! o 1 w & p ££*"8 1 1 O ll ill” s2g||? IssS^c 4

c/} O S d o 3 B •S-d w «■ o o ■ ©* o - j^dddd ’ bo 0^ © © '2^! d ^ « d d ^ 2 1 bp^ If ©^ 0,43 « ? m d SOlS 'H^O 5^d dS g g ss.sa.s.gg o o o o o o o o o o o o ,d,d,d,d-s,d . . * 1 * b£h^ oooooo 1** 000 .-oiwaioiwai 000 tQbQbQbQbQbQ C3 C3 QP *H *H -H -i-t -rH -H flH MKfflWKPl o o a " o CM •s S-I — < 0 » -Q £ © _ d -d Ig* 2 - el si 3,2, §3l|sss WOOOOQH O d' 1 Jh beg i f-l o I M ® IU2 ' ft d to ' o 'd _' ri ■ III Sg fell: SfefiK KSJg; 'ngly. STATISTICS OP PUBLIC HIGH SCHOOLS, 1031 O • d l<0 I ^ 00 o CO C-J CO Ci o ooo « o o o • ' O 1- -h O ' O 00 <35 o o OOO "rtl 1 O O co •' o *^T« rH • CO o lO O o Cl TO o ooo ; o o ci • i >003 O O | O CC o o ooo ! h loo ;i> ; NOifi CO 03 CO d OHiOMiDMrtNHMO ooooo^t^o OQ^HCO I^OO i d OJO T-* O o 03 03 05000 I lid 3> I> L- O 03 CO CO CO T*H CO CO d CO o Cl Cl ^ioo ! oo j> o *-H T-H 1 CO r-i i T-IO 03 03 i-lO O lid O iiO'«io OH o Cl io OMOCO ' O O OO o OrtOHNO 03 O !o 03 ; O H o m !o-h Ci TfH o ^ loo d 1 -H O o CS-^OSN©0 lOOH 03 O Hi o o 0300 oo o cc Ico o o d T-H 1 05 coo 03 03 ^ 1—4 odi>codo^dOd d T-4 O CO o g° TJ1 0300 OCOC1 liCOO 1° o o o o ooooo ! jooo Oi-HOO o HOOMOOOlflHOOO ! o o ooo ooooo j ;>-HOO o ;o o 030 000000000300th ionc>3ionffloim©MO«riii SO COrt tH eoeoeoTt'oooj>— 03 43 “if •2»Si,l£'»aSffl BJy cs'g d 3 c3 -a rn b0< a*3 g&M<5 H-<^aog . . d . . ^ £ I ®5 ro > © > d O Offi 4*1 g3 . . .43 o* QHB Pi i-3 • d dfl §§ 3£H ■4a a ; o ; ; ^ o ■ ■-=- -9 ® d d 43 © i40-tJ'dw_ ssswHil^siPirs wMc>S|d^||;iS'S,5|S§S<®^ . . . •«-* c$ 0 .'d ^ a) o Pi n O . . • ©g^ d ® Cu o.S. GO HH ' 4-3 HH a? . S£ H ®; • d dS‘ 40 d OcCI O o o o o 2 2ooo £ 40 d 40 43 ., © ° O O O * ■d c3 o 40 bfl d o o OOOh o o o % 43 43 43 fj ooug * o SI %h C/2 CQ CT2 CO C/2 O O OUlVlUlu bD OD b£ be 50 wSSSw >» a © >drH e3 O O O ^gt/2 43 43 43 Sd §43 bfl bXi bC g g © &X3 SfflKd >M o o 43 o .. ccoqo 43 bfl 3 a 2 « ; ^3^43^ ■ w o 33 a o ; pj o^K o '''III''»»'043t ^43 . . '-Hi . * i i i i p O H u Q i i i » i 1 * jd |rj - - 0000000000 0,dl/!odai0c00000»!rtl > -d'd'd'd'drd'dfd'drd'd,drdrdboC|-rdrQrtrOrdfd'drd'd'd-4qd i ■ i i i ■ i i i l i . oifagi? W W P-i K M © d O ■rH d ft t» ® 2 o d--* fli ”* -i © m 42 M S3 O ?H fci) O 0 aa§hz;3 &§"!&' a ° o o as U H •d c3 IS 0*0 §43g C1 c_i M nM S§-sSG3a§g255 fe S^ftPH ft w M O a < «42 ’I Salon'S *£ S« V.bi a >? ® i a § ® .a 's ,o ssgr^Md^dc;so^®^dtad'a'ascd S-ga®oS2pp§d.a^^oo'2SS?3 43 43 43®f-trdSS^c3,d9S 2c3cd.2.4?pppdd tC .9 c3 "42 d a a^MM^B t>jcd © © © © 43 O 6 ■U +3 H . . . d d 03 Os-<5H^^^f-ifPdcdd©4d CQpqWfflfflPfflPUUUOU * Statistics of 1890- ’91. Table A.— Statistics of Public High Schools for 1891-92— Continued. 1032 EDUCATION KEPORT, 1891-92. Oicq, - H rj OC3 fH ■Ol'BW j * i •ai-etna^ 1 £ j £ M42 •8681 sere -tip's jS q.'Buq. SST3P am m sanapnis jC.ioi'e.red -a. id aSaiToajo JaqnitiN O O hni i i i • i i c* si i vj i . — i-h <^3 i«3 i >rHi ' 1 > ' ' i *3 fi 'ri ■ — 1 S '13 J © • S -3 ' ‘ d sx>^lo!=H"&! O •— > h • s -w r=> . — W ■ • « © *J egr’ 3 oia « rt S ^ ^ S Q w ^ T. a £ o o :3 £ cb <5 5 — cs c5 £ l> c •CS • ■ S -^J -cexj — fiOfl- 43 • . r; o o 43 o • * JJ1 o o * c 043 X <-> _§(/} OO ttfcp ®Hg 9,5 I * 1^ H O occooo®®c/}o '0'0'33'3'OS >-* 111 Q^K or S3 o c3 O >3-9 2£o 0 43'°' c5 be ■o © so ceo ^ o H ® K S P 3 d <3 O CO o CO <3 a S2 ■ 5 x ce I S 0 ^ CO . cn ^ !3 ^ ^ rrj .cQcjco o*£ n £ ° Co • C3^(UfQ„G5Mgif)[ s 55i2’xo't2c3o^S^'do^*3-^>*=+-2j,-M^(r_-75'r;>--cec5c3— O^iO — Si QOOOOUOOOflflPflQHHHHSHfefefe^fefeOOOO treat Barrington..1 . do . G. F. Partridge. STATISTICS OF PUBLIC HIGH SCHOOLS. 1033 CO Tf 50 lO o Oi © CO ©©©©,©© 00 © 1© 1 ©©©©©© n< © ’o i(N i p-so i©©© i© © © © © © 03 © © ! ©o©eo © 1^© !oO©i- -OOif500rHC5iCOMOWJ>^W ©i-i— '©©©m-* lO it! 0! so lO 0v> 0«D’*'lOK5S3<0 1/5 Tji 03 — SO lO © 03 eo n- t-4.i> iCOO»-i^^WC0005iO^^^^ Or^ooxc: CO W CO r- — © ©i/5 0>03i—0l0i 03 CO © 03 03 Tt< 03 i 1 l ^n00000005000^c0?>0 < O r-H o 1 « 1 1 1 ; -i © © ioo © © © o c O CO ■© i 50 O O 1 i i © S0©©©©(>J-^©^ O O O O 1-1 o o o o o oooooooo O '©o C’OC03 03 S0 03CC©COCO-«CO©OOi/5eO©©iHlf5©eO©COeO©i/5©Ti<©-rtU>lnai03 03©©03l--* ©©J>©-rr<00©© d< 03 th 03 so © — . eo 03 eo —i © i* so j> 03 03 tm eo 03 03 « © eo ^ 03 03 tb — i t-i — , eo © -tt*- i- coco— .T-.osineo-^ -CO OSWOJNNMHHWNKJ-OiMrtW, ■COrHMCSO -T so r^OOtOONHrt^NSl^COMlHjNrtNOrt-HSOaSOfflrHrHNOrtr-Or-^OrtN^ Mhh«, iC0©e0 03i -< -I — © - £P&)C3 .3 d d 31131 a M £.3 ° £ w o ® xK w°r- Hod c8 Md ■ >rs ^sSlgWoWSl- ■ ^3ia^ d © © §.2 so Gfl bed >Xr- o 0 ^ b QPnCfiPjil^ d<5Qbj| M Mrh . H rt.d'-'p 0 be § i is? u © © .'gd.M^'d'S gdl? ^ ■ m bcg ti OOOOOOOOOOOOOOS^CdOO^i/lOOOOmtZlOOOOOPifiOoOOOOO coo . ' ' ' ' ' 1 . * 1 ‘ © •£? 33 O O ■Sid bUi* 1 o ! o l,d 1 o ;>SS S c S ffl.S.H O >> ^ d d a d ® o od+^ . d d 1 3 © ds) P-| ' u « ^ , d © bed d O ' S-l © W * ® o d do_ 3+^3 o' © £ £ 2 © gillllilMilN WWB £8s§«d.a.2o3o§H§,dd^|.a§s-si.s.;do>> '^did^dd'S'g'sg^^s sgg’ii^sl * Statistics of 1890— ’91 . Table 4. — Statistics of Public High Schools for 1891-92 — Continued. hH* Number of students below sec¬ ondary- grade. EDUC •ainuia^ J ® NATION REPORT, 1891-92. lO 'OOOOOOOCOClOO^’O © o ' © o o © •aiuH 17 !© [ © O O O C O O 00 coo o i>o © © j © © © © ‘8681 ut sain -npuaS i'biu ssbio aqr ui siuspn^s iCaoi'ea'ed -aad aSanoo jo joquinM idooortxon CO coo©nrHoo-a cooo© CO Cl CO ^ “J © Total number of gradu¬ ates in 1892. •ainuia^; jS — < O CO © ^ CQ 3>© 1 iOOON 1 lO Ci •aiUK 1 1 1 ^ • i t^Ot-hCooo'**>'- Oi Ol © J> ,-1 ->3' ^ tji rtN'T«C>'?Or,Or,fflMu;^«0-o:>(?5 T-ieo 1-1 eo i-i •aiBH OOOWiOQOOCOWO^CSWGONCiWWW^OWOMOMOCiNiCO C5NlOWr-.Wr-,r-iT-iCO (M Oi Number of in¬ structors, secondary. •aiuuia^ | n UIMMCOrtWOHOCl !©i-ir-i©©CjTj<©CO liSMHMrtCINwCJ | ■ai'BM * Name of principal. w E. C. Adams . . Edward J. Goodwin _ J. F. Eaton _ _ C. B. Roote . Boyd Bartlett . H. B. Nevens . H. E. Woodbury . William A. Hoyt . T). M. Nickerson M. C. Lamprey . George F. Adams . A. O. Burke.... . . William G. Goldsmith. . Ira A. Jenkins . Louis Record . . E.L. Willard, A.B . H. B TfCnov ! t !<= i< i -- > > V. * a ! > > ci id W- )< C. A. Byram . . William A. Woodward. Carrie E. Small A. H. Baker i a II 1(1 < W.H. Butler . William C. Houghton ..! Charles M. Clay . A. L. Goodrich . . 1 . do . 1 "Wilbur F. Gillette . Name of institution. « High School * . Newton High School* . Drury High School* . Center High School _ Johnson High School . High School . . do . . - do . North Hinh Retinol High School _ _ _ do . . . -do . . . . . do . . do . . . do . . do . . do* * ) c i © * ) C S© . do . . . . . do . . . do* do* £ C | High School * . . _ do . . . . do . . Classical High School .... State and post- office. MASSACHUSETTS — contined. Newburyport . Newtonvilie . North Adams . . Northampton . North Andover _ North Attleboro _ Northboro.. . North Brookfield . . North Dennis North Easton . North Reading _ Norwell . Norwood . Orange . Orleans . Oxford . Palmer > II l ce : 1 ; t \2 > a id Pittsfield . . Plain ville . Plymouth Provincetown 1 c 1 p ! p iG Reading . . Rockport . Roxbury . Salem . Sandwich Sangu3 . STATISTICS OP PUBLIC HIGH SCHOOLS. 1035 o 1- . © © Cl O O -Tj< O © © © © © © . eo © OOO © © © © © ■ © © © © o 02 o © !©©i> © © t© © © © © © © © ! o © ©©© ©© © © © ' o © © © CO ^2 l- ^eouoeooi©^© © Cl pNhNph ©Ti> OWiCCOOChOO^h o 02 oo »*o io 02 o T_l Tf" © © CO 03©ifl03 XM^ClOOOifl l- 02 05 tJ< C2 C5 02 03 CO J> © i-l ! co © <-i © ^ o CO coco© 112 CO CO © OWHWl^rHlOO C^2 00 H^O I O O O 1 lO CO • 1 02 ©CO©©lO©©©T-iO©^-©©i0}e0 00 03 — ©lf2— ' '0>!0©NM(HNOO0!)-H©Cl - © O © iO rtNC! lOOlTji T-.r-l©'3iOT-i©J©COr-i M®1-iHNNNONTHTrIiMNrHM>!'MSI'-('#>HlONT-lO)NOHNH ■MrtaOrtNCl3T-l'3'I!0(M iOhh^Ni ®w 53 a -d ci \->l c| ill o2®HM£?d3^GMpJ'§5]pjo U - . . ..o^o ss'Sgg^?1"^ U © -S ft a CQ gH es g . S)gdf4«Q cs ce S’®-’!! fl . • • • ,d ,d • ® © © d <5CqaSHOOfe^f30^C5 © . H £

> © feJ0c3 <) .d “ © O <3 ^ r >?-rH pH© .r! ©^OOC^d® H fe id ?-l o . fflb- •^'+3 fcs- © © ^ ”d\ Sadi'S0 S|^ ® © 3fe©^^SEH*Wfl^dfe*oH-«ii2 § M t>j§ © s •? © s ^•e §:§ >» ts tpfl p, 5So o o _, w C! ft O d Sfcs © d d p> p> += p> p> p> dhT'n c! a IS 2 d .^©^ddddddddSa&oooo^^d odfl OOOOOOOOfi ft ® ° £ ° ° d £ c3 WWWWVlVlVlVlVlrJlrJlVliJlWWTJ2UlWrJ}>Jlfr d ►»— f dd ftdi d © © o E^E-r sb© © a £ d~ s ^ *> * ^ » © d ^■d Q ^ £j © ^ © . g , bfl i © '?dfl ! d^jft : o o O >0 «. jj?P> P ^ I ?1 "S > d K fcr'H i|!l^oS|ggg§||sii ,Q -r-1 — >5d dd ® m ® to to a ® >3"-! o ^otidc3dc3c3c3dd©©©®®©® © © © © ,d fl .-c ..h ~h d.S d dd-d HPP-'gS ♦Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92 — Continued. 1036 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary grade. ,9I'BUI9lJ » H •O » « O O O CM 1 o o o o oc »coo • ' • J> • ^ CM SO • kO t-h • 1 1 CO ' 00 CO ' © 1 © 1— © iN |00 00 -r 1© •9IUJ\[ 1© 1 > O O ©05 i05©if©05 © © -(MIN III 00 >I> CM ■ © I CO © CM ! iO * 00 {> kO 1 ^ ' S68I ni seau -np-e jg reuj. sscio 9 in ui sju0pnjs2C.1oj13.red -aid 9S9HOO jo loqmnjsi tDOOONO i>©i>©>— (CO-MOOOC (M 1 00 1-1 (M Til © © •9ITJM * OWXQOWO CM tji 1cMCMCM-hCMI>CM00 t-« iO — < | ^ CM ! co o i> co © ijl Number preparing for college, scientific course. •ererae^ 13 ii i iii i • • CM CO O • SO 'SO 1 lO » kO i— » » SO CO it i i • CM 1 i CO r— i -h oo © eo th i © © •aiupi CM CO t> i> © ' © ' iO » kO ' ^ CM » © *- l v— i i i oo • • CO H J> CO r-. CO CO • -H (M Number preparing for college, classical course. ■Giucua^ j i l i i i i i i i CM IT^T^t-H 1 I 1© I© 1 1 © © © l— , 1 *— i 1 ill 1 1 -T— 1 r— i t 1 1 1 1 I 1 © © ; — © •9IUH s N oo t- -*> oo io — i ^-oo©0500t£>cooiT}<-+©j>05aO'9<©^t<^C5 rH3®o0-T!Mr.M-'Dl---ia0'Mit3MNN'- 1—1 00 1-1 1-1 I-1 1 00 © ' co C3 ^ ' o © ^ ' ^ Ci r-< » l^kOCOkOO© kCOiCiCNO(MNNkC©NNXW©OX^ kO »0 ^ *-i i> :3 rr rti iC ^ t-i CM SO GO i> CO CO CM C4 CO r-. CM — CO CO *-« Number of in¬ structors, secondary. •efutue^i j »$ ©©ROT- ;© TK^NNMMOH^luMiHCOHCONi-iHr- i i i © © 1 N 1-H (M •9IUH *9 _ _ _ _ _ (M — (MOO© iHNH^MrtHHOHHiHi- : £ a . s © bo , - © a S !«SlV Pi 3 ^ « ■ g S offl dCM © w ^ ® or§§ Secq'S gQ gw’fe 9ffl.dk o® psr- o’l!s|| ^ RiSo al s1'5 * ' J jP £ • ® ^ si 2 ' p a 02 O <-i >_< . . . Sasic'S Is &SS glass Cl Cl Cl ©OOCOJ> 'OOO — — tNiffiCOMNONO-^©N t^^mdOOCiCO — t- -^^OhOOMNN Cl 'OICO O ■ — -<#«! O ' © > • O © 30 CO 00 O ' — ' 1 30 O Cl CON'?" — C — CO 5> ^ Cl O Cl O Cl -DOOOO Cl O O ' o o O CO O O O Cl OOOOOOOOOOOO O • O CO o o o OOO I O O 1 ICIOCOO 'O — OOOO OOOOOOOOOOOO CO > — CO — O Tji C! © T#I — , 3C CO Cl CO , — CO — 1> — CO — — — — — — OS.'- Cl — , d ^ O — ■— ■ — — Cl O Cl — — C o — — — — : — — — OOO — ■uC — — — — — — — Cl - — — — — — Cl — — — Cl - — — Cl- COd- O >» a 3 a s -4-3 bS' iili !iiy!a!^j|il E-s-Sj:* aS ©-p-o £ a H-J) • c $ © o ■ i • I W I sills Is sisIsSSs: >5 52 >>3 © ^ G’fe SKOpQW^Ogl^^^PKPdffl^OWPg^cCE-iQS.^-S . <3 o < g ^ O >j^ © ^ J g g>-i« §»<3^ 0CU^^gf'!«^c32P5OM go^! | go « * Statistics of 1890-’91. Table 4.— Statistics of Public High Schools for 1891-' 92— Continued. 1038 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary- grade. •areraa^i QB ONN ' O CO i ci m cl • o • Cl [ Cl 1 -HXN i-« ca . — CO— « O .00 ' C3i O — 1 GO i O | CO — | CO « — ■ O CC 00 ■are PI t}< oo c> ! oo o ! (M O Cl ■ O ■ Cl > Cl ■ 75 931 76 I CO rt< CO ■ O i lO • Oi CQ — > ^ 1 L- 1 ^ — 'CO 1 8| § jgOd ■8681 nT sain -np'BoS ami j ssnio am ut sruapn'jsiSao'i'Bjrd -a jd oSanoo jo jaqumjsr ** ONMOMO'f IlOil' kNJ-COC! Cl m CO 'co ;— — — —ci ; CNthOJOW^ Total number of gradu¬ ates in 1892. •ainuiaLj NiOMiCOO ■ COlOQ Oi 1 CO lO lO o CO 1 — 01 C CO o “are Pi 14 Cl i>H}ICl I Cl — — i^N^OCS o CO CO — O Cl Cl o Number preparing for college, scientific course. •arema^tl 1 M O 00 CO H o Cl o»oco o o ! > 'coo CO r-nC 1 ' ' T-l Tl 1 1 • lO i‘OON > — • if2 1 1 ‘are pi « O O dO o O ^ LO won I ! '' X LO o o — — < — O CO CO COWi-1 S , 5-i U tSl| g°' o _ O m © r. •ainma^ •ai'epi oit-co ^ d © : X e3 1:3 52 cc d *-i ^ >> J5 la§« e*§£i « § 3 1 1 d I o ' a : fi ' d ' *4 © ■* „ © © g 25 o' O O > 9 . • S3^ -c3 - • H. ;SkQ • . .»SuS, 5d< g^o-i fcdd§H^®riHK*md§5fcg ^-•gateS ^-dfidfc^ddfc daS- Hi H O ' o : .a i x : §3 ffl.§ ©^2 «* oS do SQ O o ° o ,£ -3 o © o C O O O O Xl'JI •o <0 -t3 t-s >ci ^ ^ fc£&B£ SET o •g* CO o o o c o bC 43 O ftO ©d 5 0 0^0 tLO o -CO i o os i CX O -iXX hX c c o ‘d d.d Cd i£ i£’g tH SBtDrt ^ © Pi © e3« o° d X g§ P dO C Pi o£ d 3g*ga«85 ■ o o © o di N > d^ d © d £ ai © o: asjsssgos -3 Ml g g « IfO ^ ^ Q o o o o d d g o o o r W ^ ^ ' ' CC— U H ^ n ^ r< S2fe55S©5o53£5 §2dd nj nj STATISTICS OF PUBLIC HIGH S< O 'OOO *000 • O t ' O U- uOCJ uOift iro ' co i o i rH i > ^ o iooooh *o^-» 'lOH ' l IHH 1 • y-i ?hoo: ' O 1 LS. 10 OOO '©o 1 O IH Oft 'i-i i a o »-< o« ; --I j n-i © ©^H iifoo • OJ 'lOH ' ' 'hN 'hhO ' 1 — 1 1 !© : O in O 'OO 'O© CO i” H In ' O H nj ' H ' © © CJ © ©©«©ft nNHUHOOHOONMOftOKUMNOONO wft oo to O? -H Oi '©ftO— '©Oft Oi>iOCOCO©COiOiH I CO O 00 !hNO»QNO liflNNO^HCO 1 1> to Iww [ CM [* | y-+ | | I 1 1 ■ ;d • o co r j^hcooo • ci i> • i i i i (M © ^LOWnrf ift©© ' © HH O N T-H o i O H o M M X M ii—o iinft jo CChWhON I CO © T}< O © © © ft w inwooo ioOMOMlO jo !o o ^ o © — icftHO <0^0 I H i(Mh CO homo OJOi© iftOMOOHiOOlOOOJNHO H 1 H i !© OO i o OftOCQftOOO joOftOOOlOO jo H*0 o Jo ■ o i © o ! ©oo © l-l o o !o loOOOOOr-ftO *(M j o O CO o© o i O I © H i o o o i— » o © 1 o o o ^ o o o loooooc^oooooooo • < O O O OJ o o O jOO i— ' o ioooooo loo ', OOO iono IoOOhhOOhhOOOOOOOt-iOOOOi-1 o O 'OO OO ' O O !M O O O 1 1 -f © © © © in in ft © ft in lOO-'^OOL'J^WiOMfi^OiOO 'NiOMl'Tjt'4HCTl+= x? SR © ^ 2 O d d S'SH ® oqP^pm^ P<| S ©^I^W^Q o O ft po^ d ,d d isg sa a co ' m 2 id o : © S, 5 ©2 ©S®2 «S|g oaSa ■ a a © „* od hip ° ftg ! d : o d d id. O d h© XD ^ . hills 2-° © s *a|rtg , Jaa^di-2 aft ©Sq^H .. . 1 1 © © ■©*©©© o o om^ om ommi n o o .a © m ft) o £>C O -d-d bpbO ss - a bnbobo •© bn dffl fed ®s*s »— i w « . i'o.h bfia o o •ii ^ m d d , -> ft . O O O O ,d ,d © © mm. SSS 1©£^> l^oS ■• ■ 2 2 -2 2-d fea Si gd ©2 Od 3 ° ta 22 5 o+= C g g ■ "i, >> g a S 2 ■ cr, rrj bc^J d bn c3 © > d bS :S3 . ■ c3 S2 += © id P f-id JS 1^, be d p 2 g 2 ©.S-S c3 +3 © CO ft d o <5W d d d © oft ? ac8o®^daOOOOdd{8&Mlejc8«S®di3oOO SS^SSaSS!^^SSSSzilziSziSz5Sz;}ziS2!5z;!z;^Oo6oOl2fiid(i«Mi OJWCiOriTHXiO * i> t-H rH CQ rH » r-t CO O ISO . O ' lO > ■ ooocooo > m oo Tti •apeM b !DOlT3iO^-iaiO !cj WCOOOOii-'QXO ■ l- 1—1 rj lg [ 7 ! c P ! C i!x John Crawford W. J. Schmitz . Name of institution. « High School . _ . . do _ _ ... Union High School . Hiirh School _ op 1 . do.. . . do _ _ do _ 1_ d-o . do . do* Public High School . High School . . . do* . . . do . High School (dept.) * _ High School . _ do* _ . do* . . | . do . | _ do . _ do _ PS P a _ do* _ .do. ______ _ High School . State and post- office. Michigan— cont’d. Saline . Sand Beach _ Saugatuck... . Schoolcraft. . . > rO A rJl South Haven . Sparta . . . Snrimr Lake _ 43 2-1 0 p )6l P Hc n Staunton . . Sturgis _ _ Tawas City . . Three Rivers . Unionville . ' _ Vandalia . Vassar . Vermontville . Vernon _ _ Vicksburg . Wayne . . West Bay City . Whitehall _ Williamston . Wvandotte _ ... Yale.. . . 43 P *3) £ Zilwaukee _ MINNESOTA. Albert Lea . STATISTICS OF PUBLIC HIGH SCHOOLS. 1041 00*00 «o <050 I CO GO O lO ^ CO I lO 'OiO CO CO > ^ • CO CO GO O O O CO Ci Om»NOr-iffii>0 (N©CO ©aO©-^©^-^©.- i-KNt-IM ’“' ! ! lOCOO i^^nn^WOOlH hOO^hOhhO® 1 1— < © (M OC5tHNO>(MH(Mh O'* 1—1 co t-h ! ifliOOCi co co ^ oo®o ocooo 00 *C CO j lO © oo(M©eo j© CO > 0 *o t»i 00 co \a> 00 0 CO tB rn O iO y-t Ol-HO © ;if5 © © 1© ©©©© '< '©OOOO © © © © ; ©© ' © © © © Oi t-i © © © © © © ! O 00 ©_ !©©©© i loooo© © © ©© rH 00 ! 0 0 0 0 '00000 1 1 ■ 1 1 1 © © j CO CO T-h CO NhHhhh©OhhCOh« Hr-lH©HHrlOHH-*©OH(M(MM(HOOO© COhCOhhCOOCOh HHHH ^^^^^^^^^JfHHHMHHHHHKCO OhhhhNNhm a §l5SL|g»3 W ^^a®ccSL_i* ^ § 1st Sill g§&5 £§* Spl S.o o o.rt §pp*.g3§58© op”^-s'Sc3S35sg||o5i Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-:92— 1042 EDUCATION REPORT, 1891-92. Number of students ^ below sec¬ ondary- grade. •oreraOii 18 «!>CO » t-1 Tt< O OOON ICO 'COOOO.-H TP 1 -Tl 1 O r-, co i eo i ,-1 i-i 0 N cno . 00 oj evi TP ^ 11ON r-t r-, 1 „ (M •01'BH ! j> ic JO CO 1 1 O OOOO ‘ i> 'OiCiOCSO'li »f5 1 1" ' 00 CC eo 'co ' —1 CO 0 co i> 0 loo — > CO 0 « 10 0 T-l T-. J T— l T— 1 '2681 at soau -npu jS jirqj ssup oqi ut sjuepnjs ^.ioj'e.red -9jd 0S0noo jo joqumjsr $ H O |lC^NC0hOC.lOOO cwo-^Ncno 1 1 1 CJb.iSCJOi#Ht. Total number of gradu¬ ates in 1892. •oiurao^i T*T* cU'iOiOicooo irjooowcoino 00 T-l COTPuOrtTtUO^iO •0TUK 14 frHCJiO * Number preparing for college, classical course. •ei'Btuo^; j 1 r-( !o 1 '0000(M • II II 1 II II 1 i 0 j t— > ;o j •0I«R O W* rl ioMN 1 1— 1 1 0 O O 00 1 1 !o 1 1 1 !oj !o ! Colored secondary- students included. •oiura©^ Oi (MOOOO OOOOCMO 00000^(0 !o ^4 0 ' O O •0IUH ® (MOOOO OOOO !o 00000^40 j 0 ! 0 ! 0 0 Number of stu¬ dents in secondary- grade. •01131110^ i* NOOiOOOOiOO^-t-XCJ ^-^^CCOCOO-NOCI^iC^-hOO ^(M^O(MtJiCOCOCOC0 4-0(M CO iC ''T C3 QO CO Cl CM 04 (M CO 03 CQ , O ®-Q pj °P§ I.P I ' ^ I 9 S >> p3 ^ “ m gpq bco^s *■6* S-p3S d M fl d ^ ^ 0(/l 0h O^HNfeKWOfioiOn © W)>, d •93® © o 0 P K®a Ocj®S® ^1PI'!«3S3 * W 1 — 1 ■ HOGQWH o ■ o : a . o • Ifl o •d*3 fee ;.d ! bo p,p \w o © a '.PC/2 c3 |5»B :1«s o o p o © +3.— I P S © o oododo' o'S’S 2 oooo p pppooooo ^ " ^,a,drcs,PrP,P'd'P'P,PrcsP>«5 & W>3 3 5 aV ftl&S'g,3SS1SS'33S.S5 tbC/3C/3C/}C/2COiHf^^^^l^^E> STATISTICS OF PUBLIC HIGH SCHOOLS. 1043 > O ■ O — 00 — 'icciia 1>XOI»CO^ NiOOlOO . CO . ®* I00 ’ «G 03 . ifi CO eo — — i- O 03 O — 01 ci — m — co a> 03 — OMUCJ 00 — , Tj< — eo oo oo o Cl 1-1 CO 1-1 eo co t- oo i-i o eo 1- co iro o co no i cc o ci o CO co lO O O O ■ 1 o o OO 'O OiOOOOOCOOOOOO • lO Cl o o o o o i- 01 -CnOOr-lr-HM- , 01 i—i i—* i— < — iNinom — — Cl — l 1- 03 ■ rt : DQ O 42 ^ IS o £5 tr. C ; fl £ % o ®®c i r— T CJ j M W _j i IJ /ri rr cm _ r~~! ^ ^ S ®^s«s®s ^S^wllSlllgOOQ^Iigg oC? gjK^rH^ftQd—ll— i 44 fcc . 3 - ^ o J. 01. - 2 «g||p. *4. ■-■ W — ■ ” ■* 3 :dq t/}44 2 £>2 8-S? &P-SE s :£S ;ll '^oS : &o<5 3 o SbJj or:f5^'gc«osoc/j25^ca! &44 o - ■iSo^pgip-^cS jftfcrtoiusaSfeSw ai fcLO 5^ ^b; \’J2 :^o§ko :w o o c o o o 44 44 44 Ci O Cl - - - cctf^oooogcflcoo 44 43 44r!=!,ri,Ci'Ci fcCfcXfcl) c o 44 44 -"- o o ■ CWJ. fcC c3 fl A ‘S — 5- ^ 3 l44C Doocca * Statistics of 1890-’91. Table 4.— Statistics of Public High Schools for 1891-92 — Continued. Number of students below sec¬ ondary- grade. E •epeuio^ DU rt CATK )N 1 lO 0 § IE] «o (M 00 ^ 6f s ° . 91 140 1 CO W CO O 05 00 1 O kO Ci J> O CO • 04 CO kO • 1 247 '"+< O ^ © iSXt>'J<©0T-i!>0 0 to Total number of gradu¬ ates in 1892. •oiumoji H to © i> CO iQ^COOOkC • ^ , 1— 1 t— ( CO i-H | ©^ •0IUM e* *4 i° © 1 eo t-i Ci kO CO O 1 'kONOOO • 1—1 • ' 0> i-t ' 1 1 1 ©IM -j Number preparing for college, classical course. •0reu10.il 11 I© © I © r— 1 CCfM'-' © liGOO© CO 0 © •0ieH Of |o © 1©© CO-tt< © © 1 (M © © 1 CO«00’^J>WOr-lr-Wr-li^TH 0 1—1 •olew NOO«ooHaoioooHooi(5!-oo>io«ooocoooeeooo^oo’fin eoxwT-iTHrt — i®eo«T)(fnoe I £ ® ' P 1 O IS Monett _ _ _ Montrose . Mound City . Neosho . . Nevada _ .. Newtonia . STATISTICS OF PUBLIC HIGH SCHOOLS. 1045 OOO^O iooooco — (000^0 O O ' o o OO 'OO II. ^ O T TT ! IOMNO! orirXirNCNOCXOONN'OMO'^itUMO'.O’tNNMiSMOi — ifi OJlCO-Or-H O ' O th o ci i— tj< t-. : u © ft- g® 5« |".g>s © © © bD ^ «2® © >, S ®^-§f£.S-*£«!S & c65 bps \% 2.S p.j 2 g * s .© H S ©‘O ^ is 5 50 ir ® ci co lj5 r, jw ._, o> s ^ ^ >-. ® S£ u !-> ,® u(5®a^^^ ’ -was"" gs !s © ce ©gjcq l^^ii -gaJ®P^i3i1JI^N^^2fJS i i|| els |§)8|g|*^tSI§^iS3|^2SaiSfl^§'Sgl|i ®®Utjj)ti030U . .^H^f-i>-,OAirS5-lb.ft®0‘rHC3®®^-rt COOO(liPHDH(liKKc07:coa}c/ii/}cOcocOcococoEHE-iHP!>^!>!^!> « ^Statistics of 1890-’91. Table 4. — Statistics of Public High Sphools for 1891-9% — Continued. 1046 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary | grade. •ai,BxnaLi 9D T=* 1 1 o o ^ o o » 1 CO T-. o J J CO CO O CO ^ OC5W — * i a co CO CO CO 1 M O 1 I — OO o in i > cs o ■or?w 17 • uOOWOO * ‘ 02 ■»—' O 1 1 CO CO CNC2 a* ict^ »o ! w O <02 CO ' o> o u- ! HO 1 'HOC) oo -h ; ; i.- o ‘S68I ui sain -npuaS 'yem ssnio am ui s^uapms iCjo'j.'e.raci -aad aSanoo jo jaqtnnN 16 NNOOOO i^ihNh O O WHO H M MOlOMONH ^ J Total number of gradu¬ ates in 1892. •aiuma^ o h N 1C O O O h h k h N c-> 1-.OONO o o NOCOONMl- o ! •erept 14 ® H t? N >3 O M lO H Cl NOhXh OM — ONH— ON ^ ; Number preparing for college, scientific course. •aiuma^ ! M * O 1 O 1 ' o ! r> oo CO 3('H ; CO CO O 01 ■ai«K |« ° j O I I 00 i iT5 rf( oo MO— ! M O H< 01 Number preparing for college, classical course. ■ai'Buia.a; H j rtH °o°o 04 lQ i GO O O O O o •aiUH S O o looo^o 1 1 ! o o MOO o o — o o o o o aiuH *> O "OOOOO j © o MOO o o — o o o o o ! fc . R £? 2 S -rH <3 © ■R *3 £ 50 a c3 s r o ^ O ^ o fcfl •ai'BW $ . g rt o l © © a 1 s° tn on JNOOMriH i:ioci!^o:!OD ■ o — o o — i-(0;!ow«o HOKH5!MHHn, Wr.T-IHNOH.HH © © >>© © © ban 43 >5Cu ti o J H (S 0) ;ro i3^1IHs§^W WT ^ e3 © u © R © a *= d .3 1 S tD a ooS® ^ « s £ a o >c/i ©a t>-.ra .3 £ — S p,j ^ jH.tS-S ft.3 ^5 w caw .GQQft • .w .SUK ck^^gsian-rio^s g-i®® j° >.&3“ hh-- o R'R s-i-s© £ p<« . © “^Sok^S .. 'Onjio •Sqow? O O O O O O © o o o o o o © © xnxnui ooooocoooooooooo o airn o o o o o o o o o , t3 'a *o ^ ts 'O 'a 'O •© 'C 'os •a 'O o o >© ■a -h hh t3 'O 'O •a tb tj 'O ^ rj rj tjb£>h£i KKK bC fci) 5S m O ft . ■§8 §1 ©° 43 c3 *3 cfl >>o -(3 43 ^ 1 O 2 ■jd boam ©° a3 .9$ Jllil g!!!p|^l|I|ii|I 11 li! 1 1 2 c3.^3 -i^^r.CHn^oS'ob— cS®®1— h^h!T!9 a^®43|3a>©H5atHc3®0jH?-ifHb3c3®0'0>r^c5c3^lHifH3©® <5 <3 < ffl ffl fQ pQ a o Q O O O O O Q P Q H ^ H fe ft O O STATISTICS OF PUBLIC HIGH SCHOOLS. 1047 29 101 40 Sg2 ; o g fg -OONO |gO»0 1 -5 t Ow , ^ ! i i i ss°5£° §s 05 mo ■ o go j 3 &2S §5®Sa 81= j o — — OOlSW •' iO © © i SJ © ' — © • 30 05 • i-i ' C5 • t-i » i i i • i 3§°g&° gg — j°| ccoo C5CJOMO SI — < COth CO NOCOM lO 05 00 T- C5 ■^T* CO © TT © i> o — O — — O J> o — WNO ?> — 53C3f~0<<0 — j — O goeoooc^ O^WiCthN ' iC — < ^ © CO © CO O ^ 53 tJ< CO CO O 53 CO — 53 0 OKrn ! S3 CO 00 CO [OO ■ i i ■ • i OOOCO^ ; 530 CO © i—1 CO T-I O 53 O eo 53 o O — 53 53 53 53 a o COOi^ O 05 © § CO N jo« CO -HCO© I © 1— o> iO CO -* j— joo rH o rtOH S? O 1-0 CO £ o — — 053 O KOO >53 30 O CO S5 153 jo — o o o s$ CO Ice y-i CO wea eo © 00530 o oo © © CO © T-I o o oo ^ ! o o © CO 53 53 N 53 OO — O o oo 05 — O 53 O — ooo oooo joOOO — © OOO o © © o> o o jo — O O 53 O O O O O O O oo o o o o o jooooo o ooo o oo 8 CO oo jo j 00—00 O O O O O •Statistics of 1830-1891. Table 4.— Statistics of Public High Schools for 1891-^92— Continued. 1048 EDUCATION REPORT, 1891-92. O a o . +3 © >5 • © P cc % ® x © fe. ce-d fl-o I'gg £ M,a •areme^ •ei'BW | in R3 R5 ^'#eoeoeo ■^WNNHHIOIOQO t. ho © o ®.S ©5 © ■2 E — S g I a § g § ^ fl) U -H O •ei'enie^ ■ei'BW , ho ®^_, %m* P CO P © 0 <3 O !5g.So“ ’9I'BUI9kJ OODMOMiM ■0I«W OOhUJOCN rS p'S'P © <3 rj © - o R P o o S 00 -S •9I'BUI9l!l •0I^W OOOO ^ 53 h © i -s © +3 03 13 r*3 3^ S o H d o © o ho Z >d © ei'Bnie^ •91«W n f b ,© p S„od S0BO 17 ^0 m © •ei'Bcae.j «l ONrtHHnNHNHMNNHOOMinm •9I^W or 'Nhhcqi iOt-Ht-i KM g W w ai ©ip^ 5 p © § <5 .: P^ ft p p & ^>© ^|i^sls,sa,lp^Ss§S|is „a5§*sg'3&s$3$H*Sn.g£8 g£>; ■ O P S 2 2 © ^ a^sQfc © © © © o >3 - © a p t3 o w ^ sill'll s*am8»ri g^tdfedd d o : r 00 CJ * • • * * • I • I « o o mooooooooooaicfiooooooo bo ■ • • • 1 ■ 1 > 1 > hf hD dl . . t-M . . 1 1 idv f-> : © 1 111a iiia ilia jj i : : i c3 ! : : ‘ 1 © * <3 p ◄ ! d J ' ' ' • r- >1 1 1 1 ! 0 -tn ! ! 1 hOO .Sfc P<+^ ■ s S3 ;§0 • 'd .sSggis 1§S&§§ * WVlUlWVlUlUl P P >>© © Pr3 © ■gglip^lsisfsisisisiS II J. E. Bray STATISTICS OF PUBLIC HIGH SCHOOLS. 1049 285 6° t- lie 1 o o o o • CO • OO 00 ^coooi^ooo*- y~ i CO o o o o o o oo OiOONONM lO CD ▼-H CO CO co • ie • o o o o i C5 • 05 o 00 COOOOGNOOO^ 05 oooooo O (M 000r-0*+N ^ ie i^ cd lC I OhOONWNO OHrt o ic ieo COOi-cr-iCQ ~ c T-. T-C ifilO o-^< !-*i —4 —i tH »- 'NlOOO -rf O CC^^lCO 00 CO TT 05 i-tO o OO 0 24 o o O <-■ O J> 1 ^ooco^o — iO OONnOh ^ o o 1-i o COW o ’-' NOCC OI — — i- CO ?- ec . O O *- 0! ■ 'C!«-^Cl'#OrtC!-f-riO-- r_ _ _ _ (JJ oi ■ a o o p. >» S ® £ hSh >> § 5 ^ fcti ! >» fcjo: i-’gfSfS :Sli-16,^^s» isIis»S'8 £ssg^l|S|gSwp4Kest|gs§'g|l!l!l ^ r. r> ■ • —I hr +s J1 C5 r', d : 45 : 5 ^ -® ; H : <1 gbCO © ® • ^O05(?cQtC^n Om .C/3fc44« . -W >®ur2^:C U u hfl ££ £* § g £.«* * -aasi^ S°1 I*r. 3 ©S^l : ^ *“‘®drJ!j^d*J " (D - -— * - fl ■ • £.a2 Tgfl H-j hW - CC 'o ;j^d‘ ^ CO . oooocooo O O O T3 as ’C O ■a r fctibfl Kffi oocooooo >5 : cs S*“ ga •sS§ Sf’S.s aa c d ■d a«S g -fl^s-g 1 ^ os | SlS §S ©j$ S^^'S®oa'^g2ffiflC3Sr;OB^ 2a o I ' -® Oo® 2 ,®<5fl'?flo®oo^PIhlSS > O r— I ^ t1*- O -4-^ ■2 5 S M0;©’Ci2oO^ciSoosiJ^s3^S.ao©Sci©.2-'S^3li§22'S"-'® ^mpQmooQHfc&GOGOKMEfflEW J JJJJSSfcfcfcfckk o ©' & a ■ © > go .a o ■T6 -0681 JO SOTlspmS* Table 4.— Statistics of Public High Schools for 1891-^92— Continued. 1050 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary grade. •©lum©^ IS o 8 OO^NO r- O 1C H C5 178 m >NWO 1 O T-. « CO o • o Si O 1 > o •open j 17 o § ^ifiOOO o co si in Si \n s* Iw^o ! ? ^ o < CO Si o ! i o '2681 nt so-re -npuaS reipj ssup ©ipj ut sauspnis^aoa'ea'ed -©ad ©S©noo jo aaqum^j « * —I o o o — i ! eo s* onwno OCOOSi^ OOCiO CO t-1 Total number of gradu¬ ates In 1892. •©peui©^ *S iH © TH TfONXO - i-mcc(Moccj>0'-i eo-^ i-i o ^ oo CiCr^^ XT' i— i •0IUH 14 o CO ^OHOO« CO rHNWlOO^r.OCl C3 (M i-« 03 ri CO CO 03 Number preparing for college, scientific course. •©peca©^ 13 loo lo o s* si in o ' r-* CO I 1 iTi 1 loo I j CO « •©inn « «* eo ! <-• m eo in co tj< ^ Ol 03 lo— 'Si ; — ' o !co © ! Number preparing for college, classical course. •©petu©^ o o o >o o one !eo Tf< O CO 1-H rtoa^ •®i«w © O O 1- ; O o Tf !o !o P-00 CO 1— b- co o eo eo Colored secondary students included. •©peui©^ A w* 1-H000000i->0000-S< 03 03 t— ( 03 O !t-i© !o O O ^ '< •oi'bk * i-i©0©00.-h^©©©©03 MOhOO 1 I O I O o T-H I I III II III II III II III II Number of stu¬ dents in secondary grade. •©peui©^ J *» oniox5onca®«meo-*03©-?M^ooGO— 'ccaooo— < wcQMii^i-tOo^ncccj TfMejni. C3 OOiOCOO dWOO i- o o co r-, co o m CO 1-1 Number of in¬ structors, secondary. •©peui©^ W5 fKMNN-n-iOLOHNrtrtCO co o ^-i >-i Tf< — i in i- eo 03 o cjco^oj •0IT3H * HOrtHrtrtCQ |I!OS:NOrH3J^(rt«>HrtOOl-lr-ir-lT-l ,-t rM 03 03 M a oo a 5 ® c M 4h fe S H > >.4^ §b§ £ f>>+3 « , C. , ;w‘->.2)5o£ d,d g « g £ 3 T< H Sm ©Cl © O ® c3 P-i-nH 50 S3 O H ^ O JccaiBiisHigs jg^ftggSOsjg^ w GO Si iasw^sa*!: ;£g1^ O c3 2 £4 5 71 . r -• 'd • 3 ^3 o o £2 o* 02 o if o o o o £3,3 O O . « , . . , & i o O i i 1 i 1 i i > i % i © o * 1 OCOOOOOOOMMOOOOOOOOOOO^KOCO r-^^,d'a'0'cS'Crc!'t3rc3'3't3S&ri3'3'^ 50 50 KK £3 to c3£ ^ o a o o s © m ?3 C3 fl K-H >> D o <3 2 5do gSfj c3 O >o ^ 5 » N ?3 O O CTiiP ® >;- . _ „ „ C'3Sc3^S5c«cic3^fo^ ®‘-rH O O 03 ® as ^ x £ § ft ” b 7f> Cj r3 ^ ^ 27 ?h fl 3 £ £ £ §<2 o o a) ® o> ^ x r* 2 o 5 © b •rH 03 © C3' cS h c > to © 3 5 §3*11 STATISTICS OP PUBLIC HIGH SCHOOLS. 1051 'CO > 1-1 O O l— ' O 1 CO GO l— OO j 2D ; 1^ 1-H O Cl O ■ O 'NOO Cl nQOCO OCIOOKIIO C3 1-0 i-dOi ONXO O O CO 1- Cl O CO O i-> h OO 'OO ucr-'Oca-x-H 01 iCN 01 oo cm ocun ■ ocoo — oco O O OXO OnOMCcONO >0 0 01 NO O O O O O O t-h O O ' O OhWOhOOO CO lO CO CO 'OlOOOOOO-r-iOOOOOO CIO o OO O 000000^00 'O -"COOOOi-iOOOOOOOOO oo o ffl^ONMXO-OOOOOXO — iD O -f 01 ^ — iocoi-hco— 'io-oiiincs io col- co:i- M O Cl Cl Cl O ■ ■oo Cl — Cl — I CO 1- 01 01 00 LO 0! — ' O CO Cl 0! — ■ 1— i -- 01 1-I — ' 01 1— I ■ , o 1-1 1-1 O I 01 1 — -Cl < sH J B © J ■Sggs-a53 a . o xn w cu i .a q ©i>C 5 ft o g © S3 „ PlSd c3 c c © o Jh 02 © J P © ►.digs £5 ■ ■ ^ ^ ^ 3 ^ ft^ ; o >» . _ g > 23 ® += r * > © fl ^ 2*5 te; cS £o5 ^ o O^” C! ^ 2 rt ® © S S§i3 p~ .in . q cl z. a s- "00r1PcnP'DO ' .nHC a” : o^-. 6 ® . W) • P r( . © r/W ©p ooS 3 A 1-i 3SC lij sh © ■ i— i m _ ■ ® d 3 § 3 -2 r« p :rS®lg|^g|®| Is r'HHHrO Jrl Ot“5 : ° 1^3 I o ;yi ■id ! 60 o o o o o o ; Xh ^3 J lo += O O O © o o O ovivm ooooooooo u & ri rt h ^ x} -a 'C 'd is u -a 'd 6 ££-3,13 ,13 £ Q KPS Q g 2 d93 3pq © •H £ tn Jh-C M ce © o KCC o O <3 .3 © >»„ - m g om%w 3 © 2 •SI'S rt §6Q p<} W X 'w' ,3 2-^ > 043 ~ 1 Sd.3ff3 PSP ! * !o iJi I © o ;cfl o J’SjjO :W-3 i o cO 1 >* £3 22.2® °g 3 © If !&§> c£g ^ > "Jj O <1h P ix w q © q ©,3.3 B co-g^SS^'a ©ggggSggwwraO U1V1 CO !«CC H H ^ 1:3 g fi ®p_g w O og

> | J® ; ® o % 'B «”23 III! * ©tg^H c ^ ci rr-f v/2 - J CQ Sgc3 P3^ 0^0 © p— i © ^ [CWtC -_gd>Js3s3s3 2 flg.2 f?23 2 g ce g ’« © a a fl O oP PPP 2ssaa,gs^®,3ss^,s 25 gg •s o PC P Q rj ^3 >2 02 S © c3 © O S-i S-i S-i ccc !;t Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1052 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary- grade. ■oinuia^ Gfi • O O O O ' ^ l- o 1 lO 'CON 00 © CO CO © © •© l> '©00 i © © © © • ^H | - — Ci I © © •orejtf II 1 1 ! o oo o !® © o i o >t-d eo 1 1-1 'CO rt<© © i£7 ■ I. i o i 'O '©© ' >.c © in o © ' i-i ' d ' CO Cl 'CO CO ill 1 'll i 'S68I tit sere -npnjg 'I'ena ssbjo am ui sjuepnjs AjoiB.red -9.id 9S0IIOO jo aaqumN VS eo i-< oo oo eo eo d odoo © LC CO 1 H i-H Tl © tH !co I o ■ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Total number of gradu¬ ates in 1892. w W lO W^COOCO ' O ?> T-t *-H • 71 i—i co © oo-H o^o !_,__ci -0I-BK OWMlfl i> TP |> — 1 rtTfO ' 1- i-l ?> d Number preparing for college, scientific course. 2 R5 ! o oo loco o eo | co O CO dHCCO Clj i CO > © i | — 1 •0IUH o ^ ^ SQ OOO lot- o ^ • CO 1 dd dddo ©! < ci > co'cold Number preparing for college, classical course. •©inuia^ 11 (M ! OOO • l'- » 00 T-H O lO COO^iC -r-H 1 t-H 1 ©OCQ ■© II III II III • 1 III •0I12J\[ OI 2 204 _ ^ ' CQ ' iOhOCO WHXH © 1 C3t-h ! C^^h©i-ho iC * ' II ■ 1 II II II ■ 1 II Colored secondary- students included. •0I'BUI0Li ft o oooo oooo o I o !© ooooo ■t-h 00 J • •0ITJK O^OOOOOO OOOO OOOO in ! O i— i O O^Oi-HO Number of stu¬ dents in secondary- grade. •0I'BUI0li o Ikoiooxiq oo co i— in if. o - « on oi^o o in ci in co o 'ihomooo- tn-i' eodeod coco mm- eocomeo-^ •0IBK | | « OCOOOOO— '!> ^ Cl O in OOOOOOO OO -ijti-ioo OOONOO ^So ^ ™ ^ ~ -T'-i cici -.Cl rK^Cl^i-. Number of in¬ structors, secondary. •oiBuia^ d > co ci i— i Tf d dd-^N ci in co co — i in od ■ eo oo eo co ci •0IBH i HW^QOHHWH 1-Hr-lOO y-ty-iy-, Oi 1-1 ! y—i t"H t-H y—t t-H (M | Name of principal. M L. W. Hoffman . A. G. McAllister _ Calvin Patterson Henry P. Emerson . James E. Potter . D. D. Van Allen . H. L. Lay lor . _ S. McK. Smith . E. G. Hughey, A. m . Geo. H. Ottenav E. F. McKinley . . Fred C. Foster . Geo. F. Sawver _ Francis M. Smith . E. S. Harris . Wm. O. Robinson . Albert G. Bugbee . Edward L. Stephens _ Arial McMaster . F. M. Wilson . . N. P. Avery . E. A. Parks . Jno. H. Stephens . Edward Hayward . W. H. Ryan.... . Geo. E. Dixon . Name of institution. « Academy . Boys’ High School . . Girls’ High School _ Pligh School . Union High School . . Union School *___ Union Free School No. 1 . . Academic Department Union School. Union School . . do _ Free Academy . . . Academy and Union School. Union School . . . .do . Free Academy . . . Free School and Acad¬ emy. Union School (dept.)* _ Union School and Acad¬ emy. Academy *___ Union School . . Yates School and Acad¬ emy. Parker Union School . Public School . . . High School . . do* . Egbert’s Pligh School .... State and post- office. NEW YORK— cont’d. Brookfield . Brooklyn . Do _ Buffalo . Cambridge . Camden.. . Canandaigua . Canajoharie . Canaseraga . Canastota . Candor . Canton . Carthage . Castile . Cats kill . Cattaraugus . Central Square . Chateaugay . Cherry Valley . Chester . . Chittenango . Clarence . Clifton Springs .... Clyde . . Coblesltill . Cohoes . STATISTICS OF PUBLIC HIGH SCHOOLS. 1053 I ^ rtl> (S®1 O O HO^WMHHO I OO O •'fl OI>3> r-i 5C Oi^(M O 50 CO Ol o m >-i o>oi®MootOHOinin 50-5* 50 oi 50 1> oo >o o co o 50 co Nom^t-HTHOO. 050 50 CO ?> lO 50 ^ lO OO-'O'OO (MO^ CO in ' 1-1 NO '00 'OO 05050 tr-IlM OllO O QOOiONNOin 'OO O I O O 50 OO o O 00 O th lO 50000100 om 50' 0I>00 00150. o CO T-( 00 Ol 01 lO ' 01 O O O O Tf IO -t* O OOO OO OOO OOOl OOOOO 01 O T-I >-H ^ O o o o o oo ooooooo ooo o O OOO OO OOO OO ' OOOOO OO O 1— ' O 01 o o o o o oo ooooooo ooo o ^ 05 1-H Ol lO oio 50ooiTJioooioioioi — <00 iciOt-u^oi. 01 Ol iO> 01 HKujcjSooooii H ^ 2 -a frOOOOOO ooo * Statistics of 1890— ’91. Table 4. — Statistics of Public High Schools for 1891-92 — Continued. Number of students below sec¬ ondary grade. , E •oreum^ DU m w CATI( )N REPOET? 1891-92. lO O i CO MO OO 1 too — © 1 OOO O 1 t O — ; 85 (M 1 J CO 0 — 0 'OS© t 5^*0000 O ; 00 ; CO TJ1 00 — •OTBH h rt oio NIC O O ■ ■ O O oo J> 1 ffil» IQ 1 > O • — 85 1 * 55 O— ‘O I ooooo- « O | O • l'- CO o o •S6S1 UI SQIV -npuaS jctij ssnp 8m uisjuopnjs .^joj'ej'ed -aadoSonoo jo joqumjst © O lO CO CO • cooohow 00 55 COO — 'C’&J C5 Icq ’- Total number of gradu¬ ates in 1892. •ei'Btnoji « © eo — cc -<* eo ■ thwocom- '85 — 85-*iN 55 55 CO ! OOKJMMNt-iIIHthOOMN rnMl- ! — Number preparing for college, scientific course. •oi'Buio.a; 13 CO I OO O ! irtt !©© 'Ml-rHNO ' O ■>* 55 I O C* COCNWIMOOVCOQONHIOCO CO(MOW •9in[\[ « O 3> IC r-H — < (MlO OOWiOOO^iCrWHO^^o c^cooo^o 1-HOi (MWX-iWCCONCSiOn ^ Number of in¬ structors, secondary. yfi 85 85 — 55 — 85 «Hl»C5CJMl3 0C.MrtHiC^ r-i«NCOrH •9I-BH HH — — HH NNOtHHOJrHMC5rtHHC5rH HhHHH Name of principal. M P 5 f a Vj C ft Lincoln R. Long . TT n Jp.ffArn A. C. Almy . A. G. Miller . W. S. Knowlson . Herbert G. Reed . L. H. Tuthill . Jno. E. Shull.. . W. R. Prentice . P. T. Marshall . F. J'. Sagendorf . Chas. J. Jennings . .Tuflsnn T. Wood D. O. Barts . Prof. R. R. Rogers . Wm. G. Snyder . Jno. W. Chandler . A. W. Dyke . Henry W. Callahan _ Chas. H. Weller . James M. Grimes . D. S. Zimmer . Marcellus Oaky . N. A. Dashing . . William S. Murray, m. s. Name of institution. Union School* . Union School and Acad¬ emy. High School.. . Union School and Acad¬ emy. Union School . Union School and Acad¬ emy. Homer Academy . 'High School . Free Academy . Union High School * . High School . Union School . do High School . _ do . . . . . do . Free School . . Union School . Free Academy . Union School and Acad¬ emy.* . do . . Lisle Academy . Union School . Union Free School . . . . Union School and Acad- State and post- office. *=< p rt o o A 8 ! >* r £ £ H S » H Hancock . Hempstead . Herkimer . Holland Patent .... Holley . Homer . Hoosick Falls . Hornellsville . Horse Head... . Hudson . . Huntington . Ilion _ Ithaca . Jamestown.. . Johnstown . Jordan.. . Keeseville . Kingston . . Leonardsville . Limestone . Lisle.... . . Little Falls. . Little Valley . Liverpool . STATISTICS OF PUBLIC HIGH SCHOOLS 1055 8 r j8§83 2 g §g jS 2 j£ I -O jo S°- 8 g§g|£8 ^ ^ rr 1 jcSSSS § § g§ is 55 ii | jig |3 3®5 | 1 CO >OlO 1 1 I iC — -s«ww — oooo — co © o j — O Kt-ClTfOO Cl 00 O lO «o o . ©» O-^ -M COOOOOO^ CCOO COM 00OM'-H”wO^iaCC-?C CO O r-H C3 JJ CO C ^ ^ o hWw Tf< r- 5 O loWWO OMOlOM jo 1 1 o ^ c> wo i i« O > l — o low O c " : i1' ; 05 pis j OOOO — (MO j * O Ti< CO w o i |S 1 1 o jo CIO ‘NO O — Oi lc ’ ■CHO-nClO^OC — O — (MOO oo 1 1 Tf 1 I OWNOO OK- lO 1 o loo ; ^^OHMONOO- CO — — — — JO o — I 1 C£ O CO — 00 O —WO o 3 Z> a •O O — 1 o ® o o 0-0 oooo j I oooo o woo oo oooooo — oo — c jo-- j OOOOOOOOOO 1 ! OOOC1J! o — oo oo oooooo ooo oc SSSSiSSfeSSSgSSSSo 3 8 8 S 2S SS2Sg§ |S.gsa^iPBSSS®SS§ S £ 8 £>§! | 3 S°£ £8 &8g3gS §£2 85 t* oi o — — co o oi ci w 03 — cl co eo ci - - - - -O-UOg O O i-« r-C T-i tHtHOJ j — O HrHH- Ci — « Edward Hayward . ! E.F.Fargan, A. m.,ph.d_ A. M. Johnson . W. H. Kinney . . Jas. H. Bowen . E. D. Mermian . (1 F, Tin 11 is M. H. Kinsley, b. s . W. M. Pierce . neiuy jrocisu . Henry H. Roberts . W. E. Stearns . Reuben Frazer . John!). Brigelow . W. D. Johnson . . . A. C. Mitchell . B. W. Mosher . J. W. Robinson . .T ft Kimrslov 1 in; VJ. Jas. W. Crane . | j 1 5 E d U > & 6 £ o g 5 £ Mrs. M. E. Guirey . N. L. Benham . TrvinirF. ftt.pt.lor C. E. Willard . Nathan H. Dumond _ Edwin F. McDonald ... Win. A. Stewart, Ira H. Lawton . W. C. Kruse . Chas. W. Evans . Frank W. Jennings — Nathan N. Bull . E. D. Miles . Chas. W. Richards . S. G. Harris, M. A . E. J. Peck . >» © > S * >> © 3 >> n Union School . High School . Academy ..■.. . . Union School . Franklin Academy . TTnimi Snhnnl J’.! . do.... . . . do* . . r ree Academy . . . do*... . Union School . . do . . do . Union School and Acad¬ emy. Union Free School and Academy. Union School and Acad- . * > c 5-C Free Academy * . . . d ^d x Is 1 1 1 ! 5.0 j — r3 — a 3 8S§H 3 H f School.* Union School * . rin Union School and Acad¬ emy. Union School * . . Union School and Acad¬ emy. . do . Free Academy * . High School . . . do . . Union School and Acad¬ emy. 4 High School and Academy . High School . Union School and Acad¬ emy. Free Academy . § 1 id o 3 □ Lockport . Long Island City... Lowville . . Lyons . Madison . . Malone . Monlino Massena . Mayville . Meama . Middletown . . Mohawk . Montgomery . Moravia . Morris . Mt. Morris . Naples . . Newark . “a ) J 5 C !l 51- : S > a Newburg . i o c * > * 5 © a 1 | H > : f ) G 5 £ j 3 ; & ; U ; £2 North Brookfield... North Tarry town.. Norwood . Nyack . Ogdensburg . | Olean . Oneida . Oneonta . Onondaga Valley. . . Oswego . Ovid . Owego . >> c3 2 m t>> D * Statistics of 18C0-’91. Table 4 .—Statistics of Public High Schools for 1891-',92— Continued. 1056 EDUCATION REPORT, 1891-92. o cfl 6 CD fl “ V? © d © > d'© ^ S O ri •ai-Buio^ •OI'BH ONK5N- > o in a> ici > o o (M eo *-> eo 'S68I HI S31B -np'ejS iBna ss-ep oqa ui s^napms jCaoi'e.recI -ajd 0g0HOQ JQ JoqnmN ■ CM Vi da ■3 o S h-9 Eh d d o oo oo Vl , d ^ ® d-s,3® s*§p1 JlH H O P S°S8" •0i'B in©^ •©I'BK J. , M t>3 © d 9 -©•SB9 du_, o d § ° g g ^ CO © •0I'Bni01j •®I*W n i-H t* , .0.9^* &h vQP d • 2 . ®-d •£ pgpqpp^ © £ 44 o © C44 Kg offl s* 9p d £ppp o£ dg ^ S'^pj 3M.§f o> d d o?hO £Z2 Eh g : >5 ™ , d a ;oRhk 8 , © < d d d J1 d^©©©©^© sgs-a‘3'9.^2 pPPMdi © o'd o d d c3 cO o © 2 © d U © * fjeo. ^dd 9-2.2 © d d PP 1 'S Co y >. h g.i if* g^^d ^d”« co§ s! ©4? o . ©<< d a © 2 » s»a o © s © o © ©d >-.dr d-2 © d p o>ftd ^ d 9 •ssl& d ^ © d © © d d S d o PPPPPPP © >» +3 L, © d © s gw +3 43 Vi Vi O O PP didd©d°©d-^ hr c5 k- > *2j •'-i *^-< P-. m 03 ■H^Pd©dd®S" WP p pp pp Pibi) O Sj £•222 ® .-I ^d ■ - £> 4h co 43 S Mg O O O Vi P P P P : be ; d 'V : Pi 44W v 8S 5 d © « © d ® Pd f d.2 c PP P: STATISTICS OF PUBLIC HIGH SCHOOLS. 1057 O © © i®H I'OMUJiO • © tH — IM — < CO ' H NMK5 00010 £ w- -- w '-’J i-i (M — CO ^COi-hCOIMCO y-t O'* XHNOOOOKN ONiHClCO eoioNO ©- 00 CO IMOiO -h Tji • ONi-iOO— OOO '©© CCJCO©©© ' 01 -^'CO— i^CO KMhhCJhhOO 0 |T»< Cl 04 m ■ con 04 1 04 TH i •2681 ni soju •npuaS rem ssuio 0m ui sjuepnjs ^joju .red -9.i(I Qgenoo jo J9qranj\j 00 • Or-( 0-^000 0 0 0 HOil j Total number of gradu¬ ates in 1892. •eiuxuo^ tK r-ir-oo COCO»H0404inOO 00 0 10004 ! •oi-bh 14 O 1-4 m> CO cc 00 04 04 T* in 0 0 4 10 0 04 1 Number preparing for college, scientific course, •oiuraa^; 13 1 1 1 1 1 1 1 1 1 0 CO jooo 0 ;°° i •oi'BH Q\ 04 0 ' 0 CO 0 0 loo 1 Number preparing for college, classical course. •eiumo^ 11 rH t-T* j ; O T* 0 OOO OH loo ! IO T* 00 04 ; j 04 O O 0X0 CO tH !rt< 0 ! Colored secondary students included. •ojunieji & T_l O^HO 0 OOt-iOOOOO OOO OOO 1 O 04 •eiUM O omoo 0 00 O^-iOOO 000 000 00 Number of stu¬ dents in secondary grade. •otunio^ in oo-^ a 1 ic P i ; 1— ! (— Fred. V. Lester . Frank .T. House W. Ii. Howe . . A. R. Mason . Thos. E. Lockhart _ Geo. R. Winslow _ Jas. E. Potter . Alvin Z. Pierce . . Rf>v Tf' XT rinffran A. J. Menell . . . Fid ward R. Sha.w i i ! £ i s P- 1 1 P i 0“ ! > j r in E. W. Kennedy . J. A. Bridges, b. s. . S. C. Smith . . J110. R. Graham . Name of institution. « Academy and Union School. TTninn SrVmnl . do . . . . Union Free School (No. 1) Union School (No. 3) _ Academy and Union School.* Union School and Acad¬ emy.* . do* . do* c c c >tr b. S Academy . Union School . _ do _ _ Leavenworth Institute *. . Union School and Acad¬ emy. \B 1 4= Sic £ Whitney’s Point Wilson. . Windsor . Wolcott . Woodhull . Wyoming . . Vnnkfirs NORTH CAROLINA. Ashfivillo P ! * ! ». ! « > e ! P 1 a ■ jj Durham . . Glover . . Greensboro . Reidsville . STATISTICS OF PUBLIC HIGH SCHOOLS, 1059 1 GO OOOOOhO 1 00 o 00 O O 1 — < in in CO O O 00 O I I OO I ' t* CO CO rH »i-h i> 105000^ ^CO«D ICO « ^ « ' in ' r— 1 ‘CO t-H « 1 1 Ci CO 1 1 1 1 1 ^ 1 ^Oll> • 1 1 • 1 T— 1 1 • 111* 1 1 1 1 1 V 1 1 1 1 1 « 1 '(M ©t^©i>Tti© !©©eo©© 1-f cocoixm©©© !co !© ! ico 131 i'-if3,-ii-ieoeoi ■ »© 1 112 1 1—1 1 1-1 CO T— 1 < 1 * NOiO 1 1 1 i 1 1 CO 00 O • * • 1 • rH 1 l l l l 1 1 t* m 1 1 1 1 1 II 1 1 1 1 OO ^O 1 ^ 1 1 1 O IHH l T* 1 T* t-H T* lQ O ■*— ' 05 'CO 1 • 1 1 1 1 1 1 II till 1 1 1 1 1 II 1 1 1 1 1 1 1 1 1 II 1 1 » 1 1 1 1 1 1 II 1 1 1 1 1 1 1 1 1 II till t* 'hh 0 'in 1 0 i> 1 1 1 ■ 1 1 1 1 1 1 1 1 1 1 1 CO CO © OH3 1 it 1 C5 1 1 1 ^ 1 0 O 1 « 1 1 III III 1 III 1 III III 1 III 1 III III 1 III 1 III III 1 <11 t— 1 1— i ■*—< 1 0 m < • » 1 > m 1 * co 1 1 1 1 1 1 & 1 1 1 1 III III 1 III 0 » 1 1 1 in • * 1 C5 1 0 0 * • 1 1 111 111 1 111 1 111 111 1 111 1 111 111 1 111 1 111 111 1 111 1 1 1 1 1 1 HHio 1 in co » 1 * 1 1 1 1 1 1 1 1 05 * * 0 ■ • 1 » ' 1 CM r— < 0 in • 1 C5 1111 1 0 1 0 * (M ll l l l 1 l 1 r-i 1 on ! ! © co ! t)i ! ! ci 1 t 1 1 1 1 1 lO 'ON iiiiii 1 iiiiii o CO O 1 1 05 1 1 1 * 1 O t-H 1 t* • ©CM ! !©(M !if ' '© CO • T— l T* IIIIII OOOOO ■ OOO 00 O O O O 'O ' |©1— (CM© 1 cm ; ! ! ! ! i l i i i 0 m «c<>ooo ' 0 0 0 i-H 0 1 1 »ooooo • 1 1 111 1 T-< O O O • OOO COOOOO ' O ' i O O CO O h «m ; ! ! ! i iii ■ iii OO ' O O O i-H ' O O O O O C5 ' 1 O O O O O 1— f 1 1 11 OOCO'+'int- rf 1-1 © (MCD©?n'ct >> »d vH c/> CO ^ r/) jj to n 0JJ m :®gg.g a . ■f p o3 CQ P Pi H_ bd t3 £S 2 i|im°s4« n Ill lips illfl M«$ If is ^ - - * S-i Sj • «i_j .pgSfflfe il esfe^EH^-aj^s s “■§ :©*-5^PQ’hP3 s S^Qfifo rt . . . • ® K i ^ ® • K • £ ^ ® ® D • • lO [ | *>C> • ^ ^ • i O i i i i i o • • » • ;(M ; ; ; ; 00 i o©©g© O » » • • i i i i i i i i i i i •apeH © ! © ■ so o ! GO ^ | 1 o • • I ! .;§ ; | j ; so ! ©©OOiM 00 i> ° i ‘2681 hi sain -np^aS (vena ss'Bio on?* ui sauapnps ^jo'pe.i'Bd -aid aSa [ioo jo JoqtnnN; 1-H O 1 © CO © i i © iC © ; hH i i i SO 1 1 1 Total num jer of gradu¬ ates in 1892. •apeuia^ i-Hco SO 1-h •8PBJM 14 «0T-(0J}>C000Ca^O rt Numoer preparing for college, scientific course. •aperaa^ M o ! © © o ! O « CO GO 1-1 GO 1 1 1 Tfl 1 1 | • 1 1 1 © j © III •ai-BH ^ I © © Oi 0Q i(N 1 CO SO Ol © ig ! i i 1 Number preparing for college, classical course. •apeuia^ SI o o 05 © 01 !© i i © ia Oi I> 1-1 CO loo » » • ■apBH o 1-H© -^© ! © ! ! co ^ ift i ^ ^ ' © Ico I ! ! Colored secondary students included. •apeuia^ 9i ©©©o© ©©©©©©©© !© oooaeor. © © th © ! ! ■apBK to (MOhOO Ti©©©eo©©© !© © J> © y-i Oi ©©©© j • Number of stu¬ dents in secondary grade. •apeuia^ i-x^'SHNii5(NffiioeoNffioinoowoo©coa5(»rH^oMmm-(NN Nr^LCrtCOMNN CO©iOJi-iC\JOOaOi-HOJ05i->C5iO©Ciii-HC'J©.-Hirji-H i-< oo tj< os eo •ainH £ QONHOOOirHXTH^NOiHMiC^OWiflOW^^HQOOOiNCO^ON HrinCO CO Tt<*-lW(MCQTpX’HrH?OrH?DC5COCO CO N rH CO rH CQ CO lOrt Number of in¬ structors, secondary. •aperua^ 1-H © © © OlrH©©©00 a 1.C ) 1 > 1 c j t: i H * ) c s t: 5 c J'C . do . . do . — rl A 5 C S'C Union High School. . 1 High School . r\ & . do _ _ Public High School . High School * . . Washington High School. High School.. . . D < 3 'C Union School * . | High School... . . ! 1 o ! ; : 2 : 1 r-H 1 r— 1 o V • c , °r/) ; c ■ O ' c ;cQ bf \0. : ^ a ^ ; M" O b i ffi b fl s 3 8l«i : Me High School _ Central High School* _ West High School . Union School * . High School . . do . State and post- offlce. H ohio— continued. Bntlor 0 c f < U § t )C 3 b 35 Camden . Canal Pulton - Canal Winchester... i i i ■ i i i i i i i i i i i i i \\ 3 ''St )>>2c l ©,33 f 3 c3 c3 c ?OOC i i i i ii = S ’ B > d f ^ JL», ^ ^ ^ -i c3 d bfl ?. -i 'd ',33 pi £l c 3 © © © ® 43 J. ^OOOOOC • (■ ! « 1 +■ : f ■ c ;c 3 e 3 ^ H + 3 c d ^ VxilCbVJliajIXA VUUUUJ. - Chicago . Chillicothe . | rtViviotionahiivn' j i i i 3 : ; : q a : ® 5 a .3 2 ® .1 H ©O o l 3d ^ -- 35 5c if it) r* H W, 3^! H 1-1 3 c3 35i Cleveland . . . Do . Clifton . . . Clyde . . Columbiana . STATISTICS OF PUBLIC HIGH SCHOOLS. 1061 05 O ' CO 05 15} O >Oi iQOOig |0 rH ■ — I OOO N If5 GICOO icanNwoo on eo 05 5> CO O O 03 O i^lOOMOhiCCO ChKJIXOO n oj O Ci 1-1 — I t-M T-I 00 -*< — -^1 >03 'NN^rt«OHOr,»ON«H^OlO MN CO O ' O ' O o m ox ■ o co — os h > o 05 CO 03 CO — — O Os> '«OXO OIIOO K lO N f! O t! O 1 O N t— i O —OO ' O OO—O—OOOOO—: OHOfOO > o 000 OO — 05 0000000 0000—0 CM-OOOOX O^XOOX C!iOOO-0:!nOOi»Xi'CMOC'#ClXiIO!- CO — — — ■«5< 0-n0ri>a-!M^L'5'f HJIKO-OKHCO 05 — (M m co — 1 - 1 03 — -r> Tf n hOMOt-Oh 0 — 03 — 03 ■ 03 o m — h — ON'SOWOrtMON > O — — O — OO— I 1-1 C3 C3 eo 03 — — © — — ic — , — 1-1 — — — — — — CO — I — — — — — O— ‘ — 03 — 03 — — 03 — WCOrtNNr- < fe © 2 c 2 a £ Ox* E © C3 © ll ® o OO c c 6 . © WO S gt a rf > ■ MM bp sS® • . (sri^CQ © ' . co^aitU >S ! »IS "Ilf WHt/}® SJ^I O ' • >> > ■ 1 o TS ^ ■ rj >» • 1 _, ■ ?1 "5 _ __ © >s o O *? © -rj 0) ■ — ; g >-.-5 ^ . _ Sm ® to U\ B <5 £ . d © CZ -J1 Tfi ^ ?Q H rX w — _ . r lb) ^ . C3 Tj *5 b* £ rS . . ?-l T"1 8 C — O o rf O ©rf O O* ■■<•'■■***** ' >!C O q'^OOOOOOOOOOCCOOOs^OOOO — 1 — Ch rf to »>■ — OOOOOOh U h U p rf «3 OOOOOOO OOOOoP * Statistics of 1890-1891. Table 4.— Statistics of Public High Schools for 1891-92— Continued. 1062 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary- grade. •aretaa.j 30 w iNOM iOOI i Id 1-1 ICO |H —i Jdi iCOO^O 5iP in © °S5 1 iNO^ 1 0 O ^ 1 I 1 Cl ^ 1 >-» d » II 1 1 II 1 1 • 1 1 • •0TUH 1» H. Loo Ion • ^ i-i 00 1 01 -r-t « 1-1 1 Ci ooomcio i- rp -S' HO |S 9tZ 09 1 : t#« 00 lONN 1 • Ii-iOT!' 1 T— 1 »— I . 1 '£681 ut ss^e -npuaS 'I'em ssup sqa ui siuspujs A jove-red -aidoSanoo jo j0qum.N ft o ; O O i-i O ©3i>© o CO T-l © CO NrtHOOM ! Total number of gradu¬ ates in 1892. •siuuis.i >S o !©©ootPtpj>oo©1 lO CO CO CQ i£) CO © i—i CO 00 ^ m © ■slept 14 o !©fc--'#TpTPidOO''C< CO © Ol IM ^11-1©© I- 1> Number preparing for college, scientific course. •aiuuis.il 13 ° i i i i io ! o ©CO 00 © eo 1 © © © © •aiupi e> ° i i j i © ! o ©CO 0J © CIO jooo 1 < 1 1 1 !© •siuh 1 1 1 T-H O j CO ; i o ! © ^ © © 1-1 00 i-H oo ! © © -4< ! ■Oi Colored secondary students included. 1 •0IUUISLi ft o OO'diNOO ©i© ©©o© © © ©©©©©^ n N O K iff L- O X tP id © ©i t- CO id id -J< id T-, co^ococnsoioi^hco cc ©3 ©a tp ^ .— © r- —i ©i © © ©.* oo •aiuH ft TP CO ©1 i> 00 © © CO ©? ©3 © O'* bO O iC O J- N ©OfflOOiOWWOlOlO 1-1 --CQ-lClC-Urt- ©3 CCCJC!- 1-1 CO 1-1 1— 1 -r 1— 1 1-1 Number of in¬ structors, secondary. •aiuuia^; IS OHOOHNnOCJ.O ! — © l- o OJ-h© i-i-i^-i©©CO© © eo •aiuH thW^phN-M -i co • © b > c3 O © *-i . ^ Q bC© © ■d : to ■ b : c3 u , « s| ! x • r— . ^ ^ s © % © § 2 § | - oS“jPQP?L ia|: iCCQ, Iop' s* ced PcS &3 © B dX x , c3 1 — 4 1 rg • . m . Ji t? g d © d © B © © Bm Si;© S-. • • S^i-5 o o d © o > • • 'do 2 : : : :$o & i l . > 'P\ o • 1 * ■ K ^ ^ X O O O O _,{« ooooooccoco d^^^Sd^'OB'd^'d'S'O'C'dB'C! dn'd'O'd > bD cd fliP PS ©xi? £ K C co ^ © © o® o d . . d !> ... bo »•••!• B O O stitute. STATISTICS OF PUBLIC HIGH SCHOOLS, 1063 1 o '00 1 > O « i i> .000 02 1 i i i— < i « 1 03 i • CQ « O « i i i ii i t i 02 ii ' 1 00 — 1 O O CO C3 i> -iCCJ II 1> 00 C3 CO ' i> [ | CO r-l I ri O lO • 00 ! ’-oo Tf« lO o • l'- I o o O i O 02 00 1 1 1 1 1 1 1 II i GO > CO i i O i • O 00 i * 1 i , | | £>» l l ,-h 1 o II i » ii ii » 02 11 ! !i#ooo>®ooo ii>o • > OC 00 3> ' © 1 * CO i—i 1 1- o »o ! co ; Tt-OO co m o • lO • ooo ' I ° 00 ! C3 ' 3— < 02 O T-H — l 1 !j>rH 1 iNt-I i i ii • * 02 o (M^CCkCt- ’ ' O CT CO O COOS IiOCSLOwhNONMCOCO ! I r-( 1 1 1 1 1 1 1 1 1 li>00C0C3^^OO02C3 ' iO> ' lC N r-( O CO O ^ 1 1C T* J> !c5HTtHr4 1 II 1 1 I >1 II CO • IhoOiONiOhOOOINiJM ; h I lO 02 ^ O 02 O I t-t^ C2 ' 02 • iO> 5> O i iii i iii o^sunmoo 'co o o o fflO-t'«»OOOOO^^OOTHOONO-iMN!Ot»THOO«eOOi2WO^OI.O!OHinOf!M'SlQNwin^NT) lOH cc o • * 1 1 O O so : ; : \ao r^l 1 I 1 ^ i © r^H O O Oe!» o' o' O O 00000000000000°°0000 ooot! 5 _1'3r0r0'0'0r0'0r0r0'0'0,0'0,0,0'0r0r3r3 c3 0D oS o,d o£P PS 2 O 03 O o 03 * 02 o OOOOOOOHifiOO -o rs © © ©s 03 © S ,-,©© PS o fcpo 53 o lsits3S>&33 £ 3 fl © <§ a 3 gS > 5 is 5Q O-gO ^.Q to " rh S Si +3 doe ‘5 -ri ® . ►as &D_ f-i 53 2.0 £ 02 fcO.© 3 H fjffirt O c5 £ 2 H © © Jjfl+3 _ P© © 03 K©-2 s* 2 o „s ■ssjsiisi in hiss ^SWttSSsSPPPPPPPPPPPPPPPPPP^S^^^^^^^^^^ (3 © ?i OO . . ■g ® 2 £ „ . . .rl^PO 4-3 ••-• »rt r3 Sp ©Ho P-l P-l C_> T3 rrj r— f ^ r-l ^2 c3 c3 © © . • — — — — ^ ° * Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92 — Continued. 1064 EDUCATION REPORT, 1891-92. ° Xtl O . s_, © >s . © P a £ ® a 13 > 13 c3 p ° P fH 60 S5 50 -O *0I'BUI0l!I •0I«K ’8681 ni sare 1 -np'BjS I'eqa ssbid am i © ui sanapn^s ifjcu'e.red I w -aad gganoo 40 jaqnmjsi lO Cl . C3 Cl —1 o OthOOCO lias •0I'Bin0LJ !K!lOr--lCDH 0?>— ICO iflONOUMMX ^Lcoooioiooa •ai^H NMWNOWNSl OOeO^OOtMD- rtOOMOMMlB bfi® < p &O3 .rH © •0I'Bni0lj H (-! O ^ £o°-2o ftp ® •0I^K be © _ 1 dbOn • ) p 4) » © ! X, ft p -J1 i §0 S p s£°io ; £ sh t! w ftp 0 •aretna^ •©I-bk 43 ^ ^ 'p O c o t’S £ S'© o O § P o O © ffi P ■0{'Bui01jj a OOhOW: 0 0 0 0 0-0 o -oo ■01'BW j * 00 ■ o o o -.HO-OOOJiUO O 1 — 00 p p ^i* ft -1-3 M 'P 43 S ® ft 0 cS p a_ 0 O J-l ft O ® o 60 ft 13 © •0l'BTn0ij Dooin® Si (M (M !M •0TUJM “l is^iaiiisiljsils&g-si! © 63 ! 0 •g E © o ! £ a S SqSo^IsS c£ ft S ^ © — >, .S'SiK^fqHp^COdQcr'tE T <-?M . rr, . -3*^ . W .02 • • Pft c3 s SI S’^.2 2 J c c ft © d} o ft' 60 © O o ©ft o ■53 © ft o o o o ftft 1 1 1 iflA 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 °c/3o ■ ■ •* «■ o© > 1 ■ * ■ •*■ '* ' >* ■ >* '* ■ > C0-tZ}OOOOcGc0OOOOOOOOOOOOOOOOpo< S „rftrPrPrP rt'P'PP'PP'PPPPP'P'PP'PP’P^P'P't rQWrMlIlIrMrMlIIIIIIIIIIIIIIIII fcn*^j hn 1 1 1 > bfibD 1 1 « 1 • 1 1 1 > 1 1 > • 1 • i • • .jzr □ iiii ._7._7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 w :«da bCbc wiS o ft . 13 © 0,2 ■S^l-Sg fl © 0 C3 r—| (5 d o c qp 'd no^> g? cS ft^ft © O ^ j j_i ft rH © rap - 3+3 !Pft p^S ra o 0.2 s gp p fco P ®.«S t. S C8 ©ft ^ 0 PP P P ^^g'§'S5offid3(2£Sa3?>^ :pppmS2^ i PpOOOcS©®®®©©®©®®©®®®^ OOOcji^hJit STATISTICS OF PUBLIC HIGH SCHOOLS. 1065 os eo W 3> — i CO *— < >-1 CO 00 lO 00 I TP 05 CO CO 00 CO < lO 1-H Oi 00 CO W TtGM^OOOOO iOOOJM ' CO CO — WWOi^OOWoO CO > ' W oc50r-M3'.co-^eo50-^o5oO'#in 1-H O ' ‘ lO ooooooomoo^ooiooo^HO O O O 1-1 O CO © i©Ot— <©Ot— ■ . • © £dS®3 £ «g M > O d d d eg S-t t>s o -g ® 1“^5dtq ^E^Sb&. to >. to © ©Jin boo ft** w d d d £d K d 2 ; ^ •3 ao‘© S«B to £ O® ! 2 od : d to g , ® S«*36 Q^OaQ s^Sm &hK g! o. . o o d o ©d C/2 O * o So O o c/2d o 0-1 ° 2 d o od c/2 © WOOOOOOOOOOOOOOOOOOOOjjt/lOOcjHOOOHfflOg dflddddd^tid'd'd'0'dd'd'Cd'ti'tJ'Cgi£:j,d'd’Hf1't3^a3^rt'd« O-i o o d o o ft C/2 © C/20000C0000000000 d ft be© S w gP be > Sr* a* , p d > d. . . d S >>K be g d .9 ... O w d >^g .g g >5 d © ^ « b © d o d © bo Pvg cfifrj .3 M ' d © ' c3 © © >• s-l g >-P • »9t!t!o®3d®gg^dftd>Spit>Jft'^ooaco©^’^r4-®dd.2o>>dcS©.'drgSdra©^^^o^ ca s © © ©d.S.Hdd ooooddcjtDO ®.s.H o oddjppejcscsoo® ©dddd.H o o ftftd ft w -u w (X| PL, Ph Ph Ph Ph Hi Ph Ph Ph Ph Pl, Ph Ph 0*Ph K Ph K Ph Ph Ph Ph Ph C/2 tZ2 C/2 C/2 02 i/2 Ifl dffl d'd'd’dd'd'd'd'd'd'd'd'O'd >5 © ® u c3 d * Statistics of 1890— ’91 . Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1066 EDUCATION REPORT, 1891-92. Number of students below sec¬ ondary- grade. •ointuo^ T*. 03 O O TT 1C CO 140 ■ 1 o o o 1 * o [ lO » O 'COOOOOO — 3COOC3 ! S3 J O 03 ,3 ©3 OOO J • oi •omH i* <£> lO ^ lO CO Id loot- ■Oi 1 i> ■ Ttf 1 030 O I- O 1 S3 O C3 O O S3 C3 C3 00 O [ O C3 S3 7 1 m O l> O* CO •2681 HT sem -npejS mm ssexo ©m ni sjuapnjs ^aoiumd -ojd oSonoo jo JoqumKT s w 03 o SOhJI — i i tj< ia i l 1 1 !o 30 i O O ' O 1 eooo Total number of gradu¬ ates in 1892. •areinaji *5 — SO S3 I>TjO^OCOCS O 1-1 OS3 — S0100S3 0000 — 0S30 T}< ■arejU WCIO CO ^ Cl i> W C3 O O CQ O* HOTfOOOHOOUMO o — Number preparing for college, scientific course. •8IUUI0jI M 1=1 o o lit i O > ' i i> ' III 1 !o ooooooco •oi«W » T=1 I so o ~\\r\ OhQOOOM — - ^ • 1 i O i— 1 O O O i— i O i ■ 1 1 1 CO i7-1 i Colored secondary- students included. | •oxeuio^; j l © ooooo ; Oh O — S3 000000 — — OOO — OO — O 1 o o •oien ao ooooo o — 1 loo — oooo — OOO 1 o — o ; o o Number of stu¬ dents in secondary- grade. •axeman i O^'vOO^W^WNQOCiO-' OaO ^ChO^MONOiCCONiONOO i-l r-l r-* 050iC5WWr^C;^C» r^W^H^riO 1-1 i-i :l ^ W r- Oi •oxen rtC^i-tOi-(i-«T-HOO^OT-irH^OCCOO 1 o ;t-,th •oxen T-C — hhNh^Nhh IhHmhOMmM !«mmmiNmmmmm ail •3+3+3—03 ' fl ! c3 1,3 ■ O I +3 © !o | _ sJS>a«0 « : ! : loSp® : : : : ioag ”^8 O O rtCO oooooooc O 6D P» ^ O— c3 03 — — O c-t H EH iH E-i ?h ■ > I- 50-8 Sort > — ‘ p gas|| >• a a S3’ Sj 1 ,h ^ « *-« ^ ^ t: dj ' ^ z: *5*3 ;SS3i£SfcfKsasgSp rv2.2 aS o h h ? ?-h -u > *— h vi vi ui vi vi vi vi O H H O ^ STATISTICS OF PUBLIC HIGH SCHOOLS. 1067 © ; i © oo • o o • 1 O 1 00 1 T-H rH 1 1 ^-H lO • 1 CO 05 » lOlOH ' • 05 • •— co ! ! o Tt< m ' « t-i O « » J> O 1-1 1 1 1 1 r— ( r— \ ©© 4# 04 © ' © 04 © © 00 !l©i ■ © 1-4 © i 04 CO n ; ; 04 04 05 -i-tH CO O 04 ' © 04 J J> i-H 05 i> 00 ' xt< 'OO rH J 1 CO © CO I^rHOOOO^OOrHrnm 1 CO 1 05 0510 CO 05 ^ 05 05 05rHC0T* 50 IhWOO r-l 05 j rH SO Tti 05 lOOCJO^HwOMOi I GO ^ 05 • O rH ©coo - CO 05 O CO O mo *o 05 !ccco^t»o ©4# C0TfrHOrHC0C003m03rHi> 05 r-H r-H Tt< 04 N CO o 4- CO © ^1 04 Id 21 0 ©©©©04 '04 04 © O in 1> CO 1 1 rH 05 th m II ©© © © 04 © 04 ! 1 05 1 1 © TH t- © 00 o ^ o m ! tj< © o© 4# ©©©©04 O • 1— 1 © CO 04 Tt< ©©©»o !co ^ 04 ' o 05 © © —4 © 04 © CO H ©©©©coo©©©© g5n© jo©eo © |©©o© ©© |© ic © © co © © © o© i © © © ©t— i©©04©©©©© Oi-cO ■ O O 05 O ioOOO 05 1 * i i ©© !© eo©o©©©©©©--i©©© iCi riW^IWNrl O'# 1-1 04 3>00O4ii44i>O4eor^©©CO©— '04 n i © 04 i © n n 04 04 04 04 Ol n n ©©i©oo©eoaoc4J>eo4>04©eoao4#eo 1— H H 04 04 <-4 © 04 04 4ji i-i © n 04 04 O 1# © 1 i 04 n CO 04 H ?4 fl © o Jh W ©1 OH g 3 ©id © eg fl •R bJD g ® o£ S,b© P,d« . • b £Td ^ £ d ■ © a +=, ^ o g a ' ben B S h to a tea ©' a d,*; ^ ® s fc g g 8 CQ oOH^HCQ o 1 jgaa^fi OhB o • ■ © S n . . . © . k1 °HHO “qoO<50O^£ ©£ 43 0^|>r rK kKBK^'d^HKcq o £-1 O 1 Q, SjUJS^ IlillSI S-i- 43 © H <_ GO +31R R 111 ■ ' • O R c3 d n tSffi g 5 ©5 o H ©^ © I R §3 ^ t_i ^ ^ H ® pf ai *”i oj H M 0 pq . c o id O ■» * * i -X -X -X -25- ■ •*©© |_| CCCOOOOOOOOOO!/1!Z1®!/]00 * ■© -o -3 ■« -e -d -d -o -d -a d ^ * r a d b/) i « i i • • t i i i * bo oX) ^ bO d : o © 1 o O -d 'i* o hhTIh 0 0^0 o°«o ,R,R d>,R ooflo d ° do tCOOOOOOOO ©C/} ■ o : o ■ id ! o :cq ■ tB ' H * idddd'Cd'd'O-R fH © R O >> d P,d> M Kfl mmhw 72 bfi 3d bD fcB >a ps £ © o id 43 bod © © H O 3 o did © bD oK iR ^ gga&fe'S 9m > ,5 o 3 o S g > -a © -o c3 ss.s.s&p^ag^s.ga 3 odd d eS'R ^ ?h73 £ S _^H^iH^HU2©d®®©©©.d-1 <3<;<^<5^0000000000—0 'O 'R5 >o 'OOOOOOO ^5 , >> I *■« . 1 c3 ® PH — ’O O £ S3 ce H nm^ © , P* s ■2.SS« ££ o a O o s ° >7 U 3h O l — O — iMOHri ,NrtHHOHr(H 9 ® £3 ft) O- l-jftd 02 . u 02 MS © © .5 -a ci fl d*S 1 fl S *h ■ ^ p_i r. be5?^'«'So© ©© O m ® fU © p3HPfH'HCftS:ijoH 3 ©Sv.^O^^ ft • WS<{ ^^goggl 5&aSdbgfeSs Sd e3 . , H cS « Th © s, 3 ft JO fe>. -.Q O o o OflO flod «C Z2,‘ o >. ££ 0 0 o O cS o £jO£3 ©<3 © * \dx! s IflOOOOffi OK _,K OK _K c c g« ,13 13 'O ' 3=! O 33 bc-d be Spb 13 _beg.be MOW ©■ >d ® 02 ,d ' c3 O >3 bC o-n 03 <3oww m O ft II ffi O ◄ ® 55 ^ d co d §8 H Pi - Pi, 03 > § o £ o'g « o g mwwi : be’cs I 'o ^ rt S c3 - es a ^ S^So-W s d w d p^r5 ■S'S® S3'gg^^o.2g-S^^2Sd5||£®|| .3 •-, O O ^ C in Ij 3d J fl d S CO-3dad.„^ dc«ce®®33 BOOOOOOCO mcqmwmooo oooooo ooooooooo l&lll aSooooooo^b STATISTICS OF PUBLIC HIGH SCHOOLS. 1069 O© ' ■© > CO lOO© 1© © © i m ec in (M 1 'Cocci>ir:x©icifox©©cc Tt*oco co oo co x © -? © t-h—iJ>CO^<©SO^03- i-H i i© i * CO i—i >03 ©03©©© © © © © ©t-©©©©©© >©© >oico© ©©©©i-H©©©©©©^!© > CO I- 03 LO 03 X 1.0 i- © c^h©co©©© >mi-iTj(^-eo© > >^03 >©03^© 1— i 03 03 — 1— c 1— > 1 I 03 o 03 O T- ' 1> r-^i— >COC3« — i©i— (i— — >©r— ^h03’ - wtH03 03w03i bo 33 ® o3 u H d m fr\ 9 ® A X . h"' P . • ^ 2 I; ® . <5! [® o •% . .O ® . X p” ,• . S’1"! ^ 'x&£n!58*5nJan&*%*ti*8a*Stiu i««g^a?aa,a J d w < i-j H x ffi ” c4 o i aiafiO^ t o™ ®0~ ^ ■ o° ® § ® _ >>S < © o > . 33 02 ® +3 ^ a’SfS>S«s5fii0|5'i''s s >> m ® . s be S ® ^ I -9 fj l-4J„ i. 4>r-l e ^ I j~r! i^lssssE»r|il.B«l^s§ • q!> cS > £3 >--HH ® 3* h? m ^ ! ea S m d « : 4h rg bd X a^m^MfeOdinSH^N^ •s^igS • . •r“* • a>§ WOOOOOJ](/!OOO^rtlfiOOOOO el 0303 030303 d j-j 03 03 03 -rfl -M rt 03 03 03 03 03 03 bJDbO mm o £ -1 ffiOK o o o o ^3^3 O © : x x ; was** ocooo^^xooocooo 03 03 03 03 03 0^ 03 03 03 03 03 03 03 r £ >> bp bCO 2!.. c3x O O £^03 03 33 bp : p3 d '-=3 o ® a®g Cold © aS® d CO CO - d c3 QGKH . rs ; p ® 02 >-i >03.73 . |d > : 0^3 , ^ +o I © j-| OX,® gfl g - c3 S » ? a > c3 > fits* ®^-5>^tJ^a-L!A—>yo©®'- ce73flaasM>®fH®.a^^jC3cSc3 CS ci c3*0 0 0 3 3 HSBHKWafefeOOOOSKM KKSfflKEEfflK '0 00 3 ^ ° u ||li l III ® ® « ^ r-jh-SiJuH ® 33 !1 cb ® JJ 42 be » .2 m ® c © 73 ► s © grl CC C +3 >. §®g®l bL © c3 c3 ® ♦Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891- 92— Continued. 1070 EDUCATION REPORT, 1891-92. • d ® ^ , SM 2 3-° O c3 •o -u _ © *-i g to® ai bo Sogfrfc' O v3 •ai'Bxao.a; ® •01'BR ©OOOlOO oooo-^o O ■ o o g§«*S *£2 •9I'Bni0Lq eo ia ©3 Tf j> o ci — itoia •O'jiOMOO'J* •9TBK COh^1^, 1 >-i S) ^ O -ohwhoo p £?© O ®.s © >5 ^^73 5Q | nil £ p p o o ^ ft O M •9I'BOI9ia; •QI'BH O >!N ■ o ao o on Nco OWOMHOS p ho©^ ® 5 ® ^ © 22 p ® S © g c3 75 t» g l&sgg S5&.o“" •9i,Bra9la; •9I^H OCOO INOO T3 flu •9I'CTO0iq ■9rew OOOt— (i— (OOOi-hOOCO OOO-H >00000030 Cl ~-cnoocioo©ooccj> (N5000000 010- & , S £ . -°S ro-O'S g cc*^ fH C3 rj q_l S3 O b I7 o ® O to (“H rd © 02 •9I‘BUI9Li '91'BH ft ® h © ft ft o ' Oc3 g d g o br (H o '9I'BTH9k!l !i->ohc>-it)( irtniiiooi'^n^nonoo > co in •91'BH NrtJ!rHTlrHrtOtK!«nrHrtOHTHnj!r.rin no i , ; H&Oft' H ij L m ^ u § 18 * © I'd ' © ^ iflum&msBi hr! c! S3 rv. . . • ^ • ^ a^o - i-j *-s ^ Q CP il !Sg ■»?g © K O :wS .WBP'WO 3 aP-gwcQ^ ^ j h ^ Q yi a cc b id ^ d tj ho Is **0 hoUhT (-! ‘o® ■ ■ s3 > ® ® >ht©pp5 S5§a«rt|sa£ ilSlMS 5-S S S K5§ S 5 o a o § Is?? = I i-»H .'d.'drd OOOP>5Cj3)fl)©o ■ o o o ■ooooo — — ci Cl O O O O — O O O Cl O 1 o Cl © o o o o o oooooooo 00-00 '000 — 0 tgssss^ssssgsgggssss^ss^issgsssgsgss^gssssgsssisss 2SIS^Sg;SQ088!5§8Sc»g'0-gSISS**:?:5*S{§2^gS2S§SSgSS*a§: CJOO - - O t- — OO — OCCCOOOOOO— i OOO — — O Cl — OOO — Cl — C Cl o . Cl — — — ■ ■ — — o ,_ — Cl — CC Cl !» ■ — — — ci — — co — ci — ci — — ci — — ci — ci — — — — cc ci Jot: IS £ &2, lpsg£'l|t| j : S3 .irf ; «=£ = - §►551 rj 1 mi >j ' ,o y ps s-i a 2 S» s ? £ sf « c S< j d J a o< 6^3 C72 c§ ©^^ | C3< ^h5^ttSo5Sao^fi*-5W^oSafijflSo^dd^KKJfiJ^r-:^iz;-< 9IUM C. © • jowoodi o — Ci — « co ! — 0* ; i> 'S68l hi sop? -npuaS 'yeqi ssup 9tia ui smapms ^joaujud -9 id oSenoo jo J9qranjs[ - 002^ ! 1 1 — > 1 CO o* •^003 Total number of gradu¬ ates in 1892. oiumoj; WQONl-MMMOM-O CO o* ! 1~l ° •91'EPI ONMJ'OMOOifirtN’!' 003 Number preparing for college, scientific course. oiunio^ m C-J ©CS — iflO m cc a to cm >-< cm oo Colored secondary students included. oiunio^ • oeoooi-ioooo 0 0 0 0 1 * • o o o o ■ ?> ! o o o OI'BH X ©©©©— '©© fl \* * n % il ) ~ i £ • C ;< i £ s ! % \X »< ! i 2 i| !> Miss A. R. Siinonton _ M. McR. McLawhelin. . . P. D R,1 sin e'er j | ^ > , its '\£ J. W. Davis . Prank Evans . H. G Sheridan la :£ ! O I-2 ia ice \i p ; e c i a ( c ll Iff !< Iff C. A. Graeser . 1 Name of institution. Hopkinton High School . . High School . . Lincoln High School High School* . _ do . . . Johnston High School _ High School _ _ _ _ do.... . . do . . . do . do . Hindi School i > 1 c (•C 0 C £= cc e bj h £ 1 a c 1 1 C ?! I0C i? R 1 ) r—t !c : ;S || iff 1 1 1 ! * 1C 0 j * > £ \£. Moffettsville . Newberry . Orane-eburcr _ Seneca _ _ bl i- £ c r. — > V \$ \X Union . 1 STATISTICS OF PUBLIC HIGH SCHOOLS. 1073 O Cl ■*p CO o o 'd* CO OOTfO'CN® tP — tP 00 «NKrtOW#OQ OifOIMN TPOlOO — 5> '© li'HOWI-OO '0530 -hO » ooooo O O CO © o o o o o OOO© 'OOOOO OO '05 00 0 'O I 'OOO 'OOO oooooooooo MOOi^MMO-" 01 — -HMWCCOw^ ^ O m © £ g © © £ g£ offl -g O ® d -g-; I'd I d , © . • ■ C/2 >»© >5 • d d dS d ^ ©* J J I E o H w ^ 02 KM g d,£3« ■ « o ‘oo 'oocjoo m o-jim omm ©j/itfi l.dxj'^xa.d £\d jd © 1 +s * © 60 c fro c^2 1 O o 1 ^ s o :§o ’-d-d © * S’ !>* (H-i ° o 2 o d o ^0r^0MO V-> O^^d dr - >»d v ^ . - £ c d 2 © o += cb**?60 l^fS g d d.S'S ®^^3©° ED -68 ilsfiJgs&SKgtosISIaflassSSSssfiSsee * Statistics of 1890-’91. Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1074 EDUCATION REPORT, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •ainma^ QB oo coo o.p-ooo 00 00 CO 1- Ci 03 * "a ° s° o -* — o CO Cl O O ^03 §1 •aiUM *» O 00 o° O lO N o LO o 1-0 0 o o ICO lO 8° CO tO — « o CO T-i 8g — o CO to r- Cl •8681 nt sa^n -npuaS rem ssup am ux s^uapms ^aoi'ea'Bd -aad aSanoo jo .laqranK 2 »a o C4 o O -P CO oeo oo^ ieo I CO c> Total number of gradu¬ ates in 1892. •Qi'BTna^ * kO OlO OWN o O CO 00(9 ! 04 Cl to ■aiUH 14 OKI ooa eo O 1-H O O r-1 '. ,-H oo Number preparing for college, scientific course. •areuia^ 13 o o ! o ! 03 ! <03 ; lO I I-1 o •ainK e* eo o ■ O ; eo ! 04 ; o ! CM } tO oo Number preparing for college, classical course. •aiuma^ 11 0^0 oo ! • i i i «MO ^ ' — < 03 r-< tO 03 oo ■ainw ©a eo o !h o o c o o o ;xo : S ° , 2-d o o o d O ® ,cj CGo aiooooooootcoioooo;. . -Hrd,d,d,d'0'd,Crd -< 'd 'O t3 'O Sr !>» rQ I , I , , , I | r— I (—* ^2o W oo MSI ss 3 ^ M o ®s umM MOOoMOdflMOOCO J,a,3'H ^ 5h q ^ d O 13 O g 2§fc0 oSK d 3? £3 _ o <;<; g III Ills! iiliiisi 8 1 &i g= | «p iiSCSOi W > — CQC3 oooociooo >0000000 00000m 00000 0000000000 oooocoooo 0000000 000-^0000000 O O 10 'OOOOOOOOOO 004CCOiO»CCQCOJ> InX^iAWW^OiOON OO n n (Mr-1 1 C3 riWCOm TT CO in CQ C l> iC 0 CQ CQ CCiO 1^ Wrtr-I« WWh w t-1 10 iC 0 (M i.O 00 0 1C 0 10 >0 CQ T-. C\» r-( (C! T-^ ^ rl 11 (OMO«hOhMNOOHhOhh«ONh i-ioo loo^oWHrtW !*-< loOCCOr-r1 j i-l Sh o ^00 o'kh ® . ft rt ® £ 1 +j O 0 ' d : ■ a gifegg O >3 gsgaf-S r> n d : 1 — ^s3 c3 rv» •<»}> wmk| CihiS 4ft r-t ^ .gSgft ‘^^'o iSH « •Kefcjft >r. ^C/2 O o57)S ft ^ , r_i » K*. * ^ _d b> : Q C3 m e . • • . ;3 l-Slodl-3 ®«!K^cz2iS§m ft '-3 5 :* rft bO ©ft ©ft o „iS ft o o CQ _ 0,1, fcJD O o O •ft oft o w ft .9 ft -'C/2 o* * /20 OOOOOOO 00 O 0!»!«l; O ©jfi O O o'^occ P„ 3 Moi/iobooocoo _i'ft,0rar3'ft,ft,ftr0r0rCj'O,ft ■ ft . . tr-fr-i rrtn-i+ay-fcS . rr-t . n . “Jd .>H .'rt'ri'CS'CSTS'CS'rt'Cl ,3 ft *0 .13 ft ft ft bpbC ^ SSft bo bo bu ‘383 £ft © be ft ft ft C -rH ft S883 ^ftj^ftftft^^'^'*'* ft ffiuizft ftK ft 2o SO > bo ^ft © M ^ > ® 3 *£*1 rt © © O ft =5 >-cJ © O ’--CQ > 2 § w o o§ « 3 ^ © c3ft bD 5h c3 es _ ?-> >> O ® beft 1 2 O bo © a ^ O -ft „ rj U >r-> .5 g'8§,3fc3 8 5P< 0^^ftft®.’ftOftftft3:-ftOc3© A >> ‘3 §) S3 §3 © ft ^£.2 O t § ®|-3 > d 0 fl:3 bS.hS.h O o si'SgS^sHjjg SSS9§38§ilgg A0< <3>C?fS K K K tn m co co = 1 •r1 ?-« > ft C/.V2 *Statistics of ]890-’91. Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1076 EDUCATION REPORT, 1891-92, Number of stu- den ts be¬ low secon¬ dary grade. •oi^ino^ IS o fr* SO SO S'* so ■ o o s* i- oo oooi> ’“‘w OOO o •0IUH 17 s * N Total number of gradu¬ ates in 1892. •9I,eni9Lg; 15 Tf ec (M eo tOOON CO O CO o o O CO IM G5 (N-* ! o aoino^omoooitON Tf< n jiicwM’-* eo in rfi ©Oil3 00 ->* -^COOl'-LfiiOl— «I^^,-cO i-it-it-* ^T-(00--1 H'rH KMi-i Number of in¬ structors, secondary. NNhOhOWOOMNh 'C !e ic i ) ! > S c. :c ipi is K £ te ic Wesley Peacock . S Cay J. N. Gambrell . R. B. Ewing . . .T Henrv Phillins 1 U u •s ■»c it1 is \& < Jc ]< p ! P > cc !S£ • a i| T. B. Lewis . W. R. Malone . Chas. H. Morrill . Ozias D. Mathewson _ C. H. Willey . . TT n.tti e E . Cil azi er 1 ) 1 1 - >g ' £ i« ic l J. H. Blaisdell . .’ .' .' ." " Elmer F. Howard . Jas. D. Horne . _ F,. W. Benedict * i I i-p is > X IC ! ) 3 > 3 C 3^ 0 j * > c S 'C c c $ V. £ £ _ do . . . High School* . . . Central High School* _ High School . * 5 C i'z > c S’C % > c cc High School . . . do . Brigham Academy . High School _ _ Academy . . . Hi eh School do* Whitcomb High School . . High School . . . do . . do *op 1 . do . State and post- office. texas— continued. Suvdfir Terrell ! p c i a £ is Trickham Uvalde . V ern rm Waco . . . Weatherford . Waxahatcnifi Whiteshoro 1 I 1 ;> 1 2 ’ p ' -P 13 Wins boro UTAH. Ogden City . Salt Lake City . VERMONT. Bakersfield . Barre . Barton _ _ Barton Landing _ Bellows Falls Bethel . . Brandon . . Brattleboro _ Bristol _ Chester ... . Enrosburg Falls... STATISTICS OF PUBLIC HIGH SCHOOLS 1077 OOlO 1— NWO-N 'Oi C\! — < 1 OOOOOiOOlOCOTf 'NiH OOXO-^MilJ iNMO © ©©Htl03 ©©©©^H©eo© -HHH©©io ©©©©3>oo©oj^h-^cc©© ©wco •©©( Moo^f ©©©eo— •© © tj< i-i t*< oj go eo ©©©©©©©©r-l©©©©© ©©©©©©©© ■©©©© © © © 1 © © © © © © © © © o © © © ©©©©©©O© ■©©©©© ©©©©©©©©HH©0©© © © © '©©©©©©©©©©O©© hNiCOi'JNOl^OiC^^OW CO CCNOr-i^W?OWW(M-' ©00©— Ol 0! HH tON-H *-< © OJ CQ©© ®.?Hft >, O fl *-> ft rn © © 2 m R © d ft p ft — <1 d • © ho© .ft rv^i_; • © x'-'q, g >>. go m O ' ^ £ d w^d°®0 <,0 c3 S” d ^ < F1 H ^ ° X tt 3 § © 3 ©a dft> gu^j ft © . ©ft . 0 « m c3 O >5 • ® u © 2Sa °8|>,S3 Cj H . O ft-S p, © ft o £ §ft ®o“ £d« . © . as S hO,© ® 3 'M,q „ ^ 5 _d ^ H a) © *J32331*"i'aH o» :S © >> :ft . ,_ a, c<3 , i O ■ O^, ■ 0_ © ;lftift ; 1 © ; : d ©b© .* . . . . , S ft ft ft ft d ft ft ft , M e| ft I . . . ft ft o ft . . ._ t->v .« - - - -- ffi a 5j g^g^ggg*® oWfflOWOO^K S K © ft . g.SPfS.S' h£ C c ft o M 1 •* o* _ Cft o g o * O O o ffi ft >>ft rjl ft gttg^ftttoooc snftft-ftftft^3 '-n’ftSfts ^ hp g hp g ho OK^ffidS ft ,ft gtp ; M a ffi i W ig . ■ M "2 ; ! hi) jj © 1 d 2ft ^ ©ft :rtfto ^ TT* W r5 i tH ^ j_-) n) i— h j. W^’g^ftllSft^ RftftS ,L,,S§ftSSflSfltl £ Te ce -S >>iS p b.-§ o © ® o o o o d sP -“Sbll :J« «li§|l3i« s«| tlPrfl^fsilSs isil’ls^ ! © ^ d § :°^g^pftyi® S 1 © >CS e3 O X © © ft •5 ©ft ^ft^ © fn.S ^ 'ft £ft2o©c3ftdS>-2^©i3^ U U dftftft O «3 o 5h ra c3 ^^camwooucafeaMtiH ho ; g :?o ft ; d X . g 111 Is" * Statistics of 1890— ’91 . Table 4. — Statistics of Public High Schools for 1891-92 — Continued. 1078 EDUCATION REPORT, 1891-92. Number of stu¬ dents be¬ low secon¬ dary grade. •GI'BUIG.J GO ^Cirfi MriX Ci 1 0 1 T-( O • 00 iO 146 OCl O O o (“8 08 •0rBK 17 CQ CC iO CC J> co »o ! CO OOOOOOOOOOOOOOOOOOO^J oooooooooo •91‘BK Qt O ©-© OOOOOOOOOOOOOOOOC3 ©°oooooooo Number of stu¬ dents in secondary grade. •oiurae^ *» C)©<0'4Hl'.w©OOif5(N!MO^M?J'#tO'1<'# 0? CO CO 1> O 1-- O O r-l r* r-l COHWri r-H OCJ rf CCCmN t— r-l i- Cr! ^- }>• r-l Ci r-l Number of in¬ structors, secondary. •Glumov r-i © — i O r-H W O O O 3 ■d ts o <3 S omr,^o^ScCid?';ri>.9iS d!2 ■P«s^|oSgfe;g|||gSg|a® TS M d'SS°®.m* • ■ .■ ■* w §ttO^Jidcq§l^oK^ 3 I s ° < 2 o ' P d * o o * CG c/D OfJrf 0^00 O MbijO o O O pps-diGdd >> offiM o o CG & © ili. 8>> GQ s © £ © M ll O 1 1 1 KlHbhl PP 02 ® M'S •S ° P*!®’^ !bo CG J3 d » tn rr . a 'S|?bS°|o|30 l^lfllpllf 5 d >,© (iri.H O © O c3 ® o^L as§M|i”bcS od.2oodgoa§ PpSpPhP^cgcgoq STATISTICS OF PUBLIC HIGH SCHOOLS. 1070 l- o o o co t- r-i c> (M i-i ONOOOXON ^rciif: — ■ NO! (M ri OOO O— > CO ONO^O if5 fr- CO MONOO ©lit— ' — '^ClCiOIOt^OO^XlO O 31 'OO ©oo -oo ■ ©©©© oooooooooooo o«ooo ©0000000--000 — I © -3< lie i-i CO WNrt-C' CO — — Oi o -.rHfJO-wCJrtClCJ^ONH O — T-c N O 1 K*S ^ a 9 ►> ^ I U± I O 4-> t rfc .3 vi d) yK & ©2* >, j © 2 sS|< S° a g«jQ . ■82 • ©w § c-3 -..'(T^CcSOm S £ I^En ^ .a ,HhjH g’ K_ . a .WM-r-r.NP-'-s §wwii ^g^-sdn ■ .-a 1 ' c3 : ^ ■ • $ : a ; : :£ :* a * o g a a a 5 c3 o O O © © xfimm ■§*= o B£ fcD SJD be a q o SSSoa50 tfloooooocoooooo rt a a a a a a a a a a a a a o o $ O O O r-,aaa c c a o xn o eT bD IS M“3 .S§1 o£Kcqooooooo aj^aaaaaaa © a be ■a ®j±j a ^ a So->0 © Q a © o.a §t^.9£ 9g *s.§ a *?^s! dgg © n © a - a ^ : a o I ■u a tf a b-t3 S*3*3^^2! g_S£©®o >?£%£§, g a £ §8.2 III bCjiX) a g a . la^s ©•a ©9 HZ* © Saisg oJAf2 a £ © ^ a a © g g-g-g 5-^.9^ a a ■5 d p, g a5caft^^taSl>a(3©®(B4H •lack River Falls. J . do . J Dwight Kinney. Table 4. — Statistics of Public High Schools for 1891-92- 1080 EDUCATION REPORT, 1891-92. T3 O 2 JO e o O Number of stu¬ dents be¬ low secon¬ dary grade. •orema^ j 18 CO if.HOOHO © > ^ • *-H * • . CO 1 1 •0TB M j 1 17 tD iwiCOOWN ^ T-M-l © Cv» © 1 ^ • © j ^ j © ? 1 O © © Tji (M 1 -, 1 © 1 ■ (M > ‘3681 tn sojb | -npB jS anna ssBiooqa ui sjuopnjs iLiojBJBd -o.xd oSoiioo jo joqumN; | 16 O ! O Tj( i- — o ■ Number preparing for college, scientific course. •oiBuie^ W i i l O • 'W 1 o o ©_-h_0© iwCDOO © eo i> ; ; © ! •9IBH 5* 1 1 1 O 1 i CQ i O i i i © © lO o i i : : o © !©i-ie<5*^© !©T(1T|< 1 1 © © ^ • 1 1 1 o j •0TB w © © j ! ic © i i o © i^N-peo© '■ © © cm © © 1 1 1 © ! Colored secondary students included. •0IBUi0La; j ® ©©©©©© o ooo©©©©©©©©© ©©©©©1-1©© •9IBH oo©©©© © ©©©©©©©©©©o© ©©^©© © © Number of stu¬ dents in secondary grade. •0IBTH0JI I *» 1 ■0IBH « Number of in¬ structors, secondary. •aiBinoji 1-1 © O T-( Hp30 >>££ >J_SjhOt£!™c3_, i - • fl , -i ri ._: ri m . ps ■P CO ® ® 2 U <3 Phcq MS^' 4 <5 c o p o CbOOOOOOOOOOOOOOOOOOOCOOOOOOOOO M *3 p p p p -a p p p p p p -a p -a ' p [xs : p p p p -a -a -a p : p p p p a w o a 3-e gg >s ° O fl - v_,P «3 co % J PI £ gSll® ® ^wj-gw p &a3 •s ft ® p o © © ■ o X00r-O«0^' © W ' © © © © ' o — TT l— © © © n Ci > 1-1 T-< |©©©N IfinOHXn ©^ ©t-i>i-m. lceciMOecii©'^"^© t©?Jij<~J> ■ 'nCOCOOONNwNCCiCiCNw '©^©U<(M iHiniON ©O© '©© ©©©©©©©©©©©© ©©©©©©© o© © ■© ©©©©©©©©©©©© >©©©©©© !>©©©liii©(M(M©©©CO©©©iiOOJ>Il'?-J©£20;C:000~:ooc~l00'^oc*>“'!0!:=;— 1 CO!>ff;!©©©fC©00'5iiit! CC© 1—1 KR5Ii5!(MBmWK BC-BeCW^iN ffjoii— — 2"J>© C<2 if -i— IJ^CCCOMfSKifCCb. — N ©«NJIO'i-Of! WNrtffirtrtrtO' HfflHOJlHH1©CIfli u c .£5 © © c 1© SpL, . • « U ~ b -3 2* — © £ a £ o SbasSSPoS-dteS-gfe? fcj '^5173—5 -U- .© ."-a . • .HH ■ ."WW .K^gHigO^feHflD^wWMgjopQg ' P gdd|^^ffi § i ©,£ ooffiaqm ♦Statistics of 1890— ’91. Table 4. — Statistics of Public High Schools for 1891-92— Continued. 1082 EDUCATION REPORT, 1891-92. Taylor Frye STATISTICS OF PUBLIC HIGH SCHOOLS. 1083 PRIVATE SECONDARY SCHOOLS. 1084 EDUCATION EEPOET, 1891-92. Jh i— h 0} •, (jp be ■Q\vm '2681 ‘saa’Btip'BjS jo joqranu I'Bjox ©© '©’'f .©—>CO0 T-1 CO © © 00 0* •0IUH w 1 - ©© © 0 t8© - © © Classi¬ cal course, j •eintno,! 2 Th©Tt< © »o 0© © © 5 5- e ^5 a c o ^ o 3 CO •0l'BJ\[ w. © © © '©©©©©©© >©©©© •0I'BTnokj GO © i> rHlC E3 (M < 'd r-t +=> O . 2 s_, CD % *3 u #3 ce to •0I’BI\[ ** •eiUTHO^ | <£ OOHN-H^Sdnr.COMO'H-rH. •OT’BH i *3 CIOrtrtHrtOrHO^rtrtNO ® eb lid .^§.2 '® fl+a © xl K .2 a &o +3 += o o © © U1 w fl fl o o £5 p p p p p P P I P3 +3 OOOOOOO lOO a? a> a) a> 0 i a> WWWWMKOJperW s £ s a a a c p,a a oooooooJeoo fcfcfcfcfcfcfcpqfcfc Si* ©'fe m ‘ © >3.2 • ® >3 M © . O £ >3^ ffl S'dr* ^ > 3 ® „ a 3 Q ia'?ws§lggs|l§ gW «Od © S a .a . . o ®.d . , . ;uiJ '© +3 M _• 3*4 >3.B , Sg >o b ; 2 £ c£ .,r2M -d © >30 © 1 iS’Sfj-ss ■2,2 2 © o^s*, : B o o •£ > mo o : ^ s is> £Fr *2 2 tza o J«|§|g£.a« -9 ,d .2 £ ^ ^ © be Oa}^f3®o^ri . b® alls ■ t? m 2 2 ! © ® b © :a|ss ; :££§£§ :| §)S)|| 0 c3 rj ff cSCfl O ® © © ® fl 1 ® 8 > he © _> © 13 c 3 $ o O ®HS 3Sa a >£5 +J >3 ® ' Sfca-S .0 a Sd»^flnOr.pKa, c«S3<3r,t:^®sGOr '□ r3 ® (3 H r'S3*3+3C! 2 ,d dd £ © ® k 3 h C5 te +3 !3 .£j ?-< 2 c3 -2 te n © ® 5M © © f>> 2 o ^ b ® C5^2 O © fH STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1085 OK-hC -OOOfO © o o o © ©o © » ® — OOOJOI-OOIO ©©©©©}>©© ;©©©©©© © © ^ oo : ©©©w ©©©©© lie © © — © © © 00 ift 00 © © I © 05 Ifi 00 i> C> O © — ©©©©©©©© © © © © © i> ©© '©©©©©©©© © ■ © © - :©©©©©©©© ■ ©©© ©©©©©©© :©©©©© © © © © © ; © 05 i-i i-i »Q — — © 0i 05 — i 05 © ! © © — ©rH^Ol©: : © 01 -S- © © I© 05 — 03 05— < — — — - - — '©ift- lf5 JO ec — , O O O O O ■ O O O O © ©©©©dip '©©©©© to x x cc x J ' x x x x x ftp S3hh .n P P P p P (jOOOOO .ooooo o © Mj .2 5 ft © • gl p£ft ■s p Si. ,3 © £ ®ft ^3 £eh| ft o- SS g 02 ® o +3 *3 o © © © o o coo © © © X X X g s g O O O ft P -rl © © © d c4n 0! I» > £5 w K O O . i 2^ EL'S © ft > 3 < ft i © SO be •SISS^S ® p 2 ° ©* ft > ft — © 1 © © ^ 03 tO ftCO g.2 t; >>© o Q Q ft *=73 © ft f- pft fifths M ft © Sg'S. 1 * I© © ;* * ill §8 ! © . be , © >>* p © J ® © 21=3 o ;0 ft © X §3^ > >* ! I >» *' • B ©— © tf OP |S8 *e oc ■ © a ^ >» P ft r; x ft © © bej g © © ft § — ”3 S S g^.a bn V ^ ^ i^^HoajOS a- 2 o ggtyMgSa ■> += 11 ft'-i 2 fe 25 g p p be P 73 ft cc c be 3 P E Oft 2 > be" W ftl tog ©qp §<5 _ J > ft O OftC ; ; u © t jS? s §fpp© ©2^‘g © o C3 ft^ - 4^ fl © o reft ee i|s "dl e3 C See Sh Ego o o <3> ^ 2 p g . ft- © > ^ © o A 2 S \ ft g ^ ft£ -i eo c hr! ftl^M §25^05 ^OCKq • s;mjp 5Cr/ P !Ofi y p ^ te ft • O >3 C2i pft © < e3 cS-o^ ci ^ O mOO Pnft © ©o'© ■g > S g ft 5^ p tew 5 ® ft © ft ft P X rv o ® O © © © © c3 ft.g'5 © © P © fefe xfe “ftflfjo © » • be “ 1 © © - te ft ~ © c x p g ft cS © © p in p-2 £ ^ _ .bo — p p 23 - c P ®c® •*gf|1>-.o ©ft 2 p"^ C3 O ft*3 g X © © 2g©fe^.2 c gft be© ft ft OP Oft P © H ft rj ft © ft X to X SS’fiSK KoqmmmShhS O © C © ft te C3 © 3 £©ft :^gg^ § dftft8p£tf§§ © bC 3 3 ft O ft !z;h be pg^=™ 5 ? ft ft — c4 TJ1 p cq © X g w ft K ft s ^ K. ft § <5 ® ^gggffl o g © o c rPftP.r- O p © .© ft -»3) M - ft ft !- 05 ® © [3 o © p 3 © 2«>®p ft O !? © ^ © o o— © 333^3 — © r-- T-i O 3© - - i_i r; 1 ^ .rft II C/^ »>. ft 3 © o p ^ — ftft 2 « c3 g ft .3 te g i t5 ft © ~ ^ g © o o o ||oo« 2g! © © 4 33 * Statistics of 1890-’91, Table 5.— Statistics of endowed academies , seminaries , and other 'private secondary schools for 1891-^92— Continued. 1086 EDUCATION REPORT, 1891-92. In ft® fri 8 •9I'Bra8Lj 000 01 o in o 00 co 1 •0IT5K ‘2681 ‘sa'yenp'BJS jo aaqrann i^ox cj co 1— 1 OipioMrtin Pi d bD *4 >3 . . ^^©gfarjtiidMcgdcGOJ d®*=m©,-i^'?fa-fa52 “d.g ©^ bo^ 2 §£*§£* *8I,Bra0Li j O NON •ei'BH O 1-1 o o o OOOO— lO o * Sag "5 o o 01 •0IBH o i —i m O . O! O O OI iOMK3 © 2P •0I'BTO0kJ •QI'BH O £ >0 P .• 85 © p ai •8I'Bra0li •0113^1 •0l,Bra0L3; •ai'BK o 000 o th o m cooocoo o 000 o 000 000000 O WM-O a ri A g3 §w ®^PW O) * m •0X,Bra0lj NO^OH^I omo •©I'BH 01 —I CO CJO b- OJOMrtO CiCOO II. Ill © p ** K2 r> . riStm o h p 0 K slo \< '< >, : 0 [T © fa Pi © « 1 bD j|©o ag» ^ d o ho * 1|S|SSS Pi cS PI © C*l. P © 08 c3(C d ©V2 w .^ O ^ © 43 © Ol mOP4 ® © © d 2^ 'O P| p P PI L, ©0 o-aic o-g <3 _ (fa d rrt o_i 3 += 5-1 r!^ S ° © Pi O ©^ P+=M Og©-dOflH Pig bO © d ®T3 c3.h oS ^ O w JhlO^OO o >J . 1 1 1 ■ ■ ■ 1 1 1 1 ■ +3 1 1 1 • ! hi) 1 1 1 1 1 1 ■ 1 1 1 1 1 1 1 I 1 1 1 , © © 1 ' 1 ! ! tn 1 'S-P 1 iffl . 1 1 ^*3 fa ^ s <1 5^ © © ^1 • 1 Pi : ! 0 pi ■ a 0 0 © d © fa c8 dl © fa ol n w wd 43 fa r-J ■ ' 1 fa O a ' -O O d ! fa pi,fa M © ' S ©a >>© esS fa n P O ^ :a STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1087 175 \a °§ -Si i© 0 ^ ©I 0 rr ^3 0 0 0 0 320 0 508 0 O CO CO 0 0 • s~> 0 0 . CO Ci *o 0 m 0 oi :i do 0 0 CO OOO^f .0 rr 7- • c; O 0 0 woxooo- 00000 10 00 i> 10 01 1— © ©3 0 ?> »o ! 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Statistics of 1890-'01. Table 5. — Statistics of endowed academies , seminaries , and other 'private secondary schools for 1891-9*2 — Continued. 1088 EDUCATION REPORT, 1891-92. 'S68T ‘so^'Btip'BiS jo J0qumu I'Bjojj ^ 8 12 3 © ^ NO ; w Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. •oinraa^ J 2 MOhO O .h © .-H j j © © •ai-BH , 2 O O >G3 eo o © O I ! 030 . . (M i Students. Preparing for college. Scien¬ tific course. •Qinmaji j 2 i o © © © © o © '© © eo •ap?j\r AA o 03 00 T-1 i- © 2 ”6’ 34 0 Classi¬ cal course. •oinuia^ j « o © © (N Tf O © l-> -H © © ^ •open 1 00 (N CO 1-5 - ^ 03 0 03 O Col¬ ored. •oi'Brao.j | © © © © © j© © © ©© ©© •oi'BW ?■ o © © © © | © © © © © (N © Second¬ ary. •8I,etn0lj ® OOOO O COOOWOiOO O 02 lO ooo CO Second¬ ary in¬ struct¬ ors. IflOOrH O ^ (M O T}< r-l NTf O CO •9PBH OnOfl Ji -OrHrtrtJJr-l IN ©— Tf^-( Religious. denomina¬ tion. c * ) ; Nonsect ...| P. E . Nonsect ... Nonsect . . . Nonsect . . . P. E . . TT.-nis . Nonsect . . 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E +3 o •£ © a s o ^ © o thO^l © ®oS^ ^ O c3 J2 ^ ^1 Pk ■30 : >> ' e3 :q % ® 02 © £ ©03 U*.S|| •23 2 © 0Q fl &3 c3^S CjflO® © 3 «>£ ©£ fl ?, „ 1-1 a 3«J°g f.2£,g >iOj ©2 S £K :.* ! 5-1 , c3 ifc ■U +3 Pi Sh S-i cs o O ^ w .. ^ a © — .-2 O o x 5,) ^ ^ O += o-o-p f g <3 ,5 t ’£ P ,p mnmCQ Q ■ A -CSP2 > o .p g © o Pi® Is gs ^ P 02 ,P P O S'-* o3 S 2 P ® S ® o*3© ,qc3c3c3^<^c3S^ OflOfeOMS S riP^^CJ- cS ® © © © ^ a>>>>° c3 p ^ UKpKS J ® © 0 © © P STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1089 0 50 ;0©©©lg S3 © © © Dj © © © © oo 8 001 0 g i O O g§ 25 0 °^?l © © OO^CC • ^ k © © S3 © © © 8 °3 8° © ; © 8 © © 8 O i co co . ^ ^ j © © i © © ! *sC SO '•in 8 CO S3 © © ° 1 © © © © — < © S3 I© © I j© • © © ! ! >> S3 O © © o '< ec*- © '© O o © © © © ©©© © ’ S3 © © © ©©© !©© © c > o '© - © © © © 0 eo © -* m §5 ©©©©©© g 2:8 s og ! S° o © g ■S3 8° :300§003c S3 © © © © © OS g 2* \ 8 §c > °8 g O c © 1- ©©©S3S3S3'3'in-^:©00 i S3 © © © CC *— t S3 CO TH CO 1 S3 © m S3© © © ^3 : ► — KNri S3©©© S3 030© hii230hh ^ — , -* CO c ©cs © © © Epis . Nonsect.... Cong . -g o c o ^ ofto o § c 5 Nonsect _ Nonsect _ Nonsect.... j a j © co 3 § fcfc fc §c R.C . Nonsect _ © o £ +3 o Sz: +3 o •j JV* ■ O-I 1 -a CP s§gm3 C^UcSo® ^l°^SSSSs«HiSSs KK<6i^H BiiO a*ic3g&4 > ll SS ffi_i £2 colafjjlp'o 1 < | £ > a a U s >? s . o Sb > S II o« g| 11 11 l«, II WK . £ £'2 © » CQ S3 g ■8 2 Jlls milt © © © CO Igilll- o,5I ED 92 - 69 i^siil Is 188 ■sis isisis II .73 % 8 :2 :> W § «CC « Mg O fS^lNaS-S “»lS3S5iz»s . . mm%nms i I • 5 S g2 a sa| •5 .5 -5 2 - S ft * Statistics of 1891-’ Table 5. — Statistics of endowed academies , seminaries, and other private secondary schools for 1891-92 — Continued. 1090 EDUCATION REPORT, 1891-92. a sa4 g e?o 8I,BUiakJ ;s OtM 1 ? - O ifU- ^ gD CO ~ O — ooo l- £0© £ £ aS S 43 & ai-BH !S| im o | a R _ © a &8il: i’S'Ssg •ai'BuiaLj « 1 'm co ! : i° i a £3 ©££ © dsa!,^ 'a.So^bca- •9IUM ^ ; o ! j i° : a o Scien¬ tific course. •8I'BTO0Li 14 O o © 00 T-H © © W)a5 a bD •r* © •ai^H !2 o © in ©5Q a J±J A® © © A © tfiH? CO c* s-* •0I,BuiaLa; o DC © © © © © to +3 a Sh Ph 3"o O © ■01'BH !“ 130 © R3 © » •0I'BUI9lJ % ox Tt' oo no © eo u< — — • to JO © -r © © C/2 •0I^H 1 r* i O CO OiOO ^ OJ , t*< eo © — © © ii • *n • ^ ■§ d« . oT a £ •01'B raa^ Otl ooeoco 01 © — O! © • © © r?a o cn 03 « •01^H 05 O o T-H O i © UO © © -T -r 2 a bcS O s 2 w M2 3 -2 o A zu ■ v ■ ® ; ■ © ! m ^ m , au aRqoo \ © , O '■ZXXZXZK S-> e3 ® E, ,aM += cn O t« S3 a a ® a n & . © 5° £ > ’© . ^ 2 ®-H ~*-i x PS S S PS rJi « ® « «s a © 111 cr. o ® tuoa | a o © ow M a a ■aH >-5 en cn; bfi-s © ■ i +55 §3 s+ a a c3 Up a ® § § a a^ ° 9 a - i|ig jTJ o P Ofc< Is' ©O © © 9 ® c il^ > a^i ° ! aS+f >*703 > ^ © © ! Op O iBttO a gd o a °§ 21 a 3 3 « © > © Si II Si « 03 > IfcWg^S a a o o f- r-o o »- - © 3f2 js © 3 oC/2© ^ £ o ®3a I&5 M:c^ W =3q © 9 aa < MrlOl' o coo? t-^Oi'ooo^fflO'+THinoin xow®< - ^^-ittioioioi'^i->-i'-0oj meociTH, O 50 o o © 1-0 ©CIOOO |©©00© © oi © ©eo©©©0i©uoi0© O Ol >0 t-. 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O *3 • 2 5 C$ & §w ^§.0 cn 0«>Jdd KCqPPftft B 8*. ft £' o ® e$ ft +3 B +3® bS © 02 •ft ® : b B ® i^1 *J'® 02 ^ p"J m ^ , J0 „ O o2 § ^ ^3 O rn 0 +3 +o O ' O O CD ' ® ® 02 X 02 B p,B B OciCO ££££ -J4 to © '® 02 .: ft ^ ^ 5 — !> c$ i^fem0ox- dft •rH o ^ ^ .rH • £ -i O . : c$ sg !«“ sg &gS B M c$ B ® cs fti- c^!> ; >> +3 : b - B o ;0 1 C ; Jo >>ft B g S 8 -m ® * •• ®S ®lU^ © ® ®rt mium fo?PS^ B & OhHh^ Slpi|«§! © g . grt ^ o co P © ® ^0 >s d B g © ® d © CO >5 B 'B , B B d 02 -ft ^ « J “ ® ;jg ; B co^^'B O g o Sfc»'2»|2So®'g a3£S»<3lM^ b ^ © .® oBft.^ft WcqHo> S-© © O -ft O c$ ft © o I? © B 3; >3 ft O © ft i? B <■ sal's bllo ZsfZ •B ©CC c3 S^ft^ ® BMO ^ or; 2 53 ■§ © d S «. - •n ft © & 2 Pftft B :^-3|a^g^'S alls'” ■ o : o ift ' o \tn :ft ■ M >.■3 ^0 s§s© © ft ©ft ft ©ft B c$C« eg d CJ _ o ^ ®S ®^. sffisS •rH . «rH d > §1 > c$ Sill B © © B 3 6 B o B © ' o > W *!T W _J 4^ K* k P ®Q g © gP’B ^ B P'B 2 S ° © M ■S.Sjg-gSc B >• c$ c$ ” O B c$ c$ . OQ © > o ._ . J-l 'ft . 2d b £ ?3 Q^g2 ft^ B ; ;g® jSftO ft>355> •iS'as® SL>,5g B dS 2^ Nflp®a!rBp|+?ri>oSt2pjS ^®r§^5'S©B -g2.S® ©^©‘sI^bbbIs © O^^g^BBdcSOOolo © .flfg aoM win ri d d ® SftO ft^§§§> . n CO ■H d fl ft f/) r/i d S' pOH d ^ . >• ® d ^ r~~! 43 © B B a .2 • bnB£ © . Vi, • SftS.M gcd2 ® ®b2^ ft©c$©X^>“^ft-B®^ 5J o ^^SfBdcSeSOOOoO c$ © '© B SuoQPpISHddW ddWd Statistics of 1890-’91. Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for 1891-92 — Continued. 1092 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •oiuuio^ J “®ccS32:2S!8§33gS52*ig28SSg2g ° 18 oioaiflwoooooooaoooao'jiai o ^NNnUTfWOaOJN Ci Ci — uO ©{ *c68I ‘so'j'enp'eug jo jequmu pnox *» — — oo jo^cooo 0 7 0 ....... ° o | Num¬ ber of college prepar¬ atory • stu¬ dents in the class that grad¬ uates in 1892. •orerao^ 2 o o oo ^ 'OJJIMOM Oi'O j CO CO O ■ i i o o ooo ! 1-1 o •oiuh | ~ O 1> ; low ■ ! co ooo 0 0 0 71 CO Prepat coll Classi¬ cal course. •0I'BUI01j[ 3a O O CO ONON^OMiOO 00^0 Cl r-l •©IUim " cowoooowoo — — — CQ — O GO CO Oi CO lO Col¬ ored. eiutno^ •0IUK z oo : ■OOOOO o o o ! o o O O ; jooooo o 0 0 0 o o Second¬ ary. •©IBUI©^ LC O X t- 0? 1C O OS «! 1C 55 rH X LO 11 O O 5! -<*< •0ITJH *» OQOSSifiOCiCNL^O^WCiCSOOXXOMO uO CO— COO^Oi — — 01 — Ol Ol Oi Second¬ ary in¬ struct¬ ors. •0I,Bxn0lj • OlOrHOrHrtrHCOOJrHNMO^OOr.Oi'M 020 OH O > £' . o 3 ^ © © §O05?O§ §2 ‘H 5 ■ 53 r. Itil - < rq beq; o o ^ c § ~ -,25 2 6 o O © qq'5 q 3 • .£3 © be © i : bo* |5 || qo« 2 O 2 ©5*^ H Od C O W S ^ p,jD rCH-; j-H I20 8 8® Is go .d c = 2 >2 S) : 2^ ■a ' 933 S-i O , w m 2 al^EaS hQ li '-S ©.a © 5 bc = § a ©T^rq § a c a % § ^-ssa §5 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1093 © © © © O © © -f © ! > jF © © S'.’ i-i DO tft © lO © © in to o r- o t- © •© © o O O O >ro © © c ■ © © in m © m eo © o) oo n? © ! O © it* i© i© Oi 'f © © © © © © © © © © © © © © © © © © © © © I © © © © © 30 1C o © © © co II iO © © O'! i.- © U0 © no Cl -* " } C-J (M ^ , © DO H 30 © 03 if <03 © 03 © GO © © iTO © .-i CO © Of!CO©Ni- ft^ ® ©ft CQ .S S§«i o ® . © ® >1 pf ■ P 33 |S .54 b£ 2 .2 _ .pft be f a c3 tfsjS 03 . 33 .2 £.2 g ^©q.:. o • ■ • ^ .2 ® ^ ,* L m . m • . ^ C$.2 <2 b § ^ © ® s& o P ftp cSW) 54< © 03 k.2 C/}S © P © 8o ~ (Mu p ^ h o£ so © : 03 « 1 ft ft - c3 23' ^Ss* ft ! e8 I m : pH © • 5^ += +3 o o © © o^Ih'SS 2oS£pI! © rH o. 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O o — b£---bC&D' a3 P © P P c >.2 >.2.2 f Table 5. — Statistics of endowed academies , seminaries, and other private secondary schools for 189 1-’ 92 Continued. 1094 EDUCATION REPORT, 1891-92 Num¬ ber of pupils in ele¬ men¬ tary © i3 •aiutuo,!! O lO CO TJ1 lO CO O o cc so © t~ o 5:2 00 0$ bo •aiuH 12 00 CO a !©© : © © © HH © 1 >2 •aiuuia.i * J>iC r-« lC o c > i- o • o 1C CO o 1 ▼— 1 CO SO 05 ^ so O lO CO r-. Tf id gs 02 ai'BJM 1 ^ I 1— OJ co 5 22 0 > <3 1 gs i 05 > Cl •^ONCCC 1-. t- 25 13 A *j StH O «j aiutua^ ! « ! w so : c 1 Cl Cl © h«OhiC lH. \ ® b S O vi •aiUH i 19 1 .ec ( ec — . HH SIOhNWh CO S o.2 d biSo 3 8* CC © tn cq -a 13 a a © © .2 ®o p/E . O S .®0 . o ^ . ® 'Sg 28 § s i-3 ® §0 s|s-m C3 5H, .r-l |> Cm 13 O.P O o o 1|5 S j Me © +3 O S k£0 fn ,p © rh ~ JT £ Pi O sd0 Pi g © ^ ^ gq fli £ m K i3 ^ S «* be © -C fpj • P3 f- . fe; C/2 f-1 S-* -rH © fc» . © K • Jc| l> ® (/! ^ © p c3 .2 . .2 • £n P5 POrt 3 p <3 S © s b 13 P bo® •SI g o §<-• 2^8 PQ pi.a -So ® oc« 13 rH ill Sc3S M oq-S .28 Pn3 ,p ® SO ffl .2 wi-s P g o I o'g © >H 03 ^ 5 o o 3 W M » s b .2 e3 cn ^ W f=H .5 4= U CW © 1 +J (D P s 1 d : >?3 :SM j5® s «■§, 3&SS £ PI • S © +3 m >» aH >»SJ as : g ® o 5 ® >,©3 o ■d « ® S21«SS a|o§f* flslsj 0^3 p<^ « bog •go 22 O *h SS W&< hH ©-H 0^0 P r- 1 03 HO O 05 O Tf <£> ©o©i^ CO © "tfi O O © a> i>j 00 1- eo © 00 00 ic © 1- ©©©©©©©ic©j>o — ooini'^©»ciC'+ ^ „ 0002^ « CO J> C5 O 05 O CO !> no 05 0 m CD Oi CO rH CO © 00 co © © t}< ?o ©} 0 -'ll © 05 O O O 05 00 00 -CO ■ O ^ N ^ »o X iC 0 ^ CO T-. © © 00 1> © rft lO CO ^ co in 'NO-h(h 03 ! 0 0 - © HH ft 05 • O I ' O '0 COWOCO !000 t-i©© ■© 03 CO © H* Hf HiP O © 00 1-. ! H O H © HH O • O • >05 1 0 i- CO 00 0 05 0 0 05 © © '© *D 03 © P-H p-P 03 © 03 © H* ; 00 © CO ! co CO © © ' ; O © © 00 •© !- © CO © OOO ' O Tf © ©©r-.©©©C3 00 C3 © CO © 00 © | ; O © O 03 ' © 00 O 03 © ^OO ' O 1 CO © 03 © p-h S3 Tf 03 © 00 1-HO HHP- CO O O ’ ; © © © j j © © © © © ©©©©© © © ©© © © © © HI © © 0 0 ©© ©© ©©© ■ ;©©© ■ i © © © © © © © © © © O © © © © © © © © © —1 ocs- ^-1 -t 18 11 NOOO^NOi-OiO^iOOOiOiO 1 05 in ^ 0 5 V t-h 00 05 Ol 05 0 0 00 no ^ 05 0505 05 C5©Tt<0OCOO3 CO ph 03 CO t— p-h m xi Tf 0 — co 1-* ^ CO rH brHCO OOiONO m t-. OCiN-iOiiOOCON^O^NNiDiOCOas iC^w Tti05iC Q0^COI^O5J> O ^ N ^ tD 05 — 05 no 50 no no CO 0 no 00 05 1-1 00 J> Tf 0 co — no 0 0 co r— . i — 1 no co co © S'! h- 1 ? '©©©tppp-HC3©p— ihhh^p-h03©03©p^ Ol 03 t-h p-. © CO — ' 1-H Tf 05 -H hhOhMhN --- - Ol rH pHrHOMin^OrHrHlOOOWONlOpHCCM THH^rHlO p^htJp03© h CO p-h h C3 03 03 ■e.J*, «§ dl •S ' 1 ‘ I bn ‘ W i i ‘ : * i ' a , , +D . 4^> ' Cu . ■ 0 » a « o-ns 1 >0 * ® 1 3} +3 ' . ,' «3 fcn gq ‘ m .2 ; ; ; "ft 02 1 to "g 2 ft Ift § d d 1 d x S3 H= £ ! : » ft aft — -HH a •pH . ™ © SH« Oft •"^UO ."^tf fts 0 9 "* Q bO _. I-H , . a -tf 23 : HP « © « .3 • §1 3§ tf JQ b ,£ o|o.2^pg J ft® *5 -0 tf ; co ■2 a a SoS _ '2 >4© og : sj K ^ s s r o QM t3 • Slfl 2 ^ ^ ® [2 ^ WK«GQbPS © g © £ N K*5 • ©fci >>7* „ fgS 8°a m t> • Sow : Q ffi fc a o b tf ■h> a © co © fH © Ph ffl-rt a £; to ilila g-§® §WHg S EH C/3 <3 : >> *8- b® 2 S’S 2 >, ■oils tf ® n ^ tf'D ^ 9 * -■ ftft ® g be® o .3 ft §JiS <&T, ©ft bCtf ft® O.W O © ft ® s d cog S1 c &§>ft © s?b^ ® d A o bo c3 g 3 d ® ftCfl ® d © CO ftdOg^g|M ooStd'rtOb'ift *S&®b3d° iiodiog^ od^d^^fnd © ©ft O +3 ft tf ft 1 >s 1 Sh *a a bs d o o a jg 4* 1S| «WH flag dg<3W O ®pp - _ _ _ . . oWcoccQQccbcQHiilH -w © tf £/} — ■ = 3-56! .tf £§ “111 > ^ CO e. h&QHQ >■.0 ^»!fi >>acag ©^ I'S0 g^-S I < ®>ft « - O © © ^£Qg §s*gs ■^ ^ © c3 O wm£KIz; rM H ^ & k~S ^ ^ o d +2 S S 53 _ +3 |> oflftL r°a a ^ ® 'd ft d jj, s ^©§®> eg ©^ft . © OKftbftfcft m >. tf ?>i© © d dft d © d d ft tf ft ® O © © Ovj tfft OhOqcS <3cq pqoQ ft' © © a QQP a 1 hhhsS ft ft a a H c3 tf f 13 .& 00 'b 6 ® H o &o © © © £ Sft : g>d *iod.ao © ^ d o x3 ^ bo. »>. OrJl'Si>>> tf ft ■gft JS .2 ft ® © a © o Vj®Hft^do ^^®s.as.a <3HOffi®WW Table 5. — Statistics of endowed academies , seminaries, and other private secondary schools foi 1891-92 — Continued. 1096 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •GI’BUIG^ ] 55 1 v* \ O P- •rH O O WO 00 y-t O © M ^ CO ^ CQ © •01«H | at) O OONOO OO 00 CO d©005 00 d d d^ I' CO rnr-uom "36SI ‘sGrenpuaS jo jaqmnu I'eqojj | 17 1 ZD NOhO ZD T-i LO o OW WO » Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. •Gretna^ | 16 CO ^HOOO T-iO UO O 0^-00 d •Qf'gj^E j 1$ CO OOOO Mrt d O © d © O Students. Preparing for college. Scien¬ tific course. ^ O ' O O H r-i O © -^ ' © o w 50 ©> ! © d d 1-1 * 1 : ®* ; o oecf > o o Classi¬ cal course. ■GfBUIGjJ 2 1 O w ! O O hO d O 50 000 o CO ^ • O GO CO r-t © © NWOO O Col¬ ored. •GIUUIG^ ® O OOOO o o o OOOO o •9IUH 55 O OOOO o o o OOOO o Second¬ ary. •GIUUIG^; 3D CO ^CiOO OlO 05 ZD CO • ^ CO r-< CO lO Second¬ ary in¬ struct¬ ors. £ 5© j ohmo oo m t-h r- r-1 iO 0 0 §g°£g0 30 0 © O XI 0 0 oooogoocsojco^^o s s 0 CJ i © ' O CJ cc - 1 1 » fM C3 tO 1 0 0 cc 1 1 1 1 1 ■ 1 0 CZ 0 0 1 1 1 1 j ! 0 0 0 X 1— dooccc to 0 '1 ■ cj ' © 0 0 0 CJ cc 0 — ; Ci ; O O 0 i 0 jo 0 dc BOO^OOtl 1- - i ;« ;°^ - 0 0 ' 03 'OO C2 ! 0 ! 0 0 ' 00 OOOO ©0«-i in 0 j O -~ C: | 0 0 coccg 0 d- do thoo !o cc jiO jo ICOOBOO 0 1 T?< 1 1 co 0 ! 0 - «>S§ 0 ■ eo do 000 : 0 jo jo 000000 0 0 ' CX33 to 0 «iC CO CO !ec 0 0 0 UOOONr- cc 0 j jo 000X00 00 0 0 COTPO j© CC©© 0 d-^OO 0 lOO^O CO 0 ! jo OOl'Brtf. to OCJ 00000 0 000 0 00 ;©o 0 > jooooo 00000 000000 0 0 0 c 0 0 0 0 0 000 0 OO j O O 0 1 '00000 00000 000000 0 0 0 cc*gsc & §3g g!2Sc3S®g5S is rs°ss°s 1 c: 'g£§°S*~2^ iS w to ^ !- OlO«« Cl Oi> ;©«©£-©©■ ©cj©©cicee ' sc !^°Sl5g ‘ Cl 1 £ O' to 0— ICOOO so thCOO itiCCtO-? ' rtWOfjrtC;! ’ — (tPCCOOthCCCJCC CJ cc 0 - CJ-^CC -- iMSrtHOC 1 c > I! - T c; c T-l C > 0 — 1 — ■ c > CJ £ sasdgoH^dd o o o c . . c o ZZZZaaaZZ; — . iooc5S3 ZZP3 ZZ£Zn4d£ do O a s if 1 1 ^zaiil x £ as agjj ^3*h o ^ SsISl ddZ^tf * K §li !«◄ .q'S’C 5 o E-* ' E 33* *g ggjrg^ c3? •2Mcs K/;Soa^s5 o‘ $, r- ^ d ■£ c *3 -e > •r 1 g I|1 KS^SKffl^S«So^dP3JS sSlS2<||s^li|i| SSfeCigri i +2 2 1 0 >a 1 ■as < II! mu i§p2 " ? s*g!l •d'S ® g&S *s8 sum fij r* r- ** — » ®1 fct® “g--3 £-3 St! £?gll Ko^d si 8 unit, 8§llil«!l^fl *mip ztzz a o cs © oooz Pll„ IdNIgsl t^-S; .E-d^ © &,3s^SSkK :g~ l«S 111 «0 £ 2 © _© 11 mi uti gJiifs!!! Mmm iflipi 1 gsagii^ili 1|| .-dll ills 1|13 — E © © df&So - -jTSd 5 il Isldl ! Ill If li^llas! j;s§i|s||0 £®sf fills® ■a© ll dd . W ■E ^ I E ©| =0 < £>§ £ H-^ssa •< © .0 in f aas a zaa aaa z 01 till ddcfe^E© d >-.d u dd 2 zee© D.^idJ}XX Id» r§ S r~ 3 > I S~ SS * Statistics of 1890-’D1. Table 5. — Statistics of endowed academies , seminaries , and other 'private secondary schools for 1891- 9% — Continued. 00 Num¬ ber of pupils in ele¬ men¬ tary grade. M )UCATION •aiunie^ REPORT, 1891-92. j ; a : s °s ° » •0IUH * 1 — ® ® ® ® w O > O WO 1- to o o CO rH w • ^ W ^ ‘3681 ‘se^'enp'ejS jo joqumu lumiL ** PN ' 1 1 CO CO CQ T-t i 4 4 6 19 13 7 Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. •9113 um^ 2 1 1 1 1 o » w * 1 1 1 i i - O « o • o 1 • 1 •0IUW *3 1 o 1 0 1 ; i ° so « cc > ® • Students. Preparing for college. Scien¬ tific course. •0I,eui0Li 14 ! o It- ! i ° ■ ! ® o* ® ® « » w •0IUH 13 ■ O 1 05 i ! ! ! 1 o ! ”6’ 15 0 0 Classi¬ cal course. •ereiuo^ -< ! o !o5tp ~ ® i 1 if! ® 1 o if! 1 1 •0rBH 11 !® Icq® i-* ® ! "o' 10 .... 0 0 Col¬ ored. •0I,eui0lii © ®o® o ! ® ® ® ®® o ! ® ® •0IUM © ® ® ®® I ® o ® ®® ® 1 o © Second¬ ary. OR !^ © CC — © O O £3 -H- O U — OCXS 0'#H.fM«rtONeO«Nrt®h(OMNOO,OM OO OO oooooo ■© O -r ONOI!5!t)< ec — o © tp © - OWOO 'Mi'OOO: OL'JifJiO '003000© — 30 0) O O : o-ook- 0’ — 04 OOOOOl^OOt- 'OO O O O ' O O (01 o o o o o o 'OOOOOOO OO 'OOOOOOO 'OOOOOO £ 8 S2°2N O <3 iflOWC- 00 (01 *(M ^ O W O CO^-HOO— <^C(MC — O OOClOOs* cq ^ — rHjc WW ' flooog o . . . o 33 *3 £ 33 ©£g ,a D-g« £ - © § § a 5 £a £ f B ojo KCa u a . o - a ^ °w . . © fl®g ggs -pSg ■S-dS. *11 o © o © © © © X X coo O eg d 'SO £*5 © ce 2 a ~ © O 3 P © a c 33 o a ||||3sfiS«5 <«2s§ © *= -3 ft © o © £2 © © © 23 m m 33 ^ O O O £ : s s =8 o >» — O a . *3 £ bftM a°S ©o © C fc ^02-S 3ggj= K j ^ ^ o >s CS JrS ” r A rt ®o <-> lli|s <£l§ bo :S . © ;c« ; ® I© ' a I © >> : © S : a ® >.0 iisu 3>® ® ill s»«s ©-a ga £ o O a : ►» :a d o ©S >;>>* — . , a; • a © rt g ■ a©^>,g!^S©8 0 Sft8^r? j ^ K. W >5 ^ a> -rH "Sc © a aPS o © © , .3 m >.5 Ooraw-lij^^^aJO^© C3.2 O S 11 ©o a j. ft© g-s p_© K 0 0 Set ® a © d < J 33 II >5 S* : c ^ ^ 2 r5 'a g g © 5 < a a © sh -2 SgaoO g ?oS® a 2«r S © a a ^ PH a a a- c a xo < § a 330^ ^S2aa^ H — Sh c a -rH HI — H £!* S> ' o ^ CQ HP.7; ,j.np, '^©^OOk O^'C. C O u o m • 33 . m . a^-c- d W P CC CO a) i ^ co a> cc ■S^i: aT: a « O eO go d o « aa3.H ©.h a fc fc ^ o o S © ^a q © a .S © O'J© 33 rt a ^ a .a : a 1 © :o :a a g o •g a a ‘§33 P hc-^ ■ R &ia a a — a ^©rt©a.a a © ® © S3 ■?, S ^ QOh « ri£ 2 ©®a®S-g?S aio.aarf « ^£3 £1 -H> © sPiiamX^cafi © a a.B a 9 © ^’?a 3 S) g & © ® a o q a ® a Wo £>d •g -g © © o o © >, a ~ 1 "pTi ukoppSS^ faa®^aaoCaac©©^;o®oXH^oc^^!> °o 16 K ^ ?-. a © a © s^iS la® Sca — ^ o p £ © ® OxjtC Iz,^ as '-' ~ 33 a ©£3 a 0^0 © Sp 33 a-gd ® r- -P> CO S aOPn O j qo o j oc c m © Col- ored. O OOOOOOOO CO •aWM A © ~ w •9I'BUI91j; / ° ° § g ° g ° ° 8 •9T-BH 1- coooooeoMomoo cm i- me — Second¬ ary in¬ struct¬ ors. 91'B 019,3 o OOl-Ot-OOCCtMOi •91 vn i> oocooomi-omKt A ^ ill © S3 Eg R. C . R. C . Friend . M. E. So ... Nonsect . . . Nonsect ... Nonsect . .. Presb . Lilith . Principal. « Brother Leonard . D. Manley . Eli M. Lamb . W. H. Shelley . . Edward Deichmann . Mrs. Julia R. Tutwiler and Mrs. Anne C. Rust. George G. Carey, a. m . W. S. Marston . Mrs. Caroline Bullock . I. D. Warfield, a. m . J. J. Shenk, a. m . Name. Calvert Hall Institute . Epiphany Apostolic College . Friends Elementary and High School.* Girls' Latin School* . Gymnasium School* . Mount Vernon Institute * . School for Boys . University School for Boys * . Wilford School for Girls . Brooke ville Academy. . . _ Seminary for Young Ladies... Post-office. Maryland— con¬ tinued. Baltimore (Cathe¬ dral and Mulberry sts.). Baltimore (Highland Park). Baltimore (1005 Mc- Culloh st.). Baltimore (St. Paul and Fourth st.). Baltimore (608 W. Eutaw sts.). Baltimore (16 Mount Vernon Place). Baltimore (851 North Eutaw st.). Baltimore (710-712 Madison ave. ). Baltimore (909 Ca¬ thedral st.). Brooke ville . Burketts ville . STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1101 ©OOOioOOOOO -JO OCMO' oooooo-^oomo 1*0 50 00 o MONO ©3 1 50 X "-'MOW o;>:!Mco O O Ol o o o m x o o cc c 000X00000 o o '03 0000000 O 13 O o o o OXiOMWi m o o o NOW 'X O i- O O o o o o o o O O o O '© >000000© lOO O O O OOOr-iOOOO .oo O o o o o o 0000X0003; ox o o o — in o O o T-I O T-I O -4 O >-1 © 50 ©OXi-i© o x o x m i © in ©3 O ©3 x O l- ©3 ©3X©3©3riH©3'5t'inO©: WX'tHiOO. 1-0 0 © 1 o © © m ' © © © to ■ to * to dwflfls o . o c o Ztu'z'z'z 3 u o ?h a 22 S O |»|g ir xj Or3 !> p££l . © o g§H Ph£P 43 43 43 © © © © © © ' to to to . ftC o o 43 a , © u © © © © © , I ® .©©©©©©© i i CO 1 to CO 03 X CO to CO 1 • £ :fi3^sis floo o .ooococo ■ £ rj £ 5-0 feoQvifj i> o'S >> 3 So © 0) £ © £ 2 KOPP3QS «j ft O fl: M ® . eg P3 |> i-s ; ! © : © . : : 1 . © : :o£j : : 3 1 f-< -5 <2i fl es o • d 1 l&IJiaB Isid i si to O P © l-©1 3§b (3x3 £ O c3 © ■ ■ 2*5 ° C © sl^&SSBS 'ggg'33’3^ ?I8IS2832ms ^S^fl,S3sS512 JS 2 © o 0’£ J< £ © s-l u 1? J <2g®s~ © be © rt Ph to *3 £3 £:£ o 2 £ 58 >®^§7U X 0 -5 ,£ b£ e3 © BABB’S KecajSW o ■ c ; o 1 fi £ 8 © £ £ gfr 5 «<-a 43 43 £ ©.£.££ 3«5PPh >>£ „ S 32 © Pt£ X5 © 43 3 £■• ‘X3 O Ph <£ <5 i>>2 bc2^ 8 3S| g® 5 O^Ph c3 © © ffl c3£ o3® onl -0^43 te: > *3 c3 c3 O-rH © © is o «■£ 2 o O o £3 to j3 © rr4 © V) S-I CQ sB « 3 £3 X3 >: £ £ p-> Ph ^ Ph . © © 2gdg K § ^ ! © ! is : • g «=1 CO ® 5-1 O .S ; fco ©s® © &D-H s_ ;zj > © CO £ £ © o o O 'w/ *rH *rH a KcflcflPP >1® © © fco p” © ® ^ © £0^2 ©■ ffi O m i— ££5 3 £ < £ Q £ te2o . . - ■ :0,e 2q^SS'2|q££^£-££ O ^nD^^OOPOi^CO O r© £ £ © 43 .3 O1*-' O ■■' - oo^oWoc < fflp cq cqp fH P. g g 5 © c£o ^3 ^2 3® cct043to.^to£'cogc5 to o -C OWoOfi * Statistics of 1890- *91. Table 5. — Statistics of endowed academies, seminaries , and other private secondary schools for 1891-92 — Continued. 1102 EDUCATION REPORT, 1891-92 Num¬ ber of pupils in ele¬ men¬ tary grade. •0I'Braoti | 21 O © R3 O CO O OR5 Jlr.OOl-iSO-3 IHN — CO — — •aiUH 2 o ooo i a o oo o o co os oooo — o ’2681 ‘seiunpuaS jo jaqranu pno,i 5 • OOO I O h *H (M O ^ W X W tc w '. ; H I 1— rH W (M W . Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. •areuia^ ! 2 1 i wo : i o-»^oomhomoo 1^1 1 « ’9I-BH ! > MO ' ■ — O O O O 1-1 ifS O O — O rs ^ ■ : Students. Preparing for college. Scien¬ tific course. •0I'BUI0lI 14 ' itso O O OiOOOOOOiflffltHO •Of* - i COO OJ OIOOOO-TOOO^OO Classi¬ cal course. •9I'bui0lj ?» 0*0© O i- OMOWOONOOiOWOO ■0IUH 2 CQ lO O Oi — • lCOOOCNWOO^Ol- 1H ^ in: Col¬ ored. •0I,Bui0la; s O lo O O 0000000-0000 ■0I«W 9i O 'O o o oooooooooooo Second¬ ary. ‘©IBUI©^ O 00 O O OS OOOONMONMOOOO NO — i-H — i Ol OS 31 t- — ’0IUH Ri 1> O R2 os Nooooaooouoa — P> j P3 +p p> . V O o o o o o » a o o o . . ' ® ® © ffl © (V ® • coco Id B b Id p,.S b Id OOOOrBOO • rj o r< . % u o i-s <; t-s g £* f-< © .3 u ► ^ ® is M $**6 a • PC • (U « i- S' w ,d § c3 *?B-gW£e5 PI # ~ r/ £ A B .jfflo^Sg HH^sJ b> U K^£cWt> Io®>5c®i-3w|-5 i ^SSSSfiwSajilH b : 02 © ! B 0 C8 W B) § B | 7, p a o ■s ra 2 ;S 3 ,0 o eg >»iC3S £ B ® ce Vi > dda d o E-* IZ! W W -2-b O ©£ -^CB^ .25 43 ® ate r o o B a«a c3 am o o o <%% P2&0 © o*g Office B ^ >>« • o ® ^ © w ■S2^2 3Si'g>»gg&* SaS5S'§»§^S-S'S •E|s|§|£gglSS Wo o o ooQQQ '£<* ©•* pp h p CO 02 ® c3 c3 c<2 l> ^ WHWfc. c3 W o Q c3 ® a STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1103 ■OSJXrn O — ■ — — O' I! II o « - 00 o ©- so -r « ec . © © „ X X .2 a d ao o © © © © © © © © © © vr x oi x x x d'csflflfi P o o o c o © © 01 01 s 5 *J p ^ p 43 O © >j © © © © © ~ © © © x x ^ x x x OOflCOO +3) ©3 .© ©3 , ©! ©3 © © © © I © © oi oi ai oi oi oi d a d ©S d a x £ P 2 ,d © d x © p,® . d CO © ll iJ:i; ® d g ©, x j ® *< X .5 T £S £> ©> d- O ©- SS X®. o*> fin 5 © 1 > fl d d : d d ©_, >® ®c ° 1rgrg / c ; © © O-g >CC^7i id >3^1 d ; ©^ d o < £ ®.d d IcgQHP d| o © - ►.&CQ i|o ®c © d§3 o x d ill or, ^ e o o « o S-s^ ® o o xx | 2SS SS® d += J5 < £h ;cc ;oj ; >3 ; _ , o >3^' ' d o-g ^ ^ O d >3® 3 jh d © 2 ||^ C •“< © © >3® C ® 03 c3 ©> , P OMSggO U4%° [jh ^ |©4 c-t B >3^ © O d CCk ® ® ©ri d O © >, Sd^S s § © ^- ©= 1 Uffl jr «£ | cc © . ; ©J| | ,dia — '-'O >4 *31 os= S d tT® B d & Ej ©d _ oaiQc ^ ^ I II Ills © d c3 . o . >»c >.g f-1 d © ® ©'d x 'S S © o< d >-.|5! ce d p ° ch£):c oc ^ S2§ d c3^ — i ©i — . H d O d.O ® © d •d 5-1 © o V. >• &sisi © -»- © d c3 d rjy d o c3 © ‘ © c C d d^'g oo®^£ +3 . c5 r' ■gills ^ d o o 3<|| !?2© O 40 fco’^'S > ri © d U © © M-d w o O O .4.©i3§5go^d — . O > M).^h rj O ^ Sp d d C5 © wr§2 d P d d d d d .© d .© .© O O c3 d as ■Slfl. : : i : : : ; ; ; d : © : :o • _ • c ; ■ $ - s • 4.3 | : i ! 00 d © © O =3 : j ^ £ fs t! "£ S' x d © © © O P 0^?0 £0,£: d ; ; © :g &o .o >3? d ^ ! P © ^ S«3: §>=§>* |! 8^5 ^-Pl XX® d © © © : d 3 ; © x ; ©3 © S *1 e ®x d -% 1 dga.gc g ® ® ^|5|3Ss^a |!4?|is^ a s'dx^sioi^ ® ^2 d o c ® d< <3 >3 >3P ^ © ll ■d © ^ P d © - p p p p © c o o o d. S. X X X X 3TO©©©©-©-©wrn'-' IHiSiS-S-SiSSf^ ^ Statistics of 1890-’91. Table 5. — Statistics of endowed academies , seminaries, and oilier private secondary schools for 1891-92 Continued. 1104 EDUCATION REPORT, 1891-92. £ ° SI 3 © a >>2 P.-S ~ 43 5b •0I'BUI9Li o oo o o o o o o o ooo 00 e0-' <=* g§ ^ ^ 00 ~ •0IBH 2681 ‘S9jenpe.i3 jo jgqumu I'Bjoj, I* O ICO OOOLOMCOC O to 00 , c*_ © sl| P O P)P atory stu¬ dents in the class that grad¬ uates in 1892. •aiumo^ z 1 o CQ o ooooooo ooo © r-4 © 'Zj^Cu © & •0IUH o o o o ooo oo oo oo w i o •oiunia^ ** o OOffi ■ o ‘ o ° i i bDaJ I S bX) •«H o; 02 3 1 ^ o •9IUH 2 o oo O Tf O jo ■ o ° i i 1 £3 •P © M— i CO M -» M •Glumov 2: ° O O CM !o • o o • o ! CO pi p 2 « g i o 8 ; •91 BW 1 1 O © 3 © c3 CQ •aien l4 ;S N O 0X00^0^ iCl 0 0 44 o* 1- 'P d 43i P.rtO,; o . P /? •9ieui0^; ■*> CO CO 01 cxco^^o MMii ° §1 & “ 91'BH CO(M T-.0 Oi-OOOOCi O' CO c3 o-gd ■ago aop © P c3 P5S Pi M © g W P OOg UQ® ; - ! ® 1 I \ J ! - j s C2 P o 2p ! ■ o p ■ cn 1 t-i ! © ! tn © 1 ! w K © pM O 43 aj §1 o p fcc •S s m ■ o 'S gr£ I •p © ■ ,EL,C' P 3 *0*3) © a> o ^ 9 s ps ” . ^ S 2 Idgga gS*g«j ids [> ^ >— 1 -$ c5 ^ «05!® P o M > M |j > s ©s-s ® § Ph S C/1 o ® ^ m cs ^ •ii Pi © o k-i £ p.pg>»br/} ^SSSjij «H^asc •P ft® ©^ <-fl — ' • d-p*3 b. 5 o T- 42 ■£ © 5*0 tflCCS £ © c: P eg pa gs o >>P II sl .2 s C3 O >> o n o h v ® CCai += 40 O O Pi P © © flfl 22 So P eg f & >> ; P ! s >1 $ s >? © p lO eg © c ft < © OQ OJ CO C5 ic Oi CX) — « TJ1 Oi r-HTTCO^iS — © © o i— ' ^ • CO T* CO • I> o co ! ! co ©©CO 03 ©CO ,©©1-1-41 03 © O •«*« (M m © 03 oi © © CO !©n o oi © © i i° © © © © CO i , © © -41 © ©©© — SriCOia^O - ! ld co ©- |- ©© ! 1 cq © © j> © © ! ! © 1-1 o o 0 o l 0 © j©-s<© j ! ^ m ! co © o o s> OOO 00 ■ O Tp o © -41 0 1(50 i O 'OlOO ' o ! o ?> fM- » i—i i Cv> Oi n jo ©1-1-41 01 ! © ©© 03 O © © co ! iCO^NO ' © t-H O © i © m © © ! co o 1-H ; O O CO O • LO o • © © © ; owocon ! Oi lO • i- © © 1 ©COiJ< 03 i© © ^ ! i> COlO ! rp 1 Oi • 1 1 r* | © © © © ©o©©©©©©©©© © ' © © © © © © ©©©©©©©© ©©©©© ©© ©©© o ©©©©©©©©©©© © ' © © © © © © ©©©©©©©© ©©©©© o o CO © 03 — 1 COiO©S>00©-^COCO©©^© OOO QOQO©COI-l-Tti©eOiO'^V2I^© ©MOl-MiONOO Its T+ CO '^’COiO ^'Kl'T' 1003 CvS'^ii— ieO©-riOiC3»— ■•-1 1-1 1-! 1-110 -^(Mi-iCO OWO 1> OCO — CCWOOOOWGO- ‘00 ^ O O ONlOiOOOWiCOOOOOODO NOICO^O-OO CD V- CvlOCCCDlD T-l T-l r-1 -r-H CV> iC T-I CO '^P Ci r-.(^C^C'> r«H t-« r-^ Cs> ■^©^H (M OWMNHOnrtBrtHfii ©1-1© OMnCiKDONNOOSliri n N O N NIOOI « i> ©CO© CO OnMNiHOOOiiCO-iMii nCO(M (MHfiiiriHHr-iilNHHCjH HWNtUNhOu R. C . P. E . R. C . Nonsect ... Nonsect ... Nonsect ... Cong . Luth . Bapt . Luth. . R. C . r. n Nonsect ... Nonsect Wes. Meth . Epis . Liit/h Nonsect . _ . Nonsect Nonsect Nonsect Nonsect ... +3 o © 2 ^ §i %V- 1 1 1 .1 .1 1 • • o • * • ’ * ppyn3*j*3 \ \ *3 I -J) ' ' O ', ' ©OOO©© , , © , 007} , © © O © © © i i ©ooo© ' i r La a a a a a ^ : '« ^oooooo ! & §®tflg^ >Q a in s c4a ) 1 ill ! 1 * > 1 1 ' 1 1 ' Q Q rt ssl w . to a£‘ o ®. ' '13- >>%t S' r\ Cy k •g H§ a -«lls|ls ^ © Sh s 33 . bo, © fl o Si -3 — , . uu^j 33 ^ ^ 0-K0 m33 3 £ a ^5ol g £ tf, © © c3 H CJO^ q oCQ . O 0X3 fl :fc “ to _ _ „ a f^-igM §^dc/i»© ~*a ^ O 22 5 ^ s^3 - §d ■ ^ ~ , U)'/) MS 35 § ^ , *3 w a o?S rt S-j8 pa < m oo §1 fl o |1 ® S £ g 0&a3«3a«gBi,gSfii • •-• -^ 5^! ® J .0-32®^^ -w .oQ§^ §oQ A a © o gsjilffs M:gMo~f £ ■ . © . 43 ^ P,-S:^i-SlJE-|^tZ}§ ■Co 3 ?-l° o o <3 __ rial o 33 j§®£* I ®3§2® •C o c3 S ©41 racco S ■ © £? : to a ; © © ■otf :o5 •a»& ■§® s >,>>£3 ■ a g § g b . © A J il a ojs ^ a © ;.a ■3®a®«|co®o© a iotoa^^ a ® a.a^ ® g © © ■a a a O: >>© OX «4»g> 2 ■a 33 E? _< 2 o 3 °-g^ .g 2 ® a S 4J to Cl G ©rt fl © C/1 rt a GO £ g © © g cs-© S ©Sa OS® 0*Je8 a ®r£ ©a o **• a > ^ aa^® ®^£ ssafts-ss : go .’ 4=1 ^ . © © ■sSI ^.a3® ^5S 43 a g tea cs £ o © 32 c3 UTS* -e»^ 3 cc ® tjMr ©.44 pj ' ci G ! EG S o K c ® -g ■ ^ o . ®«ta o © 03 a > ; a g pg § , o o Zm cr © »d * ® ^ > 15^3' *SEs 321*0 0 ^ rt-J rr? W ri < ^ rrt rr- . rH 2tJ bO nM££S!§80 © +3 a 45*' fe laSg -*S C-g © Jjisliig O ©M 0*7 a_— rj43><<| M 'Sl2 2rt5§o® ■4^h-SS h4l S to ®ag®:25'g>55^S g'g-43^'g5S® - - • -S03J0O 2ofeBOo! a oa cSQ > 3* © P e8 c3 fH fc O o Si §91 ft go^g^Pn Sea §§03K/)co ® M So a 33 ©-3 P<> c/o © ®43: : c3 ©.'S42 a 43 ZZ C3 © ^ c3aQ7:z3© > a o t>,a ©q^?a ^'©EBrrtarSa® n o ®^a ^ m ®23 3-h ^ Poa>> c3^43CO©© a a a a ^43 43 a O' p.„ a ® f>s © a •cs s a > a y^> r— i © &> a © u ED 92 - 70 3 o 1 >i c3-s43co©©'r-|Ci a-M^a®^ cqfflnw OOOOOflflfiH WfefeOOO 2>> ♦Statistics of 1890-’91. Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for 1891-92 — Continued. C5 Num¬ ber of pupils in ele¬ men¬ tary grade. H M >UCATION •0I,exneLa; EEPOET, 1891-92 ISi SS««* ■*t< © © >n © in i- ofixtooo eoeoooN © t- oo-rni -r •OIBK QB I Nioioooio ^ © oo © IN Second¬ ary. •oreuioj; j ® XWiOOOiONWOCN^OCO^ OiHOOOOGO O Tt1 CO n C^^O — 33-3-CCO — — lOO CO — 33 33 — — CO CC iO — — i 33CC — 33 — — CC — — — — CC — — ^ CO — — Tj* 33 33 33 CC — 33 O 33 — ^ CC O -* 33 — CO 51111 * o £ o o ^£a22 c c o c c £2222 III © c c © S22§ M S I flOO -22 8 S'H IOOOC © J o 0 0 aSz2220 o22 feoc fel-i sgsaasi-s aaj|s"'s- 5 a^fsSlSs ssSSgSsii « ^s5«««S^q S*gsa2r^*5 ^ 3 gg a® -o. :0-^, IsS^a*. 2 „:1$ 111 § S^i •C^’3”s *32*1 Slid g «< s 5 2 S S : loDa* : : : iirJisi ■£ • d 1 c3 a t3 ^2 si s £ ? sj' S — 6 P< a £fli^§§®B°§S®SSp,-2l§ ®I .©"® c5 *>5 £5 S "O &d 2 ^ c3 ^ C £ Sjy £ S?-5 ^ 3 K 5 © © o^ !«a •?SS J*' Vi/ 51. 3 .:l §1% flsl Xz5| •58i O ^ as£ 2^33 If § < p © 1=1*1 I? !»IJ=*f|Ip 2 |*3«5 o^- c3 ® ale w ©la^a^x3|o|sg'c sl&agsassass SE2EOOE a^r^2 8 11 s« s.g >-■ :§* £1 £•§ 5 8&-I C^-i- £ © — § I I 1! lSj 8 O £ S >*►» 1 8,1 Sis 1111 Q ©* >s” illtei. l«SSa l! .£3 eg '^2 SS| §S« .>» ; — © all III 111 hob aS"S Hi j^O< p.€ 2* i|ie 22*2823 Hlllflll ;*mii a a^ Ilia un^tu$im 48a sa** s 32 S§§: =s§'S -2^2 II loss §88 o S HOE * Statistics of 1890-’91. Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for 1891-92 — Continued. 1108 EDUCATION S *-< S'® ® ^ c3 •aimao^ •0IBH ‘S68I ‘soi'Btip'BjS jo .loqumu I'BjOi I' - - ©l 3> X X ! OCrtXOMiT.OC^ON Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. •0 [« UO^ id ^ WOiOLOOO cc O 1-1 Tjl o O 1TI i— i o t- •0IUH ° Cl X O o X X to o SO OOifi X o o ‘sjuepnjs Preparing for college. Scien- tiiic course. •©lura©^ o 1 O O O lO O Tf O- XOClC ! ° ° ■01'BH Af o ■ O^COMO •o CO o o o o jo o Classi¬ cal course. •0I,eui0^; ** o Ci 4 0 (1 10 0 1 oo -OOO ! o o •oiiJM a O : LC ° ° ° ^ *° 0 T6 o o o o joo Col¬ ored. •0I'BUI0ki Z, o o ooooo i oo ooo joooo •0t«W £". ° O OOOOO ; oo ooo Joooo Second¬ ary. •0X,etu9li X i> 0- 71 Ot^OOO Ci WO'-CXCi:Ol^N^O 1-CO O id TJ1 3v>iC^»^CCCOCC^ •0I«H j* C — u© 0X0000 OMaOS^iCOiCCCO ND" D-TIX XX — Cl x x^cio Second¬ ary in- stru et- ors. •©rBum^i >S £«1 W}C5d £ ® «! S ® © o - ® 3 o t sa 3^3 ® £ c3 a*o!S8S §• :> !p3 s ®^ © .ZL rt} -/2 'OS C ◄0* ee-d s •5 fjo O?" oq^H SS 3,2 g« £ O it 5 3 M += "■-< © ,. H ©3 s © oB^ i'3) §£gs^3 ss^sss 05 fa C3 © <15 >sJ5 o © ©5 bCbOcn: ® ® B +=^©©^—^7373^ liS^Igloog ^ ® ISiclTs&S t>feOC3fl® g* o ?! o ^ >v6riS’£ IQ i! M X ^ H i+3 *H a^iSo'O— ! ^> © «e _h : vi S^oOOOiliQili^ i W :s c £?© ®.rt © ■go a I'UUH . ; O ■ ;-£ lli®P^§l •£ o r o >»— I h X 6 CO © i=S !Sd ; j- +3 .5*33 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 11 ouoc (M CM CO o COO w TT T— o OinNOfflN « ^ ?0 4K OOWlOOOO tOI>OXOCOXOOO 002 CO COC2 COCOCO — rr 02 ifi 10 4 OO^X o O Ov! o OOXOO— tH o o o 11 02 ° O C5 IO l^OCiOOO— 'OOt^OX 02 CO 02 02 01 in CO o 50 50 O 4f 4t> M o CQ CM •n o ! '. o cc o CM 1 i° o co j> no >o ' C30 m O Ht< OO CM -HOI o jo C iC ^ o CM ! o o (MO !o ocoooo omoHj. — o 50 oo c jocj o ^ o CO - o o OO io O 4*1 OOOOOCM — o ^QOO lC GO o o lO O O o T}^ CO IC iC 1 iC 1 02 o O 02 I 1- OC3 0 0 01 o o o tpoo o o co ^ i> ! io O O O -H ! CM H SO cooo o (MOO CM CO o OJOOIC 02 QOOOCJM o o 20 0 0 o o o Tt< oc ic c> o OI!Xw-TTr,C«-> CM CM CM 00 CO 'wKOONXOJl OiCMOIOM^^n: © .+3-1-3 in > © © ■ © © .,■ 'KM Hq C a • uoo +3+3 i • P3 4^ +3 +3 O O * >00000 ©© ■ ■©©©©© ce w <3 T- ^ go t. m © sa55aaaaa£ OJft^OOOOOri gssSoWoS-g - SO 0;0h • • • 5- « > -3 ho go do ■ o :■§« > 4)3 > ^ x ; ! i« © ■s53 llgl o +3 cc 1—1 1 0-5- 03 GTS ~ eS £ yp rt © 2- o^ £ £ _(S3P 00 -<£[3 cST5 ©T Cfl a K - o 2 -§ S )T3>l, : :gs m £ s -P1 * ^ggdHWSggg |s|||^%-|| WfiizK^SSlEHfcb - H_ © TS Iblb _ ; ,••-5 5-, 5+G 5-1 R 03 © © O © tj^.2.2 “a !>gcfi; n’Pm • H S © ? Ks £ WPP &Pd Mi ! ifl wj a j? >-.v S o s+ © _' * 5U®$sflS'Oin . 0 O O . r£ ^ P £§£!S;g£Sg KKKaJOSCUOP ®pO s ® 2 -g-pa 33 §M g P = £ ®J> a a-a a ■3 a 5 Ilf *-*'tglS r-&§l®l 5'§r IS J c hr^ +3 fl © S^oS ) g C3 C3 'll ©^ gj3«315 >-rago5 2 a >>g^B SUsggg 5 © ..gg o ^ +3 +a c cS QCflOCG * !>- >»£? 2 ® • O ^ w a? he © ®.a iI|S£ :40—r- i ?h — .a © > •o a +3> >o i> -= c3 g ct o d + d o ;^K3=! “SS c3 >». -j ood^H c£< SlfillS fllCU.d ^ g § ®-g,o °i^f S3 +3 j-i .» a m ■' cr. o Cu »-3 ^ GO gcq c3_- >> >»g £ © 1% < a g o O CG r3 Cue o» © . +3 o 03 P -a a o^ogfl -a °gQ3|§ 43+3+3 CC C/3 Cfi 03 a hb !+.g 5-i o o o o >c s -r • a - £ £ m ce QQPQ5boh>'“|| rg E 'C gj £ s cco:cccc>^ be •O J esO'a g © , a 03 o © +3> 5-1 © © 03 n -e © r-c a: 03 C 3 ® 1)h + PWPPSS iii i a 03 i 1 ■ ■ w 1 cc •rnfcc '©OosC'rH *m •—i >a cs a 2 Pc ^3 © ,a 5+ a PodKO a o > 2 ©.£ ■© * a^ <<5 * Statistics of 1890-’91. Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for 1891-92 — Continued. 1110 EDUCATION REPORT, 1891-92. s u a® © b hr CO 01 t-H ow^oo i © •a S ftd •orBino^ c OO J O jOOCOOO 0000 j 000 OQ 8§ T. OO | O ;OIOOOO O OtJ. O jooo as •9I'BtU9kJ |« CX) — Tf r-(MW oeoo— i^t-o ■"C C!-.N iCOOO W-iNO 1> CO CO 0 r. CG I •»I«K 1 oxmooN g5>COS 04 (MC5WC5 ^ CQ t- to 01 -r 00 C5 a g A a£ © x a rl X •9I‘Bra9kJ •, - - - O TJ. O 00 -1 a w o ? :E1 ° as ® ® Si r - •? ^s< : >> c3 o > © -X! © • c3 , J 03 Si . ^ sx© • r rt 50 ■a a © SjSBS mo g as :*, o.5© JgoT«£ £©•■• ; s<> > ©>■ cq 3 . !53 50 XE 9 e3 c8 £ aa^;-^ OU>< bkgH a|^j 0. § -® c o ;a • he ►» : *■ s. >ice ; a.S > £S£ ■a* £&s! ft'a^cG la ‘ IT* 1 a 5 c3 >j c3 ® © >> ■ a ©^3 a ft ©^ ® § © o *3 & < "2 fiS © GO cS © g — u +3 a <, c >, j o s. a ^ c3 © +3 N WC073 ® §H a 2 gta§®§§ CC © -r-t O ft a .3 a o s-, cs cg cg Ph Pi P3 [=h M ab®l © a a3 a 0 J3 ©s|il < © ~ a f-H f— • ^5 a ^■5 ^ si o a cs © a "a s- > a g © c3 1-5 a ! >> : o :« 1 Si i | § III! *a 2 •2S £.»»■§ 5 ft © a -a o o © o OOft® o g. S§ ^ 0 § 5w ©£a a^ §2 2 ®a 8 a a ® a cS © O O OOOO a £ . 2 a o 50 o s. n © +=> >,®p © ft S8 © X Ji C3 oa &-K ft a a 2 Si X © bcr > ci STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1111 00 — 0 Wifl'to 10 CQ O O O O t- ® M 1(3 25 0 0 0 0 03 0K30B00M 03 — 00 0 0 0 00 03 oowo CO O O CO CO i> 00 t- !> ■ _ 0 0 0 0 0 0 0 0 0 O l-H 50 0 0 CO iO 0 — O Kjwoa OOM- ’ CO O CO CQ 1 CO ■*-H 00 '■ CQ CQ 31 3 H 0 9S iC CQ CO CQ CQ “* j 000 0 !n 0 O JhOO 0 00 0 0 -- — 0 co 0 CQ 0 0 ! MO- 0 ! i> <0 00 >M — N 0 0 0 00 0 -0 0 0 IP 1- 00 0 ft ^ i OOO 0000 1 ICQ O O 1 • ■ 1 0 w 0 0 Tf 0 0 000 0 0 0 O « Tf O O COt-o 1 !*>o«oo 1 j T—> CO 03 0 00 CO CQ 0 03 0 OO T-H CO 00 8 O 0 ! 0 O 00 ©WMO * i 1 0 0 CO 1 1 0 0 0 03 0 IP 1P 0 i 0 8 lC O 0 ! 11 2 4 1 I CQ CO 1-H | JCO ^ - Orf 0 0 8 00 ' TJ1 1 iC 8 *D ' CQ co • 000 0000 0 ioooooo 0 00 0 00 0 000 0 e O 0 ’ 000 0000 O 'OOOOOO 0 0 0 0000 000 0 0 O 0 ! 1 25 1 — < — ■ O t— > (M i> CQ ^ Tti 0 ih-pCQ OOiCO'J'OOl- IO i- -1 . 00 CQ 0 CO ; § ss - 00 1C ' CO 0 ^ CQ :o°l^ 0 Oi Oi c 00 0 cc <0 CO Tt> — • if! O 00 O CQ T-p CO CO rp O 1C iC 'O CO W 1C CQ so ~ c > a ’ & » lO O i> co 0 ' ^ ° 22 w 1 T- »> 50 CQ — CO 259 CQ Oi ir^ 10 CQ OJ 1-0 1 ^ — • CQ t-h CO CQ O 003 1-010 — - 1> eo ! O 1-p t-h CO CQ O LQ CC 100 03 0 00 ■ 0 OiP 'CO~iO T-n-OQ-^t l>0*UkC0000 « C] ! 0^ ocoooooo — 00 CQ 0 c > O CO 0 43 +3 © o © © 03 03 P P o o +3 +3 © o - © © _Q O 03 03 '?'“ d fl ® U) c o j; £ ££ftft © O t SSs-gs 3 8 g g a© ©.2 g O O c5 Vi fn f-i O !z;!z;cQftftft!z; +3 *3 o © © © 03 03 P p o o ££ © ■ © -p ■ © © ' © “4 1 © n 03 1 03 ft ' m o g pH p P.-2 p • So .0 Ci ftO O ft C = kO g>“s£ oH So dfcS £ . © .'P «w3 ® Soft O 1-5 1-5 o P o •p «S ® a g<©ft |c£ > 03 W CD £-1 KSK ! © ! ! Q :!d : : ia« | ! p d n p 3 © 0 : : C ?H - r-4 m P © Q >, ft tfto S) •p M v - . >ft be s P- d ; p ®ftg a J ► ©P! © P ft P ©t— > 0 © flyrjft a d > a 3 s* ^ ^ ® ■ « 2 • © P &D^ _ § Ja33g pft g P ce>© ■ u < , . „ ■ O ^ P cS p£.g£S © d £ ftOi-o ®sp|£'p*? ^ •"■ - CO © ©£ “*3 P_( 03 ft . © ©Hft gSft'S S 1 pft-p § I Is-saa >>_ P o ^p.§ft ^?ssl§ Sd ft © ©ft ft o P +3 >p ce © ® o “ P , -pCe rt s^Slsi u &»£ J | 5h © 03 ft p © fc P 2 m 'JJ CO ^ ^Ss?1S2 |ft>»g^g®®2 'ft ^ © es ^Mce^J>ftceH © 03 'ft ® ft 'g dlj «Ja flg>| S§s «gs ft 3 >3 01 ft ! & P* © 1 WH k fcD • P © £ P * 'P -t-3 jS g © S 2 p ^ +3 © ‘P, 'H >=5^©S ' © O'P If © ^ ce © >3&C ^ P -' ® ^|ftg „ ^ o ft © S o o ft © ce _ >» ee P .2© 03 fp SSs3®l 1^ ^PftOpftft® 3-i “2JS3"»§ “ 2 &c P ® 2 &ft ? ft rl ©25^ n ft bft ft P S S P ft o |sSl||!||s| E-icP w ft kP O ffl Ph Ph ft ce <5 ft S ® I ® o ft +3 +3 ce ce a* la 1° ft ft d cP ♦Statistics of 1890-’91. Table 5.— Statistics of endowed academies , seminaries, and other private secondary schools for 189 1-' 9 2— Continued. 1112 EDUCATION REPOET, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. ffi •oyeraoji „ 0 *-©2©ooo © ^ ^ •orejM Si O ^lONOOOOS O O — — (M(M ^ O '2681 ‘sopmp'e.iS jo aoqumu jujoj, 17 0 ©»o© 1 CO T#1 y~i CQ I ^ Gi • ^ CO 1 Num¬ ber of college prepar- atory stu¬ dents in the class that grad¬ uates in 1892. 8I'BUI0Li 45 O OOMMOOO O ; O 3>i-hO 8IUK " O rtlOHOHMffl O 1 cq 10 ! ! 00 T-H 1 1 WlO O > O r-UCN CO 1 CO 1—1 1 Classi¬ cal course. •©I'Eta©^ *k 0 0 0 ! OJO C4 TT O O 1C •ei'BH ” § 50 £f : ; rt GO O O Ci WOCO lC 1C — — Col¬ ored. •atnrao^ z 0 00000 !o I ■ 0 00 'Sl'BTM Si 0 00000 io 1 1 -H 00 Second¬ ary. •©inino^ X 0 0000000 ^00 ^0© Oi (MO COCO — 1 — < TS» •81UH i ** — eoooifioo^p 000 000 0 tj, eo 00 eo 0 00 O Second¬ ary in¬ struct¬ ors. •0ICUI8Li 55 0 «oooi>— .00 O -h — 1 OI CO •8P3JM es 00 OJ Tj. — ^.ICNM T-P O ia HCC# Religious denomina¬ tion. Presb . Nonsect ... Friends _ Nonsect . . . Presb . Nonsect ... Nonsect ...1 Nonsect ... Reformed.. Meth . Nonsect Nonsect . . X © p=> c3 a <3 ® ^ ® - SatS-^g © P-> 5* >H d-d «?>S,S5,3 & c3 t£ © ” *5 Hi Ej H^Sho'sH ^<50gd|W2 >W §S S gH eg GhjOSOSM P3 s s «8 . a ^(3 h jg? ® < p ft {§ S d 6© c3 ® © o ® « O^Q a a +3 M a ° ■§ >>o fcD*= O §Sf O - |3S lag ® 0’£ >> ! >? 3 ifl ■5 ' '© ' a >iS ® _= r-. Q p-gsg is§i >» Fh o +3 c3 cS ft © -® CQ g w ®-5 33 cS'O © 153 Ss S O o .a ■*■ ■ © >,®73 a a 2 rj e3 S3 to a © *« <-i a o 2a eg u © 1-1 o ® a '7. g>£ w>o © ,2 ^ |^3l © O c3 ^ — 1 ft O OqQ a o o k h3 (j) CC ri s a sd i-a *= £ - fc ;,a , to a a :oE §5| SoW id « ©G-g fn r* W ci 2 ^ pa ciOOO o ® 2Z 72 >4 ' i«. r-^ M . , +3 3 O -g I « CO 3 : \B & II S giS •i SP «ii S6 IIS III % z £ ££0 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1113 x , © © © 32 'C . © © ©d a j to x © d © s fl a © h c c C 'Jj EK££!z;E © © X X °§§ *3 © o © © _ — rj X © 0-2 a^S a a . & c~ © c o tfSSESZS . c o 5? £ I a : i i i ■ft" : | ; ; : © © a : js : P IQ row a % < AS xi ..a — 1 o ajz; go' SC © © §§ aJCO E © ; £ | C-a ; a C2 g >3 2 fL go-© « X • x 1 — ' a “ o 'a ■eg p S § OSES ZHTJSJ. 55 p$ © . . a © C . c3 >u S ” EEOEcO^C 333$ s||a 3 ce mi CoSE S H .S a z* 1 £ © C 5 S o£ © © S o s> © o © <2^ c3 o o LIB si” I l«i! E EcO ZO © I-° O r-< cO © E . © £? © © S^s * ®‘ ~ !S ■sS-S* 2 © txo £©og 7->«5E |f aa 5 Sis cccc oas<- a ax a ce ©-a « a g X -C*J S2s OCOC >, © 3 t^S^ a fn © a ©5 II LS<^ S'S >iC +3 !r ^ x COmCC >> I S o < ■-© |i II s £&g ||o^ sill a- a^1 a -a © o >-/a -a ^ a -a oEEE n 3 ® a Si s © o a c © s- ,a ■ > ! © I CO \i I eo -a-a ■a-^'g © © © -J E>2°*3 w e C a Q ® aao®S£®S *g g ^S A o a a *§ © s r* ® 5 .■§* la ©E . 5 3 EE E co x co x 5 a J j mi lj .j 60c3 c3 © ^ ?*• ”o^5a5a^aia ^ cS- « - =*-2 ' a a ^ x • a © CE a a c a 5 ® tc-a a-a a © {>>> t—i , OE' c o Sh^ ®g§ a © a ^ © 3s, ^ Pjs. C iCO S3£. o a ^ J ^ 3 ^ ‘5 > C a ♦Statistics of 1890- ’91. Table 5. — ; Statistics of endowed academies , seminaries, and other private secondary schools for 1S91-92— Continued. 1114 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •eretua^ £ 1 © © o o o» si osd © o oin SI in «— M «(i SI •ereK s, o oocsoi-o-^mooo in 00 © SI l> *2681 ‘saa'enp'EJS jo aaqranu i-eioj. tl . © <-i -*« © CO SI Si t- t* 4* CO CO Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in j 1892. •3I'etnol>i « ! ° o ! o © © ©si •9IUH «3 © ; © ! © © © si© Students. Preparing for college. Scien¬ tific course. •01'BUIO^ 14 - © 1 © i © ■ © • l l l •0113 1\[ 2 © si ! © ! 15 25 Classi¬ cal course. •ol'Bmo.a; 2 © 'SI ' | © © ©i> •01'BK j 11 © Tf • o • 1 1 ' O O OO 1 CO Tt« Col¬ ored. •©IBUI©^ 2! ©©© — ©© © • © o© •0IUH Oi | ©©©©©© © ; © © © Second¬ ary. •ai-eum^ | « O O O O 50 CO m o O CO CO O O* 00 T-. Ci Tf< TJ1 •OI'BK 1 O O ic O O ic OO o — o CQ ^ CO CO » uO a o _o o ® §8| *2 c«2 ■Co g cS X ® 0.2 p, M £ a a 5 < © 2 2 ri a S.2C ® © o i ! •S * o £ 43 ° m ° © 2 O ,43 O © £. 5 * W t» dfl S a S o a ®0 g o a2-§2 Si«o3 h » a o © o •a xj c3 O «? g| dS © © SSP c ta os cS c3 2 J1 GO £ a 6 o 8 o S3 ® •S3 © 6 S S3^a*> >a x IS 02 © O O w „ w ^22 • 6 c o ^ 3=5 ^3S u & d 5 2 a c3 tD S ^<35 a g®£ .W) ,|® 2©|q STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1115 s® ©cisc^ m«in© o^©©©^s©°*©©©©^coosci.no 1 00 o ©OUMO 00©SCC1 ©©©©©g©cc©©.~©©©©ac©3iaoin© ;»®®00©ao § 'S © © 00 ~ 12 11 11 §3°°£ cciocct-i *■ :,8»H®S*r :**°29«©*'*«ooS» i i i © • s O Ci 21 CO © ^© © -h ©>-■ ci m © © *-< I© ! — © © ' ^ rr © X ?5 > — © © 2^ © — © © © © ii i ii — © © © © 'I* sc •* © © ©C1©H> © © © ^ CC 1 iC i © — . ^ ' O* O © '©cc© — ©©©©© • © © I © © ' — < ' * 1— 1 SC III II 21 L-C gi 30 CC © — Cl iC Cl 1- i-h 00 o o © ' © ici— <© ’ G r-< O © CC ^ 23 © 2i i— ©©—©©© ii > •<— * v 23 iii • 23 — °°^ is © © § cc o ©d©l> 2 :§ ”2^ ;2»-.©®3c-h©®©« i cl ” « ° ~ c in ci § © © in j © © © © © © © © © 1 © ©© ' jo©© j ©©©©©©©©©©©©©©©©© Cl© © o © j © © © © © © © © j © C© j •© — 1© © o© ©©©©©©©©©©©©© © © © © © © ■ §§£§8° S SiSSggg = ^ £°°2 g°g§l5§*0§i'500s§^ts^2gsg|20§00|»g g ^5sf° 1C © m SO m 'S' t* © *- KCOW-'-DfJK-OiCX'i'J'nCWK-Cr.OIlOK-WK © Cl — KSiO — © © sc — ■ © — —i ci ci ci o i - ■ © ci © © — sc o -s- tt c> — ci ci o — © sc © © © © o c> — t- ci ci ci ci — S ® Si £ £ -0 n ffl X “ c: io co S ££Ph£ ££ ll'llll i:a::c a £ aE^-Sag&Sft ■ CO. ft 0.0 ScSc3 o o o o o £££££ J a II Eq a ©o ft ® •gl a © §o %* 2 s 00 ct >ltc £ ® 60 ®33 S^g IS 1 jfe»s Sg g?^2 gfa * ®3 ©rJ3 C-2-S •33 5PPd ^ P ft ft r- - - _ _ %Su ®»o3*a§lSS<“ Slf Sj^f ||Js=S|||a^|l IBS*! fs<3 Ss52< . sIll“S«|t « 'I a&g H'So 1511 Sill ►sOEl a ft ® a o I^s S*:J x - s- ® IsSB^ Sis*: a < ft ft 72 -J — ' rsi 35^.^ ft . ’-- - o>w a >>E* M t^P Jh CS ° cc 03 ® *0X'BUI0l^ ; C © X© © © X © 1— , £ ®d a! 5 a ® o -3 h o o -d ^ o o “ o © g .1 cc to 8 CQ 8 O O O • 2 d- ss® GG s d d d ^ es d d s g 2 2 e § s s w : a ^ p O • O rt ^ © += SdS'Ss &c2£ smj3bc£4®^p'o - gmp^§>.^s^poS5Sg . # r— ^ 1^1 M ^ 1 ^ n n ^'S a5 risj © 1h © g5^o.3“5t>b^o>. * > += d * P in O — x STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1117 o O © © 03 OOCiOOOCO CO t- CO 00 1-1 i> lO to o o o — < o 03 Ct L— i— ■ o ^ •flfMOO'^OOO OlC eo — oj CO 03 In O CO © o lO — © 03 1-1 o t> o § P5 55 go S -* fl o h 0;h 0 23 K S ^ *3 O ® © ■§£ !K . m — , CO ’C . -Cl S ^ o e3 ©Tti 55 d ma fl d >» o m3 m3 *3 © — — Ssoj ^55 -a y o d d ,c] m o £ § rt'i PH ^ ^ 00 S § S Q in ^5 CO £ ® cm >>a: C3 © >5 © co O'C d rQ © a a > ! o 33 ima .® © ^ c m O m ® o^g i ji m O +a £© © in 55 ra o It SQ © 55 d © o > 2> so © a £ £ £ £ £ . J* ^ .isj S5|5SSS^2 d©T-©ir©.S©Tr©m 55 55 £ fc !5 £ £ 5f| H £ & 3 .8. so 02. o £ >H ■>' © © © 7 7 ot? ^ _ „ ?-, ■t'S H(-i CO +3 ^ £ -'>— += . > oo ■ ©in 7 * Statistics of 1890-’91. Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for lS91-’92 — Continued. 1118 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •armno^ ! & o | 8 s ° «»wooo^o^oo •®I*K IS ° g ° <° ® ’2681 ‘soinnpnaS jo aoqmnu imoj, 17 18 15 : ^ r; ^Moococciamecx^ C4 00 Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. *2 •oiurao^ z, oo ' COCO i~i r- ©« l> l'- — ®I«W O ic O O 05 Ti-OinNOiCOiCOOG5 ^ Tf t-h — 1 0 CO Cl 04 CO lO 04 Second¬ ary in¬ struct¬ ors. •0I'Bm8lg '■£ OO^OO MMNBOOOO^MH •81'BM j *S 1-h in o 00 NONHCCOOWMNM Religious denomina¬ tion. CO P H Ev. Luth. .. Nonsect.... Nonsect.... Epis . Epis . Nonsect.... •Epis . . Epis . m H Nonsect 1 |ra«-a|g°sl u®OS >>£ r • fco hOnOfl . com>-j ts-, S . ,2 ^ co 2 g H o >H O ^ w . u i2 3 ►$ Df • .-d * eaS ® S t-5 i-3§£fr§Qc/)00 *-3 c3 m E-i 2Q II §1 ! ; ; ; ! : ■ * .I. ■ . _ > • : I 1 i i J : >» a ! ® , r3 ® i i i O -u , , '03 ' ' ! C3 ! ! ■ ’ A ^ /r» O 1 c3 , ^ . a . « ,-s 1 ce '01 co 1 ■ ' . d ' — O ' j§ « 02 ~ 02 C/3 •3 ' P S -3 ® ! 9 03 ,d _ O +3 +^> O >iO ce fl >>02 *3 P ^ P a f|S§J#!S„ be 2 P &C c3 J § Pi Q. ® C3 u OGQofJ g,gq ^ fcfcooSfc0)>££ 3 ooo ■2 j-Sgl £ >*{8 £ *£ ^^^QQQQ *S*g*ggS§£3 ®C0®P®J>®CQ®C0O>>c3X® £ fc 5? 55 fc ££OOCu ■ o : a . c3 :S O d q 3 c3 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1119 ^OOiflOMOOlflOO — JO — 1- ^ ^JONO o o o Oi r-. MOhMOO O *— < 1-H oo - ooooo — — 50 Cl 03 ' 'O OOOOOO l- : co Ol l- o iCinOOONQOOOC^ w* Si C.J rl CO i> hocoo o o o (MO-H5000 O} CQ iO i-» 'jCOOOfflt'OiOM-O ' 00 O 3> — — ' — 03 OO-'^iO 'i-OO Tt< eo *-< CO 00 S30KJ0 'O iCC5 • i> to 00 1ft 1 CO 05 CQ Ci O CO CO I'OM 00—0000^0 0 — 00 o oo— joo a • i O ; jiOOOO ooooM’fni — o o OOC'JOOOiOWO «D oooo o o o o — j no go no j :o300-5j< I 03 O 00 o o — o 0 0 03 OOOfMOO loOMCM o joo 00 o o oooooo o jo I joo 1 1 1 OOOO^MO I O 00 > c iOO^oo It^eoeoooo o joo o o o 03000010 o ' — i ' o in m | I ; 50 03 o ^ o no o I 03 ; oo j CMO^fOoeDOOr-oo — woo w o o 00-000 o I — oooo -OOOOTf5#iO- ■ — oo iNOWOhhMiOiOOX CO oooo o o o 000-000 03 — o oooo o o oooooo o j o o o o o jooooooo o o ' § lOMOCJOWOteOOW ! — ao-^roi o^-ec C4 s\> ~ OOOOOCONNOOOOOiCOOaO-O 03 03 J> CO -51* Tj 50 — • © — ->* 03 CO © lfO no — -S' — — CO © © — — t* 43 43 += . -u © © © ' © © © © ' © w ro to „ ■ m CflflHflOS o c o. 0.0 p, .03 © ol^ +3 i^'PP < iPP i i i*^PP rr« O « o O O O • O O O 1 • O O 1 ' « O O O -X O ® '-a >• ® . irt • c* .gg ©; ® — © — »« © § 35g S e3 _ ^?8 £P W H e. © ©P 43 43 to O •g - . . 5? S :£ofl 7 d cJ . © © eg O m Q ^ rrt-^ ® © . O eg © fc ° s-i 2 d - Oo eg J ■d S - .eg .o © d SK § d tn : >>£ n ■• ©— - © > J . W ,^o . ® g c © . • += © v ^ CgfcJ ) p &o • d O .©j «J © TH > ij ._ - ... — ^ © © o!3© ^“i2h • Ki^SpSWoqSSiJ !©•+=© S m J "§fc : as :grt m6£*°2 gdll^d ^§gigsg ©0 gaS^iSri © +3 >3 +3 !>, _ 5 d ' ° m © >? 2 Hill «S<|= |=£S» c 03 2 d a. O d g o g-7 g g g So a 0 © el © w d d /Jl |Sl 1^1 S©i *5 0 ^^ © 0 03 P”ls«s-S 'o^d® « h d d © « g^ddS-g^S|1| > © - O c d O eg E sn Q di >J § O’tf o hJ <3 ffi ; o :o .Id >5 • ' Cg h ; ^ eg © d ' * xi S :g| ^ ©cc-^; cg'S J» o cu g ® a d*< O ® O co ' ffi o d d {/}"£ ©CC •2 © pS >> a ® ■ O T3 ; c eg Io< , >-. Sh i ^ eg i eg *^> SlfeSgs ^ H rg eg.rt o *^> ^a-8 d*-< p d -*> © © Ifl® a . © >>b © o o - . 4^ d) t7 SSl^dtOO © © ff-s © 33 £ Pg p «g m P1 ^ cg^i ^ 3 p © eg Cgp vi< ® d 33J ^ gSg 2® £Ph C^3 ffld U O >» a © •d eg o <5 © o jS 500 o P © . •d d pi 2 COpd>-.c3 aic/}c«c/]tZ!cH >000 H C-* H OO fcfi d -a & _ . ,CQ Odd eg r. d ^ e*m X o © eg O t" •d 5 § eg a ^ ©s s|s|as8 ♦Statistics of 1890-91. Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for 1891-9 % — Continued. 1120 EDUCATION REPOET, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •©I'eraa^ 19 OO O OGOOOaOOJ O lO OOkrt (MCO rnW H (M H w T-« •0IUH h ire o o inoo®-4ioooeooi4^ooa)i) J> CM _ Td rtMMNO)T--rHNNrHNN Second¬ ary in¬ struct¬ ors. •©inm©^ ; OO O i-H — ' O O t-i i-H O « 4-1 l-H H r-( i-i O i— •©Tun 005 00 " i-H O t- MHHiOOHHHMrtMM Religious denomina¬ tion. * R. C _ Epis . Presb . M. E . Nonsect _ Nonsect _ P. E _ Nonsect _ R. C Friends _ Nonsect _ Meth _ Bant Meth _ _ . Nonsect _ Nonsect.... P. E . I ® :s : 2 |Q A S to r d£ *?© 3s si . a*.* o Q ® jg © rS fcud ■ ce ^ d o ® © ■ © © II w||I T! . »rH cS . * • fflK H !<*»! CQOPhPh P ri d 'Bg -jjofi -2 gMOgiS EMHOSb ' . © 2 • -p ® S ' ' ■ © C3 M K‘§ CO Cu +j aim . § ^ © © d ! *' f3 .§^■3 1 Seng) I !*§- roddis2P^ '— i bij+a +a •-1 O’^ ©s © ® ©ffi © r-rH ffi r* P Ph o ffi hO' © d Oil'S d © d •" 5P®*? fe: ® 2 2 "2 c3 "2 "2 .S ^ 5 o dc3©©©©©dosdd <;cqfqmMpqpqmooo STATISTIC'S OF PRIVATE SECONDARY SCHOOLS. 1121 C<2 — © >C ^ CO -p SSSRSSSSSSK ?> o gcgc lc o ic ^^ocox’HOOi^^icmccoif: oj oicico^i in —• Cl -r-i 000 'O 'CIO ®ooi>®® 00000 0 ® ® m ® o 00000 ■ ■ o o o 00000 00000 01 00 o o 0 o in o 01 o m m m m ci 01 so - C0 CKMCO^TfCO — ~ CCifJOlOOCO^OClOON (MSs! NlCNNr,^(MHNW O00OWOjCif5®O cox^ -^!>OOiOC^inNwOOiS T- Ol Ol irt 1-1 (M irt gs rtj m 00 - OiHUXiftO — 1 CM O OONOClrtNOCIMOOrt HHOHOHCON-I NClrtO rtHHROH«bNO«COO 0 lOCC rHCCOJO KrtOrt^rtClrtNWrtrtVi HrtrtHHHOWO WNhh rtHHOr-rtHLCTfVWVM rtOrt^-cico O O ' O ' ' O > © 0 © © ■ © ‘ Q © >o^oo|o®go ;£EEEEPESeE o £ aE ©^ E 0 a£ © . E«: Q ; fi : 2 ! © ; is a Si a § a* o ^ -*-5 © X cl) g,® 1 :2 072 'As: H ® . ' o c3 2 72E O ^ C^H © S5. © © M 02 a a o o EE eS a3 fc£2 *Jr1? SI £ K O fcUx fclffl o . ©O 72 1— 1 © © © © © © © © © o cc x w w a: ®£gg§§§ EEEEEEE !E^- w S a ■a a a III iS a ©£ ®E o E^M >i© a 72 ©a 6 a fctiO c5£,a ©E © >3 a >>& g : >?s a S ■ a a © a nE^lig oglaog 2),5<^ >143 >1 a © >i la © o g © E „a c © eg -a g a © a S a © 0^2 gai .2 g 33a ssas-sS SEE :ee<*oee . 4- ■ © 2 o fcecs o ^ ? a^ ca P tea ajtf; c c5^‘ H7J © o tfo^o S>-o©fl'3 a^Elldlt’S^o o <; >s . a 2 d '-o i-s ©T* O a ? CQ f !s!§; O 0?^ 5. h-:^e i © © +3 43 a a © 72 ai ‘.a 2 g^Sagrt a^HqE ©E ^ E ©d fe§| r2 ©E a a^ ^ S^. ;eo% =G2o SEOE72EEEE EE ' £ » a aa © _ < c3 O Sa§g7 -p c/) »»H M rr "f •!— 1 -rH w rf72 © > ©^74 © ®aj g a >a:a © © cd ce 3 ® • :§^ ! © .2 1 72 +3 W «> a rd M b£>i ■«sa j M ® 2 M i ’S a © >1^- © 0^0 a ” 1 §gffi§§§EEe5oElEi cea ooB^o • o ■ai'i j g2f o 2ca 72 E E E E E a o G D "rt 4-> .43 . -_- 'S2 r ^ C 0) O !> ^,h,d 0oO^Ea^-gSSEK§ 0 <■' a^auSpip: H ^ w © O s S rt a cse a a 2 2 eeeheee ED 92 - 71 a c :> p »>> H H ff) Ba o o Od a 72 o ^ © © o © o © O ^4 dd o § SO co 2 Q ^ ~ • to bo VoSsSSSS oeeeeeee ©e ia® . IZj _ . 1 r •*-* - © •rH PJ ,£r? rH 1—. — t-~ ^ . hO C Tj 1 Ijt'O 2^111 11 lll!!l^n Jisaiisiiis^sls o o Q P © >1 gfggS ^Sf-aa •Hfl !< a 43 ©!2 c a a EEE^tE * Statistics of 1890-91. ■Statistics of endowed academies , seminaries , and other private secondary schools for 1891-92 — Continued. 1122 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •oreum^ 2 O lO O O O O W^COX^'tiCOWOOONOl 1-H1— Ci HHMhIM r-H T* r-H •orero * 0 NsoNooicm oaNo-oiooffl-^ecNO) ifj n i C\» C\> -"I* Ot- OOOO 'O 1 1 1 1 III •0I-BK | 13 1 ■ 0 0 0 •<* 1 1 III 0 ' 0 0 'OSOOOO 1 17^ 1 1 1 CO 1 111 Classi¬ cal course. ■0'[ieth0jI « 1 « 1 0 co 0 0 1-. 0 lOOOO^OOWO '0001 ^ 1 •0i«h j 3 ec » • cs o tZ) j *h © -- cc - P c3 p air-1 to © ®p -J3 © S do o a) ri ?h o *h CQc^SOoill +=> 2 >> 3 2 to © O Pm iaiJll l^l! g3 ■g|^l|S|'SSS§i!zS cre3„o.2©<> 2 >> ! o ! o ■pa ; © .01 . >s o 2 ® © M pp- ess SPs§ I < £ pTJ s| °p W o 1° o Pffl p> dcsd.fl® © 2^ ® -S-1 O 2 ? (5 (S«oPOp 010101010101 dSogsj n ^ ^ P § fe- to, STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1123 WOO © © O 00 © © © © oo © o © © «$< .©©ooooeo • i- © o 03 03 CO 03 oo o o © 00 © ©© © © © 03 03 © © © © © © 03 ' 03 © 00 © 'O © 00© 0) © © © © oo oo © I in © © © © © © ©©©©©© > © — © © © o © © o© •©©©©©© •©© — ©© ©© '© © o § S OO 03 03 © O 84 0 © o ib © — ©03©©©©© — 03 — rf©COCO©©© 03 30 — a*< — i C3 — — ai Cl © CO © 03 1C ^ CC» CO ^ © iC i-© © Cv? Tt-© ©03 — 03©^ — — ©J>©^a3<©© — — '©03 1 1 ; ; ; : ; ; : 1 1 1 1 j O ; 1 1 1 1 +3 sJ j i ■u a-3 43 i^jda-i 143+3 ; ; ; 1^43*3 ;+3 ;+a ; ' r 1 (•> r t f 1 c") t5 . C_) 1 U 1 ! rj © ©da ■ ® © © 1 U m O 1 w w 1 i | iw W w iw 1 w 1 . © i; © •©© • 1 1 1©©© *© '©^ r> rJ1 O © . %4 o §5 83 O ia © a O d d d d ! CQ I p4 1 CO H JC 1 CO L/2 1 _/a ,JjC0C0CC 'CC 0 d ® flOddffl“a aP S go go g © .o^c . 0 c . .c^22p5 '5 ^ 5? % 1 pi §, 03 ;h C Pa ce s rco a *8 ‘ Sa I £*3 l-j X © ^ . . © s © c3 Pi^ m © — J c3 „ O ® 02 O ® 02 . £ Pa^ J ►O W _ >s © ^ Cg J « r£ ◄ < ^ Jcc © >s< ^ >sX - £ d d PS i i £ 43 ^ - I 2 K | fcE ® Pa , ^ >s X -® "® "Peg b^Kgi| i® c3 oS^-gpi s|t5®d s^j^gg^gaiSwalSsMS g|*i,^«5^aj3|«§pjiigw|S| o o 02 Q Jg§ 00 : : S 2 ® , >5® •si ;si d o ‘ ® o ■’© ! J ! >a ! >> ig |S 5-1 5- 02 O rd OfpQO H >> 1 ;3©® S^bS^gSogg®*. j| ^^.2 © om « « ©-a ^.'^ ,^^l^oa<3o2®.dPad ao d<;v^9^f>’^®P^rel>5fc£“cra® f»|pfcS£|pS3«;gg&*&S<« ^©^§c3dM^o®>d®®t3S'SPP ^•^y^#^©^Oc3®s3®!?lg4i®^j5^ ■g a fe3 ■§8 c3 g ^ c3 W).-a -Jg hD® ■ 5a a gV I® +3 ® X S d c3 <5CQ : 5 o ; d s-. ; o d !§ a rr d += ° 5x! d w H4J ri’ e3 -rH 5a d - Pa © d.PJ ■g Pa ° ® g.Sfe«' oo o d ®-Sd • ce > c3 cS •fjSfid ;.s g=a isjoag o oo > d^ d © d d e3 © -g © • d P >. >>V *8pnne.£ | 2 cin^NO^omo o> y-i ca a o bi o Oi X XOiflM 03 00 O iO OO o Q r-< , ^ W d bD •81'EH * 00000^0000 ° o 00 o ^iCONOiQ '2681 ‘sarenp’BjS jo jaqranu reijo,! *» m MNCiC®f-t>0 i-i Oi eo o OS tC iiflOtt o o 1 © flosi m > , 2 2 Q.fe £a5 •oi'Bxno^ « OO j— 10300 jo-# CO o ^«o j o ^ ® ,2 tiJ © -, 11 S3 J- -2 30 ^®©^it3ra'Q£o+3fcCc3'^ -“oft id •ar-ej^ 131 O W5Q loCQ . ; O l> o o o o ,- '. o if: "I1 r-1 W Tp t-i *0I«INL j *• lOOOiOLOCOOOTf CM T- «0 CM lO o l'- o l>. O O X X CO so ^ t2|a •8113038^ Xar o rt. bc-a !§€ >o i> . fcj O £■•: g Sal o hSS kS * a Ecoic © £ bO £ n c © 1 ^ £ 3 S u c © § * S ' CQ 'T1 ^ -r K»a © © ? w;r 5iia! t>>2 's a >-.o •S“s o^srrcs g o ► c§dh! ■h t ? s ® b +* >>h ft^ © a © ©2^ © >>< C d Mfl Jgglfe= © -3 C. O © S-< K O fc >s g © >5 'a a >> ^ rJ £ ;>»© r< £ © 5 a ~ £ fn, ^ c -» © ax ©-S^'3 a-scs-S © iu tJj — ^ SfcS*«es 6^oQfH§ o a >> Ja > © a ■B b-S®* •S^ £ £.£,£2 43ra^'©; c5*j+=„ s-ce^. «>££>-£ O © +i si e3 O C ft-£ Ph K ji in ai ai rJ) m H © ; tb ~ £ 9 r o : >» ! +-* ^02 C ^ h m 3 2 £■§ © £1o^c CPOQfc STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1 125 or o in o o ^ on • r-i MM CM • OON'XI-* o m MNTtfN«HomwM»H mo HHNNONH O-gHOOOg o O O V GO 0#rH0 0> >* OHBOlft © pi p p ph £ o o o oL . . y p O o O rs © 'S o 0) © g §.2 § p pop. in O 5h 5h O O . e8 RfcfcRiZi&Rcq Oft © OS d d Pi Pi a 1 Pi p P, © © W R © o ce 73 ’£ • .'u ! Pi 5 r§§ ,K 2- ! ^ j bo !c3.pj 1 u u O ■ © ®_ . +3 -U R >.2.2£ icccc!> •'-vs.d n’S&JU .2|p ® © £ ^swe; ^ P . «3r • - .d^tflOPHR m CO M <1 R > 022 . O © dS^Oi-oK JS |“-s w°S HoO^CS > >3 © ©£ ' > Si- ^ a-p^ O rj c3 to ■ Pi .S N d M 23 — i R © H O C2 S SsS^S w Pm 53 p§> 03 Pi . © F-l ss s o © to ■ *3 p P toR O o d • swi. ^ pi w H 2 S- • H S S3 : pi ! o . o , _ U > c« c3 d O O H <3«:-§ ht >> ^*3 5 g a § — © ©-a SS^-® 2 ©©-g - ®-2 § d o P^3^3hSP-iS to o.2opjiiii^ S CQ Pli Cfi cfl R c/3 !> © . o ’d to o e3d,Ej ©.a© c _ o © o-P 'Pop a 1 ; ;t» 1 ■ ■ a ® 13 ^ <3 b-S a © 5 f-i Od © 5* o o o g © 2^ a ® Pop© Eh CC c/3 01 P5 O !>. Pi d .‘a| >>1® w ^ 01 y - 03 g.2g® ° > p b,' g lo ^ &d | J glass MS m ®<1 Ka.a'S © © h • p^^obcgu©®;/!^!!! P o^it'd o d “-<8^S'2:p^S-Sb - ®71S3M^®Prn^pc3 Pi , mi” ssfi g» oSSPHsmMemaS !i a §1 I m< g pfS m p si % © ■g © g I © to.S‘J2 p odS ©^ ^ © Pppd 003 &H o >»© © © 00^3 C3 #g ^2 02 2c od >? fi a ■§-£ o to o ^ .a 1-1 © m P tfr p P M 'P © O 60 T3 P © d 2 d P ■£ o— © !^S t-> ip" ,||l||Is i •£ O y O Oh ,j ip.5lflaSSo 0Sa6|§°aa S- d c P . • © o > © 5-i S-i > ® dc3fH©©d^, SoofiHH fefefeOO O bO fl p © © ^ © © C« ® d >srcJ.P ddo1-"'- P& ^03 3 O ^ !P® 5SS i p S * Statistics of 1890-’91. Table 5. — Statistics of endowed academies, seminaries, and other private secondary schools for 1891-92 — Continued. 1126 EDUCATION REPORT, 1891-92. a oer or pupils in ele- men- >v® •oitrao^ j wi X) (MNO^O^ CO 00!0» -r ic O O -rf 0 d fc be •01'BR J ^ Cv? 10 O O C ! CO in — co 0 0 in O 'S68I ‘sQi'Btip'BjS jo aoqranu t'bjoj, 1* -*-o Oi 1-000 O CO 0 !> Num¬ ber of college prepar- >3 , 2 ® +3 ip -1 is d^d « d2 •©inraa^ | : ~ 0^-0 0 eo Or- 0 ^ i d“d.S' “ft S3^oo McSrt d •8I«H 1 !- 000 n 00 OQ so 0 0 © 'd d ft d •©lUUI©^ | 0 0 0000000 000 0 00 O O 000 0 -3 O O d §b •0I,eui0Lg; « ; T-< 00 X CO CO 0 M 0> rH CQ CO Ol — »— 1 0 CO J> NhNh 00 SO CO T-. 0 © « CO •orepi CO GO 05 CO T— « »— 1 -HOWr- 1 CO 01 '2 m ^ as 353 0 © S-c 02 c3 » -ei-BK | Ir^ONOO CO (M CO l 05 (M O 05 « & gd . SS8 “2SSS :2©“ d'S®©© 1®©^ d i C M !B 02 ‘cQ®d d ; ; ® :© d ' d is : « ^ « 0 2 ^d .SoPibdOdd s-ift< o o c .0 oU ; ® p ' U cS IE& PQ d ® o U :a bCdi n 20 £ k*. P g!*| ^ d 5h ^ o fc§|&S tfi fwwlwsl q ; Q ; 5 : be ; d : d ' •° : •h(D W jzj X CO (/} ||s* i q ; fl : m : fl © ift p ft A! © p S 03 d r o ,-JkS oS d > 02 ,-v 03 03 1— • n o£wk « So M d S-i rt .®c3 aS . © W ~5!ft ^ d tv o-1 . © > © Pc ® d © +3 d >3 . S t^s w : >» c®gd^ d ' 13 d hh » jbgd©*| 'SS^2«*g& ©•_S ©<3 bnd ^ d "d P r-> © -• £ ft O ® 0 O d ~ ® ._, ra © o *8^3 £5,8 ft d . :o® W _ d bCo d d CO s«§5^s ©o® Occ © dg’S £0 >3^ g +2 O ft ft >0 ® d t: g^.25 m d 2 d © d ft ft p= ftefi d © d d ^ r-tlD g ft® mptS |£g®S7i fti 0 o o <3W o 2 m ©moE; ©d o d 5 dft5< o © o ^ 22^ ffl fe w I < Sd ◄ 2 t* ft 5.g > ft w d fc 2 S5 0 a ft d © £ sis > ?, d > d u 2 bft I 3.2§fe§ n ” gft ■532 d £ S.W cO ft d e3 © ."J © O d © J JJSSSS bo £•§ O Cw rod ©On S-1 fft *3 © ® > S © © d3 O 2^ © d cd o' geo ° d 2% PQ o © © STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1127 IT5 O O o o 01 CO iC o o o O’ CQ i- o o CQ CO o o CO o O o OS CO CQ ** IT ts CQ CO CQ O O CQ iO CQ o o o o a o o o o o lC CO O CQ o o o CQ lC 50 o ‘ o CQ o *• o- o 30 o Tt. as - 00 1C CQ Cl O CQ O j CQ CQ o - o o CQ - o o o 50 o O i—i to !co O o o to O o as o 00 o o jo O OCQO o t- o O o - o o o p o jeo o o o o s o o CQ iO \o o o O — d- o o * o o CO O o o OS o 50 <3* !>l-50^ = o ° CQ o ia CO o o CQ 20 o o o i° ooo o O o o o o o o o o o © o o o io ooo o <=> ° o o o o o o O o o o o o CQ iC COOO CO !-« o CC SD CQ as CO CO lO o o CQ CQ I- ° 65 o o o CO to o CO 11 23 ” O O iC CQ CO ° O o CQ CQ Hi o III ‘l o o o - ec ” CO T1 o o o o rl CO MOh-O 00 o o o l" as o m CO o CJ o - CO - -3* ci cq «cci-ifjir: m co d d o o , += += O • _Q © © ft © § § © p££p ooo© ©000) CQ m GQ - to o o o o £ 5? £ £ o © Is, © © £ d 5 d <§£ s« CZ2 CO 3ft +3 , d <5 6D co^g S d • §£ . £ ~3 .Ul >*%> > a p > . & © a C3 0 ^ i— i p£gp£ S © © 6 is - d P © o W © M © d 2 I T3 02 • c$ ®J s § ?-. C3 rj rT . 03 n o >> ■© a ®w U »rH >j d 0 rt 02 © ® 02 « £33 W 02 K f- 3 *d ft © 1-5 § <1 P ^ s d hO § .CQ ©d ® 0 Q © c -d S C3 © ©-a < c3 m _; o 02 d< 9 " d >r-'d bo ^ © zr 02 i-s © x H /rt ■“* i>> o n u * o ;d- AS pq 'd ^ c? © o ■SgSgasIS C«j g-g um ,d -d ° « © ^ £ ,g ££©S © ©'S^f OOCflc3,d£x:d OQOOfO 0 S ■§|2 dft-, d ^f-d jdo ■g ?-Ji Utt PQ Q | § o o d ^ - ^ d 33 s— ' W0 -g ■ rtf g p, _J©rt©©®d®rt®,£ d- 'g'dp’dd-dg'dS'd^-v S§^aM&3>3gaSS ce tb.2 xShS^ShS^3-2=o OOOOP P P P Ph _e3 © C8i5 3 5 3 PS £*d £•>,£? © © © © © 'd ® 'd © >d d x d d d Sc/3 S^S P P P >> d t; § Pm p © ^eSU *ord £ d © d 3^ d 02 p} h ,d« P dS © w © w w d 03 3 73 P 3 -g 3 ^3 73 g 3 ft 5S* ^“£■3 S«® S-Sg ©ce©®©M®S®,d®©«-| p,d^,d©,dd'dMH,dc5'd ,’3__ — - - y53^3i3§333 83® d««g|xd^3® m3s3p3p3 d 3 p 3 ©®©3P3^3r^30 pppppp pppp ce^.c3 ® c3^>c3 . 3 g 3 S 3 g 3 7 £“B*d£*®B*” ®2©®©©©d n3 S © * Statistics of 1890-’91. Table 5. — Statistics of endowed academies, seminaries, and other private secondary schools for 1891-92 — Continued. 1128 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary grade. •einuiQ^ 19 o o mm oicoooeo nooombo tJ( 0 ; o o •aiBH oi o ! o • -TT O d O O 0—1 I C4 o> ; - Classi¬ cal course. •©reumji « j t=< | 0 0 50 0 O O O OtON O CO IC •arew 09 0 0 Q3I CQ CO r-! OOlO r-i C l — CO ^ OWN Col¬ ored. •oiuuia^ © o o oo cooooo ooo o - •.0IBM A O O CO OOOOCO OOl-i o - Second¬ ary. •aiBui©^ * O O OlC OiOOlfiOO 0) O 03 1C 3^ CO Nr *T5J> iO Ot CO OOSCOCO >—CO •©IBR O OO iflOOOOiCt^ OiffMON-O i' oecoM^f c»0(d ^-—io XS Cj d-3 O m O . d ^ O^o ® CO & m •ai,Bni8Li —I COO OhOOIJH 'MNCOO O 05 WO 50 N iff C — ' ' O — ffl CO d d •2 Id as o sS* $ .2 Ho U J-I H OhS Sna O . a; ' '43 43 43 *3 © o © - ■, - • © ® £ o £ £ft o o d £hwk!z;£P c o o d . ce 1-5 p © «e defl o s. (2 © . rd Ss 2 d S 2 d d^d' V, < 43 d3 ?d co W © t-j *-t -rj Ji . • 2 el *3 43 ^ t> o ^ o • o . ►TT Sh ^ o ■ d 1 <3 o * 4 :S . © Id . d ■ t> \< © o bD .2 o U. o ft43 CO O Ct © bB d £ £ cS go ■dddi- (71 d d © i4< “ dSo dS ^ . a * d d d « od bM d b.2-s d ri ^ CJ S Qj WO diizicooWO _ >4 2S> 5|s ®£3 43 M a ^ !>>£> cw 5 | d o.2M O m— < -d Md © o a 1 o CO od < f &d< ® Is^g 5 3 ®o 2.2 ® d •2 nft tc •£ a® d WcoWco I £d Si »i ! z O d .20 43 M ft-e 43 to ft_ ©a go 'OOdH d © M £^w 2 J .'2 ^ © tjd 2 o boo^ 2w ^ dO 5S0”5|d3todWw,§^ f§ b^-rt ^tSJ^SSd^S^rtCS Soced^gdg^cSdUgbc 0^®-dc3oOS©^o ft" d WWWWcoco 01COT1COCOCOCO STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1129 Tf OOOO © © © (N m © t- O iC © © OCiOkCOOOOOO Ci — ' ^ CV3 03 © 00 © — — « 03 20 03 00 CO CO © V— ( 03 CO 00 WifiOO iO © l> 03 03 03 © 03 Y-H © © 1 4 11 10 00 50 CQ Oi J> 01 — © (M g 1 O 1 10 ' © © 03 > CO 00 1 © © ' ni 00 00 © 0 00 ;© ' © ' © © © © © © © © © © © © >©©©© ^ © © ©©o© 0 ©0 •'© !© !©© © © © © © © © © © © © © © © 24 0 0 ©©©© ®S lO 00 0 0 (M ^ iC CONW^ lC CO CQ !21 • O Cv> 03 iO © c 03 © 03 O s> 03 — in '©©©© 00 CO CO 1 CO 00 © 03 © > CJ! ifj (MOO© ©©COOOJ> m © © m ■^«NO 146 3 > © © CO © © © © — 1-« > 03 © © © IX 0X2 tz oi kO 03 J> J> kO 1 T- — ^ hOhN >-i N N ffi Cl 00 1- 1 0 3 CC O c > (M — ©— 1^©0©00© © — . ' ^H-r-lO©T-< (M !-hCQ ClrHffirHC 7 0 3 O 0,2 ® © £ 02 02 d ca.® ooS 02 02 d a c o , 4= 43 I o o I © ® 1 02 02 ; d d o o 5 a ® Sa +3 43 +3 ! ; i ; O ® 02 d O ® 02 d 0 o • 1 Q «§ *o 2 >>dQ ■"* £?■£ jr-i t> O i/) H !> « J.* © ® O - ■gd*0 o © g w fi”s| § • S df3 p u >>d j g-g ^ 5 ~n +3 gpd „ „ o • o ® ■ ® i ® 02 £> 02 43 02 ^4 d 43 d P d C5 o © o ce o -. fcSfcPQfc o S£ < -d id JJss § iS^stasgil £ ^a * c S° ®W adaJd«iQ^o O • P 'd g • O 02 d § Hi§oK55S>o^^ U d £ 43 r3 ' P ®> be®* oo d C G <3 * P® < CP fucfi ► ojib^WS © a ^ . p • . a : be : d 1 d : o > g£ |ito„ sf s°§ ^ b o i £ 2 ® ® § .AS dffi ® q Sw3 o^S ops ® a .2 5 ^ >-. d o fcD s m ® ]®|jO ©G ^ b» ia -ia -d o o o ■ss &W d g ■gaS^ g§S,-s ® ®kJ ^ S O += rj ® 4=> £5-3 cS ® o O ac/icc^ J>£S ■ O O £ d c S og m ?hJ*0So§ 3= §a c- £ bO CO d c3 a a l|lpl|Iv| )d o-d 43 Li . c3 © <3 g S~d • ■ ® o I Ulof! UrjO ® ^O ggSgo- ■^P 0-2 ® ® tor; -r u> fl ©^ d © > •44 +3 P^2 « HlS8l : o ■ c I o \-Jl I ® : ® ! d •» © 3«-JS5 « hO O « <1 g -d ^ d g *d c/i ^ o o 02 a .S ® 3 •" d e3 KoKfiK >-. d ® d ^b!o rt ^ d □ c3 02 ® d o _ bod 2 d^o mmgo M®BO -d ® +3 02 +3 02 Sti# >»£ o © d fc'C dy1 ® ® © - j >p o o ® o cs d d U i-1 Q © ^ © Of ^®2?2 43 *3 o >• d >■ ■ »®c«o20' c3 ® id u aaaa a 'C d ; o u 1 ^a a bo| QQ 2q^|gqpp| Is saai- di d ce a xi •*+ a ^ ; « co o oo* p p © ® 04s B SCO OOG 'd o Sa Table 5. — Statistics of endowed academies, seminaries , and other private secondary schools for 1S91 92 Continued. 1130 EDUCATION REPORT, 1891-92. I - V Num¬ ber of pupils in ele¬ men¬ tary grade. •ei'euia.j j A PN j cooomec-T’OiCiomoOL-O'Mi- o © — © CM O'? r. •oiuh 00©ifieOTt©©C CM > C: O O X O OX ! CO t-* Cl TF y-i ’S68I ‘sea'enp'Bag jo jaquinu reio j. MOOOiONOOOOC > jo -C O O ^ • Num¬ ber of college prepar¬ atory stu¬ dents in the class that grad¬ uates in 1892. •ai'euia^ j CM o o in ; ;© o © 1 o • c 30 OO •oreH ^ CO ©oo ’ i © © © j© ;• - O TO Students. Preparing for college. Scien¬ tific course. •8I'BU18k!l ^ © O O ; . o o j ! •O OO •arew 31 OOlC i loo 1 * o • jo o o Classi¬ cal course. i SI O 1 cc t-. ! - O O CO •gi-bk ” °°2l'c2 a* © 1 1 ■** © i ”6’ 40 19 Col¬ ored. •areuie^ £ ooooooooooc :> »o j < DO O O •81-bpi » ooooooooooc > i© i < DO O O Second¬ ary. NO'Nl-tONNOeCiCO’l'OONN -*<00 ec -r — 31 co cm — t — lO-l-OOO'NiOWl-OOiO^aQOiO © — T-CO-^ lC«Nr-r.- in M Sacond- ary in¬ struct¬ ors. •oinuia^; — 1 — — -*0 — iOCMOt-iOOO— ' 01-1 : Religious denomina¬ tion. * Nonsect ... Nonsect Non sect Non sect . .. Non sect ... Nonsect • Nonsect Nonsect ... Presb . lien u . Meth _ Nonsect Nonsect Nonsect ... Bapt . Luth . Presb . Principal. W A. J. Bradshaw . j . id. vv ai/Kins . John M. Knight . . P. J. Smith . Rev. L. E. Busby, A. m _ P. E. Rowell . . H. B. Humbert . Donald D. Salley . . S. C. Ballentine . A. Spencer . a. spencer . . Miss Nellie Brown . W. A. Massebeau . William Simons . J. W. Gaines . M. A. Cox . Anthony G. Tuve . J. O. Duguid . 1 Name. 5* High School* . High school . . . . Jordan Academy . Franklin Institute*. - - English and Classical Institute*. Parmetto Collegiate Institute. . . High School . . Collegiate Institute . Pine Ridge Academy . Female College . . . . Male college* . . . . . Sautuck Academy* . Hebron Academy . Hitrh School* . High School . Bethel Male and Female High School. * Augustana College . Scotland Academy . Post-office *4 SOUTH CAROLINA— continued. Hartsville . Hone a Path . . Jordan. . Lancaster . Lees vi lie . . Lexinerton . Lowndesville . Manning . Pine Ridge . Reidville . DO . Sautuck . . Stokes Bridge . Summerville _ Williamston . . Woodruff _ _ SOUTH DAKOTA. Canton . Scotland . STATISTICS OP PRIVATE SECONDARY SCHOOLS 1131 OOOMNfflin O ' O t— i w^w. . c Q d u o S +p S_1 1| .© c3 ©5 Wu'S-s . . d d O © . c3 bfibb < to d ; d S d u o2 2 © » d , 5 ^®W sfNsgSd JJ Sws o w g d d ©cfl Pi . Pi d c3 t* W3 to Q d . d © «« JSJ is** © rj Wo ^ n u • 2 2 S

,top - s . f-i 2 . t> d d o . A) tp S o •■ - - . i_ ^KWWdO^dQd £ § « loic^Qo^ 2 .S^gd^Sooflo? > 3 o o-2 g-£ . d g co d ■ 2 Ortf £ O O co p-h id • Pi ,2 cc W W © • - < 5 Ph ^ <0*^ ^gWd ■ d " : ’ : 2 d S 111 ?§« a ciM® cod'g s.S © w®3 d a .2 § c/i t* >5© a g» ©2 ^Q-1 ©^ o <1 © o ?* >-d ■3®. be® o> ' CO ' © id i © ■ d :w I'd ■ d eg la , © © © bC © ■ ■■-< © © ' o 6® '^02 ®o J ^ D-,sO ?cs ^Sal a^aai^ ®OrSd'2S'3 xn ^ w .S g © § , . Wi d f-c 2 2 ra £*> w a ©1 bo d © d r~i ® od * n oS ^©^ © * ^ © Sl^a-a^ LJ ^ d 0 2 o d-3 3§ B* d d 4a 2 o»d g Ob =2 ffi < £ >W d ££ £d ©2 d ®| ^ « ® j®5gs||>?^f1dSisg>g § ^ll,dg ®o5 o ® o S dg’.d g Old 1*3 §3 00 ~ pqpq^pqcq Wffi^WOoWooooWWoo • it i i i i i i i i i i i i i i o o ©g‘d S©^a>»S>, .^©iggwa W g d dig - ^ *1 -oca HW &E^|§ls IfglslM > £2 ®dp ® ® ggsisiss Dn^QflOfl © .01 © 2 >,» w> d dV, © +3 d m o'^d § U5©2 d d d H-aS pi 5D bfiris d o © dd ■Z3 d d eg d o u k, cHOWi^ c3 a Pi O fc ©B 3 d mpS* Jjp©icSo ^hp^CIC^O dOffl£®HH'£1 MOdM®©£© .© o^.9^ c5 .© c s flS ® o ^ 'S^a d u gO©qa' 3 bcbfi-^ .safe ■& ggfli-5 c3 -h bC d O w ° ^©ddd oo©d'S>ddos d®©®© u d os gs ©,d,d i;dP ^ d © © d jh ^ OQOOOQO ®d (3. d Pi © > d3 C3 © O qOQQ 2 >■ d d ®d WWW d£ >•2 '> UJ • - dd2 o pq >.d 9 w ^ fj g 2 orSd d d © a g'ddd©®*3® 2po3o3©®^-« 20PPPPic3© OOOOOOWW * Statistics of 1890-91. Table 5. — Statistics of endowed academies, seminaries, and other private secondary schools for 1891-92— Continued. 1132 EDUCATION REPORT, 1891-92. 'S68I ‘se'X'Bnp'BjS jo jtaqrann reaoj, w OOWO^fi (M O J> N CO CO Num¬ ber of college prepar¬ atory stu¬ dents In the class that grad¬ uates in 1892. •91,eui9la; 1 w o joo® 1 i-l 00 i-l eo •erejtt * O ' N O 1C 1 so oo Students. Preparing for college. ! Scien¬ tific course. •oinuio^ J OOOO j oooo in ® o o o ! | OOOO 1-1 CO Classi¬ cal course. •OlUtUO^ 2 2 (M^fOOOO 00 o o 1-1 Oi (M •0I*W-| 3 s TT ® ® lO OC ic wow 1-1 ® r-« WH Col¬ ored. •einuio^ ® o o o i>- o o m OOOO ■si'BIM Si 000(^00 ia OOOO a £ p h'S S p, p,® ® h 2 ,8I'BTO8lJ $ I o Nioooaoo io«oooo o in o o i ca t-i Tti i—i co O fcj o t* © p oi •81'BJAL i rj ** O • ots * 01** -9prai9& i £ •81'EH « CO 00 CC if! IOI hNNCIO lC OJ i—i o fcbS o p-p-phjp © o as o © © © y © Pi S3 flS P c o o p o o . • p p.2 ap! o op ce c £ rnSr. >«p rP C5 U ® • 1 ■< 'o :■§! ,g ■ x m ai c3 : 2 . £j aa ^ >»c3 a p ° p s-s «>S .2B Pi . . . W |2< “{ « ffi C3 p ^W P > •-a 02 O P a K§ |1 5q to p ^ O t-M P Pi p © j>3q I! srO o OJl t-r PI .P4* O Djfl s ® P C/2 5t3 2 S’ 3 © Pp; p C ij >1 Cw G3 fell! 8*s fllll fella jBcSPliipO'p!*!^5 cqooofeam^ § ffiK^WPPW s*„ ® 2 o 3 02 tc g p S .p © r-l I 2 o O P* gSo£ S ft ® p P g ®.p-^ piP co © £ ®o 45 >v® 5 15 Steals o o go §co a 'ft S ® CC 3 CO P Is §5 P ^ o p o >, IPS , w H CO -9 I &Cr”J I 40 ^ I ifffegsf p p s a 2 * ^ © O O P P © © W WEffipj OP : a . o :fc 0 o © fp to® ©C/2 .2 >> rP % ScO gSd3-3€£«Vo a ©-H -h 'ix STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1133 SSS^^gSgSgg^g^Jggggg SSSS^S^SSSSSSsSSS 3ro£g£a°g$££§§0£8£038S8 OC© © ' 'ooooooc© o o o j©^ ocm^ CC CQ iftO -0^0* !-< | C'l O c eo eo eo o < o O o ’ O O O J> O CO ' o O ; ON I-H oooo '•o* OO jooig o o o »-> o j O ; CO LOO ' O O O eo O !M jo o ; ON jlO oooo- • o OO ■ © o© o«o« O O'-* ; ^flOOfJiOiCHia OOMCCOM ooooooo OO^NOO ! m eo oeo ifiOK ; -«eoin OOJIO^O oooooo© O O OC 00 O i O ONOffl Oi^OlLOO— 1 jcooo O O O 1C O ©©.-i© °§ o CO ®OgM SO LO CO 0 ! O ^ j O O’ O LO TtC^KCCO eo, o o i> © o o ooooooo^cc (M t~ Ol O oo o 'oooooo !© o o o o o o OOO 1© ‘OOOOOOOO ooooooo o o o O 'OOOOOO ‘ o o o oooo OOCC ! O 'OOOOOOOO 000^0^0 ~§!S£*cS!2igg**.3;o§00S;ig £r;00gggg§§©&2&g52°ggsg£ £0g822gggS8igg20}g g^SSSSSSS “-“gs^^gsggs&ogs-^gsig r-OilHCOCHMKr-C-CC'C ©Mr-<©0©~-'i-i*-i c«cCrti!noo^r-K-e-Mi-«N^-:ii!;o * Statistics of 1890-’91. Table 5. — Statistics of endowed academies, seminaries, and other private secondary schools for 1891-92— Continued. H-5* Num¬ ber of pupils In ele¬ men¬ tary grade. 1— i )UCATION •ei’eraOtj REPORT, 1891-92. 1 A 1— O in iBOOiOOWNt-O iCOffi’-'OO — < 1 52 in ■— ■ ^-c in ’•-oin-a’^ ®!owico rew | 2 1 oooo o fl . . o IK X Principal. M M. H. Allis . Prol. W aldemerMalcolmson Rev. J. L. Dickens, ph. d., EL. D, Miss Barbeck _ Rev. Francis Feith . W. B. Seeley, ph. d._ . Sister M. Ursula . A. A. Thomas . . W. B. Jones . . N. B. Fuller _ _ T3 ! 3 : ;M : fl . cZ 5- w & hi H. L. Finer . G. A. Jones . Melvin Hix 1 . . St. Marv St. Claire Rev. L. Wyer._ . . T. W. Elliott . Name. ! I « Moulton institute . Central Academy . Quanah College . German-Enerlish School _ St. Mary’s College . San Antonio’s Academy . . Ursuline Academy . Coronal Institute . Savoy College* . . . Montgomery Institute* _ North Texas Female College _ 1 Sherman Institute and Conser- | vatory of Music and Art. Sunset Collee-e* _ _ Columbia College . . . . Jones’s School* . High School . . . Nazareth Academy _ St. Joseph’s College and Dio¬ cesan Seminary.* Central College* . Post-office. texas— continued. Moulton Institute .... Oak Cliff . . . Quanah . . . San Antonio _ Do . . . Do . Do . San Marcos . . Savoy . . Sequin . . Sherman . . . Do . Sunset . . . Van Alstyne _ _ Vernon . . . Victoria . . . . Do . . . Do . Walnut . . STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1135 Oin- i ifl Kjo^oo'fooao hoio® noooooooooo>xhoo -^oco oho oinoo CO TT CO 1 1> NrilO -^^-lO J> O*00 00tj< pH pH tj< cj 1 ooo i o iooooooooic ooioo ooaooooootoooiooo ose^uo ooo ooo -?CJ>50 CvSOiCOC^SMCOOOJCD O — i O h hiO (M h 0 I 1 17 5 © ▼—! CO CO CO 1-H lB^WOhOJ) 00 — ' !> *> Ci o Ci COOiCi i^O 1 Ci 1-H T— 1 lO H 1 1 !h iO o ! © © co ! o cooli oo CO o c<» ! o ci i-i ! Ci O O 1-H © lCOiOOCOOCOHNif NON Ci-^i-H ©00© iOWO Ci — i-i i—( o ■ Ci CO 00 • Ci < O © Ci ' H OTOhH MfiOinMOOHNHHOlO oo^ OCO(M pH PH CO PH CO HI CO O* T-< OOO ■ O OOOOOOOOO O ! 'O ooooooo OOOOO ooo ooo ooo OOO ' O OOOOOOOOO o : !o ooooooo OOOOO ooo ooo ooo O iC Cl 00 lO lO^OONQOOO CO O O O OWOOOQNOO^WrjirHh 00 Oi 0> Ci OC 0^0 10X01*0 Cvi Ol rH T- CO Ci CO 1C S^CO OO^TI ^^OCOCO^COCOlO l£0 t—i CO iO CO ■?— iOCH'» © ID — < o o © — OO-^lC— *00 1^0 © GO O ^ ©'^•©©©©iC'^CO^ifOiCCQ ©iTOCO 1^0© t^hlO CQ©?D 01 X O rH Tf. t-h ^ CO 1-1 3>C0 ^CQi-iO^C\>^GOOviCOifO Ci O COhO ^HH T#HK3 00 '--'^ (NO'H NtHOh (M OHOnOMnOiO O^nSiM aH}J'HHH®rtCi3 1'HPKH tJOM iTj^ph php-ph I Curat). Pres M. E. So.... Nonsect . . - Nonsect _ Nonsect.... C/2 n" © 't/I • Q $ | «Q d C . U O o • o ■ J Ph o j U p: L. D. S _ Epis . _ _ P.E . . Cong . Presb . . Univ . . . Epis _ Epis _ Nonsect.. . . Bapt _ Nonsect.... M.E . Nonsect _ Cong _ M.E. . Nonsect _ Nonsect.... Bant . . Univ . . Nonsect.... Bapt _ Cong . W. B. Parr, d. d . David S. Switzer . . . . E. T. Kemp, president _ J. N. Johnston, president .. Geo. H. Stovall, president.. .T. TT. Paul, ■nresldent, ! * j *5 ) > *£ :! it ;a Isaac Newton Smith _ O. L Howard . . David Dennis . . Ur. K. G. Maeser _ Prof. Forest E. Merrill _ Jas. E. Talmage, d. s. d., PH. D. Miss Ad6le Coleman _ J. B. Howard . . Edward Benner . Robert J. Caskey . Arthur W. Peirce - - D. B. Locke _ _ Rev. Lucius M. Hardy . Henry H. Ross . . John W. Comstock, a. m _ A. G. Cox . . . Walter E. Ranger, a. m . Allan C. Ferrin . . Rev. E. A. Bishop, A. m _ Mrs. Elmer E. French, a. b_ . Henry Field Ellinwood . C. A. Bunker . Rev. Chas. H. Dunton, d. d. Celia Sherman . . . Geo. W. Perry and O. H. Perry. C. E. Putney, ph. d _ George A. Williams, ph. d . Fred B. Van Ornum _ F. W. Newell . David G. Smyth . H. H. Shaw . . . o ©O S3 2 J © O.S m O (j a © : q ^ B$ i o ©:d m h 03 C/3 O gj g ^ ®g® a g I|§1 a fe © § ^ O fl cc^ 2 c3 w ^ O.S TJg^’SSiJ'gstS § CQO^O^HDh^ j sa| ?* ©s© r-r.- - - ~*‘ g03.“ P?J!» b § « ® © rJ'© c3 >-■■§ li®38SBF3,5o°.sgg "-i ^ 5 ® ® ^ ^ ^ j rs .m o S §'-*: B © gsO © Zi Q,3h d ^ rD O m< gW O ~d % (3 ^rrtlTl+-1<^ H M *d *= bO^ -pH IdpsC^rnSdPSf-iSsiiO ^0ft0glj0-d^25500 ^ gS sssj S3 S s| s-a« emn>SfcJSPQ>-!z;cQo w " . h ;.s «|i ifi © ® .2 * © 4j a "i "3 C3 >A §®^0^S-3 go-ogSog ©>d ph pi d-g .s a a © §03 ■ Sh t»03 a B teS c n>0 t ££ £ ' & M r*> 1Sb& s^asS* „ gsosas 5 ►3 § S O Ph 3h 03 ° rt ° QjQ o o o o flQfifl £i © ms w>> a & be o c3XPSO®®B3^d £.SQ ©^S®-? a g £ £ g £ d dd ;>> © is £ © © ® a © os 5- s £ ci^ ps >.-£ O O p3 ps ► s« PS ® ^ s ^ X +S c^ Ui'Jl ' o p-l : o ■ p ; © gg ■gn a gs Table 5. — Statistics of endowed academies , seminaries , and other private secondary schools for 1891-,92— Continued. 1136 EDUCATION REPORT, 1891-92. © 1 ooooooo «occoo2ooox«o ooo Num¬ ber of pupils in ele- men- tary grade. •8I'BUI8li n — > i-i (MMn ■ere h ao OOOOOOOO MOTfOlOtOrnMOOlO OC — O i-i i-i O ' 00 O — I |(M 1 Num¬ ber of college prepar¬ atory stu¬ dents in the class th at grad¬ uates in 1892. •ei-e.uiej; | -1 o o ooo i i i OOO « O > i O i i i i i i eo o o i •eiupi & ' O 1 > o O SOOi i Students. Preparing for college. Scien¬ tific. course. •oi'etuo^ ooo oo I o o o o o o ' o o io ! •arejM | M 1 * 1 00 lO ■# o o i OOQO^Oifl 1 00 ^ o o ic imo i 1-4 ^ CO I> CS Second¬ ary in¬ struct¬ ors. „ •ei,euieLa; 000000—1 — 1 O eo O — i — . O — 1 1-1 (M (M ooo •9TUK Ol o — I rt -s< O o © o © © - to m to m to to to +0 4 1+0+3 O O O >00000 (DO)© ' © © © © © f totete+otetotototol' ■ ~ ~ ~ - dddftddddd-ddd.£dd~ ooocecoocodcocftcoo iS5 .P. = c3 > :"-2 :s :9 : a 8 • - “ ^ S >d tO • ft 0 • d ~ ^ £ ^0^2*2 £ o J3 . © © © o ‘3 © !©®?ra.gl3d£ J^S?was9®Sg gSSg||«jaeg:a • rr. • fc-B1gH?&3.3g8c0.8 O-rtwi! -ajfg i|63S © • a 2 t, 5 e £ * rHS^Orr® E* ©n r\ . • . ft © £3 © td > > .5S-S . © © © ft .2 d .32 HP5{S?0?£cQdM § © 0'S J 9 © © w S3 1&S® Jssa ft.d 3 © ooofe w> : :£ 23 * >3© ,d ft d ‘ "c ^ S ^ © c *5 >-,o g © © ^SSSd®^ •r,dd©©lx©d df c3 1-1 ’S To © , >3^ •£ § ^ P tf®^3oo9©+o BOUCLh^^OPMM m %21r ?£"l O Stzi © S+ ^ to Eh <2 d © to 111 h ££ss - c3r3 ;§•§! iH © o >.'J1 o •5 ©5 S*MJ © d_. .^S*3 dP £; ^fccg' £$p tc-s-d as-% * ^ h£ 11 !< ! © C h >1+ aii • 5 >,5 i«SS'S^0h -isasanfi 3 a) n vu +< . Arr+ fcCc3 , ^+3 > © ■ © :c« >>•£.£ ,2 ® a ^dd£ 3 +5 d.- J "5 d fcrl Wjo 5 m r® < rt i »i 2 d © g d„ -... -, _ 3^c3S5Sl-1'-)'^i'yv3©:c i©i32-2Sx3^3^!®-.,S2 3^5©ic!:oo2c cs 2 g fccpol flSsdfci g,g d ‘S fe30 © D j 3 O >3- -2 £-3 c C' cs 'S 5 © g © d © »_jrr ?aSS£3S evil's®? 9 >,9 > cs^5© pQ C ® © rj a^iS , W)M M >4 © P £ © ■ d e3 2 23^0 0X3 X3 fco*3 >,§xi 9^50 © ‘ •d _d-- o o o o o Q © d o +3 to 5 fl 8^|q|pqpS§ s'2® a c3c3+ n © O P « © O £ a Ktn £ «» O *3 3 c3 I a &!|||" s> So aa5 .3 d ’5 © « g d 5 x ■< x3 +, ® 9 ^ o l 5+; mJ1%< > s-sa ©^So-o6*)© U §)© L 3d C'H J c © 0PH^^c«O<5 d® if o 'dJ ©Q c O C +3 -1 O O >3 .£5 d pj §5 >X2 ^§9 ^ 3, a XJX3 r-+o : c3 +-1 d 4s rH + !- KfS ©0=®(3 O X* © OOSWPZOcG ED 92 - 72 Table 5. — Statistics of endowed academies , seminaries, and other private secondary schools for 1891-92 — Continued. 1138 EDUCATION REPORT, 1891-92. Num¬ ber of pupils in ele¬ men¬ tary gra^e. •oremo^ Si * OM OhooOiO OOO t- m -—i ^ r- o o cm nomco Students. Preparing for college. Scien- ! tific course. ■oinuie^ va o 1 O'} o o o ■ ntji ! ! •9IUR is 00 ' 1 - ! oo oo m ! ! Classi¬ cal course. •oinuiG^ o ! 1 mo ooo t-h ! o C\i i 111 54 O CM OOiO CO Tt< • 00 CV* « Col¬ ored. •eremaji 01 o ’ r-lO ooo o o ! •8I^R Si ° i oo ooo oo jo Second¬ ary. •8I'BUI8La; 1 1 » O iO ICHCOOOJ OOO Ci^OtO t-h ▼-< J> t-h ICO 1-xiCOO no ooj>co eg 2 a > S 1^5 t-i ® © O c - 2.d © S £ ■ O _ |S1§ s S ® ceO ,§§]p§'o EgEgf g«a ^ Cj r1 > , 1 r* © © © 60© ^ CO to ifiOOONOOOOOO O OO -# *— its •& lO — — ->-i 01 *-~ *C ^ T-. b- 0!MN*?100^0 H r-i N 5 17 11 Tf on OWCi'C ;NO O 1-0 ; 03 ^ ^ OOOI>iO jOO o oo CO © | oo i o j o o ° M I * o o | O O ; O > O O o 03 O ; 300 ;©©©© o • o o CO - 2° |P2°3 o ! o ! ! ! n OO OOOOOOOOO O OO o O OO OOOOOOOOO O OO o o OO O XOiffOOCOifi O OO 05 05^hi- — J>05 ^ go ^ oo — otjoowo ^ oo © O O^H ©OO— iOOCOO^ O 100 03 33 ec— « 00hrtMRHL<50 00 O CO 03 Nonsect.... R. C . . Epis . Luth _ Nonsect _ Nonsect _ R. 0 . Epis . . P. E. . R. C ... R. C . R. 0 . R. C . Presb . 1 Ellen C. and Jane Lloyd- Jones. G R. McDowell .... W. M. Pond and Charlotte E. Richmond. Sr. M. Clodulpha . . Miss Emma L. Dean - ... Ch. H. Loeber . . Emil Dapprich _ _ Julius Howard Pratt ... Rev. P. Alphonsus Basumle. Mrs. J. G. McMurphy . . Arthur Piper . Mother M. Hyacinth a, president. Rev. M. M. Gerend . Dominican Sisters .. Rev. John I. Keefe, o. s. o. . . Walter L. Rankin, ph.d _ I i i i i i the the c? +3 G ©. _ g o cs o ® 3 o £ £ C3 S ^ fl 'J. rj O CGp O i » i * i • ; ; ^ ; ; ; » I • i ■ i j j • i d 2 > t • i ce a ®s 1 © © © +3 k* *3 ■— • © E5 0 c3 dooO loo QQQ-g 2PQ m o § % o a g GO §'3 © c3 cSS §1 z 3 £ PS ss OQ 55£ UNIVERSITIES AND COLLEGES. 1140 EDUCATION REPOET, 1891-92. Library. •sj9iqdui'eii » » ii. •sdiqsAionsj jo jaqnrajsL 1! 1 ® ® ® ■ o ® ® •sdiqs.i'Bioqos jo a8qumjs[ ** ;^oo - o m o ' • i Students. gfL’ |S* •91*6 mag 8 00g§^s00 s gssssgs •ei-BK Hgggoggg s g&ggg Ills fiSfi •0I'BUI8lq * i i ■ i i i O O ' O « ii 1 1 11 1 1 1 ® ® •spew °ci is i i i • i ii ■ * ii > i ii. 30 17 im •OIBUIS^ £ «a O » • O 1 *1 II 1 II II ■ II •01'BH ll 1 II o • > m i ii • I i ii • • • ti • * i ii bH S rS C. © 8 •8I'BUI8^; co^8NO° ^ •8IUK « gSS?S§2§3 *° &||g '8X'BUI9id w 00§2g|p00 2 •9I^W 88§g;88®0 2- s I I Total num¬ ber. •oiBUieg £ oo^tj;-?oo ^ cfMo^cs '9I«K © oh^ojo^o oc TPint-ie® Profes¬ sional depart- m ents. ’0X'BUI9ljJ , X o o ' ® c |® ® o® ' ON ! CO o wt* fl 1S& i ■oiBuiog •* oo-tonwoo — cc^hoij— i ■oi*w OOOCOCHQeOOOt- £" tH id ® C> Tf Pre¬ para¬ tory de- part- ment. •0reUI9jJ O ® CO 1-t COCi O ® ® iCr-O — CO •01'BH HHQrtWHHO r-i 03 Cl r- O M College. Howard College . _ . ■ i i i i i i i i ■ i i i i i . i ■ l : i. ^ i • its. ill gtS.2 £ ' ;2 Lzu > £ STATISTICS OF UNIVERSITIES AND COLLEGES. 1141 5, 000 0 ; ;iii iiisi 1— • CO CO cc 1.500 1 1 000 ‘l 22, 000 4, 079 11 i I> T-T . 250 40 100 000 ‘I r s iillliiiSi coVM^Muiox^cr S' § 11 od © 1 ! 111 SSS Ci £ lO 1111 °°82*” 111 tjT S- - ©© ©coo© o © © o* O !_o © © © © o o © © © © © © © © • — o © ■ o o © © © © o cc o Cl O © © © © o © oc o jg£ g i !g Cl © © © 0008§ 1 9. i(2 3 iG 00 o w, °i^ ggg g g gig § CO SC s Sig & oc — 5> 3> :SS*° §§§& s o © ; 1 1 1 1 1 © © 1 1 1 1 00 © K2 o Ci © © © © © © cc © © © © O oc o ! 1 1 © © 1 1 1 1 §5 © O o 8 °°£ © CO s 18° o o o O 1C © ; , ! © © i- CO © - - © © © © o o ® ^ o o o o ^ i i i ■ > © © j-j i l o o *-f O O — i> Cl © © © © o o o o ©©©ic-^oocaDg; ®S* 01 Cl CO IG °r © IC O CO CO Tf! T-t Cl a j> ;gS£Sg 8 © 3 §§£ © 00 ail £ §£££ O ^ i> — Cl o o gs° ©©©— .© R Ci 3 s (M g © © © O 0 0-00 £2£ oo o o mn§S8So|2° S g CO g © © © © §I5° S2S! o i> OTf ci©©coic©©©ccec © © © T}<0Ci©J o ©©© o © © © Cl ©O ri X CTXf-MOOOX © Cl zo CO & 03 §§S2 io ec ec o o o I !o © ;© © © - © o ©©© © © ©© o ©©©© © © © © Ci O ; !o © • © © © S © © o - £ oog © o o o © coNaoM^oocnn iC o * tool - © © © o ©©T-d TfHH Cl ^•eo©00©(Ns>!'-iCLC o (M Cl V0 Cl Cl 0X0 TJ1 T— . IG CO Cl ONNOOM^OOOCO Cl © (M - ©> - © © © © ©©©© QWth 00 OCNMTfXOOOOffi^O to Cl © ^■?oo ©©© o Ci oo — © iCClrn o * Statistics of 1890-'91. Table 6. — Statistics of universities and colleges for 1891-92 — Continued. 1142 EDUCATION REPORT, 1891-92. Library. •saomdurej; ft 5* 1 , 500 goo o ;g£ggg«gg OOiO K3 ;Oi5i5CX -C3 O 05" 05* j — is'"' »Q — O' •seuinioA punog OOOOOOOO O O O -r O O O ?> ^ O oooooooo oocnono:^.o OOl^iCXOiON OtOOrCXC-CO of XL^V jh'oCvToOO' •sdiqs.ioss9jo.id pg-Aopuo jo jgquinM j rtO jo jo^o t!M00-000"S •sdtqsAion^J jo agqimijsL « Tf<0 jo jo jo j j — O joOOOM •sdtqsj'Bioqos jo jaqtnuN; ■ o 1® '2v*aoo I !o co ri o o o o 1 1 1 — II O SO O 00 XI coo CO — 1-1 .(3 — 1 l£3 •open iO^XXiOOifiO Ci^^i^CiXXO - - OXOCSWCCTTCi S* WWW — I i>- o^ Profes¬ sional depart¬ ments. •oremo^ ! X o o o O 1 ‘ t— ■ o o o o «oo^ ii i i CO •9IUJM CO o o 8 36 13 0 0 0 0 77 1,144 Gradu¬ ate depart¬ ment. •gpeuig^ oo o OO - - 1(3 O O O CO -OOO ft o o o OO I I^WOOiTw Iowa . . o — • Collegi¬ ate depart¬ ment. •9i,em8Li | 3! Oinji ooo ^NOfi®ooo:!a 03 55 _ NM rtW® T(1 <35 !n — •9I-BH *A <35 CO X SO Wj> J> (M SO X K3tf5 N 55 - O'. O) OO — if- — t - C5i>C5<35CCK3ir05X-r 1-1 1-1 05 1- CO 11 05 Prepar¬ atory depart¬ ment. •oremo^ :S OO— OOOO — OOO — ti i> X Iji O 05 X CO •9 U*M - \u K3X1> — X O K3 J3 J> O O O X OO— 03 n K3 SO SO 03 -c" — O — —05 — -sr Professors. Total num¬ ber. •giutno^ z O 1(3 i i- 15 O O i- !(3K055 5!hOOi5t — — <35 •giuh 1 OOnMiOiOi- f-OOXiCOXONirO 05 — -in -a* 55 CO 05 — i£3 Profes¬ sional depart¬ ments. i * O O o OO j oooooooooo •9IUK 1- 12 0 o rji W O itt 03 O O O O O O ■ -*• Collegi¬ ate de¬ part¬ ment. OrtHCO^OOH WWONO-CO"" *®l*W ft t-OH5!iCl-iO Pre¬ para¬ tory de¬ part¬ ment. •9IUUI9a ; oo 05 — 000 ^ — 00050 0 0 — ^1 •9I*K !« o o> O O 05 05 CO coitu* — 5>XlO — OO College. University of Georgia . Atlanta University . . Rnwdnn f!nllee,« * Buford College . . Cainesvllle Rnllfifj-p, * Mercer University . . J Emory College . . Clark University... . Hedding College . Illinois Wesleyan University St. Viateur’s College _ Blackburn University . Cartha ge College . . University of Illinois . . St. Ignatius College . Evangelical Proseminary _ Eureka College . . . Northwestern University.... Location. GEORGIA. Athens . Atlanta . . . . Buford . fJn.1nASv111pi Macon . Oxford . South Atlanta . ILLINOIS. Abingdon . Bloomington. .. Bourbonnais Grove. . Carlinville . Carthage . Champaign . . Chicago . Elmhurst . Eureka . . . Evanston . o • o o .00 O ' O iD ' Ol© — ' iD iD ' O CD STATISTICS OF UNIVERSITIES AND COLLEGES. 888 1143 8 :88 8 888 O 'Or, 00 ICON 0000 0000 ID 00 © O iO O ■ o o 'ON 1-1 ICODOCN lD 05 MOiCCNN OOOO iD OOOO O OOOOO 5! OOOO O OOOOO 05 OOiOcX *0 OOlDOO ■Ob- fO O — 05 — 51 lOC o i> o o -r o o m Cvf of 00 CD Tf 05 of — 5> 51 Cl ' O OOONrrOS 51 O CD r- 51 tP O OOO -O OMXX OOOO 1 55 I ID mONCi'COO ?t — CD CD O O iD 005' - - to 51 05 i- OwiD>5X>05 — 51It 05 — O CD It O C! — I 05 Tf OOCIOiDCDOOO — 51 — — — Ol Cl Cl — — — — I~ — 05 51 Ci l C ^00 tC Tt< tC CO '-'Ci HNOCOiC O ^ CClC ~ O WO ' (MC •XKXOX - t-O — Ci CC O TT — ‘o 0 ?> 0 ^ 0 ! O 05 i O O O i j — O ; cd i o® o co 005 OO ' OOOCi . 5 0 12 0 1,211 42 — lD ' Cl O lD ! > ID O 05 Cl | ID 51 | [ ■<$< 130 o o It It OO O^ , 00 ° ° ! loooo— 10 ■ lD O O O — ' ' 05 O — o ' O Ci O TJ1 j OID | 00051 j 1 0 0 O 00 H 05 1 1 1 1 o N ^ in ^ • t Ci iC 05 00 '' 2 2 C9> 1-1 : OID : ooot* OIOCDOOCDiDt* 00 r-i 51 O-O-OM IrOOC CD OOlDCJO 5> OO OO OOO >5 OOO5J00 0103 51 lOr-iOl t*h t-i t, 05 iD 51 OI 00 p 05 05 r-iCM tJi O 00 51 iD 51 00 CD Tj< lD tJ< 51t»0551 O Cl ID It 51 cir— '05 CDrfOI' O OO-XJ! K 515. iDOl "O 51 CDCIOOiD r— r— Ol 1— 1 51 Ol 51 NON-hOMWO 0 CQ lC O^OiCWOS OO • O O ?> Cv» — I> 0 l^COC^OJCO^*— CO 1^00500?>^Ci O CCrH c. CC CO CD 00 Ci It Ci — <33 It iD 0 CD 05 05 00 00 lD O'— ■ Ci 00 00 It 00 m 05 I> 00 _ „ 0 — , — « 05 ID Tf 51 51 Tr-iTOtT® D '» N Tf 05 CD 51 t}. CD 05 r- ^ tH t, r-l T-r-H i-l '51 05 00 CiO O OOOO^ CCC10050050CD 05 -* t*< OOOItOOiD 00005 CD Or,Ml5 05 O lD 05 O Tf 05r-> CD'OiDOOO ^W^NNiDNX O O CO ON-h-iO-h COt^OCOO O tC^OX It 00 — ' -rf Ci — ' iDI> 1> iDODOO^O 51— '03 — — 515151— — — 05— <0—51 iD — — 51 — -<0 — looooo ! > O O OOOOOO OO OOO i ° OO OO OO O OOOO 'H0050 ; ; 05 !D OcfO'COO 510 0 10 0 s- rH CD-* O— O TJ-OOO — '051— OOO— I 51 — 1 51 OOO — — Cl 00005 05 O — — 51 05 05105051 050 — 0005-0 Tf — CICDOlDIrCO It CO O — — O It 05 It rhClOOOO CO 51510051 It 510'^<05r— «t< «J< Cl CD 05 •<$< »D 05 ID O ■><< 00 51 Cl — 51 05 I- -^<05-<* — Cl 05 050 — CO 00 Cl t* CD © b t © O >3 Q if m "o M © h. © ©2 £ ?nL> o © fcJD'O ®rt > X © bO dj © o l3«gj- ©pdl oE^SgSa ©o ce.2P d3 P-3 o m © o £ o £ a m t*! 2 ^CflcP'c3®.2 a o a « § § — • O o o ; d © d bo O ~ ® ® ^ c« ® o &b£bO 3 odQ©.^- O ** ■ ? £©.2 8) g g>3 © ■sacs p0> o s^f I © © — a -a b£;d x c3 r9 ® o u o°.^ 3 u © a 2 p &3&0 n > ?H H © o5®o g d ^ P> if 2 c3 <3 s a o EffiWP S bO O © bii c if 'd P o m © ® qoR3> >»0 © c3 3 ® a 3 a £ 1|S)I| bo ® d g>H §i © o © 00 be? w © >j hD 1 •— 1 © a 5 as g 8> bo -5? © O 5" - o3s>o o SocdQ if S-a^-Ma a -§3©^^ a g d p O § fc d ®2 'i53'3:'c5 d o m 2< © o 5“f C,® ® O © P © tj O ^ ^ ^ ,1 rn tcm.HS § Qog.2^ © a ©^ g ^,d btg c« c3 h •o d R,d-d o2 dg|QP > © 03 c3 © © OOP * Statistics of 1890-’9l. Table 6. — Statistics of universities and colleges for 1891-92 — Continued. 1144 EDUCATION REPORT, 1891-92. Library. •S'joxqdra'Bd 1 « O lOO i©©© 1 iO > © • O O 1 © O O i ' O 1 O 1 © © 'WKIO ' ' © • §°° 8 : © iO 1 of •soumioA punog; J * OTtHOOOOOOOOO © O CO © O O © O © CD o o o OM-^^LC^CWOOO © ©" U ©fa> c4 o' # iO © itTiQi-T cfcf •sdiqsjossejoad paAiopua jo jaqumM § 1 co a> j>oo C,-. «ocw © © ©©©M©©oocoooi- i> i> © 7- « Profes¬ sional depart¬ ments. •ainuiaji » | ocoooo© : : : ©©eois© © © -** co © r- © Prepar¬ atory depart- ' ment. •ai'eraa^ « 1 w> ©iSiSCOOM©-**--©© O © t- 00 H>(Mh © 00 © “* — ©eo© coi-iseo©© eo i- CO Cl TT y— Professors. IS u og® •arenia^ t e © t* eo © © co © — ■ © eo -* -*©©© eo © •oiuh a ©©IS©©©©001S O i- SO © J> ©05 — 05 © — — — — O© "-<© -* © . ©© ©ec Collegi¬ ate de¬ part¬ ment. •einuia^ c — © CO T* © ©! T* ■<* 1-fcCO or i-H 05 © © ~® •aren ©eo©i*r-ooco ©-<*©© © t*©©5> ts<© ~ *M Pre¬ para¬ tory de¬ part¬ ment. •aintna^ OOWCOiCOO^-NWOCO Cl -rH Tf" cl (M © •ai-BH w 2or©-^©(M05or«) — © © eoeoor 1 11 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 .. University of the Northwest* Tabor College . Western College . . Wartbnre* Cnl Midland College . St. Benedict’s College . Location. iowa— continued. Payette . Grinnell . Hopkinton . Indianola . Iowa City . Mount Pleasant . Do . Mount Vernon . Oskaloosa . .* . Do . Pella . Sioux City . Tabor _ Toledo . Wa,vcrlv KANSAS. Atchison _ _ _ Do . . a Estimated. STATISTICS OF UNIVERSITIES AND COLLEGES. 1145 100 6,000 140 3,000 350 500 200 5, 000 200 300 325 1 © © © . © © © 1 © © © ' © © © llO TH ' © CC © • eo TH- ©©© ©© ©© © © © ©©>© lO© ©© © © o — - — ef th- to co 4, 250 4, 000 300 5, 000 700 17, 000 290 4,000 2, 600 9, 500 1,800 300 6, 000 400 2,400 4,000 1,780 6,000 2, 000 8.500 500 200 13,700 5, 000 2, 700 2, 000 2, 000 18, 000 15, 000 3, 000 300 12, 000 1,000 5, 000 2.500 25, 000 48, 967 O O • i i • O 1 o c— !© o ■ © OO 1 1 1 0 i 00 t o OOiCO looo • i> 0 0 0 65 N-'S'MOCO th CCino®-©NO -^©©©©©IC©©©©©© oo© — « o ^OO ©CM © OlMhaOO — 'cfi CM i> © i> CC 00 -f © ^ CC © r- «n,7 -i — co — —< co O' co © CJ CC CM ID ■* wiD ^©©COTt'OCOCOOO ©f~©©©©t-©'#©©©'!*< iDCO© T}< CM tr J-h Jpi 00 Ci CO 3- iT. !- © — -M © — '© C0©-3’C0 1-~i>C0’^l?>O©C0CC J>lO© ©© ifC © ©. 00 i> CO CO 4t< — — I'M — CO '-CO th OiO««« - - Tt< th ei © CO III 1 O © i • • iO 1 III 1 > III i O 1 1 1 o o o o o 1 III iiii o O O 1 O 11 11 O 1 o o °© i i is I o I I loo ooo 1 1 1 1 1 1 1 1 1 to 05 O 1 iiii CO 05 1 0*1 ' ' J> 1 05 II 1 1 1— i 1 to C5 IIII 1 Tt' : i :2 i 0 0 0 0 0 i i i i i o O J II 1 lie o ' • ' © II 1 00 © II 1 III II* 1 T-I © 1 1 1 © 1 I o ! ! ! o o ! o o i i i i i ^© H CO 00 — CC CO © COt~LC©C>©©iT©iiC©© J>CO>-'— ir co CO CCCCr- -iC CO COCCiflCOifiCOCOCJ— co©ccoo eo cj ■ OOO CCO ?> C5 o iO O 00 1& iO ^OOlCXiCN CSOiOONO^CJNWO > NrMiTJCO ' l>I>Ot£>00— re to GC CM lO — i I> — ■ T-H > y— i 1— 1 ^ 1 ooc»© ^t© !- ® © HOll'OOOO 05 ^ N X X lC TH ir: CO — lOi^XiO^OOOOiC 1—1 00 COi-1 cc O X 1C !-) Tji 1-1 1-H ^ Y-. C^CO^-H -r-11-l 00 © CO© CO © © cc — tt © ip © r- ©co©>— -reocoir cco©i— ©©— ith©©© 1© ©©»— cc© -^©co© © © © co cc oo © © ootrooccoececcc cccccc©©co©©ec-^© !© rinecco cc© ci^ « rf © CO £ S' ® > > W £ 5-i H bB-— o. CO | s> gjssss s ‘-Sg.S'ftS p © ® £ © &> © 7» 3 fl &0 g '3 g » o © •- cb H C8 WUQKoP J ’ 5-1 © ; © be , t> © . .So , K — >» © ^ © *S©^3©22 bo o U d © c3 ® o m fStto5ag«afSo» 2 g’ssoagl'S&l^ , « tj S 2 ^ I IsilpB n oSoSsl&S rtPlgSS &Se8§g©5§ OfcC'SfiClBodcS®^® mOoWWOcfiOWOffl^W PI . o * © © bo © bo© ts®:g 4^^ O GO oo c3° >» d d % cS O ^ •r-< JO S3 ® 5h © 3 5® tj O © © 60© _ > 02 ° <- .2 '3 S °°ap| •£ © o ^ if SssSI* c3 © aO © © Wo s >, cc 2 GO 5 g CO hP g b i rrt 1 © flsUfl :§ % o &iS g © ?st§?! CQWWfflffiW bO , c6i2 TO 3 _= p! « *5 T! t» 03 Cg * — © >5 5< d •— © d ^ C$ .S Sh £ © d -u . -— © jp.d 6 5) CO +3 c3 S V a a be'D F d d © ^ © £?fl|ggft§MgSsa ®Oc3Cc3©Oc3©.rt^O^ CQfQQHWOSWWKKM^ CJ c o g^s II s CQOi-5 CO id c2 © .££ do © © WW o o Ofl * Statistics of 1890-’91. Table G. — Statistics of universities and, colleges for 1891 -92— Continued. 1146 EDUCATION EEPOET, 1891-92. •sioiqdra'Bti | « 500 50, 000 > i © © © i i i i i © i ■ © © © i i iii© ■ • ©i ^ ii i ' © j •seninioA punog ! * 1 S* S§ SSoSoPgggg §S§© © © iCC3*^ = =OCO o5£ J ®|g§'“N',,23CJ!N g ^ g 3 •sdiqs.ioss8io.id paAiopua jo asquint j 0A « j CO j © j j ^ |o | opines — "Si ^ . M ! s 3 m 3 a 0 3 2 •oiuma^ ft « CgX OOOCJS^OOOg — oc^o 81'BH A 5 © © ®bnNcoi — -icx- © © go wm — © i> jt. — tt © © — © — m — © - eccot^© ci" © 3 £ 5 2.1 pl, «.c a •aretna^ 2 ° i i : © ; j°° : 002° •sinw ; ** w 00 » X ' ! O fM 1 OOCM « X — I • TT » ! ! ^ x fill •aiutna^ 2 jo I j © © © Tf © ai-BH VS II 1 i> ii ico II ICO 1 1 1 .ICC' OCWCi III XX I1® a 3 is&l O -3 w •eintna^ ** ' ©i 00 © © © © CO © © © © Tf ©©t*i© CO TJ1 MX — ©J •81-eH 00© CO © ^©^© ©©©© © rf-OlTT- — ©COOJ© — ! X ! 3 DO 1 32 © o dd/ <38^ c o ® Id 3 ^ ■81^1318^ © O ©©©©©©©©00© ©©CO© ■are PI ft lOiC CCCCS'OifiTfOiMC- ^ to — 00 -- -© --©J - S'St* go|g a •ai'Bnia^ j * ©© ©©©©© ■ o'' oowo ■9I«W *• © © ©©©©JO ' CQ ' * oo — o X CO ©■3 i. a 3|&s 0 d « j ■ainraa^ 1 ft © © ©©©©>©©©©}>© ©©—1© •aren © 'n ©©©CO©00©CO©© — i> T* CO — T-l © — — — CO©l©J , © , • b >s © fcSs»a +3 •ai'Buia^ , * ©© ©©©©!©©©©00©l ©©©© •ainn * © © TT©Tt< — ©l--©00^f©} O © © © College. 5* Bates College . . . Colby University . . St. John’s College . Johns Hopkins University . . ! & ' ® X 5 FlSi j°t~ s USX L&s £ St. Charles’ College . Mount St. Mary’s College . New Windsor College . Western Maryland College. . . Amherst College . Boston College . Boston University . Harvard University . Location. - Maine— continued. Lewiston . Waterville . . MARYLAND. Annapolis . Baltimore . Do _ ; d > : oo 1 o t, ^ '3®S 03 V ® Zl .C — oa Do . Mount St. Marys . New Windsor _ Westminster . MASSACHUSETTS. Amherst . Boston _ . Do . Cambridge . •ii STATISTICS OF UNIVERSITIES AND COLLEGES. 1147 11111 500 100 O O O O O io OOOOOO OOiOWM • OOO • OOO ; O lO O OO 'OO lO lO i i OO 'OO 1 o >o ■ t O CO ' © ~1 • 02 1 rl ' 1 600 500 000 300 000 O o . O o lO Cv? i O O t-H > lO r^iacoiG cnT ON ItfT o 1 w • OS * os' ; ; ; j • Zl • CO S8oS® o o CO OiCOOOOOOOO o 0000^00000 ©0000*^000000 OOOOO^ii^OOOO OOO OO O O O o o o o O © lO ic o o o a o V5 iCGiCOOOOCIOO oorjowt — 'Oiooo OO^ClQ o^owo 00 N O NCO^^ o 00 -ONTjiidoxaiiOW r-l 00 m T o’ -T o o' CS c4 11 23 OO •r-T eo of O ■'•'CO ■ o 03 112 © ^ £ co O 'OOO C 1 0 'O 'O' vi co ONO - O O O © © o o to lO co 30 'T' — 03 — (M — I — I O 1— — O lO Si o co o © l'SOS'.KOONhC'.CI OOOOOOONOI-'*:! O-'-'XCCT-aNMTf N KiflifiOrtuINNIMlirt ooo — © i> OiOT —I O 00 O O O b- I OOOOOO O 05 Tf T* ' . N'l'Nnn ^ 'i* 00 © O — 03 © 05 ifi CO ■*!< lO OwonOONOONM NM^O'C O O O O O 'OOOO O ■ O O 'OOO ' o CO o o t- ifiC! 'OOO ' O O O (OOlONOHNONH OhOCOONNOOO 'ia OONHrH rHNCOOTt 1- CO Tf Tf v; eo os oocno-cohmci OhOOOSNOO' lC 03 XO«^ O^NNOCO O2t*V5©I^CO©00 — ©O -rtcoo'# 03 0 P Q >» £§ — P4 to ,n ft ©ft s* n bOO © ■g ®.2P £ Aiga'o c-- p.2 fcrt^OO §§ o u s cj cX) ^3?. ■ a © 26laf» &°*sia ■ „&2 Oku o a c3 s © bfl © o o „ ! tn be © S © he's. n ® 'U hr bo ft! © >5 O ^ ~ o d o rv — 'H O be _ d -2 S e§ u 3 U n>b2° B2 % £ p *iW d © © Sj h *H rj v ■ o; ^a^d®^® fi-gS'gpP ®QO^ P£tfl LrrR o pPC’"' roP bc^-SPo © tn SSSggfcfs ■?sa.i2'soS(i‘ ^ d ft += rt 2? cCffi >> pfe ft ft 4h ^ pi 02 “ P c3p p .2 © j ^ © 03 P-ft 43 > S§||^ Softftp ^ d ti be © X ©ft Pi — 5 2 o bo ft p © ft c3 m< S^So £ o.£ s 5® »>3 d*: p p O ft ft ft d cQfcoarj d ©; ft ft ,3 P ©•ft X © - ' O (— ' ' fT. isli« T £ ^ ^ ftdP;$ pP'd *3 1-1 cs p > ftde3®©p-jiOc3^i C^pfflQOPPPO . . >5 . • +3 P io P . o c3 ft ■ ■ P : ^ '55dt®-S5dd®^ Sp ©Pp2°Sd^2 2S§ pppg 6kS &£ \zi © ^ Jit d s p eo p o > © © as^o'S OflSBP d © o bo SB gag CQfflPPO Table 6.— Statistics of universities and colleges for 1891~,92— Continued. :8 >» u c3 B 3 EDUCATION ] | •siamdurej; 1 REI ** 5ORT, 1891-92. . O > O O 1 0 O OOOOOO • lOO 1 1 o ' O ' O O OOO OO 1 • O O 1 I CO ' O ' lO lQ lOCQN Cl O 1 • 01 O • 1 1 T— < 1 T— t T— 1 r— 1 ' ' CO 1 •sauinioA punoa « 1 ■ oo OOOOOO ooooooo iooo « ooo ooo ooooooo ^ O O • o'co' t-T i^r-T ocTcT i cTcf » w-l CO 1 C'i •sdiqs.iossajo.id paAtopua jo jaqumjsi j M i « 1 o MONO o i 1- ©OOOifONO •sdiqsAionaj jo jaqtanjsr 00 oi ! ! '< o o o OOOOOOO© ^ j sdxqsj'Bioqos jo jaqnmjsi ^ j j ° ;”p ° ©OCN0100 50© Total num¬ ber. •8I'BUI9LtI | © O NiOONO-hOiO OOiOO-*00-<'#Ht. if tO Tf O 00 1- 11 ^OCON •aren Si *if -OOOCOiOMNiO OO'H^^OOO’IOONO J> 1C1'010»!2NM lOCOJXXU^l-iOiO'^COOl in 1-1 T-I N i—i 1-1 Profes¬ sional depart¬ ments. •einuioa 3D *4 o i j i i° i i i •91' 00 o i i i is j i i Students. Gradu¬ ate depart¬ ment. •areuiaji | £ N n !im ! ! o ! i i i O • ^ 1 • 1 •bl'BH vs CQ O | O | ! co ! j i j§ ;° i i Collegi¬ ate depart¬ ment. •©Iranian j * — 1 OMOinfflNffl 05 OWCOlCMOO^O — CO if r-! i-HfOlOCO 1—1 CO CO O mjIHH •ainpi 1 1 3 •a* HiHOCOOCOOO HOJNOOOCOOIOWN J> i-iiciroT-icoirsi-co ©ooififinsDcooocoeoN Prepar¬ atory depart¬ ment. •einuia^ « | v* j J> wooo^^ T-t ^ COlOrt co o — — ©o+fooeo ©MICH ©1-1 ON i—i -I rt H i> ooooooo T* ^ ^ TH i-l in 50ci05if-5f0i0a0i0050 ifNNifNO— -i— ii— iOi— i HH T- N N 50 1-1 Professors. Total num¬ ber. •eX'eraa^ Of 1-H COOOCQiOCICOlO O.'ONiOiOOOOOCOlO ^T1 •9I13H Si 05 N O 05 rn CO ICO !> N N 00 Tf if 00 if © 5D © 05 i> ilO 1—1 T-I •ai-euia^ | 3D o © I j© i i i i° S° i o © j jo j j j In !© j Collegi¬ ate depart¬ ment. •ererae^ « i— i NOO-HCOrtCOin © N 1-1 1-1 1-1 O O © O 1-1 © •9inj\[ U5 n noai^eoioiXM ooaM^Nawo^oi* if 1—1 CO Pre¬ para¬ tory de¬ part¬ ment. •Ginma^ h —■ tH O O t-i N 1-1 iO ONHH^OOOOWifl CO •ainn |.M a »:= 1 c !*-* >g I i n a > 1 i ct Sc S C5 Jh Presbyterian College of Up¬ per Missouri. William Jewell College. . Missouri Valley College . Scarritt Collegiate Institute. Park College _ _ Christian Brothers’ College .. St. Louis University . Washington University - Shelbina Collegiate Institute. Drury College.. . Tarkio College . . Location. d ' S i o ; 1 i « cQ b 03 S £ S 3 P So? o & ^ » - - - - Fayette . . Fulton.. _ _ Glasgow. . Greenfield . . r.d Rpiift Lawson . Liberty . Marshall . . Neosho . . Parkville . St Louis . Do.... . Do . . Shelbina . . Springfield . Tarkio. . STATISTICS OF UNIVERSITIES AND COLLEGES. 1149 300 *11 ! * : i £ 1 1 id if ss d~ illl : is »-i »h U5 ■ i CO ii 1 illlllll 1 00 © 1 1 § illl is! iiisiife U 00 Th © T- 00 £ sfs10" oo©© o © i— • o co © O © • © ■^ © Cl © © j © © ?> © ©> !° o i© © © © o tJ* © o © © © © !© ©©©© 1 © iC ' o ! o co © © © § 8° °5)N •'D^°g^^g gg CO 8&ggg£c fc £ O © © © © C Cl©©© ©©©©©©© 151 | 175 8 8 8 l SUSS 3S*=1 .sggssge !© Cl © ' ci !© © © © © © © OOOlOOOO jg :© is § °&M *-g 000—000 O CO © ;© ; tc • o © © © © ^ ! O >0X000 j Cl '• Ci ' iC '8- CO | Tf* | — © © "«< <-H ci © © ; d Jg © O ’8 CO O* c © © © © © ©©©© > O O O OJ o o o Tji O ^XWOgClgN 00 S I ; S88g : sssssgg £ iO: Tf i- 8 c © © © © © go©© ©©©©©©© 8 8dd ;8§8 8 ! 8 c 8 ; © © g « £33 CO 5 ; ”§&00i° © — '^cicici©'ti©ec > d c o © o o or 00 © © » 01 ! © © © !-* © © © Cl © > TT 1 w ! Cl 0C «SS® > ^ C5 J> CO ;° ©© '© ■ © © © © © c © © ©©©©©©© !d 8S is is 1- © © n< — < © © rt< LO o o o o o ©c > © Cl © Cl Cl Cl c > T™ I c > © © © © c > !~ © © C O © © -H © © © Cl cc I'- ) CO ) T- : 8 ’88^ > — 00 © CC : © © © i> i- n ?> © T- i NOCJW^M ■ Cl ! Cl ! (M ! C > © © © © c ) © © c ! ©©©©©©© cq 0: 5 < T-l Tji C > Tt< — < ' it. > CO d ! C > dOOd« ) -a d Cl !© ^MKOOKO * Statistics for 1890-91. Table 6. — Statistics of universities and colleges for 1891- 92— Continued. 1150 EDUCATION REPORT, 1891-92. Library. •s^omdured; « lO lOO 1(00 I ifflco O ■ 1 ITT1 i © © lift® I lift® in I 1 'N 'Oft ‘ 54 O > i O ® }> i i ■ © • © • — • • co oo • • i-i * * i ii : ! 0 ; : : : : •somnioA punog ! «* 21,127 112,315 1.500 30,000 26,820 147, 140 7, 518 15,000 7,000 27,040 30,202 40,802 . 22,456 4. 500 9, 000 •sdiqsaossajoad p0M.opu© jo .loqnmjsl : M i «* 054000 54 O © ©©© — n 1 ! •sdiqsM.on0j jo J9qninjs[ [§ OOCOOC OlOM ®©o© h !© •sdtqsa'Bioqos jo J0qran.tt ! s CO^OWO ^THOO rj<05 ^ ^ ! QC ?OlO (M ^ Ol 'CO O 00-05 Xino O^OiiQ- lO 00 00 TCif. COCO lflH iT> CO r-< T^H-CO CQ O) —« Profes¬ sional depart¬ ments. •0IBUI0JI * O'—© ' ' © 030 ooo® oo© l : : •0IUM i* iC WO 1 < 00 O O WOOCO Oil^O Tt 1— ! : : Gradu¬ ate depart¬ ment. •Ql'emo^; $ wa o^o 1 1 OOlO oo^ O ' o CQ ; ! ; ; •0IUH »s = ©54© j j XOg j © O 54 ifi ;© Collegi¬ ate depart¬ ment. •©reuie^ 12 ooo©o eo © © ooom ©o© i> 54 •0inH ©OTrfuOO —0500 OO — — li — © — ic ©oo eo — 1 54 eoooooco ©in© in- 00© ©HH H — H 54 H — Prepar¬ atory depart¬ ment. •0I,era0lq i 5* - © © 54 © © © © © OOO© ©©© •01 HU - — ©©©© ©00© OOO©® © t- © 00 00 © 5! © — CC Professors. Total num¬ ber. •01-6010^ J | ©OOO©© ©©© © © © © o©o •©injM j Cl J> CO O o O O 00 CO O J> O — ' CO 00 GV» C\> Ntt 01 — Oi CD ^ — ■ Tf C0 -ICTOO Pre¬ para¬ tory de¬ part¬ ment. •0inui0g i ^ i O © O © ©O© OOO© © © © ■»l*W M © © in 54 — ©oo© ooo©© © © o ill 1 71 ‘ 3 & >5 ' d £ DQ.'S . C8U © « ® A (D t> © tJD . S *2 ^ ® — s g 'S 3 x ^ DPoo ° tc® ® ®:d,d ’ 0? J5 o 71 O t— V >>— I p*3 n Tl c3 §J) d ^ fil 5^ as* fit: > o :* o ^"a O 0|T o cr CS " oo&oo o§D > O ■ it* O e3 iTSa^, fcPPc/i og °°C e3 c$!*Q ©A! . S 2 £ ,d © © 5^ o o o POO >> ■u *3 © © t> "d I « :-o , © *^ a> eS *3 o ra s-> m © d c3 © d © bCrd © C3 c3 ©,C U ZK&W re <3 > OOP STATISTICS OF UNIVERSITIES AND COLLEGES. 1151 gsss :888 8 :88 : ©w.cw ;ioioo ^ ;«o ; — . w t-T i — r 88 : ;8 o_o ; ;o 15, 000 ■ O • O . 1 ® © - © • © ■ « © © ;i n < © ; ](MC<5 • C0~ ■ • r-T • i © • © © i © i © | • © j © © i ® ! i® : Si" : : 00-00000 OOOO OOOOOIOOOO O ©OOOO O ©OOOiCOOOOOl— O© o ©®®®®®3© OOOO OOOOO OOOO O ooorco O OOOOi^OOOOiCOOOO o ONOOHXOO Oin WO OOOOOOCCOO O OOOOO O OM^OOCOOiOOiriOiO O w%h p 4T ».Vrf«4VrtVo gf ®*" § - - ®e*'® » - ^-'w“ - ^0^0-0 030 ■© 00300 ;iO ; O j -ooo o oc — O CO joo ; j NOOOOO !o ■© o |ooo ; o o OOOO CP o OOOO j j o o j j ^ ;OOg j wo o o i in 1 :® :° : o o ©ooo^ © © OO — 1-1 © © iC © ■ ' O O 1 1 0^00«— ‘ — O OOOO ON-O-IBBO - ~0 O — O O i- NOOOOOB-O-'CSNON '"'■'©' S OOOOO CO CB O Ol Cl ^OOOiCi O^CO — 03 00 0^^< — OOtt— l-cixcjoo_o (OHN'tOtS-M O O T“ CO O 03 O — O O uO ?> O CO 0} C3 O 03 rj- O — 00 rjH iO LO 03 CO O O O O eo O P,f- i> — rO O — 01 CO Tf Ol CO — — i- 00 CO O O - - -03 CO 00 O 00 - 03 O — O O W C ! C > OO L- O i- 30 0 — — CO — 03 03 CO i- CO r-> O J> — — . 03 t- 01 O 03 O ‘000300 OOOO o i o o j o o - O — ' — o oo j j :© ° T- -OOOO 03 1 CO CO W O 1-0 1- ; 0 1- ; T+< O 1C ^ 1-H '' © ! co oo I co in * ~ Cs» 00 j ! ig i : j gj O -OO jo 1 1 1 1 o ■ o ■ 1 1 1 : i°° ! in I ; ; ; W O O OO j j j ;CO j j O joo ;0 ! o I i i°° ■ Cl j I I ' O 03 O ; ; ; 03 oo j j j ;03- j j 000 03 0000030 I'NO’C O — OOCOCOOOO O 03 — O CO 00 Cl OC0 03T*ilBC3 0-C<03©103 0i> CO TTI — CO '-> ^fCOCO03CO ^ 03 o Cl 03 TT03 CO 03 O TJ< 03 03 03 o oo io — oo co oocoioo ci03iO'^ci — oot> id ocoeoeoeo 03 co-^xoieooc'-u'oocio ?' ■— U3 03 r-iCOiO'— W — iC->iCiiJ'd‘MO!>X X 03XXNC CO -J — O X^iOffiiO. - 'Jp O'sOOOOCCWN ! ^^OOOOI^OOO g> CO O O O 00 in o ^ rr T?iC00 ' C^COCO i-CO-^OOO^ CO C<5in>C3 ©C^— <©©©CO(N»iC©© CO rr 0> Cvl m © tj* T-. 0> eo Cl l- 00 O i O ?- 03 03 OCiCNO^CXO — 03 WO — Cl ^ 'cu‘*,c“^:,cco: CO- 03 1- OlO-l-O-l-W Cl - WOljWW gsgsssisgfesg SB OCOTflCWWO W-^Ol- OWiOifiNOCOO 1- 03 W O — 00 O ©IfJ — 003 03 0W0030 03 03 03 TTifl O 50 00 — IO 03 ifiiCMifi 031-001^01030 03 O TCOXgiO CO 1- t}< iO iC 00 03 W O © 03 O © W W O jOOOO OOOO o j o o o o o jo o j o o | o joooo jo j o ^ jooo^ eo o 03 o 03 O 03 O ^ o in 1 ^ 1 j O ;0000 jo j - Oino — O — OO — 0300 03 03 — 0300000 O 0 03 0 — 03 — O — — 03 — 03 © 03 © ifi O —t 03 O -lO'J'PKO^N — W — W — O T*I CC CO 1- if5 Cl i-O i— Ti>OXX^# o oo — owxcio^ooaww l- O lO O W 03 — W 03 03 003 1C 03 W W 03 O O O O — 03 — O O W OWOW03030 — 0 1-003 03 O 03 iC 03 © in — 03 03 03 — 03 © W—f © 1— 1— — O OO 03O03W00 00 1- — ®03 1-0!W©10- 03 OW O * © ' © bn , ® bx© ft&SsS S’Sogo — O©! o 2 — © oOgg>’Sg, cgrt cSc ?sH SSS£^S3s s-ido^^d — i? ■ Q ;,d ; 4^ §55 c3 ® M** -e tc o b h a o 3£ (=suSs ,3 © S fcX)^ > CcSoS &PtfP SPh &<3 c3 id a © © |2^|g|J| 3O o sSssISSsi ■§ §'3 otd d © Ixj > ^2 ®31 © +3 pi d w § c a o «j 02 P 03 >»© S > >=£■3 S®P uijM.2 ® ® «i d 2 tx« 2 t§ S! ®o£P& 5o id ®i2 PaE!^® A o cexc^ >£§,■2.2 d ® ^-g-d o«ooo M>> &0 bO o 2 ; >» S*s3 >5© b£l 5“ be© O 9 © ’ 9 tc 3- 0 © ‘02 ® -* ouq ®£<®r©®r2bc£:dO &0o-P° © © OO ■s&goS^gSa^lEs a °SaS8.S««s5“&!s 2 |©5 ^3^ £ §P P 0-3 d-j £ an | 2 © £-2 © 2 o m >>d.2'£g©.2'SS-£ £ 90 d-£ £ an i 2 © S-S O © ^ ©nd o s l P^-d-rt i i i i i i i i i i i i • o :o :s \t J2 o ho : to , © ill ■ u 03 S'Sld^S^fe 5§2P ®-° © SS SSS-sS d d£ ©^ dTi £ 3 o . w d toj3 > .2 cS o d fflPKP «§S3*PSPP £-3^2 2 ^d sip b .9 <;^<5<;pq o o o i?I si P b£< d P fe ®§ § d £ 2® © d3 * d 5 2 c3d fl *813^0 >d 'd §1 o o OO ^ o§>2ai^S:2'ga0 a p ^ dd S ^ ©■« o o ° .9 c3©p-0.dOd©©xJX-2-2© P OOOKMPS^^iOOW« go * Statistics of 1890- 91. Table 6. — Statistics of universities and colleges for 1891- 192— Continued. >2 >> f-t c3 u £ EDUCATION •sjamdurBd; RE] 5* PORT, 1891-92. © O © © i> © C rr c ; ~ t- CO © —1 T-. co in •sdiqsjossajojd paAiopua jo jaqumjsj; ; . ; © © S3 © ^©«i>oo©©c- •ait?H 05 CO © rt< C>3 S3 i> CO 53 30 CO ? — 1 © l- 21 © — 3> co © -< ?> oo i- in oo -t © © 1 i i i i zo o •aiuH Ci O 1 W 1 Ci • Cl 1 i i i C5 o (Mi— i ' t— i i I> • ZO> 1 ' 1 ■ rr< Gradu¬ ate depart¬ ment. •aiuuia^ •ai^IM Is 1 X O O CX) O th N N o ' ■ « 'O CO Collegi¬ ate depart¬ ment. •ai'emaa \ © 30 03 © 03 © 03 —i 00 © »-< 1> © © © ©03 CO — © — ' © — •aiBj\[ * Ciftwaowcco OfMiiOGOOCO t?« CC1 - < — — (M 1-t CO Prepar¬ atory depart¬ ment. •apuna^ X X O Ci Tf* o C3 OCONC1© o •aTUH Z 00N0Mt«C10 O — 00 — b- o C5i-Oi“?>Oi O O CO lO OO © CO CO 03 Pre¬ para¬ tory de¬ part¬ ment. •aiuuia^ — 1©03 — CO — 03© © T-i 03 03 i-i'03 © •aiuH « CO © 0C 03 © 03 © © © © CO 03 © © o College. Wittenberg College . Heidelberg University . Ur bana University . Otterbein University . . Wilber force University . Wilmington College* . University of Wooster . Antioch College . University of Oregon . Pacific University . McMinnville College . Paciti College . . Philomath College . . . . Willamette University . . . W estern University of Penn¬ sylvania. d _o A c3 O C J «■ ohio— continued. Springfield . Tiffin . Ur bana . Westerville. . Wilber force . Wilmington . . Wooster . . Yellow Springs . OREGON. Eugene . Forest Grove . McMinnville . Newberg . Philomath . Salem . . . PENNSYLVANIA. Allegheny . STATISTICS OF UNIVERSITIES AND COLLEGES. 1153 500 5,000 500 O • • O iOOW o • • o « o o co 1-t ; |C0 j LO c\» 00 • j • CO t-T 1,000 2, 000 1 2, 500 800 90, 000 200 100 1,200 573 © © © © 03 © I © © © © T* • © © © © 1 in © © i© 8, 000 3. 500 40, 000 1.500 5, 400 30, 000 1,200 000000000 ooooooo— ir:b-wicco^cs co" of of in i>T tjT O! OJ O^ 11,000 13, 000 2. 000 i e»j 5, 000 4, 000 8, 000 1.10, 000 1,000 1 , 540 14,882 7, 000 11,000 71, 000 006 250 30, 000 0, ooo 5, 000 5, 500 1,000 6, 000 t*t-i© WO©© jw© i o o > O ■ o • co | ; 1 l TJ1 rj< I CO 1 o» ; joo « • o : : : oicoaooo CfflKJMOSiC^ tiSOCOCCuOlifiii in t- 00 ti 03 iO t* m co oo 03 i> so Kfflmi-osC'j'''!' ^a; o> 03 Nrt ,-0303 t*,_,-,03 n©3 03 '-OXCO^ffl^CO !0-0'.I!C«C-.5I iNN<0«N« 03 1C tNOJCCXXX cs oscixmoiom OOOMOlCO COIl-^OCO I- O O Cs 03 C O O O 03 © I'ONiBOOOM O O O © J> OO^OOiOO snooooo '©03©©© nMOO' CO © 03 00 OMN woe > © O cs o O © © © f - - 1 O O O O 1- o C CO CO O CO CS 00 oooo • ©© ooo ©©-*© IT*© ©©I © T* © H © © © 1- © © H SO © T* © ©©n — I t-h©o©CC©©©© © ©©©©©!—© • CO CO © 03 © 03 1-1 © © © ©UOOOt* 00 CO OS - T(< X O 1C ■ © 03 © co © © co Or-(©^-©0© ©©©nCO©OIii © © © CO 03 1-H I50KN ^ © ©3 03 © 03 ■ t* in co co © 60 88 1 IP I fee'5 *3 s ■O £ S° c fj c3 0) s-S > 2 s? ►> ?s . Pi *3 'fc£©^; ■g® Si" ® X © 01£ £ >oo a glbS £ g 6CO © o 1 ►£ © £ eg S o* £3 J5 fc, fee 6 .is £ •rj +3 n-. ® aui ^§) ®sg3r§?f.isS “Ss*lltl=88 "feoJtiQaOT?^ ^ *r-l ^ O ~ — < U>2oB^-^o ;o-g ^op >s«o ;3P°s§Sd,s ? c£'H 2^5 o ! 9 © £ m £ £^*3 " O ^ £ © i5 3 ^ l-L © 1 © IfQQO ED £<*&£ - £ •£< 5-1 <-r © SlslgSlS O eg © Si Si eg^ eg QHOOOK^P 92 - 73 © > $ P £ X> £ 0£3 © If!" .2 o ® © £ o £ eg +f h > fee Ip. : :w> . g|SSgS|§| a> ,a eg fees? 5a£*!* £ feci £ Si > W M _ _ £ eg eg £ Si © si p, Q OfcOcfl * Statistics of 1890-’91. Table G. — Statistics of universities and colleges for 1891-92 — Continued. 1154 EDUCATION KEPOKT, 1891-92. Library. •sjaiqdured « 152 500 500 1, 225 487 700 300 2, 000 500 450 250 1,200 2, 000 600 •soranioA punog 1,300 87 2, 000 3, 000 2,786 4, 517 800 2,000 4,000 3,143 1,200 3,000 2, 400 7, 500 8,000 2, 500 •sdiqs.iossajo.id paAiopna jo .xaquinN; M o 1 o O O CM i—i 0* O | OOt- i •sdiqsAVonuj jo aoqranN: o ! o 1 1 1 © © III 1 1 1 O' Or#'! •sdxqsj'eioqos io jaqtnnx; 5* ouo ©co I ! ! I 1 1 iO ' © tO i i I CO ^ ; * Students. 1 Total num¬ ber. ■opinio^ © 'OJ>^22e°d! ooo oiraeo ooo-# CO r# ©1 © CO r— . © O CO th CM hh Prepar¬ atory depart¬ ment. •ai'euiad i n 5CO— 1— 'C5-# ocoo co -# co i— ' i— -# o © © © © © © 00 CO © •or®H 1 ^ tT CO © © GO lOr-.© r-.TTiOr-.CO© iO © © © © © TT © © © CO © i-H Professors. Total num¬ ber. •eiuniod ■ © cceoo-fT-oo ooo o r# o moom \ V* \ ~ ■01'BTAI ~ 1 mcemm — a moo 10000 r#oor#r# © i-l CO 1—1 r#r-< Collegi- Profes- ate de- sional part- depart¬ ment. ments. •aimnad hi m © © © i i o | ooo 'Of® JVC hi Mi ii © iO iO 1 1 Cl iO ! © tT CO 1 4$ oTS d © w £ © © 5# >>.A d d • p d 5 5-1 © d © a d ?-i p - _■ O ' a ^ d O £ 9 m 02 a-, ^ M d © ® d © o 5-1 S © © ^ fe OJD,/-| P [3 F ^ ^ d d ts d d rt.-o^oo W P a? W co c/3 , © ' w tn © f-( d © © d > fcJj ® -d B 8°^ A bS s ► fe © © 2-- S > d d § W&o - d S d d-H O ^^-gec Sg CO +? T3 5h d d O- m © c« ®£ Bethel College. STATISTICS OF UNIVERSITIES AND COLLEGES. 1155 ooooooooooo OOOO-rOOOOinO « 00^1CI>CC000C^1^ « ■ OOOO tOOOO o -OOOO >0000 LO | o O CO CO h o o o • o • o • CQ 1 o o . o ■ o o • o . o O ; o 200 ,000 c^f r-T CO r-T 00*' o" « i 1 1— r cvT 1 1 tG * of r-T 1 o' « ooioommooooo o © © i - © i- j— © o © © © o oin'sfoooiaovoi! ci i-Tof of o>~ ni" -t~ cc of of i-~ i—-' i i£5 O O i> iiTocTr-T C5 lO coto © © © © o ooo 00=00 moo moooo iomo -h©© 'OOO I O O 'OOO SiSO 'N O £'?ow-a-'00’ hNihNWW I> CO — . ©O3 03 iDO3©LCCC©eO 03 COXOWC>OWTJ.OrH 03 03 t— i T-. CO -h 03 1-H 03 03 CO to CO to 03 © -f ■ O — 03 lO TH COO- MiCtiCI 03 i T-OUO-^GOCS-^COOIOOO ’-I OCJOOCO CO^— '1-03 CO 03 — 03 I— 1 OOOOO 03 OO 0X30 100 -ON KCOHOI- 11®H OOQONiOOOOO 03 CiCO lOCOO 00 00 1-1 o o o o ONNiOiOCiOCOM CO CC^CflKlcOCiirOCI !-> i-l i-H 03 ri iCO^V03Oi0'OO'-irH CO 'C0OOl-03^O-«T00 ^ O’OOOO MOO cooot-eoeot-ooot- co O • 1 • H O 1 1 1 boo I ° ; ;o ; ; lo I o o ©o I © © I© ;° I o • • ' — CO 1 1 1 02 IQWO > ri ; !° i ! 1 05 « ri ri (MO ri g ri . . _ fcri id ^ d © SoSoo ®-<-i s-i « tcra d|D o © a ^ ~ © ~£>©r d fe: at,^«eSI ri " ri S. -ri M cSfHriri. JrJrijj — bOo£'-)^^©-rifl — m-riri©,2>h© ri f3 bC fl -ri ri CD cg©.2odddri ^nfep3>ppqo o o d , o ®.g ^■d O co o d £ ; © co ■ bC.g >5= Jr! ■« ® ® 6o®ri'g EH © fl-ri , dp d d : A ;P I Pi ri 4-3 •r-t 4^) CO ?-l *rH , O) £-< >^3 o Sfl’og:. ripH > ISlri1® ©ri-g^ •ri £ Sh ^ 3 ft-H CO ri r^; dOo^odiTdri’d d d d •ri d cc ri fc d o d © g bo © © >o gQ,Q d2 P§ v J bC®. be 1 © be © © ri -ri Q ri g, olQOJ O bOjO d.ri ri ^ o> pj 2 5 O ^ £> W C3 d j, - ©dSg) ri ts^'d .ri . © ri ftri c .^ ° S to ddgi^ KPSK^ 43.-^ P- 5 - 'd > d +3 bo© © © be d ri © M o^j OO O .«o ^ggs gsgo > o.2 o :® .73 3 go.ri o o o © ri d |‘a=|| ggs ^“riOri ©p,d co c/2 E-t -o d CO to Id ^ooo S3g£®& cS -s a g © bO -vp^rihrHH ^O^HQrH^r] <5 W [s, O O S S 02 Eh & ^ 2 d id t5 CQg £ o © ri^ ^S?S9 I la —I ri o d ,d d S g X ooflfl.d® •ih c3 <30PfflP Ph cQ Statistics of 1890-’91, Table 6. — Statistics of universities and colleges for 1891-92 — Continued. 1156 EDUCATION REPORT, 1891-92. •s^iqdurea; © © © © © O O lO O Ifi> iO T—i CO gg m !> souinioA punog o o o o o o o o o o o o © o ©in © © © © © ■sdiqs.ioss9jojd p9M.opn9 jo aaqtunK ©© •©© •sdiqsAYonoj jo aaqrariN; •sdiqsa’Bioqos jo jsqinnjst OSS Eh P^ •9I'BUI9ki •9I^W in ^ rtl C3 in ^ -H 03 i- co go © 2-j in © i> © © 00 © © ui mMh CO 03 goftaj fi«5a 'd ® 03 fl f3 Pi® *-• © C5 0 -c « ® 3 rt o3 Pi® rS J-l +^> ss&t a tj % 5® Eh P^ •9I'BUI9l!I j OI'BPM ‘9['BTU9liJ v\vw •oi-eraa^ j 2 j m © t- © co '9[iBUI9l^ •9T^W •9I'ClII9li[ co t- ^ © ■ ■9IT3H | © 03 © © in © © ©© © © 03 © © Tj< © CO © <2 ce £ 02 og&g >H -rH rt) . 1 ->—■ ©) (— i PL, CCrQ S ; •gi'crag^ ac •91'BM ! *• »a ° h CJ » i <£> i CS +2 Qj g 2 ^ P*o P*s •9I'BUI9k£ | SS CO-HTt^OW OI'BH i C3 TH © Tjl •9I'BUI9l!I ^ co >-i © oi ■OI'BH M 03 03 Th 03 < * cJ3 1 d M m ® J^|»l iss§§ r9SS»a ^ «i o i ts x & £ | a rg ^ © CO J-3 0) £ &C© 0) > o P iiOP O fcebo . u ^ d>> >2 © p- o3 > +jj S -d xj 1 ■; ^ +? © © OpScfl? CQ^ > rj © P bC ^ * c bcO s.sa ^iss?^ SoSSsoS d° a o © 2s .20 ® a E c3 ® £ c3 d £ « S , 3 rd P3 © c3 ^ 5 © d 3 8.5 © © a ® oi P P c3 owco>!> • J P :§^ ' £ o p«i 31 g? ©^ o WPS p S cS ^ Ripon . . . Ripon College - - - 7 3 8 1 ........ 9 4 71 59 27 18 . 106 114 3 0 2 6 750 10 200 St. Francis . Seminary of St. Francis of ........ 7 0 6 0 13 0 . 130 0 . . 120 0 250 0 0 0 0 12 400 l’ooo Sales. Watertown... . Northwestern University _ 4 0 5 0 _ 9 0 100 16 58 0 _ _ _ 160 16 . 3,200 500 WYOMING. STATISTICS OF UNIVERSITIES AND COLLEGES, 1157 o o o co Cl to a O >> £ c >1 *3 © > P 1158 EDUCATION REPORT, 1891-92. I •M OS 00 S» ■S, SdiqS -aoss3jo.id p9Mop -pa jo j 3 q ra n m •SdiqS ! ^ -AVOII3J jo asqtanjsr * •satijs -irBjotjos jo aoqnmjsi •jsqninu i'bjoj, •jnaraja'Bd -3p OJ’Bnp'BJO •paqnruBd -3 P 3J'BlS3IIOO •jn3TXIJJ'Bd3p ^CJOJ 'B JL V d 3 J ri © p a Eh 2 d •orems^ •3IBH Z d c3 © ■fa£)S O ^ U (D ts •SI'BK °g §s ft c3 £ ft t* © pq ^ •3I^H M ! 8 888 O iO o o in in tjToi OMMOO O-hiOOO OO^OO Iff eo HO o o o o o O — I 02 OS OS © Tj< Ifs 00 04 CO 40' o Q d o3 >4 ci d d ® d bfi © © •d cj © CC 03 :Iis8 ■” ioUs O ai SggM.2 gags® c n o *o © © © bJD1^ © 03 bJD © « &D 300^0 u cS 14 ^ 14 a 54 g ® « d d bOcc © a ^ 2 ci d c3 cqK> << 13 m Tj a § ft'g . . |W2 £ £a% S ppH A< £ d © £ ©£> . . o . g O'-H O -2 . Q bfl s a d din © o Ph a § d d * & PQ * Statistics of 1890-’91. STATISTICS OF COLLEGES FOE WOMEN. 1 15l> Table 8. — Statistics of colleges for women for 1891-92 — Division B. Location. Name. Pro- I fessors and in¬ struct¬ ors. Students. Volumes in library. | Primary department. | Preparatory department. .Academic department. j Collegiate department. j Graduate students. Total number. © 1 Female. 1 2 3 4 1 5 6 7 S j 9 10 II ALABAMA. Athens Female College * . 1 10 1 43 130 j 173 500 Huntsville - Huntsville Female College . 2 21 j 12 25 14 170 .... 241 3, 268 Judson Female Institute _ 2 12 ! 0 26 . 128 I 5 159 1, 4u0 Do _ Marion Female Seminary . 0 9 ! 25 10 35 40 ! 8 118 600 Talladega _ Isbell College . . 1 9 15 60 1 _ 75 471 Central Female College *.__ . 1 ^ i *35’ 40* 75 _ 150 500 Do _ Tuscaloosa Female College* - 0 8 ! 28 *6" 48 105 j _ 220 3,000 Tuskegee . . . Alabama Conference remale 2 H | *20 *40 *20 *90 .... *170 1,000 College. CALIFORNIA. San Jose _ College of Notre Dame* . . 1 0 20 ] 22 28 32 16 J 2 100 5. 000 0 9 ! 10 1 8 22 40 1,000 GEORGIA. Santa Rosa Seminary . j Athens . - I Lucy Cobb Institute * . .1 0 11 i 2 ' 12 111 125 2,000 Cuthbert I Andrew Female College* . ; 0 10 54 124 178 2,500 T)a! ton 1 Dalton Female College . 2 6 I 60 60 120 300 Forsyth. Monroe Female College*. . 2 6 50 45 95 1, 000 Gainesville Georgia Female Seminary . 0 10 60 1 40 120 ; 220 800 La Grange La Grange Female College* _ 5 11 \ 52 1 *47* 103 ; 213 968 Do.. . Southern Female College . 3 18 *35* 169 204 5,000 Macon Wesleyan Female College . 7 10 306 306 2,500 Marietta Harwood Seminarv . . 0 i 49 j 30 25 j 57 161 200 Milled geville Georgia Normal and Industrial 2 10 1 40 172 212 506 College. 1 40 Rome.. . . . Shorter College . 4 14 1 _ _ 168 1 209 2,000 Thomas ville . j Young Female College . . 1 3 ---- I27 .... 68 95 ILLINOIS. | Chicago . . ! Seminary of the Sacred Heart*.. i o 16 1 140 5, 600 Jacksonville j Illinois Female College .. 5 7 j 20 I 50 100 170 1,000 Do . . Jacksonville Female Academy .. 4 13 31 82 _ 238 2, 000 Knoxville . St. Mary’s School . 4 12 130 1.500 Rockford . Rockford College . o | 20 | 128 40 1 169 5,000 KANSAS. j Oswego . _ College for Young Ladies . 0 9 i 5 1 21 37 •26 72 500 Topeka . . College of the Sisters of Bethany. tj 15 35 84 {109 .... 228 2,000 KENTTJCKT. j Bowling Green _ Potter College . <> 16 227 227 3,000 Danville . . Caldwell College _ _ _ 0 12 j 20 44 86 150 500 Georgetown . . Georgetown Female Seminary.. . 6 9 33 94 127 300 Glendale. _ . Lynnland Female College .... 2 2 10 25 25 60 3,000 Harrodshurg . Daughters’ College. . 2 5 *30* 100 130 COO Lexington Hamilton Female College * 5 11 20 20 145 190 Do . Sayre Female Institute . 2 11 77 i 29 110 221 1,000 Millersburg . Millersburg Female College . 4 11 69 *62* . 81 21.2 300 Nicholasville . . Jessamine Female Institute*.... . 0 10 20 35 *46 18 2 165 0 Owensboro _ Owensboro Female College . 2 ! 5 30 53 83 500 Pewee Valley . . Kentucky College for Young | 1 8 27 18 .... . 36 87 1,500 Ladies.* Russellville . . Logan Female College ... . J 1 9 23 47 38 33 . 168 300 Shelby ville . . . . . Stuart Female College * . . ! o 6 72 250 Stanford... _ _ Stanford Female College _ ! i 5 20 25 | 40 i 19 . 104 1,000 Winchester . 1 Winchester Female College _ .1 i 7 30 17 40 1 20 .... . 107 1 - * Statistics of 1890-91. 1160 EDUCATION REPORT, 1891-92. Table 8. — Statistics of colleges for women for 1891-,92 — Division B — Continued. Location. Name. and in¬ struct¬ ors. Primary department. Preparatory department. I Academic department. | Collegiate department. Graduate students. Total number. Volumes in library. © "cS Female. 1 2 3 4 5 6 7 8 9 IO 11 LOUISIANA. Clinton . . Silliman Female Collegiate In- 2 6 20 23 _ 83 126 1,000 stitute * Minden _ 3 3 68 36 55 34 193 1,000 MAINE. Deering . Westbrook Seminary 4 4 60 70 130 3, 000 Kents Hill . Maine Wesleyan Seminary and 7 6 "6' 58 241 16 _ 315 6,000 Female College. MARYLAND. Frederick. . Frederick Female Seminary ... 2 10 17 .... 74 2 93 2, 500 Lutherville . Lutherville Female Seminary.. 6 9 85 21 7 113 2,000 MASSACHUSETTS. Auburndale . . . Lasell Seminary for Young 11 22 0 19 _ 63 1 161 1,850 Women. MINNESOTA. Albert Lea... . Albert Lea College 1 7 31 16 1 48 1,500 MISSISSIPPI. Blue Mountain . Blue Mountain Female College. 5 13 38 32 160 230 1,200 Brookhaven . . Whitworth Female College* _ 3 5 4 16 121 _ 141 500 Clinton . Hillman College 2 7 15 20 '36' 70 ”” 135 2, 500 Columbus . . Industrial Institute and College 1 16 0 0 117 142 319 300 Corinth . . Corinth Female College* 0 7 35 30 35 8 108 Meridian _ _ East Mississippi Female Col¬ 0 10 27 32 14 61 _ 134 500 lege. Oxford . . Union Female College 1 5 81 300 Pontotoc _ Chickasaw Female College 1 4 40 17 0 13 5 75 2, 000 Port Gibson _ Port Gibson Female College 2 5 20 35 40 95 Shuqualak . . Shuqualak Female College 1 5 27 ~21~ 54 102 400 Summit . Lea Female College 1 4 9 43 52 384 MISSOURI. I Columbia . Christian Female College* _ 4 6 33 21 92 146 1,000 Do... . Stephens College * 5 8 28 jioo 128 2, 000 Fayette . . . Howard Payne College 2 11 "26' 70 ’29’ 56 T 221 1,000 Fulton . . Synodical Female College 2 12 165 1,000 Independence . . Presbyterian College . . 1 9 45 21 30 96 100 Jennings . . St. Louis Seminary . 1 6 ”5' 15 20 2, 500 Lexington . Baptist Female College 3 6 20 40 45 "2 107 500 Do . . Central Female College* 4 12 10 \2 30 108 3 163 2, 500 Do Elizabeth Aull Female Semi¬ 4 8 91 500 nary. * Mexico Hardin College 6 8 230 230 1,000 St. Charles _ Linden wood Female College*.. 0 11 11 | 59 86 25 NEW HAMPSHIRE. 1 Tilton . . New Hampshire Conference 4 8 42 102 21 1 166 2, 000 Seminary and Female Col¬ lege. NEW JERSEY. 1 Bordentown . Bordentown Female College *.. 5 ! 6 29 29 1,000 Pro- Students. * Statistics of 1890— ’91. STATISTICS OF COLLEGES FOR WOMEN. 1161 Table 8.— Statistics of colleges for women for 1891-92— Division B— Continued. Location. Name. 1 2 NEW YORK. Brooklyn _ _ j Packer Collegiate Institute. NORTH CAROLINA, j Asheville - Dallas . Greensboro... Hickory . Lenoir . Louisburg _ Murfreesboro Do . Oxford . Salem . . W ilson . Asheville Female College . . Gaston College _ .. Greensboro Female College _ Claremont Female College . . Davenport Female College . . Louisburg Female College _ Chowan Baptist Female Insti¬ tute.* Wesleyan Female College* _ Oxford Female Seminary* _ Salem Female Academy . . . Wilson Collegiate Institute _ OHIO. Cincinnati . Do.... Glendale... Granville . . Do _ Oxford _ Painesville PENNSYLVANIA. Bartholomew English and Clas¬ sical School. Cincinnati Wesleyan College. .. Glendale Female College _ Granville Female College* _ Shepardson College* _ _ Oxford College . . Lake Erie Seminary . . Allentown . Bethlehem . Chambersburg . Lititz _ Mechanicsburg. Ogontz School. Pittsburg . . Allentown Female College _ Moravian Seminary for Young Ladies. Wilson College* . . Linden Hall Seminary . . Irving College f or Y oung Ladies Ogontz School _ _ Pittsburg Female College . SOUTH CAROLINA. Columbia _ Do . Due West _ Gaffney City . Greenville _ Walhalla _ Williamston. Columbia Female College . . Presbyterian College for Women. Due West Female College . Cooper Limestone Institute _ Greenville Female College _ Walhalla Female College * . W illiamston Female College TENNESSEE. Bristol _ Sullins College . Brownsville _ | Brownsville Female College _ Do . . I Union Female College* _ Franklin . . __.| Tennessee Female College* _ Gallatin . . _.j Howard Female College. . . Jackson... . j Memphis Conference Female I Institute. * McMinnville . _j Cumberland Female College _ Murfreesboro . i Soule Female College * _ Nashville. . Nashville College for Young i Ladies. * Pro¬ fessors and in¬ struct¬ ors. Students. Volumes in library. Primary department. Preparatory department. Academic department. Collegiate department. I Graduate students. Total number. Male. I Female. 3 4 5 G 7 8 9 10 11 3 42 55 j 291 ! 278 i3i i 5 760 5, 600 3 7 25 134 159 800 2 4 ! 51 22 73 400 3 15 237 237 i 1,000 3 6 28 1 84 1 6 23 — 39 20 82 170 1 8 10 \2l 18 48 97 i 450 2 6 i:::: 82 4,000 2 2 55 3 12 1:::: 1 30 40 50 120 600 4 28 31 213 235 ] 5,000 1 5 25 j 30 20 20 .... 95 1,000 17 16 18 115 169 1,000 4 8 14 29 3 54 1. 100 2 11 32 1 61 113 3,000 2 8 90 1,500 2 15 j 8 i 44 26 128 3 19 "39" 77 217 4,000 0 22 129 1 129 5,000 1 8 14 29 44 128 600 3 12 T§‘ .... 79 — 97 6,000 4 16 39 78 199 ! 3.500 3 7 11 57 "2 70 3,700 4 5 18 62 80 300 6 20 11 Ill 122 5.000 6 16 200 2, 000 4 6 0 0 0 125 0 125 1 1,000 5 16 .... 15 17 78 .... 127 | 50 1 10 64 125 189 300 2 6 30 108 "3” 141 ! 100 4 15 22 '20 178 i 253 700 1 2 15 30 40 40 125 300 2 7 35 88 123 3, 000 6 6 35 26 40 98 3 202 1,000 4 9 15 12 47 60 0 153 1,500 0 4 12 30 1 32 74 300 2 6 22 9 ! §r 54 116 500 0 10 20 5 1 20 107 _ 152 480 2 12 .... 33 .... 124 157 4, 000 2 1 3 ; 28 100 128 1,000 1 9 — - I 30 180 210 300 9 I18 1 i i I ' 413 1 800 * Statistics of 1890-’91. 1162 EDUCATION REPORT, 1891-92. Table 8. — Statistics of colleges for women for 1891-92 — Division B— Continued. Location. Name. Pro¬ fessors and in¬ struct¬ ors. Students. Volumes in library. Primary department. Preparatory department. Academic department. Collegiate department. Graduate students. Total number. 6 . "ci Female. 1 2 3 4 5 G 7 § 9 10 ! 11 TENNESSEE— COnt’d. 1 Nashville _ W ard Seminary . . . . 2 15 31 22 17 '232 302 800 Pulaski _ Martin Female College... . . 0 9 5 14 1 63 82 1,200 Synodical Female College . 2 13 23 30 125 6 184 100 Shelby ville _ Shelbyville Female College* _ 1 5 30 §5 40 125 700 Somerville _ Somerville Female Institute * __ 2 2 50 57 107 500 Winchester _ Mary Sharp College* . 3 8 19 43 81 TEXAS. Beiton _ Baylor Female College* . 4 16 10 40 117 130 3 3C0 2,000 Chapel Hill . .... Chapel Hill Female College _ 2 5 30 25 45 100 300 VIRGINIA. Abingdon - Martha Washington College*. . . 3 9 19 15 52 75 161 1,200 Do. _ _ Stonewall Jackson Institute _ 1 8 24 . . . . 19 40 105 500 Charlottesville . Albemarle Female Institute.... 3 4 65 65 500 Christiansburg Montgomery Female College _ o 4 20 18 27 8 83 Danville _ _ Danville College for Young 3 8 48 89 158 Ladies. Do . . Roanoke Female College _ 3 4 10 14 12 40 1 70 1,500 Glade Spring . Southwest Virginia Institute. . . 3 13 149 1,200 Hollins . Hollins Institute . . 8 13 16 157 173 1,500 Marion _ Marion Female College . 2 7 25 59 84 2.10 Norfolk _ Norfolk College for Young 5 18 '30' 75 255' -- 1 360 700 Ladies. Petersburg . . Southern Female College* _ 3 9 12 I 75 87 5,000 Staunton _ Staunton Female Seminary _ 4 7 25 40 65 1 800 Do _ _ Virginia Female Institute _ 2 13 9 60 47 116 500 Do. _ _ Wesleyan Female Institute _ 3 22 40 40 20 65 To* 175 800 Winchester _ _ Valley Female College* _ 1 6 60 WEST VIRGINIA. Parkersburg . . Parkersburg Seminary _ 1 2 35 WISCONSIN. ; Fox Lake _ Downer College _ 0 7 11 24 14 49 2,000 Milwaukee. _ _ Milwaukee College* . 4 7 .... 110 10 120 3, 000 * Statistics of 1890-’91. STATISTICS OF SCHOOLS OF MEDICINE, 1163 PROFESSIONAL SCHOOLS. Table 9 — Summary of statistics of schools of medicine , dentistry, pharmacy , and for nurses and veterinarians for 1891-92. • 02 o s 02 U a > | § Professors and instructors. Students. Regular and per¬ manent. Special or occa¬ sional. © © -d © c3 Graduating. Having degree in letters or science (as far as re¬ ported). Number of, in schools repre¬ sented in col¬ umn 7. 1 2 3 4 5 6 7 8 United States _ - - 220 4,301 | 496 i 25,954 7,281 : 1,342 | | 14, 392 (A) BY CLASSES. ' Preparatory _ _ 2 17 0 47 ! 0 1 5 i 31 Regular . . . ... . 89 2, 233 190 14,934 | 4,115 | 1,097 9. 570 Homeopathic ... . -- . . 13 292 7 1,086 243 ! 81 1.000 Eclectic _ _ 8 121 11 570 164 1 39 490 Physio-medical _ _ _ 2 39 0 48 | 2 1 15 8 339 74 1.201 Dental - - - - 25 495 201 2,874 1,282 1 82 1.888 Pharmaceutical _ 29 203 13 2. 799 722 31 ; lj 032 36 1,862 582 ! Veterinary . . . - 8 105 0 533 171 6 366 (B) BY GEOGRAPHICAL DIVI¬ SIONS. North Atlantic . 72 1,703 239 10,414 2,807 «804 06. 425 South Atlantic . ‘27 406 76 2,875 862 167 1.424 South Central _ _ 28 379 40 3. 473 1.152 106 1,600 North Central _ _ 80 1,571 120 8. 503 2, 326 220 3.918 Western . . . - 13 242 21 689 134 39 659 (C) BY STATES. I Regular. - - Maine . . . . 1 2 6 99 29 New Hampshire.. . 1 9 6 104 25 3 104 Vermont. . . . 1 14 12 195 ■ 50 15 195 Massachusetts . . 2 40 44 479 109 161 479 Connecticut . . . 1 24 0 72 22 27 72 New York . . . . 9 361 39 2. 328 604 383 2,120 Pennsylvania . 5 250 8 1,758 441 114 1,653 Maryland . . 5 116 0 1,186 343 47 292 District of Columbia. . . . 4 79 10 402 72 44 377 Virginia . . 2 18 9 203 41 27 145 North Carolina _ 1 8 0 62 8 No data South Carolina . . 1 16 G 50 12 12 50 Georgia . . . 3 38 0 249 101 No data Kentucky . . . 4 80 0 I 1.332 495 9 435 Tennessee . . . . . 4 74 791 258 39 375 Alabama . . . . 1 14 0 131 35 No data Louisiana _ _ _ 2 25 4 396 101 23 396 Texas . . . . . 1 14 0 24 3 3 24 Arkansas _ _ 1 20 3 11? 25 10 25 Ohio _ _ _ _ 7 143 1 701 201 9 163 Indiana . . . . 3 59 3 246 79 29 246 Illinois _ 4 177 18 1.254 290 33 1,026 Michigan . . 3 129 4 739 202 44 456 Minnesota . . . . 2 49 0 170 28 0 26 Iowa . . . 3 49 2 307 73 6 43 Missouri . . . . . 8 207 4 1.008 360 24 385 Nebraska . . . 2 39 6 82 14 1 47 Colorado . . . . . 3 66 0 103 18 Q 103 Oregon _ _ 2 41 3 44 11 1 26 California . 3 72 1 307 65 33 307 a Not including schools of veterinary science and nurse training. 1164 EDUCATION REPORT, 1891-92. Table 9.— Summary of statistics of schools of medicine , dentistry , pharmacy , and lor nurses and veterinarians for 1891-9%— Continued. Number of schools. Professors and instructors. Students. Regular and per¬ manent. Special or occa¬ sional. In attendance. Graduating. Having degree in letters or science (as far as re¬ ported). Number of, in schools repre¬ sented in col¬ umn 7. 1 2 3 4 5 6 7 8 (c) by states— continued. Regular— Continued. North Atlantic Division . 20 700 115 5,035 1,280 703 4, 623 South Atlantic Division . 16 275 19 2,152 577 130 864 South Central Division . 13 227 14 2, 786 917 • 84 1,255 North Central Division... _ 32 852 38 4,507 3,247 146 2, 392 Western Division . 8 179 4 454 94 34 436 United States . 89 2,233 190 14, 934 4, 115 1, 097 9, 570 Homeopathic . Massachusetts . 1 39 2 133 24 24 133 New York . . . . 2 66 0 169 43 1L 169 Pennsylvania . . . 1 25 0 247 64 10 247 Ohio . . . . . . 2 44 0 146 45 6 101 Illinois _ _ _ 1 25 1 131 . 19 15 131 Michigan . . . 1 9 1 82 18 2 82 Minnesota _ 1 20 0 24 4 4 24 Iowa . 1 9 0 57 3 2 57 Missouri’.. . . . 2 36 3 66 12 5 25 California _ _ _ 1 19 0 31 11 2 31 North Atlantic Division _ 4 130 2 549 131 45 549 North Central Division . 8 143 5 506 101 34 420 Wr estern Division . 1 19 0 31 11 2 31 United States . 13 292 7 1,086 243 81 1,000 Eclectic. h - New York . . 1 17 7 65 13 i 4 65 Georgia _ _ 1 7 1 63 29 5 63 Ohio . . . . . 2 27 1 250 67 15 250 Illinois . . . . 1 23 0 65 13 j 10 65 Indiana . 1 17 0 22 5 4 22 Iowa . 1 20 0 25 9 1 25 Missouri... . 1 10 2 80 28 No data. North Atlantic Division . r 17 7 65 13 4 65 South Atlantic Division . . i 7 1 63 29 5 63 North Central Division . 6 97 3 442 122 30 362 United States . 8 121 11 570 164 39 490 Dentistry. Massachusetts . 1 33 3 50 20 2 50 New York _ _ 1 39 4 272 85 3 272 Pennsylvania. . . . . 3 59 30 598 3£4 25 429 Maryland _ 2 49 50 310 175 30 310 District of Columbia . . 3 49 6 86 17 2 33 Kentucky . . . 1 14 11 67 36 0 67 Tennessee . . . 2 18 15 133 72 0 133 Ohio . . 1 12 3 145 89 (No data.) Indiana . . 1 23 0 88 55 12 1 88 Illinois . . . . 3 80 31 437 19o 4 1 277 Michigan _ _ _ _ _ 1 11 0 188 39 (No data.) Minnesota. . 1 15 10 1 53 4 0 53 Iowa 1 11 9 184 58 Missouri . . . . . . 2 48 12 162 83 2 87 Colorado 1 11 0 12 5 California . 1 • 23 17 89 24 1 89 STATISTICS OF SCHOOLS OF MEDICINE. 1165 Table 9. — Summary of statistics of schools of medicine , dentistry , pharmacy, and Jor nurses and veterinarians for 1891-92 — Continued. Number of schools. Professors and instructors. Students. Regular and per¬ manent. Special or occa¬ sional. In attendance. Graduating. Having degree in letters or science (as far as re¬ ported). Number of, in schools repre¬ sented in col¬ umn 7. 1 2 3 4 5 6 7 8 (c) by states— continued. Dentistry— Continued. I North Atlantic Division . 5 131 37 920 429 30 751 South Atlantic Division . . 5 98 56 396 192 32 343 South Central Division.. . 3 32 26 200 108 18 200 North Central Division _ 10 200 65 1,257 524 1 505 Western Division . 2 34 17 101 29 1 89 United States _ _ _ 25 495 201 2,874 1,282 82 1,888 Pharmacy . 1 Massachusetts . . 1 9 2 279 26 4 279 New York . . 3 25 2 425 142 1 98 Pennsylvania _ _ 2 15 0 686 215 12 49 Maryland . . 1 3 0 135 39 : 0 135 District of Columbia _ 2 12 0 73 20 0 19 Kentucky _ _ 2 20 0 78 19 3 66 Tennessee _ _ _ _ 2 11 0 33 8 0 33 Louisiana _ _ _ T 3 0 46 13 1 46 Ohio. . . 2 23 0 100 35 0 100 Indiana _ _ _ T 6 0 70 21 1 70 Illinois . . 2 6 5 250 50 (No data.) Michigan . . . . . . 1 11 0 81 31 5 81 Wisconsin _ _ _ _ 1 6 0 64 15 o ; 64 Minnesota _ _ _ ... 1 6 0 6 1 0 6 Iowa . . 2 12 3 77 13 3 26 Missouri . . 2 13 1 246 62 (No data.) Kansas . . . . 1 12 0 47 12 0 47 Colorado . . . 1 California. . 1 10 0 103 0 2 103 North Atlantic Division . 6 49 4 1,390 383 17 406 South Atlantic Division _ 3 15 0 208 59 0 154 South Central Division... . 5 34 0 157 40 4 145 North Central Division . 13 95 9 941 240 8 224 Western Division . . 2 10 0 103 0 o 6 103 United States _ 29 203 13 2, 799 722 3 1 1,032 Nurse training. Vermont.. . 1 5 17 3 Massachusetts . . . . 5 107 354 108 Connecticut . . 1 8 54 21 Rhode Island . . . 1 18 32 8 New York . . . 14 154 746 212 New Jersey _ _ _ _ 2 14 50 22 Pennsylvania _ _ 4 58 245 100 District of Columbia _ 1 7 40 5 Indiana _ _ _ _ _ 1 8 26 7 Illinois _ _ 1 3 115 45 Michigan . . 2 33 65 22 Minnesota . . . 1 11 21 2 Missouri . . . . 1 17 47 11 California . 1 14 50 16 North Atlantic Division _ ! 28~ 364 ■ 1.498 j 474 South Atlantic Division . ! 1 7 40 1 5 1 North Central Division . I 6 72 _ i 274 I 87 Western Division . . 1 1 14 50 j 16 United States T able 10.— Statistics for 1891- 92 of schools of medicine. 1166 EDUCATION REPORT, 1891-92. •osjhoo j£jOa'BJ'e(l9J(I .xo | 2 '[I'BJ 9m HI S3T9QM •osjhoo -u9ni9idinoo jo §UTJ(lS HI S5T99 M •9sjnoo remind J'UinS9J HI S3T99M •H'BlOIS^Ild h qiiA sj'boa ■9SJHOO hi sj'egA o oo o o o ooo o o OO O MH OOO O O CO o o OO O O 1-1 ooo o o coco co coco eo co eo ooooeo ro co d ! •Smj'Bnp'Bjf) •J9qumjs[ 53 O NNM eo id i- — ifi i- 02 02 5h Sh c o O +3 U CO fc a •I'BHOIS -H9DO JO IT3ID9dS PHOH’BHI I -J9d phh jhihSo^; '00 O Oi-I ooo ooo o o 2 - .dia o © +3 5-1 © £2 Mr! vr U1 9 S •H>d - cd 2P o ° £2 . >>Sh 5-j CD dd> © o W £ 5rd |p*> HtdS -53 02 . S- cd<5* © 2 ,© dr- 5h CPh © _d . © d Pi * ® M o d5 d< M iS* +3 o c3 2d 53 O O 3 cd*=< 2 si o £ cd ^ Sh ©-H O 5h M PP 1 d «H Q v, •: °g£o © 2 ir --p &D Sh A 'g 9 I 3gg3$ ^ -Jrd . d © P fcc - §3 o 2 o a Q£o Ohm *gP © §g Sgp- © d *3 ^od 6s ^ >>§ g 2 2 d’cD cd .2 & £ © o a ,g® ®6'd£(2 ©q Q i§ ® =5j P rHH-H d CO © d,o o nfl o a ® ®’C o<« g o oS : s^d •Ps* 2^| ©.!_; d .2«o dPo P'd"" © 2 © ^Bo °.o +3 -g © g d o P sn'd cd c8 © - >» P«^ "cd cd © • © © o |r© O : ©o a 2© o § © 03 'd '-53 > © © cd gs:z; > cd © cd . § § ;0 d’W Sd oxi BQ 53 < cd^ ◄ o 'K SP ■‘ ca : Q > ■ do : d . cd O 6 ; O 1 : on : o OT . © "© tl) 0} i o ! d 1 cd o o u 5-T o Q : d| : © 2 O ^ O d d o w-Sp o P cd m o n © Q © STATISTICS OF SCHOOLS OF MEDICINE, 1167 © © © © o © © © o uco Ci o> © © © © © o 'rS* oooo o ^ © o © © CQ © 00 o © ©o © © © ©©01 o o o © © © O © © © © © © © § § 8 § 8 888 £3 888 04 01 § 888 8 8888 88 8 »-• CO © © © © CO r*' ^ T-4 ©CO 1-1 1- © CO o © 1-1 © © CO © © CO O CQ 01 eo Til 00 CO CO Tjl CO CO 00 04 04 01 01 CO CO CO 04 01 CO CO CO ^ •'C co' CO . CO CO S § - C* I ST c* §^8 |§| § 898 M “S82 88 ' *0 o He 1' 1 § © © § % || S§l P § s 6**i 8s *o 8 © © © CO o lO o " 04 ;04© © © o o o o -s< o © © © o O O T*« o o ^ © in Cl 9 o -S' o iO u 828 28 882 00 828 8 2288 !3 88 8 a * a o £ ■§§p Bb _ ihtm tfs^S-s-ss s5S- c3 >» O . t-i o *1 5.2 43 O :§5 -2 43 43 O - ~ M W O 43'S^g ££3§ as *3 * For 1890-’91. a Does not Include 1(3 assistants who give some Instruction. b Includes all dep Table 10.— Statistics for 1891-^92 of schools of medicine— Continued. 1168 EDUCATION REPORT, 1891-92. •esanoo iCjoi'BJ'Bdojd jo II'bj 9qi hi SJi00Ai « -i O O OOCOOO O O OOOOOOO OO CO c* •0SJUOO ^J^l -U0ni0idrao0 jo Suijds ui sit90M 11 O O 50000001 O 00 OOOOfMOOO NO oo •0SJIIOD I'BTLUII'B j^inSoj ui siT90M © O O O ■'C 00 lO CM Tti 1J!000®NO O rj< CO ->i’ o«5 l- ic 'twoo'f'fin lai^ n« 1— r- r- > -*o oa Fh © > '8 P ■c ; o ' to ®M © C ^.S3 O rrt -ci ®o2 ©:> facz 8^ 2 e3 1:3 ^ «? ace ® *e Q ° w m i— H © 13 ©i^ o] ■p c gs 5? ftO © © A ' ora a © o bi ol^SloS ?S3*g|8 i © ce -a c/3 rt ggsoBgS .5 -t=> >3+J .-. f=i ' ' 92 S o “2 ^ Si ^ © *f >• 92 '3 £ P> ce a c ; c P P si ! C_. sin-; © ■ 075 cei-1 O^gs-Ss 3oo|K|o |3|SS o ceg ou ce g bD°o a 8' 81 H.H o ■’V# ce SO 05 £ g^*jj ® 2 2 alSl|2lg1 gglgsVs -O cc-^ oSsJ :;•§;* gx C8« £ .-£ >. © *3 © &ggsfc S*«fs ^ o >>Q f>> gcece2>»wcecece O'S-SSSbo^"^ © l, S? cl'C'd^ OSfiuJpSS j-j ^ S § i Ojg s.s|s8? co m oPMhQ STATISTICS OF SCHOOLS OF MEDICINE. O OOO OOO O OOO OOO OO 1 O CO o ^ o o oo o oo OO O OCOkO OO o oo OOO oo O O O O OOO NW J> — < < ? a §gd H W^P o.S 51 >-.Eh c3 ©ffi • 43 a a © © t>.2 £?® »9| o.9 ft $o ' |3 C« fee M * g ^ M.S-g o PcA- Pd Is ^ C« Zl W^ft bd w l>Q^ S © s eg ft ce ® o •-3 P-f >-3 |o ©O Sri ft §«' oP ft ft C8 : P JS i4 03 "o ft c3 ft p 3 ; d ft ©' ■ HP ? be ! "® ! © > c3 X2 g S © ft ft-23 2 2 ft H ft P ft O^1 o.g o m o ft ft c3 ffi ’ft o qS >>-L ft ® 2ft ££ ft a a ft © © £.2 2 ft o ©3d cn ' J ° IP >» i C3 ■-> ' 2 w I ft ft 03 © «ft ' * C‘ i-g So. o^. !> ; ;.p l£p ! O © I ® 5 . bo^ 0®h0 ft ^ o O ®o ft ■HQiH © ®8ga © ^ .rH ^ tack'd H © CJ © Co ft O ® • ft ; ^ Pi ® u co A © _ . -u ft ft 03 “Ig © £?©- ® Sod hop g~ft .2 ftO d 27, • ©S O SsiS 2 kL — C5 r~\ O p.Sgc.So. 3 ® d 3 Sd(>r ft © a +3 ft ft Pi ® . Q-- M to i«f-i m ^£,gbc2 • ©P’S if o S OCQ^5 O 2 ft © ps§s o 5 2: ft ft ft fH 3 ft a® ir'n, dq_l ft o |t P © o © © > © fcc-ft bn © ft ®SD © — © o Si ft be ft ft © >> o >PJ.-S rj Pa 3 Si ft ft^ £ O § ft| «3 © © ft 0-1 PSP 5?o •rH U1 3 M 'S ®' S be p © ft o ft0 o o © — 5! l-l j ©^ Sh ft ^ft^ s H H Q © i _ * © 8h - p.2 .2 boS S 2 ft ® ft a ^ .2 © ftO o ft SrH d.!iJ ^oo^_ ®dpS.9®S'rrt’S.S CO ©rr! ft >»=£ o .® 2 ° ft ® S +3 n H H W © ce^Pftl^ ‘ ® “h © ft >a ft ft '3 ” ^ s -g >-ps “Is a | Q ®Oag 3-S ft- P£S£d eg® m ft ® £ .2 &P5 d— p. 8« ft © OkO® — ►v— 03 'o.-ftd © © © © CO ® ft § § § ^ ® r- S-1 © c % 03 C ft CO -r rft ®ft © ft a § $ ft © +5 ..£§ ft g 2 x.2 ^ ®d ® ^ © t> ft_> ft ft 'blP Sj •r— I +3 > ft P ® o ft ® ft §p ?>li Sd.S © © bo d ft rj a 6 6 6 p ggig qqp3 ^do. +■ .ft ft j ft ft m ft © O >~.ft .2 •/>K 'J o s o rft So°. s«5 ft © o o O EH :°„ ° _'d ^.d 2 ft ft PtS®S o co o fc P dPQ P bo fil ft ft © B.g c3 © g&. O co ga J Pi « s ft © ■ Eh ! ' © : Eh > c3 . >p flf 1 ! ft” ft~ o ftS1 ft o > A ft CO c3 Do alvesto b) ft ft ft ol ft « ft .5 .2 ft 15 O « PP ED 92- 1169 * For 1890-’91. a Includes clinical assistants. b Before entering. Table 10. — Statistics for 1891-92 of schools of medicine— Continued. 1170 EDUCATION REPORT, 1891-92. •QSJtlOO if joiuj'edgjd jo ITOOTE UIS5189M. *9SJtlOD ifjBl -uoxuaidccioD jo gnijds ui s>i99^\. o o o o < © ci o o o •9SJTIOD irnuux? j'BinSgj ui 9^99^ •n'BtoisiCud U miAA SJU9A •9SJUOO UI SJIB9_X. eo eo eo •Suii'cnp'BJf) o> n ^oo •jgquinjst S 8 c a 03 Vi o 03^ O ffi S 3 ^ c3 ^ O J-l CO Pk g "[T3UOIS -13000 JO I’BIOOdS o © o O O Cl < •1U9U'BUI -jgd pura j-Bingga p s ^4 o -a P o ® p o c3 P s a © Jffl ft © p P w fH O dW ?-l o H Z d»-i Z is° © **p p bO 2 ° O PI o © CO e3 5 o o o * II ® soo g ao ^ ® s «0. d ^Z«i o EH O ® >S hpi£ “ 2 o •A tn ,P O O Ck .S'a p ^ g .g*8 39p *3 A-P •£ 03 O fto Oh e _ CS ra (jj 'P lH £0 _ £ & ® HZ ■a -gS cs g ^ ?H so o A ft* o3 cc op O Pl.PL, o ® II og ^ g fS ■H?® -S M Pi’S +3 OQ Sh^J ce ftc3 •p o o o ® p o d^B-a-a a issc13!!* ®3S ® 03 - S O ' offi ct p . . ® 'S s 3 §>& ■§Oe8 P *■« •P ® .2 > •a a © £ !-> 1? JjO Oh £ © co ^ w fip^' c3 g'O ft.2 ® O'pg © ® ^ LL Hp*H rt 1 W c3 ,c8 ? tP o B ft®p o be® 2 > g o C3 o 2 -p o rj CS OPO oMK ffil -O' • S'® t8 ^ P i" © r\> ~ c3 Ph ttZ -e3 - COO bfi-d W a oO o 3 3 o o ioo ! |Ri > : ilf j _i y P . . ; -i „© • rr» dd ■g® ^ S!z m o o !*!* ® ® ZZ p. © © > -o c3 005 b fcDQo ^ g C3 § I | 71 o £ y Ifl PQ <1 STATISTICS OF SCHOOLS OF MEDICINE, 1171 to T3 rj ^ S ll» § ££3 ol © *3 & ajoB &>L 2 I'd O © «n Hri nO c3 >> O OQ m w ©2m S?I| ?S§ o w © d 5 ^ O © p. ®oo og'g &3 O O*-’ © l* 5- S seaisis .&2SfeS§'3 r-1 O © © © a •3 ~,d < P® e3 f^sa o3 Pi © d II 0'S tH O © So ^ •2d ^ Is §)6 03 m © ® #J «d 03 Id ! o Id . © • o © 5 © O© OH go •pi © d bo © © £3 © tH bl)£ © >i zl & ofc 2o d © o bo hO So CO *3 -3 ftd^ 69© ©' g bfl d© © ,© d o >3 . • o -sHcS Eh i-a o _ all I§1 d-£ Sal © © S I® d 5 o.fl © © . 55 d © * « d c3o>30 >>33 a©d oTc??® SW © -d <53 <53 o’ !>i 0 ' ©fc ^ J- °oi _r , j3 ! M © • •2d 3 M w-§5? 0 Mh *3 ft d r-j -7 HO • ft I® O ft ^ d M S-1 M M sOC o^fi 1 d g © 1 d-d1© •5 © d O c3 bOd e3 d II 0" bO d dO d l|S d c3 ■W 3 £ d © tfiX 2 .g ®,d 003 ©•d a 'd S ri oS §l c« 0 0 00— 00 0 0 0 000 00 0 0 000 OP’O 00 Cl 0 0 °g° d° CQ O 50 MO '#•^•50 OO CO Cl NNN Cl Cl Ci d Cl 0 0 C* ^ ^OO OO Oi WWW C\{ XT ^ ^ - - Tl< CO CO CO CO CO CO CO co •■$< w ro co cocoeo coco ^ 40 sgs OM 0 CO OS T-< 10 cs oc co mci Nrl —O t}< lfi LO -!< lCr3N lO CO {M CI TTf!^- 1—1 CO g 8 ci mom i'— co ci ciooo -0 0 0 co 0 0 000 00 —1 0 0 0 C l i- O ^ 0 C3 l' 00 00 ift T* lO Cl 1-1 — CO Cl —ICICI ^C1 J> gD b- OOl^ CO ^ Brazie . erton . . Richardson . hold Allen . ait . aiders . nas . >rd, secretary .... 1 1 1 » 1 1 © ! 1 i r£ M ag . er . 1 . Boskowitz . )awson . 3Udder . 3 8« ®^'d,2c« £ Sofc 2 © g* O0 ffl 2^s : ~d -. > o cp SP gd 6s * « Table 11. — Statistics for 1891-,92 of schools of dentistry. 1172 EDUCATION REPORT, 1891-92. •0sano3 A j o % b jbc[0 jcI jo IJBJ 0TJJ TIT S7T00AV o o o o © •0sjnoo Snijds atij ut S5100AV. •0SJUOD I’Btinn'B JBJ -ng0j ©qj nx sst00 m •jstjtop b tUIAV IpUJS JO SJB0A. ’■[OOTJOS 0ttJ JO 0SJUOO UI SJ'BOA O O O MO CO eo t~ © t- oo oo © oo c i i-i Ol i-i i-ii-i w © £ Ph O o ® 5 d ? & t4 W P d 30 O O O d •jnopisojnoK •uoijnjijsni Sui -nTBjnoD Snxpnnq jo" A4p nt juopisoa © o b 0^0 Kwp< i-s g § w a cdW £ |j§5^d &3n flu H . o O.H , bC . Ph ■ o ;o : co IH •a _ d 'd •5 fl mg . 03 O M £2 o 2 © d ® P i-i o 1 M sw M >1 pH co d W 03 £ Qffl ^ ~ § s s S'S“ M PH'0 IP S5e ■ggS £.2 3 o O Ciij} K£; . •p^d d rt © ®®g oi Pi 03 s® die* pH HP ! o d ! : >> PH i 03 . bo © >ica 3 be J m g d 32S rj c3ih SlSs® «H Q M © ^ o£ ®d £ © O ft r9 ® ^®62g Od ^ u cS o -s ® S ft c8 ! c8 03 d bC° b >> d d G Cm .g g ag, b b d c3 Q. SSft03^S«P ►>i^ ggdJpHdgcsg d d d d ® © .2 ph £ d M©©©URriOy© PPP <1o1^mP M © 2Z g ° Bog s=5al 12 >< »-H +3 8^§l 03©03® * d Ph b R ■• . -7h © O s»-s§1 I-SSSb HOH(S03 p pp S 3 Ph ci > eS g © op g §g Ph3 += (jWfl do© CQP c3 P M *H> d © d d ^ © be o P O te © P 03 o bo o ® g o S2 ® c8 dS O.u. m b ggo ogS8 c« O OOa PP- VL» P £ §,fe o' o O S3 d bfQQ SO - .2 d -a ^ d o OQ .b d o P go s| s Isjo ^ © ,Q d" d" b o o *3 jJ pH . M © ® d o op d ww <; o So |-S o© ©g c3 o 1J STATISTICS OF SCHOOLS OF DENTISTRY, 1173 © oj o to © MMM lO ci c ci -r © lO OJ 1— 1 <— I rtl! ■ a a ■ © ! o +3 © ® teg c ® Js o §. a M © © ’SinQ- c c ^O^ *-2a' ©a © ^Ofl Tji SO ®J cc o ' a ; o ■ w 5 a i SH ®* ©O S-i . ©a d^ ffl £ +3 >1=1 a © a © Q. tt® CH © {2 C _ T3 o § a > ce a +3 c£ § ® OQ +3 r a b.' ® l§ M5- o *3 >1 -C ©CH ,*3 Ua K ^© +30 a 2+J a © © so o a • S3 « ° +3 ® a © i_ © t3 3 . 1 |a 5 §•§) g^p-gO® P «B £oi £ +3 £< Pal ^ a S ®,5r o c QQ Table 12. — Statistics for 1891-?92 of schools of pharmacy. 1174 EDUCATION REPORT, 1891-92. ■0SJTIOO A ion j’Bdajd ao II'BJ tIT S5l80Ai * 0 0 O 0 00 0 0 000 OOO 0 0 © m 54 ft C © •0sjnoo Xj'Bin0ni0icIraoo jo Sui ads ©q^ hi s^T00M H 1=1 0 O O 0 00 0 0 wwo T-i 0000 0 0 O 43 43 to S3 © P ■0SJUOD I'BnnH'B J'BI -T1S0J 0q^ hi s?00M e CO lO CQ C2 00 C\» oa § £ 0 WOiO CO 0^ ^ rxo Oi CO CO O Oi ©l •(jsio'Binj'Bqd v H'JTA! iipnas JO S J'EOA & ftf 0 CO ©J ^ CO ©} -CcfO •loot[os 011a JO 0SJHOO HI SJ'BOA 3D Oi (M (M ©1 ^ ©l ©J CO 01 ©l ©1 ©l ©l ©1 m 4^> J'BOiC JO 0SOI0 JH SUTJ'Bnp'B Jf) | 0 00 0 10 1© ©? i^oieo 0 0-4 CO ©J CO 10 CP 4^ OQ •j'B©^ Shi -jnp Shi j'BiHOiia'BHi SHOSJ0d JH0J0»ta 0 CO O lO 0 250 OO i> (M N CO OJ «D OriTC ?3 Ci — « CO 1- 00 0 m m 54 54 O O m 43 •JH0piS0JHO^i; 0 O 0 10 C ©j O OOO 0 ©! 0 0 © S3 2 ft c3 ?4 O *5 54 m \ P ft •HOTjnjTjsni Shi -hi'bjh'od SHtpimq JO iCjIO HI JH0pTS0a 1 2 O 0 <0 0 0 0 o^w eoo-4 0 0 £ o 02 ft * o M O • >5® H §CQ K P © c3 f»o e3 ft ^ © o * . o £6 O-S i4 ^ ftft <;p • <3 £4 OP3 O S^I pt-oGD >> : «-''w 0 o^g^g I © '41 43 54 : o ■£ s © 5 c3 a g 54 r 43 rl pp >j> S £p © © a ^ PP © - pi >» © 54 <3 £g - c3 >543 2P ,°bS 54 s ^ 2 h H eS O Pi . © ft © . ;s P ft £> 1 ft - • o Jl © o >- >-.„ § frft » © w „ a ft © © ©f* > ^S'3S-I g|?S 111 <£P o © bp J3 43* ft ® O >• ^ O O C3 2^ © © . ^ bom ft n, ® MO ^‘H ® <3 © o °rS^c3 g> g-gP^S H L H ^ ® d fc Oh © ft g s 2 © 5 43p£S®'©g>43 Oh .g • bs§ fH 4J CQ ^ rj gas > ©k la P 43 P "Hp'W - c£ ° ft © 0 >>i2 »o8ft ft O rj C-l o©| ?®a p > > ^ © ^ bOO ® !» •—1 © ©Oft ftSbdS g> ^®-g ft ft © o p p 2 043 So ®£ ^3 ft ^ O— 4-» © P343 O © ^ 43 c3 ©— , . m a-KgfcS-ggS ftft?§fth;243t£ft ©©nprera^.^— ■ OJO SSc/3 ft o^ o © © © ra^o © mo 3*30 2 © ' p-g© ft g S O! Q o o «l 2§ ®P o ■o Sm- 2'3o 1ft, ft9 dS .3 § o 5 -rft C r! STATISTICS OF SCHOOLS OF PHARMACY 1175 O O o ooo o o O O O O O O (MOO O M SI 'S' Si Cl t}< -it ** -d- o ci eo Cl Cl Cl Cl Cl CO Cl Cl SI Cl Cl i> 00 — < eo cs o CO \f) Cl O Cl O — T-I ooo o o 1-000 O I- 3C 1- § s |g?3 a e3 , m U ^ 3 ! -a-l :gg !bd x \» o c3 a >» e h o a >-• „ -2 c3 p X S- sp a 5-1 d r- S S3 p,,^ a; > ©<■ < Q a © a to ^ © I 6 6 o is c3 a o » o r P © © +3 5 *3 >>9*3 2°° ca> a o 6 © ® a tz © ? © S © © ^ S © a S +3 a o a ” u © 2 ©So ©+3 Q ® £ ® p >d *3 s dlL Sgr no P<^ t* JzjjjoSo £ it3o x o i° a si 93 ^ •a ^ © a cc a a cq £ u o a ■r cc.a a* *? © xj45 a pPd£ Table 13. — Statistics for 189 1-^ 92 of schools of veterinary science. 1176 EDUCATION REPORT, 1891-92. •9SJTIOO ^joiHJ'edgjd jo irBJ 9TB HI SJI99.AA •9sanoo Ajui -n9TO9idnioo jo Sntads hi S5[99A\. •9sanoD I'enuu'B JBIuggj HI SIT98M ■trexois -Aqd 13 HQ.IAA SJH9^ o o o (M CO CO 05 CD t-i ■ *-< CC tJh 00 M h O O O O f-i , m O rj !h “50 ©'d o o S=l 3 Q-l 02 I'BHOIS -hooo jo I'Biogds ID CO o 'r).H9H'BIH -J9d PH13 JHIH§9H O a += d d © © d d 03 >5 ©^ g| 1-5 c3 Ko 3 J h - s © Pig d © © © +-> jj 0 ?d S © ■P m >> rn sT ,®>S f>L 03 54 |2j CD d oo£g-g§ d ®S’C O o d © bo- •HfjKP .d ©P ®- D!C 1> ■OS d P © d O | 0 0 .S § >>ce ^3 ^ "H 0 CS c| S .s| I? §>> cS ® w •S © >■3 § ° osji& o p "ffl o.fl £3 - o P m 0 I’d ,d d +=> : ^ d 05 2 dS<2 P c3 O _r bed cS O .2 3 dl o ora CO cD .A E* d o • ©’£ ^ ]$>d sr-rs Table 14. — Statistics of nurse training schools, 1891-92. STATISTICS OF NURSE-TRAINING SCHOOLS. 1177 Tabll 14. — Statistics of nurse training schools, 1891-92— Continued. 1178 EDUCATION REPORT, 1891-92. •.te9.£ hi S3T99M © ooooo ioiOiOtt ^ •esanoD ui sj'bsa Ci Cl Cl Cl Cl Cl 1 CO Z -1681 HI SO^'Bnp'BJf) m lO CO CQ GO CO TJ< ^ r-l S3 © ■d ■91131119.3; * OCQlOOON QCJWWH m •QI'BIM © OOM'JO o s ^ •9I'Btn9^; DIOHhO ss 'QI'BM ■ tco '' a : «• j © : rt O i-f S +3 ha. «5|N 11 cS rj c5h-4 TO rv Sg sM & M * d ol O Xt • co GO ® © -Ji m ?-t t ^ u% O'W '*-* i—4 -H O o o CQ O.H *JI B sgtsa 35«lt P.O ^P4M gj'H M C/2 O O — d OM ■geo £§3 B S M-Ci >> Jp £-~:§43 PLi&hPhPhS c3K> ^ © g _ - C) © o go to ■sQ-5--a 3 i2>S -d £ 2 3 Ah OhPhJQ STATISTICS OF SCHOOLS OF LAW. 1179 Table 15. — Summary of statistics of schools of law for 1891-02. State or Territory. Number of schools. Professors and instruct¬ ors. Students. Kesident and permanent. | Special or occa¬ sional. © a i «d a © 4^ c3 ti n c3 -d d Ph e Having degree in letters or sci¬ ence (as far as reported). Number of, in 1 schools repre- 1 sented in col- | unin 7. 1 2 3 4 5 6 7 8 United States _ _ 58 386 121 6. 073 1,976 1,118 4,844 North Atlantic Division . - . 10 125 21 2,158 ! 471 608 1,859 South Atlantic Division _ 60 16 1,263 i 493 175 773 South Central Division . . . 10 32 15 354 177 17 176 North Central Division _ 19 121 62 2,146 800 312 1,976 Western Division . . . 4 48 7 152 35 6 60 North Atlantic Division: Massachuse tts. . _ . 2 \ 35 0 576 j 117 317 576 Connecticut _ _ _ 1 25 0 155 43 59 155 New York . . . _ 5 54 13 1,220 248 173 910 Pennsy 1 vania . . 2 11 8 207 63 59 218 South Atlantic Division : _ Maryland _ _ _ 2 7 0 103 22 District of Columbia . .. 4 32 4 840 376 1 114 498 Virginia _ _ _ 2 4 1 197 ! 46 ' 32 197 West Virginia _ _ 1 2 0 26 19 North Carolina . ... 1 3 0 55 20 55 South Carolina - - 2 3 2 31 i 10 1 9 Georgia . . . . . 3 9 9 14 13 8 14 South Central Division: Kentucky _ _ _ _ 1 3 0 40 17 1 (No data.) Tennessee ... . . . _. --- 4 13 9 126 80 10 55 Alabama _ - _ _ 1 3 0 19 14 ! Mississippi _ _ 1 1 4 2L 13 9 21 Louisiana _ _ 1 5 0 48 20 (No data.) Texas _ _ _ 1 2 0 92 31 4 92 Arkansas . _ _ ... _ 1 5 2 8 2 1 8 North Central Division: Ohio . . . . . . 2 24 1 224 100 52 224 Indiana - - - 3 12 10 144 45 21 144 Illinois . . . . . 4 23 15 338 93 67 338 Michigan... _ ... 1 9 13 648 290 68 648 Wisconsin. _ . ._ .. _ 1 6 5 127 52 47 127 Minnesota . . . . . 1 10 6 242 56 20 242 Iowa _ _ _ 2 17 4 £08 85 32 174 Missouri - - - - 2 14 8 136 50 (No data.) Nebraska _ _ _ _ 1 ! Kansas _ _ _ 2 6 0 79 29 5 79 Western Division: 1 Colorado . _ . .. _ 1 14 Oregon.. . . . . 2 28 7 60 20 6 | 00 California _ _ _ 1 6 0 92 15 (No data.) 1 Table 16. — Statistics for 1891-^92, of law schools. 1180 EDUCATION REPORT, 1891-92. Duration of study. •js9.£ looqos Ut S 3T 8 9 M Ct ;ss-sss5&s i i ■ i * i •8sanoo U I SI«9A r rHNMCKMMCOMM t-i * 03 02 CD — NM^I^Mt-CiT-ieOO«I'C'lTf«DOO- ' d 02 <35 02 coo2cocdo5 oo — — —in m — eo cm 02 — m ONifJNin-CCiOin-OOlW-XONNM^COI- p> d o d d> ©d o } d *-< r • 3 © o3 I O fo EH <1 i-3 1-3 +? bO a « zi ^ fe. .sgol, m rj Solid Id :^*grt 3Sg€S§ s>d jp x Shs-gns» a V .2 g U 2 -S|«jssi ^Scc^uei ^ >» d£? w m •SS ^ a oP £ w> © d Iff >-, 03 ft d o o >?£ 6° ® d d£ £ O o£ ^ > o >> o § >>_ oog MfflS III . a . S'dS ® © g w S o go i . >d ©<3 o . o fcHWEH&afc 05 § - ,d ^ C >»&X fl tup'&n I © ^ pS ® |wf ! ?!' °3S& © © >> © ►S.i'>;d!>s>''*-»d > cs ^ f-i += — Po-1-1 Qtj.HO®SflHp®^.5- 5*3 ozy, flK>SpP-s.^ d- ^&Popd §^:S3£-d® !^-lgll 5 idylls ifStSs a.® ^&3o6,2^dp£o Zl^dd OOP O So-sSP^pP S§g>5 d © o: Hp. 000^^00 ®®K^„_,®©®0 “ “ A TJl ® L ^ ® K r lH ^ h , . _J W vy . , Ul I I I UJ \*6 d&t o *3 — — 3 -d © OCQj<|fflS^ ■ i d O o o o ^ 3 3 © g S°Q£ be , tfl d d d o3 e3 >> d © © S .;> * © M'SSft'^Pftd ‘ - © g.-^'o , lsis^s\®lSQg'>>Vfl^c3g SaS'Sg ©■dn? d bo. ■ d © csd«d'3.5> bc-ft «W r-K,— 4 ^-. _H w r-. . (DCCO(/3C/)W»H^rd ^.SoOcScSfio OOOPMUPO P^W^i<5PPS^ .a 2d at © 02 -*£ ^ ft® © > ^d gP O — d e3 ©.r-l as aa o © a2 u g © £ JjO feo e © a c3 d © T3 d d • !4 Sfl 00 p ti id ft ©5 1182 EDUCATION REPORT, 1891-92, Table 17.— Summary of statistics of schools of theology, for 1891-92. State or Territory. Number of schools. Professors and instructors. Students. Resident and permanent. Special or oc¬ casional. In attendance. Graduating. Having degree in letters or science (as far as reported). Number of, in schools repre¬ sented in col¬ umn 7. 1 2 3 4 5 6 1 7 S United States _ _ _ _ 141 710 | 144 7,729 1,370 1,961 5, 76) North Atlantic Division . 45 263 62 2, 655 594 904 ; ; 2, 217 South Atlantic Division _ _ _ 20 120 15 1,144 138 123 j 473 South Central Division . . . . . 15 58 22 728 88 201 639 North Central Division . . 56 252 44 3,144 543 707 I 2, 378 Western Division . . . 5 17 1 58 7 26| 58 North Atlantic Division: Maine . . 2 10 1 62 14 14 * 164 Massachusetts . . . 7 46 19 450 105 197 38 7 Connecticut . . 3 19 15 162 46 133 163 New York . . . . 11 75 11 757 140 256 588 New Jersey . . . . 5 28 1 392 98 51 271 Pennsylvania . . . 17 85 15 832 191 253 645 South Atlantic Division: Maryland. . . . 4 36 0 344 43 45 264 District of Columbia . . 3 17 6 120 14 4 77 Virginia . . . . . 3 20 1 191 29 56 65 North Carolina . . . 3 13 1 72 0 0 11 South Carolina... . . 5 25 7 323 43 17 34 Georgia _ _ _ _ 2 9 0 94 9 0 22 South Central Division : Kentucky _ _ 3 19 0 416 58 168 416 Tennessee _ _ _ _ 5 22 18 165 22 33 100 Alabama _ _ 2 5 0 45 6 0 45 Louisiana _ _ 3 8 0 51 0 o 27 Texas _ _ _ 2 4 4 51 2 D 51 North Central Division: Ohio . . . . . 13 57 11 464 84 143 331 Indiana... . . . . 3 16 4 158 24 5 112 Illinois . . . . 15 82 16 1, 287 229 308 1,097 Michigan _ 3 9 2 67 7 6 67 Wisconsin _ _ _ 5 30 0 355 42 27 66 Minnesota . . . . . 3 16 3 120 22 21 120 Iowa _ _ _ _ _ 7 19 2 297 a5 44 265 Missouri . . . . 5 18 6 366 98 152 300 Nebraska . . 2 5 0 20 2 1 20 Western Division: Colorado . _ 1 3 0 3 s OrjtfAh 1 4 0 0 0 ciBpnia . . . . . 3 13 1 55 V 23 55 Table 18. — Statistics for 1891-92 of schools of theology. STATISTICS OP SCHOOLS OF THEOLOGY. 3183 •j'Bal IOOt[OS UI S2T89 M © to ^ OO CM CO CO CO CO CO o CO Wn^iCOOOW^OiCCi^^OQOOOOO cococococo^cococococococo^cocow^co •osxnoo ui sjTiaA 30 CO Ttl CO CO COCO CO CO^COCOCOOlCOCOCOiCCOCOCOCOCOT^COCOCO CO of of •a-Ga^ jo asojo JT3 S UIJ'Glip'B JQ J> 01 ^ CO o ^ o o t^oo^jo^^-eoo2cocx2oo— > CO T— < CO 'tj’ CO -"S' rt •JGa^C Suijnp a o u u puaj j'B uj © CO 03 CO lO ?- CO 02 02 02 02 02 t}< OCOCO^OlOliCOlCOl-iOiOCOTj-OCiO— 'Ol Ol CO ^ J> Ol Ol l'- Ol i>* QO Ol Ol ^ Ci CO iO 'fBUOIS -■booo a:o impacts K5 000^1 o oc i-eocooooooeoeoociooo'-ioo© •jnau'But ■ -aad pug aejnSay; J 02co^eo o a OCCL-02Tj02e0— '1.0^02 4# m r, o> ^ jh ^ c3 ^ O o i © 2 1-4 S3 .Op HP © 4-4 QCO C/3< Kd :s d © O d II © m to . U • H © ' d •2 Sp£ d d-f jgl-l 5-1 X 0 . © *m-a ho-'d : ■ a :* :® eg ©.2^5 Sag 2 83 is .f^o3 g d^ £ |ftSSs,5J|^3|S30®^Kag-g|i - s’ •EJcira'r^aSsQ^I 1 ' ,2 57 teP •;.;-> cu^ 73 $S6&$«Z6$5x&&8u&*& . . ■••!••••*• J2 , 75 5-i _ 5 © s nss £^°. to d O' 0,0 Op ,c O ^ 2 be® ■SS O© §©£s d % 3 >» o5c &o ■go So laris® 3 -P rv» 5-1 >40 5-i £o P 32 PA-- 5h JjSfSo * *$ w- bo ^ d &g O 32 S-I rd © 32 >. th2 c dPP ol< c «!h|p fcS",fb 370 L e>'—p _j t-.d ■ £§S**J.SS&pli ol sSStiz: © ©"d ®\; ShT? ra ©-4 EHQcsdcSKMcjcee^e^dpia^.Hp;^!? “^oPo o © E-i >d ^ Ph""' d EH © P p ."S d t?‘Pn © hnS 3 HiMi ftCflPo bo-f! ’top *~> P O eh eh O S !> P ^ 12 rr ^ - |2;^EhPWP< d „d d ® to $ © o '3g p 32 d d riH d O o *1 O d - d -d 54 d® dp IS OCQ gdO fjQoa © . euo . ^5r9 a ~ e © o oo >. e o •d o t> be ciO, r'sOOrt'oSdOO «^swsQqiQr ^ ■ A C 5^ ^ 2 ,5 d s-i d d © dp ©2 4^ 0,d d> <1 flo HP 1 2 o Jl m t. e ■§ a g&si M OQ hr © ^ © © d d O d O POS^H Table IS —Statistics for 1891-^92 of schools of theology— Continued. 1184 EDUCATION EEPOET, 1891-92. >> O d •J'BQlC jooi[os ui •asaiioo hi sxboa i*! iniMcofO'^eorC'^ro cc in ■JiVdX JO OSOJO J'B S n I 'J'BO.p'B df) •J'BOiC SUIJTip 0 o u 'e p tt9jji3 hi la m o ^ I’ggs 2 B PU I'BHOtS -12000 jo pepadg r ' © O © O o o O OOOOOO—IOOOOCCCOL'ICO •anoHBni - Jed pire j^jnSaa in^micoT-iOTf ip-g I O o : >> J-i . Vi ■P® pPn ® S £ PP .2d -d£ m -rH cw © © P mcw o h o ■p P © ^rrt 75 s-i rn ^dO-OpdHOrttfl -§s ® 75 ^ ^ ,£ fco^ - EM fj-sj oiOftcn *2 co g§ ._. 5 c3 «. ^ ^?®,§ K^rnH +3 o © S3 ■S®s&®&g MSS* d^ o C © £ a-? 55 SiS 02 O 3 . 53 -d J3 be ™ p £ ra. ■ © £>© So logo-' 13=1 > d 2 : ® d.2 a ; pSgo^OPo b£S-i o ® P o O O^p ,rt55 © o £ © © Qfi sS° ^go^v w S3 d o >• ®inh ^ ® ® > '5a 75 S © o sj ® c3 P ® ^ fl 03 O o3 o a s-' c3 +3 © . bb |§ SB >>55 55 ® u © © > 2d sp". P +3 bi) ■a P 5 c3 did d p_ d0^ 3Q £ *3 ^ W ^ sss°g>«i. JJrH ^ 'f- U O -p O' © s &oS 2-^ S fccSodOd^dS -i ® ® h ? 0^2^ TlP S m o pi 5 ^ ^ © •S|-q2|J&£ ■d fcc ° 'd B S3 be ® S3 ^O^ASdoPlcS 8o8^§S3®S fl ®p SL, ?H © ‘ O P O ® p3 © p . > W- •p* ® © o 1111 co-p vp >- Occ ^ *4-i e^. ■^T -VJ o O B 2*^! H S « 5 ® O .(«P +3 -r-l S3 bp o 2 di ® © Q: d g P d ssPsl £55d££Sat3'5’!l§8> 5S®II-s33«18*2 ■2-*? d ii o -d r8 ® ® bJ)^° •p * © afttc^ gu >,p 0*53- © ftOQQ| ^-J2 O © O - — — '— 4©-d'dgS®P^o ° • ©H,5d3 \/nB >, s-'d O^O®*^®^!^© K c3 qPc/]H^O^MO !>OMQ 43 PP y d d S d d ^pj©ood'>2' 8 £ 2 'Sb'Sb'L p bo ptvj 'SS^, bep 355 o^2 S 5 S > np © 5 o o o bcj© o ® 5dS-5 Pd ©©d^©Pd®r25> Or-iP5§^> MWSg c3 S3 ©" £ 03,0 -s-j rj bD>. •S^d PPO :o ®asJ p ■ oQ £ © fc pa S bE-d-rt d ^55 . c3 © ^ now; Episcopal Theological School (. STATISTICS OP SCHOOLS OF THEOLOGY. 1185 CO Tti CO CO CO CO co cococoeocoiococo^oacoco ^ ^ co co co co co VI SAJ PI U<> V,'f SAO U-J U* 05 VO — « £ pp L.LT 17- W'J V.V ▼—• ^ CO Ci CO 05 CO CO 1C Cl 05 lO O CO th (M 05 o o: C2 o >ocoowwoh ooooo-ho iO >C i> CO 05 J> no iO CO iC CO 05 05 CO CO 1> lO O CO O Is* ^ 1 CO CO CO CO CO CO CO CO CO ^ C* CO CO O GO CO 00 5 1 0 Ci N Ci lO ^ CO N ^COQr-CO^iH^W ' O O O O T-< c o Cl O CO - ■ • coocococococococo < CO iO 0 5 CO • ^ M -H ^£>0 ® © © © >- S> J3 P ^0 ,d^ bio 3^ > W o o • p ■ © ^£n P P c3 a a 43 .g 8^ <3 0 MS ■ © o : bX)-r=i ■ 42 „ p I'O S g§g|2 SP «*°gtS5§m ■ol >>§!““» -g, sisi^s||§ CJJ ■ (V, ?H p >»p o ^ ^ P ° > d S S O © C8 .5 c3 O p m£P^ ' s ^ C o !Op Sh ! boP g c3 P .H O M <3^; so -g.S ^ ra d © 3 8g§£* © S 2 . : bo O bC;n "d 3 43 . pe, §& >>.s -s s® biai 43 o 'm 3 o£ — d 43 3 o ij BO PX2 3 © g ®B 30^©>.©PO^ h ©p’^rt ®t3.S'o O'© ® pS-Hfl SQd ©43 3 Sfi >!»*££ 4 O P •rH Ifl ^3) Q ?slsl.slll“ si^s^lssg 4^+3 cp O 0 ^ ^TV, 1 ® W o £ ® o o'gStffi* O 0 rd ^ _ ^ 0 0 p fcDrO d'£‘£ flc3flO'H°0 ® a >>>, HOHrtO^ •gp g a I ftK'Slaa ellil!! |6|S ©| © be a ^ a S Sb'bn O c3 © cit-1 o o o ap 3 o © ^ a ^ © © © 43 © c3 © ?-. 43 -d ^0c/]0QEhch m 13 "7 ©42 ±2 CQ fl2 C o 3t; 8g 43^ OP Wi>/ .5 ® ce m . 43 [C d 43 ©O fl S3 © (3 _ |fi o§ o o ; d o g-£t>^ s o i-i <; << s < 2 y P^n *^S CDU c3 d 43 ®N'p P 43 - — CQ 'sB >>£ o S3 ^43 ^p «o y >»« - |&rt|j'g43dBa5 2 B ’3 ■§ o § -y ’S s © p 2 .2 § g o rfl g a '3 m % O a) ■ i/J ro w . L n W [>5 J § 3^^ CC © c3 CO O O 43 ® -w 'b-jf be l&s aw o o — o b<^i >> © - "■ : ® s3 © ^ a o.bn >>-y d w -g > a bg^lgl •g'MGQ^O g3 ©‘Soo'So C/1 P P P P pMr_|®.rtW®©P pfi-33-d33^ld S2^m 3®3'hO opp s3pp E-i!zi<3ffiPoPSoPc« 142 I © !fc I ED 92 - 75 : : d1^ a S-. © ' p bc5^ S d o dlzi^cdaSs Q O ^ rj ^ CQ 0 M u <2)0 S. 2 O hZ S d43 © P oc«mS!ziP ©>^ :o ifejO b Z c/l , ■ , >■ 1 ^ i_; p l^'z'd45,B '©P^1 © ^ O d d 4 n? S H O O ^ 017 pd o ^|gg^a^>HQg-^o§Q ■s©^^gaB^ ©abB!2 033S3c5©c3c«© OpSflrf c«<^<;oOMK!2i Pscqe^oPh O O 3 3 -■ p 00 °-d O ‘43 p OO ° O § 3° a •pH p*: _j *• • 0 .43 O 5 13 o © _•§ ao ©3 o «I|I|p?I ©■§ bSl'S^p pi; Q C3 C3 ,Q Phth OOQOCc^Eh!> Table 18. — Statistics for 1891-92 of schools of theology— C ontinued. 1186 EDUCATION REPORT, 1891-92. B O - 5 — 'd -^93? looqos nt sirsaM © ^OOWM CO (M ^ CO CO 0 O 0 *J0 07) CO OtHXO CO co co 0 0 -F TF 0)000 CO CO 'T* 03 OJOl CO CO CO 010 05 CO CO CO g°S fi ” •8Sinoo UT SJ’BQA 30 CO CO 00 CO co Si co co CO CO CO 0 ^F CO co co «o CO CO CO 01 coco 73 43 d © •aeoit jo ©sop jb Sntj’Bnp'BJf) ooooow (MO) COOl r-l W 10 0 CO CO °°^ Hf 0 0 0 O ao eo TF i-( j -d d +3 m •J'BQiC SuiJtip aotnjpnaji'B ui j lOiCOCCO ^oco OOhoo i>MWO O 00 rn 0 ©MCOtk CO i> coo^ r-t 50 T-. T-l 00 V-. O C> Ci y.. •t^nois -13000 jo j'Biosdg 1 CO loNO O Oh O O CO H OJ 0 0 0 0 0 1— 000 ©1 d P •ju©u'Bta -j©d pnu j'BinSaa 1 r I ^tw^ioo 0'#i0'# 10 O tH h tF Id CO 10 000 WHlf « Sc ft? -a * w Wpcr <3 • Mirt jPna3p ©2 £?© • l|8f| 1 N ©i 43 © P3 bfiB_, 2 o O © CC i/3 © pj 03P 43 . i d . „ 43 —< © fH 03 73-^ c3 p © re §bng> PC^S |3t! ® o Ifn © © — c3 a g ^ a lalssld ?H © sc © c3 " o§ © ,P ftr"^ — O s§ m O) • fe-o ; d ; c3 ■ d ■‘ci ;^3 . 0 fj a © © 73^ . • ^ O -2 rtO ro © ©3 F d © ,d CQ 2 ^bp'dft EH :a£ ci sJ i-i Mflo - ©,d PKP •-sOl-3 s' 3 • o m •'S © >. . K*> _ o ©B — ® >>TJ g cq ^ gPP 8* 2 © -g p © as © © © Sh^ ttFg-o © © b oo5 1 a ^Ibd- a Slag .53 £ d &cr* S© eg— P 5P ® G bfi O © p| ■—I £*4 8" m xs © +j *3 — U dP F >. d£ ,d ©. O > d ‘ do <3 2 fl-r U .J ft ■> h h . ; p 3 P d P O g^’ 1*3 gd#'^ S ►‘V'jj § d © © P d M • ©^2r¥-^Q3P3^'gw' ©d^PCO^ — — o 43 ^ •^|Ssg|^8MO ^ >0 I /— J r^J 4-2 rr\ vu -r— > p<-© >»t>>»2'3®g!S3>. rlSsjiSJisSfcflS 8U* BP d£ bcF --■ ■ BO' © bo 33 d H o P © :l © ’o O d s> o &3 rn 73 4*3 <44 h o 2 +=> B b © P s-° .-S >» Sd-2 g&| © ©^ |3c8 S2 © O P pi a © © T3 o >Z3 ^ u r-H ^ -0) <1) o © 03 ^4 J-1 r +0 2gg ^ ’Sc’S) ® a 'S 'saa^ ©a ® ° g rt 0^3x3ftaP PHti w ■« S P ^ „ oj-p c3 OO o G’i 3 73 ft a .a a & t; ^ — © a O § © © ri © © 2^ pc/2 5 U,§QcQ'gcCflS;21§*C0 ’S^Hc3’c3 ^’c^’ci^1 °aa ^ a aaa* aaa ^ ©a c, ro. n>'~, tl rvzj ^4 ^ r< ’bc.a "S)'bcO U*SS 2 r? 0 M opa^o^a^a^aa *3 ^00 § oo,2p.h> o ©B®©^h©©?S> © ^a^^ ©^ifl © ©5 43 ^3 HE-iSa}p^E-t lag ®^s . a * a © © to bO^ «ap >,2a aa « . at!- c3 O B 03 .5 -i-i © © /-H CO <— 1 'S ^ O 0 a- ^ © SoH o” a 43 43 ’q* ^ oS s'?" O S-i-fn 03 © p) C w©5 3^S P © U Hri^ a gg.^® ;tfJ B B SS ^.s« 03 Cu rj p ftftB 03 © © 5 C/2 o life sas - - r/. j a © © O IG © ^ _ ©_F 2 c3 5 d cS H >o - ^ a — © bc° .a a o ^00 — ^3 be be b£ o OOO^ 00 o 2 © © ©f Pric/} 1 0$ sS>H o°g aa mq0 da© © C^P xia! d 1 -,© bo pdp d! ©1 r; d SP®‘ at ©a to B F Sg^' c3 P ' ce Sol o o o gPQ d o Q 004. ZtP V rn © ^ a d ®s p^;.Ob,Q •s g w ?-» ^ *r? SL| ®Q> flEB >> Soo^oo § 3 p 4J 4i K> O ,S O d a d d d d «,_, © © © © © « °§S§@§£ o g & c3 | U g © © © © © ST to tfiQQQQflo S ’ci'ce’S 3 o © o © © © ,d bo’Tc’So'Ec’S'Scr' o o c © c o _, o o oo oo o © © © © © © -d dddddd d E-^HEh^HP ^di O,*^ 73 © ® o^® t'Jl Eg £© c3 d a _ tzi^cd. hV • fcnc3 lA © ,H SsO o So © © |^-d«ort o 05 wd< © O . ©E© S d^iE gsS5og“ Oc-iK c3 O ■2 gS d.d$ >> Sp-iC^!3®p S®.2©o'gd ■So||||g dS d © l|S & to © ci : d ;> : >> , •<-* < c3 : n d x © © EhH ® :d © c3 gp c5 DO £ fe CC2r : © !o : >. X © © d c30 d ©3 So^S?®^ g P< dPS^^C-rHLl sisslissta* HK id In i d m 4 © -rt!5" m 00 COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS. 1188 EDUCATION EEPOET, 1891-92. S 00 cf Co 'S - O S ■23 0 o* o O1 e o s 8 8gg '1-8 <© «o 'S O ^‘■2 O- s §§ « ?-> +3 §?§*. § £7 CVS? ^ a,<; HO, o *7 8^ I ^ ^ Ci ►o N Oo ISAS "H <© :s ~ 1$S 8 i.'O gg'S ^ ^ eo ©S g S « §§ 8 eg ^ § gcT* s S "2 co 8 <© 3Q 'III r^ O 45 V-.0 8^ ©^ « CC 0~ <© O Cfc-K) o <© ©-^ I — ^ ^ 'o £ 03 j? ' P © ©12 o %4 'W *— I '>-* « £ 3 ^ < p © £ S © « £§. 1 " a, — > 5 in — i I ©—' ^ 1 fa a •• © ® fa 2 p s I ■norms jnoni -ijadxo jo gins i-i eo o Ah 1 III 1 III p o 1 r3 • • | CQ : tii : § i ; i « o © S o to © o © — — . i $-1 • a i « w ' : o ^ e3 © ,C3 bO-A . u u n O C © 43 . O < o 3 r a &® Is g o P -2 © ■z; 2< © „ to to ° d § <§£Sh goS-a S- ® C3 ri xj ce > Hi ® 2£p3£ ® © O S° W“S-3 ^ssl ® © p<3 ^ CO®^ ^S2§ ^O Pin « to p<; b rt p?© "Cfe p 43 <5 P ^g5 So1 2 © § _. ® > >-g a0i.«! =|s.-f • •d d2 © © ,p i w 13 pH «® tJ to ^ © G c3 ' P SR 133 >» 43 P . 43 h-, -4 +3 e3 fj Es W ^1 P P © © C8 < ©” . to © m p d © © tCi3 P ton P M © o no P ■, m w 8* •rH © o Pg ■ T. C t3 ® n 2 2 S ^3 43 P c3 2 >i W ft ®/rt r! P ®»:*5'5 ® 35 >c s' P ©S-2oii2o p a# Q fa cc P ( STATISTICS OF SCHOOLS OF SCIENCE. 1189 613, 000. 00 o o O o o o o’ o oi o o CO o o o of GO T-f Tji Tfrl ee o* 449, 010 198, 000 31,400 92, 000. 00 37, 350. 00 54, 000, 00 13,403.00 37, 5C0. 00 03 CO Cl oo 03 1^* i- o i- »o o' 25,000. 00 12,000.00 28, 600. 00 37, 000. 00 47, 320. 00 500, 000. 00 50, 500. 00 60, 000. 00 13, 000. 00 10, 000. 00 10,000.00 99, 093. 91 19,200. 00 10,000.00 35, 000. 00 150 140 200 O O O m Hn 1 3>- o in o j> in i eo lO JH O r-H 03 Iff iff 03 1,450 200 500 2,100 18, 000 7,374 500 11, 640 21, 373 15, 985 28, 100 3, 456 3,018 3,000 27, 568 1,451 112,315 1, 154 11,916 1,027 1,553 C5 CO CO 00 • ■ lO CO 03 GG 03 03 • * i> 03 03 i i n s CO m i O J CO CO T*t CO lO CO ^ o o 178 985 317 153 185 213 130 27 33 134 28 567 - r- in ! 03 Cl n . o -Cl • I O 15 36 CO CO 1 96 108 1 O id 1 CO 03 32 151 67 124 38 38 rH i ; ! .0 ft © tj..^ —I S3 c3 _ o nghO ^ O c3 S ©ft 5 I" 5 ft pj ,§ £P^ O % rt -ft © 5 a R P ©I-1 © O ^ o £bo©gtf ■ b?ft 2 S3 § 2 2 p! © c3 H ft bD® O £ 03 +3 j a ft ° PI'S oc;r o3 3 oc^: ofix n _s ft Cl'S « 3 § s § § ! +? " p >j a 3 p S ft 3 o i c| bCft ^^Pa_l£n'Sl^00 ! M 5? ^ £ ft ft ° _ A S3®£S^§®3gg^ r?,a to > ft © —• boo >• hi © bp o ©Jft £ © P © O -rH £ © O-HhApH fcsoft OSph > © 5*a <*H c3 ■W d o © w^OM'd © 3 2 °slMit1 ►>. ft ft > X S' c3 i? c3 l— I ft Si Ph rj ft ro , fl e3 „ 2 © CO Pi Pi ^hpHhpJh ® g fl ©2 - > © >2s2mS gs C§ 032 cS- c n ^ ps © © 55 CO CO ssg >s>| O S3 W Ph i^qs O ©. © tj' ©> c3 u p Pam¬ phlets. w4 20, 000 6, 000 3,200 2, 500 375 300 o o C.i Vol¬ umes. o O VO Ift O OM O 00 O vO O O 0 30 O — • O GO 1- O CO >1 vO VO OJ Cl o' o' fa -t Cl vO" l- -T 2,085 © ‘to Fe¬ males. © - 73 40 10 c3 3 §3 Sfa - Cl .-i ©fa fa rt a »0 GO O (M ‘UOTTBJS JU0III -1.10(1X0 JO JJT3JS \n Ci oj in go £ 1 © 'fa W> © o « © o fa fa _ £:§ M fS 2 fa Mfa i ■ s t-J s t-j cfl O JS fcCfa <3£ fa fa 3 % O c3 I! w £ : d a ° 13 § o S J u ^ -P rl fH 1-, fcficS C -o^OpiS ^ issJ^Sol-Sall s»&§Sgg|&S|'3-g.|a£fii&g3 .fafafafam g* °j£ § )r2 © ce s o ©.© ® £.S~ . 1 sg' " 61* .2 >fa © a fa o © c3 5 ® £ £SPa3 go 2§fa fa fa a g g > O £ © <3 si £3 . © © fa fcl © « t> © ® l^g^sg tdjtw d o *2 bfa S JH © c3 pi © o3 a *5 e8 ► h ®-g Sc-£ > hc'bi'cstSfa © ► 2 ®£ 2 ® cS 2 bCfa ® © Sa3 2g3 2 5Q P ' '& aAcademic students. Classes in agriculture and mechanic arts are not yet organized. Table 19. — Colleges of agriculture and the mechanic arts endowed by act of Congress, etc. — Part II. STATISTICS OF SCHOOLS OF SCIENCE. 1191 © £ ft © sg O d p ft 00 50 cTt-T o o »n oo . a T3.2 © £ ft c3 © w n ft SI O O 03 o !> O ® ® ® ® CO ® ® ® ® o ® ®® O OOth m io in m in m a> ® co CO lO I OJ T-l 2 d +3 © K ^ ft d bo 3 2 d ^ ft S|I fcS o i> l- co i> io 00 Cv co' in' iof ir. co ® — oi ?> oo ® r- ^ (O C' h co at -5r eo co — i j> ®5° ■Sqo . p © 'ft® If r ^ fa CO 22 o o o o (M CO nrt *-h lO o afi>r O O ® ® ® 05 o o ® o ® c ® ® ® CO © 0J ft ft ft 2 , rt 'O . •t oftfe ©ft ft 2 ft«grl © . © oo Cj Co 8 8 88 8 Si ® ® o o ® ® ® o ® o ® o ® ® ® m in in in ft . || 2 ri d o . %i£ gsg £gg w> 8 00 © ft W *.§ g ® M p2W ;o 1-0 Oi o kO -H Cl *-« a ^ ft ri d 2 <3 d , c3 © <3 bO © © © -H fj gc3 ! d ■ e3 !ft rj d ft ^ ©ft © f3 £.2 •ft be, 4P % d • d 1 © > . d :w ! £ ; © ;fc d >s .p) P5 is O© 00 in co -+ m 00 tP 00 os eo oj i> to eo ^ of in 00" co >rf co r“' 00 oa ^ 2 e dd £p _ © bo£* ©3 2C ^ c3 >»r9o 1'H ©O O P >> S .ft 1-1 d £2 += j-i © M ©'ft • c3 ft d 2 ^ dcSgfl P 2 ±2 1-1 ©ftft U += ft d * .^S ©33 g 0 g*3«§,a jp n w ft ‘P ® 3 © ■d’C ©£ cecq®ft &c°®-d 0 S op'd 1 £ S « ■ lllllpll ^dft^dP^^O S|«' "■ fe II Sp be: P © sC-fnl -I§® ^ © S O bc-d ©d 3 S dT?60 .2 o©-S u © >,'•-1 ^ 2 ft © bo ^ ^5 teft m >»ft ft .2 ®d^gf|6s <5ft © © d d M d) .pH ^ _i pj , — 1 o ZZ, p 7" ^IsgSasaig-g, 5 Sg*8&2is&i!l/L, •m K c3 ?h O0HOQ^pr3o odd ©^tnftft ft bCpft^T. ft®^.2“ro©,^ift;d©§rS Pi ^|.2“^©|'s§d6ai:0S a^dgElo^ ^dft^ft©-^!3^ ^ i &gp|j d’g | d d O ©dftft'-dftd^d©+p ft !□ (^3^^ CQ CQ7J d 2 2 d ft P ft d ft ©ftp •^Po--i©®rit. ft.2 rj ft ft p, © © -d ^ ft © C d -iH d ft iP P <3 P P a Apparently for university. Table 19.— Colleges of agriculture and the mechanic arts endowed by act of Congress, etc.— Part II— Continued. 1192 EDUCATION REPORT, 1891-92. 43 2 c S P ft ©■3 a- ® 50 £-53 d tod o g g o P © 3 d2 H d 2 Pm" , g dS . d © D- © S -g =8 &|S« © ■ -g , ^ a 00 t- X C5 05 05 -M CO CM to o fcc-g C o c © r * © §§ ra-S .**a >c- g 2 ®. d tog ©5 d d • > p © S3 zs It 55-53 - d O «8 2 © © d Mis gS S° gO 3 5 o.® i : I £§,•§ O © © - O CO'S o d to® I 2d- cS-g S3 O d d eg 02 43 -i-= 3 I fcfl — g ^ w ^=1 O ©_, tog M'C .44^ 3S p! O ~ "d <3 d © r > £ d e? £ S-1 •d © 43 > to o &d g e3 IP ,g ?-| o'£p: r' 1 taj^ © © © -H 43 to to— t®S — 0©^S4Kr( ! to© oo5 0^5 43 14 d to ©>d’ m d-d d d g'S Pd as © ?3 to. > .2 P ^®to a >,g5 - •d tog d to< >^§gsg d _ to. « o *4 d d O q-i S-i ^ 43 »;«23t3 ;p^ ^ S3 d 12S d O gd.| . to > o ►2— 1-. g CP o d , ' • •£•£ '£ O g d 1 d o 15 to to o 3 a P PO <<350 O AM"’£©®ddw*3SSf: < >>5 2^ S S -d S' 0 ^ © © to§ o©43'/!*;,43®^2dd^©Qio-d •3 ►£ w>© .-2-.2S o 2 d!2 g ? ©2> ©-gif 1^1 © d o> ^>4 - d°§ .3313 S-i _ hf’x cri r* a ® 3 ^ © ^§23 IS S3 g S3 Q. p T3 to £ d i2 to — x d ^ fl © ^ MPL.P mP ^ ©‘C-^ to Q <3 Sc S3 C S3 •prlZ © © > ©a SbS . .2 d to I w dJ .2 © .2 © MdW.2rQ©©s3QcQ - ^ P P <5 «5P > a Apparently for university. b Experiment station not connected with Brown University. Fund of 1830 held by injunction in State treasury Table 20 —Institutions for the education of colored students in agriculture and the mechanic arts receiving the benefits of the act of Congress j.1 a ... Dj _ 7, /, ton -t nn/n * STATISTICS OF SCHOOLS OF SCIENCE. 1193 •sejnjipuadxa imox M K5 O C5 © 05 O © 5! M © O i-i © -th ire i-f 7-1 7-1 oo ire ire i- eo © ire co i" a i- ire © i- o o: o o G ^ ?d o Oi © <- 0! 05 -«< Cl © i> ire co C5 © © ec 07 — ec © © ©" of ^ c f ai of ire 6981 jo aou junjS-puui soj'bjs psjiUGtnoj^ | i j ■ ; 1* ; ■ ■ oo ■ © 1 > ’ • ire ■ , . ; 69 o o o i- •saojnos aatijo puu ‘aj'BJS aqj ‘saaj ‘jueraAiopua uioj^ oo ire c o oo o — © © © © — CC o Oi ^ oo 69 7-1 © ©ire© ire -■*© © oj © ire © co re? © © ire © ire ire © ire © o 7^ © © i'- i> ec © © ec © o i- — ©ire © i> CO N f M K ^ Property. •SJU8UI -dmba puu sSui -Plitiq iib jo eniUA 1 $15,093.00 18, 500. 00 15, 700. 00 © © © © © © © © o © cd tS © © in © © ire © 07 ire — eo ire -S'" ec oo — of — > ec ire --i o o 8 (M co1 o •spu'ei raauj jo onpeA O » o O ; O o » o O 1 o © ; © 'rS • irf ee • 1,000. 00 3, 000. 00 2, 500. 00 2, 350. 00 o o o o o o' •uoij -'BAiJino japun P0joy lO © © I- © rt4 o o o o o a oo > c3 3 •sjomdm'Bd: lO -r—i C} © CC CC ec © 7- t-c ■ C7 -S' ; — J> • of samniOA © © Cl CC — 1- i — r CC • »' ^ (M 1 ' iC t-h i-» » • 00 • ' cf o o Students. I © co 1 H *8 •ainma^ i 00 *2 L- CC i> i> 1 CM • • • CC (M ■8113 im : ire oo ; — ire 1 07 ire 07 * £ 1 *c ec ire ■ <*J i e : e : © In agricul¬ ture and mechanic arts. •aiumoA | io ! ^ !-■ e ! ! lO CM ■8IUH ] CC ' T-t © ire -s<© to y-< n< t. IO 00 07 © 00 e e ^ - 07 ^ Faculty. •axeman 05 ^ -h 07 00 •0I13K 1 t-i m ^ 1 CO lO o Oi o \o o 5 -> 0 3 0 | 3 35 S 3 X3 © • o K ; B © o P H 43 X) bp O ►re 'g c >5 © c/i © ffi H s s d m © 0 X3 < o EH K O •-re w PQ CS P u 5 ■S* S?p' o® B UP^3 <3 © £ O CQOs- 'Is 'cS O S g SZc * rZ ©A A bOd o Spo - Sgl? H O O .(HO, £j3a ®ddfl ^®5ce Jcfi g M ffl ® co boO ^ - 1^2 a £ o •“> o c3 Of? o o ® _ ® 1-i > m O ® k to ® © Z o £ U g ■H >>> cj^’S ce cs o° a s © ri © © §5 ® bD*s *h •£ W cC >d " © ^ Q ® o 03 §<; g3 !>>© S-i g-a g c © SB Mo c3 — © C-d^O § c -o g® • p bo ►re © '-•a . „ 43 T* » »fH ^ gS ® ce * si 3h £ •— » .*-> 2 o .40 © 5h d M bj0- ci<&, H xn © ' _ ® FH ■ g £ s S b Sri 2 H pjgr© 6 bC& ®£d fl . (Og fP cfl * See foot note on page 1189. b Of which $11,000 was for site and buildings of the new agricultural and mechanical college at Greensboro. a Preparatory stuuents. c Mostly preparatory. Table 20. — Institutions for the education of colored students in agriculture and the mechanic arts receiving the benefits of the act of Congress of August 30, 1890. — Statistics for the year ended June 30, 1892 * — Continued. 1194 EDUCATION REPORT, 1891-92. 'saanjTpaadxe $120, 290. 90 2, 114. 57 Receipts. •0681 JO J013 JU9U3AVOpU9 S9JUJS peuittQ taoj,! $5, 666. 67 9, 000. 00 6981 jo jou jttuaS-pui3T S9TBJS pejiufi uioj^ to CO OJ CM CO © aS ‘S90J11OS J9TJJO pUU ‘9JUJS ‘S99J ‘jueuiAiopua uioj^ $116,619. 09 11,813. 00 Property. •SJU9TU -dinba pu'B sSut -pjmq iiu jo gni^A $516, 000. 00 11,214. 00 •SpU'BJ UIXBJ JO 9UIUA $30, 000. 00 2, 250. 00 •UOIJ -UAijino jgpun s9Joy | 400 25 Library. •SJOITjdUTCd 00 CO •soumxoA 6, 345 _ 1 Students. In other courses. •oiurao^ I’ •9IUH In agricul¬ ture and mechanic • arts. •einuia^ 257 15 •91'BH 429 5 Faculty. '9J'BUX9kiJ O O ■giuh O President. i L. C. Anderson 1 H. B. Frissell _ 00 0 OOOOOO 0 0 00000 © d d +3 m © P,® Pi © d O'© H O ■01BH 0 ONrHfOOOdOtMCOXOCOO 00iCO^?D05t-.05i0 1'O 10 10 T-< lO M01005! TP 00 0 0 \Ci Nh-tN g © d Ph !>» d •9I,eui9Ly: *• 0 10 0 OOOOOOOOOO 0 0 OOOOO © !- U O ^ £L d w P< ■9IBW © 0 0 ! 0 0 0 OOOOOOOOOO 00 CQ OOOOO Professors and in¬ structors. 'luaui -Ijudap o^uiSonoO *1 0 01-1(5 3^ ^ O O O O CM T-I 01 ^ r-« 1-1 Ttt C i WrH i'- ^ 00 03 OO t-h CO CO •luouiiaud -op ^joiea'edoad 1- Ol O OOOOOOOOOO ^ 0 OOOOO >» , d *= , © © S a d CD g i||ss« ^®0 g*1© P h ^ ^ © £ WgdfHPH®©.©'© be © 0rg ©© ■&%$**££$* rh o 3 ’ ' cj 3 o - ■ » u s ^KMdSPZPPSoPP ' -4-3 g ®3 Sfc op dp >* o h a g eg PP g O >>&P fesatrt g a d >>PP Cv5 ^ ^ O Co rC O <3 CJ rd OdOCGO O So® ©■3 > >» d-3 P e>: c8 d &p ■ 2« © W . f3 p ^ > +2 o !Lh-J3 0BO 28 : ©g :°p >*d o ±2 -g d ?d * oo^'iips ;pd23o3o§^ £ -^cd doefl o °§_; ;382§SS||3Sa8.25 iccocwPP&h^SPoch m d d ° iZli-s 2 |.2dg © d © ^ o d -1 © u , °S%>& S^isSi go yP..n „ ^ f-1 2 Si D p, . 0 O ^ o dg dd .O 8® g| ©dP^^E M o © c3-hO tflPO^P oS£ ;S d • J cS O D d Q l5 2g. d ©§ d 2 , ©d ' ' d -'3 0 © OpO °Q to . d d<3 i»jaS|« I S)p s d m . C© dgg d^-dS © PP c3 bod dd d ^ © d O 0^ik.-D 002^ d d © d 03 0 bo ^ g d d dH d © c3 c5 > P d ®5 EHQHj^SOiW ll ♦For 1889-^0. Table 23. — Statistics of manual training schools not supported by public funds, 1891-92. STATISTICS OF MANUAL TRAINING SCHOOLS. •snotio'eT.ansg •spunLj i •aims ] 8° o © o o o o ! 8 1 , -to bfip Ji © < d ,3 % £ ooo ooom ©ooo ; © ft ! ft ! « d : 3ft ! £ ©O'* ONO« •U9TXIO AA ** ! icoc o © © o w; — cc d CQ s.s •nomo m ■ oot © o 4-3 rj S3 & a s ^ ^ 2 ©x CQ ^ :o w1 , •d £ rt G £ rj £k£ !-• ©i . noo 0 ° TO g£g |§3 oz3 o © a 2 to — s-i -*3> — © H c (S m >©r|d o ° 2^ pi So© ©^ a Kfl fcC+3 fcc-S TO s PI ft c| p *3^ fcfl EHto.2 to 2.2 §g« TO a to D£ 2o fac^, .2 pi 5§ 2 S TO -u S S3 V- ft O © o2 :•§§ • °X3 h!«0 5.Sft m ^ . a dH ® d © o 3-2 25 Sh^O 13 1| 2!cpB ll.dP ^ 43 *3 7* d ©.a a O-n TO 5 ® U £ ^ TO^^ .£-2^ ® © S 3 £ dft o 2ft «ft ft ’"ft ft © ^ ® ©ft ft 2 II £ o 3 ! c3 ft 2? £g*8 M O 3 ’2 ©Q d^ r> O TO r9d ^ O,® SIS s.2£ oS£ s«j* d** mk d §93 |^8 .Q j-> S-i . _ TO ><.2p ,-ft - £05 fi%> Op® „ >H ©ft *? •— TO ® _ .2-2 2 IcfiCQ 150(^0 1197 1198 EDUCATION REPORT, 1891-92. NORMAL SCHOOLS. Table 24. — Summary of statistics of schools for training teachers , which are wholly or partially supported by public funds, for 1891-92. Instructors. Students. r! \ m O rtiallj arofes inent. m a Th in ~ to cco-h 1-1 r-l ~ Tfl O 1.0 •U9K I QC •singra -1 J'Bdgp J 9 X1 1 O UI p9g'B§H9 ^HOqAV •'ingm'ia'Bdgp I’Bnoissgjoad 9x11 ni pgS'eSuo OHCcmowoio 00 ci 00000 'O 00 oifHo^mcoo OiTiiffiiJiNtOlOtDMNCOO^lO^ifNNCl’ •SJl'Bd -9JL puc Suipiinq jo^ 000000000 o o 00 0000 000 o o ^o o 0000000 lUOd -dns joj ‘^to jo ‘Aiunoo xnoa^ - ■ rQ - 'U OOOOOOOO OOOOqOOOqO 00000000 oooo^ooo>o^- OiOiCiBfflOCO OCCOIOJ^OOO^OZ ^'j>CQ(N!>^'foeo' co-^eo eo 0OOOO1 u o CO — 1 lO CvJ o < 'KN m PI o .. © bD pi ■ o £ ; ; bo 0 © £ m *0 ' : ^ Pla^PPS 1 r A ^s“§§s£ m . pi © ^sl7“K-p SSoS^hb © ■ o , .On O - pq-aE-1 og S_| © M >2 '£ O-gsE rtpn .•PEj j® i-a © © . • cTP ^ p si ®r- - ® ®H^ » S 0^.2 d ^ © g .S Off Ol II ■55 o c o « OM lt&*a ; 2c el eg e3 ^ i2gc«cegc3c$g©c3.gc§0 HWc^OQlZlMOQO^cioli^fc ■M^3 w Pi Pi ■£ *8 0 0 g CO 8£ d _ ® ^ ® °c0 CO P b0X ~ slS-si g|3gg 1^115 6.2 SS3 m O c3 c3 cS o B '-3 S O Op fl fl fl Omwi-hm £ < fl='a'&P S •"? S 2 < S' c3 © bO .gpofcCMS^© S ? 2 p» ^ s biS g g-g-e g 2 o ^ -Pl g -Pi o o 5h P N ,S o .oft'3 d^ri^7eS)2K Cedar Falls, Iowa . 1 Iowa State Normal School . I H. H. Seerley . 20,000 I 6,000 STATISTICS OF NORMAL SCHOOLS. 1201 — ' CO — 51 51 ■"* 51 — -O' CO — 51 ^ —i 51 ■ 5i 5i co co eo 'lOOOOOOO — 000000 51000000000' eo o o«oocoo^«oooSSSfc^M|d|fcgfc.ggfc §§gp33Ssijil3llslI W Jnl^Hcc^cnBccScqScQfacoW Jen 1 * §«£§ jrfaag^ai ® O ^ o2 .M — ® ^ fcbg rt'^,2 ' 2 £ bos ®§2 s«ilsago|s|SlfiS "5a-ss :aaS2ragsf»ao o Sso S-gw g « S'H gw SjPH-g^ s as ® 0.3 * 5 ^ ailS“l?IS'C;sS Sa I * *1 g S§ gl a0(^.af C°^ ©cjSOOOflri O ^c3^.e3c8c3t2£*© .ftS SupCQ c« v~\ 43 Hdfcfcofc&tOfcMnm ED 92 - 76 gg|j*M SSi;w3mfe?:SS'sSSm^B8MS^SsEl£l Table 27. — Statistics of schools for training teachers which are wholly or in 'part supported by public funds , for 1801-0S — Continued. 1202 EDUCATION REPORT, 1891-92. os© rJ-2 5° ft C/3 ft CO 3 o=£ ° ©o° ^ p,* *JCO-£ JOOqDS q o U o hi s q 0 o Ai •sa'caj^ « I in "f m co¬ co eoeo eon*" t i eo oo eo co h< m oo Sod •n oo:»>< eo ci d d ci d "[T3POIS Jduojst oocooooimoodo KOI'" 1" Cl 00 m "" in o © o o ^nppnppjO © cicivn-""fOi'.eo£~"*< "uoon-nt. oeo "" *-i Cl — oodoooom popio \\ A l^'lOOO't^OCSiCCS I- 1" 30 O'. Oil" H JO ci""CO— icicieor-ieo in ci oo in ci ci ^ <~i eo o ddd •H3H sniani -HJ'edep J0qao pi peS'BSua^noq^i L! oooooooo mo oor-iooooo oo diao^nic unaraw'BdQp IBtrotss0jojd ©qt ni pag'egna .£iioqM eoeoincoH*int>i> eo m o ci o co oooooooooo ooooo< •SJI'Bd -9.T pnp Snipixnq ao^ 82 •jjod -dns joj ‘£110 jo ‘linnoo uioj j ooomoooooo ooomoooooo oinoooinooot" oooooooo oooooooo t-iO!"f 'fiOOO """VeijoV c3 c3 +3 c5 c3 -'d'C- o o H ci Cl o o o o 00 r-» © B 63 A ftp: Ah Ah A-i .rH C j_ , 1 gS=iS ®SsjJ M 5 ®rfl Hr/ ^ Jh O H Ah r3 - © «w £6 i >,« ; ft ft ) o § id§ >k&; ft p 3 fcL^ i|- ft© Oft O £ P O. 3 ® b 2 ©A gggs^fe^g< o o ft © U1 tn p p p B ft s p S o fco © ft ! h . © "1 ® oft o O ft o tco p _ ft o O o l/J § A ^ i* ^ o^1 to ^’Sft’BP op©P O © W w »-i © h!/2 PC/2 cSH ! P c3 — ft O © ft — “I teg P o p£ '3 ft . 5-1 ® saaaa^^g o o ©*cj so t3'0(3®®®ffi'3tj2 . ■ 3+j — ©©ra._, H c3 c3 ci cS P<; ^ e3 © — +3 +J *J © ^ >54J feaic/KZK/3B «JCQ O o_ ft o © o Iflft — © eSI/1 ||§ ?s-g Si | ft o g fto° o < >ft p ® ©c i ' P o — >ic3 c3 SoQOQ OQ 128 ' c3 ^ ; S ai 5h r_4 o^3 o 0*3^ ^ II ft © - fl o ft S ft ^ © © © hrft r1 d S ri ft o "H «® g p 5 O -2 O S P?C« O *50Q-«5^ |.p3'z; g2Bl§l-S- ©o § § g ;3)?:.5©2^p!®©5©,3 '©^ftPiraco^P^sO+s :pu ooQ<5PWcoq:c/2 . , r-s c3 -ft ^ r'Z h p © g P ft Pjft c3 » 3'§st>§|l®S 0'H<0®®C®HPO Z.ft Oft C^ft^ © >• 5-i ©< p5 aTo O m Jn O p gftu - c3 © tc^ Pftft o 213 PS ft > © 3 AA a, Cv og^£ SVo^Sogrtfco* ogoeft © > ft.ft ft * C ft t-, O 0 © §>'x 5" © ,2 7* ^ o 5oP0 o o o o o o ■<#< » < ! 1-1 w COO L-OOOC'JOOOJOO© fto ap o °5’ i—i 20 020 p — ftp ftO omocso n^OMosx- oo ci — lO'j'cseocc-; cocao* coo caca i— eo MOOiCOMCMONiC C^COOCOO^OOOi-gJ > co i> ca cs ®o © OWOMifOO CCO O O OO 0X0 OOOOitX'tfO OOl OOOCOOitl'KMM OiC-iOWCOD'MNOOX'l'MiaO —1 O* -n T- CO iC 1-1 OJ .OOiCOOr-iO i>flt.i^«OC.^-i^^ oooooooo oooooooo oo ooooooooooco ooooooo O iO O O O O O O CO 03 o o ft ft of 03 ft iff oooooooo 000 1^0000 com — o oo o ©saco cftoa inxfiff ooo casa cc ooea OOOOOOOOOO-H §^88§§§88§ 'ss'iffoo io«o — S3 (M — CO : 2 © P C3 5 SG; _ 2 © ©© 2 lisd0^ sag • ® is , ft [> H ft ila* ■* ©s'SogS ^£©^ftS ft 2ffl ft • t-]o> o £ +° £ft © 4£ © © £ © > ,Q d'ft 8 SO 0§^ . O g . . © . . Ko^^asooo p &2 Sac §2* ft i3 pi 5 pft° 2< o >> r— bP ft> ■5 salivas J c* ^aooo p ce^ ._ri ^yO| H d H 5 r-_! oS^^jjia^ ^gftftftSS? © .ftc3 3 « — - = ' ^ • X — ft ft p 2 ^ 3 :£> £2 ;1 CJ S^ &?st OPb (jpp© .So os ft M !Z £ o ^-. o — — ri o O >»® ©^ o c© ^ ^ C 73 S'S-S^I liggftp o—. 3 m o O „|$2.SS :§* ■ ; c3 to : o : >> +3 o 2 g -If m PO III o JZI So C3P3 15 0 0101 2-2 3| §p §g 2** 2 2^ > 2 C/2CC 111 flla ■^52 2 ©2 i§-g®p 21^3 1J © “10 2! 2^<5S « —f rrt _. ^ pill «||al ©Z s PI2 •2 © 2 pS; i*3'3t7 o^: ' ^Sa55 1 2r° O o o * 2 c ' "gs|"asi S-SgoS t/2 o oS o © «2 Mo o S So < ^-1 OO^ ' IpccmSc/ic/} O fcCr d> s CJ X3 00 -1 Oft feQ * « C3 ,3 - ^ 2 b B4 © © a 2 _:ft ^ o c3 '!> ■ • ■ c3 „ 43 ^ jg > 60 §g«§a§ll sSPPPi^siiii isa’sSiSg :> :> d 2il^2©>©fl fl|p|PB^co,C3©i 2ft © ft 2 _ $ocS«Sfi^ X3 x ; cs B :^i§p#^-§ ®5r S^S^ft^cSpw^ - 11 OS g g ft^ £ ft £ ©2 — ®%5®© — ft tl >ft boalm^loSS^ 1203' Table 28. — Statistics of normal schools not supported by public funds, for 1891-9 2. 1204 EDUCATION REPORT, 1891-92. •1V9& HI S5I88Ai ONO^IMOtlOOffl- 00l~«0Tt O O 02 • O — 02 ^ CO j TT CO CO O Tt* o . .-j CO * •asjnoD I'Bnoissojojd nt sj-boa 1 11 CO^COihh^HHWM ! ^ CO CO ! i-H i-i CM OOOOOO) O ^ 03 1- 02 O 02 I S ^ ; In profes¬ sional de¬ partment •arenia^ j 1 o-j:oooocmo« oooo — CO(Mt»iO'3'iN(MiCiC3 1'© O lC3 R3 GC i— ' 1— CM 03 lO 1—1 * 03 ® O O 30 l- CM lC3 if3 CM CO ■cow 00002 ! C5 O | Instruc. tors. S1U8U3 -^audap janoo ui Ol-lOOO^O^WOO O & iC3 TIH o LC3 X> 1- OO — i O l-~ O O 00 I •9sanoo I'Buoissajojd ui vn 00 to — 1 03 03 R3 O 03 lfi — MW^^i-l O CO CO CO i> O CO DO 1^ 02 • »-* 02 • m ^8 : : : la pl \& ” • ® c8 ® u . P d 5 iH B ;2 ! B ■ o XI sl.l Swo S3 § 2g. Sffl ; •(> rj o I s J j t,is£°ssc B c3 «*' s <3 © © ce 3 0 H © O b.b5 -t ©& g fl :3 o'8 ® © ® B « M M O O A o M 2 £S ° o bbs Cv5 O ©CQ i a B o3 8« 0.3 rt ^ B © aj «ph "o i x' C^ pH c3 B iO ° ifi 5 1 i s_, § .§ © © 2 1-1 0‘ *g £ 03 o i +3 3 ar© 5 ■§ .S s ^ SSo-sBSgdsSo ^^2 3 OnwB^fl ■agsasS^g® Sg3S-gS,§35oS fl§2oO©-§%&i® g>* 3§ Ox »-H O .geo . c- 111 si § ® o a © © xi a?p-» af^§| B 8 B £ B o £ O^BOdyO ISgg^gB -£ £xdxa © b 2 S-SSfeSSS If, B c3 © § gS'g* O^go £ B^ ggfiSui pgSIN ggOOqh fcO © o „ °i II I! c2 ©^ , »ss flX® BO v id: '■JSp4 csS oxa . !S§slfll|g mil 11* oca^po^o <3 £ <3 O B B c3 0 X d b| M M 2 © ef O ■?r .. © ^ ,§ i 8" s | b2§)K3 3 o3 •■■< x< © E x3 P§ldrJT-it-eO m © 3® O o'Sffl w|s.2ld Pi tn . gSdg „ M d ft 03 d p? © O ^ o EH i-i § S i-i wi H be d eS. m §)£gG §■£ •SHt*** o ®.2cc to drf 3 >> ^ ® o © CJ id o © „ cd r, © ft d^ g (33«w ® BgSzj-Slo-g 1*35811115 5 o d d «8 » a ©“; ^ O ®7h 2 d cS-C o 3.2 Od dO os W 73 IS r sO d ■ p -ss cacQ^S - © dH H d'g 5 _ ^cd | 9 bc-2 H 5>d^ d|j ft.9 n-^-d ^ !».d l^.f. *Jf* ® 2 ^ S-iSd UNIVERSITY EXTENSION. 1206 EDUCATION REPORT, 1891-92. •p9109l! | -9 j .1 9 q lit u X | •110*11311111113X9 passed igqninjsi •SJ9d'Bd .10 J9q -lUtlU 9ST3J9AV •SS'BIO 11 J9q -uinti •oS,bj:9ay •sa-mi -991 J9q •rann aS'e.iaAV •9Sjnoonis9Jiu -09* jo aoqninjs* o o m o o o oooo oo m o o tji o fin'll nT > in o o o m iNOin oco ' nr —i <5i OOC5CM>CO OnOl.ia §11 ^ c3 ^ > 9 Pi’S GO o . >■ >> PH m 05 ft Q. _7® <9 o 9 9 4 S^‘8 S>3»g <2 bfi© 9 © hSA 0-9 © © 1-5 re*' &S1; S'15 g*ssg 1^3 2 3.2 9Q o © -9 . . 0D9 4 0 0 0 9 9 ft Q Q Q 4feMWW go9 4 0 4 4 POlQ 0 . 4 t* O H 5 £ < a gj> Q§ 4 p <3 4 9 4 OU >.0 3 q.2 o -9 9 9 O tf 2 ° r 3 fc;H 99 9 4 © 4 OK'Ji o 4 - o § \8 CQ Q «s oq cn !> 9 05 Q ■3® 4 M 2 © © > 2 9 OP > V S o o o o OQPQP S5 P s a o o 9 >H t m ^ Z h a a 9 CO ^ O g O co c o s o STATISTICS OF UNIVERSITY EXTENSION LECTURES. 1207 0300000© MOOG>©CO ooooooo ©©©ocmoic COUi-THnW mooicooo i> l© © O* © O in 03 i-i i-i co co eo ©©©o©© © © © © © c* ©>©© © © © ~ o 03 © co co o © © © ©ei©eocococo 03 © © 03 03 © 03 CO 3> 03 03 03 03 i— i— © 03 03 03 03 ~ c3 O *3 p,s dP d d cp : b>» S Sh :22 ® c3 co scS +3 „ gP c3 $S| p © „ ^ O 5 co cJ ••H ' 4-3 ^ ■£ « 5 SS 2 s* ” rr* 0*H p 43 L g © 2 a S3 CO c3 fe»3 s» o d C3 O o§So ■3 o-Sg Ti© “J gog |s*i S A a a — ■ ,-* c3 d © o e3 fc c3 * S3 g-s p Pi d-d 5 ;oc- WPO :php flodfl © O H © OJKO 35 3 O d g d ^ w £ d O O d £*d © 'c5-'°;i*gi§ oia o O d ■ g SgS © O'P •m a d O O d S8b§& S3 '5 -2 O O gpgSo rj 0-3 to © OPP«!0 Big S-l *3 ?H .Qffl © ■gZnCLl §lfe ^.g . 43 co^3 11.3 i-9 15 o J-irj ^.§® d - a - ° d (3 d w ffltf m .g d © ©7^ "Sflflf8 d 3 csCUi c3 ® cS® p a ° .its H Jh 1j q :M. rife". ~d o CO 22 © ^ M .Qd g 5_! C3 J-I Pk Q cW d P o :§o|§ :s : ^.s©^ No^^qooo . d . . _ . d . d • rt • ■ S ^ g *3: <5 P .2 I'd «W« £>©*© : 43 |> 1<3^ C/l&GG HP . c3 3* Hd1© o o d d ^OMd ; i :«idd bS ; B w i i Q, pk^p -w ^SWhO © g pv g is 03 S ■ to d o © << 3 w^mS^ ddddd d, 2m co ^ S343 eS h > c3 oa§i£oafl $imi! S-2 S © c3 c3 o A k30®000 S'S.^feQQQ i 'd 'd m d ^ MOO ®'o Cu cj o d C O » CB rj b § 43 > O H •-1 >> d > — i M ■ ^ S c3 05 e3 0^3 ^ d © o 03 o’ o > d 2 o M M fl kJ 2 § w) ^ £ d 33 © Sh k d c3 O P Table 29. — Statistics of university extension lectures for 1891-92— Continued. 1208 EDUCATION REPORT, 1891-92. •pgjogC jsqninj^ •noi(yeuTurexa pGSS'Bd ioqninjsE o o o o o o i?I5l09AS. JO J0q -uinu 9ST3J9AY •SS'BIO J'B J9q ranu gS'BjgAy •S9jnj 09 i Q.'B J9q ■rann qSv joay 9SJnoonTS9jnj -09i jo ioquinjst to 50 to f. to . d p r“ 0 P (S o rt d U bi d ' • ... ® += f-i © . (DP >>4P.rH ® B © •r-l CC+3 b’p'© ‘ . S'S bd =3 ® S ►> © be Or} Pl S * a.rt. O fe, g-s- ® o a « © > d © ® >, u . „ 'd © be t>>bd llllsi © Q ° P o si •5h © 0) rH Pi P3 dPOHH ’O d d d d bp d'drt 50 ?D CO 05 £ £ GO ga © ® o *= ,d Eh £ ; g ft* h g>3 o +-> HMfl'H WSO0 «w d © Org d.P ills ,h d ^ ^ a»ss0 Jlsl ' ^C/2cHH •S3 8-2 © Sh ^ W> o— 1 1 £-< *-»>A . , | ©m ^ © i-i . P* 00 0 d ° Encq p-’h 02 <1 M - fa ^ ^ d M ^ 03 P3 H fc § P M o o o dfipp d P o o o o o ®PPPPP „ © © to Pd ^ bCfp o 3ciO <10Ph H CO H !5 p P H a O! ^ B EH CO og EH ^ p n jOOOO ■gPPPP I" -u z S'd g O A += © M © c3 ^ Wfe STATISTICS OF UNIVERSITY EXTENSION LECTURES. 1209 (MiCthO 'OMiftNHO’ OOOOOOOOOOOO OOO OOO OiCOiO^lOW oSc! Cl ^ 13 Cl ' 13 II O II 13 ooooooo ooocioMioofflwoo «o in «a o © 03 © 9 d 9 B. 22 5 '2%S - c<3 g iiini 2 o too o fcj) o fl > g fl g > S Or1 « h O orv>m ©Rfv; ® £*? © -7! d'o-< O d d d d d Co>»OrtO ? ^ o ? o ^ O © ^3 o ^ © ^ d to (5 » fj fc> 38 d O sh a © o £ * zz w d d d u ® d 'Zg a& a :a © ; © 43 *3 d : d o • o © ! O 03 • 03 JS ■ -d >5— >5_ «r( O 41 ™ d . c3 d 2 d © d © 43 *j ceficjp,oc t) 01 O ffi ® 03 O 5-i 03 2S2 ?§§ S^-d lil d >5© si d o d §8)85 2oft:» ^ HdtH Sol ° <3j-pfccS. ^gd d o S o< 5-1 di-O >,d B ^Hpeid :p !W : &- ojrffi tt -d tu d ◄ g«£ “ © § 03 :s S c c/-i >>© 2 ® d d o d © ^S^^5aoong . riS < s < a g s * d ©*< ©◄ -«!£ 3 pj , d „ ,2 3 Pi fcjj d fcC' J fcE B fl OdOcsJcS©© P a H ◄ * © © c£ <: eS o P qkq H d P |£© if © £ g I.g V w w q; • ww ^ CQpLHp3PMlXl(liWn Opw[U O OCCBjS ^ . ' ■ *T! - HdHdodfcd oo oBb m - z © d E- ^ d ^ Z^ix ®az - is . i^ri'OcsS^tBns rj9-t3riS-p®l-l© ££dS5oo | w p^ a o > H ! d 1 43 : d ■ © \o ; zz d dr2 oo o o 33 oo ■33 ° d d © o33q © © > > © © ® © d sig SB. ® © > Oo^ © © 32 d GO GQ O 43 J3 7< VI 43 O ® dCQ 2 o d3 °o o o o w w M w qqp222§ ®®®fl > > > © © © ©o SoS 'd 'pf'd ^ d d d © !z;o oo o d o d q2q J 2^ ® d > © ©o 6 P (H Kb M d m o d d p !*^ P K 2* Sog d m m P K K gPO < H <1 ^ X P h-pb d q -Oh O oq^q -1-3 d 2 & Bh Sh PQ w J. O. Murray, d. d., ll, d Table 29. — Statistics of university extension lectures for 1891-92 — Continued. 1210 EDUCATION REPORT, 1891-92. •pajoaC -9 x x 9 q xii n k •noiarcninircxa pass-ed iaqnm^ •siadud jfpjaaAi. jo jaq -in tin aS'BiGAV i o * j> o • in NNNWO 1 \a •ss'Bio arc aaq -in n u oS'Bjsav -sa.mj -oai arc isq « -rann ©S'BaaAV I 383 ii(MM •osanoo nt saana -091 jo iaqianist 3 © fl 0 ft *3 fl ft © £ ® •^ft o« U2 V ft II o fl *3 3 fl fl © ofl © © ©-S >>£3 r si ft d^ fl fl' rz ^ Sg^:? g* g®SS®^©©® ft© flG Pi © © ft S o 2? a _ ft© Oft ft w O^S © "£ |» o xm © .3 M © .2 43 .2 ,§ *5) O ”3)3 ©Mo ’S’Scft 2 fci ftfcoli tD flofl^flfloflfl^gfloflflfl o3£ w ffl fl fl tj © -ft ft B © ft © ©<3 _ IS c5 O ■*-* * Zl © ftft 53 .2 ft ^ftft a>g © © © ©js o — < AS < © fl tOcS bCfcJOO o fl .d A fl ft © HajHKKH ft® fl-2 ^ ft © fl °.2S©§ “ r— AS ft fl &Pa S.S fl A3 © © HifitfS •ft © © ft C fl ft ft ^ft CQ J?© fcift fci fl O G HBH fl M §< II Eh £p= B g r o flft K o fl o ®-SSg§©fl ^A2 >-.2.5^2 o O fl O > O'© «««gSwS k'^c'kkk^ Q p Ofl Mh ^fl O 3 m ^ fl H - 0Q fl A © Pifl .. — »d-3 ©ft fl fl fl A o dft g2fl ® _ _ 0&hEh^H.^K00 0 flrH^P fl . • - . K. . • T3 I^ch^O ■ • • • - fl flfi ■ O fl c o ft © fl O o P JH §s B m O fl fl fl ^■d SKg D P fl O S3 « A fl » O 8 ° 55 rl M o O fl 2 p fl 02 H S fl o ^ H -s ft X H ^ fl EH >>< _ ft ■fl o © o ft 3 ft fl fl ft O O fcflfl £X i3 © - ; ‘ai a x ftn^Pn fl(2 ^fl 5 gfc"fc > - o - o ^tJDbC ; Q ; ^ r-j ^ -? C II "> S O ^ O 2 O S % O f3 -3 O |Ql!|Qf|Qpgfll°ag © ©Aft fl g ^ © ft gd flg ft ft o o o o o©ftfl o © r; o O OOO o G POOS tcj t-3 KG '3 b ‘ fl © o © o o a is®* s'H.S - O O o’ft o ° bo x n fl fl fl . fl fl fl GGG ► Shakespe; STATISTICS OF UNIVERSITY EXTENSION LECTURES. 1211 OO I o © O I O 1 0 O I O Oi3N^CiTi(Ci 00 © "i* W © Cl © O © — i CO CO © r* © CO © O 1-1 © in CO C3 CO oc © m © o © t- coon © in © © o © >.n in © o 7 • © © 03 (M rl n i— 1 1— , © lO © 00 CO co © > © © ■ © Ci ' ^ IOOOCOC! MOC0MOO0!OO01 ooco ICO©© © © © O © O ©CO©©©© ©©© ©©© ig §5- © a to 03 - B >>x 2 oca <3 e? © o © a ft O © -o S c, < ° ^ X X © c X ft ;o>£ag MISSIS |-S3|a2r?|g! g§|g|^l§^S otioo3o-rtO$o HWtf WttWWWWW Soo f-1 M sag s ◄ . . © % o| © pi s a o © a © 43 >X £ a d CO M © *? Pi XI o O oao >> ■>-> a © © X- ox PT P. II If Htf !>>© c3 *2 X © pi d © a©s as^ °g? ° s?± & -3 a W x © 8 3 p, Pi a © WWW ft ft ft gBrfS«: !&§&& S f- © fc! fe OC^O^ X-d p ^eheh^shS iAy&ih'&m :o lal TO o <2 60® . IP ftp! •da© gSS Sx cO WWW eTosS ft ;Sft X ! ^ M § !h'h :-Ss _ a g © §•§ © i p.gMFg'g K ft *toS ■g^ ft| ^ -a £ d o'S © ’ii ◄ 5 ^ ^ a += <« © o 03 ^ X TO CO - T Cj o$Srt ©x^- a ax © o a co ax .◄o pl^He c^W^H pq ◄OH WSWW x “10 ri lES f£g Rxo toB W fc w w w ^wd pQ Oi ft pifls S pi © © y, ~§3gM O^to^ dSwo^w x x wx co a ^xr Eh H ft pq ft a"0 ^ s:^ sks cOX - sga 3^a ^xS 8-a W(§§ a^W W^oW ^WHi Table 29. — Statistics of university extension lectures for 1SD1-92 — Continued. 1212 •paioaC -9 j. .1 9 q ni n k i ' •nOI'J'BUIUIBXO passed ioqumjvi 'MOOO^OOOlQ^m: ‘sjad'Bd ^PI99j\ jo jaq ^ -mnn 9gi3.i9AY t}< 1 as I «D Sfi iG i«0 •ss'ep at? .xoq -ra n n og'B J9AY •S9Jtia -0 91 ir J9q 13 -niim 9§t?j9AY •osjnoD hi sgjna -09i JO igqtan^: ^ 05 O . ' ' if, lO lO iO O lC C C iO lO OOOO cc ^ c6 F?g ®j Ci ooooooooooocao'-oajooooi P s. c3 3 P <3 © © X C3 ^ .M *3 © f-t © > — -1-3 © SA-g’glfl tc'g mS S-S fi S - O aacPao gd : 0.2 : O © P - HSC 3 .2 >,.2 o ,§§ 1 P o 5 % ) P r3 M W iaaaa cS O -r « Cfi +3 ■ _ © ■ io - : in 2 B ft2 g'g-p g S&Sg © bpS X © xft ©> +3 ftf fcD © P O' S_i : >» P © P p X o U2 -r- 1 a? © : c 33 *-J 1 Pi P.5-S £ 0 © cc © ‘P >, © © I x aJS ^.g.2 ft® X fcc sSjS 43*2 — ■ S' o : P © iHS og8 2aa © © 3-, 73 fcc.2 fcC> © © 4= ^ . "S g © > c3 M > o ad .£ ft p a SHHOQHP: II i£ «< K © ;a-p © -p p ® P.2-P.S ^ © ' P •§> ft tc r* © ^ P S'g 0^ 02 HK Q .s E^i-s aos E-^ ^a s ◄ u © ■P X >4 S'S :J1% ffl < Q A*1 Cft So fto 2 g O 73 43 © H a :Q-x is. n* ;« ; ;«a^a Iqa ; s - jq g -H C© i -P S o -P © p -P © ^ 0 f-i p; fip © *31-. >'?'S>Prli>P0O0,00oP!02 Ir^Wi - - H ^ K 5-1 Eh ^ P X 0 s ^ > O 2 0i=.g X ’©> ^ p p l§i pi I’SO ij os a > H B «3 e3 43 « t3 ^ s ° O 4^5 ss >?o aa cS a o § o Q-pQ c3 © Qr> PM v Si rj ©ft JJ © P Sh .P P ft P P •r3 © O 'll © ft -r3 >tv,S >43 n > , ©^,3 ©©2 © _ ^ _ ;Qp3C;HOai^Qc/}E-t,'-;.c-i^rH^ ;ys^aa^aaa « 1 P hr 1 cr hh +31 14 © ooo«!^SS O > Q ^5 • SpScJ _....© 3*S JT bo c3 P 5X-- M 2 £-22 ©T1 t3 P ^ !sm rr5 lb m m o CO a ©a 73 s c3 o O C rt QC: OP Do _ _ _ I Willis Boughton, ph. d . ! Poets of America STATISTICS OF UNIVERSITY EXTENSION LECTURES. 1213 OMh^OhOhOO Ol-OrHOCOCOON^iO-iCONOOOO^O + ^OOlOO O^fOrHOOCMOCMO ■»neo j ^iOO^CWW?0?0 t-KMSD lomooooomoo CM CM CO CO TJ1 -PTI kC M TTI lOO'O JO 250 200 300 100 250 150 OOOOOiOOiOiCliOOiOKJN^OOOOOOXiOOiS COICOOCl'^iJOiOTfiCD WOICO(^CQCQ(>ICaO^Ci . - „a co q. Ssss^'ftw P! a PiPid +? dP ®£»iVlVlj-*fPo fimOOtjOOi-i O £} A ,P P ® ,P rK - , o O c« W >J|-5 6* >> : h Vi O © co © w V'H in d PP pP ©CO © V2 v pP p P P P P < P P d 5h d Vi a ' V d Vi ®0®C!i®0'" sSsgfesSj .pSpB-g^g :SsS§’“S|S'c floflodflof] HUHQOiHOH 2 >>: >» Vi s* in rj S5&g . p-h o S o co g P £2 +3 CsJ 5 Jj .2 V ^ V v Vj '+= P d P s' ^ v -v © -v . ISsgggfeS ||B||Ilg SSS33i33h © >j a >3 © be 111? a 9 ? n Pi [. >>, O 8 ® >> s-saS^SS 2s v pi ^ i« ® ® o s c3^:Ea gS-Sfioal > V o +3 © CO ViTj a^ . . .pfl^ :ps "g"! £*«§>-< >ofl>>a ,§,2 ©£ ^d *,§ a d be£ bC P ^ 2 S bC^ § g a£ a^og^ aS^,g dddHdjddJ^ Q a a " d «a «« a a H a 1 a g -jT co - CO p a © © d p Pi a p V rH c [ 9«n p p >y r In v d ®§ II o $p a a o HO >> w ! oo • O O > © 1+3 •p ®— i © co © “vaivs v £?a ^pp a fl+d+rtp pi P ^ d P P . V V d Vi >5© >>© g © V 1-3 V +3 .d +3 p a p a 43 a pp p,pBp _ © CO © DO -H 00 O lalaga HHHHOH P fc 5J woo®doood» vQQgOflflq dp I «1 1§ a <«£ iSjs «K r^H "{2 •gi, ^ 05 agtf © © v« | B A W _ © p v a ^vfcco 121M 'd d § pq RwM^d ^SdhSM a B go O co m ^ • W . g a p g " -■a -a^ - u p a k-s q ^ d o « “ | g Sgow.a^l^s P ,^.^Pp.. ,._.«8 JO dd sjM 8 ® p « fid^Jd Jd « HH ifl)n+3 i i i ri . t , , , i i , , ,ri i rj d ry 'Oq • .OhHhOoa-gooSooooooooooSoSfflWd&ooo-, oPc5a 2PQ ^QQ2QQflPQQQflflflpQPd>iW jp§g,p a P1 « a ^ p o © ® fe: OH ©a. > P ® v'g O OfiPc4.2o Boo Uxbridge, Mass Table 29. — Statistics of university extension lectures for 1891-92 — Continued. 1214 EDUCATION REPORT, 1891-92. Bacteriology STATISTICS OF UNIVERSITY EXTENSION LECTURES. © © +-> : g 45 y ' a ! g ! g i i i i 3 g ! a) ' -u 2^2 a afl '■.a !& i s ! £ ! ^ !bo ■ o c3 o *s fcC'S^C 0*^0 '.d 0-3 0 'W -rH _0Q ^ 1 O g 'O-S t^a a-3 «d 51.2 >3 bo£ o © >.2 £*3 <5co-< a - a .. w £ >. - >» .4 ^ a g a g £ ,Q rj ,Q g a © a m a «5 w ^ *a ! J M J ^ a w a S j .- Q n, ^ ^ - r5 • fl -griggP , .aggaa’S© © ; ; o P © o ©a m a os -g; -eg s3 2 ■ ’S « g a.2 >-a O o Q O ’"j O fe D* Hj Cd t-j f-t Hi Qq’0S wKo^dQ'^ *-5 d i-s W c4 h p a w o *a kO $,§§£ ■ \o< & t“5 ^ t** !5 *'*’ tc ^ S tT ^ ' £?§ ® a^ a £ eS g 5 o®SSl^3 .sls§g ||?|ag|asSS§ &&« aSaa «§£££££ O >> t*J£ .2 § - -a. S a ao> © o C3 >>,Q^ % © ^ O e§,a a o dooK o fss ;a« ,H c3 S £ 121 1216 EDUCATION REPORT, 1891-92. Students. •seSonoo pn-e £repuo -09S pun ibuijou ^jto jo sesjnoo sseuisriq ui sjuepms jo aoquinK * tH I m 1 CM of 03 CO GO 343 198 218 1,209 39 157 2, 465 1,281 2,527 1,842 i-OCC O vC so C5 CO i—i CO SO 03 3,617 Teleg¬ raphy. •0[,BUI0l!I ft 152 eo oooooocoeocM CO OOOOth CM O © •0IBH G0 579 CO CO 00<000003vCvC GO e VC O CO O VC 03 CO CM © 05 English course. •©inuio^; *• •m 3, 128 539 O«0^l0?0 05 0SCi00 i vC WNiOO 246 OOOOM m i" cm CO© | 156 ‘®I*K Sfi 6, 454 1,393 ONQOWOOOO^CO r-1 vC ^ 03 814 O O O CO GO O C5 05 03 ©© 1 00 387 Amanuensis course. w m ! S ©' 1,881 oi'ameoTfomw Tt< CM © t* CO CM CM QO CM ■>* 354 GO O 03 vC ^ C 3 *D vC o 03 247 •0IBH 14 3,130 1,846 . CC?Dw00C5r-iiC00lO 1 03 r-i i> in mm 351 0003000 O 05 03 ^ CO Oi 1-1 &° CO 492 Commercial course. •©inui©^ M 7,816 2, 172 OiCONCOO^ONO OH^OOCO^O'O^ CO i— < LO — ^ 00 725 OOiCCO^ O i'- CO VC 1-1 ©CM j 228 •01'BH 26,875 8,652 NrtHMOOrtifliOH I 1—1 i-H TjH Tji TtH J>0 t-T CM CO 1,065 O O i—i 00 CO vC 05 00 t>- 00 ©00 CO 1,983 qooqos SuiuoAg ii cf 5, 458 OONOOOHdJffl m cm m oi ~r -rn 50 i— i> 50 t-i r-T cm' 497 OICO^OO 03 vC ^ ^ SO vC 03 i-i 03 Is 1 1 looqos © pN 65,412 00 CO o of CO © 3> ~ i»O0 hM'NODODO'H I>i-HCOCMmo005CMO CM 50'T-H5d' Is | CM CMOOrhOOCM 00 m 50 1^0 CM r.COWrtM^ meo mcM 4,077 'I'BJOJj ft 77, 856 24, 496 1 ^THCooi^oas^Oir^ 1 of CO t-h od !e cm' cm m o m oo cm O O 50 T- Tti CM COiOMCMtHtJi —1 00 00 CO © s TtT •einuio^ ac 21, 958 7, 289 LO^^^COOOlC^ rHCOCO«OOiOOO)N 03 O -H ^ Tji VC CO 1 t-T cm" cm' | is m HOON'tO OOOONlflOM l>CO CO CO © ■0IBH 1 55, 798 o CM GO lC ?D '3> vt^ rH GO CO iC 1 Oi^-Tf’^COGiOGOGO ^HNOOrrifSCOCON -H OH Iff 2, 209 t- m o oo -rf cm CM CM 05 m Tf 05 cm th ~ cc eo m CO 3, 606 *g6t-T681 tii seanupnAO '■S 9,474 3,130 ©©3>CM^9Q0©C0© tT?orfioocM05cc>’~'m COrH 05 CM 1-h 382 T# O O 1-H CM CM cm m m i-H os rf ©CO 1 03 00 SO Instructors. 1 TBJOJ, 1,498 495 OOOOOOCOvCOO*>SOl> i-l ^ rH i-l 1- ^ 03 64 O 00 O J> vC 03 1 105 •©rsuieji * 435 g mNQONCOm^wSM CM m r-t CM 22 t— i 00 CO i—1 vO © © N •©inn M CO SO o GO lC CO COOO«OC3XCOiOiO 1 1-1 1-1 ^ ^-1 03 CO O 1 42 50 cm ■«< tji i> 00 00 •suoijnjiTSUT jo aoquinK e* 234 vC 1> C003Ttf^CO^>g3vOOi CM hhhNhN 1 03 Division and State. H United States . iTorth Atlantic Division ... Maine . New Hampshire . . Vermont . . . . Massachusetts . Rhode Island _ Connecticut . . New York. . New Jersey . Pennsylvania . south Atlantic Division . . . Dpi awsm Maryland . . District of Columbia... Virginia . . . West Virginia . North Carolina _ _ Georgia . Florida . South Central Division .... STATISTICS OF BUSINESS COLLEGES. 1217 m fill 11,579 81888188*881 of i-Ti-T r-Tr-T 1, 784 162 115 18881 o o occc g 'JiSCOOO^NCOHC 3 o °oo l' O 2°£c 1 »88*0©g8g«°i80 s o oog OCi 2,024 S88*8-86 j=s- g CO 11 2 147 = 53 240 102 24 0 3,691 350 900 916 179 134 18 408 734 0 40 62 g 42 3 130 o ^ °°«£0 o eo' ISsSiiSS l8SI o> 0} 42 5 353 ® *-■ — §° s N Slia^^Si jags g 22 0 168 s§ C OOJO 1 nT §§§ggs§s j^gs 1 o *"1 516 609 IS1° 1 of llssllll i*8S ~efof e f~ | § of Oi §8i of ° ^ 0 72 133 0 1 O §8188888 !-IS CO 3 383 ss §ll£ 35, 689 IllSIllg o' o' o' of t-7 t-T nT -tT ! _T I 8 gig eo' 927 1,398 531 394 971 178 41,545 88888888 |8E8 NoVNi-i'HiO® ■ tH i-i 1 3 Sit eo' 8§ o5$g° 8 18181881 i§sg Cf~0f t-T t-T ; 1 3 70 161 1,098 708 1,082 510 348 786 178 1 § 5,774 4,639 5, 600 1,450 1,315 910 3,787 4, 155 60 904 926 1 eo' 8 307 448 2, 401 209 i 251 64 17 137 4 3, 869 1,560 333 483 140 151 138 619 341 6 38 60 1,411 o sgg 23 10 25 4 g 8 eo OliC NNiOrt 1 8 - ojoocj 28 21 8 00 s & Ol NOD Oi OOOiftCiOOinOiinrHTH^N OQOJOi o ed 92 - 77 1218 EDUCATION REPORT, 1891-92. Table 31. — Statistics of commercial l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 tc a Instruct¬ ors. ! State and post- office. | Name. Executive officer. d © ft o +3 L a o u cS £ ** I Male. Female. 1 2 3 4 5 6 ARKANSAS. Little Rock _ M. A. Stone . . 1874 3 1 CALIFORNIA. lege. Fresno _ _ : Los Angeles _ Oakland . Fresno Business College _ Woodbury Business College . Willis's Oakland Business Col¬ lege. Atkinson's Business College and English Training School Commercial High School . Heald’s Business College . Garden City Business College . Santa Rosa Business College. Stockton Business College and Normal Institute. F. E. Cook _ G. A. Hough, presi¬ dent. O. J. Willis ! 1891 | 1884 i 1877 4 1 T | 1 2 0 8 1 j Sacramento .... Edmund C. Atkinson ! 1873 | 8 5 ! San Francisco .... ! do . Walter N. Bush . E. P. Heald 1884 1863 6 14 9 6 San Jose . H. B. Worcester 1871 ! 3 3 Santa Rosa . S. J. Sweet, principal W. C. Ramsey . 1&91 2 2 Stockton . 1 1875 ! 10 4 COLORADO. Pueblo. . Pueblo Business College H. C. Warden, prin¬ cipal. 1887 2 l CONNECTICUT. Bridgeport . ■ Bridgeport Business College. Martin’s Shorthand School _ . ! Hannum's Business College.. - Huntsinger's Business Col¬ lege and Shorthand. Robertson's Shorthand G H. Turner, princi¬ pal. W. J. Martin _ 1882 ! 3 0 _ do . 1887 Hartford. . _ do . . T. W. Hannum and F. A. Steadman, principals. E. M. Huntsinger... Miss E. M. Olmstead. 1877 1888 2 2 2 2 j _ do . . I 1887 0 1 New Haven . School. Gaffey’s Shorthand School.. . John F. Gaffey . . 1884 1 0 DELAWARE. Wilmington, Del.. DISTRICT OF CO¬ LUMBIA. Goldey’s Wilmington Com¬ mercial College and School ! of Shorthand and Type- : writing. H. S. Goldey * . 1886 6 4 Charles A. Davis _ j j 1890 2 8 Washington _ Washington Business High ! School. ■ FLORIDA. Tampa. . . Tampa Business College B. B. Euston, prin¬ cipal. 1891 1 0 GEORGIA. Augusta . . Osborne's Business College .. St. Patrick’s College . . S S. Osborne 1882 ! 3 0 _ do . . . Brother Dositheus.. 1875 I 5 0 Atlanta . . Moore’s Business College _ Benj. F. Moore . 1868 3 0 ILLINOIS. Champaign . Champaign Business College. Metropolitan Business Col¬ lege. Kemball’s Shorthand Type- 1 writing Training School. West Side Business College. ! C. T. Hawker . 1883 3 0 Chicago . O. M. Powers . 1873 14 3 Chicago(113 Adams St.). Chicago (276, 278, 280 Madison st.). D. Kimball . . 1884 j 1 0 Frederick F. Judd .. i 1872 j j 5 2 * Statistics for 1889-’90. aNumber of months for graduation depends on previous preparation of student, and appli¬ cation while in school. STATISTICS OF BUSINESS COLLEGES. 1219 and business colleges, for 1891-92. Stulents. Aver¬ age daily attend¬ ance. Num¬ ber in com¬ mercial course. Num¬ ber in aman¬ uensis course. Num¬ ber in Eng¬ lish course. Num¬ ber in teleg¬ raphy. Annual charge for tuition. Number of months necessary for grad¬ uation. d w © *e> eg S3 Day course. Even¬ ing course 6 CO © u © to eg . pej be? m d 0 © © to u O O © 50 U ft O © of 1891- © 0 be a 3 © © S3 O be a S3 O be a £-4 ® © ci g o3 ci B © >> © eg n © S 3 'ci B © lg B © a © © >» 'a ® r© a eg ci ft <3 >- ci © eg © 1 eg ® eg > eg > S to S H s h § to s to § to to O H £ 7 H 9 10 11 12 13 14 15 16 ir N 19 20 21 22 : 23 i 24 25 178 0 0 0 0 $60 $60! 6j 24 4 1 75 25 18 6 40 7 55 10 5 30 0 o! 0 0 75 50 9 4 6 » 2 225 190 110 28 98 1 5 9 85 6-8 ...... 76 3 75 50 20 60 40 10 10 4 li 8 100 60 ! ! 38 4 354 105 29 4 283 36 21 37 64 27j 1 151 9 75 60 (a) ! (a) U 5 246 242 0 0 246 242 0 0 0 0! 0 0 i 24 1 0 ! 265 6 656 173 0 0 350 0 658 55 51 94 o1 0 111 15j 125 6 600 7 147 63 0 0 60 0 142 31 23 49 12 19 0 0 60 6-8 59 8 100 20 0 0 40 0 100 20 10 5 0 0 14 31 75 0 8 0 22 9 400 200 30 20 300 20 300 100 20 30 50 100 0 0 75 50 12 I 75 10 60 40 40 20 15 8 12 6 4 l 12 4 3 0 0 75 • 40 6 9 11 115 25 60 10 70 20 100 25 25 20 0 0 | 0 o| 100 50 6 1 12 j 70 12 20' 30 20 15 35 1 . 18 5 13 106, 53 43 18 75 20 100 35 7 39 10 ! 29 0 0! ' 75 CIS 6-9 1 10-15 0 14 168 84 201 51 103 1 . 8 1 j 15 5 35 1 U 10 10 12 0 0 19 35 0 0 : » 0 60 I 60 ' 6 • 12-15 | 28 16 1 40 120 1 40 40 60 60 6 12 17 114 Ls: 107 13 | 80-117 20 24 6-17 24 18 190 170 0 j ‘ 0 I 310 0 190 170 I 190 170 190 170 0 0 ! 0 0 1 18 0 1 50 19 20 3 | 15 0 10 10 8 2 0 i 0 9 0 0 0 36 54 12 18 3 20 95 25 20 6 40 16 35 6 35 ’ 25 S .0 3 2 2 50 50 5 7 ! 50 21 179 0 0 0 153 0 ! 179 0 0 0 1 179 0 O' 0 70 5 22 150 6 0 0 30 i 0 1 156 0 0 0 0 0 0. 0 50 4 : 55 23 80 30 20 5 18 1 5 60 27 ! . 1 15 12 1 50 30 6 75 24 1, 000:500 1 187 63 450 i 75 840 425 0 0 297 425 0 0 100 24 12 7 25 7 i 65 7 6 12 1 6 0 0 14 71 0 0 0 0 48 36 3-4 6 _ 29 158105 129 j 32 120 75 i 27 1 1 : 1 1 i- 1 1 5 For 1891. cFor 6 months. 1220 EDUCATION REPORT, 1891-92. Table 31. — Statistics of commercial and bi) a Instruct¬ ors. State and post- office. Name. Executive officer. Year of first openi Male. Female. 1 3 3 4 5 6 ILLINOIS— cont’d. 28 Decatur _ Brown's Decatur Business G. W. Brown 1889 4 1 29 Dixon . . College.* Dixon Business College J. B. Dille 1881 6 3 SO Freeport . Freeport College of" Com¬ merce. Brown’s Galesburg Business College. Joliet Business College and English Training School. Grand Prairie Seminary and Commercial College. Peoria Business College _ J. J. Nach, m.e., prin¬ cipal. G. W. Brown, presi¬ dent; W. F. Cald¬ well, principal. Homer Russell _ 1888 5 4 31 Galesburg . 1890 2 1 32 Joliet . 1866 3 2 33 Onarga . N. L. Richmond . 1864 1 1 34 Peoria . . G. W. Brown, presi¬ dent. D. L. Musselman _ 1862 4 2 35 Quincy . . Gem City Business College .. Rockford Business College... Springfield Business College. Sterling Business and Pho¬ nographic College. 1870 ■ 9 3 36 Rockford . . G. A. Winans, a. m., W. H. Johnson, ll. b., principals. Bogardus and Chic¬ ken. F. M. Wallace _ 7 2 37 Springfield . 1864 5 2 38 Sterling . . 1878 3 3 INDIANA. 39 Danville . . Central Normal College. J. A. Joseph _ _ 1876 14 4 40 Evansville . Evansville Commercial Col¬ S. N. Curnick, prin¬ cipal. W. E. McDermut _ 1850 2 2 41 Fort Wayne _ lege. For t W ayne Business College. Indianapolis Business Uni¬ versity. Star City Private College . .. Union Business Col ege . 1885 3 2 42 Indianapolis . E. J. Heeb, manager. Francis Kennedy . . . C. M. Robinson . 1850 6 3 43 Lafayette 1891 1 44 do . 1882 3 4 45 Logansport . Hall’s Business College E. A. Hall a ... 1867 3 2 3 46 Richmond Richmond Business College and Institute of Penman¬ ship and Shorthand. Terre Haute Commercial O. E. Fulghum . 1860 6 47 Terre Haute W. C. Isbell _ 1862 4 2 48 Valparaiso . College. Northern Indiana Commer¬ H. B. Brown _ 1873 15 4 IOWA. cial College. 49 Burlington . . Elliott's Business College _ Cedar Rapids Business Col¬ lege. Clinton Business College _ G. W. Elliott, prin¬ cipal. A. IS . Palmer . 1879 * 11 4 50 Cedar Rapids 1880 7 2 51 Clinton . M. S. Jordan, presi¬ dent. W. S. Paulson, prin¬ cipal. B. C. Wood, presi¬ dent. C. H. Valder. . 1885 4 2 52 53 Council Bluffs _ Davenport . Western Iowa College _ Iowa Commercial College .... Valder Business College . 1884 1884 3 6 1 '54 Decorah . . 1888 5 5 55 Des Moines . Capital City Commercial Col¬ lege. Iowa Business College _ J. M. Mehan . . 1884 6 3 56 do . A. C. Jennings, pres¬ ident. B. W. Bowen . . 1865 7 57 _ do . People’s Commercial College. Bayless Business College _ 1890 1 O 58 Dubuque . C. B ay i ess, a. m., president. L. W. Pollock . . 1858 4 1 59 Garner _ ... Northern Iowa Business In- 1888 3 j 'stitute. * Statistics of 1889-90. a 1890-’91. STATISTICS OF BUSINESS COLLEGES. 1221 business colleges , for 1891-^92— Continued. Students. Aver¬ age daily attend¬ ance. Num¬ ber in com¬ mercial course. Num¬ ber in aman¬ uensis course. Num¬ ber in Eng¬ lish course. ; Num- j her in i teleg- ! raphy. Annual charge for tuition. 1 Number of months necessary for grad¬ uation. Number of graduates in 1801 -’92 Day coui'se. Even¬ ing course Male. | |J 1 - Male. Female. Day course. Evening course. | Male. Female. Male. Female. Male. Female. © a S Female. ; Day course. Evening course. Day course. Evening course. * 8 9 10 11 12 13 14 15 16 17 !8, 19 20 21 22 23 24 25 90 62 40 19 75 24 6-9 12 6 269 97 ... 190 450 41 38 0 0 38 9 30 ! 53 57 40 10 2 52 10 2 23 13 9 60 6 11 80 52 90 ... 50 30 14 25 75 6-12 1 19] 650 100 150 50 450 40 400 100 60 40 20 | 30 701 35 35 35 7 10 35 i 26 350 200 30 20 200 35 3or 50 50 150 0 0 0 0 75 3C 9 j 45; 600 100 29 300 20 575 25 29 100 0 0 n 0 60 8 146 324 180 •75 40 180! 60 210 90 30 75 85 96 6 0 65 25 6 ! 32; 155 75 82 24 114 19 16 49 106 32 o 0 60 25 6-10 30 75 69 30 19 118 ' 43 90 20 25 70 1 0 0 60 30 10 ! a (6) 1,000 500 75 25 950 440 15| 1 5 32 12 100 110 50 15 5 100 20 10 30 0 o 0 0 50 30 6 0 100 40 80 10 60 40 160 20 15 30 5 0 1 0 0 1 40 25 6 1 12 40 200,150 100 50 125 75 200 50 75 150 15 1 9 1; 0 a60 c30 6 18 79 15 ! 4 10 19 10 15 4 10 3 0 o 30 20 10-12 12-14 5 95 60 40 '20 85 48 60 40 15 40 0 0 0 0 40 18 9 38: 132 65 25 10 10 54 23 45 20 6 12 27 185 ! 65 150 40-50 20-40 4-6 8-12 200 1 ; 82 175 180 10 42 10 44 2. 332 745 1,947 1,69? 430 460 250 180 65 40 j 9 721 125 180 45 680 ! 45 41 80 15 5 0 0 80 12 2€0jl03 82 4 188 1 30 22 46 0 0 75-85 d3-4 6-9 137 109 39 16 I 145 40 M 58 65 96 33 24 0 0 45 | 6 14 43 83 21 7 68 23 14 35 43 60 0 0 el e\ 200 150 60 20 40 18 c6 12 ioo| 300 125 | 181 34 30 18 90 73 0 0 40-70 6 101 260 133 16 1 j 200 ... 175 130 56 93 17 19 0 0 45-65 c20 6 63 281 91 21 3 ... 153 52 31 60 40 5 28 4 75 25 6-9 12 85 26 20 30 18 40 38 40 20 0 5 20 14 0 0 40 30 8 12 25 137 42 47 4 97 25 114 46 10 28 50 12 0 0 75 25 6 12 44 25 15 20 8 5 7 75 5-10 9 I \ 6Nodata. cSix months. tfPer month. e Per week. 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 1222 EDUCATION REPORT, 1891-92. Table 31. — Statistics of commercial and State and post- office. Name. Executive officer. Year of first opening. Instruct¬ ors. Male. Female. 1 * 3 4 5 6 iowa— cont’d. 1 60 Iowa City . Iowa City Commercial Col- W. A. Willis and J. 1865 6 6 lege, Academy, and School H. n illiams. of Shorthand. 61 Keokuk _ _ Gate City Business College.. . Chandler H. Peirce. 1857 2 1 62 Marshalltown . Marshall Business College ... Anderson & Starr... 1891 2 63 Muscatine..* . Muscatine Commercial Col- J. B. Harris, princi¬ 1887 2 1 lege. pal. 64 Oskaloosa . Oskaloosa Business College.. W. J. Ives . . 1866 1 1 65 Ottumwa . . Ottumwa Commercial Col- J. W. Bryan . . 1891 3 1 lege. 66 Sioux City . Northwestern Business Col- E. M. Chartier . 1883 4 lege. 67 Waterloo . Waterloo Collegiate Institu- W. H. Brown . 1890 4 1 tion and Commercial Col- lege.* • KANSAS. 68 Arkansas City .... Gate City Business College. .. C. E. Lane . 1889 2 1 69 Atchison . Atchison Business College _ C. S. Smith . 1885 3 1 70 Harper . . Harper Normal School and J. W. Runcie . 1886 Business College. 71 Lawrence . Lawrence Business College .. Coonrod & Smith... 1869 4 1 72 Leavenworth ... Central Business College . N. B. Leach, prin¬ 1887 2 1 cipal. 73 Topeka . Pond’s Business College _ M. A. Pond . 1867 1 74 Wichita Southwestern Business Col¬ E. H. Fritch . 1885 6 4 lege. KENTUCKY. 75 Louisville . Weaver’s Business College... Ben. C. Weaver, 1878 5 1 president. 76 _ do . Louisville Bryant & Strat¬ James Ferrier, pres¬ 1864 8 1 ton Business College. ident. LOUISIANA. . 77 New Orleans . Soule Commercial College Geo. Soule . . 1856 8 2 and Literary Institute. • MAINE. 78 Augusta . . Dirigo Business College . R. B. Capen . 1863 7 1 79 Portland . Portland Business College*.. Levi A. Gray, a. m., 1863 4 2 principal. 80 Rockland Rockland Commercial Col¬ H. A. Howard . 1880 2 2 lege.* MARYLAND. 81 Baltimore . . Eaton and Burnett Business A. H. Eaton and E. 1878 7 1 College. Burnett. MASSACHUSETTS. 82 Boston . . Allen Institute . G. G. Allen . . 1880 1 2 83 Boston (608 Wash¬ Bryant & Stratton Commer¬ H. T. Hebbard, prin¬ 1860 18 4 ington St.) cial School. cipal. 84 Boston (666 Wash¬ Comer’s Commercial College. Charles E. Comer . . . 1840 9 6 ington St.). 85 Boston French’s Business College _ Charles French . 1848 3 1 86 . do . Hickox’s Shorthand School .. W. E. Hickox.. . 1879 1 1 87 . do . Reckers & Bradford Com¬ E. E. Bradford, prin¬ 1876 1 2 mercial School. cipal. 88 Holyoke Child’s Business College . C. H. Childs . . 1883 1 2 89 Lawrence Cannon’s Commercial Col¬ G. C. Cannon . 1880 3 2 lege. 1 *1890-'91. STATISTICS OF BUSINESS COLLEGES. 1223 business colleges, for 1891-92 — Continued. Students. Aver¬ age daily attend¬ ance. Num- 1 ber in ! com¬ mercial ! course. Num¬ ber in aman¬ uensis course. Num¬ ber in Eng¬ lish • course Num¬ ber in teleg¬ raphy. Annual charge for tuition. Number of months necessary for grad¬ uation. a xn © a a Day course. 1 Even¬ ing I course; a oi © © © U 05 CG £ bin a B 3 ^ C5 \ 0 © o ©‘ o o£ £ © £ © £ © © © £ O bo a © © © © a 0 bo a a o bO £ u © © a © os a © !>. a © i e3 g © 1 © a a © © 'B © © a © a ci c3 © > © cS © c3 © c5 © >■ e3 > a g fa s fa P fa s fa 3 fa § fa § fa Q s P fa £ 7 s' 9 10 11 12 13 14 15 16 17 18 20 21 22 23 24 25 N 222 125 73 29 32 16 81 34 85 23 28 20 . I 50 20 j 6 12 39 40 32 12 10 40 10 35 18 101 37 10i 12 0 0 751 201 7; 14 22 45 15 0 0 30 0 43 13 2 2 0 0 0 0 «50 6-10 0 19 29 18 0 0 23 0 29 9 0 9 0 0 0 0 50 o 6 o 15 160 110 70 124 55 60 90 71 0 0 70 20 8 12 i 69 40 45 25 8 2 50 50 8 20 180 128 150 40 0 25 14 28 14 9 3 40j 40 4 6 73; 45 43 6 65 30 65 14 6, 32 43 3 0 0 50 37 20 6-10 10148 75 19 .... 1 14 0 0 50 9 50 35 30 40 20 50 25 15 _ 25 0 0 0 0 40-501 &20 10 70 : 23 52 13 26 21 61 8 100; 40 6 12 10 340180 30 6 ! 223 26 305 35 35 ‘ 105 : 0 0 0 0 67 25 9 36 41 : 1 247 ' 72 60 40 151 22 0 0 0 0 0 0 c50 C40 3-5 3-5 41 455 153 175 365 18 17 0 125 ’ 1681 276 1 46 72 0 104 6 13 31 102 .... 7 0 0 1 45 and 50 30 and 38 6-18 i 12-24 1 : 17| 189 I ' 75 . 187 69 6 23 0 ! 0 0 1 0 35 5 | _ ! 28 207 i 66 0 0 66 1 60 0 6 1 42 102 74 0 0 50 20 3-9 j ' 300 ; 50 125 30 130100 150 50 200 i 48 100 50 25 0 110 25-50 6-9 18 50 8 46 9 11 50-60 50-60 3 5 600 300 550 588 75 12 225 | 160 ! 15 "31 250 150 150 25 1 275 _ >135 1 425 100 300 1 75 j 125 50 0 0 150 30 6 24 160 68 1 28 0 1 C 1 30 1 0 1 68 42 50 30 | 0 0 1; 0 0 120-200 6-12 90 i 1 a 15-20 d 6 5 26 1 1 1 15 . 6 ! 20 ... 1 15 1 41 .... 7 4 7 __ ] 7 1 .... 0 ! * 1] 120 25 8-12 6-12 2 21 » 19 1 46 ! 25 » 20 1 20 • 68 29 4 17 6 4 0 0 90 40 10 i 16 10 3C >1 4C 1 10C 1 4C l| 40 l! 50 1 100 80 5 25 1 0 0 , 0 '1 0 1 160 i 40 4 ; 6 0 a Scho' Larship. 5Six months. c Three months 3. dPer month. 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 1224 EDUCATION REPORT, 1891-92. Table 31. — Statistics of commercial and State and post- office. Name. Executive officer. Year of first opening. Instruct¬ ors. Male. Female. 1 2 3 4 5 6 MASSACHUSETTS— continued. 90 Lowell . Lowell Commercial College*. Albert C. Blaisdell, 1859 3 5 pr incipal. 91 Springfield Childs Business College E. E. Childs 1884 5 2 92 Waltham . Commercial D e p a r tin e nt, Wm.M.Newton, prin¬ 1883 1 2 Waltham High School. *... cipal. 93 Worcester.. . Crulman’s Shorthand School* G. C. Crulman _ 1887 1 0 MICHIGAN. 94 Bay City . Devlin’s Business College .. C. H. Devlin . 1880 a 1 95 Battle Creek . Krug’s Business College •J. B. Krug. . 1882 3 0 96 Big Rapids . Industrial School of~ Busi- W. N. Ferris . 1884 3 5 ness. * 97 Detroit Cston’s Detroit College of M. J. Caton, presi- 5 1 Commerce. den. 98 Grand Rapids Grand Rapids Business Col¬ A. S. Parish . 1866 4 0 i lege. 99 ......do _ _ ...1 Welton’s Commercial Col¬ J. W. Welton . 1888 1 2 lege. * 100 Jackson . Devlin’s Business College G. M. Devlin . 1867 3 1 and Shorthand Institute. 101 Kalamazoo . Parson’s Business College. William F. Parsons. 1869 3 1 102 Marquette . Upper Peninsula Business E. C. Glenn . . 1887 2 2 College. MINNESOTA. 103 Duluth . Parson’s Business College Abdiel C. Parsons, 1886 4 1 and Shorthand Institute. A. M., I/L. B. 104 Minneapolis . Minnesota School of Business Bickard & Gruman, 1877 4 0 proprietors. 105 St. Paul Curtiss Commercial College .. Curtiss & Chapman . 2 2 106 _ do . j St. Paul Business College _ W. K. Mulliken . 1865 2 107 Winona. _ ; Winona Commercial College. R. A. Lambert . 1878 2 1 MISSISSIPPI, 108 Bay St, Louis . St. Stanislaus Commercial Bro. Stanislaus . 1855a 10 0 College. 109 Jackson . . Capital Commercial College .. Sharp & Deupree.... 1884 3 2 110 Vicksburg St. Aloysius Commercial Col¬ Bro. Charles . 1879 8 0 lege. MISSOURI. 111 Caledonia _ Business Department of Nelson B. Henry _ 1892 2 5 Bellevue Collegiate Insti¬ tute. 112 Carthage Carthage Business College... W or sdell & Gilliland . 4 113 Chillicothe . Chillicothe Normal School Allen Moore, a. m., 1890 21 5 and Business Institute. PH. D. 114 Humphries _ ... . Humphries College and Busi¬ G. A. Smith . . 1884 6 3 ness Institute.* 115 Kansas Citv National Busin- ss College _ G. M. Randall . __ 1884 3 1 116 Kirksville . . Kirksville Mercantile College W. J. Smith, presi¬ 1880 4 2 Company. dent. 117 Perry... . . Perry Institute and Business French Strother .... 1885 6 3 College.* 118 i St. Josenh Ritner’s Commercial Col¬ P. Ritner. president. 1879 . 7 1 P . lege.* 119 do . St. Joseph Commercial Col¬ Bro. Marcellian . 1867 12 0 j— . . lege. * 1890-’91. STATISTICS OF BUSINESS COLLEGES. 1225 business colleges, for 1891-92 — Continued. Students. Aver¬ age daily attend¬ ance. Num¬ ber in com¬ mercial course. Num¬ ber in aman¬ uensis course. Num¬ ber in Eng¬ lish course. Num¬ ber in teleg¬ raphy. ! Annual charge for tuition. 1 Number of months necessary for grad¬ uation. Number of graduates in 1891— ’92. Day course Even¬ ing course Male. © ~ Male. Female. Day course. Evening course. © | Female. Male. © g © Male. | Female. Male. Female. Day course. ' Evening course. Day course. Evening course. / s 9 to 11 12 13 14 15 16 ir 19 20 21 22 23 24 25 200 160 60 80 6 10 50 200 100 28 24 160 200 10 90 100 30 8 16 29 40 30 51 77 63 4 . 0 0 20 12 12 5 13 13 4 4 2 ..... 60 60 6 12 18 79 42 42 70 36 0 0 58 58 88 25 0 0 60 0 88 25 . 6 0 0 0 45 12 5 300 300 20 19 19 198 45 40 6 9 50 323 149 146 39 45 90 132 20! 23 178 72 0 0 60 20 I34I 23 22 44 22 5 0 0 a45 fll5 8-12 20 11 15 14 14 10 35-50 20-25 6 10 16 100 100 30 20 125 40 170 56 30 1 15, 150 30 150i 35 50 34 0 0 0 0 50 *0 9 20 62 44 31 18 12 ! 13 25 14 8 0 75 40 3-10 6-12 25 34 16 23 10 25 13 45 20 10 n 18 7 0 0 100 60 6 12 29 300 75 40 10 90 30 250; 1 25 0 ! 50 0 0 0 0 90 40 8 24 — 106 53 10 5 75 100 10 6 43 50 20 6 12 2on inn 0 0 1 175| 25 30 ! 70 0 0 0 0 40 8 50 177 18 20 10 90 20 96 12 4 16 65 20 8 18 34 140 0 0 0 125 0 80 0 0 0 125 0 0 1 0 5 130 ; 21 0 0 37 ! o 125 i 10 , 8 10 0 15 3-4i 55 240 0 0 0 215 j o 40 8 | 40 0 240 0 0 0 50 20 4 7 1 1 0 0 6 4 | 3 1 7 1 0 0 30 6 0 125 L 900 700 0 0 500 6 127 28 36 24 228 154 ! 16 3 46 40 60 67 I 25 7 100 125 50 25 130 42 60 40 25 1 00 15 8 60 30 6 12 25 193 77 0 0 84 j 22 7 5 ”90 f 49 12 1 35 6-8 0 20 40 20 0 0 30 j 40 5 227 80 42 10 _ . 45 25 4-6 12 1 190 0 0 1 0 A" 175 0 61 1 0 1 0 125 0 16 0 30-50 I 10 0 15 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 a Six months. 1226 EDUCATION REPORT, 1891-92. Table 31. — Statistics of commercial and State and post- office. Name. Executive officer. Year of first opening. Instruct¬ ors. Male. Female. 1 2 4 ! 1 5 6 Missouri— cont'd. \ 120 St. Joseph . St. Joseph Business Univer- A. N. Palmer 1891 6 j ity. 121 St. Louis . Jones's Commercial College.. G. Bohmer 1841 6 j 122 _ do . Mound City Commercial Col- Jos. P. Foeller, sec¬ 1859 3 1 lege. tary. 123 ....do . Perkins & Herpel's Mercan- H. C. Perkins and 1882 6 1 tile College. P. J. Herpel. 124 Sedalia . Central Business College . C. W. Robbins, 1883 11 2 principal. 125 Stanbury . Northwestern Missouri Nor- Jno. E. Tesler, presi¬ 1881 19 13 mal, Business, and Short- dent. hand College. NEBRASKA. 1, 126 Hastings . Queen City Business College. O. P. Wilson . 1892 3 1 127 Lincoln . Lincoln Business College D. R. Lillibridge 1884 8 1 l 128 Omaha . Rathburns Business College. G. R. Rathburn 1873 7 0 129 York . York College J. George . 1890 5 5 NEW HAMPSHIRE. 130 New Hampton . New Hampton Commercial Atwood B. Meservey 1878 1 3 0 College. 131 Portsmouth . Smith's Academy and Com¬ Lewis E. Smith. _ 1873 3 2 mercial College. NEW JERSEY. 132 Jersey City . Drake's Business College . William E. Drake... 1884 5 2 133 Newark . Coleman National Business H. Coleman . 1862 10 3 College. 134 Newark (764 and New Jersey Business College. C. T. Miller . 1874 7 2 766 Broad st.) 135 Trenton . Trenton Business College.... Andrew J. Rider . 1865 6 2 136 . do . Stewart Business College _ Thomas J. Stewart.. 1883 7 2 NEW YORK. 137 Albany . Albany Business College. John R. Carnell . 1857 10 5 138 Binghamton. . . Lowell Business College J. E. Bloomer . 1859 4 2 139 Brooklyn (45-49 Kissick’s Business College*.. William A. Kissick, 1866 10 4 Ashland place). 1 A. M. 140 Brooklyn . . Long Island Business College Henry C. Wright _ 1873 7 3 141 Brooklyn . St. James Commercial Col¬ Rev. Bro. Castoris, 1851 12 0 lege. director. 142 _ do . Wright's Business College*.. HeDry C. Wright _ 1873 6 3 143 Buffalo . Buffalo Business University. Cu. Johnson . 1886 3 2 144 _ do . Caton's National Business M. J. Caton, presi¬ 1887 8 8 College.* dent. 145 Elmira . School of Commerce Nelson A. Miller . 1880 5 3 146 Geneva . Geneva Business College and Ansul E. Mackey _ 1880 2 i Shorthand School. 147 Ithaca . Wykoff's Phonographic In¬ Mrs. Mary A. Adsitt. 1867 0 2 stitute. 148 Jamestown . Jamestown Business College. F. W. Crossfield, 1886 4 : o president. 149 Lima . ! Lima Business College Geo. Swayze . 1877 1 ! i 150 New York . Packard's Business College.. S. S. Packard, presi¬ 1858 10 4 dent. | 151 New York (62 Bow¬ ; Paine's Business College. _ Rutherford and •849 3 2 ery). ! Howell. 1 152 New York (107 W. ■ Paine Uptown Business Col- H. W. Remington _ 1872 3 3 34th street). 1 lege. 1 * 1890-’P1. STATISTICS OF BUSINESS COLLEGES, 1227 business colleges , for 1891-92 — Continued. Students. Aver¬ age daily attend¬ ance. Num¬ ber in com¬ mercial course. Num¬ ber in aman¬ uensis course. Num¬ ber in Eng¬ lish course. Num¬ ber in teleg¬ raphy. Annual charge for tuition. Number of months necessary for grad¬ uation. 31 © *3 a a Day course. Even¬ ing course ^ - j © © © bcr|* m 31 m 2 3 5 ■— X g c rf o © X o o — © ©' bC © 6 6 U O bO a a o bo a © ,Q © c © © © 2 ! © 1 ' 2 a ° a c3 a © > a s © Z a 1 Z >> o3 © > > i — Q § 3 - £ S 1 3 ft a j JZ5 7 s 9 10 ll 12 13 14 15 16 17 IS 19 ‘20 21 23 21 25 102 90 80 31 82 40 92 45 25 53 35 20 20' 3 75 9 1 ; 14! 278 53 57 23 167 67 307 78 23 57 106 39 24 37j 100 60^ e ! J 98 68 10 52 3 48 51 122 5 78 7 0 0 100 30 6 12] 46 164 55 201 18 100 175 290 70 10 58 65 5 0 0 100: 50 6 12 21 285 725 285 520 145 205 140 0 0 0 0 75 30 17 (a) 300 20 70 30 0 0 10 0 bl 6 33 20 16 14 16 34 25 20 30 0 8 o' 0 0 0, c20 c’10] 9 91 389 91 83 17 325 20 105, 103 0 0 25 2 60 c?20; 6 15 _ 300 135 0 °: 250 ”6 no, 90 45 55 40 20 0 o' 50 12 , 33i 98 98 41' 15 0 0 0 o! e\2 8 75 j 16 24* ■ 5 0 0: 0 /30 6 50 40 j 18 0 i 0 1 i 25 0 31 13 _ 6 | ! 17 6 ! 0 0 16] 80 ! 62 1 123 1 11 117 j 13 20 59 57 1 0 0 90 25 : 10-20 14-21 247 55 1 48 I12 0 1 °: 85 25 ! 4-6 6-7 j 160 130 75 75 : 25 150 75 ! 219 63 5 28 205 100 i 0 0 75 2b 12 16| 35| 203 119 150 32 265 ' 73 30 64 53 11 1 J D 3 75 25 10-20 6-12 207 : 82 i 120 52 l 226 98 194 18 23 85 100 40 0 0 75 30 10 15i *23 679450 ’ 38 12 ! 425 | 50 420 75 54 120 0 0 0 0: 100 50 6 J 158 57 : 56 14 111 8 121 j 38 60 25 ! 31 0 25 15 5 12 «5 402 214 65 45 127 214417 189 71 120 60 12 J 575 0 0 ' 0 500 0 125 0 70 0 225 0 0 0 40 0 10 0 20i 184433 182 40 120' 30 10 121 65 313121 1 106 42 213 94 376 95 43 68 0 0 75 45 8 12! 88 400,250 150, 50 80 50 12 24: 125 175 125 J 20 ' 10 1 125 20 ’ 135 1 40 50 85 0 0 I 20 5 40 50 5-8 5 175' 30 12 !| 20 8 35 15 25 7 8 15 ; 12 0 0 0 40 25 4-6 6-8 10 12 18 :! 0. 0 12 0 12 , 18 100 6-9 60 50 8 7 65 10 45 35 i 21 1 . 0 0 0 0 50 20 6 30] I 64' 23 C >' 0 24 8 6 8 15 0 0 0 30 6-8 14 470 1 48 0 0 300 C 450 i 12 20 136 0 0 0 0 189 o 10 °i 69 208 36: 107 20 ! 136 23 55 61 52 44 0 0 88 88 12 12 239 79 1 J 120 39 1 1 51 23 ! 223 i ! 37 i 37 29 i 57 75 56 0 0 50-96 50-70' 9, i 4 35 a Don't know. c Three months. fa © "3 3 © c3 s © fa © a! § © "ci g © fa © "3 % fa © m u Z o o t>> c3 0 © 03 Si o o bD a '3 © > fa 7 9 10 11 12 13 14 15 16 i» is 19 20 21 22 i 23 24 25 40 60 30 5 100 35 30 60 40 59 0 0 0 0 150 95 6 8 | 23 153 74 26 19 6 60 15 66 12 6 12 0 0 11 3 60 25 6 10 22 154 38 26 0 0 56 0 9 3 o 0 26 o 0 0 60 9 1 5 : 155 381 83 42 *3 120 5-12 1 156 2S0 120 115 85 175 140 260 85 30 60 85 52 20 8 100 30 6 12| 76 157 90 39 41 30 60-75 20-35 158 120 0 0 0 70 0 21 0 8 0 78 0 1 19 0 35 14 159 272 30 0 0 160 0 67 4 30 5 50 3 16 1 .28 160 ; ! i i j 3 $30 161 53 40 36 14 ! 100 60 5 9 56 162 ! 278 138 ; o 208 117 45 45 . 80 4 4 163 185 150 42 i ! 10 ! ; _ ' : 75 7o 6 12 164 100 35 110 45 1 ! 125125 j____ .... 100 60 165 1,100 700 600 4-00 1 j 60 35 308 : 166 700 200 300 200 ! 200 200 150 100 100 • 178 75 45 15 2 50 30 J2 12 250 1 j 167 720; 40 | _ 50 50 4-6 6 1 168 697 75 0 0 125 74 15 45 3 668 : 169 25 24 1 ! 40 25 4 1 170 79 1 33 15 | 11 j 75 15 53 15 6 18 20 0 0 0 50 30 6 9 H 171 29 21 30 35 20 15 10 5 40 46 0 0 40 10 18 172 119 40 0 0 j 40 0 88 12 31 28 0 0 0 0 70 4-6 70: j 173 107 42 1 1 40 6 | 174 120 5 1 - < _ !:::: .... 50 6 175 50 50 0 ! o 50 50 i 100 12 176 400 200 90 j so 200 80 275 1 200 50 75 i 200 100 .... 0 0 60 20 9 18 100 1 177 100 50 30 ; 20 60 25 30 10 5 15 15 10 3 1 2 65 45 6 12 35 178 154 224 28 50 110 32 200 100 45 115 45 35 16 48 1 ’ 1 i • i 179 30 10 35 6 35 37 32 7 0 5 3 2 0 0 60 40 I 6; i2i 27 180 375 125 8 20 1 225 50 - 63 60 5-7 10-15 150 181 20i 60 i 49 1 44 ! 102 65 | 125 26 60 28 12 8 i « 1 29 4 50 35 | j • 10 20 6 182 81 13 1 25 ! 4 : 25 15 1 48 7 5 6 1 20 4 1 2 1 50 25 1 4-10 14-20 5 183 1230 EDUCATION REPORT, 1891-92, Table 31. — Statistics of conmercial and Instruct¬ ; tab ors. i g State and post- office. Name. Executive officer. Pi *3 I ^ ! O U j 9 e£ g 5 ft I a s Ph 1 2 3 4 5 6 PENNSYLVANIA— continued. ! 184 Altoona . Mountain City Business Col- ! G. G. Zeth, principal 1879 0 1 lege.* 185 Easton . - Easton College of Business . . Charles L. Free, 1 1873 3 0 186 principal. 8 Erie . . . . - Clark's Business College _ H. C. Clark . . ; 1883 1 187 do . . Erie Shorthand and Busi- E J. Coburn. _ I 1888 3 1 ness College. 3 188 Harrisburg . Kevstone Business College... H. O. Bernhardt _ 1889 0 189 Lancaster . . Keystone Business College... Lancaster Business College.. Bryant, Stratton and Smith Business College. H. C. Ulmer, B. C. s . | h. Werdler . 1890 2 1 190 do . 1880 3 1 191 Meadville . A W. Smith . 1865 4 29 192 Philadelphia . Peirce College of Business and Shorthand. Thomas May Peirce, ph. d., principal. 1865 2 193 i ... do . . . . Palms's Business College _ Curry Business College and School of Shorthand. Theodore W. Palms. 1885 4 0 194 Pittsburg _ K. M. Rowe, presi¬ dent. 1860 6 4 195 Pittsburg (419 Duff’s Mercantile College - Wm. H. Duff, presi- 1840 10 0 Fifth ave ) . ! dent. 196 Scranton . . Wood’s Business College F. E. Wood . 1886 8 6 197 Union City . . Luce ’s Commercial College . . Rev. N. R. Luce, 1877 1 2 198 president. W ilkesbarre . . Wilkesbarre Business College : G. L. Baldwin, A. W. 1887 4 1 Mass, principals. 199 Williamsport . Williamsport Commercial F. M. Allen. . 1866 4 0 College. 200 i York . . Bacheldor 's Business College J. M. Bacheldor . . | 1886 1 J RHODE ISLAND. 201 East Greenwich. . . Greenwich Business College. . F. D. Blakeslie, D. D . - l! 1 202 | Providence . Providence, Bryant and Theodore B Stowell ; 1863" j 7 1 203 i J Stratton Business College. * 1 _ do . Scholfield’s Commercial Col¬ ! Albert G. Scholfield. 1 1846 4 1 SOUTH DAKOTA. lege. ■ 204 | Sioux Falls . Sioux Falls Business College and School of Shorthand. ! G. C. Christopherser 1879 1 1 TENNESSEE. 205 Benton . Benton Academy, and Busi¬ ness College. : I. J. Woods . . 1890 a 1 ! t 206 Chattanooga Behm's Commercial College* Mountain City Business Col- Jeremiah#Behm _ 1875 ij 207 . do Wiley Brothers . 1885 2 , 1 208 Knoxville lege. Knoxville Business College. . . J. T. Johnson, presi¬ dent. 1885 j 1 | 209 Memphis . W. T Watson's Business Col W. T. Watson _ 1864 5 2 lege. 210 do Nelson’s Business College*.. Jenning’s Business College.. Christie’s Music Business A E. Nelson 1887 4' 211 Nashville _ R. W. Jennings _ 1884 ' 3 0 212 Washington Col¬ lege. H. R. Christie _ 1877 3 1 College.* | TEXAS. 213 Austin . . Capital Business Col lege O. G. Neumann 1883 7 0 214 Dallas . . Hill’s Business College _ J. H. Gillespie . 1887 4 2 215 Fort Worth . Fort Worth (Tex. > Business College. 9 F P. Preuitt . . 1875 4 1 1 *1890— ’91. STATISTICS OF BUSINESS COLLEGES. 1231 business colleges , for 1891-92 — Continued. Students. Aver¬ age daily attend¬ ance. Num¬ ber in com¬ mercial course. Num¬ ber in aman¬ uensis course Num¬ ber in Eng¬ lish course. Num¬ ber in teleg- ! raphy. Annual charge for tuition. 1 Number of months necessary for grad¬ uation. Number of graduates in 1891-92. Day course. Even¬ ing course. Male. a c3 © Male. Female. Day course. © 1 o b£ a © > Male. Female. Male. Female. Male. Female, Male. 1 © 3 Day course. ' © X u 3 O to 1 © > Day course. Evening course. 7 8 9 10 11 12 13 14 15 16 17 18 19 •20 si 22 23 24 25 575 375 146 34 65 29 75 50 4 6 70 40 20 20 10 35 30 50 20 10 10 0 0 3 3 50 i 20 10 6 1 422 288 200 146 320 125 341 189 54 86 48 i 26 0 d, 125 45 6 9 64 75 70 40 20 60 20 30 2 15 25 10 1 13 0 °i 100 50 6-8 ! 12-18 .... 34 22 23 18 30 20 42 34 41 44 0 0 0 ! o 75 50 6 20 10 15 5 18 12 29 17 2 8 0 i 0 0 0. 40 30 6 6 13 60 40 40 20 90 55 100 60 0 0 0 0 0 0 50 30 1 4-10 10 30 121 160 41 16 170 50 50 30 30 18 67 53 6 50 20 6-10 10 36 586 215 393 54 409 294 910 168 87 15 0 0 0 o 120 a25 10 18 168 150 30 50 10 180 ' 60 650 5 ' 110 267 249 85 c5 6-10 12-18 105 600 125 200 25 j 300 250 150 550 50 50 75 0 0 0 0 50 1 25 1 4 12 300 592 109 315 27 ' 420 275 641 140 120 62 76 4 0 0 50 30 10 16: 182 22 10 30 i 25 30 . 45 50 1 15 30 10 9 3, 12 89 58 88 | T j 60 1 47 87 i 57 22 14 0 0 5 o| 48 45 , 6 H 42 150 50 0 0 75 0 100 25 25 25 1 25 4 15 6 0 12 5 .8 8 4 6 ! 0 0 0 .... 0 40 20 5-8 . 5-8 13 90i 32 0 0 60 0 35 7 6 9 0 0 0 0 35 0 10 0 8 191 111 15 11 100 20 10 75 118 29 20 10 112 23 103 29 3 14 18 6 0 0 I 5 10 41 50 25 10 5 25 6 J ; 5 15 20 0 | 0 o‘ 50 20 6' 6 eo 65 0 0 90 0 i4, 0 3 2 0 0 0 0 50 0 8 0 11 12 2 15 j 50i 50 1 132 64 38 11 107 .... 22 19 54 21 9i 0 0 70 24 6or7 10 100 70 25 5 50 20 1 100 20 100 25 j 6 12 29 231 j 69 ! J 3 242 58 39 58 0 0 oj 0 95 50 6 55 100 1 30 23 50 20 | _ 1 120 50 6; 18 _ 146 0 . o ”6 40 0 146 0 0 cl 0 oj 0: 0 50j 4 135! 254 0 0 0 0 0 30i oi 4 oi 10 138 42 29 4 96 20 112 28 13 H 24j 15 22 j 50 25] 10! 42 165 ! 33 0 0 70 0 150 10 15 33 0 0 0 50i 4 33, 280 60 1 1 80 1- 20 100 I 40 200 30 1 150 20! O' 0 0 °1 50 . ® 10 20 53 a For six months. 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 6 Scholarship. c Per month. 1232 EDUCATION EEPOET, 1891-92. Table 31. — Statistics of commercial and State and post- office. Name. Executive officer. Year of first opening. Instruct¬ ors. Male. Female. 1 2 3 6 texas— cont.nued. 216 Summer Hill Business Col- A. W. Orr . ! 1888 4 0 lege. 217 Thorp’s Spring - Commercial Department, i A. C. Easley, b. l _ 1890 1 2 Add-Ran University. VERMONT. 218 Lyndon Center - Lyndon Commercial College . WalterE. Baryer, a. 1883 2 2 m., principal. 219 Burlington . Burlington Business College . E. G. Evans . . 1878 2 J 220 Rutland . . . English and Classical Insti¬ O. H. Perry and G. 1889 3 5i tute and Business College. W. Perry. 221 Water bury Center . Minard Commercial College.. Chas. E. Martin . 1881 3 0 VIRGINIA. 222 Richmond . . . - Smithdeal Business College. . G. M. Smithdeal, I 1867 3 1 president. 223 Suffolk _ Reid’s Normal and Business JohnM. Reid . ' 1891 1 2 College. * WASHINGTON. 224 Spokane _ Spokane Business College ... Jno. R. Cassin _ I 1887 2 1 225 Wallawalla . Empire Business College* _ John F. Stubblefield j 1882 2 1 WEST VIRGINIA. 226 Wheeling _. . Wheeling Business College, J. M. Frasher ; 1860 4 1 School of English and Shorthand and Typewrit¬ ing School. I WISCONSIN. 227 Appleton De Land’s Business College.. O. P. De Land . 1883 2 1 228 Chippewa Palls . . . Chippewa Falls Business Col¬ C. H. Howeison _ 1887 2 0 lege. 229 Fond du Lac Fond du Lac Commercial Salem D. Mann 1866 1 1 College. 230 Green Bay . Green Bay Business College . J. N. McCunn . 1 1868 3 3 231 Madison . . Northwestern Business Col¬ R. E. Denning and 1856 5 0 lege. J. C. Proctor. 232 Milwaukee _ Charles Meyer's Business Charles Meyer _ 1876 6 4 College. 233 _ do . Spencerian Business College. Robt. C. Spencer _ 1863 5 5 234 — -do.... . Wilmot Business and Short¬ Mitchell Wilmot _ 1881 3 1 1 hand College. * *In 1890-91. STATISTICS OF BUSINESS COLLEGES. 1233 business colleges, for 1891-92 — Continued. Students. Aver¬ age daily attend¬ ance. Num¬ ber in com¬ mercial course. Num¬ ber in aman¬ uensis course. Num- Num- course. raPny- j Annual charge for tuition. Number of B | months necessary g 1 for grad- £ uation. s j Day courseJconSse Male. ® ! | i ® I 1 Female. Day course. Evening course. | © c3 g : Female. Male. 6 © . S' ® © ® § ■3 S 73 S S g S g : Day course. Evening course. © C* i S . I3 .^CS ® o ,cSS X o c ~ 3 j K >s © c 1 1 a z 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 25 30 o\ 0 0 0 3 1 0 0 0 0 $30-40 _ 4 . . 64 26; 0 0 70 0 32 4 14 6 0 0 0 0 50-75, 0 9-12 0: 9 67 0; 0 0 67 0 0 0 0 0 0 0 . 30 10- _ 1 18 63 33 35 11 1 50 20 40 23 5 6 18 4 6 0 45-55 $10-15 3 . 13 53 29 15 6 32 22 0 0 0 0 0 0 75 45 18 . 6 23 2 0 0 23 2 6 3 _ 0 0 30 0 9 0 10 75 22 36 5 40 23 81 j 5 221 22 lo o o 0 «40 ... 3-5 9-12 11 47 30 _ ! 60 ; o 40 - ; 9 . L.J 207 53 31 9 70 25 143 9 22 42 42 11 0| 0 5°| 50 5-8 6-10 23 69 8 .... 6 12 9 236 72 108 32 125 50 178 38 46 64 198 20 0 0 50 50 ei 12 9:? 52 22 19 3 47 12 19 4 0 0 0 0 65 20 ' 7-9 i 0._-J 60 40 • 10 8 75 1 12 50 25 8 17 0 0 0 0 65 16 6 . 25 l 43 21 18 7 26 12 24 8 5 10 14 8 0 0 40 25 6 10 16 190 140 25 4 95 18 i 145 28 18 14 60; 15 0 0 60 25 10 6 ll| 136 54 33 4 ! 20 65 10 21 14 50 30 0 0 45 20 6 6 27 330 i; 42 0 0 1 100 50 12 18 .... 232 :l 83 72 22 : 150 60 278 36 26 69 0 0 0 0 100 35 10 6 20! 65 . 36 j 30 24 24 40 i 65 30 6 10 52 j 1 i ED 92- 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 ■78 a Scholarship. 1234 EDUCATION REPORT, 1891-92. SCHOOLS FOR THE COLORED RACE. Table 32. — Statistics of institutions for the instruction of the colored race, for 1891-92. NORMAL SCHOOLS. Location. Name. Religious denomina¬ tion. Instructors. j Normal. Stuc u c3 pi O o (D m Elementary. 5- [ "ci *3 O c-* Huntsville, Ala . Central Alabama Academy* M. E _ 5 43 22 146 211 Marion, Ala . Colored Normal Iustitute*. Cong _ 7 15 30 174 219 Mobile. Ala . Emerson Institute* Cong . 50 21 43 300 364 Montgomery, Ala.... State Normal School for Col- Nonsect.... 20 542 282 824 ored Students. Tuskegee, Ala . . Tuskegee Normal and Indus- Nonsect. ... 25 159 493 652 triaflnstitute. Helena, Ark Helena Normal School for Col- 99 99 ored Students. Pine Bluff, Ark . Branch Normal Colie ”e of Ar- Nonsect.... 4 233 233 kansas Industrial " (Jniver- sity. Southland, Ark . Southland College and Normal Friends _ 11 75 8 83 Institute. Washington, D. C _ Normal Department of How- Nonsect.... 11 196 196 ard University. Do.. . Washington Normal School Nonsect.... 8 26 26 (seventh and eighth divi- sions). Tallahassee, Fla . State Normal College for Col- Nonsect.... 6 79 79 ored Teachers. Augusta, Ga . The Paine Institute. M. E. So... 5 43 43 New Orleans, La . Normal Department of New M. E . 9 42 42 Orleans University. Do . Normal Department of South¬ Nonsect.... 6 53 0 0 53 ern University. * Do . Normal Department of Nonsect.... 3 47 47 Straight University. Holly Springs, Miss.. Mississippi State Normal Nonsect.... 4 107 122 229 School. Jackson, Miss . Jackson College . Bapt . 12 41 196 237 Tougaloo, Miss Tougaloo University Cong _ 23 43 186 229 J efferson City, Mo . . . Lincoln Institute* . . Nonsect.... 7 42 163 0 205 Fayetteville, N. C _ State Colored Normal School.. Nonsect _ 3 46 85 131 Goldsboro, N. C do . Nonsect _ 6 110 54 164 Lumber ton, N. C . Whitin Normal School* . . Nonsect _ 2 27 0 50 77 Plymouth, N. C . State Colored Normal School.. Nonsect.... 3 80 48 128 Raleigh, N. C . Sr. Augustine Normal School P. E. . . 10 66 22 76 164 and Collegiate Institute. Salisbury, N. C State Colored Normal School .. Nonsect.... 4 105 105 Aiken, S. C . Schofield Normal and Indus¬ Nonsect _ 8 47 38 77 162 trial School.* Charleston, S. C . Avery Normal Institute Cong . 8 22 115 267 404 Greenwood, S. C . ... Brewer Normal School Cong . 8 14 276 290 Knoxville, Tenn Slater Normal and Industrial Cong . 116 116 School. Memphis, Tenn Le Moyne Normal Institute. ... Cong . 15 145 450 595 Morristo w n, Tenn _ Morristown Normal Academy. M. E . . 13 63 10 226 299 Nashville, Tenn N ormal Department of Central M.E . 3 19 66 85 Tennessee College. Do . Normal Department of Fisk Cong. 4 27 49 76 University. Do . Normal Department of Roger Bapt .... 2 22 22 Williams University. Austin, Tex . Tillotson Collegiate and Nor¬ Cong . 9 34 140 174 mal Institute. Hampton, Va . Hampton Normal and Agricul¬ Cong . 28 301 301 tural Institute. Petersburg, Va Virginia Normal and Collegi¬ Nonsect _ 15 155 277 432 ate Institute. Harper's Ferry, W, Storer College Nonsect.... 7 171 171 Va. Colored normal students in va¬ 75 1 75 rious Northern schools. . 1 Total . . . 324 3.551 558 |3, 933 8,042 * In 1890-’9l. EDUCATION OF THE COLORED RACE. 1235 Table 32. — Statistics of institutions for the instruction of the colored race, etc. — Cont'd. INSTITUTIONS FOR SECONDARY INSTRUCTION. Location. Name. Religious denomina¬ tion. Instructors. Students. >> f-t ■C S O o D m 0) . rn G "ci o E-1 Athens, Ala... . - Trinity School * . . ... Cong _ 1 2 14 185 199 M. E 3 1 150 Cong _ 8 219 ©o _ Payne University - - | A. M.E _ o I 85 Talladega, Ala - Talladega College _ 1 Cong - 6 ! 32 130 162 A. M. E _ 2 ■ 100 Presb 5 212 Presb _ 4 ! 152 Presb .. . 7 | 317 A. M.E . 3 120 M.E... . 8 37 441 478 Florida Institute * Bapt _ 2 7 98 105 Atlanta Baptist Seminary _ Bapt _ 4 .117 44 161 Do Spelman Seminary _ _ Bapt _ 2 68 753 821 Do Storr's School . . Cong . . . 8 ! 370 Presb _ | 8 318 A. M.E _ 3 . 1 143 La Grange. Ga LaGrange Academy _ _ . M. E . . 3 5 1 130 135 Cong . 3 392 Macon, Ga . Ballard Normal School . . Cong _ i 12 25 j 477 502 Beach Institute * Cong . i 11 351 Industrial Institute* .. Cong . i 7 201 Haven Academy M. E _ ! 4 11 158 169 A. M. E _ 5 62 Lexington, Ky Lexington Colored N ormal School * Cong.. _ j 6 2i5 A. M.E 1 3 75 Winsted, La Gilbert Academy . . M. E . ! 16 6 193 i 199 Princess Ann, Md____ Delaware Academy M. E 5 J 84 Clinton, Miss . . Mount Hermon Female Seminary * Nonsect . ..j 6 99 I ** 157 i 179 Jackson, Miss Mary Holmes Seminary Presb 11 152 Meridian. Miss Meridian Academy . M. E _ 5 155 64 219 Natchez, Miss... Natchez College*.... Bapt . 4 45 114 1 159 Roxie. Miss Male and Female Institute . Nonsect 3 j 35 100 135 Vicksburg, Miss .T P. Campbell College A. M. E 3 75 Mill Spring, Mo . Hale’s College* _ Bapt . 2 54 11 65 Beaufort, N. C. . Washburn Seminary* . . Cong . 5 18 102 1:0 Concord, N. C . Scotia Seminary . . . . Presb . 2 39 221 260 Franklinton, N. C _ Albion Academy . Presb . 4 j 64 153 217 Greensboro, N. C Bennett Seminary . . M.E . 8 2M) Kings Mountain, N.C. Lincoln Academy . . . . Cong . 3 "l2 " 117' 129 Kittrells, N. C Kittrell Scientific and Indust’l Inst . A. M. E . 4 ! 78 78 Wilmington, N. C _ Gregory Institute Cong 11 349 Windsor, N. C .. . Ra ikin-Richaids Institute* ... Nonsect.... 3 22 1 178 200 Winton, N. C Water's Normal Institute . Bapt 3 54 1 84 138 Philadelphia, Pa _ Institute for Colored Youth* . Friends _ 6 50 | 250 300 Anderson, S. C . . Salem School . . Presb . 3 1-.0 Abbeville, S. C . Ferguson Academy . . . Presb . _ 5 144 Aiken, S.C . Immanuel School . Presb 8 250 Beaufort, S. C . Beaufort Academy .. Presb 514 Charleston, S. C_. Wallingford Academy ... Presb 7 68 1 386 454 Cheraw, S.C... _ Coulter School. . . . Presb 2 1 208 Chester. S.C. . . Brainerd Institute . . Presb 8 371 Columbia, S.C. _ Benedict Institute _ Bapt 9 323 Winnsboro,S. C . Calvary School Presb 2 107 Frogmore, S. C _ Penn Indust'l and Normal School* . Nonsect.... 3 36 | 210 246 Mayesville, S. C . Goodwill School . Presb . 3 242 Sumter, S.C . Ebenezer School . Presb _ 3 290 Mason, Tenn . West Tennessee Academy ... M. E 6 * 110 Memphis, Tenn . Slater College. . A. M.E 3 47 Morristown, Tenn _ Morristown Seminary and Normal M. E._ 7 j 306 Institute. Rogersville, Tenn .... Swift Memorial Academy . Presb . 4 175 Shelbvville. Tenn _ Turner Institute . . A. M.E _ 5 117 Crockett, Tex . Mary Allen Seminary . Presb . 13 226 Hearne. Tex . Hearne Academy. ... _ Bapt .... 3 44 186 230 Marshall, Tex . Bishop College .. Bapt . 9 201 134 335 Do . Wiley University.. . .... M. E . 14 60 368 428 Burke ville, Va . Ingleside Seminary Presb . 9 102 Cappahosic, Va Gloucester Agric'landlnd'l School. Cong 2 27 24 51 Danville, Va . Holbrook Street School Presb . . 4 200 Norfolk, Va . Norfolk Mission School U. Presb. .. 2 63 579 642 Lynchburg, Va _ Virginia Seminary Bapt . 10 293 Richmond, Va . H irtshorn Memorial College Bapt . . 7 115 Colored pupils attending various 69 | . 69 other secondary schools. Total . 1 396 1,460 |6, 125 16, 237 *1890-'9i. 1236 EDUCATION REPORT, 1891-92. Table 32. — Statistics of institutions for the instruction of the colored race , etc. — Cont‘d. UNIVERSITIES AND COLLEGES. Location. Name. Religious denomina¬ tion. Instructors. Collegiate. Secondary, to £ dents. rt © +3 3 Total. Selma, Ala . Selma University _ _ Bapt 8 12 191 Little Rock, Ark _ Philander Smith College . M. E 13 7 30 292 329 Washington, D, C _ Howard University . . . Nonsect.... 8 27 55 a82 Atlanta, Ga . Atlanta University . Nonsect. 22 14 123 424 561 Do . . Clark University. I . M.E.. 19 2 45 292 339 Berea, Ky . Berea College . Nonsect.... 15 31 77 225 333 New Orleans, La _ Leland University * . Bapt . 13 3 21 263 287 Do . . New Orleans University . M. E 21 6 32 525 563 Do . Southern University * Nonsect _ 17 0 48 352 400 Do . Straight University . Cong .. 20 3 14 462 479 Baltimore, Md . Morgan College . ME . 10 4 49 137 190 Holly Springs, Miss.. Rust University . . . M. E _ 12 11 93 128 232 Rodney, Miss . Alcorn Agricultural and Me¬ Nonsect.... 9 86 50 102 238 chanical College.* Charlotte, N. C . Biddle University . . . Presb . 11 51 50 87 188 Raleigh, N. C _ Shaw University.. . Bapt .. 10 53 340 Salisbury, N. C . Livingstone College * . A. M.E.Z .. 12 25 70 j I 180 275 Wilberforce, Ohio _ Wilberforce University . A.M. E . 9 21 30 114 165 Lincoln University, Lincoln University* . Presb . 14 143 63 0 206 Pa. Columbia, S. C . Allen University . . A.M. E _ 10 9 185 240 434 Orangeburg, S. C _ Claflin University . . M.E. _ 27 20 600 Knoxville, Tenn _ Knoxville College . Presb .. 16 16 66 201 283 Nashville, Tenn . Central Tennessee College . . M. E 24 11 61 412 484 Do . Fisk University.. Cong . 24 49 66 296 411 Do . Roger Williams University _ Bapt . . 13 20 28 106 154 Waco, Tex . Paul Quinn College _ A.M. E._ 12 30 215 Colored students attending va¬ 137 137 ' - -■ r rious Northern universities and colleges. i. — Total number . 369 791 1,256 4, 838 68, 116 SCHOOLS OF THEOLOGY. Location. Name. Religious denomina¬ tions. Instructors. Students. Selma, Ala . . Theological Department of Selma University .. Bapt . 2 25 Talladega. Ala . . Theological Department of Talladega College.. Cong . 2 23 Tuscaloosa, Ala Institute for Training Colored Ministers . Presb . 2 22 Little Rock, Ark _ Theological Department of Philander Smith ME _ 1 17 College. Washington, D. C _ Theological Department of Howard University. Nonsect _ 7 43 Do . Way land Seminary . . . . . Bapt . 2 44 Atlanta, Ga . Atlanta Baptist Seminary . . . Bapt _ 5 22 Do . Gammon Theological Seminary .. M. E. . 4 72 Berea, Ky . . Theological Department of Berea College _ Nonsect _ 1 10 New Orleans, La Gilbert Haven School of Theology (New Or¬ M.E . 2 5 leans University). Do . Theological Department of Leland U diversity. Bapt _ 2 15 Do . Theological Department of Straight University Cong . 2 12 Baltimore, Md . Theological Department of Morgan College _ j M.E _ 2 8 Charlotte, N. C . Theological Department of Biddle University. _| Presb . 4 17 Raleigh, N. C .. Theological Department of St. Augustine’s P.E . 2 11 Normal School. Do . Theological Department of Shaw University ..j Bapt . 2 46 Wilberforce, Ohio.... Theological Department of Wilberforce Uni¬ A. M. E . 3 10 versity. Lincoln University, Do Theological Department of Lincoln University.! Presb . 8 28 ST ct. Columbia, S. C . Theological Department of Allen University... A. M. E _ 4 5 Nashville, Tenn . Theological Department of Central Tennessee M.E _ 2 36 College. Do.. . Theological Department of Fisk University _ Cong . 2 2 Richmond, Va Richmond Theological Seminary* . Bapt . 4 60 Colored students in various Northern theolog¬ 44 ical schools j Tot.a.l _ _ . .. _ _ 65 577 1 1 - *In 1890-’91. a Exclusive of professional students, 6 Including students not classified. EDUCATION OF THE COLORED RACE. 1237 Table 32. — Statistics of institutions for instruction of the colored race , etc. — Contd. SCHOOLS OF MEDICINE, DENTISTRY, AND PHARMACY. Location. Name. Instructors. Students. Little Rock, Ark _ Medical Department of Philander Smith College* _ 1 10 Washington, D. C _ Howard University. Medical Department . . 12 113 Dental Department . . . . . . . 5 7 Pharmaceutical Department _ _ _ _ _ 1 17 New Orleans, La _ ! Medical Department of New Orleans University . 12 22 Raleigh. N. C . 1 Leonard Medical College of Shaw University . . . 62 Pharmaceutical Department. . 11 Nashville, Tenn . ! Central Tennessee College: Meharry Medical Department . . . 13 121 Dental Department _ _ _ _ _ 7 Pharmaceutical Department . . . 9 Colored students attending various Northern schools . 78 Total . . . . . . 51 457 1 SCHOOLS OF LAW. Washington. D. C _ Raleigh, N. C . AYilberforce, Ohio _ Columbia, S. C . . - Nashville, Tenn . 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 College _ Colored students attending various Northern schools Total o 1 3 l\ 16 I 77 9 2 4 8 19 119 SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND, a Little Rock, Ark . Do . St. Augustine, Fla . .. Cave Spring, Ga . Macon. Ga . . Danville, Ky . Louisville, Ky . Baltimore, Md . Jackson, Miss . Fulton, Mo . St. Louis, Mo _ Raleigh, N. C . Cedar Springs, S. C.. Knoxville, Tenn . Nashville, Tenn. . Austin, Tex . Arkansas School for the Blind . Arkansas Institute for Deaf Mutes.. . . . Florida Institute for the Deaf and Blind . . . Georgia Institute for the Deaf and Dumb . . . . Georgia Academy for the Blind* . . . Kentucky Institution for the Education of Deaf Mutes . Kentucky Institution for the Education of the Blind. . Maryland School for Colored Blind and Deaf Mutes _ Institution for the Education of Deaf and Dumb . School for the Deaf and Dumb . . Missouri School for the Blind . . . North Carolina Institution for the Deaf and Dumb and the i Blind. South Carolina Institution for the Education of the Deaf : and Dumb and the Blind. Tennessee School for the Deaf and Dumb . . Tennessee School for the Blind _ _ _ _ Institution for Deaf and Dumb and Blind Colored Youth _ Deaf, dumb, and blind colored youth in various other insti¬ tutions (Northern and Western) . . Total . . . . . . 10 24 10 12 4 13 7 31 10 17 15 33 8 24 5 39 9 25 18 12 14 6 10 60 0 23 8 28 9 12 4 83 139 146 581 * In 1890-91. a In schools for both races the number of colored students only is given SCHOOLS FOR THE DEFECTIVE CLASSES. 1238 EDUCATION REPORT, 1891-92. 'S' ^3 •sajniiprcsdxg; im « $45, 519 16, 291 02 05 | H5 CO 115 i> CQ lO 05 02 115 05 28, 276 3,200 1,700 5, 251 18, 125 •sjdiooo'a o « 1 CQ e© 16, 572 §28 1 115 O 1 ^lO j CQ kO 05 CQ 05 9,781 2, 500 7, 281 •sSuxpttnq pue sptmojS jo 9 ripe a © $130, 000 118, 500 118, 500 1 of 11,0 ■ 1 1 0 ■ 1 .0 > j >of •sti'j'ejedd'B otjijuoios jo enpA at) H 1 kO CM CO e© | § ! 1 H5 (M 115 kc 0 !o Cv* ' O ' lO jqn nr sotnnio a 1 | 1 1 02 OOOlO ■uajjeSjopuix * 0— ' O O CO CO CO 0 co WHrtCOrt 1 Instructors. •juonru'ed -op jerjjsnpui at) co CO oco ! CO 1 O ;05© uoi'jdoo -J9d j^inoiany *» 05 1> i>o ! 02 O i — 1 i-H •uoiq.'BinoijJV © (M "tfi e<* t" O R5 O 01001>T-| •I'Cjo.L vs I- 1> O H5 OJ CO 1-h CO OC CO •opeuiaji o i ^ (M O 115 ll~ 1 j> H5 0 ->* I> *-< •9ieH W 1> O OOO 0 I 0 i> rH r. cl rH (M •SUOT'JU!! -psur jo jaquiujsr « CO CO '“i 1-1 rH 1" 05 MrH-MH Division and State. United States . North Atlantic Division . c £ c iuaiiuc - - Massachusetts . Rhode Island . p c a c c 5 P fl C * 5- r 2 a 1 i 5 1 5 ; 3 -g h p 3 .2 3 w ■> p 3 9 > 2 North Central Division . Ohio . . Indiana . . . Illinois . Wisconsin . 1 5 2 2 i Table 34. — Statistics of public day schools for tlic deaf, for 1891- 92.— Part STATISTICS OF SCHOOLS FOR THE DEAF, 1239 oo OO ■ o o ;ooo ‘S6 -1681 nrsai-Bnp'Bjf) * •sap^-u jar^o ; ° ’ O 1 30 j o O ooo II SUIlTITJtJ w m oo o j® o ooo j 2 ■? 5 eg •gniJi'Bnisons t* oc • o j o o ooo | HH ® ■s \fjauToC pu-e ^aaubdJCBO * (MO jo 'o o • ooo ■naa.i’eS.iapTirH AA 005! o o i° = iooo | : OQ •auaradoiaA 1 -ap j'Binoiony •1 -HO jo ° ;MOO | •noii'Binoi'UY m xo $§ ee ® CO c& a: o i ■aretna^ i A ! Tj^ Ifi r- * 05 00 00 o in Tj< 05 in ^ | 0 5 <— 1 •aren A — re i- 1- o 0» in 22 1- o 05 05 •inanidoiaA -ap I'BiJastipui » ee j O CO !° ° ooo I X Sh o o •anarau'Bd -ap j'BinaiJuv * - : 1-0 ! ° ° ' — ' o o j n X I •noia^iuotuy •A 1- o -Oi o in ~ o . * •ai,Buiali ^-©> 1- o •o-"®- j •ai'BM «■ e»^ i® — o o - 0 i 0 0 o'~' °©: OH gq ®: ci o| 3 § ** ^ O s^sss'gg Sslisl cr & t c s © “g a-SS ,13 > ©-> o o AK £ ^ o oQ ~ o ■S5 >><2 eg" ClO is a occ 00 O ; — ® i * 3 © o5 I §c^5o i ■g^S2 Gfig^go I f3r/)43 >>© ll^l G J. G O C «c- ' S»sg3 Sos^i I'SJ , S3 - ih x O >u ^20 -s* H Cg ■« O a J io ® ® . ° -"3 «h bD x 5< c3 - 2 eg - ^ 05 ,5'Q§-2 5 a §* -s§! 4= ® O a eg 43 fl -e 43 > © CXH Puf 255- GOO K-S^x 3 ©^ ®i 5 © '©^ — ® m - , © x •= 3 rsf-t X 5? fg - - C X ;2o©i§ 'g£,3i£ C! O - I! K ♦From 1890- ’91. Table 34. — Statistics of public day schools for the deaf, for 1891-92. 1240 EDUCATION EEPOET, 1891-92. Table 35. — Summary of statistics of private schools for the deaf , for 1891-92* STATISTICS OF SCHOOLS FOR THE DEAF. 1241 sajmtpuadxg; ** CO Ci © ee 1 1 if g CO of 03 4.000 4,000 4, 592 4,092 o o ift sjdiaaaH o © 1 lO © Ifi 1 o of 2, 400 1 4,000 | S in iC lO 1 •sSuxpimq puu spUnoaS jo oni'BA = © 5 ! 1 6G 1 g § o of 40, 000 © 2 8 000 20, 000 20, 000 •Sm'BJ’Bdd’B ogxjnaios jo anjcA X n 1 eS j 3c Ci SB 1,800 1 © 2 03 N Ij’BJtq - ii m saranioA 2,950 g § 1 © o o o O 03 ct 5i F: © | © Pupils. •S6-T68I m sai’enpnxo 03 © TJ-NO m in o o co ooccoooo •juanij.i'Bd -ap iBtJjsnpui k* CO CO X — (MO in eo | ° e S c5°«cco° uajauSaapui^i g§ n ^ ^ © c c - 0 11 0 0 0 0 0 uoijdaa -jad juinot juv a u § 5>© N c © OiOOWOOO uoij'einoijjv e|s NO — 00 1 X 03 g © o 00 03 W W lC C C C lC I'BJOi - CO NtljCX X 03 g 03 © (M 53 lO 2 ' lO C N uO iO •ai'eraa^i : 1 © 04 17 17 11 2 - (M © Ifl ai^M 1 4* . in £ X o 1 30 ao ec 1 cc L Instructors. juauij.i'cd ! -ap luijjsnpui 1 n CO weo i ° o i> t- - lr"cl'KO = uoiidao -jad j'Binaianv i C* OO—I o ° !> *“ CO (hOM^CO uoi^'einotjJY W ! ^ i 1C 03 ir: co x co u 01 01 2 CC N w 03 ^ C O TBlo,! g © Ncoocec s r" Ci CO Cl r}' r-< ! Ol aiucaa^ « : ® S6 -NQOCC 03 03 N CO O 03 f O r- ainn u » — — o o i* « - - — incoj>© — © | suotjnj -jisut jo aaqran^: ^ 55 n — ec — - - ! - 1 - 8 2 1 1 1 1 Division and State. - United States _ ?„ . North Atlantic Division . Massachusetts . P.AirnanH pnt. > h ;> ; ? Id •‘p I* >7 ' 3 - 4 5 A South Atlantic Division . Maryland . South Central Division . . Louisiana . . . . North Central Division . Ohio XT. jj Michigan . . . . . Wisp.nnsin \z : 2 it ; p Iowa . Missouri 1 i : : . ; j Table 36. — Statistics of private schools for the deaf, for 1891 ’’92.— Part 1242 EDUCATION REPORT, 1891-92. •36- 168 1 at ssa'eup'BJf) sl KOO O - If, 1 • • 1 O -*f CO o o o o © © o © _ sap'BJa jaxiao NO^ eo «cr 1 ^ 1 t o o CO o —1 CO o o o © ac ” 1 ° A _ d 5 2 •gm^ntJci « o o ; oo o ^ iC o o © o ° 1 S g W ^i d d ■d ft •SniJi'Binaons o ° i o o o ^ o o o o © W | •ifjonioC pun ^a^uedano 2 o O ; M° o o o o © © © CO J •U80 © O SO © o M © M ft £ •UOII’BIUOI'IJ'B ui o cc M — o ’ go cc -r ■ M — — « »c Tf o o T*1 Tf lO M © C » © CO X 1 to 1 M •9inui0^: z l' x i" eo co c > 05 iO n m S Ol Ol w iC in ! 00 © •0IUH lO^in «M CO X C1CS M M CO iC in 00 © >© 1 1' eo •anoraund -op t'Bij'isnpui ui ! x i O i— < o i> o eo o O CO rH ° ° © © ad O 4^> o uoiuioo -j0d aninoumnui *• C O l' • ONO O® o ° ° o ; i> ON^ ^ ^ 00 ^ 01 o CO (M > M *- 1 M d •oinui©,;! •« •Mi -CC O CO M 1- ^ ° **# -*r - CO M < M ■ -co M ; | •0ini\[ i ^ . ■ O — T-. 0 >1 ->>> U -3 c3 o a t o &. d ©^ c. O © © . © d£ £ h Cm 1-1 jo ^ oS td Sm «0« © z J- H gS- sf Sg§ © d n ■j s-'d^’Sc^ ® © _j j* m M c C 32 s dp © ?^ 0 u 43 o § i ©Pd ^ © © oW S°- 5®S Mcco J ® c3 PI g 5 © ®£ ftd ^2 |-H fd O p P ft©0 di** ® © s s © © © P-gO £ c d c3 gPd dS- OJhT^ ^ OD Od® HX3 ft a d ft Sd d © o d = o3 43 . ' HOfe d d ® d §as d d£ o ®5 SE® d 2 Sh^ •h 0 Oh d d g.2 S'® .§3 2 a ^ Cdrd 3 3S*£' Ocfl H sa S (8 M i-< dft dft o £ dO ^ d eg 0Q ^ 2 © o OQS ■© © £ cfl-S^ •. d M © ^ flOf 2 |d®^^ d d .S2s^ d 0 tf d d a® © GO J3 <3 S-l ® ® S ® o O oeM CJC •d rd 'd d cq . 2 +3 o 2 ® 3 d P'd M © M d Sol Pi “ g ®~ £d& gSJ ,© d£ dd d QOCQ ® m 43 d « P § dds o ^ H3 O s © ^2 £ ® d5 -o § -® - „ M >- M d d ^ d d c © o 22^2 COCO CO e s : . +3 . +3 d M^; ©O d 5 d ® T3 o^ o55 fl > d >Po ©H ®^d ^ U i M eo o — ■ (M : d © ; o §M 15 ■ogftSoo ^°'©Sfe§ i5 o-S 9 ^ £ ©'d d O C3|! > ®d3S ©w ® oS-d2 O H CC( CO S:S22 § I6d068T raoj.3 * Table 36. — Statistics of private schools of the deaf , for 1891-' 92. — Part II. STATISTICS OF SCHOOLS FOR THE DEAF, 1243 Table 37.— Summary of statistics of public institutions for the deaf , for 1891-:92. 1244 EDUCATION KEPORT, 1891-92. S9jnjipu9dxg; * w |*1, 876, 601 625, 427 CO . CO CO HO CO 1^10 01 Oi O ' O O cT I 'rflOiTH 1 CO • CO CO ^ 'HH 1 1 1 1 1 1 204,918 37, 185 37, 500 19, 923 9, 184 83, 886 17, 240 635, 903 102, 300 83,500 •sSutpjmq pui3 spunoaS jo etiTBA © 1 $9, 603, 596 2, 870, 496 15, 000 250, 000 1,371,264 100, 000 1,134,232 O o o 265, 000 700, 000 175, 000 85, 000 75,000 55, 000 70, 000 16, 000 843, 000 176, 500 150, 000 75, 000 125, 000 30, 000 187, 000 100, 000 © © © m co 750, 000 151, 100 snj'Bj'Bdd'B opijueios jo eni'BA X " $22, 095 15, 565 O > iO o o 1^0*0 • l> CO id | co r-T 906 ‘I o • ■ O ' ' o o O 1 ' ‘ ‘ © kO i> ' i • i j> ii ii O O i i i O ' O i i o o O ;© • • © O »D © 500 500 Ai -'B jqn ni ] seranio a 17 70, 333 19, 628 300 2, 000 9, 244 500 7, 584 11,129 ©©©00^©©© mom — — oo© (ONNXffiOONrt cvf co — i-T 4, 753 88© :8m© oo m © 1 co i'- oo 32, 733 © © © © © 00 COCO Pupils. *S6 -1681 ut sejunpujo © 083 1 148 CO © co © (M ni © — © 1 ID OOOHOWO 8 moo 1 •juerajj'Bd -pp I'Biajsnpui 1 15 © OS CO co 1, 219 ©tptptpi^ TP © m in l" CO 184 lOOOOOCOOOrHCO ID -rH CO ID TH 453 !• n m ^ eo h ^ i> co co w oi m — iDC0 co 325 Tt< © CD © CC ID © CQ ID CD 1 §§ id oo cc© •mo^ 11 © 00 2, 553 © Cl © 05 — l 1 (M TP 05 00 m 781 ©coj>m©i^i>© ©eo 1,007 — © t^Ol © t- TP © © oo © © tp co 01 — 01 —I 1,376 3,116 CC Cl ©m KJ^TPHIBWUJH 453 Tf ^ ^ 00 00 ^ ^ CO © CD •9IUH © 00 8 1,449 OOkDOSQOOS t—' GO ID CO t— < 00 ^ 431 © (M tP © J> © i> — 554 J> CO © 00 ^ CD CO *— ' © rf< CO CO Tf © TP £8 (M T-< Instructors. •jugui'U'ed -9p peijjsnpui » i 193 £ — CO — Tp 00 CD oi CD H ^ kO Cl Cl ^ iC 00 (M 1 ID CO CO ^ CO © ^ © m Tp ■uotjdgo -J9d auinoiany I* s CO CO -HO^r-O I CO in eo©©©©©©m 1 © T-<© — ©©© CO © o uoTjuinoTjay © 167 © | Oi WOhhhWhN j- 1 oi — oi ei — oi th 1 oo 01 eo — •imoj. CQ o © 209 Cl © tP CM m hNhiO CO 00 1C CO iO JtC 1 y* (M • 00 CD m ao © © j> tp © i © i-4 rH I 00 Tp CO M 1 cc tp eo ip co © oi 1 601 © © •9IUH | 1 M § 05 © ©C5WR5TP j ci m CD 00 iD CD CO ^ CO 1 8 i> ip co m -p oo p- 1 © © Cl suotjuj -tasui jo asquinN « 00 1 CO — CO © — hthhh — © -i > Q Q 5 a. P 2 a u 03 o o O 5-1 ^ gS&gfe o ® ® ® & o J e3 cS .3 fl fl ■a?? M ^ !D , 5h cS cS !i>uu.'Sce 3 4d xi fcclS ra.^.3 ® O 5 © © Sp{>^5?CQO&i >»Vi 3 bt>' w ■ P( C3 S ISs § Si! S.S' ® ® § S o o.2 5 fl STATISTICS OF SCHOOLS FOR THE DEAF. 1245 126, 000 58, 379 37, 000 87, 000 86, 800 23,800 11,300 12,260 33, 250 52, 000 154, 306 85, 000 1,980 6,917 9, 000 51,409 98, 618 48,115 40, 000 39,810 76, 800 42, 500 8, 500 12, 360 41,400 42, 000 134, 500 45, 000 10, 000 26, 000 9,000 53, 500 400, 000 420, 255 110,000 250, 000 500, 000 260, 000 37, 000 117, 000 196, 000 000 ‘888 200, 000 3, 000 100, 000 125, 000 10, 000 450, 000 . i i O O O O 1 O ' ■ O O O O O * O ' IIOM OWht-1 'CO ' * 1-1 455 i i i i © i i i i iC o > > • >>o os r-*^©©©!> csimO''f^?Dif5eo©i> eooooeciM-^ nioh y-t y-' (N os woow^co (M i-H oi ©NOOOOOO©© 26 ©©©©©© ©©©©©©©©©© CO CO 40 OO^iOhO T-i lfloimwwooNHO gj ^ OS CO 00 179 ■tjt © 1 ~ © to 1C 1 ITS CO 1— 1-1 © [ ffiax-owojTKioN R5 «0 | 3 to c-i co eo os to - - Illinois . Michigan . . . . Wisconsin . Minnesota. . . . Iowa . . - . Missouri . North Dakota . — South Dakota . . Nebraska . Kansas . Western Division . Colorado . . . . New Mexico . . . Utah . . . Washington . Oregon . . California . Table 38. — Statistics of public institutions for the deaf, for 1891-92. — Part 1246 EDUCATION REPORT, 1891-92. ‘26. -1681 nt seTenpuJO D ONl» 0 00 0 00 02 0 0 0 00 © •sop'BJ'i jaqao 17 ! 05 0 . 50 0 0 CM 10 s O 02 00 0 02 05 0 05 ^ d ci © vS +3 +3 co v d <3 •Sminxad O 50 05 a 0 (M 1- 0 »o o> 10 02 00 CO 02 02 m 1- 0 0 O Os SuisfEinoons 17 OOO c\i 0 (M CM 1 O 10 0 Tf O 1 02 0 02 i£> CM 00 TJ1 02 ec i> 13 ft d •^jpntoC pn^ 14 to O 05 - Oi 01 tc 0 CO OJ 1 iC : ^0 02 02 O 10 02 00 0 00 S?00 CO •naa - j v S xdpmji M OOO 0 0 1 O 0 0 O O 0 0 0 in 0 1 M 0 GO •luamdo -I8A9P x'Bjny OiOO 0 (M 0 1 ! 0 0 to O 02 0 0 0 C > ! to I co ft S3 Ph noi'i'ETnoi^jy ^ i O — 10 woo Tt< iO U3 00 00 05 1 to 1 CO g » 00 . 50 02 CO O 3 0 0 05 ! 02 i-( • 05 •9I,eni9la; e t ^Oif3 ■** 1 iO § Cl ! CM ! O CO 128 00 02 co to 02 00 to 02 CO 05 •9IT3M ; * CO lO 00 CQ C5 N O a co O 1 00 170 149 1 g Tj< CO 00 02 in 00 to 0 T-H LO 02 ,aii9Tii'i.i'Bd9p intaasupui * CO tH (M CO CO ’-| iO 1-1 00 1 ^ 05 m m CO CO m < in in 1 M ! V O +3 © •ingxndo -I9A9P iBany *> O 'O 0 CM 0 0 0 0 0 0 02 i 00 a V +3 CO noTminoiuy I • ! (M 1-1 CO - 0 0* 0 02 02 *- 0 CM »-i CM CM d •9I'Btn9la[ VS C01>00 os Tf 1 CO CO oi 1 OS 05 00 CO 1' CM CO lO 91'BH * \ ccimos 50 1- 00 - CM CM 05 to t- to c > 0 1> d • 13 Q. d-a © o 31 v a ft £ m O © ^ “d a a v.a d c5 4=3 -5g ft|'g to e3 c3 °r >; l-S&> Ifl OB £3 a GB 2^ PS ©a . >3 —I H.SS a a b a <3 PI s °ag ■gs-si-s0 a '2 . So £a M 3 fl 'v r' l3-- I;” ft,J ©d S.S H ^ PL. 03 Op ftd d cS A 01 5 a Krg fell s*g£ u ft . a 13 Eh 01 co K c/i too a cS i c3 w £ J1 •s§>c ft <7 ^ a s o ^ - fe H GO OS d o ro*£ W . 2 ° fir* ” d o3 hr SSg 35 J $ c3^J. d ® O £ c-ihj ; its : : a < i c3 : :,© ! ig rf ®Q qSi3 7a a d m , ■* da a1-1 © £ ®P © 32 01 a25 •tS >« v a 2 S 3 o. £Qa j m O 2 caa g 2 S3 c6 § +3 fl tS-H ^ 2 <$<;£ vu yr 2 3 © SoSS 33 7 ■Ss 1851 ' k^Ss ■ © d ^ to a a a 3 : 43 cq bM - W dl3 O ^ ' •“ a co 03 ■ , Vh O o^ s-l r^H H O o o od d © oo) in tc 3d d dQ© HH 2 fc d d © d id a|fc © Ph © d gj © & ^ NjJ H4J7 p— • iJ ?H c«a © Eh JCQ ^ooeo co bfl ; 0 d d Q fe d ©• ft 0 a d c n 0 0 0 13" +3 &D m 3 13 2° O O Vi 0 +3 Si d d (0 bO d <1 oAd 0 W c3 43 «3 Tt« m to l> i o bfl d ft cc © > e3 o 10 W d 5 g M © g ® §2^ o o flnn 5>» +3 O w 0Q c3 d § o ”£ 2? © - Vi 13 13 © ®5j > V <5 © 25 40-d d’C a cs STATISTICS OF SCHOOLS FOR THE DEAF 1247 O TH 3 a © Cl a t- Tt< Cl CO © CD o o CD O ° © O i£ CO © £ a £ g l- s 8 Cl © I o iC o o 00 »o CO £2 eo © 0J CD S oJ Cl 8 Cl 3 s © I *c 00 o 3 iC '- • ^ O o iC CO a o 3 iD iD © 2 © © Tj* © CO CO ec 3 © CO 01 00 2 "T 1- iC ° a SI © ec © © CD o ©o CO o g © £ § 2 £ o o O © © 2 © © © 03 ° © © oo 00 © 00 l- »D i- o £ o © o O O CO © 03 © © ~z w 00 © 3 © 3 1 CO 00 Cl I g 8 2 § © S 03 ?> Cl | © © 3 Cl [2 3 s o - s i> 8 ; 1 00 £ 03 ci rc © 3 Ci 2 © £ p § g 3 3 1- a 8 s a S 03 Ci CO 1 g? i g 1 03 1 £ © 1C © *• I- CO iC (M CD - iD Ol ** CO CO CO 03 CO -1 C CO *-• o C! g? ’-' o L- * o o O o o 3 o O O t- Cl Cl © z Cl - If! N ec cx - CO - Cl -r iC Cl 1-. ' © I' i> © CD Cl eo 3 Ci CD CO - Cl ! CD - 00 . £ iD CC i 03 - *° CO in oc ^ lC - CO CD Ci L— 00 CD 03 ! © CO iD 00 — 03 ► 03 - - L- o> t s I * • ft Sv £5 < ^ -c 8®-sl« i <*m I> m CD 'O $ i ns H S I 1 tv | C © 0 £ • £ § | « III i'.i.l £ ^ * I fe*s= si=J *Sm3b;|“|S R « f sag a. SE^' si illi iO i C . 1? . ® ^ o,2fH ■ :2s: o 4 S © I Q £ © 'So i §: a *sS I Si Ms § I lp|J s-Hi£=~- g 3-g ®0 a £ »Z Z fcS *1 g! ^ IS . P.2 *18 111 * *5 ® H © 43 ^ ro £ J GO 1 4S £ 8 X . ©43 S s > o p-t ft a il 2S Ig° Is? -> X ® aZ a ® 43 3 3 1 1 > I | ® S 0=4, fln' o^. ® * 3 ■© fH 5 £g g-s „JSSS sipia & S 2; o flf £30 32Z 53*5 asl a § © § a ^ 33 © 5 g o ® — ^ « I :§ S tu PO ® p?= I 1' Sgp Sis |1I c2" lilies « 5= £ 33 r rt © nsrl •3 x 5 x a -g ■§?£ g ? ■£^X,5 -*3 > sssllai 43 o i|lg £ & |s*s 05 © 33 33 Ipi S-Sts ^ IPS 2sl§ s-M ■$B2$ ■3fio-0 a s c iliii sSS 5 2 5 ! 1 I P« i :•!! I £ s>> ® x > 5? O' s<5g § go X ^ a s £ o 8 o^Sl 5? 43 5 ° o ® ©a ? ?£*| i t |4i I ! cs I ll g g~wg a i s°§ g g^g lg a ~*?i a £ 3 S; 3 & 8 a a 3 £ 3 & -33 3 3 3 3 * Prom 1890 '91. Table 38. — Statistics of public institutions for the deaf , for 1891-y92. — Part I — Continued. 1248 EDUCATION REPORT, 1891-92. •86. | * j -1681 ui saci'enpu J0 j + 1 O ON 50 Industrial de¬ partment. sap'BJa JOtno ! ** i * 1 50 t~ao ^ SuxauiJd | FN b* 50 00 ■<* •gupreumoqs « 1 * 1 lO OJ> N •^jauioC pun ^j^ubdjno « i * ! CO © N 00 - y - Pupils. •U01 -jnSaoputyi i - 1 1* j o o o o uuouido -I0A0P lujny « ^ i O ICO o •uoia'Binoojy f* 25 10 11 45 •©I'BUI©^ | S ff j CO -i-1 lO -0I-BH | a 44 37 40 112 Instructors. •qn0UI,JJ'Bd0p , I v i j i s npui 1 « •"*« NlO T}H uuemdo | -I0A0p I'B.iny 1 o .->© o -uot'juinoi'iJy ~ - CO •©ITJUI©^ N HCl l> •0I^H * 1" CO lf5 CO CQ CS O N WOO a^rro C5 00 ~\G 60, 971 9,500 17,481 121,500 58, 780 59, 800 42. 500 37, 440 14,000 1)7, 663 25, 778 4,506 57, 387 37, 000 14, 530 12. 500 31,250 42, 256 1,980 25, 640 66, 804 25, 790 52, 603 90, 998 39, 455 38, 120 40, 000 Build¬ ings and im¬ prove¬ ments. 3D ! 00 ! 0 » T* * O :°. : ; 1^0 NOOOK!CO®Cfi' -OCQOOOO i> 0 os 0 0 0 0 — 0 cc 'Naoicoo -icNoociCKiac! it»fflOf.eco c-f iff 10 eo t-~ ai co fl~ ■ cT cT -fcf - ^ 0 1,560 2, 346 3, 868 coo .00 ^ — >00 i> b« > 0 co IO I Receipts. For ben¬ eficia¬ ries and from other sources. H $10, 560 0 0 ' >00 1 0 1 1 1 1 1 1 T— < t III QQ Tj' 1 • 1 1 *o * 1 • • 4— CQ • • 1 1 0 1 1 1 * Ci 1 ! ?> ! ; cv» *D » I 4-4 O ! > ud m 1 • c c » Iocq ! ; ^ ; State, county, or mu¬ nicipal appro¬ pria¬ tions. ! eo 0 0 0 10 01 oc 0 0 0 os© CO 4-3 cfoiciff «o - 10^1 (M 10, 000 17, 000 92, 000 83, 500 76, 800 42, 000 37, 185 14, 000 67, 000 25, 000 2, 000 48,115 39,810 _ COCO 1 iCSSDC; tCOO OO ICO 1 OO O 00 ■ OL O O UJ’J'NO 1 'OOC. 'OOlC cf— 'cfsc* ' icTi-ficT . cf—Qo '3','V! 1 | (M lK 00 | N 3ji S-s'S-a kW O A R H d > S^s-S bfl o © © © o o c o o c c © ic ® o' cT NOiCO < O OiC o < owooc ’o' © o drn' o© o' d o' o' kj d o' io o' n o Ont,OIMO®t'OKir:TH«jCNC-0 !i> If; IK T— 1 ^ CC C<8 Tfi !M 1— !}!«m OiKOOOOOOO •;i-oi!;csco iCOlObdCCOO -sfoOiKOSDlffiCiOiT' iCOt'CifiMtH'M © g p.s p ® 7s © © fl >“n% • O O O ! ■ O O C _ ’ i> — 01 O 00 < DOOOiCOOOCCO - I ^ocoom^itccc-i — 4»* m o t- th © i' ic m © i-i PS ®s A co ^ fl ViM o © «w 4J © fl §2 73 fl to © flp || ■S-g r- I M ! 'A ;9 i 4-1 ■ A : ® :p I © •fl ■ *3 O4-, 1° S3 fl o o §1 4-1 U 0 +=> _ to « fl fl M S X3 n a © fl ■g.d a .fl *3 C Sea ©<*§ 52-fl Is! A © *3 Pfl S3 A+3 O S ©If Q fllS C3 O O fl73!3 fl a u «_, © A fl fl® QH^ as a f^fl OO ^ fl fl^ o <2 a +3 73 A o 5 2 -2 fl P2 gg 22SP <1 r>'^ rH •*-* rH l|§ 0£Q ’O-rt’d P*P rd ® S-2 5.2 q33 a‘P a © m © cs © PH'dS'd g®H§w 4-. £ © © ®,£3 0.^3^ S c« fl ® P® P 5 ^ c3 •H J}h r-4 te£ A fl fl fl. fl ©£ OiJ 2 ■fl .2 o .2 P3 3 *r H ^ w A flfl fl flrp.^ 3.-S bass- s|§! 1 jsSSSi tHfcOPP _P re ZS C3 ||qS §5 S^||li ® © Q 4I1 4-,flQf3C|-,c3 CS *3 w O-fl © © Q o O fl°^M M £ 4-. g ^ u U ^A2-pa®2 ^Oflfl-3^,-- ^3^^ oo° o fl3^> O O 2 4-, *3> O) 2 -A fl "S — fl fl fl o O fl O ® -4 r-l Jfl j/3 CO 2,5 >4^^ 'fl’3 ■g M fl A fl fl -fl c« sl-s hbfl ^ ce © § a a 'S flp •p o g fl o5 Pi' ® 05 iS^fl ■2 fl = P rfl to fl G fl 2 fl^ fl-^^ a Q o ®c fl _, O S3 C r 5 C h ft S © fl o p.Pi u . . c3 © ' ' - ■ 4- fl ’•3 ■g © fl © S3 t)«A®n0 - ■ fl >-i n 1— 1 h- fl fl © ,®P M © © fl A3 *3 ^ S3 S2 ^ o O o Ofl flj © ^fl fl-s fl 0 bog fl3 fl © fl Sis P!S§ 7PS ® o SQW r3fl(Dfl©?2+3'^ flPfl ®^S S3 73 O +sP-^ c to fl^ S3 © fl flPOO®^®M ©"fl®"© o ss^al^s^ §®^^S| +3 ^ O j» j^F §ofl®X©^fl H-iSOCHpj,© pOfl^SnO^ 3 ®g £ ro©®©®®*30 c/3 'z, % J cn & u C'LM ©^ lfo|l*S StH fl ^ :tj ®-2c ® S © 5 -*2 3 rH fl o S3 S fl o P S3 0 73 — 73r-! Pi5^ 2 7 fl fl lips! SSSgSg fl © S fl ^ ^ fltl'z® SS^5o *2 o F — o 2^ ® 2p o S^flgs INM^IC ©NGOSO-IMM' ED 92- 79 * From 1890— ’9 1 . a Including improvements and repairs. b Includes the blind. c Contributions from farm. Table 38. — Statistics of public institutions for the deaf, for 1891-92. — Part II— Continued. 1250 EDUCATION REPORT, 1891-92. Expenditures. Sup¬ port. © WONOC5?OO^CNNO t?«OWCOO?0«^!0^iQ | iO ifj JO O C 05 W CCl'* O 05 05 dajaodiowxNxba 32 MO - — — Cl eo so CO o 09 O CO o to 1- C1 sc Build¬ ings and im¬ prove¬ ments. / •n o Tf o . ns S3 O to O ■ Cl i- in ci — 1 at 3§ ** o j 9, 540 350 29, 748 11,540 0 Receipts. For ben¬ eficia¬ ries and from other sources. h CO 1 1 o • Gi i i O • r-. * ‘O * ci ! ! o ! ee ; ; ; i© j 1,580 State, county, or mu¬ nicipal appro¬ pria¬ tions. « i- © o o -* 2gSS^ eocsTomaT g 09 ® oootooootoo in o - - - o in o oo Miooxoaocto cf i- ao in o' -tjT to' oo' o' — sc i— — cc ci sc -r e Value of grounds and build¬ ings. O O O* O O O 88S888 o' o' 00 o' in Ifs £~Si!g010 . ® g¥S8g|'8'f Value of scien¬ tific ap¬ paratus. $500 0 50 1,500 0 ■ oo ooo Annual cost per capita. 1 M j© -r O © ClClClCl ;se Ci iC CO rt< ^ Ci Ci 5£ S W Cl Vol¬ umes in library. 5* o o ^ o o o o o o o o o o ac o o oo o o to o m o ci in — o o — t oo — m i- ci ooto i erf i-Tto — T a P H 5P « ©-3 d c3 - e3 S O fl3a ■2 © 25^ dS += c5^ *■< fco * oS oS, ® dP 5 d o o ^ ~ c 2s o s-slfsr g-?l”s§« ® © !| sa. -g o „ > rj X3°^S a d posd ft O ® C3 P-w _! d c o O "3 ' r-1 X x> H ®- d1 o. +3 d | > £ c3 flg^oQ " I 33 rt r| ^®sdfld3 X2 i-Kj. © © O O COt>Oi tuaiui a Includes the blind. Table 39. — Summary of statistics of public institutions for the blind , for 1891-'’ 92. STATISTICS OF SCHOOLS FOR THE BLIND 1251 Expendi¬ tures. $932,613 359, 263 106, 123 126,400 126, 740 70, 874 ns cj ao T-C 1- l> O C5 00 o © CM o © X 29, 596 18. 500 13. 500 4, 500 7,750 70. 500 35, 696 316,374 52, 084 38, 833 Receipts. O iC 50 05 00 ee 00 l— 53 'I'NO — • ns nil ns oi co 95, 645 05 50 O O kn 00 o o X ^ v^O O 113,163 31,997 18. 500 13.500 16,000 8, 400 8, 070 16, 696 05 o zc C3 £8 00 o Value of grourn s and build¬ ings. N S2 CM O ee 1,372,510 ooo i- Ci ac o“oV T 90 •— CO I> IN 798,000 322,000 150,000 85, 000 75, 000 1 55, 000 95, 000 16, 000 777, 000 l 100, OuO 125, 000 50, 000 75, 000 40, 000 187, 000 200, 000 s 11 J M 500, 000 475, 000 Value of scien¬ tific ap¬ paratus QG C5 lO o rfT c5 i> i 05 O :g?g nS~Cl 550 i i i i o o 1 : 1 t 1 0 LO i i i i 1 § CM cf gig j | i| 1 j : ; 1 x 1,500 Vol¬ umes in li¬ brary. *» o ct 'ns~ 8, 197 2, 043 275 1,318 2,111 800 1,500 150 7,993 1,500 700 1,300 400 800 2,693 600 1 X *o X 00 CM 88 ic co Oi> ' CM — CS J CO 346 WOOOMhO to t* to 1-1 to J> X X §8 Suiunjj 14 O 05 CM 95 CM t* 05 t-i i> S3 CO CO T* t- '> o o : 44 NiO^OONSO § •otsnui lujuaumaisui «■ 1,553 00 *H* ^ iO 00 i> CM 241 t-ONN ' 00 50 nscsoics .ao 1 mooioxoia I - iO o CO lO CO cm (MOO© loo X kCOOOO — X C3 ^ ** 175 33 0 •pnoj. s 3, 437 OJ 00 co ns 05 417 %D O ilOOOXN — * t cc ao co co 777 g§S82|| CO CO 218 139 '9IUTH9jI 1,599 384 CO CO 00 00 1- CM 181 — « — < 05 C5 CO iT' CO LO CM ^ CO ^ CO 380 O— lOOt-NO 50 ns cs o os 909 50 05 J> •aiups: !" 1,838 438 iONth O O CO — • CM T-H 236 Ito 00 50 CO CO Tt< 50 Cl M -V o o CM X CM tO 33 r-» O rA C/3 •juauiund \ -ap I'etJ'jsnpui 178 20 l> tO l> i- tD CO CM CM -h © CO 37 CM CM CO O CM lO CO CM 001 ^ CO •aisnpi V 1 213 Tf CO iOOIO 03 UO CO Cl -«c «0 -H to TT* C0 1 CO CO CO 1 96 37 41 18 iC 00 50 tC O O Cl 55 00 O 5> 05 O tH 05 O X •aiuK M §i O i 00 CO "h” 8 O ^ 92— Continued. 1252 EDUCATION REPORT, 1891-92. Expendi¬ tures. OOOi^OOOOiCO o^ccoo?o©o «0^^005^00W © cT ©~kO -rf O GO 5, 900 © © © 1 Receipts O $40, 000 23, 532 46, 000 15, 148 32, 804 26, 000 18, 900 19, 200 5,000 sS'3 ! Value of grounds and build¬ ings. 19 7* =2 o m o co oo m 350, 000 250, 000 75, 000 200, 000 8, 000 (») 000 ‘8 (0) Value of scien¬ tific ap¬ paratus » § ©OO © © i£5 © © © CO kO kO 150 Vol¬ umes in li¬ brary. * 3, 021 1,848 2, 900 4.000 10. 128 1,171 950 1,985 1,035 450 500 Pupils. '26 -1681 hi sej'Bnp'Bjf) 16 ocoo Tf o o o N OON •jueurjj'ed -ep X'BiJjsnpui 15 oom-H ^NO‘X) COO -h rf © m if ! cohh i •Suiun,! 14 20 11 0 ^2 = O oo ! •oisnm I'BjU9cuna'jsui 13 100 36 60 o in in if o x o if £ •oisnta IBooa 1 OlOO in if x ONOOO .-•oojtcs © 1 kO •U9JJ'BSj9pni3 11 ©COOl CO r— 1 v-l oo-^oo CONN Oho TBJOJ, OI HifiOMNNOM ^OOOXOO-^O© 108 X X in -^1 1— ■ -Ht< einuia^ Oi t*oo © © — © © © CO CO CO 00 © iO ^ 00 s •9JUH 3D *^^ ^iCiccoGOiOir:^ © © (M (M CM Instructors. •juoraja'Bd -9p Tnijqsnpui K5NMt)(J)MiON CO — © •otsnH <0 kO CO CO CO CO kC-CO oi m ^4 T- CO TBJOJ, 1 ooosoco^Tfooo 1-^ | r ^jutug^ « o i CO c^ fl ; g •sap^aa janio 5 to o l' oo 2n »o i © * Ci CO 8 © 1 S-c c5 ft © Sxrni'BO-jT'BTio e Cl Ci lO o c CO o u CO £ lO lO 8 Te X 4^ Sux ofein-s s a j^^'B h o 2 o o > N CO o ° 0 Cl 1- Ci Ci 8 P r « guiJi'Bta -raooja; «sp o Ci CO to ° > oo o o CM cc a o o 25 8 Snranj, - 2 o o ° p 2a o © © 2 Cl © ■oisnni T'Binaxiin j^sni o iC Ci Ol iC CJ co cc cc 100 00 Ci a lO iC 00 a ” X to cc its CC *P< •oisnra i'booa o o Cl o o to oBS 82 w Cl lO kC Cl CO s •na'iJ'BSjepm^i Of o X- c o • o 1 CO I CO o kO Cl © © Cl cc 1 •0IEUI0JI A 1 s o Ci o 01 Ci cc ift ^ CO Ci i>X . - 8 Oi rh CO 00 ^ s •0I«W 1 * « iC l- IN 71 ! Ci f o> CO i> iC ^ Sx N 2 2 105 LO !8 CO O j ■ananuj'Bd -0p T'BiJ^snpui CO 00 CO CO iO CO 01 CI Cl Cl Cl 5> Cl Cl o Cl o p © •OisnH * I Dl Cl CO - iO ic CO CO Cl Cl CO - IC CO CO 00 Cl 1 ! ai'enia.i cc lO Cl '-f - -t X i> to ic - Cl O Cl CO •0I«W •» »o 00 CO l- 'f Cl eo CO lO id CO — P_; ® c3 © o Hr W I I § 8 S3 3 tD ® ® P g ^ 3 m P3 P s* p^ £> ® e3 © vr » 'O i-rt 'C “P pk Pj3 «j® , ® £ . PK fl c3 j^a p a tn 1 -3- o ! T-S fl ^ I te ! ° ■P QQ w 5 a ! ci ! ■ m ' . CD « I °2S cl° P M ©•2^ 5S © sj C S3 C C 33 c h . S3 fl r t_, © c3 £5oSl s§§5 r © J2 is *3 r © ♦= o o s rr S3® o © 2 ~ *3 © < c6 © c3 O Tjs S3 O +P © O K ©4! £ P43+3 o c3 „ . P — < S3 c8 ‘■3 gar sj “ c3 S 2 E $?V o. c3 J'g £ S3 O *■> >3 0! ' ■*a c fl 2 a M 41 ' SS >>£ CO © © O C8 W © §Q - ^ 'll § sB^ ' -r H ce a § _ S3 c- S3 e ce O « ! r S3 512 ^P§ iS" Co ISS^ ,Sgs| >a O ; s-^o 2 i c o o H ©43 t, 3«c2§ 0tZ3 s 03 3 a tf © S3 <£4: 5^ s a ‘ss j c" a a o vi to p X ft ce o r 2° c O oO o c $ 8* rt® do" J? a £ c o Pi1-1 ce ' p g .£2 ■P P P if 003 ® S*fg ■PC! ?- > « a ce ■ p : •S|8 *3s . fc£ 3 S3' : p ce o : £ ~ J2 1 ce je ^ ® i' oo os o — *From 1890- ’91. tFrom 1889-’90. Table 40.— Statistics of public institutions for the blind , for 1891-92. — Part I — Continued. 1254 EDUCATION REPORT, 1891-92. o 43 A 5 A*? ® © d A o si A 2 U - ® .g* A A S flD'3' ^ ri- * ® ® "A a A c3_2 A u A A o a ;Ij| a (feed A •h ^ 5 © i-j cc j ®sls|a * U «J > I* •-9 ^ ■cn o ^ ' a A^ c3-rt "S’ 03 £. • *a as ® g © 5 © g 'A ® A _ ® ^ £ a A S-M ® ® .13 Pvjj A A a . fc GO >> p A^ A-g A © TO © '205'2 A M A ©a ® •p> A -u A c3 A 02^ c3 m a a >h eS o as o £ A P* O A O w "A s ®a ifs ® A l, fl (3 O gai A A Co Sa © o A +3 43 A . . OtIS © A^ A~^ A r^M A* A 4s! O °si-~ a a 43 .a 5 > ® o cs aS ^ ^ a., a a a © AdH 02 A £ ® o ® bog fH O — -A © A +? Ow A43 ^ © a fc o oa a-a : is : o«J ■v- • © 13 A A A^P oAa III « ® § aQ£ ■ *58 as-g • O AcQ *1«5§S Aau c3 a Jh »0 © a ®^A a ® p®S3s gA AS A I^OW® ? 03 H rt o a a’H q flA M H 03 ® _Q »H la : kQ ° S* ° A 2 o A g * 13 A 3 ?oS *g o£Ms o a a . 5 © 43 "A 8 k? ® ,a ® A a ® c3A > £ £ •A, s§ S : : <3i5 * *|*° „ © 2 sc „ A 43 P , Si §>2^1 M H ?H *h,Q > p5s®^s 0} £ ffl A® tJD «3 ® A t* A o3 © a'A Ph O 03P SjRcri i3 A fcD ^ 85 A^M A -e Vi 2 O ^ © a o ► 5 ^ ©' ’26.* 1681 ui sei'Bnp'BJf) | (X) o o l- o — o 3 i> 3 3 3 *3 A © B •sep'Bjj J9U40 " o» >n i- o lO 3 ° ° © S +3 ri P< © •SUTU'BO-JT'BHO £ *" o CO CO o so ii O id 3 © 3 71 © ’* 40 A "9 +3 •Sui -iT'eui-sso iiiUK m i ! ° o A X 1 o O X 3 s 3 lO © a A 'A Sui5['Bui-raooj:a; ” iQ Oi X » X © 1- o 3 71 © i~ X 3 Suxuni W (M 2 s 1 ^ b- CO 03 © iQ 3 CO i •otsmu [ujnannuisni 2 lO 1 30 i iO so 1 ! ” i o xso — o 2 3 3 iO i> 3 CO CO 71 § 03 1 •otsnm iudoa i va (M 00 o ao s ) o o ^ 3 0* X 3 o CO 00 lO 71 X © oo £ i •ueaa'BSjapm^; O T#< | (M U2 iO i > c ) to i- 3 CO ; ) N N © © •9t'BUI9LJ £ ; s o lO Oi lO <35 i 3 3 cseo W S 71 oo w 3 oo ! to 1 9I«H X 1 S § Oi 00 H 5Q • IM 3 iO 3 C! lO ! lO 71 71 w a X c* © w © •lugmund - 9 p peiJisupui j 01 L2 CO so i 3>1 * ^ ^ — 71 CO w CO CJ 1 S3 oisuk j m CO I> iO o; • i- ^ 3 - i Oi - ■ , 3 CO W 1 CO 03 fl •gicraa^ 00 so ca « ; * N © -* ■ i- - lO w w © ai-BK ! so * ■ a WOO - K l CO - w M - ♦Prom 1890— ’91. a Number discharged. Table 40. — Statistics of public institutions for the blind , for 1891-92. — Part IL. STATISTICS OF SCHOOLS FOR THE BLIND, 1255 Expenditures. Support. e H $12, 000 35, 696 (a) (a) 9, 500 14, 079 41, 137 26, 837 31, 654 17, 260 25, 806 7, 750 8,915 63, 337 20. 546 15,148 3, 000 19, 180 18, 900 41,680 71,714 (a) 52, 084 5, 000 119,910 6, 830 (a) 18, 500 7, 750 40, 320 Build¬ ings and im¬ prove¬ ments. et O • O > 1-c 50 — o > o • co o oo m '— ^-,m • t- a> - O 1 oo >00 05 « ' « 00 1 O 03 ' O ' o '00 L- • • ' i> ' — lO 00 ' O 1 ^-n 05 ' ^ - ' 1 ' i. 1 - - . ' . 1 N | CO ' < '03 • lO -H O -CO ■ • W 350 21, 900 Receipts. Bene¬ ficiaries and from other sources. U 1 1 1 O O i i i O t— i O 1 1 'OX \a \ * < o ^ co'3-.S- 1 ’ ' 1 1 T— 1 1 « ' iO * --N « 05 « /— v ' ' - • Q i ^ i : State, county, or mu¬ nicipal apppro- pria- tions. *» $13,500 13, 196 («) (a) 10, 000 16, 000 40. 000 30, 000 30, 323 19, 200 31,997 8,400 7, 000 18, 775 30, 000 23, 000 oooo—i mo nn oo ■ -nooocn c-io 'in ot- ■ 000050— coo '—.—mo ' ?o 5oaoo nf-2— 7 m > so'S-ao ao" ' — di — > Tl 30 50 ' —i ' Value of grounds and build¬ ings. $50, 000 200, 000 (.«) (a) 16, 000 95, 000 213, 874 475, 000 350, 000 200, 000 100,000 40, 000 . 30, 000 292, 000 344, 765 147, 853 000C^i>000000000 ooooo»oooooooooo OOOt^OOOOCCOOOOO io cT tcT Lrf t*T »cT o' oo*' o''io'irT?>rcr i> ?> J- 2S o aoicww^j 03 COCO iO T-H — H r— < 1—1 Value of scien¬ tific ap¬ paratus. OO OO— IDOOO « • ' O OO ICON ' O O • • 'Tf4 ^ kCn ' lO lQ iO ' ' 1 iG> ^ ^ iii i iii i iii • 00005 lOOOO ' 'iCOOCO 'OiCO • co in 03 p- • ic — o ' ifT • t-T of ' 1 1 1 o i Annual cost per capita. * O • 1 O CO 00 ' lO CO CO ' 1 O CO O ' CO o 03 ' 1 CO 03 — 4 ' 03 —( 89 • 1 *0 1 i i i i i i i i i i i i oo t-o >o in in — o 'co -M nj cn ; ■ • 05 ! ' oo 1 • Ttl • ■ ee oooooooonjmoooo O S O vs 50 eo g*1 Volumes in library. « OOOiOOO — OOOOO in OC Ol 30 oooecinowooinoo ® !-f co co in o i-H in o eo o os m oo -r in in co i-T ^-7 t-7 «T of tjT ^-7 o ~ OQO — OO—tOOOOOO own- o— .mmmovo ,*__Tr— >^- 1m-!i' — -5» a d-d Q d Q o d d © 0-d •a -;■© ~ — m d3 d 43 jii s_. •d ^ zs u ' o§l|d|d^® Ig&gg ps 2aS d43 d i^9d H d >>5 go S| O ^ ◄ M c3 I d^ g^’So- o c3 — — ■p* * • cS* •2.2 *3 (3§ a> ®d QHpo|-®- o ®d s^*"1 o +j o « 'S 55 d g ®’3 £isj>£ . ss'S'SSS&Sjas ddSjgSg’g'^S SSn^flHafl bd ® So 2 °i2'd d° d ssd-^ ora|§3i|5|Sg||5||5 j§Jj^9,dO®<2d.2£®®o^gJ= 25 «5t=dg^^ fl5-95555t- ^ j-i ^ o o do.. 22doo * dS § 0.2 . . O rf) 9 d a- -2fl3“o£ r* ^ ^ '4_ ' V« r— « J. - p © .3 1-1 d 2 d >»*2 S .5.3 53^1 ® d Sg* d dj 2C.oSh"" o5 d d, 2 T3 u 2 S .3 « A 3 3 ^ §5d I £ ® gg oodgoo-3. 55d-d ©^ o M g gas c C8 3.3' g*, ddt»ceO®'SgooOrtrtbI,S^-) ■3.7^ 2 5 gc3bb,d'-|o52®,d b b^ -dS5®9ttfe3oW)9'S3 ^^^.2.9|.25llo32go§ SgfcSSSgfcfcfcfcoofc&ai ojo^mot-cooo^oj «;SSS$:228S*&i33»&§S*§58S« Texas Institution for the Education of the Blind . 2,423 I 01 234 I . ..I 150,000 1 . . 1 21,900 1 40,320 * Froml890-’91. t From 1889-’90. a See table of the deaf. b Including improvements and repairs. c Bequest from estate of James H. Woods. Table 40. — Statistics of public institutions for the blind , for 1891-92,— Part II — Continued. 1256 EDUCATION REPORT, 1891-92. Table 41. — Summary of statistics of private schools for the feeble-minded, for 1S91-',S?. STATISTICS OF SCHOOLS FOR FEEBLE-MINDED 1257 Value of ground and buildings. $108, 000 43, 000 «o • o ; ° 1 CO 15, 000 15, 000 50, 000 50, 000 . m ft 3 •juaui -j j b dap Tuxaisupui ! M o - 00 T* i> CO d ! to o 1 1 oisnj\[ « tH SOM 1 3> 1 j> uajjBSjapurH; ^ I 00 CO i> 05 l 00 so CO d d 1 IBJOJ, e § ift iifflM 1 o o 1 CO iC CO & ■ejBuia^ a 3 lC Tfl os m — i 1-1 -M CO CO •aiBH « oc jg i ! 1C T-H 1 o CO S 8 C5 X 1 o 3 OT fl * •sajutunt joj ^ Suijbo UI S JUB JSISS v 05 CO iC 05 os co ec 1 CO eo u •ju0m J B d 0 p TBIJJSnpUI ' 05 CO 05 CO d CO 00 ‘lUJOi I ia I OJ o CO hoc 1 ^ * 1 1 d d •aromas 1 05 05 ic 05 OS CJ 1 i 05 j d 1 05 •0IBK 1 w CO | C? Cl 1 | d d 1 1 o o ! •suoijnjT'jsui jo JoquinM 1 05 1 MNN 1- H | u Division and State. I United States . . . . North Atlantic Division . . . . . . . Ma.ssa.ehn setts _ _ _ New York . New Jersey . South Atlantic Division . . . Maryland _ _ _ _ _ _ _ North Central Division 1 1 ! £ ! 1 1 c : % i ) 1 1 p i i i # Table 42. — Statistics of private schools for the feeble-minded, for 1891 — '98. 1258 EDUCATION REPORT, 189L-92. •sSutpimq ptre spuno.iS jo anpeA 1 ° ! 1 ! §. i i ^ ! o o o 8 8 8 8 S 8 j ! •yta'Bjqil ui saumiOA o « • o o o o g • i o o o o • * ic O iQ -rfi ci ! ! : | < i Industrial depart¬ ment. sapua^ aaq^o - I 1 i ■ i i •Snmas I ! oo CO •Sumap -jvS puu gnrra.re^ W : © ! co — i | gUI5lJO.V\pOOAi. i j 1 ■ CO Cl Pupils. •OISUK | CO iO 00 00 o CO j o* •uapauSaapniji A fn _ . . Rev. C. F. Garrison . Margaret Bancroft, Jean Weir Cox. Mrs. 0. F. Brown Mrs. Elsie M. Seguin Name. 1 « Font Hill Private Institution for the Feeble-Minded and Epileptic Chil¬ dren. Home School for Nervous and Deli¬ cate Children. Private Institution for the Educa¬ tion of Feeble-Minded Youth. Hillside School _ Wilbur School and Home for the Feebje-Minded. Privat eHome and School for the Feeble in Mind. Haddonfleld Training School for Feeble-Minded and Backward Chil¬ dren. Brunswick Home School . Seguin Physiological School for Children of Arrested Development. Post-office. Ellicott City, Md . Amherst, Mass . Barre, Mass . . Favville, Mass . Kalamazoo, Mich .... Cranbury, N. J _ Haddonfleld, N. J .... Amityville, N. Y _ New York(325 West 38th street, N, Y.) Table 43. — Summary of statistics of 'public institutions for the feeble-minded , for 1891-' 92. STATISTICS OF SCHOOLS FOE FEEBLE-MINDED, 1259 Expendi¬ tures. S W*. § u & i § 11181 sVsfsfaf 35, 701 g 1 1 i I18S11I §8g!SS32 99, 141 99, 141 Receipts. *5 1 $1,110, 081 1 Ci 8EB8I 36,811 36, 811 555, 444 8818818 SSSSSSS TP S 8 Value of grounds and buildings. s i l 2* s 118IS 1S5-1 I g !| B cs 5 i 1111111 $mm 1 8 1 i f Is JUOUI -juudep i-Bijcasnpui mm § 1 i in? § s! 8 SSSSg :?* — — co ; s s otsuK *> 8 1 ggfS2g S si 8 w s •uojj'eS.iapurg 2 1 8 3 to |53 TBJOi e 8 i CQ 82888 3 1 of 8838SSS 1 3 «> 2, 711 1 SSgis & £ 1 |Sgg|SS lQ iO * 8 co 8 £ So 1 S8IS1«® | § Instructors. •SO'J'BUIUI JOJ Suij'bo siun^sissy s s 825“ i tO o g‘23S?£c>'0 - •anaui i -ja-edep I'Biaasnpni 1 *- is*- i $ OiX je* j ©J «5 X X mox 1 1 X X X •oi-etno,!! g & in in g — oi ci a co ^ co •oi-bh •* s o ec CO n ^MNMr.rtO o o _ •suotj j -njiasui jo j equine 00 X -hMHh — (N ^ ” ! Division and State. United States . 1 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. . . . . a Table 44.— Statistics of public institutions for the feeble-minded, for 1891-92. — Part I. 1260 EDUCATION REPORT, 1891-92. •^jOMesnon * i •SntM.es •SUTJOIt'BJ, •Sni^'Braeons •Suxnepj'BS pti'B gnixnj'BLi •SmsiJOM-i'B^eH •Snxii.iOMpooAi •oistih OJ CO O •neiJ'BSaepnijc •einnie^; ^ CQ CO •GI'BH 2 15 •serein -ni joj Suireo Ut SlP'BlSTSSV •inennj^d -e p I'BTaisnpni •eveine^ i *9 CO OJ r-s © S° ft i © m I S Q m d-^ d-d rg rd o © u d c3 © O-d ©•S © S3 3 M © © Jh© © op p d i ^ o o o 0 9- <4-4 ft © m d S d © d 3 H © d^'3 138“ • O 73d 5 8313 8 O M M ft d£ 5g3 *|S 8 g° S .© ~ bO ^ o pi-9 g I g.S,3 * Sgs® o £ f d oa o ft ^ d £• © o d dO © d d >5 ” d «£!jf1 © © +2> O .d © J © © ©S !B W g © 3 © © P Jh o o o rd : © d c3 •S o & s g d © ds S © P o d o P 5 d © ^ d2 M3 So d3.y^^p © ^ ^22 W © di 'rH ©9- 'd^j.Q'Od- od © o d 2 o ©ft d g o 3 o CQ m a d 1 ® US pp d d M c3 rl >2 CO 03 © d O M « c8 g >» d~ © ■*y c3 0 d © © cd d O <4-1 | K»5 3 © > O fa 3 5 P R3 eo CO T-H W CO Columbus, Ohio. .. Ohio Institution for Feeble-Minded G. A. Doren, m. d., 1 21 9 38 577 352 Youth. superintendent. Elwyn, Pa . . Pennsylvania Training School for Isaac N. Kerlin, m. d . 1 25 _ 535 347 Feeble-Minded Children. Vancouver, Wash. Washington School for Defective James Watson _ _ STATISTICS OF SCHOOLS FOR FEEBLE-MINDED. 00 ^ S 04 A a o u 1261 Table 44. — Statistics of public institutions for the feeble minded , for 1891-9 2. 1262 EDUCATION REPORT, 1891-92. K di I bo ® > co « d O m ■d a s* a £ o3 ft® m -5 H ®p3 sl! «i SS3-&8 Mgg.&gB c3 O M Wd-M . © fl d ® 32«-2 0»| CM O W © M Cg d S % O'-1 > £ «aiOOO--MNONO' CdtiSOMO'jJ-.OOOi intDOinOMt*! - - ■ m «o m — m < 05 © 88 0 0 88 « S 0 « O) ^ 00' 00“ 0" — T 0-} 1 j ! SO O < CO 0 • C T- O • Oi rf i ■ Tt< CO 1 1 m © ■ ■ S • | 00*0 • CO — ; ofeo ■ j O CO o t* o co OC-i-OOOOOOOOOiOlO© OOOOOOOCLCO-Offl ©CXOCOOOXO’rOfli ! © Ci if: If: ! 1— I — 01 Oi CO © oi m oo OiCCOOOCO io oj © if: in oj in if: Ol rr — — COW &< o bo 0 *3 ‘Si d © S'? c3 o? <2 § u s© Bti 3§ OO O •d © ■ _ •d 1 w M ' ® 3 o ® s > ? ® > © § ® III! >-“s8 >d 2 m &i -«S a? < ’ d , M C m -m t~ f> t- 383 CO in in © co if: © © © in if: © co iff in o f © x if: oj CO © k£3 a 2 s p-h "3 2 - a 2 s'3'S So go S.S 3- ol^g^ :-d 5 0®^S-2®cddd >d d ® © =3 3 -§ *3 P ■d ^ a ? s © Jfpap§i3§« X2^H®wS-io©-!x3-i slggisr^s 2tdglo§2 §£? £•22^2© ©S 2 flsoo-H^SSo -rt Ml 5-5 SQ'C‘ML_i'd ^ M a 2 m M o»s® >>25 o^*h >■>:>> diJ/3y©^xi©©P^ 5“ 1 „dc5®di*:i-:?"' C slSgsasilll SSZxSSzzzz? ®mO JZfc g O £ a >12 © ^ ’/3O0f> c-H<:}eorj.oo©©^-C'i© * From 1 889-’ 90. t From 1890-’91. Table 45. — Summary of statistics of reform schools , for 1891-92. STATISTICS OF REFORM SCHOOLS. 1263 sa.injrpuadxg; 35 $3,981,778 2, 159, 743 (OOMSO .COCOD1 OO O - IC S3 ■ iD — iD O-OXO CO i> cTco irf co ci ioVo CO M IJ O > CC CO O 176,534 W CO O 05 1 ooow j ic oo t- ccT j os 11 l~ 32, 000 46, 000 9, 998 23, 480 sSutpxmq pu'B spunoj# jo onj'BA 18 1 OS 8 OS O g o» 130, 000 50, 000 110, 000 575, 723 400, 000 300, 000 4,536,371 331,245 ! 2,557,641 872, 500 o o o o O O CD O O id © o o'Nd'ia m ** i o ; o ! o iff O O lO O O 'O OO 'O II ig ep'Baa Smanjo'Bj -nu'eui j.o luonreqa -ora: 'jqSnuj aaqtatiN 17 6,062 2, 824 OO^-COOWOCi CiWNOiOCiiCCO ' CC I> CO 831 O ■ ID CD co ■ i> co i> • 50 §°° Inmates. School. siidnd: w IN 13, 957 7,677 153 98 104 675 236 421 3, 985 387 1,618 CO cs o I — CO id 'O oo. co ;co 568 O O CD CO ■cr o a co CO — > •sjaqo'B9li 380 164 iDCO'S<35C5aOO;^ oo CO © |dn 00 CD OS —1 CO During year. poSj'Bqosia 14 CO o 1 © b coxxomoNoo iD <-i CO O 00 CO iD l> iD co co — i oi oo co co -7 eo~ i-T LelJ 311 13 114 24 888 CD 'S' 1 - - Tf TJ- 'S' ID CO •pojjTUiraoD 2 10,862 7,617 ffiO - t- CO CO C3U> CO - - r iD i- CO M CO i-T co" —T § co o co as 768 — CO ID O Illiteracy. ojtJM. aou p^oa aoqxiou pinoo 8 OO of 1,454 O O O J> '• 1- i- CJ ■ ~r — co -oo co 311 iD 00 00 ' CD CO | 134 oo ! I as i i 1 1 1 1 pnoj ^juo pjnoo — 3, 908 2,214 MOi.G-.^ > co tc 'f 'taxo ■ id oo oi CO — ; 00 00 03 CO 542 1 78 95 O ID 1 1 iD < • i ■ Nativity. •SJUOJ'Bd | u j oq-uSieao^ ; Ol 8,073 5, 973 ^ LC O CO i - - CO co co cc — 1 ■ — Oi ;c TT 1 ' O CO iD § ^ as © co ^ ID S oo I !cc •scjna xed oAyyetl 55 6,280 3, 450 C1OO1O ' ' CD J> 1 r- co ^ co ' 1 co C3 1- Oi r— J J CO 1 ! :** 598 03 — O co co m oo CO — 549 377 172 Race. •poaoioo H 2, 108 817 1 r -1 SO — — , T-* CO CO 1 1 03 rf O CD CO — 03 03 278 jrssg •ojiqAi 15, 669 8, 735 OlCiOiO-f^woCC j COC*i>CO(MOiOCCCO t-h ^ C^3 ^ OS iD rr 1 t-T co ~ 1,044 a; kft as 03 CD 00 752 — « Ol ID t— OO t— CO CO coco Sex. •pnoj, j. 22, 378 8 CO - — id co co CO O X X CO Ci N iO CO -S' — — COTfTfOSCDl- 1 e* b." - j 1 co 1- CO — * 03 XttOjO as 03 co co o t - - CD ID iDOOt- I'M H •ei'Buio.a: vs 1 1 4,405 1 CO 1 CO CO © CO — « O ^ CO rf ^ W Cl W OW’V CO CO 03 CO — Cl 104 ^ © © © o 251 I-^JOO CO 1 •OI'BH ; * 17, 973 11,641 t-T CD t-T 1,023 a — -* co NtOX 00 <50 00 J> O O CD ID i 1 •sm'Bjsiss'e jo jeqmnjsi 1 « 1 1,387 00 £ MOON-OUhN WrHOlI'CO-S'fjSO^ Tt< CO CD — lO CO i 1 22 1 1 17 •snoxj | -njijsnt jo joqtnnK |. OS OS CO co — cococo — oscoeo o ID CO-h-h^, Division and State. * United States . North Atlantic Division.. Maine . . . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division. .. Maryland . Delaware . . District of Columbia .. West Virginia . . South Central Division.... Kentucky . Tennessee . Louisiana . Texas . — Table 45. — Summary of statistics of reform schools , for 1891-92 — Continued. 1264 EDUCATION REPORT, 1891-92. sajnjipuodxg; 19 $1,330, 627 104, 524 109, 980 115, 779 201,939 80, 807 465,006 72, 284 75, 341 13, 300 46, 987 44, 680 203, 396 49, 000 31,597 72, 50o 50, 299 sSntpimq pun spunoiS j^ani^A ! eC-^ 50 O 50 l> iC 50 1-1 03 Inmates. •SJ0qO'B9JJ 2 149 GOOIi-hCOO— ‘OICO^iOt* iOh(M Ol T-i ' 21 4 3 1 13 During year. •paSjnqosia * 2,114 ilCWNHtO^OH ic ■!» — wta^Nffiin CO CO > Ol lO .O Ol O CO MNftClHNHfl i-H !M 532 l> 05 05 Illiteracy. •ajiJM jou pnaj jaqjmu pjnoo 1 850 lft^OONiOOOl^iCXX lfi 05 ?D W O N CO Ol i-H Ol -H O 00 OlOiC • Tji CO • •pnaj ^iuo pjnoo 11 N OO o co — < a ! C5 ; :^eo 240 iO 00 id OI 50 CO CO o •sjuajudOAiin^t C5 oo 05 1 ! CO 1> 1> -<* 1>^0 O* 1- i- Tt« i-H Ol G5 03 S~°1' aJBlAi 4,606 iOCOMONC5^iOOC5^ C5 05 Cl N O 'r CO lO 05 iO Tticorraicoi-^co ^ o* 1 Ol s§ ^ 50 50 50 1^1 t>- Sex. I'BJO.X, ! OO CO CO iC eoiocoao-M-ooffl — t — COl^OSfMCO — o — C5 oi ot 561 »ni> co eo CO J> iC CO H 51 i •0I,etc;0li | 1,316 -ICOO-M^XOIOO’-D t-TjofitMiOincoas— l- co ■— i >— < co *-• T-t "5 iC OXO^I 1 •arew OI cocoeoeo Cl in 50 s id cs co co CO CO lf3 •smmsiss'e jo jaqtnnN j i ! 1 Q9P — < O Ol — < CO l> Ol ^ Ol lO CJOiC^HiOOv!C5iOiC-*-H CO s J>5lOO •saoti -mtisui jo ’ jaqxnnjsr M Ol M M Cl tt N CO N CO w - M ^ 1-1 ,-H H co o bfi O ® 5-i p X sll'SlSg 93g§ §€§ t)0 _ a : a •a a %4 •d O o m bc[a s. c3 ?oo Table 46. — Statistics of reform schools , for 1891-92.— Part I. STATISTICS OF REFORM SCHOOLS. 1265 Expenditures. •^joddns « 0 0 1 co 0 ciojot^inTfooQ OS 0 1 0 in GSi~ — COtMCOOOOO (MOjOIJCSfMOlTji^HOOOOO o' o' •od'otf r-T to ec 10 n t." eo~ oo" of oco;coi>THeoocoT-«^-iiMeo •S3ueui8AOjduii pu-e sSuipimg 0 'OO — oocooinoo ■ > 0 >00 0 0 i> 0 0 oj 0 1 > 0 ' in 3> c; 0 in m 0 0 1 | 00 W 05 ©" 't ®" o' 05 •sSuipimq puu spunoaS 30 anpeA A " $288, 337 75, 000 300, 000 300, 000 240, 240 00, 000 200, 000 No data. 157,000 70,000 31,570 133,000 350, 000 Inmates. •ep-eja I'eotu'eqoeui ao 3ui -anaoB3naeTX{ aqSnm jaqumjM Ci o — o ' m Tf i^-injnjo ■ oo ■ O «ifl h i t~ ^ i Si i 4— CO 1 l-H 1 TT1 -T 1 C School. •siidnd 30 aaquiuN 3D o m^p ■— ?> o co (?c! m x> ■ o ■ oo«i©P3inTfiTCsen ici > ni-r-iTtiimeo-r-iM^iecT-! < •uoissas iqrep 30 sjuoh 5 •sjaqo'ea'i 30 joqmnK j 2 CC^O«OOOCOCiO >(M xr 1 t-H 1 ^ 1 « 1 During year. •poSi'Bqosxa | ©inmcoTP . • b- © -p © ©i os to © 01 - - - ' ' to ©l CO tp co H ©J 1-: 1 1 ©> ~ r. •pO^TUIUIOO -f ©J j>;d©© co — ©} © m oo oo tp — i ^_h©»^h toooTP©i©Tpeocs^ •samurai 30 aSu eguaeAV |« j TP ©J © ' tP 1 ©! CO Tp © ■p • to ■ ^ ! j OO Illit¬ eracy. •OaiJAl jou p'caa aoqiiau u'co i ?* 1 O ' CC GO iCiCJ>^COLftOOCO : ^ j co lO -« i- £ <* ^ ^ 40 puaa iCiuo uuo a* CO-pPOO 00 © © ©» © pp Tp © OO ' J> © P-TPTP ^PPp 1 Ci Nativ¬ ity. •sauaj'Bd ujoq-ugia.io.j I va i Ci lO 'CiO ITS ^ O - cocc^mo jOO'lfSCO^ C3 £r- — « < lO L"- •sruajud aADUN i« | © © • ©2 p- ©J © CO *tp.©00©i> ©» © ■ co © © tp tp O — ©i co © TP |^H^,;^p©l_^l,z;©lT_^1„©l Race. it- -NOO © C~ © O CO Tp CO ©i -3" ■paJOTOO * ! N"«« ® co oo © — tp i" © TP TP — © .p ©J t. © ©J ©} CO 00 CO. © TPOCJi. N © CO -r ©J Ip tT pp ©It-tp ©^1-p CO CO — - — ©J Sex. I •0113019.3; | i^joooooojeooocooot- •0IBH | © © — — TP tr © © ©l © © © © © TP © ©! TP © © Ip © 01 -P ©J^.TP©JCO tpcO ©J©J •sitreisxss'e 30 jaqmnfsj | O *-• *-< 1- r-» 1-. CO . J • i ' H : e3 ! i : ® : M . u J j m'I s s C3 o ! H i • cq H ^ tx;-'3 © . © -Q . oajo n ; o 2 .23; S§80_ t; xx: X -p ^ © CJ O -W © 2 Sen 45TH 3 H ® flO^ £ sa o- — ol ©' 1—1 S ’C 30 - .2 £ to o b" _ ^ c .2 g fa < «§ fa m D 3 2 -j Sop 'Zw o d i o a : fa ! 0,2 !M © c g © oK T3 c3 Li *~l o t? o: S3' gefl- 13' P£' Si OQ'© >-. C C^-i « 1 * CQ 3% * S3 j ■ ■ © S3 ! faQ o Oofl'S oo = ; Od'M - P ®.S^ • cS o'® S M 0^3 2'^s g 3 a H .d o'-1 C1^^-1 £/2 w Ph 3 g 6 0 © _ . ~ c3 © ^ 6 & .2 H S sag £ J -p ©! co tp © 00 tP ©I CO ED 92- -80 •T6-068I tnoj^* Table 46. — Statistics of reform schools , for 1891-^92 — Part I — Continued. 1266 EDUCATION REPORT, 1891-92. I Expenditures. •jjoddns $9, 998 8,39o 20, 976 45, 403 8,068 21,414 8,153 41,308 •sjuauiOAOJdmT pun sSuipimET « $1,043 9,576 2, 995 2,100 6, 969 3, 253 - sSuxpiinq pun spuncuS jo an[uA ft « $ 30,000 100, 000 300, 000 200, 000 25, 000 275, 000 • Inmates. •apnaj inoiunqoaui jo Sut • jnaonjnunui jqSnnj aaquinN; ft O o • 1 1-1 lO o , , 00 — 1 1 T— 1 CO O' o School. •sndnd jo J8qum.K[ QC TO( O CO O CO I-* CO Tf Oi ^ 05 CO 0500 05 • l- O 00 T-I CO OJ 1-H 56 64 •uoissos Ainp jo s anon h i—i !M co Tt< oo ion eo Cl Cl During year. •paSjnqosia; *4 o t-- i co i i— oo im i-H tji > iQ i oo 03 eo OJ i i i-i 305 114 142 •pojjTumioo O ^ CO CO 1 o CO o CO lO Cl CO • ^ O CO d » TH 1-1 00 113 Tji LO C5 Cl CD t-. a ’sojnuiUT jo aSn aSnjaAy M 18-24 10-12 10 16 15 12 i 12 Hf • Illit¬ eracy. ’9JTJM. jou pnaj iaqjtau uno 2 O • O 1 1 lO »o lO ^ • O 1 1 t-h COh • -H • » T-H oo •pnaa -£pio uno SI o • CO 1 1 O HH • T* 1 1 00 rt< (N : « : : M 00 1" Nativ- ity. •syuajud ujoq-uSmjo^ © H ft | 00 1 1-^0 o o -<}< ■ to i CM N Hf Cl •sjuajud oatju^ | O • 50 i O if3 to tH CO • i- , Tjt 1-H O th • r-i o •aimM h 00>raOr-GOuf3 O O J> rH (M Cl eo 1 CO CD CO T-H Cl to o (M rn , t-h -h CO ^ tf J © OCQ .d . S oQ ocn . § & aj o-a a h'-j • 1 1 1 ^ ! *, *® : A to +3 o a £s§8 4 U © rh +3 o o rJl H hi ^P p P ^ . o > u m ca • ® p$ •a o © O bfl O a © ® K +3 «l-l O "M _J © 0S g © 5 ■PH O a 'q.m > Ig w U PQ o : o o § aj 5 ■3 © © .2 fflM £ aH CO P © ■g®£* H JhnP ° ©O^ © rl e, © GO i-p rt ^=2 Jo i5^J ^ 40 “o £'■§ J © o 2 f £p(§ (jOOO oB 2 ^CCO o cn ffi ^ S® &o 2 © ,2 ?h © 9 d W ®£ g o ■o'S £ w tc g 9 . ■» © .2 B +=» d 'd 2 |sgp§g§ M £h W W a *4 o © « ra p> © co d B . 2 >» C3 !_i to o ®g *5 “I cS 9 O d PM ■a §s d£ xn oo 5? n #k£ Ilia © a £ aj § .■aS © f-1 .. _ © O cl d d o g p d « - - ~ ©o®o^d © p> © p> i'p o P P U r-l rl r-l i— (M STATISTICS OF REFORM SCHOOLS. 126 © ©© d ^ © C l © — CO © © iC © © L"» — o cTof No data 1 0(31 3, 729 900 6,000 11,500 oo © © oo ^ o too •^> © © cc © LC© © — o ^ ©CC © CJ© « © c> oc © cj© © eo © cj ©cc © cues ta T f -T " CO of© xaT -dcf rtco~ iff cc'cc © Ti © CJ 01 55, 723 17, 000 000 ‘z 25, 000 16, 000 19, 000 160,000 165, 903 50, 000 155, 980 206, 820 ICO, 000 413,343 300, 000 100, 000 42, 500 200, 000 160, 000 50, 000 150, 000 64, 090 117, 155 1 12, 000 » © l • CJO © « o © o »o © 1 © Cl LC j> 00 ' T-.dC* *-* © © ©© ©© © .© ec UC GO © © 1 s $ s © © Ci Cl «H CO © 200 30 93 450 no 301 © d Ift © OO © ec ci © —i © © oo ■ > Qi Ol CC .i Tjl ^ LO ~&ta io lo CO © Cl iC Cl ^ CO •’S’© lOrf ec ■© ^ 1-H (M wrt h © © UC — 1 ^ © Cl 1-1 © © Cl S> Cl • CC © T-« T-l © -H liZ © Tr< c? CO 2 o © 16 12 CO ©no co Cl CO 00 50 © ' © • X X io © — * lO 1 *> CO s © d CO d si lC T-‘ CO CO Cl iC 8 d d T~l i> CO Cl o © Cl Cl © > CO Cl no CO 1 ’ 1 X • CO r ° b C3 © Cl © © © © © 8 — © d ci i^d 1 CO 1 © © 11 300 e3 5 © Cl © © lO Cl Cl © © © © X © © © CO T? lO ilC © iTC © co :8 d O CO 00 1 © d ° © IO © 00 Si Cl d is ' s jd © ^5 w © Cl ■ CO CO Cl X 1- : ?] 16 ^ J>CC 86 © © © © Cl CO © © CO 1-1 © CO IO b- CO CO © iO © & d © CO X Cl CO X aa x Cl d © ; ^ lO © © © dT-4 © CO © X d 1 CO 8S d CO © © f? © o © © © © © if: Cl © © © © bl d © Cl CO © X CO © CO i Cl 1 82 Cl CO §§ © § Cl 1 ’ CO 1 ci cl ■ ^ S2 i-i C l © °°« © II 1C © Cl Cl Cl lO Tji Cl CO Cl i © Cl © * cc i eoec \ 53 ; w X 1-. Cl © X — CO 1 © 1 *3 o d a> >d Sldridge M ffi : d i : S bD P 0 : -a a k o *si d : ; 8 gS 3 r^d ® CC >» - ce >> • © X — | ^ u 1 ! x d c © *3 l l 1 Q 3 tbor . illalieu. ; A. Me- <-! u S o 1° < w d d cs *- d 2fc s-a° m d C er^ ^ ^ HH HH 3** £ o o S-i 5, aa H ££ 0 o >% . rg r? ©i3^ ° t&*% S ba adg* >>o © O CT^d O g SSdCO d d SSS-sSS^g o d S H"* b ,, C ,5 © r, o. p,JK,d>lrl 'Som°Sdd>> 5^ ®W O cS*-s^ c/3 a W O © to ll go §» D o o d ®3«a O rj cop* d §>»% d 2 © © £ d x -r1 d ro ^ d da.2 S a if ®d ; *-< *3 d 0_; O o aco- « R o d ffl o p O 0, ©da ® O Sh £+|2 C d © o S2 g 5 ce !C*. H w rt ® O >>° d ° ° .iS«B»«|Ssss Z » S it 5-d o O ©© 005 © c3 © d 33 2-^W 5^© K ^ tool ia ■ 5. o2 o © d © 7J c nS S c3 a © £>£w © * o£ff* K ^ -g ® o ■d Tl VW ^ r^\ O 2^®2§ £ ® d^ 2 0'S d T-. § 'S W£ Wd ' ° £ ‘d ® ' © d o^I g£o nSll 2-l2 5ce = o © d^ ?2 d *' o ^ © *i aj >> 2 73 2|aii w& w : > O - © U za 1 sis »d s n © °S« a use! £ £ a 35 tn d S« ^ bO . .. ^ r-, .© iSlg WW ^ DQ X 0 c3 - u d o § d o § d o d o § d i to^. o § ® © : 5- S 0-° © sg a ® c o » is p ffi 5-i ® o d Tl ■*S o is s if — bB d n d d o 5 P ’> © d o O p © 2 o d a j 5 a d TS fcfl g§ O 5* >a U 83 '■'From 1890— ’91 . Table 46. — Statistics of reform schools, for 1891 ■ '92. — Part I— Continued. 1268 EDUCATION REPORT, 1891-92. •jjoddng •sjn9ta9AOJduii ptre sStnpjrag sSuipimq pire spunoaS jo eni'BA « o © r-l lO 1- in in ■*“ oo m oo lO riCO > . O >. ci fc •sjngaud ujoq-uSpjo^ •sjugjiid •pgjojoo ■0J'BUI9l3 gi'BH oo m oo c* 15 °3 CO d e3 ^ 3 ■9 ^.2 r o a 2 § K .50 2.52 t> 03 be S o §> coolS - © JW ,rvj oS O filH 20 IS £ © « 3 g .£} £ — , 5 © 9 w cife©i!ot>o PQ £ W W 2 i* d o I S O ® -1 O ^ £ £Q O xi 5 « ^ jj cS •IH C I-3 ©^ g © ?■ a §®M © 3*5 «a 9° ■O © ci •2 K © ^ a O I al ps -S £ W © 5 S 6 3 . ta 9=2 ^ >>5 ci © i/l^j^PS ^-2- o 2 ®78 fe- © 5 o © be © 2 v *2.2 Q« 2^ ©2 Ph m E Oo O s 1 o f* fl * ci C-» f-l 11 ISS O H ^ ^ £ a x a x a d c ^ o ?H o o o v° o o ci !* ci ^ ci © w © w © w ^ ^ ^ ll o°. tB 3 -A >2 ^ © 5 a ^ PO CQ i-i (M CO 1 Huntingdon, STATISTICS OF REFORM SCHOOLS. 1269 d § ois 4h O cm §3 O © +=> . — • m j£ o d"£ o d «o O M Cfl d Si- Cm; CQ'ei' o • Q : ;o a o .u Co 2 ® .d 03 o © c« c ©d§ £ Od d -g tc^ c d d'/* •d o-d o £ "'■So 3?S i „sgs >sl8| ^ ,d § d 2 5P O 03 © ^ >£ £ £ 3 es ; k c5 §d d P1 © o 3s M § - © d E-1 3 ©" d ^ S v > d "3 d dQ g © ►> ©!> © - d M d^ ;- ^ * d . . d © c3 *2 . e3 P §£■£ £g ts Table 46.— Statistics of reform schools , for 1891-^92 — Part IT. 1270 EDUCATION EEPOET, 1891-92. •p'BQ JO eS'BjuaDJOcj •jrej jo | OS'BjnOOJOtJ i « pooS jo 8S,B^U90J9 •jnonooxo 0 JO 9S’BJU9Da9 HX00V iG CO CO CM 19. 81 72. 50 18. 82 27. 17 61.53 62.5 62.5 0 tHCO 05 * !>• • O O O CO lONOdirf .OCOtpMW •JU9I0p9p JO 9S'BJU9DJ9 — rr — mow •ai-BjI « 010 T-« iG cc — 00 — i t-XNiOO 68 \G O ^ Tf t- 1> in 0 CO ^ 0 CO 'ONO-tN ;r-.„C5 0C(M •JU9I0g9a « 1 m cj (M lOrn(M 34 OO O in n 0— Cl ■ croKraoo' 3^ 3-2 OO m saps h* a O © -2 lM illJS zn as d •H ^ C O ^ g£ p pi 2 © ® 33 33 31 cn >>-+> O 2 Vi P 53 |I1 *si S©^-< n& ££§ P w p 0 CC H fl) H 1-1 *_, M 33 Cd ^ © o p ^ 2 * 3i: O fl o'w >, > § ©"“ © c3 ® fl® C ^ — go£g 73 ^ ® 13 ce2 g c3 2®j£ ;, 2cflSo s2js*S • o-Sac^ g © © c r CC H . X -5 S§|g§| &■ 3- 1 |o- 9 o- O-CJ © i += pi o-ggs ®^g” _3e§ +? v >5^ +> j+j c ® co a 33 £Pp^ 2'P 0 ©200 X ®' to 03 v 2 ©■5 pi 2' w ® pff &o Sc«sa .p a -2 0 50 s p3? o 3|1| >.© 2 |rgSSS« P1-1 O . P vJU'P “S_-s"g 1=2-5433 a c.2 c£ © Cx, O 5- £1 ® -P .7^0 © P*" CC © C r rrj q. ® © iJT rj o © P-©:© p£ ?s&3|®| 33 SS£*o CU ffi £ j x s STATISTICS OF REFORM SCHOOLS, 1271 *000 1.0 0000 • CO i— CO CO ^ XT' CO co x* i> 1 JO CO CO CO iO (M ooooo^>oio ! O 00 UO *-.: xji CO O i> | o 1> o o O L' O o !o ;oo 0 0*00000 O 00 no O CO o iO 1HW 'NOMd^ ! ; ! co co CO • CO CO iOOOOOOCOOOO OOi-OOOl^OOO o o o in 05 0 0 o o in i- o O O oooooo?>oo oocoomooincs iO 05 CQ tH 5>i-C0 c£ — ' cm CO lO 3 o o i> Til O lO 19.54 | 33.16 I 18.75 25 o XJ4 CO o o Tt< ! j> • 1-. CO (M ic oi (M(M 23 64. 93 1.77 *> CO o coc5>n oi jo eo CH* lO 57.69 31.8 86 ociodo TJ1 O O Tjl o CO xJ4 CO Oi oi o JO CO 2.9 0.87 83. 28 CO 0*0 1-H lO «D 00 Oi O 00 CO (M lO CM 1-1 lO 1-H OJ 05 O b- 2l (M ^ >n WON §§° ^ t-H xfl o i-4 Oi (M Gi CO co > pi o "cl a Pi o © Cd Td pi c3 Pi O +3 o ©r £ 2 u o «wCfl °d 85 pi O o © © © 4-> c3 c3 cflc/2§ >s Pi O d a o © O © o a o +3 VI o © w cd pi ® S 1-1 *3 C/2 >» o W Pi O •m Pi -p! ° o o o 02 i ©—I i o o O'*-1 Pi ei a | ^ ’-3 “ggiSis ^Pl ° H ° 1 K3 C/2 r. O — ' §& 'oW «? C/2 02 F-l o 4^> c3 a . ® o 0 o o Pi o o gpi ° goPl — ® ^ flP3 fe pi pi ° a 02,3 o-g^g ® M ® © GQ Pd pifd pi pi M-l t(_i Pi *0 Pi O Pi PI a m © m m °2 £22 •l^2o22©-iJpii->w'ju^ SrtUltniziZMnCQalKZti a O %piPd © ’ •— i 2 Orrt ©rH pi rr o g.Sd'Sccsfcoo^ •Socd^ C8 O 2 © a- *3 h ©.a s°§K o*3 2o^p o?|000>sgSfligfl^0*g,||Q wogd^^g: i-s_rii;pi©®/H+?^>:Hh2' oW!II5Mc3t3Pi© 2 O g g g >.2 © > 2 « beg 2 a « a g'-g £ g: 2lid^22l|-g|g|-o®§go©o©©^g; CO COCO CQ C ^ ^ ^ *ra io INDEX A. Aberdeen University, 97. Academies. See Secondary education. Adams, H. B., quoted, 410. Adams, It. J., quoted, 833. Adams, Mass., 966, 988. Add Kan Christian University, 1155. Adler, Felix, mentioned, 915. Adler, V.. quoted, 437. Administration and organization of system, in France, 74 ; in Switzerland, 198, 209, 212, 213 ; of German universities, 255 ; of Sweden, 424 ; of Stockholm, 430 ; participation of women in, 792. See also Management and supervision of in¬ struction and Appropriation, State and local. Admission, requirements for. See Higher and professional education. Adrian, Mich., 968, 990. Adrian College, 1147, 1185. Agassiz, L., opens Anderson School of Zoology, 899. Age, number of children of school, 29 ; of children in public schools, 35; for school attendance, in Switzerland, 214; of students in German universities, 306 ; of students in English truant schools, 779, Aggregate number of days of schooling, 27, 46, 963. Agr6ges, appointment of, 90. Agricultural and Mechanical College of Missis¬ sippi, 1189, 1191. Agricultural and Mechanical College of Texas, 1190, 1192. Agricultural College for Colored Students, Dela¬ ware, 1193. Agricultural College of North Carolina, 1189, 1192. Agricultural colleges, statistics of, 1188. See also Higher and professional education. Agriculture, instruction in. in Great Britain and Ireland, 130; in France, 392; in Sweden, 440. See also Higher and professional education. Akron, Ohio, 586, 974, 994. Alabama, statistics of elementary education, 29-71, 580, 679 ; of secondary schools, 687 ; of higher education, 712, 734, 863, 1163, 1179, 1182, 1198; of business colleges, 1217 ; of the defective and delinquent classes, 1244, 1251. Alabama Academy for the Blind, 1253. Alabama Agricultural and Mechanical College, 1188, 1191. Alabama Conference Female College, 1159. Alabama Institute for the Deaf, 1246. Alabama State Normal Schools, 1200. Alaska, report of General Agent of Education for, 873. Albany, N. Y., 972, 982, 994, 1201. Albany College of Pharmacy, 1175. Albany Home School for the Oral Instruction of the Deaf, 1242. Albany Law School, 1181. Albany Medical College. 1168. Albemarle Female Institute, 1162. Albert Lea College, 1160. Albion, N. Y., Physical Training, 586. Albion College, 1147. Alcorn Agricultural and Mechanical College, 869, 1193. Alcott, Amos Bronson, mentioned, 909. Alcott, W. A., mentioned, 511. Alexandria, Va., 978, 1000. Alfred University, 1149. Algebra. See Mathematics. Alger, "William B., quoted, 556. Allegheny, Pa., 594, 974, 996. Allegheny College, 1153. Allentown, Pa., 974, 982, 996. Allentown Female College, 1161. Allen University, 869, 1153, 1181, 1186 Alma College, 1147. Alpena, Mich., 968, 990. Alsace-Lorraine, normal schools, 154. Altoona, Pa., 974, 982. 996. American Association for the Advancement o. Physical Education, 520. American Asylum for the Education of the Deaf and Dumb, 1246. American College of Dental Surgery, 1172. American Eclectic Medical College, 1173. American Medical College, 1171. American Society for University Extension, 752, 1209. American Veterinary College, 1176. Amesbury, Mass., 966, 988. Amherst College, summer school of language of. 917; statistics, 1146. Amity College, 1143. Amsterdam, Holland, school museum at, 244. Amsterdam, N. Y., 594, 972. 994. Anderson, John, gifts of, to establish a marine lab oratory, 900. Anderson, J. M., quoted, 823. Anderson, W. G., mentioned, 520. Anderson School of Zoology. 898. Andover Theological Seminary, 1184. Andrew Female College, 1 159. Ann Arbor, Mich., 968, 990. Annisquam Laboratory, 903. Ansonia, Conn., 962, 984. Antioch College, 1352. Anvik Contract School, 875. Appleton, Wis., 978, 1000. Appropriation, State and local, for State systems, 28, 65 ; for industrial education in Europe, 133; to German universities, 259 ; for tech¬ nical education in Sweden, 439; for colleges and universities, 721, 740; by Government and churches to contract schools in Alaska, 882; for city public schools, 984; to agricul¬ tural and mechanical colleges, 1191, 1197; for schools for training teachers, 1199, 3200. Archbald, Pa., physical training, 594. Architecture, conditions of admission to public service, in Germany, 420. Aristotle, authority of, in mediaeval universities, 259, 260. Arithmetic, in course of Prussian Normal School, 165, 195. See also Mathematics. Arizona, statistics of elementary schools, 29-71, 679; of secondary schools, 687; of higher edu¬ cation, 712, 1198. Arizona Normal School, 1200. Arkansas, statistics of elementary schools, 29-71, 581, 679 ; of secondary schools, 687 : of higher education, 712, 863, 1179, 1198; of business colleges, 1217 ; of the defective and delin¬ quent classes, 1244, 1251. Arkansas City, Kans., 966, 980, 988. 1273 1274 INDEX. Arkansas College, 1140. Arkansas Deaf Mute Institute, 1237, 1246. Arkansas Industrial University, 1166, 1180, 1188, 1191, 1193. Arkansas School for the Blind, 1237, 1253. Arndt, E. M., quoted, 287. Art, schools for, under English Science and Art Departments. 97. Articulation, students in, 1238-1248. Asbury Bark Seaside School of Pedagogy, 958. Asheville, F. C.. physical training, 586. Asheville Female College, 1161. Ashland, Pa., physical training, 594. Ashland, AYis., 978, 983. 1000. Ashland State Formal School, 1202. Ashland University, 1141. Associations of German students, 310. Atchison, Hans., 591, 966, 988. Athens, Ga., 964, 986. Athens Female College, 1159. Atlanta, Ga., 590, 964, 986. Atlanta Baptist Seminary, theological depart¬ ment, 1183. Atlanta Medical College, 1167. Atlanta University, 869, 1142. Atlantic City, FT. j., 970, 992. Attendance, on all schools of the United States, 1 ; in elementary schools of United States, 33, 661, 677, 679; in secondary schools, 686, 688; in colleges and universities, 713, 732, 734; in professional schools, 1163, 1179, 1182; in technological schools, 1188, 1196, 1197 ; in nor¬ mal schools, 1198, 1204 ; in business colleges, 1216; in schools for the defective and delin¬ quent classes, 1238-1250, 1251, 1257, 1263; in¬ crease in, caused by abolition of school fees in England, 99 ; at universities duringmiddle ages, 255 ; effect of compulsory, on average attendance, 663 ; comparison of, xvith popu¬ lation of cities, 682 ; at university extension lectures, 752, 1206 ; in colored schools, 863 ; in Alaskan schools, 880. See also Average daily, Aggregate attendance and Students. Avalon College, 1149. Average attendance in public schools, 42, 628, 663, 673, 677, 679, 681, 963 ; increase of, caused in England by remission of school fees, 99 ; in colored schools, 863 ; in schools of Alaska, 880 ; in evening schools, 981. Avery Formal Institute, 1205. Avondale, Ohio, physical training, 593. Auburn, Me., 966. 988. Auburn, F. Y., 594, 972, 982, 994. Auburn Theological Seminary, 1185. Auer, Ludwig, mentioned, 241. Augsburg Seminary, 1147, 1185. Augusta-, Ga., physical training, 582. Augusta, Me., 966, 980, 988. Augustana College, 1143. Augustana Theological Seminary, 1183. Auricular perception, number studying in schools for the deaf, 1238-1248. Aurora, Ill., 964, 986. Au Sable, Mich., physical training, 591. Austin, Tex., .594, 976, 998. Austin College, 1155. Austria-Hungary, normal schools, 154; school exhibits of, 243. E3. Baden, normal schools, 154. Baker University, 1145. Baldwin University, 1151. Balliet, Thomas M., quoted. 824. Baltimore, Md., physical training, 591; compara¬ tive decrease "in enrollment, 662; length of school term 1841-1891, 664; size of school buildings, 673; statistics, 966, 9S0, 988. Baltimore College of Dental Surgery, 1172. Baltimore House of Itefuge, 1266. Baltimore Medical College, 1167. Baltimore University, schools of, 1167, 1180. Bancroft, George, mentioned, 503. Bangor, Me., 966. 988. Bangor Theological Seminary, 1184. Baptist Female College, 1160. Baptist Union Theological Seminary, 1183. Baraboo, A Vis., physical training. 594. Barbour, James, quoted, 500. Barnard, F. A.P., quoted, 846. Barnard College, 1158. Barnes. Thomas H., quoted, 829. Bartholdt, Bichard, mentioned. 525. Bartholomew English and Classical School, 1161- Basedow, J. B., mentioned, 483. Bashford, J. W., quoted, 851. Basle, training of teachers, 173. Bates College, 1146. Bath, Me., 966, 988. Battle Creek, Mich., 594, 968, 990. Battle Creek College, 1147. Bavaria, normal schools, 153. Bay City, Mich., 968, 98L 990. Baylor Female College, 1162. Bayonne, F. J., 594. 970. 992. Bean, C. AAL, quoted, 786. Beatrice, Febr., 586, 970, 992. Beaumont Hospital Medical College, 1168. Beaver Falls, Pa., 974, 996. Beck, Dr., mentioned, 504. Beecher, Miss C. E., mentioned, 512. Beeger, Julius, summary of work by, on school museums, libraries, etc., 239, 242. Belgium, national school museum, 244. Bellaire. Ohio, 974, 994 Belleville. Ill., 590, 964, 968. Bellevue Hospital Medical College, 1168. Belmont College, 1151. Beloit College. 1156. Benedict College, theological department, 1186. Benefactions, 721, 733, 740, 1197. Bennett College of Eclectic Medicine and Sur¬ gery, 1171. Bentzen, "Anna, on coeducation in the United States, 804. Benzonia College, 1147. Bequests. See Benefactions. Berea College, 869, 1145. Berkeley, Cal,, physical training, 582. Berkeley Divinity School, 1183. Berlin, Germany, school museums at, 241. Berlin, AYis., physical training, 594. Berlitz SummerSehool of Languages, 919. Berne, Switzerland, school exhibit of, 243. Bethany College, Kans., 1145. Bethany College, AY. Ya., 1156. Bethel College, Ky., 1145. Bethel College, Tenn., 1154. Bethel Contract School, 875. Betz, Carl, mentioned, 519. Beverly, Mass., 966, 988. Biddeford, Me., 966, 980, 988. Biddle University, 869, 871, 1150, 1185. Binghamton, FT. Y., 972, 994. Biology, summer schools of, 898. Birmingham, Ala., 582, 962, 984, 1200. Birmingham, England, technical instruction, 117 Bishop, Fathan, mentioned, 514. Bishop College, theological department, 1187. Blackburn University, 1142. Black Hills College, il54. Blake, J. G., mentioned, 532. Blind, special grant for Scottish schools for the education of the, 102; education of, in Sweden, 441; schools for in United States, 1251. Blodgett, Albert H., quoted, 846. Bloomington, Ill., 964, 9S6. Bloomington Law School, 1180. Blue Mountain Female College, 1160. Bordentown Female College, 1160. Boston, Mass., physical training in, 503, 521, 528, 584 ; comparative decrease in enrollment, 662 ; length of school term 1841-1891, 664 ; size of school buildings, 673; investigation and reports on coeducation in the public schools of, 815; statistics, 966, 981, 988. Boston City Hospital Training School for Furse3, 1177. Boston College, 1146. Boston Dental College, 1172. Boston Formal School, 1201. Boston Training School for Furses, 1177. Boston Truant School, 1266. Boston University, 1146, 1170, 1180, 1184. INDEX. 1275 Bowdoin College, university extension at, 752; statistics; 1145, 1167, 1208. Bowdon College, 1142. Boykin, James C., paper on physical training, 451. Braddock, Pa., 974, 996. Bradford, England, technical instruction at, 129. Bradford, Pa., 594, 974, 996. Bradford Technical College, 129. Brosius, George, mentioned, 519. Bremen, normal schools, 154. Brewer Normal School, 1205. Bridgeport, Conn., 962, 980, 984. Bridgeton, N. J., 970,992. Bristol, Conn., physical training, 594. Bristol, England, technical instruction in, 113. Bristol, Pa., physical training, 594. Brocton, Mass., 966, 981, 988. Brodheck, W. N., quoted, 833. Brookline, Mass., 584,966,981,988. Brooklyn, N. Y., physical training, 594; compar¬ ative decrease in enrollment, 662 ; length of school term 1841-1891,664; school buildings of, 672; statistics, 972,982,994,1201. Brooklyn Hospital Training School for Nurses, 1177. Brooklyn Institute Biological Laboratory, 906. Brooklyn Truant Home, 1267. Brooks", W.K., mentioned, 903. Brown, C. H., quoted, 833. Brownsville, Tex., physical training, 593. Brownsville Female College, 1161. Brown University, university extension, 752; co¬ education, 855; statistics, 1153, 1190, 1192, 1213. Brunswick, normal schools, 154. Brunswick, Ga., 590, 964, 986. Brunswick Home School, 1258. Brussels, national school museum at, 244. Bryant, W. C., quoted, 928. Bryce, James, quoted, 352. Bryn Mawr College, 1158. Buchtel College, 1151. Bucknell University, 1153. Buda-Pesth, state exhibition of school appliances at, 244. Buena Vista College, 1144. Buffalo, N. Y., physical training, 586; compara¬ tive increase in enrollment, 662; length of school term 1841-1891, 664; statistics, 972 982, 994. Buffalo Law School of Niagara University, 1181. Buford College, 1142. Buildings and accessories, number, capacity, value, etc., of public school, 27, 28, 63, 69, 671, 674, 678, 680, 682, 984; of the Whitworth (technical) Institute, 124; of the Central Higher School of Leeds, 128 ; for training teachers in Germany, 184, 192; permanent exhibition of school furniture at Munich, 242; cost of, in case of German univer¬ sities, 359; for physical training in an¬ cient Greece, 457 ; gymnasiums and play grounds attached to, 583, 590; value of apparatus and libraries of higher institu¬ tions, 720, 732, 739; value of, belonging to colleges and universities for colored race, 869 ; value of, belonging to colleges of agri¬ culture and the mechanic arts, 1188; cost of, for training teachers, 1199; value of, possessed by schools for the defective and delinquent classes, 1258-1278. Bullock, Samuel J., quoted, 829. Bureau of Education, Division of Library and Museum of, 245. Burlington, Ind., 964, 986. Burlington, Iowa, physical training, 584. Burlington, Vt., 976, 983, 998. Burnham Industrial Farm, 1268. Burritt College, 1155. Burmhenschaft, 311. Business education, for students in colleges and universities, 717 ; schools for, 1216. Bussey Institution, 1196. Butler, Pa., 594. 974, 996. Butler University, 1143. Butte City, Mont., 592, 970, 992. C. Cairo, Ill., 590, 964, 986. Caldwell College, 1159. California, statistics of elementary education, 29- 71,580,679; of secondary schools, 687; of higher education, H2, 731, 734, 1163, 1179, 1182, 1198; of business colleges, 1217; of the defective and delinquent classes, 1245, 1252, 1259, 1264. California College, 1141. California College of Pharmacy, 1174. California Home for the Care and Training of Feeble-Minded Children, 1260. California Institution for the Deaf and Dumb and the Blind, 1246, 1253. California Medical College, 1171. California State Normal School, 1200. Calvin College, 1151. Cambridge, Mass., 591, 966, 981, 988 ; truant school 1267. Cambridge (England) University, 97. Camden, N. J., 970, 981, 992. Campbell, W. R., quoted, 837. Campbell Universitv, 958, 1145. Canada, early introduction of physical education, 513. Canandaigua, N . Y., physical training, 592. Canisius College, 1149. Canton, Ohio, 586, 974, 996. Canton Theological Seminary, 1185. Cape Prince of Wales Contract School, 874. Capital University, 1151. Carbondale, Pa., 974, 996. Carleton College, 1147. Carmel Contract School, 875. Carson and Newman College, 1155. Carter, Franklin, quoted, 851. Carthage, Mo., 594, 970, 992. Carthage College, 1142. Carthage Collegiate Institute, 1147. CaseScnool of Applied Science, 1196. Cassianum, at Donauworth, 241. Catawba College, 1151. Catholic Normal School of the Holy Family, 120-5. Catholic University of America, 1183. Cedar Rapids, Iowa, 964, 980, 986. Centenary College of Louisiana, 1145. Center College, 1145. Central Alabama Academy, 1204. Central College, Nans., 1145. Central College, Mo., 1148. Central College of Physicians and Surgeons, 1167. Central Falls, 976, 982, 998. Central Female College. Ala., 1159. Central Female College, Mo., 1160. Central High School, Philadelphia, 1153. Central Law College, 1181. Central Memorial University, law department, 1180. Central New York Institution for Deaf-Mutes, 1247. Central Normal College, 1204. Central Pennsylvania College, 1153. Central Tennessee College, 869, 1355, 1139, 1173, 1175,1181,1187. Central University, 1145, 1167, 1172- Central University of Iowa. 1144. Central Wesleyan College, 1149, 1185. Chaddock College, 1143, 1167, 1180. Chaffee College of Agriculture, 1196. Chalmer’s Technical Institute, 439. Chandler Scientific Department of Dartmouth. College, 1196. Chapel Hill Female College, 1162. Charities, in Sweden, 441. Charleston, Ill., physical education, 594. Charleston, S. C., 976, 998, Charleston (S. C.) College, mentioned, 505. Chattanooga, Tenn., 976, 998. Chautauqua, origin and progress of the eduta- tional movement called, 921. Chaves, Arnado. quoted, 785. Chelsea, Mass.. 966, 981, 988. Chemistry. See Science. Cheney, E. D., quoted, 838,851. 1276 INDEX. Chester, Pa., 974, 996. Cheyenne, Wvo., 978, 1000. Chicago, Ill., physical training, 582; comparative decrease in enrollment. 662 ; length of school term 1841-1891, 664 ; school buildings of, 672 ; statistics, 964, 980, 986. Chicago College of Dental Surgery, 1172. Chicago College of Pharmacy, 1174. Chicago Deaf Mute Day School, 1239. Chicago Homeopathic Medical College, 1170. Chicago Kindergarten College Literary School, 914. Chicago Manual Training School, 1197. Chicago Medical College, 1167. Chicago Ophthalmic College, 1170. Chicago Physio-Medical College, 1171. Chicago Poiyclinic, 1170. Chicago Society for University Extension, 752, 1206. Chicago Theological Seminary, 1183. Chicago Veterinary College, 1176. Chickasaw Female College, 1160. Chicopee, Mass., 966, 981, 988. Chief State school officers, 637. Children. See Population, Students, and Vienna. Chillicothe, Ohio, 974, 996. Chinchuba Institute for the Deaf, 1242. Chippewa Falls, Wis., 978, 1000. Chivalry, influence on physical training, 469. Chowan Baptist Female Institute, 1161. Christian Biblical Institute, 1185. Christian Brothers’ College, Mo., 1148. Christian Brothers’ College, Tenn., 1155. Christian Female College, 1160. Christian University, 1147. Cincinnati. Ohio, physical training, 536, 593; com¬ parative decrease in enrollment, 662, length of school term 1841-1891,664; statistics, 974; 996. Cincinnati College, law department, 1181. Cincinnati College of Medicine and Surgery, 1169. Cincinnati College of Pharmacy, 1175. Cincinnati House of Refuge, 1268. Cincinnati Normal School, 1202. Cincinnati Oral School for the Deaf, 1239. Cincinnati Public School for the Deaf, 1239. Cincinnati "Wesleyan College, 1161. Cities, population, etc., of, containing 8,000 or moro inhabitants, 677, 679, 962. City and Guilds of London Institute, 109. Civil service, schools for recruiting, in France and Germany, 369." Claflin University, 869, 1153, 1193. Claremont Female College, 1161. Clarke, E. H., on hygienic influence of coeduca¬ tion, 783, 838. Clarke Institution, 1242. Clark University. Ga., 1142. Clark University^ Mass., 730, 869, 1147. Classics. See Language, study of. Classification. See Management and supervision of instruction . Cleveland, Ohio, physical training, 586; compara¬ tive decrease in enrollment, 662 ; length of school term 1841-1891, 664 ; recommendation of city council respecting waifs, 778; statis¬ tics, 974, 996; training school, 1202. Cleveland College for Women, 1158. Cleveland School for the Deaf, 1242. Cleveland Society for University Extension, 752, 1209. Clinton, Iowa, 584, 964, 986. Clinton, Mas3., 591, 966, 981, 988. Cobb Divinity School, 1184. Coe College, 1143. Coeducation. /See Women. Cogswell, Francis, quoted, 823. Cogswell, Joseph G., mentioned, 503. Cogswell Polytechnic College, 1196. Cohoes, N. Y., 972, 982, 994. Colfax College, 1156. College de France, history of, 77 (note). College for Young Ladies, Oswego, N. Y., 1159. College of Agriculture and the Mechanic Arts, N. Mex., 1189, 1192. College of Emporia, 1145. College of Montana, 1149. College of New Jersey, 1149, 1196. College of Notre Dame, 1159. College of Pharmacy of the City of New York, 1175. College of Physicians and Surgeons, Iowa, 1167. College of Physicians and Surgeons, Mass., 1167. College of Physicians and Surgeons in the City of New York, 1168. College of Physicians and Surgeons of Baltimore. 1167. College of Physicians and Surgeons of Chicago, 1167. College of St. Francis Xavier, 1150. College of the Bible, 1184. College of the City of New York, 1150. College of the Holy Cross, 1147. College of the Immaculate Conception, 1145. College of the Sacred Heart, 1149. College of the Sisters of Bethany, 1159. College of William and Mary, 1203. Colleges. See Higher and professional education. Colleges of agriculture and the mechanic arts. See Higher and professional education. Colby University, 1146. Colgate University, 1150. Colorado, statistics of elementary education, 29-71, 580, 679; of secondary schools, 687 ; of higher education, 712,1163,1179,1182, 1198; of busi¬ ness colleges, 1217 ; of the defective and de¬ linquent classes, 1245, 1252, 1264. Colorado Agricultural College, 1188, 1191. Colorado College, 1141. Colorado Springs, Colo., 582, 9b2, 984. Colorado State Industrial School, 1265. Colorado State Normal School, 1200. Colored race, education of, 8, 686, 088, 707, 713, 863, 1002, 1234. Columbia, Mo., physical training, 592. Columbia, Pa., 974, 996. Columbia, S. C., 593, 976, 998. Columbia College, 856, 1150, 1181, 1196. Columbia Female College, 1161, Columbia Institution for the Deaf and Dumb, 1246. Columbia University, 1141, 1166, 1172, 1180, 1196. Columbus, Ga., 964, 986. Columbus, Miss., physical training, 594. Columbus, Ohio, 586, 974, 982, 996. Commercial schools. See Business, education for. Compayre, G., quoted, 804. Concord, N. H., 586, 970, 992. Concord Summer School of Philosophy and Literature, 909. Concordia College, Ill., 1184. Concordia College, Ind., 1143. Concordia Theological Seminary, 1185. Connecticut, statistics of elementary education, 29-71,580,679; of secondary education, 686; of higher education, 712, 1163, 1179, 1182, 1198; of business colleges, 1216; of the defective and delinquent classes, 1241, 1244, 1259, 1263. Connecticut Normal and Training School, 1200. Connecticut School for Imbeciles, 1260. Connecticut State Reform School, 1265. Connecticut Training School for Nurses, 1177. Connett, J. E., mentioned, 878. Conrad, J., statistics of German universities, 328. Continuation schools, in Switzerland, 219. Convent of the Good Shepherd, 1266. Cook, G. F. T ., quoted, 788. Cook County Normal School, 1200. Coop, W. L., quoted, 561. Cooper Limestone Institute, 1161. Cooper Medical College, 1166. Cooper Memorial College, 1145. Cooper Normal College, 1147, 1204. Copenhagen, Danish School Museum at, 245. Corcoran Scientific School, 1196. Corinth Female College, 1160. Cornelius, Dr. Elias, mentioned, 507. Cornell College, li44. Cornell University, 955, 1150, 1181, 1189, 1192. Corning, N. Y., 972, 994. Corry, Pa., physical ti-aining, 593. Corsicana, Tex., physical training, 594. Cortland, N. Y., 972, 994. Cost of education. See Expenditures. Cotner University, 1149, 1168. Cottingham, W. W., quoted, 790. INDEX, 1277 Council Bluffs, 584, 964, 986. Courses of study. See Curriculum. Covington, Ky.,' 966, 988. Crawford, George A., quoted, 835. Crawfordsville, Ind., physical training, 590. Creighton University, 1149. Crozer Theological Seminary, 1186. Cumberland Female College, 1161. Cumberiand University, 1154, 1181, 1187. Curl, M. L., quoted, 851. Curriculum, increase of the number of students pursuing certain studies through Govern¬ ment grants in England, 99; of technical schools of England, 114, 118, 120 ; of a course | for training teachers proposed by Dr. Lent- berger, 147; length of, in Prussian normal schools, 160; object and character of, in Prussian normal schools, 160, 162 ; of schools for training teachers in Switzerland, 173 ; of Swiss elementary schools, 217; of the uni¬ versities of the middle ages, 257 ; of German universities, 280, 306, 342; of French pro¬ fessional schools, 375, 381, 386, 393, 396, 399, 401, 406 ; of Swedish technical schools, 437 ; of secondary schools and number pursuing j each study, 695; of the Bensselaer Poly- i technic Institute, 759 ; of Chautauqua edu- j cational exercises, 923; of Martha’s Tine- | yard Summer Institute, 951: of National ; Summer School of Methods, 957; number of I years required to complete, in city school system, 963; in professional schools, 1166, i 1180,1183, 1190; in nurse training schools, j 1178; in business colleges, 1219. See also Study of language, Programme for time devoted to each study, and Term for annual duration of study. Also Methods of instruction, History, Mathematics, and Science. Curtmann, Dr., quoted, 146. Custodial Asylum for Feeble-Minded "Women, 1260. I>, Daily programme. See Programme. Dairying, Swedish college for, 440. Dakota University, 1154. Dallas. Tex., 594, 976, 998. Dalton Female College, 1159. Danbury, Conn., 962, 984. Danville, HI., 964, 986. Danville, Ya., 978, 1000. Danville College for Young Ladies, 1162. Danville Theological Seminary, 1184. Dartmouth College, 1149, 1168, 1196. Daughters’ College, 115!). Davenport, Iowa, 584, 964, 980, 986. Davenport Female College, 1161. Davidson College, 1150. Day, L. W., quoted, 822. Days, aggregate number of attendance in schools. See Term. Dayton, Ohio, 586, 974, 982, 996. Dayton Formal School, 1202. Deaf, special grant for Scottish schools for the education of, 102 ; education of, in Sweden, 441; schools for, in United States, 1238. Decatur, Ill., 594,964, 986. Dedham, Mass., physical training, 591. Degrees in the mediaeval university, 257 ; granted by German universities, 356; conferred by universities and colleges, 722, 741 ; students in universities and colleges studying for, 717, 732, 735; students in professional schools having literary, 1164, 1179, 1182. De Lancy Divinity School, 1185. Delanmosne, Abbe, quoted, 556. Delaware, statistics of public schools, 29-71, 679 ; of secondary education, 686 ; of higher edu¬ cation, 712, 863 ; of business colleges, 1216, 1263. Delaware, Ohio, 974, 996. Delaware College, 1141, 1188, 1191. Delinquents, juvenile, education of, 775; schools for, 1263. Delsarte. Francois, biography and system of phys¬ ical expression of, 555; cites employing sys¬ tem of physical expression, 580, 581. Demmon, Isaac F., quoted, 853. Denmark, national school museum, 245. Denison, Tex., 976, 983, 998. Denison University, 1151. Dentistry, schools of, 1163. Denver, Colo., 582, 962, 980, 984; size of school buildings, 673. D’Ocagne, Maternes, quoted, 380. De Pauw University. 1143, 1180, 1184. Des Moines, Iowa, 584, 591, 964, 986. Des Moines College, 1143. Detroit, Mich., physical training, 586: compara¬ tive decrease in enrollment, 662; length of school term 1841-’91, 664; statistics, 968. 981, 990. ’ Detroit College, 1147. Detroit College of Medicine, 1167, 1176. Detroit Institute of Universitv Extension. 752 1208. Detroit Formal Training School, 1201. Dentistry, schools of, 1172. Dexter Formal College, 1204. Dickinson College, 1153, 1181. Dill, J.M., quoted, 827. Diocesan Seminary of the Immaculate Concep¬ tion, 1185. Discipline. See Management and supervision of instruction. District of Columbia, statistics of elementary education. 29-71, 580, 679 ; of secondary edu¬ cation, 686; of higher education, 712, 863, 1163. 1179, 1182, 1198: of business colleges, 1216; of the defective and delinquent classes, 1244, 1263. Division of time. See Programme. Divoll. Ira, mentioned, 524. Doane College, 1149. Dr. Martin Luther College, 1147. Dover, F. H.. 592, 970, 992. Downer College, 1162. Drain Academy and State Formal School, 1202. Drake University, 1143. 1174, 1180, 1184. Drawing, in course of Prussian normal schools. 166 ; a lesson in, 194. Drew Theological Seminary, 1185. Drury College, 1148. Dubois, Pa., physical training, 594. Du Bois Baymond, Emil, quoted, 546. Dubuque, Iowa, 594, 966, 986. Due West Female College, 1161. Dugard, Marie, report of, on coeducation in th3 United States. 800. Duluth, Minn., 586, 970, 981, 990. Dundee University, 97. Dunkin, Larkin, quoted, 825. Dunkirk, F. Y., 972,994. Dunmore, Pa.. 974.982,996. Duquesne College, 1153. Duquoin. Ill., physical training, 590. Durham University, 97. Diirre, Ed., mentioned, 239. E. j Earlham College, 1143. i Eastern Iowa School for the Deaf, 1242. Eastern Oregon State Formal School, 1202. East Liverpool, Ohio, 974, 996. East Mississippi Female College, 1160. Easton. Pa., 974, 982, 996. East St. Louis, Ill.. 964, 986. Ean Claire, AVis., 594, 978, 1000. Eclectic Medical College of the City of Few York, 1171. Eclectic Medical Institue, 1171. Eclectic Medicine, schools of, 1163. Eclectic system of physical training. See Physi- cal training. Ecole Centrale des Travaux Publics, 373. ficole Coloniale, 400. Bcole d’ Application des Poudres et Salpetres, 391 ficole d’Hydrographie, 391. Bcole des Chartes, 399. Bcole des Haras, 398. Bcole des Ponts et Chauss^es, 383. Bcole Libre des Sciences Politiques, 406. Bcole Fationale Forestiere, 394. Bcole Formalo Sup6rieure, history, 78. 1278 INDEX, 35 cole Toly technique, 372. 35cole Professionnello Superieure des Pastes et des Tel6graphes. 388. Ecoles des h! anufactures de l’Etat, 389. 35cole Sp6ciale des Langues Orientates Yivantes, 4°2. Ecole Superieure des Mines, 378, 3S0. Economics, summer school of, 915. Eden College, 1185. Edinburgh University, 97. Education. See Elementary, Higher and profes¬ sional, and Secondary education, Adminis¬ tration and organization of systems, Man¬ agement and supervision of instruction, Methods of instruction, Curriculum, Pro¬ fessors and instructors, Teachers, Students, Attendance, and name of each country, State, city, or institution. Also Income, Expenditure, Salaries, and Funds. Also Buildings and accessories. Edwards, Charles H., 878. Elementary education, pupils in United States receiving, 2. 27, 35, 661, 677, 679. 692 ; average number of days’ school provided by each adult male, 49; statistics of examination and qualifications of teachers, 58; statistics of, in Great Britain and Ireland, 97 ; objec¬ tions by Conservative party in Germany to work of normal graduates, 146 ; in Switzer¬ land, 213, 221, 230; character of home train¬ ing of 9,000 children of Vienna, 231 ; the ped¬ agogical libraries and museums of Europe, 239; condition of, in Sweden, 424; students receiving, in secondary schools, 686,689; students in departments of, in colleges for women, 734, 1161; insufficiency of, from a social standpoint, 745; relation of independ¬ ent colleges to State systems, 753; care of truants and incorrigibles, 775; coeducation of sexes, 785; statistics of, for colored race, 863, 1234 ; condition of, in Alaska, 873 ; stu¬ dents in department for, in colleges for women, 1161. See also Kindergarten, Administration and organization of systems. Management and supervision, of instruction, Methods of in¬ struction, Curriculum, Programme, Teach¬ ers, Students, Salaries, Income, Expendi¬ tures, Eunds, and Appropriation, State and local. Elgin, 1 11., 964, 986. Elizabeth, H. J., 594, 970, 982, 992. Elizabeth Aull Female Seminary, 1160. Elkhart, Ind., 964,986. Elmira, H. Y., 594, 972, 994. Elmira College, 1158. El Paso, Tex., 976, 998. Elyot, Sir Thomas, quoted, 477. Emerson Institute, 1204. Eminence College, 1145. Emory and Henry College, 1155, Emory College, 1142, 1180. Emporia, Kans., physical training, 591. Engineering, conditions of admission to public service, in Germany, 420. Engineering, schools of. See Higher and profes¬ sional education. England and Wales, statistics and condition of education, 97, 98; technical instruction in, 105; Educational division of South Ken¬ sington Museum, 245. England, truant schools in, 779. Enebuske, Claes J., mentioned, 539. Enrollment. See Attendance. Ephpheta School for the Deaf, 1242. Episcopal Theological School, 1184. Erasmus, Desiderius, mentioned, 261. Erie, Pa., 588, 974, 982, 996, 1206. Erskine College, 1153. Erskine Theological Seminary, 1186. Eskilstuna, technical school of, 439. Essex County Truant School, 1267. Eureka College, 1142, 1183. Evangelical Lutheran Deaf and Dumb Institute, 1242. Evangelical Proseminary, 1142. Evanston, Ill., physical training, 594. Evansville, Ind., 964, 980, 986. Evansville School for the Deaf, 1239. ! Evelyn College, 1158. Evening schools, statistics of, in Great Britain and Ireland, 97; statistics of city, 681,980; of business colleges, 1216, 1219. ; Everett, Mass., 584, 968, 981, 988. Ewing College, 1143. ' Examination, for admission to course of Prussian normal schools, 157; in German universi¬ ties, 320 ; of candidates for public positions connected with the administration of jus¬ tice, 415; university, in Sweden, 443; uni¬ versity extension students passing, 752, 1206. See also Degrees. Expenditures, of State and city systems. 28, 68, 675, 678, 680, 682, 985 ; amount paid to teachers in the publie schools, 28, 69, 678, 680; for Swiss schools, 223; of German university students. 309 ; of German universities, 358; for schools of Stockholm, 431 ; for all pur¬ poses by agricultural and mechanical col¬ leges, 1191 ; by schools for the defective and delinquent classes, 1238-1271. F. Fairfield College, 1149. Fairmount State Kormal School, 1203. Fall River, Mass., 591, 968, 981, 988, 1201. Fargo College, 1151. Farmer, Silas, mentioned, 921. Farrand Training School for Kurses. 1177. Feeble-minded, education of, in Sweden, 441; schools for in United States, 1257. Fees. See Tuition. Fellenberg, P. E. de, quoted on physical training, 485; mentioned, 506. Fellowships. See Scholarships. Ferris Industrial School, 1265. Fifield, Emily A., report of, on coeducation, 819. Finances. See Income and Expenditure. Findlay, Ohio, 974. 996. Findlay College, 1151. Finsbury College, 110. Fisk University, 869, 1155. Fitch, J. G., on the education of the secondary teacher, 100. Fitchburg Mass., 968, 981, 990. Flint, Mich., 594,968,990. Flint Korinal College, 958. Florida, statistics of public schools, 29-71,580, 679 ; of secondary education, 687 ; of higher education, 712, 863, 1198; of business col¬ leges, 1216 ; of the defective and delinquent 1 9-<4 Florida Agricultural College, 1188, 1191. Florida Blind and Deaf-Mute Institute, 1237, 1246, 1253. Florida Conference College, 1141. Florida State Hormal Schools, 1200. Flower Mission Training School for Hursos. 1177. Flushing, K. Y., 586, 972, 994. Follen, Charles, mentioned, 503, 505. Fond du Lac, ‘Wis., 978, 1000. Font Hill Private Institution for the Feeble- Minded and Epileptic Children, 1258. Foose, L. O., quoted, 789. Foreigners, studying in Ecole des Ponts et Chaus- sees, 385; may attend Institute Agronom- ique de France, 393. Foreign languages or students. See Language, study of, and Students. Forestry, preparation required in German for higher positions connected with, 418; Swed¬ ish schools for, 440. Fort Madison, Iowa. 966,986. Fort Scott, Kans., 966, 988. Fort Smith, Ark., 590, 962, 984. Fort Wayne, Ind., 964, 986. Fort W ayne College of Medicine, 1167. Fort Worth, Tex., 976, 998. Fort Worth University, 1155. Fostoria, Ohio, physical training, 594. Framingham, Mass., 968, 981, 990. France, statistics of education in, and proposed establishment of universities, 73; pedagogi¬ cal museums and libraries of, 244 ; special schools for educating public servants, 369. Franke, A. H., mentioned, 141, 267. Frankfort, Ind., physical training, 594. INDEX. 1279 Frankfort, Ky., physical training, 591. Franklin, Benjamin, mentioned, 494. Franklin College, Ind., 1143. Franklin College, Ohio, 1151. Franklin and Marshall College, 1153. Frederick, Md., 594, 966, 988. Frederick Female Seminary, 1160. Freeport, Ill., 582, 964, 986. Fremont, Ohio, physical training, 593. Fremont Normal, 1204. French. See Language, study of. French, Miss Frances Graham, paper on. educa¬ tion in Sweden, 423. French Protestant College, 1147. Fresno, Cal., 962, 984. Fribourg, Switzerland, school exhibit, 243. Fuller, AYilliam, 512. Fulton, Mo., physical training, 586. Fulton, N. Y., physical training, 594. Funds, receipts from, by State systems, 28, 65; amount derived from, by German universi¬ ties, 359; possessed by institutions for higher education, 720, “721, 733, 739, 740; amount of permanent productive, possessed by institutions for colored race, 869; in¬ crease derived by manual training schools from, 1197. Furman University, 1153. Furniture, permanent exhibition of school, at Munich, 242. €*. Gainesville College, 1142. Gale College, 1156. Galesburg, Ill., 964, 986. Galion, Ohio, physical training, 593. Galveston, Tex., 976, 998. Gammon School of Theology, 1183. Garrard College, 1145. Garrett Biblical Institute, 1183. Gaston College, 1161. Gates College, 1149. German College, 1144, 1184. German Congregational Theological Seminary, 1185. German English College, Ill., theological depart¬ ment, 1183. German English College, Iowa, 1143, 1184. German language. See Language, study of. German Lutheran Seminary, 1185. German National Teachers’ Association, resolu¬ tions of, respecting training of teachers, 148. German Presbyterian Theological School of the Northwest, 1184. German system of gymnastics. See Physical training. German Theological School of Newark, 1185. German Wallace College, 1151, 1185. Germany, resolutions respecting education, adopted by the national assembly at Frank¬ fort, 145 ; school museums, libraries, etc., 241 ; physical exercises in ancient, 468. General Hospital Training School for Nurses, 1177. General Theological Seminary of the Protestant Episcopal Church in the United States, 1185. Geneva, N. Y., physical training, 592. Geneva College, 1153. Geography, a lesson in, 195. Geometry. See Mathematics. George R. Smith College, 871. Georgetown College (Ky.),1145. Georgetown Female Seminary, 1159. Georgetown University (D. C.)., 1141, 1166,1169, 1180. Georgia, statistics of public schools, 29-71, 580, 679 ; of secondarv education, 686 ; of higher education, 712, 734, 863, 1163, 1179, 1182, 1199; of business colleges, 1216 ; of the defective and delinquent classes, 1244, 1251. Georgia Academy for the Blind, 1237, 1253. Georgia College of Eclectic Medicine and Sur¬ gery, 1171. Georgia Female Seminary, 1159. Georgia Industrial College for Colored Youths, 1193. Georgia Institution for the Education of the Deaf and Dumb, 1237, 1246. Georgia Normal and Industrial College, 1159- Georgia School of Technology, 1196. Gifford, J. B., quoted, 790. Gilbert Academy, 1204. Ginn, AY. C., quoted, 825. Girard College, 1197. Girls’ Industrial Home, Delaware, 1268. Glasgow University, 97. Glendale Female College, 1161. Glenmore School for the Culture of Sciences, 912. Glens Falls, N. Y., 594, 972, 994. Glenville State Normal School, 1203. Gloucester, Mass., 968, 990. Glovers ville, N. Y., 972, 994. Goethe, J. W., quoted, 298. Goldsboro, N. C., physical training, 586. Goshen, Ind., physical training, 590. Gottengen, university of, during 17th century, 269. Gove, Aaron, quoted, 669. Graded schools. See Management and supervi¬ sion of instruction. Graduates, from the Fcole des Chartes, 400 ; from the Ecole Speciale des Langues Orientales Yivantes, 402; of secondary schools, 686, 689, 693, 1002, 1084 ; occupation of West Point Academy, 772; from professional schools, 1164, 1179, 1182, 1195, 1198; from business col¬ leges, 1216, 1219 ; from schools for the defec¬ tive classes, 1238-1254. See also Degrees. Graeser, Louis, mentioned, 527. Grand Haven, Mich., physical training, 594. Grand Island, Nebr., 594', 970, 992. Grand Rapids, Mich., 594, 968, 981, 990. Grand River College, 1148. Granville Female College, 1161. Graszmann, Maximilian, P. E., quoted, 543. Gray, James A., quoted, 835. Graz, Austria, school exhibition in, 243. Greece, games of, ancient, 453 Greek. See Language, study of. Green, Charles M., report of, on coeducation, SSI- Green Bay, Wis., 978, 1000. Greencastle, Ind., physical training, 590. Greene, B. F., quoted,' 759. Greensboro Female College, 1161. Greenville, Miss., physical training, 591. Greenville, S. C., 976, 998. Greenville and Tusculum College, 1155. Greenville Female College, 1161. Grimm, Jacob, quoted, 289. Griscom, John, mentioned, 503. Griswold College, 1143, 1184. Gross Medical College, 1166. Grove City College, 1153. Guilford College, 1151. Gustavus Adolphus College, 1147. Gutsmuth, J., mentioned, 483. Gymnastics. See Physical training. BE. Haddonfield Training School for Feeble-Minded and Backward Children, 1258. Hagerstown, Md., 966, 988. Hahnemann Hospital College of San Francisco. 1170. Hahnemann Medical College and Hospital, Ill., 1170. Hahnemann Medical College and Hospital, Pa., 1171. Haish Manual Training School, 1197. Halo, Edward Everett, quoted, 832. Halle, university at, the first modern university, 268. Hamburg, normal schools, 154. Hamilton, Alexander, mentioned, 497. Hamilton, Ohio, 974, 982, 996. Hamilton College, 1149. Hamilton Female College, 1159. Hamilton Theological Seminary, 1185. Hamline University, 1147. Hamxnersley, Hartnett, mentioned, 524. Hammond, Ind., physical training, 594. Hampden County Truant School, 1267. Hampden-Sidney College, 1155. 1280 INDEX, Hampton Normal and Agricultural Institute, 1203. Hampton Normal Institute, 1194. Hannibal, Mo., 586, 970, 992. Hanover College, 1143. Harcort, Dr., quoted, 144. Hardin College, 1160. Harrington, Superintendent, quoted, 624. Harris, W. T., on the age of withdrawal from the public schools, 595; classification in graded schools, 601 ; address on place of university extension in American education, 743; on coeducation of the sexes, 806. Harrisburg, Pa., 594, 974, 996. Harrison, W. J., 970. 982, 992. Harrison, William Henry, quoted, 498. Hart, J. M., quoted, 313, 315. Hartford, Conn., 962, 980, 984. Hartford Theological Seminary, 1183. Hartsville College, 1143. Hartwell, E. M., mentioned, 521, 528, 535, 541. Hartwick Seminary, 1185. Harvard University, establishes a gymnasium, 503 ; erection of Hemenway gymnasium at, 518; summer schools of, 899, 952; connec¬ tion of Radclifife College with, 857 ; statistics of several departments, 1146, 1167, 1172, 1176, 1180, 1184, 1196. Harwood Seminary, 1159. Hastings, Nebr., 970, 992. Hastings College of the Law, 1180. Hausknecht, Emil, remarks on coeducation in United States, 800. Haverford College, 1153. Haverhill, Mass., 591, 968, 981, 990, 1201. Haynes, Emory J., quoted, 836. Hazleton, Pa., 594, 974, 990. Healy, M. A., influence and activity of, in Alaska, 874, 876. Hebrew Technical Institute, 1197. Hebrew Union College, 1185. Hecker, J. J., mentioned, 141. Hedding College, 1142. Hegel, G. W. E., influence of, upon Prussian sys¬ tem of education, 270. Heidelberg Theological Seminary, 1185. Heidelberg University, 1152. Helena, Mont., 970, 992. Hemenway, Mrs. Mary, mentioned, 521, 534. Henderson, Ely., 966, 988. Hendrix College, 1140. Herbart, J. E., educational system of, not accept¬ able to teachers in G ermany , 188 ; mentioned, 271. Herford, Brooke, quoted, 834. Hesperian College, 1141. Hessia, normal schools, 154. Higginson, T. W., quoted, 837; article on coedu¬ cation, 840. Higher and professional education (including j training for teaching and industries, 2, 10 ; 1 sex of students receiving, 15 ; movement for j transforming the faculties into universities, j 76 ; statistics of, in Great Britain and Ire- J land. 97 ; technical instruction in Great Brit- ' ain, 105 ; all-pervading character of techni¬ cal education on continent of Europe, 132 ; j efforts in Germany to make training for teaching a university course, 143, 145; char- I acter that should be given to the professional training of teachers, 175; in Switzerland, 222; development, character, and statistics j of, in Germany, 247 ; original meaning of the term university, 254 ; study of law and med¬ icine in post mediaeval universities, 265, 272; spirit of German university education, 274; influence of the age on, in Germany, 284 ; lib¬ erty of teaching in German universities, 280, 301 ; edncationin the German polytechnica, 284 ; advantage of studying in several uni¬ versities, 310; special object of, in German, 313 ; unity of, in German, 321 ; statistics of | German universities, 328; military service and its relation to, in Germany, 345 ; admis¬ sion requirements to special Government schools in France, 374 ; special schools fored- ucating public servants, 375 ; schools in con¬ nection with the national manufactures of I France, 402; efforts to establish a school for J the training of Government officials, in France, 404 ; desirability of an academy for civil servants in the United States, 410 ; con¬ ditions of admission to public positions con¬ nected with law, medicine, or public bus¬ iness in Germany, 415, 421 ; training in slojd, in Sweden, 427; in Sweden, 434; technical education in Sweden, 437 ; at West Point, 499 ; early manual labor in school and col¬ leges of United States, 506; students pre¬ paring for, in secondary institutions, 686, 689, 691, 707 ; general statement and statis¬ tics of, 711, 1140, 1158, 1159, 1163; manner in which students are prepared for, 719, 732; institutions for, having chairs of pedagogy, 725; statistics of institutions for women, 731 ; sanest form of instruction, 743 ; differ¬ ence between a German and an American university, 753; relation of the independ¬ ent colleges to the public-school system, 753; education at West Point Military Acadamy, 767 ; coeducation of sexes in in¬ stitutions for, 794; effect of, on health of women students, 843; of colored persons, 864; summer schools in the United States. 893. See also Curriculum, Professors and instruct¬ ors, Teachers, Students, Degrees, Scholar¬ ships. Funds, Income, Expenditure, Appro¬ priation. State ana local. Highland University, 1145. High Schools. See Secondary education. Hildersheim, school iuusuem of, 242. Hillman College, 1160. Hillsboro College, 1151. Hillsdale College, 1147, 1185. Hillside School, 1258. Hiram College, 1151. History, in course of Prussian normal schools, 164 : synopsis of a course in, in Prussian nor¬ mal schools, 168; students in secondary schools studying general, 697, 700, 701 ; num¬ ber in colleges for women studying general, Hiwassee College, 1154. Hobart College, 1149. Hoboken, N. J., 970, 982, 992. Hockenberry, W. H., quoted, 790. Hogg, Quinton, his work for technical education, 111. Holden, Edward S., paper by, on the U. S. Military Academy, 767. Holland, school museums of, 244. Hollins Institute, 1162. Holt, H. E., quoted, 919. Holy Ghost College, 1153. Holyoke, Mass., 584, 968, 981, 990. Home for Neglected Children, 1266. Home for Training in Speech, 1242. Homeopathic Hospital College, 1171. Homeopathic Medical College of Missouri, 1171. Homeopathy, schools of, 1163. Home School for Nervous and Delicate Children* 1258. Homestead, Pa., 974, 996. Hoosic Falls, N. Y., physical training, 594. Hope College, 1147. Hopedale Normal College, 1151. Hope Institute, 1155. Hopkins, Louisa Parsons, quoted, 822. Horace Mann School for the Deaf, 1239. Hornellsville, N. Y., 594, 972, 994. Horticulture, in course of Prussian normal schools, 167. Hot Springs, Ark., 962, 984. Hours of study. See Session. House of Correction and Reformation, 1269. House of Employment and Reformation for Ju¬ venile Offenders, 1267. House of Reformation, Boston, 1266. House of the Good Shepherd, 1267. Houston, Tex., 593, 976, 998. Howard College, 1140. Howard Female College, 1161. Howard Payne College, Mo., 1155. Howard Payne College, Tex., 1160. Howard University, 869, 1141, 1166, 1174, 1180, 1183. Howe, John de la, mentioned, 506. INDEX 1281 Hudson, F. Y., 592, 972, 994. Humane Society of Rochester, quoted, 778. Hunt and Huddlestone College, 1147. Huntingdon, Pa., physical training, 588. Huntington, TV. Ya.^ 593, 978, 1000. Huntsville, Ala., 902, 984. Huntsville Female College, 1159. Hunziker, O., the Swiss school system, 197. Hutchinson, Kans., 594, 966, 988. Hutten, von, Ulrich, mentioned, 261. Hyde Park, Mass., 594, 908, £81, 990. Hygiene, in schools of Switzerland, 227. I. Idaho, statistics of public schools, 29-71, 679 ; sta¬ tistics of secondary schools, 687. Ilion, F. Y., physical training, 594. Illinois, statistics of public schools 29-71, 580, 679 ; of secondary schools, 687 ; of higher educa¬ tion, 712, 734, 1163, 1179, 1182, 1198; of busi¬ ness colleges, 1217 ; of the defective and de¬ linquent classes, 1238, 1241, 1245, 1252, 1259, 1263. Illinois Asylum for Imbeciles, 1260. Illinois College, 1143. Illinois College of Pharmacy, 1174. Illinois Female College, 1159. Illinois Industrial School for Girls, 1265. Illinois Institution for the Education of the Blind, 1253. Illinois Institution fbr the Education of the Deaf and Dumb, 1246. Illinois State Formal University, 1200. Illinois State Reformatory, 1265. Illinois Training School for Furses, 1177. Illinois Wesleyan University, 1142, 1180. Illiteracy, as shown by school attendance, 37. Income, of State and city systems, 28, 65, 985; of German universities, 358 ; derived from all sources bv universities and colleges, 721, 733, 740; from all sources, of agricultural and mechanical colleges, 1191; of schools for the defective classes, 1238-1271. Indiana, statistics of public schools, 29-71, 580, 679; of secondary schools, 687; of higher education, 712, 1163, 1179, 1182, 1198 ; of busi¬ ness colleges, 1217; of the defective and delinquent classes, 1238, 1244, 1251, 1259, 1263. Indiana Dental College, 1172. Indiana Eclectic College of Physicians and Sur¬ geons, 1171. Indiana Eclectic Medical College, 1171. Indiana Institute for the Blind, 1253. Indiana Institution for the Education of the Deaf and Dumb, 1246. Indiana Formal College, 1200. Indiana Ophthalmic College, 1170. Indiana State Formal School, 1200. Indiana Reform School, 1265. Indiana Reform School for Girls and Women’s Prison, 1265. Indiana School for Feeble-Minded Youth, 1260. Indiana University, university extension at, 752; statistics, 1143, 1180, 1207. Indianapolis, Ind., 584, 964, 980, 986. Indianapolis Formal School, 1200. Indian Territory, statistics of cities, 679; sta¬ tistics of secondary schools, 687. Industrial education. See Higher and profes¬ sional education and Manual training. Industrial Home for Colored Girls, 1266. Industrial Institute and College, 1160. Ingalls, F. T., quoted, 851. Innsbruck, Austria, school exhibition at, 244. Inspection. See Management and supervision of instruction. Institute for Training Colored Ministers, 1183. Institution for the Blind of Mississippi, 1253. Institution for the Education of the Mute and the Blind of Colorado, 1246, 1253. Institution for the Improved Instruction of Deaf- Mutes, 1247. Institut Fational Agronomique, 392. International Y. M. C. A. Training School, 920. Ionia, Mich., physical training, 594. ED 92 - 81 Iowa, statistics of public schools, 29-71, 5S0, 679; of secondary schools, 687 ; of higher educa¬ tion, 712, 1163, 1179, 1182, 1198; of business colleges, 1217; of defective and delinquent classes, 1241, 1245, 1252, 1259, 1263. Iowa Agricultural College, 1188, 1191. Iowa College, 1144. Iowa College for the Blind, 1253. Iowa College of Law, 1180. Iowa College of Pharmacy, 1174. Iowa College of Physicians and Surgeons, 1167. Iowa Eclectic Medical College, 1171. Iowa Industrial School, 1265. Iowa Institution for Feeble-Minded Children, 1260. Iowa School for the Deaf, 1246. Iowa State Formal School, 1200. Iowa State University, university extension at, 752, 1207; statistics, 1144, 1167, 1170, 1172, 1174, 1180. Iowa Wesleyan University, 1144. Ireland, statistics of educational institutions, 97; educational affairs in, during 1892, 103; tech¬ nical instruction in, 105. Iron Mountain, Mich., 968, 990. Ironwood, Mich., 9C8, 990. Ironton. Ohio, 586, 974, 996. Irving College for Young Ladies, 1161. Isbell College, 1159. Ishpeming, Mich., 968, 990. Ithaca, F. Y., 594, 972, 994. J. Jackson, Mich., 968, 990. Jackson, Sheldon, work of supervising schools of Alaska, 884. Jackson, Tenn., 976, 998. Jackson College, 1204. Jacksonville, Ill., 964, 986. Jacksonville Female Academy, 1159. Jacobi, Dr., mentioned, 145. Jahn, Friedrich Ludwig, quoted, 486, 542. Jamestown, F. Y., 586, 972, 994. Janesville, Wis., 978, 1C00. Japan, pedagogical museum of, 246. Jasper, John, quoted, 787. Jasper Formal Institute, 1204. Jefferson, Thomas, quoted, 496. Jefferson College, 1145. Jefferson Davis College, 1160. Jeffersonville, Ind., 964, 986. Jersey City. F. J., 594, 972, 982, 992. Jessamine Female Institute, 1159. John B. Stetson University, 1141. John C. Green School of Science, 1196. Johns Hopkins University, present occupation of men who have bad fellowships in, 727 ; Chesapeake Zoological Laboratory of, 902; statistics, 1146. Johnson. Mrs. D. H., quoted, 838. Johnson City, Tenn., physical training, 594. Johnstown, Pa., 974. 996. Jones, D. W., quoted, 831. Joplin, Mo., 970, 992. Jordan, T. W., quoted. 859. Joynes, Dr. Ed. S., quoted, 140. Ju'dson Female Institute, 1159. K. Kalamazoo, Mich., 968, 990. Kalamazoo College, 1147. Kankakee, Ill., 590, 964, 986. Kansas, statistics, of public schools, 29-71, 581, 679, of secondary schools, 687; of higher educa¬ tion, 712, 734, 1179, 1198; of business colleges; 1217 ; otthe defective and delinquent classes, 1245, 1252, 1259, 1263. Kansas Agricultural College, 1188, 1191. Kansas City, Kans., 591. 966, 988. Kansas City, Mo., 586, 970, 992. Kansas City College of Pharmacy, 1174. Kansas City Dental College, 1172. Kansas City Homeopathic Medical College, 1171. 1282 INDEX. Kansas City Medical College, 11G8. Kansas Institution for the Education of tlie Blind, 1253. Kansas Institution for the Education of the Deaf and Dumb, 124G. Kansas Normal College, 1204. Kansas School for Idiotic and Imbecile Youth, 1260. Kansas State Normal School, 1201. Kansas State Reform School, 1265. Kansas Wesleyan University, 1145 Kant, Immanuel, quoted, 304. Keacliie College, 1145. Kearney, Nebr., 970, 992. Keene, N. H., physical training, 594. Kehr, Prof., quoted, 148. . Kentucky, statistics of public schools, 29-71, 581, G79 ; of secondary education, 687 ; of higher education, 712, 734, 863, 1163, 1179, 1182, 1198 ; of business colleges, 1216; of the defective and delinquent classes, 1244, 1251, 1259, 1263. Kentucky Agricultural aud Mechanical College, 1189, 1191. Kentucky College for Young Ladies, 1159. Kentucky Industrial School of Reform, 1265. Kentucky Institute for Deaf Mutes, 1237, 1246. Kentucky Institution for the Education and the Training of Eeeble-minded Children, 1260. Kentucky Institution for the Education of the Blind, 1237, 1253. Kentucky Military Institute, 1145. Kentucky School of Medicine, 1167. Kentucky University, 1145. Kentucky W esley an College, 1145. Kenyon College, 1151, 1185. Keokuk, Iowa, 966, 988. Keuka College, 1150. Kewanee, Ill., physical training, 590. Key West, Fla., 964, 984. Kindergarten, number of pupils in, in schools for the defective classes, 1238-61. King, H. C., quoted, 851. King College, 1154. Kingston, N. Y., 592, 972, 994. Klcmrn, L. R., on training of teachers in Germany, Austria, Switzerland, 139; and Swiss sehool system, 197 ; translation of paper on Ger¬ man university education, 247 ; translation of paper on gymnastics in Saxony, 490. Knapp’s English and German Institute, 1242. Knowlton, Ebenezer, mentioned, 525. Knox, Henry, mentioned, 498. Knox College, 1143. Knoxville, Tenn., 593, 976, 998. Knoxville College, 869, 1154, 1203. Kokomo, Ind., 964, 986. Konigsberg, school museum, 242. Kopp, F., quoted, 144. Kosariffsky Contract School, 875. Kruger, Daniel, mentioned, 142. Kugler’3 (Miss) Oral School for Deaf Mutes, 1242. Kuler’s (Miss) Articulation Class for Deaf Mutes, 1242. JL. La Crosse, Wis., 593, 978, 1,000. La Crosse Public Oral School for the Deaf, 1239. LaFayette, Ind., 594, 964, 986. LaFayette College, Ala., 1140. Lafayette College, Pa., 1153. Lagerstedt, Dr., quoted, 434. Lagrange College, 1148. Lagrange Female College, 1159. Lake Erie Seminary, 1161. Lake Forest University, 1143. Lake Minnetonka Summer School, 959. Lancaster, Pa., 588, 974, 982, 996. Lane Theological Seminary, 1185. Lane University, 1145. Languages, study of, optional in Prussian nor¬ mal school, 161; illustrated, 189; Latin in tli© universities of the Renaissance, 261 ; introduction of the study of Greek in Ger¬ many, 261; students preparing for college course in classics, 686, 688, 707, 1002, 1084..- students in secondary schools studying a foreign, 695, 698, 701; numerical relation of the sexes in, in secondary education, 707 ; number pursuing in colleges for women, 736, 738; in summer schools, 917. Lansing, Mich., 968, 990. Lansingburg, N. Y., 972, 994. Laredo, Tex., 976, 998. La Salle, Ill., 964, 986. La Salle College, 1153. Lasell Seminary for Young Women, 116Q. Latin. See Language, study of. Law, schools of, 1180. For laws respecting schools, sec Legislation; also in general Higher and professional education. Lawrence, Kans., 966, 988. Lawrence, Mass, 584, 968, 981, 990, 1201. Lawrence Scientific School, 1196. Lawrence University, 1156. Laws, S. S., on State school federation, 753. Lea Female College, 1160. Leavenworth, Kans., 966, 988. Leavitt, J., mentioned, 513. Lebanon, Pa., 974, 996. Lebanon Yalley College, 1153. Le Couteux St. Marj^’s for the Improved Instruc¬ tion of Deaf Mutes, 1247. Lectures, in the German university, 294; number of university extension, 752; number of university extension, 1206. Leeds, England, technical education in, 126. Le Garde, Miss Ellen, mentioned, 561. Legislation, regarding technical education in Great Britain and Ireland, 106; respecting the admission to public office in Germany, 415. Leland Stanford Junior University, organization of, 711; university extension at, 752; sta¬ tistics, 1141, 1206. Leland University, 869, 1145, 1184. Le Moyne Normal Institute, 1205. Lenox College, 1144. Leonard Medical School, 1169. Leutbecher, J., quoted, 147. Lewis, Dio, work of, 515. Lewiston, Me., 584, 966, 980, 98S. Lexington, Ky., 966, 988. Lexington Normal Music School, 919. Liberty of teaching in German universities, 314. Libraries required by law in Prussian normal schools, 161; educational, 239; useful- ess in German universities, 319; volumes in, of higher institutions, 720,732,739; volumes in, of universities and colleges, 1146, volumes in, possessed by colleges for women, 1158, 1159; volumes possessed by colleges of agriculture and the mechanic arts, 1188; volumes in, possessed by schools for the defective classes, 1238-12621 Licensing of teachers. See Teachers, qualifica¬ tions of. Lieber, Francis, mentioned, 504, 595. Lima, Ohio, 974, 996. Lincoln, Charles J., quoted, 827. Lincoln, Nebr., 970, 992. Lincoln Institute, 1193. Lincoln University, Ill., 1143. Lincoln University, Pa., 869, 870, 1153, 1186. Linden Hall Seminary, 1161. Lindenwood Female College, 1160. Lineville College, 1140. Ling, P. H., system of gymnastics, 534, 536. Lisbon, municipal pedagogical museum, 245. Literature, synopsis of a course in, in Prussian normal schools, 168 ; a lesson in, 193 ; value of current, in civic life, 745. Little Falls, N. Y., 972, 994. Little Rock, Ark., 962, 984. Little Rock University, 1140. Liverpool, England, techinal instruction at, 121. Livingstone College, 869,1151. Local taxes for support of schools. See Appro¬ priation, State and local. Lecke, John, on physical education, 479. Lockport, N. Y., 592, 972, 994. Logan Female College, 1159. Logansport, Ind., 964, 986. Lombard University, 1143, 1183. London, technical education in, 109: size of school buildings in, 672; plan of school board, in dealing with truants, 780. Long Island City, N. Y., 972, 982, 994. Long Island College Hospital, 1168. HvDEX. 1283 Long Island College Hospital Training School for Xurses, 1177. Lorain, Ohio, physical training, 594. Lorinser, Dr., mentioned. 489. Los Angeles, Cal.. 582, 962, 980, 984. Lot, Fred., quoted, 276. Louisbnrg Female College, 1161. Louisiana, statistics of public schools, 29-71, G79 ; of secondary schools. 687 ; of higher educa¬ tion, 712, 734, 863, 1±63, 1179, 1182, 1198; of business colleges, 1217 ; of the defective and delinquent classes, 1238, 1241, 1244, 1251, 1263. Louisiana. Mo., physical training, 592. Louisiana Boys’ House of Refuge, 1266. Louisiana Institution for the Deaf and Dumb, 1246. Louisiana Institution for the Education of the Blind and Industrial Home for the Blind, 1253. Louisiana State Is ormal School, 1201. Louisiana State University, 11.5, 1189, 1191. Louisville, Ky., 966, 980, 988. Louisville College of Dentistry. 1172. Louisville College of Pharmacy. 1174. Louisville Medical College, 1167. Louisville formal School 1201. Louisville School of Pharmacv for "Women. 1174. Lowell, Mass., 584, 968, 981, 990." Loyola College, 1146. Lucy Cobb Institute, 1159. Luther, Martin, mentioned. 261. 477. Lutheran Theological Seminary of the Synod of Wisconsin, 1187. Luther College, 1143. Lutherville Female Seminary, 1160. Lycoming County, Pa., X ormal School, 1205. Lyman School for Boys. 1267. Lynchburg, Ya., 978.1 000. Lynn, Mass., 584, 968, 981, 990. Lynnland Female College, 1159. Lyons, Iowa, physical training, 594. Lyons, X. Y., physical training, 594. Macalester College, 1147. MacAlister, James, quoted, 822. Maclay College of Theology. 1183. McConathy, William J., quoted. 788. McCormick Theological Seminary of the Presby¬ terian Church, 1183. McCowan Oral School for Young Deaf Children. 1242. McDonogh School, 1197. McElro\y E. B., quoted, 785. McFadden, Edward B., quoted. 859. Maekaye, James Steele, mentioned, 556. McKeesport, Pa., 974, 996. McKendree College, 1143, 1180 McLean Asylum TrainingScbool forXurses, 1177. McMinnville College, 1152. Macomb Xormaland Commercial College, 1204. Macon, Ga., 594, 964, 986. Madawaska training schools, 1201. Madison, Wis., 978, 1000. Mahanoy City, Pa.. 594, 974, C9G. Maine, statistics of elementary schools, 20-71, 580, 679; of secondary schools. 686; of higher education. 712, 734. li63, 1182, 1198 : of busi¬ ness colleges, 1216; for the defective and delinquent classes, 1238, 1263. Maine Agricultural and Mechanical College, 11S9, 1191. Maine Industrial School for Girls. 1266 Maine State normal schools, 1201. Maine State Reform School, 1266. Maine Wesleyan Seminar v and Female College, 1160. Malden, Mass., 584, 968, 981, 990. Management and supervision of instruction of normal schools in Prussia. 157 ; in Switzer¬ land, 226; effect of enforced attendance on university courses, 315; classification in graded schools, 601 ; in cities, 665 : at W est ’oint Military Academy, 768 ; advantages of coeducation, 799. See also Administration and organization of systems. Manchester, England, technical instruction at, 123, 134. I Manchester, X. H.. 970, 981, 9G2, 1201. Manchester, Ya., 978, 1000. Manhattan College, 1150. Mankato, Minn., 970, 990. Manistee. Mich., 594, 968, 990. Mansfield, E. D.. mentioned, 497. i Mans fi el d , Ohio, 974 . 996 . Manual Training, in Swiss schools, 219 ; private schools for" 1197. Marietta, Ohio. 974. 9C6. Marion, Ind., 964. 980, 986. Marion. Ohio, 974. 996. Marion Female College, 1162. Marion Female Seminary, 1159. Marquette, Mich., 968. S90, Marquette College, 1156. Marshall. Mo., physical training, 594. Marshalltown, Iowa, 594, 966. 988. Marble, A. P.. quoted, 674. Marblehead, Mass, physical training, 591. j Marlboro, Mass., 968, 990. i Maria Consilia Deaf Mute Institute, 1242. Marietta, Ohio, physical training, 594. Marietta College, 1151. Marshall College. 1203. Martha's Yineyard Summer Institute, 945. Martha Washington College, 1162. Martin Female College. 1162. Massilon, Ohio. 974. 996. 1 Matthews Hall, 1183. Mary Fletcher Hospital Training School for Xurses, 1178. Maryland, statistics of elementary schools. 29-71, 581, 679 ; of secondary education, G86 ; of higher education, 712, *731. 734, 863, 1163, 1179, 1182,1198; of business colleges, 121§; of the defective and delinquent classes, 1241, 1244, 1251, 1257. 1263. Maryland Agricultural College, 1189, 1191, 1193. Maryland College of Pharmacy, 1174. Maryland House of Reformation. 1266. ^ Marvland School for Colored, Blind, and Deaf, 1237, “ 1246,1253. Maryland School for the Blind, 1253. Maryland School for the Deaf and Dumb, 1246. Maryland State normal schools, 1201. Mary Sharp College. 1162. Maryville College, 1155. Mason, S. W., mentioned, 530. Mason City, Iowa, physical training, 584. Mason College, 117. Massachusetts, statistics of elementary schools. 29-71.580,679; of secondary education, 686; of higher education, 712. 731, 734. 1163, 1179, 1182, 1198 ; of business colleges, 1216 : for the defective and delinquent classes, 1238, 1241, | ‘ 1244, 1251, 1257, 1259, 1263. j Massachusetts Agricultural College, 1189. 1191 . ; Massachusetts bureau of statistics of labor, re¬ port on health of graduates of colleges for women, 841. Massachusetts College of Pharmacy, 1174. i Massachusetts Institute of Technology, 1189, 1191. : Massachusetts normal schools, 1201. Massachusetts Reformatory, 1266. I Massachusetts School for the Feeble-minded, 1200. Massachusetts State Industrial School for Girls, 1267. Massachusetts State Primary School, 1267. Mathematics, course ot instruction in Prussian normal schools, 165; students in secondary schools studying higher. 696. 699,701. Maxwell, W. H., quoted, 666, 668, 787. Meadville, Pa., 974. 996. Meadville Theological School. 1186. i Mechanic arts, school for, 1188. 1196, 1197. Mechlenburg, normal schools. 154. Medford, Mass., 968, 981, 990. Medical College of Alabama, 1166. Medical College of Indiana. 1167. Medical College of Ohio, 1169. Medical College of the State of South Carolina, 1169. Medical College of Yirginia, 1169. Medicine, schools of, 1166. See also, Higher and professional education. Medina, X. Y., physical training, 594. Meharry Medical Department, 1169. Meijerberg, Carl Jonas, mentioned. 426. Melanchthon, Philip, praeceptor Germanise, 202. Melbourne, school museum at, 2l6. 1284 INDEX. Melrose, Mass., 938.990. Memphis, Term., 976, 998. Memphis Conference Female Institute. 1161. Memphis Hospital Medical College, 1169. Menominee, Mich., 588, 968, 990. Mercer University, 1142, 1180. Merchant Venturers, Society of, technical school of, 113. Mercurialis, quoted, 477. Meriden, Conn., 862, 984. Merrill, Moses, quoted, 826. Meserve, Alonzo, quoted, 827. Metcalf, R. C., quoted, 821. Methods of instruction, in Prussian normal schools, 16L ; in German university, 258, 294, 301, 314, 317 ; in the elementary schools of Sweden, 426; in schools of eighteenth century, 481 ; inadequacy of a single teacher to instruct two half-day schools, 668 ; at W est Point Military Academy, 768; in summer schools, 896. Metzner, Heinrich, quoted, 544. Miami Medical College, 1169. Miami University, 1151. Milwaukee, Wis., physical training, 518,588; comparative decrease in enrollment, 662; statistics, 978, 983, 1000, 1239. Milwaukee College, 1162. Milwaukee Day School for the Deaf, 1239. Milwaukee Literary School, 914. Michigan, statistics of elementary schools. 29-71, 580, 679 ; of secondary schools, 687 ; of higher education, 712, 1163, il79, 1182, 1198; of busi¬ ness colleges, 1217 ; of the defective and delinquent classes, 1241, 1245, 1252, 1257,1263. Michigan City, Ind., 590, 964, 986. Michigan College of Medicine and Surgery, 1167. Michigan House of Correction and Re Formation, 1267. Michigan Industrial Home for Girls, 1267. Michigan Mining School, 1196. Michigan School for the Blind, 1253. Michigan School for the Deaf, 1246. Michigan State Agricultural College, 1189, 1191. Michigan State Normal School, 1201. Michigan State Reform School, 1267. Middle Ages, movement of thought during, 253. Middlebury College, 1155. Middletown, Conn., 594, 962, 984. Middletown, N. Y., 972, 994. Middletown, Ohio, 974, 996. Midland College, 1144. Military Academy at West Point, 497. Military exercises (as gymnastics) or education. See Physical training, or Higher and pro¬ fessional education. Miller, Lewis, mentioned, 921. Miller Manual Labor School, 1197. Millersburg Female College, 1159. Milligan College, 1155. Mills College, 1158. Millville, N. J., 972, 982, 992. Milton, J., quoted, 478. Milton College, 1156. Mining, Swedish schools for, 440. Minneapolis, Minn., 591, 970, 981, 990, 1201. Minneapolis College of Physicians and Sur¬ geons, 1168. Minnesota, statistics of elementary schools, 29-71, 580, 679 ; of secondary schools, 687 ; of higher education, 712,734, 1163, 1179, 1182, 1198; of business colleges, 1217 ; of the defective and delinquent classes, 1241, 1245, 1252, 1259, 1263. Minnesota College of Pharmacy, 1174. Minnesota Reformatory, 1267. Minnesota School for Feeble-Minded, 1260. Minnesota School for the Blind, 1253. Minnesota School for the Deaf, 1246. Minnesota State normal schools, 1201. Minnesota State Reform School, 1267. Missionary Institute, 1186. Mission House, 1156, 1187. Mississippi, statistics of elementary schools, 29-71, 581, 679; of secondary schools, 687 ; of higher education, 712, 734, 863, 1179, 1198; of busi¬ ness colleges, 1217 ; of the defective and de¬ linquent classes, 1244, 1251. Mississippi College, 1147. Mississippi Institution for the Education of the Deaf and Dumb, 1237, 1247. Mississippi State Normal School, 1201. Missouri, statistics of. elementary schools, 29-71, 580, 679 ; of secondary schools, 687 ; of higher education, 712, 734, 863, 1163, 1179, 1182, 1198; of business colleges, 1217 ; of the defective and delinquent classes, 1238. 1241, 1245, 1252. 1263. Missouri Industrial Home for Girls, 1267. Missouri Reform School for Boys, 1267. Missouri School for the Blind, i254. Missouri Schoolforthe Deaf and Dumb, 1237, 1247. Missouri State normal schools, 1201. Missouri Dental College, 1172. Missouri Medical College and St. Louis Post Graduate School of Medicine, 1168. Missouri Valley College, 1148. Mixed schools. See Women. Moberly, Mo., 970, 992. Modern languages. See Language, study of. Moline, Ill., 582, 964,986. Monmouth College, 1143. Monongahela College, 1153. Monroe, Lewis B.. mentioned, 531. Monroe Female College, 1159. Montaigue, M. de, quoted on education, 473. Montana statistics of elementary schools, 29-71, 581; of secondary schools, 687; of higher education, 712. Montgomery, Ala., 962, 984. Montgomery Female College, 1162. Moore, Hobart, mentioned, 531. Moore’s Hill College, 1143. Moravian College, 1153. Moravian Seminary for Young Ladies, 1161. Moravian Theological Seminary, 1186. Morf, Dr., quoted, 199. Morristown, N. J., 972, 992. Morristown Normal Academy, 1203. Morrisville College, 1148. Morgan College, 869, 1146. Moses, Edward P.. quoted, 789. Mother tongue, in course of Prussian normal schools, 163. Mount Carmel, 594, 974, 996. Mount Holyoke Seminary and College, 1158. Mount St. Mary’s College, 1146. Mount St. Mary’s Ecclesiastical Seminary, 1184. Mount Sinai Training School for Nurses, il77. Mount Union College, 1151. Mount Vernon, N. Y., 594. 972, 994. Mowry, W. A., mentioned, 535; quoted, 789. Moxom, Philip S., quoted, 833. Muhlenberg College, 1153. Mulcaster, Richard, work on physical training, 475. Mulhausen, Germany, large school of, 672. Muncie, Ind.,J)94, 964, 980, 986. Municipal aid. See Appropriations, State and local. Murfee, E. H., quoted, 850. Muscatine, Iowa, 591, 966, 988. Museums, in European technical instruction, 133 ; school, 239. Music, in course of Prussian normal schools, 166 ; a lesson in, 195; as an accompanyment of physical exercises, 580 ; students in colleges for women studying, 735; institutes for, 919. Muskegon, Mich., 594, 968, 981, 990. Muskingum College, 1151. N. Naas, Slojd Seminary at, 427. Nachtegall, - , mentioned, 485. Nanticoke, Pa., 974, 996. Napa College, 1141. Narragansett Machine Company, apparatus manufactured by, 561. Nashotah House, 1187. Nashua, N. H., 970, 981, 992. Nashua, N. H., physical training, 594. Nashville, Tenn., 976, 998. Nashville College for Young Ladies, 1161. Nashville, Tenn., physical training, 593. Natchez, Miss., 970, 992. Natick, Mass., 968, 981, 990. INDEX. 1285 National (British) Association for the Promotion of Technical and Secondary Education, 109. National College of Pharmacy, 1174. National Deaf-Mute College, 1141. National Education Association, scheme of grad¬ ing of, 631; on province of secondary edu¬ cation, 685. National German- American Teachers’ Seminary, 1205. National Summer School of Methods, at Glens Ealls. N. Y. 955. National University, 1166, 1172, 1180. Natural philosophy. See Science, study of. Neal, John, mentioned, 504. Nebraska, statistics of elementary education, 29-71, 580, 679; of secondary schools, 687; of higher education, 712, 1163, 1179, 1182, 1198; of business colleges, 1217 ; of the de¬ fective and delinquent classes, 1245,1252, 1259, 1263. Nebraska City, Nebr., 670, 981. 992. Nebraska Industrial School for J uvenilo Offend¬ ers, 1267. Nebraska Institute for the Deaf and Dumb, 1247. Nebraska Institution for Eeeble-Minded Youth, 1260. Nebraska Institution for the Blind, 1254. Nebraska State Normal School. 1201. Nebraska Wesleyan University, 1149. Negaunee, Mich", physical training, 586. Negro, education of. " See Colored race. Nelsonville, Ohio, physical training, 594. Netherlands. See Holland. Nettelhorst. Louis, quoted, 670. Neufch&tel, Switzerland, school exhibit of, 243. Nevada, statistics of elementary education, 29-71, 679; of secondary schools. 687; higher edu¬ cation, 712; of business colleges, 1217. Nevada, Mo., 970, 992. New Albany, Ind., 964, 986. Newark, N. J., 594, 972, 982, 994, 1201. Newark, Ohio, 974, 996. Newark City Home, 1267. New Bedford, Mass., 968, 981, 990. New Bedford City Truant School, 1267. Newberry College, 1153. 1186. New Britain, Conn., 594. 962, 980, 984. New Brunswick, N. J., 972. 982, 994. Newburg, N, Y., 972, 994. Newburvport, Mass., 594, 968, 981, 990. Newcastle, Pa., 974, 996. New Church Theological School. 1185. New England Home for Little Wanderers, 1266. New England Hospital Training School for Nurses, 1177. New England Industrial School, 1246. New Hampshire, statistics of elementary schools, 29-71, 580, 679 ; of secondary schools, 686 ; of higher education, 712, 734, 1163, 1198 ; of busi¬ ness colleges, 1216 ; of delinquent class, 1263. New Hampshire College of Agriculture and Me¬ chanic Arts, 1189, 1192. New Hampshire Conference Seminary andFemale College, 1160. New Hampshire Industrial School, 1267. New Hampshire State Normal School, 1201. New Haven, Conn., 594, 962, 980, 984. New Jersey, statistics of elementary schools, 29-71,581,679; of secondary education, 686 ; of higher education, 712,731,734, 1182,1198; of business colleges, 1216, 1244, 1257, 1259, 1263. New Jersey Home for the Education and Care of Feeble-Minded Children, 1260. New Jersey Industrial School for Girls, 1267. New Jersey .Reform School, 267. New Jersey School iv>r Deaf-Mutes, 1247. New Jersey State Institution for Feeble-Minded "Women, 1260. New Jersey State Normal and Model School, 1201. New London, Conn., 582, 962, 984. New Mexico, statistics of elementary schools, 29-71,679; secondary schools, 687. New Mexico School for the Deaf and Dumb, 1247. New Orleans, La., 662. 966, 988. New Orleans Free Public School for Deaf-Mutes, 1239. New Orleans Normal School, 1201. New Orleans Polyclinic, 1170. New Orleans University, 869, 1145, 1167. Newport, Ky., 966, 988. Newport, B. I., 593, 976, 982, 998. New Boehelle, N. Y., 972, 994. Newton, Kan., physical training, 591. Newton, Mass., 968, 981, 990. Newton Theological Institute, 1185. New Windsor College, 1146. New York, statistics of elementary education, 29-71, 580, 679; of secondary education, 686; of higher education, 712. 731, 734, 1163, 1179, 1182, 1198; of business colleges, 1216; of the defective and delinquent classes, 1241, 1244, 1251,1257,1259,1263. New York, N. Y., physical training, 594; com¬ parative decrease in enrollment, 662 ; length of school term 1841-1891, 664; size of recent school buildings, 671; statistics, 972, 982,- 994. I New York Catholic Protectory, 1268. : New York City House of Refuge 1268. : New York City Training School for Nurses, 1 177. i New York College for the Training of Teachers, 1204. I New York College of Dentistry. 1173. j New Y ork Collego of Y e terinary Surgeons, 11 76. i New York Female Normal College, 4202. | New York Homeopathic Medical College. 1171. j New York Hospital Training School for Nurses, • New York House of Refuge for Women, 1268. j New York Institution for the Blind, 1254. : New York Institution for the Instruction of the Deaf and Dumb, 1247. New York Juvenile Asylum, 1268. : New York Medical College and Hospital for Women, 1171. New York Polyclinic, 1170. New York Postgraduate Medical School and Hospital, 1170. New York School for Feeble-Minded, 1260. New York School for Training Nurses. 1177. New York State Industrial School, 1268. New York State Institution for the Blind, 1254. New York State Normal Schools, 1201. New York State Reformatory School, 1268. New York Training School for Nurses, 1177. Niagara University. 1150, 1168. 1181. Niantic School for Teachers, 958. Nicolai, Fr., quoted, 315. Night schools. See Evening schools. Nisson. Hartvig, mentioned, 535. Norfolk, Va., 978, 98\1000. j Norfolk, Bristol, and Plymouth Union School, 1267. i Norfolk College for Y'oung Ladies, 1162. NormalandSpecial-TrainingSchool, Oakland, 1204. Normal schools. See Teachers, training of. Norris, J. O., quoted, 827. Norristown, Pa., 594, 974, 996. North Adams, Mass., 594, 968^981, 990. Northampton, Mass., 594, 968, 981, 990. North Carolina, statistics of elementary educa¬ tion, 29-71, 580, 679; of secondary education, 686 ; of higher education, 712, 734, 863, 1163, 1179. 1182, 1198; of business colleges, 1216; of the defective and delinquent classes, 1244, 1251. North Carolina College, 1151. North Carolina Institution for the Deaf and the Dumb and the Blind, 1237, 1247, 1254. North Carolina State normal schools, 1202. North Dakota, statistics of elementary education, ’29-71, 679; of secondary schools. 687; of higher education, 712, 1198 ; of business col¬ leges, 1217 ; of the defective and delinquent class6s 1245* North Dakota Agricultural College, 1189, 1192. North Dakota State normal schools, 1202. North Dakota University, 1151. Northern Hlinois College, 1143. Northern Illinois Normal School. 1204. Northern Iowa Normal College, 1204. Northern New York Institution for Deaf-Mutes, 1247. Northwestern College, 1143. Northwestern College of Dental Surgery, 1172. Northwestern Hospital Training School for Nurses, 1177. Northwestern Medical College, 1168. 1286 IHDEX Northwestern Normal, 1204. Northwestern University, Ill., 1142, 1167, 1174, 1180. Northwestern University, AYis., 1157. Northwestern Veterinary College, 1176. Northwest Normal School, 1205. Notre Dame School for the Deaf, 1242. Norwalk, Conn., 594, 962, 984. Norwegian and Danish.Tlieological School, 1183. Norwich, Conn., 962, 984. Norwich University, 1196. Nurse training schools, 1177. O. Oakland, Cal,, 582, 962. 9S0. 9S4. Oakland School for Girls, 1269. Oakside School. 1204. Oberlin, Ohio, physical training, 593. Oberlin College, 1151, 11S5. Obligatory school attendance. See Attendance. O’Calliglian, D., quoted, 835. Ogden, Utah, 594, 976, 998. Ogden College, 1145. Ogdensburg, N. Y., 972, 994. Ogontz School, 1161. Ohio, statistics of elementary education, 29-71, 580, 679 ; of secondary schools, 687 ; of highe: education, 712, 731, 724, 1163, 1179, 1182. 1198, of business colleges, 1217 ; of the defective and delinquent classes, 1238, 1241, 1244, 1251, 1259, 1263. Ohio College of Dental Surgery, 1173. Ohio Institution for Feeble-Minded Youth, 1261. Ohio Institution lor the Education of the Blind, 1254. Ohio Institution for the Education of the Deaf and Dumb. 1247. Ohio State University, 1151, 1175, 1176, 11S1, 1189, 1192. Ohio University, 1151, 1202. Oil City, Pa., 974, 996. Oklahoma, statistics of elementary education, 29-71, 679; of secondary schools, 687. Oklahoma Agricultural and "Mechanical College, 1189, 1192. Oldenburg, normal schools, 154. Olivet College. 1147. Olympia. AYash., physical training, 593. Omaha, Nebr., 586, 970, 981. 992. Omaha Medical College, 1168. Oneida, N. Y., physical training, 592. Oneonta. N. Y., physical training, 594. Orange, N. J., 972, 994. Orange Training School for Nurses. 1177, Oratory, schools tor, 919. Oregon, statistics of elementary education, 29-71, 679 ; of secondary schools, 687 ; of higher education, 712. 1163, 1179. 1182. 1198; of busi¬ ness colleges, 1217 ; of the defective and de¬ linquent classes, 1245, 1252, 1264. Oregon Institute for the Blind, 1254. Oregon School for the Education of Deaf-Mutes, 1247. Oregon State Beform School, 1268 Organization and management of systems, of Ger¬ man universities, 279. Organization of schools. See Administration and organization of systems and Management and supervision of instruction. Ortel, Otto, quoted, 789. Oshkosh, AY is., 588, 978, 983, 1000. Oskaloosa, Iowa, physical training, 584. Oskaloosa College, 1144, 11S4. Oswego. N. Y., 972, 994. Otis, Edward O., quoted, 845. Ottawa, Ill., 964, 986. Ottawa University, 1145. Otterbein University, 1152. Ottumwa, Iowa, 966, 988. Ottumwa Normal School, 1204. Ouatchita Baptist College, 1140. Owensboro, Ky., 966, 988. Owensboro Female College, 1159. Oxford College, 1161. Oxford Female Seminary, 1161. Oxford University, 97. Ozark College, 1148. P. Pacific College, 1152. Pacific Methodist College, 1141. Pacific Theological-Seminary, 1183. Pacific University, 1152. Packer Collegiate Institute, 1161. Paducah, Ky., 966, 988. Paine Institute, 1204. Paris, France, Pedagogical Museum and Central Library of Elementary Instruction, 244; university at, the first of its kind, 253. Paris, Ill., physical training, 594. Paris, Tex., 976, 998. Park College, 1148. Parker College, 1147. Parkersburg, W. Va., 978. 1000. Parkersburg Seminary, 1162. Parochial schools. See Elementary education. Parsons, Kans., physical training, 594. Parsons College, 1143. Partridge, Alden, quoted. 501. Pasadena. Cal., physical training, 594. Passaic, N. J., 592, "972, 982, 994. Paterson, N. J., 972, 982, 994 ; normal training class, 1201. Paterson General Hospital and Training School for Nurses, 1177. Paul Quinn College, 869, 11 55. Paulsen, Fr., report on German universities, 246. Pawtucket, B. I., 588. 976, 982, 998. Peabody, Mass.. 968, 930. Peabody Normal College, 1203. Pedagogical Central Library at Leipzig, 242. Pedagogy, in course of Prussian normal schools, 162 ; a professional course in, in Germany, 170; schools of, 1198. See also Teachers, training of. Peekskill, N. Y„ 594, 972, 994. Pekin, Ill., physical training, 590. Penmanship, in course of Prussian normal schools, 166. Penn College, 1144. Pennell, C. S., mentioned, 524. Pennsylvania, statistics of elementary schools, 29-71,580,679; of secondary education, 686; of higher education, 712,731,734,1163,1179, 1182, 1198; of business colleges, 1216; of the defective and delinquent classes, 1241, 1244, 1251, 1259, 1283. Pennsylvania College, 1153. Pennsylvania Collego of Dental Surgery. 1173. Pennsylvania Industrial Beformatory, 1268. Pennsylvania Institution for the Instruction of the Blind, 1254. Pennsylvania Institution for the Deaf and Dumb, 1247 Pennsylvania Military College, 1153. Pennsylvania Oral School for the Deaf, 1247. Pennsylvania State College, 1190, 1192. Pennsylvania State normal schools, 1202. Pennsylvania Training School for Feeble -Minded Children, 1261. Pensacola. Fla., 594, 964, 984. People’s School Museum, at Bostock, 243. Peoria. Ill.. 964, 980, 9SG. Perkins Institution and Massachusetts School for the Blind, 1253. . Perry, AY. S., quoted, 822. Perth Amboy. N. J., 972, 994. Pestalozzi, J" H., mentioned, 208, 485. ^estalozzianum, Zurich. 243. Petersburg, A’a., 594, 978, 1000. Pharmacy, schools of, 1174. Philadelphia, Pa., comparative decrease in enroll¬ ment, 662; length of school term 1841-1891, 664; efforts to increase number of men in teaching corps, 669 ; school buildings of. G72 . statistics, 974, 982, 996; girls’ normal school. 1203. Philadelphia College of Pharmacy, 1175. Philadelphia Dental College and Hospital of Oral Surgery, 1173. Philadelphia" Hospital Training School for Nurses, 1178. Philadelphia House of Befuge, 1269. Philadelphia Lying-in Charity and Nurse School, 1177. INDEX. 1287 Philadelphia Polyclinic and College for Graduates in Medicine, 1170. Philander Smith College, 869, 1140. Philbrick, John D., quoted, 516, 528, 533, 813. Phillips Academy, Andover, classification of pupils, 626. Phillips burg, N. J., 972, 994. Philosophy, as taught in German universities, j 303 ; importance of, in study, 319. Philomath College, 1152. Phcenixville, Pa. , 593, 976, 996. Physical training in course of Prussian normal schools, 166; in Sweden, 444; historical de¬ velopment of, 451 ; military drill as a form j of gymnastics, 530 ; Swedish system of gym- j nasties, 536, 580 ; German system of gym- | nasties, 549, 580; gymnasiums in city I schools, 560, 580, 581 ; eclectic system of phy¬ sical training, cities employing, 580, 581; time devoted to, 583 ; effect of coeducation on health of girls, 783 ; in International Y. M. C. A. School, 920. Physics. See Science. Physio-Medical College of Indiana, 1171. Pickard, J. L.. quoted, 853. Pierce Christian College, 1141. Pierre University, 1154. Pike College, 1147. Piqua, Ohio. 974, 982, 996. Pittsburg, Kans., physical training, 591. Pittsburg, Pa., 662, 676, 982, 996. Pittsburg College of Pharmacy, 1175. Pittsburg Female College, 1161. Pittsburg Training School for Nurses, 1178. Pittsfield, Mass., 968, 981, 990. Pittston, Pa., 976, 982, 996. Plainfield, N. J., 594. 972, 994. Plattsburg, IST. Y., physical training, 592. Plattsmouth, Nebr., 970, 981, 992. Playgrounds, number of cities having ample, 580, 581, 590. Pleasant Hope lsormal Academy, 1204. Plumb, A. H., quoted, 833. Plummer Farm School, 1267. Plymouth, Pa., 976, 982, 998. Point Barrow Contract School, 873. Point Hope Contract School, 874. Polytechnic Institute, Ya., 1155. Polytechnic Institute of Brooklyn, 1149. Pope, Thomas E., quoted, 852. Powell, W. B., quoted, 788. Population, proportion attending school, 4: in higher institutions, 13; of women attend¬ ing college, 20; of the United States 5-18, 27, 29 ; of foreign parentage, 30 ; percentage of school, enrolled, 37; of cities containing 8,000 or more inhabitants, 677, 679, 962 ; esti¬ mated, of colored persons 5-18, 863; of school age, in Alaska, enrolled, 873. Port Gibson Female College, 1160. Port Huron, Mich., 968, 990. Port Jervis, N. Y., 972, 994. Portland, Me., 966, 988, 1201. Portland, Oreg., 974, 982, 996. Portland School for Medical Instruction, 1106. Portland School for the Deaf, 1239. Portsmouth, N. H. .594, 970, 992. Portsmouth, Ohio, 974, 996. Portsmouth, Ya., 978, 1000. Posse, Nils, mentioned, 534 ; quoted, 539. Post-graduate instruction. See Higher and pro¬ fessional education. Post Graduate Medical School and Hospital, 1170. Post Graduate Polyclinic of Eclectic Medicine and Surgery, 1170. Potter College, 1159. Pottstown, N, Y., 976, 982, 998. Pottsville, Pa., 976, 982. 998. Poughkeepsie, N. Y., 972, 994. Practice school, in Prussia, 160. Prairie Yiew Normal School, 1194. Pratt Institute, 1197. Preparatory normal schools, in Germany, 153, 177, 185. Preparatory schools. See Secondary education. Preparatory School of Medicine, Lni versify of North Carolina, 1166. Presbyterian College, 1160. Presbyterian College of Upper Missouri, 1148. Presbyterian College for "Women, 1161. Presbyterian College of South Carolina, 1153. Presbyterian College of the Southwest, 1141. Prescott, George J., quoted, 835. Presidents, names of college, 646. Preston, J. B., quoted, 785. Prettyman, E. Bt,_ quoted, 785. Principals. Nee' Teachers, and for names see the several statistical tables of the third or sta¬ tistical part of this volume. Pritchett School Institute, 1148. Privat-docents. See Professors and instructors. Private Home and School for the Feeble in Mind, 1258. Private Institution for the Education of Feeble¬ minded Youth, 1258. Private schools. See Elementary education. Productive funds. See Funds. Professional schools. See Higher and professional education; also Business, education for. . Professors and Instructors, character of, in French higher education, 88; in educational insti¬ tutions of Great Britain and Ireland, 97; in technical school at Bristol, England, 115; in German normal schools, 153 ; properly qual¬ ified a desideratum in German normal schools, 182 ; character of, at German uni¬ versities, 249, 256; liberty of, in teaching, 280,301; prepared for German secondary schools, by university philosophical faculty, 274, 281 ; position of, in German society, 285 ; character and mutual influence of the" three classes in German universities. 290 ; influ¬ ence of fee system upon teaching of, 294; proper function of, 296; not expected to per¬ form police duty in German .universities, 315; efiect on, of the unity of all higher in¬ struction in Germany, 321 ; in German uni¬ versities, 352; income of, in German univer¬ sities, 359 ; in technical schools of Sweden, 439 ; in secondary schools, 686, 689 ; in all de¬ partments of institutions for higher educa¬ tion, by sex, 712, 724, 732, 734 ;havingendowed chairs", 720, 732; once connected with Johns Hopkins or Clark universities, 727 ; synop¬ tic view of sex of, 797 ; in public high schools, 1002 ; in all departments of universities and colleges, 1140, 1158, 1159 ; number having en¬ dowed chairs, 1140, 1158; in professional schools. 1163, 1179, 1182, 1188, 1198 ; in busi¬ ness colleges, 1216, 1218 ; in schools for the defective classes. 1238-1271. See also Teachers. Programme, of technical school of Society of Mer¬ chant Venturers of Bristol, England, 114; of a German school for training teachers, 196; of elementary schools of Sweden, 427; of the Upton House (truant school), 780. See also Curriculum and Term. Promotion, in German civil service, 421. Property, value of, subject to taxation, in cities, 984. See alco Buildings and accessories. Protestant Episcopal Church in Philadelphia, divinity school, 1186. Protestant Episcopal Theological Seminary of Virginia, 1187. Providence, K. I., 594, 976, 982, 998. Provo City, Utah, physical training, 593. Prussia, duration of service of teachers, 61 ; nor¬ mal schools, 353; requirements for admis¬ sion to public office, 369; civil service re¬ quirements in, 412; physical culture in schools of, 489. Psychology, in course of pedagogy, 171. Public schools. See Elementary "education, and the names of foreign countries and of the States of the Union, Administration and organization of systems, Management and supervision of instruction, Methods of in¬ struction, Curriculum, Teachers, Students, Buildings and accessories, Seats, Funds, Incomes and Expenditures. Pueblo, Colo., 582, 962, 984. Pulte Medical College, 1171. Pupils. See Students Purdue University, 1174, 118S, 1191. 1288 INDEX. Q. Quincy, Ill., 994, 986. Quincy, Mass., 968, 981, 990. R. Rabelais. Frangois, on physical training, 472. Racine, Wis., 978, 1000. Radcliife College, as administered under Harvard University, 857. Railroads, conditions of admission to public serv¬ ice of, in Germany, 420. Randolph-Macon College, 1155. Reading, Pa., 594, 976, 498. Receipts. See Income. Recess. See Session. Recreation. See Physical training and Session. Recum, M. Van, quoted, 394. Redemptionists’ College of Hchester, 1184. Redfield College, 1154. Red Wing, Minn., physical training, 591. Reformation, a popular movement antagonistic to culture, 261. Reform School of the District of Columbia, 1265. Rein, H., quoted, 142, 150. Religion, of Prussian normal schools, 163: denom¬ inational character of schools for the training of teachers, 179; instruction in, inaPrussian normal school, 192; study of, in Swiss schools, 218 ; relation of German universities to the church, 282; dogma in faculties of German universities, 302; summer school of, 916; school for training secretaries of young men's Christian associations, 920. Remsen, Ira, quoted, 852. Rensselaer Polytechnic Institute, 757, 1196. Repetitores, inGerman university education, 301. Revenue. See Income and Tuition. Reynolds, J. H., report of, on technical education on the continent of Europe, 135. Rhode Island, statistics of elementary schools, 29-71,580,679; of secondary education, 686; of higher education, 712, 1165, 1198; of bus¬ iness colleges, 1216 ; for the defective and delinquent classes, 1238, 1263. Rhode Island Hospital Training School for Nurses, 1178. Rhode Island School for the Deaf, 1239. Rhode Island State Normal School, 1203. Richmond, Ind., 964, 986. Richmond, Ya., 594, 978, 983, 1000. Richmond College, Ohio, 1151. Richmond College, Va., 1155. Richmond Theological Seminary, 1187. Ricketts. Palmer C., paper by, on the Rensselaer Polytechnic Institute, 757. Rickolf, A. J., mentioned, 526. Rider Divinity School, 1183. Ridgeville College, 1143. Rio Grande College, 1151. Rio de J aneiro, national school museum at, 246. Ripon College, 1157. Riverside, Cal., physical training, 594. Roanoke, Va., 978, 1000. Roanoke College, 1155. Roanoke Female College, 1162. Robinson, W. E., quoted, 674. Rochester, N. Y., 592, 972, 982, 994, 1202. Rochester Theological Seminary, 1185. Rockford, Ill., 964, 986. Rockford College, 1159. Rock Hill College, 1146. Rock Island, Ill., 584, 964, 986. Rockland, Me., 966, 988. Roger Williams University, 869, 1155. Rolla University, 1151. Rollins College," 1141. Rome, physical culture in ancient, 462. Rome, N. Y., 592, 972. 994. Roots, N. W. T., mentioned, 515. Rose Polytechnic Institute, 1196. Rotterdam, school museum at, 244. Rousseau, Jean Jacques, on physical education, 481. Royal English Commission on techincal instruc¬ tion, cited, 131. Royal Military Academy of Sweden, 440. ! Royal Naval School of Sweden. 441. Rush, Dr. Benjamin, mentioned, 506. Rush Medical School, 1167. Russia, pedagogical museum of the military schools, 24o. Rust University, 869, 1147. Rutgers College, university extension at, 752; statistics, 1149, 1208. Rutgers Female College, 1158. j Rutgers Scientific School, 1189, 1192. i Rutherford College, 1151. J Rutland, Yt., 976, 998. Ryerson, E., mentioned, 513. S. Sacramento, Cal., 582, 962, 980, 984. Sacred Heart College, 1187. Saginaw, Mich., 586, 968, 990. St. Andrew’s University, 97. St. Augustine, Fla., physical training, 582. St. Augustine Normal and Collegiate Institute, 1185, 1204. St. Benedict’s College, Nans., 1144. St. Benedict’s College, N. J., 1149. St. Bonaventure’s College, 1149. St. Bonaventure’s Seminary, 1185. St. Charles Barromeo Theological Seminary, 1185. St. Charles College. Md., 1146. St. Charles College, La., 1184. St. Cloud, Minn., 59k 970, 992. St. Francis College, N. Y., 1149. St. Francis College, Pa., 1153. St. Francis Solanus College, 1143. St. Ignatius College, Cal., 1141. St. Ignatius College, Ill., 1142. St. James College, 1156. St.John’s Catholic Deaf-Mute Institute, 1242. St. John's College, Md., 1146. St.John’s College, Brooklyn, 1149. St.John’s College, Fordham, 1149. St.John’s University, 1147, 1185. St. Joseph, Mo., 586/970, 992. St. Joseph’s College, 1151. St. Joseph’s Disocesan College, 1143. St. Joseph’s Institute for Improved Instruc¬ tion of Deaf-Mutes, 1247. St. Joseph’s Provincial Seminary, 1185. St. Lawrence University, 1149. St. Louis, Mo., physical training, 524, 586; aver¬ age age of withdrawal of pupils from pub¬ lic schools of, 599 ; comparative decrease in enrollment, 662; school buildings of, 672; statistics, 970, 981, 992. St. Louis College of Pharmacy, 1175. St. Louis College of Physicians and Surgeons, 1168. St. Louis Day School for the Deaf, 1239. St. Louis House of Refuge, 1267. St. Louis Law School, 1181. St. Louis Medical College, 1168. St. Louis Normal School, 1201. St. Louis Post-Graduate School of Medicine, 1170. St. Louis Seminary, 1160. St. Louis Training School for Nurses, 1177. St. Louis University, 1148. St. Luke’s Hospital" Training School for Nurses, 1177. St. Mary’s College, Cal., 1141. St. Mary’s College, Kans.. 1145. St. Mary’s College, Ey ., 1145. St. Mary’s IndustrialSchool for Boys, 1256 St. Mary’s School, 1159. St. Mary’s Theological Seminary, 1185. St. Mary’s University, 1155. St. Meinrad’s College, 1143. St. Meinrad’s Ecclesiastical Seminary, 1184. St. Olaf College, 1147. St. Paul, Minn., 591, 970, 981, 992. St. Paul’s College, 1147. St. Paul Institute, 1242. St. Petersburg, pedagogical museum for military education at, 245. St. Stephen’s College, 1149. St. Sulpice and St. Mary's University, 1184. St. Viateur’s College. 1142, 1183. St. Vincent College, Cal., 1141. St. Vincent College, Pa., 1153. St. Vincent’s College, 1147. INDEX. 1289 St. Yincent’s College and Theological Seminary, 1185. St. Yincent’s Seminary, 1186. St. Xavier College, 1151. Salaries, of teachers and superintendents of State systems, 62 ; amount paid teachers by State systems, 69; of teachers in Switzerland, 229 ; of German university professors, 281 ; of personnel of the Ecofe Superieure des Mines, 383 ; of teachers in Stockholm, 431 ; amount of teachers’, in cities, 678, 680. Salem, Mass., 968, 981, 990. Salem, X. J., physical training, 594. Salem, Ohio, physical training, 593. Salem, Oreg., physical training, 594. Salem Female Academy, 1161. Salina, Kans., physical training, 591. Salt Lake City, U tah, 976, 983, 998. Salzmann, C. G., mentioned, 483. • Sam Houston State Normal School, 1203. San Antonio, Tex., 976, 998. San Diego, Cal., 962, 984. Sandusky, Ohio, 974, 982, 996. San Francisco, Cal., physical training, 582; com¬ parative increase in enrollment, 662 ; size of school building, 673 ; statistics, 962, 980, 984, 1200. San Francisco, Seminary, 1183. San Francisco Training School for Nurses, 1177. San Joaquin Yalley College, 1141. San Jos6, Cal., 582, 962, 980, 984. Santa Clara College, 1141. Santa Cruz, Cal., physical training, 590. Santa Bosa Seminary, 1159. Santee Normal Training School, 1185. Sarah Fuller Home, 1242. Saratoga Springs, 586, 972, 994. Sargent, D. A., mentioned, 518 : system of physical culture, 549. Sargent, F. H., quoted, 557. Sault de Ste. Marie, physical training, 586. Sauveur, L., School for the Study of Language, 917. Savannah, Ga., 964, 980, 986. Savary, 'William H., quoted, 834. Savigny, K. Fr. von, quoted, 326. Saxony, normal schools, 153; gymnastics in, 490. Sayre Female Institute, 1159. Scarritt College Institution, 1148. Schenectady, N. Y., 972, 994. Schlee, I ., report on coeducation in the United States, 799. Schlciermacher, Fr., mentioned, 272; quoted, 317. Schleswig-Holstein School Museum at Kiel, 242. Schoberlo, Franz, on the results of home training and influence, 231. Schofield Normal and Industrial School, 1205. Scholarships, in technical school of Bristol, 116; in German universities, 365 ; in colleges for women, 720, 732, 796, 1140, 1158. School exhibit of the Teachers’ Association of the Province of Saxony, at Magdeburg, 242. School for the Deaf of North Dakota, 1247. School of Applied Ethics at Plymouth, 915. School of Expression, 919. School of Mines of Colorado, 1196. School of Mines of Columbia College, 1196. Schools. See Education. Schumacher Gymnasium Company, apparatus manufactured by, 576. Science, schools for, under English Science and Art Department, 97 ; a laboratory for the study of, required in Prussian normal schools, 161 ; in course of Prussian normal school, 165; lesson in natural history, 194; in German universities, 271 ; students pre¬ paring for college course in, 686, 688, 707, 1002, 1084; students studying in secondary schools, 697, 699, 701; number in colleges for women studying some branch of, 737. Scio College, 1151. Scotland, statistics ofeducationalinstitutions, 97 ; educational affairs in, during 1891, 101; technical instruction in, 105. Scott, W. H., quoted, 852. Scottsboro College, 1140. Scranton, Pa., 976. 982, 998. Seabury Divinity School, 1185. Seaside Assembly, Avon by the Sea, N. J., 959. Seaside SummerNormal Institute, Corpus Christ! Tex., 959. Seats. See Buildings and accessories. Seattle, Wash., 588, 978, 983, 1000. Seaver, Edwin P., paper on care of truants and incorrigibles, 775; quoted, 787. Secondary education, pupils in the United States receiving, 2 ; sex of students in institutions giving, 15 ; statistics, 64 ; training of teach¬ ers for, 100 ; time devoted to secondary stud¬ ies in Prussian normal schools, 161; in Switzerland, 221; professors for German schools of, prepared in university, 274; in¬ fluence of education of teachers upon, 275; universally sought by German people of wealth or family, 285 ; as a preparation for a university career, 306; preparation of Ger¬ man university students, 339; number of students in German schools for, 368; in Sweden, 432; condition of, in the United States, 685 ; students studying a foreign lan¬ guage, or a science, in secondary schools, 695,701; students in preparatory depart¬ ments of institutions for higher education, 713, 734, 1002, 1084 ; effect of, in forming the mind, 745, 747; statistics of for colored race, 864. See 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, Expenditures, and Appropriations, State and local. Sedalia, Mo., 970,992. Seguin Physiological School for Children of Ar¬ rested Development, 1258. Selma University, 869, 1140. Seminary of St. Charles Borromeo, 1186. Seminary of St. Francis of Sales. 1157. Seminary of St. Francis Sales, 1187. Seminary of the German Evangelical Synod of North America, 1185. Seminary, of the German universities, 300. Seminary of the Sacred Heart, 1159. Seminary West of the Suwannee Eiver, 1141. Seneca Falls, N. Y., physical training, 594. Session, suspended one day in each month, in Prussian normal schools, 162; duration of recess in cities having physical training, 583, 590 ; length of in certain cities, in 1841 and 1891, 664. Seton Hall College, 1149. Sex. See Women; also, Professors and instruct¬ ors, Teachers, and Students. Shamokin, Pa., 976, 998. Shaw University, 869, 1151, 1169, 1185, 1193. Sheboygan, Wis., 978, 983, 1000. Sheffield, England, technical education at, 120. Sheffield Scientific School, 1188. Shelbina Collegiate Institute, 1148. Shelby vi lie Female College, 1162. Shenandoah, Pa., 593, 976, 982, 998. Shepardson College, 1161. Shepherd’s College, 1203. Sheppard, Isaac A., quoted, 670. Sbewman, S. N., quoted, 832. Shorter College, 1159. Shreveport, La., 594, 966, 988. Shuqualak Female College, 1160. Shurtleff College, 1143, 1184. Sidgwick, Henry, on hygienic effects of higher education of women, 843. Silliman Female Collegiate Institute, 1160. Simpson College, 1143. Sing Sing, N. Y., 592, 972, 994. Sioux City, Iowa, 584, 966, 988. Sioux City Training School for Teachers, 1201. Sioux Falls, S. Dak., 976, 998. Sloane, A. E., mentioned, 532. Slo.id, training in, 427. Smith, A. Toirnan, report on education in France and Great Britain, 73-137 ; paper on coedu¬ cation of the sexes, 783. Smith College, 1158. Society for Promoting Manual Labor in Literary Institutions, 507. Society for che Collegiate Instruction of Women, 1158. 1290 INDEX. Society for the Reformation of Juvenile Delin¬ quents in the City of New York, 1268. Sockan osset School for' Boys, 1269. Somerville, Mass., 584, 968, 981, 990. Somerville Female Institute, 1162. Soule Female College, 1161. South Amboy, N. J., physical training, 594. South Bend, Ind, , 984, 986. South Bethlehem, Pa., 976, 998. South Carolina, statistics of elementary schools, 29-71, 581, 679 ; of secondary education, 686 ; of higher education, 712, 734, 863, 1163, 1179, 1182, 1198; of business colleges, 1216; of the defective and delinquent classes, 1244, 1251. South Carolina College, 1153. South Carolina Institution for the Education of the Deaf and the Blind, 1237, 1247, 1254. South Dakota, statistics of elementary schools, 29- 71, 679 ; of secondary schools, 687 ; of higher education, 712, 1198; of business colleges, 1217 ; of the defective and delinquent classes, 1245, 1263. South Dakota School for Deaf-Mutes, 1247. South Dakota State Normal Schools, 1203. South Dakota State Reform School for Boys and Girls, 1269. Southern Academic Institute, 1204. Southern Baptist Theological Seminary, 1184. Southern California College, 1141. Southern Female College, Ga., 1159. Southern Female College, Va., 1162. Southern Illinois State Normal School, 12C0. Southern Indiana Normal College, 1204. Southern Medical College, 1167, 1172. Southern Normal University, 1154, 1205. Southern University, 869, 1140, 1193. South Kentucky College, 1145. Southland College and Normal Institute, 1204. South Omaha, Nebr., 594, 970, 992. Southwest Baptist College, 1147. Southwestern Baptist University, 1154, 1169. Southwestern Presbyterian University, 1154. Southwestern University, 1155. Southwest Kansas College, 1145. Southwest Virginia Institute, 1162. Southwiek, F. Townsend, quoted, 556. Spalding Bros., A. G., apparatus manufactured by, 574. Spartanburg, S. C., physical training, 593. Spencer, Mass., physical training, 534. Spokane Falls, 593, 978, 1000. Springfield, Ill., 594, 964, 980, 986. Springfield, Mass., 584, 968, 981, 990. Springfield, Mo., 970, 892. Springfield, Ohio, 974, 982, 996. 'Springfield (Me.) Training School, 1201. Spring Hill College, 1140. Stamford, Conn., 962, 984. Stanford Female College, 1159. Stapfer, Phillip Albrecht, mentioned, 206. State, relation of German universities to the, 277. State Agricultural College of Oregon, 1189, 1192. State Agricultural College of South Dakota, 1190, 1192. State and municipal aid. See Appropriations, State and municipal. State control. Nee Administration and organiza¬ tion of systems. State Normal College, Frankfort. Ky., 1193. State Normal and Industrial School, Ala., 1193. State Normal School, Tallahassee, Fla., 1193. Statistics, summary of, 1. Nee also name of each State or Territory and city. Staunton Female Seminary, 1162. Stearns, William A., quoted, 823. Stebbins, Genevieve, quoted, 559. Steeg, Jules, mentioned, 244 ; quoted, 804. Steeiton, Pa., 976, 998. Stephani, H., quoted, 143. Stephens College, 1160. Steubenville, Ohio, 974, 982, 996. Stevens Institute of Technology, 1196. Stevenson, Superintendent, quoted, 618. Stillwater, Minn., 970, 992. Stockholm, pedagogical library at, 245 ; schools of, 429. Stockton, Cal., 590, 962, 984. Stockton Business College and Normal Institute, 1204. Stockwell, Thomas R., quoted, 787. Stone, S. C., quoted, 830. Stone, Superintendent, quoted, 621. Stonewall Jackson Institute, 1162. Storer College, 1203. Storrs Agricultural School, 1196. Straight University, 869, 871, 1145, 1184. Strong, James W., quoted. 850. Stuart Female College, 1159. Students, in all schools of the United States, 1 ; in private schools, 8; sex of, in the United States, 15,34; in public schools, by States, 27, 33, 34, 35 ; in cities, 677, 679, 681, 962 : cost of each, to State systems, 28; enrolled in the elementary, secondary, and higher schools of France, 73 ; in educational insti¬ tutions of Great Britain and Ireland, 97 ; in- Merchant Venturers School of Bristol, Eng¬ land, 115 ; iu German normal schools, 153 pov¬ erty of, a detriment to higher study, 288; in Swiss schools of all grades, 230 ; university life of, duringmiddle ages and modern times, 256,266; of German universities, social posi¬ tion of, 287 ; no enforced curriculum in Ger¬ man universities, 293, 314; work of, in Ger¬ man universities, 305; extramural life of German university students, 308; expenses of, in German universities, 309; changing from one university or faculty to another in Germany, 310, 344; effect on, of unity of all higher instruction in Germany, 323 ; ratio of, to population, in Europe, 329, 331 ; number, in German universities, 331 ; percentage of for¬ eign, in German universities, 340; occupa¬ tions of lathers of, in German university, 348 ; religion of German university, 351 ; toa, pro¬ fessor in German universities, 354; cost of educating, in German universities, 361; costs of university study in Germany, 363 ; aid granted to needy, German university, 367 ; foreign, in Dcole des Pouts etChaussdes, 385 ; in the Institut Agronomique do France, 393 ; in elementary schools of Sweden, 425 ; in technical schools of Sweden, 439; ago of withdrawal of, from public schools; 595: relative decrease of, in city systems, 661; average cost of instructing in cities, 675; in evening schools, 681 ; average number of days attendance of each, in cities, 682; average number of, to a teacher in cities, 682; average number of seats to each 100, in cities, 682; in secondary schools, 686,688; elementary, in secondary schools, 686, 689 ; preparing for college classical and scientific courses, in secondary schools, 686, 689, 707 ; in secondary schools, studying a language, science, or history, 695, 701 ; by sex, pre¬ paring for college, classical, and scientific courses, in secondary schools, 707 ; in all de¬ partments of institutions for higher and professional education, 713, 724, 732, 734, 1140, 1158, 1159, 1163, 1179, 1182, 1188, 1198 ; in courses leading to degrees, 717, 732, 735; place of preparation of, for college educa¬ tion, 719, 732; at West Point Academy, 767 ; in colored schools, 863, 1234; in schools of Alaska, 873, 880; in evening schools, 981; of elementary grade in secondary schools, 1002, 1084; at university extension lectures, 1206; in all departments of business col¬ leges, 1216, 3219; in schools for the defective classes, 1238, 1271. See also Graduates, and Higher and profes¬ sional, Secondary, and Elementary educa¬ tion. Studies. See Curriculum ; also Language, study of, Mathematics, Science, History, and Geography. Sullins College, 1161. Superintendents, preparation for work of, deemed necessary in Germany, 183 ; names of, 637, 638. Superior, Wis , 978, 983, 1000. Summer courses in Sweden, 448. Summer schools, history of, 983. INDEX. 1291 Supervisors, number of, in city systems, 677, 6S0. Swan. Robert, quoted, 831. Swarthmore College, 1153. Swedish system of gymnastics. See Physical training. Swedish Theological Seminary, 1183. Switzerland, professional training of teachers in, 150; normal schools, 155; training of teach¬ ers in, 172: permanent school exhibits of, 243. Sybel, H. von, quoted, 307,313,317. Synodical Female College, Mo., 1160. Svnodical Female College, Tenn.. 1162. Syracuse, 17, Y., 594, 972;982, 994, 124)2. Syracuse State Institution for Feeble-minded Children, 1260. Syracuse University, 1150, 1169. T. Tabor College. 1144. Tacoma, Mash., 588,978,1000. Talladega College, theological department, 1183. Tarkio College, 1148. Taunton, Mass., 594, 968, 981, 9S0. Taxes. See Appropriation, State and local. Taylor, J. M., quoted, 852. Taylor University, 1143. Teachers, number, in public schools by sex, 27, 54, 667, 677, 680, 963; changes in force of during school year, 58; in schools of Great Britain and Ireland, 97 ; in the elementary schools of Sweden, 426: cities employing special, for instruction in physical culture, 580; in evening schools, 681; average to a supervising officer, 682; in colored schools, 863; higher schools conducted by colored, 868; in evening schools, 981. training of, students in normal schools of the United States, 11; statistics of, in Great Britain and Ireland, 97; for technical schools, 135; in Germany, Austria, and Switzerland, 139; admission to course of normal schools in Prussia, 158; what it should be, 175: and tenure of office, in Switzerland, 229; in Sweden. 447 ; students in pedagogical courses of colleges and uni¬ versities, 717 ; students in pedagogical courses of colleges for women, 732, 735; schools for, 864, 1198; in summer schools, 895. qualifications of, character of, 59 : in Switzer¬ land, 228; who do not teach, 665; men de¬ sirable for, in upper grades of elementary instruction, 668. See also Salary, Professors and instructors, Management and supervision of instruc¬ tion, Curriculum, and Expenditure. Teachers’ Seminary of the Evangelical Lutheran Synod of Ohio, 1205. Teaching, education for. See Teachers, training of. Technical education. See Higher and profes¬ sional education. Technical Instruction Committeo of Manchester, England, cited, 132. Technical School of Cincinnati, 1197. Telegraphy, students of, in business colleges, 1216, 1219. Temple, Tex., physical training, 594. Tennessee, statistics of elementary education, 29- 71, 581, 679; of secondary schools, 687; of higher education, 712,734, 863, 1163. 1179, 1182, 1198: of business colleges, 1217; of the defective and delinquent "classes, 1244, 1251, 1263. Tennessee Deaf and Dumb School, 1237, 1247. Tennessee Female College, 1161. Tennessee Industrial School, 1269. Tennessee School for the Blind, 1237, 1254. Term, length of, in State systems, 27, 46: in Swit¬ zerland, 215; in cities, 663, 677, 682, 963: of colored schools, 863 ; of evening schools, 981 ; in professional courses. 1166, 1130, 11S3, 1200; in nurse-training schools, 1177. Terre Haute, Ind., 964, 986. Tetlow, John, quoted, 826. Texas, statistics, of elementary education, 29-71, 679; of secondary schools, 687: of higher education, 712, 734, 863, 1163, 1179, 1182, 1198; of business colleges, 1217; of the defective and delinquent classes, 1244, 1251, 1263. Texas Deaf and Dumb Asylum. 1247. Texas Deaf, Dumb, and Blind Institution for Colored Youth, 1237, 1247, 1254. Text-books, published by state in Switzerland, 221 ; and the lecture, 295. Thayer, Sylvanns, mentioned, 500. Thayer School of Civil Engineering, 1196. Theological Seminarv of the Presbyterian Church. 1185. Theological Seminary of the Evangelical Luth¬ eran Church iffiPhiladelphia, 1186. Theological Seminary of the General Assembly of the Presbyterian Church in the United States, 1186. " Theological Seminary of the General Synod of the Evangelical Lutheran Church" in the United States, 1186. Theological Seminary of the Deformed Church in the United States, 1186. Theological Seminary of the Reformed (Dutch) Church in America, 1185. Theological Seminary of the Reformed Presby¬ terian Church, 1186. Theology, instruction in schools of, 1182. See also Higher education. Thiel College, 1153. Thomasius, Chr., mentioned. 267. Thompson, E. P., quoted, 7S5. Thurber, S., quoted, 827. Thuringia, normal schools, 154. Thuringian School Museum, at Jena, 241. Tice, John H., mentioned. 524. Tiffin, Ohio, 586, 974, 982, 996. Tillotson Collegiate and Normal Institute, 1205. Titusville, Pa., 976. 998. Tokio, Pedagogical Museum at, 246. Toledo, Ohio, 594, 974, 982, 996. Toledo Deaf-Mute School, 1242. Toledo Public Oral School for the Deaf, 1239. Topeka, Hans., 966,988. Toronto, educational museum at, 246. Tougaloo University, normal department, 1204. Tournaments, 470. Training of teachers. See Teachers. Training School for Nurses of Brooklyn Homeo¬ pathic Hospital, 1177. Training School for Nurses, House of the Good Shepherd, 1177. Training School for Nurses of Rochester City Hospital, 1177. Training School for Nurses of the Buffalo State Hospital. 1177. Training School for Nurses of the M Oman's Hos¬ pital, 1178. Trenton, N. J., 972, 982, 994. Trigonometry. See Mathematics. Trinidad. Colo., physical training, 582. Trinity College, Conn., university extension at, 752; statistics, 1141,1206. Trinity College, N. C., 1151. Trinit V University. 1155, 1187. ] Troy, N. Y., 594, 972, 994. : Truants. See Delinquents, juvenile. ; Tufts College, 1147, 1185. Tuition fees, remission of, for, in England. 93; influence of fees for, cn character of work done by professor ami student, 293 ; amount received from fees for, 97 ; in German uni¬ versities, 359 ; amount received as, by uni¬ versities and colleges, 721, 733, 740 : annual charge for, in business colleges, 1219. j Tulano Universitv. universitv extension at, 752. 1145, 1167, li74, 1180. 1197. ! Turners, association of, 488. ! Tuscaloosa Female College, 1159. i Tuskegee State Normal and Industrial School. 1200. Tuttle. J. E., quoted, 836. Twin Yalley College. 1151. J Twombly, A. S., quoted. 834. 1 Tyng, Stephen H., mentioned, 507. 1292 INDEX. IT. Unalaska Contract School, 876. Union, N. J., 972, 982, 994. Union Benevolent Association Home and Hospital, 1177. Union Biblical Institute, 1183. Union Biblical Seminary, 1185. Union Christian College, 1143, 1184. Union College, 1150. Union College of Law, 1180. Union Female College, Miss., 1160. Union Female College, Tenn., 1161. Union Theological Seminary, 1187. Union Theological Seminary in the City of New York, 1185. Union University, 1168, 1175, 1181. United Presbyterian Theological College of Xenia, 1186. Universite de France, foundation and administra¬ tion of, 78. Universities. See Higher and professional edu¬ cation. University extension, place of, in American edu¬ cation, 743 ; statistics of, 751, 1206. University of Alabama, 1140, 1180. University of Arizona, organization of, 711; sta¬ tistics, 1140, 1186,1191. University of Buffalo, 1168, 1175. University of California, 752, 1141, 1166, 1172, 1180, 1188, 1191, 1196, 1206. University of Cincinnati, 1151. University of Colorado, 1141, 1166, 1174, 1180. University of .Denver, 752, 1141, 1166, 1172, 1174, 1206. University of Georgia, 1142, 1180, 1188, 1191. University of Illinois, 752, 1142, 1188, 1191, 1207. University of Kansas, 752. 1145, 1174, 1180, 1207. University of Louisville, 1167, 1180. University of Maryland, 1167, 1172, 1180. University of Michigan, 1147, 1167, 1170, 1172, 1174, 1180. University of Minnesota, 1147, 1167, 1171, 1172, 1189, 1191. University of Mississippi, 1147, 1180. University of Nashville, normal college, 1203. University of Nebraska, 1149, 1189, 1191. University of Nevada, 1149, 1192. University of North Carolina, 1150, 1166, 1181. University of North Dakota, 1151. University of Notre Dame, 1143, 1180. University of Omaha, 1149. University of Oregon, 1152, 1181. University of Paris, first in the Occident, 253. University of Pennsylvania, 1153, 1172, 1173, 1181. University of Rochester, 1150. University of South Carolina, 1181. University of South Dakota, 1154. University of Southern California, 1141, 1166, 1183. University of Tennessee, 859, 11 54, 1169, 1173, 1181, 1190, 1192. University of Texas, 1155, 1169, 1181. University of the City of New York, 1150, 1168, 1181. University of the Northwest, 1144. University of the Pacific, 1141. University of the South, 1155, 1187. University of the State of Missouri, 1148, 1168, 1181, 1189, 1191. University of the State of New York, university extension lectures, 752, 1209. University of Utah, 1155, 1247. University of Vermont, 1155, 1169, 1190, 1192. University of Virginia, 954, 1155, 1169, 1181. University of Washington, 1156. University of Wisconsin, 752, 1156, 1175, 1181, 1190, 1192. 1214. University of Wooster, 1152. University of Wyoming, 752, 1157, 1190, 1192, 1215. Updike H. D., quoted, 790. Upper Iowa University, 1144. Upton House, work of, in caring for students, 780. Urbana College, 1152. Ursinus College, 1153 1186. U. S. Grant University, 1154, 1169, 1186. Utah, statistics of elementary education, 29-71, 581, 679; of secondary schools, 687; of higher education, 712; of business colleges, 1217; of the defective and delinquent classes, 1245. Utah Agricultural College, 1190, 1192. Utica, N. Y., 594, 972, 982, 994. Utica State Hospital Training School for Nurses, 1177. V. Vacation, in German university life, 307. Valley Female College, 1162. Vanderbilt University, 856, 1155, 1169, 1173, 1175, 1181, 1187. Vardeman School of Theology, 1185. Vassar College, 1158. Vermont, statistics of elementary education, 29- 71, 679; of secondary education, 686; of higher education, 712, 1163, 119S; of busi¬ ness colleges, 1216 ; of the delinquent classes, 1263. Vermont House of Correction, 1269. Vermont State normal schools. 1203. Veterinary medicine, schools of, 1163, 1176. Vicksburg, Miss., 594, 970. 992. Vienna, Austria, classification of children of, in regard to home training, 231. Villanova College, 1153, 1186. Vincennes, Ind., 964. 986. Vincent, J. H.. mentioned, 921. Virginia, statistics of elementary education. 29- 71, 679; of secondary education. 686; of higher education, 712, 734, 863, 1163. 1179, 1182, 1198; of business colleges, 1216; of tlie defecth'e and delinquent classes, 1244. 1251. Virginia Agricultural and Mechanical College, 1190. Virginia City, Nebr., 970, 992. Virginia Female Institute. 1162. Virginia Institution for the Education of the Deaf and Dumb and the Blind, 1248, 1254. Virginia Military Institute, 1196. Virginia normal schools, 1203. Viribert, H., quoted, 407. Voarino, Signor, 512. W. Wabash College, 1143. Waco, Tex., 594, 976, 998. Waetzoldt, Stephan, remarks on coeducation in the United States, 800. Wages. See Salaries. Wake Forest College, 1151. Walgast, Mr., mentioned, 242. AValhalla Female College, 1161. Wallawalla, Wash., physical training, 588. Waltham, Mass., 584, 968, 981, 990. Walton, G. A., quoted, 156. Ward Seminary, 1162. Warfield. W. C., quoted, 789. v'. arren, W. F., quoted, 850. Warren Articulation School, 1242. Warrensburg. Mo., physical training, 592. Wartburg College, 1144. Wartburg Seminary, 1184. Washburn College, 1145. Washington, statistics of elementary schools, 29- 71, 580, 679; of secondary scfiools, 687; of higher education, 712, 1198; of business col¬ leges, 1217; of the defective and delinquent classes, 1245, 1259, 1264. Washington, D. C., physical training, 582; com¬ parative decrease in enrollment. 662; length of school term 1841-1891, 664 ; statistics, 962, 980. 984, 1200. Washington, Pa., physical training. 594. Washington and Jefferson College. 1153. Washington and Lee University, 1155, 1181. Washington College, Md.. 1146. Washington College, Tenn., 1155. Washington School for Defective Youth, 1248, 1261. Washington Statt normal schools, 1203. INDEX. 1293 Washington State Reform School, 1269. Washington Training School tor Nurses, 1177. Washington University, 1148, 1168, 1181, 1196, 1197. Waterbury, Conn., 962, 980, 984. Waterloo, Iowa, physical training, 584. Webb City, Mo., physical training, 592. Weber, Dr., quoted, 143. Watertown, N. Y., 972, 982, 994. Wausau, Wis., 978,983, 1000. Wausau Day School for the Deaf, 12L'9. Way land Seminary, 1183. Webster, H. E., quoted, 852. Weld, Theodore D., mentioned, 508, 510. Wellesley College, 1158. Wells College, 1158. Wells School for Teachers and School for Indi¬ vidual Instruction, 1204. Werner, J. A. L., mentioned, 491. Wesleylan Female College, G-a., 1159. Wesleyan Female College, 1ST. C., 1161. Wesleyan Female Institute, 1162. Wesleyan University, Conn., 1141. West Bay City, Mich., 968, 981, 990. Westbrook Seminary, 1160. West Chester, Pa., 976, 998. Western College, Iowa, 1144. Western College, Mo., 1148. Western Literary Institute and College of Pro¬ fessional Teachers, report of, on physical education, 510. Western Maryland College, 1146. Western Michigan College, 1147. Western New York Institution for Deaf-Mutes, 1247. Western Normal School, 1204. Western Normal University, 1204. Western Pennsylvania Institution for the In¬ struction of the Deaf and Dumb, 1247, 1254. Western Pennsylvania Medical College, 1169. Western Reserve Normal College, 1205. Western Reserve University, 1151. Western Seminary of the Reformed Church in America, 1185. Western Theological Seminary, 1183. Western Theological Seminary of the Presby¬ terian Church in the United States, 1186. Western University of Pennsylvania, 1152. Westfield, Mass., physical training, 591. Westfield College, 1143. West Liberty State normal schools, 1203. Westminster College, Mo., 1148. Westminster College, Pa., 1153. Westminster Theological Seminary of the Meth¬ odist Episcopal Church, 1184. West Point Military Academy, 767. West Troy, N. Y., 972, 994. West Virginia, statistics of elementary educa¬ tion, 29-71, 581, 679 ; of secondary education, 686 ; of higher education, 712, 734, 863, 1179, 1198 ; of business colleges, 1216 ; of the de¬ fective and delinquent classes, 1244, 1251, 1263. West Virginia College, 1156. West Virginia Institute, 1194. West Virginia Reform School, 1269. West Virginia School for the Deaf and the Blind, 1248, 1254. West Virginia University, 1156, 1181, 1190, 1192. Weymouth, Mass., 591, 968, 981, 990. Wheaton College, 1143. Wheeling, W. Va., 978, 1000. Whipple Home School, 1242. White, E. E., quoted, 617; on coeducation of the sexes, 812 White, M. P., quoted, 830. Whitehall, N. Y., physical training, 592. Whitewater, Wis., physical training, 594. Whitman College, 1156. Whittier Reform School for Juvenile Offenders, 1265. , , /, Whitworth College, 1156. , , , ’ Whitworth Female College, 1160, ' Whitworth Institute, 124. ; ; , > J - Wichita, Kans., 966, 988. ■ , J Wichita University, 1145. , ' 1 Wilherforce University, 869, 1152, 1185. Wilbur School and Home for the Feeble-Minded. 1258. Wiley University, 1155. Wilkesbarre, Pa., 593, 976, 982, 998. Willamette University, 1152, 1181, 1186. William Jewell College, 1148. Williams College, 1147. Williamsport, Pa., 976, 998. Williainston Female College, 1161. Willimantic, Conn., 594, 962, 984. Willoughby, W. F. and W. W., on special educa¬ tion for public servants, 369 ; paper by latter on summer schools in the United States, 893. Wilmington, Del., 594, 962, 980, 984. Wilmington College, 1152. Wilson College, 1161. Wilson Collegiate Institute, 1161. Winchester Female College, 1159. Winona, Minn., 594, 970, 981, 992. Winship, A. E., quoted, 825. Winship, G. W., mentioned, 515. Winship, J. P. C., report of, on coeducation, 819. Winthrop Normal College, 1203. Wisconsin, statistics of elementary education, 29-71, 580, 679; of secondary schools, 687; of higher education. 712, 1179, 1182, 1198; of business colleges, 1217 ; of the defective and delinquent classes, 1238, 1245, 1252, 1263. Wisconsin industrial schools, 1269. Wisconsin School for the Deaf, 1248. Wisconsin State normal schools, 1203. Wisconsin Summer School for Teachers, 958 Wise, H. A., quoted, 788. Withington, Charles F., quoted, 845. Wittenberg College, 1152. Wittenberg Seminary, 1185. Woburn, Mass., 584, 968, 981, 990. Wofford College, 1153. Wolff, Chr., mentioned, 267. Woman’s College of Baltimore, 1158. Women's Medical College of Baltimore, 1167. Woman’s Medical College of Georgia, 1167. Woman’s Medical College of Cincinnati, 1169. Woman’s Medical College of the New York In¬ firmary, 1169. Women, proportion of, in colleges, 20; in schools fortraining teachers, 24; number and sex of, employed by State and city systems, 56, 680 ; not admitted in German normal schools, 157; coeducation of sexes in Switzerland, 217, and in Sweden, 446 ; schools for handi¬ work adapted to, in Switzerland, 219; per¬ centage of, in teaching corps of Swiss can¬ tons, 228; education of, in Sweden, 446; physical training of, in ancient Greece. 460; evils of a great preponderance of, as teachers in elementary education, 668; ratio of, as teachers and students in secondary schools, to men ; 707 ; colleges for, 731 ; education of, in institutions admitting men, 783; partici¬ pation of, in management of school affairs, 792. See Students, also Professors and instructors, also Higher and professional, Secondary and Elementary education. Woodbine Normal School, 1201. Woods Holl Laboratory, 904. Woodward, C. M., method devised by, for comput¬ ing the average age of pupils at time of leav¬ ing school, 595. Woodworth, F. G., quoted, 872. Woonsocket, R. I., 976,982,998. Worcester, Mass., 584, 968, 981, 990; report of school committee on classification, 623. Worcester City Hospital Training School for Nurses, 1177. Worcester Polytechnic Institute, 1196. Worcester Truant School, 1267. Wnntschli, Dr., quoted, 143. Wiirtcipberg, normal schools, 153. | Wyoming, statistics of elementary schools, 29-71, 1 ' ' 981; of .secondary schools, 687; of higher etlpcaG’on, 712, 1199. Wyoming Norma,l>^nd Scientific School, 1205. 1294 INDEX. x. Xenia, Ohio, physical training, 586. V. Tale University, 856, 1141, 1166, 1180, 1183, 1188, 1191. Yankton College, 1154. Yonkers, X. Y., 972, 982, 994. York, Pa., 976, 993. York College, 1149. Young, George H.. quoted. 834. Young Female College, 1159. Youngstown, Ohio, 594, 974, 982, 996. Ypsilanti, Mich., physical training, 591. Z. Zakrzewska, Marie E., quoted, 814. Zanesville, Ohio, 974, 996. Zettler, M., paper on gymnastics, 490. o FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE 2737^ ^ L111.A3 VILLANOVA UNIVERSITY *1891-092,002 9346 00027373 2 L 111 .A3 v.2 U.S. Bureau of EDucation Annual report, 1891-92