/ ’H * * '■ ft* ? a;?: [ Whole Xumber 21S REPORT OF THE FOR OF EDUCATION MAR 2 8 2013 400 WAttiilrv.w ■,.,rrT^S.W. WASHINGTON P C. 20202 THE YEA.R 1892-93. Volume 2. COXTAI]STIXG PARTS III A?n I> I V. TTASHIXGTOR: , GOVERNMENT PRINTING OFFICE. .o . 130 5, i > . •' ' \ ; \ "> \ . am* ■«y- ;■ ' * :v; ao ... .■-. v^! ; '■ ; ' _ _ Kt^V _u ' ;.i » t L ))) 'V O l " ~Z— PART III. Chapter I.— Documents Illustrative of American Educational History. Page. Introductory remarks . 1225 Massachusetts legislation . 1226 Plymouth legislation . 1238 Connecticut legislation . . 1240 The common scho'ol fund of Connecticut . 1256 Pennsylvania legislation . 1261 Congressional land grants for common schools and universities . . 1268 Congressional grants of land and money for colleges of agriculture and the mechanic arts . 1275 The Bureau of Education . 1288 Early views and plans relating to a national university . 1293 Provisions concerning education in the State constitutions . 1312 Chapter II.— Report of the Committee of Ten on Secondary School Studies, with Papers Eelating thereto. Eeport of the committee of ten . 1415 The reform of secondary education in the United States, by Nicholas Murray Butler . 1448 The curriculum for secondary schools, by William T. Harris, United States Commissioner of Education . 1457 The unity of educational reform, by Charles "W. Eliot, president of Harvard University . 1465 Notes on the report of the committee of ten, by James H. Baker, president of University of Colorado . 1473 The report of the conference on English, by A. F. Nightingale, superintendent of high schools, Chicago . 1484 The report; from the point of view of the large mixed high school, by O. D. Eobinson, principal Albany (N. Y. ) High School . 1489 Bibliography . 1491 Chapter III.— The National Educational Association. Historical sketch, by Zalmon Eichards, Washington, D. C . 1495 Organization and functions of the Association, by William T. Harris, LL. D . 1502 Constitution of the National Educational Association . 1506 Constitution of National Council of Education . 1508 List of meetings, officers, and annual membership from each State . . 1510 Catalogue of papers and addresses since first organization : Subject classification . 1513 Author classification . 1534 Chapter IV.— The Education of the Negro —Its Character and Facilities. Introduction . 1551 Its cost is borne by the white race . 1552 It is almost entirely elementary . 1554 It is becoming more and more industrial . 1559 The teaching force . 1563 Professional training . 1564 Statistics of institutions for educating the colored race, showing grade of students during 1892-93. 1568 Chapter V.— Pecuniary Aid for Students in Universities and Colleges. Introductory remarks . 1573 Aid in universities and colleges of the United States . 1576 In colleges for women . 1593 III ~7 5" IV TABLE OF CONTENTS. Page. In the universities of England . 1594 In Franco . 1903 In Germany . 1010 Chapter VI. Univepsity Extension . 1613 Chapter TII.— Medical Education. Raising the standard . 1017 Effect of lengthening the course . 1018 Legal control of the practice of medicine . * . 1619 Fraudulent medical schools . 1022 Spring courses of lectures— study under a p receptor . 1623 Clinical instruction . 1024 Students having degrees . 1025 Women in the practice of medicine . 1027 Higher medical education, by Dr. William H. Welch, professor of pathology in Johns Hopkins University . 1629 American and German medical students, by Dr. F. B. Mallory . 1031 Chapter Till.— Education in the Various States. Alabama . - . 1033 Connecticut . 1636 District of Columbia . . . . . . . . . . . . . 1043 Kentucky . 1647 Louisi ana . 1649 Massachusetts . - . „ . - . 1050 Michigan . 1652 Mississippi . 1055 Missouri . 1057 New Jersey . 1004 New York . 1669 Ohio and Pennsylvania . 1071 Rhode Island . 1075 South Carolina . 1677 Tennessee . 1078 Virginia . 1679 West Virginia . 1683 Chapter IX. Report on Educational Affairs in Alaska . 1705 Chapter X. Educational Necrology . 1749 PART IV.— STATISTICAL TABLES. School population, attendance, supervisors, teachers, and accommodations in cities of 8,000 or more inhabitants . 1786 Receipts and expenditures of public school systems of cities of 8,000 or more inhabitants . 1801 Cities from which no school data are available . 1S15 Public high schools . • . . . . . 1816 Endowed academies, seminaries, and other private secondary schools . 1S97 Fniversities and colleges . 1952 Colleges for women, Division A . 2968 Colleges for women, Division B . 1969 Colleges of agriculture and the mechanic arts . . . 1972 Institutions for the education of colored students in agriculture and the mechanic arts . 1976 Receipts and expenditures for the year ended June 30, 1893, of the funds for the benefit of col¬ leges of agriculture and the mechanic arts . 1978 Scientific schools and institutes of technology . 2981 Schools of theology . 1982 Schools of law . 2988 Schools of medicine . 2990 Schools of dentistry . 2996 TABLE OF CONTENTS. y Page. Schools of pharmacy . 1997 Schools of veterinary medicine . . . 1999 Training schoels for nurses . - . 2000 Public normal schools . 2002 Private normal schools . 2010 Normal students in universities and colleges . . . . 2014 Commercial and business colleges . . . . . 2018 State institutions for the deaf . 2042 Public day schools for the deaf . . 2050 Private schools for the deaf . 2053 State institutions for the blind . . . 2056 State institutions for the feeble-minded . . . 2061 Private schools for the feeble-minded . 2065 Reform schools . 2067 Public elementary education in foreign countries . 2075 Index . 20S3 PART III. CHAPTER I. DOCUMENTS ILLUSTRATIVE OF AMERICAN EDUCATIONAL HISTORY. Compiled and annotated byB. A. Hinsdale, Ph. D., LL. D., Professor of the Science and the Art of Teaching in the University of Michigan. Contents. — Introductory remarks — I. Massachusetts legislation — II. Plymouth legisla¬ tion — III. Connecticut legislation — IV. The common-school fund of Connecticut — Y. Pennsylvania legislation — YI. Congressional land grants for common schools and universities — Y1I. Congressional grants of land and money for colleges of agricul¬ ture and the mechanic arts, 1S62-1S90 — VIII. The Bureau of Education — IX. Early views and plans relating to a national university — X. Provisions of the State consti¬ tutions relating to education. INTRODUCTORY REMARKS. Documents are the basis of history. Dr. E. A. Freeman has very justly remarked “that the most ingenious and eloquent of modern his¬ torical discourses can after all be nothing more than a comment on a text A Even teachers who do not primarily deal with original mate¬ rials find it necessary constantly to resort to such materials for the illustration and enforcement of historic truth, and often for its dis¬ covery. Ro sooner had the compiler of this chapter begun to teach, or even to study, American educational history, than he was embarrassed by the lack of suitable documents with which to carry on his work prop¬ erly. For reasons that are only too obvious, the memorials of educa¬ tion are less accessible than the memorials of war and politics. The limited number of documents here brought together were found scat tered through many volumes, even counting the older collections that have been consulted. This collection originated, therefore, in the practical needs of the compiler’s own study and lecture room. As measured by a compilation that might be made, it is meager indeed; but it is believed that students and teachers of the subject, also jour¬ nalists, statesmen, and many others will find it a useful repository of materials. 1225 1226 EDUCATION REPORT, 1892-93. While the sources from which the documents were immediately drawn are given in the pages following, it is proper to express obliga¬ tions to Dr. Barnard, Dr. Wickersliam, Dr. Goode, and Mr. Poore. Dr. E. B. Hough’s compilation, ‘Constitutional Provisions Relating to Education, Literature, and Science in the Several States of the Amer¬ ican Union, etc., published by the Bureau as a Circular of Information, Ro. VII, 1875, has been very helpful. It has not been thought desir¬ able, however, to include all of the material contained in that circular in this chapter. Still all the constitutional provisions relating. to the subject ever adopted down to date will here be found. Such of Dr. Hough’s notes as have been retained are marked “H.” It is proper also to remark that the compiler has made free use of a previous com¬ pilation of his own — Topics in the Educational History of the United States— -printed for private circulation. I. MASSACHUSETTS LEGISLATION, 1636-1789. 1. Harvard College : Grant of 1636, grant of 1637, grant of 1638-39, grant of 1640 ; remarks ~by President Quincy ; act establishing the overseers of Harvard College, 1642; character of the president and fellows of Harvard College, 1650; appendix to charter, 1657; final resolve of the provincial legislature declaring the charter of 1650 not repealed, 1707 ; provisions of the charter of Massachusetts Pay relating to schools and colleges, 1691. 2. Common Schools: Ordinance of 1642; ordinance of 1647; quotation from Lord Macaulay; declaration of the general court, 1652; order of the general court, 1654; order by the general court 1671; order of the general court 1683; act of 1789; quota¬ tions from Dr. George B. Emerson, John Adams, and President Dwight. All the legislation in relation to Harvard College down to 1780 is here brought together in chronological order. All other school legis¬ lation enacted by the general court down to 1683, or at least all that I have found, is also given. By that time the common-school system was legislatively well developed, and ifc was not thereafter practically changed until the act of 1789, which was based on the constitution of 1780. The educational provisions of the colonial charter of 1691 are also given, for a reason that will appear in the accompanying anno¬ tation. 1. HARVARD COLLEGE. GRANTS OF THE GENERAL COURT. [At a court, holdcn September 8, 1636, and continued by adjournment to the 28tb of tbe 8tb month (October, 1636).] Tlie court agreed to give £400 toward a school or college, whereof £200 to he paid next year and £200 when the work is finished, and the next court to appoint where and what building.1 i__. [At a general court, holden at Newtown, on the 2d of the 9th month (November 2), 1637.] The college ordered to be at Newtown.2 For the college, the governor, Mr. Winthrop, the deputy, Mr. Dudley, the treas¬ urer. Mr. Bellingham, Mr. Humphrey, Mr. Herlakenden, Mr. Stoughten, Mr. Cotton, Mass. Coll. Records, Vol. 1, p. 183. 2 Ibid., p. 208. AMERICAN EDUCATIONAL HISTORY. 1227 Mr. Wilson, Mr. Davenport, Mr. Welde, Mr. Shepard, and Mr. Peters; these, or the greater part of them, -whereof Mr. Winthrop, Mr. Dudley, or Mr. Bellingham to he always one, to take order for a college at Newtown.1 [At a court, holdenthe 13th of the 1st month (March), 1G38-39.] It is ordered, that the college agreed upon formerly to be built at Cambridge shall be called Harvard College.2 [At a court, holdcn the 7th day of the 8th month (October), 1640.] The ferry between Boston and Charlestown is granted to the college.3 Concerning the change of the name of Newtown to Cambridge and the naming of the college President Quincy writes: The name of the town was soon after changed to Cambridge, a grateful tribute to the transatlantic literary parent of many of the first emigrants and indicative of the high destiny to which they intended the institution should aspire. In the year 1638, while they were only contemplating its commencement, John Harvard, a dissenting clergyman of England, resident at Charlestown, died, and bequeathed one-half of his whole property and his entire library to the institution. An instance of benevolence thus striking and timely, proceeding from one who had been scarcely a year in the country, was accepted by our fathers as an omen of Divine favor. With prayer* and thanksgiving they immediately commenced the seminary, and conferred upon it the name of Harvard.4 THE ACT ESTABLISHING THE OVERSEERS OF HARVARD COLLEGE. [At a general court, held in Boston in the year 1642.] Whereas throngh the good hand of God upon us there is a college founded in Cam¬ bridge, in the county of Middlesex, called Harvard College, for the encouragement whereof this court has given the sum of four hundred pounds, and also the revenue of the ferry betwixt Charlestown and Boston, and that the well ordering and manag¬ ing of the said college is of great concernment : It is therefore ordered ~by this court, and the authority thereof, That the governor and deputy governor for the time being, and all the magistrates of this jurisdiction, together with the teaching elders of the six next adjoining towns, viz, Cambridge, Watertown, Charlestown, Boston, Roxbury, and Dorchester, and the president of the said college for the time being, shall, from time to time, have full power and authority to make and establish all such orders, statutes, and constitutions as they shall see necessary for the instituting, guiding, and furthering of the said college, and the several members thereof, from time to time, in piety, morality, and learning; as also to dispose, order, and manage, to the use and behoof of the said college and the members thereof, all gifts, legacies, bequeaths, revenues, lands, and donations, as either have been, are, or shall be, conferred, bestowed, or any ways shall fall or come to the said college. And whereas it may come to pass that many of the said magistrates and said elders may be absent, or otherwise employed about other weighty affairs, when the said college may need their present help and counsel; It is therefore ordered, That the greater number of said magistrates and elders which shall be present, with the president, shall have the power of the whole: Provided, That if any constitution, order, or orders by them made shall be found hurtful to the said college, or the members thereof, or to the weal public, then, upon appeal of the party or parties grieved unto the company of overseers first 'Mass. Coll. Records ,Vol. I, p. 217. 2lbid., p. 253. s Ibid., p. 304. 4 History of Harvard University, Vol. I, p. 9. 1228 EDUCATION REPORT, 1892-93. mentioned, they shall repeal the said order or orders, if they shall see cause, at their next meeting, or stand accountable thereof to the next general court.1 CHARTER OF THE PRESIDENT AND FELLOWS OF HARVARD COLLEGE. [Under the seal of the colony of Massachusetts Bay. and hearing date May 3, A. D. 1650.] Whereas through the good hand of God many well-devoted persons have been, and daily are, moved and stirred up to give and bestow sundry gifts, legacies, lands, and revenues for the advancement of all good literature, arts, and sciences in Har¬ vard College, in Cambridge, in the county of Middlesex, and to the maintenance of the president and fellows, and for all accommodations of buildings, and all other necessary provisions that may conduce to the education of the English and Indian youth of this country in knowledge and godliness: It is therefore ordered and enacted by this court , and the authority thereof, That for the furthering of the good work, and for the purposes aforesaid from henceforth, that the said college in Cambridge, in Middlesex, in New England, shall be a corporation, consisting of seven persons, to wit, a president, five fellows, and a treasurer or bur¬ sar; and that Henry Duns ter shall be the first president; Samuel Mather, Samuel Danforth, masters of art; Jonathan Mitchell, Comfort Starr, and Samuel Eaton, bachelors of art, shall be the five fellows; and Thomas Danforth to be present treasurer, all of whom being inhabitants in the bay, and. shall bo the first seven per¬ sons of which the said corporation shall consist; and that the said seven persons, or the greater number of them, procuring the presence of the overseers of the college, and by their counsel and consent, shall have power, and are hereby authorized, at any time or times, to elect a new president, fellows, or treasurer, so oft, and from time to time, as any of the said persons shall die or be removed; which said presi¬ dent and fellows, for the time being, shall forever hereafter, in name and fact, be one body politic and corporate in law, to all intents and purposes ; and shall have per¬ petual succession ; and shall be called by the name of President and Fellows of Har¬ vard College, and shall, from time to time, be eligible as aforesaid, and by that name they, and their successors, shall and may purchase and acquire to themselves, or take and receive upon free gift and donation, any lands, tenements, or hereditaments writliin this jurisdiction of the Massachusetts, not exceeding five hundred pounds per annum, and any goods and sums of money whatsoever, to the use and behoof of the said president, fellows, and scholars of the said college; and also may sue and plead, or be sued and impleaded by the name aforesaid in all courts and places of judicature within the jurisdiction aforesaid. And that the said president, with any three of the fellows, shall have power, and are hereby authorized, when they shall think fit, to make and appoint a common seal for the use of the said corporation. And the president and fellows, or major part of them, from time to time, may meet and choose such officers and servants for the college, and make such allowance to them, and them also to remove, and after death or removal to choose such others, and to make, from time to time, such orders and by-laws for the better ordering and carrying on the work of the college as they shall think fit; provided, the said orders be allowed by the overseers. And also, that the president and fellows, or any major part of them, with the treasurer, shall have power to make conclusive bargains for lands and tenements to be purchased by the said corporation for valuable consideration. And for the better ordering of the government of the said college and corporation — Be it enacted by the authority aforesaid, That the president and three more of the fellows shall and may, from time to time, upon due warning or notice given by the president to the rest, hold a meeting for the debating and concluding of affairs con¬ cerning the profits and revenues of any lands and disposing of their goods (provided that all the said disposings be according to the Avills of the donors), and for direc- Mass. Coll. Records, Yol. II, p. 30. AMERICAN EDUCATIONAL HISTORY. 1229 tion in all emergent occasions, execution of all orders and by-laws, and for the procuring of a general meeting of all the overseers and society in great and difficult cases, and in cases of nonagreement; in all which cases aforesaid the conclusion shall be made by the major part (the said president having a casting voice), the over¬ seers consenting thereto, and that all tho aforesaid transactions shall tend to and for the use and behoof of the president, fellows, scholars, and officers of the said college, and for all accommodations of buildings, books, and all other necessary provisions and furnitures as maybe for the advancement and education of youth in all manner of good literature, arts, and sciences. And further be it ordered by this court and the authority thereof That all the lands, tenements, hereditaments, houses, or revenues, within this jurisdiction, to the afore¬ said president or college appertaining, not exceeding the value of five hundred pounds per annum, shall from henceforth bo freed from all civil impositions, taxes and rates; all goods to the said corporation, or to any scholars thereof appertaining shall bo exempted from all manner of toll, customs, and excise whatsoever. And that the said president, fellows, and scholars, together with the servants and other necessary officers to the said president or college appertaining, not exceeding ten, viz, three to the president and seven to the college belonging, shall be exempted from ail personal civil offices, military exercises or services, watchings, and ward- ings ; and such of their estates, not exceeding one hundred pounds a man, shall be free from all county taxes or rates whatsoever, and no other. In witness thereof the court hath caused the seal of the colony to be hereunto affixed. Dated the one and thirtieth day of the third mouth called May, anno 1650. [l. s.] Thomas Dudley, Govei'nor .l [An appendix to tlie college charter, granted by an act of the general court of the colony, passed anno 1657.] At a general court, held at Boston the 14th of October, 1657. In answer to certain proposals presented to this court by tho overseers of Harvard College as an appendix to the college charter, it is ordered, Tho corporation shall have power, from time to time, to make such orders and by-laws for the better ordering and carrying on of the work of the college as they shall see cause, without dependence upon the consent of the overseers foregoing: Provided always, That the corporation shall be responsible unto, and those orders and by-laws shall be alterable by, the overseers according to their discretion. And when the corporation shall hold a meeting for agreeing with college servants; for making of orders and by-laws; for debating and concluding of affairs concern¬ ing the profits and revenues of any lands or gifts and the disposing thereof (pro¬ vided that all the said disposals be according to the wills of the donors); for managing of all emergent occasions; for the procuring of a general meeting of the overseers and-society in great and difficult cases and in case of nonagreement; and to all other college affairs to them pertaining — in all these cases the conclusion shall be valid, being made by the major part of the corporation, the president hav¬ ing a casting vote: Provided always, That in these things also they be responsible to the overseers as aforesaid. And in case tho corporation shall see cause to call a meeting of the overseers, or the overseers shall think good to meet of themselves, it shall be sufficient unto the validity of college acts that notice be given to the overseers in the six towns men¬ tioned in the printed law anno 1612, when the rest of the overseers, by reason of the remoteness of their inhabitants, can not conveniently be acquainted therewith.2 1 Mass. Coll. Records, Vol. Ill, pp. 195, 196. 2 Records of tlie general court, Vol. IV, p. 265. 1230 EDUCATION REPORT, 1892-93. [Final resolve of the 'provincial legislature, declaring the college charter of 1650 not repealed, anxT directing the president and fellows of the college to exercise the jiowers granted by it.] Anno Regni Annse Reginge Sexto. At a great or general court or assembly for Her Majesty’s province of tlie Massa-'; elms e its Bay, in New England, begun and held at Boston, upon Wednesday, the twenty-eighth of May, 1707, and continued by several prorogations unto Wednesday, ■ the twenty-ninth of October following, being the third session. In council, Thursday, December 4, 1707. The governor and council, having accepted and approved the choice made by the fellows of Harvard College, in Cambridge, of Mr. John Lever ett to be present president of the said college, to till up that vacancy — Propose that the house of representatives consider of and grant a suitable salary , to be paid to the said president annually out of the public treasury, for his encour- : agement and support during his continuance in said office, residing at Cambridge, and discharging the proper duties to a president belonging, and entirely devoting himself to that service. And inasmuch as the first foundation and establishment of that house and the government thereof hath its original from an act of the general court, made and passed in the year one thousand six hundred and fifty, which has not been repealed or nulled ; The president and fellows of the said college are directed from time to time to regu¬ late themselves according to the rules of the constitution by the said act prescribed, and to exercise the powers and authority thereby granted for the government of that house and support thereof. Voted. Sent down for concurrence. s Isa. Addington, Secretary. In the house of representatives, December 5, 1707. Read, and concurred, and voted, that the sum for salary be one hundred and fifty pounds. John Burrell, Speaker. Agreed to in the council, December 6, 1707. Isa. Addington, Secretary. Consented to. J. Dudley.1 The following provisions, found in the provincial charter of Massa¬ chusetts Bay, bearing date October 7, 1691, were inserted, it is sup¬ posed, in the interest of Harvard College. Their insertion in that document is a striking proof of the position that the college then held in the life of the colony. Increase Mather, who was president of Har¬ vard at the time, according to President Quincy, was chiefly instru¬ mental in procuring the new charter, and in persuading the people of the colony to accept it.2 These provisions are believed to be the only mention of schools, col¬ leges, education, or learning in the royal charters constituting or recog¬ nizing the American colonies. The antique spelling is preserved : Provided nevertlielesse and Wee doe for Vs Our Ilei-res and Successors Grant and ordeyne that all and every such Lands Tenements and Hereditaments and all other estates which any person or persons or Bodyes-Politiquc or Corporate Townes Vil¬ lages Colledges or Schooles doe hold and enjoy or ought to hold and enjoy within the bounds aforesaid by or vnder any Grant or estate duely made or granted by any 1 Sec Quincy, History of Harvard University, Vol. I, pp. 611, 612. •^History of Harvard University, Vol. I, p. 59. AMERICAN EDUCATIONAL HISTORY. 1231 Generali Court formerly lield or by virtue of tlie Letters Patents herein before recited or by any other law full Right or Title whatsoever shall be by such person and per¬ sons Bodyes Politique and Corporate Townes Villages Colledges or Schooles their respective Heires Successors and Assignes for ever hereafter held and enjoyed accord¬ ing to the purport and Intent of such respective Grant vnder and Subject neverthe- lessc to the Rents and Services thereby reserved or made*payablc any matter or thing whatsoever to the contrary notwithstanding . It being Our further Will and Pleasure that no Grants or Conveyances of any Lands Tenements or Heredita¬ ments to any Townes Colledges Schooles of Learning or to any private person or persons shall bo judged or taken to be avoided or prejudiced for or by reason of any want or defect of Form but that the samo stand and remaine in force and be main- teyned adjudged and have effect in the same manner as the same should or ought before the time of the said recited Judgment according to the Laws and Rules then and there vsually practised and allowed.1 2 2. COMMON SCHOOLS. Ordinance of June 14, 1642. This court, taking into consideration the great neglect of many parents and mas¬ ters in training up their children in learning and labor, and other employments which may be profitable to the commonwealth, do hereupon order and decree that in every town the chosen men appointed for managing the prudential affairs of the same shall henceforth stand charged with the care of the redress of this evil, so as they shall be sufficiently punished by fines for the neglect thereof upon presentment of the grand jury, or any other information or complaint in any court within this jurisdiction; and for this end they, or the greater number of them, shall have the power to take account from time to time of all parents and masters, and of their children, concern¬ ing their calling and employment of their children, especially of their ability to read and understand the principles of religion and the capital laws of this country, and to inrposo fines upon such as shall refuse to render such accounts to them when they shall be required; and they shall have power, with consent of any court or the mag¬ istrate, to put forth apprentices the children of such as they shall [find] not to be able and fit to employ and bring them up. They shall take * * * employing them * * * up, nor shall take course to dispose of * * * themselves; and they are to take care of such as are set to keep cattle be set to some other employment withal, as spinning upon the rock, knitting, weaving tape, &c., and that boys and girls be not suffered to converse together, so as may occasion any wanton, dishonest, or immodest behaviour. And for their better performance of this trust committed to them, they may divide the town amongst them, appointing to every of the said townsmen a certain number of families to have special oversight of. They are also to provide that O' sufficient quantity of materials, as hemp, flax, etc., may be raised in their several townes, and tools and implements provided for working out the same; and for their assistance in this so needful and beneficial employment, if they meet with any difficulty or opposition which they cannot well master by their own power, they may have recourse to some of tho magistrates, who shall take such course for their help and encouragement as the occasion shall require according to justice; and the said townsmen, at the next court in those limits, after the end of their year, shall give a brief account in writing of their proceedings herein, provided that they have been so required by some court or magistrate a month at least before, and this order to continue for two years, and till the court shall take further order." 1 Poore, Yol. I, p. 918. 2 Mass. Coll. Records, Yol. II, pp. 6-9. 1232 EDUCATION REPORT, 1892-93. Ordinance of 1647. The following ordinance was adopted November 11, 1647 : It being one of the chief projects of that old dcluder Satan to keep men from the knowledge of the Scriptures, as in former times by keepiqg them in an unknown tongue, so in these latter times by persuading from the use of tongues, that so at least the true sense and meaning of the original might be clouded by false gloss is of saint-seeming deceivers, that learning may not be buried in the grave of our fathers in tlie church and commonwealth, the Lord assisting our endeavors : It is therefore ordered, That every township in this jurisdiction, after the Lord hath increased them to the number of fifty householders, shall then forthwith appoint one within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those that order the prudentials of the town shall appoint: Provided, Those that send their children be not oppressed by paying much more than they can have them taught for in other towns ; and It is further ordered , That where any town shall increase to the number of one hundred families or householders, they shall set up a grammar school, the master thereof being able to instruct youth, so far as they may bo fitted, for the university : Provided, That if any town neglect the performance hereof above one year, that every such town shall pay five pounds to the next school until they shall perform this order.1 It is not quite certain which of the two foregoing statutes Lord Macaulay had in mind when he pronounced his famous eulogy upon Massachusetts in the House of Commons in 1847 : Assuredly if there be any class of men whom the Protestant nonconformists of England respect more highly than another, if any whoso memory they hold in deeper veneration, it is that class of men, of high spirit and unconquerable princi¬ ples, who in the days of Archbishop Laud preferred leaving their native country and living in the savage solitudes of a wilderness rather than to live in a land of prosperity and plenty where they could not enjoy the privilege of worshiping their Maker freely according to the dictates of their conscience. Those men, illustrious forever in history, were the founders of the Commonwealth of Massachusetts. But though their love of freedom of conscience was illimitable and indestructible, they could see nothing servile or degrading in the principle that the State should take upon itself the charge of the education of the people. In the year 1612 they passed their first legislative enactment on this subject, in the preamble of which they dis¬ tinctly pledged themselves to this principle, that education was a matter of the deepest possible importance and greatest possible interest to all nations and to all communities, and that, as such, it was in an eminent degree deserving of the peculiar attention of the State.2 [At the second session of the general court, held at Boston, the 19th of October, 1652 J declaration concerning the advancement of learning in Isew England by the general court. If it should be granted that learning, namely, skill in the tongues and liberal arts, is not absolutely necessary for the being of a Commonwealth and churches, yet wo conceive that, in the judgment of the godly wise, it is beyond all question not only laudable, but necessary for the well-being of the same; and although New England (blessed be God) is completely furnished (for this present age) with men in place, and upon occasion of death or otherwise, to make supply of magistrates, associates in courts, physicians, and officers in the Commonwealth, and of teaching elders in 1Mass. Coll. Records, Yol. II, p. 203. 2 Speeches, Yol. II, pp. 333, 334, New York, 1852. AMERICAN EDUCATIONAL HISTORY. 1235 the churches, yet for the Letter discharge of our trust for the next generation, and so to posterity, seeing the first founders do wear away apace, and that it grows, more and more difficult to fill places of most eminence as they are empty or wanting; and this court, finding by manifest experience that though the number of scholars at our college doth increase, yet as soon as they grow up ready for public use they leave the country, and seek for and accept of employment, elsewhere, so that if timely. provision be not made it will tend much to the disparagement, if not to the ruin, of this Commonwealth : It is therefore ordered and hereby enacted by this court, that a voluntary collection be commended to the inhabitants of this jurisdic¬ tion for the raising of such a sum as may be employed for the maintenance of the president, certain fellows, and poor scholars in Harvard College, and for that pur¬ pose do further order, that every town of this jurisdiction do choose one meet per¬ son to take the voluntary subscriptions of such as shall underwrite any sum or sums of money for that purpose, and to make return thereof to the next court; and forasmuch as all the colonies are concerned therein, this court doth order the secre¬ tary to signify to the governor of the several colonies our endeavors herein, and to commend the same unto them for their help and furtherance in so good a work.1 [At a general court of election, held at Boston, the 3rd of the 3rd month (Hay 3), 1654.] Ordered , Forasmuch as it greatly concerns the welfare of this country that the youth thereof be educated not only in good literature, but sound doctrine, this court doth therefore commend it to the serious consideration and special care of the overseers of the college and the selectmen in the several towns not to admit or suffer any such to be continued in the office or place of teaching, educating, or instructing of youth, or child, in the college or schools that have manifested themselves unsound in* the faith or scandalous in their lives, and not giving due satisfaction according to the rules of Christ.2 [At a general court for elections, held at Boston, the 31st of May, 1671.] Whereas the law requires every town, consisting of one hundred families or upward, to set up a grammar school, and appoint a master thereof, able to instruct youth so as to fit them for the college, and upon neglect thereof the said town is to pay five pounds per annum to the next Latin school until they shall perform that order, the court, upon weighty reasons, judge meet to declare and order, that every town of one hundred families and upwards that shall neglect or omit to keep a grammar school, as is provided in that law, such town shall pay ten pounds per annum unto the next town school that is set according to that law. Whereas in the law, title Townships, the several towns and selectmen of the said towns have power to impose penalties as the law directs; and whereas many con¬ stables question whether it be their duty to serve warrants from the selectmen for persons to appear beforo them and to levy fines for the removal of such doubts, and, as an addition to the said law, this court doeth order and require that all constables respectively shall serve all warrants from the selectmen, and levy all such fines as shall be imposed by the said towns or selectmen : * * * * * * * It is ordered hy this court, and the authority thereof, That all gifts and legacies given and bequeathed to the college, schools of learning, or any other public use, shall be truly and faithfully disposed of according to the true and declared intent of the donors; and all and every person or persons intrusted to receive or improve any such gift or legacies shall be liable from time to time to give account of their disposal and management thereof to the county court of that shire where they dwell and where such estate shall lie, who are hereby empowered to require the same, where need shall be, to appoint feoffees of trust to settle and manage the same according to the will of the donors.3 1 The Records of the Colony of the Massachusetts Bay, in Xew England, Yol. I V, Part I, pp. ICO, 101. sIbid., pp. 182, 183. 3Ibid., Part II, pp. 486,488. ED 93 - 78 1234 EDUCATION REPOET, 1892-S3. [At the second session of the general court, lield at Boston, October 10, 1683.] As an addition to tlie law title Schools, • This court does order and enact, That every town consisting of more than five hundred families or householders shall set up and maintain two grammar schools and two writing schools, the mas¬ ters whereof shall he fit and ahle to instruct youth as said law directs. And whereas the said law makes the penalty for such towns as provide not schools as the law directs to pay to the next school ten pounds : This court hereby enacts that the penalty shall be twenty pounds when there are two hundred families or householders. The law requiring every person above the age of 16 years duly to attend all military exercise and service, as training, watching, warding, under penalty of 5 shillings for every fault, excepted from its opera¬ tion the president, fellows, students, and officers of Harvard College, and professed schoolmasters. AX ACT to provide for tbe instruction of youtb and for the promotion of good education (17S9). Whereas the constitution of this Commonwealth hath declared it to be the duty of the general court to provide for the education of youth ; and whereas a general dis¬ semination of knowledge and virtue is necessary to the prosperity of every State and the very existence of a Commonwealth : Be it enacted by the senate and house of representatives in general court assembled, and»by the authority of the same, That every town or district within this Common¬ wealth, containing fifty families or householders, shall be provided with a school¬ master or schoolmasters of good morals, to teach children to read and write and to instruct them in the English language, as well as in arithmetic, orthography, and decent behavior, for such term of time as shall be equivalent to six months for one school in each year. And every town or district, containing one hundred families or householders, shall be provided with such schoolmaster or schoolmasters for such term of time as shall be equivalent to twelve months for one school in each year. And every town or district, containing one hundred and fifty families or householders, shall be provided with such schoolmaster or schcolmasters for such term of time as shall be equivalent to six months in each year; and shall, in addition thereto, be provided with a schoolmaster or schoolmasters, as above described, to instruct chil¬ dren in the English language for such term of time as shall be equivalent to twelve months for one school in each year. And every town or district, containing two hundred families or householders, shall be provided w7ith a grammar schoolmaster of good morals, well instructed in the Latin, Greek, and English languages, and shall, in addition thereto, be provided wdth a schoolmaster or schoolmasters, as above described, to instruct children in the English language, for such term of time as shall be equivalent to twelve months for each of said schools in each year; and Whereas by means of the dispersed situation of the inhabitants of several towns and districts in this Commonwealth the children and youth can not be collected in any one place for their instruction, and it has thence become expedient that the towns and districts in the circumstances aforesaid should be divided into separate districts for the purpose aforesaid : Be it therefore enacted by the authority aforesaid, That the several towns and districts in this Commonwealth be, and they are hereby, authorized and impowered, in town meeting, to be called for that purpose, to determine and define the limits of school districts within their towns and districts respectively. And to the end that grammar schoolmasters may not be prevented in their endeav¬ ors to discharge their trust in the most useful manner — Be it further enacted, That no youth shall be sent to such grammar schools unless they shall have learned in some other school or in some other way to read the Eng- AMERICAN EDUCATIONAL HISTORY. 1235 lish language by spelling tlie same, or the selectmen of the town where such gram¬ mar school is shall direct the grammar schoolmaster to receive and instruct such youth. Be it farther enacted by the authority aforesaid, That it shall be, and it is hereby, made the duty of the president, professors, and tutors of the university at Cam¬ bridge, preceptors and teachers of academies, and ail other instructors of youth, to take diligent care and to exert their best endeavors to impress on the minds of chil¬ dren and youth committed to their care and instruction the principles of piety, jus¬ tice, and a sacred regard to truth, love to their country, humanity, and universal benevolence, sobriety, industry, and frugality, chastity, moderation, and temperance, and those other virtues which are the ornament of human society, and the basis upon which the republican constitution is structured; and it shall be the duty of such instructors to endeavor to lead those under their care (as their ages and capac¬ ities will admit) into a particular understanding of the tendency of the before- mentioned virtues, to preserve and perfect a republican constitution, and to secure the blessings of liberty, as well as to promote their future happiness ; and the tend¬ ency of the opposite vices to slavery and ruin. i And to the end that improx>er persons may not be employed in the important offices before mentioned — i Be it further enacted by the authority aforesaid, That no person shall be employed as a schoolmaster as aforesaid unless he shall have received an education at some col¬ lege or university, and before entering on the said business shall produce satisfactory evidence thereof ; or unless the person to be employed as aforesaid shall produce a cer¬ tificate from a learned minister, well skilled in the Greek and Latin languages, settled in the town or place where the school is proposed to be kept, or two other such min¬ isters in the vicinity thereof, that they have reason to believe that he is well quali¬ fied to discharge the duties devolved upon such schoolmaster by this act; and in addition thereto, if for a grammar school, “that he is of competent skill in the Greek and Latin languages for the said purpose.” And the candidate of either of the descriptions aforesaid shall, moreover, produce a certificate from a settled min¬ ister of tho town, district, parish, or place to which such candidate belongs, or from the selectmen of such town or district, or committee of such jjarisli or place, “that to the best of his or their knowledge he sustains a good moral character.” • \ Provided, nevertheless, This last certificate respecting morals shall not be deemed necessary where the candidate for such school belongs to the place where the same is proposed to be actually kept ; it shall, however, be the duty of such selectmen or committee who may be authorized to hire such schoolmaster specially to attend to his morals; and no settled minister shall be deemed, held, or accepted to be a school¬ master within the intent of this act. And be it further enacted by the authority aforesaid, That if any town or district, having the number of fifty families or householders and less than one hundred, shall neglect the procuring and supporting a schoolmaster or schoolmasters to teach the English language as aforesaid by the space of six months in one year, such deficient town or district shall incur the penalty of ten pounds, and a penalty proportionable for a less time than six months in a year, upon conviction thereof ; and upon having the number of one hundred families or householders and upwards, shall neglect the procuring and supporting such schoolmaster or schoolmasters as is herein required to be kept by such town for the space of one year, every such deficient town or district shall incur the penalty of twenty pounds, and a proportionable sum for a less time than a year, upon conviction of such neglect; and every town or district having one hundred and fifty families or householders which shall neglect the procuring and supporting such schoolmasters, and for such term of time as the schools afore¬ said are herein required to be kept by such town or district in any one year, shall incur the penalty of thirty pounds, and a proportionable sum for a less time, upon conviction of such neglect ; and every town or district having two hundred families 1236 EDUCATION REPORT, 1892-93. or householders and upwards that shall neglect the procuring and supporting such grammar schoolmaster as aforesaid for the space of one year shall incur the penalty of thirty x>ounds, and a proportionable sum for a less time than a year, upon con¬ viction of such neglect. And be it farther enacted by the authority aforesaid , That the penalties which may he incurred hy virtue of this act shall he levied by warrant from the supreme judiciary court or court of general sessions of the peace for the county to which such deficient town or district belongs upon the inhabitants of such deficient town or district in the same manner as other sums for the use of the county, and shall he paid into the county treasury, and the same shall he appropriated for the support of such school or schools as are prescribed hy this law in such town or towns, district or districts, in the same county as shall have complied with this law and wdioso circumstances most require such assistance, or in such plantation or plantations in the same county as the said court of sessions shall order and direct; and it shall he the duty of the minister or ministers of the gospel and the selectmen (or such other persons as shall be specially chosen hy each town or district for that purpose) of the several towns or districts to use their influence and best endeavors that the youth of their respective towns and districts do regularly attend the schools appointed and supported as afore¬ said for their instruction, and once in every six months at least, and as much oftener as they shall determine it necessary, to visit and inspect the several schools in their respective towns and districts, and shall enquire into the regulation and discipline thereof and the proficiency of the scholars therein, giving reasonable notice of the time of their visitation. Be it enacted by the authority aforesaid, That all plantations which shall he taxed to the support of government, and all parishes and precincts, are hereby authorized and empowered, at their annual meeting in March or April, to vote and raise such sums of money upon the polls and rateable estates of their respective inhabitants for the support and maintenance of a schoolmaster to teach their children and youth to read, write, and cipher as they shall judge expedient, to be assessed by their assessors in due proportion, and to be collected in like manner with the public taxes. And whereas schools for the education of children in the most early stages of life may be kept in towns, districts, or plantations, which schools are not before particu¬ larly described in this act, and that the greatest attention maybe given to the early establishing just principles in the tender minds of such children and carefully instructing them in the first principles of reading — Be it enacted, That no person shall be allowed to be a master or mistress of such school, or to keep the same, unless he or she shall obtain a certificate from the select¬ men of such town or district where the same may be kept, or the committee appointed by such town, district or plantation to visit their schools, as well as from a learned minister settled therein, if such there be, that he or she is a person of sober life and conversation, and well qualified to keep such school. And it shall be the duty of such master or mistress carefully to instruct the children attending his or her school in reading (and writing, if contracted for), and to instill into their minds a sense of piety and virtue and to teach them decent behavior. And if any person shall pre¬ sume to keep such school without a certificate as aforesaid, he or she shall forfeit and pay the sum of twenty shillings ; one moiety thereof to the informer, and the other moiety to the use of the poor of the town, district, or plantation where such school may bo kept. Be it further enacted by the authority aforesaid, That no person shall be permitted to keep within this Commonwealth any school described in this act unless in conse¬ quence of an act of naturalization, or otherwise, he shall be a citizen of this or some other of the United States; and if any person who is not a citizen of this or some one of the United States shall presume to keep any such school within this State for the space of one month, he shall be subjected to pay a fine of twenty pounds, and a pro¬ portionable sum for a longer or shorter time; the one-half of which fine shall be to AMERICAN EDUCATIONAL HISTORY. 1237 the use of the person who shall sue for the same, and the other half thereof to the use of this Commonwealth. And be it further enacted by the authority aforesaid , That all fines and forfeitures for a breach of tins act shall he recovered by bill, plaint, or information before any court jiroper to try the same; and all grand jurors shall diligently enquire and pre¬ sentment make of all breaches and neglects of this law. And be it further enacted by the authority aforesaid , That this act shall be in force and operate from and after the first day of October next-.1 About tbe close of the colonial period schools and education suffered a declension in Massachusetts. Said Dr. George B. Emerson in 1869: The common schools and the town grammar schools continued to decline. In the busy world of Massachusetts men of ability found more profitable employment; and the great truth was not yet discovered that women, as teachers and managers and governors of boys, even up to manhood, are often gifted at least as highly as men. Most of the boys were fitted for college by ministers of the gospel, among whom I have the best possible means of knowing that a practice of teaching the elements of the Latin language as a spoken language very generally prevailed as late as one hundred years ago. Academies and private schools grew more and more numerous; sometimes endowed by public-spirited individuals, sometimes by grants of land from the State, often by both, and usually supported in part by fees from the students. In 1834 there were more than nine hundred and fifty of these schools. Those under the supervision of resolute, judicious men, who knew the value of good teaching and how to secure it, and sometimes others, by a fortunate accident or a gracious Providence, had good teachers and flourished. But the greater number wero very poor schools; so also were most of the town schools, and the belief and intimate conviction that most of the common schools were wretchedly poor became, except amongst the most igno¬ rant of the teachers themselves and the most benighted of the people, almost uni¬ versal. The act of 1789, up to which time the laws of which I have been speaking con¬ tinued in operation, was a wide departure from the principle of the original law. It substitutes six months for the constant instruction provided for towns of 50 fami¬ lies, and requires a grammar teacher of determinate qualifications for towns of 200 families, instead of the similar requisition from all towns of half that number of inhabitants. Still, however, far as it falls short of that noble democratic idea of the Puritans of providing the best possible instruction for all, it would, if in force at the present day, render instruction of the highest kind accessible to the children of more than two-thirds of the towns of the Commonwealth.2 Jolm Adams, writing in 1782 to the Abbe De Mably, finds the key to the history of New England in four institutions — the towns or districts, the congregations or religious societies, the schools, and the militia. This is the paragraph in which he describes the schools : There are schools in every town, established by an express law of the colony. Every town containing 60 families is obliged, under a penalty, to maintain con¬ stantly a school and a schoolmaster, who shall teach his scholars reading, writing, arithmetic, and the rudiments of the Latin and Greek languages. All the children of the inhabitants, the rich as well as the poor, have a right to go to these public JThis act passed Juue 25, 1789. Copied from volume entitled, Acts and Laws Passed by General Court of Massachusetts, begun and held at Boston, in the county of Suffolk, on Wednesday, the twenty- seventh day of May, anno Domini 1789, pp. 18-21. Massachusetts and its Early History. Lowell Institute Lectures, pp. 486-487. Published by the Society, 1869. Boston, Mass. 1238 EDUCATION REPORT, 1892-93. schools. There are formed the candidates for admission as students into colleges at Cambridge, New Haven, Princeton, and Dartmouth. In these colleges are educated future masters for these schools, future ministers for these congregations, doctors of law and medicine, and magistrates and officers for the government of the country.1 President Dwight, of Tale College, gives this picture: A stranger traveling through New England marks with not a little surprise the multitude of schoolhouses appearing everywhere at little distances. Familiarized as I am to the sight, they have excited no small interest in my mind, particularly as I was traveling through the settlements recently begun. Here, while the inhabit¬ ants were still living in log huts, they had not only erected schoolhouses for their children, but had built them in a neat style, so as to throw an additional appearance of deformity over their own clumsy habitations. This attachment to education in New England is universal, and the situation of that hamlet must be bad indeed which, if it contains a sufficient number of children for a school, does not provide the necessary accommodations. In 1803 I found neat schoolhouses in Colebrook and Stewart, bordering on the Canadian line.2 The public statutes of Massachusetts relating to public instruction, 1888, furnish interesting items of historical information pertinent to the subject. In 1817 school districts were made corporations, and were empowered to hold property for the use of schools. In 1826 a town con¬ taining 500 families was required to maintain a town or high school, and if it contained 4,000 inhabitants it was required to maintain such, a school in which the classical languages were taught. The law of that year also required the towns to elect a town school committee. The State school fund was established in 1834,* the State legislature took its first action in relation to normal schools in 1837, and two years later two such schools were opened. A normal art school was established in Boston in 1873. Teachers’ institutes were first established in the State in 1845. Massachusetts is the only State in the Union that makes the provision of public high schools obligatory upon the towns.3 II. PLYMOUTH LEGISLATION, 1658-1677. The Plymouth colony records contain the following entries in rela¬ tion to schools:4 1658. It is proposed by the Court vnto tbe seuerall Townsbipes of this Jurisdic¬ tion as a thinge they ought to take into theire serious consideration That some course may be taken that in euery Towne there may be a schoolmaster sett vp to traine vp children to reading and writing. (P. 142.) 1663. This entry is precisely like the preceding one, except that the word “that” is interpolated between “ thing” and “ they.” (P.211.) 1672. Wee being Informed that it is vpon the harts of our Naighbours of the Massachusetts Collonie to support and Incurrage that Nursary of Learning att har- veard Coliedge in Cambridge in New England from whence haue through the blessing 1 Works of Jolin Adams, Vol. V, Appendix, p. 495. 2 Travels in New England and Kew York, Vol. IV, p. 284. 3 See the public statutes of Massachusetts relating to public education, witb annotations and expla¬ nations, including the laws in force December 31, 1888, pp. 5, 6, 7. 4 See Vol. XI (Laws). AMERICAN EDUCATIONAL HISTORY. 1239 of Cod Issued many worthy and vseful persons for Publique seruice in Church and Commonwealth; being alsoe Informed that diners Godly and well affected in Eng¬ land are redy to Assist therein by way of contributing considerable suines prouided the Countrey heer are forward to promote the same; and that the seuerall Townes in the Massachusetts haue bine very free in theire offerings thervnto; wee alsoe being by letters from them Invited and Insighted to Joyne with them in soe good a worke; and that wee may haue an Interest with others In the blessing that the Lord may please fron thence to convey vnto the Countrey ; this Court doth therefore earnestly comend it to the Minnesters and Elders in each Towne, that they takeing such with them as they shall thinks meet; would particularly and earnestly moue and stirr vp all such in theire seuerall townes as are able to contribute vnto this worthy worke be it in mony or other good pay; and that they make a returne of what they shall effect heerin vnto the Court that shall sit in October next whoe will then appoint meet psons to receiue the contributions and. faithfully to dispose of the same for the ends proposed. (Pp. 232, 233.) 1673. It is ordered by the Court that the charge of the free Scoole, which is three and thirty pounds a yeare shalbe defrayed by the Treasurer out of the proffitts ariseing by the ffishing att the Cape vntil such Time as that the minds of the ffree- men bo knowne conserning it which wilbe returned to the next Court of election, (p. 233.) 1674. This Court haueing receiuedby the deputies of the seuerall townes the sig¬ nification of the minds of the Major pte of the freemen of this Collonie that all the proffitts of the ffishing att Cape Code graunted by the Court for the erecting and Maintaining of a Scoole be still continewed for that end if a competent Number of Scollars shall. appeer to be devoated thervnto, which this Court Judges not to be lesse then eight or ten Doe therfore hcerby confeirme the Graunt of the aforsaid proffitts of the ffishing att the Cape to the Maintainanco of the Scoole; and that there bo noo further demaunds, besides the said proffitts of the Cape demaunded of the Country for the Maintainance of the said Scoole. (p. 237.) 1677. fforasmuch as the Maintainanco of good litteraturo doth much tend to the advancement of the weale and flourishing estate of societies and Republiques. This Court doth therfore order; That in whatsoeuer Townshipp in this Gourment consisting of fifty familier or vpwards; any meet man slialbo obtained to teach a Gramer scoole such townshipp shall allow att least tweluo pounds in currant mar- chantable pay to be raised by rat on all the Inhabitants of suckTowne and those that haue the more emediate benifitt tlierof by theire childrens going to scoole with what others may voulcntarily giue to promote soe good a work and generall good, shall make vp the resedue Nessesarie to maintaine the same and that the proffitts ariseing of the Cape ffishing ; lieertofore ordered to maintaine a Gramer scoole in this Collonie, bo distributed to such Townes as haue such Gramer scholes for the main¬ tainance therof; not exceeding fiue pounds p annum to any such Towne vnlesse the Court Treasurer or other appointed to manage that affaire see good cause to adde thervnto to any respectiue Towne not exceeding fiue pounds more p annum ; and further this Court orders that euery such Towne as consists of seauenty families or vpwards and hath not a Gramer scoole therin shall allow and pay vnto the next Towne which hath such Gramer scoole kept vp amongst them, the sumo of fiue pounds p annum in currant Marchantable pay, to be leuied on the Inhabitants of such defectiue Townes by rate and gathered and deliuered by the Constables of such Townes as by warrant from any Majestrate of this Jurisdiction shalbe required, (pp. 246, 247.) 1240 EDUCATION REPORT, 1892-93. III. CONNECTICUT LEGISLATION, 1S42-17S9. I. Connecticut: Orders of the Hartford town meeting, 1643, 1648 ; Weathersfield vote, 1658 ; titles, “ children” and “schools” in the codified laics of 1650. II. New Haven: Orders of the general court, 1641, 1643, 1644, and 1652 ; educational provisions of Governor Eaton’s code, 1655. III. Connecticut (following tlie union of the two colonies) : Order relating to gram¬ mar schools , 1612 ; order of the general court, 1677 ; grant to the county court of Fairfield, 1678 ; order of the general court, 1690; compulsory orders, 1677, 1678 } 1690 ; provision of 1700, act of general court, 1700 ; Dr. Barnard’s summary of the system of instruction existing in 1701 ; act of 1715, act of 1742: Dr. Barnard’s sum¬ mary of the part of the revised statutes relating to schools; notes and comments on the development of the district system and the decline of education ; code of rules for the schools of Farmington, 1796 ; Dr. Barnard’s final summary for the period closing with the eighteenth century. I. No State lias a more honorable educational record, taken altogether, than Connecticut. No other of the old States can show such a con¬ nected series of public and private transactions relating to schools and education, extending from the foundation of the Commonwealth down to the opening of the present educational area, some fifty or sixty years ago. Accordingly, the State affords the best possible opportunity to study continuously the history of popular education from the feeblest beginnings. The following compilation of documents is made from The History of Common Schools in Connecticut, which Dr. Henry Barnard prepared and first published when he was superin¬ tendent of common schools of that State, and afterwards republished in The American Journal of Education. [Yol. IY, 657, et seq.] The history of Connecticut begins with the founding of Hartford in 1635. The earliest records of the town are lost, but in 1642 an appro priation of £30 was made for the support of a school, not as a nev thing, but as one of the establishments of the town. In April, 1643 it was ordered at a general town meeting — That Mr. Andrew should teach the children in the school one year next ensuing from the 25th of March, 1643, and that he shall have for his pains £16; and there¬ fore the townsmen shall go and inquire who will engage themselves to send their children; and all that do so shall pay for one quarter at the least, and for more if they do send them, after the jwoportion of twenty shillings the year, and if they go any weeks more than an even quarter, they shall pay sixpence a week ; and if any would send their children who are not able to pay for their teaching, they shall give notice of it to the townsmen, and they shall pay it at the town’s charge ; and Mr. Andrew shall keep the account between the children’s schooling and himself, and send notice of the times of payments and demand it; and if his wages do not come in, the townsmen must collect and pay it; or if the engagements come not to six teen pounds, then they shall pay what is wanting at the town’s charge. Iu February, 1648, tbe following action was had: The necessities of the town and the desires of many, calling for some provision to be made for the keeping of a school with better conveniency than hitherto hath been attained, the want whereof hath been both uncomfortable to those who have been employed in that service and prejudicial to the work under hand, which is looked AMERICAN EDUCATIONAL HISTORY. 1241 upon as conducing much to the good of the present age, and that of the future: It was agreed and consented to by the town that forty pounds shall he paid in the way of a iate to the townsmen for the time being for carrying on the said work, which being considered to fall much short of attaining the end in building such house as may be suit.ible for the said employment. It was agreed unto by the town that in case any other shall make such an addition to the said sum that the work may be carried on and finished, either with timber or brick, as may be judged most convenient, that the building so to be erected shall not be diverted to any other use or employment but in a way of schooling without the consent of the parties that shall contribute. * * * In a subsequent meeting tbe following vote was passed: The town chose Mr. Talcott, Mr. Fitch, and Goodman Stebbins, John Barnard, as their committee, to act for them, either in buying or building a house for a school- house; and if they do agree to build, they are not to exceed the sum of money that was due to the town from Mr. Goodwin; and if they buy, they are not to exceed the sum of money due from Mr. Goodwin; and the town doth engage to stand what their committee shall do in this business. The other towns composing the colony followed the same mode of supporting schools. Education was fiartly a public and partly a private charge. For example, Weathersfield voted in March, 1658, That Mr. Thomas Lord should be schoolmaster for the year ensuing, and to have twenty-five pounds for the year, and also the use of the house lot, and the use of the meadow as formerly ; and the twenty-five pounds is to be raised — of the children eight shillings per head of such as come to school, and the remainder by rate of all the inhabitants made by the lists of estates. In 1650 a codification of laws for the government of the Common¬ wealth was made. The titles “ Children77 and “ Schools,77 according to Dr. Barnard, with trifling modifications, and such only as were calcu¬ lated to give them greater efficiency, remained on the statute book for one hundred and fifty years. It will be seen that the author of the compilation borrowed a familiar statute from Massachusetts : CHILDREN. Forasmuch as the good Education of Children is of singular behoofe and benefitt to any Commonwealth ; and whereas many parents and masters are too indulgent and negligent of theire duty in that kind ; — It is therefore ordered hy this Courte and Authority thereof, that the Select men of euery Towne in the several precincts and quarters where they dwell, shall have a vigilant eye over their brethern and neighbors, to see, first, that none of them shall suffer so much barbarism in any of their families, as not to endeavor to teach by themselves or others, their children and apprentices so much learning as may enable them perfectly to read the English tongue, and knowledge of the capital laws, upon penalty of twenty shillings for each neglect therein ; also, that all masters of fami¬ lies, do, once a week, at least catechise their children and servants, in the grounds and principles of religion ; and if any be unable to do so much, that then, at the least, they procure such children or apprentices to learn some short orthodox cate¬ chism, without book, that they may be able to answer to the questions that shall be propounded to them out of such catechisms by their parents or masters, or any selectmen, when they shall call them to a trial of what they have learned in this kind ; and further, that all parents and masters do breed and bring up their children and apprentices in some honest lawful [calling,] labor, or employment, either in 1242 EDUCATION REPORT, 1892-93. husbandry or some other trade profitable for themselves and the commonwealth, if they will not nor can not train them up in learning, to fit them for higher employ¬ ments, and if any of the selectmen, after admonition by them given to such masters of families, shall find them still negligent of their duty, in the particulars afore¬ mentioned, whereby children and servants become rude, stubborn and unruly, the said selectmen, with the help of two magistrates, shall take such children or apprentices from them, and place them with some masters for years, boys until they come to twenty-one, and girls to eighteen years of age complete, which will more strictly look unto and force them to submit unto government, according to the rules of this order, if by fair means and former instructions they will not be drawn unto it. Tlie following enactments constitute sections 14 and 15 of the capital laws : Section 14. If any child or children above sixteen years old and of sufficient understanding, shall curse or smite their natural father or mother, he or they shall be put to death; unless it can be sufficiently testified, that the parents have been very unchristianly ‘negligent in the education of such children, or so provoke them by extreme and cruel correction that they have been forced thereunto to preserve themselves from death or maiming. Section 15. If any man has a stubborn, or rebellious son of sufficient understand¬ ing and years, viz, sixteen years of age, which will not obey the voice of his father, or the voice of his mother, and that where they have chastized him, ho will not hearken unto them ; then may his father or mother being his natural parents lay hold on him and bring him to the magistrates assembled in court, and testify unto them that their son is stubborn, and rebellious, and will not obey their voice and chastise¬ ment, but lives in sundry notorious crimes, such a son shall bo put to death. SCHOOLS. It being one chief project of that old deluder, Satan, to keep men from the knowl¬ edge of the Scriptures, as in former times, keeping them in an unknown tongue, so in these latter times, by persuading them from tho use of tongues, so that at least, the true sense and meaning of the original might be clouded with falso glosses of saint seeming deceivers; and that learning may not be buried in the grave of our forefathers, in church and commonwealth, the Lord assisting our endeavors : It is therefore ordered hy this court and authority thereof, That every township within this jurisdiction, after the Lord hath increased them to the number of fifty house¬ holders, shall then forthwith appoint one within their town to teach all such, children, as shall resort to him, to write and read, whose wages shall be paid, either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those who order the prudentials of the town, shall appoiut; provided, that those who send their children be not oppressed by paying more than they can have them taught for in other towns. ^ And it is further ordered, That where any town shall increase to the number of one hundred families, or householders, they shall set up a grammar school, the masters thereof being able to instruct youths, so far as they may be fitted, for the university, and if any town neglect the performance hereof above one year, then every such town shall pay five pounds per annum, to the next such school, till they shall per¬ form this order. The proposition concerning the maintenance of scholars at Cambridge, made by the commissioners, is confirmed. And it is 07'dcred, That two men shall be appointed in every town within this juris¬ diction, who shall demand wdiat every family will give, and the same to bo gathered and brought into some room, in March; and this to continue yearly, as it shall be considered by the commissioners. AMERICAN EDUCATIONAL HISTORY. 1243 ii. New Haven dates from 1638, and there is evidence showing the exist¬ ence of a school in the colony in the following year. On the 2oth of the twelfth month, 1641, the general court adopted the following order : It is ordered , That a free school be set up in this town, and onr pastor, Mr. Daven¬ port, together with the magistrates, shall consider what yearly allowance is meet to be given to it out of the common stock of the town, and also what rules and orders are meet to be observed in and about the same. The following order relates to a public grammar school that was established in New Haven two or three years later, and placed under the charge of Ezekiel Cheever: For the better training up of youth in this town, that through God’s blessing they may bo fitted for public service hereafter in church or Commonwealth, it is ordered that a free school be set up, and the magistrates, with the teaching elders, are entreated to consider what rules and orders are meet to be observed, and what allow¬ ance may be convenient for the schoolmaster’s care and pains, which shall be paid ont of the town’s stock. General court, in November, 1644, adopted the first of a series of orders in relation to aiding such children as should show the requisite talent, but whose parents were not able to support them at the college at Cambridge : The proposition for the relief of poor scholars at the college at Cambridge was fully approved of, and thereunto it was ordered that Joshua Atwater and William Davis shall receive of everyone in this plantation whose heart is willing to con¬ tribute thereunto a peck of wheat, or the value of it. The following entry, made under the date of November 8, 1652, is but one of many similar entries that could be quoted from the public records of the colony : The governor informed the court that the cause of calling this meeting is about a schoolmaster, to let them know what he hath done in it. He hath written a letter to one Mr. Bower, who is a schoolmaster at Plymouth, and desires to come into these parts to live, and another letter to one Rev. Mr. Landson, a scholar, who he hears will take that employment upon him. How they will succeed he knows not but now Mr. Janes has come to town, and is willing to come hither again if he may have encouragement; what course had been taken to get one he was acquainted with, and if either of them come he must be entertained; but he said, if another come, he should be willing to teach boys and girls to read and write if the town thought fit, and Mr. Janes being now present confirmed it. The town generally was willing to encourage Mr. Janes his coming, and would allow him at least ten pounds a year out of the treasury, and the rest he might take of the parents of the children he teacheth by the quarter, as he did before, to make up a comfortable maintenance; and many of the town thought there would be need of two schoolmasters — for if a Latin schoolmaster come, it is feared he will be dis¬ couraged if many English scholars come to him. Mr. Janes, seeing the town’s will¬ ingness for his coming again, acknowledged their love, and desired them to proceed no further in it at this time, for he was sure he shall get free where he is, and if he do, he doubt it will not be before winter. Therefore no more was done at it at present . The town was informed that there is some motion again on foot concerning the setting up of a college here at New Haven, which, if attained, will in all likelihood 1244 EDUCATION REPORT, 1892-93. prove very beneficial to this place, but now is only propounded to know the town’s mind, and whether they are willing to further the work by bearing a meet proportion of charge if the jurisdiction upon the proposal thereof shall see cause to carry it on. No man objected, but all seemed willing, provided that the pay which they can raise here will do it. Governor Eaton’s code of 1655, drawn up at a time when the colony contained but seven towns, has a provision in relation to the education of children that may be prefaced with a remark or two. Dr. Barnard says that Theophilus Eaton and John Davenport have the credit of establishing in New Haven, before it ceased to be an independent colony, a system of public instruction at that time without a parallel in any part of the world, and not surpassed in its universal application to all classes, rich and poor, at any period in the subsequent history of the State. The main motor force that acted in producing this result, as well as in producing similar results in. Massachusetts, appears upon the surface. It is the principle of religion. Says Mr. J olm Eiske : The Puritan theory of life lay at the bottom of the whole system of popular educa¬ tion in New England. According to this theory, it was absolutely essential that everyone should be taught from early childhood to read and understand the Bible. So much instruction as this was assumed to be a sacred duty which the community owed to every child born within its jurisdiction.1 childiien’s education. This is the provision in question: Whereas too many parents and masters, either through an over tender respect to their own occasions and business, or not duly considering the good of their children and apprentices, have too much neglected duty in their education while they are young and capable of learning; It is ordered, That the deputies for the particular court in each plantation within this jurisdiction for the time being, or where there are no such deputies the con¬ stable or other officer or officers in public trust, shall from time to time have a vigilant eye over their brethren and neighbors within the limits of the said planta¬ tion ; that all parents and masters do duly endeavor, either by their own ability and labor, or by employing such schoolmaster or other helps and means as the planta¬ tion doth afford or the family may conveniently provide, that all their children and apprentices, as they grow capable, may through God’s blessing attain at least so much as to be able duly to read the Scriptures and other good and profitable printed books in the English tongue, being their native language, and in some competent measure to understand the main grounds and principles of the Christian religion necessary to salvation, and to give a due answer to such plain and ordinary questions as may by the said deputies, officer, or officei’3, be propounded concerning the same- And when such deputies, or officers, whether by information or examination, shall find any parent or master, one or more, negligent, he or they shall first give warninsr. and if thereupon due reformation follow, if the said parents or masters shall thence¬ forth seriously and constantly apply themselves to their duty in manner before expressed, the former neglect may be passed by; but if not, then the said deputies and other officer or officers shall, three months after such warning, present each such negligent person or persons to the next plantation court, where such delinquent, upon proof, shall be fined ten shillings to the plantation, to be levied as other fines. And if in any plantation there be no such court kept for the present, in such case 1 The Beginnings of New England, p. 151. AMERICAN EDUCATIONAL HISTORY. 1245 tlic constable, or other officer or officers, warning such person or persons, before the freemen or so many of them as upon notice shall meet together and proving the neglect after the warning, shall have the power to levy the fine as aforesaid. But if in three months after that there be no due care taken and continued for the educa¬ tion of such children or apprentices as aforesaid, tho delinquent (without any further private warning) shall be proceeded against as before, but the fine doubled. And, lastly, if, after the said warning and fines paid or levied, the said deputies, officer, or officers, shall still find a continuance of the former negligence, if it be not obstinacy, so that such children or servants may be in danger to grow barbarous, rude, and stubborn through ignorance, they shall give due and seasonable notice that every such parent and master be summoned to the next court of magistrates, who are to proceed as they find cause, either to a greater fine, taking security for due conformity to the scope and intent of this law, or may take such children or apprentices from such parents and masters, and place them for years — boys till they come to the age of one and twenty, and girls till they come to the age of eighteen years, with such others who shall better educate and govern them, both for the public conveniency and for the particular good of the said children or apprentices. III. The union of the colonies of Connecticut and Hew Haven, or perhaps it would be better to say the absorption of Hew Haven by Connecticut, was consummated under the charter of 1662. The Connecticut code was now extended over the united colonies, including its educational pro¬ visions. In 1672 a new clause took the place of the old ones relating to the college at Cambridge and the town and grammar schools. At this time the colony consisted of four counties, and the general court voted to each of the four county towns forever 600 acres of land, to be improved in the best manner that may be for the benefit of a grammar school in said county towns, and to no other use or end whatever. This is the new clause : And it is further ordered , That in every county there shall be set up and kept a grammar school for the use of the county, the master thereof being able to instruct youths so far as they may be fitted for college. At the May session of the court, 1677, a new order was adopted, as follows : Whereas in the law, title Schools, it is ordered that every county town shall keep and maintain a Latin school in the said town, which is not fully attended to in som© places, to move, excite, and stir up to the attendance of so wholesome an order; It is ordered hij this court , That if any county town shall neglect to keep a Latin school according to order, there shall be paid a fine of ten pounds by the said county towns to the next town in that county that will engage and keep a Latin school in it, and so ten pounds annually till they shall come up to the attendance of this order; the grand jury to make presentment of the breach of this order to the county court of all such breaches as they shall find after September next. It is also ordered hij this court, Where schools are to bo kept in any town, whether it be county town or otherwise, which shall be necessary to the maintaining the charge of such schools, it shall be raised upon the inhabitants by way of rate, except any town shall agree to some other way to raise the maintenance of him they shall employ in the aforesaid works, any order to the contrary notwithstanding. And at the same time it was ordered that any town that shall neglect to keep a school above three months in the year shall forfeit £5 for every 1246 EDUCATION REPORT, 1892-93, defect, wliieli said fine shall be paid toward the Latin school in their county. All breaches of this order to be taken notice of and presented by the grand jury at every county court. In the following year the general court recommended — To the county court of Fairfield, to grant unto the inhabitants of Paquanake so much out of their county revenue by customs, fines, etc., so much as their rate shall come to, toward the maintenance of a grammar school at Fairfield, and also this court doth recommend it to the said court of Fairfield to improve so much of their county revenues as they can spare besides for the settlement and encouragement of a grammar school there. In 1690 the court endeavored to raise two of the four county grammar schools to a higher level, and to make them wholly free. The school revenue given by particular persons is supposed to refer to the Hop¬ kins legacy which occupies an important place in the educational his¬ tory of the colony. i This court, considering the necessity and advantage of good literature, do order and appoint that there shall be two good free schools kept and maintained in this colony for the schooling of all such children as shall come there after they can distinctly read the psalter, to be taught reading, writing, arithmetic, the Latin and English languages — the one at Hartford and the other at New Haven — the masters whereof shall be chosen by the magistrates and ministers of the said counties, and shall be inspected and displaced by them if they see cause. Each master is to receive sixty pounds, thirty pounds of which is to be paid out of the county treasury and the other thirty out of the school revenue given by particular persons or to be given for this use so far as it will extend, and the rest to be paid by the respective towns of Hartford and New Haven. Strenuous attempts were made to enforce a sufficient provision for schools. In 1677 it was ordered: If any county town shall neglect to keep a Latin school according to order, there shall be paid a fine of ten pounds by the said county town to the next town in the county that will keep a Latin school in it. In 1678 it was ordered: That every town, when the Lord shall have increased their families to thirty in number, shall have and maintain a school to teach children to read and write, on the penalty expressed in the former law. In 1690 it was enacted as follows : This court observing that notwithstanding the former orders made for the educa¬ tion of children and servants, there are many persons unable to read the English tongue, and thereby unable to read the Holy Word of God and the good laws of the colony, and it is hereby ordained that all parents and masters shall cause their children and servants, as they are capable, to read distinctly the English tongue, and that the grand jury men in each town do once in the year, at least, visit each family they suspect to neglect this order, and satisfy themselves that all children under age, and servants in such suspected families, can read well the English tongue, or in good procedure to learn the same or not, and if they find such children or serv¬ ants not taught as their years are capable of, they shall return the names of the parents or masters of the said children to the next county court, when said parents or masters shall be fined twenty shillings for each child or servant whose teaching is thus neglected according to this order. After the order of 1690, unless it shall AMERICAN EDUCATIONAL HISTORY. 1247 appear to the satisfaction of the court that the said neglect was not voluntary, but necessitated by the incapacity of the parents, or masters, or their neighbors to cause them to be taught as aforesaid, or the incapacity of the said children or serv¬ ants to learn. In tlie revised edition of the laws, completed in 1700 and printed in 1702, the Act for educating children remains as in the code of 1650, with the following provision regarding stubborn or rebellious children: And be it further enacted, etc., That whatsoever child or servant within this colony, upon complaint, shall be convicted of any stubborn or rebellious carriage against their parents or governors, any two assistants or justices are hereby authorized and empowered to commit such person or persons to the house of correction, there to remain under hard labor and severe punishment so long as they shall judge meet. The act concerning Schools is modified so as to read as follows: Ax Act for appointing schools, and for the encouragement of schoolmasters. Be it enacted by the governor, council, and representatives , convened in general court or assembly, and it is enacted and ordained by the authority of the same, That every town within this colony, having the number of seventy householders or upwards shall be constantly provided of a sufficient schoolmaster to teach the children and youth to read and write; and every town having a less number of house¬ holders than seventy shall yearly, from year to year, be provided of a sufficient schoolmaster to teach children and youth to read and write for one half of the year. And also there shall be a grammar school set up in every head town of the several counties in this colony, viz, in Hartford, New Haven, New London, Fair- field, and some discreet person of good conversation, well instructed in the tongues, procured to keep such school. And for the encouragement and maintenance of schoolmasters. It is further enacted by the authority aforesaid, That the inhabitants of each town in this colony shall annually pay forty shillings for every thousand pounds in their respective county lists, and proportionately for lesser sums, toward the maintenance of the schoolmaster in the town where the same is levied; and in such towns where the said levy shall not be sufficient for the maintenance of a suitable schoolmaster, and there is not any estate given by any charitable persons, or not sufficient together with the levy aforesaid for that use, in every such place a sufficient maintenance shall be made up, the one-half thereof by the inhabitants of such town and the other half thereof by the parents or masters of the children that go to school, unless any town agree otherwise. And when, and so often as the treasurer sends forth his warrants for levying the county rates, he shall also, together with the county rate, assess the inhabitants of the several towns in this colony the said sum of forty shil¬ lings upon every thousand pounds, and proportionately for lesser sums in their county lists, adding the same to their respective proportions of the county rate, and requir¬ ing the constables to levy the said assessments upon the inhabitants of each town within their several precincts, and to make payment thereof to the schoolmaster of the town (if any there be) where the same is levied; and in such town or towns where there is no schoolmaster provided according to law, to levy the said assess¬ ment, and to pay the same into the county treasury as a fine imposed upon such town for their defect. Always provided, That no town shall be fined for want of a schoolmaster for one month only in one year. Dr. Barnard thus sums up tbe system of public instruction existing in Connecticut at the opening of the eighteenth century : 1. An obligation on every parent and guardian of children, “not to suffer so much barbarism in any of their families as to have a single 1248 EDUCATION REPORT, 1892-93. child or apprentice unable to read the Holy Word of God and the good laws of the colony,” and also “to bring them up to some lawful calling or employment,” under a penalty for each offense. 2. A tax of 40 shillings on every 1,000 pounds of the lists of estates was collected in every town with the annual State tax, and payable proportionably to those towns only which should keep their schools according to law. 3. A common school in every town having over 70 families, kept throughout the year, and in every town with less than 70 families kept for at least six months in the year. » 4. A grammar school in each of the 4 head county towns to fit youth for college, 2 of which grammar schools must be free. 5. A collegiate school, toward which the general court made an annual appropriation of £120. 0 6. Provision for the religious instruction of tho Indians. . All through the eighteenth century the general court continued to enact school legislation. The following bears the date of October, 1715 : AX ACT for the more effectual suppressing of immorality and irreh'gion, and for putting in due exe¬ cution sundry laws already made against vice and profaneness. Whereas, in May, anno Domini one thousand seven hundred and fourteen, it was Ly the governor, council, and representatives in general court assembled, recom¬ mended to the general association of the churches in this colony to inquire into the state of religion in this government. In compliance wherewith the said association, upon due inquiry made, reported to this assembly at this time tho several following heads, viz: I. A want of Bibles in particular families. II. Remissness and great neglect of attendance on the public worship of God upon Sabbath days and other seasons. III. Catechising being too much neglected in sundry places. IV. Great deficiency in domestical or family government. V. Irregularity in commutative justice upon several accounts. VI. Tale-bearing and defamation. VII. Calumniating and contempt of authority and order, both civil and ecclesiastical. VIII. And intemperance, with several other things therein mentioned. The which particular heads this assembly hath now considered, and are fearful that there hath been too great a neglect of a due execution of those good laws already enacted amongst us for the prevention of such decays in religion. It is therefore enacted by the governor, council, and representatives in general court assembled, and by the authority of the same, That all judges and justices of the peace, in the respective counties of this colony, be diligent and strict in putting in execu¬ tion all those laws and acts of this assembly made for the suppressing and punish¬ ing all or any of the above-mentioned immoralities and irreligious practices, that thereby the good end proposed in such acts and laws may be attained. That the selectmen, constables, and grand jurors, in the respective towns in this colony shall from time to time strictly observe the following directions : To a due execution of the law of this colony, entitled “An act for educating of children,” in all and every the several parts and paragraphs of the said act. That the selectmen make diligent inquiry of all householders, within their respec¬ tive towns, how they are stored with Bibles ; and u pon such inquiry, if any such householders be fouud without one Bible at least, that then the said selectmen shall AMERICAN EDUCATIONAL HISTORY. 124# warn the said householders forthwith to procure one Bible at least for the use and benefit of said family; and if the same he neglected, then the said selectmen shall make return thereof to the next authority ; and that all those families which are numerous, and whose circumstances will allow thereof, shall he supplied with a considerable number of Bibles, according to the number of persons in such families f and that they see that all such families be furnished with suitable numbers of orthodox catechisms and other good books of practical godliness, viz., such especially as treat on, encourage, and duly prepare for the right attendance on that duty of the Lord’s Supper. That the constables and grand jurymen in the respective towns in this colony shall make diligent search after, and presentment of, all breaches of the following laws of this colony : 1. The law entitled “An act for educating of children.” 2. The two last paragraphs of the law entitled “An act relating to ecclesi¬ astical affairs.” 3. The first paragraph of the law entitled “An act for the better detecting and more effectual punishing profaneness and immorality.” 4. The law entitled “An act for the better observation and keeping the Sabbath or Lord’s Day.” 5. The law entitled “An act for the punishment of lying.” 6. The law entitled “An act against profane swearing, &c.” 7. The law entitled “An act to prevent unseasonable meetings of young people in the evenings after the Sabbath days and at other times. And to the end that all branches of the said law may be duly put in execution : It is now resolved, That the constables and grand jurymen in the respective towns shall, on the evenings mentioned in the said law, walk the streets, and search all places suspected for harboring or entertaining any people or persons assembling contrary to the said act. 8. The law entitled “Au act for preventing tippling and drunkenness.” 9. The law entitled “An act for suppressing unlicensed houses, and due regulating such as are or shall be licensed in the several paragraphs thereof.” 10. The law entitled “An act for suppressing certain meetings in licensed houses;” and this law shall be understood and extended to, to prohibit heads of families and all other persons, as well as young persons (strangers and travelers only excepted) under the same penalties in the said law, as well to tavern keepers, as to others so convening. 11. And that the several constables in the respective towns shall strictly observe and duly execute the several paragraphs of the law entitled “Au act relating to constables, ” by making due presentment and information of all breaches of the said law, and warning all persons in their respective towns who spend their time idly or are tipplers and tavern haunters. 12. That the constables and grand jurymen in their respective precincts shall take due caro that the Lord’s Day he sanctified according to the law, by inquiring after and making presentment of all such who shall profane the said day. And it is further enacted by the authority aforesaid, That this act, together with a proclamation enforcing it, he forthwith printed, and published throughout this colony; and that they shall be publicly read annually in the several towns in this colony at their public meetings for choice of town officers. And that the said meeting be careful in the choice of their said constables and grand jurymen, that they choose men of known abilities, integrity, and good resolutions. *• 1>I) 93 - 79 1250 EDUCATION REPORT, 1892-93. And tlie following in October, 1742 : A-ST ACT relating to and for tlie better regulating schools of learning. Whereas by sundry acts and laws of this assembly they have founded, erected, endowed, and provided for the maintenance of a college at New Haven, and inferior schools of learning in every town or parish for the education and instruction of the youth of this colony, which have (by the blessing of God) been very serviceable to promote useful learning and Christian knowledge, and more especially to train up a learned orthodox ministry for the supply of our churches, and inasmuch as the well¬ ordering of such public schools is of great importance to the public weal, this assembly, by one act entitled ‘An act for the encouragement and better improve¬ ment of town schools/’ did order and provide that the civil authority and selectmen in every town should be visitors to inspect the state of such schools, and to inquire into the qualifications of the masters of them, and the proficiency of the children, to give such directions as they shall think needful to render such schools more service¬ able to increase that knowledge, civility, and religion which is designed in the erecting of them. And in case those visitors shall apprehend that any such schools are so ordered as not to be likely to attain those good ends proposed, they shall lay the state thereof before this assembly, who shall give such orders thereupon as they shall think proper, as by the said act may more fully appear; and whereas the erecting of any other schools which are not under the establishment and inspection aforesaid may tend to train up youth in ill principles and practices, and introduce such disorders as may be of fatal consequences to the public peace and weal of this colony; which to prevent, Be it enacted, That no particular persons whatsoever shall presume of themselves to erect, establish, set up, keep, or maintain any college, seminary of learning, or any public school whatsoever, for the instruction of young persons, other than such as are erected and established, or allowed by the laws of this colony, without special license or liberty first had and obtained of this assembly. And he it enacted hy the authority aforesaid, That if any person shall presume to act as master, tutor, teacher, or instructor in any unlawful school or seminary of learning, erected as aforesaid, he shall sutler the penalty of £5, lawful money, per month, for every month he shall continue to act as aforesaid, and every grand jury within any county where such school or seminary of learning is erected shall make presentment of all breaches of this act to the next assistant justice of the peace or county court. And he it further enacted, tfc., That the civil authority and selectmen in each town, or the major part of them, shall inspect and visit all such unlawful schools or semi¬ naries of learning erected as aforesaid, and shall proceed with all such scholars, students, or residents in such school, and all such as harbor, board, or entertain them, according to the laws of this colony respecting transient persons or inmates residing in any town without the apjjrobation of the selectmen. And he it further enacted, $-c., That if any student or resident in such school shall pretend that he is bound as by indenture an apprentice to learn any manual art or trade, and the said civil authority or selectmen shall suspect that such indenture was given only as a color to reside in said town contrary to law, that then it shall be in the power of the said civil authority or selectmen to examine all such parties to such indenture under oath, in all such questions which they shall think proper, relating to the true inten¬ tion of such indenture and their practice thereon; and if it shall appear to the said authority or selectmen, or the major part of them, that such indenture was given upon a fraudulent design, as aforesaid, that then such authority shall proceed as if no such indenture had been made. And he it further enacted , §x., That no person that has not been educated or graduated in Yale College, or Harvard College in Cambridge, or some other allowed foreign Protestant college or university, shall take the benefit of the laws of this government respecting the settlement and sup¬ port of ministers. Always provided, That nothing in this act be construed to forbid or prevent any society, allowed by law in this colony, to keep a school, by a major AMERICAN EDUCATIONAL HISTORY. 1251 vote in such society, to order more parish schools than one to he kept therein, and appoint the school or schools to be kept in more places than one in such society. This act to continue in force for four years. The Revised Statutes of 1750 contained au act relative to schools which Dr. Barnard thus summarizes: 1. Every town where there is but 1 ecclesiastical society, and having 70 householders and upward, and every ecclesiastical society having that number of families, shall maintain at least 1 good school for eleven months in the year, by a master sufficiently and suitably qualified. 2. Every town and society with less' than 70 families shall maintain . a school and schoolmaster for one-half of each year. 3. Every head county town shall maintain a grammar school, to be steadily kept by u some discreet person of good conversation, well skilled in and acquainted with the learned languages, especially Greek and Latin.” 4. In the encouragement and maintenance of these schools the treasurer of the colony shall deliver annually the sum of 40s. upon every £1,000 in the lists of each town, or the same shall be paid into the treasury to the school committee of the town or parish, or for want of such committee to the selectmen, to be by them applied for the benefit of schools in the said town or parish; provided the schools have been kept for the year previous according to law. 5. The local school funds created out of the avails of the sale of the 7 western townships, according to the act of 1733, and distributed among the several towns and societies, are to remain a perpetual fund for the support of schools, and for any application of the interest to other purposes the principal was to be paid back into the treasury of the colony, and the town was to lose the benefit thereof afterwards. 6. In the case of any deficiency in the means of supporting a school according to law, derived from the general tax or local funds, the sum required shall be made up, one-half by a tax on the property of the town or society, and the other half by a tuition or rate bill, to be paid by the parents or guardians of the children at school, unless the town or society agree on some other mode. 7. The majority of the legal voters of every town and society are clothed with full power to lay taxes and make all lawful agreements for the supx)ort and management of the school. 8. The civil authority and selectmen are constituted inspectors or visitors, and directed to visit and inspect all schools established under this act at least once a quarter, and inquire particularly into the quali¬ fications of the masters, fhe proficiency of the pupils, and give such directions as they judge needful to render such schools most service¬ able for the increase of knowledge, religion, and good manners. They were also instructed to report to the general assembly any disorders or misapplication of public moneys. 9. The selectmen of each town, when there was but one ecclesiastical society, and a committee for each society when there were more than 1252 EDUCATION REPORT, 1892-93. one, are empowered to manage all lands and funds belonging to the town or society for the benefit of schools. Interest in the cause- of education embraced the poor Indian. The earliest legislation in the colony respecting the subject is the folio wiug, found in the Connecticut code of 1650: This court, judging it necessary that some means should he used to convey the light and knowledge of God and of His word to the Indians and natives among us, do order that one of the teaching elders of the churches in this jurisdiction, with the help of Thomas Stanton, shall he desired, twice at least in every year, to go amongst the neighboring Indians and endeavor to make known to them the counsels of the Lord, and thereby to draw and stir them up to direct and order all their ways and conversations according to the rule of His word; and Mr. Governor and Mr. Deputy, and the other magistrates are desired to take care to see the thing attended, and with their own presence, so far as may he convenient, encourage the same. In 1651 tlie court — being earnestly desirous to promote and further, what lies in them, a work of that nature, wherein the glory of God and the everlasting wellfare of those poor, lost, naked sons of Adam is so deeply concerned, do order, that Thomas Mynor, of Pequot, shall he wrote unto from this court and desired that he would forthwith send his son, John Mynor, to Hartford, where this court will provide for his maintenance and schooling, to the end he may he for the present assistant to such elders or others as this court shall appoint to interpret the things of God to them as he shall bo directed, and in the mean time fit himself to be instrumental in that way, as God shall fit and incline him thereto for the future. In 1727 all masters and mistresses of Indian children were ordered to teach them to read English, and also to instruct them in the principles of the Christian faith. Numerous voluntary efforts to educate and convert the savages are on record. The most notable of these was the effort inaugurated by Rev. Mr. Wheelock at Lebanon, in 1764, to edu¬ cate native teachers and preachers. This school, removed to Hanover, N. H., 1770, became Dartmouth College. Many other documents of a similar character could be transcribed. These, however, will amply suffice to show the extraordinary amount of educational activity that there was in the commonwealth within the period covered, at least so far as such activity can be measured by leg¬ islative records. However, a change for the worse came in with the second half of the eighteenth century. Originally in Connecticut, as in the other New England States, the town and the parish or church society were coextensive. The town was the civil side and the church the ecclesiastical side of the same community. The town was incorporated and was the ultimate unit of political organization. But some of the towns were so large that, as the outer parts became occupied and population increased in numbers, many people found themselves at an inconvenient distance from the place of worship. To meet this emergency towns were sometimes divided, but more commonly new church societies or parishes, for reli¬ gious purposes only, were established within the limits of the old incor¬ porated towns. In a State where religion and education were so closely AMERICAN EDUCATIONAL HISTORY. 1253 drawn together, the creation of new churches involved the establish¬ ment of new schools supported by the public funds. In 176G towns and societies were authorized — To divide themselves into proper and necessary districts for keeping their schools, and to alter and regulate the same, from time to time, as they shall have occasion; which districts shall draw their equal proportion of all public monies belonging to such towns and societies according to the list of each respective district therein. uBv the practical operation of this act,” says Dr. Barnard, “the school system of Connecticut, instead of embracing schools of different grades, was gradually narrowed down to a single district school, taught by one teacher in the summer and a different teacher in the winter, for children of all ages and in every variety of study residing within cer¬ tain territorial limits.” In 1794 school districts were authorized, by a vote of two-thirds of all qualified voters, passed at a meeting called for that purpose, to lay a tax to build a schoolhouse, and to locate the same, and to choose a collector. An act passed in 1795 authorized “all the inhabitants living within the limits of the located societies, who by law have or may have a right to vote in town meetings,” to meet in the month of October annually and organize themselves into societies conformably to law, “and transact any other business on the subject of schooling in general, and touching the moneys hereby appropriated to their use in particular according to law.” An act passed in 1798 substituted for the town — “the old recognized agency, through which the regularly settled and approved inhabitants first commenced the system of common schools and had for a century and a half maintained a teacher for a period in each year in no case less than six months, and in a majority of instances for eleven months” — a new corporate body, first provided for in 1795, and known after 1798 as a school society, “ with territorial limits sometimes coex¬ tensive with a town, in some cases embracing part of a town, and in other parts of two or more towns.” “For a time,” says Dr. Barnard, “ the effect of this change was not apparent, but coupled with a change in the mode of supporting schools, provided for about this time by public funds, and dispensing with the obligation of raising money by tax, the results were disastrous.” Virtually it was the sub¬ stitution of what is now known as the district system for the town system, or the township system, as would be said in the West. Each society appointed a suitable number of persons, not exceeding 9, to be overseers or visitors of schools, with power to examine and certificate teachers, and in general to manage the schools. The Latin or Grammar schools now ceased to be obligatory, but every school society might, by a vote of two-thirds of the inhabitants present in any legally held meeting, establish a high school for the common benefit of all the inhabitants, “the object of which shall be to perfect the youth admitted therein in reading and penmanship, to 1254 EDUCATION REPORT, 1892-93. - instruct them in the rudiments of English grammar, in composition, in arithmetic and geography, or, on particular desire, in the Latin and Greek languages, also in the first principles of religion and morality, and in general to form them for usefulness and happiness in the various relations of social life.” In 1799 the powers of the school districts were more clearly defined, and at the same time the school societies were given larger powers over them. The character of the school society is more closely indicated by the following code and regulations for the schools in Farmington, adopted in 1796. It now appears that the society was neither a town nor a parish, but an independent political unit existing for an educa¬ tional purpose. Voted the following regulations for schools in the first society of Farmington : 1. There shall he appointed in the meeting of the school society a suitable num¬ ber, not exceeding nine, of discrete persons of competent skill in letters and science, to the overseers of all the schools in said society, during the pleasure of the society, and to exercise the powers and perform the duties hereinafter described, which over¬ seers shall meet the first Monday of October, November, and December annually, and oftener if they think proper. 2. The district committee in the several school districts shall in no case contract with any person to keep a school within any such district without the -consent and approbation of the overseers, or a major part of them, in a regular meeting of the said overseers first had or obtained. 3. The overseers will take care that no persons be employed as schoolmasters in the society except such as have a thorough acquaintance with the best mode of instructing children in spelling and reading the English language, in the principles of English grammar, and in a good handwriting, and who are persons of reputation and good moral character. 4. It is expected that the overseers will introduce into schools, besides Webster’s Institute in all its parts, as great a variety of reading, both in prose and verse, as the circumstances of the people will admit ; among these Dwight’s Geography, by ques¬ tion and answer, for its cheapness and simplicity, would be highly proper as an easy introduction to that branch of science; and common newspapers would be of great use; also see that the Bible is statedly read by those forms who are capable of it, at least as the closing exercise in the afternoon, and with marks of reverence and respect as the word of God, and that the master of the respective schools close the whole at night with prayer. 5. It shall be the duty of the overseers, at least two of them together, to visit all the schools in the society quarterly or oftener, if they think proper, to take notice of the proficiency of the scholars, and to excite in them a laudable emulation; and they will from time to time give such general or special rules or directions, not inconsistent with these regulations, as they shall think proper, with regard to the mode of instructing and governing the schools, so as best to improve the children in letters, in morals, and in manners ; and if they judge fit they may, at the expense of the society, distribute small premiums of trifling value to such as they shall find, by their own observations or by information of the masters, to excel in either of the aforesaid respects, or to enable the master himself to do it, as they shall think best ; and the said overseers will, at their discretion, from time to time, appoint public exercises for such of the children in the several schools as may have made the best proficiency either in reading, spelling, speaking, rehearsing, composing, or such like exercises, either in the schools separately or in a general meeting, and confer on such as most deserve.it some honorary mark of distinction. AMERICAN EDUCATIONAL HISTORY. 1255 6. In addition to tlio separate districts which are or may "be made the society shall he one entire district, for the purpose of maintaining and supporting a school for the further instruction of those children and youth of both sexes who have passed through the ordinary course of learning in the common schools, to he Lept near the center of the society, which school shall he under the superintendency and direction of the aforesaid overseers in the same manner as the common schools are. The object of the said school shall he to perfect the youth admitted therein in reading and in the grammar of the English tongue, and to instruct them in geography, arithmetic, composition, and speaking, or any of them ; also in the whole course of instruction to impress their minds with a just sense of their duty to God, to their parents and instructors, to one another, and to society, and in general to prepare them to act well in the various relations of social life. The directions for reading tho Bible and prayer in the common schools shall equally apply to this. 7. No youth shall ho admitted as a pupil in the said school unless such youth is accurate in a good degree in spelling and reading the English tongue, and has acquired a good handwriting, and has attained to such maturity in years and under¬ standing as to he able with profit to pursue the course of learning taught in said school, and upon examination before the major part of the said overseers shall he by them judged qualified for admission. And if a greater number of pupils shall be admitted than can well be accommodated or instructed, in the judgment of the overseers, in such case they shall limit the number who shall attend at a time, and direct all the pupils, in a. certain order of rotation, by them appointed, to attend the school, so as all may have an equal benefit. 8. That tlio powers and duties of the overseers with respect to said school, rela¬ tive to the appointment of the master, relative to the instruction and government thereof, relative to its visitation, encouragement, and public exercises, shall be the same as in respect to common schools. 9. Tho said school shall from time to time draw its share of all the public moneys appropriated to tho use of schools within the society, to be made up out of the shares of the respective districts, according to tho number of pupils in such school from such districts, when compared with the number of children, such districts computing from four to fourteen years of ago. Similar regulations were adopted in other towns. Dr. Barnard takes leave of his subject in the following paragraph: In closing this important period of our school history it may be well to repeat that up to 1798 tho law enforced the keeping of school in towns or societies of more than 70 families for eleven mouths of tho year, and in those of less than seventy, for at least one-half the year. It also enforced the keeping of a grammar school in tho head town of the several counties. It imposed a tax, collectible with other public taxes, for the support of schools, and limited its benefits to such towns or societies as kept their schools according to law. There are no official documents respecting tho condition of the schools themselves, but from the testimony of men who were educated in the common schools prior to 1800 it appears that the course of instruction was limited to spelling, reading, writing, and the elements of arith¬ metic, but that these studies were attended to by all the j>eople of tho State; so that it was rare to find a native of Connecticut 11 who could not read the Holy Word of God' and the good laws of the State.” These schools, such as they were, were the main reliance of tho whole community for tho above studies. There were but few private schools, except to fit young men for college, or carry them forward in the higher branches of an English education. Tho books used were few and imirnr- fect, but uniform. Tho supervision of the schools by the selectmen was considered a part of their town office, and by the clergy as a regular part of their parochial duty. 1256 /- EDUCATION REPORT, 1892-93. Down to a half century ago Connecticut men boasted that theirs was the best educated commonwealth in the Union. Dr. Jedediah Morse wrote in 1797 : “ A thirst for learning prevails among all ranks of peo¬ ple in the State. More of the young men of Connecticut, in proportion to their numbers, receive a public education than in any of the States.”1 And Dr. Horace Bushnell said in 1851: “The late Hon. James Hill- house, when he was in Congress, ascertained that 47 of the members, or about one-fifth of the whole number in both Houses, were native- born sons of Connecticut. Mr. Calhoun assured one of our Represent¬ atives, when upon the floor of the House with him, that he had seen the time when the natives of Connecticut, together with the graduates of Yale College there collected, wanted only 5 of being a majority of that body.” 2 The present Commissioner of Education, himself a Con¬ necticut born and educated man, has said: “Before 1837 Connecticut surpassed the other States in the education of its people.”3 IV. THE COMMON SCHOOL FUND OF CONNECTICUT. 1. Preliminary history , including an act establishing funds for the support of the min¬ istry and schools of education , passed in 1793. — 2. An act appropriating the moneys ■which shall arise on the sale of the Western lands belonging to this State, passed 1795. — 3. Subsequent history of the fund. Connecticut was the first of the States to establish a permanent com¬ mon school fund. This was done in 1795 ; New York did not take her first step in that direction until 1805, and Massachusetts not until 1834. The national land ordinance of 1785 had dedicated one thirty- sixth part of the Western territory, then in possession of the Govern¬ ment, to common schools, and the contracts for lands made with the Ohio Company of Associates and Judge Symmes in 1787 confirmed the dedication so far as their sales were concerned} but this was the extreme point that the development of the national policy reached until 1802. Again the Connecticut fund became available for school pur¬ poses in 1799, while no Western State derived any immediate advantage from its school lands until some years after that time. These facts give to the history of the Connecticut fund a peculiar iuterest. When Connecticut made her cession of Western lands to the General * Government in May, 1786, she retained or reserved the territory bounded as follows: North by the international boundary; east by Pennsyl¬ vania; south by the forty-first parallel of north latitude; west by a line parallel to the western boundary of Pennsylvania and distant from it 120 miles. The disposition to be made of the territory reserved, known in history as the “Connecticut Western Reserve,” “New Con¬ necticut,” and the “Western Reserve,” embracing between 3,000,000 3 American Gazetteer, article, Connecticut. 2 Historical Estimate of Connecticut. (See Annual Report of the Board of Education. 1876, pp. 52, 53.) 3 Preface to Dr. Pickard’s School Supervision. AMERICAN EDUCATIONAL HISTORY. 1257 and 4,000,000 acres, became immediately a State question, that con¬ tinued to attract attention for the nine ensuing years. An act was passed in October, 1786, authorizing the sale of a portion of the lands. This act gave 500 acres of good land in every town (5 miles square) to the public for the support of the gospel ministry, the same quantity for the support of schools, and 240 acres in fee simple to the first gospel minister who should settle in the township. But the sale of only 24,000 acres was made in pursuance of this legislation.1 In 1792 the general assembly gave 500,000 acres, lying across the western end of the ter¬ ritory, to the citizens of eight enumerated Connecticut towns, who had suftered loss of property in the Revolution from the numerous expe¬ ditions of the British into the State. In October, 1793, the assembly created a committee of eight persons, whom it authorized to sell the remaining lands on certain specified terms and conditions, and at the same time took the following action: AX ACT establishing funds for the support of the ministry and schools of education. Be it enacted, $c., That the monies arising from the sale of the territory belonging to this State, lying west of the State of Pennsylvania, he, and the same is hereby, established a perpetual fund, the interest whereof is granted and shall be appro¬ priated to the use and benefit of the several ecclesiastical societies, churches, or con¬ gregations of all denominations in this State, to be by them applied to the support of their respective ministers or preachers of the gospel and schools of education, under such rules and regulations as shall be adopted by this or some future session of the general assembly. An earlier proposition was to devote tlie funds wholly to the gospel ministry. This act was not passed without strong opposition in the assembly. Its passage led at once to a widespread, spirited, and even acrimonious discussion, in which the press, the pulpit, the platform, the town meeting, and the legislature all participated. The points of attack were several, as that the act had been hastily passed, without due consideration; that there was no need of disposing of the proceeds of the lands until they had been first sold ; that the proceeds could be put to a better use, as flaying off the State debt, improving the roads, and promoting agri¬ culture and internal improvement; that the funds should be wholly devoted to education; that they should be given to Yale College; and especially that it was improper and invidious to put the interest of the accruing fund at the disposal of the ecclesiastical societies for the pur¬ poses named. In the section of this chapter devoted to school legislation in Con¬ necticut the relation of ecclesiastical societies to public education at that time has been pointed out. Here it is sufficient to say that there was a strong anti-church feeling in the State, and, moreover, that the church, or religious influence, was sharply divided into the congrega- JMade to Gen. S. H. Parsons, and lying on the Mahoning River. See Hist. Coll. Mahoning Valley, Vol. I, pp. 149-151. 1258 EDUCATION REPORT, 1892-93. -tional, orthodox, or established church, and the heterodox or non-estab- lished interest, consisting of various dissenting bodies. The regular clergy were strongly assailed, charged with exerting an undue influence in public affairs, and particularly with having influenced or procured this particular act of legislation. For example, the inhabitants of Cheshire, legally assembled in town meeting on the second Friday ot December, 1794, voted, among other things: Wc also believe the same appropriation to he an introductory step toward estab¬ lishing a certain and permanent civil provision for a certain and permanent sacerdo¬ tal order; a provision which, in other ages and nations, has gone forward and pro¬ claimed that the downfall of liberty and pure religion was hastening after, and of course a provision against which the experience of ages admonished us to guard with a jealous eye. The same line of attack is followed by a writer in the American Tele¬ graph, F ewfield, May 27, 1795, who propounds the following questions: (1) For what purpose does the State pay from two to three hundred dollars annually for refreshing and dining the clergy who assemble at elections ? (2) What part of their official duty calls them there ? (3) Whether the spiritual good of men are the objects of their greatest good on such occasions ? (4) Whether an order of men, exempt from ail public taxes, and profoundly devoted to the service of the altar, intermeddling in the affairs of government, and in continual progression extending and advancing their secret influenco in every department of the State, is not a growing and dangerous aristocracy? (5) Whether the extraordinary and unprecedented exertion of the clergy to effect a measure of government in their own favor against the will of the people is not sufficient to excite suspicion and even to cause universal alarm ? Various propositions to repeal the act or to modify it were intro¬ duced into the assembly from time to time. In the mean time the lands were not sold. At its May session, 1795, the assembly passed a new act making new terms of sale, and the same day put an end to the heated controversy in relation to the destination of the proceeds by passing the following act, which created the State school fund : AX ACT appropriating the monies which shall arise on the sale of the Western lands belonging to this State. 1. Be it enacted, tfc., That the principal sum which shall be received on the sale of the lands belonging to this State lying west of Pennsylvania shall be and remain .a perpetual fund for the purposes hereafter mentioned in this act, to be loaned or other¬ wise improved for these purposes as the general assembly shall direct, and the inter¬ est arising therefrom shall be, and hereby is, appropriated to the support of schools in the several societies constituted, or Avhich may be constituted, by law within cer¬ tain local bounds within this State, to be kept according to the provisions of law which shall from time to time be made, and to no other use or purpose whatsoever, except in the case and under the circumstances hereafter mentioned in this act. 2. Be it further enacted, That the said interest, as it shall become due from time to time, shall be paid over to the said societies in their capacity of school societies according to the list of polls and ratable estate of such societies respectively, which shall, when such payment shall be made, have been last perfected. 3. Provided nevertheless and he it further enacted, That whenever such society shall, pursuant to a vote of such society, passed in a legal meeting, warned for that pur- AMERICAN EDUCATIONAL HISTORY. 1259 pose only, in which vote two-thirds of the legal voters present in such meeting shall concur, apply to the general assembly requesting liberty to improve their proportion of said interest, or any part thereof, for the support of the Christian ministry, or the public worship of God, the general assembly shall have full power to grant such request during their pleasure; and in case of any such grant, the school society shall pay over the amount so granted to the religious societies, churches, or congre¬ gations of all denominations of Christians within its limits, to be proportioned to such societies according to the lists of their respective inhabitants or members, which shall, when such payment shall from time to time be made, have been last perfected; and in case there shall be in such school society any individuals compos¬ ing a part only of any such religious society, church, or congregation, then the pro¬ portion of such individuals shall be paid to the order of the body to which they belong by the rule aforesaid, and the monies of such individuals shail be discounted from their ministerial taxes or contributions, and in that way inure to their exclu¬ sive benefit, and the monies so paid over shall be applied to the purposes of the grant, and to no other whatsoever. 4. Be it further enacted, That if any society, church, or congregation shall apply any of the aforesaid monies to any other use or purpose than those to which they shall or may have a right to apply them pursuant to this act, such society, church, or congregation shall forfeit and imy a sum equal to that so misapplied to the pub¬ lic treasury of this State. 5. Be it further enacted, That all the inhabitants living within the limits of the located societies who by law have, or may have, a right to vote in town meetings, shall meet some time in the month of October annually, in the way and manner pre¬ scribed in the statute entitled, “An act for forming, ordering, and regulating soci¬ eties,” and, being so met, shall exercise the powers given in, and by said act, in organizing themselves and in appointing the necessary officers, as herein directed, for the year ensuing, and may transact any other business on the subject of school¬ ing in general, and touching the monies hereby appropriated to their use in partic¬ ular, according to law, and shall have power to adjourn from time to time, as they shall think proper. 6. Be it further enacted, That the inhabitants or members of the several religious societies, churches, or congregations aforesaid, who have the right by law to vote in their respective meetings on the subject of the ministry and the public worship of God, shall assemble themselves some time in the month of December annually, or at such other time as they shall judge convenient, and may organize themselves and appoint the necessary officers as in said act is directed, all in the way and manner therein prescribed, with power to adjourn from time to time, as they may think proper, and in any of their said meetings they shall have power to transact any business relating to the ministry and the public worship of God according to law, but shall have no power to act on the subject of schooling, any law, usage, or cus¬ tom to the contrary notwithstanding. 7. Be it. further enacted, That an act passed Oct., 1793, entitled, “An act for the establishing a fund for the support of the gospel ministry and schools of education” be, and the same is hereby, repealed. October 14, 1795, the committee appointed to sell the lands reported to the assembly that it had effected a sale for $ 1,200,000. Some further points relating to the history of the fund may be found in the follow¬ ing summary: The first apportionment of the income among the school societies was made in 1799. The interest had been allowed to accumulate, and amounted in March, 1799, to $60,403.78. In March, 1800, the dividends were $23,651. Up to this date the fund had been managed by the com- 1260 EDUCATION REPORT, 1892-93. mittee that negotiated tlie sale; but in 1800 tlie management was intrusted to a committee or board of managers, 4 in number. In the course of thirteen years the interest divided and paid out to the socie¬ ties amounted to $456,757.44, being an average of $35,135.18 per annum. In 1809, at the October session, it appeared from the report of the managers that a large amount of interest was unpaid, and that the collateral securities of the original debts were not safe. In view of these facts a committee of the legislature recommended that the man¬ agement of the fund should be intrusted to one person, and that effi¬ cient measures should be adopted to save the capital as well as interest from loss. In 1810, at the May session, the Hon. James Hillhouse, then a member of the United States Senate, was appointed sole commis¬ sioner of the school fund. Mr. Hillhouse immediately resigned his post in the Senate and entered on the duties of his new office. He found that the capital consisted chiefly of the debts due from the original purchasers of the Western Reserve and the substituted securities which had been accepted in their stead. These securities had in the course of fifteen years, by death, insolvency, and otherwise, become involved in complicated difficulties. The interest had fallen greatly in arrears, and in many cases nearly equaled the principal. The debtors were dispersed in different States. Without a single litigated suit, or a dollar paid for counsel, he reduced the disordered management to an efficient system, disentangled its affairs from loose and embarrassed connections with personal securities and indebted estates, rendered it productive of a large, regular, and increasing dividend, and converted its doubtful claims into well secured and solid capital. During the fifteen years o': his administration the annual dividend averaged $52,061.35, and the capital was augmented to $1,719,434.24. The amount of the interest that he divided was $7S0, 920.24, which, added to the sum of $456,757.44, previously divided, made an aggregateof $1,237,677.68. The policy thus inaugurated by Mr. Hillhouse was continued by his successor, Hon. Seth P. Beers, who was appointed commissioner in 1825, and held the office till May, 1849, when he resigned. During his administration, by judicious sales and management of lands which came into his possession as forfeited securities, the capital of the fund was increased from $1,719,434.24 to $2,049,482.32: and the income from $72,418.30 to $133,366.50, being an average of $97,815.15 per annum. From 1849 to 1859 there were six different commissioners, but no change followed in the management or prosperity of the fund — the productive capital of which, according to the report of Hon. Albert Sedgwick, dated April 16, 1S59, amounted to $2,043,372.01, yielding an income for the year of $142,303.42, or $1.30 for the benefit of each child in the State between the ages of 4 and 16. The entire income of the fund from 1799 to 1859 amounted to $4,940,988.29, besides paying the expense of its management. u We know not in the whole history of public funds or trust estates,” says Dr. Barnard, “ another instance so creditable to AMERICAN EDUCATIONAL HISTORY. 1261 the economy, fidelity, and practical judgment of the persons intrusted with its management for a period of sixty years.*’ The Connecticut State Report for 1890 gave the fund as $2,023,753.83. Authorities. — H. B. Adams: Maryland’s Influence upon Western Lands Cessions, Baltimore, 1885. This monograph treats the subject from anew and interesting point of view. B. A. Hinsdale: The Old Northwest, New York, 1888. (See Chaps. XI., The Northwestern Land Claims; XII., XIII. The Northwestern Cessions; XIX. The Con¬ necticut Western Reserve.) G. W. Knight touches the subject of this section in his History and Management of Lands Grants for Education in the Northwest Territory, Part 1, 1. A. (See Papers of the American Historical Association, Yol. 1, No. 3.) Dr. Henry Barnard’s History of the School Fund of Connecticut, originally published as a separate document, but now found in the American Journal of Education, Yol. YI., pp. 367-425, is marked by the author’s usual thoroughness. The acts of 1793 and 1795 are transcribed from this source. (See pp. 376, 412, 413.) The Annual Report of the Board of Education of the State of Connecticut for the year 1876 contains valuable material, particu¬ larly The History of Public Education in the State. V. PENNSYLVANIA LEGISLATION. I. Penn’s Colony: The frame of government , 1682; the law of 1682; educational chapter of the “ great law,” 1682 ; frame of government, 1683; educational chapter of the laws of 1683; entry in records in court of quarter sessions held at Chester, 1702-3; extract from Governor Markham's frame of government; extract from records of a council held at Philadelphia , 1683; records relating to the Friends’ public school, 1693, 1705 ; petition for a charter for said school, 1697. II. Notes on the history of education in the Connecticut settlements in the Wyoming Valley, with records. I. PENN’S COLONY. Next to Massachusetts and Connecticut there was more educational activity of the kind that leaves traces in the statute book in Pennsyl¬ vania than in any other State. No other State had such a diversified and incongruous population; this may be divided in general into three groups — the Quakers, the German colonists, and the Connecticut set¬ tlers in Wyoming. Dr. J. P. Wickersham deals with these groups and with the whole subject very comprehensively in his History of Educa¬ tion in Pennsylvania, Private and Public, Elementary and Higher, from the time the Swedes Settled on the Delaware-to the Present Day. (See Chaps. II, III, IY.) The Quakers and the Connecticut men alone furnish material for our inquiry. The characteristic religious tenet of the Quakers, who founded the Commonwealth, is faith in individual inspiration, or the doctrine of the inner light. u The mystery of the incarnation does not puzzle the Quaker,” says the author just mentioned; u as he believes that God 1262 EDUCATION REPOET, 1892-93. is in some measure incarnate in every soul that breathes, he readily rises to the conception of a soul completely filled with the divine influence, the God-man.'7 Evidently such a faith as this may affect education in either one of two ways. It is likely to fill narrow and ignorant minds with such a sense of their present sufficiency as will prove a serious bar to schools, to study, and to mental cultivation 5 while it is likely to inspire the broad-minded and the intelligent with high ideals and to energize them to make strenuous efforts. Fortunately the Quakers, for the most part, have illustrated the second of these tendencies. With his u view of the possibilities of human nature,77 says Dr. Wickersham, the Quaker £f deems it his duty to make himself, body and mind, a fit temple for the indwelling of the Divine Spirit. Hence, to be con¬ sistent with himself, he must be a Mend to all art that purifies and ennobles, to all science that broadens and enriches, and to all educa¬ tion that instructs, develops, and perfects. If at any time the Society of Friends^ or its individual members, have seemed to discourage educa¬ tion, it was either because the logic of their religious doctrines was not fully understood, or because they feared the effect of that abuse of learning which ‘puffeth up,7 magnifies self, and in its self-importance refuses to give heed to the humble teachings of the ^ still small voice7 in the soul.77 (Pp. 21-23.) William Penn was a liberally educated as well as a broad-minded man. He shared to the full the most enlightened sentiments of the society to which he belonged. Liberal extracts could be made from his writings showing that in respect to education he was far in advance of his time. Just before leaving England for America Penn wrote to his wife as follows about the education of his own children : For tlieir learning be liberal; spare no cost; for b£ sncb parsimony all is lost that is saved; but let it be useful knowledge, such as is consistent with truth and godliness, not cherishing a vain, conversation or idle mind; but ingenuity mixed with industry is good for the body and mind too. I recommend the useful parts of math¬ ematics, as building houses or ships, measuring, surveying, dialling, navigation; but agriculture is especially in my eye. Let my children be husbandmen and house¬ wives; it is industrious, healthy, honest, and of good example. At a later day he wrote concerning his American province: Upon the whole- matter I undertake to say that if we would preserve our Govern¬ ment we must endear it to the people. To do this, besides the necessity of present¬ ing just and wise things, we must secure tire youth; this is not to be done but by the amendment of the way of education, and that with all convenient speed and diligence. I say the Government is highly obliged ; it is a sort of trustee for the youth of the Kingdom, who, though minors, yet will have the Government when we are gone. Therefore, depress vice and cherish virtue, that through good education they may become good, which will truly render them happy in this world and a good way fitted for that which is to come. If this is done, they will owe more to your memories for their education than for their estates. AMERICAN EDUCATIONAL HISTORY. 1263 Naturally, therefore, in the frame of government or charter that he drew up for his colony, written in England early in 1682, he made pro¬ vision for education as follows: Twelfth. That the governor and provincial council shall erect and order all public schools and encourage and reward the authors of useful sciences and laudable inven¬ tions in the said province. * * * And/ fourthly, a committee of manners, education, and arts, that all wicked and scandalous living may be prevented, and that youth may be successively trained up in virtue and useful knowledge and arts. The following also was one of the laws agreed upon in England: Twenty-eighth. That all children within this province of the age of twelve years shall be taught some useful trade or skill, to the end none may be idle ; but the poor may work to live, and the rich, if they become poor, may not want. These provisions were duly accepted by the colony. Moreover on December 4, 1682, the first general assembly of the colony sat at Ches¬ ter. Chapter LX of the “ Great Law” that it enacted contained this provision with respect to education : That the laws of this province from time to time shall be published and printed, that every person may have the knowledge thereof; and they shall be one of the books taught in the schools of this province and territories thereof. The frame granted to the colony in 1683 contained a provision relating to education not found in that of the previous year. After stipulating that the governor and provincial council shall erect and order all public schools it proceeds — That one-third part of the provincial council, residing with the governor, from time to time shall, with the governor, have the care of the management of public affairs relating to the peace, justice, treasury, and improvement of the province and territories, and to the good education of youth, and sobriety of the manners of the inhabitants therein as aforesaid. Chapter CXII of the laws enacted by the second assembly, which sat in Philadelphia March 10 of the same year, reads as follows: And to the end that poor as well as rich may be instructed in good and com¬ mendable learning, which is to be preferred before wealth — Be it enacted, etc., That all persons in this province and territories thereof, having children, and all the guardians and trustees of orphans, shall cause such to be instructed in reading and writing, so that they may be able to read the Scriptures and to write by the time they attain to twelve years of age; and that then they be taught some useful trade or skill, that tho poor may work to live, and the rich, if they become poor, may not want; of which every county court shall take care. And in case such parents, guardians, or overseers shall be found deficient in this respect, every such parent, guardian, or overseer shall pay for every such child five pounds, except thero should appear an incapacity in body or understanding to hinder it. This was providing (1) that all children should be taught to read and write by the time that they were 12 years of age; (2) that they should be taught some useful trade or skill; and (3) that compulsion should be resorted to if necessary in order to accomplish universal education. For some reason this law, so far in advance of the ideas then current, 1264 EDUCATION REPORT, 1892-93. was disapproved of by William and Mary, but it was reenacted by tlie governor and assembly in 1793. Dr. Wickersliam thinks that it became a dead letter, because it was omitted from subsequent frames of government. He supposes, however, that it was enforced for a time, and refers to the records of the early courts for proof. The following entry is one of many that might be quoted: At a court of quarter sessions held at Chester, for said county, on the twenty-third day of the 12th mo., 1702-3, Robert Sinkler petitioned this court that his present master John Crosby was to teach him to read and write, which he hath not freely performed, ordered that John Crosby put the said servant to school one month, and to instruct his said servant another month. The frame of government granted by Governor Markham, 169G, con¬ tained the following provisions: That the governor and council shall erect and order all public schools and encour¬ age and reward the authors of useful sciences and laudable inventions in the said province and territories. That the governor and council shall from time to time have the care of, the manage¬ ment of, all public affairs relating to the peace, safety, justice, treasury, trade, and improvement of the province and territories, and to the good education of youth, and sobriety of the manners of the inhabitants therein as aforesaid. That the proviucial authorities were not slow to take practical action is shown by these records : At a Council held at Philadelphia, ye 26th of ye 10th month, 1683. Present: Wm. Penn, Propor & Govr., Theo. Holmes, Wm. Haigue, Lasse Cock, Wm. Clayton. The Govr and Provll Councill having taken into their Serious Consideration the great Necessity there is of a School Master for ye instruction & Sober Education of youth in the towne of Philadelphia, Sent for Enock flower, an Inhabitant of the said towne, who for twenty Year past hath been exercised in that care and Imployment in England, to whom haveing Communicated their Minds, he Embraced it upon the following Terms : to Learne to read English 4s by the Quarter, to Learne to read and write 6s by ye Quarter, to learne to read, Write and Cast accot 8s by ye Quarter; for Boarding a Scholler, that is to say, dyet, Washing, Lodging, & Scooiing, Tenn pounds for one whole year. Tlie Friends7 Public School of Philadelphia, now known as the William Penn Charter School, dates from 1689. The original name bore the current English sense of the name public school. The following records relate to the master of this school: August 1, 1693: Thomas Meaking, keeper of the free school in the town of Phila¬ delphia, being called before the lieutenant governor and council, and told that he must not keep school without a license. Answered that he was willing to comply, and to take a license. Was therefore ordered to procure a certificate of his ability, learning, and diligence from the inhabitants of note in this town by the sixteenth instant, in order to the obtaining a license, which he promised to do. December, 1699: Thomas Makin voted to be clerk of this assembly, at 4s per day. * * * 1705, Novepiber 3d : The petition of Thomas Makin, complaining of damage accruing to him by the loss of several of his scholars by reason of the assembly’s using the school house so long — the weather being very cold — ordered that he be allowed the sum of three pounds over and above the sum of twenty shillings this house formerly allowed him for the same consideration. AMERICAN EDUCATIONAL HISTORY. 1265 The Friends’ Public Scliooi was chartered in response to a petition addressed to the governor and council dated December 10, 1697. The following quotation shows the spirit of the document: Tlie humble petition of Samuel Carpenter, Edward Shippen, Anthony Morris, James Fox, David Lloyd, William Southby, and John Jones, in the behalf of them¬ selves and the rest of the people called Quakers who are members of the Monthly Meeting, held and kept at the new Meeting-house, lately built upon a piece of ground fronting the High street, in Philadelphia aforesaid, obtained of the present Governor by the said people, sheweth: That it hath been and is much desired by Many, that a school be set up and upheld in this town of Philadelphia, where poo:r children may be freely maintained, taught and educated in good literature, until they be fit to be put out apprentices or capable to be masters or ushers in the said school. And forasmuch as by the laws and constitutions of this government, it is. provided and enacted, that the Governor and Council shall erect and order all pub¬ lic schools, and encourage and reward the authors of useful sciences and laudable-- iuventions, in the said Province and Territories; therefore, may it please the Gov¬ ernor and Council to ordain and establish that at the said town of Philadelphia, ar public school may be founded, where all children and servants, male and female,, whose parents, guardians, and masters be willing to subject them to the rules and orders of the said school, shall from time to time, with the approbation of the over¬ seers thereof for the time being, be received or admitted, taught and instructed; the rich at reasonable rates, and the poor to be maintained and schooled for nothing. And to that end a meet and convenient house or houses, buildings and rooms, may Ue erected for the keeping of the said school, and for the entertainment and abode of such and so many masters, ushers, mistresses and poor children, as by the order and direction of the said Monthly Meeting shall be limited and appointed from time: to time. II. THE WYOMING VALLEY. As bounded by the charter of 1662, Connecticut extended westward on the parallel of 41° north latitude to the South Sea. Two years later Charles II, author of this charter, gave to his brother James, Duke of York, the Dutch province of Hew Netherlands, thus jumping the Con¬ necticut grant. Moreover, the charter which the same King gave to William Penn in 1681 bounded Pennsylvania on the north by the beginning of the three and fortieth degree of northern latitude, which was finally adjudged to mean the forty-second parallel, thus jumping Connecticut a whole degree from the Delaware River five degrees west¬ ward. Connecticut yielded to the inevitable in the Hudson Valley and in New Jersey; but in due course of time she prepared to contest with Pennsylvania the possession of the overlapped degree beyond the Dela¬ ware. Settlers from Windham County, Conn., began to migrate to the Wyoming Valley while the French and Indian war was in progressr but permanent settlements were not effected until about 1769. These operations were conducted principally under the auspices of the Sus¬ quehanna Company, which was at first a private affair, but was after¬ wards incorporated and protected by the State. There now ensued a most interesting passage in the history of Western colonization, with which we are not concerned. In time 17 townships, known in Pennsyl¬ vania history as the “ certified townships,” were surveyed and occupied.. ED 93 - 80 1266 EDUCATION REPORT, 1892-93. In 1782 a Federal court adjudged tlie territory in dispute to Pennsyl¬ vania. Up to that time the settlers had been subject to the jurisdiction of Connecticut. This first population, subsequently strongly reenforced from home, gave to the region in the midst of which it is placed, and in fact to the whole State, an educational impress that it has never lost.1 Dr. Wicker sham speaks of the system of free public schools that the Connecticut settlers established in the valley of the Wyoming as hav¬ ing an important bearing upon subsequent educational history. Penn¬ sylvania, as a province, he says, of course had nothing to do with establishing these schools; in principle they were an advance upon the schools then existing in Connecticut, and in most essential respects were similar in design and management to the public schools of the present day. This influence, as well as the Connecticut man’s alertness to education at the time, is well illustrated by the first action in rela¬ tion to schools that was taken, as follows : At a meeting of the Susquehanna Company, held at Hartford, Conn., 28th December, 1768, it was voted to lay out 5 townships of land within the purchase of said company on the Susquehanna of 5 miles square each; that the first 40 settlers of the first town settled and 50 settlers of each of the other towns settled shall divide the towns among themselves, reserving and appropriating 3 whole shares or rights in each township for the public use of a gospel ministry and the schools in each of said towns, and also reserving for the use of said company all beds anti mines of iron ore and coal that may be within said townships. It was also voted to grant to Dr. Eleazer Vfheelock a tract of land in the easterly part of the Susquehanna purchase 10 miles long and 6 miles wide for the use of the Indian school under his care: Provided, He shall set up and keep said school on the premises. The Indian school was not established. Dr. Wheelock became the founder of Dartmouth College instead. The other features of the plan were speedily carried out. Premising the observation that this inter¬ esting chapter really belongs to the history of education in Connecticut, we may permit Dr. Wickersham to tell the story. His account is here considerably abridged. The 3 shares in each township, amounting to 960 acres, were devoted mainly to schools, but in part to the support of the ministry. The funds arising from the sale of the lands, as in so many other similar cases, were badly managed ; but in some townships they still exist and are applied to the original purpose. The New Eugland town-meeting plan of managing schools and other town affairs was followed. The mode of proceeding is thus described: A school meeting was called by public notices posted in the district. The inhabit¬ ants of the district met and elected, in their own way, three of their number to act as a school committee, which committee hired teaehers and exercised a general supervision over the schools. The teacher was paid by the patrons of the school in proportion to the number of days they had been sent to school. Arate bill was made out by the teacher and handed to the committee, who collected the money. See Hinsdale, The Old Xorthwest, Chap. Til; also Wickersham, Chap. IV. AMERICAN EDUCATIONAL HISTORY. 1267 There was also a township fund raised by taxation that was drawn upon to build schooliiouses and pay teachers. A local historian has disinterred from the old records such minutes as the following : At a town meeting held in Wiikesbarre, August 23, 1773, a vote was passed “to raise three pence on the pound on the district list to keep a free school in the several school districts in the said Wiikesbarre.” A subsequent meeting, “especially warned, adopted measures for keeping open free schools, one in the upper district, one in the , lower, and one in the town plot.” (Wickersham, p. 76.) A town meeting in Kingston, held December 21, 1773, voted that a committee of three, the men being duly named, be appointed to divide the town into three districts for keeping of schools. The other town¬ ships passed similar votes, thus recognizing the fundamental principles of all true systems of public instruction — the common education of ail classes, schools suiiported by a general fund or a tax on property, local management and responsibility. There appears to have been also a general county educational organiza¬ tion. Thus, at a general meeting of the settlers, held December 6, 1774, it was voted that 15 men, duly named, be chosen as a school committee for the ensuing year. The Wyoming settlement influenced the educa¬ tional history of the State in three ways : (1) The system of schools first established there continued in operation to the time of the adoption of the State common school system in 1834, when, with little change and no disturbance, it was merged into it; (2) as the nearest approach to our modern public schools of any class of schools then known in Penn¬ sylvania, these Connecticut schools exercised considerable influence in shaping the school legislation which culminated in the act of 1834; (3) it was one of the Wyoming men, Timothy Pickering, so well known in our national history, who in the constitutional convention of 1790 secured the adoption of the article on education upon which was sub¬ sequently based the whole body of laws relating to common schools in Pennsylvania up to the year 1834, and by so doing saved the conven¬ tion from the threatened danger of committing itself to a much nar¬ rower policy. 1268 EDUCATION REPORT, 1892-93. VI. CONGRESSIONAL LAND GRANTS FOR COMMON SCHOOLS AND UNIVERSITIES. The land ordinance of May 20, 1785 ; the ordinance of 1787; Article III of compacts ; powers to the hoard of treasury , July 23, 1787; enabling act for Ohio, April 30, 1802; Ohio school lands vested in the State legislature, March 3, 1803; grant of lands made to Michigan for schools, June 23, 1836; act to establish the Territorial government of Oregon, August 14, 1848; act to appropriate lands for the support of schools in certain townships and fractional townships not before provided for, May 20, 1826; extracts from acts appropriating university lands to Michigan, 1826 , 1836; provisions of the enabling acts for the States of North Dahota, South Dalcota, Montana, and Washing¬ ton, , February 22, 1889; resolutions adopted by the general assembly of Maryland. The Government of the United States is one of delegated powers. Not only is the Constitution framed on this theory, but the ninth amend¬ ment expressly declares: “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.” Among the powers delegated, the establishment of schools and the provision of education are not found. The words do not occur in the document. Accordingly, whatever power Congress has in the premises must be sought in the implications of the Constitution as interpreted by history. Propositions relative to the establishment of a national university were brought forward in the Federal Convention of 1787, but only to be rejected. But while the Constitution confers upon Congress no direct power over the subject of education and schools, that body has still legislated upon the subject in several different directions. Its earliest legislation dedicated public lands to the support of common schools and seminaries of learning. Gifts of lands for the creation and maintenance of schools and other institutions of learning were a well-established practice in Europe and in England long before the settlements of Jamestown and Plymouth were made, and the American colonies very naturally adopted it. Thus, in 1677, the general court of Connecticut voted 600 acres of land forever to each of the four counties of the Commonwealth for the support of grammar schools in the county towns. At a later day the new States and the General Government pursued a similar policy. At the opening of the Revolutionary war the States of Massachu¬ setts, Connecticut, New York, Virginia, North Carolina, South Carolina, and Georgia claimed the whole West north of parallel 31°, extending to the Mississippi River and the Great Lakes. These claims the other States disputed, on the ground that the Western lands must be won from a common enemy by common efforts, and that- they should therefore inure to the common benefit. Time told more and more in favor of the nationalization of these lands, and ultimately the claimant States ceded the major part of them and the jurisdiction of the whole to the nation. The Northwestern cessions were made in the period 1781-1786 ; the Southwestern cessions somewhat later. These cessions threw upon AMERICAN EDUCATIONAL HISTORY. 1269 Congress the disposition of the Western territory, with the exception of Kentucky and Tennessee, its settlement and government. As the War of Independence drew to its end, both statesmen and soldiers in the Federal Army began to turn their attention to the region northwest of the Ohio Fiver as a theater for colonization. In April, 1783, Col. Timothy Pickering drew up certain propositions for settling a new State by such officers and soldiers of the Federal Army as should asso¬ ciate for that purpose, said State to comprise all that part of the North¬ west Territory lying east of the meridian line drawn 30 miles west of the mouth of the Scioto Fiver and the Miami of the Lakes [the Mau¬ mee]. Pickering proposed that Congress should purchase this tract of the Indians, and then make grants according to a prescribed schedule to the officers and men entering into the association. One of these propositions contains the first suggestion extant of the future national educational land- grant policy, viz: 7. These rights being secured, all the surplus lands shall be the common property of the State, and be* disposed of for the common good; as for laying out roads, building bridges, creating public buildings, establishing schools and academies, defraying the expenses of government, and other public uses. This suggestion ripened into legislation two years later: AN ORDINANCE for ascertaining the mode of disposing of lands in the Western territory. Adopted by Congress May 20, 1785. Be it ordained by the United States in Congress assembled, That the territory ceded by individual States to the United States, which has been purchased of the Indian inhabitants, shall be disposed of in the following manner: * * * The surveyors, as they are respectively qualified, shall proceed to divide the said territory into town¬ ships of 6 miles square, by lines running due north and south, and others crossing these at right angles, as near as may be. * * * The plats of the townships, respectively, shall be marked by subdivisions into lots of one mile square, or 640 acres, in the same direction as the external lines, and num¬ bered from 1 to 36, always beginning the succeeding range of the lots with the num¬ ber next to that with which the preceding one concluded. [That is, beginning in the northeast corner and numbering back and forth, west and east.] * * * There shall be reserved the lot No. 16 of every township, for the maintenance of public schools, within the said township. In 1787 the agents of the Ohio Company of Associates, a New Eng¬ land organization that had already projected a colony on the Ohio, resorted to Congress for a grant of lands and a constitution of govern¬ ment. This application led at once to two important enactments : AN ORDINANCE for the government of the territory of the United States northwest of the River . Ohio. Adopted by Congress July 13, 1787. Article HI of Compacts. Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encour¬ aged. Powers to the hoard of treasury to contract for the sale of the Western territory. Adopted by Con¬ gress July 23, 1787. The lot No. 16 in each township, or fractional part of a township, to be given per¬ petually for the purposes contained in the said ordinance [1785]. The lot No. 29, in each township, or fractional part of a township, to be given perpetually for the pur¬ poses of religion. * * * Not more than two complete townships to be given 1270 EDUCATION REPORT, 1892-93. perpetually for tlie purpose of a university, to "be laid off by the purchaser or pur¬ chasers, as near the center as may be, so that the same shall be of good land, to be applied to the intended object by the legislature of the State. \ These are the powers under which the sale of 1,500,000 acres of land, on the north side of the Ohio Eiver, was made to the Ohio Company of Associates, represented by Manasseh Cutler and Winthrop Sargent, agents.1 It is a common misapprehenson that our educational land-grant pol¬ icy originated in the ordinance of 1787. On the contrary, the sources of that policy are found in the land ordinance of 1785 and the powers to the board of treasury of 1787. Still it is true, as Mr. Poole has said, that “the ordinance of 1787 and the Ohio purchase were parts of one and the same transaction. The purchase would not have been made without the ordinance, and the ordinance could not have been enacted except as an essential condition of the purchase.”2 The educational provisions of the land ordinance and of the flowers to the board of treasury were purely specific in their application. The first related only to territory ceded by individual States and purchased by the United States of the Indians; the second, only to the sale of lands made to the Ohio Company. But the principles underlying those enactments have been progressively applied to all the public-land States; that is, to all the States west of the Allegheny Mountains, except West Virginia, Kentucky, Tennessee, and Texas. Commonly the grants have been made in the enabling acts relating to the admis¬ sion of the several States into the Union. EXABLIXO ACT for Ohio, approved April 30, 1802. And he it further enacted, * * * That the section No. 16 in every township, and where such section has been sold, granted, or disposed of, other lands equivalent thereto and most contiguous to the same shall be granted to the inhabitants of such township for the use of schools * * * provided always, etc. 3 * * * The reservation of school lands in the land ordinance, in the powers to the board of treasury, and in the enabling act for Ohio left unanswered the question of the mode of application. This question was, whether the public schools that the United States had endowed should be under national or State control. In the case of the university there could be no such question, for the act of 1787 expressly said the university lands should be applied to the intended object by the legis¬ lature of the State. By an act approved March 3, 1803, Congress dis¬ posed of the open question by vesting in the legislature all lands granted to Ohio for the use of schools “in trust for the use aforesaid, and for no other use, intent, or purpose whatever.”4 1 The land ordinance of 1785 is found in tlio Journals of tlio American Congress from 1774 to 1788, Vol. TV, pp. 520-522; tlie powers to tlie board of treasury to contract for the sale of tlie Western ter¬ ritory, ibid., Vol. IV, Appendix, pp. 17, 18. 2 Dr. Cutler and the ordinance of 1787. Xortli American Review, Xo. 251. 3Statutesat Large, Vol. II, p. 175. 4Statutes at Large, Vol. II, p. 225. AMERICAN EDUCATIONAL HISTORY. 1271 Grant of lands made to Michigan for schools, act approved June 23, 1836. That section Xo. 16 in every township of the public lands within said State, and when such section has been sold or otherwise disposed of, other lands equivalent thereto, and as contiguous as may be, shall be granted to the State for the use of schools. 1 Previous to tlie admission of Michigan, one of two forms of grant liad been followed. The Ohio form is that section No. 16 in every township “is granted to the inhabitants of such township, for the use of schools.’7 The Illinois form is that the grant “is made to the State for the use of the inhabitants of such township, for the use of schools.” The form of the grant for Michigan was an innovation that has been uniformly followed since that time. Under the Ohio and Illinois forms each Congressional township has its own separate fund,* under the Michigan form there is one consolidated fund, the income of which is distributed according to school population. The latter practice is evi¬ dently more just, and also more conducive to safe and economical administration.2 It is not surprising, therefore, that some of the older States have attempted to redistribute the township endowments.3 An ACT to establish, the Territorial government of Oregon. Approved August 14, 1848. Section 20. That when the lands in the said Territory shall be surveyed under the direction of the Government of the United States, preparatory to bringing the same into mar¬ ket, sections numbered 16 and 36 in each township in said Territory shall be, and the same are hereby, reserved for the purpose of being applied to schools in said Territory* and in the States and Territories hereafter to be erected out of the same.4 This was the first act appropriating section Ho. 36 as well as Ho. 16 for the support of schools. California was the first State to receive the two sections to the township. Congress has never voted lands for common schools save to the public-land States. But in these States, or rather in two or three of them, section Ho. 16 in certain tracts could not be dedicated to schools because the tracts themselves had been disposed of as wholes. Thus the Western Keserve in Ohio was exploited by Connecticut, as else¬ where related, and the Virginia Military District, in the same State, by Virginia. Then there were many fractional townships where the cus¬ tomary rule could not be applied. All such cases as these Congress in due time provided for by voting lands found in other localities. The following act, passed in 1826, provided in general for these cases : Chap. LXXXIII. — AX ACT to appropriate lands for tlie support of schools in certain townships and fractional townships, not before provided for. Be it enacted by the Senate and House of Representatives of the United States of America in Congrtss assembled, That to make provision for the support of schools, in all town¬ ships or fractional townships for which no land has been heretofore appropriated statutes at Large, Vol. V, p. 59. 2 Judge Cooley gives the principal facts in regard to the form of the Michigan grant, in his “Mich¬ igan.” Commonwealth series, pp. 306-330. 3 The Indiana school law of 1852 is a notable example of such an attempt. (See Boone: History of Education in Indiana, Chaps. XI, XVI.) All such attempts, however, have failed, as the courts have held that the contemplated redistribution would be in violation of the trustship of the State. 4 Statutes at Large, Vol. IX, p. 330. 1272 EDUCATION REPORT, 1892-93. for that use in those States in which section number sixteen, or other land equiva¬ lent thereto, is by law directed to be reserved for the support of schools in each township, there shall be reserved and appropriated, for the use of schools, in each entire township, or fractional township, for which no land has been heretofore appropriated or granted for that purpose, the following quantities of land, to wit, for each township or fractional township containing a greater quantity of land than three-quarters of an entire township, one section; for a fractional township con¬ taining a greater quantity of land than one-half, and not more than three-quarters of a township, three-quarters of a section ; for a fractional township containing a greater quantity of land than one-quarter, and not more than one-half of a town¬ ship, one-half section; and for a fractional township containing a greater quantity of land than one entire section, and not more than one-quarter of a township, one- quarter section of land. Sec. 2. And be it further enacted, That the aforesaid tracts of land shall be selected by the Secretary of the Treasury, out of any unappropriated public land within the land district where the township for which any tract is selected maybe situated; and when so selected, shall be held by the same tenure, and upon the same terms, for the support of schools in such township, as section number sixteen is, or may be held, in the State where such township shall be situated. Sec. 3. And be it further enacted, That there shall be selected, in the manner above mentioned, one section and one-quarter section of land, for the support of schools within that tract of country usually called the French grant, in the county of Scioto, and State of Ohio.1 Thus far laud grants for higher institutions of learning have been mentioned only incidentally. The first that is heard of such grants by the National Government is in the powers to the board of treasury, 1787, an extract from which has already been given. The rule has been to grant to each one of the public-land States 2 townships, 72 sections, or 46,080 acres of land for this purpose. The legislation in the case of Michigan will answer the purpose of a general type. [Extract from an act of Congress, concerning a seminary of learning in tlie Territory of Michigan. Approved May 20, 1826.] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled , That the Secretary of the Treasury be, and he is hereby, author¬ ized to set apart and reserve from sale, out of any of the public lands within the Territory of Michigan, to which the Indian title may be extinguished, and not otherwise appropriated, a quantity of land, not exceeding two entire townships, for the use and support of a university within the Territory aforesaid, and for no other use or purpose whatsoever, to be located in tracts of land corresponding with any of the legal divisions into which the public lands are authorized to be surveyed, not less than one section ; one of which said townships, so set apart and reserved from sale, shall be in lieu of an entire township of land, directed to be located in said Territory for the use of a seminary of learning therein, by an act of Congress entitled “An act making provision for the disposal of the public lands in the Indian Territory, and for other purposes,” approved March twenty-sixth, one thousand eight hundred and four. 2 [Extract from an act supplementary to an act entitled “An act to establish the northern boundary of the State of Ohio, and to provide for the admission of the State of Michigan into the Union on cer¬ tain conditions therein expressed.” Approved June 23, 1836.] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, * * * That the seventy-two sections of land set apart and reserved for the use and support of a university, by an act of Congress Stat. L., Vol. IV, p. 179. Approved May 20, 1826. 2Stat. L., Vol. IV, p. 180. AMERICAN EDUCATIONAL HISTORY. 1273 approved on the 20th day of May, 1826, entitled 11 An act concerning a seminary of learning in the Territory of Michigan,” are hereby granted and conveyed to the State, to he appropriated solely to the nse and support of said university, in such manner as the legislature may prescribe.1 With the ]apse of time, Congress has made the terms upon which the educational lands are granted more definite and stringent. For exam¬ ple, the enabling act for the States of Forth Dakota, South Dakota, Montana, and Washington, approved February 22, 1889, provided: Sec. 11. That all lands herein granted for educational purposes shall he disposed of only at public sale, and at a price not less than ten dollars per acre, the proceeds to constitute a permanent school fund, the interest of which only shall he expended in the support of said schools. But said lands may, under such regulations as the legislatures shall prescribe, he leased for periods of not more than five years, in quantities not exceeding one section to any one person or company; and such land shall not he subject to pre-emption, homestead entry, or any other entry under the land laws of the United States, whether surveyed or unsurveyed, hut shall he reserved for school purposes only. Sec. 13. That five per centum of the proceeds of the sales of public lands lying within said States, which shall he sold by the United States subsequent to the admission of said States into the Union, after deducting all the expenses incident to the same, shall he paid to the said States, to he used as a permanent fund, the inter¬ est of which only shall he expended for the support of common schools within said States, respectively. Section 14 of the same act provides that the 72 sections of university lands granted to each one of the four States shall not be sold for less than $10 per acre, but said lands may be leased as provided for in section 11 : The schools, colleges, and universities provided for in this act shall forever remain under the exclusive control of the said States, respectively, and no part of the pro¬ ceeds arising from the sale or disposal of any lands herein granted for educational purposes shall he used for the support of any sectarian or denominational school, college, or university. Section 17 of this act, in lieu of the grant of 500,000 acres of land made to each State for internal improvements, under the act of Septem¬ ber 4, 1841, and in lieu of the grant of swamp lands made to certain States under the act of September 28, 1850, and in lieu of any grant of swamp lands to said States, gives them specific quantities of land for specific purposes, as follows : To the State of South Dakota : For the school of mines, forty thousand acres ; for the reform school, forty thousand acres ; for the deaf and dumb asylum, forty thou¬ sand acres; for the agricultural college, forty thousand acres; for the university, forty thousand acres ; for State normal schools, eighty thousand acres ; for public buildings at the capital of said State, fifty thousand acres ; and for such other educa¬ tional and charitable purposes as the legislature of said State may determine, one hundred and seventy thousand acres; in all, five hundred thousand acres. To the State of North Dakota a like quantity of land as is in this section granted to the State of South Dakota, and to he for like purposes, and in like proportions as far as practicable. Stat. L., Vol. V,p. 59. 1274 EDUCATION REPORT, 1892-93. To tlie State of Montana: For the establishment and maintenance of a school of mines, one hundred thousand acres; for State normal schools, one hundred thousand acres : for agricultural colleges, in addition to the grant hereinbefore made for that purpose, fifty thousand acres ; for the establishment of a State reform school, fifty thousand acres; for the establishment of a deaf and dumb asylum, fifty thousand acres; for public buildings at the capital of the State, in addition to the grant here¬ inbefore made for that purpose, one hundred and fifty thousand acres. To the State of AVashington: For the establishment and maintenance of a scien¬ tific school, one hundred thousand acres; for State normal schools, one hundred thousand acres; for public buildings at the State capital, in addition to the grant hereinbefore made for that purpose, one hundred thousand acres; for State chari¬ table, educational, penal, and reformatory institutions, two hundred thousand acres. That the States provided for in this act shall not be entitled to auy further or other grants of land for any purpose than as expressly provided in this act. And the lands granted by this section shall be held, appropriated, and disposed of exclu¬ sively for the purposes herein mentioned, in such manner as the legislatures of the respective States may severally provide. 1 One vigorous attempt was made to arrest the national educational policy, or at least to change its character. The legislature of Mary¬ land in 1821 adopted an elaborate report, submitted by the committee to which so much of the governor’s annual message as related to education and public instruction had been referred, that concluded with the follow¬ ing resolutions : Resolved, by the general assembly of Maryland, That each of the United States Isas an equal right to participate in the benefit of the public lands, the common property of the Union. Resolved , That the States in whose favor Congress have not made appropriations of land for the purposes of education, are entitled to such appropriations as will correspond, in a just proportion, with those heretofore made in favor of the other States. Resolved, That his excellency the governor be required to transmit copies of the foregoing report and resolutions to each of our Senators and Representatives in Congress, with a request that they will lay {he same before their respective Houses, and use their endeavors to procure the passage of an act to carry into effect the just principle therein set forth. Resolved, That his excellency the governor be also requested to transmit copies of the said report and resolutions to the governors of the several States of the Union, with a request that they will communicate the same to the legislatures thereof, respectively, and solicit their cooperation. The legislatures of Hew Hampshire aud Vermont indorsed this report. The legislature of Ohio, on the other hand, adopted a long aud carefully drawn reply submitted on December 26, 1819, by a special committee of five, to which the Maryland, Hew Hampshire, and V ermont reports had been referred. And this appears to have been the end of the matter.2 Authorities. — The subjects treated in this section may be studied in the following documents in addition to those already cited : O. B. Pickering: Life of Timothy Pickering, Vol. I, Chaps. XXXII, XXXVI, and Appendix Xo. 3. H. W. Smith : The St. Clair Papers, ,Stat. L., Fiftieth Congress, pp. 679-G81. 2See Alfred Kelley, His Life and Work, by the Hon. James L. Bates. Columbus, Ohio, 1SS8, Chaps. IV, V. AMERICAN EDUCATIONAL HISTORY. 1275 Yol. I, pp. 116-136; Yol. II, Appendices I, II. William Park Cutler and Julia Perkins Cutler: Life, Journals, and Correspondence of Rev. Manassen Cutler, Yol. I, Chaps. IY, YIII. G-. W. Knight: His¬ tory and Management of Land Grants for Education in the Northwest Territory, part 1, in Yol. I, Papers American Historical Association. George Bancroft: History of the United States, Yoh YI, pp. 277-291; History of the Formation of the Constitution, Appendix 302. F. W. Blackmar: Federal and State Aid to Higher Education, Chap. II. B. A. Hinsdale: The Old Northwest, Chaps. XI, XYI. Report of the Commissioner of Education, 1867-68, pp. 65 et seq. J. B. Angell: Uni¬ versity of Michigan, commemorative oration delivered at the semicen¬ tennial celebration of the organization of the university, 1887. John Eaton: What has been done for Education by the Government of the United States, in Proceedings of the National Educational Associa¬ tion, 1883. F. W. Shearman : System of Public Instruction and Primary School Law, 1852, edited by E. E. White and T. W. Harvey; Educa¬ tion in Ohio, prepared by authority of the general assembly, 1876. VII. CONGRESSIONAL GRANTS OF LAND AND MONEY FOR COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS, 1862-1890. Agitation of the question of agricultural schools; act of July 2, 1862 ; act amending the same; resolution of 1S67; act to establish agricultural experiment stations; act of 1800; appendix to YI and VII. Before the middle of this century the subject of education in methods of agriculture and kindred subjects began to attract attention in some of the Western States. In 1850 the legislature of Michigan petitioned Congress for 350,000 acres of land for the establishment and mainte¬ nance of agricultural schools within her limits, and in 1855 that State established an agricultural school. From 1850 the general subject was held before Congress by memorials, resolutions, and petitions emanating from agricultural societies, farmers’ conventions, and State legislatures. In 1S59 Congress passed a bill granting to each State, for the mainte¬ nance of agricultural schools, 20,000 acres of the public land within its borders for each Senator and Representative in Congress to which the State was entitled. Land scrip to an equal amount was given when there was no public land within the State. This land the State was empowered to sell, but not to locate. The contest over this bill in the two Houses was a severe one, most of the opposition coming from the Southern members. President Buchanan vetoed the bill on the ground that it was unconstitutional, and that it intermingled national and State affairs in a mischievous manner. A bill drawn on the same lines, but granting 30,000 acres of land for each Senator and Representative, passed the Thirty- seventh Congress, and received the approval of President Lincoln, July 2, 1862. 1276 EDUCATION REPORT, 1892-93. AIT ACT donating public lands to tlie several States and Territories wliicli may provide colleges for the benefit of agriculture and the mechanic arts. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That there he granted to the several States, for the purposes hereinafter mentioned, an amount of public land, to be apportioned to each State, a quantity equal to thirty thousand acres for each Senator and Representative in Con¬ gress to which the States are respectively entitled by the apportionment under the census of eighteen hundred and sixty: Provided, That no mineral lands shall be selected or purchased under the provisions of this act. Sec. 2. And be it further enacted, That the land aforesaid, after being surveyed, shall be apportioned to the several States in sections or subdivisions of sections, not less than one-quarter of a section ; and whenever there are public lands in a State subject to sale at private entry at one dollar and twenty -five cents per acre, the quantity to which said State shall be entitled shall be selected from such lands within the limits of such State, and the Secretary of the Interior is hereby directed to issue to each of the States in which there is not the quantity of public lands subject to sale at private entry at one dollar and twenty-five cents per acre to which said State may be entitled under the provisions of this act land scrip to the amount in acres for the deficiency of its distributive share; said scrip to be sold by said States and the proceeds thereof applied to the uses and purposes prescribed in this act, and for no other use or purpose whatsoever : Provided, That in no case shall any State to which land scrip may thus be issued be allowed to locate the same within the limits of any other State, or of any Territory of the United States, but their assignees may thus locate said land scrip upon auy of the unappropriated lands of the United States subject to sale at private entry at one dollar and twenty-five cents or less per acre: And provided further, That not more than one million acres shall be located by such assignees in any one of the States : And provided further, That no such location shall be made before one year from the passage of this act. Sec. 3. And be it further enacted, That all the expenses of management, superin¬ tendence, and taxes from date of selection of said lands, previous to their sales, and all expenses incurred in the management and disbursement of the moneys which may be received therefrom, shall be paid by the States to which they may belong, out of the treasury of said States, so that the entire proceeds of the sale of said lands shall be applied without any diminution whatever to the purposes hereinafter mentioned. Sec, 4. And be it further enacted, That all moneys derived from the sale of the lands aforesaid by the States to which the lands are apportioned, and from the sales of land scrip hereinbefore provided for, shall be invested in stocks of the United States, or of the States, or some other safe stocks yielding not less than five per centum upon the par value of said stocks; and that the money so invested shall constitute a perpetual fund, the capital of which shall remain forever undiminished (except so far as may be provided in section fifth of this act) and the interest of which shall be inviolably appropriated by each State which may take and claim the benefit of this act to the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legisla¬ tures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in several pursuits and professions in life. Sec. 5. And be it further enacted, That the grant of land and land scrip hereby authorized shall be made on the following conditions, to which, as well as to the provisions hereinbefore contained, the previous assent of the several States shall be signified by legislative acts : AMERICAN EDUCATIONAL HISTORY. 1277 First. If any portion of the fund invested, as provided by the foregoing section, or any portion of the interest thereon, shall, by any action or contingency, be diminished or lost, it shall be replaced by the State to which it belongs, so that the capital of the fund shall remain forever undiminished; and the annual interest shall be regularly applied without diminution to the purposes mentioned in the fourth section of this act, except that a sum not exceeding ten per centum upon the amount received by any State under the provisions of this act may be expended for the purchase of lands for sites or experimental farms, whenever authorized by the legis¬ latures of said States. Second. No portion of said fund, nor the interest thereon, shall be applied directly or indirectly, under any pretence whatever, to the purchase, erection, preservation, or repair of any building or buildings. Third. Any State which may take and claim the benefit of the provisions of this act shall provide, within five years, at least not less than one college, as described in the fourth section of this act, or the grant to such State shall cease ; and said State shall be bound to pay the United States the amount received of any lands previously sold, and that the title to purchasers under the State shall be valid. Fourth. An annual report shall be made regarding the progress of each college, regarding any improvements and experiments made, with their cost and results, and such other matters, including State industrial and economical statistics, as may be supposed useful, one copy of which shall be transmitted by mail free, by each to all the other colleges which may be endowed under the provisions of this act, and also one copy to the Secretary of the Interior. Fifth. When lands shall be selected from those which have been raised to double the minimum in price, in consequence of railroad grants, they shall be computed to the States at the maximum price, and the number of acres proportionally diminished. Sixth. No State wffiile in a condition of rebellion or insurrection against the Gov¬ ernment of the United States shall be entitled to the benefit of this act. Seventh. No State shall be entitled to the benefits of this act unless it shall express its acceptance thereof by its legislature within two years from the date of its approval by the President. Sec. 6. And he it further enacted, That land scrip issued under the provisions of this act shall not be subject to location until after the first day of January, one thou¬ sand eight hundred and sixty-three. Sec. 7. And he it f urther enacted, That the land officers shall receive the same fees for locating land scrip issued under the provisions of this act as is now allowed for the location of military bounty land warrants under existing laws : Provided, Their maximum compensation shall not be thereby increased. Sec. 8. And he it f urther enacted, That the governors of the several States to which scrip shall be issued under this act shall be required to report annually to Congress all sales made of such scrip until the whole shall be disposed of, the amount received for the same and what appropriation has been made of the proceeds.1 ACT to amend section 5 of an act, &c., approved July 2, 1862. Be it enacted, <$~c., That the time in which the several States may comply with the provisions of the act of July 2, 1862, entitled “An act donating public lands, &c.,” is hereby extended so that the acceptance of the benefits of said act may be expressed within three years from the passage of this act, and the colleges required by the said act may be provided within five years from the date of the filing of such acceptance with the Commissioner of the General Land Office: Provided, That when any Territory shall become a State, and be admitted into the Union, such new State shall be entitled to the benefits of said act of July 2, 1862, by expressing the acceptance therein required within three years from the date of its admission into the Union, and pro¬ viding the college or colleges within five years after such acceptance, as prescribed Stat. L., Thirty-seventh Congress, p. 503. Approved July 2, 1862. 1278 EDUCATION REPORT, 1892-93. in this act: Provided further, That any State which has heretofore expressed its acceptance of the act herein referred to shall have the period of five years in which to provide at least one college, as described in the fourth section of said act, after the time for the providing of said college, according to the act of July 2d, 1862, shall have expired.2 By joint resolution, approved February 28, 1867, the provisions of the act of July 2, 1862, and the act to amend the same, approved July 23, 1866, are extended to the State of Tennessee.1 Chap. 314. — AX ACT to establish, agricultural experiment stations in connection with the colleges established in the several States under the provisions of an act approved July second, eighteen hundred and. sixty -two, and of the acts supplementary thereto. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That in order to aid in acquiring and diffusing among the peo¬ ple of the United States useful and j>ractical information on subjects connected with agriculture, and to promote scientific investigation and experiment respecting the principles and applications of agricultural science, there shall be established, under the direction of the college or colleges, or agricultural departments of colleges, in each State or Territory established, or which may hereafter be established, in accord¬ ance with the provisions of an act approved July second, eighteen hundred and sixty- two, entitled u An act donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts,” or any of the supplements to said act, a department to be known and designated as an “agricultural experiment station”: Provided, That in any State or Territory in which two such colleges have been or may bo established the appropriation hereinafter made to such State or Territory shall be equally divided between such colleges, unless the legislature of such State or Territory shall otherwise direct. Sec. 2. That it shall be the object and duty of said experiment stations to conduct original researches or verify experiments on the physiology of plants and animals; the diseases to which they are severally subject, with the remedies fgr the same; the chemical composition of useful plants at their different stages of growth ; the com¬ parative advantages of rotative cropping as pursued under a varying series of crops; the capacity of new plants or trees for acclimation; the analysis of soils and water; the chemical composition of manures, natural or artificial, with experiments designed to test their comparative effects on crops of different kinds; the adaptation and value of grasses and forage plants ; the composition and digestibility of the different kinds of food for domestic animals ; the scientific and economic questions involved in the production of butter and cheese ; and such other researches or experiments bearing directly upon the agricultural industry of the United States as may in each case be deemed advisable, having due regard to the varying conditions and needs of the respective States or Territories. Sec. 3. That in order to secure, as far as practicable, uniformity of methods and results in the work of said stations, it shall be the duty of the United States Com¬ missioner of Agriculture to furnish forms, as far as practicable, for the tabulation of results of investigation or experiments; to indicate, from time to time, such lines of inquiry as shall seem to him most important; and, in general, to furnish such advice and assistance as will best promote the purposes of this act. It shall be the duty of each of said stations, annually, on or before the first day of February, to make to the governor of the State or Territory in which it is located a full and detailed report of its operations, including a statement of receipts and expenditures, a copy of which report shall be sent to each of said stations, to the said Commis¬ sioner of Agriculture, and to the Secretary of the Treasury of the United States. 1 Stat. L., Thirty-ninth Congress, p. 208. Approved July 23, 1866. 2 Stat. L., Thirty-ninth Congress, p. 569. AMERICAN EDUCATIONAL HISTORY. 1279 Sec. 4. That bulletins or reports of progress shall be published at such stations at least once in three months, one copy of which shall be sent to each newspaper in the States or Territories in which they are respectively located, and to such individuals actually engaged in farming as may request the same, and as far as the means of the station will permit. Such bulletins or reports and the annual reports of said stations shall be transmitted in the mails of the United States free of charge for postage, under such regulations as the Postmaster-General may from time to time prescribe. Sec. 5. That for the purpose of paying the necessary expenses of conducting investigations and experiments and printing and distributing the results as herein¬ before prescribed, the sum of fifteen thousand dollars per annum is hereby appro¬ priated to each State, to be specially provided for by Congress in the appropriations from year to year, and to each Territory entitled under the provisions of section eight of this act, out of any money in the Treasury proceeding from the sales of public lands, to be paid in equal quarterly payments, on the first day of January, April, July, and October in each year, to the treasurer or other officer duly appointed by the governing boards of such colleges to receive the same, the first payment to be made on the first day of October, eighteen hundred and eighty-seven : Provided, however, That out of the first annual appropriation so received by any station an amount not exceeding one-fifth may be expended in the erection, enlargement, or repair of a building or buildings necessary to carry on the work of such station ; -and thereafter an amount not exceeding five per centum of such annual appropria¬ tion may be so expended. Sec. 6. That whenever it shall appear to the Secretary of the Treasury, from the annual statement of receipts and expenditures of any of said station^, that a portion of the preceding annual appropriation remains unexpended, such amount shall be deducted from the next succeeding annual appropriation to such station, in order that the amount of money appropriated to any station shall not exceed the amount actually and necessarily required for its maintenance and support. Sec. 7. That nothing in this act shall be construed to impair or modify the legal relation existing between any of the said colleges and the government of the States or Territories in which they are respectively located. Sec. 8. That in States having colleges entitled under this section to the benefits of this act, and having also agricultural experiment stations established by law sepa¬ rate from said colleges, such States shall be authorized to apply such benefits to experiments at stations so established by such States ; and in case any State shall have established, under the provisions of said act of July second aforesaid, an agri¬ cultural department or experimental station in connection with any university, col¬ lege, or institution not distinctively an agricultural college or school, and such State shall have established or shall hereafter establish a separate agricultural col¬ lege or school, which shall have conuected therewith an experimental farm or sta¬ tion, the legislature of such State may apply in whole or in part the appropriation by this act made to such separate agricultural college or school, and no legislature shall by contract express or implied disable itself from so doing. Sec. 9. That the grants of moneys authorized by this act are made subject to the legislative assent of the several States and Territories to the purposes of said grants : Provided, That payments of such installments of the appropriation herein made as shall become due to any State before the adjournment of the regular session of its legislature meeting next after the passage of this act shall be made upon the assent of the governor thereof duly certified to the Secretary of the Treasury. Sec. 10. Nothing in this act shall be held or construed as binding the United States to continue any payments from the Treasury to any or all the States or institutions mentioned in this act, but Congress may at any time suspend, amend, or repeal any or all the provisions of this act.1 Stat. L., Forty-ninth Congress, p. 440. Approved March 2, 1887. 1280 EDUCATION REPORT, 1892-93. Chap. 5. — AK ACT making an appropriation to carry into effect tlie provisions of an act approved. March second, eighteen hundred and eighty-seven, entitled “An act to establish agricultural experi¬ mental stations in connection with the colleges established in the several States under the provisions of an act approved July second, eighteen hundred and sixty-two, and of acts supplementary thereto.” Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled , That to carry into effect the provisions of an act approved March second, eighteen hundred and eighty-seven, entitled “An act to establish agricultural experiment stations in connection with the colleges established in the several States, under the provisions of an act approved July second, eighteen hun¬ dred and sixty-two, and of the acts supplementary thereto,” the sum of five hundred and eighty-five thousand dollars, or so much thereof as may be necessary, is hereby appropriated, out of any money in the Treasury not otherwise appropriated, for the fiscal year ending June thirtieth, eighteen hundred and eighty-eight.1 Chap. 373. — AN ACT to amend an act entitled “An act to establish agricultural stations in connection with the colleges established in the several States under the provisions of an act approved July second, eighteen hundred and sixty -two, and of the acts supplementary thereto.” Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That the grant of money authorized by the act of Congress entitled “An act to establish agricultural experiment stations in connection with the colleges established in the several States under the provisions of an act approved July second, eighteen hundred and sixty-two, and of acts supplementary thereto,” is subject as therein provided to the legislative assent of the States or Territories to be affected thereby; but as to such installments of the appropriations as may be now due or may hereafter become due, when the legislature may not be in session, the governor of said State or Territory may make the assent therein provided, and uj)on a duly certified copy thereof to the Secretary of the Treasury he shall cause the same to be paid in the manner provided in the act of which this is amendatory, until the termination of the next regular session of the legislature of such State or Ter¬ ritory.2 EXPERIMENTAL STATIONS. [From an act making appropriations for the Department of Agriculture.] That to carry into effect the provisions of an act approved March second, eighteen hundred and eighty-seven, entitled “An act to establish agricultural experiment stations in connection with the colleges established in the several States, under the provisions of an act approved July second, eighteen hundred and sixty-two, and of the acts supplementary thereto,” five hundred and ninety-five thousand dollars are appropriated; ten thousand dollars of which sum shall be payable upon the order of the Commissioner of Agriculture to enable him to carry out the provisions of section three of said act of March second, eighteen hundred and eighty-seven, and to com¬ pare, edit, and publish such of the results of the experiments made under section two of said act by said experimental stations as he may deem necessary; and for these purposes the Commissioner of Agriculture is authorized to employ such assist¬ ants, clerks, and other persons as he may deem necessary.3 Chap. 841. — AN ACT to apply a portion of the proceeds of the public lands to the more complete endowment and support of the colleges for the benefit of agriculture and the mechanic arts estab¬ lished under the provisions of an act of Congress approved July second, eighteen hundred and sixty-two. Be it enacted by the Senate and House of Representatives of the United States of Amcnca in Congress assembled, That there shall be, and hereby is, annually appropriated, out of any money in the Treasury not otherwise appropriated, arising from the 1 Stat. L., Fiftieth Congress, p. 32. Approved February 1, 1888. 2Stat. L., Fiftieth Congress, p. 176. Approved June 7, 1888. 3 Stat. L., Fiftieth Congress, p. 334. Approved July 18, 1888. AMERICAN EDUCATIONAL HISTORY. 1281 sales of public lands, to be paid as hereinafter provided, to each State and Terri¬ tory for the more complete endowment and maintenance of colleges for the benefit of agriculture and the mechanic arts now established, or which may be hereafter established, in accordance with an act of Congress approved July second, eighteen hundred and sixty-two, the sum of fifteen thousand dollars for the year ending June thirtieth, eighteen hundred and ninety, and an annual increase of the amount of such appropriation thereafter for ten years by an additional sum of one thousand dollars over the preceding year, and the annual amount to be paid thereafter to each State and Territory shall he twenty-five thousand dollars, to be applied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural, and economic science, with special reference to their applications in the industries of life and to the facilities for such instruction: Provided , That no money shall be paid out under this act to any State or Territory for the support and maintenance of a college where a distinction of race or color is made in the admission of students ; but the establishment and maintenance of such colleges separately for white and colored students shall be held to be a com¬ pliance with the provisions of this act if the funds received in such State or Terri¬ tory be equitably divided as hereinafter set forth : Provided , That in any State in which there has been one college established in pursuance of the act of July second, eighteen hundred and sixty-two, and also in which an educational institution of like character has been established, or may be hereafter established, and is now aided by such State from its own revenue, for the education of colored students in agriculture and the mechanic arts, however named or styled, or whether or not it has received money heretofore under the act to which this act is an amendment, the legislature of such State may propose and report to the Secretary of the Interior a just and equitable division of the fund to be received under this act between one college for white students and one institution for colored students established as aforesaid, which shall be divided into two parts and paid accordingly, and thereupon such institution for colored students shall be entitled to the benefits of this act and sub¬ ject to its provisions, as much as it would have been if it had been included under the act of eighteen hundred and sixty-two, and the fulfillment of the foregoing pro¬ visions shall be taken as a, compliance with the provisions in reference to separate colleges for white and colored students. Sf.c. 2. That the sums hereby appropriated to the States and Territories for the further endowment and support of colleges shall be annually paid on or before the thirty-first day of July of each year, by the Secretary of the Treasury, upon the warrant of the Secretary of the Interior, out of the Treasury of the United States, to the State or Territorial treasurer, or to such officer as shall be designated by the laws of such State or Territory to receive the same, who shall, upon the order of the trustees of the college, or the institution for colored students, immediately pay over said sums to the treasurers of the respective colleges or other institutions entitled to receive the same, and such treasurers shall be required to report to the Secretary of Agriculture and to the Secretary of the Interior, on or before the first day of September of each year, a detailed statement of the amount so received and of its disbursement. The grants of moneys authorized by this act are made subject to the legislative assent of the several States and Territories to the purpose of said grants: Provided , That payments of such installments of the appropriation herein made as shall become due to any State before the adjournment of the regular session of the legislature meeting next after the passage of this act shall be made upon the assent of the governor thereof, duly certified to the Secretary of the Treasury. Sec. 3. That if any portion of the moneys received by the designated officer of the State or Territory for the further and more complete endowment, support, and maintenance of colleges, or of institutions for colored students, as provided in this act, shall, by any action or contingency, be diminished or lost, or be misapplied, it shall be replaced by the State or Territory to which it belongs, and until so replaced no subsequent appropriation shall be apportioned or paid to such State or Territory ; ED 93 - 81 1282 EDUCATION KEPORT, 1892-93. and no portion of such moneys shall ho applied, directly or indirectly, under any pretense whatever, to the purchase, erection, preservation, or repair of any building or buildings. An annual report by the president of each of said colleges shall be made to the Secretary of Agriculture, as well as to the Secretary of the Interior, regarding the condition and progress of each college, including statistical informa¬ tion in relation to its receipts and expenditures, its library, the number of its stu¬ dents and professors, and also as to any improvements and experiments made under the direction of any experiment stations attached to said colleges, with their cost and results, and such other industrial and economical statistics as may be regarded as useful, one copy of which shall be transmitted by mail free to all other colleges further endowed under this act. Sec. 4. That on or before the first day of July in each year, after the passage of this act, the Secretary of the Interior shall ascertain and certify to the Secretary of the Treasury as to each State and Territory whether it is entitled to receive its share of the annual appropriation for colleges, or of institutions for colored students, under this act, and the amount which thereupon each is entitled respectively to receive. If the Secretary of the Interior shall withhold a certificate from any State or Ter¬ ritory of its appropriation the facts and reasons therefor shall be reported to the President, and the amount involved shall be kept separate in the Treasury until the close of the next Congress, in order that the State or Territory may, if it should so (Jesire, appeal to Congress from the determination of the Secretary of the Interior. If the next Congress shall not direct such sum to be paid it shall be covered into the Treasury. And the Secretary of the Interior is hereby charged with the proper administration of this law. Sec. 5. That the Secretary of the Interior shall annually report to the Congress the disbursements which have been made in all the States and Territories, and also whether the appropriation of any State or Territory has been withheld, and if so, the reason therefor. Sec. 6. Congress may at any time amend, suspend, or repeal any or all of the pro¬ visions of this act.1 Stat. L., approved August 30, 1890. AMERICAN EDUCATIONAL HISTORY, 1283 APPENDIX TO VI AND VII. The following tables are transcribed from The Public Domain, its His¬ tory with Statistics, compiled by Thomas Donaldson and printed at the Government Printing Office, Chap. XIII : I. Grants of lands to States and reservations to Territories for [ common ] school purposes. States and Territories. Total area. Dates of grants. Ohio - Indiana . Dlinois . . Missouri Alabama Section 16. Mississippi Louisiana. Michigan . Arkansas. Florida . . . Iowa . Wisconsin Sections 16 and 36. California. . . Minnesota . . . Oregon . Kansas . Nevada . . Nebraska . . Colorado . . Washington . New Mexico . Utah . Dakota . Montana . Arizona . Idaho . . . Wyoming . . . Total . Acres. 704, 4S8 Mar. 3, 1803 650. 317 Apr. 19. 1816 985, 066 Apr. 18, 1818 1.199,] 39 Mar. 6, 1820 902, 774 Mar. 2. 1819 a Mar. 3,1803 837, 584 {May 19. 1852 Feb. 15, 1843 1. 067, 397 •June 23, 1836 886, 460 Do. 908. 503 Mar. 3, 1845 ri 5, 144 Do. 958, 649 Aug. 6, 1846 6, 719, 324 Mar. 3, 1853 2, 969, 990 Feb. 26, 1857 3, 329, 706 Feb. 14. 1859 2, 801, 306 Jan. 29. 1861 3, 985. 428 Mar. 21,1864 2 " 2 044 Apr. 19, 1864 3, 715; 555 Mar. 3. 1875 2, 488, 675 Mar. 2, 1853 4, 309, 368 sSept. }July 9. 1850 22. 18-54 3. 003, 613 Sept. 9, 1850 5, 360, 451 Mar. 2, 1861 5. 112, 035 Feb. 28, 1851 4, 050, \ 47 May 26, 1861 3, 068. 231 Mar. 3, 1863 3, 480, 281 July 25, 1868 67, 893. 919 No grants to Indian and Alaska Territories. Sixteenth and thirty -sixth sections in Territories not granted, but reserved. Lands in place and indemnity for deficiencies in sections and townships, under acts of May 20, 1826, and February 26, 1859, included in the above statement. 1284 EDUCATION REPORT, 1892-93. II. The following table shows the number of acres granted to States and reserved to Territories for seminaries or universities, down to the time of its preparation, June 30, 1880: States and Territories. j Total area. , Under what acts. Ohio . Indiana . Illinois . Missouri. . . . Alabama Mississippi . Louisiana. . . Michigan . . . Arkansas . . . Fiorida _ * Iowa . Wisconsin . . California . . . Minnesota . . Oregon . Kansas . Nevada . Nebraska . . - Colorado Washington New Mexico Utah . 69,120 Apr. 21,1792; Mar. 3. 1803. 4G, 080 Mar. 26, 1801; Apr. 19. 1816. 46,080 Mar. 26, 1804; Apr. 18, 1818. 46.080 Feb. 17. 1818; Mar. 6. 1820. 46,080 Anr. 20, 1818: Mar. 2, 1819. 46, 080 Mar. 3, 1803 ; Feb. 20. 1819. 46, 080 Apr. 21, 1806 ; Mar. 3, 1811 ; Mar. 3, 1827. 46,080 June 23, 1836. 46, 080 Do. 92. 160 Mar. 3, 1845. 46, 080 Do. 92.160 Aug. 6. 1846; Dec. 15, 1854. 46. 080 Mar. 3, 1853. 82, 640 Mar. 2, 1861 ; Feb. 26, 1857 ; July 8, 1870. 46, 080 Feb. 14, 1859 ; Mar. 2, 1861. 46,080 Jan. 29, 1861. 46, 080 July 4, 1866. 46. 080 Apr. 19, 1864. 46, 080 Mar. 3. 1875. 46, 080 July 17, 1854 ; Mar. 14, 1864. 46, 080 July 22, 1854. 46, 080 Feb. 21, 1855. Total 1, 165, 520 Lands in Territories not granted, but reserved. III. States having land subject to selection “ in place” for agricultural and mechanical colleges, under act of July 2, 1862, and acts amendatory thereof. [“In place” means that the States having public lands within their limits were to take such lands in satisfaction of their allowance under this law.] Acres. Wisconsin . 240,000 Iowa . 240,000 Oregon . 90, 000 Kansas . 90, 000 Minnesota . 120, 000 Michigan . 240, 000 California . 150, 000 Nevada (also under act of July 4, 1886) . 90, 000 Missouri . 330,000 Nebraska (also under act of July 23, 1866) . : . 90, 000 Colorado . 90, 000 Total 1, 770, 000 AMERICAN EDUCATIONAL HISTORY. 1285 States to which scrip was issued for agricultural and mechanical colleges, and amount. “ In scrip means an issue of redeemable land scrip or special certificates, assignable, which might be located according to law to States which had no public lands within their limits from which their allowance could be satisfied. ] Acres. Rhode Island . 120,000 Illinois . 480, 000 Kentucky . . 330,000 Vermont . 150, 000 Ne w Y ork . 990, 000 Pennsylvania . 780, 000 Ne w J ersey . 210, 000 New Hampshire . 150, 000 Connecticut . 180, 000 Massachusetts . 360, 000 Maine . . - _ 210,000 Maryland . 210, 000 Virginia . 300,000 Tennessee . 300,000 Delaware . . . 90,000 Ohio . „ 630,000 West Virginia . 150, 000 Indiana . 390,000 North Carolina . 270, 000 Louisiana . 210, 000 Alabama . . . 240, 000 Arkansas . . . 150, 000 South Carolina . 180,000 Texas . . 180, 000 Georgia . 270,000 Mississippi . 210, 000 Florida . 90, 000 Total . . 7,830,000 Total in place and scrip . 9, 600, 000 IV. Land grants and reservations for educational purposes to June 30, 1883. ( See the Public * Domain, p. 1250.) Acres. For public or common schools . . . 67, 893, 919 For agricultural and mechanical colleges . 9, 600, 000 For seminaries or universities, to June 30 . 1, 165, 520 Add grants for university purposes to the Territories of Dakota, Mon¬ tana, Arizona, Idaho, and Wyoming . . . 230, 400 In all, a grand total to June 30, 1883, of . 78, 889,839 Tlie value at the minimum price of $1.25 per acre is, in round numbers, $99,000,000 ; but it may be safely estimated that these educational grant lands have realized to the States more than $250,000,000. The foregoing exhibit is not complete. Since the last of these tables was compiled provision has been made for agricultural colleges in the new States of North Dakota, South Dakota, Montana, Washington, 1286 EDUCATION REPORT, 1892-93. Wyoming, and Idaho upon the usual scale — 90,000 acres to each State save to South Dakota, to which 120,000 acres has been given. They have also received, in lieu of tbe saline lands, swamp lands, and 500,000-acre grants for internal improvements, specific grants for normal schools, scientific schools, or schools for mines, and also for public buildings. The method of the Government has been as soon as, in running the lines of public surveys, the school sections in place 16 and 36 are fixed and determined, the appropriation thereof for the educational object is, under the law, complete, and lists are made out and patents thereof issued to the States. When sections 16 and 36 are found to be covered with prior adverse rights, such as legal occupancy, and settlement by individuals under settlement laws prior to survey of the lands, or deficient in area because of the fractional character of the townships, or from other causes, selections for indemnity are made. The acts of Congress quoted in Chapters VI and VII, and the tables here given, do not make a complete showing of what the National Gov¬ ernment has done for education. Previous to June 30, 1882, there was patented to certain States under various acts of Congress *559,965 acres of saline lands.1 Previous to June 30, 1S83, there was patented to the public-land States, in pursuance of law, 56,455,467 acres of swamp and overflowed lands.2 In 1841 Congress passed what is known as the u State selection act,” by which it granted to each State named, and to each new State that should thereafter be admitted into the Union, 500,000 acres of public lands for internal improvements, which included the quantity that was granted to such State before its admission and while under a Territorial government for such purpose. Previous to June 30, 1883, the selections made under this act amounted to 7,806,554 acres.3 By a long series of acts Congress also granted to the public-land States, except California, 2, 3, and 5 per cent on the net proceeds of the sales of public lands made therein. These allow¬ ances were originally made on the condition that the States should not tax lands sold by the Government for a term of years after they were sold. This was with a view of increasing the sales of wild lands. Previous to June 30, 1882, payments to the States on this account amounted to $7, 333, 069. 4 There have also been many special grants for educational purposes that need not be here enumerated.5 Still another source of contribution must be mentioned. By the year 1836 a considerable surplus over and above the wants of the Government had accumulated in the National Treasury, the disposal of which became a political question. Congress finally disposed of both question and surplus by sections 13 and 14 of an act to regulate the 1 Public Domain, pp. 218, G96. 2 Ibid., pp. 222, 1248. 3 Ibid., pp. 254, 752. 4 Ibid., p. 721. 5 See Donaldson : The Public Domain ; andBlaekmar: Federal and State Aid to Higher Education. AMERICAN EDUCATIONAL HISTORY. 1287 deposits of public money, approved June 23, 1836. It vas enacted that the money which remained in the Treasury on January 1, 1837, reserving the sum of $5,000,000, should be deposited with such of the several States, in proportion to their respective representation in the Senate and House of Representatives of the United States, as should by law authorize their treasurers, or other competent authorities, to receive the same on the terms specified ; and the Secretary of the Treasury should deliver the same to such treasurers or other compe¬ tent authorities, on receiving certificates of deposit therefor, duly signed, which should express the usual and legal obligations, and pledge the faith of the State for the safe keeping and repayment of the money, and should pledge the faith of the States receiving the same to pay them and every part thereof, from time to time, whenever they should be required by the Secretary of the Treasury for the purpose of defraying any wants of the public Treasury, beyond the amount of $5,000,000 aforesaid. If any State should decline to receive its proportion of the surplus on the terms named, the same should be deposited with the other States agreeing to accept the same, in the same proportion. It was further enacted that the said deposits should be made with the States in the proportions named: one-quarter Janu¬ ary 1, 1837 ; one- quarter April 1; one-quarter July 1, and one-quarter October 1, all in the same year.1 The surplus amounted on January 1, 1837, to $37,468,859.97, three-fourths of which sum was divided among the States according to the method prescribed in the act,* the fourth installment was never paid, owing to the necessities of the Govern¬ ment growing out of the financial crisis of that year. The States receiving the deposits have never repaid them, and have never been called upon to do so. The lands and moneys described in the preceding paragraphs were granted to the States to be used for such purposes as they saw fit. Naturally, an example was soon set of bestowing the funds arising from these sources, in whole or in part, on education, and with the lapse of time this example has been more and more followed. Many of the States applied the money received in 1837, in whole or in part, temporarily or permanently, to schools and education. In this list are found Ala¬ bama, Arkansas, Connecticut, Delaware, Georgia, Illinois, Indiana, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Missouri, New Hampshire, New Jersey, New York, North Carolina, Ohio, Pennsylva¬ nia, Rhode Island, Tennessee, and Vermont. The schools of some of these States still derive a revenue from this source. It is foreign to' the present purpose to inquire into the disposition that the States have made of the other funds mentioned. It will be found, however, that these subjects are frequently referred to in the extracts made from State constitutions in Section X of this paper.2 1 Stat. Lm Vol. V, p. 55. 2See E. G, Bourne: History of the Surplus Revenue of 1837, published by G. P. Putnam's Sons. An interesting account of what is known as the “Town Deposit Fund” will be found in the Report of the Connecticut Board of Education for 1890, pp. 144r-147. 1288 EDUCATION REPORT, 1892-93. Authorities. — The following may also he consulted with advan¬ tage: A. Ten Brooke: American State Universities and the University of Michigan. J. K. Patterson: National Endowment for Schools for Scientific and Technical Training, Proceedings of the National Educa¬ tional Association, 1874. VIII. THE BUREAU OF EDUCATION. I. Memorial of the National Association of State and City School Superintendents to the Senate and House of Representatives of the United States, February 10, 1866. — II. An act to establish a departmen t of education, March 2, 1867. — III. Sections of the Revised Statutes defining the province of the Bureau of Education. At the annual meeting of the National Teachers’ Association for 1864, held in Ogdensburg, N. Y., August 10-12, S. H. White, of Peoria, Ill., read a paper entitled “A national bureau of education.”1 At the meet¬ ing of the same association held at Harrisburg, Pa., August 16-18, 1865, Prof. S. S. Greene, of Providence, R. I., delivered an address entitled “The educational duties of the hour,” emphasizing the need of a system of national education.2 At the same meeting, A. J. Rickoff, of Cincin¬ nati, read a paper entitled “A national bureau of education.”3 About the same time Dr. Henry Barnard, who was prevented from attending the Harrisburg meeting by illness, matured a plan of a central agency and headquarters for conference, correspondence, discussion, and pub¬ lication relating to schools and education. At this meeting the asso¬ ciation adopted resolutions that commended to the General Government the organization of a bureau of education for the purpose of collecting and publishing educational statistics and of making suggestions for the advancement of popular education in the several States, and that authorized that a committee of five be appointed to carry the resolu¬ tions into effect, and that the president of the association be chairman of said committee. It was further resolved that a committee of three from each State represented in the association be appointed, whose duty it should be to circulate petitions among the people of their respective States praying Congress to establish a department of education.4 What immediate efforts these resolutions led to, if any, the compiler is not informed. At the annual meeting of the National Association of State and City School Superintendents, held in Washington, D. C., February 6-8, 1866, Dr. E. E. White, of Columbus, Ohio, again presented the subject. The immediate effect of this presentation and the accompanying dis¬ cussion was the appointment of a committee to embody the substance of Dr. White’s paper in a memorial to Congress, said committee con¬ sisting of E. E, White, State commissioner of common schools, Ohio; Newton Bateman, State superintendent of public instruction, Illinois, 1The American Journal of Education, Vol. XV, p. 180. 2 Ibid., Vol. XVI, P. 229. 3 Ibid., Vol. XVI, p. 299. 4 Ibid., Vol. XV, pp. 806, 810. AMERICAN EDUCATIONAL HISTORY. 1289 and J. S. Adams, secretary of the State board of education, Vermont.1 The committee prepared the memorial before separating, and requested General Garfield, who was then serving his second term in Congress, to take charge of the measure in the House of Representatives. General Garfield consented to accept the commission, but requested Hr. White to draw up the bill, which he did.2 On February 14, having first obtained leave, General Garfield introduced the bill and memorial. The bill was twice read, the two documents were ordered printed, and the subject was referred to a select committee of seven : Garfield of Ohio, chairman; Boutwell of Massachusetts, Molton of Illinois, Patterson of Few Jer¬ sey, Donnelly of Minnesota, Goodyear of Few York, and Randall of Pennsylvania. On April 3 the committee reported a so-called substi¬ tute, but the substitute was the original bill slightly amended, the principal change being the adoption of the name department instead of bureau. The subject was debated at considerable length. In its favor it was argued that the department, if established, would be of great service in collecting and publishing statistics and other information concerning education, and that it would be serviceable in promoting schools and education in the Southern States. It was replied that it was unnecessary and unconstitutional, and would prove expensive. The vote was taken June 8. Mr. Garfield had granted to other members of the house so much of the time allotted to the discussion that his own sx>eech was cut short by the Speaker’s hammer; however, in response to earnest requests, he wrote out his notes in full and gave the speech to the public.3 The vote stood 59 yeas to 61 nays, but was reconsidered June 19. Mr. Garfield said it was an interest that had no lobby to press its claims. u It is the voice of the children of the laud,” he said, “ ask¬ ing us to give them all the blessings of our civilization.” The bill now passed, 80 yeas to 44 nays. Carried to the Senate, it was immediately referred to the Judiciary Committee. At the next session, January 30, 1867, it was reported back; February 27 it passed after brief discus¬ sion, and March 2 it received the President’s approval. The change wrought in the temper of the House between the 8th and 19th of June was- mainly due to the persistent zeal with which General Garfield urged the measure in private. In later debates — for the department was no sooner created than attacks upon it began — one member said the passage of the bill by the House was due to Garfield’s u persuasive eloqtience,” and another declared that it was carried by “ dint of per¬ sonal entreaty.” In defending the department, Garfield called the proposition to abolish it “ putting out the eyes of the Government.” 1Dr. White’s paper may be found in the American Journal of Education, Vol. XVI, p. 177. £The compiler is indebted to Dr. White for private information on the subject. 3It is found in the Beport of the Commissioner of Education for 1867-68, p. 49; in the American Journal of Education, Yol. XVII, p. 49; and in President Garfield and Education, p. 183, prepared by the compiler of this chapter and published by Houghton, Mifflin & Co. 1290 EDUCATION REPORT, 1892-93. I. MEMORIAL OF THE NATIONAL ASSOCIATION OF STATE AND CITY SCHOOL SUPERINTENDENTS TO THE SENATE AND HOUSE OF REPRE¬ SENTATIVES OF THE UNITED STATES, FEBRUARY 10, 1866. At a meeting of the National Association of State and City School Superintendents, recently held in the city of Washington, D. C., the undersigned were appointed a committee to memorialize Congress for the establishment of a national bureau of education. It was the unanimous opinion of the association that the interests of education would be greatly iiromoted by the organization of such a bureau at the present time; that it would r'ender needed assistance in the establishment of school systems where they do not now exist, and that it would also prove a potent means for improv¬ ing and vitalizing existing systems. This it could accomplish — (1) By securing greater uniformity and accuracy in school statistics, and so inter¬ preting them that they may be more widely available and reliable as educational tests and measures. (2) By bringing together the results of school systems in different communities, States, and countries, and determining their comparative value. (3) By collecting the results of all important experiments in new and special methods of school instruction and manayemcnt, and making them the common property of school officers and teachers throughout the country. (4) By diffusing among the people information respecting the school laws of the different States; the various modes of providing and disbursing school funds; the different classes of school officers and their relative duties ; the qualifications required of teachers, the modes of their examination, and the agencies provided for their special training; the best methods of classifying and grading schools; improved plans of schoolhouses, together with modes of heating and ventilation, etc., infor¬ mation now obtained only by a few persons and at great expense, but which is of the highest value to all intrusted with the management of schools. (5) By aiding communities and States in the organization of school systems in which mischievous errors shall be avoided and vital agencies and well-tried improve¬ ments be included. (6) By the general diffusion of correct ideas respecting the value of education as a quickener of intellectual activities ; as a moral renovator ; as a multiplier of industry and a consequent producer of wealth; and, finally, as the strength and shield of civil liberty. In the opinion of your memorialists, it is not possible to measure the influence which the faithful performance of these duties by a national bureau would exert upon the cause, of education throughout the country; and few persons who have not been iu trusted with the management of school systems can fully realize how wide¬ spread and urgent is the demand for such assistance. Indeed, tho A~ery existence of the association which your memorialists represent is itself positive proof of a demand for a national channel of communication between the school officers of different States. Millions of dollars have been thrown away in fruitless experiments, or in stolid plodding, for the want of it. Your memorialists would also submit that the assistance and encouragement of the General Government are needed to secure the adoption of school systems throughout the country. An ignorant people have no inward impulse to lead them to self- education. Just where education is most needed, there it is always least appreciated and valued. It is, indeed, a law of educational progress that its impulse and stim¬ ulus come from without. Hence it is that Adam Smith and other writers on political economy expressly except education from the operation of the general law of supply and demand. They teach, correctly, that the demand for education must be awak¬ ened by external influences and agencies. This law is illustrated by the fact that entire school systems, both in this and in other countries, have been lifted up, as it were bodily, by just such influences as a AMERICAN EDUCATIONAL HISTORY. 1291 national bureau of education would exert upon tbe schools of the several States; and this, too, without its being invested with any official control of the school authorities therein. Indeed, the highest value of such a bureau would be its quick¬ ening and informing influence, rather than its authoritative and directive control. The true function of such a bureau is not to direct officially in the school affairs in the States, but rather to cooperate with and assist them in the great work of estab¬ lishing and maintaining systems of public instruction. All experience teaches that the nearer the responsibility of supporting and directing schools is brought to those immediately benefited by them, the greater their vital power and efficiency. YTour memorialists beg permission to suggest one other special duty which should be intrusted to the national bureau, and which of Itself will j ustify its creation, viz, an investigation of the management and results of the frequent munificent grants of land made by Congress for the promotion of general and special education. It is estimated that these grants, if they had been properly managed, would now present an aggregate educational fund of about $500,000,000. If your memorialists are not misinformed, Congress has no official information whatever respecting the manner in. which these trusts have been managed. In conclusion, your memorialists beg leave to express their earnest belief that uni¬ versal education, next to universal liberty, is a matter of deep national concern. Our experiment of republican institutions is not upon the scale of a petty munici¬ pality or State, but it covers half a continent, and embraces people of widely diverse interests and conditions, but who are to continue 11 one and inseparable.” Every condition of our perpetuity and progress as a nation adds emphasis to the remark of Montesquieu, that “it is in a republican government that the ivhole power of education is required .” It is an imperative necessity of the American Republic that the common school be planted on every square mile of its peopled territory, and that the instruction therein imparted be carried to the highest point of efficiency. The creation of a bureau of education by Congress would be a practical recognition of this great truth. It would impart to the cause of education a dignity and importance which would surely widen its influence and enhance its success. All of which is respectfully submitted. E. E. White, State Commissioner of Common Schools of Ohio. Newton Bateman, State Superintendent of Public Instruction , Illinois. J. S. Adams, Scci'etarij State Board of Education , Vermont. Washington, D. C., February 10, 1S66.1 II. AN ACT TO ESTABLISH A DEPARTMENT OF EDUCATION. ^ Be it enacted by the Senate and House of ^Representatives of the United States of America in Congress assembled, That there shall be established at the city of Washington a department of education for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Terri¬ tories, and of diffusing such information respecting the organization and manage¬ ment of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country. Sec. 2. And be it further enacted, That there shall be appointed by the President, by and with the advice and consent of the Senate, a commissioner of education, who shall be intrusted with the management of the department herein established, and who shall receive a salary of four thousand dollars per annum, and who shall 1 THis memorial is transcribed from the Report of the Commissioner of Education submitted to the Senate and House of Representatives, June 2, 1868, pp. 3, 4. 1292 EDUCATION REPORT, 1892-93. have authority to appoint one chief clerk of his department, who shall receive a salary of two thousand dollars per annum, and one clerk who shall receive a salary of eighteen hundred dollars per annum, and one clerk who shall receive a salary of sixteen hundred dollars per annum, which said clerks shall he subject to the appoint¬ ing and removing power of the commissioner of education. Sec. 3. And be it further enacted, That it shall he the duty of the commissioner of education to present annually to Congress a report embodying the results of his investigations and labors, together with a statement of such facts and recommenda¬ tions as will, in his judgment, subserve the purpose for which the department is established. In the first report made by the commissioner of education under this act there shall be presented a statement of the several grants of land made by Congress to promote education, and the manner in which these several trusts have been managed, the amount of funds arising therefrom, and the annual proceeds of the same, as far as the same can be determined. Sec. 4. And be it further enacted , That the Commissioner of Public Buildings is hereby authorized and directed to furnish proper offices for the use of the depart¬ ment herein established.* 1 * III. SECTIONS OF THE REVISED STATUTES RELATING TO THE BUREAU. The following year this Department was reduced to the rank of a Bureau. These are the sections of the Kevised Statutes under which the Bureau is now carried on : Sec. 516. There shall be in the Department of the Interior a Bureau called the Office of Education, the purpose and duties of which shall be to collect statistics and facts showing the condition and progress of education in the several States and Ter¬ ritories, and to diffuse such information respecting the organization and management of schools and school systems, and methods ot teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country. Sec. 517. The management of the Office of Education shall, subject to the direc¬ tion of the Secretary of the Interior, be intrusted to a Commissioner of Education, who shall be appointed by the President, by and with the advice and consent of the Senate, and shall be entitled to a salary of $3,000 a year. Sec. 518. The Commissioner of Education shall present annually to Congress a report embodying the results of his investigations and labors, together with a state¬ ment of such facts and recommendations as will, in his judgment, subserve the pur¬ pose for which the office is established. Sec. 519. The Chief of Engineers shall furnish proper offices for the use of the Office of Education.3 1 Stat. L., Thirty -ninth Congress, p. 434. Approved March 2, 1867. 1 See Answers to Inquiries about the United States Bureau of Education, Its Work and History, a Circular of Information by Charles Warren, issued by the Bureau in 1883. AMERICAN EDUCATIONAL HISTORY. 1293 IX. EARLY VIEWS AND PLANS RELATING TO A NATIONAL UNIVERSITY. I. The Federal Convention. — II. President Washington. — III. Letters of Dr. Push. — IV. The first President Adams. — V. President Jefferson . — VI. Joel Barlow’s plans. — VII. President Madison. — VIII. President Monroe. — IX. The second President Adams. I. THE FEDERAL CONVENTION, 1787. Several attempts were made in the Federal Convention of 1787 to give Congress educational powers. The “ Plan of a Federal constitu¬ tion ” submitted by Mr, Charles Pinckney, of South Carolina, May 29, 1 2 included the following among other legislative powers: “ To establish and provide for a national university at the seat of government of the United States.” August 18 these propositions were referred to the committee of detail, on motion of Mr. Pinckney: “To establish semi¬ naries of learning for the promotion of literature and the arts and sci¬ ences “To establish public institutions, rewards, and immunities for the promotion of agriculture, commerce, trades, and manufactures.” Feither one of these propositions, nor any reference to them, is con¬ tained in any report made by the committee to the Convention that is found in the Journal. Under date of September 11 we find the follow¬ ing in Mr. Madison’s report of the debates: Mr. Madison and Mr. Pinckney then moved to insert in the list of powers vested in Congress a power “to establish a university in which no preferences or distinc¬ tions should he allowed on account of religion. ’’ Mr. Wilson supported the motion. Mr. Gouverneur Morris. It is not necessary. The exclusive power at the seat of government will reach the object. On the question : Pennsylvania, Virginia, North Carolina, South Carolina, aye — 4; New Hampshire, Massachusetts, New Jersey, Delaware, Maryland, Georgia, no — 6. Connecticut, divided; Dr. Johnson, aye; Mr. Sherman, no.- Morris’s argument is the only one reported on either side, but it would be strange indeed, considering the state of opinion in the Con¬ vention concerning the relative spheres of the Federal and State gov¬ ernments, if the stronger objection, although it may not have been expressed, was not that the proposition was an invasion of the proper jurisdiction of the State authority.3 But however this may be, the JIt is well known to students of the history of the Federal Convention that the so-called “ Pinckne.. plan ” is a document of little authority. Sec “The Madison Papers,” III, Appendix 2, ana “ The Writ¬ ings of James Madison,” IV, 172, 173, 181, 182, 338. 339, 378, 379. Still, it is proper to cite the passage in relation to the university, since Mr. Pinckney alone certainly brought the subject forward, August 18, and again in connection with Mr. Madison, September 14. Dr. Goode does not mention Pinckney, hat gives the whole credit to Madison. 2Elliot’s Debates, Vols. I, p; 147; V, 440,544. 3Dr. Henry Barnard, commenting on this history, says Pinckney’s motion was lost, as reported by Madison, expressly on the ground that the power to establish such a university was included in the grant of exclusive legislation over the district in which the Government should be located (Eeportof the Commissioner of Education, 1868, p. 41). Dr. Barnard’s statement is stronger than the record will justify. The fact that Mr. Madison reports only this argument is no proof that such was the accepted view of the subject. Action in tha Federal Convention was often influenced by arguments that were not stated at all. Nor is Mr. Madison’s report of the discussions by any means a full one. 1294 EDUCATION REPORT, 1892-93. practical result of the Convention’s action on tlie whole subject, or rather inaction, was that education was left where it always had been, in the hands of the States or of the people. Still, two of its foremost members, and one of them its president, in after years strove to per¬ suade Congress to establish a national university. The history of their efforts in that direction not only shows what were their views of the constitutional question, but is also extremely interesting in itself. It is, moreover, not improbable that Washington was associated with Pinckney and Madison in their efforts in the Convention. The attempt to give education a status in the National Constitution was renewed in 1875-76, but in quite a new form. In his animal mes¬ sage, read December 7, 1875, President Grant urged upon Congress cer¬ tain matters of legislation that he deemed of u vital importance,’7 of which these are two : First. That tlie States shall he required to afford the opportunity of a good common school education to every child within their limits. Second. No sectarian tenets shall ever he taught in any school supported in whole or in part by the State, nation, or by the proceeds of any tax levied upon any com¬ munity. Make education compulsory so far as to deprive all persons who can not read and write from becoming voters after the year 1890, disfranchising none, how¬ ever, on grounds of illiteracy, who may be voters at the time this amendment takes effect. On the 14th of the same month Hon. J. G. Blaine, in the House of Representatives, introduced a resolution proposing an amendmeut to the Constitution, which, as slightly modified by the Judiciary Committee, passed August 4, 1876, by a vote of 180 yeas to 7 nays, as follows: Article xvi. No State shall make any law respecting ar establishment of religion or prohibiting the free exercise thereof ; and no money raised by taxation in any State for the support of public schools, or derived from any public fund therefor, nor any public lands devoted thereto, shall ever be under the control of any reli¬ gious sect or denomination ; nor shall any money so raised or lands so devoted be divided between religious sects or denominations. This article shall not vest, enlarge, or diminish legislative power in Congress.1 Three duys later the Senate adopted a substitute for this resolution that had been recommended by the Judiciary Committee. The vote stood 28 yeas, 16 nays. As two-thirds did not vote in the affirmative, the resolution was lost. The substitute adopted by the Senate read as follows : Article XVI. No State shall make any law respecting an establishment of religion, or prohibiting the free exercise thereof; and no religious test shall ever be required as a qualification to any office or public trust under any State. No public property and no public revenue of, nor any loan of credit by or under the authority of the United States, or any State, Territory, District, or municipal corporation shall be appropriated to or made or used for the support of any school, educational or other institution under the control of any religious or antifeligious sect, organization, or denomination, or wherein the particular creed or tenets of any Teligious or antire¬ ligious sect, organization, or denomination shall be taught. And no such particular 1 McPherson's Handbook of Politics, 1876, p. 240. AMERICAN EDUCATIONAL HISTORY. 1295 creed or tenets sliall be read or taught in any school or institution supported in whole or in part by such revenue or loan of credit, and no such appropriation or loan of credit shall be made to any religious or antireligious sect, organization, or denomination, or to promote its interests or tenets. This article shall not be con¬ strued to prohibit the reading of the Bible in any school or institution; and it shall not have the effect to impair rights of property already vested. Sec. 2. Congress shall have power, by appropriate legislation, to provide for the prevention and punishment of violations of this article.1 2 II. PRESIDENT WASHINGTON. The first voice pleading for a national university is heard amid the tumult of the patriot soldiery that flocked to the beleaguer of Boston after Lexington and Concord. Samuel Blodget tells the story in a passage of liis Economical the great interest of which does not permit either mutilation or abridgment: As the most minute circumstances are sometimes instructing for tlreiT relation to great events, we relate the first we ever heard of a national university : It was in the camp at Cambridge, in October, 1775, when Maj. William Blodget went to the quarters of General Washington to complain of the ruinous state of the colleges from the conduct of the militia quartered therein. The writer of this beiug in company with his friend and relation, and hearing General Greene join in lament¬ ing the then ruinous state of the eldest seminary of Massachusetts, observed, merely to console the company of friends, that to make amends for these injuries, after our war, he hoped we should erect a noble national university, at which the youth of all the world might be proud to receive instructions. What was thus pleasantly said, Washington immediately replied to, with that inimitably expressive and truly interesting look for which he was sometimes so remarkable: “Young man, you are a prophet, inspired to speak what I am confident will one day be real¬ ized.” He then detailed to the company his impressions, that all North America would one day become united; lie said that a Colonel Byrd, of Virginia, was the first man who lind pointed out the best central seat for the capital city, near to the prescut spot, or about the falls of the Potomac. General Washington further said that a Mr. Evans had expressed the same opinion with many other gentlemen, who, from a cursory view of a chart of North America, received this natural and truly correct impression. The look of General Washiugton, the energy of his mind, his noble and irresistible eloquence, all conspired so far to impress the writer with these subjects, that if ever he should unfortunately become insane it will be from his anxiety for the Federal city and national university. It is well known that .Wasbington’s interest in tbe site on which the city which bears his name stands dates from the time when he was encamped there with the Virginia troops in 1755. The above extract 1 McPherson's Handbook of Politics, 1876, p. 241. 2Blodget’s Economica, the alternative title of which is A Statesman's Manual for the United. States of America, said to be the first work on political economy published in America, was pub¬ lished in Washington in 1806. The author copyrighted it “for the benefit, in trust, for the free education fund of the university founded by George Washington in liis last years.” Two mottoes appear on the title-page : “ The legislature ought to make the people happy” (Aristotle on Govern¬ ment), and “Felix qui potuit rerum coguoscere causas.” I am indebted to Dr. G. Brown Goode, of the National Museum, for the quotations made above, and also for my information of Blodget. See Dr. Goode’s instructive monograph, The Origin of the National Scientific and Educational Institu¬ tions of the United States, published by the American Historical Association, report for 1889. See also memorial in regard to a national university, by John W. Hoyt, Washington, Government Print¬ ing Office, 1892, and the Special Report of the Commissioner of Education on the Condition and Improvement of Public Schools in the District of Columbia, Washington, 1871, pp. 145 et seq. 1296 EDUCATION REPORT, 1892-93. shows very plainly that in his mind a firm union of the States, a national capital, and a national university were intimately associated. These were favorite ideas with which he never parted. It is also inter¬ esting to note that this first suggestion of a national university is immediately prompted by the desecration and havoc that war was making in the college buildings at Cambridge. The idea next comes to the surface in a place far better adapted to its consideration than Washington’s camp, viz, in the Federal Convention at Philadelphia, as shown above. In his “ Speech delivered to both Houses of Congress,” January 8, 1790 — which we should now call his first annual message — President Washington recommended certain interesting objects to their attention. After mentioning “ uniformity in the currency, weights, and measures,” “the advancement of agriculture, commerce, and manufactures,” and the “expediency of giving effectual encouragement, as well to the intro¬ duction of new and useful inventions from abroad as tass with advantage from the seminary to the university, and the former by a duo relation may be rendered- cooperative with the latter. I can not, however, dissemble my opinion that if all the shares were conferred on a university it would become far more important than when they are divided; and I have been constrained from concentering them in the same place merely by my anxiety to reconcile a particular attention to Virginia with a great good, in which she will abundantly share in common with the rest of the United States. I must beg the favor of your excellency to lay this letter before that honorable body at their next session, in order that I may appropriate the James River shares to the place which they may prefer. - The Virginia legislature, responding to the President’s views, Decem¬ ber 1, 1795, declared it highly disadvantageous for American youth to go to foreign countries to complete their education. It not only ratified the use to which he proposed to devote the stock, but also resolved that “the plan contemplated of erecting a university in the Federal city, where the youth of the several States maybe assembled and their Sparks, XI, 14. 2 Sparks, XI, 23. 1300 EDUCATION REPORT, 1892-93. course of education finished, deserves the countenance and support of each State.” These are the two principal resolutions in full: Resolved, therefore, Tliat the appropriation by the said George Washington of the aforesaid shares in the Potomac Company to the university intended to be erected in the Federal city is made in a manner most worthy of public regard and of the approbation of this Commonwealth. Resolved, also That he be requested to appropriate the aforesaid shares in the James River Company to a seminary at such place in the upper country as he may deem most convenient to a majority of the inhabitants thereof.1 These resolutions settled the question. September 15, 1796, Wash¬ ington wrote to Governor Brooke that after careful inquiries to ascer¬ tain the place in the upper country most convenient to a majority of its inhabitants, he has destined the James River shares to the use of Lib. erty Hall Academy, in Rockbridge County.2 We accordingly find this item in his will: The 100 shares which I hold in the James River Company I have given, and now confirm in perpetuity, to and for the use and benefit of Liberty Hall Academy, in the county of Rockbridge, in the Commonwealth of Virginia.3 Before the disposition of the shares in the improvement companies was finally closed, Washington was called upon to consider the boldest scheme recorded in our educational history. The faculty of the College of Geneva, Switzerland, were ill at ease under the political conditions then existing in that country growing out of the French Revolution, and one or more of its members originated the brilliant proposal of migrating in a body to the United States, provided suitable encourage¬ ment were offered. In a word, it was a proposition to transplant to America one of the most famous of European seats of learning. In view of the facts already stated, it was natural that the scheme should belaid before Washington. It reached him by two different channels. John Adams, while on foreign duty, had become acquainted with M. PTvernois, one of the professors of the college, and he was very appro¬ priately made a medium for transmitting the Genevan idea. Adams submitted the papers to Washington, and Washington replied under date of November 27, 1791, neither accepting nor declining the proposi¬ tion.4 Thomas Jefferson, while minister at Paris, had also made M. D’lver- nois’s acquaintance. He was known to be deeply interested in science and in the College of Geneva, and was also in close sympathy with French ideas and the French spirit. Very naturally, the Genevan professor sounded him also on the subject. More definitely, he pro- 1 Sparks, XI, 25, note. Sparks, XI, 172. 3Augasta Academy -was founded by the Hanover Presbytery, at Mount Pleasant, about the year 1772. After a few years, it was located at Lexington and its name changed to Liberty Hall Academy. Later its name was changed to Washington College, and still later to Washington and Lee TJniver sity. The legislature has watched carefully over Washington’s donation, and it now yields 6 percent on $50,000. See a sketch of the institution in H. B. Adams’s “ Thomas Jefferson and the University of Virginia,” Chapter XXII, by Professors White and Harris. 4 Sparks, XI, 1. AMERICAN EDUCATIONAL HISTORY. 1301 posed the transplantation of the college to 'Virginia and to Jeffersoffs own county. November 22, 1794, Jefferson laid the scheme before Wil¬ son Nicholas, a member of the Virginia assembly, requesting him to con¬ sult privately such members of the assembly as he thought proper, and then to follow his own judgment in the premises. Jefferson spoke of the expense and of the difficulty of communicating instruction to American youth in French and Latin, but added that owing to his long absence from the State lie was not a competent judge of the force of these objections.1 In due time Nicholas informed him that a canvass had been made, and that the scheme was pronounced impracticable. Mr. Jefferson accordingly explained the situation to M. D’lvernois in a let¬ ter dated February 6, 1795.2 Apparently, this should have been the end of this extravagant proj¬ ect. But Jefferson now bethought him of the fund that Washington held in trust for an educational purpose; and February 23 he wrote the President an extremely interesting letter in relation to the subject, sketching the members of the Genevan faculty, one by one, and discuss¬ ing the question of removal, especially in its economical aspect. He thinks that if Washington will devote the shares to the carrying out of the scheme, it will give it “in the outset such an eclat, and such solid advantages, as would insure a very general concourse to it of the youths from all our States, and probably from the other parts of America which are free to adopt it.”3 It is perfectly clear that Mr. Jefferson did not think the scheme impracticable. Still, he did not indorse the proposition in the terms that D’lvernois had made it. He wrote: The composition of the academy can not he settled there. It must be adapted to our circumstances, and can therefore only be fixed between them and persons here acquainted with those circumstances, and conferring for the purpose after their arrival here. For a country so marked by agriculture as ours, I should think no professorship so important as one not mentioned by them, a professor of agriculture, who, before students should leave college, should carry them through a course of lectures on the principles and practice of agriculture; and that this professor should come from no country but England. Indeed, I should mark Young as the man to be obtained. These, however, are modifications to be left till their arrival here. The reply that he received, dated March 15, left him iu no doubt as to Washington’s view of its practicability. After recounting the advantages that would accrue to the national university from locating it in the Federal city, and stating that he has already decided to devote the James Fiver shares to some Virginia seminary, Washington con¬ tinues thus : Hence you will perceive that I have in a degree anticipated your proposition. I was restrained from going the whole length of the suggestion by the following con¬ siderations: First, 1 did not know to what extent or when any plan would be so matured for the establishment of a university as would enable any assurances to be given to the application of M. D’lvernois. Secondly, the propriety of transplant¬ ing the professors in a body might be questioned for several reasons; among others. !The Writings of Thomas Jefferson ; IV, 100. 2 Ibid., IV, 113. 8 Sparks, XT, 475. 1302 EDUCATION KEPOliT, 189:-93. because they might not all be good characters, nor all sufficiently acquainted with our language. And again, having been at variance with the leveling parties of their own country, the measure might bo considered as an aristocratical movement by more than those who, without any just cause that I can discover, are continually sounding the beil of aristocracy. And, thirdly, because it might preclude some of the first in’ofessors in other countries from a participation, among whom some of the most celebrated characters in Scotland, in this line, might be obtained.1 But on one point Washington expressed himself more fully to Adams than he did to Jefferson. My opinion with respect to emigration is that, except of useful mechanics and some particular descriptions of men or professions, there is no need of encouragement; Avhile the policy or advantage of its taking place in a body (I mean the settling of them in a body) may be much questioned; for by so doing they retain the language, habits, and principles, good or bad, which they bring with them. Whereas, by an intermixture with our people they or their descendants get assimilated to our cus¬ toms, measures, and laws; in a word, soon become one people.2 Our story now descends from the lofty heights to which M. D’lver- nois and Mr. Jefferson have raised it, to its former prosaic level. As the year 1796 wore on, Washington was revolving in his mind his Farewell Address. As is well known, he cou suited Alexander Hamilton as to the substance and the style of this address. Writing September 1, he expressed his regret at the omission from a rough draft that he had previously transmitted to Hamilton of a subject in which he was deeply interested. I mean education generally, as one of the surest means of enlightening and giving just ways of thinking to our citizens, but particularly'the establishment of a uni¬ versity, where the youth from all parts of the United States might receive the polish of erudition in the arts, sciences, and belles-lettres; and where those who were disposed to run a political course might not only be instructed in the theory and principles, but (this seminary being at the seat of the General Government) where the Legislature would be in session half the year, and the interests and poli¬ tics of the nation of course would be discussed, they would lay the surest founda¬ tion for the practical part also. But that which would render it of the highest importance, in my opinion, is, that the juvenal period of life, when friendships are formed, and habits established, that stick by one, the youth or young men from different parts of the United States would be assembled together, and would by degrees discover that there was not that cause for those jealousies and prejudices whidi one part of the Union had imbibed against another part — of course, sentiments of more liberality in the general policy of the country would result from it. What but the mixing of people from different parts of the United States during the war rubbed off these impressions? A century, in the ordinary intercourse, would not have accomplished what the seven years’ asso¬ ciation in arms did; but that ceasing, prejudices are beginning to revive again, and never will be eradicated so effectually by any other means as the intimate inter¬ course of characters in early life, who, in all probability, will be at the head of the counsels of this country in a more advanced stage of it. To show that this is no new idea of mine, I may appeal to my early communica¬ tions to Congress; and to prove how seriously I have reflected on it since, and how well disposed I have been, and still am, to contribute my aid toward carrying the measure into effect, I inclose you an extract of a letter from me to the governor of Virginia on this subject, and a copy of the resolves of the legislature of that State in consequence thereof. 1 Sparks, XI, 21. 2Ibid., XI, p. 2. AMERICAN EDUCATIONAL HISTORY. 1303 I have not the smallest doubt that this donation (when the navigation is in com¬ plete operation, which it certainly will he in less than two years) will amount to 1,200 or 1,500 x>ounds sterling a year, and become a rapidly increasing fund. The proprietors of the Federal City have talked of doing something handsome toward it likewise; and if Congress would appropriate some of the western lands to the same uses, funds sufficient, and of the most permanent and increasing sort, might be so established as to invite the ablest professors in Europe to conduct it.1 2 Hamilton advised that it would be better to bring the university forward in the annual speech at the opening of the approaching ses¬ sion of Congress. In this view Washington acquiesced, though with some reluctance. He wrote the 6th of September : If you think that the idea of a university had better be reserved for the speech at the opening of the session, I am content to defer the communication of it until that period; but, even in that case, I would pray you, as soon as convenient, to make a draft for the occasion, predicated on the ideas with which you have been furnished; looking, at the same time, into what was said on this head in my second speech to the First Congress, merely with a view to see what was said on the subject at that time; and this, you will perceive, was not so much to the point as I want to express now, though it may, if proper, be glanced at, to show that the subject had caught my attention early. But, to bo candid, I much question whether a recommendation of this measure to the Legislature will have a better effect now than formerly. It may show, indeed, my sense of its importance, and that is a sufficient inducement with me to bring the matter before the public in some shape or another at the closing scenes of my politi¬ cal exit. My object for proposing to insert it where I did (if not improper) was to set the people ruminating on the importance of the measure, as the most likely means of bringing it to pass.- The Farewell Address, accordingly, makes no mention of the univer¬ sity, but contains the golden sentences so often quoted : Promote as an object of primary importance institutions for the general diffusion of knowledge. lu proportion as the structure of government gives force to public opinion, it is esseutial that public opinion should be enlightened. One of Washington’s favorite ideas was the establishment of a mili¬ tary school. He remembered vividly the almost total lack of educated American officers in the Kevolutionary army, especially of engineers, and also the sore embarrassments growing out of the influx of foreign officers. In 1793 he had recommended to Congress as a “ national feature of the military system to be created the provision of an oppor¬ tunity for the study of those branches of the military art which can scarcely ever be attained by practice alone; 79 and he now brought the two ideas forward in his last annual speech to Congress, delivered December 7, 1796. He devotes two paragraphs to the university. The assembly to which I address myself is too enlightened not to be fully sensible how much a flourishing state of the arts and sciences contributes to national pros¬ perity and reputation. True it is that our country, much to its honor, contains many seminaries of learning highly respectable and useful; but the funds upon which they rest are too narrow to command the ablest professors, in the different departments of liberal knowledge, for the institution contemplated, though they would be excel¬ lent auxiliaries. 1 The works of Alexander Hamilton, VI, 147, 148. 2 Ibid., VI, pp. 149, 15e 1304 EDUCATION REPORT, 1892-93. Amongst the motives to such an institution, the assimilation of the principles, opinions, and manners of our countrymen, by the common education of a portion of our youth from every quarter, well deserves attention. The more homogeneous our citizens can he made in these particulars, the greater will he our prospects of per¬ manent union; and a primary object of such a national institution should he the education of our youth in the science of government. In a republic, what species of knowledge can he equally important, and what duty more pressing on its legisla¬ ture, than to patronize a plan for communicating it to those who are to be the future guardians of the liberties of the country.1 The fears that Washington expressed to Hamilton were fully justified by the event. Congress treated the university as it had done before — with silence. In his will Washington fully relates the history of the shares in the navigation companies that he held; he also argues at some length the university question, expressing once more his regret that American youth should resort to foreign countries in quest of education; and then disposes of the Potomac shares in this item : I give and bequeath, in perpetuity, the 50 shares which I hold in the Potomac Company (under the aforesaid acts of the legislature of Virginia), toward the endowment of a university, to be established within tbe limits of the District of Columbia, under the auspices of the General Government, if that Government should incline to extend a fostering hand toward it; and, until such a seminary is estab¬ lished, and the funds arising on these shares shall be required for its support, my further will and desire is, that the profit accruing therefrom shall, whenever divi¬ dends are made, be laid out in purchasing stock in the Bank of Columbia, or some other bank, at the discretion of my executors, or by the Treasurer of the United States for the time being, under the direction of Congress; provided that honorable body should patronize the measure ; and the dividends proceeding from the purchase of such stock are to be vested in more stock, and so on, until a sum adequate to the accomplishment of the object is obtained; of which I have not the smallest doubt before many years pass away, even if no aid or encouragement is given by legisla¬ tive authority, or from any other source.2 The executing of liis will was Washington’s last act in relation to a university. Congress took no steps to make the above provisions effectual. Dr. Goode says: “The value of the bequest was at the time placed at 5,000 pounds sterling, and it was computed by Blodget that, had Congress kept faith with Washington, as well as did the legislature of Virginia in regard to the endowment of Washington College, his donation at compound interest would in twelve years (1815) have'grown to $50,000 and in twenty-four years (1827) to $100,000, an endowment sufficient to establish one of the colleges in the proposed university.” The Potomac stock paid but one dividend. Still, the Chesapeake and Ohio Canal, and later the Baltimore and Ohio Railroad, were develop¬ ments of the project. Dr. H. B. Adams suggests that “ the actual fate of Washington’s endowment of a national university would be a good subject for a Congressional inquiry, when other scientific subjects are exhausted.” 3 1 Sparks, Vol. XII, p. 71. 2 Sparks, Vol. I, p. 572. 3 William and Mary College, 44. AMERICAN EDUCATIONAL HISTORY. 1305 Such is the history of Washington’s connection with the proposed university. It is but a part, however, of his whole relation to the sub¬ ject of higher education. The facts recited suggest some reflections. First, it is apparent that the national university idea attracted con¬ siderable attention when our present Government was in process of establishment. It seems, in fact, to have been quite commonly assumed that such an institution would be established when the fitting time came. Some may read between the lines that small, provincial ideas prevailed a century ago. Not only Washington’s ideas but also Jeffer¬ son’s may appear strangely inadequate as respects ways and means. But we must remember that the whole scale of things has increased enormously in one hundred years, and that ideas which were then large are to-day small. The point at which Washington was most at variance with current practice was his strong objection to sending American youth abroad to study. Yery clearly, he did not see that his plan for keeping them at home would, in the long run, be the surest means of sending them abroad. But here, again, conditions have greatly changed. No man could then foresee, what experience has thus far proved, that the better and more numerous American univer¬ sities became, the larger the number of students who would flock to those of Europe. Even Jefferson wrote, after studying foreign educa¬ tional institutions, that, besides speaking the modern languages, every article of general education desirable for an American youth to have could be as well acquired at William and Mary College as in any place in Europe. III. LETTERS OF DR. RUSH. Just how much interest there was at the time in the university prop¬ osition it would be hard to say. Dr. Goode prints as an appendix to his monograph an able letter that appeared in The Pennsylvania Gazette of November 29, 1788, in which the writer, who is thought to have been Dr. Benjamin Bush, not only elaborates a “Plan of a Fed¬ eral university,” which is his title, but argues that the new Constitu¬ tion can succeed only through an education adapted to the new and peculiar condition of the country, and insists that a national establish¬ ment is essential to that end. “To effect that great and necessary work,” he says, “let one of the first acts of the new Congress be to establish within the district to be allotted to them a Federal univer¬ sity, into which the youth of the United States shall be received after they have finished their studies and taken degrees in the colleges of their respective States. In this university let those branches of liter¬ ature only be taught which are calculated to prepare our youth for public and civil life.” This earnest paragraph may be quoted entire: Let it not be said that this is not the time for such a literary and political estab¬ lishment. Let us first restore public credit by funding or paying our debts; let us regulate our militia, let us build a navy, and let us protect and extend our com¬ merce. After that we shall have leisure and money to establish a university for the 1306 ' EDUCATION REPORT, 1892-93. purposes that have been mentioned. This is false reasoning. We shall never restore public credit, regulate our militia, build a navy, or revive our commerce until we remove the ignorance and prejudices and change the habits of our citizens; and this can never be done until we inspire them with Federal principles, which can only be effected by our young men meeting and spending two or three years together in a national university, and afterwards disseminating their knowledge and principles through every county, town, and village in the United States. Until thi3 is done, Senators and Representatives of the United States, you will undertake to make brick without straw. Your supposed union in Congress will bo a rope of sand. The inhabitants of Massachusetts began the business of government by establishing the University of Cambridge, and the wisest kings of Europe have always found their literary institutions the surest means of establishing their power as well as promot¬ ing the prosperity of their people. However, this was not the first time that Dr. Rush had spoken upon the subject. Dr. Goode reprints from Niles’s Principles and Acts of the Revolution in America an “ Address to the people of the United States” that Rush had published in 1787. This address begins : “ There is nothing more common than to confound the terms of the American Revolution with those of the late American war. The American war is over, but this is far from being the case with the American Revolution.” Here, too, he pleads for the dissemination of knowledge throughout every part of the United States; for “this purpose,” he says, “let Con¬ gress, instead of laying out half a million of dollars in building a Fed¬ eral town, appropriate only a fourth of that sum in founding a Federal university.” His closing words are, “The Revolution is not over.” IV. THE FIRST PRESIDENT ADAMS. The first President Adams was in thorough sympathy with all rea¬ sonable efforts to advance learning and science. His writings abound in interesting passages relating to the subject of education. Nor was he restrained from urging a national university by any constitutional theories. Still, the only utterance on the subject that I have found in his various addresses to Congress is contained in his inaugural address. This is a strong avowal of “ a love of science and letters, and a wish to patronize every rational effort to encourage schools, col¬ leges, universities, academies, and every institution for propagating knowledge, virtue, and religion among all classes of the people, not only for their benign influence on the happiness of life in all its stages and classes, and of society in all its forms, but as the only means of preserving our Constitution from its natural enemies, the spirit of sophistry, the spirit of party, the spirit of intrigue, the profligacy of corruption, and the pestilence of foreign influence, which is the angel of destruction to elective governments.’’ Adams’s administration was a troubled one, and he may have been restrained by a conviction that no mere recommendation of his on such a matter would avail. He was familiar, too, with the ill success that had attended Washington’s efforts, although they were enforced by a proffered endowment. Be¬ sides, his addresses to Congress were brief and his recommendations few in number. AMERICAN EDUCATIONAL HISTORY. 1307 Y. PRESIDENT JEFFERSON, If any President could liave identified his name with a real national university, undoubtedly it was Thomas Jefferson. He was borne into the Presidential chair by a powerful and enthusiastic party, well accustomed to follow his leadership. The Federal city was now estab¬ lished, and the national revenues increased beyond the wants of the Government. Since 1787 the expectation had been more or less gen¬ eral that a university would be established when the propitious time should arrive, and for several years at the beginning of the century this expectation was materially strengthened. In many respects Mr. Jefferson was the very man to take up and press the plan that Wash¬ ington had laid down only with his life. He was one of the most liberal- minded Americans of the day. His interest in science was so great that he protested time and again his strong preference for study and investigation to the strifes of politics. He held advanced views on higher education. Years before, in company with Chancellor W ythe, he had matured and brought forward an elaborate plan for the establish¬ ment of a system of public schools in Virginia. He had carefully studied the subject of education abroad. He had warmly espoused the Geneva removal scheme. And he was yet to found the University of Virginia. This he considered one of his three chief titles to remembrance, the other two being the authorship of the Declaration of Independence and the establishment of religious liberty in Virginia. It verily seemed to many that now, since science and philosophy had ascended to the Chief Magistrate's chair, the propitious time to found the national university had come. All such expectations were cruelly disappointed. Mr. Jef¬ ferson mentioned the subject but once in his various communications to Congress. In his sixth annual message, delivered September 2, 1S0G, discussing the state of the public finances, he said there would be “ere long an accumulation of moneys in the Treasury beyond the installments of public debt which we are permitted by contract to pay,77 and asked what should be done with the surplus. He thought the public would not consent to a large reduction of revenue, but rather insist upon its “continuance and application to the great purposes of public education, roads, rivers, canals, and such other objects of public improvement as it may be thought proper to add to the constitutional enumeration of Federal powers.77 He thus continues: Education is here placed among the articles of public care, not that it would be proposed to take its ordinary branches out of the hands of private enterprise, which manages so much better all the concerns to which it is equal; but a public institu¬ tion can alone supply those sciences which, though rarely called for, are yet necessary to complete the circle, all the parts of which contribute to the improvement of the country, and some of them to its preservation. The subject is now proposed for the consideration of Congress, because, if approved, by the time the State legislatures shall have deliberated on this extension of the Federal trusts, and the laws shall be passed and other arrangements made for their execution. the necessary funds will be on hand and without employment. I suppose an amendment to the Constitution, by 1308 EDUCATION REPORT, 1892-93. consent of the States, necessary, because the objects now recommended are not among those enumerated in the Constitution, and to which it permits public moneys to be applied. The present consideration of a national establishment for education, particularly, is rendered prefer by this circumstance also, that if Congress, approving the pro¬ position, shall yet think it more eligible to found it on a donation of lands, they have it now in their power to endow it with those which will be among the earliest to produce the necessary income. This foundation would have the advantage of being independent of war, which may suspend other improvements by requiring for its own purposes the resources destined for them. This feeble outcome will not surprise anyone who is acquainted with the facts of the case. There is no reason to suppose that Mr. Jefferson was at any time interested in a national university in the sense that Washington or Madison was interested in it. His sincere devotion to education is unquestioned ; but he wished to gain his ends rather through State than United States agencies. In fact, his idea in urging the Genevan scheme was Virginian rather than national, as his letter to Washington shows. Withal, his constitutional theories stood in his way. His mere mention that a constitutional amendment would be necessary before any portion of the surplus revenue could be devoted to a university was quite enough to put an end for the time to the undertaking.1 VI. JOEL BARLOW’S PLANS. In 1800 Joel Barlow, poet, politician, and speculator, but then min¬ ister in Paris, wrote Senator Baldwin, of Georgia, urging a national scientific institution, of which he proposed that he should be made the head. He wrote to Mr. Jefferson urging the same proposition. In 1805 Barlow returned home, and almost immediately issued his “Prospectus of a national institution to be established in the United States.” This prospectus begins with the declaration: “The project for erecting a university at the seat of the Federal Government is brought forward at the happy moment and on liberal principles.” It is a review of the state of learning and science in Europe, with accounts of the educa¬ tional and scientific institutions supported by various governments, and especially by that of France. Then follows Barlow’s own plan of an institution for the United States, drawn upon the most liberal scale. The paper closes with a strong appeal to Congress and to “ opulent citi¬ zens” to make a liberal endowment for so great an object. Too much time has already been lost. The National Intelligencer, the Adminis- *Hr. Jefferson seems to have thought that the proposition to amend the Constitution in favor of the university would meet with an immediate response. In a letter to Mr. Gallatin, Secretary of the Treasury, relative to the message of 1806, he wrote: “The university. — This proposition will pass all the States in the winter of 1807-8, and Congress will not meet, and consequently can not act on it, till the winter of 1808-9. The Florida debt will therefore he paid off before the university can call for anything.’’ Gallatin replied two days later that the proposition would certainly he unpopular, while public works would be popular. “I think, indeed,” he said, “that the only chance of the adoption arises from the ease with which funds in the public lands may be granted.” Adams: The Writings of Albert Gallatin, I, 313-319. It is needless to say which one of the two men had read public sentiment more correctly. AMERICAN EDUCATIONAL HISTORY. 1309 tration organ, commented favorably upon Barlow’s scheme. The pros¬ pectus was circulated throughout the country, meeting with much favor. Barlow drew up a bill for the incorporation of the institution which, introduced into the Senate, passed to a second reading, was referred to a committee, and never heard of again.1 VII. PRESIDENT MADISON. On becoming President, Mr. Madison did not forget the interest he had taken in the university twenty years before. On this subject, at least, he did not share Mr. Jefferson’s constitutional views. He had no trouble in finding constitutional authority for a national university in the Federal district. Three times he brought the proposition forward. In his second annual message he said: While it is universally admitted that a well-instructed people alone can he perma¬ nently a free people, and while it is evident that the means of diffusing and improv¬ ing useful knowledge form so small a projmrtion of the expenditures for national purposes, I can not presume it to he unreasonable to invite your attention to the advantages of superadding to the means of education provided hy the several States a seminary of learning instituted hy the National Legislature, within the limits of their exclusive jurisdiction, the expense of which might he defrayed or reimbursed out of the vacant grounds which have accrued to the nation within those limits. Such an institution, though local in its legal character, would he universal in its beneficial effects. By enlightening the opinions, by expanding the patriotism, and hy assimilating the principles, the sentiments, and the manners of those who might resort to this temple of science, to he redistributed in due time through every part of the confmunity, sources of jealousy and prejudice would he diminished, the features of national character would he multiplied, and greater extent given to social harmony. But above all, a well-constituted seminary, in the center of the nation, is recommended by the consideration that the additional instruction emanat¬ ing from it would contribute not less to strengthen the foundations than to adorn the structure of our free and happy system of government. The war with England over, President Madison in 1817 returned to the subject. He said in his seventh annual message: The present is a favorable season, also, for bringing again into view the establish¬ ment of a national seminary of learning within the District of Columbia, and with mean 8 drawn from the property therein, subject to the authority of the General Government. Such an institution claims the patronage of Congress as a monument of their solicitude for the advancement of knowledge without which the blessings of liberty can not be fully enjoyed or long preserved; as a model instructive in the formation of other seminaries; as a nursery of enlightened preceptors; as a central resort of youth and genius from every part of their country, diffusing on their return examples of those national feelings, those liberal sentiments, and those con¬ genial manners, which contribute cement to our union and strength to the political fabric of which that is the foundation. Aud again in his last annual message he said: The importance which I have attached to the establishment of a university within this District, on a scale and for objects worthy of the American Nation, induces me to renew my recommendation of it to the favorable consideration of Congress. 1 1 am indebted to Dr. Goode’s monograph for the above facts in relation to Barlow's scheme. He prints the prospectus in full. See also Todd's -Life of Joel Barlow. 1310 EDUCATION REPORT, 1892-93. And I particularly invite again their attention to the expediency of exercising their existing powers, and, where necessary, of resorting to the prescribed mode of enlarg¬ ing them, in order to effectuate a comprehensive system of roads and canals, such as Avill have the effect of drawing more closely together every part of our country by promoting intercourse and improvements, and by increasing the share of every part in the common stock of national prosperity. VIII. PRESIDENT MONROE. Mr. Monroe shared the constitutional scruples of Mr. Jefferson. In his first message he recommended such amendment of the Constitution as would admit of internal improvements being made by Congress. He flattered himself that u the benign spirit of conciliation and har¬ mony” prevailing throughout the Union promised to such a recom¬ mendation the most prompt and favorable result. He added: I think proper to suggest, also, in case this measure is adopted, that it be recom¬ mended to the States to include in the amendment sought a right in Congress to institute, likewise, seminaries of learning, for the all-important purpose of diffusing knowledge among our fellow-citizens throughout the United States. IX. THE SECOND PRESIDENT ADAMS. The second President Adams, in breadth of intellectual attainments and sympathies, was inferior to no man who has filled the Presidential office. He had acted for many years with the Virginia school of poli¬ tics, but he did not regard their constitutional subtleties. He was, in fact, a broad constructionist, holding large views on all subjects of a national character. As Secretary of State he had made a Celebrated report on weights and measures, which is still considered one of the most valuable documents on that subject ever written. As the recom¬ mendations of that report had not been enacted into law, he naturally took occasion, in his first annual message, to draw the attention of Congress to the subject again, connecting it with the profound, labori¬ ous, and expensive researches into the figure of the earth and the com¬ parative length of the pendulum vibrating seconds in various latitudes from the equator to the poles which had been made in Europe. He thought it would be honorable to the country to share in these investi¬ gations, and as a means of making this possible lie went on to say: Connected with the establishment of a university, or separate from it, might he undertaken the erection of ail astronomical observatory, with provision for the sup¬ port of an astronomer, to be in constant attendance of observation upon the phe¬ nomena of the heavens, and for the periodical publication, of bis observations. It is with no feeling of pride, as an American, that the remark may he made that on the comparatively small territorial surface of Europe there are existing upward of 130 of these light-houses of the skies, while throughout the whole American hemi¬ sphere there is not one. If we reflect a moment upon the discoveries which in the last four centuries have been made in the physical constitution of the universe, l>y the means of these buildings and of observers stationed in them, shall we doubt of their usefulness to every nation? And while scarcely a year passes over our heads without bringing some new astronomical discovery to light, which we must lain receive at secondhand from Europe, are we not cutting ourselves off from the means AMERICAN EDUCATIONAL HISTORY. 1311 of returning light for light, while we have neither observatory nor observer upon our half of the globe, and the earth revolves in perpetual darkness to our unsearch¬ ing eyes? He referred in fitting terms- to tlie interest that his first predecessor had taken in institutions and seminaries of learning, saying that if he could now survey the city which had been honored with his name, he would see the spot of earth which he had destined and bequeathed to the use and benefit of his country as the site for a university still bare and barren. If possible, John Quincy Adams’s recommendations had less weight with Congress than his father’s had had, and this one was perhaps the least fortunate of all. It was received with shouts of derisive merri¬ ment that show, not merely the furious partisan rancor of 1825, but also the low state of science in the United States. With March 4, 1829, American politics took a new departure, and the national uni¬ versity passed out of sight. The first six Presidents had recommended such an institution more or less warmly, and it is painful to think that, whatever its merits, it should have expired amid the inextinguishable laughter with which the recommendation of a u light-house in the skies” was greeted. The main purpose of the compiler of these documents is to exhibit the views of the early Presidents concerning a national university, and not to give a full history of the subject. Those who wish to pursue the subject more fully are referred to the bibliography following the documents. Dr. P. W. Blaekmar, iu his Federal and State Aid to Higher Education, tells us that in 1796 a memorial was before Congress praying for the foundation of a university ; that again in 1811 the sub¬ ject was considered by a Congressional committee, which reported that it would be unconstitutional for Congress to found, endow, and control such a seminary; and that another Congressional committee considered the subject in 1816, but with no practical results. (His references are Ex. Doc. Eourtk Congress, second session; Ex. Doc. Eleventh Con¬ gress, third session; Ex. Doc. Fourteenth Congress, second session.) He also remarks, as others have done, that Congress has founded and supported the National Museum, the Library of Congress, the National Observatory, and the Bureau of Education, which in some sense take the place of a university. In fact, the old National Observatory stood on u University Square,” which Washington had chosen as the site of the university. Dr. Blaekmar also draws attention to the fact that although the university question was considered practically settled after 1816, it was reopened for discussion when Congress came to dis¬ pose of the Smithson bequest, aud again in 1873 following the Paris Exposition. At this time a bill was before the House of Bepresenta- tives providing for a university at Washington, endowed by Congress to the amount of $20,000,000, yielding 5 per cent interest, the income to be used for buildings, furnishings, and for the general support of 1312 EDUCATION REPOET, 1892-S3. the institution. (House Eeport No. 89, Forty-second Congress, third session, 90.) Mention may be made of the bill introduced into the United States Senate by Hon. George F. Edmunds, May 14, 1890, entitled “A bill to establish the university of the United States.” This bill was read twice and referred to a select committee of nine. Also of a bill entitled UA bill to establish a national university,” introduced into the Senate by Hon. Bedfield Proctor, February 4, 1893, read twice and referred to a special committee. Additional references are the following: C. K. Adams: Washington and the Higher Education, 1888. Henry Adams: The Writings of Albert Gallatin, 1879 ; The Life of Albert Gallatin, 1879. H. B. Adams : Washington’s Plan for a National University, Johns Hopkins Uni¬ versity Studies, III, 93; Thomas Jefferson and the University of Vir¬ ginia, 1888; The College of William and Mary, 1887. C. W. Eliot: A National University, Proceedings of the National Educational Association, 1873. J. C. Henderson : Thomas Jefferson and Public Education, 1890. J. W. Hoyt: Preliminary Report on an American University, Proceedings of the National Educational Association, 1870; An American University, Second Report of the National Com¬ mittee, Proceedings of the National Educational. Association, 1871; Report oil Education, United States Commission, Paris Exposition, VI, 1873; A National University, Review of a Paper Read at Elmira, N. Y., by Charles W. Eliot, Proceedings of the National Educational Association, 1874; Memorial in regard to a National University, Wash¬ ington, Government Printing Office, 1892 (this memorial is a magazine of quotations and arguments in relation to its subject). A. D. White: National and State Governments and Advanced Education, American Journal of Social Science, 1874; A National University, The Forum, 1889. See also Poole’s Index to Periodical Literature, indexes of the leading reviews and magazines, under “ University,” and the list of authorities in Knight, Land Grants for Education, 173-175. X. PROVISIONS CONCERNING EDUCATION IN THE STATE CON¬ STITUTIONS. 1. First period, 1776-1802. —II. Second period, 1802-1835.— III. Third period, 1835-1861.— IV. Fourth period, 1861-1895. I. FIRST PERIOD, 1776-1802. Discussion; Pennsylvania, 1776 ; North Carolina, 1776; Georgia, 1777 ; Vermont, 1777 ; Massachusetts, 1780 ; New Hampshire, 1784 ; Vermont, 1787 ; Pennsylvania, 1790 ; Delaware, 1792 ; Tennessee, 1796 ; Georgia, 1798. The provisions of the State constitutions concerning schools and education, from 1776 to the present time, form an interesting chapter in the history both of American jurisprudence and of American education. They are the legal foundations of our State school systems. It is pro¬ posed in this section to bring all these provisions together in such a AMERICAN EDUCATIONAL HISTORY. 1313 maimer as to illustrate fully the development of this important branch of our educational history. This object will be best gained by follow¬ ing, in the main, the chronological order in which these provisions were euacted. It will be convenient also to present the subject under cer¬ tain heads, determined by certain important facts. In May, 1776, the American Congress recommended the assemblies and conventions of the States where the existing governments were not sufficient for the exigencies of their affairs u to adopt such govern¬ ment as shall, in the opinion of the representatives of the people, best conduce to the happiness and safety of their constituents in particular and America in general.”1 In pursuance of this recommendation, which was plainly necessitated by the lapse of events, all the States but Con¬ necticut and Ithode Island, -which considered their colonial charters amply sufficient for present exigencies, proceeded to frame State con¬ stitutions; some of them very rudimentary and imperfect, but others well thought out and elaborated. Several of these States, finding their first constitutions inadequate to the purposes of government, were com¬ pelled almost immediately either to frame new ones or to make impor¬ tant amendments. Again, before any new educational forces or interests began to act or appear, Vermont, Kentucky, and Tennessee came into the Union. These various constitutions are no mean criterion of the conditions of popular education in the several States, as well in those that did not recognize education at all as in those that made some provision for it. Furthermore, the fuller realization of a national con¬ sciousness following the organization of the Government under the Constitution of 1787 led to a general quickening of the pulses of national life. An historian of the time has said: No sooner liad tlie war for index^endence ended, and the Government of the United States been placed on a settled basis by the adoption of the Constitution; no ‘sooner had the national life begun to flow in its new channels, than there was a great advance along all the lines of denominational activity and educational enterprise. Everything which before had been carried on in scattered, sporadic methods now tended to organization. Boards of foreign and home missions were established; Bible and tract societies were organized; theological seminaries were founded; new colleges were planted, and the older institutions more liberally endowed; the reli¬ gious press was multiplied ; associations for moral reform were instituted. The first half of this century was xirolific in all these movements.'2 Iii making extracts from the State constitutions, “ The Federal and State constitutions, colonial charters,” etc., compiled under an order of the United States Senate by Ben: Perley Poore, Washington, Govern¬ ment Printing Office, 1878, has been followed to the date of publica¬ tion. Great pains has been taken to make the compilation as conrplete as possible, but some unimportant provisions have perhaps escaped observation. The date on which a constitution or an amendment took effect has been given in every case where it could be ascertained from documents at hand. J Journal of Continental Congress, II, 339. 2 J. O. Murray, Life of Dr. Wayland, pp. 1, 2. ED 93 - 83 1314 EDUCATION REPORT, 1892-93. The Constitution of Pennsylvania, September 28, 1776. Sec. 44. A school or schools shall he established in each county by the legislature, for the convenient instruction -of youth, with such salaries to the masters, paid by the public, as may enable them to instruct youth at low prices; and all useful learning shall be duly encouraged and promoted in one or more universities. 45. Laws for the encouragement of virtue, and prevention of vice and immorality, shall be made and constantly kept in force, and provision shall be made for their due execution; and all religious societies or bodies of men heretofore united or incorporated for the advancement of religion or learning, or for other pious and charitable purposes, shall be encouraged and protected in the enjoyment of the priv¬ ileges, immunities, and estates which they were accustomed to enjoy, or could of right have enjoyed, under the laws and former constitution of this State. The Constitution of North Carolina, December 18, 1776. [This was continued in tlie constitution of 1835.] 41. That a school or schools shall be established by the legislature, for the con¬ venient instruction of youth, with such salaries to the masters, paid by the public, as may enable them to instruct at low prices; and all useful learning shall he duly encouraged, and promoted, in one or more universities. The Constitution of Georgia, February 5, 1777. Art. 54. Schools shall be erected in each county, and supported at the genera expense of the State, as the Legislature shall hereafter point out. . The Constitution of Vermont, July 8, 1777. The state of affairs in Vermont from 1776 to 1791 was anomalous. At the first of those dates Massachusetts, New Hampshire, and New York each claimed in whole or in part the territory at present compris¬ ing that State. The people asserted their independence of all these States, as well as of England, and strove to be admitted to the Union as an independent State. Massachusetts assented in 1781, New Hamp¬ shire in 1782, New York in 1790, and Vermont became the fourteenth State in 1791. In this period two constitutions were framed, each of which was declared by the legislature to be a part of the laws of the State, and appears to have been so regarded by the people. The first of these constitutions contains the two following propositions. This is the first mention made by a similar document of school lands: Sec. XL. A school or schools shall be established in each town, by the legislature, for the couvenient instruction of youth, with such salaries to the masters, paid by each town; making proper use of school lands in each town, thereby to enable them to instruct youth at low prices. One grammar school in each county, and one university in this State, ought to be established by direction of the General Assembly. Sec. XLI. Laws for the encouragement of virtue and prevention of vice and immorality, shall be made and constantly kept in force; and provision shall be made for their due execution; and all religious societies or bodies of men, that have or may be hereafter united and incorporated, for the advancement of religion and learning, or for other pious and charitable purposes, shall be encouraged and pro¬ tected in the enjoyment of the privileges, immunities and estates which they, in justice ought to enjoy, under such regulations, as the General Assembly of this State shall direct. AMERICAN EDUCATIONAL HISTORY. 1315 The Constitution op Massachusetts; June 15th,1 1780. [Part II, Chap. Y, The University at Cambridge, and Encouragement of Literature, etc.] Section 1. — The university. Apt. 1. Whereas our -wise anu pious ancestors, so early as the year 1636, laid the foundation of Harvard College, in which university many persons of great eminence have, by the blessing of God, been initiated in those arts and sciences which qualified them for public employments, both in church and state ; and whereas the encouragement of arts and sciences and all good literature, tends to the honor of God, the advantage of the Christian religion, and the great benefit of this and the other United States of America, it is declared, that the president and fellows of Harvard College, in their corporate capacity, and their successors in that capacity, their officers and servants, shall have, hold, use, exercise, and enjoy all the powers, authorities, rights, liberties, privileges, immunities, and franchises which they now have, or are entitled to have, hold, use, exercise, and enjoy; and the same are hereby ratified and confirmed unto them, the said president and fellows of Harvard College, and to their successors, and to their officers and servants respectively, forever. Art. 2. And whereas there have been, at sundry times, by divers persons, gifts, grants, devises of hos&ses, lands, tenements, goods, chattels, legacies, and convey¬ ances heretofore made, either to Harvard College, in Cambridge, in New England, or to the president and fellows of Harvard College, or to the said college by some other description, under several charters successively, it is declared that all the said gifts, grants, devises, legacies, and conveyances are hereby forever confirmed' unto the president and fellows of Harvard College, and to their successors, in the capacity aforesaid, according to the true intent and meaning of the donor or donors, grantor or grantors, devisor or devisors. Art. 3. And whereas by an act of the general court of the colony of Massa¬ chusetts Bay, passed in the year 1642, the governor and deputy governor, for the time being, and all the magistrates of that jurisdiction, were, with the president, and a number of the clergy, in the said act described, constituted the overseers of Harvard College, and it being necessary, in this new constitution of government, to ascertain who shall be deemed successors to the said governor, deputy governor, and magistrates, it is declared that the governor, lieutenant-governor, council, and senate of this Commonwealth are, and shall be deemed, their successors ; who, with the pres¬ ident of Harvard College, for the time being, together with the ministers of the Con¬ gregational churches in the towns of Cambridge, Watertown, Charlestown, Boston, Roxbmy and Dorchester, mentioned in the said act, shall be, and hereby are, vested, with all the powers and authority belonging or in any way appertaining to the over-, seers of Harvard College: Provided, That nothing herein shall be construed to pre-| vent the legislature of this Commonwealth from making such alterations in the government of the said university as shall be conducive to its advantage and the interest of the republic of letters, in as full a manner as might have been done by- the legislature of the late province of the Massachusetts Bay. Section 2. — The encouragement of literature. Chap. Y, Sec. 2. Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of the legislatures and magistrates, in all future periods of this Commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge^ public schools, 1 A previous constitution framed by general court in 1778 was rejected by the people. 1316 EDUCATION REPORT, 1892-93. and grammar-schools in the towns; to encourage private societies and public insti¬ tutions, by rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to counte¬ nance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections and generous sentiments among the people. These are the only constitutional educational provisions of the Bevo- lutionary period of which we have any particular history. For this reason, and also because the last section was reproduced in the consti¬ tutions of New Hampshire and Maine, in its essential features, that history is here given. It is found in the Life and Works of John Adams, edited by Charles Francis Adams, Yol. IV, p. 257. It is also worth remarking that this history is the earliest example of French influence upon our educational institutions. The American Academy of Arts and Sciences, Boston, was incorporated May 4, 1780. The similar institution at Philadelphia, dating from 1743, was known as the Philosophical Society. The one name was imported from Paris, the other from London. In traveling from Boston to Philadelphia, in 1774, 1775, 1776, and 1777, I had several times amused myself at Norwalk, Conn., with the very curious collection of birds and insects, of American production, made by Mr. Arnold, a collection which he afterwards sold to Governor Tryon, who sold it to Sir Ashton Lever, in whose apartments in London I afterwards viewed it again. This collection was so singular a thing that it made a deep impression on me, and I could not but consider it a reproach to my country that so little was known even to herself of her natural history. When I was in Europe in the years 1778 and 1779, in the commission to the King of France, with Dr. Franklin and Mr. Arthur Lee, I had opportunities to see the King’s collections and many others, which increased my wishes that nature might be examined and studied in my own country as it was in others. In France, among the academicians and other men of science and letters, I was frequently entertained with inquiries concerning the Philosophical Society at Phila¬ delphia, and with eulogiums on the wisdom of that institution and encomiums on some publications in their transactions. These conversations suggested to me the idea of such an establishment at Boston, where I knew there was as much love of science, and as many gentlemen who were capable of pursuing it, as in any other city of its size. In 1779 I returned to Boston in the French frigate La Sensible, with the Chevalier de la Luzerne and M. Marbois. The corporation of Harvard College gave a public dinner in honor of the French ambassador and his suite, and did me the honor of an invitation to dine with them. At the table, in the philosophy chamber, I chanced to sit next to Dr. Cooper. I entertained him during the whole of the time we were together with an account of Arnold’s collections, the collections 1 had seen in Europe, the compliments I had heard in France upon the Philosophical Society at Phila¬ delphia, and concluded with proposing that the future legislature of Massachusetts should institute an academy of arts and sciences. The Doctor at first hesitated ; thought it would be difficult to find members who would attend to it; but his principal objection was that it would injure Harvard College, by setting up a rival to it that might draw the attention and affections of the public in some degree from it. To this I answered, first, that there were cer¬ tainly men of learning enough that might compose a society sufficiently numerous; and, secondly, that instead of being a rival to the university it would be an honor AMERICAN EDUCATIONAL HISTORY. 1317 and advantage to it ; that the president and princix>al professors would no doubt be always members of it, and the meetings might be ordered wholly or in part at the college and in that room. The Doctor at length appeared better satisfied, and I entreated him to propagate the idea and the plan as far and as soon as his discretion would justify. The Doctor accordingly did diffuse the project so judiciously and effectually, that the first legislature under the new constitution adopted and estab¬ lished it by law. Afterwards, when attending the convention for framing the constitution, I men¬ tioned the subject to several of the members, and when I was appointed by the subcommittee to make a draft of a project of a constitution, to be laid before the convention, my mind and heart were so full of the subject that I inserted Chapter Y, section 2. I was somewhat apprehensive that criticism and objections would be made to the section, and particularly that the “natural history” and the “good humor” would be stricken out, but the whole was received very kindly, and passed the convention unanimously without amendment. The Constitution of New Hampshire, June 2, 1784. New Hampshire was the first of the States to form a State constitu¬ tion. But the u civil government 57 adopted January 5, 1776, was very imperfect, and in 1784 gave place to one that was more complete. The first constitution made no reference to education. The following is the educational section of the second one, copied from the constitution of Massachusetts of 1780 with only two words changed. It was continued unchanged in the constitution of 1792, and has never been amended: Part II. — Encouragement of literature , etc. Sec. 83. Knowledge and learning generally diffused through a community being essential to the preservation of a free government, spreading the opportunities and advantages of education through the various parts of the country being highly con¬ ducive to promote this end, it shall be the duty of the legislatures and magistrates, in all future periods of this government, to cherish the interest of literature and the sciences, and all seminaries and public schools; to encourage private and public institutions, rewards and immunities for the promotion of agriculture, arts, sciences, commerce, trade, manufactures, and natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and pri¬ vate charity, industry and economy, honesty and punctuality, sincerity, sobriety, and* all social affections and generous sentiments among the people. The Constitution of Vermont, March, 1787. This section was also incorporated in the constitution of 1793 unchanged, and is still in force: Chap. II, Sec. 38. Laws for the encouragement of virtue, and prevention of vice and immorality, ought to be constantl}r kept in force, and duly executed; and a competent number of schools ought to be maintained in each town for the conven¬ ient instruction of youth; and one or more grammar schools be incorporated, and properly supported in each county in this State. And all religious societies, or bodies of men, that may be hereafter united or incorporated, for the advancement of religion and learning, or for other pious and charitable purposes, shall be encour¬ aged and protected in the enjoyment of the privileges, immunities, and estates, which they in justice ought to enjoy under such regulations as the General Assembly of this State shall direct. 1318 EDUCATION REPORT, 1892-93. The Constitution of Pennsylvania, September 2, 1790. The following article (Art. YII) was also continued word for word in the constitution of 1838: Sec. 1. Tlie legislature shall, as soon as conveniently may he, provide, by law, for the establishment of schools throughout the State, in such manner that the poor may be taught gratis. § 2. The arts and sciences shall be promoted in one or more seminaries of learning. The Constitution of Delaware, June, 1792. The first constitution of Delaware, which went into operation Sep¬ tember 21, 1776, was silent upon education. The following provision was inserted in the constitution of 1792, was continued in that of 1831 (Art. YII, sec. 11), and is still in force: Art. Till, Sec. 12. The Legislature shall, as soon as conveniently may be. provide by law, * * *, establishing schools, and promoting arts and sciences. The Constitution of Tennessee, February G, 179G. Art. I, Sec. 24. No member of the general assembly shall be eligible to any office or place of trust, except to the office of a justice of the peace, or a trustee of any literary institution, where the power of appointment to such office or place of trust is vested in their own body. The Constitution of Georgia, October, 1798. 1 Art. IV, Sec. 13. The arts and sciences shall be promoted, in one or more semi¬ naries of learning; and the legislature shall, as soon as conveniently may be, give such further donations and privileges to those already established as may be neces¬ sary to secure the objects of their institution; and it shall be the duty of the general assembly, at their next session, to provide effectual measures for the improvement and permanent security of the funds and endowments of such institutions. The foregoing are all the educational provisions found in the consti¬ tutions of the period 1776-1802. Still, the following States formed con¬ stitutions at the dates given: Hew Jersey, 1776; Maryland, 1776; Yir- ginia, 1776; South Carolina, 1776, 1778, and 1790; Hew York, 1777 ; Ken¬ tucky, 1792 and 1799. Some of these constitutions were also amended within those years; that of Maryland was amended four times. The reason for the non-appearance of Connecticut and Rhode Island in this period has been already given. II. SECOND PERIOD, 1803-1835. Discussion; Ohio , ISOS; Indiana, 1816; Mississippi, 1817; Illinois, 1818; Connecticut, 1818; Alabama, 1819; Maine, 1820; Mew York, 1821: Missouri, 1S21; Tennessee, 1835. At the beginning of this period, two forces that have since power¬ fully affected education, and therefore State constitutions, first began to act. The first was the extension of population, especially the Hew England and northern population, beyond the limits of the old States into the great West. The second was the Congressional land grants 1 Georgia also adopted a constitution in 17S9, but neither this nor any of the amendments to it con¬ tained any reference to education. AMERICAN EDUCATIONAL HISTORY. 1319 for common schools and institutions of higher learning, the history of which has, been given already. The reason for closing the period with the year 1S35 will be given at the opening of the next period. The Constitution of Ohio, February 19, 1803. 1 This is the first of the constitutions to show the effect of the new forces : Art. VIII. That the general, great, and essential principles of liberty and free gov¬ ernment may be recognized, and forever unalterably established, we declare : * * * 3. That all men have a natural and indefeasible right to worship Almighty God, [here the rights of conscience and of religious worship are declared, and disqualifi¬ cations from office on account of religion forbidden.] But religion, morality, and knowledge being essentially necessary to the good government and the happiness of mankind, schools and the means of instruction shall forever be encouraged by legis¬ lative provision not inconsistent with the rights of conscience. * * 71 25. That no law shall be passed to prevent the j>oor in the several counties and townships within this State from an equal participation in the schools, academies, colleges, and universities within this State, which are endowed, in whole or in part, from the revenues arising from the donations made by the United States for the sup¬ port of schools and colleges; and the doors of the said schools, academies, and uni¬ versities shall bo open for the reception of scholars, students, and teachers of every grade, without any distinction or preference whatever, contrary to the intent for which the said donations were made. * * * 27. That every association of persons, when regularly formed within this State, and having given themselves a name, may, on application to the legislature, be entitled to receive letters of incorporation to enable them to hold estates, real and personal, for the support of their schools, academies, colleges, universities, and other purposes. The Constitution of Indiana, December 11, 1816. Art. IX, Sec. 1. Knowledge audlearning generally diffused through a community being essential to the preservation of a free government, and spreading the oppor¬ tunities and advantages of education through the various parts of the country being highly conducive to this end, it shall be the duty of the general assembly to provide by law for the improvement of such lauds as are, or hereafter may be, granted by the United States to this State, for the use of schools, and to apply any funds which may be raised from such lands, or from any other quarter, to the accomplishment of the grand object for which they are or may be intended. But no lands granted for the use of schools or seminaries of learning shall be sold, by authority of this State, prior to the year 1820: and the moneys which may be raised out of the sale of any such lands, or otherwise obtained, for the purposes aforesaid, shall be and remain a fund for the exclusive purpose of promoting the interests of literature and the sci¬ ences, and for the support of seminaries and public schools. The general assembly shall, from time to time, pass such laws as shall be calculated to encourage intel¬ lectual, scientifical, and agricultural inrprovement by allowing rewards and immuni¬ ties for the promotion and improvement of arts, sciences, commerce, manufactures, and natural history; and to countenance and encourage the principles of humanity, industry, and morality. Sec. 2. It shall be the duty of the general assembly, as soon as circumstances will permit, to provide by law for a general system of education, ascending in regular gradation from township schools to a State university, wherein tuition shall be gratis and equally open to all. This is the (late of the admission of Ohio to the Union, according to the best authorities. 1320 EDUCATION REPORT, 1892-93. Sec. 3. And for tlie promotion of such salutary end, the money which shall be paid as an equivalent by persons exempt from militia duty, except in times of war, shall he exclusively, and in equal proportions, applied to the support of county semi¬ naries; also, all lines assessed for any breach of the penal laws shall be applied to said seminaries in the counties wherein they shall be assessed. •X * * Of Of Sec. 5. The general assembly, at the time they lay off a new county, shall cause at least 10 per cent, to be reserved out of the proceeds of the sale of town-lots in the seat of justice of such county for the use of a public library for such county; and at the same session they shall incorporate a library-company, under such rules and regulations as will best secure its permanence and extend its benefits. The foregoing provisions call for two observations. It is here that we meet the first attempt to throw constitutional safeguards around the lands granted by Congress to any State for an educational purpose. It is here also that we find the first constitutional command to a legis¬ lature to establish a system of State education, ascending from the primary school to the university, where instruction should be free and equally open to all. The first fact is referable to the growing impor¬ tance of the school lands in the public estimation, and the second one is due either to a quickening general interest in public education or to the presence in Indiana of farsighted statesmen. The Constitution of Mississippi, December 10, 1817. This section (Art. YI) was continued in the constitutions of 1832 and 1865 as Article VII, section 14: Sec. 16. Religion, morality, and knowledge being necessary to good government, the preservation of liberty, and the happiness of mankind, schools, and the means of education, shall forever be encouraged in this State. The Constitution of Illinois, December 3, 1818. This constitution did not mention the subject of education, but the accompanying ordinance contained full provisions respecting the school lands : Whereas the Congress of the United States, in an act entitled “An act to enable the people of the Illinois Territory to form a constitution and State government, and for the admission of such State into the Union on an equal footing with the original States,” passed the I8th of April, 1818, have offered to this convention, for their free acceptance or rejection, the following propositions, which, if accepted by the con¬ vention, are to be obligatory upon the United States, viz : “1st. That section numbered sixteen in' every township, and, when such section has been sold or otherwise disposed of, other lands equivalent thereto and as con¬ tiguous as may be, shall be granted to the State, for the use of the inhabitants of such township for the use of schools. * * * “3d. That 5 per cent, of the net proceeds of the land lying within such State, and which shall be sold by Congress from and after the 1st day of January, 1819, after deducting all expense incident to the same, shall be reserved for the purposes follow¬ ing, viz: Two-fifths to be disbursed under the direction of Congress, in making roads leading to the State; the residue to be appropriated by the legislature of the State for the encouragement of learning, of which one-sixth part shall be exclusively bestowed on a college or university. I ■1ERICAX EDUCATONAL HISTORY. 1321 “4th. That thirftx sections, or one entire township) which pall he designated by the President ope United States, together with the one her:ofore reserved for that purpose, shalfe reserved for the use of a seminary of leafing, and vested in the legislature of l said State, to U appropriated solely to te use of such semi¬ nary by the said hjlature.” * * * T W Therefore, this dvention, on behai' of and by the authority f the people of the State, do accept tlforegoing proportions: * * * And thi convention do fur¬ ther ordain and dfere that the forgoing ordinance shall notbe revoked without the consent of thfnited States. * * Thi§onstitutio of Connecticut, Octobers, 1818. AR-jle VIII.— Of education. Sec. 1. The charter of Yaleollege, as modified by agreement with the corpora¬ tion thereof, in pursuance of 11 act of the general assembly, passed in May, 1792, is hereby confirmed.1 Sec. 2. The fund called t7 school-fund - shall remain a perpetual fund, the interest of which shall he inviolab appropriated to the support and encouragement of the public schools throughou the State, and for the equal benefit of all the people thereof. The value and «iount of said fund shall, as soon as practicable, he ascer¬ tained in such manner^8 the general assembly may prescribe, published, and recorded in the comptroer s office ; and no law shall ever he made authorizing said fund to be diverted to *iy other use than the encouragement and support of public or common schools, r-nong the several school-societies, justice and equity shall require. The Constitution of Alabama, December 14, 181^ Article VI. — Education. Schools, and tie means of education, shall forever bo encouraged in this State ; and the general assembly shall take measures to preserve, from unnecessary waste or damage, such lands as are or hereafter may he, granted by the United States for the use of schools within each township in this State, and apply the funds, which may he raised from such lands, in strict conformity to the object of such grant. The general assembly shall take like measures for the improvement of such lands as have been or may be hereafter granted by the United States to this State, for the support of a seminary of learning, and the moneys which may he raised from such lands, by rent, lease, or sale, or from any other quarter, for the purpose aforesaid, shall he and remain a fund for the exclusive support of a State university, for the promotion of the arts, literature, and the sciences; and it shall he the duty of the general assembly, as early as may he, to provide effectual means for the improve¬ ment and permanent security of the funds and endowments of such institution. i"An act for enlarging the powers and increasing’the funds of Yale College,” appointed William Hart. John Trumbull, and Andrew Kingsbury as commissioners, to perform certain duties specified with regard to balances due to the State, which were appropriated to Yale College upon condition of the acceptance, on the part of the president and corporation, of certain modifications in their corporate powers, of wlvch legal evidence was to be filed in tie office of the secretary of state. An additional act was passed May, 1796, by widen a claim of 50 per cent, of sums collected on cer¬ tain balances was relinquished to the college on condition that the latter should transfer $13,726.39 in deferred Stock of the United States to the Sta» treasurer. The president and corporation were by this act required to report annually to the general assembly an account of receipts and expenditures of tbe moneys belonging to the college. — H. *See the chapter entitled “The common school fund of Connecticut.” 1322 EDUCATION i IEPORT, 1892-93, ie Coxstitutiox of M4ixe, Jaxuary 5:20. The folio winglptiele is still in foret; Article A III. I| teraiure. A general diiinsil 0f the advantages of edition being es tial to the promo¬ tion of the rights al liberties of the people, Vromoto this iportant object, the egishi aire are auth^ize(p and it shall be the^ut^ to reque the several towns to make suitable - pTO'ision, at their own expensevr the suppct and maintenance ot public schools, and \ shall further be their dutlL encourage nd suitably endow, trom time to time, as fie circumstances of the pe\may ailthrize, all academies, colleges, and seminaries 0f learning within the St\. provided That no donation, grant, or endowment shall at any time be made by\e legislature to any literary institution now established, or which may be hereak established, unless, at the time of making such endowment, the legislature of t!Atate ghall have the right to grant any further powers to alter, limit, or restrain anL the po^ers vested in any such literary institution as shall be judged necessary t%omote t3l0 best interests thereof. Tlie act of tlie general court of Massachusetts, Yjicb gave permission to the district of Maine to frame a constitution a\ to become an inde¬ pendent member of the Union, was made a parfc^f said constitution. It provided that the grant which has been made tltfie president and trustees of Bowdoin College out of the tax laid upotfie banks within this Commonwealth shall be charged upon the bank within the said district of Maine, and paid according to the terms ofLaid grant; and the president and trustees and the overseers of said colege shall have, hold, and enjoy their powers and privileges in all respats so that the same shall not be subject to be altered, limited, annulled, or restrained, except by judicial process, according to the principles of law; and in all giants hereafter to be made, by either State, of unlocated land within the said district, the same reservations shall be made for the benefit of schools and of the ministry as have heretofore been usual in grants made by this Commonwealth. And all lands heretofore granted by this Commonwealth to any religious, literary, or eleemosynary cor¬ poration or society shall be free from taxation while the same continues to be owned by such corporation or society. The Coxstitutiox of New York, February 1822. Neither the first constitution 0f this State nor the amendments adopted in 1801 made any reference to schools or education. Art. VII, Sec. 10. The proceeds of all lands belonging to this State, except such parts thereof as may be reserved or appropriated to public use or ceded to the United States, which shall hereafter be sold or disposed of, together with the fund denom¬ inated the common-school- fund, shall he ant remain a perpetual fund, the interest of which shall he inviolably appropriated a*d applied to the support of common schools throughout this State. * * * fcftICAN EDUCATIONAL HISTORY. 1323 TlIEfsSTITUTION of pf«|ouRi, August 10, 182' 1' Article Education. ■ Sec. 3. Schools affhe means of education shall forever be acouraged in this State; and the geneiasseinbly shall the measures to preserve wm waste or dam¬ age such lands as h( been, or herea er may be, granted by th (United States for the use of schools Jhin each towrhip in this State, and shd apply the hinds which may arise froKUch lands in fHct conformity to the objec of the graut; and one school or more [ill be establish in each township as soot as practicable and necessary, where thiocr shall be nght gratis. Sec. 2. The gene! assembly 8*11 take measures for the improvement of such lands as have been J hereafter W be, granted by the I&itcd States to this State for the support of Xminary breaming, and the funds accruing from such lands, by rent or lease, pr in any otln manner, or which may he obtained from any other source, for the purposes a forest shall be and remain a permanent fund to support a university for the promotic literature and of the arts and sciences, and it shall he the duty of the gem'd assembly, as soon as may be, to provide effectual means for the improvement U permanent security of the funds and endowments of such institutiou. ORDINANCE, ADOPTED BY CONVENTION WHICH -FORMED THE COXSTITUTIOX OF MISSOURI, JULY 19, 1820. i Whereas the act of CoSTess °- the United States of America, approved March 6, 1820, entitled “An act -0 authorize the people of Missouri Territory to form a con¬ stitution and State government, and for the admission of such State into the Union, on an equal footing w-th the original States, and to prohibit slavery in certain Ter¬ ritories,^ contains ce tain requisitions and provisions, and, among other things, has offered to this eonvmtion, when formed, for and in behalf of the people inhabiting this State, for their free acceptance or rejection, the five following propositions, and wbicii, if accepted by this convention in behalf of the people as aforesaid, are to he obligatory on the United States, viz : “1st. That section numbered sixteen in every township (when such section has beeasold or otherwise disposed of. other lands equivalent thereto, and as contiguous as may be) shall be granted to the State, for the use of the inhabitants of such toimship, for the use of schools. V * * * : #• * * *■ ■f5th. That thiriy&ix sections, or one entire township, which shall he designated by the Presiden|rof the United States, together with the other lands heretofore reserved for that purpose, shall he reserved for the use of a seminary of learning, and rested in the legislature of said State, to be appropriated, solely for the use of such seminary, by the legislature.” F Now this convention, for and in behalf of the people inhabiting this State, and by the authority of the said people, do accept the live before-recited propositions offered by the act of Congress under which they arc assembled. * * * And this convention, for and in behalf of the people inhabiting this State, and by the authority of the said people, do further ordain, agree, and declare that this ordi¬ nance shall he irrevocable, without the consent of the United States. * * * The Coxstitutiox of Tennessee, March 5, 6, 1835. Arti. XI, Sec. 10. Knowledge, learning, and virtue being essential to the preser¬ vation of republican institutions, and the diffusion of the opportunities and advan¬ tages of education throughout the different portions of the State being highly con¬ ducive to the promotion of this end, it shall he the duty of the general assembly, in ah future periods of this government, to cherish literature and science. And the fund called “the common-school-fund $ nn.h all the lands and proceeds thereof, divi- 1324 EDUCATIOMREPORT, 1892-1 (lends, stocks, al other property oflvej description wj ver, heretofore by law appropriated by\e general assembly of ^his State for tlse of common schools, and all such as InJi hereafter be appropiLfed, shall rem a perpetual fund, the principal of whils]ian never be diminislL by legislativ ppropriation, and the interest thereof sAl be inviolably appropifced to the sup A and encouragement of common schocjtbrougliout the State, a%or the equal Qefit of all the people thereof ; and no V shall he made author!^ said flmdj . any part thereof, to be diverted to any^ther use than the support % encouragemt of common schools ; and it shall be th\duty of the general asseAy to appoi a board 0f commis¬ sioners, for such te\ of time as they may thin^Lope^ w]uhall ha Ve the general superintendence of s*id fund, and who shall mal report t tbe condition of the same, from time to time, under such rules, regnlV and tstrictions as may be required by law: Prodded, That if at any time Rafter a dvision of the public lands of the United States, or any of the money arlg from the sale 0f SUch lands, shall be made among the individual States, the park sucb Jands 0I m0ney coming to this State shall be devoted to the purposes of educAn and internal improvement, and shall never he applied to any other purpose. Sec. 11. The above provisions shall not be constrimto preVent the legislature from carrying into effect any laws that have been p^d in favor of the colleges, universities, or academies, or from authorizing heirs oLgtributees to Teceive and enjoy escheated property, under such rules and regul^ns as from time to time niay he prescribed hy law. AMENDMENT OF 1870. \ The amended constitution of 1870 contains in A\>le XI, section 12, the same general declaration and provisions as forijrly existed, down to and including the pledge that uno law shall be\iade authorizing said fund, or any part thereof, to be diverted to any d'her use than the support and encouragement of common schools.” In dace of the suc¬ ceeding portions the following is substituted: The State taxes derived hereafter from polls shall he appropriated to educational purposes, in such manner as the general assembly shall, from time to time, direct hy law. No school established or aided under this section shall allow white and negro children to he received as scholars together in the same^ school. The above pro¬ vision shall not prevent the legislature from carrying into effect any laws that have been passed in favor of the colleges, universities, or academies, or from authorizing heirs or distributees to receive and enjoy escheated property under such laws as may he passed from time to time. III. THIRD PERIOD, 1835-1861. Discussion; Arkansas, 1836; Michigan , 1837 : Pennsylvania, 1838; Rhode Island, 1842; New Jersey, 1844 ; Florida, 1845 ; Louisiana, 1845; Texas, 1845 ; New York, 1846; Iowa, 1846; Wisconsin, 1848; Illinois, 1848; Kentucky, 1850; Michigan, 1850; Cali¬ fornia, 1850; Ohio, 1851; Indiana, 1851; Virginia, 1851; Louisiana, 1852; Connecti¬ cut, 1855 ; Massachusetts, 1857; Oregon, 1857; Minnesota, 1858. In this period we find education much more fully dealt with in the State constitutions than in the previous ones. The provisions following make this fully apparent. But it is important to state the main causes that produced the expansion, and consequently we are required to take the year 1835 as the beginning of a new period. The democratic theory of government, as expounded by Mr. Jeffer¬ son, now reached its culmination. Heretofore the constitutions had [RICAN EDUCATIONAL HISTORY. 1325 been drawn in gjal terms; legislation, left to the ^islature, had been carefully exlded from them; large powers had een intrusted to the constituteJuthorities, awl some of the distru of the people that marked the / English regime in America had ^en manifested. Time had revealjmexpected dfects in the working o the State gov¬ ernments. Eait 11 legislator governors, and jud-'S tended to a minimum; faith the sovereju people to a maxim ui. The elective franchise was n ,ely extendd, and the number c elective officers greatly increasec frhile govern ental powers were nateri ally limited. Moreover, Ameriin life wa^apidly growing ffi complexity and in com¬ pass, which brougat new rerests and new questions within the range of State recognition, aiuLave new importance to old interests and questions. As a result, t) States began to define in their constitutions governmental powers a[ functions with more fullness and particu¬ larity. Legislation, or bat would have been regarded as such at an earlier day, began to ud its way into the fundamental laws of the States. Constitutions>ecame more expanded and more bulky. Com¬ pare, for example, th constitutions of Eew York framed in 1778 and 1821 with that frame in 1846. But it is more to^ur purpose to observe that about 1835 the country began to show a rmarkable growth of interest in schools and educa¬ tion, which has ben appropriately called “ the American educational renaissance.” Jke decade 1835-1845" saw the first normal school founded, the first: State board of education created , tire first State sec¬ retary or superintendent appointed, the first teachers’ institute held, thejrst school libraries founded, and contact with the schools of Germany first practically established. EducationaLjournalism also expanded, and attained to new power and usefulness. The State schools grew rapidly in number, in character, and in influence, while the State scliool funds, arising from the Congressional land grants, assumed a new value and importance. Also the State universities of the West, which now began to exercise an appreciable influence, called for State regulation. f It was in this period, too, that the State schools were first antago¬ nized by ecclesiastical bodies. This antagonism was due to a variety of causes. The growth and increasing excellence of the State schools drew away pupils from church and private schools. Again, as these schools grew in power they were less subject to ecclesiastical direction, becoin- iug mere civil or secular institutions. Then the rapidly increasing school funds and revenues from which the State schools derived their strength became an object of envy and desire to the managers of com¬ peting schools, while certain ecclesiastical influences became more pro¬ nounced in State affairs. Such causes as these compelled the safe¬ guarding of school funds and revenues against misappropriation and division. 1326 \ education Report, 1892-9 Still anotbeactor must be meitiotied. As alrey hinted, tlie States generally had\ their early consti\ytions limitc-tli-e suffrage to the more substantiLasBesof society. Wy naturallts practical exten¬ sion to all maleltizens 21 years of w aiKj UpWJ led to the lower¬ ing of the totaCctorate in mtellig\ce and charter, especially in view of the grotpg aggregations of iVorance an v ice in cities, and brought up thelLestion whether the^LpQp.p^ tould not be sate guarded by an e^»atioual barrier. The student of he educational provisi\, wh jch bllow will readily discover the operatL 0f everyone of the c\p 110 w numerated. And still it is note wortlrf that several of the SiLs Gaining new constitu¬ tions in the years 18S5-18G1, or amending olVI1€Sj not yield to the new influence, but adhered to the earlier prave. The Constitution of Arkansas, Jitj^ 1836 Article VII. — Education. X Sty. 1. Knowledge and learning, generally diffused tlAgh a community, being essential to the preservation of a free government — and urging the opportunities and advantages of education through tlie various parts otbe State being highly conducive to this end— it shall be the duty of the general »embly to provide by law for the improvement pf such lands as are or hereafter be granted by tbe United States to this State for the use of schools, and to apply b y funds which may he raised from such lands, or from any other source, to the acVmplishment of tho object for vbieh they are or may be intended. The general afeeinbly shall from time to time pass such laws as shall be calculated to encourageVtellectual, scien¬ tific and agricultural improvement, by allowing rewards and immunities for tbe promotion and improveitynt of arts, science, commerce, manufactures, and natural history ; and couptenauee and encoura ge the principles of humanity, industry, and morality. This section was included in the constitution of 1SG4-65 as Article YU I, section 1. Tiie Constitution of Michigan, January 26, 1837 V Article X. —Education. Sec. 1. The governor shall nominate and, by and with the advice and consent of the legislature in joint vote shall appoint, a superintendent of public instruction, who shall hold his office for two years, and whose duties shall he prescribed by law. Sec. 2. The legislature shall encourage, by all suitable means, the promotion of intellectual, scientifical, and agricultural improvement. The proceeds of all lands that have been or hereafter may he granted by the United States to this State, for the support of schools, which shall hereafter he sold or disposed of, shall he and remain a perpetual fund, the interest of which, together with the Tents of all such unsold lands, shall he inviolably appropriated to the support of schools throughout the State. Sec. 3. The legislature shall provide for a system of common schools, by which a school shall be kept up and supported in each school district at least three months in every year^ and any school district neglecting to keep up and support such school may he deprived of its equal proportion of the interest of the public fund. This constitution was framed in 1835. IAN EDUCATIONAL HISTORY. soon as tllumstances of die State will permit, -u„ „ ,.4- lihrarief; one at least in each ’ ' Sec. 5. The legislai other disposition of si by the United States Sec. 4. As soon as thpuillBtuuuco w Ml"w >T“X i™ '“~7 - ^ the provide for the establifct of libraries; one at least in each tclsmP> 1 m_ money which shall hefl by persons ss an equivalent for exe^11 tVO™ foT tary duty, and the clinoceeds of a! lines assessed in the serai coimn any breach of the poJvs, shall be xclusively applied to tisupport oi libraries. + „r > shall take easures for the proteetiorbnprovem 1 ’ ' lands as bavbeen or may hereafter he served or gran ms State -r the support of a univeity, and the funds accruing from the ren »r sale of (A ^nds, or from any othe-sonree to the pur¬ pose aforesaid, shall land remo- a permanent fund for fliwnppo ^ f the versify, with such bribes as th^blie convenience may teraf ter deman , UJ promotion of literal, ir, the art^d sciences, and as may oe authcrrf J J| terms of such grant, in d it sir 1>° d,,tr of the legislafare, as soon a * ? s to provide effectual means for t improvement and pemanent security of tL of said university. OKDIXANCE ADOPTED BY TOFO^ENTION WHICH FRAMED THE CONSTITUTION OF MICHIGAN IN 1835. Be it ordained by the eonve <«>* assembled to form a constitution for the state 0^‘^ gan, in behalf and by authoid °f ^e people °f mld state’ Tliat t,je foU° ”f * tions be submitted to ti Congress of the United States, which, if assented t l that bodvi shall be oMjatory on this State: 1st. Section number! sixteen in every surveyed township of the public a , and, where such sectid lias teen sold or otherwise disposed of , other -lands > -f ^ lent thereto, and as Bntignous as may he, shall be granted to the Sta “^d^Tte seventy-t.ro sections of land set apart and reserved for the use and sup¬ port ofauniversit;, by an act of Congress approved gn the 2^ ^ of i,ay, 18.6, entitlf! “An act c.ucemine a seminary of learning m the Ten^W of Aimhi an shall, together wish such further quantities as may be agreed up^yCon^ss be conveyed to the State and shall be appropriated solely to the use am^upport of sucj diversity, in such manner as the legislature may prescribe. - , The Constitution of Pennsylvania, February 22, 1838. Article YII. — Education. SEO 1 The legislature shall, as soon as conveniently may be, provide by law for fie eiiablishment of schools throughout the State, in such manner thattbe poor may K 1 !°2 ^ T! :e ' or t s and sciences shall he promoted In one or more seminaries of learning. The Constitution of Rhode Island, November 21-23, 18^2. Article XII. — Of education. Sec. 1. The diffusion of knowledge, as well as of virtue, among the people being essential to the preservation of their rights and liberties, rt shall he tne duty of the general assembly to promote public schools, and to adopt all means which ey m y deem necessary and proper to secure to the people the advantages and oppor.-uu. ies of education. . , Sec 9 The money which now is or which may hereafter be appropriated by for the establishment of a permanent fund for the support of public schools, shall be securely invested and remain a perpetual fund for that purpose. 1328 EDUCATIONTREPOKT, 189.. Sec. 3. All do4ons for the support public scho(or for other purposes of education, whic^y received by*fche general assemi shall he applied accord- iijg to the terms jLcri\)ed hy the donors. \ Sec. 4. The genu assembly shall make ^necessary prsions hy law for carrying ^hisjirticle into e«l. They shall not diveVajd mouey fuuci from the aforesaid uses, nor borrow, Lropriate, or use the s3^ or any p, thereof, for any other Purpose, under any.etense whatsoever. The Ikstitution of New JEVy, Augus13, 1844. Art. IY, Sec. 7 (A The fund for the supp\ of free l]loolSj and all money, stock, and other propity which may hereafter bLpropri,ed for that purpose, or received into the treaty under the provision of L law peetofoie passed to aug¬ ment the said fund, shlld he securely invested anYemain ^ perpetual fund; and the income thereof, extept so much as may he j%d espedient to apply to an increase of the capital, shall be annually approprLj to tde support of public schools for the equal benefit of all the people of theY^ and ft shall not he com¬ petent for the legislature to borrow, appropriate, or ulLe said fund, or any part thereof, for any other purpose under any pretense whaLr. In 1875 an amendment was ratified which h%ted the word “free” between the word “ public” and the word “ sLls,” and added the following sentence: | # The legislature shall provide for the maintenance and supVt of a thorough and efficient system of free public schools for the instruction of \ the children in this State between the a.a-es of five and eighteen years. 15. 1 \ The Constitution of Florida, March 3, ^ Article X.— Education. Sec. 1. The proceeds of all lands that have been, or may hereafter he, granted hy the United4 Sfeli^for the use of schools, and a seminary or seminaries of learning, shall be 'U^ffiremain a perpetual fund, the interest of which, together with all moneys derived from any other source applicable to the same object, shall he invio¬ lably appropriated to the use of schools and seminaries of learning, respectively, and to no other purpose. Sec. 2. The general assembly shall take such measures as may he necessary to preserve from waste or damage all land so granted and appropriated to the purposes of education. The Constitution of Louisiana, November 5? 1845. Title VII. — Public education. Art. 133. There shall he appointed a superintendent of public education, who shall hold his office for two years. His duties shall he prescribed by law. He shall receive such compensation as the legislature may direct. Art. 134. The legislature shall establish free public schools throughout the State, and shall provide means for their support by taxation on property, or otherwise. Art. 135. The proceeds of all lands heretofore granted hy the United States to this State for the use or support of schools, and of all lands which may hereafter he granted or bequeathed to the State, and not expressly granted or bequeathed for any other purpose, which hereafter may be disposed of by the State, and the proceeds of the estates of deceased persons to which the State may become entitled hy law, shall he held by the State as a loan, and shall he and remain a perpetual fund on 1 Tliis constitution was framed in 1838. Florida was admitted into the Union March 3, 1845. AMERICAN EDUCATIONAL HISTORY. 1329 which the State shall pay an annual interest of six per cent. ; which interest, together with all the rents of the unsold lands, Shall be appropriated to the support of such schools, and this appropriation shall remain inviolable. Art. 136. All moneys arising from the sales which have been made or may here¬ after be made of any lands heretofore granted by the United States to this State, for the use of a seminary of learning, and from any kind of donation that may hereafter be made for that purpose, shall be and remain a perpetual fund, the interest of which, at six per cent, per annum, shall be appropriated to the support of a seminary of learning for the promotion of literature and the arts and sciences, and no law shall ever be made diverting said fund to any other use than to the establishment and improvement of said seminary of learning. Art. 137. A university shall be established in the city of New Orleans. It shall be composed of four faculties, to wit: one of law, one of medicine, one of the natu¬ ral sciences, and one of letters. Art. 138. It shall be called the “ University of Louisiana,” and the Medical College of Louisiana, as at present organized, shall constitute the faculty of medicine. Art. 139. The legislature shall provide by law for its further organization and government, but shall be under no obligation to contribute to the establishment or support of said university by appropriations. The Constitution of Texas, December 24, 1845.1 Article X. — Education. Sec. 1. A general diffusion of knowledge being essential to the preservation of tho rights and liberties of the people, it shall be the duty of the legislature of this State to make suitable provision for the support and maintenance of public schools. Sec. 2. The legislature shall, as early as practicable, establish free schools through¬ out the State, and shall furnish means for their support by taxation on property^ and it shall be the duty of the legislature to set apart not less than one-tenth of the annual revenue of the State, derivable from taxation, as a perpetual fund, which fund shall be appropriated to the support of free public schools ; and no law shall ever be made diverting said fund to any other use ; and until such time as the legis¬ lature shall provide for the establishment of such schools in the several districts of the State, the fund thus created shall remain as a charge against the State, passed to the credit of the free-common-school-fund. Sec. 3. All public lands which have been heretofore, or which may hereafter be, granted for public schools to the various counties, or other political divisions in this State, shall not be alienated in fee, nor disposed of otherwise than by lease for a term not exceeding twenty years, in such manner as the legislature may direct. Sec. 4. The several counties in this State which have not received their quantum of lands for the purposes of education shall be entitled to the same quantity hereto¬ fore appropriated by the congress of the Republic of Texas to other counties.12 1The constitution of the Republic of Texas, 1836, declared: “ It shall be the duty of Congress, as soon as circumstances will permit, to provide by law a general system of education.” £An act of the Republic of Texas, approved January 2G, 1839, granted to each county 3 leagues of land, for the purpose of establishing a primary school or academy. The lands were to be located in the county, if good lands could be found vacant, and they might be surveyed in any-sized tracts of not less than ICO acres. If lands proper for this use did not exist in the county, they might be sur¬ veyed upon any of the vacant lands of the Republic at the expense of the county. The same act directed a tract of 50 leagues of land to be set apart for the establishment and endowment of two colleges or universities, thereafter to be created, the cost of survey being paid by the general treasury. — H. ED 93- - 84 1330 EDUCATION REPORT, 1892-93. The Constitution oe New York, as amended November, 1846. Art. IX, Sec. 1. Tlie capital of the common-school fund,1 the capital of the litera¬ ture-fund,2 and the capital of the United States deposit-fund3 shall he respectively preserved inviolate. The revenues of the said common-school-fund shall he applied to the support of common schools; the revenues of the said literature-fund shall he applied to the support of academies, and the sum of twenty-five thousand dollars of the revenues of the United States deposit-fund shall each year he appropriated to and made a part of the capital of the said common-school-fund. The Constitution oe Iowa, December 28, 1846. Article IX. — Education and schools. EIRST EDUCATION. Sec. 1. The educational interest of the State, to include common schools and other educational institutions, shall he under the management of a hoard of educa¬ tion, which shall consist of the lieutenant-governor, who shall he the presiding offi¬ cer of the hoard, and have the casting vote in case of a tie, and one member to he elected from each judicial district in the State. Sec. 2. No person shall he eligible as a member of said hoard who shall not have attained the age of twenty-five years, and heen one year a citizen of the State. Sec. 3. One member of said hoard shall he chosen by the qualified electors of each district, and shall hold the office for the term of four years, and until his successor is elected and qualified. After the first election under this constitution, the hoard 1 The school fund of the State of New York was created by an act passed April 5, 1805, which gave the net proceeds of 500,000 acres of vacant lands, to he sold by the survey or- general (Simeon De Witt), ■ and invested as a permanent fund. It was to be loaned to persons or bodies corporate for literary f purposes, safely secured, until tbe income reached $50,000 annually, when the income was to he I annually .applied to school purposes. It reached this point in 1813, and from this date the school j system of New York has a continuous history. No distribution wa3 actually made until 1815. By subsequent donations from various sources the school fund had heen increased to $1,155,827.4.0 on the day when the constitution of 1821 went into full effect, and there were, besides this, 091,060 acres of unsold lands then belonging to it. In many of the early sales of lands under State authority, and in the lands in central New York given as bounties to officers and soldiers of the Revolution, there was a reservation of a mile square in each township for gospel and schools, and a like amount for literature. There were also large donations of land, or of the proceeds of land sales, to colleges, libraries, and other literary objects. The annual report of the superintendent of public instruction gives the amount of capital and mode of investment of the common-school fund for each year from the begin¬ ning. Its amount at intervals of ten years was as follows : 1805.... . $28,774.10] 1815 . 934, 015. 13 1825 . 1,319,886.46 1835 . 1,875,191.71 1845 . . $2,090,632.41 1855 . 2,457,520.86 1865 . 2, 765, 703. 77 1874 . 3, 029, 165. 55 Its investment in 1874 was $50,000 in bank stock, $1,165,057.24 in State stocks, $36,000 in comp¬ troller’s bonds, and $1,310,866.28 money in the treasury. — H. £The literature fund originated with the granting of certain lands for literary purposes, and was largely increased by four lotteries granted in 180), by which the sum of $100,000 was raised for the joint benefit of academies and common schools, but chiefly by the proceeds of sales of lands, arrears of quit-rents, profits on the sale of State stocks, and other appropriations which have beeu added from time to time. The capital of the literature fund on the 30th of September, 1874, was $271,980.76, and the revenue $50,157.13. The investment was chiefly in State stocks ($242,347), and it is managed by the comptroller. The expenditure is under the direction of the regents of the university.- -H. sTlie United States deposit, fund is a part of the sum of $37,468,859.97 distributed among the States June 23, 1836, of which $5,352,694.38 came to the State of New York. It was distributed among the counties on the basis of population and loaned on securities of real estate. Of its income the sum of $25,000 is added annually to the capital of the school fund, and the remainder applied to the schools and academics of the State, under the direction of the superintendent of public instruction and the regents of the university. At the close of the fiscal year, September 30, 1874, the capital of this fund amounted to $4,014,520.71, and the revenue for the preceding year was $254.148.05. — H. AMERICAN EDUCATIONAL HISTORY. 1331 shall be divided, as nearly as practicable, into two equal classes, and the seats of the tirst class shall be vacated after the expiration of two years; and one-half of the board shall be chosen every two years thereafter. Sec. 4. The first session of the board of education shall be held at the seat of government, on the first Monday of December, after their election; after which the general assembly may fix the time and place of meeting. Sec. 5. The session of the board shall he limited to twenty days, and but one session shall be held in any one year, except on extraordinary occasions, when, upon the recommendation of two-tliirds of the board, the governor may order a special session. Sec. 6. The board of education shall appoint a secretary, who shall be the execu¬ tive officer of the board, and perform such duties as may be imposed upon him by the board and the laws of the State. They shall keep a journal of their proceed¬ ings, which shall be published and distributed in the same manner as the journals of the general assembly. Sec. 7. All rules and regulations made by the board shall be published and dis¬ tributed to the several counties, townships, and school-districts, as maybe provided for by the hoard, and when so passed, published, and distributed, they shall have the force and effect of law. Sec. 8. The hoard of education shall have full power and authority to legislate and make all needful rules and regulations in relation to common schools, and other educational institutions, that are instituted, to receive aid from the school, or uni¬ versity-fund of this State; hut all acts, rules, and regulations of said hoard may he altered, amended, or repealed by the general assembly ; and when so altered, amended, or repealed, they shall not he re-enacted by the hoard of education. Sec. 9. The governor of the State shall be, cx officio, a member of said board. Sec. 10. The hoard shall have power to levy taxes, or make appropriations of money. Their contingent expenses shall be provided for by the general assembly. Sec. 11. The State-university shall bo established at one place without branches at any other place, and the university-fund shall bo applied to that institution, and no other. Sec. 12. The board of education shall provide for the education of all the youths of the State, through a system of common schools. And such schools shall be organ¬ ized and kept in each school district at least three months in each year. Any dis¬ trict failing, for two consecutive years, to organize and keep up a school, may he deprived of their portion of the school fund. Sec. 13. The members of the hoard of education shall receive the same per diem during the time of their session, and mileage going to and returning therefrom, as members of the general assembly. Sec. 14. A majority of the board shall constitute a quorum for the transaction of business ; hut no rule, regulation, or law for the regulation and government of com¬ mon schools or other educational institutions shall pass without the concurrence of a majority of all the members of the board, which shall be expressed by the yeas and nays on the final passage. The style of all acts of the board shall be, “Be it enacted by the Board of Education of the State of Iowa.” Sec. 15. At any time after the year 1863, the general assembly shall have power to abolish or reorganize said board of education, and provide for the educational interests of the State in any other manner that to them shall seem best and proper. SECOND. — SCHOOL FUNDS AND SCHOOL LANDS. Sec. 1. The educational and school-funds and lands shall be under the control aud management of the general assembly of this State. Sec. 2. The university lands, and the proceeds thereof, and all moneys belonging to said fund shall he a permanent fund for the solo use of the State university. The interest arising from the same shall he annually appropriated for the support and benefit of said university. 1332 EDUCATION REPORT, 1892-93. Sec. 3. The general assembly shall encourage, by all suitable means, the promotion # of intellectual, scientific, moral, and agricultural improvement. The proceeds of all lands that have been, or hereafter may be, granted by the United States to this State for the support of schools, which shall hereafter be sold or disposed of, and the five hundred thousand acres of land granted to the new States, under an act of Congress, distributing the proceeds of the public lands among the several States of the Union, approved in the year of our Lord one thousand eight hundred and forty- one, and all estates of deceased persons who may have died without leaving a will or heir, and also such per cent, as may have been granted by Congress, on the sale of lands in this State, shall be and remain a perpetual fund, the interest of which, together with all rents of the unsold lands, and such other means as the general assembly may provide, shall be inviolably appropriated to the support of common schools throughout the State. Sec. 4. The money which may have been or shall be paid by jiersons as an equiva¬ lent for exemption from military duty, and the clear proceeds of all fines collected in the several counties for any breach of the penal laws, shall be exclusively applied, in the several counties in which such money is paid, or fine collected, among the several school-districts of said counties, in proportion to the number of youths sub¬ ject to enumeration in such districts, to the support of common schools, or the estab¬ lishment of libraries, as the board of education shall from time to time provide. Sec. 5. The general assembly shall take measures for the protection, improvement, or other disposition of such lands as have been, or may hereafter be, reserved or granted by the United States, or any person or persons, to this State, for the use of the university, and the funds accruing from the rents or sale of such lands, or from any other source for the purpose aforesaid, shall be and remain a permanent fund, the interest of which shall be applied to the support of the university, for the pro¬ motion of literature, the arts and sciences, as may be authorized by the terms of such grant. And it shall be the duty of the general assembly, as soon as may be, to provide effectual means for the improvement and permanent security of the funds of said university. Sec. 6. The financial agents of school-funds shall be the same that by law receive and control the State- and county-revenue for other civil purposes, under such regu¬ lations as may be provided by law. Sec. 7. The money subject to the support and maintenance of common schools shall be distributed to the districts in proportion to the number of youths, between the ages of five and twenty-one years, in such manner as may be provided by the general assembly. The educational provisions of the constitution of Iowa adopted and ratified in 1857 are the same as the foregoing, except that the verbiage is in a few instances slightly changed without materially changing the sense. It will be seen that the State board of education of Iowa was made practically a legislature for school purposes subject to the constitution and the law. The Constitution of Wisconsin, May 29, 1848. Article X. — Education. Sec. 1. The supervision of public instruction shall be vested in a State-superin¬ tendent and such other officers as the legislature shall direct. The State-superintend¬ ent shall be chosen by the qualified electors of the State, in such manner as the legis¬ lature shall provide ; his powers, duties, and compensation shall be prescribed by law : Provided, That his compensation shall not exceed the sum of $1,200 annually. Sec. 2. The proceeds of all lands that have been, or hereafter may be, granted by the United States to this State, for educational purposes, (except the lands hereto- AMERICAN EDUCATIONAL HISTORY. 1333 fore granted for the purposes of a university,) and all moneys and the clear proceeds of all property that may accrue tp the State by forfeiture or escheat, and all moneys which may he paid as an equivalent for exemption from military duty, and the clear proceeds of all fines collected in the several counties for any breach of the penal laws, and all monej'S arising from any grant to the State, where the purposes of such grant are not specified, and the five hundred thousand acres of land to which the State is entitled by the provisions of an act of Congress entitled “An act to appro¬ priate the proceeds of the sales of the public lands, and to grant pre-emption rights,” approved the 4th day of September, 1841, and also 5 per centum of the net proceeds of the public lands to which the State shall become entitled on her admission into the Union, (if Congress shall consent to such appropriation of the two grants last mentioned,) shall be set apart as a separate fund, to be called the school-fund, the interest of which, and all other revenues derived from the school-lands, shall be exclusively applied to the following objects, to wit: (1) To the support and main¬ tenance of common schools in each school-district, and the purchase of suitable libraries and apparatus therefor. (2) The residue shall be appropriated to the sup¬ port and maintenance of academies and normal schools, and suitable libraries and apparatus therefor. Sec. 3. The legislature shall provide by law for the establishment of district- schools, which shall be as nearly uniform as practicable, and such schools shall be free and without charge for tuition to all children between the ages of four and twenty years, and no sectarian instruction shall be allowed therein. Sec. 4. Each town and city shall be required to raise by tax, annually, for the support of common schools therein, a sum not less than one-half the amount received by such town or city respectively for school-purposes from the income of the school- fund. Sec. 5. Provision shall be made by law for the distribution of the income of the school-fund among the several towns and cities of the State, for the support of com¬ mon schools therein, in some just proportion to the number of children and youth resident therein between the ages of four and twenty years, and no appropriation shall be made from the school-fund to any city or town, for the year in which said city or town shall fail to raise such tax, nor to any school-district for the year in which a school shall not be maintained at least three months. Sec. 6. Provision shall be made bylaw for the establishment of a State-university, at or near the seat of the State-government, and for connecting with the same from time to time such colleges in different parts of the State as the interests of education may require. The proceeds of all lands that have been or may hereafter be granted by the United States to the State for the support of a university shall be and remain a perpetual fund, to be called the “ university-fund,” the interest of which shall be appropriated to the support of the State-university, and no sectarian instruction shall be allowed in such university. Sec. 7. The secretary of state, treasurer, and attorney-general shall constitute a board of commissioners for the sale of the school- and university-lands, and for the investment of the funds arising therefrom. Any two of said commissioners shall be a quorum for the transaction of all business pertaining to the duties of their office. Sec. 8. Provision shall be made by law for the sale of all school- and university- lands, after they shall have been appraised, and when any portion of such lands shall be sold, and the purchase-money shall not be paid at the time of the sale, the com¬ missioners shall take security by mortgage upon the land sold for the sum remaining unpaid, with 7 per cent, interest thereon, payable annually at the office of the treas¬ urer. The commissioners shall be authorized to execute a good and sufficient con¬ veyance to all purchasers of such lands, and to discharge any mortgages taken as security, when the sum due thereon shall have been paid. The commissioners shall have power to withhold from sale any portion of such lands when they shall deem it expedient, and shall invest all moneys arising from the sale of such lands, as well 1334 EDUCATION REPORT, 1892:93 as all oilier university- and school-funds, in such maimer as the legislature shall pro¬ vide, and shall give such security for the faithful performance of their duties as may he required hy law. The. Constitution of Illinois, 1848. Alt. IX, Sec. 3. The property of the State and counties, both real and personal, and such other property as the general assembly may deem necessary for school, religious, and charitable purposes, may be exempted from taxation. Sec. 5. The corporate authorities of counties, townships, school-districts, cities, towns, and villages may ho vested with power to assess and collect taxes for cor¬ porate purposes, such taxes to be uniform with respect to persons and property within the jurisdiction of the body imposing the same. And the general assembly shall require that all the property within the limits of municipal corporations belonging to individuals shall be taxed for the payment of debts contracted under authority of law. Tiie Constitution of Kentucky, 1850. Article XI. — Concerning education. Sec. 1. The capital of the fund called and known as the “common-school-fund,” consisting of $1,225,768.42, for which bonds have been executed by the State to the board of education, and $73,500 of stock in the Bank of Kentucky; also, the sum of $51,223.29, balance of interest on the school-fund for the year 1848, unexpended, together with any sum which may he hereafter raised in the State hy taxation, or otherwise, for purposes of education, shall be held inviolate, for the purpose of sus¬ taining a system of common schools. The interest and dividends of said funds, together with any sum which may bo produced for that purpose by taxation or otherwise, may he appropriated in aid of common schools, hut for no other purpose. The general assembly shall invest said $51,223.29 in some safe and profitable manner; and any poition of the interest and dividends of said school-fund, or other money or property raised for school-purposes, which may not he needed in sustaining common schools, shall he invested in like manner. The general assembly shall make provision, hy law, for the payment of the interest of said school-fund : Provided, That each county shall he entitled to its proportion of the income of said fund, and, if not called for for common-school-purposes, it shall be re-invested from time to time for the benefit of such county. Sec. 2. A superintendent of public instruction shall he elected hy the qualified voters of this commonwealth at the same time the governor is elected, who shall hold his office for four years, and his duties and salary shall be prescribed and fixed by law. The Constitution of Michigan, 1850. Art. IV, Sr.c. 40. No money shall be appropriated or drawn from the Treasury for tbe benefit of any religious sect or society, theological or religious seminary, nor shall property belonging to the State be appropriated for any such purposes. Art. XIII, Sec. 1. There shall he elected at each general biennial election * * * a superintendent of public instruction * * * for the term of two years. They shall keep their offices at the seat of government, and shall perform such duties as may he prescribed hy law. Sec. 2. Their office shall commence on the first day of January, one thousand, eight hundred and fifty-three, and of every second year thereafter. Sec. 3. Whenever a vacancy shall occur in any of the State offices, the Governor shall fill the same by appointment, by and with the advice and consent of the Senate, if in session. Art. IX, Sec. 1. * * * The superintendent of public instruction shall receive an annual salary of one thousand dollars. AMERICAN EDUCATIONAL HISTORY. 1335 Article XIII. — Education. Sec. 1. The superintendent of public instruction shall have the general super¬ vision of public instruction, and his duties shall be prescribed by law. Sec. 2. The proceeds from tho sales of all lands that have been or hereafter may be granted by the United States to tho State for educational purposes, and the pro¬ ceeds of all lands or other property given by individuals or appropriated by the State for like purposes shall bo and remain a perpetual fund, the interest and income of which, together with the rents of all such lands as may remain unsold, shall be inviolably appropriated and annually applied to the specific objects of the original gift, grant, or appropriation. Sec. 3. All lands, the title to which shall fail from a defect of heirs, shall escheat to the State ; and the interest on the clear proceeds from the sales thereof shall be appropriated exclusively to the support of primary schools. Sec. 4. The legislature shall, within five years from the adoption of this constitu¬ tion, provide for and establish a system of primary schools, whereby a school shall be kept, without charge for tuition, at least three months in each year, in every school-district in the State, and ail instruction in said schools shall be conducted in the English language. Sec. 5. A school shall be maintairied in each school-district at least three months in each year. Any school-district neglecting to maintain such school shall be deprived, for the ensuing year, of its proportion of the income of the primary-school-fund, and of all funds arising from taxes for the support of schools. Sec. 6. There shall be elected in each judicial circuit, at the time of the election of the judge of such circuit, a regent of the university, whose term of office shall be the same a3 that of such judge. The regents thus elected shall constitute the board of regents of the University of Michigan. Sec. 7. The regents of the university, and their successors in office, shall continue to constitute the body-corporate known by the name and title of 11 The Regents of the University of Michigan. ” Sec. 8. The regents of the university shall, at their first annual meeting, or as soon thereafter as may be, elect a president of the university, who shall be cx officio a member of their board, with the privilege of speaking, but not of voting. He shall preside at the meetings of the regents, and be the principal executive officer of the university. The board of regents shall have the general supervision of the univer¬ sity, and the direction and control of all expenditures from the university interest- fund. Sec. 9. There shall be elected at the general election in the year 1852, three mem¬ bers of a State board of education, one for two years, one for four years, and one for six years; and at each succeeding biennial election there shall be elected one mem¬ ber of such board, who shall hold his office for six years. The superintendent of public instruction shall be ex officio a member and secretary of such board. The board shall have the general supervision of the State normal school, and their duties shall be prescribed by law. Sec. 10. Institutions for the benefit of those inhabitants who are deaf, dumb 7 J blind, or insane shall always be fostered and supported. Sec. 11. The legislature shall encourage the promotion of intellectual, scientific, and agricultural improvement; and shall, as soon as practicable, provide for the establishment of an agricultural school. The legislature may appropriate the twenty-two sections of salt-spring-lands now unappropriated, or the money arising from the sale of the same, where such lands have been already sold, and any land which may hereafter be granted or appropriated for such purpose, for the support and maintenance of such school, and may make the same a branch of the university for instruction in agriculture and the natural sciences connected therewith, and place the same under the supervision of regents of the university. 1336 EDUCATION REPORT, 1892-93. Sec. 12. The legislature shall also provide for the establishment of at least one librarian in each township; and all fines assessed and collected in the several coun¬ ties and townships for any breach of the penal laws shall be exclusively applied to the support of such libraries. AMENDMENT ADOPTED IN 1861, IN PLACE OF SECTION 6, AS ABOVE GIVEN. Sec. 6. There shall be elected in the year 1863, and at the time of the election of a justice of the supreme court, eight regents of the university, two of whom shall hold their office for two years, fwo for four years, two for six years, and two for eight years. They shall enter upon the duties of their office on the first of January next succeeding their election. At every regular election of a justice of the supreme court thereafter there shall be elected two regents, whose term of office shall be eight years. When a vacancy shall occur in the office of regent, it shall be filled by appointment of the governor. The regents thus elected shall constitute the board of regents of the University of Michigan. The constitution of Michigan, which went into effect in 1850, was the first State constitution to provide that all instruction in the district schools should be conducted in the English language. This constitu¬ tion is believed to be the only one ever put in force that makes the election of a president of a State university obligatory upon the board of regents. The Constitution of California, September 9, 1850. Article IX. — Education. Sec. 1. The legislature shall provide for the election, by the people, of a superin¬ tendent of public instruction, who shall hold his office for three years, and whose duties shall be prescribed by law, and who shall receive such compensation as the legislature may direct. Sec. 2. The legislature shall encourage, by all suitable means, the promotion of intellectual, scientific, moral, and agricultural improvement. The proceeds of all land that may be granted by the United States to this State for the support of schools, which may be sold or disposed of, and the five hundred thousand acres of land, granted to the new States, under an act of Congress, distributing the proceeds of the public lands among the several States of the Union, approved A. D. 1841, and all the estate of deceased persons who may have died without leaving a will, or heir, and also such per cent, as may be granted by Congress on the sale of lands in this State, shall be and remain a perpetual fund, the interest of which, together with all the rents of the unsold lands, and such other means as the legislature may provide, shall be inviolably ax^propriated to the support of common schools throughout the State. Sec. 3. The legislature shall provide for a system of common schools, by which a school shall be kept up and supported in each district at least three months in every year, and any district neglecting to keep up and support such a school may be deprived of its proportion of the interest of the public fund during such neglect. Sec. 4. The legislature shall take measures for the protection, improvement, or other disposition of such lands as have been, or may hereafter be reserved or granted by the United States or any person or persons, to the State for the use of a university; and the funds accruing from the rents or sale of such lands, or from any other source for the purpose aforesaid, shall be and remain a permanent fund, the interest of which shall be applied to the sux>port of said university, with such branches as the public convenience may demand for the promotion of literature, the arts and sciences, as may be authorized by the terms of such grant. And it shall be the duty of the legislature, as soon as may be, to provide effectual means for the improvement and permanent security of the funds of said university. AMERICAN EDUCATIONAL HISTORY. 1337 AMENDMENT TO CONSTITUTION OF CALIFORNIA, ADOPTED IN 1862. Art. IX, Sec. 1. A superintendent of public instruction shall, at tlie special elec¬ tion for judicial officers to be held in the year 1863, and every four years thereafter at such special elections, be elected by the qualified voters of the State, and shall enter upon the duties of his office on the first day of December next after his election. The Constitution of Ohio, 1851. [Extract from Article I, section 7. — Bill of rights.] * * * Religion, morality, and knowledge, however, being essential to good government, it shall be the duty of the general assembly to pass suitable laws to protect every religious denomination in the peaceable enjoyment of its own mode for public worship, and to encourage schools and means of instruction. Article YI. — Education. Sec. 1. The principal of all funds arising from the sale or other disposition of lands or other property, granted or intrusted to this State for educational and religious purposes, shall forever be preserved inviolate and undiminished; and the income arising therefrom shall be faithfully applied to the specific objects of the original grants or appropriations. Sec. 2. The general assembly shall make such provisions, by taxation or otherwise, as, with the interest arising from the school-trust-fund, will secure a thorough and efficient system of common schools throughout the State; but no religious or other sect or sects shall ever have any exclusive right to, or control of, any part of the school-funds of this State. The Constitution of Indiana, 1851. [Among tlie restrictions upon legislation imposed by section 22, Article IV, of the constitution of Indiana (1851) is the following:] The general assembly shall not pass local or special laws in any of the following- enumerated cases ; that is to say : * * * Providing fo«? supporting common schools, and for the preservation of school- funds. * * * Article VIII. — Education. Sec. 1. Knowledge and learning generally diffused throughout a community being essential to the preservation of a free government, it shall be the duty of the general assembly to encourage, by all suitable means, moral, intellectual, scientific, and agri¬ cultural improvement, and to provide by law for a general and uniform system of schools, wherein tuition shall he without charge, and equally to all. Sec. 2. The common-school-fund shall consist of the congressional-township-fund, and the lands belonging thereto ; the surplus-revenue-fund ; the saline- fund, and the lands belonging thereto; the bank-tax-fund, and the fund arising from the one hundred and fourteenth section of the charter of the State Bank of Indiana; the fund to be derived from the sale of county-seminaries, and the money and property heretofore held for such seminaries; from the fines assessed for breaches of the penal laws of the State; and from all forfeitures which may accrue; all lands and other estate which shall escheat to the State for the want of heirs or kindred entitled to the inheritance; all lands that have been, or may hereafter be, granted to the State, where no special purpose is expressed in the grant, and the proceeds of the sales thereof, including the proceeds of the sales of the swamp-lands granted to the State of Indiana by the act of Congress of 28th of September, 1850, after deducting the expense of selecting and draining the same ; taxes on the property of corporations that may be assessed by the general assembly for common-school-purposes. 1338 EDUCATION REPORT, 1892-93. Sec. 3. The principal of the common-school-fund shall remain a perpetual fund, ■which may he increased, hut shall never he diminished ; and the income thereof shall he inviolably appropriated to the support of common schools, and to no other purpose whatever. Sec. 4. The general assembly shall invest, in some safe and profitable manner, all such portions of the common-school-fund as have not heretofore been intrusted to the several counties ; and shall make provision by law for the distribution among the several counties of the interest thereof. Sec. 5. If any county shall fail to demand its proportion of such interest for com¬ mon-school-purposes, the same shall be re-invested for the benefit of such county. Sec. 6. The several counties shall be hcldliable for the preservation of so much of the said fund as may be intrusted to them, and for the payment of the annual interest thereon. Sec. 7. All trust funds held by the State shall remain inviolate, and be faithfully and exclusively applied to the purposes for which the trust was created. Sec. 8. The general assembly shall provide for the election, by the voters of the State, of a State-superintendent of public instruction, who shall hold his office for two years, and whose duties and compensation shall be prescribed by law. Article X. — Finance. Sec. 1. The general assembly shall provide bylaw for a uniform and oqual rate of assessment and taxation, and shall prescribe such regulations as shall secure a just valuation for taxation of all property, both real and personal, excepting such only for municipal, educational, literary, scientific, religious, or charitable purposes, as may be specially exempted by law. The Constitution of Virginia, 1851. Article IV. — Subdivision of taxation and finance. Sec. 24. A capitation-tax, equal to the tax assessed on land of the value of two hundred dollars, shall be levied on every white male inhabitant who has attained the age of twenty-one years; and one equal moiety of the capitation-tax upon white persons shall be applied to the purposes of education in primary and free schools; but nothing herein contained shall prevent exemptions of taxable polls in cases of bodily infirmity. This section was continued in the revision of 1S64; in which it is numbered as section 22 of Article IV. The Constitution of Louisiana, November 1, 1852. Title VIII. — Public education. Art. 135. There shall be elected a superintendent of public education, who shall hold 1/is office for the term of turn years. His duties shall be prescribed by law, and he shall receive such compensation as the legislature may direct : Provided, That the general assembly shall have power, by a vote of the majority of the members elected to both houses, to abolish the said office of superintendent of public education when¬ ever in their opinion said office shall be no longer necessary. Art. 136. The general assembly shall establish free public schools throughout the State; and shall provide for their support by general taxation on property or other¬ wise; and all moneys so raised or provided shall be distributed to each parish in proportion to the number of free white children between such ages as shall be fixed by the general assembly. Art. 137. The proceeds of all lands heretofore granted by the United States to this State for the use or support of schools, and of all lands which may hereafter be AMERICAN EDUCATIONAL HISTORY. 1339 granted or bequeathed to the State, and not expressly granted or bequeathed for any other purpose, which hereafter may be disposed of by the State, and the pro¬ ceeds of the estates of deceased persons, to which the State may become entitled by law, shall be held by the State as a loan, and shall be and remain a perpetual fund, on which the State shall pay an annual interest of six per cent. ; which inter¬ est, together with the interest on the trust-funds deposited with this State by the United States, under the act of Congress approved June 23, 1836, and all the rents of the unsold lands, shall he appropriated to the support of such schools, and this appropriation shall remain inviolable. Anx. 138. All moneys arising from the sales which have been or may hereafter he made of any lands heretofore granted by the United States to this State, for the use of a seminary of learning, and from any kind of donation that may hereafter he made for that purpose, shall he and remain a perpetual fund, the interest of Avhich, at six per cent, per annum, shall he appropriated to the support of a seminary of learning for the promotion of literature and the arts and sciences, and no law shall ever he m ie diverting said fund to any other use than to the estal lishmenfc and improve¬ ment of said seminary of learning. Akt. 139. The University of Louisiana in New Orleans, as now established, shall be maintained. Art. 140. The legislature shall have power to pass such laws as may he necessary for the further regulation of the university, and for the promotion of literature and science, but shall he under no obligation to contribute to the support of said university by appropriations. Connecticut, Amendment Adopted October, 1855. Art. XI. Every person shall he able to read any article of the Constitution, or any section of the statutes of this State before being admitted as an elector. This is the first educational qualification ever incorporated in a State constitution. The Constitution of Massachusetts, 1857. L Amendment adopted by the legislature of Massachusetts in 1856 and 1857, and ratified May 1, 1857.] Art. XX. No person shall have the right to vote, or to he eligible to office under the constitution of this Commonwealth, who shall not be able to read the constitution in the English language, and write his name: Provided , however, That the provisions of this amendment shall not apply to any person prevented by a physical disability from complying with its requisitions, nor to any person who now has the right to vote, nor to any persons who shall ho sixty years of age or upwards at the time this amendment shall take effect. Tiie Constitution of Oregon, February 14, 1857. Article YHI. — Education and school-lands. Sec. 1. The governor shall he superintendent of public instruction, and his powers and duties in that capacity shall he such as may be prescribed by law ; but after the term of five years from the adoption of the constitution, it shall he com¬ petent for the legislative assembly to provide by law for the election of a superin¬ tendent, to provide for his compensation, and prescribe his powers and-duties. Sec. 2. The proceeds of all the lands which have been, or hereafter may he, granted to this State for educational purposes, (excepting the lands heretofore granted to aid in the establishment of a university;) all the moneys and clear pro¬ ceeds of all property which may accrue to the State by escheat or forfeiture; all moneys which maybe paid as exemption from military duty ; the proceeds of all gifts, devises, and bequests made by any person to the State for comnion-schoo. 1340 EDUCATION REPORT, 1892-93. purposes ; the proceeds of all property granted to the State, when the purposes of such grant shall not he stated; all the proceeds of the five hundred thousand acres of land to which this State is entitled by the provision of an act of Congress entitled “An act to appro priate the proceeds of the sales of the public lands, and to grant pre-emption rights,” approved the 4th of September, 1841, and also the 5 per centum of the net proceeds of the sales of public lands to which this State shall become entitled on her admission into the Union, (if Congress shall assent to such appropriation of the two grants last mentioned,) shall be set apart as a separate and irreducible fund, to be called the common-school-fund, the interest of which, together with all other revenues derived from the school-lands mentioned in this section, shall be exclusively applied to the support and maintenance of common schools in each school- district and purchase of suitable libraries and apparatus therefor. Sec. 3. The legislative assembly shall provide by law for the establishment of a uniform and regular system of common schools. Sec. 4. Provision shall be made by law for the distribution of the income of the common-school-fund among the several counties of this State, in proportion to the number of children resident therein between the ages of four and twenty years. Sec. 5. The governor, secretary of state, and State-treasurer shall constitute a board of commissioners for the sale of school- and university-lands, and for the investment of the funds arising therefrom, and their powers and duties shall be such as may be prescribed by law : Provided , That no part of the University funds, or of the interest arising therefrom, shall be expended until the period of ten years from the adoption of this Constitution, unless the same shall be otherwise disposed of, by the consent of Congress, for common school purposes. The Constitution of Minnesota, May 11, 1858. Article VIII. — School-funds, education, and science. Sec. 1. The stability of a republican form of government depending mainly upon the intelligence of the peojde, it shall be the duty of the legislature to establish a general and uniform system of public schools. Sec. 2. The proceeds of such lands as are, or hereafter may be, granted by the United States for the use of schools within each township in this State, .shall remain a perpetual school-fund to the State, and not more than one-third of said lands may be sold in two years, one- third in five years, and one-third in ten years; but the lands of the greatest valuation shall be sold first : Provided, That no portion of the said lands shall be sold otherwise than at public sale. The principal of all funds arising from sales, or other disposition of lands, or other property, granted or intrusted to this State, in each township for educational purposes, shall forever be preserved inviolate and undiminished; and the income arising from the lease or sale of said school-lands shall be distributed to the different townships throughout the State, in proportion to the number of scholars in each township between the ages of five and twenty-one years, and shall be faithfully applied to the specific objects of the origi¬ nal grants or appropriations. Sec. 3. The legislature shall make such provisions, by taxation or otherwise, as, with the income arising from the school-fund, will secure a thorough and efficient system of public schools in each township in the State. Sec. 4. The location of the University of Minnesota, as established by existing laws, is hereby confirmed, and said institution is hereby declared to be the Univer¬ sity of the State of Minnesota. All the rights, immunities, franchises, and endow¬ ments heretofore granted or conferred are hereby perpetuated unto the said university, and all lands wrhich may be granted hereafter by Congress, or other donations, for said university-purposes, shall vest in the institution referred to in this section. AMERICAN EDUCATIONAL HISTORY. 1341 To section 2 tliere was added by amendment in 1875 the following: Art. VIII, Sec. 2, added: Suitable laws shall be enacted, by the legislature for the safe investment of the principal of all funds which have heretofore arisen, or which may hereafter arise from the sale or other disposition of such lands, or the income from such lands occurring in any manner before the sale or disposition thereof, in interest-bearing bonds of the United States, or of the State of Minnesota, issued after the year 1860, or of such other State as the legislature, may, by law, from time to time, direct. IY. FOURTH PERIOD, 1861-1895. Discussion; Kansas, 1861; West Virginia, 1863 ; Arkansas, 1864; Louisiana, 1864; Mary¬ land, 1864 and 1867; Nevada, 1864; Missouri, 1865; Florida, 1865 and 1868; Texas, 1866; Nebraska, 1867 ; Alabama, 1868; Georgia, 1868; Louisiana, 1868; South Caro¬ lina, 1868; Arkansas, 1868; Mississippi, 1868; North Carolina, 1868; Virginia, 1869 ; Texas, 1869; Illinois, 1870; West Virginia, 1872; Pennsylvania, 1874; Arkansas, 1874 ; Alabama, 1875; Nebraska, 1875; Missouri, 1875; Texas, 1876; Colorado, 1876; North Carolina, 1876; Georgia, 1877; California, 1879; Louisiana, 1879; Florida, 1885; South Dakota, 1889; North Dakota, 1889; Montana, 1889; Washington, 1889; Idaho, 1890; Wyoming, 1890; Mississippi, 1890; Kentucky, 1890; Maine, 1892. In this period most of the old forces continue to operate, some of them with increased energy. Hew ones also appear. Ho other cause that ever operated in the field of our inquiry was so directly potent as the civil war. The Horth believed that the lack of public schools at the South lay near the root of the war, and this belief had much to do with the development of Horthern school systems and the expansion of statute books. That nothing must henceforth be left to the possible hostility or indifference of legislatures was the popular feeling. At the South the effect was far more striking. The one insuperable obstacle to the founding of efficient school systems by the Southern States was now removed. Moreover, the enfranchisement of the blacks called loudly for their education. Hothing more strongly reveals Southern appreciation of the change that the war accomplished than the promptness with which those States have established schools and placed them under the shields of their constitutions. Some of them even recognized education in the constitutions that they formed in the confusion of 18G5, when they were expecting their Senators and Representatives to be admitted to Congress in accordance with Presi¬ dent Johnson’s reconstruction proclamations. The Franco-Prussian war of 1870, which proved, as was commonly thought, the superiority of the educated man for all purposes whatso¬ ever, was a potent factor in American education. At the time tables showing the relative numbers of illiterate soldiers in the two armies were widely published, and Renan’s remark, u The universities con¬ quered at Sedan,” was widely quoted. The movement to enfranchise women has also made its contribution to the volume of constitutional provisions — witness those in relation to women voting on school questions and holding school offices. Socialistic opinion, combined no doubt with distrust of publishing interests, has committed California to a scheme of State school book 1342 EDUCATION RETORT, 1892-83. publication. Ancl the same opinion, or something akin to it, has caused that State to discriminate against high schools in the distribution of the State funds. Finally, the extraordinary expansion of the held of education in recent years has led to a similar expansion in constitutional educa¬ tion. Mention may be made of the new interest in manual and indus¬ trial training, and particularly of mining engineering in some of the States of the Pacific Slope. Such are the main causes that, reinforced by those previously enu¬ merated, have caused so many of the States, commonly Western and Southern States, to insert in their constitutions educational articles as extended as the school laws of the Hew England States a century ago. Whole educational systems are found in outline. State and county boards of education, State and county superintendence of schools, primary schools, grammar schools, high schools, normal schools, uni¬ versities, and agricultural colleges, the management of school taxes, and the minimum length of the school year, are all provided for. In several instances two full pages of Poore’s Charters and Constitutions are occupied in this way. Hew England, the old Middle States, Ohio, Illinois, and some other States have not fallen into this current. But even the constitutional conventions that have refrained from legislation in relation to schools, have often uttered a firmer voice than before. Indefiuiteness makes room for clearness ; permission gives way to com¬ mand. Constitution or Kansas, January 29, 1861. ORDINANCE. Whereas the Government of the United States is the proprietor of a large portion of the lands included in the limits of tho State of Kansas as defined by this consti¬ tution; and whereas tho State of Kansas will possess the right to tax said lands for purposes of government, and other purposes : Now, therefore, he it ordained by the people of Kansas that the right of tho State of Kansas to tax such lands is relinquished forever, and the State of Kansas will not interfere with tho title of the United States to such lands, nor with any regulation of Congress in relation thereto, nor tax non¬ residents higher than residents: Provided always, That the following condition he agreed to by Congress : Sec. 1. Sections numbered 16 and 36 in each township in tho State, including Indian reservations and trust-lands, shall ho granted to the State for tho exclusive use of common schools; aud when either of said sections, or any part thereof, has been dis¬ posed of, other lands of equal value, as nearly contiguous thereto as possible, shall be substituted therefor. Sec. 2. That tho soventy-two sections of land shall he granted to the State for the erection and maintenance of a State University. ******* Sec. 6. That five per centum of the proceeds of the public lauds iu Kansas, disposed of after the admission of the State into the Union, shall ho paid to.the State for a fund, tho income of which shall ho used for the support of common schools. Sec. 7. That tho 500,000 acres of land to which the State is entitled under the act of Congress entitled “An act to appropriate tho proceeds of the sales of public lands and grant pre-emption rights,’7 approved September 4, 1841, shall he granted to tho State for the support of common schools. AMERICAN EDUCATIONAL HISTORY. 1343 Constitution of Kansas, Adopted in 1859. Article I. — Executive. Sec. 1. The executive department shall consist of a governor, lieutenant-governor, secretary of state, auditor, treasurer, attorney-general, and superintendent of public instruction, who shall be chosen by the electors of the State at the time and place of voting for members of the legislature, and shall hold their offices for the term of two years from the second Monday of January, nest after their election, and until their successors are elected and qualified. * * * * * * Sec. 14. Should either the secretary of state, auditor, treasurer, attorney-general, or superintendent of public instruction, become incapable of performing the duties of his office for any of the causes specified in the thirteenth section of this article,1 the governor shall fill the vacancy until the disability is removed, or a successor is elected and qualified. Every such vacancy shall be filled by election at the first general election that occurs more than thirty days after it shall have happened; and the person chosen shall hold the office for the unexpired term. Sec. 15. The officers mentioned in this article shall, at stated times, receive for their services a compensation, to be established by law, which shall neither be increased nor diminished during the period for which they shall have been elected. Article YI. — Education. Sec. 1. The State-superintendent of public instruction shall have the general supervision of the common-school-funds and educational interests of the State, and perform such other duties as may be prescribed by law. A superintendent of public instruction shall be elected in each county, whose term of office shall be two years and whose duties and compensation shall be prescribed by law. Sec. 2. The legislature shall encourage the promotion of intellectual, moral, scien¬ tific, and agricultural improvement, by establishing a uniform system of common schools, and schools of higher grade, embracing normal, preparatory, collegiate, and university departments. Sec. 3. The proceeds of all lands that have been or may bo granted by the United States to the State, for the support of schools, and the five hundred thousaud acres of land granted to the new States, under an act of Congress distributing the pro¬ ceeds of public lands among the several States of the Union, approved September 4, A. D. 1841, and all estates of persons dying without heir or will, and such per cent, as may be granted by Congress on the sale of lauds in this State, shall be the com¬ mon property of the State, and shall be a perpetual school-fund, which shall not be diminished, but the interest of which, together with all the rents of the lauds, and such other means as the legislature may provide by tax or otherwise, shall be invio¬ lably appropriated to the support of common schools. Sec. 4. The income of the State-school-funds .shall be disbursed annually, by order of the State-superintendent, to the several county-treasurers, and thence to the treasurer of the several school-districts, in equitable proportion to the number of children and youth resident therein between the ages of five and twenty-one years : Provided, That no school-district in which a common school has not been maintained at least three months in each year shall be entitled to receive any portion of such funds. Sec. 5. The school-lands shall not be sold unless such sale shall be authorized by a vote of the people at a general election; but, subject to revaluation every five years, they may be leased for any number of years, not exceeding twenty-five, at a rate established by law. Sec. 6. All money which shall be paid by persons as an equivalent for exemption from military duty, the clear proceeds of estrays, ownership of which shall vest in Impeachment, displacement, resignation, death, or otherwise. 1344 EDUCATION REPORT, 1892-93. the taker-up, and the proceeds of fines for any breach of the penal laws shall he exclusively applied, in the several counties in which the money is paid or fines col¬ lected, *to the support of common schools. Sec. 7. Provision shall he made hy law for the establishment, at some eligible and central point, of a State-university for the promotion of literature and the arts and sciences, including a normal and agricultural department. All funds arising from the sale or rents of lands granted hy the United States to the State for the support of a State-university, and all other grants, donations, or bequests, either hy the State or hy individuals, for such purpose, shall remain a perpetual fund, to he called the “ university-fund/7 the interest of which shall he appropriated to the support of the State-university. Sec. 8. No religious sect or sects shall ever control any part of the common-school- or university-funds of the State. Sec. 9. The State-superintendent of public instruction, secretary of state, and attorney-general shall constitute a hoard of commissioners for the management and investment of the school-funds. Any two of said commissoners shall he a quorum. The Constitution of West Virginia, June 20, 1863. Article VIII. — Taxation and finance. Sec. 1. Property used for educational, literary, scientific, religious, or charitable purposes, and public property, may hy law he exempted from taxation. Article X. — Education. Sec. 1. All money accruing in this State, being the proceeds of forfeited, delin¬ quent, waste, and unappropriated lands, and of lands heretofore sold for taxes and purchased hy the State of Virginia, if hereafter redeemed, or sold to others than this State ; all grants, devises, or bequests that may he made to this State for the pur¬ poses of education, or where the purposes of such grants, devises, or bequests are not specified ; this State’s just share of the literature-fund of Virginia, whether paid over or otherwise liquidated, and any sums of money, stocks, or property which this State shall have the right to claim from the State of Virginia for educational purposes; the proceeds of the estates of all persons who may die without leaving a will or heir, and of all escheated lands ; the proceeds of any taxes that may he levied on the rev¬ enues of any corporation hereafter created; all moneys that may he paid as an equiv¬ alent for exemption from military duty, and such sums as may from time to time he appropriated hy the legislature for the purpose, shall he set apart as a separate fund, to he called the school-fund, and invested under such* regulations as may he pre¬ scribed hy law, in the interest-hearing securities of the United States, or of this State, and the interest thereof shall he annually applied to the support of free schools throughout the State, and to no other purpose whatever. But any portion of said interest remaining unexpended at the close of a fiscal year shall be added to and remain a part of the capital of the school-fund. Sec. 2. The legislature shall provide, as soon as practicable, for the establishment of a thorough and efficient system of free schools. They shall provide for the sup¬ port of such schools hy appropriating thereto the interest of the invested school-fund ; the net proceeds of all forfeitures, confiscations, and fines accruing to this State under the laws thereof, and by general taxation on persons and property, or other¬ wise. They shall also provide for raising, in each township, hy the authority of the people thereof, such a proportion of the amount required for the support of free schools therein as shall he prescribed hy general laws. Sec. 3. Provision may be made by law for the election and prescribing the powers, duties, and compensation of a general superintendent of free schools for the State, whose term of.ofifice shall he the same as that of the governor, and for a county-super¬ intendent for each county, and for the election in the several townships, hy the voters AMERICAN EDUCATIONAL HISTORY. 1345 thereof, of snch officers, not specified in this constitution, as may be necessary to carry out the objects of this article, and for the organization, whenever it may he deemed expedient, of a State-hoard of instruction. Sec. 4. The legislature shall foster and encourage moral, intellectual, scientific, and agricultural improvement; they shall, whenever it may be practicable, make suitable provision for the blind, mute, and insane, and for the organization of such institutions of learning as the best interests of general education in the State may demand . Constitution of Louisiana, September, 1864. Title XI. — Public education. Art. 140. There shall be elected a. superintendent of public education, who shall hold his office for the term of four years. His duties shall be prescribed by law, and he shall receive a salary of $4,000 per annum until otherwise provided by law: Provided , That the general assembly shall have power, by a vote of a majority of the members elected to both houses, to abolish the said office of superintendent of public education whenever, in their opinion, said office shall be no longer necessary. Art. 141. The legislature shall provide for the education of all children of the State, between the ages of six and eighteen years, by maintenance of free public schools, by taxation or otherwise. Art. 142. The general exercises in the common schools shall be conducted in the English language. Art. 148. A university shall be established in the city of New Orleans. It shall be composed of four faculties, to wit : One of law, one of medicine, one of the natural sciences, and one of letters. The legislature shall provide by law for its organization and maintenance. Art. 144. The proceeds of all lands heretofore granted by the United States to this State, for the use or purpose of the public schools, and of all lands which may hereafter be granted or bequeathed for that purpose, and the proceeds of the estates of deceased persons to which the State may become entitled by law, shall be and remain a perpetual fund, on which the State shall pay an annual interest of six per cent., which interest, together with the interest of the trust-fund deposited with the State by the United States, under the act of Congress approved June 23, 1836, and all the rents of the unsold lands, shall be appropriated to the purpose of such schools, and the appropriation shall remain inviolable. The Constitution of Arkansas, 1864. 1 Article YIII. — General provisions — Education. Sec. 1. Knowledge and learning generally diffused throughout the community, being essential to the preservation of a free government, and diffusing the oppor¬ tunities and advantages of education through the various parts of the State, being highly conducive to this end, it shall be the duty of the general assembly to provide by law for the improvement of such lands as are or hereafter may be granted by the United States to this State for the use of schools, and to apply any funds which may be raised from such lands, or from any other source, to the accomplishment of the object for which they are or may be intended. The general assembly shall, from time to time, pass such laws as shall be calculated to encourage intellectual, scien¬ tific and agricultural improvement, by allowing rewards and immunities for the promotion and improvement of arts, science, commerce, manufactures, and natural history, and countenance and encourage the principles of humanity, industry and morality. 1 This constitution was formed in January. 1864, subsequent to the occupation of a portion of the State by the forces of the United States. ED 93 - 85 1346 EDUCATION REPORT, 1892-93. Art. 145. All moneys arising from tlie sales which have been or may hereafter he made of any lands heretofore granted by the United States to this State for the use of a specific seminary of learning, or from any kind of a donation that may hereafter be made for that purpose, shall bo and remain a perpetual fund, the interest of which, at six per cent, per annum, shall be appropriated to the promotion of literature and the arts and sciences, and no law shall ever be made diverting said funds to. any other use than to the establishment and improvement of said seminary of learning; •and the general assembly shall have power to raise funds for the organizationtand support of said seminary of learning in such manner as it may deem proper. Art. 146. No appropriation shall be made by the legislature for the support of'any private school or institution of learning whatever, but the highest encouragement shall be granted to public schools throughout the State. The Constitution of Maryland, October 12, 13, 1864. DECLARATION OF RIGHTS. Art. 43. That the legislature ought to encourage the diffusion of knowledge and virtue, the extension of a judicious system of general education, the promotion of literature, the arts, science, agriculture, commerce, and manufactures, and the gen¬ eral melioration of the condition of the people. Article VIII. — Education. Sec. 1. The governor shall, within thirty days after the ratification by the people of this constitution, appoint, subject to the confirmation of the senate, at its first session thereafter, a State-superintendent of public instruction, who shall hold his office for four years and until his successor shall have been appointed and shall have been qualified. He shall receive an annual salary of $2,500, and such additional sum for traveling and incidental expenses as the general assembly may bylaw allow; shall report to the general assembly, within thirty days after the commencement of its first session under this constitution, a uniform system of free public schools, and shall perform such other duties pertaining to his office as may from* time to time be prescribed by law. Sec. 2. There shall be a State-board of education, consisting of the governor, the lieutenant-governor, and speaker of the house of delegates, and the State-superin¬ tendent of public instruction, which board shall perform such duties as the general assembly may direct. Sec. 3. There shall be in each county such number of school-commissioners as the State-superintendent of public instruction shall deem necessary, who shall be appointed by the State board of Education.; shall hold office for four years, and shall perform such duties and receive such compensation as the general assembly or State superintendent may direct; the school-commissioners of Baltimore City shall remain as at present constituted, and shall be appointed, as at present, by the mayor and city-council, subject to such alterations and amendments as may be made from time to time by the general assembly or the said mayor and city-council. Sec. 4. The general assembly, at its first session after the adoption of this consti¬ tution, shall provide a uniform system of free public schools, by which a school shall be kept open and supported free of expense for tuition in each school-district for at least six months in each year; and in case of failure on the part of the general assembly so to provide, the system reported to it by the State-superintendent of public instruction shall become the system of free public schools of the State: Pro¬ vided, That the report of the State-superintendent shall be in conformity with the provisions of this constitution, and such system shall be subject to such alterations, conformable to this article, as the general assembly may from time to time enact. Sec. 5. The general assembly shall levy, at each regular session after the adoption of this constitution an annual tax of not less than ten cents on each hundred dollars of taxable property throughout the State, for the support of the free public schools, AMERICAN EDUCATIONAL HISTORY. 1347 which tax shall he collected at the same time and by the same agents as the general State-levy ; and shall he paid into the treasury of the State, and shall he distributed, under such regulations as may he iwescribed hy law, among the counties and the city of Baltimore, in proportion to their respective population between the ages of five and twenty years: Provided, That the general assembly shall not levy any addi¬ tional school-tax upon particular counties, unless such county express hy popular vote its desire for such tax. The city of Baltimore shall provide for its additional school-tax as at present, or as may hereafter he provided hy the general assembly, or hy the mayor and city-council of Baltimore. Sec. 6. The general assembly shall further provide hy law, at its first session, after the adoption of this constitution, a fund for the support of free public schools of the State, hy the imposition of an annual tax of not less than five cents on each one hundred dollars of taxable property throughout the State, the proceeds of which tax shall he known as the public-school-fund, and shall he invested hy the treas¬ urer, together with its annual interest, until such time as said fund shall hy its own increase and any addition which may he made to it from time to time, together with the present school-fund, amount to $6,000,000, when the tax of ten cents in the one hundred dollars authorized hy the preceding section may he discontinued in whole or in part, as the general assembly may direct. The principal fund of six millions hereby provided shall remain forever inviolate as the free public-school-fund of the State, and the annual interest of said school-fund shall he disbursed for educational purposes only, as may he prescribed hy law. Constitution of Maryland, September 18, 1867. Article VIII. — Education. Sec. 1. The general assembly, at its first session after the adoption of this consti¬ tution, shall hy law establish throughout the State a thorough and efficient system of free public schools, and shall provide hy taxation or otherwise for their maintenance. Sec. 2. The system of public schools, as now constituted, shall remain in force until the end of the said first session of the general assembly, and shall then expire, except so far as adopted or continued hy the general assembly. Sec. 3. The school-fund of the State shall he kej)t inviolate, and appropriated only to the purposes of education. Article 43 of the declaration of rights, adopted in 1864, was reaffirmed in this constitution. The Constitution of Nevada, October 31, 1864. Art. Y, Sec. 22. The * * * and Superintendent of public instruction shall perform such other duties as may he prescribed hy law. Article XI. — Education. Sec. 1. The legislature shall encourage, hy all suitable means, the promotion of intellectual, literary, scientific, mining, mechanical, agricultural, and moral improve¬ ments; and also provide for the election hy the people, at the general election, of a superintendent of public instruction, whose term of office shall he two years, from the first Monday of January, A. D. 1865, and until the election and qualification of his successor, and whose duties shall he prescribed by law. Sec. 2. The legislature shall provide for a uniform system of common schools, hy which a school shall he established and maintained iu each school-district at least six months in every year, and any school-district neglecting to establish and main¬ tain such a school, or which shall allow instruction of a sectarian character therein, may be deprived of its proportion of the interest of the public-scliool-fund during such neglect or infraction, and the legislature may pass such laws as will tend to secure a general attendance of the children in each school-district upon said public schools. 1348 EDUCATION EEPOET, 1892-93. Sec. 3. All lands, including the sixteenth and thirty-sixth sections in every town¬ ship, donated for the benefit of public schools, in the act of the Thirty-eighth Con¬ gress, to enable the people of Nevada Territory to form a State-government, the thirty thousand acres of public lands granted by an act of Congress, approved July 2, A. D. 1862, for each Senator and Representative in Congress, and all proceeds of lands that have been or may be hereafter granted or appropriated by the United States to this State, and also the five hundred thousand acres of land granted to the new States under the act of Congress distributing the proceeds of the public lands among the several States of the Union, approved A. D. 1841: Provided , That Con¬ gress makes provision for or authorizes such diversion to be made for the purpose therein contained, all estates that may escheat to the State, all of such per cent, as may be granted by Congress on the sale of land, all fines collected under the penal laws of the State, all property given or bequeathed to the State for educational purposes, and all proceeds derived from any or all of said sources shall be, and the same are hereby, solemnly pledged for educational purposes, and shall not be trans¬ ferred to any other fund for any other uses, and the interest thereon shall, from time to time, be apportioned among the several counties in proportion to the ascertained numbers of the persons between the ages of six and eighteen years in the different counties, and the legislature shall provide for the sale of floating land-warrants to cover the aforesaid lands, and for the investment of all proceeds derived from any of the above-mentioned sources in United States bonds or the bonds of this State: Provided, That the interest only of the aforesaid proceeds shall be used for educa¬ tional purposes, and any surplus interest shall be added to the principal sum: And provided further, That such portions of said interest as may be necessary may be apportioned for the support of the State-university. Sec. 4. The legislature shall provide for the establishment of a State university, which shall embrace departments for agriculture, mechanic arts, and mining, to be controlled by a board of regents, whose duties shall be prescribed by law. Sec. 5. The legislature shall have power to establish normal schools, and such different grades of schools, from the primary department to the university, as in their discretion they may deem necessary, and all professors in said university, or teachers in said schools, of whatever grade, shall be required to take and subscribe to the oath as prescribed in Article XY of this constitution. No professor or teacher who fails to comply with the provisions of any law framed in accordance with the provisions of this section shall be entitled to receive any portion of the public moneys set apart for school-purposes. Sec. 6. The legislature shall provide a special tax of one-half of one mill on the dollar of all taxable property in the State, in addition to the other means provided for the support and maintenance of said university and common schools : Provided , That at the end of ten years they may reduce said tax to one-quarter of one mill on each dollar of taxable property. Sec. 7. The governor, secretary of state, and superintendent of public instruction shall, for the first four years, and until their successors are elected and qualified, constitute a board of regents, to control and manage the affairs of the university and the funds of the same, under such regulations as may be provided by law. But the legislature shall, at its regular session next preceding the expiration of the term of office of the said board of regents, provide for the election of a new board of regents and define their duty. Sec. 8. The board of regents shall, from the interest accruing from the first funds which come under their control, immediately organize and maintain the said mining department in such manner as to make it most effective and useful : Provided, That all the proceeds of the public lands donated by act of Congress approved July 2, A. D. 1862, for a college for the benefit of agriculture, the mechanic arts, and includ¬ ing military tactics, shall be invested by the said board of regents in a separate fund to be appropriated exclusively for the benefit of the first-named departments to the AMERICAN EDUCATIONAL HISTORY. 1349 university, as set forth in section four above, and the legislature shall provide that if, through neglect or any other contingency, any portion of the fund so set apart shall be lost or misappropriated, the State of Nevada shall replace said amount so lost or misappropriated in said fund, so that the principal of said fund shall remain forever undiminished. Sec. 9. No sectarian instruction shall he imparted or tolerated in any school or uni¬ versity that may be established under this constitution. The oath referred to in section 5, Article XI, includes besides sup¬ porting, protecting, and defending the Constitution and Government of the United States, and the constitution and government of the State of Xevada, bearing true faith, allegiance, and loyalty to the same? etc., the following: And I do further solemnly swear (or affirm) that I have not fought a duel, nor sent or accepted a challenge to fight a duel, nor been a second to either party, nor in any manner aided or assisted in such duel, nor been knowingly the bearer of such challenge or acceptance, since the adoption of the constitution of the State of Nevada, and that I will not be so engaged or concerned, directly or indirectly, in or about any such duel during my continuance in office. And further, that I will well and faithfully perform all the duties of the office of - , on which I am about to enter (if an oath), so help me God; (if an affirmation), under the pains and penal¬ ties of perjury. Constitution of Missouri, June 6, 1865. Art. II, Sec. 19. After the first day of January, 1876, every person who was not a qualified voter prior to that time shall, m addition to the other qualifications required, be able to read and write, in order to become a qualified voter; unless his inability to read or write shall be the result of a physical disability. Article IX. — Education. Sec. 1. A general diffusion of knowledge and intelligence being essential to the preservation of the rights and liberties of the people, the general assembly shall establish and maintain free schools for the gratuitous instruction of all persons in this State between the ages of five and twenty-one years. Sec. 2. Separate schools may be established for children of African descent. All funds provided for the support of public- schools shall be appropriated in proportion to the number of children, without regard to color. Sec. 3. The supervision of public instruction shall be vested in a board of educa¬ tion, whose powers and duties shall be prescribed by law. A superintendent of public schools, who shall be the president of the board, shall be elected by the qualified voters of the State. He shall possess the qualifications of a State senator, and hold his office for the term of four years, and shall perform such duties and receive such, compensation as may be prescribed by law. The secretary of state and attorney-general shall be ex officio members, and, with the superintendent, compose said board of education. Sec. 4. The general assembly shall also establish and maintain a State university, with departments for instruction in teaching, in agriculture, and in natural science, as soon as the public school fund will permit. Sec. 5. The proceeds of all lands that have been, or hereafter may be, granted by the United States to this ^tato, aqd,not other ^yise appropriated by this State or the United States; also, all moheys^Stocks, bbn.ds, lands, and other property now belong¬ ing to any fund fot purposes of education, afso, the net proceeds of all sales of lands and other property and effects that may accfde touche State by escheat or from sales of estrays, or, from unclaimed dividends, or distributive shares of the estates of i35a EDUCATION REPORT, 1892-93. deceased persons, or from fines, penalties, and forfeitures; also, any jiroceeds °f the sales of public lands which may have been, or hereafter may be, paid over to this State, (if Congress will consent to such appropriation;) also, all other grants, gifts, or devises that have been, or hereafter may be, made to this State, and not other¬ wise appropriated by the terms of the grant, gift, or devise, shall be securely invested and sacredly preserved as a public-school-fund, the annual income of which fund, together with so much of the ordinary revenue of the State as may be necessary, shall be faithfully appropriated for establishing and maintaining the free schools and the university in this article provided for, and for no other uses or purposes whatsoever. Sec. 6. No part of the public-school-fund shall ever be invested in the stock, or bonds, or other obligations of any State, or of any county, city, town, or corpora¬ tion. The stock of the Bank of the State of Missouri now held for school-purposes, and all other stocks belonging to any school- or university-fund, shall be sold, in such manner and at such time as the general assembly shall prescribe; and the pro¬ ceeds thereof, and the proceeds of the sales of any lands or other property which now belong, or may hereafter belong, to said scliool-fund, may be invested in the bonds of the United States. All county-school-funds shall be loaned upon good and sufficient unincumbered real-estate-security, with personal security in addition thereto. Sec. 7. No township or school -district shall receive any portion of the public- school- fund, unless a free school shall have been kept therein for not less than three months during the year for which distribution thereof is made. The general assem¬ bly shall have power to require, by law, that every child, of sufficient mental and physical ability, shall attend the public schools, during the period between the ages of five and eighteen years, for a term equivalent to sixteen months, unless educated by other means. Sec. 8. In case the public-school-fund shall be insufficient to sustain a free school at least four months in every year in each school-district in this State, the general assembly may provide, by law, for the raising of such deficiency by levying a tax on all the taxable property in each county, township, or school-district, as they may deem proper. Sec. 9. The general assembly shall, as far as can be done without infringing upon vested rights, reduce all lands, moneys, and other property used or held for school- purposes in the various counties of this State into the public school-fund herein pro¬ vided for; and in making distribution of the annual income of said fund, shall take into consideration the amount of any county or city funds appropriated for common- school-purposes, and make such distribution as will equalize the amount appropri¬ ated for common schools throughout the State. Section 6, as given above, was amended in November, 1872, so as to permit tbe public-school fund, including the proceeds of tbe stock of the Bank of tbe State of Missouri held for school purposes, etc., to be invested in the stocks, bonds, or other obligations of Missouri, as well as in the bonds of the United States. Constitution of Florida, 1865. Article X. — Education. Sec. 1. The proceeds of all lands for tlie use of Schools and a seminary or semi¬ naries of learning shall be and remain a perbetual' fund, the interest of which, together with all moneys accrued from any other source,* applicable to the same object, shall be inviolably appropriated to the use of schools' and seminaries of learning respectively, and to no. other purpose. AMERICAN EDUCATIONAL HISTORY. 1351 Sec. 2. The general assembly shall take such measures as may be necessary to pre¬ serve from waste or damage all lands so granted or appropriated for the purpose of education. Constitution or Florida, 1868. Article Y. — Legislative department. Sec. 22. The legislature shall provide by general law for incorporating such muni¬ cipal, educational, agricultural, mechanical, mining, and other useful companies or associations as may be deemed necessary. Article VI. — Executive department. Sec. 17. The governor shall be assisted by a cabinet of administrative officers, consisting of a * * * superintendent of public instruction. * * * Such offi¬ cers shall be appointed by the governor and confirmed by the senate, and shall hold their offices the same time as the governor, 1 or until their successors shall be qualified. Sec. 19. * * * The governor shall appoint in each county a * * * county- superintendent of common schools, * * * each of whom shall hold his office for two years, and the duties of each shall be prescribed by law. Such officers shall be subject to removal by the governor when in his judgment the public welfare will be advanced thereby: Provided, No officer shall be removed except for willful neglect of duty, or a violation of the criminal-laws of the Stale, or for incompetency. Sec. 20. The governor and cabinet shall constitute a board of commissioners of State-institutions, which board shall have supervision of all matters connected therewith, in such manner as shall be prescribed by law. Article VIII. — Administrative department. Sec. 1. There shall be a cabinet of administrative officers, consisting of a * * * superintendent of public instruction, * * * who shall assist the governor in the performance of his duties. Sec. 7. The superintendent of public instruction shall have the administrative supervision of all matters pertaining to public instruction ; the supervision of build¬ ings devoted to educational purposes, and the libraries belonging to the university and the common schools. He shall organize a historical bureau for the purpose of accumulating such matter and information as may be necessary for compiling the history of the State. He shall also establish a cabinet of minerals and other natural productions. Sec. 10. Each officer of the cabinet shall make a full report of his official acts, of the receipts and expenditures of his office, and of the requirements of the same, to the governor at the beginning of each regular session of the legislature, or when- » ever the governor shall require it. Such reports shall be laid before the legislature by the governor at the beginning of each regular session thereof. Either house of the legislature may at any time call upon any cabinet-officer for information required by it. Article IX. — Education. Sec. 1. It is the paramount duty of the State to make ample provision for the education of all the children residing within its borders, without distinction or preference. Sec. 2. The legislature shall provide a uniform system of common schools, and a university, and shall provide for the liberal maintenance of the same. Instruction in them shall be free. 1 Four years. 1352 EDUCATION EEPOET, 1892-93. Sec. 3. There shall he a superintendent of public instruction, whose term of office shall he four years, and until the appointment and qualification of his successor. He shall have general supervision of the educational interests of the State. His duties shall he prescribed hy law. Sec. 4. The common-school-fund, the interest of which shall he exclusively applied to the support and maintenance of common schools and purchase of suit¬ able libraries and apparatus therefor, shall he derived from the following sources : The proceeds of all lands that have been or may hereafter he granted to the State hy the United States for educational purposes ; donations hy individuals for educa¬ tional purposes; appropriations hy the State; the proceeds of lands or other prop¬ erty which may accrue to the State hy escheat to forfeiture; the proceeds of all property granted to the State, when the purpose of such grant shall not he specified ; all moneys which may he paid as an exemption from military duty; all fines col¬ lected under the penal laws of this State ; such portion of the per capita tax as may he prescribed hy law for educational purposes ; twenty-five per centum of the sales of public lands which are now or which hereafter may he owned by the State. Sec. 5. A special tax of not less than one mill on the dollar _of all taxable prop¬ erty in the State, in addition to the other means provided, shall he levied and appor¬ tioned annually for the support and maintenance of common schools. Sec. 6. The principal of the common-school-fund shall remain sacred and inviolate. Sec. 7. Provision shall he made hy law for the distribution of the common-school- fund among the several counties in the State, in proportion to the number of children residing therein between the ages of four*and twenty-one years. Sec. 8. Each county shall he required to raise annually hy tax, for the support of common schools therein, a sum not less than one-half the amount apportioned to each county for that year from the income of the common-school-fund. Any school- district neglecting to establish and maintain for at least three months in each year such school or schools as may he provided by law for such district shall forfeit its portion of the common-school- fund during such neglect. Sec. 9. The superintendent of public instruction, secretary of state, and attorney- general, shall constitute a body-corporate, to he known as the Board of Education of Florida. The superintendent of public instruction shall he the president thereof. The duties of the hoard of education shall he prescribed hy the legislature. Article XIII. — Taxation and finance. Sec. 1. The legislature shall provide for a uniform and equal rate of taxation, and shall prescribe such regulations as shall secure a just valuation of all property, both real and personal, excepting such property as may he exempt hy law, for municipal, educational, literary, scientific, religious, or charitable purposes. Article XVII. — Miscellaneous. Sec. 4. The salary of * * * each cabinet-officer shall he $3,000. Sec. 6. The salary of each officer shall he payable quarterly upon his own requisi¬ tion. Sec. 15. The governor, cabinet, and supreme court shall keep their offices at the seat of government. But in case of invasion or violent epidemics, the governor may direct that the offices of the government shall he removed temporarily to some other place. * * * Sec. 24. The property of all corporations, whether heretofore or hereafter incor¬ porated, shall he subject to taxation, unless such corporation he for religious, educa¬ tional, or charitable purposes. AMERICAN EDUCATIONAL HISTORY. 1353 Constitution of Texas, June 25, 1866. Article X. — Education. Sec. 1. A general diffusion of knowledge being essential to tlie preservation of the rights and liberties, of the people, it shall be the duty of the legislature of this State to make suitable provisions for the support and maintenance of public schools. Sec. 2. The legislature shall, as early as practicable, establish a system of free schools throughout the State; and as a basis for the endowment and support of said system, all the funds, lands, and other property heretofore set apart and appro¬ priated, or that may hereafter be set apart and appropriated, for the support and maintenance of public schools shall constitute the public-school-fund; and said fund and the income derived therefrom shall be a perpetual fund exclusively for the edu¬ cation of all the white scholastic [inhabitants] of this State, and no law shall ever be made appropriating said fund to any other use or purpose whatever. And until such time as the legislature shall provide for the establishment of such system of public schools in the State, the fund thus created and the income derived therefrom shall remain as a charge against the State, and be passed to the credit of the free-common- school-fund. Sec. 3. And all the alternate sections of land, reserved by the State out of grants heretofore made, or that may hereafter be made, to railroad-companies or other cor¬ porations of any nature whatever, for internal improvements, or for the development of the wealth and resources of the State, shall be set apart as a part of the perpetual school-fund of the State, [and the legislature shall hereafter appropriate one-half of the proceeds resulting from all sales of the public lands to the perpetual public- sehool-fund] : Provided, That if at any time hereafter any portion of the public domain of this State shall be sold, and by virtue of said sale the jurisdiction over said land shall be vested in the United States Government, in such event, one-half of the proceeds derived from said sale shall become a part of the perpetual school fund of the State. Sec. 4. The legislature shall provide from time to time for the sale of lands Iielong- ing to the perpetual public-school-fund, upon such time and terms as it may deem expedient: Provided, That in cases of sale the preference shall be given to actual settlers : And provided further, That the legislature shall have no power to grant relief to purchasers by granting further time for payment, but shall, in all cases, provide for the forfeiture of the land to the State for the benefit of a perpetual public-school- fund, and that all interest accruing upon such sales shall be a part of the income belonging to the school-fund, and subject to appropriation annually for educational pup oses. Sec. 5. The legislature shall have no power to appropriate, or loan, or invest, except as follows, any part of the principal sum of the perpetual school-fund for any purpose whatever, and it shall be the duty of the legislature to appropriate annually the income which may be derived from said fund for educational purposes, under such system as it may adopt, and it shall, from time to time, cause the principal sum now on hand and arising from sales of land, or from any other source, to be invested in the bonds of the United States of America, or the bonds of the State of Texas, or such bonds as the State may guarantee. Sec. 6. All public lands which have been heretofore, or may be hereafter, granted for public schools to the various counties or other political divisions in this State shall be under the control of the legislature, and may be sold on such terms and under such regulations as the legislature shall by law prescribe, and the proceeds of the sale of said lands shall be added to the perpetual school- fund of the State. But each county shall receive the full benefit of the interest arising from the proceeds of the sale of the lands granted to them respectively : Provided, That the lands already patented to the counties shall not be sold without the consent of such county or counties to which the lands may belong. 1354 EDUCATION REPORT, 1892-93. Sec. 7. The legislature may provide for the levying of a tax for educational pur¬ poses : Provided, The taxes levied shall he distributed from y ear to year, as the same may be collected: And provided, That all the sums arising from said tax which may be collected from Africans, or persons of African descent, shall be exclusively appro¬ priated for the maintenance of a system of public schools for Africans and their children; and it shall be the duty of the legislature to encourage schools among these people. Sec. 8. The moneys and lands heretofore granted to, or which may hereafter be granted for, the endowment and support of one or more universities shall constitute a special fund for the maintenance of said universities, and until the university or universities are located and commenced, the principal and the interest arising from the investment of the principal shall be invested in like manner and under the same restrictions as provided for the investment and control of the perpetual public- school-fund, in sections four and five in this article of the constitution, and the legis¬ lature shall have no power to appropriate the university-fund for any other purpose than that of the maintenance of said universities, and the legislature shall, at an early day, make such provisions by law as will organize and put into operation the university. Sec. 9. The four hundred thousand acres of land that have been surveyed and set apart, under the provisions of the law approved 30th August, A. D. 1856, for the benefit of a lunatic-asylum, a deaf-and-dumb-asylum, a blind-asylum, and an orphan- asylum, shall constitute a fund for the support of such institutions, one-fourth part for each, and the said fund shall never be diverted to any other purpose. The said lands may be sold and the fund invested under the same rules and regulations as provided for the lands belonging to the school-fnnd. The incomo of said fund only shall be applied to the support of such institutions, and until so ajjplied shall be invested in the same manner as the principal. Sec. 10. The governor, by and with the advice and consent of two-thirds of the senate, shall appoint an officer to be styled tho superintendent of public instruction. His term of office shall be four years, and his annual salary shall not be less than $2,000, payable at stated times ; and tho governor, comptroller, and superintendent of public education shall constitute a board to be styled a board of education, and shall have tho general management and control of the perpetual school-fund and common schools, under such regulations as the legislature may hereafter prescribe. SEC. 11. The several counties in this State which have not received their quantum of the lands for the purposes of education shall be entitled to the same quantity heretofore appropriated by the congress of the Republic of Texas, (and the State,) to other counties. And the counties which have not had the lands to which they are entitled for educational purposes located shall have a right to contract for the location, surveying, and procuring the patents for said lands, and of paying for the same with any portion of said lands so patented, not to exceed one-fourth of the whole amount to be so located, surveyed, and patented, to be divided according to quantity, allowing to each part a fair proportion of land, water, and timber. Constitution of Nebraska, March 1, 1867. Art. I, Sec. 16. * * * Religion, morality, and knowledge, however, being essential to good government, it shall be the duty of the legislature to pass suitable laws to protect ovely religious denomination in the peaceable enjoyment of its own mode of public worship and to encourage schools and means of instruction. Article II. — Education. Sec. 1. The principal of all funds arising from the sale or other disposition of lands or other property granted or intrusted to this State for educational and reli¬ gious purposes, shall forever be preserved inviolate and undiminished; and the income arising therefrom shall be faithfully applied to the specific objects of the AMERICAN EDUCATIONAL HISTORY. 1355 original grants or appropriations. The legislature shall make snch provisions, by taxation or otherwise, as, with the income arising from the school-trust-fnncl, will secure a thorough and efficient system of common schools throughout the S-tate; but no religious sect or sects shall ever have any exclusive right to or control of any part of the school-funds of this State. Sec. 2. The university-lands, school-lands, and all other lands which have been acquired by the Territory of Nebraska, or which may hereafter be acquired by the State of Nebraska, for educational or school purposes, shall not be aliened or sold for a less sum than five dollars per acre. CONSTITUTION OF ALABAMA, AS AMENDED IN 1868. Article IX. — Taxation. Sec. 1. * * * Provided, hoivever, That the general assembly may levy a poll- tax not exceeding one dollar and fifty cents on each poll, which shall be applied exclusively in aid of the public-school- fund. Article XI. — Education. Sec. 1. The common schools, and other educational institutions of the State, shall be under the management of a board of education, consisting of a superin¬ tendent of public instruction and two members from each congressional district. The governor of the State shall be, ex officio, a member of the board, but shall have no vote in its proceedings. Sec. 2. The superintendent of public instruction shall be president of the board of education, and have the casting vote in case of a tie; he shall have the super¬ vision of the public schools of the State, and perform such other duties as may be imposed upon him by the board and the laws of the State. He shall be elected in the same manner and for the same term as the governor of the State, and receive such salary as may be fixed by law. An office shall be assigned him in the capitol of the State. Sec. 3. The members of the board shall hold office for a term of four years, and until their successors shall be elected and qualified. After the first election under the constitution, the board shall be divided into two equal classes, so that each class shall consist of one member from each district. The seats of the first class shall be vacated at the expiration of two years from the dajT of election, so that one-half may be chosen biennially. Sec. 4. The members of the beard of education, except the superintendent, shall be elected by the qualified electors of the congressional district in which they are chosen, at the same time and in the same manner as the members of Congress. Sec. 5. The board of education shall exercise full legislative powers in reference to the imblic educational institutions of the State, and its acts, when approved by the governor, or when re-enacted by two-thirds of the board, in case of his disap¬ proval, shall have the force and effect of law, unless repealed by the general assembly. Sec. 6. It shall be the duty of the board to establish, throughout the State, in each township, or other school-district which it may have created, one or more schools, at which all the children of the State between the ages of five and twenty- one years may attend free of charge. Sec. 7. No rule or law affecting the general interest of education shall be made by the board without a concurrence of a majority of its members. The style of all acts of the board shall be, “Be it enacted by the Board of Education of the State of Alabama.” Sec. 8. The board of education shall be a body politic and corporate, by the name and style of “The Board of Education of the State of Alabama.” Said board shall also be a board of regents of the State University, and when sitting as a board of regents of the university shall have power to appoint the president and faculties thereof. 1356. EDUCATION REPORT, 1892-93. The president of the university shall be, ex officio, a member of the hoard of regents, hut shall have no vote in its proceedings. Sec. 9. The hoard of education shall meet annually at the seat of government at the same time as the general assembly, hut no session shall continue longer than twenty days, nor shall more than one session he held in the same year, unless author¬ ized hy the governor. The members shall receive the same mileage and daily pay as the members of the general assembly. Sec. 10. The proceeds of all lands that have been or may he granted hy the United States to the State for educational purposes; of the swamp lands; 1 and of all lands or other property given hy individuals or appropriated hy the State for like pur¬ poses ; and of all estates of deceased persons who have died without leaving a will or heir; and all moneys which may he paid as an equivalent for exemption from military duty, shall he and remain a perpetual fund, which may he increased but not diminished, and the interest and income of which, together with the rents of all such lands as may remain unsold, and such other means as the general assembly may provide, shall he inviolably appropriated to educational purposes, and to no ntlier purpose whatever. Sec. 11. In addition to the amount accruing from the above sources one-fifth of the aggregate annual revenue of the State shall he devoted exclusively to the main¬ tenance of public schools. Sec. 12. The general assembly may give power to the authorities of the school- districts to levy a poll-tax on the inhabitants of the district in aid of the general school-fund, and for no other purpose. Sec. 13. The general assembly shall levy a specific annual tax upon all railroad, navigation, hanking, and insurance corporations, and upon all insurance and foreign- bauk and exchange agencies, and upon the profits of foreign bank-bills issued in this State by any corporation, partnership or persons, which shall be exclusively devoted to the maintenance of public schools. Sec. 14. The general assembly shall, as soon as practicable, provide for the estab¬ lishment of an agricultural college, and shall appropriate the two hundred and forty thousand acres of land donated to this State for the support of such college, by the act of Congress, passed July 2, 1862, or the money or scrip, as the case may be, arising from the sale of said land, or any lands which may hereafter be granted or appropriated for such purpose, for the support and maintenance of such college, or schools, and may make the same a branch of the University of Alabama for instruc¬ tion in agriculture, in the mechanic arts, and the natural sciences connected there¬ with, and place the same under the supervision of the regents of the university. Article XII. — Industrial resources. Sec. 1. A bureau of industrial resources shall be established, to be under the management of a commissioner, who shall be elected at the first general election, and shall hold his office for the term of four years. Sec. 2. The commissioner of industrial resources shall collect and condense statis¬ tical information concerning the productive industries of the State; and shall make, or cause to be made, a careful, accurate, and thorough report upon the agriculture and geology of the State, and annually report such additions as the progress of scientific development and extended explorations may require. He shall, from time to time, disseminate among the people of the State such knowledge as he may deem important concerning improved machinery and production, and for the promotion of their agriculture, manufacturing, and mining interests; and shall send out to the people of the United States and foreign countries such reports concerning the indus¬ trial resources of Alabama as may best make known the advantages offered by the State to emigrants, and shall perform such other duties as the general assembly may require. Originally granted to the States hy act of September 28, 1850, for construction of levees for reclaiming these lands ; confirmed to the States March 3, 1857. AMERICAN EDUCATIONAL HISTORY. 1357 Sec. 3. It shall he the duty of the general assembly, at the first session after the adoption of this constitution, to pass such laws and regulations as may he necessary for the government and protection of this bureau, and also to fix and provide for the compensation of the commissioner. Sec. 4. This bureau shall be located and the commissioner shall reside at the capital of the State, and he shall annually make a written or printed report to the governor of the State, to be laid before the general assembly at each session. Sec. 5. In case of the death, removal, or resignation of the commissioner, the governor, with approval of the senate, shall have power to appoint a commissioner for the unexpired term. Constitution of Georgia, 1868. Article VI. — Education. Sec. 1. The general assembly, at its first session after the adoption of this con¬ stitution, shall provide a thorough system of general education, to be forever free to all children of the State, the expense of which shall be provided for by taxation or otherwise. Sec. 2. The office of State-school-commissioner is hereby created. He shall be appointed by the governor with the consent of the senate, and shall hold his office for the same term as the governor. The general assembly shall provide for the said commissioner a competent salary and necessary clerks. He shall keep his office at the seat of government. Sec. 3. The poll-tax allowed by this constitution, any educational fund now belong¬ ing to this State, except the endowment of and debt due to the State university, or that may hereafter be obtained in any way, a special tax on shows and exhibitions, and on the sale of spirituous and malt liquors, which the general assembly is hereby authorized to assess, and the proceeds from the commutation for militia service, are hereby set apart and devoted to the support of common schools. And if the pro¬ visions herein made shall, at any time, prove insufficient, the general assembly shall have power to levy such general tax upon the property of the State as may be nec¬ essary for the support of said school-system. And there shall be established, as soon as practicable, one or more common schools in each school-district in this State. Constitution of Louisiana, August 17-18, 1868. Title VII. — Public education. Art. 135. The general assembly shall establish at least one free public school in every parish throughout the State, and shall provide for its support by taxation or otherwise. All children of this State between the years of six and twenty-one shall be admitted to the public schools or other institutions of learning sustained or established by the State in common, without distinction of race, color, or previous condition. There shall be no separate schools or institutions of learning established exclusively for any race by the State of Louisiana. Art. 136. No municipal corporation shall make any rules or regulations contrary to the spirit and intention of article 135. Art. 137. There shall be elected by the qualified voters of this State a superin¬ tendent of public education, who shall hold his office for four years. His duties shall be prescribed by law, and he shall have the supervision and the general con¬ trol of all public schools throughout the State. He shall receive a salary of $5,000 per annum, payable quarterly, on his own warrant. Art. 138. The general exercises in the public schools shall be conducted in the English language. Art. 139. The proceeds of all lands heretofore granted by the United States for the use and support of public schools, and of all lands or other property which may hereafter be bequeathed for that purpose, and of all lands which may be granted or 1358 EDUCATION REPORT, 1892-93. bequeathed to the State, and not granted or bequeathed expressly for any other pur¬ pose, which may hereafter be disposed of by the State, and the proceeds of all estates of deceased persons to which the State may be entitled by law, shall be held by the State as a loan, and shall be and remain a perpetual fund, on which the State shall pay an annual interest of six per cent., which interest, with the interest of the trust-fund deposited with this State by the United States, under the act of Congress approved June the twenty-third, 1836, and the rent of the unsold land, shall be appropriated to the support of such schools; and this appropriation shall remain inviolable. Art. 140. No appropriation shall be made by tho general assembly for the support of any private school or any private institution of learning whatever. Art. 141. One-half of the funds derived from the poll-tax herein provided for shall be appropriated exclusively to the support of the free public schools throughout the State and the University of New Orleans. Art. 142. A university shall be established and maintained in the city of New Orleans. It shall be composed of a law, a medical, and a collegiate department, each with appropriate faculties. The general assembly shall provide by law for its organ¬ ization and maintenance : Provided, That all departments of this institution of learn¬ ing shall be open in common to all students capable of matriculating. No rules or regulations shall be made by the trustees, faculties, or other officers of said institu¬ tion of learning, nor shall any laws be made by tho general assembly violating the letter or spirit of the articles under this title. Art. 143. Institutions for the support of the insane, the education and support of the blind and the deaf and dumb, shall always be fostered by the State, and be sub¬ ject to such regulations as may be prescribed by the general assembly. Constitution of South Carolina, April 14, 16, 1868. No reference to education was made in the first constitution of this State, adopted in 1776, or in the revisions of 1778 and 1790. Neither was any reference made to it in the amendments of 1808, 1810, 1816, 1820, 1828, 1854, and 1856, or in the constitution of 1865, framed in pur¬ suance of President Johnson’s reconstruction proclamations. Article X. — Education. Sec. 1. The supervision of public instruction shall be vested in a State-superin¬ tendent of education, who shall be elected by the qualified electors of the State in such manner and at such time as the other State-officers are elected; his powers, duties, term of office, and compensation shall be defined by the general assembly. Sec. 2. There shall be elected, biennially, in each county, by the qualified electors thereof, one school-commissioner, said commissioners to constitute a State-board of education, of which tbe State-superintendent shall, by virtue of his office, be chair¬ man; the powers, duties, and compensation of the members of said board shall be determined by law. Sec. 3. The general assembly shall, as soon as practicable after the adoption of this constitution, provide for a liberal and uniform system of free public schools throughout the State, and shall also make provision for the division of the State into suitable school-districts. There shall be kept open, at least six months in each year, one or more schools in each school-district. Sec. 4. It shall be the duty of the general assembly to j>rovide for tbe compulsory attendance, at either public or private schools, of all children between the ages of six and sixteen years, not physically or mentally disabled, for a term equivalent to twenty-four months at least : Provided, That no law to that effect shall be passed until a system of public schools has been thoroughly and completely organized, and facilities afforded to all the inhabitants of the State for the free education of their children. AMERICAN EDUCATIONAL HISTORY. 1359 Sec. 5. The general assembly shall levy, at each regular session after the adoption of this constitution, an annual tax on all taxable property throughout the State for the support of public schools, which tax shall be collected at the same time and by the same agents as the general State-levy, and shall be paid into the treasury of the State. There shall be assessed on all taxable polls in the State an annual tax of one dollar on each poll, the proceeds of which tax shall be applied solely to educational purposes: Provided , That no person shall ever be deprived of the right of suffrage for the non-payment of said tax. No other poll- or capitation -tax shall be levied in the State, nor shall the amount assessed on each poll exceed the limit given in this section. The school-tax shall be distributed among the several school-districts of the State in proportion to the respective number of pupils attending the public schools. No religious sect or sects shall have exclusive right to or control of any part of the school-funds of the State, nor shall sectarian principles be taught in the public schools. Sec. 6. Within five years after the first regular session of the general assembly, following the adoption of this constitution, it shall be the duty of the general assembly to provide for the establishment and support of a State normal school, which shall be open to all persons who may wish to become teachers. Sec. 7. Educational institutions for the benefit of all the blind, deaf and dumb, and such other benevolent institutions as the public good may require, shall be established and supported by the State, subject to such regulations as may be pre¬ scribed by law. Sec. 8. Provisions shall be made by law, as soon as practicable, for the establish¬ ment and maintenance of a State-reform-shool for juvenile offenders. Sec. 9. The general assembly shall provide for the maintenance of the State University, and, as soon as practicable, jnovide for the establishment of an agricul- turahaeRege, and shall appropriate the land given to this State for the support of such a college by the act of Congress, passed July second, one thousand eight hun¬ dred and sixty-two, or the money or scrip, as the case may be, arising from the sale of such lands, or any land which may hereafter be given or appropriated for such purpose, for the support and maintenance of .such college, and may make the same a branch of the State University, for instructions in agriculture, the mechanic arts'; and the natural sciences connected therewith. Sec. 10. All the public schools, colleges, and universities of this State, supported in whole or in part by the public funds, shall be free and open to all the children and youths of the State, without regard to race or color. Sec. 11. The proceeds of all lands that have been or hereafter may be given by the United States to this State for educational purposes, and not otherwise appro¬ priated by this State or the United States, and of all lands or other property given by individuals, or appropriated by the State for like purposes, and of all estates of deceased persons who have died without leaving a will or heir, shall be securely invested and sacredly preserved as a State-school- fund, and the annual interest and income of said fund, together with such other means as the general assembly may provide, shall bo faithfully appropriated for the purpose of establishing and main¬ taining free public schools, and for no other purposes or uses whatever. Ordinance X. — AX OE.DIXAXCE instructing the general assembly to provide for appropriating the citadel for educational purposes. Passed March 16, 1868. We, the people of South Carolina, in convention met, do ordain: That the general assembly is hereby instructed to provide, by suitable laws, for the appropriation of the citadel and grounds, in the city of Charlestop, for educational purposes, said building and grounds to be devoted to the establishment of an institution of learning, which shall bo a body politic and corporate, and shall be managed by a board of trustees, and their successors, who shall be chosen by the general assembly, and shall be subject to visitation by and under its authority. Said institution of learning shall have power to establish schools of law and medicine, and to issue diplomas that shall entitle the holders to practice said professions^ as shall be prescribed by law. 1360 EDUCATION REPORT, 1892-93. Constitution of Arkansas, as amended in 1868. Article I. — Bill of rights. Sec. 23. Religion, morality and knowledge being essential to good government, the general assembly shall pass suitable laws to protect every religious denomination in the peaceable enjoyment of its own mode of public worship; and to encourage schools and the means of instruction. Article VI. — Executive department. Sec. 1. The executive department of this State shall consist of * * * and superintendent of public instruction — all of whom shall hold their several offices for the term of four years and until their successors are elected and qualified. They shall be chosen -by the qualified electors of this State at the time and places of choosing the members of the general assembly. Sec. 18. The * * * and superintendent of public instruction, shall severally reside, and keep all public records, books, papers and documents which may pertain to their respective offices, at the seat of government. Sec. 19. The returns of every election for * * * and superintendent of public instruction, shall be sealed up and transmitted to the seat of government by the returning-officers and directed to the presiding officer of the senate, who, during the first week of the session shall open and publish the same in presence of the members then assembled. The person having the highest number of votes shall be declared elected, but if two or more shall have the highest and equal number of votes for the same office, one of them shall be chosen by a joint vote of both houses. Con¬ tested elections shall likewise be determined by both houses of the general assembly in such manner as is or may hereafter be prescribed by law. Sec. 21. The * * * and superintendent of public instruction, shall perform such duties as are now or may hereafter be prescribed by law. Sec. 22. In case of the death, impeachment, removal from the State or other disa¬ bility of the * * * and superintendent of public instruction, the vacancies in their several offices thus occasioned shall be filled by appointment of the governor, which appointment shall be made for the unexpired terms of said offices, or until said disabilities are removed, or until elections are held to fill said vacancies. Sec. 24. The officers of the executive department, mentioned in this article, shall, at stated times, receive for their services a compensation to be established by law, which nail not be diminished during the period for which they shall have been ele^ bd or appointed. Sec. 25. The officers of the executive department and judges of the supreme court shall not be eligible, during the period for which they may be elected or appointed to their respective offices, to any position in the gift of the qualified electors or of the general assembly of this State. Article IX. — Education. Sec. 1. A general diffusion of knowledge and intelligence among all classes being essential to the preservation of the rights and liberties of the people; the general assembly shall establish and maintain a system of free schools for the gratuitous instruction of all persons in this State between the ages of five and twenty-one years, and the funds appropriated for the support of common schools shall be dis¬ tributed to the several counties in proportion to the number of children and youths therein between the ages of five and twenty-one years, in such manner as shall be prescribed by law, but no religious or other sect or sects shall ever have any exclu¬ sive right to or control of any part of the school-funds of this State. Sec. 2. The supervision of public schools shall be vested in a superintendent of public instruction, and such other officers as the general assembly shall provide. The superintendent of public instruction shall receive such salary and perform such duties as shall be prescribed by law. AMERICAN EDUCATIONAL HISTORY. 1361 Sec. 3. The general assembly shall establish and maintain a State-university, with departments for instruction in teaching, in agriculture, and the natural sciences as soon as the public-school-fund will permit. Sec. 4. The proceeds of all lands that have been, or hereafter may be, granted by the United States to this State, and not otherwise appropriated by the United States or this State; also, all mines [moneys?], stocks, bonds, lands and other prop¬ erty, now belonging to any fund for purposes of education, also, the net proceeds of all sales of land and other property and effects that may accrue to this State by escheat, or from sales of estrays, or from unclaimed dividends or distributive shares of the estates of deceased persons, or from fines, penalties or forfeitures, also, any proceeds of the sales of public lands which may have been or may be hereafter paid over to this State (Congress consenting,) also the grants, gifts or devises that have been or hereafter may be made to this State and not otherwise appropriated by the terms of the grant, gift or devise, shall be securely invested and sacredly preserved as a public-school-fund, which shall be the common property of the State; the annual income of which fund, together with one dollar per capita to be annually assessed on every male inhabitant of this State over the age of twenty- one years, and so much of the ordinary annual revenue of the State as. may be necessary, shall be faithfully appropriated for establishing and maintaining the free schools and the university in this article provided for, and for no other uses or purposes whatever. Sec. 5. No part of the public-school-fund shall be invested in the stocks, or bonds or other obligations of any State, or any county, city, town, or corporation. The stocks belonging to any school-fund or university-fund shall be sold in such manner and at such times as the general assembly shall prescribe, and the proceeds thereof, and the proceeds of the sales of any lands or other property which now belongs or may hereafter belong to said school-fund, may be invested in the bonds of the United States. Sec. 6. No township or school-district shall receive any portion of the public- school-fund, unless a free school shall have been kept therein for not less than three months during the year, for which distribution thereof is made. The general assembly shall require by law, that every child of sufficient mental and physical ability, shall attend the public schools during the period between the ages of five and eighteen years, for a term equivalent to three years, unless educated by other means. Sec. 7. In case the public-school-fund shall be insufficient to sustain a free school at least three months in every year in each school-district in this State, the general assembly shall provide by law, for raising such deficiency by levying such tax upon all taxable property in each county, township, or school- district as may be deemed proper. Sec. 8. The general assembly shall, as far as it can be done without infringing upon vested rights, reduce all lands, moneys, or other property used or held for school- purposes in the various counties of this State, into the public-school-fund herein provided for. Sec. 9. Provision shall also be made, by general laws, for raising such sum or sums of money by taxation, or otherwise in each school-district as may be necessary for the building and furnishing of a sufficient number of suitable school-houses for the accommodation of all the pupils within the limits of the several school-districts. Article X. — Finances, taxation, public debt, and expenditures. Sec. 1. * * * The general assembly shall never levy a poll-tax excepting for school-purposes. Sec. 2. * * * Burying-grounds, public-school-houses, houses used exclusively for public worship, institutions of purely public charity, and public property used exclusively for any public purpose shall never be taxed. Sec. 15. The principal arising from the sale of all lands donated to the State for school purposes shall be paid into the treasury, and the State shall pay interest thereon for the support of schools at the rate of six per cent, per annum. ED 93 - 86 1362 EDUCATION EEPORT, 1892-93. Constitution of Mississippi, November 30, December 1, 1868. Article VIII. — School-funds , educaiion, and science. Sec. 1. As the stability of a republican form of government depends mainly upon the intelligence and virtue of the people, it shall be the duty of the legislature to encourage, by all suitable means, the promotion of intellectual, scientific, moral, and agricultural improvement, by establishing a uniform system of free public schools, by taxation or otherwise, for all children between the ages of five and twenty-one years, and shall, as soon as practicable, establish schools of higher grade. Sec. 2. There shall be a superintendent of public education elected at the same time and in the same manner as the governor, who shall: have the qualification of the secretary of state, and hold his office for four years, and until his successor shall be elected and qualified, vrhose duties shall be the general supervision of the com¬ mon schools and the educational interests of the State, and who shall perform such other duties pertaining to his office, and receive such compensation as shall be pre¬ scribed bylaw; he shall report to the legislature, for its adoption, within twenty days after the opening of its first session under this constitution, a uniform system of free public schools. Sec. 3. There shall be a board of education, consisting of the secretary of state, the attorney-general, and the superintendent of public education, for the man¬ agement and investment of the school-funds, under the general direction of the legislature, and to perform such other duties as may bo prescribed by law. The superintendent and one other of said board shall constitute a quorum, r Sec. 4. There shall be a superintendent of public education in each county, who shall be appointed by tho board of education, by and with the advice and consent of the senate, whoso term of office shall be two years, and whose compensation and duties shall be prescribed bylaw: Provided, That the legislature shall have the power to make said office of county-school-superintendent of the several counties elective, as other county-officers are. Sec. 5. A public school or schools shall be maintained in each school-district at least four months in each year. Any school-district neglecting to maintain such school or schools shall be deprived for that year of its proportion of the income of the free- school-fund, and of all funds arising from taxes for the support of schools. Sf.c. 6. There shall be established a common-school-fund, which shall consist of the proceeds of the lands now belonging to the State, heretofore granted by the United States, and of the lands known as “ swamp-lands,” except the ft swamp¬ lands” lying and situated on Pearl Eiver, in the counties of Hancock, Marion, Lawrence, Simpson, and Copiah, and of all lands now or hereafter vested in the State by escheat or purchase or forfeiture for taxes, and the clear proceeds of all fines collected in the several counties for any breach of the penal laws, and all moneys received for licenses granted under the general laws of the State for the sale of intoxicating liquors or keeping of dram-shops, all moneys paid as an equiva¬ lent for persons exempt from military duty, and the funds arising from the con¬ solidation of the congressional-towmship-funds and the lands belonging thereto, together with all moneys donated to the State for school-purposes, which funds shall be securely invested in United States bonds and remain a perpetual fund, which may be increased but not diminished, the interest of which shall be inviola¬ bly appropriated for the support of free schools. Seo. 7. Tho legislature may levy a poll-tax not to exceed two dollars a head in aid of the school-fund, and for no other purpose. Sec. 8. The legislature shall, as soon as practicable, provide for the establishment of an agricultural college or colleges ; and shall apimopriate the two hundred and ten thousand acres of land donated to the State for the support of such a college, by the act of Congress passed July 2, A. D. 1862, or the money or scrip, as the case may AMERICAN EDUCATIONAL HISTORY. 1363 be, arising from the sale of said lands or any lands which may hereafter be granted or appropriated for such purpose. Sec. 9. No religious sect or sects shall ever control any part of the school or university funds of this State. Sec. 10. The legislature shall from time to time, as may be necessary, provide for the levy and collection of such other taxes as may be required to properly support the system of free schools herein adopted; and all school-funds shall be divided pro rata among the children of school age. Constitution of North Carolina, 1868. Article I. — Declaration of rights. Sec. 27. The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right. Article III. — Executive department. Sec. 1. The executive department shall consist of a * * * , a superintendent of public instruction, * * * who shall bo elected for a term of four years by the qualified electors of the State, at the same time and places and in the same manner as members of the general assembly are elected. Their term of office shall commence on the first day of January next after their election, and continue until their succes¬ sors are elected and qualified : Provided, That the officers first elected shall assume the duties of their office ten days after the approval of this constitution by the Con¬ gress of the United States, and shall hold their offices four years from and after the first day of January, 1869. Sec. 7. The officers of the executive department and of the public institutions of the State shall, at least five days previous to each regular session of the general assembly, severally report to the governor, who shall transmit such reports, with his message, to the general assembly; and the governor may at anytime require information in writing from the officers in the executive department upon any sub¬ ject relating to the duties of their respective offices, and shall take care that the laws be faithfully executed. Sec. 13. The respective duties of the * * * , superintendent of public instruct tion, * * * shall be prescribed by law. If the office of any of said officers shall be vacated by death, resignation, or otherwise, it shall be the duty of the governor to appoint another until the disability be removed or his successor be elected and qualified. Every such vacancy shall be filled by election, at the first general elec¬ tion that occurs more than thirty days after the vacancy has taken place, and the person chosen shall hold the office for the remainder of the unexpired term fixed in the first section of this article. Sec. 11. The * * * , and superintendent of public instruction shall constitute, ex officio, the council of the State, who shall adviso the governor in the execution of his office, and three of whom shall constitute a quorum; their advice and proceed¬ ings in this capacity shall be entered in a journal, to be kept for this purpose exclu¬ sively and signed by the members present, from any part of which any member may enter his dissent; and such journal shall be placed before the general assembly when called for by either house. Sec. 15. The officers mentioned in this article shall, at stated periods, receive for their services a compensation to be established by law, which shall neither be in¬ creased nor diminished during the time for which they shall have been elected, and the said officers shall receive no other emolument or allowance whatever. Article IX. — Education. Sec. 1. Religion, morality, and knowledge being necessary to good government and happiness of mankind, schools and the means of education shall forever be encouraged. 1364 EDUCATION REPORT, 1892-93. Sec. 2. The general assembly, at its first session under this constitution, shall pro¬ vide, by taxation and otherwise, for a general and uniform system of public schools, wherein tuition shall be free of charge to all the children of the State between the ages of six and twenty-one years. Sec. 3. Each county of the State shall be divided into a convenient number of dis¬ tricts, in which one or more public schools shall be maintained at least four- months in every year; and if the commissioners of any county shall fail to comply with the aforesaid requirements of this section they shall be liable to indictment. Sec. 4. The proceeds of all lands that have been, or hereafter may be, granted by the United States to this State, and not otherwise specially appropriated by the United States or heretofore by this State ; also, all moneys, stocks, bonds, and other property now belonging to any fund for purposes of education; also, the net pro¬ ceeds that may accrue to the State from sales of estrays, or from fines, penalties, and forfeitures ; also, the proceeds of all sales of the swamp-lands belonging to the State; also, all money that shall be paid as an equivalent for exemption from military duty ; also, all grants, gifts, or devises that may hereafter be made to this State, and not otherwise appropriated by the grant, gift, or devise, shall be securely invested and sacredly preserved as an irreducible educational fund, the annual income of which, together with so much of the ordinary revenue of the State as may be necessary, shall be faithfully appropriated for establishing and perfecting iu this State a sys¬ tem of free public schools, and for no other purposes or uses whatsoever. Sec. 5. The University of North Carolina, with its lands, emoluments, and fran¬ chises, is under the control of the State, and shall be held to an inseparable connec¬ tion with the free public-school-system of the State.1 Sec. 6. The general assembly shall provide that the benefits of the university, as far as practicable, be extended to the youth of the State free of expense for tuition; also, that all the property which has heretofore accrued to the State, or shall here¬ after accrue, from escheats, unclaimed dividends, or distributive shares of the estates of deceased persons, shall be appropriated to the use of the university. Sec. 7. The governor, lieutenant-governor, secretary of state, treasurer, auditor, superintendent of public works, superintendent of public instruction, and attorney- general, shall constitute a State-board of education. Sec. 8. The governor shall be president, and the superintendent of public instruc¬ tion shall be secretary, of the board of education. Sec. 9. The board of education shall succeed to all the powers and trusts of the president and directors of the literary-fund of North Carolina, and shall have full power to legislate and make all needful rules and regulations in relation to free public schools and the educational fund of the State ; but all acts, rules, and regu¬ lations of said board may be altered, amended, or repealed by the general assembly, and when so altered, amended, or repealed, they shall not be re-enacted by the board. Sec. 10. The first session of the board of education shall be held at the capital of the State, within fifteen days after the organization of the State-government under this constitution ; the time of future meetings may be determined by the board. Sec. 11. A majority of the board shall constitute a quorum for the transaction of business. Sec. 12. The contingent expenses of the board shall be provided for by the general assembly. Sec. 13. The board of education shall elect trustees for the university as follows : One trustee for each county in the State, whose term of office shall be eight years. The first meeting of the board shall be held within ten days after their election, and at this and every subsequent meeting ten trustees shall constitute a quorum. The trustees at their first meeting shall be divided, as equally as may be, into four 1 This university was one of the few higher institutions in the South that was not suspended during the war. It was suspended during the year 1868-69, and again from 1870 to September, 1875. AMERICAN EDUCATIONAL HISTORY. 1365 classes. The seats of the first class shall he vacated at the expiration of two years ; of the second class, at the expiration of four years ; of the third class, at the expi¬ ration of six years; of the fourth class, at the expiration of eight years; so that one-fourth may he chosen every second year. Sec. 14. The hoard of education and the president of the university shall he ex officio members of the hoard of trustees of the university ; and shall, with three other trustees to he appointed hy the hoard of trustees, constitute the executive commit¬ tee of the trustees of the University of North Carolina, and shall he clothed with the powers delegated to the executive committee under the existing organization of the institution. The governor shall he ex officio president of the hoard of trustees and chairman of the executive committee of the university. The hoard of educa¬ tion shall provide for the mor6 perfect organization of the hoard of trustees. Sec. 15. All the privileges, rights, franchises, and endowments heretofore granted to or conferred upon the hoard of trustees of the University of North Carolina hy the charter of 1789, or hy any subsequent legislation, are hereby vested in the hoard of trustees authorized hy this constitution for the perpetual benefit of the university. Sec. 16. As soon as practicable after the adoption of this constitution, the gen¬ eral assembly shall establish and maintain, in connection with the university, a department of agriculture, of mechanics, of mining, and of normal instruction. Sec. 17. The general assembly is hereby empowered to enact that every child of sufficient mental and physical ability shall attend the public schools, during the period between the ages of six and eighteen years, for a term of not less than sixteen months, unless educated hy other means. Constitution of Virginia, July 6, 1869. 1 Article VII. — County organizations. Sec. 1. * * * And there shall he appointed, in the manner provided for in Article VIII,2 one superintendent of schools : Provided , That counties containing less than eight thousand inhabitants may he attached to adjoining counties for the for¬ mation of districts for superintendents of schools : Provided, also, That in counties containing thirty thousand inhabitants there may he appointed an additional super¬ intendent of schools therein. All regular elections for county-officers shall he held on the first Tuesday after the first Monday in November, and all officers elected or appointed under this provision shall enter upon the duties of their offices on the first day of January next succeeding their election, and shall hold their respective offices for the term of three years. * * * SCHOOL DISTRICTS. Sec. 3. Each township shall he divided into so many compactly-located school- districts as may he deemed necessary: Provided, That no school-district shall he formed containing less than one hundred inhabitants. In each school-district there shall he elected or appointed annually one school-trustee, who shall hold his office three years : Provided, That at the first election held under this provision there shall he three trustees elected, whose terms shall be one, two, and three years, respec¬ tively. 'An act of Congress approved January 26, 1870, for the admission of this State to representation in Congress, after the interruption of the war, contains the following stipulation : “That the constitu¬ tion of Yirgima shall never be so amended or changed as to deprive any citizen or class of citizens of the United States of the school rights and privileges secured hy the constitution of said State.”— H. J Election by joint ballot of the legislature, within thirty days after organization and every four years after.— H. 1366 EDUCATION REPORT, 1892-93. Akticle VIII. — Education. Sec. 1. The general assembly shall elect, in joint ballot, within thirty days after its organization under this constitution, and every fourth year thereafter, a superin¬ tendent of public instruction. He shall have the general supervision of the public free-school-intercsts of the State, and shall report to the general assembly for its consideration, within thirty days after his election a plan for a uniform system of public free schools. Sec. 2. There shall be a board of education, composed of the governor, superin¬ tendent of public instruction, and attorney-general, which shall appoint and have power to remove for cause and upon notice to the incumbents, subject to confirma¬ tion by the senate, all county-superintendents of public free schools. This board shall have, regulated by law, the management and investment of all school-funds, and such supervision of schools of higher grades as the law shall provide. Sec. 3. The general assembly shall provide by law, at its first session under this constitution, a uniform system of public free schools, and for its gradual, equal, and full introduction into all the counties of the State by the year 1876, or as much earlier as practicable. Sec. 4. The general assembly shall have power, after a full introduction of the public free-school- system, to make such laws as shall not permit parents and guardi¬ ans to allow their children to grow up in ignorance and vagrancy. Sec. 5. The general assembly shall establish, as soon as practicable, normal schools, and may establish agricultural schools and such grades of schools as shall be for the public good. Sec. 6. The board of education shall provide uniformity of text-books, and the furnishing of school-houses with such apparatus and library as may be necessary, under such regulations as may be provided by law. Sec. 7. The general assembly shall set apart, as a permanent and perpetual “ liter¬ ary fund,” the present literary funds of the State, the proceeds of all public lands donated by Congress for public-school purposes, of all escheated property, of all waste and unappropriated lands, of all property accruing to the State by forfeiture, and all fines collected for offenses committed against the State, and all such other sums as the general assembly may appropriate. Sec. 8. The general assembly shall apply the annual interest on the literary fund, the capitation-tax provided for by this constitution for public free-school-purposes, and an annual tax upon the property of the State of not less than one mill, nor more than five mills, on the dollar, for the equal benefit of all the people of the State, the number of children between the ages of five and twenty-one years in each public free-school- district being the basis of such division. Provision shall be made to sup¬ ply children attending the public free schools with necessary text- books in cases where the parent or guardian is unable, by reason of poverty, to furnish them. Each county and public free-sekool-district may raise additional sums by a tax on prop- erty for the support of public free schools. All unexpended sums of any one year in any public free-school-district shall go into the general school-fund for redivision the next year: Provided, That any tax authorized by this section to be raised by counties or school-districts shall not exceed five mills on a dollar in anyone year, and shall not be subject to redivision, as hereinbefore provided in this section. Sec. 9. The general assembly shall have the power to foster all higher grades of schools under its supervision, and to provide for such purpose a permanent educa¬ tional fund. Sec. 10. All grants and donations received by the general assembly for educa¬ tional purposes shall be applied according to the terms prescribed by the donors. Sec. 11. Each city and county shall be held accountable for the destruction of school- property that may take place within its limits by incendiaries or open violence. Sec. 12. The general assembly shall fix the salaries and prescribe the duties of all school-officers, and shall make all needful laws and regulations to carry into effect the public free-school -system provided for by this article. AMERICAN EDUCATIONAL HISTORY. 1367 Constitution of Texas, November 30, December 3, 1869. 1 Article IX. — Public schools. Sec. 1. It shall he the duty of the legislature of this State to make suitable pro¬ visions for the support and maintenance of a system of public free schools for the gratuitous instruction of all the inhabitants of this State between the ages of six and eighteen years. Sec. 2. There shall be a superintendent of public instruction, who, after the first term of office, shall be elected by the people; the first term of office shall be filled by appointment of the governor, by and with the advice and consent of the senate. The. superintendent shall hold his office for the term of four years. He shall receive an annual salary of $2,500, until otherwise provided by law. In case of vacancy in the office of the superintendent, it shall be filled by appointment of the governor, until the next general election. Sec. 3. The superintendent shall have the supervision of the public free schools of the State, and shall perform such other duties concerning public instruction as the legislature may direct. The legislature may lay off the State into convenient school-districts, and provide for the formation of a board of school-directors in each district. It may give the district-boards such legislative powers, in regard to the schools, school-houses, and school-fund of the district, as may be deemed necessary and proper. It shall be the duty of the superintendent of public instruction to rec¬ ommend to the legislature such provisions of law as may be found necessary, in the progress of time, to the establishment and perfection of a complete system of educa¬ tion, adapted to the circumstances and wants of the people of this State. He shall, at each session of the legislature, furnish that body with a complete report of all the free schools in the State, giving an account of tho condition of the same, and the progress of education within the State. Whenever required by either house of the legislature, it shall be his duty to furnish all information called for in relation to public schools. Sec. 4. The legislature shall establish a uniform system of public free schools throughout the State. Sec. 5. The legislature, at its first session, (or as soon thereafter as may be possi¬ ble,) shall pass such laws as will require the attendance on the public free schools of the State of all the scholastic population thereof, for the period of at least four months of each and every year: Provided, That when any of the scholastic inhabit¬ ants may be shown to have received regular instruction for said period of time in each and every year, from any private teacher having a proper certificate of compe¬ tency, this shall exempt them from the operation of the laws contemplated by this section. Sec. 6. As a basis for the establishment and endowment of said public free schools, all the funds, lands, and other property heretofore set apart and appropriated, or that may hereafter be set apart and appropriated, for the support and maintenance of public shools, shall constitute the public-school-fund. And all sums of money that may come to this State hereafter from the sale of any portion of the public domain of the State of Texas shall also constitute a part of the public-school-fund. And the legislature shall appropriate all the proceeds resulting from sales of public lauds of this State to such public-school- fund. And the legislature shall set apart, for the benefit of public schools, one-fourth of the annual revenue derivable from general taxation; and shall also cause to be levied and collected an annual poll-tax of one dollar, on all male persons in this State between the ages of twenty-one and 1The stability of educational institutions in this State is further secured by an act of Congress approved March 30, 1870, which made the following stipulation as one of the conditions of admission to representation in Congress, after the interruption occasioned by the late war : “ That the constitu¬ tion of Texas shall never be so amended as to deprive any citizen or class of citizens of the United States of the school rights and privileges secured by the constitution of said State.” — H. 1368 EDUCATION REPORT, 1892-93. sixty years, for the benefit of public schools. And said fund/ and the income derived therefrom, and the taxes herein provided for school-purposes, shall be a perpetual fund, to be applied, as needed, exclusively for the education of all the scholastic inhabitants of this State ; and no law shall ever be made appropriating such fund for any other use or purpose whatever. ♦ Sec. 7. The legislature shall, if necessary, in addition to the income derived from the public-school-fund and from the taxes for school-purposes provided for in the foregoing section, provide for the raising of such amount by taxation, in the several school-districts in the State, as will be necessary to provide the necessary school- houses in each district, and insure the education of all the scholastic inhabitants of the several districts. Sec. 8. The public lands heretofore given to counties shall he under the control of the legislature, and may be sold under such regulations as the legislature may prescribe; and in such case the proceeds of the same shall be added to the public- school fund. Sec. 9. The legislature shall, at its first session, (and from time to time thereafter^ as may be found necessary,) provide all needful rules and regulations for the pur¬ pose of carrying into effect the provisions of this article. It is made the impera¬ tive duty of the legislature to see to it that all the children in the State, within the scholastic age, are, without delay provided with ample means of education. The legislature shall annually appropriate for school-purposes, and to be equally dis¬ tributed among all the scholastic population of the State, the interest accruing on the school-fund and the income derived from taxation for school-purposes ; and shall, from time to time, as may be necessary, invest the principal of the school-fund in the bonds of the United States Government, and in no other security. Constitution of Illinois, 1870. Article IV. — Legislative department. SPECIAL LEGISLATION PROHIBITED. Sec. 22. The general assembly shall not pass local or special laws in any of the following-enumerated cases, that is to say: * * *. Providing for the management of common schools. Article V. — Executive department. Sec. 1. The executive department shall consist of a * * * , superintendent of public instruction, * * * who shall each, with the exception of the treasurer, hold his office for the term of four years from the second Monday of January next after his election, and until his successor is elected and qualified. They shall, except the lieutenant-governor, reside at the seat of government during their term of office, and keep the public records, books, and papers there, and shall perform such duties as may be prescribed by law. elections. Sec. 3. An election for * * * superintendent of public instruction, [shall be held] on the Tuesday next after the first Monday of November, in the year 1870, and every four years thereafter; and for treasurer on the day last above mentioned, and every two years thereafter, at such places and in such maimer as may be prescribed by law. eligibility. Sec. 5. * * * Neither the * * * superir tendent of public instruction, nor * * * , shall be eligible to any other office during the period for which they shall have been elected. AMERICAN EDUCATIONAL HISTORY. 1369 STATE-OFFICERS OTHER THAN GOVERNOR AND LIEUTENANT-GOVERNOR. Sec. 20. If the office of * * * , or superintendent of public instruction shall be vacated by death, resignation, or otherwise, it shall be the duty of the governor to fill the same by appointment, and the appointee shall hold his office until his successor shall be elected and qualified in such manner as may be provided by law. An account shall be kept by the officers of the executive department, and of all the public institutions of the State, of all moneys received or disbursed by them, sev¬ erally, from all sources and for every service performed, and a semi-annual report thereof be made to the governor, under oath ; and any officer who makes a false report shall be guilty of perjury, and punished accordingly. Sec. 21. The officers of the executive department, and of all the public institutions of the State, shall, at least ten days preceding each regular session of the general assembly, severally report to the governor, who shall transmit such report to the general assembly, together with the reports of the judges of the supreme court, of defects in the constitution and laws ; and the governor may at any time require information, in writing, under oath, from the officers of the executive department, and all officers and managers of State-institutions, upon any subject relating to the condition, management, and expenses of their respective offices. Section 23 provides that the officers named in this article shall receive for their services a salary to be established by law,1 2 which shall not be increased or diminished during their official terms, and. forbids the taking of other fees, costs, perquisites of office, or other compensation. Article VIII. — Education. Sec. 1. The general assembly shall provide a thorough and efficient system of free schools, whereby all the children of this State may receive a good common-school- education. Sec. 2. All lands, moneys, or other property donated, granted, or received for school, college, seminary, or university purposes, and the proceeds thereof, shall be faithfully applied to the objects for which such gifts or grants were made. Sec. 3. Neither the general assembly nor any county, city, town, township, school- district, or other public corporation, shall ever make any appropriation or pay from any public fund whatever, anything in aid of any church or sectarian purpose, or to help support or sustain any school, academy, seminary, college, university, or other literary or scientific institution, controlled by any church or sectarian denomination whatever; nor shall any grant or donation of land, money, or other personal prop¬ erty ever be made by the State or any such corporation, to any church, or for any sectarian purpose. Sec. 4. No teacher, State, county, township, or district school-officer shall be interested in the sale, proceeds, or profits of any book, apparatus, or furniture used, or to be used, in any school in this State, with which such officer or teacher may be connected, under such penalties as may be provided by the general assembly. Sec. 5. There may be a county-superintendent of schools in each county, whose qualifications, powers, duties, compensation, and time and manner of election, and term of office shall be prescribed by law.3 Article IX. — Revenue. Sec. 3. The property of the State, counties, and other municipal corporations, both real and personal, and such other property as may be used exclusively for * * * for school * * * purposes, may be exempted from taxation ; but such exenqition shall be only by general law. 1 Salary paid superintendent of public instruction, $3,500. 2 The school law of 1871 provides fOr the election in 1873, and every four years thereafter, of a county superintendent of schools, as authorized by the above constitutional provision. 1370 EDUCATION REPORT, 18S2-93. Section 12 forbids county, city, township, school district, or other municipal corporations from becoming indebted more than 5 per cent on the value of taxable property therein, and further provides as follows : Any county, city, school-district, or oilier municipal corporation, incurring any indebtedness as aforesaid, shall, before or at the time of doing so, provide for the collection of a direct annual tax sufficient to pay the interest on such debt, as it falls due, and also to pay and discharge the principal thereof within twenty years from the time of contracting the same. This section shall not be construed, to prevent any county, city, township, school district, or other municipal corporation from issuing their bonds in compliance with any vote of the people which may have been had prior to the adoption of this constitution in pursuance of any law providing therefor. Constitution of West Virginia, August 22, 1872. • Article VII. — Executive department. Sec. 1. The executive department shall consist of a * * * , State-superintend¬ ent of free schools, * * * . Their terms of office, respectively, shall be four years, and shall commence on the fourth day of March next after their election. They shall * * * reside at the seat of government during their terms of office, and keep there the public records, books, and papers pertaining to their respective offices, and shall perform such duties as may be prescribed by law. Sec. 2. An election for * * * , State-superintendent of free schools, * * * shall be held at such times and places as may be jwescribed in this constitution or by general law. # * * ir * 7f * Sec. 4. Neither * * * , State-superintendent of free schools, * * * shall hold any other office during the term of his service. Sec. 17. If the office of * * * , State-superintendent of free schools, * * * shall become vacant by death, resignation, or otherwise, it shall be the duty of the governor to fill the same by appointment, and the appointee shall hold his office until his successor shall be elected and qualified in such manner as may be provided by law. The subordinate officers of the executive department, and the officers of all public institutions of the State, shall keep an account of all moneys received or disbursed by them, respectively, from all sources, and for every service performed, and make a semi-annual report thereof to the governor, under oath or affirmation; and any officer who shall willfully make a false report shall be deemed guilty of perjury. Sec. 18. The subordinate officers of the executive department, and the officers of all the public institutions of the State, shall, at least ten days preceding each regular session of the legislature, severally report to the governor, who shall transmit such report to the legislature; and the governor may at any time require information in writing, under oath, from the officers of his department, and all officers and man¬ agers of State-institutions, upon any subject relating to the condition, management, and expenses of their respective offices. Sec. 19. * * * The State-superintendent of free schools [shall receive] fifteen hundred [dollars;] * * * and no additional emolument or allowance, except as herein otherwise provided, shall be paid or made out of the treasury of the State to any of the foregoing executive officers on any account. AMERICAN EDUCATIONAL HISTORY. 1371 Article X. — Taxation and fi nance. Sec. 1. * * * Property used for educational, literary, scientific, religious, or charitable purposes, * * * may, by law, be exempted from taxation. Sec. 2. The legislature shall levy an annual capitation tax of one dollar upon each male inhabitant of the State, who has attained the age of twenty-one years, which shall be annually appropriated to the support of free schools. Persons afflicted with bodily infirmity may be exempted from this tax. Sec. 7. County-authorities shall never assess taxes in any one year the aggregate of which shall exceed 95 cents per one hundred dollars valuation, except for the support of free schools. * * * Article XII. — Education. Sec. 1. The legislature shall provide by general law for a thorough and efficient system of free schools. Sec. 2. The State-superintendent of free schools shall have a general supervision of free schools, and perform such other duties in relation thereto as may be pre¬ scribed by law. If in the performance of any such duty imposed upon him by the legislature he shall incur any expenses, he shall be re-imbursed therefor: Provided, The amount does not exceed five hundred dollars in any one year. Sec. 3. The legislature may provide for county- superintendents and such other officers as may be necessary to carry out the objects of this article, and define their duties, powers, and compensation. Sec. 4. The existing permanent and invested school-fund, and all money accruing to this State from forfeited, delinquent, waste, and unappropriated lands, and from lands heretofore sold for taxes, and purchased by the State of Virginia, if hereafter redeemed, or sold to others than this State; all grants, devises, or bequests that may be made to this State for the purposes of education, or where the purposes of such grants, devises, or bequests are not specified; this State’s just share of the literary fund of Virginia, whether paid over or otherwise liquidated; and any sums of money, stocks, or property which this State shall have the right to claim from the State of Virginia for educational purposes ; the proceeds of the estates of persons who may ‘die without leaving a will or heir, and of all escheated lands ; the proceeds of any taxes that may be levied on the revenues of any corporation ; all moneys that may be paid as an equivalent for exemption from military duty ; and such sums as may from time to time, be appropriated by the legislature for the purpose, shall be set apart as a separate fund, to be called the “ school-fund,” and invested, under such regulations as may be prescribed by law, in the intefrest-beariug securities of the United States or of this State; or if such interest-bearing securities cannot be obtained, then said “ school-fund” shall be invested in such other solvent interest- bearing securities as shall be approved by the governor, superintendent of free schools, auditor, and treasurer, who are hereby constituted the “board of the school- fund,” to manage the same, under such regulations as may be prescribed by law ; and the interest thereof shall be annually applied to the support of free schools throughout the State, and to no other purpose whatever. But any portion of said interest remaining unexpended at the closo of a fiscal year shall be added to and remain apart of the capital of the “school-fund:” Provided, That all taxes which shall be received by the State upon delinquent lands, except the taxes due to the State thereon, shall bo refunded to the county or district by or for which the same were levied. Sec. 5. The legislature shall provide for the support of free schools by appropriat¬ ing thereto the interest of the invested “school-fund,” the net proceeds of all for¬ feitures and fines accruing to this State under the laws thereof ; the State- capitation- tax; and by general taxation on persons and property, or otherwise. It shall also provide for raisiug in each county or district, by the authority of the people thereof, 1372 EDUCATION REPORT, 1892-93. sucli a proportion of the amount required for the support of free schools therein as shall he prescribed by general laws. % Sec. 6. The school-districts into which any county is now divided shall continue until changed in pursuance of law. Sec. 7. All levies that may be laid by any county or district for the purpose of free schools shall be reported to the clerk of the county-court, and shall, under such regulations as may be prescribed by law, be collected by the sheriff, or other collector, who shall make annual settlement with the county-court, which settlements shall be made a matter of record by the clerk thereof, in a book to be kept for that purpose. Sec. 8. White and colored persons shall not be taught in the same school. Sec. 9. No person connected with the free-school-system of the State, or with any educational institution of any name or grade under State-control, shall be interested in the sale, proceeds, or profits of any book or other thing used or to be used therein, under such penalties as may be prescribed bylaw: Provided, That nothing herein shall be construed to apply to any work written or thing invented by such person. Sec. 10. No independent free-school-district or organization shall hereafter be created, except with the consent of the school-district or districts out of which the same is to be created, expressed by a majority of the voters voting on the question. Sec. 11. No appropriation shall hereafter be made to any State normal school, or branch thereof, except to those already established and in operation or now chartered. Sec. 12. The legislature shall foster and encourage moral, intellectual, scientific, and agricultural improvement; it shall, whenever it may be practicable, make suit¬ able provision for the blind, mute, and insane, and for the organization of such institutions of learning as the best interests of the general education in the State may demand. Constitution of Pennsylvania, December 16, 1873. Article III. — Legislation. Sec. 7. The general assembly shall not pass any local or special law * * * regulating the affairs of, * * * or school-districts, * * * changing township- lines, borough-limits, or school-districts; creating offices, or prescribing the powers and duties of officers * * * or school-districts; * * * regulating the man¬ agement of public schools, the building or repairing of school-houses, and the rais¬ ing of money for such purposes. * * * Article IV. — The executive. Sec. 1. The executive department of this Commonwealth shall consist of a * * * and a superintendent of public instruction.1 Sec. 20. The superintendent of public instruction shall exercise all the powers and perform all the duties of the superintendent of common schools, subject to such changes as shall be made by law. Article X. — Education. ^ w Sec. 1. The general assembly shall provide for the maintenance and support of a thorough and efficient system of public schools, wherein all the children of this Commonwealth above the age of six years may be educated, and shall appropriate at least one million dollars each year for that purpose. Sec. 2. No money raised for the support of the public schools of the Common¬ wealth shall be appropriated to or used for the support of any sectarian school. Sec. 3. Women twenty-one years of age and upwards shall be eligible to any office of control or management under the school-laws of this State. ’By section 8 of this article the office of superintendent of public instruction is required to be filled, for terms of four years, upon nomination of the governor and with the advice and consent of two-thirds of all the members of the senate. Vacancies in this office are to be filled by the gov¬ ernor during the recess of the senate, but during their next session be must nominate a candidate for their confirmation or rejection. Executive sessions are held with open doors. — EL AMERICAN EDUCATIONAL HISTORY. 1373 Constitution of Arkansas, 1874. Art. V, Sec. 31. No State tax shall be allowed, or appropriation of money made, except to raise means for the payment of the just debts of the State, for defraying the necessary expenses of government, to sustain common schools, to repel invasion and suppress insurrection, except by a majority of two-thirds of both houses of the General Assembly. Art. VI, Sec. 21. The Secretary of State shall keep a full and accurate record of all the official acts and proceedings of the Governor ; and, when required, lay the same with all papers,* minutes and vouchers relating thereto, before either branch of the General Assembly. He shall also discharge the duties of Superintendent of Public Instruction, until otherwise provided by law. Art. XIV, Sec. 1. Intelligence and virtue being the safeguards of liberty, and the bulwark of a free and good government, the State shall ever maintain a general, suitable and efficient system of free schools, whereby all persons in the State, between the ages of six and twenty-one years, may receive gratuitous instruction. Sec. 2. No money or property belonging to the public school fund, or to this State, for the benefit of schools or universities, shall ever be used for any other than for the respective purposes to which it belongs. Sec. 3. The General Assembly shall provide, by general laws, for the support of Common Schools by taxes, which shall never exceed in any one year two mills on the dollar on the taxable property of the State; and by an annual per capita tax of one dollar, to be assessed on every male inhabitant of this State over the age of twenty- one years : Provided, The General Assembly may, by general law, authorize school districts to levy, by a vote of the qualified electors of such district, a tax not to exceed five mills on the dollar in any one year for school purposes: Provided far¬ ther, That no such tax shall be appropriated to any other purpose, nor to any other district than that for which it was levied. Sec. 4. The supervision of public schools, and the execution of the laws regulat¬ ing the same, shall be vested in and confided to such officers as may be provided by the General Assembly. Art. XVI, Sec. 5. All property subject to taxation shall be taxed according to its value, that value to be ascertained in such mapner as the General Assembly shall direct, making the same equal and uniform throughout the State * * * : Pro¬ vided further, That the following property shall be exempt from taxation: Public property used exclusively for public purposes; churches, used as such; cemeteries, used exclusively as such; school buildings and apparatus; libraries and grounds used exclusively for school purposes ; and buildings and grounds and materials used exclusively for public charity. Constitution of Alabama, 1875. Art. V. {Executive Department.) 1. The Executive Department shall consist of a Governor, Secretary of State, State Treasurer, State Auditor, Attorney-General, and Superintendent of Education, and a Sheriff for each county. Art, XI. {Taxation.) 8. At the first session of the General Assembly after the ratification of this Constitution, the salaries of the following officers shall be reduced at least twenty-five percentum, viz: Governor, Secretary of State, State Auditor, State Treasurer, Attorney-General, Superintendent of Education, Judges of the Supreme and Circuit Courts, and Chancellors; and after said reduction the General Assembly shall not have the power to increase the same except by a vote of a majority of all the members elected to each House, taken by yeas and nays, and entered on the journals; Provided, this section shall not apply to any of said officers now in office. Art. XIII. {Education.) 1. The General Assembly shall establish, organize and maintain a system of public schools throughout the State for the equal benefit of 1374 EDUCATION REPORT, 1892-93. the children thereof, between the ages of seven and twenty-one years; hut separate schools shall he provided for the children of citizens of African descent. 2. The principal of all funds arising from, the sale or other disposition of lands or other property, which has been or may hereafter, he granted or entrusted to this State, or given by the United States for educational purposes, shall be preserved inviolate and undiminished; and the income arising therefrom shall be faithfully applied to the specific objects of the original grants or appropriations. 3. All lands or other property given by individuals, or appropriated by the State for educational purposes, and all estates of deceased persons, who die without leav¬ ing a will or heir, shall be faithfully applied to the maintenance of the public schools. 4. The General Assembly shall also provide for the levying and collection of an annual poll tax, not to exceed one dollar and fifty cents on each poll, which shall he applied to the support of the public schools in the counties in which it is levied and collected. 5. The income arising from the sixteenth section trust fund, the surplus revenue fund, until it is called for by the United States government, and the funds enumer¬ ated in sections three and four of this article, with such other moneys, to be not lass than one hundred thousand dollars per annum, as the General Assembly shall provide by taxation or otherwise, shall be applied to the support and maintenance of the public schools, and it shall be the duty of the General Assembly to increase, from time to time, the public school fund, as the condition of the Treasury and the resources of the State will admit. 6. Not more than four per cent, of all moneys raised, or which may hereafter be appropriated for the support of public schools, shall be used or expended otherwise than for the payment of teachers, employed in such schools; Provided , that the General Assembly may, by a vote of two-tliirds of each House, suspend the opera¬ tion of this section. 7. The supervision of the public schools shall be vested in a Superintendent of Education, whose powers, duties, term of office and compensation shall be fixed by law. The Superintendent of Education shall be elected by the qualified voters of the State in such manner and at such time as shall be provided by law. 8. No money raised for the support of the public schools of the State, shall be appropriated to or used for the support of any sectarian or denominational school. 9. The State University and the Agricultural and Mechanical College shall each be under the management and control of a Board of Trustees. The Board of the University shall consist of two members from the congressional district in which the University is located, and one from each of the other congressional districts in the State. The Board for the Agricultural and Mechanical College shall consist of two members from the congressional district in which the College is located, and one from each of the other congressional districts in the State. Said Trustees shall be appointed by the Governor, by and with the advice and consent of the Senate, and shall hold office for a term of six years, and until their successors shall bo appointed and qualified. After the first appointment each Board shall be divided into three classes, as nearly equal as may be. The seats of the first class shall be vacated at the expiration of two years, and those of the second class in four years, and those of the third class at the end of six years from the date of appointment, so that one-third may be chosen biennially. No Trustee shall receive any pay or emolument other than his actual expenses incurred in the discharge of his duties as. such. The Governor shall be ex-officio President and the Superintendent of Education ex-officio a member of each of said Boards of Trustees. 10. The General Assembly shall have no power to change the location of the State University or the Agricultural and Mechanical College as now established by law, except upon a vote of two-thirds of the General Assembly, taken by yeas and nays and entered upon the journals. AMERICAN EDUCATIONAL HISTORY. 1375 11. The provisions of this article and of any act of the General Assembly passed in pursuance thereof to establish, organize and maintain a system of public schools throughout the State, shall apply to Mobile county only so far as to authorize and require the authorities designated by law to draw the portion of the funds to which said county shall be entitled for school purposes, and to make reports to the Super¬ intendent of Education as may be prescribed by law. And all special incomes and powers of taxation, as now authorized by law for the benefit of public schools in said county, shall remain undisturbed until otherwise provided by the General Assembly; Provided, That separate schools for each race shall always be maintained by said school authorities. Constitution of Nebraska, October 12, 1875. Article VIII. — Education. Sec. 1. The governor, secretary of state, treasurer, attorney-general, and commis¬ sioner of public lands and buildings, shall, under the direction of the legislature, constitute a board of commissioners for the sale, leasing, and general management of all lands and funds set apart fcf educational purposes, and for the investment of school funds in such manner as may be prescribed by law. Sec. 2. All lands, money, or other property granted or bequeathed or in any manner conveyed to this State for educational purposes, shall be used and expended in accordance with the terms of such grant, bequest, or conveyance. Sec. 3. The following are hereby declared to be perpetual funds for common-school purposes, of which the annual interest or income only can be appropriated, to wit: First. Such per centum as has been or may hereafter be granted by Congress on the sale of lands in this State. Second. All moneys arising from the sale or leasing of sections number sixteen and thirty-six in each township in this State, and the lands selected or that may be selected in lieu thereof. Third. The proceeds of all Tands that have been or may hereafter be granted to this State, where, by the terms and conditions of such grant, the same are not to be other¬ wise appropriated. Fourth. The net proceeds of lands and other property and effects that may come to the State, by escheat or forfeiture, or from unclaimed dividends, or distributive shares of the estates of deceased persons. Fifth. All moneys, stocks, bonds, lands, and other property now belonging to the common-school fund. Sec. 4. All other grants, gifts, and devises that have been or may hereafter be made to this State, and not otherwise appropriated by the terms of the grant, gift, or devise; the interest arising from all the funds mentioned in the preceding section, together with all the rents of the unsold school-lands, and such other means as the legislature may provide, shall be exclusively applied to the support and maintenance of common schools in each school-district in the State. Sec. 5. All fines, penalties, license-moneys arising under the general laws of the State shall belong and be paid over to the counties respectively where the same may be levied or imposed; and all fines, penalties, and license-moneys arising under the rules, by-laws, or ordinances of cities, villages, towns, precincts, or other municipal subdivisions less than a county shall belong and be paid over to the same respec¬ tively. All such fines, penalties, license-moneys shall be appropriated exclusively to the use and support of common schools in the respective subdivisions where the same may accrue. Sec. 6. The legislature shall provide for the free instruction in the common schools of this State of all persons between the ages of five and twenty-one years. Sec. 7. Provisions shall be made by general law for an equitable distribution of the income of the fund set apart for the support of the common schools, among the 1376 EDUCATION REPOET, 1892-93. several school-districts of the State; and no appropriation shall he made from said fund to any district for the year in which school is not maintained at least three months. Sec. 8. University, agricultural-college, common-school, or other lands which are now held, or may hereafter be acquired by the State for educational purposes, shall not be sold for less than seven dollars per acre, nor less than the appraised value. Sec. 9. All funds belonging to the State for educational purposes the interest and income whereof only are to be used, shall be deemed trust-funds held by the State, and the State shall supply ail losses thereof that may in any manner accrue, so that the same shall remain forever inviolate and undiminished; and shall not be invested or loaned except on United States or State securities, or registered county bonds of this State; and such funds, with the interest and income thereof, are hereby solemnly pledged for the purposes for which they are granted and set apart, and shall not be transferred to any other fund for other uses. Sec. 10. The general government of the University of Nebraska shall, under the direction of the legislature, be vested in a board of six regents, to be styled the board of regents of the University of Nebraska, who shall be elected by the electors of the State at large, and their term of office, except those chosen at the first elec¬ tion, as hereinafter provided, shall be six years. Their duties and powers shall be prescribed by law; and they shall receive no compensation but may be re-imbursed their actual expenses incurred in the discharge of their duties. Sec. 11. No sectarian instruction shall be allowed in any school or institution sup¬ ported in whole or in part by the public funds set apart for educational purposes; nor shall the State accept any grant, conveyance, or bequest of money, lands, or other property, to be used for sectarian purposes. Sec. 12. The legislature may provide by law for the establishment of a school or schools for the safe-keeping, education, employment, and reformation of all children under the age of sixteen years, who, for want of proper parental care, or other cause, are growing up in mendicancy or crime. Constitution of Missouri, October 30, 1875. Article IV. — Legislative Department. Sec. 43. All revenue collected and moneys receive*! by the State from any source whatsoever, shall go into the Treasury, and the General Assembly shall have no power to divert the same, or to permit money to be drawn from the Treasury, except in pur¬ suance of regular appropriations made by law. All appropriations of money by the successive General Assemblies shall be made in the following order : First. For the payment of all interest upon the bonded debt of the State that may become due during the term for which each General Assembly is elected. Second. For the benefit of the sinking fund, which shall not be less annually thaD two hundred and fifty thousand dollars. Third. For free public school purposes. Article V. — Executive Department. Sec. 1. The Executive department shall consist of a Governor, Lieutenant Gov¬ ernor, Secretary of State, State Auditor, State Treasurer, Attorney General and Superintendent of Public Schools, all of whom, except the Lieutenant Governor, shall reside at the Seat of Government during their term of Office, and keep the pub¬ lic records, books and papers there, and shall perform such duties as may be pre¬ scribed by law. Sec. 2. The term of office of the Governor, Lieutenant Governor, Secretary of State, State Auditor, State Treasurer, Attorney General and Superintendent of Public Schools, shall be four years from the second Monday of January next after their elec¬ tion, and until their successors are elected and qualified; and the Governor and State AMERICAN EDUCATIONAL HISTORY. 1377 Treasurer shall be ineligible to reelection as their own successors. At the general election to be held in the year one thousand eight hundred and seventy-six, and every four years thereafter all of such officers, except the Superintendent of Public Schools, shall be elected; and the Superintendent of Public Schools shall be elected at the general election in the year one thousand eight hundred and seventy-eight, and every four years thereafter. Sec. 19. No person shall be eligible to the office of Secretary of State, State Auditor, State Treasurer, Attorney General, or Superintendent of Public Schools, unless he be a male citizen of the United States and at least twenty-five years old, and shall have resided in this State at least five years next before his election. Sec. 25. Contested elections of Governor and Lieutenant Governor shall be decided by a joint vote of both Houses of the General Assembly, in such manner as may be provided bylaw; and contested elections of Secretary of State, State Auditor, State Treasurer, Attorney General and Superintendent of Public Schools shall be decided before such tribunal and in such manner as may be provided by law. Article X. — Revenue and taxation. Sec. 6. The property, real and personal, of the State, counties and other munic¬ ipal corporations, and cemeteries, shall be exempt from taxation. Lots in incorpo¬ rated cities or towns, or within one mile of the limits of any such city or town, to the extent of one acre, and lots one mile or more distant from such cities or towns, to the extent of five acres, with the buildings thereon, may be exempted from taxa¬ tion when the same are used exclusively for religious worship, for schools, or for purposes purely charitable; also, such property, real or personal, as may be used exclusively for Agricultural or Horticultural Societies : Provided, That such exemp¬ tions shall be only by general law. Sec. 11. Taxes for county, city, town and school purposes, may be levied on all subjects and objects of taxation; but the valuation of property therefor shall not exceed the valuation of the same property in such town, city or school district for State and county purposes. * * * For school purposes in districts, the annual rate on property shall not exceed forty cents on the hundred dollars valuation: Provided, The aforesaid annual rates for school purposes may be increased in dis¬ tricts formed of cities and towns, to an amount not to exceed one dollar on the hun¬ dred dollars valuation ; and in other districts to an amount not to exceed sixty-five cents on the hundred dollars valuation, on the condition that a majority of the voters who are tax payers, voting at an election held to decide the question, vote for said increase. For the purpose of erecting public buildings in counties, cities or school districts, the rates of taxation herein limited may be increased when the rate of such increase and the purpose for which it is intended shall have been submitted to a vote of the people, and two-thirds of the qualified voters of such county, city, or school district, voting at such election shall vote therefor. * * * Sec. 12. No county, city, town, township, school district or other x>olitical corpo¬ ration or subdivision of the State, shall be allowed to become indebted in any man¬ ner or for any purpose to an amount exceeding in any year the income and revenue provided for such year, without the assent of two-thirds of the voters thereof vot¬ ing at an election to be held for that purpose; * * * And provided further , That any county, city, town, township, school district, or other political corporation, or subdivision of the State, incurring any indebtedness, requiring the assent of the voters as aforesaid, shall, before or at the time of doing so, provide for the collection of an annual tax sufficient to pay the interest on such indebtedness as it falls due, and also to constitute a sinking fund for payment of the principal thereof, within twenty years from the time of contracting the same. Sec. 21. No corporation, company or association, other than those formed for benevolent, religious, scientific or educational purposes, shall be created or organ- ED 93 - 87 1378 EDUCATION REPORT, 1892-93. ized under the laws of this State, unless the persons named as corporators shall, at or before the filing of the articles of association or corporation, pay into the State Treasury fifty dollars, * * * Article XI. — Education. Sec. 1. A general diffusion of knowledge and intelligence being essential to the preservation of the rights and liberties of the people, the General Assembly shall establish and maintain free public schools for the gratuitous instruction of all per¬ sons in this State between the ages of six and twenty years. Sec. 2. The income of all the funds provided by the State for the support of free public schools, shall be paid annually to the several county treasurers, to be dis¬ bursed according to law; but no school district, in which a free public school has not been maintained at least three months during the year for which the distribution is made, shall be entitled to receive any portion of such funds. Sec. 3. Separate free public schools shall be established for the education of chil¬ dren of African descent. Sec. 4. The supervision of instruction in the public schools shall be vested in a “Board of Education,” whose powers and duties shall be prescribed by law. The Superintendent of Public Schools shall be President of the Board. The Governor, Secretary of State and Attorney General shall be ex officio members, and with the Superintendent, compose said Board of Education. Sec. 5. The General Assembly shall, whenever the Public School Fund will per¬ mit, and the actual necessity of the same may require, aid and maintain the State University now established with its present departments. The government of the State University shall be vested in a Board of Curators, to consist of nine members, to be apjiointed by the Governor, by and with the advice and consent of the Senate. Sec. 6. The proceeds of all lands that have been, or hereafter may be granted by the United States to this State, and not otherwise appropriated by this State or the United States ; also, all moneys, stocks, bonds, lands and other property now belong¬ ing to any State fund for purposes of education ; also, the net proceeds of all sales of lands and other property and effects that may accrue to the State by escheat, from unclaimed dividends and distributive shares of the estates of deceased persons; also, any proceeds of the sales of the public lands which may have been or hereafter may be paid over to this State, (if congress will consent to such appropriation) ; also, all other grants, gifts or devises that have been, or hereafter may be made to this State, and not otherwise appropriated by the State or the terms of the grant, gift or devise, shall be paid into the State Treasury, and securely invested and sacredly preserved as a Public School Fund; the annual income of which fund, together with so much of the ordinary revenue of the State as may be by law set apart for that purpose, shall bo faithfully appropriated for establishing and maintaining the free public schools and the State University in this article provided for, and for no other uses or purposes whatsoever. Sec. 7. In case the Public School Fund now provided and set apart by law, for the support of free public schools, shall be insufficient to sustain a free school at least four months in every year in each school district in the State, the General Assembly may provide for such deficiency in accordance with section eleven of the Article on Revenue and Taxation; but in no case shall there be set apart less than twenty-five per cent, of the State revenue, exclusive of the Interest and Sinking Fund, to be applied annually to the support of the public schools. Sec. 8. All moneys, stocks, bonds, lands and other property belonging to a county school fund; also, the net proceeds from the sale of estrays; also, the clear proceeds of all penalties and forfeitures, and all fines collected in the several counties for any breach of the penal or military laws of the State, and all moneys which shall be paid by persons as an equivalent for exemption from military duty, shall belong to and be securely invested, and sacredly preserved in the several counties, as a county AMERICAN EDUCATIONAL HISTORY. 1379 public school fund; the income of which, fund shall be faithfully appropriated for establishing and maintaining free public schools in the several counties of this State. Sec. 9. No part of the Public School Fund of the State shall ever be invested in the stock or bonds, or other obligations of any other State, or of any county, city, town or corporation; and the proceeds of the sales of any lands or other property which now belong, or may hereafter belong to said school fund, shall be invested in the bonds of the State of Missouri, or of the United States. Sec. 10. All county school funds shall be loaned only upon unincumbered real estate security, of double the value of the loan, with personal security in addition thereto. Sec. 11. Neither the General Assembly, nor any county, city, town, township, school district or other municipal corporation, shall ever make an appropriation, or pay from any public fund whatever, anything in aid of any religious creed, church or sectarian purpose ; or to help to support or sustain any private or public school, academy, seminary, college, university or other institution of learning, controlled by any religious creed, church or sectarian denomination whatever; nor shall any grant or douation of personal property or real estate ever be made by the State, or any county, city, town or other municipal corporation, for any religious creed, church or sectarian purpose whatever. Constitution of Texas, adopted February, 1876. Article III. — Legal Department. Sec. 48. The Legislature shall not have the right £o levy taxes or impose burdens upon the people, except to raise revenue sufficient for the economical administration of the government, in which may be included the following purposes: * * * The support of public schools, in which shall be included colleges and universities established by the State ; and the maintenance and support of the Agricultural and Mechanical College of Texas. Sec. 56. The Legislature shall not, except as otherwise provided in this Constitu¬ tion, pass any local or special law, authorizing : * * * Regulating the affairs of counties, cities, towns, wards or school districts. * * * Regulating the management of public schools, the building or repairing of school houses, and the raising of money for such purposes. * * * Article YII. — Education — The Public Free Schools. Sec. 1. The general diffusion of knowledge being essential to the preservation of the liberties and rights of the people, it shall be the duty of the Legislature of the State to establish and make suitable provision for the support and maintenance of an efficient system of public free schools. Sec. 2. All funds, lands and other property heretofore set apart and appropriated for the support of public schools; all the alternate sections of land reserved by the State out of grants heretofore made or that may hereafter be made to railroads, or other corporations, of any nature whatsoever; one-half of the public domain of the State; and all sums of money that may come to the State from the sale of any por¬ tion of the same, shall constitute a perpetual public school fund. Sec. 3. There shall be set apart annually not more than one-fourth of the general revenue of the State, and a poll tax of one dollar on all male inhabitants in this State between the ages of twenty-one and sixty years, for the benefit of the public free schools. Sec. 4. The lands herein set apart to the public.free school fund shall be sold under such regulations, at such times and on such terms as may be prescribed by law; and the Legislature shall not have power to grant any relief to the purchasers thereof. 1380 EDUCATION REPORT, 1892-93. The controller shall invest the proceeds of such sales, and of those heretofore made, as may he directed by the Board of Education herein provided for, in the bonds of this State, if the same can be obtained, otherwise in United States bonds; and the United States bonds now belonging to said fund shall likewise be invested in State bonds, if the same can be obtained on terms advantageous to the school fund. Sec. 5. The principal of all bonds and. other funds, and the principal arising from the sale of the lands hereinbefore set apart to said school fund, shall be the perma¬ nent school fund; and all the interest derivable therefrom and the taxes herein authorized and levied shall be the available school fund, which shall be applied annually to the support of the public free schools. And no law shall ever be enacted appropriating any part ot the permanent or available school fund to any other pur¬ pose whatever, nor shall the same or any part thereof ever be appropriated to or used for the support of any sectarian school; and the available school fund herein provided shall be distributed to the several counties according to their scholastic population and applied in manner as may be provided by law. Sec. 6. All lands heretofore or hereafter granted to the several counties of this State for education, or schools, are of right the proporty of said counties respectively to which they are granted, and title thereto is vested in said counties, and no adverse possession or limitation shall ever be available against the title of any county. Each county may sell or dispose of its lands in whole or in part, in man¬ ner to be provided by the Commissioners’ Court of the county. Actual settlers residing on said lands shall be protected in the prior right of purchasing the same to the extent of their settlement, not to exceed one hundred and sixty acres, at the price fixed by said court, which price shall not include the value of existing improvements made thereon by such settlers. Said lands and the proceeds thereof, when sold, shall be held by said counties alone as a trust for the benefit of public schools therein; said proceeds to be invested in bonds of the State of Texas, or of the United States, and only the interest thereon to be used and expended annually. Sec. 7. Separate schools shall be provided for the white and colored children, and impartial provision shall be made for both. Sec. 8. The Governor, comptroller and secretary of state shall constitute a Board of Education, who shall distribute said funds to the several counties and perform such other duties concerning public schools as may be prescribed by law. * * * * * * * Sec. 10. The Legislature shall, as soon as practicable, establish, organize and provide for the maintenance, support and direction of a university of the first class, to be located by a vote of the people of this State, and styled “ The University of Texas,” for the promotion of literature, and the arts and sciences, including an agricultural and mechanical department. Sec. 11. In order to enable the Legislature to perform the duties set forth in the foregoing section, it is hereby declared that all lands and other property heretofore set apart and appropriated for the establishment and maintenance of “ The Uni¬ versity of Texas,” together with all the proceeds of sales of the same, heretofore made or hereafter to be made, and all grants, donations and appropriations that may hereafter be made by the State of Texas, or from any other source, shall con¬ stitute and become a permanent university fund. And the same as realized and received into the treasury of the State (together with such sums, belonging to the fund, as may now be in the treasury), shall be invested in bonds of the State of Texas, if the same can be obtained; if not, then in United States bonds, and the interest accruing thereon shall be subject to appropriation by the Legislature to accomplish the purpose declared in the foregoing section; provided, that one-tenth of the alternate sections of the lands granted to railroads, reserved by the State, which are set apart and appropriated to the establishment of “ The University of Texas,” by an act. of the Legislature of February 11, 1858, entitled “An Act to estab¬ lish 1 The University of Texas,’ ” shall not be included in or constitute a part of the permanent university fund. AMERICAN EDUCATIONAL HISTORY. 1381 Sec. 12. The land herein set apart to the University fund shall he sold under such regulations, at such times, and on such terms, as may he provided hy law; and the Legislature shall provide for the prompt collection, at maturity, of all debts due on account of University lands, heretofore sold, or that may hereafter he sold, and shall in neither event have the power to grant relief to the purchasers. Sec. 13. The Agricultural and Mechanical College of Texas, established hy an act of the Legislature, passed April 17, 1871, located in the county of Brazos, is hereby made, and constituted a branch of the University of Texas, for instruction in agri¬ culture, the mechanic arts and the natural sciences connected therewith. And the Legislature shall, at its next session, make an appropriation, not to exceed forty thousand dollars, for the construction and completion of the buildings and improve¬ ments, and for providing the furniture necessary to put said college in immediate and successful operation. Sec. 14. The Legislature shall also when deemed practicable, establish and provide for the maintenance of a College or Branch University for the instruction of colored youths of the State, to be located by a vote of the people; provided, that no tax shall be levied, and no money appropriated out of the general revenue, either for this purpose or for the establishment and erection of the buildings of the University of Texas. Sec. 15. In addition to the lands heretofore granted to the University of Texas, there is hereby set apart, and appropriated, for the endowment, maintenance and support of said University and its branches, one million acres of the unappropriated public domain of the State, to be designated and surveyed as may be provided by law; and said lands shall be sold under the same regulations, and the proceeds invested in the same manner as is provided for the sale and investment of the per¬ manent University fund; and the Legislature shall not have power to grant any relief to the purchasers of said lands. Art. YIH, Sec. 2. All occupation taxes shall be equal and uniform upon the same class of subjects within the limits of the authority levying the tax; but the Legis¬ lature may, by general law, exempt from taxation public property used for public purposes; actual places of religious worship ; places of burial not held for private or corporate profit,' all buildings used exclusively and owned by persons or associa¬ tions of persons for school purposes, (and the necessary furniture of all schools,) and institutions of purely public charity; and all laws exempting property from taxation other than the property above mentioned, shall be void. Constitution of Texas as amended September 25, 1883. Art. YII, Sec. 2. All funds, lands and other property heretofore set apart and appropriated for the support of public schools ; all the alternate sections of land reserved by the state out of grants heretofore made or that may hereafter be made to Tailroads, or other corporations, of any nature whatever ; one-half of the public domain of this state; and all sums of money that may come to the state from the sale of any portion of the same, shall constitute a j>erpetual public school fund. 3. One-fourth of the revenue derived from the state occupation taxes, and a poll tax of one dollar on every male inhabitant of this state between the ages of twenty- one and sixty years, shall be set apart annually for the benefit of public free schools, and, in addition thereto, there shall be levied and collected an annual ad valorem state tax of such an amount, not to exceed twenty cents on the one hundred dollars valuation, as, with the available school fund arising from all other sources, will be sufficient to maintain and support the public free schools of this state for a period of not less than six months in each year; and the legislature may also provide for the formation of school districts within all or any of the counties of this state by general or special law, without the local notice required in other cases of special legislation, and may authorize an additional annual ad valorem tax to be levied and collected within such school districts for the further maintenance of public free 1382 EDUCATION REPORT, 1892-93. schools and the erection of school buildings therein: Provided, That two-thirds of the qualified property tax paying voters of the district, voting at an election to he held for that purpose, shall vote such tax, not to exceed in any one year twenty cents on the hundred dollars valuation of the property subject to taxation in such district, but the limitation upon the amount of district tax herein authorized shall not apply to incorporated cities or towns constituting separate and independent school districts. 4. The lands herein set apart to the public free school fund shall be sold under such regulations, at such times, and on such terms as may be prescribed bylaw; and the legislature shall not have power to grant any relief to purchasers thereof. The comptroller shall invest the proceeds of such sales, and of those heretofore made, as may be directed by the board of education herein provided for, in the bonds of the United States, the state of Texas, or counties in said state, or in such other securities, and under such restrictions as may be prescribed by law; and the state shall be responsible for all investments. 6. All lands heretofore or hereafter granted to the several counties of this state for educational purposes, are of right the property of said counties respectively to which they were granted, and title thereto is vested in said counties, and no adverse possession or limitation shall ever bo available against the title of any county. Each county may sell or dispose of its lands in whole or in part, in manner to be provided by the commissioners’ court of the county. Actual settlers residing on said lands shall be protected in the prior right of purchasing the same to the extent of their settlement, not to exceed one hundred and sixty acres, at the price fixed by said court, which price shall not include the value of existing improvements made thereon by such settlers. Said lands, and the proceeds thereof, when sold, shall be held by said counties alone as a trust for the benefit of public schools therein; said proceeds to be invested in bonds of the United States, the state of Texas, or counties in said state, or in such other securities, and under such restrictions as may be prescribed by law; and the counties shall be responsible for all investments; the interest thereon and other revenue, except the principal, shall be the available fund. * * * Constitution of Texas as amended September 22, 1891. Art. VII, Sec. 5. The principal of all bonds and other funds, and the principal arising from the sale of the lands hereinbefore set apart to said school fund, .shall be the permanent school fund; aud all the interest derivable therefrom and the taxes herein authorized and levied shall be the available school fund, to which the legisla¬ ture may add not exceeding one per cent annually of the total value of the permanent school fund ; such value to be ascertained by the board of education until otherwise provided by law; and the available school fund shall be applied annually to the support of the public free schools, and no law shall ever be enacted appropriating any part of the permanent or available school fund to any other purpose whatever, nor shall the same or any part thereof ever be appropriated to or used for the sup¬ port of any sectarian schools; and the available school fund herein provided shall be distributed to the several counties, according to their scholastic population, and applied in manner as may be provided by law. Constitution of Colorado, August 1, 1876. Article VIII. — State Institutions. Sec. 1. Educational, reformatory, and penal institutions, and those for the benefit of the insane, blind, deaf and mute, and such other institution as the public good may require, shall be established and supported by the State, in such manner as may be jireseribed by law. * * * Sec. 5. The following territorial institutions, to wit, The University at Boulder, the Agricultural College at Fort Collins, the School of Mines at Golden, the Institu- AMERICAN EDUCATIONAL HISTORY. 1383 tion for tlio Education of Mutes at Colorado Springs, shall, upon the adoption of this constitution, become institutions of the State of Colorado, and the management thereof subject to the control of the State, under such laws and regulations as the general assembly shall provide; and the location of said institutions, as well as all gifts, grants, and appropriations of money and property, real and personal, hereto¬ fore made to said several institutions, are hereby confirmed to the use and benefit of the same respectively: Provided, This section shall not apply to any institution, the property, real or personal, of which is now vested in the trustees thereof, until such property be transferred by proper conveyance, together with the control thereof, to the officers provided for the management of said institution by this constitution or by law. Article IX. — Education. Sec. 1. The general supervision of the public schools of the State shall be vested in a board of education, whose powers and duties shall be prescribed by law ; the superintendent of public instruction, the secretary of state, and attorney-general shall constitute the board, of which the superintendent of public instruction shall be the president. Sec. 2. The general assembly shall, as soon as practicable, provide for the estab¬ lishment and maintenance of a thorough and uniform system of free public schools throughout the State wherein all residents of the State between the ages of six and twenty-one years may be educated gratuitously. One or more public schools shall be maintained in each school-district within the State at least three months in each year; any school-district failing to have such school shall not be entitled to receive any portion of the school- fund for that year. Sec. 3. The public school-fund of the State shall forever remain inviolate and intact; the interest thereon only shall be expended in the maintenance of the schools of the State, and shall be distributed among the several counties and school- districts of the State in such manner as may be prescribed by law. No part of this fund, principal or interest, shall ever be transferred to any other fund, or used or appropriated except as herein provided. The State treasurer shall be the custodian of this fund, and the same shall be securely and profitably invested as maybe bylaw directed. The State shall supply all losses thereof that may ip any manner occur. Sec. 4. Each county treasurer shall collect all school-funds belonging to his county, and the several school-districts therein, and disburse the same to the proper districts upon warrants drawn by the county superintendent, or by the proper district authori¬ ties as may be provided by law. Sec. 5. The public school-fund of the State shall consist of the proceeds of such lands as have heretofore been, or may hereafter be, granted to the State by the Gen¬ eral Government for educational purposes; all estates that may escheat to the State; also all other grants, gifts or devises that may be made to this State for educational purposes. Sec. 6. There shall be a county superintendent of schools in each county whose term of office shall be two years, and whose duties, qualifications, and compensation shall be prescribed by law. He shall be ex officio commissioner of lands within his county, and shall discharge the duties of said office under the direction of the State board of land commissioners, as directed by law. Sec. 7. Neither the general assembly, nor any county, city, town, township, school-district, or other public corporation shall ever make any appropriation, or pay from any public fund or moneys whatever, anything in aid of any church or sectarian society, or for any sectarian purpose, or to help support or sustain any school, acad¬ emy, seminary, college, university, or other literary or scientific institution con¬ trolled by any church or sectarian denomination whatsoever; nor shall any grant or donation of land, money or other personal property ever be made by the State, or any such public corporation, to any church or for any sectarian purpose. 1384 EDUCATION REPORT, 1892-93. Sec. 8. No religious test or qualification shall ever be required of any person, as a condition of admission into any public educational institution of the State, either as teacher or student; and no teacher or student of any such institution shall ever be required to attend or participate in any religious service whatever. No sectarian tenets or doctrines shall ever be taught in the public schools, nor shall any distinc¬ tion or classification of pupils be made on account of race or color. Sec. 9. The governor, superintendent of public instruction, secretary of State, and attorney -general shall constitute the State board of land commissioners, who shall have the direction, control, and disposition of the public lands of the State, under such regulations as may be prescribed by law. Sec. 10. It shall be the duty of the State board of land commissioners to provide for the location, protection, sale, or other disposition of all the lands heretofore, or which may hereafter be, granted to the State by the General Government, under such regulations as may be prescribed by law, and in such manner as will secure the maximum possible amount therefor. No law shall ever be passed by the general assembly granting any privileges to persons who may have settled upon any such public lands subsequent to the survey thereof by the General Government^ by which the amount to be derived by the sale or other disposition of such lands, shall be diminished directly or indirectly. The general assembly shall, at the earliest prac¬ ticable period, provide by law that the several grants of land made by Congress to the State shall be judiciously located and carefully preserved and held in trust sub¬ ject to disposal for the use and benefit of the respective objects for which said grants of land were made, and the general assembly shall provide for the sale of said lands from time to time, and for the faithful application of the proceeds thereof in accordance with the terms of said grants. Sec. 11. The general assembly may require, by law, that every child of suffi¬ cient mental and physical ability, shall attend the public school during the period between the ages of six and eighteen years, for a time equivalent to three years, unless educated by other means. Sec. 12. There shall be elected by the qualified electors of the State, at the first general election under this constitution, six regents of the university, who shall, immediately after their election, be so classified, by lot, that two shall hold their office for the term of two years, two for four years, and two for six years ; and every two years after the first election there shall be elected two regents of the university, whose term of office shall be six years. The regents thus elected, and their suc¬ cessors, shall constitute a body-corporate, to be known by the name and style of “The Eegents of the University of Colorado”. Sec. 13. The regents of the university shall, at their first meeting, or as soon there¬ after as practicable, elect a president of the university, who shall hold his office until removed by the board of regents for cause ; he shall be ex officio a member of the board, with the privilege of speaking, but not of voting, except in cases of a tie; he shall preside at the meetings of the board, and be the principal executive officer of the university, and a member of the faculty thereof. Sec. 14. The board of regents shall have the general supervision of the university, and the exclusive control and direction of all the funds of, and appropriations to, the university. Sec. 15. The general assembly shall, by law, provide for organization of school- districts of convenient size, in each of which shall be established a board of educa¬ tion, to consist of three or more directors, to be elected by the qualified electors of the district. Said directors shall have control of instruction in the public schools of their respective districts. Sec. 16. Neither the general assembly nor the State board of education shall have power to prescribe text-books to be used in the public schools. AMERICAN EDUCATIONAL HISTORY. 1385 Constitution of North Carolina, 1876. 1 Article I. — Declaration of Rights. Sec. 27. The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right. Article III. — Executive Department. Sec. 1. The Executive Department shall consist of a Governor, in whom shall be vested the supreme executive power of the State, a Lieutenant Governor, a Secretary of State, an Auditor, a Treasurer, a Superintendent of Public Instruction, and an Attorney General, who shall he elected for a term of four years by the qualified electors of the State, at the same time and places and in the same manner as the members of the General Assembly are elected. Their term of office shall commence on the first day of January next after their election, and continue until their suc¬ cessors are elected and qualified. * * * Sec. 13 The respective duties of the Secretary of State, Auditor, Treasurer, Super¬ intendent of Public Instruction and Attorney General shall be prescribed by law. If the office of any of said officers shall be vacated by death, resignation or otherwise, it shall be the duty of the Governor to appoint another until the disability be removed or his successor elected and qualified. Every such vacancy shall be filled by election at the first general election that occurs more than thirty days after the vacancy has taken place, and the person chosen shall hold the office for the remainder of the unexpired term fixed in the first section of this Article. Sec. 14. The Secretary of State, Auditor, Treasurer and Superintendent of Public Instruction, shall constitute ex officio, the Council of State who shal] advise the Governor in the execution of his office, and three of whom shall constitute a quorum. * * * Article Y. — Revenue and Taxation. Sec. 2. The proceeds of the State and county capitation tax shall be applied to the purposes of education and the support of the poor, bat in no one year shall more than twenty-five per cent, thereof be appropriated to the latter purpose. Article VII — Municipal Corporations. Sec. 5. * * * In every township there shall also be biennially elected a School Committee, consisting of three persons, whose duty shall be prescribed by law. Article IX. — Education. Sec. 1. Religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged. Sec. 2. The General Assembly, at its first session under this Constitution, shall provide by taxation and otherwise, for a general and uniform system of public schools, wherein tuition shall be free of charge to all the children of the State between the ages of six and twenty-one years. And the children of the white race and the children of the colored race shall be taught in separate public schools; but there shall be no discrimination made in favor of, or to the prejudice of, either race. Sec. 3. Each county of the State shall be divided into a convenient number of districts, in which one or more public schools shall be maintained at least four months in every year ; and if the Commissioners of any county shall fail to comply with the aforesaid requirements of this section, they shall be liable to indictment. Sec. 4. The proceeds of all lands that have been or hereafter may be granted by the United States to this State, and not otherwise appropriated by this State or the 1 This constitution was framed in 1875 and went into effect January 1, 1877. 1383 EDUCATION REPORT, 1892-93. United States; also, all moneys, stocks, bonds, and other property, now belonging to any State fund for purposes of education; also the net proceeds of all sales of the swamp lands belonging to the State, and all other grants, gifts or devises, that have been or hereafter may be made to this State, and not otherwise appropriated by the State, or by the term of the grant, gift or devise, shall be paid into the State treas¬ ury; and, together with so much of the ordinary revenue of the State as may be by law set apart for that purpose, shall be faithfully appropriated for establishing and maintaining in this State a system of free public schools, and for no other uses or purposes whatsoever. Sec. 5. All moneys, stocks, bonds, and other property, belonging to a county school fund; also, the net proceeds from the sale of estrays; also, the clear proceeds of all penalties and forfeitures, and of all fines collected in the several counties for any breach of the penal or military laws of the State; and all moneys which shall be paid by persons as an equivalent for exemption from military duty, shall belong to and remain in the several counties, and shall be faithfully appropriated for establish¬ ing and maintaining free public schools in the several counties of this State: Pro¬ vided , That the amount collected in each county shall be annually reported to the Superintendent of Public Instruction. Sec. 6. The General Assembly shall have power to provide for the election of Trustees of the University of North Carolina, in whom, when chosen, shall be vested all the privileges, rights, franchises and endowments thereof, in anywise granted to or conferred upon the Trustees of said University ; and the General Assembly may make such provisions, laws and regulations from time to time, as may be necessary and expedient for the maintenance and management of said University. Sec. 7. The General Assembly shall provide that the benefits of the University, as far as practicable, bo extended to the youth of the State free of expense for tuition ; also, that all the property which has heretofore accrued to the State, or shall here¬ after accrue, from escheats, unclaimed dividends, or distributive shares of the estates of deceased persons, shall be appropriated to the use of the University. Sec. 8. The Governor, Lieutenant Governor, Secretary of State, Treasurer, Auditor, Superintendent of Public Instruction and Attorney General, shall constitute a State Board of Education. Sec. 9. The Governor shall be President, and the Superintendent of Public Instruc¬ tion shall be Secretary of the Board of Education. Sec. 10. The Board of Education shall succeed to all the powers and trusts of the President and Directors of the Literary Fund of North Carolina, and shall have full power to legislate and make all needful rules and regulations in relation to free public schools and the educational fund of the State ; but all acts, rules and regu¬ lations of said Board may be altered, amended or repealed by the General Assembly, and when so altered, amended or repealed, they shall not here-enacted by the Board. Sec. 11. The first session of the Board of Education shall be held at the capital of the State, within fifteen days after the organization of the State government under this Constitution; the time of future meetings may be determined by the Board. Sec. 12. A majority of the Board shall constitute a quorum for the transaction of business. Sec. 13. The contingent expenses of the Board shall be provided by the General Assembly. Sec. 14. As soon as practicable after the adoption of this Constitution, the Gen¬ eral Assembly shall establish and maintain, in connection with the University, a department of Agriculture, of Mechanics, of Mining, and of Normal Instruction. Sec. 15. The General Assembly is hereby empowered to enact that every child, of sufficient mental and physical ability, shall attend the public schools during the period between the ages of six and eighteen years, for a term of not less than six¬ teen months, unless educated by other means. AMERICAN EDUCATIONAL HISTORY. 1387 Constitution of Georgia, 1877. Article YII. — Finance, Taxation, and Public Debt. Sec. 1. Paragraph I. The powers of taxation over the whole State shall he' exer¬ cised by the General Assembly for the following purposes only : * * * For educational purposes, in instructing children in the elementary branches of an English education only. * * * Sec. 2. Paragraph II. The General Assembly may, by law, exempt from taxation all public property, places of religious worship or burial; all institutions of purely public charity; all buildings erected for and used as a college, incorporated academy, or other seminary of learning; thoreal and jiersonal estate of any public library, and that of any other literary association, used by or connected with such library; all books and philosophical apparatus; and all paintings and statuary of any company or association, kept in a public hall, and not held as merchandise, or for purposes of sale or gain: Provided, the property so exempted be not used for purposes of private or corporate profit or income. Paragraph III. No poll tax shall be levied except for educational purposes, and such tax shall not exceed one dollar, annually, upon each poll. Sec. 6. Paragraph II. The General Assembly shall not have power to delegate to any county the right to levy a tax for any purpose, except for educational purposes in instructing children in the elementary branches of an English education only; to build and repair the i>ublie buildings and bridges; to maintain and support jirison- ers; to pay jurors and coroners, and for litigation, quarantine, roads and expenses of courts; to support paupers and pay debts heretofore existing. Article VIII. — Education. Sec. 1. Paragraph I. There shall be a thorough system of common schools for the education of children in the elementary branches of an English education only, as nearly uniform as practicable, the expenses of which shall be provided for by taxa¬ tion, or otherwise. The schools shall be free to all children of the State, but separate schools shall be provided for the white and colored races. Sec. 2. Paragraph I. There shall bo a State School Commissioner, appointed by the Governor, and confirmed by the Senate, whose term of office shall be two years, and until his successor is appointed and qualified. His office shall be at the seat of government, and he shall be paid a salary not to exceed two thousand dollars per annum. The General Assembly may substitute for the State School Commissioner such officer, or officers, as may be deemed necessary to perfect the system of public education. Sec. 3. Paragraph I. The poll tax, any educational fund now belonging to the State (except the endowment of, and debt due to, the University of Georgia), a special tax on shows and exhibitions, and on the sale of spirituous and malt liquors — which the General Assembly is hereby authorized to assess — and the proceeds of any commuta¬ tion tax for military service, and all taxes that may be assessed on such domestic animals as, from their nature and habits, are destructive to other property, are hereby set apart and devoted to the support of common schools. Sec. 4. Paragraph I. Authority may be granted to counties upon the recommenda¬ tion of two grand juries, and to municipal corporations, upon the recommendation of the corporate authority, to establish and maintain public schools in their respec¬ tive limits, by local taxation; but no such local laws shall take effect until the same shall have been submitted to a vote of the qualified voters in each county or munic¬ ipal corporation, and approved by a two-thirds vote of persons qualified to vote at such election ; and the General Assembly may prescribe who shall vote on such ques¬ tions. Sec. 5. Paragraph I. Existing local school systems shall not be affected by this Constitution. Nothing contained in section first of this article shall be construed 1388 EDUCATION REPORT, 1892-93. to deprive schools in this State, not common schools, from participating in the educa¬ tional fund of the State, as to all pupils therein taught in the elementary branches of an English education. Sec. 6. Paragraph I. The trustees of the University of Georgia may accept bequests, donations and grants of land, or other property, for the use of said University. In addition to the payment of the annual interest on the debt due by the State to the University, the General Assembly may, from time to time, make such donations thereto as the condition of the Treasury will authorize. And the General Assembly may also, from time to time, make such appropriations of money as the condition of the Treasury will authorize to any College or University (not exceeding one in num¬ ber) now established, or hereafter to be established, in this State for the education of persons of color. Constitution of California, May 7, 1879. 1 Article IX. — Education. Sec. 1. A general diffusion of knowledge and intelligence being essential to the preservation of the rights and liberties of the people, the Legislature shall encourage by all suitable means the promotion of intellectual, scientific, normal, and agricul¬ tural improvement. Sec. 2. A Superintendent of Public Instruction, shall, at each gubernatorial elec¬ tion after the adoption of this Constitution, be elected by the qualified electors of the State. He shall receive a salary equal to that of the Secretary of State, and shall enter upon the duties of his office on the first Monday after the first day of January next succeeding his election. Sec. 3. A Superintendent of Schools for each county shall be elected by the quali¬ fied electors thereof at each gubernatorial election ; provided, that the Legislature may authorize two or more counties to unite and elect one Superintendent for the counties so uniting. Sec. 4. The proceeds of all lands that have been or may be granted by the United States to this State for the support of common schools, which may be, or may have been, sold or disposed of, and the five hundred thousand acres of land granted to the new States under an Act of Congress distributing the proceeds of the public lands among the several States of the Union, approved, A. D. one thousand eight hundred and forty-one, and all estates of deceased persons who may have died with¬ out leaving a will or heir, and also such percent as may be granted, or may have been granted, by Congress on the sale of lands in this State, shall be and remain a perpetual fund, the interest of which, together with all the rents of the unsold lands and such other means as the Legislature may provide, shall be inviolably appropri¬ ated to the support of common schools throughout the State. Sec. 5. The Legislature shall provide for a system of common schools by which a free school shall be kept up and supported in each district at least six months in every year, after the first year in which a school has been established. Sec'. 6. The public school system shall include primary and grammar schools, and such high schools, evening schools, normal schools, and technical schools as may be established by the Legislature, or by municipal or district authority; but the entire revenue derived from the State School Fund, and the State school tax, shall be applied exclusively to the support of primary and grammar schools. Sec. 7. The Governor, Superintendent of Public Instruction, and the Principals of the State Normal Schools, shall constitute the State Board of Education, and shall compile, or cause to be compiled, and adopt a uniform series of text-books, for use in the common schools throughout the State. The State Board may cause such text-books, when adopted, to be printed and published by the Superintendent of The text here followed is that found in Bryce: The American Commonwealth, vol. 1, Appendix. AMERICAN EDUCATIONAL HISTORY. 1389 State Printing, at the State Printing Office, and when so printed and published to he distributed and sold at the cost price of printing, publishing, and distributing the same. The text-books so adopted shall continue in use not less than four years; and said State Board shall perform such other duties as may be prescribed by law. The Legislature shall provide for a Board of Education in each county in the State. The County Superintendents and the County Boards of Education shall have con¬ trol of the examination of teachers and the granting of teachers’ certificates within their respective jurisdictions. [Amendment adopted November 4, 1884.] Sec. 8. No public money shall ever be appropriated for the support of any sec¬ tarian or denominational school, or any school not under the exclusive control of the officers of the public schools ; nor shall any sectarian or denominational doctrine be taught, or instruction thereon be permitted, directly or indirectly, in any of the common schools of the State. Sec. 9. The University of California shall constitute a public trust, and its organization and government shall be perpetually continued in the form and char¬ acter prescribed by the organic Act creating the same, passed March twenty-third, eighteen hundred and sixty-eight (and several Acts amendatory thereof), subject only to such legislative control as may be necessary to ensure compliance with the terms of its endowment and the proper investment and security of its funds. It shall be entirely independent of all political or sectarian influence, and kept free therefrom in the appointment of its Regents, and in the administration of its affairs ; provided, that all the moneys derived from the sale of the public lands donated to this State by Act of Congress, approved July second, eighteen hundred and sixty- two (and the several Acts amendatory thereof), shall be invested as provided by said Acts of Congress, and the interest of said moneys shall be inviolably appro¬ priated to the endowment, support, and maintenance of at least one college of agriculture, where the leading objects shall be (without excluding other scientific and classical studies, and including military tactics) to teach such branches of learning as are related to scientific and practical agriculture and the mechanic arts, in accordance with the requirements and conditions of said Acts of Congress; and the Legislature shall provide that if, through neglect, misappropriation, or any other contingency, any portion of the funds so set apart shall be diminished or lost, the State shall replace such portion so lost or misappropriated, so that the principal thereof shall remain for ever undiminished. No person shall be debarred admission to any of the collegiate departments of the University on account of sex. Constitution of Louisiana, December, 1879. IMPEACHMENT AND REMOVALS FROM OFFICE. Art. 196. The Governor, Lieutenant Governor, Secretary of State, Auditor, Treas¬ urer, Attorney General, Superintendent of Public Education and the judges of all the courts of record in this State shall be liable to impeachment for high crimes and misdemeanors, for nonfeasance or malfeasance in office, for incompetency, for cor¬ ruption, favoritism, extortion or oppression in office, or for gross misconduct or habitual drunkenness. REVENUE AND TAXATION. Art. 207. The following property shall be exempt from taxation, and no other, viz: All public property, places of religious worship or burial, all charitable insti¬ tutions, all buildings and property used exclusively for colleges or other school purposes, the real and personal estate of any public library and that of any other literary association used by or connected with such library, all books and philo¬ sophical apparatus, and all paintings and statuary of any company or association kept in a public hall ; provided, the property so exempted be not used or leased for purposes of private or corporate profit or income. * * *- 1390 EDUCATION REPORT, 1892-93. Art. 208. The General Assembly shall levy an annual poll tax, for the mainte¬ nance of public schools, upon every male inhabitant in the State over the age of twenty-one years, which shall never be less than one dollar nor exceed one dollar and a half per capita, and the General Assembly shall pass laws to enforce payment of said tax. Art. 209. The State tax on property for all purposes whatever, including expenses of government, schools, levees and interest shall not exceed in any one year six mills on the dollar of its assessed valuation, * * * and no parish or municipal tax for all purposes whatsoever shall exceed ten mills on the dollar of valuation; Provided, that for the purpose of erecting and constructing public buildings, bridges and works of public improvement in parishes and municipalities, the rates of taxation herein limited may be increased when the rate of such increase and the purpose for which it is intended shall have been submitted to a vote of the property taxpayers of such parish or municipality entitled to a vote under the election laws of the State, and a majority of same voting at such election shall have voted therefor. PUBLIC EDUCATION. Art. 224. There shall be free public schools established by the General Assembly throughout the State for the education of all the children of the State between the ages of six and eighteen years; and the General Assembly shall provide for their establishment, maintenance and support by taxation or otherwise. And all moneys so raised, except the poll tax, shall be distributed to each parish in proportion to the number of children between the ages of six and eighteen years. Art. 225. There shall be elected by the qualified electors of the State a Superin¬ tendent of Public Education, who shall hold his office for the term of four years, and until his successor is qualified. His duties shall be prescribed by law, and he shall receive an annual salary of two thousand dollars. The aggregate annual expenses of his office, including his salary, shall not exceed the sum of three thou¬ sand dollars. The General Assembly shall provide for the appointment of parish boards of public education for the different parishes. The parish boards may appoint a parish superintendent of public schools in their respective parishes, who shall be ex-officio secretary of the parish board, and whose salary for his double functions shall not exceed two hundred dollars annually, excex>t that in the parish of Orleans the salary of the parish superintendent shall be fixed by the General. Assembly, to be paid out of the public school fund accruing to each parish respectively. Art. 226. The general exercises in the public schools shall be conducted in the English language and the elementary branches taught therein ; provided, that these elementary branches may be also taught in the French language in those x>arishes in the State or localities in said parishes where the French language predominates if no additional expense is incurred thereby. Art. 227. The funds derived from the collection of the x>oll tax shall be applied exclusively to the maintenance of the public schools as organized under this consti¬ tution, and shall be apxdied exclusively to the support of the public schools in the parish in which the same shall be collected, and shall be accounted for and j)aid by the collecting officers directly to the competent school authorities of each parish. Art. 228. No funds raised for the sux>port of the iiublic schools of the State shall bo axipropriated to or used for the support of any sectarian schools. Art. 229. The school funds of this State shall consist of: 1. The proceeds of taxa¬ tion for school purposes, as provided in this constitution. 2. The interest on the proceeds of all public lands heretofore granted by the United States for the use and support of the x>ublic schools. 3. Of lands and other property which may hereafter be bequeathed, granted or donated to the State, or generally for school purposes. 4. All funds or property, other than unimproved lands, bequeathed or granted to the State, not designated for other purposes. 5. The proceeds of vacant estates falling under the law to the State of Louisiana. AMERICAN EDUCATIONAL HISTORY. 1391 The Legislature may appropriate to the same fund the proceeds, in whole or in part, of public lands not designated for any other purpose, and shall provide that every parish may levy a tax for the public schools therein, which shall not exceed the State tax; provided, that with such tax the whole amount of parish taxes shall not exceed the limits of parish taxation fixed by this constitution. CONCERNING A STATE UNIVERSITY. Art. 230. The University of Louisiana, as at present established and located at New Orleans, is hereby recognized in its three departments, to- wit: the law, the medical and the academical departments, to be governed and controlled by appro¬ priate faculties. The General Assembly shall, from time to time, make such provision for the proper government, maintenance and support of said State University of Louisiana, and all the departments thereof, as the public necessities and well-being of the people of the State of Louisiana may require, not to exceed ten thousand dollars annually. The Louisiana State University and Agricultural ana Mechanical College now established and located in the city of Baton Rouge, is hereby recognized, and all revenues derived and to be derived from the sales of land or land scrip, donated by the United States to the State of Louisiana, for the use of a seminary of learning and mechanical and agricultural college, shall be appropriated exclusively to the maintenance and support of said University and Agricultural and Mechanical College, and the General Assembly shall from time to time make such additional appropriations for the maintenance and support of said Louisiana State University and Agricultural and Mechanical College as the public necessities and the well-being of the people of the State of Louisiana may require, not to exceed ten thousand dollars annually. Art. 231. The General Assembly shall also establish in the city of New Orleans a university for the education of persons of color, provide for its proper government, and shall make an annual appropriation of not less than five thousand dollars nor more than ten thousand dollars for its maintenance and support. Art. 232. Women over twenty-one years of age shall be eligible to any office of control or management under the school laws of this State. THE FREE SCHOOL FUND, SEMINARY FUND AND AGRICULTURAL AND MECHANICAL COLLEGE FUND. Art. 233. The debt due by the State to the free school fund is hereby declared to be the sum of one million one hundred and thirty thousand eight hundred and sixty-seven and 51-100 dollars in principal, and shall be placed on the books of the Auditor and the Treasurer to the credit of the several townships entitled to the same ; the said principal being the proceeds of the sales of lands heretofore granted by the United States for the use and support of free public schools, which amount shall be held by the State as a loan and shall be and remain a perpetual fund, on which the State shall pay an annual interest of four per cent from the first day of January, 1880, and that said interest shall be paid to the several townships in the State entitled to the same, in accordance with the act of Congress, No. 68, approved February 15, 1843; and the bonds of the State heretofore issued, belonging to said fund and sold under act of the General Assembly, No. 81 of 1872, are hereby declared null and void, and the General Assembly shall make no provision for their payment, and may cause them to be destroyed. The debt due by the State to the seminary fund is hereby declared to be one hundred and thirty-six thousand dollars, being the proceeds of the sales of lands heretofore granted by the United States to the State for the use of a seminary of learning, and said amount shall be placed to the credit of said fund on the books of the Auditor and Treasurer of the State as a perpetual loan, and the State shall pay an annual interest of four per cent, on said amount from January 1, 1880, for the 1392 EDUCATION REPORT, 1892-93. use of said seminary of learning; and the consolidated bonds of the State now held for use of said fund shall he null and void after the first day of January, 1880, and the General Assembly shall never make any provision for their payment, and they shall be destroyed in such manner as the General Assembly may direct. The debt due by the State to the Agricultural and Mechanical College fund is hereby declared to be the sum of one hundred and eightv-two thousand three hun¬ dred and thirteen and 3-100 dollars, being the proceeds of the sales of lands and land scrip heretofore granted by the United States to this State for the use of a college for the benefit of agriculture and the mechanic arts ; said amount shall be placed to the credit of said fund on the books of the Auditor and Treasurer of the State as a perpetual loan, and the State shall pay an annual interest of five per cent on said amount from January 1, 1880, for the use of said Agricultural and Mechan¬ ical College; the consolidated bonds of the State now held by the State for the use of said fund shall be null and void after the first day of January, 1880, and the Gen¬ eral Assembly shall never make any provision for their payment, and they shall be destroyed in such manner as the General Assembly may direct. The interest provided for by this article shall be paid out of any tax that may be levied and collected for the general purposes of public education. Constitution of Florida, 1885. Article IV. — Executive Department. Sec. 20. The Governor shall be assisted by administrative officers as follows : A Secretary of State, Attorney-General, Comptroller, Treasurer, Superintendent of Public Instruction, and Commissioner of Agriculture, who shall be elected at the same time as the Governor, and shall hold their offices for the same term; Provided , That the first election of such officers shall be held at the time of voting for Governor, A. D. 1888. Sec. 25. The Superintendent of Public Instruction shall have supervision of all matters pertaining to public instruction; the supervision of State buildings devoted to educational purposes, and perform such other duties as the Legislature may pro¬ vide by law. Sec. 29. The salary of * * * the Superintendent of Public Instruction [shall be] fifteen hundred dollars a year; Provided, That no administrative officer of the Executive Department shall receive any additional compensation beyond his salary for any service or services rendered the State in connection with the Internal Improve¬ ment Fund or other interests belonging to the State of Florida; Provided, further, That the Legislature may, after eight years from the adoption of this Constitution, increase or decrease any or all of said salaries. Article VIII. — Counties and cities. Sec. 6. The Legislature shall provide for the election by the qualified electors in each county of the followiug county officers: A Clerk of the Circuit Court, a Sheriff, Constables, a County Assessor of Taxes, a Tax Collector, a County Treasurer, a Superintendent of Public Instruction, and a County Surveyor. The term of office of all county officers mentioned in this section shall be four years, except that of County Assessor of Taxes, County Tax Collector and County Treasurer, who shall be elected for two years. Their powers, duties and compensations shall be prescribed by law. Article XII. — Education. Sec. 1. The Legislature shall provide for a uniform system of public free schools, and shall provide for the liberal maintenance of the same. Sec. 2. There shall be a Superintendent of Public Instruction, whose duties shall be prescribed by law, and whose term of office shall be four years and until the election and qualification of his successor. AMERICAN EDUCATIONAL HISTORY. 1393 Sec. 3. The Governor, Secretary of State, Attorney-General, State Treasurer and State Superintendent of Public Instruction shall constitute a body corporate, to be known as the State Board of Education of Florida, of which the Governor shall be President, and the Superintendent of Public Instruction Secretary. This Board shall have power to remove any subordinate school officer for cause, upon notice to the incumbent; and shall have the management and investment of all State School Funds under such regulations as may be prescribed by law, and such supervision of schools of higher grades as the law shall provide. Sec. 4. The State School Fund, the interest of which shall be exclusively applied to the support and maintenance of public free schools, shall be derived from the following sources : The proceeds of all lands that have been or may hereafter be granted to the State by the United States for public school purposes. Donations to the State when the purpose is not specified. Appropriations by the State. The proceeds of escheated property or forfeitures. Twenty-five per cent, of the sales of public lands which are now or may hereafter be owned by the State. Sec. u. The principal of the State School Fund shall remain sacred and inviolate. Sec. 6. A special tax of one mill on the dollar of all taxable property in the State, in addition to the other means provided, shall be levied and appropriated annually for the support and maintenance of public free schools. Sec. 7. Provision shall be made by law for the distribution of the interest on the State School Fund and the special tax among the several counties of the State in proportion to the number of children residing therein between the ages of six and twenty-one years. Sec. 8. Each county shall be required to assess and collect annually for the sup¬ port of public free schools therein, a tax of not less than three mills nor more than five mills on the dollar of all taxable property in the same. Sec. 9. The County School Fund shall consist, in addition to the tax provided for in section eight of this Article, of the proportion of the interest of the State School Fund and of the one mill State tax apportioned to the county ; the net proceeds of all fines collected under the penal laws of the State within the county ; ail capita¬ tion taxes collected within the county; and shall be disbursed by the County Board of Public Instruction solely for the maintenance and support of public free schools. Sec. 10. The Legislature may provide for the division of any county or counties into convenient school districts; and for the election biennially of three school trustees, who shall hold their office for two years, and who shall have the supervi¬ sion of all the schools within the district; and for the levying and collection of a district school tax, for the exclusive use of public free schools within the district, whenever a majority of the qualified electors thereof that pay a tax on real or per¬ sonal property shall vote in favor of such levy; Provided , That any tax authorized by this section shall not exceed three mills on the dollar in any one year on the tax¬ able property of the district. Sec. 11. Any incorporated town or city may constitute a School District. The fund raised by section ten may be expended in the district where levied for building or repairing school houses, for the purchase of school libraries and text-books, for salaries of teachers, or for other educational purposes, so that the distribution among all the schools of the district be equitable. Sec. 12. White and colored children shall not be taught in the same school, but impartial provision shall be made for both. Sec. 13. No law shall be enacted authorizing the diversion or the lending of any County or District School Funds, or the appropriation of any part of the permanent or available school fund to any other than school purposes; nor shall the same, or any part thereof, be appropriated to or used for the support of any sectarian school. ED 93 - 88 1394 EDUCATION EEPOET, 1892-93. Sec. 14. The Legislature at its first session shall provide for the establishment, maintenance and management of snch Normal Schools, not to exceed two, as the interests of public education may demand. Sec. 15. The compensation of all county school officers shall be paid from the school fund of their respective counties, and all other county officers receiving stated salaries shall be paid from the general funds of their respective counties. The Constitution of South Dakota, November 2, 1889.1 Art. Ill, Sec. 23. The Legislature is prohibited from enacting any private or special laws * * * providing for the management of common schools. Art. IV, Secs. 12-13. There shall be chosen by the qualified electors of the State at the time and places of choosing members of the Legislature a * * * and Superintendent of Public Instruction, * * * who shall severally hold their offices for the term of two years. * * * The powers and duties of the * * * and Superintendent of Public Instruction * * * shall be as prescribed by law. Art. VII, Sec. 9. Any woman having the qualifications enumerated in section I of this Article, as to age, residence, and citizenship, and including those now qualified by the laws of the Territory, may vote at any election held solely for school pur¬ poses, and may hold any office in this State, except as otherwise provided in this Constitution. Article VIII. — Education and school lands. Sec. 1 . The stability of a republican form of government depending on the morality and intelligence of the people, it shall be the duty of the legislature to establish and maintain a general and uniform system of public schools, wherein tuition shall be without charge and equally open to all : and to adopt all suitable means to secure to the people the advantages and opportunities of education. Sec. 2. All proceeds of the sale of public lands that have heretofore been or may hereafter be given by the United States for the use of public schools in the state; all such per centum as may be granted by the United States on the sale of public lands; the proceeds of all property that shall fall to the state by escheat; the pro¬ ceeds of all gifts or donations to the state for public schools or not otherwise appro¬ priated by the terms of the gift ; and all property otherwise acquired for public schools, shall be and remain a perpetual fund for the maintenance of public schools in the state. It shall be deemed a trust fund held by the state. The principal shall forever remain inviolate, and may bo increased, but shall never be diminished, and the state shall make good all losses thereof which may in any manner occur. Sec. 3. The interest and income of this fund, together with the net proceeds of all fines for violation of state laws and all other sums which may be added thereto by law, shall be faithfully used and applied each year for the benefit of the public schools of the state, and shall be for this purpose apportioned among and between all the several public school corporations of the state in proportion to the number of children in each, of school age, as may be fixed by law; and no part of the fund, either principal or interest, shall ever be diverted, even temporarily, from this pur¬ pose or used for any other purpose whatever, than the maintenance of public schools for the equal benefit of all the people of the state. Sec. 4. After one year from the assembling of the first legislature, the lands granted to the state by the United States for the use of public schools may be sold upon the following conditions and no other : Not more that one-third of all such land shall be sold within the first five years, and no more than two-1 hirds within the first fifteen years after the title thereto is vested in the state, and the legislature shall, subject to the provisions of this article, provide for the sale of the same. 1 The text followed is that of Hagerty, commissioner of immigration and ex ojicio Territorial stat¬ istician: The History of Dakota, Aberdeen, S. D., 1889. AMERICAN EDUCATIONAL HISTORY. 1395 The commissioner of school and public lands, the state auditor and the county superintendent of schools of the counties severally, shall constitute hoards of appraisal and shall appraise all school lands within the several counties which they may from time to time select and designate for sale, at their actual value under the terms of sale. They shall take care first to select and designate for sale the most valuable lands ; and they shall ascertain all such lands as may be of special and peculiar value, other than agricultural, and cause the proper subdivision of the same in order that the largest price may be obtained therefor. Sec. 5. No lands shall be sold for les3 than the appraised value and in no case for less than ten dollars an acre, unless, after the year A. D. nineteen hundred, two con¬ secutive legislatures concur in a law otherwise directing. The purchaser shall pay one-fourth of the price in cash and the remaining iliree-fo urths as follows : One-fourth in live years, one-fourth in ten years, and one-fourth in fifteen years, with interest thereon at the rate of not less than six per centum, payable annually in advance; but all such subdivided lands may be sold for cash, provided that upon payment of the interest for one full year in advance the balance of the purchase price may be paid at any time. All sales shall be at public auction to the highest bidder, after sixty days’ advertisement of the same in a newspaper of general circulation in the vicinity of the lands to be sold and one at the seat of government. Such lands as shall not have been specially subdivided shall be offered in tracts of not more’ than eighty acres, and those so subdivided in the smallest subdivisions. All lands desig¬ nated for sale not sold within four years after appraisal shall be reappraised by the board of appraisal as hereinbefore provided before they are sold. Sec. 6. All sales shall be conducted through the office of the commissioner of school and public lands as may be prescribed by law, and returns of all appraisals and sales shall be made to said office. No sale shall oi)erate to convey any right or title to any lands for sixty days after the date thereof, nor until the same shall have received the approval of the governor in such form as may be provided by law. No grant or patent for any such lands shall issue until final payment be made. Sec. 7. All lands, money, or other property donated, granted, or received from the United States or any source for a university, agricultural college, normal schools, or other educational or charitable institution or purpose, and the proceeds of all such lands and other property so received from any source, shall be and remain perpetual funds, the interest- and income of which together with rents of ail such lands as may remain unsold, shall be inviolably appropriated and applied to the specific objects of the original grants or gifts. The principal of every such fund may be increased, but shall never be diminished, and the interest and income only shall be used. Every such fund shall be deemed a trust fund held by the state, and the state shall make good all losses therefrom that shall in any manner occur. Sec. 8. All lands mentioned in the preceding section shall be appraised and sold in the same manner and by the same officers and boards under the same limitations, and subject to all the conditions as to price, sale, and approval provided above for the appraisal and sale of lands for the benefit of public schools, but a distinct and separate account shall be kept by the proper officers of each of such funds. Sec. 9. No lauds mentioned in this article shall be leased except for pasturage and meadow purposes and at public auction after notice as hereinbefore provided in case of sale, and shall be offered in tracts not greater than one section. All rents shall be payable annually in advance, and no term of lease shall exceed five years, nor shall any lease be valid until it receives the approval of the governor. Sec. 10. No claim to any public lands by any trespasser thereon by reason of occu¬ pancy, cultivation, or improvement thereof shall ever be recognized ; nor shall com¬ pensation ever be made on account of any improvements made by such trespasser. Sec. 11. The moneys of the permanent school and other educational funds shall be invested only in first mortgages upon good improved farm lands within this state, as hereinafter provided, or in bonds of school corporations within the state, or in 1396 EDUCATION REPORT, 1892-93. bonds of tlie United States, or of the State of Dakota. The legislature shall pro¬ vide by law the method of determining the amounts of said funds which shall be invested from time to time in such classes of securities respectively, taking care to secure continuous investments as far as possible. All moneys of said funds which may from time to time be designated for invest¬ ment in farm mortgages and in the bonds of school corporations shall for such pur¬ pose be divided among the organized counties of the state in proportion to popula¬ tion as nearly as provisions by law to secure continuous investments may permit. The several counties shall hold and manage the same as trust funds, and they shall be and remain responsible and accountable for the principal and interest of all such moneys received by them from the date of receipt until returned because not loaned; and in case of loss of any money so apportioned to any county, such county shall make the same good out of its common revenue. Counties shall invest said moneys in bonds of school corporations, or in first mortgages upon good improved farm lands within their limits respectively ; but no farm loan shall exceed $500 to any one person, nor shall it exceevi one-half the valuation of the lands as assessed for taxation, and the rate of interest shall not be less than six per centum per annum, and shall be such other and higher rate as the legislature may provide, and shall be payable semi-annually on the first day of January and July; provided, that whenever there are moneys of said fund in any county amounting to $1,000 that can not be loaned according to the provisions of this section and any law pursuant thereto, the said sum may be returned to the state treasurer to be intrusted to some other county or counties, or otherwise invested under the provisions of this section. Each county shall semi-annually, on the first day of January and July, render an account of the condition of the fund intrusted to it, to the auditor of the state, and at the same time pay to or account to the state treasurer for the interest due on all funds intrusted to it. The legislature may provide by general law that counties may retain from interest collected in excess of six per centum per annum upon all said funds intrusted to them, not to exceed one per centum per annum. But no county shall be exempted from the obligation to make semi-annual payments to the state treasurer of interest at the rate provided by law, for such loans, except only said one per centum; and in no case shall the interest so to be paid be less than six per centum per annum. The legislature shall provide by law for the safe investment of the permanent school and other educational funds, and for the prompt collection of interest and income thereof, and to carry out the objects and provisions of this section. Sec. 12. The governor may disapprove any sale, lease, or investment other than such as are entrusted to the counties. Sec. 13. All losses to the permanent school or other educational funds of this state which shall have been occasioned by the defalcation, negligence, mismanagement, or fraud of the agents or officers controlling and managing the same, shall be audited by the proper authorities of the state. The amount as audited shall be a permanent funded debt against the state in favor of the fund sustaining the loss upon which not less than six per centum of annual interest shall be paid. The amount of indebt¬ edness so created shall not be counted as a part of the indebtedness mentioned in article XIII, section 2. Sec. 14. The legislature shall provide by law for the protection of the school lands from trespass, or unlawful appropriation, and for their defense against all unauthorized claims or efforts to divert them from the school fund. Sec. 15. The legislature shall make such provisions by general taxation, and by authorizing the school corporations to levy such additional taxes as with the income from the permanent school fund shall secure a thorough and efficient system of com¬ mon schools throughout the state. Sec. 16. No appropriation of lands, money or other property or credits to aid any sectarian school shall ever be made by the state, or any county or municipality AMERICAN EDUCATIONAL HISTORY. 1397 within the state, nor shall the state or any county or municipality within the state accept any grant, conveyance, gift or bequest of lands, money or other property to he used for sectarian purposes, and no sectarian instruction shall be allowed in any school or institution aided or supported by the state. Sec. 17. No teacher, state, county, township or district school officer shall be interested in the sale, proceeds or profits of any book, apparatus or furniture used or to be used in any school in this state, under such penalties as shall be provided by law. Art. IX, Sec. 5. In each organized county * * * every two years * * * there shall be elected a Superintendent of Schools. Art. XI, Sec. 6. The Legislature shall by general law exempt from taxation prop¬ erty used exclusively * * * for schools. Art. XIV, Sec. 1. The charitable and penal institutions of the State of South Dakota shall consist of a penitentiary, insane hospital, a school for the deaf and dumb, a school for the blind and a reform school. Sec. 2. The state institutions provided for in the preceding section shall be under the control of a State Board of Charities and Corrections, under such rules and restrictions as the legislature shall provide; such board to consist of not to exceed five members, to be appointed by the governor and confirmed by the senate, and whose compensation shall be fixed by law. Sec. 3. The state university, the agricultural college, the normal schools and other educational institutions that may be sustained either wholly or in part by the state shall be under the control of a board of nine members, appointed by the governor and confirmed by the senate, to be designated the regents of education. They shall hold their office for six years, three retiring every second year. The regents in connection with the faculty of each institution shall fix the course of study in the same. The compensation of the regents shall be fixed by the legislature. Sec. 4. The regents shall appoint a board of five members for each institution under their control, to be designated the board of trustees. They shall hold office for five years, one member retiring annually. The trustees of each institution shall appoint the faculty of the same, and shall provide for the current management of the institution, but all apj>ointments and removals must have the approval of the regents to be valid. The trustees of the several institutions shall receive no com¬ pensation for their services, but they shall be reimbursed for all expenses incurred in the discharge of their duties, upon presenting an itemized account of the same to the proper officer. Each board of trustees at its first meeting shall decide by lot the order in which its members shall retire from office. Sec. 5. The legislature shall provide that the science of mining and metallurgy be taught in at least one institution of learning under the patronage of the state. Art. XXI, Sec. 2. * * * The Superintendent of Public Instruction shall receive an annual salary of one thousand eight hundred dollars. Article XXVI. — Schedule and Ordinance. Sec. 18. That we the people of the State of South Dakota do ordain. * * * Fourth, That provision shall be made for the establishment and maintenance of systems of public schools, which shall be open to the children of this State, and free from sectarian control. Constitution of North Dakota, November 2, 1889. Art. II, Sec. 69. The legislative assembly shall not pass local or special laws * * * providing for the management of common schools. Art. Ill, Sec. 82. There shall be chosen by the qualified electors of the State at the time and places of chosing members of the legislative assembly * * * a Super- 1398 EDUCATION EEPOET, 1892-93. intendent of Public Instruction * * * who shall have attained the age of twenty- five years. * * * They shall severally hold their offices at the seat of government for the term of two years. Sec. 83. The powers and duties of * * * the Superintendent of Public Instruc¬ tion * * * shall be prescribed by law. Art. Y, Sec. 128. Any woman having the qualifications enumerated in section 121 of this Article, as to age, residence and citizenship, and including those now qualified by the laws of the Territory, may vote for all the school officers, and upon all ques¬ tions pertaining solely to school matters, and be eligible to any school office. Article XIX, sections 215-216, provide for, and mainly locate, numer¬ ous State institutions: The State university and the school of mines at the city of Grand Forks; the agricultural college at the city of Fargo; a State normal school, with 50,000 acres of land, at Talley City; a State reform school at the city of Mandan; a State normal school at Mayviile, with 30,000 acres of land; an industrial school and school for manual training at the town of Edendale, with a grant of 40,000 acres; a school of forestry at some place to be determined; a scientific school, with 40,000 acres of land, at the city of Wahpeton: Provided , That no other institutions of a character similar to any one of those created by this article shall be established or maintained without a revision of this con¬ stitution. Article VIII. — Education. Sec. 147. A high degree of intelligence, patriotism, integrity and morality on the part of every voter in a government by the people being necessary in order to insure the continuance of that government and the prosperity and happiness of the people, the legislative assembly shall make provision for the establishment aad mainte¬ nance of a system of public schools which shall be open to all children of the State of North Dakota, and free from sectarian control. This legislative requirement shall be irrevocable without the consent of the United States and the people of North Dakota. Sec. 148. The legislative assembly shall provide at its first session after the adop¬ tion of this constitution, for a uniform system of free public schools throughout the State; beginning with the primary and extending through all grades up to and including the normal and collegiate course. Sec. 149. In all schools instruction shall be given as far as practicable in those branches of knowledge that tend to impress upon the mind the vital importance of truthfulness, temperance, purity, public spirit, and respect for honest labor of every kind. Sec. 150. A superintendent of schools for each county shall be elected every two years, whose qualifications, duties, powers and compensation shall be fixed by law. Sec. 151. The legislative assembly shall take such other steps as may be necessary to prevent illiteracy, secure a reasonable degree of uniformity in course of study and to promote industrial, scientific and agricultural improvement. Sec. 152. All colleges, universities and other educational institutions, for the sup¬ port of which lands have been granted to this State, or which are supported by a public tax, shall remain under the absolute and exclusive control of the State. No money raised for the support of the public schools of the State shall be appropriated to or used for the support of any sectarian school. Article IX. — School and public lands. Sec. 153. All proceeds of the public lands that have heretofore been, or may here¬ after be granted by the United States for the support of the common schools in this State; all such per centum as may be granted by the United States on the sale of AMERICAN EDUCATIONAL HISTORY. 1399 public lands; the proceeds of property that shall fall to the State by escheat; the proceeds of all gifts and donations to the State for common schools, or not otherwise appropriated by the terms of the gift, and all other property otherwise acquired for common schools, shall be and remain a perpetual fund for the maintenance of the common schools of the State. It shall be deemed a trust fund, the principal of which shall forever remain inviolate and may be increased but never diminished. The State shall make good all losses thereof. Sec. 154. The interest and income of tliis fund, together with the net proceeds of all fines for violation of State laws, and all ether sums which may be added thereto by law, shall be faithfully used and applied each year for the benefit of the common schools of the State, and shall be for this purpose apportioned among and between all the several common school corporations of the State in proportion to the number of children in each of school age, as may be fixed by law, and no part of the fund shall ever be diverted even temporarily from this purpose, or used for any other purpose whatever than the maintenance of common schools for the equal benefit of all the people of the State ; Provided, however, that if any portion of the interest or income aforesaid be not expended during any year, said portion shall be added to and become a part of the school fund. Sec. 155. After one year from the assembling of the first legislative assembly, the lands granted to the State from the Lhiited States for the support of the common schools, may be sold upon the following conditions, and no other : No more than one-fourth of ail such lands shall be sold within the first 5 years after the same become salable by virtue of this section. No more than one-half of the remainder within 10 years after the same become salable as aforesaid. The residue may be sold at any time after the expiration of said 10 years. The legislative assembly shall provide for the sale of all school lands subject to the provisions of this article. The coal lands of the State shall never be sold, but the legislative assembly may by general law provide for leasing the same; the words “coal lands v shall include lands bearing lignite coal. Sec. 156. The superintendent of public instruction, governor, attorney general, secretary of state, and' state auditor shall constitute a board of commissioners, which shall be denominated the “Board of University and School Lands/'’ and sub¬ ject to the provisions of this article and any law that may be passed by the legisla¬ tive assembly, said board shall have control of the appraisement, sale, rental and disposal of all school and university lands, and shall direct llie investment of the funds arising therefrom in the hands of the state treasurer, under the limitations of section 160 of this article. Sec. 157. The county superintendent of common schools, the chairman of the county board and the county auditor, shall constitute boards of appraisal, and under the authority of the state board of university and school lands shall appraise all school lands within their respective counties, which they may from time to time recommend for sale at their actual value, under the prescribed terms, and shall first select and designate for sale the most valuable lands. Sec. 158. No land shall be sold for less than the appraised value, and in no case for less than $10 per acre. The purchaser shall pay one-fifth of the price in cash, and the remaining four-fifths as follows : One-fifth in 5 years, one-fifth in 10 years, one-fifth in 15 years, and one-fifth in 20 years, with interest at the rate of not less than 6 per centum, payable annually in advance. All sales shall bo held at the county seat of the county in which the land to be sold is situated, and shall be at public auction, and to the highest bidder, after 60 days’ advertisement of the same in a newspaper of general circulation in the vicinity of the lands to be sold, and one at the seat of government. Such lands as shall not have been specially subdivided shall be offered in tracts of one-quarter section, and those so subdivided in the smallest subdivision. All lands designated for sale and not sold within two years after appraisal shall be reappraised before they are sold. No grant or patent.for any such lands shall issue until payment is made for the same; Provided, that the lands 1400 EDUCATION REPORT, 1892-93. contracted to be sold by the State shall be subject to taxation from the date of such contract. In case the taxes assessed against any of said lands for any year remain unpaid until the first Monday in October of the following year, then and thereupon the contract of sale for such land3 shall become null and void. Sec. 159. All land, money or other property donated, granted or received from the United States or any other source for a university, school of mines, reform school, agricultural college, deaf and dumb asylum, normal school or other educational or charitable institution or purpose, and the proceeds of all such lands and other prop- erty so received from any source, shall be and remain perpetual funds, the interest and income of which, together with the rents of all such lands as may remain unsold, shall be inviolably appropriated and applied to the specific objects of the original grants or gifts. The principal of every such fund may be increased but shall never be diminished, and the interest and income only shall be used. Every fund shall be deemed a trust fund held by the State, and the State shall make good all losses thereof. Sec. 160. All land mentioned in the preceding section shall be appraised and sold in the same manner and under the same limitations and subject to all the conditions as to price and sale as provided above for the appraisal and sale of lands for the benefit of common schools ; but a distinct and separate account shall be kept by the proper officers of each of said funds; Provided , that the limitations as to the time in which school land may be sold shall apply only to lands granted for the support of common schools. Sec. 161. The legislative assembly shall have authority to provide by law for the leasing of lands granted to the State for educational and charitable purposes ; but no such law shall authorize the leasing of said lands for a longer period than five years. Said land shall only be leased for pasturage and meadow purposes and at a public auction after notice as heretofore provided in case of sale; Provided, that all of said school lands now under cultivation may be leased at the discretion and under the control of the board of university and school lands, for other than pasturage and meadow purposes until sold. All rents shall be paid in advance. Sec. 162. The moneys of the permanent school fund and other educational funds shall be invested only in bonds of school corporations within the State, bonds of the United States, bonds of the State of North Dakota, or in first mortgages on farm lands in the State not exceeding in amount one-third of the actual value of any subdivision on which the same may be loaned, such valiie to be determined by the board of appraisers of school lands. Sec. 163. No law shall ever be passed by the legislative assembly granting to any person, corporation or association any privileges by reason of the occupation, culti¬ vation or improvement of any public lands by said person, corporation or associa¬ tion subsequent to the survey thereof by the general government. No claim for the occupation, cultivation or improvement of any public lands shall ever be recognized, nor shall such occupation, cultivation or improvement of any public lands ever be used to diminish either directly or indirectly the purchase price of said lands. Sec. 164. The legislative assembly shall have authority to provide by law for the sale or disposal of all public lands that have been heretofore or may hereafter be granted by the United States to the State for purposes other than set forth and named in Sections 153 and 159 of this article. And the legislative assembly, in pro¬ viding for the appraisement, sale, rental and disposal of the same shall not be sub¬ ject to the provisions and limitations of this article. Sec. 165. The legislative assembly shall pass suitable laws for the safe keeping, transfer and disbursement of the State school funds ; and shall require all officers charged with the same or the safe keeping thereof to give amide bonds for all moneys and funds receivecTby them, and if any of said officers shall convert to his own use in any manner or form, or shall loan with or without interest or shall deposit in his own name, or otherwise than in the name of the State of North AMERICAN EDUCATIONAL HISTORY. 1401 Dakota, or sliall deposit in any banks or with any person or persons, or exchange for other funds or property any portion of the school funds aforesaid, or purposely allow any portion of the same to remain in his own hands uninvested except in the manner prescribed by law, every such act shall constitute an embezzlement of so much of the aforesaid school funds as shall be thus taken or loaned, or deposited, or exchanged or withheld, and shall be a felony ; and any failure to pay over, produce or account for, the State school funds or any part of the same intrusted to any such officer, as by latv required or demanded shall be held and be taken to be prima facie evidence of such embezzlement. The Constitution of Montana, November 8, 1889. 1 Art. V, Sec. 26. The Legislative Assembly shall not pass local or special laws * * * providing for the management of Common Schools. Art. V, Sec. 35. No appropriation shall be made for charitable, industrial, educa¬ tional, or benevolent purposes to any person, corporation, or community, not under the absolute control of the State, nor to any denomination or sectarian institution or association. Art. VII, Sec. 1. * * * The executive department shall consist of * * * and superintendent of public instruction, each of whom shall hold his office four years. * * * They shall perform such duties as are prescribed in this constitution and by the laws of the State. Sec. 2. The superintendent of public instruction shall be elected by the qualified electors of the State at the time and place of voting for members of the Legislative Assembly. Sec. 3. No person shall be eligible to the office of * * * superintendent of public instruction, unless he shall have attained the age of thirty years at the time of the election. * * * * * * In addition to the qualifications above prescribed, each of the officers named shall be a citizen of the United States and have resided within the State or Territory two years next preceding his election. Sec. 4. Until otherwise provided by law the * * * Superintendent of public instruction shall receive a salary of two thousand five hundred dollars per annum. * * * No officer mentioned in this section shall be eligible to, or hold any other public office, except member of the State Board of Education during his term of office. Sec. 7. * * * If the office of * * * Superintendent of public instruction shall be vacated by death, resignation, or otherwise it shall be the duty of the Gov¬ ernor to fill the same by appointment, and the appoiutee shall hold his office until his successor shall be elected and qualified. Art. IX, Sec. 10. Women shall be eligible to hold the office of county superin¬ tendent of schools, or any school district office, and shall have the right to vote at any school district election. Art. X, Sec. 1. Educational * * * institutions * * * shall be established and supported by the State in such manner as may be prescribed by law. Article XI. — Education. Sec. 1. It shall be the duty of the Legislative Assembly of Montana to establish and maintain a general, uniform and thorough system of public, free common schools. Sec. 2. The public school fund of the State shall consist of the proceeds of such lands as have heretofore been granted, or may hereafter be granted, to the State by the general government, known as school lands ; and those granted in lieu of such ; 'Constitution of the State of Montana as adopted by the constitutional convention held at Helena, 1889. Published by authority by the Independent Publishing Company. 1402 EDUCATION REPORT, 1892-93. lands acquired by gift or grant from any person or corporation under any law* or grant of tlie general government; and of all other grants of land or money made to the State from the general government for general educational 2>urposes, or where no other special purpose is indicated in such grant; all estates or distributive shares of the estates that may escheat to the State; all unclaimed shares and divi¬ dends of any corporation incorporated under the laws of the State, and all other grants, gifts, devises or bequests made to the State for general educational purposes. Sec. 3. Such public school fund shall forever remain inviolate, guaranteed by tho* State against loss or diversion, to be invested, so far as possible, in public securities within the State, including school district bonds, issued for the erection of school buildings, under the restrictions to be provided by law. Sec. 4. The Governor, Superintendent of Public Instruction, Secretary of State and Attorney General shall constitute the State Board of Land Commissioners, which shall have the direction, control, leasing and sale of the school lands of the State, and the lands granted or which may hereafter be granted for the support and benefit of the various State educational institutions, under such regulations and restric¬ tions as may be prescribed by law. Sec. 5. The interest on all invested school funds of the State, and all rents accru¬ ing from the leasing of any school lands, shall be apportioned to tho several school districts of the State in proportion to the number of children and youths between the ages of six and twenty-one years, residing therein respectively, but no district shall be entitled to such distributive share that does not maintain a public free school for at least three months during 'the year for which distributions shall be made. Sec. 6. It shall be the duty of the Legislative Assembly to provide by taxation, or otherwise, sufficient means, in connection with the amount received from the general school fund, to maintain a public, free, common school in each organized district in the State, for at least three months in each year. Sec. 7. The public, free schools of tho State shall be open to all children and youths between the ages of six and twenty-one years. Sec. 8. Neither the Legislative Assembly, nor any county, city, town, or school district, or other public corporations, shall ever make directly or indirectly, any appropriation, or pay from any public fund or moneys whatever, or make any grant of lands or other property in aid of any church, or for any sectarian purpose, or to aid in the support of any school, academy, seminary, college, university, or other literary, scientific institution, controlled in whole or in part by any church, sect or denomination whatever. Sec. 9. No religious or partisan test or qualification sball ever be required of any person as a condition of admission into any public educational institution of the State, either as teacher or student ; nor shall attendance be required at any reli¬ gious service whatever, nor shall any sectarian tenets be taught in any public educa¬ tional institution of the State; nor shall any person be debarred admission to any of the collegiate departments of the university on account of sex. Sec. 10. The Legislative Assembly shall provide that all elections for school dis¬ trict officers shall be separate from those elections at which State or county officers are voted for. Sec. 11. The general control and supervision of the State University and the vari¬ ous other State educational institutions shall be vested in a State Board of Educa¬ tion, whose powers and duties shall be prescribed and regulated by law. The said board shall consist of eleven members, the Governor, State Superintendent of Public Instruction, and Attorney General, being members ex officio, the other eight members thereof shall be appointed by the Governor, subject to the confirmation of the Senate, under the regulations and restrictions to be provided by law. Sec. 12. The funds of the State University and of all other State institutions of learning, from whatever source accruing, shall forever remain inviolate and sacred AMERICAN EDUCATIONAL HISTORY. 1403 to the purpose for which they were dedicated. The various funds shall he respec¬ tively invested under such regulations as may he prescribed hy law, and shall he guaranteed hy the State against loss or diversion. The interest of said invested funds, together with the rents from leased lands or properties shall he devoted to the maintenance and perpetuation of these respective institutions. Art. XII. Sec. 2. The property of * * * school districts * ‘ * * and public libraries shall he exempt from taxation ; and such other properties as may he used exclusively for * * * educational purposes may he exempt from taxation. Sec. 5. Taxes for * * * school purposes may he levied on all' subjects and objects of taxation, hut the assessed valuation of any property shall not exceed that value of that same property for state and county purposes. Art. XIII, Sec. 6. No * * * school district shall ho allowed to become indebted in any manner or for any purpose to an amount, including the existing indebtedness, in the aggregate exceeding three per centum of the value of the taxable property therein. Art. XVI, Sec. 5. There shall he elected in each county * * * one county super¬ intendent of schools for the term of two years. Constitution of Washington, November 11, 1889. 1 Art. II, Sec. 28. The Legislature is prohibited from enacting any private or spe¬ cial laws * * * for authorizing the apportionment of any part of the school fund * * * or providing for the management of common schools. Art. Ill, Sec. 1. The executive department shall consist of * * . * and a Super¬ intendent of Public Instruction. Sec. 3. The * * * and Superintendent of Public Instruction shall hold their ofiices for four years respectively. Sec. 22. The Superintendent of Public Instruction shall have supervision over all matters pertaining to public schools, and shall perform such special duties as may be prescribed by law. He shall receive an annual salary of twenty-five hundred dollars, which may be increased by law, but shall never exceed four thousand dollars per annum. Sec. 24. The * * * and Superintendent of Public Instruction shall severally keep the public records, books and papers relating to their respective offices at the seat of government. Art. VI, Sec. 2. The Legislature may provide that there shall be no denial of the elective franchise at any school election on account of sex. Art. VIII, Sec. 6. No * * * school district * * * shall for any purpose be¬ come indebted in any manner to an amount exceeding one and one-half per centum of the taxable property * * * in such school district * * * without the assent of three-fifths of the voters therein, voting at an election to be held for that purpose, nor in cases requiring such assent shall the total indebtedness at any time exceed five per centum on the value of the taxable property therein. Article IX. — Education. Sec. 1. It is the paramount duty of the State to make ample provision for the education of all children residing within its borders, without distinction or prefer¬ ence on account of race, color, caste, or sex. Sec. 2. The Legislature shall provide for a general and uniform system of public schools. The public school system shall include common schools, and such high schools, normal schools, and technical schools as may hereafter be established. Bat the entire revenue derived from the common school fund, and the State tax for com¬ mon schools, shall be exclusively applied to the support of the common schools. 1 Published by authority. Olympia, ‘Washington: Thomas H. Cavanaugh, public printer. 1404 EDUCATION REPORT, 1892-93. Sec. 3. The principal of the common school fund shall remain permanent and irre¬ ducible. The said fund shall he derived from the following named sources, to- wit: Appropriations and donations by the State to this fund; donations and bequests by individuals to the State or public for common schools; the proceeds of land and other property which revert to the State by escheat and forfeiture; the proceeds of all property granted to the State, when the purpose of the grant is not specified, or is uncertain ; funds accumulated in the treasury of the State for the disbursement of which provision has not been made by law ; the proceeds of the sale of timber, stone, minerals, or other property from school and state lands, other than those granted for specific purposes; all moneys received from jjersons appropriating tim¬ ber, stone, minerals, or other property from school and State lands other than those granted for specific purposes, and all moneys other than rental recovered from per¬ sons trespassing on said lands; five per centum of the proceeds of the sale of public lands lying within the State, which shall be sold by the United States subsequent to the admission of the State into the Union as approved by section 13 of the act of congress enabling the admission of the State into the Union ; the principal of all funds arising from the sale of lands and other property which have been, and here¬ after may be granted to the State for the support of common schools. The legisla¬ ture may make further provisions for enlarging' said fund. The interest accruing on said fund together with all rentals and other revenues derived therefrom and from lands and other property devoted to the common school fund shall be exclusively applied to the current use of the common schools. Sec. 4. All schools maintained or supported wholly or in part by the public funds shall be forever free from sectarian control or influence. Sec. 5. All losses to the permanent common school or any other State educational fund, which shall be occasioned by defalcation, mismanagement or fraud of the agents or officers controlling or managing the same, shall be audited by the proper authorities of the State. The amount so audited shall be a permanent funded debt against the State in favor of the particular fund sustaining such loss, upon which not less than 6 per cent, annual interest shall be paid. The amount of liability so created shall not be counted as a part of the indebtedness authorized and limited elsewhere in this constitution. Art. XIII, Sec. 1. Educational institutions * * * shall be fostered and sup¬ ported by the State, subject to such regulations as may be provided by law. The regents, trustees, &c., shall be appointed by the governor by and with the advice and consent of the Senate. Article XYI. — School and granted lands. Sec. 1. All the public lands granted to the State are held in trust for all the people, and none of such lands, nor any estate or interest therein, shall ever be disposed of unless the full market value of the estate or interests disposed of, to be ascertained in such manner as may be provided by law, be paid or safely secured to the State; nor shall any lands which the State holds by grant from the United States (in any case in which the manner of disposal and minimum price are so prescribed) be dis¬ posed of except in the maimer and for at least the price prescribed in the grant thereof, without the consent of the United States. Sec. 2. None of the lands granted to the State for educational purposes shall be sold otherwise than at public auction to the highest bidder, the value thereof, less the improvements, shall, before any sale, be appraised by a board of appraisers, to be provided by law. The terms of payment also to be prescribed by law, and no sale shall be valid unless the sum bid be equal to the appraised value of said land. In estimating the value of such lands for disposal, the value of improvements thereon shall be excluded: Provided, That the sale of all school and university land hereto¬ fore made by the commissioners of any county or the university commissioners when the purchase price has been paid in good faith, may be confirmed by the legislature. AMERICAN EDUCATIONAL HISTORY. 1405 Sec. 3. No more than one-fourth of the land granted to the State for educational purposes shall he sold prior to January 1, 1895, and not more than one-half prior to January 1, 1905: Provided , That nothing herein shall he so construed as to prevent the State from selling the timber or stone off of any of the State lands in such man¬ ner and on such terms as may be prescribed by law. And provided , further , That no sale of timber lands shall be valid unless the full value of such lands is paid or secured to the State. Sec. 4. No more than one hundred and sixty (160) acres of any granted lands of the State shall be offered for sale in one parcel, and all lands within the limits of any incorporated city or within two miles of the boundary of any incorporated city, where the valuation of such lands shall be found by appraisement to exceed one hundred dollars ($100) per acre shall, before the same be sold, be platted into lots and blocks of not more than five acres in a block, and not more than one block shall be offered for sale in one parcel. Sec. 5. None of the permanent school fund shall ever be loaned to private persons or corp orations, but it may be invested in national, State, county or municipal bonds. Art. XXYI. The following ordinance shall be irrevocable without the consent of the United States and the people of this State. * * * Fourth. Provision shall be made for the establishment and maintenance of sys¬ tems of public schools free from sectarian control, which shall be open to all the children of said State. Constitution of Idaho, July 3, 1890. 1 Art. I, Sec. 20, No property qualification shall ever be required for any person to vote or hold office except in school elections, or elections creating indebtedness. Art. Ill, Sec. 19. The legislature shall not pass local or special laws * * * providing for the management of common schools. Art. IY, Sec. 1. The Executive Department shall consist of * * * and a Superintendent of Public Instruction, each of whom shall hold his office for two years. * * * They shall perform such duties as are prescribed by this constitu¬ tion and as may be prescribed by law. Sec. 2. The officers named in section 1, of this Article, shall be elected by the qualified electors of the State, at the time and places of voting for members of the legislature. Sec. 3. No person shall be eligible to the office of * * * Superintendent of pub¬ lic instruction * * * unless he shall have attained the age of twenty-five years. Sec. 6. If the office of a * * * Superintendent of public instruction shall be vacated by death, resignation or otherwise, it shall be the duty of the Governor to fill the same by appointment, and the appointee shall hold his office until his suc¬ cessor shall be elected and qualified in such manner as may be provided by law. Sec. 8. The Governor may require information in writing from the officers of the executive department upon any subject relating to the duties of their respective offices, which information shall be given upon oath whenever so required. Art. YI, Sec. 2. * * * Until otherwise provided by the Legislature, women who have the qualifications prescribed in this Article may continue to hold such offices and vote at such school elections as provided by the laws of Idaho Territory. ♦ Article IX. — Education and School Lands. Sec. 1. The stability of a republican form of government depending mainly upon the intelligence of the people, it shall be the duty of the Legislature of Idaho to establish and maintain a general, uniform and thorough system of public free common schools. 1 Constitution of the State of Idaho, adopted in convention at Boise City, August 6, 1889. Boise City, Idaho : The Statesman Printing Company, 1889. 1406 EDUCATION REPORT, 1892-93. Sec. 2. The general supervision of the public schools of the State shall he vested in a Board of Education, whose powers and duties shall he prescribed by law; the Superintendent of Public Instruction, the Secretary of State, and Attorney-General, shall constitute the Board, of which the Superintendent of Public Instruction shall be President. Sec. 3. The public schooJL fund of the State shall forever remain inviolate and intact; the interest thereon only shall be expended in the maintenance of the schools of the State, and shall be distributed among the several counties and school districts of the State in such manner as may be prescribed by law. No part of this fund, principal or interest, shall ever be transferred to any other fund, or used or appropriated except as herein provided. The State Treasurer shall be the custodian of this fund, and the same shall bo securely and profitably invested as may be by law directed. The State shall supply all losses thereof that may in any manner occur. Sec. 4. The public school fund of the State shall consist of the proceeds of such lands as have heretofore been granted, or may hereafter be granted, to the State by the General Government, known as school lands, and those granted in lieu of such; lands acquired by gift or grant from any person or corporation, under any law or grant of the General Government; and of all other grants of land or money made to the State from the General Government for general educational purposes, or where no other special purpose is indicated in such grants; all estates or distributive shares of estates that may escheat to the State; all unclaimed shares and dividends of any corporation incorporated under the laws of the State; and all other grants, gifts, devises or bequests made to the State for general educational purposes. Sec. 5. Neither the Legislature, nor any county, city, town, township, school district, or other public corporation, shall ever make any appropriation, or pay from any public fund or moneys whatever, anything in aid of any church or sec¬ tarian or religious society, or for any sectarian or religious purpose, or to help sup¬ port or sustain any school, academy, seminary, college, university, or other literary or scientific institution, controlled by any church or sectarian or religious denomi¬ nation whatsoever; nor shall any grant or donation of land, money or other per¬ sonal property ever be made by the State, or any such public corporation, to any church or for any sectarian or religious purpose. Sec. 6. No religious test or qualification shall ever be required of any person as a condition of admission into any public educational institution of the State, either as teacher or student ; and no teacher or student of any such institution shall ever be required to attend or participate in any religious service whatever. No sectarian or religious tenets or doctrines shall ever be taught in the x>ubiic schools, nor shall any distinction or classification of pupils bo made on account of race or color. No books, papers, tracts, or documents of a political, sectarian or denominational char' acter shall be used or introduced in any schools established under the provisions of this article, nor shall any teacher or any district receive any of the public school moneys in which the schools have not been taught in accordance with the provi¬ sions of this Article. Sec. 7. The Governor, Superintendent of Public Instruction, Secretary of State, and Attorney- General, shall constitute the State Board of Land Commissioners, who shall have the direction, control and disposition of the public lands of the State, under such regulations as may be prescribed by law. Sec. 8. It shall be the duty of the State Board of Land Commissioners to provide for the location, protection, sale or rental of all the lands heretofore, or which may hereafter be, granted to the State by the General Government, under such regula¬ tions as may be prescribed by law, and in such manner as will secure the maximum possible amount therefor: Provided, That no school lands shall be sold for less than ten dollars per acre. No law shall ever be passed by the Legislature granting any privileges to persons who may have settled upon any such public lands subsequent AMERICAN EDUCATIONAL HISTORY. 1407 to the survey thereof by the General Government; by which the amount to be derived by the salo or other disposition of such lands, shall be diminished, directly or indi¬ rectly. The Legislature shall, at the earliest practicable period, provide by law that the general grants of land made by Congress to the State shall be judiciously located and carefully preserved and held in trust, subject to the disposal at public auction for the use and benefit of the respective objects for which said grants of land were made, and the Legislature shall provide for the sale of said lands from time to time, and for the sale of timber on all State lands, and for the faithful appli¬ cation of the proceeds thereof in accordance with the terms of said grants : Provided , That not to exceed twenty-five sections of school land shall be sold in sub-divisions of not to exceed one hundred and sixty (160) acres, to any one individual, company or corporation. Sec. 9. The Legislature may require by law that every child of sufficient mental and physical ability shall attend the public school throughout the period between the ages of six and eighteen years, for a time equivalent to three years, unless educated by other means. Sec. 10. The location of the University of Idaho as established by existing laws is hereby confirmed. All the rights, immunities, franchises, and endowments here¬ tofore granted thereto by the Territory of Idaho are hereby perpetuated unto the said University. The Regents shall have the general supervision of the University, and the control and direction of all the funds of, and appropriations to, the Univer¬ sity, under such regulations as may bo prescribed by law. No University lands shall be sold for less than ten dollars per acre, and in sub-divisions not to exceed one hundred and sixty acres to any one person, company or corporation. Sec. 11. The permanent educational funds, other than funds arising from the dis¬ position of University lands belonging to the State, shall.be loaned on first mortgage or improved farm lands within the State or on State or United States bonds, under such regulations as the Legislature may provide: Provided, That no loan shall be made of any amount of money exceeding one third of the market value of the lands at the time of the loan exclusive of buildings. Art. X, Sec. 1. Educational * * * institutions * * * shall be established and supported by the State in such manner as may be prescribed by law. Art. XVII, Sec. 6. The Legislature, by general and uniform laws, shall provide for the election biennially in each of the several counties of the State of * * * a probate judge, who is ex officio county superintendent of public schools. Constriction of Wyoming, July 10, 1890. 1 Art. I, Sec. 19. No money of the State shall ever be given or appropriated to any sectarian or religious society or institution. Sec. 23. The right of citizens to opportunities for education shall have practical recognition. The Legislature shall suitably encourage means and agencies calcu¬ lated to advance the sciences and liberal arts. Art. Ill, Sec. 27. The Legislature shall not pass local or special laws * * * providing for the management of common schools. Sec. 36. No appropriation shall be made for charitable, industrial, educational or benevolent purposes to any person, corporation, or community not under the abso¬ lute control of the State, nor to any denominational or sectarian institution or association. Art. IV, Sec. 11. There shall be chosen by the qualified electors of the State * * * and Superintendent of Public Instruction. * * * They shall severally hold their offices at the seat of government for the term of four years. Sec. 12. The powers and duties of the * * * and Superintendent of Public Instruction shall be prescribed by law. Report of the Governor of Wyoming to the Secretary of the Interior, 1889, Washington: Govern¬ ment Printing Office, 1889. 1408 EDUCATION REPORT, 1892-93. Article VII. — Education. Sec. 1. The legislature shall provide for the establishment and maintenance of a complete and uniform system of public instruction embracing free elementary schools of every needed kind and grade, a university with such technical and professional departments as the public good may require and the means of the State allow, and such other institutions as may be necessary. Sec. 2. The following are declared to be perpetual funds for school purposes, of which the annual income only can be appropriated, to-wit : Such per centum as has been or may hereafter be granted by congress on the sale of lands in this State ; all moneys arising from the sale or lease of sections number sixteen and thirty-six in each township in the State and the lands selected or that may be selected in lieu thereof; the proceeds of all lands that have been or may hereafter be granted to this State, where, by the terms and conditions of the grant, the same are not to be other¬ wise appropriated ; the net proceeds of lands and other property and etfects that may come to the State by escheat or forfeiture, or from unclaimed dividends or dis¬ tributive shares of the estates of deceased persons; all moneys, stocks, bonds, lands and other property now belonging to the common school fund. Sec. 3. To the sources of revenue above mentioned shall be added all other grants, gifts and devises that have been or may hereafter be made to this State and not otherwise appropriated by the terms of the grant, gift or devise. Sec. 4. All moneys, stocks, bonds, lands and other property belonging to a county school fund, except such moneys and property as may be provided by law for current use in aid of public schools, shall belong to and be securely invested and sacredly preserved in the several counties as a county public school fund, the income of which shall be appropriated exclusively to the use and support of free public schools in the several counties of the State. Sec. 5. All fines and penalties under general laws of the State shall belong to the public school fund of the respective counties and be paid over to the custodians of such funds for the current support of the public schools therein. Sec. 6. All funds belonging to the State for public school purposes, the interest and income of which only are to be used, shall be deemed trust funds in the care of the State, which shall keep them for the exclusive benefit of the public schools, and shall make good any losses that may in any manner occur, so that the same shall remain forever inviolate and undiminished. None of such funds shall ever be invested or loaned except on the bonds issued by school districts, or registered county bonds of the State, or State securities of this State, or of the United States. Sec. 7. The income arising from the funds mentioned in the preceding section, together with all the rents of the unsold school lands and such other means as the legislature may provide, shall be exclusively applied to the support of free schools in every county in the State. Sec. 8. Provision shall be made by general law for the equitable distribution of such income among the several counties according to the number of children of school age in each; which several counties shall in like manner distribute the proportion of said fund by them received respectively to the several school districts embraced therein. But no appropriation shall be made from said fund to any district for the year in which a school has not been maintained for at least three months; nor shall any portion of any public school fund ever be used to support or assist any private school, or any school, academy, seminary, college or other institution of learning controlled by any church or sectarian organization or religious denomination what¬ soever. Sec. 9. The legislature shall make such further provision by taxation or other wise, as with the income arising from the general school fund will create and main¬ tain a thorough and efficient system of public schools, adequate to the proper instruction of all the youth of the State, between the ages of six and twenty-one years, free of charge; and in view of such provision so made, the legislature shall AMERICAN EDUCATIONAL HISTORY. 1409 require that every child of sufficient physical and mental ability shall attend a public school during the period between six and eighteen years for a time equivalent to three years, unless educated by other means. Sec. 10. In none of the public schools so established and maintained shall distinc¬ tion or discrimination be made on account of sex, race or color. Skc. 11. Neither the legislature nor the superintendent of public instruction shall have power to prescribe text books to be used in the public schools. Sec. 12. No sectarian instruction, qualifications or tests shall be imparted, exacted, applied or in any manner tolerated in the schools of any grade or character controlled by the State, nor shall attendance be required at any religious service therein, nor shall any sectarian tenets or doctrines be taught or favored in any public school or institution that may be established under this constitution. Sec. 13. The governor, secretary of state, state treasurer and superintendent of public instruction shall constitute the board of land commissioners, which, under direction of the legislature, as limited by this constitution, shall have the direction, control, leasing and disposal of the lands of the State granted, or which may be hereafter granted for the support and benefit of public schools, subject to the further limitations that the sale of all lands shall be at public auction, after such delay (not less than the time fixed by congress), in portions at proper intervals of time, and at such minimum prices (not less than the minimum fixed by congress), as to realize the largest possible proceeds. Sec. 14. The general supervision of the public schools shall be entrusted to the state superintendent of public instruction, whose powers and duties shall be pre¬ scribed by law. THE UNIVERSITY, Sec. 15. The establishment of the University of Wyoming is hereby confirmed, and said institution, with its several departments, is hereby declared to be the Uni¬ versity of the State of Wyoming. All lands which have been heretofore granted or which may be granted hereafter by congress unto the university as such, or in aid of the instruction to be given in any of its departments, with all other grants, dona¬ tions or devises for said university, or any of its departments, shall vest in said university, and be exclusively used for the purposes for which they were granted, donated or devised. The said lands may be leased on terms approved by the land commissioners, but may not be sold oil terms not approved by congress. Sec. 16. The university shall be equally open to students of both sexes, irrespective of race or color; and, in order that the instruction furnished may be as nearly free as possible, any amount in addition to the income from its grants of lands and other sources above mentioned, necessary to its support and maintenance in a condition of full efficiency shall be raised by taxation or otherwise, under provisions of the legislature. Sec. 17. The legislature shall provide by law for the management of the university, its lands and other property by a board of trustees consisting of not less than seven members, to be appointed by the governor by and w»ith the advice and consent of the senate, and the president of the university, and superintendent of public instruc¬ tion, as members ex-officio, as such having the right to speak but not to vote. The duties and powers of the trustees shall be prescribed by law. Article VII, section 23, locates tlie State University at the city of Laramie, and provides that the legislature shall have no power to change or locate it permanently, but may, ten years after the adoption of the constitution, provide by law for submitting the question of the per¬ manent location to the popular vote. ed 93 - 89 1410 EDUCATION EEPORT, 1892-93. Constitution of Mississippi, November 1, 1890.1 Art. Ill, Sec. 18. No religious test as a qualification for office shall be required; and no preference shall be given by law to any religious sect, or mode of worship; but the free enjoyment of all religious sentiments and the different modes of wor¬ ship shall be held sacred. The rights hereby secured shall not be construed to justify acts of licentiousness injurious to morals or dangerous to the peace and safety of the State, or to exclude the Holy Bible from use in any public school of this State. Art. IV, Sec. 90. The Legislature shall not pass local, private, or special laws * * * providing for the management or support of any private or common school, incorporating the same or granting such school any privileges. Article VIII. — Education. Sec. 201. It shall be the duty of the Legislature to encourage by all suitable means, the promotion of intellectual, scientific, moral, and agricultural improve¬ ment, by establishing a uniform system of free public schools, by taxation, or other¬ wise, for all children between the ages of five and twenty-one years, and, as soon as practicable, to establish schools of higher grade. Sec. 202. There shall bo a Superintendent of Public Education, elected at the same time and in the same manner as the Governor, who shall have the qualifications required of the Secretary of State,2 and hold his office for four years and until his successor shall be elected and qualified, who shall have the general supervision of the common schools, and of the educational interests of the State, and who shall perform such other duties and receive such compensation as shall be prescribed by law. Sec. 203. There shall be a Board of Education, consisting of the Secretary of State the Attorney General, and the Superintendent of Public Education, for the manage¬ ment and investment of the school funds, according to law, and for the performance of such other duties as may be prescribed. The Superintendent and one other of said Board shall constitute a quorum. Sec. 201. There shall be a Superintendent of Public Education in each county, who shall be appointed by the Board of Education by and with the advice and con¬ sent of the Senate, whose term of office shall be four years, and whose qualifications, compensation, and duties, shall be prescribed bylaw; Provided , That the Legisla¬ ture shall have power to make the office of County School Superintendent of the several counties elective, or may otherwise provide for the discharge of the duties of County Superintendent, or abolish said office. Sec. 205. A public school shall be maintained in each school district in the county at least four months during each scholastic year. A school district neglecting to maintain its school four months, shall be entitled to only such part of the free school fund as may be required to pay the teacher for the time actually taught. Sec. 206. There shall be a common school fund which shall consist of the poll tax (to be retained in the counties where the same is collected), and an additional sum from the general fund in the State treasury, which together shall be sufficient to maintain the common schools for the term of four months in each scholastic year. But any county or separate school district may levy an additional tax to maintain its schools for a longer time than the term of four months. The common school fund shall be distributed among the several counties and separate school districts, in pro- journal of the proceedings of the constitutional convention of the State of Mississippi, begun in the city of Jackson on August 12, 1890, and concluded November 1, 1890. Printed by authority. Jack- son, Miss. : E. E. Martin, printer to the convention, 1890. £Tlie governor is elected once in four years at a general election bekl tbe first Tuesday after the first Monday in November. The secretary of state must be at least twenty -five years of age, and must have been a citizen of tbe State five years preceding the day of his election. AMERICAN EDUCATIONAL HISTORY. 1411 portion to the number of educable children in each, to be determined from data col¬ lected through the office of the State Superintendent of Education, in the manner to be prescribed by law. Sec. 207. Separate schools shall be maintained for children of the white and col¬ ored races. Sec. 208. No religious or other sect, or sects, shall ever control any part of the school or other educational funds of this State; nor shall any funds be appropriated towards the support of any sectarian school ; or to any school that at the time of receiving such appropriation is not conducted as a free school. Sec. 209. It shall be the duty of the Legislature to provide by law for the support of institutions for the education of the deaf, dumb and blind. Sec. 210. No public officer of this State, or any district, county, city or town thereof, nor any teacher or trustee of any public school, shall be interested in the sale, x>roceeds, or protits of ady books, apparatus, or furniture to be used in any public school in this State. Penalties shall be provided by law for the violation of this section. Sec. 211. The Legislature shall enact such laws as may be necessary to ascertain the true condition of the title to the 16th Sections of land in this State, or land granted in lieu thereof, in the Choctaw purchase, and shall provide that the Sixteenth section lands reserved for the support of township schools shall not he sold, nor shall they he leased for a longer term than ten years for a gross sum ; but the Legislature may provide for the lease of any of said lands for a term not exceeding twenty-five years for a ground rental payable annually, and, in case of uncleared lands, may lease them for such short term as may he deemed proper in consideration of the improvement thereof, with right thereafter to lease for a term, or to hold on pay¬ ment of ground rent. Sec. 212. The rate of interest on the fund known as the Chickasaw School Funds and other trust funds for educational purposes, for which the State is responsible, shall be fixed and remain, as long as said funds are held by the State, at six per centum per annum, from and after the close of the fiscal year A. D. 1891, and the distribution of said interest shall he made semi-annually on the first of May and November of each year. Sec. 213. The State having received and appropriated the land donated to it for the support of Agricultural and Mechanical Colleges, by the United States, and having, in furtherance of the beneficent design of Congress in granting said land, established the Agricultural and Mechanical College of Mississippi, and the Alcorn Agricultural, and Mechanical College, it is the duty of the State to sacredly carry out the conditions of the act of Congress upon the subject, approved July 2d, A. D. 1862, and the Legislature shall preserve intact the endowments to, and support, said colleges. Art. XII, Sec. 213. A uniform poll tax of two dollars, to he used in aid of the common schools, and for no other purpose, is hereby imposed on every male inhab¬ itant of this State between the ages of twenty-one and sixty years, except persons who are deaf and dumb or blind, or who are maimed by loss of hand or foot; said tax to he a lien only upon taxable property. The Board of Supervisors of any county may, for the purpose of aiding the common schools in that county, increase the poll tax in said county, but in no case shall the entire poll tax exceed in any one year three dollars on each poll. No criminal proceedings shall be allowed to enforce the collection of the poll tax. Sec. 244. On and after the first day of January, A. D. 1892, every elector shall, in addition to the foregoing qualification, be able to read any section of the Constitu¬ tion of this State ; or he shall bo able to understand the same when read to him, or give a reasonable interpretation thereof. 1412 EDUCATION REPORT, 1892-93. Constitution of Kentucky, April 11, 1891. 1 Sec. 62. The General Assembly shall not pass local or special acts * * * to provide for the management of common schools. education. Sec. 190. The General Assembly shall, by appropriate legislation, provide for an efficient system of common schools throughout the State. Sec. 191. The bond of the Commonwealth issued in favor of the Board of Educa¬ tion for the sum of one million three hundred and twenty-seven thousand dollars shall constitute one bond of the Commonwealth in favor of the Board of Education, and this bond and the seventy-three thousand five hundred dollars of the stock in the Bank of Kentucky, held by the Board of Education, and its proceeds, shall be held inviolate for the purpose of sustaining the system of common schools. The interest and dividends of said fund, together with any sum which may be produced by taxation or otherwise for purposes of common school education, shall be appro¬ priated to the common schools, and to no other iiurpose. No sum shall be raised or collected for education other than in common schools, until the question of taxation is submitted to the legal voters, and the majority of the votes cast at said election shall be in favor of such taxation : Provided, The tax now imposed for educational purposes, and for the endowment and maintenance of the Agricultural and Mechan¬ ical College, shall remain until changed by law. Sec. 192. The General Assembly shall make provisions, by law, for the payment of the interest of said school fund. The General Assembly may make provision for the sale of the stock in the Bank of Kentucky; and in case of a sale of all or any part of said stock, the proceeds of sale shall be invested by the Sinking Fund Commis¬ sioners in other good interest-bearing stocks or bonds, which shall be subject to sale and re-investment, from time to time, in like manner, and with the same restrictions, as provided with reference to the sale of the said stock in the Bank of Kentucky. Sec. 193. Each county in the Commonwealth shall be entitled to its proportion of the school fund on its census of pupil children for each school year; and if the pro rata share of any school district be not called for after the second school year, it shall be covered into the treasury and be placed to the credit of the school fund for the general apportionment the following school year. The surplus now due the several counties shall remain a perpetual obligation against the Commonwealth for the benefit of said respective counties, for which the Commonwealth shall execute its bond, bearing interest at the rate of six per centum per annum, payable annually to the counties respectively entitled to the same, and in the proportion to which they are entitled, to be used exclusively in aid of common schools. Sec. 191. In distributing the school fund no distinction shall be made on account of race or color, and separate schools for white and colored children shall be main¬ tained. Sec. 195. A Superintendent of Public Instruction shall be elected by the qualified voters of the State at the same time the Governor is elected, who shall hold his office for four years, and until his successor shall be qualified. His duties, salary, and qualifications shall be prescribed by law. Sec. 196. So much of any moneys as may be received by the Commonwealth from the United States under the recent act of Congress refunding the direct tax shall become a part of the school fund, and be held as provided in Section 191 ; but the General Assembly may authorize the use, by the Commonwealth, of the moneys so received, or any part thereof, in which event a bond shall be executed to the Board Constitution of the Commonwealth of Kentucky adopted hy the constitutional convention, April 11, 1891, and submitted to a vote of the people at the August election, 1891. Press of the Courier Job Printing Company, Louisville, Ky. AMERICAN EDUCATIONAL HISTORY. 1413 of Education for the amount so used, which bond shall he held on the same terms and conditions, and subject to the provisions of Section 191, concerning the bond therein referred to. Sec. 197. No portion of any fund or tax now existing, or that may hereafter be raised or levied for educational purposes, shall be appropriated to, or used by, or in aid of, any church, sectarian or denominational school. Amendment of the Constitution of Maine adopted November, 1892. 1 2 No person shall have the right to vote, or bo eligible to office under the Constitu¬ tion of this State, who shall not bo able to read the Constitution in the English language, and to write his name: Provided, however, That the provisions of this amendment shall not apply to any person prevented by physical disability from complying with its requisitions, nor to any person who now has the right to vote nor to any person who shall bo sixty years of age or upwards at the time this amendment takes effect. The Constitution of New York, September 28, 1894. Article IX. Sec. 1. The Legislature shall provide for the maintenance and support of a system of free common schools, wherein all the children of the State may be educated. Sec. 2. The corporation created in the year one thousand seven hundred and eighty -four, under the name of The Regents of the University of the State of New York is hereby continued under the name of the University of the State of New York. It shall be governed and its corporate powers, which may be increased, modi¬ fied, or diminished by the Legislature, shall be exercised by not less than nine regents. Sec. 3. The capital of the common school fund, the capital of the literature fund, and the capital of the United States deposit fund shall be respectively preserved inviolate. The revenue of the said common school fund shall be applied to the sup¬ port of common schools; the revenue of the said literature fund shall be applied to the support of academies; and the sum of twenty-five thousand dollars of the rev¬ enues of the United States deposit fund shall each year bo appropriated to and mad© a part of the capital of the said common school fund. Sec. 4. Neither the State nor any subdivision thereof shall use its property, or credit, any public money, or authorize or permit either to be used, directly or indi¬ rectly, in aid or maintenance other than for examination or inspection of any school or institution of learning, tvholly or in part under the control or direction of any religious denomination, or in which any denominational tenet or doctrine is taught. [The date given is that of tho adoption of the revised Constitution of the State by the Constitutional Convention.] The Proposed Constitution of Utah.3 Article X. — Education. Section. 1. The legislature shall provide for the establishment and maintenance of a uniform system of public schools, which shall be open to all the children of the State, and free from sectarian control. Sec. 2. The public school system shall include kindergarten schools, common schools, consisting of primary and grammar grades; high schools; an agricultural college; a university, and such other schools as the legislature may establish. The ]Printed from copy furnished by the attorney-general of the State. 2 This constitution was adopted by a convention held in Salt Lake City, pursuant to the provisions of an enabling act for Utah, approved July 16, 1894. It bears tho date May 5. 1895. It will be sub¬ mitted to the popular vote of the Territory the first Monday of November, 1895. The copy here used is that published by authority of the convention, under the supervision of Hon. Richard G. Lambert, chairman of committee on printing, Salt Lake City. 1414 EDUCATION REPORT, 1892-93. common scliools shall be free. The other departments of the system shall he sup¬ ported as provided by law : Provided, That high schools may he maintained free in all cities of the first and second class now constituting school districts, and in such other cities and districts as may he designated by the legislature. But where the proportion of sehool moneys apportioned or accruing to any city or district shall not he sufficient to maintain all the free schools in such city or district, the high schools shall he supported hy local taxation. Sec. 3. The proceeds of all lands that have been, or may he, granted hy the United States to this State for the support of the common schools,* the proceeds of all prop¬ erty that may accrue to the State hy escheat or forfeiture; and all unclaimed shares and dividends of any corporation incorporated under the laws of this State; the iwoeeeds of the sale of timber, minerals, and other property from school and State lands, other than those granted for specific purposes ; and the 5 per cent of the net proceeds of the sales of public lands lying within the State, which shall he sold hy the United States, subsequent to the admission of this State into the Union, shall he and remain a perpetual fund, to he called the State school fund, the interest of which only, together with such other means as the legislature may provide, shall he dis¬ tributed among the several school districts according to the school population resid¬ ing therein. Sec. 4. The location and establishment hy existing laws of the University of Utah and Agricultural College are hereby confirmed, and all the rights, immunities, fran¬ chises, and endowments heretofore granted or conferred are hereby perpetuated unto said university and agricultural college, respectively. Sec. 5. The proceeds of the sale of lands reserved by an act of Congress approved February 21, 1855, for the establishment of the University of Utah, and of all the lands granted hy an act of Congress approved July 16, 1894, shall constitute per¬ manent funds, to he safely invested and held by the State; and the income thereof shall he used exclusively for the support and maintenance of the different institutions and colleges, respectively, in accordance with the requirements and conditions of said acts of Congress. Sec. 6. In cities of the first and second class, the public school system shall he maintained and controlled hy the hoard of education of such cities, separate and apart from the counties in which said cities are located. Sec. 7. All public school funds shall he guaranteed hy the State against los3 or diversion. Sec. 8. The general control and supervision of the public school system shall ho vested in a State hoard of education, consisting of the superintendent of public instruction and such other persons as the legislature may provide. Sec. 9. Neither the legislature nor the State hoard of education shall have power to prescribe text-hooks to he used iu the common schools. Sec. 10. Institutions for the deaf and dumb and for the blind are hereby estab¬ lished. All property belonging to the School for the Deaf and Dumb, heretofore con¬ nected with the University of Utah shall he transferred to said Institution for the Deaf and Dumb. All the proceeds of the lands granted hy the United States for the support of a Deaf and Dumb Asylum, and for an Institution for the Blind, shall he a perpetual fund for the maintenance of said institutions. It shall he a trust fund, the principal of which shall remain inviolate, guaranteed hy the State against loss or diversion. Sec. 11. The metric system shall be taught in the public schools of the State. Sec. 12. Neither religious nor partisan test or qualification shall he required of any person as a condition of admission, as teacher or student, into any public educa¬ tional institution of the State. Sec. 13. Neither the legislature nor the county, city, town, school district, or other public corporation shall make any appropriation to aid in the support of any school, seminary, academy, college, university, or other institution controlled in whole, or in part, hy any church, sect, or denomination whatever. CHAPTER II. EE PORT OF THE COMMITTEE OF TEH OH SECOHDARY SCHOOL STUDIES, WITH PAPERS RELATING THERETO. Contents: J. — Reprint of the Report. II. — The Reform of Secondary Education in the United States, try Nicholas Murray Butler. III. — The Curriculum for Secondary Schools, by William T. Harris. IV. — The Unity of Educational Reform, by Charles W. Eliot. V. — Report of the Committee of Ten, by Jamies H. Baler. VI. — The Report of the Conference on English, by A. F. Nightingale. VII. — The Report from the Point of View of the Large Mixed High School, by O. D. Robinson. VIII. — Bibliography. REPOET OF THE COMMITTEE OF TEN. To the National Council of Education: Tlie committee of ten appointed at the meeting of the National Educational Asso¬ ciation at Saratoga on the 9th of July, 1892, have the honor to present the following report : At the meeting of the National Council of Education in 1891 a committee appointed at a previous meeting made a valuable report through their chairman, Mr. James H. Baker, then principal of the Denver high school, on the general subject of uniformity in school programmes and in requirements for admission to college. The committee was continued, and was authorized to iwocure a conference on the subject of uni¬ formity during the meeting of the National Council in 1892, the conference to consist of representatives of leading colleges and secondary schools in different parts of the country. This conference was duly summoned, and held meetings at Saratoga on July 7, 8, and 9, 1892. There wmre present between twenty and thirty delegates. Their discussions took a wide range, but resulted in the following specific recom¬ mendations, which the conference sent to the National Council of Education then in session : (1) That it is expedient to hold a conference of school and college teachers of each principal subject which enters into the ijrogrammes of secondary schools in the United States and into the requirements for admission to college — as for example, of Latin, of geometry, or of American history — each conference to consider the proper limits of its subject, the best methods of instruction, the most desirable allotment of time for the subject, and the best methods for testing the pupils’ attainments therein, and each conference to represent fairly the different parts of the country. (2) That a committee be appointed with authority to select the members of these conferences and to arrange their meetings, the results of all the conferences to be reported to this committee for such action as it may deem appropriate, and to form the basis of a report to be presented to the council by this committee. 1415 1416 EDUCATION REPORT, 1892-93. (3) That this committee consist of the following gentlemen: Charles W. Eliot, president of Harvard University, Cambridge, Mass, chair¬ man. William T. Harris, Commissioner of Education, Washington, D. C. James B. Angell, president of the University of Michigan, Ann Arbor, Mich. John Tetlow, head master of the girls’ high school and the girls’ Latin school, Boston, Mass. James M. Taylor, president of Yassar College, Poughkeepsie, N. Y. Oscar D. Robinson, principal of the high school, Albany, N. Y. James H. Baker, president of the University of Colorado, Boulder, Colo. Richard H. Jesse, president of the University of Missouri, Columbia, Mo. James C. Mackenzie, head master of the Lawrenceville school, Lawrenceville, N. J. Henry C. King, professor in Oberlin College, Oberlin, Ohio. These recommendations of the conference were adopted by the National Council of Education on the 9th of July, and the council communicated the recommendations to the directors of the National Educational Association, with the'furtlier recom¬ mendation that an appropriation not exceeding $2,500 be made by the association toward the expenses of these conferences. On the 12th of July the directors adopted a series of resolutions under which a sum not exceeding $2,500 was made available for this undertaking during the academic year 1892-93. Every gentleman named on the above committee of ten accepted his appointment; and the committee met, with every member present, at Columbia College, New York City, from the 9th to the 11th of November, 1892, inclusive. In preparation for this meeting a table had been prepared by means of a pro¬ longed correspondence with the principals of selected secondary schools in various parts of the country, which showed the subjects taught in 40 leading secondary schools in the United States, and the total number of recitations, or exercises, allotted to each subject. Nearly 200 schools were applied to for this information; but it did not prove practicable to obtain within three months verified statements from more than 40 schools. This table proved conclusively, first, that the total number of sub¬ jects taught iii these secondary schools was nearly 40, 13 of which, however, were found in only a few schools; secondly, that many of these subjects were taught for such short periods that little training could, be derived from them; and thirdly, that the time allotted to the same subject in the different schools varied widely. Even for the older subjects, like Latin and algebra, there appeared to be a wide diversity of practice with regard to the time allotted to them. Since this table was compara¬ tive in its nature — that is, permitted comparisons to be made between different schools — and could be easily misunderstood and misapplied by persons who had small acquaintance with school programmes, it was treated as a confidential docu¬ ment; and was issued at first only to members of the committee of ten and the principals of the schools mentioned in the table. Later, it was sent — still as a con¬ fidential paper — to the members of the several conferences organized by the com¬ mittee of ten. The committee of ten, after a preliminary discussion on November 9, decided on November 10 to organize conferences on the following subjects : (1) Latin; (2) Greek; (3) English; (4) other modern languages; (5) mathematics; (6) physics, astronomy, and chemistry ; (7) natural history (biology, including botany, zoology, and physi- ology); (8) history, civil government, and political economy; (9) geography (]',hys- ical geography, geology, and meteorology). They also decided that each conference should consist of ten members. They then proceeded to select the members of each of these conferences, having regard in the selection to the scholarship and experi¬ ence of the gentlemen named, to the fair division of the members between colleges on the one hand and schools on the other, and to the proper geographical distribu¬ tion of the total membership. After selecting 90 members for the nine conferences, the committee decided on an additional number of names to be used as substitutes SECONDARY SCHOOL STUDIES. 1417 for persons originally chosen wlio should declino to serve, from two to four substi¬ tutes being selected for each conference. In the selection of substitutes tho commit¬ tee found it difficult to regard the geographical distribution of the persons selected with as much strictness as in the original selection; and, accordingly, when it became necessary to call on a considerable number of substitutes, tho accurate geo¬ graphical distribution of membership was somewhat impaired. The lists of the members of the several conferences were finally adopted at a meeting of the com¬ mittee oil November 11; and tho chairman and secretary of a committee were then empowered to fill any vacancies which might occur. The committee next adopted the following list of questions as a guide for the dis¬ cussions of all tho conferences, and directed that the conferences be called together on tho 28th of December: “ (1) In tho school course of study extending approximately from the age of 6 to 18 years — a course including the periods of both elementary and secondary instruction — at what age should tho study which is the subject of the conference.be first intro¬ duced? “(2) After it is introduced, how many hours a week for how many years should be devoted to it ? “(3) How many hours a week for how many years should be devoted to it during the last four years of tho complete course ; that is, during the ordinary high school period? “(4) What topics, or parts, of the subject may reasonably be covered during the whole course? “(5) What topics, or parts, of the subject may best be reserved for the last four years ? “ (8) In what form and to what extent should the subject enter into college require¬ ments for admission? Such questions as the sufficiency of translation at sight as a test of knowledge of a language, or the superiority of a laboratory examination in a scientific subject to a written examination on a text-book, are intended to be sug¬ gested under this head by the phrase ‘in what form/ “(7) Should tho subject be treated differently for pupils who are going to col¬ lege, for those who are going to a scientific school, and for those who, presumably, are going to neither? “(8) At what stage should this differentiation begin, if any be recommended? “(9) Can any description bo given of the best method of teaching this subject throughout the school course? “ (10) Can any description be given of the best mode of testing attainments in this subject at college admission examinations? “(11) For those cases in which colleges and universities permit a division of the admission examination into a preliminary and a final examination, separated by at least a year, can the best limit between the preliminary and final examinations be approximately defined?” The committee further voted that it was expedient that the conferences on Latin and Greek meet at the same place. Finally, all further questions of detail with regard to the calling and the instruction of the conferences were referred to the chairman with full power. During the ensuing six weeks, the composition of the nine conferences was deter¬ mined in accordance with the measures adopted by the committee of ten. Seventy persons originally selected by the committee accepted the invitation of the commit¬ tee, and 69 of these persons were present at the meetings of their resjmetive confer¬ ences on the 28th of December. Twenty substitutes accepted service, of whom 12 were persons selected by the committee of ten, and 8 were selected under the author¬ ity granted to the chairman and secretary of the committee in emergencies. One of these 8 gentlemen was selected by a conference at its first meeting. Two gentlemen who accepted service — one of the original members and one substitute— absented themselves from the meetings of their respective conferences without giving any 1418 EDUCATION REPORT, 1832-93. notice to tlie chairman of the committee of ten, who was therefore unable to' fill their places.. With these two except ions* all the conferences met on December 28 with full membership. The places of meeting were as follows : For the Latin and Greek conferences, the University of Michigan, Ann Arbor, Mich. 5 for the English conference, Vassar Col¬ lege, Poughkeepsie, N. Y. ; for the conference on other modern languages, the Bureau of Education, Washington, D. C. ; for the conference on mathematics. Harvard Uni¬ versity, Cambridge, Mass, ; for the conference on physics, astronomy, and chemistry, and cn natural history, the University of Chicago, Chicago, Ill. ; for the conference on history, civil government, and political economy, the University of Wisconsin, Madison, Wis. ; for the conference on geography, the Cook County normal school, Englewood, Ill. The committee of ten and all the conferences enjoyed the hospital¬ ity of the several institutions at which they met, and the members were made wel¬ come at private houses during the sessions. Through the exertions of Mr. N. A. Calkins, chairman of the trustees of the National Educational Association, important reductions of railroad fares were procured for some members of the committee and of the conferences ; but the reductions obtainable were less numerous and considerable than the National Council of Education had hoped. In filling a few vacancies of which notice was received shortly before December 28, it was necessary to regard as one qualification nearness of residence to the appointed places of meeting; but on the whole the weight and effectiveness of the several conferences were not impaired by the necessary replacement of 20 of the members originally selected by the com¬ mittee of ten. The list of the members of the conferences on the 28th of December was as follows: 1. LATIN. Prof. Charles E. Bennett, Cornell University, Ithaca., N. Y. Frederick L. Bliss, principal of the Detroit high school, Detroit, Mich. John T. Buchanan, principal of the Kansas City high school, Kansas City, Mo. William C. Collar, head master of the Roxbury Latin school, Roxbury, Mass. John S. Cromhie, principal of the Adelphi Academy, Brooklyn, N. Y. Prof. James H. Dillard, Tulane University, New Orleans, La. Rev. William Gallagher, principal of Williston Seminary, Eastliampton, Mass. Prof. William G. Hale, University of Chicago, Chicago, Ill. Prof John C. Rolfe, University of Michigan, Ann Arbor, Mich. Julius Sachs, principal of the Collegiate Institute for Boys, 38 West Fifty-ninth street, New York City. 2. GEEEX. E. W. Coy, principal of the Hughes high school, Cincinnati, Ohio. Prof. Martin L. D’Ooge, University of Michigan, Ann Arbor, Micb. A. F. Fleet, superintendent of the Missouri Military Academy, Mexico, Mo. Ashley D. Hurt, headmaster of the high school, Tulane University, New Orleans, La. Robert D. Keep, principal of the Free Academy, Norwich, Conn. Prof. Abhy Leach, Vassar College, Poughkeepsie, N. Y. Clifford H. Moore, Phillips Academy, Andover, Mass. William H. Smiley, principal of the high school, Denver, Colo. Prof. Charles F. Smith, Vanderbilt University, Nashville, Tenn. Prof. Benjamin I. Wheeler, Cornell University, Ithaca, N. Y. 3. ENGLISH. Prof. Edward A. Allen, University of Missouri, Columbia, Mo. F. A. Barbour, Michigan State normal school, Ypsilanti, Mich. Prof. Frank A. Blackburn, University of Chicago, Chicago, Ill. Prof. Cornelius B. Bradley, University of California, Berkeley, Cal. Prof. Francis B. Gummere, Havexford College, Pa. SECONDARY SCHOOL STUDIES. 1419 Prof. Edward E. Hale, jr., University of Iowa, Iowa City, Iowa. Prof. George L. Kittredge, Harvard University, Cambridge, Mass. Charles L. Loos, jr., high school, Dayton, Ohio. W. H. Maxwell, superintendent of schools, Brooklyn, N. Y. Samuel Tliurber, master in the girls’ high school, Boston, Mass. 4. OTHER, MODERN LANGUAGES. Prof. Joseph L. Armstrong, Trinity College, Durham, N. C. Thomas B. Bronson, Lawrenceville sehool, Lawrenceville, N. J. Prof. Alphonse X. van Daell, Massachusetts Institute of Technology, Boston, Mass. Charles H. Grandgent, director of modern language instruction in the public schools, Boston, Mass. Prof. Charles Harris, Oberlin College, Oberlin, Ohio. William T. Peck, high school, Providence, R. I. Prof. Sylvester Primer, University of Texas, Austin, Tex. John J. Schobinger, principal of a private school for boys, Chicago, Ill. Isidore H. B. Spiers, William Penn Charter School, Philadelphia, Pa. Prof. Walter D. Toy, University of North Carolina, Chapel Hill, X. C. 5. MATHEMATICS. Prof. William E. Byerly, Harvard University, Cambridge, Mass. Prof. Florian Cajori. Colorado College, Colorado Springs, Colo. Arthur H. Cutler, principal of a private sehool for boys, New York City. Prof. Henry B. Fine, College of New Jersey, Princeton, X. J. W. A. Greeson, principal of the high school, Grand Rapids, Mich. Andrew Ingraham, Swain Free School, Xew Bedford, Mass. Prof. Simon Newcomb, Johns Hopkins University, and Washington, D. C. Prof. George D. Olds, Amherst College, Amherst, Mass. James L. Patterson, Lawrenceville school, Lawrenceville, X. J. Prof. T. H. Satford, Williams College, Williamstown, Mass. 6. PHYSICS, ASTRONOMY, AND CHEMISTRY. Prof. Brown Ayers, Tulane University, New Orleans, La. Irving W. Fay, The Belmont School, Belmont, Cal. Alfred P. Gage, English high school, Boston, Mass. George Vfarren Krall, manual training school, Washington University, St. Louis, Mo. Prof. William W. Payne, Carleton College, Northfield, Minn. William McPherson, jr., 2901 Collinwood avenue, Toledo, Ohio. Prof. Ira Eemsen, Johns Hopkins University, Baltimore, Md. Prof. James H. Shepard, South Dakota Agricultural College, Brookings, S. Dak. Prof. William J. Waggener, University of Colorado, Boulder, Colo. George R. White, Phillips Exeter Academy, Exeter, X. H. 7. NATURAL HISTORY (BIOLOGY, INCLUDING BOTANY, ZOOLOGY, AND PHYSIOLOGY). Prof. Charles E. Bessey, University of Nebraska, Lincoln, Nekr. Arthur C. Boy den, normal school, Bridgewater, Mass. Prof. Samuel F. Clarke, Williams College, Williamstown, Mass. Prof. Douglas H. Campbell, Leland Stanford Junior University, Palo Alto, Cal. President John M. Coulter, Indiana University, Bloomington, Ind. Principal S. A. Merritt, Helena, Mont. W. B. Powell, superintendent of schools, Washington, D. C. Charles B. Scott, high school, St. Paul, Minn. Prof. Albert H. Tuttle, University of Virginia, Charlottesville, Va. O. S. Westeott, principal of the North Division high school, Chicago, Ill. 1420 EDUCATION REPORT, 1892-93. 8. HISTORY, CIVIL GOVERNMENT, AND POLITICAL ECONOMY. President Cliarles K. Adams, University of Wisconsin, Madison, Wis. Prof. Edward G. Bourne, Adelbert College, Cleveland, Ohio. Abram Brown, principal of the Central high school, Columbus, Ohio. Prof. A. B. Hart, Harvard University, Cambridge, Mass. Ray Greene Iiuling, principal of the high school, New Bedford, Mass. Prof. Jesse Macy, Iowa College, Grinnell, Iowa. Prof. James Harvey Robinson, University of Pennsylvania, Philadelphia, Pa. Prof. William A. Scott, University of Wisconsin, Madison, Wis. Henry P. Warren, head master of the Albany Academy, Albany, N. Y. Prof. Woodrow Wilson, College of New Jersey, Princeton, N. J. 9. GEOGRAPHY (PHYSICAL GEOGRAPHY, GEOLOGY, AND METEOROLOGY). Prof. Thomas C. Chamberlin, University of Chicago, Chicago, Ill. Prof. George L. Collie, Beloit College, Beloit, Wis. Prof. W. M. Davis, Harvard University, Cambridge, Mass. Delwin A. Hamlin, master of the Rice Training School, Boston, Mass. Prof. Edwin J. Houston, Central high school, Philadelphia, Pa. Prof. Mark W. Harrington, the Weather Bureau, Washington, D. C. Charles F. King, Dearborn School, Boston, Mass. Francis W. Parker, principal of the Cook County Normal School, Englewood, Ill. G. M. Philips, principal of the State normal school, West Chester, Pa. Prof. Israel C. Russell, University of Michigan, Ann Arbor, Mich. The 90 members of the conferences were divided as follows: Forty-seven were in the service of colleges or universities, 42 in the service of schools, and 1 was a Government official formerly in the service of a university. A considerable number of the college men, however, had also had experience in schools. Each conference, in accordance with a recommendation of the committee of ten, chose its own chair¬ man and secretary; and these two officers prepared the report of each conference. Six of the chairmen were college men and 3 were school men, while of the secre¬ taries 2 were college men and 7 school men. The committee of ten requested that* the reports of the conferences should be sent to their chairman by the 1st of April, 1893— three months being thus allowed for the preparation of the reports. Seven conferences substantially conformed to this request of the committee; but the reports from the conferences on natural history and geography were delayed until the second week in July. The committee of ten, being of course unable to prepare their own report until all the reports of the December conferences had been received, were prevented from presenting their report, as they had intended, at the education congress vdiicli met at Chicago July 27-29. All the conferences sat for three days. Their discussions were frank, earnest, and thorough; but in every conference an extraordinary unity of opinion was arrived at. The nine reports are characterized by an amount of agreement which quit'' surpasses the most sanguine anticipations. Only two conferences present minorxCy reports, namely, the conference on physics, astronomy, and chemistry, and the conference on geography; and in the first case the dissenting opinions touch only two points in the report of the majority, one of which is unimportant. In the great majority of matters brought before each conference the decision of the conference was unani¬ mous. When one considers the different localities, institutions, professional experi¬ ences, and personalities represented in each of the conferences, the unanimity developed is very striking, and should carry great weight. Before the 1st of October. 1893, the reports of the conferences had all been printed, after revision in proof by the chairmen of the conferences, respectively, and had been distributed to the members of the committee of ten, together with a preliminary draft of a report for the committee. With the aid of comments and suggestions received from members of the committee a second draft of this report was made SECONDARY SCHOOL STUDIES. 1421 ready in print to serve as the groundwork of the deliberations of the committee at their final meeting. This meeting was held at Columbia College from the 8th to the 11th of November, 1893, inclusive, every member being present except Professor King, who is spending the current academic year in Europe. The points of view and the fields of work of the different members of the committee being fortunately various, the discussions at this prolonged meeting were vigorous and comprehensive, and resulted in a thorough revision of the preliminary report. This third revise having been submitted to the members of the committee, a cordial agreement on both the form and the substance of the present report, with the exceptions stated in the minority report of President Baker, was arrived at after a correspondence which extended over three weeks. The report itself embodies the numerous votes and reso¬ lutions adopted by the committee. Professor King, having received in Europe the conference reports, the two prelim, inary drafts of the committee’s report, and the third revise, desired to have his name signed to the final report. The council and the public will doubtless be impressed, at first sight, with the great number and variety of important changes urged by the conferences ; but on a careful reading of the appended reports it will appear that the spirit of the confer¬ ences was distinctly conservative and moderate, although many of their recommen¬ dations are of a radical nature. The conferences which found their tasks the most difficult were the conferences on physics, astronomy, and chemistry] natural his¬ tory; history, civil government, and political economy ; and geography ; and these four conferences make the longest and most elaborate reports, for the reason that these subjects are to-day more imperfectly dealt with in primary and secondary schools than are the subjects of the first five conferences. The experts who met to confer together concerning the teaching of the last four subjects in the list of con¬ ferences all felt the need of setting forth in an ample way what ought to be taught, in what order, and by what method. They ardently desired to have their respec¬ tive subjects made equal to Latin, Greek, and mathematics in weight and influence in the schools; but they knew that educational tradition was adverse to this desire, and that many teachers and directors of education felt no confidence in these sub¬ jects as disciplinary material. Hence the length and elaboration of these reports. In less degree, the conferences on English and other modern languages felt the same difficulties, these subjects being relatively new as substantial elements in school programmes. The committee of ten requested the conferences to make their reports and recom¬ mendations as specific as possible. This request was generally complied with; but, very naturally, the reports and recommendations are more specific concerning the selection of topics in each subject, the best methods of instruction, and the desir¬ able appliances or apparatus, than concerning the allotment of time to each subject. The allotment of time is a very important matter of administrative detail ; but it presents great difficulties, requires a comprehensive survey of the comparative claims of many subjects, and in different parts of the country is necessarily affected by the various local conditions and historical developments. Nevertheless, there will be found in the conference reports recommendations of a fundamental and far- reaching character concerning the allotment of programme time to each subject. It might have been expected that every conference would have demanded for its subject a larger proportion of time than is now commonly assigned to it in primary and secondary schools; but, as a matter of fact, the reports are noteworthy for their moderation in this respect, especially the reports on the old and well-established subjects. The Latin conference declares that u in view' of the just demand for more and better Avork in several other subjects of the preparatory course, it seemed clear to the conference that no increase in the quantity of the preparation in Latin should be asked for.” Among the votes passed by the Greek conference will be noticed the following : “ That in making the following recommendations this con¬ ference desires that the average age at which pupils now enter college should be 1422 EDUCATION REPORT, 1892-93. lowered rather than raised; and the conference urges that no addition he made in the advanced requirements in Greek for admission to college.” The mathematical conference recommends that the course in arithmetic in elementary schools shonld he abridged, and recommends only a moderate assignment of time to algebra and geometry. The conference on geography says of the present assignment of time to geography in primary and secondary schools that 11 it is the judgment of the con¬ ference that too much time is given to the subject in proportion to the results secured. It is not their judgment that more time is given to the subject than it merits, but that either more should be accomplished or less time taken to attain it.” Anyone who reads these nine reports consecutively will be struck with the fact that all these bodies of experts desire to have the elements of their several subjects taught earlier than they now are, and that the conferences on all the subjects except the languages desire to have given in the elementary schools what may bo called perspective views, or broad surveys, of their respective subjects — expecting that in later years of the school course parts of these same subjects will be taken up with more amplitude and detail. The conferences on Latin, Greek, and the modern lan¬ guages agree in desiring to have the study of foreign languages begin at a much earlier age than now — the Latin conference suggesting by a reference to European usage that Latin be begun from three to five years earlier than it commonly is now. The conference on mathematics wish to have given in elementary schools not only a general survey of arithmetic, but also the elements of algebra, and concrete geometry in connection wuth drawing. The conference on physics, chemistry, and astronomy urge that nature studies should constitute an important part of the elementary school course from the very beginning. The conference on natural history wish the elements of botany and zoology to be taught in the primary schools. The conference on history wish the systematic study of history to begin as early as the tenth year of age, and the first two years of study to be devoted to mythology and to biography for the illustration of general history as well as of American history. Finally, the conference on geography recommend that the earlier course treat broadly of the earth, its environment and inhabitants, extending freely into fields which in later years of study are recognized as belonging to separate sciences. In thus claiming entrance for their subjects into the earlier years of school attend¬ ance, the conferences on the newer subjects are only seeking an advantage which the oldest subjects have long possessed. The elements of language, number, and geography have long been imparted to young children. As things now are, the high school teacher finds in the pupils fresh from the grammar schools no founda¬ tion of elementary mathematical conceptions outside of arithmetic; no acquaint¬ ance with algebraic language, and no accurate knowledge of geometrical forms. As to botany, zoology, chemistry, and physics, the minds of pupils entering the high school are ordinarily blank. When college professors endeavor to teach chem¬ istry, physics, botany, zoology, meteorology, or geology to persons of 18 or 20 years of age, they discover that in most instances new habits of observing, reflecting, and recording have to be painfully acquired by the students — habits which they should have acquired in early childhood. The college teacher of history finds in like man¬ ner that his subject has never taken any serious hold on the minds of pupils fresh from the secondary schools. He finds that they have devoted astonishingly little time to the subject, and that they have acquired no habit of historical investigation, or of the comparative examination of different historical narratives concerning the same periods or events. It is inevitable, therefore, that specialists in any one of the subjects which are pursued in the high schools or colleges should earnestly desire that the minds of young children be stored with some of the elementary facts and principles of their subject, and that all the mental habits, which the adult student will surely need, begin to be formed in the child’s mind before the age of 14. It follows, as a matter of course, that all the conferences except the conference on Greek, make strong suggestions concerning the programmes of primary and gram¬ mar schools — generally with some reference to the subsequent programmes of sec- SECONDARY SCHOOL STUDIES. 1423 ondary schools. They desire important changes in the elementary grades, and the changes recommended are all in the direction of increasing simultaneously the inter¬ est and the substantial training quality of primary and grammar school studies. If anyone feels dismayed at the number and variety of the subjects to be opened to children of tender age, let him observe that while these nine conferences desire each their own subject to be brought into the courses of elementary schools, they all agree that these different subjects should be correlated and associated one with another by the programme and by the actual teaching. If the nine conferences had sat all together as a single body, instead of sitting as detached and even isolated bodies, they could not have more forcibly expressed their conviction that every sub¬ ject recommended for introduction into elementary and secondary schools should help every other; and that the teacher of each single subject should feel responsible for the advancement of the pupils in all subjects, and should distinctly contribute to this advancement. On one very important question of general policy, which affects profoundly the preparation of all school programmes, the committee of ten and all the conferences are absolutely unanimous. Among the questions suggested for discussion in each conference were the following : “(7) Should the subject be treated differently for pupils who are going to college, for those who are going to a scientific school, and for those who, presumably, are going to neither ? “(8) At what age should this differentiation begin, if any be recommended?” The seventh question is answered unanimously in the negative by the conferences, and the eighth therefore needs no answer. The committee of ten unanimously agree with the conferences. Ninety-eight teachers, intimately concerned either with the actual work of American secondary schools, or with the results of that work as they appear in students who come to college, unanimously declare that every sub¬ ject which is taught at all in a secondary school should he taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease. Thus, for all pupils who study Latin, or history, or algebra, for example, the allot¬ ment of time and the method of instruction in a given school should be the same year by year. Not that all the pupils should pursue every subject for the same num¬ ber of years ; but so long as they do pursue it, they should all he treated alike. It has been a very general custom in American bigh schools and academies to make up separate courses of study for pupils of supposed different destinations, the propor¬ tions of the several studies in the different courses being various. The principle laid down by the conferences will, if logically carried out, make a great simplifica¬ tion in secondary school programmes. It will lead to each subject's being treated by the school in the same way by the year for all pnpils, and this, whether the indi¬ vidual pupil be required to choose between courses which run through several years, or be allowed some choice among subjects year by year. Persons who read all the appended reports will observe the frequent occurrence of the statement that, in order to introduce the changes recommended, teachers more highly trained will he needed in both the elementary and the secondary schools. There are frequent expressions to the effect that a higher grade of scholarship is needed in teachers of the lower classes, or that the general adoption of some method urged by a conference must depend upon the better preparation of teachers in the high schools, model schools, normal schools, or colleges in which they are trained. The experienced principal or superintendent in reading the reports will be apt to say to himself: “This recommendation is sound, but can not he carried out without teachers who have received a training superior to that of the teachers now at my command/’ It must be remembered, in connection with these admissions, or expres¬ sions of anxiety, that the conferences were urged by the committee of ten to ad rise the committee concerning the best possible — almost the ideal — treatment of each subject taught in a secondary school course, without, however, losing sight of the 1424 EDUCATION REPORT, 1892-93. actual condition of American schools, or pushing their recommendations beyond what might reasonably bo considered attainable in a moderate number of years. The committee believe that the conferences have carried out wisely the desire of the committee, in that they have recommended improvements which, though great and seldom to be made at once and simultaneously, are by no means unattainable. The existing agencies for giving instruction to teachers already in service are numerous; and the normal schools and the colleges are capable of making prompt and success¬ ful efforts to supply the better trained and equipped teachers for whom the reports of the conferences call. Many recommendations will bo found to be made by more than one conference. Thus, all the conferences on foreign languages seem to agree that the introduction of two foreign languages in the same year is inexpedient ; and all of them insist on practice in reading the foreign language aloud, on the use of good English in trans¬ lating, and on practico in translating the foreign language at sight, and in writing it. Again, all the conferences on scientific subjects dwell on laboratory work by the pupils as the best means of instruction, and on the great utility of the genuine labo¬ ratory notebook ; and they all protest that teachers of science need at least as thorough a special training as teachers of languages or mathematics receive. In reading the reports, many instances will be noticed in which different conferences have reached similar conclusions without any consultation, or have followed a com¬ mon line of thought. Your committee now proceed to give summaries of the most important recommen¬ dations made by the conferences as regards topics and methods, reserving the sub¬ ject of time allotment. But in so doing, they desire to say that the reading of these summaries should not absolve anyone interested in the general subject from read¬ ing with care the entire report of every conference. The several reports are so full of suggestions and recommendations concisely and cogently stated that it is impos¬ sible to present adequate abstracts of them. 1. LATIN. An important recommendation of the Latin conference is the recommendation that the study of Latin be introduced into American schools earlier than it now is. They recommend that translation at sight form a constant and increasing part of the examinations for admission to college and of the work of preparation. They next urge that practice in writing Latin should not be dissociated from practice in read¬ ing and translating; but, on the contrary, that the two should be carried on with equal steps. The conference desire the schools to adopt a greater variety of Latin authors for beginners, and they give good reasons against the exclusive use of Caesar’s Gallic War. They object to the common practice of putting the teaching of beginners into the hands of the youngest teachers, who have the slenderest equip¬ ment of knowledge and experience. They dwell on the importance of attending to pronunciation and reading aloud, to forms, vocabulary, syntax, and order, and to the means of learning to understand the. Latin before translating it; and they describe and urge the importance of a higher ideal in translation than now prevails in secondary schools. The formal recommendations of the conference, fourteen in number, will be found concisely stated in numbered paragraphs at the close of their report. 2. GEEEE. The conference on Greek agree with the conference on Latin in recommending the cultivation of reading at sight in schools, and in recommending that practice in translation into the foreign language should be continued throughout the school course. They urge that three years bo the minimum time for the. study of Greek in schools; provided that Latin be studied four years. They would not have a pupil begin the study of Greek without a knowledge of the elements of Latin. They recommend the substitution of portions of the Hellenica for two books of the Anab- SECONDARY SCHOOL STUDIES. 1425 asis in tlie requirements for admission to college, and the use of some narrative portions of Thucydides in schools. They urge that Homer should continue to be studied in all schools which provide instruction in Greek through three years, and they suggest that the Odyssey is to he preferred to the Iliad. They regret “that so few colleges through their admission examinations encourage reading at sight in schools.” Like the Latin conference, the Greek conference urge that the reading of the text he constantly practiced by both teacher and pupil, “and that teachers require from their pupils no less intelligent reading of the text than accurate trans¬ lation of the same.” The Greek conference also adopted a vote “to concur with the Latin conference as to the age at which the study of Latin should be begun.” The specific recommendations of the conference will be found in brief form in the para¬ graphs at the head of the eleven numbered sections into which their report is divided. 3. ENGLISH. The conference on English found it necessary to deal with the study of English in schools below the high school grade as well as in the high school. Their opening recommendations deal with the very first years of school, and one of the most inter¬ esting and admirable parts of their report relates to English in the primary and the .grammar schools. The conference are of the opinion that English should be pursued in the high school during the entire course of four years; but in making this recommendation the conference have in mind both study of literature and training in the expression of thought. To the study of rhetoric they assign one hour a week in the third year of the high school course. To the subject of historical and systematic grammar they assign one hour a week in the fourth year of the high school course. The intelligent reader of the report of this conference will find described in it the means by which the study of English in secondary schools is to be made the equal of any other study in disciplinary or developing power. The conference claim for English as much time as the Latin conference claim for Latin in secondary schools ; and it is clear that they intend that the study shall be in all respects as serious and informing as the study of Latin. One of the most interesting opinions exjiressed by the confer¬ ence is “that the best results in the teaching of English in high schools can not be secured without the aid given by the study of some other language; and that Latin and Germau, by reason of their fuller inflectional system, are especially suited to this end.” In the case of high schools, as well as in schools of lower grade, the confer¬ ence declare that every teacher, whatever his department, should feel responsible for the use of good English on the part of his pupils. In several passages of this report the idea recurs that training in English must go hand in hand with the study of other subjects. Thus the conference hope for the study of the history and geography of the English-speaking people, so far as these illustrate the development of the English language. They mention that “ the extent to which the study of the sources of English words can be carried in any school or class will depend on the acquaintance the pupils possess with Latin, French, and German.” They say that the study of words should be so. pursued as to illustrate the political, social, intellectual, and religious development of the English race; and they urge that the admission of a student to college should be made to depend largely on his ability to write English, as shown in his examination books on other subjects. It is a fundamental idea in this report that the study of every other sub¬ ject should contribute to the pupil's training in English, and that the pupil’s capacity to write English should be made available and be developed in every other department. The very specific recommendations of the conference as to English requirements for admission to colleges and scientific schools are especially wise and valuable. 4 OTHER MODERN LANGUAGES. The most novel and striking recommendation made by the conference on modem languages is that an elective course in German or French be provided in the grani- ED 93 - 90 1426 EDUCATION REPORT, 1892-93. mar school, the instruction to be open to children at about 10 years of age. The conference made this recommendation “in the firm belief that the educational effects of modern language study will be of immense benefit to all who are able to pursue it under proper guidance.” They admit that the study of Latin presents the same advantages ; but living languages seem to them better adapted to grammar school wrork. The recommendations of this conference with regard to the number of lessons a week are specific. They even construct a table showing the time which should be devoted to modern languages in each of the last four years of the elemen¬ tary schools and in each year of the high school. They plead that “all pupils of the same intelligence and the same degree of maturity be instructed alike, no matter whether they are subsequently to enter a college or scientific school, or intend to pursue their studies no further.” The conference also state with great precision what in their judgment may be expected of pupils in German and French at the various stages of their progress. An important passage of the report treats of the best way to facilitate the progress of beginners ; pupils should be lifted over hard places; frequent reviews are not to be recommended; new texts stimulate interest and enlarge the vocabulary. Their recommendations concerning translation into English, reading aloud, habituating the ear to the sounds of the foreign lan¬ guage, and translating into the foreign language, closely resemble the recommen¬ dations of the conferences on Latin, Greek, and English regarding the best methods of instruction in those languages. In regard to college requirements, the conference agree with several other conferences in stating “that college requirements for admission should coincide with the high school requirements for graduation.” Finally, they declare that “the worst obstacle to modern language study is the lack of properly equipped instructors, and that it is the duty of universities, States, and cities to provide opportunities for the special preparation of modern language teachers.” 5. MATHEMATICS. The form of the report of the conference on mathematics differs somewhat from that of the other reports. This report is subdivided under five headings : (l^General conclusions ; (2) the teaching of arithmetic ; (3) the teaching of concrete geometry ; (4) the teaching of algebra; (5) the teaching of formal or demonstrative geometry. The first general conclusion of the conference was arrived at unanimously. The conference consisted of one Government official and university professor, five profes- sors of mathematics in as many colleges, one principal of a high school, two teachers of mathematics in endowed schools, and one proprietor of a private school for boys. The professional experience of these gentlemen and their several fields of work were various, and they came from widely separated parts' of the country; yet they were unanimously of opinion “ that a radical change in the teaching of arithmetic was necessary.” They recommend “ that the course in arithmetic bo at once abridged and enriched; abridged by omitting entirely those subjects which perplex and exhaust the pupil without affording any really valuable mental discipline, and enriched by a greater number of exercises in simple calculation, and in the solution of concrete problems.” They specify in detail the subjects which they think should be curtailed or entirely omitted, and they give in their special report on the teach¬ ing of arithmetic a full statement of the reasons on -which their conclusion is based. They map out a course in arithmetic which, in their judgment, should begin about the ago of 6 years, and be completed at about the thirteenth year of age. The conference next recommend that a course of instruction in concrete geometry with numerous exercises be introduced into the grammar schools, and that this instruction should, during the earlier years, be given in connection with drawing. They recommend that the study of systematic algebra should be begun at the age of 14; but that, in connection with the study of arithmetic, the pupils should earlier be made familiar with algebraic expressions and symbols, including the method of solving simple equations. '• The conference believe that the study of demonstrative SECONDARY SCHOOL STUDIES. 1427 geometry should begin at the end of the first year’s study of algebra, and be earned on by the side of algebra for the next two years, occupying about two hours and a half a week.” They are also of opinion “that if the introductory course in concrete geometry has been well taught, both plane and solid geometry can be mastered at this time.” Most of the improvements in teaching arithmetic which the conference suggest “can be summed up under the two heads of giving the teacher a more con¬ crete form, and paying more attention to facility and correctness in work. The concrete system should not be confined to principles, but be extended to practical applications in measuring and in physics.” In regard to the teaching of concrete geometry, the conference urge that while the student’s geometrical education should begin in the kindergarten, or at the latest in the primary school, systematic instruction in concrete or experimental geometry should begin at about the age of 10 for the average student, and should occupy about one school hour a week for at least three years. From the outset of this course, the pupil should be required to express himself verbally as well as by drawing and modeling. He should learn to estimate by the eye, and to measure with some degree of accuracy lengths, angular magnitudes, and areas; to make accurate plans from his own measurements and estimates ; and to make models of simple geometrical solids. The whole work in concrete geometry will connect itself on the one side with the work in arithmetic, and on the other with elementary instruction in physics. With the study of arithmetic is therefore to bo intimately associated the study of algebraic signs and forms, of concrete geometry, and of elementary physics. Here is a striking instance of the interlacing of subjects which seems so desirable to every one of the nine conferences. Under the head of teaching algebra, the conference set forth in detail the method of familiarizing the pupil with the use of algebraic language during the study of arithmetic. This part of the report also deals clearly with the question of the time required for the thorough mastery of algebra through quadratic equations. The report on the teaching of demonstrative geometry is a clear and concise statement of the best method of teaching this subject. It insists on the importance of elegance and finish in geometrical demonstration, for the reason that the discipline for which geometrical demonstration is to be chiefly prized is a discipline in complete, exact, and logical statement. If slovenliness of expression, or awkwardness of form is tolerated, this admirable discipline is lost. The conference therefore recommend an abundance of oral exercises in geometry — for Avhich there is no proper substitute — and the rejection of all demonstrations which are not exact and formally perfect. Indeed throughout all the teaching of mathematics the conference deem it important that great stress be laid by the teacher on accuracy of statement and elegance of form as well as on clear and rigorous reasoning. Another very important recom¬ mendation in this part of the report is to be found in the following passage: “As soon as the student has acquired the art of rigorous demonstration, his work should cease to be merely receptive. He should begin to devise constructions and demon¬ strations for himself. Geometry can not be mastered by reading the demonstrations of a text-book, and while there is no branch of elementary mathematics in which purely receptive work, if continued too long, may lose its interest more completely, there is also none in which independent work can be made more attractive and stim¬ ulating.” These observations are entirely in accordance with the recent practice of some colleges in setting admission examination papers in geometry which demand of the candidates some capacity to solve new problems, or rather to make new applica¬ tion of familiar principles. 6. PHYSICS, CHEMISTRY, AND ASTRONOMY. The conference on this subject were urgent that the study of simple natural phe¬ nomena be introduced into elementary schools, and it was the sense of the confer¬ ence that at least one period a day from the first year of the primary school should 1428' EDUCATION REPORT, 1892-93. be given to such study. Apparently the conference entertained the opinion that the present teachers in elementary schools are ill prepared to teach children howto observe simple natural phenomena; for their second recommendation was that special science teachers or superintendents be appointed to instruct the teachers of elemen¬ tary schools in the methods of teaching natural phenomena. The conference was clearly of opinion that from ihe beginning this study should be pursued by the pupil chiefly, though not exclusively, by means of experiments and by practice in the use of simple instruments for making physical measurements. The report dwells repeat¬ edly on the importance of the study of things and phenomena by direct contact. It emphasizes the necessity of a large proportion of laboratory work in the study of physics and chemistry, and advocates the keeping of laboratory notebooks by the pupils, and the use of such notebooks as part of the test for admission to college. At the same time the report points out that laboratory Ayork must be conjoined with the study of a text-book and with attendance at lectures or demonstrations, and that intelligent direction by a good teacher is as necessary in a laboratory as it is in the ordinary recitation or lecture room. The great utility of the laboratory notebook is emphatically stated. To the objec¬ tion that the kind of instruction described requires much time and effort on the part of the teacher, the conference reply that to give good instruction in the sciences requires of the teacher more work than to give good instruction in mathematics or the languages; and that the sooner this fact is recognized by those who have the management of schools the better for all concerned. The science teacher must reg¬ ularly spend much time in collecting materials, preparing experiments, and keeping collections in order, and this indispensable labor should be allowed for in pro grammes and salaries. As regards the means of testing the progress of the pupils in physics and chemistry, the conference were unanimously of opinion that a lab¬ oratory examination should always be combined with an oral or written examina¬ tion, neither test taken singly being sufficient. There was a difference of opinion in the conference on the question whether physics should precede chemistry, or chemistry physics. The logical order would place physics first; but ail the mem¬ bers of the conference but one advised that chemistry be put first for practical reasons which are stated in the majority report. A subcommittee of the conference has prepared lists of experiments in physics and chemistry for the use of secondary schools, not, of course, as a prescription, but only as a suggestion, and a somewhat precise indication of the topics which the conference had in mind, and of the limits of the instruction. 7. ^NATURAL HISTORY. The conference on natural history unanimously agreed that the study of botany and zoology ought to be introduced into the primary schools at the very beginning of the school course, and be pursued steadily, with not less than two periods a week, throughout the whole course below the high school. In the next place they agreed that in these early lessons in natural science no text-book should be used; but that the study should constantly be associated with the study of literature, language, and drawing. It was their opinion that the study of physiology should be post poned to the later years of the high school course; but that in the high school, some branch of natural history proper should be pursued every day throughout at leas! one year. Like the report on physics, chemistry, and astronomy, the report on natural history emphasizes the absolute necessity of laboratory work by the pupils on plants and animals, and would have careful drawing insisted on from the begin¬ ning of the instruction. As the laboratory notebook is recommended by the conference on physics, so the conference on natural history recommends that the pupils should be made to express themselves clearly and exactly in words, or by drawings, in describing the object which they observe; and they believe that this practice will be found a valuable aid in training the pupils in the art of expression. They agree with the conference SECONDARY SCHOOL STUDIES. 1429 on physics, chemistry, and astronomy that science examinations should include both a written and a laboratory test, and that the laboratory notebooks of the pupils should be produced at the examination. The recommendations of this conference are therefore very similar to those of the sixth conference, so far as methods go; but there are appended to the general report of the conference on natural history subreports which describe the proper topics, the best order of topics, and the right methods of instruction in botany for schools below the high school, and for the high school itself, and in zoology for the secondary schools. Inasmuch as both the sub¬ ject-matter and the methods of instruction in natural history are much less familiar to ordinary school teachers than the matter and the methods in the languages and mathematics, the conference believed that descriptive details were necessary in order to give a clear view of the intentions of the conference. In another snbreport the conference give their reasons for recommending the postponement to the latest possible time of the study of physiology aud hygiene. Like the sixth conference, the conference on natural history protest that no person should be regarded as quali¬ fied to teach natural science who has not had special training for this work — a preparation at least as thorough as that of their fellow teachers of mathematics and the languages. 8. HISTORY, CIVIL GOVERNMENT, AND POLITICAL ECONOMY. The conference on history, civil government, and political economy had a task different in some respects from those of other conferences. It is nowadays admitted that language, natural science, and mathematics should each make a substantial part of education; but the function of history in education is still very imperfectly appre¬ hended. Accordingly the eighth conference were at pains to declare their conception of the object of studying history and civil government in schools, and their belief in the efficiency of these studies in training the judgment, and in preparing children for intellectual enjoyments in after years, and for the exercise at maturity of a salu¬ tary influence upon national affairs. They believed that the time devoted in schools to history and the allied subjects should be materially increased, and they have there¬ fore presented arguments in favor of that increase. At the same time, they state .strongly their conviction that they have recommended “ nothing that was not already being done in some good schools, and that might not reasonably be attained wher¬ ever there is an efficient system of graded schools.” This conference state quite as strongly as any other their desire to associate the study of their particular subject with that of other subjects which enter into every school programme. They declare that the teaching of history should be intimately connected with the teaching of English; that pupils should be encouraged to avail themselves of their knowledge of ancient and modern languages; and that their study of history should be asso¬ ciated with the study of topography and political geography, and should be supple¬ mented by the study of historical and commercial geography, and the drawing of historical maps. They desire that historical works should be used for reading in schools, and that subjects of English composition should be drawn from the lessons in history. They would have historical poems committed to memory, and the read¬ ing of biographies and historical novels encouraged. While they are of opinion that political economy should not be taught in secondary schools, they urge that in connection with United States history, civil government, and commercial geography instruction should be given in the most important economic topics. The conference would therefore have the instruction in history made con tributary to the work in three other school departments, namely, English, geography, and drawing. The sub¬ ject of civil government they would associate with both history and geography. They would introduce it into the grammar school by means of oral lessons, and into the high school by means of a text-book with collateral reading and oral les¬ sons. In the high school they believe that the study of civil government may be made comparative— that is, that the American method may be compared with foreign systems. 1430 EDUCATION REPORT, 1892-93. Although the conference was made up of very diverse elements, every member of the conference was heartily in favor of every vote adopted. This remarkable unanimity was not obtained by the silence of dissentients, or the withdrawal of opposition on disputed points. It was the natural result of the strong conviction of all the members that history, when taught by the methods advocated in their report, deserves a position in school programmes which would give it equal dignity and importance with any of the most favored subjects, and that the advantages for all children of the rational study of history ought to be diffused as widely as possible. On one point they made a clearer declaration than any other conference, although several other conferences indicate similar opinions. They declared that their interest was chiefly “in the school children who have no expectation of going to college, the larger number of whom will not even enter a high school,” and that their “recom¬ mendations are in no way directed to building up the colleges, or increasing the number of college students.” Like every other conference, they felt anxious about the qualifications of the teachers who are to be intrusted with the teaching of his¬ tory, and they urged that only teachers who have had adequate special training should be employed to teach history and civil government. In their specific recom¬ mendations they strongly urge that the historical course be made continuous from year to year, and extend through eight years, and in this respect be placed upon the same footing with other substantial subjects. The answers of this conference to the questions contained in the memorandum sent to the conferences by the committee of ten were specific and clear. They will be found in an appendix to the report of the conference. In regard to the time to be devoted to history in school programmes, this confer¬ ence ask for not less than three periods a week throughout a course of eight years; and they suggest that some of this time can be found by contracting the course in arithmetic and using for history a part of the time now given to political geography and to language study. Of these eight years they suggest that four should be in the high school and four in the grammar school. They “especially recommend such a choice of subjects as will give pupils in the grammar schools an opportunity of studying the history of other countries, and to the high schools one year’s study on the intensive method.” A large portion of the report is necessarily taken uj) with the description of what the conference consider the most suitable historical topics and the best methods of teaching history. This portion of the report does not admit of any useful jrresenta- tion in outline; it must be read in full. With regard to examinations in history for admission to college, the conference protest “against the present lax and inefficient system,” and seem to sum up their own desires on this subject in the statement that “ the requirements for college ought to be so framed that the methods of teaching best adapted to meet them will also be best for all pupils.” * Like the conferences on scientific subjects, the conference on history insist on notebooks, abstracts, special reports, and other written work as desirable means of teaching. If the recommendations of the nine conferences should be carried out in grammar and high schools, there would certainly be at least one written exercise a day for every pupil — a result which persons interested in training children to write English deem it important to accomplish. The observations of the conference on geographical training in connection with history are interesting and suggestive, as are also the recurring remarks on the need of proper apparatus for teaching history, such as maps, reference libraries, historical pictures, and iffiotographs. It is not the natural sciences alone which need school apparatus. 9. GEOGEAPRY. Considering that geography has been a subject of recognized value in elementary schools for many generations, and that a considerable portion of the whole school time of children has long been devoted to a study called by this name, it is some- SECONDARY SCHOOL STUDIES. 1431 what startling to find that the report of the conference on geography deals -with more novelties than any other report, exhibits more dissatisfaction with prevailing methods, and makes, on the whole, the most revolutionary suggestions. This con¬ ference had hut nine members present at its sessions, and before tho final revision of its report had been accomplished one of the most valued of its members died. Seven members sign the majority report, and the minority report is presented by one member. The dissenting member, however, while protesting against the views of the majority on many points, concurs with the majority in some of the most impor¬ tant conclusions arrived at by tho conference. It is obvious, on even a cursory reading of the majority and minority reports, that geography means for all the members of this conference something entirely different from the term ‘ c geography " as generally used in school programmes. Their definition of tho word makes it embrace not only a description of the surface of the earth, but also the elements of botany, zoology, astronomy, and meteorology, as well as many considerations pertaining to commerce, government, and ethnology. “The physical environment of nan” expresses as well as any single phrase can the conference’s conception of the principal subject which they wish to have taught. No one can read the reports without perceiving that the advanced instruction in geography which the conference conceive to be desirable and feasible in high schools cannot be given until the pupils have mastered many of the elementary facts of botany, zoology, geometry, and physics. It is noteworthy also that this ninth conference, like the seventh, dealt avowedly and unreservedly with the whole range of instruc¬ tion in primary and secondary schools. They did not pretend to treat chiefly instruction in secondary schools, and incidentally instruction in the lower schools; but, on the contrary, grasped at once the whole x^roblem, and described the topics, methods, and apparatus appropriate to the entire course of twelve years. They recognized that complete descriptions would be necessary in all three branches of the subject — topics, methods, and equipment; and they have given these descriptions with an amplitude and force which leave little to be desired. More distinctly than any other conference, they recognized that they were pre¬ senting an ideal course which could not be carried into effect everywhere or imme¬ diately. Indeed, at several points they frankly state that the means of carrying out their recommendations are not at present readily accessible, and they exhibit the same anxiety which is felt by several other conferences about training teachers for the kind of- work which the conference believe to be desirable. After the full and interesting descriptions of the relations and divisions of geographical science, as the conference define it, the most important sections of their report relate to the methods and means of presenting the subject in schools, and to the right order in developing it. The methods which they advocate require not only better equipped teachers, but better means of illustrating geographical facts in the schoolroom, such as charts, maps, globes,* photographs, models, lantern slides, and lanterns. Like all the other conferences on scientific subjects, the ninth conference dwell on the importance of forming from the start good habits of observing correctly and stating accurately the facts observed. They also wish that the instruction in geography may be connected with the instruction in drawing, history, and English. They believe that meteorol¬ ogy may be taught as an observational study in the earliest years of the grammar school, the scholars being even then made familiar with the use of the thermometer, the wind vane, and the rain gauge; and that it may be carried much further in the high school years, after physics has been studied, so that the pupils may then attain a general understanding of topographical maps, of pressure and wind charts, of iso¬ thermal charts, and of such complicated subjects as weather prediction, rainfall and the distribution of rain, storms, and the seasonal variations of the atmosphere. Their conception of j)hysiography is a very comprehensive one. In short, they recommend a study of physical geography which would embrace in its scope the elements of half a dozen natural sciences, and would bind together in one sheaf the various gleanings which the pupils would have gathered from widely separated 1432 EDUCATION REPORT, 1892-93. fields. There can he no doubt that the study would be interesting, informing, and developing, or that it would he difficult and in every sense substantial. It already appears that the nine conferences have attended carefully to three out of the five subjects which it was the intention of the National Council of Education that they should examine. They have discussed fully the proper limits of the several subjects of instruction in secondary schools, the best methods of instruction, and the best methods of testing pupils’ attainments. The conferences were equally faith¬ ful in discussing the other two subjects committed to them by the council, namely, the most desirable allotment of time for each subject and the requirements for admis¬ sion to college. The next subject which the committee of ten, following the guidance of the con¬ ferences, desire to present to the council is, therefore, the allotment of school time among the various subjects of study. It is the obvious duty of the committee, in the first place, to group together in tabular form the numerous suggestions on this subject made by the conferences. Having exhibited the programme time suggestions of the conferences, it will remain for the committee to construct a flexible and com¬ prehensive schedule of studies, based on the recommendations of the conferences. [Abbreviations: p. — a recitation period of 40-45 minutes; wk. = week; yT. SECONDARY SCHOOL STUDIES. 1433 >> e s. Twelfth K. i c3 ft m a £ cS ft I 11 =111 | s I ' s I * 33s 3&3 I^llg’l ”|=I|1 Trigonom¬ etry and higher algebra for candidates forscientilic schools. O 1 s A a 1 1 § Eleventh year. 16-17. £ . c3 ft W A £ c3 ft ■<* Literature, 3 p. a wk. ; composi¬ tion, 1 p. a wk. ; rhetoric, 1 p. a wk. 1 111 IS Sill |a Algebra or bookkeep¬ ing and commercial arithmetic, 24 p. a wk.; geometry, 2$ p. a wk. Tenth year. 15-16. M * eg ft m A <3 ft m Literature, 3 p. a wk. ; composi¬ tion, 2 p. a wk. | fii Is a &« | girl- Algebra or bookkeep¬ ing and commercial arithmetic, 2J p. a wk. ; geometry, 24 p. a wk. & p I Ninth £ c3 cL m £ ! 1 Literature, 3 p.a wk.; composi¬ tion, 2 p. a wk. The lan¬ guage begun below, 4 p. a wk. si A ^ 8>1 HI j M .5 © R © c£ P I J $ Greek. Grammar, 3 p. a wk. Elective German or French, 3 p. a wk. at least. ffl = |1 5 13 Seventh year. 12-13. From this grade no reader to bo used. Elective German or French, 3 p. a wk. at least. !U 1 1 I 5^2 St •2.2 ! tary reading begun— and continued ill the grades; composition begun— narratives, and descriptions— oral ten exercises on forms and the Elective German or French, 4 p. a wk. Concrete geometry, 1 p. a wk. 6 1 Fifth year. 10-11. ■a a i Elective German or French, 5 p. a wk. Concrete geomet ry, 3 8 1 Fourth year. 9-10. III b|0_o 35 « ft b — So I P © I a Third year. 8-9. Supplemen through i writing, and writ sentence. pi sli Second year. 7-8. Pupils to reproduce orally stories told them, to invent stories, and describe objects. 5*: {all W P First year. Age 6-7. Arithmetic expressic tions — no recomme I 1 8 & 1. Latin - 1 c e; i ; 5 i 3. English.. I % rP 1 IO Elementary grades. — Primary and grammar school. Secondary school. — High school or academy. 1434 EDUCATION REPORT, 1892-93. SECONDARY SCHOOL STUDIES. 1435 The preceding table exhibits the demands for programme time made by all the con¬ ferences. It will be seen at once that this table does not yield, without modification, a practical programme. The nine conferences acted separately, and were studying each its own needs, and not tho comparative needs of all the subjects, it was not for them to balance the different interests, but for each to present strongly one interest. It will further be noticed that some of their demands are not specific — that is, they do not call for any specified number of recitation periods for a definite number of weeks during a stated number of years. The conferences on languages and history are the most definite in their recommendations, the conferences on mathematics and the sciences being miyjh less so. Table I is therefore not a programme, but the materials from which serviceable programmes may be constructed. The committee of ten deliberately placed in this one table the recommendations of the conferences for the elementary grades and the recommendations for secondary schools, in order that the sequence of the recommendations for each subject might be clearly brought out. Tho recommendations made for the secondary schools pre¬ suppose in many cases that the recommendations made for the elementary schools have been fulfilled; or, at least, in many cases the conferences would have made different recommendations for the secondary schools, if they had been compelled to act on the assumption that things must remain just as they are in the elementary schools. At this point it is well to call attention to the list of subjects which the confer¬ ences deal with as proper for secondary schools. They are : (1) Languages — Latin, Greek, English, German, and French (and locally Spanish); (2) mathematics— alge¬ bra, geometry, and trigonometry; (3) general history, and the intensive study of special epochs; (4) natural history — including descriptive astronomy, meteorology, botany, zoology, physiology, geology, and ethnology, most of which subjects may be conveniently grouped under the title of physical geography; and (5) physics and chemistry. The committee of ten assent to this list, both for what it includes and for what it excludes, with some practical qualifications to be mentioned below. Table II exhibits the total amount of instruction (estimated by the number of weekly periods assigned to each subject) to be given in a secondary school during each year of a four years’ course, on the supposition that the recommendations of the conferences are all carried out. 1436 EDUCATION REPORT, 1892-93. Table II. First secondary school year. Latin . English literature - 3 p. ? English composition. 2 p. > German or French . Algebra . History . . . 5p. . 5p. . 5 p. 22 p. Second secondary school year. Latin . Greek . English literature - 3 p. ) English composition .2 i>. 5 . German . French . Algebra* .2J p. ^ Geometry. 2J p. > . Astronomy (12 weeks) . . Botany or zoology. . . History . 5 p. 4 p. 4 p. 5 p. 5 p. 5 p. 3 p. 37 J p. * Option of bookkeeping and commercial arithmetic. Third secondary school year. Latin . Greek . English literature - 3p. ) English composition. 1 p. V . Rhetoric . Ip.) German . French . . Algebra* . Geometry . . Chemistry . History . . .. 5 p. •• 4 p. .. 5 p. .. 4 p. .. 4 p. -- 2.V p. -- 2ip. .. 5 p. .. 3 p. 35 p. * Option of bookkeeping and commercial arithmetic. Fourth secondary school year. Latin . Greek . English literature. . . 3p. 1 English composition .1 p. V . English grammar _ 1 p. ) German . French . Trigonometry ..2 p. ! yr. £ Higher algebra. 3 p. | yr. } . Physics . .► . Anatomy, physiology, and hygiene, ! yr.-l . - . . History . Geology or physiography .3 p. £ yr.£ Meteorology . 3 p. ! yr .y~ 5 4 5 4 4 2 5 5 3 3 P P P P P P P P P P 37! p The method of estimating the amount of instruction offered in any subject by the number of recitation periods assigned to it each week for a given number of years or half years is in some respects an inadequate one, for it takes no account of the scope and intensity of the instruction given during the periods; but so far as it goes, it is trustworthy and instructive. It represents with tolerable accuracy the proportional expenditure which a school is making on a given subject, and therefore the proportional importance which the school attaches to that subject. It also represents roughly the proportion of the pupil’s entire school time which he can devote 1o a given subject, provided he is free to take all the instruction offered in that subject. All experience shows that subjects deemed important get a large number of weekly periods, while those deemed unimportant get a small number. Moreover, if the programme time assigned to a given subject be insufficient, the value of that subject as training can not be got, no matter how good the quality of the instruction. Every one of these years except the first contains much more instruction than any one pupil can follow; but, looking at the bearing of the table on the important question of educational expenditure, it is encouraging to observe that there are already many secondary schools in this country in which quite as many subjects are taught as are mentioned in this table, and in which there are more weekly period> of instruction provided for separate classes than are found in any year of the table. In some urban high schools which provide from five to nine different courses of three to five years each, and in some endowed secondary schools which maintain two or three separate courses called classical, Latin-scientific, and English, or designated by similar titles, the total number of weekly periods of unrepeated instruction given to distinct classes is even now larger than the largest total of weekly periods found in Table II. The annual expenditure in such schools is sufficient to pro¬ vide all the instruction called for by Table II. The suggestions of the conferences presuppose that all the pupils of like intelligence and maturity in any subject study SECONDARY SCHOOL STUDIES. 1437 it in the same way and to the same extent, so long as they study it at all, this being a point on which all the conferences insist strongly. No provision is made, there¬ fore, for teaching Latin or algebra or history to one portion of a class four times a week, and to another portion of the same class only thrice or twice a week. Such provisions are very common in American schools, but the recommendations of the conferences, if put into effect, would do away with all expenditures of this sort. It clearly appears from Table II that the recommendations of the conferences on scientific subjects have been moderate so far as the proposed allotment of time to them is concerned. The conferences on physics, chemistry and astronomy, natural history, and geography held one combined sess on in Chicago, and passed a resolu¬ tion that one-fourth of the whole high school course ought to be devoted to natural science, their intention doubtless being that each pupil should devote one-quarter of his time to science; yet if all the time asked for in secondary schools by the sci¬ entific conferences be added together it will appear, first, that the rare pupil who should take all the scientific instruction provided would need for it only one-quarter of his time, and secondly, that less than one-sixth of the whole instruction to be given in accordance with the combined recommendations of all the conferences is devoted to subjects of natural science. The first year of the secondary school course according to Table II will contaiu no science at all; and it is only in the last year of the secondary school that the proportion of natural science teaching rises to one- fourth of the whole instruction. In studying these two tables which result from the recommendations of the confer¬ ences, the committee of ten perceived at once that if the recommendations are to be carried out, so far as offering the instruction proposed is concerned, a selection of studies for the individual pupil must be made in the second, third, and fourth years of the secondary school course. This selection will obviously be made in different ways in different schools. Any sch6ol principal may say, “ With the staff at my command I can teach only five subjects out of those proposed by the conferences in the manner proposed. My school shall therefore be limited to these five.” Another school may be able to teach in the thorough manner proposed five subjects, but some or all of these five may be different from those selected by the first school. A larger or richer school may be able to teach all the subjects mentioned, and by the meth¬ ods and with the apparatus described. In the last case, each pupil, under the supervision of the teachers, and with the advice of parents or friends, may make choice between several different four-year courses arranged by the school; or, if the school authorities prefer, the pupil may be allowed to make year by year a care¬ fully guided choice among a limited number of subjects; or these two methods may be combined. Selection for the individual is necessary to thoroughness and to the imparting of power as distinguished from information, for any large subject what¬ ever to yield its training value must be pursued through several years and be studied from three to five times^a week; and if each subject studied is thus to claim a con¬ siderable fraction of the pupil’s school time, then clearly the individual pupil can give attention to only a moderate number of subjects. In Table II the number of weekly periods assigned to a single subject varies from two to five, about half of the assignments being made tor five periods a week. There is an obvious convenience in the number five because it ordinarily gives one period a day for five days in the week ; but there is also an obvious disadvantage in making too free use of the number five. It practically limits to three or, at most, four the number of subjects which the individual pupil may pursue simultaneously ; and this limit is inexpedient in a four years’ programme. The committee have therefore prepared the following modification of Table II. using four as the standard number of weekly periods, except in the first year of t. new language, and in the few cases in which the conferences advise a number smallei than four. By this means the total number of periods is somewhat reduced, except in the first year, and the number of periods allotted to different subjects are made 1438 EDUCATIOX REPORT, 1892-93. more consonant, eacli with the others. The result is only a correlation and adjust¬ ment of the recommendations of the conferences, no judgment or recommendation of the committee "being expressed in it: Table III. First secondary school year. Latin . 5 p. English literature . . . 2 p. \ ±-n English composition. 2 p. 5 . ; German [or French] . 5 p. i Algebra . 4 p. ' History of Italy, Spain, and France - 3 p. j Applied geography (European politi¬ cal — continental and oceanic flora and fauna) . 4 o. Second, secondary school year. Latin . 4 p. Greek . 5 p. j English literature . . . 2 p. \ t ^ English composition. 2 p. j . 4 P* German, continued . : . 4 p. French, begun . 5 p. Algebra,*. 2 p. > . ^ j Geometry. 2 p. ) . 4 P* j Botanv or zooloirv . 4 p. 25 p. English history to 1688 . 3 p. | 33 p. * Option of bookkeeping; and commercial arithmetic. Third secondary school year. Fourth secondary school year. Latin . Latin . 4 p. j Greek . . . . 4 p. ; Greek . 4 p. j English literature ... 2 p. ] English composition. 1 p. > . 4 P. ! English literature ... 2 p. 1 English composition. 1 p. > . 4 p. Rhetoric . 1 p. German . . 4 p. English grammar _ 1 p. ) German . 4 p. French . . 4 p. French . 4 p. Algebra.*. 2p. 1 .Geometry. 2 p. 5 . . 4 p. [ Trigonometry... \ 9 ! Higher algebra . 5 . ^ ; Physics . . 4 p. Chemistry . . . 4 p. History English and American . 3 p. History (intensive) and civil govern¬ j Astronomy . . 3 p. 1st i yr. Meteorology. 3 p. 2nd | yr. } . 3 P- ment . 3 p. Geology or physiography, 4 p. 1st \ | Anatomy, physiology, and hygiene, | ^ 4p. 2ndiyr. * " J * Option of bookkeeping ; 34 p. and commercial | arithmetic. 33 p. , Tlie adoption of the number four as the standard number of weekly periods will not make it impossible to carry into effect the fundamental conception of all the conferences, namely, that all the subjects which make part of the secondary school course should be taught consecutively enough and extensively enough to make every subject yield that training which it is best fitted to yield, provided that the pro¬ posed correlation and association of subjects are carried out in practice. With regard to the arrangement or sequence of subjects, the committee follow in this table the recommendations of the conferences with only slight modifications. They insert in the first year applied geography, using the term in the "sense in which it is used by the conference on geography: and they make this insertion in order that natural science may be represented in the programme of that year, and that a complete break of continuity, as regards science subjects, between the eighth grade and the second year of the secondary school may be avoided. They have felt obliged to put physics into the third year and chemistry into the fourth, in order that the subject of physics may precede meteorology and physiography; and they have slightly increased the number of lessons in astronomy. With regard to the proportions of school-time to be devoted to the different subjects, Table III reduces somewhat the proportional time devoted to Latin, English, and mathematics, and increases the proportional time to be devoted to natural science. In a secondary school which teaches all the subjects recommended by the conferences, and to the extent contemplated in Table III, nearly one-fifth of the whole instruction given will be devoted to natural science. SECONDARY SCHOOL STUDIES. 1439 Tbo committee regard Table III not, of course, as a feasible programme, but as tlie possible source of a great variety of good secondary school programmes. It would be difficult to make a bad programme out of the materials contained in this table, unless indeed the fundamental principles advocated by tlie conferences should be neglected. With some reference to Table I, excellent six-year and five-year programmes for secondary schools can readily be constructed by spreading the sub¬ jects contained in Table III over six or five years instead of four — of course with some changes in the time allotment. The details of the time allotment for the several studies which enter into the secondary school programme may seem to some persons mechanical, or even trivial — a technical matter to be dealt with by each superintendent of schools, or by each principal of a secondary school, acting on his own individual experience and judg¬ ment; but such is not the opinion of the committee of ten. The committee believe that to establish just proportions between the several subjects, or groups of allied subjects, on which the conferences were held, it is essential that each principal sub¬ ject shall be taught thoroughly and extensively, and, therefore, for an adequate num¬ ber of periods a week on the school programme. If twice as much time is given in a school to Latin as is given to mathematics, the attainments of the pupils in Latin ought to be twice as great as they are in mathematics, provided that equally good work is done in the two subjects, and Latin will have twice the educational value of mathematics. Again, if in a secondary school Latin is steadily pursued for four years with four or five hours a week devoted to it, that subject will be worth more to the pupil than the sum of half a dozen other subjects, each of which has one- sixth of the time allotted to Latin. The good effects of continuous study in one subject will be won for the pupil through the Latin, and they will not be won through the six other subjects among which only so much time as is devoted to the single language has been divided. If every subject studied at all is to be studied thoroughly and consecutively, every subject must receive an adequate time allot¬ ment. If every subject is to provide a substantial mental training, it must have a time allotment sufficient to produce that fruit. Finally, since selection must be exer¬ cised by or on behalf of the individual pupil, all the subjects between which choice is allowed should be approximately equivalent to each other in seriousness, dignity, and efficacy. Therefore they should have approximately equal time allotments. The conferences have abundantly shown how every subject which they recommend can be made a serious subject of instruction, well fitted to train the jmpiFs powers of observation, expression, and reasoning. It remains for makers of school pro¬ grammes to give every subject the chance of developing a good training capacity by giving it an adequate time allotment. The schedule of studies contained in Tibbie III permits flexibility and variety in three respects. First, it is not necessary that any school should teach all the sub¬ jects which it contains, or any particular set of subjects. Secondly, it is not neces¬ sary that the individual pupil should everywhere and always have the same number of periods of instruction per week. In one school the pupils might have but sixteen periods a week, in another twenty ; or in some years of the course the pupils might have more periods a week than in other years. Within the schedule many particu¬ lar arrangements for the convenience of a school or for the welfare of an individual pupil would be possible. Thirdly, it is not necessary that every secondary school should begin its work at the level which is assumed as the starting point of second¬ ary instruction in Tables I, II, and III. If in any community the high school has no such grammar school foundation beneath it as is imagined in Table I it will simply have to begin its work lower down in the table. Tbe sequence of studies recom¬ mended by the conferences would still serve as a guide; but the demarcation between the elementary schools and the high school would occur in that community at a lower point. From this point of view Tables I, II, and III may be considered to set a standard toward which secondary schools should tend, and not a standard to which they can at once conform. 1440 EDUCATION REPOET, 1892-93. v - The adoption of a programme based on Table III would not necessarily change at all the relation of a school to the colleges or universities to which it habitually sends pupils. Any such programme would lend itself either to the examination method of admission to college, or to the certificate method ; and it could be slightly modified in such a way as to meet the present admission requirements of any college in the country. Future changes in admission requirements might fairly be made with a view to the capabilities of programmes based on Table III. As samples of school programmes constructed within the schedules of Table III, the committee present the following working programmes, which they recommend for trial wherever the secondary school period is limited to four years. All four combined might, of course, be tabulated as one programme with options by subject. These four programmes taken together use all the subjects mentioned in Table III, and usually, but not always, to about the amounts there indicated. History and English suffer serious contraction in the classical programme. All four programmes conform to the general recommendations of the conferences, that is, they treat each subject in the same way for all pupils with trifling exceptions; they give time enough to each subject to win from it the kind of mental training it is fitted to sup ply; they put the different principal subjects on an approximate equality so far as time allotment is concerned; they omit all short information courses; and they make sufficiently continuous the instruction in each of the main lines, namely, language, science, history, and mathematics. With slight modifications, they would prepare the pupils for admission to appropriate courses in any American college or university on the existing requirements, and they would also meet the new college requirements which are suggested below. In preparing these programmes, the committee were perfectly aware that it is impossible to make a satisfactory secondary school programme, limited to a period pf four years, and founded on the present elementary school subjects and methods. In the opinion of the committee, several subjects now reserved for high schools, such as algebra, geometry, natural science, and foreign languages, should be begun earlier than now, and therefore within the schools classified as elementary; or, as an alternative, the secondary school period should be made to begin two years earlier than at present, leaving six years instead of eight for the elementary school period. Under the present organization, elementary subjects and elementary methods are, in the judgment of the committee, kept in use too long. The most striking differences in the four programmes will be found, as is intimated in the headings, in the relative amounts of time given to foreign languages. In the classical programme the foreign languages get a large share of time; in the English programme a small share. In compensation, English and history are more developed in the English programme than in the classical. Many teachers will say, at first sight, that physics comes too early in these pro¬ grammes and Greek too late. One member of the committee is firmly of the opinion that Greek comes too late. The explanation of the positions assigned to these sub¬ jects is that the committee of ten attached great importance to two general principles in programme making. In the first place, they endeavored to postpone till the third year the grave choice between the classical course and the Latin-scientific. They believed that this bifurcation should occur as late as possible, since the choice between these two roads often determines for life the youth’s career. Moreover, they believed that it is possible to make this important decision for a boy on good grounds only when he has had opportunity to exhibit his quality and discover hie tastes by making excursions into all the principal fields of knowledge. The youth who has never studied any but his native language can not know his own capacity for linguistic acquisition ; and the youth who has never made a chemical or physical experiment can not know whether or not he has a taste for exact science. The wisest teacher, or the most observant parent, can hardly predict with confidence a boy’s gift for a subject Avhich he has never touched. In these considerations the SECONDARY SCHOOL STUDIES. 1441 committee found strong reasons for postponing bifurcation and making the subjects of the first two years as truly representative as possible. Secondly, inasmuch as many boys and girls who begin the secondary school course do not stay in school more than two years, the committee thought it important to select the studies of the first two years in such a way that linguistic, historical, mathematical, and scientific subjects should all be properly represented. Natural history being repre¬ sented by physical geography, the committee wished physics to represent the inor¬ ganic sciences of precision. The first two years of any one of the four programmes presented above will, in the judgment of the committee, be highly profitable by themselves to children who can go no further. Table IV. Year. Classical. Three foreign languages (one modern). Latin-scientific. Two foreign languages (one modern). I. Latin . 5 p. English . 4 p. Algebra . 4 p. History . 4 i>. Physical geography . 3 p. 20 p. Latin . 5 p. English . 4 p. Algebra . 4 p. History . 4 p. Physical geography . 3 p. 20 p. II. Latin . 5 p. English . 2 p. German * [or French] begun . 4 p. Geometry . 3 p. Physics . 3 p. History . 3 p. 20 p. Latin . 5 p. English . 2 p. German [or French] begun . 4 p. Geometry . 3 p. Physics . 3 p. Botany or zoology . 3 p. 20 p. III. IV. Latin . 4 p. Greek* . 5 p. English . 3 p. German [or French] . 4 p. Mathematics { l] . 4 P- 20 p. Latin . 4 p. English . 3 p. German [or French] . 4 p. Mathematics^1^- !]-" 4 P- Astronomy £ yr. and meteorol¬ ogy £ yr . 3 p. History . 2 p. 20 p. Latin . 4 p. Greek . 5 p. English . 2 p. German [or French] . 3 p. Chemistry . 3 p. Trigonometry and higher algebra i or > 3 p. History . ) 20 p. Latin . 4 p, T?tin.i:„i1 ( as in classical 2\ . English | additional ... .2 5 "" 4 P- German [or French] . 3 p. Chemis*ry . 3 p. Trigonometry and higher algebra l or >3 p. History . ) Geology or physiography £ yr. ] and ‘ ^ 1 o Anatomy, physiology, and by- j giene i yr . J 20 p. * In any school in which Greek can he better taught than a modern language, or in which local pub¬ lic opinion or the history of th« school makes it desirable to teach Greek in an ample way, Greek may be substituted for German or French in the second year of the classical programme. ED 93 - 91 1442 EDUCATION REPORT, 1892-93. Table IV — Continued. Year. Modern languages. Two foreign languages (both modem). English. : One foreign language 1 ancient or modern) . I. French [or German] begun . 5 p. English . 4 p. Algebra . 4 p. History . 4 p. Physical geography . 3 p. 20 p. I Latin or German or French . 5 p. j English . 4 p. j Algebra . 4p. History . 4 p. Physical geography . 3 p. 20 p. II. French [or German] . 4 p. English . 2 p. German [or French] begun . 5 p. Geometry . 3 p. Physic3 . 3 p. Botany or zoology . . . 3 p. 20 p. ! Latin or German or French. . 5 or 4 p. 1 English . 3 or 4 p. 1 Geometry . 3 p. ! Physics.. . 3 p. i History . 3 p. j Botany or zoology . 3 p. 20 p. | | III- French [or German] . 4 p. | English . . 3 p. i German [or French] . 4 p. Mathematics [ gj^etrj 2 } . * Astronom3r \ yr. and meteorology 3 p. \ yr. History . 2 p. 20 p. Latin or German or French . 4 p. J English . 5 p. Mathematics \ ge|mltry 1} . 4 P- i Astronomy | j r. and meteorology 3 p. * yr. ( as in the Latin-scien-) | History < tific . 2>4p. ( additional . 2) 20 p. I IT. French [or German] . 3 p. i] . o. German [or French] . 4 p. Chemistrv . 3 p. Trigonometry and higher algebra 3i or > 3 p. History . ) Geology or physiography... J yr.] and ‘ " !« Anatomy, physiology, and hygiene f * ' h yr- ' “ J 20 p. Latin or German or French . 4 p. x- „k„i f as in classical 2\ , _ English ^ additional . . . 2* . 4 P* Chemistrv . 3 p. Trigonometry and higher algebra 3 p. History . 3 p. Geology or physiography . . J yr.] and U Anatomy, physiology, and liy-f 20 p. I Although the committee thought it expedient to include among the four pro¬ grammes one which included neither Latin nor Greek, and one which included only one foreign language (which might he either ancient or modern), they desired to affirm explicitly their unanimous opinion that, under existing conditions in the United States as to the training of teachers and the provision of necessary means of instruc¬ tion, the two programmes called respectively modern languages and English must in practice he distinctly inferior to the other two. In the construction of the sample programmes the committee adopted twenty as the maximum number of weekly periods, hut with two qualifications, namely, that at least five of the twenty periods should he given unprepared work, and that labo¬ ratory subjects should have double periods whenever that prolongation should be possible. The omission of music, drawing, and elocution from the programmes offered by the committee was not intended to imply that these subjects ought to receive no system¬ atic attention. It was merely thought best to leave it to local school authorities to determine, without suggestions from the committee, how these subjects should be introduced into the programmes in addition to the subjects reported on by the conferences. SECONDARY SCHOOL STUDIES. 1443 Tlio committee were governed in the construction of the first three programmes by the rule laid down by the language conferences, namely, that two foreign lan¬ guages should not be begun at the same time. To obey this rule is to accept strict limitations in the construction of a four years’ classical programme. A five years’ or six years’ programme can be made much moro easily under this restriction. The committee were anxious to give five weekly periods to every foreign language in the year when it was first attacked, but did not find it possible to do so in every case. The four programmes can be carried out economically in a single school, because, with a few inevitable exceptions, the several subjects occur simultaneously in at least three programmes and with the same number of weekly periods. Numerous possible transpositions of subjects will occur to every experienced teacher who examines these specimen programmes. Thus, in some localities it would be better to transpose French and German; the selection and order of science subjects might be varied considerably to suit the needs or circumstances of different schools, and tho selection and order of historical subjects admit of large variety. Many subjects now familiar in secondary school courses of study do not appear in Table III or in the specimen programmes given above, but it must not be supposed that the omitted subjects are necessarily to be neglected. If the recommendations of the conference were carried out, some of the omitted subjects would be better dealt with under any one of the above programmes than they are now under familiar high school and academy programmes in which they figure as separate subjects. Thii3, drawing does not appear as a separate subject in the specimen programmes, but the careful reader of the conference reports will notice that drawing, both mechanical and free-hand, is to be used in the study of history, botany, zoology, astronomy, meteorology, physics, geography, and physiography, and that the kind of drawing recommended by the conference is the most useful kind, namely, that which is applied to recording, describing, and discussing observations. This abun¬ dant use of drawing might not prevent the need of somo special instruction in draw¬ ing, but it ought to diminish the number of periods devoted exclusively to drawing. Again, neither ethics nor economics, neither metaphysics nor cesthetics appear in the programmes, but in the large number of periods devoted to English and history there would be some time for incidental instruction in the elements of these subjects. It is through the reading and writing required of pupils, or recommended to them, that the fundamental ideas on these important topics are to be inculcated. Again, the industrial and commercial subjects do not appear in these programmes, but bookkeeping and commercial arithmetic are provided for by the option for algebra designated in Table III; and if it were desired to provide more amply for subjects thought to have practical importance in trade or tho useful arts, it would be easy to provide options in such subjects for some of the sciences contained in the third and fourth years of the “ English’' programme. The committee of ten think much would be gained if, in addition to the usual pro¬ gramme hours, a portion of Saturday morning should be regularly used for laboratory work in the scientific subjects. Laboratory work requires more consecutive time than the ordinary period of recitation affords ; so that an hour and a half is about the shortest advantageous period for a laboratory exercise. The committee venture to suggest further that, in addition to the regular school sessions in the morning, one afternoon in every week should be used for out-of-door instruction in geography, botany, zoology, and geology, these afternoon and Saturday morning exercises being counted as regular work for the teachers who conduct them. In all laboratory and field work, the committee believe that it will be found profitable to employ as assist¬ ants to the regular teachers — particularly at the beginning of laboratory and field work in each subject — recent graduates of the secondary schools who have them¬ selves followed the laboratory and field courses; for at the beginning the pupil will need a large amount of individual instruction in the manipulation of specimens, the use of instruments, and the prompt recording of observations. One teacher without 1444 EDUCATION REPORT, 1892-93. assistants can not supervise effectively the work of 30 or 40 pupils, either in the laboratory or in the field. The laboratory work on Saturday mornings could be maintained throughout the school year; the afternoon excursions would of course be difficult, or impossible, for perhaps a third of the school year. In general, the committee of ten have endeavored to emphasize the principles which should govern all secondary school programmes, and to show how the main recommendations of the several conferences may be carried out in a variety of feasible programmes. One of the subjects which the committee of ten were directed to consider was requirements for admission to college, and particularly they were expected to report on uniform requirements for admission to colleges, as well as on a uniform secondary school programme. Almost all the conferences have something to say about the best mode of testing the attainments of candidates at college admission examinations, and some of them, notably the conferences on history and geography, make very explicit declarations concerning the nature of college examinations. The improve¬ ments desired in the mode of testing the attainments of pupils who have pursued in the secondary schools the various subjects which enter into the course will be found clearly described under each subject in the several conference reports, but there is a general principle concerning the relation of the secondary schools to col¬ leges which the committee of ten, inspired and guided by the conferences, feel it their duty to set forth with all possible distinctness. The secondary schools of the United States, taken as a whole, do not exist for the purpose of preparing boys and girls for colleges. Only au insignificant percentage of the graduates of these schools go to colleges or scientific schools. Their main function is to prepare for the duties of life that small proportion of all the children in the country — a proportion small in number, but very important to the welfare of the nation — who show themselves able to profit by an education prolonged to the eighteenth year, and whose parents are able to support them while they remain so long at school. There are, to be sure, a few private or endowed secondary schools in the country which make it their principal object to prepare students for the col¬ leges and universities, but the number of these schools is relatively small. A sec¬ ondary school programme intended for national use must therefore be made for those children whose education is not to be pursued beyond the secondary school. The preparation of a few pupils for college or scientific school should in the ordinary secondary school be the incidental and not the principal object. At the same time, it is obviously desirable that the colleges and scientific schools should be accessible to all boys or girls who have completed creditably the secondary school course. Their parents often do not decide for them, four years before the college age, that they shall go to college, and they themselves may not, perhaps, feel the desire to continue their education until near the end of their school course. In order that any successful graduate of a good secondary school should be free to present himself at the gates of the college or scientific school of his choice, it is necessary that the colleges and scientific schools of the country should accept for admission to appro¬ priate courses of their instruction the attainments of any youth who has passed creditably through a good secondary school course, no matter to what group of sub¬ jects he may have mainly devoted himself in the secondary school. As secondary school courses are now too often arranged, this is not a reasonable request to prefer to the colleges and scientific schools, because the pupil may now go through a secondary school course of a very feeble and scrappy nature — studying a little of many subjects and not much of any one, getting, perhaps, a little information in a variety of fields, but nothing which can be called a thorough training. Now the recommendations of the nine conferences, if well carried out, might fairly be held to make all the main subjects taught in the secondary schools of equal rank for the purposes of admission to college or scientific school. They would all be taught consecutively and thoroughly, and would all be carried on in the same SECONDARY SCHOOL STUDIES. 1445 spirit; they would all he used for training the powers of observation, memory, expression, and reasoning; and they would all be good to that end, although differ¬ ing among themselves in quality and substance. In preparing the programmes of Table IY, the committee had in mind that the requirements for admission to colleges might, for schools which adopted a programme derived from that table, be simplified to a considerable extent, though not reduced. A college might say: \Ve will accept for admission any groups of studies taken from the secondary school programme, provided that the sum of the studies in each of the four years amounts to sixteen, or eighteen, or twenty periods a week — as may be thought best — and provided, further, that in each year at least four of the subjects presented shall have been pursued at least three periods a week, and that at least three of the subjects shall have been pursued three years or more. For the purposes of this reckoning, natural history, geography, meteorology, and astronomy might bo grouped together as one subject. Every youth tvlio entered college would have spent four years in studying a few sub¬ jects thoroughly; and, on the theory that all the subjects are to be considered equiv¬ alent in educational rank for the purposes of admission to college, it would make no difference which subjects he had chosen for the programme — he would have had four years of strong and effective mental training. The conferences on geography and modem languages make the most explicit statement to the effect that college require¬ ments for admission should coincide with higli-school requirements for graduation. The conference on English is of opinion “ that no student should be admitted to col¬ lege wTho shows in his English examination and his other examinations that he is very deficient in ability to write good English.” This recommendation suggests that an ample English course in the secondary school should be required of all per¬ sons who intend to enter college. It would of course be possible for any college to require for admission any one subject, or any group of subjects, in the table, and the requirements of different colleges, while all kept within the table, might differ in many respects; but the committee are of opinion that the satisfactory comple¬ tion of any one of the four years’ courses of study embodied in the foregoing pro¬ grammes should admit to corresponding courses in colleges and scientific schools. They believe that this close articulation between the secondary schools and the higher institutions would be advantageous alike for the schools, the colleges, and the country. Every reader of this report and of the reports of the nine conferences will be satis¬ fied that to carry out the improvements proposed more highly trained teachers will be needed than are now ordinarily to bo found for the service of the elementary and secondary schools. The committee of ten desire to point out some of the means of procuring these better trained teachers. For the further instruction of teachers in actual service, three agencies already in existence may be much better utilized than they now are. The summer schools which man}7 universities now maintain might be resorted to l>y much larger numbers of teachers, particularly if some aid, such as the payment of tuition fees and traveling expenses, should be given to teachers who are willing to devote half of their vacations to study, by the cities and towns which these teachers serve. Secondly, in all the towns and cities in which colleges and universities are planted, these colleges or universities may usefully give stated courses of instruction in the main subjects used in the elementary and secondary schools to teachers employed in those towns and cities. This is a reasonable service which the colleges and universities may render to their own communities. Thirdly, a superintendent who has himself become familiar with the best mode of teaching any one of the subjects which enter into the school course can always be a very use¬ ful instructor for the whole body of teachers under his charge. A real master of any one subject will always have many suggestions to make to teachers of other subjects. The same is true of the principal of a high school, or other leading teacher in a town or city. In every considerable city school system the best teacher in each depart¬ ment of instruction should be enabled to give part of his time to helping the other 1446 EDUCATION EEPORT, 1892-93. teachers by inspecting and criticising tlieir work, and showing them, both by precept and example, how to do it better. In regard to preparing young men and women for the business of teaching, the country has a right to expect much more than it has yet obtained from the colleges and normal schools. The common expectation of attainment for pupils of the nor¬ mal schools has been altogether too low the country over. The normal schools, as a class, themselves need better apparatus, libraries, programmes, and teachers. As to the colleges, it is quite as much an enlargement of sympathies as an improvement of apparatus or of teaching that they need. They ought to take more interest than they have heretofore done, not only in the secondary, but in the elementary schools ; and they ought to take pains to fit men well for the duties of a school superintend¬ ent. They already train a considerable number of the best principals of high schools and academies; but this is not sufficient. They should take an active inter¬ est, through their presidents, professors, and other teachers, in improving the schools in their respective localities, and in contributing to the thormfgli discussion of all questions affecting the welfare of both the elementary and the secondary schools. Finally, the committee venture to suggest, in the interest of secondary schools, that uniform dates — such as the last Thursday, Friday, and Saturday, or the third Monday, Tuesday, and Wednesday of June and September — be established for the admission examinations of colleges and scientific schools throughout the United States. It is a serious inconvenience for secondary schools which habitually pre¬ pare candidates for several different colleges or scientific schools that the admission examinations of different institutions are apt to occur on different dates, sometimes rather widely separated. The committee also wish to call attention to the service which schools of law, medi¬ cine, engineering, and technology, whether connected with universities or not, can render to secondary education by arranging their requirements for admission, as regards selection and range of subjects, in conformity with the courses of study recommended by the committee. By bringing their entrance requirements into close relation with any or all of the programmes recommended for secondary schools, these professional schools can give valuable support to high schools, academies, and preparatory schools. Charles W. Eliot. William T. Harris. James B. Angell. John Tetlow. James M. Taylor. Oscar D. Robinson. James H. Baker. Richard H. Jesse. James C. Mackenzie. Henry C. King. December 4, 1893. President Baker signs the above report, but adds the following statement: To the National Council of Education: I beg leave to note some exceptions taken to parts of the report of the committee of tern Had the committee not been limited in time, doubtless fuller discussion would have resulted in modifying some statements embodied in the report. The great value of the reports of the conferences upon the subjects referred to them, as to matter, place, time, methods, adequate and continuous work for each subject, and identity of work in different courses, and the masterly summary and tabulation of their recommendations, made by the chairman of the committee of ten, can but invite cordial commendation. Objections are raised to parts of the special work of the committee. SECONDARY SCHOOL STUDIES. 1447 (1) I can not indorse expressions tliat appear to sanction tlie idea that the choice of subjects in secondary schools may he a matter of comparative indifference. I note especially the following sentences, referring the reader to their context for accurate interpretation : “Any school principal may say: 1 With the staff at my command I can teach only five subjects out of -those proposed by the conferences in the manner proposed. My school shall, therefore, be limited to these five.' Another school may be able to teach in the thorough manner proposed five subjects, but some dr all of these five may be different from those selected by the first school.” “If twico as much time is given in a school to Latin as is given to mathematics, the attainments of the pupils in Latin ought to be twice as great as they are in mathematics, provided that equally good work is done in the two subjects, and Latin will have twice the educational value of mathematics.” “The schedule of studies contained in Table III permits flexibility and variety in three respects. First, it is not necessary that any school should teach all the sub¬ jects which it contains, or any particular set of subjects.” “Every youth who entered college would have spent four years in studying a few subjects thoroughly; and on the theory that all subjects are to be considered equiv¬ alent in educational rank for the purpose of admission to college, it would make no difference -which subjects ho had chosen from the iirogramme — he would have had four years of strong and effective mental training.” All such statements are based upon the theory that for the purposes of general education one study is as good as another, a theory which appears to me to ignore philosophy, psychology, and science of education. It is a theory which makes educa¬ tion formal and does not consider the nature and value of the content. Power comes through knowledge ; we can not conceive of observation and memory in the abstract. The world which offers to the human mind several distinct views is the world in which our power that comes through knowledge is to be used, the world which we are to understand and enjoy. The relation between the subjective power and the objective — or subjective — knowledge is inseparable and vital. On any other theory, for general education, we might well consider the study of Egyptian hieroglyphics as valuable as that of physics and Choctaw as important as Latin. Secondary school programmes can not well omit mathematics, or science, or history, or literature, or the culture of the ancient classics. An education which gives a view in all directions is the work of elementary and secondary schools. Such an education is the neces¬ sary preparation for the special work of the university student. If I rightly under¬ stood, the majority of the committee rejected the theory of equivalence of studies for general education. Studies vary in value for the training of the different powers, and for this addi¬ tional reason the choice can not be regarded as a matter of indifference. The training of “observation, memory, expression, and reasoning” (inductive) is a very important part of education, but is not all of education. The imagination, deductive reasoning, the rich possibilities of emotional life, the education of the will through ethical ideas and correct habit, all are to be considered in a scheme of learn¬ ing. Ideals are to be added to the scientific method. The dilemma which appears on an examination of the time demands of the various conferences offers to the programme maker the alternatives of omitting essential sub¬ jects and of a rational adjustment of the time element, while retaining all essential subjects. Reason and experience point toward the latter alternative. By wise selection of matter within the lines of study adequate and consecutive time can be given to each. (2) The language of the second paragraph following Table II might be miscon¬ strued to mean that the committee favor the multiplication of courses with a loss of the thoroughness attainable when the teaching force is devoted to one or two courses. Intention rather than extension of effort, both in respect to the number of courses 1448 EDUCATION REPORT, 1892-93. and in respect to the number of studies or topics under each principal subject, is to be strongly recommended. (3) It may seem trivial to offer criticism of the specimen programmes made by the committee, and yet I believe that each member felt that with ample deliberation results somewhat different would have been reached. Note for instance that in some of the programmes history is entirely omitted in the second year^ and physics is given only three hours per week — no more time than is allowed for botany or zoology. There are many symmetrical secondary school programmes in actual operation to-day which furnish continuous instruction in all important subjects throughout the four years, allowing to each an amount of time adequate to good results. For most high schools the first, the classical programme, and the last programme, the one offering one foreign language, will commend themselves because they are economical, and they combine a good finishing course with adequate college preparation. (4) On the basis of the tabulated results of the conferences I believe that by earnest scientific examination a scheme of work can be formulated that will meet the views of the members of the committee and of most educators. As an afterthought it may be an occasion for regret that the strength of the discussion was not devoted to Table III. Instead of considering the work of the committee as ended, I would recommend that the National Council hold itself responsible for further examination of the data furnished by the conferences. I have not presumed to offer a substitute report, because I believe that the importance of the work demands further effort of an entire committee. Respectfully submitted. James H. Baker. THE REFORM OF SECONDARY EDUCATION IN THE UNITED STATES.1 By Nicholas Murray Butler. It has come to be distinctly recognized that any far-reaching educational reform in this country must begin with the secondary schools. The elementary school is help¬ less if the secondary school refuses to cooperate with it in raising the standard of scholarship and improving the methods of instruction, and but few colleges are strong enough to demand of the secondary schools more and better work than the latter are now doing. Persuasion on the part of the colleges has in some cases accomplished a good deal, but the improvement has been limited either to one or two subjects of instruction, or to the schools of a relatively small territory. The secondary schools themselves, not always conducted in a wise or generous spirit, have too often sacrificed the necessities of sound training to the local demand for an ambitious programme containing two score or more of school subjects, no one of which is pursued far enough or long enough for the pupil to derive from it the edu¬ cational value it possesses; or, they have erred on the other side, and in the devo¬ tion to a past ideal excluded from the curriculum whole fields of knowledge that have grown up within a century. Thus the secondary school has appeared to many observ¬ ers not only to scatter a pupil’s energies and interests, but to delay him unduly. The consequence is, as President Eliot showed very clearly several years ago, that the American boy of 15 or 16, no whit inferior to his French or German fellow in native ability, is from two to three years behind him in acquired knowledge. To remedy so apparent an evil as this would be an easy task in France or in Prussia. The minister of education would consult his official advisers and call the leading educational experts to his council, in a few weeks an order would issue prescribing for the schools a new and reformed jmocedure. In this way, Lehrpliine and Lehraufgaben for the higher schools of Prussia were issued in 1882, and again in 1892. Similarly, in 1890 the existing Plan d’Ftudes et Programmes of From the Atlantic Monthly, March, 1894. SECONDARY SCHOOL STUDIES. 1449 the secondary schools in France was promulgated. In this country, however, where no central educational administration exists, and where bureaucracy is not popu¬ lar, educational reforms can he brought about only by persuasion and cooperation, for no official and no institution is empowered to dictate to us. The press, the plat¬ form, the teachers’ meeting, must be availed of to put forward new ideas, and men and women in large numbers must be reasoned with and convinced in order to secure their acceptance. For secondary education, and through it for our educational organization generally, a long step has been taken in this direction by the proceedings that led up to the appointment of the committee of ten by the National Educational Association, and by the exceedingly valuable report which that committee has just laid before the public. For thirty years the National Educational Association has been known as a large body of teachers that assembled annually to listen to addresses and discussions of more or less practical value. It has come to command an attendance of as many as 16, COO teachers of all classes and from every section of the country. Its power and authority have increased with its size and its representative character. In 1892, the directors of this association determined to pass from the field of mere discussion, and begin an educational investigation, under their own auspices and paid for out of their own funds, that should result in some practical gain to the country at large. They accepted the suggestion, made to them after careful deliberation, that the prob¬ lems connected with secondary education should be vigorously and systematically attacked, and appointed a committee, which has come to be known as the committee of ten, to take full charge of the task, at the same time approximating $2,500 to pay tlic expenses of the work. The members of this committee were carefully selected with a view to giving representation to the types of educational organization most interested, and to the various sections of the country. As finally constituted, the committee was made up of one president of an Eastern university, two presidents of Western State universities, and one of a Southern State university, one president of a college for women, one professor in a Western college ox)en to both sexes, one headmaster of an endowed academy, one x)rincipal of a public high school for both sexes, one principal of a public high school for girls only, and the Commissioner of Education, whose familiarity with the principles and practice of education in every part of the United States gave representation, indirectly, both to the elementary school interest and to the special students of education. The procedure adopted by the committee of ten is fully described in the report to which it is the object of this paper to direct attention. It may be briefly stated thus : After a study of the whole problem, it was decided to apxmint nine conferences of ten members each — one conference for each of the main divisions of work that fall prox>erly to the secondary school. The members of the conferences were selected equally, as nearly as possible, from college and school instructors who had attained a rexmtation in connection with the subject of their conference, due regard being had also to the representation of various educational interests and the several sections of the country. * * * The several conferences assembled in December, 1892, at convenient points, and 88 of the 90 members were in attendance. Of these 88, 4G were in the service of colleges and universities, 41 in the service of schools, and I was a government official formerly in the service of a university. So admirable aro the lists of members of these conferences that it is difficult to speak of them without enthusiasm. Among the 90 names will be found many that stand in the foremost rank of American scholarship, and no one of the 90 was without valuable educational experience of some kind. This fact of itself gives great weight to their recommen¬ dations, and their exhaustive reports, which are appended to the report of the com mittee of ten, are a mine of educational information and suggestion of the utmost value. * * * 1450 EDUCATION REPORT, 1892-93. The first impression produced by a study of the reports of the special confer¬ ences is that their members addressed themselves to their task 'with marked skill and directness. The questions submitted to them are answered, and answered fully, and the answers are accompanied with the reasons therefor. From the standpoint of the old-fashioned preparatory schoolmaster, ignorant alike of the newer school subjects and of the newer methods of imparting life to the old ones, the changes urged by the conferences may seem many and radical. Yet it will be difficult to disprove the deliberate conclusion of the committee of ten that, on the whole, the spirit of the conferences was conservative and moderate. For example, the Latin conference distinctly disclaim any desire to see the college admission requirements in Latin increased. The Greek conference prefer to see the average age of entrance to college lowered rather than raised. The mathematics conference recommend the actual abridging of the time now devoted to arithmetic, algebra, and geometry. The geography conference agree that the time now spent upon that subject in the schools is out of all proportion to the value of the results secured. As a matter of course, the conferences that dealt with the modern languages and the several departments of natural science had the largest amount of work to do. Greek, Latin, and mathematics have been staple school subjects for generations. They are carefully organized and graded. Adequate text-books are provided. A large body of teaching experience lies behind each of them. Of the other subjects this is not true. They appear only sporadically in schools. Too often they are taught badly, and their educational value is lost. The conferences dealing with the modern subjects make it clear in every case how these evils may be avoided; but their reports are correspondingly longer and more minute than those on the other subjects. The conferences on physics, astronomy, and chemistry, for example, append to their reports an elaborate outline of experiments to be performed and topics to be taught in the secondary school. The reports from the conferences on history, civil government, and political economy, geography, and natural history are similarly detailed. The recommendations of the conference on English will naturally be turned to first; for the tendency to emphasize the importance of the study of the mother tongue, and to improve the methods of teaching it, is now too strong and too gen¬ eral to bo resisted, if indeed anyone wishes to resist it. The report of this confer¬ ence is very short, but it is extremely clear and cogent. In substance, it says that the proper use of English can only be gained by using it properly in exercises of increasing difficulty and variety. The spelling book is discountenanced. Formal grammar is relegated to the subordinate place that it deserves. The reading book should contain real literature, and not articles on physical science or natural history? and but little sentimental poetry. In the high school it is held that English should have as much time allotted to it as Latin, and that the two points to be kept con¬ stantly in mind in the teaching are the study of literature and training in the expression of thought. All this advice is so sound that, being now given a quasi- official authority, it should be followed generally in the secondary schools, both public and private. The fact that education can not be cut up into artificial periods distinct in them¬ selves is brought out by almost every conference. They agree in saying that the elementary school must improve, and must cooperate with the secondary school if the latter is to meet the demands now made upon it. English teaching can not be neg¬ lected from 6 to 13 if good results in it are to be obtained from 13 to 17. It is facts like this that give the reports of the conferences their chief significance. Though dealing ostensibly and directly with secondary education only, they reach every nook and corner of the elementary school as well. It is extremely encouraging, also, to find the nine conferences and the committee of ten, 100 teachers in all, in cordial agreement on many points of fundamental importance. It is laid down, for instance, that no school subject should be taught in different ways to pupils who are going to college, to a scientific school, or to neither. SECONDARY SCHOOL STUDIES. 1451 If a pupil studies algebra or Latiu be should study it iu the same way and to the same extent during the time that he studies it, whether he is to enter Harvard or Yale, the Institute of Technology or tli8 Rensselaer Polytechnic, or a merchant’s office. On this point there is not a single dissenting voice. This one principle, if followed in the secondary schools, would immensely simplify their programmes and decrease the cost of their instruction. The conferences agree again — excepting the Greek conference, the members of which had no reason for dealing with the subject — that much work now taken up for the first time in the secondary school should be begun in the elementary school. One foreign language, for instance, history, algebra, and geometry are all capable of excellent use in the upper grades of elementary schools, and are already to be found there in some of the more progressive cities of the country. The discussion on shortening and enriching the school curriculum begun so recently has already accomplished thus much. The four conferences on language study and the three on natural science also agree among themselves as to the best methods of teaching. The former are a unit in desiring reading aloud in the language to be studied, the association of writing the language with translating from it, and the careful correction of translation in order to secure in it the use of accurate and idiomatic English. The three scientific con¬ ferences come to a like agreement. They all believe that laboratory teaching is better than text-book teaching, and that the inspection of laboratory notebooks should be combined with written examinations in testing a pupil’s attainments. The last and most important point of agreement among the conferences relates to the coordination of the studies in the curriculum. Neither the committee of ten nor the conferences contained a single person who may be classed as a follower of the Herbartian educational theory as exemplified by Ziller, Stoy, and Rein ; yet by purely empirical methods the committee and the conferences arrive at a strik¬ ing confirmation of one of the main doctrines of the Herbartians, the coordination and correlation of studies. The scientific conferences show how the practice of writ¬ ing accurate descriptions of observations and experiments contributes to the require¬ ment of a clear, simple, English style. The conference on history wish to have that subject always associated with the study of geography, and the conference on the latter subject agree with them. The English conference explicitly ask that the study of the mother tonguo and its literature bo supplemented by that of the history and geography of the English-speaking race. Taking these points alone, and passing over the hundred and one questions of detail on which the conferences pronounce, we have a considerable body of educa¬ tional doctrine that is sound to the core and that applies to one school and to one stage of education as well as to another. Principals of schools, teachers of special subjects, and students of education will examine and weigh carefully every recom¬ mendation of the conferences, however minute; but the general reader and the intelligent parent wish most of all to gain an idea of what is unanimously or even generally agreed upon. That question is substantially answered in the foregoing summary of the conference reports. To study carefully the several conference reports, and to base upon them a. gen¬ eral recommendation to the country, was the more difficult part of the task of the committee of ten. Any recommendation, to be tangible, must, of course, include a schedule showing how a- school can arrange its programme so as to carry out the ideal of the committee. Four such schedules or tables are given by the commit¬ tee; and while not perfect — what school programme is? — they are extremely sugges¬ tive. The first table is not a programme, but an ordered arrangement, by topics and school years, of all the recommendations of the nine conferences. It offers material for a thousand programmes. The second table is given to test the practical charac¬ ter of the conference recommendations. It includes them all in a four years’ course, adding to each subject the number of weekly periods to be allotted to it. When 1452 EDUCATION REPORT, 1892-93. this is done it is found that for three-fourths of the course much more is demanded than any one pupil can follow, hut — and this is the important point — not more than a school can teach. The necessary consequence is that there must he in the high school a choice or election of studies. In a small school this choice will he made by the principal, who will say: “With the staff at my command, I can teach only five subjects of those proposed by the conferences in the manner recommended. My school shall therefore he limited to those five.” Larger and richer schools can teach more, or perhaps all of the subjects, and then the choice among them will he made hy the pupil. This choice is necessary, as the committee of ten is careful to point out, to thoroughness and to the imparting of power as distinguished from mere infor¬ mation ; for any large subject whatever, to yield its training value, must he pursued through several years from three to five times a week. The committee’s third table is based on the second, hut uses four as the standard number of weekly periods of study for each subject, except in the first year of a new language. Further reference to this table is unnecessary. The fourth table submitted is of great interest, for in it the committee, after due deliberation, makes its own selection out of all the material and suggestions supplied hy the conferences and submits sample standard programmes of secondary school work. It would he a grave error to dismiss this question of a specific pro¬ gramme as one involving mere detail that might he left to any principal or superin¬ tendent of schools. The committee of ten itself dissents strongly from that view; for it believes that to establish just proportions between the several subjects, or groups of allied subjects, it is essential that each jrrincipal subject shall be taught ade¬ quately and extensively, and therefore proper provision for it must be made in the programme. * * * In framing the sample programmes the committee of ten proceeded upon some general principles that are of great significance. In the first place, it endeavored to postpone to as late a period as possible the grave choice between a classical and what is generally known as a Latin-scientific course. Very frequently this choice deter¬ mines a boy’s future career, and it is important that it be made not only late in the school course but after excursions into all the principal fields of knowledge have dis¬ covered the boy’s tastes and exhibited his qualities. A second principle is that each year of the secondary school course should be, so far as may be, complete in itself, and not made wholly dependent on what is to follow. This is essential, because thousands of pupils are obliged to leave the high school after one or two years, and during that time linguistic, historical, mathematical, and scientific subjects should ail be presented to them in an adequate manner. It is also important that provision be made so that each subject maybe treated in the same way for all pupils who take it; that time enough bo given to each subject to gain from it the training it is able to give; that the different principal subjects be put upon an approximate equality in the matter of time allotment; that all short courses given for purposes of informa¬ tion only be excluded; and that the instruction in each of the main lines — namely, language, history, science, and mathematics — be continuous. With all of these principles in mind, the committee of ten framed the four sample programmes given herewith, the names by which they are designated being based on the amount and character of foreign language study in each. In adopting twenty as the maximum number of weekly periods of school work, the committee had two qualifications in mind : First, that at least five of the tweuty should be given to unprepared work ; secondly, that laboratory subjects should have double periods whenever that prolongation is jiossible. Such subjects as music, drawing, and elocution, often found in secondary schools, are purposely omitted from the programmes, it being left to local authorities to determine how they shall be introduced. Inspection will show how carefully the programmes have been framed with refer¬ ence to being carried out economically m a single school. With few exceptions, the SECONDARY SCHOOL STUDIES. 1453 several subjects occur simultaneously in at least three of the four programmes, and with the same number of weekly periods allotted to them. From a practical point of view this is a most important arrangement. Some minor difficulties were caused by adhering to the rule laid down by all of the language conferences, namely, that two foreign languages should not be begun at the same time, and by limiting the course to four years. A six years’ programme would be far easier to construct. Critical examination of the committee’s programmes discloses grave defects in the most important of all, the classical. It does not provide continuous study in science, for that great department is not represented in the third year at all. History is sim¬ ilarly interfered with, and there would also be a break in the mathematical course if the option given in the fourth year were exercised in favor of history. The diffi¬ culty lies, I believe, in trying to include history in a four years’ classical course. The classics themselves teach history in an admirable way, if the instruction is good. A wealth of historical knowledge is grouped about the reading of Caesar, Cicero, and Virgil, Xenophon and Homer, the usual secondary school authors; and in those which are themselves professedly historical, a great gain would follow from a more thorough study of the subject-matter. If history, then, were dropped entirely from this programme, a modern language could be begun in the first secondary school year, the English course extended in the second year, and no break in the science instruction would be necessary. Defects in the other programmes exist, but they are not so glaring as those just pointed out in the classical. For instance, there is no continuity in the history course of the Latin-scientific or modern language programme; and in both of the last named there would be a break iu the mathematics course also, should the pupil exercise his option in favor of history. The following table discloses at a glance in what relation the four programmes stand to each of the four great divisions of secondary school study. The figures in the several columns represent the total number of weekly periods given during the entire four years, in each of the four programmes, to the main subjects. No scheme can be called radical that proposes to give 52.5 per cent of all secondary education what¬ soever to language study, or, adding history, 62.8 per cent to the humanities. That this would be the result of following the committee’s recommendations the table shows. | Classical. I Latin- scientific. Modern lan¬ guages. J English. Total. Language . 50 42 42 34 168 History . . 7 6 6 14 33 Mathematics . 14 14 14 14 56 Natural science . 9 18 18 18 63 Total . 80 80 80 80 320 This table brings out other interesting facts. It shows how closely allied are the Latin-scientific and modern language courses, and how small a part natural science is to play in the revised scheme, after all. The one quarter of the whole school time that the scientific conferences asked to have given to natural science is not so given in any of the programmes, though it is closely approached in three of them. Although the report itself contains no reference to European experience or prac¬ tice, it will be interesting to compare the committee’s recommendations with the programmes of European secondary schools. Take, for example, the Prussian gym¬ nasium, the tertia and secunda of which nearly correspond to the American sec¬ ondary school years, and the French lycde, where the classes known as cinquieme, 1454 EDUCATION EEPOET, 1892-93. quatrieme, troisieme, and seconde are in about the same relation. There tlie divi¬ sion of time is as follows : PEUSSIAN GYMNASIUM. Subjects. Eeligion . . German . . . Latin . Greek . French . . History and geography- . . Mathematics . .* . Natural history, physics, and chemistry, Total . Unter- Tertia. Ober- Tertia. Unter- 1 Secunda. Ober- j Secunda. j Total. 2 2 2 2 8 2 1 2 3 3 10 7 7 7 6 27 6 6 6 6 24 3 3 3 2 11 3 3 3 3 12 3 3 4 4 14 2 2 2 2 8 28 28 1 30 28 114 FEENCH LYCflE. Subjects. Cin- quieme. tn&me. j Troiseme. Seconde. Total. "French . 3 2 2 3 10 23 Latin . j 8 5 5 5 Greek . a 2 6 5 5 18 Other living language . H 1* 1* 2*1 7 History . n 1* 1* !* 6 Geography . . . . . .. i 1 1 1 i*! 4 Mathematics . . . . . . 7* Natural science . 3 1 Total . . . 18| 18* 19 75* a Greek is not begun until the second half of the year. Previous to that time ten hours weekly are given to Latin. b This time is divided between observation lessons on rocks and plants and arithmetic. It is seen at once that the German hoy is called upon for far more work, measured in terms of time, than the American boy ; though the difference is not so great as it seems, for “learning lessons” out of school is not so prominent a feature in German as it is in American education. The French boy, under the existing revised programme, does about what is to be expected of the American, but his time is differently distributed. The French device for preventing “scrappy” courses from becoming intolerable is to assign them few but long periods. For example, history, in the lycee, is taught but once a week, but that once it occupies an hour and a half con¬ secutively, so that much more is accomplished than in two periods of forty-five min¬ utes each. As a rule, the recitation or lesson periods in France are considerably longer than those usually found elsewhere. In sj)itc of the differences between them, however, it is clear that the proposed American classical programme is not very unlike those in vogue on the continent. Were the comparison extended to the other programmes — the Latin-scientific, the modern language, and the English — a similar relation to the French and German programmes of like character would be found to exist. The higher classes of the gymnasium and lyc£e have still a great advantage over the American secondary school in the fact that the work leading up to them is carefully organized and devel¬ oped, and may be depended upon. The American grammar school, or better, the upper grades of the elementary school, on the contrary, is only here and there effi¬ cient. For two generations the so-called grammar school has conspired with the lower or primary grades to retard the intellectual progress of the pupil in the inter¬ est of “thoroughness.” The arithmetic of many puzzles, the formal grammar, and the spelling book with its long lists of child-frightening words have been its weap¬ ons. Slowly and with a struggle these are being wrested from it. New knowledge is being introduced to illustrate and illuminate the old and higher processes to SECONDARY SCHOOL STUDIES. 1455 explain and. make easier the lower. All this promotes true thoroughness, and also allows the child’s mind to grow aud develop as nature intended it should, and as it often does in spite of the elementary school, not because of it. .Therefore, every year pupils are reaching tho high school better prepared for its peculiar work; and it is not unreasonable to hope that in ten years the secondary school may assume, in tho case of its youngest pupils, an ability to use simple English correctly, a knowl¬ edge of the elements of algebra and geometry, and of some epoch or movement in history. Perhaps even the study of a foreign language will have been begun. From the standpoint of the elementary school, therefore, the committee of ten is not unreasonable in its ideal, nor have the conferences proposed anything that is impracticable. The same is true when the report is viewed from the standpoint of the colleges, though here, too, reform and improvement are necessary. As is well known, college admission examinations not only differ widely among themselves, but vary, from year to year. Perhaps no one of them is too high to admit of a well- taught boy entering college at seventeen, but many are so low that the same boy ought to pass them successfully at fourteen or even earlier. The colleges have been injuring higher education in America by giving their own idiosyncrasies as to admis¬ sion examination free scope, instead of agreeing together upon a policy. I do not mean that tho admission examinations of all colleges should be uniform ; that is not necessary. But, to quote from the report, u it is obviously desirable that the colleges and scientific schools should be accessible to all boys or girls who have completed creditably the secondary school course.” If the recommendations of the committee of ten are carried out — and there is every reason to hope that they will be — the u completion of a secondary school course” will have a definite meaning, and the colleges can deal with it accordingly. The graduate of a secondary school will have had four years of strong and* effective mental training, no matter which of the four school programmes he has followed, and the college can safely admit him to its courses. This single step will bring about the articulation of the colleges and. scien¬ tific schools on the one hand with the secondary schools on the other — an articulation that has long been recognized as desirable for both classes of institutions and for the country. The question will naturally arise — it arose in the minds of the committee of ten — Can the improvements suggested be successfully carried out without a very consider¬ able improvement in the training of the teachers who are to do the work? To this question but one answer, a negative one, can bo given. But, on the other hand, the opportunities now available for the higher training of secondary school teachers are many times as numerous and as valuable as thc-y W'ere a decade ago. It is true that the hundreds of normal schools are accomplishing very little in this direction, even tho best of them; but the colleges and universities, wrhere the mass of secondary teachers will always be educated and trained, have now awakened to a sense of the reponsibility that rests upon them. Harvard and Yale, Columbia and Cornell, Mich¬ igan and Illinois, Colorado and Stanford, and many others have organized special deparments for the study of education, and one or two of them are manned and equipped more thoroughly than any similar departments in Europe. The effect of this great expansion of activity in tho study of education can not fail to be widely felt within the next few years. The colleges have needed, and some of them still need, an enlargement of sympathies, as do the normal schools. Tho colleges have focused their attention and energy too largely upon their own special work, and have paid no heed to wrhat was going on about and beneath them. The normal schools have thought it sufficient to study more or less psychology, and to expound more or less dubious u methods” of teaching, and have neglected the larger field of genuine culture and the relative values of studies. Better apparatus and more teachers will not of themselves lift tho college or the normal school out of its rut. Only a full appreciation 0f the relations of these institutions to the work of educa¬ tion as a whole can do that. 1456 EDUCATION REPORT, 1892-93. And finally, what is the effect of this prolonged and earnest investigation upon that ideal of a liberal education that has so long been held in esteem among us? It will not have escaped notice that only one of the committee's four programmes makes a place for the study of Greek, while one excludes both Greek and Latin. It is true that these are recommended as ideal arrangements, and that it is expressly- stated in the report to be the unanimous opinion of the committee that, “ under existing conditions in the United States as to the training of teachers and the pro¬ vision of necessary means of instruction, the two programmes called respectively modern languages and English must, in practice, be distinctly inferior to the other two.” Nevertheless, it seems clear that the committee has been able to disentangle the real from the accidental in our conception of a liberal education, and has put the former forward in all its strength. It has not forgotten the precept of Aristotle, that “there are branches of learning and education which we must study with a view to the enjoyment of leisure,” and that “these are to be valued for their own sake.” “It is evident, then,” the philosopher continues, “that there is a sort of education in which parents should train their sons, not as being useful or necessary, but because it is liberal and noble. Whether this is of one kind only, or of more than one, and if so, what they are and how they are to be imparted, must hereafter be determined.” It is just this determination that the committee has made; and it is a determination that each age, perhaps each generation, must make for itself. Between a diminu¬ tion of the time given to classical study and a relapse into quasi barbarism there is no necessary relation of cause and effect. May not the American say, as did Paulsen of his countrymen, that “idealism generally, if we will use this word of so many meanings, is a thing which is not implanted from without, but grows from within, and that, in particular, the idealism in the character of the German people has deeper roots than the Greek and Latin lessons of our gymnasia?” Mr. Lowell’s hope, expressed so eloquently at the Harvard anniversary, will not be disappointed by the recognition of a broader basis for human culture. Every one may accept the recommendations of the committee of ten and still say with him: “I hope the day may never come when the weightier matters of a language, namely, such parts of its literature as have overcome death by reason of their wis¬ dom and the beauty in which it is incarnated, such parts as are universal by reason of their civilizing properties, their power to elevate and fortify the mind — I hope the day may never come when these are not predominant in the teaching given here. Let the humanities be maintained un diminished in their ancient right. Leave in the traditional preeminence those arts that were rightly called liberal ; those studies that kindle the imagination, and through it irradiate the reason ; those studies that manu¬ mitted the modern mind; those in which the brains of finest temper have found alike their stimulus and their repose, taught by them that the power of intellect is height¬ ened in proportion as it is made gracious by measure and symmetry. Give us sci¬ ence, too, but give first of all, and last of all, the science that ennobles life and makes it generous. * * * Many-sidedness of culture makes our vision clearer and keener in particulars. For, after all, the noblest definition of science is that breadth and impartiality of view which liberates the mind from specialties and enables it to organize whatever we learn, so that it becomes real knowledge by being brought into true and helpful relation with the rest.” SECONDARY SCHOOL STUDIES. 1457 THE CURRICULUM FOR SECONDARY SCHOOLS. 1 William T. Harris, LL. D., United States Commissioner of Education. I am to present some considerations on tlie course of study in secondary schools with especial reference to the “report of the committee of ten” recently published. What I shall say will be partly in the way of comment on that important report and partly in the way of presenting my own solutions of some of the problems to which it is addressed. In the first place, I would venture the remark that the report of a committee must generally be a compromise. The individual views of the several members of the com¬ mittee have been advanced and discussed — in the end they have been so modified that a majority can approve them. It naturally follows that each p.erson signing the report accepts it as the nearest approximation to his view that he finds practicable. It often happens that in the process of elimination all that is salient and suggestive gets omitted and only the dead level of commonplace ideas is retained. Generally it is best to preserve the differences of opinion that remain after all of the discus¬ sions in the committee in the form of minority reports or explicit reservations over the signature of the dissenting members. Such dissent helps the outsider to enter into the spirit of the discussion and to understand grounds. Mere educational authority as such is harmful unless it brings with it its grounds which may be studied and mastered, adopted or refuted, by the teacher who reads the conclusions set forth. In the report of the committee of ten there is an admirable device to preserve individual differences and points of view. There are nine reports of special confer¬ ences — each conference being conducted by a subcommittee of ten persons, experts in the topic assigned them and representing widely separate parts of the country. By letting each group of experts sit by itself and formulate its demands on the time of the programme of the secondary school, we were likely to get the utmost diversity possible as regards points of view from which secondary studies could be considered. Each branch of study would claim what time the members of its con¬ ference thought desirable for its thorough treatment, rather than the time possible to allow it after adjusting its claims in view of ail the rest of the programme. The able presentation of the scope and significance of the nine branches of sec¬ ondary study by the several conferences affords rich material for study to all inter¬ ested in school work. But it furnishes a statement of the problem and sets forth the difficulties of making a satisfactory programme rather than suggests a solution. It was for the committee of ten to digest the results and harmonize the differences of the nine subcommittees. The first part of the report recites the history of the organization and work of the committees and then brings together in Tables I and II the recommendations of the several conferences without undertaking any change. Such a programme, as might be expected, shows very strongly one thing, namely, the necessity of modifying the demands of some or all of the subcommittees for the sake of adjustment. It is a reductio ad absurdum. It tells us that if the experts in each of the nine branches were to get what they ask we should have 22 recitations per week in the first year of the high school, 374 per week in the second year, 35 in the third year, and 37| in the fourth year. That is to say, the pupils would have a daily average of 4f recita¬ tions in the first year, 74 the second year, 7 the third year, and 74 the fourth. If each lesson required fifty minutes (taking time for change of classes) the second and fourth years would require the pupil to recite continuously from 9 in the morning to 4.30 in the afternoon, providing for a single intermission of an hour and a quarter for lunch in the middle of the day. All the lessons, seven in number, would have to be prepared out of school. irriiis paper was read before the department of superintendence at its session in Richmond, Ya., February, 1894. Reprinted from Education. ED 93 - 92 1458 EDUCATION REPORT, 1892-93. Sucli a strain on pupils would very soon destroy all elasticity and tlie reaction essential to individuality would cease. Of course tlie members of the subcommittees would never for a moment approve such a programme. Each set of experts supposed that tho demands of the other conferences would be modified! and adjusted in such a way as to make a reasonable programme after allowing their special topic the time required. The report of the committee of ten proceeds next to show in Table III that the demands of the subcommittees can not be made reasonable even by cutting them down uniformly 20 per cent and allowing four recitations or lessons a week where five lessons are asked for. Even this programme in Table III would demand for the second and fourth years an average of 6 lessons per day. Up to this point, therefore, the results of the report are negative as far as making a programme is concerned. It is with Table IY that the committee of ten first offers a programme that it considers practicable. In order to reach this it was necessary to drop the guidance of the subcommittees and commence in earnest the study of the comparative educational values of the general branches, and secondly the neces¬ sary order of evolution of said branches and their adaptation to the several stages of maturity that the pupil reaches in the secondary school. I would call special attention here to the fact that the committee of ten considered first the normal standard for the programme and resolved unanimously that iu no case should there be more than 20 recitation periods or lessons a week, and only 15 of these (or 3 per day) should be such as require previous preparation on the part of’ the pupil. This fact makes unreasonable all those attacks on the report which condemn it for requiring too much work of the pupil in the secondary school. The recommendations of the committee of ten do not err in this respect, for they fall safely within the hygienic limits prescribed in the most cautious and conservative schools. Turning to Table IV, which contains this model programme, not compiled from the results of the subcommittees, but formed in view of the conflicting necessities of hygiene, of preparation for college or the technical school, and of comparative educational values — turning to this table we find four programmes, a purely classical, a Latin-scientific, a modern language programme, and an English programme. I may be believed when I say that the formation of tho classical programme con¬ sumed nearly all the time devoted by the committee of ten to discussions. It was easy after making the classical programme to omit Greek and substitute more science and modern language to form the Latin-scientific programme, and in the third or modern language programme to substitute more modern language for Latin. The so-called English programme was formed by increasing the time devoted to English language and literature and reducing the number of foreign languages studied to one, which might be an ancient or a modern language. The chief result of the committee’s report, so far as a practical recommendation is concerned, therefore, is to be found in the classical programme of Table IV. This gives Latin five hours per week during the first and second years, and four hours the third and fourth years. Greek has five hours per week in the third and fourth years and does not appear at all in the first and second. This arrangement makes the sep¬ aration of the pupils who are fitting for college from those who are taking the scien¬ tific or modern language or English j)rograinme take place at the beginning of the third year, and offers the desirable opportunity for change of mind on the part of the secondary pupil after he has completed his second year and begins to see what education means. He may defer the question of college until the commencement of the third year. The mathematical studies are, algebra, four hours a week in the first year and two hours a week for half of the third year; geometry, three hours a week second year and two hours a week half of the third year; trigonometry and higher algebra, elect¬ ive in the fourth year for three hours a week; English language and literature, SECONDARY SCHOOL STUDIES. 1459 rhetoric, composition and the like studies requiro four hours a week first year, two hours a week second year, three hours the third year, and two hours fourth year. The natural sciences are represented by physical geography three hours a week first year. This branch includes an elementary view of the organic aspects of nature, such as botany, zoology, ethnology, meteorology, geology, and astronomy. The other aspect of nature is physics, molar or molecular, called “ natural philosophy ” and “chemistry.” Natural philosophy is .assigned three hours a week second year; chemistry three hours a week fourth year. General history has four hours a week first year, three hours a week second year, and is elective with trigonometry for three hours tho fourth year. Finally a modern language, French or German, takes four hours a week second year and third year and three hours a week fourth year. This result seemed to the committee a pretty rich programme after all; it was reached only after harmonizing apparently irreconcilable conflicts. It provides for Latin, Greek, mathematics) natural science, history, English literature, and modern languages. From this hasty survey of the report of the committee of ten let me now turn your attention.for a moment to the fundamental questions that concern the course of study and to the reasons that have made this item in secondary schools the weakest part of our school system, although it must be confessed that the teachers in the second¬ ary schools are on the whole more skillful, so far as command of methods is con¬ cerned, than the t'eachers in the elementary schools or the professors in colleges. Let us glance first at the central idea of the elementary school. We can deduce the course of study quite easily from the idea of the school as an instrumentality designed to connect the child as the new individual with his race, and enable him to participate in civilization. By education we add to the child?s experience the experience of the human race. His own experience is necessarily one-sided and shallow; that of the race is* thou¬ sands of years deep and it is rounded to fullness. Such deep and rounded experience is what we call wisdom. To prevent the child from making costly mistakes we give him the benefit of see¬ ing the lives of others. The successes and failures of our fellow-men instruct each of us far more than our own experiments. The elementary school attempts to give this wisdom in a systematic manner. It uses the essential means for its work in the shape of text-books, in which the experi¬ ence of the race is digested and stated in a clear and summary manner, in its several departments, so that a child may understand it. He has a teacher to direct his studies and instruct him in the proper methods of getting out of books the wisdom recorded in them. He is taught first in the juimary school how to spell out the words, and how to write them himself. Above all, he is taught to understand the meaniug of the words. All first use of words reaches only a few of their many sig¬ nifications. Each word has many meanings and uses, but the child get3 at only one meaning, and that the simplest and vaguest, when he begins. His school work is to train him into accuracy and precision in the interpretation of language. He learns gradually to fill each word of the printed page with its proper meaning. He learns to criticise the statements he reads, and to test them in his own experience and by comparison with other records of experience. In other words, the child at school is set to work to enlarge his own puny life by the addition of the best results of other lives. There is no other process so well adapted to insure a growth in self-respect as the mastery of the thought of the thinkers who have stored and systematized the experience of mankind. This is the clue to tho hopes founded on education. The patriotic citizen sees that a government managed by illiterate people is a government of one-sided and shal¬ low experience, and that a government by the educated classes insuresgtke benefits of a much wider knowledge of the wise ways of doing things. 1460 EDUCATION REPORT, 1892-93. Tho work of the school produces self-respect "because the pupil makes himself the measure of his fellows, and grows to he equal to them spiritually by the mastery of their wisdom. Self-respect is the root of the virtues and the active cause of a career of growth in power to know and power to do. Webster called the free public schools “a wise and liberal system of police by which property and the peace of society are secured.” He explained the effect of the school as exciting “a feeling of resi>onsi- bility and a sense of character.” This, he saw, is the legitimate effect. For as the school causes its pupils to put on the forms of thought given them by the teacher and by the books they ire; causes them to control their personal jmpulses and to act according to rules and regulations; causes them to behave so as to combine with others and get help from all while they in turn give help; as the school causes the pupil to put off his selfish promptings and to prefer the forms of action based on the consideration of the interests of others — it is seen that the entire discipline of the school is ethical. Each youth educated in the school has been submitted to a training in the habit of self-control and of ob^di ence to social order. He has become to some extent conscious of two selves — the one his immediate animal impulse and the second his moral sense of conformity to the order necessary for the harmonious action of all. Curious scholars have explored and recorded the methods of education of all peo¬ ples; for each people has some way of initiating its youth into the manners and customs and intellectual beliefs which constitute the warp and the woof of its civil¬ ization. The bulk of all education is performed by the family in all ages. The les¬ sons in the care for the person; the conventional forms of eating and drinking; behavior toward strangers and toward one’s relations; the mother tongue; the stock of beliefs and such habits of scientific observation as may exist in the com¬ munity; the ideals of life; the duties of a citizen; the consciousness of nationality and the sentiment of patriotism that depends on it; the elementary arts and trades such as exist within the home; all these things are learned within the family. But letters and science are usually taught, if taught at all, by a teacher set apart for the work, and his department is called the school. The school is the auxiliary institution founded for the purpose of reenforcing the education of the four fundamental.institutions of civilization. These are the family, civil society (devoted to providing for the wants of food, clothing, and shelter), the state, and the church. The characteristic of the school is that it deals with the means necessary for the acquirement, preservation, and communication of intelligence — tho mastery of letters and mathematical symbols; of the technical terms used in geograidiy and grammar and the sciences; the conventional meaning of the lines used on maps to indicate water, mountains, towns, latitude, longitude, and the like. The school devotes itself to instructing the pupil in these dry details of arts that are used to record systematic knowledge. These conventionalities once learned, the youth has acquired the art of intellectual self-help; he can, of his own effort, open the door and enter the treasure house of literature and science. Whatever his fellow- men have done and recorded he can now learn by sufficient diligence of his own. The difference between the part of education.acquired within the family and that acquired in the school is immense, incalculable. The family arts and trades, man¬ ners and customs, habits and beliefs, have formed a sort of close-fitting spiritual vesture, a garment of the soul always worn and expressive of the native character, not so much of the individual as of his tribe or family or community. He, the indi¬ vidual, had from birth been shaped into these things as by a mold; all his thinking and willing and feeling have been molded into the form or type of humanity looked upon as the ideal by his parents and acquaintances. This close-fitting garment of habit has given him direction, but not self-direction or freedom. He does what he does blindly, from the habit of following custom aud doing, as others do. SECONDARY SCHOOL STUDIES. 1461 But the school gives a different sort of training; its discipline is for the freedom of the individual. The education of the family is in use and wont, and it trains rather than instructs. Its result is unconscious habit and ungrounded prejudice or inclination. Its likes and dislikes are not grounded in reason, but are unconscious results of early training. But the school lays all its stress on producing a conscious¬ ness of the grounds and reason for things. I should not say all its stress; for the school does in fact lay much stress on what is called discipline — on habits of alert and critical attention, on regularity and punctuality, cn self-control and politeness. But the bare mention of these elements of discipline shows that they, too, are of a higher order than the habits of the family inasmuch as they all require the exer¬ tion of both will and intellect consciously in order to attain them. The discipline of the school forms a sort of conscious superstructure to the unconscious basis of habits which have been acquired in the family. -School instruction, on the other hand, is given to the acquirement of techniques; the technique of reading and ’writing, of mathematics, of grammar, geography, history, literature, and science in general. One is astonished when he reflects upon it at first to see how much is meant by this word technique. All products of human reflection are defined and preserved by words used in a technical sense. The words are taken out of their colloquial sense, which is a loose one, except when employed as slang. For slang is a spontaneous effort in popular speech to form technical terms. The technical or conventional use of signs and symbols enables us to write words and to record mathematical calculations; the technical use of words enables ns to express clearly and definitely the ideas and relations of all science. Outside of tech¬ nique all is vague hearsay. The fancy pours into the words it hears such meanings as its feelings prompt. Instead of science there is superstition. The school deals with technique in this broad sense of the word. The mastery of this technique of reading, writing, arithmetic, geography, and history lifts the pupil on to a plane of freedom and self-help hitherto not known to him. He can now by his own effort master for himself the wisdom of the race. By the aid of such instruments as the family education has given him he can not master the wisdom of the race but only pick up a few of its results, such as the cus¬ toms of his community preserve. By the process of hearsay and oral inquiry it would take the individual a lifetime to acquire what he can get in six months by aid of the instruments which the school places in his hands. For the school gives the youth the tools of thought. Looking for the application of -this technique we see two worlds — nature and man. Nature contains, first, abstract or inorganic objects, matter, and motion, to which arithmetic, algebra, and higher mathematics relate; then, secondly, it con¬ tains organic objects, like plants, animals, and men. This phase of nature, includ¬ ing vegetable and animal growth and the requisite conditions of climate, land and water and air, are treated in geography. Hence the child has two studies that give him an insight into nature as the support of his life and as the instrument for him to conquer and use in the shape of machin¬ ery, motive powers, food, clothing, and shelter. With his first lesson in arithmetic he learns something fundamental about the conditions of existence in time and space. Matter and force not merely happen to obey mathematical laws, but they have to do so as a primordial necessity of their nature. Every lesson in geography from the first is of practical use in giving the child command over organic nature. Taking the other side of school instruction we find a happy selection of what rev« als man to himself. Man as an object is body and soul — the body is a physio¬ logical object like animals and plants; the soul is intellect, will, and feeling. The child does not study psychology as such, but something better for him than psychol¬ ogy* f°r he studies the products of man’s intellect and will and feeling. He 1462 EDUCATION REPORT, 1892-93. studies the structure of Language in grammar, and this reveals the structure of intellect. He studies in literature the revelation of the human heart — its feelings, emotions, and aspirations, good and had. Literature portrays the rise of feelings and their conversion into actions and ideas by the will and intellect; it shows the collisions of evil feelings with good. History, again, shows the human will in its distinctive province, for the will of man is manifest not so much in individual adventures as in the formation of states and religious movements and social changes. This is collective will,, the will of the nation or people, and it is manifest in wars or in great social movements, such as colonization, the building of cities, internal improvements, commerce, productive industry, etc. History reveals man to himself by showing him his deeds. Literature reveals man to himself by showing him his character in its process of formation — the ulti¬ mate springs of action as they well up from the unconscious depths of the soul. Grammar, philology, and language studies reveal the essential structure of the soul, its logical constitution as a self-activity or self-consciousness. There are no other phases of nature and man than these five which wo see are con¬ templated by the five chief branches of study in the district schools. Secondary education must go on in the same direction, opening windows of the soul in five directions so that the pupil gets a better insight into these cardinal provinces of nature and man. Therefore the secondary pupil will continue his study of mathematics, taking up algebra and geometry; of language, studying the ancient languages from which civilization has been transmitted, and modern languages. He will continue the view of organic nature, given in geography, by studying the outlines and methods of such natural sciences as geology, astronomy, physiology, zoology, and botany; continue history by adding to the special study of the United States, begun in the elementary school, the study of general history; continue the study of literature, begun in the school readers, by systematic study of the greatest writers like Shake¬ speare, Milton, Spenser, and Chaucer, in selected complete works of art, together with a history of literature. Mathematics are reenforced by physics (called natural philosophy) treating of the mathematical laws of solids and fluids. To these branches which the ideal course should contain there are certain inci¬ dental studies or arts of a useful character, such as vocal music, bookkeeping, calis¬ thenics, shorthand writing, cooking, woodworking, etc., which are added, some oi them, to the high school courses of study throughout the country. The modern languages taught are usually German and French. The ancient languages are Latin and Greek. It must be noticed in studying the secondary education of the United States that it stands between two other self-regulated systems of schools — the elementary, whose course is determined by the school committees, and the higher, whose course is deter¬ mined by college faculties and boards of trustees. These two independent directive powers do not act in perfect harmony. Hence the secondary school has a twofold course of study to provide for — that indicated by the elementary school and that required by the college for admission. But the public high schools are under the control of the school committees elected by the people. This causes them to lay more stress on a continuation of the fivefold course of elementary schools than on the studies required for admission to college. On the other hand the private secondary schools lay the most stress on preparation for college. Here is one of the greatest defects in our system — or lack of system. The ideal course of study demands that five windows of the soul be kept open. The old preparatory school laid stress on Latin, Greek, and mathematics, neglecting all else. These three branches opened only two or three windows (to keep up our sym¬ bolism) ; mathematics gave the key to inorganic nature ; Latin and Greek answered to grammar and literature, chiefly to grammar or the logical side of the soul, with a little touch of history and literature on the sides of the will and sensibility. Nature SECONDARY SCHOOL STUDIES. 1463 was left out of sight, except as mathematics gave the general conditions of all nature — the structure of time and space. Tho private secondary school, therefore, in the last generation slighted history, modern literature, natural science, and sociology. Tlie public high school undertook to develop these important sides of a rounded education and succeeded in a measure. But it was obliged to adopt another course of study for its pupils fitting for college. Hence there arose a general or English course, and a classical course. I have compared the classical course of study to a palm tree which first builds a tall stem and then suddenly expands into foliage at the top. So the preparatory school and the college required six years (four in the preparatory and two in col¬ lege) to be devoted almost exclusively to Latin, Greek, and mathematics, and then in the last two years of the college made a hasty survey of nature and modern litera¬ ture and history, as a sort of finishing touch. There is no'doubt that the high school course laid out by the school committees is more rational than tho secondary course of the private preparatory schools, pre¬ scribed for them by the colleges. And yet the college course was the conscious product of tho highest educated minds of the community. The unconscious evolu¬ tion by 1 ‘natural selection *' in the minds of school committees elected by the people was wiser on the whole. Individual members of city school boards are always found who oppose classical studies altogether. But the pressure of popular demand always prevails to secure in the public schools what is needed. The difficulty in this case is that the high school pupil taking up all the five branches — mathematics, natural science, history, modern literature, Latin and Greek — in his four years, is not so far advanced in the classic languages as the special pre¬ paratory school, and does not compete with it on an equal footing. Special classical courses in tho public high school are a costly experiment wherever carried on. This produces what we may call a national disaster in our education, namely, the discouragement of pupils in high schools from taking up higher education. The public high schools, in proportion to their enrollment, send comparatively few to the colleges. The disadvantages of this to the nation are great, for higher education even with a “palm-tree” course of study educates the majority of the real leaders of society. It might be supposed that those best versed in natural science would have this pres¬ tige, and doubtless natural science counts for much. But the classically educated man has advantages over all others. That this should be so may be seen by a brief consideration of the rationale of its course of study. We have seen that there arc needed five windows in the soul to see the five classes of objects in nature and humanity. Natural science relates chiefly to the organic and inorganic phases of nature but gives little insight into human nature. On the other hand language study, and especially literature, leads directly toward this knowl¬ edge of man that is essential to large directive power. As to the dead languages, Latin and Greek, they are the tongues spoken by the two people who invented the two threads united in our modern civilization. The study of Greek puts one into the atmosphere of art, literature, and science, in which the people of Athens lived. This is the effect of Greek literature ; it is also the effect of the mere language in its idioms and in its grammatical structure. The study of Latin puts one similarly into the stern, self-sacrificing, political atmos¬ phere of Rome. The Romans invented laws for the protection of life and private property, and also the forms of combination into corporations and city governments. To study Latin makes the pupil more attentive to, and conscious of, the side of his civilization that deals with combinations of men into social organizations. No other ancient or modern language gives us anything of equal value for gaining an insight into the institutions under which we live, except the study of the Bible. The Hebrew thread of oar civilization is still more important, because while the Roman secures civil freedom, and the Greek intellectual freedom and artistic taste, 1464 EDUCATION REPORT, 1892-93. the Hebrew oracles give us the revelation of the personality of God, the fountain of all freedom. For unless the absolute is a free personality, man’s freedom must be all a temporary and abnormal affair; the iron fate which pantheism sees as the first principle will get the advantage after all. We may see that the colleges ought to continue to lay chief stress on Latin, Greek, and mathematics as the studies that foster directive power, but they ought to add also the three modems, natural science, modern literature, and history, incorporating them into the course throughout, so that the oak rather than the palm tree becomes the symbol of the curriculum. By “directive power7’ is meant the influence that molds the actions of men. This may be exercised not only by the military, political, or the industrial leader, but by the lone scholar who publishes great discoveries to the world; by the editors of periodicals, by the orators, preachers, and teachers, and especially by the poets and literary men. There has been a process of adjustment going on in higher education in several directions, especially since 1870. First, an elevation of the standard of admission took place, chiefly brought about by the action of Harvard College. Secondly, an extension of the scope of elective studies as a consequence of the raised standard which now brought the freshmen class nearly up to where the junior class had been. Thirdly, the requirements for admission began to bo more varied and to require some¬ thing of English literature and a modern language, with some natural science and history; but much more Latin and Greek. Had the Latin and Greek requirements remained the same, the new standard of admission would have fitted the course of study of the public high school, and the problem would have been solved. As it is now, the situation of the high school as a feeder for the college is worse than before 1870. Then the classical requirements for graduation at the high school would admit the students to college, while the collat¬ eral branches of history, science, and English literature that he had begun in the high school gave him greater apperceptive power, or greater ability to grasp the practical application of what he had learned. Is it not a mistake that higher education has made in trying to lengthen the school life of youth by increasing the length of the secondary school course? Is it not far better to take the student into college at 16 or 18 years of age, and after the course of study that leads him to see the unity of human learning take him into a post¬ graduate course that teaches him how to specialize and pursue lines of original investigation in the laboratory or seminary? This radical question is now in a fair way to be answered rationally; for this report of the committee of ten will lead to such investigations of the educational value of secondary branches and methods of instruction as will put us in possession of accurate knowledge in regard to the nature and limits of elementary, secondary, and higher education. We shall learn the fitting age for each and not, os heretofore, esteem it an advantage to hold back the pupil as long as possible in the elementary and secondary courses under plea of securing greater thoroughness. We shall understand that the elementary methods are of necessity too mechanical to be used to advantage beyond the fourteenth year, while the secondary methods consist too much of copying styles and classic forms, in aping modes of work and habits of thinking, to be continued to advantage beyond the eighteenth year. We shall know better than we do now what is fitting for each age and period. With this we shall enter on a new and more scientific epoch of educational theory and practice. SECONDARY SCHOOL STUDIES. 1465 THE UNITY OF EDUCATIONAL REFORM.1 By Charles W. Eliot, President of Harvard University. The report of the committee of ten has now been in the hands of the teachers of the country for about six months, so that there has been time to formulate and pub¬ lish some criticism and objections. I propose to comment in this paper on one criti¬ cism or objection which in various forms and by several different persons has been brought before the educational public. Whenever I speak of the report I intend to include the reports of the conferences as well as the proper report of the committee often, for the chief value of the total report lies in the conference reports. The objection to the report which I shall discuss is contained in the question, “ What do college men know about schools?” Those who urge this objection say in substance, i( More than half the members of the conferences were at the moment in the service of colleges and universities, and the same was true of the committee of ten. The wise management of schools for children of from 6 to 18 years of age is a different business from tho wise management of colleges and universities. Not only is tho age of the pupils different, but their mode of life and the discipline they need are also different. The mental capacity of young children is low compared with that of college students; their wills are weaker, and their moral qualities unde¬ veloped. How can men who teach and govern young people from 18 to 24 years of age know anything about schools for children? Let them attend to the higher edu¬ cation and not attempt to teach experts in elementary and secondary education how to conduct their very different business. That a man has succeeded in conducting a college or a university makes it altogether probable that his advice will be worthless a3 to the best mode of conducting a school or a system of schools. We school super¬ intendents and jirincipals have to handle masses of average material; your college and university teacher has only a small number of exceptional individuals to deal with.” To meet this objection I wish to affirm and illustrate the proposition that the chief principles and objects of modern educational reform are quite the same from begin¬ ning to end of that long course of education which extends from the fifth or sixth to tho twenty-fifth or twenty-sixth year of life. The phrase “ educational construc¬ tion” would perhaps bo better than the phrase u educational reform ;” for in our day and country we are really constructing all the methods of universal democratic education. We seldom realize bow very recent and novel an undertaking this edu¬ cational construction is. As a force in the world universal education does not go behind this century in any land. It does not go back more than twenty years in such a civilized country as France. It dates from 1871 in England. Plato main¬ tained that the producing or industrial classes needed no education ; and it is hardly more than a hundred years since this Platonic doctrine began to be seriously ques¬ tioned by social philosophers. It is not true yet that education is universal even in onr own land; and in all lands educational practice lags far behind educational theory. In this process of educational construction, so new, so strange, so hopeful, I believe that the chief principles and objects are the same from the kindergarten through the university, and therefore I maintain that school teachers ought to understand and sympathize with university reform and progress, and that college and university teachers ought to comprehend and aid school reform and progress. Let us review together those chief principles and objects, although in so doing I shall necessarily repeat some things I have often said before. I. The first of these objects is the promotion of individual instruction — that is, the addressing of instruction to the individual pupil rather than to groups or classes. At present the kindergarten and the university best illustrate the progress of this lA. paper read before the American Institute of Instruction at Bethlehem, R. H., July 11, 1894. Reprinted from the Educational Review, October, 1894. 1466 EDUCATION REPORT, 1892-93. reform ; but the beneficent tendency is clearly exhibited all along the line. In ele¬ mentary and secondary schools the effort is constantly made to diminish the number of pupils assigned to one teachei'; and in some fortunate secondary schools the pro¬ portion of pupils to teachers has already been intentionally made as favorable as it has incidentally become in the most prosperous universities which have been adding rapidly to their advanced courses of instruction. In urban school systems the num¬ ber of pupils assigned to a teacher is recognized as the fundamental fact which determines better than any other single fact the quality and rank of each system among those with which it may be properly compared. Into the curricula of schools and colleges alike certain new matters have of late years been introduced for teach¬ ing which the older methods, of instruction — namely, the lecture and the recitation — proved to be inadequate or even totally inapplicable. These new matters are chiefly object lessons in color and form, drawing and modeling, natural sciences like bot¬ any, zoology, chemistry, physics, mineralogy, and geology, and various kinds of manual training. In school and college alike the really effective teaching in all these subjects is that which is addressed to each individual pupil. All laboratory and machine-shop teaching has this character, no matter what the subject. The old-fashioned method of teaching science by means of illustrated books and demon¬ strative lectures has been superseded from the kindergarten through the university by the laboratory method, in which each pupil, no matter whether he be 3 years old or 23, works with his own hands and is taught to use his own senses. General explanations and directions may be given a class ; but in the laboratory each individ¬ ual's work must be separately supervised and criticised. There is nothing more individual than a laboratory notebook. In all laboratory and machine-shop work the rates of progress of different pupils vary widely. Quicker eyes, defter hands, greater zeal, and better j udgment will tell, and the teacher has every opportunity to discover the natural gifts or defects of the different pupils and to develop the pecul¬ iar capacity of each mind. All the artistic subjects, as well as all the scientific, require individual instruction. In drawing, painting, and modeling the instruction is, of necessity, individualized. It is one of the best results of the introduction of manual training that each pupil must receive individual criticism and guidance. The instructor is compelled to deal with each pupil by himself and to carry each forward at his own rate of speed. In short, manual training breaks up class-room routine and introduces diversity of achievement in place of uniform attainment. I say that this principle applies all the way from the kindergarten to the professional school. It applies conspicuously in medical instruction ; and within twenty-five years it has been there applied so successfully that it is no exaggeration to say that within this period the whole method of teaching medicine has been revolutionized throughout the United Stales. It is now universally recognized that it is impossible to teach medicine and surgery to largo numbers of persons simultaneously by gen¬ eral descriptions, or by the use of diagrams, pictures, or lantern slides which many can see at once. Not that illustrated lectures and general demonstrations are wholly useless; but they hold only a subordinate place. The really important thing is individual personal instruction under circumstances which permit the student to see and touch for himself, and then to make his own record and draw his own infer¬ ences. Finally, the highest type of university teaching — the so-called seminary or conference method — is emphatically individual instruction. It is hard to say at what stage of education from the primary grade to the final university grade the individualization of instruction is most important. The truth is that the principle applies with equal force all along the line. For the university president, the school superintendent, and the kindergartner alike it should be the steady aim and the central principle of educational policy; and whoever under¬ stands the principle and its applications at any one grade understands them for all grades. SECONDARY SCHOOL STUDIES. 1467 II. Secondly, let me ask your attention to six essential constituents of all worthy education — constituents which iu my opinion make part of the educational process from first to last, in every year and at every stage — and let me ask you particularly to consider which of these constituents belong to schools hut not to colleges, or to colleges, hut not to schools. The first constituent is the careful training of the organs of sense, through which we get incessant and infinitely diversified communications with the external world, including in that phrase the whole inanimate and animate creation with all human monuments and records. Through the gate of accurate observation come all kinds of knowledge and experience. The little child must learn to see with precision the forms of letters, to hear exactly the sounds of words and phrases, and by touch to discriminate between wet and dry, hot and cold, smooth and rough. The organs of sense are not for scientific uses chiefly; all ordinary knowledge for practical pur¬ poses comes through them, and language, too, with all which language implies and renders possible. Then comes practice in grouping and comparing different sensa¬ tions or contacts, and in drawing inferences from such comparisons — practice which is indispensable in every field of knowledge. Next comes training in making a rec¬ ord of the observation, the comparison, or the grouping. This record may obviously be made either in the memory or in written form ; but practice in making accurate records there must be in all effective education. Fourthly comes training of the memory, or, in other words, practice in holding in the mind the records of observa¬ tions, groupings, and comparisons. Fifthly comes training in the power of expres¬ sion — in clear, concise exposition, and in argument or the logical setting forth of a process of reasoning. This training in the logical development of a reasoning pro¬ cess is almost the consummation of education ; but there is one other essential con¬ stituent, namely, the steady inculcation of those supreme ideals through which the human race is uplifted and ennobled — the ideas of beauty, honor, duty, and love. These six I believe to be essential constituents of education in the highest sense. We must learn to see straight and clear; to compare and infer; to make an accurate record; to remember; to express our thought with precision; and to hold fast lofty ideals. The processes I have described as separate often take place in the mind so rapidly that they, or some of them, seem to us simultaneous. Thus, intelligent conversation involves observation, comparison, record, memory, and expression, all in a flash. But if these be constituents of education, is not education a continuous process of one nature from beginning to end? Are not these six constituents to be simultaneously and continuously developed from earliest childhood to maturity? The child of 5 years should begin to think clearly and justly, and he should begin to know what love and duty mean; and the mature man of 25 should still be train¬ ing his powers of observing, comparing, recording, and expressing. The aims and the fundamental methods at all stages of education should therefore be essentially the same; because the essential constituents of education are the same at all stages. The grammar school pupil is trying to do the same kinds of things which the high school pupil is trying to do, though, of course, with less developed powers. The high school pupil has the same intellectual needs which the university student feels. The development of a mind may be compared with the development of a plant — it proceeds simultaneously and continuously through all its parts without break or convulsion. If at any stage there seems to be a sudden leafing or blooming, the suddenness is only apparent. Leaf and bloom had long been prepared — both were enfolded in last year’s bud. From first to last, it is the teacher’s more impor¬ tant function to make the pupil think accurately and express his thought with pre¬ cision and force; and in this respect the function of the primary school teacher is not different in essence from that of the teacher of law, medicine, theology, or engineering. III. A considerable change in the methods of education has been determined dur¬ ing the past twenty-five years by the general recognition of the principle that effect- 1468 EDUCATION REPORT, 1892-93. ive power in action is tlie true end of education, rather than the storing up of information or the cultivation of faculties which are mainly receptive, discrimi¬ nating, or critical. We are no longer content in either school or college with impart¬ ing a variety of useful and ornamental information, or with cultivating aesthetic taste or critical faculty in literature or art. We are not content with simply increasing our pupils’ capacity for intellectual or sentimental enjoyment. All these good things we seek, to he sure; hut they are no longer our main ends. The main object of education, nowadays, is to give the pupil the power of himself doing an endless variety of things which, uneducated, he could not do. An education which does not produce in the pupil the power of applying theory or putting acquisitions into practice, and of personally using for productive ends his disciplined faculties, is an education which has missed its main end. One humble illustration of the influence of this principle is the wide adoption of reading foreign languages at sight as a suitable test of fitness for admission to colleges. Another similar illus¬ tration is the use of question papers in geometry containing a large proportion of problems which do not appear in explicit form in the ordinary manuals, but which can be answered or solved by making a simple application of the geometrical prin¬ ciples developed in those manuals. These are tests of acquired power. We think it reasonable to test a student of chemistry by giving him an unknown substance to analyze. Can he find out what it is and prove his discovery correct? In other words, can he apply his information and knowledge of methods to a problem which is to him wholly unknown ? Has he acquired not only information, but power? The whole field of natural science is available for that kind of training in power getting which it is the main object of modern education to supply. It is not what the student of medicine has heard about, or seen others do, but what he can do him¬ self with his own eyes and hands and with his own powers of comparing and judging, which will give him preeminence as a physician or surgeon. To give per¬ sonal power in action under responsibility is the prime object of all medical educa¬ tion. This same principle, however, applies just as well in the primary school as in the professional school. Education should be power getting all the time from the beginning to the end of its course. Its fundamental purpose is to produce a mental and moral fiber which can carry weight, bear strain, and endure the hardest kinds of labor. IV. The next educational principle which I believe to apply to two-thirds of the entire educational course between 5 and 25 years of age is the principle of the selec¬ tion or election of studies. In the first three or four years of a child’s education — say from 5 or 6 years of age to 9 years— there are not so many possible subjects of equal value and necessity but that the child may pursue them all to some adequate extent; but by the ninth or tenth year of age more subjects will claim the child’s attention than he will have time for, thereupon arises the necessity for a selection of studies. As the child advances from the elementary school to the secondary school, and from the secondary school to the college, the number and variety of subjects from which to choose will rapidly increase, until in the department of arts and sciences of the university he will find that he can not attempt to follow the twen¬ tieth part of the instruction offered him. Table I and II, in the report of the com¬ mittee of ten, demonstrate abundantly the absolute necessity for selection or election of studies in secondary schools, and even in the later years of the elemen¬ tary course. Who shall make the selection, is really the only practical question. The moment we adopt the maxim that no subject shall be attacked at all, unless it is to be pursued far enough to get from it the training it is fit to supply, we make the election or selection of studies a necessity. This principle has now been adopted by all colleges and universities worthy of the name, and by the greater part of the leading high schools, academies, endowed schools, and private schools; but in these secondary institutions the principle is commonly applied rather to groups of sub¬ jects than to single subjects. The result is an imperfect application of the elective SECONDARY SCHOOL STUDIES. 1469 principle, "but it is much better than any single nniforra prescribed course. Finally, this principle has within a few years penetrated the grades, or the grammar schools, and has earned its way to a frank recognition at that stage of education. It is no objection to the principle, and it establishes no significant distinction between college experience and school experience, that there must obviously be limitations of diversity in studies during school life. School programmes should always contain fair representations of the four main divisions of knowledge — lan¬ guage, history, natural science, and mathematics— but this does not mean that every child up to 14 must study the same things in the same proportions and to the same extent. On the contrary, representation of the different kinds of knowledge and mental action having been secured, the utmost possible provision should be made for the different tastes, capacities, and rates of progress of different children. More¬ over, a main object in securing this representation of language, history, science, and mathematics iu the earlier years of education is to give the teacher opportunity to discover each pupil’s capacities and powers. There is, however, no ground of dis¬ tinction between school teaching and university teaching in respect to these special limitations; for if we turn to the very last stage of education — professional train¬ ing — we fimi there a serious limitation on the principle of election, a limitation imposed by the necessity of giving all young lawyers, physicians, ministers, teach¬ ers, engineers, biologists, or chemists the considerable quantity of strictly profes¬ sional information and practice which every future member of these several pro¬ fessions absolutely needs. Again, for the same reason, scientific or technological schools must for the present use a group system rather than a free election of studies. They must adjust their present instruction to current professional needs. The freest field for the principle of selection or election of studies lies between the ages of 13 and 23, including five or six years of school life and all of college life. School men and college men alike should rejoice in this free field. V. The next rule of educational reform, which applies at every stage of the long course of education that civilized society provides, relates to what is called disci¬ pline. Down to times quite within my memory the method of discipline both in school and college was extremely simple, for it relied chiefly, first, on a highly stimulated emulation, and secondly, on the fear of penalty. It had not been clearly perceived that an immediate, incessant, and intense emulation does not tend to develop independent strength of will and character, good in either solitude or society, and that fear of penal ;robation, and particularly the approbation of persons respected or beloved, shame, pride, self-respect, pleasure in discovery, activity, or achievement, delight in beauty, strength, grace, and grandeur, and the love of power and of possessions as giving power. Any of these motives may be overdeveloped; but in moderation they are all good, and they are available from infancy to old age. From the primary school through the university the same motives should always be in play for the determination of the regulation of conduct. Naturally they will grow stronger and stronger as the whole nature of the child expands and his habits become more and more firmly fixed ; and for this reason these same enduring motives should be continuously relied on. Obviously, then, there is no difference between, men who manage colleges and men who manage schools in relation to this impor¬ tant principle of educational reform. The methods of both should be identical; and the college man or the school man who does not guide and govern through the rea¬ son of his pupils, through their natural interest in observation, experiment, com¬ parison, and argument, and through the permanent motives which lead to right conduct, is not in sympathy with one of the most humane and hopeful educational reforms of the present generation. All teachers who deserve the name now recog¬ nize that self-control is the ultimate moral object of training in youth — a self-con¬ trol independent of temporary artificial restraints, exclusions, or pressures, as also of the physical presence of a dominating person. To cultivate in the young this self-control should be the steady object of parents and teachers all the way from babyhood to full maturity. VI. The next principle of educational construction to which I invite your atten¬ tion is again one which applies throughout the length and breadth of education. It is the specialization of teaching. One might easily imagine that this principle had already been sufficiently applied in universities, and only needed to be applied hereafter in schools, but the fact is that the specialization of instruction is still going on in universities, and needs a much greater extension in American colleges and x>rofessional schools than it has yet received. Dr. Oliver Wendell Holmes was professor of anatomy and physiology in Harvard University down to 1871, and ho really taught, in addition to these two immense subjects, portions of histology and pathology. He described himself as occupying not a chair, but a settee. The pro¬ fessorship in Harvard University which was successively occupied by George Tick- nor, Henry Wadsworth Longfellow, and James Eussell Lowell, is the Smith pro¬ fessorship of the French and Spanish languages and literatures. In many American colleges we find to-day the same professor teaching logic, metaphysics, ethics, and political economy. Indeed, this was the case in Harvard College down to 1871, except that moral philosophy and Christian ethics were detached from the Alford professorship from and after 1880. The specialization of instruction is by no means completed in American colleges. It is better advanced now in American secondary schools than it was in the American colleges eighty years ago, and it is just begin¬ ning to be developed in the American grammar schools, or grades, where it is gen¬ erally spoken of as departmental organization. From the extension of this principle in American schools much is to be hoped within the next ten years, particularly for the teacher. To teach one subject to pupils at different stages, adapting the instruc¬ tion to their different ages and capacities, watching their development, and leading them on with due regard to individual differences through four or five years of con¬ tinuous progress, gives an inexhaustible interest to the teacher’s function. To mas¬ ter one subject so as to be able to give both elementary and advanced instruction in it, is for the teacher himself a deep source of intellectual enthusiasm and growth. Real scholarship becomes possible for him, and also a progressive intellectual expan¬ sion through life ; for only progressive scholars can maintain for many years the mastery of even a single subject. Does it seem to you an unreasonable expectation that teachers in the grades, or grammar schools, should possess the mastery of single subjects? Careful observation seems to me to give assurance that exceptional SECONDARY SCHOOL STUDIES. 1471 teachers, both men and women, already possess this mastery, and that what remains to be dono is to make the exceptions the rule. Toward effecting this great improve¬ ment two important measures are the elevation of normal schools and the creation or strengthening of educational departments in colleges and universities. At any rate, there can be no doubt that this specialization of instruction is a common need from beginning to end of any national system of instruction, and that is capable of add¬ ing indefinitely to the dignity, pleasure, and serviceableness of the teacher’s life. Obviously this common need and aspiration should unite rather than divide the various grades of education, and should induce cooperation rather than cause dis¬ sension. VII. There is a fundamental policy in regard to educational organization which should unite in its support all teachers, whether in schools or universities — the policy, namely, that administrative officers in educational organizations should be experts, and not amateurs or emigrants from other professions, and that teachers should have large advisory functions in the administration of both schools and universities. The American colleges and universities are better organized in this respect than the American schools. More and more, the heads of the institutions of higher education are men of experience in education itself or in’otlier administrative services. The presidencies of colleges are no longer filled, as a rule, by withdrawing from the ministry men well advanced in life and without experience in teaching. The deans of the rather distinct schools which comx>ose universities are usually men of experience in their several departments ; and much power is exercised by the faculties of colleges and universities, these faculties being always bodies composed of the more permanent teachers. Moreover, in large colleges and universities all the teachers of a given subject are often organized into a body called a division or department, with a chairman chosen from among them as a judicious man and a dis¬ tinguished teacher. These or similar dispositions need to bo adopted throughout the large urban school systems. Superintendents should be educational experts of proved capacity. Their assistants, whether called supervisors, inspectors, or assistant superintendents, should bo organized as a council or faculty, and all the teachers of a single system should be associated together in such a way that by their represent¬ atives they can bring their opinions to bear on the superintendent and his council, or in the last resort on the committee or- board which has the supreme control of the system. The teachers of the same subject should also be organized for purposes of mutual consultation and support, and at their head should be placed the best teacher of the subject in the whole system, that his influence may be felt throughout the sys¬ tem in the teaching of that subject. Moreover, the colleges and the schools need to be assimilated in respect to the tenure of office of teachers. After suitable proba¬ tionary periods, the tenure of office for every teacher should be during good behavior and efficiency. In general, the differences of organization between colleges on the one hand and school systems on the other are steadily growing slighter. The endowed schools and academies already have an organization which closely resembles that of the colleges, and all the recent changes in the mode of conducting urban school systems tend in the good direction I have described. There is in some quarters a disposition to dwell upon the size of public school systems as compared with the size of colleges and universities ; but size is no measure of complexity. A university is indefinitely more complex than the largest city school system, and the technical methods of uni¬ versity management are more various and intricate than the technical methods of any school system. Independently of all questions of size or mass, however, admin¬ istrative reform is taking the same directions in both colleges and schools — first, toward expert control under constitutional limitations; secondly, toward stable tenures of office; and thirdly, toward larger official influence for teachers. Recalling, now, the main heads which have been treated, namely, the individuali¬ zation of instruction, the six essential constituents of education, power in action as 1472 EDUCATION REPORT, 1892-93. the true end of education, the selection or election of studies, the appeal to perma¬ nent instead of temporary motives for ^controlling conduct, the specialization of teaching, and the right principles of educational organization, do we not see that the principles and methods of educational reform and construction have a common, interest for ail teachers, whether connected with colleges, secondary schools, or ele¬ mentary schools, and shall wo not agree that there is something unphilosophical in the attempt to prejudice teachers of whatever grade against the recommendations of the committee of ten and of the conferences that committee organized, on the grounds that a small majority of the persons concerned in making them were connected with colleges, and that the opinion of college or university officers about school matters are of little value? The plain fact is that there is community of interests and aims among teachers throughout all the grades into which the course of education is at present artifieally divided. The identity of the principles which govern reforms and improvements at every stage is strikingly illustrated by the simultaneousness and similarity of the advances now being everywhere made. Elementary schools, secondary schools, and colleges all feel similar impulses, and are all making similar modifications of their former methods. I can testify from personal observation that some of the adminis¬ trative improvements lately made in universities resemble strikingly improvements made at the other extremity — namely, in the kindergartens. It is very noticeable that even some of the mechanical or business changes made in school administra¬ tion — changes which were not supposed to have any bearing on the philosophy of education, or on new methods of teaching — have facilitated true educational reform. Tims, the method of transporting children at public expense to central grammar schools in a rural town, or to high schools in large towns and cities, has distinctly facilitated the introduction of departmental and elective instruction. Again, the purchase and free issue of books for pupils by towns and cities has facilitated the use of good literature instead of readers — an important contribution toward improv¬ ing the teaching of the native language and literature by increasing interest in them and love for them. In like manner, the institution of departmental libraries — that is, of small working collections of books on the same general subject, deposited in a place by themselves, and always accessible to students of that subject — has made possible great improvements in the instruction of Harvard College and many other colleges. The committee of ten declare in their report “that it is impossible to make a satis¬ factory secondary school programme, limited to a period of four years, and founded on the present elementary school subjects and methods.” In view of the rapid changes now going on in elementary school subjects and methods, this declaration amounts to saying that the committee’s work on the four secondary school pro¬ grammes they recommend has only a temporary interest. Tables I, II, and III of their report have some permanent value ; but Table IV, which contains the four programmes called classical, Latin-scientific, modern languages, and English, and which cost the committee a great deal of labor, will surely be rendered useless by improvements in the elementary and secondary schools which may easily bo accom¬ plished within ten years. Some firm, lasting principles are embodied in Table IV, but the programmes themselves are only temporary trestlework. If I were asked to mention the best part of the contribution which the committee often have made to the progress of American education, I should say that their gen¬ eral method of work was the best part — the method of investigation and discussion by subject of instruction teachers and experts from all sorts of colleges and univer¬ sities and from all sorts of schools, public, private, and endowed, taking part in both investigation and discussion. The committee’s method of work emphasizes the community of interest at all grades, and the fact that experience at every grade is valuable for suggestion and counsel at all other grades. To my thinking, the pres¬ ent artificial and arbitrary distinctions between elementary schools and secondary SECONDARY SCHOOL STUDIES. 1473 schools, or between grammar schools and high schools, have no philosopincal founda¬ tion, and are likely to he profoundly modified, if they do not altogether pass away. In the same sense, I believe that the formal distinction between college work and university work is likely to disappear, although the distinction between liberal edu¬ cation and technical or professional education is sure to endure. I have never yet seen in any college or university a method of instruction which was too good for an elementary or a secondary school. The alert, inspiring, winning, commanding teacher is just the same rare and admirable person in school and in college. There is, to be sure, one important element of university work which schools and colleges can not participate in — namely, the element of original investigation — but although this element is of high importance, and qualifies, or flavors, a considerable part of uni¬ versity work, there remains in all large universities, and particularly in those which make much of professional training, an immense body of purely disciplinary work, all of which is, or should be, conducted on principles and by methods which apply throughout the whole course of education. When it is a question how best to teach a given subject, the chances are that college or scientific school teachers of that subject can help school teat'hers, and that school teachers can help college teachers. Moreover, it is important that each should know what the other does. I have observed, too, that, even w hen neither party is ready to venture on affirmative coun¬ sel, each is pretty well prepared to tell the other what not to do. Such negative counsel is often very useful. On the whole, the greatest promise of usefulness which I see in the report of the committee of ten lies in its obvious tendency to promote cooperation among school and college teachers and all other persons intelligently interested in education, for the advancement of well-marked and comprehensive educational reforms. REPORT OF THE COMMITTEE OF TEN. By James H. Baker, President of the University of Colorado. HISTORY. In a report on requirements for admission to college, made to the National Council of Education in 1891, the following recommendation appeared: “ That a committee be appointed by this council to select a dozen universities and colleges and a dozen high and preparatory schools to be represented in a convention to consider the problems of secondary and higher education.” In accordance with the recommendation the committee making the report, of which the writer was chairman, was authorized to call a meeting of representatives of lead¬ ing educational institutions at Saratoga in 1892. Invitations were issued and some 30 delegates responded. After a three days’ session a plan was formulated which was adopted by the National Council. The committee of ten thus appointed and charged with the duty of conducting an investigation of secondary school studies held its first meeting in New York City in November, 1893. The committee arranged for nine subcommittees or conferences, each to consider a principal subject of high school courses, and submitted to them definite inquiries. Each conference was composed of prominent instructors in the particular subject assigned. The inquiries covered such points as place of beginning the study, time to be given, selection of topics, advise bility of difference in treatment for pupils going to college and for those who finish with the high school, methods, etc. The reports of these conferences in printed form, together with a summary of the recommendations, were in the hands of the committee of ten at their second meeting in New York, November, 1893. The report of the committee of ten, including the conference reports, through the good offices of the Commissioner of Education, was published by the Government, and it has now been before the country for some months. ED 93 - 93 1474 EDUCATION REPOET, 1892-93. GENERAL COMMENTS . The manlier of investigation took a somewhat different turn from what was antici¬ pated when the original report, which led to the undertaking, was made, but I do not doubt the wisdom of the plan finally adopted. The committee is confident that it would bo difficult to find groups of men in America better fitted than the members of the conferences to discuss the specific subjects assigned them, and their recom¬ mendations as to choice of matter, the time element, place in the curriculum, and the best methods constitute a most valuable contribution to the educational litera¬ ture of the period. In the main they represent the best thought of practical edu¬ cators. It is not my purpose to enter into a discussion of the details of these conference reports. Each report, and in many instances each part of the report, is in itself a large theme. The summary of results and the recommendation of the com¬ mittee of ten will occupy the time allotted me. It was expected that the report as a whole would excite much discussion and invite extensive criticism ; and if no other result is attained than the sharpening of wits in controversy, the existence of the report has sufficient .warrant. It is impossible to say of any op inions that they are final and of any methods that they are the best. Some hold that the eternal verities are to be discovered in the consciousness of the few geniuses, and that obtaining a consensus of opinion is not the way to reach wise conclusions. If wo are Hegelian in our philosophy of his¬ tory, we shall hold to the law of development, shall believe that each stage of thought is a necessary one, that the best light is obtained by the historic method, and that the highest evolution of thought is to be found in the belief and practice of the advanced representatives of any line of investigation. The work of the con¬ ferences was to correlate the parts of each subject by the method of applying reason to history; it was the work of the committee proper to correlate these results by the same method. Whether the committee was laTge and varied enough to represent all sides is to be decided by the discussions of those best fitted to form opinions. SUMMARY OF RECOMMENDATIONS. After a careful review of the Work of our committee I venture to make a formal list of opinions presented, most of which I think should be heartily indorsed, reserv¬ ing till later the discussion of a few of them. (1) Thai: work in many secondary school studies should be begun earlier. (2) That each subject should be made to help every other, as, for example, history should contribute to the study of English, and natural history should be correlated with language, drawing, literature, and geography. (3) That every subject should be taught in the same way, whether in preparation for college or as part of a finishing course. (4) That more highly trained teachers are needed, especially for subjects. that are receiving increased attention, as the various sciences and history. (5) That in all scientific subjects laboratory work should be extended and improved. (6) That for some studies special instructors should be employed to guide the work of teachers in elementary and secondary schools. (7) That all pupils should pursue a given subject in the same way and to the same extent as long as they study it at all. (8) That every study should bo made a serious subject of instruction, and should cultivate the pupil’s powers of observation, memory, expression, and reasoning. (9) That the choice between the classical course and the Latin-scientific course should be postponed as long as possible, until the taste and power of the pupil have been tested and he has been able to determine his future aim. (10) That twenty periods per week should be adopted as the standard, providing that five of these periods be given to unprepared work. SECONDARY SCHOOL STUDIES. 1475 (11) That parallel programmes should he identical in as many of their parts as possible. (12) That drawing should be largely employed in connection with most of the studies. (13) The omission of industrial and commercial subjects. This is mentioned without comment. (14) That more fieldwork should be required for certain sciences. (15) The desirability of uniformity ; not definitely recommended in the report. (16) That the function of the high schools should be to prepare for the duties of life as well as to fit for college. (17) That colleges and scientific schools should accept any one of the courses of study as preparation for admission. (16) That a good course in English should be required of all pupils entering college. (19) That many teachers should employ various means for better preparation, such as summer schools, special courses of instruction given by college professors, and instruction of school superintendents, principals of high schools, or specially equipped teachers. (20) That the colleges should take a larger interest in secondary and elementary schools. (21) That technological and professional schools should require for admission a complete secondary school education. (22) That each study pursued should be given continuous time adequate to secur¬ ing from it good results. The points of the report which I should question are as follows : (1) That Latin should be begun mucb earlier than now. (This is a conference recommendation. ) (2) That English should he given as much time as Latin. (Conference recom¬ mendation.) (3) The large number of science subjects recommended, with loss of adequate time for each. (4) The omission of a careful analysis of the value of each subject, absolute and relative, preparatory to tabulating courses. (5) The apparent implication that the multiplying of courses is advisable. (6) The implications that the choice of subjects by the pupils may be a matter of comparative indifference — the doctrine of equivalence of studies. (7) Some parts of the model programmes made by the committee. BEGINNING CERTAIN STUDIES EARLIER. An examination of tabulated results of the investigations of the conferences will show that in their opinion the following studies should be begun below tbe high school : English literature. German or French. Elementary algebra and concrete geometry. Natural phenomena. Natural history. Biography and mythology, civil government, and Greek and Roman history. Physical geography. There has been much discussion within a few years as to improvements in ele¬ mentary courses of study, with, I believe, a growing tendency toward important modifications. Rigid and mechanical methods and an exaggerated notion of thor¬ oughness in every detail have often become a hindrance to the progress of the pupils in elementary schools. The mind of the child is susceptible of a more mature development at the age of 14 than is usually attained. There are numerous exam- 1476 EDUCATION REPORT, 1892-93. pies of pupils in graded schools, -who, with very limited school terms, prepare for the high school at the age of 14. Under the guidance of painstaking and intel¬ ligent parents or private tutors, children cover in a very brief time the studies of the grammar school. All have noted, under favoring conditions, a surprising develop¬ ment at an early age in understanding of history, literature, and common phenom¬ ena, a growth far beyond that reached at the same age in the schools. These facts simply show the possibilities of the period of elementary education. "We understand that ultimately those best prepared to judge must determine the modifications, if any are needed, of the elementary courses. Some say the courses aro already over¬ crowded, it is impossible to add anything. Is it not true, however, that by placing less stress upon a few things, by arousing mental activity through the stimulus of the scientific method, and by improving the skill of the teachers, the work suggested bjr these conferences may be easily accomplished ? All these experiments are already old in many schools in the country. Consider the logical order of studies. Each child, almost from the dawn of consciousness, recognizes relations of number and space, observes phenomena, and draws crude inferences, records in his mind the daily deeds of his associates, and employs language to express his thought, often with largo use of imagination. Already has begun the spontaneous development in mathematics, science, history, and literature. Nature points the way and we should follow the direction. These subjects in their various forms should be pursued from the first. Hill’s True Order of Studies shows that there are some five parallel, upward-running lines represent¬ ing the divisions of knowledge, and that development may be compared to the encircling onward movement of a spiral which at each turn cuts off a portion of all the lines. If we accept this view, we must grant that geometry on its concrete side belongs to tho earliest period of education; that the observation of natural phe¬ nomena with simple inferences will be a most attractive study to the child; that the importance of observation of objects of natural history is foreshadowed by the spon¬ taneous interest taken in them before the school period; that tales of ancient heroes, and the pleasing myths of antiquity, together with the striking characters and incidents of Greek and Roman history, belong to the early period of historic knowl¬ edge; that the whole world of substance and phenomena that constitutes our envi¬ ronment should be the subject of study under the head of physiography or physical geography ; that the thoughts of literature, ethical and imaginative, appeal readily to the child’s mind. AYe may add that the taste of children may bo early cultivated and that the glory which the child discovers in nature makes possible the art idea and the religious sentiment. The reason for beginning a foreign language early is somewhat independent, but all agree that early study of a living language is desirable. Should we not reconsider our analysis of the elementary courses? Superintend¬ ents and teachers will find the necessary changes not impossible, but easy. The sum of all that is recommended for the elementary schools by the conferences is not so formidable as at first appears. IDENTITY OF INSTRUCTION. The relation of the mind to a study is determined by the nature of the mind and the nature of the study, and there seems to be no reason in psychology why a college preparatory subject should be taught differently to one fitting for the duties of life. Besides, it is economy to make identical the work of different courses as far as possible. There was perfect unanimity in the opinion that the same studies should be pursued by all in the same way as far as taken. BETTER TEACHERS. Everyone knows that many teachers are unskilled to present in the elementary schools. the beginnings of geometry, science, history, or literature, and that the fail¬ ures in this work are due to tho mechanical efforts of those who have had no higher SECONDARY SCHOOL STUDIES. 1477 or special training. The demands of jiresent methods are imperative for improved power in instruction. Science is well taught in but a few schools. I have seen within a few months a school which taught biology from a manual without speci¬ men, microscope, or illustrations. It was a humiliating confession of the committee that the classical course is superior, for the reason that it is difficult to find enough instructors competent to teach modern subjects by modern methods. POSTPONING CHOICE OF COURSES. A very important principle recognized by the committee is the advantage of postponing the necessity of making a final choice of courses as long as possible. In this country we have no fixed conditions of rank, and the poor man’s son has the same privileges as the sons of men of position and wealth. Hence, the station in life is not determined by the differentiation in courses at an early period. Very few parents decide upon the final character of the children’s instruction much before the beginning of the college period. For these reasons I would not agree with the conference recommendation to begin Latin at an earlier period. It would not be economy; there is enough else that belongs to the elementary stage of education, and I would not recommend a plan that is founded upon the foreign view of caste and fixed condition in life. UNIFORMITY. Uniformity in requirements for admission to college was the subject of the report that finally led to this investigation. Although uniformity is not prominently urged in the report of the committee of ten, I think that the logical outcome of the latter report will be a tendency toward uniformity. There is a vigorous conflict of opinion to-day as to nationalism and individualism, with a strong tendency, especially in education, toward individualism. In my judgment there exists a harmful slavery of the high and preparatory schools to the erratic and varied demands of different col¬ leges, and also a slavery to ignorance and caprice in some schools themselves, which would be removed by a general agreement to uniformity. Men are not enslaved, but are emancipated, by organization, and freedom of the individual is found in the good older of society and government. In a facetious criticism of the committee’s report by a man with whom I have had many a friendly tilt, I read the following. The writer is arguing for extreme individualism in choice of studies: “ Please tell ns if you and your colleagues on the conference considered any methods for the encouragement of cranks.” No; for the encouragement neither of cranks nor of crankiness, but for the encouragement of the best kind of rational education. While there are a few wise, independent investigators who need no enforced uniformity and will not be bound by the recommendations of others, nine-tenths of the schools are largely imitators, or, worse, are working independently with limited insight, and this nine-tenths would be vastly improved by adopting courses and methods grow¬ ing from a consensus of the best opinions of the country. The lowest would thereby tend to rise to the highest and from that plane a new advance could be made. Mean¬ time the original thinkers would be free to push forward toward higher results to bo generally adopted later. Through contact of various ideas some principles are settled, and the world is free to move on toward fresh discovery. The selection of studies is to be determined largely by the nature of the mind and the universal character of natural and civil environments, and this fact points toward the possibility of uniformity. The period of secondary education is not the period ior specializing, and even if it is there should be some uniformity in differentiation. In the United States there is a general uniformity of tradition of govern ment,. of civilization, and the educated youth of San Francisco bears about the same relation to the world as the educated youth of Boston ; hence, so far as elementary and sec¬ ondary education is pursued, there is no reason why it should not be substantially the same in various schools, not in details belonging to the individual teacher, but 1478 EDUCATION REPORT, 1892-93. in paper requirements and important features of methods. This is an argument for the general adoption of such recommended courses as shall he the final outcome, after free discussion of the investigations of these conferences and of the committee. CONNECTION BETWEEN HIGH SCHOOLS AND COLLEGES. Nothing in the whole report is more important than the proposed closer con¬ nection between high schools and colleges, and this is clearly and forcibly urged. Whatever course of study properly belongs to a secondary school is also a good preparation for higher education, else either secondary or higher education is seriously in error. Whenever a youth decides to take a college course, he should find himself on the road toward it. No one can doubt that in the coming years pupils from properly arranged high school courses must be admitted to corresponding courses in higher education. The divorcement between higher education and all lower grade work, except the classical, has been a fatal defect in the past. The entire course of education should be a practical interest of college professors, and there should b6 a hearty cooperation between them and school superintendents and principals in considering all educational j>roblems. STANDARD OF PROFESSIONAL SCHOOLS. It is a fact of significance that a committee on which some leading institutions are represented urges the professional schools of the country to place their standard of admission as high as that of the colleges ; and we hope that aid will thus be given the institutions endeavoring to raise the prevailing low requirements of law, med¬ ical, and divinity schools. The reports of most of the conferences asked for continuous and adequate work for each subject, that it might become a source of discipline and of valuable insight. No doubt part of the work in high schools is too brief and fragmentary to gain from it the best results, and I regret that the committee report did not more clearly pre¬ sent this defect. In fact, I believe the aim should be to reduce the number of courses, the number of subjects, and the number of topics under a subject. It is not necessary that the entire landscape be studied in all its parts and details if a thorough knowledge of the most prominent features is gained. CHOICE OF SUBJECTS. In one important point I was constrained to differ from the reading of the report, as finally submitted, although the expressions to which exceptions were taken were due rather to the standpoint of the writer of the report than the resolutions of the committee. I refer to those paragraphs in which it is implied that the choice of studies in secondary schools may be a matter of comparative indifference, provided good training is obtained from the subjects chosen. This view makes education formal without giving due regard to the content. Here are the world of nature and the world of mind. Nature, when its meaning is realized, has the same meaning for all, and in its various phases affects all in substantially the same way. The history of mankind in its various kinds and degrees of development has the same content for all. The nature of mind in generic characteristics and the universal truths that belong to the spiritual world are the same for all. Mind has the same powers in all human beings. We all know, feel, and will; all persons acquire through attention; retain in memory under the same conditions ; obey the same laws of association ; reason, so far as rightly, from the same principles ; act from motives. Men may be classed crudely according to the motives that will appeal to them. While there are infinite variations in details of men’s natures, in power of insight, degree of develop¬ ment, methods of acquisition, predominant motives, in interests and tendencies, all persons in their growth obey the laws of human nature. Hence I argue that a SECONDARY SCHOOL STUDIES. 1479 science of education is possible; that it is possible to select studies with a view to their universal use in the primary development of the powers and with the assur¬ ance of superior value as revealing to man his entire environment and the nature of his being. Mere form, mere power, without content, means nothing. Power is power through knowledge. The very world in which we are to use our power is the world which we must first understand in order to use it. The present is understood not by the power to read history but by what history contains. The laws of nature and deduc¬ tions therefrom are not made available by mere power, but by the power which comes from the knowledge of them. Hence the education which does not include something of all views of the world and of the thinking subject is lacking in data for the wise and effective use of power. ANALYSIS OF STUDIES. In view of this position I would regard it the duty of the committee to analyze carefully the nature and importance of each leading subject representing a part of the field of knowledge, to the end that a wise correlation of the work of the confer¬ ences might be made. The study of number in its concrete form and in its abstract relations, the study of space relations as founded upon axiomatic truths, are neces¬ sary as a basis of many kinds of knowledge, as representing an essential view of the world, as a foundation for the possibilities of commerce and structures, and as fur¬ nishing important training in exact reasoning. Science includes many things ; but chemistry and physics, which explain the manifestations of force in the material world; biology, which reveals important laws of plant and animal life, and physi¬ ography, which acquaints us with our entire environment as to location, phenomena, and partial explanation — these are connected with the practical side of civilization and the welfare of humanity, and are a guard against superstition and error. They are indispensable for practice in induction, and they should be well represented in a course of study. History, in which man discovers the meaning of the present and gains wisdom for the future, which is a potent source of ethical thought, must not be omitted. English language, as the means of accurate, vigorous, and beautiful expression, and English literature, which is the treasury of much cf the world’s best thought, are not subjects to leave to the election of the pupil. In addition to the training in observation, memory, expression, and inductive rea¬ soning which most studies offer, we must consider the development of imagination, right emotion, and right will. In other words, aesthetic and ethical training is most essential. Secondary schools need not employ formal courses of study to this end, but various means may be employed incidentally. .There are a hundred ways in which taste may be cultivated, and literature is one of the best means for develop¬ ing the art idea. Moral character is developed by right habit, by the right use of the powers in the process of education, by growth in knowledge of ethical princi¬ ples, by growth of the spirit of reverence, and by the ethical code of religion. All of these means, except the formal use of the last, may be employed by the schools. And the ethical element is inherent in the very nature of right education. To edu¬ cate rightly is to educate ethically. History, biography, and literature make direct contributions to ethical knowledge. We now reach the study of foreign classical tongues. If there is nothing more than formal training, for instance, in Latin, the sooner we abandon its study the better. But we find in it also a valuable content. In the process of development some phases of human possibility seem to have been almost fully realized, while the world has continued to develop along other lines. In such cases we must go baek and fill our minds with the concepts that belong to the remote period. The insight into the character of the peoples and their institutions, the concepts of their civiliza¬ tions, the beauty of their literatures, the practical contribution to the knowledge of our own language, form an important content to be realised by the study of the 1480 EDUCATION REPORT, 1892-93. Greek and Latin classics. From the foreign modern tongues German may he chosen because of its valuable literature, its contributions to science, its dignity, and its relation to the Anglo-Saxon element of our own language. We have endeavored to show that the choice of studies is not a matter of indif¬ ference, that mathematics, science, history, the English language and literature, foreign language, and art and ethics all belong to the period of secondary education, and we have tried to suggest the inference that all should be employed. The rela¬ tive importance of each can not be exactly measured, but experience and reason must guide us. ORGANIZATION OF COURSES. Granting that these are the subjects to be used in making secondary school pro¬ grammes, we must consider the time element the most difficult problem of all. But we must grapple with it calmly and firmly, as did each of the conferences in their recommendations, and correlate, in the light of history and reason, the data given by the conference. We must grant the possibility of certain differentiations at some points in the high school courses. For instance, pupils choosing the classical course must depart in a measure from the normal modern programme. I have placed at the end of this discussion for comparison tables which group subjects under the four heads named in the analysis — mathematics, science, history and English, and foreign language. Table of subjects as assigned bg the committee. — The first table shows, classified, the nine divisions of subjects, as assigned to the lime conferences, respectively. Table showing recommendations of the conferences.^- The second table shows the recommendations of the conferences classified in the same way as above. Since the conferences worked separately this table shows at almost every point need of adjustment. For the first year an aggregrate of 22 periods per week is recom¬ mended, for the second 374, for the third 35, for the fourth 37£. The programme maker must either choose a few subjects, omitting other essential ones, or must adjust the time and order relations of the table. The latter appears to be the preferable alternative. Table showing proposed arrangement of courses. — I would base the whole subject of programme making upon the relations of the child to the world of knowledge; would make mathematics, science, history, and literature the foundation, and pro¬ vide for the foreign languages by additions or by modification and substitution. I would adopt the present standard for mathematics, and would limit the number of sciences recommended by the conferences. Arranging for convenience the studies in four parallel lines, under the heads of mathematics, science, history and English, and foreign language, I would give to history and English the time of one of the four divisions. English is the native tongue and is already familiar, and English literature will be read voluntarily through life if the taste for it and the power to understand it are acquired in the schools. History, if the right method of study be imparted and the interest be cultivated, will also be pursued voluntarily. We may allow for Latin about the usual time, and in the classical course we may substitute Greek for some of the sciences and mathematics. In case an additional foreign language is taken it must be an extra,, or the time of each line of work must be shortened or further substitutions must be made as wisely as possible. The table showing the proposed arrangement of courses is not worked out in detail. It suggests that approximately one-fourth of the time be given to each column ; that in other courses than the classical, if a second foreign language be taken, it should be regarded as an extra if possible; that Greek, if taken, be substituted for the science of the last two years and the mathematics of the last year. This com¬ bines simplicity of plan, identity of instruction in the same subject for all courses, and continuous and adequate work with the necessary differentiation. SECONDARY SCHOOL STUDIES. 1481 Tables showing the courses as arranged by the committee, the subjects being reclassified for comparison. — In view of this discussion I would offer the following criticisms of the four model courses presented by the committee: (1) While there is much to he said in favor of the courses as they stand, I think they lack more or less in simplicity of arrangement, in proper classification, in pro¬ portion, in continuity and adequateness of time for some of the subjects, in economy to a slight degree, and in failure to properly limit the number of studies. (2) Taking 80 as the aggregate number for each of the four courses the propor¬ tionate number of each group is as follows: Course. Mathe¬ matics. Science. History and English. Foreign language. riiiskirsl . . . ...... 14 i 9 18 33 La. in-scientific . . . . . . . . . 14 18 19 29 J] oiicni Ian ^uage ...... ....... _ ... _ ......... _ _ 14 18 19 29 En«- ish . 14 1 18 30 18 Except in the English course, foreign language appears to have more than its just proportion, and history and English claim a very large share in the course with one foreign language. ( 3) It is doubtful whether higher algebra belongs to a high school course, although it is inserted in my own scheme. (4) The scheme for science violates the principle so strongly urged of adequate time for each subject. Too many science subjects are inserted. It is better to pur¬ sue four sciences, each one year, than to take twice the number with half a year for each. If we select as the most important high school sciences, for instance, physical geography, physics, chemistry, and biology, we shall see that the committee have added (1) botany or zoology, (2) astronomy. (3) meteorology, (4) geology orphysiog- raphy, (5) physiology. In the second and fourth years two sciences are presented shle by side. Moreover, physics, the generic science, is given only three hours, no more than is given botany or zoology. (5) In two of the courses besides the classical no history appears in the second and fourth years, except as an option in the fourth. (6) Since in small high schools pupils in all courses should be taught the same subject in one class, there appears to be a mistake in that in a few instances divisions are made necessary. FINAL STATEMENT. The criticisms of the report of the committee often which I would emphasize most are these: The lack of a bold and clear analysis of the value of subjects before corre¬ lating the recommendations of the conferences; the implications that the committee favored an extreme theory of equivalence of studies; practical details in the organi¬ zation of the model courses. I do not know how far other members of the committee may agree with me in any of these adverse views, nor what stand may be taken by the council, and I feel a diffidence in taking exceptions to auy parts of results the most of which can but be heartily approved. If the committee consent and the council wish it, it would seem very desirable that these points be given further consideration. It would bo easy to obtain by correspondence the views of a few of the most intelligent programme makers in the country, and the committee could hold another meeting at some con¬ venient time. We must remember that a large percentage of the schools will look chiefly at the practical and formal results of the investigation, hence the importance to be attached to the model courses. May I add that the recommendations of the conferences to introduce certain subjects in the elementary school period are worthy ol the most careful and extended consideration at no remote date by a competent committee. 1482 EDUCATION REPORT, 1892-93. In closing* I wish to express my most- liearty appreciation of the work done by the other members of the committee, and especially by the chairman, who took the greater share of the burden as well as faith in the general results which should be but the beginning of a much needed work in this country. Comparative table of studies. BECOMMEHEED BY THE CONFEBEXC ES. Proposed divisions. Mathematics. Science. History and English. Foreign lan¬ guages. Subjects as assigned by the committee — nine in number. 5. Mathematics. 6. Physics, astrono¬ my, chemistry. 8. History, civil government, 1. Latin. 2. Greek. | 7. Natural history (biology, includ¬ ing botany, zool¬ ogy, and physi¬ ology). 9. Geography (physi¬ cal geography, geology, and me¬ teorology). and political economy. 3. English. * 4. Modern foreign 1 a n - guages. 02 O o First year, peri¬ ods 22. Algebra . 5 ! . 1 ! History . 3 English.. . 5 Latin . 5 German .. 4 p Seeond year, peri¬ Algebra and ge- 5 ; Astronomy (12 5 , History . 3 Latin . 5 1 o ods 37A. ometry. weeks). ! Botany or zoology.. 5 j English . 5 German .. 4 Greek .... 5 French ... 4 o Third year, peri¬ Algebra and ge- 5 ! Chemistry . 5 1 History . 3 Latin . 5 GO P ods 35. ometry. 1 English . 5 German .. 4 Greek .... 4 French ... 4 +3 Fourth year, peri¬ Higher algebra 2 Physics . 5 i History . 3 Latin . 5 rj a CD s 2 o ods 37 and trigonom¬ etry. Physiology (^yr.).. 5 Geology or physiog- 3 raphy (J yr.) ; me¬ teorology (J yr.). j English . 5 German .. 4 Greek .... 4 French ... 4 o ® K i 17 28 1 32 61 Proposed arrangement of courses (not marl'ed out. in detail, intended to be merely suggestive) . [An average of 4 periods per week to be given to each column.] i Mathematics. ! Science. History and English. Foreign | languages. | Art and ethics. First year, periods 16 or 20. Second year, periods 16 or 20. Third year, periods 16 or 20. Fourth year, neriods 16 or 20. Algebra . J Algebra and geometry. j Algebra and geometry. Higher algebra and t r i g o - nometry. ^ Physical geog¬ raphy. ; Physics . Chemistry . i Biology . History . English. History . English . History . English . 1 History . English . ! ■ Latin . ! ^ Latin . German.* Latin . German. I Greek, t 1 Latin . ! German, j Greek. Incidental. Incidental. Incidental. Incidental. 16 16 16 16 * German, if taken, to be an extra, giving the pupil 20 hours instead of 16. [Greek, if tauen, to be substituted for science for last two years and mathematics of last year. SECONDARY SCHOOL STUDIES 1483 Courses as arranged by the committee of ten. [Studies classified for comparison.] CLASSICAL. Mathematics. Science. History and Eng- 1 lish. Foreign lan¬ guage®. First year . Second year . . . Algebra . 4 Geometry . 3 Algebra and geome- 4 try. Trigonometry and 3 higher algebra. Physical geography 3 Physics. . 3 History . 4 English . 4 History . 3 English . 2 i Latin . 5 Latin . 5 German .... 4 Latin . 4 Third year . Fourth year . . . Chemistry . 3 1 English . 3 German .... 4 Greek . 5 Latin . 4 English . 2 German .... 3 Greek . 5 14 9 18 39 LATIN-SCIENTIFIC. First year . Second year . . . Third vear . Fourth year . . Algebra . 4 j f^TT'y 3 ' Physical geography 3 Physica . 3 History . 4 English . 4 Latin . 5 Latin . 5 Algebra and geome- 4 try. Trigonometry and 3 higher algebra. Botany or zoology.. 3 Astronomy and me- 3 teorology. Chemistry _ 3 English . 2 History . 2 English . 3 German .... 4 Latin . 4 German .... 4 Latin . 4 Geology or physi- 3 ography, physi¬ ology. English.......... 4 German .... 3 14 18 19 29 MOBEPvN LANGUAGES. First year . Second year. . . . Third year . Fourth year . . . Algebra . 4 Geometry _ 3 Physical geography 3 Physics . . 3 History . 4 English . 4 German .... 5 German .... 4 French . 5 German .... 4 French . 4 German ... 3 French . 4 Algebra and geome- 4 try. Trigonometry and 3 higher algebra. Botany or zoology.. 3 Astronomy and me- 3 teorology. Chemistry . 3 Geology or physi- 3 ography, physi¬ ology. English . 2 History . 2 English . 3 English . 4 14 | 18 19 29 ENGLISH. First year . ! Algebra . 4 Physical geography 3 History . 4 Latin or Gor- 5 English . 4 man or French. Second year - Geometry . 3 Physics . — 3 History . 3 Latin or Ger- 5 | Botany or zoology.. 3 English . 3 man or French. Third year . | Algebra and geome- 4 Astronomy and me- 3 History . 4 Latin or Ger- 4 1 try. teorology. English . . 5 man or French. Fourth year . . . j Trigonometry and 3 Chemistry . 3 History . 3 Latin or Ger* 4 higher algebra. Geology or physi- 3 English . 4 man or i ography, physi¬ French. ology. 14 18 30 18 1484 EDUCATION REPORT, 1892-93. THE REPORT OF THE CONFERENCE ON ENGLISH.1 By A. F. Nightingale, Superintendent of high schools, Chicago. The committee of ten, clothed with the authority of the National Educational Association to appoint nine other committees of ten each, men of the largest expe¬ rience and the widest repute, who should consult concerning the application of proper remedies to cure the evils which make the secondary schools {God save the mark!) “the most defective part of the education of this country,” have published their report. No such educational movement, whether considered in the light of its conception or in the light of its denouement, was ever before attempted. The report is by far the best contribution to educational theory of the century, whether we consider the range of subjects discussed, the exhaustive treatment of each, the high character, scholarly ability, and rich and varied experience of the contributors, or the widely divergent opinions to which the report has given rise among the rank and hie of those who are largely responsible for this “most defec¬ tive part of our education.” Tlie committee was nationally appointed for a national purpose, and it was fair to presume that the results of their deliberations were published for no other reason than to receive the commendation, the criticism, or the condemnation of the free- thinking, individual-minded educators of this country. We have been surprised therefore to note the attempts in tho “I am holier than thou spirit” to smother freedom of speech and freedom of opinion on the dogmatic statements and wise suggestions of this great educational prouunciamento. Per¬ sonally I have had no words but those of exalted praise for this marvelous report, issued with such marvelous unanimity in such a marvelously short time, but there are those who, out of their largo experience and with the independence of the Amer¬ ican spirit, have dared to place some strictures upon the conclusions reached. They are men whose experience entitles them to be heard with candor, whose opinions I respect, and whose judgment on educational matters, if I disagreed, would lead me to review my own. 1 protest, therefore, in the name of untrammeled opinion against the anathema maranatha which has been pronounced upon them, and against the dictum of Holy Writ, slightly changed, which has been used to silence adverse opinions, “For I testify unto every man that readeth the words of this book, if any man shall add unto these things [the committee] shall add unto him the plagues that are written in this book.” Wendell Phillips once said, “If the Alps, piled in cold and still sublimity, be the emblem of despotism, then the ever-restless ocean is ours, which, girt within the eternal laws of gravitation, is pure only because never still.” So it seems to me that the far-reaching and long-abiding benefits of this report are to be secured, not from an idolatrous adoption of its every tenet, but through the ceaseless agitation in every educational circle of the ideas propounded, so that out of the revolution that has been inaugurated may come reformation, progress, advancement. Less than one hundred years ago a young girl in Hatfield, Mass., was in the habit of going to the schoolhouse and sitting oil the doorstep, that she might listen to the recitations of the boys in a building across whose threshold no girl might cross as a pupil. Less than four score years ago Emma Willard, of sainted memory, gave the first examina¬ tion in this country to a young lady in geometry, and about the same time she intro¬ duced into her little school in Middleburv, Vt., the study of physiology, and so great was the innovation, that at the exaipinatieon the entire audience, shocked at the indelicacy of teaching such a subject to girls, rose and left the room, and they were not Christian scientists either. These instances with which our own fathers ‘Read before the National Educational Association, at Asbury Park, N. J., July, 1894. SECONDARY SCHOOL STUDIES. 1485 and mothers were conversant seem strange to us now, and I refer to them only to show that, notwithstanding all the defects of our present educational system, its puerile methods and its meager results, there has been constant improvement, not only in the classes reached, but in the matter taught and in the methods used since 1792, when a Massachusetts town was indicted for voting “ not be at any expense for schooling girls.” It is with this optimistic spirit that I approach the discussion of this much ana¬ lyzed subject of English. At the very outset I am pleased to state that it is my conviction that the highest interests of our schools would be subserved if, without a plus or a minus, and with¬ out a single attempt at exegesis, this most admirable aud most exhaustive report of the conference on English could be adopted and placed on trial as the “ne plus ultra” of matter and method in the instruction of the English language and of English literature in all our primary and secondary schools. I do not agree, in my possible ignorance and stupidity, with all the propositions of all the conferences as set forth in this educational encyclical, but I am in hearty accord with this superb report of the conference on English, which is so largely per¬ meated with the empirical thought of that teaching genius, Dr. Samuel Thurber, who by his ponderous strokes upon the anvil of everlasting truth has aroused on this subject the white heat of enthusiasm. His ic’eas may seem somewhat Utopian when we stand face to face with the heterogeneous elements of our cosmopolitan schools, but it is only through this looking up and lifting up spirit that we can ever approach those ideals which shall find all our children in a condition of intelligent homogeneity. It is n<»t my province to discuss the recommendations of the conference relative to elementary schools; but “ if,” quoting from the report, “during the period of life when imitation is the chief motive principle in education,” the child could “be kept away from tbe influence of bad models and under the influence of good models,” and if “every thought which he expresses w'ould be used as a proper subject for criticism as to language,” all of which is practical^ impossible amid such a lamentable lack of language culture among tbe common school teachers of to-day, then indeed would there be little to change or criticise in our secondary schools, and our colleges would be a veritable “Paradise Regained” for the professors of literature. It is the process of undoing what has been poorly done, and doing what has been left undone that dissipates the strength, shocks the sensibilities, and destroys the nerves of our secondary teachers, most of whom are the products of the wisdom of the colleges. When the radical reforms now being attempted shall have culminated in perfecting the what aud the how in our lower schools, then shall we make axiomatic the maxim that the beginning is half the end. Taking exceptions to the brief and summary way in which the committee discard the spelling book, which we believe to be still a spell of power and of might in all schools where the foreign element largely predominates, we commend this portion of the report as a New Testament on the teaching of English. 1 do not echo the universal opinion of all competent to judge m maintaining that language is or ought to be the basic study in all our schools. It is the fountain head whence flow all the helpful, healing streams of education. Language is the key that unlocks all human thought and gives voice to all human aspirations. To think well, to speak well, to write well — these are the rightful heritage, the common pre¬ rogative of all who are correctly educated. Words are ammunition in- the battery of intelligence, steam in the engines of thought, true coin in the exchange marts of scholastic culture. A man without words is like a beautiful ship launched upon the welcome bosom of the sea without a pilot. There is no substitute for language. It is the common carrier of all thought, the drawn sword of all strife, and the one language that American pupils should 1486 EDUCATION EEPOET, 1892-93. study through all their career is the English language. Courses of instruction, however, that coniine language study to the English, eliminating foreign tongues, ancient or modem, ignominiously fail in the production of that power essential to modern culture. I would have children at the age of 10 or 11 years commence the study of that lan¬ guage which, in the fields of persuasion and philosophy, of literature and law, is so largely the progenitor of the English — the incomparable Latin. This is the inter¬ national arsenal out of which men in all ages have taken the weapons of words with which they have fought the battles of all genuine culture. Latin is the Carbonifer¬ ous age in its relation to modern thought. We heat our firesides now by the con¬ sumed and adapted sunlight of Paleozoic times, so the light of modern literature and law eomes from the intellectual sunlight that warmed the souls of the great masters of Greece and Rome. Side by side in daily study the two languages should be pur¬ sued, the Latin constantly illuminating the English, and making the study of our native tongue more and more a delight, therefore more and more fascinating, and as an inevitable sequence more and more profitable. It can not be controverted that Latin, as some one has recently written, is the most valuable and loyal handmaid in securing that accurate and discriminating use of the English language which is the sign and seal of the educated and the cultured. I therefore deprecate the force and fervor of that movement, now gathering strength, which would permit some modem language to usurp the place which rightly be¬ longs to Latin, and for which there is no adequate alternative. In large cities, for political and purely utilitarian reasons, German may he suf¬ fered as an elective, hut to introduce French as a culture study into our grammar schools, to accompany that of the English to the exclusion of Latin, will work mis¬ chief and defeat the very ends for which we all labor, viz, a fluent and facile use of the English language as an instrument for the expression of thought by our pupils. The controversial history of the last two decades in regard to humane studies has established the fact that there is no substitute for classical culture. I still believe in the Cape Horn route of culture, not in the short cut, the miasmatic way across the Isthmus. If we would he strong, we must contend with something — resist something — con¬ quer something. We can not gain muscle “on a bed of eiderdown.” Toying with straws will only enervate the faculties. The blacksmith’s arm becomes mighty through his ponderous strokes of the hammer upon the anvil. The very facility of acquisition of the modern languages precludes the possibility of discipline. Put Latin into our common schools and the puzzling problem of English grammar will he nearing its solution, for the why that meets the pupil at every step, the very laborionsness and difficulty of the task, will open the intellect, develop the powers of discrimination and adaptation, enlarge the vocabulary, enable the student to write a better English essay, use a more terse and trenchant style of speech, and grasp with more avidity and keenness any promulgated form of thought than if he should spend quintuple the time in the study of English grammar alone. It is true that the English conference, as President Eliot says, “ intend that the study of English shall be in all respects as seriGiis and informing as the study of Latin,” but they did not commit the error of saying that it should he as serious and informing as the study of French. Permitting me to digress a moment, I have always believed until recently that the course of study in our high schools should he the same, whether the pupil’s immediate outlook was the activities of life or a college course ; that a good preparation for college was the best preparation for any alternative ; but the demand on the part of some of the leading colleges that pupils must enter with an elementary knowledge of three foreign languages will forever prevent this desideratum on the part of our high schools. SECONDARY SCHOOL STUDIES. 1487 Pupils can not afford to devote so large a portion of tlieir time to foreign languages at tlie risk of not going to college; but substitute one or two sciences, physics and ^ chemistry or biology for one foreign language, ancient or modern, then will tbe high schools of this country rise to the occasion and infuse the college spirit into all their pupils. While no one will essay to contravene the logic that every teacher in every school (and I would not except the college) should be a paragon of excellence in the use of English, exemplars of a pure and polished style and untiring critics of those habits formed from environment which make our young people careless in their choice and slovenly in their arrangement of words, spoken and written, nevertheless I believe it of paramount importance that the department of rhetoric, English language, and English literature should be under the care of special teachers who are enthused on this subject ; teachers of contagions personal influence, who worship at the throne of language, who have mastered the subtle power of rhetoric, and who constitute a thesaurus of English literature, from which they may enrich the heart, stimulate the intellect, and infuse the reading spirit into the soul of every pupil. To be sure a physicist who looks with contempt upon the idea that he must watch the English expressions of his pupils in the laboratory and correct the form as well as the fact of their written exercises is a poor teacher and onght not to he tolerated, yet, as it is essential that science should he taught by scientists, and mathematics by mathematicians, and Latin and Greek by superb linguists, so it is equally desir¬ able that the essentials of a good style in writing and the inculcation of a taste for good reading should he in the keeping of specialists who have made the history and the masterpieces of literature their chief delight. As we can learn to converse only by conversing, to debate only by debating, and to write only by writing, so the pupils in all schools of all grades, including espe- cially the college and the university, should he constantly employed in giving their thoughts a tongue and in transferring them to written exercises, essays, and theses. Rhetoric is being taught to-day in the colleges very much as it is in the high schools, and with about the same results. There is too much distrust of the higher for the lower, and time is wasted in trying to do what we are prone to believe others have left undone. We can never lead students np the mountain heights, into the ether of a rarer culture if we sit and complain of the ruggedness of the foothills. The demand for reform and rejuvenation and inspiration in matter and methods gu the part of the colleges is just as great as on the x>art of the high schools. It is evident that somebody's feelings bad to be very tenderly nursed, or the Eng¬ lish conference would not have fallen into such an euphemistic expression as “ We believe that the correction of specimens of bad English should not form more than one-fifth of the admission examination.” Having been horn to no master, I would say one-millionth instead of one-fifth. Neither good philosophy nor good pedagogy will sustain the theory that the correct can he safely taught through eojitrast with the incorrect. As well may we give our pupils long and involved sentences in pro¬ fanity in order to show by contrast that we can be equally emphatic without being sacrilegious. As well may we slake the thirst of our children with whisky in order to prove the more exhilarating effects of good water. Were our children neither to see nor to hear at home, at school, or in the byways any incorrect English, there would he removed great mountains of difficulty in our efforts to secure for our pupils a pleasing acquisition of good fonns of expression. A hook of 150 pages was recently placed in my hands, fashioned after this plan of doing evil that good may come. It is replete with bad specimens and incorrect expressions of English. It abounds with chaff from whieh wheat is expected to germinate. It is prepared by and has the strongest indorsement of college profess¬ ors of English. It contains, as do many similar books, specimens of examination questions used by Harvard and other exemj)lary institutions. 1488 EDUCATION REPORT, 1892-93. So long, and, O Lord, how long ! So long as New England colleges insist in divid¬ ing the eutrance examination in English into two parts — the second of which shall he “ The candidate will be required to correct specimens of bad English set for hin^ at the time of the examination ” — so long will our secondary schools. produce misera¬ ble results in a study that ought to be the crown and the glory of those schools. At the risk of excommunication, I would recommend that a conference of primary and secondary teachers be appointed to suggest to the colleges some rational method of examination in English; then would this idea of correcting bad specimens be “ relegated to the limbo of discarded absurdities.” I am not quite in sympathy with the plan to postpone the study of technical rhetoric until the third year, to bo limited to forty lessons. I appreciate that this course is in good form, and quite consonant with the dictum of the so called induct¬ ive method. O, thou baleful word induction, what sins are committed in thy name! Yet I believe that, following the pursuit of technical English grammar ill the lower schools, there should bo a somewhat systematic study of the principles and maxims of elementary rhetoric and English composition in the first year of the high schools; that all these exercises should be illustrated and illuminated by the reading of choice specimens of English style and by original work on the part of the pupil, as a basis for the after study of the English classics and of English literature. In this way iho first object of the teaching of English may be secured, viz: “ To enable a pupil to understand the expressed thought of others and to give expression to thoughts of his own.” To secure the second, viz: ‘‘To cultivate a taste for good reading, to give the pupil some acquaintance with good literature, and to furnish him with the means of extending that acquaintance.” I would have forty or fifty books for the English laboratory of each of the high schools. They should be fur¬ nished in such quantities in duplicate as to accommodate all the pupils; they must be wisely graded and selected with the greatest care as to style and content; they should be suited to all talent and to every good taste, and each pupil should be be encouraged to read one book a month throughout the entire course. In the ear¬ lier years he should present original reproductions of some of these books, and as his ability to reflect and draw inferences increases he should prepare intelligent book reviews. All this written work should be conscientiously and pleasurably criticised with each individual writer, the best productions read as class exercises, and frequent conversations indulged in between teachers and pupils concerning the motive of the book and the lessons it inculcates. This is no idle theory. I have watched its results for some years, and it is no exag¬ geration to say that I know of scores of pupils the current of whose life and character has been turned into new channels by this method and who will be readers of the best literature while life lasts, always finding contentment, even in solitude, and enjoying the sublimest associations, whatever be their lot in the daily drudgery of life. In conclusion, in no one study has there been such advancement in late years as in the teaching of English, and since all educational reform must come from above, if the colleges will modify their method of examination, abandon the deleterious system of presenting specimens of bad English for correction, allow our high schools to introduce a laboratory method of teaching English similar to that used in the department of physics, permitting pupils to present notebooks, essays, and book reviews as a partial test of their preparation, change the requirements of admission in foreign languages to two instead of three, allow a few discreet substitutions in the sciences, then will the requirements of graduation from the high schools and the requirements of admission to the colleges be in harmony, and we shall enter upon a new era of educational progress in this country before we cross the threshold of the twentieth century. SECONDARY SCHOOL STUDIES. 1489 THE REPORT FROM THE POINT OF VIEW OF THE LARGE MIXED HIGH SCHOOL. Discussion by Principal O. D. Robinson, Of tbe Albany (N. Y.) High School, at the thirty-second university convocation of the State of New York, July 5-7, 1894. Secondary schools may be briefly classified as of three kinds — the endowed academy, the wealthy boarding school, and the high school. The old-fashioned academy, as it is called, is rapidly passing away, giving place in some instances to the endowed academy or the expensive boarding school, and in others and more frequently, to the union school or high school. The problems for these different classes of schools are quite different and distinct. The endowed academies have been very properly termed fitt ng schools, and as I understand it they were and are doing their work very satisfactorily. The only difficulty is the lack of a common basis of admission to college, so that students could go from any of these large schools into any of the colleges. The same might be said of the boarding schools, for though the course there may be longer and not so definite, yet we know that in general boys and girls go to these schools to stay till they are prepared for college or till they have accom¬ plished a certain course of study, whether that be longer or shorter. The question is whether the report of the committee of ten and their specimen programmes satisfy as well the demands of the typical or ordinary high school as of these other schools, for it is from the latter mostly that we have heard. What do we mean by the typical high school? We mean the school of the city or large town, generally a mixed school, that is composed both of girls and boys, where they enter from the grammar schools alter completing a certain fixed course in preliminary studies there. The typical high school was represented by a single individual only and he not widely known. Dr. Harris, a man of great experience, understood the problem of the high school perhaps better than anyone else on the committee, unless it were Dr. Baker, who has had large experience in the not distant past. Of tbe other secondary school men one, a very able man, is principal of per¬ haps the wealthiest boys’ boarding school in the United States, but the problem there is very different from that in the ordinary city high school. The other was the head master of the girls’ Latin school of the city of Boston, a very able man and a man of large experience, yet at the head of a school just as entirely different from the ordinary high school as is the old endowed academy, like Exeter or Andover. As a result, the majority at least of the members of the committee, having had no recent experience in such work, failed to appreciate its needs as we do who are trying to solve its difficult problems. From the standpoint of the high school teacher, though the criticism applies to other schools also, I was entirely dissatisfied with the relegation of Greek to two years in a four-year course. I could not at first understand the position of my col¬ leagues of secondary schools on that point till I remembered that the head master of the Boston Latin school has charge of a school in which the course is six years for Latin and three or four, I presume, for Greek, so that the recommendation would not touch his school at all; in the other case the head master of the school for boys has simply the problem of fitting boys for college. They come to him and stay till they get ready for college. But I could not understand the position of presidents of colleges and universities who were willing to deduct virtually one-third from the preparatory study of that subject which is the characteristic study of the classical course, and substitute a study which the committee has put itself on record as saying must under present conditions be inferior. I could not believe that 6even or eight colleges were getting students too well fitted in Greek, a complaint I had never heard of before, but with the exception of one obstinate member there seemed to be perfect unanimity in relegating the preparatory Greek to two years instead of three. ED 93 - 94 1490 EDUCATION REPORT, 1892-93. For the ordinary high school perhaps the next criticism that might be made on this report is that the programme and the work laid out there is too much on the factory plan of piecework — the effort to reduce the whole system of secondary school educa¬ tion to a scientific basis, where we could know beforehand just how much work was to be turned out provided the contract were fulfilled that the student did the work assigned. While that is a comparatively simple matter in an academy or school organized specially for fitting students for college, it is not so easily applied to the ordinary high school. On this subject I had quite an extended correspondence with the chairman of the committee, and part of this has been printed in the June number of the School Review. Such exercises as music, drawing, elocution, orthography, and a great many subjects, some of which necessarily go into all high schools, seemed to be in danger of being left out entirely. The only thing we could get was a resolution in committee, that while no place was made for these in the i>rogramme, it was left to local authorities to deal with the matter as they saw fit. In the correspondence just referred to I said of the tentative report sent to the different members of the com¬ mittee for examination before the final meeting: “I can not agree with the report in recommending that nearly all the subjects taught in any year should be taught dur¬ ing the same number of periods per week. Table III provides no place for music, drawing, elocution, spelling, penmanship, etc. Such studies as stenography and manual training are coming into high schools and are coming to stay, and we might as well recognize the fact. Another and a very different class of subjects, such as political economy, psychology, and ethics has long been taught in secondary schools, and I am not prepared to recommend their abolition from the curriculum. Remem¬ bering that more than 90 per cent of high school pupils may not go to college, I con¬ sider such studies far more valuable than astronomy, meteorology, or physiography.” In reply to that the chairman said: 11 1 see there is another objection in your mind, which the committee can not meet, because the conference gives opposite advice. You think there must be in the high school course place for music, drawing, elocu¬ tion, spelling, penmanship, stenography, manual training, political economy, etc. Now I believe it to be absolutely impossible to make a course valuable for training to which these various and numerous subjects are admitted.” In answer I said : 11 Of the subjects mentioned in your letter of the 24th which are hot named in the tables of the provisional report, such as music, drawing, etc., I am firmly convinced that some should have a place in every high school course, while others I think should be admissible in certain courses.” Of course there was no conference provided to con¬ sider the question of any of these added subjects. Very naturally, therefore, they find no mention in any of the reports of the conference, with the single exception of political economy, and that I believe the conference reports adversely as a secondary school study. I hold that the typical high school, in order to do its best work, must have some of these subjects, and if the school is large enough and its equipment is sufficient it should have them all. We can not leave out elocution nor music and have the work complete. In a high school of this kind our students fortunately come from ail classes and families. Some come from the most refined families in the community, and we must have an atmosphere in which they will feel that their manners will not be corrupted in the high school. Others get their highest ideas of culture and refiuement from their connection with the high school, and for them it is necessary to introduce as many ethic and fcsthetic exercises as we can without impair¬ ing the more solid courses of study. I do not know that it is best to include the other class — political economy, psychol¬ ogy, and ethics — in the secondary school course. College men generally pronounce against them, but they have never told us what we should do for the 80 per cent of the graduates of the high school who do not go to college, and therefore can not study these subjects under the most favorable conditions. I believe that a properly equipped school will find not perhaps that these subjects are best, but that they are SECONDARY SCHOOL STUDIES. 1491 good and tliat tlie results are satisfactory, especially when a large proportion of these students go out as teachers. Without training in the subjects known as the intel¬ lectual studies they will be intelligent in away, but they can hardly appreciate the ordinary writing of Dr. Harris or Dr. Taylor or any of our theologians or great writers who contribute so fr-eely to magazines and educational periodicals. Cer¬ tainly ethics and jisychology should be taught to the senior class in the high school, and political economy also, for in all these some things are settled, and these as first principles may be taught. In spite of the blundering way in which they are often learned and taught, they are valuable. But the committee says : “ Then teach these things, but do not do it when any¬ body is looking. Teach them as something else. Let your ethics come in as part of your algebra, and your psychology as part of your geography, and your political economy as part of your history.” Cicero long ago said that all the studies which pertain to culture have between themselves a certain relationship, but it does not follow from that that you can teach psychology from history very well or ethics from geography. It reminds one of the modern furnishing of our houses, where everything is, as it were, something else. Your ottoman is a coal-hod and your divan may be an ice-chest. A piano tuner said the other day he was afraid to sit down to tune a piano for fear a folding bed would fly out on him. So they would have these subjects taught under a different name when scholars are not aware that they are learning them. If you are to teach these studies, teach them by their true name ; and though we can not do university work,, yet I believe it is better to teach something of these than to send our scholars out with an idea that there is nothing in this universo except that which can be weighed and measured. The committee says let them go to the college and university and they will make a better beginning. There they will begin with the discussion as to whether there is a soul. I do not object, but I stand on the proposition that I have a soul and a body. Following that, I believe we can teach in the high school a great deal that i3 valuable in these subjects. BIBLIOGRAPHY. Adams, Charles Kendall. Impressions of the report. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 313. Albany, 1894. 12°. Baker, James H. Report of the committee of ten. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 307. Albany, 1894. 12°. — - — - Review of the work of the committee of ten. Journal of Education (New Eng. and Nat.), July 19, 1894, vol. 40, p. 76. Bancroft, Cecil F. P. Report of the committee of ten from the point of view of the college preparatory school. Educational Review, March, 1894, vol. 7, „ p. 280. Bradley, John E. Report of the committee of ten from the point of view of the smaller colleges. Educational Review, April, 1894, vol. 7, p. 330. Bristol, George P. Can sufficient Greek to satisfy reasonable requirements fGr entrance to college be taught in two years in the secondary schools? Uni¬ versity of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 342. (Paper discussed by N. L. Andrews, D. C. Farr, and Mareellua Oakey, pp. 344, 346, 347.) Albany, 1894. 12°. - College entrance examinations on the plan laid down by the several confer¬ ences. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 324. Albany, 1894. 12°. Buchanan, John N. Teaching of Latin and Greek. School Journal (New York and Chicago), August 11, 1894, vol. 49, p. 81. sutler, Nicholas Murray. An important educational conference. Harper’s Weekly, November 18, 1893, vol. 37, p. 1109. 1492 EDUCATION REPORT, 1892-93. Butler, Nicholas Murray. The reform of high school education. Harper's Weekly, January 13, 1894, yol. 38, p. 42. (Also contained in Indiana School Journal, March, 1894, vol. 39, p. 131.) - - The reform of secondary education in the United States. Atlantic Monthly, March, 1894, vol. 73, p. 372. Butts, William H. An experiment in schedule making. School Review, Septem¬ ber, 1894, vol. 2, p. 412. (Also contained iu Regents' Bulletin, University of the State of New York, No. 28, July, 1894, p. 336.) Clark, John S. Art in secondary education: An omission by the committee of ten. Educational Review, April, 1894, vol. 7, p. 374. (Also in Regents' Bulletin, No. 28, July, 1894, University of the State of New York, p. 295. Albany, 1894. 12°. ) Cohn, Adolph. Which modern language should have preference in the secondary school, when only one can be taught and when educational considerations alone govern the choice? University of the State of New York — Regents' Bulletin, No. 28, July, 1894, p. 329. Albany, 1894. 12°. Committee of ten, Report of. (Editorials.) Education, vol. 14, pp. 431-433, 497-498; The Dial, Jan. 16, 1894, vol. 14, p. 35; Intelligence, Feb. 5, 1894, vol. 14, p. 49; Ohio Educational Mo., March. 1894, vol. 43, p. 133, and April, 1894, vol. 43, p. 170; The Outlook, Jan. 13, 1894, vol. 49, pp. 58, 129. De Garmo, Charles. Report of the committee of ten from the point of view of educational theory. Educational Review, March, 1894, vol. 7, p.275. — - - Report of the committee of ten. Pennsylvania School Journal, September, 1894, vol. 43, p. 128. Journal of Education (New Eng. and Nat.), March 8, 1894, vol. 39, p. 150. Discussion of report of the committee of ten, by Harvard Teachers’ Association. Journal of Education (New Eng. and Nat.), March 15, 1894, vol. 39, p. 164. Doane, William C. Religious teaching in public schools. University of the State of New York — Regents' Bulletin, No. 28, July, 1894, p. 311. Albany, 1894. 12°. Dyer, F. B . ct al. Committee of ten. (Discussion.) Ohio Educational Monthly, vol. 43, 1894, pp. 170, 245, 370. Eliot, Charles W. Report of the committee of ten. Educational Review, Feb¬ ruary, 1894, vol. 7, p. 105. Journal of Education (New Eng. and Nat.), July 26, 1894, vol. 40, p. 91. - Unity of educational reform. Educational Review, October, 1894, vol. 8, p. 209. Emerson, Henry P. Bearing of the report on elementary education. University of the State of New York — Regents' Bulletin, No. 28, July, 1894, p. 283. Albany, 1894. 12°. Given, E. W. Mathematical section of the report of the committee of ten. Schoolmasters’ Association of New York and vicinity, 1893-94, p. 98. Greenwood, J. M. Committee of ten. Journal of Education (New Eng. and Nat.), March 8, 1894, vol. 39, p. 150. - Conference report on mathematics. Education, October, 1894, vol. 15, p. 65. - Criticism of report of committee of ten. Intelligence, May 15, 1894, vol. 14, p. 145. Guinn, R. J. Committee of ten. Southern Educational Journal (Ga.), Feb., 1894, p. 9. PIall, G. Stanley. Report of committee of ten. University of the State of New York — Regents' Bulletin, No. 28, July, 1894, p. 303. Albany, 1894. 12° Harris, William T. Report of the committee of ten. Educational Review, Janu¬ ary, 1894, vol. 7, p. 1. - The committee of ten. Journal of Education (New Eng. and Nat.), March 8, 189?, vol. 39, p. 150. SECONDARY SCHOOL STUDIES. 1493 Harrison, Caskie. Secondary school studies. Journal of Education (New Eng. and Nat.), March 22, 1894, vol. 39, p. 179. Hill, Frank A. The report of the committee of ten. Journal of Education (New Eng. and Nat.), July 26, 1894, vol. 40, p. 92. Hinsdale, B. A. Report of the committee of ten. University of Michigan Record, February, 1894. - Remarks as general introduction to discussion of the report of the com¬ mittee of ten. University of Michigan Record, April, 1894. Huling, Ray Greene. The report on secondary school studies. School Review, May, 1894, vol. 2, p. 268. Jeffers, E. T. Report of the committee of ten. Pennsylvania School Journal, September, 1894, vol. 43, p. 126. Journal of Education (New Eng. and Nat.). The committee of ten. January 18, 1894, vol. 39, p. 36. (Reprint from The Boston Journal.) - The reception of the report. March 22, 1894, vol. 39, p. 185. Kennedy, John. Report of the committee of ten. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p.273. Albany, 1894. 12°. Mackenzie , James C. Report of the committee of ten. School Review, March, 1894, vol. 2, p. 146. - Report of the committee of ten. School Journal (N. Y. and Chicago), August 11, 1894, vol. 49, p. 81. - The feasibility of modifying the programmes of the elementary and secondary schools to meet the suggestions in the report. Journal of Education (New Eng. and Nat. ), August 16, 1894, vol. 40, p. 109. Maxwell, W. H. The committee of ten. Journal of Education (New Eng. and Nat.), March 8, 1894, vol. 39, p. 150. Nightingale, A. F. The committee of ten. Journal of Education, March 8, 1894, vol. 39, p. 150. — - The teaching of English. School Journal (N. Y. and Chi.-), August 11,1894, vol. 49, p. 81. Palmer, Charles S. Some observations on the report of the committee of ten. Colorado School Journal, May, 1894, p. 8. Parker, Francis W. The use of the report of the committee of ten for the improvement of teachers now at work in the schools. Educational Review, May, 1894, vol. 7, p. 479. Recommendations of the committee of ten. (Editorial.) Intelligence, February 5, 1894, vol. 14, p. 49. Regulation of secondary education. (Editorial.) The Nation, January 18, 1894, vol. 58, p. 41. Robinson, O. D. Report of the committee of ten. School Review, June, 1894, vol. 2, p. '366. - The report from the point of view of the large mixed high schools. Univer¬ sity of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 287. Albany, 1894. 12°. Rogers, Rovillus R. Should not the colleges be adjusted to the existing high schools, rather than the high schools adjusted to the existing colleges? University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 326. Albany, 1894. 12°. Sachs, Julius. Report of the committee of ten from the point of view of the col¬ lege preparatory school. Educational Review, June, 1894, vol. 8, p. 75. Sarver, John M. Report of the committee of ten. Ohio Educational Monthly, June, 1894, vol. 43, p. 245. Schurman, J. G. Report on secondary school studies. School Review, February, 1894, vol. 2, p. 83. 1494 EDUCATION REPORT, 1892-93. Scott, Charles B. Nature study in elementary schools. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 291. Albany, 1894. 12.° Seaver, Edwin P. Secondary school studies, in fourteenth annual report of the superintendent of public schools of the city of Boston, March, 1894. (School Doc. No. 4, 1894.) Taylor, James M. Report of the committee of ten. School Review, April, 1894, vol. 2, p. 193. Tyler, Henry M. The crowding of preparatory courses. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 321. Albany, 1894. 12°. Uniform entrance examinations in English language and literature. School Review, Nov. 1894, vol. 2, p. 562. Warner, Charles Dudley. Secondary education. Harper’s Magazine, May, 1884, vol. 88, p. 963. W ells, William. Modern language work. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 332. Albany, 1894. 12°. Wheeler, Benj. I. Bearings of the committee’s report on the future significance of the baccalaureate degree. University of the State of New York — Regents’ Bulletin, No. 28, July, 1894, p. 319. Albany, 1894. 12°. Wilcox, M. A. The programmes of the committee of ten. Education, January, 1895, vol. 15, p. 257. Winship, A. E. The report of the committee of ten. Journal of Education (New Eng. and Nat.), July 26, 1894, vol, 40, p. 93. CHAPTER III. THE NATIONAL EDUCATIONAL ASSOCIATION. Contexts: I. — Historical sketch, by Zahnon Richards, of Washington, I). C. II. — Organization and functions of the Association, by William T. Harris, LL. D. III. — Constitution of the Association. IV. — Constitution of the National Council of Edu¬ cation. V. — List of meetings, officers, and annual membership from each State. VI. — Catalogue of papers and addresses since first organization, subject classification. VII. — Same, author classification . HISTORICAL SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION.1 By Zalmox Richards, Washington, D. C. The present name of this association was assumed in 1870, at the annual meeting held in the city of Cleveland, Ohio. Previous to that date it bore the name of “ The National Teachers’ Association.” This latter name was assumed at its first organi¬ zation in Philadelphia, August 26, 1857. This association has a legitimate origin. It is not the result of any faction, acci¬ dent, or antagonism. Neither ambition nor rivalry furnished any incentives for its formation, for it was the natural outgrowth from the spirit of the times and the demands of the period. It is true that at the time of its origin there were not less than twenty-three State educational associations in this country, the first of which was organized in the State of New York in 1845. With pleasure we also speak of the “American Institute of Instruction,” organized in 1830, which is still doing efficient and highly commend¬ able work in its Newr England field. The next year after, 1831, “The Western Col¬ lege of Teachers” was organized in Ohio. This western association should he specially commended and honored for the evolutionary influence which it exerted not only upon the teaching fraternity of Ohio, hut upon the teachers of many other States. So far as we know now, the first educational association in this country was organ¬ ized in Middletown, Conn., under the name of “ The Middlesex County Association for the Improvement of Common Schools.” (See note, “Barnard’s Journal of Edu¬ cation,” Yol. II, p. 19.) We would also especially refer to “ The American Association for the Advancement of Education,” which was the result of a “ Convention of the Friends of Common Schools and of Universal Education,” held in Philadelphia in December, 1849, and which completed its organization in 1850. Its prominent original movers and officers for 1849 were Hon. Horace Mann, president; Joseph Henry, John Griscom, Samuel Lewis, Dr. Alonzo Potter, Greer B. Duncan, vice-presidents; Charles Northend, P. Pemberton Morris, Solomon Jenner, secretaries. The business committee were Henry Barnard, John S. Hart, Nathan Bishop, H. H. Barney, and Thomas H. Benton, jr. These are all venerable names of noble men, whose influence in the cause of education, public and private, will never cease to be felt both in our own and in other countries. The influence of all these associations was felt more or less by the first movers in the organization of the National Teachers’ Association, but the most direct influence came from the American Institute of Instruction, the New York Teachers’ Associa¬ tion, and the American Association for the Advancement of Education. Of the eleven original founders of the National Teachers’ Association, six of whom are now living, three, viz, T. W. Valentine, the first to suggest its organization, and at the ‘Read before the National Educational Association at the meeting held in Toronto, Canada. 1891, 1495 1496 EDUCATION REPORT, 1892-93. time president of the New York Teachers’ Association, J. \V. Bnlkley, and James Cruikshank, were representatives of the New York Teachers’ Association. Two of these founders, viz, D. B. Hagar, who prepared the original call and drew up the constitution, William E. Slieldon, who, with the speaker, are the only mem¬ bers present to-day, were representatives of the American Institute of Instruction, and of the Massachusetts State Teachers’ Association. Three of them were repre¬ sentatives of educalional work in Pennsylvania, viz, J. P. Wickersham, William Roberts, and Edward Brooks. One, C. S. Pennell, was from Missouri; one, J. D. Geddings, was from South Carolina; and one, the writer, Z. Richards, from the District of Columbia, -who was also a representative of the American Institute of Instruction and of the American Association for the Advancement of Education. Five of this number, viz, T. W. Valentine, J. W. Bulkley, William Roberts, J. D. Geddings, and J. P. Wickersham have closed their educational work on earth to enter upon a higher and nobler employment. As abo\e intimated, T. W. Valentine, then president of the New York Teachers’ Association, the oldest State teachers’ association in our country, was the first to sug¬ gest the formation of the National Teachers’ Association. After consulting with D. B. Hagar, of Massachusetts, and with others, he requested Mr. Hagar to prepare a call for a convention of the presidents of the various State teachers’ associations, with a few other prominent educators at that time. Mr. Hagar prepared the call, and Mr. Valentine sent copies to the officers and workers in the teachers’ associations of the whole country, asking for their coopera¬ tion; but only ten presidents responded, or consented to attach their names to the call. Some viewed the call with suspicion, some as visionary, and some with indif¬ ference. The call was as follows : To the Teachers of the United States: The eminent success which lias attended the establishment and operations of the several teachers’ associations in the States of this country is t he source of mutual congratulations among all friends of popular education. To the dir ct agency and the diffused influence of these associations, more, per¬ haps, than to any other cause, are due the manifest improvement of schools in all their relations, the rapid intellectual and social elevation of teachers as a class, and the vast development of public interest in all that concerns the education of the young. That the State associations have already accomplished great good, and that they are destined to exert a still broader and more beneficent influence, no wise observer will deny. Believing that what has been accomplished for the States by State associations may he done for the whole country by a national association, we, the undersigned, invite our fellow-teachers throughout the Unit- d States to assemble in Philadelphia on the 26th day of August next for tLie purpose of organizing a National Teachers’ Association. We cordially extend this invitation to all practical teachers in the North, the South, the East, and the West, who are willing to unite in a general effort to promote the general AVt lfare of our country by concentrating the wisdom and power of numerous minds, and by distributing among all the accu¬ mulated experiences of all ; who are ready to devote their energies and their means to advance the dignity, respectability, and usefulness of their calling; and who, in fine, believe that the time has come Avhen the teachers of the nation should gather into one great educational brotherhood. As the permanent success of auy association depends A'ery much upon the auspices attending its establishment, and the character of the organic laws it adopts, it is hoped that all parts of the Union will be largely represented at the inauguration of the proposed enterprise. Signed by— T. W. Valentine, President of the New York Teachers' Association. D. B. Hagar, President of the Massachusetts Teachers' Association. "W. T. Lucky, President of the Missouri Teachers' Association. 3. Tenny, President of the New Hampshire Teachers' Association. 3. Gf. May, President of the Indiana Teachers Association. "W. Roberts, President of the Pennsylvania Teachers' Association. C. Pease, President of the Vermont Teachers Association. D. Franklin Wells, Presid nt of the Ioiva Teachers' Association. A. C. Spicer, President of the Wisconsin Teachers' Association. S. Wright, President of Jie Illinois Teachers' Association. In accordance with the above call many teachers of the United States assembled at the Athemeum Building, in Philadelphia, at 10 o’clock a. ru., August 26, 1857. The meeting was called to order by T. W. Valentine, of New York, who read the call and made the following statement, in substance: We assemble Imre to day under circumstances of more than ordinary interest. It is true that our meeting is not large in numbers, as our coining together has not he n publicly announced in flaming advertisements. We have not expected that the quiet gathering of a body of teachers in this great city would create sucli a sensation as a political or commercial convention representing merely mate¬ rial interests might do, yet in its results upon the great cause of educaiion directly, and upon the well-being of the country ultimately, this meeting may prove as important as many ol those of a more pretentious character. _ We can not ahvays see the end from the beginning. That noble hand of patriots who, more than eighty years ago, sent forth to the world, from this city, the immortal Declaration of Independence, could scarcely have realized the mighty influence Avhieh their action Avas calculated to exert upon onr country and the world. All experience, as well as the word of inspiration, admonishes us not to “dispise the day of small things.” Twelve years ago, in the Empire State, the first State association of teachers in this country was formed. Some of us now here, who were instrumental in its formation, can well remember the fear ami trembling with which that enterprise was commenced. Previous to this organization teachers everywhere were almost entirely unacquainted with each other. But what a mighty change a few THE NATIONAL EDUCATIONAL ASSOCIATION. 1497 years have wrought ! Besides many minor organizations, there are now not less than twenty -three State teachers’ associations, each doing good work in its own sphere of labor, and to-day I trust we shall proceed to raise the capstone which shall bind all together in one solid, substantial structure. In our proposed organization we shall have no antagonisms with any of the State associations, for they have their peculiar local work, nor with the venerable American institute of Instruction, for its held has always been New England, nor with the American Association for the Advancement of Edu¬ cation, which was not designed to be specifically an association of teachers. AYliat we want is an association that shall embrace all the teachers of our whole country, which shall hold its meetings at such central points as shall accommodate all sections and combine all inter¬ ests. And we need this not merely to promote the interests of our own profession, but to gather up and arrange the educational statistics of our country, so that the people may know what is really being done for public education, and what yet remains to bo done. I trust the time will come when our Government will have its educational department just as it now has one for Agriculture, for the Interior, fur tlio Navy, et<*. We need such an organization as shall bring the teachers of this country more together, and dis¬ seminate as well as collect educational intelligence. Such an effort is imperatively demanded of us, and I trust we shall now go forward and devise measures to accomplish these great objects. After the close of Mr. Valentine's address, Mr. James L. Enos, of Iowa, was made chairman pro tempore, and Mr. William E. Sheldon, of Massachusetts, secretary pro tempore. After prayer by Rev. Dr. Cliallen, of Indiana, Mr. Hagar, of Massachusetts, offered the following resolutions: Resolved, That in the opinion of the teachers now present as representatives of various parts of the United States it is expedient to organize a national teachers’ association. Reso'.ved . That a committee of three be appointed by the chair to prepare a constitution adapted to such an association. After a full and free discussion of the resolutions they were adopted unanimously, and the chair appointed Messrs. Hagar, of Massachusetts; Cann, of Georgia, and. Cliallen, of Indiana, to prepare and report a constitution. The convention then engaged in a general discussion upon the condition of edu¬ cational systems and methods in different parts of our country. In the afternoon the committee on a constitution reported. * * * On motion of T. W. Valentine, a committee of one from each State and district represented in the convention was appointed by the chair to nominate a list of offi¬ cers at the evening session. The following persons were appointed, viz: William Roberts, of Pennsylvania; J. F. Cann, of Georgia; James Cruikshank, of New York; D. B, Hagar, of Massachusetts; James L. Enos, of Iowa; N. R. Lynch, of Delaware; J. R. Cliallen, of Indiana; Thomas Granger, of Illinois; E. W. Whelan, of Missouri; J. W. Barnett, of Illinois; Z. Richards, of the District of Columbia, and J. D. Geddings, of South Carolina. At the opening of the evening session, Chairman Enos presiding, Mr. T. W. Val¬ entine was called upon to read the specially prepared and valuable address of Prof. William Russell, of Massachusetts, whose ill-health prevented his attendance. This address set forth the importance of this convention to organize an association of professional teachers that shall he national in its character: First. As regards wider and juster views of education, and corresponding methods of instruction. Second. As giving an opportunity for the- establishing of a national society of teachers, from which we may expect great national benefits. (See Professor Russell’s address, in full, iu Barnard’s Journal of Education, Vol. IV, new series, 1864.) After the reading of the address, the committee on nomination of the first officers made the following report : NOMINATIONS. For president, Z. Richards, of Washington, D. C. For vice-presidents, T. W. Valentine, New York; D. B. Hagar, Massachusetts; William Roberts, Pennsylvania; J. F. Cann, Georgia; J. L. Enos, Iowa; T. C. Tay¬ lor, Delaware; .J. R. Challen, Indiana; E. W. Whelan, Missouri; P. E. Smith, South Carolina; D. Wilkins, Illinois; T. Granger, Indiana, and L. Andrews, Ohio. For secretary, J. W. Bulkley, New York. For treasurer, T. M. Canu, Delaware. For counselors, William E. Sheldon, Massachusetts; James Cruikshank, New York; P. A. Cregar, Pennsylvania; N. R. Lynch, Delaware; William Morrison, Maryland; O.C. Wight, District of Columbia; William S. Bogart, Georgia; William T. Luckey, Missouri; A. J. Stevens, Iowa; WTilliam II. Wills, Illinois. This inaugural meeting was harmonious, enthusiastic, and characteristic of the founders, the future workers, aud the future meetings of the association. At a meeting of the directors alter adjournment, they resolved to hold the first annunl meeting in Cincinnati, Ohio, on the second Wednesday in August, 1858, at ,10 o’clock a. m. After making full arrangements for the next meeting, and express¬ ing their harmonious purposes, the directors adjourned. 1408 EDUCATION REPORT, 1892-93. TIIE FIRST ANNUAL MEETING. Of tho thirty-eight signers of the constitution at the time of its adoption only five were present at the first annual meeting. Appropriate arrangements, however, had been made by Mr. A. J. Kickoff, superintendent of the Cincinnati public schools, as chairman of the local committee, for the reception of a large delegation. When the time came for calling the meeting to order it was found that only five of the constituent members were present, viz., the president, the first vice-president, the secretary, and two counselors. These few members, however, were heartily welcomed by a very large audience, who were then, and have always been, in blissful ignorance of the small representa¬ tion of actual members. After the usual welcome by the dignitaries of Cincinnati, the president called his four coadjutors into service by keeping the secretary by his side on the platform, and by assigning special duties to the three other members, who were located in different parts of the largo audience. Upon the motion of one of these members the secretary was called upon to read the constitution of the association for the information of those present who might be disposed to become members. After the reading of the constitution and some explanatory remarks by the presi¬ dent, another of these members moved that an opportunity be given for any person to become a member. The opportunity was granted, of course. The secretary and, in the absence of the treasurer, one of the three others acting as treasurer, were kept busy for some time in receiving fees and in recording names of applicants, until the number of new members had reached about seventy-five. This movement, fortunately, furnished a good working body, and prepared the way for other additions. The president, thus being relieAred from apprehended embarrassment in consequence of the small number of members, at first xiroceeded to deliver his inaugural address, in which he pointed out the causes and the demands for forming a national teachers’ association, and urged the following important ends to be aimed at in its future work : First. The union of all teachers, North, South, East, and West, in friendly asso¬ ciated action, for strengthening the cause of education .- Second. To create and permanently establish a teachers’ profession by methods usually adopted by other professions. Third. To secure the examination of all teachers, by making the examining boards to consist of competent, practical teachers. Fourth. To increase the number of normal schools, and establish departments of Xiedagogics in connection with all schools which send out persons to teach. During the sessions of this first anniversary there was a full attendance, a deep interest and close attention to all the exercises of the programme. Among the large number of representative teachers and educators present, besides the officers, were the following persons: Hon. Horace Mann, Supt. J. D. Phil- brick, John Hancock, A. J. Kickoff, I. W. Andrews, William Russell, W. E. Crosby, John Ogden, C. E. Hovey, Kev. J. N. MacJilton, Prof. Daniel Read, Anson Smyth, O. C. Wight, and others. LECTURES AND PAPERS. First. The inaugural address of the president. Second. “The educational tendencies and x>rogress of the jmst thirty years,” by Prof. Daniel Read. Third. “ The laws of nature,” by Prof. John Young. Fourth, “ On.moral education,” by Supt. John D. Philbrick. Fifth. “The teacher's motives,” by Hon. Horace Mann, of Massachusetts. ELECTION OF OFFICERS. For president, Andrew J. Rickoff, Cincinnati, Ohio. For vice-presidents, T. W. Valentine, New York; D. B. Hagar, Massachusetts; B. M. Kerr, Pennsylvania; J. F. Cann, Georgia; J. S. Adams, Vermont ; B. T. Hoyt, Iowa; C. E. Hovey. Illinois; I. W. AndreAvs, Ohio; A. Drury, Kentucky; Daniel Read, Wisconsin; J. N. MacJilton, Maryland; Thomas Bragg, Alabama. For secretary, J. W. Bulkley, New York. For treasurer, C. S. Pennell, Missouri. For counselors, James Cruikshank, New York ; William E. Sheldon, Massachusetts; S. R. Gummere, New Jersey; J. D. Yeates, Maryland, S. I. C. Swezy, Alabama; J. B. Dodd, Kentucky; N. D. Tirrel, Missouri; C. C.Nestlerode, Iowa; L. C. Draper, Wisconsin; Isaac Stone, Illinois; E. P. Cole, Indiana; R. W. McMillan, Ohio; O. C. Wight, District of Columbia; H. C. Hickok, Pennsylvania; C. Pease, Vermont. THE NATIONAL EDUCATIONAL ASSOCIATION. 1499 One of tlie most prominent questions discussed at this first annual meeting was that of “ Parochial schools.” The leading thought of the discussion was that “moral training, without sectarianism, is necessary.” The inspiring influence of woman in our educational meetings was welcomed and emphasized by the association. After the adjournment of the association, the board of directors met and agreed to hold the next annual meeting in the city of Washington, D. C., and appointed Mr. Z. Richards, of Washington, as chairman of the local committee, to make all local arrangements. * * * As proof of the genuine national spirit of the originators of this association, we may refer to one of the first resolutions, passed at the time of its organization, as follows : Resolved , That there shall be sis lecturers appointed for the next meeting— two from the Southern, two from xhe Western, one from the Middle, and one from the Eastern States. As this resolution was offered by a true-blue New Englander, it shows the charac¬ teristic modesty of the Eastern States in not assuming honors which belong equally to tbe other States. This liberal spirit has at all times characterized the operations of this association. It started out with high patriotic purposes, and to its honor it may be recorded that there has never been a single manifestation in any of its official operations of a spirit of sectionalism or of partisanship. Its officers and its managers have generally been selected, first, from its most faithful and best qualified workers,^ which should always be the case; and, second, as representatives of all sections of our country. Its friends have worked assiduously for the general cause of public and univer¬ sal education, and not for pecuniary advantage, nor for office, nor for personal honor, * * * NAME AND PLAN OF ORGANIZATION CHANGED. At the Cleveland meeting, in 1870, the constitution was so amended as to admit cooperation and combination with two other educational associations: First, the American Normal Association, which was organized in 1864; second, the National Superintendents’ Association, organized in 1865. At the same time the constitution was so amended that other departments could be organized, and immediately two other departments were organized, viz, the department of higher instruction and the department of primary or elementary instruction. A full set of subordinate officers, viz, a president and secretary for each department, was chosen, who were to provide their own programme of exercises for their annual meetings. Until 1870 all the educational topies were discussed before the whole association as a body. While this method of performing educational work has many superior advantages, it would be hazardous either to abandon the plan of departments or to proportionately extend the length or number of sessions so that the whole member¬ ship could have an opportunity to listen to all papers and discussions. * * * In 1875 the industrial department was organized and admitted under the consti¬ tutional provision. In 1880 the National Council of Education was organized as a department, hut under a constitution of its own which required its sixty or more members to be chosen from the general association and from the several departments.1 Very few persons are aware of the important work performed by the National Council of Education, unless they attend its sessions or read its papers and discus¬ sions from year to year. But its meetings and deliberations were to be held so as not to interfere with the general association aud the department meetings. During the first twenty years of its operations its officers were often obliged to put their hands down deep into their own pockets to meet the annual current expenses. This had to be done in addition to the regular membership fee and the often very heavy traveling expenses. But in 1881 a new era dawued upon the association. It is true that the enlarge¬ ment of the association’s field of labor in 1870, at the Cleveland meeting, by engraft¬ ing upon itself the more specific work of the departments of superintendents of normal schools, of higher instruction, and of elementary training, besides providing constitutionally for creating other departments, has done much to broaden the sphere of its work and inspire confidence in its plan of operations. But no organization in this age of the world can work or exist long without money. Many of the real friends of this association found that the constant draining of their pockets to keep the ponderous wheels in motion was also draining their patience and weakening their faith in its perpetuity. 1 See the constitution of the National Council of Education for 1891, pp. 1503-1510 1500 EDUCATION REPORT, 1892-93. Some of the hopeful members had heard of an Eastern man who had come to the rescue of the American Institute of Instruction when it was almost ready to perish. This man was made president of the institute, and he made a grand rally, which gathered together such a multitude of educators at the White Mountains of New Hampshire that the increased income has been sufficient to keep that institute in a prosperous condition ever since. This gratifying success inspired some of the almost despairing members of the National Educational Association to call to its leadership the Hon. Thomas W. Bicknell, of Massachusetts. The grand success of the Madison meeting, in Wiscon¬ sin, in 1884, inaugurated a new financial era by largely increasing the number of members. Since then, by making the annual meetings attractive, aud by lessening the expense of attending them, the membership has so increased that the funds of our treasury, now safely invested in interest-bearing bonds, are sufficient, with pru¬ dent management, to forever insure the association against financial embarrassment. This financial security serves to increase the usefulness of the association, and to guarantee its permanency. At the close of the Madison meeting Hon. E. E. White offered the following resolution, which shows how highly the association appreciated the services of President Bicknell. The resolution was passed unanimously: Resolved , That the unparalleled success of this meeting is chiefly due to the energy, devotion, and organizing ability of Hon. T. W. Bicknell, the president of this association, whose wise and compre¬ hensive plans. enthusiastic and self sacrificing efforts, and directing hand have inspired and guided the great undertaking from its inception to its present triumphant close, and no formal words can properly express our thankful appreciation. Historically, let it be added, that not one dollar of these funds has ever been added to the emolument of an officer, nor furnished him any “boodle” for speculation. In 1884 three new departments were organized and entered upon their peculiar work. These were the Froebel or kindergarten, the art, and the music departments. In 1885 the department of secondary education was added to the list, making the whole number ten. INCORPORATION OF THE ASSOCIATION. At a meeting of the board of directors of the National Educational Association, held at Saratoga Springs, N. Y., July 14, 1885, the following resolution was passed: Resolved , That a committee of three he appointed to secure articles of incorporation for the National Educational Association, under United States or State laws, as speedily as may be. N. A. Calkins, of New York, Thomas W. Bicknell, of Massachusetts, and Eli T. Tappan, of Ohio, were appointed such committee. Under the authority of the resolution quoted above, and with the approval of the committee, and by competent legal advice, the chairman obtained the following: CERTIFICATE OF IN CORPORATION. We, the undersigned, Norman A. Calkins, John Eaton, and Zalmon Richards, citizens of the United States, and two of them citizens of the District of Columbia, do hereby associate ourselves together, pursuant to the provisions of the act of general incorporation, class third, of the revised statutes of the District of Columbia, under the name of the National Educational Association, for the full period of twenty years, the purpose and objects of which are to elevate the character and advance the inter¬ ests of the profession of teaching, and to promote the cause of popular education in the United States. * * * To secure the full benefit of said act, we do here execute this our certificate of incorporation as said act provides. In witness whereof we severally set our hands and seals this 21th day of February, 1886, at "Wash¬ ington, D. C. Norman A. Calkins, [l. s.] John Eaton. [l. s.] Zalmon Richards. [l. s.] Duly acknowledged before Michael P. Callan, notary public in and for the District of Columbia, and recorded in Liber No. 4, acts of incorporation for the District of Columbia. The action of the committee on incorporation was submitted to the board of directors at Topeka, Ivans., July 13, 1888, and the act of incorporation was duly approved by the board of directors. A committee was appointed to prepare the changes in the constitution necessary to meet the requirements of the charter. At the meeting of the National Educa¬ tional Association held at Topeka, July 15, 1886, the chairman — E. E. White, of Ohio — presented the report of the committee on amendments to the constitution, and the report was unanimously adopted.1 These departments are all legitimate children, though two of them have been adopted and are older than their parent. But they are a harmonious, hard working, and a thriving family. If anyone needs to be convinced of the truth of this state¬ ment, let him undertake to read and thoroughly digest even one of the late volumes Tlie constitution of the National Educational Association may be found on pp. 1506-1508. THE NATIONAL EDUCATIONAL ASSOCIATION. 1501 of the annunl proceedings. If one copy does not convince him, let him procure a full set of the twenty-two copies from our custodian at Washington, and he will have one of the best pedagogical libraries, especially if lie will add to it the twenty- live or thirty volumes of Barnard’s Journal of Education. The amount of original educational matter now presented at each of our annual meetings is some six or eiulit times greater than it was for each of the first fifteen or eighteen years of its work. What still adds to the value of these volumes is the generally improved character of the papers and discussions. While very many of the early papers read before the association can not be excelled in value and impor¬ tance, still, during these later years, the officers have taken sp.-cial care to let nothing but new and original matter be presented to the various departments from year to year. As the authors of these papers are generally selected from the large number of first-class educators in our growing country, the papers are becoming more and more elevated and valuable, and contain the best and ripest thoughts of this educa¬ tional era. The same may be said in regard to the character of the discussions in these various departments, which are quite fully published in these volumes. The influence of this national educational association is diffusive and permeating, and is giving character to the systems of education and of school work in all parts of our own country and in other countries — as in South America, Japan, and the Sandwich Islands, and perhaps in some of the old countries of Europe. There is not a State, county, city, or town in all our country where the influence of our associa- tional work is not more or less felt. Even the colleges, the universities, and private educational institutions are perhaps, unconsciously to themselves, feeling this diffu¬ sive influence. Though the influence of the association is more plainly, effectually, and promptly felt in the newer portions of our country, yet those States and cities which have been pioneers in educational work so long as to be sometimes chargeable with “old fogy- ism” have felt, and are now feeling, the transforming influences of the papers and discussions of this great body of educators. ITS MEMBERSHIP. The membership of the association is made up of annual members, who pay $2 a year ; of life members, who pay $20 ; of life directors, who pay $100 ; also of perpetual directorships, which are usually secured by boards of education, or associations, through the payment of $100. This perpetual directorship confers the privilege of sending any one of its members to the meetings, as its representative, which repre¬ sentative shall be entitled to all the privileges of the association, during his attend¬ ance, that belong to a life director. It will be readily understood that the annual memberships of this association are changeable because of the migratory meetings — from Boston to St. Paul, Philadel¬ phia to Chicago, Baltimore to St. Louis, San Francisco to Nashville, Saratoga to Topeka, Atlanta to Toronto. During the past ten years the attendance at these meetings has varied from 500 to 10,000. The largest attendance was at Chicago in 1887, the next was at San Francisco in 1888. The meetings at St. Paul in 1890, and at Toronto. Canada, in 1891, were both very largo meetings. The constant and unchangeable membership is made up of life members, life directors, and about an equal number of regular and active annual members. It would be a wise and an economical move if the younger members, both male and female, who wish to retain their working membership should add $18 to their annual membership fee at once, and thus constitute themselves life members. The great advantages of these large migratory meetings are not confined to the financial benefits of this association, for it is a generally acknowledged fact that their influence has been essentially beneficial to the cities and States where they have been held, and that the cause of education and public school instruction has been elevated and greatly improved in every section of our country. This association has been, and now is, the bodyguard of public school instruction in our country. THE SCHOOL EXPOSITIONS. Since the organization of the industrial, the art, and the kindergarten depart¬ ments and their auxiliary combination with the general association, the interest in the annual meetings has greatly increased. The school exhibits in many instances have been of a remarkable character, and it must be admitted by every careful observer of their influence upon the practical life of our youth that they have con¬ tributed essentially to the educative power of the public school systems. The readers of the annual proceedings will find the reports of these exhibits highly suggestive and instructive. 1502 EDUCATION REPORT, 1892-93./ THE WORKERS OF THE ASSOCIATION, A merciful Providence lias kindly watclied over the friends and supporters of this association. Thirty men have been called to preside over and direct its interests during the thirty-four years of its existence. No meetings were held in 1861, 1862, 1867, and 1878. Twenty-one of its presidents arc now living. Nine honored men have been called to go up" higher, viz, John W„ Bulklev, of Brooklyn, N. ¥., the third president; John D. Philbrick, of Boston, Mass., the fourth president ; William H. Wells, of Chicago, Ill., the fifth president ; S. S. Greene, of Providence, B. L, the sixth president; S.H. White, of Peoria, Ill., the fourteenth president; Gustavus J. Orr, of Atlanta, Ga., the twenty-first president ; Eli T. Tappan, of Ohio, the twenty-second president ; J. P. Wickersham, of Penn¬ sylvania, the seventh president; and John Hancock, of Columbus, Ohio, the eighteenth president. These were all men of educational faith, who performed the work of their life nobly and have gone to their graves greatly honored and beloved by all who knew them. We have good reason to believe and expect that the twenty-one surviving presidents will be able to go to their final reward, when it is to be rendered, with equally untar¬ nished honors and with a revered memory. We feel also constrained to express our high appreciation and commendation of one of our most faithful and indefatigable secretaries, W. D. Henkle, of Ohio. At our second anniversary in Washington the association was called upon to express its deep sorrow and regret at the death of the Hon. Horace Mann, who gave a valuable lecture at our first anniversary. Other true and valuable members have closed their educational work on earth to engage in a higher and nobler work, we trust, in the spiritual mansions of the Great Teacher. * * * THE NATIONAL EDUCATIONAL ASSOCIATION: ITS ORGANIZATION AND FUNCTIONS.1 By Hon. William T. Harris, United States Commissioner of Education. Thirty-three years ago last August there met in the city of Philadelphia a handful of men to organize a national teachers’ association. The movement started in New York and Massachusetts. A call had been issued and widely circulated the year before (1856) inviting “all practical teachers in the North, the South, the East, and the West who are willing’’ — these are its significant words — u who are willing to unite in a general effort to promote the general welfare of our country by concentrating the wisdom and power of numerous minds and by distributing among all the accu¬ mulated experiences of all; who are ready to devote their energies and their means to advance the dignity, respectability, and usefulness of their calling.” A constitu¬ tion was drafted and adopted, and officers were elected for the following year. The directory of the newly formed association voted to meet in Cincinnati in August, 1858. The noteworthy feature in the constitution adopted is the government of the association by a board of directors elected at the annual meeting. This board was to consist of a large number of counselors, one from each State, district, or Territory, together with the president, secretary, treasurer, and twelve vice-presidents. It also became the practice, even from this early meeting, to appoint a large nominating committee — one member from each State represented in the convention. Inasmuch as it has frequently happened that only a single delegate waa present from a State, the nominating committee has been obliged to fill out its extensive list of officers by naming its own members. The first president of the association, as well as seven of the vice-presidents and two of the counselors, ten in all, were members of the nominating committee that reported their names. While this strikes us at first as bad form, or even as dangerous to the usefulness of the association, a moment’s reflection convinces us that the danger is imaginary and affects the form rather than the substance of the thing. If an entire assembly appoints itself on a norni- natingbody, and then naines all of its members to one office or another, it amounts to the same as a committee of the whole for the nomination of officers and a distribu¬ tion of offices to all. In later years, since the association has grown to gigantic proportions, it is true that this large committee has dwindled in comparison to the size of the body it represents. But the fact that the rule requires that all the States, districts, and Territories shall be represented on the board of directors secures a variety of inter¬ ests in that board, which prevents the possibility of clannishness or misrule. Should, however, it be deemed desirable to provide even a wider participation of the rank and file of the association in the election of its directory, this could be easily iReacl before tbe meeting of the department of superintendence, at Philadelphia, Pa., February, 1891. THE NATIONAL EDUCATIONAL ASSOCIATION. 1503 effected by a constitutional provision permitting eacli State delegation to select its member of the nominating committee, leaving the president to select, as heretofore, for those States that decline or neglect to act. Practically, this would be a safeguard against any possible influence that might come from partisanship or political man¬ agement, but it is quite difficult to conceivo any circumstances ■wherein danger is to be apprehended from such source. All will agree, however, that the highest useful¬ ness of the association depends on tho complete subordination of the political partisan element. We may here properly inquire what the legitimate results are which we should look to come from this annual gathering of teachers from the length and breadth of the land. The main ansAver to this is provided for us in tho Avords of the original call issued in 1856. In the language already quoted, the association should “concentrate tho wisdom and power of numerous minds, and distribute among all the experiences of all.” This call was written by Dr. Daniel B. Hagar, then president of the Massa¬ chusetts Teachers’ Association. It was stated at the Philadelphia meeting in 1857 that there were already in existence twenty-three State teachers’ associations, besides larger and smaller associations not bounded by State lines — such, for example, as the American Institute of Instruction in New England, and the American Association for the Advancement of Education, which had been formed in Philadelphia. These asso¬ ciations had demonstrated the value of general conferences in which educational topics were discussed. The wisdom and power of many minds concentrated on the difficult problems of the profession brought light such as none had seen before. The accumulated experience of all was thus distributed to each. The individual teacher, in his uneven deArelopment, strong in some points and weak in others, found com¬ plementary strength in the experience of his fellow-teachers, strong where he was Aveak and perhaps weak where he was strong. The divine principle of vicariousness that prevails in the spiritual world, render¬ ing it possible for each man, woman, and child to participate profitably in the experience of another human being— so that the spectacle of a deed and its conse¬ quences renders it entirely unnecessary to perform the deed itself in order to get what of good comes from doing it as a life experience — this divine principle of vicariousness in the life of human souls at once explains for us the true function of teachers’ associations and also the function of education itself in its entirety. What, indeed, is all education except the reenforcement of the individual by the experience of the family, the community, the nation, the race ? Education is, therefore, properly defined as the elevation of the individual into participation in the life of the species. While the brute inherits organically in his muscles and nerves and brain the expe¬ rience of his progenitors in such a way that the life of his race appears as instinctive impulse, man, on the other hand, not only inherits the results of the life of his ancestry in the form of instincts and aspirations, but he can by language receive and communicate the outcome of his life direct. Hence his ability to collect within himself the results of others’ lives is increased infinitely beyond that narrow line of hereditary descent ; for he can, through language, aA~aii himself of the sense- perception of others far removed in time and space, making himself thereby a sort of omnipresence in space and time. Then, too, he can avail himself in like manner of the thoughts and reflections of his fellow-men, especially the thoughts and reflec¬ tions of those most gifted minds that ha\re done most to sohve the problems of life and explain the anomalies of experience. More than this, too, he learns not only through their perceiving and by their thinking on what they perceive, but he learns by seeing their doing, and by the story of their doing, what to do himself and what to refrain from doing. Thus by language the individual is enabled to liAre vicari¬ ously the life of the race, and to live his own life vicariously for others. WhateAmr one does goes into the reservoir of human experience as something of value; if it is a negative deed, bringing with it its punishment, the knowledge of it renders unnec¬ essary the repetition of its like by others. If it is a positive deed, securing for it the normal deArelopment of the soul, then it is a precious discovery, and it may be adopted by all men as a new ethical form or moral law. Thus the very principle of all education — the principle that makes possible what we A^alue as civilization in contrast to saArage life — this principle is appealed to as explaining and^ justifying the existence of a national educational association. “Concentrate the wisdom and power of numerous minds; distribute to each the accumulated experience of all.” Mho can say, looking back down the ladder of thirty-three years, that this benefi¬ cent process of giving and receiving has not characterized eArery stage of its ascent? Spiritual giving, we are taught, is not a giving Avhich diminishes the supply of the giver. In material giving there is a transfer Avhich makes him who gives poorer by the amount of his gift. But he who imparts his experience to others possesses all tne more firmly all the fruits of his own experience. EArery teacher Avho has risen in this National Educational Association to expound his own observations or reflec¬ tions, or to give the results of his experience, has, in the act of doing it, helped 1504 EDUCATION REPOET, 1892-93. himself first of all to see more clearly than before the true lesson of his life. In spiritual participation, there is no division or loss. In material things— in food, clothing, and shelter— to share is to divide and diminish the part that goes to each. But these general principles we may admit, and yet fail to see in the work of the National Educational Association anything worthy of being classed under such high rubrics. Let us, therefore, take up in detail, that all may recognize, some of the phases of the teacher’s work that have been under discussion at the annual gatherings. I find, on looking over the table of contents of the annual volumes of proceedings, that there have been presented 241 papers on the five parts of the school system, namely, 28on the kindergartens, 27 on primary work, 75 on high schools and colleges, 56 on normal schools, 45 on manual training and technical schools. These 241 papers have all related, incidentally, to matters of course of study and methods. But besides these there were 21 papers relating especially to the philoso¬ phy of methods, 81 to various branches of the theory of education and psychology, 29 to the course of study, 10 to the peculiarities of graded and ungraded schools, 25 to musical instruction, 10 to natural sciences, 40 on drawing, and 24 to the important subject of moral and religious instruction. These make 240 additional papers on special themes of course of study and methods of discipline and management — in the aggregate nearly 500 papers on these themes. Besides these papers there are others — on building, heating, and ventilation, 3; national aid to education, 14; education for Chinese, Indians, and colored people, 8; on supervision of schools, 10; on the uses and abuses of text-books, 9; on examina¬ tions of teachers and of pupils, 8; on compulsory education, 3; foreign educational systems, 10; education and crime, 2 ; on the best methods of keeping statistics, 4; on tiie criticisms urged against our schools, 8; in all nearly 100 more papers on impor¬ tant questions. We all remember with some remaining feelings of dismay the old-fashioned essays read at teachers’ gatherings. The following titles will suggest them : “ The teachers’ motives,” “The teacher and his work,” “ The causes of failure and success in the work of the teacher,” and “The teacher's ideal.” Very often such titles introduced only goody-goody reflections on the personal character of the teacher. In the early days of the association such essays were more frequent. One is glad to observe their growing rarity, not only in the National Educational Association, but also in State associations and in educational magazines. Of course these COO papers, relating to various points of school management, were only the half of the intellectual pabulum set forth at the annual gatherings. It is safe to say that the impromptu discussions called forth were at least another half. Where the undisciplined mind had flagged and failed to follow the thread of the written discourse, the oral discussion brought out vividly the points of the paper, and by vigorous opposition or defense aroused the powers of the weakling. The vigorous oral debate has here its tremendous advantages over the printed paper «read in the educational periodicals. We have not mentioned the advantage of personal contact of mind with mind. In these gatherings the young teacher sees those who have grown old in the service and who have acquired reputation for their work. He meets his equals and measures their ideals by his own. He learns to see the details of his profession from many different points of view. The impression derived from the printed page differs from that derived from personal conversation. Each has its advantages. The personal impression is more stimulating and provocative of imitation. The cool study of the printed paper leads to deeper self-activity. Both are useful, nay, indispensable. It is obvious that for this personal lesson upon the teacher our recent large asso¬ ciations are far more val liable than the small gatherings of the early date; where three hundred met then, now we have three thousand. The visitor to the association now secs ten times the number of eminent teachers, and rejoices in a tenfold oppor¬ tunity for profit. I do not think that I overestimate the value of this feature of the educational association when I call it one-lialf. On this basis I shall call the direct aid received from the essays and papers read one-fourth ; the direct aid from the debates and discus¬ sions, one-fourth ; the direct aid from personal conversation with and observation of fellow-members of the convention, eminent persons, and otherwise, this, and the benefit of observation on that section of the country into which the association takes the visitor, amounts to one-half the direct aid that he gets at the association. Since 1870 the association has been in process of forming departments for the fur¬ ther specialization of work. It has done this partly by absorbing existing associa¬ tions devoted to special work, and partly by forming new departments direct. It absorbed the normal school and superintendents’ associations, and, in after years, successively the departments of (a) higher instruction, (&) elementary instruction, (c) industrial education, (d) the National Council of Education, (e) the kindergarten, (/) the art education, ( rl ° ssg SSg III ! § I **3« i— < NOXCMOOatjM OT--J"IMi'HHCIM OHrit-rtO pi £ « g £ p p £ 05 r-T I 1 CO T— « 1 ” S-3 § 1-2 §.2 I 5 1 |||2 !! I -4 nS g a P . , E K A ’T £ > — C ■r! s ^ •- S £ a§g i ^ases

'Ep 11h| a 2 a b J*|3.s In 1S91-92. c Approximately. It will be remarked by the patient reader who examines the table that the white pupils show an increase of about 85,000; the colored, a decrease of about 12,000. The number of colored teachers has increased 800, while the number of white teachers has increased but 700. Were it possible to ascertain what scholastic and personal qualifications these 800 new colored teachers bring to their duties the advantages of this large increment to the teaching force of colored persons might be discussed. In the academies, schools, colleges, etc., for colored youth there are, as far as known, 10,191 male and 11,920 female students. In the elementary grades 57 percent of the attendance are girls; in the secondary grades, 53 per cent; while in the col¬ legiate department only 25 per cent are women. In all schools reporting for 1892-93 there are 25,859 students. In the elementary departments of 75 institutions are 13,176 pupils; in the secondary are 7,365; in the collegiate, 963, and in the profes¬ sional are 924. ** There are several questions connected with the institutional life of the colored pupil that deal more particularly with ethics than pedagogics. Under the caption of “ Separate education ;; the authorities of Hartshorn Memorial College observe: The establishment of this institution for the education of young women affirms nothing, and expresses no opinion touching the abstract question of coeducation or the separate education of the sexes. Either system, doubtless, has it3 own special advantages and disadvantages. But this enter¬ prise embodies the conviction that for the students whom this institution will gather, under pres¬ ent conditions and with their present social environment, the balance of advantage is on the side of separation. It is something, and no small matter, that the necessity of unceasing surveillance, by day and by night, irritating to pupil and burdensome to teacher, is removed. It is something that courses of study and of instruction may be more closely adjusted to the special and practical needs of young women. To those who have seen the conscience broken down, tho moral tone deteriorated, habits of duplicity engendered, and the best intellects become vapid through the unhealthy life engendered in a mixed institution, it will seem an important matter that one chief stimulus of this unhealthy life be removed. EDUCATION OF THE COLORED RACE. 1559 To fathers and mothers, vho remember the sad experiences of some mixed schools, present safety for their inexperienced daughters, sent beyond parental watch care, will, perhaps, outweigh all other considerations. The Utojiian notion that young people can be brought j>romiscuously together and counted brothers and sisters, human nature laughs to scorn. In the presence of such institutions as Mount Holyoke Seminary, Yassar and “Wellesley colleges, and others of like worth, few would venture to affirm that the highest womanly worth and strength is dependent upon walking and talking and reciting for a few years with young men. The strong women of this generation, whose hand is upon the school work, and the mission work, and the reformatory work, and the social life of the time, received their training largely in separate schools. With, the heading 11 Coeducation.,” the authorities of Bennett College speak with equal positiveness to the contrary, as follows : After years’ observation and experience we are very decidedly in favor of the education of our young people of both sexes in the same school, provided their association is under proper discipline and suit¬ able care, which we claim is had here. This is unquestionably, in our judgment, the normal, healthy, home-like method. The improvement under these circumstances in manners, self-reliance, and social culture, the development of manhood and womanhood, are often very marked. W e know that some parents are reluctant to send their daugh¬ ters to schools for both sexes ; but this apprehension, we believe, arises chiefly from an insufficient famil¬ iarity with the facts. One authority says : “Corrupt influences are more liable to abound in schools exclusively for either sex, but particularly in separate schools for girls.” ‘ ‘ To insure modesty, *' says Richter, “I would advise the education of the sexes together; but I will guarantee nothing in a school where girls are alone together, and still less where boys are.” THE EDUCATION OF THE COLORED RACE IS BECOMING MORE AND MORE INDUSTRIAL. In tlie early efforts for the education of the negro in America the object in view was his enlightenment. That point once gained it was thought that his welfare would he secure. But owing to his necessitous condition and tho comparatively small amount of funds at the disposal of the private or corporate schools, an effort was made in a few cases to do what years before had been tried in different parts of the Union and found to he a failure in the case of institutions for the Caucasian race. This scheme was to have the white student work out his expense while pur¬ suing the studies of the schoolroom, in order that “many of onr most worthy young men, who were deprived of the advantages of an education through poverty,” might overcome that obstacle to their ambitions. In the case of the negro the effort has persisted longer and has been either more successful than the experiment of 1830-40 in the North and West, or adventitious circumstances have aided it almost to the extent of floating it to an unwonted degree of prosperity. From various reasons a wave of industrial training overran the country in the later seventies and early eighties that, as a form of education, was adopted by many city school systems, but reached its most distinguished development in the manual training schools of St. Louis and Chicago. The scheme of mechanical instruction of these schools was not native to America. It had been elaborated in a Russian tech¬ nological university, in which there was a feature of practical work in the engineer¬ ing course, thus bringing it into very sharp contrast with the German type of technological university (Technische Hochschnle or polytechnicum). But to give these advanced engineering students of scientific technology a practical insight into the processes by which the mechanics whom they were in the future to direct must work out in wood nr metal their ideas as engineers, a course of instruction was established which in America was, in the early days of its adoption, called the Rus¬ sian system of manual training. The anarchy of shopwork for profit on the prin¬ ciples of the mechanieo-theological or classical Schools for poor students of the thirties was now superseded by a well-digested and systematic plan of mechanical instruction without profit. Now, the work of the negro has been much more closely connected with the old mechanico-theological idea than with the Russian system, though the introduction of drawing and machinery gave it dignity as a plan of instruction. This, however, it acquired by the action of the Slater fund trustees. 1560 EDUCATION REPORT, 1892-93. The systematic instruction of tlie colored race in the village industries is insepa¬ rably connected with the administration of the John F. Slater fund. It was not particularly Mr. Slater who caused the fund to be used to foster trade teaching, but his trustees; for the “ general object” of his deed of gift, “to be exclusively pur¬ sued,” was the uplifting of the lately emancipated population of the Southern States and their posterity by conferring upon them the blessings of a Christian education — education in which the instruction of the mind in the common branches of secular learning shall be associated with training in just notions of duty toward God and man in the light of the Holy Scripture. Though the methods of accomplishing this was left to the discretion of the trustees, Mr. Slater strongly indicated that in his opinion the training of teachers was the method to be adopted. In a jirivate con¬ versation with Dr. Ilay good, however, he put industrial training as the sixth (and last) object to be taken into consideration in the use of the interest of the fund known by his name. It should be remarked, however, that the trustees may have been influenced in the concentration of the fund upon industrial training by the fact that the Peabody fund had for some years been steadily concentrating its resources on the training of teachers, and the States wer§ making provision to supply their colored schools with properly qualified persons. Be this as it may, the trustees of the fund early determined to confine its aid to such schools as were best fitted to prepare young colored men and women to become useful to their race, and that insti¬ tutions which gave instruction in trades and other manual occupations that would enable colored youths to make a living and to become useful citizens be carefully sought out and preferred. This policy was continued ten years. At the date of 1883 the highest example of industrial or trade teaching of the negro was Hampton Normal and Industrial School. Only a few of the higher grade schools for colored youth had attemjited to teach trades. Many of the most experi¬ enced persons in the field were not convinced that it was wise to attempt it; others advocated it. The rudimentary character of this instruction may be inferred from the first reports to the agent of the fund, Dr. Haygood. Clark University reports, “Without the aid of the Slater fund ($2,000) we could have done little in the industrial department, as it required $1,100 to equip it, and our printing depart¬ ment would have failed entirely.” Tuskegee Normal School reports, “For the impetus given to the industrial department the school is chiefly indebted to the John F. Slater fund.” Claflin University remarks, “As soon as we received notice of the appropriation of $2,000 from the Slater fund arrangements were made to erect a suitable carpenter shop.” And so on, to a large extent, with a score of institutions aided by the fund. Yet these institutions had been carefully sought out as the best for being aided in this matter of trade instruction. It is beyond a doubt that the efficient cause of the impetus for industrial education of the negro was given by the management of the Slater fund and the enthusiasm of their late agent, now Bishop Haygood. On the retirement of Dr. Haygood the plan of the distribution of the Slater fund was somewhat changed. The trustees created a board of education, of which Dr. Curry, the agent of the Peabody fund, was made chairman. The new plan of oper¬ ation advocated neither the teaching of trades nor the support of institutions not on a “permanent basis.” Instead of the teaching of this or that trade the teaching of the “underlying principles of all trades” and the employment of persons expert in imparting such instruction was to be kept in view; and the schools are already beginning to follow the hint thus given. The act of Congress of August 30, 1890, for the benefit of schools established for the advancement of education in agricul¬ ture and the mechanic arts, very likely has had, or will have, the effect to foster this idea of preventing the petrifaction of the negro into a village mechanic or farm laborer while directing his thoughts and impulses toward industrial rather than political spheres of activity. As the State and the Peabody fund may be looked to to promote the training of teachers, the Slater fund and the $10,000 or $12,000 EDUCATION OF THE COLORED RACE. 1561 annually given to tlie States tliickly populated with negroes, for tlieir industrial education, may be looked to to supply men capable of conducting an industrial bus¬ iness. It has been through the avenues of trade that an inferior people rise to a higher condition. Trade brings wealth, wealth leisure, and leisure the opportunity, if not the desire, for culture. As taught in the schools for the colored race about the year 1893, the industrial instruction had the following forms, to wit : The manual training or education by work idea; trade teaching of the mechanic trades; agriculture; printing; and, for girls, housework, including sewing and nurse training. At Tougaloo University, in accordance with the general plan of the Slater fund, a change was recently made in the form of the industrial work, especial attention being given to manual training with a view to the general culture of mind and hand. This change consisted in the establishment of a two-years course of wood¬ work of an hour to an hour and a half a day for the seventh and eighth grades, covering the processes and principles of working in wood and with woodworking tools. The exercises are graded, running from the simple to the more difficult, the aim being to adapt them to the mental capacity of the student as well as to his dexterity, and to make them a helpful part of his school work. Each student has a blue print of his work before him. A course in woodwork adapted to the fifth and sixth grades, and a course in ironwork for the ninth grade, is to follow it, while for the tenth and eleventh^ grades a course of mechanical drawing is to be provided. Straight University also has felt the Slater impetus toward a more concentrated method of manual instruction, and has likewise established a two-years course in woodwork for the seventh and eighth grades, with the same features of the course at Tougaloo University. In fact, the course as explained by Tougaloo and worked out in the following programme may be considered as the Slater course of manual training : Seventh grade (limited to square work). — Planing to a true surface; laying out work (including measuring with the rule and marking with knife and gauge) ; saw¬ ing to the line; boring; gluing; driving nails and screws; sandpapering; making box joint, dado, mortise, tenon, and groove. Eighth grade (especially bended or curved work). — Making miter joint (square, octagon, and hexagon) ; regular and irregular bevels (using steel square) ; scarf joint, dovetail; laying out curved work; planing and chiseling curved surfaces; sawing curved lines ; bending by sawing and steaming ; making round forms. At Fisk University, after the manual training course of two years has been com¬ pleted the “principles7’ inculcated are applied during a third year in building and cabinetmaking, while during both the second and third years the nature and use of paints, varnishes, stains, and polishes are taught. In addition to the aid from the Slater fund aid was also received from the Daniel Hand fund in establishing this “new line 77 of work. It will be seen that the remunerative or practical feature has not been disregarded at this university. At several institutions supported in part by the proceeds from the sale of public lands belonging to the United States and at tlje comparatively well endowed Atlanta University quite ambitious efforts are being made to inaugurate a system of practical technological instruction much above the average for colored schools. Indeed, at Central Tennessee College there is a course of study in mechanical engineering of four years, though no one has availed himself of it. But the form of manual training that has been in vogue in the independent or isolated schools for the negro in the past has been of quite another form. The insti¬ tutions giving this instruction drew their aid from the revenues provided by gen¬ erous persons interested in the welfare of the negro, and as their attendance increased quite frequently their classes in carpentry and in bricklaying, and in agriculture were utilized in building new and in enlarging or repairing old structures, or in working the fields for garden produce. Sometimes the blacksmithing and wheel- 1562 EDUCATION REPORT, 1892-93. wrigliting of the neighborhood was done; "but in general it may "be said tliat the work of tlio trade classes liad a double object in view — instruction of tbe pupils, and the enlargement or repair of tbe institution or tbe cultivation of its grounds. Not tbat tbe object of tbe institution was at ail mercenary, but because that was about tbe only way in which any remuneration could be gotten by tbe institution out of tbe labor of its students; if not in this way, then failure. This species of manual instruction is of varied nature : Carpentry, bricklaying and brickmaking, blacksmi thing, painting, and printing for men; cooking, dressmaking, and in general housewifery for women. It is doubtful if a better illustration of this object, and methods of tbe institution giving this character of instruction, can be found than the following announcement: INDUSTRIAL DEPARTMENTS. The industrial work is carried on in connection with a four years' course of academic work designed to give a thorough English education. With these objects are kept in view, viz : (1) To teach the dignity of labor. (2) To teach the students how to work, giving them a trade when thought best. (3) To enable students to pay a portion* of their expenses in labor. At present the most developed of tbe industries are : Agriculture. — This department controls two farms of 6S0 and 800 acres, respectively. The funds at command will not allow much outlay in new experimental farming. The special effort, therefore, is to give the students lessons in common, practical farming. The farms not only furnish an object lesson and valuable employment to students, but supply largely the demands of the school. ’Brickma king . — On the farm have been found extensive beds of clay suitable for making bricks. From these beds the school has been able to make bricks enough to build five substantial buildings for school uses, and to sell many to neighbors. The bricks are made and laid by students, thus reducing the cash outlay for buildings to the minimum. Carpentry. — The students are taught to do all kinds of work, such as building cottages, fences, repairing buildings, making and repairing furniture, etc. Of the many buildings on the grounds, most of the work has been done by boys of this department. Fainting. — Painting of buggies and graining are emphasized. House painting is regularly done. Many buggies and carts for the town and country are brought in and painted. Printing. — In this office are printed the catalogues, “Southern Letter,” “ Student,” and much job work for the school and the surrounding country. Blade-smithing and uheelwrighting. — These departments do all the work for the school and farm, and much for the town and country. Tinsmithing, shoemaking, and harness making. — Harness work for the neighborhood, as well as for the school farm, is done. The students’ shoes are repaired and all the roofing of the institution is done. Saicmill. — One of the most useful of the industrial occupations is that in connection with the saw¬ mill. A large part of the farm is covered with pine forest. Wages. — The rate of wages is according to the age of the student and the real value of his work. Tbe arrangements are such that students lose nothing in their classes by working out a part of their expenses. At the end of each month a bill is given to every student showing what he may owe the school or what the school may owe him. A very favorable statement of tbe condition of trade teaching is given by Howard University. There the industrial department occupies an entire building, 40 by 75 feet, of two stories and basement, and the students in the preparatory and normal departments practice in the methods of certain trades at specified hours. The work in each department is done under the personal direction of a skilled work¬ man, and with the advantage of first-class tools. Before leaving the subject of trade teaching in the isolated schools for the colored race it is necessary that certain remarks of Dr. Haygood, in his last report (1891) to the trustees of the Slater fund, should be reproduced. They are as follows : “ If there had been no Slater fund, much by this time .would have been done in industrial education in these schools; but every informed person knows that the help and encouragement of this great benevolence has furnished the inspiration and driving force of this vital movement. But for the friendship won to some of these schools through the industries fostered by the Slater money they would, by this EDUCATION OF THE COLORED RACE. 1563 time, liare ceased to "be. * * * For every dollar given by tlie Slater fund not only another dollar lias come to lielp it but more than a dollar.” 1 The large farms usually attached to the institutions for the colored race, the indus¬ trial habitudes of that race, and the terms of the act of August 30, 1890, have invited or convened attention to agricultural operations. The difficulties attending the introduction of this study in schools for the vrhites were greater than in the case of the schools for the colored; indeed the training given by the agricultural courses of the schools for colored persons has been much more adapted to making laborers than scientific agriculturists. For colored girls the usual manual training given to white gills is quite appropri¬ ate. Cooking and dressmaking are particularly well adapted as studies to those who very frequently make their living as servants or seamstresses. Quite an effort is being made to introduce nurse training and in several institutions courses have been established, as at Central Tennessee College where arrangements have been made for a course consisting of two parts, one, non professional, of two years, and one, professional, running through a third year. THE TEACHIXa FORCE. The biographies of the teachers in the institutions for the education of the colored race would be a detailed history of the struggle for the instruction of that race. It has never happened in the history of education that so many difficulties had to be overcome as in the case of carrying the war for education into Africa, and it was natural, perhaps necessary, that enthusiasm should ripen into devotion, and even fortify itself in fanaticism. Bat the personal trials and victories of the past and present can not be recounted here; they must be looked for in Dr. Barnard’s report on education in the District of Columbia, in General Armstrong's Twenty Years of TV ork at Hampton, and in other works of a similar nature. After the lapse of a quarter of a century, it is natural to suppose that much of the teaching done in schools for the colored race should be by persons from among them¬ selves. The figures from 78 institutions justify such an expectation, for they show that of the 1,010 teachers in them one- third (373) are colored men and women. Still confining attention to the institutions for the education of the colored race, it appears that, though the white men teachers (225) are equal in number to the colored men teachers (221), the white women teachers (412) are very nearly as many as both white and colored men teachers, while for every colored woman teacher there are 3 white women teachers. Comparison with the relative proportion of each sex in .the public schools can not be made, as the statistics are not obtainable, but it may be stated as a fact that in cities the colored schools are almost always taught by women, and in the open country by men. 1 Amount and distribution of ike sums disbursed from the Slater fund from 1883 to 1892, inclusive. 1883. 1884. 1885. 1886. j 1887. 18S8. 1889. 1890. 1891. I 1892. Alabama . Arkansas . . . $2, 100 $2, 450 $5, 000 $3,800 $4, 400 600 $4, 600 800 1,000 6, S50 700 3, 500 4. 800 5, 300 4, 300 6,500 1, 360 4, 190 600 500 $3, 600 800 800 9, 700 $3, 600 800 j 800 9,700 8 $4, 900 1.000 1,000 10, 500 $4, 700 600 1,000 8,400 Florida . Georgia . Kentucky . - . ! 6,200 500 1,000 592 2, GOO 740 750 4,325 600 2,000 1, 000 550 6, 814 1,000 1,400 2. 000 4, 400 3,500 7.600 600 3, 000 1,000 450 5,100 700 1.000 2,000 3, 600 2, 700 5. 800 600 3, 650 600 450 6,200 700 3, 100 4,450 4, 200 3,660 6,500 900 4, 190 600 500 Louisiana . Mississippi . . North Carolina . South Carolina . Tennessee . . Texas . Virginia . District of Columbia . . 1, 000 2,000 2, 000 950 2, 000 4. 100 4,400 5. 100 4, 000 6, 800 1. 360 3, 150 3,100 4,400 4, 700 4. 000 6, 800 1,360 3, 150 3,700 5, 300 5, 700 5, 000 7,400 1, 500 3, 150 3.500 4. 967 5, 300 5, 000 7, 100 1.500 3, 150 Special . . Total . 500 500 500 16, 250 1 17, 107 36, 764 30, 000 40, 000 45, 000 |44, 310 jl2, 910 49,650 j 45, 217 1564 EDUCATION REPOET, 1892-93. Tlie education of these teachers has been accomplished in the various normal schools, academies, colleges, and universities spoken of some pages hack. The coun¬ try schools are incapable of giving an education that will at all qualify the pupil for the position of a teacher of even a colored school, and unless there be a high school in the city having a quasi system of schools for their colored population the urban public school is also incapable of accomplishing the same fact. The strenuous efforts now being made to improve the character of the white teaching corps by uniform examinations will probably result in securing a higher grade of teachers for the schools for the rural districts, in which the negro population is mostly situated, and better supervision will result in more thorough teaching and more businesslike man¬ agement. There are three great funds, aggregating $4,000,000, the interest of which may be used in promoting the education of persons to fill positions as public-school teachers in the Southern States. Two of these funds are specifically for the colored race and the other is for the people of the whole South. In addition to these, there is the fund arising from the sale of lands given by Congress in 1862, which generally reaches the normal schools for colored pupils 'in the form of a State appropriation, and finally there is the quota, fixed by Federal law, drawn from the $25,000 annually appropriated to each State by the act of Congress of August 30, 1890, which has so far gone to help the resources of the State normal schools for colored children which are thus compelled to add an industrial feature to their establishment. But most important of all, since it is extensible and therefore may be made commensurate with the necessities of the situation, is an appropriation from the State treasury, a resource which has been very effectively used in the North and West, and is by no means unknown in the South. PROFESSIONAI TRAINING. The dignity and the presumptive emoluments of the professions of law and medi¬ cine and the sacredness and the social influence of the minister’s calling have natu¬ rally excited a desire in many colored persons to engage in a course of study leading to one of the so-called learned professions. The difficulty experienced in America by the schools for instruction in the learned professions is intensified in the case of those for the colored citizen, for very few of their students are scholastically prepared to follow the study they have chosen. This subject, however, is so well worn in the case of the schools for the whites that it would be intolerable to have its intricacies unfolded in connection with a few schools for training the men who are to deal with the life, the property, and the morals of an inferior race that has been forced rather than self-evolved to a plane of theoretic highest civil standing. In the late slaveholding States there are five schools for the medical education of persons of color. At one of these — that at Washington — some white persons attend, while at the Northern schools for the Caucasian race a number of colored persons are enrolled. Three institutions are very prominent in the training of physicians for the colored people. These are the Meharry medical department of Central Tennessee College, Howard University medical department, and the Leonard medical department of Shaw University. The Meharry medical department was organized in 1876-1879, through the generosity of the Messrs. Meharry, of Indiana. At that time there was no institution south of the Ohio and the Potomac accessible to the colored race. The Leonard Medical School was established in 1881-82 upon a site given by the State of North Carolina. Both of these Southern institutions have received very substantial aid from the John F. Slater fund. The medical department of Howard University was the first medical school for colored students. It is supported partly by the funds of the university and partly by tuition fees, which are increased by the attendance of white persons who are attracted by the low annual charge for tuition and the excel¬ lent instruction and facilities for instruction provided. At Fisk University “ it is EDUCATION OF THE COLORED RACE. 1565 hoped that the time is very near at hand when departments of law and medicine can he added to the present lines of educational work of the university.” The course of the schools attached to Howard and New Orleans universities and Central Tennessee College are graded, and are of four years. At Shaw University an annual course of lectures is given. The first three institutions named require pro¬ ficiency in an English education, all having examinations for admission Central Tennessee College and New Orleans University require the student to study Latin during the junior year. The curriculum of the graded courses comprises anatomy, physiology, microscopy, histology, chemistry, toxicology, materia medica, therapeu¬ tics, obstetrics, gynecology, pediatrics, practice, hygiene, medical jurisprudence, ophthalmology, otology, and bacteriology, the difference in the distribution of the studies through the four years being that at the New Orleans University and Central Tennessee College the student’s attention is confined to anatomy, chemistry, and physiology, while at Howard University physiology, materia medica, therapeutics, microscopy, and histology are introduced. A further difference is also apparent in the placing of the practice of medicine and surgery, which are third -year studies at Howard and fourth-year at the other two institutions. Howard University has upon its own grounds a well-filled hospital. The students of the Central Tennessee College department may attend the Nashville City Hospital. All the schools have clinics. The requirements for graduation are completion of the twenty-first year, of the course of the school, and the payment of fees in full. The fees are $30 or $60 a year. At New Orleans University and Central Tennessee College the entire course of four years costs the student $173; at Howard University $223, including all incidental expenses connected with instruction. Connected with several of these schools are departments of dentistry or phar¬ macy. The course of the dental departments of Howard University and Central Tennessee College is of three years. The curriculum comprises anatomy, physiology, microscopy, histology, chemistry, materia medica, therapeutics, surgery, operative and prosthetic dentistry, hygiene, and medical jurisprudence, to which Central Tennessee adds metallurgy, dissecting, and materia medica. The expenses are $30 or $60 a year and incidentals. Three institutions have courses in pharmacy. That of Howard University comprises botany, chemistry, toxicology, materia medica, and pharmacy, with a recommenda¬ tion to study microscopy, which Central Tennessee includes as necessary. To gradu¬ ate, the student must have attended two years, but to obtain the degree of graduate in pharmacy he must have had two other years of practical experience in compound¬ ing and dispensing drugs and medicines in a regular established pharmacy. The charge at Central Tennessee College and Shaw University is $30 annually, not including incidentals ; at Howard University, $60. Among the colored people the study of law has not such a numerous following as the study of medicine. The same phenomenon is present among the Caucasian race of European and American countries, for the impetus given to the public mind by successful biological research and the ills attending a high-pressure system of life have rendered medical assistance advisable as an experiment and even necessary for continued existence. There are five schools of law especially for colored people. These schools are all connected with a college or university. By far the largest enrollment is in the law department of Howard University, which, holding its sessions at night, gives oppor¬ tunity to colored clerks and messengers of the public bureaus and to commercial clerks to undertake a course in law. The three schools of the national capital for the whites offer the same advantages to persons of that color whose necessities and ambition oblige them to work and study by day and recite or listen to lectures at night. The law department of Howard University has been fortunate. It has recently been supplied with a remodeled building opposite the city court-house, through the 1566 EDUCATION EEPOET, 1892-93. generosity of certain members of the New York bar and of C. P. Huntington and J. W. Ambrose, both of New York, and has been named Evarts Hall in recognition of the exertions of the Hon. William M. Evarts in procuring funds for tho recon¬ struction of the old building. It is also fortunate in having Congress, which legis¬ lates for the District of Columbia, provide in part for the salaries of four professors — in all, $3,200. The course of study of this school is not of an advanced character. It is taken for granted that tho applicant for admission “has had a good English education and some mental training.” But though no preliminary examination is held, that fact “is not to be construed as in any manner lowering the standard of attainments required for graduation,” as preliminary examinations are frequently found to work injustice and are unsatisfactory. The course is of two years plus the post-graduate course tacked on to all the law-school courses established in Washington. The first year is spent on Blackstone, real and personal property, contracts, commercial paper, criminal law, and domestic relations; the second on pleading, practice, equity, evidence, and torts. During the third year constitutional limitations on the States, mercantile law, and corporations are taken up. Moot courts are held. The instruc¬ tion is by the usual assigned reading and quiz method, interspersed with lectures. The faculty is composed of six lecturers. The law department of Central Tennessee College has a course of two years. To gain admission to its courso the candidate must pass a satisfactory examination on all the common English studies, and is advised to take a more extensive course of general study before beginning that of law. The course differs from that of How¬ ard University in that the study of the fundamental divisions of the substantive law share during the first year the time with the law of procedure, and international law (Yattel) is introduced, while during the second year Federal procedure, consti¬ tutional limitations, and corporations are taken up and procedure law continued. The faculty is composed of three persons and a dean. The law department of Allen University has a course of two years, whose sessions, like the schools at Washington, D. C., are held in the afternoon and evening, in order to suit the convenience of students otherwise employed during the earlier portion of the day. The first year is, with the exception of evidence, devoted to substantive law (Blackstone, Kent, contracts, and bills), and to constitutional law. The second year is, with the exception of criminal law and the statutory law of South Carolina, devoted to procedure, considering equity as falling in that category. The faculty appears to be the president of the university. Moot courts are held. During the six years of its existence five classes have been sent out, “a majority of the members meeting with a great degree of success in life.” The law school of Shaw University was established in 1388. Its course is not known. A scholarship of $50 a year will be granted to worthy students who need assistance. Wilberforce University has a law course of two years, but no students. “If you were in a Southern village watching the passers-by, you would perhaps see among them a colored man, strong in body, marked in countenance, an umbrella in one hand and a gripsack in the other. He is always well, always possessed of marvelous powers of endurance, always ready to speak. He is the negro preacher. Examine him and you will find he has never been taught. * * * Is he doing much preaching? He is preaching a good deal. He has been at it twenty-five years. Multitudes are swayed by his eloquence. Men’s, women’s, and children’s lives and careers are subject to him. Ho is often the only colored man among them who can read. He is the one man who is looked up to as a leader. His influence extends to the utmost limit of the colored people’s life. Here, then, is the colored minister, with many admirable qualities, but with certain deficiencies. Here he is. What ought he to do ? He ought to be educated. He ought to undergo a grand work in the three E’s, he ought to understand English, the English Bible, English EDUCATION OF THE COLORED RACE, 1567 literature, English history, English doctrine, to speak and to write English, and to explain the Bible hi English.”1 In August, 1892, the presidents of the schools supported by the Baptist Home Mis¬ sion Society adopted the following scheme: All students studying for a degree to study at Richmond Theological Seminary, and each school of the society to have a “ministers course”: Tills course is designed only for those who, from lack of literary training, are nnable to take a more extended course, and who, at the same time, are unable, by reason cf age and other insurmount¬ able conditions, to secure a thorough literary training. Many ministers engaged in active pastoral work who feel the need of further training will find this course specially adapted to their case. It may, ordinarily, he completed in a year. No person will he allowed to pursue this course in the Richmond Theological Seminary except residents of the State of Virginia. Certificates will he given to such as complete the course in a satisfactory manner. The instruction to he given is to he included under the following heads : I.— STUDY OF THE ENGLISH BIBLE. The work done under this head is to he strictly Biblical. No time is to he spent upon speculations about the Bible. The study of Divine truth itself and the best methods of communicating this truth to the minds and hearts of others are to occupy the entire attention. The inductive method of instruction i3 to he pursued, and the special aim of the work is to accomplish the following ends : (a) To permeate the minds and hearts of the students with the spirit and power of Divine truth. (&) To give to the students a general hut comprehensive knowledge of the Bible as a whole. ( c ) To impart to the students a correct method of studying the Scriptures, and practical and effec¬ tive methods of conveying Bible truth to the minds and hearts of other persons varying in age, capacity, and mental training. In seeking to accomplish these three ends in the most successful manner, the following order of study and of imparting instruction is to he pursued : (1) The study and application of (a) Bible stories, (b) Bible characters, (c) consecutive Bible narra¬ tive or history. (2) The study of principles and methods of giving Bible instruction. This exercise includes (a) the study of subjects specially selected, (&) parables, (c) miracles, etc. (3) The study of the life of Christ, making the gospel of Luke the basis of instruction. (4) The study and analysis of selected topics and selected books of the Bible. (5) The systematic study of Bible doctrines as explicitly taught in the Bible itself. II— FAMILY ORGANIZATION. Under this head the teachings of the Bible in reference to the family are to he carefully studied and enforced in a practical way. The following order is pursued : (1) The teachings of the New Testament upon marriage. (2) The Scripture teachings regarding the reciprocal duties and resijonsibiiities of husband and wife. (3) The Scripture teachings in reference to the relation of parents and children, (a) The father’s position in the family and his special responsibilities ; (o) the mother's position and her responsibili¬ ties; (c) home surroundings, what they should be, and how to make them such; (d) The children in the home, and their duties and responsibilities to their parents and to each other. (4) Rights, duties, and responsibilities of employers and employees as taught in the TVord of God. III. — CHURCH WORK. In this department instruction is to be given on everything that pertains to a well-organized work¬ ing church. Special attention will he given to the peculiar needs of small country churches and mission stations. The instruction is to he of the most practical nature. It is to be accompanied also by such church work upon the part of the students as will fix it firmly in their minds. The following presents the order of study and instruction : (1) The nature of church organization as taught in the New Testament: (a) The elder, bishop, presbyter, minister, or pastor — his office, his qualification, and his duties and responsibilities, both private and public: (b) the deacons, their office, qualifications, and duties; (c) deaconesses, their place and work in the church; (d) church members, their relations to the minister or pastor, also to each other, and their special work and responsibilities ; (e) church order and discipline. (2) Church helps as a part of church organization : (a) All helps are to be regarded as subordinate to the church itself; (&) societies, Christian association, young people’s union, Christian endeavor society, literary society, home and foreign missionary society, mission circle, mission band and tem¬ perance society, etc. 1Rev. A. L. Phillips, secretary for colored evangelization for the Southern General Assembly, Presbyterian Church, in Second Mohonk Conference, pp. 33-35. 1568 EDUCATION REPORT, 1892-93. (3) The Bible Sunday school as the training school of the church : (a) Methods of organizing such a school; (&) the officers and teachers, their qualifications, duties and responsibilities, and relation of their work to the church ; (c) the home school, and the pastor's relation to it; ( d ) mission schools, their organization and management, and their relations to the church; (e) teachers’ meetings, how best conducted ; (/) methods of instructing and managing JBible classes, intermediate classes, and primary classes. IV.— MISSIONARY WORK. The training in this department is to be strictly practical. The principle “To do is to know” is to be carefully applied. "While a knowledge of the best methods of doing missionary work is regarded as very important, actual practice in doing the work is regarded as still more important. Without this latter the former will be of little value, and the training given will be very defective. This practical work, during the school year, is to receive special attention, and will be under the special direction of the teachers. In addition to this practical work, each stndent will also be required to pursue a systematic course of missionary reading. This course is to include a careful selection of works on the history and progress of missionary effort and a wide range of biographical sketches of eminent and successful home and foreign missionaries of the Baptist and other denominations. The foregoing is to be hereafter the maximum theological course for each of the home mission schools, except the Richmond Theological Seminary. The president of each school may, however, exercise his discretion in omitting from this course such portions of the work as he may deem necessary in the interest of the class of students who receive instruction. The full course at the Richmond Theological Seminary includes Hebrew, Greek, Biblical introduction, English interpretation, Biblical theology and ethics, church history, homiletics, psychology, and moral philosophy, and is in short a regular theological seminary, having a course of four years such as was described in the report of this Bureau for 1890-91. Other schools have courses ranging from two to five years, hut generally of three, with the omission of Hebrew and Greek, with the exception of Wilberforce Univer¬ sity, which has both in its “ regular course;” Gammon Theological Seminary, which has both elective except for candidates for a degree, and Howard University, which has both in its “ classical course of theology.” Several missionary courses have been established. That of the Central Tennessee College is called a “Training school for Africa.” There is no charge for tuition in these institutions, and it is believed that lodging is also free. At the Gammon Seminary eight cottages have been erected for the use of married students, and at this school and at others loans and gifts are made to deserv¬ ing students. Table 1. — Statistics of institutions for educating the colored race, showing grade of students during 1892-93. Location. Athens, Ala - Marion, Ala . Mobile, Ala . Prattville, Ala. . Selma, Ala . Do . Talladega, Ala. . Tuscaloosa, Ala Name. Presiding officer. Miss Katharine S. Dalton. MissM. E. Wilcox. J ehiel K. Davis . . . Trinity 1ST orm al School . Lincoln Normal School Emerson Normal In¬ stitute. Prattville Male and No report . Eemale Academy. Burrell School . Rev. A.T. Burnell. Selma University . . Talladega College . I Henry S.De Forest. Institute for Training Rev. A. L. Phillips . Colored Ministers. I Students in Profess-. _ ors I and in- Elemen-j Second struct- ors. tary ary grades, j grades. Colle¬ giate courses I proper. . I S § s % ! £ I I I 95 70 10 154 I 11 I S 64 I 55 | 63 60 (63) ! (179) 199 263 19 24 0 I 0 0 0 10 11 12 (5) EDUCATION OF THE COLORED RACE. 1569 Table 1. — Statistics of institutions for educating the colored race, showing grade of students, during 1892-93 — Continued. Profess¬ Students in— Location. Name. Presiding officer. ors , and in¬ struct¬ ors. Elemen tary j grades. Second¬ ary grades. Colle¬ giate courses proper. 00 9 OT U = o i j> | i ! 1 1 § £ a o a o o 1 2 3 4 5 6 j 7 8 1 9 10 11 12 Tnskegee, Ala. . . Tuskegee Normal and Industrial In stitute . Booker T. Wash- ington. 30 | 17 j 0 0 400 320 ° 0 20 Little Sock, Ark. Philander Smith Col¬ lege. * 6 9 (311) ! (28) c n .... Pine Bluff, Ark. . Branch Normal Col¬ lege of Arkansas In¬ dustrial University. J oseph C. Corbin . . 6 i ; 0 0 107 46 64 27 0 Southland, Ark . . Southland College and Normal Institute.' William Bussell . . 3 ' 6! 42 58 | 18 19 4 2 0 Washington, D. C. Do . Howard University. . Bev. J. E. Bankin . 43 7 ! 93 j 42 75 i 37 29 | 4 226 Normal School, seventh and eighth divisions. Lucy E. Mo ton. . . 2 ! 5 164 161 3 23 ° 0 ° Do . Wavland Seminary _ Bev.G.M.P. King. 6 4 28 30 39 33 I 0 0 ! 27 Jacksonville, Fla. Cookman Institute _ Lillie M. Whitney- 3 j 6 99 133 39 j 30 | ° 0 j 13 Live Oak, Fla - j Florida Institute . No report . Tallahassee, Fla. State Normal College for Colored Teachers . T. De S. Tucker .. 4 3 j 0 0 27 39 0 1 0 0 Athens, Ga . ' Jerual Academy . i John H. Brown — 1 3 21 16 i 57 61 1 o 1 0 30 Do. . Knox Institute . L. S. Clark . 3 j 2 j 123 1134 j 1 | 1 ! 0 1 0 0 Atlanta, Ga . Atlanta Baptist Semi¬ nary. 1 Bev. George Sale. . 7 1 3 ! 55 j 0 (85; 0 j 3 1 0 12 Do . Atlanta University... Bev. Horace Bum- stead. 9 20 127 210 ! 53 80 1 17 17 0 Do . Clark Universitv . Bev. D. C. John. .. 6 9 161 167 ; 46 35 ! 6 0 0 Do . Gammon School of Theology. Bev. Wilbur P. Thirkield. 4 0 0 0 i 0 i 0 j 0 0 72 1 Do . j Spelman Seminary .... Miss Harriet E. Giles. 1 36 0 671 0 49 0 I 8 Do . Storrs School . i Ella E, Boper . 0 7 80 170 1 0 ; 1 0 i" 0 | o 0 Augusta, Ga . ' The Paine Institute. . . ■ Bev. Geo. Wms. , Walker. i 4 2 16 I14 ! 61 j 56 7 1 2 5 Lagrange, Ga. ... 1 Lagrange Academy. . . : No report . | Fred W. Foster. . . McIntosh, Ga _ Dorchester Academy. . ! l i 7 : 0 ' o i 7 i 5 ! 0 i o 0 Macon , Ga ...... Savannah. Ga. ... Ballard Normal School . Beach Institute . i F. T. Waters. . ,Tti 1 i a B Ford i 2 ! o 1 U 6 i 50 ; (3i ! 25 145 35) i 65 1 60 |165 j 0 1 0 0 Thomasville, Ga. 1 Allen Normal and In¬ dustrial School. ! Katharine B. Dowd 0 6 J 4 28 o : 0 j 0 Waynesboro, Ga. Haven Academy . i No report . . . . . Berea, Ky . Berea College . | William Goodell Frost. 9 9 16 j 22 9 1 5 0 Lexington, Ky. . . Chandler Normal School. ' Mrs. L. A. Shaw.. ! 0 i 9 119 .180 ; 5 ! 15 ° 1 ° 0 New Castle, Kv. . Christian Bible School. | No report . Alexandria, La". . . Alexandria Academy. . New Iberia, La. . Mount Carmel Con¬ vent. i E.C. Mitchell.... 0 2 | 30 j 60 o ! 0 j 0 j 0 0 New Orleans, La . Leland University . 1 8 | 9 !141 |160 1 o ° 25 1 15 0 Do . . La Harpe Academy. . j No report . ---- Do . New Orleans Univer¬ sity. 20 i io (110) j (35) (! 9) 0 Do . Southern University and Agricultural and Mechanical Col¬ lege. ; H. A. Hill . | 8 1 9 214 338 1 20 1 48 0 3 j 0 “ Do . Straight University... Oscar Atwood 5 20 175 166 97 158 1 2 1 0 Winsted, La . Gilbert Academy and Agricultural College. j W. D. Godman - 10 6 80 ; 76 32 19 1 o 1 ° 0 Baltimore, Md.. . Princess Anne, Morgan College . Delaware Academy... | Bev. Francis J. W agner. No report . 5 j 5 j 86 46 ! 43 24 3 1 5 ED 93 - 99 * For 1891-92. 1570 EDUCATION REPORT, 1892-93. Table 1. — Statistics of institutions for educating the colored race, showing grade of students, during 1892-93 — Continued. Location. Clinton, Miss... Polly Springs, Miss. Do . Jackson, Miss. Meridian, Miss Natchez, Miss . Rodney, Miss.. Tougaloo, Miss . . Mill Spring, Mo., All Healing, 1ST. C A_shbcro, N. C Beaufort, N. C . . - Concord, N. C Charlotte, N. C . . Fr anklin t on , N . C . Goldsboro, N. C. Greensboro, N. C, Plymouth, N. C. . Rhleigh, N. C-... Do . Salisbury, 1ST. C . - do.: . W ilmington, N. C. "Windsor, N. C - - . Winton, N. C _ W ilberforce, Ohio Lincoln Univer¬ sity, Pa . Aiken, S. C . Charleston, S. C . Do . Chester, S. C. Columbia, S. C. . . Do . Frogmore, S. C. .. Greenwood, S. C. Orangeburg, S. C. Knoxville, Tenn. Memphis, Tenn.. blame. Mount Hermon Fe¬ male Seminary. Rust University . . State Colored Normal School. Jackson College . Meridian Academy. . . . Natchez College . Alcarn Agricultural and Mechanical Col¬ lege.. Tougaloo University.. Hale’s College . Lincoln Academy _ Ashboro Normal School. Washburn Seminary.. Scotia Seminary . Biddle University State Colored Normal School. - do . . Bennett College . State Normal School - . Shaw University . . St. Augustine Normal School and Collegi¬ ate Institute. Livingstone College. . , State Colored Normal School. Gregory Institute. . . . Rankin-Richards In¬ stitute. Waters Normal Insti¬ tute. W iib erf orce U niver- sity. Lincoln University’ * . . Schofield Normal and Industrial School. Avery Normal Insti¬ tute. Wallingford Academy Brainerd Institute .... Allen University . Benedict College . Penn Industrial and Normal School. Brewer Normal School Claflin University, Ag¬ ricultural College, and Mechanics’ In¬ stitute. Knoxville College.. .. Le Moyne Normal In¬ stitute. Presiding officer. Profess¬ ors and in¬ struct¬ ors. Sarah A. Dickey . Rev. C. E. Libby . E.D. Miller . Rev. Charles Ayer No report . - do . T. J. Calloway - Frank G. Wood- worth. No report . _ do . - do . F. S. Hitchcock . . . Rev. D. J. Satter¬ field. Rev. D. J. Sanders No report . Rev. R. S. Rives . . . J. D. Chavis . H. C. Crosby . Rev.C. F. Meserve Rev. A.B. Hunter. F.M. Martin . A, F. Beard . Rhoden Mitchell. . Rev, C. S. Brown. . S. T. Mitchell . No report...... Morrison A. Holmes. Rev. S. A. Grove.. John S. Marquis, jr. 12 C. E. Becker . Misses Towne aud Murray. Rev. J. M. Robin¬ son. Rev. L. M. Dunton J. S. McCulloch. No report . 12 15 Students in- Elemen- tary grades. 127 171 Second¬ ary grades. < 8 i 188 (33) (22) 119 150 (354 114 109 221 71 85 20 13 (174) 21 (63) 30 f 184) 11 (45) 58 G4 Colle¬ giate courses proper. 10 38. 11 (20) 0 0 0 0 21 (143) (8) 14 17 0 0 0 118 12 For 1891-92. EDUCATION OF THE COLORED RACE 1571 Table 1. — Statistics of institutions for educating the colored race, showing grade of students, during 1S92-93 — Continued. Location. Name. Presiding officer. Profess-; ors and in- : struct- ors. Elemen-; tary | grades. ! Students Second¬ ary graefes. j in — Colle¬ giate courses proper. © 09 © © 3 o © a o 23 23 .© "o § Women. Men. © O £ Mon. 3 3 * Mon. Women. 1 2 3 4 5 6 7 8 9 10 11 12 Morristown, Morristown Normal Eev. Judson S. 2 10 123 130 | 32 27 1 11 4 0 Tenn . Academy. Hill. Nashville, Tenn . Central Tennessee John Braden.. - 30 12 180 214 11 36 29 10 193 College. Do . Pisk University . Erastus Milo Cra- 10 21 107 1185 63 136 42 9 4 vath. Do . Eoger Williams Uni¬ Eev. Alfred Owen. G 5 0 0 63 87 41 1 0 versity. Austin, Tex . Tillotson Collegiate Ee v.W.M. Brown . 2 10 47 73 24 15 0 0 0 and Normal Insti¬ tute. Crockett, Tex.... Mary Allen Seminary. Eev. J. B. Smith.. 1 13 0 0 0 220 0 0 0 Hearn e, Tex . Hearne Academy, M. H. Broyles . 2 3 41 63 4 3 0 0 0 Normal and Indus¬ trial Institute. Prairie "View, Prairie Yiew State L. C. Anderson... 8 2 0 0 120 112 0 0 0 Tex. Normal School. Marshall, Tex ... Bishop College . N. Nolverton . 5 5 38 42 60 70 0 0 26 Do . Wiley University . J. B. Scott . 7 5 i«n 119 16 24 10 7 5 "Waco, Tex . Paul Quinn Coliege _ 4 4 nom (2 6) (' 7) Hampton, Ya.... Hampton Normal and Eev.H.B.Prisseil. 24 39 217 I 90 108 126 0 0 "6 Agricultural Insti¬ tute. Norfolk, Ya . Norfolk Mission Eev. J. B. W ork . . . 4 6 190 361 32 43 0 0 0 School. Petersburg, Ya .. Yirginia Normal and James Hugo 7 5 19 28 13 1 16 2 0 Collegiate Institute. Johnston. Eichmond, Ya . . . Hartshorn Memorial Rev. Lyman B. 1 7 1 119 0 0 0 0 0 College. Tefft." Do . Eichmond Theological Eev. Charles H. 4 0 0 0 0 0 0 0 60 Seminary. Corey. Harpers Perry, Storer College . N. C. Brackett _ 4 5 0 0 80 81 0 0 0 W. Ya. Table 2. — Statistics of institutions for educating the colored race which failed to report grade of students, 1392-93. Normal schools. Profess¬ ors and Students. instruct¬ ors. Men. Women. Central Alabama Academy, Huntsville, Ala . 5 R9 State Colored Normal and Industrial School, Huntsville, Ala . 19 State Normal School for Colored Students, Montgomery, Ala . 23 395 505 Lincoln Institute, Jefferson City, Mo . . 92 90 State Colored Normal School, Payetteville, N. C . 3 35 71 Whitin Normal School, Lumberton, N. C.* . 2 15 12 Schofield Normal and Industrial School, Aiken, S. C . 6 140 170 Le Moyne Normal Institute, Memphis, Tenn . 16 236 325 Tillotson Collegiate and Normal Institute, Austin, Tex . 6 35 34 * If or 1831- 92. 1572 EDUCATION REPORT, 1892-93. Table 3. — Colored students in schools for the special classes, 1892-93. Names. Male students. Female students. In schools for the deaf : 12 10 *(3 22 10 15 17 29 15 18 28 5 8 1). 12 7 13 5 27 8 13 18 Florida Institute . Missouri School . North Carolina Institution . South Carolina Institution . Tennessee School . Texas Institution . Total . . . 5 *(3: \ 172 i) 116 In schools for the blind: Arkansas School . . . *(& 13 13 20 6 7 29 b 10 6 14 6 6 24 Kentucky Institution . . • . Maryland School . North Carolina Institution . . South Carolina Institution . . . ; . Tennessee School . Texas Institute . . . . . Total . 5 *(2‘ i 9i i) 1 76 For 1891-82. CHAPTER Y. PECUNIARY AID FOR STUDENTS IN UNIVERSITIES AND COLLEGES. It is a well-known fact that students in universities and colleges contribute but a very small proportion of the funds necessary to carry on these institutions. The comparatively low rates of tuition demanded by them are rendered possible by the large permanent endowment funds obtained from various sources, and by the annual appropriations made by the several States and by the United States Government. The endowment funds are frequently given for certain specified purposes, such as the endowment of professorships, fellowships, scholarships, or some particular depart¬ ment of an institution, while in other cases the disposition of the funds is left to the discretion of the institutions receiving them. In 1892-93 the inccme from the productive funds of universities and colleges reported to this Bureau was $5,099,859, or 34.9 per cent of the total income for the year. The amount received from the tuition fees of students was $5,466,810, or 37.4 per cent of the total amount. The balance of the income was made up from State or United States appropriations, and from miscellaneous sources. Kearly all of the appropriations are given to State universities, and, as a rule, tuition in these insti¬ tutions is free, at least 'to students from the respective States. Aid to students is given in various forms — by means of fellowships, scholarships, remission of tuition fees, and by loans and prizes. Both in this country and in Europe fellowships are given to students who have already obtained at least a baccalaureate degree, or can show that they have received an education corresponding to that indicated by the possession of such degree. In the United States and in France fellowships are given to students who desire to pursue advanced courses of instruction, and as a rule the beneficiaries must study at the institutions furnishing the aid. In France the aid is given by the State, and the recipients must, with few exceptions, pursue their studies at one of the faculties. Some of the fellowships are, however, for use as traveling fellowships; particulars are given in connection with the several institutions on the following pages. The number of fellowships in the United States is increasing rapidly, at present numbering about 265. An examination of the catalogues of universities and col¬ leges shows that probably the oldest fellowship, founded as such, in the United States is the Harris fellowship at Harvard University, which was founded in 1868 by William Minot, jr., as executor of Henry Harris, with an original endowment of $10,000. The first traveling fellowship at Harvard was founded by the Hon. George Ban¬ croft in 1871. It may be of interest to note that Mr. Bancroft was the first Harvard graduate that was sent to Germany for study by the university. He went to Got¬ tingen in 1818 and pursued his studies in Europe for three years. In his letter of July 4, 1871, to President Eliot, of Harvard, apprising him of his desire and intention of founding a fellowship, Mr. Bancroft says : A little more than fifty- three years ago Edward Everett, then Eliot professor of Greek literature, in one of his letters to President Kirkland developed the idea that 1573 1574 EDUCATION KEPOKT, 1S92-93. it would be well to send some young graduate of Harvard to study for a while at a German university with a view to his being called to a place on the college board. The president approved his suggestion, and his choice for this traveling scholarship fell upon me. Accordingly, in The early summer of 1818, being then in my eighteenth year, I proceeded to Gottingen. After remaining more than three years in Europe I returned to Cambridge, where I held the office of tutor for one year. There being no opening for a permanent connection with the university, I devoted a few years to an attempt to introduce among us some parts of the German system of education, so as to divide more exactly preliminary studies from the higher scientific courses and thus facilitate the transformation of our colleges into universities after the plan everywhere adopted in Germany. But it is not easy to change an organization that has its roots in the habits of the country, and the experiment could not succeed, for it was impossible to introduce the German usage which permits students to pass freely from a private place of instruction to a public one, without the exaction of payments for instruction elsewhere received. 1 then applied through the late Judge Charles Jachson, a member of the cor¬ poration and a friend of mine, for leave to read lectures on history in the university. At Gottengen or at Berlin I had the right, after a few preliminary formalities, to deliver such a course. It was the only time in my life that I applied for an office for myself, and this time it was not so much an office as a permission that I desired. My request was declined by my own alma mater; so that I had not the opportunity of manifesting my affection for her by personal services; and my life has had, in consequence, unexpected variety and independence. But wherever my lot has been thrown I have always preserved in freshness and strength the love which I bore to Harvard College in my youth; and now, in my old age, I still gladly seek an oppor¬ tunity of proving that attachment. I wish, therefore, to found a scholarship on the idea of President Kirkland, that the incumbent should have leave to repair to a foreign country for instruction. Merit must be the condition of the election to the scholarship ; no one is to be elected who has not shown uncommon ability, and uncommon disposition to learn. Of course the choice should fall on someone who needs the subsidy. You, sir, as the successor of Dr. Kirkland, may know the funds out of which came the modest but sufficient stipend which I received; and if so, I leave it to you and the corporation to impose any limitations that you think right. Otherwise, residence at the university, but not for more than three years, may be required. But the res¬ idence should have reference to any of the schools of divinity, law, or medicine, or of mines, or of science, or of any other school that is or may be founded, not less than to the classes of the undergraduates. I think, in an exceptional case, there should be authority to name the scholar from any place, "without any previous res¬ idence at Cambridge; and if you and the corporation approve, I wish it to be so established. The scholarship should be held by no one for more than three years, and during that time should be renewed from year to year ; but only on evidence that the scholar is fulfilling the purpose of the endowment. I leave to you and to the corporation to circumscribe, if, from the considerations already referred to, you think best, the objects of study to which the incumbent should devote himself. But, for my own part, I am willing the scholarship should be given to any young person likely to distinguish himself in either of the learned professions, or in any branch of science, or in architecture, sculpture, painting, music, or letters. * # * * * One word more. The incumbents of the scholarship may perhaps be afterwards drawn into the corps of professors at the university. Should they render no such service, and should they be prospered in life, I wish each of them so prospered to be reminded, and, excepting always those permanently connected with the university as instructors and those whose moderate wants press upon their means, I thus in advance charge them to imitate my example in rendering aid, through Harvard Col¬ lege, to the cause of arts and letters, of science and learning. In his book entitled American Colleges, Dr. Charles F. Thwing, now president of Western Reserve University, Cleveland, Ohio, says: The purposes which the fellowship system, as it is now being established in American colleges, is intended to serve are the advancement of scholarship and the promolion of original thought and investigation. A fellowship in an American col¬ lege is not, as often it is in the English universities, a sinecure. It is not simply the reward for success in passing a series of examinations; it is not merely the ladder by which the student is to climb to distinction, but it is a privilege by the fit use of which he can advance the higher learning and enlarge the boundaries of human knowledge. The fellowship allows the young graduate possessing genius for a cer¬ tain line of investigation but not possessing the pecuniary means for his support to pursue studies the result of which shall honor not only him but also scholarship. It PECUNIARY AID FOR STUDENTS. 1575 permits the penniless student interested in philosophy to pursue his philosophy and the student of science to continue his chemical or zoological investigations. Without its aid the one would be obliged, for example, to devote his powers to professional studies for the ministry, and the other to medicine, professions for which each feels he is by nature unfit. The fellowship system, therefore, in American colleges is the most direct aid to the higher scholarship and to culture. In the foundation and administration of fellowships in our colleges, however, the strict observance of certain rules is necessary to the attainment of their highest usefulness. It is the failure to observe the first two of the three following sugges¬ tions that has brought the English fellowship system into considerable disrepute among certain classes of English society. (1) The fellowship should not be bestowed merely as a reward for high scholar¬ ship, but principally as the means for prosecuting original research in a compara¬ tively new department of study. (2) It should seldom be held for more than three, or at most, for more than four years. The progress which the fellow makes in this length of time enables him, with but little outlay of time or strength, to give instruction sufficient to provide for his pecuniary needs. The fellowship in such a case should at once be reassigned. (3) If the fellow resides in Germany, as he usually will, he should be made a sort of corresponding member of his college faculty. The information which he could transmit regarding the educational movements occurring in the German gymnasia and universities would prove of much service to American colleges and American scholarship. Speaking of the fellowships in English universities. Dr. Thwing says: The conditions under which the fellow enjoys his annuity are usually very few and liberal. He is at liberty to pursue almost any line of intellectual labor. In many cases his position is a mere sinecure, and involves no actual work. In other cases it is, and in all cases may be, most effectually used for the advancement of the higher learning. In some of the English universities certain fellowships are reserved for specified pro¬ fessors and some of the college offices are held by fellows. After holding such offices for a certain length of time the fellows are entitled to retain their fellowship during life. In the majority of other cases the tenure of a fellowship in the English univer¬ sities is now limited -to seven years. Comparatively few of the fellowships in the English universities are provided by specific gifts or bequests. As a rule, a certain proportion of the income of a college is set aside, by statute, for a specified num¬ ber of fellowships which are known as foundation fellowships. While fellowships are, as a rule, for the use of graduate students, scholarships are for the use of both graduate and undergraduate students. Scholarships do not generally have as great a pecuniary value as fellowships, and are much more frequently bestowed after competitive examinations. The catalogues of universities and colleges, not only of this country but also of foreign countries, show that the requirement most frequently exacted of candidates for aid is that they be indigent or that without the aid granted by a scholarship they would be unable to pursue their studies. In many institutions in the United States, especially such as are under the control of religious denominations, another favored class is found in students preparing for the ministry or for missionary work, and in children of clergymen. To such students either free tuition or a liberal discount on the regular rates of tuition is granted. The first scholarship in an American college was founded in Harvard College by Lady Ann Mowlson, of London, in 1643 by a gift of £100, the income of which was to be paid to some poor scholar until he shall attain the degree of master of arts. This gift was at first held by the colony of the Massachusetts Bay, and in 1713 was paid over to the college with accrued interest from 1685, by the provincial treasurer. In the early part of the last century this fund was probably mixed with other col¬ lege funds and formed part of the stock account. In 1893 the scholarship was rees¬ tablished with a principal of $5,000 taken from the stock account.1 An attempt has been made to collect information concerning the value, tenure, and conditions for obtaining scholarships and fellowships in the several institutions 1 Annual catalogue of Harvard University, 1893-94. 1576 EDUCATION REPORT, 1892-93. of the United States, England, France, and Germany. No attention has been paid during this research to prizes which are granted for excellence in certain studies and which do not require the student to continue his studies. Neither has account been taken of the aid given by loan funds, which aid must be returned, frequently with interest at a low rate, by the student. The aid given to students is as follows: 1. UNITED STATES.1 UNIVERSITIES AND COLLEGES. Howard College, East Lake, Ala. — The sons of ministers engaged in the active work of the ministry pay one-half the tuition fee. Students who comply with the regula¬ tions of the ministerial board at Montgomery, Ala., are furnished $138 per session to assist in the defrayment of their expenses for board at Howard College. Such stu¬ dents are given tuition free. Other ministerial students will be given free tuition on presentation of licenses from their churches. The aid indicated applies only to ministerial students from Baptist churches in Alabama. Ministerial students from without the State are furnished tuition free. Southern University , Greensboro , Ala. — Offers free tuition to two young men from each presiding elder’s district in the Alabama or north Alabama conference. Candi¬ dates must be 21 years of age, be prepared for the freshman class, be a member of the Methodist Episcopal Church South, be unable to pay his tuition, and bring *a recommendation from his pastor and presiding elder. Such free scholarships may be held for two years. Sons of itinerant Methodist ministers and students preparing for the itinerant Methodist ministry receive free tuition. University of Alabama, University , Ala. — Tuition in the collegiate department is free to all students who are bona fide residents of Alabama. There are also five post¬ graduate scholarships open to graduates of the university. They give free tuition, board, lights, fuel, and attendance for one year. University of Arizona, Tucson, Ariz. — There is no charge for tuition in any of the departments of the university except in the schools of art and business. Ouachita College, Arkadelphia, Ark. — Young ministers and children of ministers who are actively engaged in ministerial work receive free tuition. Arkansas College, Batesville, Ark. — No one of any promise will be denied entrance on account of inability to pay tuition fees. Hendrix College, Conway, Ark. — There is a scholarship for each presiding elder’s district in the State. Candidates must be needy of aid. The scholarships entitle to free tuition, and may be renewed from year to year. There is also a scholarship entitling to free tuition for one year for a teacher from each county in the State. Also a scholarship entitling to one year’s collegiate tuition to the best student in each Arkansas school in which the course of study prepares for the freshman class. University of California, Berkeley, Cal . — The fellowships are as follows: (1) The Le Conte memorial fellowship, income $500 per annum, is awarded annually by a board of administration elected by the alumni association. Candidates must be graduates of the University of California of not more than three years’ standing. The sole test is superior excellence, and the holder must pursue his studies either at the university or elsewhere, as the board may determine. (2) The Hearst fellowships in astronomy, value not given, are for students who have already made decided prog¬ ress in their work; candidates for higher degrees are preferred; (3) 4 university fellowships, each yielding $600 annually— 2 in philosophy, 1 in mathematics, and 1 in mineralogy. The appointees devote their attention to graduate study and assist in the work of their department. The scholarships are as follows : The Harvard Club scholarship, not less than $200, is awarded annually to some graduate of the University of California to be used in graduate study at Harvard University. The Phebe Hearst scholarships for women are 8 in number, each yielding $300. The qualifications are noble character and high aims, and it is understood that without this assistance a university course would be impossible. The Hinckley scholarship of $300 is awarded annually to some young man in the university of the State or some other school. Tuition in the College of Letters and the colleges of science is free to all students. California College, Oakland, Cal. — There are 3 scholarship funds of $5,000 each and 1 scholarship fund of $1,000. (Report of p resident for 1892.) Leland Stanford Junior University , Palo Alto, Cal. — Tuition is free in all departments of the university. Pacific Methodist College, Santa Bosa, Cal. — Sons and daughters of itinerant preachers are not charged tuition ; neither are young men who have entered the ministry, or are contemplating such a step. 1 Unless otherwise stated the information concerning individual institutions was taken from the annual catalogues for the year 1892-93. PECUNIARY AID FOR STUDENTS. 1577 University of Colorado , Boulder , Colo. — There is no charge for tuition in any department. Colorado College, Colorado Springs, Colo. — The income of the following scholarships is devoted to the aid of worthy students who may need assistance in completing their course: Two of $500 each; 1 of $700; 1 of $300, and 1 of $1,000. Several other scholarships are supported by annual subscriptions. University of Denver ,l Univei'sity Baric, Colo. — There is a fellowship, income $100 per annum, offered to graduates of the College of Liberal Arts who pursue jmst- graduate studies in medicine, law, theology, or philosophy. Trinity College,1 Hartford, Conn. — There are 3 scholarships, income $200 each per annum, bestowed after a competitive examination in the sophomore year on students obtaining an education with a view to the sacred ministry and needing assistance; 6 scholarships, which cover the charges for tuition, room rent, fuel for recitation rooms, and other general objects; 4 scholarships, of $30 per annum, are bestowed, 1 in each year, on students from the public schools of Hartford ; 1 scholarship, income from $3,000 ; 1 of $300 per annum ; 3 scholarships, income from $50,000 ; 4 scholar¬ ships of $60 per annum ; 23 scholarships furnish free tuition ; 2 scholarships non¬ productive at present. There is also a fund of $15,000, the income of which is divided in sums of $100 among needy students. The Kirby scholarships have an aggregate value of $300 a year. There are also some funds in the hands of church societies for ministerial students needing assistance. Wesleyan University,1 Middletown, Conn. — A limited number of scholarships exempt¬ ing the holders from the charge for tuition have been established for the use of deserving students needing assistance. In addition to these there are : (1) A schol¬ arship of $100 per annum, given annually to a member of the senior or junior class who is preparing for the ministry and is already a licentiate in the Methodist Epis¬ copal Church ; (2) the income of $5,000 is awarded to that member of the senior class who shall pass the best examination in Greek, provided he devote the ensuing year to classical study in residence in the university, or in connection with travel or residence abroad. Tale University ,l A Tew Haven, Conn . — The Douglas fellowship, with an income of $600 a year, is given annually to a recent graduate of Yale College pursuing non- professional studies in New Haven; it may be held by one person for not more than three years. The Soldiers’ Memorial fellowship, of $600 a year, is given to a grad¬ uate of Yale College of not more than three years’ standing ; the holder shall pursue nonprofessional studies, and may retain the fellowship for not exceeding five years; preference shall be given to one who has shown special proficiency in Greek, and the fellow may spend a part or the whole of his time of incumbency in Athens, instead of in New Haven. The Silliman fellowship has an income of $600 per annum, and is awarded to a graduate of Yale College who has given evidence of proficiency and promise in physical science; the incumbent is elected annually, but no person can hold the fellowship for more than three years. The John Sloane fellowship in physics has the income from $10,000, and is awarded annually to a graduate of Yale College for proficiency in physics, and who gives promise of success in the prosecution and application thereof. The incumbent shall reside in New Haven at least thirty-six weeks in the year, pursuing a course of study in physical science, and acting as an assistant in the physical laboratory; he may be reelected, but shall not hold the fellowship for more than three consecutive years. The Scott Hurtt fellowship, with a foundation of $12,000, is awarded annually to a graduate of Yale College of uotmore than three years’ standing at" the time of his first appointment; the incumbent may he reelected annually until he has held the fellowship for three years, and must pur¬ sue a scholastic, professional, or scientific career in which he gives promise of success. He may be required to reside in New Haven one year of thirty-six weeks, but with this exception he may attend any foreign university or the American School of Class¬ ical Studies at Athens. Five fellowships of $400 each are open to graduates of all colleges, but preference is given to those who have already spent at least one year in graduate study. The Hooker fellowship of $600 a year is assigned to a member of the graduating class of the theological school who has been connected with 1 he school for at least two years ; it may be held for two years, and the holder is expected to pursue a course of theological study at New Haven, or in Europe or Palestine. The Dwight fellowship of $500 per annum gives the same privileges for one year that are offered by the Hooker fellowship. The Berkeley scholarship of about $60 a year is awarded to the student in each senior class who passes the best examination in certain Greek books, provided he remain in New Haven as a graduate, one, two, or three years. The Clark scholar¬ ship, the income of $2,000, is given to the senior who has attained the highest rank in the studies of his course, provided he remain in New Haven for one or two years aud pursue a nonprofessional course of study. The Bristed scholarship, of about 1 Annual catalogue, 1893-94. 1578 EDUCATION BEPOET, 1892-93. $100 a year, is awarded, whenever there is a vacancy, to the student in the sopho¬ more or junior class who passes the best examination in the classics and mathematics ; the successful candidate receives the annuity (forfeiting one-third in case of non¬ residence) until the end of the third year after graduation. The Foote scholarships (4 in 1893), yielding $500 a year each, are awarded annually to graduates of Yale College who remain in New Haven for one or more years pursuing studies in the graduate department. The (3) Larned scholarships, each having a fund of $7,000, are bestowed 1 to each senior class; the incumbent must reside in New Haven and pursue a course of graduate study. The Macy scholarship, the income from $10,000, is given to a recent graduate of distinguished scholarship, who may hold it for three years; he must reside in New Haven and pursue a course of nonprofessional study. The Woolsey scholarships, each having the income from $1,000, are awarded in suc¬ cessive years, 1 to the student in each freshman class who passes the best examina¬ tion in Latin composition, in the Greek of the year, and in algebraic problems. The scholarship may be held for four years; the student who stands second at this exam¬ ination receives for one year the income of the Hurlbut scholarship fund of $1,000, and the student who stands third, the income for one year of the Third Freshman scholarship fund of $1,000. The W. W. De Forest scholarship, income from $2,000, is given to a student in each senior class who has attained distinction in the study of French, provided he pursue for the year after graduation a further course in the modern languages, especially French, Spanish, Portuguese, or Italian, under the direc¬ tion of the faculty. The Scott Hurtt scholarship, the income from $5,000, is assigned each year to a member of the sophomore class on the ground of approved scholar¬ ship ; one-half of the income will be paid during his junior year, and one-half during his senior year. The income from the T. G. Waterman fund of $40,000 is given to not more than 3 scholars of limited means who have distinguished themselves in their studies; the incumbents are chosen from the senior or junior class, or from graduates of not more than two years’ standing. The income from the A. B. Palmer scholarship fund of $5,000 is paid during his college course to a student in need of beneficiary aid, of unexceptionable character, and of high rank in scholarship. Twenty graduate scholarships of $100 each per annum are open to graduates of all colleges. In addition to the above, the sum of $20,000 and upward is annually applied for the relief of students who need pecuniary aid, especially of those pre¬ paring for the ministry. There is also a loan fund, the income of which is used for scholarships ; also a considerable number of scholarship funds, each yielding $115 a year, the income of which is appropriated to worthy applicants in the undergraduate department. In 1892-93 there were 82 free tuition scholarships in the Sheffield Scientific School for citizens of Connecticut. The Holmes scholarship of $50 a year is awarded to a citizen of Middlebury, Prospect, Waterbury, or Wolcott, Conn. " In the Yale divinity school there are 5 scholarships of $200 each offered to can¬ didates for admission to the graduate class. These scholarships are assigned in part to members of the graduating class of this school, and in part to graduates of other theological schools. Students of the junior, middle, and senior classes, whose cir¬ cumstances require it, receive $100 a year. Additional aid to the amount of $75 annually is furnished hy the American College and Education Society to its bene¬ ficiaries. In addition to this aid there are 10 scholarships of $50 each for members of the junior class. Candidates must be college graduates. Delaware College , Newark, Del. — Tuition is free to all Delaware students. Columbian University, Washington, D. C. — The Kendall scholarship, running for six years, two in the preparatory school and four in the college, is conferred annually on the best scholar in the public high school. Students on this foundation pay semiannually a fee of $8 for fuel, servants’ wages, etc. Howard University, Washington, D. C. — No tuition is charged in the theological, normal, preparatory, and college departments. Aid is given to worthy students who need it, so far as funds allow. Gallandet College,1 Washington, D. C. — Congress makes provision for the free admission of residents of the District of Columbia, who have not the means of sup¬ porting themselves, and for a limited number from the States and Territories. John B. Stetson University, De Land, Fla. — There are 3 scholarships which provide for the entire support (exclusive of clothing and books) of one student each. Florida Conference College, Leesburg, Fla. — Children of traveling preachers and young preachers preparing for the ministry are not charged for tuition in the lit¬ erary course. University of Georgia, Athens, Ga. — There are a certain number (2 in 1892-93) of fellowships in English, modern languages, and biology, the income of which is fixed annually by the board of trustees ; competition is open to graduates of this and other institutions ; fellows must perform any duties assigned them by the head of their department, and pursue a course of advanced study; fellowships are held for one year, with privilege of renewal. Tuition in the college department is free. Circular 1S93. PECUNIARY AID FOR STUDENTS. 1579 Atlanta University, Atlanta, Ga. — There is 1 scholarship fund of $10,000,2 of $5,000 each, 2 of $1,000 each, 1 of $500, and 1 of $300. Mercer University, Macon, Ga. — Tuition is free iu the college and theological departments. There is a fund from which $13 per month for board and $65 per annum for tuition and incidentals is allowed indigent students from Jones County. Hiwassee high school holds a scholarship free from all charges for two years, awarded for superior scholarship. Emory College, Oxford, Ga. — The sons of itinerant preachers are not charged tuition in the college classes. This rule applies to all the annual conferences. The sons of pastors in other churches are granted the same privileges. Clark University, iSonth Atlanta, Ga. — There is no tuition fee charged any student. University of Idaho, Moscow, Idaho. — Tuition in all departments, except music, is free. There are no fees or extras of any sort. Blackburn University, Carlinville, 111.— Students for the ministry may receive from the hoard of education of the Prespyterian Church aid, on a scholarship basis, to the amount of $150. Carthage College, Carthage, III. — There is 1 scholarship, the benefits of which are available for a member of the sophomore class. University of Illinois, Champaign, III. — There are 4 fellowships of $400 each per annum, tenable for one year, open to graduates of this or other similar institutions; appointments are made on the grounds of good character, high attainments, promise of distinguished success, and of usefulness to the university ; incumbents are required to teach five to ten hours a week during the year, and to devote the remaining time to graduate study. There is 1 scholarship for each county in the State, the holder of which may attend the university for four years, free of charge for tuition and incidental fees; the value of this scholarship is $80, and is filled by competitive examination. Schol¬ arships are offered to high schools on the accredited list, one a year to each school, tenable for two years ; they are filled by competitive examination in the several schools. There are also a number of military scholarships, good for one year and covering the charge for term fees, open to students who have distinguished them¬ selves in military science and tactics. University of Chicago, Chicago, III. — There are 20 fellowships, each yielding $520 per annum, and 20 yielding $320 each per annum, out of which sums the university fees must be paid. There are also honorary fellowships yielding no income and requiring no service, assigned as a mark of distinction in special cases. There are also sjjecial fellowships as follows : One of $400 in Latin ; 1 of $300 in political economy; 1 of $400 in English ; one of $400 in history, and 1 of $300 in comparative religion. The appointment to a fellowship is based upon proficiency already obtained in a department, and it is desirable that the student should have already spent one year in resident graduate study; special weight is given to theses. Fellows are expected to render assistance of some kind in connection with the work of the university. Appointments are made annually. Eureka College, Eureka, Til. — Young men preparing themselves to become ministers of the gospel may obtain free tuition. Xorthwestern University , Evanston, III. — There are 2 fellowships of $400 each in biology and chemistry, tenable for one year, which must be spent at the university. Incumbents are required to give limited assistance in the work of instruction. There are 51 State scholarships, 1 for each senatorial district, tenable for the period of undergraduate study; holders are entitled to free tuition, and are nominated by the State senators. The Parkhurst scholarship, the interest on $1,000, is for lady stu¬ dents needing assistance. The Methodist Episcopal Church scholarship, the interest on $1,000, is for the benefit of meritorious students. The Chicago Herald scholarship affords free tuition and incidental expenses. The Marcy scholarship in biology entitles the holders to a table at the marine biological laboratory at Woods Holl, Mass. No more than 3 students may be appointed for one season. Ewing College, Ewing, III. — No tuition is required of ministerial students. Knox College, Galesburg, III. — Students who have the Christian ministry in view may receive aid from certain educational societies, if their circumstances require it, to the amount of $75 to $100 a year. Aid to the amount of $100 a year may also be obtained by students in the full classical course. Lombard University, Galesburg, III. — There are 15 scholarships, each having the income from $1,000. Illinois College, Jacksonville, III. — There are 6 scholarships, each entitling 1 student to enjoy the privileges of the institution free of charge, and 2 offering free tuition to students preparing for the ministry. There are also 2 scholarships pay¬ ing tuition and incidental expenses in the preparatory department. Lake Forest University , 1 Lake Forest, III. — There are 18 scholarships. Of these, 6 are available for college students in needy circumstances, 1 having the income from 1 Aauual catalogue, 1893-84. 1580 EDUCATION REPORT, 1892-93. $5,000, 1 from $1,500, 2 from $500, 1 from $125, and 1 from $78. Three scholarships having a principal of $1,500 and 1 of $500 are open for needy students preparing for the ministry of the Presbyterian Church. Two having a principal of $1,000 are at the disposal of the founders. Two trustee scholarships are awarded annually. Four alumni scholarships of $60 a year each are open to deserving students of the college. The income from a fund of $5,000 is available for students preparing for the ministry of evangelical churches. Students for the ministry who need assistance are granted free tuition. Shurtlejf College, Upper Alton, III. — Students preparing for the ministry receive free tuition, provided they need it. There are also several scholarships. Wheaton College, Wheaton, III. — There are 2 scholarships, each of which pays tuition and room rent for 1 student. Indiana University, Bloomington, Ind. — Tuition is free in all departments except the school of law. A scholarship is awarded each year to the best student in the gradu¬ ating class of each of the commissioned high schools of the State, which entitles the holder to admission free of incidental fees, which amount to $15 per year. Wabash College, Crawfordsville, Ind. — A fellowship, the income from $5,000, is awarded to that member of the graduating class who shall have done special work in English, and who shall continue his studies in that department. No tuition is expected of the sons of clergymen in active pastoral service. The college has a number of loan funds. Franklin College, Franklin, Ind. — Students for the ministry and missionary service have tuition free upon certain conditions. Beneficiary aid is given to indigent stu¬ dents for the ministry. Hanover College,. Hanover, Ind. — Tuition is free. Earlham College, Richmond. I, Ind. — There are 20 scholarships of $65 each per annum, open to men or women. There is also a scholarship for the best graduate of any commissioned high school in Indiana or of any academy which is recognized as a preparatory school to Earlham College; holders of these scholarships are exempt from all charges for tuition in the regular courses of study. Coe College, Cedar Rapids, Iowa. — There is 1 scholarship of $250 per annum. The board of trustees also confer free tuition for four years to that student who has graduated with the highest honors at an academy or high school in the State. Des Moines College, lies Moines, Ioiva. — The college is entitled to appoint each year 3 of its graduates for graduate Avork in the University of Chicago. The value of each fellowship is $120; the appointment is made on the basis of superior scholarship. Drake University , Des Moines, Ioiva. — The income from $500 is bestowed upon indi¬ gent students. Parsons College, Fairfield, Iowa. — There is 1 scholarship having the income from $1,000, and 12 having the income from $500. Iowa College, Grinnell, Ioiva. — The American Education Society assists young men in college classes preparing for the ministry. The income from $1,500 is given to young men preparing for the ministry. Four scholarships are awarded to the best scholars in any department of the college who need and seek such aid. Two scholar¬ ships are given to young women in the classical course. One scholarship furnishes annual tuition to a student from Muscatine. One offers tuition to a needy and worthy student. The income from $1,200 is given to young women. There are 17 Goodnow scholarships for young women. The income from $500 is given each year to a member of the senior class. The income from $500 is given to a beneficiary selected by the Congregational Church at Upper Montclair, N. J., or by the faculty. Two Egbert scholarships furnish tuition to 2 young Avomen. The Gear Rand schol¬ arship has the income from $500. The income from $500 is used for the tuition of a student selected by the Congregational Church at Gilbert Station, Iowa, or by the trustees. State University of Ioiva, Ioiva City, Iowa. — There is 1 fellowship (value not gHen). In 1892-93 free tuition was given to 35 students. Cornell College, Mount Vernon, Iowa. — There are 12 scholarships endowed with $500 each and 1 with $1,000 for young men and women. The income from $5,000 is also paid to worthy and needy students. Penn College, Oskaloosa, Iowa. — A fellowship of the annual value of $300 is offered by Haver ford College. The candidate must be a graduate and recommended by the president of Penn College. Bryn Mawr College offers to a lady of the senior ‘class a graduate scholarship of the annual value of $400. There are also 2 undergraduate scholarships. Central University of Iowa, Pella, Iowa. — Students for the ministry get free tuition. Tabor College ,' Tabor, Iowa. — There are 8 scholarships coATering tuition fees. St. Benedict's College, Atchison, Kans. — There is 1 scholarship, which offers some apt, diligent, and deserving pupil an opportunity of finishing his classical course gratis. Report 1892-93. PECUNIARY AID FOR STUDENTS. 1581 It is conferred after a competitive examination. Candidates must study for the priesthood, and he prepared to enter the fourth year of the classical course. Highland University, Highland, Hans. — Students for the ministry have free tuition. University of Kansas, Lawrence , Hans. — Tuition is free in all departments of the university, and no contingent or admission fee is required of residents of the State. Bethany College, Lindshorg, Hans. — The interest of $1,500 is used annually in assist¬ ing needy and worthy lady students. Washburn College, Topeka, Hans. — The interest on beneficiary funds is used annually to aid needy and deserving students, men and women. Young men studying for the ministry can secure aid to the amount of $75 a year. Berea College, Berea, Ky. — Tuition is free. Seventy -three students also receive a rebate of $9 a year from the incidental fee of $13.50. Ogden College, Bowling Green, Ky. — Tuition is free to residents of Kentucky (num¬ ber limited). Centre College, Danville, Ky. — Sons of ministers and all other young men of limited means receive free tuition. Eminence College, Eminence, Ky. — Young men preparing for the ministry receive free tuition. Georgetown College,1 Georgetown, Ky. — There are 5 free scholarships for indigent young men of Scott County, Ky., to be filled by competitive examination. There is also a fund of $8,000, the income from which is used to help poor young men prepar¬ ing for the gospel ministry. South Kentucky College,1 Hopkinsville, Ky. — Sons and daughters of ministers receive free tuition. Central University, Richmond, Ky. — There are 79 scholarships, endowed with $1,000 each, which furnish free tuition. Candidates for the ministry and sons of ministers are received without charge for tuition. Bethel College, Russellville, Ky. — Licentiates of Baptist churches and sons of active ministers receive free tuition ($55 per year). Free tuition is also given to 10 pupils of the public schools of Logan County and 10 from other counties in the State. Kentucky Wesleyan College, Winchester, Ky. — Young men preparing for the ministry and all sons of ministers receive free tuition. Any minister in regular work in the Kentucky, western Virginia, or Louisville conference may send, free of tuition, any young man or young woman in need of such help. Louisiana State University, Baton Rouge, La. — Tuition and rooms are free to all cadets. Keatchie College, Keat'chie, La. — Ministerial students and children of active ministers receive free tuition. Tulane University, New Orleans, La. — There are 15 graduate scholarships open to graduates of all colleges ; they furnish free tuition and $150 per annum to each holder, and are tenable for one year; holders may be reelected for one additional year; 3 scholarships each will be assigned to classical, literary, scientific, and engineering courses, and 3 in any course thought desirable ; holders may be called upon to render assistance to professors. There is also 1 scholarship, giving free tuition, for each senator and representative in the State, 1 for the Tulane high school, and 1 for the city high school. The number of free scholarships in 1892-93 was 147. There are also 2 scholarships in the H. Sophie Newcomb Memorial College for lady graduates of the New Orleans public high schools ; each has the income from $1,500. Bowdoin College ,2 Brunswick, ALe. — There are for ministerial students 4 scholarships, endowed with $1,000 each, and a fund of $6,600. There are also 21 general scholar¬ ships endowed with $1,000 each, 1 with $2,000, and 2 with $2,500; 2 scholarships, the income from $2,000 each, are for students from Bangor Theological Seminary ; 4 of $75 each per. annum for students who graduated in Portland high school; the income from $5,000 at 6 per cent is given to the student in each sophomore class who obtains the highest rank in the mathematical studies of the first two years; the income from $2,500 is for deserving students, preference being given to natives and residents of Buxton; the income from $6,000 is given preferably to students from Lawrence Academy, Groton, Mass. ; the income from $4,000 is for aid to deserving students. Bates College, Lewiston, He. — There are 42 scholarships giving free tuition. Colby University ,2 Waterville, He. — There are 70 endowed scholarships, amounting to $80,000. The income, varying from $36 to $90 each per annum, is given to worthy students needing aid. St. John’s College, Annapolis, Hd. — There is 1 scholarship furnishing tuition, board, fuel, lights, and washing for each senatorial district in the State, tenable for four years; also 26 State scholarships furnishing free tuition; 15 tuition scholarships, tenable for four years, are available for studeuts from Annapolis; all sons of clergy¬ men get free tuition. Johns Hopkins University , Baltimore, Hd. — There are 20 fellowships of $500 each per annum awarded annually ; they are open to graduates of all colleges ; holders 1 Annual catalogue, 1891-92. 2 Annual catalogue, 1893-91. 1582 EDUCATION KEPOET, 1892-93. may be reappointed and must pay the regular tuition fees. The Bruce fellowship in biology has the income from $10,000; holders may be reelected twice; candidates must be not more than 30 years of age at the date of election; the holder is exempt from charges for tuition. There are 20 graduate scholarships; 10 are awarded in June to members of the graduating class, and 10 are awarded in January to graduates of this or other insti¬ tutions who have been studying here during the previous part of the session; they are worth $200 per annum and tenable for one year. There are also 15 scholarships for each of the States of Maryland, Virginia, and North Carolina. Of this number 9 in each State entitle to free tuition and 6 to free tuition and $75. Two scholarships furnishing free tuition are awarded to undergraduate students from the District of Columbia; they are tenable for one year, but the "holders may be reelected. Loyola College , Baltimore, Md. — There are 7 scholarships endowed with $1,000 each. Washington College , Ghe-stertown, Aid. — Two students from each county on the East¬ ern Shore are received free of all charge for board, room rent, tuition, and text¬ books. Western Maryland College, Westminster, Md. — One student is received from each senatorial district free of all charge for tuition, board, fuel, light, and washing. Free tuition is also granted to students preparing for the ministry of the Methodist Protestant Church and to children of all ministers in Westminster and of ministers of the Methodist Protestant Church. Amherst College, Amherst, Mass. — The Kellogg fellowship awards the income of about $30,000 for seven years to an alumnus of Amherst Gf not more than six years’ standing ; the holder shall be well equipped for study and research and have an especially good knowledge of the Latin and German languages ; the first three years shall be spent at a German university (or, with the approval of the faculty, at any other place or places) in the study of philosophy, philology, literature, history, political science, political economy, mathematics, or natural science; the last four years must be spent as a lecturer at Amherst, but not more than 30 lectures shall be given in a year, and he shall not be required to reside at Amherst more than one college term of any year. The Hitchcock fellowship of $250 is awarded annually to the senior class for excellence in history and the social and economical sciences. The Pope fellowship of $250 is awarded annually to a member of the senior class for proficiency in physics. The beneficiary funds of the college are over $180,000. Except as otherwise pro¬ vided by the donors, the income of this is distributed among; students of high char¬ acter and good scholarship, but of slender means. The charitable fund of $83,500 is used exclusively in aid of those studying for the Christian ministry; the Stone scholarship fund of $25,000 is used preferably for sons of missionaries and ministers ; the income from the other funds is unrestricted. Boston University, Boston, Mass. — There are 2 fellowships of $500 each per annum, 1 of which is for the school of theology and the other for the college of liberal arts ; they are tenable for one year, but holders may be reelected for a second year; they are available for residence in this or foreign institutions. In the college of liberal arts there are : The AVarren scholarship of $100 per annum; 32 Rich scholarships for young men and 32 for young women of $100 each x>er annum ; 1 Washington scholarship of $100 per annum, open to AVashington, D. C., high school graduates alternately to men and women; 1 AVoodvine scholarship of $100 per annum; and 40 university scholarships of $100 each per annum. Through the gen¬ erosity of private individuals several annual scholarships or gifts of $100 each have been granted to students. In the college of agriculture there are 91 free scholarships and funds amounting to $3,000, the income of which is used to aid worthy students needing assistance. In the school of law a limited number of free scholarships to the amount of $100 each have been established for the second and third years, to be awarded to students who have been members of the school for at least one full year. In the school of medicine there are a number of scholarships for young men and women; particulars not given. Harvard University,1 Cambridge, Mass. ( graduate school). — Some of the fellowships and all of the scholarships are restricted to resident students; some fellowships per¬ mit study abroad; nonresident appointments are awarded only to graduates of some department of Harrard, or to a student who has pursued his studies at Harvard for several years; resident appointments may be bestowed on persons not previously members of the university; appointments are made for one year only, but may be renewed. The fellowships are as follows : The Harris fellowship of $500 per annum is awarded to a graduate of acknowledged excellence in one or more departments of literature or science who is in need of such aid; residence at Cambridge is required unless excused for substantial reasons; 1 Annual catalogue, 1S93-94. PECUNIARY AID FOR STUDENTS. 1583 marriage is a disqualification; studies for the professions of law, medicine, or the¬ ology are excluded from the studies of the recipient. The 2 Rogers fellowships of $750 each per annum are awarded to graduates of Harvard college; incumbents may reside abroad. The 4 Parker fellowships of $700 each per annum are awarded to graduates of any department of Harvard; the holder must devote himself to a course of study approved by the faculty of arts and sciences; incumbents may study abroad. The J. T. Kirkland fellowship of $550 per annum is awarded to a person who has resided at least three years at the university as a member of one of the departments; it may be awarded to any young person likely to distinguish him¬ self in either of the learned professions, or in any branch of science, or in archi¬ tecture, sculpture, painting, music, or letters; the incumbent may study abroad. The James Walker fellowship of $500 per annum is awarded preferably to a student of ethics or metaphysics. The Morgan fellowships, 4 of $500 each and 2 of $100 each, are a warded annually to persons who must reside in Cambridge ; a degree is not a necessity for appointment. The John Tyndal scholarship of $500 per annum is awarded to a graduate or a student in some department of Harvard who has shown decided talents in physics; the incumbent may reside abroad. The Robert T. Paine fellowship of $500 per annum is awarded to a graduate of any department of the university wishing to study either at home or abroad the ethical problems of society and the efforts of legislation, governmental administration, and private philanthropy to ameliorate the lot of the masses of mankind. The 3 memorial fellowships of $450 each are awarded to graduates of Harvard or other institutions for study at Harvard or abroad in political economy; 1 in constitutional or international law; 1 in ethics in its relations to jurisprudence or to sociology. The scholarships assigned to the graduate school are as follows : One Derby scholarship of $250 per annum ; 1 Good¬ win scholarship of $300 for a student of classical philology; 1 Savage scholarship of $300; 7 Shattuck scholarships of $300 each for the benefit of needy persons of superior merit pursuing the study of any language or languages or of mathematics or any branch thereof; 10 Thayer scholarships of $300 each for the 10 most meritorious scholars in Harvard who may actually need the same; 1 Thomas scholarship of $200; 1 Toppan scholarship of $300; 4 Townsend scholarships of $250 each and 1 of $200 for indigent scholars; 20 university scholarships of $150 each. There are also: (1) the Humboldt fund of $9,000 for the encouragement of the study of zoology; (2) the Hemenway fellowship of $500 per annum for the study of American archaeology and ethnology ; (3) the Thaw fellowship of $1,050 per annum for work and research relating to the Indian race of America or other ethnological and archaeological investigations; (4) the Virginia Barret Gibbs scholarship of $250 for a student of Harvard who must study zoology: (5) a table at the Naples zoological station avail¬ able for students or instructors at any American university. Harvard College. — Scholarships are ordinarily assigned only on the basis of a previous year of work in college. They are as follows: One Abbot scholarship of $150 for needy undergraduates, preferably the best scholars from Phillips Exeter Academy ; 1 Alford scholarship (no income at present) for indigent students ; 1 Bartlett scholarship of $250 for needy students; 3 Bassett scholarships of $90 each, 1 fGr sophomore, 1 for junior, and 1 for senior class; 2 Bigelow scholarships of $250 each; 20 Bowditch scholarships of $250 each; 5 Bright scholarships of $200 each; 1 Browne scholarship of $150; 1 Choate scholarship of $300; 1 scholarship of the class of 1802 of $300 for students, preferably descendants of members of the class; 1 scholar¬ ship of the class of 1814 of $125, preferably for descendants of members of the class ; 1 scholarship of each of the classes of 1817 ($150), 1828 ($150), 1835, 1841 ($200), and 1867, and 2 of the class of 1856 ($300 each) ; 2 Crowninshield scholarships of $200 each for freshmen, and tenable for four years; 2Cudworth scholarships of $300 each, preferably for students from Lowell and East Boston; 1 Dana scholarship of $200; 1 Dexter scholarship, preferably for students from Cincinnati, Ohio; 1 Doe scholar¬ ship of $100; 1 Eliot scholarship of $250, preferably for a student taking a Greek elective; 1 Farrar scholarship of $250; 1 Gambrill scholarship of $400; 1 Greene scholarship; 10 Price Greenleaf scholarships of $300 each; 1 Hoar scholarship of $250, preferably for students from Lincoln, Mass. ; 1 Hodges scholarship of $200 for a senior; 1 Hollis scholarship of $200 for the benefit of pious young students designed for the ministry; 1 Humphrey scholarship of $450, preferably (1) for students from Thomaston, Me., (2) Knox County, Me., (3) State of Maine; 1 Kirkland scholarship of $200, preferably for descendants of members of the class of 1815 ; 2 Lowell scholar¬ ships of $200 each for excellence in classics or athletics; 15 Matthews scholarships of $300 each, preferably for students studying for the ministry of the Protestant Epis¬ copal Church and sons of clergymen of the Protestant Episcopal Church ; 1 Merrick scholarship, preferably for descendants of members of the class of 1870; 1 Morey scholarship of $300, preferably for descendants of Rev. George Morey; 1 Mowlson scholarship of $200; 1 Palfrey exhibition of $80 for the most distinguished indigent member of the senior class; 2 Pennoyer scholarships of $75 and 2 of $60 each; 1 Perkins scholarship; 1 Rodger scholarship) ; 1 Rogers scholarship of $150; 1 Russell 1584 EDUCATION REPORT, 1892-93. scholarship ; 2 Sales scholarships of $100 each ; 3 Saltonstall scholarships of $150 each; 1 Sever scholarship of $150, preferably for students from Kingston and Ply¬ mouth ; 2 Sewall scholarships of $200 each, preferably for students from Petaquam- scot; 1 Slade scholarship of $250; 1 Story scholarship ; 1 Stoughton scholarship; 2 Walcott scholarships of $100 each; 2 Whiting scholarships of $200 each. Price Greenleaf aid of about $16,000 per annum is distributed in sums of from $100 to $250 a year to undergraduates. Other funds to the amount of about $1,800 annually are distributed in amounts not exceeding $50. Lawrence Scientific School. — There are 16 university scholarships of $150 each; 8 are assigned at the beginning of each year to students who have been for one year in the school, and 8 are available for students at the time of their entrance; there are also 8 scholarships of $150 each for graduates of normal schools of the United States. Divinity school. — There are 10 scholarships: One of $100; 2 of $120; 4 of $160; 1 of $180 ; 1 of $140, and 1 of $200 per annum. The sum of $690 is each year available for needy students ; 6 needy students who have received the degree of A. B. may receive about $325 each; the income from the Williams fund, about $4,000 annually, to Protestant students. For 1894-95, 2 resident Williams fellowships of $500 each are offered to graduates of any theological school who purpose to enter the Christian ministry. Lav: school.— -A limited number of scholarships of $150 each are awarded to stu¬ dents who have been in the school for at least one year. Medical school. — There are 3 fellowships of $225 each per annum for any student or member of the medical profession selected by the faculty. The scholarships are 2 Barringer scholarships of $300 and $200 per annum for students, preferably of the fourth class; 1 Cheever scholarship of $200 for a student of the first year only, after three months’ probation in the school; 1 Sweetzer scholarship of $250; 1 Jones scholarship of $250 ; 1 Doe scholarship of $100 ; 4 faculty scholarships of $200 each for students who have been at the school at least one year. French Protestant College, Springfield , Mass. — There are 2 scholarships, 1 of $90 and 1 of $25 per annum, for needy young men preparing for the ministry. Tafts College,1 Massachusetts. — Two fellowships of $250 each per annum are awarded to graduate students in natural history; -residence at Tufts is a condition, of holding either of these fellowships ; graduates of other institutions are eligible ; holders are eligible for one reelection. There are 50 scholarships of $100 each and 4 of $50 each for students in the under¬ graduate department. The income from $10,000 is given annually to needy theological students. Williams College, Williamstown, Mass. — There are 5 honor scholarships of $2,500 each, 1 of $1,202, and 1 of $675, the income from which is awarded by the faculty to as many young men as there are scholarships, in order to afford pecuniary aid and to recognize successful scholarship. The income from $2,500 and $1,808 is conferred on persons selected by the classes of 1851 and 1852, respectively, or by their repre¬ sentative. Other scholarship funds amount to $122,690.75. The annual income of these funds, which is a little more than $7,000, is for students who need aid. Clark University,12 Worcester, Mass. — There are 10 fellowships of $600 a year, 10 of $400, and 10 scholarships of $200 a year for graduate students. There is also a fund of $5,000, the income from which is for native-born citizens of the City of Worcester. College of the Holy Cross, Worcester, Mass. — The Governor Ames scholarship entitles a resident of Worcester to free tuition for a course at the college. Albion College, Albion, Mich. — Tuition is free, but there is an incidental fee of $6 per term. Alma College, Alma, Mich. — Sons and daughters of home and foreign missionaries receive free tuition. University of Michigan, 3 Ann Arbor, Mich. — There is 1 fellowship of $500 a year for the encouragement of patient, honest, accurate study of the languages, literature, and archselology of ancient Greece and Rome; candidates must have spent three entire semesters in the university and be A. B. graduates of the university of not more than two years’ standing; the period of incumbency is two years to be spent at the university. The alumni of Detroit high school have established a scholarship open to grad¬ uates of that school. There are also 4 scholarships of $250 each per annum, open to graduates of Saginaw high school. Benzonia College, Benzonia, Mich. — Tuition is free to children of home and foreign missionaries. Hillsdale College, Hillsdale, Mich. — The income from $1,000 is used annually to assist young women, and the income from another $1,000 is used for persons prepar¬ ing for the Christian ministry. 1 Annual catalogue, 1893-94. 2 Register, April, 1891. Calendar, 1893-94. PECUNIARY AID FOR STUDENTS. 1585 Hope College, Holland, Hicli. — Tuition is free, but there is an incidental fee of $5 per term. There are also 2 scholarships of $.1,000 each. Kalamazoo College, Kalamazoo, Mich. — The income from $2,520 is used for indigent students; the income from $1,000 for ministerial students. There is also 1 scholar¬ ship for a worthy and needy student. Students for the ministry receive free tuition and room rent. Olivet College, Olivet, Mich. — Tuition fees of ministerial students may be remitted; also for daughters of home and foreign missionaries. The income of the Carter fund (amount not given) is bestowed upon young women who need assistance. Augsburg Seminary, Minneapolis, Minn. — Theological students and seniors who intend to study for the ministry are not required to pay tuition and room rent. University of Minnesota,1 Minneapolis, Minn. — Tuition is free; there is 1 fellowship of $250 per annum, and one scholarship, the income from $1,000, for a student in the long English course. Carleton College, Northfield, Minn. — The beneficiary funds are as follows : $24,000, the income of which is unrestricted; the income from $9,000 for daughters of mis¬ sionaries and clergymen; the income from $1,000 for children of home missionaries; the income from $2,750 for young ladies; the income from $1,000 for students pre¬ paring for the ministry, and a scholarship of $1,000 for a student preparing for the ministry. Macalester College, St. Paul, Minn. — There is 1 scholarship endowed with $5,000, and 1 with $1,000. Sons and daughters of ministers and candidates for the ministry receive free tuition. Parker College, Winnebago City, Minn. — Students preparing for the ministry have free tuition. Millsaps College, Jackson, Miss. — There are 3 scholarships for deserving young men. University of Mississippi, University, Miss. — There are 4 fellowships, 1 each in chem¬ istry, history, mathematics, and English; candidates must be graduates of the uni¬ versity; they are appointed annually and receive $300 for the first year and $400 for the second; "they must render assistance to the professors. There are 5 scholarships of about $300 per annum each for orphan boys from De Soto County, Miss. Southicest Baptist College, Bolivar, Mo. — Ministerial students have free tuition. University of Missouri, Columbia, Mo. — There are 6 scholarships of $50 each per annum, 1 each in the college of agriculture and mechanic arts, law, medicine, and engineering, and 2 in the college of arts, to that member of the junior class who shall be adjudged entitled to it. There is also a fund of about $40,000, three-fourths of the income of which' is for the education of boys and girls of Boone County. Ministers and candidates for the ministry may, without payment of fees, attend any of the departments except those of law, medicine, and engineering. Central College , Fayette, Mo. — Tuition is free to ministerial students and to young men preparing for the ministry. Westminster College, Fulton, Mo. — The interest on $9,600 is set apart annually for the use of candidates for the ministry. Prize scholarships are offered to approved high schools and academies in Missouri. These entitle the holders to exemption from payment of the college fee for 1 session. Ozark College f Greenfield, Mo. — Candidates for the ministry receive free tuition. ' La Grange College, La Grange, Mo. — Candidates for the ministry may receive free tuition. William Jewell College, Liberty, Mo. — Ministerial students and sons of Baptist min¬ isters receive free, tuition. Missouri Valley College, Marshall, Mo. — Candidates for the ministry receive free tuition. St. Charles College, St. Charles Mo. — Free tuition to young men preparing for the ministry. Washington University, St. Louis Mo — Undergraduate department: One scholar¬ ship entitling the holder to all the advantages of all departments is at the disposal of the Mercantile Library Association; 1 scholarship is held by the St. Louis high school and entitles the ranting student of the graduating class of each year to free admission ; 1 scholarship for the benefit of a graduate of the Kansas City high school entitles the holder to free tuition in the college or polytechnic school ; 20 free schol¬ arships are preferably for children or descendants of Union soldiers who served in the civil war ; there is also a fund of $10,000, the income from which is preferably for descendants of Union soldiers. Law school: There are 6 free scholarships, preferably for stndents in need of assistance and who possess a collegiate education. There are also a number of scholarships in the manual training school. Drury College, Springfield, Mo. — There are 2 scholarships endowed with $375 each, 1 with $350, 6 with $500 each, 1 with $550, and 6 with $1,000 each. The income from these scholarships is only partially available at present. 1 Annual catalogue, 1890-91. ED 93 - 100 2Annual catalogue, 1893-94. 1586 EDUCATION REPORT, 1892-93. University of Omaha, Bellevue, Nebr. — Tuition is free to candidates for the ministry. JDoane College, Crete, Nebr. — Students preparing for the ministry and children of active ministers receive free tuition. Fairfield College, Fairfield, Nebr. — Students preparing for the ministry receive free tuition. University of Nebraska, Lincoln, Nebr. — Tuition is free in undergraduate and grad¬ uate departments. Gates College, Neligh, Nebr. — Tuition is free to children of active ministers; 1 scholarship oilers annual tuition to children of home missionaries; 1 to such stu¬ dents as are designated by the faculty. Creighton University , Omaha, Nebr. — Tuition is entirely free. University of Nevada, Eeno, Nev. — Tuition is free. Dartmouth College,1 Hanover, N. H. — There are 58 scholarships, with an annual income of about $70, for residents of New Hampshire; the income from $27,100 is divided among 27 young men studying for the ministry; the income from $1,000 is for the use of a student from Strafford; the income from $1,000 is given annually to each of 2 students from each of the 10 counties in the State; there are also 2 scholarships endowed with $1,500 each, 1 with $700, 1 with $2,000, 1 with $5,000, and 71 with $1,000, the income from which is unrestricted. Rutgers College, New Brunswick, N. J. — The income from $53,313 is used for minis¬ terial students ; there are 40 free tuition scholarships distributed among the counties of the State in proportion to the population, 10 for students from the State at large, and 1 for each assembly district, to be used in the scientific school. College of New Jersey ,l Princeton, N. J. — The university fellowships are open to graduates of any American college, and are tenable for one year, which period may be extended; they are as follows : One of $500 per annum in social science ; 1 of $400 in biology; 1 of $500 in English; 1 of $400 in archaeology; and - — fellowships of $600 in oratory. The college fellowships are open only to graduates of the college, who must have been members of the college for at least two years ; they are : One fellowship, the income from $10,00Q, for that member of the senior class who shall write the best essay on modern theories of space-perception and their bearing on a priori truth; 1 classical fellowship (value not given) to that member of the senior class who shall stand highest at a special examination in Greek and Latin; 1 fellow¬ ship of $600 for that member of the senior class who shall stand highest at a special examination on theory of light, palaeontology of the mammalia, geology of the Tertiary age, the atomic and molecular theory, and determination of atomic and molecular weights; 1 fellowship, three-fourths of the income from $11,000, for that member of the senior class who shall stand highest at a special examination in geometry, calculus, and the elements of the theory of functions; 1 fellowship of $200 in history; 1 of $200 in modern languages; and a biological fellowship, which conveys the use of a, table in the National Seaside Laboratory at Woods Holl, Mass. The sum of $750 per annum and the income from $2,970.32 are available for minis¬ terial students; the income from $10,677.49 is available to students studying for the Presb/terian ministry ; and the income from $3,000 for needy students. There are also 93 scholarships endowed with $1,000 each for students in the aca¬ demic department, and 1 scholarship endowed with $2,000, which may be used in the school of science. University of New Mexico, Albuquerque, N. Mex. — There is no charge for tuition. Alfred University f Alfred Center, N. 7. — One hundred free tuition scholarships. St. Bonaventure' s College ,2 Allegany, N. 7. — There are 12 scholarships of $200 each per annum. St. Stephen’’ s College, Annandale, N. 7. — There is 1 scholarship of $225 per annum; 1 has the income from $2,000; 35 scholarships were supplied in 1892-93 for young men studying for the ministry ; tuition is free. Polytechnic Institute of Brooklyn, Brooklyn, N. 7. — There is 1 scholarship supplying free tuition. St. Lawrence University , Canton, N. 7. — There are 4 scientific and 4 classical scholar¬ ships (1 of each annually) to the Canton Union School, Canton, and to the Clinton Liberal Institute, Fort Plain; 4 classical scholarships (1 annually) to the Union School, Massena, to the Union School, Waddington, and to the Ogdensburg Academy, Ogdensburg; 2 scientific and 2 classical scholarships (1 annually) to the Union School, Hermon, to Lawrenceville Academy, Lawrenceville, and to the Gouverneur Wesleyan Seminary, Gouverneur; 4 scientific scholarships (1 annually) to the vil¬ lage schools of Madrid, Colton, Richville, Heuvelton, Russell, Morley, Brasher, and Parish ville. The above scholarships give free tuition. There are also 10 other free scholarships, the holders of which are nominated by the donors. Hamilton College, Clinton, N. I'. — There are 25 permanent scholarships, which vary in their annual income from $60 to $100; there is also 1 scholarship in Greek, worth Annual catalogue, 1893-94. Report, 1892-93. PECUNIARY AID FOR STUDENTS. 1587 $200, tenable in tlie senior year; 1 in mathematics, worth $200, tenable in the senior year, and 1 scholarship, worth $100 per annum, for a graduate of the Haverling Insti¬ tute, Bath. Hobart College J Geneva, X. Y. — There are 31 scholarships; 2 for candidates for the ministry of the Protestant Episcopal Church have the income from $1,000 each; 3 for candidates for the ministry of the Protestant Episcopal Church have the income from $2,000 each; there are also some scholarships (number not given) for candidates for the ministry of the Protestant Episcopal Church which have an income of at least $100 per annum; 1 free tuition scholarship to that student of the Geneva Union School who passes the best entrance examination; 1 scholarship established by Trinity Church, Geneva; there is also one fund of $5,000, the income from which is preferably for sons of clergymen; another fund of $5,000 gives preference to stu¬ dents from the diocese of central New York. Colgate University, Hamilton, X. T. — The following scholarships are for the educa¬ tion of young men studying for the ministry : Four of $30 per annum ; 1 of $36 ; 19 of $60; 5 of $72; 1 of $78; 1 of $86; 3 of $90; 2 of $120; and 1 of $126. Unrestricted scholarships are as follows: Six of $30; 10 of $39; 1 of $50; 1 of $54; 4 of $60; 1 of $72; and 1 of $90. There are also 20 scholarships of $30 each, and 20 of $90 each for soldiers or their orphan sons, or sons not'orplians, or their brothers or those depend¬ ent on soldiers for-support, and in this order of preference. Cornell University, - Ithaca, X. Y.—In 1892-93 there were 3 fellowships in philos¬ ophy and ethics, 2 in political economy and finance, 2 in Greek and Latin, 1 in Ameri¬ can history, and 8 university fellowships, all of which had an income of $400 each per annum. There were also 1 fellowship in modern history and 1 in political and social science of $500 each per annum. In October, 1893, the university established 5 additional fellowships of $500 per annum, and at the same time increased the value of the other fellowships by $100 per annum. Candidates for fellowships must be grad¬ uates of this university or of some other institution having equivalent courses of instruction, and must be men or women of marked ability in some important depart¬ ment of study. The term of each fellowship is 1 year, which may be increased to 2 years. Two of the fellowships may be used as traveling fellowships. There are 512 State scholarships entitling the holders to free tuition for four years ; 36 university scholarships of $200 each per annum; 6 Susan Linn Sage scholarships of $200 each for graduate students in philosophy and ethics, and 1 scholarship for the student from the public schools of Syracuse who passes the best examination in the studies required for entrance to the regular course in mechanical engineering. In October, 1893, the university established 10 additional graduate scholarships of $300 each per annum and increased the value of existing graduate scholarships by $100 each per annum. College of St. Francis Xavier, Xew Yorlc, X. Y. — There are 22 scholarships, entitling holders to free tuition. College of the City of Xew Yorlc, 3 4 Xew Yorlc, X. Y. — Tuition is free to all young men of New York City of proper age and sufficient preparation. Columbia College f Xew Yorlc, X. Y. — There are 24 university fellowships of $500 each per annum, open to graduates of colleges or scientific schools. They are tenable for one year, which term may be extended to two years, and exempt the holders from charges for tuition; holders must reside in New York or vicinity. The John Tyndall fellowship, of at least $648 a year, is open to a graduate or student of Columbia College who shall devote himself to the investigation of some subject in physical science at this college or at some other in this country or abroad; the appointment is for one year, but the holder may be reappointed from year to year. There are 3 traveling fellowships in architecture — 1 of $1,300 per annum and 2 of $1,000 each. They are open to all graduates of the department of architecture less than 30 years of age, and are awarded on alternate years. The Barnard fellowship for encouraging scientific research has the income from $10,000, and is open to an alumnus of the School of Arts or School of Mines. The holder may be reappointed from year to year. There are 14 free tuition scholarships : Four in the hands of the alumni association ; 8 of the society for promoting religion and learning ; 2 at the disposition of the rep¬ resentatives of the late William B. Moffat, and 5 at the disposal of the nearest living male relative of the late John Jones Schermerhorn ; there is also 1 scholarship for the person that passes tho best entrance examination in June. Manhattan College, Xew York, X. Y. — There are 2 scholarships (value not given). University of the City of Xew York, Xew York, X. Y.— There are 2 fellowships of $300 each for the two students whose scholarship on completing the course in arts is highest, and 1 fellowship having the income from $5,000 for the student haAring 1 Annual catalogue, 1S93-94. 2 Register, 1893-94. 3 Annual register, 1893-94. 4 Handbook of information, 1893-94. 1588 EDUCATION REPO LIT, 1892-93. highest rank on completing the course in science ; holders must reside at the uni¬ versity and pursue graduate studies. Graduate scholarships of not more than $100 each are in the gift of the hoard of visitors for graduates who have at the time of enrollment paid the fees in the courses selected by them ; the Bull graduate scholarship is awarded by competitive examination. The university college otfers each year 12 or more preparatory school prize scholar¬ ships, worth $400 each, covering the tuition fees for four years; 1 is given to each of 12 schools who have sent the largest number of freshmen to the university from 1881 to 1891 ; also 1 to any school outside of the 12 which shall have sent a scholar t# win the first honor; also 1 to each of from 2 to 4 eminent schools distant from New York not less than 50 miles. There are also 16 entrance examination prize scholar¬ ships, and a few beneficiary scholarships. Niagara University, Niagara, N. Y. — There are 4 scholarships tenable for four years each in the school of medicine. University of Rochester, Bochester, N. Y. — A. graduate scholarship is granted to that member of the senior class who shall pass the best examination in French or German on an economical subject; he will receive $125 at graduation, and an additional sum of $175 if he shall, within two years after graduation, present a satisfactory thesis on some subject in political economy. A scholarship in political history and consti¬ tutional law is granted on similar conditions and has the same value. Undergraduate scholarships are as follows: One of $60 a year for some indigent student; 12 granting free tuition for the Rochester Free Academy; 4 giving free tuition for graduates of the academy connected with the State normal school at Brockport; and 10 endowed with $1,000 each, which grant free tuition. Students for the ministry receive free tuition. Union College, Schenectady , N. Y. — There are 10 free tuition scholarships awarded annually at the end of the first term of the freshman year ; 16 scholarships of $150 each are filled by the trustees of the Levi Parsons Library of Gloversville and Kingsboro; the income from $50,000 is also distributed annually to students; in addition to the above there are a number of scholarships for the Schenectady Union School. Syracuse University, Syracuse, N. Y— There is 1 fellowship in painting of $500 per annum, available for students in painting who spend the year following their graduation in the study and work of painting in some art center. There are 37 scholarships endowed with $1,000 each which furnish free tuition. University of North Carolina, Chapel Hill, N. C. — Free tuition is offered to candi¬ dates for the ministry, to the sons oi ministers, to young men under bodily infirmity, and to young men preparing to teach. There are also 30 scholarships, and funds amounting to about $43,000, the income from which is used to pay the tuition of students. Biddle University , Charlotte, N. C. — Candidates for the ministry and young men of promise receive aid; there is a fund of $6,000, the interest of which is used to aid young men preparing for mission work in Africa. Davidson College, Davidson, N. C. — There are 2 scholarships endowed with $500 each for candidates for the ministry. Unrestricted scholarships are as follows : One endowed with $3,000, 2 with $1,500, 3 with $1,000, and 1 with $500. Trinity College, Durham, N. C. — There are 60 scholarships paying the tuition of students from North Carolina. Guilford College, Guilford College, N. C.— Bryn Mawr College offers yearly to a woman graduate of Guilford College a scholarship of $400 tenable at Bryn Mawr for one year. Wake Forest College, Wake Forest, N. C. — Ministers, sons of ministers, and min¬ isterial students receive free tuition. University of North Dakota, University , N. Dak. — Tuition is free to residents of the State. Buchtel College, Akron, Ohio. — Two standing scholarships are offered to the gradu¬ ates of each of the following high schools: Norwalk, Cuyahoga Falls, Medina, War¬ ren, Youngstown, Chagrin Falls, Chardon, Canton, and Massillon. To the Akron high school has been awarded 1 annual scholarship. Two standing scholarships in the preparatory and normal departments are offered to pupils in each township of Summit County. Ohio University ,l Athens, Ohio. — There are 10 scholarships of $100 each open to graduates of this or any other college who are citizens of Ohio; the scholarships are in the departments of biology, chemistry, educational history, English literature, Latin and Roman history, Greek, philosophy, psychology, mathematics, and physics. There is also 1 student from each county of the State admitted free of all charge for tuition. 1 Annual catalogue, 1891- 92. PECUNIARY AID FOR STUDENTS. 1589 University of Cincinnati , Cincinnati, Ohio. — Tuition is free to all residents of the city. Western Reserve University, Cleveland, Ohio. — There are certain scholarships in Adel- hert College which are awarded to meritorious students who need pecuniary aid, by which they are .relieved of a portion of the fixed charges of the college. These scholarships range'from $30 to $40 a year, or from $120 to $160 for the course. There are also a number of annual scholarships in the college for women. Ohio State University,1 Columbus, Ohio. — A free scholarship in the short course in agriculture is grantee! to 1 student annually from each county in Ohio. Each scholarship is valid for two years from its grantal and covers all college dues. To other students there is an incidental fee of $15 per annum. Ohio Wesleyan University ,2 Delaware, Ohio. — There are reported 90 scholarships (value not given). Findlay College,1 Findlay, Ohio. — There are 10 scholarships giving free tuition for young men preparing for the ministry. Kenyon College ,3 Gambler, Ohio.— Fees for tuition and room rent are remitted to sons of clergymen and to candidates for the ministry; a scholarship giving free tuition and room rent is offered each year to a male pupil of a high school in each county of the State; 1 free scholarship to a student of Milnor Hall; the income from $1,200 is paid to a student in the theological seminary ; the income from $1,071 is given to a theological student; the income from $4,000 is paid to a student in the theological seminary who must have completed a classical course in college and the first year in the theological seminary; 1 scholarship covering tuition and living expenses is bestowed on a worthy and needy student ; 3 scholarships giving free tuition are bestowed annually to students in the college; there are also 3 scholarships (value not given) for the use of theological students; and a fund (amount not given) to be used for a similar purpose. Denison University, Granville, Ohio. — The president may remit the tuition of a limited number of students in cases of necessity. A few scholarships are also assigned by the faculty at the beginning of each year. Marietta College, Marietta, Ohio. — There are 5 scholarships giving free tuition to young men studying for the ministry, and 40 other scholarships giving free tuition. They are grantee! annually only to needy and meritorious students. Oberlin College, Oberlin, Ohio. — -Scholarships for students preparing for the minis¬ try: One endowed with $1,500, 8 with $1,000 each, 2 with $1,250 each, and 1 with $5,000. For self-supporting women: Ten giving free tuition, 9 endowed with $1,000 each, and a fund of $6,000 preferably for daughters of home and foreign missionaries. For colored students: Fifty giving free tuition ; 1 endowed with $1,250 for a col¬ ored student preparing for missionary work in Africa, and a fund of $6,000 for indigent and worthy colored students. Other scholarships : Eight giving free tui¬ tion, 1 endowed with $1,000 unrestricted, 1 with $1,000 for self-supporting young men, 1 with $1,000 for students preparing for work as foreign missionaries, and a fund of $5,000 for needy young men. Urbana University , Urbana, Ohio. — There are 2 scholarships, 1 having the income from $1,000 and 1 from $600, for indigent students. WiTberforce University ,2 Wilberforce, Ohio. — There are 138 State scholarships provid¬ ing free tuition and 13 other scholarships. Wilmington College, Wilmington, Ohio— There is 1 fellowship of $300 per annum tenable at Haverford College, Pennsylvania, for one year to the graduate having the highest standing in scholarship. University of Wooster ,2 Wooster, Ohio. — There are reported 75 scholarships (giving probably free tuition.) University of Oklahoma, Norman, Okla. — Tuition is free to residents of the Territory. University of Oregon, Eugene, Oreg. — Tuitiou is free. Pacific University, Forest Giove, Oreg. — A limited number of free scholarships are granted. Western University of Pennsylvania, Allegheny, Pa. — There are 12 scholarships for colored students. Muhlenberg College, Allentown, Pa. — There are 30 scholarships entitling the holders to free tuition; the right of appointment is vested in the donors. Dickinson College, Carlisle, Pa. — There is a fund to aid young men who are prepar¬ ing for missionary, ministerial, or educational work. Ursinus College, Collegeville, Pa. — There are 14 scholarships endowed with $1,000 each which give free tuition to the holders. Lafayette College ,3 Easton, Pa. — Sons of ministers of the Presbyterian Church and candidates for its ministry receive free tuition in the classical course. There are also a number of free scholarships for needy students. J Annual catalogue, 1891-92. 2 Report, 1892-93. Annualcatalogue, 1893-94. 1590 EDUCATION REPORT, 1892-93. Pennsylvania College, Gettysburg , Pa. — A number of scholarships securing free tuition have been endowed by and are under the control of synods, congregations, or individuals. There is also 1 scholarship for the most successful and indigent pupil of the Gettysburg high school. Thiel College, Greenville, Pa. — There are 20 scholarships giving free tuition. Haver ford College, Havcrford, Pa. — There are 4 fellowships of $300 each per annum, 1 of which is available to graduates of each of the following colleges : Haverford, Earlham, Penn, and Wilmington. There are also 30 scholarships, varying in amount from $100 to $500, at the disposal of the college, for needy students. Franklin and Marshall College ,l Lancaster, Pa. — Tuition is free. Bucknell Un iversity , Lewisburg, Pa. — There are 20 scholarships, endowed with $1,000 each, for young men ; 22 scholarships for students preparing for the ministry ; scholar¬ ships for children of ministers, and a number of annual scholarships for young men or women. Allegheny College, Mcadville, Pa. — The income from $10,000 is used to pay the term fees of students dependent upon their own efforts to obtain an education. University of Pennsylvania, Philadelphia , Pa. — Five honorary fellowships, which confer the privilege of attending any of the economic and historical courses free of charge, are assigned at the beginning of each year; graduates of any American col¬ lege, or of foreign schools of similar grade, are eligible for appointment. The Tyndale fellowship in physics of $600 per annum is awarded to a baccalaureate graduate who proposes to pursue advanced studies in physics ; the incumbent may be reappointed from year to year until he has held the fellowship for three years, and may pursue his studies at any university here or abroad. From each grad¬ uating class of the law school a fellow is elected who shall hold office for three years at a salary of $300 per annum. The Scott fellowship in the laboratory of hygiene has the income from $10,000; candidates should be college graduates of not more than 30 years of age. In the college department there are 2 scholarships filled by the governor of the State; 31 for pupils from the public schools of Philadelphia, and 1 for a deserving student ; also 1 scholarship in the school of American history for graduates of the Central high school of Pittsburg, Pa. In the school of medicine there are 4 free scholarships filled annually by competitive examinations, open only to needy stu¬ dents. In the school of veterinary medicine there are 12 State scholarships giving free tuition and filled by the governor, and 3 scholarships for pupils from the public schools of Philadelphia. In the school of law there are 3 free scholarships for needy students, conferred by competitive examination, and 6 free scholarships for pupils from the public schools of Philadelphia. Holy Ghost College ,2 Pittsburg, Pa. — There are 2 scholarships giving free tuition to ecclesiastical students. Sivarthmorc College ,3 Swarthmore, Pa. — There are reported 11 scholarships and 1 fel¬ lowship (income not given). Washington and Jefferson College, Washington, Pa. — Sons of ministers and mission¬ aries and young men studying for the ministry are furnished free scholarships. Brown University, Providence, It. I. — There are 2 fellowships each having the annual income from $10,600 open to graduates of Brown University; they are tenable for one year, but holders may be reappointed. There are about ICO scholarships; 64 of them are of $1,000 each, the income from which is given to students needing assist¬ ance. Other scholarships are: One of $4,000, 1 of $5,000, 1 of $3,800, 2 of $1,000 each, 1 of $2,000, and a number of State scholarships. Presbyterian College of South Carolina, Clinton, S. C. — Candidates for the ministry and sons of ministers receive free tuition. South Carolina College, Columbia, S. C. — There are 5 scholarships worth $50 per annum, granted at the close of the junior year. The tuition fee of $40 is remitted to such students as are unable to pay it. Er shine College, Due West, S. C. — The sum of $175 is distributed annually among needy young men. Furman University, Greenville, S. C. — Young men preparing for the ministry may receive free tuition. Newberry College, Newberry, S. C. — There are 2 scholarships of $70 each and 2 of $60 each for students of good scholarship and limited means. Wofford College, Spartanburg, S. C. — Sons of itinerant ministers receive free tuition. Bedfield College, Bedfield, S. Dak. — Free tuition is offered for one year to 1 student from each county, and 1 from each high school in the State. Yankton College ,l Yankton, S. Dak. — The income from $2,000 is for young men pre¬ paring for the ministry; the income from $1,000 is for Christian young men and women ; free tuition is offered to 1 graduate from every high school in South Dakota and Nebraska, and to 1 student from each county in South Dakota and Nebraska; free tuition is also offered to children of clergymen in South Dakota and Nebraska. Annual catalogue, 1893-94. 2Annual catalogue, 1S91-92. 3Sepcrt, 1892-93. PECUNIARY AID FOR STUDENTS. 1591 U. S. Gi'ant University ,l Athens and Chattanooga, Term. — Each. G. A. R. post in the Department of Tennessee is offered free tuition for 1 student in college prepara¬ tory or mechanical classes. South-western Presbyterian University, Clarksville, Tenn. — The income from $10,000 is used in aiding candidates for the ministry; free tuition is provided for all candidates for the ministry and sons of Presbyterian ministers: the city of Clarksville is entitled to 10 perpetual scholarships, tenable by holders for two years with the privilege of reappointment for two years more. Southwestern Baptist University, Jackson, Tenn. — Ministerial students and sons of ministers receive free tuition. Knoxville College ,2 Knoxville, Tenn. — There are 30 State scholarships giving free tuition to colored students. University of Tennessee ,'2 Knoxville, Tenn. — There are 4 fellowships of about $200 a year available for graduate work; also a number of instructorships and positions as assistants paying from $300 to $600 a year to be tilled by graduates who seek oppor¬ tunities for advanced work. Tuition is free to residents of the State. Cumberland University, Lebanon, Tenn. — Candidates for the ministry receive tuition free. Maryville College, Maryville, Tenn. — The income from $8,000 is used to aid needy young men and women. Carson and Newman College, Mossy Creek, Tenn. — The income from $20,000 is used in aiding ministerial students; the income from $1,000 is for other students. Central Tennessee College, Nashville, Tenn. — Tuition is free in the theological depart¬ ment; also in the medical department for such students as are preparing for foreign missionary work. Fisk University, Nashville, Tenn. — There are 5 scholarships endowed with $1,000 each and 1 with $500; there is also a fund of $2,374, the income from which is used to aid students. Vanderbilt University, Nashville, Tenn. — In 1892-93 there were 20 fellowships. The graduate fellowships are open to persons who have received one of the academic degrees of the university; an income of $300 is attached to each fellowship; holders must prosecute a course of graduate and nonprofessional studj and to teach not exceeding two hours daily; they are tenable for one year, but may be renewed for a second year. The post-graduate fellowships will be held by graduates in the post¬ graduate degrees or by graduates who have performed for two years the duties of a graduate fellowship; the income is $500 per annum; incumbents must prosecute at the university special -scientific or literary studies, and teach not exceeding two hours per day. There are also 10 fellowships of $100 each with free tuition open to graduates of any institution. In the Biblical department there is one post-gradu¬ ate fellowship of $500 per annum open to B. D. graduates; incumbents must pursue a course of post-graduate study and teach not exceeding two hours daily. Scholarships in the academic department: Three of $150 per annum and free tuition, open to needy freshmen; 5 giving free tuition; 1 paying all necessary expenses of 1 student from Barton Academy, Mobile, Ala. ; 4 giving similar privi¬ leges to students from Wilson Comity, Tenn. ; 1 of $150 for a student from Webb School, Bellbuckle, Tenn. ; 2 of $100 each entitling holders to free tuition ; 7 giving- free tuition are awarded for services in the library; teachers ol one year’s standing, who design to make teaching their profession, may receive free tuition. In the Biblical department tuition and room rent are free; there are also 23 free scholar¬ ships of $100 each per annum open to college graduates needing assistance. In the manual training course the tuition fee is remitted to 1 student out of every 5 mem¬ bers of the class. University of the South, Sewanee, Tenn. — The following scholarships are for the theo¬ logical department: Two endowed with $5,000, beneficiaries to be nominated by the bishop of South Carolina; 1 with $6,045, the beneficiary to be nominated by the bishop of Tennessee ; 1 with $5,000, the beneficiary to be nominated by the bishop of Alabama; and a fund of $15,000, beneficiaries to be nominated by the bishop of Georgia. University of Texas, Austin, Tex. — There are 3 fellowships of $300 per annum, ten¬ able for one year, and open to graduates of the university who wish to pursue graduate or professional studies. Tuition is free to all students; 1 scholarship exempting from all matriculation or tuition fees is offered annually to a graduate of each affiliated high school. Howard Payne College,1 Brownwood, Tex. — Tuition is free to ministers of all denom¬ inations. Southwestern University, Fort Worth, Tex. — Sons and daughters of ministers and stu¬ dents preparing for the ministry receive free tuition. Austin College, Sherman, Tex. — Tuition is free to sons of ministers and to candidates for the ministry. 1 Annual catalogue, 1893^94. .Report, 1892-93. 1592 EDUCATION REPORT, 1892-93. Trinity University, Tehuacana , Tex. — Candidates for the ministry and the daughters of Cumberland Presbyterian pastors in the bounds ot* Texas synod receive free tuition. University of Utah,1 Salt Lake City , Utah. — Tuition is free. University of Vermont, Burlington, Vt. — There are 30 State scholarships covering tuition and incidental expenses. Free tuition scholarships are as follows : Twelve for young men studying for the ministry; 7 for graduates of Brigham Academy, Bakersfield, Vt. ; 1 for a young woman; 1 for a young man; 1 for students from Weatkersfieid, Vt. ; 1 for students from Swanton, Vt. ; 1 for students from Isle La Motte or Craftsbury, and 17 unrestricted. Middlebury College, Middlebury, Vt. — There are 5 scholarships of $60 each per annum, 12 of $80, and 30 State scholarships covering the tuition and incidental col¬ lege charges. The income of the Warren fund (amount not given) is used for students preparing for the ministry; and the income of the literary fund, $44 a year, is awarded to one or more distinguished college students. Randolph- Macon College, Ashland, Va. — Students preparing for the ministry and s >ns of itinerant ministers of the Virginia and Baltimore conferences of the Meth¬ odist Episcopal Church South, are educated without charges for tuition. University of Virginia, Charlottesville, Va. — The John Y. Mason fellowship of $210 per annum is given to some competent and deserving graduate student. Tuition is iree to students of the State. There are 11 university scholarships giving free tuition and matriculation open to newcomers from all the States; they are awarded after a competitive examination; 5 are in the academical department, and 2 each in the departments of law, medicine, and engineering; the value of one of these scholar¬ ships is, in the academical department, $100 to $150; in the law, $105; in medicine, $125 ; in engineering, $125. The Miller scholarship is awarded on conditions prescribed under the agricultural department; the McCormick scholarship gives free tuition and matriculation ; the value of the other 5 endowed scholarships is not given. Emory and Henry College, Emory, Va. — Candidates for the ministry, minor sons of active ministers, and minor sons of superannuated or deceased members of the Holston Conference, Methodist Episcopal Church South, receive free tuition. Hampden Sidney College, Hampden Sidney, Va. — There is 1 scholarship for the best student in the freshman class and 1 in the sophomore class giving free tuition for the next succeeding year. Students from Petersburg, Va., and from Halifax County receive free tuition, matriculation and contingent fees, and room rent; single scholar¬ ships for individual students with the same privileges attached are: The New York scholarship, Moorman scholarship, 2 Roanoke scholarships, Blair scholarship, 2 Norfolk scholarships, 1 Pulaski County scholarship, 1 Cullingworth, and 1 Jackson- Brandt scholarship ; candidates for the ministry and sons of ministers may receive free tuition. Washington and Lee University , Lexington, Va. — There is 1 fellowship of $500 per annum tenable for two years, and open to graduates of this university. The scholarships are of three kinds: (1) University scholarships, 9 in number, 1 being conferred in each of the departments of Latin, Greek, history, natural philos¬ ophy, chemistry and applied chemistry, geology and biology, and applied mathe¬ matics, and 2 in English and modern languages; (2) endowed scholarships, 1 of $80 for the student attaining the highest proficiency in the intermediate class in mathematics, 1 of $80 for the student attaining the highest proficiency in moral phi¬ losophy, 1 of $300 for an undergraduate from any department, 1 which entitles the recipient to attend the school of law for one session for $5, 1 of $300 per annum for a B. A. of this university who is required to teach not exceeding 1 hour per day, 1 of $220 and free tuition to a young man from Virginia, West Virginia, or Maryland, preference to be given to a resident of Frederick County, Ara., or Frederick County, Md., 1 of $220 and tuition fees lor a young man from Rockbridge County, Va., who is an undergaduate of the university ; (3) alumni scholarships, each local alumni asso¬ ciation is authorized to nominate 1 student each year to a scholarship for one session only. Richmond College, Richmond, Va. — Ministers and candidates for the ministry receive free tuition. There are 21 free tuition scholarships and a fund for aiding students, besides 6 donations which pay the board of young men studying for the Baptist ministry. Roanoke College, Salem, Va. — There are 20 scholarships covering tuition fee for needy students and 1 covering tuition and incidental fees for a student who has made a good record and needs help to continue his studies. University of Washington, Seattle, Wash. — Tuition is free. Whitman College,'2 Walla Walla, Wash. — The college possesses several scholarship funds, the income from which is used to pay the tuition of indigent and worthy students. ‘Report of chancellor, January, 1892. 2 Bulletin, July, 1893. PECUNIARY AID FOR STUDENTS. 1598 Barhoursville College, Barhoursville, IV. Va. — Tuition is free to ministers, to young men preparing for the ministry, and to the dependent children of ministers engaged in pastoral pursuits, or of deceased ministers. West Virginia University, Morgantown W. Fa. — Each county is entitled to 1 free student for every 500 of its population. The regents appoint 8 young men from each of the 13 senatorial districts of the State, who receive free tuition and are furnished their books and stationery. Lawrence Unirer ityf Appleton, Wis. — The income from $1,000 is used annually to aid needy students. Beloit College, Beloit, Wis. — The income from $13,000 is used in aiding students preparing for the ministry. University of Wisconsin, Madison, Wis.— There are 8 fellowships of $400 each per annum open to graduates of any college of recognized standing; they are filled each year, but holders may be reelected once; another fellowship of $400 is given, prefer¬ ably to residents of Milwaukee County, for excellence and promise in the department of mechanic arts. There are 10 scholarships of about $35 each per annum for students speaking either Norse, Swedish, Danish, or Icelandic, and who have attended a com¬ mon school or the university one year; 1 of $250 per annum for a student from Mil¬ waukee; 40 of $100 each per annum for students in the short course in agriculture ; there are also for 1893-94 3 scholarships of $150 each, 4 of $50 each, and 2 of $25 each for students of Hebrew and Hellenistic Greek. Tuition is free to residents of the State. Ripon College, Ripon, Wis. — Three permanent scholarships giving free tuition are for needy young men. University of Wyoming, Laramie, Wyo. — Tuitioq is free to residents of the State. COLLEGES FOR WOMEN. Mills College and Seminary, Mills College, Cal. — There are 14 scholarships, the interest of which is used for worthy pupils whose means are limited. They are as follows: Five endowed with $5,000 each, 1 with $4,000, 4 with $3,000 each, 2 with $2,500 each, and 2 with $2,000 each. There is also 1 scholarship endowed with $3,000 for the benefit of students in instrumental music. The daughters of clergy¬ men are specially aided in certain cases. Rockford College, Rockford, III. — Arrangements are made by scholarships, loans, and in other ways requiring personal effort, to aid a limited number of students. Woman’s College of Baltimore, Baltimore, Md. — There are 6 scholarships for the Bal¬ timore Conference of the Methodist Episcopal Church; 1 of these is open to each of tl^e 5 conference districts and entitles the holder to one year’s tuition; these schol¬ arships are awarded by competitive examination ; the sixth scholarship is awarded to the student who ranks highest in passing the third year of the course, and enti¬ tles the holder to a year’s tuition and $50 in money; the recipient must have been for two years a member of a Sunday school in one of the charges connected with the Baltimore Conference. A scholarship is offered in the Presbyterian Church and 1 in the Protestant Episcopal Church to the candidates from Sunday schools of these churches respectively, who rank highest in a competitive examination, for admis¬ sion to the college. There are scholarships giving free tuition for four years for the female high schools of Baltimore and the high school of Washington ; 1 schol¬ arship is offered each year to the graduate from the class of that year who may be designated by the faculty of each school. Similar scholarships are offered to grad¬ uates of Pennington Seminary, New Jersey, and Dickinson Seminary, Williamsport, Pa. There are 10 other scholarships entitling the holders to one year’s tuition, but- which may be renewed from year to year. Society for the Collegiate Instruction of Women, Cambridge, Mass. — There is 1 scholar¬ ship of $200 per annum, which pays the tuition of 1 young woman. Smith College,'2 Northampton, Mass. — There are 6 annual scholarships of $50 each for needy students in the art school; 1 endowed with $5,000, and 1 with $1,000, are unrestricted; 1 with $5,000 for daughters of missionaries or those preparing for missionary work; 1 with $1,000 for a member of the junior class. There are also a limited number of annual scholarships of $50 and of $100 each for needy students. Mount Holyoke College, South Hadley, Mass. — A limited number of annual scholar¬ ships for partial remission of tuition have been established to assist needy and deserving students in regular courses. The following scholarships have been endowed: One with $500, 6 with $1,000, 1 with $2,000, 5 with $5,000, 1 with $10,000, and 1 worth $200 per annum. Wellesley College, Wellesley, Mass. — There are 29 scholarships endowed with $5,000 each, 1 of which is for students from the town of Wellesley; 2 with $7,000; 1 with $2,000; 1 with $1,000; 5 students receive each $50 per annum, and $150 is given each Annual catalogue, 1891-92. 2 Circular, 1891-92. 1594 EDUCATION REPORT, 1892-93. year by Science Hill Seminary, Shelbyville, Ivy., to the candidate for Wellesley who has made the best record the preceding two years in that seminary. Elmira College, Elmira , N. Y. — The income from $25,000 is available annually in amounts not exceeding $150 a year for worthy and needy young women. Barnard College / New York, N. Y. — There is 1 scholarship (value not given). Tassar College, Poughkeepsie, N. Y. — There are 5 unrestricted scholarships endowed with $6,000 each, and 1 with $740; 3 with $6,000 are subject to the nomination of the founder; 1 with $6,000 is preferably for members of the Beformed (Dutch) Church; 1 with $6,000 is for daughters of Baptist ministers; 1 endowed with $1,000 is for a student in one of the higher classes; 1 with $8,000 is for daughters of clergymen of the Protestant Episcopal Church; 1 giving board and tuition is open to competitive examination; the income from $10,000 is for daughters of foreign missionaries; the income from $51,000 is unrestricted. A fund of $50,000 is available for students, in awarding which preference is given to the extent of half the number receiving aid to such as are residents of Poughkeepsie, and have been for at least five years. Bryn Mawr College, Bryn Mawr, Pa. — Nine fellowships of the value of $525 each aro awarded annually, 1 each in Greek, Latin, English, German, and Teutonic philology, romance languages, mathematics, history or politics, biology, and chemistry; they are open to graduates of any college of good standing; they do not exempt the holders from the charges for tuition, board, and room rent; holders must reside in the college during the academic year. The Bryn Mawr European fellowship will be awarded annually to a member of the graduating class of Bryn Mawr College on the ground of excellence in scholarship ; the holder will receive $500, applicable to the expenses of one year’s study and residence at some foreign university. There are 2 scholarships of $200 each open to members of the Society of Friends that are unable to pay the full charge for tuition and residence; graduate students are preferred. Three scholarships, covering all expenses of tuition, board, and resi¬ dence, are open to graduates of Earlham, Penn, and Guilford colleges, respectively. 2. ENGLAND. Oxford University.2 — Craven fellowship and scholarship. — Under a scheme sanc¬ tioned by the high court of justice in 1886 there are now 2 fellowships and 6 scholar¬ ships. The fellowships are tenable for two years, with an annual stipend of £200 a year each. Candidates must have passed the examinations required for the degree of B. A., and not have exceeded twenty-eight terms from matriculation. One fellow is elected annually in Michaelmas term by a committee of 5 persons appointed for the purpose by the board of the faculty of arts. The committee may elect either with¬ out examination, or after such examination in Greek and Latin literature, history, and antiquities, or in some parts of these subjects, as they shall think fit. Every fellow is required to spend at least eight months of each year of his tenure of the fellowship in residence abroad for the purpose of study at some place or places approved by the electing committee. The scholarships are tenable for two years, with an annual stipend of £40 each. Candidates must be members of the university who have not exceeded sixteen terms from matriculation. Three scholars are elected annually in Michaelmas term after an examination conducted by 3 persons nominated by the committee above men¬ tioned. The examination is the same as that for the Ireland scholarship, and the person elected to that scholarship, if he has not already gained a Craven scholar¬ ship, is elected at the same time to the first Craven scholarship. No person can be elected a second time to a Craven scholarship. Badcliffe’s traveling fellowships. — These fellowships are 3 in number, each of the annual value of £200, and tenable for three years only. An election is holden each year in Hilary term. Candidates must have passed all the examinations required for the degree of bachelor of arts, and must either have been placed in the first class in one at least of the public examinations of the university or have obtained some university prize or scholarship open to general competition. Each candidate must declare that he intends to graduate in medicine in the University of Oxford, with the view of engaging in the practice of medicine, and to travel abroad with a view to his improvement in that study; and no one is to be elected who is legally authorized to practice as a physician. But in case neither any person willing to make such a declaration nor any person of sufficient merit for election shall offer himself as a candidate, the fellowship then vacant is to be thrown open to all per¬ sons who have been placed in the first class in the school of natural science, whether authorized to practice or not, and the person then elected is not to be required to make such declaration. Candidates are to be examined in such subjects connected with medical science and by such official persons in Oxford as the electors (who are Report, 1892-93. 2 From Oxford University Calendar, 1893. PECUNIARY AID FOR STUDENTS. 1595 the Archbishop of Canterbury and other official personages) shall appoint A fellow- forfeits his fellowship by spending more than eighteen months within the United Kingdom. Vinerian law scholarships. — There are 3 scholars, each elected for three years, with an annual stipend of £80. One scholar, and 1 only, is elected every year in Hilary term. Candidates must be members of the university who have completed two y ^ars and have not exceeded six years from their matriculation. The election is vested in a board consisting of the vice-chancellor, all the professors of law, and the public examiners in the school of jurisprudence, who are to appoint for each election 3 examiners, including 1 at least of themselves. The subjects of examination are the civil law, international law, general jurisprudence, and especially the law of Eng¬ land, both public and private. Each scholar is to satisfy the vice-chancellor every year that he belongs to one of the inns of court, or at least is bona fide studying English law. Dean Ireland's scholarships. — Founded ‘-'for the promotion of classical learning and taste.” One scholar is elected every year in Michaelmas term. Candidates must be undergraduate members of the university who have not exceeded the sixteenth term from their matriculation. Each scholarship is of the annual value of £30, and is tenable for four years, provided the scholar keep, by residence, 2 terms in each year. The examination is the same as that for the Craven scholarships, and the person elected to the Ireland scholarship is, if he has not already gained one of the Craven scholarships, elected at the same time to the first Craven scholarship. Eldon law scholarship. — Candidates must be Protestants of the Church of Eng¬ land and members of the University of Oxford, who, having passed their examina¬ tion for the degree of bachelor of arts, having been rated in the first class in one branch at least of examination, or have gained one of the chancellor's prizes, and who intends to follow the profession of the law. The scholarship is tenable for three years, running from June 4, Lord Eldon’s birthday, provided the scholar keeps his terms regularly at one of the inns of court. If the scholar be called to the bar or begins practice under the bar he thereby vacates his scholarship. An additional scholarship may be occasionally awarded as the funds permit. Boden Sanskrit scholarships. — One scholar is elected every year in Hilary term. Candidates must be members of some college or hall who have not exceeded the 25th year of their age. Each scholarship is tenable for four years, with an annual stipend of £50, payable half yearly, provided the scholar retains his name on the books of some college or hall, keep by statutable residence three terms in each year, attend lectures of the professor, and make sufficient proficiency in Sanskrit. Default in these conditions entails forfeiture of the scholarship, or at the least of some portion of the stipend. The electors are the Boden professor of Sanskrit, the regius professors of divinity, Hebrew, and Greek, the Laudian and Lord Almoner’s professors of Arabic, and the xnofessor of Latin, or any three of them; if there are not three official electors willing to act a deputy or deputies are to be appointed by the electors conjointly. Mathematical scholarships and exhibition. — There are 4 scholarships, 2 senior and 2 junior, and 1 exhibition. The value of a senior scholarship is £30 for the first and £50 for the second year of its tenure. A junior scholarship is of the annual value of £30, and the exhibition is of the value of £20 for one year. One scholar in each of the two classes is elected every year in the first week of full Hilary term. Candi¬ dates for the senior scholarships must have passed all examinations required for the degree of B. A. and must not have exceeded the twenty- sixth term, inclusively, from their matriculation. Candidates for the junior scholarships and for the exhibition must be members of the university who have not exceeded eight terms from their matriculation, inclusively. Each scholarship is tenable for two years, provided the scholar keeps liis name on the book of some college or hall or of the delegates of non- collegiate students, and, if a junior scholar, provided he continue to attend the math¬ ematical studies. The senior scholar elected each year receives for one year only, over and above his proper stipend, the dividends of that moiety of Dr. Johnson’s fund which was formerly assigned to his mathematical scholar, and is called the ‘‘John¬ son university scholar.” These dividends amount to about £20 a year. The exhi¬ bition is tenable under the same conditions as the junior scholarship, and is awarded to the candidate for that scholarship second in order of merit, if thought deserving by the examiners. The examiners, three in number, who must be at least masters of arts or bachelors of medicine or civil law, are appointed by the trustees of the foun¬ dation, namely, the vice-chancellor, the 2 proctors, and the professors of geometry, astronomy, natural philosophy, and experimental philosophy. Eennicott Hebrew scholarships. — Under new regulations made in 1885 there are 2 scholarships, a senior and a junior. The senior scholarship is awarded in Michael¬ mas term of every alternate year, and is tenable for two years, the emoluments con¬ sisting of a single payment of £120, made when the scholarship is awarded. It is open to all members of the university who have passed the examinations for the 1596 EDUCATION REPORT, 1892-93. degree of B. A., and who on the first day of the term in which it is awarded have not exceeded twelve years from matriculation. It is awarded to the candidate who on or before the first day of that term shall have sent in that which in the judg¬ ment of the electors is the best dissertation on a subject connected with the Hebrew language or literature, selected by the candidate himself, subject to the written approval of the regius professor of Hebrew. The electors are not bound to award the scholarship for a dissertation which in their judgment is not of sufficient merit, and they have power to examine a candidate in the subjects of his dissertation, and in questions arising immediately out of it. No residence is required in the case of a senior scholar. The junior scholarship is of the annual value of £120, and is awarded every year in Michaelmas term after an examination in the Hebrew language and literature. Opportunity is given to candidates for showing their acquaintance with the cognate Semitic languages. Candidates must not on the first day of the term in which the scholarship is awarded have exceeded thirty terms from matriculation. The schol¬ arship is tenable for one year, during which the scholar is to reside for seven entire weeks in Michaelmas and Lent terms severally, and seven weeks in the interval between the commencement of Easter term and the twenty-first day of act term, but such residence may be dispensed with by the board of management of the Pusey and Ellerton scholarships under certain conditions as to the pursuit of study or the undertaking of work elsewhere. The electors to both scholarships are the regius professor of Hebrew and two other members of the universities of Oxford, Cambridge, or Dublin, not under the degree of M. A., nominated by the above-mentioned board of management, and approved by convocation. Pusey and Ellerton Hebrew scholarships. — There are 4 scholarships, with an annual stipend of £40 each. Two scholars are elected every year in Michaelmas term. Can¬ didates must be members of the university who have not exceeded fourteen terms from matriculation or the twenty-fifth year of their age. Candidates are examined in passages set from the Pentateuch, Isaiah xl-lxvi, Psalms i-lxxii; papers are also given in composition, grammar, and miscellaneous questions. Each scholarship is tenable for two years, provided that the scholar reside seven weeks in the Michael¬ mas and Hilary terms of each year, and seven weeks in the Easter and act terms of one of the two years, and that during such residence he pursue his studies under the direction of the professor of Hebrew. In certain cases the board of manage¬ ment of the foundation may dispense with part of this residence. The electors are the regius professors of divinity and Hebrew and the Lord Aimoner’s and Laudian professors of Arabic ; or, in default of these, the board appoints electors. The board of management consists of the vice-chancellor, the president of Magdalen College, the dean of Christ Church, the warden of Wodham College, the regius professors of divinity and Hebrew, and the Lord Almoner’s and Laudian professors of Arabic. Hetty er and Johnson theological scholarships. — There are 2 scholarships of £50 each, open to any bachelor of arts who has notr exceeded twenty-seven terms from his matriculation. The examination is held every year in Hilary term. The standing of candidates who have matriculated at Cambridge or Dublin before matriculating at Oxford is computed from the date of matriculation at Cambridge or Dublin as the case may be, Easter term in either of those universities being reckoned as equiv¬ alent to Easter and Trinity terms at Oxford. The ex&miners, 3 in number, are nomi¬ nated by the electors of the examiners in the Honour school of theology, and must be members of convocation in priests’ orders. The subjects of examination are fixed each year by the board of the faculty of theology. The scholarships are tenable for one year only. Hertford scholarship. — This scholarship was founded for the promotion of the study of Latin. It is of the value of about £37, and is tenable for one year only. The election takes place in Michaelmas term. Candidates must not have completed two years from their matriculation. The examiners, 3 in number, who must be at least masters of arts or bachelors of civil law, are nominated by the vice-chanceilor and proctors, subject to the approval of convocation. Taylor scholarships. — One scholarship worth £50 and 1 exhibition worth £25, each tenable for one year, are awarded annually for proficiency in one or more of the languages taught in the Taylor Institution, in comparative philology as applied to the same, and in the literature of the selected language or languages. Candidates must not have exceeded the twenty-third term from their matriculation. Burdett-Coutts scholarships. — There are 2 scholarships for the promotion of the study of geology and of natural science as bearing on geology, each of the annual value of about £115, and tenable for two years. One scholar is elected annually in Michaelmas term. Candidates must have passed all necessary examinations for the degree of B. A., and not have exceeded the twenty-seventh term from their matricu¬ lation. The examiners are the professor of geology and two other persons nomi¬ nated, subject to the approval of convocation, by the board of management of the PECUNIARY AID FOR STUDENTS. 1597 foundation, consisting of the vice-chancellor, the president of Magdalen College, and the regius professor of medicine. Every scholar is required during the first year of his tenure of the scholarship to reside in the university under such conditions as the hoard of management may determine, and during the second to pursue such course of study, in the university or elsewhere, as the professor of geology may approve. Abbott scholarships. — There are 3 scholarships, tenable for three years, open to sons of clergymen of the Church of England who need assistance to enable them to have a university education. If matriculated, they must not have exceeded three terms of residence, nor hold a scholarship or exhibition worth more than £50 a year. Ceteris paribus natives of the West Riding of Yorkshire have the preference. The examination is held annually in Easter term. Derby scholarship. — This scholarship is of the annual value of about £157, and is tenable for one year only. The trustees of the endowment are the lord-lieutenant of Lancashire, the Earl of Derby, the chancellor, the vice-chancellor, the two burgesses of the university, and the dean of Christ Church, for the time being. After defray¬ ing necessary expenses from the dividends, they pay the remainder to a member of the university, chosen by themselves, who has completed his twentieth and not exceeded his twenty-fourth term on the day fixed for receiving the names of candi¬ dates. Candidates must have obtained the following academical distinctions : (1) A first class in literature, Greek and Latin at the first public examination; (2) a first class in literie humaniores at the second public examination, or a second class in literte humaniores at the second public examination, together with 2 of the 3 chan¬ cellor’s prizes, of which 1 must be that for Latin verse; (3) 2 out of the 3 classical university scholarships, viz, the Hertford, Ireland, and Craven scholarships. Davis Chinese scholarship. — This scholarship is awarded for proficiency in the Chi¬ nese language and literature. The stipend is £45 a year, payable terminally. The scholarship is open to all members of the university who, on the day of election, have not exceeded the twenty-eighth term from their matriculation. The scholar is elected by the vice-chancellor, the president of Corpus Christi College, and the pro¬ fessor of Chinese, after an examination held by such persons as they ma'y appoint for that purpose, the professor himself being always one of the examiners. The scholarship is tenable for two calendar years from the day of election, provided the scholar keep a statutable residence of not less than seven weeks in eaeh term, Easter and Trinity terms being reckoned as one, and pursue his studies in Chinese under the advice and supervision of the professor. If at the time of holding an election the electors do not think any of the candidates worthy of the scholarship, they have power to postpone the election for any period not exceeding two years, and in such event to grant the annual stipend of £50, or any less sum, under the name of an exhibition, to any person who shall be certified to them as desirous of pursuing the study of Chinese. The exhibition is tenable during the period for which the election to the scholarship shall have been postponed, and under the same conditions of resi¬ dence and study as are applicable to the scholarship. University College. — The foundation consists of a master, 13 fellows (including 1 civil-law fellow), 16 scholars, and (ultimately) 17 exhibitioners. The fellowships are tenable for seven years, but this term may (except in the case of the civil-law fellowship) be extended under certain conditions. The civil-law fellowship is open to members of the University of Oxford who have passed all the examinations required for the degree of B. A. and have not exceeded thirty terms from their matriculation. The scholarships are of the annual value of £80, and are open to all who have not exceeded the age of 19 years on the day of election. They are tenable in the first instance for two years, but this term is extended to four years in case of good conduct and industry, and may for special reasons be extended to five years. The 2 Lodge exhibitions (annual value about £82) and the Heron exhibition (annual value not exceeding £70) are open to all persons in need of support at the university who are not more than 21 years old nor of more than six terms’ standing. The 3 Freeston exhibitions (annual value £50) are confined in the first instance to the grammar schools of Normanton, Wakefield, Pontefract, and Swillington, and the 4 Gunsley exhibitions (annual value not less than £45) to the grammar schools of Rochester and Maidstone. The 2 Linton exhibitions (annual value not less than £40) are awarded for special proficiency in modern history, and are open to all persons who are not more than 21 years of age nor of more than eight terms’ stand¬ ing. All the exhibitions are held on the same tenure as the scholarships. The new statutes also provide that there shall be created a general exhibition fund for the purpose of assisting such members of the college as the master and fellows shall judge to be in need and deserving of assistance at the university. Balliol College. — There are now 12 fellowships and 15 scholarships on the old foun¬ dation at this college; the latter, of £80 a year, open to candidates under 19 years of age. There are 5 scholarships of £60 a year for persons educated at Blundell’s school, Tiverton, 1 of which is to be filled annually by examination at the school. 1598 EDUCATION REPORT, 1892-93. There are 4 mathematical scholarships, tenable for four years, of the value of £80 a year. There are also 8 scholarships of £80 a year, tenable for four years, “for the encouragement of the study of law and history, and of the study of natural science, in order to qualify students for the professions of law and medicine respectively.” Three exhibitions (or more, according to circumstances') of £70 a year are annu¬ ally offered by the college for open competition among all candidates who have not completed the eighth term from their matriculation. There are also a certain num¬ ber of Williams exhibitions of £40 a year each. The Warner exhibition, of about £90 a year, is confined to natives, or those whose fathers were natives, of Scotland. The Kewte exhibition, of about £40 a year, is confined to scholars of Blundell’s school. The Greaves exhibition has a preference for scholars educated at Ludlow school. All the above scholarships and exhibitions are tenable for two years; there is a power of renewal for two years longer, and a further power of extension to five years for special reasons. They can only be held during residence. The nomination to the Snell exhibitions (2) is vested in the principal and pro¬ fessors of Glasgow University, and the election in the master and fellows of this col¬ lege. They are filled by an examination held at Glasgow. They are tenable during residence for four years, and are of the value of £100 a year. The Skynner scholarship (annual value £90), for the promotion of the study of mathematics and astronomy, is tenable for five years. The 2 Jenkyns exhibitions of £100 a year, are tenable, during residence, for four years. They are filled by competition among those members of the college who have not exceeded sixteen terms of academical standing. Merton College. — The number of fellowships with emolument is not to be less than 19, and may be raised to 26. Subject to certain reservations, these fellowships are tenable for seven years. Most of them are awarded upon the results of an examina¬ tion, but the college is empowered, within certain limits, to elect without examination any professor or public reader in the university; any person of eminence in litera¬ ture, science, or art who shall undertake literary, scientific, or educational work; and any person who has been appointed to act as bursar, tutor, or lecturer of the college. The number of scholarships is 18, but may be increased. Their annual value is £80, inclusive of rooms and all allowances. They are tenable for two years, but may be renewed for a further period of two years if the warden and fellows shall declare themselves satisfied with the scholar’s industry and good conduct. Under special circumstances they may be extended for one year longer. Xo person is eligible to a scholarship who has exceeded the age of 19 on the day of election. Two of these scholarships are reserved to candidates educated at Eton College. There are 4 exhibitions of £60 a year, to which persons are eligible, without restriction to age. There is also an exhibition fund, which is formed for the pur¬ pose of assisting poor students and of promoting study among the undergraduate members of the college. Exeter College. — There are, including the chaplain fellowship, 12 fellowships, of wrhich 3 are for the present suspended. There are 21 or more foundation scholarships. Of these, 8 (called Stapledon schol¬ arships) are limited to persons born or educated in the old diocese of Exeter, and either 1 or more (called King Charles the First’s scholarships) to persons born in any of the Channel Islands, or educated at Victoria College, Jersey, or Elizabeth College, Guernsey. The rest of the scholarships are open. Four are usually awarded for pro¬ ficiency in mathematics. The Stapledon scholarships are of the value of not less than £60 a year; the remainder, of £80. Candidates for all the above scholarships must be under 19 years of age. The Carter scholarship, of the value of £80 a year, shows a preference for persons born in the county of Kent who are already members of the college. There are 2 Hasker scholarships, of the value of £80 per annum each, for the advancement of sound learning, and for the encouragement of the study of theol¬ ogy by persons intending to take holy orders. They are open to all persons born British subjects who need assistance at the university. There are various exhibitions in the gift of the college. Of these, 2 have the same limitation as King Charles the First’s scholarships; 2 are limited to sons of clergy¬ men ; 1 is limited to candidates educated at Ashburton school; 2 are restricted to students of divinity; 1 to persons already members of the college; 1 open without restriction. The other exhibitions are open, and are awarded for proficiency in classics and in the various subjects of the final schools. There is no age limit for the Carter or Hasker scholarships, or for the exhibitions. Oriel College. — By statutes the number of fellows (excluding professor fellows) will be gradually reduced to 12. Under the same statutes there are at least 10 scholar¬ ships and 4 exhibitions tenable for four years (which may be extended to five years) ; the value of each, during residence, is £80 per annum. Candidates for the exhibi¬ tions must be deserving persons in need of support at the university ; to a scholarship no one is eligible who has attained the age of 19 years. There are also 9 exhibitions besides those above named, and 2 Bible clerkships. PECUNIARY AID FOR STUDENTS. 1599 Queen’s College. — Under the new statutes (1882) the college consists of a provost, from 11 to 16 fellows, about 25 scholars (of whom 4 or 5 are, if suitable candidates present themselves, to be natives of Cumberland or Westmorland), and 2 Bible clerks. Five scholarships have been founded under a will since 1882. The Hastings exhibitions are open to candidates from 15 specified schools. There are also exhibitions for natives of Middlesex, for boys from Appleby school, for natives of Cumberland and Westmorland educated at St. Bees school, for natives of White¬ haven, for boys from Kirkby Lonsdale and Kendal school, besides others of smaller value. The Tylney exhibitioner is nominated by the owner of Tylney Hall. The Thomas exhibitions, for sons or orphans of clergy in the diocese of Carlisle, and the Berry exhibitions, for sons of clergy in the diocese of Manchester, are in the gift of trustees, of whom the provost is one. Xew College.— The fellowships hereafter are to be divided into 3 classes, viz, pro¬ fessor fellowships, tutorial fellowships, and ordinary fellowships. The professor fellowships are to be 5 in number, the tutorial fellowships so many, not exceeding 10, as the warden and fellows may deem necessary, and the ordinary fellowships are to be not less than 14 nor more than will make the whole number of fellowships 36. So soon as the revenues of the college will permit, 2 ordinary fellowships are to be filled annually by competition. One of these is to be open to all persons who shall have been educated for at least two years in the school of Winchester College, or have been for at least twelve terms members of New College; the other is to be open to all persons who shall have passed all the examinations required by the university for the B. A. degree. The scholarships are divided into two classes, viz, Winchester scholarships and open scholarships. The Winchester scholarships are so many as will enable the war¬ den and fellows to elect to 6 such scholarships in each year from the boys receiving education in the school of Winchester College. The open scholarships are to be so many as will enable the warden and fellows to elect to 4 such scholarships in each year. No candidate is eligible to an open scholarship whose age on the day of elec¬ tion shall exceed 19 years. The emoluments of a scholarship, inclusive of rooms and all allowances, if any, are £80 a year. Every scholarship is tenable for two years; this may be prolonged to four years and for special reasons to five years. A fund is to be established for the purpose of maintaining exhibitions to be held by undergrad¬ uate members of the college. Lincoln College. — There are 12 fellows and 14 scholars on the foundation. Other scholarships are added from time to time from the proceeds of 2 suspended fellowshij)s. There were 11 exhibitioners in 1893. All Souls College. — The fellowships are as follows : Fourteen to be filled after exam¬ inations in subjects connected with the studies of law and history; 7 to be filled after examination in such other subjects as the warden and fellows may from time to time determine; 7 to be filled by a board consisting of the warden and 4 fellows, the Bodleian librarian, and 3 persons appointed by the Hebdomadal Council, tenable on condition of undertaking some literary or scientific work in or under the direc¬ tion of the college or university ; 3 tenable in connection with certain college offices by persons who have been fellows; 2 tenable in connection with certain university offices by persons who have been fellows ; 12 tenable by persons who have been fel¬ lows, with an annual emolument of £50; 5 tenable in connection with- 5 chairs. Except where the contrary is stated these fellowships are all tenable for seven years and are of the annual value of £200. Magdalen College. — The number of fellowships is to be not less than 30 nor greater than 40. Of these 6 are to be professorial fellowships. Other fellowships, not exceeding 11, may be held by persons holding the office of dean of divinity, senior dean of arts, bursar or tutor in the college. Of the remainder, which are tenable under certain conditions for seven years, 2, so far as practicable, are to be filled every year; the examination is to be in subjects connected with the studies of the university, special reference being had in the examination for 1 fellowship, once at least in every three years, to excellence in theology, and in every seven years once at least to excellence in mathematics, and once at least to excellence in natural science or medicine. In addition to senior demyships or scholarships not exceeding 8 in number, to be held by members of the university who have passed all examinations required for the B. A. degree, the number of junior demyships is fixed at 30, and the value of each is not to exceed £80 a year. In every year elections to 1 or more demyships are to take place with special reference to proficiency in one or more of the following subjects: Mathematics, natural science, modern history and literature, or modern languages, if candidates sufficiently qualified in these subjects shall present them¬ selves. The annual sum of £500 is applied by the college to the granting of exhibitions to such persons as are in need of support at the university and are deemed fit therefor. 1600 EDUCATION REPORT, 1892-93. King’s Kail and College of Brasenose. — The number- of fellowships is 12, exclusive of supernumerary fellows and the fellowship held ex-officio by the Camden professor of ancient history. There are 22 Somerset scholarships, 18 of which* are for persons educated at the schools of Manchester, Marlborough, and Hereford, and also 4 of which are restricted to the first of these schools. At present the revenues derived from the Somerset estates are not sufficient to supply the full number of 22 scholarships. In failure of candidates properly qualified from the schools, the scholarships are open to general competition. At least £900 a year is charged on the corporate revenues of the college for the endowment of open scholarships of the annual value of £80. The Watson classical scholarship is open and has an annual value of £100. All the scholarships are tenable for two years and renewable for a like period. Their tenure may be extended to a fifth year. There are 20 Hume exhibitions. Of these, 12 are called junior exhibitions and are awarded after a competitive examination. They are of the annual value of £80, tenable in Brasenose College for four years, and are open to candidates of not more than 20 years of age. The 8 senior exhibitions are awarded after competitive exami¬ nation to members of the college who have resided for not less than six nor more than twelve terms, and who have been placed in the honor list at moderations. Their annual value is £130 and are tenable for four years. There are also 3 Colquitt clerical exhibitions, of the value of £40 per annum, intended to assist in the educa¬ tion for the ministry in the Church of England of the sons of indigent or deceased clergymen, or of such laymen as can not unaided pay the expenses of a college education. They are ox>en to undergraduates of Brasenose who have resided one term and are not tenable after four years from matriculation. Corpus Chrisli College. — There are at present 14 fellows, including 2 professorial fellows and 30 scholars. The scholarships, which are confined to persons who do not on the day of election exceed the age of 19 years, are of the annual value of £80, and are tenable under certain conditions for four or five years from matriculation. Two exhibitions, not limited as to age, are usually awarded at the same time as the scholarships. There were 9 exhibitioners on the roll in 1893. Christ Church. — Under the statutes of 1882 there is a body of students (equivalent to fellows) who are divided into two classes, official and nonofficial. There is also a body of scholars. Of these 3 may be elected each year from Westminster school for a tenure of two years, which may be extended to five years. There are also 5 or 6 open scholarships offered for competition every year, of which 1 is offered for pro¬ ficiency in mathematics, 1 for proficiency in natural science, and 1 for proficiency in modern history. These scholarships are tenable for two years, and may be extended to five years. Besides these 2 scholarships are elected each year from among under¬ graduate members of the House, who have been in residence for at least three terms, and have the leave of the dean to compete. These scholars hold their places to the end of their sixteenth term from matriculation, but the tenure may be extended for one year more. All the above scholarships are of the annual value of £80, inclusive of all allowances. There are also 2 Dixon scholarships tenable for two years by members of the House, who, at the time of appointment, have passed all the exam¬ inations for the B. A. degree. They are tenable with any other scholarship or exhi¬ bition within the House. There are 8 open exhibitions of £45 a year, together with tuition and dinner free, tenable for two years, which period may be extended to five years. Candidates must satisfy the dean that without such assistance they can not maintain themselves at college. There is no other limitation. Four Fell exhibitions of £40 a year, ten¬ able for four years during continuous residence, are filled by competition among commoners of the House, who have resided not less than three terms. Three exhibi¬ tions of £50 a year, tenable for three years, are offered for competition annually at Westminster school. The Slad exhibition (the interest on £1,000), tenable for one year, is awarded annually after an examination in German, and is open to all under¬ graduates. The Careswell exhibitions are filled up by examinations held each year either at Shrewsbury school or at one of 5 other schools in Salop, and are tenable for ten years. The House awards 4 smaller exhibitions among the Careswell exhibi¬ tioners if they are qualified for the open exhibitions. There are 3 Holford exhibi¬ tions of £60 a year, tenable for five years. They are offered for competition among persons educated at Charterhouse school for at least two years last preceding the date of election, or last preceding the date of their matriculation. No one is eligi¬ ble who is of more than four terms standing. There were 17 Careswell exhibi¬ tioners in 1893. Trinity College. — There are 12 fellowships, all of which are open. The scholar¬ ships, of which there are now 16, are open, and are worth £80 per annum. There is also a fund for the advancement of mathematical aud general science. Under this there have been established 3 Millard scholarships. There are several (8) exhibitions, some open, others for members of the college. PECUNIARY AID FOR STUDENTS. 1601 St. John’s College. — Tlie statutes provide for (1) not less than 14 nor more than 18 fellowships, of which 7 may he official fellowships, the rest tenable for seven years (to these may he added 2 ex officio fellowships to he held hy 2 professors) ; (2) not less than 28 scholarships, of which 6 shall he open, 15 appropriated to Merchant Taylor’s school, 2 to Coventry school, 2 to Bristol school, 2 to Reading school, and one to Tunbridge school; (3) four senior scholarships, also confined to former pupils of Merchant Taylor’s school. There is also 1 open scholarship created from the estate of William Lambe, and 4 Fereday fellowships. The latter are open, with certain limi¬ tations and under certain conditions, in respect of literary proficiency, first, to the kindred of the founder; secondly, to natives of Staffordshire; and in case of a founder’s kin or Staffordshire candidate not satisfying the conditions, then to any other person whatsoever. Four Casberd scholarships, each of the value of £80 per annum, and 4 exhibitions are open to undergraduates not on any foundation of at least one year’s standing in the college. Jesus College. — There are not less than 10 nor more than 14 fellows. In the elections to nonofficial fellowships, unless one-half of the whole number of fellows would have been eligible under the terms of the following restrictions, no person is eligible unless he be a native of AY ales or Monmouthshire, or has been a AVelsh scholar of Jesus College, or, having been at the time of his matriculation eligible to a AVelsh scholarship, has been for the eight terms preceding his degree of B. A. a member of the college. There are 20 foundation scholarships, of which 8 are open without restriction as to place of birth. There are also 4 Meyricke and 1 King Charles the First’s scholar¬ ships, and about 16 Meyricke and 2 King Charles the First’s exhibitions. The King Charles the First’s scholarship and exhibitions are restricted to candidates born in Jersey or Guernsey, or one of the islands adjacent to them, or educated for two out of the three years last preceding the election either at A'ictoria College, Jersey, or Elizabeth College, Guernsey. The other scholarships and exhibitions are restricted to (1) natives of Wales or Monmouthshire ; or (2) sons of parents who have been residents in AYales or Monmouthshire for not less than seven years immediately pre¬ ceding the day of election ; or (3) have a knowledge of and are able to speak the Welsh language; or (4) have been educated for the three years last preceding the election or their matriculation at a school in AATales or Monmouthshire; if any such person be found of sufficient merit. There is also an exhibition for natives of Car¬ narvonshire and one for a pupil from Llandovery school. The open foundation scholarships are restricted to candidates under 19 years of age. The value of a scholarship is £80 a year, and that of an exhibition does not exceed £50 a year. Wadhani College. — Under the statutes there are not less than 8 nor more than 10 fellows, including 1 for the study of medicine, and 1 to be held by the professor of experimental philosophy. There are 18 scholarships, the election to 2 of which is made after an examination in Hebrew, and in the case of 3 special regard is to be had to knowledge of Greek. The scholarships are of the value of £80 a year, tena¬ ble for two years, which may be extended to five years. Candidates must be under 19 years of age, except in the case of the Hebrew scholarships, for which the limit is 20 years. There are 2 exhibitions for scholars of the Manchester Grammar school, and one for a commoner of the college. Besides these there is a general exhibition fund. Pembroke College. — There are 10 fellowships, 2 of which are styled Sheppard fel¬ lows. Of these, 1 is to be called to the bar, and the other is to proceed to the degree of D. M. There are at present 26 scholarships, all of which are tenable for four years, except 4 Townsend scholarships, which are tenable for eight years, the hold¬ ers, however, sharing in emoluments during four years only. Worcester College. — There are 9 (or 10) fellowships and 19 scholarships. Of the lat¬ ter, 5 are for persons educated at Bromsgrove school, 4 for sons of clergymen of the Church of England, or some church in communion therewith, needing assistance at the university, and the remainder are open. There are also 6 to 10 exhibitions, 2 of which are connected with the Charterhouse school, and 3 with Bromsgrove school. Hertford College. — There are 18 fellowships and 40 scholarships. Of the latter, 30 are of the annual value of £100, tenable for five years, and most of them are open; 6 are tenable for three years, are of the value of £40 per annum and are limited in the first instance to persons educated at the free grammar school of AVorcester and Hampton Lucy school, but in the absence of qualified candidates from these schools are thrown open to general competition. The remaining 4 are open and worth at least £50 a year. There were in 1893 15 exhibitioners. Of these, 2 are specially endowed, while the rest were the gift of the college. St. Mary Hall. — The Nowell exhibition is tenable for four years from matriculation, preference being given first to kin of the founder or his wife. Eeble College. — In 1893 there were 16 scholars and 6 exhibitioners. No particulars concerning them were given. ED 93 - 101 1602 EDUCATION REPOET, 1892-93. Cambridge University.1 — Craven scholarships. — There are 6 scholarships of £80 per annum each, tenable for seven years if the scholar continue a member of the University. Any undergraduate may be a candidate provided he be not of more than three years’ standing from the time of his first residence. B aitie scholarship. — Value between £30 and £35 per annum, on a plan similar to the preceding. Browne scholarship. — Value £21 per annum, on a plan similar to the preceding. Davies scholarship. — Aralue £30 per annum on the same footing as Craven scholar¬ ships, to be awarded for the greatest proficient in classical learning. Flit scholarship. — Annual income between £70 and £80; governed by same regu¬ lations as the Craven scholarships. Forson scholarship. — The scholar shall receive not less than £60 per annum. Any undergraduate is eligible who shall have been matriculated, and shall not have resided in the university more than five terms. The examination therefor shall be exclusively classical, and the tenure is four years. Waddington scholarship. — Income from £3,000 in 3 per cent stock, tenable for five years in residence. Any undergraduate of not more than three years standing from the time of his first residence shall be eligible. The examination is exclusively classical. Bell scholarships. — Eight scholarships, income about £57 per annum each, of which number 2 become vacant every year. Candidates must be of not more than one years standing, and every scholar must promise in writing to take the degree of B. A., in the most regular way. If no sons or orphans of clergymen of the Church of England be found qualified, then, and then only, are the electors to elect sons of laymen, being undergraduates in need of assistance. Special stress is laid in the examination on classics and mathematics. Thomas Barnes scholarship. — Income, £60 per annum, tenable for four years. Can¬ didates shall be undergraduates in their first year and shall have been educated on the Foundation of Christ’s Hospital, St. Paul’s school, or Merchant Tailors’ school, London, and shall have come directly to the university from one of those schools. In default of such candidates the scholarship shall be open. Every scholar shall promise, in writing, to take a degree in the most regular manner. Ahhott scholarships. — The income from £4,000 is divided between 2 scholars, elected for three years each. Candidates shall bo undergraduates in tbeir first year. Among such candidates, sons or orphans of clergymen in the Church of England, who stand in need of assistance, shall be chosen, if there be any sufficiently deserving; if not, sons of laymen, being undergraduates in need of assistance, may be chosen. Tyriohiti Hebrew scholarships. — There are 6 scholarships tenable for three years. Two scholars shall be elected every year; the first in merit of these 2 shall receive an annual stipend of £30, and the second an annual stipend of £20 Candidates shall be bachelors of arts or inceptors not of sufficient standing for M. A., or students in civil law or medicine of not le.ss than four nor more than seven years’ standing, who must produce certificates that they have kept the exercises necessary for the degree of bachelor of law or physic. Crosse scholarships. — The interest of £2,000 is divided among 3 theological scholar¬ ships tenable for three years. Candidates must be bachelors of arts under the standing of M. A. The examination is upon a knowledge of the Holy Scriptures in their original tongues, Hebrew and Greek, of ecclesiastical history, of the earlier and later heresies, and other subjects bearing upon “the cause of true religion.” Wheivell scholarships for international law. — There are 8 scholarships tenable for four years. Permission of nonresidence is granted only in exceptional circumstances, and then only for one year at a time. Two scholars are chosen every year, 1 of whom shall receive £100 annually, and the other £50 per annum. All persons under the age of 25 years are eligible. The examination will be upon subjects relating to law. Lightfoot scholarships for history. — The scholarships are 3 in number, tenable for three years ; they are assigned after examination and are open to members of the university who have resided at least one year and being still in residence, or having taken their first degree, are under 25 years of age. The income of each scholarship is about £70 per annum. Balfour studentship. — The studentship is to be of the annual value of £200 or such larger sum as the university may from time to time determine. There is no competi¬ tive examination, and the student need not be a member of the university. He must devote himself to original biological research. The place and nature of his studies are subject to the approval of the managers ; but, except with leave to the contrary, he must pursue his studies within the university for at least three terms during tenure. The tenure is for three years, but may be renewed for the whole or part of a second period of three years. Craven studentship. — The studentship is of the annual value of £200, tenable for one year; but a student shall be eligible for reelection on not more than two occa- 1 Cambridge University Calendar, 1890. PECUNIARY AID FOR STUDENTS. 1603 sions. The student must devote himself to advance study or research away from Cambridge in tlio languages, literature, history, archaeology or art of ancient Greece or Rome, or the comparative philology of the Indo-European languages. Candidates must be graduates of the university of not more than live years’ standing from the first degree. There is no competitive examination. Hark ness scholarship. — This scholarship is awarded annually for proficiency in geology, including paleontology, Any member of the university is eligible who has passed some final examination for the degree of B. A. In making the award regard shall be had to proficiency in geology, including paleontology, and to promise of future work. The stipend of the scholar is the income from £3,650. John Lucas Walker studentship and exhibitions. — Tho fund consists of £8,282 in 4 per cent stock. The studentship shall be of the annual value of not less than £200 nor more than £300, tenable for three years, and the holder thereof shall devote himself to original research in pathology. It shall not be awarded b^” the result of a com¬ petitive examination. The student shall not necessarily be a member of the Univer¬ sity of Cambridge. The place and nature of the studies of the student shall bo sub¬ ject to the approval of the professor of pathology, provided that the student shall be bound to pursue his studies within the university during at least threeTerms of his tenure, which may be extended to five years. Exhibitions or prizes may from time to time be awarded to any person in respect of an essay, discovery, or meritorious service connected with the science of pathology. No exhibition or prize shall exceed the value of £50. Prendergast. Greek studentship . — The duty of the student shall be to devote himself to study or research in Greek language, literature, history, philosophy, archaeology, or art. Any member of the university shall be eligible who has passed some final examination for the degree of B. A. within four years. The tenure is for one year, but a student is eligible for reelection. A considerable portion of the time shall be spent away from Cambridge. The emolument of the student shall be £200. Clerk Maxwell scholarship. — Any member of the university who has been a student for one term or more in the Cavendish laboratory shall be eligible. The student ' shall devote his time to original research in experimental physics within the univer¬ sity, but may, on permission, carry on his researches elsewhere. The tenure shall be three years and a student shall not be capable of reelection. The emoluments are the income from £6,000. Sheepshank’s astronomical exhibition. — It shall be given to the undergraduate of the university who shall be found, upon competitive examination, to be best versed in astronomy, theoretical arid practical. The person elected is to become a student of Trinity College and to retain the exhibition for three years. The exhibition is the interest of £1,666 13s. 4d. in 3 per cent consols. Lumley exhibitions. — There are 5 exhibitions of £15 per annum each, to be held until graduation, for poor scholars educated at Thonton, in the county of York. St. PeteiJs College. — Eleven fellowships have been established. The fellows are required to be graduates of the college, or, if the society think fit, they may be elected from among the other graduates of Cambridge or Oxford. One of the fel¬ lowships can only be held by a professor of tho university. They are tenable for six years, except in the following cases : Any fellow who becomes either the head or fellow of another college immediately vacates his fellowship; any fellow who has been presented by the college to any benefice worth £400 or more shall vacate his -fellowship one year after presentation; any fellow who serves the college in the privileged offices of tutor, assistant tutor, senior bursar, or dean, and has been a privileged officer for at least two years, retains his fellowship for six years independ¬ ently of the time he has been a privileged officer, and if he holds such an office for twenty years, he retains the fellowship for life ; any fellow who holds a professorship in the university or who holds the office of public orator, or registrary, or university librarian retains his fellowship notwithstanding the expiration of six years, while he holds such university office. The college has also power to elect as fellows men eminent for science or learning, whether graduates of Cambridge or Oxford or not. In June, 1890, there had been founded 4 scholarships of £80 per annum ; 10 of £60; 1 of £50; 4 of £40, and 3 of £20. Scholars are elected from among residents anil nonresidents. Foundation scholarships are adjudged to residents (irrespective of age) according to the results of the various annual college and university examina¬ tions, for proficiency in mathematics, classics, natural science, moral science, the¬ ology, law and history. These are tenable until the holder is of standing to take the degree of B. A. Entrance Scholarships are adjudged after competition among candidates who have not commenced residence in the university, and who must not be more than 19 years of age at the time of the examination. In case of special merit the tenure of scholarships may be prolonged. There is an exhibition from the Company of Clothworkers and one from the Com¬ pany of Ironmongers. To the Miller exhibition is elected some person educated at the Huntingdon free grammar school if any such duly qualified j>erson present himself. 1604 EDUCATION REPORT, 1892-93. Clare College. — There are 8 senior and 7 junior fellows. The fellowships are open to bachelors of arts or persons of higher degree without restriction as to marriage. A fellowship becomes vacant in five years and eleven months from the time of elec¬ tion unless the fellow hold one of a number of offices. One of the fellowships must be a professional fellowship, and 1 may be held by a person not a, member of the University of Cambridge or the University of Oxford at the time of election. For the other fellowships, only graduates of Cambridge or Oxford are eligible. The electors are the master and the senior and junior fellows. All the fellowships have the same value and the same general privileges. The foundation scholarships areas follows: Eight of £60 per annum; 8 of £40, and 8 of £20. There are also 3 Tyldesley scholarships of £60 per annum tenable for three years, 4 Coles scholarships of £50 and one of above £60, and 6 minor scholar¬ ships, varying from £80 to £40. There are 2 Cave exhibitions of £50 per annum for scholars from Wakefield school, 1 Metcalfe exhibition of £40 for a scholar from Hull school, and 4 Johnson exhibi¬ tions of £20 per annum for persons educated at Oakham and Uppingham schools. Pembroke College. —There are 13 foundation fellowships open to persons of every nation, and unrestricted as to countries. There were in 1890, 29 foundation scholarships as follows: Three of £80 a year; 9 of £60; 8 of £40, and 9 of £20. Exhibitions for one year are also provided out of the scholarship fund. Besides the foundation scholarships, which are perfectly open, there is 1 Parkin scholarship of £60 a year for a scholar from the Free School of Bowes in Yorkshire, and having previously been two years at least at that school. There is also 1 exhibition, value £75, for a scholar educated at Blackrode school in Lancashire. Gonville and Caius College. — There are (1890) 22 fellowships, open to graduates of the college, or of the universities of Cambridge or Oxford. They are tenable, as a rule, for six years, but may be retained if the fellow be holding certain university or college offices, or shall have held some one or more of such offices during the space of fifteen years, or shall have been permitted by special vote to retain his fellowship on account of his literary or scientific reputation or labors. The scholarships are of two kinds. (1) Entrance scholarships, varying from £40 to £80. These are competed for before admission to the college, and are open to persons under 19 years of age. The subjects of examination are generally mathe¬ matics, classics, and natural science, and from time to time mediaeval and modern languages or oriental languages. (2) Foundation scholarships, which are awarded on the result of the annual college examinations to persons in residence without restriction of age. They are given for proficiency in any branch of study recognized in the Tripos examinations of the university. The annual value ranges from £40 to £100. They are tenable as a rule until the scholars are of standing to take the degree of B. A., but may be prolonged for a year or more. Exhibitions are given under the same conditions as scholarships, but for a somewhat lower standard of merit. In addition to the foregoing there are 2 Shuttleworth scholarships of £60 each, tenable for three years, and awarded for proficiency in botany and comparative anatomy. They are open to all registered medical students of the university who are of not less than eight terms’ standing and have passed the additional subjects of the previous examination required from candidates for honors. The Smart student¬ ship, worth £90 a year and tenable for two or three years, is open to all members of the university of a certain standing. A chapel clerkship of £72 (or two of £36), tenable for one year, is given to a student (or students) at the end of the second year of residence; need for such help must be shown. An organist scholarship of £90 is tenable for three or four years. The scholar acts as organist in the college chapel and is expected to read for the B. A. and Mus. Bac. degrees. There are 4 Tancred studentships in physic, of the annual value of £70. Students are required to take the degree of bachelor of medicine as soon as they are of sufficient standing for the same, and may hold the studentships for three years after their degree. They are therefore tenable for eight years. There are also 2 Harrow scholarships of the annual value of £52 10s. The scholars are elected by the governors of Harrow school. In 1890 the number of open scholarships was 42. Trinity Hall. — There are 13 foundation fellowships tenable for six years. All the fellows have the same stipends and privileges. The holding of certain offices or professorships prolongs the tenure of fellowships. A fellow who has held the office of tutor or assistant tutor for twenty years, or the office of professor for fifteen years, may be retained in his fellowship for life. There are 3 law studentships tenable for three years and are of the value of £50. They are to be given to graduates of the college in arts or law who intend to prepare themselves for practice in the legal profession. The holders are not required to reside in the university. The college scholarships, 16 in number, are tenable to the time of taking the B. A. or LL. B. degree. They vary from £21 to £80 a year, and are awarded for profi¬ ciency in classics, mathematics, law, and history. PECUNIARY AID FOR STUDENTS. 1605 Two exhibitions of £80 and others of smaller value are usually awarded. They are tenable during the first year of residence and are open to persons under 19 years of age who have not commenced residence in the university. Corpus Christi College. — There are 12 fellowships open to all the Queen’s subjects wherever born. The scholarships are as follows: Three of £30 a year, tenable for two years, are awarded each year to students completing the third term of residence; 2 of £60 and 1 of £40 a year are awarded under the same conditions; 2 entrance scholar¬ ships of £60 and 1 of £40, tenable for one or two years, offered annually to students who have not commenced residence; 1 of £25, tenable for two years to students completing the third term of residence; 3 of £25, tenable for one year to students comi>leting the sixth term of residence; 2 of £20 a year with rooms are bestowed on students needing assistance in their second or third year of residence; 1 of £20 a year with rooms is awarded every third year to a student in his sixth term. The post of organist is held by a, student, the stipend being £30 a year with rooms. There are also 2 chapel clerks with a stipend of 20 guineas a year each, and a sub¬ librarian with a stipend of £10 a year. Two exhibitions, value £24 and £18, are appropriated to scholars from Norwich, Wymondham, or Aylsham schools; 2 of £30 a year with rooms to scholars from Canterbury or Westminster schools; 2, value £36 and £30, to scholars from St. Paul's school ; 1, value £20, to one or more of the founder's name (Colman) ; in default of such to 4 scholars from Norwich or Wymondham schools. King’s College. — There are 46 fellowships and 48 scholarships. Four of the fellow¬ ships are appropriated to professors in the university. The remainder are open to ail graduate members of the college whose standing does not exceed six years from the 25th day of March in the academical year in which they commenced residence in the university. Twenty-four of the scholarships are appropriated to Eton College, and 24 are open. Of the former at least 4 are offered every year for competition as entrance scholar¬ ships, tenable for four years, and 2 as undergraduate scholarships. At least 6 open scholarships are offered every year. Open entrance scholarships are tenable for two years and may he prolonged for a further tenure of two years. All undergraduate scholarships are tenable till the holder is of six years’ standing. The emoluments of a scholarship are £80 a year. Holders of undergraduate scholarships have tuition free, and Eton scholars have also commons dnring residence and rooms rent free until their first degree. There is also an entrance scholarship of at least £70 a year. There is a Vintner exhibition of £70 a year awarded for proficiency in natural science, and 2 exhibitions of £50 each. They are open to all undergraduates of the college in their first or second year of residence, and to other candidates under 19 years of age. Queen’s College. — There are 12 foundation fellowships tenable for six years, but no fellow can retain his fellowship for more than one year after his induction into a college living, the net annual value of which exceeds £400. Fellows who hold cer¬ tain offices have their tenure extended. A fixed proportion of the revenues of the college is paid over to the scholarship fund. The governing body distributes this among the scholars. The value of the scholarships depends upon the report of the examiners. No scholarship will be of less value than £30 nor usually of more than £60. There are also 2 Sedgwick exhi¬ bitions worth £20 per annum, 1 Clark scholarship worth £10 per annum, and 1 Sandys exhibition worth £12 per annum. St. Catharine’s College. — There are 6 fellows and 26 scholarships. Of the latter, 14 are worth £40, 4 are worth £50, 6 are worth £35, and 2 are worth £25. There is also a fund of £3,000 for the support of students of the college. From these funds schol¬ arships varying from £50 to £20 annually are given each year after open competi¬ tion. TheJarrett scholarship has the income from £1,000. All the scholarships are open to candidates from any school or place of birth. The librarianship is worth £20 per annum with an allowance for rooms. The master’s sizarship is worth £30 per annum with chambers rent free. The Bible clerk receives his commons with chambers rent free. Jesus College. — There are 16 fellowships tenable for six years from admission. A fixed proportion of the revenues of the college is paid to the scholarship fund. The governing body distributes this among the scholars In 1889 the number of schol¬ ars was 25, and their stipends varied from £60 to £10. The amount so distributed amounted to £970. There are also 17 Rustat scholarships from £40 to £50 appro¬ priated to sons of deceased clergymen, or, in default of such, to the sons of living clergymen; 1 scholarship of £40 per annum to the son of a living clergyman with preference to a native of Nottinghamshire or Lancashire; 1 of £15 per annum to the son of a clergyman; 2 of £16 per annum open to all clergymen’s orphans and tenable from the degree of B. A. to that of M. A. ; 1 of £72, or 2 of £36 per annum, of students educated, at Loughborough school. The foundation scholarships may be held with any other. 1606 EDUCATION EE POET, 1892-93. Scholarships and exhibitions for proficiency in classics, mathematics, and natural science are given away by examination in December to candidates who intend com¬ mencing' residence in October. These may not exceed £80 in value, and candidates must be under 19 years of age, Christ's College. — There are 15 fellowships and 30 or more scholarships open to all the Queen’s subjects without restriction. The fellowships are divided into senior and junior fellowships. The number of senior fellows must not exceed two-thirds nor be less than one-third of the whole number. All fellows must be graduate members of thecollegeor the University of Cambridge, or of Oxford. A junior fellow may be of any standing at the time of election, and can hold his fellowship for six years or until he lias been elected to'a senior fellowship. In order to be elected to a senior fellowship it is necessary either (a) to hold one of certain specified offices in the college or uni¬ versity ; or (&) to be engaged in other specified work under university sanction, either at Cambridge or elsewhere; or (c) to be a person of known ability and learning engaged in research in any art or science. A senior fellow who for twenty years has held one or other of the qualifying offices or employments may retain his "fellowship for life without further obligation to service. The scholarships are maintained either from the scholars’ fund or from separate trust funds. The scholars’ fund receives annually one-fifth of the divisible income of the college. Out of it are supported not less than 12 Lady Margaret’s scholars, whose stipends vary from £30 to £100 a year; 3 King Edward VI scholars, receiving £50 a year each ; and 1 Finch scholar and 1 Baines scholar, receiving £30 a year each. The trust funds provide generally for 3 scholarships of £50 and 9 of £30 per annum. There are also 2 Carr exhibitions, value £50 a year each, with preference to Giggles- wick school; 2 Wilson exhibitions, value £30, with preference to Kirkby Lonsdale school; 1 Petyt exhibition, value £30, with preference to Skipton school; and 1 Otway exhibition, value £30, with preference (1) to Kirkby Lonsdale school, (2) to Sedbergh school. Besides the above there are 8 exhibitions, aggregating between £50 and £70 a year, perfectly open and aro annually distributed amongst the most deserving students of the college. Students are elected to scholarships and exhibi¬ tions for proficiency in mathematics, classics, natural science, moral science, law, history, divinity, oriental languages, modern and mediaeval languages. They are tenable until the student is of standing to take the B. A? degree, and in case of merit the period may bo extended, until he is of standing to take the M. A. degree, but no longer. There are also 4 divinity studentships, annual income from each not less than £50 nor more than £100, open to students from 16 to 22 years of age. These may be held for three years after the degree of B. A., but no longer. St. John’s College. — There are 56 fellowships, 60 foundation scholarships and 9 sizarships. The fellows arc graduates of the college or of Cambridge or Oxford, and must proceed to the degree of master of arts, master of law, master of surgery, or doctor of medicine as soon as possible. Fellowships are tenable for six years, pro¬ vided no fellow may be of more than ten years’ standing from his first degree. The tenure of fellowships may be extended for periods of five years. Five feilo wsliips are devoted to professors of the university. The foundation scholars are elected from students of the college or from such other persons and of such standing as the council may think fit. Scholars, if not graduates, must proceed to some degree at the regular time. Scholarships are worth not less than £40 nor more than £100 per annum. Their tenure is contingent upon residence, good conduct, and application to study. The 9 proper sizars have their commons free, and usually hold exhibitions. They aro chosen from the other sizars after a residence of at least three terms. The sum of £360 is assigned annually in Wood exhibitions to the most deserving students, ! account being taken of their pecuniary circumstances. The sum of £520 is given annually to the most deserving students '2, to be called Hare exhibitioners. The Hughes exhibition of £35 is given annually for proficiency in biblical and ecclesiastical history. There are also 3 Naden divinity studentships, value of each £80, open to B. A.’s not of standing for M. A., and are tenable for three years; the Fry Hebrew scholarship, worth £32, tenable for three years, is open to B. A.’s of the college or university. Four law* scholarships, worth each £150 yearly, and tenable for four years, are open to B. A. ’s or LL. B.’s of the college who shall prepare themselves for practice in the profession of law. Two studentships, worth £60 each, for the study of physical or natural science or of Semitic or Indian languages, are tenable with scholarships, and are open to students of the college engaged in any of the above studies who are of not less than nine nor more than eighteen terms’ standing. Six foundation scholarships and 4 minor scholarships are awarded annually by competition among persons who have not commenced residence. They range in value from £80 to £50 per annum, and are tenable for two years at least. Candidates must be under 19 years of age, and may offer themselves for examination in classics- mathematics, natural science, Hebrew or Sanskrit. There are 4 choral student. 1 Twenty six in 1890. 2 Twelve in 1890. PECUNIARY AID FOR STUDENTS. 1607 ships, value £40. Tlio students take part in tho musical services in the chapel. Exhibitions attached by preference to certain schools are 4 of £40 each, tenable for three years, to Pocklington school ; 6 of £33 6s. 8d., tenable for three years, to Sed- hergh school; 1 of £17 10s., tenable for four years, to Shrewsbury school; 1 of £20, tenable till B A. standing, to Stamford school ; 1 of £10, tenable till B. A. standing, to Westminster or Hoddesden school; 1 of £18, tenable lor three years, to Bury St. Edmunds school; 4 of £32, tcnablo for four years, to Oakham or Uppingham school ; 2 of £30, tenable for four years, to Peterborough or Oundle school ; 3 of £40, tenable for four years, to Hereford school ; 2 of £50, tenable for three years, to Here¬ ford school ; 2 of £50, tenable for three years, to Manchester school ; 2 of £50, tenable for 3 years, to Marlborough school; 3 of £30, tenable for four years, to Durham school; 1 of £20, tenable for four years, to Sutton Valence school; 1 of £40, tenable for three years, to Grantham school; 2 of £25, tenable for four years, to Exeter school. Magdalene College, — There are 7 fellowships and 9 open foundation scholarships. The latter are as follows : Three of at least £60- per annum, 3 of £40, and 3 of £20. There are also 4 Milner scholarships of £80 a year each, with preference to scholars from Leeds, Halifax, and Heversham schools; 4 Holmes exhibitions of £70 a year each for scholars from Wisbech school; a college exhibition of £36 a year open to candidates who have not commenced residence. A benefaction of £65 is given annually to poor and deserving students. Trinity College. — There are 60 fellows (at the least), 74 major scholars (at the least), the minor scholars, and 16 sizars. The fellows are elected from all members of the college or other members of the university who have attained the B. A. degree, or some equal degree, and whose standing after sueh degree does not exceed three years. Tho tenure is six years, except in case of men who have filled certain offices. The scholarships are open to all undergraduates of the college and to persons who are not yet resident members of the university, provided that these last are under 19 years of age. Ordinary major scholarships are generally tenable for five years and six months. The annual value is for a resident undergraduate £100, and for a resi¬ dent B. A. £80. Major scholarships awarded before commencing residence are of the value of £80 a year during residence and are tenable for two years only. Besides the major scholars there are chosen every year not less than 6 minor scholars and exhibitioners. It has been usual to award 3 minor scholarships worth £75, 3 of £50, besides exhibitions of £40. These are open to all persons under 19 years of age who have not commenced residence. They are tenable for two years. Of tho value and number of appropriated exhibitions the following is a statement : Two or 3 annually from Westminster school, £40 per annum each; 2 of £40 to St. Paul’s school, London; 1 of £3 8s. 8d. to Lynn school; 1 of £40 to tho name and kindred of R. B. Podmore or to a native of Salop County, educated, for four years at least at the grammar school of Shrewsbury. There is also an astronomical exhibi¬ tion of £50 per annum, tenablo for three years and open to the public competition of all undergraduates of the university. The Coutts Trotter studentship for origi¬ nal research in natural science, especially physiology and experimental physics, is awarded at least every two years and is open to graduates of the college of not more than seven years’ standing. There is no examination, but regard is had to the promise of power to carry on original work. The student receives £250 a year. There are 16 sizars. The value, including all allowances, is £*100 a year. The value of a subsizarship is £40. Candidates for sizarships may be either subsizars of the college or persons under 19 years of age not yet members of the university. Emmanuel College. — There are 13 fellows and 24 foundation scholars. The junior fellowships are tenable for six years and are open to all graduates of Cambridge or Oxford. The senior fellowships are tenable generally so long as the person elected holds some one of certain university offices. The scholarships paid out of the general revenues are as follows: Two of £80 per annum, 2 of £70,8 of £60, 6 of £50, and 6 of £40. There are also 5 Thorpe scholarships awarded to students of not less than three terms’ standing, 2 of which at least are awarded for proficiency in theology. There are also 4 scholarships and exhibitions of £22 per annum, with preference to Oakham and Uppingham schools; 2 of £50 to Derby and Ashby de la Zouch schools; 1 of £16 to Durham and Newcastle schools; and 3 of £30 to Market Bosworth school. Scholarships are usually awarded to resident members of the col¬ lege and are tenable till B. A., or, with special permission, till M. A. Scholarships, tenable in the first instance for not more than two years, are also offered for com¬ petition to candidates who have not commenced residence. There are 2 subsizar- ships of the value of £30 open to candidates who have not commenced residence and tenable for oue year, and 4 sizarships of £45 tenable for two years. Sidney Sussex College. — There are 10 fellows and 24 scholarships. The value of the latter is as follows : Four of £60 a year ; 8 of £50; 6 of £40 ; and 6 of £30. There are also 3 exhibitions of £60 a year for Tiverton School ; 4 of £25 for Oakham or Upping¬ ham schools ; 2 of £45 for sons of clergymen educated at Grantham or Oakham schools ; and 2 of £12 for sons of clergymen. There are also 6 sizarships of the value of £27 a 1608 EDUCATION REPORT, 1892-93. year eacli. Scholarships and exhibitions are awarded for proficiency in mathematics, classics, divinity, or natural sciences, according to the results of an examination. Donning College , — There are 6 fellows and 6 scholars. Candidates for fellowships must have taken a degree in arts, law, or physic in Cambridge or Oxford, and must not be above 30 years of age. Fellowships are tenable for seven years from election. The foundation scholarships are worth not less than £50 per annum, with the addition, in some cases, of rooms rent free and an allowance for commons. They are tenable at least until the holder be of standing to take the B. A. degree, and in some cases the tenure is extended to M. A. They are awarded for distinction in natural science, moral philosophy, history, or law. Two minor scholarships are offered annually for competition among persons who are not members of the university, or undergraduates who have not resided one whole term. They are worth from £40 to £70 per annum, and are tenable until the holders are of standing to compete for a foundation scholarship. The examination is in law and natural science. Candidates in natural science must be under 19 years of age. There is no such limitation in the case of candidates inlaw. Cavendish College. — Open scholarships of the value of £50 and £30 per annum are offered in classics, mathematics, natural science, andmodern languages, and scholar¬ ships of the value of £30 are awarded to undergraduates of the college in the various subjects studied in the university. A scholarship is also given by the results of the senior local examination, and there is an organist scholarship. The total number of scholars in 1890 was 11. Sehcyn College. — Entrance scholarships are given annually in classics and mathe¬ matics, and an organ scholarship of £30 is awarded from time to time. Number of scholars in 1890 was 9, not including one exhibitioner. Ayerst Hall. — There are 4 scholarships of £20 a year each, tenable for two years during residence. Two are offered each year, to be awarded only to candidates who are considered likely to take a degree in honors, and who have already kept at least three terms at the Hall. There are also exhibitions of £20 a year for converts from the mission field. Noncollegiate students. — There are 3 exhibitions of £52 10s. a year each, one to be awarded annually, for the study of physical science, and tenable for three years by noncollegiate students; 3 exhibitions of £30 a year each, one to be awarded each year to a noncollegiate student of the University of Cambridge of at least a year’s standing. 3. FEANCE. The particulars concerning bourses (scholarships) in France have been taken from the Annuaire de la Jeunesse for 1893, which contains the following: The bourses (scholarships) maintained by the State in the faculties of sciences and of letters are of three kinds : Les bourses de licence (scholarships for candidates for the degree of licentiate), les bourses d’agregation (scholarships for candidates for the degree of fellow), les bourses d’etudes (ordinary scholarships). The scholarships of these three kinds are bestowed for one year from the 1st of November; they are payable monthly in advance, and maybe prolonged for a second year. They can not be held with another remunerative office. Scholarships for candidates for the degree of licentiate. — These scholarships had for¬ merly the uniform value of 1,200 francs ($231.60), but at the present time some of them are worth 1,500 francs ($289.50). The candidates must be Frenchmen, between the ages of 18 and 25, and must have the bachelor’s degree. They must register between the 20th of May and the 20th of June with the secretary of the acaddmie in which they reside, indicating the faculties to which they wish to be attached. They* furnish, besides their certificate of birth and their diploma, (1) a statement signed by themselves, giving the profession of their father, the residence of their family, the institution or institutions where they were educated or to which they had beep attached as teachers, the place or places where they have lived since leaving the said institutions ; (2) a certificate from the head or heads of said institutions, containing, with a statement as to the character and aptitude of the candidate, a statement indi¬ cating the amount of success which he had obtained in the studies of his classes; (3) a statement as to his pecuniary condition. The examinations are held at the beginning of J uly, at the seat of each faculty, on the same day. The subjects for the written composition are sent by the minister. The examinations are as follows: 1. In the faculty of letters: A French and a Latin composition; thorough explica¬ tions of a Greek author, of a Latin author, and of a French author from the classes of rhetoric and philosophy of the lyce^s. The candidates for the licentiate of letters with mention of philosophy are examined also in philosophy; the candidates for the licentiate of letters with mention of history, in history. The candidates for the licentiate of letters with mention of living languages, construe a German or English author of the class of rhetoric; to this is added an oral German or English exercise. PECUNIARY AID FOR STUDENTS. 1609 For the candidates for tlie licentiate of letters, pure and simple, the Latin explica¬ tion is double and bears upon a prose writer and upon a poet. 2. In the faculties of sciences: A composition and some questions on the subjects of mathematics, physics, chemistry, and natural history, according to the licentiate for which the candidate prepares himself. The consultative committee of public instruction arranges the list of candidates in the order of merit, taking into account the needs of secondary instruction. Neverthe¬ less the holders of licentiate scholarships should not consider themselves as officers to whom the State owed a place at the expiration of their scholarships. While they furnish serious and numerous recruits to secondary instruction, the administration of public instruction does not intend, however, to make a contract of engagement with them. The scholars who have received one of the prizes of honor at the general examina¬ tion of the lyce6s of Paris or of the departments can obtain a licentiate scholarship without taking the examinations just spoken of. The scholar admitted to one of the licentiates of sciences can obtain, without a new examination, a scholarship for one of the other two licentiates. This new scholarship is for one year and can not be renewed, except on a special report of the dean, of the rector, and upon the vote of the consultative committee. The number of licentiate scholarships granted to new incumbents in October, 1892, was as follows: In mathematics, 17 entire scholarships, 1 three quarters scholarship, 1 half scholarship ; in physical sciences, 12 entire scholarships, 2 half scholarships ; in natural sciences, 4 entire scholarships, 1 half scholarship ; in letters, 23 entire scholar¬ ships, 1 three-quarters scholarship, 5 half scholarships; in letters (history), 9 entire scholarships, 1 half scholarship; letters (philosophy), 4 entire scholarships; letters (German), 6 entire scholarships; letters (English), 3 entire scholarships, 1 half scholarship. Of the entire scholarships, 32 were for 1,500 francs ($289.50); the others of 1,200 francs ($231.60). The number of licentiate scholarships for one year from November 1, 1893, given to young men who had been called under the flag, and who enjoyed their scholarships during the year 1893-94, was as follows : In mathematics, 7 entire scholarships, 1 three- quarters scholarship ; physical sciences, 2 entire scholarships ; letters, 3 entire scholar¬ ships, 1 three-quarters scholarship; letters (English), 1 half scholarship. Three of these scholarships were worth 1,500 francs ($289.50) ; the others, 1,200 francs ($231.60). The scholarships for licentiates of letters with mention of living languages are bestowed at first for two years. During the first year the young men who hold them reside in foreign countries, either in Germany or in England. They receive, besides the scholarship, an allowance for traveling and living expenses. The second year they return to France and attend the lectures of a faculty. Scholarships for candidates for the degree of fell oiv. — These are of 1,500 francs ($289.50) or of 1,800 francs ($347.40). The candidates must be at least 30 years of age. They address their request, between the 1st and 20th of July, to the dean of the faculty where they have taken the degree of licentiate. They add to this request the certificates of the heads of the institutions where they have taught. If they have been licentiate scholars they annex a special report from the professors whose courses they have followed. All these documents, accompanied by explanatory remarks, by the conclusions arrived at by the dean, and by a report showing how the faculty intends to prepare for the degree of fellow, are sent through the rector to the minister, who takes the advice of the consultative committee of supe¬ rior instruction. Some of the scholarships for candidates for the degree of fellow can be bestowed upon the report of the boards of examination of the various bodies of secondary instruction. The number of this class of scholarships bestowed in 1892 on new incumbents is shown in the following table : Subjects. Entire scholarships. Two-thirds scholar¬ ships. Half scholar¬ ships. 1,800 francs ($347.40). 1,500 francs ($289.50). 1,200 francs ($231.60). 1,000 francs ($193). 750 francs ($144.75). Mathematics . 5 6 1 Physical sciences . 5 4 1 1 Natural sciences . . 1 Philosophy . 2 4 2 History . 2 6 3 Letters . 3 3 1 2 Grammar . 5 6 i 2 2 German . 2 5 English . 2 1 1 1610 EDUCATION REPORT, 1892-93. Ordinary scholar ships. — These are of the animal value of 1,500 francs ($289.50) ; they are intended to encourage free and disinterested research in the faculties of sciences and of letters. These scholarships are each year of a variable number, according as the needs of secondary instruction make the number of scholarships for licentiates and fellows vary. They are bestowed upon nomination by the facul¬ ties and confirmation by the consultative committee of superior instruction. The conditions for obtaining them are very broad; strictly, no degree is required; it is sufficient to have given proof of aptitude in a certain branch of science. Now¬ adays, since the professors no longer live isolated from the students, they know their talents ; they designate those who ought to be encouraged. Thus it is expected to attach by degrees to the faculties of sciences and of letters a distinct clientage of candidates for the degrees, and who are more especially engaged in researches of a scientific order. A certain number of these scholarships are reserved for students in law, in medi¬ cine, and in pharmacy, to pursue literary and scientific studies. The candidates must register before August 1 with the secretaries of the academies. Annual grants by departments, cities, and associations in favor of scholars of the fac¬ ulties and schools of superior instruction. — These grants are applied to the creation of prizes and the support of scholars ; they may vary from year to year. The grants for scholarships, of which the faculties of Paris are the beneficiaries, and which are renewed from year to year, are as follows : Faculty of Protestant theology, 1,600 francs ($308.80) from tlie general synod of the Church of the Augsburg Confession, 800 francs ($154.40) from the consistory of Nimes, 1,000 francs ($193) from the asso¬ ciation for the encouragement of the studies at the faculty; faculty of law, 6,000 francs ($1,158) from the city of Paris; faculty of medicine, 6,000 francs ($1,158) from the city of Paris; higher school of pharmacy, 3,000 francs ($579) from the city of Paris. These grants from the city of Paris are distributed in scholarships of 1,200 francs ($231.60) and in half scholarships of 600 francs ($115.80). The city of Bordeaux awards scholarships (number not given) at the faculties of sciences and of letters. The cities of Lille, Amiens, Abbeville, and the department of Ardennes support or have supported some young men pursuing their studies at the faculties of sciences and of letters at Lille. Besides these scholarships supported by the State, cities, and associations, there are eight scholarships of the value of 1,000 francs ($193) each at the faculties of Paris, founded by gifts from individuals. 4. GERMANY. In the German universities there is no system of fellowships and scholarships. Students are aided by having their tuition fees postponed or remitted, and by free dinners and cash benefices. The following account of the aid given to students in German universities is taken from an article on German universities, printed in the Annual Report for 1891-92 : Since time out of date pecuniary aid has been offered to students in order to facil¬ itate their attendance in the university; this has been done in three ways : First, by postponing the payment of lecture "fees ; second, by granting free dinners; and third, by benefices in cash. It is to be regretted that complete statements concern¬ ing these benefices are not available; it is only in recent years that the Prussian university statistics offer any information under this heading. How the lecture fees are to be paid, as well as their amounts, for what period the paying of the fees may be postponed, are questions settled by the professors them¬ selves. In Prussian universities indigent students are relieved temporarily from the payment of these fees, if they petition for postponement and furnish the questor with documentary evidence of poverty, signed by home authorities. Usually the payment is postponed for six years, after which the questor attempts to collect the fees, unless the debtor has no fixed employment or regular source of income. Fre¬ quently the final settlement is set aside if the debtor’s financial condition remains unsatisfactory. In late years the petitions for postponement of payment of fees have considerably decreased in numbers; they are found almost exclusively in the tlieo- logic and philosophic faculties. The postponement of payment is not granted with the same liberality in all the universities. The principle has been adopted lately of not postponing the payment of any fees during the first semester; m other univer¬ sities the postponement holds good only for the time of study in that particular institution. Where postponement is customary release from payment is excluded, while in some universities a commission examines each case and releases the student from payment; but in such institutions postponement is not cilstomary. PECUNIARY AID FOR STUDENTS. 1611 During the year 1887-88 the payment of fees was postponed in 3,010 cases, or 22 per cent of all students; 2,891 of these students were native Prussians, 94 liad come from other parts of Germany, 25 were foreigners. During tha t year 25.63 per cent of the Prussian students enjoyed this kind of beneficence (in 8 semesters an average of 26.1 per cent). Tho proportions varied in different universities; while in Berlin, Bonn, Halle, Kiel, and Konigsberg the percentage was 20.4 and 20.9 per cent, it was only 7.6 per cent in Marburg, 9.3 per cent in Gottingen, 10 per cent in Braunsberg, 17.6 per cent in Munster, but 54.5 per cent in Greifswald. Some of those who enjoyed these benefices were sons of professors, who according to the charter of the institution are exempt from lecture fees, but their number is very small. There are also cases of jmofessors who do not charge for private instruction to foreigners, but such cases do not come under observation. Some students pay part of their fees and postpone the payment of the other. All in all, it may be said that fully one-fourtli of all the students are in needy circumstances, and furnish proof of this fact, whereupon the benefice mentioned is accorded them. This percentage is considerably increased if we add those who receive benefices in cash in addition to the postponement of lecture fees or depend upon aid in cash only. In Prussia 2,430, or 17.9 per cent, of all the students receive cash benefices; 76 of these were foreigners, 236 were Germans, but not native Prus¬ sians. Free dinners were given to 1,052 persons, 7.7 per cent of the students. But since these dinners were frequently given to tho same persons, it will not do to add the total numbers of the three classes in order to arrive at the number of those who enjoy benefices. If each one is counted but once, we get a total of 4,510, or more than one-third of all the students. Among these were 88 foreigners, 414 Prus¬ sians, and 308 other Germans. The Prussians represent a percentage of 36.48 per" cent of the students; 18.74 per cent received benefices in cash and 8.77 per cent free dinners. There can be no doubt that the number of beneficiaries is actually greater than stated in the foregoing, because many are not counted who receive aid from private sources in their native towns. This j>hase of the question is of greater importance in regard to the amount of benefices than in regard to the number of beneficiaries. Altogether 2,868 German students received cash aid and free dinners amounting to a value of 441,619 marks ($105,989), which is equal to 154 marks ($37) per semester. Since the number of benefices given was 3,346, it is plain that a number of students received several kinds of benefices. However, this statement falls much behind the actual truth; the causes of this are found in the foregoing. Seventy per cent of 3,346 cases of aid consisted of cash gifts and 30 per cent free dinners. The 70 per cent in number had a value of 87 per cent. A word concerning the sources of these benefices may be welcome. Yvre state that 1,341 = 40 per cent, valued at 124,745 marks ($32,339) =30.5 per cent, -were derived from funds of the universities ; 1,470=42.9 per cent, valued at 212,708 marks ($51,050) = 48 per cent, wr ere derived from funds appropriated by municipal governments, corporations, etc., and 535 = 17.1 per cent, valued at 94,166 marks ($22,600) =21.5 per cent, vrere derived from family endowments. Concerning the last-mentioned item we may say that, owing to want of information, it may be very much too small. The Prussian minister of education paid in 1891-92 the sum of 68,766 marks ($16,704) to needy students, and besides that had at his disposal a fund of 100,000 marks ($24,000) for such students of German parentage who consented to accept govern¬ ment positions in the Polish provinces. The foregoing numbers are distributed among the faculties as follows : Benefices in cash and free dinners were given in 1887-88 per semester to students of the — Absolute numbers . Per cent of faculty . Per cent of the students of thefaculty^ . Per capita . Protestant theological faculty. 1, 093 37.7 41.1 151,950 34.4 140 Catholic theological faculty. 244 8.5 44.6 34, 897 7.9 143 Law faculty. 265 9.3 11.8 62, 136 14.1 234 Medical faculty. 614 21.4 17.6 3, 760 20.1 144 Philosophic faculty. 653 22. 7 103, 876 23.5 159 From the foregoing table we see that the students of theology are the most numer¬ ous of those receiving aid, partly because they are mostly in needy circumstances ; 1612 EDUCATION REPORT, 1892-93. partly, also, because for such students the largest benefit funds are in existence. The percentage of the philosophic faculty, which used to be much, larger, has decreased in late years in consequence of the addition of students who did not for¬ merly have the right of citizenship in the university, such as agriculturists, phar¬ macists, etc., and for whom very few endowments for scholarships and benefices exist. The amounts paid to individuals are generally very small. Almost one-half the number of cash benefices amounted to 100 marks ($24) or less per semester. Only 30 amounted to 500 to 800 marks ($120 to $192). Only 9 amounted to 800 marks and more. The statistics of public instruction in the Kingdom of Bavaria, embracing the years 1869-1892, contain the statement that of every 100 students, 20 were completely exempt from the payment of lecture fees; 25 partially so; together, 45 per cent. Of the students of theology, 59 per cent belong to that class ; of the law students, 40 per cent ; of the medical students, 39 per cent ; of the students of philosophy, 50 per cent. Fifteen per cent of the students (330) received aid in cash (54,298 marks, or $13,132) = 164.5 marks ($39.38) per capita. CHAPTER VI. UNIVERSITY EXTENSION. At the close of the year 1892-93 detailed statistical reports concerning university extension courses of lectures were received from 26 institutions. These institutions reported that they had delivered during the year 418 courses, or a total of 3,022 lec¬ tures, with an aggregate average attendance of 56,601. The average attendance at 35 courses of lectures was not reported by the institutions concerned. Ten of the courses of lectures were delivered in California, 3 in Colorado, 3 in Connecticut, 2 in Delaware, 119 in Illinois, 15 in Indiana, 3 in Kansas, 3 in Kentucky, 6 in Louisiana, 8 in Maine, 1 in Maryland, 4 in Massachusetts, 6 in Michigan, 6 in Missouri, 21 in New Jersey, 34 in New York, 15 in Ohio, 1 in Oregon, 115 in Pennsylvania, 1 in Vir¬ ginia, 2 in West Virg^m3'; and 2 in Wyoming. The location of 38 of the centers was not reported. Two of the courses were on philosophy, 3 on mathematics, 1 on university exten¬ sion, 6 on education or pedagogy, 23 on art, 48 on political or social science, 50 on natural or physical science, 119 on history, 128 on literature, and the subjects of 38 courses were not reported. The summarized statistics, by institutions, are as follows : Institutions conducting courses. H © © a f-H -fO o o BZ S3 O 6 % go . © S3 m — c$ no © cS^ © . CO fcJD <-• CO on S .® 3 g 1! s?§ fcfcw UO © a § .© e3 ©3 p. 2 U .2 © g a 3 Leland Stanford Junior University, Palo Alto, Cal. . . . University of Denver, University "Park, Colo . Wesleyan University, Middletown, Conn . University of Chicago, Chicago, Ill . Indiana University, Bloomington, Incl . Wabash College, Crawfordsville, Ind . De Pauw University, Greencastle, Ind . . University of Kansas, Lawrence. Kans . Tulane University, New Orleans, La . Colby University, Waterville, Me . St.John’s College, Annapolis, Md . Detroit College, Detroit, Mich . Western Michigan College, Grand Rapids, Mich . University of the Stare of Missouri, -Columbia, Mo _ William Jewell College, Liberty, Mo . Rutgers College, New Brunswick, N. J . University of the State of New York, Albany, N. Y. . . University of Cincinnati, Cincinnati, Ohio . Ohio State University, Columbus, Ohio . Willamette University, Salem, Oreg . Western University of Pennsylvania, Allegheny, Pa.. American Society for the Extension of University Teaching, Philadelphia, Pa . Summer meeting of 1893 of American Society . Central high school, Philadelphia, Pa . Brown University, Providence, R. I . Richmond College, Richmond, Va . University of Wyoming, Laramie, Wyo . 10 2 3 125 14 2 2 5 6 8 1 1 1 2 2 9 34 9 4 1 5 108 20 3 38 1 2 57 12 13 750 123 18 12 60 36 45 6 10 6 24 30 90 340 .156 22 3 35 625 119 30 380 8 12 2, 925 250 350 175 125 4 45 22, 592 1,000 200 140 890 215 660 50 160 25 185 33 949 2, 932 258 240 600 405 18. 772 714 254 1, 950 130 72 8, 994 1,000 70 215 143 10 10 33 481 1,059 229 "”26' 4, 759 '”254' 718 I 486 63 ! . I 5 !. 23 221 529 51 142 41 395 65 13 1613 1614 EDUCATION REPORT, 1892-93. Iii addition to the courses reported by the above-mentioned institutions, ' tbe University of California gave 2 courses of lectures on English, 1 on mathematics, 1 on pedagogy, and 2 on scientific subjects; Napa College, Napa, Cal., gave 1 course of 6 lectures on psychology; Cornell College, Mount Vernon, Iowa, gave 1 course on history ; the University of Minnesota gave 3 courses on history and 1 on English literature; Missouri Valley College, Marshal], Mo., gave 1 course of 24 lectures on English literature; Trinity College, Durham, N. C., gave 1 course of 6 lectures; Allegheny College, Meadville, Pa., 1 course of 10 lectures on English literature ; and the University of Wisconsin gave 48 courses of 6 lectures each. Other institutions which are known to offer university extension courses of lectures are as follows: University of Arizona, Tucson, Ariz.; Colorado College, Colorado Springs, Colo.; Connecticut Society for the Extension of University Teaching; Uni¬ versity of Illinois, Champaign, Ill. ; Knox College, Galesburg, Ill. ; Lake Forest University, Lake Forest, Ill.; State University of Iowa, Iowa City, Iowa; Bowdoin College, Brunswick, Me.; Buchtel College, Akron, Ohio; Ohio LTiiversity, Athens, Ohio; Baldwin University, Berea, Ohio; Western Reserve University, Cleveland, Ohio; Ohio Wesleyan University, Delaware, Ohio; Kenyon College, Gambier, Ohio; Denison University, Granville, Ohio; Hiram College, Hiram, Ohio; Marietta College, Marietta, Ohio; Oberlin College, Oberlin, Ohio; Miami UTniversity, Oxford, Ohio; Wittenburg College, Springfield, Ohio; Heidelberg University, Tiffin, Ohio; Otter- bein University, Westerville, Ohio; Antioch College, Yellow Springs, Ohio; Univer¬ sity of Texas, Austin, Tex., and University of Utah, Salt Lake City, Utah. The number of institutions maintaining summer schools is rapidly increasing. This form of instruction may be considered as another phase of university exten¬ sion; for, by such means, university instruction and the extensive libraries, labora¬ tories, and museums are rendered available, during the summer months, to teachers and other persons who are not able to attend the regular sessions of universities and colleges. The summer schools usually continue for periods varying from six to twelve weeks. The universities and colleges offering instruction by means of summer schools are as follows: University of California, Berkeley, Cal.; Leland Stanford Junior Uni¬ versity, Stanford University, Cal. ; Colorado College, Colorado Springs, Colo. ; Uni¬ versity of Georgia, Athens, Ga. ; University of Chicago, Chicago, Ill. ; Cook County Summer Normal School, Englewood, Ill. ; Northwestern University, Evanston, Ill. ; Indiana University, Bloomington, Ind. ; Vf abash College, Crawfordsville, Ind. ; De Pauw University, Greencastle, Ind. ; Ridgeville College, Ridgeville, Ind. ; Drake University, Des Moines, Iowa; State University of Iowa, Iowa City, Iowa; Cornell College, Mount Yernon, Iowa; Campbell University, Holton, Kans. ; Central Uni¬ versity, Richmond, Ky. ; Amherst College, Amherst, Mass.; Harvard University, Cambridge, Mass.; Clark University, Yvmrcester, Mass.; University of Michigan, Ann Arbor, Mich. ; Hope College, Holland, Mich. ; University of Minnesota, Minne¬ apolis, Minn. ; Cotner University, Bethany, Nebr. ; University of Nebraska, Lincoln, Nebr. ; Cornell University, Ithaca, N. Y. ; Keuka College, Keuka College, N. Y. ; Columbia College (School of Mines), New York, N. Y. ; University of Rochester, Rochester, N. Y. ; University of North Carolina, Chapel Hill, N. C.; Mount Union College, Alliance, Ohio; Ohio University, Athens, Ohio; Ohio Wesleyan University, Delaware, Ohio; Findlay College, Findlay, Ohio; Marietta College, Marietta, Ohio; Muskingum College, New Concord, Ohio; Oberlin College, Oberlin, Ohio; Scio Col¬ lege, Scio, Ohio; Wittenberg College, Springfield, Ohio; Heidelberg LTniversity, Tiffin, Ohio; University of Wooster, Wooster, Ohio; Ursinus College, Collegeviile, Pa.; Grove City College, Grove City, Pa.; Yolant College, .Yolant, Pa.; Black Hills College, Hot Springs, S. Dak.; University of Virginia, Charlottesville, Ya. ; Wash- ington and Lee University, Lexington, Ya., and University of Wisconsin, Madison, Wis. Summer schools not held at universities and colleges, but generally at the seashore or among the mountains, are as follows : Ottawa Chautauqua Assembly, Ottawa, UNIVERSITY EXTENSION. 1615 Ivans. ; Louisiana Chautauqua, Ruston, La. ; Marthas Vineyard Summer Institute, Cottage City, Mass. ; Normal Institute of Vocal Harmony, Lexington, Mass. ; North- field Schools for Bible Study, Northfield, Mass.; Seashore Normal Institute, West Chop, Mass.; Bay View Summer University, Bay View, Mich.; Seaside Assembly, Avon-by-the-Sea, N. J. ; Long Island Chautauqua and Summer Schools, Babylon, N. Y. ; Chautauqua Assembly, Chautauqua, N. Y. ; Summer School, Cold Spring Harbor, N. Y. ; National Summer School, Glens Falls, N. Y. ; Glenmore School for the Culture Sciences, Keene, N. 1\; Catholic Summer School of America, Plattsburg, N. Y., summer meetings, Prohibition Park, Staten Island, N. Y. ; Central Summer School, Tully Lake, N. Y. ; Lakeside Encampment, Ohio; American Institute of Instruction, Narragansett Pier, R. I. ; Lake Madison Summer School, Lake Madison, S. Dak.; Mont Eagle Assembly, Mont Eagle, Tenn.; Virginia Summer School of Methods, - , Va. ; Monona Lake Assembly, — - — , Wis. CHAPTER VII. MEDICAL EDUCATION.1 RAISING THE STANDARD. Medical education in tliis country is now making one of the longest strides for¬ ward that has occurred in its history. This step is the lengthening of the course to three and four years of eight or nine months, instead of the old course of two years of four or five months. We say this step is now being taken, for Avhile many schools have already lengthened their courses during the last eight years, there are others which have arranged to do so soon, and still others which are certain to follow along afterwards.2 So the work of higher medical education is still in a progressive state, in that many medical schools have not as yet entered upon their full course of instruction, hut it is probable that nearly all of the colleges will have completed this extension during the next four or five years. When they have done so, and one can take a retrospective glance and see that every medical school has added one or two years to its course, and has lengthened the annual session to eight or nine months, the question will naturally arise, What was the moving cause of this exten¬ sion? Why was it that the medical colleges, which for decades had been contented with a course of two years of four or five months each, began to adopt courses of three or four years of eight or nine months each? In fact, this question has already been answered by several writers, but the explanations must have come from different standpoints, as the}1" arrive at different conclusions. It is gaid by some that the Illinois State board of health, of which Dr. John H. Bauch was secretary, was the prime cause, when it announced that no school having a course of less than three years would bo considered in good standing and that its graduates could not practice in Illinois without first undergoing an examination. Others say that the medical practice acts adopted in several States dur¬ ing the last five or six years began the work; others attribute it to the resolutions of the American Medical College Association in favor of higher education; others claim that “it was inaugurated by the American Institiito of Homeopathy in 1888, when it was ordered that ‘After the college sessions of 1890-91 each and all of the homeo¬ pathic schools of America will require of their candidates for graduation at least three years of medical study, including three full courses of didactic and clinical instruction of at least six months each.’ ” It is probable that many of the leading medical institutions had for some time been in favor of extending the course, but were deterred from fear that their students would leave for competing colleges where less time was required. But when some 1 By A. Erskine Miller. 2 The Association of American Medical Colleges, at its meeting in San Erancisco, June 7, 1894, “ Resolved , That students graduating in 1899 or subsequent classes he required to pursue the study of medicine four years and to have attended four annual courses of lectures of not less than six months' duration each.” ED 93 - 102 1617 1618 EDUCATION REPORT, 1892-93. of tlio institutions which constituted departments in- heavily endowed universities became less dependent upon tuition fees, they were able to adopt longer courses without considering its effect upon attendance. Besides, about this time the num¬ ber of medical students was becoming unusually large, so that some schools did not really desire an attendance larger than they could well accommodate. By adopting a longer course they would still have as many students as desired, and they would send out graduates better prepared to gain credit for themselves and for the institution. Many of the State boards of health now announce that they will not recognize any institution unless it exacts a full three years’ course of study and complies with all other standard requirements of education. 1 One of the results likely to follow from this elevation of the course is that there will be fewer new colleges coming into exist¬ ence, for unless an institution has a good standing with the State boards of health or examining bodies, it can not reasonably expect to meet with much success. But as the present number of medical colleges will be ample for many years to come, no complaint will bo made because others can not come into existence. In fact, medical education would be advanced if some institutions already existing were consolidated with others in the same locality. u The chief difficulty in making a high standard universal lies in the number of the medical colleges. It is, indeed, a sorry admission that the medical schools in this country are the greatest enemy to medical progress, not in themselves but in their number. * * * The remedy lies in their amalgamation. Let the absurdity cease of small towns having three, four, or six of these struggling institutions, no one of which can have a vigorous life. ‘‘There is now all over the country a growing disposition for the universities to take charge of medical teaching and to develop their medical departments with all the zeal they give to the others. We see it in Michigan: we see it in California and Colorado; we see it in Louisiana and Texas as strikingly as in our Eastern States. There is nothing but good in this. The power, the means, the spirit of the univer¬ sity go out to its branch; the university in turn gains by the reputation of its medical faculty, and by the recognition that medicine is an essential part of the new learning which leads on to the highest attainable civilization.” 2 EFFECT OK ATTENDANCE OF LENGTHENING THE COURSE. The question may be asked, How has the attendance of students been affected by the requirement of another year of study? Adding one year to the course means not only increasing the amount of time required, but also an increase in the finan¬ cial outlay. It would therefore naturally be expected that many young men would be led to seek other lines of employment. In order to determine this question some¬ what definitely the statistics for the last five years have been collected of medical, dental, pharmaceutical, and law students, as all of these have had lengthened courses. Instead of any decrease, however, we find the number of students to have grown steadily larger. In 1888-89 the number of medical students was 15,029; since that time the number has gone steadily forward to 19,752 in 1892-93. As yet even the number of graduates has suffered no special loss, except in the dental schools, where the number of graduates in 1891-92 was 1,282 and fell to 507 in 1892-93, when the graduating class first encountered the three-year regulation. Athough the actual number of students in attendance during the last five years has regularly increased, it is still very probable that many have been kept out by ’Since the above was -written tbe regulations have been made still more stringent. In Oregon, .Montana, and Minnesota after 1SS8 an attendance upon four courses of lectures will be required. “ The Regents of the State University [of New York] have voted to confer the university degree M. D. only after one year’s postgraduate study subsequent to receiving the degree of bachelor or doctor of medicine from some registered medical school, and only on candidates who have spent not less than four years total study in accredited medical schools.” — N. Y. Med. Record, July 20, 1895. 2 Dr. J. M. Da Costa, of Philadelphia. MEDICAL EDUCATION. 1619 the lengthened course. It should he home in mind that the same students are now- kept in attendance a longer time, and therefore help to swell the enrollment for another year. Enrollment during Jive years. 1S8S-S9. 18S9-90. 1890-91. | 1S91-92. 1892-93. Students. Regular medical . . . 1 12, 238 1, 159 13, 521 1. 161 14, 538 1,220 780 14, 934 a 1, C86 16, 130 1, 445 Eclectic _ _ _ _ _ 669 719 a 570 773 Physio-medical . 15 36 59 48 64 Cvflrliifltft . _ _ ... 909 1, 176 * 1,563 1,201 47 1, 292 39 44 48 . _ _ _ _ Total medical . . . ' Dental . Pharmaceutical . 1 Law . . . 15,029 1.835 2, 812 3,906 16,660 j 2,696 I .2,871 | 4,518 i 18, 160 3, 016 2. 884 5,252 17. 886 2,874 2,799 6, 073 19, 752 2, 852 3,394 6, 776 Graduates. Regular medical ............ _ .................. 3, 296 312 3,853 380 4, 303 4, 115 a 243 4. 324 Homeonathic ........ _ .................. _ _ 392 394 Eclectic _ ......... _ ............ _ ....... 188 991 213 a 164 178 Physio-medical _ ... _ .......................... 5 15 23 2 15 Total medical . Per cent graduating . . . . . . 8. 799 25. 3 4, 4G9 26.8 4, 931 27.1 4, 524 25.3 4, 911 24.9 Dental . . . . . . . 696 943 1,012 1, 282 6 507 Pharmaceutical . . . 689 759 733 722 827 Law . . . 1,268 1, 424 1,727 1, 976 2,400 ^Decrease due in part to failure of one important school to report. 6 Decrease due to its being the first graduating class affected by the change to a three years’ course. LEGAL CONTROL OF THE PRACTICE OF MEDICINE. Unless it he the American Medical College Association, probably nothing has contributed so much to the advancement of medical education in the United States as the establishment of State licensing boards, frequently called boards of health on account of a union of their functions. Here we see how far-reaching and important a little clause sometimes becomes, in a law which directs the licensing boards to register all graduates “of colleges in good standing.” Probably no one of the legislators who first voted for the bill containing these words, now found in the lawr of several States, had any idea of what a powerful leverage they would become in the hands of State licensing boards for stimulating medical colleges to lengthen their course of study and raise the requirements for entrance and gradua¬ tion. But when the Illinois State board announced that no medical school would be regarded, in good standing which did not require three courses of lectures, the institutions immediately began to fall into line in lengthening their courses, for in truth many schools had favored such an extension before, but were deterred from taking the step because their competitors did not adopt it. Now, however, they recognized the fact that all schools would soon be compelled to advance their stand¬ ards. This valuable work of State licensing boards was soon recognized in other States, and now we find such boards in thirty-five States and Territories, all of them contributing to a large extent in placing medical education upon a plane where it will reflect honor upon its followers. It was not many years ago when, in almost any State in the Union, anyone could hang out his sign as a medical practitioner and charge as high fees as the best quali¬ fied physician in the town. AYhy, then, should one spend several years in preparing for his work and deplete his purse with the hope of being able to refill it again ? It might be said that the meritorious physician would be able eventually to show beyond doubt his qualifications, while the half- educated doctor would be unable to hide his mistakes. That is true to some extent, but the latter generally is able to 1620 EDUCATION EEPOET, 1892-93. recognize this fact himself, and when the truth begins to reveal itself to the people, he quietly moves off, possibly to another section of the same city, and begins to plod his old course in a country new. The meritorious doctor then sees that what he expected has taken place, but as a vacancy has occurred, another one soon moves in who has po-^ibly bought out the good will of the departing brother, and then per¬ haps begins again the identical course of events. Besides, medical knowledge and skill do not alone determine a physician’s success ; there are other things that help to decide it. An air of seif confidence, a good personal appearance, a cheerful and sociable disposition, and a happy faculty for making acquaintances go far toward securing a reputation as an able physician, and if united with a good degree of dependence on vis medicatrix naturae he may enjoy many happy days of visiting patients, drawing a veil over ill-timed prescriptions, collecting good fees, and receiving high encomiums from warm-hearted friends. It may be said that the well qualified physician should also endeavor to possess these external requisites, that they are really as essential in restoring health to the invalid as a well selected prescription ; but that is no reason why they should con¬ stitute the stock in trade; no reason why the confiding patient should be left to chance or to nature when by the administration of the proper medicine, convales¬ cence would at once begin. But, above all, that is no reason why, so far as can be avoided and when perhaps a life is in danger, dependence should be had upon some one supposed to possess both knowledge and skill, when in fact he has neither. This only illustrates the ease with which deception can be practiced in the healing art, and why the governments of Europe and so many States of this country have adopted regulations to secure at least presumptive evidence that medical practition¬ ers are qualified for their responsible duties. The people have not sufficient time, as individuals, to examine into the qualifications of physicians, to say nothing of the opportunities and knowledge necessary to properly determine such a question. Frequently it is not until some member of the family has been suddenly taken sick that the question arises what physician shall be called, and the query is quite often determined by hurrying to the first drug store and inquiring of the clerk for the nearest physician. There are eighteen States in which the diploma of no medical college confers the right to practice, but all candidates for this privilege must undergo an examination. These States are Alabama, Arkansas, Florida, Georgia, Maryland, Minnesota, Mississippi, New Jersey, New York, North Carolina, North Dakota, Pennsylvania, South Carolina, South Dakota, Texas, Utah, Virginia, Washington. In seventeen other States the diploma confers this right only when the board of health or other determining body shall have declared the college to be “in good standing,” and this has been interpreted to mean that they are satisfied with the entrance require¬ ments, the length of the term, the number of courses required before graduation, the character of the instruction given, and all other items which aid in fully qualifying the graduate to practice. In some instances State boards have announced in advance that they would recognize no college which did not require so many courses of lectures, or which did not have an annual session of so many months. Medical institutions would then see that they must comply with these requirements or else their graduates from such States would be on unequal footing with those from other schools, and consequently the number of their students would be diminished. In self-defense, therefore, they must comply with all reasonable stipulations. “A conspicuous effect of these laws has been seen in the improvement of the standard of medical education. To them, more than to any one cause, is due the difference which exists between the condition now and in 1870. In Alabama, Colorado, Connecticut, Illinois, Nebraska, Oregon, South Dakota, and Washington, at least three full courses of five to six months each, no two in the same year, are demanded. The State of Oregon, after 1898, will require four courses of six months each from physicians who wish to practice in that State. There is not only a pro¬ longation of the period of study as the effect of these laws, but there is also an MEDICAL EDUCATION. 1621 increased demand for a preliminary education, the establishment of new professor¬ ships, and more exacting examinations for the degree. Of all agents distinctly bringing about this change, the Illinois State board of health, and especially its secretary, the late Dr. John H. Rauch, deserve the highest consideration.” 1 In twelve States and Territories it is required only that the candidates for licen¬ sure shall present a diploma from some medical school; no question being asked as to the character of the instruction given in the school. This opens a wide door to dishonest evasions of the law, and the traffic in fraudulent diplomas flourishes in consequence. The registrar of medical practitioners frequently has practically no information as to the medical schools of the country, and makes no pretense to examination of the diplomas. But another serious defect in many States is that little or no effort is made to see that unregistered physicians do not practice. The law is left to enforce itself. An act to regulate the practice of medicine and surgery was lately passed by the legislature of Maine, but its requirements have not yet been ascertained. This leaves New Hampshire as the only State in the Union with no medical-practice law, which it will soon have to enact in self-defense. In New York the law has probably gone further than in any other State to prevent the licensing of persons not qualified. It is intended, in the first place, to prevent anyone from entering upon the study of medicine who has not the proper preliminary education, and in the second place it prevents anyone from beginning practice with¬ out undergoing an examination elsewhere than at the college he attended. Every medical student is required by the law of 1889, as amended in 1890, to file with the regents of the University of the State of New York a certificate “ showing either that he possesses the degree of bachelor or master of arts, of bachelor or master of science, or of bachelor or doctor of philosophy, received by him from a college or university duly authorized to confer the same, or that during or prior to the first year of his medical study within this State he passed an examination conducted under the authority of the regents of the University of the State of New York or by the faculty of a medical school or college entitled to confer the degree of doctor of medicine, in accordance with the standard and rules of the said regents in arithmetic, grammar, geography, orthography, American history, English composition, and the elements of natural philosophy, or in their substantial equivalents approved by the said regents, or that he possessed qualifications which the regents considered and accepted as fully equivalent to the above-named qualifications.” After he has received his degree, and before he can begin practice, the medical student in New York is required to pass an examination before the State board of examiners, regular, homeopathic, or eclectic. (Law of May, 1893.) In several other States the laws on this subject are of very recent date, showing that the trend of legislation is strongly toward safeguards against incompetent practitioners. In Pennsylvania an act was passed May 18, 1893, to take effect March 1, 1894, requiring au examination before a State board of examiners. In Connecticut the law regulating the practice of medicine only went into effect October 1, 1893, and in Nebraska it was enacted in July, 1891. In South Carolina the law requiring an examination was repealed December 24, 1890, but was reenacted in December, 1893. The lav s of Georgia, Rhode Island, and Maine are of still more recent enactment. The medical -practice law of Georgia takes effect January 1, 1895. It provides for three distinct boards of examiners of five members each, regular, homeopathic, eclectic. All applicants for license must undergo an examination before one of the boards, but no one can be examined except graduates of incorporated medical colleges requiring not less than three full courses of six months each. Reginald H, Fitz, M. D., Boston. 1622 EDUCATION REPORT, 1892-93. Legal requirements for the practice of medicine in the United States. States and Territories. Requirements. Alabama . Arizona Territory . Examination by State or county board of medical examiners. Registration of diploma. Diploma of college ‘‘in good standing. ” 1 Connecticut . Diploma of a college “recognized as reputable by one of the chartered medical societies of the State.” Diploma of “a respectable medical college." Diploma ; but practically no requirements. Examination by Stat6 or district board of medical examiners. Examination by State board after showing diploma of a college requir¬ ing three years of six months. Diploma. Diploma of college “in good standing.” Diploma. "Diploma of college “in good standing." Diploma, Diploma of “a reputable college.” Diploma of a “medical institution of credit and respectability.” Law recently passed ^requirements not known. Examination by State board of examiners. Diploma. Maine . Maryland . Massachusetts . Michigan . ~ Do. Minnesota . . - Examination by State board of examiners. Examination by State board of health. Diploma of college “in good standing.” Do. Mississippi . Missouri . . . Montana . Nebraska . Do. Nevada _ _ Diploma. No legal requirement. Examination bv State board of examiners. New Hampshire . New Jersey . New Mexico Territory _ Diploma of college “in good standing.” Examination bv State board of examiners Do. New York . North Carolina . N orth Dakota . Do. Ohio . Diploma. Diploma of college “in good standing.” Do. Oklahoma. _ _ _ Oregon . Pennsylvania . Examination by State board of examiners. Diploma “of a reputable and legally chartered medical college, indorsed as such by the State board of health.” Examination by State board after presentation of diploma. Examination by State board of health, Rhode Island . South Carolina . . South Dakota . . . Tennessee . . . . Diploma of college “in good standing.” Examination by a district board of medical examiners. Examination by Territorial board. Diploma. Examination by State board of examiners. Do. Texas . . Utah Territory . Vermont . . . Virginia . "W askington . West Virginia . . . Diploma “of a reputable college.” Diploma. Do. Wisconsin . "Wyoming . . . *3?he words “in good standing,” as interpreted by the State boards of health and boards of exam¬ iners. refer only to those colleges 'whose regulations comply with the conditions established by these boards. FRAUDULENT MEDICAL SCHOOLS. In the report on education for 1894 of the Illinois State hoard of health, notice is given of forty-six medical schools which have fraudulently carried on the business of diploma selling, six of which were chartered within the last five years. Before the States had any laws restricting the practice of medicine, fraudulent schools could not reap a harvest from selling bogus diplomas, because no diploma was needed; any¬ one could claim to be a doctor. But when the States began to enact laws forbid¬ ding anyone to practice medicine who was not a graduate of a “legally chartered medical school/7 a diploma became a valuable article, because it answered the pur¬ pose of securing a license. It even did more than this ; inasmuch as the law required a diploma as evidence of special skill and training before one could practice, there¬ fore when one possessed the diploma it was to be inferred that he also had the required skill and training. Hence a diploma not only gave one the right to prac¬ tice, but also furnished presumptive evidence of his qualifications. A demand for MEDICAL EDUCATION. 1623 diplomas therefore immediately arose, and the supply was soon fully equal to the demand. Had it not been for the energetic efforts of tho Illinois State hoard of health, to whom great credit should ho given for exposing at least ten of these bogus colleges, there would no doubt have been many others in existence. But notwith¬ standing the efforts to weed out all diplomas of fraudulent schools they still find a ready market, for although it lias been repeatedly shown how easily a diploma can bo obtained from a Ci legally chartered school,” yet the legislatures are slow to act, and it does not fall within the province of any particular one to have the law changed, and the medical profession especially can not well make the effort lest a chargo of selfishness be brought against them. Even when the venders of bogus diplomas are brought into the courts and fined they only engage in the business more assiduously than ever in order to recover the amounts they have lost. 11 Carey has ’been twice arrested, convicted, and fined for practicing medicine illegally, never¬ theless his diplomas are recognized in Washington, Idaho, and elsewhere as those of a legally chartered institution, and persons are practicing thereon."1 A hardware dealer in Buffalo, who had never spent an hour in the study of medicine, received by express his medical diploma, dated May 27, 1889, paying for it $60 on delivery. These bogus diplomas are found in all the States allowing practice on a diploma from a legally chartered medical school, and they are not even confined to this country, but find their way across the Atlantic, Complaint has more than once been made to the National Government by the European authorities of persons seeking prac¬ tice on the strength of fraudulent American diplomas. It is probable that since the medical colleges arc all lengthening their courses and adopting other restrictive measures, there will be a greater demand than ever for diplomas from “ legally char¬ tered medical schools.” SPRING COURSES OF LECTURES. A few years ago the catalogues of nearly all medical schools spoke particularly of spring courses of lectures, and of the advantages students might derive from them. Now there is very little said on the subject. At that time the length of the annual session was only four or five months, and it was a common occurrence even then for first-year students to leave a month or two before the close of the session. Many institutions recognized the importance of longer sessions, and endeavored to remedy the matter by having a complementary session in the spring or fall, but not¬ withstanding the efforts made to get students to attend them, the number was always insignificant. A more effective method has therefore been instituted. Quite a number of institutions have lengthened the regular annual course to six or seven months, and some to eight or nine months, and the students not in the gradu¬ ating class are required to remain till the close of the session before they can receive the certificate of a years attendance. Consequently these colleges no longer have any complementary course, although the students have the privilege of remaining during the summer and attending the clinics if they so desire, but this is scarcely advisable after a long medical session. In answer to the question asking the num¬ ber of weeks in the spring course, fifty-five medical schools state that they have no spring course, while only twenty-two answer affirmatively; the remaining schools do not answer at all, but very probably have no spring course. STUDY UNDER A PRECEPTOR. A few years ago, when nearly all medical colleges had a course of only two years of four or five months, it was generally stated in the catalogues that the student would be required to spend one year under a preceptor before he could matriculate; and this would have been of much value to him if it was spent under proper direc¬ tion and attention; but unfortunately those physicians who were most competent to 1 Rep. Ill. Board of Health, p. 140. 1624 EDUCATION EE POET, 1892-93. direct his work were generally so engrossed with other duties that they had little time to devote to the medical student. The latter soon recognized the fact that his time was not being well spent, and that he must look after his own interests; con¬ sequently he usually spent only a few months, or perhaps weeks, in the study of anatomy, aided only by a few bones which had been hidden away in his preceptor's office. Ho then went to some medical college where he felt confident he could com¬ plete the course in a brief period, registered his name, age, and residence, and the name of his preceptor, paid his matriculation fee, and began to attend the same lec¬ tures as those who were soon to complete the course, He soon recognized, however, that he labored under difficulties, for he was nonplussed at the terms spondylolis¬ thesis, symphyseotomy, colporraphy, oophorectomy, sponge tents, etc., but when he spoke of it to his fellow-students they allayed all fears by telling him he would hear exactly the same thing the next year and would then understand it. Kow that the medical schools have adopted graded courses of three and four years, and the student is led along in his Avork in an orderly and systematic manner, he is no longer required to spend any time under a preceptor, for it is well known that his time could be far better employed at the institution ; in fact, the time in a pre¬ ceptor’s office is wasted. “According to Dr. N. S. Davis it (reading medicine in a doctor’s office) consisted in 1877 in little more than the registry of the student’s name in the doctor’s office, permission to read the books of his library, or not, as he chose, and the giving of a certificate of time of study for the student to take to the medical college when he expected to graduate.” CLINICAL INSTRUCTION. Although the State governments and municipalities render very little assistance directly to medical education, yet indirectly very much is done by city govern¬ ments and charitable citizens, an aid the lack of which would be serious indeed, but one which is not yet fully utilized. How difficult would he medical instruction without hospitals to furnish illustrations of the various diseases; and especially difficult would it be to give instruction in surgery. It would be the written descrip¬ tion of a steamboat to a boy, instead of placing him on the wharf where he might see it with his eyes instead of having to build it up with his brain. The cata¬ logues of medical institutions almost without exception call particular attention to the hospital advantages which they possess, indicating how important it is that the student enjoy full clinical opportunities. These hospitals have some¬ times been established by the munificence of wealthy individuals, frequently as memorials of relatives or friends. Municipalities often establish them, and when their great usefulness is made apparent to the public, friends spring up to make known their claims, and they meet with the success so evidently merited. Every large city now has one or more of these institutions ready to receive and carefully attend the indigent sick and those suffering from accidental injuries. The advantages of treatment in a large hospital possessing all necessary appliances and accommodations arranged for constant use, and in furnishing well-trained nurses, are so great that many persons of ample means prefer to be treated there rather than at home. But to the poor, who can barely provide common food and shelter when in health, and whose domestic environment is frequently such as to induce disease instead of ward¬ ing it off, the hospital comes as a great blessing, furnishing proper diet, the advice of skillful and experienced physicians, and attendance of trained nurses; and the only compensation asked of them is that young men and women whose work in life will be to ameliorate suffering and cure disease shall be permitted to observe the symptoms characteristic of different diseases, so that they may afterwards be able to recognize them at a glance and institute proper treatment at the outset of disease. No medical student can properly enter upon the practice of his profession until he has had this clinical teaching, for it is a knowledge which can not be obtained from books and lectures. All medical colleges make special efforts to provide for their students full instruction of this kind. MEDICAL EDUCATION. 1625 But since tlie courses in medical colleges have been raised to three and four years and the sessions lengthened to eight and nine months the schools need other assist¬ ance than that derived from clinical instruction in the hospitals; for, notwith¬ standing the great value of this instruction, it is not a source of revenue at all. The schools should not he left to depend upon tuition fees for support. This fact is becoming known to men of wealth, and some institutions are receiving substantial assistance from them. Mr. William Deering, a wealthy Chicago manufacturer, has given $50,000 to the trustees of the Northwestern University, to endow a chair in honor of Dr. N. S. Davis, in the medical department of the university — the old Chicago Medical Col¬ lege, of which Dr. Davis was the founder. The Harvard medical school received a bequest in 1894 valued at $50,000, under the will of the lateKev. W. C. Moseley, of Newburyport. The New York Homeopathic Medical College received from the estate of Mr. William Ogden $50,000. The medical department of the University of Pennsylvania received $50,000 from Dr. William Pepper when resigning his position as.j)rovost of the university. STUDENTS HAVING DEGREES. It would be of interest to know how the percentage of medical students having degrees in arts or science at the present time compares with the number of such students some years ago, especially since we find the secondary schools constantly increasing the amount of work required of their students and consequently raising the age at which it can be completed; while, on the other hand, the medical schools are all adopting courses of three or four years and at the same time becoming much more rigid in the requirements for matriculation. To determine with any accuracy the number of medical students having degrees in arts or sciences is a difficult mat¬ ter, for only a few medical schools keep an accurate record of this item. Harvard Medical College is one of the few institutions which keep this record. In it the decrease in the number of graduate students since 1884 has been remarkable. The figures are as follows : 1884. 1885 1886 1887 1888. Year. j Per cent of graduates. 53.9 53.3 46.8 45 38.8 1889 1890 1891 1892 1893 Year. Per cent of graduates. 34.4 38 36.8 28.2 23 Here w~e find that since the year 1884, with one exception, there has been a uni¬ form decrease. The per cent of students holding degrees in Harvard medical school would no doubt compare quite favorably with the number in any other school, and since it is about to add a fourth year to its course the proportion of graduate students will probably be diminished still further. Medical graduates would doubtless be well qualified for their work if they first completed the entire secondary school course, which President Eliot places at about the eighteenth or nineteenth year ; then a college course at 23 and the medical at 26 years of age, or at 27 in those schools which require four years ; and allowing them only three years for hospital experience and in which to get located and a practice started, such students might be expected to become self-supporting at 30 years of age. No allowance is made here for the loss of a year or two by failure to reach the required standard at any time, or on account of sickness, or other reason, but it is a steady, nonintermittent course, and one which needs to be sustained by a well-filled purse. At a recent congress of American physicians and surgeons a member claimed that the medical student should have the A. B. degree, requiring four years ; then he 1626 EDUCATION REPORT, 1892-93. should spend four years in a medical school, one year in a hospital, and one year in a medical school in Europe — making ten years in all. Dr. P. S. Connor, of Cincinnati, argued that it would he unjust to insist upon all students that they should first he in possession of the A. B. degree, and then possibly have to practice at some country crossroads where the people around were unable to speak a single sentence correctly. However, to prescribe a course of training is one thing; to have it followed is another. To make it a requirement of all medical students that they should take the course mentioned above, requiring ten years for completion and only to be finished after 30 years of age, would be to demand what is impracticable. Not only would many students be prevented from taking such a course from financial reasons, and others claim that their prospective income in rural districts would not justify it, but there are also some educators who hold that there should bo a better adjust¬ ment of the collegiate and professional courses — that the collegiate student should have better opportunities for electing studies preparatory to his professional work, or that his professional course should help constitute the requirements for an academic degree. The latter plan has been adopted by a few institutions. But in objection to this the question may be asked, What special reason is there why the practitioner of medicine should receive an academic degree at all if he can not obtain it in the regular way? If he is not to receive the training and knowledge which the colle¬ giate course is designed to give, then the degree would be misleading and deceptive and therefore objectionable; although it may be said that his medical training develops his mental faculties in the same way as collegiate studies, it is answered that he receives the M. D. degree for the completion of the medical course and that it should not entitle him to double distinction. If so, why should not the medical student take an extended course in purely medical education and then receive the three degrees, A. B., Ph. D., and M. D.f There would be one advantage in this: he would not spend one-half his life preparing for the other half. He could complete his secondary course at 18 or 19 years of age, his medical course at 25 or 26, and still be able to enter upon the practice of his profession with honors heaped upon him. Another plan has also been adopted by some institutions to enable medical students to enter earlier upon the practice of their profession. In about one-fourth the medical schools of the United States students who are graduates in arts or science are allowed to enter upon the second year of the medical course, thus completing tbe course one year earlier than nongraduates. “ The average age of students who enter the Harvard academic department has been gradually rising during the whole of this century, until it has reached nearly 19 years. The student who enters tbe medical school, therefore, finds himself just beginning the preparation of the real work of his life at an age when many of his contemporaries are already engaged in the productive work of their professions. In Germany the best class of students begin their professional studies at a little earlier age than that at which our young men enter Harvard College. As the course of study leading to the degree of doctor of medicine lasts five years, it follows that the German physician is ready to begin practice before he is 23£ years old. 5,1 Says President Eliot in his report of 1892-93: “The professional schools are demanding longer and longer periods of study; and this demand, coupled with the improvement in the secondary schools, makes it more and more natural, and for young men of small means even necessary, to go direct from secondary schools to professional schools.77 Here it seems that the young men, when they find it necessary to curtail the time required, have omitted or abbreviated the college course, holding that their early training should be full and accurate, a good foundation, but that as their professional attainment will form the basis of their lifework and determine its success, it should be the last to be abridged. 1 Dr. J. C. Warren. MEDICAL EDUCATION. 1627 In considering the subject of medical education it is well to remember that all students can not be expected to pursue the same stereotyped course of study ; in some cases the limitations of age or of finances would compel the student to seek the nearest entrance to the practice of medicine, while in ether cases the student would be able and desire to obtain first a full general education and then to spare neither time nor money in obtaining a thorough and accurate medical training, so that he would be able to practice his profession with that satisfaction to himself which only skillful training can furnish. There must of necessity be two standards of medical educa¬ tion ; a minimum standard, to which all students are required to attain, and a max¬ imum or ideal standard, to which all students should desire to attain if possible. The first simply requires that the student shall have received a full secondary or high school education, then an attendance upon three full courses of lectures, and the passing of an examination in each branch of study. This course will be taken by those whose age or financial condition prevents the possibility of a more extended training. The ideal course is the one mentioned on a preceding page, a full secondary educa¬ tion by 19 years of age, the completion of a regular four years’ collegiate course by 23, then four years in a medical college and one or two years in a hospital, the student not beginning practice until 30 years of age. Of course many students can not take this ideal course, but there are many who will, and especially will those who expect to seek practice in the large cities endeavor to comply with it. Those schools whose graduates go mainly to rural districts and villages will probably receive the larger number of students taking a short course, while other schools possessing large endowment funds, and independent of tuition fees, especially those schools which constitute departments in the old and well-established universities where can be found every appliance for complete laboratory investigation, will be sought by those students desiring to receive the fullest medical training; while the large bodj^ of medical students will seek an intermediate idane between the two extremes, but each year approaching nearer to the highest standard. Of course the number of students pursuing the extensive course above mentioned is not large at present, but as the country becomes more densely populated and as the candidates for professional honors are increasing rapidly, only those who have received full prepar¬ ation can long expect to compete successfully for medical practice. WOMEN IN THE PRACTICE OF MEDICINE. It is well known that in America woman has a wider, more independent, and more remunerative sphere of work than in any other part of the globe. In fact, there are but few callings here in which she has not at least a few representatives. Although there is a greater demand here for 11 woman’s rights” and iirobably more conventions are held to secure them than in any other part of the world, still it is to America that they ever look for the nearest approach, to the ideal condition of woman. The; greater freedom has whetted the appetite for still wider fields. But when we con¬ sider that some of the most skillful and eminent authorities on medical subjects have been women, we need not be surprised that they are still engaged in the work. When a Lachapelle and a Boivin have gone before, their followers are sure to be coming after. During the year 1892-93 there were 1,302 women enrolled as students in the various medical schools of the United States, including 61 students not reported in time to be tabulated. Women were enrolled in 61 medical schools as follows : Regular . Eclectic . Homeopathic . . Physio -medical Graduate . Schools. Students. 06 ! S27 9 78 13 | 330 2 I 10 4 57 1628 EDUCATION REPOET, 1892-93. There are in the United States 7 schools for the medical education of women exclusively. One of these, the Woman’s Medical College of Pennsylvania, has an enrollment of 210 students. There were also 161 women studying the cognate sub¬ jects pharmacy (98) and dentistry (63), not mentioning the 42 engaged in the study of law. Taking three years as the average length of time required for graduation, and making some allowance for students dropping out, there would he about 300 medical students in the graduating classes, or 3,000 women in the last ten years licensed to practice. According to the Census bulletin giving the statistics of occupations in 1890, there were in the United States 4,555 women physicians and surgeons, out of a total number of 104,803 physicians and surgeons. A French compiler, M. Marcel Baudouin, furnishes a resume of the legal status of women in the medical profession in various countries, in which, singularly enough, he omits all but the merest mention of the gentler sex in France. According to M. Baudouin, women are rigidly excluded from the advantages of a university educa¬ tion in Germany, and consequently may not become candidates in any medical exam¬ ination. “It naturally follows that no medical woman can be the possessor of a certificate carrying with it the slightest value in Germany,” since a State license upon examination is necessary to practice in that country. In Austria-Hungary the situation is even worse ; there the admission of women to higher grade instruction is formally forbidden by law. Spain is quite as bad; in fact, the difficulties are said to be even greater in the Iberian Peninsula than in Germany and Austria. In Eng¬ land. Ireland, and Scotland the universities — through which lies the registration necessary to the right to practice — are now all thrown open to women, Scotland hav¬ ing been the ]ast to yield to the new order of ideas. In Ireland, however, while a woman is afforded every facility for obtaining a medical qualification, she may not fill any public office under the State. Similarly in Sweden, Norway, and Denmark the medical career is open to all without distinction of sex, save in the matter of State appointments. In Belgium, Holland, and Roumania the broadest views pre¬ vail regarding the medical rights of women; they may do and be, as physicians, all that men can and are, caeteris paribus, which they are not. The right of women to practice is fully recognized in Italy, and a woman occupies the chair of histology in the medical faculty of Bologna. In 1893 there were 308 women attending medical lectures in Zurich, Geneva, Berne, Basle, and Lausanne, but there are only 10 women practicing in Switzerland. Alter graduating the students return to their own countries to practice, principally in Russia. In this latter country, Russia, there were 546 women practitioners in 1893, and women are there allowed by law to become assistant surgeons in all railway administrations; in 1890 a special medical school for women, after the American model, was established in Moscow. Universities in many of the English colonies have been open to women since 1875, and in France women first obtained foothold in a university in 1863, but five years later there were only 4 female students in 1’Ecole de Medecine of Paris; the more beautiful women of a most beautiful country do not seem to take kindly to the practice of physic, notwithstanding the illustrious examples of Mesdames Lachappelle, Bourgeois, and Boivin, concerning whom it has been said that “if their mantle could be made to fall on the shoulders of their sisters of the present generation, female delicacy would be saved many a rude shock and the cause of science would in no sense suffer.” M. Baudouin concludes with the following tribute to this country: “Only a moment’s consideration of the following statistics is necessary to convince an inquirer that he must proceed to the United States of North America if he wants to study effectually the question of medical women. According to q statistical report drawn up by M. Louis Frank, of Brussels, there were in 1893 on the other side of the Atlantic fully 2,000 women practicing medicine in one or other of its forms, and inclusive of 130 homeopaths The majority were general practitioners, but there were also 70 hospital physicians or surgeons; 95 professors in the schools; 610 specialists for the diseases of women; 70 alienists; 65 orthopedists; 40 oculists and aurists; and, finally, 30 electro-therapeutists. In Canada there is but 1 medical school exclusively for women, but in 1893 there were 10 such in the United States.”1 Journal of the American Medical Association, July 28, 1894. MEDICAL EDUCATION. 1629 HIGHER MEDICAL EDUCATION. By Dr. William H. Welch, professor of pathology in Johns Hopkins University. [From 'Western Reserve Medical Journal.] The time has come when the need of medical education should he brought forcibly before the general public in this country. Medicine can no longer be taught with the simple appliances of former times. The proper teaching of medicine now requires hospitals, many laboratories with an expensive equipment, and a large force of teachers, some of whom must be paid enough to enable them to devote their whole time to teaching and investigating. These things require large endowments of money, and can not be adequately secured simply from the fees of students. If the public desires good physicians it must help to make them. In this country, for the most part, we can not look to the State for endowment of medical education, but we must appeal to private beneficence. A few public-spirited and generous men and women have already given practical proof of their apprecia¬ tion of these facts. With more general and fuller realization of the needs and present condition of medical education, and of the results which can be secured by its liberal endowment, there is every reason to believe that these benefactions will be largely and rapidly increased, and that thereby the condition of medical education in this country shall cease to be a reproach to us. During the last few years our methods and standards of medical teaching have shown remarkable improvement. * * * What preparation should a student bring fo the study of medicine? It is highly desirable, in my judgment, that he should be liberally educated; that is, that he should possess a degree in arts or science which shall be an index of that knowledge and culture which, apart from any immediate bearing upon professional studies, are recognized as entitling their possessor to be ranked among liberally educated men. Scientific studies have acquired the right to rank with classical studies in affording this liberal culture, but the humanities should have a fair share of attention at this period of education. The question has been discussed whether or not during the period of collegiate education the student who intends to study medicine should be required to pursue any special subjects, and especially such a3 bear a direct relation to his future profes¬ sional studies. The answer to this question seems tome to depend upon the charac¬ ter of collegiate training on the one hand and of medical training on the other. The primary purpose of collegiate education is to furnish a broad basis of mental disci¬ pline andliberal cultureindependently of direct relation to professional work. Where, as in the old-fashioned college in this country and in the gymnasia and lyc-ees of Ger¬ many and France, the student enters college at the age of 15 or 16 and is graduated at 19 or 20, it is not necessary or even desirable that the undergraduate student should specialize his woik with reference to his future profession. Under these circum¬ stances, which obtain in most foreign universities, at least the first year of medical study is devoted mainly to physics, chemistry, and zoology, including comparative anatomy. These are not, however, the conditions which prevail in this country at the present * time, where on the one hand the average age of graduation from our best colleges is at least two years later than in Germany and France, and on the other hand the med¬ ical schools do not furnish adequate training in physics, general chemistry, and biology, whereas these sciences are now generally included in the curricula of our colleges. When we consider the fundamental importance of these sciences for the study of medicine, the advanced age of graduation from college, and the special conditions of collegiate and medical education in this country, it seems to me clear that during the period of collegiate study the student intending to study medicine should acquire a fair knowledge of chemistry, physics, and general biology, and to these sciences should be added the study of French and German. Inability to read French and German deprives the physician of personal acquaintance with a large part of the most valuable literature of his profession, and makes it impossible for him to keep thoroughly abreast with the progress of medical science and art. * * * There are certain points which should be clearly understood as regards the require¬ ment that the preliminary education of a medical student should be a liberal one, indicated by a degree in arts or science, and should be made to include a specified amount and kind of knowledge of physics, chemistry, and biology, with a reading knowledge of French and German. The justification for the latter requirement is that inasmuch as students are kept at coliege in this country two years longer than in most foreign countries they should be permitted to pursue during at least the last two years of their course subjects which bear upon the study of medicine, but which, although included in the medical curriculum in foreign universities, are strictly liberal studies independent of their professional bearing. These sciences, preliminary to medical study, can be studied and taught better in the college than 1830 EDUCATION EEPOET, 1892--93. in the medical school, and, indeed, in foreign universities they are more often pur¬ sued by medical students in the philosophical than in the medical faculty. It would be a waste of energy and money to make provision for them in both the medical and the academical departments. It cannot be truthfully said that the plan indicated need to divert the preliminary education from a liberal to a technical and specialized one, for the degree in arts or science will presumably indicate that the student has a liberal education and the special subjects need not be taken up before the last two years of the course. The scheme presupposes that the student will have made up his mind to study medicine in time to include these special subjects in his undergraduate studies. If he has not done so, or if he chooses to exclude them from his collegiate work, he will be obliged to devote at least a year to them after graduation and before beginning the study of medicine. The college authorities should, however, direct attention at the proper period of the course to the importance of these subjects for those who intend to study medicine. This plan, moreover, adjusts medical education to existing conditions of collegiate education in this country without any essential changes in the curriculum of the latter. The advanced age of graduation from college is a serious embarrassment to higher medical education in this country, and has led to the unfortunate result that with the increase in the time required for the study of medicine there has been a falling off in the number of medical students with a college degree in at least one of our leading medical schools, although it can not be doubted that the average amount of prelim¬ inary education has increased among our medical students. Various suggestions have been made, especially by the medical faculties of our universities, to remedy this anomalous condition of collegiate education, or to adapt it to the needs of medical education. I think that we may assume that the college course is not likely to be shortened, or that the college will relinquish that part of its development which has made it something between the old college and a univer¬ sity. There is good reason to believe that there are serious defects in our systems of primary and secondary education, and that without lowering the standard of admis¬ sion, better methods of teaching will enable students to enter college at least a year younger than is now the case. The plan has been adopted in some of our colleges of permitting students to begin their medical studies in the medical department at the beginning of the senior year. This is a plan which is applicable only where there is a medical school in connection with the college, and involves certain sufficiently apparent difficulties. I think, how- ever, there is much to be said in favor of this arrangement, which permits the student to take up the study of human anatomy, physiology, and physiological chemistry in his senior year in college, provided he has sufficient preliminary training in the fundamental sciences which have been mentioned. It may, however, be questioned whether the timo available for the study of physics, chemistry, and general biology in college is any too long for this purpose, and will permit the addition of human anatomy with dissections and other subjects which must be a part of the regular medical curriculum. Unless the student has completed the work of one year of the medical course I do not see the justification of permitting him to shorten by one year the regular medical course because he has a college degree. It should be understood that if a medical school requires for admission a year’s collegiate training in physics, chemistry, and biology, subjects which are included in the medical curriculum of European universities, its period of medical study is, according to European standards, lengthened by one year, the first year being rele¬ gated to the collegiate period. The only medical school in this country where a liberal degree is required for admission is that of Johns Hopkins University. Here it is also required, for reasons which have been stated, that the candidate for admission shall be able to read French and German, and shall have had a year's collegiate training with laboratory work in physics, chemistry, and biology. It is, of course, impossible for unendowed medical schools to demand anything approaching these conditions for admission. I do not undertake to say that even were other medical schools so situated that they could demand them it would be wise for them to do so under present conditions, but it seems to me that there is room in this country for at least a few medical schools with such a standard. Exactly what is feasible to require as a general standard for admission to medical schools in this country at the present time is a subject which, as already said, I do not consider at this time. It is true that without a liberal education a man may become a competent physi¬ cian, and may attain even a high standard of excellence in his profession, but with such education he is better adapted for the study of medicine, he is more likely to succeed in his profession, his social position will be better, and his life will be fuller. * * * How long should be the period of undergraduate study in a medical school? In Europe it is nowhere less than four years, and in most European countries it is MEDICAL EDUCATION. 1631 longer. In Sweden it is nine or ten years; in Spain, seven years; in Italy and Holland, six years; in Austria, Russia, Portugal, and several universities of Great Britain, five years j in Germany, four and a half years. In Canada the required period is four years. * * * The required period of study at the medical department of the Johns Hopkins University, where a full year of collegiate training with laboratory work in physics, chemistry, and biology is required for admission, is, according to European stand¬ ards, at least five years. Four years of undergraduate medical study in a medical school, each year being the usual academic year of about eight months, are as much as can reasonably be demanded in this country at the present time. This length of time is sufficient if the student enters with a satisfactory preliminary training, especially if, as is often the case, he supplements the undergraduate course with a year or a year and a half in a hospital or a year of special graduate study. Only those medical schools which have good laboratory and hospital facilities are warranted in establishing a four years’ obligatory course. It would be absurd for some medical schools, -with their pathetically meager outfit, to require the student to remain with them four years. AMERICAN AND GERMAN MEDICAL STUDENTS. Dr. F. B. Mallory in Boston Medical and Surgical Journal, July 5, 1894. The latter, after about nine years of hard drill in the gymnasium, wdiich covers most of the ground of the American preparatory school and college, is ready at the ago of about 19 years to enter the university, the most democratic institution of the Old World, for every psrofessor and privat docent is wholly independent, and may give such instruction as he will. The German State system of universities has many advantages over the independent institutions in our own country. The requirements of all are the same, and they are run interchangeably, so that the stu¬ dents form a vast floating population in the uni versity towns. They can hear the best men in the various subjects or in the same subject. They can spend their win¬ ters in the large cities like Berlin and Vienna, and their summers in towns like Heidelberg or Freiberg, wdiere the surrounding mountains and forests offer opimr- tunities for delightful tramps. Thus they see more of the world and obtain broader views than they can from living in one place all the time, for no one university can get the best men in every subject. They can also elect the university at which they will take their examination. THE AMERICAN AND GERMAN GRADUATE IN MEDICINE. Doctors of medicine in Germany are, as a body, better educated than our men at home. They have all been through the gymnasium, and have spent at least five years in the study of medicine. They are ready to enter practice (if they do not go into hospital work) at about the age of 24. Our men at home who have been through Harvard College and then four years in the medical school have undoubtedly received a broader training than the men here, but they are not ready to enter practice until about the age of 27. The reason our college men enter the medical school about four years later (at the age of 23) than the men here is probably duo in part to the following causes: They cover more ground than is gone over in the gymnasium. Their education pre¬ vious to entering college has consumed more time than was necessary. American independence show's itself at a disadvantage at present in her educational institu¬ tions. There is a lack of harmony and of uniformity between them, even between the colleges and universities. Each has its own ideas, aims, and standards. The public schools especially are run with too little reference to the requirements of the higher educational institutions of the country. They seek to furnish in them¬ selves a complete education o'f a certain degree. The desire or the possibility of attending college is often realized for the first time when this early education is nearly completed, and valuable time has been lost in learning what was unnecessary for this or that college, and more time must be spent in getting up the extra wmrk required. The proposition is being at present agitated in Germany of allowing students who are going into medicine to study French, English, and the natural sciences in the gymnasium, instead of tho classics as heretofore, a step similar to the broader one already taken at Harvard. Of the four and a half years that a German student spends in the study of medi¬ cine the first two years are devoted to six subjects — chemistry, physics, botany, zoology, anatomy, and physiology. That leaves three years for the rest of his medi¬ cal education, the same length of time devoted in the Harvard Medical School to 1632 EDUCATION REPORT, 1892-93. the same branches, namely, pathology, clinical medicine, etc. It is proposed, how¬ ever, to make the course for M. D. in the German universities six years instead of five (the last year to he devoted to practical work), in order to raise the age of the medi¬ cal graduates. With regard to the study of medicine the German universities possess the great advantage that both the universities and the hosjiitals are State institutions. Conse¬ quently the medical department and the hospital are very closely identified and work in perfect harmony. The visiting staff of the hospital are the clinical instruct¬ ors of the medical school. The pathological institute likewise stands in the closest relationship to the hospital; indeed, forms a very important part of it. Its duty is to solve all problems that are doubtful clinically, to correct errors of diagnosis, and to render clear the cause and nature of every diseased process, so that it maybe treated intelligently. The pathological department of a hospital thus conducted becomes of inestimable advantage, alike to the patients and to those whose mission it is to heal them . CHAPTER VIII. EDUCATION IN THE VARIOUS STATES. ALABAMA. AN EDUCATIONAL CAMPAIGN. In tlie spring of 1893 an organized and systematic effort was made by the State superintendent of public instruction, Hon. J. G. Harris, to interest more fully the people of Alabama in the subject of general and popular education. Under his energetic lead a vigorous campaign was inaugurated. A programme was arranged for the holding of live public meetings in each county in the State by the county superintendent of education, to which meetings all the white people were invited. The meetings were designed to be emphatically nonpolitical and nonsectarian. The design was to gather together all classes and creeds and political parties, for the purpose of exchanging views and opinions in reference to the public school ques¬ tion. The 1st of September was appointed as a day for holding a mass meeting at the court-house of each county, to close up the canvass. “ I suggest,” said State Superintendent Harris, in a circular to the county super¬ intendents, “ that you enlist, at an early day, every teacher in your county in behalf of this movement. In consultation with the teachers and citizens, select the most suit¬ able places for holding these meetings, and insist on the people providing a basket dinner, that they may spend the entire day in considering the various educational interests. Encourage all the people to come out and join in the important work. You will call on your editors and newspaper men, and secure their cooperation.” These meetings were for the white people. It is proposed to hold at another time, conventions for the colored people. In order that those who took part in the campaign might have some idea of the scope and nature of the subject to be treated, the State superintendent prepared the following list of topics for discussion : (1) The duty of the State to provide ways and means for the support of the public schools. (2) The obligation of the citizens to the State in promoting and sustaining public schools. (3) The education of the people the surest protection to constitutional government. (4) The natural and moral duty of the parent to educate the child to the extent of his ability. (5) The right of the child to an education commensurate with his surroundings. (6) The character of the teacher socially, morally, and intellectually. (7) Male and female teachers, their success in the schoolroom. (8) The right and duty of the teacher to govern and discipline his pupils. (9) The importance of good school buildings with the modern improvements. (10) Coeducation; should it be encouraged? (11) Ought the State to provide by law for local or general taxation, or either, for the support of public schools. (12) Is it the State’s duty to see that the children are educated? (13) What should bo the qualifications of a State and county superintendent of education ? (14) Duties of the county board of education as to the examination and licensing of teachers, and its vital importance. (15) Duties of township trustees and the responsibilities resting upon them; ought there to be one or more for each township? (16) The importance and beneficial results of well-regulated teachers’ institutes. (17) The duty of parents to supplement the public fund, thereby lengthening the school term. ED 93 - 103 1633 1634 EDUCATION REPORT, 1892-93. (18) Should the Stato adopt a uniform, series of text-books for public schools for either State or county f (19) Ought not the salaries of county superintendents be increased, that they may give more time to school work ? (20) Do the public school laws of the State need revising and should tho con¬ stitution be amended in reference thereto? (21) Ought industrial departments for both sexes be attached to public schools? The following address of the State superintendent was read at every meeting in connection with the other exercises : AN ADDRESS TO THE PEOPLE OF ALABAMA, BY HON. JOHN. G. HARRIS, STATE SUPER¬ INTENDENT OF EDUCATION. “Ladies and fellow citizens: Though absent in person, I am with you in spirit and interest. “The occasion that has called you together is one of supreme importance. You have left your homes and come to this gathering for a purpose. It is a social, friendly, business mass meeting, comj>osed of our own citizens, who love their coun¬ try, and whose aim and object is to improve the condition of our people and promote the welfare of this grand old Commonwealth, by discussing important educational questions, which pertain to our future prosperity and happiness. “Profoundly impressed with the educational necessities and demands of Alabama, and believing as wc do that all children in tho State should be to some extent educated, you have come to talk over these matters, take a full survey of the situa¬ tion, discuss the various duties and responsibilities resting upon tho State, the parent, the people, and set in motion as best you can such measures as will, in your j udgment, better our condition, augment our educational facilities, and add to our progress and higher development in government, in morals, and in mind. “The main purpose of this meeting is to excite a deeper interest in the minds and consciences of our people regarding general education, and to exchange and inter¬ change views, impressions, and opinions on the various questions that pertain to our public-school system. In order to determine intelligently and accurately what are the best measures to adopt in carrying out any department or policy of govern¬ ment, it is proper that the whole people be consulted, and every conflicting argu¬ ment and opinion given its proper weight, that a just conclusion may be reached. “There is scarcely any question of ethics, of science, or government but what has two sides to it, and each side its supporters and adherents. Men may differ very widely in their conclusions of what is right, and the proper remedies to correct a wrong, and at tho same time be conscientious and patriotic in their differences, “ This is a government which guarantees to every man an undisturbed right to form his own opinions and express his own views. Men may indorse the theory and principle of any system of government, and at the same time differ as to the prac¬ tical operations of such government, the machinery that controls and directs. To simplify this assertion, we say, individuals and parties may bo strictly conscientious in their views and convictions of this or that policy, and maintain such views with vehemence and unswerving fidelity, and at the same time be in error. Neither men, - parties, nor governments are infallible. There is an admixture of error running through all human plans. Hence, as citizens, honestly and earnestly striving to arrive at just conceptions of law, and system, and duties, and the best means through which the greatest, highest, and most beneficial results may be accomplished, it is eminently proxier that all classes and professions and vocations should be heard, and have their opinions duly weighed and considered. “Every citizen in this Common wealth, however obscure or humble, has rights that must be scrupulously regarded and respected. Every voter is a component x>art of the State government, and has some part in the control and management of the coordinate branches of the same. He has a right to his opinions, and may maintain them in argument or at the ballot box. Such being tho form of govenment under which we live, and the people being the support and maintenance of it, it is but the part of wisdom that every citizen should have the privilege to express his views in coming to a proper solution of all disputed questions of Stato or Federal policy. Acting upon this principle, and guided by a sense of justice and right, meetings have been called all over this State to discuss the public-school question and educa¬ tion in general, and to get our people fully aroused and enlightened on these subjects. All politics, partisanship, and sectarianism must be severely ignored. Tho good of the children, the good of the State, tho well-being of society, and the perpetuation of our Government are the aims and purposes of your meeting to-day. “It is said, ‘that in the multitude of counsel there is safety/ If this wise maxim be true, it occurs to me that in no way can we better secure safety and protection 'from error and mistakes, than in a free, full, fraternal, and patriotic discussion of the various questions submitted for your investigation. ALABAMA. 1635 “Let no one be criticised for bolding to this or that theory, but in proper respect let argument answer, not harsh denunciation. My views may bo impracticable and totally at variance with the spirit of our public schools, yet they are my views, my convictions, and if I am in error, let solid argument, uttered in kindness and generousness, be invoked to convince me of such error. Let us hear every side, every argument, that wo may finally arrive, if possible, at a just conclusion of every question, every theory. “No sane man will deny this fact, that our children are the central thought and object of our secular and social life, and of right ought to be. God in his wisdom has intrusted them to our care, and the highest duty we owe to humanity is to care for, properly train, and educate these God-given jewels. To disregard these solemn obligations, parental care and sacred devotion to our loved ones, is to fall below the beasts of the field and the fowls of the air ; for they care for and nurture their young, and carry out the instincts which God planted in their breasts. If this be true of the lower animals, how much more should it be true of man, created as he is in the image and likeness of his Maker. * * * “In view of this fact, when all nations fostering the principles of civilization are more or less demanding the development of the human mind of all the people, would it not bo the part of wisdom, patriotism, and statesmanship for us to pause and ask the vital question, ' What are we doing to educate the children of our land, the children of the State?' I do not advocate compulsory laws. Our peoxdc cannot he driven, but they can he persuaded by legitimate argument. I have hut little respect for that people who have to be forced by pain and penalties to perform so great a moral and natural duty. While it is true twenty-seven States of this Union have on their statute hooks compulsory laws requiring every parent to educate his child to a certain degree in the elementary branches, the State paying for the tuition, yet I am not sure this system is in keeping with the character, the temper, the genius of the genuine American citizen, or the principles of our system of government. I sincerely trust that the peordo of Alabama will never so far forget their duty to their children as to require penal statutes to force them to comply with parental duties. I have an abiding confidence in the integrity, patriotism, and loyalty of the people of this State. All we demand is to show us onr duty ancl we will faithfully discharge it. * * * “A short while ago, I think in May last, at a meeting of the Farmers' Alliance in Shelby County, the committee on education made a report in which they used these significant words : 'We must earnestly insist upon the necessity of educating the masses of the people, believing that the uneducated are always at the mercy of the better informed, and we insist that the brotherhood should take more interest in the cause of education, so that by means of their own efforts they secure to their children the blessings of education.' “The amendment to the constitution, as proposed by the last general assembly, and will be submitted to the voters at the next general election, provides for local taxation for public schools. Before we can have such taxation, this amendment, or one similar to it, must he passed. It makes ample provision for the passage of such laws as will give the relief desired by our people. In the cities, towns, and villages under municipal regulations the authorities have power to raise revenue for the support of public schools. The people in the townships, in the county, have no such power, and can not have it unless the constitution is amended so as to delegate this authority to them. This done, and they can raise a revenue by which their schools will he kept in operation for nine months. Such is the aim and purpose of the Hundley amendment, and which, if jiassed, will secure all the advantages that can he desired. “Our system is a good one, with some exceptions that can he easily corrected by legislation. More money, longer school period, more trained teachers, and better schoolhouses, with j>roper equipments, and we will soon he in the forefront of prog- ress. The day dawn of a new educational era is breaking in upon us, and the time is near at hand when illiteracy will be a thing of the past and our civilization will continue to rise higher in the scale of enlightenment." * * * In a report made to the governor of Alabama, under date of November 13, 1893, the State superintendent announces that more than 100,000 people attended the meetings, and over 800 speeches were made on the subject of education. In one county alone six mass meetings were held. More general interest was manifested in the country districts than ever before, and the schools of the State opened with a larger attendance than in any previous year, notwithstanding the pressure of hard times; also more school buildings were erected than at any previous period. To reap the fruits growing out of this enterprise the State superintendent inti¬ mates that “it is necessary that the campaign, so auspiciously inaugurated, he car¬ ried on annually in some form or other, opening new avenues of thought, creating new methods and systems by which to reach a greater degree of success. It is the most important work in the State. It is not routine work, as some suppose, it 1636 EDUCATION REPORT, 1892-93. I •' demands progress and development. To accomplish the proper results will require zeal,' energy, and constant labor of every school officer. Means and agencies must he invented or discovered or formulated through which to reach the masses of the people, hence, constant watchfulness, study, and labor is necessary.” CONNECTICUT. REPORT OF THE STATE BOARD OF EDUCATION ON THE CONDITION OF THE SCHOOLS OF NEW HAVEN COUNTY. [The following report calls attention to some of the results of an investigation into the true condition of the schools of New Haven County, Conn This report may be considered as a noteworthy document. The investigation was of the most searching, methodical, and thorough character, the methods of procedure admira¬ ble, and the results calculated to put the public on their guard against reposing too great confidence in the conduct of the schools. The facts disclosed are of value in bringing to notice the ineffectiveness of the instruction in many schools, and the causes of the same, while the methods by which more satisfactory results are to be obtained are indicated. The detailed record of the investigation, with numerous facsimiles of examination papers, is contained in the 1893 report of Hon. C. D. Hine, secretary of the board.] The first legal duty of this board is to “ ascertain and keep informed as to the condition and progress of the public schools in the State;” its second and correlated duty is to 11 apprise the general assembly of the true condition, progress, and needs of public education.” It is the obvious intention of these provisions of law to charge the board with constant oversight of the working of the common school system, in order that they, and through them the legislature and the people of the State, may know whether said system is producing the results for which it is maintained. It is not the busi¬ ness of the board to make out a case for the common school system, neither should we be justified in maintaining silence concerning faulty buildings or bad instruction. If it was proclaimed that everything is hopeful and prosperous, without a close examination of the facts, a delusion might be prolonged as to the real character of the schools, from which the children would be the sufferers. It would be pleasant to dwell upon the excellent schools here and there, whose merits are great and obvious. In these proficiency is attained in the common branches, and what is infinitely more important and satisfactory, the intellectual life of the children is stimulated. But it is those which do not reach a high stand¬ ard of merit to which attention is above all demanded. In executing the duties laid upon them by the provisions of law above quoted, the board has caused a thorough investigation to be made of the schools of New Haven County. The results of this investigation are shown in detail in the report of the secretary. Only the most important general results are here indicated. I. In too many schools , sometimes in all the schools in a town, children at 12 and over do not Tcnoiv more than children at 8 can easily know. The result in one town having six schools was as follows : (1) There were 37 children over 10 years of age; the average age of these children was over 12. All had attended public school more than six years. (2) Ten did not add correctly 9 -{-5; 17 + 9 ; 36 + 9. (3) Twelve did not subtract correctly 25 — 8 ; 11 — 4. (4) Ten did not give correctly 7x8 ; 6x7; 9x8; 7x12. (5) Twelve did not tell how many 9s in 54 ; 3s in 27 ; 6s in 18. (6) Thirty- five did not add correctly i + i; i + i* (7) Thirteen did not add correctly the following: 245 78 669 75 201 (8) Nineteen did not multiply correctly 604x29. (9) Fifteen did not divide correctly 546 by 3. (10) Nineteen did not work correctly the following example: It is now ten minutes after 10, what time was it five minutes ago? (11) A larger number did not work correctly the following example: A school¬ room is 6 yards and 2 feet long. How many feet long is it? (12) A still larger number did not work the following example: A man uses 124 envelopes in a month. How many will he use in six months? CONNECTICUT. 1637 In both oral and written work there was practically no time limit and the chil¬ dren could use such helps in counting as they had at hand. They were asked to write at dictation a few sentences, with the following result: (1) Thirty did not begin their sentences with capital letters. (2) Sixteen did not begin proper names with capital letters. (3) Twelve did not use the capital “I.” (4) Thirty did not use the interrogation point correctly. (5) Twenty-eight did not use the period. (6) Thirty -two did not use the apostrophe with the possessive case. (7) Thirty-seven did not use quotation marks. Spelling had been taught from a spelling book in which the children were learning words of three to five syllables. The following ten words were given out to each of the 37 children. Of the 370 words, 248 were spelled incorrectly, busy comb eyes goes eggs cents sugar collar to-day such They had studied spelling, but could not spell in the onlv place where spelling is useful — on paper. Not more than five papers exhibited penmanship which was tolerable. These children had learned their letters and a few words, but could not read. They had been allowed to use one book in a year as a reading book. The younger children could repeat from memory the words of the reading book if it were opened and they were started. They had not gained the ability to read intelligently any book suited to their capacity. The school furnished them no opportunity noi incen¬ tive to read. They had studied arithmetic and could not manage the simplest operations in arithmetic. They had studied grammar and could not write a single sentence correctly. Not one of the papers in this town showed acquaintance with “the art of speaking and writing the English language correctly.” In the six schools in this town there was not a single book, map, or globe, and not more than 60 square feet of blackboard. If this were a single or an exceptional case it might be attributed to peculiar cir¬ cumstances and difficulties. The sole cause here and elsewhere is : These children have not been well taught. A pertinent question is : Has the money of the town been icell expended that has produced no greater result than this? The loss of money is quite insignificant in comparison with the loss of time to which these children have been subjected. Six years of their lives have been elab¬ orately thrown away. The school system in operation for six years has turned out chil¬ dren at 12 whose education is not equal to what an ordinary child can acquire at S. The misfortune can not be fully estimated until we realize what might have been accomplished in these active years. In order to show what may be done we give the following case: In another school the average age is 8 years and 7 months, and most of the chil¬ dren have been in school two years; a few two years and a half. In one year the children have read the following books in school : Pratts' U. S. History, No. 1. Eggleston’s History. Greek Heroes. Fables and Folk Stories. Fairy Tales. Little Folks of Other Lands. Seaside and Wayside, No. 1. Selections from : Pilgrims and Puritans. Grandfather Stories. Stories of Heroic Deeds. Normal Readers, III and IV. Shaler’s Geology. King’s Geographical Reader, No. 1. Old Mother Earth. Seaside and Wayside, No. 2. Whittier : Snow Bound; Barefoot Boy; Nan- haught, the Deacon; In School Days. Irving : Sketch Book; History of New York. Kingsley : Greek Heroes; Water Babies. Hawthorne : Wonder Book; Tanglewood Tales. Lowell : Vision of Sir Launfal. Longfellow : Hiawatha. Mrs. Burnett : Little Lord Fauntleroy; Little St. Elizabeth ; Editha’s Burglar. 1G38 EDUCATION REPORT, 1892-93. Tlie following was their work in arithmetic: Numbers developed from 45 to 144 ; multiplication; division; problems combining first four processes, in Popular Educator Arithmetic and Peck’s New Arithmetic ; linear measure; dry measure; liquid measure ; part of square measure; objective work, oral drill and problems with i, j-, i, ; first case in percentage. The same test which was given to the thirty-seven children above was given to this school, numbering forty, except that they were not allowed in the oral work any time to count. (1) All added correctly 9 + 5; 17 — }- 9 ; 38 -j- 9. (2) Three did not subtract 25—8 ; 11-4. (3) Four did not multiply 7 X 8; 6x7; 9x8; 7 Xl2. (4) Five did not give correctly the number of 9s in 54; 3s in 27 ; 6s in 18. (5) All added correctly i + £; i These children looked with contempt at the example, “ It is now ten minutes after 10, what time was it five minutes ago?” In English the following was the result : (1) All began sentences with capital letters. (2) All began proper names with capital letters. (3) All used capitals for the pronoun “I.” (4) Ten did not use the interrogation point correctly. (5) All used the apostrophe correctly. (6) All used the period correctly. (7) Ten did not use the quotation marks correctly. The result in this case is due to good teaching , _ The contrast is between children at 12 who have not gained the elements of a common school education and children who at S gears and 7 months hare secured this education. In this connection it is important to consider those children who from one cause and another do not remain in school until they are 12 or 14. Under this dawdling system most do not get further than the primary school. Last year in one town 584 entered the primary schools. In the grammar schools, representing the eighth year, there were 98. The usual number that graduated from the high school was 20. Five hundred and eighty-four went in at the bottom and 20 came out at the top. Barely 100 at the age of 12 to 15 have secured a common school education ; others have fallen by the way, having attained a part only of what has been outlined above as clearly possible. It is an unredeemed hardship to many children to remain in school unless the schools are doing the most and best for them. It is a crying injus¬ tice to waste the time of any child. The question whether children as a result of instruction in schools read and desire to read was made the subject of particular inquiry. W e find — (1) Many children of 12 can not read any ordinary book or paper' intelligently. (2) In most schools they are not allowed to read more than a few paragraphs wrhich are set for a reading lesson. (3) They aro not encouraged and incited to read at home or in school upon sub¬ jects which they are studying or are interested in. (4) In very few cases they are directed in their reading. The subjects which they study are presented to them only in text-hooks ; this is true in geog¬ raphy and history. (5) As a result the children could not name any hooks which they had read, and inquiry did not elicit the fact that they had read many. (6) Few schools had libraries to which children had access, and in few towns were the public libraries open to children. This deplorable result is not due to inability of children, but to radically defective teach¬ ing. The methods of teaching com not secure tlie most and best education in a reasonable time. One book is prescribed for the reading of a year, and the class read this book over and over again and they read no other. They can recite this book fluently, and they can read no other book fluently; Often when the book is opened, a picture or a word suggests the text, which can be recited as well without the hook as with it. If any other book be opened to the child, he looks at it as a stranger and the teacher con¬ siders such a test an imposition and a reflection on her teaching. The result, so sad and harmful, is that for a whole year the reading of the child has been narrowed and impoverished, and the delusion is that a child is learning to read. When we think how noble and admirable a thing real literature is, it is provoking to know that one book, sometimes containing rub bish, is, with the sanction of school officers, crammed into children as their only reading. Every known method of teaching reading is permitted, the good and the bad are open, and the choice is left to the untrained and inexperienced. Can it be wondered at that 135 of the teachers in New Haven County still dwell upon the letters in the vain belief that the naming of the letters is learning to read? They teach as they were taught. CONNECTICUT. 1G39 i In reading should be found tlie crown and reward of tlie intellectual influences which the schools call into activity. If children have been taught to see and to hear, to experiment, and to express their ideas, tho reading of the lowest classes is a test of intelligence, and the reading of the highest a test of training. There is not monot¬ onous reading; tho tone and quality are regulated by the children’s ideas. Indis¬ tinct utterance is banished because the children have something to say. Reading then displays the play of intelligence which we enjoy, and which lights up a school. But consider for a moment the chaff which the schools often serve up to these intelligent human beings — stuff' which would not bo offered to children in their home reading, nor anywhere except in school. The system is based upon the supposition that children are not of full size physically, and therefore must be treated to small words without meaning mentally. These text-books are not merely a means of misleading teachers, but they are a means of paralyzing the brains of children. Note tho dismal contents of books given to children for their early reading. To show what children are compelled to do in contrast with what they are able to do, we give below specimens of the actual read¬ ing in two schools where the children are on an equality in years, the average being about 7. Fox. A fox. A bad fox. Hen. An. m-an. f-an. c-an. A hen. A large hen. Pig. Now, Tom, let us look at the kits. They have milk in a can. They will lap it up. Nell fed her kits and chicks. ; Tom fed the pigs. READING IN SCHOOL A. at. h-at. c-at. r-at. A pig. The fat pig. See tho fat cat. I see the fat cat. See the red hen. I see the red hen. See this cat and this man. The man has a fan in his hand. His hat is on the mat. The cat is on the mat, too. READING IN SCHOOL B. Henry went to school when he was only 3 yeais old. There was no nice kindergarten like ours. A colored man worked for Mr. Longfellow. Sometimes the colored man carried Henry to school on horseback. When Henry was 6 years old the teacher said, u Master Longfellow is one of the best boys we have in school.” When Henry was 12 years old he wrote some verses. These verses were his first poem. Cube. A cube has faces. It has vsix faces. The faces are square.. Here is one face of the cube. A cube has twelve edges and eight corners. The edges are straight. Some boxes are like cubes. We had a story about Pandora’s box. Here is a picture of her box. Cylinder. The cylinder has three faces. One-half as many as the cube. Two of the faces are plain. One face is curved. The cylinder has some edges. They are round like a circle. This cylinder is made of wood. It is hard. Heat. I. Most of the heat in the world comes from the sun. It travels a long way to get here. It travels with the light millions of miles. Some heat comes from the. fires that we make. Heat is often made without any light. This is tho case with the heat of our bodies. Our bodies are not made warm by fire or clothing. They keep themselves warm. The fires and clothing are to keep the heat from flying off too fast. Heat is also made by rubbing. Rub your hands together swiftly. Seo how much warmer they grow. Now rub two smooth sticks together. See how warm they become. The Indians used to kindle their fires in this way. They rubbed two sticks together till they burned. Before matches were made it was not easy to get a light. A flint was struck upon a piece of steel. In this way a spark was made. Tho spark would set fire to the wood. So you see heat is sometimes made by striking two hard things together. II. A piece of lime was put into water. The wafer was cold. Soon it became very hot. The lime and the water had united. Heat i3 made when lime and water unite. When two things unite in this way, heat is always made. 1640 EDUCATION REPORT, 1892-93. A great deal of heat is made inside the earth. The inside of this big ball is like a furnace. Sometimes the fire comes out. It comes out through the volcanoes. Volcanoes send out fire, ashes, and lava. Lava is melted rock. Hot springs are found in many countries. The hot water rises from the inside of the earth. Sometimes the ground trembles. Houses and trees are thrown down. Sometimes the people are buried in the ruins. Such skakings of the ground are called earthquakes. This heat inside the earth is very strong. It can do a great deal. There is really no such thing as cold. When we say a thing is cold we mean there is little heat in it. We do not know whether all the heat can get out of anything. There is a little heat even in ice. The following is a list of books found in one good school library. The average age of children in the school was 8£ years : American Revolution. Fiske. Our New Arithmetic. Wm. M. Peck. (10 copies.) Stories of American History. Dodge. American History Stories. (10 copies.) Pilgrims and Puritans. Moore. (10 copies.) From Colony to Commonwealth. Child’s Book of Nature. (10 copies.) First Book of Geology. (10 copies.) Zig Zag Journeys. Kingsley’s Greek Heroes. Children’s Stories of American Progress. King’s Geographical Readers, No. 1. TlO copies.) Dictionary. War of Independence. Fiske. Normal Course in Reading. 4th book. (10 copies.) Through a Looking Glass. (10 copies.) Stories of Heroic Deeds. Johonnot. (10 copies.) Little Red Riding Hood. (10 copies.) Natural Science for Young People. Storyland of Stars. Fables and Folklore. (10 copies.) The. Middle Kingdom. Tanglewood Tales. Wonder Book. Our Bodies and How We Live. Cyclopedia of Common Things. Cyclopedia of Persons and Places. The children were able to use the dictionary, consulted tlie cyclopedias, and were reading the books intelligently. Few teachers ever learn to teach penmanship; they lean upon the copy hook. These books pretend to be graded for different stages of progress. The children copy the letters at the top of the page a few minutes each day. The last line is often less correctly drawn than the first, because it is an inch or two farther removed from the copy. Yet to ask children to write outside of the copy book is often called unfair. Can it be said that permitting the children to make the letters or words in one or even five writing books is teaching penmanship? Should a person who can not teach penmanship be given a certificate of qualification ? The record shows that more than half of these teachers do not claim to he able to teach penmanship . Consider the instruction in arithmetic, the so-called 11 practical ” branch. The best instruction in arithmetic does not regard addition, subtraction, multiplication, and division as four processes graduated from the lowest to the highest, and to be learned successively ; it assumes that the true progress is from small numbers to large, and from easy processes to more difficult ones. Hence, the beginner adds, subtracts, multiplies, and divides all the numbers in succession. He ascertains the parts of each number, including its fractional parts. He then applies the number to common things, like time, and measurements of every kind. He learns to perform different arithmetical processes and explains what is within the limit of numbers he has gained. He proceeds in this way from one number to another. Large numbers and all extensive notation are reserved until later, or entirely discarded. By thus knowing simple and manageable numbers, and by infinitely varying the exercises upon them, he obtains a mastery of common and useful processes. He gains genuine prepara¬ tion for dealing with larger numbers if he ever needs them. He approaches prob¬ lems which are not obscured by large figures. The method is a workable aud rational one. The papers of all children under 10 were rejected in making the summary, and the result of the test shows what children of 12 have learned in the public schools. In giving the oral questions, the children were allowed reasonable time and all reason¬ able helps. In the written work and problems they were allowed all the time they desired. It should be noted that these are the elementary, the very simplest processes, perfectly easy to children of 6 or 7, as can be readily shown. They ought to have been acquired in the first two years of school life. CONNECTICUT. 1641 The following table gives the per cent of incorrect answers : ' Addition. Sub¬ traction. Multipli cation . Division. Frac¬ tions. Towns. tc r; <£> bJD Oral. Writ¬ ten. Oral. Oral. Writ¬ ten. Oral. Writ¬ ten. Oral. Num¬ ber stories. Exam- c3 Fh © > 9+5 17+9 38+9 245 78 669 75 201 11 — 4 25—8 7X8 6X7 9X8 7X12 604 X 29 54-4-9 27-h3 19^-6 546-4-3 i+i §+s p’w- A . 11-7 Per ct. n Per ct. 37 Per ct. 15 Per ct. 10 Per ct. 37 Per ct. 23 i Per ct. 28 Per ct. 57 Per ct. 14 Per ct. 42 B . 12 8 37 17 17 48 28 48 79 19 56 C . 11-1 9 35 13 24 51 35 55 79 29 52 I) . 10-11 13 44 29 25 44 35 48 75 37 54 E . 12-3 rj 1 41 20 19 54 28 47 80 22 52 E . 11-4 8 25 12 9 25 15 23 56 9 27 G . 12-2 9 56 17 18 36 30 40 91 16 35 H . 11-10 9 32 19 11 28 16 30 75 13 39 I . 11-7 15 54 21 26 53 29 54 92 27 56 J . 11-4 25 56 38 35 56 41 50 84 25 59 K . 12-3 20 44 19 29 50 37 66 72 36 54 L . 11-5 3 1 20 7 6 23 8 20 91 10 43 M . 11-5 3 26 9 I 8 20 14 22 74 10 37 N . 12 3 15 6 1 5 14 9 *8 51 12 28 0 . 11-7 12 37 11 i 24 55 20 51 68 14 48 P . 11-5 6 27 14 7 29 14 23 56 11 27 Q . 12-1 17 29 8 1 41 11 41 70 13 44 R . 11-11 2 29 18 11 37 18 20 70 12 47 S . 11-4 14 30 23 17 47 27 43 78 19 48 T . 12-5 9 21 15 n 22 18 17 46 14 28 U . 11-9 9 46 23 17 51 23 43 66 18 | 53 Children whose failures are here recorded are taught to work the examples in the hook, and to repeat the rules in the same hook. There are cases where children can begin and repeat every rule without prompting. These rules are taught verbatim, and the children sedulously practiced in working examples. The real needs and capacities of young children are disregarded; business facility in the common opera¬ tions not thought of. Arithmetic has thus become a science of difficult trifles and intricate fooleries peculiar to common schools, and remarkable chiefly for sterility and ill-adaptedness for any useful purpose. It is pertinent to inquire, and parents ought to inquire, why children over 11 years of age can not correctly divide 546 by 3. The reason is that there has been no teaching whatever, or that the method of teaching is radically unsound. II. Many teachers do not possess the necessary practical wisdom and professional shill. They do not hnoiv how to so arrange courses and to so instruct as to do the most possible of what is worth doing in a given time. An examination of our schools will seldom reveal a teacher who is devoid of interest in her work. Many of them are young. Some of them are uneducated, while only a small per cent ever received anything like special training in the art of instruction. They are like lawyers who begin to practice when they begin to study, and like doctors who begin to give medicine when they first open their books. The analogy would be complete if physicians were appointed over limited districts and the children within these districts were obliged to take medicine and advice from them, or not at all. There should be no more thought of employing a public- school teacher who does not know how to give instruction than there is of employ¬ ing a musician whose musical education is limited to the hearing of a street band. The ends of education, therefore, demand that teachers be trained, and that if the State is to establish schools, it also expend some of its money in giving our teachers greater shill. Omitting one town, i. e., New Haven, in the county under review, it appears that 35 of 203 teachers visited by the examiner had normal school or equivalent train¬ ing. Such training may mean much or little; the minimum would be a tolerable knowledge of the way to teach the common branches. Evidence is wautiug that committees are strenuous in their efforts to secure teach¬ ers of approved character and qualifications. There are many pernicious influences at work of which family and locality are the most conspicuous. No new blood can get in. The natural influx of trained teachers is prohibited, and the inefficient are protected. This is educational politics. The machinery and the output of this machinery are well known, and ynt we do nothing about it but let the children suffer. Thus worked, the school system is not performing a great public duty, but perpetrating a great injustice. 1G42 EDUCATION REPOBT, 3892-93. Often when an inadequate examination is passed and a certificate is secured by a teacher, professional equipment is regarded as complete. Of serious and systematic reading, of the pursuit of any branch of letters or of science for its own sake, or of the habit of self-instruction which alone can furnish the freshness of intellect needed by teachers, there is not much evidence. Those whose class work is observed and tested sometimes have some technical skill in the art of teaching, but there is absolute poverty of illustration and thought. This results from lack of reading and observation, by which light would be shed upon lessons and text-books. The recent development of primary education, so remarkable and widespread, has not touched many of these towns, and has not compelled an improvement in the qualifications of teachers. There are some men and women who have no con¬ ception of progress in education. They do not reject the idea; it has never been in their minds. Their schools are not only behind this age, but behind all ages. Nor is there in some towns much encouragement for teachers to secure by expend¬ iture of money and hard work substantial qualifications. The school officers have prescribed schemes of instruction, founded on text-books, and exhibiting in minute detail the work to be done; no discretion either in jdau or detail is left to the teacher. There is no scope for her training, or knowledge, or individual experience. There is a limited and solidified programme; every subject and part of subject is obligatory. Tire question for the teacher is, not what is useful, not what is best for this child or that, not what will do each the most good, but what is prescribed by the committee, school visitor, or superintendent. It follows that children are not expected to know anything outside of this limited routine, because it is not in the course of study, or has not been reached in the course of study; it is not in this grade; the page where it is found has not "been turned over. That a subject is not prescribed, or has not been regularly reached, is an all-sufficient excuse for ignorance. For instance, in many, perhaps most, schools fractions are not touched until children are 10 or 12 years old. In such schools if a question involving a fraction is asked, it is then sufficient to say that the children have not had fractions. If the children should be asked to add a half and a quarter before they came to written addition of fractions in the book, they ought not to have heard of such an operation. They ought to keep silence if they have heard of it. An illustration is found in the fact that at least one-fourth of the children over Hi did not work correctly the example, 546-f-3; they had not reached division. Children learn to add, and leaving school at 8 or 9 years of age, can not subtract nor use small fractions. The courses of study, if any exist, aro in reality constructed to conform to text¬ books, while the books themselves are books of reference, sometimes good, sometimes bad, but not suitable to direct the method or even the order in which subjects should be presented. The same auherence to text-books is found where there is no course of study. The children will be required to give what the book contains, to perform the examples, say the rules, enumerate the mountains, and recite the battles in the order of the book. One teacher exhibited a boy as a meritorious scholar who had begun at the beginning of a United States history and repeated without verbal error 45 pages. Another boasted that his class could begin at the beginning of one of the larger arithmetics and give every rule and definition without prompting. Both of these teachers were men and adults. III. There is no adequate supervision. In 23 towns the schools are visited -and supervisory duties performed twice in a term. There are in this county two large districts, New Haven and Waterbury, which employ a superintendent. It is quite impossible to characterize the ordinary visitation of schools as super¬ vision. It has no effect upon the teacher and is only intended to satisfy the visitor that in general the legal requirements of the school have been met. This is all he is obliged to testify to. It is not essential to a legal school that any child or any class should have made any progress, or that a single child should have learned any¬ thing whatsoever. It is only necessary that the school should have been begun, continued, and ended in conformity to the statutes, which require no test of the quality of the education. This is a go-as-you-please system, which will make a good school if there happens to be a good teacher who is not hampered. The school system of the State does not, however, supply any assurance that the quality of the education will be good. On the contrary, we should naturally expect that it will sometimes be good and some¬ times bad, and that children will sometimes be educated and sometimes not. The only conditions absolutely essential aro that the teacher shall be employed and the seliooiliouse kept open. It is not even necessary that the studies prescribed by the State shall be taught. It is found that in many, perhaps most, schools writing, DISTRICT OF COLUMBIA. 1643 which has been specifically prescribed, is not, in any proper sense, taught. The one result which is almost certain is that the children will not attend a good school continuously during their school lives. The mischief which is here suggested has its seed in part in the law itself, which prescribes two visits a term as the legal requirement, and by implication expresses itself satisfied with that number. These two visits can not amount to supervision, and if supervision be necessary, it can not be had under such a law executed to the letter. School visitors can not be held responsible for the failure. The inefficiency in teaching noted above in some measure arises from the fact that the committees and visitors are entirely unacquainted with what should be taught in schools, and are not competent supervisors. Many of these teachers go astray in their work, because they have no one to tell them what they ought to do. Very frequently young persons labor hard but fruitlessly, because they have no notion of what they ought to accomplish. These teachers are thankful for suggestions, and no teacher has been found to reject recommendations or receive them otherwise than gratefully. Without question, the school committees and school visitors might inform themselves, and thus participate more frequently and actively in school work. This would ho an impulse to the efiorts of teachers, if it were well directed. IV. The high schools are dislocated from and do not lend a helpful hand to the elemen¬ tal'}! schools. There is no cement by which the grammar schools are bound to the high schools. The high schools have dictated the studies of elementary schools to the endless harm of the latter. Schemes are formed, one school first grade, another second, another third, etc., but these names which represent a valuable reality when p, school of lower grade gives an education useful in itself and thus fits for a higher, simply imply a harassing limitation upon the subjects of instruction when the higher school dictates the studies and directs the instruction in the lower, cr when each school, instead of being a part of an organism, must act as an independent body. Possibly bigh schools are supplying as much education above the elementary as is demanded, hut they are doing very little, perhaps nothing, to stimulate this demand. In the larger towns the high schools furnish the instruction which a few wish for, hut they do not help, or help only to a very slight extent, the main body of the youth in the town. This means that they are doing only what could be done without them. For when so few demand what the high schools afford, it is probable that the people who want this education for their children could be trusted to find it for them. These high schools provide at the expense of the taxpayer what a few want a little cheaper than private individuals could provide it. They should prove their right to exist by creating a demand for their special training and fitting youth for useful occu¬ pations. Xotably is weak teaching manifest in the high schools and in the advanced gram¬ mar grades in tli6 elementary schools. Deficiencies in these grades are not easily detected. Children can be set to tasks useless or useful. Memory exercises indi¬ cating an apparent intellectual activity can he given, while the whole process of learning is fatal to thinking, and ultimately to independent right action. As in elementary schools, so in high schools the cardinal need to-day is a supply of persons qualified to intelligently instruct. * * * Edward D. Eobbixs. Axthoxy Ames. Geo. M. Carrixgtox. William G. Sumxer. DISTRICT OF COLUMBIA. [From the report of Supt. W. B. Powell for 1892-93.] Advantages of free text-hooks. — The distribution and preservation of text-books and supplies, though restricted to the first six grades of school, involved a large amount of extra work aud care, which, notwithstanding" a custodian was employed, devolved largely on the supervising corps. This work added a large percentage to the labors of the supervisors, and at the same time correspondingly reduced the amount of work and attention that could he given to supervision and improving the teaching in the schools. Books and supplies to the value of $40,000 or $50,000, in use by 40,000 children at work in a hundred schoolhouses distributed over 64 square miles of territory, required for their distribution, their preservation, and such constant knowledge of their condition as is desirable from a business as well as ail ethical point of view not only much time as well as care, hut also great labor and thought, demanding an expenditure of no inconsiderable nervous force. Free text-hooks and supplies, however, have been a great boon to thousands of children, and have secured the prompt and regular attendance at school of many 1644 EDUCATION REPORT, 1892-93. who, if they had been obliged to buy their books, could not have attended at all. They have also served to make the schools more efficient and more uniform in their efficiency than schools can be made whose pupils furnish their own books, because uniformity in the character of supplies and promptness in furnishing them are more easily secured when books and supplies are provided by the school authorities than when they are furnished by the pupils. With few exceptions, resulting from ina¬ bility of contractors to fill our orders promptly, teachers had to do but little waiting for materials with which to work during the year. The advantage of this is con¬ siderable, being especially appreciable in the poorer districts of the city and the more distant county schools. No other purely administrative item has tended so much to unify the teaching of our schools and to make it as good in the less-favored localities as it is elsewhere as this uniformity of supplies and this promptness in getting them into the hands of the teacher. Except in a few cases the books have been well preserved and the supplies care¬ fully and economically used. The supervisors have exercised a judicious, intelli¬ gent, and painstaking supervision in the use and preservation of everything that has passed through their hands. The teachers, as a rule, have shown that interest and exercised that care in the preservation of books and the economical use of sup¬ plies that they would be expected to show were they providing these things them¬ selves. In many instances the teachers do more than this; they impress upon their pupils the moral importance in caring for property that is a loan or trust or whose use is in part a gift. Indeed the strongest teachers have made this an opportunity to impress upon the minds of the children the moral obligation that rests upon one who is the custodian of public property, making them feel not alone that their own interests in the ownership of what they use should insure a careful considera¬ tion for its welfare, but also that the fact that they are trusted agents is a much weightier reason why they should be careful of this property. If the coming gen¬ eration of citizens can be trained to a feeling of responsibility in the exercise of care in the use of public property which shall result in the cessation of vandalism, care¬ less destruction, and the hoidenish practice of writing their names and carving their initials in public places, thus marring the beauty of everything they touch, the furnishing of free text-books will yield a fruitage quite commensurate with the cost. * * * One may almost know before an examination of a school has been made the con¬ dition of the books in use and the care that is exercised in the preservation of perishable materials, as paper, ink, and pencils, by the condition of the fence inclos¬ ing the school lot and the fences of the adjoining lots, by the condition of the halls and other passageways of the school building, and he will be further strengthened in such judgment by the presence or absence of cuts, mars, and marks on the school furniture, on entering the schoolroom. These are telltales whose reliable stories the wise supervisor will not fail to read in passing. It has been the constant effort of the supervising corps to train the children to preserve the property of the District, not so much for the preservation, per se, though that is strong enough reason for the effort, but that the training of the children may be secured to that manly conduct, to that conscientious discharge of duty in the use of property that characterizes the safe man. Moral effect of the condition of schoolhouses. — The condition of the houses and their surroundings at all times should be such as to influence the children to thoughtful care in their treatment of them. To the effects of this condition is due much that gives character to the conduct of the children. A scratch on the casing of door or window invites another scratch. A boy sees less harm in breaking a pane of glass adjacent to another that is broken than he does in breaking one in a sash containing only whole panes. It does not seem very wrong to jerk or twist from its post a gate that, is hanging. by only one hinge. To the mind of the child it is a small matter to take one or more bricks from a sidewalk already broken or partly torn up. The lesson to be learned from these facts by the management, if the children are to receive proper influence from their surroundings, is that the schoolhouses and their appurtenances should be kept in perfect repair all the time. The effect of a clean schoolroom, in good repair, on a pupil’s life and conduct is greater than any code of precept on order and cleanliness that may be dictated by the teacher or other person in authority. The one becomes a part of himself, because he lives it ; the other he is likely not to believe, if he understands it, because it has only been said to hifn. People are what they grow to be. They grow on what they take for nourishment. The life of a young child is undoubtedly affected by what is said to him, but it is influenced far more by what he does. The atmosphere of a well-ordered, well-kept schoolroom is not only an inspiration, but it is moral nourishment developing his tender life in desirable, profitable growths. It is a crime to the State and to the individual child, to the State because to the individual child, to permit him to sit DISTRICT OF COLUMBIA. 1645 for a school term on a broken chair, at a desk whose top is scratched and marred, in a schoolroom that is dirty and otherwise untidy. How different must be the effect on a child of daily work for an entire year on a comfortable seat, at a desk that is in good repair, in a clean, well-ordered schoolroom, with books that are whole and free from dirt, from a corresponding daily work on a stool without a back, at a desk made hideous by the vandal's knife or inconvenient and ugly by accident or care¬ lessness, in a dirty, untidy schoolroom, with torn and dirty books ? Example is a contagion for which there is no antidote. Night schools. — Stable character of membership . — Teachers. — The night schools, as they grow older and become more mature, show their usefulness and thus prove their right to exist and the importance of giving to them liberal support. Their history, which points clearly to a fluctuation of attendance and a variation in their success, proves the importance of giving to them a wise and careful supervision. Pupils present themselves for instruction in successive years at those schools that are well taught and skillfully managed. The system of gradation that was adopted at the beginning of the school seems to work well for the adjustment of the teaching force as well as for the educational interest of those who attend them. Much latitude is allowed in the interpretation of this course for the different schools. Promotions have taken place from year to year, so that now pupils are advanced from the divi¬ sion night schools to the night high school. This gradation of work and the conse¬ quent promotion of pupils who flnish the work of a given grade seem to influence the pupils to a continued effort for a longer time than one or two years. At least 33+ per cent show this continuity of purpose. The increase of this element in the annual enrollment is an evidence of the substantial results the night schools are securing. A spasm of desire for improvement that lasts but a half dozen evenings is perhaps to be encouraged, but is not encouraging, while a purpose to learn and improve that shows staying qualities which last a term of years under varying cir¬ cumstances gives encouraging promise that assistance given to it will fructify in good. The stable character of the membership is shown by the fact that in the early history of these schools there were few pupils in the upper or highest classes while the lowest were crowded, whereas now the highest classes are large while the lowest classes are small. It is perhaps advisable for the board of trustees to offer to such as finish a course at the night high school a certificate of graduation. This would serve as an incentive to many to attend more regularly and for a longer time, yet it could be done easily and at little cost. It would add dignity to the whole system of night schools and w*ould have a strong tendency to insure their stability, as very many of those who attend them require some incentive to continued effort in well¬ doing stronger than a love for knowledge, and as the irregular attendance in these schools gives little opportunity for developing the spirit of the true student. Experience has shown that only those teachers who succeed well in day-school work are fitted to do even passable work in the night schools. It is a difficult mat¬ ter to secure enough competent teachers from the day-school force, as the day-school work is very exacting and consequently exhausting. Only the strongest (phys¬ ically) can teach both day and night school. Many persons seeking employment regard the night school as a place to experiment or to ‘‘try their hand” at teaching. Wherever such experimenting has been allow ed the teaching has proved a failure. The pupils in every instance have been able to detect the lack of ability and strength in the teacher. ‘‘As the teacher so the school” proves especially true of night schools. A person unaccustomed to manage others in large numbers is helpless in the presence of a dozen or score of boys and young men, much of whose life is spent on the street. It were better not to have night schools than to put them in the hands of such persons. It is especially noteworthy that those night schools are the most successful whose principals have remained at their heads for a number of years. Principals who remain at the work from year to year become interested in it, get to know thor¬ oughly the conditions of the pupils as well as their ambitions, and are thus able to plan for them better than strangers can. The pupils become acquainted with the principal, learn his ways, and if they are satisfied to stay at school at all, develop a pride for the one they attend. This mutual interest between principal and pupils is an important factor in securing good results, but being of slow growth is rarely found in schools whose principals are changed each year. The night-school princi- palship is an important position, one which can not be well filled except by a person of broad experience. It is a position demanding executive ability, liberal educa¬ tion, and experience in its practical application, and especially a missionary spirit. A person to fill this position well should feel the responsibility that attaches to it sufficiently to be willing to make sacrifices for his pupils whose antecedents and present lives he must study, A few persons have been found who have made the 1G46 EDUCATION DEPORT, 1892-93. position what it ought to be. The place is not a sinecure. It may be desirable to increase the principal's pay, that when the right persons have been found they may more easily be induced to stay. Kindergartens. — There can be no doubt that a relatively small annual expenditure for kindergartens would give rich returns to the school and to the community. It is not difficult for the teachers of experience to select from the children entering the first grades those who have had training in the kindergarten. They learn enough more rapidly and enough moro thoroughly to warrant the maintenance of this kind of school for its economic value alone. This is moro evident when it is considered that the child who does not get training in the kindergarten before coming to the primary school gets, in too many instances, a training that is a hindrance to progress until it has been corrected. Much of evil found in many persons that lasts, and whose fruitage is measured in the police court, is implanted in early life at the kindergarten age. It would be in the interest of good government and of economy to get hold of these persons and properly care for them before germs of evil are planted in their susceptible young lives, which, when strength of character develops, make criminals of them. No small part of the effort of the primary teachers is given to counteracting the teach¬ ing that has been done by the street the year or two preceding the time the child enters the school. An earlier start at this by one year or more would be an inesti¬ mable advantage. The kindergarten offers this. Gradation and promotion of pupils. — The gradation and promotion of children are two subjects requiring the utmost care and the most profound consideration of those wrho manage school systems. It is detrimental to a pupil's interests for him to be improperly graded for any great length of time. The effect of having to work in too high a grade may be as harmful as having to work in a grade that is too low, though of quite a different character. The graded school scheme may work injury to the child if tlio course of instruction is inflexibly fixed by metes and bounds of text-books, as indicated by page, chapter, section, or paragraph. A graded course of instruction so outlined or determined, in the hands of a machine teacher or an inexperienced teacher not under close and correct professional guidance, will do the child harm from which he may never recover. The value of graded instruction, that is, teaching many pupils the same lesson at the same time, as compared with that of individual instruction, is receiving the attention of many earnest thinkers among those vrho are investigating the effects of our social institutions. The evil to which I have alluded has been pointed out by many of these inquirers, some of whom have sought a remedy for it. Among the various plans that have been offered as remedies is that of shortening the period of the grade; that is. making a grade a half year or a quarter of a year long and allowing talented or competent pupils to pass along rapidly, but detaining for a longer time those who are unable to do the work — a plan of gradation and promotion now in vogue in some of the cities of the United States. The effect of this is, of course, to advance the talented pupil along the straight line of the course more rapidly than he would be advanced were the grades each a year in length, requiring him to do more waiting for the less fortunate pupil to accomplish pre¬ scribed work. The effect of the plan must be to foster and emphasize in the mind of the teacher that view or understanding of the graded course of work from which the greater portion of the poor grade teaching proceeds, namely, that the course of study contains, in its letter, all that any need learn, and only that which all must learn. This is the root of the evils of graded work, as opposed to individual work. The evils of the plan for prevention may become more serious than the one which it is intended to prevent. These evils are threefold : First, the tendency of rapid promotion is to prevent, in the interest of u going up-7 more rapidly within prescribed lines, a breadth of learning for which some children who are sent up in advance of their mates are capable, and to minimize the broaden¬ ing which all should get before they are allowed to advance. This broader learning involves ( a ) the assuring or confirming part of percexdion and conception that is secured by testimony, testimony of numerous examples or of authority, or both, and (&) the synthetic steps of mental acts, rounding them out, perfecting or complet¬ ing them, and applying them, as opposed to the purely analytic steps of mental acts, a most necessary part of education indeed. Second, rapid promotion results in taking the child while he is yet young and immature, as graded courses of study are now planned, to higher work, work suited only to maturer minds, minds that have proved their sense impressions and synthe¬ sized their powers and their percepts. If the advanced grades of instruction were simply for giving broader views and more numerous applications of principles learned in the grades below them, and for formulating such views and applications, rapid advancement along the straight line of the course would be conducive to healthy mind growth; it would be strength giving in its tendency, and would secure to the pupil that possession of confidence in himself which is a result of all KENTUCKY. 1647 correct learning. Bnt such, is not the case. The child, in passing from grade to grade, encounters at each step a new subject or a new part of a subject that is to him a new subject, which must be approached by analysis. Concepts come oniy by syn¬ thesis, but the child thus rapidly moved from one thing to another of greater difficulty is accumulating unrelated percepts. Because of this, he is given little opportunity to complete his mental acts and make totals of them, resulting to him on the culture side in unorganized, unrelated bits of strength, and on the acquistion side “patch- work ” knowledge, whoso relations he has never been made to see fully and of whose uses he is in the main ignorant. The pupil who is advanced rapidly from grade to grade often meets with subjects that are too intricate, for him to understand, and which lie consequently learns only in an unprofitable, memoriter way. If didactic teaching is not done and memoriter learning not allowed he may yet be hurried from one x>oint to another before his mind has had testimony enough* to shape or give character to a sense impression and make a percept of it, and exercise giving it strength enough to hold the percept in consciousness as a permanent acquisition. Then, too, it must he remembered sense impressions arc not percepts, nor does it make percepts of them for the teacher to name them for the child and cause him to commit the names to memory. What must he the influence of this kind of train¬ ing (?) on the mind of the hoy, continued for a greater part of the time devoted to elementary and secondary education? It is not strange that pupils thus taught dis¬ appoint their friends and" employers when tested in practical life. It is not strange, perhaps, though it ought to he, that a pupil thus taught can get into college, and while there he one of the bright lights of his class, and graduate from it an “ honor man.” Third, rapidly hurrying part of the class over a course of study does great injustice in many instances to those who are left behind. The totality of the mind of one hoy may he as great or even greater than that of another, yet the former may appear to the unskilled teacher much duller and less talented than the latter, because he gets percepts less easily, which power only is considered by the teacher in rating the two boys. But the slowness with which he gets percepts is not proof that he is less talented than the other. His mind may require more testimony before a percept becomes, and yet when it is tixed ho may have natural aptness in synthesizing or applying percepts, or both, of whicn his apparently more fortunate mate may have little. The one hoy is only apparently “ bright ” and the other is only apparently “dull,” and that to a teacher incompetent to judge of mind aggregations. The kind of teaching that rapid promotion almost inevitably induces prevents the teacher from striking a balance and knowing the working value of a child’s mind. In a majority of cases it gives no opportunity to test” the minds of the class, as simple justice demands they should he tested before the serious distinctions are made that are shown by the promotion of some and the detention of others. The stronger person, as shown by an aggregate of mental endowments, is often found at the foot of the class, and. is therefore left behind when promotions arc made. KENTUCKY. [From the report of State Supt. Ed. Porter Thompson for 1832-93.] Some leading facts. — There arc at present in Kentucky between 8,000 and 9,000 public schools, under the supervision of city and county superintendents. The teachers employed in these schools number approximately 9,400. The number of white teachers in the counties receiving first-class certificates for the year ended June 30, 1893, was approximately 43 per cent, as compared with 23 per cent for that ended June 30, 1891, and this notwithstanding the fact that the examinations have been gradually growing more difficult. The average annual State fund disbursed in cities and comities for the two years ended June 30, 1891, was $1,275,184.78; contributed by local taxation for all pur¬ poses, $723,215.54. The- average annual State fund for the two years ended Juno 30, 1893, was $1 ,068,308.37 ; contributed by local taxation for all purposes, approxi¬ mately, $834,115.33. This remarkable increase of State fund, moro than 30 per cent, was due in part to the fact that in 1892 the direct tax cine to Kentucky by the Gen¬ eral Government, $606,641.03, was returned,' and by constitutional provision was made part of tlio school fund, and on which a semiannual interest of 6 per cent is paid yearly; in part to the fact that the new revenue law has materially increased the State’s finances. It is to he remarked as a most favorable indication that the increase of local aid during the two years was more than 15 per cent. Character of the system. — Apparently much, indeed most, of what the active friends of popular education have been contending for as to organization and State aid has been secured. The system is so comprehensive and symmetrical as to present the appearance of having that close organic connection of schools of all grades, from that of the ordinary district to the State college, for which the Swiss plan is so much 1648 EDUCATION REPORT, 1892-93. commended. Harmonious working is assured, and so liberal are its provisions that it not only places within the reach of every child a common school education, hut contemplates graded free schools in every county, which shall afford to all within their districts higher and more thorough training, and give to those in districts not so favored this opportunity at the smallest reasonable cost — schools supplying the place of what has been much insisted on, a central high school for certain prescribed territory. In the cities excellent organizations are established and maintained — in part by the State, in part by municipal tax — that give adequate instruction, gen¬ erally for ten months in the year, through all the grades from kindergarten begin¬ ning to preparation for college. SOME OF THE CONDITIONS UNDER THE NEW SCHOOL LAW. 1. Uniform term provided for . — Of the new conditions already established and in process of establishment may be mentioned that which insures to every district a five-months school. It puts away the injustice which has long been perpetrated upon thousands of children in the State — the curtailing of their school term one and two months because they were unfortunately residents of small districts. II. Grading the schools. — Another, and one that will eventuate in benefits hardly to be estimated, is that mandatory provision of the act of July 6, 1893, requiring . the grading of all the public schools. The State board of education, anticipating this, had formulated a systematic course of study, with suggestive daily programme of study and recitation, and a one-year register corresponding, to supply temporarily the place of the four-year grade book now required by law. With the opening of the schools for the year 1893-94, some thousands of teachers evinced their intelligence by reducing to practice the plan outlined. The schools have thus, at this writing, begun their transformation from a species of chaos to order ; from haphazard to system ; from the reign of whim (that made a hobby of grammar or arithmetic or geography, and consigned to almost utter neglect the other branches) to methodical attention to every subject and consequent symmetrical training. III. County teachers’ association. — The new school law makes this association a dis¬ tinct part of the county organization, with obligations of meeting, discussions, etc. IV. Teachers’ libraries. — The new law also provides that each county shall have a teachers7 library. Under a system where it is the exception and not the rule for the county schools to be supplied with trained teachers, this is especially important. V. Kindergarten work and manual training. — A most significant indication is the ever -increasing attention paid to kindergarten and manual training work. In the cities these features are being introduced into the public schools, equipment provided, and very admirable work done. It is, of course, impracticable to introduce these distinctive features into the common district schools where the teaching force is limited, as a rule, to one person; but in most city schools, and in those graded free schools provided for in sections 100 to 130, school law, the plan is feasible. Legal provisions relating to teachers. — Recent legal enactments, tending to improve teachers in their profession, may be noted as follows : T. The payment of teachers according to grade of certificate. 2. The limiting of third-class certificates to a single issue. 3. The requirement that all schools shall be graded. 4. The increasing difficulty in the way of obtaining certificates. The law is exacting, and county boards are growing more and more disposed to rule firmly and justly. 5. The prohibiting of the more immature from obtaining certificates. 6. The county library and the reading circle. 7. The county teachers7 association. 8. The issuing of State certificates and State diplomas — difficult to obtain, but good for long terms. 9. The effort to reduce institute work to uniformity and give definiteness of aim to all instructors. 10. The requirement that teachers shall so demean themselves, and interest them¬ selves in their respective districts, as to win the good will and confidence of patrons, and thus insure at least a reasonable attendance of pupils. 11. Better wages. Training schools. — The State does have one for the whites, and it is doing a great work. The normal department of the State college — to and from which transporta¬ tion is free, where tuition is free, the facilities excellent, the teaching force sound and strong — had during 1892-93 a large number of matriculates. This is well, but it is not sufficient. Many of our young people, whether necessarily or not, go to the traiuing schools of other States. The State normal school for colored persons is devoted in part to the training of tea-chers for the schools of that people, and has an attendance that, measured. by .the relative populations, exceeds that of the white training school at Lexington. The faculty having in charge its various departments will compare favorably with LOUISIANA. 1649 any body of colored teachers in tho Union; and this single institution, if somewhat enlarged and improved as to its facilities, would adequately supplement the work now being done by mission and other schools in supplying the State with well educated and trained colored teachers. The Louisville system comprehends a splendid training school for her own teachers, well manned, well appointed, and fruitful of results. LOUISIANA. [From the report for 1892-93 of Hon. A. D. Lefargue. State superintendent of public education.] State text-books. — On June 10, 1893, the State board adopted, for the ensuing four years, a uniform list of school test-books, and contracts were made with tho several publishing houses for furnishing the same to patrons of the public schools at advanta¬ geous prices. Later on in tho year supplemental books for general reading and for high school grades were added to the regular list, with a view of giving an option in choice to localities where great expense had been incurred in the purchase of books under former contracts. The general policy of the board was not to change books hitherto in use save in cases where exceptional advantages as to price and quality of books were offered by publishers. High schools established. — A board of trustees appointed by the State board of education have erected at Opelousas a commodious and well-furnished building for a central high school. This school has some revenue from its own property, and also receives assistance from local corporations. Tho State board also has author¬ ized the school board of the parish of St. Mary to establish a high school at Franklin. Educational societies. — As one of the indications of awakening public sentiment in regard to educational matters within the past few years, it will not be amiss to refer to the origin and continuance of numerous societies or associations which have in view the dissemination of learning or the institution of scientific research. In many instances these societies have lecture and practical departments with their regular work, and their chief aim is educational. Combining in their membership all grades of ability, they include the skilled and amateurs alike. These associations or unions are unquestionably a means of valuable instruction in technical knowledge. The city of New Orleans may be said to contain as many societies for the dissemi¬ nation of technical knowledge or the cultivation of usthetic tastes as perhaps any city in the nation. In an age when all professions and trades are organized into associations and guilds, the teachers have not been idle; the public school teachers of this State have now a State organization whose entire purposes are comprehended in their avowed objects to elevate the profession of teaching and to promote the school interests of the State. Local taxation. — The State superintendent recommends that a constitutional amendment be submitted to the people “ by which local corporations shall be com¬ pelled to levy the school tax mentioned in article 2C9 of the constitution. It is earnestly hoped that this needful amendment will be made, and that all restrictions on local taxes will be so far removed as will enable the people to levy requisite taxes for the support of the schools.” Thepoll tax. — The revenue received from poll tax continues to increase each year, but the collections are not as complete as the school officers desire. Officers in charge of the collections are generally active in their endeavors to collect the tax, but the law does not afford sufficient opportunity for compulsory taxation. If some means by which each adult male would surely pay his poll tax could be devised, the amount accruing to the school treasury would be considerable, and would bring about the further improvement and enlargement of the school system. Many citizens have advocated that the payment of this tax be made a qualification for suffrage. . This plan seems generally preferred and advocated, and lam heartily in favor of it. One of the many points urged in its favor is that its enforcement will tend to interest all classes in schools, thereby inducing them to patronize an insti¬ tution which they help to support. The State normal school. — In the improvement of our school system that has taken place during the last few years, one of the most powerful factors has been the State normal school at Natchitoches. The establishment of this institution by legislative act of 1884 was the beginning of a new era in our educational development. The graduates whom it sends forth annually in increasing numbers are carrying their ideas of improved methods of teaching into the remotest corners of the Statu. And it is a significant fact that the most rapid improvement in public schools has taken place in those localities in which normal graduates have been employed in greatest numbers. To these valuable results of the training afforded by tho State normal school should be added the incalculable benefit that our teachers and our people generally have derived from the teachers' institutes held throughout the ED 93 - 104 1G50 EDUCATION REPOET, 1892-93. State under the direction of the State normal school faculty. They have had the triple effect of presenting to the teachers the best methods' of instruction and dis¬ cipline, of inspiring them with a higher conception of the dignity of their calling, and of convincing the people that the public schools are worthy of their constant care and their hearty support. The report of the president of the State normal school shows a gratifying increase in its patronage. In fact this institution has outgrown its present cramped quarters. MASSACHUSETTS. [From the Massachusetts School Report, 1892-93.] HIGH SCHOOLS. The increase from year to year in these means for secondary instruction indicates an abiding interest rather than any sudden impulse in favor of high schools, while an increase of seven in a single year shows how deep rooted the interest is. With the exception of the city of Worcester, all the schools added to the list this year are in towns of rural populations, none of them having the number of inhabitants or the number of families requiring them to maintain high schools. It is not to be pre¬ sumed that all these schools have extended courses such as the first-class city high schools afford. They provide some of the studies of the secondary schools, and so in a measure meet the desire for a more liberal culture than country grammar schools can furnish. The number of persons enrolled in the high schools was 28,582, an increase of 1,100 over the enrollment of last year. Though in keeping with the increase in the number of schools, the increase in membership is in the numbers attending the schools as a whole and not due alone to the new schools established. The ratio of the membership of the high schools is, for the whole State, 7.2 per cent of the membership in all the public schools. The ratio has advanced in ten years from 5.8 per cent to 7.2 per cent. In a few towns over 10 per cent of all the pupils are in the high schools. A much larger per cent enters them and takes a partial course. In some towns as high a rate as 40 per cent enters these schools, and as the course of studies expands, students in larger numbers are attracted to them. The number of towns required to keep high schools is 164 ; the number that do keep them is 228. Thus secondary instruction at public expense is provided by 64 towns that are not required by law to furnish it. The entire population of the 228 towns is 2,113,286; of the entire State the population is 2,238,943. The proportion of this population provided with high schools in their own towns is 94.4 per cent. Towns like Revere, which pay the tuition of their high school pupils to other towns, being included with the above, the percentage would reach 95 per cent. If there he added to the above public provision that made for secondary instruction by individual citizens, it may be assumed that practically this form of instruction is available for all the children, without the necessity of very serious sacrifice on their part or on the part of their parents. That all the children included in the population do not receive its benefits is not on account of unwillingness to make for it ample provision. There is in most high schools a larger number of girls than of hoys; in some schools it is as four to one. This fact deserves serious consideration by parents and school authorities. TEACHERS’ WAGES. The whole number of different teachers employed in the public schools during the year 1892-93 was 11,233, of which 989 were males, 10,244 females. The average wages of the male teachers were $140.73 per month, which is an increase for the year of $6.51. The average wages of the female teachers were $48.13 per month, which is an increase for the year of $1.61 per month. The average wages paid women for teaching are not in advance of those paid in other less responsible occupations open to women, and when compared with the wages paid male teachers they are so low as to make it humiliating to report the two in connection. Moreover, the advance in the wages of male teachers in ten years has been at the rate of 36.2 per cent, while that for female teachers has been at the rate of 14.8 per cent. So lou g as the present low wages are paid to the mass of female teachers, the tend¬ ency will he for superior young women to seek employment in other occupations, especially if places can he secured in them without long preliminary training, and give promise of greater j>ermanencc and less strain upon the nervous system. If it be said, there are always more applicants than places for teaching, the reply is, yes, and the more nearly the work of the teacher approaches a menial service, or receives a menial's pay, the greater will he the number of applicants. MASSACHUSETTS. 1651 It is somewhat encouraging* to seo tlie advance in the wages of male teachers. Not so encouraging is it to witness tko decline, which has been pretty constant lor the last ten years, in the number of male teachers employed. There is some slight relief from the solicitude occasioned by the steady falling off of male teachers in the fact that it is more than compensated for in the number of male teachers transferred to the ranks of school superintendents. We believe it to be for the advantage of the youth of both sexes to be brought under the influence of male as "well as of female teachers. The best private schools exhibit greater wisdom than the public schools in the greater number of male teachers they employ. EXPENSES OF TEXT-BOOKS AND SUPPLIES. Sum appropriated and rate per scholar, for the past ten years, for hooks, stationery, maps, charts, etc. „ . _ Year. Total expense of : books, etc. [ Expense jl of books, i -rr etc., per {j ; pupil. j| Total' expense of books, etc. Expense of books, etc., per pupil. 1883 . : $253, 537. 61 588, 760. 38 488, 210. 44 424, 697. 29 428, 736. 05 427, 155. 56 $0.91 l! 1889 . $469,924 02 494, 545. 27 532. 530. 73 $1.54 1.60 1884 . 2. 08 j 1890-91 . 1885 1. 69 *1 3891 92 . 1.70 1886 . . 1.45 ij 1892-93 . 562, 228. 00 1.75 1887 . 1888 1.49 1. 42 ij Average for 9 years. . I 1.63 1 The average cost per pupil for text-book3 and supplies since the enactment of the free text-book law, now nine years, has been at the rate of $1.63 a year; since the first two years there has been a slight annual increase ; the cost for the present year is $1.75. The total sum paid is $562,228, which is an increase, as previously stated, of $35,061.40 for the year. There is general satisfaction with the operation of the free text-book law, though the desire has been expressed quite emphatically, and the claim has been persist¬ ently urged in some localities, that the children should be allowed to take with them, on permanently leaving school, the books they last used. This would some¬ what increase the expense for supplies, but it would have the advantage of fur¬ nishing some books which might serve for occasional reference in homes which otherwise would have none, and it would secure to the schools a more frequent fresh supply. EXPENSE OF CONVEYING CHILDREN. Amount expended for transporting children to school for the p as t five years. Year. Sum expended. • Year Sum expended. 1888-S9 . $22, 118. 38 1 1891-92 . $38, 726. 07 50, 590. 41 1889-90 . ! 24, 145. 12 1 30, 648. 68 1892-93 . 1890-91 . The law authorizing towns to appropriate money for the conveyance of children to school has been upon the statute book since 1869, and yet the towns did not for several years avail themselves of its privileges. One direct advantage of the law is the facility it gives the towns for consolidating their schools. In recent years this has been going on in all parts of the State, and within the past three years at a greatly increased rate. The sum expended during the past year was $50,590.41, an increase of $11,864.34, or of 30.6 per cent as compared with the previous year. The plan of consolidation where conveyance is provided proves most advantageous, and seems in practice to be attended with no unfavorable conditions. SUPERVISION BY SUPERINTENDENTS. Since the year 1854 provision has been made by which towns can legally avail themselves of the service of school superintendents to supplement the supervision earlier provided for by town school committees. Until the law of 1888 the superin¬ tendent form of supervision was limited to the populous and wealthy towns and cities. The enactment of that year, with the amendments of last year, makes it pos¬ sible for every town in the State to employ a superintendent of schools. It provides that towns not exceeding two and one-half millions of valuation mav unite in groups EDUCATION REPORT, 1892-93. 1652 for this purpose; it limits each group to a maximum of fifty and a minimum of twenty-five schools. It requires that each group of towns shall pay for the support of a superintendent $750 a year. To aid the towns the law provides for the payment to every such group the sum of $1,250 from the State treasury, $750 of which shall go to supplement the sum paid the superintendent by the towns, so that his salary shall he at least $1,500, and the remaining $500 shall he paid for teachers’ salaries. Both sums are intended, either directly or indirectly, to improve the work of teaching. No recent enactment affecting the schools has met with more general and hearty approval than the act of 1888. Out of 352 towns in the State, 221 are employing superintendents. The number employing them under the original law and under that of 1870, which differs from it in no essential particular, is 105; the number employing them under the recent enactment is 109. The former class of towns includes nearly every town in the State of considerable population and of high valuation; the latter class embraces the small, sparsely populated, and poorer towns of the State. Included in these two classes of towns, the number of schools under this form of supervision is 6,235, out of a total number of public schools in the State of 7,510, or 83 per cent of the whole number. The number of school children under super¬ intendents is 347,804, out of a total in the public schools of 391,745, which is 88.7 per per cent against 85.8 per cent for the previous year. There are still 131 towns, or 37 per cent of the whole number of towns in the State, not employing superintendents. The per cent of last year was 40.3 per cent. The greater part of these towns are small and relatively poor. Many of them have voted to accept the provisions of the act of 1888, but find no towns with which they can conveniently unite. The isolated condition of many towns makes it difficult to combine them with others to advantage. The difficulty of effecting unions for this class of towns increases as the towns first to avail themselves of the provisions of the law become more accustomed to working together. There are still toAvns that do not exhibit an active interest in securing for their schools the benefits of skilled supervision. There is no known opposition to the principle upon which the employment of a special agent to superintend the schools is based; indeed, it seems to meet with universal acceptance. A large number of towns desirous of securing for their schools this form of supervision are unable to do so for reasons already stated. I advise, therefore, that authority be given the proper persons to make such combinations of towns as shall provide for bringing every school under the superintendent form of supervision. A provision could at least be made for aiding towns of less than two and a half millions of valuation to unite with towns exceeding this valuation and employing superintendents. There are employed under the earlier laws superintendents who could give part of their time to superintending the schools of ,one or more additional towns. An amendment to the law of 1888, giving proportionate aid to such towns as would come properly under this law to enable them to obtain such superintendent service, would in some instances afford the needed relief. It is certain that so important a means of supervising the schools as a good super¬ intendent is admitted to be should be brought to bear upon every school and every child, even the humblest in the State. MICHIGAN. From the report for 1892-93 of State Superintendent Henry R. Pattengill.] Educational councils and rallies. — The superintendent of public instruction early realized the necessity of harmonious work with the board of examiners and county school commissioners. He also realized the importance of acquainting himself with the school work in every portion of the State, and of learning the sentiment and peculiar conditions existing in different counties. With this in view the State was divided into twenty-one districts, and a convenient place of meeting suggested for each district. The “council” was in all cases called to meet Friday, and to this meeting were invited all the examiners and commissioners of the district, the school officers, and superintendents of schools. Teachers and others were welcome, and many attended. These councils were entirely informal. Any question could be brought up. No formal speeches were made. Everyone could air his views as freely as he pleased. To show the nature of the councils we give herewith the list of topics suggested for discussion in the notices sent out from the department : Amendments to the school law. Methods of conducting examinations, marking papers, and giving results. Should the country schools be graded? Relation of district to city schools. MICHIGAN. 1653 Relation of district board to school. Relation of patrons to the schools. Benefits of the township district. Uniformity of text-hooks. Free text-books. Equalization of taxation. The township institute. County institute. The use and abuse of examinations. District libraries. These “councils” have proved very helpful indeed to the State superintendent in making him conversant with public sentiment concerning school matters as viewed by all the factors that are active in the administration of school affairs. At every council there were representatives from school boards, patrons, teachers, examiners, and commissioners. Free text-books. — The system of free text-books which provides for the ownership of the books by the district and loaning them to pupils has been tried by some of our cities and a few of our rural districts for several years. In journeying about the State we have taken especial pains to inquire how satisfactory the system proves to he, and almost without exception it is most unanimously commended by both city and country districts. The cities of the State which have adopted the system are De¬ troit, Grand Rapids, Saginaw East Side, and Bay City. Of these cities East Saginaw has tried the system for the past nine years. None but laudatory reports come from officers and teachers concerning the workings of the plan. We give herewith a table showing the average cost per capita for text-books during the past nine years in Saginaw East Side : Year. Total cost. Fines col- j lected for i injuries to | books, j Actual cost. | Xuraber ;of pupils. | Cost per pupil. 1S85 86 . $4. 971. 48 3, 009. 88 1, 959. 39 2, 097. 65 2, 492. 48 2, 611. 96 3, 943. 09 3, 346. 98 3, 395. 00 $116. 70 78. 33 $4,854.78 2, 931. 55 1, 877. 65 2,017.15 2, 489. 66 2, 553. 80 3, 850. 85 3, 264. 00 3,323.79 4, 432 4,537 4, 564 $1.10 .53 1886-87 . 1887 88 . 81.74 .41 1888 89 . 80. 50 4; 647 4, 827 4, 812 4, 842 5, 705 .43 1889 90 . 2. 82 .52 1890 91 . 58. 16 .53 1891 92 . 92. 24 .79 1892 93 . 82.98 .58 1893 94 . 71.21 5, 231 .63 This should encourage other cities and villages to try the experiment. The rural teachers and school officers of the districts where the plan has been tried say that the books are kept better than when owned by the individuals, the cost is reduced, uniformity secured, and time saved, because pupils are always provided with books on the first day of the term instead of being obliged to “wait until pa goes to town,” till he forgets to get the books once or twice, and then buys the wrong book. The expense upon the whole district is insignificant, and the advantages are so apparent that it would seem advisable for every district to adopt the plan. The districts now working under the system are mostly in the northern part of the State. Libraries. — The most important factor in a good school, next to the teacher, is a good school library. If my child could have but one, either a college education or a taste for good literature with ability to read it, I would without hesitation choose the latter. Fortunately we are not obliged to make this choice. A taste for good reading, and a generous education are both within the reach of every child in Michi¬ gan. In many of our cities by means of the philanthropic gifts of wealthy men, or the far-sighted acts of school authorities, fully equipped libraries are established and made accessible to all the people. In nearly all our cities, and in many villages, there have been established what are known as working school libraries — selection of books adapted to the different grades of schools, and more especially designed to aid in the teaching of literature, history, geography, and science. These books are kept by the teacher of each grade, and are made very accessible to the pupils of the school. Further than this, courses of reading have been mapped out for the pupils, and the teachers have sought to lead pupils to read these books, and converse with the teacher on the tojfics read. In this way a taste for reading has been formed in many instances, and a better spirit of study has been the direct result of this read¬ ing. Besides this, the parents of these pupils have oftentimes become interested in reading, and the pupils have been encouraged to start a little library of their own. Who can estimate the value of such beginnings? Parents will find that the question of keeping the boy at home evenings is verylargely solved when the same boy shall 1654 EDUCATION EEPOET, 1892-93. "become interested in the reading of good books. We are the heirs of all the ages in literature as well as in the more material things of which we boast. The publica¬ tion of inexpensive editions of onr classics has aided very materially in this spread of general intelligence and love for reading. School architecture — Miscellaneous suggestions. — We give herewith some miscella¬ neous suggestions which should be carefully considered by those about to build schoolhouses. 1. The window-lighting surface should equal one-fifth of the floor surface. 2. No pupil should sit farther from the window than two and one-half times the distance from the floor to the top of the window. 3. The window should extend to the ceiling, only leaving enough room for the casing between the opening and the ceiling. 4. The windows should be grouped. 5. Light is better from both sides than from one side and the back. The light at the back, unless high, will cast the pupil's shadow on his work. 6. There should be no windows for pupils to face. 7. Light from one side should be from the left, so as not to throw the shadow of the pupil's hand upon his work. 8. The windows should be provided with green shades; yellow is not as good for the eyes. 9. The blackboards should not have a glossy surface. 10. If windows are grouped as they should be, and as they are in the accompany¬ ing sketches, no blackboards come between windows to try the eyes of the pupils. Seating and ventilating . — 1. A wood furnace is the cheapest and best means of heat¬ ing small schoolhonses where wood is abundant. The furnace heats and ventilates and will burn long wood, knots, branches, etc., that can not be used in a stove. 2. A jacketed stove is the next best heater and ventilator. Around, tall stove should be incased by a sheet-iron jacket, the jacket being placed 4 or 6 inches from the stove. The jacket should reach within 2 inches of the floor, and extend to top of stove. Air conductors 6 by 12 inches should lead from the wall on two opposite sides of the schoolhouse under the floor, and open into a register imme¬ diately under the stove. This furnishes fresh air. Dampers can be placed in these ducts to regulate the amount of fresh air. A good stove and jacket can be bought for $25 or $40. 3. The chimney should extend to the ground and contain a flue 2 feet square, with either a brick partition dividing it into two parts or an 8-inch chimney tile for smoke flue. This smoke flue warms the shaft, creates a current upward, and thus the impure air of the room may be drawn off. 4. Flues built into walls without provision for warming them are merely monu¬ ments to fools. 5. Place a large register in the room at base of chimney, and also one in the chimney near the ceiling. Let both be provided with valves with which to close them when necessary. 6. Place a ventilator in ceiling of room near the center, opening into the attic. 7. Hang windows with cords and weights if possible, or at least make them easy of movement, and supplied with easy catches at lifts of short intervals. Place a 5- inch board under lower sash of window, just as long as window is wide. This will create a space between upper and lower sash, through which the air can come in without direct draft on pupils. 8. Occasionally open doors and windows, and let the air change while pupils are marching or exercising. Miscellaneous. — 1. "Wardrobes for country schools are better made of wainscoting 6 or 8 feet high, at both sides of entrance door, in the school room. Those old entries are great breeders of disorder. 2. The girls and boys should have separate wardrobes. 3. The teacher’s desk should be in the opposite end of the room from the entrance. 4. The end of the room opposite the entrance should have no windows. 5. The blackboard should extend across the end of the room back of the teacher’s desk and down each side to the windows. It will do no harm to run the blackboard the length of both sides as well as one end. 6. If necessary, stand over the builder with a club to make him put the blackboards low enough for*the little people. The side boards should be within 2 feet of the floor and made 4 feet wide. The end board should be 6 feet wide. 8. The floor should be of narrow and well-seasoned maple. Do not put in a soft wood floor. 8. Provide a neat wood box if no fuel room is given. 9. Provide at least one extra chair for stray visitors. 10. There should be an average of 16 square feet of floor space to each pupil. A little increase in the dimensions of the building does not add materially to the expense, but adds much to health and comfort of pupilB. MISSISSIPPI. 1655 MISSISSIPPI. [From Report oi' State Supt. J. It. Preston for 1892-93.!] FLOURISHING CONDITION OF TOWN AND TILLAGE SCHOOLS. The average country school, as it has been conducted, could command the respect of neither pupil nor patron, and has served, in many instances, but to pension incompetent kindred of trustees, to blunt every educational aspiration of our youth, and rob them of precious days and golden opportunities. The time has come to stop dallying with so serious an interest of the Commonwealth. The towns of our State, recognizing the futility of a four months’ term, have organized into separate school districts, and annually raise enough money by local taxation to extend their term to seven months in all the smaller towns, and to eight, nine, and ten months in the larger ones — the average term being more than eight months. The new constitution diminished the revenues of many of the separate school dis¬ tricts, and occasioned a stricter economy, and in some instances a shortening of the term ; but in every case the towns have met the emergency, increased the local levy, and will maintain their schools eight or nine months. The people in our towns have gone to great expense besides in building and equip¬ ping schoolhouses. They recognize the value of education, and are determined that their children shall have every reasonable opportunity in an educational line. In the last two years the number of separate school districts has increased from 41 to 58, showing that our towns and villages are forging to the front in providing school facilities for their children. Several of the smaller towns have enlarged their school districts by embracing some adjacent rural territory upon petition of the freeholders thereof. The schools of all the separate districts are reported as being in a flourishing con¬ dition and crowded with pupils to the limit of their capacity. As indicated in the last biennial report, these municipalities had to make, in most instances, a slight increase in their ideal school tax ; but no serious hindrance of their progress and efficiency has been occasioned by the change in our school revenue system. The increase in the number of separate school districts and their steady progress indicate the healthy tone of public sentiment which follows great local effort in behalf of schools. The course of study in nearly all of these schools is sufficient to prepare students to enter the freshman class of the university and the other State institutions. They are, moreover, contributing to the rural schools many well-prepared, active, and pro¬ gressive teachers. Numerous changes of principals and superintendents have taken place within the past few years, indicating that the people are seeking stronger men to conduct their schools. A system of schools seldom rises above the idea of the principal or superintendent, and most often is but a reflection of that ideal. The chief function of trustees is to put the right man in charge of the schools. The quality of manhood in a principal is a silent molding power that stamps its impress on the character and destiny of every pupil. It operates not simply in the school room and on the play ground, but follows children into their homes, is with them during vacations, and registers itself in their conduct as future citizens of the C ommon we alth . Most of the separate school districts have provided school libraries. DISTRICT LIBRARIES. A library composed of popular and standard literature is a necessary adjunct to eveiy public school. The highest function of the public school is to create and cultivate the reading habit. Herein lies its chief power to promote culture among the masses. Our country homes have but few books, and these generally of a kind unattractive to children. Many young people are reaching the age of maturity without ever hav¬ ing read a book. Our schools must set to work to collect small libraries of readable books and place them in the hands of the children. A little cooperative effort by the neighborhood will supply the means to purchase twenty or thirty volumes. Even this small num¬ ber, if well selected and wisely used by the teacher, will suffice to lead the pupils into communion with the great apostles of the world’s thought, to create within them a new source of happiness, to uplift them ultimately to a state of intellectual freedom. 1656 EDUCATION REPORT, 1892-93. PROPRIETARY HIGH SCHOOLS AND COLLEGES. In addition to onr separate school districts we have 233 high schools, academies, and colleges. The enrollment in these institutions for 1892-93 was 22,859, and all of them give more or less secondary instruction. These schools include all denominational institutions, and, except eight or ten, are conducted upon the coeducation plan. Most of them are effective factors in the education of the youth of the State. Nearly all of them during the public school term conduct their departments below the high school as public schools. A high degree of credit must be conceded to a majority of these institutions; but some of them are unworthy of the patronage they secure through artful and delu¬ sive pretenses. When a school claims that in one year it can teach a course of mathematics from algebra to calculus, or can give a classical education in two years, the wise parent will conclude that it is a humbug and look for another school in which to educate his child. We need to get rid of all such educational shams. A DEPARTMENT OF PEDAGOGY FOR THE STATE UNIVERSITY. The establishment of a department of pedagogy in the university is a step of prog¬ ress which reflects credit upon the wisdom of the trustees of this great institution of learning. The department of pedagogy will articulate the university with the public school system of the State and by degrees put university men at the head of most of our town and city public schools, which will unify and harmonize our educational work. Young men and women of the State wdio wish to become teachers will turn to the university for professional instruction, and the people will naturally apply there when they wish scholarly and well-trained teachers. With no normal school in the State, this department should be crowded from year to year by those who aim to make themselves better teachers. The day is not far distant when an applicant without professional traiuing need not apply for a position in any important public school in Mississippi. The sooner trustees exact professional training as a condition precedent to election, the speedier will be the progress of their schools. Already there is happily a growing tendency in this direction. Many scholarly young men have been rejected within the past few years simply because they had no professional training. Scholarship is of prime importance. No acquaintance with methods and devices can take its place; but it is equally essential that the scholar be trained to teach, if he expects to meet the demands of any position of prominence in our schools. The people are fast learning that the very worst investment they can make is to emp loy a poor teacher for their children, and the day is at hand when teachers must invest liberally in the acquisition of professional training before they enter the pro¬ fession, and must annually spend a part of their salaries in self-improvement. TEACHERS’ PROFESSIONAL LIBRARIES. Under the law allowing 20 per cent of the surplus institute fund to be invested in works on teaching, to be kept by the county superintendent for the use of teachers, more than half the counties have purchased libraries containing from 20 to 300 vol¬ umes each. At the county institutes the past summer contributions w'ere made by the teachers for enlarging these libraries and for the purchase of libraries in coun- ties were none had been procured, so that by the end of the present scholastic year nearly every county will be provided with the best works on teaching. These libraries will be increased from year to year, and in a short while the public school teachers of Mississippi will have free access to the very best educational thought of the world. Our teachers can now pursue a course of professional reading with no outlay for books ; reading circles and associations can bo formed to master prescribed courses; educational theories can be studied in the light of daily experience. The establishment and use of these libraries will ultimately exert a potent influence in uplifting the teachers and bringing them to a true appreciation of the dignity of their profession. MISSOURI. 1657 MISSOURI. [From report of State Supt. L. E. Wolfe for 1892-93.] A REFORM URGED IN THE ELEMENTARY COURSE OF STUDY. It. was once thought sufficient to educate the few. The education of the many is an idea of comparatively recent origin. Our universities aud colleges are aristo¬ cratic in their origin, their design, their scope, their courses of study, and methods. I use the term aristocratic not in an odious sense. By its use I mean that these institutions reach the few in distinction from the many. From the very nature of things, they can reach hut a small percent of the people. They were originally designed to prepare for the learned professions, especially for the ministry and law. The time came when States, in the interest both of humanity and public welfare, decided to make the education of all a public charge. There has not been sufficient time to make the public school courses of study and methods as democratic as tho systems are in their scope and design. The design of our free school systems is to reach the masses; yet we cling to the courses of study and methods modeled after thosp in universities and colleges, that, from the very nature of things, can reach only the few. We must remember that the day of uni¬ versal education at public expense has but fairly dawned; the sun hangs low in the eastern horizon. There has not been sufficient time to create a harmonious whole. These higher institutions of learning being designed to prepare for the learned pro¬ fessions, their courses of study were shaped with reference to graduation. If the student fell by the wayside before graduation, it was his own fault. When free school systems were established, their courses of study were modeled largely after those of the college. These courses of study, while professedly for the many, are really for tho few. Although a largo per cent of the pupils drop out of school before reaching the fourth grade, but little work is done in the majority of schools below the fourth grade in oral geography, and in the applications of addition, sub¬ traction, multiplication, and division. Although three-fourths of the pupils leave school before reaching the eighth year of school life, not one school in twenty giver instruction below grade 8 in the elements of the natural sciences, in elementary history, civil government, political economy, and literature. Our courses of study seem to have been framed without a recognition of the fact that these pupils, without training in the natural sciences, without any knowledge of their country’s history, with no intimation of tho world’s history, with no instruction with regard to the social units so near and vital — the school district, the townshii), the county — that these pupils are to become heads of families, and are to wield the ballots that are to shape the destiny of our country. We apply the spurs to the geographical hobby through grades 4, 5, 6, 7, and 8, apparently oblivi¬ ous, not only of the great events of the world’s history, but of the thrilling events in the history of our country. Is it because pupils below gradeS would not take an interest in these events? Oh, no ; it is simply that we are slaves to custom ; that we have been unable to overcome the inertia of the past; that wo have not had suffi¬ cient time to make our free school systems democratic in their courses of study and methods. Pupils of tho second and third grades, if given an opportunity, would read with great relish fairy tales and folk stories. In grades 3, 4, and 5 they would read with equal relish Kingsley’s Greek Heroes, Ten Boys on the Road from Long Ago Till Now, Abbott's Cyrus and John Esten Cooke’s Stories of the Old Dominion. In grades 5, 6, and 7 they would read with interest and profit elementary books of civil government and political economy. Again, why, when wo take up United States history, should we be expected to memorize the thousand unimportant details of battles? Why not give some of this time to interesting historical or biographical sketches in the world’s history ? Again, we are expected to grind the selections of the readers over and over, again and again, squandering valuable time that could be given to the reading of a number of choice literary wholes. It is not enough to study the examples in arithmetic growing out of actual life. We must ransack algebra in order to devise improbable, impractical, and artificial hare-and-hound problems. It is not enough to study practical arithme¬ tic; we must push the study into abstruse and impractical higher arithmetic, thus wasting time that should be given not only to a better understanding of practical arithmetic, but to obtaining an elementary knowledge of points, lines, surfaces, and solids. Writing and drawing must also be ground very fine, and strung out very long— made as abstruse as possible. This reform course of study herein offered does the best thing possible for every pupil, regardless of his station in life, and regardless of the number of years he is permitted to remain in school. If from caprice or misfortune he leaves school at the end of the third year, he has the best the school can give him. The same is true if he leaves the school at grade 5 or 8. At whatever point he leaves school, he would 1658 EDUCATION REPORT, 1892-93. liavo received some training in observation along tlio entire line in both the domain of nature and man, and if bo bad learned to read, bis reading would be along tbe same liberal and extended line. Such a course of study would not only give tbe pupil tbe best possible preparation for life, regardless of when be left school, but also tbe best preparation for subsequent studios either in tbe high grades of tbe common school or in secondary institutions of learning or university. This course of study would hasten tbe articulation of tbe common schools, secondary schools, and universities ; would bring about a rational articulation without sacrificing the interests of the common schools, secondary schools, or tbe universities. The passport to a higher grade or institution would not be an ability to disgorge a gorged memory, but to observe and read intelligently, and to express the results of that observation and reading in good English. Inspiration and power rather than information would become the basis of promotion. No articulation that does not consider the interests of all the institutions concerned can bring the best results. The articulation that is based upon the best interests of the common schools is the one from which the secondary schools and universities will derive the most profit. Life is a very practical thing. By this I do not moan to unduly emphasize the utilitarian at the expense of the ethical and aesthetic. Header, have you gone among, the people — the plain, common people — and looked again and again at education from their standpoint? Have you, in imagination, lived over your childhood? Does our public school system seem to have been constructed with special reference to the needs of the people? Does it do the most to enlarge, to strengthen, and perfect their lives ? Does it go to them in a spirit of helpfulness, or does it invite them to come to it? Is our system giving them that for which they are hungering? They are asking bread and fish, and we are giving them serpents and stones. They cry aloud for trained powers of observation, that they may have better food, clothing, shelter, and transportation; that they may appreciate and enjoy the beauties of nature attending them by night and day. In return, we gorge their memories on geography and the books of natural science. They seek companionship with the good and great through their books ; we give them five readers composed of extracts. Do you say that this is not the province of school, but of life ? I reply that child¬ hood and youth is preeminently the time for such training; the period when the senses and curiosity are most active ; life will be full of other duties ; the to-morrow of neglected opportunity will never come. An instruction that does not make the son and daughter more helpful to their parents, that does not lay hold upon the hands and feet, lacks efficiency. There is something wrong about an education that does not enable the farmer’s son to look more carefully after the condition of the crops, the stock, the gates, and fences ; the daughter to be more interested, ingenious, and helpful in cooking, sewing, and housekeeping. I hear a widespread complaint that “ schooling” turns boys and girls against work. Is It not strange that history — a recital of deeds — should disincline pupils to deeds in their own sphere — in a word, to work? Go largely among parents, and you will find a general belief that some strange and wonderful power inheres in the text-book, and especially in that knowledge that is so hidden by technical terms as to be unintelligible to the masses. The pedantry of teachers is in no small degree responsible for our present course of study and methods ; a desire to possess terms — if not knowledge — not understood by the people. We teachers still act out our little part; puppet-like, we still dance at the behest of custom; still pay tribute to the effete past. Our pupils still perpetuate their wordy parades on examination and commencement days. Our graduates, with but little knowledge of composition, manage to deliver themselves of essays and orations, which, with il learned length and thundering sound, amaze the gazing rustics, ranged around.” It may be remarked, in passing, that the teacher is no less amazed than the audience. When will we cease this array of pedantry and the artificial, and be perfectly sincere and honest with the people? Our systems of education must get simpler and more help¬ ful though the heavens fall. I learned of an inspired preacher who draws his hun¬ dreds of thousands, and upon hearing him, find his secret to be simplicity and helpfulness. Eager to catch a glimpse of the world’s great paintings, I find them portraying the meek and the lowly — Alone in the World, The Last Muster, Break¬ ing Family Ties. The short and simple annals of the poor will ever be the inspiration of literature. Pestalozzi indeed came preaching the gospel of sense-perception in the wilderness of memory culture, and we do him lip service in every convention of teachers, but the actual work of the average schoolroom shows that our hearts are far from him. For twelve long years, Horace Mann, the illustrious apostle of Pestalozzi, with the energy of despair, made his eloquent plea for ideas before words, throughout the length and breadth of Massachusetts, and we love to do him honor; and yet, in the average school, the gluttony of the memory goes on. Herbart, the apostle of apperception, numbers his followers by the tens of thousands, and yet, in practice, the doctrine of the correlation and concentration of studies is a stranger in four- fifths of the schoolrooms. MISSOURI. 1659 Shall our great systems of education, with their superb machinery, drift further and further from the people, or shall we hasten to learn tlio lessons of simplicity, helpfulness, and wisdom? These reforms are coming just as sure as the water seeks the sea. Already there are ominous inutterings among the people. It may bo that no member of our profession is destined to lead these reforms to final and complete triumph. We are a conservative body. It may be that to achieve these reforms, some John the Baptist, feeding on locusts and wild honey, and with a leather girdle about his loins, must come forth from among the people. Be it so; thus have been compassed the world’s greatest reforms. ADDRESS OF REV. EDWARD EVERETT HALE AT THE OPENING OF THE NEW ST. LOUIS PUBLIC LIBRARY BUILDING. [The exercises connected with the formal opening of the new building for the St. Louis public library were held February 17, 1893. The library at that date num¬ bered 90,000 volumes, having increased threefold since the present librarian, Mr. Frederick M. Crunden, took charge in 1877. Rev. E. E. Hale delivered the following dedicatory address :] It is impossible, for the people of any community which has not fully tried it, to foresee the joy to individuals which they are making possible. Ho man can foresee the happiness of homes which is thus made possible. Ho man can foresee the eleva¬ tion and advance of social life and public order. Ho mau can foretell the special occasions in which some new Watt is to he trained to build some new steam engine, in which some new Edison is to be trained for new discoveries in science, in which some new Walter Scott is to he educated for the happiness of millions upon millions. Victories, which can not he written before they are achieved, are all in the germ when we plant the acorn. Or, if yon call it a mustard seed, no man shall say what birds shall take shelter, what travelers shall rest, under the shade of that tree of which you plant the germ to-day. Far less shall any man say what conquests shall be achieved by the travelers who from this rest and this shade go forward upon new duty. I speak, in some sort, as an expert. I have seen the public library of my own home begin with a little collection of public documents in a snuffy little room in the city hall. I have seen it grow till it takes possession of the most costly building in Hew England. From a thousand books, I think, the gift of a retiring mayor, it has increased till it is now one of the largest libraries in the world. But it is not because I have seen this growth that I am saying what I say. It is because I may see any day a cabman, on his stand, reading one of its brown paper-covered volumes. It is because I have seen the thoughtful mechanic come out from one of its private rooms where he had been at work, in his leisure hours, on the most careful and recon¬ dite problems of the mathematics, perhaps extending their discoveries. It is because I have seen the first artists of America meet there to study what elsewhere they could not find, the steps in some line of composition or invention. It is because I know that the rank and file of the city of Boston would more readily rise in rebel¬ lion against any city government which neglected to provide for their library than if they had been wounded at any other point of their social life. After thirty years’ experience, this has come to be the law and understanding; you may retrench on the right hand and on the left, you may cut down the salary of the mayor, you may leave the streets narrow, you may have a bad fire department, you may go to the dogs in any other direction ; but beware how you put a finger on the appropriation for the public library ! The people of that city, even those who you would say were of the most ignorant and thoughtless grade, have tasted the blood" of life ; and having tasted it once, they will not forego their feast. They know what it is to have the best books in the world at their command. They and their wives and their children know what this is. Having once feasted at that board, they mean that the steward and the cook shall purvey for them as well to-morrow as they did yesterday. < As I go forward it is my hope and effort to illustrate my prophecies "by one or two"1 simple details which will at least throw what the artists call l( broken lights” upon my picture ; and I will try to make you believe that I am not speaking extravagantly. In the presence of the distinguished librarian of this society — a gentleman whoso name is known all over the English-speaking world, among the leaders in his busi¬ ness for the tact and skill which he has brought to administration — I shall certainly speak modestly. I claimed to be an expert, hut still speak as an outsider speaks, and not as one personally concerned in the administration of these great institutions. I beg to he understood as speaking as a child of the public, who has fared with other children of the public, when we come to the festival of which I have spoken. My ticket is as good as theirs and no better. In what I am to say, I am glad to be under * stood as pleading for all sorts and conditions of men. I shall beg you, as I go on, to remember where the leaders of men so often come from. I do not remember that you found Jenny Lind in the court circles of Sweden. I know you found Ben 1660 EDUCATION REPORT, 1892-93. Franklin in a tallow-chandler's shop. I think Abraham Lincoln had never been sent to a gilt-edged academy, and never graduated at a college of a thousand genera¬ tions. I am speaking in a nation where every soldier carries a marshal’s baton in his knapsack, and it is so speaking that I am taking it for granted that this city of St. Louis, which has so well forecast the future in a hundred enterprises, highly resolves to-night that in the future, in this business of books, the ration of the pri¬ vate who is tramping on foot with his musket on his shoulder shall be the same ration which the Secretary of War is to digest to-night, or the commander in chief of the great Army. It is two hundred and fifty years since the real people of this country highly resolved that every child born into it should be taught to read and write, and should share at the common charge in the etfort for education, which other countries had made only for their priests and their rulers. It is two centuries and a half since such people as there were in this country highly resolved that for them, and with us and with our children, church and state should be ruled by the people of America. When they resolved this they meant that all America should be what we now call a school for the training of soldiers; that all America should be as a divinity school for the training of priests, so that every man might be his own priest, and hold his own personal relation to God; that all America should be a school for the education of sons and daughters of the King, so that the meanest brat born in the meanest hovel might be able to read the Word of Life, or the law of life, as well as the child shaded under purple curtains in the palace of an emperor. True, when the fathers made this high decision they did not anticipate to-day. There had not been so many words printed in the world when the United States was founded as were printed in America yesterday, either in the fotm of journals or of separate volumes. The fathers who founded universal education, therefore, did not in the same statutes establish universal public libraries. But, if they could have forecast the future of type and stereotype and power presses, the future of to-day. they would have founded public libraries for everybody. And we, who are in that future — we who know what a book is, and how many books there are — we have no idea of limiting any son of God or daughter of God to the 5, 10, or 50 books which he can bring together in his own home. We have learned the great lesson that books are the universal property of the world, and that the light which is lighted is to be put upon a candlestick ; it is not to be shut up under any bushel. We, who are not ashamed of the name of nationalists, do not expect the great victories of cooperation in life to be wrought in one hour, in one year, or in one century. We observe, however, that they have been won already — in a steady evolution. We see with gratitude that this nation has from the beginning been ready to strengthen the hands of its Government whenever and wherever the Gov¬ ernment acted for each and for all in the establishment of popular education. Thus the fathers determined that one child should have the same chance as another child. Gradually, in the establishment of their armies, they determined that every man must bear a gun, and that not the one military class, but the whole nation must serve the state. It followed, when they came to questions of suffrage, that they gave the suffrage to every man who had carried the firelock and had risked his life for his country. So when, in 'any city, one wanted to fulfill the Saviour’s demand, and give the cup of cold water to the brother who was in need, the people of the American cities, as by instinct, saw that this water must be cold water, that it must be pure water, that it must be God’s water, not defiled by human filth or iniquity. And, without asking under what power they did this, the great cities, as by one step, marched forward, so that the beggar might wash in water as pure as that which flowed for the baths of a palace. The American law is that, if the necessity is a necessity for each child of God, and is the same for each child of God, to each child of God it shall be given, at the public charge. That child may be blind ; still the state will see that he is taught to read. He may be deaf; still the state devises the method by which he shall be taught to hear. Poor thing, he may bo deaf and dumb and blind; still the state folds him in her arms, soothes him on her bosom, and you find that by some magic or miracle she has taught him howr to speak, how to remember, how to think, and howto live. In such determination that the meanest and the worst shall be nursed and cherished as the noblest and the best, the state does not know the meaning of the word “extrava¬ gance.” Now, even in what I have said, you have observed, you could not but observe, that the very words which we use are all tangled in with our thoughts of what a free pub¬ lic library can do, and what this library is going to do for the people who will use it. Thus, .when we speak of “light” to-day, why, we hardly know whether we speak of the light which comes from one of Mr. Edison’s incandescent burners, or whether we speak of the light which comes to a man as he reads from his New Testa¬ ment, as he commits one of Tennyson’s poems to memory, or as he follows along on the words of stimulus and suggestion which George Eliot lias written down for him, or William Thackeray, or any other mistress of life, or master. It is all light, and it shines for all. It is interesting, indeed, to see how, in the common talk and common MISSOURI. 1661 thought of people, they have even come round to feel that the use of these intellectual facilities presupposes moral excellence and spiritual refinement. We carry it farther than we ought to carry it. When we say of oue of our neighbor’s boys that he is a nuisance to the neighborhood, he is all the time in the street, we say of his brother, “ There is a good boy; he always has his book and is sitting by the fireside reading.” We really think that reading is virtue. This is because we have found out that in the traiuing of the memory there comes in the training of the moral sense, and in the long run wo find ourselves more willing to trust the Watt, the Franklin, the Edison, the Lincoln, who ha ve spent their time in diligent reading, than those who have not concentrated thought, atten lion, memory, imagination, or any of the faculties of the mind; those who have let them go wild, and perhaps result in nothing: And we are sure that where street arabs, or dreaming ladies, or men of affairs are lured into the crypts of our libraries we are going to have a suffrage more pure, administration more strong, finance more simple. We know that, as fast and as far as we tempt them by our devices to eat wisely and well of the true tree of knowledge, they will eat of the fruit of the tree which is the good tree. The tree best named, the tree of life eternal ! There are some conditions of life which we take as things of course ; we see them always and we are not grateful for them. They do not surprise us. Here am I! I could stand on one of your great bridges and look hour for hour on your great river as it flows by St, Louis. And perhaps there is not a man in this audience who could stand by my side there without being bored to death. You are used to your river. To me, the miracle is wholly new. Row, just as you take the flow of your liver, so does the average American, who knows what America is, take the happy, healthful flow of universal education. We take it for granted that a man can read. If he cannot read he may go and perish. “ Served him right,” is the verdict of the coroner. “ Look out for the engine” — thatistko warning to the traveler in all our wildernesses, or whatever they may be called and whatever the name of the engine. The w arning is printed in large letters for him to read it. Vain for him to say, when he picks up the pieces of his carriage, wdien he collects one or two buckles of the harness, after the catastrophe which is only not fatal — vain for him to say that the letters above his head were unintelligible to him. “ Whose fault is it that he can not read?” “It is no fault of ours,” we say; “and he will know better another time.” To learn the value of your river here you need to be on the top of a waterless ranch in Montana, with your dumb sheep or oxen gathering around you, begging you with their plaintive eves to give them a drop of cold water to cool their tongues. To know the value of universal education, you need to travel in some country, where not one man in ten knows A from Z, or whether the letters “b-o” spell “cat” or spell “mouse.” In Spain, which is like America, in that it is a country of gentlemen, I have said to a railway porter in his own language, “Chevalier, might I trouble you to take that valise across the street to the hotel,” to have the good fellow answer me as courteously, “Chevalier, I will take the valise with the greatest pleasure so soon as the chevalier yonder, who can read, will come and read to all fifteen of us the directions on the luggage.” Till we have had some such experience, you and I do not know what it is to wait at a ticket window for a clerk to be called who can go through that mystic process which shall show how much four tickets will cost when all the company knows that 43 cents is the price of one. Our machine of life here runs on so steadily with our system of universal education that we do not stop to think how it would groan and falter if we had failed to oil the wheels. Shall we, however, set this great engine to running, and then give it nothing to do? Shall we teach every man, woman, and child in the nation to read, and then give them nothing but baggage tags and danger signals for their reading? Is my boy to be initiated into the mystery of numbers, is he to get an idea of those intri¬ cate mysteries of algebra and geometry and what grew from them, and then is lie to be satisfied with calculating that 4 times 43 is 172? Are we to train dragoons, skirmishers, riflemen, and light infantry, and then shut them all up in a fortress and tell them that their duty is to police the parade grounds of the garrison? These are the questions to which America has now come. These are the questions which Mr. Crunden and these gentlemen who have called us here are asking you to-night. It is not enough that the boys and the girls, the men and the women of the nation should read the placards in the streets, whether they advertise tragedies or comedies, mustard or pepper. It is not enough that they should be satisfied with anything ephemeral, and even the daily newspaper, in its pride, has to acknowledge that it is nothing more. The time has come; nay, it came long ago, when man, woman, and child had a right to claim the best for reading. Theirs shall be the gate to all past history, unlocked and thrown open. Theirs shall be the other gate, to yesterday’s research and discovery, thrown wide open as well. We ought to open to them the path through the garden in which the poets shall sing for them, in which Shake- 1662 EDUCATION REPOET, 1892-93. speare shall portray for them men and women like themselves, in which Dante shall lead them through hell itself to purgatory and to heaven. Has any man found a philosophy which tells him how to live? Let it be theirs! Has any Columbus or Da Gama crossed oceans or deserts? For them has he tried that adventure! Has any son of God spoken words which bring the Father nearer to His children? These are not gifts for any upper ten thousand of the world. These are not like diamonds and rubies, to be locked up in caskets or store chambers for the unhappy people who are imprisoned in palaces. They are the infinite bounty of God for ail sorts and conditions of men — as the rain descends upon the evil and the good; as the sunshine blazes for the just and for the unjust. That the dew may thus distill in the darkest corner and on the dryest soil, we establish and maintain our free public library. All that I have said is absolutely commonplace. For that reason I said it. For I am now to rush in, as fools will you know, where even angels might fear to tread. I am to say now what only a stranger can say on an occasion like this and be excusable. You will please remember, then, that I am wholly a stranger to your councils. Since I arrived here only yesterday, I may say I have taken pains not to inquire about your work in the past, or your plans in the future. But on general principles, I can guess that Mr. CTunden on one hand has some plans of extravagant audacity, and that on the other hand he has some reserves which the public and even his friends can not account for, and which they say belong to the superstitions of his profession. On the other hand, I can take it for granted without being told that in the board of trustees there are reverses and delays which the whole press of St. Louis ridi¬ cules, and yet that there are some audacious extravagancies lying latent which strike Mr. Crundcn aghast when they are whispered to him. Of all this I know nothing, but that where bodies of honorable, intelligent, and courageous men are intrusted with a great public enterprise it must be so. I have repeated my commonplaces and compelled you to hear them, that here and now, on the birthday of this library, I may say one thing to everybody. It is the same thing to some errand boy or run¬ ner who shall carry a straw's weight of the responsibility of this library as to the gen¬ tlemen yonder who are going to draw up their wills before they sleep to-night, and leave to this library the legacy of their fortunes. The great truth is this: Books are made to read. I give It to you as a motto to be printed in gold On tbe main frieze of your largest bold. They are not made to be locked up in bookcases. The greatest credit to a library is its ability to report at the end of the year that a large number of its hooks have been worn out in clear and honest service. The Pharisees thought that man was made for the Sabbath, hut the Savior taught them that the Sabbath was made for men. So there are Pharisees who think that books were made to be kept on shelves, but the truth is that shelves and cases and alcoves and corridors and stacks and catalogues and runners and desk clerks and assistants and librarians and trustees all exist so that hooks may he put into the hands of readers. The sooner a hook is worn out the better, so that it be carefully handled and honestly used. I do uot say that the hook must he taken outside the library walls. That depends. lrou are doing a good 'thing for students when you train them as the British Museum trains them, that they must study where the hooks are. If one hundred men can consult a volume in one day, as in their almost matchless reading room, that book may do a hundred times as much good in a day as if it had been carried home by a student. This is mere matter of detail. But I repeat the words, I care not how often, so I can fix them upon the memory of anybody who is responsible. “ Books are made to read! Books are made to read! Books "are made to read! They have no other purpose or obj ect under heaven ! ” '•'Of course they are ! ” says everybody in this audience, and half the audience add the thought which they are too civil to express, “ What a fool the man is, to come all the way from Boston to tell us that ! Or what fools the trustees were to invite him !” I beg your pardon. I have in other times been bullying a board of trustees who held that Pharisee doctrine. And one of them said to me, “Why! Mr. Hale, we hold this property in trust ; we have receipted for it ; we are like bankers whose stock¬ holders have paid them $1,000,000 in goldfor their capital.” /nd was I not delighted when he gave me the simile ; I hardly gave him time to finish his sentence. “Where would your hank be,” 1 cried, “if you had not lent that capital? Where would your stockholders be if you had tied their shekels up in napkins or, like that man in the other parable, if you had buried them under ground?” And then I read him a lesson, which I trust in God he has not forgotten, how the soul of man is worth more than gold and silver. By so much should he be more eager That these precious ingots which we have inherited from the mining and minting of all time should be freely sent and invested where their value is best known. When they return from MISSOURI. 1663 one errand of bcnoficence, at the instant, if we can, wo must send them out upon anotlior. With what pride, indeed! with what heavenly glow of satisfaction, might librarian or custodian hold up before us to-night some tattered and tear-marked volume, the gift to us of prophet or of sage, and say, “This ragged book has comforted ten thousand mourners! I dare not tell you of the tears which it has consecrated. No man can speak to you of the blessings which from that volume have been set flowing over the deserts of the world.” It would be sacrilege to compare that glow of satis¬ faction with the vanity of the collector when he unlocks his safe and with dainty fingers hands to you the morocco and the paper which his particular agent, having carte blanche to draw from, bid in at the Apthorp sale. Books are made to read ! They serve no other use under heaven. Do we indeed prize them as the marvels which they are? You and I go to a long¬ distance telephone; we listen, it maybe, to a sweetheart's whisper, it may be a brother’s laugh; we catch the very accent. We recognize the tone, its humor, or its pathos. Well may we wonder; well may we thank God that we live in this day. She was with me in this little office; space was annihilated! Yes, and what is that marvel to the more familiar marvel ! Mr. Crunden gives me this printed volume and I am sitting with Homer on the heights of Chios, and without a sound he whispers to me of the rage of Achilles or the tears of Andromache. Or I lie on the hank of anemones in Sharon, and David tells me how the heavens declare the glory of God and the firmament showeth his handiwork. Let me enter Mr. Cranden’s halls, and for me there is no space, there is no time ! If we highly resolve that for this generation, and the generations which follow, reading of "the best books shall be the luxury and blessing of all sorts and conditions of men, the effort, the study, and the prayer which have combined to make this birthday of our library possible are answered and rewarded. If we know that books are made to read ; if we highly resolve, as we love God and hope for heaven, that all men and women shall one day come to read them, why, the future is sure! The details will determine themselves. And each new invention of Mr. Crunden, each new victory of your trustees, will hud and blossom in a hundred more. Of these I dare not prophesy. In the legends of that fabled city of Sybaris, it is said that there were no locks on the library doors ; they could always be opened; and the reading room was open from midnight to midnight, from New Year to New Year, from century to century. Mr. Crunden knows, your trustees know, whether such matchless success be possible in St. Louis. I am sure of this, because you people here are practical. I am sure no holiday will be too good for men to read in. In my own dear city, alas, we open the library for every day in the year when the people are at work, but we shut it in their faces on their few days of leisure. We let them read on Sunday, hut not on their days of independence, fasting, or thanksgiving. I can not think you will imitate ns. My parting wish for you shall he, that from the beginning you shall know that no day is too good a day to read of God’s W ord or His works ; that no festival is so sacred to independence hut men may reap of the triumphs of the fathers; that no holiday of thanksgiving ean he better spent than in praising God for the poets and the prophets. Surely it is not too much to ask of this central city, in that nation which is the central nation in the world, which is for our purposes the center of the uni¬ verse. So fast as the choicest treasures of that universe are collected here you will give the fullest opportunity for each man, woman, and child to enjoy them and to bless you. We give our child his name on his birthday. He is not only called “Library.” He has two names — he is called “ Public Library.” Not for one is he sent on his road, not for four hundred, not for the upper ten. He is a messenger to the public, to each and to all. But, as I said, my mission is not one of advice, but of congratulation. When, in 1803, Robert Livingston, in many respects the first statesman, as he was the wisest prophet of his time, bought for $15,000,000 all the country between the Rocky Moun¬ tains and the Mississippi, he wrote thus to his prudent and careful master, Jefferson : “I know that the price paid is enormous. I have said to them that in a century we should not send ten thousand people across the Mississippi River.” Your fathers — nay, some of yon — were among the first to disprove that prophecy. Their privilege and yours has been more than most men ean boast to show what America is and is to he. Give her an object lesson, gentlemen and ladies, in the central matter, in the central work of education. Establish here the freest and best public library in the world. 1664 EDUCATION REPORT, 1892-93. NTEW JERSEY. [From the report of State Supt. Addison B. Poland, for 1892-93.] STATE FUNDS SHOULD BE APPORTIONED ON THE BASIS OF NUMBER OF TEACHERS. It is clear that some steps should he taken to secure a larger percentage of increase in the teaching force of the State. I would suggest here that a remedy can he found in adopting a different basis for the distribution of the State appropriation than that of school census, as now pre¬ scribed. For instance, a district having a school population of 45 children or over draws from the State a sum not less than $375. One teacher only is required. Now, an increase, say, of 45 more children in the district will largely increase the amount of State appropriation received. But no additional teacher is required; hence, the larger the number of children and the smaller the number of teachers the cheaper the cost of maintaining the schools of a district. Now I beg to recommend that the law be so amended as to make it for the interest of a district having 50 or more pupils attending school to employ an additional teacher. This can be easily effected by apportioning a part of the school tax on the basis of so much per teacher employed. The State money is now appropriated wholly on the basis of number of children to be taught; how many are actually taught or how they are taught, whether by tens or by hundreds per teacher, makes no difference. This is essentially wrong. The school law needs to be remedied at this vital point. THE NEW JERSEY SYSTEM OF GRADING RURAL SCHOOLS. Under the New Jersey school law county superintendents have the power, by and with the approval of trustees, to prescribe a uniform course of study for their respective counties. For this reason, among others, a uniform State system has never been adopted. It has been thought best by my predecessors to leave the mat¬ ter of grading entirely in the h'ands of the county and city officers, and to discourage the adoption of a uniform State system, on the ground that a uniform State system for Tural schools is no more needed than a uniform State system for city schools. The county superintendent stands, mutato nomine, in the same position as the city superintendent. A careful comparison, then, of the several county systems wiil show the following to be the essential features of them all : (i) A course of study consisting of Jive grades. — The first four covering all the work usually done in tho primary and grammar schools of our best city systems; the last grade, the work of the first two years of the ordinary high school. This course is little more than a general outline of studies. It does not go into details in any sub¬ ject. In no case does it give more than the proper sequence of topics. It aims also to fix only approximately the time at which the work of any grade may be completed. This latter is important, since to fix definitely the time for the completion of a grade would be fatal to the system; it would not leave sufficient latitude for the special needs of particular schools. So also a detailed programme would tend to narrow and mechanize the work, as in some cities, where it is the bane of the system. By creating few grades it becomes possible for both rural and city schools to work together under the same course, since any subclassification may be made within three grades that the local conditions or exigencies of each district or city demand. While thus serving in a measure to unify the schools of a county, this system of grading does not reduce them to the inflexible, cast-iron classification which is so objectionable in many of our city systems. In my opinion, this happy division of the course into five grades (four below the high school and one high school), each representing about two years’ time for the average pupil, is the fundamental and saving feature of the New Jersey system. Eight or nine annual grades, as in the cities, would be impossible in rural schools; a greater number stiil more impossible. Such a classification would give rise to annual or semiannual promotions, which are entirely out of the question in rural schools. But five grades, on the other hand, with no stated time for completion, break up this system of periodic promotions. Bright pupils not infrequently cover the whole four grades below the high school in six or even four years’ time. So, also, a pupil may be at one and the same time in two or even three grades, according to his scholarship and capacity. It will be seen, therefore, that this grading by bien¬ nial periods interferes in nowise with the proper classification of pupils; it leaves the door open for all the intermediate grades or classes which local or accidental conditions make desirable or necessary. It is not necessary, for example, to find NEW JERSEY. 1665 two or even three classes doing second-grade work in arithmetic or grammar; this will depend wholly upon the number of pupils in the school, their comparative pro¬ ficiency, and the time at the teacher’s disposal. So far from holding back bright pupils, the chief danger of the New Jersey system has been found to lie in its enabling them to get on too rapidly. To counteract this tendency to complete the course too early, it has been found necessary in nearly every county to adopt a rule that no pupil shall be allowed to graduate under the age of 13 or 14 years. The point to be clearly apprehended is this : That the system of grading under discussion is not for the purpose of reducing to a minimum the number of classes, but for directing and especially for vitalizing the work of a school by the additional incen¬ tives that it introduces, as will be seen hereafter. In theory, at least, every pupil is working wherever he can to the best advantage; if otherwise, it is not the result of the system, but of the natural and unavoidable conditions that limit the time of the teacher and consequently the number of recitations she is able to hear. It may be said, however, that the tendency of the system is to reduce somewhat the num¬ ber of daily recitations common in ungraded schools. (;?) The second essential feature of this system is that it broadens the work of the county superintendent.— The success of a school depends largely upon the ability and intel¬ ligence of the teacher; the success of any system of grading, whether city or rural, depends also in a great measure upon the superintendent. This does not imply, however, that some systems are not better than others. Some may be run with less friction; some produce better results than others. The graded system under discussion needs just as careful supervision to make it efficient as a city system. Many, if not most, of the evils that attend the closely graded city system also appear in the ungraded rural schools. Thus, for instance, ‘‘marking time” will be found in its worst form not in the city, but in the ungraded country schools. I wvll remember how the district school teacher of my boyhood days always started the advanced class in arithmetic at common fractions. This enabled us to get on to percentage, say, at the end of the term. At the beginning of the next term it was the same old story — “The first class in arithmetic will begin at common fractions. -v But in rural schools this evil of “marking time” is not due, as in the city systems, to annual or semiannual grading, but rather to no grading. The tendency of rural schools is always toward too many classes for economy in teaching; of city systems toward too few. There is a point where the two extremes meet. I believe it is found, so far as rural schools are concerned, in the system under discussion. But no system will make careful and intelligent supervision unnecessary. One of the chief advantages claimed for uniform grading is that it compels and encourages the county superintendent to live in the saddle, so to speak ; to visit, inspect, and supervise his schools with indefatigable industry and untiring zeal. (J) Uniform county examinations. — It was early found in the history of the New Jersey system that uniform examinations could be made an important and valuable accessory. These are held annually at or near the close of the school year. The questions are made out by the county superintendent. The examinations are con¬ ducted in the several schools by the principal or regular class teacher, by whom also the papers are all first examined and marked. The results are tabulated and sent to the county superintendent. In most counties, also, the papers of the three upper grades are submitted to the county superintendent, who is assisted in reviewing them by a county board of examiners. By all who object to stated examinations this feature of the New Jersey system will be regarded as a defect. We must not, however, lose sight* of the fact that examinations in rural schools are less frequent than in city schools, and for that reason are looked upon with much greater favor by both pupils and teacher. Prop¬ erly conducted they are not only a great incentive to pupils, but are anticipated with pleasure. The demoralizing effect of examinations as ordinarily conducted is due to the fact That a pupil’s promotion depends thereon. Remove this feature, as may be done under this system, and examinations are no longer a bugbear. A pupil’s promotion at the end of any given period will depend, under this system, upon the conditions that prevail when new classes come to be formed. The county examina¬ tions will be only one factor of many to determine this result. It is not improbable, however, that under certain conditions a system of county grading, just as a city system of grading, could be carried on successfully without examinations. Where, for instance, principal, teacher, and pupils are doing the best they. can, the spur of an examination is not necessary. But it is not true, in my opinion, that examinations are always and necessarily an evil. They have their proper place in the school system; not their use but their abuse is to be deplored; they can be made so comprehensive as to render cramming impossible ; they may be so carefully and discreetly conducted as to reduce deception and fraud to tire barest minimum. (4) Permanent and systematic records are indispensable to this system. — One of the most common defects to be noticed in ungraded schools is the lack of permanent records. The frequent change of teachers in rural schools makes them especially ED 93 - 105 1666 EDUCATION REPORT, 1892-93. necessary and desirable. Without them a new teacher, usually a novice, is com¬ pelled to make a reclassification of the school. The result is a woeful loss of time, both for those who are imprudently set back in their studies and compelled for the second or third time to go over the same ground, and for those also who are quite as unfortunately pushed into water beyond their depth and left to flounder as best they may. A properly graded system will make necessary two sets of records — one, the class records of each school, showing its peculiar classification and the proficiency of each of its pupils; the other, the county records, which certify the results of the official inspection and examinations made by its superintendent. The former will enable a new teacher to organize her school with ease and dispatch; the latter will enable her to compare her school with others of the same class in a town or county, and will serve also as a general guide for framing a suitable programme. Promotions, as a general rule, will be made upon the local class records ; the official county records will enable pupils removing to other districts in the county to be more readily classified. (5) Certificates for each grade and a final diploma. — Pupils who complete any grade receive a certificate beariug the signature of the county superintendent, district clerk, principal, or teacher. Those who complete the four grades below the high school receive a diploma; the fifth or high school grade a special diploma. I need not say that these certificates are highly prized in rural districts. To the child who at the age of 7 or 8 years receives his first certificate it is the greatest experience of his life. Nor does the desire to gain these paper honors grow less until the age of 14 or 15, the last in the series to be secured. Some moralists will doubtless decry the practice that supplies to the children and youth motives so base. But are we not all of us chasing madly after some supposed good, as useless and ephemeral when we get it as the paper on which the child’s certificate is written? It is the present or immediate and not the remote good that appeals to the child of interest. Time may come when these farmer boys will “ Seek honor, e’en at the cannon’s mouth,” but now the height and breadth of their ambition is a roll of parchment. Who shall say which is the more laudable ambition, this or that? But, moralizing aside, the influence of the county certificate on the rural schools is an incentive to effort which can hardly be overestimated. ( 6 ) Recognition of diplomas hy higher institutions. — All graduates of the county graded course are admitted to the State normal school and to many city high schools without a reexamination. So, also, several colleges accept these county examinations in lieu of their own in the same subjects. This is an advantage not to be lightly estimated. Such, then, in brief, are the essential features of the New Jersey system of grading rural schools. A few words now as to the general working of that system. It was devised to correct certain evils and to secure certain definite ends. It should be judged, therefore, by its specific results. The principal evils which it aimed to reach and correct are the following: ( 1 ) The short period of school attendance. — The entire school attendance of most children in the large cities does not exceed upon the average three to four years. In rural districts pupils attend through a longer period of years, but for fewer months in a year and with frequent lapses of one or more terms. The cause of this short period of school attendance is not infrequently the actual need of the child’s labor at home; but quite as often it is due to an indifference on the part of the pupil him¬ self. The value of an education is not realized by him. The end is too remote. Some more immediate end, such as securing a county diploma, is a more powerful incentive. Take a single county. For instance, in "Atlantic County, prior to the introduction of a graded system fifteen years ago, not one person pursued advanced studies where twenty or more are doing so now. So, also, of matriculants at the nor¬ mal school and colleges; the number has increased at least twenty times in the same period. (2) Irregularity of attendance. — This is due to many causes, such as sickness, bad roads, need for pupils’ work at home, etc. Experience has abundantly proved, however, that the principal cause of irregular attendance is lack of interest on the part of pupils. When deeply interested in the school nothing but absolute neces¬ sity will keep them away. The county grading, with its system of examinations, certificates, and diplomas, furnishes the necessary incentive to keep pupils in school. (3) Untrained and inexperienced teachers. — The small salaries paid in most rural dis¬ tricts compel the employment of untrained and inexperienced teachers. They need every help that can be devised. It is impossible for the county superintendent, owing to the extent of his district, to visit and advise with great frequency; hence, reliance must be had upon some general directions. These are furnished by the course of study and the regulations that govern it. (4) Frequent change of teachers. — The average term of service of the country district teacher is less than two years; just time enough to undo the work of a predecessor, and not enough to establish a new regime. Hence, chaos is likely to prevail without the guidance and help afforded by some uniform system of grading. Grant that the NEW JERSEY. 1667 most important need is tlie personal supervision of an intelligent and enthusiastic superintendent. In lieu of such supervision the county graded system is a necessity ; with it, an additional help. (5) Large number of classes. — This must always he an obstacle in the way of improve¬ ment of rural schools. It is the opposite extreme to the city system, where, by reason of a large number of pupils and the employment of a greater number of teachers, advantage can be taken of the economic principle of “ division of labor.” There is a compensation, however, even in a large number of classes; individual work, so rare in cities, is made obligatory. Pupils are necessarily thrown upon their own resources. Hence, the two principal evils attendant upon the city system of grad¬ ing, to wit, mechanical routine and “marking time,” are less likely to arise. There is a happy mean to be found between too many classes and too few. The system of grading under discussion aims to find it. (6) Lack of esprit de corps. — The preceding conditions that I have mentioned, tend, without some corrective, to reduce the esprit de corps of the rural schools to the lowest -ebb. There is little in the ungraded school to fire the ambition or excite the love of the average boy or girl. True, history afiords many examples of illustrious men and women who have Nourished upon such a soil. But history fails to record the achievements of that far greater number whose buds of promise never opened in that ol'ttimes cheerless atmosphere. Next to the intelligent, enthusiastic, skillful teacher, the system of county grading, w ith its awards and diplomas, will be found the most effective stimulus to arouse and foster a love for school. In conclusion, it may be said that the conditions prevailing in rural districts are so unlike the conditions that prevail in cities that any a priori judgment, based on a knowledge merely of city needs, must be carefully scrutinized. The contention of Dr. Harris, that tire greatest need of all schools, city or rural, is a frequent reclassifi¬ cation, in order that all pupils may at all times find their normal level in the school curriculum, is not traversed by this paper. On the contrary, -this need of frequent readjustment of classes is admitted. It is claimed, however, that the New Jersey system of grading rural schools makes this frequent reclassification possible, while affording certain additional advantages, such as comparative standard, proximate uniformity, and stimulus, so essential to intelligent organization, profitable instruc¬ tion, and effective supervision. MANUAL TRAINING. Under an act of the legislature passed in 1881, and under another act jiassed in 1885, the State may appropriate, in any one year, any sum not exceeding $5,000 to introduce and to maintain manual training in any school district of the State rais¬ ing by donation or taxation an equal amount. It might naturally be expected that so liberal a State subsidy would tend to increase rapidly the number of manual training schools. The fact that no large and immediate increase has taken place is due to the general belief that manual training is still to some extent a matter of experiment; that its adaptation to existing courses of study is not yet complete ; that it is w iser to await the outcome of its trial where already introduced than to undertake its introduction and maintenance without sufficient knowledge. More¬ over, no effort has been made by the State department to hasten its introduc¬ tion. On the other hand, it has been thought wiser, safer, and more economical to strengthen the existing schools by exacting better and more extended work; to carry on the necessary labor of adaptation and coordination in a few schools only until the experimental stage is over than to encourage the broadcast introduction of a form of education the limitations and value of w'hich have not yet been fully del ermined. Attention is called to the detailed reports of the several schools which have undertaken to carry on manual training, for an opinion of its merits and successful operation to date. To summarize briefly these reports, it may be said: (1) That without exception all the schools referred to rejiort favorably. (2) That so far from abridging the time devoted to this species of instruction, all, without exception, are disposed to extend it. (3) That wherever taught by capable and competent instructors the manual train¬ ing studies are very popular with girls and boys alike. As the result of my personal observation and experience I incline to the belief that all of the following results flow naturally from manual training when rightly taught: ° ° * .(1) A greater interest in school, especially on the part of boys approaching the high-scliool age. The desire to do something with the hands, to engage in some form of labor such as they witness adults engaged in, to become men in the sense of being able to perforin acts that look toward gaining a living; these and other con¬ siderations of a similar nature seem to give school life a more real and attractive character to boys at an age when book study is becoming irksome. 1668 EDUCATION REPORT, 1892-93. (2) Growing out of this changed attitude toward school life and its duties there arises, by operation of the law of transference of interest, a greater liking for the ordinary literary studies of the school. If this, indeed, were the only gain by incorporating manual training into the school curriculum it would be a sufficient consideration for the expenditure of time and money. (3) Lastly, the training acquired by a judicious course of manual instruction in a well-ordered school and under competent instructors is, per se, of great intrinsic value. Drawing, for instance, lies at the foundation of all the industrial arts. It is the prime study of the manual training school. Its admitted failure heretofore, in the elementary schools especially, to produce any wholesome and valuable results has been due largely to the abstract character of the instruction given. Taught in relation to and in connection with the industrial arts it becomes vivified, and affords to the pupil a sense of gratification while giving him a valuable knowledge and power. I am disposed to believe that carving and wood joinery are most valuable forms of manual training in the upper grades of grammer schools, first, because especially enjoyable to the pupils, and, second, because the results obtained are exact as wetl as obvious. The knife and the saw, for instance, cut to an exact line. Precision as well as facility is acquired. Accuracy of eye and nicety of touch are cultivated. All these powers appeal to the self-satisfaction of the pupil; he can measure his own prog¬ ress; his ideal is attainable; he knows when he reaches it. The satisfaction of having made an original demonstration in geometry or a cor¬ rect translation in Latin is by no means so intense as that of having made" a wooden box with accurate measurements and perfect joints. As a proof of this, observe the lad who on the same day has done both. Which does he exhibit to his instructor, fellow-pupils, or parents with the greatest show of delight? I grant that the demonstration in geometry exhibits a higher reach of trained faculty than is required to make a box of wood; it is not intended to dis¬ parage the demonstration ; it is intended merely to call attention to the moral and spiritual elevation or, still better, exaltation that arises from the sense of honor¬ able achievement. Our schools are doing their best work when arousing such laudable feelings of a higher self-appraisement. Scholarship is one of the ends of the people's schools, but not the only one; for usefulness in its highest sense, i. e., the ability to secure for one’s self and for others all that life is worth living for, fails not a whit below scholarship as an appropriate end for school instruction. The boy or girl imbued with the feeling of capacitj^ for usefulness in the simple activities of life will be¬ come a better citizen than the boy or girl who is taught to look for honorable dis¬ tinction only in the attainment of encyclopedic book knowledge. The simple arts of sewing, cooking, and other handicraft are real elements of intellectual as well as of economic education. Indirectly upon the moral life they are no less valuable than direct formal instruc¬ tion in duty to one’s self and society. It is my conviction, after much careful observation of the results obtained, that manual training is a legitimate and invaluable addition to the common school cur¬ riculum; and this on social, political, and economic grounds. The individual is made happier; society is benefited; the State is made more secure; and the wealth of all is increased by shaping to some extent the instruction of the schools along industrial lines. The adaptation of manual training to the needs of pupils of the last year’s gram¬ mar and of the high school age is well advanced. What is best for pupils of a lesser age is not so well ascertained. It has been the policy of the department to discourage, for the time being, State appropriations to schools not having a high school department; and this for the reason that it is not clear as yet how manual training instruction of a sufficiently specific kind upon which to base an appropriation can be carried on in the lower grades. Applications for manual training appropriations from several large and important cities and school districts are pending. As soon as the wisdom of its introduction into the school curriculum becomes settled in the minds of the people at large, the raihdity of increase in number of manual training schools in the State will be great. NEW YORK. 1669 Below is given the amount of money granted by the State to the several schools receiving an appropriation on account of manual training for the year 1892-93: Atlantic County : Atlantic City . $1? 900. 00 Bergen County : Carlstadt . 600. 00 Garfield . 530. 00 Hackensack — District No. 31 . 800.00 District No. 32 . 900.00 Ridgewood . 750. 00 Rutherford . 500. 00 Camden County : Camden City . 5, 000. 00 Cumberland County : Vineland . 1? 600. 00 Essex County : Montclair . 1,500.00 Orange . 1? 800. 00 South Orange . 750.00 Hudson County: Town of Union . - . 618.55 Passaic County : Passaic City . 600.00 Paterson City . 1? 000. 00 NEW YORK. [From the report of State Superintendent James F. Crooker, 1894.] THE ESSENTIAL ELEMENTS OF EDUCATION. The first duty of the State in educational matters seems to me to be to provide sound, useful instruction to all children within its borders : such instruction as will lay a firm, thorough foundation for any structure of education which time and opportunity may afterwards design. The majority of school children, about 90 per cent, can not enjoy the advantages of advanced education at the ex^pense of the State, since necessity compels their parents to withdraw them from school about the time they have completed the study of the elementary branches. The elementary schools should therefore be the first and chief solicitude of the State until their needs are supplied and their effi¬ ciency in the remotest country district assured. They are conspicuously the schools of the people, the nurseries of future citizens. I am compelled to dwell particularly on this subject, as it is a regretable fact that teachers and pupils in many instances have shown indiiference toward the study of the fundamental branches aud unreflecting eagerness to reach the higher studies without due preliminary steps. It is a serious mistake to regard elementary classes in a school as unworthy of the zealous care of any teacher and the unstinted encouragement of any school board. It is to the thousands of children whose education is necessarily limited to the ele¬ mentary classes that the State must look in the near future for the mass of its citi¬ zens ; not to the comparative few who are enabled by more fortunate surroundings to graduate from high schools, academies, and colleges. To attain success in the public schools and to expend to the best advantage the liberal appropriations made by the State for education it appears to me that there is one only practical course, and that is thoroughness in every branch of instruction. The tendency in many schools is, unfortunately, to attempt too much, without a thought as to doing the most necessary part of the work well. It is chargeable to the misdirected ambition of parents as much, if not more, than to the teacher. When the programme of studies is increased so as to produce mental congestion, the main object of public instruction is lost. To do a few things in school, and to do them well, is preferable to cramming the tender mind with odds and ends of a multitude of subjects — the merest superficial knowledge, which can never be made practical. But it is unhappily the case that parents too frequently lose sight of this vital principle of education, and are x>rone to insist upon their children being pushed forward into higher studies before they are well grounded in the essential branches. They take pride in repeating the names of the various studies with which their children are vainly laboring, and disregard the necessity of obtaining a thorough knowledge of the elementary branches which must be biought into the walks of ordinary business life. 1670 EDUCATION EEPOET, 1892-93. The teachers, realizing that their efforts for the concentration of energy upon a few requisite subjects do not meet with proper appreciation, are tempted to abandon, the true path of thoroughness in elementary instruction by gratifying the unreflect¬ ing vanity of parents and loading their pupils with burdens both grievous and use¬ less. The children are taught to regard elementary studies as beneath their notice, and with the merest smattering of the most essential branches they are rushed iuto higher readers, geometry, algebra, and other studies. Far better for them that they should be taught to read, spell, write, and cipher well, than to be subjected to such a force-pump process in higher studies without having Arm ground under them for such education as will be of most service to them in the ordinary occupations of life. The result is apparent in many instances of pupils forced into the most ambitious studies, and yet woefully deficient in spelling, and fair, legible penmanship. We have students in grammar schools in scientific branches who can not add up a simple column of figures without making inexcusable blunders, and who can not write a simple business letter without perpetrating gross ungrammatical solecisms. In attempting to do too much we accomplish but little. Bread- winning knowledge is ignored in the attempt to grasp everything. The promise of the common schools is to give a sound education in the most necessary branches. There is not the slightest argument in favor of making them all-embracing colleges. The State should not, under any circumstances, hold out any encouragement to the multiplication of unnecessary studies by offering a premium or money inducement to forsake the safe, true course of instruction. Cramming for examinations which hold out such inducements is an evil to be deplored, and it can not fail in the end to injure materially the prospects of the common schools. The vast field of human knowledge can not be adequately gleaned in the few years in which a child can attend school. When the pupil is hurried from oue topic to another there can not be any thorough education. The mind'like the body, requires time to digest its food. A methodless thinker, a pupil, a parrot repeating set lessons without understand¬ ing them, a reflector of indistinct impressions, cannot be considered as good a scholar as one who has been benefited by the liberality of the State in public instruction. As an eminent educator has said, The mind must be fed, judiciously fed, not gorged.” The first object of a teacher should be to develop the mental faculties of his or her pupils by making them think. The mind can not be awakened or developed other¬ wise. The number of books which a boy or girl carries to school is no criterion of advancement. The most ignorant person, endowed with wealth, can have a large library, which might as well be at the bookseller’s as in his house. Fewer books and more knowledge of what they contain may be relied upon to produce more practical educational effect. A few clear thoughts, adaptable at any moment and fully presenting a subject, are preferable to a mass of mere words, even if they are sivpposed to represent higher education. To think well and intelligently on one question, by having acquired the habit of thoroughness in study, is of more use in practical life than to have com¬ mitted to memory the ideas of others on a score of different things and not be able to apply them. The thorough mastery of a single educational subject, no matter how humble it may be, is the best of introductions to all other questions. It is the best training of the mind, for it develops the essential faculty of getting to the bottom facts in investigating things. The superficial thinker or observer is the one who does not succeed in life. Education, so far as its effects upon the well-being of the State are concerned, should be practical and general. It should include the entire mass of the people, not solely or particularly a few favored by fortune. It should aim at the thorough instruction of the many, not the special aggrandizement of the few. The university and the college accommodate but a very small proportion of those who go to school — much less than 1 per cent. They are separate and apart from any general practical system of public instruction. Public funds intended for general educational pur¬ poses should be primarily devoted to the elementary schools. The people require ele¬ mentary education before that which is the province of what are known as the higher institutions. They want their children to read, write, spell, and cipher correctly before they seek diplomas and academic honors. They are more interested in their children being well prepared for the duties of life by a solid grouud work of public instruction than in wasting their time over a multitude of studies of an advanced kind, which can not, in a period allotted them for school, be learned with any degree of proficiency. Potential knowledge consists in knowing a few things well, and not a large num¬ ber of subjects badly. It includes in its broad scope self-reliance, without which education is of little practical utility. Strength and vigor of mind are depreciated, if not nullified, by any system of public instruction which causes the pupil to rely entirely upon the arm of another. Such a system is that which looks only to the superstructure of public instruction, to the neglect of the foundation. OHIO. 1671 oiiio. [From the report of State School Commissioner O. T. Corson. 1893.] GRADUATION FROM THE DISTRICT SCHOOLS. The number of examinations under the “Hoxwell” law, providing for graduation from the schools of the subdistricts and special districts, shows a marked increase over 1892, when the first examination under the law took place. There can be no doubt that this law is having a great effect for good upon the sub- district schools. A careful examination of the following table will furnish abun¬ dant evidence of its rapidly increasing usefulness and popularity: Tear. j X umber of applicants. ' Number passed. Boys. Girls. Total. Boys. Girls. ! Total. 189-"> . 1,062 j 1,069 2,131 j 687 054 ! 1.341 1S93 . 2,070 j 2, 267 4,337 1,149 1, 264 2, 413 UNIFORM EXAMINATION QUESTIONS — SOME OBJECTIONS STATED. The law providing for uniform questions for teachers’ examinations could not be executed through failure of the legislature to make any appropriation to/meet the necessary expense for printing, etc. The chief reason given for the passage of this law is that in some instances the questions asked by county examiners are of such a narrow, technical character that they can not possibly determine, to any extent, the applicant’s knowledge or fitness for teaching, and therefore the questions should be prepared by State authority, and thus made uniform. To anyone who will give this subject of uniform examinations careful thought some serious difficulties will present themselves. It is true that in ’several States uniform questions are used with a reasonable degree of satisfaction, but it is also true, as a rule, that in these States the laws have been such in the past as to cause more uniformity in the educational system of the State than is found in Ohio ; at least it is true that in our State there is a vast difference in the educational standards of the different counties. In some counties the standard of examination is so high that only those who have thoroughly prepared themselves for the work of teaching can hope to receive certificates; many of these counties are, comparatively speak¬ ing, wealthy, and can well afford to pay first-class salaries to first-class teachers for a term of nine or ten months each year. As a result of this condition of affairs, it is very necessary that the questions used by the examiners in these counties shall be of such a nature as to insure the maintenance of this high educational standard. In other counties, opposite conditions prevail; the educational standard is low; the tax duplicate small; and everything seems to favor low salaries, and as short terms of school as the lav/ will permit. It will bo readily seen that questions adapted to the conditions existing in the counties first mentioned will not be suitable at all for other counties with different existing conditions. Then, all who have given any study to the examination problem will admit that the grading of the answers to the questions is one of the most important elements entering into the success or failure of the examination. So far as this work is con¬ cerned, uniform questions furnish no relief. It is difficult to understand how examiners who are charged with being too incompetent and narrow-minded to ask reasonable questions, can be expected to grade intelligently and broadly answers to questions asked by someone else. Although it will be readily admitted by everyone that some very incompetent per¬ sons can be found serving as county examiners, yet it is seriously doubted by many whether uniform questions will remedy to any extent this serious evil. PENXSYLYANIA. [From the report of State Sapt. N. C. Schaeffer, 1833.] PERMANENT CERTIFICATES TO COLLEGE GRADUATES. The law requiring the issue of permanent certificates to college graduates brought to light a state of things truly astonishing. Under the corporation act of 1871 the county courts have been incorporating business colleges, schools of elocution, and other institutions of learning. 1672 EDUCATION REPORT, 1892-93. Some of these schools have, upon the basis of such charters, been conferring degrees upon students and others of very limited attainments. A lady, for instance, received the degree of B. A., who had read but five books of Csesar, four books of Virgil, and four orations of Cicero. Arithmetic and penmanship were reported as part of her four collegiate years of study. A letter sent to the department by the head of the institution abbreviates et cetera several times by the use of “ect.” iustead of etc., and has pedagogical spelled 1 • p e d ago chi cal, ” not to mention other blemishes, indicative of what Ben Johnson calls “ small Latin and less Greek.” Another institution was leased with its charter, and, although it is said to have less than a dozen students, and a faculty composed of the president and his wife, it has been conferring degrees from B. A. to LL. D. upon persons who are vain and weak enough to wear titles emanating from such sources. The institution even went so far as to confer a doctorate on its own president. Why should not the wife confer a degree upon her husband, and the husband upon his wife, when a state of things is threatened similar to that which was threatened in France, when a minister declared that he would create so many dukes that henceforth it should be no honor to be a duke, but a disgrace not to be a duke. At the present rate there is danger that literary degrees conferred in Pennsylvania shall become the laughing stock of the civilized world. Under these circumstances, it is not surprising that superintendents and institu¬ tions of high grade, whose aim is to do honest and thorough work, entered their protest against the issue of permanent certificates to the graduates of such institu¬ tions, under the act of May 10, 1893. The act was, therefore, referred to the attorney-general for his construction and advice. In an official opinion, dated October 17, 1893, he says that the State super¬ intendent is ‘‘not required to grant, without examination, permanent certificates under the act of 1893, except to graduates of colleges ‘ legally empowered ’ to confer degrees, and that the general incorporation of a literary institution, under the act of 1874, does not 1 legally empower’ it with this right.” The only course open to the department, therefore, is to require, as conditions for issuing the permanent certificate, the following: (1) The applicant must furnish evidence of a good moral character. (2) The applicant must be twenty-one years of age, and must have taught at least three full annual terms in the public schools of the Commonwealth, after grad¬ uation. (3) The applicant must produce a certificate from the school board or boards, countersigned by the county superintendent of the same county where he or she last taught, showing that the said applicant has been successful as a teacher in the public schools during said term. (4) His or her course of study, leading to the degree of bachelor of arts (B. A.), master of arts (M. A.), bachelor of science (B. S.), master of science (M. S.), bachelor of philosophy (Ph. B.), must have embraced four collegiate years of study, exclu¬ sive of the loreparatory work required by our respectable colleges for admission into the freshman class. (5) The college or university granting the diploma' must have been invested with power to confer degrees by an act of the legislature. GRADUATION IN THE PUBLIC SCHOOLS. In close connection with the abuse of literary degrees, is the kindred tendency to graduate pupils upon the completion of all sorts of courses, and to give them diplo¬ mas in recognition thereof. A bureau has even been organized to furnish questions to school officers, and to bestow certificates that look like diplomas upon those who are willing to pay the fees and to take the examination. The temptation for teachers and superintendents to adopt expedients of this kind lies iu the fact that a diploma has its chief value for the undergraduate. It sets up a goal upon which he may fix his eye, toward which he may work with unflinching perseverance, and for the attain¬ ment of which he may be willing to remain at school a year or two longer. But, after it ceases to exert its influence as a motive to sustained effort, it is apt to prove a snare and a curse; It often leads the so-called graduate and his parents to believe that his education is complete, and thus puts an end to all further growth and study. Graduating exercises in the grammar grade may cause a pupil to be satis¬ fied with that course, who might, otherwise, aspire to go through the high school and the college. In like manner, the high school and the college may aspire to be finishing schools, instead of pointing the brightest minds to subsequent courses of study and reading. In fact, it may be laid down as a universal proposition, that any institution whose teaching fails to inspire a thirst for further educational advan¬ tages, is a dismal failure, and sadly needs a thorough reorganization, as well as the infusion of a different spirit. PENNSYLVANIA. 1673 FREE TEXT-BOOKS. In 1892 the number of schools in which text-books were supplied free of cost to the pupils was 2,481. The act of May 18, 1893, makes it obligatory upon school directors and controllers to purchase, out of the school fund of the district, the text¬ books and other school supplies needed, in addition to those at present in use in the hands of the pupils, or owned by the district. No legislation has, for years, so thor¬ oughly shaken up the entire school system. Tiie competition between the book firms proved a severe test for the integrity of their agents and the directors with whom they were dealing. To their praise, be it said, no scandals or crooked deal¬ ings have "come to the notice of the department; but, after the orders were placed, many of the publishers could not furnish the books rapidly enough, hence many of the schools were somewhat embarrassed at the opening of the current school year. The beueficent results of the free text-book act are visible in many of the larger towns and cities. So far as has been ascertained, at the present writing, the attendance has greatly increased, especially in the upper grades. The children will no longer be kept from studying certain branches through a lack of the necessary books ^ nor will" the boys be kept out of school as they reach the advanced grades, because the parents are unable to purchase the text-books. The care of the books will inspire respect for public property, while the danger of infection, which some feared from soiled books, has been largely overcome by the use of paper covers, which can be cast aside and replaced by a fresh cover when a book passes into new hands. The system has not failed, except in schools whose teachers lack discip¬ linary power. THE FIVE MILLIONS. The effect of increasing the annual appropriation to five millions is seen in an increase of teachers’ salaries, in the lengthening of the school term, and in the erec¬ tion of better schoolhouses. Marked progress has been made in the erection of school buildings, and in the purchase of libraries and apparatus. Everywhere the idea is gaining ground that the school should be made as pleasant and attractive as the home. The methods of lighting, heating, and ventilating are studied by experts, and the competition between rival companies stimulates men to put their talent and genius into this branch of the work. American school fnrniture has been vastly improved, and is now the admiration of the civilized world. Nevertheless, school diseases, such as myopia and the overwrought condition of the nervous system, sometimes named “ Americanitis,” are on the increase, and deserve careful study. This has led to the shortening of the school day to five hours in the graded schools of some cities. Nor can the increased appropriation be said to have produced the effects which ardent friends of the public schools had expected. Reference to the statistical tables shows that the resulting increase in the monthly 'salary of m?Je teachers was but $1.79, and in that of female teachers only $1.63. The average increase in the length of the school term was but one-third of a month. The total increase in the cost of tuition was $701,779.83, and the decrease in the amount of tax levied for school purposes was $321,795.95. Add to these amounts the increase in the cost of building, purchasing, and renting ($777,591.73), and the increase in the cost of fuel, contingencies, debts, and interest paid ($1,072,277.37), and there remains a balance unaccounted for in the three million increase of the annual appro¬ priation amounting to $126,569.12, which must have accumulated in the treasuries of some of the districts instead of being expended upon the improvement of the schools, bnfortimately, the spirit of progress has not permeated all parts of the Commonwealth. In too many districts the directors have yielded to the temptation to reduce the tax rate to less than a mill, and to run the schools on a cheap plan, by hiring cheap teachers. The statistics on this point are startling, indeed. The total number of college graduates employed in the public schools is 284. The graduates of State normal schools, academies, and seminaries, who teach in the public schools is 7,064. Hence, 17,991 teachers have never enjoyed the advantage of a full course of study beyond the public schools. Some of these, by private study and by par¬ tial courses at normal and other schools, have risen to the rank ,of "those holding professional and permanent certificates; but the startling fact remains that over half of the teachers of Pennsylvania (12,975) hold the provisional certificate, and almost a myriad of them (8,979) never had any training outside of the common schools. The provisional certificate carries on its face the evidence that the holder’s quali¬ fications are not up to the standard in all the branches to be taught, and especially not in the theory and practice of teaching. Nor can it be expected that poor human nature shall exemplify all the virtues of the educational decalogue at salaries rang¬ ing from $12 to $25 per month. Some future historian will record it as the marvel of the ages that, in the closing decade of the nineteenth century, many parents were willing, in the rich Commonwealth of Pennsylvania, to intrust the education 1674 EDUCATION EEPOET, 1892-93. of their children into the hands of persons whose services were not considered worth the wages of a common day laborer. Indeed, one is sometimes tempted to ask: Do the schools exist for the benefit of the children, or do children come into being that there maybe schools and school directors, and employment for teachers? If the later alternative be accepted, it may be right to appoint the daughter of a citizen for the reason that he is a taxpayer, or cripple because he has no other means of earning a livelihood, or a fellow who gets periodically intoxicated because, in this way, his relatives can most easily help him and his to bread; but, if the school exists for the child, then teachers ought to be employed and retained solely upon the basis of merit; that is, upon the basis of fitness for, and skill in, the art of instructing and training the young; and all other interests should be subordi¬ nated to the interests of the children, for whose sake schools are established and maintained. SECONDARY EDUCATION. The high school course in Pennsylvania is like the letter x in algebra — an unknown quantity, whose value must, in each case, be found in order to be known. Some cities and boroughs strive, with commendable zeal, to realize the true ideal of a high school, viz : A fitting school for those who wish to enter a higher institution, and a finishing school for those who must begin the struggle for bread. Some high schools neglect preparatory studies, but aim to teach branches which are better taught in the col¬ leges, by reason of superior equipment and endowed professorships; and at the end of a three or four years’ course their graduates are mortified to find that they can not enter a respectable college anywhere. Other high schools have courses that were evidently arranged by persons not familiar with all grades of school work. Occa¬ sionally, one finds a curriculum so ill fitting and illogical, that it must have been shaped to meet the limit qualifications of some ambitious teacher, whose friends needed a pretext .to give him the salary of a high school principal. At no distant day, a conference of representatives of our best colleges and secondary schools should agree upon a minimum high school curriculum, leaving room, of course, for local needs and future developments. The legislature could then follow the example of other States in setting apart a share of the annual appropriation for the purpose of fostering and strengthening the high schools which come up to the proposed standard. THE MASSES. The great majority of the pupils never reach the secondary schools, still less the colleges and the universities. The education which they receive should fit them to make the most of the life which is before them. It should conduce to their happiness, as well as to their material prosperity. The bearing’ of reading, writing, and ciphering upon business and social life is well known. The duty of the schools to increase the sources of happiness, by developing a taste for good literature- is not so well under¬ stood. Teach a man to read, and you widen his horizon and his aspirations. He sees new phases of life, and longs to realize them for himself and his family. If his reading fixes his eye upon luxuries which can not be purchased with his earnings, he will grow dissatisfied, and the discontent may ripen into strikes and mob violence. The ability to read, instead of producing this result, should increase the sum of human happiness by multiplying the possible sources of enjoyment. The application of steam to the printing press has brought the great dailies within the reach of everybody’s purse, and has cheapened the works of standard authors to such an extent that a choice col¬ lection of classic authors is possible in every home. He who reads may associate with men of wit and genius, when these are at their best, and may choose his com¬ pany from the authors of every age and clime. Here the rich man has no vantage ground over the tiller of the soil or the toiler with the hand. More expensive bind¬ ing the former may have; of the real essence of the book, he can enjoy no more than any other intelligent reader. Indeed, in one respect, the man who eats his bread in the sweat of his brow has the advantage over those engaged in a profession. The lawyer, the physician, the clergyman exhaust their mental energy in professional duties ; when e vening comes they must seek rest and. recreation in physical exertion, in a change of occupation. The laborer, on the other hand, can find rest and an agreeable change at the close of the day in literary pursuits, in the study of art or some branch of science. While our colleges are training a generation that grows wild with delight over football and other athletic sports — that too often talks and thinks of nothing except the heroes and the vicissitudes of the last game — the public schools, by their improved methods of teaching reading, are striving to educate a younger generation of boys and girls, whose taste for good literature and knowledge of good books will bring the future toilers of the land to the front in point of culture, and yield them sources of enjoyment more enduring than the luxuries by which the idle rich now' seek to dispel their ennui. RHODE ISLAND. 1675 IlIIODE ISLAND. [From report of State board of education, 1S92-93.] MANUAL TRAINING AND DRAWING. Two events have occurred during the year of special significance to the work of education in this State— the completion of the manual training high school by the city of Providence, and the erection of a building for the Rhode Island School of Design. These two institutions stand henceforth for a decided advance in the line of true industrial education and development. This State has been unduly slow to move along these new lines of educational growth, and some of our sister Common¬ wealths have obtained quite a start in the race for honors along this line. But with these two institutions in Providence, another of similar character to the manual training school now in process of erection in the city of Newport, and the prospect of similar facilities in other sections of the State, there seems to be no reason why we should not now enter upon a new career of progress. When art and skill join hands under the guidance of a definite purpose, there is nothing unattain¬ able within the limits of human effort. Let the study of drawing be taught in every grade of our schools, from the lowest primary up to the high school, so that every child shall always have at his command the two modes of expression for his ideas — words and pictures; let his eye and hand be thus trained to work for each other; and also let the ordinary curriculum of the schools be supplemented by such means as shall suggest to the pupil that school life is but the preparation for, the open door to, the real life of the world, and a new atmosphere will be created in our schoolrooms, and an impulse will be given to every form of industrial ertort m the State. Boys and girls will go out of school into the shop with definite purposes already formed, with both taste and capacity for original work. At whatever stage in his education the child may leave school, he will have acquired some skill with the hand, ideas of an entirely new nature will have been made familiar to him. and they must influence his whole after life, both his thoughts and his actions. But if he can stay on through the various grades, and finally com¬ plete his purely intellectual training in such a school as these new manual training schools, if he lias any natural aptitude for these things, he must become thoroughly alive to their every detail and grow to a thorough mastery of them. If to this preparation he can add the benefits conferred by the school of design he can not belli becoming a master workman — than whom there is no one more honorable. Here is, indeed, a field of labor most inviting, and as yet but little occupied. Shall we not enter in and possess it? RHODE ISLAND SCHOOL OF DESIGN. The annual report from the board of management of the school of design shows an increasing field of activity and usefulness, and commends the school more and more to the fostering care of the State. Within the year the school has been presented with a beautiful building on Water¬ man street, between North Main and Benefit streets, through the liberality of one of the citizens of Providence, a leading manufacturer of the State. Through the enlargement of its facilities the school will be able to do far better work than ever before, and also to accommodate much larger numbers. Already the funds provided for State scholarships have proved w/holly inadequate to meet the demand, and there is no doubt but that a much larger sum could, be readily and wisely employed for this purpose. One hundred and twenty-three scholarships have been given out — 20 for the day classes, 5 for the Saturday class, and the remainder for the evening classes. The applicants for these scholarships, for the most part, come directly irom the factories and shops of Providence and vicinity, and they realize their need of just suen training that they may be success¬ ful in their several lines of labor. There can be no doubt but "that every dollar invested by the State in this way will pay a large interest in the added skill and productive power of the pupils. Some addition should certainly be made to the fund for scholarships unless we propose to put a decided check upon a movement among the younger wage earners of our community, Avhich we have labored earnestly to arouse and which we believe is fraught with great benefits to the State if properly trained and developed. FREE PUBLIC LIBRARIES. Forty- two libraries are now receiving State aid annually. As a whole there is not much change in the condition of affairs from that of last year. Slight fluctuations in the circulation up and down are to be noticed, but no marked change which demands special attention. 1676 EDUCATION REPORT, 1892-93. In a very few libraries, however, there have been improvements in circulation which call for a word. These are in the direction of a general increase in circulation, and especially an increase in the proportion of good literature read. In every instance these results hare come about, not by chance, but through the wise, intelligent efforts of the librarian, who considered it her task not merely to hand out what wsa called for, but to so guide and direct that she should really determine what should be called for. There is not much use in piling up great masses of books unless it is proposed to place some one in charge of them who shall know how to make all of their hidden treasures available to the average man and woman, boy and girl. These persons are lost in such a place and need a pilot to steer them through its unknown waters. But in too many cases the librarian knows but little more than the visitor, and it becomes a case of the blind leading the blind. The permanent librarian, trained for his duties, or constantly studying to perfect himself therein, is the great need of the free public library. Who will champion the cause of the librarian as, next to the teacher, the most important servant of the people, and hence as worthy of his hire, so that for all of these two score we may soon have competent librarians in charge, and the treasures of the libraries brought clearly before the eager gaze of the people? We fully believe, if this arrangement could be made, that our public libraries would take on a new lease of life, and that they would soon sink their roots down so deep into the life of the State that they would draw as unfailing a supply of nourishment as do the public schools. [From report of Hon. Thomas B. Stockwell, State school commissioner.] GAIN IX COLLEGE-EDUCATED TEACHERS. In the education of the teachers there has been quite a gain in those who are college educated. This is partly due to the fact that more and more women with college education are entering into our schools. Already the supply of college- educated women is in excess of the available places in the high schools, and I look before long to see the upper rooms in our grammar schools occupied by college graduates. The more general diffusion of college training will inevitably lead to its laying hold upon a wider range of occupations and positions. The most significant features in the report upon the education of the teachers are the marked falling off in those reported as from high schools, and the more than twice as large increase in the number from normal schools. This shows that mere knowledge is not considered, so much as heretofore, a sufficient qualification for becoming a teacher, but that some special training for the work is required. In this connection I am glad to recognize the contributions made to our teaching corps the past year by normal schools outside of our own State, notably by the Bridgewater, Mass,, school, in supplying men for grammar school positions. The demand for this class of persons in this State is so limited that practically men have been driven out of the business, so that for two years or more we have not had in our normal school a single man engaged in the work of preparation for teaching. METHODS OF INSTRUCTION. Within a few years quite a fundamental change has taken place in the methods of instruction in many branches. What is now known as the laboratory method of study has quite largely supplanted the text-book method of former years. This is specially true of the natural sciences, but has worked its way into such studies even as history, literature, mathematics. The fundamental principle is that of individual work by the pupil with original materials. While there have undoubtedly been some, perhaps many, excesses in the manner in which this new method has been pushed, there is as truly much of good in it. For the stronger student it is by far the better course to pursue, and even for the average pupil its advantages outweigh its weaknesses. It brings the student into much closer touch with the real subject of study; he sees it with his own eyes, instead of through those of the writer of the book; and the reality of the truth, whatever its nature may be, appeals to him as it can not possibly do through the pages of a book. These changed conditions in the actual work of the schoolroom call for a class of teachers of a different character from those who have heretofore been selected. Book knowledge alone is not the main test; there must be an acquaintance to some extent with the sources whence the book knowledge has been derived. The teacher must be able to guide the pupils along the path by which they are to gain for them¬ selves and by themselves the facts whose acquisition is thought to be desirable. To this end it will be necessary to modify very materially our methods of prepar¬ ing teachers for their work. For those who are to enter the profession hereafter the normal schools and colleges with their enlarged resources and improved equip- SOUTH CAROLINA. 1677 ments will afford adequate facilities. But what is to be done for those already in the schools, who have never had these opportunities? The teachers’ institute has for many years been recognized as a most valuable factor in the work of improving the qualifications of the teachers, and it has wrought a most excellent work. The time has now come when it must be enlarged into something more than a transient gathering of teachers for the illustration of some new method, the enforcing of some new principle, or the emphasizing of some old truth. The demand of the times is that it shall furnish some systematic and con¬ nected series of instruction in certain subjects, so that teachers who now know little or nothing of these topics may be to some extent qualified to teach them ; or in case of subjects heretofore familiar may be drilled in the new and better way of present¬ ing them. SOUTH CAROLINA. [From report of State Supt. tV. D. Mayfield, 1893.] MORE MONEY NEEDED. The expense of operating the public schools has increased, year by year with the increased attendance, while the increase in the amount of money devoted to public education has been but slight, the most of this increase coming from special taxes raised in towns and cities having graded school systems. The schools in the towns and cities, in the main, are supplying the needs of the people. This is true because the people have voted an additional tax for the pur¬ pose of operating them. As a rule, such is not the case with the country schools, a few of them only having the benefit of an extra tax. These schools are inadequate, many of them inferior, some of them almost worthless, and it is impossible to improve them to any appreciable extent without more money. It is needless to try to shut our eyes to this fact. All efforts of school officers to improve them must con¬ tinue to be fruitless without more money. There is, perhaps, nothing in the State to be more regretted than the insufficiency of the country schools. The money spent annually in the maintenance of these schools is proportionately small. . The amount does not exceed two and a half dollars for each pupil in attendance on them, includ¬ ing the grade'd schools of the State. The graded schools run about nine months in the year, while the country schools will not average more than three. This is a burning shame and a cruel wrong to the boys and girls of the State who live in the country and are limited principally to the country schools for their education. The legislature has always been liberal in supporting State institutions for higher learn ing; and I trust I may be excused for calling your attention to the fact, without intending to injure these institutions, that there is spent annually in the support of the four State institutions for higher learning of whites, which have not an aggre¬ gate of seven hundred pupils, an amount in the neighborhood of one-half as much as is spent on the education of ninety-odd thousand white children who attend the public schools of the State. The above facts should appeal to every lover of education, which each of you is supposed to be, with such force as to demand provision for an increase in the public school fund. There are now but three ways provided by law for the raising of money for the public schools. One is by a tax on each poll, which is limited by the constitution of the State to $1 per capita. The statutory law of the State now fixes the liability to this tax on all able-bodied male citizens between the ages of 21 and 50 years. The only way by which an increase from this source can be had is to extend the age to its liability, which should be done. Another is the constitutional tax on property, which can not be less than 2 mills on the dollar and can not be more except by your permission. It is advisable that you empower the county com¬ missioners to levy more than two mills on property, the question having been first submitted to a vote of the qualified electors of a county before the 1st day of April in each year. The third is by what is known as the “act of 1888,” which provides for the levying of a special tax on property. This act contains so many require¬ ments which have to be repeated each year that it is practically inoperative. It should be simplified so as to render it easy of execution, and allow a tax when once voted to continue from year to year -until the people decide by vote to discontinue it. This is the preferred way through which to increase the fund, provided the law be simplified and the work allowed to stand, when once done, until the people say they want it no longer. PRIVATE COLLEGES. Information received shows that the private colleges in the State, male and female, have begun the new year most auspiciously. Fears existed that the financial depres¬ sion, and the losses occasioned by recent severe storms, would operate against them. 1678 EDUCATION REPORT, 1892-93. Their openings, however, show this not to have heen tlie case, many of them having more pupils than ever before, and the prospects of all seem to be good. In fact, a new female college (Chicora), under the auspices of the Presbyterian denomination, has been established in the city of Greenville during the summer. The people of the entire State feel a just pride in these institutions, and it is gratifying to note that they are meeting with merited success. Considering the size and population of our State, there are few, if any, States in the Union which surpass us in the number and character of our colleges. We have for the education of white males three institutions supported by the State — the South Carolina College, South Carolina Military Academy, and Clemson Agricultural and Mechanical College ; and several institutions supported by private means— Wofford College, Furman University, Patrick’s Military Institute, Erskine College, Newberry College, Charleston College, and Porter Academy. For the education of white females we have one State institu¬ tion — the South Carolina Industrial gnd Winthrop Normal College ; and supported by private means is Converse College, Greenville Female College, Chicora Female Col¬ lege, Williamston Female College, Due West Female College, Columbia Female College, South Carolina College for Women, Sumter Institute, Limestone Institute, Charleston Female Seminary, and Union Seminary. SOUTH CAROLINA COLLEGE. Your attention is called to the special report of the president of the South Carolina College to this department given in this report. The college buildings have been thoroughly repaired and repainted. They are in better condition now than they have been in many years. The work done on them has been substantial and will last for years to come. The grounds have been put in thorough order, and really the campus “is a thing of beauty.” You can judge the future prospects of this college as well as I can. The number of pupils in attendance on it last year was small, and this year it is smaller, if I am correctly informed. The faculty is strong and able, and the work done is above criticism. In fact there is nothing lacking to make it a first-class college except students. The State has made no provision for normal instruction for males. There is suffi¬ cient room here to accommodate such as desire to take the regular college course, judging from present prospects, and still leave room enough for a normal college for males. This is advisable if the college is to be filled. Something should be done to bring it pupils to justify its continuation at so great a cost to the State. Spartanburg County had this year 13,479 pupils in attendance on her public schools, and spent on their education much less money than was spent on the education of the few pupils who attended this college during the year. A normal college for males, with scholarships, would greatly increase the attendance. With the same amount now appropriated to the college a normal college could be organized and operated with quite a number of such scholarships. TENNESSEE. [iTom report of President Charles W. Dabney, jr. ] ADMISSION OF WOMEN TO THE STATE UNIVERSITY. On the 5th of June, 1893, the board of trustees of the State University adopted the following declaration and regulations: “ The University of Tennessee declares its intention hereafter to admit women of the full age of 17 years to all the benefits and privileges of this institution; but for their safety and proper protection they will be subject to the following regulations, viz : “ (1) They will have no dormitory or domicile on the university grounds, except in the families of the faculty. “ (2) They will not board or lodge in any family in which male students board or lodge at the same time, and then only in families approved in writing by the faculty, or their own parents or legal guardians. “(3) The sum of $300 is hereby appropriated for repairs and improvements upon the Janney Building, on the university grounds, which is set apart temporarily for their use as reception rooms whilst awaiting their recitations. “ (4) The faculty is charged with the utmost diligence in the observance of these regulations, and such others as may be adopted by them, under the supervision of the board; and those who accept the benefits of this school thereby pledge them¬ selves to dutiful acquiescence in the same.” This action was promptly published to the people of the State, and all the exam¬ iners and accredited schools were duly notified. The result was that 48 young women were admitted in the regular way to the departments at Knoxville. TENNESSEE. 1679 The young women who have entered are well prepared and are doing admirable work. They were admitted on the same terms precisely as men — that is, upon exami¬ nation, high-school certificates, or certificates from other reputable colleges and seminaries. They were all carefully examined, as the men are, with regard to their past school record and purposes in going to college, and only those who were thought to be well prepared, and were supposed to have the proper age, were admitted. v The women take one of the regular courses hitherto provided for men. Not a single class was changed, nor a new one started, for their special benefit. They wanted the benefit of the facilities for higher education and scientific training pre¬ viously provided at the university, and we simply admitted them to what we had. They are required to take a fuil quota of work (fifteen hours a week), unless physically disqualified or especially exempted by the faculty, and all women want¬ ing only special classes, like literature, French, etc., were thus excluded. The university offers as yet no instruction in music, art (other than free-hand and indus¬ trial drawing), or any of the other so-called “accomplishments.” Two competent persons were licensed to teach music at the university privately and outside of class hours; but the institution has nothing further to do with this instruction, and it has not affected the situation one way or the other. Everything was thus done to discourage that class of young women who merely wanted tube polished or “ fin¬ ished,” from entering the institution; but everything reasonable was done to encourage women who wanted a thorough, liberal education, training in some spe¬ cialty. or education for some profession. The majority of the women are seeking a liberal education or training in some specialty, either literary or scientific. Some are preparing themselves thoroughly for the profession of the teacher. FE.EE tuition for students. The board of trustees have also passed the following resolutions relating to the free admission of students : 11 Be it resolved hythe hoard of trustees of the University of Tennessee. That all students who shall have completed the prescribed course of study in any State secondary school, town or city high school, high school department, private school, academy or college in this State, whose course of study shall have been approved by the president and faculty of the university, as provided in the regulations for accredited schools, shall be admitted, upon a certificate or diploma from the said school, to the lowest class of the said college, and receive free tuition. “2. That it shall be the duty of the faculty of the university, during the months of May, June, July, or August, of each year, to hold, or cause to be held at con¬ venient points throughout the State, examinations, for the purpose of giving oppor¬ tunity to such persons as are not provided for in the foregoing paragraph to become students, with free tuition, in the university.” 1680 EDUCATION REPORT, 1892-93. VIRGINIA. RICHMOND COLLEGE, RICHMOND, VA. By C. H. Ryland, D. D., Secretary. Richmond College belongs to that great family of American schools for higher education founded by the various religious denominations. In common with them it owes its origin and existence to the desire for a better educated ministry. The realm of its work is well defined by the charter which requires “that there be at or near the city of Richmond a seminary of learning for the instruction of youth in the various branches of science and literature.” ITS ORIGIN. The movement out of which the college grew originated in Richmond City on the 8th day of June, 1830. During a meeting of the general association of the" Baptist denomination of the State a society was formed called the Virginia Baptist Educa¬ tion Society, which at once began its work by aiding young men in private schools, conducted by Revs. Eli Ball and Edward Baptist. Two years later the society bought a farm near the city and opened the Virginia Baptist Seminary under the presidency of Rev. Robert Ryland, a graduate of Columbian College, Washington, D. C. The property was held by the society through trustees. The course of study embraced arithmetic, geography, grammar, algebra, geometry, natural and moral science, Latin, Greek, with theology as an optional study. The manual labor feature was engrafted upon the school, but was soon abandoned. In 1834 the farm was sold and the seminary moved to the present eligible and beautiful site of the college just within the western boundary of the city. Here the seminary continued its work until succeeded by Richmond College, which was chartered by the legislature of the State on the 4th day of March, 1840. The teaching force of the seminary through these years consisted of the president and two assistants. The course broadened as the years went by, and the number of students steadily increased. The first class to complete the course went out in 1836, and consisted of four young men, all of whom became prominent ministers of the gospel. The same year three of its best equipped undergraduates were discharged to become missionaries in China, Siam, and Africa. RICHMOND COLLEGE. The date of the college charter and its provisions as to subjects to be taught have been given. The desire to advance the seminary into an incorporated institution arose from the wish to give greater permanence and security to the enterprise that had been so successfully cradled, as well as to enlarge and give greater dignity to its work. In due time the transfer of property and all franchises was made by the education society, under certain conditions, to the college authorities, and the sub¬ sequent honorable career of the growing institution began. When the seminary closed its work it had 3 teachers, 68 students, and valuable property. In organizing the college the trustees retained Dr. Ryland at its head, but in a short time a fuller corps of teachers were associated with him; the standards of admission and of graduation were raised and classes formed for the B. A. degree. Dus Residences. Students’ Cottage. Gymnasium. Library. Main Building. RICHMOND COLLEGE. VIRGINIA. 1681 The first class was graduated in 1849, and the same year the fetters of traditional methods were broken, and the curriculum abandoned for a system of classification in studies, which more fairly recognized the ability and attainments of the student. The new charter had discontinued theological instruction, and no effort has been made to revive it. Marked prosperity attended the decade from 1851 to 1861. During these years a scheme of enlargement in every department was inaugurated. The endowment grew to the respectable proportions (for those days) of $80,000. Ampler buildings were provided. The attendance of students reached an enrollment of 161. In the domain of instruction it was provided that Latin and Greek should be divided and each given its separate professor. In 1859 it was decided that “ a certificate of pro¬ ficiency be given to a student who has satisfactorily completed the studies of any department.” The degree of A. B. was conferred for “ proficiency in the depart¬ ments of Latin, Greek, mathematics, natural science and moral science, with the privilege of substituting one modern language or Hebrew for the Calculus.” The degree of A. M. was conferred for “juoficiency in the whole course except Hebrew.” A DISASTROUS PERIOD. In 1861 came suspension. Richmond was a military camp. Inter arma silent leges. Silent also were the voices of science and literature. During the war period and extending to the close of the year 1865, there was fearful loss in every direction. The endowment became almost wholly worthless. The grounds and buildings were seriously injured, the apparatus was a wreck, and the excellent library was robbed of every volume. So that when the trustees assembled to confer as to what might be done, they found only desolated grounds, defaced buildings, and a ruined treasury. reorganization. A few brave and generous spirits threw themselves into the herculean task of reor¬ ganizing the college. Gradually the hopes of its friends were revived and it was determined to start afresh upon the work of rebuilding. Rev. Robert Ryland, D. D., who had presided over the institution from its origin, resigned, and a new faculty of young men of acknowledged ability was selected. The trustees, supported by the Baptists of the State, collected what money could be raised from an impoverished people, and used it in making the college home as comfortable as possible under the circumstances, and in providing for such equipment as was absolutely necessary. The first session opened in October, 1866, with the gratifying enrollment of 90 stu¬ dents, and a faculty of 5 accomplished men. CHANGES INTRODUCED. With the reorganization came conspicuous changes in the old order of things. Among these the following should be especially noticed; (1) The system of inde¬ pendent schools was established, with a diploma of graduation in each school; (2) the English language was put upon its proper plane as of equal dignity with Latin, Greek, French, or German; the “ School of English” was established and has been maintained from that time, with its separate professor; (3) discipline was put upon the high ground of honor and personal responsibility; (4) attendance upon religious services was made voluntary; (5) the “messing system” in boarding was inaugurated. These changes in administration have proved to be salutary and have grown into the life of the college. The pasttwenty years have witnessed vigorous growth. In 1870 a strongand effect¬ ive movement for increased endowment was begun. In 1873 a financial secretary was put in charge of the work of securing funds and preserving them by judicious investment. About the same time the main edifice, which was begun in 1855, was further improved. Cottage dormitories and boarding houses were added, and a more complete system of committee Avork in the several departments was inaugurated. At this writing the following statement will indicate the present status of the insti¬ tution : The property of the corporation consists of a beautiful campus of 12£ acres, well set in grass and trees, upon which stand an imposing main edifice, the residences of ED 93 - 106 1682 EDUCATION REPORT, 1892-93. the professors, tlie cottage dormitories, tlie dining liall, and gymnasium. Tlio main building affords ample room for tlie chapel, lecture rooms, society halls, library, and museum. Here may be seen some of the handsomest public rooms in the South. Upon the campus ample grounds are provided for students7 sports. The entire prem¬ ises are thoroughly drained and amply provided with all conveniences of gas, water, and sewerage. The property is without incumbrance of any sort. The endowment has grown to $300,000 of interest-bearing funds. This belongs to various departments. Among these are two endowed schools, philosophy and law. The scholarships are separately endowed. The library rests upon a foundation of its own. The public lectures stand upon an ample fund, which is independent. The current expense account has its own guaranteed income. While the endowment is far short of the future requirements of a growing college, its past increase and security have been matters of constant congratulation and attest the fidelity and liberality of the friends of education. The department of instruction embraces nine separate and distinct “ schools,77 Latin, Greek, English, modern languages, philosophy, mathematics, physics, chem¬ istry, law. Each school has its separate professor, who is responsible to the trustees alone for its efficient conduct. There are entrance examinations, elective studies, intermediate and final examinations, four degrees. The standard of graduation is very high, based upon numerical valuation in examinations and class standing. Eighty per centum is required before graduation is allowed. SPECIAL FEATURES. The library, so ruthlessly destroyed atPhe close of the war, has 12,000 volumes. It is provided lor in the Jeter Memorial Hall, a spacious apartment well adapted to its work, and is so conducted, without charge to the student, that it provides the highest inducements to literary and scientific research. Liberal provision is made to secure to professors and students the latest and best works in every department. To the library a well-equipped reading room is attached. The college is building a museum of attractiveness, interest, and value. An elegant hall, named for the late James Thomas, jr., awaits its successful mounting. Paintings, statuary, and valuable speci¬ mens on lines of ethnology, paleontology, geology, and mineralogy are displayed. The college has for many years maintained, among other lectures, a course on Bib¬ lical themes. This is perhaps the first college in the South to introduce the systematic study of the Bible. LECTURES. To a vigorous course of lectures delivered each session by the professors of the col¬ lege along the line of university extension, and open to the public, there is an annual course of public lectures provided for under a special endowment known as u The James Thomas Museum Lectures.77 This is a course of rare interest. The conditions provide that the ablest men in our own and foreign countries shall be secured and that the public shall have the privilege of enjoying them. The subjects embraced are science, art, philosophy, and literature. The Geographical and Historical Society was founded in 1891 for the purpose of research. It has a growing membership of professors and students and its issues are valuable. By authority of the trustees there has been established under the aus¬ pices of this society a day to be known as “ Historical Day,77 devoted to excursions to places of historic interest. Two literary societies, with a joint monthly magazine, are maintained. These are devoted to the cultivation of the art of speaking and writing. A generous rivalry exists, which is further stimulated by medals and public exhibitions. Physical culture receives due attention. Regular gymnasium training and drill are systematically pursued. Encouragement is given to field sports, to which honors are attached. These are awarded on the regular field day exhibition. THE STUDENT BODY. The highest attendance ever reached during a single session is 207. Of the annual matriculates Virginia contributes the far larger share, larger than to any other col¬ lege in the State, but other States and other countries contribute a goodly quota. The average age is 19 years. The conduct of the students is marked by a high degree WEST VIRGINIA. 1683 of application to work, tlio bearing of Christian gentlemen, a distinct sense of per¬ sonal honor. The test of standing is not family or money, but personal worth and successful study. The day’s exercises are invariably opened with devotional exer¬ cises, conducted by one of the professors. Societies for the cultivation of religious life and usefulness are encouraged. The city affords many advantages for personal culture and social pleasures, which are cordially embraced by the students. THE AIM AND THE OUTLOOK. One high aim has ever been kept in view by the college management : Not to gain numbers by the sacrifice of scholarship, but to lay deep and broad the foundations of solid learning, and to make the diploma a veritable evidence of accurate and gen¬ erous scholarship. So thorough has been the training that not a single graduate has failed of success in the various competitive examinations before military or naval boards and civil-service examiners, or before the universities to which they have gone for advanced work. These high purposes of trustees, professors, and students are interwoven with all the history of the institution, and will be scrupulously maintained. With an unsurpassed location, a beautiful, unencumbered property, a full and vigorous faculty, a growing endowment, an interested constituency, and fair pat¬ ronage, wftli a generous course of study and high standard of graduation, and with a long line of useful and honored sons interested in her welfare, the future of Richmond College would seem full of promise. WEST VIRGINIA. EDUCATION IN WEST VIRGINIA. By Rev. A. D. Mayo, M. A., LL. D. [From advance sheets of the biennial report of the State superintendent of free schools of TTest Virginia for the year 1893-94.] It had been my intention for more than one season during a ministry of education of fourteen years in the Southern States, in which I had visited every State ever called by that name, to give a period of several months to an educational tour through West Virginia. For various reasons, wfth the exception of one midsummer attendance on the State convention of teachers, this had not been accomplished. A partial arrangement to spend a portion of the winter and spring of 1883 in the State failed. It was only on April 1, 1891, that I was able to accept the urgent invitation of the State superintendent of free schools, Hon. Virgil A. Lewis, and, at Charles¬ ton, the capital city, began an educational visitation of two months which will be remembered as one of the most interesting of all similar experiences since the com¬ mencement of my educational work in the South, in the early months of 1880. This tour was necessarily brief, being closed by the ending of the public school year in early June in many of the places to which I was invited. I soon learned that the educational people of tho Mountain State were in the condition of mind represented by a jolly editor in Spartanburg, S. C., who accompanied an invitation to visit the people of that enterprising little city with the postscript : “ You’ll find there's nothing mean about us. You can lecture every hour in the day, if you want to, and we will give you the biggest hall in town and all come to hear what you have to say.” u Taking account of stock,” on reaching Washington June 1, 1 ascer¬ tained that, during this visitation of two months, including a dozen of the leading educational centers of the State, three of the six State normal schools, the State University, and Bethany College, with an unusual opportunity of meeting many of the most conspicuous educational and public men, clergymen, professional men, and friends of education, I had delivered a larger number of popular lectures, always to generous audiences, than the number of days in my tour; carefully inspected the schools of all the cities and districts visited; been given the most ample opportunity for a front, rear, and side view of all things going on in educational affairs; and, as 1684 EDUCATION REPORT, 1892-93. far as the most confidential expression of opinion was concerned, placed in posses¬ sion of an amount of information requiring a longer time to digest and put in shape for quiet consideration than was spent in its acquiring. And a longer time than this — I trust as long as I remain in the flesh — will he required to disentangle myself from the mood of enthusiastic appreciation of all I saw and heard and felt during those memorable weeks; the magnetism of great crowds of school children, each a blossoming flower-garden a little lovelier than the last ; the crowded and eager public audiences that everywhere welcomed my free and easy talks on universal education ; the congregations that filled the largest churches on Sunday afternoons and evenings, in the most populous towns, where I was impressed into the service of preaching the gospel according to education ; the pleas¬ ant greeting of teachers in the city, village, and rural schools to listen to addresses on the fundamental American profession ; the earnest listening at the normal schools and the hearty welcome at the State University; with everywhere the offer of the most friendly hospitality; all woven into a “long sweet song” by the children, everywhere singing : “ Oh, the West Virginia Hills.” But all this, instead of being an obstacle to an honest and impartial judgment of educational affairs in the State, was itself but an indication of a remarkable educa¬ tional interest among the people, who seemed to me prepared to “shake hands” with anybody who appeared, properly certified, inviting them “to come and reason together” on the theme that lies at the foundations of our American civilization. I therefore accept with pleasure the suggestion of State Superintendent Lewis not only to resume my visit to West Virginia during the coming autumn and winter, but also to furnish an informal report of my observations during my first journeying through the State. Of course I understand the meaning of the distinguished metro¬ politan editor, lately returned from a three months’ tour in Europe, wTho said to his interviewer: “A railroad journey of three months through cential Europe and Rus¬ sia hardly qualifies a man to talk at large on public affairs in Europe.” Still, after an experience of fourteen years journeying through all the Southern States, in the especial interest of common school education, everywhere afforded the most ample facilities for looking upon both the educational fa: ness and leanness of the land; reenforced by a long and diligent study of the industrial, religious, social, and pub¬ lic conditions of this section of the country at all periods of its development; with attention specially devoted to the effect of environment upon the educational depart¬ ment of these sixteen States ; I feel that even the hasty investigation possible dur¬ ing these crowded weeks has left a deposit of fact and awakened a depth of feeling which may be a qualification to accept the suggestion of the State superintendent of free schools. Certainly there could be no justice or propriety in making this essay a criticism or commendation of schoolteachers and schools in the different communities visited. All that was of use in this directionwas fairly given to the proper authorities at the time. But there is nothing to forbid an impartial record of the observations of a stranger wrho has studied with the deepest interest the entire history of this State, and been awakened to a thorough appreciation of all he has heard and seen of its past and present condition. An intimate acquaintance with every one of the'old- time slave -holding States may also add to the value of my estimate of the work done in West Virginia since 1863 in behalf of universal education; the trend of the currents of educational activity ; what has been well begun ; what has already been accomplished; on what lines there seems to be the greatest present necessity for vigorous action; and what should be the grand aim of the educators of the Common¬ wealth in laying deep and broad the foundations for a future that only the most inexcusable folly and obstinacy can hinder from its gredt fruition. I am more encouraged fo accept the invitation from the fact, not yet explained to myself, that, of all the more important States of the old South, West Virginia has, educationally, been the last to be introduced to the public attention of the great line of Commonwealths that stretch from the Mississippi Valley to the Atlantic Coast. The explosion of patriotic congratulation, thirty years ago, when these 54 north¬ western counties of the Old Dominion broke loose from their mother State and boldly committed their destiny, as a new Commonwealth, to the salvation of the Union; with the few months of “short, sharp, and decisive” warfare which threw their ter¬ ritory into possession of the Union armies until the close of the war; was soon overwhelmed by the absorbing interest of the great campaign oil the Potomac and James and the Mississippi. At the close of the great conflict West Virginia was already a fully organized State of the Union, and stepped to her place, as the child of the great conflict, with a vigor and confidence that left the impression that no special sympathy or aid was required from any quarter. The insignificance in num¬ bers of her colored population was a reason for the lack of interest in the great body of Christian and {jhilanthropic organinations of the North which, after experi¬ menting for thirty years, are now learning that the most effective way to lift up the seven millions of American negroes is to aid in the education of the ten millions of WEST VIRGINIA. 1685 white folk who form the next social strata above. The estrangement of the people of the ex-Confederate States prevented any considerable immigration from that quar¬ ter to this new Commonwealth, although a million young men have left the Old South for the Northwest and the Southwest since 1865. The sparse population, in 1865 scarcely reaching a third of a million ; the poverty of the great majority of the peo¬ ple; the lack of home capital and of reliable information concerning the resources of the new State; all these may in a measure account for the fact that no Common¬ wealth of anything like the importance of West Virginia is to-day so in need of the higher species of advertisement for a genuine understanding by the whole American people. Therefore, it is not so much for any supposed advantage to the educators and people of West Virginia that I write out this hasty sketch of my observations. Rather do I look to the great outward public, which needs information concerning the -wonder. and prophecy bound up in theso 24,715 square miles of mountain, valley, mine, and forest. And especially is the educational experience of West Virginia so peculiar that it may be said to have woven the vital cord between the education of the old and the new South; her entire educational life as the “ mountain pasture” of the Old Dominion being in itself an education especially fitting her people for their remarkable coming to the front in 1863 as the first Southern State that of itself organized universal education according to the plan of the American common school. It is not difficult to understand the source of the characteristic State pride of the superior class of the Old Dominion, when the vast extent of its great territory from the beginning of the seventeenth to the eighteenth century is taken into account. Apart from the wonderful development of public ability at the outbreak of the Revolution, and the powerful influence of the leading class of Virginia up to the beginning of the civil war, there is a fair cause for pride in the feeling that Virginia has never been more notably the Mother of Presidents than the Mother of States. As late as 1775 the province of Virginia included the Territory of Kentucky, the five original Northwestern States, and the present Virginia and West Virginia. In 1860 Virginia was still one of the larger States of the Union, containing 67,000 square miles. But with its magnificent seaport, its splendid system of rivers, its broad realm of fertile fields, its prodigious treasures of minerals, timber, and water¬ power, and the excellent strain of its original Anglo-Saxon population, it remained the wonder of the nation that it had so little improved its great opportunity for material wealth and industrial power. Up to a period considerably later than the Revolution, the great drama of life in old Virginia had been wrought out in a region little larger than the State of Massachusetts, the narrow margin between the Atlantic Coast and the Alleghany Mountains; even the Shenandoah Valley and the wonderful reaches of Southwest Virginia have had but small influence in public affairs. The original people that came to this u God’s Country,” beyond the Blue Ridge, made haste to get away from it and poured through the mountain passes into Kentucky and the new Northwest, leaving their own superb land behind and quite neglecting the area of nearly 25,000 square miles at the north, now known as the State of West Virginia. Later the movement down the Ohio River generally gave this territory the cold shoulder, and pushed on to the Ohio and the more distant Territories, leaving behind a straggling population along the 50 miles of charming valley where are now situated the larger cities of the Commonwealth. The new Erie Canal and the opening of steam navigation on the Great Lakes still further diverted the stream of eastern emigration from this country, and there was little to attract the thronging multitudes of Europe to its wilderness of opportunity. Hence, at the breaking out of the war in 1861, this region remained still away in the rear of the proud Old Dominion, scarcely attracting attention by its secession from the Mother State. In 1860 the population of this area, three times the extent of the State of Massachusetts, was not larger than that of Boston to-day — less than 270,000 ; no town having the requisite population to entitle it to a city organization in Massachusetts. In addition to this, we must take into consideration the singular neglect that had befallen this portion of the State from old Virginia . It was not so much any special hostility to the development of this portion of the State as the inevitable result of its social and industrial organization that left the people of this far-off country in a growing state of estrangement from their neglectful mother. As the writer of The Mountain State says, “ The early days of West Virginia were not conducive to the rapid advancement of the State. In "the old State that part west of the mountains had always been looked down upon as a wilderness, and little attention was ever given to it. The people complained, for years, that they were permitted by the State to do nothing but pay their taxes. Their representation in the councils of the State was small and, by the Old Dominion, that portion of her domain west of the moun¬ tains was practically ignored.” The superior class of Virginia, until 1860, devoted its energies far more to the problem of the leadership of the entire South, in all essential ways then drifting toward a decisive conflict with the Union, every year more threatening, than to developing its own splendid domain and educating its 1686 EDUCATION REPORT, 1892-93. own people to the ability to comprehend and improve such an opportunity as never before in history was offered to a population so small. But all this has passed away in the advent of a new generation. From the inter¬ esting data furnished and indorsed by public authority, wo learn that the publica¬ tion of the great natural resources of West Virginia practically dates from the year of the Centennial Exposition;, in Philadelphia, in 1876. During the past twenty years the people of the United States have first come to the knowledge of the impor¬ tance of this new Commonwealth, the child of the great war for the preservation of the Union. From the numerous public documents — which readmorelike a romance of industry than amass of substantial information — we learn that while in 1863 there was but ono railroad in West Virginia, there are now but 11 of its 54 counties desti¬ tute of this manner of communication, and that during the year 1892 this State led the Union in tli6 extent of railroad construction. Three great lines now connect this State with the Atlantic Coast and the Mississippi Valley, and numerous arteries of these great systems and supplementary routes have opened portions of the Com¬ monwealth hitherto little known. From a meager production of coal for domestic use in 1863, the output of the mines in 1892 was 10,000,000 tons, from 200 mines, employing 15,000 workmen, representing a population one-sixth as large as the entire inhabitants of West Virginia in 1860. Ten million acres of West Virginia soil are underlaid by a coal deposit 10 feet thick, a larger area than the coal district of Great Britain, with an estimated output of 10,000,000,000 tons. It is estimated that the coal of West Virginia exceeds the value of the gold and silver mines of the Pacific States. Only 3 of the 54 counties are destitute of the coal supply. It is asserted that the present population of the United States could bo supplied with its usual consumption of coal for 1,000 years, from West Virginia alone. One-half the State is still “ in the woods,” the virgin forests furnishing a'larger amount of hard-wood timber than any other State, and the growing timber industry giving occupation to another army of 15,000 men. The great lumber belt is 200 by 25 miles in extent, 7,000 square miles — nearly as extensive as the State of New Jersey. The timber crop at present is valued at $70,000,000; 500,000,000 feet being put on the market each year. An ex-governor of West Virginia declares that this State “has more of a surplus of hard wood than any other ten States of the Union. 77 The alti¬ tude of the State, from 500 to 5,000 feet above tide water, and the climate are favor¬ able to a vast and Augorous growth of forest life, 32 reliable varieties of hard and soft wood lumber being furnished for the markets of the world. The world7 s production of iron in 1890 amounted to 26,500,000 gross tons, of which the United States produced 33 per cent. West Virginia shares with its neighboring States, Pennsylvania, Virginia, and Ohio, a generous deposit of this material, the foundation of all manufacturing industries. In the production of coke West Vir¬ ginia stands next to Pennsylvania, in 1892 supplying 1,313,449 tons. The salt wells at ono time supported a leading industry in the State, and although the production of salt has declined by competition with other States, it still awaits a future devel¬ opment that may become of great importance. George Washington, whoso hand and eye seem to have been on everything of value in the new Union, in 1775 located an acre of land near Charleston, W. Va., as a natural curiosity, a “burning spring.77 To-day the oil wells and gas plants of the State are rapidly encroaching on Pennsyl¬ vania in extent and importance; indeed, one oil district, Sistersville, is the most extensive in the world. It is asserted that West Virginia led Pennsylvania thirty years in the utilization of natural gas for manufactures and the use of coal oil. The traveler by night along the valley of the Ohio in this State is lighted on his way by these fiery signals of the amazing wealth stored in these vast reservoirs of nature. This industry is still in its infancy, being the result of the past twenty years experi¬ menting, and its outcome can not bo predicted. An experiment in paving a city street with fire brick in Charleston, W. Va., planned by Dr. John P. Hall, has given to several of the larger cities of tho Union this admirable pavement, and this State can furnish the material to an extent not even yet understood. The building stones of the State are numerous and of great value. Tho wealth of West Virginia in mineral waters has been long understood. Its southeastern border is crowded with attractive summer resorts, where the health-giving waters and beautiful scenery are every year more widely apx^reciated. But for the lover of nature and the primitive industry of man — the cultivation of tho soil — West Virginia especially deserves the name given by the jolly “Knights of tho Golden Horseshoe77 in the early days of the Old Dominion to the entire region beyond the Blue Eidge, “God7s country.77 Although sadly neglected, like the entire central mountain region of the old South (as extensive as the German Empire, and, according to expert testimony, capable of an agricultural developement as great as Germany), during the first one hundred years of headlong immigration from the old East to tho future Northwest and Southwest, this country bides its time and unless paralyzed by some impracticable political or industrial policy, in half a cen¬ tury from to-day may become one of the most attractive portions of the Eepublic. WEST VIRGINIA. 1687 West Virginia touches upon tlio northern and southern belts of production with a good portion of her own acres capablo of successful cultivation. Her productions are corn, wheat, oats, buckwheat, and vegetables. In garden stuffs she has a great future ahead. The fruits of the North, apples, berries, and especially tho grape, can bo grown here to great advantage. But in the possession of a vast area of the precious blue grass there is no American State which has such a mine of wealth. No traveler who has looked on the lovely spectacle of the rolling country just retired from tho valley of tho Ohio in its early summer dress, or on the cultivated farms reaching the summits of the grass-covered hills and mountains, can doubt that in the support of cattle, sheep, and all the varieties of animal industry tho State has a remarkable opportunity ahead. No estimate of the loss by the old-time, ignorant, provincial habit of farming to this portion of the country can be made. But every dollar now expended upon the coming generation of the youth of West Virginia to lift her people above the wasteful and crude habits of using the land will come back, before many days, in an era of prosperity. As we now look upon our great Eastern cities, in the midsummer swarming with an army of “the unemployed,” too often people who are being nursed into a chronic class of the improvident and indolent, dependent upon the crumbs that fall from the tables of wealth in old communities, we long for a new departure in public charity which shall put a fist with steain power behind it to force a multitude of these dependent families to a land like West Virginia, where, with half the toil and sacrifice endured by the pioneers of every American Commonwealth, they could live in peace, comfort, and with the gain of character, self-respect, and hope for the children which can never come to them in their present surroundings. There can bo no doubt that the present resources of West Virginia are competent to support a larger population than is now gathered in any State of the Union. And it only requires a liberal home policy, an extension of common school facilities, with an annex of industrial education, to realize the most enthusiastic expectations of its best informed citizens. So far the State is being saved, except in a few min¬ ing districts, from an undue per cent of the lower element of recent foreign labor. It "has the added advantage of exemption from the presence of great masses of the lower orders of colored people, who for many years must be both a tax and a strong appeal to Christian wisdom, charity, and patriotism in the majority of Southern States. It is almost incredible to a traveler, for the first time made acquainted with this great and beautiful mountain State, that with a steady development during thirty years past, there are still a smaller number of people living upon the 24,715 square miles than within the area of 30 miles in and around the eity of Boston. It may be that in this attractive mountain land, at the center of the old Union, will be developed the class we all pray for, that will inaugurate a movement back from tho dangers and dependencies of city life, where thousands now welter in poverty, hopeless of better things, to this glorious open country, to begin anew the struggle for an inde¬ pendent and valuable American citizenship. But in no respect has West Virginia given such evidence of vitality and progres¬ sive spirit as in the extraordinary development of public education during the past thirty years. It is doubtful if any State of the Union in 1860 could present a more meager array of educational opportunities and a more discouraging spectacle of widespread illiteracy than this portion of the Old Dominion. There are no statistics of the relative illiteracy of different portions of the country, of decisive value, pre¬ vious to the civil war. But the testimony of all the more observing older people of this entire region of Virginia west of the Alleghanies, including the rural districts of the present southwest Virginia and West Virginia, bears hardly upon both these States in this respect. Up to the breaking out of the civil war the present 54 coun¬ ties of West Virginia were but poorly supplied with what was the only genuine educational opportunity offered by old Virginia, tho colleges and academies estab¬ lished for the higher and secondary education. At this period Virginia east of tho Alleghanies was, without question, the portion of the South best supplied with these facilities for sujmrior instruction. Half a dozen colleges of average reputation, with the University of Virginia — then and perhaps still the leader of Southern uni¬ versities of tho higher grade — and a score of academies, private and denominational, afforded a reasonable opportunity for the schooling of the day to all who were able to pay the cost. Besides this, there was still a considerable group of families who educated their children by home tutorship or in the superior schools of the North and Europe. The real disability was with the masses of tho white people, unable to meet the expense and, perhaps, often disinclined to make the proper exertion to secure an education for their children. The educational “delusion and snare” of that time, the “free school,” practi¬ cally a pauper school, despised by those to whom it was offered and contemptuously neglected by those whose duty it was to provide an effective scheme of common schooling for the majority. of the citizens of the State, was the common method of 1688 EDUCATION REPORT, 1892-93. dealing* with the problem of universal education which had brooded like a night¬ mare over the thoughts of the great fathers of the Commonwealth and made Thomas Jefferson, in his old age, almost despair of the Republic. There was a law in 1860 by which two-thirds of the voters of a county could adopt a modified system of common schooling. But with the limitations of the suffrage and the indisposition of the well-to-do people to “tax themselves for the education of other x>eople’s chil¬ dren, only a few counties of the State had put it into active operation. Of these, however, five leading counties in West Virginia were conspicuous, and the little cities of Wheeling and Charleston had laid the foundation for their present system of public schools. There was but one college (Bethany) founded in 1810, and a few secondary academies of note had been established in this portion of the State. But it may be that even in this deprivation was found the most favorable condition for the establishment of the people's common school. The neighboring States of Vir¬ ginia, Kentucky, and North Carolina, in 1860, like the more important of the Gulf States, were almost clogged to repletion with this class of academical schools, chiefly denominational, which, although of great service to the communities in which they were established, often became the most obstinate opponents to the establishment of an effective system of free popular education. The great reA*ival of nationalism that flung the majority of the people of these West Virginia counties, in 1861, out of the arms of their neglectful mother into close companionship with the adjacent Commonwealths of the North, the public attention everywhere directed to this supreme act, and the inspiration of a four years’ conflict for “ Liberty and Union,” doubtless gave a prodigious impulse to the educational spirit. It was observed that the committee on education in the first constitutional con¬ vention of West Virginia, held in 1868, was composed largely of delegates from the counties that had already adopted a public school system, as far as was possible under the laws of the Old Dominion. The clause in the fundamental law relating to education has a determined ring, prophetic of all that has been achieved in the Commonwealth. West Virginia was the first Southern State to establish the entire American system of common schools. Even during the distractions of the civil war, in 1863, this provision was placed in the constitution, and, with only a slight amendment in the revised constitution of 1872, it remains the foundation of the people’s education in West Virginia to-day. This clause of the constitution reads as follow : “The legislature shall provide, as soon as practicable, for the establishment of a thorough and efficient system of free schools. They shall provide for the support of such schools by appropriating thereto the interest of the invested school fund, the net proceeds of all forfeitures, confiscations, and fines accruing to this State under the laws thereof, and by general taxation on persons and property, or otherwise. They shall also provide for raising in each township, by the authority of the people thereof, such a proportion of the amount required for the support of free schools therein as shall be prescribed by general laws.” The story of the remarkable progress of the common school in West Virginia, during the thirty years from this fortunate beginning, in 1863, is so well told by ex-superintendent of free schools, Hon. Benjamin S. Morgan, in an elaborate sketch accompanying the State school report of 1891-92, that it is only for the information of readers outside the State that even a brief summary of the successive steps of this achievement is made in the present essay. Suffice to say that the first legislature of the new Commonwealth, the last of the illustrious family of States born from the vast territory of the Old Dominion, distinguished itself by decisive and wise action on the subject of public education. Respondiug to the suggestion of Governor Arthur I. Boreman, the two houses of the legislature placed on their educational committees a group of men already known and tried as successful teachers and res¬ olute advocates of the inalienable right of the children to schooling for American citizenship. After a three months’ discussion of two reports, on December 10, 1863, a scheme of public instruction was inaugurated and put in operation by the election of Rev. William R. White as State superintendent of free schools. The system was substantially that of the adjoining States of Ohio and Pennsylva¬ nia. It placed West Virginia, in point of time, seven years in advance of the mother State, which did not move until 1870, and then came to her youngest child for her great executive superintendent of education, a descendant of the oldRuffner family, commemorated in the First Presbyterian Church of Charleston. It contemplated a general system of free education for all classes and both races at public expense, sufficiently broad and flexible to admit of a complete development through the advancing grades of elementary, grammar, secondary, normal, and university educa¬ tion. No institution so radical and far-reaching in all its relations to society as the American common school springs at a bound to a vigorous life in any Commonwealth. It is not at all singular that a State in the condition of West Virginia, born amid the opening throes of a terrible civil war, could not, during the progress of the conflict, educationally stand erect. It is not to be wondered at that, even in 1865, the year WEST VIRGINIA. 1689 of the advent of peace, the new school law was in operation in only 20 counties and partially in 11 more, the number of schoolhouses being 133 and the number of schools 431, tho enrollment of pupils 15,972, the average length of the schools 49 days, and the whole amount expended for free schooling $7,772. But more favorable was the report for 1866, showing that the number of schools taught and the attendance of pupils had doubled : Schools 935, pupils 34,219, and the length of the country school had been extended to 69 days. The advent of peace Avas the signal for a most important forAvard movement in the educational policy of the State. In 1867 three of the present State normal schools were established, among them the Fairmont School, the leading seminary from the first and, to-day, one of the most effectiAro schools of its kind in the Southern States. That the neAV Commonwealth of West Virginia, just getting on its new State legs from the wreck, discouragement, and disintegration of a four years’ civil war, should have done, as a matter of course, what Ohio, the fifth State in population and not behind the first in importance in the Union, has not yet been able to achieve and what Virginia waited twenty years longer to obtain — establish a system of State normal schools — is certainly one of the anomalies of American life. But the. brave little Mountain State, with a population less than 800,000 and an assessed valuation of $190,000,000, took another forward step and at the session of the legislature in 1867 passed the act establishing a State agricultural college. This institution was founded on the national appropriation of land for agricultural and mechanical colleges to all the States, passed during the war period, July 2, 1862. West Virginia received 150,000 acres of public land Avhich Avas sold for $90,000; a sum increased by legislatUe appropriation to $110,000. As in many of the States, the early establishment of the college was made easy by a gift from the city of Morgantown, Monongalia County, of school property, including one of the most attraetiATe university sites in the Union. In 1868 the first building was erected. The board of regents laid the foundation of the now college on broad educational lines. President Martin was installed in 1867, and held the position till 1875. In 1868 124 students were gathered. In 1881, after a dozen years of gradual growth, the institution, under the brief presidency of William L. Wilson, now of eminent reputation in statesmanship, was practically reorganized and placed on a proper basis of instruction, with eight distinct departments and professional schools for law and medicine. In 1870, only seAren years from the establishment of the system, the birthyear of the common schools in Virginia, Superintendent Williams reported 2,113 school- houses, an increase of 30 per cent from the previous year and 87,330 children enrolled in school, a gain of 20 per cent in enrollment and 40 per cent in average attendance. Well might Governor SteAmnson, in 1871, declare, “The public school system may uoav be regarded as a part of our fixed policy.” In 1872 three additional normal schools were established, making six institutions supported by the State for the instruction of teachers. The summing up of this remarkable nine years’ work by State Superintendent Pendleton, in 1872, is a record of Avhich no American Commonwealth, save our new Western States, Avhich began their educational career with the great advantage of the national public land fund, on a virgin soil and generally with a trained school population, can bpast. West Virginia, with no part nor lot in the original distri¬ bution of school lands to the States west of the Alleghanies, largely by her own unaided effort, was able to say to the people of the United States, in 1872, in the eloquent language of her State superintendent : “Reviewing our progress in the noble efforts of the State to proAfide for the free education of the whole people, we have reason for profound gratitude at our com¬ parative success. With a million and a quarter of capital inAmsted in school prop¬ erty; 3,000 schools in actual operation, and three-quarters of a million annually contributed to run them; 90,000 children under intellectual and moral training ; a number of graded and high schools; 4 normal schools in vigorous operation, for which we are annually expending out of the State treasury over $8,000; a university on Avhich we bestoAv over $16,000, and other private and corporate institutions, among them one college largely endowed, and through its 400 graduates already enjoying a national reputation, West Virginia may well be proud of her position in this highest expression of a people’s patriotism and enterprise. Within less than a single decade there was, outside of the city of Wheeling, scarcely a free school in the State. Now they rise up to greet us beside every highway, and betoken a future of rapid and vigorous improvement. This is a revolution that can not go back¬ ward. It creates its own momentum. It moves by a power Avithin, Avhich increases as it moves, and which strikes out the light and heat of its own vitality.” And here pame in another incident that fitly illustrates an important characteristic of the American system of universal education, that it is not dependent on the great political divisions by which the public affairs of this country, as of all constitutional Governments, are carried on. Up to 1872 the State had adhered to the policy of the 1690 EDUCATION REPORT, 1892-93. political party which carried the nation victoriously through, the war, and was respon¬ sible for the reorganization of the ex-Confederate States and the amendments to the Constitution of the United States. But under the lead of the successful Democratic party, in 1872, a new constitution was set up in West Virginia, and the State has since been committed to the principles and policy of this political organization. But in this change, which came about with the usual display of excited partisan feeling, there was no break in the progress of the people’s schools, without which no party in the United States can live and the best party will inevitably destroy the Republic. It is not the name of the political organization but the quality of the people who compose it that decides, in the last result, what shall be the ten¬ dency and outcome of legislation in any American State. Under the new constitu¬ tion the school law of 1873 wa3 passed, which remains substantially the present law of the State. We abbreviate Superintendent Morgan’s statement in the “History of Education in West Virginia” concerning the provisions of this statute : The schools are free and supported by the income of the State school fund, a State tax of 10 cents on $1C0 of all taxable property, with provision for the local taxation of school districts, including the right to establish graded schools in cities, villages, and populous country districts. A vote of three- fifths of the people is required for the establishment of a free high school. In 1892 there were 115 systems of graded and 17 public high schools in the State. “ Hang a good thing up for seven years and you will have a use for it.” Old Virginia “ hung up ” Thomas Jefferson’s plan for the education of the Old Dominion, at the time in some respects the broadest that had been presented to the world, for about one hundred years, to see it taken down from the high shelf by her own youngest child in 1883 as an indispensable article of furniture in the setting up of its new housekeeping. With the additions and enlarge¬ ments of one hundred years of American experience, the State, in 1892, has created practically a correlated system ; in the words of Huxley, “ Reaching from the gutter to the university,” needing only the improvements later referred to in this essay as the most enlightened demand of its own educational public to place the Mountain State at the head of its own section, well up in the first rank of educational American Commonwealths. It is unnecessary to pursue in detail this interesting record of the steady growth of the common school in West Virginia, through the administration of nine State super¬ intendents, to that of the present earnest and patriotic official, Hon. Virgil A. Lewis, now in the second year of his good work. The most original feature in this j)eriod is the movement for the improved grading of the country district school, inaugurated in 1875, under the county superintendence of Mr. A. L. Wade, in Monongalia County, the seat of the State University. Here has been, for a century, the great stumbling block of the American system of public instruction — the proper organization, as respects a graded course of instruc¬ tion and its application to the peculiar needs of the country district schools, in which the majority of the children in the Union and nine-tenths of the youth in the sixteen Southern States receive their entire schooling. It is indeed only recently that the oldest States have deemed it necessary or possible to do anything for the relief of the almost insuperable defects of such a condition as still prevails through wide regions of the country; where the rural district school goes on through its accustomed round from three to eight months in the year, practically managed by local trustees, often kept by the man or woman personally most agreeable to “the committee,” with no provision for compulsory attendance; the children coming to school according to the nearness or distance of their place of residence, the attractiveness of the school- house, and the popularity of the teacher ; every little squad really “going on its own hook,” sometimes almost insisting on individual teaching ; usually the school of 20 to 50 children in one room, chopped up into “mincemeat” by a division into little classes that makes the daily session a headlong race of hearing short lessons, with scarcely an attempt at the proper class or general work that tells on the entire school and promotes that most valuable discipline, the instruction together of a large number, by which each pupil enjoys the advantages of a roundabout view of the subject by all. Edmund Burke says: “Every man becomes ten men by working with his fellows.” There is still no department of American education which, in proportion to its cost, its momentous influence on the national life, and the national sense of its great value to the Republic, exhibits such a melancholy waste of money and energy, such confusion and failure of good educational results as are apparent to every competent observer in the ordinary country district school. And still, since this department of the common school is so common, so near the mass of the people, so dependent on a great variety of conditions peculiar to each locality for its success, the efforts to reform it by public legislation, up to the period of the general revival of education that followed the close of the civil war, had been few and ineffectual. It was characteristic that the one State of the Union born amid the confusion and terror of civil war, should not only, as declared by County Supt. A. L. Wade, in 1876, “have accomplished more in the work of building schoolhouses and setting WEST VIRGINIA. 1691 in operation tlio machinery of tlie free school system in tholast thirteen years than any other State of like territory and wealth ever did in a quarter of a century/’ hut also ho able to claim the honor of inaugurating, in 1874, a, movement for the improved grading and graduation of pupils in the country district school which attracted the attention and secured the hearty indorsement of United States Com¬ missioner of Education Hon. John Eaton, in 1878. Commissioner Eaton declares : “Of all plans developed, none has excited more attention than that known as the graduating system for country schools, devised hy A. L. Wade,, superintendent of Monongalia County, W. Va. It has been reviewed by all the educational journals and has excited the attention of the principal school superintendents of the country.” This indorsement, from the highest educational authority of the country, was neither premature nor exaggerated. Introduced in 1874, in a county hardly known by name outside the new Commonwealth of West Virginia, by the superintendent of a district containing some 5,000 pupils, all but 400 in rural district schools; a county which, in 1863, had but one country schoolhouse considered fit for occupa¬ tion, and in which, even in 1874, not more than 59 per cent of the enumerated chil¬ dren of school age, from 6 to 21, were attending school, and few of them taking even the meager course of study then suggested by the State school law — this able school¬ man and most efficient administrator was able to report at the end of the year, in 1876, that he had inaugurated a reform in all these particulars which made the rural school keeping of his own county a beacon light to the State, and which was influ¬ ential in setting in motion a movement which is now an accomplished fact in many of the States of the Union. Perhaps, in its final outcome, this new departure may be fraught with greater practical benefits than any forward steps in common school affairs since the days of Horace Mann. For a detailed account of this achievement the reader must be referred to the inter¬ esting volume, A Graduating System for County Schools, Boston, 1881, j>repared by County Superintendent Wade. From the title of this work, it will be seen that its author provided for a “graduat¬ ing system,” but did not provide a graded course of study for the country and village schools. But it wms doubtless suggestive of this, for in 1882 Hon. B. S. Morgan, after¬ wards an efficient State superintendent of free schools, was elected county superin¬ tendent of Monongalia County, and in the autumn of that year had printed at his own expense a brief Course of Study for the Country and Village Schools of This County. This was the first printed course used in the State. It proved most satis¬ factory, and in 1890, in compliance with a recommendation of the West Virginia Educational Association, made at its meeting at Parkersburg, in August, 1890, a com¬ mittee was appointed to preparo a course of study for the country and village schools of the State. This committee was composed of M. Lee, superintendent of the free schools of Huntington; G. S. Laidley, superintendent of the free schools of Charles¬ ton; J. W. Hinkle, ex-county superintendent of Greenbrier County and principal of the free schools of Hinton; A. L. Wade, ex-county superintendent of Monongalia County, and State Supt. B. S. Morgan. This work was accomplished, and, at the suggestion of Mr. Morgan, then State superintendent, the legislature, in 1890, passed an amendment to the school laws which, after naming the branches to be taught in the primary schools, declares : “ It shall be the duty of the State superintendent to prescribe a manual and graded course of primary instruction to be followed in the country and village schools through the State, arranging the order in which the several branches shall be taken up and studied and the time to be devoted to them, respectively, with provisions for advancement from class to class, also for the examination and graduation of all pupils who satisfactorily complete the prescribed course.” Under this provision of law Supt. B. S. Morgan in August, 1891, sent out the course of study which the committee had prepared, and the work of grading began; but the course was found to bo too brief, and when the edition hadjbecome exhausted Hon. Virgil A. Lewis, who had entered upon the duties of State superintendent of free schools in 1893, in the autumn of that year began work along this line, and the result was the elaborate Manual and Graded -Course of Study for County and Village Schools, which he has distributed, and according to which more than half the schools of the State have been graded and classified. As the result of a careful study of this most vital feature in the management of rural schools of the country, this manual should be widely known and compared Avith similar publications in other States. The following quotations from Superintendent Morgan's History of Education in West Virginia and the report of County Superintendent Wade will suggest the radi¬ cal idea and general outline of this new departure. Says Superintendent Morgan: “A movement of such importance deserAres more than a passing notice. The author defines ‘the graduating system for country schools’ to be simply taking the pri¬ mary branches as a course of study for graduation, and making application of all the plans and appliances of the best academies and colleges to the common schools of the country. It is the application of an old plan to a new purpose. The time in 1692 EDUCATION REPORT, 1892-93. which each advanced pupil ought to complete this course of study is announced. Public examinations of graduating classes are held annually, at points agreed upon, in each county, and common school diplomas are granted to those who satisfactorily complete the course of study. “An alumni association, holding annual meetings for the mutual improvement of those who have graduated, is organized in every magisterial district. “A catalogue, containing a clear statement of the work of each school, is pub¬ lished annually in each county. In this catalogue each school occupies sufficient space to give : “(1) The name of the school. “(2) The name of the teacher. “(3) The number of youths entitled to attend. “(4) The number of youths in actual attendance. “(5) The number of youths entitled to attend, but not in attendance. “(6) The daily average attendance. “(7) The daily per cent of attendance, based upon the number in attendance and the number entitled to attend but not in attendance. “ (8) The branches taught and the number studying each branch. “ (9) The names of the pupils who have graduated, and the dates of their gradu¬ ation . “ (10) The names of pupils who ought to complete the course of study in one, two, three, or four years, making clear the class to which each belongs. Pupils who can not complete the course of study in four years or less compose the preparatory department, but their names do not appear in the catalogues. “This catalogue contains also the annual report of the county superintendent, presenting the results of the work of the past year, and his recommendation for the future, a synopsis of the proceedings of the several alumni associations, the names of officers, and the time and place of the next annual meeting of each association, and also brief obituary notices of teachers and graduates and undergraduates who have died within the year. “This system may be introduced into the schools of a State or a county, and can be tested even in a township, or district, or in a single school.” Superintendent Wade’s report concerning the Avorking of his system at its begin¬ ning reads as follows : “The time for the examination of graduating classes began to grow near, and croakers were busy prophesying that the whole system would prove a failure. Such a thing, they said, as graduating in country schools never has been done and never will. I watched anxiously the effect of these predictions, and I was highly gratified to find that teachers and pupils were already beyond the region of uncertainty, and were only strengthened in their determination to make the plan a success. So far were they from fearing failure, that they requested me to make the examination thorough and public, and as far as possible oral, so that the people could see and hear for themselves. Unwilling to assume a responsibility of conducting those examinations without aid, I securedthe sendees of Prof. H. L. Cox, principal of the Morgantown graded school, Prof. W. E. White, ex-State superintendent of free schools of West Virginia, and Professors Lyon, Purington, ancl Owen, of the WeBt Virginia University. I ga\'e notice through the press that one or more of these pro¬ fessors would be present to aid me in each examination, and to deliver an appropri¬ ate address in the evening. “ The county superintendent, each eAening, after the addresses were ended, in the presence of the audience, delivered to each member of the ‘class who was adjudged worthy of the same a common school diploma. Two hundred and sixty-one pupils had entered the class of 1876, and of this number 196 had completed the course and received diplomas. “Seven examinations were held in the seAren country districts of the county, and with a single exception the largest churches of the several districts were insufficient to accommodate even during the day the ATast numbers who came to witness the examinations. And these were not disinterested spectators; they were our most intelligent people — the cream of society, men and women Axho had sons or daugh¬ ters, or grandchildren, or friends in the class in whom they were deeply interested.” In his annual report of 1877 County Superintendent Wade says: “I organized in each district of the county an alumni association for the benefit of those who had graduated, and gave due notice through the press of the time and place of each meeting. The exercises in each of these meetings consisted of original and select orations, essays, and select readings. No public meetings pertaining to our free school work have elicited more interest or attracted larger croAvds than these. In order to secure a permanent organization of the alumni of each district I provided ballots, and held an election at each meeting for a president, vice-president, and sec¬ retary. A gentleman to deliver an oration and a lady to read an essay at the district examination were also chosen by ballot. These were also elected by the members of the alumni association from its own body. WEST VIRGINIA. 1693 “From the reports of our first annual district alumni meetings it appears that more than eighty of the members of the class of 1876 embraced the opportunity to speak and read in the presence of large audiences. •‘Our annual district examinations for the graduating class of 1877 were held at the end of the school term, and 110 pupils completed the course and obtained diplomas. It was not expected that the class in the county this year would be as large as it was last year, as we had last year the cream produced by several years’ work. Many per- sonsat the close of the examinations in 1876 were of the opinion that in order to have graduates in 1877 it would be necessary to use ‘skimmed milk.’ Many of these, how¬ ever, after witnessing the examinations of the classes of 1877 agreed that the gradu¬ ates of this year are richer than last. The attendance upon these examinations both day and night, and the interest manifested by the masses in them, were quite equal to last year.” In reading the account of the operations of this system by its author, it is evident that the motive power of the entire scheme was found in the awakening of a great and genuine interest in the country district school among the people who depend on it for the education of their own children, by whom it must be supported, and. on whose efficient supervision its success depends. Any well-instructed school man or woman knows that while the ordinary country district school is the last place that would be often visited by any large number of people in search of entertainment or from any motive than a stern sense of duty, there is yet no American institution which can be made so attractive to all sensible people and become such a notable center of the higher life of an entire community. Through the entire term of office of County Superintendent Wade this condition of affairs made Monongalia County the educa¬ tional light-house of the State. During the year 1876 this indefatigable school offi¬ cial, in his own modest language concerning the important feature of graduation, made this report of progress : “I visited every school in the county, spending usually a morning or an afternoon in each; noting in my journal the name of the school, the number of pupils entitled to attend, number on teachers’ roll, daily average attendance, branches taught, and the number of pupils studying each braneh. I made it a point, as far as possible, to become acquainted personally with each pupil in the school, and to ascertain what branches were pursued by each. In order to bring together all interested parties, teachers, parents, and pupils, for the consideration of matters pertaining to the schools visited during the day, and for the consideration of questions relating to the free school interest generally, we held each evening an educational meeting. In these meetings I was aided by representative men, friends of free schools, professors in the university, teachers, ministers, physicians, farmers, and mechanics. I held 43 of these educational mass meetings in the county, 27 in churches, 15 in school- houses, and 1 at a private residence. In addition to the addresses which were delivered, we had each evening the best music which the community could produce.” Of course, a scheme like this depends for its efficiency on so many conditions that it would almost be a miracle if it were found to work without a great deal of friction in the most thoroughly organized and interested school community in the Republic. Without a corps of instructors able to comprehend and administer the plan; able and earnest local trustees to encourage and aid the workers ; a capable county super¬ intendent to stand as a wall of defense between every faithful progressive instructor and the inevitable resistance, nagging, and indifference in every school district ; and, below all, the strong and watchful backing of the educational public of the com¬ munity, even a scheme so well wrought out as this will only be another interesting addition to the school literature of a community, with the usual “awful chasm” between every scripture and the actual life of mankind. Still, it was a great thing that such a movement should be made ; especially honorable to the State of West Virginia, not only that one of her own citizens should have been its author, but that the body of superior educators and the State legislature should have so cordially cooperated with it; and that the present over-earnest, hard-working State superin¬ tendent of free schools, Hon. Virgil A. Lewis, should be wearing out his life in pro¬ claiming its merits and trying to enforce its better administration through the length and breadth of his splendid diocese of 24,715 square miles of “West Virginia hills.” . As a result of the labor and time expended on this organization of popular educa¬ tion in West Virginia during the past thirty years, we may point to the statement of the last report at hand, 1892. made by Supt. B. S. Morgan. In 18S2 the State had 4,866 subschool districts. There were 5,004 schoolhouses, of which 836 were log, 4,022 frame, and 140 brick or stone ; 2,497 containing improved desks; 1,649 with apparatus, and 5,644 volumes in school libraries. The value of school property was $2,135,566, an increase of nearly half a million dollars in one year, including furniture and supplies, making an investment by the State of $2,746,234 in the great business of public education. Between 6 and 16 years of age there were enumerated 206,222 children and youth of legal school age, only 8,529 of the colored race. Besides this army of the children, there were 71,076 youth between 1694 EDUCATION REPORT, 1892-93. the ages of 16 and 21, making an aggregate of 276,452 subjects of school instruction and discipline below the age of complete citizenship. Of these, 200,789 were enrolled in the public schools, 30,000 being 16 years of age and upward, with an average daily attendance of 128,044. It is encouraging to learn that of all this great army of nearly 300,000 wide-awakes only 14,639 underwent the time-honored discipline of a thrashing, and but 413 were suspended and dismissed for disorderly conduct. The average age of the pupils was 11.01; confirming the very serious fact that the aver¬ age American child leaves school at 12 years of age or thereabouts. Five thousand seven hundred and forty-seven teachers, of whom 726 had taught ten years or more, 1,042 five, 2,153 less than five years, presided over this crowd of young Americans, receiving according to their grades of certificates from $32.30 to $19.89 per month for an average school session of five months and ten days. For the training of these teachers the State has established 6 normal schools, in 1892 containing 1,015 pupils, of whom only 72 were graduated. Fifty-six teachers' insti¬ tutes were held, in which 5,571, nearly the entire body, were instructed during the summer months. Of these 5,167 schools, only 17 were high, 145 graded, and 5,005 of the ordinary rural or village sort. Wo read that, during five years, these schools received 25,000 visits from school officials, 25,000 more from parents, and 60,000 from “ other persons.” For tho support of this great educational department of the Government, the State, in 1892, had a school fund of $347,617.49. It received by a railroad tax $54,730, and some $20,000 from other sources. The whole sum expended on the 5,000 teachers was $1,073,764.70. The receipts for building expenses were $685,247,23. The sum of all receipts for public education was $1,758,011.93, and the disburse¬ ments $1,436,062.53; a per capita expenditure of $10.25 for “average daily attend¬ ance,” and $5.16 for “enumeration.” The average rate of taxation was 34.84 cents on $100 for the support of teachers, and 25.60 cents for building. The valuation of property subject to taxation in West Virginia in 1892 was $217,352,729.64. The State received from the Peabody Education Fund for the training of teachers in the Pea¬ body Formal School at Nashville, Term., and for normal schools and institutes at home, $3,500. The number of students in attendance at the State University in 1892 was 224, of whom 31 were graduated. This institution until recently was without a president. West Virginia, in comparison with the majority of Southern States, is not well supplied with collegiate and academic schools of the private, corporate, and denominational type. Bethany College, coeducational, is the chief of the denomi¬ national seats of the higher education, having matriculated 5,000 and graduated 730 students, and is now a more valuable institution than at any period of its history. West Virginia College, Broadus College, the West Virginia Normal and Classical Academy, the West Virginia Conference Seminary, Salem College, Shelton College, Barboursvillo College, St. Vincent (Catholic) College (the term ‘‘college” in these schools representing what is commonly understood by tho title in the South), with perhaps a dozen secondary schools, complete the list that appears in the report of the State superintendent for 1891-92. In comparison with the 16 States once known as slaveholding and still named as “Southern,” West Virginia;, educationally, occupies a most honorable position. Only 6 of these — Missouri, Kentucky, Maryland, Virginia, Texas, and Tennessee — according to the report of the National Bureau of Education, expended a larger sum for schools in 1890-91. The mother Virginia, for common school education, exceeded her youngest daughter by only $200,000. The “Empire State of the South,” Georgia, with more than $100,000,000 additional property valuation and more than twice the population, fell below West Virginia in that year almost an equal sum. Compared with the Northern States, the most intelligent comparison would seem to be found in the State of Maine. With a smaller population, but with $100,000,000 additional valuation, the “Pine Tree State” expended in 1890-91 almost the same amount as the “Commonwealth of the Mountains” for the children. All conditions and cir¬ cumstances taken into account, favorable and unfavorable, it may without exagger- tion be asserted that no American State, within the past thirty years, has so distinguished itself by the zealous, intelligent, and progressive spirit of its peoj)lo in the great cause of universal education as West Virginia. Well may the citizens of this Commonwealth, amid all the discouragements of the present troubled years, take heart for themselves and call upon tho American people, in the Psalmist’s words of encouragement and good cheer, to “lift up their eyes unto the hills from whence cometh strength.” Such was the condition of public education in West Virginia in 1892. The two years intervening between the last published report of the State superintendent of education and my own visit were doubtless characterized by the usual degree of steady progress, of which I took cognizance. Tho request to offer suggestions in regard to tho future development of the common schools, of a State that has hitherto seemed to get on very well with little “aid and comfort” from without, is certainly a compliment no man should fail to appreciate. If I comply with this proposition WEST VIRGINIA. 1695 and, in the remainder of this essay, put forward a few suggestions for the further development of the vigorous system now on the ground, it will he rather to empha¬ size the almost unanimous opinion of the foremost practical educators of the State, both as expressed to myself and as set forth in numerous public appeals to the peo¬ ple. Indeed, in the last report of the State educational department, in 1891-92, several of these points were so fully presented and forcibly urged that it would seem a useless repetition to refer to them. Still, I am aware that the testimony of a stranger, who comes after a careful survey of education in all the States of the South, free from all entanglements, local and State, maybe of use in calling the attention of the educational public to what their own educators are writing and saying; and may possibly show, by comparison with the x>olicy of other States, North and South, the importance of certain lines of operation "that seem not yet to have awakened a wide¬ spread discussion among the people and in. the legislature. I am also aware that the chief deficiencies in the school teaching of West Virginia are paralleled even in the great adjacent Commonwealths of Ohio and Pennsylvania; also in the States that justly claim to have been the birthplace of the American common school. It is always in order, on every fit occasion, to stir up the intelligent people of city or country to the great defects" in the administration of our American system of universal educa¬ tion ; especially as nothing is needed for a beneficent' reformation but an instructed and resolute public opinion that will persist in every useful experiment, despite “ the shrieks of locality,” or any of the familiar methods of arresting the progress of a national reform. The first and last thing that attracted my attention during my visit to West Virginia was, that the great success in the organization and development of public education of which I have spoken has been due to a widespread determination and enthusiastic purpose among large numbers of the people of the State rather than the prominent leadership of “ great educators.” I have no disposition to ignore the services of the able teachers of both sexes, the educational statesmen and the leaders of public opinion, who have been conspicuous figures in this great work during the past thirty years. But West Virginia has not yet given to the country a great educational organizer or philosopher like Mann, Barnard, Curry, Sears, Harris, and others of only less influence. This fact I regard as of the highest impor¬ tance in considering the advancement on the lines of the present success. Napoleon said, “When you want to move forward, let alone the leaders and go direct to the people.” The one condition even of keeping the American common school up to its present estate of efficiency, not to say of inaugurating necessary aud difficult reforms, is that the people whose children are educated therein and who pay for and, through their representative, superintend its management, shall be kept well informed, alive and alert, resolute to demand and insist on what is found to be nec¬ essary to efficiency at any time, place, or under any peculiar condition. There is always a practical organization ; especially of the abler educators of the secondary and higher departments of public, private, and parochial education; which is in possession of the leading press of the country and is always discussing with great learning and zeal every feature of the American system of schooling for American citizenship. This is as it should be. But no greater misfortune could befall any State than that the decision of such a professional body should bo final, and the people’s schools molded and administered according to tho administration or suggestion of any “committee of ten” or combination of great educators. Just as tho people of tho United States can not afford to leave the Government, the church, or any matter of unusual interest to the sole charge of the clergy, the statesmen, or any professional clique or guild, however eminent, so especially must that portion of the people known as the educational public of every State keep its eye on the compass and its hand on tho helm if the schools are to be worked for the children, rather than the children used to illustrate brilliant educational theories and glorify the experts. The school system of West Virginia was, at first, forced upon the State as a result of tho long, patient waiting of the best-informed and most practical people in the country for some effective method of educating the children and youth of their new Commonwealth. It has been brought up to its present estate by the continuance of this lively public interest. The 'educational worker, coming like myself into the State, at once feels the presence of a strong and sensitive public opinion in all mat¬ ters connected with this supremo interest of the people. Nowhere, in a career of fifteen years, which has led me through every State of tho South, have I found myself face to face with an educational public that so challenged the uttermost of information, wisdom, discretion, and experience in every utterance; so responsive to all progressive suggestions; so intolerant of sham and pretense, though indorsed by the most respectable authorities. It will bo a great blessing if this high-water mark of public interest can be continued for a generation to come. West Virginia has before it a destiny in the development of its vast resources which can only be realized by the education of its 300,000 children and youth of the 1696 EDUCATION REPORT, 1892-93. present np to a full appreciation of tlieir liome opportunities and obligations. No service to education can be so important for tbe next twenty years as the constant discussion of timely educational topics before tbe people by tbe ablest men and women of every profession, at borne and from abroad. Tbe thoughtful teacber wbo is longing for some outlet from tbe monotonous patb wbicb be is compelled to tread will do well to go direct to tbe people tbrongb tbe press and by speech, and tell tbem “where tbe shoe pinches,” and what should be done for present relief. But, after all, tbe teachers of a State, however excellent, are only one of a half a dozen pro¬ fessions; probably neither better nor worse than similar professional bodies. No 500,000 schoolmasters and schoolmistresses can assume to be tbe final judges and administrators of tbe training of 20,000,000 of American children and youth for tbe loftiest position on earth, American citizenship. And if tbe discouraged and exas¬ perated teacber has come to distrust and fear the power of tbe educational charlatan and political demagogue over tbe popular mind, be should remember that it is not by concentrating this fundamental interest of the people in tbe bands of a profes¬ sional “ring,” but rather by spreading far and wide the best information on this subject of supreme interest, that tbe educational public of every community may be lifted above the peril of falling into tbe power of a mischievous and ignorant leadership. Every young graduate of a college or a normal school in West Virginia; every young lawyer and aspirant for public office, especially every clergyman, journalist, man of affairs, or intelligent workman; every ambitious West Virginia girl should give diligent and persistent study to tbe subject of common school instruction in tbe State, and on all suitable occasions, in clubs, in popular gatherings, in tbe scboolbouses, in sermons, through tbe press, and by tbe most radical educational influence, conversation, seek to enlighten and confirm tbe public opinion on wbicb all good things depend. There are States of this Union where a group of educators, among the most enlightened and zealous of tbe country, year in and year out, have gone up to tbe legislature with tbe most rational suggestions for reform in common school affairs, only to be repulsed, neglected, snubbed, and sent home to their old work of “mak¬ ing bricks without straw,” bailing out the ocean with a sieve, or sweeping out tbe tidal wave of illiteracy with a band broom. But this condition is somewhat their own fault. Too often tbe public gatherings of tbe leaders of educational thought have been little more than an interchange of pleasant courtesies between a club of pedagogues ; or the precious hours have been wasted in a useless wrangle over petty details of everyday school work, with no recognition of or appeal to the people to whose good will they are indebted for the very existence of this great interest they so belittle through their narrow professional policy. It is not because the people of West Virginia have been derelict, but because they stand at the head of all the South in an awakened and sensitive condition of opinion, that we urge them “not to be weary in welldoing,” to maintain and increase their interest in this momentous agency of universal education, and to keep in their own hands its future adminis¬ tration, as during the fruitful years of the past. Second. It is worthy of notice that the most original work yet inaugurated by the schoolmen of West Virginia, the movement for the grading and graduation of com¬ mon district schools, came up in the line of what has just been said. It was the rare popular instinct of County Superintendent Wade in awakening the interest of the parents and the general public to the schools that furnished a movement-power behind his plan, without which it would have been only another abortive suggestion for the reform of a great defect. Under the kindly and wise cooperation of the leading educators of the State, the present course of study and graduation has been elaborated and made compulsory in every country and village school. But, having done this, the decisive question comes up, Can this excellent plan for the proper organization and administration of the schools in which nine-tenths of the children of West Virginia are educated be enforced in any but the most per¬ functory and useless wayf Unless the teachers of the State, at least 4,500 of the 5,000 of whom are at work in the country and village sclioolhouse, are superior to the similar class in this portion of the Union, it will be an endless task to engineer this scheme, ending in disappointment, disgust, and a final “throwing up of the hands,” with a lapse back into the old shiftless and wasteful habits. Hence a pri¬ mary necessity of the present educational situation in the State would seem to be the concentration of the entire interest of the educational public on the better building up and extension of the arrangements for the training of teachers, espe¬ cially for the country schools. A dozen or two cities and larger villages of the Commonwealth were found not behind similar communities in other States in this respect. In several of the older cities there has been developed a quite remarkable group of faithful and successful home instructors in all grades. But we would urge the speedy establishment of a proper department for the training of teachers in every community of sufficient pop- WEST VIRGINIA. 1697 illation and importance to support a good high school. In every high school are found several young people who are looking forward to the occupation of teaching. It is a prodigious waste of time and energy, as is so often done, to shoot the young graduate into the most responsible position of primary instruction ; leaving the poor girl to run the fearful gauntlet that a crowd of fifty young children must he to any¬ body who is placed in authority over them, with no previous training. No superin¬ tendent can successfully train a corps of young teachers while overburdened with work. No superintendent can “keep school” over the head of the room teacher. In many of the larger schoolhouses in these towns we found the practice, almost universal in the South, of appointing a woman as nominal principal; holding her responsible for the school in a somewhat indefinite way, while giving her no time or opportunity in school hours to supervise or even know what is going on in her diocese. All this is wasteful and accounts for a great deal of the failure in the working of the educational system. The principal of every school, however small, should have the time and opportunity to overlook the work and direct with a firm hand the going on of the system. This can be done by an arrangement for a “teacher at large” in the school; or even by the daily consolidation of certain classes of pupils for general instruction. There are plenty of ways of doing it, if one sets about it with a determined spirit. The superintendent of a graded school system often dissipates his power and de¬ prives the community of his best services by giving up altogether the work of teach¬ ing. Of course, where a city can afford to place a competent master at the head of its high school, it will be best. But, in many of the smaller cities and larger villages of a State like West Virginia, the superintendent of schools is or should be the ablest teacher of the entire group. And he should be known as the real head of the high- school department, giving a portion of every day to recitations which bring the entire body of students under his immediate charge. Only in this way will this class of high schools be rescued from the condition in which they are so often stranded, a sort of upper-story school club, largely composed of young girls, presided over by a cultivated woman, gravitating to a sentimental and inefficient habit of trifling with ornamentals and meandering through “green pastures ” and lingering “beside still waters,” along “'the lines of least resistance,” shunned by the more energetic boys, who prefer to be “where something is going on.” Almost every village of 2,000, or even 1,000, substantial people in the State, could have a high school department thus presided over by the superintendent of schools. His supervision of the primary and grammar grades will be all the more valuable because he is learning, up at the top of the system, what has been neglected or poorly done down below. And the superintendent, or his most efficient assistant, should be put at the head of a department of instruction in every graded school, to give all who are proposing to teach a thorough course of study on the general subject of school keeping, with arrangements for observation and practice. This will, at least, do for the pupil what every professional school is expected to do for its students, somewhat reduce the ter¬ rible risk of letting loose a young man as doctor, lawyer, minister, upon a dependent community, in absolute ignorance of the work to be done. I shall certainly not be accused of the failure to appreciate the rare and subtle power of a cultivated and trained womanhood in all positions of influence in public education. But I am more and more compelled to believe that one of the chief defects of our American common school keeping to-day is in the careless and reckless habit of filling our schoolrooms in city and country with a crowd of young girls; often destitute of knowledge, mental and moral training, or experience in life; suddenly projected, as from a tremendous propelling machine, from a course of study that has shut them up for ten years to a wearisome round of learning and reciting lessons; often without the usual experience in taking care of children which the daughter who is taken out of school for home work enjoys. The way is so clear to a reform in this respect in all cities and large villages that it would seem to be a matter of course that there should be established a department of pedagogy, as an indispensable feature of every graded school. The State of West Virginia, according to its circumstances and conditions, during the past thirty years, has done an excellent service in the establishment of six normal schools for the training at present of 1,000 candidates for the office of teacher. It is “now the accepted time” to take another forward step in the direction of enabling these schools to do the proper work for which they were intended. The chronic weakness of the State normal school everywhere is the fact that it is thronged with young people, largely girls, who come with neither academical nor any other fitness to receive the professional training which is the only excuse for the public support of this class of seminaries. It is not too much to say that, in nine-tenths of this class of schools in the country, the great emphasis of the instruction must be laid on the teaching the majority of theso youths the common branches they are expected to handle. Of course, if this instruction is by experts, and in accordance with the best methods, it is a great improvement on the ordinary routine of the private ed 93 - 107 1698 EDUCATION REPOET, 1892-93 academy or high school. But I only state the plain fact, that the State normal schools are now everywhere under tire, and are being “ put upon their mettle 77 as never before. In Massachusetts, the State that first inaugurated the system more than half a century ago, and already supports sis normal schools and a score of city training schools not inferior to any'in the country, the legislature, at the last ses¬ sion, resolved to set up four additional seminaries ; with the stern proviso that, after 1895, an education equivalent to a high school graduation shall be the imperative condition of admission to all. Whether this law can be enforced: even in a State that has made provision that every child in the Commonwealth shall have the oppor¬ tunity of a high school education at public expense, is a question. But it is a move in the right direction, and indicates the upward trend of the road along which the young American teacher must now travel if ambitious of success. In the three normal schools visited in my late tour in West Virginia, I found a remarkable efficiency in the teaching force. I did not see an indifferent or inefficient teacher among all those employed. But, even in the largest and most thoroughly developed of all, the school at Fairmont, I found a serious defect in the lack of good previous academical training in many of the pupils. I can well appreciate the dearth of home opportunities that sends so many of these young girls and boys up to the State normal school to learn even the “ three R’s77 in any way that would qualify them to teach in the humblest school. But all the more should the State labor to produce some method by which not a more earnest and faithful, but a better prepared body of students can be obtained. I say this, assuming that the schools I visited were a fair representative of the remaining three I hope, at some future time, to see. I am aware that this must eA~ery where be a difficult operation ; to lift up the ground floor of all these schools. But the sense of the importance of the work is the first condition of success. It will be found a practical impossibility to work the system of grading and graduation in the country schools now proposed -with¬ out such a decided uplift of the average teaching force in the rural districts as can only be secured by a bold pushing to the front of all institutions of this class. One thing can be accomplished, and it would greatly relieve the strain in all these schools. An arrangement can be made with the local public schools of every city and village in which a State normal is located for such a cooperative organization as will enable these public schools to be, in a certain degree, under the supervision of the normal school authorities; their teachers chosen from the best of the graduates; their classes utilized for the observation and practice of the upper grades of stu¬ dents, with equal a dvantage to the children and the pupil teachers. A little “model school,7’ patched up from such an odd lot of children as can be gathered outside the public school, is only a farce. Every State normal school should be in vital contact with the entire system of public instruction in the community where it is located, and in all possible ways should aid and be aided by the arrangement. In this way the public schools of these towns, instead of being inferior, living in astute of petty jealousy of the normal, would become the notable centers of education in the county. Good families would remove there to educate their children, and the village people, instead of giving themselves up to a miserable “nagging” of the State institution, would consult its own profit in all ways by cheerful cooperation. By this arrange¬ ment every graduate from the State normal will go forth with twice the ability to assume the work in the country schoolroom. The State University, Bethany College, and every considerable secondary school, public, private, or denominational, should at once establish a vigorous department of pedagogics for the training of its young graduates. It is high time that the scandal of sending forth the college boy or the seminary girl, absolutely ignorant of the history or meaning of the great profession they so confidently invade, in the language of the Apostle, “Not knowing whether there be a Holy Ghost,77 to occupy the most responsible positions of instruction in the most important seminaries should cease. This crude, provincial, clumsy way of operation might have beeu winked at half a century ago, but the school life of to-day demands that all higher seminaries make the experiment of a class of pedagogy; give to this department every opportunity for “thorough77 study; form a combination with the public school of the neighborhood for observation and practice, and in every way prepare the graduate for the work to which he may be called. Of the institute work, so vigorously carried on in the State, it can only be said that this is for the improvement of teachers already in harness. The fundamental and imperative duty of the State, for many years to come, should be the preparation of a better class of material and a more thorough training for the mass of teachers of country schools. I have great faith in a people that has done so much as in West Virginia, in a time so short, for the children. I believe the Commonwealth will respond to the awakening demand of the most reliable educators for an enlargement and a deepening of this, the A ery soul of the educational activity of the State. Third. The late State superintendent of free schools, Mr. B. S. Morgan, earnestly calls attention to the lack of proAfision for secondary education in the arrangement WEST VIRGINIA. 1699 of the public school system and suggests a plan for relief in this direction. It i3 evident that here is the weakest link in the educational chain of the Mountain State. If it he true that in 1892 there were hut 17 free high schools for the 200,000 children and youth of the State,, only 5 of these maintaining a three years’ conrse, “the other 12 comprising the higher grades in graded schools, the amount of work being quite limited and irregular,” and that “only 11 per cent of the school population of the State enjoy the advantages of high school instruction, there is evidently a loud call for a movement in this direction. This deprivation is all the more felt by reason of the comparatively small number of reliable academies in West Virginia; which, in this respect, seems to lag behind all the States of the South. It is difficult for an outside observer to understand why the prosperous city of Wheeling, foremost in the days “before the flood” in the organization of public schools, should still “linger shivering on the brink and fear to launch away” in the establishment of a high school that would be a model and inspiration to the Commonwealth. The admirable service of the superintendent and able principals of the several grammar schools of that city in caring for the higher grades in these buildings seems to have persuaded the educational public to let them go on indefi¬ nitely trying to perform this double duty. But sooner or later, despite the most conscientious service of teachers in the primary and grammar grades, a school sys¬ tem bereft of its proper arrangement for the secondary education will become like the fabled tribe of men who go about “'carrying their own heads under their arms.” God created the head to rise above the shoulders, and the idea of an educational system that has not the high school in a community able to bear its expense, is sup¬ plying one illustration more of the favorite doctrine of the small politician, knock¬ ing out the brains of things to save money. The feet do not move the head, but the head moves the feet, is a maxim as true in the common school as in physiology. Without an effective head, any common school system inevitably falls under popular disrepute, as an inefficient arrangement that looks up to another and a radically different system to piece out its work. The State of Massachusetts has followed out the irresistible logic of the common school idea by making the support of a high school, with a classical department of forty weeks, compulsory on all places of a certain population and valuation; and of an English high school in all towns of a certain lower standard, with the provision than any one of its 350 towns not included in these two classes may, by vote in town meeting, establish a school of the same grade. By the act of the legislature in the past season, every town in the State is now compelled to pay tuition for the high school instruction of all its children who may require and are prepared for it. Of course, no State of the type of West Virginia, with a people so dispersed over a wide area, and few towns of sufficient size and valuation to support a proper high school, can expect to adopt a system of this sort. This deprivation of many of the children of the Southern States of high school opportunities is one of the chief dis¬ abilities of their educational system. We have always hoped to see in these States a fair trial of the support of a proper free high school by each county, in which all youth of suitable acquirements could be educated. Established at the county town, with a department for instruction in pedagogics and arrangements for industrial training, it would easily become the most attractive'institution in the county, and be a constant stimulant to the entire system of rural district instruction. Especially in West Virginia, where the present system of grading and graduation for country schools is in operation, it would be practicable, and place the State in the front rank of educational Commonwealths. The x>roper way to begin would be for some enter¬ prising county to try the experiment. One year's success, and with proper manage¬ ment there need be no failure, would put the movement on wheels and send it “ booming” up and down the State. Meanwhile, as already suggested, it behooves the cities and districts that attempt to sustain a public high school to make it so efficient that it will attract a larger number of pupils. One of the most serious features of the school life of the South is the small number of boys over 15 years of age found in the schoolroom. One reason, we believe, is the weariness and disgust of the average boy at a great deal of the “ fooling” in the lower grades, from the inexperience and weakness of the teachers. Long before he reaches the oerilous age of 14 this youngster has a very definite idea that he will get out of that sort of lii'e as soon as may be. But a good high school, presided over by a competent man or an exceptional woman, will be an elevator to lift up large numbers of boys who need especially that superior school training between the years of 14 and 18 which will tell on their entire future life. The chronic defect of the present English system of public instruction, established the same year as the public schools in Virginia, is that it can not obtain Parliamentary aid above the elementary grades. As a consequence, it is regularly avoided by the “middle class,” and remains, with ail its undeniable merits, a school for the poor. It is not well that a State that thirty years ago cast in its lot with the new Ameri¬ can ideal of public aud private life, should linger longer in the cold shadow cast across the Ocean by the conservatism of the mother land. 1700 EDUCATION REPORT, 1892-93. Fourth. It is not remarkable that the system of county supervision, as now prac¬ ticed or rather endured by all the Southern and the majority of the Northern States, should be a tit target for the criticism of every superior educator; and that the State Educational Association of West Virginia, two years ago, should have entered a vigorous protest against the farce to which it so often degenerates. I believe, in this respect, this State is better served than the majority of the Commonwealths of the section. In more than one of these States, the system has become a dry rot at the cen¬ ter of every county organization of public instruction, costing the State, by the fail¬ ure of educational results, a hundred fold of what is saved by the pitiable economy that keeps it in its present almost useless condition. But when we are told, in the report of the State superintendent of West Virginia, in 1892, that for the salary of $300 even this State demands an amount and quality of work from a county super¬ intendent for which an educational expert, worth $3,000 a year in any market, is needed, we can appreciate the remark of crusty old Dr. Johnson, in reply to the chronic domestic wail over the servant-girl question: “You can’t expect all the Christian virtues for three and sixpence a week.” In a former essay on education in southwest Virginia, where a similar condition of affairs exists, we suggested that a change to a system of district supervision by a competent educator, man or woman, with an ample salary and provision for traveling expenses, would be a great advan¬ tage to the schools, with a far more efficient oversight of the local officials for atten¬ tion to routine duty. With greater care, by the districts, concerning the election or, in States where they are not elected, the appointment of local trustees, there would be no special difficulty by this method in handling a large district in a way far more effective than at present. A strong man or woman, wholly devoted to this work of supervision, with the local authorities in active cooperation, can far more easily super¬ vise the educational affairs of several counties than is possible with the meager pro¬ visions of the present law. We are convinced that this arrangement must eventually come; and when it does, the State will for the first time reap the full benefit of its .system of common schools. Fifth. In our observation of public educational affairs through the sixteen States usually classed as Southern, we have had frequent occasion to deplore the popular prejudice against the State university, which has led several of them to insist on a sej>aration of the State and agricultural and mechanical colleges. Within a few years both the Carolinas have thus divided their resources. Texas, Virginia, Ala¬ bama, and Mississippi have already gone and done likewise. Only in Kentucky, Missouri, Tennessee, Arkansas, Maryland, Delaware, and West Virginia, and partially in Georgia and Florida, has the united university system been fairly tested, and even there without the full success it deserves. The responsibility for this separation of what should be married together in the higher education is about equally shared between a class of representatives of the higher education and the leaders of the rising “ People’s Party ” in public affairs. It can not be denied that, in too many cases, the establishment of an industrial department in the State university has been stoutly resisted by the extreme advocates of the old-time classical college, and, when the arrangement has been forced upon them by the establishment of the agri¬ cultural and mechanical department, the annex has received a persistent “cold shoulder.” Of course, this has justly excited the indignation of a large number of intelligent people, who expected much from the national bounty in this direction; and the feel¬ ing thus awakened has in more than one case resulted in the separation of the State university into two rival institutions, with no connection; with an ill-concealed assumption of superiority by the older and regular foundation. With the exception of Virginia, Texas and possibly Alabama, none of these States which have yielded to this pressure has shown itself able to support both these institutions in a way sufficiently generous to place them alongside the colleges and universities of many other States. In some instances the original State university has been so crippled that its usefulness has been greatly impaired. Meanwhile the agricultural college has usually been, in its academical department, at best a secondary high school; the majority of its students a throng of youths, neither fitted for college life nor qualified for such expert industrial training as they would be able to offer. The military arrangement seems often to have made the school a refuge for a large contingent of “bad bbys,” whose parents are glad to throw upon the State a responsibility that has become a burden to themselves. But the tendency of all superior American university life, at present, is to include in its broad circle all that is really feasible in a rational scheme of college training. The most efficient university foundations in the States west of the Alleghanies are Washington University, in St. Louis, Mo. ; Leland Stanford, inCalifornia; andTulane University, New Orleans, La. All these include a department of technology, with a system of manual training, industrial drawing, and ornamental art culture in their curriculum. There would be no special difficulty in adding to these a proper school of instruction in scientific agriculture, with such experiments as may be profitable for this class of students. WEST VIRGINIA. 1701 It appeared to me, in the few days I was permitted to enjoy the delightful hospi¬ tality of the university and the citizens of Morgantown, that West Virginia is now in a fair way of including in its State University the best results of the modern experiment of combining in the circle of the higher education all the applications of science to industrial life. With the arrangement of its academical faculties for all departments of culture; its superb situation; its admission of women to univer¬ sity opportunities; its interesting experimenting in a department of pedagogy; the rapid development of its departments of agriculture and mechanics ; and its good work in other directions ; there would seem to be in its organization a safeguard against any popular upheaval which would separate and thus dissipate the moderate resources of the State. With the gradual development of the secondary education and the increase of fit preparatory schools, there should be no reason for the neglect to secure the correlation of all public and a friendly relation with all superior private schools which will make for the greatest good of the Commonwealth. Sixth. Ninety of every one hundred men and women who have graduated even from superior schools never return to thorough study after their graduation, save in the direction of their own occupation or profession, but depend on reading for their entire mental growth as far as it is derived from books. The crying need of the entire South¬ ern section of our country, as I have observed it during the past fifteen years, is the lack of good reading matter to supplement the instruction in the schools. It is almost incredible that, through entire sections of the country, outside of occasional private collections, this dearth of opportunity for good reading should be so marked. The inevitable result of the absence of good reading is the coming in of the deluge of weak, mischievous, and often abominable matter, that makes a thoughtful man almost deny the value of learning to read at all. Every country railroad station or village news stand in the South is becoming a depot for this literary “ fodder,” which finds its physical parallel only among the unfortunate creatures represented as washing down a meal of dirt with a swash of moonshine whisky. In our late visit we were encouraged to find in several of the larger towns and cities of West Virginia the hopeful beginning of a public library; with collections of valuable reading matter in some of the larger public schools. But the great need is in the open country; and one of the first movements by the State legislature should be a law to encourage the formation of libraries in every school district, by an offer of a moderate State bounty conditioned on the effort of the people to help themselves in this way. The great revival of the common school in 1837-1818, under the leader¬ ship of Horace Mann, Henry Barnard, and like-minded reformers, was signalized by the effort to establish common school libraries in the leading States of the North. In Massachusetts, New York, and Ohio, and other States, this plan was carried out with a good measure of success. The library everywhere became one of the most powerful auxiliaries to the building up of an effective system of public instruction. To-day, in all the foremost centers of education in the Union, the public library has become a practical annex to the public school; the teachers using if to awaken and develop a correct taste for reading in their pupils with the happiest results. One of the results of this habit of making district school collections of good books in the open country will be the final establishment of good free circulating libraries in all considerable villages. Nothing will so conduce to the arrest of the present alarming depopulation of extensive country districts, by which the best young people are being swept away into the vortex of city or the chances of new village life, as the multiplication of good schools, libraries, and the means of good inexpensive educa¬ tion amid the surroundings of unspoiled nature; where the great open volume of the visible world is all the time supplementing the best work of the teacher in the schoolroom. Seventh. There remains but one further topic connected with the development of the common school in West Virginia to be considered : but that is so important that it might well have been treated at first, rather than at the close of this essay; were it not that industrial education can not be separated from the proper training of the schools without degenerating to that narrow teaching of a trade which gives us the mechanic without the furnishing of the man. In no State visited during our ministry of education in the South has there been found such an imperative necessity for a great organization of industrial education, in all classes, as in this and the cor¬ responding region of southwestern Virginia. But in no States, deficient as are all the States of the South in this respect, is there so little apparent interest in this great subject as here. Outside the agricultural and mechanical departments of the State University, now first coming into prominence, and perhaps two or three schools for the whites, and the State school for colored youth, we saw little indication that the educational public had seriously considered the question. Even the very important subject of drawing in the public schools appeared to be handled with little regard to its bearing on industrial training and with no great degree of success. But surely, if this State is ever to realize her “ manifest destiny” amid her sister Commonwealths, it must be in the development of her prodigious resources in mineral 1702 EDUCATION REPORT, 1892-93. ■wealth, manufactures, and a skilled agriculture. Fortunately, West Virginia has not yet been ravaged, as all the Atlantic and Gulf States of the South have been, by that wasteful style of farming which George Washington predicted, a century ago, would change Northern Virginia to the wilderness so much of it is to-day. It is only by such a training as will bring to the front a generation, native to the State* a body of people competent to appreciate the great opportunities in her abundance of woods, the cultivation of grasses, grains, fruits, and garden crops, that the agricultural capa¬ bilities of Western Virginia can be fully developed. The day has passed when any American State can ever again hold such political relations to the Union as Virginia maintained for half a century. No Commonwealth in the future can have that domi¬ nating public influence that Virginia, Kentucky, South Carolina, Ohio, New York, and Massachusetts have had at different periods of American history. I^xpid transit is the death of local and even State superiority in such directions. It is now only by the superiority in the skilled industry which concentrates all the scientific research and knowledge of the day upon the improvement and enlargement of our human life that any State can hope to excel or even maintain what has already been gained. Every feature of the country; every material deposit in mines, u burning springs,” forest, or water power, calls aloud to the Mountain State to prepare for that coming of the Lord which, in the gospel of American life, means the fit development of the resources with which the God of nature has endowed the great mountain world, of which West Virginia is at present the head, and of which she may be the pioneer o£ a success impossible now to predict. The problem of industrial education in both the Virginias, especially in West Vir¬ ginia, to-day, is a plain statement of facts and a preparation for impending condi¬ tions. Within twenty years many thousands of skilled workmen and workwomen in all the varied industries that must be developed in States so favored by nature will be called for, with such opportunities for honorable success in life as have never been offered to tho masses of their people before. The youth of this State are not inferior in any of the natural gifts that make the trained worker, the inventor, the super¬ visor of industries, the leader of those great industrial combinations* that have built up ihc civilization of tho foremost States of the Union. Will the Commonwealth of West Virginia let slip the present opportunity to give to the present generation of her children and youth that training of the hand and development of executive faculty, without which the culture of the mind and even the development of right living may yet leave a people unfitted to face the opening opportunities and stern demands of the day and hour? If twenty years hence, perhaps earlier than that, this call finds no large response from the native youth of the State, the inevitable result will be that they will ho crowded out of their own heritage; pushed onward toward the setting sun, to fill some gap of border civilization, and repeat the hard life of the fathers and mothers in settling another new country; while the young men and women of liberal commonwealths will come in and reap the harvest. It is not a year too early for the people of this Commonwealth to consider this matter. For whatever statesmen, not to say politicians, may affirm, this simple enterprise of developing the industrial faculty of a generation is a hundredfold more important to tho future destiny of an American State than the solution of the vexed problems that now agitate the American Congress and divide the great j>olitical par¬ ties into hostile armies, contending for the administration cf the Government. For there is nothing that a generation of well-schooled, industrially trained American young men and women can not do in the line of tho development of agriculture, man¬ ufactures, and commerce, even in the face of the disabilities of natural environment, the hindrance to prosperity from false economic ideas, and foolish legislation against the eternal laws of national development. Every considerable city in West Virginia should at once make haste to establish an industrial department in connection with its public schools, in which, at least, all who are disposed may have the opportunity to prepare for success in life. And here is the opportunity for the prosperous men of all these communities, whose wealth has been amassed through the industrial developments of the past thirty years, to aid in the foundation and support of such an annex to the common schools. Almost every considerable city in the leading States of the Union now has a founda¬ tion of this sort, which offers to the ambitious youth of either sex the opportunity to prepare for what is before them. Only by this broad development of public industrial training shall we be able to lift our operative and mechanical classes out of the rut of that narrow policy, inaugurated by the labor union, which seeks to close up the avenues to the apx>renticeship of trades, and amounts, x>ractically, to shutting the American youth outside the opportunity to earn his bread by the train¬ ing of the brain as well as by the sweat of the brow. It will be wise if the intelli¬ gent farmers of the State close round the agricultural and mechanical department of the State University, and insist that every inducement and opportunity shall be given in connection with it for tho training of the skilled captains cf the soil, tho commanders of manufacturing and engineering industries, and especially, that WEST VIRGINIA. 1703 tlic cultivated young women of the State shall avail themselves of the extraordinary opportunities now oifered there for instruction in gardening, fruit culture, and all that makes the country home the paradise of which we read in the poets, hut which in reality it so rarely is. For a generation or more, West Virginia will hold the educational and industrial leadership of this great mountain land at the center of this old Republic. Here is to be witnessed, in the near future, a repetition of the rapid growth on the far West¬ ern border, with no danger of the fearful reaction and collapse which now threatens vast regions of that inhospitable country. An intelligent comprehension of the sit¬ uation and a resolute effort at making herself, not only the foremost in the school¬ ing, but a pioneer in the trained industrial educational movement of the time, will not only build up the Commonwealth at home, but render, perhaps, the best service now possible to the Republic. For, surely, nothing can more certainly make for the future welfare of the new Republic than this strengthening of the old East and the original Northwest, from the Atlantic to the Mississippi, by building up at their center this magnificent mountain realm, in which is now garnered up the future pros¬ perity of half a dozen States. Here, with the judicious support of the wealth of the great Commonwealths; the concentration of their educational, religious, social, and skilled industrial forces, may be wrought out among these mountains and val¬ leys a civilization that will attract a new tide of immigration from every section of the Union, and mightily strengthen those great conservative agencies on which we now rely for the salvation of the nation. Surely, the call of Providence was never more distinctly heard than to-day, to the people of this most interesting of the new States of the Union — that the splendid inauguration of the Commonwealth, a genera¬ tion ago, shall become a prophecy of a larger and nobler life through centuries to come. CHAPTER IX. BEPOET ON EDUCATIONAL AFFAIES IN ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington , D. C., June SO, 1893. 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, 1893 : In the summer of 1890, in accordance with your instructions, I visited northern Alaska and established schools for the Arctic Eskimo at Cape Prince of Wales, Point Hope, and Point Barrow. Through the courtesy of the Secretary of the Treasury and of Capt. L. G. Shepard, chief of the Revenue Marine Division of the Treasury Depart¬ ment, I was permitted to accompany the U. S. revenue marine steamer Bear, Capt. M. A. Healy, commanding, on her annual cruise in Bering Sea and the Arctic Ocean. In addition to conveying me to the points designated, Captain Healy was under instructions from the Secretary of the Treasury to visit the coast of Siberia and distribute presents to the Koraks around Cape Navarin in return for shelter and food furnished shipwrecked American whalers. He was also under commission from Superintendent Porter, of the Census Office, to take a census of the native popu¬ lation along the Arctic coast of Alaska and the islands of Bering Sea, which popula¬ tion could not be reached by the usual enumerators. The trip to Siberia enabled me to make a cruise of 700 miles along that little- known coast, and study somewhat the character of the native population under conditions corresponding with those under which life must be maintained in Alaska. I found them to be a hardy, active, and well-fed people, owning tens of thousands of head of domestic reindeer. The taking of the census of Arctic Alaska furnished me even more extensive facil¬ ities for studying the condition of the Eskimo of Alaska. I found them, like their neighbors on the Siberian side, to be a hardy and active people, but because they had never been instructed to depend upon the raising of reindeer as a support, unlike the Siberians, they were on the verge of starvation. The whale and walrus that formerly had constituted the principal portion of their food have been destroyed or driven off by the whalers, and the wild reindeer that once abouhded in their country have been killed off by the introduction of breech-loading firearms. The thorough canvass of the native population for enumeration, necessitating a landing wherever even one or two tents were seen on the beach, furnished unusual opportunities for observing the educational needs of that people and learning the great difficulties under which schools will have to be carried on. Upon my return to Washington I had the honor on November 12 to address you a preliminary report of the season’s work, emphasizing the destitute condition' of the Alaskan Eskimo. On the 5th of December this report was transmitted by you to the Secretary of the Interior for his information and on the 15th transmitted" to the Senate by Hon. George Chandler, Acting Secretary of the Interior. On the following day it was referred by the Senate to the Committee on Education and Labor. On the 19th of December, Hon. Louis E. McComas, of Maryland, introduced into the House of Representatives a joint resolution (H. R. No. 258) providing that the act of Congress approved March 2, 1887, “An act to establish agricultural experiment stations in connection with the colleges established in the several States under the provisions of an act approved July 2, 1862, and of the acts supplementary thereto” and an act approved August 30, 1890, entitled “An act to apply a portion of the pro¬ ceeds of the public lands to the more complete endowment and support of the colleges for the benefit of agriculture and the mechanic arts, established under the provisions of an act of Congress approved July 2, 1862,” should be extended by the Secretary of the Interior over Alaska, with the expectation that the purchase, improvement, and management of domestic reindeer should be made a part of the industrial education of the proposed college. 1705 1706 EDUCATION REPORT, 1892-93. The resolution was referred to the Committee oil Education, and on the 9th of Jan¬ uary, 1891, reported back to the House of Eepresentatives for passage. (See Appen¬ dix A.) It was, however, so near the close of the short term of Congress that the resolu¬ tion was not reached. When it became apparent that it would not be reached in the usual way, the Hon. Henry M. Teller, on the 26th of February, moved an amendment to the "bill (H. E. No. 13462) making appropriations for sundry civil expenses of the Government for the year ending June 30, 1892, appropriating $15,000 for the introduction of domestic reindeer into Alaska, which was carried. The appropriation failed to receive the concurrence of the conference committee of the House of Eepresentatives. Upon the failure of the Fifty-first Congress to take action, and deprecating the delay of twelve months before another attempt could be made, with your approval, I made an appeal in the Mail and Express of New York City, the Boston Transcript, the Philadelphia Ledger, the Chicago Inter Ocean, and the Washington Star, as well as in a number of the leading religious newspapers of the country, for contributions to this 'object. The response was prompt and generous; $2,146 were received. (Appendix B.) As the season had arrived for the usual visit of inspection and supervision of the schools in Alaska, you were kind enough to direct that in addition to my regular work for the schools I should continue in charge of the work of transplanting domes¬ ticated reindeer from Siberia to Alaska. As the natives of Siberia, who own the reindeer, know nothing of the use of money, an assortment of goods for the purpose of barter for the reindeer was procured from the funds so generously contributed by benevolent people in answer to the appeal through the newspapers." The Honorable Secretary of the Treasury issued instructions to Captain Healy to furnish me every possible facility for the purchase and transportation of reindeer from Siberia to Alaska. The Honorable Secretary of State secured from the Eussian Gov¬ ernment instructions to their officers on the Siberian coast also to render what assist¬ ance they could, and on May 25, 1892, I again took passage on the revenue-cutter Bear, Captain Healy in command, for the coast of Siberia. The proposition to introduce domesticated reindeer into Alaska had excited wide¬ spread and general interest. In the public discussions which arose with regard to the scheme a sentiment was found in some circles that it was impracticable; that on account of the superstitions of the natives they would be unwilling to sell their stock alive; further, that the nature of the reindeer was such that he would not bear ship transportation, and also that even if they could be purchased and safely transported the native dogs on the Alaskan coast would destroy or the natives kill them for food. This feeling, which was held by many intelligent white men (Appendix C), was asserted so strongly and positively that it was thought best the first season to make haste slowly, and instead of purchasing a large number of rein¬ deer to' possibly die on shipboard, or perhaps to be destroyed by the Alaskan dogs (thus at the very outset prejudicing the scheme), it was deemed wiser and safer to buy only a few. Therefore, in the time available from other educational duties during the season of 1891, it seemed important that I should again carefully review the ground and secure all possible additional information with regard to the reindeer, and, while delaying the actual establishment of a herd until another season, that I should determine the correctness of the objections that the natives would not sell and the deer would not bear transportation by actually purchasing and transporting them. The work was so new and untried that many things could only be found out by actual experience. First. The wild deermen of Siberia are a very superstitious people, and need to bo approached with great wisdom and tact. Upon one occasion, when Captain Healy purchased a few reindeer for food, the following ceremonies were observed: When getting ready to lasso the deer the own¬ er’s family seated themselves in a circle on the ground, where probably some rites connected with their superstitions were observed. Upon attempting to apx>roach the circle, I was motioned away. After a short time the men went out and lassoed a selected animal, which was led to one side of the herd. The man that was leading him stationed himself directly in front of the animal and held him firmly by the two horns. Another with a butcher knife stood at the side of the deer. An old man, probably the owner, went off to the eastward, and placing his back to the setting sun seemed engaged in prayer, upon the conclusion of which he turned around and faced the deer. This was the signal for knifing the animal. With apparently no effort, the knife was pushed to the heart and withdrawn. The animal seemed to suffer no pain, and in a few seconds sank to his knees and rolled over on his side. While this was taking place the old man before mentioned stood erect and motion¬ less, with his hand over his eyes. When the deer was dead he approached, and taking a handful of hair and blood from the wound, impressively threw it to the EDUCATIONAL AFFAIRS IN ALASKA. 1707 eastward. This was repeated a second time. Upon the killing of the second animal, the wife of the owner cast the hair and blood to the eastward. Since then I have often observed the man who was selling a deer pluck some hair from the deer and put it in his pocket or throw it to the winds for good luck. If a man should sell us deer, and the following winter an epidemic break out in his herd, or sonm calamity befall his family, the Shamans would make him believe that his bad luck was all due to the sale of the deer. Second. The Siberian deermen are a nonprogressive people. They have lived for ages outside of the activities and progress of the world. As the fathers did, so continue to do their children. Now, they have never before been asked to sell their deer; it is a new thing to them, and they do not know what to make of it. They were suspicious of our designs. And in reference to this state of mind I have found that being on a Government vessel has been of great assistance. It impresses the natives with confidence that they will be treated honorably and justly. This moral effect was so great that we secured results that otherwise could not have been obtained so easily. Then, Captain Healy, commander of the Bear , is well known for thousands of miles on both sides of t-lie coast, and the natives have confidence in him. With a stranger in command I am confident that but little would have been accomplished in the summer of 1891. Purchasing reindeer in Siberia is very different from going to Texas and buying a herd of cattle. In Texas such a sale could be consummated in a few minutes or hours. But in Siberia it takes both time and patience. LTpcm the anchoring of the ship in the vicinity of a settlement the natives Hock aboard, bringing skins and furs to exchange for fi our, cotton cloth, powder, lead, etc. Once aboard they expect to be fed by the captain, and bucket after bucket of hard bread is distributed among them. They know perfectly well that we are after rein¬ deer, but nothing is said about it. They have to be feasted first. They are never in a hurry and therefore do not see why we should be. After a little small presents are judiciously given to the wife or child of a leading man, and when everyone is in good humor a few of the leaden* are taken into the pilot house and the main subject is opened. After much discussion and talking all around the subject, one man is ready to sell twenty and another perhaps only two. After all is arranged the leading men send their servants off after the deer, which may be in the vicinity or four or five days’ journey away. Sometimes these delays consume a week or more at a place. Another difficulty arises from the fact that they can not understand what we want of the reindeer. They have no knowledge of such a motive as doing good to others without pay. As a rule the men with the largest herds, who can best afford to sell, are inland and difficult to reach. Then business selfishness comes in. The introduction of the reindeer on the Ameri¬ can side may to some extent injuriously afiect their trade in deer skins. From time immemorial they have been accustomed to take their skins to Alaska and exchange them for oil. To establish herds in Alaska will, they fear, ruin this business. Another difficulty experienced was the impossibility of securing a competent interpreter. A few of the natives of the Siberian coast have spent one or more seasons on a whaler, and thus picked up a very little English. And upon this class we have been dependent in the past. It is very desirable that a native young man should he secured and trained as an interpreter who could be employed regularly, year after year. However, notwithstanding all these difficulties and delays. Captain Healy with the Bear coasted from 1,200 to i,500 miles, calling at the various villages and holding conferences with the leading reindeer owners on the Siberian coast. Arrangements were made for the purchase of animals the following season. Then, to answer the question whether reindeer could be purchased and transported alive, sixteen were purchased, kept on shipboard for some three weeks, passing through a gale so severe that the ship had to “lie to,” and finally landed ia good condition at Amaknak Island, in the harbor of Unalaska, having had a sea voyage of over 1,000 miles. Thus the results of investigations for 1881 were : First. The cultivation of the good will ot the Siberians. Second. The actual purchase of sixteen head of reindeer. Third. That reindeer can be transported with the same facility as other domestic cattle; they being safely loaded, kept on shipboard for three weeks, and landed in good condition 1,000 miles away. Upon my return to Washington in the fall of 1891 the question was again urged upon the attention of Congress, and on the 17th of December, 1891, the Hon. H. M. Teller introduced a bill (S. 1109) appropriating $15,000, to be expended under the direction of the Secretary of the Interior, for the purpose of introducing and main- 1708 EDUCATION REPORT, 1892-93. taining in the Territory of Alaska reindeer for domestic purposes. This hill was referred to the Committee on Agriculture and Forestry, Hon. Algernon S. Paddock chairman. The committee took favorable action and the bill was passed by the Sen¬ ate on May 23, 1892. On the following day it was reported to the House of Repre¬ sentatives and referred to the Committee on Appropriations. A similar bill (H. R. 7764) was introduced into the House of Representatives by Hon. A. C. Durborow and referred to the Committee on Agriculture. On April 15 Hon. S. B. Alexander, of North Carolina, reported the bill to the House of Representatives with the approval of the Committee of Agriculture. (Appendix D.) The bill was placed on the Calendar. On the 2d day of May, 1892, I started for my third summer’s work on the coast of Siberia and Arctic Alaska in the U. S. S. Bear, Capt. M. A. Healy commanding. In accordance with your instructions, all the time that could be spared from the schools was given to the establishment of the experimental reindeer station. Upon reaching Unalaska, May 22, I was much encouraged to learn that the rein¬ deer left last fall on Amaknak and Unalaska Islands had wintered successfully and were in good condition, with an increase of two. We reached Cape Navarin, Siberia, on the 6th of June, and proceeding north called at various points on the coast. Our progress was greatly hindered by heavy fields of ice. The good ship had two anchors ground up and one of the blades of the pro¬ peller broken off by the ice. Upon several occasions we were so surrounded that the propeller was stopped and the ship moored to the ice. A less staunch vessel would have been unable to stand the strain. However, during the season five trips were made to Siberia and 175 reindeer purchased, brought over, and landed at the head of Point Clarence, which being the nearest good harbor to Asia on the American side, and a central point for the distribution of deer, I had selected, June 29, as the location of the first reindeer station. The first installment of deer, numbering 53, was landed at the new station at 6 o’clock on the morning of the 4th of July. Mr. Miner W. Bruce, of Nebraska, was appointed superintendent of the station and herd, with Mr. Bruce Gibson, of California, as his assistant. (Appendix H.) Upon the establishment of the experimental reindeer herd at Port Clarence it became important to gain information concerning the surrounding country. To secure full and reliable information with reference to pasturage in the vicinity of Bering Straits I had the previous season employed Mr. W. T. Lopp, teacher at Cape Prince of Wales, to make two trips northward along the coast in midwinter (1891-92), when the moss might be expected to be covered with ice and snow (see Appendix E), and in the fall of 1892 sent Mr. Bruce Gibson, assistant superintendent of the reindeer station, with a party of natives, to the northward of Port Clarence (see Appendix F), and a few weeks later Mr. Miner W. Bruce, superintendent of the station. (See Appendix G.) These several reconnaissances proved both the abundance of moss and its accessi¬ bility for winter pasturage to the new station. A comfortable house, 20 by 60 feet, was erected as a residence for the superintend¬ ent and his assistant, and also for the storing of the annual supply of provisions and barter goods. Close to the main house two comfortable- dugouts were built for the use of the herders. Four Siberians, well acquainted with the management of reindeer, were brought over and placed in charge of the herd. With the Siberians were placed a few young men from the Alaskan Eskimo, who are expected to learn the manage¬ ment and care of the herd. The present expectation is to increase the number of Alaskan boys, who shall become apprentices to the herders, and when they have sufficiently learned the business and proved their capability to take care of reindeer, a small herd will be given each one as his start in life. As from year to year the number of such young men is increased and a number of the natives become herders, the herds will naturally become more and more distributed throughout the country until eventually the whole northern region shall be covered with them, as the simi¬ lar regions of Siberia and Lapland are now covered. (Appendix J.) With the accomplishment of this result several important objects will be attained. PERMANENT FOOD SUPPLY. In the first place, the population, which is now upon the verge of starvation, will be furnished with a permanent, regular, and abundant supply of food. As has already been stated the native supply of food in that region has been destroyed by the industries of the white men. (Appendix K.) The whale and walrus that once teemed in their waters and furnished over half their food supply, have been killed or driven off by the persistent hunting of the whalers. The wild reindeer (caribou) and fur-bearing animals of the land, which also furnished them food and clothing, are largely being destroyed by the deadly breech-loading firearm. It will be impos* EDUCATIONAL AFFAIRS IN ALASKA. 1709 Bible to restock their waters with whale and walrus in the same way that we restock rivers with a fresh supply of hsli. But what we can not do in the way of giving them their former food, we can, through the introduction of the domestic reindeer, provide a new food supply. Upon our return southward from the Arctic Ocean in the fall of 1891, Captain Healy providentially called at the village on King Island, where we found the popu¬ lation starving. The appeal for food was so pressing that the captain detailed a lieu¬ tenant to make a thorough examination of the village, and invited me to accompany him. In a few houses we found that the families in their great distress had killed their sled-dogs to keep themselves from starving. In the larger number of families they were making a broth of seaweed, their only food supply. In all human proba¬ bility, if the ship had not learned their condition, the following summer not a man, woman, or child would have been left alive to tell the story. A few years ago the same thing happened to three large villages on the Island of St. Lawrence, and when, the following season, the revenue cutter called at the village, the xmtrefying corpses of the population were found everywhere — on the bed platforms, on the floors, in the doorways, and along the paths, wherever death overtook them. At King Island, having ascertained the condition of things, a purse was made up from the officers and a few others on board the ship, and the captain steamed some 200 miles to the nearest trading post, and purchased all the provisions that could be obtained, which were taken back to the starving village. This supply sustained the population alive until seal and walrus came some months later around the village. The movement of the seal and walrus, since their numbers have become greatly diminished, is so uncertain that, while a village may have plenty to eat one season they will be on the verge of starvation another. Siberian deennen brought to Alaska with the first herd. [From a photo, by Dr. S. J. Call. Published by permission of the Californian.] In the winter of 1890-91 there was a sufficiency of food at Point Hope. In the winter of 1891-92 the same population had to leave their village and make their way, in some instances hundreds of miles, to other villages to keep from starving. In 1891 one of the teachers on the Kuskokwim River wrote me that the inhabitants of that valley had had but little opportunity during the summer of 1890 to provide a sufficient food supply of fish, that consequently starvation faced them all winter, and that it was with great difficulty that they survived until the fish returned the following season. A teacher on the Yukon River reported this past summer that some of the natives to the north of him had starved to death. This same scarcity ot food exists across the entire northern portion of North America, so that now, under the auspices of the Church of England, subscriptions have been opened in London for a famine fund out of which to send relief to the starving Eskimo of Arctic British America. This condition of things will go on, increasing in severity from year to year, until the food supply of the seas and of the land is entirely gone, and then there is nothing left but the extermination of the native population. The general introduction of the domestic reindeer alone will change this entire condi¬ tion of things, and furnish as reliable supply of food to that people as the herds of cattle in Texas and Wyoming do to their owners, or the herds of sheep in New Mexico and Arizona. The reindeer is the animal which God's providence seems to have provided for those northern regions, being food, clothing, house, furniture, imple¬ ments, and transportation to the people. Its milk and flesh furnish food. Its mar- 1710 EDUCATION REPORT, 1892-93. row, tongue, and hams are considered choice delicacies. Its blood, raised with the contents of its stomach, forms a favorite native dish. Its intestines are cleaned, filled with tallow, and eaten as sausage. Its shin is made into clothes, bedding, tent covers, reindeer harness, ropes, cords, and fish lines. The hard shin of the fore legs makes an excellent covering for snowshoes. Its sinews are made into a strong and lasting thread. Its bones are soaked in seal oil and burned for fuel. Its horns are made into various kinds of household implements, into weapons for hunting, fishing, or war, and in the manufacture of sleds. Then the living animal is trained for riding and dragging of sleds. The general introduction of such an animal into that region will arrest the present starvation and restock that vast country with a permanent food supply. It will revive hope in the hearts of a sturdy race that is now rapidly passing away. Surely, the country that sends shiploads of grain to starving Russians, that has never turned a deaf ear to the call of distress in any section of the globe, will not begrudge a few thousand dollars for the purchase and introduction of this Siberian reindeer, and the rescue of thousands of people from starvation. REPEOPLING THE COUNTRY. In the second, place, the introduction of domestic reindeer into Alaska will not only thus arrest the present starvation, but will assist in increasing the population. With a more generous food supply this papulation will commence to increase in numbers. Occupying a region whose climatic conditions are so rigorous that but few white men will ever be willing to make their permanent home in it, it is important, if we would save it from being an unpeopled waste and howling wilderness, that we build up the people who through generations have become acclimated and who are as fervently attached to their bleak and storm-swept plains as the people of tem¬ perate and torrid zones to their lands of comfort and abundance. They are a race worth saving. I find that public opinion, gained perhaps by a more familiar knowledge of the Eskimo of Greenland and Labrador, conceives of the Alaska Eskimos as of the same small type. But this is not true. In the extreme north, at Point Barrow, and along the coast of Bering Sea they are of medium size. At Point Barrow the average height of the males is 5 feet 3 inches and average weight 153 pounds; of the women, 4 feet 11 inches and weight 135. On the Kushagak River the average weight of the men is from 150 to 167 pounds. From Cape Prince of Wales to Icy Cape and on the great inland rivers emptying into the Arctic Ocean, they are a large race, many of them being 6 feet and over in height. At Kotzebue Sound I have met a number of men and women 6 feet tall. Physically they are very strong, with great powers of endurance. When on a jour¬ ney, if food is scarce, they will travel 30 to 40 miles without breaking their fast. Lieutenant Cantwell, in his explorations of the Kowak River, makes record that upon one occasion when he wanted a heavy stone for an anchor a woman went out and alone loaded into her birch-bark canoe and brought him a stone that would Aveigh 800 pounds. It took two strong men to lift it out of the canoe. Another explorer speaks of a woman carrying off on her shoulder a box of lead weighing 280 pounds. This summer, in erecting the school buildings in the Arctic, there being no drays or horses in that country, all the timbers, lumber, hardware, etc., had to be carried from the beach to the site of the house on the shoulders of the people. They pride themselves on their ability to outjump or outrun any of our raee who have competed with them. They can lift a heavier weight, throw a heavy weight farther, and endure more than we. They are a strong, vigorous race, fitted for peopling and subduing the frozen regions of their home. Arctic and subarctic Alaska cover an empire in extent equal to England, Scotland, France, and Germany. With the covering of those vast plains with herds of domes¬ ticated reindeer it will be possible to support in comparative comfort a population of 100,000 people where now 20,000 people have a precarious support. To bring this about is worthy the fostering care of the General Government. CIVILIZATION OF THE ESKIMOS. Thirdly, the introduction of domestic reindeer is the commencement of the eleva¬ tion of this race from barbarism to civilization. A change from the condition of hunters to that of herders is a long step upward in the scale of civilization, teach¬ ing them to provide for the future by new methods. Probably no greater returns can he found in this country from the expenditure of the same amount of money than in lifting up this native race out of barbarism by the introduction of reindeer and education. ARCTIC TRANSPORTATION. Fourthly, the introduction of the domestic reindeer will solve the question of arctic transportation. (Appendix L.) The present transportation of that region is by dog sleds. One load of supplies for the trader or traveler requires a second load EDUCATIONAL AFFAIRS IN ALASKA. 1711 of food for the two teams of dogs, and they make hut short distances per day. This difficulty of transportation has been one great drawback to the development of the country. It has interfered with the plans of the fur trader; it has interfered with Government exploration. Only three years ago, when the United States Coast and Geodetic Survey sent two parties to determine the international boundary between Alaska and British America, the small steamer that was conveying the supplies up the Yukon River was wrecked, and it was with the utmost difficulty that the sur¬ veying parties were kept from starvation, because of the difficulty of sending suffi¬ cient food 2,000 miles along that great valley by dog sleds. If reindeer had been introduced into the country there would have been no such difficulty in furnishing food. Bills have been before Congress for several years proposing to establish a military post in the Yukon Valley. If such a post is established it is not at all improbable that a combination of circumstances may arise some winter by which the forces that shall be stationed there will be reduced to starvation, unless reindeer transportation shall have become so systematized that food can readily be sent in from other regions. The same is true writh reference to the Government officials whom it may be found necessary to station in that region. The same is true of the forty or more missionaries and their families that are now scattered through that vast region ; also, of the teachers and their families whom the Government has sent into that country. These are now separated from all communication with the outside world, receiving their mail but once a year. With reindeer transportation they could have a monthly mail. During the past three years the whalers have been extending their voyages east of Point Barrow to the mouth of the Mackenzie River, and wintering at Herschel Island. To the owners of this property it would be worth tens of thousands of dollars if they could hear from their vessels in the winter, before new supplies and additional vessels are sent out in the spring. But this can not now be done. Last winter letters were sent out from the field, overland, by Indian runners that, ascended the Macken¬ zie, crossed over to the Porcupine, and descended the Porcupine and Yukon rivers down to St. Michael, on the coast. It was ten months before those letters reached their destination. It was a great satisfaction to the owners to hear of the welfare of their ships and crews, hut the news was too late for business purposes. Millions of dollars’ worth of property and thousands of lives are involved in the whaling business. With the introduction of domestic reindeer into that region it will he both feasible and perfectly practicable to establish a reindeer express during the winter from the Arctic coast down to the North Pacific coast of Alaska. The southern coast of Alaska on the Pacific Ocean never freezes, and is accessible all the year round to vessels from San Francisco or Puget Sound. A reindeer express across Alaska, from the Arctic to the Pacific Ocean, would have a corresponding commercial value to that section as the telegraph between New York and London to theirs. It would enable the owners of the whaling fleet to avail themselves of the latest commercial news and keep a more perfect control over their business. COMMERCIAL VALUE. In the sixth place, the introduction of domesticated reindeer will add a new industry to that country, which will go to swell the aggregate of national wealth. Lapland sends to market about 22,000 head of reindeer a year, the surplus cf her herds. Through Norway and Sweden smoked reindeer meat and smoked reindeer tongues are everywhere found for sale in their markets, the hams being worth 10 cents a pound and the tongues 10 cents apiece. There are wealthy merchants in Stockholm whose specialty and entire trade is in these Lapland products. The reindeer skins are marketed all over Europe, being worth in their raw condition from $1.50 to $1.75 apiece. The tanned skins (soft, with a beautiful yellow color) fir^J a ready sale in Sweden, at irom $2 to $2.75 each. Reindeer skins are used for gloves, military riding trousers, and the binding of hooks. Reindeer hair is in great demand for the filling of life-saving apparatuses, buoys, etc., and from tlio reindeer horns is made the best existing glue. One great article, smoked reindeer tongues, and tanned skins are among the principal products of the great annual fair at Nizhnee Novgorod, Russia. In Lapland there are about 400,000 head of reindeer, sustaining in comfort some 26,000 people. There is no reason, considering the greater area of the country and the abundance of reindeer moss, why arctic and subarctic Alaska should not sustain a population of 100,000 people with 2,000,000 head of reindeer. In Lapland the reindeer return a tax of $1 ahead to the Government, so that they yield an annual revenue to the Government of $400,000. With the destruction of the buffalo the material for cheap carriage and sleigh robes for common use is gone.- Bear and wolf skins are too expensive; but with the introduction of the reindeer their skins would to a certain extent take the place of the extinct buffalo. 1712 EDUCATION REPOET, 1892-93. The commercial importance of introducing domesticated reindeer in Alaska was so manifest that shrewd business men on the Pacific Coast at once appreciated the great possibilities involved, and hastened, through their chambers of commerce and boards of trade, to take action, urging their several delegations in Congress to do what they could to secure an appropriation of money for these purposes. (Appendix N.) Under favorable circumstances a swift reindeer can traverse 150 miles in a day. A speed of 100 miles per day is easily made. As a beast of burden it can draw a load of 300 pounds. The progress of exploration, settlement, development, government, civilization, education, humanity, and religion are all largely dependent in that region on rein¬ deer transportation. If there is any measure of public policy better established than another, or more frequently acted upon, it has been the earnest and unceasing efforts of Congress to encourage and aid in every way the improvement of stock, and the markets of the world have been searched for improved breeds. The same wise and liberal policy will make ample provision for the introduction of the reindeer, which, of all animals, is the most serviceable and indispensible to man in high northern latitudes. If it is sound public policy to sink artesian wells or create large water reservoirs for reclaiming large areas of valuable land otherwise worthless ; if it is the part of national wisdom to introduce large, permanent, and wealth-producing industries where none previously existed, then it is the part of national wisdom to cover that vast empire with herds of domestic reindeer — the only industry that can live and thrive in that region — and take a barbarian people, on the verge of starvation, lift them up to a comfortable Support and civilization, and turn them from consumers into producers of national wealth. It will be noticed that the sum asked from Congress is only $15,000. I hope that this will not be misunderstood and taken as a measure of the importance of the movement, for if the proposed results could not be obtained with any less sum an appropriation of hundreds of thousands of dollars would be both wise and econom¬ ical. But so small a sum is accepted on the ground of proceeding with extreme caution. It is the commencement of a great movement that will, if successful, extend its beneficial influences as long as the world stands. Therefore we move slowly and carefully at first, in order to secure that success. Commencing in a small way, the first outlay of money is not large. In 1891 the 16 reindeer purchased averaged $10.25 each. This last season the gen¬ eral average was brought down to $5 each. So far the purchase of the reindeer has been defrayed from the money contributed . by benevolent individuals. REVENUE-MARINE SERVICE. These gratifying results, however, could not have been attained without the hearty and active cooperation of the Eevenue-Marine Service. If this office had been required to charter a vessel for the transporting of the rein¬ deer nothing could have been done with the small sum at our disposal. But the Secretary of the Treasury directed that the revenue cutter Bear , in addi¬ tion to her regular duties of patrolling the Seal Islands and the coasts of Bering Sea and the Arctic Ocean, following the whaling fleet, and inspecting the refuge station at Point Barrow, should also give what time was possible to transporting the reindeer. To the captain, officers, and crew of the Bear is due much praise for the hard work done by them. Special thanks are due Capt. M. A. Healy for his earnestness and efficiency in doing his part of the work; also to Lieut. D. H. Jarvis, Surg. S. J. Call, and Assistant Engineer Falkenstein, who were in charge of much of the shore work of loading and unloading the deer. Appendix A. [House Report No. 3114, Eifty-first Congress, second session.] Mr. McComas, from the Committee on Education, submitted the following report (to accompany H. Kes. 258) : The Committee on Education reports favorably House joint resolution 258, with sundry amendments recommended by the committee. Congress has passed several acts encouraging the establishment of agricidtural schools and experiment stations in the different States and Territories. EDUCATIONAL AFFAIRS IN ALASKA. 1713 These several acts require the assent of the legislatures of the several States and Territories before their provisions become available ; but as Alaska has no legislature, it is the only Territory which is unable to avail itself of the benefits aud provisions of these .nets. This bill proposes to extend to Alaska the benefits and provisions of the agricul¬ tural acts through the Secretary of the Interior, in like manner to the other Terri¬ tories. The acts are recited in the preamble to the joint resolution. There has been very wide divergence of views with regard to the agricultural and horticultural capabilities of Alaska, or whether it has any agricultural capabilities at all. This bill would secure the establishment of an experimental station in southern Alaska, which has a temperate climate, and test the question of what can and what can not be raised to advantage. This would be of very great service, both to the natives, who, through the Gov¬ ernment schools, are coming into our civilization, and to the white settlers who may locate in that vast region, which embraces about 580,000 square miles. There are hundreds of thousands of square miles of area within the Arctic regions of Alaska that, there is no question, can never be adapted to ordinary agricultural pursuits, nor utilized for purposes of raising cattle, horses, or sheep ; but this large area is especially adapted for the support of reindeer. This bill will enable the Secretary of the Interior, through the Government indus¬ trial schools, to make the stock-raising of reindeer the great industrial feature of that region. This will utilize hundreds of thousands of square miles of territory, will build up a large and profitable industry, and, above all, will provide a comfortable support for the native population of" that region. This is the more important at the present time because the American whalers have practically destroyed and driven out the whale and the walrus from the waters adja¬ cent. to the coast of Alaska. The destruction of the whale and walrus has taken away three-fourths of the ordi¬ nary food supply of the Eskimo population, and that population to-day on the Arctie coast of Alaska i3 on the verge of starvation. The large canneries will soon take away the fish supply. The introduction of tame reindeer from Siberia into Alaska thus has a twofold importance : (1) As the establishment of a profitable industry. (2) As a relief of a starving people — a relief that will become more and more valua¬ ble as the years roll round; a relief that once established perpetuates itself. This project is wiser than to pauperize the people of Alaska. The revenue from that country warrants this attempt to make these people self- sustaining. The lease of the Seal Islands by the United States Treasury Department to the North American Commercial Company, on the basis of 100,000 skins, ought to yield a revenue of about $1,000,000 annually. Under the old lease the revenue was $317,500 annually. The extending to Alaska of the benefits of the agricultural bill approved August * 30, 1890, would give for the year ending June — 1890 . $15,000 1891 . 16, 000 1892 . 17, 000 Total . 48, 000 From the act establishing agricultural experiment stations approved July 2, 1SB2, the sum of $15,000. The joint resolution would therefore carry for the year ending June 30, 1892, $93,000, and for the following year, $33,000. The committee report, therefore, this joint resolution, with the following amend¬ ments and recommend that it pass : In line 4, page 2, after the word “to,” insert “give any assent required by either of said acts, and to.” In line 4, page 2, after the word “ benefits,” insert “and provisions.” In line 6, page 2, after “Territory,” insert “of Alaska.” In line 7, page 2, after the word “ acts,” add “in like manner as for any other Territory.” ED 93 - -108 1714 EDUCATION REPORT, 1892-93. Appendix B. — List of Contributions to the Reindeer Fund, 1891. 1891. May 15. Miss H, S. Benson, Philadelphia . . $200. 00 John N. Brown, Providence, R. I . . . . 200. 00 Jane N. Grew, Boston . . . . 30. 00 Mary P. Gardner, New York . „ . 10. 50 Sarah B. Reynolds, Kingston, N. Y . 10. 00 Mrs. H. B. Otis, Roxbury, Mass . 10.00 M. A. and S. H. Foster, Portsmouth, N. H . 10. 00 June 10. Boston Transcript, from various persons . 289.00 E. G. Read, Somerville, N. J . 10. 00 Effe Y. V. Knox, New York . 10. 00 Mrs. N. Williamson, Brunswick, N. J . 10.00 E. E. V., 140 Lanvale street, Baltimore, Md . . . 1.00 Helen B. French, Beloit, Wis . 10. 00 Mary Ellen Smith, Philadelphia, Pa . . . _ _ _ _ 10. 00 Judge E. R. Hoar, Concord, Maes . . . . . 10. 00 C. H. Barstow, Crow Agency, Mont . 15. 00 M. E. D., per Boston Transcript . 1. 00 A. F. Aliyn, Chelsea, Mass . 1. 00 R. P. Wain wright, Asheville, N. C . . . 10. 00 M. A.. Haven and Annie W. Davis, Portsmouth, N. FI . . 10. 00 Mary -Hemingway, Boston, Mass . . . 100. 00 The Mail and Exxiress . . . 500. 00 Mrs. William Thaw . . . 50. 00 Five children in one family, one reindeer each . 50. 00 Mrs. F. L. Achey . 20. 00 M. E.P . . . . . 50.00 The young ladies of Rye Seminary, Rye, N. Y . 50. 00 Mary L. Parsons . 20. 00 Y. P. S. C. E., Reformed Church, Mount Vernon . 13. 65 Three ladies of East Orange, N. J . 12. 00 G. K. Harroun. . 10.00 H. G. Ludlow . 10.00 Mrs. H. G. Ludlow . . . 10. 00 Mrs. R. C. Crane . 10.00 Mrs. Edwin G. Benedict . 10.00 Mrs. M.C. Cobb.... . 10.00 E. M. Chadwick . 10. 00 Augusta Moore . 10. 00 Rev. William T. Doubleday . . . . . . 10. 00 E. M. Fames . . . . 10. 00 Charles H. Wells . . . 10.00 A. R. Slingushard . . 10.00 James M. Ham . 10.00 Mrs. J arnes M. Ham . 10. 00 Mrs. Robert I. Brown. . 10. 00 William Rust . _ . . . 10. 00 Mrs. Levi S. Gates . '. . 10. 00 Bethlehem Chapel Mission School . 10. 00 Mrs. Richard L. Allen . ’ . . 10. 00 Miss M. I. Allen . 10.00 E. Holman . 10.00 C. and family, East Orange, N. J . 10. 00 J. Van Sant wood . . . 5. 00 James F. E. Little . 5. 00 Frederick W. Stoneback . 5.00 J. H. Charles . 5.00 Y. Thompson . 5.00 W.T. Bliss . 5. 00 Howard Wilson . . . 5. 00 G. H. Fleming.. . 5.00 W. S. Quigley . 5. 00 J. Lantz . 5. 00 From friends . . . . 2. 60 Mrs. L E. Hastings . 1.20 A. E. Barnes . . . . 1. 00 Amelia J. Burt . . . 1. 00 W. A, Deering . 5.00 EDUCATIONAL AFFAIRS IN ALASKA. 1715 Appendix B — Continued. 1891. June 10. L.F. Golding..... . $5.00 J. A. Hennessy . 5. 00 R. H. Stoddard . 5.00 William R. Worrall . 5. 00 H. W. Dourmett . 5.05 Betty Deming (a child) . . . 10. 00 John Deming (a child) . 10. 00 Anonymous . - . - . 10. 00 Little Lights Society . . - . 5. 00 Mrs. Edmund T. Lukens . . . 5. 00 W. S . - . 5.00 Cuttenden Hull, A . . 10. 00 Mrs. Clinton B. Fisk . - . 10. 00 W. U. A . 20. 00 Thomas Harrington . 10. 00 e . : . . . io.oo June 18. Mrs. DebhieH. Parker, Charlottesville, Ind . “ . 5.00 Gen. E. E. Whi fctlesey, Washington. D. C . 10. 00 1892. Feb. 1. Miss Mary Burroughs, Philadelphia, Pa . . . 5.00 11. A. D. Simpson, Ckristiansburg, Ya . 10. 00 Total . 2,116.00 Of the above amount, $1,158 was collected through the Mail and Express, of New York. Appendix C. — Tent Life in Siberia. By George Kennax. - [Published by George P. Putnam's Sons. 1870. Page 116.] Among the many superstitions of the Wandering Koraks and Chookchees one of the most noticeable is their reluctance to part with a living reindeer. You may pur¬ chase as many dead deer as you choose, up to 500, for about 70 cents apiece; hut a living deer they will not give to you for love nor money. You may offer them what they consider a fortune in tobacco, copper kettles, heads, and scarlet cloth for a single live reindeer, but they will persistently refuse to sell him. Yet, if you will allow them to kill the very same animal yon can have his carcass for one small string of common glass heads. It is useless to xrgue with them about this absurd superstition. You can get no reason for it or explanation of it, except that to sell a live reindeer would be “atkin” (had). As it was very necessary in the construction of our pro¬ posed telegraph line to have trained reindeer of our own we offered every conceivable inducement to the Koraks to part with one single deer; hut all our efforts were in vain. They could sell us 100 dead deer for 100 pounds of tobacco, hut 500 pounds would not tempt them to part with a single animal as long as the breath of life was in his body. During the two years and a half which wo spent in Siberia no one of our parties, so far as I know, ever succeeded in buying from the Koraks or Chook¬ chees a single living reindeer. Appendix D. — Domesticated Reindeer in Alaska. [House Heport Ho. 10D3, Fifty-second Congress, first session.] Mr. Alexander, from the Committee on Agriculture, submitted the following report : The Committee on Agriculture, to whom was referred the hill (H. R. 7761) to secure the introduction of domesticated reindeer into Alaska, report the same with a favor¬ able recommendation. This hill does not properly come within the jurisdiction of the Committee on Agriculture, hut should have been considered by the Committee on Appropriations. At the suggestion of the chairman of the Committee on Appro¬ priations the Committee on Agriculture, having heard the testimony of the mission¬ aries from Alaska, the Commissioner of Education, and others in regard to the merits of the hill, have considered it and recommend its passage. The testimony showed that there are no reindeer in Alaska ; that Alaska could sup¬ port many times enough reindeer to furnish the inhabitants with fond and clothing, 1716 EDUCATION REPORT, 1892-93. and that the reindeer skins are indispensable for clothing; that the whale and wal¬ rus, the principal supply of food, have been destroyed to such an extent as to cause much suffering for food; that dogs are used for transportation, and in many places the supply of food is becoming so scarce that the natives are compelled to eat their dogs, thus depriving them of the means of hauling their supplies; that for the development of the country the domesticated reindeer is absolutely indispensable; that the domesticated reindeer can make a speed of 19 miles an hour, and that a fair average rate of speed is 12 miles per hour; and this means of transportation is necessary to develop the gold fields of the interior, which can only be worked from two to two and one-half months a year; that the reindeer would be distributed at the Government schools, the native youths taught to herd and raise them, the in¬ crease to be given to worthy students and native teachers for services rendered ; that this will induce the natives to become herders, be self-supporting, and not a charge upon the Government; that the natives have no vessels that can transport the live reindeer from Siberia to Alaska ; that the vessel? from San Francisco to Alaska leave the 1st of May to the 1st of June, none later than the last date mentioned, and that if anything be done this year, it is absolutely necessary to get the appropriation in time to send the goods for the purchase of the reindeer by the revenue cutter that leaves San Fran disco the 1st of June. The description given by the missionaries and others of the country, the habits ot the natives, etc., was interesting. The distress caused by the continued failure of the food supply shows plainly that the natives will not be able to sustain themselves and will become a charge upon the Government. For these and other reasons the Committee on Agriculture urge the passage of this bill. Appendix E. — Mr. W. T. Lopp’s Reconnoissance Along the Coast North of Bering Straits. Cape Prince of Wales, Alaska, January 20 K 1S92. Dear Sir: According to your instructions, I have made two expeditions up the coast north of here, and submit you the following report : In November employed Eskimo, dogs, and sled and explored west shore of Louge Inlet or Lake, just north of Cape Prince of Wales, up to its head, where Grouse River empties into it. The mountains (see chart inclosed) were sloping and rolling, not sharp and rocky, and covered with moss. Portions of these hilis were covered with 3 to 5 inches of snow, but all the exposed portions were free from any snow. This inlet is about 30 miles long and has two outlets to the sea. Along the banks of Grouse River are acres of bushes (3 to 6 feet), hundreds of ptarmigan, and nice sized fish in the river. On December 27 started with boy, dogs, and sled for Ke-gik-tok. Had fine weather — short days — visited about 300 people. Some settlements had plenty of oil, seal meat, and fish, and others had little or none. All were very anxious to have deer intro¬ duced. Most of them seem to doubt that ownership would ever pass into their hands. They complain that they have to pay exorbitant prices to Cape Prince of Wales chiefs for deerskins. They reported moss very plentiful. At that time there was so little snow that it would be unnecessary to graze deer on the mountain side. I could, see that the smooth expanse of country from coast to mountain was covered with only 3 or 4 inches of soft snow, no crusts or ice. (Unlike last winter, there have been no thaws this winter, consequently no ice crust on snow.) These coast people live on seal meat, oil, fish, ptarmigan, and squirrel. They are not a trading people, have had little or no intercourse with ships; are honest, industrious, and healthy. Found a very prosperous settlement at Ke-gik-tok of 80 people. Asked me to bring the school up there, etc. I think several hundred deer could be grazed along the hills from Cape Prince of Wales to Ke-gik-tok. I am satisfied from what I have seen and heard that there are hundreds of acres of good grazing land extending from the coast back to rivers flowing into lakes back of Port Clarence and those flowing into Kotzebue Sound. Settlements are so distributed along the coast from Cape Prince of Wales to Kotze¬ bue Sound that deer men along the mountains could easily be supplied with seal oil and meat. And if inclosures are ever necessary there are plenty of bushes in small rivers to make them. I think these coast people are better situated and adapted for herding than any other Alaskan people. They are all superstitious and are great cowards after dark. Perhaps it will be necessary to have them stand watch at night in pairs until they become accustomed EDUCATIONAL AFFAIRS IN ALASKA. 1717 to the darkness. (One Eskimo never goes any place after dark if he can help it. He sees ghosts; hut is all right with a companion.) Hoping and trusting that we may sometime have occasion to make use of knowl¬ edge obtained on these two little expeditions, I am, Very truly yours, W. T. Lopp. Dr. Sheldon Jackson, Washington, I). C. Appendix F.— Recoxxoissance North of Port Clarence by Bruce Gibson. Reindeer Station, Port Clarence, Alaska, August 2, 1892. Sir : I respectfully submit herewith report of expedition made by Mr. Gibson into interior, north of station, for the purpose of ascertaining probable condition of grazing for reindeer during winter months — copied from his notes as follows : “I started on expedition July 27, leaving station at 12 o'clock noon; taking with me as guide Charley, as expert on pasturage Chief Herder Pungen, and five natives to pack tent and supplies. Traveled in a northwesterly direction, and for about 4 miles found good feed and several small lakes. I then changed my course to north for about three-quarters of a mile and found scarcely any feed, it being very rocky and barren ; I then went west again for 7 miles and camped at a river about 30 feet wide. The first quarter of a mile of this last course was very rocky, bowlders from 4 to 6 feet through being plentiful, the remainder of the distance being good feeding grounds. “ The next day started north and traveled in that direction for about 9 miles and# found good pasturage on east side most of the way, and wild flowers and berries* grew in places; the west side of river is barren and very perpendicular in several places. I then traveled to west, and for a short distance on a small river found some feed, but after traveling for 1 mile I retraced my steps and went to northeast for about 3 miles, when men began to complain of being tired and I ordered a halt for the night on a small stream running toward the east. To northeast I saw good indi¬ cations of feed. “The next morning I got an early start, taking with me the guide and herder and leaving the others behind to try and find a place to camp that night, having to go without fire the previous night and this morning. I crossed the small river and traveled north. For the first 2 miles there was but a small quantity of feed, having passed over some very rocky ground. The next 3^ miles there is good pasturage, being plenty of grass and considerable moss. I crossed two small streams in this course. Traveled east to get around some large hills; at about one-half mile came to a large mound of slaty rock — mound about 30 feet high and 150 feet across. For 1 mile east found good pasture ; crossed a small stream running southeast ; changed to north and for 1 mile found good grazing ground; halted at a large cluster of rock for lunch and shelter from rain^ found a white surface on one of the rocks, and I made the following inscription : ‘ £ ‘ B. Gibson, July 29, 1892, 12 m., from Reindeer station.’ Resumed march to north and for 2 miles found good pasturage; crossed a small stream running to south. About 1 mile south is a lake. Changed course to east for 3 miles ; crossed one stream and found good feed in abundance. The land was of a rocky nature. Started to return to camp and traveled southwest for 7 miles to where I gave orders for camp to be located, but found they had gone farther east. I crossed over good feeding ground of a boggy nature, similar to that surrounding station. The herder said it was the best seen since starting on expedition ; it was mostly lowland and some low rock hills. I found the camp 2 miles east of where I expected it to be. “ The fourth day I started east and traveled for 4 miles over low hills, the surface being of a broken nature and containing abundance of feed; coming to high hills, changed course to southeast for 21 miles, finding fair pasturage and ground slightly rocky. Sent packers on to river to find suitable camping grounds for night. I trav¬ eled 5 miles to northeast, finding good pasturage of a boggy nature; crossed one small stream. Changed to southeast 1 mile and south 1 mile, finding good pasturage on low hills; changed to southwest over low, hilly, and rocky land, in some places slightly boggy; the feed on this last course was abundant and of a good quality. “ Fifth dag. — It stormed hard last night and blew the tent down about 3 o’clock. I broke camp about 7 o’clock and started for the station, taking a southwest course. Alter traveling for about 5 miles I crossed a small stream running very rapidly toward the northeast. The land was low hills and furnished abundance of feed. I traveled 2 miles farther in the same direction and crossed a large stream with swift current and running northeast; the feed and land the same as passed earlier 1718 EDUCATION REPORT, 1892-93. in the clay. Continuing in same direction, hut a little more to west for 4 miles, I traveled over low hills; good pasturage and plenty of moss. I crossed large hill to north of station ; found it barren and very high and rocky. It is about 1 mile from bottom of hill to open land, and from there on to station is good grazing land. I arrived at station at 4.15 in the afternoon. It had stormed hard from the time I left until my return, raining and blowing hard. “In closing, I will say the herder told me the ground passed over was very good and equaled and in places excelled the pasturage in Siberia. He further stated that the pasturage surrounding station was sufficient for a year, providing that in the winter there was not over 1 foot of snow nor over LJ inches of icy crust on top. If the ice comes first and the snow later, it is impossible for the deer to dig out the feed. “I noticed in my travels that the feed was on low hills and lowlands, the high hills being barren. “The guide, Charley, said that for a long distance into the interior the lowlands were the same as passed over, thus showing that, should it be necessary to go to the interior this winter, there will surely bo plenty of feed for the reindeer.” Very respectfully. Miner W. Bruce, Teacher. Rev. Sheldon Jackson, General Agent of Education in Alaska. Appendix G. — Reconnoissance East of Port Clarence, by Miner AY. Bruce. Reindeer Station, Port Clarence. Alaska. August 19, 1892. Sir : In your letter of instructions for the government of this station, dated July 4, ultimo, you suggest, among other things, that two expeditions be sent out for the purpose of ascertaining the prospects for winter grazing for the reindeer should the country in this immediate vicinity become covered with ice or deep snow, thus pre¬ venting the deer from pawing through it for food. One route designated by you was to the north for the station, in the direction of Kotzebue Sound; and in accordance with your instructions Mr. Gibson, on the 27th ultimo, made a, trip in that direction, lasting four days and a halt!, the result of which I communicated to you officially on the 2d day of the present month. On the 3d instant I started on a trip to the northeast with an comeak and seven natives, expecting, if my health permitted, to be gone ten days or two weeks. Our route lay through Grantley Harbor into Iinnrock Lake, and having a fair wind we made a splendid day’s sail, taking us about halfway through the lake, and camping the first night on the west side. I wish especially to call your attention to the route from Grantley Harbor into Imnreck Lake, as it affords, in the event of severe storms, unusual shelter for the deer. A narrow passage, probably 6 miles in length, connects these two beautiful bodies of water, and as it winds its zigzag course along the liue of bluffs on each side, which commence immediately on leaving Grantley Harbor, is unbroken until Imn- rock Lake is reached. The passage seems to be of nearly an uniform width, and will not exceed, at its widest part, one-quarter of a mile. The bluffs on both sides are about 200 feet high, and there appears to be water sufficient to float an ocean vessel. At several places along the route I left the oomeak, and with the Siberian herder went to the top of the bluff and found the country to the north a gently undulating table-land, and with my glasses I could see that for several miles this character of country did not seem to change. On the south side the same aspect of country appeared, but f or 5 miles to the south the country became more broken, and took in what appeared to be low moun¬ tains. The whole surface of the country on both sides was covered with a luxuriant growth of low bushes, occasional patches of grass, having the appearance of blue joint, and what was certainly red-top grass and mosses. EAmn on this table-land the surface of the country was very uneven, being in places hummocky, and the little sjmts between seemed to be marshy and often filled with water. The Siberian herder seemed much pleased with the character of the feed, and fre¬ quently pointed out the different kinds of grasses r r shrubbery that the (leer were fond of, and always designated the moss as choice winter grazing. EDUCATIONAL AFFAIRS IN ALASKA. 1719 From the natives in my party I learned that the snow in this passage does not reach a depth of over 1 foot, and usually less; also, that when one side of the passage is covered with snow, the other is lightly covered. If this he true, it would apjmar that the deer, if it becomes necessary to move them from the station, can find good grazing either one side or llie other of the passage; and in severe storms a refuge may be had behind the high wrnlls of the bluffs. On the morning following our first day’s sail I took the herder to the top of the hill just back of our camp. It is probably 400 or 500 feet high and runs out to a point into Imuruk Lake. From its top a splendid view of the country in every direction is had. The general contour, as far as I could see, was the same as that observed from the bluffs along the narrow passage. My position commanded a view to the northwest, north, and northeast, and for a distance of 25 miles at least the same character of country prevailed. As far as the eye could reach not a mountain was visible aud not a speck of snow was seen. To the west there were several miles of what appeared to be a marsh, or a very lowland, covered with little patches of water back from the lake. These gradually disappeared in the north, where the land became higher and of the same general character I found farther to the south. From my position I could see the faint outline of the north end of the lake, prob¬ ably 12 or 15 miles away, and I thought I could discern the winding course of a river coursing through the table-lands to the north, and if so, it was probably the Agee-ee- puk River. On the sides and top of the hill from 'which I was making my observations there was a thick growth of the same kind of grasses and shrubbery found the day before. I was surprised to find along the route to the top of the hill patches of low willow and elder bushes, from the branches of which twittered and flitted small birds, and every few paces we advanced aroused ptarmigan in large numbers. There was nothing in the appearance of the country, so far as I could see, that would suggest anything like what one would expect to find bordering on the Arctic circle. On the contrary, the vegetation, much of it, was such as is found in temper¬ ate climates, and the birds and insects of the same variety that abound in country where the mercury never ranges lower than zero. From my position on the top of the hill I could see what appeared, to be a break in the range of mountains on the south side of the lake, and as the wind was blowing from the north, thus preventing farther advance in the present state of the weather, I concluded to sail to the other side and investigate the country in that direction. The distance across was about 4 miles, but the wind died out when about halfway across, and we were compelled to paddle the rest of the way, a very slow process of travel in an oomeak. On reaching shore we went into camp, and after dinner I started with the natives for the mountains. My purpose was to simply get an idea of the country between the shore of the lake and the foot of the mountains that day, and take all of the next for determining the extent of the pass. All the afternoon we traversed the lowlands toward the mountains and found the same general growth of vegetation as that found before. It could not well be of thicker growth or to all appearances more nutritious. If anything there was more moss, and perhaps the low bushes hung fuller with blueberries than any found before. There were several small mountain streams leading across to the lake, and if they were supplied from melting snow it was far up or hidden between narrow gorges, as none were seen from where we traveled. It was after 6 o'clock when we returned, to camp, and before retiring the natives understood that on the morrow we wer6 going to try to find a passage into the interior. Accordingly by 7 o’clock we were ready to begin our tramp. We took with us an ax, spade, field glass, and two hard-tack apiece. Our course lay across the lowlands toward what appeared to be a break in the mountains, and it was at least 7 miles from camp across to the entrance. Part of the distance lay over comparatively smooth land, and a considerable portion over hummocky ground. There did not appear to be any difference in the thickness of the vegetation or the variety in these two different surfaces, but the rough ground was the most tedious I have ever attempted to travel over.. The little ridges or hummocks are too wide to step over and too shaky to stand upon, so that our trip over this section was a series of ups and downs, mostly the latter. At our stops for rest I had holes dug with the spado and. was surprised to find a black, sandy soii, from 1 foot to 3 feet deep, in nearly every instance. Sometimes we could not dig more than a few inches on account of encountering stone or slabs of rock, but this was not the rule. I thought I discovered the secret of such a heavy and luxuriant vegetation here from the rich rings of the soii and the abundance of water. 1720 EDUCATION EEPOET, 1892-93. In our way toward the break we passed through two groves of elder and willow trees that were dense, of trom 2 to 4 inches in diameter near the butt and from 10 to 15 feet high. It was evident that a little grubbing and thinning out would have improved the size of these trees materially. Our journey up the side of the mountain near what appeared to be a pass was a te. lions one, for the nature of the ground was more or less hummocky. I find that this class of land is as liable to occur on high or table land as upon low and marshy ground. It became apparent as we ascended the mountain that the break or pass which appeared to extend through the range was a false one, and when near the top it ap¬ peared to be a sort of blow-out, which came to an abrupt perpendicular at the end of a sudden break ahead. From the top of the mountain we had ascended, although not the highest by considerable, we could see that the country to the south was a succession of mountains of perhaps 2,000 or 3,000 feet high, and that there was no pass into the interior unless following the course of some river. Accordingly, we commenced our descent about 2 o’clock, and varied our course somewhat. It took us farther to the east along the base of the mountains and then straight to camp. On our way back we passed over a section of country that was a complete bed of moss. We could rake it up in armfulls, and in a few minutes, during a spell of rest, we gathered sufficient to feed, as our Siberian herder declared, our whole herd of about 150 head of deer for one day. If his estimate was correct, I feel assured that in this particular section a half- dozen men with hand rakes and pitchforks could, in one week, gather enough to feed our herd the coming winter. At different times during the day, as had occurred during the day before, the Siberian herder gave me to understand that a trip in search of winter grazing was a useless expenditure of time; that what might appear to be good feeding ground now when winter set in might be covered with a thick crust of ice or deep snow; that nothing could be told from the lay of the land whether feed could be gotten at by the deer or not; that a locality which was all that could be desired this winter would be totally inaccessible next; that it was the practice on the Siberian side to select what appeared to be a good section for winter grazing, and if it became cov¬ ered with thick ice or deep snow, to move the deer to some locality where feed could be had. This was the same information Mr. Gibson had gathered from our chief Siberian herder, whom he had with him, and I partly resolved,- if the wind was not favorable formoving north the following morning, to retrace my steps and return to the station. I had left rather against my judgment, for my work of late had told, on me and I needed rest. On my return to camp that evening I was completely worn out, and during the night experienced a slight chill. The morning broke rainy, and I Was feeling miserably. The judgment of the Sibe¬ rian that it was a useless trip was a strong argument in my present condition, and when, an hour later, a strong north wind settled the matter of progress toward the north against us, at least for that day, but was a fair wind for the station, I ordered everything packed, and, after about fourteen hours’ sail, reached the station. As we must in a considerable measure depend upon the judgment of the four Sibe¬ rian herders, who have spent all their lives in the rearing and care of reindeer, it seems to me that in the present state of affairs at the station, with so much to do and so little time before cold weather will set in, when the presence of myself and Mr. Gibson is required, further exploration in search of winter feed ought to be aban¬ doned, or at least postponed until later in the fall. From this view of the matter, I would respectfully ask a modification of your instructions upon this point. I have the honor to be, very respectfully, Miner W. Bruce, Teacher . Rev. Sheldon Jackson, General Agent of Education in Alaska, Washington, D. C. Appendix H. — Instructions for Guidance of Reindeer Station. On Board TJ. S. Revenue Marine Steamer Bear, At anchor off Port Clarence, July 4, 1892. Sir: During the months of August and September, 1891, I purchased in Siberia and landed (September 21) at Unalaska 16 domestic reindeer. Having no herdrr to take charge of them, I turned them loose on the small island of Amatignak, where they successfully wintered. EDUCATIONAL AFFAIRS IN ALASKA. 1721 The landing this morning at this station from the U. S. Revenue Marine steamer Bear (Capt. Michael A. Healy, commander) of a hand of 53 domesticated reindeer from South Head, Siberia, together with four herders, marks the establishment of the first herd of the kind in Alaska. This is an event of far more than ordinary importance. If successful, it will create throughout northern and central Alaska a new food supply in place of the whale, the walrus, and the fur-bearing animals that are yearly becoming scarcer and more difficult to obtain. Furnished a better and surer food supply, the native population, now decreasing in numbers, may reasonably be expected to increase. Changing them from mere hunters to herdsmen, it will be the first upward step in their civilization. With the increase in civilization of the natives and the general introduction of domestic reindeer, the vast, bleak, frigid, and now comparatively useless plains of Arcl ic Alaska will be reclaimed and become a source of wealth and prosperity to the land. The realization of this desirable condition of things is largely in yonr hands. The friends of the movement and the National Government, which has been asked to extend it, will be encouraged to go forward or led to withdraw from further effort as the herd now intrusted, to your care prospers or comes to naught. With so much at stake, you will make the care and welfare of the herd your first and most constant care. Everything else is of secondary importance. Winter grazing . — The most trying season will he next winter, when the food that now abounds everywhere will be largely covered up with snow and ice. In Siberia I am informed that the winter grazing is sometimes from 100 to 150 miles away from the summer grounds, the herd being driven hack and forth spring and fall. It is essential, then, that yon take early steps to find a good location for winter. To this end I would advise that as soon as your house is inclosed you take Charley and the most experienced of the Siberian herders and make a thorough exploration of the surrounding country. I would make one trip through Grantly Harbor, Yoks- hook River, Imunik Lake, to the headwaters of Agee-ee-puk and Cov- vee-arak rivers ; also, on the trail from Grantly Harbor toward Unala Kleet and St. Michael. I would also advise a trip into and through the mountains north of the station. Charley will he a good guide, and perhaps the Siberian will know by the lay and general appearance of the land the most suitable place to winter. I feel great solicitude with regard to this. A mistake may result in the loss of our herd by starvation. The natives around Port Clarence affirm that, while there is not much snow on the plains between the hills and the sea, yet it is covered with a hard, icy crust which the deer can not break through for food. They further say that, years ago, when the wild reindeer frequented the coast, they were only found in summer — that in winter they migrated toward Norton Sound. It may prove that the winter grazing grounds that shall he selected may he too far away ; that it will become necessary to close up for the winter the present house and establish temporary headquarters in the vicinity of the deer. If this necessity arises, I would suggest that you build a log house (if in a timber country ) or a dug- out for winter use. Protection from dogs, — Another danger to the herd arises from the attacks of strange d.ogs. You will therefore require one of the herders on watch to be armed, and instruct him to shoot down any dog attacking the herd and report the same to you for settlement. When a dog is thus killed you will send for the owner, explain to him the necessity for the step, express your regret at his loss, and then make suitable payment for tho dog. When any visiting natives come into your neighborhood have them notified at once that they must keep their dogs tied up. Deal firmly, justly, kindly, and patiently with the natives, and thus secure their good will. Once a month you will count the herd, and if any are missing or have been killed note it down, with cause (if known), and report same with all the circumstances to the Bureau of Education , If any exigency arises hv which it becomes necessary to kill a deer for food, you will first use any surplus among the geldings, and after that from among the hulls. None are to be killed, however, except in cases of extreme necessity. Herders. — The herders consist of two classes : 1. Experienced men from Siberia. 2. Native Alaskans who may wish to learn the management and care of reindeer. The Siberians, being away from their friends and among a strange, selfish, and at times jealous and suspicious people, need your special care and protection. Take pains to make them feel that you have a fatherly interest in them. I hope their treatment will he such that they will choose to remain with ns permanently. The second class should bepicked young men (one or two from a settlement), who are expected to take a two-years training in the care of the herd, and thus become fitted 1722 EDUCATION REPORT, 1892-93. to take charge of future herds hi the neig'hborliood of their own homes. At the close of their two-years course, if they have been faithful to their duties and mastered the business, it is proposed to give them the deer as their start in life. This class will need constant watching. Anyone persistently refusing to obey necessary rules, shirking his duties on watch, or otherwise showing a want of interest in this work, or anyone that proves too dull to learn, is to be dismissed from the service and sent away from the station. The second class are to be subdivided into classes corresponding with the number in the first class. For instance, if you should have twelve in the second class, and, as now, four in the first class, you will place three of the second class under the tuition and over¬ sight of each of the four of the first class ; and whenever he goes on watch they shall accompany him and be subject to his direction. It will then, as a general rule, be necessary for only one of the Siberians to be with the herd at a time. In case of sickness of one of the Siberians his pupils will be assigned duty with the others until the sick one recovers and returns to duty. After conference with the Siberians you will be able to systematize the hours of watch. In this I would defer largely to the method pursued in Siberia. When the seasons of watch are determined upon you will see that each watch promptly relieves the preceding one at the proper time. The herders of both classes are to be housed, clothed, fed, and eared for at the expense of the station. Shelter. — At the home station, when off duty, have the herders construct comforta hie dugouts for their own use. If you can spare the large dugout already com¬ menced, that can he turned over to the herders. If it becomes necessary to have the herd a great distance off, buy some walrus hides for a covering, and let the herders make a small tent that can he moved from place to place. You will make an inspection of the dugouts every Saturday, and require them to be kept as cleanly as possible. Allow no slops or offal to be thrown upon the ground near the door. Supp lies. — You will furnish them with the necessary iron teakettles and pots for cooking. They are expected to procure driftwood for fuel. You will also furnish them a sufficiency of reindeer skins for bedding. These supplies are Government property, and are to he carried upon the inventory list. Clothing. — You .will supply them with comfortable native fur clothing, according to the season. If the supplies I leave with you for this year are not sufficient, you will employ some of the native women to make more. As the reindeer clothing can he purchased ready made in Siberia cheaper than made in Alaska, you will make out at each sea¬ son a list of garments needed and respectfully request the commanding officer of the revenue cutter to have them purchased for you. For this you will furnish him suffi¬ cient barter from the reindeer trade goods. Once a month you will inventory all bedding, clothing, cooking utensils, and other Government property used by the herders. Twice a month, if the weather is suitable, all bedding should he hung out to air and sun upon a line erected for the purpose. Herders of the second class need special watching that they do not give or sell their clothes, bedding, or other Government property to their friends. Food. — Flour, corn meal, pilot bread, beans, and tea will be sent from San Fran¬ cisco. It is best, however, as far as possible, to preserve their native diet. You will therefore purchase supplies of oil, dried and fresh fish, etc. As soon as you can determine it fix upon a regular ration, which you can issue daily or at regular intervals as experience shall show to he best. Outsiders or friends are not to be allowed to gather in and eat with the herders. Nor shall the herders he allowed to give them food. If any food is to be given away it must be done by the superintendent or his assistant, and an account kept of the same, giving date, approximate amount, and number of recipients. You will encourage the herders when off duty to trap for rabbits and foxes both for fuT and food. When any garment, bedding, skin, or other property (except food) is issued to a herder or his wife, charge it against him in a book kept for the purpose. This will he a check against wastefulness, prevent anyone receiving more or less than his share, and enable us to keep an account of the expense of training each individual. Wives. — If any of the herders shall he married and have their wives with them, you can issue a ration and clothing also to the wife, requiring from her in return some sewing or cooking for the herders. If there are several women you can apportion the work among them. School. — If circumstances will permit, you will gather the herders that are off duty, and such others as may wish to attend, into the schoolroom for two or three hours daily (except Saturday and Sunday) and drill them in elementary reading, arith- EDUCATIONAL AFFAIRS IN ALASKA. 1723 metic, and writing. Special emphasis will he given, both in and out of school, to the use of the English language. Fuel. — As far as possible you will procure and use driftwood for fuel at the station. The coal is to be reserved for keeping a fire through the night and for seasons when you may be unable to secure driftwood. Morals. — It is scarcely necessary to write that you will allow no liquor, gambling, profanity, or immorality at the station or among the herders. You will allow no barter or unnecessary work at the station on Sunday. You or your assistant must always be at the station. Both of you must not be absent at the same time. If the station is temporarily removed to the winter graz¬ ing grounds then that for the time being becomes headquarters. Reports. — 1. You will keep a log book or brief daily journal of events at the station, extending from July 1 of each year to the following June 30. This book is to be mailed to the Bureau of Education. 2. You will keep in a book furnished you an itemized statement of all the barter for supplies for the station, giving date of transaction, name and quantity of article purchased, and articles and quantities of each given in exchange. A copy of this statement will be annually forwarded to the United States Bureau of Education. 3. On the last day of March, June, September, and December of each year you will make out an inventory of all stores and public property in your possession, including bedding and cooking utensils in use by the herders. This does not include the clothing issued to and in use by the herders. A copy of these reports will be forwarded by the annual mail to the United States Bureau of Education. 4. On the last day of June each year you will make out and mail to the United States Bureau of Education an annual report of operations at the station. In this report you will embody any recommendations that your experience may suggest for the benefit of the station. 5. On the 1st of August each year you will make a requisition for supplies for the following year. As the work is new and untried, much must necessarily be left to your discretion and good judgment. Wishing you great success, I remain Yours truly, Sheldon Jackson, General Agent. Mr. Miner W. Bruce, Superintendent of Reindeer Station, Port Clarence, Alaslca. Appendix J. — Domestic Reindeer in Lapland. [From Du Ghaillu’s Land of the Midnight Sun. vol. 2, pp. 167 and 168.] The Fjeld Lapp's time is engaged in adding to his herd, to which he and his family devote all their energies, for their welfare depends on the growth of the animals. It is difficult to ascertain exactly the increase or decrease of reindeer according to the districts, for the people often change, and there has been of late years in the north a large immigration of Norwegian Lapps to the territory of Sweden, especially to Keresuando, but, taken as a whole, the population and the reindeer are increasing. There is a greater number in Norway than in Sweden, owing to the number of stationary bonder (farmer) and sea Lapps, which far outnumber the nomads. According to the late census there are in Sweden (1870) 6,702 Laplanders, with 220,800 reindeer; in Norway (1865), 17,178 Laplanders, with 101,768 reindeer; in Fin¬ land (1865), 615 Laplanders, with 40,200 reindeer; in Russia {1859), 2,207 Laplanders, with 4,200 reindeer. With those that belong to farmers and others I think we may safely say that the reindeer number about 400,000. The Samoides have the largest and finest breeds which are not numbered among those of the Lapps. In Kautokeino there are Lapps who own 2,000 reindeer; in Sorsele, in Sweden, one is said to own 5,000, and others 1,000 and 2,000. Some of the forest Lapps have 1,000. In Lulea Lappmark there are herds of over 2,000; in Finmarken, of 5,000; and some Lapps have owned as many as 10,000. A herd of 2,000 to 2,500 is said to give about 200 to 250 calves yearly. Every owner has his own mark branded upon the ears of ail his reindeers, and no other person has a right to have the same, as this is the lawful-proof of ownership; otherwise, when several herds are mingled on the mountains, the separation would be inrpossible. According to custom no one can make a new mark but must buy that of an extinct herd; if these are scarce the price paid to the families that own them is often high ; the name of the purchaser and each mark have to be recorded in court, like those of any other owner and property. The tax paid is according to the pasture land occupied. 1724 EDUCATION REPOET, 1892-93. Appendix K. U. S. Revenue Steamer Bear, San Francisco , Cal., December 6, 1890. Dear Sir : Under orders from the Secretary of the Treasury, I have been ten years on the Bering Sea and Arctic Ocean station of the U. S. Revenue-Marine Service. My duties have brought me very closely in contact with and greatly interested me in the native population. On account of this interest, I have watched with pleasure the coming among them of the missionaries of the several churches and the teachers of the Government schools. I have also seen with apiirehensiou the gradual exhaustion of the native food supply. From time immemorial they have lived principally on the whale, seal, walrus, sal¬ mon, and wild reindeer. But in the persisrent hunt of white men for the whale and walrus, the latter has largely disappeared, and the former been driven beyond the reach of the natives. The white men are also erecting canneries on their best fish¬ ing stream, and the usual supply of fish is being cut otf; and with the advent of improved firearms the wild reindeer are migrating farther and farther away. With the disappearance of the whale, walrus, salmon, and reindeer, a very large portion of their food supply is taken away, and starvation and gradual extinction appear in the near future. On my recent cruise I was accompanied by Dr. Sheldon Jackson, United States General Agent of Education, and together ve have made the question of a future food supply the subject of special thought and investigation. We have consulted with a few of the leading teachers, missionaries, traders, and whaling captains whom we have met, and they, without a single exception, agree -with us that the most practical relief is the introduction of domesticated reindeer into that portion of northern and arctic Alaska adapted to them. In Lapland there are 400,000 domesticated reindeer, sustaining a population of 27,000. In Siberia, but a few miles from Alaska, with climate and country of similar conditions, are tens of thousands of tame reindeer supporting thousands of people, and it will be a very easy and comparatively cheap matter to introduce the tame reindeer of Siberia into Alaska, and teach the natives the care and management of them. This it is proposed to do in connection with the industrial schools established among the natives by the Bureau of Education. As in connection with the indus¬ trial schools in Dakota, Indian Territory, and elsewhere, the Indian boy is taught the raising of stock, so in the industrial schools of Alaska it is proposed to teach the Eskimo young men the raising of tame reindeer. A few thousand dollars expended now in the establishment of this new industry will save hundreds of thousands hereafter. For if the time comes when the Govern¬ ment will be compelled to feed these Eskimo it will cost over $1,000,000. In northern Alaska there are about 400,000 square miles that are adapted to the reindeer and are unfit for anything else. This region has a present population of about 20,000, all of whom will be ulti¬ mately benefited by the new industry. With an assured support, such as will come from herds of tame reindeer, there is no reason why the present population shall not be increased in numbers and advanced to the position of civilized, wealth-producing American citizens. Asking for your favorable consideration and earnest advocacy of this matter, I remain, very respectfully, M. A. Healy, Captain, U. S. Revenue Marine. Hon. W. T. Harris, LL. D., U. S. Commissioner of Education, Washington, D. C. DESTITUTION AMONG THE ALASKA ESKIMO. [An interview with Capt. M. A. Healy, TJ. S. Revenue-Marine Service, in San Francisco Chronicle December 12, 1890.] For several seasons past the Eskimo of northwestern Alaska have experienced great hardships in obtaining a supply of deer meat for their winter stores. It is to be feared that when the Rear makes her annual visit to the Arctic next summer many of the villages will be found to have lost their residents from starvation. The latest advices from the Arctic report a failure not only in the autumn deer hunt, but in the entire catch of whales, walrus, and seals. EDUCATIONAL AFFAIRS IN ALASKA. 1725 Naturally of a timid disposition the deer have learned that the natives with breecli- loading arms are far more formidable foes than when bows, arrows, and spears were employed in the chase. Again, the Eskimo spare neither young nor old when a herd is found, and little suckling fawns, as well as does carrying young, fall victims to their guns. Formerly on the lower Yukon around St. Michael, on Norton Sound, and in the country known as the Kotzebue Sound district, numbers of deer made yearly visits. Now it is rare to find that the natives living at these points have seen or tasted deer meat. The Alaskan deer of the arctic and subarctic regions have been confounded with the reindeer of other localities, but while certainly belonging to the rangifer family, they are the true barren-ground caribou, differing from the upland caribou and domesticated reindeer of Lapland and Siberia in being smaller in body and horns. From July to September the instincts of the deer induce them to come from the inte¬ rior to the seacoast to obtain rest and freedom from the tortures inflicted by the hordes of mosquitoes that infest the inland swamps, and also to get saline matter from the herbage and moss growing in proximity to the ocean. In September they commence their inland migration, and from July until the middle of October they are ruthlessly pursued by the natives. Some rest is afforded to the animals during the dark days that prevail in the Arctic zone from November until January, but as soon after the early part of February as the weather permits the food seekers again take the field. The does have their young during April, and by a provision of nature the horns of the female, only attain size during the time she is suckling the fawn and until it reaches such an age that it can feed — about two months. When it is considered that a deer weighing on an average 125 pounds is consumed at a single sitting by five or six natives it maybe readily perceived that the average returns of a successful hunting party must be large to feed a village. During the past season in the Arctic the attention of Captain Healy, of the United States revenue steamer Bear , has been directed in a very pointed manner to the attainment of some method whereby the supply of deer for food and clothing pur¬ poses may he increased in northwestern Alaska. This year, taking advantage of the presence on the Bear of Dr. Sheldon Jackson, United States Commissioner of Education for Alaska, the captain, in conjunction with Commissioner Jackson, intends to present to the Secretary of the Interior data upon the subject. Within a radius of 100 miles inland from the shores of the ocean on the Siberian coast, from Cape Navarin to Plover Bay, there are a people known as deer men. They belong to the Chukchee tribe of Siberians, and are essentially a nomadic race, wandering from East Cape, on the northern coast, to Cape Navarin, southward. Accompanied by their herds of fame reindeer, aggregating in many instances thou¬ sands, they roam in search of food. These reindeer, while resembling the Alaskan species in the main, differ in the texture of their skins, the pelts being spotted brown and white, with a smooth surface. These deer men subsist mainly on the products of their herds, bartering the skins with the coast natives for tobacco, seal oil, walrus bides for their hoot soles, and other minor commodities, such as powder, shot, lead, aud flour. At Cape Navarin and East Cape, Siberia, they sometimes meet the whal¬ ing ships and sell them deer meat and skins for tobacco, etc. Captain Healy’s ideas are to propose to the Government that he be empowered to purchase a number of these deer of both sexes and trans|>ort them on the Bear to some point on the Alaskan coast where moss and feed are plentiful. These deer are to form thenuclensof a herd, and from the yearly increase they can be distributed over other portions of the Northwest Territory. As the Alaskan Eskimo are not skilled in herding the deer, Captain Healy intends, if permission he granted by the Govern¬ ment, to endeavor to enlist the services of some experienced Siberian natives to instruct them. Unless some measures be adopted, as suggested by Captain Healy, it is sure that a decade will witness the extermination of the people of our arctic province on its northwest shores. The results of the active and unscrupulous chase of their pelagic food supplies by the whalemen have already become evident; walrus are almost invisible on the ice floes within reach of the native hunters, while the flurried and galled whale makes its passage to the unknown regions of the Arctic Ocean at a speed which defies the natives to capture it. The proposition of Captain Healy will he communicated to the Washington authorities at an early date. DESTRUCTION OF THE WHALES. [From Bancroft’s History of Alaska, pp. 668 and 669.] Of whaling enterprise in the neighborhood of the Alaskan coast mention has already been made ; but a few statements that will serve to explain the enormous decrease that has occurred in the catch within the last three decades may not be out of place. 1726 EDUCATION REPORT, 1892-93. Of the 600 or 700 American whalers that were fitted out for the season of 1857, at least one-half, including most of the larger vessels, were engaged in the North Pacific. The presence of so vast a fleet tended of course to exhaust the whaling grounds or to drive the fish into other waters, for there are no permanent whaling grounds on any portions of the glohe except those encircled Ly ice for about ten months in the year. In the seas of Greenland, not many years ago, whales were rarely to he seen ; in 1870 they were fairly plentiful. The Sea of Okhotsk and the waters in the neighborhood of the Aleutian Islands were a few decades ago favorite hunting grounds, but are now almost depleted, while in 1870 the coast of New Siberia was swarming with whales. Schools of sperm whale are occasionally seen between the Alaska Peninsula and Prince William Sound, and the humpback sometimes makes its appearance as far north as Baranof Island. Between Bristol Bay and Bering Strait a fair catch is sometimes taken, but most of the vessels forming what is termed the North Pacific whaling fleet now pass into the Arctic Ocean in quest of their prey. Probably not more than 8 or 10 of them are employed on the whaling grounds of the Alaskan coast. In 1881 the whaling fleet of the North Pacific mustered only 30 and in the follow¬ ing year 40 craft, of which 4 were steamers. The catch for 1881 was one of the most profitable that has occurred since the date of the transfer, being valued at $1,133,000, or an average of about $57,000 for each vessel, some of them returning with cargoes worth $75,000, and few witii cargoes worth less than $30,000. In 1883 the catch was inconsiderable, several of the whalers returning “ clean” and few making a profit for their owners. The threatened destruction of these fisheries is a matter that seems to deserve some attention. In 1850, as will be remembered, it was estimated that 300 whaling vessels visited Alaskan waters and the Okhotsk and Bering seas. Two years later the value of the catch of the North Pacific fleet was more than $14,000=000. After 1852 it gradually decreased until in 1862 it was less than $800,000; for 1867 the amount was about $3,200,000 ; in 1881 it had again fallen to $1,139,000, and for the season of 1883 there was a still further reduction. San Francisco, December 18, 1890. Dear Sir: Referring to your desire to obtain information relative to the intro¬ duction of reindeer into the northwest portion of the Territory of Alaska, I would say that in my opinion the project is entirely feasible. My experience in Alaska permits me to state on authority that the next decade will witness the extinction of the American reindeer, or rather caribou. In 1881, when I first visited the district of Norton and Kotzebue sounds and the lower Yukon, deer were plentiful. This past winter (1889) not a single animal had been seen within a radius of 200 miles. Similar conditions are coexisting from Port Clarence to Point Barrow, and where in former years the hunters had to travel but 50 miles to reach the deer haunts, to-day they traverse twice that distance. These contingencies arise from three causes : 1. The indiscriminate slaughter of young and old animals. 2. The use at the present day of improved weapons of the chase in lieu of the primitive bows, arrows, and spears. 3. The conditions of wind prevailing at the seasons when the deer go to and from the coast. It must distinctly be understood that upon a supply of these animals our Alaskan Eskimo depend for clothing as well as their stores of meat should their pelagic sources of provender fail. The proposition to introduce deer from the Siberian herds can be effected at a cost of but a few thousand dollars. The location for the first experimental station should be on Choris Peninsula or the vicinity of Kotzebue Sound. This location has climatic similarities with Siberia. The food (moss) supply is abundant and herding easy. As the results of this initial experiment become manifest, additional locations for herds can be established. Within two seasons the Chukchee herdsmen will be able to instruct the Eskimo in the style of herding. I have made inquiries upon the subject, and now give you the result. Ten years ago the Russian steamer Alexander went to the Kamchatka Peninsula, and officers of the Alaska Commercial Company bought seven male and seven female deer, transporting them to Bering Island (one of the islands leased by the company from Russia). Cap¬ tains Blair and Greenberg and Superintendent Lubegoil inform me that the herd now numbers 180. From this you can judge the rate of propagation. The revenue steamer Bear can be utilized for transportation, and I know no man more capable of conducting the experiment than Captain Healy. I hops that the small sum required will be voted by Congress, as unless something is done for these people their annihilation is only a question of a brief period. EDUCATIONAL AFFAIR S IN ALASKA. 1727 Tlio whalers have so frightened the big fish that the natives are unable to pursue them in their rapid passage, while the extermination of the walrus is almost a fact. These remarks I present as requested. Yours, very truly, Henry D. Woolfe. Dr. Sheldon Jackson, Washington, D. C. WILD REINDEER IN ALASKA. [Charles H. Townsend in the report of the cruise of the TJ. S. Revenue Marine Steamer Gonvin, 1885, Capt. M. A. Healy, commanding, pp. 87 and 88.] Reindeer are found more or less regularly throughout Alaska. They were found by Mr. McLenegan on the Noiitak, as well as by our party on the Kowak. Traders in the service of the Alaska Commercial Company told me of their common distribu¬ tion over the Yukon, Kuskokwim, and Aleutian divisions of the country. They have even been shot ou Unimak Island, at the end of the peninsula; but reindeer are restless animals, irregular in their migrations and habits. Sometimes they desert whole sections of the country for months together, and they appear to have with¬ drawn from many regions where firearms have been introduced. Notwithstanding the fact that large herds of reindeer are kept in a state of domestication by the Chukchees at East Cape and other well-known places on the Asiatic side of Bering Straits, with whom the natives of the Alaskan side communicate regularly, there appears to be no domestication of the species whatever in Alaska, nor indeed in any part of North America. In time, when the general use of firearms by the natives of upper Alaska shall have reduced the numbers of this wary animal, the introduction of the tame variety, which is a substantial support to the people just across the straits, among our own thriftless, alcohol-bewitched Eskimos, would be a philanthropic movement, contrib¬ uting more toward their amelioration than any system of schools or kindred charities. The native boats could never accomplish the importation, which would, however, present no difficulty to ordinary seagoing vessels. The taming of the American rein¬ deer is impracticable, for domestication with this animal at least is the result of subjection through many generations. Something tending to render a wild people pastoral or agricultural ought to be the first step toward their advancement. In our management of these people, “purchased from the Russians,” we have an oppor¬ tunity to atone, in a measure, for a century of dishonorable treatment of the Indian. REINDEER. [From Encyclopedia Britannica, vol. 7, pp. 2! and 25.] The reindeer ( Tarandus rangifer), the only domesticated species of deer, has a range somewhat similar to the elk, extending over the entire boreal region of both hemis¬ pheres, from Greenland and Spitzbergen in the north to New Brunswick in the south. _ There are several well-marked varieties, differing greatly in size and in form of the antlers, the largest forms occurring farthest north, while by many writers the American reindeer, which has never been domesticated, is regarded "as a distinct species. The antlers, which are long and branching, and considerably palmated, are present in both sexes, although in the female they are slender and less branched than the males. In the latter they appear at a much earlier age than in any other species of deer, and Darwin conjectures that in this circumstance a key to their ex¬ ceptional appearance in the female may be found. The reindeer has long been domesticated in Scandinavia, and is of indispensable importance to the Lapland race, to whom it serves at once as a substitute for the horse, cow, sheep, and goat. As a beast of burden it is capable of drawing a weight of 300 pounds, while its fleet¬ ness and endurance are still more remarkable. Harnessed to a sledge, it will travel without difficulty 100 miles a day over the frozen snow, its broad and deeply cleft hoofs being admirably adapted for traveling over such a surface. During summer the Lapland reindeer feeds chiefly on the young shoots of the willow and birch ; and as at this season migration to the coast seems necessary to the well-being of the species, the Laplander, with his family and herds, sojourns for sev- eralmonths in the neighborhood of the sea. In winter its food consists chiefly of the reindeer moss and other lichens, which it makes use of its hoofs in seeking for beneath the snow. The wild reindeer grows to a much greater size than the tame breed, but 1728 EDUCATION REPORT, 1892-93. in Northern Europe the former are being gradually reduced through the natives entrapping and domesticating them. The tame breed found in N orthern Asia is much larger than the Lapland form and is there used to ride on. There are two distinct varieties of the American reindeer, the barren-ground caribou and the woodland caribou. The former, which is larger and more widely distributed of the two, fre¬ quents in summer the shores of the Arctic Sea, retiring to the woods in autumn to feed on the tree and other lichens. The latter occupies a very limited tract of wood¬ land country, and, unlike the barren-ground form, migrates southward in spring. The American reindeer travel in great herds, and, being both unsuspicious and curi¬ ous, they fall ready victims to the bow and arrow or the cunning snare of the Indian, to whom their carcasses form the chief source of food, clothing, tents, and tools. Appendix L, Capt. M. A. Healy, in January, 1892, writing to Senator Charles N. Felton, says: “The three great problems of existence of both natives and whites in the Terri¬ tory of Alaska are food, clothing, and transportation. They are to be solved in a rigorous climate and rough and almost impenetrable country, and one in which noth¬ ing as yet is produced from the ground. The food supply must either be found in the flesh of the wild animals and birds of the country or brought from without. With the white population the food might be said to be brought wholly from with¬ out. The enormous expense this entails has kept this population down to the nar¬ rowest limit of employees of firms or companies capable of maintaining stations there and confined these stations to a few scattered well-known points along the immense stretch of seacoast or on some of the principal rivers, as the Yukon. “Food supply. — The native population of the northwest part of the country depend for food upon whale, walrus, seal, fish, and what few wild animals, such as deer and caribou, they can kill. The whale and walrus have been so persistently pursued by white men that they have rapidly diminished and are now so scarce and shy that their capture by the natives is attended with great difficulty and uncertainty. This scarcity of their principal supply of food is greatly felt by the natives along the whole northwest coast and to such an extent that in the short space of winter whole villages have been wiped out. “ I have seen almost the entire population of St. Lawrence Island lying strewn about their huts dead from starvation. And this winter of 1891-92 the same fate may be that of Kings Island. Upon my visit there in September last, the seal and walrus catch having failed them, the natives were reduced to the direst extremities. Their larders were exhausted and their only means of subsistence their dogs and the kelp and carrion cast up by the tide. What supplies could be spared from the vessel and what bought at St. Michaels station were given the people with the hope that it would tide them over until more successful hunting. But this hope is not without misgiving that upon my return in the spring I shall find many of them whom I count as friends cold in death. The interior natives are dependent wholly upon caribou and deer and what fish come into their streams during the short summer. Caribou and deer are rapidly diminishing there, as they have in other countries, and the fishing streams are being taken up by white men, so that the lines of existence are on all sides being drawn tighter and tighter about these poor native Alaskans. “ Berndeer-sldn clothing. — Clothing of reindeer skin has been found the best and only kind to withstand the intense and continued cold of the country. These skins are now bartered at a high price from the natives of the Siberian coast, and are passed along the Siberian side from village to village, increasing in value the farther they go from the Bering Straits. The experience of white men and natives has been the same, and even in our summer visits to the country we on the vessel use rein¬ deer clothing to keep from suffering. “ The methods of transportation now in use in Alaska are by dog trains and boats. By boat it is impossible to travel nine months in the year, and during the three months of summer when the streams are open they can be used only down stream. By dog trains transportation is limited, slow, and uncertain, and the greater part of the load is taken up with food for the animals. These dogs have been so closely bred that they' are now degenerated in size, strength and sagacity. I have for years been requested by natives to bring them a larger breed to improve their dogs, and the Hudson Bay Company has imported the English mastiff for use in trains where the native dog is too slight. “ Among the whites the greatest difficulty experienced by miners, missionaries, explorers, and residents has been the wmnt of a rapid and assured means of trans¬ portation. The history of every expedition that has penetrated into the country any distance from the coast has been one of suffering and oftentimes hunger from the difficulty of travel and packing. Horses, cattle, asses, and other beasts of EDUCATIONAL AFFAIRS IN ALASKA. 1729 burden, excepting tamo reindeer, are out of the question, because they can not live in the country, and it is impossible to provide food for them when snow covers the ground the larger part of the year. On account of this difficulty the country, except along the seacoast and a few of the navigable rivers, is as little known to-day as when it was first bought. And those great mineral deposits which Alaska is said to contain remain as yet undiscovered. “ What the reindeer might do. — To my mind the only satisfactory solution of all three of these problems, important as they are, is the introduction of tame reindeer into the country. In proper numbers they will transform the native population from a fishing to a pastoral people, and prove to them a ne ver-failing supply of food. The hides of the animals already furnish almost the only clothing used, but at a greatly exaggerated cost. And to the white explorers, miners, missionaries, and settlers the reindeer will prove a means of transportation and packing that will enable them to learn and develop the resources of a vast country. “ The natives of Siberia have for centuries herded and reared the tame reindeer, and thus been safe against periodical periods of starvation when the whale and walrus fail them. They are a strong, swift, and hardy animal, tractable and easily broken to harness and packing, and especially adapted, or, in fact, made for the country and climate. In travel they are self-sustaining. The supply of moss upon which they feed covers the whole of northern. Alaska, and instinct leads them to secure it in winter as well as summer by burrowing through the deepest snows. It is not necessary for us to speak of the value of such pack animals to the prospector. To the explorer they are equally valuable, and when supplies fail are equally valu¬ able as food. “ If I may revert back to the days of the Western Union Telegraph expedition to that part of the country where reindeer could be procured for drafting as well as for food, the thousand and one obstacles that at first seemed insurmountable were, through the medium of these animals, easily overcome. “ The natives of Alaska quite see the advantage of such an animal in their midst, have expressed to me their eager wishes for them, and along the Yukon, the most thickly settled part of the country, the white people are enthusiastic over their introduction, for in them they see a solution of many of the difficulties of existence there. “ The Siberians will sell. — Some writers and others have claimed that the Siberian natives will not sell reindeer to white men, but Dr. Jackson and I have disproved this by buying during the past summer, at different points on the Siberian coast, six¬ teen of the animals, and securing promises to sell us as many as we could take care of the coming summer, should they be wanted. The sixteen we purchased, the first ones to be introduced into the Territory, we placed at Unalaska for propagation. “ I believe this is the most important question that bears upon the Territory of Alaska to-day, and a small sum donated- by Congress for the purpose will in the end develop the country, its character and resources, and prove a great benefit to the commerce and wealth of the United States in general and the Pacific Coast in particular. “I am not referring to the Alaska of the tourist— that narrow strip of island from the southernmost boundary to Sitka — but to that immense territory of 500,000 square miles of the north and west, of which the world has no knowledge and no conception, and to which the Alaska of the tourist bears as much relation as the State of Florida does to the whole United States.” APPLICATION FOR A TEAM OF REINDEER. Forty-Mile Creek, August IS, 1892. Dear Sir: Captain Peterson informs me that you would bring some reindeer, bought by the Government, to distribute in Alaska. If you did get any, and send me a pair, or better, two cows and one bull, I will surely reward your trouble. I am doing freighting here in the winter with dogs, and reindeer would be far ahead of them. You could leave them in somebody’s care in St. Michael for the winter and have them sent up here in the spring. I will pay for all the expenses. If you did not get any this year for the Government, and yon have a chance to buy some for me, I wish you Avould do it, and I will pay for them, whatever it is. Respectfully, Fritz Kloke, Forty-Mile Creek, Alaska, ED 93 - 109 1730 EDUCATION REPORT, 1892-93. Appendix M. — Cq?,imercial Value of Reixdeer. [X. Width, importer and commission merchant of Scandinavian products, C3 Broadway, room 29. Cable address, “Puncheon, Xew York.1'] 607 Pexx Mutual Buildihg, Philadelphia, Pa., April 16, 1892. Dr. Sheldox Jacksox, Bureau, of Education, Washington: I received your favor of the 14th and a pamphlet, which I have read with great interest. If reindeer can he imported in Alaska from Siberia and if til; re exists abundance of reindeer moss in Alaska, the facilities for realizing the plan are rather great. Besides the advantages mentioned in the pamphlet, there exists one to which I want to call your attention — the great commercial importance. To Sweden and Norway it is not only the Laplanders who live on reindeer; smoked reindeer meat and smoked tongues are sold everywhere in the said countries and the hides are in great demand, tanned to a soft skin (used for gloves, military riding trousers, etc.). . There are merchants in Stockholm the only trade of whom is in Lapland products, and the skins, dried with the hairs on, are exported by the thousands to Germany and England. I sold myself, 1878, about 5,000 such skins to a firm in Leipzig, Ger¬ many. The Norwegian Preserving Company use large quantities of reindeer meat for canning, and fresh it is considered a delicacy. Russia exports fresh reindeer meat, frozen, in carloads to Germany. The price of smoked hams is in Sweden about 10 to 9 cents a pound; of smoked tongues, 8 to 10 cents apiece (or a pair, I can not exactly remember which) ; of dried hides, with hair on, $1.25 to $1.75 apiece, and more if they are not worm-bitten. The Swedish reindeer have mostly a kind of insect which lays its eggs in their skins; this causes holes, which are seen in the skin when tanned and diminish their value. The hairs are in great demand for the tilling of life-saving apparatus (buoys, etc.), while they possess buoyancy in a wondrous degree. The best existing glue is made of reindeer horns. If I were sure of getting a trade in these articles and had the money I would not consider it a moment, but go to Alaska at the first opportunity and make a fortune in ten years. The number of reindeer killed for the trade (besides what the Laplanders use for themselves) is yearly 12,000 to 15,000 in Norway, probably 6,000 to 7,000; besides, Sweden imports large quantities of meat and skins from Finland. In 1881 1 visited the fair in Nizhnee-Novgorod, Russia, and became there acquainted with a merchant from Nuhangel, who had brought to the fair 5,000 pair smoked tongues and 6,000 tanned skins (the tanned skins have a value of $2 to $3 apiece). A Swedish dragoon regiment wear trousers exclusively made of tanned reindeer skins (no other material permitted). I think these facts might be of some interest. Captain Healy says in his letter; “If the Government will be compelled to feed the Eskimo it will cost over $1,000, 000.” If the Government realize the plan of domesticating reindeer, it would probably bring a good yearly income to the United States. Yours, respectfully, N. Width. I should be very much pleased to learn later on how far the project succeeds and - what steps the Government will take. If I move to Puget Sound next fall I shall probably make a trip to Alaska. Philadelphia, Pa., December 31, 1892. Dear Sir : Your favor of the 29th received, and in answer beg to say, that I wrote to a friend in Norway about a book or pamphlet, as desired ; I think, however, it would be easier to get such book from England, as probably some English tourist or other has written about the Laplanders, who always have been an object of great interest to tourists traveling in Norway. The acclimatization of reindeer in Alaska would most certainly considerably increase the revenues from this province, as soon as some thousand deer could be yearly slaughtered and the hides and meat brought into the market. I believe I have written to you hereabout on a previous occasion; the tanned skins (soft and with a beautiful "yellow color) would no doubt find a ready sale; in Sweden they are paid with seven to ten kr. ($2 to $2.75) and used for military pantaloons, gloves, bed- pillows, etc., and the hair, owing to its great buoyant quality, is much used for life-saving material. Russia sends frozen reindeer meat by carloads to Germany. EDUCATIONAL AFFAIRS IN ALASKA. 1731 If I had capital, and if tlie climate in Alaska were not too severe, I would like very much to start such trade, in which I have some experience. There is also another animal which would suit admirably for Alaska — the so-called “Thibetian ox,” “yak,” also “grunting ox” (probably while grunting as a hog). The animal has feet as a goat, well fitted for climbing rocks and stones; the cow gives an excellent milk, which gives an excellent butter (the reindeer has not this merit ) ; is used in Thibet also very much for transporting purposes. This ox, which is to the natives in Thibet what the reindeer is to Laplanders, is admirably qualified to sustain cold, seems even to love the cold, and to thrive best in cold and rough weather; it loves to throw itself in frozen lakes and rivers, to lie in snow and shady places, is always lying in the open air, has to seek its food for itself, only the herders have to take care to bring it down in the winter in the lower regions where the snow melts and the food is accessible. In Thibet these animals are completely left to themselves; if taken some care of they might multiply quicker and be much improved. They are seen in the zoolog¬ ical" gardens in Europe, probably also in this country; might be shipped from Bom¬ bay or Calcutta, I presume. This animal might become by and by as abundant in Alaska as formerly were the buffalo on the Western prairies, and make Alaska a visiting place for sportsmen. With my compliments for the New Year, I remain, dear sir, yours, respectfully, N. Width. Rev. Sheldon Jackson, Washington, 1). C. P. S. — As a proof of what man can do with a good will and good sense, even in the cold, inhospitable region, I wish to mention that in a place in Sweden, under 67 3 north latitude, where rich iron ores have been found and bought by an English com¬ pany, a Swedish colonel and engineer in 1890 planted a grand park and garden, where all kinds of vegetables are growing, even rhubarb, asparagus, cauliflower, raspberries, strawberries, currants, large pine and birch trees. The park has an area of 2,800 to 3,000 square feet. Appendix N. The Chamber of Commerce of San Francisco, San Francisco , January 20, 1S91. Resolved, That otir delegation in Congress be requested to urge the passage of the joint resolution introduced December 19, 1890 (H. Res. 258), extending to Alaska the benefit of laws encouraging instruction in agriculture and the mechanic arts. Adopted unanimously by the Chamber of Commerce of San Francisco this 20th day of January, A. D. 1891. Attest : [seal.] Thos. J. Haynes, Secretary. THE TRIBES, MISSIONS, AND SCHOOLS OF ALASKA. So many inquiries have been made for general information with regard to Alaska, that it seems expedient to make a report which contains a general survey of the tribes, villages, missions and schools of this unique region. Scattered over this vast North-laiid, in clusters of small settlements, is a popula¬ tion composed approximately of 15,000 Innuit, or Eskimo, 2,115 Aleuts, 1,756 Creoles, 5,100 Tinn eh, 3,000 T'hlingets, 788 Hydah, and 2,000 whites, making a total of 33.623. the innuit. The Innuit occupy the entire coast line of Alaska, with the outlying islands along the Arctic coast to Bering Strait ; thence southward to the A laska Peninsula, over the peninsula and eastward and northward along the Pacific Coast to Mount St. Elias, with the exception of a small territory on Cook’s Inlet and at the mouth of Copper River, where the Tinneh from the interior have forced their way to the coast. Occu¬ pying the coast line, they are bold navigators and skilled fishermen and sea hunters. The term “ Innuit” is the native word for “people,” and is the name used by them¬ selves, signifying “our x^eople.” The term “Eskimo” is one of reproach given them by their neighbors, meaning “raw-fish eaters.” The Innuit of Alaska are a much finer race physically than their brethren of Greenland and Labrador. They are tall and muscular, many of them being 6 feet and over in height. They have small black 1732 EDUCATION REPORT, 1892-93, eyes, high cheek hones, large month, thick lips, coarse brown hair, ar.d fresh yellow complexions. In many instances the men have full beards and mustaches. In some sections the men wear a labret under each corner of the mouth, in a hole cut through the lower lip for the purpose. They are a good-natured people, always smiling when spoken to. They are fond of dancing, running, jumping, and all athletic sports. While they speak a common languago from the Arctic to the Pacific, each locality has its own dialect. The native dress is the parkas, made of the skins of animals and sometimes of the breasts of birds and skins of fishes. However, where they have access to the stores of traders the more progressive buy ready-made clothing. Their residences have the outward appearance of a circular mound of earth covered with grass, with a small opening at the top for the escape of smoke. The entrance is a small and narrow hallway to the main room, which is from 12 to 20 feet in diame¬ ter, and is without light or ventilation. Those of the Kadiak district have one or two small bedrooms opening into the main room. The diet consists of the meat of the moose, reindeer, bear, and smaller fur-bearing animals ; also of fish, the white whale, the walrus, seal, and various waterfowl. In the northern section they have a great aversion to salt. While they will eat with great relish decayed fish or putrid oil, they will spit out with a wry face a mouthful of choice corned beef. Men, women, and children are inveterate smokers. While they travel continually iu the summer, they have permanent winter homes. Their religious belief is quite indefinite. In a general way they believe in a power that rewards the good and punishes the bad, by sending them to different places after death. They are barbarians, and, with the exception of those in southern Alaska, have not had civilizing, educational, or religious advantages. From the boundary line to Bering Strait, along the bleak Arctic coast, villages are placed here and there, wherever there is a sheltered harbor with good hunting or fishing; the population of these aggregates 3,000. At Point Barrow, the most northern portion of land on the continent, there is a village (Nuwuk) of 31 families and 150 people. They inhabit houses or tupecs that are built partly under ground for warmth. The upper portion is roofed over with dirt, supported by rafters of whale jaws and ribs. Eight or 10 miles south of Nuwuk is Oot-ke-ah-ve, with a population of 300 to 400. This is one of the villages selected by the United States Bureau of Education for the establishment of a school, the contract for which was given to the Board of Home Missions of the Presbyterian Church for the Woman’s Executive Committee of Home Missions. The money necessary for its establishment wras generously con¬ tributed by Mrs. Elliott F. Shepard, of New York. The first teacher was Prof. L. M. Stevenson, of Versailles, Ohio, who reached the place on July 30, 1890. In 1892 Mr. Stevenson was appointed by the Government keeper of the Refuge Station. This station is, next to Upernavik, Greenland, the northernmost mission in the world. Mr. Stevenson reports it very interesting to see their black eyes flash and their dusky countenances brighten as they learn a new word or a new combina¬ tion of figures. They seem to pride themselves on knowing English, but manifest little desire to speak it, as that would be breaking off from their traditions, and their im-ut-koots (doctors) would let the evil one take full possession of them for thus abandoning the style of former days. The attendance for the most part was very irregular, owing to the trips that had to be made out to the caches where the deer meat was stored, and which they brought in for food, as required, and for the catching of' seals for both food and fuel. After the age of 4 is reached, no parent is able to tell the age of his children, and they are not positively certain beyond 3 years, so that the classification by ages in school is mere guesswork. Knowledge of the j>ast i3 summed up in the single word “i-pan-ee,” which may be yesterday or ten thousand years ago, or any indefinite period. Five seems to be the basis and almost the extent of their mathematical compre¬ hension, and beyond the limit of 15 the best of them become confused, and cut oft' further count by a single word, “am-a-lok-tuk,” which may be anything, from 1 upward. It seems to mean plenty. If there is enough for the present meal it is 1 ‘am-a-lok-tuk The coldest weather reported was 42|° below zero. The long, dark (for the night extends from November 19 to January 23) Arctic winter wore away until April 14, when the report of “ whales seen in the lead” set everyone wild with excitement, nearly breaking up the school. All the pupils large enough left immediately to hunt * whales, and a few weeks later the remaining- boys and girls left to drive the dog teams that were transporting the whalebone and meat to the village from the edge of the ice, from 12 to 20 miles out to sea. At this village is also located the Government refuge station for shipwrecked whalers. Within the past ten years some 2,000 sailors have been wrecked on this EDUCATIONAL AFFAIRS IN ALASKA. 1733 Arctic coast. So far they have heen fortunate in finding vessels within reach to carry them south to civilization, hut the occasion is liable to come any season when they will be compelled to winter here. To a large body of men this means slow star¬ vation and death. They could not subsist on the country, and there is no adequate provision within 1,500 to 2,000 miles; and when the long Arctic winter sets in no power on earth could reach them with help. To provide against any such horrible tragedy Capt. M. A. Healy, U. S. R. M., saw the need of having an ample supply of provisions stored at some central place in the Arctic region. The plan grew and took shape in his own mind. He enlisted his friends and the men interested in the whal¬ ing industry, particularly in New Bedford and San Francisco, and finally, after many vexatious delays that would have discouraged a less persistent man, Congress voted the money for erecting the buildings and procuring the provisions. In 1889 Captain Healy brought up the materials and erected the main building, which is a low one-storv structure, 80 by 48 feet in size. The walls, roof, and floor are made double, as a protection against the intense cold of this high northern lati¬ tude in winder. It will accommodate 50 men comfortably; it can shelter 100 if necessary. The house has provisions for 100 men twelve months, and is admirably adapted for its purpose. Three hundred and ten miles south of Point Barrow, on the Arctic coast, is Point Hope, with a population of 300. At this village is a successful mission and school, conducted by Mr. John B. Driggs, M. D., under the auspices of the Protestant Epis¬ copal Missionary Society. During the winter of 1890-91 the attendance at the school numbered 88. The school was opened on the 1st of October, 1890. The day brought with it a blizzard and snowstorm that lasted for nine days. During the morning the teacher occupied the schoolroom alone, but as time wore on and no pupils came he put on his furs and started for tbe village to hunt up the children. Upon going outside the house he found a boy walking on tbe beach. Taking him into the schoolroom, he commenced school. At the close of the afternoon he presented his pupil with a couple of pancakes left from his own breakfast. The effect was equal to any reward of merit. That boy proved one of the most regular in attendance during the entire winter season. The next morning 4 presented themselves, and from that the school grew to 68. A mixture of flour, molasses, and water made into a sort of cake, a little of which was given to the pupils each evening, proved a very cheap and efficient method of securing regular attendance, and promoting discipline, as they had to be both present and perfect in their deportment and recitations to be entitled to cake. The scholars usually arrived from 6 to 7 in the morning and remained all day. The sun disappeared on the 10th of December and returned on the 3d of January, giv¬ ing them a night of twenty-four days. Lamps were required in the schoolroom from November 12 to February 9. The thermometer varied in the coldest weather from 27° to 31° below zero, the average of the winter being probably about 15° below zero. During February and a portion of March a series of blizzards set in that were beyond description. The ice was solid across the ocean to Cape Prince of Wales, 200 miles distant. The effect of the gales was such that at times it seemed as if the schoolhouse must be blown away. Snow flew in perfect sheets. The school- house was located 2 miles from the village, and yet, notwithstanding the storms and distance, the attendance was good. For a few days the teacher hired men to see the little ones safely home through the storm (the 2 miles distance), but soon found that the precaution was unnecessary ; that they were accustomed to take care of themselves. Two hundred and twenty miles south of Point Hope is situated the village of Cape Prince of Wales, on the American side of Bering Straits. It contains a population of 539 Eskimos. In 1890 the American Missionary Association (Congregational) established a station at this place, with Messrs. W. T. Lopp and H. R. Thornton teachers. School was opened on the 18th of August, 1890, with only about one-fourth of the population returned to the village from their summer’s hunt. The school being established among a wild people, who had known no restraints and who could not comprehend the purposes or language of the teachers in coming to them, at first, through misapprehension, there was a good deal of trouble. On the 19th of September Elignak, one of the wealthiest men of the village, and one of his wives, both in a state of beastly intoxication, tried to force their way into the house. On the 23d of September some of the students became so boisterous and unruly in the schoolroom that they also had to be excluded from the house. And again, in November, drunken parties tried to break in and make a disturbance, so that for two months the teachers taught, ate, worked, and slept with loaded arms at hand, not knowing at what moment they might have to defend the property committed to them, and their lives. They were constantly harrassed with questions as to when resistance should begin and how far it would be justifiable, debating in their own minds whether it would be better to allow themselves to be robbed or murdered without resistance, or through resistance make the savages respect their manhood. 1734 EDUCATION REPOET, 1892-93. Tlio danger to the station -was greatly increased by an epidemic of the grip, which carried away 26 people in two months. This was by the superstitions of the people attributed to the presence of the white men among them. However, through tact and good management and the providence of God, hostilities were prevented, and by January the strained situation was greatly relieved. Mutual confidence sprang up between the natives and the teachers. Having heard, before going to the place, of the bad reputation of the people (which, however, it was found they did not deserve), and feeling that a people who knew nothing of schools would not endure for any length of time the restraints of a schoolroom, and the cost of building being very great (all lumber and material being sent from San Francisco, 3,000 miles), the schoolhouse was built to hold about 50 pupils, and it was thought that if 50 pupils could be obtained among such a people, under such circumstances, it would be a very great success. But, to the astonishment of the teachers themselves and to the aston¬ ishment of the friends of education interested in these Arctic schools, it was found that the total enrollment for the first year was 304 pupils, out of a population of 539 people. The average daily attendance for the last seven months of the school was 146, and the average daily attendance for the whole session of nine months was 105. As the schoolroom would hold only about 50 at a time, the teachers were compelled to divide the pupils into three classes and hold morning, afternoon, and evening sessions of school. And then, to prevent the children who belonged to the afternoon or evening school from smuggling themselves into the morning session, or the morn¬ ing children from remaining to the afternoon or evening session, it was found neces¬ sary to build two parallel snow walls some distance from the schoolroom door, and when the bell stopped ringing for school the teachers ranged themselves on either side, in order to sift the children that were trying to get into the schoolroom. It was with great difficulty that the pupils were made to understand that it was not proper to talk and laugh and jump over the benches in the schoolroom during school as much as they pleased; nor could they understand why 30 or 40 visitors could not lounge about the room which was needed for those who desired to study ; so that upon several occasions it became necessary to exclude certain parties from the school¬ room ; but exclusion for a few days was all that was necessary. It was considered a great punishment not to be able "to come to school. During the epidemic a number of slates that the children had been allowed to take home at night were returned by order of the medicine men, who ascribed much of the sickness to the slates and the pictures which the children made upon them — they were “ bad medicine. ;; The teachers began their school work by learning the Eskimo names of the most important objects in daily use and training their pupils in the English equivalents. From words they proceeded to phrases, and from phrases to sentences, teaching them to translate the Eskimo into English and vice versa. They gradually added English letters and numbers, together with some elementary geography and arithmetic. Although they had had a combined experience of thirteen years in the schoolroom in the States, the teachers declare that they never had more quick-witted, intelli¬ gent pupils than these wild Eskimo children. At the beginning of the school year only a few could count ten, in a blundering fashion, and nine-tenths of the pupils knew practically no English whatever. At the close of the first school year they had a good working vocabulary, knew something of geography and map drawing, understood thoroughly the decimal basis of our numbers, could count up to one thou¬ sand, work examples in simple addition, write and read simple English words, and carry on a conversation in English on everyday practical matters. The pupils showed a remarkable desire to learn for learning’s sake. During 1891-92 the average daily attendance was 106, and during 1892-93, 160. In the summer of 1893 Mr. W. T. Lopp was appointed superintendent of the rein¬ deer station at Port Clarence, and, with his wife, removed to that place, leaving Mr. and Mrs. H. E. Thornton in charge of the mission. On the 19th of August, 1893, Mr. Thornton was assassinated by two young men whom he had expelled from school for disorderly conduct. The community at once showed their horror at the act by summarily killing both the murderers. After the death of her husband Mrs. Thornton returned to her parents in Maine, and the mission was closed for the season of 1893-94. This mission is an important point from which to carry Christian civilization across to the tribes of Siberia, 46 miles distant. In the narrow strait separating Asia from America is a small group of islands called the Diomede. On these islands are three hundred Innuit. The largest of the Diomede Islands belongs to Eussia and the smaller one to the United States. Thej^ are both inhabited, and at this point the inhabitants of Eussia and the United States are only separated by a channel 2 miles wide. The Eskimo of the Diomedes, with those at Cape Prince of Wales, are the great smugglers of tho north. Launching their walrus-skin boats (umniak), they boldly cross to and from Siberia, trading the deerskins, sinew, and wooden ware of Alaska for the walrus, ivory, skins of tame reindeer and whale blubber of Siberia, firearms, and whisky. EDUCATIONAL AFFAIRS IN ALASKA. 1735 Nearly midway between Capo Princeof Wales and Point Hope is Kotzebue Sound, around which are a number of villages of the Arctic Eskimo. Some of the hills sur¬ rounding this sound rise to the height of a thousand feet, and are covered with a species of wild cotton that in its season gives the appearance of snow. The Noatak and Kowak rivers, both large streams, and also the Salawick, empty into the sound. This is one of the places where the people come in July from ail sections of the country for the purposes of trade aud barter. The Innuit of the coast bring their oil, walrus hides, and seal skins; the Tinneh their furs from the interior, and the Chuckckees their reindeer skins, firearms, and whisky from Asia. On King’s Island, south of Cape Prince of Wales, is a village of cave dwellers, numbering 200. This is one of the most remarkable settlements in America. The island is a great mass of basalt rock, about a mile in length, rising from the sea with perpendicular sides from 700 to 1,000 feet above the water. On the south side the wall is broken down by a ravine rising at an angle of 45°, which is filled with loose rock. A great permanent snow bank fills the ravine from the bottom to the top of the mountain. On the west sido of the snow is the village of Ouk-ivak, which con¬ sists of some 40 dwellings or underground houses, partly excavated in the side of the hill, and built up with stonewalls. Across the top of these walls are large poles made from the driftwood that is caught floating around the island. Upon these are placed hides and grass, which are in turn covered with dirt. A low tunnel or dirt- covered hallway, 10 to 15 feet long, leads directly under the center of the dwelling. This is so low that it is necessary to stoop and often creep in entering. At the end of the hall, directly overhead, is a hole about 18 inches in diameter. This is the entrance to the dwelling above. Frequently in summer these caves become too damp to live in. The people then erect a summer house upon the top of the winter one. The summer house consists of walrus hides stretched over a wooden frame, making a room from 10 to 15 feet square. These summer houses are guyed to rocks with rawhide ropes, to prevent them from being blown off into the sea. The entrance is an oval hole in the walrus hide, about 2 feet above the floor. Outside of the door is a narrow platform about 2 feet wide, leading back to the side of the hill. Some of these platforms are from 15 to 20 feet above the roofs of the huts below them. Across the ravine from the village, at the base of the perpendicular sides of the island, is a cave, into the mouth of which the surf dashes and roars. At tli8 back of the cave is a large bank of per¬ petual snow. This cave is the storehouse of the whole village. Walrus and seal meat is stored away in rooms excavated in the snow. As the temperature in the cave never rises above the freezing point, meat so stored soon freezes solid and keeps indefinitely. South of King’s Island is that of St. Lawrence, the largest island in Bering Sea. On the extreme northwest corner is the village of Chib-u-Chak, with 21 houses, con¬ taining a population of 270, of whom 125 are under 21 years of age. The houses are from 20 to 50 feet in size. For a distance of 5 or 6 feet above the ground the walls are built of driftwood, whalebone, or timbers and planks from skij) wrecked vessels. These are placed on end, side by side, forming an inclosure in a circular or oblong form. The cracks between these planks are stuffed with moss. The rafters are cov¬ ered with walrus and seal skins, forming the roof. Some roofs are in the shape of a cone and others of a dome. The interior is partitioned off around the sides with deerskin curtains, forming sleeping apartments. All around, inside and outside, are filth, dirt, sleds, spears, snowshoes, and household utensils. The houses and tents are located with no reference to order or street lines. The sleds are shod with bone. Of a few small ones tho whole runner was made of a walrus tusk. If the building is a very large one there is a row of supporting poIe3 on eacK side, midway between tho center and sides. Over the rafter poles are stretched walrus hides. These aro held in position by rawhide ropes, attached to which and hanging down the sides of the building are tho vertebrae of whales, largo stones, and old iron from shipwrecked vessels. This anchorage both stretches the skins and pre¬ vents them from being blown off. Theso skins, being translucent, let in a great deal of light. There are do windows in the house, and but a small opening, about 24 feet above the ground, for a door. Fire, when they have any, is made on the dirt floor in the center of the room. Each building is occupied by several families. Near tho house is a scaffold made of posts of the jawbones of the whale. These are 7 to 10 feet high and 10 feet wide. On these aro placed the skin boats, harness of the dogs, meat, etc., so as to be out of the reach of dogs. Upon one of these, attached to the whalebone cross-beam, was a child's swung, made of walrus rope. I saw several excavations wdiere underground houses had once been, and one such house still standing with the roof partially fallen in. The sides were composed of walrus skulls laid up liko a stone wall. In this house were some corpses, together with spear, arrowheads, and personal belongings of the dead. Passing from house to house, I was followed by a crowd of dirty but bright-looking children. From the eldest to the child which was just able to talk they asked for 1736 EDUCATION REPORT, 1892-93. tobacco, which is used by both sexes and all ages down to the nursing child. Five little girls, from 4 to 10 years of age, gave a native dance. They commenced with a swinging motion of the body from side to side, throwing their weight alternately upon each foot.* This was accompanied by an explosive grunt or squeak, as if the air was being violently expelled from the lungs. As they warmed up they whirled around, writhed and twisted their bodies, and distorted their faces into all manner of shapes and expressions, until they would fall down with dizziness. Iu 1891 I erected a good sehoolhouse and teacher’s residence at the village, but up to the winter of 1893-94 no suitable teacher and his wife have been found for the place. This building, through the liberality of two ladies, is the property of the Presbyterian Board of Home Missions, and there is a fair prospect that a teacher will be sent this season. In 1878 the island was the scene of a great tragedy. Starvation and pestilence carried away over 400 of the people. When the revenue cutter visited the island in 1880, in four villages not a man, woman, or child was left to tell the tale ; the corpses of the population alone were found. All the villages on the island, with the single exception of Chib-u Chak, had been swept out of existence. In 1884 Captain Healy reports, “At the villages along the north shore no sign of living beings could be found, but the still decaying bodies of tne unfortunate Eskimo were lying in and about the falling houses.” From Bering Strait around the shores of Norton Sound are a number of villages, aggregating a population of 633. On the northern side of Norton Sound is Golovin Bay. At the Golovin village the Swedish Evangelical Mission Union erected a building and established a mission in the summer of 1893. Eighty-five miles east of Golovin Bay, on the east coast of Norton Sound, is the village of Unalaklik. A mission station was established at Unalaklik in 1886 by the Swedish Evangelical Mission Union, with Kev. Axel E. Karlson in charge. In 1893 he was assisted by the Kev. August Anderson, the Kev. David Johnson, N. U. Hultburg, Miss Malvena Johnson, and Miss Hannah Swenson. During the past winter a number of Eskimo were baptized and admitted into the church. They have a home school with 47 pupils. Some of the pupils came from distant villages, one family coming 300 miles across country from the Arctic region. During the long winter evenings the children are taught various kinds of industrial work, and a number of the boys as well as the girls take lessons in sewing. Invitations have been received by the teachers for the establishment of branch schools in distant villages. Forty miles south of Unalaklik is St. Michael, a trading post orignally founded by the Bussians in 1835. The place consists of a few log houses, inclosed by a stockade, the property of the Alaska Commercial Company, and a chapel of theRusso- Greek Church, with an occasional service by a priest from Ikogmute. This is the point where the ocean-going steamers transfer freight with the small steamers that ply on the Yukon Kiver. To this point the furs collected at the trading posts of the interior, some of them 2,000 miles distant, are brought for reshipment to San Francisco. This is also the dividing line between the Innnit of the Arctic and the Pacific. Half a mile from the trading post is a native village of 30 houses and one dance house or town hall. On July, 1886, an agreement was entered into between the Commissioner of Educa¬ tion and the Missionary Society of the Protestant Episcopal Church for the estab¬ lishment of a school in the great Yukon Yalley. Owing to the impossibility of getting the supplies into that inaccessible region, the school was maintained for 1886-87 at St. Michael, on the coast, by the Kev. and Mrs. Octavius Parker. In the summer of 1887 the Eev. John H. Chapman was added to the mission, and the station was removed to Anvik. In the summer of 1889 the Eev. Mr. Parker retired from the mission on account of the health of his family. In 1890 Mr. Marcus O. Cherry was commissioned to Anvik, remaining two years. In the summer of 1891 the Eev. Jules L. Prevost was sent out to take charge of St. James Mission, near the junction of the Yukon and Tanana rivers, which had been previously established by the Eev. and Mrs. T. H. Canham, of the Church of England. Around the head waters of the Yukon Eiver the Church Missionary Society of London has established three missions on the borders of Alaska, one at Eampart House, on the Porcupine Eiver; another at Buxton, near the mouth of “Forty Mile Creek,” and the third at Plarper’s Trading Station. The latter is occupied by Eev. and Mrs. T. H. Canham. Mrs. Canham was the first white woman to cross the Eocky Mountains on snowshoes north of the Arctic circle in midwinter. Buxton is the headquarters of Bishop Bompas, the mission school being taught by Miss Susan Mellett. Eampart House was the field of the Eev. G. C. Wallis, who in 1893 returned to England on account of his wife’s health. EDUCATIONAL AFFAIRS IN ALASKA. 1737 In 1886-87 tlie Roman Catliolics entered tlio Yukon Valley and established missions and schools at Nulato, Kosoriffsky, and Cape Vancouver. At Kosoriffsky they have 73 pupils in the home school. Their missions are in charge of four or five priests and nine sisters of the order of St. Ann. In 1892 they opened a mission in the valley of the Kuskokwim. South of the Yukon River and running parallel with it are the valleys of the Kuskokwim and Nushegak rivers, occupied by the Moravian missionaries. In the spring of 1885 the Rev. and Mrs. W. FL Weinland and the Rev. and Mrs. J. H. Kilbuck and Mr. Hans Torgerson were sent to the Kuskokwim River as the first mis¬ sionaries to the Eskimo of Alaska. That fall Mr. Torgerson, the carpenter, was accidentally drowned, and Messrs. Weinland and Kilbuck were left alone to erect the mission buildings as best they could before the Arctic winter set in. In the winter of 1886-87 Mr. WeinlancVs health so far failed that he with his family left the station and in the summer of 1887 returned to California, ’where he has been doing valuable service among the Mission Indians. During the winter of 1887-88 the Rev. and Mrs. Kilbuck alone bravely held the fort. In spite of the 30° below zero and perils of storm and hostile shamans, Mr. Kilbuck would walk 25 miles on snowslioes to preach at a neighboring village. It was a long, dark winter, but the dawn was at hand. On Good Friday preaching on the crucifixion and explaining that Christ died on the cross to take away the guilt of sin, some of the older men exclaimed : “ Kou-ja-nah ! [thanks]. We, too, desire to have our badness taken away by that blood.” Mrs. Kilbuck’s health becoming impaired under the great hardships ’which she was heroically enduring, in the summer of 1.889 Mrs. Bachman, wife of Bishop Henry T. Bachman, volunteered to give a year at Bethel. She was accompanied by Miss Carrie Detterer, who went out as a permanent laborer. In 1890 the mission force was again increased by the arrival of Miss Lydia Lebeus, and in 1892 by Miss Mary Mack, and in 1893 by Mr. and Mrs. B. Helmich and Miss P. C. King. In 1893, in addition to the six American missionaries, there were two native helpers and 26 native communicants. At the native villages of Kikichtagamute and Akaigamute, the Christians, owing to the persecutions of the shamans, are preparing to leave their homes and establish a Christian village. At Ongavigamute, the uppermost station on the Kuskokwim River, a log mission house, 18 by 20 feet, has been erected. This station is being cared for by the Rev. and Mrs. Weber. Another station has been established at Quinehaha, at the mouth of the Kuskokwim. In the summer of 1886 the Moravians located and erected a mission station at the mouth of the Nushagak River. The mission w as formally opened in the summer of 1887 with the arrival of tlie Rev. and Mrs. Wolff and Miss Mary Huber. In 1889 the new station at Carmel was strengthened by the arrival of the Rev. John Herman Schcechert, and in 1890 by Miss Emma Huber. At Carmel is an industrial home, with 18 pupils, and a church with 17 communi¬ cants. In 1893 a sawmill was erected near Bethel. A short portage across the Alaska Peninsula brings us to the settlements of the civilized Innuit and Creoles. In 1784 Gregory Shelikoff formed a settlement on Kadiak Island and commenced the subjugation and civilization of the people. Soon after he organized a school, which was the first in Alaska. The first church building in Alaska was also erected on this island. For a long time it was the Russian capital, the chief seat of their power and operations. A tombstone in the Russian cemetery bears date of 1791. The present village of Kadiak (St. Paul) numbers 323 people. They have a few cattle, and cultivate small gardens. They have a large church and a resident priest; also stores of the Alaska Commercial Company, a deputy collector of customs, and a register of the tides. Kadiak is the headquarters of the Alaska Commercial Com¬ pany for the district comprising Cooks Inlet and Prince Williams Sound. The Russian school has been extinct for more than a quarter of a century, and for years the people have been anxiously looking for another. It was therefore with peculiar pleasure that on the 22d of September, 1886, an experienced teacher was landed with the necessary school books, etc. Prof. W. E. Roscoe, with his wife and baby, received a warm welcome from the people. He was not in the village twelve hours before a delegation of the citizens waited upon him to know if a night school could not be established for the married people to learn English. A trader 100 miles away, reading in a San Francisco paper that the Government would open a school at Kadiak, sent his wife and two half- grown daughters to attend the school. In their eagerness not to lose a day, they reached Kadiak six months in advance of the teacher. Opposite Kadiak is Wood Island, with 125 people, of whom 50 are children. In 1893 a large, substantial building was erected on Wood Island by the American Bap- 1738 EDUCATION REPORT, 1892-93. tist’s Woman’s Home Mission Society, as a mission for orphans, waifs, and other children of that region. Professor Eoscoe, of Kadiak, writes, under date of September 29, 1890: “In every settlement through this part of the country may be found poor, defenseless children, clothed only in rags, with no one to provide suitable food or clothing, and living entirely on such charity as may be found among a heathen people. There are many destitute children, made so by the drunkenness and the vagabond character of their parents. In addition to a kind of beer which the natives themselves make from sugar and graham flour, they succeed in buying large quantities of whisky from sailors and the more reckless class of traders. The salmon canneries are, generally speaking, a curse to the natives. The Chinese employees bring, or rather smuggle, immense quantities of fsamshu’ into the country, and peddle it out to the natives. In the Aleut settlement of Afognak, the natives have sold the bedding from their huts to obtain the vile stuff. The winter is upon them, and until recently they have been so demoralized with liquor that they had not laid in the usual winter’s supply of dried fish, their main subsistence. Without money and provisions and clothing, what misery and want will there be in that village this winter, all because of intoxi¬ cating liquors. “White hunters, recently arrived from the westward, tell me it is the same out there. The natives are demoralized by drink. Now, the future of this race is that, practically, they will perish from off the face of the globe unless they are Christian¬ ized, and that soon. It is a fact that the children do not generally show this terrible craving for strong drink. The pupils of my school are ashamed of their parents’ drinking, and we never see them drink any. It seems, therefore, to be rather an acquired habit than an inherited appetite. It is only right and just that our Gov¬ ernment take orphan children and inebriates’ children and put them in a good indus¬ trial school under religious teachers, who, in addition to moral and intellectual training, will teach them the cultivation of soil, the rearing of cattle, sheep, hogs, and poultry, the elements of some of the mechanical arts; and the girls the art of sewing and cooking.” Just north of Wood Island is. Spruce Island, where a Russian monk kept a small school for thirty consecutive years, giving instruction in the rudimental arts and agricultural industries. The monk is dead and the school discontinued. Near by are the two villages of Afognak, with a population of 321, of whom 146 are children. These cultivate 100 acres in potatoes and turnips. They have a large Greek church. September 25, 1886, I landed school desks and supplies for a school through the breakers. In 1890 a comfortable school building and teacher’s residence were erected by the Government. In 1891 the teacher reported that while the people were quiet and inoffensive, yet a hundred years of misrule has broken their spirit and left them without hope or courage to better their condition ; intemperance is very rife among them, and many of the pupils of the school, during the winter, were on the verge of starvation because their parents had wasted nearly all their living on intoxicating liquors. On visiting his pupils at their homes, he often found both parents dead drunk and the hungry children shivering with cold. Until some efficient means can be employed to prevent the introduction of liquors among them, the school work will be carried on under very great disadvantages. At Karluk a comfortable teacher’s residence and school building have been erected. The chief industry is canning salmon, which gives employment to children as well as adults, so that during the run of the salmon in summer school is suspended. It is an important center for a school, and it is hoped that much can be accomplished in the future. ALEUTS AND CREOLES. From the Innuit we pass to the consideration of the Aleuts. The origin of the word “Aleut” is not known. They designate themselves by the term “ Unung-un,” the native word for “our people.” They occupy the Aleutian chain of islands and portions of the Alaska Peninsula, from the Shumagin Islands, 1,650 miles westward to Attu. The average height of the men is about 5 feet 6 inches. They have coarse black hair, small eyes, high cheek bone3, flat noses, thick lips, large mouths, broad faces, and light yellowish-brown complexions, with a strong resemblance to the Jajianese. The marriage relation is respected, and as a rule each family has its own house, with two to three rooms. They use in their houses a small cast-iron cook stove or neat wrouglit-iron cooking range, granite- ware kettles, white crockery-ware dishes, pewter or silver-plated ware, and feather beds covered with colored spreads. Their walls are adorned with colored pictures, and their houses lighted with kerosene in glass lamps. Many homes possess an accordion, a hand organ, or music box, some EDUCATIONAL AFFAIRS IN ALASKA. 1739 of the latter costing as high as $200. They dress in American garments, and their women study with great interest the fashion plates and some try to imitate the latest styles. The village of Unalaska has a population of 60 white men and 5 white women and 251 Aleuts and Creoles, of whom 132 are children. They have a church, priest's res¬ idence, the stores, residences, warehouses, and wharves of the Alaska Commercial Company, 18 frame residences, and 50 barrabaras. It is the most important settle¬ ment in western Alaska and the commercial center of all trade now in that region or that shall develop in the future. It fs the natural outfitting station for vessels passing between the Pacific and Arctic oceans. In the mountains back of the vil¬ lage is a volcano in eruption. In September, 1889, Mr. John A. Tuck reached the village and opened a day school. The following season a few girls were taken into his family and a mission homo opened under the auspices of the Methodist Woman’s Home Mission Society. The Home family has increased until, in 1893, 26 girls enjoyed its advantages. Two hundred and twenty-two miles north of Unalaska are the .celebrated Pribilof, or. as they are more popularly called, Sea Islands. The village of St. Paul, on an island of the same name, is laid out in regular streets like an American village, and has 64 houses and a priest’s residence. The popula¬ tion is 18 white men, 4 white women, and 222 Aleuts. Twenty-seven miles to the southeast is the companion island of St. George, with 8 white men and 85 Aleuts. They have a church and school. These islands are leased by the United States Government to the North American Commercial Company. The revenue of these islands since 1870 has returned to the Government the entire sum paid to Russia for the whole country. From these two islands come nearly all the seal skins of commerce. There is a small school on each island supported at the expense of the company, with 98 per cent of the children in attendance. In the immediate vicinity of the Unalaska. on the island of Spirkin, is Borka. This village is noted for its cleanliness. With their white-scrubbed and neatly sanded floors, their dear, clean windows, neat bedding, tidy rooms, and abundance of wild-flower bouquets on tables and window sills, they may properly be called the Hollanders of Alaska. To the eastward, near the southern end of the Alaska Peninsula, is Belkoffski, with a population of 185. In addition to the buildings of the great trading firms, the village has 30 frame houses and 27 barrabaras. In 1880 they raised among themselves $7,000 for the erection of a church. One- half of them cau read and write in the Aleutian language, and they support a small school. West of the village i3 the magnificent volcano Shilhaidin in active erup¬ tion, and to the north Pavloff volcano is throwing out smoke like the smokestack of an ocean steamer. At Unga, with its 74 children, I established a school October 20, 1886, Prof. John H. Carr (the teacher) and his wife belonging to the Methodist Church. The Methodist Woman’s Home Mission Society have erected a teacher’s residence and named it “The Martha Ellen Stevens’ Cottage,” in memory of Mrs. Carr, who died there. For the southern coa,st of Alaska between Sitka and Unalaska there is a monthly mail during the seven summer months of the year. To the north of the Aleutian Islands there is only oue mail a year. In the Aleutian district are 1,890 Aleuts and 479 Creoles, TINXEU. “Tinneh” is the native word for “people.” The Tinneh of Alaska are tall, well formed, strong, and courageous, with great powers of endurance. They are great hunters and fishers. Polygamy prevails among them, the men frequently having more than one but seldom more than three wives. Wives are taken and discarded at pleasure. Among some of them female infanticide is occasionally practiced. The bodies of the dead are buried in boxes above ground. Shamanism and witchcraft, with all their attendant barbarities, prevail. They also believe in a multitude of spirits, good and bad. On the lower course of the Yukon and Kuskokwim rivers, and in the great range of country north and south bordering on the Innuit of the coast, are the western Tinneh, the Ingalik of the Russians, numbering in three hands about 1,809. From the junction of the Yukon and Tanana rivers, westward to the British line, from the Innuit on the Arctic shore almost to the Lynn Canal on the south, is the home of the Kutchin families. They number, with the Ah-tena, on Copper River, about 3,300. Some of these people have been taught to read by the missionaries of the Church Missionary Society of England. 1740 EDUCATION REPORT, 1892-93. For 3rears the Church Missionary Society of England has had stations at Fort McPherson and La Pierre House, hordering on northeastern Alaska, and their missionaries have made occasional trips on the Upper Yukon and its tributaries. THLINGET. The Thlinget, composed of 10 clans, occupy the islands of the Alexander Archi¬ pelago and coasts adjacent. They number 5,834, Immediately associated with these are 788 Hyclah, occupying the southern end of Prince of Wales Island. The Thlinget are a hardy, self-reliant, industrious, self-supporting, well-to-do, warlike, superstitious race, whose very name is a terror to the civilized Aleuts to the west as well as the savage Tinnah to the north of them. At the base of Mount St. Elias is Yakutat. This is a station of the Swedish Evan¬ gelical Union, with Eev. and Mrs. Albin Johnson, Eev. K. J. Hendrickson, and Miss Selma Peterson, teachers. Mrs. Johnson (Agnes Wallin) was from Jankaping, Sweden, and made a journey of 9,000 miles to join Eev. Mr. Johnson, to whom she was married upon her arrival at the mission, on the 18th of May, 1891. A large, sub¬ stantial boarding house, 35 by 14 feet in size, and two and a half stories high, erected in 1891, was burned in the winter of 1892-93. A new building was at once commenced. CHILKAT. Occupying the extreme northern section of Lynn Canal and the valleys of the Chilkat and Chilkoot rivers is the Chilkat tribe, numbering 988. They are great traders, being the “middle men” of their region, carrying the goods of commerce to the interior and exchanging them for furs, which are brought to the coast, and in turn exchanged for more merchandise. Their country is on the highway of the gold seekers to the interior. In the summer of 1880, a trading post having been established among them, I arranged for a school to be taught by the wife of the trader, Mrs. Sarah Dickinson, native. The mission proper, however, commenced July 18, 1881, with the arrival of Eev, Eugene S. Willard and family. In 1882 Miss Bessie M. Mathews, of Monmouth, 111., was sent out to take charge of a boarding department, which was opened in 1883. The station is called Haines. Thirty miles up the Chilkat Eiver, for a time, a school was taught by Louis and Tillie Paul, both natives. During 1885-86 Mr. Willard and family returned East to regain their health, injured by exposure and hardships, and the mission was closed. It was reopened again in 1887 by Mr. and Mrs. F. F. White, who remained two years. In 1891 Eev. W. W. Warne and wife were sent to Haines and the work resumed. In 1893 the converts asked to be organized into a church. HOONAH. One hundred miles southwest are the Hoonalis, occupying both sides of Cross Bound, and numbering 908. In 1881 I erected a schoolhouse and teachers’ residence at their principal village, on Chichagoff Island, and placed Mr. and Mrs. Walter B. Styles, of Yew York City, in charge. In 1884 Eev. and Mrs. John W. McFarland were sent from Wrangell to Hoonah, and are now in charge of the school. One of the peculiarities and discouragements of this and several other stations in Alaska is that in summer the people all leave their houses in search of work and pro¬ visions. Dr. and Mrs. McFarland partially overcame this difficulty by taking a canoe and following their people to their hunting and fishing camp. There as elsewhere faithful work bears fruit, and in 1893 Mr. McFarland reported a church of 161 native communicants redeemed from heathenism. AUKE. A few miles to the eastward, on Admiralty Island, are the Aukes, numbering 640. In that region valuable gold mines have been opened and an American mining vil¬ lage established in Juneau. A summer school was taught by Mrs. W. H. E. Corlies during 1882 and 1883. In the spring of 1886 the Board of Home Missions of the Presbyterian Church commissioned Eev. Joseph P. White missionary to the whites at Juneau, and Eev. E. S. Willard to the natives. During that season Mr. Willard took down the mission premises at Tshk-nfik- Siiuk’-y, removed them to Juneau, and from the materials erected a neat church for the natives. A small house (which has since been replaced by a commodious building) was erected adjacent to the church for a mission home for native children. Assisted by EDUCATIONAL AFFAIRS IN ALASKA. 1741 Mrs. Willard, Mrs. Elizabeth Matthews, and Miss Margaret Dunbar, Mr. Willard has built up a church of 52 native communicants (1893) and a flourishing mission home, from which a number have been sent to the training school at Sitka. TAKU. A few miles to the south, on the mainland, is tlio Taku tribe, numbering 269. A summer school was held among them in 1880 by Rev. and Mrs. W. H. R. Corlies, of Philadelphia. In 1882, pressed by the importunities of the leading men of the tribe, he took up his abode among them, and erected school and residence buildings at Tsek-mtk-Sauk’-y. In 1884 circumstances required their return to Philadelphia, the people in the meantime having removed to Juneau. In 1886 the mission buildings were taken there by Mr. Willard. HOOCHINOO. On the southwestern side of Admiralty Island are the Hoochinoo, numbering 666. The main village is at Killisnoo, where the Northwest Trading Company has estab¬ lished a large fish-oil manufactory. In the neighborhood are extensive coal fields and valuable gold mines. I established a public school in this place in January, 1886. In 1892 Rev. L. F. Jones and wife were placed in charge of the school, and in 1894 there was a call for a church organization. KAKE. To the south, on Kuiu and Kupreanoff Islands, are the Kake, numbering 568. In the winter of 1892-93 a school was opened for the Kakes, with Charles H, Edwards in charge. A few months afterwards, Mr. Edwards being shot by whisky smugglers, the school was closed and has not yet been resumed. STIKINE. Eastward, around the mouth and lower course of the Stikine River, are the Stikine. They number 317. Their principal village is at Fort Wrangell, on an island of the same name. In the fall of 1877 1 opened for the Presbyterian Board of Home Missions a mission school, with Mrs. A. R. McFarland in charge. In 1878 Rev. S. Hale Young, of West Virginia, was sent out. The same season a boarding department for girls was estab¬ lished by Mrs. A. R. McFarland. In 1879 Miss Maggie A. Dunbar, of Steubenville, Ohio, was added to the teaching force. The same year the erection of a suitable building was commenced, which was finished and occupied the following year; also the same year Rev. W. H. R. Corlies and family arrived from Philadelphia. Mrs. Corlies opened a school on the beach for visiting natives, and her husband a night school for adults. He also served as missionary physician to the place until his removal to the Taku. In 1882 Rev. John W. McFarland and Miss Kate A. Rankin were added to the mis¬ sionary force. In the fall of 1884 the Girls’ Home was removed to Sitka, together with Mrs. A, R. McFarland and Miss Rankin. Mr. J. W. McFarland and his wife (n£e Dunbar) were given charge of the mission at Hoonah. In 1888 the Rev. S. Hale Yhmng was succeeded by Rev. Allan McKay, and in 1892 he in turn was followed by Rev. Clarence Thwing. Under the labors of Rev. and Mrs. Thwing the old church is regaining its former prosperity. METLAKAHTLA. In the spring of 1887 the Tesimpeans, who had been civilized and Christianized by Mr. William Duncan at Metlakahtla, British Columbia, becoming alarmed at the encroachments of the Colonial Government and the arbitrary measures of the Church of England, gave up their comfortable homes, abandoned their improvements and property that they could not carry with them, and empty-handed went out into the unbroken wilderness for conscience sake. Crossing the international boundary line into Alaska, they settled upon Annette Island, »60 miles north of their former home. On the 7th of August Mr. William Duncan arrived, and amid general rejoicing and the firing of guns the “ Stars and Stripes” were floated over this people, that thus publicly transferred their allegiance from Canada to the United States. During the first season the heavy forest was felled and over a hundred log houses were erected for a temporary shelter of the inhabitants. Through the pecuniary assistance of friends in New York, Boston, Portland, and elsewhere, a sawmill, saimon cannery, and other industries have been established, a church, schoolhouses, and other public buildings erected, and the old log dwell¬ ings are rapidly being replaced by comfortable painted frame dwellings. The census of 1890 gives this model village a population of 828. 1742 EDUCATION REPORT, 1892-93. TONGA SS. Two hundred miles south of Fort Wrangell are the Tongass, numbering 273. Some of these cross over to British Columbia, and find school privileges at Port Simpson, a station of the Wesleyan Methodist Church of Canada. In 1884 a school was estab¬ lished among them, with Louis and Tillio Paul as teachers. In December, 1886, Prof. S. A. Saxman was placed in charge of the public school. Mr. Saxman and Mr. Paul being drowned a few months after, the school and mission were discontinued. HYDAH. West of the Tongass, on the southern half of the Prince of Wales Island, are the Hydah, numbering 788. They are a large, well-formed, and handsome race, with lighr complexion, and have long been noted for their bravery and ferocity in war. Terrorizing all the neighboring tribes, they were known as the “Bulldogs” of the North Pacific. Years ago they did not hesitate to attack and plunder English and American vessels. In 1854 they held the captain and crew of an American vessel in captivity until ransomed by the Hudson Bay Fur Company. Their villages are remarkable for the number of totem sticks. These are carved logs from 1 to 2 feet in diameter and from 20 to 60 feet high. Some of them contain hollow cavities, in which are placed the ashes of cremated dead chiefs; others are heraldie, and repre¬ sent the family totem or orders. In some cases a large oval opening through one of these sticks forms the entrance to the house; in others the pole is at one side of the entrance. The house is a large, low, plank building, from 40 to 50 feet square, with a fireplace in the center of the floor, and a large opening in the roof for the escape of the smoke. Some have inserted windows and doors in their buildings, and pro¬ cured bedsteads, tables, stoves, dishes, and other appliances of civilized life. Their food consists largely of fish, dried or fresh, according to the season. Wild berries and deer are plentiful. The berries are preserved in fish oil for winter use. Their coast also abounds with good clams. They raise large quantities of potatoes. The Hydah are noted for their skill in carving wood, hone, gold, silver, and stone. The finest of the great cedar canoes of the Northwest Coast are manufactured by them. They practice polygamy and hold slaves. The husband buys his wife, frequently while a mere girl, from her parents. If she does not suit, she can be returned and the price refunded. They are inveterate gamblers. On the 22d of August, 1881, a mission was established among them, in connection with the Presbyterian Board of Home Missions, at the village of Howkan, with Mr. James E. Chapman in charge as a teacher. The station was called Jackson by the missionaries. In the spring of 1882 Rev. J. Loomis Gould and family, of West Vir¬ ginia, were sent to the Hydah. The same year some ladies in Brooklyn, N. Y., pro¬ vided a sawmill for the station; and in the fall of that year Miss Clara A. Gould was added to the teaching force. In September, 1885, the mission day school was changed into a public school, Miss Gould continuing the teacher. In 1886 Mrs. A. R. McFarland removed from Sitka and established a home for girls, with Miss C. Baker as assistant. Mr. Gould has gathered around him a native church of 54 communicants. HAXEGAH. In the northern portion of Prince of Wales Island are the Hanegah, numbering 587. Their winter village is Tuxikan. In summer they congregate at the salmon cannery and sawmill at Ivlawack. In November, 1889, I left at Tuxikan Rev. L. W. Currie, of Texas, to establish a public school. Mr. Currie was a minister of the Southern Presbyterian Church, with a large experience among the Indians of the Indian Territory and of Texas. As no white man had ever lived in their village, there was no comfortable house to he had, and the mission family were compelled to go into a native house. It was a large building, 80 by 37 feet in size, with plank sides and a rotten hark roof. On the inside of the building a raised platform about 8 feet wide extended around the four sides of the room. Inclosed- by this platform and 3 feet below it was the main floor, formiug a pit 21 by 22 feet in size. In the center of the pit a space 8 feet square was left uufloored and covered with gravel. This was the fire¬ place. The smoke, circling around the room, passed out of a hole 6 feet square, which was left in the roof for that purpose. The hole that permitted the escape of the smoke allowed the free descent of the rain. The south side of the house extended on piles over the tide. Into this building, which an eastern farmer would consider unfit for his cattle, a choice Christian family moved without a murmur. A partition of sheeting was erected along the edge of the platform, forming a partition between them and the pit. The pit was set apart for the school and church rooms, and the platforms on two sides divided into rooms for the teacher’s family. On the other two platforms lived the native who owned the house. He had a family of six. EDUCATIONAL AFFAIRS IN ALASKA. 1743 In 1887 Mr. Currie removed to Ivlawack, and erected a school and residence build¬ ing. Dying in 1887, bis wife returned to Texas. For a couple of years tbe mission was continued by Mr. H. C. Wilson, a layman, but in 1893 is uusupplied. SITKA s. To tbe north, on the western coast of Baranof, are the Sitkas, numbering 721. Their chief village is at Sitka, the old capital of the Russian possessions in America. It was their political, commercial, religious, and educational center. As early as 1805 a school was opened at Sitka. It held a very precarious existence, however, until 1820, when it came under the charge of a naval officer, who kept a good school for thirteen years. In 1833 this school came under the direction of Etoiin, who still further increased its efficiency. Etoiin was a Creole, who by force of ability and merit raised himself to the highest position in the country, that of chief director of the fur company and governor of the colony. He was a Lutheran, the patron of schools and churches. While governor, he erected a Protestant church at Sitka, and presented it with a small pipe organ, which is still in use. In 1840, besides the colonial school at Sitka, was one for orphan boys and sons of workmen and subaltern employees of the fur company, in which were taught read¬ ing, writing, arithmetic, grammar, mechanical trades, and religion. In 1839 a girls7 school of a similar character was established, and the number of boarders limited to forty. In 1841 a theological school was established at Sitka, which in 1849 was advanced to the grade of a seminary. This made five schools at Sitka — two for the children of the lower class, two for the higher class, and one seminary. About the time of the transfer of the country the teachers were recalled to Russia and the schools suspended. But with the change of government came a new people. The majority of the Russians left the country, and their places were taken by Americans. Many came in from California, and on the 8th of November, 1867, less than a month from the time that the country passed under the United States flag, the citizens called a meeting and formed a temporary local government, and on the 18th of December, 1867, a peti¬ tion formed by forty-nine persons, two of whom “made their mark,77 was presented to the common council, asking that a citizens7 meeting might he called to empower the council to establish a school. On the 20th of March, 1868, the council adopted some school regulations and appointed three trustees, who exercised a joint control with a committee of officers from the military post at Sitka. During the winter of 1888-69 a school building was purchased. The annual reports of the trustees have disap¬ peared, and there is nothing to show the time when teaching commenced. In Octo¬ ber, 1869, the council voted that the salary of the teacher should he $75 per month in coin, and on March 1, 1871, it was ordered to ho $25 per month, which evidently means that at the latter period the post commander withdrew the $50 per month which had been paid from the army funds. On the 12th of August, 1871, permission was given the bishop of the Greek Church to teach the Russian language one hour each day in the public school. During 1873 the school seems to have died out. In 1879 and 1880 an attempt was made to establish a school for Russian children, which was taught by Mr. Alonzo E. Austin and Miss Etta Austin. In the winter of 1877 and 1878 Rev. John G. Brady was appointed to Sitka, and in April, 1878, a school was opened by Mr. Brady and Miss Fanny E. Kellogg. In December, through a combination of circumstances, it was discontinued. In the spring of 1880 Miss Glinda Austin was sent out from New York City and commenced school April 5 in one of the guardhouses with 103 children present. This number increased to 130. Then some of the parents ax^plied for admission, hut could not be received, as the room would not accommodate any more. In November some of the boys applied to the teacher for permission to live in the schoolhousc. At home, they alleged, there was so much drinking, talking, and carousing that they could not study. The teacher replied that she had no accommo¬ dations, bedding, or food for them. But they were so much in earnest that they said they would provide for themselves. Upon receiving permission, seven native hoys, 13 and 14 years of age, bringing a blanket each, voluntarily left their homes and took up their abode in a vacant room of one of the Government buildings. Thus commenced the hoarding department of the Sitka school. Soon other hoys joined them. Capt. Henry Glass, who succeeded Captain Beardslee in the command of the U. S. S. Jamestoivn, from the first, with his officers, especially Lieut. F. M. Symonds, U. S. N., took a deep interest in the school. As he had opportunity, he secured hoys from distant tribes and placed them in the institution, until there were 27 hoys in tho hoarding department. In the winter of 1882 the schoolliouse was burned, and the hoys took refuge in an abandoned Government stable, which was fitted up for them. In the fall of 1882, 1744 EDUCATION REPORT, 1892-93. after consultation with the collector of customs, the commander of the United States man-of-war, and the leading citizens, I selected ar new location for the school, out¬ side of village limits, and erected a two-and-a-half-story building, 100 by 50 feet in. size. This location was donated to the Board of Home Missions by the "Rev. John G. Brady. In the spring of 1884 the faithful labors of Rev. Alonzo E. Austin and teachers bore fruit. The Holy Spirit was poured out and nearly all the adult pupils were brought to Christ. The work extended to the native village, and many of the par¬ ents accepted Jesus as a personal Savior. On the 12th of August, 1884, I took charge of the mission and school, and, in con¬ nection with Mr. Austin, on the 7th of September organized a church of 44 native and 5 white communicants. The church attendance has since grown to over 341 members. On September 14 to 16 the Presbytery of Alaska organized at Sitka and held its first meeting. During the same month Mrs. A. R. McFarland and her Home for Girls were removed from Fort Wrangell to Sitka, and the united schools made a Government contract industrial and training school. To meet the growth of the school a second large building, 130 by 50 feet in size and two and one-half stories high, was erected, and so far finished that it was occu¬ pied January 1, 1885. In the spring of 1885, on my being appointed United States general agent of edu¬ cation in Alaska, Prof. A. J. Davis, of Pennsylvania, was appointed superintendent of the school. Family matters requiring his return east, lie was succeeded by Mr. William A. Kelly, of Pennsylvania. As the school grew, the steam laundry, boys’ and girls’ hospital wards, two indus¬ trial buildings, church, library, and museum, eight model cottages, and other build¬ ings were erected. In 1890 Professor Kelly reported concerning the 164 pupils in the school: “ Our school is distinctively coeducational. The boys and girls recite in the same classes, dine together in the same dining room, and, under wholesome restraint, have opportunities for social intercourse. “A few years of sedulous training have developed in some of our oldest pupils a spirit of emulation, a sense of personal responsibility, self-respect, self-reliance, and self-helpfulness, which command respect. Most of our large boys, advanced far enough to read intelligently in the second reader, are learning a trade (all being in school half of each day and at work half a day), and the diligence with which they pursue their studies, the zest with which they enter upon industrial work day after day, is most praiseworthy of them and encouraging to their instructors. “ All of the shoes for the pupils of our school are handmade in our shop, under the direction of a competent foreman. Considerable custom work is also done. u Our supply of barrels and half barrels far exceeds the demand, yet we consider coopering an excellent trade for our young men. Owing to high freight, barrels are usually made at the fishing station, where needed, and coopers are in demand at those places. “ We are always pressed with work in carpentry. The variety and scope of work have proved a most valuable source of instruction to the boys, most of whom are aptly adapted to mechanical industry. The boys have made commendable progress. Young men who can do carpenter work fairly well can find opportunity to ply their trade in any of the villages of Alaska. “ We have eight model cottages, six of which are occupied by young married couples from the school. These young folks have been thrown entirely upon their own responsibility and resources, and they are doing well in earning a livelihood, while their houses are kept clean, neat, and homelike. The environments of family life among the young folk, in contradistinction to that in vogue among the natives, tend to create new conditions and inspire new impulses among their own people. “ The girls are trained in every department of household industry, kitchen, dining room, teachers’ room, etc. The matron and her assistants give each girl individual care in the details of housekeeping, thus gradually inculcating and developing a sense of personal responsibility. “ Our boys do the bread baking for the school, while the girls in turn are taught how to bake and cook for a family. They are also trained to wait upon the table, and they serve the teachers and guests with grace and manners. Our young boys are also trained in our school, kitchen, and dining room. u Our pupils, from the children to the adults, sing with a spirit and understanding that outrivals many of the public schools. “ Our brass band of 20 members dispenses music for the school and for the town on public occasions. “We have a military company of 35 members. The guns were kindly loaned us by the governor of the Territory. EDUCATIONAL AFFAIRS IN ALASKA. 1745 “ Lessons in patriotism are constantly inculcated. Tlie Alaskans are a loyax, patriotic people. Rev. A. E. Austin, the veteran missionary of the school, has charge of the religious and devotional exercises.” In 1891 Mr. Kelly resigning in order to secure needed rest, he was succeeded by Mr. Alfred Docking, and he a few months later by Rev. A. E. Austin, who, in his long service at Sitka, has built up a native church of 341 communicants. The mission force in 1893 consisted of Rev. A. E. Austin, Mr. R. A. Clark, Mrs. A. E. Austin, Mrs. M. C. Wade, Miss A. R. Kelsey, Mrs. M. D. Clark, Miss F. H. Willard (native), Mrs. A. T. Simpson, Mrs. T. K. Paul (native), Mr. J. A. Shields, Mr. A. T. Simpson, Mr. J. E. Gamble, and Mr. W. Wells (native). In addition to the training school, the Greek and Papal churches each have a school, and the Government two schools, at Sitka. But of all the schools at Sitka, the Presbyterian Training School is the “City of Refuge” for those fleeing from death — the “"House of Hope” to these sitting in the habitations of cruelty — the “House of Help” to the starving, homeless, friendless waif — an asylum to the escaped slave — the protector of helpless girlhood. A few years ago a little girl was accused of witchcraft. The tribe bound her with a rope. A stalwart chief, holding one end of the rope, walked in advance dragging the child after him, while another came behind holding the other end of the rope. These men were the admiration of the tribe for their bravery in holding between them a puny, starved girl of 10. She was rescued by Professor Austin, who was in charge of the school, and given a home. A girl of 14, when about to be sold into a life of sin, for the benefit of a distant relative, escaped from her grandmother, who was guarding her, and found a refuge in the school. Another, a girl of about 17, was being sold for similar purposes by her stepmother and aunt. The two women, quarreling over the division of the money, came to settle the dispute before the clerk of the court, who took the girl from her unnatural pro¬ tectors and placed her in the school. Another was the slave of a prominent chief. After his death his two widows treated her so cruelly that she ran away, and was found hidden under a house. She was taken into the school and furnished protection and a home. A man that married one of the widows claimed her as his property, and tried to get possession of her, but in vain. The school was her protector. Another, to prevent being married to her stepfather and becoming a plural wife with her own mother, ran away and came to the school. For a long time she did not dare visit her mother, and when at length she ventured to visit home they locked her up in a room to keep her. After some days she again escaped and returned to the school for shelter. Another girl of 15, and her sister, 10 years of age, were picked up on the beach at a mining camp. They were without friends or home, almost without clothing, and in a starving condition. Through neglect and cruel treatment the younger one was almost blind. These orphan sisters were taken into the school, fed, clothed, and kindly cared for. Medical attendance was provided, and the blind one restored to sight. Among the boys, one had been sold as a slave twice before he was brought to the school. Another had been shot as a slave and a bullet sent crushing through his shoulder. Another had been tied up as a witch and kept four days without food, when he was rescued. Another, when born, was about to be killed by his parents to save the trouble of taking care of him. A neighboring woman took pity on the baby and removed him to her own house. When the school commencedhe was placed in it. Many others have come under the protection of the school through trials and dangers. And all along the coast, if a child is to be sold into slavery, or is in danger of being tortured to death as a witch, or forced into a life of sin, they know that if they can escape and reach the Presbyterian Mission School at Sitka they are safe. Thus, at points hundreds of miles apart, a few central stations have been estab¬ lished. While communication is made with the outside world by means of steamer twice a month at some of tbe more important stations in southeastern Alaska, the stations in arctic and central Alaska are cut off almost entirely from the great, busy, outside world. Once a year the curtain lifts, and they receive their supplies of provisions, clothes, letters, papers, etc., and then it shuts down and they are closed in for another twelve months. Inasmuch as Dr. Jackson is required to make a voyage each year to northwestern Alaska while the reindeer experiment is in progress, and for that reason can not perform his duties in southeast Alaska, I resolved to place the schools of the Sitka district under the immediate charge of ?rr. William Hamilton, the assistant agent, who had hitherto been staiioned continuously at the bureau of education. In November Mr. Hamilton proceeded to southeast Alaska and spent a month in that ED 93 - 110 1746 EDUCATION REPORT, 1892-93. region, making himself fully acquainted with the school situation, consulting with Mr. W. A. Kelly, the local superintendent, and with the local committees, and inspect¬ ing the schools at Sitka, Juneau, Douglas, Killisnoo, and Wrangell, the only places that could he reached at that season of the year. Section 14 of “An act to repeal timber-culture laws and for other purposes,” approved March 3, 1891, reserves from sale “ any lands belonging to the United States which shall be occupied by the United States for public purposes, or which shall be reserved for such purposes.” During the past year a number of incorporated companies, engaged in trading, fishing, and lumbering in Alaska, have availed themselves of the provisions of the same act, whereby they can make application for a survey and patent to 160 acres of land upon which their improvements are situated. As some of these applications cover the site of existing villages where the Govern¬ ment has school buildings, it is important that the land necessary for these school buildings and playgrounds should be marked and reserved at once. Therefore, I would respectfully suggest that tbe Hon. James Sheakley, governor, the Hon. War¬ ren Truitt, judge of the United States district court, and Hon. William A. Kelly, United States commissioner at Wrangell, bo appointed a special commission to visit the more important settlements of southern Alaska, select and marie sites for public school buildings, and report the same to the Secretary of the Interior, that they may be reserved for such purposes by executive order. I can not urge too strongly tbe need of an increased appropriation foT education in Alaska. For three years in succession the amount granted by Congress for this purpose was $50,000. For the fiscal year 1892-53 this amount was reduced to $40,000. It was only by strict economy that the expenses of the school system had been kept within the limits of the appropriation of $50,000, and the consequence of this reduc¬ tion was the suspension of three Government schools (Klawack, Ivake, and Karluk), the reduction of the salaries of some of the teachers and of the amounts paid to the contract or mission schools. The appropriation for the fiscal year 1893-94 is only $30,000. With this amount it will of course be impossible to reopen the suspended schools, and many very urgently needed Tepairs to the school buildings must be post¬ poned. It will also be necessary to make sweeping reductions in the amounts granted to the contract or mission schools, which for the past three years have been doing excellent w ork in civilizing the natives of western and arctic Alaska. New schools are urgently needed in at least six places (Kotzebue Sound, Nukluk- ayet, St. Lawrence Island, Kenai. Nutchek, and Tongas), having more than 600 children with no school privileges. For the present year I had submitted an estimate of $50,000. Without sufficient means it will be inrpossible to keep the present schools in efficient operation, much less to promote a gradual and healthy growth of the educational system, so essential to the utilization of that vast portion of our country. Tabx.e 1. — Highest enrollment, 1885-1893. Public schools. Enrollment. Afognak . . Douglas City, Iso. 1 . Douglas City, No. 2. Fort TVran- _gell. Paines . Jackson . Juneau, No. 1 Juneau, Iso. 2 Kadiak . Karluk . Killisnoo .... Klawack . Sitka, No. 1 . . Sitka, No. 2 . . TJnga . Chilkat . Kake . . Port Clarence 1885-86. i 1886-87. 11887-SS. ;1888-S9. 1889-90. 1890-91. 1891-92. 1892-93. (*) (t) ct) (t) (*) (t) (*) (*) 43 35 (t) (t) 1G6 43 123 236 (i) 59 (t) 125 184 60 138 85 (t) (f (t) 24 67 (t) 108 144 110 25 67 81 (t) 44 81 GO 60 . 28 (t) (t) (t) (t) 90 128 105 36 58 68 (t) 90 51 (t) (t) 37 j 23 68 | 93 | (t) 100 33 j 51 I 80 33 68 I 50 I 54 ! 55 35 25 24 49 (r) 100 26 75 69 29 33 38 59 54 33 89 60 (t) 40 13 108 49 54 82 28 61 74 (f) 137 (t) 50 48 35 Teachers in the public schools, 1892-93. E. S. Smith E. (). Smith. J. E. Connett. Miss E. Tolman. W. W. Warne. Mrs. C. G. McLeod. D. Davies. Mrs. M. A.Saxinan. C. C. Solter. L. F. Jones. Alias C. Patton. 'Mrs. G. Knapp. Mrs. L. Vanderbilt. O. K. McKinney. 20 M. "W. Eruce. Enrollment not known. t No school. EDUCATIONAL AFFAIRS IN ALASKA. 1747 Table 2. — Amounts contributed by the churches and Government to the contract schools. Contract schools. Expended by Government. 1887-S8. 1S88-89. ’ 1889-90. 1890-91. ! 1891-92. 1892-93. ■ $500 $1,000 : $1, 000 $1, 000 $1, 000 $1,000 b (t) (t) 1,000 2, 000 2, 000 : 2,000 5 (t) 2, 500 1 3, 000 3. 000 2, 500 j 2, 000 1 500 1,000 1,000 1,000 1,000 i 1,000 ) 300 1,000 1,000 1. 000 1,000 i 1,000 (t) . (t) (t) eriodicals, books, and text-books. Iovering, Prof. Joseph, LL. D., in Cambridge, Mass., January 19, aged 80; was born in Charlestown; graduated at Harvard, 1833; 1836 was appointed tutor of mathematics and physics in Harvard; 1838 was appointed Hollis professor of mathematics and history, which chair be held for fifty-three years; 1853-54 and 1857-1870 was regent of the university; associated with Professor Pierce, was editor of the Mathematical Miscellany ; had charge, 1867-1876, in connection with the United States Coast Survey, of computations for determining transatlantic longitudes from telegraphic observations on cable lines; 1854-1873 was perma¬ nent secretary of the American Association for the Advancement of Science; 1873 was its president; was a member of the American Historical Society of Philadelphia, of the National Academy of Sciences, California Academy of Sci¬ ences; Buffalo Historical Society; 1869-1873 was corresponding secretary of the American Academy of Sciences ; 1873-1880 its vice-president; 1880-1887 its presi¬ dent; published numerous books and articles on scientific subjects, the total number being not less than 103; from 1889 he was professor emeritus. Lyford, Amos Coggswell, in Denver, Colo.. May 3, aged 30 years; was hern in Bos¬ ton; graduated at Dartmouth, 1885; taught in the Holderness school, New Hamp¬ shire; in an Episcopal academy, Cheshire, Conn.; in Jarvis Hall Military Acad¬ emy, Denver^ of which he was head master at the time of his death. 1756 EDUCATION REPORT, 1892-93. Mahon, Rev. W. A. V. V., D. D., in New Brunswick, N. J., November 3, aged 70; was a graduate of Union College, 1840, and New Brunswick Theological Seminary, 1846, in which latter institution he was professor of didactic theology at the time of his death. Manly, Basil, in Louisville, Ky., January 31, aged 66; was born in South Caro¬ lina; graduated at the University of Alabama, 1843, and Princeton Theological Seminary, 1847 ; in 1854 wa3 president of the Richmond Female Institute; was professor of Old Testament interpretation and Biblical introduction in the Southern Baptist Theological Seminary, at Greenville, S. C., which position he held at the time of his death ; in 1871 was elected president of Georgetown College, Kentucky, but after a year he returned to the theological seminary, which had been moved to Louisville. McMullen, Rev. Samuel H,, D. D., in Glendale, Ohio, February 17, aged 61; was born in Philadelphia; graduated at University of Pennsylvania, 1849, and Princeton Theological Seminary, 1851 ; professor of Greek at Miami University, 1867-1870; professor of church history at Danville (Ky.) Theological Seminary. Meigs, Gen. Montgomery C., in Washington, D. C., January 2, aged 75; a gradu¬ ate of the United States Military Academy; 1876 was made a member of the commission to reorganize the Army; was Quartermaster-General, a scientific soldier, the architect of the Pension Building, Washington, regent of the Smithsonian, and a member of scientific societies. Martin, Charles, M. D., January 15; formerly medical director in the United States Navy. Merriman, Rev. Wm. E., at Marblehead, Mass., August 1, aged 67; was many years a Congregational pastor, and from 1863 to 1879 was president of Ripon College, Wisconsin; was a corporate member at one time of the American board. Moore, George Henry, in New York, May 5, aged 69; was born in Concord, N. H. ; graduated at the University of the City of New York ; while a student was appointed assistant librarian of New l"ork Historical Society; 1849 became librarian; since 1872 superintendent of the Lenox Library; published several works, among them Early History of Columbia College. Moss, John Calvin, in New York, April 8, aged 54; was born in Pennsylvania; was the inventor of photo-engraving and head of the Moss Engraving Company. Murphy, Rev. J. J., S. J., in Washington, D. C., March 11, aged 48; was born in Ireland; educated at Carlow College and Maynooth, where he studied theology; entered the Society of Jesus, in America, 1866; 1868 was appointed professor in Boston College; 1875, lecturer at Georgetown University, District of Columbia, and prefect : was professor of rhetoric, Frederick, Md. ; professor of scripture at Woodstock ; professor of philosophy at Holy Cross College ; rector of Gon- zaga College, District of Columbia; "rector of St. Francis Xavier church and college ; professor of philosophy, Georgetown College. Mussey, Gen. Reuben Delaven, LL. D., in Washington, D. C., May 29, aged nearlv 59 ; was born in Hanover, N. H. ; graduated at Dartmouth College, 1854 ; captain United States Army ; colonel One hundred and tenth United States Colored Troops ; brevet brigadier-general United States Volunteers ; private secretary .to President Johnson; prominent member of Washington bar; well known as writer for the press; professor of law, Howard University; special promoter of Manassas Industrial School. Nevin, William Marvel, LL. D., in Lancaster, Pa., February 11, aged 86; gradu¬ ated at Dickinson College, 1827 ; in 1840 was elected professor of Latin, Greek, and belles-lettres in Marshall College, Mercersburg, Pa. ; upon its union with Franklin College he was reelected; was first professor of belles-lettres; 1886 became professor emeritus; at the time of his death was reputed the oldest college professor in the country; received LL. D. from Dickinson College. Newcomb, Wesley, in Ithaca, N. 1"., January 27 ; was born in 1808; was one of the most noted conchologists in the world; his collection of shells was bought by Ezra Cornell for Cornell University, and he was made its curator. Oliver, Fitch Edward, M. D., in Boston, December 8, aged 73; was born in Mas¬ sachusetts; graduated at Dartmouth, 1839, and Harvard. Medical College, 1843; secretary of the Boston Society for Medical Improvement, 1856-1860; coeditor Boston Medical and Surgical Journal, 1860-1864; instructor in materia medica in Harvard medical school, 1860-1870; an author of medical and other works; cabinet keeper of the Massachusetts Historical Society; a compiler of psalm melodies. EDUCATIONAL NECROLOGY. 1757 Osborn, Luciex M., LL. D., in October, aged 69; graduated at Colgate University, 1856; professor, in Colgate, of mathematics and natural science since 1868. Osgood, James Ripley, in London, England, May 18; was born in Maine, 1836; graduated at Bowdoin; was a noted publisher. Overheiser, Johx, in New York, May 1; was born 1834; graduated at Rochester University, 1854; was an instructor in Polytechnic Institute of Brooklyn; a noted Greek scholar; trustee of Rutger’s Female College, New York, and Leland University for Colored People, in Louisiana. Packer, Harriet, in Brooklyn, January 26; was born in 1820; gave $65,000 to rebuilding Brooklyn Female Academy, the name of which was changed in her honor to Packer Institute. Parsons, Thomas William, in Scituate, Mass., September 3, aged 73 ; a scholar and poet; his best-known poem is, On a Bust of Dante. Peabody, Col. George, January 3; Salem, Mass. Peck, Wm. Guy, in Greenwich, Conn., February 7, aged 72; was born in Litchfield, Conn.; professor of natural philosophy at West Point; professor of physics and engineering at the University of Michigan ; since 1881 professor of mathematics, astronomy, and mechanics at Columbia College; was the author of several text¬ books. Peet, Josiah Wheelock, at Monticello, Iowa, April 17, aged 83; was born in Vermont; graduated at Middlebury College, 1836; in 1849 established the Her¬ mitage Home School for Boys at Fall River, Mass., of which he was the principal till 1859; taught at Brighton, Iowa, Oshkosh, Wis., and in Parson’s College, Iowa. Pellew, George, in New York, February 18-19 ; was born in 1861 ; graduated at Har¬ vard, 1880; a journalist and author. Pierrepoxt, Edwards, in New York, March 6, aged 75; ex-minister to England; Attorney-General under President Grant. Pike, Mrs. Maria Louisa, in Brooklyn, March 23; was born in England; a naturalist and author. Pollard, Josephine, in New York, August 15; an author of religious and children’s books and several poems. Pope, Gen. John, in Sandusky, Ohio, September 23, aged 70; was born in Louisville, Ky. ; graduated at the United States Military Academy; a noted Union general in the late war. Porter, Noah, D. D., LL. D., at New Haven, Conn., March 4, aged 80; was born in Farmington, Conn. ; graduated at Yale, 1831; was tutor there, and studied theol- ogy; fras ordained in 1836; 1846 accepted the Clark professorship at Yale; 1871 elected president of Yale, where he remained fifteen years, during which time the college became a university; 1886 he resigned the presidency, but remained Clark professor; 1858 received D. D. from University of City of New York, and in 1886 LL. D. from Edinburgh; 1870 the same from Western Reserve, and in 1*71 the same from Trinity; was the author of philosophical and scientific works, some of which are used as text-books; was the principal editor of the revised editions of Webster’s Unabridged Dictionary. Dr. Porter’s works include Educational Systems of Puritans and Jesuits Compared, American Colleges and the American Public, The Science of Nature versus the Science of Man, Science and Sentiment, Elements of Moral Science, The Human Intellect, Kant’s Ethics, A Critical Exposition. Prouty, David, in Spencer, Mass., September 13, aged 78; bequeathed $15,000 to Wellesley, $15,000 to Wesleyan Academy, Wilbraham, Mass., $15,000 to Amherst, $15,000 to Drury College, Springfield, Mo. Prudhomme, John P. E., in Washington, D. C., June 28 ; was born in Santo Domingo 1801; was noted as the engraver on steel of Turnbull's painting, Signing of the Declaration of Independence; was curator of the National Academy of Design. Reese, J. J., toxicologist, in Atlantic City, September 4; born in Philadelphia, 1818. Richardson, Tobias Gibson, M. D., in New Orleans, in June, aged 65; was born at Lexington, Ky. ; received his degree of M. D. from University of Louisville, 1848 ; for eight years was demonstrator of anatomy in the university; was offered the chair of anatomy in the New York Medical College, that of surgery in the Ken¬ tucky School of Medicine, and that of anatomy in the medical department of Pennsylvania College, Philadelphia, which last lie accepted; in connection with Dr. Gross established the North American Chirurgical Review; in 1868 became 1758 EDUCATION REPORT, 1892-S3. Richardson, Tobias Cibsox — Continued. professor of anatomy in tlie University of Louisiana; 1873 was made dean of tlie medical faculty, University of Louisiana; 1873 also was made professor of sur¬ gery; 1877 was elected president of American Medical Association ; a large con¬ tributor to medical literature; was correspondiug member of the College of Physicians and Surgeons and a member of the Academy of Natural Science, Philadelphia, and of the medical societies of New Orleans and Louisiana. Robinsox, William Ebigexa, in Brooklyn, January 23. aged 77 ; was horn in Ire¬ land; a journalist, politician, and Member of Congress; in 1871, editor Irish World. Rodgers, Christopher Raymond PERRY, Rear-Admiral, United States Navy, in Washington, D. C., January 8, aged 72. Roemer, Jeax, in Lenox, Mass., August 30-31; was born in Holland; some claimed him to be son of King William I; came to United States 1848; was appointed professor of French in the New York Free Academy, 1848 ; vice-president College of the City of New York, 1889, and professor of French, which positions he held till his death; published Polyglot Readers, a Dictionary of French-English Idioms, and other works. Ruggles, Miss Hexrietta Judsox, in Dorchester, Mass., November 12; member of the State board of education. Rutherford, L. M., in New York, May 30, aged 75; physicist. Schwatka, Lieut. Frederick, in Portland, Oreg., November 2, aged 43 ; was born in Illinois; graduated at United States Military Academy, and in 1876 from the Bellevue Hospital College; a geographical explorer; joined in the search for Sir John Franklin. Scott, Rev. Johx Witherspoox, D. D., in Washington. D. C., November 29, aged 92 years; was born in Pennsylvania ; graduated at Washington College, Pennsyl¬ vania ; took a course in chemistry in Yale ; was a professor in his alma mater, 1824-1828; afterwards became professor of mathematics and natural science at Miami University, Ohio; assisted in founding Belmont College; was professor in Oxford Female College and its president; was professor at Hanover College, Indiana; and for seven years professor at Monongahela College, Pennsylvania; was father-in-law of President Harrison. Seeley, Charles A., in Mount Vernon, N. Y., November 4, aged 66; was bora in Ballston, N. Y. ; graduated at Union College, 1847 ; was professor of chemistry and toxicology in New York Medical College, 1859-1862; professor of chemis¬ try and metallurgy in New York College of Dentistry; a well-known chemist, and for a time was on the stall of the Scientific American. Shea, Johx Dawsox Gilmary, in Elizabeth, N. J., February 22, aged 67 ^ was horn in New York; a prolific historical writer and a translator; issued three volumes of a History of the Catholic Church in America ; received from the University of Notre Dame, Indiana, the Lsetare medal as the most distinguished Catholic lay¬ man in the country. Skixxer, Rev. Thomas Harvey, D. D., in Chicago, January 4, aged 72; was horn in Philadelphia; graduated from the University of New York, 1840; studied theology at Andover and Union Seminary, 1881, till his death ; was professor of didactic and polemic theology in McCormick Theological Seminary, Chicago. Smith, Edward Paysox, Ph. D., in Worcester, Mass., May 2, aged 52; was horn in Massachusetts ; graduated at Amherst, 1865; principal of high school, Hinsdale, Mass., 1865-1867; teacher of Latin and Greek, Williston Seminary; studied at University of Halle; professor of modern languages in Worcester Polytechnic Institute (then the Worcester County Free Institute of Industrial Science); from 1888 till his death professor of political science ; received the degree of Ph. D. from University of Syracuse. Smith, Roswell; horn in Connecticut, 1829; married the lady who sent the first message over the first telegraph ; was one of the owners and, publishers of Scrib¬ ner’s Monthly, and later founder of the Century Company, publishers of the Century Magazine; was the first to win a large English circulation for an Amer¬ ican magazine. Spaldixg, Rev. Samuel Joxes, D. D., at Newhuryport, Mass., April 10, aged 72; was horn in New Hampshire; graduated at Dartmouth, 1842; at Andover Theo¬ logical Seminary, 1845; served on school committees of Salmon Falls and New- huryport; trustee of South Berwick, Hampton, and Dearborn Academies; a member of the Massachusetts Historical and Genealogical Society, and director of the public library. EDUCATIONAL NECROLOGY. 1759 Stake, Nathaniel Winthrop, at Red Bank, N. J., February 16, aged 80; was born in Danbury, Conn. : educated at Yale; was principal of various schools in New York; in 1854 established the military and collegiate school at Yonkers, where he remained till 1867. Stearns, Lewis French, D. D., February 9, aged 45 years; was born in Newbury- port, Mass.; graduated at Princeton, i864; studied theology at Princeton, 1869- 1870 ; also studied at Leipsic and Berlin ; graduated from Union Theological Sem¬ inary, 1872; since 1870 has been professor of systematic theology in Bangor Seminary ; was offered a similar chair in Union Seminary, but declined. Steiner, Dr. Lewis H., in Baltimore, February 19, aged 65; was born in Maryland; graduated from Marshall College, Mercersburg, Pa. ; State senator, president of American Medical Association, trustee of Hampton, librarian of Enoch Pratt Library, and author of scientific works; active in organization and support of public schools of Maryland. Stoddard, O. N., LL. D., at Wooster, Ohio, February 10, aged 80; was educated at Union College; 1845 became professor of natural science and chemistry Miami University, and was for a time president pro tempore; among his pupils were President Harrison, Secretary Noble, Whiteiaw Reid, and Calvin S. Brice; in 1870 became professor of natural science, Wooster, Ohio, which position he resigned in 1884. Swinton, William, in New York, October 25, aged 69; was born in Scotland; edu¬ cated at Knox College, Canada, and Amherst; began to preach 1858; became professor of ancient and modern languages, Greensboro, N. C., in Edgeworth Female Seminary ; 1854 was professor in Mount Washington Collegiate Institute, New York; was war correspondent, 1862; 1863-1 8fiS was professor of belles-lettres in the University of California ; resided in Brooklyn and edited text-books, which were widely used, and for a series of which he received a gold medal at the Paris Exposition. Tanner, Rev. Edward Allen, in Jacksonville, Ill., February 8, aged 64; was born in Illinois; graduated at Illinois College, 1857; was professor of Latin in a col¬ lege on the Pacific Coast; 1865 was appointed to the chair of Latin and rhetoric in Illinois College, and in 1882 became its president. Thayer, Gilbert, JLL. D., at Morgan Park, Ill., February 3. aged 70; was born in Wilmington, N. Y. ; received his education at Keesville Academy and State normal school; was a teacher from his eighteenth year; taught in State normal school, Illinois, was principal of a young ladies’ seminary, Jacksonville, and for seventeen years president of Chicago Female Seminary, Morgan Park. Toesey, Rev. Henry P., D. D., LL. D., at Kent’s Hill, Me., September 16, aged 73; was principal of Maine Wesleyan Seminary, 1848-1883; was then made pro¬ fessor emeritus ; during the thirty-five years of his principalship 30,000 students entered the institution. Trowbridge, Gen. William Pettit, at New Haven, aged 64; was born in Michigan; graduated from West Point, 1848, first in his class; remained in the Army till 1856, when he accepted a position as instructor of mathematics in University of Michigan ; 1869 became professor of mathematics at Yale; 1876 went to Columbia College as professor; was adjutant- general of Connecticut, 1873-1876. Tuck, Jeremy Webster, at Springfield, Mass., February 25, aged 80; was born in New Hampshire; graduated from Phillips, Andover, 1836, and Amherst, 1840; preceptor Brattleboro Academy, 1840-41; afterwards entered the ministry. Wals worth, Rev. Edward B., D. D., in Livonia, N. Y., February 3, aged 73; was born in Cleveland, Ohio; graduated at Union College, 1844; at Union Theo¬ logical Seminary, 1848; was president of Pacific Female College, Oakland, Cal., for three years ; 'chancellor of Ingham University, New York, for three years. Watson, Sereno, Ph. D., in Cambridge, Mass., March 9, aged 65; was born in Connecticut; graduated at Yale, 1847 ; studied medicine in the University of the City of New York; was tutor in Iowa College; was associated with Dr. Henry Barnard in publishing the Journal of Education; was botanist to the United States geological exploration of the fortieth parallel ; 1874, curator of the Har¬ vard herbarium; 1881-1884, was instructor in phytography; published numerous botanical works of value; was a fellow of the American Association for the Advancement of Science, and the American Academy of Arts and Sciences, and a member of the National Academy of Sciences; received the degree of Ph. D. from Iowa College. 1760 EDUCATION REPORT, 1892-93. Wellington, Asa, in Boston, May 9, aged 74; was born in Massachusetts; gradu¬ ated at Yale, 1843; principal of the academy at Thompson, Conn., of the Barre Mass, (high school), of the Braintree high school and that of Quincy. Wheildon, William Wilder, in Concord, Mass., in January, aged 86; was born in Boston; for forty-four years editor of Bunker Hill Aurora; was also a lawyer; a fellow of the American Association for the Advancement of Science and mem¬ ber of the American Historical Association, New England Historic Genealogical Society, the Webster Historical Society, Concord Antiquarian Society, and the Massachusetts Horticultural; he wrote numerous scientific and historic articles. Whitman, Walt, poet, inCamden, N. J., March26, aged73; was born in Long Island; journalist, hospital nurse, poet; his poetry has received much comment, favor¬ able and unfavorable. Whittier, John Greenleaf, poet, at Hampton Falls, N. H., September 7, aged 85; was born in Haverhill, Mass. ; his family were of Puritan stock, which became Quaker in the second American generation ; his education was received at Haver¬ hill Academy ; he early turned his attention to literature ; 1830, was made editor of New England Weekly Review, Hartford, Conn. ; 1837, became editor of Haver¬ hill Gazette ; a delegate to the first antislavery convention in 1833 ; in 1835 was a member of Massachusetts legislature; 1837, was in the office of the American Antislavery Society; 1838, took charge of Pennsylvania Freeman, an organ of that society; 1844, edited the Middlesex Standard, and was afterwards associate editor of the National Era, at Washington; was one of the founders of the Liberty party; 1860 and 1865 was a member of the electoral college of Massa¬ chusetts. Many of his poems are strongly abolition in sentiment, and many religious ; was beloved by the American people as a true American poet. Wickham, Rev. Joseph Dresser, at Manchester, Vt., May 12, aged 95; was born in Connecticut; graduated at Yale, and at the time of his death he was reputed the oldest living alumnus ; was rector of the Hopkins Grammar School, New Haven ; tutor at Yale ; in 1828 took charge of the Washington Institute, a board¬ ing school in New York City; was principal of Burr Seminary, Manchester, Vt., and trustee of Middlebury College. FOREIGN, 1892. Adams, John Couch, in Cambridge, England, June 21, aged 73; for many years Lowndean professor of astronomy at Cambridge, and director of the observa¬ tory; was joint discoverer with Leverrier of the planet Neptune. Ahrendt, - , a young teacher in Hamburg, who, during the cholera epidemic, devoted himself to nursing victims; he died of the disease. Airy, Sir George Biddell, LL. D., D. C. L., F. R. S., K. C. B., January 4; a graduate of Cambridge; 1828 assumed entire charge of Cambridge Observatory; 1835 became astronomer royal, which post he occupied for forty-six years; discov¬ ered the optical malady, astigmatism, and suggested the remedy. Alarcon, Don Jose Dolores, November 15, aged 46; director of boys7 school at Parrai, Chile; had received medals and diplomas for his services. Albert Victor, Prince, Duke of Clarence, in England, January 14, aged 28; heir presumptive to the British throne. Allon, Henry, D. D., in London October 16, aged 74; a Congregational clergyman; from 1865-1886 editor of the British Quarterly Review. Anderledy, Anton, S. J., in Fiesole, Italy, January 18; was born in 1819 in Switzer¬ land; entered the Society of Jesus when 19; became professor of theology at Freiburg; taught theology in Belgium; in 1863 became professor of moral the¬ ology in the college of Maria Laach, of which he was made rector ; in 1887 he became general of the Jesuits. Araya, Dona Filomena Silva, in Chile, October 28 ; a graduate of the normal school ; fulfilled the functions of a teacher with great fidelity. Beiinke, Emil, in Ostend, September 17; was born in Stettin in 1836; a German voice culturist. Bittihn, Cantor, at Peisten, Germany ; with whom ended a famous family of teach¬ ers ; son had succeeded as1 teacher in Peisten for more than two hundred years. Bockmann, Wilhelm, in Germany, March 8; oldest pupil of Diesterweg; formerly teacher in Elberfeld, lately in Berlin. EDUCATIONAL NECROLOGY. 1761 Bodenstadt, von, Friedrich Martin, in Wiesbaden, April 19, aged 72; in 1882 became professor of Slav language at University of Munich; a German author, poet, and translator. Bohme, Adolf, in Germany, January 14; a teacher in the normal school, Berlin; one of the best and most faithful pupils of Dicsterweg ; known in many coun¬ tries as the author of text-books on arithmetic. Bratiaxo, Demeter, June 21; a Roumanian statesman. Breuleux, Gust., in Switzerland, April 29; principal of normal school at Prun- truth. Brucke, Ernest Wilhelm, January 7 ; a noted German physiologist. Bruce, John Collingwood, in London, April 5; born in 1805, in New Castle, England; archaeologist. Cairns, John, D. D., LL. D., at Edinburgh, March 12, aged 73; studied at the universities of Edinburgh and Berlin; 1867-1876 was professor of apologetics, United Presbyterian Seminary, Berwick on the Tweed; 1876, taught systematic theology in the hall; became president of the college; wrote works in defense of Christianity. Campbell, Sir George, K. C. S. I., in Cairo, February 17; was born in 1824; was judge of the supreme court of Calcutta; commissioner of the cissutlej states; commissioner of the central provinces; lieutenant-governor of Bengal; a mem¬ ber of the council of India; member of Parliament, and an author. Casfari, Karl Paul, at Christiania, in April; a biblical scholar; since 1847, docent at the University of Christiania; since 1857, professor. Clough, Miss Anne Jemima, in Cambridge, England, February 27 ; was born in 1819 ; a promoter of higher education for women ; and the principal of Newnham College, Cambridge University, from its beginning; an advocate of university extension and coeducation. De Yit, in Italy, in August; philologist; professor in seminary at Padua; compiler of a Latin dictionary and a work embracing all proper names down to the end of the fifth century — a work unfinished at his death; was presented by Pope Leo XIII with a gold medal in recognition of his services to philology. Dorschel, A., in Gotha, Germany, February 17; a school director. Dorxer, Adolf, March 17 ; teacher in gymnastics in Berlin ; for many years mem¬ ber of the executive committee of the National German Teachers’ Union; a most skillful master in conducting mass exercises. Dresely, J; October 20; Bavarian normal school inspector in Munich. Dula, Dr. Franz, in Switzerland, January 31; director of normal schools at Rath- hausen and Nettingen. Duveyrier, Henri, in Sevres, France, April 25; an explorer and president of the Geographical Society of France. Edwards, Amelia B., L. H. D., LL.D., in London, April 15; was born in 1831; a novelist and well-known Egyptologist; her book, A Thousand Miles Up the Nile, was illustrated from her own sketches. Elsensohn, Joseph, in Austria, November 15; school councilor and director of gym¬ nasium in Feldkirch; a popular writer. Erdmann, Johann Edouard, in Halle, in June; a philosopher of the Hegelian school and professor in the University of Halle ; an author of philosophical works. Falckenheimer, Dr. William, in Cassel, April 8; privy councilor; well known as a popular writer, and an ardent friend of the schools. Fleischmann, Carl, February 24; teacher of gymnastics in Berlin; author of Manual for Boys’ Gymnastics and Guide for Excursions. Fonseca, da, Manuel Deodoro, in Brazil, August 23 ; first President of the Republic of Brazil. Forge, de la, Anatote, in Paris, June 6; French historian; author of a history of Venice and of a history of public instruction in Spain. Francke, Friedrich, August 22; teacher at Halle and president of teachers' association. ED 93 - in 1762 EDUCATION REPORT, 1892-93. Freeman, Edward Augustus, in Alicante, Spain, Marcli 16; was bom in 1823, near Birmingham, England; graduated at Trinity College, Oxford; 1884, became regius professor of modern history, Oxford ; his historical works are many and noted, his greatest being "The History of the Norman Conquest in England; its Causes and its Results. Frick, Dr. Otto, January 19; director of the Francke Steftungen, at Halle; one of the most noted Herbartians, and defender of the idea of the common school for all classes. Fuss, Dr. Hubert, in Vienna, December 25; member of the Austrian House of Deputies; was an eloquent defender of the teachers’ profession. Fyffe, Charles Alan, February 19; an English historian; author of History of Greece and History of Modern Europe. Gindely, Anton, in Austria, October 24; professor in University of Prague; best authority in matters relating to history of Comenius. Glisari, Father A., November 15; aged nearly 72; the director of the Armenian Seminary of Venice; an authority on Armenian philology, literature, and art. Grant, Robert, in Scotland, November 1 ; author of History of Physical Astron¬ omy ; in 1853 was appointed professor of astronomy in the University of Glasgow ; in 1.883 published a catalogue of over 6,000 stars, the mean places of which had been determined under his direction. Grischow, O. E., December 21; aged 95; the oldest teacher in Pomerania. Gustave, Prince of Saxe-Weimar-Eisenach, January 6. Heger, Moritz, in Dresden, September 25 ; school director and councilor. Heim, Dean H. J., in Wengi, Switzerland, January 12; well-known promoter of popular education. Herrmann, Franz Joseph, in Reichenburg, Bohemia, February 16; did splendid work in training the Austrian school law of 1869. Hirsche, Dr., at Hamburg, July 23: formerly director in normal school in Bruns¬ wick; consistorial councilor at Wolfenbiittel; chief of ducal system of schools in Brunswick. Hofmann, August Wilhelm, in Berlin, May 5; was in 1848 appointed superintend¬ ent of the Royal College of Chemistry, London; 1864 he went to Bonn as pro¬ fessor of chemistry, and at the time of his death held a similar chair in the University of Berlin. Holmbaum, Wilhelm, March 26; director of normal school in Coburg; school coun¬ cilor. Holzinger, F. S., in Austria, November 14; professor in commercial academy at Linz. Jensen, Jens, January 5; teacher in Oldenswort, Schleswig-Holstein; favorably known as contributor to the German educational press, and author of Instruction in Religion. Kagi, J. H., June 23; rector of a higher school for girls, in Basle, Switzerland. Kaufmann, Dr. Fr. J., November 20; iirofessor of natural science at Luzerne, Switzerland. Kellner, Dr. Lorenz, at Trier (Treves), Germany, August 18; school councilor and author of popular language books. Kohler, Anton, in Vienna, December 14, aged 92; reunited the oldest teacher in Austria. Kohrt, - , in Germany, June 1, aged 97; was a graduate of normal school, Fon- dern, 1820; teacher in Krokau, near Kiel. Lambert, Sir John, in London, January 27., aged 76; an English statesman. Lamperti, Francesco, at Lake Como, May 6, aged 79; in 1850 became professor at the Conservatory of Music, Milan; a famous vocal teacher of the Italian school. Lavileye, de, Emile, at Liege, Belgium, January 3, aged 70; was born at Bruges; studied law, but afterwards devoted himself to political economy; since 1864 had been professor in the University of Liege; an eminent economist and pub¬ licist ; published works of note upon political economy ; constant correspondent of this Bureau. Legge, Right Rev. Angus, D. D., January 7 ; bishop of Litchfield, England. EDUCATIONAL NECROLOGY, 1763 Legge, Right Rev. Angus, D. D., January 7; bishop of Litchfield, England. Lowe, Robert (Viscount Sherbrooke), in London, July 27; educated at Oxford; an English statesman, at one time vice-president of the educational department. Mackenzie, Sir Morell, M. D., February 3; a famous English specialist; physician to Emperor Frederick of Germany in his last illness. Manning, Cardinal Henry Edward, in London, January 14; was born in Hert¬ fordshire, educated at Oxford; in 1851 left the Established Church and became a Roman Catholic ; 1865 became archbishop of Westminster ; 1877 received the cardinal’s hat; was a friend of the working classes and an advocate of total abstinence; wrote numerous ecclesiastical works. Matta, Manuel Antonio, in Santiago, June 25; a Chilean statesman. Matzneii, Professor, Dr., in Steglitz, Germany, July 13; was a pupil of Yverdun, 1826-27, where he was teacher of deaf mutes; a warm disciple of Diester weg; teacher in gymnasia at Bromberg and Berlin ; for thirty years director of a high school for girls; well known as a thorough philologist, and author of French and English grammars. Mayer, Laurenz, in Vienna, December 13; circuit school inspector. Mettner, D., March 26; director of music in Breslau; formerly teacher in normal school; known for musical publications and as a promoter of music in the lower schools. Metzger, Christ., in Mayence, April 14; school inspector. His work in the schools of Mayence was very meritorious. Michel, Rector, in Berlin, May 5; for many years president of a teachers’ associa¬ tion. Mocnik, yon, Dr. Franz, Knight, in Austria, November 30; school inspector at Laibach and Graz. Murray, John, in London, April 2; was born in 1809; of the noted family of pub¬ lishers ; published guide books and the works of Darwin, Dean Stanley, Sir Henry Maine, and others. Nauck, Professor, in Russia, in August ; eminent philologist and member of the Acad¬ emy of Science of St. Petersburg; was born September 8, 1822, at Anerstedt; studied at Jena and Halle; instructor in Livonia, 1848-1851 ; from 1858 assistant in Greek and Latin at the Academy of Science; in 1861 was made member ordi¬ nary; his books are mostly criticisms on the text of Greek authors, and were considered authority in the domain of scientific philology. Orelli, yon, Dr. Alb., January 31; professor of German law in Zurich. Owen, Sir Richard, in England, December 18, aged 88; assistant curator of the museum of Royal College of Surgeons; superintendent of the natural history department, British Museum ; the greatest anatomist of modern times; received highest honors from the Linmean, Geological, and Royal societies, and was honored by the Queen and by the King of Prussia. Paur, Dr. Theodor, at Gorlitz, August 14 ; member of Prussian House of Deputies ; ardent friend of Diesterweg and the schools; chairman city board of education ; author and contributor to the press. ' Paulsiek, Karl, in Jena, April 24; formerly director of gymnasium in Magdeburg; author of readers used in elementary schools. Pellicioni, Count Gaetano, in Italy, February 4, aged 74; professor of Greek in Bologna University. Pistl, Joseph, in Vienna, December 12; teacher in the practice school of normal school. Quatrefages de Breau, de, Jean Louis Armand, in Paris, January 13; born in 1810; eminent French naturalist and director of Museum of Natural History at Paris. Renan, Joseph Ernest, philologist and author, in Paris, October 2, aged 69; was born in Brittany; educated at St. Nicholas and the Theological Seminary of St. Sulpice, Paris; was professor in a school at Montmartre and in the University of Paris; 1848 gained the Volney prize for a memoir upon the Semitic languages; 1764 EDUCATION REPORT, 1892-93. Renan, Joseph Ernest — Continued. 1849 was sent on a literary mission to Italy; 1851 was attached to the department of MSS. in the National Library; 1856 was elected member of the Academy of Inscriptions ; 1860 when the French captured Syria, was sent at the head of a scientific expedition to explore the sites of Tyre and Sidon and other localities; 1862 was appointed professor of Hebrew in College of France, but was never confirmed, and in 1864 was forced to resign; published a Life of Jesus, Reports Upon the Progress of Oriental Literature, the Mission in Phoenicia, and many other works; was decorated with the Legion of Honor 1860; in 1878 was appointed manager or vice-rector of the College of France; was an agnostic. Rhangabe, Alexander, at Athens, January 27, aged 82; was born at Constanti¬ nople; was educated for the army but became professor and politician; was talented as poet and orator ; a distinguished archaeologist, and author of an archae¬ ological Dictionary. Robertson, George Croom, in London, September 21; was educatedat the Univer¬ sity of Aberdeen; studied in London, Gottingen, Berlin, Paris; became professor of philosophy and logic in the University College, London; was examiner in philosophy at the universities of Aberdeen and London; was a contributor to the ninth edition, Encyclopedia Britannica. Rochholz, E. L., in Aarau, Switzerland, October 29; university professor. Rogers, Randolph, in Rome, January 15, aged 66; an American sculptor. Schaller, Dr. Ferdinand, in Germany, January 27; director of two normal schools, and councilor at Wernigerode. Schneider, J., in Berne, February 17 ; teacher. Schubert, Anton, in Prague, November 17 ; director of girls' school ; organizer of culture societies. Seeiiaus, Karl, of Stettin, May 9; expert in botany. Simeoni, Cardinal, January 14; formerly secretary of state and prefect-general of the Propaganda. Sluke, Wenzel, in Reichenberg, Bohemia, August 22; prominent member and officer of Austrian teachers' union; author of song books. Spurgeon, Rev. Charles Haddon, at Mentone, aged 58 ; an English Baptist preacher of world-wide renown; pastor of the Tabernacle, London; an author, and the organizer and friend of many aids to the poor. Stober, Adolf, in Mulhausen, November 8 ; first pastor, then president, of the “Reformed Consistory;" school councilor; a most fertile writer. Strausebach, D., abbot, April 4; vice-president of the Consistory at Brunswick; a fatherly friend of the teachers. Sumpf, Dr. Karl, in Germany, August 24; principal of agricultural school in Hil- * desheim ; author of text-books on physics and natural history. Tennyson, Lord Alfred, D. C. L., F. R. S., poet laureate, at Aldworth, Surrey, Eng¬ land, October 6, aged 83 ; was born in Lincolnshire ; educated for a profession, but devoted himself to the life of a poet ; his first poem of note, Timbuctoo, won the Chancellor's prize at Cambridge ; for half a century he has occupied the top round of literary fame; his best-known poems are In Memoriom, Locksley Hall, Idylls of the King, Maud, The Princess, Enoch Arden; in December, 1883, he was created a baron. Tewfik Pasha, Khedive of Egypt, January 7. Thalmann, Franz, in Entlebuch, April 23, aged 95 ; was reputed the oldest Swiss teacher. Tiersch, Otto; November 1; a teacher in Berlin; 1876-1890, president of National German Teachers’ Union, which under his leadership developed to a membership of 60,000; in the annual conventions at Cassel, Gorlitz, Hannover, Frankfort on the Main, and Berlin, was presiding officer; was also well known as a musical author. Topler, Ferd., in Berlin, December 30; teacher of deaf mutes; formerly editor of an educational journal in Silesia. Vassallo, Carlo, of the Liceo-Ginnasio at Asti; died in Italy, July; was noted for his erudition. EDUCATIONAL NECROLOGY. 1765 Verari, Don Saturno, in Chile; graduated as teacher in 1887 ; was a teacher at the time of his death. . Weymann, Pastor, in Eberwalde, Germany, November 14; the first to remodel school according to the ideal of the strictest religious orthodoxy. Wilson, Sir Daniel, in Toronto, Canada, aged 76; was horn in Edinburgh; was elder brother of George Wilson, the eminent physicist; 1853 was appointed pro¬ fessor of history and English literature in Toronto University; 1881 became its president; 1855 was elected president of the literature section, Royal Society, Canada; received the honor of knighthood three months later; published Memorials of Edinburgh in the Olden Time, and his greatest work, illustrated by himself, The Archeology and Prehistoric Annals of Scotland. Wiespricht, Mrs., in Germany, May 29; principal of school; daughter of Diesterweg. Wolf, Cantor, at Stettin, August 22; formerly teacher in normal school at Pyritz. Wohl, Rector, in Breslau, May 11; president of the provincial teachers’ associa¬ tion of Silesia. Zander, C., February 19; teacher at Quedlinburg; for ten years president of Pesta- lozzi society of Saxony. AMERICAN, 1893. Allen, William H. H., born in Winhall, Vt., December 10, 1829; died in New York City April 26; graduated at Dartmouth College, 1855; admitted to the bar in New Hampshire in 1858; having taught in New Hampshire, Massachusetts, and Ohio. In 1858 he became clerk of the county court, and then, till December, 1865, was paymaster in the Union Army ; 1867 to 1874 was judge of probate ; 1867 to 1876, register of bankruptcy; 1876, till near his death, associate justice of the supreme court of New Hampshire. Ames, F. L., born in Easton, Mass., June 8, 1835; died September 13. Was son of Oliver and Sarah Lothrop Ames, and cousin of Governor Oliver Ames ; fitted for college at Exeter Academy, graduated at Harvard, 1854, and entered upon busi¬ ness ; inherited and accumulated great wealth ; gave to Harvard and institutions in Easton; and it is reported that at his death the legal papers awaited his signature giving $500,000 to Harvard. Armstrong, D. H., born in Nova Scotia, April 21, 1812; died in St. Louis, Mo., March 18. He studied at Readfield Academy, Maine, and taught eighteen years — it is claimed, teaching the first public school under the public school law of Missouri ; was comptroller of St. Louis, 1848 to 1849 ; appointed postmaster 1854, and filled vacancy in United States Senate from October, 1877, to March 3, 1879. Armstrong, Gen. Samuel Chapman, LL. D., born in Wailuku, Maui, Hawaii, June 30, 1839; died in Hampton, Va., May 11. He was son of Richard Arm¬ strong, one of the early American missionaries to Hawaii, who became chief public school officer of the Kingdom. He was educated in local schools and Oahu College, Honolulu, till 1860, when, his father dying, he entered Williams College, and graduated. 1862, under President Mark Hopkins-. His observation and experience in Hawaii taught him in the conditions of the elevation of a degraded race and gave him special advantage in his labors for the negro and the Indian. On graduation lie entered the Union Army as captain in the One hundred and twenty-fifth New York Infantry, was captured at Harpers Ferry and held three months. He became interested in the negro, and was com¬ missioned colonel of a colored regiment and brigadier by brevet, and entered the service of the Freedmen’s Bureau, having charge of ten counties in south¬ east Virginia, headquarters at Hampton, before he was mustered out. In this service his ideas of educating the ex-slaves began to take shape, and his efforts to center on the development of the work of education at Hampton with the aid of the American Missionary Association and the Freedmenh Bureau, into the Hampton Normal and Agricultural Institute. This came to absorb all his energies and to be his great life work, and by overtaxing his energies, was the cause of shortening his useful life. He secured the share of the income which would go to the colored people of Virginia from the national grant to agricultural colleges, amounting annually to $10,000, and by constant speaking and writing, and bringing of his pupils before the public, he secured the further aid needed from benevolent persons. This annually amounted to $60,000 or more for successive years. The wisdom of his efforts gathered around him the Jbest assistance. The work commanded the widest sympathy. Reasonable people in the South were 1766 EDUCATION REPOET, 1892-93? Armstrong, Gen. Samuel Chapman, LL. D. — Continued. ' ' , won to it by degrees. He was early urged by the United States Commissioner of Education to secure productive endowment funds for his great plans, but he seemed more disposed to devote his efforts to current work, and at his death the • annual yield from endowments was only about $10,000; but the buildings, well adapted to their purpose, number 60, and these, together with the grounds, were valued at $400,000, and the attan deuce reached 650 boarding students, of whom 136 were Indians. Of the number enrolled from the beginning, 720 had grad¬ uated. Ho took great pains to keep the school in touch with those who had been once in attandance, and thus continued its influence upon their lives in a special degree. When the Indian murderers imprisoned at St. Augustine, Fla., under Capt. R. H. Pratt, then lieutenant, were about to be returned to their people, and a portion of them asked to be allowed to stay longer and to go to school and to learn to be more like white men — what school would receive them? Hampton alone answered, and afterwards the instruction of Indians at the expense of the United States Government became a successful feature of the general’s work. In all General Armstrong’s labors the moral and spiritnal were kept uppermost ; the chief aim was the formation of character, and in the selec¬ tion of methods, the actual condition of people was most carefully consulted. Auchmuty, Col. Richard Tylden, born in New York City, 1831; died in Lenox’ Mass., July 18; received a college education, devoted himself to architecture; served in the Union Army in the field and in the War Department. He and his wife became deeply devoted to the development of Lenox as a model resort. After wide observation and careful consideration, and consulting with the United States Commissioner of Education, ho established, in cooperation with his wife, on a unique plan, his trade schools at First avenue and Sixty-seventh street, New York City. He sought to abbreviate the time of learning a trade by combining instruction in theory with practice. Plumbing, plastering, carpentry, black- smithing, tailoring, painting, and the like are now taught. The schools are very successful. The colonel and his wife gave largely of their means; at one time $160,000, and J. Pierpont Morgan added $500,000. Azarias, Brother, member of the Order of Brothers of Christian Schools, born in Ireland; died at Plattsburg, N. Y., where he had been lecturing before the sum¬ mer school, August 20, aged 45. P. T. Mullaney was his name before taking orders. He held with marked success and approval various teaching posts under the Christian Brothers, and was a writer of special merit. Baldwin, Prof. Cyrus, born in Antrim, N. H., May 14, 1811; died in Hill, N. H., May 30; graduated at Dartmouth, 1839; one year in Andover Theological Sem¬ inary; taught Thetford (Vt.) Academy, then in Kimball Union Academy, Meriden, N. H., from 1840-1855; Palmyra, N. Y., 1855-1857, then at Meriden again, 1869 to 1871. He published a Manual of Etymology and Syntax. He had a passion for accuracy. His greatest service was rendered as the assistant of Cyrus S. Rich¬ ards, LL. D., who was thirty-five years principal of .Kimball Union Academy. Bardwell, Rev. Joseph, D. D., born in Hertford County, N. C.; died near Stark - ville, Miss., September 28; graduated at New Jersey College and from Princeton Seminary, and preached in South Carolina, Mississippi, and Tennessee, and was chaplain in the Confederate army, and superintendent of public instruction from 1876 to 1879. Bartlett, Col. William H. C., LL. D., born in Lancaster, Pa., September, 1804; died in Yonkers, N. Y., February 11; graduated at West Point, one of the few who never received a demerit; became professor there, and remained until 1871. wheu he was retired with the rank of colonel. His text-books were extensively used. He made a report of his trip abroad, which had influence in shaping the Observatory at Washington. Billings, E. C., born in Hatfield, Mass., December, 1829; died in New Haven, Conn., December 1; graduated at Yale, 1853; Harvard law school, 1855; became United States district judge, eastern district Louisiana, 1876 and gave $70,000 to found Emily Sanford Professorship of English Literature in Yale University. Blaine, James Gillespie, LL. D., born on Indian Hill farm, Washington County, Pa., January 30, 1830; died in Washington, D. C., January 27 ; was a precocious child, and as a member' of his uncle Ewing’s family attended school in Lancaster, Ohio; graduated at Washington College at 17, leading his class; taught in the Western Military Institute, Blue Lick, Ky. ; returned to Pennsylvania and studied law, writing for the press and teaching. He was two years teacher of the blind in Philadelphia. In 1853, with his wife, he settled in her native town, Augusta, Me., having bought an interest in the Kennebec Journal, and was its editor for four years. He became a leader of the Republican party in the State, EDUCATIONAL NECROLOGY, 1767 Blaine, James Gillespie, LL. D.— Continued. and member of tlio legislature, and also editor of the Portland Advertiser. He devoted time and effort to the reform of penal and reformatory institutions. He entered Congress in 1862, and was reelected until 1876; was Speaker 1869- 1872. In 1867 be visited Europe. In 1876 bo was candidate for nomination for President before tbe Republican convention at Cincinnati. On tbe resignation of bis seat in tbe Senate by Lot M. Morrill, Mr. Blaine became bis successor and was elected to a full term. In 1880 Mr. Blaine was again a candidate for nom¬ ination for tbe Presidency, was defeated and became Secretary of State under President Garfield. In 1884 be was tbe Republican nominee for tbe Presidency and was defeated by Mr. Cleveland. He now devoted bimself to bis great work, Twenty Years of Congress, and in 1889 became Secretary of State under President Harrison, and resigned suddenly just before tbe Presidential conven¬ tion assembled. Blaxkixship, James Alexander, born in Yirginia, 1855; died in New York July 1; sculptor and professor of sculpture in tbe New York Institute of Arts and Artisans. “ Patriotism,” “ Tradition,” and “Theology” at tbe Columbian Ex¬ position were by bim. Blatchford, Joseph, LL. D., born in New Yffirk City March 9, 1820; died in New¬ port, R. I., July 7 ; graduated at Columbia College, 1837; eminent as a lawyer; published reports; became United States district judge in 1867 ; in 1882, justice of tbe United States Supreme Court; and was in many ways a promoter of education, and for years trustee of Columbia College. Bliss, Rev. George R., D. D., died at Crozer Seminary March 27, in bis seventy- seventh year, where be bad been professor since 1874. Bond, Hugh Lenox, born in Baltimore December 16, 1828 ; died there October 24, 1893; was editor Christian Advocate; studied law; judge of criminal court, 1860 to 1868, and United States district court from 1869 - ; a devoted friend of the education of both blacks and whites, and an efficient helper during bis public life, frequently consulting with tbe United States Commissioner of Education. Brockett, Linus Pierpont, M. D., born in Canton, Conn., October 16, 1820; died in Brooklyn, N. Y., June 13 ; graduated at Brown University, and at Yale medical school ; practiced a few years ; was lecturer at Georgetown College, Ky. ; devoted bimself to literature; was a prolific writer; author of numerous works, among them, History of Education and a report for tbe Bureau of Education. Brooks, Rev. Phillips, D. D., bishop, born in Boston, Mass., December 13, 1835; died there January 23; graduated at tbe public Latin school, 1851, and at Har¬ vard College, 1855; taught in Boston Latin school; studied theology at Alexan¬ dria, Ya. ; became eminent as a large-hearted, spiritual preacher and noted as pastor of Trinity Church, Boston; was overseer of Harvard College, 1870-1882, and 1883-1889. In 1886, on the appointment of a body of preachers to tbe university, be was one of tbe first elected. He was a favorite speaker on great occasions. Burgheim, Rud, died in Cincinnati August 12; established a publishing firm and promoted German education on American soil. Burrington, Rev. Henry Hudson, born in Washington County, N. Y., and taught at AYaverly; graduated at Brown University, 1853; studied theology at Roches¬ ter; and was county superintendent of public schools for six years. Butler, Rev. Daniel, born in Hartford, Conn., June 23, 1828; died February 4, AYaverly, Mass. ; graduated at Yale, 1835, and Andover, 1838; pastor at Dor¬ chester, and then in 1842 became secretary of the Massachusetts Bible Society, and in this service spent the remainder of his life. His great work was pro¬ moting the circulation of the Holy Scriptures and instruction therein. Camp, Hiram, born in Plymouth, Mass., April 9, 1813; died in New Haven, Conn., July 9, nephew of Chauncey Jerome, an early clock maker of New England. Mr. Camp out of his fortune supported missionaries and teachers ; founded Mount Herman boys’ school at Gill, Mass., and cooperated with Mr. D. L. Moody also Disestablishing the Northfield Seminary for Young Ladies. Campbell, Douglas, born in Cherry A7 alley, N. Y. ; died in Schenectady, N. Y., March 7; graduated at Union College, 1867, and in law at Harvard; became major in United States Colored Infantry; wrote The Puritan in England, Hol¬ land, and America, which led many to give greater credit to Holland for American ideas of education. Canonge, Placide, died at New Orleans, June 22; one of the oldest newspaper men in New Orleans; was superintendent of schools and professor of French in the University of Louisiana. 1768 EDUCATION REPORT, 1892-93. Capron, George, born in Millville, Mass. ; died at Newton Center, March 28, aged 69 years ; graduated at Brown University, 1847 ; was teacher in the high school at Providence, E. I., and Worcester, Mass. Caesarius, Pauliver, died April 7 ; well-known professor of civil engineering in De La Salle Institute, New York City. His family name was John Mark Hamilton. Colton, Joseph Hutchins, horn in Springfield, Mass., July 15, 1800; died in Brook¬ lyn, N. Y., July 19; noted among students of geography as maker and pub¬ lisher of maps and geographies. Converse, Emma N., horn in Salem, Mass., 1820; died in Whitefield, N. H., Septem¬ ber 6; well-known as teacher and writer of scientific subjects. Cullen, Dr. J. S. D., died at Eichmond, Va., March 22, aged 60; dean of the faculty of the Medical College of Virginia. Cutler, Unice Powers, born in Warren, Mass., October 16, 1819 ; died there May 10; was preceptress of Quaboag Seminary; became wife of Calvin Cutler, M. D., and lectured on laws of health, 1848-1857, and aided her husband in his works on anatomy and physiology. She did much to overcome the opposition to the introduction of these subjects in the common schools. Dales, Eev. J. B., D. D., born in New York, 1813; died in Chautauqua, N. Y., August 28; graduated at Union College; preached in Philadelphia; was editor of the Christian Instructor ; professor in Newburg Theological Seminary from 1867 to 1876 ; received the degree of D. D. from Franklin College, and was prominent in his church councils. Deady, Matiieav F., born in Maryland May 12, 1824; died in Portland, Oreg., March 24; in early life had various fortune on the farm and in the blacksmith shop, and as student and teacher; became a lawyer; went to Oregon in 1849; was prominent in the organization of the Territory and the State, and cooperated with Dr. George H. Atkinson in his efforts for education; was United States judge from 1859; codified the laws of Oregon. Deems, Eev. Charles Force, D. D., LL. D., born in Baltimore December 4, 1820; died in New York City November 18; graduate of Dickinson College, 1839; became an itinerant Methodist preacher, 1842 ; became professor of logic and rhetoric, University of North Carolina, 1845 ; resigned to take the chair of chemistry in Eandolph-Macon College, 1850-1855; president Greensboro Female College, and until his death was pastor of the Church of the Strangers, New York City; was founder, president, and active in Institute of Christian Philosophy. Doolittle, Eev. Theodore Sanford, D. D., LL. D., born in Ovid, N. Y., November 30, 1836; died in New Brunswick, N. J., April 18; graduated at Eutgers College, 1859, and New Brunswick Seminary, 1862 ; was a minister two years ; became professor of rhetoric, logic, and metaphysics in Eutgers College in 1864, and so remained until his death; was the author of several works and the history of Eutgers College, published by the Bureau of Education. Drexel, Anthony Joseph, born iu Philadelphia, 1826 ; died in Carlsbad, Bohemia, June 30; inherited and accumulated great wealth as a member of the firm of Drexel & Co., Philadelphia; lie gave of his means carefully and in mauy direc¬ tions ; he founded the Drexel Institute of Art, Science, and Industry, giving it in land and buildings $500,000 and an endowment of $1,000,000. Both sexes are admitted. Its title indicates its aim and methods of training. It was dedi¬ cated December 17, 1891, and has before it great possibilities. He gave another million in trust to found a museum and gallery of art in connection with the institute, and to promote the establishment of hospitals. The home for aged printers established at Colorado Springs received his aid. Dudley, Eev. Eichard M., D. D., died at Georgetown, Ky., January 5, aged 54; president of Georgetown College since 1880. Du Pont, A. V., born in Wilmington, Del., 1833; died in Louisville, Ky., May 16; was interested in street railroads and the manufacture of paper. He deeded to the city of Louisville a manual training school costing $75,000. Dwight, John S., born in Boston May 13, 1813; died there September 5; graduated at Harvard, 1832; studied divinity, and was Unitarian pastor for two years ; one of the founders of Brook Farm; afterwards devoted himself to the advancement of musical interest, seeking to cultivate a taste for music; established low- price concerts, Harvard Musical Association; edited Dwight’s Journal of Music nearly thirty years. Eels, Eev. Cushing, D. D., noted as friend of education in Washington as a princi¬ pal promoter of the foundation of Whitman College. EDUCATIONAL NECROLOGY. 1769 Eichberg, Julius, born in Germany June 13,1834; died in Boston, Mass., January 19; professor of violin in Geneva for eleven years, and of music in Boston, Mass., and later supervisor of music in tlie schools of the city. Evans, F. William, horn in England; died in Lebanon, N. Y., March 6; came to the United States in 1820, became a Shaker, and was one of the chief teachers and expounders of their doctrines. Farmer, M. Gerrish, born in Boscawen, N. II., February 9, 1820; died in Chicago, Ill., May 25; graduated at Dartmouth; taught in Maine and New Hampshire; lectured ; inventor of electrical appliances, and did much to advance a knowl¬ edge of electricity. Field, Benjamin H., bom May 2, 1844, in New York; died in New York City, March 17 ; a man of means, and active in founding the Home for Incurables, the Cir¬ culating Library, the American Museum of Natural History, and was also active in the eye and ear inlirmatory of Roosevelt Hospital, and the Historical and other societies. Fisher, Gustavus, born in Germany in 1815; died in New Brunswick, N. J., Sep¬ tember 16; had a university education; was elected to Parliament; came to America in 1850; professor of modern languages, Rutgers College, 1858-1869. Fish, Hamilton, LL. D., born in New York City August 3, 1808; died at Garrison's Landing September 7; graduated at Columbia, 1827 ; admitted to the bar, 1830; was Member of Congress, governor of New York, and United States Senator; Secretary of State under General Grant; was president of New York Historical Society, of the Society of the Cincinnati, and of the trustees of Columbia Col¬ lege, and gave to it $50,000, and to the St. Luke's Hospital $5,000, and $2,000 to the Bellevue Training School for Nurses, and was from the first a member of the Peabody educational fund trustees. * Fisher, Charles Harris, M. D., born in Killington, Conn., June 30, 1822; died in • Buffalo, N. Y., October 20; graduated in medicine at Dartmouth ; settled in Rhode Island; was school superintendent, State senator, president Medical Society, and member of the State board of education. Fletcher, James, born in Acton, Mass. ; died there March 28, aged 69 ; graduated at Dartmouth, 1843; taught at Acton; was principal of high school, Danvers, Mass., 1866-1871; Lawrence Academy, Groton, Mass., 1871-1878; Burr and Bur¬ ton Seminary, Manchester, Vt., 1878-1881; then the high school, Lowell, Mass.; sirperintendent of Acton schools, 1887-1892. Francis, Joseph, born in Boston, Mass., March 12, 1801 ; died in Cooperstown, N. Y., May 10; made great improvements in boat building and life-saving service, and for it received a medal from Congress and was given a reception on the floor of the Senate. Gannet, Dr. George, died in Boston in June; was one of the early promoters of the higher education of women, before Smith or Wellesley were founded. Gardner, Clarence, born in New London, N. H., December 12, 1858; died there June 8; graduated from Brown in 1883; studied theology at Newton; taught in college, Burlington, Iowa; and was professor of Greek and Hebrew in Central University. Garrett, Emma, born in 1848; died in Chicago, Ill., July 18; exhausted by her overtaxing labors, in a moment of insanity, threw herself from the window of a hotel. She had struggled for fifteen years to establish the system of teaching language to deaf and dumb infants, by articulation and lip reading, at the same age ns those hearing are accustomed to acquire language. She had the approval of A. Graham Bell and the United States Commissioner of Education, and had such success that the State of Pennsylvania had appropriated money for the sup¬ port of her work, and she was in Chicago with the children of her school to illus¬ trate her system in the Children's Building for the benefit of the visitors to the Exhibition. Her pupils were taken charge of by her sister and associate and the work was fully exhibited, and received the hearty approval of experts from all parts of the world. Gibbons, Abbey IIorrER, born in Philadelphia December 7, 1801; died in New York City January 10. Her father was a noted abolitionist, and had her sympathy and cooperation. She was active in establishing the New York Reformatory for Girls, the I. T. Hopper Home, and the Infant Asylum, the Women’s Prison Association, and the Diet Kitchen, and in securing matrons for police stations. 1770 EDUCATION REPORT 7 1892-93. Giles, Rev. Chauncey, born in Massachusetts in 1813; died in Philadelphia November 6; educated at Williams; taught in Massachusetts and Ohio, and in 1858 became president of Urbana University; was pastor and editor, also pre¬ sided over the general convention of the New Jerusalem Church till his death. Goodwin, Mrs. H. B., born in May, 1827; died in Boston, Mass., June 1; wrote several boohs as u H. L. B.”; taught in Bangor, and was principal of female seminary in Charlestown, Mass. ; friend of A\ ellesley College. Goodwin, Rev. Henry M., D. D., born in Hartford, Conn.; died in Williamstown, Mass., March 3, in his seventy-third year; graduated at Yale in 1840; studied theology in Union and at Yale; was professor in Olivet College for twelve years. Grover, Thomas William, born in Nashua, N. H. ; died in Chicago, November 17, aged 47; graduated at Yale; received the degree of LL. D. from Columbia, and was admitted to the New York bar; in 1887 became teacher in Chicago, and so remained until his death. Hagen, Prof. Herman, M. D., Ph. D., born in Prussia May 30, 1817; educated at the gymnasium and in medicine, and practiced for twenty years ; came to Amer¬ ica, and was associated in the Agassiz Museum; in 1870 became professor at Harvard. His publications include some 400 titles, mostly relating to entomology. Hasting, S. C., born in Watertown, N. Y., 1814; died February 18; settled in Bur¬ lington, Iowa; active in the organization of the State; Member of Congress in 1848; chief justice of Iowa; removed to California, and was founder of the Hast¬ ing College of Law. Hoffman, Dr. Paul, died December 2; was assistant superintendent of public schools New York City; run down by a cable car, pneumonia set in, became fatal. Hay, Rev. Charles A., D. D., born in York, Pa., February 11, 1821; died in Gettys¬ burg June 26; graduated at Gettysburg College; studied abroad and became professor in a theological seminary at Gettysburg in 1845 ; was pastor from 1848 to 1865, and again professor in the seminary until his death. Hayes, Ex- President Rutherford Birchard, LL. D., born in Delaware, Ohio, October!, 1822, died in Fremont, Ohio, January 17 ; graduated at Kenyon College, 1842, and was valedictorian; studied law in Columbus and Harvard law school; became prominent as a lawyer; spent some time in Texas for his health; in 1859 became city solicitor for Cincinnati; was an ardent supporter of Lincoln's elec¬ tion; became major of the Twenty-third Ohio Infantry, and by several promo¬ tions, brigadier-general, having distinguished himself in the field, and was breveted major-general. He was elected to Congress, and took his seat in 1865; he was reelected in 1866; in 1867 he was elected governor of Ohio, and reelected in 1869; in 1872 lie was defeated for Congress in Cincinnati district; in 1873 Fre¬ mont became his home.; in 1875 he reluctantly accepted a third nomination for the governorship and was elected; in 1876 he was nominated for President of the United States and elected. In all his public life he was an ardent friend of edu¬ cation, and as President specially aided the Bureau of Education ; he was active in improving the Indian Service ; he was a member of the Peabody board of education and of the Slater board, and after retiring from the Presidency his time was devoted to education, temperance, and many measures promotive of the public welfare. Hodgson, Rev. Telfair, D. D., LL. D., born in Columbia, Ya. ; died in Sewanee, Tenn., September 11; graduated at College of New Jersey; chaplain Confederate Army; professor University of Alabama, 1871 to 1873; vice-chancellor University of the South 1878-1890; founded the Sewanee Review; gave the Hodgson Library to the university. Holly, Sallie, born in Lyons, N. Y"., 1817; died in New York City January 12; graduated at Oberlin, 1839; taught, and, in connection with Miss Putnam, lectured against slavery; established a school for colored children at Lottsburg, Ya. ; the house was burned; she bought land and rebuilt, and taught until near her death. Holman, William A., born at York, Me. ; died in Denver, Colo. , May 24; taught in Glens Falls, N. Y., and Pittsburg, Pa. Horsford, Prof. Eben Norton, born in Muscow, N. Y., July 27, 1818; died in Cam¬ bridge, Mass., January 1 : graduated at Rensselaer Polytechnic Institute, 1838; pro¬ fessor of mathematics and natural science in Albany Female Academy, 1840-1844; spent two years studying chemistry in Germany, and on his return became Rum- ford xirofessor in Harvard College. " Soon after his plan was adopted by Abbott EDUCATIONAL NECROLOGY. 1771 Horsforp, Prof. Eben Norton — Continued. Lawrence for the establishment of the large scientific school. After sixteen years’ service as professor, having taken out many patents, he became a manu¬ facturing cliemist, occupying liis leisure iu geographical and archaeological studies and useful experiments; believed ho had discovered the site and walls of Norymbega on Charles River at Watertown, Mass. ; was i>resident of the board of trustees of Wellesley College, devoted to its welfare and generously aided its different departments; was commissioner to World’s Fair at Vienna, and the Centennial at Philadelphia. Horsforp, Prof. Oramel, born in Tlietford, Vt., 1820; died in Olivet, Mich., December 9; graduated at Oberlin College, and Theological Seminary; went to Michigan with Father Shepard, founder of Olivet College, and taught the first class in the college; was one of the founders of the Republican party at Jack- son in 1851; and was State superintendent of public instruction, 1864 to 1872, when he returned to Olivet as professor. Rate bills were abolished during his supervision of the State schools. How, Prof. Lyman Bartlett, M. D., born in Hanover, N. H., September 15; gradu¬ ated at Dartmouth, 1855, and medical department, 1863, professor of anatomy there twenty-five years. Howarb, Rev. O. R., D. D., born in Franklin, N. Y. ; died at Bath, N. Y., March 2; graduated at Yale; taught in Milford, Del., and was principal of Fairfield Academy, New York, 1842 to 1845. Howe, George E., born in Albany, N. Y., May 31, 1825; died in Meriden, Conn., November 23 ; after long experience in reformatory work became superintend¬ ent of the Connecticut Reform School for Boys in 1878, and established the cottage system in that institution. Humphreys, E. P., LL. D., born in England March 1, 1820; died in Boston, Mass., March 20; graduated at Cambridge University and studied medicine; in 1844 was made director of education of Prince Edward Island; in 1848 became headmaster of an academy near Edinburgh, Scotland; 1852 to 1855 headmaster of ancient languages in a school at Cheltenham; then was president of the College of Preceptors, London; resigning both of these positions he came to America, and devoted himself to the p reparation of young men for college and writing on educational subjects. Jenkins, Admiral Thornton A., born in Orange, Va., December 11, 1811; died in Washington, D. C., August 9; appointed midshipman, 1828; became admiral, 1870; and was retired, 1873. He saw varied service, both in peace and war. In peace he was connected writh the great work of establishing light-houses, and the London Times said that he ‘‘may be regarded as the chief organizer.” Was chief of staff of Farragut in his operations at New Orleans and Mobile. He represented the Navy Department at the Philadelphia Exhibition in 1876. Jessup, Miss Emily, born in Wilson, Conn.; died in Oxford, Ohio, September 26; graduated from Mount Holyoke, 1847; teacher there, 1847 to 1855; associate principal, 1855 to 1862; instructor in history and philosophy in Western Female Semiuary, 1862 to 1890, and emeritus from that year to her death. She was an invalid, crippled with rheumatism, for thirty years, but her faith and good cheer never failed her. Joachinsen, Mrs. Priscilla J., born in England, 1825; died in New York City July 24; brought to America in infancy. She cooperated with her husband in founding the Hebrew Shelter Guardian Society and its asylum, the Jewish Lying-in Asylum, Home for Aged Hebrews, and the Deborah Nursery. Johnson, Dr. Joseph H., died May 5, Talladega, Ala.; superintendent of the Ala¬ bama Institute for the Deaf for thirty years. Joiinston, John D., born in New Yrork City April 8, 1820; died there March 24. His father was active in the founding of the University of the City of New York, and he graduated there in 1839; practiced law and became interested in what is now the Central Railroad .of New Jersey, and was its president, 1848 to 1877. He was deeply interested in art, and opened his gallery to the public every week; was the organizer of the Museum of Art, and its president until 1889, and bequeathed it $10,000, and the same sum to the university, of whose board ho was a member. He -was also a member of the board of directors for the Presbyterian Hospital and for the Women’s Hospital. Jones, Rev, Benjamin T., D. D., born iu Maryland, 1841; died at Lincoln University January 26, -where he was professor many years ; educated at Princeton, and was pastor several years in Pennsylvania and Maryland. 1772 EDUCATION REPORT, 1892-93. Kahraiann, F. S., born in Germany; a devoted teacher; died in September, in Iowa, 82 years old. Kendal, Francis L., born in Lenox, Mass., March 27, 1862; died November 21; graduated at Williams, 1882 ; professor of modern languages at Doane College, Nebraska, and in 1887 was called to the same duties at Williams. Kerlin, Dr. Isaac N., born in Bordentown, N. J. ; died in Elwin, Pa., October 20, aged 59; for years was devoted to the education of the feeble minded; first was assistant, and in 1864 became superintendent, and was one of the most useful in the education of this unfortunate class in the United States. King, Mrs. Mary B. Allen, born at Woodstock, Vt. ; died in Rochester, N. Y., April 3, aged 94; taught in Lima, 1826 to 1828; Monroe Academy, 1828 to 1830; 1830 to 1837, in the Rochester Free Academy or high school; going South for her health, she taught Dr. Mark’s school in South Carolina; also in Augusta, Ga. ; returning North, she taught for a time in Syracuse, and then for twenty years the Allen Seminary for Young Ladies in Rochester. Ladd, William Sargent, born in Holland, Vt., October 10, 1826; died in Portland, Oreg., June 6; settled in Portland in 1851, and engaged in business until 1859, when he became partner in the banking house of Ladd & Tilden ; was promoter of many enterprises; built the first brick building in Portland; became owner of great property; for many years was a generous giver; gave a tenth to religious and educational purposes, and bequeathed $400,000 to education. Lamar, Lucius Quintus Cincinnatus, born in Putman County, Ga., September 17, 1825; died in Vineville, Ga., January 23; graduated at Emory College, 1845; was admitted to the bar and removed to Oxford, Miss., in 1847 ; soon after became professor in the university there, and writer for the Southern Review. He returned to Georgia and was for two years a member of the legislature, but again removed to Mississippi, and was elected to Congress, 1857-1859 ; defended slavery and State Rights, and in 1860 resigned to become a member of the secession convention of Mississippi; in 1863 and 1864 represented the Confederacy in Europe, but failed to secure its recognition; in 1866 was professor of political economy and social science in the University of Mississippi ; in 1872 was Member of Congress and reelected; delivered eulogy on Senator Sumner, 1874; in 1877 elected United States Senator; he opposed the debasement of the currency in spite of local sentiment, and was reelected to the United States Senate in 1882; in 1885 he was appointed by President Cleveland Secretary of the Interior, in which position he showed a wise appreciation of education, desired that the Commissioner of Education should remain undisturbed by partisan influences, and approved the designation by Commissioner Eaton of Dr. Sheldon Jackson as general agent of education in Alaska, and aided especially Commissioner Dawson in his giving his particular attention to college and university instruc¬ tion and history. In 1888 he became Associate Justice of the Supreme Court of the United States, by appointment of President Cleveland. Lamb, Mrs. Martha Joane Reade Nash, born in Plainfield, Mass., August 13, 1829; died in New York City January 2; in 1852 married Charles J. Lamb ; resided for a time in Ohio, also in Chicago, where she aided in establishing the Home for the Friendless, and was secretary of the Sanitary Commission in 1886 ; located in New York City in 1883; became editor of the Magazine of American History; she was a prolific writer, wrote eight books for children, but chiefly history, Lamberton, Robert Alexander, LL. D., died at South Bethlehem, Pa., Septem¬ ber 1, aged 69 ; graduated at Dickinson College, 1843 ; admitted to the bar in 1846 ; served in the war; was a member of the constitutional convention in 1873, and became president of Lehigh University in 1880. Larcum, Lucy, born in Waverly, Mass., 1826; died in Boston, Mass., April 17; worked in cotton mill in Lowell, attended school, and wrote for The Offering, conducted by “mill” girls ; her writings Avon the friendship of Whittier ; studied and taught in Monticello Academy, Illinois; taught six years in Wheaton Semi¬ nary, Massachusetts, and then was editor of The Young Folks until 1874. Lellman, Prof. Eugene, born in New York City, 1856; died at Giessen, Germany, where he was professor of chemistry, having become prominent as chemist in Germany, where he went to study. Leonard, ReAE Julius Y., born in New York June 12,1827; died at Clifton, N. Y., October 29 ; graduated at Yale, 1851 ; taught in Cromwell Academy ; studied the¬ ology at Yale and Andover; attended medical lectures, and was a missionary in Turkey, teaching and preaching twenty-three years. EDUCATIONAL NECROLOGY. 1773 Lindsley, H. W., born in New Haven, Conn., and died there December 29, in his forty-first year; graduated at the Yale Sheffield Scientific School ; studied abroad, and became instructor in architecture in the Yale School of Fine Arts. Littell, Henry Augustus, born in Boston; died in Derry, N. H., January 19, aged 64 years; taught in the normal school at Lancaster, Mass., in the high school at Marblehead and at Reading, and at the Highland Military Academy at Worcester, but for a considerable number of years was instructor in elocution in New York City. Liscomb, Prof. W. S., born in Providence, R. I., March 19, 1848; died in Chichester, N. H., September 5; graduated at Brown, 1872; taught in the English and clas¬ sical school for ten years, also in the Providence high school and in Brown University; then he became professor in a university in Japan. He was a ready writer of marked merit. Logan, Dr. Samuel, born in Charleston, S. C., April 12, 1831; died in New Orleans January 12; studied at the State University, Columbia, S. C.; graduated from the South Carolina Medical College ; was immediately appointed demonstrator of anatomy, and soon lecturer on surgery, and continued instructor in the med¬ ical college until he entered the Confederate service; in 1865 he returned to his former duties, and in the following summer became professor of anatomy in the medical college of anatomy at Richmond, when he was called to the chair of surgery in the New Orleans School of Medicine, and in 1869 became dean of the faculty, and in 1872 was elected professor of anatomy and clinical surgery in the medical department of the University of Louisiana. Lowe, A. M., born in Salem, Mass., February 7, 1811; died in Brooklyn, N. Y., Janu- ary 7 ; prosperous merchant ; held no public office ; president New York Chamber of Commerce; active in the foundation of Greenwood Cemetery, and as trustee of Brooklyn Library, Packer Institute, Long Island Historical Society, hospital, and other associations for the benefit of the public. He bequeathed to the His¬ torical Society $5,000; Unitarian Church, $10,000; St. Phoebe's Mission, $10,000; Employment Society, $15,000; Packer Institute, $20,000; New York Chamber of Commerce, $20,000. Lupton, N. T., born in Winchester, Va., 1831; died in Auburn, Ala.. June 12; gradu¬ ated at Dickinson College, and began to teach at once ; became professor in Aber¬ deen Female College, Miss.; returned to Virginia as professor in Petersburg Female College, where he became president ; he then was appointed professor of chemistry of Randolph Macon College, and occupied the same chair in the Southern University for twelve years; in 1872 ho was chosen president of the University of Alabama; he was professor of chemistry in Vanderbilt University for ten years, and in 1885 accepted the same chair in the Mechanical and Agri¬ cultural College of Alabama. McCall, Henry Strong, born in Lebanon, Conn. ; graduated at Yale, 1842; taught in the Collegiate Institute, and died in his seventy-fifth year at Albany, N. Y. McCoy, William D., born November 4, 1853; died in Monrovia, Liberia, May 14; parents, fr^e colored; ho was educated in Boston; taught at Sidney, Ohio, and Helena, Ark., where he was a member of the city council, city recorder, also superintendent of schools; 1879 to 1892 teacher in Indianapolis, Ind., when he became minister to Liberia. McDonough, Dr. D. K., died January 19; teacher and one of the foremost leaders of the colored race. McLaughlin, E. T., born in Sharon, Conn. ; died in New Haven, Conn., July 24, in his thirty-fourth year ; graduated at Yale, 1884; became tutor in English, and in 1890 assistant professor, and in May, 1893, professor of rhetoric and belles-lettres. He was an attractive writer. Marwedel, Miss Emma, born in Germany; died in San Francisco, Cal., Novem¬ ber 17 ; devoted much time to kindergarten as teacher and writer ; by aid of Bureau of Education went to California and introduced kindergarten instruction on that coast. Mason, Samuel W., Ph. D., born in Cavendish, Vt., October 11, 1824; died in Chel¬ sea, Mass., July 2; graduated at Dartmouth College, 1849; taught in Rockville, Conn.; studied law with his uncle, Lyman Mason, Boston; became submaster of the Washington School, Roxbury; also taught in the Otis and Endicott schools, and in 1885 became master of the Eliot School, which position he field until 1876, when he became supervisor, which office he held until he was obliged to resign by reason of ill health ; he was for a time a member of the Chelsea common council, also alderman; united with the First Congregational Church in 1853, and for some years superintendent of the Sunday school. 1774 EDUCATION REPORT, 1892-93. Mellen, S. &., born at Pelham, Mass., July 2, 1821; died May 30; taught in Georgia ten years; in Mississippi fifteen years; Mount Sterling, Ala., eleven years ; also in Tuscaloosa and Lexington, in the same State. He was for many years superin¬ tendent of education in Choctaw and Sumter counties. Merriam, Rev. Franklin, born in Westminster, Mass., 1810; died in Sharon, Mass., December 10; graduated at Colby University, 1837; Newton Theological Sem¬ inary, 1810; he was trustee of Colby for twenty-five years. Merriam, Prof. L. S., drowned in Cayuga Lake, New York, November 18; native of Tennessee; graduate of Vanderbilt; student of Johns Hopkins, and devoted to political economy and instructor in the same at Cornell. Wrote for the Bureau of Education Superior Instruction in Tennessee. Morton, L. M.,Ph. D., born in Massachusetts, 1855; died in Auburndale, Mass., April 26; graduated from Institute of Technology; received the degree of Ph. D. at Gottingen; professor of industrial chemistry, Institute of Technology. Murdock, James Edward, born in Philadelphia June 25, 1810; died in Cincinnati May 19; learned his father’s trade of bookbinding; became an actor in 1829: engaged in lecturing, teaching, and giving public readings. During the civil war, after the loss of his sons, gave the results of his public readings to the Sani¬ tary Commission, and in person nursed the sick and wounded ; in 1879 taught elocution in the Philadelphia School of Oratory. Neill, Rev. Edward Duefield, D. D., born in Philadelphia, Pa. ; died in Minne¬ sota September 26; graduated at Amherst, 1842; studied at Andover Theolog¬ ical Seminary ; founder of the first Presbyterian Church at St. Paul, Minn., 1849; later organized the House of Refuge; was prominent in organizing the schools of St. Paul, and in 1851 was superintendent of public instruction; in 1853 founded the Baldwin School, and later the College of St. Paul, which was closed before the war; was chancellor of the State University, and superintend¬ ent of publie instruction, 1858-1861; chaplain of volunteers, 1861 to 1864, when he became one of President Lincoln’s private secretaries, and continued in the Executive Mansion until 1865, when lie became consul at Dublin, and resigned in two years; then established Jesus College, which became Macalester College, with Baldwin School as a preparatory department, of which he was president • from 1872 to 1884, and afterwards professor until his death. He wrote and pub¬ lished on the history of Minnesota and Maryland in colonial times, etc. Newell, McFadden Alexander, LL. D., born in Belfast, Ireland, September 7, 1824; died at Havre de Grace, Md., August 14; graduated at Trinity College, Dublin; was teacher in the family of the Earl of Duller in ; came to America in 1848; professor of natural sciences in Baltimore College, 1850-1854, and for a time in Lafayette College. He was influential in organizing and reorganizing the school system of Maryland, and became principal of the State normal school in 1865, and in 1868 was specially efficient in saving the essential features of the school system, and, as principal of the normal school, succeeded Dr. Van Bock- ellen as the superintendent of instruction for the State, and continued to dis¬ charge the duties of both offices with great efficiency until 1890. He loved the work of education, and was a teacher and administrator of mark. Few have administered a State school system so long, and none more skillfully. He was often called to leeture elsewhere before institutes, and in 1877 was president of the National Educational Association. He cooperated wisely with the Bureau of Education, and wrote for it; he was editor of the Maryland School Journal, and author of the Newell Series of Readers and of the Maryland Series with Wil¬ liam R. Creary. Osborn, Henry, bom in New York May 18, 1821; died in Lawrence, Ivans., July 26; taught in Windsor, Elmira, and Chester, N. Y. Parkman, Francis, LL. D., born in Boston, Mass., September 16, 1823; died there November 8; graduated at Harvard in 1844, and read law; traveled extensively both in Europe and the unexplored West; became eminent as a historian ; was for thirteen years a fellow of the corporation of Harvard College, and overseer six years. Patterson, James Willis, LL. D., born in Henniker, N. H., July 2, 1823; died in Hanover May 4; passed his youth on a farm and as a clerk in Lowell with Mr. Aiken, who saw his promise and befriended him in his education; graduated at Dartmouth, 1848, mature in Christian character and excelling in general scholar¬ ship, but especially in oratory; taught in Woodstock Academy, Connecticut, and read the elements of law, but was induced by Mr. Beecher to turn his attention to the ministry, and began to study theology at New Haven, teaching, also, when EDUCATIONAL NECROLOGY. 1775 Patterson, James Willis, LL. D. — Continued. in 1852 he was chosen tutor at Dartmouth ; was professor of mathematics, 1854- 1859; professor of astronomy and meteorology, 1859 to 1865; meantime, was com¬ missioner of schools for his county and secretary of the State hoard. In 1862 was member of the State bouse of representatives, and made a notable speech on Fed¬ eral relations ; was elected to Congress in 1863 and the following term, and in 1867 to the United States Senate. He had unusual advantages as he entered upon pub¬ lic life. Of large and well proportioned physique, good health, aud industrious habits, ho was capable of constant hard work, and had the voice and form which gave him effectiveness as a speaker; his mind was strong, receptive, on the alert, and well trained in accurate methods and endurance; he had read widely and reflected deeply ; was pure in character and conscientious in conduct; his opinions on the current issues of the period which so tried men’s souls were carefully matured and patriotic. He was placed on committees in both Houses, such as that of the Committee on the District of Columbia, and Education, and Foreign Affairs, and special committees, such as that on the death of Lincoln, and reform, for whose duties he was specially fitted. He, with Messrs. Garfield aud Boutwell, secured the passage through the House of the bill establishing the Department, afterwards the Bureau of Education, and later, when $1,000 had been taken from its salary and its clerks reduced to two of the lowest grade, and there was a disposition, even among its friends, to omit its allowance from the appropriation, which would have terminated its work, Mr. Patterson never wavered in the support of the office, and was one to whom President Grant gave his opinion that as the slaves had been freed and education must perform so important a part in the new conditions, the Bureau should be further tried. He was efficient in cooperating with Hon. J. Ormand Wilson, superintendent of schools, in promoting legislation for the education of both blacks and whites in the District of Columbia, and in securing improved organization and administra¬ tion. and better schoolhouses and teachers. Indeed, ho was efficient in promoting all those measures of his day which led to new Washington as the pride of the country. He was active and wise in aiding the institutions for the deaf at Ken¬ dal Green, and represented Congress in the Smithsonian directory. He did well his part as worker and speaker in the passage of the constitutional amendments, in the improvement of the Civil Service, the elevation of the Consular Service, in the establishment of the Freedinen’s Bureau, in the reorganization of the judicial service, and securing other departmental changes required. His speeches and reports evidence his patriotism, industry, and learning, and his power as a writer and speaker. When ho was about to retire from the Senate he was made the subject of a most singular and cruel piece of injustice. In 1872 it was found that various Members of Congress held stock in the Credit Mobilier, a company organized under the laws of one of the States for the construction of the Union Pacific Railroad. Great excitement followed, and a committee of investigation was ordered in each House. The Senate committee, in the last overcrowded hours of the Senate, when Mr. Patterson’s service was to terminate, offered a resolution to expel him, when there was no opportunity for examination or reply. The resolution was never either considered or adopted. In the whole affair, it was found afterwards by those who gave it the most minute and thorough inves¬ tigation, there was no ground for the proposed action, which appeared, in the light of all the facts, as an effort to make Mr. Patterson a scapegoat, his entire connection with the affair being fully explained by his own statement, in accord¬ ance with the facts, thus showing the resolution to be one of the most cruel things ever attempted, as it has since been uniformly characterized by public men best informed and of most critical judgment. He visited England twice and traveled on the Continent of Europe once. He was much called for as a political speaker, and as orator on great historical or memorial occasions, and was again elected by his townsmen as member of the State legislature, and in 1885 was appointed superintendent of the schools of New Hampshire, aud so remained until a few months before his death, when he was elected to a special professorship in Dartmouth College. No man ever made a greater impression on the schools of the State. As he went about lecturing and visiting schools he was called a traA^eling university. As a teacher, he was a great favorite with his students, and was one of the early teachers to whose awabening power Dr. W. T. Harris was fond of acknowledging his indebtedness. He died suddenly, sit¬ ting in his chair, in the weekly prayer meeting. Patten, Prof. Otis, died at Albuquerque, N. Mex., in his seventy-third year; begin¬ ning at 19, he was for over forty years devoted to the education of the blind; connected with the Kentucky schools first in 1853; with the assistance of his wife, an efficient teacher, he started the Louisville, Ky., Orphans’ Home; in 1859 founded a school for the blind in Little Rock, Ark., and was for over fourteen years its principal, retiring in 1885 ; after the death of his wife in 1886 he engaged in philanthropic work in Little Rock. 1776 EDUCATION REPORT, 1892-93. Payne, Bishop, died, aged 83, at Xenia, Ohio; special promoter of Wilherforce Uni¬ versity in his lifetime, and bequeathed to it, it is claimed, enough to endow five professorships ; was the oldest African Methodist Episcopal bishop in the world, and died greatly beloved. Peabody, Eev. Andrew Preston, D. D., LL. D., born in Beverly, Mass., March 19, 1811 ; graduated at Harvard, 1826 ; taught three years, one in liis father’s school ia Middleton ; studied at Harvard Divinity School three years, the last two teaching Hebrew in the same school, and the next year was tutor of mathematics in the college, preaching on Sunday ; became jiastor at Portsmouth, 1833, and remained in that position twenty-seven years, when, in 1860, he succeeded Bishop Hunt¬ ington as Plummer professor of morals, etc., in Harvard University; from 1853 to 1863 he was editor of the North American Review, and wrote much on religious, educational, and historical subjects; in 1880 he resigned his j)rofessorship, but has been since emeritus and preacher to the college. Pease, Rev. T. C., born in Poughkeepsie, N. Y., October 14, 1853; died November 20; graduated at Harvard, 1875 ; taught in Springfield, 1875; Naval Academy, Annap¬ olis, Md., 1876 ;# was pastor, West Labanon, N. H., and Milton, Mass., and became professor of sacred rhetoric in Andover Theological Seminary, 1893. Peck, Rev. Thomas E., D. D., died at Hampden Sidney, October 2: became professor of church history in Union Seminary, Virginia, in 1860, and in 1883 professor of systematic theology, and so remained until his death. Phelps, F. M., born at Belchertown, Mass. ; died at Tucson, Ariz., February 27, in his twenty-seventh year ; graduated at Amherst, 1885 ; from 1885 to 1888 instructor in Greek in Washburn College, Kansas; 1888 to 1892 professor of Greek and lec¬ turer there, and he was also Kansas State secretary of the American Institute of Sacred Literature, etc., 1890-91. He was lecturer at various institutes and assemblies, and in 1892 became professor of Old Testament language and litera¬ ture in the Pacific Theological Seminary. Price, Rev. Joseph C., D. D., died at Salisbury, N. C., October 25, aged 39; gradu¬ ated at Lincoln University, 1879, and from the theological department in 1881; eminent Southern negro orator; his sermon in London was cabled to the New York Herald; was president of Livingston University, at Salisbury, N. C. Pillsbury, Gilbert, born February 23, 1813, at Hamilton, Mass. ; graduated at Dart¬ mouth, 1841; taught in Ellington, Conn., New York City, Somerville, N. J., and Blandford, Mass., and was principal of young ladies’ school, Ludlow, Mass., 1852 to 1863, and senator in legislature of Massachusetts one term. Pinneo, Timothy Stone, born in Millford, Conn. ; died in Norwalk, Conn., August 2, in his ninetieth year; graduated at Yale, 1824, and from the medical college in Ohio, and practiced medicine for a time in Maryland, but, returning to Ohio in 1843 became professor of mathematics and natural philosophy in Marietta Col¬ lege one year; for the next eighteen years resided in Cincinnati, devoted to the preparation of a series of schoolbooks — grammars, etc. It is claimed that he published some four dozen books. In 1862 he removed to Greenwich, Conn., and conducted a boys’ boarding school. Porter, Rev. Jeremiah, D. D., born in Hadley, Mass., December 27, 1804; died in Beloit, Wis., July 25; graduated at Williams, 1825; studied at Andover Semi¬ nary ; taught two years in Monitorial high school, Troy, N. Y. ; graduated at Princeton, 1831; ordained, Hadley, Mass., 1831; became home missionary on frontier ; was chaplain Illinois Volunteers, 1862-1865 ; became chaplain in Regular Army, 1870 to 1892. He was first pastor of the First Presbyterian Church in Chicago; was active in starting schools among pioneers, freedmen, and Indians Prentice, Prof. George, D. D., born in Grafton, Mass., December 15, 1834; died in Pasadena, Cal., October 10; studied at Methodist Biblical Institute, Concord, N. H. ; in 1870 elected professor of modern languages in Wesleyan University ; he wrote much for the weekly press and magazines. Richmond, Mrs. Augusta, born in New York; died in Cleveland, Ohio, in the sixty- sixth year of her age, June 29; taught in New York, Cleveland, and Toledo, Ohio, difficult schools with the best results'; a Christian character of high order; her last years were solaced with the comforts and attentions of the home of her half-brother, Luther Allen, esq., much younger than herself, on whom often in childhood she had bestowed the most faithful care in his earliest years. Richardson, James, born in Hopkinton, N. H., July 14, 1817; died March 1 in St. Louis, Mo., where he had gained property, and been an active promoter of educa¬ tion, especially in connection with library organization and administration. EDUCATIONAL NECROLOGY. 1777 Riheldaffer, Rev. J. G., D. D., died January 18 at Redwood Falls, Minn. ; for nearly twenty years he was superintendent of the Minnesota State Reform School. Rusk, Gen. Jeremiah M., born in Morgan County, Ohio, June 17, 1830; died in Yiroqua, Wis., November 21 ; was farmer, stage driver, hotel keeper, and sheriff, and became member of the Wisconsin legislature ; in 1861 raised the Twenty-fifth Wisconsin Volunteer Infantry, and became major, lieutenant-colonel, colonel by brevet, and general by brevet; was twice elected bank comptroller of his State, three times to Congress, three times governor of Wisconsin, and served as Secre¬ tary of Agriculture under President Harrison. Without a college education himself, he was a hearty promoter of education in his State, and in Congress aided the Bureau of Education. Schaff, Rev. Philif, D. D., LL. D., born January 1, 1819, in Switzerland; died in New York City October 20; began classical studies in his native town, and com¬ pleted them at the gymnasium of Stuttgart; studied theology at Tubingen, Halle, and Berlin; in 1811 he traveled as private tutor of a Prussian nobleman in Italy and other countries ; in 1842 he returned to Berlin and became tutor in the university and lecturer for two years on exegesis and church history. He came to the United States in 1844 and accepted the position of professor of theology in the German Reform Seminary at Mercersburg, Pa., where he remained until 1863, when he removed to New York, and lectured on church history in the sem¬ inaries at Andover and Hartford, and Union, New York City, and in 1869 was elected professor at Union, where he remained until shortly before his death. He was most eminent as an authority in church history, and did great work as editor and writer in its several departments, and as a member of the American Bible Revision. Scott, Dr. Charles, president Hope College, Michigan; died in December, aged 71 years. Seney, George I., born on Long Island May 12, 1826 ; died in New York City April 7 ; prominent in various financial enterprises, and in his prosperity gave large sums to education and charity — $500,000 to Seney Hospital, $500,000 to Wesley Univer¬ sity, $500,000 to an orphan asylum, $250,000 to Emory College and Wesleyan Female College, Macon, Ga., $100,000 to Long Island Historical Society, $60,000 to Brooklyn Library, $50,000 to Drew Theological Seminary, $25,000 to Indus¬ trial School for Homeless Children, $25,000 to Eye and Ear Infirmary, and 20 valuable paintings to the Metropolitan Museum. Shepard, Col. Elliott Fitch, born in Jamestown, N. Y., June 25, 1834; died March 24; lawyer, editor, and financier; married oldest daughter of William H. Vander¬ bilt, who received a large inheritance from her father. Colonel Shepard and his wife were active in many religious efforts, and gave freely to educational purposes. During his last years he became specially known as the proprietor of the Mail and Express. He bequeathed large sums to the Presbyterian Church, and $100,000 to St. Paul’s Institute, Asia Minor. Shoup, Prof. N. J., died at Dubuque, Iowa, November 11; was principal of Lincoln School there. Smith, Rev. Benjamin Mosby, D. D., LL. D., born in Powhatan County, Va., June 30, 1811; died at Petersburg, Va., March 14; graduated at Hampden-Sidney Col¬ lege, 1829 ; taught several years, entering Union Theological Seminary in 1832, and before he finished his three years’ course became tutor in Hebrew. He then studied abroad, and after returning became a pastor ; in 1854 he was elected professor of oriental literature in Union Theological Seminary, Virginia, and remained until 1889, when he became professor emeritus. Smith, Gen. Edmund Kirby, born in Florida May 16, 1824; died in Sewanee, Tenn., March 28; graduated at West Point in 1845; was Confederate general ; was chan¬ cellor of the University of Nashville, 1870-1875, and afterwards professor of mathematics, University of the South, Sewanee, Tenn. Sorin, Rev. Edward, D. D., born in France February 6, 1814; died in Notre Dame, Ind., October 31; after his education entered the Congregation of the Holy Cross, and with six companions came to the United States in 1842. Bishop Hol¬ lander gave them wild land on the St. Joseph River, and there they built up Notre Dame with its institutions, including the university. There were estab¬ lished the sisters of the Holy Cross ; in 1868 he became the superior general of his order, and in 1879 was transferred from France to Notre Dame, and in 1888 the well-known jubilee was celebrated. Spicer, Elihu, born in Noak, Conn., April, 1825; died in Brooklyn, N. Y., Feb¬ ruary 15 ; was a navigator ; amassed wealth and gave a library to the Poly¬ technic Institute, and $10,000; erected a library in Mystic, Conn., and added $25,000; gave Groton a farm and buildings for the poor," with $5,000 for its sup¬ port; also gave $10,000 for No. 11 school district, Noak. ED 93 - 112 1778 EDUCATION REPORT, 1892-93. Stanford, Leland, born in Watervliet, N. Y., March 7, 1824; (lied in Palo Alto, Cal. June 20; was brought up oil a farm, and admitted to the bar in 1849, and removed to Wisconsin; made the overland trij>, and began gold mining in 1852* began trade in San Francisco in 1856, and also became interested in manufac¬ turing and agriculture, and the transcontinental railroad; in 1861 became governor of California, and was elected president of the Central Pacific Rail¬ road; in 1884 and 1890 he was elected to the United States Senate. For many years he was a generous giver to deserving objects, and on the death of his son, Leland Stanford, jr., he established a university bearing his name at Palo Alto, and gave it property valued as high as $20,000,000, and adding, as is estimated! at his death $2,500,000. Mrs. Stanford heartily cooperated with him, and was also a generous supporter of the kindergarten under Mrs. Sarah B. Cooper, in San Francisco. Sterns, Rev. O. Sprague, D. D., born in Bath, Me., October 27, 1817; graduated at Waterville College in 1840, and Newton Seminary in 1846, and was instructor in Hebrew there, 1846-H7 ; pastor of churches, 1868, when he became professor of Old Testament literature in Newton Baptist Seminary, and so remained. Stevenson, R. W., LL. D., born and educated in Ohio, and became a successful teacher; was superintendent of schools of Dresden, Norwalk, and Columbus, Ohio, filling the latter office eighteen years and becoming one of the foremost educators of his State, when he became superintendent of schools at Wrichita, Kans., where he remained mtil shortly before his death. Stevens, Rev. Charles E., born in Pembroke, N. H., March 24, 1815; graduated at Dartmouth, 1835 ; studied at Andover, and became teacher at Fitchburg and else¬ where ; afterwards was editor, and for many years was associated with Gould and Lincoln. Stokes, William H., M. D., born in Havre de Grace, Md. ; died May 7, aged 81, in Baltimore; graduated at Yale, 1831, and was professor in medical colleges in Baltimore, 1845 to 1850. Thornton, Harrison R., born in Hampden-Sidney, Va., 1858; killed at Prince of Wales, Alaska, August 19; was missionary and teacher under appointment by the American Missionary Association in the school established by Dr. Sheldon Jackson under the Bureau of Education. He and his wife were the only white people among the large native population. Their school was a great success, but hostile feelings were aroused by his efforts to prevent the sale of intoxicants, and three Alaskans conspired to kill him, and did; two of his murderers were caught and put to death by the natives the next day, and the third escaped, only to be caught and suffer death later. Thwing, Rev. Edward Payson, M. D., born in Ware, Mass., August 25, 1830; died in Canton, China, May 9; graduated at Harvard, 1855, aud Andover, 1858; was pastor at several places; professor of vocal culture in Gorham Seminary, Maine, 1870 to 1874, and of sacred rhetoric in the Tabernicla College, 1847-48. Having studied medicine, he became deeply interested in the building of hospitals and asylums, and undertook the building of a modern asylum in Canton. Tupper, Rev. Henry Martin, D. D., born in Munson, Mass., April 11, 1831, and died in Raleigh, N. C., November 12. Ho fitted for college in the academy at Munson, and graduated at Amherst in 1859, and Newtou Seminary in 1862; enlisted as private in the Thirty-sixth Massachusetts, was early made sergeant, W'as in many campaigns on the Potomac and the Mississippi, and was mustered out June 14, 1865. He was ordained to the gospel ministry when a private in the service, and held meetings among the men. At the close of the war he was com¬ missioned by the American Baptist Home Missionary Society to preach to the freedmen in the South, and began his work in Raleigh, N. C., October, 1865, and in February organized a colored Baptist church there, of which he became pastor, and, in spite of great opposition, founded and built up Shaw University, of which he was president. Twombley, Rev. John H., D. D., born in Rochester, N. H., July 19, 1814; died in March, at Newton Lower Falls, Mass. ; fitted at Newbury, Yt. ; graduated at Wesleyan University, 1843 ; for three years taught mathematics at Wilbraham Academy, Massachusetts, then began his career as pastor, serving important churches. He was superintendent of schools in Charlestown, Mass., 1866 to 1870; president of Wisconsin State University, 1871 to 1874, when he returned to pastoral work, and so continued until his death. Upham, Rev. James, born in Salem, Mass., January 23, 1815; died in Chelsea, Mass., May 4; graduated at Waterville, now Colby, 1835, and at Newton Seminary, 1839; was pastor of churches for a time, and became principal of Farmington Academy, and professor in the theological institution at Thomastown, Me., and also at New Hampton, N. H., teaching in all twenty years. EDUCATIONAL NECROLOGY. 1779 Walker, George Frederic, born in Massachusetts; died February 21, in his sixty- eighth year; graduated from Amherst, 1849; was principal of Holliston Semi¬ nary, Massachusetts, from 1849-1853, and of Riverside Institute, Auburndale, Mass , from 1854-1857; he afterwards went into the ministry. Warren, Mrs. Harriet (Merrick), born in Wilbraham, Mass., September 15, 1843; died in Cambridge, Mass., January 7; was eminent in scholarship and in effort for woman’s education, especially her religious enlightenment, throughout the world, as writer, organizer, and officer of societies aiming at this end. Walsh, Rev. Thomas Edward, Ph. D., born at Montreal, Canada; died at Mil¬ waukee, Wis., July 17, aged 40 years; studied in the College of the Holy Cross at St. Laurent, near Montreal; in 1873 he went to Paris, where he entered Notre Dame de St. Croix, at Neuilly; in 1875 Very Rev. Father Sorin called him to Notre Dame; he made a profession of faith February 2, 1876, having entered the novitiate at St. Laurent, August 28, 1877 ; he was ordained by the late Bishop) D wenger. of Fort Wayne; before the end of the year he was made vice-presi¬ dent of the university, Very Rev. Father Corby being president; in 1881 Father Walsh was called to the presidency; in 1886 he was made second assistant to Father Sorin, superior general of the Order of the Holy Cross, White, Prof. James J., born in Nottoway County, Ya., November, 1828; died April 23; educated at the University of Virginia; x>ro^essor of Greek language in Washington and Lee University since 1852. White, George Holbrook, born in Lawrence, Mass., May 2, 1848, died July 7; gradu¬ ate of Amherst, principal of Hopkins Academy, Hadley, 1870-1873, and instructor in Latin and Greek at Amherst College, 1873-1876; in 1876 was made principal of preparatory department and professor of ancient languages in Oherlin College; under his administration the standard of scholarship was made equal to that of Eastern academies. Whitney, Joseph Ernest, born in Cornwall, Conn. ; died at Colorado Springs February 23, aged 35 ; graduated at Yale in 1882 ; had charge of private school for boys in Elmira, N. Y"., until January, 1884, when he went to the Albany Academy as instructor in English and rhetoric; in the summer of 1884 he was called to Yale College as instructor of English, and remained there until December, 1888. Wiley, Bishop Isaac W., sometime president of Pennington Seminary and Female Collegiate Institute, New Jersey, and missionary to China. Winslow, H. G., died in September at Racine, Wis. ; was superintendent of schools of that city; schools were closed and great respect was shown at his funeral. Wolle, Francis, born at Jacobsburg, Pa.; died at Bethlehem, Pa., February 10, in his seventy -sixth year; educated in Bethlehem (Moravian Seminary), taught there and at Nazareth and was vice-principal of the school for young ladies, 1857-1861, and principal, 1861-1881 ; was eminent as a botanist. Wood, Glen, born in Greenbush, Rensselaer County, N. Y. ; died in Lake Forest, Ill., in his seventy-fifth year; graduated from Yale in 1842; taught music two years in Sullivan County, N. Y. ; became interested in the establishment of a children’s aid society in Chicago in 1886, of which he was secretary until his death. Wood, Hiram Dayton, born at Nashua, N. H. ; died there January 15, aged 65; graduated at Dartmouth, 1860; was principal for some years of Mount Pleasant high school, and was assistant in Nashua Literary Institute. Worcester, Rev. John Hopkins, D. D., born in St. Johnsbury, Yt. ; died in Lake- wood, N. J., February 5; graduate of University of Vermont; taught two years in his father’s Young Ladies’ School, Burlington, Yt. ; studied at Theological Semi¬ nary, Andover, Union Seminary, New York, and at Leipsic ; was pastor in Orange, N. J., 1872-1883, and of the Sixth Presbyterian Church, Chicago, 1883-1891, when he became professor of systematic theology in Union Seminary. Yeargin, Miss Mary E., born in Laurens County, S. C. ; drowned in Cayuga Lake, New lrork, November 18 ; educated herself and taught in Methodist College at Columbia and at Leesville. FOREIGN, 1893. AUSTRIA. Aigner, Clemens, died January 28, in Linz; x>rincipal of burgher school. Hrovath, Blasius, died February 23, in Laibach; school councilor. Hubner, Franz, died April 12, in Prague; state school inspector of Bohemia. Mair, Franz, died December 3; school principal and district school inspector in Austria; founder of an association called “ Yolksschule. ” 1780 EDUCATION REPORT, 1892-93. Markus, Jordan C., died July 23, in Vienna; rector of burgher school. Plaichinger, Alois, died April 14, in Vienna; rector of a city school; a noted musician. Reitzenbeck, Heinrich, died in February, in Salzburg; teacher in Realschule; 81 years old. Riedel, Franz X., died June 25, in Lichtenstadt ; pastor and school inspector. Unterkreuter, Adalbert, died May 3, in Villach; rector and district school inspector. Unterwandling, Ferd., died October 19, in Klagenfurt; school inspector and examiner. Wunderlich, Michael, died September 16, in Vienna; rector of burgher school; a noted promoter of drawing in the schools. DENMARK. Andrea, C. C., born in Copenhagen in 1812, and died there February 3; professor in a military school, and became prime minister. Krieger, Dr. Andreas F., born in Norway; died in Copenhagen September 27; became professor of- law in Denmark 1845 ; was legislator, and in 1870-1874 was minister of finance and minister of justice. FRANCE. Charcot, Jean Martin, born in Paris November 25, 1825; died August 18; became a professor in 1860, and was called to the Saltpetriere, 1862, and founded there the first clinic, 1880, for nervous diseases; noted for being a physician of the highest scientific reputation, for valuable treatises and experiments in hypnotism. Darcoll, Alfred, born in Rouen, 1818; died in Paris May 28; became attached to the Louvre; was appointed director of the Gobelins, 1872; in 1885 director Cluny Museum; was eminent authority on medimval antiquities, on which he wrote several books, and also history of the national manufactures of tapestry. Ferry, Jules, born in St. Di6, Vosges, April 5, 1832 ; died in Paris March 17 ; studied law; engaged in political journalism; was active in the changes which led to the Republic, and became member of Grevy’s cabinet; as minister of educa¬ tion he brought about many improvements. Franck, Adolphe, French scholar and member of Legion of Honor; died April 11. Gounod, Charles Francois, born in Paris June 17, 1818; died at St. Cloud, October 18; an eminent composer of music. Gulllemin, Amedee, died January 4; French scientist and writer. Lavtgerie, -Cardinal, November 26; great French religious teacher and humanita¬ rian ; primate of Africa. MacMahon, M. E. P. M., Comte de, Due de Magenta, ex-President, and marshal of France; born in Sully June 13, 1808; died in Paris October 17. Mame, Alfred, French publisher and philanthropist ; died April 13. Taine, Hippolyte Adolphe, born at Vouziers April 21, 1828; died at Paris, France, March 5 ; studied in the college at Bourbon and gained the prize of honor for rhetoric in the general competition of 1847 ; was first on the list of those admitted to the normal school; he was a journalist, writer, and critic; History of English Literature and The French Revolution are his two greatest works. GERMANY. Ahn, Dr., died July 24, in Lauterberg; school principal; a son of the author of Ger¬ man and French grammars. Angerstein, Dr. William, died April 30, in Berlin; author and editor; authority in systems and methods of gymnastics. Armbruster, Ad., died December 13, in Karlsruhe; councilor and school superin¬ tendent in Baden. Backhaus, W., died September 12, in Bonn; ex-teacher; 95 years old. Baisch, F., died in March, in Fellbach, near Stuttgart; teacher of note. EDUCATIONAL NECROLOGY. 1781 Behm, G., died July 24, in Berlin ; councilor in the department of commerce ; formerly teacher, and for some years member of the executive committee of the German Teachers’ Union. Bock, Eduard, died October 16, inLiegnitz; school councilor and inspector ; became well known through his educational works and readers. Danz, Fr., died October 26, in Rudolstadt; rector of city school. Dorpfeld, Friedrich Wilhelm, died October 27, in Barmen; one of the most distinguished teachers of Germany ;. active in Fild near Mors, Heidt Ronsdorf, and Barmen; was author of innumerable educational articles and pamphlets, and in his later years considered an authority on all educational questions. Eismann, died January 15; school councilor in Kreuzberg; formerly principal of nor¬ mal schools in Kyritz and Eckenforde ; later inspector in Potsdam and Breslau. Frohschammer, Professor, died June 18, in Munich; formerly professor of theology, afterwards of philosophy ; he applied his system of philosophy to pedagogy. Heubner, O. L., died in April, in Dresden; member of school board; promoter of public education. Jencke, Johann Friedrich, died August 4, in Dresden; royal councilor; active in in behalf of education of deaf and dumb children. Knauth, Franz, died October 27, in Miihlhausen ; rector of city school and noted writer. Knofe, died May 7, in Breslau ; principal of a city school ; promoter of teachers’ asso¬ ciations in the province of Silesia. Koehler, Friedrich, died April 25, in Hildburghausen ; a noted teacher of music. Kolbe, Dr. Alexander, died May 22, in Treptow ; principal of gymnasium ; editor of Deutsche Erziehung in Schule und Haus; for many years president of the German Evangelical School Congress. Kruger, Friedrich, died in November, in Rosenow; had taught sixty-two years in one school; died at the age of 92 years. Krutzfeld, Wm., died in December, in Liitjenburg; ex-teacher, 96 years old. Laistner, A., died April 23, in Stuttgart ; editor of Volksschule ; president of teach¬ ers’ association in Wiirtemberg; indefatigable champion of the teachers’ profes¬ sional honor and dignity. Lang, F,, died October 15; school inspector in Herischdorf, near Warmbrunn; prin¬ cipal of a normal school in Bunzlau. Lange, Professor, died August 12, in Berlin ; cartographer and author of geographical text-books. Lubke, Wm., died April 7, in Karlsruhe; university professor and well-known art historian. Marenholtz-Bulow, Baroness von, died January 10, in Dresden ; well known as pro¬ moter of Froebel’s Kindergarten, and author of circular published by the Bureau. Masius, Dr. Hermann, died January 10, in Leipzig ; well-known educator and author ; since 1862 professor of pedagogy and director of the pedagogical seminary in the university; some of his books are Readers, Nature Studies. Mende, C., died March 31, in Erfurt ; member executive committee of Saxon Teachers’ Association. Mueller, C. B., died in November, in Neudorf; teacher, and president of Waldeck Teachers’ Association. Muhlpforth, A., died February 26, in Frankfort-on-the-Oder; for many years presi¬ dent of the teachers’ association in the province of Brandenburg. Rabe, Ad Ail, died October 12, in Cassel; president of the Hessian Teachers’ Associa¬ tion and editor of an educational journal. Ramme, Christ., died February 25, in Berlin; principal of an educational institution of note. Rostock, Mich., died in December, in Bautzen; teacher and famous scientist. Rudolph, E., died January l,in Chemnitz; rector of city school; a noted speaker in conventions ; promoter of education for laboring men. 1782 EDUCATION REPORT, 1892-93. Ruge, Dr. Max, died June 17, in Berlin ^formerly teacher in the Graue Kloster ; since 1890, Liberal deputy in the lower house of the Prussian legislature. Runkwitz, Iv., died November 21, in Altenburg; rector of normal school and bciiool councilor. Schaefer, died December 21, -in Friedberg; rector of normal school. Scharlacii, Chr. Fr., died December 18, in Halle; superintendent of public schools in Halle for many years. Sciilotterbeck, B., died October 30; editor of the Mecklenburg Schulzeitung, and author of educational writings. Schottmuller, Dr. Coxrad, died May 16, in Berlin; councilor in department of education. Schmitt, Johann, died August 6, in Darmstadt; founder of the Hessian Teachers7 Union, and editor of the Hessische Schulbote; since 1865 member of the per¬ manent committee of the National Teachers7 Association, and since 1871 member of the executive committee of the National German Teachers7 Union. Schoener, Rector, died May 6, in Rybnik; at the time of his death the oldest active teacher in Germany, 92 years old. Schornstein, Dr. E., died August 17, in Elberfeld; rector of secondary school for girls ; a well-known writer in behalf of higher education of women. Schulz, F. A., died April 24, in Wolfenbiittel ; musical composer and publisher of song books. Seidel, Friedrich, died January 13, in Weimar ; author of many educational works ; for many years president of the German Froebel Association, and active promoter of kindergartens. Selke, died in July, in Kbnigsberg; mayor of the city and warm friend of public schools. Staffeld, B., died March 21, in Strelitz; founder and president of Provincial Teach¬ ers’ Association and Aid Society. Volcker, Dr., died in June, in Danzig; provincial school councilor. Waldbach, W., died November 21, in Eylau; principal of a normal school, and musical director and composer. Watzoldt, Gust. Ad., died August 10, in Berlin; privy councilor, formerly principal of a normal school ; later councilor in the department of public education and director of the Royal normal school for gymnastics. Wille, Rector, died in December, in Dresden; member of Pestalozzi Association. GREAT BRITAIN. Ballance, John, born in Antrim, Ireland, March, 1839; died in Auckland Aj>ril 27 ; emigrated to New Zealand in 1866; in 1878 became minister of education; at the time of his death was premier. Birch, Charles Bell, born 1832; died in October; was sculptor in London. Clark, Sir Andrew, noted English physician; born 1826; died in London Novem¬ ber 30. Cole, Vicat, born in -Portsmouth, 1833; died in London April 6; English painter; son and pupil of George Cole. Cowper, Ed. Alfred, English inventor; born in Londpn December 10, 1819; died there in May; invented the fog signals, and among other things invented an electrical writing telegraph. Cox, Samuel, born near London, 1826; died March 30; was educated for the Baptist ministry; author of Salvator Mundi, Private Letters of St. Paul and St. John; founded in 1875 the Expositor, and retired from its editorship in 1885. Derby, Earl of, born in Knowsley, July, 1826; died there April 21; educated at Rugby and Trinity College; traveled extensively; entered Parliament, took service under different administrations ; was a hard worker in important com¬ missions, and was influential as chancellor of the University of London. Jowett, Benjamin, born in London, 1817 ; died at Oxford in October; graduated at Balliol College, Oxford; became tutor of Greek; 1855 was professor of Greek at Oxford, and in 1870 was elected master of Balliol; was translator of classics and author of ecclesiastical treatises. EDUCATIONAL NECROLOGY. 1783 Marshall, Arthur Milnes, born June 8, 1852; died in Cumberlandsliire, England, December 31; graduated from St. John’s College, Cambridge, 1874; studied at Dr. Dohrus’s Zoological station in Naples; 1875, Avas appointed professor of zool¬ ogy, Owens College, Manchester; was secretary, and afterwards chairman general board of studies in organizing courses in Victoria University; Avas author of several papers in scientific journals. Parke, Thomas H., born in 1857; died September 9; distinguished for service in Egypt, and in the cholera epidemic was courageous; was an African explorer and published several works. Pratt, Anne, born in Stroud, 1806; died July 27 ; had marked success in poiDularizing botany. Tyndall, John, born in Leighlin Bridge, Carlow, Ireland, August 21, 1820; died in Haslemere, Surrey, England, December 4; of humble origin and without usual school pri\rileges rose to great eminence as scientist. ITALY. Genola, Francisco, born 1843; died November 8; deputy of his province; known for his rectitude and lofty spirit, and became minister of public works. Mollschott, Jacob, born in Holland; died in Rome in May, aged 71; noted in physi¬ ology, and professor University of Rome since 1878. Contani, Arnaldo, born in Austria; died in Naples May 6, in his fifty-sixth year; graduated M. D., Prague; senator, professor of medicine in Naples. MEXICO. Gonzales, ex- President, born near Matamoras, 1820; died in City of Mexico May 8. NETHERLANDS. Buys, T. T., died in Leyden May 14; was one of the most eminent ivrofessors of the legal faculty of the Atheneum at Amsterdam. Leeman, Dr. Conrad, born 1809; died in October; director of the Museum of Antiquities. NORAVAY. Undset, Ingvold M., born in Drontheim, November 9, 1853; died in Christiania December 3; eminent archaeologist. PORTUGAL. Laurenco, Dr. Agostinho, died in February; was one of the most illustrious scientists in Portugal. Rodreques, Jose Julio, professor of natural sciences in Lyceum of Lisbon, and the Industrial Institute. RUSSIA. Kokscharow, Dr. Nicolas, died in St. Petersburg January 2; director of the Imperial School of Mines. SPAIN. Cordera y Poto, Don Mariana, died in Madrid January 15; organizer of normal schools and inspector-general of primary schools, and founder of Pedagogical Review. Arenal, Dona Concepcion, born January, 1820, died February ; well known author and promoter of education. SWEDEN. Hagber, M., died in May, aged 68; author, and professor in university in Stockholm. Klemming, Gustayus Edward, born September 5, 1823, in Stockholm; died there September 7 ; was librarian in the Royal Library, and specially active in ancient Swedish literature. 1784 EDUCATION REPORT, 1892-93. SWITZERLAND. Denzler, Wm., died November 20, in Zurich; professor of mathemathics in Zurich University. Frankhausen, J., died May 23, in Bern; professor in- secondary school. Haederli, J., died January 4, in Zurich; teacher from 1842 till 1892. Odermatt, R., died March 26, in Stans; school inspector in the canton of Nidwalden. Raedle, Nich,, died May 17, in Freiburg; historian and friend of P. Girard. Ruegg, Prof. H. R., died October 29, in Bern; leader of the Swiss teachers; editor of the Swiss “Lelirerzeitung.” Yolkmar, Dr. G., died January 8, in Zurich; professor in university; distinguished theologian. Wiesendanger, U., died April J, in Zurich; councilor of education. Winne, J. St., died February 14, in Hippolyte-Elsass ; school rector in Altorf-Uri. Wolf, Dr. R., died December 6, in Zurich; astronomer. Wyss, Dr. G. von, died December 17, in Zurich; historian. PART IV. STATISTICAL TABLES. CITY SCHOOL SYSTEMS (p. 1786). PUBLIC HIGH SCHOOLS (p. 1816). PRIVATE SECONDARY SCHOOLS (p. 1897). UNIVERSITIES AND COLLEGES (p. 1952). COLLEGES FOR WOMEN (p. 1968). COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS (p. 1972). TECHNOLOGICAL SCHOOLS (p. 1981). SCHOOLS OF MEDICINE, LAW, AND THEOLOGY (p. 1982). NORMAL SCHOOLS (p. 2002). BUSINESS COLLEGES (p, 2018). SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND (p. 2012). SCHOOLS FOR THE FEEBLE-MINDED (p. 2061). REFORM SCHOOLS (p. 2067). ELEMENTARY EDUCATION IN FOREIGN COUNTRIES (p. 2075). 1785 Table 1. — Statistics of school population, enrollment, attendance, supervisors, teachers, and accommodations in cities containing S ,000 or more inhabitants. 1786 EDUCATION REPORT, 1892-93. •Apnjs jo asanoo aaryua aqx aqaxduioo °1 paainbaa SJB8A jo aaqranx; 55 --I NHM HWMHNNWCO IM (MCo £ O M ® £ 00 O «uajjn A’ pep aSmaAY s i?§g ii i isaiisgi i mi of • HHCO iHrtt'^CM'cMCMCMCM' r-T o' CO of • CO sxooqos Anp orxqnd JXB nr aoaupuajjn sAt?x> jo iaquinu ojeSaaSSY 55 111 1 “11 SSsIlssi 1 PS i m illlilll 1 SIS • 53 t-T o' r1 uoissas nr Axxn -njon aaaav sxooqos oq qnd aqx sAcp jo aaquihsj; LO gggg ggg sgggg||g S ggg * eS a p< 2a §3j«- ^ 5 JH 111 6 *• Ills §11 SSllscSS 1 111 rjT L-loJ cLi— -iT cfr-To TjTtM'o"'# cL cL o'icTco' axuuiax 1 1 III lsl§l ill s ssl cJ cvf ,-Tr-TcJ r-T ia cQrH • i— T i-T h inyfn a f i ■°l«R ieI- 111 HSSjfiSS 1 I5B r-T ef CQ i-T LO cL r-T ■ £\f i-T r-Toeir-T •sxooqos XBiqooa^d pun axnAiad ui’ sxidnd jo aaquina paqurnr jsg[ 1 jl. 121 SlSSjlll § ill •aSn snsuao [ooqos jo uaaxqtqo jo aaquimj M Ills 111 'SBHIBSS 1 SSI on ;-<* ccelcf cc r-Tco"»o csTo o eo cL -aSn snsuao x°°q°S « r— 1 1— } t f-H H O H t'* t'-'* h- h- t> t>* t> h- 1— 1 t-1 H H CM CM i CM CM CM CM t— « i— t i— ♦ i — • . . — i i — i i CM CM CM CM t>-t2ic2 ooo lAioioioicnoiAiA ci cisco City. - S : t : cooowNKTiun c c t- oo ct STATISTICS OF CITY SCHOOL SYSTEMS. 1787 CM CM 00 CO . iWM • tJ* 00 • • • • 3 3 00 o 10 il • o o r-' CM CM CM CM is S!ggSi8§SiS§! 3 il 811! 11 i 81811 t— » f-T # co t> in ill! sill • t-T of oq c4 r-T c4 co S8S0d -jmd |ooqos joj pasn eSurpxrnq jo jaqarnsj vm |J U4°L co ? t^ co 38gSS3£i828 g| II 11 £ 9XBUT9X S CO c§ ■k || •9XBTC icciwm cicc oo ^ co t-cow^H sues ccoor^ioooco^o A m A ■s'S . ill i2a S"° IBJOX COrt^'H * CTr-ieOt-^t-jinril-MN NX WNOOHHtMWH •9XBOI9X e* H o O CO O CD *># oTnii" t> in *t^ cJoi'ro'cJci'i-TcJco' ■9XBUI9X 9 SSI! HHH 3 111 II 11 SI is r-T — r eocfi-ToioJ co cq •9IBK >5 t-ooo HHH 984 708 452 1,192 951 3, 711 2, 204 1, 254 2, 229 2, 031 3,493 2, 447 IIIIISIS •sjooqos jerqoojcd pnB ojBATJd nr’ spdnd jo jaqntitn pajBntrjsg; * fill * !8 i838§8§! 18 : : r-r r-r^jT ! ! * !!!!?!!! rH * •9§b snsuoo qooqos jo najpxiqo jo jaqnrnjv « 1111 in co iri'co is jiiisiss ii AT cL ; co co co o' h# t> oo in' h* 61883883 co' t- in co co‘ ed ocf '9§v snsn90 xooiqog | « CO CO 53 co ?q £q 'NNNNNNN NN CO CD • CD CD CO CD CD CO CD coco cqSoqoacqoqoqS cocococococococo City. p< Illinois— continued. Decatur . East St. Louis . Elgin * . Freeport * . Jacksonville . Kankakee . La Salle* . Moline . Ottawa * . Peoria . Quincy . Rock Island . Rockford . Springfield . INDIANA. Evansville . Fort Wayne . Jeffersonville * . Kolcoma . La Fayette . Logan sport * . Marion . Michigan City* . Muncie . New Albany . STATISTICS OF CITY SCHOOL SYSTEMS. 1789 a 14 12 • of r-T of co in i of isisi is •tHiOCsfof ;1D ! * ! * is i r-r^f : \ it i cs oo ^HHHH ON'#?: X l> 00 D Cl COOOOOC— 000003 01 CO GO CO sD CC t- iD sg ggggg SgSg o Sg^Sg * !£ * X ID 62 114 s f sgggs g r " S' as - 5§ * o s'* § 05 O rH CO - O O CO i— i (NHHHO 1—1 * rH H^r-i cq cq »-« cq ^ t-» i-H — i ^Cq rH r-i 3 rH^H • 2,417 4, 097. 2 mu COCO ofcfco ill rfofr-T cq g L- 51 1 05 427, 809 770, 419 nisi am III III 1 Kile cTo'c-'n'CN 111811111 iillglill i-T-o 111 sis cq § 1 - CO IS il 1 s co" 177 189.5 ggggg gggggggggg ggggggggg 111 I 1111 1 II §1111 IlllisSsii iislilill ISISilllS 1 no t*"# oTt* in c^ r-T in i-f of of of co in of cfcfofcDcfeo in-^T i-'m ~ r-T co ^T co r-T cf co ica of l§91-92. a Including kindergarten. b Esti Table 1. — Statistics of school population, enrollment, attendance, supervisors, teachers , etc. — Continued. 1790 EDUCATION REPORT, 1892-93. •Apujs jo esanoa aaijua aqj ajaxdtnoa oj paiinbaa sacaA jo aaqumjq © ** 13 10 13 13 14 13 14 12-13 9 10 13 S is is is •sxooqos oixqnd XX'B m Apnjs .lojsguijjis ao sjhas jo aaqumu x«X°X ® l liiSili g§§ I cq jef«cfee«rH g X © •axcoiajx W §S8 s 41 1, 375 O O O CO CO :§8 2 i-l O t* ,X T— 1 CO CO tH £ CQ i 1=5 Number of su¬ pervising officers. ’l^ox 99 S O ^ CO CO H r“l * CO CO •aXBiuajx 5* OOMOHtNNH gl r-i O *H CQ O) H H n O 03 — * •k •aiBK 2 HCQCQHHCO^IH ^ O r-t i-H 4 OCOWCQH * t— i CQ *k •sxooxxos Aep oixqnd ui aoucpuajjB A’xiep c^BaaAy © pgsjiii i sis liiiigiiiiiii rn th ca i-n t-T ?h •«# • in r-T r-T THigeor-Tcsecr-Ti-HCviodeo •sxooqos Aup oixqnd Xxc ui aoucpuajjB sAnp jo aaquinu ajeSaoSiiy © mssii i in siiiieiiiiiis SS1S531 ! Ssl IsssISSIlglsB *® -® 1 of -® rH rH iH* •uoissas ui Axie -ujob eaaAi sxooqos oix -qnd aqj sAup jo aaquinjq £ggggg§§ S33 ££§§§£§§§£§§§ Number of different pu¬ pils enrolled in jjublic day schools. •W°I IlSlllsl 111 IsSsisllSISll rtr-TwrHrieflOTH OrirT HH H N C NN «« H « N iO •aiBuiax « 975) 858) 1,571 742 1,009 1, 231 2,528 150) 900) 574 g £ i IS M i •« i i is i * ,0ra drf s!3ld |8 j j i-T r-T co ; j 3 CO i il i i i i« i i • t- • c3 JcnT •sxooqos xciqooard pun ejBAiad ui’ s[idnd jo aaqra’nu "pajBinijsa; 175 200 300 0 ■ 800 1,700 1,257 19, 000 0 250 0 451 40 10, 893 508 0 2, 235 700 750 346 40 3,981 800 •a°B snsuao xooqos jo uaapxxqo jo aaqnmjq 99 iiiisiii r i gisigssgiisil co ro in c\f -^T oo o' c\T o’ • r-T i-l ^ cl cL c4 cf c^i •aS'B snsuao jooqog 3 is SSSSSSSSSSSSS 44*144444 4 :4 City. - MAINE. Auburn* . Augusta . Bangor* . Bath . Biddoford* . Lewiston . Portland . Rockland * . MARYLAND. Baltimore . Frederick . Hagerstown . MASSACHUSETTS. j Adams . l\ >1 | Boston . Rrooktnn _ _ Brookline . Cambridge . Chelsea . Chicopee . Clinton . Fvfvrpitt _ _ _ _ Fall River . Fitchburg . 333sSS3S asa S§§Sg§asss3sa STATISTICS OF CITY SCHOOL SYSTEMS. 1791 ro co co co oq co • co co • CO CO CO --H CO ! CO CO CO ’ CO CC rt rf Ml CO Cl CM • CO CO Cl Cl is illllill •yf '■ Hh"COO(M CO^ oc m M rH rH CO M * 2, 300 6,100 1,650 21,000 1,065 17, 822 2, 000 3, 000 o CO o 05 in tr * * 'S9S0d -jnd jooqos joj pgsn sSurpimq jo J9qumy[ b oo t> a h CO CO 00 CO M M rH ® «®tjo^t>® eo w to • © 2 - 2 O O t-i a s s & 3 2 O r— I » O CO H l> O H t> rf 00 O CO O O o O) ^OOO LOCOI> * CO O CO CO H o Ht>0 COrtiO T* M MgNM CUNN p 'bfl- «(-. -i-i ® ® m u © > © rO u O 5 eg 2 PhO 6 •L^iox 2 HrHN ■ rH ^ ^0 M CD CD Ml— !NNOSOI> CO OH>HCO(N^ CO* M a 178, 920 a 149, 877 ‘U0TSS9S HI AqB | -ujob 9J9A1 sjooqos oq | -qtid eqj sABp jo aequriifl; j X N0l>MCt'N0t>0 MOW iflOOt-OOiOO ® 2 ® ® 2 2 2 O CO OO GO * V Number of different pu¬ pils enrolled in public day schools. •F4<>X b t - f^OCC5MO(NLO M O CO lfl O N CO CO Til O OXO ^■^xxrc-^iNHC'i cd i>- w c c. co x c t'- rH in *-h CU-COOt-Ot-Hl-O 00 CO CO CO CO ^ O t- O M X M rH CO" M rH M rH M T* M ^ CO M lOHlOnONW M~ rH rH M r-< •oiBrag^ ft 1,192 920 1, 773 1,548 O O CO ■ t- O — X 1 00 O OO O • M O o M o in * CO rH • t> 05 » M*^ • H™1 CO ! CO . o ^ oo m — co o CD Ml>X •9IBK lO 05 in m c co O 00 co ^ 1,419 857 1,042 1, 338 CO O t> t-h' • ^ • co m • M* o m o m ro o CD 00 CD in •siooqos iBiqooJBd puB ejBAijd ui sqdnd jo jgqumu pejBunjsg; 500 1,000 * 640 300 o ® o ® ® iO IW O IW iw o o o • • • o o o o o • • • o o o in C5 • • • co o o o in o t- 05 -Jr * *9§b snsngo xooqos jo uojpuqo jo jequrajq; w OO • CO 00 rH 00 CC M CO o CO CO OlO '000500000 CO 05 0 MOO. 1 M t> 1> X M X C3 00 O CO CO M 1 ^ M CO M CO t> in oo cd O O • • 0C’ o • • r- O • • M 00* ’ J •oSb snsuoD xooqog 1 e* O rH looooooo MM • M M M M M M M 11*1 m in • m m in in m m in Or-- i — 1 t l a West Bay City . MINNESOTA. Duluth * _ _ Mankato . Minneapolis . St. Cloud * . St. Paul* . Winona . MISSISSIPPI. Meridian . . . . Natchez . Vicksburg . t- CO STATISTICS OF CITY SCHOOL SYSTEMS. 1793 ill! i- g p, *5 -2 — *5 4 9 * % £ * 5 5D 33 CO g :gg M « g CTC 8S_SS ”1 §5! 8*8 £ gg£g3 333 Tf oc so o dd m ^ LC > tH T* 3^ CO cm co c: co ^ (MON CO tH m ^g^’- 1C iH COHCO^r 1 co d CO o lO CO CO ^ CO NOH o o o o p tH O i-HOOr-iO^r-KM o COHHHO Hrt'# HH ^hh .h CM i- i CO CO r— inhh o N N N M CO o 888SS883S8 dddddddddd ll HH 1, 476 1,315 1,058.6 1,068 941 10, 789 915 1, 196 1 r-7 lisle r-7 t-T d r-7 r-7 III ddd 300, 884 307, 349 331, 191 2, 141, 280 224. 058 ISSggg OHNOO mm OO *o sE 18 88838818. gfsHSsai! d 1 8 81883 9S88'3 ill Mi tc :g||gg|§SS TC gg ggggg Ills 1 ggggg ■ic isi §»SS1 c7no7ooV mill ! rH t> gT CM O 11 dd SSS8888S dHHHHBHH 8 r-7 88888 dnVdH Sis d d d ISiliiiiSl r-7 d d cT dddd II d 88888 fill t> rH r slSsS d dd 8 §388889931 HHHOO COHHN CO IS II Ig&i ills 8 38S38 r-7 dr-7 $ C- i—T 1 ill ■ 00 * 138888 "8 11 8 i§gin * 1 98888 dd* 883 sgmsisa II dd 18 198888 dd ‘ddoodd s d if ii i jd jd | IIS ddd ggggggggg 50CD5050iri505D«!>50 N CQ O 50 lAinioooociflio 00 2 ; »o i no ; ;2 ;2 j x oo oo 232 ' 43 ' jJ I a I =-| S&sS,; d § 'd 9 I I .1 III Sj&, lit! * e.© « a|l in 8888388888 §S SlSSSggg § 88838 sag ED 93 - 113 Table 1. — Statistics of school population, enrollment , attendance, supervisors, teachers, etc.— Cow tinned. 1794 EDUCATION REPORT, 1892-93. • Aprils JO asjnoa :« : ojijna aqj ajaiduioo oj jj* : Ith pajtub9JSJB3A jo jaqumjij; | ! : *, *. •S|ooqos oqqud XJB ur Apnjs joj sSuijjis JO bjbos jo jaqumu'pjjox 111 IS IS I |s 1 s | 1 111! £ 1311ISS oo rf ccoocLi-f cm” cf cf r-f r-'n^n cf r-f co” ef cf cf •sasod -jnd jooqos joj pasn eSuipxmq jo jaqumx HCOHOrH«<0«t.O®MtSW0H £ -H^Oingg® a z$ ii pa cf •aTBoiax of •9IBK - OOOfflOKK3lOf)HOLlHnM'#MrtM oo Hoaooorjn A c£ oc £ O ® OQ Sit a ®a £ •FIOX M OCOO ;® ; ^ ^ ^ S “ O § ^ ■epeiuax « °”° IS I • ^ ° f ° ^ ;°"OH O OCt-agQO ■9IBK e* OlSO ■ O • -HHaiNrlCO • t-i tH lO 1-) HHC3HQOH •sjooqos Arp oqqud ui aouBpuajjc ApBp aSBJOAY £ IglllllSiilisllill l ililiis LOCO lOi-ll-l no^nnoo rH-T'#r! cf of gf O r-T •BTooqos Anp oijcmd jjb ui oauBpuajjB sAnp jo jaquma 9}BSajSffy Si llllllllllllllalll 3 slgllsl lssllllsllll§slgll § “SSiSIS i— i-T cf cf r-T i-T o if •uoissas ui Aijb -ujob 9J9av ‘sfooqas OIJ -qnd aqj sAup jo jaquma * SSIIIslISSIslIlssa § slsssll Number of different pu¬ pils enrolled in public day schools. •Wox ISS13SS§iIII3lllSS 1 IssessS otjT t>gf ofrfF-fofe^cfcfcc i-i >-i c- oo ef rt'nio'oooi •ajumax £ s ii is i is igss i iesgg i mi jg i IO ; ; rH ; ; ; of i-T r-T • ■ CO i-T I> r-f cf ; cf ; •ajEK IS sig is! is iiiii jpni § sins is i if ■ • r-T ■ • ■ CO rH r-T • • COr-1 O r-Tcf • cT « •sjooqos jBiqaojcd ptrtf ojBAtjd ui sjidud jo jaquma pajBiiujsg; *? 121S3BaSlSlllill3l 1 1 jlllHl o‘ rt'd'r-T N cf o’ • 1— ' cf o cf •oSn snsiioa jooqas jo uajpnqa jo J9qorn\£ W lUSlsIlSIlslsSISI S 1111111 o' o' cf co cf cf cf cf Th o' irf co” cf cf cf ^ co ef cf cf c- cf o' cf o' *8§B SUSU9D JOOqag 1 AAAAAAAisAoAoAAAooA A A A A A A A A City. new jersey— continued. Camden . Elizabeth * . 3 Iarrison . Hoboken* . Jersey City . . . Lone? Branch* . Millville * . Morristown * . New Brunswick* . Newark . Orange . Passaic . 3’atorson . Perth Amboy * . Phillipsburg . Plainfield . Trenton . Uniona* . NEW YORK. Albany . Amsterdam : District No. 8 . District No. 11 * . Auburn . Binghamton . Brooklyn . Buffalo . Cohoes . sissiisssaissnisi § m*m STATISTICS OF CITY SCHOOL SYSTEMS. 1795 C5 ‘ ’-l ■ 05 t-h 05 OO O CO (M • • (M 05 O H r-IOONCl 01 CO ! O ^ CO CO CO * * V7cf,-r Slll8igigSIIIS!lllli81§ iSSSlSigSISliiS 33381111 gisWiii " ^ o T-l CM CM CM CM •S9S0d -and jooqos joj posti sSnippnq jo jgqnm^x as •p?j°x oMoomooOr- iincoRO'#t-oo-^if5-80i-^-#ooioo5footo H»NMMI>COiOTl<®10COCOCOCOtOCOlOt>INlOMlOr- 100 CO CM i— I 01 t-H •9XUIU9X •9I*H Cl 00 s-h a § ftO 6 •pnox •gX'etnejj •sxooqos Ai?x> oxxqnd hi 90Hepn9x jr ^XT^P 9Suj9a’^' SD'^COiOOO'^I^OOiO^OeO'rHCO^eOCOOOOtOCiCOlOOOeO t^HCOX0005iOHOlOC4^inrjiH^aif5»OWiOlM»OTt<00 OOiOOJHCOXHNQfNHincO^OOW^lO^^COlC^O) rH 00 rHrH(?frHNrH(Nr-,ommo>©Nffloot>ciot'iCiiofflC6C5(M© i-mioioooo^ooNOi®oot>ooco®c^OTj(Nt>©ooio I CO CO iH to < 5 rO 0 3 §3 fe.g d O 3 d 3 PI 3 d si A ° ^ cd fl a "UJ ^ Pi'S S’ rH000SOiHC105TtU«C0t>000> OHNCOjjJlO OOOOOOOOOHHHHrtHHHHHCPMMNNCI eoeocococococococococococococoeococococoeoeoeocooo STATISTICS OF CITY SCHOOL SYSTEMS. !£2 1 ' • 03 'O-IrtfJN 'NNCO • • of 2 1 18 S §11111 1111 IkIISsIs ©f Crf of cT T-f r-T ©f ©f <©f t-j' i~f rH i-T i-T ©f ©f cf cf ©f ©f ©f i i ©IQOOMOKOOOO ««» ^.OOJHTHO COCO O VO |S§S^5lgSSg§l5S!gS5agSSS^S!SSaSSiS|Sg^»gg|SS5:58SS8 1797 2|gg8g3353S8SSggS8§83SS3383g3SJ8§8S33g|;3!g32$S;& ^iC^Ot>H^LOCO^HHH^OOO(NO>D-iOI>(NOlOCClOOWC(MW(M^I>OOt>WHXH^O(N OHHN ' (M H r-i t> -COO ocq • cc O O O O O © 1 O ■ ■ © O © 00 lO O O 00 HlO -H ^ CO CC !>• (NOOO^I C20C5HIO ©CM CO t-(N^CO rH ^ r-l tHtH •aXBK •n r?HOOO H lO H CO CO t- Id CM H ^ Cl C CO NriH HH rH r-ir-C3 A 8c a ^ ew O 03 • J-.rt ® o > © •5*2 J3 ftO £ M r HLOHH CM rH tO CO CM rH rH CM CO rH O rH ■ •axutna^ « ONOO NOC3CJN COO O i-l *H O • •aX^M rH CO rH rH OrtCOlOH OH rH tH rH © rH • •sjooqos Aep otxqud ut 90U'BpU9JJtJ A[IBX» 9§TJJ9AY t- c-i m cimot- L— CO -'S' •'* HTso'cC * 1, 668 2, 961 13,861.6 2, 030 4,877 1,544 1,179 2, 804 1, 199 2, 457 4,166 8, 523 •sxooqos Aep otxqnd X[u nr aouepuajju sA'up jo iaquinu o}B§a.i§sy OOOON © to © © of to of to to © rH ^ rH CO © ^ to OO CM rf © tO -H 00 © 00 00Ht-H © tO CM 00 CO t- t> CC © CM © © O T}l n H © CM CM ^ tO CO Co'ld'r-TH^ ©“to co' ©~ ©~ rtf of ccT CM CC t* © CO© © ©CO©©© © to to CO ©CM CM -Hi CM Hi L- to * CM rH •uoissas ut Axxu | -njou 9J9^i sxooqos orx -qnd aqj sAup jo raqumyx » © © © © © CC DO CO (Mr HHH * 194 196 185.5 192 172 173 177 192 '189 180 187 : Number of different pu¬ pils enrolled in public day schools. ’1B1°X 1, 199 C, 430 4,720 3, 514 m t- o K LH 559 3, 115 2, 296 1,843 1,091 2, 498 11, 156 2, 060 2, 242 985 845 2, 256 760 1, 505 3, 602 4, 862 •sxooqos x^rqooaud pun ajwAtjd ui sxtdnd ! jo aaquinu paju'unjsa; H © © © © 0 0 071 CM CM CM tO rH rH 1, 141 1,590 3, 700 1, 200 1,460 600 140 1,800 © © • © © • CC © • •oSu snsuao xooqos jo uarpxrqo jo jaqumjq; | M . 7, 300 6, 958 3,696 6,017 25, 823 5, 463 6, 500 ' 2, 950 2, 162 6, 907 3, 212 10, 232 17, 831 28, 817 •aSe snsuao xooqoc • . rH © i • CM CM • • i 1 • • © to 5-15 5-16 5-15 5- 15 6- 16 6-18 6-20 6-21 CM CM ! © © • City. . Pennsylvania— continued. West Chester . Wilkesbarre . Williamsport . York . RHODE ISLAND. Hfintr-il 17n.Ha * Newport . Pawtucket . Providence . Woonsocket . SOUTH CAROLINA. Charleston . Columbia . . SOUTH DAKOTA. Sioux Palls * . TENNESSEE. Chattanooga *■ . Knoxville . Memphis . Nashville . ohwto nuooi'oo mo r-i C- t- Ih t- t- 00 00 00® * 00 00 CO CO CO 00 CO COM CO COCOCOCOCO STATISTICS OF CITY SCHOOL SYSTEMS. 11 11 11 11 11 12 11 9 • !M • CO 10 11 10 4 11 WWW (N«H 3,168 4,817 1, 735 872 * 2, 950 4,423 3, 161 612 H H< O r-Tofcf is 1,650 1,400 2, 950 1,000 3, 000 2,350 1,212 10, 810 2, 450 7,448 2, 692 5, 500 i il CM jiff Ci lO o o lftCOOCMOOOCOOOb- r-l OlO CM rH rH l> CD O * O O r— 883 £§ 38 3S33£SS3§|£ §8§ 838 oS«SSc2Sp ■3c 385 38 38SS8382P (M gsg a8S oorji CO r-i COtMH Hi O CO HWHH * ^OHr H(MH TP CO co HMCIHHHHCC rH •k lOCCN H H 00 o o o o ; HOOO^H •X rH CM OOi-iOOOOO ■X O CM o o m HNHrt -X ■UOHH H0CO rH b- ■X NH HWHHHHHCO •X kO rH 00 H r-i CO sill nm'h * •3c i T? :© ir> ;S8S; CM' CN iii r-Tcdr-T 1C a! ediff II rfi-T 1,479 1, 076 2, 567 955 1,706 2, 369 1, 101 9, 415 1.478 b- i ioVcs i PSco r ddd IS! r-Tr-TH IlfSlIlltSI tlS»'llS^Sl¥ CS CS 11 II IS IS 313SS8S1S 111 ISfslWf 111 111 sit ggg O0 t- CM IIS gg o II n2> IlllllUg ||g §|| SSii 05 ifi CM :i ii is ii ef -d - a C5 th ■ r-Tcfr-T m rTwr II 854 849 1, 910 858 1,493 1,772 769 6, 427 1,683 3,121 1,577 2, 567 111 r-T r-T CM' feilSSliliS r-Trf r-Tofr-T cfrt 18 r-TnT SS ilSISSSSS IIS r-T -rfrf lff-T cdr-Tcf 111 rid 111 111 * ^ 8 : : SI of 11 i-T ill i il il * : ; ; ; ; * ill : rH ! * 111 lllSSilllll «d §3 ^'ef its •*#soco Isl Si OOt>CO»£>QOOOOOO«Dti 00 00 eo co 88 «U lOWiO 33 55 S ?1 jaii iPQ^CI^ g & 1 p ® §► - = 3 §1 © ^ : © ■ Jiiiim 3^ qlllllll! Ill CQ M COCO© if Jlc pp; slllllllllg 11 II IIII1I113 HMCO PPP ^lOO 553 1799 * Statistics of 1891-92. a Estimated. b Average. Table 1. — Statistics of school population, enrollment , attendance, supervisors, teachers, etc. — Continued. 1800 EDUCATION REPORT, 1892-93. •Xpnjs jo esxrxoo ojijua eqj ejaxduioo oj pgjtnbaj sjb9.£ jo jgquin^i; «5 04 2 23 ^ S S ^ ^ ^ •sxooqos oijqtid j[u ui ifpnjs joj sSmjjis jo sjbos jo jaqurmi jBjox iMmmmmm i ! NHVMNH'MVNoeococoeoV r-T •sasod -and jooqos joj pasn sSuipxmq jo jaqumjj; i* | osax®Moi>ioo)oooooX s SSSSSSSSSggffSSS 25 ; •9XBUI9J •9XBK CS'fMC5MHHX(NNffiO>C3«On O Number of su¬ pervising officers. •IBJOX MHNHHHC-Hrei5" ; •oSb snsuao xooqo^ 4 20 4-20 4-20 4-20 4-20 ! 4-20 ! 4-20 4-20 4-20 4-20 4-20 4-20 4-20 4-20 4-20 City. WISCONSIN • Appleton . Ashland * . Chippewa Falls . Eau Claire . Fond du Lac . Green Bav . Janesville . La Crosse . Madison * . Milwaukee . Oshkosh . Racine . Sheboygan . Superior . Wausau . WYOMING. Cheyenne . Statistics of 1891-92. Table 2. — Statistics of receipts and expenditures of public school systems of cities containing 8,000 or more inhabitants. STATISTICS OF CITY SCHOOL SYSTEMS. 1801 Expenditures for the school year 1892-3. X 2 II g» i i ii Billing § isi S3 • 8' :g ffg'g'S'Sg'SS g fll •sxooqas Shiuoao joj ; o ... : : : t Is! S° ° :°o oo • m •sosuodxo xnjuap -xout x>trc juajjnQ II g 111 sSllllll I §25 “'"'s' g'^'fas'ss's' s' g'g's •sjootjjo Suista J9d -US pUB SJ9T[0B9J JOS otjbxb 8 J(\I ii nco 111 Islislll 1 233 8'B'g Sg'S'g'S'gSS S' SB'S •sjuoui - 9 ao J dm i gui -jsbx pun sjuaui -JS9AUI JU9UBUU9X T. P ill 1111 ini 1 §s§ ;a's “e,"g" jB-'s s" gs's v JB9-C oqj Sutjnp osn joj oiqBftBAB inns jbjox X IS i» s 111 I S3 SSS 8 isim a ns fg-gggs s' f|| Receipts for the school year 1892-93. SI r s ri iissi S3' S 3 §S|gS IS 1 III BS 3 Bgg ■S90xnos Joq jo Xl^ niojj §i rH 3 !°S a CO 1 ig ,-T ! SI s IS i Iff HH ■ •89XBJ J9qjO i pire .Cjunoo mojx ^ ' CO • fe j rs nisi - e sa's'ss II : ii : ig — i : 1 •S9XBJ JO SUOIJBXJd -ojddB Ajio mojx §i r i ii i saessiii s mi 3 3" 3' : 8S'E'88§S‘8 S gSS ■S9XBJ JO jnomuoij -joddB ojBJS raojx 2S oo t— 4,400 1 2, 400 300 10, 135 33, 935 8, 589 140, 734 42, 774 21, 593 600, 000 38, 975 27. 0.10 11, 973 124, 118 7, 500 5, 481 •sosod : -.xnd jooqos joj posn : .fjjadojd oixqud xxb jo eniBA xbujdb pajBunjsg; 11 r 1 111 illllsll 1 111 § lg¥ SSilsllI 1 111 *r cq City. 1 ! Ill \ I i p > c ||| “a • 05 • • ! aw* i i« |i i las ll |l| ialii San Jose . Stockton . COLORADO. Colorado Springs . Denver : District No. 1 . District No. 2 . District No. 17 . * Statistics of 1891-92. a Including balances from previous year, and receipts from bonds and loans. 6 Not including amounts paid on the principal of bonds and loans. Table 2. — Statistics of receipts and expenditures of public school systems of cities containing 8,000 orn\ore inhabitants — Continued. 1802 EDUCATION REPORT, 1892-93. 11 SlllilillilSI i §§§ 5 I is >5 l ° _= g -•2 o 5 §3 3'S3SS&S3S£3S2 3 35 33 2,011 I 10,910 STATISTICS OF CITY SCHOOL SYSTEMS. Isis § 8111113 IsslSlSlSell 111 smmmi ass's S SS38338 tO 338S§S3Sg§38 fg§ SSW SSSfg'g ©' ll : ;°°g :° : M i i° i i i Mil e M ! 1 o o o ■ • ! o j : | M : ■ • : : : : : : h j : I iiliisi o' oc t> o' r-T i--" m o’ ispgsgisSsg ail q o' « i> ca" « do x if h -f o o-jodw o' of o' o' o' II £ gsgssss cf l!3!ll§llg|| S g S3 2 S 5 § S3 4 s 4 ti ill i-IOCJOOt-OO^ ssssssssfg S3 § illl s "5 UlllssSsS r iH im' CO cT 238 CO © o 53*°$ nisiai IS :g • to § 1111131 is in £811811 If j ilsilllllS to c§ac3act2 8§ I I; s g§£§sss SgS8S22SS lOOOt'OHOOGO SS3S32&Sgg SS! §§S5 SliilsIsS s^asssssas; 83*S1§ P I !SSI§SI1 I is i ig :°g° :° : : : i ii il i i i i°° ii is | CO . . o j S ; j i j i i i ifi i \S : ; 1 : :3" ia" I ' S!°l g S3 g n > H I Is q § £ S$gS£gfl2i§g5gg.ggg§Sg * Statistics of 1891-92. & District taxes. d A similar amount is still due upon “ teachers’ a Sites and buildings only. c Town taxes. Table 2. — Statistics of receipts and expenditures of public school systems of cities containing 8,000 or more inhabitants — Continued. ; - - - - ' - ■> Expenditures for the school year 1892-93. q -pnox ED UCATION REPORT eoioooiooo ^oooh HHO’f ^ CO lO CO © CONOCO-# CO O 05 o ©" in h cd as 05 co 1>HW05 1892- ^ CO t>- 'rfi CD rH tH ID CO -93. O OOMDLDOHH(MD CD COHt^c:0^t^0530 !H ID 05 CC 05 CO CD co Iff of iff 00*~ cT CO*" rf CD* C co as 00 •<* © © C5 © © ® r-l © in' cd cf co" as •saaoygo SutstAJod -ns puB sjoqoBOX JO sotjbx'bs jox © 0 100^05 LOQNt- o o m « cj i> r: ^ oo !OOM>fO cd~ tH ccf O l> iff i> o' ID Tfi (M ID CD CO H l>iO ■ee- 29, 893 28, 734 26, 492 92, 276 21, 862 20, 899 20, 657 17,918 37, 293 22, 149 a 36, 681 62, 412 61, 050 •sjuoux -OAOjduii Sur -JSB[ pun sjuoin • JSOAUI jnOUBUIJOX ft CO t- • CD ID CO Cq . 50 r* CQ CO O • b- CD t- CO CO • 05 iH CO CO —1 • CO CO i— i <&■ 20, 044 27, 000 CO . 00 • CD . CD ; T* O o ID O CO CO > • ■ CO ... cq • * ! • • . • • . . i . v •jbo.C oqj Snxmp osn joj oxquxtBAB rans 00 $94, 313 11.6, 798 46, 398 151,161 139, 580 71, 190 C5 b- (MOO * C5 ID co^r ID 05 64,038 36, 758 _ 05 ID cq tH oo cq cf of SS 05 HDX OH O CD cq ID ID cq r* co co r-4 tH* tH *>r ccf CO CO CC id © S iff o Receipts for the school year 1892-93. •Xej°x $82, 019 76, 513 39, 546 85, 204 107, 390 61, 001 21, 472 145, 164 88, 122 C5 tH IH ID CO NCO CD O 05 cq cd cq t- oo r-T cq co •soxbj Joqjo puB Ajuuoo uiorx tH • C5 t- O • iH • rH ■ L- C5 Iff • r-Tr-T • ^ 05 : 3 : : 1 1 • * 1 • rH as as t> 05 W © oo © CO 0 65, 553 26, 707 •SOXBJ JO SUOIJBljd -orddB Ajio uiojx 0 $(68, 36, 189 56, 838 102, 615 76, 796 cd cq CD CD 05 05 CO* tH ^ CO oS 1 *00 O 00 • i CO ccf rH ■ i of H CO • -CO •89XBJ jo juomuoij - JOddB 9JBJS TXIOJX w OOlOODN rHCDtHCO HHlOlOO COCOOOI> O O 05 CO CO ID ID 00 Cq IpTi^Cq th'cT (NHOH tH C5 ID CD ih o COTjT 15, 693 4, 475 cq ID 00 cq rH CD CO CD 00 CO CD CD CD o TjT cf rH* CO t> 1 6,440 ! •sosod -and jooqos joj posn Aj jodojd oixqnd xp? jo 9H]BA xbujob pojBun jsg; « OOOOO O O O t— i OOOOO O O O CO O CO O O O O CO O CO o' co" cT o' in' as co" o" oo OtOtSOM tOMOrlt COCOi-I^CO CO W CO ■ee- 140, 000 135, 000 115, 000 140, 000 725, 000 150, 000 90, 000 110, 000 105, 500 275, 000 * 145, 000 190, 000 350, 000 300, 000 City. IOWA. Burlington . Cedar Rapids . Clinton* . Council Bluffs . Davenport . Des Moines : East Side . North Side . West Side . Dubuque . Fort Madison . Keokuk* . Marshalltown . Muscatine* . Ottumwa . . . Sioux City . KANSAS. Atchison . Emnoria * . Fort Scot . Hutchinson * . Kansas City* . Lawrence . Leavenworth * . . . Toneka * . 1 Wichita . ] fflOHNM -!(un to N to ffl O H M M rtl © t- 00 © © t-< CO £>00 00 00 00 00 00 00 00 00 00 OS O 05 05 05 05 05 05 05 05 © o o STATISTICS OP CITY SCHOOL SYSTEMS. 1805 Statistics of 1891-92. a Salaries of janitors are reported with teachers’ salaries. 6 Included in columns 10 and 11. Table 2. — Statistics of receipts and expenditures of public school systems of cities containing 8,000 or more inhabitants — Continued. 1806 EDUCATION REPORT, 1892-93. Expenditures for tlie school year 1892-93. q qnjox M r=* $39, 298 143, 912 408, 556 179, 551 105, 707 35, 800 52, 946 06, 498 29, 620 172,373 27, 728 163, 190 44, 048 46, 667 39, 717 05, 613 73, 917 111, 398 167, 411 189, 098 84, 983 72, 034 43, 447 43, 438 482, 069 22 925 37| 119 41,008 59, 448 ■sxooqos §UtU9 A 9 lO^ « OO CD l> H CO CO CD CO lO OO O CO CO rl o ^» (M 00 cnhVhh th uf ° i ! •89SU9dX9 XBJU9p -tour pun juaaanQ T=< F* $8, 140 24, 234 85, 805 45, 865 21, 100 CD CM VO CM iH C© 00 H CM CO d ^ Hi C* CD 00 IN O) O CD CO ecT r-T hTvcTtH CO* r-T CO CM r-i H H * yfUDXydHCXMyd CO CO CO O VOCOCMO*rHrHO*0* OO CO O O OOCOHOCOCMO rH C* GO O vcf nf to of co eo to t-f r>ydodd' CM yd yd H t-,h 00 CM •saaoqjo StnsiAaod -ns pue saaixonaj jo saxjcxns aojj © oi $27, 315 79, 459 158, 208 125, 440 63, 674 O CO (N t> X CO CD CCOHt-CD^^ O CN O CO H L- ^ hhh'hcno' hco" CM C* CM O CM CO CM tHlHOCOHCDCDCM O* CD CM 00 CO CM CO CM CO 00 CO Hi CC rH CO Hi COrHrHifOHCO©© POHO W • O O 'CO CO H . IG> lO O 00 (M (M 00 O m r-1 • O O -CM rH id • © rH H H of M CM O rH CO • r HH • rH (M • CO CO tH HHCM • ' LO 18, 265 1,043 13, 400 iranoA' oq^Suunp osn aoj oiqcpuA/e ums pjo j, 00 $40, 129 103, 693 447, 641 179, 551 105, 707 OOOOOHCOh OC X (N Q l> ^ CO Td O* P* H L- yd CO cf i>f ih cf cef trf r-T CO N CD Xjl yf CO * ^ I"* * COiHCOOOvOO* of hT » of cf t> trf r-T nf cf rH O 00 00 • Hi Hi CO CM Hi Hi to HHH • CO •sooanos aoqjo xi^’ tuoa^ • o o o o • (M CD t> •HC5CO •-ee- - • o ; cm O O CM • ■ O t'- X CD 05 • • © GO rH © C* « « tO CO * co ! ! * 495 1, 134 1,563 0 347 524 824 624 8, 922 9, 397 _ •sax'ejaaqp pue Ajunoo uioaq vt Co loo O Hi O O* H O O .. tH yd O O > * CM vO CM t> * rH* Cf ■ee- (M • O •’ O tH • O rH • • lO • O* • VO • CM • I CD CD CO HOC* O CM CD rH lO •S9XBJ ao suoijniad -oadde ^jp tnoaq H $39, 450 103, 573 225, 000 178, 680 86, 757 *30, 300 167, 623 26, 736 160, 641 45, 500 44, 246 *30,500 HHQlClOONyd HlOHC* OrHCOCOOOrHO CM LO CO O 00 Hi Hi H ocf CO* cf rH CM CO Of H* t>f CO* O CD 00 CO SO H Hi CO tH CM CM Hi HHH CO •S9XBJ ao ju9tauoij -aodde oye^g ui’oaj m ■ o ! o o o « o o • » o * ; ; ;* . i O • O • • O C*CDC*C* • • • • • CD (N iO H • • • • • tO CM CD O • i * * • CO tO H CD •sosod -and rooqos aoj pasn Ajaodoad ojxqnd xib jo enjBAX'En^oB paj’Bimjsa; « $115, 000 430, 862 * 884, 670 907, 700 464, 575 702, 000 95, 000 633, 600 175, 500 155, 000 * 150, 000 384,500 636, 726 903,043 * 320, 000 196, 914 160, 000 150, 000 1, 610, 611 125, 000 75, 000 205, 000 200, 000 City. Massachusetts— continued. Hyde Park . Lawrence . Lowell . Lynn . Malden . Marlboro . . . Medford . . ... _ Melrose _ _ _ _ Natick.... . New Bedford . . Newbury port . Newton . North Adams . Northampton . Peabody . Pittsfield . . . _ ' > 1 u :.g i a iG Salem . Somerville . Springfield . ! Taunton . Waltham . Weymouth . W o burn . Worcester . MICHIGAN. Adrian . . . . Alpena* . Ann Arbor . Battle Creek . . . 1 H(M«^k0C0N0005OH(Mf0rHL0ONC005CH(MC0^l0 «Ct^OOC5 C CD CD O HHHHHHHHHHHHHHHHrlrlnHHHHHH H HH H STATISTICS OF CITY SCHOOL SYSTEMS. 1807 iiiiSiS SPSS'S? * *® » illlillSiS Ssl in SIS sfa'ss ISiliiiiSI 3SfS|SSS|5S Ills! s§®s0‘ 00 — O O IO ?1 O^Ol* cT o' t> oT xa S2g = S2 o ^ :i i o lO CT rH r-T t-( CO rH u II! ss o' cT ia| lO HK llssllll mms §jg£§2SS iiillSlIli ssl sss a's «f r-TcO iSSiiiiSlS 13 S t> t> fs S3 S3 § §§8£ «ooV mm a IllSlISg S“SS“*®S‘oi‘| :S8i 3 S~ ISili I! ag SIS gsa IIISSIIIII §3S|53SS^5g Is! S8S 111 ilils SlSSSiS SI as SISSigIsll 138 ssSli -s 5 S co isi GO oo 1C lO 00 ^CO(Nt>(NM WCO ISiiS •B|ooqos § U I U 9 A 9 IOJ SI •S9Bngdx9 -tont pun (jxrajjnQ O LO lO rF O CO N tHOIMNCOHMM OOO^I>t>OQ^t> 00 M CO CO t^TjTco'oO 11131 of to of in' c-T HU “BI99IJJ0 SuiSTAJOd -ns PUB BJ9qOB94. 10 S9IJB][BB JO^ 05 05 !>• H lO lO CO to o O t'- Cl O O CO t- OH(NO^XC5C5 §1111 IslI 8SSSS3 SS33 •Bangui -9 ao jdini §ai -3.SBJ paB s^uoni -'^s9Ani q.uguBtnjgd in to CO 00 t^CQ I cT rH irf* i> ccT 11 rf O !M 1 — ICO !NCO^(MlOO^O 00 00 05 ^e-cQ sill! cti o n 10 •Wox § •B90Jn08 i9qf}o xi^ uioj^g; 81111 s •S9XB!). J9q^0 pus i!^nnoo uiojx •S9XBX JO Bnoi^Bijd -ojddB iqio taojx co 'a (M 2 31838 8" •B9XBX jo q.uoniTioi^ -JOddB 93.BXS THOJX §3s :! 00 r-TtO ' r-T •89S0d -jnd xooqos joj p9sn -Aqjadojd ot[qnd J° 9n[^A x^nq.9B oopeniixsa; o m © t- o o in cm •€6- 111 ifg* Sls'§ is assess 1 siin I STATISTICS OF CITY SCHOOL SYSTEMS. 1809 IllSllsIllllllgll I sslSIslISlISsgsisslssIllssIll sssgss sgjggsgass S3 33 1 oTcToTcgSo C* ci n is i i Ms is ; 0 448 500 3 i ;g0838 M° M M M j° i°° i i • • • t- « • • • m • >'1 ; ; j- j ; r-r ri j ; uf Ci ri j j j • • • ■ j ; j j • i i is ; sissasisiiisssiss ri r-T o' ri r-i Iff of ® ci ^ lO CO o' o' O s SslSIlllsIllllalSlSsllliSlll g » w © ** c-' o'* ci « © «' g £ sillselSSIlllllll s' s' s a s' s' a s § s' s' a s' s' s' s s' 3 sslglllglgSSI188Hs!lslsll!ll s' -' S S S S | S S' “ S 3 S s' s s' s' s' S s' s' S s' s s' S' S £3 s 1 sSSIl of o' ^jT CO 11 IIS si QNMOOOM llllsllsllirsilsgil o*o>owVV io gf r"^ © t> 'S'' io' o ss S :is!l O t- O T-i 1131 SSISIsl gigsiiisgiigisiiiii: 3 . g S 3 g S 3 g 3 S 3 3 £ S S S S S | £2 S£S§ §sss t>HCOOO ssss 3 ill iSSSSSSSS 3 :g§ isasssg&sJ !I!§ g Sggsigiigsiii ci o' Or-Tr-Too-*' Cl slllssSSI fc3c?OOcfcOCOc3§ lllsll»ll ci iff of o' cf iff 33§S ss o o o'ic ■** 3 S“ 1111 I Slll3jlEllsl3£llilslSsll§§l£ S'SSa' 3 ”'3'5's'l|'ss't-'s's's's'§a'3's‘s's's's's's'g''°'< 1“ * sill § B is S s 12 3 IS 11 ! IsSlSslisSSIssI !3 3 3 ^ ci ^ ^ ^ o ^ iff of t-i oo -rti oo cd uf o' ci uf c^- c^~ iff of of o' iff o' ci 11111111111111111 S' g'll'g S' g' S I" S' § | g S' 2 1 §' i iiiiisiiigiiiiiiiiiiiigiiin 1 s^iW?5WlsWe'S'e’sWs'fas 'ci 18889888883333333 3 333888888S88388888i888§€Segg ED 93 - 114 * Statistics for 1891-92. b Receipts from sale of bonds included iu column 4. a Post-office, Weehawken. c Value of sites and buildings. Table 2,— Statistics of receipts and expenditures of public school systems of cities containing 8,000 or more inhabitants— Continued. 1810 EDUCATION REPORT, 1892-93. Expenditures for the school year 1892-93. 0. ’I^iox M IS §ssgllslsl§lS|3 gigglings! SsSS S®SS;SSI§fSSSgSS3 ssjfsss|Sf|'s •sxooqos SlIIUOAQ J 0 jp « H M M Ml M Mg Mgi : : : : : K : :,_r 1 iri : •sasuadxa jBjuop -TOUT pUT? JU3JJU3 si IIIIII31SSSI11! Is o c» cL cL r-T oc o' oo'^'cTcfT-Tcf gT-rjT 9, 594 111 ! sss j •sjootgo SuisiAJod -ns pun siaqouaj JO SOI IB x B s jox 18, 558 31, 440 6, 03G G, 176 21,719 35,214 274, 170 17, 580 27, 942 25, 360 13, 962 171, 806 11,962 106, 117 81,952 27, 500 01, 806 63, 125 16, 277 11,526 14, 773 62, 457 25, 714 641, 288 583, 790 237,018 183, 944 11, ”550 'SJUOUI -OAOjduit gut -JSBJ pun sjuoui - JSOAUI JUOUBIUJOX & SI 131SS1I1S111I1S SI r4 gwaortrtgegcfgwg ooo 196, 573 124, 179 182, 670 arjcaA ouj gaijnp oen joj 3[qriiE ab raus [B^ox 30 IS 111 isllIlSHSI! ISlissISlIl ss sris iga'ssssfgggSs §g§ggsg§§§§ | r-Tr-T Receipts for the school year 1892-93. *IWL Es SlSsIgllllssi! 3S8 173, 144 30, 850 lO £ s 1, 241, 619 380,111 284, 294 •soojuos joqjo XI« cnojj « 11 S18B111SSSS11 i i—l r-T r-Tr-T cir-Tcf -T TjT cfrt j 4, 829 569 s 267, 724 2,497 7,277 •soxbj joqjo pun Ajunoo uiojx l*S :° i i i :° : i i i is : i| - I •soxbj JO SUOIJBtjd •ojddu Ajto raojjj « SI ssllliillSiSllS SI s's "“ssgssasfsgsss' as t ill i IIS i •soxbj JO JUOUIUOIJ - joddc ojbjs tuojx M II IlSlliSsSIllllg 11 “3 "*i“Sat-‘““-*'5“SM3S 3“ •a iss i gss : •S9SO& -jnd xooqos joj pesn A^jodoad oixqnd J° oiquA p?njOB pajrunjsg; « a 96, 888 171,140 40, 633 45. 000 80, 000 a 146, 605 1, 162, 270 a 85, 000 165, 500 a 130, 000 75, 000 815, 000 60, 000 425, 000 545, 000 100, 000 a 345, 000 645, 000 210, 000 35, 000 60, COO 80, 000 2, COO, 000 3, 605, 226 2, 000, 00C 1, 125, 000 City. H NEW YORK— continued. Ogdensburg . Oswego . Peekskill : District No. 7 . District No. 8 . Port Jervis . Poughkeepsie . . Rochester . Rome . Saratoga Springs . Schenectady.. . Sing Sing . Syracuse . Tonawanda . . Troy . . . Utica . Watertown . OHIO. Akron . Alliance . !? !l !l : s= i '' 2- C n Joe Cleveland . Columbus . Dayton . Deiianco . . ss ssllligllSsllII MinMMsM STATISTICS OF CITY SCHOOL SYSTEMS. 1811 CJlr-XMOOiOiOOiOO^iOiOCO-ONl-'O 05 CO.M l' O L- n if5 O L'- 00 C5 ^ W H 00 iC (N H © © © © CO i iCNcoHicwmooincc^wHoo ■ W X O to O CO lO O ^ W Q DO lO M o (N Q (M r-OM^©«Ot-«CO{OC5inO)^iHOOW^^MN CM CO CO o o c: ioic COO (MW «— ' cm t> • _ . HHQOOOOCOCMMW CnMOOWQOlOWO © o © co »o »o CO o OlCOD-OOOt'WWiOCO’ iCO^TH^OOCOrjiOO HH^^irtOOCJCO- W X X CO O 7i ^ H^CO^COOWCO1 ''©r^©©CMr-'iOt~TflCOt^©© I O t- x ic uo W N Tf c t- X H QWlNOOt'OCOXOWnO © t- CO ^ C'l t- CO »0 CM O COHX OC-HC5COMHWXl>LOMHOXt'X«lO(WCOO WXXCiXWOOl'JOC'.^OMriHTPCOOtMXOJ LOCOOCOiOTrOOWOr-iXCCXXifXI>Ont> csic^co © CM © T-. XWQLO OCOXNiC^iOO^OX HCONiOQ^XCOt-OTtl Xr-OCOQ(Mr-XhO^ CO o 1-1 © © cT © O i— < i— ^ o lO CO 0C CO CO lO CM CM CO 00 © CO CM © © L-» CO ©THOMCM©m^t^©CO©©-rtfCMKO©t-©CMiO-T*• CM CO CM t> < roc o£t> • © © © © © © io © © ©©©©©©©©©©©©©©©©©© ©0©©©0©00cz>0©©©000© r— l © © © lO © © lO © © © © © © © © © © COOO©©©©©©©©©©©©^©©©©©©© C0^0©©©0©©©0©©©©©0©©©0© ©00©©©©©©©©CO©©^©0©©©©10© CCiO T31 rt n 1 CM CO CM CM £ .£ O g o - «3 4»f3.Ss-S a O s5 O =! ,S+3,i4 -S-StSE g » froV Sg U| a -g ^ .5 ps -5 § eg . eS sj -S 15 .O4 £ 9 © 3= 'y mW. H £-! t>H a 6a CL > a S y © rt c3 N >>« p r _ o g p § S fcta 3 © © o eg © grQ ffl-2 g fl ^ ^ ^ © ph pH ph c* ©5 ©; ojr' co ?h ^ ^ o c <)<)> x o S 3 ■ j C3 W-S © c3 ©©©©OOHHHr-lHHr-lHHHWWNW(N(M CO CO-CO CO coco SO CO CO -CO CO CO CO CO CO CO CO CO CO CO CO CO iO t^OO©©T-HCMCO^lC©r^OO©©^-fCMCO-^iO©l>au CJwa crT iri cq csf jh c4" bok is Is II llllliSi! 3§1 S3 || SJS5 SSS^SSSSSS |S2 28 I l§gg| §3'8i3i333SS S g 5 S 5 g 3 “ S 8 S 31 IS SS3~ 5S 838883838 ^ t " l> ^ cT rH r-T oT rlHCQ C'l r- M H ns r-'®M :§ I 1 : r-r 3 « 111 1 oo g oo- ii j^r 111 gg °I Ss II « gg s“ °S3 i°il3 111 “ i 2 g'Sg ii § SS g‘ 11s **$ 1 3 11 S3 388188 Si Si sgssss gg 88 © rr -a< m t- H o o »o ■ ss®sasga |s : I s 1 s ill sis g s 11 8 a 881338 is 11 838338888 111 832'SSS gg g'3 SSS“gaSg3 |g| o IS i-T o § r is jcs ° i ii is sii i°§ ii i in ■ cq co eo r-T ! I - |i in ii 41, 280 | i II sd r-r « 11 38 Is 58 SIS 11 Is 188889388 ll ! ss ss ssa^ss^s® S : rH t-H r— ! • o o Is! cTc^fc^f e l ,-T O © O • » 1 • 1 • ‘ 1 C3 O • « • i i • • i CO i— J 05 ■ ■ i > i i i * to •sasuadxoxBxuop -ioui puu jilojjiiq 1=4 4, 541 U- • 'OMXMMWOOOO^IOO O 05 • i00C0QXl>HO05L-l>C0l0i0 D- o • 'Hooot-orspco^ot-iooo h< 00 . . o' H? © CO CO 1C ojooiodcoci rH rH ' • rH rl H © H H H l> r-l • i •SJ90^0§UIStAJ9d -ns x>uu sj9qoB9j JO SOTJUXUS JOJ © 15, 065 CO CO^WHONOHOOWHWhh 05 iC COiOI>iO*vCHr«^OHWCOtOuOCOlOCQCl^ © CO ©~ irf »C Tj1 00 o o^Hwcooomoo5 2)^owH m O Mf ©* o' Hi t^WCOHxHiOCOHlOCOlOL'-OOiOCN kO rH rH rH 00 H< Receipts for the school year 1892-93. *mox 30, 296 _ 123, 107 62, 664 25, 055 27, 190 118, 823 28, 545 19, 004 33, 269 71, 483 42, 591 632, 111 43, 784 54, 688 53, 448 159, 646 21,150 31,528 •S90JU0S joqjo xi« uiojj © 45 00 WS)OOCONOON«ONO)MXQO t- - f O O N rt 1' ffi C? 10 ® 1" in ®OI>NfflN®Ln®fJnX#l-M in m‘m ci in ww coni T-l •S9XBX Jaqjo pm? A^unoo iuoj j VS rH OO lO tH Oino*O^OC5CO(MOOO(M • lH OhOlOHCCnCMXO © U- * CO C0CgCDl>C50OHH!MO OO • irfcfrftfirf’H^irfcNfo'o' cf of • •S9XBJ JOS UOI JBI J d -oadde Ajio uiojj H 25, 092 rH OOOO • 00 O H< CO O O O 00 o o Htf OOCOO ' CO O ^ OO lO o o t- o o 05 O to CO O •ifiOiOt>t'OOMD^ cf cf iff tH 00 * cf 00~ rf o' oo cf cf cf cf CO 05 CO i— i rH CO • H H H Ci O CO CO ^ O H • HI rH • ’S9XBJ jo juauiuoij -joddt? o juxs ra'oj j M 3, 578 tH C5HCOO ^OHHlO(MOiOCO(M rH OOOOH lOOGOHCOOHHtXO CQ H(NiOO | O tH 1 1 i « : C ) 1 1 > JS > ■>#10 50 !>«)OOWN«#lfiCDt*OOaOH CV) T— I "-H —I HHH(NINCiHNNNN(NlN(NMM CO * Statistics of 1891-92. a Tlie expenditures lor sites and buildings are not controlled by tbe board of education, and are not included in these amounts. STATISTICS OF CITY SCHOOL SYSTEMS. 1815 Table 3. — List of cities containing S,000 or more inhabitants concerning which no school (lata for 1892-^3 are available. States. Cities. States. Cities. Maryland . Cumberland. Arkansas . Pine Bluff. Nebraska . Lincoln. Oakland. New York . Edgewater. Mount Vernon. Connecticut . Willimantic. New Brighton. Florida . Jacksonville. West Troy. Georgia Augusta. Alton. Aurora. J oliet. Streator. North Carolina . Asheville. Illinois . Charlotte.. New hern. Raleigh. Wilmington. Indiana . Anderson. Winston. Elkhart. Rhode Island . Olneyville. Huntington. South Carolina . Greenville. Madison. Tennessee . Jackson. South Bend. Vincennes. "Wisconsin . Manitowoc. Marinette. Kansas . . Arkansas City. Pittsburg. Merrill. Stevens Point. Louisiana . Baton Rouge. Shreveport. Watertown. Table 4. — Statistics of public high schools. 1816 EDUCATION REPORT, 1892-93. ut saumiOA Si 4, 000 30 o :ggi22g :§ u 500 200 ‘8681 .jo ssbjo ut sjuapn^s AjovtJJBdajd aSanoQ X O O i-i i K N O O O « O -ji O (M m Gradu¬ ated in class of 1893. •aiBina^ J OO'#O.-0HOOOOO'#MNNC9i0O lO ^ - - •°I*K O®-#© |NOOCON^OOrlHNO O ro Students below secondary grades. aiBcuaj S| ia§3S|SSS8°ggS 1 ° ■oibk " coo !ot"#oso-#osoooioori !: T-l O .t-t't-DQOOC'f " • < i : 1 ° ss | 1 1 fee f 1 Scientific course. •aiBiuaj * ^ O o o o o o o • o o o (M OIBK « t>OHM o O T-i O • o o o Classical course. •oXBtuaj O O t> o O 1-t © ^ © (M o O •aiBj\[ © ® © o OMOO O 1-1 o o o Colored students included. •aXBcuaj Si o o o °O°Q0O JOONO o o o o o •ora X o o o O O O -eft O • O O lO o o o o o o lit! s = a n g- § ^ •a^Braa^ * 45 3 84 77 9 18 4 18 28 6 150 12 106 17 10 61 82 25 44 25 34 ora © Sec¬ ondary in¬ struct¬ ors. •aiBuia^ *5 «OTfNOlNOOHHT|lC5-!fOO-- illJ! 14 il li 8 3 I 3& Greensboro . Hamilton . Huntsville . Marion . *a ! 3 g >> ■ 5-d 3 c 1111 i ;HI Umontown . ARIZONA. c M 1 C I Eureka Springs . STATISTICS OF PUBLIC HIGH SCHOOLS. 600 800 0 0 100 0 1,500 312 300 100 ort: 009 oos :§—!!!§! il!i§SlilI!lSllllssl“ ! o o o co o ! oo« 7 1 31 ^oooo^t-n^© ^©eowcogwc^S*^®^ jo© OJWOt'OO • © i"H CO ^©©©.^cogt- ^©^oaco^^g©^©©^© ;©©o© MMOt'OO • o o o © © © COOOO®©lOCO©rH©© ■©©©CO©CO©^LO^Ot- rH^COCT. O • rH • rH CO •®l*H © ■ CM tK -jlrtOMON i(NOHN'#'#OOlM rH m rH O h* Students below secondary- grades. •opiums vs w iOb* MOOO^OONhONM Oi CM L- O CM CO CO CM CM CM CM CMHHrl OOO O O CO o • CM t-h , •opjK 14 -#oin nooo-nooooioOooio oo m -h i — *( o r-i rH CM CM CM r-i ,—i rH Cl NO Cl O rH O ! Preparing for college. Scientific course. •oxuino^ M YZ • HO tOiO • O O CO O • cm • a* O CM o O o CM o o ! •era « •HO O CM 1 LO H CO O • CM ; CO CM CO CM o o o CM O • Classical course. •axnuia^ ! o ooo loooo CM © O H* 1-1 o © ! •era © •OH I> CM •* O O O O iO O CM o o • CO • Colored students included. apuuaj • OOO rH O O O O O O O O O O O O O O O O O O CM O •ora » OOO O O O O O O O O O O O rH O O O O OOOOO Students in sec¬ ondary grades . •ox^ma^ fr* now HnaonnoowNNKOHr-^H nnot-o CO CM © rH O 05 T* CM rH © CM rH -sj< SO CM CO -<* CM CM CM CO CM •era © 00 ^ t>* C50iMOOH a ^ . Oh- > 9 c iS? A. L. Penhallow . F. H. Blair . T?._ M. P ol fe _ E. M. Crofoot. . .T W Peelr _ C. H. Harriman . H„ D. Simonds . S. E. Forman . Name of institution. High School (dept.) . High School . . do . . do . . do . High School (dist. No. 2.) _ North Side High School . High School . - -do . Central High School . > : > . 1 • > • ! o c ! ©S © 1° ■ j ; > c ■ i j • 6 > © l ! +. iJ High School . . do . fin High School . ooo State and post-office. COLORADO. Black Hawk . Canyon City . Central City . Colorado Springs... Del Norte . Denver . Denver(d.ist. No. 17) . Golden . Gran d J unction . Leadville . Loveland . Mon to Vista, _ Montrose _ _ Pueblo (dist. No. 1 ) . . Pueblo (dist. No. 20) . Salida . Sterling . CONNECTICUT. Bethel . Branford . Bridgeport . Bristol . aoH cm co tji m eo t- oo a o rH cm n -# in to t- oociohn [-t-trt-L~C~C"l-COaOCOOOOOGOCCOO 00 00 OS Ci « STATISTICS OF PUBLIC HIGH SCHOOLS, 1819 ll-rila ;g§iislSg°s il illllllllis a : Cl CKOOOOflt'CO ■ONOOH^HOOHO'JMOXO §1 o -r.o SS li OOOOOWOMONWOOi'O' OO^OOiOOHiiO CMOOOCOtKCOO !n o cn! o ONOOOO^CriOINOt"JO!2^00Nl'50nONOHTj0^oaOO KHiQHOK £ ^00^oso^osoo§oocsoooof§ocoog°^ its o E5°°S^g00§ o o o o ■rH O^rtO ioooo o o O O >00X00 O o O T-1 O o o o o o ^ O CO ^ ;°2^° ; ^ ° O CO .1 O | ■i'H Tf o N »H O rtiOOO ooo o rH C2 o o "I ^rHO^L-OOOOOO r— i O ilOOC5C3NMO o o o o o o § :°° » iCJHHHCHWr.Onn^-O^rii, N(Mrt.-CO«(MH^OOWi O O OC CO 00 O < OOOaOOrHOO ■g§ IHOr(nHHMOHCn{lnnM®OHHHnHHlOHHNHHnHT-H 2.2 1 • = II II © 05 ■gss-c ag*£‘ 5 Pi c 5 §.5 •’ P p2 — 1 © © © '© «5 '©2 s .if ■ ©q © ~ ^ i c - - ; TO v, . ■ .-S fejote rlu-S S3 s5Wd^"SMH.||sa §«»a 5;.UIillJliSSdliSl',!°’ ■liis Sfcta gel Iw'l® >5 1- ttp -aa « 3^. £Rfi3 £«SsiSftp«H il II .23,8 8 §5*1 »4S^«4 § 7?-© Is ©3^ tJC—1 MS'! >-■5-© ff£ rC-5-Bo-5 — 5 |c.sp Mow i \ :§ : : • ©3 • 1 ©3 • S i •a; is ■ ; 111 1 : :§ : 1 :© : ^ • i 'tO »OOtHO • O « • o to - o 't> « O HI O • • • O (M • • • CO Hi CO • . iHN ■ -868l J° bsbio m sxu9pnq.s Ajo^u.redo.id oS 91x03 ® i-l o- co ! co COO • O O CO O » O O O O rH CO O • rH 05 05 t- 0 0 0 0 c- ^ 10 *n m r* o C5 03 00 -rfi r* COO rtl>^ Tf|a SI" •oxnpt OOOONOfflOO lO lO NOOOOOrtWrtBOWO M 05 O rH **^4 10 0 CO© t— 1 CO CO Preparing for college. Scientific course. •©X'Kroo^g; W «* 1-4 OOO ho o ! loooooooooo •at'BW H O CM OHOlOOOOiOOOWlOH HHHCOsO rH CO ICO rH CO COOHHCOHCOHCUO rH CM ’9IBM « OHN WHOlOOO COCO (MNOiOOWOOHOOCOOtH HCUM(N CO TH rH CO O H CO O # rH 03 O 03 rH 03 rH 03 rH M 'cil ft '3 tf •a ft <4-1 O © £ M 1 H— If C C H- :! ipc ! C >&■ Ie- Mrs. Minnie Fields . Win. P. Thomas . . Frederick Pasco . W. T. Asbury . David L. Ellis . Prof. W. B. Griffin _ J. M. Streator . . . Prof. 1. 1. Himes . R. Johnston . J.E.McRee . Wm. M. Slaton . Rev. J. W. Roberts . John Neely . E. L. McNabb . W. H. Kilpatrick . Harmon Smith . Sam. F. Gaslington . G. D. Pollock . T. E. Hollingsworth . W.W. Davis . Homer Wright . i| ul o ^ m.2 fj o w _J,El O Mrd ,§E*f> o_2td a co ^ [2 y _ ®n£# ° bJCS > g a S§ J hX)^ >5 ■3 I •§1 © s w - - - « m rO w « bX) : >-.© bX) O cS fJ as o rv, 2 o o o . o1^ S o o o ■p O rt H O O O | M'WJWI aBswwww • © >» © H oj o !|||||!'-g cs ■+■= o 3 W .© © S t3 P winiflinioiflinfflinioi . A P- 00 STATISTICS OF PUBLIC HIGH SCHOOLS. 1821 |g :§ : : °|o :§°S : :°° 0 ' 0 ' ^ 800 10 1,200 100 100 ~gi3siiis!i°!l!il3 OCWNOOOO^OOO^O • O O o . i o o o o 05 o o o o ©OOOOlOWCONH© .CO • >©©CO ooMNowcsoco^oaowon 'NOlOt- W O O 00 00 ino^moinoo^Nt'OCt'ioocooiQH OOWOOWCOONOMONOiOOO 'MOHO ^ © © © © ^©©©©(MrHoh © ©NHl>©© CO tH LO ^ OOCOC>T-<(MOT-iCO(MOOT-lrHOrH(MOOrH(MrHO 03 O O O r-i HO(MHOO(M(MCO(Mi O O t-J O NMHHWOHHHHNHNHifli HHH(MnHNO(NHHHMH^M^, ^r",rO ?>£ ^ a'iw :clM>MoaS^ >i © ■ A -r , 2^3 jo E: 2 £ * : « ^ «PS^ gO§ - , w „ M B® § M a .a *^1 ' r& r M OW Hi 3 2 11 M ^3 a feg I'SIsSm 3£§ I fill 'w'c-s « (Di:,3rc,W'= 2-a^a ◄CHcbSH : .. ,§J •;.l?| P“H W W e i i U S-, Jj- o o o o oH | cc f,§ BJHJ pS^ ■■•5^000 3 W)1 bfi3 ^ ^ 1 fu ~ w ~ ^als i : :£s 23 a i»r I, ^ ^ i!l*g 111! 11 s III! sii ■|*H * So* 4J |s&s 5 © ^3 ^ lllfl S * i‘S §§ |: iia^§ < <1 (Mccin«ooHoomHOMOHO ■3^ NN,JOCCC!rt’#OinttO ,0FK !(M(M(N •axnraaj >— • UO 00 C5 T# oocootoo ^fHCOTfO •0l«K i « (01 f— t tr-i 0-1 •Otnraa^ i*, NHHMHOHNONMONHHOO O O O CO 00 •91BH CTiHrH NOHNHClNrlrlNi OlOlOt»t' !? j>. W a P §.2c« ,■ © „• ?— i r— 5 r— * ^ © « £3 ® — 72 P _© 2 P . P O ° .® go U ® oggaj a o a? fcflS p .9 op o • +=> © 0 . p 3 9 • t/j S _ _ _ u <2 £ e : 5 .2 © P ® ""O-d ® © p gw >v . r -) !> vJ o o © . _ « P .SosqPoo SSd® . ... O P fl ±3 rf ^ A? - .55^2-0 . r- © -M ’ P oHp M ■“ - © $ © M2 pp op yd | 03 © ® © © © 2.9 m cS c- • bCb -p £ o :p m :*p W^§i . 1^000 © ot^ np©PP ^ S fc£ fcfi law O O' Qf o © fl © o-ps opI-p ■flM PW 2 2 © H 02 .d-p „o-E| bce HH O i '"l © KH O n « c p cc 1-1 •- -P y -f- © ^3 fe T ' § «2 'p .y>.® ^ ■ pq_w t s: o o s.9 fcX'.P ,2i^§9' ri «f P J g Sdo^ ® ;2^(>5'p®|^c32o ,o.S'S o 2 o p-p ® 5 2-2 |c® _^S'S©©P©Srtp"©©©.2^ rt cj cj cS ci cS ® ©PPPPPPP ; ooooouoyuoooooo . o © o o o 'P'P'P-P'P 0000 HN«Tiuo©t»a©owe5n^int3t' oo o o 1-1 ©j OOrH ^H^HH^rtnriMCINNCJWNIN (NC-ICOCOCO (MNCI NNCiWWWNNNNClWNJlMCKl (NNNOJ) STATISTICS OF PUBLIC HIGH SCHOOLS. 1823 spill igsg§ ;8s§8g§gg|s§§!3g!§gggg38§«!!S85i!iS!3§3! O O ' LO O ^ O I o o t>- (M • O O iH © © cooo'^o«oo« d i'5t>'ji'#Oi3Nl>OCOOOOOt»’#ifiOiOI OOOOOOdS- MOIOlOO^HOHOOOiO'dlt-Ht-OCSNO INCSHHOCSNOt-HOOIMWMOO 00oco^00o^3SogSo°vo oooooinoo ooooogooog^ogogooo^ooggogg ©©OOC^OOOOiOOH-O ©OOOOOOOOOCO©© o o o o o §goo|oososooos|o|g°2| o o o O CO o » o I CO ^32 jowo © ^* CM CM O -* 00 CO I o lO O CO 00 o cm O ‘ o * 3 • CO lO • tH ooa rH O © • o 00 1 01 o o oo O iO © © © co 00 O CO O T-. (M 1 5 b. 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IW^H3©t'»©OHMM-);in®NX©©H(MMT)iif5©l^»©OHO)Ki#ift©t'©©©'-:«"'#u'5Bt'OOOCWN lrtMHHHrHr-i(N(M(MiMNC'iNN(MMwnr5©mco©co«io:-f'f-ii-*-'f'#'f'#T?T#L'3inioinininioininio©©® imwwmwmmmmimmmMK:coaicomMCOMTOWti3M«CflMCi:cOMMCOMMmMWCOMMMMMMMMMMCi) ED 93- -115 363 I Warren . I . do . I I. C. Baker Table 4. — Statistics of public high schools — Continued. 1826 EDUCATION REPORT, 1892-93, •AjBjqix ui saumxoA. Si T* —llisISS! 150 250 30 180 60 1,000 C37 500 300 600 125 320 •8681 jo ssbjo ui sjuapnie A\io'f credo ad oSaqoQ a b w cq o (MHO CO CO CQ O T-i ® t- i> « O O ^ 3 24 3 4 Gradu¬ ated in class of 1893. Kartoot-ejM-ooLicj -^Mr-icit-'^oao-^-^oo 'OIUK w (N W W LO (N CO OtXMOOOrH CMtMO^IXN'O^t-O Students below secondary grades. •opuna^j; IS |2g00g|°gS§0g S||°|00000g 14 g|g°g00000| & ,2 1 If 1 I Scientific course. •0TLUiU9^ o ® o O O O CO O o I < ro o o o o o £ ^ o (M OOHNfl o • < MO® mho Classical course. •9JBUI9J ii O -IINrt«OqHrinHHHHH NHMHNHMlSOHH Name of principal. 69 A. W. Hussey . M.M. Alden . V. Calkins _ S. W. Dixon . •T.M.Hnnifir _ _ I. M.Ong . C. S. Blodgett . jj ii Is if 111? Sfe ! > i c || J i i r ii «■ ii j d! \> Hi. \H m gtsgl f- S 1 | >< is iS ! L :P } i i§ s il E. May Eoltz . Chas. H. Clark . B. McAlpiue . Name of institution. High School . . do . c : ^ . do . Academy. . High School . . do . . do . 1 a t i E \ b fl ! i ] c h ' i 16 6 6 ;rw'y ^ State and post-offico. Illinois— continued. Warsaw . Washburn . . 1 Wenona . Wheaton . Whitehall . Wilmington . Winchester . Windaot. H =i Yorlcvilie . INDIANA. Amboy . . . « : : IgiJ ii ! - ll ii 1 It 5 £ jj Bluffton . Boonvillo . Bourbon . SiisiiiSggggg SsSllllIllI STATISTICS OF PUBLIC HIGH SCHOOLS. 1827 gs :sin igflgu isgi !ii8°nggfiiigs ! of • • !t>of r-T o«-f II : mmmnmmi **£ CN r-i“ oooHKNooNr;n'#'-i'^nMK'^oci'-G> • ■ • ■ o n co h ■ • © o t- j i*" i : • • • rH • i * O O • t*“ «CC:jlOl'QD^OX-#HOOL'5r;OrtNflXOnHNOH^Cf5XXOO a oo cc o o ^ oo ^oxrtrtnHttBNstio^Httoocown- -oo OOOOi-iOOOOOOOOO^-iOO^^-iOCCOOONi-iOOOOCC'lCOOOOOriOi-IOOOOOO — OOOOO OOOO'MOOOOOOOOOOOOIMOi-ieOOOOOt-iOOOt-i-IOOOrSC'COOOOOOOOC'lOOOOi-iOO NOOHOHnPJOHr.nHHHOOHl>r.Hr CCrHfMOOr-ICCOOClOiHrH^^rHrHCVlClO!— : ; C.^r.CC ~ r— < Cl Cl r. CC H O H OJ C « W H :i Cl n rt ! i«-ss Mm fc I® Pp~ is gai c f jlS* Is c ii® S cH^C | g^HfrfiiShri^W'S *8.2 SHjs C C C C C P § 11 pp O O cocoJ“/-ocoooooco 'rpppppp'pcp't'pc'p-r fcCt£ Hi 111 ils, TlTlTl OCOPCCOOO o o 5® o o p'p -p; — — p ct H a | I .11 Ogf. |TC pa iNlls? \~s% \>~ O ■ > P - ’g ‘ = ^ °'S3P - — 77 - |ISj§g SE^gsa lllll8111111ISIIilllll339S3S153ll3S3ISS§SSl5lS311§ll Table 4. — Statistics of public high schools — Continued. 1828 EDUCATION REPORT, 1892-93. •Axejqrx ut saumxo^ © 1I11II1SS1 :SI§I1!1 nmm : © : : : •8681 jo ssep tit Bjnaptus Ajoxujudaad o§an°0 * — • . M c: *0 C O (N ^ H O N ^ ’^OO^OOMHtN y-i • • CM rH rH rH l|| § O ci o •aietna^ 00 WMlOOt-'SOHCHN^CO^OMOOffi-^OCn t> ■apK 9 CQ CWLlO^N^HQINlflriniOTfONMOrtHWH fill Is 1 6 •apjniaj °rs r=°~§r=ir=ai=osr ° •apK = ri— 23r3S-3g-gr o Preparing for college. Scientific course. •9XBUI8j[ - • • rH • H P— * * > O O O i • • i O rH » O i i i rH iii iici i i • • ■ II 1 III 1 1 1 1 1 I 1 I • •apK : ii i iii ilia iiii i Is • 1! o u •exBtuaj ! • III III* ■ • I • I •apK s OHM ■ © O ■ ■ ‘CTOO ■ • ■ ■ O ■ • • O -<# i iii f— 4 i • i • iiii i Colored students included. •aptcra^ St >H O O CC !M 1-1 r-t O O O O O O O C O O 00 o o © o © o o o '9IBK l X 1 • tH « 00 • © • >0^0 • CO CO »0 HO 0 CO L- 0 0 CO g O l> • 0 0 rH O main 03 CO 10 0 © 03 CO -OOOOOOOOC# n H O N h ji m h n :i c NHHOHHCOHN^OOnOINWKHO iN(NN«NNrtriHCSHHr-;HNHi nnHNnrOHHnNHrtr-.HrtHn^SHHOrlHni £ - M " 2 a 5 a <1 2-2 I !*;« ; ;§ "5 - a £2 15 >5 Ji S-' = ■ .r^awt-g^H :t>' . ££ ^occooooo^^oa^o ^'^rc,rS'Sror^rc;rs^;j:rc cpi’p fcp :::::: : : w>m ;-g w > j i i i i • i i i y_j , , • . _ . i w . sa sa *"00000 ,£3 ’"S 'w 'w “ fcJO . P-I tUD s i : : i :dw II II ccoococccccoo ifmmmmm •5 * N 0 « 5-2 jl =.? 1§I1|SS|^||S||S|| ItlSlliSlllllSillsslllIslllssss Table 4. — Staiistios of publio high schools — Continued. 1830 EDUCATION KEPOET, 1892-93. •Ajuiqii ax sanmjoA * «a IslpsilSSSiia jisg •C68I jo s9Bjo ni s^uapn^s A.ioi'ejEdajcI oSoqoQ » ■ CO O 1 Cl o o • ■ ■ • ■ < ■ J co • o » • o o ■ O O M 0 O • • • • • •I i i i i ■ V-t rs.2 ° * Ills 8TBUI8J 5 ^9OO(paNRQN«t;<09OC;Hfl»t.i3opnHO ‘0(«K ** . N-«OOi3«-!j^OOHNM^OOnOONNMOOH - O f*|s © ©-S-S ml in g STBUia^ g0g§gg3000g000££0§0Sg£gx§°3 *9[BK 2 g=2g§2S==°2===Sg°g=gJg3SS=3 Preparing for college. o a Ig •epiutej M • O 1 * (M » • • • • • » •* ••• i it> . i ON • ' LO C C w c o • • » •9IBK j ?> ■< • Cl • * O • * • • • • • 9 . ■ • • O © ■ OMOCIKN • j j 1 = Ji 'OTBOia^ «* • Cl • • lO O • • O • ^ • » O w • O • O • O ifl • i • • •aim © :S i ici” i i C“3 • JO ■ ■ O d j.O • ■<# lo'# 1 • ■ 1 Colored students included. •9[T?lH3j[ Si OC'lOOOOOOOrHOOrSOOrHOOOOOOOOOOO •atBK ; * oooooooooooocaooooooooooooco fit! -5.5 § So CO •9{BUI8 j[ It. sgsasssisgi^siga^gs&ssssssgs •91BK s iMi ; O * •apunaji; 1 rtt'N-^COiQr-iHL'lQ^rtt'NHOiaHHHNCOHHNO •81BH «$ rtHHrirlOHHN^NrlSOOHnHH.rirlKNHHHH 41 i !S ■ or: , . . 2 © = g— • • ■X — +3 -2 © S+3 5 § £ 2 : s — '•tZI >■* g,* © MvH v'l^ C.2 <« M b£ q, ~ 2 ,§| £02 COOC-'-J"OOOCOOO rZ'Z'z^^rZ'ZrzrZrZ'ZrZ s If si 63 ££■ S.2 5663; i si .Mi? 2 P.O «2E:2SS5S£]SSSS&SgSSf?l?Sg§&§5|S LO C O O C C C O O C C O C O l'I C ^ O O C C O C C O C O STATISTICS OF PUBLIC HIGH SCHOOLS, 1831 'HesNOCowno ©oi— ©oor-ooo NNHlOrlCH r-1 rtriNWriOO 'NH CM CM CM r1 CO i C- CO I'jKSt'NO cm .oco oo iooo • o co © in © c- eooon»Mo(ONN^nonoxHONoiONo«L,5T(i' i>cocjoci^Ci®oooHi>wc5Trooffirt'ii!>OHao OOOOMHcaONNO^ClHNO^OONOOOHOMOOCJ '1>IN«OMOXHMHNMHM«t#Ou3^t#(MiOOOM o-oooo(Oiiiit' oo o ■**< t— l- CM —l ©CM t- i-l rj< i-l rH © ->* CM -31 © L— O 1-100 i-i r-i © i-l © i— I O CM CM rH CM 1-1 CM r-H CM HHHH i-1 CM r-i i-l rtH r-l r-t CM r-i i-l COCOOO iHOOO i 00 O CM ■ '©COCO •© •© 'T# -OO • •© -CO o -ooooooooo 'OOOOi-lOCMOOOOOOClOOOOOOOOOOOOOOOOOOOCOOl O ' O -OOOOOOOOO • O O O !-i O O O O O O O O O O © O O O O O O O rH O O O O O O O O O O i— I CM O i ©r-li— 1©!— lOO^JiHOCMr-iOOiHi— ICM-rflCMOCMi-IO^fiOOHOCMOCMCOOCOi— ITliCOCOlOHOCMi— li-ICMCMi li-iCMCMi-ii— ICMt—iHi— ICMHi : CM r-i O H H CO i H i— i i— 1 CM CM i— 1 H CO a cS a ■a'p ^ a >. a © 5jP ? ©o (a . 2 ©iio^<^pqK»*l2’2 § - yu*** pi^ 1 1 i^iop ii i - t»io . ^ ,h w .2 ,±d rn © soosSag -f-o; >~-C bxiS = .5 S-?? OH w>5; o,p ctr 3 s pSr Hfcbg bS>fQ. . it* * =- j**te*!*| £?k |‘gp;dlHo| s&teHtWs gsri 3l=ii oooocoooooooooooooooooo a So §>s •532 - § W) £a ©r^ _ g § fcfl ^ 3^00 © bppj 2t-j_S ^ © ,© !h © a 3 PrO- a S' I~as°.s**°s,s*a» t? rc! B n a3 fc* fc» -h Shi 05 O a . c3 a O fcJlS^©5^ 5° fcci'S0 § a £ — & c3 a^ ggSg'g iCQ it>.9 i£jiaini©oiooioir}ioiomiQiomi.oi£5»r;iam»m©ioiai©ir5iauii.oi£nr5mtoino>r5ir:if5i£iiainoinir5ioiriir:i,oioia»iO»£5 Table 4. — Statistics of public high schools — Continued. 1832 EDUCATION REPORT, 1892-93. •AaBjqix ut Sdoinxo A 19 lOHOOOLOOlOOOOOCOO ■ — > V ) « > OlOt-OOOOOO lO IH CO 04 04 CO CO Hi 20C 7E •8681 jo ssb[o ui s^napnas iio^RJBdajd eSaxxoQ <* lOOHtM - O > rH O O • . ^ tH rH • . CO . . CO CO tH • o o o • o C5 r— i Gradu¬ ated in class of 1893. ^Ot>HO^lOHO(M 'lOl>^tCiCOifiWO(N^HOOWHCO • 1—1 04 • T— < • •9IBH c ■OOOOHMNHHOOO 'Tfl^lfOeOHN^OCONIMMXO • Students below secondary- grades. •9XBCU9J TKOOHOMin^nOinMO^OOWOONHOOOlflOO CiaxaiNnffl o MnnKMOTf fin -i riHHN I-I (N(N Sec¬ ondary in¬ struct¬ ors. •9X^019^ ! « HCOONHOnHH^NHHONHOHrtOONHHWHH •OPM (NHWHHHHHH^OHNHHHHHH(NHHrtH(NnH id > d a)3r o O ' ■O C3 vT "ft 00 ® PH _A P-J © 'r; — —l ■ _C g H ® 8 4) H a SLj’gl^ §-g-35 a : pmo3 op^'M -a ^ . - es >50 ^ O bfi d 1 bJ0 O I.Rnd £ •rr! eg o © „ 3d£fe^ „= 3 .d ® d Wv2 ^ •a -| ^ ^ p?-® ® r s* >4sl d =? ® pH C3 .-s 3 ns >5^& cs^i; 5 2^3 >S M * 5 >. Cr=^ owrO'w t-1 o o i-i > 2-3 Q . 3 23 §)§ o 2. ^ .2 J? .2 3 u° ^ fcc,L| * ® ° 2 "3 ©3 «j-ii C3 ©^3^3^.^.2.2 d< fzj fc IziOOOOPH Ph Pi P? Psoq go minvivi oqic mmkw j(MJo SS«S55o®503000t>010l>^HHt>',^(M030000 03 L": t> 03 : Q0^^00 01Hr>Ql0^03C50Ht>Hrf01 ^m>ohocco3loiooot#l'jo^^co^ocoho MOlHOif 'CCOOlOOCtNC^HM-^OOi-H^r- 2=ooooo|^Sooo|ooog°go^< ° ■°§so|o^ss°||gsgssoc;oo|' OOOOOOOgt-jOOOOOOOOCJOIftOOOC^ ^oooogogogooco °sg°i°3gs: OO'MC'IO’ — O t© O O s8" o O CO o gg • o o o o O CO O o OWH o S3 o o o O O CO CO o 0^0 - o o o O O O t>- O O O rH O CO o " o ccoo cc Oi-OOH o o o XHO^ O O O 3 rH O ic 03 03 W O 03 OOOOOOOOOOOOr-IrHOOOOOOOOOO OOOSOOCOMOOCOOOCOOOOfMOOO;:- OOOOOi-IOOOOOOr-lOOOOOOOOOr-iO OOffClOOr-IOIMOOOOOOOOOOOOr-iOOOOII ssgssci,T;aass$ssa®ss,oa5?j®§§ 03 03HHOHHOHC0 03 03HC3WMO(MWHC0NC3i IC3 0C3 0HHH00W(NCH0N0H0H00 0(N OHH001HC3HHH03! I r-, H 03 03 i ii-lH03r-i !03 03^HH03rlH03H NH03r-03 03 « J I $ II . . C . js © 1-1 ^ CC Mi Cq a Jh| Si g E ^•1h^ . 2 §! «! M'-O W«J II- Ji?H fl oooocoooocc.s^coco r3n3'0'c;'C'^i'C'^!rSrZ;.= _^r=^=r3r3 . - q fcjQ 65 ©ococcoo 1 5=9-5^ £ 3 jU mu .2 >> •c ?£ © S 2 © ~ ■ -^ 1 ■ © '5s UiilfSiftt! ft «ll* ?g=° ,S “g & ililllglllglllllSIllglSI i!g!!8g||ll|g|||gl8I|lgll Table 4. — Statistics of public high schools — Continued. 1834 EDUCATION REPORT, 1892-93, STATISTICS OF PUBLIC HIGH SCHOOLS. 1835 !s!l igs828|l§lli8°gl j“s!lsll jillsgiSSll 0 309 o 150 200 1,000 OO ■ O ■ ^ • ■ CO ' O • O - !M c: o a -NOlOO • O ^ ! o ■ CM O C5 CM Q 1 I • 1 1 • i 1 1 1-H « 1 • H • ••till • I 1 II • •••It* • 1 • •• OWH o cq © o OOt»XO(M ■OmNr.O^XOTfHNOfflNOt-OtOCNQCl'JOOOlNOiOOTjIt'n © © j 1© r-tOH OOOiOi-KN it'ONNKCSOr-TfOOnriHHOrJOMOHN^OMCWinOON o o • CO O O © © <-' C5 a oo o o o 10 o iosSi«SaoSrosSa*§‘ $S0Sggg00§ ooooaaN ^OO^OOOONtjI g°s2l^^3S0SS00-I-°S< 8‘ O O © HN O CnOTjif:) • © 50 • !M « CC ©1 • C-I rl ^ O ■#oon - ooooooooiMrcr-tc^rHecoooc^oojoooooomic^ooi-iooo ©©©©©©©©©© OOOOOOt-HOOOOOO!riOOOO?IOOOOO«SOOOOOOt~OC;0§£;5S533§ ©r-iCO©:M©©©©©T— : r-lOOi— O M H r- !r-lOOr-iOt-lOr-ii— i©^OIt>©l-i©l-©©T-l oor-iT-iO’-iOi-ir:i NHHriONNCOHHHHNNriNnWHr'Hr.HHNIM $ 11 = 1 S 2?5 t^®,C _ ® fcjji- £^3 5 o 1-5 Wm5h.;>3 Jg< ...... |i Jl© 5® 8. £2 eS2.S^c§5 r© s : III is c » § 2 >.-2 1 fHssWSoriS ^r^r^r^r^rs—: 5 rS £ |i SI C © ©>" c ~ ~1JT OW CC5CCCCOCOCC cocooccoc -Zrzrz^ZrZ’-zrZrzrzrZn'G — ^ ©©'C©-;©:'©'© ll |1 1 ll =1 o 5- _ „ . .©©© ©© S ,©© -© 2“;6|i= 11 o o s^© & Q *S 5 i.a £ Pi 213 I- , ia*. gj3g-5* ll. Ew-S lilll Nffl iiiiiii?iiiiiiggggsigsigggggggggg|g|ggg gssgggggggg (dept.; Table 4. — Statistics of public high schools — Continued. 1836 EDUCATION REPORT, 1892-93. •AjBjqn ui saninxo^ O O r-j o rq O CO 0 1, 250 150 1, 000 OOOO o o »o o CO CM CM CO O © © CO © © O tK NiClC CO ’8681 jo BS^p ui e;uopr4e AaoxB.rBd9.id 9§9|{oo 18 OH^O O^OOKJO lO rH 5 1 Gradu¬ ated in class of 1893. l0WNCOt-I>OO^O H CM CO ^ kC uo o • •9in^[ 9 COWHOOLOHOOOOO CM CM CO ooco o 00 UO o O lO OO O ^ GO ^ 00 ^ ^ CM CO i—i C£ CO rH CM CM CM HH *9^1^ 14 HOOCJOOiMOOOMiOO^^ifl OOlOOO O Old T? Tf Tt X O C- CO CSiCO CO^rH ^ rH CM rH CM HH Preparing for college. Scientific course. *9X^019^ M o o o o ; : rH T*< CO rH rH ! o •9IUM o o CM ■ ■ ■ O CO CM CO 00 rH o Classical. course. *9X^019^ 11 o o t> 00 CM • • • lO o T* I CO lO CM • o •9 l^W 9 «■ o o CO CO • ■ • o 01 . 8 30 • o Colored students included. •gxBuig^ 9 O O O O O O © 00 O O o o o o o o oooo o •9IBK * o o o © o o o m © o o © © © © o oooo o " Students in sec¬ ondary grades. •oxcraa^ * comiooo— iCMCOOOCMiOiOiOOCM OLOHO o HCMOhCM^OO IOH CO CO t— i rH rH CO CM l> rH T* tH •9IBK osmcit-OMt-tocoat-iaatoo iam©r- o NMHNNt-IMCO HrtM CM NIIC CM CM Sec¬ ondary in¬ struct¬ ors. •9XBra9£ '* NONHHNNOOWHOHHOH © x# i-H © i-> •a™ i OrtHOHHHiOanHHHHHH HOHCO O "Name of principal. W *3 ; P &A « -S3? g ^ .P4C ^dp P^CQh: J. J.Nall . . . 1 W. A. Goodwin . .1 G. A. Crichet . C. H. Dietrich . J. M. Maxwell . Maurice Kerby . W. II. Bartholomew . O. J. Hn.ll _ > c - £ j 9 ; h- > 'w ) ^ F. A . Fov . " . I. G. Robinson . A. C. Fleshman . G. A. Arrnstrnnjy . _ 0 1 * -e 1 ■§ e 1 ^ i £ i £ E. H. McClentic . W M. Howe Jos. Y. Calhoun . Caroline Hubbard . Name of institution. e* High School. . . . . do . Graded High School . Carr Institute _ _ . . High School . High School (dept.) . Colored High School . Male High School . Girls’ High School . > > 1 > JD !j ; "c ; x ifS 1 S 1 » 1 i High School (dept.) . High School . . . _ do. _ _ _ _ Ascension Academy . Ouachita Parish High School McDonough High School (No. 1). McDonough High School (No. 3). | o c3 . Ifl ** KENTUCKY— COnt’d. Dayton . Dixon . Fredonia . J Fulton . .. Ghent . Hopkinsville . Louisville . . do . . do . Nieholnsville _ Paducah . "Williamstown . Winchester . Winffo . LOUISIANA. Donaldsonville . Monroe . New Iberia _ New Orleans . . do . ci>oofflo--ifJMTfinot>ooaoH ■^Tf'tTfL'efflinaininieemoo t-C— [— C- L— t— IM M Tf L* ©fflce c- c- t~ C- STATISTICS OF PUBLIC HIGH SCHOOLS. 1837 200 0 500 500 1,000 50 40 75 500 0 250 3§§§S°2 111 | :S§§g0£§00SgS : :$2gS :° : OOHNlOOOWOONOK HOW • -HO O'JIONHCIN^ONO rHOOr-iOOOJO HOKOO • M03g300^'*,OT*'*03 JCCOt-OO'tfMeOCOCO'tfN © © t- © oo oo © OOOl-jSOMO ^t>LlOH • NOMniOHOHOOrtOH oonnos^hhnhn Ot>HiOCOHO TfOOHNOOO t-> W M©OOt?M CO (M ^ 'SH oo-<^nohhh» CO COOOOi-HOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOeO OOOOOOOOOOOOOOOOOOOOOOOOOOOOCOOOOOOOOOOi-iOOOOOOOOOO ooox^ iHrtMWnciHOOnNOnnHNNNrtr-iHOHHJIHrtONHNrtOONOOOCOnOri-iHrtOCO IrtHNNflHHHrtHHHnHOHrtHOHHrtHHHNHNHrlNNHHHHrtrtCOrtHHOl-IHHrtHH sn;JaiMfii|jl1is 14 £^*3 2 ■ — IS si ? 23 = 5 o C ^ K^i S = £|jjSj3|lJ“l|l„ I 3 I i% fli iilJlIIl^lfllii ■ ■■••■•• • • • < 1 1 Q ■ 1 • • •*•■*••(■•■•> 'q 1 t 1 • *••••••■••••• JSL • i • ••»••»•• • • 1 I • • 1 1 • : i IN ; • ; ri si sl O 5s® C 0 ! ill 0000005 '^oo fcJB s II 11 IS fa <5 - fi-SP. c~ : tbT in O 002. n &&■ MS c 2 ^ o o o c -o -r ,d — -z rr -o coco j'S a 2 o ! b-S^’o 2~3- :1 :Ph :g & •S& ! .2 > 3 £ £ ” © © ^66 &S§gS?2g2SgSE:SSSgS3SSS§S5SS§g'gSSg§SSi§g§SSS§SS§SSSS3SS t~ l~ t- L- t~ L- t- l> t" L-~ L— t— C- C~ l'- t> L-- l- t- t» |> L— L- L'* L~ C- t- C- t> I> t> t> O 30 00 00 00 00 00 00 00 00 00 00 00 00 00 CO OC 00 Table 4. — Statistics of public high schools — Continued. 1838 EDUCATION REPORT, 1892-93. •^jUjqiX Hi BaumxoA 19 o *0000*0 00 *oo *i^ o-o o • o m .0000 0 • 0001^0 • 0 0 • CQ 00 O CO • rH CQ • O t- O CO CO r-i <0 Ol>H coo sco c 0 CQ 1 0 CO ©C-©©© 0SSs8S§S802°|Er|gg§^ggg3c'0S ©©©©©©©©©t-©©co©©©©© ©o © I © © © • © © ■ »H © • c© © © ' © © © © © *©©©©©© * © © 1 1 © © © © © © ■ © © t~ ■ i-4 © • 1-1 © * © © © © • © © CO ^ i-i • tH ^ © © 03 ■ O 03 © © © © 03 rl © -1 : >-i © © © 8 o : © © -s* © © © ■ © 71 © © © ' o^hoo^chn NnrtHHHMHHOHKNHHHfJHNHHr-Irlr-i.-IN ©HrtOHHHCOHrtHH'fNCHH Table 4. — Statistics of public high schools — Continued. 1840 EDUCATION REPORT, 1892-93. hi saunv[OA w • .OOOOOOOOOOO 1 O CM O O 1—1 o o . o o o m • •®oOi—iino' • CO CliOd in lOnHH . r-iO-^icO ■ n 0 ®OCOi-IOO-H®®r-l®i-l-tf®COCMTll-i*lO®^®®®®i-IO rH CM CO CM CM Gradu¬ ated in class of 1893. ?=( in®’-un^Ht-®'# O CO CO CO lO 00 • O O CD O rH O rH CO 1 1 1 • rH iii i Classical course. •9I'BUI9lI W W CM lO CQ ! CO O O O O O 05 O O rH Hi01>HiOHO)CTm(NTj(H(NCOOCi:(NOONOlNO •0FM h ! Name of principal. w i a +■ c P S. W. Hines . Beni. Wormelle _ Edw. Parker . E. B. Hale... . . Frank A. Hill . W. F. Bradbury . E. H. Brackett . Jno. 0. Norris . Susie M. Emerson . A. E. Briggs . Lou B. Ballou . Andrew E. Ford . C.F. Jacobs . W. L. Eaton . E. D. Osborne . H. L. Allen . G. F. Joyce, jr . C. J. Lincoln . Jno. F. Eliot . G. F. Murdock . B. E. Holland . F. J. Libby . Alfred B. Morrill . C. G. M. Dunham . Etta L. Chapman . C. C. Ramsay, A. B. . Name of institution. « c c c Zf, .E fc s 1 : j i > ■ 2 o c i'd'C jo ; i : !r2,S English High School . Latin High School . High School . . do . Center High School . High School . . do . . do . . do . . do . . do . . do . . do . .....do . . do . . do . North High School . High School . . do . . do . Durfee High School . State and post-office. MASSACHUSETTS — j continued. Bridgewater . Brio'll ton . _ Brockton . Brnnkfield . . . Cambridge . Cambridgeport . Canton . Charlestown . Chelmsford . Chelsea . Cheshire . Clinton . Cohasset . Concord . Comvay . Dalton . Dedham . Dorchester . East Boston . East Bridgewater - . . East Dennis . East Douglas . Easthampton . Edgartown . Fairhaven . . . Fall River . OWMrt'#«ONOOnOHNrt-IlK;OSOOOOHN«'<#inC OSCiCHOSCiCSCSCSCiOOOOOOOOOOOi-Hi-HT-J^^j;-; 00 00 0C0U 00 00 00 00 C0Q00}O050505G50S0505050505C50)0>050) STATISTICS OF PUBLIC HIGH SCHOOLS. 1841 :g§SS|S|| ;§| • o' r-T 11—11 is il 250 200 10, 645 HNOCOOTOHROONONOrf |r-.OiftBCNCIMOr.OOtDOO joo^oo O to - H O CO H H « inwH ‘0S0H°«‘nCCSt',n,naC' NCOBOCOWHNNWOOCO^H^OMHB H-tOXB3BBnCBOM CONfO^flHH^ONinWO ^H^OCOH^^OOOOOOCJ^HH ^^OiClOfU-HOCOOCebj OOCOOOOOt^OOOOOifiOOOOOOOOOOOOOOOOOOOO O 'OOCOOOOOOO ' o • © © © oooooooooooooooooooooooooc^o »©cocoooooo « lO • o © ® • OOOtJCOOOOOO o o ©ooooooooo Iohococcoooho • © © © • o ■ 1 1 1 © • c O © Oi-l Jorc9«!9A A.TI ft * ON REPORT, 1892-93. OOOOOOOOOlOOO OOiSOt-OOOt-lHiCl OC1»JH r-l r-i r-n CO CM r-l Q Cl CQ 00 rr n d O CM CO rH CM Sec¬ ondary in¬ struct¬ ors. •opiums j Hrt^OHMHOHNKHHTjloaNHNHrirtOHOON •9PK H< OHnHH-tHHrtHHHOfJnOHHSHHHHOnHH 'a ft ’3 > > ^7“ ) ^ : a \> C. A. Byram . W. A. woodword . Carrie E. Small . Ira A. Jenkins . Wm.L. Bates . C. M. Clay . Willard Reed . W K. OilleOft Julius N. Mallory . Wm. Atwater . Miss E. Hathaway . Geo. L. Baxter . Jno. F. Roaclie . Fred E. Corbin . 1 Kamo of institution. « High School . Johnson High School . High School. . _ fin _ . _ c ! c o © o c 1 c' c c . do . . do . . do . . do . . do . . do . . do . . do . Peters High School . High School . State and post- office. MASSACHUSETTS— continued. Norfolk . North Andover . North Attleboro. . . . Northboro . . . rz 'a «e c c - r ! ^ Ift North Easton . Orange . Orleans . Oxford _ .' . Palmer . . | ill p t'ccoooc«oooi3xccooaosoao)ffl0> C5 05 05 C505C50;C50JC50J0505Ci0>05CSC5C3C3 05 05C5C5C»C}0S STATISTICS OF PUBLIC HIGH SCHOOLS. 1843 Cl ■ l- 00 us ■<* !-> >-i ca i-i i-i o o ® © ® a o O O O if5 O o OOOWnriO ioooo • m ® ca oo oinoaoonw^ooHfjoH^ ■ ca cm • io o o o CH' o n c cO'#NC9»WT)it'i(oot>on»co ,t'Hino)NiON'#ra'#M lo oo ? a m fa o co O r-C oo co ^ O « T-( O O' C' CO N Tf f I f KO C) 05 -iMTHOTiHcaTHOaifli-IOrH-^CJO ' US O t> H H f ] c t> O O O O O ® O co o o co oooaoo c o ® ci c o o t- ® ® 05 ® ® ® ® o co oo o OrHOosoooaooooooooooo^o ® ® ® ca ® ooooooir-iOcooeaO'^TfC'OOTi'uo®® Mi — i> O O O O Cl CO t> O CO Cl C5 O IC5 O O ‘-O fl fl o c~ ca . ® HH^OO ® ® us ® CM ® ca c:hc ooooHt'jqooooofioooocu'o • ca ® i— ® ® ® ® co ® ® O ■ ® ® *®®®M®®®®®® -OO®®® ® ■ ® ® ® ® O O ® CM ® ® -®®®®®®®®®® -®®®®® CM®®®®® ■ ® • ® ■ ® r-l ® ca r-C M ® ® ® ® H H Tf CO 03 L' O ® LO ® ® i ICCHHOIrt'#' ca M X M Hr-H oB ® ; ; ; ^ 3 2 -ir* • O 3 *2 .5 u ■ s 1.8? I3” <1 ,1 -g g © § © .0's 1 3 • ® ‘ O • O • * O • • • C4_T 1 ' drt ' -r1 O © • gWHi* — h a'~i 5>-o35®£5 p4 os .0 > 3 © o2«. S fee If If <1=1 o o o o o ^XTq 33 03 O o c oooooooooo = d£ 53 o.^ : ^ fcH :NH 2 02 >, C'S © ■ © t §32 *> „ ej © cS © — g o 222^*1 §33.5-3 g S’ a : ^ o ^ ^ <5 ^ 2 g |j3 o ^ ^ ® * 2 =3.; a ^ i g O Ic ■^i'E ©-al-2 I gill iflil ^5|l||S|||al B g E3 Sjjo _ „ _ 3 © ©+2 S h^'jSBSSincecBcBismffl ►—.•■- "s; fl s S'2 2 ' ©©©©©©©©©©©CrG-rt. ' ^ ■=35 C,-*3^ § aHC5l^HLOOH^CO(M <->0 O'^t'OOOOCO ^MiQl>^COCOiOOCO^CO(MC':OLOlO lOOOLOL-'>0 0 rH tH CO H H r-i CM r-1 H H CO •0FR 14 Cf'HONNOWtOHONMnt-IMt'OOOOt-IMlOlOOOH OOOOlCOOOlOOCOMOCMT— t» r-l TK I-I ©J I-I r-l— iH ©I 0 0 io *oo *9Xm e 0 • 0 i-i 0 0 0 0 0 (M (M 0 ■ jrH -COOOO | 0 • 0 0 Colored students included. •9XBUI9J et I-IOOOOOOO 000 000000 *00000000 •opjK * T-lOOr-iOOOO 000 000001-1 • 0 0 0 0 0 0 Students in sec¬ ondary grades. •9X^019^ h XOHOO^HC5^CCMOOCI«DiCMOOLOCOlOOTjilO»HOOiON Tt'COCMOCrHCOr-iCMCM r-iCOCMCMCOCMOCM^ H H CO CM t— l t> •era COO^OCOOO^COO^(NQXNCOt-CMCOCOH^COlO^OTfCJ Cl Or— It— irHCMCM(MCO r-tCO»-lr-iCMCOlOCMCM rH t- CM r— 1 Sec¬ ondary in¬ struct¬ ors. •9Xnui9ji; »3 ^HHCO^NHHHONOHCOHCONON-NOOOb-NO CM •era iBHHNOHHt-IHNHNHHHHHHCOHH-iHHCHH rrt • w X rt a H H SS ' O g’flPooggoSls:^ Shafts a ^ ft <3 ■= a= . i CS g S-l O rt » § !«|| jf |f 5|!~|f { !|gji|i a S^^Wopa PWScqo . • .Tr * • • J • • ® J • • H . . * _u5 • . * fl -s . _ _ -wh Rp^ gfl|^ spHh4w p*§« Fh h ^ ^ hi O R ^ t-i W f4 i-s --. • . ;S — ld^" SiS| v'-‘ o O bo 02 . aa •a t&a 2 o 0 0^0 0 0 © Op 0^3 © r© oa OOrtOBO 02 02S02 0200 .©©a -2,© crCra'a bJCbJD® fcjlrg bp SwwSpw O iff g ■ • ‘u >£ g a fl a a O-Sft5® o>>o©-S Sfi m bij© o o ©a © m -©•© bJDO M o ■ • ■ ” 02 © o © a a^©o©a”ooo oaj'©r©r© o©ap©r©r>3 ■3 y> : : :-g.a> 1 1 PR : : :pw o © §1 5 © bo .2 ‘C a 0 ft © • O 2 02 © $ +e 5 a 2 *3 > •- fc .2 o H fl ® w w Vir.o H O oQ G> cc c3 C r— • T* ,-h O 3 go oO ,„_af-ir.2-Sfo^^H> ppaRRRRRROOOOPOOOO^OOOORPRR 3^a!« iSfflN00®OHCQM'!j(infflMEO3H(MB^L0©f«M01OH ■-.-jcjt.jt^iininiOL'sioioiocioin©©©©®®©®®®^'^ 000000000000000000000000000 High STATISTICS OF PUBLIC HIGH SCHOOLS. 1845 ll”lll3S°§ r-r^r «m" ills : ^ :|3 :jj i!llls!sl5§s!!!sl l® 0 0 t> 0 t— ( • 10 ! 10 eo ■<# I'JOOt'HS OCt'OCJHWChn^MOO •OrHOMrHOOO^CO CO r-S ONNIOiaCOr.^ * O 0 co O \G 0 0 I 1 0 00000 Ot-i-^CQOOOOOOOOOOOOOOO OOOOO^OOOO 0000 -oooooo 0 00000 OO.-IOOOOOOOOOOOOOOOO 0000000000 OOOO • O O O 0 T-H O SS§g.3S3e»S38SS8t-SS33S3S2feS3S2SS8SSSS2SggSS;§:328gg«38gg3g sgs^ssssssgss^sssssssgssi^ssgssgssss^ssg^agssEjsssgssg Hf]HHH!NOMN."0 0.~;HOHCHC'lr-HriHNNrlH«W(MHnH«t-nrit'r; HO-^HH.THHHMCOHOCO NHHtSIMHOHHHHNHHHHNHHMN NHHHHHO ^-2 'S ® o-'1 £s.is © • C £t*rm i” ! ■+- II d^agt £3 ” ‘ £ a S s-= * ?a g • I §'|'| > © E,p2s g Is S3 §q|6 §*«£ g = &r§3a;« fc|o ^ g1ia®fq5di4pJ?^i |6§H §>§ §« aaHo&PH* gj^d & ^oW^Oi4Ht4fe3^6^^d^KHHi^WaSS^H»?0fc;Ov43^oQSW^^^§d*4d^HP|«HaHdM* o ©Hd< i |W *1 _, o tf 32 H fe* ©O oW a •'2 fl O o o r=3 o. m fcl So O o o d72 o ■ -S.SP ■ PW gglSS fi ® OflOU bflfl © 3 o o r© o Xfl ^ o boo ?S fa b H S S ^>3 £d ®PP !S§3§§‘3§^^** IS' 3^ : « « ® bo S§>* o o o o o o £ •h35" oooo33oo®^ooo oS'S § ce 11 OP CG ^ *0 bC § pao© O rd ^3 *3 .3* PM £2- c3 © © PhPhPh! iC'irtTfintDt'QOOo STATISTICS OF PUBLIC HIGH SCHOOLS. 1847 81 j*§§8i8i88S c«f • *S 8*I|SS8| :g| ill® §818§g|g8iS§l8§88gg8 : : r-r «n ^ ri-O !?5T-!X®r5rtO'S''^NOO CO o iflOTjiHHOMO CO f 1 O CW O C) O rf Tf O C3 O Cl H N Tjuo CO t-^rOBSQ‘2’#ai0^HaC> NN^»OON«HlOl>0 OOt-iON ;L'5OWOOM^jNC‘lt0MI>NO HOKHt-H-dOH^^H.-OO.-OO rtOH^rtH^NHT#r:o coorooH '^OMWH^XOhOHMHO S00^gS00S|S|gg|^|°||S : 2 1] ° ° 1 2 ^ : |=|S|=g§S°S 100 154 0 225 0 180 1 99 S = = 3Sg = = 2|Sg|SB“|°g|5 j-S°°3SS i |0g00§0Sg2°S ;|S°g°og r-t t* o © t- ! o h o a o M o o ro o 'sooSSm :S° : • © o • • 00 1 o • • • < 00 rH w © © 00 • rj* © T-j (M ^ o ^ T— 1 ' »COO ■ ^ o • rH | Cl • |(30 * f 01 © 03 * H< L- • r— 1 rH i M ,~5 O > ' O — CC O i-h ooomooooooo lOlOOOOOaJOlMIMtD-TlOOOlOt'-OlOOOOO^OOOO !D!Din(Oin^HLO(NTmn(Nino^H io h © 0 th 00 if w 10 w erf n i-4 -4 .-4 *8681 jo ssrap nt s^uopn^s Ajo^'tucde.id 9^9^03 18 2 11 7 iO • (M (M H 'O^OHr-iCOOOt- 'NHOW^WOHOHb* » cc • Students below secondary grades. •opuiaj w ffl0000K)W0®0 10 «o t- a 00 r-i 1-1 HHH 0OO(MOLOLOOiOOXOOHN^^ H CO IM H n H CO H ;> :< "3 ) Jr- in C. E. Guthrie . E. E. Lockerby . J. L. Torrens . Miss Kate L, Brown . Name of institution. « High School . 0 c 1^3 . do . _ rln . _ _ > c j rz . do . _ rlo _ _ . do . _ rl r% _ _ _ . do . . do . 1 Central High School . East Side High School . High School . District No. 7 High School. . High School . State High School . High School . > c ! "P ) c J'w . do . . do . . do . . . State and post-office. MINNESOTA— cont’d. Granite Palls . Henderson . .1 anesvillft _ i i c ■ di j 0 a > m a 5 % - 3 M L f : a IH Le Sueur . T.it.p.h field _ _ Madelia . ATn.-ntnrvillpi _ Mapleton . Marshall . Minneapolis . - do . Montevideo . Monticello . Moorhead . Morris . New Him . tj. i! i| iC 1 « 1 P ;! i| Plain view . Preston . Redwood Palls . Rochester . OHNCO’#intONOO®OH(MM'!|nOtOt'«)0>OHrqM^W!0 00c50000000»— lr-Hr-1— 1 — < i-H 1-^ rH — (N W (N (N (N N M§g§ggg38 © IH © © © © 01 © III o o o §gO°£ggggggcog £gS£3£S2gggSggg = £S°ggSgg;| t}(X OCl 3 : Ci ^ m ^ t> CO H . © © oo © © °°£ i : :°S T-* © neo^ • -! e o o rH © O 0^0 0 © © © © © © © • © © © © © © © © t-i o © © © © o © © © © OlOOO © © © © © © © . © O © © © £8^5 NNS°Sl'SSCiS3§S; 01 — ' © CO ITHrts O CO rH OOOO^HCOOOOOCO*— Jt— lOOlOOOr— COCCOl H H CO rH 01 TH00rHHOnCJ r-n n r-iH t-I |> •8TBTC dlMOC^HI'lOOOCHOOO^OrtOOw.I'lHHr-'OOOO 1— i Students below secondary grades. •opruoj 350 117 22 140 422 228 420 0 IsSl^g^lSI00000 :2S * " ls“slsl° iS3§”i-g-l00000 jSs Preparing for college. Scientific course. •apuua^ W O CO O 1 • O O Cl 0 c 0 0 • • • 0 » 1 O 1 OHM • 11 11 ■ • ■• ■ • ■ 3 •oi^K 00 m 0 • • O ca 0 0 0 0 1— < ■ • ■ 0 ■ -O III II 1 3 Classical course. •axutua^ 11 . 0 0 • ■ 0 1 t 1 ■ 1 ■ • !M 1 1 O O CO • »OOrH • CO • O i— i ^ iii • • • » N •3M 2 • 0 0 • • 0 i 1 1 •O • *0^0 ■ • ^ O O • r-4 ■ O O rH CO Colored students included. •ayctuajj; Si C5 O O O O O 0 00000000 joooo^o : r~ 'OIT5K !» co o o o o o 0 OOOOOOOO j O O O 0 00 O ; 0 Students in sec¬ ondary grades. •apunaj *• SSSS3SgS5gSSSSee«°gS3S5S|SSS5S ■OFK « Sec¬ ondary in¬ struct¬ ors. . -oinuiaj L* tiooor>ot-L'jHaooa«MOHrioriH’jHoo«M •oi^K * i • • I • » ■ • H * fmmf • 1 O 5 ' 3 ,2 -a SH. 2-S — ~ f— X n Z2 . •Ill Is Ill'S fl . IIIIIsIIIsIIIIIIIIIIIIIIIII STATISTICS OF PUBLIC HIGH SCHOOLS, 1851 §s§llS!l!“I!s rH t-5* 200 200 100 490 201 0 404 1, 900 1,200 200 450 950 COO 300 130 300 5, 000 300 0 137 165 200 § SIPll^l o loowHinmocooraH CO 'MON • >0000 • O H • • ^ • O O O O W • • • rH • i * • • o • CO H H • rH O orfnHOt-oooHOOioo OrlOHN 'MCIjONOHOIMn ' (3 Cl O t"# O CO o t-ONINHHMO >#HN^ON«-!fCOiOHiN »OM»N ; M r-l O M ^ O lO M CO ■ COCOCOCOOO — g © S® ’C-P.S rH O «3'o (M (M M O OONKMiOOOSJONN LOHNNMMMO • o « £> • P S © C ^3

P» Cl O CO i Cl ^ H He: r— I rH CM ‘CO HfOOOlCOCOlNOOlOCOOC H l> d CO LO (» C5 COrHOL-O: CM r— i CM rH rH ,aro h a -g£g& ® § •®i*re 14 CD CO O O O O CO • O CO T* H CD O O CO CM • CO rH rH CO rH CM • CO COCCt-OhCONOOO^HCOO HOOI^COiOCO t'rOMX) rH rH CM rH rH Preparing for college. Scientific course. •oX^uio^ M o • CO O • ■ • ’ — o ■ ■ O t> CM CO lO ■ O rH CM rH rH • o •0FH © H o o • o . . • o © (M nk;mo H^ocoo: !££0S£ogBg2°g20|S2Sg;gggg00g£0| |feg5|S2§|.0g3SS5S t-ooc:oooo!Mosoo S|0§Sg|g|gog000§S00S|§^§5^g^og 2C0§^3ggS3°S|Sg IS ■ OiM.n o io 00 o © © © ■ © CO to © © © oc -# © © © © iro § U3 o » b- CO CO o CM O o t-i © © ; © T-I © © © © T— 1 -li-H>HOrH03OO(MiHOi-IOOOOt-C^J Sri'S cSiaad"^ o«ip'^ pH^PQ^'ppp^tdd^ 6^0»3^^36^p£w6ri&H^d£bw£riri£^£d«i3Wri£Siiiofl^S^riaj^HQ£ u • © -3 §>3 W " Hi a ;£.2~ S" hi ill 5§ ;Hp ■ I'S I *• ’ccr'tfs'c-jsrc't's'c-s’r'ct's's'c^-r'cc's's-cc ::::::: fccfcD :::::: :Ew ^ -r ^ ^ r* n ■ > +S r3 : : : : J JJ c o o o ; oy)r3,3r3n3 : : : l|lsIllllllllllllIIIIIIIIII!llslillllsllHllsl§l3ll!l Table 4. — Statistics of public high schools — Continued. 1854 EDUCATION REPORT, 1892-93. 'Xnuqxi ut saumxo^y © n 00 00000 mo .00(0 . 0 0 .0000 0 0000 m c\: — > ■ 0 0 •oc'i . 0 0 m 0 XO CM © © O © © O r-l CO 1 CO 1-1 rH • 0 • OO « O O CO 1 >1—1 1 1 000000 •9XBH 5* O C- HOCU- • OO ■ CM ^ lO CM • • T-i O O 1-i O r-i 0 Classical course. •exnuio^ 11 SI tl 8 I 0 0 0 OOOO OO ‘9XT?K © * 0 ■ ■ 0 • ■ ■ 0 • rH 00 CM 00 1 till 1 rH 0 0 0 0 0 Colored students included. •9XUUI93; !• O' OO'OO OOOOtHO OOOOOOO ‘8FM 1* O' 00*00 000000 OOOOOOO Students in sec¬ ondary- grades. •axuniajx COCO LO CM 0 O r-l C5M^XCOt>OCOt^t^^COt^^ r-l ^ O CO CO lO HHOWC5 CO CM CM CO i-i CM CO •9IBK « O D- CO 00 © O © HNLONHNOt^l>QOLOCiOCO CM CO H CO H rH rH ^HOCONHHN Cl CM Sec¬ ondary in¬ struct¬ ors. •9Xeru9j[ 1 « >, _ ^ g gi4,g eH^iS^s. m A .SP3 m o 000^^0000 *a:-aos 2 X ^ os ^ a; xW .d £ ,d >5 &cS S| l-’*! o _ £ SM o na ©^aJOS ■ 2 rt « o^2 x^iH > s I -a ° s mntai: ity ... City.. 5 DO CM a 4-3 * : • 'PH S°g :<& -4 K 43 ! ! m < . : :.H 05W ‘2 ■+3 e ^ 2 fcjo 43 fl £ H 2. S'® ■fl Tm .2 |S Is & © +3 0 > 0 s c3 cs O © •« & 5 <3PQK BiOOXti QOfiSpR HMICOMiOOlOriNH^OO STATISTICS OF PUBLIC HIGH SCHOOLS, 1855 o o o o o cm era Cl © CO CM © © .OOOOOOClOt-©© . t- CO © © • — ( © © • O oar-«o . o loin o a o o ■ era oo © in i n o o .era o mi o » cm © © era era cm no . in m era • era l- cm . nNOMiOHNQOOONON CMOooomocsm CM(NHIONCO-<#0000 ■^n«rjio©oi>oc)Hjio ■ m o era «NONO»i>onc5Ho ■ —i era era in co t- ci — i ■t'OL'!t'0 0oooM'#oo(0(o .©©cram©©— '© OOOONM • 00 (N Cl M © 05 Cl O 00 H -H . — 1 00 00 -!■ CO © CM CM i— 1 . r-l CM r-l CM CM in CO CM CM * CO r-l CO H H ©©O©O©G©C0 © © © © O' © cm os— ura .cracra— icmoo— io©oot-o©— i© .©©©— iooci© 00 © © in ■ M H, H CO COCO— — © CO© . t- 00 © 00 c- © —I CM —1 • — I CM —I CM ©CO CM —I .CM —I CO © CM © • © © © © • CM © t> -rjl ©©©cm©©©©©©©—!©©©© • .©era .©^©co©© © o era .©©oo .cm .©oo© ■ in © -^i era CMrH©©©—!©©^©©©^©©- ©CM '0001300 ©©©©©©oo© Cl © © CM © © © ©CM-^-^i©©00©^i©©C1©— IOOOCM © ©©©©©©©© O© ©© © ' © © © © © © © © © ; © — I © © ■ © © ©CMC0©©©©©t-31— IHO© -CO©©— ICM01O©CM© ©© • © —I CM © © © © © © © CM © © © '©©©©in©©©©© © 1# CM 1 — 1 CM — I . 1 © r* — < CM — It*— 1. ©Oi I^NHOrtCMOHr-li CMCMCM— I — I 03 © — leOi-HOera— ICMr-lineO—i©© — ( CO © CM t}( — (©CO©— li — I— !— i— ItHCMOOM— ICM— ICOTtICM— (CM— (— 135— i— I— ICM— IC1CM—I— I— l©i 3 g I a Jj pi 5 d 2 ^ 5 o - “saa-gg . 1-5 a 3 'S 0 ■s — L C S ■ ■ -K — 02 a t-i (U M 2 5a *3 a ? >. bD P g £ * O 2 -4-2 - U E H < i *- i i gj ° ^ o ^ c h® o^h ZD • • . • • _ i • ^ © . * . C«2 H § rM.S ? a r* .r-i -J2 r V » .« h a b H ^ t4 Ssftg : t» -k> ® .c/5 00 03 ■ © os • pi a ©L^“ ot> ■jx-Jo .bjoSwsa ..Juj :r pw’-'h .a s «■ .a .a 2 k Cr''rT'i MM • K ® g ■ 5, ‘Q^ JiO / J . £> 10 M S "r— M1" ob^ddVb^^HdFoirHp^db^ddb^H^oad? >>a « © 002 o o o o pa-p ® © 02 02 ■O'O'O.p.c MW J§ •3-S o o o omrJ1 coo w © r3 rO r=l 41 no r© bCM MH ■ o o :a . o ■ m :,a ■ be © > m 2 § o "g » © © rJ1 o o h3 a .S -d 'w ns cS.fcOt. fcJO dSaW 02 o o o c — a © © 02 02 »»3 o 5— 5 P ® ' -K> H 2 O 'k 5 o -P 2^ © pS=12 gS'sJ* 23 fl6d ©-s oM J g • iruk. -h fl-2 § |«2°'!ja o S-e-l n §)P^ci — i_a o “■pH Ok Cp “ilp OOP § ©.2 © 5 £ :>'- ^ o o'S S p ® ^ .^O ^ £‘^3 S o o © S © ^ i rio Table 4. — Statistics of public high schools — Continued. 1856 EDUCATION REPORT, 1892-93, •iatfjqil ui saumxoA. 19 HOHIOOCOOH COQOOOOlOOt^ CQ CO Til (M «N (N CO O rH 0 1C OO 0 lOOOCO 0 CQ ^lOOrf HOiOOOCQ CO Ht Cl Cl • CO • •©Xum © CQNlNiOOOHHH CO HOH CO iO Hi CO 0 b* r-tH^CirH co . Classical course. •©Xnra©^ H HNHOOOlOO O l>HO (M OO » rH CO rH • •©Xm © iH (M 30 OOOO © © rH © t— CO © -115 rH CO rH • Colored students included. •©Xnraaj © O O rH CO rH O O O CO OO OO • tH ©00 •©X^K 80 OOOIMOOOOO OO OO • Cl © © © Students in sec¬ ondary grades. •©XBUI©^ b O O O O t- Tt rH 05 0 10 05 05 CO CM CO CO 05 N MOOl'INnHIN rH 't rH O •©XBR © COOSCJ^NCOHWH O tO lO O t> COOOHO rH HOOH rH c >nz . do . . do . c c r= V % E > £ a 1 c < > l > c f ia Union School . Union School and Academy. Academic Department of Union School. High School . Angola Academy . Union School and Academy. State and post-office. lH NEW JERSEY— COnt’d. South Orange . Summit . Toms River . N j'a > P y> Washington . Westfield . West Hoboken . . . - - O- . . NEW MEXICO. ) J r= > r- i ^ II NEW YORK. Addison . Afton . Akron . Albany . Angola . Arcade . Attica . CONOOOOHIMMtH 000*000000 lO iO 10 to STATISTICS OF PUBLIC HIGH SCHOOLS. 1857 Q O «— 1 CSlftOO rtOH I- N Cl O O O rH k-O cc CC O i O LO VT5 OC LO C LO i^Ot-COOOCOCCCD C ic H C O CONOW I-CCOOOCMOlOC-J OMO(NO(OOt*CS :t m o o o T* o o:j- ;-fWCCCOO^OinWOOOClH CC HH LO O I Cl O Cl O Cl Cl CO O Cl CC CM , O^CCCCClrHdrHO OlO Cl OO*0t-i t- O OC Cl CD lO r-1 O Cl tH CO coo^ o i- *00 — 00 -lon • r- o cc ci o o o O O O Or-* * CM O IO CM * O — 1 • o HlON rJ(Q Cl Cl TH » HH ‘ • “ CM • CM i n-i O LD LO O • O O O O O ^ O rH CC O O O O O CC 1 O O O 00 CC O CC CC LO CM O O O OC o o OhNOOHMHCI^ l^COO^^HO o o o o • : o o o o o OOO OOOClOOOr-iOOOO: OOOOOOOOO O O o cc o o I CC CO Cl CM •Cl H CO Cl CO Cl iOcc^hcch M H H CO CM CO p O vJ odp:S a « - •a . 3 Bb P p 3^ p M & M rs p 2 pP £ o rj 1-5 <1 ft >v® ©

t» J; c r*-1 p Q o 73 ®W 5 . © W«loW *?PP *8* 5 o S gW2 cc . ^ ®o° © © a «o ^ p © «jwo £ p c3 c'ffl • 5 p g igss! ~a!3eu t- i=aZ ©M ‘3 — t> © 2*4 §)txp Is iljl!*! slits a : 2 S £ g a g « J^||pfc2 ^ O » g • P <1 if-KPa ° © jWa © © ^ t£^ rr ^ u ■ 'SP.S’Eu • "£ pW PoSp^^-O^ O I— I ^ t— ' • • .— ( *H © ,Tft © O ^ •5P— * o o P c W 5 © J | oc/2 . isMi§^g‘ 1 © a ® .2 ^ 2 «oPa Bp g pw>P >ww^ •2 o 'a}'borEj p-p >V3 tjo °":h kPKOW o © P 2 3p •P P P 2 o -P 6 p ’o *a .| -*-s r— ( O - t3 ^ c ^ ; s y cj ’jj J2 “•g ^po|.2<1np C rP P C 7^ O -w PJ p O c o p.Sf'.2fic«-a :SP£aa PWfi P :£ _ g o o © ® 2 2 o v: -p pa •p P o © S 2 SajM fc£ fl '1^ t© o P 3 3 ‘3 2 -2 23 cj rt © WWW a^ ww 2 13 -2,2? ■ o Pm © § :« ww :w p p to .5 2 e-3 .S^g a a p 600 a ° oM i n o o ©ft pp © ©C/2 h o® rt O O grpft OPJ &p :2>p qp :WP o 31 i § [? p © 0 ft p c* >5 P at at 2pP©®j-iPc3c3 OOPPPPPWW WON w u5 m TCK5PN Ol CM iomvoioic5ioifimvc5i,oif5m w lo w in w w in 10 o HrtnHr-inr-rlMT-irtnrl rlorlHHHHrlH Table 4. — Statistics of public high schools — Continued. 1858 EDUCATION REPORT, 1892-93. Gradu¬ ated in class of 1893. •apjuiaj .O.^co OCCC.^HO:^ COrn.O «««»« <» « O O t- •oprfir © OhOOIO r-L'CO: CO O CO r-l -«* !M -«# MCJHCOri^ t* (M 03 rH -H Students helow secondary grades. •opunaj ** &£°3gfLggS8;§§8 71 175 14 94 202 310 12 150 72 80 •9I«R s| s^-°5sgssgg|!g S3S222 S§3§ rH r-. g ; o '8FM e> ec o • 00 CQ © O C* 00 © 20 1 0 1 10 6 20 1 CO Classical course. r9{UUI9j[ ii o o r-IOOOO’rHOOOOO OO OOM Cl Lft •91T?K © nt 3D siuopnis Aio^judajd oSojjdq rt m iimisigii isiisi mu H ^ CM O !^wcl:n • co o o o ‘Nc:i lOOOt'OO! o »h o o o o t> 00 cm CO r-t CM o o CO CM H CO re ci 10 c n - ci co o co t> ci O O O HW 1 O • O O O CO 0000 OCOOCIOCOCMO O CO CM 00- O O .*0 CM O 1 O O T-i Cl CO 50 CM *0-^00 CO iHOOOCOO 00000 OCOOOrHOOOOOOrHOO 00000 «ooooo 7— i OOOO 00000 O O O O ' 'OOOOOOOOO rH O O O O < OOOOO t-H OOOO Cl rH rH CM 1 Cl CO lO- O O CO CO rH 00 1 Cl 1-i CM Cl Cl CM 00 CM O O ; Cl Cl O • rH rzr3 >s © fl ®=;. 3 o, iKo ^ 0’S . © o • ce Z'Ji <3 P3» g ® S1 |S > h i^|- Q( ^ 73 2 a> d —< © fcX) ■d rrt e3 • - P P ® ■© SD ® £33 g ISn^gp^S . m "£ © 2 P ‘ IS >> a o a 9 ’S o _ g MS ® O’kIS g c © da^p I iM S© IH CO 3 2.-2 © >'5 ° d | ^ P.O m gjfcfl •A HHrTi_o ^ ^ ^ c g P ^5 1-^ 02 ho O m • c=fc> ,© . H O !S H H P P Hs a >i © P © fcJC . 3£H nd£ i P Hr- rbl ® o 'HP OH pi r^.2 S| s% |1 £ d a 3 da !-i OH o o da © 02 d o a P a © n cS © H III ©da 5^ 3 S .2 bio HPH §0 -gjg :«2© . © fl - o w-2y) PH ci pH > ; PH r3 > > d © -o d Oo C! g oai -r - © O flOdgOfjSseofldado^^cac od d o'- cd o-o ^3 000 o 'd ®--'sr§ o 'd-d :-a«s-a : :-a-s-s-a : © d d ©- d • © d • p d p :hp :p^p add ■ 2S © 02 d pppp .*hoH P .. Sea®©* go Sd o d * ''o ti t © -O © © >~.r— d: d © ^ t^eSdeicSei-r-ooocjj'©®®©©.— ; ; >> j ; H • lie ■ • "d d ■ ^ ■ ■g © b i ^ ^ ; 2|d d£r5 © ci 0 pPH ddd 'O? > > >► > t> rp > r* > r* K* O H H H • t» : a • ® ; a . o :H :rl ,2 o o - o P o § © 2 © fld ©da — © © da © a 002 02 ©os § o fl aw 5 © © .©f © © cc p d-- d H P P K p Ho 5 I Jh -H « if) O O _ d iOO -#»0 N M O O H N M HI IO O t- WOO- 1 (MO-f ocopooopcoopopco COOOOOOOOOCPOOOOO O.OOOOO— r-7 ei" '£681 jo ssup ui exugpnxs Aaoxu.iEd0.1d oSayxoQ 18 • a to ci OHClOOCLCHnfHMOMCUOCl O CC 00 CO — < H* Gradu¬ ated in class of 1893. -ojuaiaj 17 TO CO oo Cl TO CC^CCOO^CCHCJ^?! • t-i CO H< O O ^ fed — 1 • C l t-H 00 Cl (TO TO TO Oi-iTOClTO'9i'<^TO ■ r-l CO TO 1 r-i CO r-l 0(0-f M ; r-i ■ -mi Students below secondary grades. 'OlBuio.g; -f-iicot-occotcoNHCceaciRfflt-ooffl o to oo ® LO TO TO Cl TO OC CD tfj r-l TO r-t Cl TO ->«J1 r-i TO r-l r-l TO 14 — iTOOTOt0O®r*clOe0TOOOOOTO'-8®OOO OWOH CU> CC TO *-t* t— TO 00 TO TO TO Cl TO TO OTO rH TO TO TO GO ■'* TO t— l T— l TO TO rr 1-in H r-l CO Preparing for college. Scientific course. •opmoj W I io I h* © TO r-l O ©1 >ooo !ot>Mio-#©o oo • o > Cl ' TO Cl ^ ci oo r: io«o © co Id Classical course. •epmo^ 11 • O TO n TO ^ o ct o o o cs ci r-' i-H c; ko o t-h © — i © © Id •opR e m ; *-» cz C5 ci © o 00000 >000000—1000 oooo : : Students in sec¬ ondary grades. ■exumej xoct--tCir. iciCciccc>H©ocoHffi>cm--Nio ommh l— TO TO Cl O —> TO ->Ji rt> TO -r? KH^rtOHi-H ->* TO TO TO r-> r-l r-l r-i — I to •eim TO TO TO r-9 TO TO rt- O TO Cl TO rfi 01 TO rt> c- cm TO CM t- TO O TO TO TO TO TO l- ©1 TO — > TOiTOTOTOTO— iHOKri-fnCH Cl CM TO — l CO Sec¬ ondary in¬ struct¬ ors. •axuuio^ TO- Cl TO r-i L- | — Cl Cl Cl TO OC Cl r)! ^ CC CM — 1 TO* O OC Cl HOOlO •9[t?K rHHr- 1 Cl H r- CM r-l r- 1 'HHr-ir-HHHHCCH —1 TO TO Cl Name of principal. M Nathl.N. Bull . Albert W. Emerson, S. B. . C. W. Richards . Mather C. Howe . E. J. Peck, A. M . W. A . "Miller _ C. R. Stiles . Chas. W. Trumbull . George "VV. Pye . Lewis W. Craig . ■Wellington E. Gordon - John Miller . I). I). Edgerton . A. W. Dyke . E. J. Howe . Helen D. Woodward . Wm. L. Harris . John C. Rockwell . John M. Uolph . W. H. Smith . James Winne . C. B. Miller, A. M . Theodore S. Barnes . J. Anthony Bassett . Jno. G. Alien . 1 Wm. E. Buntea . Name of institution. C* Union School . Onondaga Seminary . High School . Ovid Academy . Eree Academy . HiVli School . Union School . 1 Union Eree School . Classical Union School . Union School . . do . Drum Hill School . Union and Classical School. . Union School . U nion School and Academy . . High School . Eree School and Academy . . . U nion Eree School . Union School . . do . High School . Eranklin Academy and Union Free School. Union School . Union Eree School . Free Academy . Ulster Academy . State and post-office. y* NEW YORK— cont’d. | Oneonta . Onondaga Valley . . . Oswego . Ovid . Owego . Painted Post . Palatine Bridge . Palmyra . Parish . Patchogue . Peekskill . Phelps . Phoenix . Pittsford . Plattsburg . Port Byron . Tort Chester . Port Jervis . Portville . Poughkeepsie . Prattsburg . Rhinebeck . Richfield Springs . . . Rochester . Rondout . r-l d CO HI (NCOMCOCO«MCOCOCOo:^^^r^rjo coo^wcmcoo-oooo-mo^-x^ooco s MOHHNMt#:) ON^OiOO • i-l CO CO HONOWCOffiCOO^ONMOOMN^O^ T?HC1 1-1 T* Sg§§3g°Sg °feS&!&g§| I C5N°2||g|g°^g|||g|^g|gS§ s ; §ilp“i°^ °£®s;§sggg § p”og^||§|°^gggg|g?§g|&i§ s : Clr-HOOOi-lOO t-OOOOOOOL^O CO O • > O Cl O • i ■ • • Cl :° : ig © © to © • €• • CO O © r- I— • O CO 113CC©©0©©©0 O r-t • | O rt O Cl N ■ ■ • ■ • OC j° : ;S BO'# O ; OO * d r-i © O • -r? © •©©©©©© © »COlOC10CO©C1t— ICO— iO^COOOlO I© COM © • OOClOOOfO • 00 ; O © © © © CO i* ioNNOTti-HOOlMHOOr) •OC1HH © Cl • CO ‘ © © | O © © 'T* © © 1©©©©©©© d *©©Cl©0©©©T-310©0-H00 | ‘ CJ © r— 1 *©©©i—l© © 1 © © © © © © © 1— t • ,— IHC©©©©©©©OH • ( • • • 1 =5 O 3 O O © © • | tH SSSaSSgS § agg.§gS§§3gS§SSS5SSS^SE;S P 3 “sSSSSSS SSiSSS^igg ?, 2 53 i— 1 CO Cl Cl CO ' ^o ci ^ ?i co ci ' CO lO CO CO Cl Cl 1 CO Cl CO CO t> r-i © 1 mrfiftNr. H»-rt Cl 3 3'b «pq Mw* IlSsswast! glai-^ow! 5:£p|?£|ddp . 5ifl a s C sjll^ 0^oSag^5Sj2i , CJl^- ^^w3"1h,S^p: si ScaQ^'flll o jp£^HHdPPtfog<]£p£<50; ;@8S|lf ;S w all r-.'C'C , „„ sZZ-i So '£«MS'S &£§** <^h£l t*1* PJ H fl-g*~ o fl S o p «© fl c o o c'^'S 0'S S ° aaag# :*3 g«a-g|»fl.Sf3 PPP^P :p> „ S p . - Spm-3 g §^§§|m_. _ -3 « ,a £ *3 ,=j >^a *^‘21 _JL §S§^5 !^P|S ■ aoaa5fl^ J slild _ ilwslla mini i suiiili’ IIIIIISl igiisgiiS | |||||I|||III1||1|8I|III § | Table 4. — Statistics of public high schools — Continued. 1862 EDUCATION REPORT, 1892-93. •XiBjqn nr saranpLl Gi w 800 300 800 200 O 0-000 *oo » o O to rH O CM % CO to • O »0 CO rH TH rn • rl • O '£681 jo ssrjp nr g}uapu}s A.ioi}CJGda.id oSeiioQ 00 pH lO to ! • r> o 6 11 12 Cl • Gradu¬ ated in class of 1893. ■ai'Ecaa^ 2 (>J o o O CM O C£> HO CO CO L0 t^ rH Cl OtJi rH tQ ^H ■oi«K S - p-< Tit o to o «©C~M rH © CM CM Students below secondary grades. •aintuaj « * IOOWOMOOCO 05 hHOCOHCCrHlfl Tit r-H C4 CO On ooo)o rH t> ci m ci o ci CO CD O rH Cl rH •aiGM 14 LO H Cl M O 05 O CO tO CM.rH G5 h Cl rl O H LQ r— 1 rH CO ^ rH CO 00 o Tjl N O CO 05 rH cm in m o Preparing for college. Scientific course. •apsuiaj « * o o CO • • o • CM '°I«K 2 O © © o j • o ; co Classical course. •apsuiaj n to iH CM I 3 28 o © co •9IBH © 12 1 ^ : 4 24 . in CM Colored students included. •aictua^ 1* o © © • O O r-» O rH • © •apM 30 CM © © • ■WHO O • o Students in sec¬ ondary grades. •apjuio^ CHrJ©©l>-#N «0 00 Nffi-HIM (MOO COCO 00 CO 1C 00 (M CM CM X 00 CM rH rl t-J NO CM •oigk O H ’t» 40 00 00 M IO O nft 00(MfOCO (M^OO O CO O s® ©^.S tjo : g'Sfi^ a a s-s^-s g-a§ s* 85«SS5^c-g®1 •=! ©. - w_, * o >-.W 02.2,3 ”Sll2 §~ ~3 8 t^rS3 rO PS3 r^3 r-* rH OJD o3 * blj~ Sp£ +n oSOOHftftM oa ; ft :3 00 : a : £ : o •EH 35 ® o ® ©~ Ph.CS O QOO %o 6 §s4^oito rsi'^'d >.3),C'©'© © •— w> : : g W .5® : © S-2 .: m : :pq H :ph ftf ©h (3 SA O © © fjS Ho o ® g-Sg^gl o 2 ©ft ©ft © S3 Ah o p © oftoooft P Pf <3 « 2 3-® t> o ci te n© C O a cs pi HH H ?1 Sj Op d S- GO HH O L- t- t> L- CO Ci O H O O — T-H I- I- C- I- (NnrH I> t> L- l n O pH pH b- o* STATISTICS OF PUBLIC HIGH SCHOOLS. 1863 iiris :“iissr§irs ;iss co rH o o LO ^ CO 00 o ill- rsias :ii (NT* oocooouofiOHSn Tfcnr;0' UO o CO ^ CO ^ -# 1-H o m — I © o © o ; ■ o ^ (N NO CO o o O CM o o o m © LO '(NH>OOHn.Ori H ^ R S.S e? si! J a ScC S III! eg % I |=sC‘S^'S--o * ^ » is « « £ c3 1; p £ 5 slllllsllllllllllllllllsssllslsllll IIIIIIIIlIIIlIls Table 4. — Statistics of public high schools — Continued. i 1 864 EDUCATION REPORT, 1892-93. •^j'KJqji ui eamnxo^ ft o o O ic 1C © . © o o © © o ©©©©©©©©ooeiko . 10 • O © © © © lO ©0©0k0©0©l0©l0© • i-( . Cl © O tOCI CJl^JO© 1CH-JIHMWH • > Cl cf I '8681 jo ssup ui e^uapnp Ajoxu.red9.id oi>anoo CO cc © • rH rH ’ © ce i~ -* © ci --it Ihhopj Gradu¬ ated in class of 1893. •apcuiaj h H to to ^-i© -+ © Cl re ITS (MTK©©C-lCl'0iLC©©©©t- •opK 2 ©-H ©ce© Cl © r-i n CO in IM CUM H © O H ^ H w ! Students below secondary- grades. •axetuaj Vi h !ooo ! o o • C5CD .CD O 1-n CD r-< CC l- O CO ’ O - CO rH 05 • • Cl rH . LO -ft d t-H ■ tO OO HH i Cl ■0It?K 14 1 00 b- T— 1 o . oo .-H 1-t T-I . CO Preparing for college. Scientific course. •oxexnaj; 2 oo o •^lOOfOH • Cl • ‘ © © © '0TO « Cl O CO b- — 1 Cl o ; t- O LO O • ■ T-i © CO Classical coui'se. 'opiua.i 11 o o ! ; o • ■ Ci ■ c; • o ci ■ ' © © © i •oprpt A CO o • • CO lO 4 10 1 2 1 • • o o o Colored students included. •oxnuio^ O © rH ■ • t>HC o --i©©rH©©©©O©©f0>© CO ®o^* ; ; t-oo : : O HOOHOOlSHOOHlOO Students in sec¬ ondary grades. •0XT5UI0j[ *» r^OOONO COI^O rJCIO MONOCOCCb-HCOCOCOOCD CC CC Cl r-< — « t* Cl rH CO : ea ua p4 w art .2-2 o O . -£ Ph I.S £ § §1* a © ?,S-4 : g X • S • • . Pi x> ^itn d ^•o^a >> : 5 © £> 3 1 •§ W-3M ©.^c 5 -a o W ® a!_! . " O o 0^.2 «M a©!©!'© > cl fcjo ! : : Rfb M _ a -© o I bf §.2FS uWP >=2 P M .2 a 33 o to to CO 7! g>S 2-ara 3 ej > a ^3 3 a <« OOP © {M - 2 s O fl ^ ce(>5 t^ca0 ct © © RPP > U a3 ^ ce b ir^fi © © © PPP ®.2c2^ ^.2243^P g-a3 -3 3 fcj'g g-g-g § g O cj tsaiC'ct-H O O O ^ t( Ppwpppppppppp n ■<* © t- c- t> CO t> 00 r- t- o i— OOHClM^»r.(DNOOC50H l-OOOOOOOOGOOCGOOOOOOOOO I- l- I- l> l- t- t- 1> t- STATISTICS OF PUBLIC HIGH SCHOOLS, 1865 » fill il « IG si! : ;§ 11PS1 tH 3§ l ;§iii3is ;i :is -I O CO O C © ^ H C N O © © • O O cn^r-Tf ir. in ?; t> o © o i> ci o o co © m w © co . t>o HCiooowo«aw r-,oc--5'fc:iT,^ot>i 1 i— i © t~©©©©©l-OCCC0© MH.oji’jiCHMr-crunor'.ociON §° ■SgS^SSSgl^S&iSgg §30g£00§g>3*S0$®3c°§ % • O O O C5 ^ o 1 r-ibj 00t>Q 83 0 3 6 356 0 200 91 83 T* © © • o «OCON :°S X rH © © © Cl r-t 00 © © © o © © • »H t> O 'J' o o - ;°g ec co CO © © CO o r-t -CO • » • CO s°§ o o rH © © r-* 00 CO US CO O in o • C3 • o ^ OO?) © o © CO —s co o Tjt ^© CO OHO O Cl CO ;OCO © rH .-> © © O CO © © © © © © LO © o o o © — © © © ro rH^OOO o o c o o o • © © © OrtMOO © HU © © © o o o CO © © © © 0 1 0 o o — C* o o o o 8csgwE88'*e35E®eSS,>5*SSg2g0g§8;ggS£!3 gaSSSS^SSSSsSS”®10 §^gNSJ2S 00-00 0 0 • oo «© « © • •©©©©©© *© lO O OO © rjl . O © » © •© i • LO C © O O in • O HCO^WH . CQ rH i !M • • -riHHrjl rH • r-< “8681 jo 8S3xo ox sxoapn^s atoxctbcIojc! oS 0x103 i N t-1 r— l r-1 i— tH 1 CO (M W O . •9X^K « •ei'Bnigj is ‘9IUH H « ©dd • •© © dT— Id dd «©-<*©© ©^ ;r . 5 4) d fl i fc(2 d J H4-, ^ J O ©WiTs£SkSc©-a§*fS*£~P fioi : l2 ,2 a © i=h .©:?>; „ .g . ,m S 2ph S 5 •fl to ? <3 02 C..2 m tn •2 2^ gW © ®£>~ S' -a A'iflBP Jgj » SrMJ >g.'§ .2 C o o cj c cj eS c3 o o o o o © 'to £ ® *'S'h J Ph ! W h ^ ^ ^ 2 a. « fflj Ij2 o I-g-g 5= «j? oi ■ © r< ;_, _ - y -,ro § g A ® 3 - — £ 2 n u u -«-< .^.^OCCOOciOO (Mrt^iOONOO 00 00 00 OC OO 00 00 ini ;i STATISTICS OF PUBLIC HIGH SCHOOLS. ISilifls ! !§1811§ss is8!§§llla'’lls; 1867 o o x ■ oo i— i x x o . o o c l'; o h « ■ h x x .UN 'On • oi i x oi x o 2? L- x oxoH^^nL-.-us.-irHoost-MSxrJ- o^LixNqoo^"O:i-?Q0i>r5«(»o ^ o x o t- oi o c-i o o 01 ro o 01 x — 1 oi oo o r-, o oi o uo o o x u~ oi L'iTOWOOp-iHOMrt-jt-t.'OLO ■ o 'HSt>r5r:r30T«'0 i55 : : :K§8 CH r-i m • r-i 278 §°l° 3“§33g32|00S3°§£3£|83g § L \ It |303S|°§^0 1 nooo S^SggggS00SS°gSgggSiS§ OOOO On r?o o o ! ' OOOO CO • CO o T— i £- o o o o O rH • • • * o tH O O i"H O X X r-H - o O ; ; OI O T-i o o CO r-i ^ 1-10 0 X CO CO • • 1 1 o O O O L- t> o o • o c- o o o 01 c«i>o OI o ■ o ■ O rH CQ Tf O X o Tj< o o o o:io • o CO O i-l X o o co o CO CO o • lO • O CO O O CO o oooo Oil— 0X00003 oooo — o-fco i — O O. O — : O O • O O r-1 O O O O 1-100 '01 OOOO 'OOOL-IOOO OOOOr-iOOOO ■ 'O'* ■ O — O X X O -OOOOOO • • 03 S*SSl?:gSS®,0gS5:,S33SS5gS,0,05S,i3;sa&g',,'cs^”aS“?JSS.3 ooooooioioxoio— . oi-ixooooixix ■ “ :i o Oi-“3- ■ O O 01 0 1 O O — 01 O 01 O O 01 01 O O HOlHHMNHriOOOlOlOlHHrlHHHTfOlHHHNOlHlMHHO 01 i - 01 O 03 01 — i - H OKI H “ O • — Table 4. — Statistics of public high, schools — Continued. 1868 EDUCATION REPORT, 1892-93. •Aatuqii ui eouraxo^ © 2, 634 100 i 150 • «OOOOlOOOO o • • • O C H Cl Cl tc W lO • » • ^ 00 CC CC Cl o ■ to o o m o * o o (M O O t*— . O CO rH * CO '8681 J° ssup ui 8}U9pn}e Aao'ju.iudejd eSenoQ 3D " ©MM H(CH :° 0 0 ■ O O O CO Gradu¬ ated in class of 1893. ■ojcuiOjj HI CO O LO LO O lO CO CO O 00 00 • ^ o o o LO iCOHO •HHC1 56 oo co eo oo to 1 Preparing for college. ! _ . Scientific course. •eicmaj w * co o Cl CO O • Cl ’ © o •0IX?K « o o CO -* O j CO ■ 1 ° o o Classical course. ] ■opuua^ i 11 (M 1-1 o rH • o o •era © H hi 1 -• (M o lO O • rH • • o ©Cl© Colored students included. •epunaj © Cl jooo^oo O O r-l O rH O r-» o o o •era 3D o • o o o O O rH O O • O O O O i-H O © Students in sec¬ ondary grades. •epjuiaj *» CIOOLC CCOtOCOtHCOOlHmtH Cl ^ Ci OJ Cl 1^ H C'l l> O 05 H:inH M:ioco:i^^n in ci Cl CD CO sO CO C5 CO LOHHH HOHOOHHnttH L^HnClr^OriCl rH Sec¬ ondary in¬ struct¬ ors. •efBui©.! | CO rH CO r-l J M T-i t- H M Cl H • © CIO ■ — 1 JCOOHOHO •era ! S3 K rH Or!3 n fcJO . •2S 5 c8 © ® , j-s a S' ' p'£r2t \&i< ;a :§° * *0 ^ ;m2 ■js 3 : Mi'S ■ a cs :5 ©’S -3 .©Q © * c - O’o •S'® Moo 0M a; . '3, ^ “O fcfi a O . +S O ■ 2 a^o *.<§* gS ot ? -s! 3 • © tt> ! 23 r-33 2 Iqrt i«2i=5 rH O . TV-/) • O a Sr ©t> o ^.S a o h 2 ® u ® 3£-§|A^pA|i 3 o ■3 2 ° IccS]|a|oSS Si-oar-i'-sSi-^ai-oroi-^ © c; 't>a' ~S .2 2 ©*.5 Ap OS'S C 3 2 "2 © -r © Q-^Z/j'-A Q w w’fci-sTcw 3: o O o ^3 3 rcr3 csaa^ :>W .2 Vs 3 „ © t* -~ I a © o tJO >»_ b «a la ; © a-> ‘ 3 m i3| 'Sl § 3 a «-S.S g © _ _ ,,_^ 7*53 £<© 5-1.2 &© 33 s3 kS.ao-s 3 e/E c/3c/2ccH HHHHhPSP 3 5* ^ -3 .2 ”3 ■S § j! ®~§ I ^ 3 5r5 p;z!^+§+3^- ri ~ GO OQ 01 CO UftOh-OCOOnN Cl (M Cl Cl Cl Cl Cl PC CO CO & ci o a cj o & cz & w- — • ■ - v- « u; i'* uu ca u c>i rr^intOt^OOCOHd i— » ci ci ci ci d ci ci ci ci ci pp co po co co pp co ro pp co h* ■** -h - ■ ~ - - aociccc.oosooj STATISTICS OF PUBLIC HIGH SCHOOLS, 1869 nocoiooL'i 03 nrt ©Cl: - 1 'O^fio:! 31 © CO © 03 ;oc^i^cc=(C3. © i n io oi 31 o t- © ~ii ( r-i 31 31 IM 03 03 LO -11 03 ( i C l 1-1 31 i-t 31 ■ t> to C- rH © © t- LO I © © • O .-i rs 31 • © >33 ■ ‘©©0Ci-!iO©CCi-tCl© Cl i— i lO r-i lO © i © © © © rH 31 1 © O ^ 31 © — I © t- (> 33 i* i 03 © 31 © 00 [^ © 31 1(3 Cl © -* tf3 O ' CICli— t-OlCI^Cl©©.— 103© 31 31 tp r-i r-i i-i 31 © © © ■ © © lO © LO 33 © © O © © © 00 31 © © CO © ©©©©b*Cl©©© © ■© ■ © © © -^ r-l © © © © O ■ © © t-1 31 © •© •©© • •©©© ' © © • © © 31 '©©©00 © © ' 31 ■ © i ’ H •l-l' S J 2 ^ ^ ^ Poa^i-5 g £ a _Q . m rz “ « i oke-iMMSm^ POCPai II i» tx C O O O a 5.© ' " w o o © O . o. . o o ■ „a o • Old \w ® © oooooa^o © esaaft 6-,©©©©©© Old©© © tcfac© be : : : : *. ©-W) "cSt® coP _ 1- o ^1© ft O £0 m p a a H 2? L) to .2 a ■ ^ 1<3 g3sgsj«l g[^2i?.§3 ^•26 dc3 * cS r* ■ <^<1 hp4 a g g>3 2 S© 3 ® l" © © o ci (>>>!> .3 O © © a a 63 3 NNJ ct 51 S 14 cj ©5 £3 2 3 5^^ a©1^ 5 !>i — — CC —> Hi5XH ©Ph u,© g-5 a f-t 3-2 ro co O WJ ® a kB ■ Wj g3 3b '"i 3 tjo " S :5a 2.3 a o © ga PmP >> ’ ® tr2, ®oa 3 -2 ►© 7 . K W» U J® 5'.5o . pppph V2 o'c tc' © ’5 ?r § © a ® ; O swtf M ' 7/2 o a o',-‘ O O O O © ©©,©©©©© ©ft ®-2 5£ :^'?4C© '• 2 - ®-2~V g-g a J875 g.® 2-e 2 - „ « * s© © 0.2.2 a 0 2 a § >5-2 ooS'^’Sa®-^ -0!i-5,^RdJ)3 0 ppPSfqOOOQOO l©©t-00©©-HC133'iiL0©3-q0O© 1 -^1 ril -t< -n lO © 113 113 10 lt3 W3 © in 113 © !©©©©©©©©©©©©©©©© i-I Cl 33 13 © CO CO © © © © © a a cs a cn o 000©-^3133'#l0©3-00©0— l3133-H©©t-OOC» © © t- 1- t- I- t- t- 1- 1^ r~ t- x; 00 oo co 00 00 cc 00 00 00 CTO© ©©©©©. 3. 3. 3. CI33C3C!C5C)CJa<» Table 4. — Statistics of public high schools — Continued. 1870 EDUCATION REPORT, 1892-93. •^jcjqit m saurapA Ci fM o o o o 1-0 O CM O oc:ho • © t - *©© « LO © © © ’Hi © © LO © © •© i • © uopn^s 4jox.iuuda.id eSaxxoQ SB « o ets © t> # o o • in co ■ o co o • * Colored students included. •axuuia^ © ^ rH © © CO © rH © © © © © © © © © rH © • t-H © rH • •a™ 1*1 00=0 i bt> a sc wwppoS o o o o o o < 2 j.9 >* -tJ CO Pi gs « Pi o I o &5 § feD d g ® I S d fl ■5— . o £ ^§^§§ 4^ o.dp S3 o W) gb3 73 S^sSi-2 oil 2 £ " o ^ 1 g-s.® SggSpi^i=^SgS^^ OOOOcJ^^SCP>M^H^C3cgC5CS,. -3 g OOOfi^pqWH^WSPHfROMWWBdWWKH-^ S-9 -a S OHNMTfiOfflC'OOfflOHClM-flOCt'ffiaOrtNCO'# 0>05<3s0500cs0sm0s0000000000r-.i— ir-lr-crH C5C505C5C505050505C3000000000000000 HHHHrlr-lHriHr-ieiNNNWWMCINlNINNWNN tore, STATISTICS OF PUBLIC HIGH SCHOOLS, 1871 :S gg|S;|;| • f co IIs 1 8° 18 200 l°f!Si : : = § 1 1 1 :=illl°ll8g :-g irf • ■ t-T of ■ C = 'ii»cc CTfCC^OClOCi —i o m o f+i-i t'Tfci-cccicioci '^os-lot's CO o LO^^CCQCO ^ Ci r. H C N ^ 1*0 c^ohpw ROCOCO 0 03 jaOOtMSM^t-O O-jHt-OCda CO o °gg ji § L- iOCOOOOOO^-IOOCOOOOOr-l(M ° £ "^5^ t-^l° o '• X C X r° o !>• o 1 SSS'-fC co m =§§ :g § L- “i^°so3| ;3°s«s o o O 0.00 s r° 8 o ro o o ro • o O Cl O o OI>OOOOLOO ■ ■ o Cl r— ~r 11 CO « • o • o o • O r-t O o CO o d ci j o O CO (M O CO O o cc 01 lc o -r ■ o ■ — : ci m to o o t— : o j o eo •HCO” ro • o :ioc O o ooocio^iooco • o O Cl o o o ■ o o o o o Cl Cl 1*0 ro jo t-: o o O o O O OC O O CO • C Cl H o O Cl |-HOM O r— ! o o o o o o ;’ iH O O o HKOOOCl^OOO 0:0 • O O . o o o o o o o o o o o o • *H O O -1 o o o OOOOOO j o o o o ■ o jo joo o o o o ®!2®S?ig5sgf?S.S£2^s«- i-H-tfClCO ,HO:ilOHrn.^r4HHHH.':0:i • O • O 'DOflHO ■ 1*0 ■ • O O O r, C m r-' H :i 1-; Cl ;i r- T-:n'*nnnn T-i.rH r-5 CQ CCH^H rvH r-; ^ rn 71 K t- .t r- N H ?: rt l> W H rHH C“1 « X sS t.f£1 ~=S Hi l:§ Pc cccaaccc li IS = g§ - T c c CMX c c = 1 § [§> ~: | |j f,l S«o I -g :l = M 5 ■- a iillilii, •5 7: Tt a w SSScS II ^ij fU ??«g § 43 42 •=P§ if a u as >> ^ t« © f.*n ‘ P 43 r fci e fee 2 'o a ta c tc :.a^ i fj 3 *2^ :a2,5 iliilfllllllllfi! lllsllllllllllllllllllllll Table 4. — Statistics of public high schools — Continued. 1872 EDUCATION REPORT, 1892-93. ■Ajujqn ut earanioA. '8681 JO SSTJTO TIT 9) 3D 0 500 0 0 5 800 1 _ s-gii! ■ CJ C D 00 ! S| ifgsgs§sgf gs§ . . tOOH B^UOpUJS iiJ0'}T?JT?d9JC ■ in* 9S9H00 •91UTU9JI 17 1 r-: t> ■ ccocccoona: ro Crt-?CCCOSil r-ti-tOO *9IT?H OI ciincoHcic-#u;«fi HciHCioooon non Students below secondary grades. o 350 rs 275 6-U 17 225 0 §S«°s in o© o •9ITTR[ * § |c- §lsl° 2 co g ^ ° CO lO COO O 00 Preparing for college. Scientific course. •9P3U19J o > o m o O © O Cl ■ *— ! © CO •oiutc o T-i O m o COr-.CO • t-on Classical course. •Opjuiaj O CO r-t © ^ m o © © o n ■ -#o;i •9I«K © OC5-# ■ C Cl O O CCCffi t-no Colored students included. •9IBTU9.J © o o c o :i ■ ci o • ; OOOOOfCOO no © o re •91TJK OD o o © © © • o • < SOOOOtHOO no o © o Students in sec¬ ondary grades. •eitmiej; c •91T?K © ®SSSS00",,S£?S®,r"SSSSgSS®SS hhn Sec¬ ondary in¬ struct¬ ors. •g^nuioj |HOrtrlN ■HncCrtr-HCOfll'O |NH HHN •9IBK * Name of principal. W • • a 1-5 C !l 6. M. Crammer . C. 1). Ohordorf _ i i . ^ > c ; .c : r- i r“ ii •aii ill! T. M. Morrison . Lee Smith . i . c fi P; )*-5 c Me Amos F. Stauffer . Addison Jones . A .T. Emrov _ rS © |{j Me ii ir. h Win, H. Kindt, A. B . Charles "W. Moore . Walter H.Kussell . Arthur P. Johnson.., _ Name of institution. « High School (dept.) . 1 1 icrTi Rnhnnl _ i -up | . op;; - * - 1 ,*= £ 1 ■ ~ | South Chester High School.. High School . . . _ do _ . do . 7 a, © © I s g d 0 a* :r c ii High School . .. do _ _ . do . . do . . do . . High School (dept.) . Hi (vh School . . I 0 : ~ D i High School (dept.) . Hopkinton High School . Barrington High School.... HighSohool . State and post-office. VI PENNSYLVANIA— con - tinued. Starr ucca . Summit Hill . Snnhnrv. a :! Thurlow . Trevorton . Tvvnnft _ . _ . _ Union City . Uniontown . i! li i : : a ; U|« :sS| ?as fig ii22.I1 M © ©S > • >>>>> York . . Youngsvillo . RHODE ISLAND. Ashaway . Barrington Center.. Bristol . STATISTICS OF PUBLIC HIGH SCHOOLS. 1873 o id o o o O O lO o i'lOinciri (M O lO CD CO d NO^OCON^H O d • d Ci d ^ CD 00 00 oc o CO ID CO o o o o t> ID tH rS* iD H X lO rf CO Cl H O ^ CO . CO 00 CO * rH d CO b- rH CO CO O 00 d CM CD O O O O • O • CO OCJnO Cl CO o O • O • - ■ o o oo • o o • o CDC-CO-^HdOiDOO L- lO (M i Lh r-1 *— i ID r OHOC^OO iD O • ID d CO iD ID i-l r-i r-l Cl Cl ID d 00 d CO » CO O O rH 1 rtf O id H CO H d 1 rH • O rH CO CO O d rH O rH d d rH rH rH §1Wp M JtA H u © s -r ? ^ S3 S3 ap^ : a >» • 2 3 p •a :a2.s $^p (S 2 T a ~ 2 1> • P3 ^ q .2 <3 d ^ ^ ^i-i^OQpsJd ■ =3 P a a o -3 aP ©\2_© 3 gW*W SHUSHES 2 ® 2 P © s o|o _ sa£2 = k5 5>2 p.*e:m -j 0v . -rH y, ■ pO E a ?® cX ^ ^ O' o w ^ -cjo © -p t: £ . | <5 S2W HH • O . ] r-j '■*' _ . . . ■ ^ o > W. 2 'g 56 oo _ _ '■E J^/Sh °„t|Hr’ O « -r; . ! ■Sm W S gp m -3 f-i 02 ' O dpi; btp fcc r-P © op w . o p u — 1 p 0 © © © o bc2 2 P'S >3 o' ®p c gS §3® O © © © M o P'S be CM Wm U2J‘ :— ! © ~ o IS o O H-l ■" © o x dsJDJJ Xfl X ^ 2 2 Ted 2 o TN m t3 O ^ D be©p ^ TM be eaadwpH'" ! a . © ; -g So : © ® © .. _ | go 3oS 5 w 2 ^ D G © H ^ - n C3 :*S3 p © Sp p © 03 © PE p 2 §2 2% SpgaSgcS p2i|§pa CD 00 05 O H d d)DCDOCO O O O O r-l rH d d d d d d d s ij ; 5 « !Cfl,n^ O O « •918R •^aiijqix ui sgranxoA © O O to . o CM « O . o o o . lO O CO • r—i CO O O CO o o m O r-l o o o o lO o o CO o 'C68I jo ssnp m sxnapnp A'-iope-inda-id nSniPO X o o o co iC> 00 CM ' O CO Gradu¬ ated in class of 1893. •9IBUI9J j s 1 CM H CM O lO r-! o C5 o c O O CM rfi O t- •9ra | « O • O r-< CO o onno o W b - a M S G O - ^ •9[13 0X9,3; «5 w 18G 220 40 176 67 0 47 176 80 175 77 106 60 72 115 111 471 30 0 'oxuixiaj •®I*H •ajBraaj •QI'BK •op-oioj Qi •9IBH ® Kt'ilfl o • o o NMOO 1C O • O O O O O • O o • o o o o o • o ro co •9['Btn9Lg[ | •9[BH •91131110,3; ■0im aciGin ci G> » (M • t— i O Cl CO ■ Cl 5 G C3 bo .a g^a O O >5 O >5 g M rt a /) gH^ .s ® ® h S - ®R -+Z ^ - o cj <3 ,£• be*: xn S'- a 02 £ « g g | Sjooo a auu 2 a 2 £ aaa r a a _ a ? .2 - a, £|ai £ ® ® g^ — O Co 03 rO O <\ <4 O o rd 'G G ^ 2 d OX) S-§pIa G o a oM^ 2ad o © G C O G a d a g g o rH CM CO LO O t- 00 O O cc co co co co or co co r: ^ CM WfN(MC4 CM On • CC-3L-.ri”5N © © © t- C Ci ^1 LG C • O ‘O ccc- 'Ht-sr.onr.finOHr'OTf • • CQ j j T-i !?3 CO O OIOHH o t? r. h h : i h lg i-i |g|g|g||2g'ig?2giig| :g°2| ?S§§gg8p5£ag0§3§£§2ggg a«#=S3SfW8g jg°S| ° I w C,”SS r ^ • © © © © t© t-l Ol « © © © c xo o • • • o • CN C1H?§ '; © 03 • r? o ccor. ■*H : :ioo ©-Cl^i ci-d j j o o « o cm © © © GO O rf O O r- O O ■°g ooo© cor. ©C,.-.- § o • © o o CO TT'- O — — © Cl O O LGOC CLG^ C,©d^ d o © o ; © => o o o ©©©©©©© © © © © © Cl C: O O O o o ’ooo o o © © o j o o o o o c: o o o o o o o o © © © i-i O O o o O O | O -!* o o o £ ~ S 22 SS § 283 §3 £ g 2 S5S " 2 g£2g 8 § £ 3 2 § :2S£§!5C5§S^SgSSrcc§ hS cj co ?1 • -1 — 1 «© 2-s ® - is > fe ©? c > = .■„ w x ® £ © 5 i'v- -' 5 - = i= G ~ iS ^ ■S! t. t? :£££.: :j = j = ='£2r = - : -■ ? i £ *2 - ®£7,£ S S 2 -^5^4=2^11 5^2 n-= = i t ? £ ~ ^ — - ^x> 71 -7- ^ £ © £ £ ~ ~ £ <- 1- Cl ^ i ci — i— c i t£® 3 -• 111 rj, cl£ b£ § J ^c’ il -£f wH §<; l|:.. l.S £ Ill bl-r ” S iraium ■•=£ = fc> .J _• _• §^TH1>J ^ s:- = -£ ® 57 S?< = ^§1 >-. - iC £««S c . . . £•“!«*: ~ Iif== p£fif«-= l.ifif '£ = £=: : :-fc?:S .2 assess : COOCC©-''iCOOCO Ho ill s 1 1 I . - „ „5 tc C 2 2 r *•=>.§ g = S til s«'i i a . ®SI^1= , 8 alfillilllilli!! J! i|li| |i iml %sUS&*£Zi$$HsU2SiUixii$lUi£iMH£?$& CM CM CM CM C) CM Cl Cl CM CM CM CM Tl CM CM CM CM Cl C! CI Cl Cl Cl CM Cl Cl Cl Cl Cl Cl Cl Cl Fi Cl CM Cl CM Cl Cl CM Cl Cl >.o 8 ii £2 74 74 1875 Table 4. — Statistics of public high schools — Continued. 1876 EDUCATION REPORT, 1892-93. •Xjxjaqn ut soumxoA St ooo oooo .0 oooiooo .0000 ■ 0 m 0 00m 0 m 0 0 'O cm r^ 0 i-h > in 0 0 0 r-i 'CoiNn in CO rH r-l CM CO r-t i CM Hn ■ rH CM CO • CO « • CO • •8681 jo ssup ni s^uopti^s iaox'BiBdoad 9§9p[0Q IS 0 0 • ^ CQ ' 10 lO ^ 00 CO 0 7-1 CO t>COOCMOOiOO O CD l> O fO rH rH •oi^M © 00 • oomo ■ 0 'HimoTiiooo oooh© ! lOCMt- in CM .1—1 i — l H *05r-ICO«OCO CM H 00 H ■ CO GM ■ • i — 1 , — 1 i : : : Preparing for college. Scientifio course. '9p3ni9jJ « i> ! ! ! 'IOcmcmo o tH O O O O • O '• tH O O O lO • • • O CO CO o o o • • • rH CO CQ CQ O O O O -CO 'HCOOO Classical course. •opjuia^ 11 O ! CQ CQ CO O 00 CQ O O O ! O CM O O 00 rH CO loooo © O • • H H H CO 05 O O • • CM O CO CO CO O O rji in rH |HIOH Colored students included. •ainraa^j © O O i O O • O CM © O OOOOOOr-iO ooooo •91^k ao O O • O O • O H O O oooooo ■ o ooooo Students in sec¬ ondary grades. •Qinmaj CMOO O O O 00 H* O COlOOOOCMOCMiOOOP- CO O 05 00 00 HHCM CM Ht CM O CM CM CM H H H CM H CO t> rH CQ CO rH •91BK © CO rH lO lOOiOXCOO HOCMOSWO^CMiOOO H t> CO 05 CM n rH H CO iOCM rH CO HHriCOO tHHCO rH Sec¬ ondary in¬ struct¬ ors. •ejnraa^ n CM CM • HCOO^OH HnH-O ;0 • ^ rH HHM ' O •91BM h CM r-i iH • CM H H CM rH O Name of principal. w Clias. H. Morrill . 0. D. Mathewson . C. H. Willey . . Helen F. Slade . Helen 0. Rogers . „. J. H. Blaisdell . James D. Home . S. W. Landon . Miss Emma C.Sargentand John 00 05 05 05 05 0500000 OOOOO — i ,h — i r-t t-h HHHHH r-H H rH rH Cl Cl Cl Cl Cl (M (M (M (M CM (M CM (M (M (N CM CM CM CM (M CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CMCMCMCMCM STATISTICS OF PUBLIC HIGH SCHOOLS. 1877 ■ 000*00 » 10 O O O (M W O O O CO O T-I o O O 10 o o o o HOCOiO CO CO O O t>>a IS ftp 5 ft £?3 o ft _ u 0 ® is S ^ ft rP P ZD 2 © s .2 ® =8 esca M ro . cH1-3* g g . j;CQ^d . . .ft1, ,OOShiq; o o >;ft a 2 a rn O ft O 02,3 « tan : ea fc.o ■02 O ft ft bC ft © 02 ft © ■s <5 § Oh © o o ’bioog o • r— ( o o Wftigft teots fto o ®ft<| ft ft © ^ _ O ^02 bn o Soft.® oft u 2 o ® “las®* 02 ft fcCft ©ft © Oft o t>.ft ^ft a ' ■ o >? o a c cpS ft ©ft o ft ft ft 02 g'®'8DQ ft02 ^ g02ftft Rft^-S©r3^ C ©ft ft'© ftftftftftftMftftft •q be a be • cs be-q © a be • ft be bo a ft •i'aft is 0 « ftp© >' .3.2^ m - 1 ^ ta’S-S ® y §1l § 2 1 ©^ft ila • ft • %-v. 2 © a^ g« a '§ "S ft 1 o g o_S ©ft "cl O a 9 o a ft m g © ® . - . - . bf. ^ -dtH.S®© ■ _ ■ 'a « §^ft ft«1H ® g s ft c£? ft a©s-ppft ft o^l © o © ftft^' o o q £ 6 o q q 02 02 xw ©^ s , SftSi Table 4. — Statistics of public high schools — Cofttinued. 1878 EDUCATION REPORT, 1892-93. STATISTICS OF PUBLIC HIGH SCHOOLS. 1879 83S§°§g§|8§S888§i!|§|gggggaS3g|g|SS8g §11118-11111 ; r-i" oi : :*° is : ! CO ^ O00l0OO!I0 rl CM Tft'HOHTjlNL'JOS Ninon rl ClNt- ^ocao (M -NCiNHOODN^N' •3XHR NNinOHOHOCCINM' N O Tf Cl N , •aXBina^ •aiBK •aXBiua^ •3XBK •axeman •9XBK 5 OS 2 S - © 2 <_ - . ^ c3 . * 3 O +3 -r JS ■ • j: p c rr 9~ • .2 > te '> 2^!gg‘.sga2-!>§ SFsSlk^ §◄ o gs Eq w j O . 3 o • -J • ©^055, ppoo^. — ®~— •© © o © Pi pi “1 P-l Pi Pi Pa © -2 §©2323.©.': 5 6- 6.-5 5 5 © P^p^f2^C/2a2;/272 72 72 72a:72 72 72 72E/2 © P. > © X S3 c cj 5: — o*jp, ©3 "5 S go :*« isil? * *PSfng " _, © fcJD bcAl 5 o o s 9 0**3 *3 — = HNM'#inec'OOOO^Nni'inot«i)(!®OHN«^|ngi> '#3"H'iO4©©©© [ ' C O O c: O r- t- !M LO C O H nHtNtN^fNLO^COrilMrtlMH HlOMiO '^Ot>lO iO LO O CO i © © t> © © 04 lO ' CO 04 03 CO O O O o O 1 OOlOOlO COHOOOO O O O 00 o CO ■ o o o o o ooooooo ■ o ooooooo • © CQHO^OOw-CHOHHHOOH^i '(NHHHH' g : a g • cS S5.2 S.SSl! HI I w>® © g St; § Q W © -© c = £ rt £ = ~ .S 3 £ M 4 © o o o c o bJDbJC MW ^ ^ © o o o M cc M (S tJ o q aei . fl O es M >> o' ^ a © .ii c 8 £.3 ‘ A 1—1 © m M 'o bJDo M © O J-'73 W ©S ■8 .BP MM 6 b£-£ _ , o »fflOHMCOTjl COCOM^rMMMMKMMWMMMCO <3 PQ «j J .S< «-i . Om fee be MM pQ c3 OPh m © OC 00 CO CO 04 04 © 04 • © © © © © © © © © 00 iO t> CO o c ^ItL c - © 2 o M c n (OOOlfiO •S' a MM; W©HCQ • S W) © ® r_l.K o S ©s © B .r- b. MMM^ o m cc m ® © o © • c • ■ ,B O ■ 1 S • • ' w>g : : g © a : P'S § • jQ A eg ■ c -A © Swaffor licroft. . Faber., ishman . © S ScM d| £o Ms O ll5^ Smh’m d^ WCJ Sfl few ®Q © J* c © © cc © © C ^ © © m cyitfi MsMM e8 © a © © o 'S © eS ® ©■£ ©tf I e5 ©-a ; Vi > A ! © a B '05? ioMW CC © © T-i 00 00 © © 04 04 04 04 © © © © CO CO CO CO 04 04 04 04 Table 4. — Statistics' of public high schools — Continued. 1882 EDUCATION EEPOET, 1892-93. •jLiniqii ui ganiiixo A © r=t ooooo o o o o o o io CO ^ CO ci i i O « • O i O O O • • i co « • O • O • • • CM • • r— l • Cl • • III 1 • ’8681 jo sst?[0 ox e|09pn;s Ajot)OJBd9jd oSaxxoQ QD OOHOOtH O 1T5 © r-i O iH 1 OOON 1 Gradu¬ ated in class of 1893. •0X0019^ * C O (M O h l> COH'CO'H O CM 00 CM • CM • • • •9I0K « ^HCOtMlO O (MCI '-#HH OL-iOO ' Students below secondary grades. •9X0iu9j[ 1*5 * OHIO .rH LO r-i O • CM CO CM • r-l »OOCMr-JOO ^OiOXCO L- H lO CM rr lO Ol CM m CM CM r-i r-l CM •910K 14 O O r-i • CO 00 CO CO ■ r-l O CM r-l ■ O CM oc o CO O 00 O LC 00 o lOr-ir-^CO O (M CO CM CO CM Prexiaring for college. Scientific course. •9X0UI9A 2 i^OH O o t> o o ! I • O O CM •9IUM 2 00 -OlOO r-l O CO O O ' • • r-i O r-i Classical course. •9X0UI9J T*< O ’ O CM O CM • t- O O ^ ! ! r-i O O CM © i M 1 ^ • O O CM r-* | rH CM LOO^CO • • CM 00 O H Colored students included. •9X0019^ © rH CO | O O O O O 00 o o o ooooo •9X1?K X • O • O O O OOOOOOO ooooo | 111 S“ ° “ •0X0019^ Or-lLO O CM lO CO CO O LO O CM lO O 00 O XT CM *00 CO C5 r-i CM rH CM CO CM r-l CM •9X0M © OOC • P- r-i o c ^ co l> CO LO . ccoocooo CO • O r— 1 r— i CM r— 1 ^T}MN H Sec¬ ondary in¬ struct¬ ors. •9X0019^ CM CO r— 1 r-i CO O O H H* • r— ( 'CM Ht-HH • •9FK * (MrHiHtM-^ >» . CO O bt o •gwl CO ^CO J-j © ’St p "So SdS cl bfl EE 43 : 0 bJ0 * o SJ5^ rp'c 0'S © C o O « bp*- ftp oEES w d co § : £E l^isf ii”B • * K* • O *Fo ; o HOflO §co 0 43 ^ ^ 2 fcxig * cof> >S “cfi ===!!! fi^fFO'coH 0^43 © >4t| l ^ o V © g £t ©^ ® 5®sp| <1ooofl CM CM . B. Wood, A. B STATISTICS OF PUBLIC HIGH SCHOOLS. 1883 ■ 0 1 s GOO 300 1 8*Hg§MSS S|| SSiilil :§ « : 111 1 • O d Cl 0 1-1 00^0 0 '00^ mot? '< Ttc.m i 0® 0 0 ' 2 CO • 0 CO • Cl 0 0 Ron^t-HinoodOOCiTii • NM'C'f ct^o ■ C N H 0 T-l ^ • 0 00 t- 1-1 O H 0 ^ CC LO • O O Cl Cl Cl O • • dOddCDiO^O • d Cl O CO CO 335 33 ss§ £S3§ 55 °2 O Oil 0 ■ U- «OOOr^OOt^U- :5 : § 5 0 • 0 335 332 «SS §3§g O’TOCS 5 0 141 ' G> 'OOO Q0‘ O O CO rjl • ^ » O t- - rH • r-l r-t T* I 5 § 0 ! 0 00 ! 0 # 0 0 00^0 i-H O • O CO O *000^^000 3 Cl CO GC^W ro 0 0 0 CO 0 Cl — 1 ■ rH 1— : 0 j’ooocodt-oo 2 O • CC 0 ; T-l O r—i OO • O • H O O 0 0 OO OOOOt-HOOOOtHO ■go • O ■ c 0 ■ 0 00 T-l 0 0*0 i-i iH O O O O 00 coooooooo 0 — co j ’S^SS 555S32335S5S3: 8SS.SSSS*°S3SSgS COO ■ KOOOHWNrlHMON oonriHOOSHHNTft-) HHHflr-HO COr-irHCO HrtNTfnrtHHHHMHHHH NNWHHH^HNHONiiH CO 5533333 IM 3 3 3 3 3 3 3332 31 3333 Si lall; ^WOt-OOOOrJWWTi-iCO^ 3332:3355555555 Cl Cl d 03 Cl d Cl Cl Cl Cl Cl CM CM CM Table 4. — Statistics of public high schools — Continued. 1884 EDUCATION REPORT, 1892-93, •ifj'Bjqn al soranjoA © w> OlOOiCOOOOOOOO lO iOI'-^iChOOO'^lO 00 (M iO CQ CO O O 00 t-T'^T o o © o o O 1-0 O O iO Cl Cl CO 1,000 100 434 400 400 ‘£681 jo SSBp ur s^uapnjs Ajo^TjaBcIajd ©Squoq 00 T=* 1-1 : co o oo tH t> 05 ^ CO 4 10 0 O r-l O © tO C- Gradu¬ ated in class of 1893. *a[uraaj CO to r-i CQ i— i Ht>com t^C500C0t>CCCOi-H *8IBM € 1-1 o ^ CCWiO CO (M C0 'CO ' - O Cl C5 d iO o CO CO ggCX3 OOOW^O O 0C H h O C0rir-H Cl OOOOt>tOO r-OOOH Preparing for college. Scientific course. •e^Boia^ W 44 1 CO Cl oo o O rH ' •aiBK 00 CO (M lOrtO O ic O 1 Classical course. •ejuniaj H CO CO Cl CQ Td ! o 10 1 3 •aiBK © CO Cl ^ Cl O CO rH d * Colored students included. ■ •apma^ © o o o o o ■ o o o o o O O O O rH o o o o •eiBK OOOOrHO ’ o CO o o o O O O O r-1 r-l o o p: o Students in sec¬ ondary grades. •atuuiaj[ *• NMO^Ht'OOC5iftC0OMOOrJ-C3Wi0OOO050)(0N COd^OrJirti^r^»OI>nCO O O iO CO ^ Cl ^ C5 H .-Q ^ ^ d r-l •aiBR HMOOa^HOMN^Ol>iOWOOHWOiOOOt»t-^C C 33 ^ 111 Hh > s • £ ! i* j P ~ a IS it :c 1 I* J C ! C j ' ^ P >£ a ■ 1 i 1 33 ' C > AsJ S C > ZZ 3! ' t> H "S i N M a :i-5^P= s 3 ^ s S 2^ ! S- 2 a 1 ^ r- £ c . t* ;- ;p= i | 4 ; J 'r. jP- ;< 1 ! « !1 is W. S. Wilson . Miss Jean Goldsberry _ Edw. H. Griffin . Name of institution. « c c c a. \ S - do . Forrest Home High School. . West Side High School . > i 1 ) 1 c I'w c i High School (dept.) . High School . _ . _ _ i c ! ^ nc C c 'Z 3 C irz . do . . do . .In C ~ C > c c 'Z 3 C f 'Z . do . . do . . do . State and post-office. IOWA. AUoit. . » a. • a <3 P ^*c il? lop 3 • 3 • 4 j ' - l o'p 3^3 |s 3 ' rC \ :p ) l 'a ?j ic Independence . Eeokuk . TTnovville L J 4 ii 5 ■ > . > : b 3 2 fc ;*s i IS* fc ; f- 3 a a f 3 4 3 S 3 C it 4- £ : P ; C - 7 5 a ■ a : © Hl= 3^ W’5 ^1" 1 !g . = 5C il 5C d i P 5 £ 11 5C c 4 4 i-T 5,= a T 5 > )C i > 3 1 i > i 3 l \ 4 Shelclon . Stuart . Traer . QCH(NC0^lftC0t'0005OrJ(MC0^i0C0l>XOOHC'lM^ lO,OOCOCOOOCO«D^^^t-h*^t'^r^^OOOOOOOOOO dddddddddddddddddddddddddd STATISTICS OF PUBLIC HIGH SCHOOLS, 1885 175 300 200 50 100 100 200 150 800 6 100 200 700 o . D 1 : rH j i ! . « ir • > r- 5 § 500 1 i : i o o ^oo ■ rH ■ O o o o • O ^ o • rH CO CM © © © © • o o oo Noo^aoo^io woo • CO 27 7 i 00 O T^OOO Hjl © t- © rHOOO^CQrHOO o o o • o O CM ■ CM rH CM o o o o S3 8l*a6“° 83«S3a«88 * ° O r— i CO OTfOCOt- rH m © oo ‘ © 57 149 62 60 240 367 14 8 90 4 0 33 67 0 51 15 21 0 55 57 30 0 OOOH CO 00^0^ © -<# • © 13 o m o co I o ’ ! t> rJC O O *3-P O Ho!=*EmWh>Ph02^^ 11 - . .... oooca^ooooo PM 1S II ,£) © ■g « S* 63 * H! SJ «3g5J| §gll=s| s§ noooQH^jSfcfcSaaaiSH IIIIIII!! I Table 4. — Statistics of public iiujli schools — Continued. 1886 EDUCATION REPORT, 1892-93. •AjL’jqiT ut saumjDA Si 150 0 4 75 o CQ O O : •8681 jo ssup ui siuapnjs ajo juju dead aSaijoQ QO I> o lO © © © •«# © oj © © o © © Gradu¬ ated in class of 1893. •oxnuiajj; o ^ o © LOOOOW-HHOCIOH I *01 8 CO o • OHOHNNnOOHO • Students belbw secondary- grades. •axumajx; *9 Vi JO 0 30 121 230 42 -© © © ■ ©©©©©© •ainn 14 o ° £ ?2 2 5 t-H 5 e ; ! 5 xi i Henry JH. Butler . Chas. N. Murdock . Win. C. Whiting . 11 o , il t u 11 i a lv. I.b 1 J j. f 5 c i re > o c c 5 rS rs rs • 6 c © © \ c i ® Bartow High School . High School . Center High School . North High School . State and post-office. •s 1 * 1 ! if i il j Is 1 : £ MARYLAND. Berlin . Crisfiftld _ S 't il a c ;4 1 a ; « ) t i il > ;■ IS ; c lb MASSACHUSETTS. Belmont . Central Village . Chicopee . s> ►> i— o U | Holbrook . i ill f II Hi! STATISTICS OF PUBLIC HIGH SCHOOLS. 1887 CS§ 81 5°8§S SSS°°£§§ :§§glr.§§§§3 :g§ggs§ rH CX O CO L— • CO CM L- L- O »0 r-i • t-i rr r-i CO rfd CM I r-Ti-T I " 1 ;°Slll oon ~*CM ^ o -t e ci ire ^ ci o o © ! gi . . o la-^OHN D- rs eo © Cl Cl © H © ^ r- © CM « OCLtHOHKOH 'flOO HCSOH CO u- Si 00 ?ioL-rq ci HHHOr:r-OClnO!M • ^-i - © ^ 1—5 CO ^ CO © © rH CM • © © © © t> © © © © T? tH • © CM © © © © 00 © . « « :«o © • Ci O — 1 © © CO — * CM o O O tO CO H CM . o © OOCHOH ■ rH CO • CM © : © ^ O O O T- r-i O o o o oj o o = > I CM oc:S © © © © ; © © © T-? T- 1 O O | o o — © © o o o o o [ o o O O © Cl o o o | o KOO © © © © • © © © • © © • © © © © © © © r. c :w n ?1 n r^i ^ ." 1 SSS2®S3 nO^D“"t'Ht' • O r-i ■ :l L*. o T— ' HHriO 6 = <3 S ^ 32 § ^ 6^5 O^^HRO&i4bS I dec 1 1 til SI — -3 a C C c J1 c — — — c — cr ^ t£ ; ; g t£ l! if :§ : ',3 0 .CO ■ _= • \£ : Sf!!|l§! •^_CC_CC^CCCCC-^-^;-^-^J-=-^C_CC_CCCcO -1111 ll ll 1 ~ ~ ~ r— • ■ • * • t * i i . 2T ^ m ' ' ^ C C C C o o -- — — — — — -c fcc 11 SI c p 3 Sfefcoaa-Sj 2 -£.5^5 8^ a H £ cS cl® §0 Ifl- il! && II pr 21 s = ;-;5?s £ £2 ? S ? g © 00 LO r-i CM ^©^LO © © ^ © rH O OO-^MNO'di •oi«K © © ^ © CO ^ © © © CM r-i© CO © rH CO LO © 03 Students below secondary grades. •oxnaig^ 13 J3) 450 351 78 CM LO t- CO T— 1 © H Cl lO LO ^ H ©CM CM© • (M ^ t- oa CM L- © r-H © © ^ .LO© r-i CO rH rH rH • tH •aX^pt 14 © CO © »C(Nt> CO © © LO © CO CM © © © CM © © © tH © 00 00 ! LO 00 CO CO xtf © © r-i ©©COCO • lO 00 rH (M r— i H * rH Preparing for college. Scientific course. •9XBUI9J W ■ © © CQ © © © LO © 3 A O d ' S ®TJ.£ £ us & 4? ^XBcaa^ o OO =3 % . 3 N 6 \ . q .q • . s- • O Ho U N 'J2 > M £ q ^ S§§ .ti P O o p o W --5 O M © qq ce'g>'GGCG 0 0 2=)’03 © .2° S ^ ^ .21 MM^£m o o o o o • *3 . a . Cvi I i! a !£fSig^ £3 : : : S to 2 i|©3 = i-a l ®'k o © a s^Ssm • © qqJ ©24 £ £‘13 O rt 24 % g EM ®r3 l> 00 © © rH (M CO © © © © o o © LO lO lO CO CO CO CO CM CM CM CM CM CM - o o • • © lO » • © © © i-O CO © «—» O CO o t> © o © fflOOnHOOtOCCO © H CO | OSHH • iO © © l>- © CO O CJ H CO CO iH ia -# choiopsnmot# * co © CM CC • © ^H© • © ^ CM t> — 1 ONiO °IS 1- So°£?§ :°S2° CO r-i • CM r-l 55 47 209 130 8238 C- lO CO © © © © s§ is Is 1,200 52 So°o5o °2g° 57 54 191 100 o © © ^ CO 00 g5 00 o o © © 23 :§ © lO I o O O O ^ CM Ort ■ o OrtCHrt 3d © © © co © O O rH o © ^ © co co o o o o o © © © • © © © o • o o o © o o © 83S §S3i OjflOC^ oo • 3 Cl 883 OOCOH^INHH • r-i H d H CO iCJ^HOHCOrtHrt HHHH I l,s ^13 1»3 ◄s' sp,£ ;£ >> s .... „ 5- l!§|^!p •S'lS . SjswhIIsIh* ii i ? 1 to * if 2 ; £ : 2 : s :■§ : ill $3*5 1 Oi &H-d a^c.2 II Nil ^Js'S IS £'© -- P$£ ^ 5 ^ lit - o i i ! i : \%o& ! as.a.a.S.S.a c~ __a I § .1 _ ji I w £ a o a d § : I J ' 53 o >i>i ® s s a J2 o ii§ II & * >» - o oj 3 II a a lt3 . all s-lsg *3, Slllllll.il g.ss: ◄◄hwomms** § o i S c ta ■ -£ 1 :-2i s 111 I i o *43 5 f |i llll §| : : SlS.1| 35iS' t>s I . 9 Q"< 113^ J 21 a :a a 3 s^g gg iSsliiiiii CM CQ CM CM CM CMCMCMCMCMCMCNCMCNCM ED 93 - 119 ii mi mu ii in Table Statistics of public high schools — Continued. 1890 EDUCATION -A.iB.iqtx nr sarnnxo^y a 1111 111 !° glssSlisIsHlS 0 CO r-T j rH r-T r-T r-T ,-T r-T •£68I jo ssnp nr e;aapnxs AjourxBdajd oSoxxoq * T— 1 ■ O CO CO O CO t-lOOOMMOHOON rp O O Gradu ated in class of 1893. •oXBiua.g; S HOil CO^N(NOlOOOgCO(NO O •apK ^I>OH COL—'#M WlOiOOHHNOrt^MlMO O Students below secondary- grades. ‘oXBuro^; « 110 190 50 180 86 27 140 19 II s •3IBK 1 4 §§£§ ggg^ TP r-l • r-l rH iH Preparing for college. Scientific course. •OXBUID^ ** M °S ©> © O ONOCOWOH^ON -O O •0X*k « s© : s ® don . it ton . )d ward . r . islier . iden . dl . Gorth . ester . 1 ® Sj « Jl i IP! fans ^2 Eqr^ 5 af*S£B !pqWSo| zHiS^ JJ IS 115* § ■g **'8 >5r^ ' >5 S3 P g §^S§§ .a q .^j_| 3 £ J a 'as 'rrt2^'=l os^P*-1 ©Prc g>2o^>|!fii2 c.2cs = ss®^ c-r coycc2 ass'=0^X0? O O OtPO O H< O ■ o T-H O O 10 O O 00 o o O O CO o O CO T* h- o lO (M !M O O O CO ^ ^ o o o o o o o O O O rH O (M O o o • o O -.© ^a,©; a ©s £23 a© Po o-h a ct 'a ® cs £ a © . £ S3 b ro a =s p Oh a.2E © rt ©3 a fl ® £ s-p ^®3 a 2 ^ 2 'C ^ CWHH; 2 >.j3 *3 a ■ © © -o ^3 £-3 8S Ip4 a o © °33 ©£^2 Smjf 3 rt a © o rrt ' ! 3 'S ' S a >> : g a2 § a©-^cte— ©S © -a ©r-H S3'© 5 t^S ■-;®«©©ar©!S'o «MpqWSOOOO A3 © 2 cc3 o ofi a ©* a n sg P H fl 3 © sa > ©Cfi S3 S3 § 6 © Sr© 3 >»' X ^ > . -X*r4 ©a©©csaa2pp-g.P3 poooEHwawa^w^ 3P 2 2 2 5 CCS £ I aodccxcccca: § .2 g g C?« a s w> c >■ a © © -a E-i H CC^ "> tD §| X r-2 © hOOOCHWWHOO O O O l- G D' r- L- 1^ ooooooocooo rH CO C'J CO ^ CO Students below secondary grades. >3 m 0 88 Oil 0 © lO CO © ^ CO ■ oc t>- • © ' © i i • ^ UO O lO Classical course. •9IBUI9J © © i-i o I c ) ■ o > © o o •91BK © © CO © rH o 5 c 3 • © ■ © © © • © 1 O © © © T— i (MOO ■9IBTC X © © © © r- © © © © © © ’ C > © © j © I 0 0 0 0 i£ t< : L' 1: ! : : 5 ' ' lsse i||i j 1*f 1 i i " :p ip l! jr- Ic ■ ; i i\ jp?*1 >dp ■ 1 • b : : >J ± : £^4: MK 3 5^? 2 :dt Sr i • ! : c ; ®.l i jigs m sii Emma Loyster . \V E 7iimlirn \i ll !p !p ■ < ii l„ 1 ij It. M. Geddes . . . . . J. C. Lange . Name of institution « j £ | j | : ‘ c c : n - n c — c rz : c ] 1 J : ^ : jz High School . .!!!!!!"'. . do . fin > c ! ^ c 'C o c rs ^ . do . High School (dept.) . High School . . do . . do . . do . o c ~ rz ! C ; rz ' c ! - . do . . do . 1 1 .1 P ENNSYLVANIA. Ambler . Uai'TI VI 11 Pi ) \i \£ a c 4 C ) a i « G )C |] jj £ j] 1! Mi. iJSj IIII llll : Dunmore . . if ;ij UiU ios-Ti Hokendauqua . Honesdale . . Livernool . \l ’ u\ L || ifz c . — l« |5 II Northumberland. . . . Scranton . 1111 min STATISTICS OF PUBLIC HIGH SCHOOLS. 1893 (M • O OO ^ lO O O O .in o o • o o o o o o . lO^OO' CO CO 05 05 00 <£> (M CO O O CO TH • O ' U- O in oo co .05 o o i- o o m CO • O © rf >> | , ® E3 o o o’ c« on co¬ rf^3 &cn < r,HP'0'4^M Q* p o d«2 6 a bb rf o ai ft © M ®.§Jk? ?^m|6 rf &jcn=s g S&S’Sj OOHNNlMnMONIMrtOH HTfHC'l'^Oi o c ft • k o, ■ i a - be'© oSsWms? O O K ^ . _2 0) o © • p p p . . -o . . rf ^ © a W . n . . k. o P © e ^p4 o o rfrfrf be © s§ i Orf 2 , .2 ,m» © o o © hj ^ o o "Orf © rfrfrf §=3.S> ^eqW a © rf 'o o rf . O +-> itl 0 +a xj rf bC m be IlsafU •St d 2 » ®rS ■g c3 S.g O.Srf «2 m H H ^ ^ ^ M O o O li be be Jj} PI t» rf ® 9 d S, cs rf 2 © Mo o grf s © a © © cs pi PQWrfOO! © rf Plrf J § Pi -ft iS © t5 O - .9 N g rf rf rf I ^bsSfto00^© <1 PP fi (rf ^ ft ft H pi © o w T - g3 ® s’S.§3’oa ®'CrfSrf«©'S>agaofl 'grfrf s g *■£% I a m-§ <1MOOOQOWWHPPP^ in C L- 00 05 T-Hcqco^mcot^oo m m m m io m m io l>- t>- t>- t>- L'- O- t>- 00050HCl LQCOOcocicocOO!OCO^t-l>t> Table 4. — Statistics of public high schools — Continued. 1894 EDUCATION REPORT, 1892-93. •Ajreaqix nr soumxo^y © T=4 O m OOinm OOOOOOO ooo CM O^CMCMlOlMOiOCOiO CO m CM rH rH Cl HXH OOO O CO CO •C68T jo esiqo W e^napn^s A'ao^BJBdaad aSajjoQ O CO O O CM C- C5 CM O CM CM - O O Wt *-< o m »n o o o CM t>- CM CO CO Preparing for college. Scientific course. •axnuia^ « * o rH O o m 16 1 11 ooo o m o •oibk « o CM O o o mom O O CM ^ CM CM .Classical course. •axnraa^ tH X O X — 1 © io«icoooo ^ o 1-1 o ^ o WH mCM^OWHiOCKMH CM rtf Gi rH •aiBK © LOOOO HHOCOOWrtOCCOrJf CMOt^OOOO H CM H r-iH^^rlH^CMCMH CO B- r-* CM Sec¬ ondary j in¬ struct¬ ors. •axeman; i W hhn hohnninnhh > n oononr-n •axnpi; HHM HHrlHHrtHHrlHH HrlNWOOH Name of principal. W f- « C £ J* P « s- pc WikliffOwen . C. 1’. Hudson _ Elmer E. Howard . E. W. Benedict . Geo. Sherman . Clias. J. Bullow . Chn.s. Pnltnnv _ .. . Jesse A. Ellsworth . Geo. E. Jolmson. . A.Armaguac, Ph. D . {> ■ c >C ifc T. H. Atliey . B. P. Willis . J. S. Simpson . A. P. Balling . Col. E. M. Morrison . J. A. Livesay . Name of institution. *\ <£ fc © C C Normal High School . HiVb School _ > *3 ! ) o . 1 1 ) o • ! = 0 ‘fcjo^; i W : Black River Academy . High School . . . Mi ssisquoi V alley Academy . High School . . do . . do . _ do _ _ c © High School...... . . . . do . . do . Academv _ _ High School . .....do . . do . © o o o a c3 O -£> Xfl i" Texas — continued. Peaster . . Queen City . Terrell . VERMONT. Brandon . Bristol . Enosburp- Ealls . Ludlow . Middlesburg . North Trov . Rutland . Springfield . Vergennes . W allin pford . ! i > U °§ u © £ VIRGINIA. Aldie . Fredericksburg . Leesburg . Lurav . Petersburg . Smitlifield . Spring Valley . CO^iO OOOOOOHWMi'inO t-OOOCHNM t>t^or^xoooooooooooo X 00 oo OJ O) c: 05 t- i- t- i- c** l- i'- t>- r- 3"|” <1 H .Sf'3 y ^ 23 m -5 • tz W 5 C-1 N k:k: £ S . . §« .13 * . CQ ^ 42 "3 be o CQ O °r4j ° 13 .rt®13 o o o 42 ©43^^^ ben oe W^W oooooooooo ,or^'wrwrdrc;,33xsrc5r3 Hi ® Bt«.2 23 c2 cM s-gsiesaKSgss* r-> RJ3 u o © o o 0^2 Sag © H <©[> OCQP 05 05 L- t— ILLINOIS. 219 Albion . j 220 Alton (219 East Fourth st.). 221 222 223 Bunker Hill . 224 Bushnell . 225 Chicago (2141 Calumet ave.). 226 Chicago (Wabash ave. and Thirty-fifth st.). 227 Chicago (479-481 Dear¬ born ave.). 228 Chicago (247-249 Dear¬ born ave.). 229 Chicago (2101 Indiana ave). 230 Chicago (5000 Lake ave.). 231 Chicago (38 Scott st.).. 232 Chicago (2535 Prairie ave.). 233 Chicago (2334 Wabash ave.). 234 Chicago (222 Ashland boulevard). 235 Dakota . 236 Decatur . . 237 El^in . . . 238 Fairfield . 239 Geneseo . 240 Godfrey . 241 Greenville . . „ . 242 Highland Park . 243 Jacksonville . 244 Joliet . 1 245 Kankakee . 246 Knoxville . : 247 Longwood . 248 Loxa . | 249 Marissa . i 250 Mount Morris . 251 Onarga . i 252 Ottawa . | 253 Port Bvron . 1 254 Springfield . i 255 . do . 256 ! . do . 257 Sycamore . 258 Toulon . 259 ! Woodstock . John. Winterville Academv . i G. B. Atkisson. Ursuline Academy of the Holy Fam¬ ily- The Union Academy of Southern Illinois. Jennings Seminary . Bunker Hill Military Academy . "Western Xormal College and Com¬ mercial Institute.* Dearborn Seminary . Dela Salle Institute Girls’ Collegiate School. . . . Grant Collegiate Institute ’ president. Mother Theresa Gillespie. J. W. Stephens . Rev. C. C. Lovejoy, A. M., president. Rev. S. L. Stiver, A. B., A. M. W. M. Evans . Mrs. Jennie F. Pui’ington. Brother Pius . Miss Rebecca S. Rice . j Miss Marv A. Mineah, A. M . . ! The Harvard School . J. J. Schobinger and John C. Grant. Kenwood Institute* . Miss Helen E. Starrett, Miss Annie E. Butts. Kirkland School . The Lorin g School * . St. Francis Xavier Academy. St. Margaret’s School . Miss Elizabeth S. Kirkland. . . I Miss Stella Dyer Lorin or.... Sister Mary Genevieve Gran¬ ger. Miss Virginia Sayre . College of northern Hlinois. . . St. Teresa’s Academy . Elgin Academy . Hayward Collegiate Institute. Geneseo Collegiate Institute. . . Monticello Female Seminary . . Greenville College . northwestern Military Academy _ Whipple Academy . . . . St. Francis Academy . St. Joseph’s Seminary* . St. Alban’s School . Institute of Our Lady of the Sacred Heart. Lee’s Academy* . Marissa Academy . . Mount Morris College . Grand Prairie Seminary and Com¬ mercial College. St. Francis Xavier's Academy . Port Byron Academy . Bettie Stuart Institute . Concordia College . — St. Agatha’s School . Waterman Hall . . Toulon Academy . Todd Seminary * . . Rev. H. L. Beam, president _ Mother Teresa . Alfred G. Welch . A. A. Kester . Rev. Korbury W. Thornton, A. M. Harriet Xewell Haskell . Rev. Wilson T. Hogg, pres... Col. H. P. Davidson . Rev. Joseph R. Harker, M. A. . Sister M. Stanislas Droesler.j Sister St. Zephyrine . Arthur H. Xoyes, B. A . j Mother Pacifica . j G. W. Lee . Frank E. Dean . J. G. Rover, president . Rev. S. Van Pelt, A. M., D. D. Sisters of Mercy . S.L. Unger, A. M . Mrs. A. M. Brooks . Prof. R. Pieper. D. D . Miss D. Murdoch . Rev. B. F. Fleetwood, S. T. D. . M.H. Frank, M. A . Rev. R. K. Todd . Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1905 and other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. -Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. >5 1 £ j 6^ & ,2 S © 6 r3 a © £ _© "3 4 a © ft ,1 1 "3 £ r© ft © * 1 I o' 3 l-L © 3 S 3 g © : i ^7 © % : ■§ 4 5 6 7 S 9 io 11 12 13 14 15 16 17 IS 19 20 21 R. C . 0 2 o 38 0 12 ; 0 | _ 0 G 400 1 1 18 24 .... 3 4 0 0 25 30 i 1 3 0 : M.E. So . 1 1 23 14 0 0 4 0 ; 0 0 37 31 ! 1 0 11 10 6 8 ; 7 0 18 10 i 1 3 1 j 3 . 3 0 44 70 ! 0 o ; 3 3 1 0 800 R.C . 0 2 0 35 0 o 0 15 j 0 0 ' 0 40 0 0 2 2 30 33 3 j 0 0 0 3 M.E . 2 4 30 41 o 0 7 j 8 12 54 45 3 5 600 2 2 40 8 o 0 5 5 3 3 3 3 1, 000 8 6 345 3441 o 0 0 0 5 ! 10 ' COO 0 7 0 62 o o 0 15 i 0 ! 0 0 38 100 R.C . 4 0 140 0 0 0 18 0 5 : 0 120 0 25 0 0 : 0 200 Eon sect . 1 3 0 43 o 0 o 15 21 46 0 7 o . 3 , 2, 000 Eonsect . 0 5 0 75 0 0 0 0 0 ° 10 25 0 4 0 i 5 1, 000 Eonsect . 8 1 ! 100 0 l 50 0 25 j o 50 0 20 0 11 0 0 5 0 85 0 12 0 40 0 12 o 20 500 0 0 64 0 i 0 0 3 0 10 0 3 o 1 1,000 Eon sect . 0 2 0 ! 64 0 5 25 23 .... R.C . 0 3 o ; 60 0 ' 0 0 30 0 30 ; 0 260 o 8 0 ; o 5,000 Epis . 0 2 0 61 0 0 0 0 0 4 6 15 ’ 0 11 0 i 200 Reformed . . . 2 0 22 ! 25 1 0 7 7 1 0 550 i R.C . 0 1 0 1 25 0 0 100 135 , 0 0 : 400 Eonsect . 5 2 120 70 0 : 0 8 1 25 5 15 13 6 4 12 6 Meth . 3 6 85 50 15 4 20 8 j 0 0 : 12 4 1, 500 Presb . 5 4 59 51 ' ‘8 ! 4 o o 9 11 5 2 300 j Eonsect . 0 14 0 150 1 0 ' 0 | 1 .... o o 0 14 1 ij ooo ! EreeMetb... 3 3 34 47 1 0 0 0 ! 3 1 o 6 40 ; 42 0 0 0 0 ’600 Eousect . 3 1 49 0 2 0 | 5 o 10 0 4 0 4 0 400 Eonsect . 7 0 99 0 0 : 0 21 0 60 0 28 0 27 0 23 0 500 R. C . 0 1 0 5 o 0 o 65 ° 1 o o R.C . 0 7 0 217 o 1 0 0 90 630 Epis . 4 1 48 0 1 0 • 6 .... 0 j 12 0 6 0 i 1 0 1 0 500 R.C . 0 4 0 48 0 19 0 1 60 o 2 o 11 2 500 Eonsect . 1 0 15 18 ! l o 1 2 j X1 l 2 1 ' 0 0 0 0 0 | TJ. Presb _ 2 0 23 21 0 0 1 1 20 , Dunkards . . . 5 1 112 84 i 30 18 30 27 0 o 32 16 22, 500 M.E . 4 5 130 134 1 0 1 10 8 1, 000 R. C . 0 4 0 70 0 0 i 0 0 0 0 0 110 ° 0 0 0 500 Cong . 3 1 9 58 0 0 0 0 1 12 0 0 o 2 0 0 150 Eonsect . 0 4 0 74 o o o 12 10 19 o 5 o 1 200 Ev. Luth _ 3 0 100 0 3 0 0 0 100 0 0 0 29 0 53 o 2, 000 P.E . 1 4 o 44 0 0 o 2 3 15 o 4 o 3 400 P.E . 1 3 0 36 0 2 0 39 o i * 13 2, 000 Eonsect . 1 1 13 21 1 0 0 4 2 1 5 15 7 1 2 1 ! 2 50 Eonsect . 3 1 13 0 1 0 0 0 0 0 1 0 1 10 0 i 1,000 l ED 93 - 120 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 2C0 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 291 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 EDUCATION REPORT, 1892-93. Table 5. — Statistic# of endowed academies, seminaries, State and post-office. Name of institution. 1 INDIANA. Bloomingdale . Borden . Fairmount . Fort Wayne . Indianapolis (783 North Delaware st.). Indianapolis (343 North Pennsylvania st.). Friends’ BloomingdaleAcademy . Borden Institute . . . Fairmount Academy and Normal School. * Westminster Seminary for Young Ladies. Boys’ Classical School . Girls’ Classical School . Indianapolis . _ do . . . Laporte . Lima . Michigan City . Notre Dame . Oakland City . Plainfield . Rensselaer . Rush ville . St. Marys . Spiceland . Terro Haute . W estfield . St. John’s Academy . St. Mary’s Hall* . . St. Rose’s Academy . Howe Grammar School . Barker Hall . . St. Mary’s Academy . Oakland City College . Central Academy . St. Joseph’s Indian Normal School. . . Rushville Academy and Musical In¬ stitute. St. Marys Academic Institute . Spiceland Academy . St. Joseph's Academy * . "Union High School* . INDIAN TERRITORY. Bacone . Nelson . . Yinita . . do . Wheelock . . . IOWA. Ack worth . Birmingham . Boone . . . Corning . Davenport . - do . Decorah . Denmark . Dubuque . - do . . . . . Emmetsburg . Hartland . Hull . Iowa City . . . Iowa Falls . Le Grand . . do . New Providence . Orange City . Osage . . . Pleasant Plain . St. Ansgar . Salem . Vinton . Washington . Waukon . Wilton Junction . KANSAS. Atchison . Eureka . Glen Elder . Indian "University.... Spencer Academy Willie-Halsell College Worcester Academy. . Wheelock Seminary.. Ack worth Academy . Birmingham Academy . Sacred Heart School . . Corning Academy . St. Ambrose College . St. Katharine’s Hall* . j Decorah Institute . Denmark Academy . Miss Horr’s School for Girls . St. Joseph’s College . . St. Mary’s Academy . . . Hartland Academy* . . Hull Educational Institute . Iowa City Academy* . Ellsworth College . Friends’ Academy . Le Grand Christian College . N ew Providence Academy * . Northwestern Classical Academy .... Cedar Valley Seminary . Pleasant Plain Academy . St. Ansgar Seminary and Institute.. . Whittier College . - . Tilford Collegiate Academy*. . . Washington Academy . Sacred Ileart Presentation Convent . . Norton Normal and Scientific Academy Atchison Latin School . Southern Kansas Academy . Grellet Academy . * Statistics of 1891-92. Name of principal. 3 Andrew F. Mitchell . J. G. Scott . El wood O. Ellis . . Miss C. B. Sharp and Mrs. D. B. Wells. L. R. Baugh er . ThcodoreL. Sewall, A. B., LL. D., and Mrs. May Wright Sewall, A. M. Sister Superior . Rev. Geo. E. and Mrs. Swan. . . Sister of the Holy Cross . Rev. C. N. Spalding, D. D . Mrs. A. B. Johnson . A. D. Williams, D. D. . Robert L. Kelly, Ph. B Andrew Gietl . D. Graham, A. M . Sister M. Albertine. . . J. F. Brown . . Sisters of Providence.. A. V. Hodgin . A. C. Bacone, A. M. . . . W. A. Caldwell . W. E. Rowsey, president . John McCarthy . R. C. Robe . E. W. Beard . . J. Wesley Wolf . Sister Mary Modesta . Rev. T. D. Ewing, D. D . Rev. John T. A. Flannagan . . . MissE. A. Rice, A. B . J. Breckenridge . J. F. Morse, A. M . Miss Harriet H. Horr . Rev. M. Cooney, president - Sister Mary Agnes . H. Etta McCarroll . W. W. Cook, A. M . R. S. Galer, A. M . C. W. and M. H. Lvon . John H. Hadley, A. B . D. M. Helfinstine, president. . . Charles B. Newby . Rev. James F. Zwemer . Alonzo Abernethy, A M.,Ph.D C. E. Woody, A. B . K. Lokensgard . Rev. Levi Gregory . T. F. Tobin, AM . J. T. Matthews, A. M . Mother M. Presentation . Stemen & Lang . Carlton A. Foote . Rev. E. G. Lancaster, A. M - J. W. Marshall, B. S . | STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1907 and oilier private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in- i struct- | ors. | Students in sec¬ ondary grades. | Colored stu¬ dents in¬ cluded. • Clas¬ sical j course. • Scien¬ tific course. 1 .Students below secondaryj grades." College Gradu- prepara- ates in torystu- class of dents in 1893. i class of 1893. Volumes in library. ■§ 3 •§ d d s w j s j •3 I © ! © r© ! 4 ! A I © r4 © 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 31 Friends . 1 2 20 13 0 0 J J 5 3 5 3 ! 500 260 Eonsect . 2 I 59 75 40 ) 35 50 i 9 ! 15 | 25 ; 15 11 30 ! 18 15, 3S6 261 3 3 62 1 1 1 3 6 | 0 1 43 ! 1 45 1 i 7 1 300 262 Presb . 1 4 0 76 0 0 0 4 0 I 0 ; i 4 4 1 21 0 1 2 ’ 2,000 263 9 0 21 0 o 0 10 o 2 0 2 o 264 1 0 96 o 0 o ! 80 o 11 ; 0 40 265 R. C . o 2 0 0 I 35 ' 0 250 0 4 j 0 1 5 375 266 Epis . 1 4 0 40 0 0 c | 16 ! 0 ! 4 j 260 267 Epis . o 9 0 0 15 o 1 30 0 io ! 268 P.E . 1 1 47 0 0 0 6 I 0 8 j 0 6 0 i 3 0 3 j 0 i 600 269 Epis . o 1 12 12 1 5 ! 10 7 2 3 1 2 : 3 1 100 270 RC . 0 7 0 100 0 35 0 j 156 0 8 : 4, 975 i 271 Gen. Bapt.. . 5 0 67 36 0 0 2 1 0 18 | 5 j i 1 0 0 0 i 0 ; 3,000 272 1 2 38 44 4 I 10 8 8 ; 5 4 1 500 973 R. C . . 3 0 34 0 0 0 0 0 o ; 0 40 0 6 0 100 274 Eonsect . 3 1 19 50 4 1 2 0 i 0 2 o 2 4 ! 0 i 80 i 275 ! R. C . j 0 ! 2 0 150 0 0 0 ! ° ' 0 ! 0 1 ! 0 ; io ! 0 7 2 l 276 Friends _ o j 2 i 54 41 0 0 o o X 3 ' 2, 000 277 R. C . i 2 ! 5 10 16 ! n 16 ’ 200 278 1 1 20 1 40 1 0 2 i 0 48 0 - 1 3 300 279 Bapt . ! 2 ; 3 36 j 31 ' | 15 10 3 ! 0 700 280 Presb . 3 0 47 i o o 0 i 10 0 j i 10 ; 0 60 o o i 0 I 1,000 281 Meth. So _ 3 4 i 80 60 0 1 o | 28 32 0 ; i 2 1 282 Cong . ; 2 1 j 14 1 7 ! 0 0 3 0 j 0 0 63 85 1 2 1 0 300 283 Presb . 0 | i 2 ! 0 i 18 0 ! o 0 6 0 1 0 o 41 o 3 800 284 Friends . 1 2 2 50 ; 26 1 3 3 15 19 1 o 3 o 300 1 285 Eon sect . 1 i l I 11 j ll 1 1 1 5 g I 11 6 o 0 o o 300 286 R. C . 0 ! 2 ! 5 ! 30 ! o 1 o 0 0 ; 0 0 30 50 0 4 0 ! o 90 ’ 287 Presb . i 2 1 1 30 13 20 ! 8 15 0 1 io : 49 10 1 1 7 l 500 ] 288 R. C . ' 4 0 90 0 1**6* **6* 0 0 0 0 0 0 3 ] 0 0 ! o 3, 000 •289 P. E . 0 7 0 50 ! o 6 o ! ! 40 o 8 0 1 8 800 ' 290 1 1 44 j 39 1 1 1 212 ■ 16S 9 o ! U 1 8 291 Cong . 1 ! 2 25 29 0 0 3 j o 1 0 1 0 ** 6 0 2 9 J , 1 1 I 0 400 292 Eonsect . 0 ! 2 0 , 14 0 0 0 0 o 1 0 0 3 o 0 I 0 0 200 , 293 R.C . 6 0 125 0 0 0 0 1 ° 50 0 0 0 5 0 i o 0 3, 000 294 R. C . 0 i 4 9 80 too 1 3 o o 125 295 Eon sect . 0 i 17 14 3 I 1 15 16 3 3 4 3 300 286 Cong . 3 I i 34 38 I 0 j o 1 6 2 4 4 , o ' 90 1 \ 1 1 300 , 297 90S Eonsect-.... 1 5 i 5 175 1 120 1 10 20 1 r n n 1 90 1 ^ ! ! 4 S 6 137 | 136 4 8 6 6 5 U 2 14 6 -U 1 o OUU 500 £vo ' 239 Friends . 1 1 15 ! 14 ! 0 I 0 2 3 0 0 : 25 3 3 4 i 2 u i 3 ! 500 300 Christian . . . j 2 S i 17 7 0 i 0 1 5 0 1 3 1 20 i 12 6 ! 8 i 301 Friends . 1 2 1 27 ; 23 J 0 I 0 6 7 0 0 4 1 4 260 i 302 Reformed . . . 3 I 1 46 j 20 44 15 o o 5 6 ' 4 2 ! 2,500 ; 303 Bapt . 1 3 ! 4 80 ! 60 ; 0 j o i 5 15 4 , 4 : 4 1 304 Friends ...... 1 i 1 16 J 15 0 ! o 0 0 I 4 2 37 20 i 2 1 2 1 0 600 305 Lutheran. . . . 5 0 ! 104 41 8 2 0 0 8 1 300 306 Friends . 1 I 1 | 22 i 20 1 0 0 0 0 0 1 307 4 4 : 183 138 1 12 13 i i 8 | 1,000 j 308 Eonsect . 1 3 ' 1 i 73 i 75 0 i 0 1 0 0 j 0 0 0 o - 4 i 309 R.C . I 0 2 : : 1 25 0 0 3 i 1 35 I 45 1 310 Eonsect . 2 1 71 20 ! o 0 I 20 j 30 i 20 21 0 0 1 311 1 1 1 8 1 13 312 i 313 Cong . 3 3 1 23 35 o 0 j 0 1 1 3 j 3 i 18 15 2 4 1 000 J Friends . 1 i 0 ! 8 | 7 0 ! o I 0 : o 1 0 , ! o 1 14 27 1 1 . 0 i 1 1 1 o ; ’600 j 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principal. 2 3 Kansas — continued. Halsted . JBLesper . . Hiawatha . Lincoln . McPherson ... Morrill . . North Branch. Osage . . Salina. ... - Mennonite Seminary . Hesper Academy . Hiawatha Academy . Kansas State Christian College . McPherson College . . . Morrill College* . North Branch Academy . St. Ann's Academy* . St.John’s School . . Stockton Tonganoxie . Washington Wichita .... The Stockton Academy . Tonganoxie Friends’ Academy . Washington Friends’ Academy . Lewis Academy . Rev. Cornelius H. Wedel . Theodore Reynolds, A. M . Alton H. Cowles, B. A . Rev. E. Cameron . S. Z. Sharp. LL. D . E. B. Hutchins . Henry H. Townsend. B. S . Mother Mary Catharine . Walter M. Jay, A. M., head master. Rev.F. E. Sherman . O. E. Dixon . H. C. Fellow, A. M , Ph.D... James M. Naylor, Ph, D . KENTUCKY. Bardstown . Bremen . Buffalo . Burkes ville . Cadiz. . . . Cecilian . Columbia . Covington . Cynthiana . Elkton . Gethsemane . Greenville . Harrodsburg . Henderson . : . . . . - do . Hickman . Jackson . La Grange . Lexington . . do . Louisville . . do . Maysville . Mount Sterling . . do . Nazareth . Owingsville . Paris . . do . Pikeville . Princeton . Russellville . St. Joseph . Sharpsburg . Shelby ville . . do . Slaughterville . Sturgis : . Taylorsville . Vanceburg . "Versailles . Male and Female Institute . Bremen College and Perryman Insti¬ tute. East Lynn College . Alexander College . Cadiz High School . Cecilian College * . . . Male and Female High School and Business College. Notre Dame Academy . Rugby Preparatory School . Smith’s Classical School . Vanderbilt Training School . Gethsemane College . Greenville College (ladies and young men). Harrodsburg Academy * . . . Henderson Female Seminary — . . Henderson High School . Hickman College * . Jackson Collegiate Institute . The Funk Seminary * . Alleghan Academy . St. Catherine s Female Academy . Kentucky Home School . Louisville Training School for Boys.. Hays wood Seminary . Goodwin’s Male High School . Kentucky Training School . Nazareth Literary and Benevolent In¬ stitution. Bath Seminary 1 . Miss Tipton’s'Select School . W. L. Yerkes's Private School . Pikeville Collegiate Institute . Princeton Collegiate Institute . Miss Sevier’s School . St. Joseph's Academy . . . Sharpsburg Male and Female Academy Sampson and Scearce Academy . Science Hill School . Van Horn Institute . Sturgis High School . . . Spencer Institute . Riverside. Seminary * . Rose Hill Seminary * . * Statistics of 1891-92. R. H. Stone . I. C. M. Elenberger, B. S . H.C. Wilson . M. A. Co’ton . H. O. Snow . H. A. Cecil, president . W.H. Carney, B. S . Sister Superior . K. J. Morris, A.M . N. F. Smith . . R. E. Crockett, B. A . D Beaufort, B. S . Mrs. Sarah T. Hall . J. H. Strickling . Miss Susan Starling Towles.. Miss Annie Starling . W. E. Lumley, Ph. B . EugeneP. Miclfel, M. A., D. D. John W. Selpb . A. M. Gordon . Mother M. Cleophas . Miss Belle S. Peers . H. K. Taylor . John S. Hays, D D . . M. J. Goodwin . C. W. Fowler . Mother Helena Tormey . R. J. Babbitt . Miss MariaS. Tipton . W. L. Yerkes . Miss Katharine B. Vreeland.. Rev. J. Shepard Bingham . Miss Elizabeth Sevier . Mother M. Florence . Miss Fannie B. Talbot . Geo. L. Sampson and Geo. S. Scearce. W. T. Poynter, D. D . Leon B. Henry . C. B. Hatfield . . . Rev. Geo. C. Overstreet . Lawrence Rolfe . Mrs. G. B. Crenshaw . STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1909 and other private secondary schools — 1892-93 — Continued. [Religious de¬ nomination. Second ary in- struct- ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas sical course. Scien¬ tific course. Students below secondary grades. 1 College | Gradu- prepara- ates in tory stu- class of dents in 1893. class of 1893. Volumes in library. ■ Male. Eemale. Male. Female. Male. Female. 6 3 A '73 | & E 6 0 38 0 o o 9 0 6 0 11 0 3 0 500 Cong . 1 2 17 42 1 0 3 1 0 3 12 27 1 5 8 1 0 800 2 1 45 30 o 0 1 12 10 0 4 400 [Friends . 5 3 60 59 0 0 2 i 0 6 i 2 38 45 i 15 2 2 2 500 Presb . 2 2 58 52 0 0 19 6 25 20 60 64 6 5 6 3 300 Bapt . 2 2 26 20 o 0 14 6 0 1 Meth . 3 2 37 16 o 0 4 1 1 5 0 43 31 0 ! o 0 0 [Nonsect . 2 2 30 20 o o 4 ! o 10 6 40 30 250 Presb . 1 1 26 33 2 3 11 7 [Non sect . 2 2 25 35 0 0 0 0 - 4 6 12 13 0 1 0 0 0 j 1,000 R. C . 6 0 50 0 o o 10 0 50 o 12 0 12 o Presb . 3 2 28 43 0 0 21 5 4 9 41 27 0 1 0 0 R.C . . 0 5 0 20 o o 0 ! o o 0 37 40 0 0 0 o j [Nonsect . 1 0 8 0 0 0 6 0 2 0 : 10 0 0 0 0 , 0 100 1 1 31 17 o 0 : 20 5 25 10 25 j 2 500 I M. E. So . 1 0 42 1 o 0 20 0 0 o 0 0 0 0 50 R. C . 7 o 84 0 16 0 13 0 42 o 25 0 17 j 0 5, 000 M.E.So .... 1 2 19 20 0 0 : 0 0 0 0 26 26 2 0 0 0 200 Christian _ 1 3 45 j 20 15 5 i 12 8 1 15 20 4 2 200 Nonsect . 1 4 0 j 37 0 0 0 0 I 0 0 0 26 0 8 o 0 250 1 3 57 48 o 0 o 0 ! 6 6 400 Non sect . 2 5 30 1 35 0 0 130 140 2 2 50 Presb . 4 2 89 i 69 o o 35 22 27 19 1 o 1 1, 500 Non sect . 2 2 42 j 31 0 0 5 3 13 7 f 38 22 ■ 2 2 i 2 4 300 Non sect . 1 0 23 0 o 0 22 | 1 1 0 1 10 o 500 R. C . 0 2 0 17 42 95 1 0 j 1 650 Epis . 0 2 o 54 o 20 0 8 Nonsect . 2 2 43 2 0 0 6 0 5 0 5 3 3 ! 0 50U Nonsect . 1 3 0 28 0 0 0 6 0 0 6 16 o 1 0 1 0 1,000 Nonsect . 2 0 28 0 16 0 2 o o 0 ! 6 0 ■ 6 I o 120 Nonsect . 5 0 76 [ 15 o i ! o 76 15 o o i 4 0 0 1 0 200 R.C . 0 5 0 1 76 ! o i 2 o 32 0 5,000 ! Nonsect . 1 1 20 20 3 3 2 3 30 30 1 0 Nonsect . 0 2 0 21 0 0 0 0 0 15 0 15 1 6 7 0 i 5 Ul • c • o • Nonsect . 1 0 26 0 o o 15 0 11 0 o 0 1 6 ! 0 6 1 0 Presb . 1 1 9 4 0 0 0 0 4 3 65 I 43 ! 0 ’ i 0 0 ! o 100 I Presb . 2 2 23 25 0 0 3 0 1 0 19 ! 20 3 ! 3 2 0 2,000 Epis . 0 1 7 8 1 9 1 R. C... 0 2 o 12 o o j o o o o 0 63 0 4 o 1 Nonsect . 1 2 11 19 2 o 0 o 25 1 1 30 ! o 1 6 8 ; 1,000 Nonsect . 3 0 60 0 o 0 40 o 6 o 0 0 16 0 M. E. So . 1 9 2 168 o 0 X 25 10 26 0 2 0 I 2 2,000 ! Nonsect . 1 1 24 25 o o 10 12 ! 20 15 3 2 1 I 0 55 Nonsect . 1 1 22 23 0 0 1 1 1 10 7 i 0 0 0 0 200 ; Presb . 2 2 20 20 o o 5 0 o o 5 5 o 1 o 0 1 ! Nonsect . 1 2 25 24 10 13 1 2 1 2 Nonsect. . . . 0 1 3 2 25 ' 23 20 0 10 250 | 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 575 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 494 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 EDUCATION DEPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, Name of institution. Name of principal. 2 3 State and post-office. LOUISIANA. Arcadia . Eaton Rouge . . Jackson . Lafayette . Mount Lebanon . New Iberia . . . do . New Orleans . . do . New Orleans (429 Ca- rondelet st.). New Orleans (440-444 Camp st.). New Orleans . . . do . . do . . do . . do . . New Orleans (73 Coli¬ seum st.). Opelousas . . . do . . Thibodeaux . . Washington . Winsted . E. A. Seminary. . . . . . St. Mary’s School * . Millwood Female Institute*. Mount Carmel Convent . Mount Lebanon College . Fasnaclit Graded Institute.. Mount Carmel Convent . Carnatz Institute . Columbian Institute * . Dykers Institute . R. A. Smith . L. F. Smith . Miss M. McCalmont . Sister Mary St. Patrick . W. C. Robinson, M. A . Miss Marie Louise Fasnackt.. Sister Incarnation . Miss Leoine de Yarenne . Miss H. Fitz Gerald . Miss Harriet Y. Hykers . Home Institute . Miss Sophie B. Wrigh Markey-Picard Institute . St. Isidore’s College * . St. Joseph’s Academy . St. Joseph’s Institute . Select School for Boys * . University Preparatory School. MAINE. Athens . . . . . . Bethel . Bucksport . Charleston . Cumberland Center. Deering . Dresden Mills . East Machias . Farmington . Foxcroft . Gray . Hampden . Houlton . Lewiston . Limington . Monmouth . Monson . Newcastle . North Anson . North Bridgton . Pittsfield . Presque Isle . Saco . South Berwick . South China . Waterford . Waterville . Wilton . Yarmouth . Immaculate Conception Academy. . . . Opelousas Female Institute . Thibodeaux College . Mount Carmel Convent . Gilbert Academy and Agricultural College. MARYLAND. Ammendale Baltimore .. Baltimore (corner Ca¬ thedral and Preston sts.). Baltimore (Cathedral and Mulberry sts.). Somerset A caderny. .............. Gould Academy . East Maine Conference Seminary. Higgins Classical Institute . Greely Institute . St. Joseph’s Academy* . . Bridge Academy* . Washington Academy* . Abbott Family School . Foxcroft Academy . Pennell Institute . Hampden Academy . Ricker Classical Institute . Latin School (Nichols) . Limington A caderny . Monmouth Academy . Monson Academy . Lincoln Academy . Anson Academy . Bridgton Academy . Maine Central Institute . St. John’s School . Thornton Academy . . Berwick Academy . Erskine Academy . . Douglass Seminary . . Coburn Classical Institute . Wilton Academy . North Yarmouth Academy . Misses M.C. Markey,A. Picard Rev. P. J. O'Connell, C. S. C. . . Rev. Mother Colette . I Mrs. L. A. Fortier . 1 L. C. Ferrell . T. W. Dyer . Sr. M. of St. Albina . Mrs. M M. Hayes . Bro. Suarez . Mother Mary Elizabeth . Dr. W. D. Godman, H. J. Clements, M. D. G. C. Sheldon, A. B . J ames D Merriman, A. B . . . Rev. A. F. Chase, Ph. D . C. C. Richardson, A. M . Fairfield Whitney, A. B . Mother M. Teresa . Geo. C. Sheldon . Ivory H. Robinson . A. H. Abbott, A.M . E. L. Sampson, A. M . G. H. Larrabee, A. M . Waiter W. Poore, A. B . Arthur M. Thomas, A. M _ Ivory F. Frisbee . William G. Lord . E. Fenno Heath, B. M. E _ L. E. Moulton . Samuel H. Erskine . F. G. Manson, A. M . Alvin C. Dresser, A. M . O. H. Drake . . John L. Holah. head master. Edwin P. Sampson, A. M _ Geo. A. Dickey . W. J. Thompson . . Miss H. E. Douglass . James H. Hanson, LL.D - T. R. Croswcll, A. B . Rev. B. P. Snow, A.M . Ammendale Normal Institute . Bro. Romwald, president _ The Baltimore Academy of the Yisi- Sister Mary Bernardino Mil- tation. j lard. The Bryn Mawr School for Girls . Mrs. Mary Noyes Colvin - Calvert Hall . Brother Leonard . Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1311 - and other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu- | ates in class of 1893. ! College prepara-! tory stu¬ dents in1 class 1 of 1893. | Volumes in library. Male. o 6 Female. d Female. d "3 a 1 © Ph 'ci i - I JO ft Male. © Ta p © © © © © G ' £ 4 5 6 7 S 9 io ii 12 13 14 15 16 17 IS 19 20 i 31 Nonsect . . . . . 2 1 38 12 0 0 X 11 0 0 16 19 o 0 i 1 3 400 Epis . 0 3 0 16 0 0 0 ° 0 4 0 10 ! 0 1 ! o 5 0 MelU . o 2 0 40 o o o o 10 20 o 3 200 R. C . I 3 25 53 o 0 j.... 25 47 1 o 1 0 3 700 Bapt . 3 3 50 62 0 0 .... 15 25 0 1 0 0 ] 1, 100 Nonsect . 0 2 11 21 0 0 t ' 1 1 4 500 R. C . 0 6 0 70 25 35 0 7 0 i 5 0 0 l 0 ! 1 300 0 9 0 0 ! io 0 15 0 2 6 0 500 1 6 26 o 0 18 25 0 4 300 0 2 0 25 0" 35 0 4 o 1 300 Nonsect . 1 6 3 97 0 0 0 60 0 0 0 60 0 13. 0 9 700 R. C . 0 4 0 0 0 0 j 0 0 o 15 45 300 R. C . ? 0 22 0 40 0 j 6 o R. C . 0 0 48 0 0 .... 0 150 0 1 4, 500 o 4 o o o o i 5 i 0 o o 5 o 5 500 4 0 o o o -- j o 1 0 o 0 1 2 42 0 2 ! o 58 0 12 0 7 j o R. C . o 2 0 9 o 0 23 o 0 300 Nonsect . o 2 22 28 o 0 ! 4 j 7 ! 3 0 12 o 1 R. C . 2 56 0 0 0 40 0 4 o 0 2 0 11 0 0 ; 0 i 0 0 0 0 37 0 0 i 0 1 9 205 Nonsect . 1 1 10 j 4 10 1 4 6 2 0 0 100 96 8 6 1 0 ! o ! 1,200 Nonsect . 1 ■ i ! 24 16 0 ! o 10 0 6 0 6 4 6 4 0 0 200 Nonsect . 1 3 40 50 4 1 6 0 0 i o 0 o 2 700 M.E . 4 149 i 313 i 0 i 0 31 1 5 6 6 0 0 j 23 17 4 2 < 5,250 Bapt . 2 2 50 39 0 o 10 1 4 2 ! o 0 0 j 2 1 2 1 900 2 3 24 30 o 1 2 I o 5 3 ! 3 4 2 i x 775 ! R. C . o 3 0 20 ; o 0 o i 9 o o 0 20 0 140 Nonsect . 0 i 50 \ 10 i o 0 10 0 2 0 0 0 4 0 4 0 20 1 i 28 27 0 0 j 7 4 2 0 0 I 0 1 1 3 1 6 300 Nonsect . _ 2 o 14 ; o • 8 0 6 o 20 i 0 3,000 Nonsect . 1 3 58 7u 0 I 0 11 10 1 0 ! 1 0 1 0 1 2 ° 0 ’lOO Nonsect . 1 2 26 31 | o 0 ! 15 i n 7 0 500 1 1 j 18 13 7 ! 17 7 0 34 45 1 2 | 1 o 200 Bapt . 5 97 120 1 0 o 35 ; 4 4 13 9 11 7 2 550 j Free Bapt... 1 1 50 8 50 i ! 8 0 0 1 9 5 9 5 1 1 46 1 40 I i 1 i i 0 3 1 1 1 1 6 I 1 o 200 1 Nonsect . 1 1 | 43 32 0 1 0 I 0 0 3 3 7 8 , 4 3 800 1 1 39 j 27 o 0 4 0 0 o ! 4 | i 1 ! 0 50 Con g . 1 2 19 16 0 1 o 0 0 9 j 5 | 3 1 50 Nonsect . 1 2 ! 21 21 | 6 4 .... 16 f 14 1 3 35 Cong . 1 4 63 95 1 5 2 700 Eree Bapt... 3 5 80 70 - ! :::: 30 2 0 0 9 8 j 5 1 800 Epis . 1 1 2 12 13 1 32 33 i 4 3 Nonsect . 2 4 70 76 1 0 1 0 23 15 10 0 0 0 ; 8 15 I 5 1 350 Nonsect . 2 i ; j 54 46 0 0 4 4 8 4 0 0 i 3 2 1 1 1,000 Nonsect . 1 2 41 ! 59 o 0 1 o 6 9 6 9 0 0 0 329 Cong . 0 6 0 30 o 0 o 0 o o 0 3 1 0 3 j o o Bapt . 2 2 40 60 0 0 30 10 0 0 8 8 ! 13 8 I 13 6 1,200 | Nonsect . 3 4 45 47 0 0 18 8 0 0 0 0 3 6 1 2 530 Nonsect . 1 3 20 26 0 0 7 12 2 0 5 12 i 4 0 ! 3 0 600 j R.C . 8 0 54 0 j 0 0 0 0 0 0 0 0 ! 6 0 ! 3,500 R.C . 0 10 0 79 0 0 0 0 0 0 0 I 55 0 5 1*6* **o" 2,000 Nonsect . 0 12 0 m 0 0 0 4 0 107 0 0 o 4 0 4 500 ! R.C . ! 5 0 145 o o 0 90 o ! 1 io 0 3,000 , 1 1 j 1 l . 1 1 1 1 I 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 331 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 4L5 416 417 418 419 420 421 422 423 424 1912 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, 1 State and post-office. 1 Maryland — continued, i 425 Baltimore (Highland ! Park). 426 Baltimore (1005 Me- Culloh st.). 427 Baltimore (608 North Eutaw st.). 428 Baltimore (870 Linden ave.). 429 Baltimore (909 Cathe- dral st.). 430 Brookeville . 431 Brunswick . 432 Charlotte Hall . 433 434 College of St. J ames . . . 435 Cumberland . 436 Damestown . 437 Elkton . 438 Elmba . 439 Frederick . 440 McDonogh . 441 Reisterstown ... . 442 Rockville . 443 St. George . 444 St. Mar vs City . 445 Sykesville . 446 Union Bridge . 447 TJnionville . MASSACHUSETTS. 448 Amherst . 449 . do . 450 1 Andover . 451 . do . 452 . do . . . 453 Auburndale . 454 .Ashburnham . 455 Bernardston . 456 Billerica . 457 . do . 458 | Boston (Berkeley and Boylston sts.). 459 Boston (Back Bay, Berkeley st.). 460 Boston (5 Chester square). 461 Boston (5 Otis place) . . 462 Boston ( 18 Newbury st.) 463 Boston (112 Newbury st.) 464 Boston (68 Chester square). 465 Boston (97 Beacon st.). 466 Boston (64 Common¬ wealth ave.). 467 Boston (21 Marlboro st.). 468 Bradford . 469 . do _ 470 Brimfield . 471 Cambridge (79 Brattle st.). Kame of institution. Xame of principal. Epiphany Apostolic College . Eriends’ Elementary and High School Gymnasium School . School for Boys . Wilford School . Brookeville Academy * . Brunswick Seminary . Charlotte Hall School* . West Nottingham Academy . College of St. James Grammar School Allegany County Academy . Andrew" Small Academy . Elkton Academy . Notre Dame of Maryland . Frederick College . TlieMcDonogh School . The Hannah More Academy . Rockville Academy . St. George’s Hall tor Boys . --- St. Mary's Female Seminary . Springfield Institute . Fnion Bridge High School . TJnionville Academy and Normal Institute. D. Manley - Eli M. Lamb. E. Deichman. Geo. G. Carey, A. M _ Mrs. Caroline Bullock. I. D. Warfield, A. M . J. J.Shenk, A. M . R. W. Silvester . John G. Conner, A. M . Henry Onderdonk . J. Shiles Crockett . William Nelson . George A. Steele, A. M . Sister Mary Meletia . Lucian S. Tilton . Duncan C. Lyle . Key. Arthur J. Rick, A. M., M. D., rector. W.P. Mason . James C. Xinear, A. M. . Mrs. A. E. Thomas-Lilbum. . Mr. and Mrs. Juan C. Weems Miss Mattie M. Miller . N. Penick . , . Mount Pleasant Institute . Select Family School . . Abbot Academy . . Phillips Academy . Punchard Free School* . Riverside (Wellesley Preparatory) School. Cushing Academy . Powers Institute . . Howe School . Mitchell’s Boys’ School . . . Berkeley School . . . William R. Nash, A. M. Mrs. R. G. Williams _ Miss Laura S. Watson.. Cecil F. P. Bancroft . Frank 0. Baldwin . Miss Delia T. Smith _ Boston Academy of Notre Dame . Boston Academy of the Sacred Heart . Hale’s Private School for Boys . J Home and Day School for Young La- j dies. Misses Hubbard’s School for Girls - Miss Ireland’s School . j Private Classical School . | School for Girls . ! Mrs. and Miss Wesselhoeft’s Home | and Day School for Girls. Bradford Academy* . -• . j Carleton School . , Hiochcock Free High School . : The Cambridge School for Young La- I dies. l Henry S. Cowell, A. M . Francis S. Buck, M. S . Samuel Tucker . M. C. Mitchell . Taylor, DeMeritte, and Hagar Sister Frances, of the Sacred Heart. Madame Adelaide Grugan. . . . Albert Hale . . . Miss Frances Y. Emerson Miss Mary L. Hubbard. . . Miss Catharine I. Ireland. G. W. C. Noble and James J. Greenough. Miss Catharine J. Chamber- layne. Mrs. Selma Wesselhoeft . Miss Annie E. Johnson, Miss Ida Allen. Isaac N. Carleton . Geo. W. Earle . Arthur Gilman, A. M., director Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1913 and other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. Male. © '3 1 PR © •a a Eomale. Male. £ 'cS a © pR Male. Female. Male. Female. Male. Female. 6 *3 Female. Male. £ "cS & - 5 o 7 8 9 10 11 12 13 14 15 i6 ; 17 IS 19 20 21 R. C . 2 0 53 0 0 c 7 0 600 . 7 61 58 0 ' o 71 55 2 2 3 5 3, 500 2 75 o 0 o 50 0 25 j 0 0 0 15 i 0 10 0 4 0 74 o o Q_J 0 0 1 5 0 0 2 0 40 10 { 30 | 0 1 200 2 2 7 o 0 5 0 . 0 12 2 ! 1 000 Luth . 1 2 3 31 o 1 20 16 I o i "o' o 0 ’ 200 Ronsect . 2 0 72 0 0 0 12 1 0 1 10 1 0 8 0 12 o 5 0 5, 000 Ron sect . 1 1 38 0 0 0 1 0 5 0 0 0 3 0 1 0 200 P.E . 3 o 28 0 22 o o o 10, 000 1 1 22 21 o o 12 14 0 o 0 o o 1 2 10 8 0 o 16 * 12 • 0 o 0 o o 1 1 39 35 o o 2 2 l l o 0 0 ! 2 2 1 1 R. C . 0 3 0 101 o o 0 50 0 4 2 0 34 o o o 15 0 1 0 o 44 o 0 o .... 3, 000 Ron sect . 4 0 76 0 0 0 0 0 o 0 61 0 15 0 0 I 0 2, 900 P.E . 1 | 7 0 53 0 0 0 0 1 0 0 0 22 0 10 ! o , 0 300 Ron sect . 2 0 52 o 0 o 0 o 300 Epis . 3 - 0 35 o o 0 1 4 o 5 o o o 1 6 o 9 o 0 4 0 41 0 o ! o 0 0 0 0 0 0 1 ! 0 0 500 Ronsect . 1 ! 2 15 I 1^ 0 1 0 o 6 6 300 0 1 8 I 15 o o 0 0 o o 2 3 3 7 200 Ronsect . l 2 8 9 0 0 1 2 0 4 o L . . _ Ronsect . l i 0 11 ' 0 - 1 o 5 o 3 o 3 I 0 500 Ronsect . 3 0 0 12 0 o 0 2 0 1 0 2 °! 0 0 0 1,000 Ronsect . 0 9 0 90 0 0 0 10 0 15 | 0 12 1 0 o j 4,000 Ronsect . 10 0 445 0 5 v 1 0 257 0 188 0 0 0 89 ! 0 89 0 [ 3,000 Ronsect . ! 1 3 40 65 1 0 1 5 8 2 0 0 0 1 | 2 3 3 300 Ronsect . 0 6 0 31 o o ] o o 0 1 1 0 4 800 Ronsect . 5 5 111 132 0 0 21 12 12 16 11 5 9 19 7 1 7 2, 500 Ronsect . 2 2 30 40 0 o 0 1 0 o 1 5 7, 000 Ronsect . 1 1 16 23 0 o 2 0 0 o 4 I 6 1 2 i 0 200 Ronsect . 2 ] 17 0 0 o 2 0 4 0 8 o ' 200 Ronsect . 5 3 83 43 0 o 29 15 25 o 17 4 18 12 9 8 R.C . 0 8 0 75 0 0 0 ° 0 0 i 0 100 0 7 1 ° j 7 2,000 R.C . 0 2 0 80 0 0 0 0 0 o 0 0 0 0 °| 1 ° j 1,500 Ronsect . 4 0 46 0 0 0 4 0 40 0 0 0 10 0 5 0 Ronsect . 0 8 0 33 0 0 0 o 0 i 0 Ronsect . 0 3 0 20 0 o 0 0 0 o 0 o 0 4 500 Ronsect . 1 5 0 22 0 0 0 2 0 o 0 o 1 1,000 Ronsect . 2 0 60 0 58 0 o 0 o 12 o I 12 0 Ronsect . 1 5 0 13 0 [■■■■ 0 0 0 0 1 0 0 0 0 0 0 800 Ronsect . 1 5 0 30 0 0 0 0 0 0 0 5 0 10 0 0 j 1,100 Ronsect . 0 12 0 162 0 0 0 0 0 0 0 8 0 0 0 21 5, 000 Cong . 1 1 15 0 0 o 2 0 2 o o o 1 2 o Ronsect . 2 2 30 45 0 o 3 5 o o o 6 0 5, 000 Ronsect .... 1 12 0 83 0 0 0 0 0 0 0 26 0 0 1 U 1 4 25 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 450 457 458 459 460 461 462 463 464 465 466 467 468 469 47Q 471 L'J. 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 468 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 5C6 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies , seminaries, State and post-ofiice. Hame of institution. Hame of principal. 1 3 3 M ASS ACH USETTS— COn • tinued. Cambridge (13 Buck- Prirate School for Boys and Girls. . . . Miss K. Y. Smith . ingham st.). Cambridgeport (123 In- Day and Family School for Boys . Joshua Kendall . j man st.). James S. Garland . Mrs. H. D. Perry . The Willard Home School . Mrs. Sarah M. Merrill . ! Miss Ella G. lyes . . Alfred G. Collins. A. M . 1 Thos. H. H. Knight . J Frederick B. Knapp . i Rer . Wm . G allagher, Ph . D . . . i Miss Erelvn S. Hall, B. A . * Mrs. A. P. Potter . 1 ; L. L. Burrington, A . M . i i Mrs. F. M. Warren . i Greenfield . . Prospect Hill School for Girls . I James Challis Parsons . ! 1 Rev. Endicott Peabody, LL. M 1 Alfred O. Tower, A. M . Hadley . 1 Alfred C. Thompson, B. A - Lillie H. Frost . . Harvard . . . Brom field School . Hatfield . Smith Academy . . . Sanford L. Cutler . Bingham _ Derby .Academy _ _ _ _ _ Geo. Herbert Chittenden . "Nfarirm _ _ _ _ The Tabor Academy . I Clark P. Howland . 3|! sT 0 0 Eaton School . . . . I Amos H. Eaton . Hilton (Centre st. and Milton Academy . 1 Harrison 0. Apthorp, A. M.. Randolph ave.) Monson . I Monson Academy . ; Dana Marsh Dustan, A. M... Mount, H firm on 1 Mount Hermon Bovs’ School . Henry F. Cutler, B. A . Ha.nt.nr.kfit _ • Admiral Sir Isaac "Coffin’s Lancaste- Edmund B. Fox _ _ _ I rian School. Hew Bedford . j Friends’ Academy . ' Thomas H. Eckfeldt . Hew Salem . I Hew Salem Academy _ .. Emerson L. Adams . . Hewton . 1 Cutler’s Preparatory School . . Edward H. Cutler . Horthampton . . 1 The Mary A. Burnham School*... _ B. T. Capen . . Horton . . l Wheaton Female Seminary . Miss A. Ellen Stanton . Plymouth . ! Knapp s Homo School for Boys . Mrs. F. H. Knapp . Roxbury (36 Waverly st.) Roxbury - ! Miss Curtis’s Private School." . . Miss Elizabeth Curtis.. . Hntre Dame Academy. . . . Sister Aloyse.. _ J Shelburne Halls. . . Arms Academy . Aivah M. Levy . Sberborn . | Sawin Academy and Dowse High J. Francis Allison, A. B . ' Southboro . i School. St. Mark’s School . Wm. E. Peck . South Braintree. . . . i The Thayer Academy . J. B.Sewall . 1 South Byfield . 1 Dumrner Academy . . . . J. "W. Perkins . . . Springfield . “The Elms ” . Miss Charlotte W. Porter. _ . do . . . Magnolia Terrace . John Me Dti file . Taunton. .. . i Bristol Academy . . . . A\rm . F. Palmer, A. . | Waltham . Waltham Hew Church School * . Benj. Worcester . . . TV ellesley . Dana Hall . Miss Julia A. Eastman, Miss Sarah P. Eastman. Edw. A. Benner . _ fin _ W ellesley Homo School for Boys .. . West Bridgewater . Howard Seminary . . Horace Mann Willard, D. Sc.. Wm. E. Frost, A. M . W estford . ! TVestford Academy . . West Hewton _ English and Classical School _ _ Hath’l T. Allen . Wilbraham . TV esley an Academy . . [ Wm. Rice Hewhall, A. M., Winchendon . Murdock School . . (Rev.). F. M. Collester . W orcester . . • The Dalzell School . . . John TV. Dalzell . . do . The Highland Military Academy Joseph Alden Shaw, A. M... Miss Ella A. Kimball . . . do . Home School . do . School for Young Ladies and Chil¬ dren. The Worcester Academy _ . Mrs. Mary J. Throop . D. W. Abercrombie, A. M - * Statistics of 1S91-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1915 and other private secondary schools — 1S92-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students m sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien- tific 1 course. Students below secondary grades." Gradu- 1 ates in class of 1893. | College ! prepara-' lory stu¬ dents in class ! of 1893. 1 Volumes in library. d | .© ”3 s r~i d 3 -2 6 o 1 2 6 A Female. J2 _© j % j d | 4 5 & 7 § 9 io I s 13 14 1 5 10 1? IS 19 20 O J 1 9 12 9 0 o 12 i 9 0 0 13 1 2 2 2 2 Nonsect . 0 1 14 0 • 0 10 1 0 1 0 6 0 2 o ! 9 0 0 Nonseet . 4 0 25 0 0 0 24 0 1 3 0 ! 2 ; 0 4 1 0 2 1 0 200 0 3 0 17 o o 0 1 6 ! o ! 9 0 1 o 0 i 8 o 8 Nonsect . 6 0 23 0 0 0 j 0 1 0 8 0 j 4 0 1 o ; 0 0 | 300 1 2 0 11 0 ' 2 ! 0 ! 5 Nonsect . 2 2 37 40 0 0 3 2 | 4 1 6 0 ; 0 0 I 2 o 1 2,000 1 I 21 35 0 0 0 : 0 I 0 o | 6 : 10 1 ! 4 0 0 150 Nonsect . 4 0 18 0 0 0 3 j 0 15 1 o ! 1 ii ! 0 2 i 0 I 1 i 0 1,000 Is on sect . 9 0 138 0 0 0 52 1 6 30 j o ! o ; 0 14 i 0 14 0 3, 000 2 23 0 361 o 4 0 ! 0 o 1 ! 27 ! 0 5 4, 600 Bant . 0 1 0 25 0 10 ! 0 1 ”5* 0 20 0 4 ’ 700 Umv . 3 5 65 76 0 0 9 3 , 21 ! 15 0 i 0 0 13 6 6 1,237 i 0 25 0 0 ! 0 1 0 2 o j 3 J 0 1 2 0 33 o o 0 3 ; o i 0 1 o ! J o 1 . P.E . 10 0 102 0 0 0 o ! 0 : 8 0 j 8 0 2, 500 Nonsect . 2 2 19 15 1 0 6 1 ] 3 1 0 0 0 ; 3 4 0 2,000 ‘ Nonsect . 1 2 2 38 34 0 0 10 11 i 5 0 0 i 0 2 9 0 4 315 | Non sect . 0 1 8 | | 10 0 0 2 4 2 0 0 0 1 1 ! o 0 2.000 ; Nonsect . ..J 1 2 8 25 0 0 1 2 1 6 1 6 0 0 l o 0 300 j Nonsect.. . - 2 i 1 8 12 0 0 0 o i 0 1 ! 0 0 0 ! o 2 1 0 0 Nonsect . 4 3 39 ! 21 o 0 10 5 2 0 6 j 4 7 13 1 7 5 805 j Unitarian . . . 1 3 38 ! 1 10 o o 0 1 1 2 0 2 2 Non sect . 6 3 48 19 o 0 « 19 ! 1 0 i 28 15 1 4 3 ! ! 4 ' j 2 1 1,000 Non sect . 2 3 65 ; 47 1 0 14 15 6 I 0 0 0 ! 5 13 3 2 ! 1, 6-47 1 Christian . . . 7 6 228 I 0 1 o 89 0 I 1 33 ! o : iso 0 22 0 9 0 | 3,748 : Nonsect . 1 2 13 ; 32 0 ! o 2 4 ; 3 j j o 3 i 10 O Xj 14 2 . 1 j 1,400 3 4 22 1 33 1 15 4 3 i 0 3 rj 2 6 ! i, ooo : Non sect . 1 1 15 10 ! 0 0 1 2 3 ol 1 0 0 0 1 1 1 1 0 i i Nonsect . 1 1 27 3 0 0 i 1 18 1 5 o 9 0 ! io 1 0 7 1 0 Non sect . 4 U [ 0 ! 125 ! 0 0 0 7 0 1 5 0 0 0 20 j 0 20 1 2,500 ; Cong . . 0 10 1 0 73 S ! 0 0 ' 0 1 o 13 ! 0 1 2 ! o 0 4,000 | Nonsect. .... 2 1 8 3 i 1 0 0 1 ! o 1 1 • o 5 1 Nonsect . 1 1 I 3 17 0 0 0 33 ; 0 j 1 . It. C . 0 3 i 0 i 30 i 6 .... 0 64 2,000 Cong . 2 2 1 51 ! 46 0 0 1 3 ! 5 9 0 0 ! 7 7 i 1 50 Nonsect . 1 1 | 17 5 ! o 1 1 1 9 0 7 2 1 0 0 0 0 50 P. E . 8 0 104 o 90 o ! 14 0 o 0 24 ( 18 o j 2,000 Nonsect . A ' 1 34 60 j 0 1 0 9 10 1 16 3 6 10 2 6 2 6 756 Nonsect . I 0 1 [ 24 o I ! 0 0 4 ! 0 1 2 0 0 0 0 0 6 0 500 Nonsect . 0 4 | 1 44 i 0 0 1 | 23 6 9 o I 2,500 i Non sect . 1 4 0 40 ! 0 0 0 : 1 ! o j o 0 29 0 11 i 0 1 2 500 Nonsect . 3 3 50 29 12 10 ! New Jerusa¬ 1 1 10 19 20 11 2 j 1 ! 0 1 lem Ch. 1 i j 300 | Non sect . 0 17 0 ! 107 0 0 1 0 15 o 75 | 0 18 ! 0 18 Nonsect . 2 0 12 0 ! T o 5 ! o 5 o 1 : 2 0 700 1 1 3 0 42 ! o 6 0 1 4 o 8 : 0 I 8 j 0 4 ! 5, 000 Non sect . 1 1 24 21 0 0 j l 0 1 u 10 4 6 5 ! 2 ! o 1 ' 150 Non sect . 5 2 62 16 0 0 1 15 5 1 8 o 14 4 5,000 M. E . 120 89 5 3 3 17 | 1 1 10 1 6 i 11 16 1 7 3 j 6,000 3 4 58 60 0 0 i - 5 2 7 i 5 20 1 20 14 ! 11 1 3 1 300 2 2 23 0 o o 13 0 ! 10 0 7 o 9 o j 5 o Epis . 6 ! 0 41 0 ! 0 0 ! i ° 1 o 4 ! o 800 j Non sect . 0 1 4 0 40 I 0 1 6 1 0 10 0 1 12 j 0 ! 6 300 Non sect . 0 1 4 0 13 0 2 0 3 1 ! 1, 500 1 Bapt . 11 1 o 194 0 1 1 0 ;100 1 0 1 25 | 0 1 15 | 0 ! 15 1 0 ! 2,000 | 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 4S8 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 5f.7 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principal. 1 MICHIGAN. 3 3 Adrian . Raisin Valley Seminary Renton Harbor . Benton Harbor College . Detroit (15 and Winder st.). Detroit . Grand Haven . Grand Rapids . - do . Kalamazoo . Marquette . Marshall . Monroe . Orchard Lake . 17 The Detroit School for Boys The Detroit Seminary . Akelev Institute . English and Classical School* School for Boys and Girls. . . . Michigan Eemale Seminary. . St. Joseph’s Academy . St. Mary’s Academy . - do . Michigan Military Academy. Saginaw (West Side).. St. Andrew’s Academy. Spring Arbor . Spring Arbor Seminary T. W. White, B. S . Geo. J. Edgcumbe, A. M., Ph.D. Miss Mary Ekin Whitton . Misses Cutcheon and Pope. . . . Mrs. J. E. Wilkinson . Miss Eva S. Robinson . Rev. Isaac Platt Powell . Miss Kate Marie Ailing, M. A . Mother M. De Pazzi . Rev. P. A. Baart, S. T. L . Mother M. Clotilda . Col. J. Sumner Rogers, M. S. T., Superintendent. Sister Mary Celestia . Rev. A. H. Stilwell, A. M . MINNESOTA. Albert Lea . Duluth . Faribault . - do . Minneapolis (1313 Fourth st.) Minneapolis . . Minneapolis (414 Six¬ teenth ave., S.). Montevideo . Moorhead . . Northfield . Owatonna . . Red Wing . Rochester . St. Joseph . St. Paul (459 Portland av.). St. Paul . . Sauk Center . Willmar . Luther Academy* - The Hardy School . Bethlehem Academy.. Shattuck School* . Minneapolis Academy. Stanley Hall * . Wraaman’s Academy. L. S. Swenson . Miss Kate B. Hardy Rev. James Dobbin. D. D Eugene D. Holmes, M. A. MissOlive Adele Evers.. Wilhelm W. Wraaman. -V Windom Institute . Hope Academy . " The Academy” (Carleton College).. Pillsbury Academy . Red Wing Seminary . Academy of Our Lady of Lourdes. . . . St. Benedict’s Academy . Baldwin Seminary . C. W. Headley, A. B... S. A. Challman. A. B... Frederick E. Stratton. . James W. Ford . H. H. Bergsland . Mother M. Matilda - Sister Pius . Clinton J. Backus . Barnard School for Boys Sauk Center Academy . . Willmar Seminary . Charles N. B. Wheeler, B. A . . . Lewis H. Vath . H. S. Hilleboe . MISSISSIPPI. Ackerman Benbell . Binnsville Blue Springs . Buena Vista.. Byhalia . Carrollton Cascilla . Chester . Clinton . Columbia . Deasonville... Dixon . Eastfork . Edwards . Eupora . French Camp. Grenada . Hamlet . Hebron . Heidelberg ... Hickory . _ _ Hickory Flat . Holly Springs Ackerman Graded Normal School. ... Mississippi Normal High School*.... Fairview Male and Female College. Blue Springs Normal College . | Phreno Normal College . Waverly Institute . Carrollton Female College . Cascilla High School . Chester Normal School* . Mount Hermon Female Seminary . Columbia High School . Deasonville High School* . Dixon High School . Mississippi Male and Female College* . Southern Christian Institute . Eupora Normal School . French Camp Academy . Grenada Collegiate Institute . Jasper Normai High School . Hebron High School . Heidelberg Institute . Hickory Institute * . Hickory Flat Normal College . North Mississippi Presbyterian Col¬ lege. W. H. Smith..... . J. L. Langest . Leonard L. Vann . W. R. Lewellen . G. T. Howerton . E. H. Randle, A. M . Z. T. Leavell . Prof. O. F. Lawrence . W. H. Smith . Miss Sarah A. Dickey . W. W. Rivers. A. M . Richard Gildart . O. Hunt . J. J. Lee - J. B. Lehman . D. Harmon . Jas. A. Mecklin . Rev. Thos. J. Newell, A. M... - Watson . F. L. Riley and W. H. Perry. . W. L. Murray . W. I. Thames . Wallis and Rose . Mrs. S. C. Brady . Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1917 and other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. A s rS 13 © Ph Male. Female. £ J2 © © A g © Male. Female. Male. Female. Male. Female. Female. 4 5 6 7 8 9 io 11 P 13 14 1 5 16 ir 18 19 20 ! 21 2 1 36 25 0 10 6 o 0 4 1 1 2 1 200 Nonsect . 7 8 151 226 0 0 19 26 13 16 28 31 7 18 4 10 900 2 1 24 8 8 0 16 0 20 0 6 0 6 0 550 2 2 0 115 0 o 0 0 0 0 6 50 | 0 9 0 0 1 4 o 33 o o ° 16 1 o 0 0 o 500 o 3 in 49 2 5 .... 4 10 i 6 1 o o 6 1 7 9 6 0 6 0 Presb . 0 6 0 53 0 0 0 1 0 1 0 0 0 4 0 j 0 2,000 r r: o 2 o 40 150 220 o ! 4 400 R. C . 0 3 5 34 o 1 0 0 0 0 40 45 o \ 0 0 | 0 550 R. C . 0 2 0 37 0 0 0 0 0 0 0 128 0 2 2, 541 8 0 136 0 9 0 50 0 19 0 24 0 16 0 r c o 2 0 10 o o 0 2 100 150 0 4 0 2 . 250 Free Meth.. 2 0 23 27 0 0 1 1 0 5 2 23 28 4 2 1 ° 400 Luth . 4 1 72 57 3 0 200 Nonsect . 0 5 0 44 0 0 0 1 2 o 42 3 29 0 4 0 4 650 R, C . 0 1 0 15 0 55 o o o 0 200 P. E . 13 0 162 0 9 1 0 45 0 42 0 9 0 21 0 2, 500 Nonsect . 3 2 130 40 15 2 90 24 30 5 6 3 6 3 600 Non sect, _ 0 6 0 48 1 30 765 Nonsect . 1 l 15 12 0 0 15 1 4 6 2 25 8 3 2 i 9 1 Cong . 2 2 20 16 0 0 3 ; l 6 2 75 69 3 0 3 0 140 Luth . 3 1 51 13 1 o 25 10 1 1 1 1 0 500 Nonsect . 4 5 60 72 0 0 16 ! 5 12 7 0 0 6 10 28 12 Bapt . 3 3 96 91 0 o 33 28 9 7 3 T,nth . . . 2 0 33 0 99 0 2 o 800 R. C . 0 3 0 45 0 0 0 0 R. C . 0 10 0 97 0 1 _ 0 60 0 0 2, 000 Nonsect . 2 3 30 47 0 0 2 0 5 6 8 12 0 6 6 4 1, 500 Nonsect . 2 0 8 0 o ] 0 3 o 3 0 6 0 1 0 i 0 250 Nonsect . 2 0 60 10 12 0 60 20 n 2 400 Lutli . 1 1 9 5 4 2 8 0 6 2 Nonsect . 1 2 71 1 73 12 10 80 72 11 6 8 5 100 Nonsect . 3 1 50 50 6 6 20 15 50 40 2 2 75 Nonsect . 1 3 38 24 0 I 0 15 13 1 1 4 3 150 Nonsect . 2 1 30 25 0 0 2 0 30 20 80 85 7 2 17 18 200 Non sect . 4 3 136 151 o l o 2 I 2 54 66 20 22 ■ 2 2 2 2 2, 000 Nonsect . 1 2 24 31 0 1 o 5 1 0 0 38 45 1 7 1 | 1 Bapt . 0 4 0 65 1 0 45 0 20 0 35 ! o 2 0 2 200 Nonsect . 1 2 5 15 o o o i l o 0 | 0 3 0 0 0 Nonsect . 1 2 25 29 0 0 11 7 50 35 0 Nonsect . 0 2 6 24 6 24 25 30 1 1 200 Nonsect . 1 1 28 22 0 0 0 1 0 2 0 50 76 4 4 0 0 325 Nonsect . 1 0 6 14 0 0 11 11 Nonsect . 1 1 19 13 0 0 0 6 8 1 4 23 25 0 0 6 0 40 Bapt . 1 1 10 16 0 0 7 9 4 j 6 13 4 7 9 0 2 0 Christian.... 2 2 20 1 14 20 14 30 30 2 0 1, 500 Nonsect . 2 2 43 ! 57 0 0 i 0 1 0 12 j io 30 40 ' 1 1 0 1 0 300 Presb. So - 2 1 32 0 0 0 22 ' 0 18 0 2 0 2 0 Meth. So _ 1 6 0 92 o 0 0 o 12 16 o 6 200 Nonsect . 2 I o 40 36 0 0 60 Nonsect . 2 1 50 45 0 1 0 | 3 2 15 10 20 1 15 0 0 i 6 0 750 Nonsect . 1 1 4 5 0 0 • 41 30 0 0 0 Nonsect . 1 2 21 22 o o 1 1 o 2 o 30 25 1 o i i o Nonsect . 1 1 20 30 0 0 3 5 20 15 28 § 0 0 1 16 14 15 Presb . 1 3 0 50 1 0 I 25 o 1 1 1 1 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 534 535 580 587 588 589 590 591 592 598 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 <509 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 689 640 611 642 643 644 645 646 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies , seminaries, State anil post-office. Name and institution. Name of principal. 1 3 Mississippi— continued. H, R, A hornet, by . H. A. Dean, A. M Rev. W. B. Murrah D. D . J.H. Doss . . . W. N. Lewis . MDs Ellen McNulty . tute J. E. Austin . . . P. L. Marsalis . John H. Brooks . Morrison H. Caldwell . Brother Gabriel _ do . Sister Genevieve . . . M. 1>. Turman . John L. York. . Mrs. C. A. Lancaster . . . M. I. Bass, B. S-, tires . . H C. McVille I F. F. Phillips . C. B.Lisler . Pleasant Hill . Pleasant Hill Academy* . . IT. L. Keister . . Pleasant Itidgo . Pleasant Ridge Normal Academy. _ _ T. L. Gates . Roxie . Roxie Male and Female Institute* .... W. M. Dunn . I Sherman . Mississippi Normal Institute * . . . Davis and Langston . . Tula _ . Tula Normal Institute . C. C. Hughes . Vaiden Vaiden Male and Female Institute... J. S. Hudson, M. S _ Verona North Mississippi College* _ .. L. B. Abell... Wall Hill . 1 Wall Hill Academy* . . [ Prof. Walter P. McCall . Walthall . i Walthall Normal School * . 1 H. H. Clark. . Yale . Oakland Normal Institute . ! G. A. and J. T. Holley . MISSOURI. A ppl ntnn City . . Appleton City Academy . Gr. A . Theiimann . A Kiiley . . . W atson Seminary . . . TT- L. Schoolcraft . Boonville _ .... Cooper Institute _ _ _ Anthony Haynes _ _ . do . Hem per Family School . T. A. Johnston, A. M . Butler . ' i Butler Academy . J. MeC. Martin, A. M., Ph. D. . Caledonia . Bellevue Collegiate Institute . Nelson B. Henry . 1 Cameron . ' Home Sehool . . Mrs. Tiernan . Chillicothe . . . i St. Joseph’s Academy . Mother Seraph ine . • _ ! Clarence . . Macon District HiglTSchool . Rev. P. D. Shulta . Clarksburg . I Clarksburg College . Rev. H. T. Morton, A. M., D. D . do . Hooper Institute _ J. N. Hooper . Clinton . Clinton Academy . . . E. P. Lamkin, A. M . College Mound. _ _ _ Me Gee C ollege . J. H Hatton, A. B., Pe. B . Concordia . . . Si. Paul's College* . . J. H. C. Kaeppel . . . Henderson . Henderson Academy . W. F. Foster . i Holden . St. Cecilia’s Seminary . Sister Mary Purification . i Iberia . Iberia Academy... G. Byron Smith A. lit . * Independence . Woodland College . G-eo. S. Bryant . . . _ _ _ . i Kansas City (911 and Educational Institute . C. G. Rathmann . j 1001 McGee st.). Kidder . Kidder Institute . . * G. W. Shaw, M. A . Lexington . Wentworth Military Academy . Sanford Sellers, M. A . Liberty . Liberty Female College . Rev. F. Menefee . Louisiana _ McCune College . E. W. Dow, Ph. D . Macon . . . St. James’ Military Academy * . F. W. Bliss . . Ma.rion ville. _ _ Marionville Collegiate Institute . John Turrentine . Maryville _ _ Sacred Heart Convent* . Madame Gance . . Mexico . Missouri Military Academy . . . Col. A. F. Fleet . Mountain Grove . Mountain Grove Academy . Wm. H. Lynch . . Mount Vernon . Mount Vernon Academy . B. D. Rovvlee . . "Nevada, _ _ Cottey College Mrs. V. A. C. Stockard Odessa . . . Odessa College .1 . . . . J. A. Lee, M. S . Olnev. . . Olney Institute* . I W. F. AVelty . Otterville . Otterville College * . . . J. V. Curlin . . Palmyra. . . Centenary College . ,.l Charles R. Forster, A. M . . * Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1919 and other private secondary schools — 1892-93 — Continued. Eeligions de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded Clas¬ sical coarse. Scien¬ tific course. Students below secondary grades. i College Gradu- prepara- ates in torystu- class of dents in 1893. | class of 1893. ! Volumes in library. 1 1 o P2* S' Female. 6 i A ! 6 © § pH © i I G © _© 3 © Ph s I ® © i Ph i A : ^ d S3 4 5 6 7 8 O io 11 12 13 14 S3 18 17 IS 19 30 21 j 4 3 108 108 14 8 12 j 20 97 ' 110 14 8 10 4 425 Non sect . 3 1 45 63 0 0 0 0 0 0 113 i 135 10 9 1 0 0 500 Metli . 3 0 90 0 40 0 20 i 0 60 0 3,000 0 1 6 6 1 0 Nonsect . 9 1 30 35 0 0 0 0 1 o 25 35 ! 1 0 2 : 0 500 o 3 14 27 0 0 16 18 0 ! o Nonsect . l 0 20 12 0 0 4 0 j o 8 9 0 ! 1 i 0 1 9 o 16 32 5 ! 0 28 35 0 7 2 ; o M. E . 1 •) 18 10 10 13 20 23 : 6 5 i 60 Nonsect . 1 2 44 45 0 0 7 5 5 4 21 20 ! 3 4 i 2 2 150 E. C . 2 0 40 0 0 0 2 ! o 9 j 0 ! 110 0 : 9 0 j 9 0 900 11. C . . 0 3 0 15 0 65 i ° ; 0.! 0 0 0 0 9 79 64 3 7 6 80 77 3 o 3 o 1 500 Fresh . 0 1 8 20 0 0 2 5 25 28 0 0 0 j 0 50 Nonsect . 0 2 12 16 4 1 0 6 4 4 i 0 Nonsect . 1 1 20 40 0 0 0 i 0 0 ! o ! 40 45 1 2 1 : 4 2 100 1 0 10 14 0 0 28 22 0 1 ! 1 0 ; i 0 9 1 13 14 :::: 25 i 20 j 9 | 8 j 3 4 l 1 15 .... 3 5 48 | 53 1 ! 2 ! 12 ! 21 ! 8 4 50 1 30 M. E. So . 1 1 18 26 1 7 2 ' Nonsect . ! i 2 17 18 17 18 1 18 12 1 5 l 0 45 55 Nonsect . 3 2 75 ! 50 ! 0 0 ! 8 10 10 ! ! 5 ! 60 i 45 0 0 5 4 1,200 Nonsect . 1 2 i 0 I 41 37 0 0 14 16 00 i 65 18 16 ! 18 16 400 !Nonscct. . . . . i ! 1 20 21 ' : 0 0 6 rj 18 °1 2 ! 2 3 o i i 1 33 17 15 18 10 14 16 ' 14 1,000 Metli . [ i 1 6 ! 8 0 ! o 6 8 13 20 0 ! o 0 ! o 100 Nonsect . i i 0 8 12 0 0 25 1 35 1 4 200 Nonsect . j i 1 30 33 0 0 6 0 55 | 47 rj i 5 15 12 700 Nonsect . 1 2 1 20 26 6 | 51 ! 49 3 1 1 3 1 88 Nonsect _ 1 1 35 1 40 0 0 1 o o 500 Nousect . 1 i ! 37 j S 14 1 7 6 4 16 ! 2 ! 3 2 i 0 500 i Nonsect . 4 0 j 40 ! 1 0 1 0 3 0 0 0 | 15 0 2 : o 2 ! o 1,500 l’resb . 2 i 43 : 28 0 o 10 5 1 l i I 0 o 200 j M. E. So . 2 3 44 30 0 0 ! 20 15 49 1 36 i 2 . i 900 1 0 2 j 10 ! 25 i 3 4 2 0 ! 15 10 E. C . 0 1 0 1 30 0 0 I 0 10 0 15 0 1 25 ! 0 : 6 120 M. E. So . 1 1 61 109 ; 20 30 24 | 26 250 Bapt . ! 3 1 30 32 9 | 17 4 1 Nonsect . 1 4 1 I 86 j 50 0 0 4 0 | 20 10 1 0 15 3 5 j i 1,000 Nonsect . 3 1 41 ! 30 9 10 I 1 i 0 ; 22 7 6 3 i c 0 500 Non sect . 7 6 ! ! 89 : 7 4 2 40 i 35 0 0 2 1 5 4 0 0 4 3 1 2 j 500 i 2,000 Nonsect . ! 5 1 66 0 1 0 0 12 0 10 0 5 0 ! 7 ; 0 4 0 200 Nonsect . ! 0 3 0 40 ! o 0 ! 0 3 0 5 0 40 ! o 2 ! 1,000 Bapt . i 1 15 5 ! 15 5 15 5 9 15 3 ! 3 j 3 j 3 500 Non sect . ! 4 ! 0 30 o i 0 0 4 0 i 12 ° ! 12 0 3 j 0 8 0 300 M.E . 1 2 2 88 63 I 8 0 18 1 7 0 0 8 4 8 4 750 E. C . I 0 4 0 43 o 77 0 1 9 2,000 i 8 0 117 0 j 25 o ; 35 ! 0 6 0 y i 0 ' 8 j 0 1 1,200 1 . 3 ! i i 71 54 f 10 6 1 1 174 ! 188 1 5 ! 8 215 Presb . 2 1 24 24 5 1 ... ' 23 25 4 1 4 4 2 25 Metli. So _ 0 2 0 1 80 i 0 i 0 10 20 0 6 0 i 1 400 Nonsect . 2 3 37 j 59 1 0 I 0 1 10 15 20 | 25 9 ! io i 2 6 0 0 200 Nonsect . 1 1 3 4 10 ! o 1 0 ! o 0 0 0 27 | 38 0 0 | 1 2 93 Nonsect . ! 3 1 | 35 35 i 0 i 0 0 0 0 0 45 1 35 i 0 ! 0 I 1 ; 4 350 i M.E. So . 1 3 i > 4 65 I 90 1 1 1 52 86 17 1 18 I 2 3 1 1 600 ! 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 G02 603 604 605 606 607 608 609 610 611 612 613 614 615 616- 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 1920 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries , 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 564 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 State and post-office. Name of institution Name of principal. 1 2 3 Missouri— continued. J. P. Boyd . Perry . Prof. French Strother . W. A. Godbey... Plattsburg . J. W. Ellis. . f . St. Charles . : . L. DuMont . St. Joseph . Mme. A. M. Kiederkorn . St. Joseph (NE. cor. Young Ladies’ Institute . Bev. Charles Martin, M. D _ 5th and Antoine sts. ) . St. Louis (1607-1617 S. Compton ave.). Sister Superior . St. Louis (3812 Wash¬ ington Boulevard). Miss Fannie H. Dodge . J. Toensfeldt . . do . *. . Misses Shepaid and Mathews. Edmund H. Sears . . do . Denham Arnold . . do . Joseph W. Fairbanks . August C. Burgdorf . Mrs. B. T. Miller . South St. Louis (Mer- Academy of the Sacretl Heart . Genevieve Ganci . emec st.). 1 Sparta . ■Sparta Private Normal J. A. Presson . Sweet Springs . Mnrmadiike Military Academy T. E. Spencer . Versailles . Versailles Academic and Koiinal In¬ Geo. W. Innes . Weaubleau . stitute. \V ean hlen.n Christian Institute J. Whitaker, A.M . MONTANA. ! Helena . . . St. Vineent.’s A cndemy * Sister Mary Baptist . I Miles City . Ursuline Convent of the Sacred Heart. Providence of the Sacred Heart _ Ursuline Sisters . Missoula . Sister Mary . NEBRASKA. i Beatrice . Blake. School . . . Henry H. Blake . C hadron . Chadron Academy . Bev. Frank L. Ferguson . German Seminary (Theological) _ _ _ E. G. L. Maunhardt . 1 Franklin . Franklin Academy .. Alexis C. Hart, A. M . Bev. A. M. Wilson, Ph. D .... Grand Island . Grand Island College Hastings . Hastings College . . Bev. W. F. Bin gland, D. D - Clarence Albert Murch . Kearney . Platte Collegiate Institute _ Omaha (Park Place)... Academy of Sacred Heart* . Sister Bose Mary Conway. . . . Omaha . Brownell Hall Bobert Dohertv . Orleans . Orleans College _ _ _ _ _ C. E. Harroun, jr . Pawnee City . Pawnee City Academy . H. W. Speer . . . Wahoo _ * . T/U ther Academy . _ S. M. Hill . Weeping Water . Weepin.o- Water Academy . . George Hmdley . York . School of the Holy Family _ Superioress of Ursuline Con¬ vent. NEW HAMPSHIRE. Andover . Proctor Academy . James F. Morton, A. M . Canterbury . Kezer Seminary _ H. W. Small . Center Strafford . Austin Academv* . . . Alvin E. Thomas, A. M . Colebrook . Colebrook Academy* . . James Monohon . Concord . St. Marv’s School. . . . Miss Elizabeth M. Montague Gainforth. Bev. Henry A. Coit, D. D . St. Paul’s School _ _ | Derry . Pinkerton Academy . G. W. Bingham . Exeter . Phillips Exeter Academy . Charles Everett Fish, A. M. . . George N. Cross, A. M . C. E. Montague . . . . . do . Bobinson Female Seminary . Francestown . Francestown Academy *....* . Gilmanton _ _ Gilmanton Academy _ _ _ _ .. Samuel W. Bobertson . Hampstead _ Hampstead High School Forrest E. Merrill . Hampton . Hampton Academy and High School. . Sanborn Seminary J ack Sanborn . Kingston . Charles H. Clark, A. M _ _ _ * Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1921 and oilier private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien- j tific course. 1 Students below j secondary grades. Gradu¬ ates in class of 1893. j I College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. 1 J2 'S • <2 c3 © Male. 'll 1 © ik |4 1 k Female. Male. 1 j© 1 1 © i * | © j 6 z 4 * 6 7 s 9 io ii 12 13 14 15 17 IS 19 20 21 Nonsect . i 1 18 40 4 2 1 0 5 2 | 2 3 1 0 Nonsect . 2 2 40 30 10 5 10 5 1 10 15 5 4 0 o 300 Nonsect . 2 2 20 40 0 0 3 1 4 2 3 ! io 10 1 ! o 0 0 150 1 1 12 5 ! 2 3 i 1 0 R. C . 0 6 0 76 0 0 0 0 ! o s o 0 14 0 0 | 6,000 R. C . o 12 o 86 o o 0 10 0 ! 0 0 34 o 6 0 5 o 2 o 0 30 0 12 P. E . 9 2 0 32 0 » 0 0 0 0 1 40 0 . 6 o 0 1 1, 600 o 1 o in 0 1 5 5 o 1 200 3 0 64 0 197 0 9 0 i 5 0 1, 200 1 0 90 0 6 o 1 12 0 40 0 12 0 1 3 Nonsect . 2 20 0 265 0 0 0 10 0 0 0 143 0 4 0 ! 26 700 3 1 75 o o o 26 o : 49 o 28 0 4 ° 4 i 0 Nonsect . 13 1 265 6 0 0 I/O 0 30 0 64 0 19 0 19 ! 0 100 5 1 85 26 0 0 3 0 0 2 0 24 0 5 2 6 0 2 i 0 | i 300 R. C . 1 3 0 47 . 0 0 0 0 0 0 0 53 0 7 ! o o 3, 000 Nonsect . 2 1 75 70 o 0 0 o 20 5 60 45 2 3 2 i Nonsect . 7 1 0 98 0 0 0 10 0 36 0 31 0 4 1 o 3 0 1,400 Nonsect . 1 1 0 1 20 13 0 1 °j i 0 0 a o 4 4 0 ° 1 I ° ° 0 Christian _ 2 2 | 40 | 44 27 28 5 2 R. C . 0 1 2 0 20 o o 400 ! R. C . 0 1 o 12 o 0 I 0 4 0 1 8 0 20 R. C... 0 1 o 31 0 1 o 2 1 o 1 38 75 0 i i o 85 ! Nonsect . . i 12 15 0 0 2 2 1 0 33 32 i 0 o 0 0 400 Cong . ; 1 1 j 11 12 0 0 j 5 6 6 6 84 06 3 5 2 o 100 Cone: . 2 0 1 12 o 12 ] 0 0 0 600 Cong . | 2 2 1 43 40 0 i 0 13 ! 10 12 ; 6 24 34 3 i 9 i 4 2, 500 Rapt . 4 3 38 27 0 0 I 3 ! 4 4 6 18 14 j 0 0 ! o 0 75 ' Presb . G 2 ! 34 40 0 ! 0 25 30 6 i 7 0 0 3 ' 4 2 1 2 1,800 | P. E . 5 5 95 i 45 ! 5 3 R. C . : 0 4 0 80 0 20 | 0 6 1. 800 ! P.C . 0 12 1 0 ! 82 0 0 0 21 0 4 i 0 1 1 2,500 FreeMelli. . . 1 2 6 7 0 0 , 0 0 1 1 0 0 j 13 21 0 0 0 0 100 United Breth 1 2 29 42 10 10 0 0 1 2 0 2 130 ! Ev. Lath _ 5 2 64 1 32 1 6 ! 0 0 0 3 l 800 ! Cong . 3 3 45 50 0 0 10 6 5 ; I 3 0 0 2 1 j 2 0 250 R. C . 0 3 0 30 60 60 0 9 Unitarian 1 2 18 2i .0 1 o ! 0 0 1 0 16 7 3 1 1 0 1,200 1 Free Bapt. . . 1 1 7 ' 7 1 0 I 5 6 3 3 o 0 Free Bapt. .. 1 1 27 11 0 i o 1 1 . . . . 0 0 ! 12 12 0 0 . l Nonsect . 1 1 15 24 2 I 0 14 19 32 Epis . 0 1 0 29 0 4 0 0 o 1 2 0 2 900 Non sect . 26 0 320 0 212 0 I 65 » 0 0 9. 200 Nonsect . j 3 3 i 36 51 0 i 0 1 10 14 20 18 24 13 7 4 5 2 2, 564 11 0 303 o 3 ! o 1 200 o 100 0 0 0 63 0 2, 500 Non sect . 1 8 0 102 0 3 0 11 0 0 0 110 i 0 17 0 6 ’650 Nonsect . 1 1 | 6 14 0 1 0 0 0 0 0 13 5 ! o 0 1 1 350 Cong . 2 2 I 23 18 o 1 0 0 0 j 1 0 2 2 2 2 1 0 1, 000 1 1 10 20 o o 5 10 0 0 Non sect . i 1 3 23 20 1 o I 1 3 1 1 ) 0 11 9 1 3 1 2 Nonsect . 1 1 3 I 27 26 0 1 0 1 4 2 ! i ! i 6 9 1 6 0 1 J 1,116 ED 93 - 121 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 638 689 690 691 692 693 694 695 696 697 698 1922 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principal. 1 3 NEW HAMPSHIRE— COn- tinned. 699 W. E. Cummings . ] 700 John B. Welch . 701 New Hampton . New Hampton Literary Institution Atwood B. Meservey, A. M., j and Commercial College. Ph.D. 702 ' Samuel C. J ohnston . . 703 Northwood Center . Coe's Nortliwpod Academy . j Fred Lewis Pattee, A. M . 704 Isaac AY alker. A.M . . 705 Rev. Lorin Webster, M. A _ 706 Miss A. C. Morgan . 707 . do . ' Lewis E. Smith . . College. 708 Reeds Ferry . McGaw Normal Institute . Elmer Ells worth French, A .M . 709 Edwin H. Lord . NEW JERSEY. I 710 Mrs.E.L.B. Clark . 711 Beverly . Farnum Preparatory School . James B. Dilks, A. M . 712 AY. S. Eversole . 713 Bloomfield . Academic Department of the German Charles E. Knox, D. D., presi¬ Theological School of Newark, N. J. dent. 714 Borden town _ Adolph ic Institute.. . Rev. Robert Julien. A. M . 715 . do . Bopd i*ntmvn Military Institute _ Rev. Thompson H. Landon, j A.M. 716 1 Bridgeton . Ivy Hall School . . Mrs. J. Allen Maxwell . ! 717 . do . South Jersey Institute Henry K. Trask.. . j 718 ' . do . 1 West Jersey Academy . Phoebus AY. Lyon . ! 719 Burlington . Yan Rensselaer Seminary .. Miss Helen M. Freeman . 720 Cinnaminson .... "WestS eld Friends’ Selinnl _ Mrs. Annie L. Croasdale _ J 721 Deckertown . Seeley's Home School . W.H. Seeley, A.M . ! 722 East Orange (62 Har¬ East Orange School.. _ _ The Misses Underbill . 1 rison St.). 723 Elizabeth (279 North English and French School for Young Misses Vail and Deane . ! Broad st.}. Tadies and Little Girls. 724 Elizabeth . The Pingry School _ Wm. Herbert Corbin, A. B., J bead master. 725 Englewood . The Englewood School for Boys . . r - W. Wilberforee Smith, A. M.J 726 Fort Lee . Institute of the Holy Angels .......... 1 Sister Mary Nonna . I 727 Freehold . Young Ladies' Seminary . Miss Eunice Day Sewall . ! 728 Hackettstown . 1 Centenary Collegiate Institute . l Re v. George H. Whitney, D.D., president. 729 Hightstown . Peddie Institute . i Rev. Joseph E. Perry, A. M., j • i Ph.D. 730 Hoboken . Academy of the Sacred Heart . ’ Sister M. Geraldine . 731 . do . H oboken Academy . ! Ernst Richard. Ph. D . 732 i . do . | Stevens School . Rev. Edward W all, A.M . | 733 Jersey City . Hasbrouch Institute . : Charles C. Stimets. A. M . | 734 J ersey City (Grand and ! St. Peter’s College* . ! Rev. J. Harper, S. J . Yan Worst sts.). 1 j 735 Lawrenceville . ! Lawrenceville School . Rev. James C. Mackenzie, Ph. 1 D., head master. 736 Mata wan . ; Glen wood Collegiate Institute* . Chas. A. Jaggar, A.M., Ph.D.. 737 Montclair . 1 Montclair Military Academy . . ! John G. MacA'icar . 738 Moorestown . . . Friends’ Academy . . . 1 AYm. F. Overman . _ 739 . do . Friends’ Hi°‘h School . ' Clement M. Biddle 740 Morristown (163 S st.) . . Miss Dana's School for Girls . j Miss E. Elizabeth Dana . ! 741 Morristown . Morris Academy . j Charles D. Platt _ _ 742 Mount Molly A cademy for Moys Rev. James J. Coale A. _ 743 Newark (544 High st.).. Newark Academy . S. A. Farrand, Ph. D . 744 Newark (27 Hill st.) . . . The Newark Seminary . ! Miss Whitmore . 745 New Brunswick ( 6 6 The Misses Anable’s "Seminary . j The Misses Auable . Bayard st.). : 746 New Brunswick . Rutgers College Preparatory School. . Eliot R. Payson, Ph. D., head master. 747 i Newton.. . Newton Collegiate Institute . JopI \V ilsnn A. AT _ 748 1 Orange (443 Main st.) . . Dearborn Morgan School . David A. Kennedy, Ph. D., Miss Abby B. Morgan, Miss i 1 1 Jane B. Dearborn. Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1923 and other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. College Gradn- jprepara- ates in tory stu- class of dents in 1893. 1 class of 1893. Volumes in library. Male. It Ph Male. d *3 S Ph Male. Female. Male. Female. Male. a 73 S Male. Female. Male. Female. Male. Female. 4 5 6 r s 9 10 11 13 13 14 15 16 17 IS 19 20 2 1 | Cong . 2 3 83 99 24 7 0 0 12 13 12 12 1,200 ; Nonseet . 1 1 30 15 0 0 5 2 5 ! 0 0 0 i 1 1 1 1 ! 1,200 6 155 105 11 2 2 1 0 0 o 19 3 2 1 5,000 j tist. ■ 1 Bapt . 2 5 62 72 0 0 21 29 ! 15 5 0 0 1 4 1 4 3,000 i Cong . 1 2 15 25 0 0 0 0 i j 6 3 ! 7 8 1 5 6 3 1 1.000 Cong - 1 3 23 30 0 0 4 3 1 0 0 0 0 4 6 2 1 900 P.E . 4 0 32 0 15 0 5 1 0 0 0 700 0 1 0 25 0 0 0 5 300 J 8 2 40 12 0 o 6 0 4 ! 9 0 0 1 3 40 0 o 0 4 5 i 2 0 0 1 1 5 600 4 2 58 71 9 8 4 5 5 o 0 1,000 Nonsect . 1 1 10 8 1 0 1 2 1 4 29 49 32 34 o 'll Presb . 4 3 80 49 .0 0 36 18 9 i 0 0 0 5 2 5 2 1,000 Presb . 3 0 25 0 0 0 25 0 0 0 11 o Nonsect . 1 ! 0 11 2 0 o j Nonsect-- 7 0 25 0 1 0 0 1 12 0 1 7 0 0 r ~7~ 0 Non sect . 0 i 1 0 22 0 6 Bapt . 5 - 9 127 49 0 0 i 31 2 21 1 3” 3 1 10 i 22 I 5 1 2,000 j Brest . 7 0 78 0 ! 12 1 0 24 I 0 0 o 12 o 6 0 Presb . 0 1 3 6 8 0 o 1 2 0 o 2 ! o o j o Friends . 0 i 1 6 6 9 9 0 0 ! o o 50 Nonsect . 0 1 3 7 2 6 Non sect _ 0 4 6 27 0 0 : 1 20 17 1 20 o 1 0 5 0 55 0 5 0 ! 30 Non se ct . 3 0 60 0 1 15 0 14 0 18 0 g o 5 o Non sect _ 3 I 2 1 38 0 0 0 16 0 16 0 20 0 9 ! o 9 0 200 R. C . 0 2 0 50 1 0 o I o o 0 25 0 i 0 1 800 Noiueet . 0 1 7 0 45 0 0 0 0 0 16 0 ! 15 0 1 7 0 1 4 400 M. E . 7 7 ! no 115 ! 0 0 33 4 30 0 0 0 16 15 14 2 1,400 Bapt . 1 ! 6 10 1 116 93 1 j.... 1 GO 2 41 0 6 9 12 19 5 0 4, 300 R, C . 0 1 2 0 23 27 | 80 ! 0 3 600 Non sect _ 2 2 50 37 146 ! 68 10 3 10 3 600 Nonsect . 13 0 237 0 1 1 5 0 66 0 65 0 Nonsect . 4 1 2 75 60 0 "o' 40 10 30 8 100 75 10 13 9 4 200 10 0 125 o 0 0 I25 0 0 0 j 0 0 ! 12 0 12 0 7, COO Presb . 18 1 ° 290 0 0 0 200 0 90 0 0 0 60 0 60 0 5, 000 Nonsect . 2 6 41 29 0 0 3 0 2 o 1 4 7 1 0 5 1 450 Nonsect . 2 0 30 0 0 0 3 0 18 0 40 0 1 3 0 3 0 500 Orth. Friends 1 2 22 24 o 0 18 20 | 1 4 1 1 1,200 Hicksite Fr's 0 1 5 19 17 0 0 0 2 2 0 ' 35 30 1 2 Nonsect . j 1 ! 17 0 145 0 0 0 g 0 o 0 30 i 0 g 0 1 Non sect _ 2 | 1 31 0 o 0 20 0 3 0 25 0 0 0 0 0 0 Presb . 2 1 1 40 0 o o 6 o 4 0 22 0 3 o 3 o 400 Non sect . 9 0 ! 168 0 0 0 ! 45 0 35 o : 84 0 13 0 0 200 Presb . .... 3 0 30 0 10 ! o 5 0 o 650 Nonsect . 0 i 2 0 20 0 0 0 0 0 20 j 0 40 0 10 0 4 300 Reformed . . . i 5 I 0 94 4 0 54 3 39 0 61 19 | 13 0 13 0 Non sect . 2 1 20 10 10 5 5 o 48 21 j 1 1 1. 000 j 2 1 8 44 129 1 0 0 15 5 6 15 54 50 2 1 4 2 1 G99 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries , Name of institution. Name of principal. 2 3 State and post-office. NEW JERSEY— cont’d. Paterson . Plainfield . . do . Princeton . Short Hills . Somerville . Summit . . do . NEW MEXICO. Patercon Classical and Scientific School. Leal’s School for Boys . Seminary for Young Ladies . Princeton Preparatory School . Baquet Institute . Somerville Classical School . Summit Academy . - . Summit Collegiate Institute . Lincoln A. Rogers, A. M., David Magie, jr., A. B. John Leal, A. B . Miss E. E. Kenyon . J.B. Fine . Miss Harriet Stuart Baquet . . Rev. J. A. Mets . James Heard, A. M . Martin Balder . Santa Fe - do ... _ do ... Academy of Our Lady of Light. Saint Michael’s College . Whitin Hall School* . . Mother Francisca Lamy Brother Botulph . Marshall R- Gaines . . NEW YORK. Adams . Albany (Kenwood) _ Albany . Albany (155 Washing¬ ton are.). Albany (43 Lodge st.). Albany . Amsterdam . . do . Argyle . Aurora . Belleville . Binghamton . Bridge Hampton . Brooklyn (30 St. James Place). Brooklyn . Brooklyn (183 Lincoln I Place). Brooklyn (138-140 Mon¬ tague st.). Brooklyn (102 Berkeley Place). Brooklyn (119 6th av.). Brooklyn . Brooklyn (139 Clinton st.). Brooklyn (209 Clinton j ave.). Brooklyn (310 State st.) | Brooklyn (145 Mon- -■ tague st.). Brooklyn . | Brooklyn (264 Jay st.) - 1 Brooklyn . Buffalo (284 Delaware ave.). Bu ffalo (129 College st.) Buffalo (623 Delaware i ave.). I Buffalo (320 Porter ave.)! Buffalo . Canandaigua . - do . Canisteo . Carmel . Adams Collegiate Institute . Academy of the Sacred Heart _ . . The Albany Academy . Albany Female Academy* . Christian Brothers’ Academy . St. Agnes School . Amsterdam Academy . St. Mary’s Catholic Institute . Argyle Academy* . Cajniga Lake Military Academy * . Union A cadi my . The Lady Jane" Grey School . Bridge Hampton Literary and Com¬ mercial Institute. Adelphi Academy . . Bedford Academy . Berkeley Institute . Brooklyn Heights Seminary . Chenevidre Institute . Christiansen Institute . College Grammar School . . Professor Deghu6e’s School for Young Ladies. Female Institute of the Visitation. . . . German American Academy . The Latin School . Pratt Institute High School . St. James School . School for Girls * . . The Buffalo Seminary . English and Classical Boarding and Day School. Heathcote School . . . Holy Angels Academy . Sacred Heart High School . Canandaigua Academy . Granger Place School for Young La- dii s. Canisteo Academy . Drew Seminary and Female College.. Orlo B. Rhodes, A. M . Madam E. L. Hogan . . Henry P. Warren, A.B . Miss Lucy A. Plympton . Brother Constantine . Rt. Rev. W. C. Doane, D. D. . . . Charles C. Wetsell . Rev. J. P. Mclncrow . Wm. P. Goodwin . A. K. McAlpine, A. M . Charles J. Galpin . Mrs. J ane B. Hyde . Lewis W. Hallock, A. M . John S. Crombie . George Rodemann, Ph. D . Miss Charlotte E. Hayner . Miss Clara R. Colton . Wm. A. Stamm . Mrs. Emily C. Stacker . Levi Wells Hart . Joseph Deghu6e . Sister Mary Paula McMahon . Joseph Deghu6e . Dr. Caskie Harrison, M. A _ William A. Me Andrew . Brother Joseph . Miss Christiana Rounds . Mrs. C. F. Hartt . Lucius E. Hawley, A. M . Lester Wheeler, head master . . Sister D. M. Kirby . Sister Leonard . J. Carlton Norris, A. M . Miss Caroline A. Comstock, president. Daniel M. Estee, A. M . James Martin Yeager, presi¬ dent. Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS 1925 and other private secondary schools — 1892-93 — Continued. j Religious de- ! nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored . stu¬ dents in¬ cluded. Clas- I sical j course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. 6 A *2 £ Female. % Male. 22 & Male. © © ’3 ! ^ Female. Male. | Female. _© pH 5 6 r § 9 10 11 12 13 14 15 16 17 18 19 20 21 6 0 0 0 o 12 0 16 0 0 0 9 0 1 3 o 62 0 0 0 40 0 18 0 1 30 0 20 0 j 14 0 Nonsect . 2 2 0 41 0 0 0 i 0 i 0 0 0 47 0 o 1 0 j 0 1,100 0 0 o o 38 0 27 0 0 0 20 0 0 9 0 20 0 2 0 8 2, 000 9 o 14 9 6 o 6 i 2 0 0 7 4 1 2 1 1 No-sect . 4 0 37 0 o 0 10 0 l 20 0 6 0 1 0 I 0 0 0 100 1 2 0 30 o 0 0 0 1 0 0 4 11 0 ' 0 R. C-. . 0 2 0 12 0 275 o 0 R. C . 9 0 30 0 ] 85 0 4 o I i, 600 Cong . 1 0 8 1 0 1 42 ■ 39 3 5 53 58 o o 3 o 0 0 5 10 2 0 1, 145 R. C . o 5 0 90 0 0 ; 0 o 0 24 0 4 3^ 185 Nonsect . 4 i 1 148 0 i o 0 60 0 ; 60 0 101 0 19 1 0 ! 19 0 lj 500 ; Nonsect . ! 2 1 10 0 67 0 0 0 j 0 6 o ; 40 0 0 10 4,000 R. C . 9 ! 0 71 0 0 0 0 0 : o 0 95 0 i 9 0 1,560 Epis . 2 10 i 0 233 0 30 0 14 4, 000 i Nonsect . 2 1 22 20 0 0 11 9 0 0 27 19 2 3 j 0 0 450 ! R.C . ' 1 1 1 25 30 0 0 0 0 0 285 275 3 6 9 9 1.000 i Nonsect . ] 1 1 1 1 1 5 io ! 0 0 3 j 1 0 2 21 15 0 1 0 1 1,000 : Presb . 5 o | 60 0 0 o 18 0 4 0 0 0 5 0 13 0 2,565 Non sect . 3 4 i 45 55 0 0 , 5 1 2 i 2 0 0 1 3 3 1 0 2, 150 Nonsect . 0 1 3 0 35 0 2 i 0 25 0 4 : 500 j Nonsect . 2 2 ! 19 17 0 o 1 j 0 i i 0 2 3 0 0 1 1 0 82 Nonsect . 0 24 I 283 270 0 0 27 14 10 1 181 298 10 15 8 5 3,317 3 0 36 0 0 0 4 0 6 0 22 0 12 0 2 0 142 : Nonsect . 1 0 1 4 | 0 28 0 0 0 0 0 3 0 76 ! o ; 0 0 0 414 Nonsect . 1 14 0 119 0 2 3 35 1 0 6 0 2 Nonsect . 1 3 i 22 6 0 0 2 0 i 0 0 40 0 i 2 ! 0 ' 2 0 Nonsect . o ! 3 i 0 20 0 0 20 60 0 0 0 ; 0 Non sect . i o i 20 0 0 0 3 o 1 250 Nonsect . i 3 0 { 22 0 1 0 0 2 0 0 0 23 0 • r- 5 0 0 300 j EC . 0 9 I 0 94 0 0 0 0 0 0 0 30 0 4 2,000 ! Non sect . 2 o 27 0 0 0 4 1 0 3 0 25 0 5 0 3 0 300 8 o 97 0 o 0 45 : 0 15 o 0 o 15 0 ■ 12 ! 0 Nonsect . 14 9 51 0 2 ! 3 I 0 38 xo 0 0 10 0 4 0 40, 00J J R.C . 3 0 80 0 ! o 0 ; 10 0 0 0 470 0 11 0 10 | 0 700 Nonsect . 0 10 1 o 83 i 0 ! o 0 2 0 0 0 9 i o o 0 ! 3 1,500 Nonsect . 1 8 i 0 106 1 o ! o 0 2 | 0 0 10 116 0 17 0 ! 1 1.538 Nonsect . 2 0 15 0 1 0 ! 0 8 0 7 0 0 0 1 2 i 66 0 0 i o 25 0 ' 20 0 29 6 6 ! 0 3 0 . 0 ' R.C . 1 0 2 i o 50 0 ! 50 21 89 i 0 12 R.C . 0 1 0 15 0 ■ 15 0 i 85 0 2 300 1 Nonsect . 4 2 ; H2 0 i 0 1 0 25 0 ' 35 0 0 0 16 0 13 j 0 1,500 Nonsect . 2 8 0 72 0 1 I o i 1 1 0 5 0 3 0 2 1,800 ; Nonsect . 1 3 70 83 0 0 1 4 4 ; 0 49 3 4 1, 370 Meth . 1 1 0 25 0 0 5 1 31 0 5 3, 000 1 1 1 0 1 ! 1 . 1 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 1926 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academics, seminaries, State and post-office. Hame of institution. Hame of principal. 2 3 736 797 798 799 809 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 new YORK — continued. Carthage . . Cazenovia . (Jhappaqua . . Cineinnatus . Claverack - - ,.. Clinton . . _ do . . Cornwall-on-Hudson. . - _ do . . Delhi . Dobbs Ferry . . do . Dundee . . East Springfield . . . Eddy-town . Elba . Elbridge . Elmira (402 W. Church st.). Flatbush . . . Flushing _ _ . do . . Fort Edward . St. J ames School . Cazenovia Seminary . Cliappaqua Mountain Institute 5 Cineinnatus Academy . . . Hudson River Institute . Cottage Seminary for Girls _ Houghton Seminary . . Cornwall Heights School _ Hew York Military Academy Delaware Academy . The Misses Masters’s School. Westminster School . Dundee Preparatory School. . East Springfield Academy _ S tarkey Semin ary . Elba Private School . Munro Collegiate Institute. . . . St. Ursula School . Sister M. Josephine . Rev. Isaac E. C:ements, A. M. S. C. Collins . . Willis A. Ingalls, B. S . Rev. Arthur H. Flack, A. M. . Rev. Chester W. Hawley, A.M A. G. Benedict, A. M . Carlos H. Stone . Charles J. Wright, A. M . . Willis D. Graves . . The Misses Masters . W. L. Cushing, headmaster. E. E. Cates . ; . Prof. Mark Hollestei. A.M... Rev. Alva H. Morrill, D. D. . . Miss Mary H. Hollister . C. S. Palmer . . Miss Mary C. Gray . 818 Franklin _ 819 Garden City . Erasmus Hall Academy . Flushing Institute . . St. Joseph’s Academy . Fort Edward Collegiate Institute. 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 .do Gilbertsville Geneva . . Glen cove . Glens Falls . Greenville . Hamilton . Hartwick Seminary Havana . r . Hempstead . Hudson . . . Ithaca . Jamaica . Kinderhook . Kingston . Lima . Locust Valley . Long Island City (157 Franklinst., Astoria) Lowville . . Macedon Center . Manlius . .... . Marion . . Moriah . „ . Mount V ernon . Hew Brighton (Staten Island) . Hew Brighton (West). Hew Brighton (Staten Island). Hewburg . . . . Hew York (117-119 West 125th st.). Hew York (20 West 44th st.). Hew York (17 West 44th st.). Delaware Literary Institute . Cathedral School* of Saint Mary for Girls. Cathedral School of Saint Paul . . Gilbertsville Academy and Collegiate Institute. De Lancey School . - . . School for Children . Glens Falls Academy . . . Greenville Academy . . Colgate Academy . . Hartwick Seminary . . Cook Academy . Hempstead Institute . The Misses Skinner’s School . The Cascadilla School* . Union Hall . . . . Kinderhook Academy . . Golden Hill School . . . Genesee Wesleyan Seminary . Friends’ Academy.... Astoria Latin School. Lowville Academy . . Macedon Academy . . St. John’s Military School . . Marion Collegiate Institute . Sherman Collegiate Institute . . Misses Lockwood’s Collegiate School for Girls. Brighton Heights Seminary . . St. Austin’s School. . . St. Margaret’s School. Siglar’s Preparatory School. The Barnard School... . Berkeley School. Brearley School. . R. Arrowsmith . Elias A. Fairchild . Sr. M. Aloysius . Jos. E. King, D. D., Ph.D., president. Charles H. Verrill, A.M., Ph. D Miss Julia Hutchins Farnell. . Charles Sturtevant Moore, A. B. Marion A. Greene . . . . . Miss Mary S. Smart . Miss Maiy H. Hopkins . Daniel C. Farr . T. W. Stewart . Rev. John Greene, Ph. D . Rev. Wm. Hull . Albert C. Hill, Ph. D . Ephraim Hinds, A. M . Miss Sarah R. Skinner . James E. Russell . Miss Sara Allen Huntling. . . . Mrs. W. E. Geer . John M. Cross, A. M . Rev. Wm. R. Benham, A. M., D. D. Franklin P. Wilson . Charles Lyman Shaw--- . Lincoln E. Rowley . E. W. Stevens . . Wm. Verbeck . Elmer G. Frail, A. M . Burton B. L. Brown, A.M _ The Misses Lockwood . Geo. W. Cook, Ph.D . Rev. G. W. Dumbell, D. D., head master. Misses Spurling and Briggs . . Henry W. Siglar . William Livingston Hazen. . . John S. White, LL. D _ James G. Croswell . STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1927 and oilier private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. 1 Male. -2 a o Male. <6 rc5 a © pH Male. Female. Male. Female. Male.' Female. Male. r2 P3 a I * » Male. Female. 6 S Female. 4 5 G 7 8 9 io 1 ^ l_«_ 12 13 14 15 10 17 'is ! 19 29 21 R. C . 0 3 4 20 0 o 99 I 112 4 _ 2 175 M. E . 5 4 117 122 0 0 40 ! 5 20 8 0 0 21 18 19 4 3,139 Friends . 3 5 49 36 o 0 i 10 2 2 1 2 4 684 1 1 8 9 o o 2 0 28 21 1 1 1 0 450 M. E . . . 4 8 57 58 0 0 10 4 9 3 16 3 10 15 7 2 1,444 Fonsect . 1 6 0 35 0 0 0 4 0 0 8 I 16 0 f 0 1 550 1 5 0 58 0 0 0 3 0 4 0 10 1 ° 1 2, 062 1 1 11 1 7 o 2 0 4 2 200 9 0 112 0 9 o 14 0 48 0 16 0 1 5 1 0 3, 000 2 3 81 81 o o 14 12 7 4 27 31 10 9 7 1 2 5 0 50 o o 9 17 j 8 0 73 0 0 0 50 0 23 0 0 0 7 0 7 0 500 2 1 58 o o 2 1 0 o 1 3 0 1 550 1 2 20 16 0 0 2 3 1 0 10 12 0 3 0 0 267 Christian . 5 2 28 24 1 0 7 0 6 6 64 49 8 5 6 0 . 1 0 1 9 11 o o 0 0 0 0 17 19 0 0 0 1 1 27 25 o o 0 0 2 0 0 o o 0 1 1,000 1 0 1 0 2 0 9 20 o 9 Foil sect . 1 2 7 1 o 0 4 0 2 0 14 9 3 0 3 o Foil sec t . 3 0 32 0 0 0 0 0 1 0 3 0 0 0 0 0 1,325 R. C . 0 3 0 48 0 8 0 n 0 102 o 5 0 8 1, 000 Fonsect . . 1 8 0 90 o o o 6 o U 6 o 20 o 14 o 2 590 V Fonsect . 3 2 55 65 . 0 8 6 4 3 15 15 3 4 3 4 1, 600 Epis .... _ 1 5 0 65 0 0 0 3 0 1 0 28 0 0 1 0 4,000 : Epis . 11 0 109 0 0 0 30 0 40 0 0 0 [ 1 9 | 0 8 0 ! 1,500 Fonsect. .... 1 1 19 21 o o 3 0 3 i 9 o o 0 o j 700 Epis . 1 3 0 23 1 2 8 0 3 0 I 0 600 Fonsect . 0 2 7 6 0 o 5 4 5 2 2 1 2 1 3 5 75 70 25 20 i 20 i 20 25 20 4 2 0 1 2, 000 Presb . 1 1 19 35 o o 1 o 0 0 0 o ’ 470 Bapt . 6 0 140 8 0 0 110 4 i 17 0 19 2 18 0 16 o 2,025 Lntli . 2 1 18 11 6 o 4 2 4. 258 Bapt . 6 6 73 78 37 21 7 7 . 8 8 8 2 2, 040 Fonsect . 1 1 8 7 0 0 2 0 16 8 ! 500 0 2 0 7 0 21 i 0 j 0 ■ ■ ■ ■ .... Fonsect . 10 0 66 0 0 0 11 0 55 0 0 0 15 ! 0 15 0 500 1 Fonsect . 0 2 0 16 0 1 0 23 0 1 1 600 Fonsect . 0 2 9 11 8 5 1 169 Presb . 2 0 17 0 o o 13 o 4 o o 0 ! 5 o 5 o M. E . 8 6 103 107 0 0 16 5 16 5 45 50 | 25 25 26 3,736 j Friends . 2 3 22 40 0 0 14 10 2 1 2 0 1,000 j 1 0 5 1 5 j 1 3 7 60 56 o o 6 4 25 20 ; : 3 0 i 3 0 3, 500 Fonsect . 1 2 22 12 0 0 2 0 : 23 15 0 1 ' ’ 310 Epis . 1 100 0 0 0 12 0 | 26 1 0 ! 23 0 10 ! l 0 6 0 600 Bapt . .2 4 44 48 0 0 11 7 3 1 0 14 n 6 1 i 2 3 0 547 Fonsect . 2 2 82 103 0 0 5 0 5 2 | 8 1° 12 2 0 250 1 2 0 50 o 30 1 1 13 35 o 9 I 0 Fonsect . 1 3 6 32 1 0 1 4 4 8 ! 0 1 1 0 1 1 2,000 Epis . 7 o 53 0 o o 1 o 0 o o o o 1 10 ol 1 Fonsect . 0 3 0 20 0 0 0 0 0 0 0 13 0 1 0 1 250 Fonsect . 4 0 17 0 15 o 2 o | 15 0 4 0 4 0 1 Fonsect . 5 0 50 0 i 0 0 15 0 j 10 o 70 0 7 0 5 0 200 Fonsect . 12 1 102 0 0 o 102 o 57 o 180 0 25 o 25 o Fonsect . 3 26 0 200 0 0 1 o i o ° 1 700 1 1 1 "■"I 1 1 17 j 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834, 835 836 837 838 839 840 841 842 843 844 815 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 365 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principal. 2 3 new YORK— continued. New York (131 West 43d st.). New York (1961 Madi¬ son ave.). New York (34 East 51st st.). New York (270 West 72d st.). New York (32 West 40th st.). New York (20 East 50th st.). -New York (1481 Broad¬ way). New Tork (Mankattan- ville, Station K, 128th st., and St. Nicholas ave.). New York (Ruther¬ ford Place). New York (607 5th ave.). New York (55 West 47th st.). New York (34 West 40th st.). New York (Lexington ave.). New York . New York (20 West 59th st.). New York . New York (334 Lenox ave.). New York (576 5th ave.). New York (423 Madi¬ son ave.). New York . New York (38 West 59tli st.). New York (Station D, 313-315 East 10th st.). New York (233 East 17th st.). New York (224 West 58th st.). New York (6-8 East 46th st.). New York . New York (139 Henry st.). New York (340 West 86th st.). New York (116 West 59th st.). New York (52 West 56th st.). New York (280-282 West 71st st.). New York (111 West 77th st.). New York (645 Madi¬ son ave.). North Granville . Nyack . Oak field . Oxford . A. W. Callisen-.. Lila Y. North. . . B. H. Campbell. Callisen School . Classical School for Girls * . Columbia Grammar School . Columbia Institute . I Edwin Fowler - Comstock School . j Miss Lydia Day.. The Cutler School . Arthur H. Cutler. Dwight School . I Henry C. Miller. . . Female Academv of the Sacred Heart. Ellen Mahonev... Friends’ Seminary . . Dr. and Mrs. Charles H. Gardiner’s School. * Miss Gibbons’s School * . . Halsey Collegiate School Heidenfeld Institute . Holy Cross Academy. Irving School . La Salle Academy Lenox Institute. Lyon’s Classical School . I. H. Morse Classical and English School. The Reed School* . Dr. J. Sachs’s Collegiate Institute _ St. Brigid’s Academy* . . St. John Baptist School St. Louis College . St. Mary’s School . Edward A. H. Allen, C.E. Rev. Charles H. Gardiner. Miss Sarah H. Emerson . . . Wm. D. Halsey, Pli. D . . . Dr. Tlieo. E. Heidenfeld. . . Sr. M. Helena . Louis Dwight Ray. Brother Agapas Andrew Zerban. Edward D. Lyon, Ph. D . I. H. Morse . Miss Julia G. McAllister. Dr. Julius Sachs . St. Mathew Academy 51 St. Teresa’s Academy. School for Girls . - do . University Grammar School . The Van Norman Institute * . Mrs. Leopold Weil’s School for Girls . Woodbridge School . Sister of Charity . Mother Superior . Rev. Joseph Hetet, D. D. Sister in charge . North Granville Seminary - Nyack Seminary . ”. - Cary Collegiato'Seminary *. . . Oxford Academy * . * Statistics of 1891-92. Rev. E. Bohm . Mother Seraphine. Sara M. Ely (Miss) . Dr. Julius Sachs... Elmer E. Phillips.. Mme. van Norman. Mrs. Matilda Weil.. J. Woodbridge Davis, C. E. Ph. D. Arthur J. Clough, A. M . Imogene Bertholf (Mrs.) - Rev. Curtis C. Gove, A. M . . . Fred. L. Garnage . STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1929 and other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second ary in¬ struct¬ ors. Students in. sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. j College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. © c3 s £ | g M Male. 6 o3 g Ph Male. Female. Male. © 7a a © Eh Male. _ . Whitney, A. B . Mary Stuart (Miss’) . Miss M. Crittenden . Rochester (7-9 Gibbs st.). iiocliester . j Crittenden School for Young Ladies. - [ Hale’s Classical and Scientific School. Geo. D. Hale . . do . Livingston Park Seminary * . Mrs. C. M. Curtis . . do. . . Nazareth Academy . Rev. James P. Kiernan . liochester (77 South The Misses Nichols’s School . Misses JaneH. and Margaret Fitzliugh st.). iiocliester (330 Central Wagner Memorial Lutheran College.. D. Nichols. J. Steinhaeuser . ave.). Rome . . _ _ St. Peter's Academy . Sister Holy Family _ Sag Harbor . . Academy of the Sacred Heart of Mary . Rexleigli School . . . Mother Basile . Salem . . . Alfred Arnold . Saugerties . . Saugerties Institute . . Wm. AYiglit . Smiqnoit _ 1 Sauquoit Academy * . . . N . Leonard . . Slier wood _ 1 Sherwood Select School . Mrs. Agnc3 L. Tierney.. _ Sins: Sine: . Dr. Holbrook’s Military School . Rev. D. A. Holbrook, ’Pli. D.. J. B. Gibson . . . . do . 1 St. John’s School* . . . . . Sod ns _ Sodus Academy . . . Lewis H. Clark . Southold . . ' Southold Academy*' . Miss Louise C. Pond . Stapleton . The Staten Island Academy . Fred. E. Partington . Suspension Bridge : De V eaux College . . Reginald H. Coe . Syracuse (209 Lock st. ) . Tarrytown _ St. John's Catholic Academy . Miss Bnlkley’s School . _ . Sisters of St. Joseph . Miss H. L. Bulkiey . . . do . Irving Institute . . John M. Furman, A. M . Trov . . I La Salle Institute . . Brother Edward . . "do . St. Peter’s Academy . _ _ Sister M. Odilia . . Troy (7th and State sts.) Troy . . Troy Academy . . Maxcv & Barnes . Troy "Female Seminary _ _ Miss Emily T. Wilcox . . Union Springs . Friends’ Academy. ... . . Charles H. Jones _ _ Utica . . ■ Utica Catholic Academy . . . Rev. J. S. M. Lynch, D. D., LL. D. Mrs. Julia C. G. Piatt . . . do . Utica Female Academy . ; Verona,.. . The Home. School _ Mrs. T. M. Foster . "Walworth . AVnlworth Academy . . . A. H. McMurray _ _ Watertown (17 Clinton st.). Westchester . Miss Edith L. Cooper . j Irving School . Boys' Boarding School . B. T. Harrington . . do . Sacred Heart Academy . Brother August . Is ORTH CAROLINA. All Healing . Jones’ Seminary for Young Ladies.. . Bingham School . Rev. C. A. Hampton . Asheville . Robert Bingham, A.M.,LL. D. Ronald MacDonald _ _ . do . _ _ Bavenscrot't High School for Boys - j Augusta. Seminary . . Augusta . J. D. Hodges. A.M . lielvidere . I Belvidere Academy . Adelaide JE. White . Burgaw . ' Burgaw Academy . Oscar J. Peterson, A. B . * Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1931 and oilier private secondary schools — 1892-93 — Continued. .Religions de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific 1 course. Students below secondary grades. Gradu- : ates in ( class of 1893. College 'prepara¬ tory stu¬ dents in class of 1893. Volumes in library. © 7s a Female. Male. Female. Male. © a © ft Male. © 'ci a © ft Male. Female. Male. Female. | Male. 6 s PR © © 1 ft 4 5 6 7 8 9 JO 11 12 13 14 15 SO 17 18 19 SO 2 1 4 0 32 0 10 0 20 0 16 0 5 0 4 0 i 300 Ron sect . 9 » 156 0 0 0 12 0 1 21 0 | 0 0 31 0 0 1 0 1*127 Epis . 0 2 0 60 ( 1 0 20 0 6 2 1 14 22 o o 10 5 2 3 o 0 1,000 : 4 n 36 o o o 0 0 2 0 2 0 300 1 1 3 9 0 0 2 i 1 20 50 1 1 1 0 600 Free Bapt . . . 2 2 48 45 0 0 3 0 2 0 20 10 0 7 0 0 500 1 1 8 10 0 0 11 10 1 7 0 0 439 • R. C . 0 } 6 42 o o 0 o 0 i 0 20 65 o 0 o 0 1 10 20 3 6 2 3 25 30 4 10 2 0 1,000 o G 30 0 o 0 3 0 0 10 12 0 3 o 0 Ronsect . 1 4 0 1G0 0 0 .1 0 | 25 0 0 14 56 0 3 ' 0 0 1 9. 16 30 15 20 3 0 15 30 0 2 2 0 100 Ronsect . 12 0 115 0 0 0 33 | 0 47 0 38 0 5 0 7 0 600 Metli . 1 l 17 8 0 0 53 51 2 7 1 0 1,000 1 2 30 50 0 0 2 3 20 18 2 0 1 o R. C . 0 12 0 100 o o 0 0 0 0 0 9 Ronsect . 1 o 5 0 60 0 0 0 3 0 11 0 6 0 7 0 3 1, 500 Ronsect . 1 0 22 0 9 0 1 9 0 4 1 3 0 3 0 500 Epis . 3 32 1 2 14 4 250 R. C . 0 6 24 | 119 9 0 0 0 1 0 0 34 90 0 12 0 0 2, 342 Ronsect _ o 3 0 34 0 o 0 2 0 0 0 16 0 6 Lutheran. . . . ' 5 0 ■ 42 o 1 0 0 0 0 0 0 3 0 6 0 0 0 374 | R. C . 0 2 0 34 0 0 0 0 0 0 0 29 0 0 0 0 610 R. c . o 3 0 10 4 rj 0 1 Epis . 3 0 30 0 1 o o 4 o 6 : 0 5 0 0 0 500 Ronsect . 1 2 20 23 1 0 2 4 12 15 o 2 .... Ronsect _ 1 1 13 23 0 I o .1 1 0 0 24 11 1 1 2 3 358 Ronsect . o 3 22 22 o 0 3 2 o 6 0 G 50 Ronsect . 8 0 60 0 0 1 0 10 0 1 8 0 0 0 5 0 6 0 1,100 Epis . 6 0 46 0 26 0 20 0 o 0 5 0 5 0 1, 000 Ronsect . 1 3 18 26 0 o 0 0 0 0 58 : 56 5 ; o 0 0 290 Ronsect _ 0 2 9 20 0 i o 1 1 1 o 9 11 60 Ronsect . 2 6 25 o'O 6 3 2 ! 100 90 5 o 5 0 5, 000 Epis . 3 0 38 0 20 ! o 15 0 30 0 6 [ 0 4 I o RX' . 1 3 42 42 0 1 0 1 0 0 0 1 5 40 1 1 7 1,686 0 6 0 50 1 0 0 500 Ronsect . 1 0 28 0 1 2 1 0 9 i 0 12 0 2 o 1 2 0 R. C . 7 0 117 0 0 0 9 0 10 1 0 145 0 10 0 2 0 1, 800 9 2 1 29 0 0 ' ° 0 0 0 270 353 0 6 0 0 500 Ronsect . 9 0 94 0 0 0 11 0 14 0 66 0 15 0 13 0 800 RTonsect . G 7 0 80 0 0 0 0 0 0 0 50 0 4 o 0 1,813 Friends (Or¬ 3 5 43 32 i 0 0 4 5 2 0 4 6 11 7 3 4 1, 850 thodox). R. C . 2 2 25 13 1 o o 200 212 o 3 1 0 0 2, 207 Ronsect . 0 „ 0 100 0 o o _ 5 0 0 0 20 o 30 6, 0G0 Ronsect . 0 2 3 5 o o o 4 o o 4 7 o 0 500 Ronsect . 1 1 5 10 o 1 1 o 18 20 o 0 i o 0 265 R onsect . 0 2 0 ! o I 0 0 0 0 2 6 19 0 1 0 | 1 200 P. E . 1 0 5 0 1 0 1 0 1 0 0 0 3 12 0 0 0 o 1, 000 R. C . 5 0 72 0 1 0 0 15 0 10 0 60 0 12 0 34 0 1, 000 Ronsect . 1 6 0 101 0 0 0 0 0 0 0 0 0 8 0 0 600 Ronsect . 6 0 89 0 0 0 25 0 10 0 0 0 10 0 G 0 1,500 P. E . 3 0 39 o 9 o 0 0 1 3 o Meth . 1 1 40 10 0 o 8 6 7 5 10 14 o 0 400 Friends . 1 1 23 20 0 o 1 4 0 0 0 o Ronsect . 1 0 9 10 0 0 8 2 1 1 6 8 o 1 1 0 . 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 1932 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principal. 1 2 944 north Carolina— con¬ tinued. Rn l'liTi D-fjon Academy _ 945 Caldwell Institute . Caldwell Institute . 946 Trinitv School .. 947 Scotia Seminarv - - 948 Concordia College . . . 949 Elizabeth City . Elizabeth City Academv. . 950 Elon College . Elon College . 951 Enoch vil le. FTitrh School* 952 Fancy Hill . Irdell High School . . 953 Farniin uton Academy _ 954 Franklin . Franklin High School* . | 955' Franklinton . Albion Academy* . 1 956 Gastonia . Gaston Institute . Germanton Institute . 958 Hibriten . Hibriten Mount Academy . 959 Holly Springs . Holly Springs Academy.. . 960 Hookerton Collegiate Institute .. 961 Huntersville High School 962 Ilex . Holly Grove Academy . 963 Kings Mountain . Lincoln Academy . 964 Kinston . Boarding and Day School* . 965 . do . Kinston College . . 966 Leaksville . Leaksville Practical High School .... 967 Lenoir . Barnes Academy . . 968 Lexington . Lexington Seminary * . 969 Louisburg . Louisburg Male Academy . 970 Marion . Marion High School . 971 Marshallberg . j Graham Academy . 972 Mooresville . Mooresville Acad'emy . . 973 Mortons Store . Gilliam’s Academy . 974 Morven . Morven Academy . 975 Mount Olive _ _ ! Mount OliveHigh School . 976 Mount Tirzah . Mount Tirzah Academy . 977 . do . Reade Academy . 978 Newbern . . ! Newbern Collegiate Institute . 979 Norwood . Norwood High School . 980 Oak Ridge . j Oak Ridge Institute . 981 Oxford . Horner Military School . 9S2 Poes . Buie’s Creek Academy . 1 983 | Polk ton . i Polkton Academy . 984 Raleigh . ! Peace Institute . 985 ! . do . j Raleigh Male Academy . 986 St. Augustine’s School . 987 . do . St. Mary’s School . j 988 Reidsville . ’ Reidsville Female Seminary . j 989 Ridgeway . Ridgeway High School . i 990 Roxooro . Roxboro Institute . ; 991 Rubicon . Ingram Branch High School . 992 Selma . 1 Selma Academy . 993 Scotland Neck . 1 Scotland Neck’Military Academy . 994 I Snow Hill . | Greene Academy . 995 Sonoma . Bethel Academy . 996 Southpo t . Southport Collegiate Institute . 997 Statesville . . ' Home School * . ! 998 Stoneville . Stoneville Collegiate Institute . j 999 Summerfield . Summerfield School . . . ■ 1000 Tarboro . Tarboro Female Academy . 1001 1002 Taylorsville . Traphill . Taylorsville Collegiate Institute . t Fair View College . 1003 ! Trenton . Trenton High School . 1004 Vashti . V ashti A cademy 1005 j Warren ton . Warrenton Male Academy 1006 Wilmington . Cape Fear Academy 1007 . do . English and Classical School . 1008 Winton . Waters Normal Classical . 1009 Woodland . Woodland High School . 1010 Yadkin ville . 1 Yadkinville Normal School . | Wilbur E. Ormond . J. H. McCracken . Rev. N. C. Hughes, D. D .1 . . . D. J. Satterfield, D. D . Rev. W. H. T. Dan . S. L. Sheep . W. S. Long, A. M., D. D . P. E. Wright . H. T. Burke . Leon Cash . De Witt W. Odom, B. S . Rev. Sam’l S. Sevier . James A. McLauchlin . W. B. Harris . E. B. Phillips . C. F. Siler . G. W. Me whom . Grey & McElroy . A. R. Beck . . . Miss L. S. Cathcart . Misses Virginia and Henry Patrick. D. T. Edwards . Prof. B. W. Ray . E. L. Barnes . W. J. Scroggs . Prof. W. B. Daniel . J. A. B. Fry . Rev. W. Q. A. Graham, A.B. J. A. Matheson . John W. Gilliam . George Pelcher . J. E. Smith . James W. Tillett . Miss Lizzie R. Martin . J. D. Hodges, A. M . R. L. Smith . J. A. and M. H. Holt . Horner & Drewry . Rev. J. A. Campbell . W. F. Humbert . James Dinwiddie, M. A . Hugh Mos son and C. B. Denson Rev. A. B. Hunter, A.B . Rev. Bennett Smedes, A. M. . . Miss Annie L. Hughes . John Graham . Edward E. Britton . Prof. S. D. Cole — . W. H. Pope . . AV. C. Allen, A.B . J. B. Williams . Rev. H. P. Bailey, A. M . Dr. Sam'l W. Murphy, A. M. . . Mrs. Fauuie Morrow . N. S. Smith . John W. Wilborn . D. G. Gillespie . Rev. J. A. White . Av . H. Jones, A. M . AV. H. Rhodes . Frank B. Hendren . C.H. Scott . Washington Catlett . Rev. Daniel Morrelle . Rev. C. S. Brown . N. W. Britton . ZenoH. Dixon, B. A . STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1933 and other private secondary schools — 1S92-93 — Continued. Religious de¬ nomination. Second ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. ! 3 Eemale. Male. A £ © Eh Male. Eemale. Male. A £ © Eh Male. Eemale. Male. Female. Male. © 2 © 1 * © s Eemale. 4 5 6 7 8 9 1© 11 12 13 14 15 1© 17 18 19 20 21 M. E. So _ o 1 42 42 0 0 42 47 3 1 3 1 944 1 1 25 30 8 12 6 15 10 12 0 0 0 0 500 945 3 2 25 11 0 0 9 3 9 i 5 3 0 3 0 50 946 1 4 0 26 0 26 0 273 0 7 500 947 4 0 27 15 0 0 o 0 0 0 ! 948 Nonsect . 2 3 95 78 6 0 25 20 0 0 15 22 0 0 0 0 100 | I 949 4 2 52 46 22 20 30 56 0 0 9 1 9 6 3,500 950 2 2 26 32 12 8 6 4 46 52 4 o 4 0 951 1 0 25 15 o 0 35 25 952 Nonsect . 1 0 13 7 0 0 3 2 3 2 31 17 0 0 4 2 150 953 Metli . 2 2 46 15 5 14 2 1 24 20 954 Presb . 2 2 29 35 29 35 5 2 5 2 | 15 20 2 0 2 0 300 955 Non sect . 3 2 27 28 0 0 2 30 8 5 74 66 0 0 5 4 250 956 1 1 25 14 0 0 9 4 21 28 0 0 0 957 1 1 20 16 12 6 3 2 958 1 2 21 17 10 10 11 7 25 959 1 0 10 10 6 .... 25 30 — I 960 2 0 30 24 10 12 14 6 2 50 961 1 1 26 6 0 0 5 0 15 14 0 0 3 0 962 0 1 4 4 4 4 54 121 0 0 0 0 200 963 1 1 6 14 0 0 18 17 o o 0 0 964 M. E. So _ 1 2 8 15 12 15 3 4 965 Nonsect . 1 1 10 15 0 0 10 15 0 0 10 18 0 0 0 i 0 125 966 Presb . 2 0 50 0 10 o 10 o 4 0 4 o 200 967 Non sect . 1 1 28 34 0 0 6 6 20 23 4 6 0 o 250 968 Non sect . 1 0 28 0 4 0 1 2 0 0 0 0 o 0 969 Nonsect . 1 1 35 15 0 0 5 9 3 j 1 6 7 970 M. E . 1 0 10 5 0 0 0 0 10 ! .5 44 46 0 0 0 I 0 0 971 Presb . 1 0 42 0 5 6 8 12 4 2 0 972 Nonsect . 1 0 14 7 o 0 1 1 100 973 Nonsect . 1 1 21 14 0 0 i 2 8 974 Non sect . 1 2 24 33 14 12 400 975 Metli . 0 1 15 6 4 2 9 4 2 2 2 1 2 200 976 Metli . 0 1 4 15 0 0 0 0 2 , 0 4 13 0 0 0 0 25 977 Nonsect . 2 4 85 79 0 0 25 52 11 0 20 22 0 0 10 13 2, 000 978 1 2 35 30 o o 15 16 50 979 Non sect . 4 3 202 19 l 10 2 7 2 8 4 2, 500 980 Nonsect 5 0 135 0 14 0 12 o 981 Nonsect . 3 0 47 47 0 o 30 30 982 1 1 32 23 25 30 983 4 1° 0 146 0 15 984 Nonsect . 3 1 0 45 0 0 0 20 0 15 0 50 0 12 0 985 P. E . 5 1 o 33 31 0 0 0 0 34 56 1 1 1 986 P. E . 2 | 10 0 115 i o o 0 35 0 1 12 3, 000 987 Presb . 0 1 2 2 40 0 0 0 12 0 0 5 20 o 0 0 3 988 Non sect . 1 3 25 20 15 10 1 3 0 3 989 Nonsect . 1 2 18 20 0 0 8 4 0 0 14 12 0 0 0 0 50 990 Nonsect . 1 1 31 14 0 0 3 5 6 1 2 20 15 991 1 ! l 25 18 o o 4 3 4 8 1 o 992 Nonsect . 4 0 67 0 0 0 30 0 0 ! 0 12 0 1 0 1 0 35 993 Non sect . 1 1 6 10 0 0 0 o 2 2 o 0 o 0 994 Non sect . 2 1 20 20 60 60 995 Nonsect . 1 3 23 20 o o 1 8 7 15 4 10 15 o o 996 Non sect . 0 3 0 13 0 22 997 Nonsect . 1 1 7 14 0 J 1 0 0 0 3 0 23 15 0 0 0 0 0 998 Nonsect . 1 2 5 18 o o 5 12 25 27 3 2 0 999 Non sect . 1 5 0 54 0 15 10 20 o 5 o 5 1000 Nonsect . 2 2 40 10 13 3 1 8 50 50 o 0 0 1001 M. E . 3 2 40 24 o 0 0 o 78 62 7 9 13 9 5, 000 1002 Non sect . 1 1 19 20 4 (5 22 10 25 1003 1 0 7 3 o o 4 0 21 20 o 0 4 0 6 1004 1 0 13 0 o o g 0 1 o 10 0 1 o 1005 3 ! o 90 0 o o 10 n 5 o 0 o 110 1006 P. E . 1 0 24 0 U 1 o 6 o 1 0 1 2 o 2, 000 1007 Bapt . 2 2 28 46 28 46 1 3 1 47 35 0 2 200 1008 Nonsect . 1 1 1 15 7 15 18 1009 Nonscct . 1 1 2 36 33 0 0 1 2 ! 0 0 ' 0 18 14 2 o 1 2 0 0 1010 1011 1012 1013 1014 1015 101 G 1017 1018 1019 1020 1021 1022 1023 1024 1025 1020 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 EDUCATION REPORT, 1892-93, Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principaL 1 3 NORTH DAKOTA. Arvilla . Grand Forks* Arvilla Normal and Classical Acad- Miss S. I*. Brown . . emy. St. Bernard’s College . Mother Stanislaus Rafter OHIO. A. da ....... — . . . „ Austinhurg . Barnesville . Central College . . Cincinnati . .....do . i Cincinnati ("Walnut Hills). Cincinnati . Cincinnati (44East Au¬ burn are.). Cleveland . Cleveland (787 Euclid ave.). Cleveland (Jersey st.) . . Cleveland . College Hill . Ohio Normal University . Grand River Institute... Friends’ Boarding Sehool Central College Academy Collegiate School . Eden Park School * . Franklin School . . St. Frances College . School for Girls - - Cleveland Academy* . . Hathaway-Brown’s Sehool for Girls.. St. Ignatius College . University Sehool . Ohio Military Institute . Columbus (box 251) .... Columbus (151 East Broad). Columbus . Crawfis College . Damascus . Dayton . . . do . E:\rington . . Fostoria . Cara bier . . Granville - - Green Spring . 1 Hudson . Marietta . . Marion . Mount Vernon . New Hagerstown . New Lexington . Oxford . . Poland . Heading . . . The Columbus Latin School . Miss Phelps’ English and Classical School. St. Joseph's Academy . Crawfis College . . . Damascus Academy . Daj'ton Academy * . . . . St. Mary ’s Institute . Ewington Academy . . . . Fostoria Academy * . Kenyon Military Academy . . . G ran ville Academy . . Green Spring Academy . Western Reserve Academy . Marietta Academy . St. Mary's School . St. Vincent de Paul’s School . New Hagefstown Academy . St. Aloysius Academy . Western Female Seminary . Poland Union Seminary . Academy of Mount Notre Dame . St. Martins . Savannah . South New Lyme . South Salem.". . Springfield (130 East High st.). Tiffin . Toledo _ Wauseon . Zanesville Ursuline Academy for Young Ladies. Savannah Academy * . . . . New Lyme Institute . . Salem Academy . Springfield Seminary . Academic Department of Heidelberg University. Ursuline Convent of the Sacred Heart. Northwestern Normal and Collegiate Institute.* Putnam Seminary . I .1 l H. S. Lehr, A. M . Rev. R. G. McClelland, A. M.. Joseph C Stratton . C. L. Dickey . Kev. J. Babin, A. B . Madame Fred in . 3 oseph E. White . . Very Rev. Peter B. Englert. .. Miss Katharine M. Lupton - Miss L. S. Andrews . Miss Mary E. Spencer . Rev. Joseph L. Halle, S. J - Newton M. Anderson . John Heyward McKenzie, A. M. Frank T. Cole, A. 13., LL. B. . . Miss Lucretia M. Phelps . Sister Mary Liguori . L. S. Lafi'erty, A. M . John Edwin Jay . ------ H. A. Warren.-. . Rev. Joseph Weckesser . F. F. Vale, A. M . J. S. Wilhelm . Lawrence ltust. M. A., LL. D. J. D. S. Riggs, A. M., Ph. I) . . . . Morris J. Hole,- M. S., A. B - Frederick W. Ashley. . . . Martin R. Andrews . Rev. Janies A. Burns . . Rev. L. W. Mulhano . J. Howard Brown . Mother Gonzaga- . Leila S. McKee . Eugene P. Semple . Sister Agnes Aloysia, supe¬ rioress. Sister M. Baptista . J. W. Bowlus . J. Tuckerman, A. M., Ph. D. . . L. F. Hennessy, B. S . Miss Susan A. Long well . W. A. Garrison, A. M . Mother Superior . Solomon Metzler . . Mrs. Helen Buckingham Colt. OREGON. Baker City _ Coquille City.., Dallas . Forrest Grove.. St. Francis Academy . Coquille Academy . . La Creole Academic Institute Tualatin Academy* . Sister Mary Cupertino W. H. Bunch . G. H. Dawes . James R. Robertson . . . * Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1935 and other private secondary schools — 1892-03 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. | Scien¬ tific j course. Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. Male. Female. Male. Female. Male. Female. © f3 a Female. *3 Female. Male. © r3 a © Ph Male. Female. © A © a © Ph 4 5 6 7 8 9 1© ii 12 13 14 15 16 17 18 19 20 21 2 3 17 22 5 6 10 17 14 30 1 2 1 2 1,000 1011 R. C . 0 4 6 25 0 0 45 125 0 0 1012 14 4 1,335' 0 o 4 87 16 5, 323 1013 2 2 33 30 36 45 4 4 1 0 1,500 1014 2 2 23 31 o 0 0 0 3 0 4 8 600 1015 3 1 16 16 o 0 5 5 0 2 0 2 300 1016 3 i 20 0 10 0 5 0 5 0 2 0 1017 0 3 0 18 o o 0 15 0 2 600 1018 2 1 61 0 41 0 20 0 28 0 20 0 20 0 800 1019 R.C . 7 0 80 0 0 o 0 o 0 0 0 0 12 0 13 0 1020 0 2 0 20 0 6 0 1 0 4 0 ! 4 j 3,000 1021 R.C . 0 3 0 18 0 0 0 0 0 0 7 5 0 0 0 2 150 1022 1 9 0 52 o o o 0 0 8 27 69 0 7 0 2 1023 R. C . 11 0 178 0 o o 22 o 22 0 14 0 ! 1024 7 0 109 0 0 0 50 0 52 0 110 0 14 0 13 i o | 1,500 1025 Nonsect . G 1 71 0 0 0 3 0 8 0 13 0 3 0 2 1 0 2,000 1026 1 o 0 20 1 0 0 11 2 8 0 0 0 3 1 3 1 900 1027 Enis . 2 7 0 100 o o 0 15 15 45 0 6 3 o 600 1028 R.C . 0 2 0 18 28 52 0 1 1029 3 0 18 32 o o 3 3 8 10 0 0 0 o 1030 Friends . 1 1 27 33 o o 30 18 0 1 0 o ! 1031 2 0 12 0 0 0 4 0 8 0 0 0 4 0 4 0 23 1032 R.C . | G 0 64 0 0 0 0 0 0 0 214 0 8 0 0 0 3, 250 1033 Nonseet . 1 1 12 14 1 0 2 o 23 13 25 1034 United Rreth 1 1 10 7 .... 1 ....1 2 2 567 1035 Epis . 7 0 87 0 0 6 10 0 61 0 20 0 8 i o 6 0 23, 000 1036 Rapt . 5 o 139 16 J) o 49 4 33 5 24 o 9G o 26 0 1 1037 Nonsect . 4 0 34 40 0 0 11 10 2 0 0 0 2 2 i 2 1 150 1038 Nonsect . 4 1 51 17 0 0 12 2 22 12 0 0 ! 13 6 13 1G 900 1039 Nonsect . 4 0 94 0 1 o 1 45 0 49 0 0 0 27 0 j 31 0 GOO 1040 R.C . 0 1 5 9 0 0 I 89 103 1 6 i 0 0 1041 R.C . 0 1 5 16 o 0 0 o 75 i 8^ 0 5 0 0 400 1042 Nonsect . 1 1 10 6 ! 2 o 12 7 i 0 0 1 100 1043 R.C . 0 3 0 30 0 0 0 10 0 10 0 17 0 0 I l 0 3 350 1044 Non sect . 0 13 0 132 0 0 I 0 0 0 12 ! 5,913 1045 Presb . 1 1 8 16 0 0 2 3 o 6 0 0 0 0 0 0 1,000 1046 R. C . 0 4 0 28 o 0 ! o 48 0 21 0 ° 4, 000 1047 R.C . 0 7 0 46 0 32 0 2 5, 000 1048 Non sect . 2 1 75 70 0 0 3 2 I 3 2 500 1049 Non sect . 3 4 76 69 20 1 10 ii ! 16 24 46 18 10 1 2 1 . 550 1050 Presl) . 1 1 2 27 25 0 0 4 0 7 5 0 0 1 4 1 4 1,000 1051 Non sect . 0 6 0 40 o o ! 6 34 0 0 0 0 50 1052 Reformed . . . 6 ! 1 39 18 0 0 14 1 1 14 2 0 0 1 7 2 1053 R.C . 0 4 0 90 o o o o i o 0 200 0 1 4 o 0 1054 Nonsect . 2 3 70 80 o 0 i 80 90 4 5 1055 Nonsect . 0 2 0 42 0 2 0 10 o 5 0 2 8,000 1056 R. C . 0 1 5 35 0 0 0 12 5 20 20 45 0 0 1 0 0 300 1057 7-Day Ad ... . 3 0 25 44 25 30 100 1058 Non sect . 2 1 20 19 o o 1 0 0 0 o o ! 0 1 0 100 1059 Cong . 5 2 48 44 0 0 0 0 6, 200 10G0 1061 1062 1063 1064 1065 1066 1067 1068 1009 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1083 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, State and post-office. Name of institution. Name of principal. 1 2 3 obegon — continued. ! Mount Angel . Pendleton . Portland . . do . . do . . do . The Dalles . . do . . PENNSYLVANIA. Academia . Allegheny (140 Grant ave.). Ambler . Barkeyville . Beaver . Bellefonte . Bethlehem . . do . ! Birmingham . [ Blairsville . j Bustleton . Chambersburg . Chester . Concordville . Dry Run . | Elders Ridge . Erie . j . do . Factory ville . Fredericksburg . ' Fredonia . : Germantown . j Germantown (204 West Clielton ave.). • Green sburg . 1 Harrisburg . | Jenkintown . Kennett Square . Kingston . Lancaster..... . Lansdowne . Lewistown . Ligonier . Loretto . . McDonald . McEwensville . Me Sherry stown . Media . Mercersburg . ' Mifflintown . Millville . ! Mount Pleasant . 1 Myerstown . | New Bloomfield . North East . j North Hope . ! North Wales . ! Queen of Angels Academy . St. Joseph’s Academy . . Bishop Scott Academy . . Portland Academy * . . . St. Helen’s Hall . St. Michael’s College* . . St. Mary's Academy . . Wasco "independent Academy and State Normal School. Tuscarora Academy . School for Girls and Young Ladies. . . Sunnyside School . Barkeyville Academy . Beaver College and Musical Institute. Bellefonte Academy * . Moravian Parochial School . Preparatory School for Lehigh Uni¬ versity. Mountain Seminary . Blairsville Seminary . St. Luke’s Boarding School for Boys. . Chambersburg Academy . Chester Academy . Maplewood Institute * . Dry Run Academy . Elders Ridge Classical and Normal Academy. Erie Academy . St. Benedict’s Academy * . Keystone Academy . Schuylkill Seminary . Fredonia Institute.’ . Germantown Academy . Miss Mary E. Stevens’s School . Green sburg Seminary . The Misses Tomkinson’s School . Abington Friends’ School . Martin Academy . Wyoming Seminary . . The Yeates Institute . Darhy Friends’ School . Lewistown Academy . Ligonier Classical Institute . Mount Aloysius Academy . Ingleside Academy . McEwensville Academy . St. J oseph’s A cademy . .* . Providence Preparatory Meeting School.* Mercersburg College* . Mifflin Academy . Greenwood Seminary . Western Pennsylvania Classical and Scientific Institute. Palatinate College . . . Bloomfield Academy . . St. Mary’s College . North Washington Institute . North Wales Academy and School of Business. Mother M. Bernardine . Sister Mary Stanislaus . J. W. Hili; B. A., M.D . J. R. Wilson . Miss Mary B. Rodney . Rev. Brother Lactain . ! Sister M. Lauren tia . j J. Stanley Brown . Ida M. Barton, A. B . Miss Mary Maitland . ^ Miss S. A. Knight . Charles Manchester, B. D - Rev. R. T. Taylor, A. M., D- D. Rev. J. P. Hughes . Albert George Rau, B. S . Wm. Ulrich . j Miss N.J. Davis . Rev. T. R. Ewing, D. D . Charles H. Strout . M. R. Alexander, A. M . George Gilbert . j Joseph Shortlidge, A.M . Clias. W. Long, A. B . , Rev. N. B. Kelly, A. M . I George A. Willey. A.M . Benedictine Sisters . Fred Manville Loomis. A. M. . Rev. G. Holzapfel, A.M . L.R Eckles, A. M . * William Kershaw, Ph. D . Miss Mary E. Stevens . W.M. Swingle, Ph. D . Miss Martha M. Tomkinson . . Louis B. Ambler . J. Henry Painter . Rev. L L. Sprague, A.M. , D.D. Rev. Montgomery R. Hooper, M. A. Anna M. Ambler . Julien C. Pla, B S . E. H. Dickinson . Mother M. de Sales Ihmsen. . . Rev. W. D. Irors . I. H. Mauser. . Mother Ignatius . Miss Alice W. Jackson . Rev. George M. Aughinbaugh, D.D. J. J. Ealer . Henry R. Russell . Rev. Leroy Stephens, D. D - Edwin Maxey. president . George W. Wagenseller, A. B. Aug. Dooper, rector . H. S. Gilbert, B. E. D., B. S. . - . Samuel U. Brunner . Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1937 other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in- struct- ors. Students in sec¬ ondary grades. Colored stu- dentsin- cluded. Clas¬ sical course. Scien¬ tific | course. < ■ 1 Students Gradu- below ates in secondary class of grades/ I 1893. j College prepara¬ tory stu¬ dents in class of 1893. fcp u | 2 i ! > £ 3 Female. .1 O Female. O i S : ^ i 1 . - 0 Male. £ ! 9 i P S 0 4 5 6 7 § 9 10 11 12 13 14 15 Its 17 IS 39 40 i 31 R. C . 0 3 0 30 1 I 0 _ 20 h 0 3 ! 0 8 2, 000 R. C . 0 3 1 0 0 i 20 50 0 0 250 Epis . 1 128 0 0 0 20 0 1 15 0 30 0 18 0 i 4 0 1,000 3 3 40 35 0 0 8 0 ! 20 10 42 35 5 0 ! G 0 350 j Ire . 1 8 0 75 0 0 0 1 ! 0 0 2 26 0 2 0 0 750 R. C . 3 0 36 0 0 0 4 j 0 16 0 96 0 16 0 6 0 500 R. C . 0 9 0 13 0 0 | 50 ! 120 0 4 1 2 24 28 0 0 3 4 ! 3 0 0 0 4 300 Nonsect . 0 2 23 17 0 0 3 2 1 0 0 1 2 0 0 0 0 200 0 2 0 12 0 1 0 9 1 12 0 0 ! 13 12 0 0 150 3 0 18 22 0 u 11 0 5 7 27 19 3 1 2 i 0 300 ! M.E . 0 6 0 95 (1 0 0 15 0 4 ■ 1, 600 1 1 20 30 0 0 15 10 g 5 30 10 10 5 •*" 100 ! Moravian. . . . 3 2 48 34 6 6 1 1 18 0 75 65 3 7 1 300 ! Nonsect . 7 0 68 0 4 0 64 ' 0 16 0 42 0 j 42 0 1 2, 450 Presb . 0 ! 2 4 48 ! 0 0 | 4 12 6 1 8 1 2 1 0 2, 000 Presb . 0 5 0 12 0 0 0 4 i 0 0 0 18 0 I 4 0 1 600 ! Epis . 5 0 40 0 0 0 ' 3 0 8 0 • 0 0 2 0 2 0 700 Presb . 3 0 50 0 1 30 0 10 0 10 0 12 ! 0 i 9 0 600 ' 2 j- 3 25 29 i 2 0 2 0 12 4 0 2 0 3 650 Eriends . 4 0 27 0 5 0 2 i 0 0 0 2, 000 Nonsect . 1 , 0 “3 5 0 0 3 5 0 ; 0 23 1 17 0 1 0 0 0 0 Non sect . 1 2 1 27 23 0 0 1 12 10 4 0 0 0 6 4 3 2 500 Nonsect . 1 0 7 4 1 • 0 0 4 2 1 1 0 35 15 1 0 1 0 210 R. C . 0 i 1 0 1 15 0 5 0 ; 90 0 0 0 0 500 Bapt . 5 ! 3 108 82 0 0 25 8 30 10 0 0 5 4 4 3 3, 200 Evang. Ass. . G 2 ; 50 20 0 0 2 0 0 l 0 0 i ° 3 0 2 0 800 Nonsect . 5 2 75 104 0 0 I 19 2 0 0 47 32 6 4 1 5 0 205 Nonsect . 9 8 285 0 285 0 285 0 1 0 1 29 0 1 25 0 750 | Epis . 1 3 0 32 1 0 0 80 i 0 12 0 8 1. 800 Lutheran. . . . 6 4 : 40 23 0 0 14 3 6 0 0 0 10 1 ! 10 ‘0 Non sect . 2 5 6 47 i 0 t 0 0 1 7 0 24 19 1 0 8 0 1 2 300 i Friends . 3 7 33 47 0 1 0 5 0 44 24 2 3 1 0 400 Friends . 1 2 2 40 25 t 0 0 5 4 2 3 1 M. E . j 9 9 350 190 24 9 70 ; 39 0 0 90 8 18 1 0 ! 4,000 j P. E . 9 0 36 0 30 0 0 0 jo! 0 Friends . . . . . i o i ^ 19 34 5 11 Nonsect . 1 i ! 2 14 14 1 0 0 1 1 0 ! 0 10 21 0 1 0 1 I Presb . . 2 1 38 33 0 0 1 0 ! 2 0 11 20 0 0 1 0 ! R. C . 0 7 0 48 0 0 0 0 1 0 1 0 0 12 0 1 0 2 ; 800 2 2 33 31 20 11 8 1 23 4 2 4 2 ' Nonsect . 1 ! i 32 32 .... . . . . 8 ! 3 1. 2 0 2 0 400 R. C . 0 6 0 36 0 0 0 11 0 0 t 0 0 i 1 150 Friends . 0 4 14 0 0 0 0 1 2 0 5 13 2 0 ' 2 0 ’ 0 Reformed . . . 3 : 2 27 21 0 0 12 , 0 0 0 0 0 4 3 : 4 3 Nonsect . 2 o 25 25 9 2 3 0 1 0 0 Friends . 1 3 26 21 0 0 ■ 8 I 14 Bapt . 2 1 2 38 2 10 1 6 1 30 81 4 3 4 1 2,000 1 9 1 3 71 53 14 11 9 6 Nonsect _ | 1 68 46 0 0 6 2 2 0 0 0 2 2 0 600 R. C . 7 I o 98 0 0 0 i 9 0 Nonsect . 2 3 29 35 0 0 0 0 ' 2 9 1 1 0 300 i Nonsect . ~ 1 2 3 21 22 8 8 6 2 i 2 4 1 2 800 ~ I i I ed 93 - 122 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 11C1 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 1151 1152 1153 EDUCATION REPOET, 1892-93. Table 5. — Statistics of endowed academics, seminaries, and State and post-office. Name of institution. Name of principal. 2 3 PENNSYLVANIA— cont’d. Oakdale Station . Ogontz . Oley . Philadelphia (401 South 22d st,). Philadelphia (248 South 21st st.). Philadelphia (700 North Broad st.). Philadelphia (15th and Bace sts.). Philadelphia (140 North 16th st.). Philadelphia (2037 De Lancey Place). Philadelphia. .* . Philadelphia (4112 Spruce st.). Philadelphia (4105 Chestnut st.). Philadelphia . Philadelphia (2011 De Lancey Place). Philadelphia (Chest¬ nut Hill). Philadelphia (18th and Chestnut sts.). Philadelphia (1415 Lo¬ cust st.). Philadelphia (1427 North 16th st.). Philadelphia (2101 Spruce st.). Philadelphia (1602 Green st.). Philadelphia (2045 Wal¬ nut st.). Philadelphia (8 South 12th st.). Pittsburg . Pottstown . Prospect . Beading . Bimersburg . Saltsburg . Scranton . Selin sgrove . Sharon . South Bethlehem . Stanton . Sugar Grove . Towanda . Uniontown . Ward . W ashington . W atorford . Oakdale Classical and Normal Academy. Cheltenham Academy . Oley Academy * . . William S. Blight, jr.’s School for Boys. Day School for Girls * . Eastburn Academy . Friends’ Central School. Friends’ Select School . . . Miss Gibson’s Family and Day School for Young Ladies and Little Girls. Girard College . Miss Gordon’s English and French Boarding and Day School for Young Ladies. The Hamilton School . Home School for Girls . Agnes Irwin’s School for Girls Mount St. Joseph Academy Bittenhouse Academy . Bugby Academy . Schleigh Academy . Walton School . West Green Street Institute. . . West Walnut Street Seminary. William Penn Charter School. Ursuline Academy . The Hill School . Prospect Normal and Classical Acad¬ emy. Selwyn Hall . Clarion Collegiate Institute . Kiskiminetas Springs School . School of the Lackawanna . The Missionary Institute* . Hall Institute* . . Bishopthorpe School for Girls . . Belleview Academy . . Sugar Grove Seminary and Conserva¬ tory. Susquehanna Collegiate Institute.... Bedstone Academy and Commercial College. W ard Academy . . . Trinity Hall . . . . T. J. George. John Calvin Bice.... Martin S. Harting... William S. Blight, jr. Miss Katharine B. Hayward. George Eastburn, M. A., Ph.D. Miss Annie Shoemaker, Wil¬ liam Birdsall. J. Henry Bartlett, superin¬ tendent. Miss M. S. Gibson . Adam H. Fetterolf, Ph. D., president. Miss Elizabeth F. Gordon . . . Lo Boy Bliss Peckham, head master. Mme. H. Y. F. Clerc . Miss Agnes Irwin . Sisters of St. j oseph . . De Bonneville K. Ludwig, A. M. ; Erasmus B. Wa- ples, A. M. O. C. Mordorf . Miss Frances M. Schleigh... Miss Cordelia Brittingham. . Miss Martha Laird . . . Mrs. Henrietta Kutz — . Bichard M. Jones, LL. D. _ Sister Frances . John Meigs, Ph. D. F. W. Magee . Bev. William J. Wilkie, A. M S. W. Kerr . A. W. Wilson, jr., A. M. ; B. Willis Fair, M. S. Bev. Thomas M. Cann, A. M. ; Walter H. Buell, A. M. J. B. Dimm, D. D . . T. A. Edwards . Miss Fanny I. Walsh . . J. B.Millin. A. M . . Bev. B. J. White, A. B. . . Edwin E. Quinlan, A. M. James H. Griffith . W aterford Academy . * Statistics of 1891-92. Benj. F. Leggett, Ph. D . AY. AY. Smith, rector ; John B. AYheeler, head master. W. F. Mercer, Pli. M . STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1939 other private secondary schools — 1S92-93 — Continued. Religious de¬ nomination. Second¬ ary in struct- ors. Students in sec¬ ondary grades. Colored stu¬ dents in eluded. - Clas¬ sical course. Scien tide course. Students below secondary grades. Gradu ates in class of 1893. | College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. Male. 2 a Male. Female. Male. Female. Male. 1 © ro3 a o rH Male. Female. Male. 1 Female. Male. © C3 a © Male. | Female. 4 5 0 7 8 9 io 11 13 13 14 15 16 17 18 1© 39 | 31 1 10 7 0 o 5 0 1 8 13 3 o 4 5 100 1115 Nonsect ... .. o G6 0 0 0 6 0 29 0 S 0 0 6 0 1,000 1116 1 1 50 30 o o 7 1 3 0 52 37 0 0 1,500 1117 5 o 34 0 o o 2 o 2 o 20 0 4 o G 0 1118 0 9 0 57 o o o 4 0 4 o 0 ! o 0 G 1119 Nonsect . 10 2 123 0 0 0 25 0 30 1 « 18 0 12 0 8 0 1,200 1120 10 32 22G 400 o o 0 16 | o 0 17 43 G 3 500 1121 4 73 85 o o | 25 25 1 19 0 4 12, COO 1122 (Or tli.). 1 3 0 24 - 0 6 1123 9 268 0 o o 1291 0 12 277 1124 Nonsect _ 1 8 0 65 0 0 0 6 0 0 0 35 I) 4 0 2 1,000 1125 Nonsect . 3 0 50 0 0 0 40 0 2 0 50 3 G 0 5 0 300 1126 Epis . 0 2 0 21 0 0 0 10 2, 500 1127 Nonsect . 2 13 0 114 o o 0 6 0 o o 1G 0 3 1, 500 1128 R. C . 2 4 0 GO o o 0 0 0 0 25 40 0 0 5, 000 1129 Nonsect _ 7 0 41 0 0 0 9 0 25 0 4 0 G 0 6 0 0 1130 N onsect .... 8 0 85 o o o 25 o 5 o o 0 12 o 8 0 1131 Nonsect . 0 1 0 10 o o 0 10 0 o 24 29 1132 0 2 0 G8 0 o 13 o 12 0 1 0 G 1133 Nonscct _ 1 5 0 30 0 7 0 2 1 1134 Nonsect _ 0 4 0 40 0 10 0 6 0 12 1, 200 1135 Friends . 19 0 307 0 135 0 271 0 99 0 41 0 39 0 1, 604 1136 R. C . 0 8 0 87 0 35 0 25 0 4 500 1137 Nonsect _ 14 0 105 0 50 0 GO 0 15 0 15 0 15 1 0 3, 500 1138 Nonscct . 1 1 13 13 o .... o 34 24 9 1 1139 P. E . 5 0 37 o o o 12 o 3 o o o 500 1140 Reformed . . . 1 0 13 22 o o 1 4 0 0 G G 0 0 .... 250 1141 Nonsect . 1 0 47 0 10 0 20 o 15 0 11 0 11 0 150 1142 Nonsect - 3 2 86 56 0 0 20 8 15 5 19 15 9 6 7 3 2, 000 1143 Lutli . G 1 105 20 0 0 30 5 1 0 0 0 4 1 4 1 2, 500 1144 Rapt . 4 3 £3 32 0 0 15 2 8 6 4 0 4 9 600 1145 Epis _ 0 4 0 28 0 0 0 0 0 0 1146 Nonsect . 1 0 4 4 3 2 30 20 2147 United Breth 2 3 88 101 o 1 7 3 3 7 7 o 3 D rH 1148 Presb . 4 3 ICO SO 0 0 12 0 5 0 10 9 7 3 6 1 1, 000 1149 Nonsect . 3 1 73 31 0 0 3 1 25 4 9 16 11 1 0 0 30 1150 1 1 4 12 0 0 0 0 0 0 14 12 0 2 0 0 600 1151 4 0 1 28 0 o o 28 o 0 o 0 o 1, 600 1152 Nonsect . 2 3 1 45 GG 3 1 10 14 0 0 >1 4 400 1153 194 1154 1155 1156 1157 1158 1159 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 0 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, and State and post-office. Name of institution. Name of principal. 1 2 3 PENNS YLVANI A — COnt' d . West Chester . W est Sunbury . Westtown . Wilkesbarre . Williamsport . . do . Wyncote . York . RHODE ISLAND. East Greenwich . Providence (Elmhurst) Providence . . . . do . . do . Providence (280 Bene fit st.). SOUTH CAROLINA. Aiken . Anderson . . . do . Batesburg . Charleston . . do . . do . . . do . . . do . . do . . Charleston (11 Nassau st.). Chesterfield . Clinton . . - do . Clio . Cokesbury . Dudley . Erogmore . Gowensville . Honea Path . Jordan . . Kelton . Kershaw . Lexington . Manning (box 3) . . . . Ninety-Six . Reidville . . do . Stokes Bridge . Sumter . Williamston . Woodruff . SOUTH DAKOTA. Canton . Sioux Palis . . do . Yankton . Darlington Seminary for Young Ladies. Sunbury Academy . Westtown Boarding School . Harry Hillman Academy . Ladies’ Classical Institute . Williamsport Dickinson Seminary. . . . Chelten Hills School . York Collegiate Institute . East Greenwich Academy . Academy of the Sacred Heart . English "and Classical School . . Friends’ School . La Salle Academy . . Miss Sheldon’s School for Young Ladies. Richard Darlington . F. E. Knocb, B. S . Zebedee Haines, superinten j ent. Harry C. Davis, A. M . Miss Jane M. Wilson . Edward J. Gray, D. D . . Mrs. E. W. Heacock . Rev. E. T. Jeffers, D.D . Rev. F. D. Blakeslee, D. D . Mrae. Hogan . Charles B. Goff, Ph. D . Augustine Jones . Brother James . Miss Helen M. Shelden . Aiken Institute . . Miss Hubbard’s Home School . Patrick Military Institute . Batesburg High School . Academy of Our Lady of Mercy . Charleston Female Seminary . I The High School of Charleston . Porter Military Academy . L Mrs. Isabel N. Smith’s Private School . ; University School . I Wallingford Academy . Chesterfield Academy . Preparatory Department and High School of the Presbyterian College in South Carolina. Thornwell Orphanage . Hebron High School . . i Cokesbury Conference School . Dudley High School . Penn Normal and Industrial School. . - Gowensville Seminary . Honea Path High School * . Jordan Academy . ; Kelton Academy . Kershaw High School . Palmetto Collegiate Institute . | Manning Collegiate Institute . Ninety-Six High School . Reidville Female College . Reidville Male High School . Hebron High School . The Sumter Institute . Williamston Male High School . Woodruff Male and Feruale-MIigh School. J. F. McKinnon, A. B . . Miss Lenora C. Hubbard . John B. Patrick . ; J. M. T. Childrey, B. A . | Sister Mary Agatha . Miss E. A. Kelly . Yirgil C. Dibble, A. M . Charles J. Colcock, head mas¬ ter. Mrs. Isabel N. Smith . j W. D. McKenney . j Rev. L. A. Grove . j - Wright . J. I. Cleland, M. A., president. Rev. Wm. P. Jacobs, D. D . D. W. Daniel . C. C. Reed . Miss Maude Leach Alford - Miss L. M. Towne, Miss E. I Murray. W.D. O 'Shields-.., . J. B. Watkins . JohnM. Knight . S. vi. Rice, jr . . D P. R. Beck . . Percival E. Rowell . D. C. Anderson . J. C. Cork. M. A . A. Spencer . A. Spencer . W. A. Massebean . H. Frank Wilson president . . . G. S. Goodgion . . B. W. Getsinger . Agustana College . All Saints School . University of Sioux Falls . Benedictine Convent of the Sacz’ed Heart. Anthony G. Tuve . Miss Helen S. Peabody E. B. Meredith . . Rev. S. H. O’Hare . STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1941 other private secondary schools — 1S92-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec- 1 ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course, j Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class I of 1893. j Volumes in library. ■§ £ Female. © & © A 'k ! r-i © £ © ! Er 'c? -f £ \ © | 4 5 6 7 S 9 10 11 13 13 14 15 _ 16 if IS 19 2© 2 i Friends . 0 2 0 70 0 0 0 6 0 5 j 0 1 0 | 0 6 0 2 800 1154 Xonsect . 3 3' 100 125 0 0 75 30 25 50 0 0 1 2 7 ; i ! 1 j 525 1155 Friends . 5 3 56 64 0 0 3 1 10 4 83 ; 55 - 7 ; 12 -21 5,000 1156 8 9 105 0 13 o J 25 1 0 30 30 12 0 6 0 300 ! 1157 0 3 0 25 0 25 1158 M. E . 6 8 119 145 0 0 5 2 j 0 0 11 11 11 23 j 2 4 i 5,000 1 1159 9 3 9 25 0 2 1 1 1 o 12 19 0- 6 0 1 1160 3 3 39 21 0 0 7 15 5 4 3 i o : 3,000 | 1161 M.E . 4 8 119 92 0 0 24 2 20 ! 15 38 i 27 1 13 j 12 11 2 1162 R. C . 0 0 60 o o i 0 15 ■ 0 9 3. 500 1163 OllS Got - • - • a 3 1 101 0 0 0 93 0 18 0 96 : 0 19 0 11 0 1. 000 1164 3 94 0 o 11 - 9 35 55 2 1 19 2 3 7, COO 1165 R. c . 4 0 164 0 o 0 0 28 0 6 0 2 i 0 1166 1 0 50 0 | 4 0 46 0 3 0 ; 1 | 500 1167 0 | 3 30 so 6 o 75 i 85 4 ; 3 1 1 1168 0 3 ' 12 26 0 0 ; 4 16 38 33 j 2 1 2 | 1169 Xonsect . 3 o ! 70 0 0 ! o ! 3 0 5 0 10 0 10 0 3 0 500 1170 Rapt . ; 1 i 12 7 o 1 0 4 0 0 ' 0 25 j 19 0 1 0 5 0 1171 R. C . 1 0 2 0 50 0 40 0 5 150 1172 Xonsect . 0 6 0 100 o o 0 | 20 0 13 2,000 1173 Xonsect . ■ 6 0 164 0 0 0 1 15 0 25 0 18 0 1 7 . o 4 0 100 1174 Epis . 6 1 75 0 0 0 * ° 0 0 0 35 0 8 i 0 1175 0 4 o 1 35 n ! 0 0 0 0 0 0 60 1 0 9 1176 Xonsect . 3 1 0 50 j 0 \j 20 I o 0 0 12 0 0 1177 Presb . 1 1 15 27 15 27 5 3 8 9 125 167. ; 3 5 j 3 3 200 1178 Xonsect . 1 1 3 12 0 ! 0 3 0 5 | 6 47 31 ' o 0 0 0 0 1179 Presb . 2 1 32 13 0 0 ! 6 0 8 : 4 18 17 12 2 17 5 300 1180 Presb . 2 i 2 12 20 0 1 0 ! 4 10 36 42 ! . 1181 Meth . 1 1 34 37 0 0 3 4 2 0 11 ! 23 : i 1 1 1 87 1182 Metb . 1 1 13 1 10 0 0 i 6 5 3 0 21 ; 19 0 0 0 0 0 1183 Bapt . ! i 1 7 11 7 8 1184 Xonsect . 0 2 20 14 20 14 o 0 i ° 0 I 112 ! 103 3 0 j 0 0 200 j 1185 Bapt . ! l 1 25 ! 30 0 ! 0 1 2 1 1 o i o j 12 13 0 0 0 0 1186 i 1 41 40 o j 0 18 15 65 • 60 0 0 125 1187 I Xonsect . i 1 5 10 j 0 0 4 6 0 o 25 ! 30 0 2 0 2 0 1188 Xonsect . j i 1 28 1 32 17 9 1189 Xonsect . i i 1 0 26 20 0 0 3 2 1 0 0 40 j 30 1190 3 2 62 1 53 0 o 28 1 32 4 5 200 1191 Xonsect . 1 j o 13 14 0 0 0 1 0 0 0 16 i 12 0 o 0 0 0 1192 Xonsect . 1 1 15 10 6 7 2 ! 3 20 25 1193 Presb . 0 2 0 1 20 i o o 0 9 0 ! 30 0 0 600 1194 Presb . 2 ! o 26 0 0 0 3 ° I 0 0 38 0 0 0 3 , 0 100 S 1195 Metb . 1 i 2 38 44 16 14 j 6 0 12 16 j 3 6 3 6 60 1196 Xonsect . 1 i 3 0 55 0 0 ! ° - o 0 0 0 j 30 0 14 0 0 500 1197 Xonsect . 1 0 6 0 0 o 3 1 0 2 0 27 18 0 0 i 1 : 0 32 1198 Bapt . 1 j 1 1 35 45 1 2 4 2 6 12 j 15 o o 1199 Luth . j 1 1 1 ! 29 i 10 1 0 0 29 10 ! 0 0 67 54 1 8 2 6 ' 0 1, 000 1200 P. E . o 5 0 J 60 0 3 0 31 0 9 1 0 3 300 1201 Bapt . 5 I 5 i 41 1 38 I 0 0 i 7 i 3 1 14 5 12 i 8 4 11 j 3 : 6 600 1202 R.C . 1 i 3 1 0 16 1 i 0 0 j 1 0 0 i o 6 2 ! 13 1 ° 0 1 0 1 0 100 ; 1203 1 1942 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, and State and post office. 1 TENNESSEE. 1204 Alexandria . j 1205 Bellbuckle . i 1206 Bloomingdale . ! 1207 Bloomington . 1208 Bluff City . 3209 Brownsville . 1210 . do . 1211 Butler . . 1212 Centerville . 1213 Chattanooga . 1214 rln 1215 Clarksville . 1216 Cleveland . ! 1217 Clifton . 1218 . do . I 1219 Covington . 1220 Culleoka . 1221 Erin . 1222 Darden . 1 1223 Eve Mills . 1224 Fayetteville . 1225 Fouteli . 1226 Franklin . 1227 . do . j 1228 Gordonsville . 1229 Grand Yiew . 1230 Green Brier . 1231 Greeneville . 1232 Hartsville . 1233 Henderson . 1234 Holladay . 1235 Howell . 1236 Huntingdon . . . 1237 Joppa . 1238 Knoxville . 1239 Lexington . 1240 Lewisburg . 1241 Loudon . 1242 McKenzie . . 1243 Manchester . 1244 Martin . 1245 Memphis . 1 1246 . do . . 1247 . do . 1248 Memphis (336 Poplar st) 1249 Mountain City . 1250 Murfreesboro . 1251 Hash ville . 1252 ! . do . 1253 1 . do . 1254 1 . do . 1255 ! Kettle Carrier . 1256 ! Orvsa . 1257 Overall . 1 1258 ; Paint Rock . ; 1259 ' Persia . . 1260 Pinewood . 1261 Prospect . 1262 1 Rinlev . 1263 j Rogersville . 1264 ! Sweetwater . 1265 1 Tazewell . Kame of institution. Kame of principal. T. M. Lawrence College.......... . ; "Webb School . : Kingsley Seminary . 1 Bloomington College . Zollicoffer Institute . . . Wesleyan Female College . Brownsville Military School . Holly Spring College . Centreville High School . Caulkins School* . Chattanooga College for Young Ladies . ^ Clarksville Female Academy . Centenary Female College./ . Clifton Masonic Academy* . Clinton High School . Tipton Female Seminary* . Culleoka Academy . Houston College . Darden Academy* . Tulogahler College . Fayetteville Collegiate Institute*.... Hew Helton School . Franklin Academy . Wall and Mooney’s School’ Gordonsville Academy . . Grand View Hormal Institute . Central Tennessee Hormal School _ Greene ville Collegiate Institute* - Hartsville Masonic Institute . Jackson District High School . Holladay Independent Hormal School. Howell Academy . . Southern Hormal University . Sulphur Springs Academy./. . The University School of Knoxville.. Lexington Academy . Haynes-McLean School . London High School . McTyeire Institute . Manchester College . McFerrin College * . Clara Conway Institute . . Memphis Institute* . . St. Agnes Academy . St. Mary’s School . Masonic Institute . . Murfreesboro Academy . Boscobel College . . Montgomery Bell Academy . St. Cecilia Academy . . Select School for Young Ladies . Alpine Institute . . Hatcher Academy . Salem Academy . . Seven Islands Academy * . Holston Talley High School * . . Pinewood Acaidemy . Prospect Academy . . Lauderdale Institute . . McMinn Academy . . Sweetwater Seminary for Young Ladies. Tazewell College . . F. S. Gold . W. E.andJ. M. Webb . Joseph H. Ketron, A. M . Ed. R. Ling. M. S . J. AY. Repass, A. B . . T. W. Crowder, president _ E. A. Maddox . James H. Smith . AY. A. Matthews . AYilford Caulkins, A. M . John L. Cooper, A. M., presi¬ dent. Mrs. E. G. Buford . Rev. D. Sullins, D. D . J.F. Hughes . E. B. Booth . Geo. D. Holmes . Capt. R. William Lambuth.. G. L. Byrom . I. S. White . J. P. Hicks, B.S . James A. Tate . T. J. Washer . P. Campbell and James E. Scobey. W. D. Moonev, A. M., and S. AL Wall. John Washburn . W. F. Cameron . H. J. Pritchard, A. B . Jacobus D. Droke, A. M . Gross Sc Boone . I. B. Day . J. W. Murphy and G. M. Les¬ lie. R. K. Morgan . J. A. Baher, A.M . C. C. Justus . . Lewis M. G. Baker, M. A . S. A. Mynders, B. A . W. W. McLean . J. P. Stephenson . Rev. Joshua H. Harrison, B.A Charles L. Phillips . J. T. Williams, A. B . Miss Clara Conwav . Wharton Stewart Jones . Sister Yincenta . . . Sister Hugh Etta . D. S. Lyon . Walter W. Brown, A. M . J. G. Paty . S. M. D. Clark . Mother Ursula Wildman. . . . Mrs. M. E. Clark . B. O. Bowden . Professor Chandler . Prof. L. Y. Ellington . Prof. J. H. Fritts . J. T. Pope . A. M. Whipple . D. J. Moore . Ferdinand M. Malone, A. M. . A. Y. Martin - 1 . J. H. Richardson, president . - F. M. Killgore.. . . r Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 1943 other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. Students below secondary grades.' Gradu¬ ates in class of 1893 | College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. Male. Female. Male. Female: Male. © ■cS a © £ Male. | Female. Male. Female. Male. Female. | Male. ©■ rcj a © Ph Male. © I © Ph 4 5 6 7 § 9 19 11 12 13 14 15 16 j It 18 19 29 21 1 i 10 28 1 0 12 13 0 1 150 1204 M. E. So . 5 i 275 27 160 80 0 0 13 2 17 3 1, 900 1205 M. E . 3 0 44 0 0 0 12 3 17 6 49 33 0 0 0 0 50 1206 M. E . 2 2 34 28 0 0 0 0 24 11 30 18 0 0 0 0 0 1207 1 0 9 5 0 0 81 74 0 0 ° o 1208 Meth . 1 5 1 104 0 0 15 30 0 20 0 1209 1 0 36 0 0 0 0 0 1210 2 0 22 20 o 0 G 5 3 * 2 55 68 6 1 4 o 1211 1 2 30 26 0 0 13 15 18 9 15 10 10 6 19 14 109 1212 Non sect . 1 0 18 2 0 0 2 0 16 2 33 44 1 1 1 1 500 1213 2 6 0 74 0 10 0 2 1, 400 1214 M. E. So . 0 2 0 50 0 10 0 20 0 11 335 1215 4 3 0 160 0 6 0 67 0 0 0 24 0 7 1216 1 2 14 19 I'"' 4, 000 1217 1 1 20 18 92 74 2 7 175 1218 1 3 2 81 o 0 15 28 "*■ 8 150 1219 Meth . 1 2 35 15 o 0 20 10 15 10 0 0 0 0 895 1220 1 1- 15 20 95 109 150 1221 1 1 30 35 50 40 50 1222 Nnnspp.t _ 1 0 12 13 4 2 20 20 2 4 1223 Nonsect . 3 4 74 86 o 0 80 60 0 0 0 0 0 1224 Rapt . 1 1 25 15 0 0 10 5 50 40 5 1 20 14 o 1225 Non sect _ 3 0 52 11 o 0 16 3 10 5 0 0 0 0 o 1226 Nonsect . 3 0 167 0 0 0 95 0 40 0 0 0 12 0 15 0 1,100 1227 Nonsect . 2 0 20 25 0 0 2 4 0 0 40 40 0 0 0 0 35 1228 Cong . 2 4 40 27 0 0 0 0 0 0 48 32 0 2 1, 000 1229 Non sprit, _ 2 0 16 0 56 53 0 0 200 1230 M. E. So . 1 1 15 18 o 0 15 18 47 32 :::: 25 1231 Nonsect _ 2 0 18 12 o 0 57 63 3 0 350 1232 M. E. So . 2 2 30 40 30 30 1 2 i.... 1233 Nonsect . 3 2 123 120 0 0 7 1 o 9 2 49 31 18 2 16 2 300 1234 Nonsect . 1 0 7 10 0 0 0 0 0 0 15 15 0 0 0 0 0 1235 Nonsect . 3 2 70 30 0 0 15 12 40 30 20 20 25 20 0 0 2, 000 1236 Nonsect . 2 1 30 30 0 0 10 8 15 5 55 40’ 0 0 0 0 32 1237 Nonsect . 4 0 93 0 o 0 75 0 18 0 27 0 2 0 2 o 1238 1 2 39 36 0 0 8 4 4 3 60 75 2 5 2 4 1,200 1239 Nonsect . 2 1 60 40 0 0 5 2 1 0 10 12 2 3 1 2 250 1240 Nonsect ..... 1 1 12 7 6 5 1241 Meth . 2 0 25 15 o o 10 15 6 1 6 1 600 1242 Nonsect . 1 1 28 12 8 0 3 0 15 15 0 0 0 o o 1243 M. E. So . 2 4 51 70 0 0 12 20 16 8 18 20 4 8 4 8 150 1244 0 10 0 150 6 6 24 0 27 0 6 500 1245 Non sect . 5 0 102 2 10 1246 R. C . 0 8 0 80 0 50 0 12 0 14 300 1247 Epis . . 0 7 0 GO 0 4 0 4 0 60 0 10 500 1248 1 1 23 11 54 55 1249 Bapt . 2 0 32 0 9 0 1250 Bapt . 0 2 0 60 0 70 o 15 1 1, 000 1251 Nonsect . 5 0 62 0 0 0 5 0 10 0 46 0 10 0 1 0 428 1252 R. C . 0 4 0 48 0 o 0 60 0 8 1253 Non sect . 0 5 0 50 0 1 0 10 0 10 0 1 200 1254 Nonsect. _ _ 2 0 106 50 o o 20 15 9 2 60 1255 1 1 5 4 6 7 1256 Nonsect . 1 1 17 21 3 4 25 30 0 1 1257 Nonsect . 1 0 20 15 o o 5 4 4 4 40 30 1 64 1258 Bapt . 2 1 50 35 3 2 2 2 30 25 0 0 o 0 1259 Nonsect. . . . . 1 o 10 10 o o 1 0 12 30 0 0 1 o 200 1260 Nonsect . 1 2 54 53 15 6 8 10 20 18 3 2 3 2 0 1261 Nonsect . 1 1 25 30 0 0 1 1 0 0 40 60 2 4 1 1 200 1262 Non sect . 1 0 32 0 0 0 12 0 2 0 24 0 0 0 0 0 0 1263 Nonsect . 0 2 0 25 0 30 o 4 o 3 2, 000 1264 Nonsect . 2 1 19 22 0 0 0 0 0 o! 25 20 0 0 0 0 0 1265 19' 1266 1267 1268 1269 1270 1271 1272 1273 1274 1275 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 :4 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies, seminaries, - 4 © r 8 9 so ii 12 13 14 15 16 It IS 19 © Nonsect . 4 0 35 0 0 0 6 0 8 1 o 1 13 0 6 1 0 3 0 : 400 1319 Cong . — 0 3 0 40 0 0 0 0 0 0 0 235 i 0 0 ! o 0 i 200 j 1320 R c . 8 i 0 77 0 o 0 ! 20 i 0 1321 L 1). S . 5 0 5° 46' [ 128 ] 102 20 16 : 1,425 j 1322 Epis . 0 33 30 ; 14 0 9 | 0 G 1.200 ! 1323 Cong . 2 1 13 27 0 0 2 1 2 1 0 15 ( 35 .47 j 2 1 j 3,000 1324 2 1 14 30 o 0 3 o ! 50 46 i 0 : 0 ! 0 1 4 300 ‘ 1325 TTniv . | 4 i G 69 54 0 0 18 4 5 0 0 0 14 8 ; io ; 0 : 1, 950 : 1326 Cong . 1 3 45 55 0 0 2 0 ! 4 0 15 15 4 5 15 15 | 2. 101 ! 1327 Epis . . 3 j 7 0 56 0 2 o 4 0 j 0 1 0 10 0 ! 3 1.500 - 1328 P.‘E . 4 1 2 47 0 4 0 8 0 ! 9 0 2 ; 0 4. COO i 1329 Nonsect . 1 i 1 25 26 0 0 2 2 o 0 6 1 10 : o i o 0 i 0 140 ! 1330 Nonsect . 2 1 80 95 0 0 6 4 1 0 3 | 3 i 0 0 0 | 0 200 1 1331 9 1 9 60 55e o ; o 10 300 j 1332 120 110 14 8 4 o 0 ' 0 22 9 j 3 ] 1 i 1333 Nonsect . 1 ! 0 21 28 0 0 2 ! 0 4 2 10 21 I 1334 Cong . _ 1 1 ! 1 35 ! 40 5 ' 2 6 4 5 9 1. 000 i 1335 M. E . 3 2 35 : j 61 36 1 15 1 o 8 3 10 11 j 7 ! 5 1. 000 1 1336 Cong . ! 1 j 1 11 13 0 0 > 4 0 ! 4 12 ! 16 3 4 1 2 1 200 1337 Nonsect . i i 47 57 0 1 0 8 10 *6 ; 4 1 3 3 2 3 2 3 1,500 j 1338 M.E . 5 3 1 120 51 0 0 ; 46 2 6 4 30 i 16 13 | 6 i 8 2 j 2.800 1339 Non sect . 11 4 4 0 0 j 1 I 2 0 ! 0 3 i 1 0 0 0 ! ° 420 1340 Nonsect . 3 5 1 56 34 0 0 4 0 6 ; 4 13 j 5 9 4 1 ! o ; 1,000 j 1341 Nonsect . ■55 177 167 1 30 8 10 0 0 1 0 : 22 28 , 12 5 500 1342 Bapt . 6 7 96 98 0 \"o\ 25 1 25 21 15 1 13 | 6 14 19 6 ! 10 1 3,100 1343 Eniv . i 0 2 13 12 o o o o 0 i 0 0 0 o o 400 j 1344 Nonsect . 1 12 ' 40 35 0 0 4 5 10 6 0 •' 0 1 10 7 4 2 120 1345 Bapt . 13 1 26 i 28 0 0 ! 14 1 0 0 8 8 j 0 0 0 j 0 300 ! 1346 Cong . 1 i 4 ; 65 76 o 0 14 5 4 2 6 8 500 j 1347 Nonsect . 1 0 20 0 6 0 10 0 1348 R.C . 1 01 0 10 0 20 0(3 : o j 3 300 ' 1349 1 3 0 35 0 1350 Nonsect . ■ 1 1 1 ! 2 1 0 j 34 I 0 0 1 0 * 10 1 0 5 0 7 1 0 0 0 0 ! 0 700 i 1351 R. C . 0 : 1 n ' 18 0 60 0 1 j 1352 N onsect . 2 ! 0 u 16 0 1 1 0 0 i 0 0 0 1, 000 ! 1353 Nonsect . 3 0 50 0 36 i 0 i 5 0 o ; o 1 3, 000 J 1354 Nonsect . 5 0 73 0 o 1 0 ; io 0 ! 10 0 0 ( 0 600 j 1355 Presb . 2 0 32 ' o 15 o 1 . 0 0 1 1356 Nonsect . 1 1 2 8 9 8 1 9 i 26 31 2 j 4 500 j 1357 Nonsect . 4 0 46 ’ 0 o 1 30 1 0 1 6 0 1 0 0 - 1358 Epis . . 4 0 36 0 o 0 1 io 0 , 8 0 0 0 7 10 i 10 1 0 i 1359 Presb . 1 o 13 0 1 3 0 8 0 136o EnitedBreth 2 2 j 39 31 j o ■ j o j 36 34 i 23 13 1,200 1361 Epis . ! 2 0 ; 43 o 32 j o 0 0 9 I 0 5 0 150 1362 Nonsect . 1 i 1 0 1 28 U 1 u 2 16 1363 Presb . i 4 19 19 o i 0 3 j o 3 i 3 18 ! 18 1 9 : ! 3 2,000 1364 Nonsect . 4 ■ 0 73 0 1 1 73 0 8 ' 0 3 ! ’ | 136* Nonsect . . 3 0 23 0 i o I o 1 20 0 4 I 0 31 1 o ’20 2 i 0 j . 1366 Nonsect . 2 0 i 21 0 0 0 ~9 0 6 0 0 j 0 .... 0 1367 Nonsect . 3 1 3 1 71 1 29 o 0 4 5 8 ' 4 9 1 1 i i 1 1 i 300 1 1368 Meth . 2 2 i 19 29 ! 1 0 0 1 ® 8 2 0 4 8 4 ; 6 2 3 1369 Nonsect . 1 1 i 54 0 0 ■ o 16 0 i 0 0 1 28 j 0 3 I o 3 9 150 1370 i , i 33 17 i o ' I 85 j 77 jo ! 0 250 1371 Nonsect . 1 1 0 ! 16 o : 1 0 \ 1 0, 10 1 0 . 1 1 0 0 | 0 l o 1 0 j 4 ; 0 | 800 | 1372 1948 EDUCATION REPORT, 1892-93. Table 5. — Statistics of endowed academies , seminaries , and State and post-office. 1 Virginia — continued. 1 i.373 Norfolk . 1374 . do . i 1375 Onancock . 1378 Petersburg . 1377 . do . 1378 Pulaski . 1379 Bichmond (107 North Pine st.). 1380 Bichmond . 1381 . do . 1382 Bockfish Depot . 1383 Bural Betreat . 1384 South Boston . 1385 Staunton . 1386 Suffolk (lock box 125) . . . 1387 Suffolk . 1388 . do . 1389 . do . 1390 . do . 1391 Tazewell . 1392 The Plains . . 1393 Warrenton . . 1394 Wavnesboro . 1395 . do . 1396 Winchester . 1397 W ood . 1398 Wood Lawn . 1399 W ytheville . WASHINGTON. 1400 Centralia . . . 1401 Coupe ville . 1402 Latah . 1403 i North Yakima . 1404 . do . 1405 1 Seattle . ! 1406 Spokane . 1407 . do . 1408 Tacoma . 1409 Tacoma (708 North Fourth st.). 1410 Tacoma . WEST VIRGINIA. 1411 Buckhannon . 1412 Charlestown . 1 1413 Parkersburg . WISCONSIN. 1414 Ashland . 1415 Evansville . 1416 Hillside . •1417 Kenosha . 1418 . do . 1419 j Madison . 1420 1 Marinetts . 1421 j Milwaukee (222 Ju¬ neau ave.). 1422 : Milwaukee' . 1423 . do . 1 Name of institution. Name cf principal. Norfolk Academy . Norfolk Mission College. The Margaret Academy. St. Paul's Female School. University School . Pulaski High School . Franklin Street School. . McGuire’s School . Virginia University High School*.. Kleinberg Female Seminary . Hawkins Chapel Institute . . South Boston Female Institute . . Staunton Military Academy . Nansemond Seminary . Bylandlnstitute . Suffolk College . Suffolk Collegiate (and Military) Institute. Suffolk Military Academy . Tazewell Female Seminary . . Furcron s School for Boys . Fauquier Institute for Young Ladies. Fishburne School . . W aynesboro Y alley Seminary * . Shenandoah Talley Academy . . Biverview Seminary * . . Wood Lawn Academy . . "W ytheville Seminary* . . Grace Seminary* . . Puget Sound Academy . . Latah Military Academy . Ahtanum Academy . St. Joseph’s Academy* . Academy of the Holy Names. Gonzaga College . . St. Mary’s Hall . . Annie Wright Seminary . . Tacoma Academy . . . Washington College : Academy. North Wisconsin Academy. Evansville Seminary . Home School* . Kemper Hall . University School . Edge wood Academy . Academy of Lourdes . All Saints Cathedra Institute . Concordia College . Bobert W. Tunstall, B. ^ - Bev. J. B. Work . Frank P. Brent . Horace H. Epes . W. Gordon McCabe . E. H. Bussell . G. M. Nolley . JohnP. McGuire . Wister Archer, M. A., Ph. B. Misses Wailes . Bev. J.F. Kiser, A. M . J. P. Snead . Wm. H. Kable . Mrs. Lucy H. Qnimby . Miss Lula M. Butt . Miss Sally A. Finney . P. J. Kernodle, A. M . Joseph King, A. M . C. Shelburne . A. S. Furcron, A. M . Geo. G. Butler, A. M . Jas. A. Fishburne, A. B . Dr. and Mrs. J. B. Winston. . . J. B. Lovett, M. A . Wm. F. Barney, A. M . Everett E. Worrell . Mrs. Thomas Dew . E. T. Trimble, M. A . Charles E. Newberry . D. L. Chaney . W. M. Heiney . Sisters of Charity . Sister M. Perpetua . Bev. Leopold Tan Gorp. S. J . Mr. and Mrs. James Lyon - Mrs. Sarah K. White . Bev. Alfred P.Powelson, A.M D. S. Pulford, M. A . W. O. Mills, Ph.D . J. W. Tuesley . Sister Mary Xavier . Samuel T. Kidder . Bev. J. E. Coleman, A. M . Miss Ellen C. and Jane Lloyd- Jones. Sisters of St. Mary . Nicholas A. Bowe . Sister Mary Edmund . Sister M. Clodulpha . Ezra F. Priest . Charles H. Loeber . Emil Dapprich . Statistics of 1891-92. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1949 other private secondary schools — 1892—93 — Continued. Religions de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. j Students | below j secondary grade. " College Gradu- prepara- ates in tor\’stu- class of dents in 1893. class of 1893. Volumes in library. % 3 ■§ ■3 6 © 3 I 6 3 | ! | O ! f-i © •f 1 © ^ 4 5 6 7 8 9 io 11 12 13 14 IS 16 1 7 18 19 20 21 6 0 0 0 0 82 ! 0 2 0 2 0 0 4 1 35 46 35 46 203 348 4 8 600 1 Ronsect . 1 1 50 42 0 0 12 7 14 0 22 26 2 1 2 1 750 0 3 0 48 0 6 0 15 0 5 0 6 300 0 100 o 50 0 8 1 0 6,000 ! 2 o 21 o 15 ; o ! 3 1 ’ 0 0 0 0 ; 0 0 0 2 o 35 o 0 0 15 0 6 ! 0 o ]06 o 75 ! 0 25 ; 0 j 54 n 3 ! 0 j 15 0 50 1 o 33 o 8 : 0 4 ! 0 o u o 2 o 2 0 0 1 0 0 0 0 0 0 6 800 ! 9 0 10 9 20 32 1 2 0 25 o 0 10 o 4 Ronsect . 5 2 49 0 0 0 10 0 5 0 0 0 4 0 4 0 400 Epis . 0 6 2_ 40 0 0 0 0 0 ; 0 5 6 0 9 0 ! 0 150 1 Bapt . 0 4 0 32 .... 0 10 0 9 10 40 0 7 0 12 400 i Meth . 0 3 0 82 6 0 0 1 o : 0 0 1 0 25 i 0 0 ' 0 .... 800 i . 4 0 30 o 14 o 12 0 600 i Ronsect . 4 0 40 0 0 0 5 0 0 Ronsect . 1 0 1 2 0 37 : o 0 0 20 1 0 ; 10 0 25 0 5 400 i ! 1 0 6 o 8 0 ! Ronsect . 1 1 6 0 1 43 3 10 o 5 300 Ron sect . 3 o 28 0 i 24 o o 0 Presb . 2 7 0 75 0 0 0 0 0 0 1 110 0 o : 0 I 5 100 Presb . 3 0 50 0 0 0 0 o ; 0 0 0 o ! 1.000 Ronsect . 1 1 11 9 25 20 400 2 1 45 ' 20 o o 4 o o 0 40 25 3 3 0 Epis . | 0 I 2 0 23 0 4 0 35 Bapt . 2 2I ! 32 69 13 6 1 0 0 1 10 1 11 1 1 0 ' 1 j 3 50 Cong . 1 2 27 16 1 0 0 2 0 2 0 0 0 ! 1 2 1 0 | 0 | 1,000 Ronsect . 1 2 23 12 4 1 3 20 14 ; 9 4 0 Cong . 0 1 l | 6 8 0 0 4 6 o ! 0 0 jo I 0 ! o R C 1 1 10 25 12 1 18 ! R.C . 0 It 0 202 0 I 0 0 8 0 0 0 76 0 3 0 I 0 | 1,200 R. C . 6 0 80 0 0 0 35 o 0 0 0 0 3,000 P. E . 1 2 0 14 o ! 0 0 20 i 0 1 o 1 0 150 P. E 1 7 0 79 0 69 0 14 o ! l 900 Ronsect . 2 2 16 12 1 0 12 8 12 4 ! 5 0 5 : o 150 P.E . . 4 0 33 0 1 0 0 ■ 2 0 6 0 13 0 7 0 8 ! 0 1, 237 United Breth 2 3 52 37 5 1 48 48 1 850 3 0 1 50 0 : 0 0 10 1 0 0 0 0 ' 0 R. C . . 0 3 0 20 0 0 0 i o 0 0 0 j 60 1 0 0 300 ; Cong . 3 1 14 18 0 . 2 1 6 2 10 5 7 0 0 j 0 i 0 250 Free-Meth . T. 2 5 34 37 0 0 7 ! 2 ! 2 0 44 26 2 2 2 1 345 2 6 14 20 0 1 0 2 6 3 14 22 2 4 2 5 : 1,400 P. E . 0 7 0 j 90 o : 5 i 0 5 0 25 0 7 1,000 Ronsect . 2 o 16 0 L 8 0 R. C . o 3 o 10 o o i 0 o o o 0 41 0 1 o 0 1 0 R.C . 0 1 10 15 : 0 0 0 0 1 0 0 195 210 0 0 0 0 325 Epis 1 2 15 9 ; 0 o 1 1 10 9 63 35 o 2 300 Ey. Lntb _ 7 0 129 0 1 4 96 0 14 0 14 1 0 j 1.200 Ronsect . 1 1 1 16 15 _ I 137 106 3 1 6 2 6 | 1,000 1373 1374 l: 75 1E76 1377 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 EDUCATION REPOET, 1892-93. Table 5. — Statistics of endowed academies, seminaries, and Stato and post-office. Name of institution. Name of principal. 1 2 3 Wisconsin — continued. Milwaukee (471 Tan Buren st..). Mount Calvary . Brairie du Cliien. . . Milwaukee Academy . St. Lawrence College . St. Mary’s Institute . . J ulius Howard Pratt, Ph. D . . . Rev. Alphonsus Breumle, 0. M Sister M. Seraphia Racine . do The McMurpliy Home Institute . Racine College . Mrs. J. G-. McMurpliy . Rev. Arthur Piper. S. T. D _ ' Mother M. Hyacintha . Rev. M. M. Gerend . Dominican Sisters Racine (1215 Park ave.) . St. Francis . Si n s i n ci St. Catherine’s Academy . Catholic Normal School of the Holy Family. St. Clara’s Academy . . . Watertown . auk6sli3/ - - Universitj' of Our Lady of the Sacred Hoart. Carroll College . . . . Rev. John O’Keeffe, C. S. C _ Walter L. Rankin, Ph D WYOMING. Clieyenne . Academy of the Holy Child Jesus. - - - Mother Mary Stanislaus . STATISTICS OF PRIVATE SECONDARY SCHOOLS, 1951 other private secondary schools — 1892-93 — Continued. Religious de¬ nomination. Second¬ ary in¬ struct¬ ors. Students in sec¬ ondary grades. Colored stu¬ dents in¬ cluded. Clas¬ sical course. Scien¬ tific course. J Students below secondary grades. Gradu¬ ates in class of 1893. College prepara¬ tory stu¬ dents in class of 1893. Volumes in library. 6 § pH © © © pH © 3 e2 © pH .1 © : Female . <3 Female. © © a © Ph s © © Ph © j5 © Ph 4 5 6 * 8 9 no 11 12 13 j _ 14 15 16 IS 19 20 21 Nonsect . 0 0 50 0 0 0 — 71 | 17 ! '1 0 18 0 22 1 o' > 0 1 0 500 E. C . 5 o 107 0 8 0 8 0 30 o 8 ’ 0 E. C . 3 0 0 35 0 53 0 4 300 P. E . 1 1 2 0 20 0 1 o 22 25 0 3 0 | 3 2, 250 P.E . 5 0 48 0 0 0 10 ! o 8 0 0 0 1 0 0 ° 10,000 E. C . 0 8 0 40 0 60 0 3 2,500 E. C . . 8 1 0 77 0 .... .... 15 0 1 6 0 E.C . 0 4 0 58 0 0 1 0 50 o 1, 800 E. C . 1 8 0 70 0 37 0 2, 000 Presl) . ! 3 2 42 18 0 0 10 3 6 0 51 44 7 0 5 1 2 500 E. C . ! o 3 0 37 ..... 30 52 300 1 1 1 1 1 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 Table 6. Statistics of universities and colleges for 1892-93. 1952 EDUCATION REPOET, 1892-93 o o . o o O 03 o o o o o o ID 00 o o o © o o c3 a c3 • ©jQ © C £■; Z! o® OQ c> ®'£o'3 op ©0.5s ►> ^ pi -g © 5 M -s p © W3 P fcJD 2 *3 ja ci P e3 a ® W 32 1-^ Hi M 3Qp .bo O 4-3 E : O 3 ©~ fct 5-rt a £ l-grt-g "o cS'S.S =3 §i5§£:3 0 jj* M c > ce a ® -w © .C8* © g .2 .> rt £'e3.5'© Q,® >3 w-ti rr> St 3 s *s- 0000=0 O lO o o o o C3 o i© o o Total number. •eXtftua^ « O © lO CO 00 O O 03 CD if H [> W r-t O L' ^^OfH ^oooococ Ol CO Hi o CO H OJ rH ■9l«K « X o o o) tj ‘m oo o ■*# cxj o J3 52 2 S S S S 01 Ht-KMa gocnaoi- =2 gS-U 2.2 §•§ P< a •apjaiaj § o o o O O O # G t"<*0 If: > » 5 LO IOO^ O 03 rH o CO O O rH iO r-t Hi CO 03 - OiftfliOiflOO G> O CO (M I> ^ 1>(N IT. 'HvOH O O O O »H O O C5I>03 r-iHiCOCOHilO Total number. •exeuiaj; | OO^ O ■9FK a t-OCOCO^lOl> O kDlOOOiOCO I^^^OOiDO rH i-liH i-H r-, nn (N Profes¬ sional depart¬ ments. •oinma^ j * 00 : ! • O O • o •9it?K * j 00 : (M rH CO • 03 • CO ttl fH -133 © 2 cs a •oxuraa^ o o >-l • • o o O CO H O 03 tH O 03 rH O CO H' O z: ^ c.© ■9X^k o ■tfinoiNTji lO^OOOON c. s ci a •9XBOI8J O O CO HCOOO o CO H O H CO O 03 CO O CO Hi O ®-S &S £ 2 •9T«IM « | HH • rH H g >t> «?:- ’S.s’S^ cF'i a.£ a PP-iPi oo fcX) " © © a vo© _ . IZ — « C©A 000 *! STATISTICS OF UNIVERSITIES AND COLLEGES. 1953 11 ill cn' C> g£S S3 cc zo o co cm o o gss SS«S£ 0 O P ~ OOO ooow O O O 0 8 O IE *°g °°1 O tji CM O Ml O 0 0 O O i-i O O O O l> 0 6 1 20 0 0 O O 0 0 CM 0 ;»« -* 0 O O 0 L- CQ ™ Is! t}1 0 CQ O °°S| £ gggsg s sg ;g°°S r-» CQ r* (M CH T— : “§2 o-;n o o gSSgSgg O O |> O | £3 £ P S§ OOO 0 0000^1 100 8 >8 0 91 OOO 370 22 11 0 1 tH CO ^ t-» ~-g 28 OOO 0 74 177 54 15 99 7 ■8 0 57 81 85 G7 OOM^I O tH O ^ OQ CM t- OOO 0 O O CO CQ rH ^ O O ■># M 15-5 0 0 ^ CM g p°g CO S2®3 C^CO OOM 1 Cl CO 0 - 0 ! 0 OOO 0 OOO • : : 0 : • 0 0 8 1 52 OOO 0 : • • ^ | • 1C 0 cor.Tj iH -# CO CQ 1 • CM OOO 0 O O O • s iut ISiilIlli 5-113 1 pia|i § £ -M a .go 6 &8f5 Cm © ©. c 050 i?o- ^ 111! s 1=3-3 p 66p L Ilf °Sn t&t3 "3 * © £ist3 t-i :6 •gsss © > •” p || ss SSIl g •I 3 ,5 o £s © © o es 6oafc III © O © PS'S g 2 II, i J?il m3.5 ©a lllsl I oM|l| ® ci p util 1 p<;6psp |g ^33 p 6 111; t & rs 'P •a 3 -P-P g I II ■a p, ^ ,§■£‘5 1 ©5 > « 6pp s ^-8 5 o ^.Sp 0 pip 2 -§coo 1 '**'*'* § £ 4 05 j 3_; _ HUH , ooo 3,500 142 1,200 18,000 550 4, 000 400 r3 H eo • : : ■ : ©to ■ ■ Res¬ ident. •ainmo^ © w . . (M 00 s O lO ; • o • Ith i o § CO o : : : i*® : Collegi¬ ate depart¬ ment. •ojrumjj; H ^ 05 88°2£S0g° S gcq'°|S°^^8^ •9IBK M w* S8 ^ §gSSggg.g§ 3 III! •opium^ « 83 3 8£088§080 3 88S830§33S •9ix?H F* c3|. 3 SgSSSggg0, g g£882g|;333 Total number. © HL- ! : £ • c >> | I ; s*- J C l £ \ 1 ! > > t= i t= ! i > <5 : | ! I Illinois Wesleyan University.. St. Viateur’s College . Blackburn University . ■i .5 l SI > w ac 'M n % i >| s »p3C University of Chicago . 1... Evan o-ftl i esi.l Pros fin i i n nr v _ Eureka College . North western University . Ewing College . ‘ . Northern Illinois College . Lombard University . Illinois College . Lake Forest University . McKendree College . . . Lincoln University . Monmouth College . Location. rt Georgia— continued. i.z !i IDAHO. ILLINOIS. Bloomington . Bourbonnais . Carlinville . fu ill IOC fel i Eureka . Evanston . . . UO()IU^ . do . . . Jacksonville . ; Lake h orest . , Lebanon . . Lincoln . Monmouth . §8 8 838888885 8 SSSSfeSSSSS STATISTICS OF UNIVERSITIES AND COLLEGES, 1955 o • o o • • o • IA (LOO • • CO • i ! i| ! • C5 • • • 1181 1 111 cf - oH 1 1 1 1 §11111 1 1 CO CO of CO O T-1 CO §ggg§g~sg ilililill i iiiii si § ill i si 8 5§i i ii Cl I-T cf OO^f o' cfo 00 r-f cf o' T)f r-f §S8ri§BSSa81S"§Si - g - 2= - 2 - - o — o ■ © o CO O c- • Hi 0 12 O 00 o o g g ° T* T}< Cl 8 I>- s° 3 CO 00 35 G £8 3 03 197 OT 0 LQ o o t— 1 © o - O i—l o o o CO oo o CO o - o os o d d 03 rH { o O CO a o Ci CO CO o o O o HI rH O a ; o o oo o i-i 0 O LOH^CO 3^33 ot- i> cxo in on o ^ oc © hi p o o o o o O rH o o o o o o - CO d d o cs T-i CO^OXOHHrjCCfOl>HClb* M4 H l- C l> CO ^CO CD OOCDC5M4mCMM4CDCM ^DCO O tH CM tH i • • « H • i* • CM CD • • • ' CO • Res¬ ident. •axBtua^ £ CM • • • • CO • Vi 1=4 w : : : : ^ i Collegi¬ ate depart¬ ment. •axeman tH rH MOHH f-H O QOCOC ifl H N H CO t- IT 1 61 ^ CD CD M O Mj a H OiHlOW 0 C5 (MCJOC- H lO rH rH CO Mi Tf X t> C^ cc o CM rH CM Ml 00 M m M1 CD C5 rH CO CO tH CM CM Prepar¬ atory depart¬ ment. •aXBura^ ** CD 00 O O m tH CO O M4OOM4*n-H rH in Ih tH O rH CO O H ^1 ^ O CD C5 O O O M< m cm m co co •aiBK 1 a CO O C5 CD CD 05 05 CO OO OO H H H 00 CM CO CO O0 T-i CO lO CM OO tH tH rH CO *h O O m CM OO CD CM rH C5 C5 O Ml in Professors and instructors. Total number. •aXBUia^ S 1 coioeo«o-^Hiaoo mo©rH:o LOLOOOt>OCOOC^O O Ofl} o j rH CM rH rH Prepar¬ atory depart¬ ment. •aXBraa^ _jj « MHHU5 (M O lO © HLOnXW *0000 O lOO l> N ” 1 rH : Name. « Oskaloosa College . * -+H ■ g| o - M ^ -JC § 4n ^ 5 k* J g S CC i 1*1 2 \ Tabor College . Western College . > ? g > * > -c o c ! 1 > c. I s : % St. Benedict’s College . Baker University . • ■ 'sc- £ < ■ fn a. 16 ® a r =jc-~ > : © fl •- m :rtg; i 5 C^S University of Kansas . Lane University . Bethany College . Ottawa University . St. Mary’s College . Kansas Wesleyan University. . Cooper Memorial College . Location. iowa — continued. Oskaloosa . ! - 00 05 CHWCO^iOO^OO C5 O rH CM CO r— 1 t— H HHHH tH rH (N (N Cl C5 (M (N (M Cl Ol CM COCO CO CO tH rH HHHH rH t-H nHHHHHHnH tH H H rH rH STATISTICS OF UNIVERSITIES AND COLLEGES. 1957 II i n j Hi !«- !SS§ 1,000 1,000 f 700 500 2, 000 r-T in §3 • ■ • « • o" ■ 1 : 0, 000 L, 000 2, 400 lONd- II! d qc 1111: k— . “ — O §o o o o >-h re o 3 SSSSSSSgggstss: §S3f! gg^sg S2* t^ooooor-ocoo o OOt; 3 ° o o o O © © — t>- o o t- I-I gss^sJS^ssg g SSs 181 ^gpg o o o rf CO r- iOOCOOOOOl^ClC: •= o o h cc OC O CO -1 o o o 000^000 acn o^reiot-cc : -i- O o c- • O CT & 28LO§ 3*3: ^ji-OCbh- ... ........ o o o : : :° o • o : : : i i° : • . . ••■••••• t — # o : : jg co • o :::::=: Cl ■ C- CQOOdOOOClOO© C3 > o » . o © o c; 1 o o © o O O O 1-J o o o I> CO co ip^Oint-O ■ rf Ci Cl c 10 6 o 00 O O i-H O O i-l ■ OW o ones 1 o t - 1. CI o o o o © © © eo © © © co co OitCOOON -HCCO o , ££3 S> bl§ it i III!! Iilf UH 11 II Is ll 02 - £ - C _-.L ._ iip im ; = l£g <5=1||s|!|1 . I 3fl o ^ C to >! = £3 & C ■ o O il llfSl.II I if Ip 111 * "*s r3 o .5 1111111111121 1 - W o r ~ £ ~ > s - © © g 3 III | 111 s t* n M2 s|-§ •§!!•§ 33 : :|| ' 3SS ssss ssss g§s §S3S§£§ Statistics of 1891-92. Table 6. — Slatistics of universities and colleges for 1892-93 — Continued. 1958 EDUCATION REPORT, 1892-93. Library. S a H ooo T • OO 00*0 00^0*0 •0 0 00*0 o o co o • o •O 00*0 00 CM CO o • o • o' of o -o' cm' o o • ' O • rH T— i • • CO | • . . o • • O • « o Bound volumes. ** ** ooo ooooooooo ooo o oooo o oo OOO OOOOOOOOO O HT( M ooo. oooo ooo ooooooooo oo co o o o co o oo oof oooo o H o cm cd ci '♦.1'jioc m ao rH OCOCOC^j CO M .-i CM ^rH^OO r”1 Students. Total number. •opjura^ o co co oocmoooooo o o L-rH rH ^O *D CM rH CO iD o co coococd*dcdcococm tn o ^co h o ro h ^co o co ocoh ocooocooroioro t> o *d sd h< o -r-ir^o rH rH CO CO tH O rH CO CO iH CO CM rH CM rH •opHnaj ■© ° : : : CM O O CO • O • L— ; • o o • o • ■ a o o 5 5 s £ ® © a •9FW © ■ i • o • • » CO * > • OOHOh ! o • co co ^ • • ^ o • • o 1, 193 ! t— co • CD rH 6 C3 ** 3 4-5 Sh S 5 O N on - resident. •axcma^ * •OOO 1 o • ID 3 : •ainw * ta 0 L 0 91 H* ^ • co • Res¬ ident. •oxnraD^ © Mi ° 00 O O rH • O • 00 • • CM j •8XBK : : i CD O O CO • CO I 00 C5 m O • ^ i Collegi¬ ate depart¬ ment. •axeman O OO O OO (MOO OOOO t— < O -1 CIOC-O rH h- rH CM CO O rH O 1— ) L- -t< CM CM -H* i— 1 •yUM w w ooocm oooiofflNfflaoooo oo cm oooo n t^o rii-io CO CM i—* t— -TO O CM CM rH Oi 00 o oo T-l CO !— t !— t L-* rH CO 1— ( I-( 00l-t Prepar¬ atory depart¬ ment. •axmna^ ?* oooo ooooooooo hh i-i oaooo o co cm CM O r- 1 rHO CM CO CM •OFH ” 1 O CM ooooroo OO -* OOOOOOOO^O-K 05 1-1 o s s ^3 ^ w ^3 Professors and instructors. Total number. •oXBcaajx © O 00 00 OOCMOCMOOOO rtf --1 O O rtf o O OOr-1 © OOOO ^Xfl-tXLOHMQO t— O t> i—( CM -tf O CM O CM CM CCH-gi CM W rH rH rH O *— 1 r— i CM CM rH Profes¬ sional depart¬ ments. •axuraoj : : : ooooooooo o o • ooo •0H?K * OOO-tfOOOOOO 1 . ■ c~ o o 49 O CM Collegi¬ ate depart¬ ment. •axnuia^ i * j OOOO OOt-IOCMOOOO Cl -tf CM 00^0 O CMr-l •OXBW *0 0 0 HMOOMOHINH ^OOOtHCOOOOOO CM CO CM HJ H CO r—i H rH rH »-• i-l Prepar¬ atory depart¬ ment. •axnraa^ O HI CM OOOOCMOOOO CM rH CM O CC CM O H CO rH M O CM CM 0>-<00000000 l© rH CO O i-1 rtf o O t> O CM r-l rH r-1 rH Name. Mount St. Mary’s College . New Windsor College . Western Maryland College.... Amherst College . Boston University . Harvard University . . French Protestant College . Tufts College . Williams College . Clark University . College of the Holy Cross . > © JCbfi c > © c ; ^ a 5 o - c 1 a c ‘ o c -3 | \< < University of Michigan . Battle Creek College . ) ?f : 1 !C i.t i g II Western Michigan College . Hillsdale College*... . Hope College . Location. H Maryland— continued. Mount St. Marys . New Windsor . Westminster . MASSACHUSETTS. Amherst . . do . Cambridge . Springfield . Tufts College . AVilliamstown . Worcester . . do . MICHIGAN. Albion . Almn, _ Ann Arbor . Battle Creek . » ! H > c i ^ || Grand Rapids . Hillsdale . Holland . STATISTICS OF UNIVERSITIES AND COLLEGES. 1959 11 s OOG 000 0 ; :§ :^§gig • ■ ^ -nCMr-OH HIM CM CM cm 1111 ill i • 0 1 100 200 OUU 100 500 Ilia “gj Ill; Ci 10 T 118131181 "?i S"“ ° ««««» rtVrS s 1131! oo~ =gg • PM® . cm | 7, 000 1, COO 400 2, 000 §23 §g§£g°33 = °g§§ s”§SI”SiS5SSs lgl|| gs^ss|S| g|i 0 °S°° 0 O O O i 0 § t- cc t- o 0 O §3 § § « 3 03 - ITS O 10 eo O H CO 3 cm 0 0 03 O 0 0 0 J—i 00 - 10 33 IM ~ ^ ~5 g~3g233§3£g; C C 1-. t- o I §S °33000£S°2£i3 o«ooo OXOOt^OCr- £00£g§ jS °.8S§ 3§ 8Sg§°S3SSg£ ;§ gg^g0 SSS888. :'S 33g§ *“* ! *-* «o oo.-iot-®c-. M®.-iC. I Ol O CO O O 1— i Ol^CO^COOl^O P3®®^tCMCMP?P? O CO 03 00 > CO HOOCe c-rp^ccoor;® 03 0 O O 0 03 O CO 1 r-l HH nrt *”* •• O ■ '5000 1 ' O : : : : i° : i i i :° :° 0 • • • • CO * 1 0 2 N O • • tH : !!.!:* . 1 . • . ^ ^ rH • • 03 CO OHHOt'OiiHOO 03 © CO 03 © rH H“tiH:ioiso • O 0 CM H r-i C? CM O CO rH 03 rH 0 .0 X O g LO -J O O0 K t> fl L- ^ t~ O ®^r?-#t-®P?^ eioooooricn 00 0C CO r-4 O^r-iOOOOr-iOOi- © © rj< © © i n O O J1 ri rt ' r-i O P? i-’ ri op? c? ioiootjiniaoNH 1 rH ^ 03 ^ CO 03 T-i 'H^wiora • • 03 'HH- 'ri 00 rH 1 • • O «»••«•*•• (•»•• • • • Jypj ■■■■••*(•• .■■•«• a a • •• » «*»•*' • 1 • ■ ■ • ■ • * ^ • • ■ 1 • • < ■ O • 1 • • 1 • • ■ 1 •— < • • 1 « * • 1 1 J-. fj • 1 Q 1 1 • :::::: di a : : © : :-§a ::::;: :| i i 0 I Is II ll £3 e3 °C — JH £•!>->. IS llll.il Iipwlti 5-- * *£° mi S^slllf = ir ~ ^ ~ r 11 I So g&51 & : : ‘B o »:i a .ss.-s §c6 65 ll 00 -« >-2 .2 liog ^sSia|5|sl^ l|g!! Hill MSS5SS|3^5;3M5M -li! £ si ► S o p, ; - “33 ;££ :&&*£ 6sk; b3« c ]HU tfS s &gsS=SS s I mum illPH III H O N REPORT. 1892-93. LOO • • O • O • O *00*0 l>- O • • O ' O • o *00*0 (01 • ' O ' O • O O o H CO CO CO CO 00 O CO H (M o rH OINHH Xjlr-i rH rH 3 (M 05 00MCCON05M 05 05 55 in M t> r“ O O >-l oo-^Hiomt-Mioo Naooi-t-r-oiM co r-l ^TfOHnHrl t-H O NHH J- Profes¬ sional depart¬ ments. •oiuuiaj 1 : i ;° O H CO • O O • © * '• ! ' CM H CO 00 CO • CO H • S • CO 1 Graduate de¬ partment. g| f^i S OMt>TH05iOQ O CDOOOiOOO(MOOOCOOuOHi t- 00 CO CO © O lO O CC t> tO CQ O (M CM CM CO •9IBK M H 'C5C50NHM(M on Cn-^C5lM \ i < Central Wesleyan College . University of Omaha . Cotner University* . Doane College . c3 02 JS ® t/i _ N > J *5? Jr s S « • * ' +=>* ! *5 • S • > & s - '5 s ? ^ )’S ® j « C c3 -a i 2 J S State University of Nevada.. . Location. Missouri — continued. St. Charles . St. Louis . . do . . do . : . SnrinrrfifUrl | 5 1 juc 5 p- X z 2 5- ;! i p s l 2 S £ 3 £ Jr a P NEBRASKA. Bellevue . Bethany . Crete . Enirfiplrl Lincoln . TSTfilicrh _ - . . . | Omaha . . . | University Place . VnrL NEVADA. Reno . Or-KNM-^lStDh-OO C5 05 COCiCOMfOCOCOCOCO CO IMOC • 30 ■OCQOOtH ■ o o - M o • o * t , - ”§ i j ooo ■ Tf • t>- o o o • rc •OgO^O | OOCM 1M • rt o o o o o o ciooo ooo^ioooth^oot-hooo oooc: ooo 00 1 ”s!!a 3§S§ Sggg#ggroS||S|g ssss gsg o C ? 1 O O O O J^OOO oooooooopoooooo o o o o ooo ° *“ 2S?lP = 1-1 i— it-.— IT—. <-l CC lO 1-4 C8 i-H o o'jiooa -# ooo ci ooor-:oooot-oooooo o o o o ooo § ssss- * ss-s sssssasg-sssgsss 5SS2 sss o •OOO ooo • o o • o o o o o 'OO’OO OOOO o o • o ' O^H ooo ■ -j. m j o o o t- o i°gj :°s g°°= w*o i o o o o o o (MOOO OOOl— lOOOOClOOOOOO OOOLO ooo S ooogoo CJOCf — o o rH r-» r~- r™1 7— " ^ ^ r-. r-( CSl m CM L'5C::eOO OOO' O'j'O I i 1 3= 2 * % t 1 1 ! a fl a : : : | g : : : i :j :fi | jf j£ p : | i I * ^§: ! & > = f- ^ g ; c ®r°J ®S © ^ rH :g£=i > If si s Sw 2 1 £ |fi :|fgf I |«gl ;*§!§ p i • • • • S : i jv > • • ^ "Hill £ '"T = = = ■3'llaN ■ ~ - c c - gs : : :| : : : : g : : 3* : : :--3 : •- : : g : : : : o : ■ I'S :©Ug ^ 5 : i i| :g 8&g r-' C c C c •■= > fr'S *S 5 ™ £^lp ^3 :aliSSgjiSgos 2^S 'Stasis g|2 = •3! 5 /S^^Ba b NEW HAMPSHIRE. Hauovor . NEW JERSEY. Newark . ■s M : § 1 : | : s i 3 = 5- B E S-EoH £ 1 :^=ll * 1 A£.,= > 5 ^ » » • 1 i M ■ 1 smi ' * Ilii <5«^. ^4... J ... • • 1 ■ cS • ©.«. /> ... [)'*•• -4^ • ^-.i. JZ. ... ' • ■ ■ QQ • • P ... «... ■ — ' • ^ • 3 . <;»—•,. : : :iS| ® g®§ mi | fjJ fc : : 5cP § SUM i §111 SS88!SSS8g&&ggg ill * Statistics of 1891-92. Table 6. — Statistics of 'universities and colleges for 1892-93— Continued. 1962 EDUCATION REPORT, 1892-93. Library. Pam¬ phlets. 3 500 Ill 1111 CM~ 00 r-T • §s S :1s Graduate de¬ partment. Non¬ resident. •opituo^ 2 i ■ O o 'OITJK © Res¬ ident. <5 r=M o o ■ ° l© j rH i •oinpc n CM o • CO 13 ;« i Collegi¬ ate depart¬ ment. •9XBUI9J 14 © rc © t> © cc g° •9pJK * °ggg§2SS° 8388 rl CM H rt i-i CM £ o I ■ n .a § £ 1 Total number. •9IUUI9.J 2 Ot>OCO-)OMMO CO CC CO O-tflOlO'MOOOOtMCi© •9IBK T. 3t-tt«go«3 Profes¬ sional depart¬ ments. •9[BUJ9j; 1 ® ; © © • © © ; © o • o • © o •9IT?K * 12 1 *6 3 0 CO • £ :§« Collegi¬ ate depart¬ ment. •9XBUI9J •4 © -* © r-l © © © r-iCOr-l T-t^T-HOCOOOOOCOO 0-^-9 H-*C? HOr?r:x^ioxo^ct> O 2 5 '©a© ’9X^019^ * ©COO ! ^ u > li b|* !§{§ > ; i i i : § S 1 ; 1 | * |! : = !! >*’ • * *£ :i ;l&l = S.5 ; ^ > i— ■'Sfi 0 m mi o S II ■M ill ; © ^ i O x. St. Xavier Col leo-e _ : :i? : i il i p • '3 • 1 ?3 ,:>2 SHI !i=i1 ' JE S'S* Location. - NORTH CAROLINA— continued. Durham . iximioru uouege . Mount Pleasant . Newton . . Raleigh . Jim herlord College. . . Salisbury . Wake Forest . NORTH DAKOTA. Bismarck . Fareo . . University . Wahneton . . OHIO. Akron _ _ Alliance . Ashland . Athens . Berea . . do . Cincinnati . o 'O Cleveland . . do . Columbus . MMsiii 1111, IlSlIllllIil STATISTICS OF UNIVERSITIES AND COLLEGES. i96a o o o o o o cf • o o r o O ' CM o t-OO O OOOOOOD: GO iO O O - - - O O O O O I o o o o o I iC (N O IO i iOMOO rnOOOPOlf5WKt> O O ^ CSC 00 o o o o o o o o o co o ur* o o o o o o o o OlOOlO O O O 00 l> CO (M O O CO o L- • iO • o o COSO O OWHOxJiOJO.OfOOOlM CM CQ Ol N CO O H O ■ O O-^O CO CC^C'l!MOOl>(X)HO (MCOOCOCOCO^CCCO CM CO CO xO (M O CO >3 t>- O 0*0 OCMOCMHCMOCMOOOH cm oo CM CM CM 1 H O CM 01 O CO C O CO Q. CM OiCMi O O^OCMt-MCM^t-^OCO ^ L-L-COCOOiO^CMO t> LO CO CO (M • OHL- CO O l M c: CM O H O to O M CM H r-1 H L- > ^ *3 ‘3 ®0-5 -+J w to a © © +i ot> rn r- r© ■S --fl .a rP ©P3 Oflo o to 3 fcf • 13 © ^ «— i • As' O O h J) . g ijp fell O © -r-. ^|g6fs^gogs|i c £r->r2 «s pi tc°£' to CZ2 W « O flN o :op > ^ §>a>w>g p .2 ® SP g O p3 * o o .ss-s-g £•3 5*£ | §>! ©— 'rp^ © ,S.n © P to s(2o=m © p8§£§ _ u Zs O ■£ > Or O' ‘O p p if? 111 ej c~ .& ■§•£&§ £ 5 * 5 r-H r- © © t^OOO O HClCOrjlLOONXOO r-TCl CO rfUnO^OOCOHlM OOO rH HHHHHHHHHCNCMCM CO o CO CO CO CO CO CO CO CO CO CO CO CO HMCO-f CO CO CO CO Statistics of 1801-92. Table 6. — Statistics of universities and colleges for 1892-93 — Continued. 1964 EDUCATION REPORT, 1892-93. Library. Pam¬ phlets. 5* : : :§§ : : :§§g :g ;gg :gggg : :g : : g • 1 1 t-H Jd • • 1 O r— ( rH • O 1 O CO 1 O CO O r-H • • CO 1 ' O III *-<;;;<» | cq j ^ j o o j j j j o c Js S lilllglllllllllllllll illll 1 ssswsw,0,ocogrt s § Students. 1 Total t- number. •8[mu8£ s °30S°;5Sg0SSS00g2Sg00g'H?S030 “ •OIBK •ojbuio.t « % g8S9I885aaS38BSa3gallS33iS I OO . . • O ..... .1© ...... o © c; G S-S PH * u 42 |s % a •oix?K Si Jt SS :g° : : : : :S :S3 : : : : : :§ : : : : : : Graduate de¬ partment. C 'S •oX^moj •OP ;K £■» : IS :::::: :g : : : : : : : : : 8 . Sg G 0 02 0 0 •8IBJV >■3 .... ® ... oo . . • • • f . 0ocv50CHt>o«»coci-fNr2'^2 oo Pi’ofes- sional depart¬ ments. ■8ltUI8J O O 1 O O O • 1 O • o • q iiii Q • 0 i • i • ■ • 0 •8IBK *» cot- ;«o® : :° i : : :§ : : : : : : Collegi¬ ate depart¬ ment. •opinio^ 1® OOOOOOnWOnOOOONHH'OOOOOOOH'O O ■3[BK ^^Ci&2QSS,n^taoiotDWOSt'2§c-;a^^'#S S Prepar¬ atory depart¬ ment. •epsura.i * o® ;®o®,h„®^®®®^^®®® t- O 00 O OiOO CCOO(M^OO^r-4-'iOOOCO Hl>OX( ^CC^.^O C5 ^ O ( §3* :s ! © O O O r-i O O O rH -<# i-H Csj © O O © 1 £ Sweetwater College . ureenevineana luscumm uoi- lepe. Washington College . University of Texas . jj veiuguiiua-i aj uiiirniii v^uiiu^w . Howard Payne College . Fort Worth University . St. Mary’s University* . Southwestern University . Wiley University * . Austin uonege . Trinity University . Add-lian Christian University . Paul Quinn College . . University of Utah . University of Vermont and State Agricultural College. Middlebury College . Location. Tennessee — continued. Sweetwater . i uscuiuui . Washington College.. TEXAS. Austin . . J M 1 11 11(1111 .......... _ Brownwood . Fort Wortli . Galveston . Georgetown . Marshall . nerman . Teluxacana . Thorp Spring . Waco . UTAH. Salt Lake City . VERMONT. Burlington . Middlebury . § 222 2 3222223 3 3 S3 -'T TJ1 ^ ^ TTTt ^ ^ "O' STATISTICS OF UNIVERSITIES AND COLLEGES. 1967 Statistics of 1891-92. 1968 EDUCATION REPORT, 1892-93. Table 7. — Statistics of colleges for women for 1892-93 — Division A. Professors and in¬ structors. Students. Library. Location. Name. 1 Mills College, Cal. . . . Eockford. Ill . New Orleans, La . Baltimore, Md . Cambridge. Mass - Northampton, Mass . . South Hadley, Mass . . Wellesley, Mass . Princeton, N. J . Aurora, N. Y . Elmira, N. Y . New York, N. Y . Do . Poughkeepsie, N, Y. . Cleveland, Ohio . Bryn Mawr, Pa . 2 Mills College . Eockford College. . . . H. Sophie Newcomb Memorial College. Woman’s College of Baltimore. Society for the Col¬ legiate Instruc¬ tion of Women. Smith College . Mount Holyoke Col¬ lege. Wellesley College... Evelyn College . Wells College . Elmira College - Barnard College . Rutgers Female Col¬ lege.* Yassar College . Cleveland College for Women. Bryn Mawr College. Pre- ; par- atory depart¬ ment. Colle¬ giate depart¬ ment. Total number. Preparatory department. Collegiate department. 2 43 © ~ f-l O | £ 5 Cy H GC > Pamphlets. 6 *3 6 75 S © P-i © Female. | Male. Female. 3 4 5 6 7 S 9 19 ii 12 13 14 ..... 3 1 9 5 23 50 22 177 4, 500 100 6 14 1 20 l 193 30 223 5,000 120 1 8 *4 7 5 12 ! 58 70 4 1 193 . ...] 303 I 2, 000 ° 0 74 0 74 1 0 0 245 20 265 6, 000 0 0 10 23 10 23 i o 643 643 6, 000 0 0 6 33 1 6 33 312 312 15, 000 0 0 8 67 8 67 0 712 19 731 43, 600 4 1 16 5 16 9 15 35 50 2, 700 6 10 6 10 26 I 61 87 4. 174 200 12 7 12 175 175 3, 000 0 .... 0 17 1 17 1 "6’ 1 84 "9* 93 250 20 0 1 3 8 3 9 14 ! 34 0 48 1,000 0 0 12 31 12 31 0 433 j 3 436 18, 600 1,000 0 0 i 15 4 15 4 1 0 i 85 0 85 0 0 20 11 20 I11 0 W I 35 202 11, 500 500 * Statistics of 1891-92. STATISTICS OF COLLEGES FOR WOMEN. 1969 Table 8. — Statistics of colleges for women for 1892-93. — Division B. Location. 1 ALABAMA. Huntsville . . Marion . Do . Talladega . . Tuscaloosa . . Tuskegee . CALIFORNIA. San Jos6 . Santa Rosa . GEORGIA. Cutkbert . Dalton . . Forsyth . Gainesville . . Lagrange . Do . Macon . Milledgeville . . . Rome . Thomasville _ ILLINOIS. Jacksonville _ Do . Knoxville . KANSAS. 03wego . Topeka . . KENTUCKY. Bowlin g Green . . . Clinton . Danville . Glendale . Harrodsburg Lexington . Millersburg . Nicholasville .... Owensboro - Russellville . Stanford . Winchester . LOUISIANA. Mansfield . Minden . MAINE. Deenng . Kent 3 "Hill . MARYLAND. Frederick . Hagerstown Lutherville . Name. In¬ struct¬ ors. Students. Volumes in library. j Male. Female. Primary. Preparatory. Academic. Collegiate. © +2 ci 3 cS u 0 Total number. 3 4 5 6 7 8 9 IO 11 Huntsville Female College . 1 18 6 11 24 145 4 190 6, 362 Judson Female Institute . 3 8 0 27 80 11 131 1,300 9 20 20 20 59 119 500 Isbell College* . 1 1 9 15 60 .... 75 471 10 17 44 71 157 1, 000 Alabama Conference "Female Col- 20 40 45 93 178 2, 000 lege. College of Notre Dame . 1 26 36 22 15 21 3 94 6, 000 0 9 10 8 22 40 1, 000 Andrew Female College . 3 7 45 91 136 200 11 30 20 20 110 175 1 3 40 40 80 600 10 45 75 125 245 750 La Grange Female College . 6 11 26 23 113 "2 204 3, 000 Southern Female College . 4 17 180 6, 000 Wesleyan Female College . 6 11 1 11 303 314 3, 000 Georgia Normal and Industrial 3 15 40 50 280 370 1,892 College. Shorter College * . . . 4 14 40 168 1 209 Ymrng Female College _ _ 1 4 31 75 110 Illinois Female College . G 10 20 20 25 10 1 130 1,000 Jacksonville Female Academy * . . . 4 13 31 82 .... 238 2, 000 St. Mary’s School . 4 11 1 15 112* 15 .... 132 1,800 Oswego College for Women . 1 8 4 5 30 39 500 College of the Sisters of Bethany. . 18 39 102 94 235 4, 000 Potter College . . 3 17 227 227 5, 000 Clinton College . 8 30 120 40 190 2,’ 000 Caldwell College . 12 50 83 3 136 Lynnland Female College . 2 2 8 12 16 36 400 Daughters College * . 2 5 30 100 130 3, 000 Sayre Female Institute * . 2 11 77 29 110 221 Millersburg Female College . 4 11 65 75" 77 "2 219 2, 000 Jessamine Female Institute _ _ 10 10 20 30 50 4 114 200 Owensboro Female College . 2 7 25 55 80 0 Logan Female College . 3 7 24 38 46 39 7 154 2,000 Stanford Female College . 1 5 30 40 35 20 2 127 500 Winchester Female College . 1 5 28 24 15 35 .... 102 500 Mansfield Female College . 2 5 32 19 32 17 100 800 Jefferson Davis College . 2 5 210 Westbrook Seminary . 3 94 10 104 5, 000 Maine Wesleyan Seminary and 7 6 58 241 16 315 6’, 000 Female College.* Frederick Female Seminary * . 2 10 17 74 2 93 2, 500 Kee Mar College . . . 7 13 23 100 2 125 1, 000 Lutherville Seminary . 4 G 3 15 82 7 107 1, 555 * Statistics of 1891-92. ED 93 - 124 1970 EDUCATION EEPOET, 1892-93. Table 8. — Statistics of colleges for women for 1SD2-93. — Division B — Continued. Location. Name. In¬ struct¬ ors. Students. Volumes in library., Male. 'ci S r® Primary. >> Fh o -u rt V* c3 ft ® Ph Academic. Collegiate. Graduate. Total number. 1 2 3 4 5 6 7 8 9 io 11 MASSACHUSETTS. 10 23 0 8 68 0 182 1,900 MINNESOTA. 2 6 44 10 54 1,500 MISSISSIPPI. Blue Mountain . Blue Mountain Female College .... 3 13 50 35 80 116 281 1,300 Hillman College . 1 7 20 4G 62 128 2, 500 1 15 207* 80 287 1, 700 Meridian . East Mississippi Female College... 1 8 21 22 20 37 *ii* 111 500 81 300 1 4 40 17 13 5 75 2, 000 1 4 60 Skuqualak . Skuqualak Female College* . 1 5 27 21 54 .... 102 400 1 4 10 32 21 63 400 Woodville . Edward McGekee Collego . 7 24 14 32 70 200 MISSOURI. Columbia . . . Stephens College . 5 10 28 24 110 162 1,000 Payette . Howard Payne College . 2 11 is 62 34 61 234 812 Pulton . . . Synodical Female College . 2 8 42 57 48 147 1, 000 Independence . Presbyterian College* . 1 9 20* 13 30 .... 96 100 Jennings . St. Louis Seminary . 1 G 5 15 20 3, 000 Lexington _ ■_ Baptist Female College . 3 G 50 35 30 3 118 500 Do.... Central Female College . . . 2 11 16 24 145 2 187 3, 000 Mexico . Hardin College . 7 11 65 90 75 230 1, 000 NEW HAMPSHIRE. Tilton . New Hampshire Conference Semi¬ 4 8 273 2, 000 nary and Female College. NEW JERSEY. Borden town . . Borden town Female College . 13 8 6 8 12 34 1,061 NEW. YORK. Brooklyn . Packer Collegiate Institute . . 6 48 44 275 306 128 3 756 5, 020 NORTH CAROLINA. Asheville . Asheville Female College . 3 7 14 96 110 1, 000 Dallas . Gaston Female College . . . 2 3 16 38 ! 54 250 Greensboro . Greensboro Female College . 11 4 112 500 Hickory . Cla,remont, Female College . . 2 7 35 70 105 Lenoir . . Davenport Female College . 1 4 i2 39 19 14 84 200 Louisburg . Louisburg Female College . . 1 9 18 30 44 92 500 Salem . . . Salem Female Academy . 4 28 64 201 1 327 6, 000 Wilson . Wilson Collegiate Institute* . 1 5 25 30 20 20 ! 95 OHIO. Cincinnati Bartholomew English and Classi¬ 3 17 43 120 163 1, 500 cal School. Do . Cincinnati Whsleyan College . 4 7 8 14 29 3 54 1, 100 Glendale . Glendale Female College . 2 11 24 79 2 105 3, 500 Granville . ftra.nville Female College _ 2 7 100 Do . Shepardson College 1 12 241 Oxford . Oxford College . 3 19 21 107 j 2 227 | Painesville . . Lake Erie Seminary . 20 94 i 1 114 I 5, 000 * Statistics of 1891-92. STATISTICS OF COLLEGES FOR WOMEN. 1971 Table 8. — Statistics of colleges for women for 1S92-93. — Division B — Continued. Location. Name. 1 PENNSYLVANIA. Allentown . Bethlehem . Chambersburg Lititz . Mechanicsburg Ogontz School . Pittsburg . Allentown College for Women . Moravian Seminary for Young Ladies. Wilson College . Linden Hall Seminary . Irving College for Young Women. Ogontz School . P’ttsburg Female College . SOUTH CAROLINA. Columbia . Do . Due West . Gaffney City. ; . . Greenville . Spartanburg.... Williamston .... TENNESSEE. Columbia Female College . South Carolina College for Women. Due West Female College . Cooper-Limestone Institute . Greenville Female College . . Converse College . Williamston Female College . Bristol . . . Brownsville . Gallatin . Jackson . McMinnville . Murfreesboro . Nashville . Do . Do . Pulaski .' . Rogers vile . Shelbyville . Win Chester . TEXAS. Sullins College . Brownsville Female College . Howard Female College . Memphis Conference Female In¬ stitute. Cumberland Female College . Soule College . Boscobel College . Nashville College for Young Ladies . Ward Seminary* . Martin College for Young Ladies.. Pogersville Synodical College . Shelbyville Female Institute . Mary Sharp College * . Belton . . Bonham Chapel Hill Waco . Baylor Female College . . Carlton College . Chapel Hill Female College Waco Female College . . VIRGINIA. Abingdon . Do . Bridgewater . Charlottesville .... Christiansburg . . . Danville . Do . Glade Spring . Hollins . Marion . Norfolk . Staunton . Do . Do . WEST VIRGINIA. Martha Washington Collego . Stonewall Jackson Institute . Bridgewater College . Albemarle Female Institute . Montgomery Female College * . Danville Coilege for Y oungLadies * . Roanoke Female College . Southwest Virginia Institute . Hollins Institute* . Marion Female College . Norfolk College for Young Ladies. . Staunton Female Seminary . Virginia Female Institute . W esleyan Female Institute * . Parkersburg . Parkersburg Seminary WISCONSIN. Fox Lake . Downer College* . . In¬ struct¬ ors. Students. i u 5 (A 03 a 6 © 3 Fh c3 3 0 c3 tH ft O 6 a 0 *c3 O © e3 'So © © +3 cS 0 n 0 3 0 0 'S © 3 _0 A N £ Ph 6 $ EH > 3 4 i 5 6 7 8 9 19 11 1 8 I 16 26 44 1 87 400 3 12 .... ’22 57 79 6, 000 3 19 242 242 7, 000 2 10 .... 14 41 13 "4" 72 3, 000 5 8 .... 10 .... 72 1 83 500 25 20 120 140 8, 0C0 9 15 ’36' 20 40 7 84 1, 000 3 5 0 0 10 100 0 110 500 20 5 14 14 95 2 150 100 1 10 71 .... 88 159 1, 000 2 6 .... 40 35 50 11 136 150 3 10 18 25 160 241 1,000 7 17 49 201 5 255 2, 332 2 8 50 64 4 118 3, 000 3 1 9 20 30 80 130 400 4 8 13. '18* 28 40 113 1, 000 1 8 20 20 40 50 134 400 1 12 •10 25 10 100 ---- 145 6, 000 5 30 32 50 112 800 1 12 50 16 .... 81 147 300 3 10 130 130 1, 000 9 18 .... 370 1, 000 2 15 31 22 17 232 302 800 1 11 10 23 17 60 1 110 1,100 3 13 60 141 . . . . 201 1,000 1 7 *32' 30 14 20 . . . . 96 700 3 8 19 43 .... 81 4 11 64 161 225 2, 500 7 42 48 134 400 2 5 5 32 33 70 200 4 9 39 10 34' 124 .... 207 300 4 10 28 146 174 2,000 10 21 16 16 41 94 500 5 2 25 .... 90 .... 115 500 g 5 12 50 62 4 20 18 27 8 83 3 8 48 89 158 2 5 16 57 .... 73 1,000 3 12 13' 21 ’73’ 42 2 151 1,000 8 13 16 157 .... 173 1, 500 2 5 33 .... 68 101 260 23 '36’ 70 _ 250 3 350 500 4 7 25 40 65 500 2. 11 21 72 "2 95 1,000 3 22 40 40 20 65 10 175 500 2 20 17 3 40 300 7 .... 11 24 14 .... 49 2, 000 Statistics of 1891-92. 1972 EDUCATION REPORT, 1892-93. Table 9. — Colleges of agriculture and the mechanic arts , endowed by act of Congress of 30, 1S90; also, agricultural experiment stations endowed by act of Congress of March 2, Institutions and post- offices. 1 Alabama Agricultural and Mechanical College, Au¬ burn, Ala. University of Arizona (agricultural and me¬ chanical department) , Tucson, Ariz. Arkansas Industrial Uni¬ versity, Fayetteville, Ark. University of California (agricultural and me¬ chanical department), Berkeley, Cal. Colorado Agricultural Col¬ lege, Fort Collins, Colo. Sheffield Scientific School (Tale University), New Haven, Conn. Delaware College (agricul¬ tural and mechanical de¬ partment), Newark, Del. Florida Agricultural Col- • lege, Lake City, Fla. State College of Agricul¬ ture and Mechanic Arts (University of Georgia), Athens, Ga. University of Idaho, Mos¬ cow, Idaho. University of Illinois (agri¬ cultural" and mechanical department), Urbana, Ill. Purdue University of In¬ diana, La Fayette, Ind. Iowa Agricultural College, Ames, Iowa. Kansas Agricultural Col¬ lege, Manhattan, Kans. Kentucky Agricultural and Mechanical College, j Lexington, Ky. Louisiana State University i (agricultural and me- [ chanical department) . Maine Agricultural and Mechanical College, Oro- I no, Me. Maryland Agricultural Col¬ lege, College Park, Md. | Massachusetts Agricul¬ tural College, Amherst, ; Mass. Massachusetts Institute of Technology, Boston, Mass. Michigan State Agricul¬ tural College, Agricul¬ tural College, Mich. University of Minnesota, Minneapolis, Minn. Agricultural and Mechan¬ ical College of Missis- j sippi, Agricultural Col- lege, Miss. University of Missouri (agricultural and me- I chanical department), j Columbia, Mo. Montana Agricultural Col¬ lege, Bozeman, Mont. J Presidents. 3 xS ,®3 O T. J— — OQ Faculty, not in¬ cluding staff. Students. Property. Prepar¬ atory. Collegi¬ ate. Library. ^ - s! T. ! I?! . | I ! 3 o 1 j 1 1 p2 S r-i Volumes. to © 2 3 4 5 6 7 8 9 10 11 12 TVm.Le Boy Broun. . 13 27* * 0 1 30 0 222 3 8, 177 15, 390 137 Theo. B. Comstock . . 8 6 0 25 12 700 1, 800 85 J. L. Buchanan . 7 14 4 92 34 6, 670 5, 500 50 Martin Kellogg . * 15 61 0 0 ■ 0 193 16 52, 322 3, 097 100 Alston Ellis . 14 11 2 30 4 105 40 4,344 7, 280 160 George J. Brush (di- 53 0 0 0 528 0 ! 6, 500 0 rector) . A. N. Baub . 6 11 | 0 0 0 35 0 6, 007 4,589 4 0. Clute . 5 1 0 30 0 55 0 3, 650 3,800 60 H. C. White . 15 0 0 0 104 o 26,200 5, 750 50 Franklin B. Gault... 5 2 1 84 42 4 5 1, 585 400 86 A. S. Draper . 10 42 2 135 7 397 13 23,612 5,000 1 •90 James H. Smart . 9 44 9 87 8 507 75 5, 670 1 500 149 W. M. Beardshear. . J 16 28 9 27 13 * 488 92 10,853 300 George T. Fairchild. 14 24 7 0 0 386 201 13,644 3,610 250 James K. Patterson. . 6 20 1 91 22 63 42 2, 284 12 45 J. W. Nicholson . 20 18 0 103 0 49 0 18,000 1,000 A. W. Harris . 11 18 1 143 2 8, 110 1,937 200! B. W. Silvester . 5 11 0 30 0 78 0 550 140 Henry H. Goodell _ 12 12 0 0 0 192 1 14, 040 0 244 Francis A. Walker.. 0 124 1 0 0. 1, 019 41 29, 796 11,000 0 Lewis G. Gorton. _ 17 20 16, 283 2, 000 440 Cyrus Northrop . 7 43 3 134 2 194 45 32, 000 115; Stephen D. Lee . 5 20 1 83 .... 179 3, 626 3. 857 400 Bichard H. Jesse _ 7 0 0 0 331 12 12. 000 179 Luther Foster (acting 2 5 3 55^ 1, 948 j 80 president) . 1 1 1 COLLEGES OF AGRICULTURE AND MECHANIC ARTS. 1973 July 2, 1862 ( the national land grant), and further endowed by act of Congress of August 1887 , when attached to said colleges; statistics for the year ended June 30,1893. Property. Receipts — Expenditures Yalue of farm lands. Yalue of buildings and equip¬ ments. From the State, en¬ dowment, fees, and other sources. From TT. S. land grant, act of 1862. For exper¬ iment sta¬ tion, act of U. S., 1887. From TJ. S. en¬ dowment, act of 1890. For agri¬ culture and the mechanic arts. For exper¬ iment station. For other depart¬ ments. 13 14 15 16 17 18 19 SO 21 $3, 000. 00 $48, 290. 00 $21, 305. 60 $20, 280. 00 $15, 000. 00 $10, 112. 40 $30, 672. 44 $22, 467. 51 4, 250. 00 29, 500. 00 14, 050. 00 15, 000. 00 18, 000. 00 9, 639. 99 15, 000. 00 $9, 000. 32 14, 000. 00 30, 000. 00 39, 088. 85 10, 400. 00 15, 000. 00 13, 090. 90 24, 768. 81 15, 000. 00 18, 584. 00 12, 322. 00 129, 266. 55 187, 235. 91 43, 690. 71 15, 000. 00 18, 000. 00 112, 776. 27 15, 206. 57 173, 079. 23 25, 000. 00 33, 000. 00 34, 843. 84 10, 244. 27 15, 000. 00 18, 000. 00 | 61,054. 21 17, 077. 07 450, 000. 00 84, 577. 96 4, 468. 21 18, 000. 00 103, 422. 18 3, 000. 00 29, 161. 08 2, 107. 84 4, 980. 00 15, 000. 00 14, 400. 00 20, 651. 75 15, 000. 00 12, 061. 19 5, 600. 00 40, 000. 00 33, 877. 00 9, 107. 00 15, 000. 00 9, 000. 00 18, 877. 00 15, 000. 00 10, 000. 00 25, 000. 00 16, 954. 14 12, 000. 00 26, 954. 14 8, 000. 00 13, 950. 00 7, 730. 12 16, 513. 54 15, 000. 00 18, 000. 00 13, 499, 51 15, 081. 99 674. 95 57, 000. 00 470, 000. 00 95, 966. 27 26, 082. 38 15, 000. 00 18, 000. 00 154, 430. 03 15, 070. 00 70, 000. 00 186, 000. 00 65, 292. 12 17, 000. 00 15, 000. 00 18, 000. 00 94, 439. 18 15, 741. 61 21, 000. 00 110, 003. 15 77. 410. 85 44, 417. 73 15, 000. 00 18, 000. 00 147, 530. 47 17, 061. 03 30, 000. 00 74, 000. 00 - 11, 071. 00 30, 187. 04 15, 000. 00 18, 000. 00 72, 562. 21 15, 000, 00 | . 25, 000. 00 62, 197. 69 40, 492. 08 9, 900. 00 15, 390. 00 55, 257. 78 17, 938. 65 5, 509. 97 230, 000. 00 29, 678. 15 9, 115. 69 15, 000. 00 8, 727. 72 10, 192. 82 15, 000. 00 31, 983. 35 10, 000. 00 195, 050. 00 33, 995. 83 6, 275. 00 15, 000. 00 18, 000. 00 58, 217. 46 14, 999. 94 . 28, 600. 00 50, 000. 00 21, 141. 69 6, 142. 30 15, 000. 00 18, 000. 00 44, 734. 96 14, 996. 15 40, 025. 00 254, 751. 13 22, 558. 62 7, 333. 95 10, 000. 00 12, 000. 00 41, 892. 51 10, 000. 00 0 907, 926. 85 244, 046. 65 5, 405. 55 0 6, 000. 00 275, 516. 28 0 0 48, 000. 00 59, 300. 00 18, 000. 00 36, 000. 00 15, 000. 00 18, 000. 00 54, 217. 64 16, 349. 00 22, 711. 52 375, 000. 00 196, 000. 00 221, 903. 67 14, 977. 00 15, 000. 00 18, 000. 00 43, 202. 18 17, 692. 73 208, 985. 76 50, 500. 00 38, 900. 00 33. 619. 80 5,914.50 15, 000. 00 8, 075. 33 38, 825. 33 15, 000. 00 5, 145. 39 75, 000. 00 95, 000. 00 29, 356. 85 15, 850. 00 15, 000. 00 17, 023. 06 62, 229. 91 18, 389. 46 8, 000. 00 15, 000. 00 18, 000. 00 1, 203. 49 1974 EDUCATION REPORT, 1892-93. Table 9. — Colleges of agriculture and the mechanic arts, endowed by act of Presidents. Stall' of experiment stations. Faculty, not in¬ cluding staff. Students. Property. Prepar¬ atory. Collegi¬ ate. Library. o . ■zs fl o P C3 » £ o o Male. 6 r3 1 u Male. 6 C3 s o Ph Male. Female. Yolumes. Pamphlets. 2 3 4 5 6 7 S 9 io 11 12 12 25 o 1 160 Stephen A. Jones - 5 15 2 45 77 36 28 3, 468 2,300 35| 9 16 27 6 30 Austin Scott . 10 34 4 154 22 171 0 29, 466 5, 000 Samuel P. McCrea. . . 8 12 2 45 17 38 24 1,856 250 60 J. G. Schurman . 13 47 0 0 0 (61 >4) 133, 823 26, 900 105 A. Q. Holladay . 12 12 0 0 0 114 0 1, 500 9 13 1 26 5 45 1, 326 540 Wm. H. Scott . 51 170 362 12, 847 170 R. J. Barker . 4 7 29 36 30 37 1, 205 440 105 John M. Bloss . 6 14 2 72 26 115 69 1, 950 700 150 George W. Atherton . 14 33 5 67 20 192 9 8, 16S 200 J. H. Washburn . 8 9 67 26 1,500 1,000 40 E. B. Craighead . 8 18 j 4 400 Lewis McLouth . 12 19 2 76 32 109 86 3,095 7, 000 150 Charles W. Dabney, jr 7 23 0 15 .... 247 4 8, 504 6, 100 118- 1 L. S. Ross . . 17 n 293 211 J. YT. Sanborn . 7 9 2 ! 1, 900 525 86 M. H. Buckham 10 20 0 o' 0 111 0 45, 461 120 J. M. McBryde . 18 17 160 2, 525 400 275 E. A. Bryan . 5 10 4 98 25 72 34 1,200 7, 000 200 J. L. Goodknight _ 6 . 18 106 108 14 6, 770 3 C. K. Adams . 8 49 2 0 0 354 0 3, 200 4, 000 60 A . A . .Tnlmsnn 9 1 9 2, 650 1, 700 240 Institutions and post- ofiices. University of Nebraska (agricultural and me¬ chanical depar tment), Lincoln, Nebr. State University of Nevada (agricultural and me¬ chanical department), Reno, Nev. New Hampshire College of Agriculture and Mechan¬ ic Arts, Hanover, N. H. Rutgers Scientific School, New Brunswick, N. J. College of Agriculture and Mechanic Arts, Las Cruces, N. Mex. Agricultural Co liege of Cornell University, Ith¬ aca, N. Y. North Carolina College of Agriculture and the Me¬ chanic Arts, Raleigh, N.C. North Dakota Agricul¬ tural College, Largo, N. Dak. Ohio State Univorsity (agricultural and me¬ chanical department), Columbus, Ohio. Oklahoma Agricultural College, Stillwater, Okla. State Agricultural College of Oregon, Corvallis, Ore¬ gon. State College, Stato Col¬ lege, Pa. Rhode Island College of Ag¬ riculture and Mechanic Arts, Kingston, R. I. Clemson Agricultural Col lege, Fort Hill, S. C. State Agricultural Col lege of South Dakota Brookings, S. Dak. University of Tennessee (agricultural and me chanical department) Knoxville, Tenn. Agricultural and Meehan ical College of Texas, Col lege Station, Tex. Agricultural College, Lo¬ gan, Utah. University of Y ermont and State Agricultural Col¬ lege, Burlington, Yt. Yirginia Agricultural Col- lego, Blacksburg, Ya. ■Washington Agricultural College and School of Science, Pullman, Wash. West Yirginia University (agricultural and me¬ chanical depar tment), Morgantown, W. Ya. University of Wisconsin (agricultural and me¬ chanical department), Madison, Wis. University of Wyoming, (agricultural and me¬ chanical depar tm en t ), Laramie, Wyo. COLLEGES OF AGRICULTURE AND MECHANIC ARTS. 1975 Congress of July 2, 1S62 ( the national land grant), etc. — Continued. Property. Receipts — Expenditures — Value of farm lauds. Value of buildings and equip¬ ments. Prom tbe State, en- ] dowment, fees, and other sources. Prom TJ. S. land ! grant, act of 1862. For exper¬ iment sta¬ tion, act of U. S., 1887. From TJ. S. en¬ dowment, act of 1890. For agri¬ culture and the mechanic arts. For exper¬ iment station. For other depart¬ ments. 13 14 15 j 16 17 18 19 20 21 $300, 000. 00 $60, 000. 00 $250. 00 $42, 652. 12 $15, 000. 00 $18, 000. 00 $65, 573. 00 $15, 000. 00 $18, 0C0. 00 13, 000. 00 39, 550. 00 25, 000. 00 0 15, 000. 00 18, 000. 00 18, 000. 00 I | 15, 000. 00 12, 500. 00 15, 000. 00 65, 500. 00 87, 703. 08 4, 800. 00 15, 000. 00 18, 000. 00 146, 307. 59 1 15, 000. 00 12, 480. 66 6, 960. 00 15, 000. 00 18, 000. 00 28, 120. 46 15, 000. 00 9, 320. 20 10, 000. 00 38, 049. 00 7 199 97 15, 000. 00 18, 000. 00 23, 609. 49 450, 463. 56 18, 000. 00 15, 000. 00 18, 000. 00 1 15, 115. 00 j 15, 490. 86 485, 967. 15 7, 500. 00 15, 000. 00 11, 689. 20 30, COO. 00 54, 000. 00 11, 981. 13 15, 000. 00 18, 000. 00 21, 686. 55 15, 563. 62 6, 818. 14 1,000,000.00 *390, 000. 00 214, 102. 02 29, 849. 43 18, 000. 00 108, 120. 34 1 125, 882. 91 10, 000. 00 20, 192. 42 j 10, 000. 00 15, 000. 00 18, 000. 00 7, 231, 00 19, 455. 44 35, 000. 00 29, 570. 23 2, 438. 86 10, 952. 00 15, 000. 00 18, 000. 00 31, 390. 86 15, 000. 00 1 | . 50, 000. 00 215, 000. 00 122, 555. 55 30, 510. 00 15, 000. 00 18, 000. 00 163, 607. 71 22, 457. 84 10, 000. 00 96, 500. 00 | 23, 317. 76 15, 000. 00 | 19, 496. 37 18, 919. 79 10, 280. 00 30, 000. 00 103, 796. 38| ! . 1 5, 764. 00 15, 000. 00 33, 000. 00 98, 796. 76 15, 000. 00 16, 000. 00 116, 825. 00 9, 721. 24 ■ 0 15, 000, 00 18, 000. 00 27, 379. 44 ' 15, 0C0. 00 106, 370. 00 55, 729. 37 13, 370. 61 23, 760. 00 15, 000. 00 18, COO. 00 57, 829. 56 15, 000. 00 24, 160. 00 1 53, 120. 6s! 60, 000. 00' 14, 280. 00 15, 000. 00 13, 500. 0C 52, 280. 00 15, 000.00 40, 000. 00 21, GOO. 00 149, 000. 00 86, 844. 73| 0 15, COO. 00 18, 000. CC 35, 563.51 15, COO. 00 12, 680. 52 15, 0C0. 00 51, 000. 00 43, 540. 34 8, 130. CO' 15, 000. 00 18, 000. 00 25, 665. 00 16, 799. 44 39, 156. 02 25, 000. 00 47, 050. 00 10, 466. 00 j 20, 668. 72 15, 000. 00 12, 000. 00 45, 028. 42' 21,001.07 10, 000. 00 17, 006. 00 157, 000. 00 0 26, 250. 00 35, 000. 00 35, 576. 32 30, 704. 14 87, 608. 81 36, 000. 00 6, 388. 00 15 000. 00 15, 000. 00 100, 312. 92 17 896 68 150, 000. 00 ' 529, 000. 00 51, 781. 60j 25, 437. 76 16, 961. 95| 15, 000. 00 18, 000. 00 49, 453. 10 I 22, 346. 61 3, 600. 00 5,400. 00 107, 000. 00 37, 144. 88 1 15, 000. 00 18, 000. 00 33, 841. 391 15, 994. 82 10, 518. 46 * Value of buildings and equipments of entire university. 1976 EDUCATION REPORT, 1892-93. Table 10. — Institutions for the education of colored students in agriculture and the for the year ended Institutions and post-offices. Presidents. Faculty. Students. In agricul¬ ture and me¬ chanic arts. In other M*le-[mFa!e. Male'mFaleJ ! Fe- Mo,. I Fe- • rnale.|male- male. 2 Wm. H. Councill.. J. C. Corbin . Wesley Webb . T. De S. Tucker - It. It. Wright . J obn H. J ackson — H. A. Hill . T. J. Calloway - Inman E. Page _ J. O. Crosby . L. M. D unton . L. C. Anderson - H. B. Frissell . J. Edwin Campbell 5 6 7 State Normal and Industrial School, Normal, Ala. Branch Normal College of Arkan¬ sas Industrial University, Pine Bluff, Ark. Agricultural College for Colored Students, Dover, Del. State Normal and Industrial Col¬ lege for Colored Students, Talla¬ hassee, Fla. Georgia Industrial College for Col¬ ored Youths, College, Ga. State Normal College, Frankfort, ern University, New Orleans, South La. Alcorn Agricultural and Mechani¬ cal College, Westside, Miss. Lincoln Institute, Jefferson City, Mo. Agricultural and Mechanical Col¬ lege for the Colored Race, Greensboro, N. C. Claflin University, Orangeburg, S. C. Prairie Yiew State Normal School, Prairie Yiew, Tex. Hampton Normal and Agricultural Institute, Hampton, Ya. West Virginia Institute, Farm, W. Ya. 151 60 17 29 65 17 88 251 73 1 397 122 *430 12 21 ■226 62 259 118 168 13 146 117 135 44 292 Includes all departments. COLLEGES OF AGRICULTURE AND MECHANIC ARTS. 1977 mechanic arts receiving the benefits of the act of Congress of August 30, 1890 ; statistics June 30, 1893. Property. Receipts. Total ex¬ penditures. Library. Acres under cul- Value of farm lands. Value of all buildings and equip¬ ments. Prom en - teethe il'romU.S. State and 1 land SranT' ^^ther^ act sources. j From II. S. endowment, Vol¬ umes. Pam¬ phlets. tivation. act of 1890. 9 10 11 12 13 14 15 56 it 1, 500 275 107 $10, 000. 00 $19, 834. 23 $16,937.01 . $7, 887. 60 $16, 576. 20 2, 100 531 20 29, 700. 00 4,909.10 1 7, 360. 06 261 85 90 5,000.00 15, 700. 00 7 618.73 J . 1,660.42 i . 3, 600. 00 5, 982. 81 504 225 91 7,105.00 13, 500. 00 3,900.00 . 9, 000. 00 9, 000. 00 24, 557. 39 8,645.13 I . 6,000.00 ! 14,863.34 148 4 5 1,000.00 14, 525. 83 3,802,47 . 2,610.00 5, 5S5. 26 380 301 35 (*) 42, 922. 00 19.8S8.00 . 9,272.28 31,316.31 2,959 2, 746 90 2,500.00 , 61, 700. 00 13,803.19 $5,678,75 9,930.31 29, 386. 35f 20 2 20 2, 300. 00 71, 520. 00 2,183.56 . 976.94 11, 663. 82 10 15, 750. 50 7,500.00 . 6,310.80 4, 615. CO 1,603 2, 000 150 50, 000. 00 110, 000. 00 16,500.00 5,744.00 33, 000. 00 52, 455. 79 550 32 100 9, 000. 00 9, 050. 00 23,633.06 . 4,500.00 28, 133. 66 6,859 434 460 30, 000. 00 540, 000. 00 6,000.00 10,329.36 6,000.00 124, 790. 03 507 15 25 1 2, 500. 00 17, 596. 00 14,632.00 . 3,000.00 7, 851. 82 * Institution does not yet own lands, but rents 100 acres at $800 a year. 1978 EDUCATION REPORT, 1892-93. COLLEGES OF AGRICULTURE AND MECHANIC ARTS. 1979 CD O O O CM CM WCO O’tl- 10 o' o' co t- r-H t-H 00 tfToo o o o o o o ^ o o o o o o o rH CM CM ^ O o o o o o o d od o o CM L- t-7 CO GO L- O d d L- O CO CM o cm Tfi CO ^ 10 o o LO O Tji o o o d O I- CO CD Cl Cl t> CM 00 00 CO^T o o CO CM 00 CO L- ID LO O O 00 o' cm' O CM S i-H CM Cl CO CO CD CO cod' CM O Cl o d o o CO o co cT LO rH rH O CO H LO O 00 co^f LO L- L- LO t> CO lO LO* cm" co" CO o O CD CO O ~T CO Cl o — OC5 O CT. O CM l> 00 o r-4 rP P © © si £3 -5 © P © OS«.^ ^ =| 5 bij £ g^<1 ^ ^ S o ® O co ^ £ += 7? lO © 2 a ^ © CD < r-J O • 2 L| : h 3 © 73 g o o o o o o O cc C5 O CO o co a co to o o o Cl t- oo© o CO o o o o o o o o o o o o o o o o o o o o o o o o o r?' cn Si <3 © cc © © © s ® ilsl 1-5 £* ©^ P CZ Z0& usJH tx,l a © ® +3 <3 ■fl -p* 2 rjl 3 2 _pp t>/2^ ^ ^ af.ti P< cM ^ +2 © ®-c ® ac s ■r§ rt bc’re -^T fab '1 P3 're S^asS^earS 5 P rP Q K- © Q O fcJD ^ §5.2o‘S.£o J^Ta s 3 <1 p -p ,■ 3 .© K +3 S3 - © ■+■' p SI! O £ Sc . £ <) g 5 til © © % 2^ 2 © S-5 -P o © 1-1 c3- © p-b. pH po^n ^ p p-2 ill! > © ‘S ^ ■int- s®Sg ® J S ™ P- P l-H pP 4)PH o > 2 •cfc J"P ® ^ § $>1 bJOcb ► ®h! p © © .2 '© 5Q © © H3 be . p6 « : 8^ g © IS — w - feO £ P'S'51 p |-2^ 5oi|^ l3J5« o 5^ o^i 06 ■«_© p’p ^ c3 § © H © ®r!jH © ^3 P l-gll P b£P^ P<]^ ® cjP 3 PC.P © © — PB^. P£ lifll By m o rH CJ 00 d rH CJ lO ? : 3 IH © © bJO ' © : ©'3 “30 cf O . h ££p :gg - tf = -P : P -2 \4 bLPnn ,k> O'© 3 „ © pH -iC'O - _ S£ : 2 § g F -*h . tn © o D . © ^ cJD ' P >, © ; ^ AT ^ , ^© h'J o • H o ®o *, %^'aS^-aic - >>£c tfj> «< 3 „ ^ a P ^ co *® ^ O ^ C - © g • 2-S © « « a «= *s |c > -c 00 OQ pH O a ph © . ,5 tJL-P S bJt: o<1 P<1 j B®2 a; = 43 S i 2 © 5 2 P Pp. 2C< © ©h © -p _© pH ^ © O ft 3 rt 2,2 © 00 '3 £ 2,8 ci ? — 3-5 tx) 2 5 . o P co" p £ © p > a © 0£P CH3 © §S--S H >2 © o’© ’« £j cl © mp re ^ & o HXW. O C,o) «o _i © -O H § h co r- o © © cm co o o co H l> O O O CO © © CM © © © o © cm co © cm © m o m m © cm © cm io oo l- co m m oxt> r- CO* r-T rH rH CO For mechanic arts. rH T* © © lO O CO CO L— O CO CO 1-1 h For agricul¬ ture. $1,355. 93 4, 194. 52 3, 376. 53 750. 00 1,465. 94 8, 447. 81 1, 654. 74 749. 93 7, 200. 00 1,927. 62 Amount available for year ended June 30, 1893. Total. $9, 370. 28 34, 488. 86 18, 601. 53 12, 000. 00 6, 205. 61 35, 000. 00 49, 559. 09 9, 884. 97 18,000. 00 22, 322. 09 Install¬ ment for 1892-93. M $4, 500. 00 18, 000. 00 18, 000. 00 12, 000. 00 6, 000. 00 18, 000. 00 15, 000. 00 8, 000. 00 18, 000. 00 18, 000. 00 Balance on hand July 1, 1892. 00 CO CO • rH O © t> •© CM JO in • CO O O © • © c co rH in o © Tti'CM L'- oo O • O O in 00 • CM oo ^ co • cm o in co . co •h-'ccT • t> TjT r-T • •€£-rH • rH co | Table 12. — Statistics of scientific schools and institutes of technology for 1892-93 [For schools of science endowed with the national land grant, see Tables 9-11.] SCHOOLS OF TECHNOLOGY. 1981 h! •oh?h o o ci ci o o o o o t-h o o o o o o o o o o © © CO CM i-h lO CM JIf !«s 6^ •ojeaiQ^ tils fl © p© •9FH oooooooooooo oooooo lOWOO^MirOCOOOO O Cl 00 O O O O O T-l o o o o o o oooooo OOOWrHl co cm T-i m cm 01 o Cl CM CM '9{niU9J §v§a •OIHK Si o o o o o o o o o o o o o oooooo oooooooooocooo oooooo o g H p a •aiHraajj; I » 'OCMOOOOOOO-HOOOOO oooooo nteoinnui be 3 P © p,© 3.§s o •9IBK OCMOOOOOOOf-lOOOOO oooooo t-t>i>i>«MintDot>ocoot>- CO i-i O CM J-I t— ( ,-1 ( moofflior-uo Pi ^ •9IBM o o o oo o O 0.0 o o o o oooooo ■>* o o O iH O O O O O O O O UO r-i o oooooo o o © m •SJ js Jj© (So 1“ s © ol Ocfl Co ' W' Ulliw 2 © ©HcS a"©^ f* S Pi ©53.2 S bo* .©§ SH H H p ►'l.Jdj © ^©Or0.©13'o©R .2 © 'S © jS Ph m m <1 § © © CS © E 15 •!*!£! fee o.! . a g g) !■&§ Ml! © pi c© o O r t-i © -S'+h»2 sS ©3 O.P O OJ © © 3 pj X3 © © OH cg!2* ,© q'3 gHco 5+3 , a f.2p cL > -- r© ^ L? © o-3 >i .0 >i © < g* Is .if >-p .*3 | © "3 © F3 o is.“s' _ „ cS ■s s a _ „ „ ,54^g&p£5 ff 4-S iW3 0 _ 00 i Statistics of 1891-92. Table 13. — Statistics of schools of theology for 1892-93. 1982 EDUCATION REPORT, 1892-93. •sdiqsjxqoqos oco co c- ooo'O*-^ .... oi© oo o o : : :e ::::'* M •sdiqsjossajojd pa^opug 14 OO l© in OCSO 'M ' 'rl .... ex* t> o o Bene¬ fac¬ tions re- ceived in 1892-93. M T* $800 3,503 86, 000 0 0 65, 000 0 57, 500 31, 375 20, 000 200 0 64, 135 113,000 6, 000 4, 000 0 Perma¬ nent pro¬ ductive funds. « $8, 800 0 236, 500 400, 000 a 200, 000 100, 000 10, 000 . 272,458 250, 388 574, 459 420, 000 0 0 500, 000 550, 000 323, 724 359, 119 0 150, 000 Value of grounds and buildings. OO oo ooooooo oo oo ooooooo oo oo ooooooo co cq irf o' oirTcTocfocr ■ee- t"* h ccc-ooooo r-i r-t CO CD 80, 000 50, 000 100, 000 150, 000 284, 000 100, 000 826, 100 77, 000 i 200,000 5 © ttfM £ C © s © © p « •juoA OT^entoqosui sqaeAV © ^ & 0 CO © a © CS M * H « © H © >T :P A' A Gi © g. 5 • © x A js fc> iflA irfri ! ^© — pi| © ©pp SMS WjgSS A!> Q C/2 20 §<=; gS|2qi^ ^ Igf g-C .ha <1 ~o scfcfl © s O’S © & : © ^ Pi Ja o © Ooq b- b «8 g.s 1o X © r-. S© SH . ! "> ! ! &jo . © ■ • p ~ • © ^p i iej? ioo-g A ^O =3 £ ep © ^ s-sh ^2”baIs«h‘ feta's •a-' a a © s~3 s^p^ ^ O >i C£r~ O q . ^ 0 ^ © His ban 13 a o ^ fcJD® s © |d_o^p bxi©5 © -Tc n £:p © P s Bh Pc -h ©-©-< o ri © 2 "o © O b 1>'-*-' §■£ § >fl ■3 § ro^^Xp 53 ^'g ^feo-gj, >)0 © £ r2 ^ 1IJ Sr &&&-£ ©*2 c ^ « '43 ^ "g > £ © mhmHmAoh fl a gP © o * J. G ’M ^2° *351 >>©.©t! 'g!H ©x bX)©^-2° © -Li © PC, 1 IllA^IJ 'JS©P., fcx i > A I © >> ■ a a-© f5 cs § & &t o i ^ -g g 3; -© |pg — ! >> S 5 § Jo © •- s : >h oS ! o' og-3 ©O s 5 © §. -H cSX; £6/a bu >%$£ c3 2 'as S3 ® cS 3 HH P © 0-3 _ © ©| *<1 ■3 3 OX 9 5 & wj : i o^M-= © ililjll i© o t> oo ©s o i n^ms SCHOOLS OF THEOLOGY. 1983 0 15 © ; ; ; • ° 00 © © • © o © © © • • iH © © © C co 34 15 20 131 40 209 3 3 66 10 35 5 i oo CO 8 114 12 176 12 I s ! 3 ! £ :S£3S ©88 3 ■# O t-i O r- 1 o o CO CO rH CO -T ! rH o O O T- 1 © C > © > o -# © © o O MMM oo to > CO CO © 6 2 4 t> CO 00 3 s (O t> rt I CN i t} i 1 lO •<# -# CO HiOC CO ED 93 - 125 In 1891-92. a Senior professor. b With $35,000. Table 13. — Statistics of schools of theology for 1S92-03 — Continued. 1986 EDUCATION REPORT, 1892-93. *sdiqs.nqoTps | « : a • O O O • • I'XO • CZ ! •sdiqsjossojojd poAvopug; I ^ ! wi . o-^o ■ ■ m o ■ . Tp 6 . S'g gf ‘ i « i in i r i Si Sis: is tUi ** ! ° 1 ° ! g |° i! i $ s e s' i? | < % ; ; s ; ; 1 1 3 8 P eg a c 5^.5 P P ~ - ?61 T=< i 1 1 ° 1 1 i i il S 3 i? § | : i s li i i : : [2 S ii S3 tL 1 •jboA ^ oj^sT?xoqoe m sqaoAV a 1 8 § S 3 S ■§ 3S s s S3 As •sanai $ CO CO CO CO COCOCMCOCO ^ CO CO CO coco Students. •aauaps jo sjojtoi ni ©ajSop’SniA'nq sxnapn’rg * S°S°S£ i20- ig : : °'° *S68I Hf Smx'enpujf) ^ m ^ S o o m o o 3 o © £ •oauepna^u uj 53 S3 w 3 S 3$ 3 8 83 In¬ struct¬ ors. 'Xubxsisstj ao xnioadg ^ O O O O O OOOOrH C3 i-l »H O rj< •saossajoaj; ^ ■'# -cp ■># co •*? co o o co co t- in m o ->* m rH President or dean. W David Tan Horne, D. D . Daniel A. Payne, D. D., LL. D. James Harper, D.D.,LL.D... George Whitaker, D. 1) . James A. Grier, D. D . David B. Willson . W. H. Jeffers, D. D., LL. D. . . . Vincent Huber, 0. S. B... . A. Schultze, D. D . Henry (i. Weston . James I. Good, D. D . .Tames McGill. V. G.M . M. Valentine, D. I)., LL. D - Emanuel V. Gerhart, D. D., LL. I). George L. Cary, L. H. I) . Edward T. Bartlett, D.D . Name of school. « Heidelberg Theological Seminary (Ref. Oh.). Theological Department of Wilborforco University (A. M. E.). Xenia Theological Seminary (United Presb.). Theological Department of Willamette University (M. E.). Allegheny Theological Seminary (United Presb.)". Reformed Presbyterian Theological Semi¬ nary. Western Theological Seminary (Presb.)... St. Vincent’s Seminary (R. C.) . Moravian Theological Seminary . jo Is Jr a as i: s 11 s jJJ Hi: OH a Theological Seminary of the General Synod of the Evangelical Lutheran Church. Theological Seminary of the Reformed Church in United States. i il ’ -Si | I® 1 IS •> is L Ilf sins Mill am * & i-t Post office address. T=( Tiffin, Ohio . Wilberforce, Ohio.... Xenia, Ohio . Salem, Oreg . Allegheny, Pa . . do . . do . Beatty, Pa . Bethlehem, Pa . \i 1 i£ ] II 1 11 1 Gettysburg, Pa . Lancaster, Pa . Lincoln University, Pa. Meadville, Pa . Philadelphia, Pa . I | | | | | ggggg gg g g gs 120 I . do . I Theological Seminary of the Evangelical I. C. YV. Schaeffer, D. D., LL. D SCHOOLS OF THEOLOGY, o • © © 5 © oo oc o 03 - o Cl © © lO j ssllgsg SWhoSM 0 —0) ® ,'p © oS p . q gPP^ . P ® M © 5 a a £ g 2WP .« ®-p ■ 'W ri . zZ \ _ 3 ^ CD ^ t"* fe‘I'2S-N1®S2^8,S,S F § £ tip gS^u'O q H f" § kJ p= cj s;rto ® o © ^HP^Oppp^Pl^lziP K .pi Pi © "33 P =* p> £‘5P o F?» „,,fco^5P^ - Ip'S g I 2 fl-3 „*§>•£ op 2 ' c3 iff* £ ? £f£ ©c£5 © 'h >r > ® c e8 . - P £ © O wraccC^k^CO * a pi a> a g ® ®sh ® © 3 © S J5® sJpI‘3 § & £ g 3P p*2ja P-P-.S ® .§! ll'sSl 15: g^q-S s ®q3 > I Is g’^P 3 s >=-2 M -W3 © w t o a ° > =5 M t c,rg®-gS || S ® O ^ ^ s So ®5- ► bS?r-.HU3 „ © ‘q H C S’© ,|=ag^P-p^ a 2 © o a p-p ^ © © i 'S.S © © ®. ! ^P-^I ^P o'S£® *© p f-i „ q B '©•& c3 J §>! cS ©| ci > p,p-- a&q'Hp C3 ® ©® 33 ® o ® ® O © „§oR«fioOft^-3g ■^ce^3r§^^^pq^^fe^pq'S PUhmPhPsQPPPPwM ‘S<1 p p o <1 o ^ © ,14.3 © © o fl £ .a P §g P ( n P © s§ P > © a o © PP 60 15 fcn w A W-a © fe I*8; :P 1^3 Ee ,P^ © a B 'cs cjBhH +3 q3 1 l6^a a ^ ° 1 q £®M ® £ ®: -g © j-; op fl. s' H ;Mor, q^r^o ??‘3 “ „hO ©s jo p pS|g3©||.s|||?g^-3^P' ^ r2 ^ 0^ Sr2 P( O COC5 I (M CO ^ LO CO o 00 o o School of Hai SCHOOLS OP LAW. 1989 o co o o o oo ^ «oo^^(miontXoim«coo^cowqooo«doo«oo CO CO ^ ^ ^ CO CO • CO CO CO CO CO CO CO •'■tf 03 CO CO CO CO CO CO CO Th ^ CO CO CO C0 lO CO CO lO 'C0C0HC0(NC0l>H05 COCOCl OOH(M 00 00 Ml>t^COCOI>T}l>^^OOOlOOOHOO^HI>iO C5rtiOt>CUOOOO>O^OH(MCOCOiO COCOCO OHH 00 CO H t> CO COCO CO(MCO(M^i CQINiOCOH W(M CO CUO Qfi fig P 3 ® i-5 'a Pp} S^H-Swl* SIs^-bS®. >8£a|8s :flH ’ *P P J :p , — : ©"§ •g J ®.S .Isa^ >>”03 flW 3! ® ® ®3 © H'S £ a . p c« cs K. ©£P f-i ^POP I 3 § | (3s v3 Hai-si-jp-W :P |p a © : ©p g-S § 2 £P ■slifS&a a ££2 o r”' EH iis &: eS ^ .n «! §p >>s H'33 ® S-S g^j & r-r Pi *3 © 3 ;P§3p H go S • . «s .H & 2 &CH 2 ^P 3 © a JO-g ce P s .2° 3 © 9 «H o >>>> c (P pp ! b Pi Pi as*. > _ !H(H S S ^ >5 P oop^S? >>t>5® - O £.5 - 333 § >>g ^ ^ r- ^ tb S g gifl ^'Sp C3 S 1 >>-c-9©Pfeg® 3'S pi 3 3 p S3 '3 ppocsflo^gp r© S b! 2 © ® ^ p a (2) © -oSo'33|-o^S-^ o‘S'2-^ ® ©^ o^j-pfC „ a a am . ,rjjaw a ■ © ©3 > MP © © t> > btl'q P SPO «4— I © PSa , a © oOH o-3 ■m © R >>£ © p o 13®« ® £p >. > =H £3 © 4J 3 ■goffiLp® £>3p£'g!- 3 0^3 g ► ?! P a £"2 s I !h3 ' ©P >© •SP a a am 1 © © © m k. © ~ ©b S |c2*2 S | 6““ |'|J S,« | « Pjppfiggo^o-PIH ^ ^ ^ o ^ ^ c3o3©o3c3<3+iO'-*:P'oc3 PPPPPP«20 +3 .r-1 © 50 © 5^ 02 flbO a o PU ^3 ■ ©2 :p ® "tf’g ^ 5^233 o^.2r-< © Q « bps p p» o cS p OfHC5co-coi>oooo' cocqcococococococooo^i HC3o2'#i©«ot>ooa>Or-icqco->#»©cot^oooso Table 15. — Statistics of schools of medicine, for the year 1S92-9S. 1990 EDUCATION REPORT 1892-93. TTnivorsity Medical School (Chicago ] Nathan Smith Dav SCHOOLS OF MEDICINE. 1991 1 I mu o 10 isT o o rr r-i ^ ca §2 S88SS ^ o o n L— m ill I gg§ 3 ;§S SSS3S s §8 288828 88888883 88 O O CO o 8883 o o o o a I 8 885883 :§.ieg8S §§§88888 §§§ SS883338§§§ 8 ~ s 853388 888 8888§§ 8§jg888§g 88§ ssssass-sgas s & 838322 :28 5§SS!®a 88388222 888 £322§3338S : gg^10^0 838 8§§8M8 8§gSx353 888 ^228583382 85 O O ■ O C3 00 3C O I §5 HI O Ot-CO^OO Cl' oooooo oooo 38°g o*ot> COOOOOOOOOOO g g°33ja S3* S3Has |*Saog5i E»i s-sgssggsgs 8 ►§§ a ^“"S OKM Cl X -? O C-l 3^22 lOCl^OXMO o.-.^nooN io 3^332; O O 3 X O X SWO-[> 3^83 288 t> L'- re M C C5 *o o t- x : i{Sf|! m .12^1 19 fe 2 rs o K§ H=5 c5 s* S ? iHJ ® r» cai ldi t-ST i-3 ,q * : :j=~s Jilll Ilia* 3s 2 -I- * a 9 3 ◄ o J j| 2 o ◄Is’a ■ £131 gigs*, ^|J«°IS=<§13 J5*SI«* |2|'sS5t.u |ra ||J|"s|54ia 1*1*1 i*JSf|jl jSg Table 15. — Statistics of schools of medicine, for the year 1892-93 — Continued. 1992 EDUCATION REPORT, 1892-93. •pgjinb -9J 90UBpil9jjn JO SXB9A 11 CO CO 00 CO CO 03 CO M CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO e « •gnijen -pitlS 8JU9pnjS JO 9§Bja90J9J ! © OXOt-t-HOOK) CC > • Cl • | co . CO • o 11111th ■MO • ^ O « • 00 M •uoaio.w HOOOOMOO O O O O O O O H O 00 O -it-o5©^f©© © ^-#©cioo c -c I- o n cn1 ei t— 1 t— 1 OJ t— 1 -T © Jh ^ c3 fcc’o » £ pi .5 o . ■ rd : s cS fe r— - © C .2. © ri ■ .23 tv. -_i '©did © § . © ,3 © 'g • a §>© g-2 lsi^piiasa,ii« © © .- O > | o p p.1 "* ttW o 5 St>- PV . © eg erf a {=•“■©. +?« a 3 Pi 22 ■§* ^f|I Pi Pi -5 © _ © ©75 bfi .-£ .2 a _ rjn So © cP ©.££ tf r; ©ft |§Hoo|§§o ilg|11Sl3l gj|6sa»fe- P ^ "d rH ft P< SlasonW-s-StS c3 2 cS cj 2 © +3 c3 . 2l3§33^a2* op<1p^^po ^ § © ©ijg? © © pi: SoSlsganA^SSioS §2h § © 5 'S Ti © r© sL£ .0©5p®.Sr3©©cS72©© P, © ;m*£ih K u. ■=■ - © vh.' • ft oo ti* 3 © g'Soa © © O' rH ¥ mr* -n tH H H £3.2 0.2, o 3,2 t^t>Ot^L^OOOOOOCC SCHOOLS OF MEDICINE, 1993 78, 000 50, 000 0 20. 000 1 s' 28, 000 g'E j 1 :§ : ill! :I i • § • • ^g co ■ § gg : : 27. 006 215, U00 10, 500 15, 000 285, 000 40, 000 ° jggg £ o c iEiEEEEgEE S e e E e igS o eeese §§§§§§ .0 ' E g gig gEsgggggEE E8883 §§E 5 888E8 § gggSSSSSgS EEEEE 3£g g EEESS 1 CO CO cc CC O c > o o o «OL^^(SI>OaNC3 © ^ 00 O ri 30 CO CO o ^ o CSCSXDC ; § sgsg S§EgSEgS3| ESS o E£g°S > o cc co no OH- X Tj-: O Cl Cl l> r. Cl SSSE10 no CC iO © OflOOO £g&38Si 3 § SSii 3£§gog§g§§ §l|g5 ggg S ggggg * In 1891-92. b Average. d Course of three years in future. a Course of four years to be inaugurated with session c Course of four years to bo inaugurated with session e Course of three years beginning with 1894-95. of 1893-94. of 1895-90. /Examination fee. Table 15. — Statistics of schools of medicine, for the year 1S92-93 — Continued. 1994 EDUCATION KEPORT, 1892-93, •sgnr -pimq puu spunoaS jo eupjx. m ■39J UOi;unpUJ£) s° ■d3j noxjmx •9SJHOD [BUCUB UI S?f09 AV ^ S : cz cz •paainb -8J oocBpnaiqi'B jo sauax •Stiiyen. -puj§ sjnapnp joaSujnaaaax *C68I ut guipmpBJf) »• §$£ •aouaios ao SJ94PI ni eaiuap gniAU]j •narno a\ i i> t- t> o • c- •U8K sa CNN . -g . I ^nu^STSSTJ ao itfpads all '§§3 •aupiSay; I I :33S53 § II dH £5§ §| Hd i* i| , : S I! 1 1 ij g : 5 3 o •I 5? r- - *h *:= o II SI 4l gz T3 .2 >s f“ s i-ifil O '25rS" s s » a * s.25 •5 S S - -K O • 5 -2 ' = ■? >-/£ - © o= ir-3 « § c- ^ Co 0'5‘S © o g>|*00 eXX a=2= c © © © C..S 3 m i i .Sr* 3§ J=!W i r3 • c3 .2Pa ■ r3 : a i i* ci P-( Ill . 16 wa . e3 s * Oj Jta d ||K g _-a I 52 5 s J1 |5 o' C? ?1 1= : C : *z g-StS ' w c r1 c ! *3 c3 Chicago, Keokuk, s£ 11 o o^o • :^x^i : : £ N N CN N N N N M CO CO SCHOOLS OF MEDICINE, 1995 s s a * Table 16. — > Statistics of schools of dentistry for IS OS -9 3. 1996 EDUCATION REPORT, 1892-93. Length of course. Weeks in reg¬ ular annual course. 05 inOOOO^CCTfO-fCiOO^^ffUMOOO^MO^OIN O H i-H iiOkHOCCC^WOWOXNC^C-X!N LO O ^ CC H rH r-i(M rH HHH Cl H H (N d r-H Professors and instructors. Special or as¬ sistant. 13 OCOOiO^COOiOCrtXOlOdrfrjCOHO^lOt^O 25J£^I2J^CT^3 Pj T. ( m : I' I'is S : £ ; ® ft a « g ; ; ft ? ■ CQ s£ ei e8 • .ft ?s-eSS«6**,2-S S5"aS-ass^ <5 6g |r1| 1 11 ■jnri o © ® ijP3 £g§3 a S.a^cq^^ hsh^h « r*i ® 7" • © • © © • b> £6 £-© gP1 « >'?. R Op'llg^jMg ° si giSt^s = tft q, jr^cQ pa® J°~Y2 © a_Pi c- _ __ to Pac->-,'r”®a!=:£: £ R ft "ft Q § ©R O ©’"'/ft W 3 || o S a § pO bp'-g a£C£ft CC-iS'rt 2 ® a p £ g.-Poo'- bp e ■2 © ■a r/? o © £'£« a §Pfl' ft © c © fcfi © © . P > tp >3 — ft © K © ^ J5 r© © q £ tp^H p * tpa °s ,fl <4-( ® >5 5 3 a: im w © —■ © o £H •« sS ® © £<«£ >3^0 « >3 >5 ft © GO bp -fe^3 a a ^ r © '.ojcl'-gs S o d a-p ®©§ aa o' hpQ T. 7 T* © ft 9-3 a 1 hsiw** O' ^RR «j aj=g| /2 § © ft fcpft M (H J7 © ft ?J - rj q bp © e'Oftft^ bp © g £?ft ft ftft'g" ©OSft © ©ft^ftyQ a o o © 3 p © a-pft X ■s § 5 © © 2®® a£ § Sd§0§ O §^R.2 a^ © §2 R 3 £ £ 3 © g^> £ J® £^ a|"ft © a££ © 2 2 p ft ft « ft © — QO 5 SgE^oSSflli^0 fi ■sebbs «c slb:33t'i'S go gal? os's gB-gsl ■ g*§,§,§'«l§l&<§ © © © © § ©ft gP^A* g 3-3 £§-R ©RQRRP~®-5*RagRflfl®«o^a ' © ft ft ft ft © o •sS g 9 9 ff - nww.Hga^s> £-p p . i'a'a'h! S£ ® §3 ^ 93 §3 §>P bog § P1 ^ ’3 P ©r5'cbr3 ; !ftftfeSE>aft.S;3ftOft©^©2S S'© £ £ C3>SC5CUUMoju*¥0 ^ H >/3 v ^ c- . !! g2 © a% © o| | S |g a-| ©g ORRRR<1oPPmRRRRRRoRoM^P o R ®-2 a •a © © So i? g be g hT a ^ 5 « a !Cfl? M ^ - O, >3^ ft ^ o tP © © P*ftp5 g o o ico o c 3^ J S o 5 aia3 a .2 -p 3 -g : s o 5 P.2 .aa po ^.a - -o O H ^ ^ ^ ^ © g 5 «? 2 S 1 ‘S 2 2 o r- kL M -±L 5N a -a :-a ■ o j © a ^ h h R R 13 ^ 'I § -g .s g -! § § s fl ° :pq :«Di000(NC:t^!0(Nrj (M O CO O CO CO co co ••jngjsiesu jo juioadg >$ ^ O CM CO CO O r^NCOCOCDiMMHCOt>'^0(M(N^ OiOCM^ - c2 ? ? R to Ph •jBiuSay; ^t>^CO^rJ1COCOCOOLOrt'CiO^ tCHtTjO ; es : : S : ; o ; H • © .^ - M , rg : £ : . fcrgS S fcJ°' 2 • O -M 2 o3, C <£> s.'-S^go 7,|^P5sa g P CO o |i? a £ P | £’3 >5 ~C ' ■g >1 p b p-+- b ° > © ‘3 © 'Z vlT -*-» ."2 f-ipS ra *S2|-2 5V. I § a a = 2 2 g s a 2 hp 2 ^ J £ § i § o gu >t >i.t2 r9 &§§ ll |2:i §*s ill illilg’ls'slgl pp «w £ 0 © •p • & ‘g ■ © .« 2 ■ 1 P '+-* P*“3 rr 4^ w c ‘®©-Oh3©P«©b*. *£t>PH^f| P . ° a ^ 0 * ? P.'W.fS >5^ © ©©-P /n (*i !L 03 - i~r Q ^ © " ©s-£ Ss'SoU < 5 p y> ° a «« 0 ^ 9® , p,«m ,2 >s2 0 ©t*-P ! ® Om 5 2 j, ttO. ' A P o 55 £ ® © o ^ © « LS®® S) 0^ P O >i c3 •h£ o ^ b-2 1| ^ Jo £ r=« ° C3 3?° ■q =? ®„a p © p -h n ® 2 ®|o P4S §-S-g § g’| £». B s * j £ • Ph2J*:i-c9M-©; cy ^ teg © a PP Pi © C3 2p J©|J lllj g ®p9 © Room 6 Q ! J a 3 0 0 a o ^ c » , © £ p j M o »hmm • © kT - -- .s^© eg - p 'o '.So — wj • c ; Sl’? p Sl^ ^ 1 PF JO jpqp^t-l^ :jzj -kH „ 9 -J5 2Ppp'2fhh; . J> ® ^ J ^ 2o oO S 5'COCSOi a Under certain circumstances an experience of only two years is required. Table 17. — i Statistics of schools of pharmacy for 1892-93 — Continued. 1998 EDUCATION REPORT, 1892-93. Lengtli of course. •jspBuuBqd b qjiAi. aopon-id jo sjboa e i Cl T* Cl ^ Tjf •asjnoo [buuub auinSo.x oqj ui sqooAL © I qooqos oqj jo osjnoo ux siboa L I 04 Cl e 1 Students. UBoX JO OSOp JB SuijbujibjS aaqumyr i t j i-% 3 §3 » « 3 \iBO-C oqj Saianp Sut -jBpioujBiu jaqranjq; £§g£ as so co M quB^stssB jo xupsds C? rH CO l-l CO CO •jBinSaxi | 1 * 'C -*''*’<* tH'# § 5 M J. H. Beal . . Jolm M. Maisch . Julius A. Koch . G.W. Hubbard . James AT. Salford . Edward Kremers . ©* § & - i\ Department of Pharmacy of Scio College . Philadelphia College of Pharmacy . Pittsburg College of Pharmacy . Meharry Pharmaceutical department, Central Tennessee College. Vanderbilt University, School of Pharmacy . School of Pharmacy of the University of Wisconsin . Post-office address. Scio, Ohio . Philadelphia, Pa . Pittsburg, Pa . Nashville, Tenn . . do . Madison, Wis . 8-35 E-g SS O -g a © o H 1 •3 1 2 £ © .a Table 18. — Statistics of schools of veterinary medicine for 1892-93. VETERINARY COLLEGES. 1999 Length of course. •osjnoo xBunun jtqnSaj oqj ni sqaa \\ Si N ® N N N ^ •jooqos oqj JO OSJUOO UI SJCOi 30 Cl CO 03 CO CQ CO CO i § •jna.C jo osojo jt? SuijnnpBjS jaqiunjsj; b i • jbo.£ oqj 3 trump 8ut -pqu.TiJicui "jaqmnjq; '£ Professors and instructors. •juejsisse jo xnpods * ifiNMO^OO •jcjnSajj * °2OC°Ht*H Dean. I £ £ i * i i • » • i i * • > Uii mi iSpi-W 11. J. Detiners . John Marshall . 'o © © 03 O o d fc g 2 « f 4S c t> I 6 >.2 : : |l i ; \ \ ’S« : : ^ o : :i Hi tep ■■ s. Jlil 1 5 5 ©-g' i|i1 uni iH.$n 1 b» ^ . C" - — ' m-z*' ; 25 2 £ ! ’a S3 C © 1 >Q0j>C5CW CC h- -f 05 ® M Olf) •g^gig^- |$ IOOOi-itj^CM^O CM Tfl CO Tf CMCMCM .0«T» r-iCO CO i I OOOOOOOO O CMOOO OOOOO.HO OO OO •9IBK ; PH "3 © a :o>3 © © .£ 2 ©S> * 0 8£f£.P • W 8 booH - ® (-4 j g ^tS 111 o§£(. 3^" h *§1.2 0 ® ^ ® 3=3^ ^ 2 2 3 °e2l'sl!^ O i—> « p; rl n d - - ©O ° - © '0 h * ® ’S’© © 8 66 5 8 6 8 p £ ^ 6 rt 2 ©p >5 8 p g 3 © l™ © ; ^ * © > i Q3 © ! ^ O P>pq • 3 8-^ 2 © © S‘c s P 8 P © © Cpq ^ • 2>a2 5 p S s ^bJ3 © o 3 <4H <© ^ ° 'o ® grt ji g 3 p © o5.2 qV-8 3 •§ o- 2 CO JL CO 26 H © £ © 05 3 g,a © 3 S © w p£ 73 5=6 « 5aj wfc.Sg «5 2 8 2 3 8B-. j-i •H CrO o P ^.3 p- 2=3 • rH Q 8 8 O 62 -- be ©.2 -§■§ 72 g © a H g „ - 8 ©^2^£ s © 5M 2 £02 -3 is OH'S K _ J“JH ftfaB.-g^'d-aco be u c3 , c3 CJD zfj , rl C3 rH --3 ^.2 25-2 fc-C. S 2 2 's '3 eg. |©hSI^1 b jp 8 § M p O •2 be ^_, ^ „ _© , p P ©•” r- P'.S.H t> © £ S ■2 5 flfl" h § bc&3 a ' p Op? H „ . .2 ^ '3 -2 W p © .2 g '&.25 ® © -2 -3 6 ^ .g-e.5 g’3 g >»8W.S © o.2 g 2M ^ „ . _ .. s||«sass-a| g S ®-S-| o g g | | ® g B'l |‘$ Im §1 & p p s 8-S c j ®C5 s 8 ©urt>sp-i o o^ 3 02O6t>M6WW © ^ OC/J 8 . ^P^opgpH'Sp^pa^cg <16mHo260 © © ©^ 72 ^ bn® ©6 M e £ £ a© IS 6 0^5 0 8 || Jw a P © ■sum rr © r© « 8 ® ^ ^ -5 25 m 8 2 6 PmPQ 36f,-'S ^•3 SW PS pc! -8 "a © o o 2 .2 bfl g gH g5 MPQ H 1 3 O 1 o~. ro IP i - f rn fl I § © ! 3 b® o | Si 16^ : 0 8- bpp a |.s|' 5 a o QhW l-P aj~ pS S' S-Sltg © So'g 3 qp 8 5^00 3 -: §a Ohs I ia|^2 a 1 .— .2 © 0 8 8 o ® & §M | a 8 p ** a 2 © 5s © o S :^Mmoo f£pq IOflCOH(lOCOC-00 05 OiHCMCS lO CO t— 00 05 o TRAINING SCHOOLS FOR NURSES. 2001 100 : ::§::::§ • • > » • » • rH CM m 3 40 11 0 | 1 13 0 84 84 r i .... i 525 525 0 0 1 42 12 35, 000 20, 000 14 1 68 246 314 23 57 | 74 131 131 0 1 38 13 5, 000 29, 000 ! 40 1 443 444 100 t 1 366 1 366 1,366 1 o AO 14 20,000 1 75,000 I 19 3 68 71 18 231 ' 211 I 44? g 2 40 15 j 7 1 1 49 50 50 190 610 800 400 0 1 40 18 7 0 3 22 25 25 j 0 0 0 0 25 1 40 ; 17 0 3,600 1, 4C0 ! 4 2 0 3 19 18 0 6, 618 ! 0 -3 6 1 4 5 9 0 27 39 66 0 75 2 J 36 : 19 0 28, 610 0 16 0 261 208 469 17 1130 92 222 153 23 j 3,4 j 38 • 27, 494 1 18 6 190 447 646 35 r 293 584 398 3 3 39 1 21 o 4 o 38 | 38 24 „ 9 o 1 1 A A : 99 40, 000 40, 000 20 2 500 435 1 935 o 12 1 o 4 40 40 23 . 21,000 I j 17 0 214 490 713 1 120 I 45 43 88 88 0 2, 3, 4 38 j 1 ! 24 ! . 0 7 1 0 9 9 0 80 100 180 180 0 1J| 40 ! 25 0 20, 000 0 20 4 435 600 1,035 ;103 140 202 342 ! 146 ; 5 3,4 40 1 26 27 28 29 20 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 EDUCATION REPORT, 1892-93. Table 20. — Public normal schools, 1892-93 — Continued. State and post-office. Name. Principal or president. LOUISIANA. Natchitoches New Orleans MAINE. Castine . Farmington Gorham .... Portland.... Springfield . MARYLAND. Baltimore . MASSACHUSETTS. Boston . . do . Bridgewater . Pall River ... Framingham Haverhill. . . . Lawrence ... Salem . Springfield Westfield. . Worces ter . MICHIGAN. Detroit . . Ypsilanti MINNESOTA. Mankato. St. Cloud. St. Paul.. Winona.. MISSISSIPPI. Holly Springs . MISSOURI. Kirksville . Warrensburg . NEW HAMPSHIRE. Manchester. Plymouth . . NEW JERSEY. Newark . Paterson. Trenton . State Normal School . McDonogh High School, No. 2 (Normal Department). Eastern State Normal School. State Normal School . Western Normal School . Normal Training School . Normal School . State Normal School. Normal School . Normal Art School . State Normal School . Teachers’ Training School. State Normal School . Training School . _ do . State Normal School . Normal Training School. State Normal School . - do . Normal Training School. State Normal School . State Normal School . - do . The Teachers’ Training School. State Normal School . State Normal School. State Normal School (First Dis¬ trict) . State Normal School (Second District). Training School for Teachers . State Normal School . Public Normal and Training School. Normal Training School . Stato Normal and Model School Thomas D. Boyd . . Mrs. M. S. Stamps. Albert F. Richardson. George C. Purington. . Wm. J. Corthell . Sarah M. Taylor . Frank K. Lane . E. B. Pretty man Larkin Dunton . . George H. Bartlett _ Albert G. Boy den . . Elizabeth Hammett. . . Miss Ellen Hyde . Cora A. Newton . . Leila M. Lamprey . Daniel B. Hagar, A. M. Ph.D. Miss E. M. Reed . James C. Greenough. . . E. H. Russell . Harriet M. Scott . John M. B. Sill, M. A. Edward Searing . . Joseph Carhart . . Miss Estelle M. Darrah. Irwin Shepard . E.D. Miller. William D. Dobson. George L. Osborne. . Caroline E. Wing. . Charles A. Rounds . K. S. Blake, Ph.D. Wm. J. Slattery - J.M. Green, Ph.D. PUBLIC NORMAL SCHOOLS, 2005 Table 20. — Public normal schools, 1892-93 — Continued. Appropriation from State, county, or city. Teaching staff. Students. Children in model school. Colored students. Length of normal course. City. For support dur¬ ing year. For building or repairs during year. For students in normal course. 1- o fl £ © In normal course. Xon professional course. Years in course. ~W eeks in year. Male. la a ID h 7s o H oc -2 a 1 O © j© £ © Ph Total. 6 7 8 9 1© 11 12 S3 14 15 16 17 18 19 1 20 21 0 $12, 500 $1,250 10 2 38 142 180 15 ! 59 54 113 I 113 0 4 34 6 7 0 23 23 21 0 299 299 0 0 1 36 0 7, 000 0 7 89 200 289 15 10 15 25 25 0 2 38 7, 350 9 50 201 251 49 ! o 0 0 0 0 2 3 38 0 8, 000 0 10 8 94 102 52 72 78 150 150 0 ’2 40 $5, 500 5, 500 2, 000 11 0 0 10 10 9 264 213 477 477 4 1 40 750 0 3 3 22 0 10, 500 2, 224 11 17 232 249 55 HI 113 5 0 3 38 13 18 0 190 190 77 1 652 1 156 808 1 808 57 2 40 18, 000 2 8 24 24 6 j 44 192 236 2 38 27, 114 o 17 *58’ 214 272 95 98 ! 102 200 I 200 8 2,4 38 0 2 0 0 18 18 12 463 147 310 310 0 14 40 21, 692 16 0 116 116 '23 .... 90 o 2 40 2 0 *6" 12 12 7 0 o 0 0 0 l£ 41 2 18 0 18 • 18 12 150 150 300 300 o 14 40 15, 600 200, 000 13 0 201 201 53 2 -*■2 9 4 40 7, 125 7,125 0 10 0 20 20 » 156 162 318 318 5 — > * 1,2 40 15, 000 8 3 6 149 155 27 85 0 2 4 39 0 17, 200 0 9 2 0 187 187 38 14 14 28 28 1 2£ 40 6, 397 6, 397 0 7 1 88 88 36 0 o 2 40 0 50, 250 20, 000 37 0 286* 651 937 168 148 170 j 318 318 10 3,4 40 22, 000 50, 000 16 93 268 361 91 1 4 5 283 3,4 36 0 20, 000 16, 000 12 0 35 199 234 48 57 75 132 135 0 1, 3,4 38 9, 300 9, 300 4 5 38 38 9 162 142 | 304 304 11 1£ 38 3, 000 25, 000 11 5 i 45 276 ; j 321 89 91 100 191 191 0 3,4 38 0 2, 500 0 3 1 83 99 182 12 182 2 36 12, 500 12 ! o 273 333 606 19 42 70 112 112 o 4 40 13, 750 0 17 1 1 379 511 890 116 58 97 155 155 0 2,4 40 1, 000 2 o 12 12 6 o o 0 n o 2 37 to s o M to o o o 6 6 0 86 86 21 236 0 2 38 0 0 3 6 0 87 87 45 1 o ! 300 300 300 12 2 40 750 2 0 o 50 50 31 0 o o 0 I o 2 42 28, 000 12, 000 14 25 42 437 479 84 u 324 | [ 297 j 621 621 , 6 ! 3 38 27 28 29 30 31 32 33 34 35 38 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 EDUCATION REPORT, 1892-93. Table 20. — Public normal schools, 1892-93 — Continued. State and post-office. Kame. Principal or president. 1 2 3 Appropria¬ tion from State, county, or city. NEW YORK. Albany . j State Hormal College. . do . Brooklyn . Cortland . Geneseo . Fredonia _ Hew Paltz . Hew York . Oneonta . Teachers’ Training Class . Training School for Teachers. . . Hormal and Training School _ State Hormal School . State Hormal and Training School. - do . Vm, J. Milne, Ph. D. LL. D. Jennie A. Titter. . John Gallagher . Francis J. Cheney _ John M. Milne . Francis B. Palmer . $26, 000 390 Oswego . . . Platt sbur£ Potsdam . . Rochester Syracuse . . do - NORTn CAROLINA. Goldsboro Plymouth Salisbury. NORTH DAKOTA. MaYYille . . . Vailey City Frank S. Capen, A. M., | Ph. D. j Thomas Hunter, LL. D . ! James M. Milne . 22, 003 21, 000 19, 800 18, 000 The Hormal College of the City of Hew York. State Hormal and Training School. Hormal and Training School. . . . State Hormal School . State Hormal and Training School. State Training Class of Roches¬ ter Free Academy. Training School . . Teachers’ Training Class of High School. State Hormal School . 1 R. S. Rives . - do . ! H. H. Crosby, Ph. D. _ do . ■ F. M. Martin . Edward A. Sheldon - Edward H. Jones . T. B. Stowell, A. M., Ph. D. John G. Allen . Mary L. Dwyer . W.K.WickeV.. State Hormal School. - do . OHIO. Cincinnati Cleveland. Wauseon . OKLAHOMA. Edmond . OREGON. Drain . Monmouth. . . . Weston . •. PENNSYLVANIA. Bloomsbur California Clarion . . Edinboro James McHaughton . George A. McFarland.. 22, 652 21, 000 18, 000 21, 000 700 700 700 1,500 1,400 1,400 4,000 4, 000 Hormal School . 1 Mrs. Carrie H. Lathrop Hormal Training School . | Lemira W. Hughes - Horthwestem Hormal and Col- ; W. W. Weaver . legiate Institute. Territorial Hormal School . : George W. Winans.. State Hormal School . - do . Eastern Oregon State Hormal School. W. T. Tan Scoy . P. L. Campbell . . M. G. Royal _ Erie ... Indiana Kutztown J. T. Welsh . Theodore B.Hoss, Ph.D. State Hormal School (Sixth Dis¬ trict). Southwestern State Hormal School. State Hormal School . ! A. J. Davis . State Hormal School (Twelfth Martin G. Benedict, A. District). j M., Ph.D. Training Class . H. C. Missimer . Indiana Hormal School of D. J. Waller, jr . Pennsylvania. Keystone State Hormal School.. Lock Haven . Central State Hormal School - Mansfield . State Hormal School (Fifth Dis- i trict) . 1 Hathan C. Schaeffer. James Eldon . Dr. S. H. Albro . 6, 000 300 23, 000 24, 000 10, 000 11, 052 15, 225 10, 000 0 0 0 7, 500 7. 500 PUBLIC NORMAL SCHOOLS. 2007 Table 20. — Public normal schools , 1S92-93 — Continued. Appropriation from State, county, or city. Teaching staff. Students. Children in model school. Colored students. Length of normal course. City. For support dur¬ ing the year. For building or repairs during year. 1 For students in | normal course. s . rP XL U O a s O P- In normal course. Xonprofessional course. Years in course. Weeks in year. Male. 6 r3 g © Total. Graduates. Male. Female. Total. 6 7 8 9 10 ii 13 13 14 15 16 17 18 19 20 21 $26. 000 17 0 220 109 343 343 0 2, 3 40 $200 $590 0 1 0 12 12 12 0 0 0 0 0 1 40 19, 500 19, 500 $8, 000 16 3 0 90 90 85 178 193 371 3 1 40 22, 003 78, 924 16 109 276 3S5 29 207 275 482 440 1 3, 4 40 21, 000 17 134 425 559 75 30 45 75 0 1 3, 4 40 0 19, 800 0 14 3 229 23 395 315 4 3, 4 40 18, 000 5, 467 13 209 29 301 272 2,3,4 40 125, 0C0 125, 000 0 32 40 0 1190 1, 190 213 0 661 661 0 4 40 22, 652 0 14 105 277 382 46 86 114 1 200 2 3,4 40 0 21,000 0 11 4 39 289 328 38 0 0 3 40 0 18, 000 0 13 0 30 115 145 61 91 152 152 0 3,4 40 0 21, COO 0 16 4 409 58 ! 521 316 1 3,4 40 700 0 2 0 0 27 27 1 19 0 0 0 0 0 1 36 700 0 2 0 0 30 30 1 16 0 0 0 0 0 1 40 700 4 20 49 49 400 450 850 1 40 1, 500 150 3 3 54 74 128 1 128 3 36 1,400 3 27 64 91 4 9 40 49 :::::: 140 3 40 1, 400 4 38 80 118 5 118 4 32 15, 0C0 19, 000 20, 000 6 2 68 61 129 0 168 3, 4 36 4,000 20, 000 9 20 44 64 o 35 44 79 o o 3,4 36 o 5 0 o 90 90 53 160 156 316 316 28 li 40 4 0 101 101 0 0 0 1 li 38 1,500 1,500 8 2 151 176 327 11 45 62 107 0 0 2 40 6, 000 17, 000 5 40 62 102 0 0 o 3, 4 40 ! 1 , OCO 10, 000 4 6 20 30 50 11 10 15 25 3 40 23,000 10 2 76 112 188 47 112 88 200 225 2, 3 40 1 0 24,000 100 6 0 10 15 25 1 20 16 36 0 *2 40 1 0 10, 000 0 21 114 192 306 113 [ 56 103 159 78 0 2 42 2,000 13, 052 15,000 13 3 | 90 ! 145 I 235 | 26 172 207 379 230 2 1 3 42 0 15, 225 0 10 1 7 1209 ! 292 501 | 56 34 30 64 50 1 3 42 10, 009 9 2 70 I 74 144 88 85 173 173 2 42 0 0 o 10 1 o 18 18 18 0 i 0 0 0 0 1 30 0 0 7,500 16 j i 124 I 283 407 51 42 57 99 91 1 2,4 42 0 0 15,625 j 21 0 426 ■ 200 626 93 ; 71 75 146 146 0 2 42 7, 500 1 13 5 216 253 469 78 71 67 138 93 o 3 42 0 7, 500 0 j 11 1 2 145 i 183 328 86, j •- 2 I 0 2 134 1 3 42 1 1 1 | 1 1 i _ 1 _ 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 i 87 83 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 EDUCATION REPORT, 1892-93. Table 20. — Public normal schools , 1892-93 — Continued. Appropria¬ tion from State, county, or city. State and post-office. Name. Principal or president. © p cj +3 m >> a 2 o O 1 2 3 4 5 PENNSYLVANIA — continued. First Pennsylvania State Nor¬ mal School. Cumberland Valley State Nor¬ mal School. State Normal School (Eleventh District). State Normal School . E. O. Lyte, A.M.,Ph.D_ G. M. D. Eckels . $7, 500 7,500 11,500 Albert E. Maltby, Pli.D. Georgo M. Philips . "West Chester . RHODE ISLAND. Wm. F,. Wilson. 14, 000 SOUTH CAROLINA. D. B. Johnson, president 5, 250 SOUTH DAKOTA. Madison . State Normal School . W. H . H. Beadle . * ...... 10, 400 10, 700 0 Spearfish . . do . Fayette 1\. Clonk _ . TENNESSEE. Nashville . Peabody Normal College . W. R. Payne, LL. D . 15,000 VERMONT. CastletfiTi _ _ State Normal School . Abel E. Leavenworth, A.M. A. H. Campbell, Ph. D. . . Edward Conant . 5, 000 4. 500 Johnson . .. . . do . Randolph . . do . . 3, 516 $84 VIRGINIA. Farmville State Female Normal School. . . . John A. Cunningham. .. J. H. Johnston, Ph. D. . . 12, 000 15, 000 Petersburg . Normal and Collegiate Institute . WASHINGTON. Cheney _ State Normal School . W. J. Sutton . 33, 880 10, 000 Ellen sburg . State Normal Training School .. B. F. Barge . 0 WEST VIRGINIA. Fairmont . State Normal School . J. W. Barnes . 3, 000 Gle.nvilln _ _ _ . do . M. D.Helmick . 3, 000 3, 000 Hnntin.o'tnn Marshall College, State Normal School . Thomas E. Hodges . Rti ppli prd stnwn Shepherd College, State Normal School . A. C. Kimler. . 3, 000 West Liberty . State Normal School . J. N. Deahl . 3, 000 WISCONSIN. Mil wmilrpp State Hnrrnn1 Se.hnnl . Ti. D. Harvey . . 22, 518 28, 000 25, 739 Oshkosh . . . do . George S. Albee . Pla.t.teville . . do . D. McGregor . River Falls _ _ _ . do . J. Q. Emery, president.. Albert Salisbury, Ph. D. 22, 000 25, 160 0 VV h rt.ewa ter _ . do . . PUBLIC NORMAL SCHOOLS, 2009 Table 20. — Public normal schools, 1892-93 — Continued. Appropriation from State, county, or city. Teaching staff. Students. Children in model school. Colored students. Length of normal course. City. For support dur¬ ing year. For building or repairs during year. For students in i normal course. "Wholly for other departments. In normal course. j Nonprofessional course. Tears in course. Weeks in year. o ’ci © 'cS a © Total. Graduates. Male. Female. Total. 6 7 8 9 io n 12 13 14 15 16 17 IS 19 20 21 87, 500 $25, 000 33 328 i 783 84 140 126 1 266 203 a 42 7, 500 14 170 160 1 330 ~ 1 ' 2 42 11, 500 40, 000 8 ’ 5 191 322 1 513 ! 52 79 69 1 148 135 2 2 42 34 90 300 390 1 61 203 207 410 103 3 42 14, 000 8 0 191 191 26 0 o 0 0 4 40 5, 250 2, 000 6 0 66 66 g 0 o 0 o o 2 36 0 10, 400 0 8 . 0 50 118 168 18 9 11 20 70 0 3 40 1 10, 700 10 5 68 83 151 i 15 15 5 20 0 1 4 38 15, 000 21 200 360 ' 560 156 o 4 34 5, 000 5 0 40 100 140 30 ’ o 2, 4 40 $3, 000 7, 500 9 20 142 162 35 o 2, 4 40 3, 600 1, 000 6 23 121 144 37 0 o o o o ’ 4 40 12, 000 4 5 35 35 25 1 190 190 o o 1 40 15, 000 12 io5 139 244 32 48 31 79 47 3 34 33, 880 6 25 60 85 lx 20 40 60 i 60 3 20 0 10, 000 0 0 1 37 102 139 23 0 0 0 ; 80 0 4 40 3,000 17, 000 8 3 151 124 275 21 0 7 1 7 0 0 3 40 3, 000 10, 000 4 2 CO 50 110 17 10 12 22 0 0 3 40 3, 000 I 4 60 76 136 10 i o o 3 4 3,000 3 1 41 45 88 11 o o 0 o o 3 ft 3, 000 300 4 ] 62 68 130 11 1 6 ! 2 8 1 0 0 3 40 22, 518 13 1 21 101 122 35 0 o 0 ' o o 2 40 28, 000 500 20 4 149 265 414 34 ’ 158 179 337 220 0 2,4 40 25, 739 2, 186 14 86 179 265 29 : 64 75 139 ■ ' 139 o 4 40 0 22, 000 0 15 60 183 243 30 1 8 9 ! 1 0 4 40 25, 160 14 3 83 211 294 36 1 50 65 115 113 0 2,4 40 99 100 101 102 103 104 105 106 107 108 110 111 112 113 114 115 116 117 118 119 120 121 2010 EDUCATION EEPOBT, 1892-93. Table 21. — Private normal schools , 1S02-93. State and post-office. . Fame. Principal or president. Appropr from Si county, o © "eS m iation tate, rcity. & a o O 1 2 3 4 5 ALABAMA. Central Alabama. Academy . A. W. McKinney . Mobile . Jehiel K. Davis . 0 0 ARKANSAS. Southland College and Normal Wm. Russell . 0 o Institute. CALIFORNIA. .T. C Gilson . . Training School. Stockton Normal Institute . Wm. C. Ra'nsey . 0 o FLORIDA. ' Jasper Normal Institute . 1 J. M. Guilliams . 0 o Florida Normal School and Busi- J . L, . Skip worth . . $280 o ness College. ILLINOIS. Dixon . Northern Illinois Normal School. . J. B. Dille . 0 0 Gcneseo _ _ . The Northwestern Normal School. , W. J. Cook . . 0 o Macomb . Normal and Commercial College.. I. F. Mever . 0 0 Oregon . Wells School lor Teachers . E.L. Wells . » 0 INDIANA. | Covington . Indiana Normal College . Wm.A.Furr . 0 0 Danville . ! Central Normal College and Com¬ | J. A. Joseph . 0 0 mercial Institute. IOWA. i Des Moines . Highland Park Normal College Miss Elizabeth K. Mat¬ thews. | Dexter . Dexter Normal College . j H. W. Barr . 0 0 ! Shenandoah . Western Normal College . i J. M. Hussey . KANSAS. Fort- Scott . Kansas Normal College . D. E. Saunders . 0 I 0 LOUISIANA. New Orleans . ! Southern Academic Institute . Kate C. Seaman . 0 0 MICHIGAN. 1 Owosso . Oakside School . Mrs. B. E. Gould . . o 0 MISSISSIPPI. I Jackson . 1 J ae.kson College . Ch arlea A vor _ o o [ Walthall . 1 Walthall Normal College . Tj. J. Campbell . ! ..... MISSOURI. Pleasant Hope . ■ Normal Academv . Prof. D. F. Royer . 1 o 0 i Sta^berry . . | The Stanberry Normal School .... John E. Fesler . o 0 NEBRASKA. Fremont . ! Normal School _ _ W . TT. Clemmons 1 NORTH CAROLINA. Raleigh . . . ' St. Augustine School . Rev. A. B. Hunter . 0 0 18 19 24 25 PRIVATE NORMAL SCHOOLS, 2011 Table 21. — Private normal schools, 1S92-93. Appropriation from State, county, or city. Teaching staff. Students. j Children in modelschool. Colored students. Length of normal course. City. For support dur¬ ing year. For building or repairs during year. For students in normal course. Wholly forother departments. Normal course. Nonprofessional course. Years in course. Weeks in year. Male. 6 rc5 a © P-H Total. Graduates. Male. 6 rc3 a © ft Total. © 7 8 9 1© 11 13 13 14 15 16 17 IS 19 29 21 5 68 89 157 3 157 3 36 0 0 0 5 5 14 36 50 0 66 127 193 34 243 4 32 0 0 0 7 5 7 2 9 4 93 121 214 107 223 4 36 9 0 9 56 58 22 10 1 11 0 0 1 44 0 0 0 3 9 400 200 600 100 100 100 200 2 52 0 0 $3, 000 0 50 45 95 9 61 42 103 40 0 2 40 0 $280 0 7 0 125 50 175 10 100 60 160 0 0 3 48 0 0 35, 000 9 11 512 306 818 . 87 641 476 1, 117 0 4 3 50 0 0 0 9 68 56 124 20 14 34 1 2 40 0 0 0 3 6 80 70 150 "l 20 24 44 0 0 3 40 0 0 0 0 1 2 43 70 113 0 10 20 30 0 0 - 52 0 0 6 0 12 8 20 15 0 0 0 0 0 3 46 0 0 0 19 800 400 ll, 200 .... 0 0 0 0 0 4 48 o 0 75 75 14 18 20 38 38 1 1 44 0 0 0 rj 5 73 80 153 0 130 | 135 265 j 0 0 3 44 400 1 1 400 2 48 0 0 0 4 8 28 12 40 20 280 120 400 1 0 0 4 40 0 0 0 2 7 11 1 12 1 30 45 75 .... 0 1 40 0 0 0 3 3 3 17 20 0 25 13 38 0 0 39 I 0 0 0 G 0 25 26 51 | 8 53 53 106 0 j 157 5 32 0 3 0 1 0 4 40! 4 10 i 9 19 15 16 31 : 0 34 0 0 0 20 5 150 j 140 290 j'39" 46 52 98 5 0 2 48 1 6 4 10 0 3 501 0 0 10 44 38 ! 82 9 34 56 90 172 3 32 l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 18 17 18 19 20 21 22 23 24 25 2012 EDUCATION REPORT, 1892-93. Table 21. — Private normal schools , 1892-93— Continued. Stateand post-office. name. Principal or president. 1 3 3 Appropriation from State, county, or city. & c3 CO 6 4 5 0 0 0 0 $150 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 26 27 28 34 39 OHIO. Ada . PENNSYLVANIA. Muncy . SOUTH CAROLINA. Aiken . Charleston Greenwood TENNESSEE. Knoxville .. Memphis ... Morristown UTAH. Provo City . VIRGINIA. Hampton . Richmond . . ■WEST VIRGINIA. Buckhannon . Harpers Ferry. . . . WISCONSIN. Milwaukee . Ohio Kormal University. Lycoming County normal School . Schofield normal and Industrial School. Avery normal Institute . . Brewer normal School . Knoxville College . Lo Moyne normal Institute . normal Academv . Brigham Young Academy The Hampton normal and Agri¬ cultural Institute. Hartshorn Memorial College . "West Virginia normal and Classi¬ cal Academy. Storer College . national German-American Teachers’ Seminary. H. S. Lehr. F. TV. Bobbins. Elizabeth F. Culey - Morrison A. Holmes. . . Rev. Jas. M. Robinson. Agnes H. "Wait . Andrew J. Steele. . . Rev. J udson S. Hill. Benjamin Cluff. Hollis B. Frizzell, D. D . Lyman B. Tefft . W. O. Mills.... n. C. Brackett. Emil Dapprich. PRIVATE NORMAL SCHOOLS. 2013 Table 21. — Private normal schools , 1892-93 — Continued. Appropriation from State, county, or city. Teaching staff. Students. Children in model school. Colored students. Length of normal course. City. For support dur¬ ing year. For building or repairs during year. For students in normal course. Wholly for other departments. Normal course. Non professional course. Years in course. j Weeks in year. Male. jB 13 a Er Total. Graduates Male. Female. Total. 6 7 § 9 io 11 12 13 I14; 15 16 17 is ; 19 20 21 0 0 0 18 15 681 428 1,109 103 1, 321 404 1,725 ii 0 2 49 0 0 0 9 107 152 259 12 13 8 21 0 0 2* 20 0 $150 0 2 4 15 30 45 h 125 140 265 265 4 32 0 0 0 4 4 6 22 28 n 127 257 384 0 384 2 36 0 0 0 2 5 11 4 15 0 109 113 222 235 2 34 0 0 $13, 000 6 10 44 42 86 7 71 87 158 122 244 4 36 0 0 0 6 10 52 1 | 69 121 15 184 256 440 70 561 4 36 7 6 27 32 59 1.... 52 74 126 114 i 185 3 37 11 3 322 254 576 79 9 1 | 88 j 2 38 0 0 0 24 56 151 145 296 27 279 i 114 ; 393 0 688 3 38 0 0 0 7 0 0 90 | 90 19 1 j * 29 30 0 119 4 32 4 | 3 52 1 37 89 48 48 96 1 96 2,3 38 0 0 8 1 2 78 80 158 12 | 0 158 3 35 0 0 0 10 12 22 34 4 153 j 121 274 274 0 3 42 20 27 28 29 30 31 32 33 34 35 36 37 38 39 2014 EDUCATION REPORT, 1892-93. Table 22. — Normal students in universities and colleges, 1892-93. Name of institution. Male students. Female students. Male and female. White. Colored. Total. I 2 3 4 5 G 7 ALABAMA. 29 29 29 150 150 150 14 14 14 ARKANSAS. 40 40 40 10 10 10 CALIFORNIA. 15 15 15 13 13 33 24 24 24 COLORADO. 4 4 4 DISTRICT OF COLUMBIA. National Deaf-Mute College . 6 6 6 FLORIDA. 1 6 6 6 GEORGIA. Atlanta University . 88 88 88 Buford College . 2 2 2 Clark University . 45 45 45 Georgia Female Seminary . 40 40 40 La Grange Female College . 32 32 32 Southern Female College . 12 12 12 Georgia Normal and Industrial College. . . 322 122 122 i ILLINOIS. Hedding College . 25 25 25 Blackburn University . 16 16 16 Proseminar der Evangel Synode von FT. A . 40 40 40 Northern Illinois College . : . 35 35 35 Lake Forest University . 15 15 15 Northwestern College . 12 12 12 Augustana College . 12 12 12 St. Mary’s School . i ' ... 90 90 90 INDIANA. Union Christ, inn College . . 26 26 26 Moore’s Hill College . i . * 67 67 67 Bidgeville College . i 10 10 10 Taylor University . . 12 3.2 12 IOWA. German-English College . 22 22 22 Amity College . 30 30 30 Drake University . 358 358 358 Upper Iowa Universitv . . 1 1 1 Lenox College . 3 3 3 Simpson College . 24 24 24 Iowa Wesleyan University . 4 4 4 University of the Northwest . . 45 45 45 Western College . 1 . 68 68 68 Wartburg College . 10 10 10 KANSAS. Baker University . 32 32 32 Central College . 29 29 29 Lane University . 7 7 Kansas Wesleyan University . 50 50 50 Wichita University . 10 10 10 Oswego College for Women . 1 1 \ NORMAL STUDENTS IN COLLEGES, 2015 Table 22. — -Normal students in universities and colleges, 1892-93 — Continued. Name of institution. Male students. Eemale students. Male and female. White. Colored. Total. 1 3 3 4 5 6 7 KENTUCKY. 4 4 4 19 19 10 10 10 10 45 45 45 227 227 227 6 ~G ~6 8 8 8 22 22 22 4 4 4 LOUISIANA. 124 124 124 38 38 38 47 47 47 MAINE. 8 8 8 MARYLAND. 6 6 6 146 146 146 MASSACHUSETTS. 3 3 3 Wellesley College . 21 21 21 MICHIGAN. Adrian College . 1 1 1 Alma, College . 7 7 7 Benzonia College . 10 10 10 Western Michigan College . 73 73 73 Olivet College . . 9 9 9 MINNESOTA. 1 University of Minnesota . 22 22 22 Dr. Martin Luther College . 9 9 1 . 9 Parker College . 6 6 6 MISSISSIPPI. | Cooper-Tin drlleston College . 13 13 13 Tougaloo University . 19 14 33 33 Miss. Industrial Institute and College _ 80 80 80 East Mississippi Eemale College. . . . 8 8 8 Edward McGehee College. . . . 2 2 2 MISSOURI. Northwest Missouri College.. . 20 20 20 Pike College . 16 16 16 Missouri Wesleyan College . 28 26 26 University of the State of Missouri . 84 84 84 Grand River College . 12 12 12 St. Charles College . 10 10 10 .Tarkio College . 27 27 27 AA^alon College . f. . 45 45 45 Central Wesleyan College . 8 8 8 NEBRASKA. University of Omaha . 12 12 12 Doane College . 11 11 11 Eairfield College . 34 34 34 York United Brethren College . 1 .. .. 15 15 15 NEVADA. State University of Nevada. . .‘ . 40 40 40 2016 EDUCATION REPORT, 1892-93. Table 22. — Normal students in universities and colleges, 1892-93— Continued. Name of institution. 1 NEW MEXICO. University of New Mexico . . . NEW YORK. Alfred University . University of the City of New York Syracuse University . NORTH CAROLINA. Rutherford College . Davenport Female College . Louis.burg Female College . . NORTH DAKOTA. University of North Dakota . OHIO. Buehtel College . Ohio University . Defiance College . Hillsboro College . Hiram College . Marietta College . Muskingum College . Heidelberg University . . . Wilberforce University. - Glendale Female College. OREGON. Pacific College . Philomath College . . W illamette U niversity . PENNSYLVANIA. Muhlenberg College . . Lebanon Yalley College . St.Vincent College . Monongahela College . Central Pennsylvania College. Central High School . Duquesne College . Volant College . . SOUTH CAROLINA. Allen University . Claflin University . Williamston Female College... SOUTH DAKOTA. Pierre University . Black Hills College . Dakota University . Redfield College . TENNESSEE. U. S. Grant University . Southern Normal University. . . Knoxville College . University of Tennessee . Bethel College . Milligan College . Carson and Newman College. . . Fisk University . Roger Williams University. . . . University of the South . Male students 12 Female Male and students, female. 24 'iii' 9 ■ 29 63 15 134 50 25 28 20 20 30 lOf 55 White. Colored. Total. 5 6 7 63 63 15 134 50 15 134 50 25 15 13 25 15 13 28 28 21 74 50 37 75 12 10 3| 8 43 21 74 50 37 75 12 10 3 43 8 6 10 22 24 9 144 50 9 9 44 30 24 9 144 50 9 9 44 30 49 45 49 45 6 5 17 70 56 62 50 29 20 20 30 18 101 55 62 50 18 29 20 20 30 101 55 6 NORMAL STUDENTS IN COLLEGES, 2017 Table 22. — Normal students in universities and colleges , 1892-93 — Continued. Name of institution. Male | Female students, students. Male and j female. I Burnt College . Sweetwater College . Brownsville Female College... Martin College . Bogersville Synodical College. TEXAS. 47 24 8 I 8 Evangelical Lutheran College . ‘ . Howard Payne College . ! . Fort Worth University . j . Austin College . ' 5 Paul Quinn College . j . Carlton College . ! . . 23 20 14 5 UTAH. University of Utah . J . j . VIRGINIA. Polytechnic Institute . : . . . WASHINGTON. Colfax College . j . . . University of Washington . . . Whitman College . | . WEST VIRGINIA. Barbours ville College . . WISCONSIN. Xorth western University . . Downer College . j 4 203 4 5 14 14 60 13 White. 5 11 5 24 8 8 23 20 14 5 7 203 5 14 14 60 13 4 Colored. 6 5 TotaL 7 47 5 24 8 8 23 20 14 5 5 7 203 4 5 14 14 60 13 4 127 ED 93- 2018 EDUCATION REPOET, 1892-93.1 COMMERCIAL AND BUSINESS COLLEGES. Returns have been received from 296 institutions, and the statistics of 39 institu¬ tions have been taken from the Bureau’s report of 1891-92, making a total of 335 colleges. The total number of instructors appearing in the statistical table is 2,010 and number of students 99,654. The total number of graduates is 13,565. The students in the day schools in all the geographical divisions are largely in excess of the students in the evening schools. The total number of students reported in the day schools is 81,048 and in the evening schools 18,606. It will be seen by these figures that the day schools contain more than four times the number of stu¬ dents that the evening schools report. The total number of students in the commercial course reported by all the geo¬ graphical divisions is, male, 28,935; female, 9,598. The total number of students in the amanuensis course is, male, 8,279; female, 11,296. In the English course, male, 12,779; female, 5,304. In telegraphy, male, 1,218; female 381. The total number of students in the commercial courses of colleges and secondary schools is 30,892. NORTH ATLANTIC DIVISION. This division reports 94 colleges, with a total of 604 instructors, 26,322 students, and 4,149 graduates. The number of male students is 17,968; the number of female students, 8,354. The percentage of male students to total number in the division is 68 per cent; of female students, 32 per cent. The number of graduates is 4,149, or 16 per cent of the total number reported. The day schools report 20,413, and the evening schools 6,009. The percentage of day-school pupils to total number is 78 per cent; of evening schools, 22 per cent. The total number of students in the com¬ mercial course is 8,763. The number of male students in the course is 5,909, or 33 per cent of the total number of students in the classified courses. The number of female students is 2,854, or 16 per cent of the total number in all the courses. The total number of students in the amanuensis course is 5,946. The number of male students in the course is 2,017, or 11 per cent of the total in all the courses. The number of female students is 3,929, or 22 per cent of the number of students in the courses. In the English course in this division the males outnumber the females. The cause may be that the female students have had better educational advantages before entering the business college than the male students. The total number of students in this course is, males, 2,070; females, 741. The percentage of male stu¬ dents to total number in the classified course is 12 per cent ; of female students, 4 per cent. The total number of students in telegraphy is, male, 165; female, 66. The percentage of male students to total number in all the courses is 0.9 per cent; female students, 0.4 per cent. SOUTH ATLANTIC DIVISION. This division reports 18 schools, 61 instructors, 4,004 students, and 534 graduates, or 13 per cent of all the students reported in this division. The number of male students is 3,049; female students, 955. The percentage of male students to the total number of students in the division is 76 per cent; female students, 24 per cent ; num¬ ber of students in the day schools, 3,138; evening schools, 866. The percentage of day-school students to total number of students reported is 78 per cent ; evening schools, 22 per cent. The total number of students in the commercial course is, male, 1,611; female, 351. The percentage of male students to total number of stu¬ dents in the courses is 37 per cent ; of female students, 8 per cent. The total number of students in the amanuensis course is, male, 574; female, 387. The percentage of male students to total number of students in all the courses is 13 per cent ; of female students, 9 per cent. In the English course the number of male students is 1,057; female students, 284. The percentage of male students to total number in all the courses is 24 per cent; of female students, 7 per cent. The number of male students in telegraphy is 82; female students, 7. The percentage of male students to total number is 2 per cent; of female students, 0.2 per cent. SOUTH CENTRAL DIVISION. The number of schools reported by this division is 28 ; instructors, 147 ; students, 6,770. The number of graduates is 881. The percentage of graduates to total num¬ ber of students in the division is 13 per cent. The number of male students is 5,118; female students, 1,652. The percentage of male students to total number of students reported is 77 per cent ; of female students. 23 per cent. The total number in the day schools is 5,932 ; in the evening schools, 838. The percentage of students COMMERCIAL SCHOOLS. 2019 in the day schools to total number of students is 86 per cent ; of evening schools, 14 per cent. In the commercial course the number of male students is 2,287 ; female, 471. The percentage of male students to total number in the courses is 46 per cent; of female students. 10 per cent. In this division, as well as the South Atlantic division, the male students in the amanuensis course are in excess of the female students. The number of male students is 655; female students, 431. The percent¬ age of male students to total number in the courses is 13 per cent ; of female students, 9 per cent. In the English course the number of male students is 724; female students, 265. The percentage of male students to total number in the courses is 15 per cent ; of female students. 5 per cent. In telegraphy there are 102 male and 18 female students. The percentage of male students is 2 percent; of female students. 0.4 per cent. NORTH CENTRAL DIVISION. Fifty per cent of the total number of commercial colleges, instructors, and students reporting their statistics to this Bureau are in this division. The number of insti¬ tutions reported is 167 : the number of instructors, 972, and the number of students, 51,245. Male students, 34,401; female students, 16,844. The percentage of male students to total number is 67 per cent ; of female students, 33 per cent. The num¬ ber of students reported in the classified courses is 39,504, or 11,741 less than the number reported as the total in the schools of this division. The number of students in the day schools is 42,605, and in the evening schools 8,640. The percentage of day school students to total number of students is 83 per cent; of evening school students, 17 per cent. The number of male students in the commercial course is 15,475; the number of female students in this course is 4,504. The percentage of male students to total number of students in all the courses is 39 per cent ; of female stu¬ dents. 11 per cent. The number of male students in the amanuensis course is 3,476; the number of female students, 4,986. The percentage of male students in this course is 9 per cent: of female students, 14 per cent. In the English course the number of male students is 7,181, and the number of female students 2,912. The percentage of male students to the total number of students in the course is 18 per cent : of female students. 7 per cent. The number of students in telegraphy reported by the institutions of this division is 54 per cent of the total number reported for the United States. The commercial schools in the States of Illinois, Indiana, and Iowa report more students in telegraphy than all other States reporting to the Bureau in this statistical table. The number of male students is 785 : female stu¬ dents, 185. The percentage of male students to total number in the classified courses is 2 per cent; of female students, 0.5 per cent. The number of graduates in this division is 6,304, and the percentage of graduates to total number of students reported is 12 per cent. WESTERN DIVISION. The number of institutions in this division is 28 : total number of instructors, 206 and total number of students, 11,313. The number of male students is 7,506; female students, 3,807. The percentage of male students to total in the division is 66 per cent; of female students, 34 per cent. The number of graduates reported is 1,697, or 15 per cent of the total number of students. In the day schools there are 8,960 students ; in the evening schools, 2,353. The percentage of day students to total number is 79 per cent, and of evening schools, 21 per cent. The number of male students in the commercial is 3,653: female students, 1,418. The percentage of male students to total number of students in the courses is 33 per cent ; of female students, 13 per cent. The number of students in the amanuensis course is. male, 1,515 ; female, 1,563. The percentage of male students to total number of students in the classified courses is 14 per cent : of female students, 14 per cent. The number of male students in the English course is, male, 1,774: female, 1,102. This division reports a larger number of female students in the study of telegraphy than male. In all other divi¬ sions the male students are largely in excess of the female. The number of male students is 84; female students, 105. 2020 EDUCATION REPORT, 1892-93. A comparative exhibit of institutions, instructors, and students in the commercial and busi¬ ness colleges as reported to this Bureau from 1871 to 1890, showing percentage of increase or decrease for each year, percentage of male students to total number reported, and percentage of female students to total number reported. Year. Institutions. Instructors. Students. Male stu¬ dents. Female stu¬ dents. Number. Increase. Decrease. Number. Increase. Decrease. tH © & a 3 Increase. Decrease. Number. Per cent. Number. Per cent. Per Per Per Per Per Per cent. cent. cent. cent. cent. cent. 1871 . 60 168 6, 460 6, 179 96 281 4 1872 . 53 12 263 57 8, 451 31 7, 798 92 653 8 1873 . 112 Ill 514 95 22, 397 165 \ . 20, 128 90 2, 271 10 1874 . 126 13 577 12 25, 892 16 1 . : 23, 025 88 2, 867 12 1875 . 131 4 594 3 26, 109 . 5 23, 877 91 2, 232 9 1876 . 137 5 599 .8 25, 234 1 3 22, 922 91 2, 312 g 1877 . 134 2 568 5 23, 496 1 7 20, 916 89 2, 580 11 1878 . 129 3 527 7 21, 048 1 10 18, 884 90 2, 164 10 1879 . 144 12 535 2 22, 021 5 1 19, 547 89 2, 474 11 1880 . 162 13 619 16 27, 146 23 I . 24, 376 90 2, 770 10 1881 . 202 25 794 22 34,414 27 31,054 90 3,360 10 1882 . 217 7 955 20 44, 834 30 40, 528 90 4. 306 10 1883 . 221 2 1, 015 6 44. 047 2 37, 712 86 6, 335 14 1884 . 232 5 1,099 2 43, 706 .8 37, 785 86 5, 921 14 1885 239 3 1, 040 5 47, 176 8 40, 009 85 7, 167 15 1886 . 217 9 1, 131 9 53, 188 11 36. 267 81 10, 215 19 1887 . . 222 2 1, 219 8 57, 675 7 42, 714 78 12, 656 22 1888 . 233 5 1, 305 7 64, 858 14 47. 710 79 14, 448 21 1889 . 263 13 1, 593 22 78, 920 22 49, 909 87 17, 764 23 1890 . 250 5 1,586 .4 81, 898 4 58, 839 72 23, 059 28 e 24. — Summary of statistics of commercial and business colleges, 1892-93. 2022 EDUCATION REPORT, 1892-93. Students. •saSapoa pun sjooqas A'jupuoaas jo sasanoa ssauisnq up © 30, 892 | O 504 136 357 2,217 217 427 3,516 1,000 1, 735 2, 374 ClOOoOt-H^OH 05 qciq^c-iohcoh C5 m co tf rH tf cm m CO h o m O CD CD m l- h In teleg¬ raphy. •apeuiax 9) oo CO 66 O^OXOnHOW t> H CO i-i NOCOON 'OO CO O CM ■ •aiBK OR 1,218 I m 53 ooocoo-Fmoco cm rH CM 05 CO OO CO O CO O CD - O O CM Til CO - O m in • In English co urse. •eXBurax * — 5,304 741 00(MC5CD^h05tJ1 tF CO 0 00 • CO rH ^ O CM tF C5 • •SPM 14 8,297 2,017 0^-'HC0 0 05(M(N ^ H CO CO (M OO lO r- O U- cm h m h oo m CO CO CD CD CO • co o m O rH CD CM ^ • CM m CM CM . CD O 00 • m oo « In commercial course. •exBuiax M 9, 598 tF m 00 CM 235 7 27 512 141 141 531 128 1, 132 351 CDCDCOCOCMOCMtF rH | m r— tf tf cm 119 121 •eiBK « in CO 00 C4 5, 909 t^l>^(MCOlOt>CO(N rH rf- £>- ro qooqos Abq; 1 gi 81, 048 20, 413 1,100 151 320 2, 722 712 1,709 6, 441 1,354 5, 904 3,138 tf C5 cm tf c o tf m cm HXHt^r- in 00 TF CO •Hi co in cd m tf 05 in' N co o o m o c. h re 'm°X QfO 99, 654 26, 322 rH rH CO O 1—4 O O CD O tF (MmOOCOCDCOOO o HHCOINOOinCJHO o r-T co cMi>cM~ad -hT CD CM CM CD O in CD t'- O HC5COHhh(M«D L— CD CD CD 00 O H m I>- CD 1,080 1,228 330 •aiutuax | CM O 1 CO in CO 00 in o cd oo o oo Tj< io o in OCDCinr-H-t-rni O CO H CO n H (M D w o r-T rtCJ cm 109 327 218 170 19 56 46 10 1, 652 m ci o rc l- o CO CM rH •OIBK 1. © | 68,042 17,968 816 112 237 1, 942 521 1,442 5, 686 1,461 5. 751 3,049 oo o cd h l— o o oo m t-h O CO tF CD tF -r rH lO m co o Hi m CO L— C5 CM Instructors. 2, 010 o (MOOHOOCOCOWOO rH cm cm oo cm -31 m in oo oo TF CD CO in CD rH in rH U- rH rH rH rH rH oo cm m •oxuuiax I 1 § 1 oo CCO^COWt-CO^ -F H^riH^HH r-< •aprrc; W cd oo CO 420 OGOoooooomt-m r— rH i — 1 3 n C7) O CO H m r- t> 00 Cl H n H U- 1-0 lO ^ •saoipupcpsuT jo aaqumj^; « in CO n Cl ^ cq rf h n i> oo oo r-i rH CM CM rH NN^HNHCH 00 (O r-i Division and State. H United States . North Atlantic division . Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic division . Maryland . District of Columbia.... Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . South Central division . Kentucky . Tennessee . Alabama . COMMERCIAL SCHOOLS, 2023 Isis 1 r-H CO 3ifcaSSSl"8iS I cf r-Tr-T r-T r-T r-T r-T :S8g r-i t-1 i— . CO CO ° 8 «3“®*-5§&0000 g r-i O O UNCg 2 :g° S • t- 3||SL°^g^00,n0 SS ^ o o O O O . I-! O 33iSSa§3a°5!g g of r-T r-T r-T 8SS "§§§ °°SS6§ | TjT Ig§s§sl§—Is 3 SS5g "-IS 1 eo llllssi!sslg 3 SSg ®°°g8 I HT ^nt-ONr-^^ rtf 23S r-H fc- ISIS § iO iliS§lSis8SI § COCOr-T cirt «T “111 — ST 3 (D ssisisii isii s 23S C W ’’t 00 o “SSS s 00 NOisiOr-i- co SSSS^g^'-’-iS s r-T-^r-T r-T »-i HHOJ -rH s!!0 S2300 | gSgSSSSjgS^gfe | OC~3 ^ ^ o o ^3” | £g^3'222,1,033 S3 !NKO (m o mg S0®10 | ^ ^ ^ WMHH rH O KH^ g e5-rt«£3“«*3'c'*,H0000 S r-1 CO r-i r-i. CO ^ SO Mississippi . Louisiana . Texas . Arkansas . North Central division . Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . North Dakota . South Dakota . Nebraska . Kaiisas . Western division . Montana . Colorado . Utah . '. a ■ • :3 :* 1 wX) 1 «fH ? :.Ss3 HSH is^sa 2024 EDUCATION REPORT, 1892-93. Table 25. — Statistics of commercial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 State and post-office. Name. Executive officer. Year of opening. Ii stn Ol © 'rt a- lCt- ‘S. © £ © 1 2 3 4 1 1 |j*_ 6 ^ ALABAMA. Birmingham Business College .... Amos 'Ward . 1889 4 1 ARKANSAS. George M. Nealo . 1888 5 o lege. Little Bock Commercial College * . M. A. Stone . 1874 3 1 CALIFORNIA. Eureka Academy and Business Neil-S. Phelps . 1887 5 5 College. W. C. Bamsey . 1891 4 Los Angeles . The Los Angeles Business College E. B. Shrader, A.M., 1887 10 4 and English Training School. Ph. D. G. A.Houo'h . 1884 rr 3 Oakdale . Aydelott’s Business College . J H.Aydelotte . 1887 4 2 Oakland . Oakland Business College . Oscar John AVillis.... 1877 3 2 Sacramento . Atkinson's Business College and EdmundC. Atkinson, 1873 7 5 English Training School. A. M. . do . Maynahan’s Business and Normal J. D. Maynahan . 1882 3 1 School. 1 San Francisco Commercial Hick School Walter Bush . 1S84 6 12 . do . Heald's Business College . E. P. Heald . 1863 14 5 . do . San Francisco Business College... NielS. Phelps .... 1889 6 3 Santa. Cruz . Chestnutwood’s Business College. J. A. Chestnutwood. . . 1884 7 3 San Jose . | Garden City Business College-' ... H. B. Worcester . 1871 3 3 San Luis Obispo.... | Bowen’s Business College . J. A. Bowen . 1892 1 2 Santa Bosa . ! Santa Bosa Business College . J.S. Sweet, A.M . 1831 2 2 Stockton . 1 Stockton Business College . W, C. Bamsey 9 3 COLORADO. j 1875 i i Pueblo Piifihln Business Culleno* H. C. Warden . ! 1887 2 1 1 Trinidad . Trinidad Business College, Normal W. E. Anderson . ! 1888 2 2 and Shorthand Institute. ! CONNECTICUT. Bridgeport . . Bridgeport Business College . G. H. Turner . 1882 4 o . do . ; Martin’s Shorthand School . W. J. Martin . J 1887 1 Hartford . Hannum’s Hartford Business Col¬ T. W. Hannum . 2 "i lege. j . do . * . 1 Huntsinger’s Business and Short¬ E. M. Huntsinger . j 1888 4 2 hand College. . do . Bobertson’s Shorthand School _ Miss E. M. Olmstead. . 1887 . . . . 1 Hew Haven _ Ghild’s Rnsiness Gollege Childs and Butler _ 1891 2 2 . do . Gatfey’s Shorthand School John F. Guffey . 1884 2 1 . do . Hogarth Business University . A. P. Thomas . 1SS1 5 3 . do . ! Yale Business College _ Bemus C. Lovering... 1861 5 1 N e w London . 1 New London Business College . Bob’t A. Burbeck . 1887 3 1 Is orwich . 1 Norwich Business College . Earl M. Swift . 1893 2 1 DISTRICT OF COLUM¬ BIA. "Washington . Tanner’s Shorthand School . Hudson C. Tanner _ 1889 2 2 . do . . Washington Business High School Charles A. Davis . 5 7 GEORGIA. Augusta . . St. Patrick’s College . Brother Dositlieus _ 1875 5 Atlanta . Moore's Business College . Benj.F. Moore . 1868 3 6 Cochran . : New Ebenezer Business College.. S. C. Speer . 1892 1 0 * From 1891-92. aFor 6 months. 5 For 3 months. COMMERCIAL SCHOOLS. 2025 and business colleges , 1892-93. Students. A verage daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. ( j Annual charge for tuition. Months necessary for gradua¬ tion. Graduates in 1892-93. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course. Male. d 13 a o pH Male. 6 S Male. d r3 c <£ rH Male. 3 Day course. Evening course. Day course. Evening course. 7 8 9 IQ 41 12 13 14 1 el 16 17 18 19 _ ! i © i « 31 33 S3 34 35 200 100 30 120 20 $50! $40 N 4 8 67 337 142 86 7 198 26 227 53 135 89 286 123 6 i 40 40 6-15 24 43 178 60 60 6 24 4 90 115 25 6 150 10 70 30 8 8 30 12 5 2 lO'O 50 10 28 75 25 5 40 7 55 10 5 30 0 0 0 0 75 50 9 0 6 283 147 53 27 198 143 249 30 37 158 22 8 4 2 100 44 6 12 78 251 225 190 110 28 90 5 9 85 6-8 76 65 67 100 60 6-12 75 25 50 10 40 15 25 30 3 1 5 3 100 50 6 12 16 387 51 37 251 12 71 28 31 66 75 a 40 6-12 12 111 40 18 30 20 50 20 5 5 I 6 14 7 4 2 75 60 12 12 27 292 284 509 292 284 292 284 292 284 0 0 o 0 20 88 609 211 1 325 525 91 OS 102 I 18 a 75 6 522 170 ug\ 40 30 150 20 146 65 30 85 135 72 6-12 8-16 56 600 80 0 0 103 600 80 25 20 0 0 0 0 75 7 124 147 63 0 0 60 0 142 31 23 49 12 19 0 o GO 6-8 59 19 12 8 17 23 18 19 8 75 6 12 7-9 . 0 100 25 50 90 i o' 75 6 47 600 200 20 20 300 .... 10 400 100 io 10 100 180 0 1 0 1 100 50 12 12 250 6 40 40 20 15 8i 12 6 4 12 4 3 0 0 75 40 6 g 100 51 25 15 59 25 65 40 20 15 41 10 , 0 0 50 35 8 12 io 115 25 60 10 10 9 0 o o o 120 6G 6 12 o 131 223 306 209 30 ! 36 36 63 ; 10 5 6 12 180 70 40 20 237 i 48 146 30 35 30 .... 75 12 or 15 6-12 0 6 168 167 1 1 1 1 1 1 ! 9 30 15 14 12 r;» .... 1 60 60 6 12 ! 40 27 33 17 13 35 15 45 20 5 20 0 0 0 ! 0 100 40 10 16 10 20 84 10 12 40 30 10 30 20 94 0 0 0 0 a 10 a 5 6 12 100 100 75 50 25 60 25 40 25 50 40 40 30 6 3 30-100 40 6-10 6-10 40 95 35 100 75 10 10 25 5 120 10 60 45 41 31 19 63 *30 46 19 14 32 3 1 13 **8 7o 35 10 9 15 23 13 0 0 25 0 23 7 0 5 23 13 0 0 60 0 10 0 14 152 151 a 10 66 213 176 0 0 312 213 176 213 176 213 176 0 0 0 0 18 0 50 170 127 170 120 30 80 5 150 6 0 0 30 ’6 156 0 0 0 0 ! o 0 ! 0 50 4 55 21 2 2 0 13 2 20 1 5 2 0 1 o; o 1 0 35 25 3 6 13 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 28 27 28 29 30 31 32 33 34 35 36 37 a For 8 months. & For 6 months. 2026 EDUCATION REPOST, 1892-93. Table 25. — Statistics of commercial State and post-office. Name. Executive officer. In¬ struct¬ ors. I 3 Georgia — continued. 1 38 Rome . 39 Savannah . j FLORIDA. 40 Hillsboro . . . j IDAHO. 41 Boise City . ILLINOIS. 42 Champaign . 43 Chicago . 44 45 j Chicago (113 Adams st.) 46 ' Chicago . 47 j . do . 48 ! . do . 49 ! Decatur . 50 Dixon . 51 Freeport . 52 Galesburg . 1 53 Jacksonville . 54 Joliet . 55 l Lincoln . 56 Mendota . 57 Mount Morris . 58 Naperville . 59 Onarga . 60 Peoria . 61 Quincy . . 62 Rockford . 63 Rock Island . 64 Springfield . . 65 Sterling . 66 Westfield . 1 A INDIANA. ■ 67 Columbus . 68 Danville . 69 Evansville . 70 Fort Wayne . 71 ! . do . 72 Frankford . 73 Indianapolis . 74 j . do . 75 . do . 76 La Fayette . 77 | . do . . . 78 ! Logan sport _ _ 79 | Muncie . . Boise Business and Normal School . Champaign Business College Jones Business College . . i . do . • Kimball's Shorthand Typewriting Training School. Metropolitan Business College. . . . | St. Patrick's Commercial College. . ! ..P. Way C. T. Hawker. . Chas. E. Jones. W. E. Lackey. . D. Kimball-... West Side Business College* . Decatur Business College . . Dixon Business College . . Freeport College of Commerce.... Brown’s Galesburg Business Col¬ lege. J acksonville Business College . Joliet Business College and Eng¬ lish Training School. The Lincoln Business College . Mend ota College, Commercial De¬ partment. Mount Morris College . Northwestern Business College... Grand Prairie Seminary and Com¬ mercial College. The Peoria Business College . Gem City Business College . Rockford Business College . Augustana Business College . Springfield Business College - Sterling Business College . Westfield Business College . Columbus Normal School and Business College. Central Normal College and Com¬ mercial Institute. Evansville Commercial College... Fort Wayne Business College . Fort Wayne Business College*... Minor’s Business College . Capital City Business College - Indianapolis Business University. National Business College . . Star City Private College* . Union Business College . Hall s Business College . Muncie Business College, Nor¬ mal College of Shorthand. * From 1891-92. O. M. Powers . Brother Baldwin, rector. Frederick F. Judd G. W. Brown . J. B.Dille . J. J. Nagle, M.E.. G. W. Brown . di- G. W. Brown . . Homer Russell. W. R. Whitsler . J. Oscar Campbell, M. D. J. G. Rogers . Rev. H. J. Keikhoefer. S. Yan Telt . 1890 1884 1891 1892 1883 1888 1888 1884 1873 1861 1872 1889 1881 1888 31 1 1 1 G.W. Brown . D. L. Musselman . Winans and Johnson.. O. Olsson, D. D . . Bogardus andChicken . F. M. Wallace . C. E. Bigelow . 1866 1882 1892 1878 3871 1863 1862 1870 1863 1888 1864 J.E. Pollev. 1888 1886 J. S. Joseph . ; 1876 S. N. Corijick . ’ 1850 G. W. Lahr . 1885 I W.E. McDurmut . 1885 j F. C. Minor . 1885 L. G. Hough . 1S92 E.J.Heib . 1850 ! L.A.Duthie . 1889 j Francis Kennedy . 1891 . Stanley A . Drake . 1 1880 ; E. A. Hall . I 1867 1 J. W. Howard . 1890 14 ‘ I COMMERCIAL SCHOOLS. 2027 ' and business colleges, 1892-93 — Continued. Students. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Annual charge for tuition. Months necessary for gradua¬ tion. Graduates in 1892-93. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course. Male. 6 r3 i Ph Male. Female. Male. Female. Male. Female. Day course. Evening course. Day course. Evening course. 7 8 9 IO 11 13 13 14 15 16 it 18 19 30 31 22 33 34 35 102 18 20 c 30 10 82 6 18 14 0 0 0 0 $45 $35 3 5 100 15 15 5 30 15 25 15 0 0 0 0 100 100 4 6 70 35 10 22 0 12 7 12 4 0 0 12 5 0 0 3 3 9 18 51 24 49 1 2 4 2 19 0 0 60 60 0 8 30 20 5 18 5 60 27 1 15 12 50 30 6 75 588 294 1 ... 90 6 6 12 93 170 134 70 68 51 129 70 58 136 ..... 36 44 90 40 6 9-12 ! 200 11 53 3 2 10 2 14 55 1 a 12 a8 1, 218 | 609: 1 228 114 618 160 300 100 20 180 1 723 362 400 b 25 510j 0 0 0 450 0 130 0 130 0 510 0 130 0 a 3 15-20 17 158 105 129 32 120 75 90 25 89 1 75 35 18 76 36 j 15] 55 15 ! 20 • 75 20 9 22 409! 162 225 49 ! 30! 71 55 30 96 9 35 1 1 63 75 35 0 0 1 j 0 0 60 c 10 6 80 56 60 12 140 29 i 20i 45 4 1 0 0 75 20 6-9 16 125 100 90 33 60 20 15, 50 1 d 7 33 600 150 100 50 500 120 400 100 1 1 300 100 75 50 24 40 200 45 18 0 0 35 34 14 5 10 12 10 50 1 0 ! 8 0 j 15 4 0 ' " ’3 18 5 3 2 14 4| 0 0 ! 25 25 1 6 j 6 213 141 302 54 12 15 3 35 7-18 17 42 7 36 2 6 5 25 6 25 35 5 0 35 5 L.;l I 30 9| j 33 8 . 12 300 200 40 o| 20 200 50 250 100 50 100 I 0 o! 0 0 • ) 75 j 20 9 6 40 750 150 400 700 25 50 125 60 10 227 414 187 90 40 220 70 310 140 40 72 | 90 86 21; 4 65 20 6-9 6 45 67 32 60 64 15 4 16 50 24 30 161 €8 60 13 1 . 1 n 13 47 38 0 0 80 0 30 10 17 ! 28 0 0 .... 0 0 60 0 ...... 10 0 30 46 17 0 0 45 11 8 ! 3 0 0 0 0 30 6 5 175 125 60 55 105 20 , 150 100 80 ; 50 40 0 e 8 e8 5 5 35 700 500 250 50 50 25 25 38 | 12 100 100 50 25 13 100 18 1 ; 15 ; 55 0 0 / 50 6 | 81 i 68 71 5 120 30 ! . 45-55 27 10 40 100 I 40 80 10 60 40 160 20 15 .... 30 5 0 0 0 40 25 6 12 "46 7o 50 30 20 65 20 50 25 23 27 13 3 17 3 40 25 6-9 ; 9-12 25 128 ! 31 151 129 68 61 306 29 18 86 1 . 0 0 100 50 6-8 12 206 210 j 165 115 50 100 65 200 75 50 125 70 i 20 elO c 3 6 12 83 400 100 98 i 71 164 30 300 41 38 79 20 i 0 20 2 65 30 6 18 61 15 4 10 19 10 15 4 10 3 0 0 30 20 10-12 12-14 5 120 I 49 70 i 24 90 70 162 53 10 .20 18 50 24 8 16 27 99 ; 75 18 10 75 22 60 25 22 29 0 0 0 j"o 50 40 6 12 1 14 127 ! 93 ; 35 1 i 21 1 180 45 120 61 115 1 100 i 1 35 ! 15 0 1 0 0 1 ! 0 4-12 I 6-16 1 1 93, 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 a Per month. d For 6 months. b For 7 months. e For 10 weeks. c For 4 months. / Scholarship. 2028 EDUCATION REPORT, 1892-93. Table 25. — Statistics of commercial In¬ struct¬ ors. Executive officer. Year of opening. Male. © £ © Ph 3 4 5 6 O. E. Fulghum . 1 1 1860 6 2 W. F. Boone . 1883 3 1 W. C. Isbell . 1 1862 4 2 Henry B. Bro wn . 1873 5 3 G. W. Elliott . i 1879 11 4 A. N. Palmer . 1880 7 i 1 M. S. Jordon . 1886 3 2 Howard K. Holcomb.. | 1884 2 1 W. S. Paulson . 1884 2 1 E. E. Gay lor . 1 1 1 Frank V an Patten .... 1 1892 5 ! i C. H. Valder . | 1888 3 i 4 J.M. Mahan . i 18S4 6 ! 3 A. C. Jennings . | 1865 5 B. W. Brown . 1890 1 f'2 C. Bavless, A. M . 1 1858 4 2 L.W. Pollock . | 1891 3 , 3 W. A. Willis and J. H. 1865 5 , 7 Williams. Chandler H. Peirce ! 1857 2 1 J. R. Starr . 1S91 2 2 C. P. Headiugton . 1888 ; 5 j 1 Frank Van Patten - ' 1893 2 1 J. B. Harris . 1887 2 1 W. J. Ives . 1 1866 1 1 J. W. O’Brvan . 1891 3 l1 E. M. Chartier . 1883 4 C. E. Lane . 1889 2 1 C. T. Smith. . 1885 3 1 D. W. Remcie . 1886 5 4 Conrad and Smith . 1869 5 0 N. B. Leach . 1887 2 1 M. A. Pond . 1866 1 .... E. H. Fritch . 1885 5 3 C. S. Perry . 1884 4 0 Cherry Bros . 1875 4 2 James Ferrier and 1864 7 1 Edwin J. Wright. Ben C. Weaver . 1880 3 0 F. W.Reffle . 1893 1 0 Geo. Soule . 1856 8 2 State and post-office. Name. 83 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 indiaxa — continued. Richmond ... South Bend. . Terre Haute . Valparaiso. Burlington . . Cedar Rapids . Clinton . | College Springs . | Council Bluffs . | Creston . Davenport . Decorah . Des Homes. _ do . - do . Dubuque ... Garner . Iowa City. Keokuk . Marshalltown Mason City. . . Muscatine. - do . Oskaloosa . Ottumwa. . Sioux City. Richmond Business College . South Bend Commercial College.. The Terre Haute Commercial Col¬ lege. Northern Indiana Commercial Col¬ lege. Elliott’s Business College . Cedar Rapids Business College _ Clinton Business College _ ^ . Amity Commercial College . j W estern Iowa College . Creston Business College . Tri-City Business College . Valder Business College and Nor¬ mal School. Capital City Commercial College. Iowa Business College . People's Commercial College* . Bay less Business College . Northern Iowa N ormal College and Business Institute. Iowa City Commercial College, Academy, aud Schuol of Snort- liand. Gate City Business College * . Marshall Business College . Mason City Business College and Normal School. Muscatine Business College . Muscatine Commercial College* . . . Oskaloosa Business College . Ottumwa Commercial Col ege . Northwestern Business College * . . KANSAS. Arkansas City. Atchison ...... Harper . Lawrence _ Leavenworth Topeka . Wichita . Winfield . KENTUCKY. Bowling Green Louisville . _ do . Owingsville LOUISIANA. New Orleans. . . Gate City Business College * . Atchison Business College . Harper's Normal School and Busi¬ ness College. Lawrence Business College . Central Business College . Pond’s Business College . Southwestern Business College.. Winfield Business College. . . . Bowling Green Business College and Literary Institute. Bryant and Stratton Business Co. lege. Weaver’s Business College . Commercial College of Bath Sem¬ inary. Soule Commercial College Literary Institute. and From 1891-92. COMMERCIAL SCHOOLS. 2029 and business colleges , 1S92-93 — Continued. Students. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Annual charge for tuition. Months necessary for gradua¬ tion. Graduates in 1892-93. Day course. Even¬ ing course. Male. Female. "3 a A '3 a © PR Day course. © 03 U 0 O © W) .9 *3 © > w Male. Female. Male. Female. Male. Female. © 'eg Female. Day course. Evening course. Day course. | Evening course. 7 S 9 10 11 12 13 1-1 15 i i} IS ; 19 20, i 21 22 23 24 25 170 80 50 4 80 35 6° 23 34 ' $50 $40 6 10 34 80 81 46 63 21 72 14 15 30 57 12 0 0 40 3-6 6-10 81 200 93 200 215 78 14 54 0 0 ; 12 4 I 25 82 1, 054 540 1, 594 1 054 540 426 173 1 2 116 678 125 35 40 9 569 83 311 310 123 122 475 81 15 50 1 80 10 84 274 91 13 6 160 15 236 20 24 70 •**1*4, 8 0 0 75 40 6-9 16 85 120 112 41 23 125 45 92 45 60 85 0 0 0 0 45 a 10 6 16 83 75 30 0 0 40 0 35 12 3 3 0 0 0 i 0 30 0 6 0 22 87 101 92 38 14 0 0 61 6 h 6-12 12-18 0 88 39 24 12 2 32 8 8 20 11 2 0 0 c 45 d 10 | 0 89 94 81 48 8 80 42 0 ; 0 45 1 8 10 90 292 134 169 27 14 25 109 71 1 | 6 101 91 302 198 8 1 250 50 240 60 56 129 10 14 0 0 70 1 40 6 | 46 92 233 17 15 5 134 7 18 40 35 9 46 11 60 25 6-9 38 93 26 20 30 18 40 38 40 20 0 5 20 14 0 ! o 40 30 , 8 I 12 25 94 133 68 61 10 66 39 124 27 10 46 77 43 75 25 6 12 41 95 150 150 0 0 75 10 8 6 0 ; 0 45 9 1 16 96 215 160 95 15 11 34 109 111 50 6-9 | 29 97 73 29 32 16 84 34 85 23 28 20 1 50 20 6 12 i 39 98 35 30 14 6 30 15 20 10 10 30 10 0 0 0 > p a s 8 Ph 5 P r-l *3 > C5 ft 0 r> % 1 P 03 > (H Sh 7 s 9 to ii 12 13 14 15 16 17 IS 19 1 ° 1 « 31 23 23 24 25 223 108 31 21 190 83 9 37 1 $50 6-8 I I 295 67 o 0 67 0 0 0 o 60 0 6-9 0 277 130 262 85 15 45 1 " 1 60-84 ! 5 iooj 300 50 125 30 130 100 150 50 200 ,8 100 50 25i 0 110 j $25-50 6-9 18 50 1 67 22 15 2 64 6 3 15 64 15 ! 18 2 75 25 6 12 17 8 46 9 ii 50-60 50—60 3 5 I I 700 200 500 200 25 0 0 160 15 .... 300 131 109 50 275 125 200 80 50 loo' 75 0 1 0 1 i 0 150 | 30 9 12 1 I 53 41 0 0 50 0 140 ! 6—9 1 63 25 375 10 50 150 25 15 10 10 ! 350 j ° 0 10 : 5 1 1 160 120 3 I . * 4co ; 100 50 52 14 ! 100 50 ! 1 ] 185] 72 36 30 5 i 15 2 20 12 44 . 2 1 5 f 0 0 , 0 i ° 120 25 8-12 12-18 3^ 21 28 40 31 25 25 62 46 1 j 10 l 0 3 3 12 39 : 45 56: 30 35 40 80 50 15 35 ! 0 0 a 40: ul5 4 6 175 75 30 20 135 ; 20 160 25 15 ; 70 100 50 10 20 99 21 29 0 0 47 0 21 29 0 0 21 29 0 0 0 0 20 "0 1 "8 150 75 45 24' 1 140 35 100 70 1 14 41 0 o 108 30 10 1 135 45 ’ 125 9 12 1 44 6 6: 66 14 4 0 72 56 12 12 8 4 1 0 0 35 20 10 6 100 25 (i 0 60 *”6; 90 i 10 5 ; 20 0 0 0 0 52 0 11 0 0 79 42 35 42 .... 70 36 0 o 58 58 412 310 25 13 j 250 . 32 80. 30 30 50 75 .... ; 100 H 6 45 40 9 12 GO 537 ! 321 145 78 ; 250 j 123 i 75 75 6 12 481 ! 272 187! 68 ! 392 I 84 124 1 87 134 | 56 0 6 100 40 6-12 , 12-24 *82 176 | 64 GO .... 110 66 1 _ 16 ... 20 30 1 14 138 | 84 22 | 121 j 29 8 : 44 31 ‘ 14 0 6 100 100 30 20 125 40 125 1 ! 35 19 10 75 14 1 125 20 ' 25 24 130 | 35 50 35 12 24 j 52 j oe ' 8 1 15 75 20 ! jo 1 10 1 5 38 0 o 25 6-9 ! 20 I 15 71 1 58 39 I 27 38 17 49 29 I 40 43 17 1 12 5 » j 40 [ 4-7 6-10 J 56 127 23 1° 1. _ 26 7 5 7 51 120 : !... 16 40 85 20 !15 1 10 501 25 10 ! 40 0 1 0 0 o| 60 j 25 8-10 0 57 200 ! 75 125 28 25 20! 6 8 19 100; 60 7-9 Y> 43 34 ; 16 23 j P 25 1 13 45 20 10 11 18 0 °l 100 60 6 29 40 20 10 1 : 10 28 18 42 9 9 o; 0 100: 48 8 121 4 15 ! 4 19 6 I 14 5 3 1 19 4 o 0 60' 20 g ! 25* 3 300 100 72 : 28 90 20 206 - j 25 44 50 50 25 0 0 100I 50 6 12 20' 260 240 90; g 90 72 1 20 l 1 10 60 l 8 1 80 52 i 1 20 40 1 100 1 92 .... ! i i 100 -u 50 6 JL O . I 1 69 i 1 a Per quarter. 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 2032 EDUCATION REPORT, 1892-93. Table 25. — Statistics of commercial and 158 150 1G0 1G1 162 163 164 1G5 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 IPO 191 192 193 194 195 196 State and post-office. Name. Executive officer. Tear of opening. In¬ struct¬ ors. 22 « Female. 1 3 3 4 5 6 Minnesota— cont’d. F. A . Maron ......... . 1885 3 1 ! Curtiss and Chapman* 2 2 N. S. Beardsley . 1 1890 3 1 W.K. Mulliken* . 1 1865 2 1 1 Red Wing . W. L. Reeman . 1 i 1886 3 2 ! Winona . Winona Commercial College . R. A. Lambert . 1878 2 2 MISSISSIPPI. Bay St. Lonis . St. Stanislaus Commercial College. Bro. Stanislaus . 1855 10 0 ' Jackson . Capital Commercial College * . Sharp and Deupree... 1884 3 2 St. Aloysius Commercial College. . Bro. Charles . 1 1879 8 .... I ° . MISSOURI. 1 Nelson B. Henry . ' 1892 2 5 1 a°0ma . Collegiate Institute. 1 Carthage . Carthage Business College * \V orsdell and Gilliland 4 , Cliillicothe . Chillicothe Formal School and Allen Moore . 1 1890 15 | Business College. j"**5 I Kansas City . Cathedral Commercial School Bro. Justus, director. . 1 1889 4 . do . National Business College . Dennis O’Conner . ! 1883 4 ” i Kirksville . Kirksville Mercantile College Co.* . W. J. Smith . 1 1880 4 2 St. Joseph . St. Joseph Business University. . . A. N. Palmer . ! 1878 3 1 . do . St. Joseph Commercial College _ Bro. Marcel ian . ! 1867 8 St. Louis . Hayward Business College Co. . . . L. F. Hayward . ! 1876 4 i 2 . do . Perkins and Herpei's Mercantile H. C. Perkins . 1882 4 1 College. i | . do . Central Business College . Eldon Moran . l 1889 3 4 . do . Jones Commercial College . 1 J. G. Bohiner . . I 1841 6 1 1 _ do - . Mouud City Commercial College.. Jos. P. Foeller . 1859 3 1 1 Sedalia . Central Business College . C. W. Robbins . 1883 11 2 ' Stanberry . Northwestern Normal School and John E. Fisler . 1881 14 11 Business College. j Wilder . Brick Mission and Farm School. . . Eugene Rucker. _ _ _ 1888 6 4 MONTANA. Helena . Engelhorn Helena Business Col¬ Herman T. Engelhorn . ! 1883 4 2 lege. NEBRASKA. Fremont . Fremont Business College . : Theo. R. Hamlin . ! 1889 4 2 Grand Island . Grand Island Business College. - - - j A. M. Harris . 1888 3 1 Hastings . Queen City Business College . ... 0. P. W ilson . 1887 3 0 Lincoln . . . Lincoln Business College . ' D. R. Lillibridge . 1884 7 1 Omaha. . . . National Shorthand Institute . F. F. Roose . 1893 2 1 . do . Omaha Business College . F. F. Roose . 1873 5 1 . do . Rathburn’s Business College * . G. R. Rathburn . 1873 7 o York . Fork College. . J. George . . . 1890 7 4 I NEW HAMPSHIRE. 1 Kfvw TTnmpf on New Hampton Commercial College A . B. Meserviey . 1878 5 Portsmouth . . Smith’s Academy and Commercial Lewis E. Smith . 1873 3 "*6 College. NEW JERSEY^ Camden . . Abrahamson Business College . Charles M. Abraham¬ 1880 3 0 son. Elizabeth (321-323 Lansley Business College . j James F. Lausley, 1872 2 1 Jeflerson ave.) Ph.D. | Jersey City . Drake’s Business College . ' William E. Drake . 1884 6 3 * From 1891-92. COMMERCIAL SCHOOLS. 2033 business colleges , 1S93-9S — Continued. Students. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. 1 In English course. In teleg- j raphy. Day course. Even¬ ing course. Male. © r3 S © J© _© "ci S © © 3; f-l E3 O O !» A Evening course. Male. Female. Male. Female. Male. Female. 6 '3 Female. 7 § 9 10 11 12 13 14 13 16 17 !1S 19 so 139 101 37 26 122 45 22 1 J 18 8 16 7 42 17 106 53 10 5 75 100 i 10 6 43 80 120 40 10 80 30 60 ! 10 20 80 i 10 20 C 200 100 0 0 j 25 30 70 0 0 0 6 35 20 25 15 180 20 15 80 .... 15 162 5 5 15 15 7 160 0 0 0 160 0 160 0 0 0 160 0 10 0 130 21 0 0 37 0 125 10 7 8 .... 10 0 260 6 30 40 7 1 0 0 6 4 1 1 3 1 1 0 0 125 600 ’ 500 400 ISO ! 40 80 35 ... ! 200 190 40 20 10 167 85 78 10 75 ”40 121 j 51 15 80 40 ! 23 11 *29 1931 77 0 0 84 22 7 5 90 ! 49 12 1 215 90 70 15 60 30 [ 134 | 51 22 98 0 0 175 0 170 80 0 120 125 275 50 ’*35 100 * ’70 100 “25 50 275 25 10 0 *6 143 50 183 12 100 150 132 7 40 48 150 11 0 0 50 100 25 25 50 10* .... 227 97 137 19 141 67! 227 97 119 29 31 27 49 12 62 3 42 3 19 ii 48 12 850 150 850 150 700 500 450 150 10 45 20 400 300 163 76 136 61 7 8 9 54 27 80 75 35 28 . 65 .... 30 40 J.8 40 50 25 12 4 1 125 50 35 15 110 65 30 20 5 0 100 78 15 10 88 37 40 50 31 20 0 0 50 j 36 20 15 30 15 40 32 20 29 0 0 465 99 71 26 1 463 38 68 92 40 ! 50 450 300 75 50 300 j 135 0 0 j 250 0 110 90 45 55j 40 20 0 0 110 120 56 6 3 17 74 28 74 28 4 38 11 0 0 24 0 17 7 14 5 13 6 0 4 60 40 75 50 90 120 125 50 20 30 20 22 14 9 35 20 25 6 7 27 0 0 67 71 132 34 109 4 34 911 75 0 0 0 ED 93 - 128 Annual charge for tuition. Months necessary for gradua¬ tion. CO © ©" 1 H i ei © O © 0 fcO 2 pj to © O a 0 a c3 O ’3 © 'a 2 'd © © c3 > c8 t> F-i A A P H O 21 22 23 24 25 $100 $50 6 10 21 158 50 20 6 12 .... 159 100 40 6-12 12 35 160 40 8 50 161 50 6-12 16 162 65 15 8 15 42 163 0 6 164 15 3-4£ 55 165 2-5 5 166 30 6 0 167 168 50 8 44 169 150-250 170 80 40 6 9 37 171 35 6-8 0 20 172 75 30 173 50 10 0 7 174 100 50 6 8 275 175 100 50 6 12 8 176 120 60 6 10 177 100 60 6-12 6-18 ’£56 178 100 30 6 12 26 179 75 8-15 27 180 46 12 32 181 120 11 10 182 90 75 9 15 15 183 50 25 6 18 36 184 90 9 51 185 50 | 40 6 6 36 186 60 25 6 18 66 187 fini _ 6 188 60 20 9 66 189 50 12 38 190 36 12 3 191 7 33 192 80 24 193 80 50 4-6 6-10 195 194 80-160 80-160 5-10 5-10 16 195 90 25 10-20 14-21 20: 196 2034 EDUCATION REPORT, 1892-93 Table 25. — Statistics of commercial and In¬ struct¬ ors. State and post-office. Name. Executive officer. fci .9 '3 o ft o Bochester Business University. A. S. Osbnrn, S. C. 1863 8 2 Williams. 223 | Troy . Troy Business College . Thos. H. Shields . 1861 10 2 i NORTH CAROLINA. 224 ! Littleton . Littleton High School and Busi- L. W. Bagley . 1880 8 1 1 ness Institute. 225 Qak Bulge . Oak Bidge Institute . ! J. A. &M. H. Holt... 1875 | 4 3 1 NORTH DAKOTA. 226 i Far fo Faro-o College B. A. Beard, D. D . 4 3 227 I Grand F orks . northwestern College of Com¬ merce. Swengel & Haves . 1889 3 1 OHIO. 228 Ashland __ Ashland University . . ' C. W. Mykrantz . 1889 ! 5 3 229 Canfield . Hortheastern Ohio Hormal Collge. J. A. Cummins . 1881 6 3 230 i Canton . The Canton Business College . William Feller . 1875 4 1 231 I Cincinnati . E. M. Bartlett’s Business College * . C.M. Bartlett . 1834 4 9 232 !... do The Heison Business College . Bichard Heison _ ' 1856 5 4 233 Cleveland . . Ohio Business University . Jerome W. Lawler. _ 1886 0I O 2 234 Columbus . Columbus Business College * . W. J. Hudson . 1863 14! 12 235 . do . Mann’s College of Shorthand and E. G. Mann . 1891 1 1 236 - do . Typewriting. Zanerian Art College . C. P. Zaner and E. W. 1S8S 2 0 1 Bloser. 1 * From 1891-92. COMMERCIAL SCHOOLS. 2035 business colleges, 1892-93 — Continued. Students. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English. course. In teleg¬ raphy. Annual charge for tuition. Months necessary for gradua¬ tion. Day course. Even¬ ing course. Male. Female. Male. 6 rc3 I PR Day course. Evening course. Male. © a © PR Male. Female. Male. © rc3 a © Male. © 1 Pr Day course. Evening course. Day course. Evening course. 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 22 23 24 198 45 8 21 $85 6 140 80 75 9 125 50 200 50 20 34 215 89 0 0 75 $28 12 16 207 82 120 52 225 98 194 18 23 85 100 40 0 0 75 30 10 15 203 119 150 32 1 . 580 210 68 27 318 65 508 60 110 207 100 50 6 12 163 34 78 16 62 34 97 5 18 27 38 2 100 50 6 12 80 130 30 48 90 40 40 24 20 100 50 30 40 25 3-4 6-12 231 123 241 61 215 16 25 98 120 35 12 24 700 0 0 520 0 150 0 0 200 0 0 0 2 36 0 313 121 106 42 213 94 376 43 68 0 0 75 45 8 12 200 100 60 25 200 75 150 50 15 85 60 25 75 75 9 18 150 200 1 . 125 75 50 100 10 5 40 15 5 7 47 20 0 0 53 0 35 15 6 4 0 0 60 0 9 0 20 15 12 3 30 10 20 5 5 10 5 3 1 1 50 25 4-6 6-10 63 77 22 19 41 5 31 34 25 40 0 0 5 0 40-60 20-30 6-8 12-16 8 12 12 a 30 5-10 69 51 0 0 70 0 53 15 16 36 0 0 0 0 50 6 6 0 67 16 42 3 5 7 o 0 0 0 50 0 5 0 28 .22 30 .... 15 25 20 15 10 15 10 0 0 0 0 120 60 6 9 500 160 0 0 475 15 25 145 o 0 o 0 198 0 10-12 0 209 32 1 101 27 105 23 54 80 60 47 o o 88 88 12 12 239 80 121 40 52 22 223 38 29 57 75 58 0 0 50-96 50-70 9 12 55 50 28 2 60 15 43 3 40 49 0 0 0 0 75 75 6 8-9 73 27 0 0 60 0 64 9 6 14 0 0 12 4 120 . 6 26 22 o 0 40 15 4 23 7 60 9 400 100 40 25 25 75 50 25 0 0 150 30 6 413 205 115 87 207 169 165 42 47 116 159 83 29 19 100 30 6 12 281 204 83 31 193 18 35 30 210 1 19 160 80 2 30 3 80 2 18 2 50 5 3 30 60 32 14 8 38 11 49 8 13 28 12 4 0 0 50 30 7 10 43 51 0 0 59 20 15 0 0 0 0 50 20 110 83 100 15 3 9 3 91 79 30 6 84 96 72 31 133 51 23 76 100 60 5 9 185 150 42 10 75 75 6 12 . 209 208 _ _ .... 0 0 o 140 62 130| 71 54 27 86 45 45 35 8 12 700! 200 300 200 200 200 150 100 100 178 75 45 15 2 50 30 12 12 40 80 30 20 75 40 0 0 40 80 0 0 0 0 120 60 8 10 75 25 30 90 12 1 ! 1 l I' 1 1 1 3 e3 O 25 78 105 76 10 88 135 175 6 22 95 102 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 28 225 226 1 227 23 228 25 229 59 230 ...l 231 ...I 232 80 233 250 234 227 235 I 12 236 t a For 3 months. 2036 EDUCATION REPOET, 1892-93, Table 25. — Statistics of commercial and State and post-office. Name. Executive officer. In- struct- ora. fcb a 1 P4 o 1 2 3 c *3 ! n 6 Ohio — continued . 237 Delaware . 238 Dayton . 239 Findlay . 240 Germantown . 241 Hopedale . 242 Mansfield . 243 Massillon . 244 Newark . 245 Oberlin . 246 Springfield . 247 . do . 248 . do . 249 Tiffin . 250 Toledo . 251 . do . 252 Wooster . 253 Youngstown . 254 Zanesville . { OREGON. 255 Baker City . * 256 Portland . 257 _ _ do . ! 258 Salem . PENNSYLVANIA . 259 Allentown . 260 . do . 261 Bethlehem . 262 Corry . 1 263 Easton . * 264 Erie . . . 1 265 . do . 266 Harrisburg . 267 Hazleton . 268 McKeesport . 269 Lancaster . 270 _ do . 271 Meadville . 272 Philadelphia . 273 _ do . 274 Pittsburg . 275 . do . . 276 _ .do . . 277 Potts ville . 278 Reading . 279 . do . National Pen Art Hall and Busi¬ ness College. Miami Commercial College . Findlay Business College* . Twin Valley College (actual busi¬ ness school). Buchanan Business Institute *. . . . Ohio Business College . Masillon Actual Business College. Newark Business College . Oberlin Business College . Nelson's Business College . Van Sickle’s Practical Business I College. Williss College of Shorthand . Commercial Department of Hei¬ delberg University . Davis’s Toledo Business College..' Steadman Business College and j Shorthand School . | Bixler’s Business College . j The Normal Business College . t Zanesville Business College . I Baker City Normal and Business College.* Holmes Business College . . Portland Business College . . Capital Business College . G. TV. Michael . A.D. Wilt . J. N. Woolfington . OwanG. Brown . W. Buchanan . J.W. Sharp, Ph. D... C. H. Kilgore . S. L. Beeney . J. T. Henderson . R. J. Nelson . John W. Van Sickle, LL. D. F. W. Williss . J . A. Christman . M. H. Davis . A. H. Steadman . Gideon Bixler . F. T. McEvoy . 0. S. Johnson . J. J. Sturgill . G. Holmes . . A. P. Armstrong. W. I. Staley . American Business College . Allentown Business College . ! Bethlehem Business College and Institute of Shorthand and Typewriting. Corry Business College . Easton College of Business . Clark's Business College . Erie Shorthand and Business Col¬ lege. * Keystone Business College . Hazleton Business College . Grossly College . Keystone Business College . Lancaster Business College . Bryant, Stratton & Smith . Pierce School of Business and Shorthand. Palms’s Business College* . Actual Business College . Curry Business College, Curry 1 School of Shorthand. Duff’s Mercantile College . Commercial School (public school) . Interstate Commercial College .... I Reading Business College and Sci- I entific Academy. O. C. Damey . W. L. Blackman.. P. D. Odenwalder C. A. Twining . C. L. Free . H. C. Clark . E. J. Coburn . H. O. Bernhardt . G. R. Stouffer . Edwin Gordon . H. C. Ulmer and P. H. Keller. H.C. AVeidler . A. W. Smith . . . . Thomas M. Pierce, M. A., Ph. D. Theodore W. Palms . . Matt J. Conner . H. M. Rowe . W. H. Duff . G. A. Transen . H. Y. Stoner . D. B. Brunner . 1870 18G0 1883 1886 1885 1886 1886 1885 1874 1881 1871 1880 1889 1882 1890 1886 1885 1866 1887 1887 1866 1887 1889 1869 1888 1889 1870 1883 1888 1889 1889 1888 1890 1880 1865 1865 1885 1881 1860 1840 1890 1885 1880 8 1 3 2 3 1 2 1 3 1 3 1 2 1 1 1 3 2 2 1 1 0 1 2 1 1 3 2 4 1 1 3 3 2 3 2 2 0 2 2 5 2 2 1 8 1 2 .... 5 1 2 1 2 .... 9 3 3 1 2 0 2 1 7 3 3 0 3 .... 5 1 36 5 41 0 5 .... 4 3 8 0 1 .... 8 0 3 1 * From 1891-92. COMMERCIAL SCHOOLS, 2037 business colleges, 1S92-93 — Continued. Students. Average daily attend¬ ance. 1 In com¬ mercial \ course. ! In , araanu- ! ensis course. In Eng] ieh course. l In | teleg- I raphy. Day course. Even¬ ing course. d d § o | © fcn d 6 o q 6 I © © © 6 2 d rt © a d 1 © '3 ,2 g A c3 a © © PR c? m © 1 ^ Is § 1 ® © 7 S 9 io 11 12 13 14 15 16 If IS 19 20 402 180 j 720 40 p 79 33 15 li 75 15 53 15 6 : 18 20 0 Q 0 8 4 8 4 29 21 30 35 20 15 ! io 5 40 46 o 1 o 40 42 34 10 65 35 62 21 17 | 25 40 31 0 1 0 60 35 28 27 20 i 25 125 25 40 10 30 G 1 100 12 107 43 69 11 j 13 19 93 100 20 5 15 35 0 0 o o 0 o 63 62 14 10 14 10 | . 400 200 75 25 1 200 i ^ 425 50 25 50 15 10 137 88 76 9 169 34 44 63i o 0 150 74 54 ! 110 92 31 ,0 40 ,.... 35 o ! 0 157 80 50 15 100 j 1L5 ; ioo 20 20 50 37 10 0 , 0 95 40 15 10 50 25 5 15 30 10 35 6 35 37 32 7 0 5 3 2 0 0 100 100 150 75 50 75 50 25 40 334 no! 250 .... 310 45 24 65 60 25 o o 80 20 12 4 l 74 6 6 12 1 3 o o 205 76 90 16 100 50 221 20 45 61 34 6 18 ! 2 39 6 32 2 25 15 8 4 67 2 90 60 40 10 140 45 60; 15 50 25 26 30 2 1 • 11 45 24 13! 48 18 25 7 40 20 70 20 10 15 0 o 450 225 60 1 30 200 35 400 170 180 200 60 25 0 0 75 70 40! 20 60 20 30 2 15 25; 10 13 0 0 30 14 9 7 26 13 0 0 0 0 0 0 0 o 57 ii 73 16 6 45 20 20 3 12 9 30 7 38 5I 6 2 0 o 60 30 18 12 80 27 65 ' 25 20 10 78 42 200 : 141 250; | 50 90 : 40 30 21 45 30 590 247 442 86 454 337 952 206 102 140! 0 0 0 0 150 30 ! 50 10 180 60 ! 1 • 110 80 38 j 27 70 40 ' 75 40! 20 55; 38 2 15 10 320 175 500 200 100 75 250 150 600 275 175 150 | 19 13 27 9 27 27 23 12 17 17 51 25 32 14 25 18 50 17 13 18 23 3 0 i 0 90 20 51 10 55 24 58 18 83 1 i ! .! 1" Annual charge for tuition. Months necessary for gradua¬ tion. CO ca l © © Oi 00 IB H £ a © o © o 3 fcJO h 3 tX) © o o .2 c3 o ’3 © '3 & © © <3 c3 c3 > fi & A a o 21 22 23 24 25 298 237 238 $70 4-6 70 239 35 10 . 3 240 40 10 18 241 50 | $30 6 12 35 242 60 6 28 243 35 I 35 4 6 62 244 75 6 245 100 6 246 50 j 25 6 12 0 247 100 12 248 50 8 8 249 40-50 10 6 3 100 250 50 10 6 251 60—75 I ! 8-24 31 252 78 ! 48 8 12 85 253 45 30 4-6 8-10 107 1 254 60 40 6 12 27 255 90 18 15 255 60 6-9 100 ! 257 100 84 6-7 "is 258 50-75 3«>— 50 10 20 17 259 50 25 3-6 260 100 80 7 12 180 261 72 30 5-8 10-16 29 262 50 20 10 6 12 263 80 264 100 50 6-8 . 12-18 265 60 35 0 0 0 266 267 23 268 50 30 7 8 10 269 50 20 6 8 24 270 50 10 10 6 26 271 120 50 9 12 163 272 a 50 5 110 273 50 50 4-6 8-12 65 274 85 . 6 68 275 50 50 1 400 276 Free. Free. 'io 17 277 87 36 71 10 278 40 30 8 16 24 279 a Scholarship. 2038 EDUCATION REPORT, 1892-93. Table 25. — Statistics of commercial and 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 State and post-office. # Name. Executive officer. Year of opening. Ii stri or 6 a l- lCt- s. c g o 1 3 4 5 6 PENNSYLVANIA— COn’d Woods Business College and F. E. Wood . 1886 6 6 School of Shorthand. W. F. Magfifi 1888 5 o Bov. N. T?,. T.nfifi . . 1877 lj 2 G. \V . Williams and 1885 3 i W. A. Bellingham. .T. G. Henderson . 1882 3 o . do _ . F.M. Allen . 1866 4 o York . J. M. Ba.cheldor . 1886 1 0 RHODE ISLAND. East Greenwich .... Francis D. Blakeslee 1 1 D.D. Providence Bryant & Stratton Tkeo. B. StoweU 1863 8 3 Business College. . do . Scholfield’s Commercial College. .. Albert G. Scliolfield. . . 1846 4 2i . do . Spencerian Business College . George W. Spencer, jr. 1885 5 4 SOUTH CAROLINA. Charleston . . Charleston Mercantile School . ft FT. Bprrmmnn _ 1868 3 o SOUTH DAKOTA. Riotin' Falla _ Sioux Falls Business College G. C. Cliristopherson. . 1884 3 o TENNESSEE. Benton . Benton Academy and Business I. J. Woods . 1890 2 1 College.* Chattanooga . Mountain City Business College.. J. E. and E.L. Wiley. J 1886 2 2 Knoxville . Knoxville Business College . J. T. Johnson . . 1885 3 o Memphis . W. T. Watson’s Business College* . W.T. Watson . 1864 5 2 1 Nashville . Draughon’s Consolidated Practi¬ J. F. Draughon . 18S9 9 2 cal Business College. . do . . , , _ Jennings’s Business College . B. W. Jennings . 1 1884 4 TEXAS. Austin _ _ Capital Business College.. . O.G. Neumann . 18S3 6 1 . do . . . Walden’s Texas Business College. L. B. and C. E. Wal¬ ! 1886 4 1 den. Dallas . King’s Business College . . J. H. King . 1878 3 1 . do . Metropolitan Business College . J. H. Gillespie . ! 1888 6 1 Denison . . National Commercial College of J. D. Hassell . 1 1891 1 4 2 Denison. Fort "Worth . Fort Worth (Tex.) Business Col¬ F. P. Preuitt . 1875 4 1 lege.* 1 1 Galveston . Galveston Business University _ J. F. Smith . 1892 1 2 Om e,n _ _ _ Summer Hill Business College. . . . A. W. Orr . 1888 4 o Paris . . Texas Business College . J. A. Baker . 1888 S 0 San Marcos . Lone Star Business College . M. C. McGee . 1887 2 1 Thorp Spring . Commercial Department of Add- A. C. Easlev, L. B . 1890 2 3 Ban University. UTAH. Salt Lake City . Stiekl’s Business College . . Leon P. W. Stiehl . 1S89 4 9 VERMONT. Burlington . Burlington Business College _ E. G. Evans . 1 1878 2 1 Lyndon Center . Lvndon Commercial College . Walter E. Baever, 1883 2 2 1 A. M. 1 * From 1891-92. COMMERCIAL SCHOOLS 2039 business colleges, 1S92-93 — Continued. Students. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English. course. In teleg¬ raphy. Annual charge for tuition. Months necessary for gradua¬ tion. Graduates in 1892-93. Day course. Even¬ ing course. Male. j6 'a g © Male. Female. Day course. © 02 U P o © to p © Male. 6 % o hH 6 It s Female. Male. © g © Male. 6 *3 ! Day course. Evening course. Day courae. Evening course. 7 8 9 10 11 12 13 14 15 10 17 IS 19 -i 21 22 23 21 25 1 456 154 280 * 460 290 640 48 102 84 37 $50 $30 10 16 179 71 25 104 10 36 58 80 4 42 20 53 11 0 0 65 36 4-8 10-15 14 99 10 30 25 30 50 ..J 30 10 9 3 12 60 40 54 3 70 35 110 28 4 15 °j 0 0 0 100 40 6 12 24 97 49 27 43 29 120 96 4-6 6-9 15? 0 0 75 0 100 25 25 25 0 0 0 o 25 4 15 6 6 0 12 5 18 6 4 6 0 0 0 0 40 20 5-8 13 79 28 0 0 0 30 6 6 4 49 23 0 o 35 10 12 213 171 0 0 188 210 91 « 86 0 0 0 o 100 10 95 125 41 24 1(1 150 ,0 92 14 2 24 ! =5 13 52 24 31 j 56 29 64 30 16 30 0 o 60 60 6-12 12-24 25 0 24 24 0 36 4-12 3 100 25 50 25 60 20 125 10 30 35 0 0 0 0 50 20 3 6 35 60 65 0 0 9 0 14 0 3 2 0 0 0 0 50 0 8 0 11 100 50 50 80 10 5 ■ 55 90 60 80 20 6 10 1 13 125 25 50 125 25 100 6 20 231 69 0 0 142 " *26 242 58 ; 58 0 0 o 0 6 95 50 6 12 55 250 50 65 10 140 45 210 25 35 ! 30 15 2 120 100 4 10 140 125 3 30 30 3 | 1 50 3-4 113; 165 38 38 6 96 22 145 30 22 16 26 8 18 4 70 25 10 51 175 75 25 10 125 15 150 50 50 35 ! 1 10 6 50 40 6 10 i 200 1 58 25 j 10 65 15 35 10 8 12 7 3 1 • 50 35 6 10 J 237 82' 18 i 100 15 152 10 103 72 50 50 5 12 sll 103 40 14 ”6 ! 125 12 43 3 12 ; 24 36 25 1 7 4 50 50 4-8 15 280 ! 60 ! 80 20 ' 100 40 ! 200 30 j 150 20 0 0 0 0 50 40 10 20 53 87 86 30 20 1 o o 120 72 6-12 j 12-24 0 30 0 0 0 1 15 0 3 1 0 0 o o 30-40 4 40 5 | 20 5 40 5 2 ; i 5 o o o 100 40 g 12 o Q 101 ' 24 5 30 10 95 17 65 21 j 21 1 65 35 r 10 85 . 42 | I 105 26 5 6 2 50 6-12 5 958 664 958 664 J 623 405 552 519 318 182 o o 100 50 10 20 1 86 78 . 28 ;! 25 4 50 ! 15 44 21 I 20 37 40-56 10 6-10 12 44 12 1 . . . . 1 44 12 I . 30 j 10 ! . 18 ! 1 I 1 l 1 i J i 1 1 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 293 299 300 301 302 303 304 305 306 307 308 319 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 EDUCATION REPORT, 1892-93. Table 25. — Statistics of commercial and In¬ struct¬ ors. Name. Executive officer. Tear of opening. Male* Female. 2 3 4 5 6 Rutland English and Classical In¬ stitute and Business College. G. W. Perry and 0. H. Perry. 1889 3 5 Green Mountain Seminary and Menard Commercial College. Rev. C. H. Richard¬ son, A. B. 1869 3 6 J. W. Patton . 1889 o 1 Smith deal Bnsines3 College G. M. Smithdeal . 1867 3 1 National Business College . J. W. Cline and A. M. Cassel. 1890 2 1 Stuart Normal College . E. C. McCants . . . 1887 3 2 Spokane Business College . . . John R. Cassin . 1887 3 Tacoma Business College and John W. Tait . 1887 4 ’**4 School of Shorthand. Empire Business College . Merwin Pugh . 1887 1 2 Wheeling Business College, School J. M. Frasher . 1860 4 1 of Phonography. Delnnd’s Business Cnllecre . 0 P. De Land . 1883 2 Chippewa Falls Business College*. C. H. Howeison . 1887 2 0 Fond du Lac Commercial College*. Salem D. Mann . 1866 1 1 Green Bav Business College . ! Jno.N. McCann . 1864 3 2 Northwestern Business College... R. G. Deruing and J. C. Proctor. 1856 5 0 Marinette Business College . M. M. Hio-lev . 1891 2 1 Northwestern College of Com- i Chas. B. Browning - 1892 2 1 merce. Charles Mayer’s Commercial Col¬ Charles Mayer.... _ 1876 7 5 lege. Spencerian Business College . Robert C. Spencer - 1863 5 3 Wisconsin Business University _ IL M. Wilmot . 1881 6 2 Sheboygan Business College . M. C. Patten . 1887 5 1 Waukesha Business College . William A. Pierce, Ph. B., LL. B. 1892 2 0 Burnett Business College and In¬ 0. Burnett . 1890 3 1 stitute. State and post-office. VERMONT — COnt’d. Rutland . Waterbury Center.. VIRGINIA. Norfolk. Richmond Roanoke.. Stuart . WASHINGTON. Spokane . Tacoma. , Walla Walla. WEST VIRGINIA. WISCONSIN. Appleton . Chippewa Falls. Fond du Lac.... Green Bay . Madison . Marinette Merrill . . . Milwaukee . do . . do . Sheboygan Waukesha. West Superior. From 1891-92. COMMERCIAL SCHOOLS, 2041 business colleges, 1892-93 — Continued. Students. Average daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Annual charge for tuition. Months necessary for gradua¬ tion. | Graduates in 1892-93 Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evoning course. Male. ® a g Ph 'a a © 1 P=H Male. Female. Male. 1 Day course. Evening course. Day course. Evening course. 7 § 9 10 11 13 14 15 16 17 IS 19 " ta © 31 S3 33 34 35 26 13 8 5 36 12 19 10 15 8 0 » $75 $38 18 11 313 55 57 1 0 60 1 9 1 5 3 35 25 0 0 ' 24 20 27 27 7 314 100 25 25 0 20 10 75 20 25 5 2 0 0 0 50 18 6 12 50 315 112 35 27 5 42 19 104 5 30 34 0 0 3 j 3 4-6 12-14 13 316 25 5 15 5 25 10 25 13 5 10 50 50 6 10 10 317 100 140 10 3 35 8 20 5 6 10 85 112 0 0 60 40 5 7 318 312 71 29 6 322 19 17 46 341 77 319 135 92 33 6 96 18 90 72 30 16 81 55 4 2 120 60 6 9-12 38 320 60 20 20 5 40 10 50 20 20 10 15 19 13, 20, 25 9, 12, 15 5-9 3 321 368 134 154 18 125 75 308 48 26 80 188 24 45 45 6 12 61 322 55 27 12 4 35 25 8 11 3 1 70 20 9-10 10 323 60 40 10 8 75 12 50 25 8 17 0 0 0 0 65 16 6 25 324 43 21 18 7 26 12 24 28 5 10 14 8 0 0 40 25 6 10 16 325 136 45 20 85 12 105 10 5 16 60 25 12 24 19 326 107 100 22 7 150 25 51 11 15 20 42 26| 0 0 55 40 6 33 327 93 52 74 13 20 38 100 6 328 65 20 40 8 35 25 40 5 15 10 10 5 0 0 75 40 6 12 0 329 327 59 330 157 19 66 2 223 21 17 72 0 o o 0 100 35 10 16 331 38 47 i 55 34 38 45 41 41 42 42 87 87 3 5 75 60 4-6 ’* 6-8 332 44 16 45 2 29 46 79 16 5 9 10 2 0 ! o 80 40 6 12 **62 333 4 16 3 15 1 1 6 an n o o o 84 72 4 6 o 334 40 60! 25 ! 30 35 20 40 50 10 40 j 12 10 2 2 1 50 25 6 12 25 335 Table 26. — Summary of statistics of State institutions for the deaf, 1892-93. 2042 EDUCATION DEPORT, 1892-93. a g 2 2 fi t-H $1, 980, 576 711,308 G, 233 44, 554 374 078 42, 256 244, 187 287, 314 u-^Ot-Ot - .O —1 | N'TCOOOt'O t> niOCNOOt'O t* r- C5 O H »C 00 Cl O" OO H^OCOCOHr— COrH 0 CM 0 0 0 0 0 OO O O 00 O L-t O t' O t- r- L- -f M H O r t-' Tp X H T* CO CM r— > r-i ^ CO Receipts. e O 04 1 O J o CO L- O t> CO iQ LO .CO . kO 0 ■H • CO 1 CO 00 CM . O . ^ kC 0 • co ! co cT • CM • 0 CO ■CO -CM CM CM 0 O CM 10 ‘.00 C5 lO O O .OO CO OC 00 O CO to .00 10 co" 00 LO CO rH* ■ 1>T 0" 05 CO CO CO CO H< < HH 00 44, 784 30, 000 21, 750 17, 180 14, 000 58, 320 3, 500 03 2 © pi 2 ® 3 S3,© fcfl •3 g^.S © w4 o 1 o o s Is !| CO 15, 000 250, 000 1, 376, 263 100, 000 1, 361, 242 1,490, 800 00000000 0 00000000 0 000000000 0 odoLOifiu^oin 00 C5»^kn»00i-OI>rH CO Cl t> rH rH 180, 000 150,000 100, 000 70, 000 300, 000 257, 000 75, 000 SH O , OJ« c3 § a ^ 2 ■a.gp£ X) w C5 § « * C5 O O O ■ O O e O . O O • O . 00 O • CO • ’"J • rH 700 100 0 700 100 3, 750 O O • • • O O O O • • ■ lC O O CM • • • r-» O 0} o c £ i L- 1 r 0 0 O O 00 H< O O t— O CO CO CO O 10 CO OO H< CM O l> r-H lOOOOOOOOrH O CCiOkOClOOOO CO L- t- Cl CO 00 Op Cl H CO CM CO i“> rH H*’ 000 • 0 0 c 0 1C 0 0 • 0 0 OO CO to CO ■'COOL- Pupils. *£681 -SG8T xxi sajtjnpBjf) 5 r P ”1 CM 0 t- 0 ! 0 h< L— ■ lO CM iTOCMOCOOCOrHO rH CJ ■ 0 ■'# • .1© •juam •jindap xnijjsnpui « 0 O L- ! •uQjJcSjapat^E H r O OO CO O CO 0 • 0 ! © U- • — ' • CM • CO • moooo • 0 cm 0 rH • rH 0 • 0 ! 0 • 0 ’UOIJ -daojad alqnoianY M BO 00 CM CO 0 0 00 00 os | OS CO L'SXOOO loo 00 • « • 1 1 « • 1 O ^ • « 1 ( •uoijBfnapjy^ 2: I eo 10 1 0 0 10 0 0 0 MOrl^lOO O Cl CO CO COHt-iMOOtOO H OHMri CM CM L— O r— ■ rH Cl k-C 0 0 O O 00 Cl to rH CO CM H ^ CO T*B>X j H r 1 ^ £ I °® 1 CO 0 tO 1 CM O O O 00 CJ rH cm -r 00 0 O 0 rH W O M O H O t- O CO C0H- 1 1 CO 1 I CM 1 O 00 CM O CO H CO CO Tf i> 0 CO CO Tf M> O t- l- « O M CC O H H H C5 O (M rH kO N O t- C M X H 00 C5 O H* CO O 00 * *®T*K ** 00 CO 10 I CO 0 00 c- 1—1 l> rH r-t O H< CO 1 O Cl CM CO CO CO tO r-n CO 00 ^ co cc p; oc 0 *9RR w 1 CO 1! CO 1 s]h COt-COt- -H CO rH lO Ct-t^Ot>COHCM rH OCHIOOtJ-O^ •suoijnjijsai jo joqum|f « 1 sjs HHt>Hv}< C5 Division and State. United States . North Atlantic division . Massachusetts . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic division . Maryland . District of Columbia . Virginia . Vest Virginia . North Carolina . South Carolina . Georgia . Florida . South Central division . Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . INSTITUTIONS FOR THE DEAF. 2043 1 § llllSllltll! 1 t a 45, 000 3, 000 10, 000 . 9, 000 55, 598 1 Sllfffllfiif 1 SlSSSSSSSSSgl 3 ocoo ®"g 1 1 CO lllitlllll ill 1 gsWSlH ;3s 1 Him g"SSS| I CO iiiiii is i iss ° ; O ; 0 ! 1 s isagiiiissss i co co ccqNinin COOCONHN CD OOOO 'T-HOOrHOr^ • CO HO • r-i r-< O & MHOMlO'aKNNHr-iUOH 00 CSOHnHM 1 t-H HLO-LO^ iO ^OCOX(Nr-;^0 rlHH IM OHNNCJH i •• i a a a a a a i a i i a • • a a a , a a a a * a «ii*»**»aaia a a ■ , a a a • a i a a a a a , a , a a , . i i •• a a a * a , a « « • • > 1 1 • c3 c3 • * ri ,a,i « • ' ' * ' ' l-P-P 1 • (< . © . O O • • .rH • © a H jj ig-a-S i Mi i 1 4S is i||5ss a ’SS ■S5.S0J §f S'S'g^ S g js ^le'f | 6£pi> gi 1 Table 27. — Statistics of State institutions for the deaf, 1892-93. 2044 EDUCATION REPORT, 1892-93. Pupils. •£6-6681 1 m sa^Bnpujf) 1 0 5 12 3 7 12 0 1 12 18 12 7 2 •ua^jugjapui^i; w OO O o j o N o O ; o o o •^uatudo -ysAap xujuv e> 0 0 8 0 81 0 f ' o o o • o •UOl^U[U0I|JY ¥* 30 32 86 66 95 m 50 76 250 68 52 40 55 10 •oiuraoj © t - << » — 1 S I ^ •§ fcB-2 b 3 ^ c .5 ^ © 2 ^ f-H C3 oo is © >ub §3§ ® a fcrS 31 ° _.o iKi . ft .-&■ -S3 :®bD-a ;s o in O O -a‘S clO "I CM~00;gO |>g«2 b^S b ©,::©g©pwgo «^'1-CSX!CC •s a ““‘S e-i co x o - cTm g ci § oo P^P^g-g > O «P ^ p +2 ~ ft|-n o g ft2 cS ^ w ^ cs •»-« OF O O >5| -p> i © •” a -£ « +> g -a hn “ •g c "s p *5 a -1- ? ! r7’S is 5§~a 5^2 b^b'Jb'JI *» § 'o’ >?bB>>h0 Jh ~ P a o.S ©.B o.s;|! i*ft_ < cm •o O 02 O 5^1 : p“ P ST p : '6 ”6 , to . *! >, k >, £ a ££ v a-~ a © ^ 'P S Pi © c3 pci a is © a s- ~ ci c ci O O O - © S fcJD' ti : o cc p 3 P -3 <\ H o CC : 1-5 ® - © a +h 3 "0 C © © lJ p — ci . ti H P P ’C p P rP o H ^5 O H SUb ^ © a rr-'w O H W O o £ H CG P o >> p © w E-i 02 ci o © +j P * ■+J ci a © c5 * rt S 2 j § ci _ o xP i © -P tr cj , 9 ©2 s j ab |||4|5|^-s: l^||1g|ll; EH OHO! K a © a ^p p .2 p M ft S.a >> ag 2 SjP M P • iAI ci o W)3 © Ci -Pi HP O o np p3 . b go<2 S-R'Z °°m o H CO l> 00 o o INSTITUTIONS FOR THE DEAF, 2045 .9 5 £ bbX) 9 ® © p-aft L ib'ci M: ^ a.as o r3 >. fee A >:ft he (-, oo 2 c. •~ beg .2jO 2 s ft m rj m —» 3jg >a £ 40 S? _ s _ - 5:5 °- fl'Co °Sl ^ ht.2 p 13 b .g R p 'D hc£ 5J, © $ 2 ct' p .9 g w.9 © o ftft P?RO a c £fl^s jS MISSUS’ -5.9^^ ”g 'CS-OP htw a,; P ;g gP3 os q -» qV ' es'P P c3 — ■« ^ 5 ' Ph h o .SfiRj c'2 o '^ft| -p p ftft re 2n 2!- >>TlhO p p^.9 a .2 +3 L ©ft P • p. p -p © lO J£-g « © pjf v"p ®'|'So -3 ft bBft --Op - p .92- S' ftft o | ft-g g be""© . P 9 w"" f§ i.9 5f-^SFS -9 a © he he .9 .9 g^ a a ft I l-H © § ©-S o q .q bis- ft-2,id q.9-2r ft 00 -2 o r « p '2 9 3 •p O -r ft^Sb ^ „ © © p> ! he _. _ beg ~"ft ^ p he gbs gP p .9 ft o "p -2 q ••-, q -2 ;£ p g — p: © P'pft ©ft ,® £ft23 ft’ ’2 § g & g ^‘3 ©go ^ ft © P cs P qq P k. O O 02 P c H ® S H P ja © Pd A ft£ 33 % o g5” b1 ©5 © 3P II |2 © a £ •a s n fp S’S © -g >.9 © -4 KPP O H •5 « t< • kj i C ® ^ © o t* p g^N ^ § ©.Sf ^ © 40 © © © in o oo o ^ m C^ (M o From 1891-92. t From 1890-91. Table 27. — /Statistics of State institutions for the deaf, 1892-93 — Continued. 2046 EDUCATION REPORT, 1892-93. Industrial department. — Trades taught and number pursuing. l| si J i|| . is if *1 1 1 Pi m | IS ll si |ss 1 1 If? In® I |l le f? si*, 1 1 pt *U1 i tl . 1141 ifJl 1 !!!|t|f| «f Milf toil J tfl lilt? a-3«l S3 g-gs^g o^MM | s|| f»||g~ 5s”! I&!”£as ag”5 ! Ill I^ISS & ft 3 P, T6-SG81 ut sajimpuif) 'f 00 o O CO O CM : CO O CO o j •uaproSjaparg; 2 0,00000 : ° : 3 : •}U9UldO -{9A9p X^^Y 2 16 5 0 1 0 8 0 ^ i i •aot^inoi^Y s § § S g ^ 8 g is °S=° 3 : •oxeuiaj S 72 97 14 208 21 99 16 222 24 43 19 96 18 90 18 •9IUK £ 77 87 22 215 21 107 16 278 27 62 21 114 23 134 37 Instructors. •;u9uijjnd -9p petaisnpuT X O N N LO rH 13 i O NO, N N O CO •}U9UldO -X9A9p XwjnT OiHOt-O ■ • O' O'' ' •uoix.BxnoixJY O r-t T-i eo i— 1 N CO gj ON a. Scranton, Pa . Cedar Spring, S. C.. Sioux Falls, S. Dak. Knoxvillo, Tenn.... | Austin, Tex . Austin, Tex . Salt Lako City, Utah £ S 8 '3 J§8 £ 3 8 3 333 3 3 INSTITUTIONS FOR THE DEAF, 2047 o O CO o : O o id O £ S a id 53 £ 47 § $5 8 3 120 id CO oToT O O (M O O O O O O c: o o o O O t> o o o o o o o © < o o o _ _ _ooo ooooooooo C5 t> t- t' OO ivO W n r- rl H C3 P'3 £ e« e3 c «4— i © ci 53 © s ft >» 2 o c c ©-o 112 C C- fl R.R § 2 > H w \Ju M §§§ n*‘t CD © V /-s 00 o 03 o cc o G C — -2 'S.S s © S G O-S p Q § M M +3 c p M > -S x £ ^ S.H e8 SG Cf® >-. G = G|_| © SH £° sK ’-Z~ go>!ias |l£f I’Pi §«S^§-.qQ h c s ©i2® - h C tt « C a G 33 +3 •2©©ja£GS2 »R g k. © © o o «§|p s gfis Sp1«8”oS*.! gll£ £PP © M O ©£ gt,^ © 05 03 ^ fi S c3p G X H ej © © ©-*a H H EH P w»fcc.2 ® £SSS ED 93 - 129 Table 29. — Summary of statistics of public day schools for the deaf, 1S92-93. 2050 EDUCATION REPORT, 1892-93. •eam^ipnadNg; f=l lit 'Zf$ IS o CO CM O ID ID O CO OO OO rH 3,000 ID O Cl ^ 00 o ZO CM* , -s^diaDari; © « CO CO CM ID CO ■ee- 26,572 CM O rH O CD OO CD 1-T ID 00 3,000 O CD o' •sSuipfinq pan spunoaS jo onjB^ | © § ID CO CM I o ! i ■ ! o I 1 rti - 1 OO 1 CM U- rH Oi CO CM CD rH CM o o O CO O Pupils. •CG-S68I . m saj'Bnp'BJ^) 1 co I CO 1 CO o i o o o •JUOUIJJTjd -op xntajsnpuj 021 _ cd CD O t* O CM o ■nojanSjopuix 14 ' c* o 01 01 0 0 o o •aoxjdoo -jod jBinoi.my S CD CM *rH \ OO r— i CO • rH O •uoijnxnoxjJY C* 1 G08 1 _ m IS i Is # r* CM •9IBK 55 o o ; o O o - •spooqos jo .xoqranjsj; J « I i-l HHH O MnHMH Division and State. 1 United States . North Atlantic Division . Maine . Massachusetts . r. . J lthodo Island . North Central Division . Ohio . Indiana . Illinois . Wisconsin . Missouri . . . Table 30. — Statistics of public day schools for the deaf, 1892-93. INSTITUTIONS FOR THE DEAF, 2051 SSfci, Isl 2 III III U .2 5 .® o rj § gc. J?~ -* & ■■§'1 .s' Is |l I O f4 cc 1 ’86-6681 ni sa^BtipB.T-9 so © ■ o • • > ■ o o ] •iiajJBSjapiirg; « O O « O ■ © © ‘ ' o • , ^USUI :2 i -do{9A9p pjxav 2 ; i C3 ^ O !>■ « j j r-( « j s 1 p_: -noi^Bpiai^rY- a 3 : 47 108 29 20 6 44 7 •0^019^ © '^ISK © CO ogoo ® °o ®® » «co 1 '^nami-red ! -9p xtJTJjsnpiix 3D ^ : • CO o o • « o o o o g 1 -*0901 1 S 1 -* ■ i>0 o o « « o ooo 1 g 1 •uoi;T5tnoxxxY © ^ • O y—i CO . . o OOr-i tH * * £ -91^019^ t> © l> 1C 00 120, 177 120, 177 40, 000 40, 000 5, 000 5, 000 20, 000 • o • o • o • o’ • (M — Value of scientific appara¬ tus. , ■ H $2, 425 500 500 1,800 1,800 100 100 25 • ic • CM Volumes in library H 1C oo o CO 1,973 1,973 100 100 1, 012 O O ic o rH H 462 ; Pupils. •S6-S68I ut saj'BnpujJC) © & tH CO 3 05 CQ O 1C lO ‘ • t>» O 00 05 o o •juamjj'Bd -op luirjsnpuj W « 168 75 75 0 • CO 1 05 O -OOHOH IO ■ rH rH rH •uojiuSjopni^; 14 00 32 O H CO O H H 452 205 OO 05 OO 00 CO CM CO CM 28 • a> ' H © H Hi Hi CO •eX'Buio^ OI 309 104 00 00 00 O OHH rH 10 13 13 182 00 H CO CM lC CO H rH IC CM rH CM H •0IUK © CM O CO TOT 70 11 20 18 18 13 13 170 CO rH CO O CM CM CO CM 1C H CO CM CM Instructors. •quamq;red -op x^xjjsnpuj GD rH (M 05 CO * o o o t- 7 11 O O O to 05 O (M •uoijdoo -rod juxuoijuy b CO CM H O CO •injox 85 32 CO CO CO H (M ^ D1 ^ 3 -rft 05 CO rH t- •oxnxno^g; H 05 CD © CO CM CM CO CQ CM CM CO 6 3! CO H O CO H O I> "9IBM M 1C -P e3 2 ° .2 Mg g •2 I ohSPS d c3 tn 2053 Table 33.— Statistics of private schools for the deaf, 1892-93. 2054 EDUCATION REPORT, 1892-93. •C6-S68T nt so^Bnpuj£) (M o o o in di ID 00 o o o o o C5 •no^aBSaopuTX M - O CD o • o ca o o O CO > o o o o 'Pn P •^norado | -pAop xtjjnv : O t" o o o co i o co I O CO » C5 CO o CO •9[BTnoj]; | © 00 00 ^ CO rH COMON r— 1 H CO CO 2G 25 CD 00 t> ^ CO 00 CD Cl •8FK © w t>» CO rH (MCOCO-H HHO CO CO i— 1 (N CM CM CO •0X13R ! ° 1 5 o ... - -? bc^ © © © i4 . © be £ o ^ *2,© © t>> o bC*f p -S •-3 £ •3 g £ - ©® H *H O s °. ^ p ^2 .P ^ O^*©. P P © a •P _ ai .p 3 h-s - F fl ^ i s P ft P^’p ' — Ph W 3 y3 p -5 -5 S> 1 .£ G " S-t ,rH W bxrd d o s a j |W ±1 p rd d P ® © Wo . © tx p : © -t> t! . , p . p< © §W2.S !3 . d pffl fs Mi fc * H«| >3 >3 d d g © © . d d .N w 00 CG o 03 ® cg m PWPo m w s m ss b- ’bfl CC. ^ W Si: iB« 'i .2 £ ^ ^ ^ ^isga-es!?- « © ® P © ©o p^. .2M.£^rW 8& ^ W S H3C3W :Q t£ a ^ <3*2 -S o o P =3 R«ga ® © p 3 m el p g id3 bc’-g ill m d P o d J» © d © fi p 1 ,1 2P © 1“ Mr2>M p 2 PiM pP3 d © © © P pd 'g.gtS i dS WOPO 2 o W p ©_ ^Wd . b^-2 a P a®2 j SP>» jd ri 2P>= h S S ro s 1 w 02 p -s ^P =3 M © d OO © t, © o PleS © r-l ZJ1 o O . g'S'S 002® CO ^ 5-2^ P s £ © ©sdi ^ © © -H ^ Odo cl M dO 00 pj 4a © rP ©nd o > ©l-o t. (i'd - ©^ o Ph oo 5 o | bJD bC^ c^rM a 5 rP^3 © Cdd d © oo PopW a a H > .o &!*3N;a O +3 .n d- -W - © ^ m pa p! ^JglUsssg ^ 4i ®n.2 02 02 p W W O OH 02 t* u d © P « © 1°§ ee o' d © nd rM |> ©W 02 oo o> io co t-oocs From 1891-92. t From 1890-91, Table 34. — Statistics of private schools for the deaf, 1S92-98. INSTITUTIONS FOR THE DEAF, 2055 rA $ rH | Table 35. — Summary of statistics of State institutions for the blind, 1892-93. 2056 EDUCATION REPORT, 1892-93. Expendi¬ tures. H $1,005,920 296, 085 112, 383 116, 132 67, 570 91, 604 00 • © • 05 O rH rH • O O ' t- O H* CO • CM O • O O CM 05 • co in • hH o’ co CM • CO • rH rH • • rH 28, 508 23, 000 14, 050 3,700 15, 500 52, 787 35, 606 339, 391 59, 428 32, 730 66, 868 16, 453 41, 256 Receipts. © $975,538 998 lfZZ 55, 145 | 129, 148 40, 573 164,194 29, 892 a 35, 000 33, 302 40, 000 16, 000 10, 000 157,410 h* O O O O O CO 00 CO © lO © © CO © CD C5IOOIDOOC5CD in H^ cT CO © rH ©~ 05 CO rH rH Hi OH Cl CO 00 0 0 0 0 CM O O O CM -r 0 0 0 0 of ec 0 r-1 cm m co tk cm c» Yalue of grounds and build¬ ings. 19 $6,189,436 1, 465, 374 437, 000 763, 568 264, 806 795, 800 295, 000 175, 000 85, 800 75, 000 55, 000 95, 000 15, 000 787, 000 125, 000 100, 000 75, 000 75, 000 40, 000 172, 000 200, 000 2,391,262 700, 000 469, 638 213, 874 169, 900 162, 850 Yalue of sci¬ entific appara¬ tus. IS $21,810 7, 889 5,889 2,000 550 o • o • • © © o i • • o in in • • m o • • • lO O O O • O • O rH o o in • • o t- O rH CO • • in rH in j • r> O O rH O O m 0 b- 0 0 t- H rH CM H Hi* Vol¬ umes in library. 1 7 77, 045 26, 753 13, 761 7, 237 5, 755 6,690 1, 845 250 673 2, 400 1,500 22 11,285 © © m © © .© © b- © O t- O © t-h © CD inocDocoooco in CMCM CO 00 1 3, 215 2,484 3,021 1,848 2, 250 Pupils. ‘86-?, 681 ut S3jnnpBJ£) 113 44 CO - o 05 lOrHin^rHCMt> g at^ooHOj co 00 b- 05 HI CM rH •Sutunx h 333 € i> Tt« m -h< Hl> m cm m •aojjuSroptiixx 11 517 154 CM CO ^ co in co th HOO j • 'O g m 0 0 0 0 in 00 b- CM CM rH rH CM CO rH © 00 00 CO T* CO H •injox © 3,498 CO CO o ot-co oo CM CO (M in co co CO O CO CM C5 cm m cc run oc h h rH rH t> H O Cl in C5 H LO H CM 05 CO CO r-t CM CO H< rH CM rH CO 00 © rH b- CO cm m t> © CM rH CM rH •oxnraox © 1,614 CO t- CO 05 rH CO O | 00 l> H rH HH CM HIOMNOIO^ CM m cm cm m cm co m CO co b- cm in t> oc 0 co CO CO CO rH O 05 rH TH CO 1 05 t— 05 CM •9I«H Of) 00 CO 441 in co co o HON rH CM rH CM H H CO H O CO OO !>• CO rH CO CO m co CO rHcooocMcom m co in co cm h th ch cm rH © rH t> 00 © cm ^ in iH rH Instructors. •juarajand -op XBiJjsnpux © 23 00 00 co rH in CO CM CM CO I rH CM • CM CM ^ CM in CM hH CO b- CM -M< -rf in CM •oisnj\[ © 131 II t- ° hh rH rH rH CM ^ CM CD CM in rH CO CM CO C5 CO rH CM CD CM in CO i> co in co co W>I W 00 CO CM 05 in 00 05 05 co co ih in to co •<# cm •-* © m eg 05 h 0 m i> 0 0 0 ; rH rH rH rH CM © co 00 © co rH rH rH rH •o^nmox H 209 co cm t"- in co CM CM rH CM I to CM CM CO tH CM 00 1 CO ! iooomHHi>in t* OOHCOH TH rH rH •opH W 05 CO ' 00 CM CO H H CO HH CO o to CM to cc to CO 55 1 Hi CO in rH CO CO in co 1 ! os to t- eo cm •suoijnj -ijsut jo ’joqumjq; « 35 rH CM CM 00 CMHHHHHH 00 tHtHtHtHtHCMtH O H H H H H Division and State. H United States . North Atlantic Division . Massachusetts . New York . Pennsylvania . South Atlantic Division . Maryland . Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . South Central Division . Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . North Central Division . Ohio . Indiana . Illinois . Michigan . Wisconsin . INSTITUTIONS FOR THE BLIND, 2057 Table 36. — Statistics of State institutions for the Hind, 1892-93. 2058 EDUCATION REPORT, 1892-93. •3 a 2 n P R © L, U I © R 'p 'R ^ bo 05 a ”‘3 |1 a-g 31 JO fcC tcS^R « .2 aS3^ ' Toll P « © in io » H 3 H .2 5.2 4-> CC -P ■c g’B £lg {5 © T3 © fRP P< >>S ^ H H +» .a . a .. Is §S§®s S' bC ri a W‘S o3?n-S bo§^| 1 ® S>S * 2 -3 -a © -g -a © u a bO _ g •25? £ a®, n c3 w © © M as ’3 o ® eo © bO -a .2^ 13 •cS 2 CO P c o © a <©> ch &a^ t-i ' — ’ b^i ►-! ' — ■ pq ^ -Z . Paw >5 a — H 2 bo=S «hM o H pq 5^a: boa bc'p a © a a 3.23® a a a. a a >R S a H © w,a s~a® §sgs ^.2 ‘3 2 a a as © © ^ a^l gss © * bf$t £11.5 bostli •9®3a •s g O § £|~| C4 r: £3 5 £5^3- a EH S blT1 •53 1® H •Sa^ g* | £ a bo ©S O a-H © H O 5w a ® a r^ ©h _ r^ a fla a O'© .0 5 ’43 .53 <8 p.2 M^^-o a ro o o S a a .2 r a a Cj © © Q W M H f ©M 0=2^ o al 3 p>i Pm H °y 3 . as . bJD : r a S 3 a ro § © • ’©1 ©" ! M M c3 M >5 < 3" 6M _a ! of rS _oT O M £o a * 50 © a o a £.25^ © c .2 WO !ZJ d ~ ,R . a X P °° a a: 52 .IE 25 a ^ o o ^ £2. H ■86-S68I UI BOJCnpBJ^) y* 0 • rH O O ; 0 O 0 0 0 t>- rH 00 •gaiunj M I to 0 O O O 0 20 t-H 20 0 00 0 d O •oisnm X^naxnnjjBnx « f=^ 50 35 O L-O IO HI to 89 •0I«K 1® 30 IO l> CO CO CO CO 00 53 147 rH 1-0 CO 47 61 12 00 lO CO rH 10 CO •;U0U4-TB(I •9p pii;snpni «* CO 0 M lO HI Cl d d Cl CO Cl O O I •oisnj\[ | CO Cl - O LO CO Cl CO Cl CO tH fH co p •ox^inaj 13 10 0 CO IR Cl rH rH t> t- CO 10 0 tH d d H •QI*K ! ^ m d pi © ra © ■a © pq © © P< © & O C3 p .2 _R rP P nd H SI O c3 W O 0 rP -H £■§ '"P .9 © m m . P'P rP H H eg 0 rj ©- a* 3 © .al © 'o n a.s 'a 3 C/2, • ac O ^ 'S B-g Ip •E--2 2 &I-1 « a c a *u kH a H-3 P OQ O bog 1M rR CO INSTITUTIONS FOE THE BLIND. 2059 From 1891-92. I From Table 37. — Statistics of State institutions for the blind , 1892-93. 2060 EDUCATION REPORT, 1892-93. $ I 1 tFrom 1889-91. a Includes the deaf. Table 38. — Summary of statistics of State institutions for the feeble-minded, 1892-93. INSTITUTIONS FOE FEEBLE-MINDED 2061 Expendi¬ tures. H $969, 879 359, 890 66, 036 162, 567 36, 720 94, 567 34, 083 34, 083 476, 765 CO CO CO CM O O rH rH CO 05 lO CM O O CO rH MC51OC5CM1OC0 rH C5 o' co" h i>T hT OO*" C5~ CM CC 05 CO 00 CO H 05 99, 141 Keceipts. r o CO t> CO CM O <&- 456, 664 _ _ 71, 184 173, 527 64, 936 147, 017 38, 899 38, 899 429, 062 209, 348 81, 681 80, 896 ’ 57, 650 92, 200 36, 038 21, 175 99, 141 99, 141 Value of grounds and buildings. 14 o CM 1C CM CO o ■€£■ 1, 431, 122 252, 025 553, 502 70, 000 555, 595 60, 000 60, 000 2, 046, 398 685, 555 285, 000 254, 985 184, 858 200, 000 86, 000 350, 000 525, 000 325, 000 200, 000 Pupils. •JU9TH -jjndop xBlJlSTlPu;I 13 a CM (M 407 ■ oo co co r> • rH oo rH • Cl CO rH rH tH H O I>- C5rHCOCOrHrHrH CM LO CO rH CM CM •oxbcuo^ © rH I>- 05 of 1,423 05 CM 1C CO O rH HCO CO oc U- rH CO L0 L0 CO rH CO rH rH t'- t> O t> t> Cl lO H CM CO CM CM rH CM r-i LO CO • 5 203 OOOWhOO lO rH CO rH L0 rH rH 11 4 •JU9UI -j.redop xBijjsnpuj © 3 34 6 21 7 3 CO C5 CO CO 05 CO CO O CM CO LO rH rH * S t? S* 'gs ! 1 « g 2=0 2 o AS t i ® § .si «s ^ ^ 3 ® ^ fian u c§ 3i 8 1 1 .2 |h|! c2 g si *-<®N Sil *« . 'w 43 O ^ ® M •1 1 e ilisllO 1 Bit ill i iiiFsin ! mi |.S,<1 a'g|^i 6Zo i% J'gSo II 1 il 1 i 11 1311 Om A S ^5 & 8 £ I a ; | s g 5 i i J j o- | a M 1 S ltd 3 5 R 5 5 « * S 5 5 H 4 1 1 1 1 | 1 1 ii i 1 1 1 i | || do N C P N ^ N C* ."a M O CD t" 00 cso INSTITUTIONS FOR FEEBLE-MINDED. O O O CO o CO CO CO lO o o CO o o CO cq lO (M 5 0 s a* _p~ d o <3 O o £ Pi 00 a £ 'pi PI p ej o d 02 s Pc o p © M ai CO c3 £ a O d O a ◄ o c3 C3 © a m a « l-S d 00 H c« 1-5 ® ‘•3 a ® s?a t- v, 5 o M <1 a ©^ i— < O a ° .si? S 2 r3 O 2 Pi © .2 ©P -p> Pi JS^ o* O fl M 2 fcira © <2 © P Pi O ci o rH H a . S'p O P ® ® c’t^o 3 © HO JJ 1§ Pc'd <*H 'o O O 3 a 02 a ^ L1j % © © B'i P> 2 ^ a -u o jl © OQ 2 p=< tlsll l = sSs P Pi O 'o §®M ® a pp r® © © p §9 pS © p| © P o -pc flijs rP A * 2gSII o rB o c4 © 0^3 k&sa go §P « © PN H ft m GQ O P £ 20G3 Table 40. — Statistics of State institutions for the feeble-minded, 1892-93. 2064 EDUCATION REPORT, 1892-93. Table 41. — Summary of statistics of private schools for the feeble-minded, 1S92-93. INSTITUTIONS FOR FEEBLE-MINDED. 2065 Value of grounds and buildings. $170, 000 85, 000 • 0.0 • O 1 o • o.o • io * o * • t>- • i i : : ‘ Pupils. quoin qjcdap pjujsnpui 00 o lS 1 31 9 44 24 24 •oisnjij; o co r O O O 1-1 rH CO ^ CO t-H 1 57 t- LO •uo^jnSjopuix 11 - 1® i CO O O CM CM rtCOrlrl T-t 12 40 o W>X © 1 s| 1 1 I6Z — O O CO CO t> ^ HO CO CO 33 57 t- LO •opuiox | 153 125~ O HO LO O CO CUO (MM 6 22 CM CM •aPM * 234 Is 1 i-h io m i-< tr^ OOOMH CM CM CO « Instructors. •so^numi joj SuiJBO UI fq’uiqSlSSy *» « I lO 1 |o | ^ CO CM 00 00 CM CM rH CM lO LO quouci ■|IB(l9p puxjsnpui © o CO CM CM CO CM lO LO •mox h -o I c ^ ^ ED 93 - 130 Table 42.— /Statistics of private schools for the feeble-minded, 1S92-93. 2066 EDUCATION EEPOET, 189J-93. ■piod -dns joj sajujipuadxgf 5 $28, 054 l •suor}. -t?i jdoiddn psdioiu -inn jo ‘Ajunoa ‘ape^g IO o 00 2fr •sSu.ppnq pun spunoxS jo an^u^ vt C c IT l> 5f 10, 000 •snared -dc opxjaaps jo anpe^ * o o -K- 'Ajruqq ui saump^ | AA o o o o CO 500 500 O 1 I o 1 -<-> 0Q Trados and number pursuing. 6 ^ 2 o Jj ^ «? M . C Si 0 0 £ o £ s-» r^o3 5^ - — O O ~ - £ bKm > o -.3^ -.5 S*a Sgc - |g« § g^jg _.5 *. tjcti— §S|p-J 5^3 ® h|“ fcc§ &r| o g*« 5*3 o.5 ©.5£ 5 * .5 c 1 c £ > > ) •OTSTIJ^ •nojJuSjapniNi; •oreraa^ - •aiUK * CM iOOr} © © kcT ccf cm © ' ©" cm" co" © co" O^rnCiO^xjiOOCOtM l> rH O CO i-1 r-T 1 CM C5 O 05 O O H O LO lO O H C5 00 C’ CO tO J5 cm' cd" ©"t>" ©" 00 O Hi rH O rH rH © © © © O © Hi © © CM © CO" CM" Hi" Of CO Hi CM •s^uomoAojd -ui i pun sSuippng- © $772, 846 207,351 OOOOt^COTtlOHO rH TfOOClt^O^lOCC tO COOOOOCO^lOTjiCO o t> o' cm" i> co" .co" tjT in hi" rH CO t> CO CO © CM • © • O 00 CD • O • O CD CD -CO • O CM" cm" ! 05" • Hi' CM • • rH 000 ‘01 000 T •sSuipjinq put; spunojJuf ’ jo QG 58 of HU «■ CO © kO hi" t- OO 135, 000 loo, 000 160, 000 444, 023 235, 000 200, 000 4, 154, 809 194, 090 2, 551, 641 1,149,200 40, 400 825, 000 250, 000 13, 800 20, 000 575, 000 350, 000 150, 000 75, 000 •sapnaj jaqranjq; *» CM CO - t- CO" r-T rH 50 1,311 208 84 93 552 © © to © O 00 © CO rH •saoqonox « 430 202 ©COHi©©tOkO©CO CM CM rH CM H< rH O CD CM CO CD CO rH Hi © CM rH During year. •paSicqosiQ; 14 CM tO ©" 5, 334 WXC0C5OQHHIT5 rH ^COrQOLOHCCH O CO "Hi r-i 00 CM rH Tji CM" rH" CO Hi kO 05 ! 05 CM CD 00 CM • tO CM • Hi • © H# © •papjnuoioQ M H 11, 209 CO ■ § in' CM O H< CD 00 kO 00 O O 00 kOlQCOOOHNOC CD CO CD CM 05 rH CM ID CM" rH ID Hi rH CO • rH rH CM 00 Hi • 05 H • 00 t- CM 00 H< co © o CO CM rH CM CM Illiteracy. •ojxiAi jou pnoj J91JJI9U ptnoQ e* 3, 274 © o o OOOHCOCOOOlC 00 XHlOlOHHH CO Hi rH CO CO H* CO CD kO> 05 O CM CD CM CM CM Hi CO CM © © CM • 05 Hi rH i ■puai-ipio piuoq 11 3, 438 1, 570 t>oit5osc.ai>oot> in 00 1>ON rH -Hi 05 UO rH rH rH »0 HU ifCOOin rH ■ 0(0 IM © ■ CO rH Hi HO CM I © O Hi • f' cS Jz; •sjuoand a a o q uStojox 1© 5, 956 3, 515 r- h- o cm o o o co o o 00 C5 C5 CO CO 05 CO C5 00 CD to CM CO Hi CM 1C -rf GO © CO (M Cl CCNH • cu O cj P3 •pOIOIOQ QG 2, 860 971 NlMOOCOHC5 C5 OOr^XMCOCOHtOt> ^ HHHOC4HHIOIO 05 1 'Hi' t-T 00 Hi O Hi CO O CM 00 00 CO L^- rH j CD 00 CO © © © © r- © cm Hi CM Sex. •m»x © 23, 011 Hi co CO OOOCOHCOOHO rH 05 H O 05 tH © 05 to co tH TfrHCMCDCMCDCDCDOO tH 1 r-T CD" rH" H 1 © CD 00 Hi CO CM 1 o CO © CO 05 C5 1 CO CM © i-T r-T 477 304 204 107 •ojntaojj; «3 4, 879 s OO kD rH ko CM H CO CD rH C^HCMHiCMCliOCOOO tH CO rH CM CD H CM rH © rH © O © rH t— tH rH Cl 1 t- rt< © © CO CO 0000 CM CM CM CD H HlOco CM CM CM tH t- H* rH ITS lO Oi t'CO © 46 1 21 1 •suoijnjijsut jo aaqum^q; « 85 CO CMrHCMCOCMCMOOCOHi O rH © rH rH rH kO WHHn Division and State. H United States . North Atlantic Division . Maine . New Hampshire . Vermont . Massachusetts . Hhode Island. . . . Connecticut . New York . New Jersey . Pennsylvania . . . South Atlantic Division . Delaware . Maryland . District of Columbia . Virginia . "West Virginia . South Central Division . Kentucky . Tennessee . Texas . Louisiana . Table 43. — Summary of statistics of reform schools for 1S92-9S — Continued. 2068 EDUCATION REPOET, 1892-93. © f-l +3 l * •pioddns ioj[ © o d CO 00 00 •ee- 133,990 94, 457 107. 752 120, 544 48. 979 178, 332 59, 873 21, 107 14, 800 58, 456 43,030 123, 701 0 710 0 O O d ooooo sjuanioAOJd tn t pun sSuxpimg; © $284, 612 24. 599 15, 945 63, 312 15, 180 3,700 112, 352 32, 625 5, 000 3, 500 8, 399 232, 832 O O d o o O O CO o o 00X00 uz co o cT io d H H CO H sSaipjinq paB spunoaS’ jo onpA. « 1 $3,742,484 225, 000 200, 000 518, 855 680, 870 402, 734 763, 343 270, 000 302, 500 50, 000 196, 202 133, 000 856, 237 27, 000 75, 000 41, 000 125, 000 588, 237 •sapejj jqSuuj joqamji 1,918 OO^W^IOOOOOX CO OOOOXt-I>:iC3(M^C4 *h d d rH CO r-1 rH CZ rH CZ d O Cl CO t> C5 rH Inmates. School. •siidnj © iSA'fl aNt'(OrJto«eocgtD'<# a ® l~ :i i" o n o n x ~ - ci ® Tjl ® 00 O -Tf in in (MP3 50 m ci ci o ent'C l-l rl Cl siaqonax *3 t> C? I> O CO CO O d CO CO 00 CO cz Cl H # oo co d «cnTjiTtffliooHt« — ■ tOHOt-MHHCO >-iCl m t- o o o o 2 ■9JT.IM. aon paai ja’qjiau ppioQ o co io o r- CO t-H - Cl rH COUOH 00 Cl Nativity. sjnojud ujoq-nStoio^ i A CO CO O d t> 00 05 OC I> CO ^ co cz o OriHOOOQHCOTji^ CC ca CO d d r-l Cl CO oo ! ci d CO . d o •ejuoxed oaijb^ I © 2, 784 H Tf O iTi d CO CO ifldNCO CO CO I> CO rH rH d i •apjuiajr 8$ 2, 496 CCOC»Ol>OOCOGOrH o rji x r: ci :: t: h H i> o co d tH d O d tH rH d ^ •aiBK 1 s | TjT — Cl Cl 5C t- LO -1 -fi ^ O m t-t'0M'^rHC10®r-M lO L-^iLimoTf 'j'T ci ci m HZ Cl Cl co •sjnxusissc jo aaqain^; « 1 s o OOK3?l?3«OCHMimO OHijisoocoiaiOHcow so Cl d CO rH *-H tH Cl saoijnjijsai jo aaquin^; tfi 1 27 cici^^rocicicorHcici co j^^ci Division and State. North Central Division . . Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . South Dakota . Nebraska . Kansas . Western Division . Colorado . Washington . Oregon . California . 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 39 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 70 EDUCATION REPORT, 1892-93. Table 44. — Statistics of Post-office. Name. Executive officer. 1 2 3 lone, Cal . Whittier, Cal . Golden, Colo . Meriden, Conn . Middletown, Conn . Wilmington, Del . W ashington, D. C . Chicago, 111 . Glenwood, Ill . Pontiac, Ill . South Evanston, Ill.... Indianapolis, Ind . Plainfield, Ind . I Mitchc-llville, Iowa. ... 1 Eldora, Iowa . Beloit, Kans . North Topeka, Kans. . . ' Louisville, Ky . 1 Newport, Ky . i New Orleans, La . 1 Hallo well, Me . Portland, Me . Baltimore, Md . | _ do . Cheltenham, Md . Carroll Station, Md. ... Cheltenham, Md . Melvale, Md . Boston, Mass . | Concord Junction, Mass! Deer Island, Boston, Preston School of Industry . Whittier Keform School for Juvenile Offenders. * State Industrial School* . Connecticut School for Boys . Connecticut School for Girls . Ferris Industrial School . Reform School of the District of Columbia. Ewing Women’s Refuge of Reform . Illinois School of Agriculture and Man¬ ual Training for Boys. Illinois State Reformatory* . Illinois Industrial School for Girls . Indiana Reform School for Girls and Wo¬ man’s Prison. Indiana Reform School for Boys . Iowa industrial School * . . . - do . Industrial School for Girls . Kansas State Reform School* . Louisville Industrial School of Reform *. House of the Good Shepherd . Boys’ House of Refuge . . . Maine Industrial School for Girls . The State Reform School . House of Refuge . Female House of Refuge. . . . House of Reformation . St. Mary’s Industrial School for Boys of the City of Baltimore. House of Reformation* . The Industrial Home for Colored Girls *. . New England Home for Little W anderers . The Massachusetts Reformatory* . House of Reformation . E. Carl Bank . Walter Lindley, M. D . Dorus R. Hatch . Geo. E. Howe . Win. G. Fairbank . H. E. Haines . G. A. Sliallenberger . Mrs. Helen M. Woods . Mrs. Ursula L. Harrison _ B. F. Streets . Miss Fannie Morgan . Sarah F. Keely . T. J. Charlton . C. C. Cory . B. J. Miles . Tamrnie Hahn . N. E. Fagan . Peter Caldwell . Mother M. of St. Scholastica W. C. Staunton . E. Rowell . J. R. Farrington . R. J. Kirkwood . W. K. Bibb . John W. Horn . Brother Dominic . J. W. Horn . Mrs. Hannah F. Wliittemore Rev. V. A. Cooper . Joseph F. Scott . Jas. R. Gerrish . Mass. _ do . Lancaster, Mass . Lawrence, Mass . Lowell, Mass . North Cambridge, Mass Oakdale, Mass . Salem, Mass . Springfield, Mass . Walpole, Mass . Westboro, Mass . Adrian, Mich . Detroit, Mich . Ionia, Mich . Lansing, Mich . RedWing, Minn . St. Cloud, Minn . Booneville, Mo . Chillicothe, Mo . St. Louis, Mo . Miles City, Mont . Truant School . Jas. R. Gerrish . Stato Industrial School for Girls . ! S. L. Brackett . Essex County Truant School . ! H. E. Swan . Lowell Reform School . 1 Cornelius E. Collins . Cambridge Truant School . Martin L. Eldridgo . Worcester County Truant School . j F. L. Johnson . Plummer Farm School . Charles A. Johnson . Hampden County Truant School . Frank H. King . Norfolk. Bristol, and Union Truant Aaron R. Morse . School.* Lyman School for Boys . [ T. F. Chapen . State Industrial Home for Girls . J LucyM. Sickles . St. Joseph’s School, Convent of the Good Mother M. of St. Stanislaus. Shepherd. State House of Correction and Reforma- E. Parsell . tory. Industrial School for Boys . J. E. St.John . Minnesota State Reform' School . J. W. Brown . Minnesota State Reformatory* . D. E. Myers . Missouri Reform School for "Boys . ..! Lyman "D. Drake... State Industrial Home for Girls . I Edward M. Gilbert House of Refuge . Henry Guibor - Montana State"Reform School . | . . * From 1891-92. Number of assistants. REFORM SCHOOLS, 2071 reform schools for 1892-03. 15 Inmates. Expenditures. Sex. Face. Nativ¬ ity. Illiter¬ acy. Average of inmates. During year. School. Number taught manufacturing or mechanical trade. Value of grounds and buildings. Buildings and improvements. For support. Male. Eemale. 6 3 t* Colored. Native parents. Foreign-born parents. Could only read. Can neither read nor write. Committed. Discharged. Number of teachers. Hours of daily session. B3 0 O © s 3 5 © 7 8 © 10 11 12 13 14 15 1© 17 18 19 2© 21 22 $300, 000 $145, 000 216 47 256 7 123 102 1 14 272 9 13 3 260 190 288, 237 $50, 299 165 0 144 21 100 65 83 40 12 117 105 4 4 165 21 1 75, 000 13, 000 36, 000 440 0 223 183 40 133 90 19 43 16 45 59 5 4 223 200.000 3,464 40, 648 50 0 28 22 45 5 8 16 15 23 1 6 50 0 40, 400 2, 689 2, 912 208 0 80 128 180 28 60 25 14 81 85 6 4 208 52 250,000 40, 250 0 141 125 10 41 82 8 16 141 119 2 4 65 | 85, 000 1,030 11, 637 225 0 215 10 12 234 237 5i 225 70 189,615 38, 381 24, 116 337 0 271 66 202 135 58 55 163 8 4 337 114 244,240 23, 901 71, 999 0 144 0 148 142 6 132 12 33 45 13 45 52 2 4 30 j 200,000 7, 391 32, 610 472 0 393 79 330 132 14 147 186 5 ! 44 472 175 8, 554 61, 847 0 138 122 14 125 13 40 25 14 48 30 2 7 ■ 138 0 70, 000 8, 625 1 17, 033 ! 425 0 375 50 241 184 210 210 15 102 28 10 4 425 120 200, 000 24, 000 42, 840 0 94 87 7 67 18 38 28 28 2 5 94 14,350 220 0 178 42 165 55 14 18 16 194 149 4 4£ 220 28 133, 000 0 28, 680 240 77 243 74 247 70 40 50 271 38 350, 000 33, 000 0 160 160 0 100 60 24 40 16 10 4 6 60 107 0 29 78 13 234 224 1 51 107 0 9, 647 0 375 60 0 288 87 187 188 16 16 15 2 ^2 30 35, 000 614 8, 364 122 0 120 2 14 36 28 4 4 122 100, 000 6, 734 22, 226 192 0 192 0 124 08 5 25 16 61 85 6 4 189 180 200, 000 5, 725 35, 918 0 07 67 0 40 27 50 17 21 22 1 3J 50 1 . 272 0 0 272 272 0 110 162 ”ii 49 27 5 4* 270 151 200, 000 2, 000 24, 000 425 0 425 0 129 129 36 12 14 157 .... 10 H 422 320 200, 000; 5, 269 17, 413 276 0 0 276 276 0 141 135 12 106 98 5 44 276 276 200, 000 2, 100 21, 414 0 104 0 104 104 0 21 15 . . . . 30 32 3 4 104 60 25, 000 6, 968 8,154 70 25 4 5 95 882 0 71 0 68 3 8 63 5 16 m 64 43 1 44 60 12 c oc 90 0 89 1 14 76 6 13 133 92 2 44 90 1, 960 0 112 47 30 12 65 66 5 15 77 47 4 34 95 0 59, 723 18, 000 19, 857 43 0 42 1 3 41 6 2 12 19 21 1 4“ 43 0 20, 000 1, 600 4, 712 37 0 37 0 12 25 0 0 12 61 60 2 5 37 0 15 0 15 0 4 11 3 1 12 18 18 1 4 1, 235 34 5 39 4 25 9 39 20 1 5 39 7, 987 30 0 30 ”’6 16 14 10 4 13 11 17 1 4 .30 12 20, 000 600 5, 400 9 0 9 0 1 8 7 2 12 9 13 1 44 9 0 16, 000 6, 711 32 0 30 2 6 26 26 6 12 35 38 1 5 32 0 19, 000 6, 000 7,500 238 0 222 16 00 178 1 15 140 130 11 44 238 309, 300 11, 627 53, 758 0 281 265 16 175 111 ”54 53 15 87 96 3 6 198 133, 639 11,040 30, 161 0 45 45 0 0 45 30 1 14 8 4 35 37 327 0 287 34 209 112 100 50 24 338 310 9 2 150 139 337, 061 1,640 a 27, 243 473 0 440 33 175 100 0 0 15 329 276 11 44 473 225 210, 170 2, 500 63, 140 283 33 306 10 108 208 78 31 14 104 91 6 4" 316 350, 000 10, 000 52, 990 131 0 128 3 1 11 80 88 4 2 110 75 413, 343 102, 252 125, 342 176 0 140 36 128 48 60 42 15 86 74 17 4 176 40 60, 000 3, 000 8, 500 0 57 54 3 48 9 7 10 13 28 4 2 6 57 0 42, 500 0 8, 707 225 84 249 60 160 159 13 190 180 7 4 280 150 200, 000 2, 000 39, 000 1 1 27.000 25.000! 39 a This amount does not include salaries. 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 EDUCATION REPORT, 1892-93. Table 44. — Statistics oj Post-office. Name. Executive officer. 1 2 3 Geneva, Nebr . Girls’ Industrial School for Juvenile De¬ linquents. Kearney, Nebr . J State Industrial School for Juvenile Of¬ fenders (boys). Manchester, N. H . State Industrial School . Jamesburg, N. J . New Jersey State Reform School* . Trenton, N. J . I State Industrial School for Girls . Yerona, N. J . Newark City Home . Brooklyn, N. Y . Brooklyn Truant Home . Canaan Four Corners, i Burham Industrial School . N. Y. James D. McKelvey . John T. Mallaline . John C. Hay . Ira Otterson . Mrs. Mary A. McFadden _ C. M. Hamson . Patrick H. Corrigan . John Dooly . Elmira, N. Y . Hudson, N. Y . New York (Station L), I N. Y. New York State Reformatory at Elmira. . . House of Refuge for Women * . New York House of Refuge . Z. R. Brock way Sarah V. Coon. O. W. Lowry — New York (StationM), N. Y. Rochester, N. Y. . . . West Chester, N. Y _ Delaware, Ohio . Lancaster, Ohio . Salem, Oreg . Glenn Mills, Pa _ _ Huntingdon, Pa . Morgan za, Pa . Philadelphia, Pa . Howard, R. I . - do . Plankinton, S. Dak _ Nashville, Tenn . Gates ville, Tex . . Rutland, Yt . Yergennes, Yt . Glen Allen, Ya . Chehalis, Wash . Pruntytown, W. Ya _ Milwaukee, Wis . Sparta, Wis . Waukesha, Wis . New York Juvenile Asylum Elisha M. Carpenter. State Industrial School . The New York Catholic Protectory . Girls’ Industrial Home * . Boys’ Industrial School . Oregon State Reform School . House of Refuge . Pennsylvania Industrial Reformatory at Huntingdon. x Pennsylvania Reform School . House of Refuge for Girls . Oaklawn School . Sockanosset School . South Dakota State Industrial School - Tennessee Industrial School* . Texas House of Correction and Reform¬ atory. Yermont House of Correction* . Yermont Reform School . Prison Association of Yirginia (Indus¬ trial School). Washington State Reform School . West Yirginia Reform School . Wisconsin Industrial School for Girls. . . . State Public School for Dependent and Neglected Children. Wisconsin Industrial School for Boys. . . . Yincent M. Masten - Rev. Bro. Leontine . A. W. Stiles . David M. Barrett . R. J. Hendricks . F. H. Nibecker . T. B. Patton.... . J. A. Quay . Mary A. Campton . Mrs. R. S. Butterwortli . W. W. Murry . C. W. Ainsworth . W. C.Kilvington . J. F. McGuire . G. N. Eayres . S. A. Andrews . William C. Sampson. .. Thomas P. Westindorr. C. C. Sho waiter . S. E. Pierce . F. L. Sanborn . M. J. Regan . * From 1891-92. REFORM SCHOOLS. 2073 reform schools for 1892-93 — Continued. Number of assistants. Inmates. C T) P rO s s ■ 0 0 "5 > Expenditures. Sex. Face. Nativ¬ ity. Illiter¬ acy. Average of inmates. During year. School. fcfi E3 O O ,0S ’v a 2 3 O += *3 cS © +3 J5 O X! S m © > u ft 5 00 bD For support. , Male. Female. 6 £ Colored. Native parents. Foreign-born parents. Could only read. Can neither read nor -write. j Committed. Discharged. Number of teachers. Hours of daily session. Number of pupils. 4 5 7 8 O 1© 11 13 13 14 ; 13 16 |*r IS 1 21 22 10 0 76 69 7 30 46 8 10 14 33 32 2 4 \ 76 46, 202 8, 149 ] 16, 756 52 25 214 0 205 9 14 110 103 5 214 40 150, 000 250 41, 700 53 8 96 14 110 2 12 97 70 15 14 50 38 3 6 110 110 100, 000 10, 000 15, 000 54 38 329 0 283 46 40 55 1 136 219 7 34 300 50 150,000 3, 336 52, 654 55 0 103 84 19 62 41 8 7 ! 15 24 12 2 2 3 103 44, 090 1, 115 11, 186 50 13 194 28 190 32 57 5 355 0 351 4 3 305 110 80 12 355 270 3 5 0 115, 000 2, 370 21, 508 58 15 40 0 40 1 30 10 8 0 2 6 37 5 65, 000 12, 000 9, 000 59 1,440 0 1374 66 | 651 501 25 1. 336 1 9.nn 1,457,971 17, 315 215, 224 60 ”24 0 288 271 17 20 268 20 13 19 73 62 3 "5 240 oj 165,000 1,096 53, 904 61 36 482 59 451 90 86 232 89 92 14 I 356 315 16 4 541 535,000 I 8, 047 113, 054 62 70 819 184 900 103 300 703 200 100 11 500 5671 18 5 1, 003 0 500,000 123, 000 1 63 46 667 125 752 40 502 312 125 25 | 394 403 24 4J 792 ^79 476,808 26, 500 267, 536 64 53 2, 237 L . |""l2 669 693 840,030] 9, 218 279, 739 65 41 0 298 251 47 16 19 14 91 84 8 44 298 225,000 I 6, 599 40, 581 66 65 711 0 633 78 661 50 ! 14 527 542 15 g 711 200 18. 000 93, 409 67 12 72 0 71 1 50 22 20 10 14 49 1 45 0 4 72 72 125, 000 39, 000 18, 000 68 75 678 0 516 162 382 296 78 1 164.... 379 2631 9 7 678 600 750,000 6, 208 145, 774 69 80 : 572 0 496 86 374 58 19 572 541 7 2 458 201 1.000.0 0 45, 000 ! 175,000 70 60 343 130 410 63 119 135 j 96 , 14 254 275 8 5 473 607,641 14, 131 1 89, 537 71 15 0 157 103 54 100 57 "•45 25 15 55 66 4 3 157 j 200,000 72 4 0 21 17 4 14 7 8 10 14 12 19 1 3 21 | 35, 000 4, 200 73 250 0 220 ! 30 27 223 190 171 5 5 250 60 200, 000 376 42, 163 74 13 64 18 60 4 48 34 56 i 26 13 18 24' 3 4 82 20 ' 50, 000 3, 500 14, 800 75 1 270 34 279 25 267 3 55 I 40 162 44 9 4 300 50 ; 150,000 4, 000 , 42, 000 76 21 : 204 0 99 115 185 29 42 112 .... 208 145 2 8 85 26 j 75, 000 10, 000 24, 260 77 5 89 11 90 10 40 60 17 20 37 1 305 298 1 li 20 60, 000 9, 441 78 15 86 14 92 8 70 30 88 83 14 29 20 3 14 100 39 100,000 2, 000 13, 025 79 5 84 0 84 0 84 0 7 29 24 48 29 2 4 84 42 13, 800 9, 300 7, 359 80 12 112 20 106 5 7 4 13 66 23 4 34 132 33 1 41, 000 10, 832 19, 402 81 5 93 0 73 20 90 B 25 20 3 34 93 30 20, 000 16, 500 82 22 33 177 204 6 68, 380 8*3 13 178 51 119 10 160 219 6 6 225 113,735 700 30, 415 84 48 j 336 0 331 5 70 269 0 14 14 183 193 10 336 174 j 220,619 3, 000 18, 564 85 2074 EDUCATION REPORT, 1892-' 3. Table 45. — Statistics of vablic elementary Countries. Date of reports. EnroLment in elementary schools. Boys. Girls. Total. liatio lo total population. 1 2 3 4 5 6 1 1891 5. 348. 027 13 2 1891 3, 156, 618 13. 2 3 Hungary . 1891 1, 171,467 989, 912 2, 191, 409 12. 6 4 Belgium . 1890 335, 039 281, 002 616, Oil 10. 24 1 ! 5 Bulgaria . . 1890 129, 777 42, 206 171,983 5. 45 6 ‘231, 940 1 10. 61' 1892 «5,556. 470 14. 58 8 1891 ■ 9, 177, 025 1 18. 6 9 Alsace - L or - 1891 229. 628'l4 raine. | 10 Anhalt . 1891 22, 673 22, 549 45, 222 16. 6 11 Baden . 1S91 160,222 160, 422 320, 644 19. 2 12 Bavaria 1891 544, 493 59S, 167 1, 142, 660 20. 4 (kingdom). 13 Bremen (frto 1891 15, 317 15,400 30, 717 17 city). 1 14 Brunswick . . . 1891 34, 671 34, 329 69, COO 17 1 15 Hamburg 1891 45, 482 48, 339 93, 821 15 (free city).' 18 Hessia . 1891 94, 572 98, 240 192, 812 19.4 17 Lippe . 1891 12, 061 11,474 23, 53518.3 18 Lubeck (free 1891 5,471 5, 803 13,274 15 city). 19 Mecklenburg- 1891 43, 692 41, 142 84, 834 14.6 Schwerin. 1 20 Mecklenburg- 1891 7, 726 7, 583 15, 30916 Strelitz. 21 Oldenburg.... 1891 30, 556 29, 851 60, 407(17 22 Prussia 1891 2, 900, 311 2, 700, 310 5, 600, 621 18. S (kingdom). 23 Iteuss Jr. Line 1891 9, 702 9, 801 19, 503 17 24 Eeuss Sen. 1891 5, 417 5, 571 10, 98S 17.5 Line. 25 Saxe-Alten- 1891 14, 439 15, 186 29, 625 17.3 burg. 26 Saxe- Coburg - 1891 16, 581 16, 922 33, 503 36.2 Gotha. 27 SaxeiMeinin- 1891 39, 592 17.7 gen. 28 Saxe-Weimar . 1891 29, 464 29, 463 58, 927 18.4 29 Saxony (king- 1891 361, 614 299, 986 661, 600 19 30 Schaumburg- 1891 3, 389 3, 369 6, 758 17.3 Lippe. 31 Schwarzburg- 1891 7, 380 7, 187 14, 567 17 Rudolstadt. Average at¬ tendance. Total. a o 5 a t-i Pi (d) (d) (d) (d) (d) (d) (d) (d) {d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) H umber of teachers , Male. C, 02i 2, 703 897 .Fe¬ male. 10 5, 1GS 2, 303 93 Total. 11 SO. 034 G3, 159 2G, S75 11, 795 G, 006 249 17, 684 572 1, 049 1,671 1,319 2, 4G7 170 1,912 355 960 70, 334 290 215 500 589 863 7, G89 324 114 145 10, 342 18 9 2, 413 6142, 660 14G, 317 5, 006 980 5, 503 23, 690 821 1,049 2, 990 2, 791 473 284 2, 057 355 960 80, 676 308 222 500 580 589 872 10, 102 126 263 a Public schools, 4,281,183; private schools, 1,275,287. 6 Public schools only. c The numbers of pupils in some German States in this year’s review are smaller than in the list presented last year, because not until this year could all duplication of names be eliminated (elemen¬ tary and continuation schools). For the first time in the history of this Bureau have returns from all German States been received. d No exact records of this are kejpt in central school offices of German States. The average daily attendance in elementary schools is said to be not less than 90 per cent of the enrollment. EDUCATION IN FOREIGN COUNTRIES. 2075 education in foreign countries . Current expenditures. Popula¬ tion. Date of cen¬ sus. Xante and title of chief officer of education. Salaries. Inciden¬ tals. j Total. Vi .-go s l§ i o • i *§ ! II a 12 13 14 15 1G 17 18 19 . 41. 231, 342 1890 ! Ho imperial office . $0. 22 23, 895, 413 1S90 j Hitter v. Madeysky, minister of public instruction. $4, 057, 883 $1, 338, 890 $5, 396, 779 $2. 481 . 45 17, 335, 929 1890 j Count A. Csaky, minister of wor- sliip and instruction. 3,961,383 ; 6.42; .65 j 6, 0C9, 321 1890 j IT. J. de Burlet, minister of tlie in¬ terior and of instruction, a 3, 154, 3751 1888 G. Jivkov, minister of public in¬ struction. 2, 185, 335; 1890 A. H. F. C. Goos, minister of eccle¬ siastical affairs and public in¬ struction. M. Leon Bourgeois, minister of public instruction and fine arts. '49, 428, 470' 1890 Xo imperial ofiice. Each of the 26 States has its own school system. 1, 603, 506 1890 Dr. v. Holler, minister of the inte¬ rior. 271, 963 1890 Dir. Teichmiiller, superintendent- general. 1, 657. 867 1890 J Dr. H. Xokk, minister of justice, worship, and instruction. 632, 424, 090 7. 57 .84 *624,000 2.66 | .39 332,457 7.13 j 1.22 *869,842 ; 2.71 .52 5, 869, 573 5. 14 i 1.05 257, 131 8. 30 1.43 *294, 630 4. 27 .73 974, 273 10. 80 1.57 1, 940, 826 10. 06 1.95 *68,640 2. 91 •« 300, 249 j 8. 88 1. 31 ship and instruction. 180, 443 1890 Dr T Gauli. senator, chief of school council. 246, 712 496, 423 8. 20 L40 1 354, 968 1890 37, 966, 067 7. 32 ! 1.27 29, 957, 367 1890 *68, 497 2.91 .57 119, 811 1890 j 72, 000 6.55 1.15 62, 754 3890 ! .... j 170, 864 1S90 203, 724 6. 27 1.01 1 1 206, 513 1890 5 6.23 1.10 223, 832 1890 388. 893 6. 60 1.20 326, 091 1890 i 4, 357, 069 6.59 1.24 3, 502, 684 1890 *29,640 4. 37 .78 39, 163 1890 * 71, 584 4. 91 .83 1 85, 863 1890 1 * From State only. 403, 773 1S90 : C.v. Schmidt- Ghiseldeck, president 1 of consistory. 622, 530 1890 ; Dr. J. O. Stanimann, senator, chief of school council. 992, 883 1S90 Dr. H. Enorr v. liosenroth. presi¬ dent of department of schools. 128, 485 1890 ■ G. Steneberg, president of consis¬ tory. 76. 485 1890 Dr.TT. H. Brehmer, senator, chief of school council. 57S, 342 1890 ; J. v. Amsberg. minister of justice, worship, and instruction. 97, 978 1890 ; Dr. Piper, president of consistory. estant school council. Dr. Bosse. minister of worship, in¬ struction. and medical affairs. Dr. v. Tollert, chief of section of church and school affairs. H. Gerold, inspector-general of schools. instruction. Dr. v. Bosherg, counselor of state. P.t. Seydewitz, minister of worship and instruction. Langerfeldt, counselor of state. Hanthal, counselor of state. a Incumbent at date of the report. 1) Public schools only. 2076 EDUCATION REPORT, 1892-93, Table 45. — Statistics of public elementary 32 33 34 35 30 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Countries. Date of reports. Enrollment in elementary schools. Average at¬ tendance. 1 Number of teachers. Boys. Girls. Total. !§ S3 .2 a Total. © • _ a C (Q ■+3 Z a O Ph T3 o a h Male. Te- male. Total. a 3 3 4 5 6 7 8 9 1© 11 Germany a — Con’d Schwarzburg- Sonders- hausen. Waldeek-Pyr- mont. Wiirtember g (kingdom). Great Britain : England and Wales. 1891 1891 1891 1891-92 1891-92 1891-92 1889 1891-92 1891-92 1889 1887 1891 1887 | 1890-91 1890-91 1885 1891 1891 6, 479 5,625 179, 932 6, 484 4, 815 178, 143 12, 963 10, 440 358, 075 5, 037, 402 681, 080 815, 922 97, 801 2, 266, 593 c659, 102 ! 291, 991 179, 089 152, 819 ^2, 243, 566 5 d 152, 376 l 50, 107 69, 115 1,552,434 692, 360 549, 067 17.1 18.2 17.5 17. 13 17 (6) (6) (&) 264 247 4, 609 99, 291 13, 690 12, 250 1,641 50, 819 16, 401 Ireland . 17. 34 4. 47 7. 46 14. 25 14. 05 3. 27 2. 77 1. 94 8. 65 2. 14 3. 19 8. 44 14.41 18.7 Greece . 78, 817 18, 986 T taly . . 20, 447 11, 907 30, 372 4, 494 Netherlands . c342, 414 c316, 688 Norway . Portugal . Itoumania . Bussia . (408, 1, 456, 809 27, 433 58, 582 886, 850 721) 383, 236 22, 674 10, 533 665, 584 Tinland . Servia . £ 39,898 79. 54 654 866 731 555 1, 385 1,421 25, 271 13, 797 11,049 Spain 1, 057, 277 68. 10 S werl en . Switzerland . 281, 032 268, 035 87 7, 559 3, 490 British India: Bengal . Bombay Pres¬ 1891-92 477, 031 41, 253 518, 284 2 413, 427 79. 76 idency. Burmah (up¬ 1891-92 e57, 034 2 per). Burinah (low¬ 1891-92 67. 529 14, 200 81, 729 1. 75 er). TVIysoro . _ _ 1891-92 75, 670 1. 12 Japan . 1891 2, 174, 273 917, 270 ! 3,091,543 7.39 2, 334, 103 75. 49 65, 460 4, 148 69, 608 Cape o f Good 1892 / 83, 254 5. 45 Hope. a The numbers of pupils in some German States in this year’s review are smaller than in the list presented last year, because not until this year could all duplication of names be eliminated (elemen¬ tary and continuation schools). Tor the first time in the history of this Bureau have returns from all German States been received. 6 No exact records of this are kept in central school offices of German States. The average daily attendance in elementary schools is said to he not less than 90 per cent of the enrollment. c Includes private schools not aided by Government, din ambulatory schools in 1886. e Also 10,277 pupils in private schools. /Colony and Territories all ages and all races; white, 22,090; also in private schools, 37,920. EDUCATION IN FOREIGN COUNTRIES, 2077 education in foreign countries — Countinued. Current expenditur es. Date AS a Popula¬ of Flame and title of chief officer of Inciden¬ tals. ->-= © CSZS « O -+3 -ri tion. cen¬ education. Salaries. Total. sus. & a u © PM 13 13 14 15 16 17 18 19 $60, S64 $2, 496 *$63, 360 $4. 90 $0. 84 75, 510 1890 H. Petersen, minister of state. 55, 794 5.34 . 98 57, 281 1890 V. Saldern, counselor of state. Dr. v. Sarwey, minister of worship and instruction. *1, 100, 964 3.90 .60 2, 036, 522 1890 0f39, 919, 145 7. 92 1.35 29, 403, 346 1892 Committee of council on education : Lord president for England and Scotland, Eight Hon. Earl of Kimberley vice-president for Eng¬ land; Right Hon. A. H. Dyke Acland vice-president for Scot¬ land ; Right Hon. Sir G. O. Tre¬ velyan. a6, 038, 754 5, 294, 329 8. 86 1.50 4, 025, 647 4, 704, 750 1891 6. 48 1.12 1891 Commissioners of national educa¬ tion in Ireland. b 653, 274 6.46 .29 2, 187, 208 1889 M. Kalliphronos, minister of eccle¬ siastical affairs and public in¬ cl2, 872, 460 5.67 .42 30, 347, 291 1891 struction. F. Martin, minister of public in¬ struction. 3, 538, 150 . 5,208,084 7. 88 1. 12 4, 621, 744 1891 Dr. J. P. Tak van Poortoliet, min¬ ister of the interior. 1, 399, 707 4. 79 .69 2, 001, 000 1891 M. K. Korby, minister of eccle¬ siastical affairs and public in¬ 1, 190, 465 6. 08 .23 4, 708, 178 1881 struction. F. F. Pinto Costello Branco, minis¬ ter of the interior. 5, 500, 000 1892 Tasclie Jonescu, minister of pub¬ lic instruction and ecclesiastical 115,226,542 1889 affairs. M. Delianov, minister of public in¬ struction. 308, 919 6. 16 .13 2, 338, 404 1889 Dr. L. Lindelof, director in charge of schools. 447, 845 6. 47 .27 2, 162, 759 1891 Dr. L. Dokitch, minister of public instruction and ecclesiastical affairs. 3, 614, 156 1,295,325 4, 909, 481 3. 600, 000 3.16 5.21 .28 .75 17, 550, 246 4, 802, 751 1887 1891 S. Moret, minister of “ Fomento ” (agriculture, commerce, etc.). Dr. G. F. Gill, jam, minister of eccle¬ siastical affairs. 4, 821, 324 •8. 78 1. 65 2,933,612 1888 Ho federal office; each Canton has its own school system. 954, 598 1. 84 1891 K. M. Chatfield, director of public instruction. .04 2, 946, 933 137, 120 2. 40 1891 } John Yansomeren Pope, director 338, 735 4. 14 .07 4, 658, 627 4, 943, 604 40, 453, 461 1891 1891 1891 ( of public instruction. 283, 772 3.75 . 05 H. J. Bhabha, secretary education department Monye Ki, minister of state for edu¬ 5, 271, 739 1, 374, 392 7, 646, 131 2. 47 .18 1891 cation. Thomas Muir, superintendent gen¬ eral of education. 1 1, 527, 224 x From State only, a For clay and night schools. b In 1892. c Includes expenditure for normal schools. d Population covered by the official report. 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 Z( 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 ( EDUCATION REPORT, 1892-93. Table 45. — Statistics of public elementary Date of ■eports. Enrollment in elementary schools. Boys. Girls. | Total. 1887 j. 1892 61892 1892 1S92 1892 1892-93 5, 437 31, 967 5, 336 28, 819 11, 995, 10, 174 Average at¬ tendance. Eumber of teachers. Total. Male. Fe¬ male. 10 1892 1888 1892 1S91-92 i . 1892 . a200,000! 2.90 10, 77311. 03 I 60, 786 19 87,18919. 35 c485, 670 23 22, 169 20. 32 267, 202 18 393, 142 150, 835 1889-90 1891-92 1891 1S87 1892 1892 1890 1888- 89 1891 1887-88 1890 1891 1889- 90 1892 1890 43, 919' 21, 403 16, 663 1 12,764 17, 404 48, 302 46, 108 25, 491 6, 840 47, 154 27, 092 25, 543, 1, 83, 18, 30, 15, 65, 11, 29, 228, 24. 207, 18513 977 4. 480 99. 731 13. 247 9. 994 2. 805 6. 322 4. 914 ' 4. 427 3. 439! 5. 6, 227 57. SO I I 32, 946 54. 20 I 101 127 52,456 60.16 550 1,773 Total. 11 7,764 228 2, 323 253,830 52 :d2,770 <75,710 dS, 480 12,986 58.57; 271 | 133, 183 49. 84 . 267 49 45, 927 54. 84 538 577 10, 992 60. 24 162 135. 297 11,492 72. 71 477 244 ‘ 1. 973 1. 50 I I I J 907! 613 1,829 I 48 453 20, 462 95,456 2.89 64,737 67.81; 663 73 52, 18, ,200 1. 830: 4. 944, 5. 276 1. 953 6. I 340 793 6, 884 649 1, 248! 1, 911 1, 137 448 100,026 4.38 552 258' 810 I 259 620 879 iblished by the Government, and also those maintained by the foreign popula- cnan Catholic separate schools, EDUCATION IN FOREIGN COUNTRIES, 2079 education in foreign countries — Continued. Current expenditures. C*H Date ce § Popula¬ of ISTarue and title of chief officer of j Salaries. Inciden¬ tals. Total. 43 © C3 ^ V © II ^ g1 tion. cen¬ sus. education. O o 1-1 fH 12 13 14 15 16 ir !«| 19 | . 6,817,265 1882 Mohammed Zeki Pasha, minister of public works and instruction. . $148, 377 $160, 628 $15. 83 $1.64 97, 613 1891 1891 Hon. James Baker, minister of edu¬ cation. Hon. J . E. Inch, chief superintend¬ ent of education. 321, 263 634, 101 7. 27 1.40 450, 396 1891 Hon. A. H. Mackay, superintendent of education. . a2,752, 629 . a3, 626, 597 a8. 08 6. 42 1.71 1. 30 2,114,321 1891 1891 Hon. George W. Ross, minister of education. Hon.D. J. Macleod, chief superin¬ tendent of education. 142, 468 109, 078 2, 508, 922 9.35 1.68 1, 488, 535 1891 Hon. Gideon Ouiinet superintendent of public instruction. Hon. James J. Wickham, superra-j tendent of Roman Catholic J 197, 934 1891 schools. { Hon. George S. Milligan, superin- > tendent of Methodist schools, j 2, 779, 130 5. 10 1 .24 11, 395, 712 1891 | William Pilot, superintendent of | { Church of England schools. Jj J. Garcia Pena, minister of justice j and public instruction. G, 857 j 4.63 .45 1 15, 123 1891 George Simpson, clerk to the board j of education. 192, 397 2.29 .30 639, 491 1891 Hon. Thomas Capper, inspector of j schools . 111, 292 6.09 . 55 200. 028 1891 J R. Gervase Bushe, inspector of 1 schools. 553, 335 237, 012 , 17.85 i 14.99 .35 .97 1, 538, 133 243. 205 1892 I M. E. Jimenez, minister of foreign j affairs, ecclesiastical affairs, pub¬ 1, 460, 017 H lic instruction, charities, and | justice. L. M. Cabral, minister of public in- j struction. 282, 845 1889 ! J. Bravo, minister.of foreign affairs and public instruction. 384, 000 13. 05 .49 777, 895 1891! Dr. Esteban Costro, minister of public instruction and charities. ■ 10,051,236 43. 99 2.45 4, 086, 492 ' 1887 Dr. E. Costa, minister of justice, ecclesiastical affairs, and public 1 instruction. 2, 300, 000 14, 002, 335 1 1888 1 L. Paz, minister of the interior. Dr. Fernando Lobo, minister of j justice and interior. . : 1888 1 1, 305, 018 , 13.07 2. 48 3, 267, 441 1891 | F. Pinto, minister of justice and J instruction. 668, 725 9.13 .17 3, 878, 600 1881 L. Zerda, minister of public instruc- ; tion. 176, 325 3.33 .13 1,271, 861 R. Espinosa, ministerof justice and public instruction. 1887 329, 645 O. Pena, minister of justice, eccle¬ siastical affairs, and public in- I 303, 581 j 5.70 .11 2, 700, 945 1S76 struction . M. T. Silva, minister of justice and ecclesiastical affairs. 348, 566 658, 276 14.31 .12 676, 955 1S89 A. Capurro, minister of agricul- j tural industry, instruction, and 363, 050 , 36.29 1 . 15 2, 323, 527 j 1S91 public works. S. Gandolphy, minister of public j instruction. 1 . 1 a Public schools only. 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 2080 EDUCATION REPORT, 1892-93. Table 45. — Statistics of public elementary 85 1 Countries. Date of reports. 1 2 Mauritius . 1 1892 j New South Wales. I 1892 Queensland . 1892 South Australia.. . 1891 Victoria . 1892 W est Australia . . . 1892 New Zealand . 1892 Tasmania . 1 1892 Enrollment in elementary schools. ASfnce*' ,^mber of teachers. Boys. Girls. 3 4 1 | 127, 786 3,025 120, 453 2, 948 11, 150 9, 509 Total. \S* -g o I 6 16, 457 1 4.42 210, 64l|l8. 60 70, 495 18 47, 094 14. 69 248, 239 21. 76 I 5, 973j .47 122, 620 19. 56; 20, 659 14. 08' Total. Ratio to en¬ rollment. Male. J male. Total. 7 8 9 10 11 ... 1 132, 580 62. 94 2, 332 2,304 4, 636 45, 975 65.21 701 786 1, 487; 29, 801 63. 27 406 700 1, 106 141, 382 56. 95 4, 977: 1 . 1 46 96 142 99, 070 80.79 1,356 1,824 3, 180 10, 654 51. 56 209 300 509 EDUCATION IN FOREIGN COUNTRIES. 2081 education in foreign countries — Continued. Current expenditures. Salaries. Inciden¬ tals. Total. Per capita of enrollment. |j s| Popula¬ tion. Date of | cen- j sus. j Name and title of chief officer of education. ' 12 13 14 15 16 17 18 19 $81, 971 2, 693, 748 997, 531 451, 715 3, 603, 537 70, 503 1, 807, 674 133, 046 $4. 98 12. 78 $0.22 2. 37 371, 655 1891 ! D. J. Anderson, superintendent of schools. F. B. Suttor, minister of public in¬ struction. W. Horatio Wilson, secretary for public instruction. W. Copley, minister of education. | R. Baker, minister of public in- ! struction. Hon. Owen P. Stables, secretary of central board of education. Hon. W. P. Reeves, minister of edu- j cation. Adye Douglas, minister of educa¬ tion. 1, 132, 234 393, 718 320, 431 1, 140, 405 49, 782 1891 14. 15 2. 53 1891 9. 59 1.49 1891 14.51 3.15 1891 11. 80 1.41 1891 14. 74 2. 88 1 626, 658 146, 667 1891 1 6.44 .90 ! 1891 1 ed 93 - 131 INDEX A. A . L. A • See American Library Association. Abbenrode, Dr., 309. Abbey, E. L., 405. Abbot. George Maurice, 871. Abbott, Rev. Dr., 214. Abbott, D. Q., 399. Abbott, Jacob, 385. Abbott. Lyman, 937. Abbott, R:B..418. Abbott scholarships, in Cambridge University, 1002; Oxford, 1597. Abel, Mrs. John J., 1061. Abercorn, Duchess of, 1174. 'Abercrombie, Dr. D. W., 425, 426. 'Aberdare, Lady, 1174. 'Aberdeen, Countess of, 1174. Abernathy, Alonzo, 1125. Abernethy, E. F., 402. Abnormal positions of workers in wood and metal, 448. Abstinence from alcoholic drinks and tobacco, 1160. Abstract method giving way to the concrete, 452. Abstracts of reports, 869. Abuse of literary degrees in Pennsylvania, 1672. Abuses, suppression of, 162. Academic council, 181. Academic degrees, 180; in engineering schools, 670, 671 ; of small value in America, 671. Academic students, 91. Academical schools, 1688. Academies and seminaries, private, 1, 60. Academy, Albion, 1116 : Allens Grove, 1116; Mil¬ ton, 1116; Plattville, 1116. Academy, the, of Japan, 1209. Accessory sciences, 235. Accuracy the essential, 380. Ackerman, Carl, 414. Ackermann. E., editor, 393. Acland. Arthur, 1172. Acoustics and optics, 229. Action, rhythmic, 379. Active, productive, and creative processes in edu¬ cation, 359. Acts and language of teachers, 197. Adams, Mr., advice to libraries, 702. Adams, Charles Francis, 698, 982; edits Life of John Adams, 1316. Adams, Charles K., 416, 1118 ; cited, 1312. Adams, Chesley F., 407. Adams, E. L., 960, 972. Adams, F. G., 889. Adams, Harriet A., 957, 970. Adams, Henry, cited, 1308, 1312. Adams, Henry C.. 1125. Adams, Herbert B., cited, 1261, 1300, 1312 ; on fate of Washington’s endowment of National University, 1304; promotes university ex- • tension, 531. Adams, J. S., 1498; memorializes Congress, 1289, 1290-1291. Adams, John, on National University, 1306; quoted on history of Hew England, 1237; submits plan to G. Washington for migra¬ tion of faculty of Geneva, 1300; visits nat¬ ural history collections of King of France, 1316; Washington to, 1302; works quoted, 1316. Adams, John C., death and sketch, 1760. Adams, John Quincy, character and intellect, 1310; on National University, 1310 ; report on weights and measures, 13i0. Addingtcn, Isa., signs resolve of 1707 relating to Harvard, 1230. Addis, Wellford, 15. Addresses of welcome, 437. Adherence to text-books, 1642. Adjuncts to instruction in museums of antiqui¬ ties, 856. Adkinson, L. G., 411. Adler, Dr., 216; on value of manual training, 571. Adler, Prof. Felix, 1141. Adler, Mrs. Helen, 385. Administration, central, 159; of school, 197; of school law, 245; officers of, 181. Administration of education in Canada, 1213. Administrative institutions, 169; notions of, 177. Admission, age of pupils, 187 ; conditions, 185, 186; elevation of college standard for, 1464 ; re¬ quirements for, in technological schools, 668, 669 ; to academic degrees, 186 ; to women, 71. Adrianople, shoes, handiwork from. 501. Adult male population, 35. Adult, the child the, in minature, 360. Adults, schools for, 160. Advanced subjects, 249. Advantage of consolidating schools, 1650. Advantage of personal contact, 1504. Advantages of classically educated men, 1463. Adverbs, rapid progress with, 374. ^Esthetic and ethical training essential, 1479. Affairs of Government, 158. Affirmative and negative counsel, 1473. Africa. Jewish schools in, 652. Agard, I. M., 399. Agassiz, Louis, comes to Harvard, 662, 663. Age, allowed for entering normal school, 345; marks differences better than school grades, 376; of leaving school, 166; of psychology, this and the next decade, 366; of school going, 264. Agencies, auxiliary, 173 ; educational, 1 ; for dis¬ tributing books, 715 ; union of, 159. Aggregate of expenditures. 42. Agnew, David H., death and sketch, 1749. Agr6g£s, professors, 181. Agricultural and mechanical colleges, grants for, 1275-1288; list, 667; statistics of lands and prices per acre received, 664 ; of prices re¬ ceived, 665; of scrip issued, 1285; of States having land “in place,” 1284; summary, 1285. See also Laud grants for education ; Documents illustrative of American educational his¬ tory ; Mechanic arts, colleges of. Agricultural and pastoral group, 266. Agricultural capabilities of Alaska, 1713. Agricultural college near Fargo, N. Dak., 1130. Agricultural colleges and schools, act amending act of 1887, 1280; act for experiment sta¬ tions, 1278-1279; act of 1862, 1275-1277; act of 1890,1280-1282; acts to carry act of 1887 into effect, 1280; bill passed in 1859, 1275; coeducation of races, 1281 ; growth of inter¬ est, 1275 ; Michigan petitions for, 1275. Agricultural colleges, constitution of Alabama on, 1358, 1374; of Colorado, 1382; of Ken¬ tucky, 1412; of Louisiana, 1391, 1392; of 2083 2084 INDEX, Mississippi, 1362, 1411; of Nebraska, 1386; of North Carolina, 1365, 1385, 1386 ; of North Dakota, 1398, 1400; of South Carolina, 1359; of South Dakota, 1397 ; of Texas, 1379-1381 ; of Utah, 1414; in Mexico, 653; land grants to, 93, mentioned, 4, 92. Agricultural experiment stations, act amending act of 1887,1280; act for, 1278-1279; acts to carry act of 1887 into effect, 1280. Agricultural schools, 35<* ; mentioned in Michigan constitution of 1850, 1335. Agriculture and the mechanic arts, colleges, statistics, 1972-1977 ; of receipts and ex¬ penditures, 1978-1980. Agriculture, 167, 199 ; education in, attracts atten¬ tion, 1275; higher school of, 342; in schools for men, 169; Jewish interest in, 652; minis¬ ter of, 188 ; notions of, 169 ; schools, men¬ tioned, 594. Ahn, Dr.. 1780. Ahrendt, - , death and sketch, 1760. Aid, of Congress for deaf mutes, 1064; pecuniary, for college students, 4, 1 573-1601 ; State, 201 ; State, county, and local, 51. Aids to reading, 937. Aigner, Clemens, 1779. Aiken, Charles A., death and sketch, 1749. Aim of libraries, 713. Aimsand fundamental methods of education, 1467. Airy, Sir George B., death and sketch, 1760. Aix, exhibit of trades schools, 589. Alabama, address of State superintendent of education, 1634; constitution of 1819 on edu¬ cation, 1321; of 1868, 1355; of 1875, 1373; education in, 1633; educational topics for discussion, 1633; medical education, 1620; medical requirements for right to practice, 1620-1622; pecuniary aid to students, 1576 ; public school question, 1633 ; statistics, agri¬ cultural and mechanical colleges, 1972, 1976, 1978; blind institutions, 2056, 2058, 2060; city schools, 1786; colleges for women, 1969; commercial colleges, 2022, 2024; institutions for deaf, 2042, 2044, 2048 ; law schools, 1988; medical schools, 1990 ; normal schools, 2002, 2010, 2014; private secondary schools, 1896; public high schools, 1816; schools of theol¬ ogy, 1982; universities and colleges, 1952; suggestion from as to employment of school labor, 1553 ; temperance education law, 1159 ; text-books, liberty in selecting, 544; uses surplus of 1836 for education, 1287. Alameda free library, 950, 964. Alarcon, Don Jos6 i>., death and sketch, 1760. Alaska, amounts given by Federal Government and by churches to schools, 1747 ; appro¬ priations for education needed, 1746; census taking, 1705; condition of the Eskimo, 1705; contributions to the reindeer fund. 1714; education, 1705 ; establishment of schools in, 1712; in Yukon Talley, 1736; exhibit men¬ tioned, 647; expenses, 1748; first church building in, 1737; first organized school in, 1737; grippe in, 1734; industrial education, 1705; list of public schools and teachers, 1746, 1748; officers of school administration, 1747; permanent food supply, 1708; preemp¬ tion of lands in, 1746 ; public schools exhibit, 1147 ; reconnoissance of Bruce Gibson, 1717 ; of W. T. Ldpp, 1716 ; reindeer imported from Siberia, 1730 ; starving condition of natives, 1709; schools in, 1731; account of, 587 ; con¬ trolled by Bureau of Education, 587 ; sta¬ tistics, 587 ; tribes and missions, 1731 ; whal¬ ing business, 1711; wild reindeer in, 1727; work of churches in, 587. Alaska Eskimos, destitution among, 1724. Alaskan school- work exhibit, 473. Albany Academy exhibit, 1071. Albany (N. Y.) home libraries, 960, 972. Albany Law School, 1123. Albert Victor. See Clarence, Duke of. Albion Academy, 1116. Albion College, aid to students, 1584. Albright, C. W., 408. Alcoholic drinks and narcotics, 1156. Alcorn Agricultural and Mechanical College, provided for in constitution of Mississippi, 1411. Aldrich, Anne R., death of, 1749. Aldrich, George I., 402. Aldrich, L. J., 410. Aleuts and Creoles, 1738. Alexander, Charles T., 407. Alexander, S. B., 1708, 1715. Alexandrian Library, cremation of, 724. Alfred, King, quoted, 521. Alfred University, aid to students, 1586. Algebra, 51, 57, 63, 170. Alison, Sir A., 938. All Souls College, aid to students, 1599. Allan, Miss, on admission to shelves, 579; on in¬ suring books, 580. Allan, Jessie, 882, 959, 972. Allegheny College, aid to students, 1590. Allen, Senator quoted on distribution of public documents, 582. Allen, Charles H., 1116. Allen, Edward, 409. Allen, Edward P., 412. Allen. Francis B., mentioned, 660. Allen, Rev. J., death and sketch, 1749. Alien, Jerome, 429. Allen, Miss Jessie, librarian, 576. Allen, Margaret A., 385. Allen, 'William H. H., death and sketch, 1765. Allen University, law courses, 1566. Allens Grove Academy, 1116. Alliance Israelite Universelle, exhibit, 501, 1152; exhibit educational work, 651, 652; manual training exhibit, 573. Allievo, Professor, 424. Allon, Henry, death and sketch, 1760. Allopathic medical schools in United States, 606. Alma College, aid to students, 1584. Alsace-Lorraine, illiterate recruits from, 328 ; sta¬ tistics of education, 2074. Altar exhibit of St. Joseph’s Orphan Home, Co¬ lumbus, Ohio, 493. Altchevski, Mine., book of, exhibited, 652. Althoff, judge in preparing German exhibit, 549. Alton (Ill.) public library, 953, 966. Amalgamation of the European and Indian, 1216. Ambitions of working men and women, 206. Ambrose, J. W., aids Howard University, 1566. Ambrose, Miss Lodilla, librarian, 576, 889. Ambulatory schools in Russia, 1202. America, easy to change occupations in, 522 ; draw¬ ing and modeling in, superior to German work, 557 ; E. Hausknecht’s estimate of, 522; influence of libraries, 628; knowledge of native authors in, 628 ; low average of teach¬ ers, 557 ; oral and text-book teaching. 556. American Academy of Arts and Sciences, origin, 1316. American Antiquarian Society, 702, 875. American Association for the Advancement of Education, 1495. American Association for the Study of Children, 357. American Baptist Mission Society, contributes to education of negro, 1553. American Bible Society, work of, 655. American book trade, M. Le Soudier on, 597 ; re¬ sults, 599. American Catholic Historical Society, exhibit, 510. American Cecilian Society, 1121. American civilization, peculiarity of, 534. American College for Girls at Constantinople exhibit, 482, 1059. American colleges, course of study in, 440. American Colonization Society, 1212 ; bulletin published by, 1213. American culture, foreigners detect characteris¬ tics of, 521. American education, 11; English character, 534; French view's on exhibits of, 585-599 ; Ger¬ man criticism on, 521-583; liberty in, 623; Osterberg on, 624-630 ; power of religion in, 446 ; progress since 1876, 456, 457. “American Education Renaissance,” noticed, 1325. American educational exhibit, characteristics, 558; elementary instruction, 644; extent, 585, 644; general remarks on, 650; location, 644; resemblances of various States, 585. American educational history, documents illus¬ trative of, 1225-1414. INDEX 2085 American Institute of Homeopathy, work for higher medical training, 1617. American Institute of Instruction, 1495, 1500. American Journal of Education exhibit, 483 ; men¬ tioned, 1240. American Journal of Psychology, mentioned, 643. American Library Association, 691, 1147; cata¬ logue, 937 ; index, 582, 1011 ; new constitu¬ tion, 692; petitions Congress for distribution of public documents, 582; standard acces¬ sion book, 820; order of entering in, 820; wide-reaching work of, 713; work of, for congress of librarians, 576. American libraries, report on, 575-583. American Medical College Association, work for higher medical training, 1617, 1619. American medical students, 1631-1632. American methods of instruction, discussed, 543. American Missionary Association, contributes to Fisk University, 1553. American Kormal Association, 1499. American people, 44 ; characteristics of, 559-561. American Philosophical Society library, 881. American physicians, French opinion of, 602. American politics, bibliography, 579. American Printing House for" Blind, award to, 1135. American programme compared, 1454. American school children, command of language, 455. American school systems, strong points of, 440. American schools, criticism, 567 ; difficult task of, 649; in Egypt, 1212. American science, Jules Yiolle on, 593-595. American Society for University Extension, 1085. American student deficient in details, 1016. American technological schools, Professor Biede- ler on, 657-686. American Telegraph, quoted, 1258. American undergraduate, 1016. American universities and colleges, exhibits, 589; criticisms, 590. American views and comments on the educational exhibits, 445. Ames, Anthony, 1643. Ames, Prof Daniel T.,433. Ames, F. L., death and sketch, 1765. Amherst College, aid to students, 1582 ; exhibit, 482,1057; library, 878. Amity College, 1126. Anabolism and katabolism, 382. Analogical and genetical study of children, 360. Analysis of expenditure, 3J3 ; "of programmes, 14 ; of school revenue, 35 ; of studies, 1479, Analytical method in English grammar, exhibit, 514. Anatomical and clinical studies, 229. Anatomical charts, mentioned, 640. Ancient and modern languages, 95. Ancient languages, diagram of time given to, in Germany and America 681-684; study of, in Germany, 542. Anderledy, Anton, death and sketch, 1760. Andersen, Capt. Magnus, 1190. Anderson, A. L.,400. Anderson, Abner, 408. Anderson. Bev. August, 1736. Anderson, E. H., 406. Anderson, J. D., 407. Anderson, J. W., 1139. Anderson, James M., 803. Anderson, Bev. John A., death and sketch, 1749. Anderson, Sarah F., 417. Anderson, W. H., 408. Anderson, Prof. William E., 1113, 1119. Andover Theological Seminary library, 881. Andrea, C. C., 1780. Andree, K., 320. Andrew, Mr., mentioned, 1240. Andrews, Clement W., 888. Andrews, E. B., 415, Andrews, I. W., 1498. Andrews, K. L., 413. Angell. Dr. James B., 412,423, 424 425, 1110; cited, 1275. Angerstein, Dr. William, 1780. Angleton, W.H.,399. Anglo-Jewish Association of England, 1152. Anhalt, public schools in, 324; statistics of educa¬ tion, 2074. Annals of the poor the inspiration of literature, 1658. Annapolis Kaval Academy, exhibit of battle ship Illinois, 470. Ann Arbor, Mich., high school work exhibit, 488. Annotated list of 2,000 books, 997. Annotation of book titles, 994. Annual expenditures, 189. Annual grants, 1171. Annual literary index, mentioned, 582. Annual public examinations, 167. Ansonia library, 950, 964. Answers to questions, 950. Antecedents, historic, 161. Anthropological and psychological divisions of child study, 366. Anthropological Building at Columbian Exposi¬ tion, 480. Anthropometric tables in girls’ colleges. 528. Anthropomorphic and realistic forms of theology for children. 378. Antioch College, 1123. Antwerp, 158, 161, 186-191. Anvers, 173, 174. Anvik, Alaska, mentioned, 587. Apgar, Austin C., 1076. Apgar’s Kew Plant Analysis, 622. Apostle of apperception, Herbart, 1658. Apparatus, 2, 12 ; and furniture, 168 ; expenditures for, 23, 44; exhibits, 475; free, 524; free text¬ books, etc., 480; French exhibit, 588; in Berlin schools, 554 ; in high schools, 59, 65 ; in universities and colleges, 86. Apperception, doctrine of, 1505; Lange’s work on, 1505. Apple, J. H., 418. Appliances, 42. Application of science to preparation of food, 1061. Appointing power of teachers, 246, 346. Appointment- of prelates, 194 ; revoked, 200 ; of primary teachers, 159; by the King, 175; of professors, 159. Apprentice system, 771. Apprenticeship schools, 187, 192. Apprenticeship and professional schools, 186. Appropriations, educational, 172, 204 ; for literary objects, 704; for normal schools, 5 ; for pub¬ lic, 165; for universities and colleges, 88; installments of, 95 ; special, 188. Approximations of total and school population, 24. Aptitude, certificate of, 225. Arabia, Koran used in schools in, 500. Arabic text-books, exhibit, 500. Araya, Dona Filomena S., death and sketch, 1760. Arbitration, extension of influence, 655. Arbury, F. W.,402. Archaeology in Mexico, 1219. Archer, Henry P., 407. Architects and engineers, skilled, 256. Architects, preparation in America private, 659. Architectural drawings in German exhibit, 464. Architecture, combustible, 728. Arenal, Dona Concepcion, 1783. Arey, Oliver, 1116. Argentine Bepublic, course in national colleges, 1220; educational statistics, 654, 2078; ex¬ hibit, 498, 572, 1220; kindergarten at Parama, 1222 ; manual training, 1221 ; normal schools in, 1221. Aristotle's ethical system, training the activities, 374 ; precept of, 1456. Arithmetic, absence of abstract work in several grades of best school exhibits, 504; changes in teaching, 517 ; instruction in, 1640 ; theo¬ retical and practical, 169. Arizona, medical requirements, 1622; pecuniary aid to students, 1576; statistics of Agricul¬ tural and Mechanical College, 1972, 1978; public high schools, 1816; universities and colleges, 1952. Arkansas, colored industrial school at Pine Bluff, 1135; constitutions of 1836 and 1864-65 on education, 1326, 1345; of 1868, 1360; of 1874, 1373; educational exhibit, 485, 1134; medical requirements in, 1620, 1622 ; pecuniary aid 2086 INDEX, to students, 1576; public schools, 1135; sta¬ tistics of Agricultural and Mechanical Col¬ lege, 1972, 1976, 1978; blind institutions, 2056, 2058, 2060 ; city schools, 1786 ; commer¬ cial colleges, 2022, 2024; institutions for the deaf, 2042, 2044, 2048 ; law schools, 1988 ; med¬ ical schools, 1990 ; normal schools, 2002, 2010, 2014; private secondary schools, 1896 ; pub¬ lic high schools, 1816 ; universities and col¬ leges, 1592; uses surplus of 1836 in educa¬ tion, 1287 ; -women teachers, 545. Arkansas College, aid to students, 1576. Arkansas Industrial University, normal course, 1556. Arlon, 191. Armbruster, Ad., 1780. Armitage, B. F., 400. Armour, Philip D., founder of Armour Institute, 583. Armour Institute, library visited, 583. Armstrong, Gen. Samuel C., 1137; death and sketch, 1765; work cited, 1563. Army Medical Museum, account of, 605. Arndt, Mr., collects German educational journals, 551. Arnold, Mr., collection of birds and insects men¬ tioned, 1316. Arnold, E. C., 885,958,971. Arnold, Sarah L., 385. Arousing mental activity, 1476. Arrangement, simultaneous, 14. Arrondissements, 158, 219. Art in American and German schools, 531. Art instruction, 441. Art Palace (Chicago), mentioned, 533. Artisans, preparing, 187, 266. Artisan school at Lodzi, 1199; Nicholas at St. Petersburg, 1199; Riga, 1199; Timbirsk, 1199. Artistic features of the Catholic general exhibit, 508. Arts, College of, 267. Arts and sciences, support of, 161 ; industries, 161. Ascendency of the clergy, 162. Ashe Art School, Memphis, 1136. Ashley, Edwin E., 405. Asia ilinor, Jewish schools in, 652. Assistance to readers, 982. Assistants, 1S1 ; extra, 166. Assisted education act, 1171. Association at Calcutta, 275. Association for the Extension of the Holy Scrip¬ tures, mentioned, 652. . Association of Collegiate Alumnae, exhibit of, 468. Association of Medical Colleges, work, 608. Astronomical exhibition, Cambridge University, 1603. Astronomical observatory, J. Q. Adams urges need of, 1310. Ath, 191 Athanasius, Brother, 415. Athendes royal, 174-176. Athletics in America, 528 ; in private schools, 535 ; in women’s colleges, 531; separate play¬ grounds for boys and girls, 539. Atkins, James, 419. Atkinson, Edward, 728. Atkinson, Rev. George, 1143. Atkinson, W. P., 938. Atkinson, W. R., 419. Atlanta, medical school for women. 611; Young Men’s Library Association, 952, 966. Atlanta University, aid to students, 1579 ; efforts for technological instruction, 1561; exhibit, 495, 1136; for colored people, 1136; student scholarships in, 1553. Atlas for use in elementary schools in Berlin, 316. Attendance, 248, 261 ; average. 2; in United States, 563; classification of, 204; combined, 182; comjjulsory, 42, 182, 353 ; no law for in United States, 522; daily, 23, 28; discussed, 537; ex¬ penditure per pupil, 23; in Alaska, 1746; in America and Europe compared, 615; in Bel¬ gian schools, 166-175; in Chicago, 537; in Germany, 537, 539; in Great Britain, 203 , in medical colleges, effect of lengthened course on, 1618; in rural schools, 539; in United States, 537; length of term, 23; number of hours, 201 ; punishment for non, 538 ; regu¬ larity of, 2 ; statistics of, in Southern States, 1558 ; summary, 23. Attorney-General, 94. Atwater, J. M., 411. Atwater, Joshua, to collect wheat for poor schol¬ ars, 1243. Atwood, Oscar, 411. Auchmuty, Col. Richard T., death and sketch, 1766. Auckland, college at, 258, 259, 260. Augsburg Seminarj*, aid to students, 15S5. Augusta Academy, "mentioned, 1300. Augusta School, models of, 552. Auke tribe, 1740. Aurora (111.) public library, 953, 960. Austen, Mrs. Robert, 1174." Austin, A. E., 1743-1745. Austin, Miss Etta, 1713. Austin, J. S., 409. Austin, Miss O., 1743. Austin, Willard H., 835. Austin College, aid to students, 1591. Austria, amount of time given to dead languages in, 681-684; educational exhibit, 1185; none at World's Fair, 548; length of medical courses in, 1631 ; provision for day nurseries in, 1185; secondary industrial schools com¬ pared with American technological schools, 676; Technological University, diagram of courses, 685. Austria-Hungary, educational exhibit, 1184; rude methods, 1185; statistics of education, 2074. Austrian Gymnasium, diagram of time given to various studies, 682. Austrian polyclinics, resemblance to American post-graduate courses, 609. Austrian Realschule, diagram of time given to various studies, 684. Authorities, central and district, 15S ; State and local, 340, Authority, source of, 158. • Authority of universities, 180; to confer degrees, 184. Authors, results of free text books on, 524. Autotypes, American, excellence of, 59S. Auxiliary agencies, 173. Avenues of the “White City,” 442. Average length of term, 46. Average salaries. See Salaries and teachers. Averett. S. W., 417. Avery Ivormal Institute, courses, 1555. Award to Public School Journal, 1105. Awards, 169 ; to Ammondale FTormal School, 1096 ; to City College of Baltimore, 1096; to city schools of Iowa, 1126 ; to departments, 1036 ; to Japanese exhibits, 1209 ; to public schools of California, 1139 ; to Rock Hill College, 1096. Axtell, W.F.,400. Ayerst Hall, Cambridge, aid to students, 1608. Aylesworth, B. O., 410. Ayres, -Dr. Daniel, death and sketch, 1749. Ayres, Edward, 400. Azarias, Brother, death and sketch, 1766. 13. Babbitt, James H., 408. Babcock, C. A., 408. Babcock, John W.,404. Babcock, W. H., 385. Babies of lady graduates, 653. Bachelor’s degree, 226, 231, 349. Bachman, Mrs. Henry T., 1737. Bachman, J. L., 416. Backhaus, W., 1780. Backus, Truman J.. 418. Backus, William W., death and sketch, 1750. Backward movement, 192. Bacon, Helen T., 1142. Bacon and Montaigne’s attack on the character of instruction, 280. Bacteriology, 229 ; instruction in, 448. Bad English, presented for correction, 1488. Badeu, public schools not controlled by church, 324; statistics of education, 2074. Bader, John H., 408. Baer, Samuel A., 407. 2087 INDEX. >» % Balilmann, William F., 403. Bailey, Prof. H. T., 430. Bailey. T. J., 1173. Bain, A., 893. Bain, James, jr., 850. Baines, J. A.. 262. Baird. A. S., 430. Baiscli, F., 1780. Baker. Dr., 14, 1489. Baker, B. W.,410. Baker, Benjamin. 407. Baker, Miss C-, 1742. Baker, G. H.. librarian, 576, 872. Baker. I. C., 400. Baker, James H.. 409, 1415, 1446, 1448, 1473, 1491. Baker, John E., 417. Baker, W.H.,399. Baldwin, Senator, Barlow urges plan for national scientific institution on, 1308. Baldwin. Prof. Cyrus, death and sketch, 1766. Baldwin, J., 937. Baldwin, J. Mark, 385. Baldwin, W. A., 402. Balfour studentship in Cambridge University, 1602. BaU, Bev. Eli, 1679. Ball, George H., 413. Ballance, John, 1782. Ballantine, WiUiam G-., 414. BaUard, Harlan H., 957, 970. Ballard, William J., 404. Ballard. William B., 955, 969. Ballautf, L.. 393. Balliet, T. X.. 436. Balliet, Thomas M., 402. Ballin, Hans, 434. BaUiol CoUege, aid to students, 1597. Ballot laws, 154. Baltimore, Enoch Pratt Free Library, 954, 967 ; exhibit of technical schools, 647 : manual¬ training school exhibit, 485, 493, 572 ; medical schools for women, 611 ; post-graduate med¬ ical schools in, 610. Baltimore schools, Dr. Bice on, 567. Bampton lecture, 775. Bancroft, Dr. C- F. P., 425, 1491. Bancroft, George, cited, 1275; founds feUowship, 1573; letter quoted. 1573. 1574. Bangor (Me.) public library, 885, 954, 967. Bannon, John C.. 402. Banks. See School savings banks. Banta, William H., 400. Baptist, Bev. Edward, 1679. Baptist Home Mission Society schools, theological courses, 1567 ; restricted, 1555. Baptist schools, 52, 67. Baptists, educational statistics, 651. Bara, M., 172. Barbara Fritchie Bible, the, 1085. Barbarism and culture in America, 531. Barbera, Sister Piero, 437. Barboursville CoUege, aid to students, 1593. Bardeen. C. W., 423, 437. Bardwell, C. M., 400. Bardwell. Bev. Joseph, death and sketch, 1766. Bardwell, W. A., 873, 999. Barker, S. X., 420. Barlow, Joel, plan for national scientific institu¬ tion, 1308-1309. Barnard, Frank J ., 408. Barnard, Dr. Henry, 423, 436, 437, 1064, 1116, 1226, 1495 ; cited, 1275 ; History of Common Schools in Connecticut, quoted, 1240; influence. 629; matures plan for an educational a gency , 1288 ; on effects of change to school society in Connecticut, 1253 ; on XationalUniversity in Federal Convention, 1293; quoted on act of 1766, 1253; on Connecticut common-school fund, 1260 ; on Connecticut school law, 1255 ; on early Connecticut schools, 1244; report on education in District of Columbia, men¬ tioned, 1563; summary of Connecticut school act of 1750, quoted", 1251 ; summary of public instruction in Connecticut, 1247,1248; value of reports bv, 630; work of, cited, 1261. Barnard, John, mentioned, 1241. Barnard College, aid to women students, 1594; annex of Columbia, 525. Barnes, Mr., 264. Barnes, Prof. Earl, 385, 428, 429, 436; exhibits children's drawings, 643 ; investigations on religious conceptions of children, 638; on manual training, 574. Barney, H. H., 1495. Baron de Hirsch trade schools, 1150. Barr, James A., 399. Barrett, A. T., 407. Barricklo, W. B., 1076. Barringer, William X., 404. Barris, J. W., 404. Barron and Fowler, Messrs., 274. Barrow, J. M., 403. Barrows, Charles D., death and sketch, 1750. Bartels, Friedr., 393. Bartholomai, Friedr., 320, 393. Bartholomew, G. K., 419. Bartholomew, John, 313. Bartlett, Professor, 1018. Bartlett, Albert L., 402. Bartlett, J. X., 399, 1124. Bartlett, Louise L., 963, 975. Bartlett, Samuel Colcord, 1022. Bartlett, Col. Wm. H. C., death and sketch, 1766. Barton, Miss Clara, 433. Barton, Edmund M., 875. Barton, B. L., 408. Bascom, C. E., 385. Bascoin, John. 1118. Basedow, influence on schools of Bavaria, 326. Basedow and Locke, invented games, 384. Bashford, James W., 414. Basic stud3’ — language, the, 1485. Bass, E. E., 403. Bass, George F., 437. Bass, William C., 417. Bassett, H. F., 965. Bateman, George A., 401. Bateman, Xewton, memorializes Congress, 1288, 1290-1291. Bates, Arlo, 938. Bates, Mrs. Emma F., 398. Bates, James L., cited, 1274. Bates, William C., 402. Bates College, aid to students, 1581. Bates Hall, 713. Bath tubs, handiwork, from Tunis, 501. Battie scholarship in Cambridge University, 1602. Battle, A. J., 417. Battle of the novels, 938. Baudouin, Dr. Marcel, 12; on legal status of woman in marriage, 1628 ; on medical schools and hospitals of United States, 604- 614; on visit to United States, 604-614; report on medical education in United States, 601. Baumes, J. It., 417. Bavaria, common schools, buildings, 327,331; duties of provincial government, 329; for children of mixed religious faith, 331; hours, 332 ; instruction in horticulture, 327 ; local school board, 329; official visits, 329; powers of state concerning, 332; present plan of, 326, 327 ; release from, 330, 331 ; school year, 331 ; statistics, 327 ; of pupils per teacher, 333; subjects taught, 327; supervision in hands of local inspector, 329; controls schools, 323; convent schools, 330; department of educational and ecclesiastical affairs established, 328; power to propose school laAvs, 328; controls text-book publi¬ cation, 32S; educational exhibit at World’s Fair, 549; mentioned, 9; illiterate recruits, 328; invited to help form German Empire, 323; kindergartens, 330; Latin and German schools officially separated in Upper and Lower, 325; law-making powers of, 323; manual and trade schools, 330; new system under Max Joseph II, 328; pecuniary aid to students, 1612 ; programme of advance¬ ment from lower to higher schools, 331 ; public nurseries in, 330; public schools, few matters regulated by law. 325; mostly in country, 325; religious instruction confined to clergy, 331.; reasons for failure of law of 1867, 325; results of movement of 1848, 324; school board reorganized, 1808 and 1825, 328 ; present constitution, 328; buildings, 333; 2088 INDEX. compulsory attendance, 329, 330 ; discipline, 332 ; endowment law of 1861, 324 ; schools, methods of procedure in establishing pri¬ vate schools, 330; museum in Munich, 333; plan of 1806, 326; reports, 332; teachers, 333, 334 ; women teachers, 330 ; schools con¬ trolled by clergy before Reformation, 325; course extended. to seven years, 326 ; influ¬ ence of Pestalozzi and Basedow, 326; pen¬ sions, 335,336; cost, 336; reorganization of, in 1802, 326; statistics of education, 2074; Sunday schools established, 326. Bavarian Palatinate, peculiarities in school laws mentioned, 325. Bay City (Mich.) public library, 958, 971. Beach, Moses S., death and sketch, 1750. Beale. Miss, 426. Bean, C.W., 398. Bean, Miss Mary A., 944, 955, 968. Bear, H.F. M.,401. Beard, J. IS"., 409. Beardsley, Elias J., 404. Beardsley, Lewis A., 406. Beardsley Library, West Winsted, Conn., 952, 966. Beatrice, Princess, 1176. Beautiful, cultivation of taste for, 441. Beautiful, sensible to the, 197. Beavis, Horatio S., 409. Beazell, James H., 402. Becker, William H.,414. Beckhold, H., 998. Beckwith, Walter P., 402. Bedell. Gregory T.; death and sketch, 1750. Bedford, Peter W., death and sketch, 1750. Beecher’s characterization of Sunday, 774. Beechy, A. D., 406. Beeler, W. H., 408. Beer, William, 954, 967. Beers, Seth P., commissioner of Connecticut com¬ mon-school fund, 1260. Beggs, S. Sterrett, 402. Belim, G., 1781. Behnke, Emil, death and sketch, 1760. Belfield, Dr. H. H. 432, 1125. Belgian constitution, 194. Belgian inferior law, 194. Belgian statesmen, 162. Belgian teachers’ association, 169. Belgians, native, 164 ; naturalized, 164. Belgium, association of teachers, 169; educational system of, 159; constitution of, 162 ; central¬ ization, 159: general history, 169 ; geography and history of, 169 ; modern history, 161 ; public education in, 157 ; reunion with Hol¬ land 192 ; statistics of education, 2074. Beliefs, religious, 200. Belknap, Emuuet, 404. Bell, Alexander Graham, 385,494, 1120, 1152. Bell, Dr. Andrew, 1169. Bell, W. A 436. Bell scholarships in Cambridge University, 1602. Bellamy, E W., 385. Belleville (Ill.) Public Library, 953, 966. Bellingham, Mr., mentioned, 1226, 1227. Belman, W. C., 400. Beloit College, aid to students, 1593. Beloit High School, 1116. Bemis, C."~L., 402. Bemis, Edward W., promotes university exten¬ sion, 531. Bemiss, D., 408. Bender, E blackboard exhibit of, 640. Benedictines exhibit at World’s Eair, 651. Benefactions, 86, 89. Beneficiary associations, 173. Benefits of the agricultural bill of Congress, 1713. Bengal, statistics of education, 2076. Beni-Irael and Parsis, 264. Benham, N. L., 405. Bennet, J. L., 433. Bennett, C. W., 406. Bennett, Frances E., 419. Bennett, Lemon, death and sketch, 1750. Bennett College on coeducation of sexes, 1559. Benson, William M., 406. Benton, Guy P., 401. Benton, Rev. Joseph A., death and sketch, 1750. Benton, Thomas H., jr., 1495. Benzonia College, aid to students, 1584. Bequests to pious purposes, 527. Berea College, aid to students, 1553, 1581. Bergen, Martin V., 404. Bergman, Mme., 435. Berlin, deafness among school children, 637 ; in¬ vestigations into child’s intellectual life, 637 ; natural philosophy exhibit of city school, 554; school exhibits, o5i; school for print¬ ers, 597; University of, 1182. Bermuda, statistics of education, 2078. Bernardine, Sister Mary, 417. Berry, William J. C., 884. Bertram, Professor, mentioned, 526, 574. BesanQon, deaf-mute exhibit, 651; exhibit of school for watchmaking, 589. Best books, Sonnenscbein’s list of, 812. Best light obtained by the historic method, 1474. Bethany College, aid to students, 1581. Bethel College, aid to students, 1581. Bethesda School, Chicago, 1109. Bettelin, Brother, 409. Beust, Fr., 320. Bovan, James J., 406. Bej er, O. W., 393. Bible, Barbara Fritchie, 1085; text-book in Ger¬ many, 556; to be read in school in Connecti¬ cut, 1254. 1255; value of, in gaining insight into institutions, 1463. Bible history, college students ignorant of, 536. Bible illustrations, in Catholic exhibit, 512. Bible instruction, 210. Bible reading in schools, 648. Bible Society, American, work of, 655. Bibles, lack "of, in early Connecticut , 1248. Bibliographies, printed, for libraries, 581. Bibliography, 1491; in library work, 860; instruc¬ tion in, 927; of child study, 11, 385; of com¬ mittee report, 14; of Herbartianism, 11, 393; of reference books, 981. Bicknell, Thomas W., 1500, 1510. Biddle University, aid to students, 1553, 1588. Bids, competitive, 802. Biefeld, Joseph, 1152. Bielon, S. A., 954, 967. Bienne, deaf-mute exhibit, 651. Bierman, E. B., 415. Bill, Mrs. M. E., 958. 971. Billings, E. C., death and sketch, 1766. Billings, John S.. 605, 874. B. llingsley, W. N., 416. Binding books, comparative cost, 914, 915. Binet, A., 385. Biographic clippings, 1008. Biological and zootomkal preparations exhibited, 640. Birch, Charles Bell, 17S2. Birmingham (England) Kbrary, 855. Bisbee, M. D., 876. Biscoe, Walter S., 826. Bishop, N. L., 399. Bishop, Nathan, 1495. Bismarck, Prince, mentioned, 324. Bissel, Mr., 1123. Bissell, John W., 410. Bissell, Robert P., 399. Bittihn, Cantor, death and sketch, 1760. Black, Professor, 259. Black, Samuel T., 397. Black, \Y. W., 400. Black, William H., 412. Black and white, education for, 442. Blackboards, arrangement of, 617 ; exhibit of Ger¬ man, 640 ; in American schools, 626; in Eng¬ land, 626; in Stockholm, 626; use of continu¬ ous, in America, 529. Blackburn, William M.,415. Blackburn University, aid to students, 1579. Blackmar, F. W., History of Federal and State Aid to Higher Education, cited, 664; quoted, 1275, 1311. Blackmore, James, 1211. Blaikie, W.,385. Blaine, James G., death and sketch, 1766 ; proposes amendment to Constitution, 1294. Blair, J. E., 407. Blair, John J., 405. Blanchard, Charles A., 410, 95S, 971. Blanchard, J. H., 401. INDEX. 2089 Blanchard, Jonathan, death and sketch, 1750. Blankenbeigh, 190. Blankinship, Janies A., death and sketch, 1767. Blanton, J. D., 418, 419. Blanton, L. H., 411. Blatchford, Joseph, death and sketch, 1767. Blatteman, J. H., 401. Blenk, James H., 411. Blewett, B. T., 418. Blind, hooks for the, 191 ; institutions for, statis¬ tics, 2056-2060; statistics of negro schools, 1572. Blind and deaf children, 206. Blind Asylum, Imperial (Steglitz), exhibit, 551. Bliss, Rev. George R., death and s'ketch, 1767. Bliss, Richard, 885. Blizzards and snowstorms, 1733. Blodget, Samuel, his “Economica” quoted, 1295; on Washington’s bequest to National Uni¬ versity, 1304 ; quoted, 1297. Blodget, William, on state of colleges, 1295, 1775. Blodgett, A. B., 405. Blodgett, H. T., 402. Blodgett, Lorin, 1082. Blodgett, S. E., 402. Blois, Austen Iv. de, 410. Blow, Miss, 1127. Blow, Miss Susan E., 427. Board of education, 44, 745 ; appointment and pow¬ ers of, 566; State, supreme authority, 523. Board of health, restriction over medical colleges, 607, 608. Board of j udges, awards, 1035 ; points of excellence enumerated by, 1035. Board schools, 204; prevalence of, in Scotland, 207. Boarding schools for girls, inspectresses for, 220. Boardman, S. W., 416. Boards of charity, 166, 171. Boas, Eranz, 385. Boatwright, E. W., 416. Boblitz, Ephraim L., 402. Bock, Eduard, 1781. Bockman, Wilhelm, death and sketch, 1760. Bode, Friedrich, 393. Boden Sanskrit scholarship, Oxford University, 1595. Bodenstadt, E. M. von, death and sketch, 1761. Bodichon, Mme., 1177. Bodio, Luigi, 12; on popular education in United States, 615-617. Bogart, C. D., 404. Bogdanovsky, Mme., mentioned, 690. Boger, Cyrus. 406. Boggess,' Carey, 406. Boggs, William E., 409. Bohme, Adolf, death and sketch, 1761. Boivin, mentioned, 1627, 1628. Bolivia, educational statistics, 654, 2078. Bollman & Zippel, botanical charts, mentioned, 640. Bolton, Mr., 382. Bolton, Dr. H. Carrington, 385, 999. Bolton, T. L., 385. Bombay, presidency; statistics of education, 2076. Bombay Educational Record, 275. Bompas, Bishop, 1736. Bonafede, Giacomo Oddo, 429. Bonazzi, G., 894. Bond, Miss Ellen J., 1075. Bond, G. G., 399. Bond, Hugh L., death and sketch, 2767. Bonded debt, 37. Bondy, Mrs.Ottilie, 427. Bonebrake, Lewis D., 406. Bonebrake, P. O.. 414. Bonesetters, medical school in France, 606. Bonet-Maury, Dr., 11; on preparatory medical courses, 602 ; report on medical education in United States, 601. Bonghi, mentioned, 333. Bonner, Mrs. L. M., 419. Bonney, Charles C., 424, 4»3 ; president of World’s Congresses, 641. Book annotation, plan for, 579 ; cost and value of, 579. Book publishers’ exhibits, 502. Book trade in America, M. le Soudi er on, 597 ; statistics discussed, 598. Booker, Joseph A., 409. Bookkeeping, 167, 170, 179. Books, for the blind, 191; approved, 193; free, in New York, 619; French exhibits, 588; in ordinary demand, 995 ; of reference, 44; pur¬ chasing for libraries, 580; read in Connecti¬ cut schools, 1637. Booksellers’ exhibit, report on, 595-599; schools for, needed, 598. Bookwalter, L., 411. Boon, John A., 407. Boos-Jegber, Edward, 433. Booz, Matilda S., 406. Bordeaux, exhibits, 588; of commercial schools, 589 ; medical faculty compared with Ameri¬ can, 609. Borden, W. A., 952, 965. Boston, as library center, 700 ; coeducation in, 539 5 compulsory education in, 562; contemplates founding manual training school, 680; edu¬ cational exhibit, 1024 ; excellence of schools in, 525; first medical school for women in, 611; high degree of perfection in schools of, 523; investigations on child’s intellectual life, 637 ; kindergartners in, 357 ; manual training in, 572 ; medical schools, buildings, 608; older medical schools developed by rivalry, 607; postgraduate medical schools in, 610; salaries in, 546; school council, 619; school exhibits, 482 ; schools, Dr. Rice on, 567 ; M. Fuchs on, 567 ; divisions, 625 ; impres¬ sions made by, 625 ; visited by E. Osterberg, 625; length of school hours, 628; socialistic speeches in, 523. Boston Athenaeum, 857, 871 ; open on Sunday, 772. Boston High School, English studies in, 627." Boston Institute of Technology exhibit, 452. Boston Library Society, 887. Boston Normal School, commended, 616; photo¬ graphs of gymnasium, 645. Boston Normal School of Gymnastics, 482. Boston Polytechnic Institution, 1199. Boston Public Library, 713, 717, 869, 937, 954, 968. Boston University, aid to students, 1582. Bostwick, O. P., 401. Botanical charts, mentioned, 640. Botany, 96; teaching of, in Trenton, N. J., schools, 622. Bottcher, Dr., 311. Bourg, deaf-mute exhibit, 651. Bourgeois, Mme., mentioned, 1628. Bourke, Capt. John G., 427. Bourne, E. G., cited, 1287. Boulen, Eugene, 402. Boutwell, of Massachusetts, on committee on Bu¬ reau of Education bill, 1289. Bowditch, 366. Bowditch, Professor, results of his ‘study of chil¬ dren, 637. Bowditch, H. P., 385. Bowditch, Henry I., death and sketch, 1750. Bowdoin College, aid to students, 1581 ; library, 880; mentioned in constitution of Maine, 1322. Bowen, C., 937. Bowen, Gertrude G., 418. Bower, Mr., schoolmaster in Plymouth, 1243. Bowers, Morris, 406. Bowie, Rev. Copeland, 211, 212, 213. Bowker, R. R., 926. Bowman, Dr., 1125. Bowsher, C. A., 400. “Boxwell” law in Ohio, its increasing popular¬ ity, 1671. Boyce, M. H., 957,971. Boycotted castes in India. 269. Boyd, D. R., 414. Boyd, James T., mentioned, 660. Boyd, W. W., 405. Eoyden, C. F., 402. Boyle, Charles B., death and sketch, 1750. Boyle, Edward, 400. Brabant, 158, 174, 183. Braden, A. G., 407. Braden, J., 416. Bradley, Isaac S., 876. Bradley, Prof. J. D., 1071. Bradley, John E., 410, 1491. Bradley, Joseph P., death and sketch, 1750. Bradshaw, John, 274, 275. Brady, Rev. John G., 1743. 2090 INDEX. Bragdon. C. C., 418. Bragg, Thomas, 1498. Bralimau, preeminence of, in India, 263. Brahmans, 267. Brain, functional growth, of, after attaining size and weight, 367. Brain erd, Ezra, 416. Bramhall, Mae St. John, 385. Branch libraries, 717. Brandt, Professor, school bench of, exhibited, 652. Branches, optional, 167,170; scientific, 349. Branham, A. I., 399. Brarum, Heinrich, influence on schools, 326. Bratiano, Demeter, death, 1761. Bray. Charles D., mentioned., 660. Brazil, educational exhibit, mentioned, 654,1219; exhibit in school work, 497 ; manual-training exhibit, 624; statistics of education, 654, 2078. Bread and butter questions put to psycholo¬ gists, 380. Bread- winning knowledge ignored, 1670. Breed, M. A., 412. Breese, J. H.. 410. Bremen, statistics of education, 2074. Breslau, Germany, Women’s Educational Union exhibit, 1184. Brett, W. H., 576, 580, 715, 877, 939, 962, 974. Breuleux, Gust., death and sketch, 1761. Brewer, John B., 419. Bridgeport public library, 951, 964. Bridgman, George H., 412. Briggs, Egbert L., 402. Brintnall, B. W., 416. Brinton. Dr., 383. Briscoe, W, S., librarian, 576. Bristol, George P., 1491. Bristol public library, 951, 965. Bristol Royal Statistical Society, 262. British and Foreign School Society, 1169. British colonies, education in, 9. British Columbia, statistics of education, 2078. British history, 249. British India, "statistics of education, 2076. British Islanders represented by London board schools, 499. British Museum system, 581, 894. British provinces, 264, 265. Brockett, Linus P., death and sketch, 1767. Brocklesby, John TL, 399. Brockton (Mass.) public library, 955, 968. Brodie, P. T., 407. Brohough, G. O., 403. Brooke, Governor, letter from, Washington quoted, 1299: mentioned, 1300. Brooke, C. M.,*411. Brookline exhibit, 1029. Brookline (Mass.) public library, 955, 968. Brooklyn library, 872: manual training school mentioned, 679; Pratt Institute library, 960, Brooklyn Union for Christian Work library, 960, 972. Brooks, Rev. Charles, 1182. Brooks, Edward, 406, 1496. Brooks, H.F., 406. Brooks, Rev. Phillips, 772; death and sketch, 1767. Brooks, Wm. M., 411. Brothers of Charity in Belgium, Canada, England, and United States, 191. Brothers of the Christian Schools, exhibit. 493. Brouardel, M., 227. Brougham, Lord, 1169. Brown, A H., 886. Brown, Mrs. Charlotte Emerson, 433. Brown, D. M., 408. Brown, Della, 1101. Brown, Eli F., 399. Brown, Elizabeth Stow, 385. Brown, Fletcher, 410. Brown, Francis, 1022. Brown, George, death and sketch, 1750. Brown, Geo. P., 395, 1105. Brown, H. W., 385, 395. Brown, Levi, 404. Brown, Grvon G., 414. Brown University, 71; aid to students, 1590; ex¬ hibit, 1062 ; library, 876. Brown, Sir William, 854. Brown, Z. H., 407. Brownbill, J., 894. Browne scholarship in Cambridge University, 1602. Browning, Eliza G., 379, 953, 967. Brownson, T. G., 414. Bruce, J. M., 417. Bruce, John C.. death and sketch, 1761. Bruce, Miner W., 1708; reconnoissance by, 1718. Bruce, Orsamus B., 402. Briicke, Ernst W., death and sketch, 1761. Bruges, 191. Brunswick, statistics of education, 2074. Brush, Mrs. Christine C., death and sketch, 1750. Bruske, August*F., 412. Brussels, 161, 168, 170, 173, 176, 182. 186, 187, 190, 191. Bryan, J. E., 400. Bryan, James L., 402. Bryan, Rev. W. L., 359, 361, 436. Bryant. Mrs. S., 385. Bryn Mawr and Ogontz school, 1086. Bryn Mawr College, 525 ; aid to women students, 1594; examination, 532; exhibits, 485; ex¬ pense, 532 ; requirements for degree, 532, 533. Buch, Leopold von, his theory of volcanoes, 282. Buchanan, George V., 403. Buchanan. James, vetoes agricultural school hill, 1275. Buchanan. John U., 1491. Buchholz.L. W.,399. Buchner, Dr. E. F., 436. Buchtel. John R., death and sketch, 1750. Buchtel College, aid to students, 1588. Buck, William E., 403. Buckham, Matthew H., 416. Buckman, S. S., 385. Bucknell University, aid to students, 1590. Buddhism, 265. Buddhists of Burmah, 264. ^ Budlong. F. D., 403. Buelirle, R. K.. 406. Buel, Samuel, death and sketch, 1751. Buffalo, medical schools visited. 605 ; public libra¬ ry, 877, 961, 973 ; schools, Dr. Rice on, 577. Buffalo" conference, 806. Buildings and equipments, 182 ; energy in erecting, 44; of medical schools in United States, 608; of schools, 352; accommodations, 650; high cost of, 650; in America, 615; in Uruguay, 654; in Bavaria, 327. Buisson,M., 1179, 1180 ; delegate to World’s Fair, 556; quoted, 649. Buisson, Benjamin, 424, 430, 436. Buisson, F., 224. Bulgaria, Jewish schools in, 652 ; statistics of edu¬ cation, 2074. Bulkley. J. W.. 1496. 1498, 1510. Bull, Xathaniel H., 404. Bullard, E. F.. 417. Bulletin board, 742. Bullis, George E., 405. Bumstead. Horace, 409. Buncher, Mrs. M. J., 885, 960, 972. Bungay, George W., death and sketch, 1751. Bunker, Robert, death and sketch, 1751. Burchardt, Dr., 1208. Burdett-Coults, Baroness, 1174. Burdett-Coutts scholarships of Oxford University, 1596. Burdick, J. Hall, 404. Burmah (lower), statistics of educition. 2076. Burmah (upper), statistics of education, 2076. Bureau of awards, 1016. Bureau of Education, a national agency, 453; ac¬ count of, 587 ; act of Congress establishing, 1291,1292; circulars, 692; department re¬ duced to bureau, 1292; establishment, 1288, 1289; exhibit, 448, 502, 1145; investigates relations of church and state, 536; investi¬ gates requirements for entrance into medical schools, 601 ; laws concerning, 1292 ; ‘ ‘model library ” exhibit, 503; memorial of Rational Association of State and City School Super¬ intendents for, 1290, 1291; bn academic de¬ grees, 670; on number of scientific schools, 665; origin, 1288-1292; reports of, 53; statis¬ tical in character, 523 ; value of reports, 534. See also United States Bureau of Education. INDEX. 2091 Bureau of Navigation supervises Baval Acad¬ emy, 600. Eurrill. John, signs resolve of 1707 relating to Harvard, 1230. Burgess, Edward, 405. Burgess, Elijah, 405. Burgess, Gideon A., 412. Burgheim, Bud, death and sketch, 1767. Burgomasters in Belgium, 15S. Burk, Frederic L., 399. Burke, John, 401. Burke, John E., 402. Burks, B. E. L., 412. Burleson, B. C.. 416. Burlington (Vt.), Fletcher free library, 963, 975. Burlington (Iowa) public library, 954, 967. Burney, A. M.. 419. Burnham, E. TV.. 1124. Burnham, T. O., 702. Burnham, Wm. H., 358, 363, 366, 385, 386, 436. Burns, James C., 4C0. Burns, James J., 405. Burrington, Bev. Henry H., death and sketch, 1767. Burroughs, Geo. S., 410. Burroughs, Bev. John C., death and sketch, 1751. Burrowes, A. J., 414. Burt, H. E.,937. Burton, A. IV., 408. Bush, A. B., mentioned, 660. Bushart, Leopold, 417. Bushman, IV. T., 406. Bushnell, Horace, quoted on education in Con¬ necticut, 1256. Business colleges, statistics, 2018-2041. Business education exhibit, 1148. Business men. thorough education for, 438. Business training, 188. Busts of great educators, 1184. Butler, Lady, 1173. Butler, Bev. Daniel, death and sketch, 1767. Butler. Joseph F., 413. Butleri Nicholas Murrav, 14, 395, 423, 1076, 1448, 1491,1492. Butler, Scot, 410. Butterfield, Dr. Balph, death and sketch, 1751. Butts, William H., 1492. Buys. T. T., 1783. Byrd, Colonel, mentioned, 1295. C. Cabell, Benjamin F., 417. Cabinets of specimens, 44. Caesarius, Pauliver. death and sketch, 1768. Caine, John T.,jr.,407. Cairns, John, death and sketch. 1761. Cairo, manual training from, 573. Cairo University, 1211. Calcutta, teachers’ association at, 275. Calcutta Educational Magazine, 275. Calder, Prof. J. A., 430. Calhoun, John C., on natives of Connecticut and graduates of Yale in Congress, 1256. California, awards to schools, 1139; Catholic schools, 1139, 1142 ; Coggswell Polytechnic College, 1139; compulsory education, 561; constitutions of 1850 and i862 on education, 1336,1337; of 1879, 1388; costof public school, 535; educational exhibit, 491, 1138; educa¬ tional progress, 620 ; free university of, 524 ; Golden Gate kindergarten, 1139; medical re- requirements, 1G22 ; no interest granted on sales of lands, 1286; pecuniary aid to stu¬ dents, 1576; to women students, 1593; pur¬ chases German exhibit of pupils’ work, 555 ; receives 2 sections foreducation, 1271; relief maps exhibit, 474; scheme of State school¬ book publishing, mentioned, 1341; schools, subject of study in, 374, 375, 376; State library, 875; statistics, agricultural and mechanical college, 1972, 1978; blind institutions, 2057, 2058: children in school, 1139; city schools, 1786; colleges for women, 1969; commercial colleges, 2023, 2024; deaf institutions, 2043, 2044; dentistry, 1996; law, 1988; medicine, 1990,1993; normal schools, 2002, 2010, 2014; nurse training, 2000; pharmacy, 1997; pri¬ vate secondary schools, 1198; public high, schools, 1817 { reform schools, 2068, 2070; theological schools, 1982; universities and colleges, 1952; temperance education law, 1164; tendency of medical education in, 1618; text-books. State control of, 544. California child, theological life of. 374. California children, summary of theological ideas of, 376; theological atmosphere in which they live, 374. California College, aid to students, 1576. Calkin, John B., 430. Calkins, N. A., 386, 1500, 1510. Call, S. J.,1712. Caller, M. A., 937. Callum, Gen. George IV., death and sketch, 1751. Calvert, G.H.,938. Cambridge, Mass., name changed from Newtown, 1227 ; public library, 884, 95o. 968. Cambridge Manual Training School, account of, 680 ; mentioned, 679. Cambridge Union School, sand maps exhibit from, 484. Cambridge University, aid to students, 1602. Cameron, E. D., 398. Camp, Hiram, death and sketch, 1767. Campbell, Miss C. A., 417. Campbell, D. A., 887. Campbell, Douglas, death and sketch, 1767. Campbell, E. E., 419. Campbell, Prof. F. J., 1151. Campbell. Sir George, death and sketch, 1761. Canada. 191 ; educational exhibit, 496, 497, 653, 1213 ; educational statistics, 654: exhibit by Cath¬ olic schools, 509; from Protestant, Prov¬ ince of Ontario. 509; of lace made by blind girl, 509 ; of wild flowers, 509 ; lack of medical schools for women, 1628 ; length of medical courses, 1631; typewriting and stenography in secondary schools of, 496. Canadian history^ 249. Canadian Indian school work. 496, 497. Candidates for matriculation, 255. Candler, IV. A., 410. Canfield. James H., 413, 1131, 1510. Canfield, IV. B., 3S6. Canham, Bev. and Mrs. T. H., 1736. Cann. J. F., 1498. Canning salmon, 1738. Cannon, J. IV., 407. Cannon, T. IV., 416. Canonge. Placide, death and sketch, 1767. Cantonal inspectors, 159, 168, 201 . Cantons, 158, 219. Capen, Edward, 879, 955, 969. Capen, Elmer H., 412, 1058. Cape of Good Hope, statistics of education, 2070. Capron. George, death and sketch, 1768. Capron, Horace, 1207. Capuchins, exhibit at World’s Fair, 651. Card system, 903. Cardiff', Wales, library at, 772. Cards, teachers’, G97. Carev arrested for illegal practice of medicine, * 1623. Carlisle, J. M., 398. ! Carlisle, James H.. 415. Carlisle Indian School, Captain Pratt at, 447; ex¬ hibit, 495, 1C90. Carlyle, T., 938. Carlton, Charles, 419. Carlton College, 1123, aid to students, 1585. Carnagey, John A., 400. j Carnegie free library, Allegheny, Pa., 962, 974. Carothers, B. H., 437. Carpenter, A. Dell, 952, 966. Carpenter, Miss C. E., 386. Carpenter, Samuel, mentioned, 1265. Carpenter, Dr. W alter, death and sketch, 1751. Carr, E. S., 388. Carr, Elmer E., 408. Carr, George W, 411. Carr, Henry J., 733, 906, 962, 974. Carr, Prof. John n., 1739: Carr, John W., 400. Carrington, George M., 1643. Carrington, L. M", 952, 966. Carroll, Prof. Clarence. 1C64. Carroll, Clarence F., 402. 2092 INDEX. Carson and Newman College, aid to students, 1591. Carter, C. W., 411. Carter, Franklin, 412, 1058. Carter, Miss Hannah J., 431. Carter, Joseph, 400. Carthage College, aid to students, 1579. Cartographic representation. 287. Cams, Paul, on manual training, 574. Carver, L. D., 883. Caspari, Karl P., death and sketch, 1761. Cassedy, J. A. I., 420. Caste system in India, 263. Castes, boycotted in India, 269; professionally literate, 269. Castle, Orlando L., death and sketch, 1751. Caswell, Thomas A., 404. Catalogue, author, 927: cases, 743; dictionary, 928; subject, 927. Cataloguing and arranging libraries, discussed, 581 ; systems of, 464. Catalogues/mentioned, 582. Catholic activity in educational work. 506. Catholic Church and religious instruction in schools, 527 ; opposes present state of reli¬ gion in public schools, 536 ; State religion in Uruguay, 338. Catholic clergy, 163, 166; school assistants in Bavaria from, 329. Catholic Xormal School of the Holy Family, 1121. Catholic Protectory of Xew York, handiwork ex¬ hibit, 509. Catholic education, claims, 456; exhibits, 450, 493, 505, 506; artistic features of. 508; of Ohio school, 1097 ; work twofold, 507. Catholic organizations abreast with modern meth¬ ods, 511 Catholic schools, 194; and taxation in Quebec, 509 ; assisted by Georgia and Xew Mexico, 536; awards to, 1136; exhibit, 536, 653, 1102, U21, 1136; Canadian, 509; countries repre¬ sented in, 651 ; female handiwork in, 651 ; in Xew York City, 510; orders represented, 651 : in Constantinople, 1211 ; in Manchester, 1018; iu Mexico, 653 ; patriotism inculcated ' in, 512; plan of Cardinal Gibbons for, 650; religious instruction in, 564; unrepresented j at Paris, 650. Catholic sisters not to wear religious garb in ! schoolroom, 536. Catholic training, examples exhibited, 505. Catholic University, 180. Catholics, educational privileges to, 241. Cattell, Sarah W., 962, 974. Catton, George R., 402. Cavanaugh, Thomas H., mentioned, 1403, note. Cave dwellers on Kings Island, 1735. Cavendish College, aid to students, 1608. Caviness, George W., 412. Cavour, efforts of, for Italian education, 1187. Ceara, Brazil, normal school, 1220. Cedar Valley Seminary, 1125. Census by sex, 158. Census taking in Alaska, 1705. Centennial library volume, 691. Central administration, 159, 165. Central America, statistics of education, 654. Central authority, 158, 266. Central College, aid to students, 1585. Central commission, 193. Central Europe, teaching geography in, 9. Central School, France, exhibit, 589. Central School of Technical Drawing, exhibit of, 652. Central Tennessee College, 1136 ' aid to students, 1591 ; dental course, 1565 ; law courses, 1566 ■ mechanical engineering at, 1561; medical course, 1565; medical department of, 1564; nurse training at, 1563; pharmacy course, 1565; *l Training school for Africa” course, 1568. Central University, aid to students, 1581. Central University of Iowa, aid to students, 1580. Centre College, aid to students, 1581. Certificate of aptitude, 225 ; of capacity, 167 ; of higher instruction, 158: of intermediate studies, 185; of merit, 207 ; of qualification to teach in Uruguay, 339 ; teachers, require¬ ment for, 540. Certificates, awarding, 244: character of, 649; in Xew Jersey county schools. 1666 ; time good, 544; to college graduates, 1671. Certified teachers, lack of, 346. Ceylon, educational and ethnological exhibit of, 655. Chaffee, X. E., 951, 965. Chaille, S. E.,386. Challen, Rev. Dr., 1497. Chalmers, W. W., 402. Chalons, exhibit of trade schools, 589. Chamberlain, A. F., 386. Chamberlin, M. H.. 410. Chamberlin, Prof. T. C., 426, 1118. Chambers, Prof. Henry E., 437. Chambers, John W., 418. Chambers’ Cyclopedia, 938. Champfleury, 386. Champneys, 386. Chandler," Abiel, 1021. Chandler, Anna M., 402. Chandler, Edward K., 417. Chandler, George, 1705. Chandler, William H., 875. Chandler school of science founded, 662. Chandler school of science and arts, 1021. Chaney, X. H., 406. j Change, value, in American schools, 565. Chapin, Aaron L., death and sketch, 1751. J Chapin, H. D.. 386. | Chapin, Rev. J. H.. death and sketch, 1751. Chapin, Miss Mary T., od manual training, 574. Chaplin. H. L., 400. Chaplin, Winfield S., 413. Chapman. Chas. H., 414. Chapman, Rev. John H., 1736. Chappell, J. Harris, 417. Character study necessary, 372. Charcot, Jean Martin, 1780. Charity, boards of, 166. Charity, brothers of, 191. Charity schools in Xew York and Massachusetts, 538. Charleroi, 191. Charles II gives Xew Xetherlands to Duke of York, 1265. Charleston citadel, devoted to education, 1359. Chart showing requirements for admission to technological schools, 669. Charts, 189: and anparatus of Harvard Univer¬ sity, 482. Chase, Fred. A., 881. Chase, George C., 411. Chase, T. A., 955, 969. Chase, Thomas, death and sketch, 1751. Chase, W. L., 998. Chatelet, 191. Chautauqua, X. Y.. universitv extension center, 531. Chautauqua, fruit of university extension, 547. Chautauqua exhibit, 471. Chautauqua system, influence. 629. Chautauqua Young Folks’ Reading Union, 945. Chaves, Amado, 398. Cheever. Ezekiel, in charge of Xew Haven Gram¬ mar School. 1243. Chelsea, Mass., Fitz public library, 955, 9S8. Chelsea exhibit, 1030. Chemistry, applications of, 229; as a study, 51. 58, 64,170; industrial development of, 235; in¬ stitution of, 183. Cheney, Dr. Francis J., 429. Cheney, John Vance, 876. Cherry, Marcus O., 1736. Cheseboro. Ariadne. 1119. Cheshire, Conn., action of inhabitants of, on West¬ ern land, 1258. Chester. Rev. Albert T., death and sketch, 1751. Chicago, 10, 11, 13; character of population, 590; children out of school, 551 ; coeducation in, 539 ; library system, 580 ; medical schools for women. 611: reports required, 534; schools, administration of, 566; attendance, 537; Dr. Rice on, 567; exercises noticed. 586; expenditures, 566, 567 ; new methods in, 618; statistics of children in factories, 562 ; of school attendance, 562; ta.sk of public schools, 590; text-bcoks, price and finish, INDEX. 2093 544 ; university extension center, 531 ; wliat the high schools attempt, 477 ; women teach¬ ers, 545, 564; in normal school of, 565. Chicago Manual Training School, 679, 1125, 1599 ; account of, 574-575, 680; exhibit, 493; ex¬ penses, 575. Chicago Normal Training School exhibit, 647. Chicago public library, 716, 871, 953, 966; German books in, 596. Chicago Tribune, mentioned, 596. Chicago University, evolution of, 607. Chickering, John J., 404. Child, as an independent entity, 371; influenced by home, school, and neighborhood, 370. Child life, study of, 1505. Child mind and character, 372. Child nature, complex, 372 ; schools reconstructed in accordance with, 358. Child study, 357 ; advance in theory and practice, 370 ; as basis of pedagogy, 358; bibliography, 11, 385, 635; effect upon the teacher, 365; efforts for cooperation in, 635; endowed research in. 380, 362; examinations for, 635; European origin, 635; fatigue, subject of, 365 ; Hall's 4 divisions of, 636 ; inaugurated by G. Stanley Hall, 635 ; investigations of fatigue, headache, nervousness, suicide, 637; mem¬ ory, 638; methods, 636, 642, 643; at Worces¬ ter Normal School, 636; national bureau for, 360; notice of reports on, 642; on color vision, 643; objects, 637; observations on intellectual life, 637 ; outlines for, 359 ; prac¬ tical value, 365; probable effects, 638, 639; proposed school for, 639 ; relating to health, 358; religious conceptions, 638 ; results of examinations, eyesight, hearing, weight, 637 ; results of examinations in St. Petersburg, 637 ; in Hamburg, 637 ; sample of notes made, 636 ; society for, 638 ; systematic, 363 ; taking precedence at educational meetings, 365 ; value to educational psychology, 636. Child vocabularies, 373. Childhood, differences between the epochs of, 441 ; psychology of, 360. Children, American, precocity, 560; analogical and genetical study of, 360 ; between 5 and 18 years, 25; blind and deaf, 206; critical spirit of, 376, 377 ; excused from school, 199 ; German factory legislation concerning, 323; growth of, 386: indigent, 164, 194; language of, 373; measurement of, 358; mental atti¬ tude toward their theology at different ages, 374; methods adopted for bright, 358; of dissenters, 164 ; prohibition of the employ¬ ment of, 206. Children’s Aid Society, history and work, 619. Children’s Building exhibit, 591. Children's interests considered in determining course of study, 359. Children’s plays, education to begin with, 384; material gathered in California bearing on, 363. Child’s development, statistics of California bear¬ ing on, 363. Child’s faculty of imitation, 374. Child's knowledge, questions to test, 372, 373. Child’s mind, contents of at 5, 372; teacher to know nature ofv 365. Chile, statistics of education, -654, 2078. Cbilkaf tribe, 1740. Chilton, Charles, 258. Chinese children, color preference of, 643. Chittenden, Mrs. L. E., 386. Choice of subjects, 1478. Chrisman, Oscar, 363, 386. Christ Church College, 258; aid to students, 1600. Christ’s College, aid to students, 1606. Christian 1, 1191. Christian, Princess, of Schleswig-Holstein, 1176. Christian Brothers, exhibit at world’s Pair, 651; schools, 1176; schools in Paris, exhibit, 509. Christian Brothers’ College, 1136. Christian College Magazine, Madras, 27-f. Christmas holidays, Easter, 42. Chucarro, Senor Urbano, 340, 341, 345, 346, 355. Church, Alonzo W., 877. Church, no union with state, 194. Church and state in Ontario, 241. Church and schools, close relation between, 1252, 1253- Church building, 190. Church influence in American colleges, 675, 676. Church Missionary Society of London in Alaska, 1736, 1740. Church quarterly, 938. Churches, amounts contributed to schools in Alaska, 1747. Churchill, James O., 408. Cincinnati, exhibit of technical schools, 647 ; med¬ ical schools for women, 611; public-library system, 896; schools, Dr. Rice on, 567. Cincinnati Art Museum, 860. Cincinnati Manual Training School, mentioned, 679. Cincinnati public library, 871. Circular to librarians, 862. Circulars, 210-212. Circulars sent by Bureau of Education, 692. Circulating libraries, 709. Citadel of Charleston devoted to education, 1359. Cities, of New Hampshire, 1018; of 10,000 inhab¬ itants, 20; powers of in matter of local schools, 561; principal, 44; privileges in matter of school taxes, 523. Citizens, franchise to male, 158 ; of Ghent, 161. Citizenship, American, difficult task of training diverse materials for, 649. Citizenship and morals, 440. City public high schools, 55. City public schools, 51. City school systems, 39 ; statistics of, 1786. City superintendents, 398. Civic and ethical instruction, 440. Civic life, 161: decorations for teachers, 169; re¬ sponsibility, 161. Civil engineering, 91, 180, 269 ; list of schools teach¬ ing, 665, 666. Civil engineering schools, articles on, published, 657. See also Engineering in United States ; Engi¬ neering education and Engineering schools. Civil government, study of, in United States, 540. Civil service, 806. Civil war, influence on 'education, 1341. Civilization, American, peculiarity of, 534; prog¬ ress of, through influence of German uni¬ versities, 463, 464. Claflin University, South Carolina, 1137 ; charges and expenses of, 1552; on value of Slater fund, 1560; sources of income, 1552. Clapham Maternity Hospital, 1175. Clapp, B. G., 404. Clapp, Henry L., 386. Clapp, J. C., 414. Clare College, aid to students, 1604. Clarence, Albert Victor, Duke of, death and sketch, 1760. Clarendon, A. E., 403. Clark, Addison, 416. Clark, Sir Andrew, 1782. Clark, D. C., 399. . Clark, Edward S., 401. Clark. J. D., 401. Clark, John S.. 1492. Clark, Col. William Smith, 1207. Clark University, Georgia, aid to students, 1579; on value of Slater fund, 1560. Clark University, Massachusetts, aid to students, 1584 ; center of pedagogical movement, 642 ; chair of pedagogy, 635 ; evolution of, 607 ; exhibits, 465, 482, 1058; proposed school of child study, 639 ; visited, 605. Clarke, Dr,, opposes coeducation, 539. Clarke, Miss Edith, on “ Departmental libraries, ” 806, 925. Clarke, Emma L., 955, 969. Clarke, John T., 402. Clarus, A.. 386. Class distinctions in Russia, 1197. Class subdivisions, new system, 880. Class subjects, additional, 205, 207. Classes of visitors reviewing educational exhibits, 459 ; special, 166 ; who live by work, 192. Classic and modern studies versus the sciences and mathematics, 440. Classic fairy tales, 696. 2094 INDEX. Classical and Latin scientific course, 1452. Classical courses, 52, 55, 61, 1463. Classical culture, no substitute for, 1486. Classical studies, standard in, 176; and scientific training, 176. Classical programme of Table IT, 1458. Classical school for girls at Indianapolis, exhibit, 4S7. Classics, inexpensive editions of, 1654. .Classification? 861; close, 897; of fiction, 922, 936, 984; of libraries, paper on, 581 ; of particular subjects, 896; of salaries. 175; of States, 21; of State schools, 174; of students, 79, 195. 204: of subjects in proceedings of National Educational Association, 1513-1533; refer¬ ence list, 892; systems of, 896; uniform sys¬ tem of, 891. Class-room routine, manual trainings breaks up, 1466. Clay, William Eogers, 401. Clay-modeling exhibits. 481 ; in Children’s Build¬ ing, 633; objects, 933; use of, in instruction, 633. Clayton, William, mentioned, 1264. Cleaning, class in, 189. Cleland, John I., 415. Clement, Arthur G-., 404. Clendenen, Taylor C., 400. Clergy, ascendency of, 162; Catholic, 163, 166; cooperation of, 242. Clerical schools, 171,176; teachers, 171. Clerk Maxwell scholarship in Cambridge Univer¬ sity, 1603. Cleveland, special opportunities for teachers in, 629. Cleveland Manual Training School, mentioned, 679. Cleveland public library, 715, 877, 962, 974; in¬ crease in circulation, 579. Clewell, John H., 419. Clinical and anatomical studies, 229. Clinton, DeWitt, 887, 962, 974. Clinton, Mass., Bigelow free public library, 955, 968. Clipping bureau. 1000. Clive, Lord, mentioned, 626. Clock and watch making, 4.88. Clough, Miss Anne J., death and sketch, 1761. Clutz, Jacob A., 411. Cluses, exhibit of school for watchmaking, 589. Cliiver, Philipp, 280 ; geographical works of, 280. Coal fields and gold mines in Alaska, 1741. Cochran, D. H., 413. Cock, Lasse, mentioned, 1264. Cocke, Charles L., 420. Cockriil, B. D., 416. Coe, Ellen M.. 878, 933, 961, 973. Coe College, 1126; aid to students, 1580. Coeducation, 4; companionship and cooperation, 642 ; discussed in educational congress, 564 : effect on birthrate, 595; in America, 586,587, 595 ; in Drexel Institute, 527 ; in Germany, 525; in higher education, 4; in medical schools, 610 ; in University of Chicago and University of Michigan, 525; Mrs. M. F. Crow on, 641,642; no distinction in ele¬ mentary schools, 564; of races, 535, 648; in agricultural colleges, 1281 ; in Alabama con¬ stitution, 1374; in Lousiana constitution of 1868, 1357 : inMexico, 653 ; inMissonriconsti- tution, 1378; -in Few York City, 620; pro¬ vided for in constitution of Idaho, 1406; of Wyoming, 1409; Tennessee constitution on, 1324 ; in constitution of West Virginia, 1872. 1372 ; of sexes, 539, 648, 1058 ; Bennett College on, 1559; Hartshorn College on, 1558; in Finland, 539; in Germany 589: inUorway, 539; in University of California, 1389; opin¬ ions on, 539; provided for in constitution of Wyoming, 1409; Waetzoldt on, 564. Coeducational colleges, 69, 1109 ; institutions, number. 546. Coggswell Polytechnic College, California, 1139. Cogswell, Dr., 978. Cogswell. Francis, 402. Cogswell Manual Training School at San Fran¬ cisco, exhibit, 492. Cohen, Mark, 9, 258, 261. Colin, Dr., results of his study on eyesight of chil¬ dren, 637. I Cohn, Adolph, 1492. i Coit, Dr. Stanton, conducts college settlement, 530. Colby University, aid to students, 1581; library. " 888. Cole, Charles W., 404. Cole, E. P., 1498. ; Cole, Frederick B., 881. I Cole, G. W., librarian, 576. ! Cole, George W atson, 709, 886 j Cole, Joseph F., death, 1751. ! Cole, Vicat, 1782. Colegrave, F. W., 411. : Colegrove, A. D., 406. | Coleman, Professor, 256. Coleman, E. H., 401. j Coleman, H. R., 878. i Coleman, Uannie S., 412. i Colgate University, aid to students, 15S7. Collan. K.. 893. Collar, W.C.,426. Collections, foreign, not unpacked for want of space at W orld’s Fair, 472. College, admission examinations, 1455; and the university, distinction between. 440; course, 1463 : faculty, 96 ; libraries, 919, 933 ; library and the public library, 932; library economy, 920 ; methods, changes in, 442 ; or university course in pedagogy, 441; preparatory stu¬ dents, 55, 9«; presidents, 409; settlements, account of origin, 530; work of Society of Collegiate Alumnae on, 642; trustees, 746; university and public school systems to be welded into one national system, 479. College-educated teachers, gaiii in, 1676; female teachers in excess. 1676. College for the preparation of teachers, excellence, 568. College for training teachers, Hew York City, exhibit, 484. College of Agriculture and Mechanic Arts, Min¬ nesota, 1122. College of Agriculture and Mechanic Arts, Mis¬ souri, 1127. College of Auckland, 258. College of Geneva, proposed migration of faculty, 1300. College of Hew Jersey, aid to students, 15S6; library, 875. College of St. Francis Xavier, aid to students, 1587. College of Pennsylvania, oldest women’s college, "Philadelphia, 611. College of Physicians and Surgeons, evolution of, 607. College of the City of Xew York, aid to students, 1587 ; exhibit, 1071 ; library, 889. College of the Holy Cross, aid to students, 1584. Colleges, American, exhibits. 589; criticisms, 590; "transmit knowledge, 577; and universities, statistics of, 1952; characterization of, 524; coeducational, 4,409; departmental libraries in, 717; distinct work of high schools, 524; for men only, 70, 409; for women, 4, 88; pecuniary aid to students, 1593-1594; sta¬ tistics, 1969; incomes, 1573; mentioned in constitution of Ohio, 1319 ; normal students in. 2014-2017 ; number in United States, 525; of agriculture, 4, 92 ; of liberal arts, 409 ; pecuniary aid to students, 1573-1601 ; post¬ graduate work in. 324; represented at the Columbian Exposition : Brown, Amherst, Williams. Colgate, Hamilton, Rochester, Lehigh, Oberlin. Beloit, Leland Stanford Junior, 467; theological, 243; value of prop¬ erty, 86. “College" de France,” model for American medi¬ cal schools, 610. Colleges of agriculture and mechanic arts, grants "for, 1275-1288 ; statistics, 1972-1977: statis¬ tics of receipts and expenditures, 1978-1980. Collegiate Alumna?, Society of, aim, 642; exhibit, 642. Collegiate departments, 73; grade, 20; students, 91; ti’aining, 5. ! Collins, J. H.. 400 i Collins. Orville W.. 402. Collitz, Prof., mentioned, 533. Colombia, statistics of education, 654,2078. INDEX. 2095 Colonies. French, in South America, educational exhibit, 497. Colonies, school. 173. Color schemes, 912. Color vision in children, observations on, 643. Colorado, character of educational exhibit, 621; constitution of LS76 on education, 1382 ; cost of, public schools. 535 ; exhibit in school work, 490. 491, 1132, 1133; grants from National Government, 1132; medical education, 1620; medical requirements, 1622; tendency of medicine, 1618 ; normal school, 621 ; pecu¬ niary aid to students, 1577 ; photographic and stenographic reports, 644 ; statistics, 621 ; agricultural and mechanical college, 1972, 1978: blind institutions, 2057. 2058; city schools, 1786 ; commercial colleges. 2023, 2024; deaf institutions, 2043-2044; dental schools, 1996; institution for feeble minded, 2061, 2062,2064: law schools, 1988; medical schools, 1990 ; normal schools, 2002, 2014 ; pharmacy schools, 1997 ; private secondary schools, 1898; public high schools. 1818; reform schools. 2068, 2070 ; schools of theology, 1982; universities and colleges, 1953 ; stenographic reports of schools, 645; systems previous to statehood, 1133; temperance education law, 1163. Colorado College, aid to students, 1577. Colorado Institution for Education of Deaf Mutes, provided for, 1383. Colorado School of Mines, provided for in consti¬ tution, 13S2. Colored children of Arkansas, hound work of, 485. Colored illiterates, 150; table, 153. Colored Industrial Institute, Pine Bluff, Ark., 1135; garments exhibit, 943, 944. Colored race, education, 535; position of, 535; schools and colleges, 51, 60, 535. Colored schools, Frankfort, Ky., exhibit in pen¬ manship, 486; separate " provision for in Florida, 1393. Colored students, in higher institutions, 74 ; in secondary schools, 54 ; statistics of agricul¬ tural and mechanical colleges, 1976-1977. Colored teachers, necessary, 535. Coloring, hign and low land expressed by, 313; use of in United States. 632, 633; in Cook County Xormal School, 633; in Indianapo¬ lis schools, 633. Colton. Joseph H., death and sketch, 1768. Columbia College, aid to students, 1587 : and Cor¬ nell University exhibits, 484: library, 871; management of pamphlets, 581 ; require¬ ments of bookkeeping in scientific course, 668; women in, 525. Columbia College of Mines, charges for techno¬ logical instruction, 672. Columbian educational exhibit, 1103. Columbian Exposition, 10, 691; a fathomless reve¬ lation, 458. Columbian Exposition, phonograph exhibit at, 462; utilizing in school work, 458. See also World's Fair. Columbian Library of Catholic Authors, exhibit, 510. Columbian meeting. 692. Columbian University, 256; aid to students, 1578. Columbus davs, programme, 1103. Columbus (Ohio) schools, English work in, 630. Combustible architecture, 728. Comegys, E. F., 407. Comenius and. Locke on nature study, 280. Comins, A. Jennette, 957, 970. Commencement, French accountof American, 591. Comments and views, American, on the educa¬ tional exhibits, 445. Commerce, rivalry in South America, 529; school of, 192. Commercial and business colleges, statistics, 2018- 2041. Commercial Club of Chicago, establishes manual training school, 6S0. Commercial colleges, in Mexico, 653. Commercial la ws, German, source of, 323. Commercial schools, exhibit of, 650; French ex¬ hibits, 589. Commercial sciences, 178. Commercial value of reindeer hair and horns, 1711. Commercial value of a reindeer express, 1711, 1730. Commission, central, 193 : education for India, 261 ; French, report of, 227-229; resume of deci¬ sions, 230-232 ; Eoyal, 208 ; statement in oppo¬ sition to, 232-235. Commissioner of Education, 693: exhibit of re¬ ports, special reports, monographs, etc., 502 ; hygiene in schools. 649 : report submitted to Secretary of Interior, 1, 15, 53; value of re¬ ports, 630. See also Bureau of Education and United States Bureau of Education. Commissioners, French, 11, 12, 227-229. Committee of Ten, comments on report of, 1474; courses arranged by, 1481, 1483; discussion of report of, by Harvard Teachers’ Associa¬ tion, 1492: procedure adopted by, 1449: rec¬ ommendations of. 1493 ; report of, 1415. 1492; tables, 1472; work of conferences, 1474. Committees, local, of women, 225 ; method of work, 1472; programmes, 1453; recommendations, 1453; school, 163. Common school fund of Connecticut. See Con¬ necticut, common school fund of. Common schools, analysis of statistics. 23; Con¬ gressional land grants for, 1268-1275 : educa¬ tion in America insufficient. 522; enrollment, 26 ; expenditures, 36 ; in Massachusetts, see Massachusetts, commouschoolsiu; instruc¬ tion in "West Virginia, 1696: lards granted to, by ordinance of 1785, 1256 ; statistics of land grants for. 1283 ; summary of statistics, 1; system in Germany left to individual states, 323 ; system of Bavaria, 323-336; sys¬ tem of Massachusetts, developed bv, 1226, 1683. See also Public schools; Schools; Secondary schools. Communal councils, 168. Communal nonsectarian schools. 172. Communal primary schools, 164, 166, 175, 194. Communal teacher , 168, 200. Communal schools, 194. Commune, 158, 170 ; bears expenses, 200: indepen¬ dence of. 165; majors of, 221: obtains sub¬ sidies, 200; powers, 164; rights. 163, 165. Community of interests and aims, 1472. “Comparative geography," 285, 286. Comparative philology, at Bryn Mawr, 533. Comparative statistics. 4S, 49,"50. Comparative study in the normal school, 441. Comparative table of studies, 1482. Compass charts, 311. Compass of the voice of children, treatise on, 362. Compayre, Gabriel, 386, 424, 430, 437. 5S8 : delegate to World's Fair, 556; publishes work on child study 635. Competition, 272; among book firms, 1673. Competitive, annual examinations, 175 ; examinar tions, 182, Compiling, method of, 812. Complementary examination, 201. Complex child nature, 372. Compositions, character of American, 557 ; Ger¬ man, difficulties and weakness of, 628 ; meth¬ od of assigning, 628; specimen themes, 628. Compulsory attendance, 42, 353, 615 ; and truancy act, 244 ; in Bavaria, action in cases of neg¬ lect, 329, 330 ; condition of release from, 330 ; length, 330; in South Carolina constitution 1868. 135S; in United States, 648; no law for in United States, 522 ; truancy committed, 538. Compulsory course of study and graduation, 1696. Compulsory education. 561; discussed, 537 ; exe¬ cution of law, 1185: differs from Germany, 538; in Bavaria, 326; in California, 561: in Canada, 1214; in Germany, 324; in Idaho, 1407; in Japan, 655 j in Massachusetts, 537; in Mexico, 653 ; in Xevada. 561 ; in Xew Eng¬ land, 561; in Xew Jersey. 561; inXewYork, 561, G19 ; in Texas, 561 ; in 27 States, 537 ; in Uruguay, 654; in Virginia constitution 1869, 1366. Compton, Harvey TV., 406 Comstock. Theo. B., 409 Concentration of instruction, 286, 267. Concentric extension of the geographical horizon, 316. 2096 INDEX. Concepts, by synthesis, and unrelated percepts, 1647 ; clear perceptions before working over, 359; that belong to the remote period, 1479. Concord (Hass.) free public library, 955, 968. Concord (1ST. H.) public library, 959, 972. Concrete child, attention of the teacher focused upon, 365. Concrete method superseding abstract in U. S., 452. Condit, E. X., 409. Condition of schoolhouses, effect of, 1644. Conditions, hygienic, 224; of admission, 185; of life, 856 ; of service, 181 ; sanitary and phys¬ ical development, 463 ; specified, 164 ; social in India, 263. Condon, Eandall J., 402. Conduct, internal, of schools, 170,225; of medical students in France, 227. Cone, Orello, 414. Conference at Oxford, 217. Conference on English, report of, 1484. Conferences, appointed, 1449; attendance upon, 168 ; Latin, Greek, modern languages, Eng¬ lish, mathematics, geography, etc., 1450; natural science, 1451 ; number,' "168 ; pedagog¬ ical, 168, 201, 276, 347 ; special 14. Confidence between natives and teachers in Alaska, 1734. Configuration of a continent, 288. Confirmation of teachers, 201. Confusion in curricula, 13. Conger, John W., 409. Congested districts, Ireland, 1178. Congregational Church, contributes to negro ed¬ ucation, 1553. Congregational educational exhibit, importance ‘ of, 65. Congregational schools, 68. Congress, 92; of education, international, official j programme for July 25, 1893, 423-438; of physical education, 441 ; of technology, 440; on the professional training of teachers, 441 ; 'World’s Auxiliary, 437. Congresses, educational, work, 441-624; discus¬ sions on, 624. Congresses, World’s, K. Frederiksen on, 641-644. Congressional aid to education, 13; distribution of surplus of 1836, 1286; grants of land and money for colleges of agriculture and me¬ chanic arts, 1275-1288. See also Agricultural and mechanical colleges ; Documents illustrative of American ed¬ ucational history; Land grants for common schools and universities, 1268-1275. Congressional Library, 700. Connecticut, absorbs" Xew Haven, 1245; claims part of West. 1268; common school fund, 1256-1261; act of 1793, 1257 ; act of 1795, 1258; apportionment of income, 1259; Beers made commissioner, 1260; becomes available, 1256; condition in 1809, 1260; Hillhouse made commissioner, 1260 ; income, 1259, 1260 ; report of Albert Sedgwick, 1260; reserva¬ tion and disposition of Western lands, 1256, 1257; common schools, act of 1648. 1240; action of Weathersfield, 1658, 1241; act of 1696, 1254; act of 1715, 1248; act of 1742, 1250; act of 1750, Barnard’s summary, 1251 ; act of 1766, 1253 ; acts of 1793-1798, 1253, 1257, 1258; attempts to enforce provisions, 1246 ; Barnard on acts of 1766, 1253; Barnard on school law, 1255; changed into grammar schools, 1246; in code of 1650, 1241-1242; in code of 1700, 1247 ; income, 1259, 1260 ; Indian education, 1252; lands devoted to, 1257; lands voted for, 1245; modification of law of, 1247; Hew Haven legislation, 1243,1245; orders of 1643, 1240; orders of 1677-78, 1245-1246; order of 1690, 1246; penalty on neglect of, 1245; position, 1240; powers of school districts defined, 1254;' title “ Chil- j dren” in code of 1650,1241; title “School’’ \ in code of 1650, 1242; town system substi- ! tuted by district system, 1253; decline of education in, 1252; divided on Hational Uni¬ versity in Federal convention, 1293 ; duty of the State board, 1636; education in. 1636: in constitution of 1818, 1321; in 18C0, 1255, 1256; educational test for suffrage, 1339; exhibit, 1063; good schools in, 523; land grant for education, 1268 ; land scrip given to existing institutions, 664 ; medical edu¬ cation in, 1620; requirements 1621, 1622; natives in Congress. 1256, no adequate supervision in schools, 1642; no new con¬ stitution in 1776, 1313; no test of quality of education, 1642; original bounds, 1265; pecuniary aid to students, 1577, per cent of teachers with normal training, 649; public instruction in, Barnard s summary, 1247, 1248; religion in 1715, act concerning 1248; results of investigation of schools in, 1636; salaries in, 546 ; school legislation 1642-1799, 1240-1256; schools, 1636; books read in, 1637; every method of teaching reading in, 1638; inadequate supervision of schools in, 1642; •misleading text-books, 1639; results of inve<>- tigation of, 1636; work in arithmetic, 1638; settlers in Pennsylvania, 1261 ; statistics Agricultural and Hechanical College, 1972, 1978; city schools, 1787; commercial colleges, 2022-2024; deaf institutions, 2042, 2044, 2048, 2053-2054; institutions for feeble minded, 2065-2066; law schools. 1988; med¬ ical schools, 1990; normal schools, 2002; nurse training, 2000 ; private, sectarian schools, 1898: public high schools, 1818; reform schools, 2067j 2070; schools of theol¬ ogy, 1982; universities and colleges, 1953; temperance education law, 1161; uses sur¬ plus 1836 in education, 1287. Connecticut Ladies’ Commission, 945. Connecticut Western Reserve, retained by Con¬ necticut, 1256. Connection between high schools and colleges, 1478. Connor, Dr. P. S., on collegiate degree for doctors, 1626. Conscience, enlightened, 197 ; rights of, 162. Conseil superieur de l’instruction publique, 1180. Conservatoire des Arts et Metiers, mentioned, 592. Constantinople, American college for girls at, ex¬ hibit, 482; Catholic schools in, 1211: model wardrobe handiwork from, 501; storehouses, 724. Constitution, amending State, 158; of universi¬ ties, 180; State, 13. Constitution of United States, ignorance greatest enemy of, 523. Constitutional guarantees and limitations, 240; institutions, 169, 177. ‘ 1 Constitutional provisions relating to education,” Hough’s, mentioned, 1226. Constitutions, change in character of State, about 1835,1325; not criterions of education, 1313; States instructed by Congress to form, 1313; provisions for education in State, 1312-1414. Contagious disease, 195. Continental Europe, 161. Continents, “the great individuals of the earth," 284. Continuation schools, 7. Contributions for educational purposes, 252 ; for purchase of reindeer, 1706. Control and support, 174 ; of schools, 166, 193 ; of teachers. 164. Controversy. 209. Convent and monastery schools. Ireland, 1175. Convent education in France, 539. Convent schools, power of Government over, in Bavaria, 330. Converse, Emma X., death and sketch, 1768. Converse, F. E., 402. Convict indexes, 1014 Conway, Clara, 386. Conway. T. W.. 401. Cook, E. H„ 1510. Cook, G. F. T..399. Cook, George B., 398. Cook, J.F., 412. Cook, J. W.. 429, 437, 1105. Cook, H.B., 399. Cook County Hormal School, 369.1024,1106; ac¬ count of, 591 ; drawing and coloring in, 633; excellence, 568 ; exhibit, 487, 488 ; maps pre¬ pared by. 626: mentioned, 643. Cook County School in Children’s Building, 476. Cooke, John Esten, 774. INDEX. 2097 Cooke, Mrs. Hose Terry, death and sketch. 1751. Cookery, scientific, 447 ; taught in Drexel Insti¬ tute, 527. Cooking in Italian schools, Xew York, 620; in¬ struction in, 189. Cooley, M. E., mentioned, 660. Coon. C. Y., 404. Coons, Henry B., death and sketch. 1752. Cooper, Dr., his interest in proposed American academy enlisted,. 1316. Cooper, D. A., 401. Cooper. Frank B., 401. Cooper, Miss Hattie, 1141. Cooper, J. W., 401. Cooper, Oscar H.. 407. Cooper, Mrs. Sarah B., 427, 1140. Cooperation, 703, 930; of clergy, 242; of Revenue- Marine Service, 1712. Cooperative relations in grades. 452. Coordes, G..319, 320. Coordination and correlation of studies, 1451 ; of divergent conditions, 992 : of literature and history perceptible in school "work, 519. Cooter. James T., 416. Copenhagen University for farmers, 1192. Copperware work from Jerusalem, 501. Copts schools, 1212. Copyright publications, 708. Corbett, H. R., 386, 397. Cordera y Poto, Don Mariana, 1783. Corlett, ilampton, 408. Corlies, Mrs. \V. H. R„ 1740, 1741. CorneB, Ezra, administers Hew York land scrip, 665. Cornell College, Iowa, 1125 ; aid to students. 1580. Cornell University, Hew York. 256; aid to stu¬ dents, 1587 ; exhibit, 484 ; library, 872 ; medi¬ cal conrse, requirements for entrance, 603 ; preparatory medical course. 602: require¬ ments for admission to scientific school, 668 ; technological instruction charges, 685 ; cost, 672 ; courses, 685 : discussed, 685. Corporal punishment, 269, 351. Corpus Christi College, Cambridge, aid to stu¬ dents, 1605. Corpus Christi College, Oxford, aid to students, 1600. Corrections in exercises, methods of making, in America, 627. Correlating language work and drawing with science, literature, etc., danger of, 477. Correlation and concentration of studies, 1658. Corson, Oscar T., 398, 1096, 1671. Corvin, Mattaias, mentioned, 689 note. Cosmos, by Humboldt. 282, 284. Cossack’s uniforms made by pupils, 500. Cossitt library, Horth Granby, Conn., 952, 965. Cost, in Prussia and United btates, 561 ; of ad¬ ministration, 45; of education, in Uruguay, 343; of negro, 15; per capita, 10; of ele¬ mentary education, in England, 1171; in Scotland, 1171; in Wales, 1171; of lighting, 735; of living in Hew York City, 620; of maintaining schools, 170 : of primary educa¬ tion, 193 ; of tuition, 49, 50. Costa Rica, statistics of education, 654, 2078. Cotting, Sarah E., 956, 969. Cottingham, William W., 406. Cotton, Mr., mentioned, 1226. Coubertin, Baron Pierre de, 434. Coughlin, James M., 407. Coughtrey, Professor, 259. Coulter, J. M., 410. Coultrap, Fletcher S., 406. Council of education, 1505. Councils, academic, 181 ; deliberative, 159; munici¬ pal, 241; provisional, 158. Count Rumford's complete works, 1061; inven¬ tions, 1061. County examinations in Hew Jersey, 1665. Country schools, poor accommodations. 650. Course," complementary, 227; for baccalaureate, 349 ; for doctor's "degree, 349 ; kindergarten, attempt to provide, 440; length of normal, 346; reorganization of medical, 226; sec¬ ondary nonclassical, 226. Course of study, 12. 44,243,250; and graduation, compulsory, 1696 ; changes in, 44 ; classical, 1463 ; college, 1463 ; defective, 13 ; founded on caste, 1477 ; high school, 55, 62, 1463 ; in American colleges, 440. Courses, culture, 178; for professors, 176; frag¬ mentary, 197; in household economy, 188; Batin, 178; model, 178; normal, 168;" of in¬ struction in high schools, 541; in public elementary schools, 540; special in peda- gogy , 346 ; summer, 16S. ! Cousin, 162. j Cousin, J., 893. Cowell, Peter, 576, 750, 938 : on methods of awaken¬ ing interest in public libraries, 577 ; reads essay before World’s Con gress of Librarians, 576. Cowgill, D. E., 405. Cowham, Joseph H., 436. Cowham, Joseph W., 429. Cowles's ••Heurasthenia,” 363. | Cowper, Ed. Alfred. 1782. | Cox, Charles C., 417. Cox, E. S., 406. | Cox, Edwin B., 406. Cox, Prof. H.L.,16S2. Cox, J. A., 408. Cox, Samuel, 1782. Coxhead, Rev. J. J., 209, 213. Coy, Hathan B., 1133. Crabbe. J ohn G.. 401. I Crafford. J. H., 408. Craik, D. M. M., 938. | Cramer, W. F., 401. I Cramming, cruelty of, 438. I Cranck. C. P., death and sketch, 1752. ! Crane, Frank, 398. | Cravatk, E. M..416. Craven fellowship and scholarship of Oxford University, 1594. ; Craven scholarship in Cambridge University, 1602. Craven studentshijis in Cambridge University, 1602. Crawford, Robert D.. 407. Crawford, William H., 415. Creative, active, and productive processes m edu¬ cation, 359. Creative decades in the work of education, 442. Creeds, in India, 265. j Creekmur, D. W., 400. Creighton University, aid to students. 1586. Cremation of the Alexandrian Library, 724. Creoles and Aleuts, 1738. Crerar, John, 1108. Criminal law, no child under 12 subject to, in Germany, 324. Critical judgment, desire of children to exercise, 377. Critical spirit of children, 376, 377. Critical study of United States history exhibit, 514. Criticisms and discussions by magazines, 529. Crocker, F. B., 995. Crocker, Rev. H., 1009. Crol y . Prof. D . , 430 . Crombie, Harriet, 960, 972. Cromer, F. Gillum, 405. ; Crook, Isaac, 413. Crooker, James F., 1669. ! Cropsy, Miss H.. 429. Crosby. John, ordered to instruct his servant, 1264. Crosby. M. S., 399. Crosby, W. E., 1498. Crosse scholarship in Cambridge University, 1602. Crossley, Charles W., 407. Crow, Mrs. Martha Foote, lecture of, noticed, 64L Cruelty of cramming. 438. Cruikshank, James, 1496, 1498. Crunden, F. M., 576, 795, 875, 938, 959. 971, 1659 ; on librarian's position, 580; on the librarian, 577. Crutchfield, E. M., 408. Cuba, statistics of education, 654, 2078. Cullen. Dr. J. S. D.. death and sketch. 1768. Cullum, Gen. George W.. quoted, 659. | Culture, American, foreigners detect characteris¬ tics of, 521 ; and baibarism in America, 531; aesthetic. 1. 7 ; higher, in India, 268 ; physh cal, Ling’s system of. 447. Cumberland Fniversity, aid to students. 1591. Cu nming, M. W ., 406. j Cummings, Professor, and wife, 1035. ED 93 - 132 2098 INDEX. Cummings, J. F., 407. Cunningham, D. J., 1173. Cunningham, J. B., 386. Cunningham, TV"., quoted, 1551 note. Curlrhem, 191. Curran, Mary H., 885, 954, 967. Curricula and programmes, 176, 199, 204. Curriculum for secondary schools, 1457; of the high schools in Ontario, 240. Currie, Eev. L. W., 1742. Curry, J. L. M., made chairman of hoard of edu¬ cation, 1560. Curtis, George, 401. Curtis, George William, death and sketch, 1752. Curtis, Virgil G., 399. Curtis, William E., 426, 427. Curvature of tho earth’s surface, 312. Cutler, Julia P.. cited, 1275. Cutler, Manasseh, agent of Ohio Company, 1270; life, cited, 1275. Cutler, Mary Salome, 771, 780,960,972; librarian, 576; on the library and public school, 578; prepares A. L. A. index, 582. Cutler, Girice P., death and sketch, 1768. Cutler, William P., cited, 1275. Cutter, Charles A., 702, 706, 808, 834,836,894,938; his expansive system criticised, 581 ; libra¬ rian, 576; on character of American library, 577. Cutter, W. E., 887. Cutting, H. C., 397. Cutting, Hiram, death and sketch, 1752. Cutting, M. D., 938. Cutts, Usher W., 404. Czerny, A., 386. 15. Dabney, Charles W., jr.,415, 1678. Da Costa, Dr. J. M., quoted, 1618. Dahn, Felix, on efforts to clericalize schools of Prussia, 324. Daily exercises, 11 ; record, 195. Dakota, educational motto of, 617 ; maps of school lands, 474. Dakotas, the, schools ia, 558. Dalby, E. W., 406. Dales, Eev. J. B., death and sketch, 1768. Dalrymple, F. P. , 416. Damascus, handiwork from, 501. Damascus rugs, 501. Dana, Daniel, 1022. Dana, J. C., 950. Danburv library, 951, 964. Danforth, G.F., 413. Danforth, G. H., 402. Danforth, Samuel, fellow of Harvard, 1228. Danforth, Thomas, treasurer of Harvard, 1228. Danger in schools from imperfect health, 367. Danger of correlating language work and draw¬ ing with science, literature, etc., 477. Daniel, H. A., 320. Daniels, Charles A., 402. Danz, Fr., 1781. Darboux, M., 227, 230, 231. Darcoll, Alfred, 1780. Dartmouth, Earl of, 1020. Dartmouth College, 1019; agricultural college, 662; aid to students, 1586; Chandler School of Science, 662; evolved from Indian school, 1252; founded, 662; E. Wheelock, founder, 1266; library, 876; medical college, 1021; Thayer School of Engineering, 662. Darwin, Charles, 386. Data, best known on education, 450 ; for practical application, 362; of alumni, 1072. Davenport, Mr., mentioned, 1227; to settle allow¬ ance for free school, 1243. Davenport, John, establishes public instruction in Hew Haven, 1244. Davenport (Iowa) Library Association, 954, 967. Davey, Supt. Vernon L., 1076. Davidson, A. C., 411. Davidson, Prof. George, 426. Davidson, John Caldwell, 398. Davidson, W. L., 893. Davidson, William M., 401. Davidson College, aid to students, 1588. Davies scholarship in Cambridge University, 1602. Davis, Superintendent, method of teaching read¬ ing, 481. Davis, Prof. A. J., 1744. Davis, Arthur K., 420. Davis, Buel T., 403. Davis, Charles M., 404. Davis, Eben H., 402. Davis, Miss Ellen Duane, 1087. Davis, F. D., 402. Davis, J. S., 399. Davis, J ames H., death and sketch, 1752. Davis, John M.. 414. Davis, H. S., medical chair endowed in honor of, 1625; on reading medicine in a doctor's office, 1624. Davis, E. H., 406. Davis, Eaymond C., 876. Davis, T. K., 929. Davis, W. H., 410. Davis, William, to collect wheat for poor schol¬ ars, 1243. Davis Chinese scholarship of Oxford University, 1597. Day, James E.,413. Day schools, 44. Days of schooling, 29. Dayton (Ohio) public library, 886, 962, 974. Deady, Mathew F., death and sketch, 1768. Deaf, statistics of institutions for, 2042-2055; ne¬ gro schools, 1572 ; private schools, 2053-2055 ; public day schools, 2050-2052. Deaf and dumb, class for, 355; method for instruc¬ tion of, 1064. Deaf and dumb asylum of Horth Dakota, in con¬ stitution, 1400; of Utah, in constitution, 1414; of Texas, in constitution, 1354. Deaf mute instruction, exhibit, 449, 651. Dean, Amos, 1123. Dean, E. P.,405. Dean, Samuel H., 406. Dean Ireland’s scholarship in Oxford University, 1595. Deane, Charles W., 399. Debatable ground, 726. De Burn, Eugene, 399. Decatur (Ill.) free public library, 953, 966. Decimal system criticised, 581. Decorations, civic, for teachers, 169; industrial, 190. Decorative iron forging, 190. Decrease in school term, 39 ; cause, 41. Dedham (Mass.) public library, 955, 968. Deems, Eev. Charles F., death and sketch, 1768. Deer men, on Siberian coast, 1725. Deering, William, endows medical chair in north- western University, 1625. Defect of English system of public instruction, 1699. Defects of common school keeping, 1697. Defective and exceptional children, 358. Defective classes, education, 494, 1151; Govern¬ ment provision for, 1151. Defective eyesight of children in upper grades, 367. ' Defects and needs of American school systems, 440. Deficiencies in returns, 48. De Garmo, Charles, 395, 415, 1492; leader of Her- bartian school, 643. Degeneracy, physical, modern school tending to, 367. Degerando, M., 386. Degree, bachelor’s, 226; confirmed, 185: courses, 79-81; doctor’s, 175, 344, 349, 350; granted, 183, 184. Degrees, decrease of medical students with, 1625; varying value in America, 593; years of study required for, 185. De La Calle, 386. De La Salle Institute in Hew York, exhibit, 507. Delaware, constitutions of 1792 and 1831 on educa¬ tion, 1318; medical requirements, 1622; sta¬ tistics agricultural and mechanical colleges, 1672, 1676, 1978; city schools, 1787; commer¬ cial colleges, 2022 ; pecuniary aid to students, 1578 ; private secondary schools, 1900 ; pub¬ lic high schools, 1819 ; reform schools, 2067, 2070; universities and colleges, 1953; tem¬ perance education law, 1163; votes against national University in Federal convention, 1293. INDEX. 2099 Delaware College, aid to students, 5178. Deliberative councils, 159. Delitscli, O., 319. Delivery station, 718. Demand, H. D., 403. Demands for improved power in instruction, 1477. Dement, Isaac S, 433. Demidoff Asylum, exhibit, 652. Democracy and equality in the schools, 351; igno¬ rance enemy of, 523. De Morgan, Professor, 891. Deniield, Robert £., 403. Denham, Thom., 9, 273. Denison University, aid to students, 1589. Denmark, 12; common schools, 1188; delegate to World’s Pair, 556; educational exhibit, 548, 1188; every parish a school, 1189; free in¬ struction, 1191 ; government aid, 1189 ; higher schools, 1189; Latin schools, 1190; statistics of education, 1189, 2074. Dennis, H. J., 886. Denominational colleges, Iowa, 1125. Denominational schools, 5, 52, 67, 243. Denominations, religious, 193. Dental schools, effect of lengthened course on at¬ tendance, 1618, 1619; superior character in United States, 609. Dentistry, 99 ; number of women students, 1628; schools, mentioned, 594, 595 ; statistics, 1996. Denver, photographs and stenographic reports from, 246, 449, 455, 491, 504. Denver mercantile library, 950, 964. Denver public library, 950, 964. Denyer and J ohnso'n theological scholarship of Oxford University, 1596. Denzler, William, 1784. Department congresses of physical education, 441; of technology, 440. Department of Agriculture exhibit, 1145. Department of Education, 264, 479, 480. See also Bureau of Education, Department of Interior, 1. Department of J nstice exhibit, 1145. Department of Montevideo, 337. Department of pedagogy indispensable, 1697. Department of psychology, 1505. Department of superior instruction, 226. Departmental examinations, 254, 255. Departmental inspector, 224, 344. Departmental libraries in colleges, 717, 925. Departmental returns, 267. Dej)artments of woman’s work assigned, 1174. Dex>osit fund of New York, history, 1330 note. Derby, Earl of, 1782. Derby scholarship of Oxford University, 1597. Deer, H. E., 400. Descriptive method vs. map drawing, 311. Designs, decorative, 190 ; of school buildings, 198. Desire of children to exercise critical judgment, 377. Des Moines College, aid to students, 1580. Detroit Public Library, 873, 958, 971. Detterer, Miss Carrie, 1737. Devekqied programmes, 167. Devekqnnent and training of motives, 1469; of chemistry, 235 ; of electricity, 256 ; of pri¬ mary education, 1642; of teachers, 1019; of the child one-sided, 372; of the motor cen¬ ters, 358. Devices of instruction, 318. Devlin, Michael E., 405. De Vit, - , death and sketch, 1761. Dewey, Mrs. Julia M„ 402. Dewey, Ivato E., 952, 965. Dewey, Mel vil, 13, 531, 576, 578, 579, 580, 581, 582, 583, 1069, 1147 ; his system of classification, 811. De Witt, Simon, mentioned, 1330. Diagram of geographical magnitudes of Euro¬ pean countries, 305 ; of physical geographi¬ cal objects named, 305; of relative lines of increase and decrease of magnitudes of coun¬ tries, 306. Diagram system in grammatical analysis in favor, 514. Diagrams, 77, 78 ; of area and population, 306, 307, 308; representing position and jiroportions of countries, 310; showing density of illit¬ eracy in the States in 1890, 119-124; show¬ ing geographical objects in position, 301. Diamond, E. J., 405. Dick, Jame3 J., 408. Dick, S. M.,412. Dickinson, Mrs. S., 1740. Dickinson, William P., 420. Dickinson College, aid to students, 1589. Dickson, John W., 429, 1034. Didactic teaching, and memoriter learning, 1647. Didactics, moral, 197. Diefenbacli, C., 319. Diesterweg, A., 320. Dietrich, Charles H., 401. Dietrich, John, 401. Differences between the epochs of childhood and the epoch of ^ outh, 441. Differences harmonized, 1457. Differentiation, 702. Differentiations in the high school courses, 1480. Diggle, Joseph R., 210, 216. Dill, Thomas J., 386. Dillon, Sidney, death and sketch, 1752. Dimscha, Prof. L., 424, 644; delegate to World’s Eair, 556. Dinkins, C. S.,409. Diploma, honorary, 184; for examination, 170; of higher instruction, 158; of professors, 175; l>rofessional, 162; scientific, 184. Directive power from education, 439 ; studies that foster, 1464. Disaster, national, in education, 1463. Disbursements of ax>propriations, 951. Disbelief in theology, of children, 377. Disciples of Christ, educational statistics, 651. Discixdine, 1469 ; among teachers, 351 ; in Bavaria, 332; in United States, 540; intellectual, 441 ; of school a superstructure, 1461 ; of the mind through the hand, 459; taught in Latin schools, 1190. Discussion, topics for, in high and normal schools, 623. Discussions, round-table, 1505. Discussions and criticisms by magazines, 529. Disease, contagious, 195. Dismissal or reinstatement, 193. Disseminating xiower of the Columbian Exposi¬ tion, 453. Dissent helps discussion, 1457. Dissenters, children of, 164. Dissijjation of energy, 251. District, chief duties of, 170; subordinate, 170. District authorities, 158. District inspectors, 170. District of Columbia, average school attendance, 563 ; educationMn, 1643 ; medical require¬ ments, 1622; named, 1297; pecuniary aid to students, 1578; separate schools for whites and blacks, 527 ; statistics, commercial col¬ leges, 2022, 2024 ; dental schools, 1996 ; insti¬ tutions for deaf, 2042, 2044, 2048; krw, 1988. medicine, 1990; normal schools, 2002, 2014; nurse training, 2000 ; x>harmacy, 1997 ; pub¬ lic high schools, 1819; reform schools, 2067, 2070; schools of theology, 1982; universities and colleges, 1953. Distributing agencies for books, 715. Distribution according to creeds, 265. Distribution by National Government, 819. Distribution of illiterates, 172. Distribution of work, 195. Ditchburn, Robert E., 407. Diversity of legislation in American States in regard to education, 451. Divinity School of Harvard University, aid to students, 1584. Divinity schools, statistics, 1982-1987. Dix, Warren R., 404. Dixon, George E., 404. Dixon, Miss Zella Allen, librarian, 576, 870. Doane, William C., 1492. Doane College, aid to students, 1586. Doctor and candidate, 184. Doctorate, honorary, 83. Doctors and nurses, education of women as, 1107. Doctor’s degree, 175, 344; academic, 180; course for obtaining, 349, 350. Documentary history of the American Revolution, 706. Document committee, report, 582. Document files, 742. 2100 INDEX Documents illustrative of American educational history, 13, 1225-1414. Dodd. J. B., 1498. Dodel-Ports, botanical charts mentioned, 640. Dodge. Melvin (4. ,885. Dog sleds in Alaska, 1710. Doherty, Prof. J. J., 430. Dollar, "superior to science in United States, 595. Doller, Florence, 953, 966. Dolman, F., 938. Dolph, John M., 405. Domestic economy. 167, 170, 186; for girls, 348; relation of college women to progress in, 408 ; gardening, 170. Domesticated reindeer in Alaska, 1715, 1727. Donaldson. Thomas, quoted, 1283. Donations to poor students, 1191. Donegal, articles of industry, 1178; homespuns, 1179. Donnelly of Minnesota, on committee on Bureau of Education bill, 1289. Doolittle, Rev. Theodore S., death and sketch, 1768. Doring, E., 393. Dorner. Adolf, death and sketch, 1761. Dorpfeld, Friedrich 'Wilhelm, 393, 1781. Dorschel, A., death and sketch, 1761. Dougherty, Is ewton Charles, 400. Douglas, J ohn H., death and sketch, 1752. Douglass, Albert H., 400. Douglass, Frederick, 1222. Douthat, Robert AY., 416. Dover (X. H.) public library, 960, 972. Dow, John M., death and sketch, 1752. Dowling, John AY., death and sketch, 1752. Down, J . Langdon, 386. Downer College, 1121. Downing, R. E., 412. Downing College, aid to students. 1608. Drake, Charles D., death and sketch, 1752. Drake, Sir Francis, 426. Drake University, aid to students, 1580. Dramatic, local, societies, 192. Draper, Hon. A. S., 410, 423, 428, 436. Draper, .Frank O., 407. Draper, Horatio, 1076. Draper, L. C., 1498. Drawing, as a study, 167, 170, 177, 178, 199 ; as basis of pedagogy, 622; diagrams of time given to. in Germany and America, 681-684; free¬ hand and mechanical. 190; how regarded in Italy, 623 ; importance of, in American sys¬ tem, 626; in American schools, 623; in Cath¬ olic schools, 513; in Cook County Xormal, 591, 633 ; in Drexel Institute, 527 ; "in Indian¬ apolis, 633; in Moline, HI., 633: in primary schools, 616; new idea of, 645; stygmo- graphic, nut allowed in Bavaria, 328; su¬ perior in America to German, 557 ; superior- ityofFrenchschoolsin, 573; the prime study of manual training, 1668; use in teaching, 631 ; use of, in United States, 632, 633 ; use of, in pedagogical work, 621. Drawing and form study, 462. Drawing and manual work, exhibit from He- braska, 490. Drawing applied to manual training, 514. Drawing school exhibits, mentioned, 652; special training in, 187, 188. Drawings, architectural, in German exhibit, 464. Drawings of children exhibited, 643. Drbal.M. A.,393. Dreher, Julius D., 416. Dresden, school for printers, 597. Dresely, J., death and sketch, 1761. Dressmaking and millinery, in Drexel Institute, 527. Drewry College, aid to students, 1585. Drexel, Anthony J., death and sketch, 1768. Drexel Institute, rank and work of, 527. Drexel School, 1159. Dreyfus, Brisac M., quoted, 1557 note. Driggs, John B., conducts a school and mission in Alaska, 1733, Drobisch, M. AY., 393. Drury, A., 1498. Dryden, Miss Minta I., 886. Du Bois, H. E., 403. Dubuque (Iowa) Young Men’s Library Associa¬ tion, 954, 967. Du Chaillu’s “Land of the Midnight Sun,” ex¬ tract from, 1723. Dudgeon, R. B., 408. Dudley, Mr., mentioned, 1226, 1227. Dudley, C. R., 950, 964. . Dudley, J., signs resolve of 1707 relating to Har¬ vard, 1230. Dudley, J. A., 1119. Dudley, Rev. Richard M., death and sketch, 1768. Dudley, Thomas, signs charter of Harvard, 1229. Dugard, Mile. Marie, 425. Dukes, Clement, 3S6. .Dula, Dr. Franz, death and sketch, 1761. Dulles, Joseph H., S79. Dummy system. 905. Dunbar, A. D.. 405. ! Dunbar, Miss M.. 1741. Dunbar, Miss M. A., 1741. Duncan, Greer B., 1495. Duncan, John M., 417. Duncan, Dr. AYilliam, 1741. Dunedin, college at, 258, 259, 260. Dungan, David R., 413. Dunster, Henry, first president of Harvard, 1228. Dunton, Miss, 956, 970. Dunton, John R., 401. Dunton. L. M., 415. Dupanloup; Mgr. (Bishop of Orleans), 386. Duplicate enrollment, 26. Duplicates, demand for, 925: for simultaneous reading, 695 : p.acing, 818. Du Pont, A. V., death and sketch, 1768. Durand. AY. F., mentioned, 660. Duration of school period, 166, 204 ; sessions, 1183 ; of studies. 228. Durborow, A. C., 1708. Durrell, Jesse M., 418. Dutch or Flemish, 178, 179. Duties and penalties of professors, ISO; of in¬ spectors. 170; of the librarian, 749. Dutton. Samuel T.,402. Duveyrier, Henri, death and sketch, 1761. Dwelley, George R., 402. Dwight, Mr., 1182. Dwight, President, quoted on Xew England schools, 1238. J Dwight, John S., death and sketch, 1768. [ Dwight, T. F.. 717, 870, 409, 425. Dwight, Theodore AY., death and sketch, 1752. ( Dwight, Timothy, 1067. | Dwight's Geography, mentioned, 1254. Dwyer, John, 404. Dyer, F. B., et al, 1492. Dynamo for electrolytic work, exhibit, 485. Dysinger, Holmes, 4i0. E, Eager, P. H., 419. Earle, Pliny, death and sketch, 1753. Earlham College, aid to students, 1580. ! Earth’s surface, the result of changing forces, 287. \ East Hartford, Raymond library, 951, 964. Eastman, Edmund T., death and sketch, 1752. [ Eastman, George B., death and sketch, 1753. , Easton, AY arren, 401. Eaton, E. D„ 416. . Eaton, Rev. Horace, 1212. Eaton, James F., 416. Eaton, Gen. John, 423, 424, 426, 1015,1691; cited, 1275. Eaton, Samuel, fellow of Harvard. 1228. Eaton, Theophilus, establishes public instruction in Xew Haven, 1244. Eberhardt, - , 393. Ecclesiastical antagonism to State schools, begin¬ ning, 1325. Ecclesiastical inspection of schools, 163. Ecclesiastical schools for girls in Russia, 688. Eccleston, Mrs., 1222. Eclectic card catalogue rules, 835. Eclectic medical schools, account of, 612; differ little from regular, 612; in United States, 606; metals excluded by, 612; number, 612; statistics, 1993. iScole des Arts et Metiers, exhibit, 653. INDEX. 2101 Economic science instruction in agricultural col¬ leges, 1281. Economy, domestic, 167, 170, 186. Economy in salaries to teachers, 1700. Ecuador, statistics of education, 654, 2078. Eddy, Prof. H. T., 432. Eddy course, 482. “Edelweiss,” society of, work, for blind, 551. Edgar, Mrs. Elizabeth, 419. Edgerley, Joseph G-,, 402. Edmands, J ohn, 871, 895, Edmunds, George F., introduces hill for National University, 1312. Education, a qualification for suffrage in Missis¬ sippi, 1411 ; acquired within the family, 1460 ; active side of, 359; aims and fundamental methods, 1467 ; American, French views, 585-595 ; French influence on, 1316 ; German criticism on, 521-583; State control, 587; and Government exhibit, 1144; at Colum¬ bian Exposition, 11, 1015; at Philadelphia 1876, 644 ; best known data on, 450 ; by plays and games, 382; commission of, 261; Com¬ missioner of, value of reports, 630 ; compara¬ tive treatment in different institutions, 1342; congresses, physical education, 441; Con¬ gressional powers, by implication, 1268 ; con¬ stitution of Alabama of 1819 on, 1321; of 1868, 1355; of 1875, 1373; of Arkansas, of 1836, 1326 ; of 1864, 1345 ; of 1868, 1360 ; of 1874, 1373 ; California, of 1850 and 1862, 1336, 1337 ; of 1879, 1388 ; Connecticut, of 1818, 1321 ; of 1855,1339; Colorado, of 1876, 1382 ; Delaware, of 1792, 1318 ; Florida, of 1845, 1328 ; of 1865 and 1868, 1350; of 1885, 1392; Georgia, 1314; of 1798, 1318; of 1868, 1357; of 1877, 1387; Idaho, of 1890, 1405; Illinois, of 1818, 1320; of 1848, 1334; of 1870, 1368; Indiana, of 1816, 1319 ; of 1851, 1337-1338 ; Iowa, of 1846, 1330 ; Kansas, of 1861, 1342; Kentucky, of 1850, 1334; of 1891, 1414; Louisiana, of 1845.1328 ; of 1852, 1338; of 1864, 1345; of 1868, 1357; of 1879, 1389 ; Maine, ofl820, 1322 ; of 1892, 1413 ; Mary¬ land, of 1864, 1346, of 1867,1347; Massachu¬ setts, 1315-1316; of 1857, 1339; Michigan, of 1837, 1326 ; of 1850, 1334 ; Minnesota, of 1858 and 1875, 1340, 1341 ; Missouri, qf 1821, 1323 ; of 1865, 1349; of 1875, 1376; Mississippi, of 1817, 1320 ; of 1868, 1362 ; of 1890, 1410 ; Mon¬ tana, of 1889, 1401; Nebraska, of 1867, 1354; of 1875, 1375; Nevada, of 1864, 1347; New Hampshire, of 1784, 1317; New Jersey, of 1841,1328; New York, of 1822, 1322; of 1846, 1330 ; of 1894, 1413 ; North Carolina, 1314 ; of 1868, 1363; of 1876, 1385; North Dakota, of 1889, 1397; Oregon, of 1857, 1339; Ohio, of 1803,1319; of 1851, 1337; Pennsylvania, 1314; of 1790, 1318; of 1838, 1327; of 1873, 1372; Rhode Island, of 1842, 1327; South Caro¬ lina, of 1868, 1357; South Dakota, of 1889, 1394; Texas (State and Republic), 1329; of 1866, 1353; of 1869, 1367; of 1876 and 1883 and 1891, 1379-1382; Tennessee, of 1796, 1318: of 1835, 1323; Utah, of 1895, 1413; Vermont, 1314; of 1787, 1317; Virginia, of 1851 and 1864, 1338; of 1869, 1365; Washington, of 1889, 1403; West Virginia, of 1863, 1344 ; of 1872, 1370; Wisconsin, of 1848, 1332; Wyo- ! ming, of 1890, 1407 ; council of, 1505 ; creative j decades in work of, 442; definition of 1503 ; development of primary, 1642; effects of Congressional land grants, 1318; effects of ! extension of population, 1318; efforts at j self, by masses, 523; elementary, 203, 262; ends of, 1641; English and Welsh act, 1170; essential elements, 1669 ; exhibit of higher, 463 ; first appears in exposition at Paris in 1867, 644 ; for white and black, 442 ; future' promise of, 630 ; gives directive power, 439 ; improvement in methods, 283 ; in Alabama, 1633; in Alaska, 1705; in Belgium, 159; in Connecticut, 1636 ; in constitution s discussed, 1312; Jefferson’s influence on, 1324; in Dis¬ trict of Columbia, 16t3 ; in foreign countries, 6 ; statistics, 2074-208i ; in France, 219 ; in India, 239, 261, 273; in Kentucky, 1647; in Louisiana, 1649 ; in Massachusetts, 1650 ; in Michigan, 1652 ; in Mississippi, 1655 ; in Mis¬ souri, 1657 ; in New England, John Fiske on I bottom principles of, 1244; in New York, 1669; in New Zealand, 258; in Ontario, 239; in Pennsylvania, 1670 ; in playing a game, 380; in public schools, 45 ; in Rhode Island, 1675; in Tennessee, 1678 ; in United States, Professor Ghisleri on, 617-624; in Virginia, 1679; in Uruguay, 10, 337, 338; in West Vir¬ ginia, 1683 ; increased interest in, about 1835, 1325 ; Indian, 449 ; influence of civil war on, 1341; of Franco-Prussian war, 1341 ; of wo¬ man suffrage, 1341 ; J. O. Murray quoted on, 1313; Journal of, Madras, 274; national de¬ partment of, 479, 480; of defective classes, 494, 1151 ; of negro, 535 ; orders of, 160; organi¬ zation of, 450 ; of women, 80-92, 271 ; of wo¬ men as doctors and nurses, 1107 ; of women in Italy, 1187 ; popular, 161; in United States, Bodio on, 615-617 ; power in saving nations, 453; practical and general, 1670; primary schools in America, 590; professional, 5; provisions for, in State constitutions, 1312- 1414; qualification for suffrage in Nevada, 1349 ; rapid strides in, 277 ; reform in, 283 ; reli¬ gious, 440 ; results of organization of Govern¬ ment on, 1313 ; Scotch act, 207 ; sectarian, proposed constitutional amendment concern¬ ing use of public funds in, 1294 ; States that have no mention of, in early constitutions, 1318; six essential constituents of, 1467; studied historically, psychologically, and experimentally, 442 ; subject of, not learn¬ ing but the learner, 371; taxation and, 243 ; technical, 262; the new, will endure, 439; thorough, for all business men, 438; uniform system and method of, 283; use of surplus of 1836, 1286, 1287 ; vernacular, 262. See also Land grants for and Congressional land grants for. Education department to administer public aid, 1170. Education departments, returns of, 264. Educational congresses, discussions in, 624 ; work of, 441 ; mentioned, 533 ; construction, 1465. Educational councils and rallies, 1652; depart¬ ment, 245. Educational devices, 12. Educational display the greatest in history, 479. Educational doctrines, Dr. White’s exhibit, 486. Educational encyclical, 1485. Educational experiments, Herbarium, 1505. Educational exhibits at AVorld’s Fair, 12, 458 ; ap¬ propriations, 172; E. Kovalevsky on, 644- 656; general remarks on, 655; grouped, 461; impressions, 620 ; interest in, 158; location, 624; N. G. W. Lagerstedt on, 630-641; num¬ ber of, 644 ; of foreign States, 448, 548, 624 ; of Argentine Republic, 448 ; of France, 448 ; of Freedman’s Aid Society, 495 ; of Germany, 448, 454 ; of J apan, 448 ; of New England, 481 ; of New Haven, 482; officials, 159; record and comparison of, 460; size, 446, 644; system, 159; visitors, classes of, reviewing, 459; Waetzoldt on, 548. See also Exhibits. Educational exposition, 1504. Educational extension, 695; hierarchy, 219. Educational history, American, documents illus¬ trative of, 1221-1414. Educational journalism, first expansion. 1325; in India, 273-275. Educational land grants, 1123. Educational leaders, devotion of Brazilians to, 497. Educational legislation in Massachusetts, 1636- 1789; summary of, 1226-1240. Educational museums exhibited, 472; in Uruguay, 654. Educational organization, 1471. Educational privileges, 242. Educational problems, 440 ; studied by all men, 459. Educational progress in Vienna, 1185. Educational provisions in State constitutions, 1312-1414. Educational psychology, 1024. S:e also Child study. Educational purposes, 252. Educational reform, 1449. Educational reformers, persons in closest touch with children, 366. 2102 INDEX, Educational society in Japan, 1209. Educational statistics of foreign countries, 654, 2074-2081. Educational system, local, studied most in exposi¬ tions, 652 ; of Missouri, 1126 ; of the past out¬ grown, 437. Educational theory and practice, 1464. Educational value of classic and modern lan¬ guages versus science and mathematics, 440. Educational values, 440. Educational work, salient features of, as shown f by the exhibits, 460. Educative influence, 270. Educative instruction, 283. Educative value of hand occupations, 441. Educators, distinguished, 437 ; foreign, attracted f to W orlds’ Fair, 521 ; necrology of, 1749-1784. Edwards, Miss Amelia B., death and sketch, 1761. Edwards, Charles II., 1741. Edwards, E.,893. Edwards, J. T., 408. Eels, Bev. Cushing, death and sketch, 1768. Effect of child study upon the teacher, 365. Effect of increased appropriation in Pennsylvania, 1673. Efficiency, 171 . Efficiency in the teaching forco in ^est Virginia, 1698. Efficiency of teacher pupils, 1019. Egan, M. F., 938. Egger, M. 386. Egle, William H., 874. Eggleston, J. D.,jr., 405. Egli, J. J., 285, 320. Egypt)) educational exhibit, 455, 500, 655, 1211; i manual training exhibit, 573; school ex¬ hibit, 451; statistics cf education, 2078. Eichberg, Julius, death and sketch, 1769. Eismann, 1781. Eldon law scholarship, of Oxford University, 1595. Eldridge, Isabella, 952, 965. Elective principle, 1468. Election of studies, 1468. Electrical engineering, 91. Electrical industry, 235. Electricity, bibliography of, 579 ; development of, 256; medical, 229; teachers of, 447. Electro-technology developed on American lines in England and Germany, 676; list of schools teaching, 665, 686. Elementary drawing, 1026. Elementary education, 203 ; in England, controlled by the State, 1171. Elementary free schools, 243. Elementary instruction, 161 ; at World's Fair, 644. Elementary schools, Bodio on, 615-617 ; in Amer¬ ica, divisions of, 649 ; in foreign countries, 1 ; in Great Britain, 7, 252; industrial instruc¬ tion in, 440; length of course, 616; model, 170 ; summary of statistics, 1 ; the chief soli¬ citude of New York, 1669; time consumed by, 542. See also Public schools ; Schools. Elementary teaching as seen in educational expo¬ sitions, 517. Elementary Teachers’ National Union of, 214. Elevation of standard of admission, 1464. Eliot, Charles W., -412, 1035, 1465, 1148, 1492; letter of G. Bancroft to, 1573; quoted, 1312, 1625, 1626. Eliot, George, 938. Eliot, Samuel, 1060. Eliot course, 482. Eliot’s Business College, 1126. Ellington, J. C., 889. Elliot’s Debates, cited, 1293. Elliott, Bev. Charles, death and sketch, 1753. Elliott, Prof. G. W., 433. Elliott, Milton, 411. Ellis, Havelock, 386. Ellis, J. B., 413. Ellis, J.F., 413. Elmer, Elizabeth S., 952, 966. Elmira College, aid to women students, 1594. Elocution, photography, and phonography in teach¬ ing, 518. Elrod, E7 W., 417. Elsensohn, Joseph, death and sketch, 1761. Ely, Dr. Bichard T., 434,1118. Emanuel College, Cambridge, mentioned, 593. Emberson, B. H., 403. Emerite professors, 180. Emerson, Prof. Alfred, 430. Emerson, Dr. George B., on decline of common schools in Massachusetts, 1237. Emerson, Henry P., 404, 1492. Emerson, Thomas, 402. Emery, Charles E., mentioned, 660. Emery, J. O., 398. Eminence College, aid to students, 1581. Eminent French educators, 1180. Emmanuel College, Cambridge, England, 1038; aid to students, 1607. Emory and Henry College, aid to students, 1592. Emory College, Georgia, aid to students, 1579. Emphasis upon pedagogy, 1183. Employment, teachers without, 172. Empress Marie, of Bussia, 10. Endowed academies and seminaries, 60. Endowed research in child study, 360. Endowment, mental, natural differences of, 439. Endowments, 5. Ends of education, 1641. Energy, dissipation of, 251 ; in erecting buildings, 44. Engel, M. E., 393. Engineering, civil, mechanical, electrical, and min¬ ing, 91. Engineering education, tends to leave the univer¬ sities, 675. Engineering in United States, age, 658; impor¬ tance of schools for, 660 ; oldest schools for, 660, 661 ; preparation for, in military schools, 659; preparation through apprenticeship, 658; self-instruction, 658; private instruc¬ tion, 659 ; prior to 1862, 658. Engineering schools, academic degrees in, 670, 671 ; bane of money getting, 677 ; compared with Austrian anil Prussian schools, 676; general review, 674 ; leading features, 676 ; list of, in United States, 665, 666; modern, 665; no uniform organization in America, 676; tendency toward union with universi¬ ties, 766; variety of preparation for, 677. Nee also Civilengineering. Engineers, civil, 180; private preparation aban¬ doned, 674; school for, at. Willets Point, courseof instruction, 659. Engineers and architects, skilled, 256. England, 4, 191, 203, 218; appreciation of kinder¬ gartens, 625; attempts tb reorganize tech¬ nological education, 676; Catholic schools at World’s Fair, 651; college exhibits, 1175; extent of exhibit., 652; knowledge of native authors in, 628; manual-training exhibit, 573; pecuniary aid to students, 1594-1601; private instruction in engineering, 659; pri¬ vate preparation of engineers, 674 ; salaries of teachers compared Avith American, 673; school attendance, 615; secondary instruc¬ tion in, 218; statistics of education, 2076; written examinations in, 632. England, Scotland, Ireland, and Wales, exhibit, 1168. Engleder’s natural history charts, mentioned, 640. English, F. N., 416. English. 177, 178, 179; method of examination in, 1488. English books, characteristics of, 599 ; reprinted in the United States, 813; imported by li¬ braries duty free, 814. English character of American education, 534. English educational exhibit, mentioned, 653. English grammar, analytical method in, 514. English grammar school differs from American grammar school, 524. English high schools, character of, 526. English language, 94; compulsory in American schools, 649 ; facility of American children in learning, 557, 626, 627, 631; exhibit of work in, 630; in Columbus (Ohio) schools, 630, 631; in Egyptian schools, 655; in India, 276; instruc¬ tion, high importance of, 627 , in Boston High School, 627; instruction provided for, in agricultural colleges, 1281 ; method of exam¬ ination in, 1488 ; Michigan, tirst State to provide that all instruction be in, 1336 ; pro¬ vision for instruction in, 1234, 1235, 1784; INDEX, 2103 study of, critical attention to, 503 : to bo taught to Indians in Connecticut, 1252. English psychology, 381. English universities, church influence in, 676; scholarships in, 1575; Thwing on fellow¬ ships in, 1575 ; use of fellowships in, 1575. English words associated with foreign, 381. Enoch Tratt Free Library, 716, 892. Enos, James L., 1497. Enrollment of pupils, 23 ; and number of schools, 174 ; by sex, 27 ; in Great Britain, 203 ; in pri¬ vate schools, 46 : in universities, 222 ; ratio of population, 8, 23. Ensminger, S., 411. Entrance examinations, uniform, 1494. Entrance, test for. 267. Ephemeral reading, 1661. Ephpheta School, of Chicago, exhibit, 510; kinder¬ garten display in, 510. Episcopal schools, 52, 67. Equality and democracy in the schools, 351. Equality of treatment in schools, 269. Equipment of colleges for women, 92; of high schools, 59, 62, 65; of schools, 44; profes¬ sional, 1642 : proper laboratory, 382. Equipments and buildings, 182. Erdmann, Johann E., death and sketch, 1761. Erlewine, O. W., 399. Ernst, A. E., 417. Erskino College, aid to students, 1590. Eschner, Max, anatomical charts of, 640. Eskimo children quick-witted, 1734. Eskimo of the Diomedes, 1734. Eskimos of Greenland and Alaska, difference be¬ tween, 3710. Essays, old fashioned, 1504. Essentials to success, 797. Essex Institute library, 878. Estabrook, C., 961, 973." Estabrook, J. B., 402. Estee, James A., 404. Esthetic culture, 197. Estler, William C., 406. Ethical and civic instruction. 440. Ethical system, Aristotle's, training the activi¬ ties. 374. Ethnographical map of Europe, 299. Ethnological exhibit of Ceyion, 655. Etolin. governor of the colony, Alaska, a creole, 1743. Euler, mentioned, 689, note. Eureka College, aid to students, 1579. Europe, illiteracy in, 6 ; continental, 161. Evans, Mr., mentioned. 1295. Evans, F. William, death and sketch, 1769. Evans, H., 408. Evans, J. G-., 410. Evans, Lawton B., 399. Evans, Miss Mary, 419. Evans, O. C., 401. Evans, Thomas L., 402. Evansville, Ind., AVillard library, 953, 967. Evarts, William M., aids Howard Eniversity, 1566. Evening schools, 206; system of. 1027. Everett, Edward, letter quoted, 1573. ! Ewin g College, aid to students, 1579. Examinations, advantages of oral and written, 632; and preparation of teachers, 845; an¬ nual competitive, 175, 182; college entrance, 14 ; departmental, 254 ; exemption from, 200 ; for certificate, 225; for diploma, 170; for special professors, 231; fraudulent papers, 271; juries, 180; of designs, 198; papers, 42; public, 167; time, 42; written, 751. Examiners of papers, accredited, from abroad, 455. Exceptional and defective children, 358. Excess of proportion of boys or girls, 27. Exchange, expenses of, 706; systems of, 703 Exchanges, international, 708. Executive and staff, 806. Execution of compulsory education law, 1185. Executive department, 808. Exemption, minimum age for, 206. Exercise book, character of American, 590. Exercises, gymnastic, 352; physical, 351; prac¬ tical. 349 ; school, 197 ; religious, 204. Exeter College, aid to students, 1598. Exhibits, American educational. French views on, 585-599; Catholic, at the Columbian Exposi¬ tion, 450; contrast between American and foreign, in Chicago, 652; educational, at World s Fair, 458; from the Argentine Itepublic. Japan, France, and Germany, 448; from Clark University, 465; from Egypt, 455; from Liberia, 448; from University of the City of Hew York, 465 ; from three cities of Ohio, 1097; grouped, 461; in Children’s Building, 475,4^6: in Illinois Building, 474, 475; not discussed for wantof proper inter¬ pretation. 461; of first importance from Germany, 454; of high-school work, 1066; of higher education, 463; of Maine, 1016; of Massachusetts, 482, 1022; of methods and results of advanced research work, 465; of needlework, 1018; of thoroughness of university instruction in Germany, 453; of the vocation of education, 446 ; of United States Bureau of Education, 448, 473, 474, 475; of woman’s industrial work, 448; of work done at Annapolis H aval Academy — the battle-ship Illinois, 470 ; Russian, 10 ; of models, 190; working, 189; Waetzoldt on educational, 548. See also Educational exhibit. Expansive system criticized, 581. Expenditure, current, in Belgium, 160, 179, 183; in Canada, 206: public-school, 1890, 561; in France, 222; in India, 206 : for salaries, 37, 183 : for school purposes, 3, 36, 37, 46, 160, 170; for sites, 37 ; in schools of Chicago, 566, 567: per capita, 3,38,206; in Annerica and Italv, 615: personal, in American schools, 673." I Expenditures and waste, 802. Expenses, annual, 189: communes bear, 200; of exchange, 706; of public schools, how met, 534, 535. Expenses, traveling, 176. Experimental psychology, 359, 360, 364, 378. 381, 441. Experimental sciences, 234. Experiment stations, 96. Sec Agricultual experiment stations, 1280. Experimenting on schools, presence of in America, 565. Experiments in the psychological laboratory, 448. Exposition, Columbian, 10. See also Columbian Exposition and World’s F air. Extension, university, 186, 439. Extension courses with teachers in various cities of California, 363. Extra assistance, 166; grants, 205. Extravagance of boards of education, 45. Exuberance of life in child, 382. Evening schools, 206. Eye, judgment of distances by, 380; value of manual training in the education of, 380. Eyesight of children defective in upper grades, 367. F. Fabyau House conference, 693. Factories, employment of children restricted, 539. Faculty, at Brussels, 180; at Lyons and Haney, 235; of coeducational institutions, 71; of mathematics, 350; of sciences, 234; of uni¬ versities, 9, 182, 222 ; State and private, 222. Faculty of imitation, child’s, 374. Fads, definition and scope, 643. Fairbairn, E. B., 413. Fairbanks, Jonathan, 403. Fairchild, Charles G.,409. Fairfield, grammar school to be set up in, 1247; school at, mentioned, 1246. Fairfield College, aid to students, 1586. Falckenheimer, Dr. W., death and sketch, 1761. Falconer, Alexander, 405. Falkenstein. engineer, 1712. Fall Eiver (Mass.) public library, 955, 969. Falls Tillage, David M. Hunt library, 951, 965. Farmer, M. Gerrish, death and sketch, 1769. Farmin at on, Conn., regulation of schools in 1796, 1254. 2104 INDEX. Farnham, J. E. C., 407. Farquhar, Thomas, 406. Farr, Mrs. E. P., 1130. Fassett, James H., 403. Fatherland, history of, 249. Fatigue, investigations of effects on children, 637 ; subject of child study, 365. Fauld, Dr, Henry, 1208. Faust, B.C., 386. Fawcet, Mrs., 1174. Fawcett, Miss, 426. Fay, Miss Luella E. (Mrs. Maynard), 481. Featherstun, H. Walter, 418. Fechner, Professor, exhibits collection of school readers, 554. Fechner, Professor, leader in child study, 635. Feeble minded, institutions for, statistics of State institutions, 2061, 2064; of private schools, 2065, 2066. Feeder schools, 268. Fees for students, 174, 182, 183, 240; for technolog¬ ical instruction, 671-673. Feehan, Archbishop, statue of, 508. Fehling, H., 386. Felkin, Henry M., and Emmie, 395. Fell, Thomas, 411. Fellows, Prof. S. M., 1124. Fellows, Rt. Rev. Samuel, 424. Fellowships in English university, discussed, 1575; number in Uni ted States" 1573. Felton, Charles N., 1728. Female academies in Hew York and exhibit of lit¬ erary work, 514. Female education, 271 : in Japan, 1205. Fenelon, mentioned, 588. Fenollosa, E. F., 430. Fenwick, Mrs. Bedford, 1174. Ferdinand Maria, regulates school discipline, 325. Ferguson, R. G., 415. Ferguson, Walter B., 399. Ferguson Library, Stamford, Conn., 952, 965. Ferri, L., 386. Ferry, Jules, 1780. Fickett, Wyman C., 402. Fiction, 933; catalogues, 936; difficulty of select¬ ing, 812 ; educational, 934 ; quantity and qual¬ ity of, 935; standard, 696; value, 931. Fiedler, Dr., anatomical charts of, 640. Field, Benjamin H., death and sketch, 1769. Field, Cyrus W., death and sketch, 1753. Field, Mrs. H. L., 420. Fieweger, Joseph L., 408. Figueira, J. H., 347. Figures showing time given in the four years in United States, 1453 ; in the French Lyc6e, 1454; in the Prussian Gymnasium, 1454. Files, document, 742. Finances of public schools, 3,170, 179. Finch, F. S., 1157. Finckler, Prof. Ditmar, 424. Findlay College, aid to students, 1589. Findlay, J.J., 395. Findley, Samuel, 437. I Fine ^rts, Museum of, Boston, 703 ; school for en¬ couragement, exhibit mentioned, 652. Finger, F. A., 319. Finishing schools, 178. Finland, experience in coeducation, 539 ; statistics of education, 2076. Finley, J. H., 410. Finley, W. A., 417. Finney, N. J., 419. Fire, in United States Capitol, 708; loss of cele¬ brated libraries by, 725; precautions against, 731. Fire escape in schools, essentially American, 618 ; in Italy, 618. Fire insurance, basis of rating, 730. Fireproof buildings, 729. Fire-resisting stones, 729. Fish, Hamilton, death and sketch, 1769. Fish culture, training in, 448. Fisher, Charles H., death and sketch, 1769. Fisher, D. W., 410. Fisher, George P., 399. Fisher, Gilman C., 407. Fisher, Gustavus, death and sketch, 1769. Fisher, Oscar L. 416. Fisheries trade school, 189. Fish-oil manufactory, 1741. Fisk University, aiil to students, 1591 ; charges and expenses, 1552 ; manual labor at, 1553; manual training at 1561, proposed la wand medical courses. 1564; sources of income, 1553. Fiske, John, quoted on principle of religion in Hew England, 1244. Fiske, L. R., 412. Fitch, Mr., mentioned. 1241. Fitch, E.T.,401. Fitch, J. G., 216, 1168. Fitchburg (Mass.) public library, 955, 969. Fitz, Dr. G. W.,434. Fitz, Dr. Reginald H.. quoted, 1621. Fitzgerald, A. H., 408. Fitzgerald, Thomas S., 410. Fitzhugh, L. T., 418. Fitzpatrick, Hon. F. A., 428. Flag, salute to, in American schools, 590. Flagg, Rufus C., 417. Flanders, 158, 174, 185, 192. Fleischmann, Carl, death and sketch, 1761. Fleming, Hayward, 41C. Flemish or I)uteh language in Belgium, 158, 178,' 187. Flemish or German, 193, 199. Fletcher, James, death and sketch, 1769. Fletcher, W. I., librarian, 576, 579, 580, 808, 878, 895, 925, 927, 944, 1010. Fletcher free library, Burlington, Vt., 889. Flexibility^ of the child mind and character, 372. Flint, Dr. Nellie M., 1008. Floor space of educational exhibits, 446. Florida, constitution of 18*5 on education, 1328 ; of 1865 and 1868, 1350; of 1885, 1392; edu¬ cational exhibit, 1136; medical require¬ ments in, 1620,1622; normal and industrial college, 1136; pecuniary aid to students. 1578; statistics, agricultural and mechanical colleges, 1672, 1676, 1978; blind institutions, 2056, 2058 ; city schools, 1787 ; commercial col¬ leges, 2022, 2026 ; deaf institutions, 2042, 2044 ; normal schools, 2002, 2010, 2014 ; private sec¬ ondary schools, 1902; public high schools, 1820; universities and colleges, 1953; tem¬ perance educational law, 1164. Florida Conference College, aid to students, 1578. Flower, Enoch, employed as school-teacher, 1264. Flower-makers’ school, 190. Fluctuating standard, 267. Fluctuation in attendance, 96, 171. Fliigel, O., and Rein, W., editors, 393 Folk, C. A ,419. Folsom, C banning, 403. Foltz, - , 393. Folwell, William W., 887, 1101, 1122. Fonseca, Manuel D. da, death and sketch, 1761. Fontaine, l’Eveque, 191. Food supply of Alaska destroyed by industries of whites, 1708. Foose, Lemuel O., 406. j Forbes, Edwin H., 399. Forbes, John F., 409. Forbes, John J., 406. Force’s American Archives, 706. Forcing communes, 171. Ford, Henry A., 437. 9 Ford’s test of the perfect library, 809. Foreign and American exhibits, graphics used in, 449. Foreign birth or extraction, 25. Foreign classical tongues, 1479. Foreign collections not unpacked for want of space at the World’s Fair, 472. Foreign countries, statistics of education, 654, 2074-2081. Foreign exchanges, 706. Foreign language, reading book in, taught by pic¬ tures, 381. Foreign modern tongues, 1480. Foreign students, how distributed, 223. Foreign systems of education, mastery of, 1505. Foreign words associated with English words, 381. Foreign work in binding, 915. Foreigners and Burmese, 267. Fores ty, school of, mentioned in North Dakota constitution, 1398. Forge, Anatole de la, death and sketch, 1761. INDEX. 2105 Form study and drawing, 462. Formationof habits, 14G9. Forseman, C. A., 397. Forster. W. E., 1171. Forum. The, Dr. Hall’s articles in, 635; school in¬ quiries of. 567 . Foster. Mr.. 703. Foster, Charles F., 406. Foster. J., 938. Foster, Luther C., 404. Foster. William E., 878, 963, 975, 982. Founding a library, 976. Fowler and Barron, Messrs., 274. Fox, James, mentioned, 1265. Fox, Xellie L.. 956, 969. Fox, William F., 408. Foxworthy, Alice S., 419. Fragmentary courses, 197. Framingham (Mass.) town library, 955, 969. France, aid to students. 1573 ; beginnings of influ¬ ence on American education, 1316; Catholic schools at World's Fair, 651 ; civil govern¬ ment, 219; delegates to World’s Fair. 556; educational exhibit at World’s Fair. 548. 554, 624,653,1179; criticism on, 549; educational system. 8. 158, 219, 221 ; election of courses in, 572; exhibits, extent, 652; of various schools, 589 ; success of, 589 ; experience in convent education, 539 ; first report on American medical schools, 605; Le Soudier on book trade, 598 ; manual training exhibit, 573 ; manual work, exhibit, 589; medical instruc¬ tion reorganized, 601; official publications wanted, 582 ; pecuniary aid to students, 1608- 1610; pupils’ work exnibit purchased, 555 ; school attendancem, 615; surpassed by Prus¬ sia, 552; exhibits, character of, 589; statis¬ tics of education, 2074 ; superiority of edu¬ cation in, 573: technical schools also mili¬ tary. 674. Francis. Joseph, death and sketch, 1769. Franchise to male citizens. 158. Franchise. See also Suffrage. Franck. Adolphe, 1780. Francke, on the st uty of geography, 280. Francke. Friedrich, death and sketch. 1761. Franco-Prussian war, influence on American edu¬ cation, 1341. Frank, H. L., 405. Frank, Louis, quoted, 1628. Frankfort on the Main, exhibit of Gymnasium pro¬ grammes from. 640. Frankhausen, J., 1784. Franklin, Benjamin, mentioned, 626, 1316; quoted, 658. Franklin, George A.., 403. Franklin and Marshall College, aid to students, 1590; exhibit, 1085. Franklin College, aid to students, 1580. Franklin Institute library, 884. Fraudulent examination papers, 271, 272; medical schools, 1622; extract. 611. Fraunfelter, Elias, 405. Frazer, Robert, 418. Frederick William, 249. Frederick William Gymnasium, Berlin, 499 ; mod¬ els of, 552. Frederiksen. Miss, 12. Frederiksen, K., on world’s congresses, 641-644. Free, Albert T., 415. Free, Heinrich, 393. Free access to book shelves, 979. Free education, 255 ; in J apan, 655 ; in Mexico, 653 ; in Uruguay, 654; in United States, 648. Free instruction in United States, progress under H. Mann, 648. Free elementary schools, 243. Free-hand and mechanical drawings, 190. Free-hand drawing of countries, 281. Free issue of books for pupils, 1472. Free lectures important, 854. Free libraries and mechanics' institutes, 255. Free public kindergartens. 1030. Free public library, Xewark, X. J., 747. Free public library commission of Massachu¬ setts, 709. Free residence for teacher, 207. Free schools in Xew England, Webster on, 1552 note. See also Educational provisions in State con¬ stitutions, 1312-1414. J Free students, 175, 203. Free text-books, apparatus, etc., 480, 1643-1644; beneficent results of, 1673; in Pennsylvania schools. 1673; infection overcome by paper covers, 1673. Free tuition in universities, 187, 524. Freedman’s Aid Society, collective exhibit. 495; contributes to Clafiin University. 1552; of the Methodist Episcopal Church, *1137. Freedom, local, 6 : 159. Freeland, B. H., 407. Freeman, Edward A., death and sketch, 1762; quoted, 1225. Freeman, J. H., 400. Freihold, 386. French, Miss Frances G., 337. French, Prof. W. M. B., 431. French book exhibit, treated, 595. French hooks, character and position, 599; on increase of in America, 596; prominent in Eastern libraries, 596. French claim to superiority in all things educa¬ tional, 509. French colonies, South America, educational ex¬ hibits, 497. | French commission dissatisfied, 1180. French commissioners, 11. French educational exhibit, descriptive writing in, 631. j French eminent educators. 1180. French exhibit, French view of, 585. | French genius visible in Quebec exhibit, 509. j French language, 51, 56, 62; or Walloon, 158, 177, 182; in Egyptian schools, 655: in Turkish schools, 1211; may be used in Louisiana schools, 1390. J French Lyc6e, 1454. French manual training, 1180. ! French periodicals and newspapers, published in United States, 596. : French Protestant College, aid to students. 1584. French Bevolution. mentioned, 1300. i French school exhibit, 588 ; religious character of exhibit, 651; stenography in, 651. j French scientists, 229. : French specialists on medical education in United , States, 601. j French tract, Ohio, lands for education, 1272. French University library exhibit, visited. 583. : French views on American education. 585-599. ; Freshman, jtreparation of, 80, 90. I Freshwater, B. M., 414. I Freytag, read by blind, 551. j Frick, Dr. Otto/death and sketch, 1762. Frick, O. and Fridel. 393. Frick, O., and H. Meier, editors, 393. | Fricke, Fr. W., 393. Friends’ Public School, Philadelphia, founded 1689.1264; chartered, 1265. i Friends’ schools, 68. ! Friends’, Society of, contribute to negro education, 1553. ; Frieze, Henry Simmons. 1110. | Frobel, F., 387,571: and Pestalozzi, 247; educa¬ tional ideas, influence of, 526; education of man, 384. j Frobel, Julius, 285; his views on Carl Bitter’s •comparative geography, ” 285. j Froehel Academy, in Brooklyn, 370. 1 Froebel schools at work, exhibit of, 640 ; women in, 649. See also Kindergarten. Froebel system. 198. 645. Frohlich, Gust, 393. Frohschammer, Professor, 1781. Frost, William G., 411. Fry, Judge, 1117. Fry, Benjamin St. James, death and sketch, 1753. Fry, Mrs. Susan, 1156. Fuchs, Marcus, quoted on Boston schools, 507. Fulcomer, Daniel. 429. Fuller, Hon er T., 413. Fulton, Robert B., 412. Fulton, William. 408. Fumagalli, G..893. 1 Function of the library, 693. 2106 INDEX. Functional growth of the brain after attaining its size and weight, 367. Fund, surplus institute, 1656. Fundamental law developed before the accessory, 858, 359. Fundamental method of new psychologists, 382. Funds, for indigent pupils, 221 ; invested, 87 ; pro¬ ductive, 87. Furbish, Alice C., 885, 954, 967. Furman, liev. Thomas P., death and sketch, 1753. Furman University, aid to students, 1590. Furnes, 191. Furniture for library, 740; for Xational Museum, 168. Furst, F., 387. Furukawa, M., 1208. Fuss, Dr. Hubert, death and sketch, 1762. Future culture, the kindergarten the foundation for, 438. Future, school of the, 358. Fyffe, Charles A., death and sketch, 1762. G. Gage, Lyman J., 434. Gain in college-educated teachers, 1676. Galbraith, Professor, 256. Galesburg (Ill.) public library, 953, 963. Gall, Fenton, 414. Gallaher, James, 953, 966. Gallatin, Albert, Jefferson to, on the Xational University, 1308; Life of, cited, 1312. Gallaudet, the elder, 1084. Gallandet, E. M., 409, 1152. Gallaudet College, 1151; aid to students, 1578. Galleghar, Prof. II. E., 433. Galton, Douglas, 387. Gambrell, J. D., 410. Gammon Theological Seminary, courses in, 1555, 1568. Gand, 173, 192. Gannet, Dr. George, death and sketch, 1769. Gannon, Thomas J., 413. Gans, W. G.,406. Gantrey, Mr. T., 212. Gantz, E. J.,412. Gar, T., 894. Garbini, Adriano, quoted, 362. Gardening, domestic, 170; instruction in, Bavaria, 327. Gardner, Clarence, death and sketch, 1769. Garfield, James A., presents memorial to Con¬ fess for a bureau of education, 1289; mem- erof committee on, 1289; speech on, 1267; quoted, 654. Garland, Caroline H., 960, 972. Garments from Colored Industrial Institute, Pine Bluff, Ark., 493. Garrett, Emma, 1084; death and sketch, 1769. Garrett, Mary S., 1084. Garrett, W. It, , 1510. Garrison, C. P., 406. Garrison, Joseph F., death and sketch, 1753. Gass, Howard A., 437. Gastman, E. A., 400. Gatch, Thomas M., 416. Gates, George A., 410, 1125. Gates, Merrill E.. 412, 1058, 1071. Gates College, aid to students, 1586. Gatterer, J. Christian, 281. Gault, Franklin B., 410. Gauss, E. F. L., librarian, 576 ; translates paper for "World’s Congress of Librarians, 576. Gay, Mr., organizes Massachusetts exhibit, 586. Gay, Professor, 1034. Gay, "William, 407. Geddings, J. D., 1496. Geeting, D. M., 397, 400. Geiger, A., 387. Geistbeck, M., 320, 321. Gelmini, Andrew, 387. General course, 187. ^ General Government, 87, 93. General inspections, 224. General meetings, 807. General subscription library, 702. General supervision, 186. General view of system of public education, 159. General Society of Mechanics and Tradesmen, “Apprentices” library, 874. Genetic point of view, mental endowment from, 361. Genola, Francisco, 1783. Genzmer, A., 387. Geographers in Germany, 283. Geographical elements classified, 300. Geographical lomologies, 285. Geographical magnitude of countries expressed in a diagram, 305. Geographical physical objects expressed in dia¬ gram, 305. Geographical teaching in Europe, 289. Geographical textbook, 279. Geography, a matter of self-evidence, 285; a sci¬ ence of the surface of the earth, 286; Amer¬ ican methods of teaching, 568 ; and history, 282, 285, 286 ; as a study, 177, 199 ; as a natural science, 284, 286; cause and effect in, 315; comparative, 285; development of, illus¬ trated, 554; diagrams of time given to, in Germany and America, 6S1-684 ; great vari¬ ety in treatment of, 519 ; highest aim of, 458 ; history of study of, 279 ; in common schools of Bavaria, 327 ; in modern schools, 283 ; in Munich, 317 ; knowledge presupposed, 286 ; limits, 286; methods of teaching in Xorth Dakota, 621; modern methods and devices in teaching, 288, 319; of Belgium, 167, 169; popularized, 285; position in school organ¬ ism, 284; primary, in Germany, 313; teach¬ ers of, 285 ; teaching, in Central Europe. 279, 289; the center of scientific instruction, 279; variety in treatment of, 519. Geometric forms, 170, 198. Geometry, 51, 57, 63, 167, 170. George, J., 413. Georgetown College, Kentucky, aid to students, 1581. Georgetown University library, 875. Georgia assists Catholicism, 536; claims part of West, 1268; constitution of 1777 on educa¬ tion, 1314; of 1798, 1318; 1S68, 1357; 1877, 1387; medical requirements, 1620, 1621, 1622; pe¬ cuniary aid to students, 1578 ; school of tech¬ nology, free tuition, 673 ; statistics agricul¬ tural and mechanical colleges, 1972, 1976, 1978 ; blind institutions, 2056, 2058. 2060 ; city schools, 1787; colleges for women, 1969; com¬ mercial colleges, 2022, 2024 ; deafinstitutions, 2042,2044,2048; law schools, 1988 ; medicine, 1990, 1993; normal students, 2014; private secondary schools, 1902 ; public high schools, 1820 ; school of theology, 1982 ; universities and colleges, 1953; uses surplus of 1836 in education, 1287 ; votes against Xational Uni¬ versity in Federal convention, 1293. Gerb, T. H.,"on Tadd’s new method of drawing, 645. Gerland, 285. German, 51, 56, 62, 177-179. German and English Seminary and Academy, Milwaukee, 1120. German book exhibit, H. Le Soudier on, 596; visited, 583. German book trade, business methods, 597 ; H. Le Soudier on, 597 : statistics, 597 ; technical in¬ structions in, 597. German books, prominence of, in public libraries, 596; wide circulation and causes, 598-599. German compositions, difficulties and weakness of, 628 ; methods of assigning, 62S ; specimen themes, 628. German criticism on American education, 521-583. German Empire, area compared with United States, 523 : education compulsory, 1182 : edu¬ cational exhibit, 1181 ; made up by union of States, 1182. German evangelical parochial schools, 536; at¬ tacks on, 536, 537 ; character of, 536. German exhibit, admiration of, 557 ; French view of, 585 ; suggestions as basis for museum of education, 558; united plan for university exhibit, 464. German Geographical Congress, 311. German imperial council, powers, 323. German language, opposed for national reasons, 537 ; students of, 537 ; teaching of, in public schools, 564 ; value of study of, 537. German librarian association, proposed, 583. INDEX. 2107 German libraries, differences from American, 577 ; difficulty of getting books, 583. German manual training exhibit, American opin¬ ion on, 570; arrangement, 569; objects from Berlin and Gorlitz -workshops, 569; AVaetz- oldt on, 569. German map exhibit, mentioned, 626, German medical students, 1631, 1632. German method of instruction, W. T. Harris on, 543. German newspapers published in United States, 596. German pedagogy, 9. German polyclinics, resemblance to American post-graduate courses, 609. German readers, collection of, 640. German schools separated from Latin in Bavaria, 1569, 325. German secondary schools, diagram of courses in, 681-684., German technological schools, diagrams of courses, 684-685. German universities and American youth, 596; exhibits, 500; value, 463; influence on the progress of civilization, 463, 464; library ex¬ hibit, visited, 583. Germans, in Chicago, 590 ; in Pennsylvania, 1261 j normal schools of, in America, 564. Germantown (Pa.) Friends’ free library, 960, 974. Germany, 4, 11 ; beginning of professional stud¬ ies in, 1626; coeducation, 525, 539; compul¬ sory education contrasted with American, 538; discipline, 540; education, drawing, and modeling inferior to American, 557 ; of women, 531; oral instruction, 556; superior technological instruction, 550; teacher as text-book, 556; use of literary models, 537; electrotechnology developed along Arneri- ican lines, 676; educational exhibit at World’s Fair, 449, 548, 624; anatomical charts, mentioned, 640; apparatus, 639; ar¬ chitectural drawings in, 464; arrangement and description, 548; blind, 551; botanical and biological charts, 640 ; contents, 639 ; de¬ scription of, 550 ; extent and rank, 652 ; gym¬ nastics excluded, 549; in pedagogy, 464; kindergartens not represented, 556; Lager- stedt on, 639 ; location, 639 ; models of school buildings, 552; of Berlin, 551; of different States, 549; of first importance, 454; of pu¬ pils’ work, 640; criticisms on, 554, 555; for¬ tunes of, 555; school journals, 551; school literature, 639 ; scope, 549 ; teacher’s alma¬ nacs, 551 ; technological instruction exclud¬ ed, 549; text-books, 556; work in preparing, 549, 550; Wurtemburg elementary schools, 556 ; geographical teaching in, 9 ; has taught the world, 1182 ; historj- of secondary educa¬ tion in, 550 ; influence of Salzmanrn and Pes- talozzi on schools, 558; length of medical courses, 1631; liberty in education, 556; methods contrasted Avith American, 565; model school baths, 499; official publications wanted, 582; organization of librarians, 583; pecuniary aid to students, 1610-1612 ; reports not published, 534; salaries of teachers, 546; j schoolsdividedondenominationallines, 324; ; secondary education of Avomen, 499; statis- ; tics of education, 2074-2076; study of an- j cient languages, 542. Germany, South, Technological University, dia¬ gram of courses, 685 ; electrotechnology , dia¬ gram of courses, 685. Gerok, read by blind, 551. Ghent, 161-191; citizen of, 161. Ghisleri, Prof. A., 12 ; on education in the United States, 617-625. Giant microtome, exhibit of, 484. Gibbons, Abbey H., death and sketch, 1769. Gibbons, James, Cardinal, plan for Catholic school exhibit, 650. Gibson, Bruce, 1708, 1717. Gibson, Bandall L., death and sketch, 1753. Gifford, John B., 402. * Gift of section 16 in every township, 1126. Gifts, new, to the educational Avorld, 438 ; to Liv¬ erpool Museum, 854. Gilbert, Dr., 1177. Gilbert, Charles B., 403, 428 Gilbert, H. C., 398. Gilbert, Kewell D., 400. | Gilbreath, S. G.,415. Gilchrist, J. C., 1124. Giles, Bev. Chauncey, death and sketch. 1770. Gillett, Chas. B., 877". ! Gilman, Dr. D. C., 411, 423, 424, 1095. ! Gilmore, Patrick S., death and sketch, 1753. Gilroy, Professor, 259. Giltner, W. S., 411. I Gindely, Anton, death and sketch, 1762. j Giotto," pictures of, mentioned, 622. Girard College, character, 645 ; exhibit, 485, 1086. Girls, American College for, at Constantinople, exhibit, 482 ; domestic economy for, 348 ; ed¬ ucation of, in America and Germany, 531; handiwork exhibit from Bussia, 455; house-' hold industry adapted to, 187 ; housework,* schools for, 186; in high schools, 541; per cent, 532 ; needleAvork for, 348 ; sloyd work, in Albany (X. Y.) high school, 484": schools for, in Bussia, account of, 687 ; trade schools for, 190. ^ Girls’ Classical School of Indianapolis, 1101 Girls’ Gymnasium at Moscoav, 500. Girls’ Home at Sitka, 1741. Given , E. AY., 1492 . Gladstone, J. H., 210. Gladstone, William E., 735. i Glass, E. C., 4C8. I Glass, Capt. H., 1743. j Gleichmann, 393. • Glenn, Gustavus B., 397. i Glisari, A., death and sketch, 1762. Glotfelter, J. H., 401. | Gloversville (X. Y.) free library, 861, 973. I Gluttonv of the memory in the average school, 16o8. ! Gobble, Aaron E., 415. j Godbey. S. M., 419. Godfrey, Lydia B., 882. ) Goethe" 550 ; read by blind, 551. J Gog, a vessel exhumed from, llS6. Gold mines and coal fields in Alaska, 1741. J Golden Gate Kindergarten, 1139. Golden Gate Xormal School, 1142. : Goler, William H., 414. S Goltz, B., 387. j Gontani, Arnaldo, 1783. I Gonville and Cains College, aid to students, 1604. Gonzales, ex- President. 1783. Goode, G. BroAvn, 1145, 1226, 1293, 1305, 1306; cited, 1309; on value of Washington's bequest to Xational University, 1304. Gooden, W. T., 400. Goodenough, Prof. W. S., 430. Goodison, John, 9, 289; articles on teaching geo¬ graphy in Europe, 289. Goodwin, Mr., mentioned, 1241. Goodwin, A. C., 417. Goodwin, Airs. H. B., death and sketch, 1770. Goodwin. Bev. Henry M., death and sketch. 1770. GoodAvin, W. W., 415. Goodyear of Xew York, on committee on Bureau "of Education bill, 1289. Gopfert, Prof. E.. 309, 319. Gordon, Mrs., 1174. Gordon, Edward C., 412. Gordon, George W., 407. Gordon, H. L., 3S7. Gorlitz, terrestrial globe from, 554. Gorton, Charles E., 405. Gorton, J. Irving, 405. $ Goshen, Mr., quoted on grants to English univer¬ sities, 674. Goschen, G. J., 938. Gospel ministry, lands for use of, in W yoming Y al¬ ley, 1266; lands given in Connecticut for, 1259 ; act of 1793, 1257; opposition to, 1257, 1258. Goss, D. K., 400. Goss, John Patrick, 403. Gosse, Edmund, 938. Gosselies, 191. Gottingen, models from, 553. Gotwals, Joseph K., 406. Goucher, John F., 418. Gould, Miss Clara A., 1742. Gould, Jay, 592; death and sketch, 1753. 2108 INDEX. Gould, Rev. J. Loomis, 1742. Gould, Royal E., 401. Gouuod, Charles Frauds, 1780. Gove, Aaron, 399, 1133, 1510. Government, aid to schools in Denmark, 1189; edu¬ cational service of, 275; general, 87; grants of, 204; local, 158; national, 13; of the li¬ brary, 743, 744, 745; provision for defective classes by, 1151. Government publications, 707. Government report, 771. Government school building, 1738. Gowen, Miss M. C., 1152. Gowing, Fred., 397. Grabowski, A., 414. Gradation and promotion of pupils, 1646; of Japa¬ nese schools, 501 ; system of, 1645. Grade, numbers, and distribution, 267 ; shortening the period of, 1646. Graded display in manual training, 1070. Graded work as opposed to individual work, 1646. Grades in cooperative relations, 452 ; of schools, 21. Graduate departments, 74. Graduate work, cultivation of, 442. Graduates, in high schools mostly girls, 541; of high schools, 55, 61, 66 ; of high schools who do not go to college, 1490 ; of normal schools, 5, 10 ; to teach, 346. Graduation, from districts in Ohio, 1671; public schools in Pennsylvania, 1672. Graesel, A., 894. Graesel’s Principles, Mary S. Cutter on, 578. Graham, Alexander. 405. Graham, Both well, 399. Graham, J. W., 407. Graham. James D., 399. Graham, W. I., 415. Grammar, 192. Grammar schools in America, 590 ; distrusted by high schools, 524 ; system of, 1027. Grammatical analysis, diagram system in favor of, 514. Grand Rapids, Mich., exhibit of drawings, 632. Grand Rapids (Mich.) library, 959, 971. Grant, Sir A., 267. Grant, E. L., 408. Grant, O.B.,408. Grant, Robert, death and sketch, 1762. Grant, U. S., 1145 ; on national legislation for edu¬ cation, 1293. Grant-in-aid system, 261. Grants, Congressional, 13; for modern languages, 207 ; for specific subjects, 205 ; Government, 204; municipal, 187; variable, extra, and fixed, 205-207 ; to older schools, 205. Granville, J. M., 387. Graphic presentation, 12 ; work, 300, 308. Graphics used in foreign and American exhibits, 449. Gratuitous admission, 174. Gratuitous instruction in Belgium, 162 ; in Den¬ mark, 1191 ; in Uruguay, 10. Graves, Z. C., 419. Grawn, Charles T., 402. Gray Xuns, teachers of blind girls, exhibit, 509. Graybill, William, M., 419. Great Britain, 9; length of medical courses in, 1631; reorganization of elementary schools in, 252 ; school attendance in, 203; statisticsof educa¬ tion, 2076. Great educational organizers, 1695. Greece, statistics of education, 2076. Greek, 51, 56, 62, 177, 178; optional, 178 ; relegated to two years, 1489. Greek Church in Government schools of Russia, 1197. Greek conference, 1450. Greek studentship in Cambridge University, 1603. Greeley, Horace, 775. Greely, Gen. A. W., 427. Green, George F., death and sketch, 1753. Green, James M., 1077. Green, Joseph A., 419. Green, 1ST., 416. Green, Rufus S., 418. Green, Samuel Swett, 579, 580, 698, 850, 875, 885, 958, 938, 971. Greene, C. L., 955, 968. Greene, David M., mentioned, 660. Greene, Freeman A., 404. Greene, Rev. Harris R., death and sketch, 1753. Greene, J. P., 412. Greene, Gen. Nathanael, on state of colleges, 1775, 1295. Greene, S. H., 409. Greene, S. S., 1510; reads paper, 1288. Greenlee, L. C., 399. Greenman, A. V., 400. Greenslade, J. M., 405. Greenwood, James M., 403, 1128, 1131, 1492. Greenwood, Thomas, 851, 856. Greenwood’s public libraries, 709. Greg, W. R., 938. Gregg, John C., 400. Gregory, B. C., 404, 1076. Gregory, C., 404. Gregory, John M., 1106, 1510. Gregory, Mrs. John M., 1106. Gregory, Mrs. S. E., 956, 969. Grier, W. M., 415. Griffith, Elbert W., 405. Griffith, George, 405. Griffith, H. P.,419. Grimes, Governor, Iowa, 1123. Grimmelsman. Joseph, 413. Grip, epidemic of, in Alaska, 1734. Grischow, O. E., death and sketch, 1762. Griscom, John, 1495. Griswold College, 1125. Griswold, Stephen B., 882. Griswold, W. M., 937. Grohmann, J. C. A., 387. Grossler, 393. Grossman, George. 411. Grounds and buildings of universities, 86; of schools, 2. Grovenor, Lady Henry, 1174. Grover, Thomas W., death and sketch, 1770. Groves, Hiram D., 418. Growth of a child, all-sided, 372. Grube, A. W., 321. Grundtvig (poet-pastor), 1192. Guaranties and limitations, constitutional, 240. Guatemala, statistics of education, <‘.54, 2078. Guerd, T. Tv., arranges Russian educational mu¬ seum, 652; examines and purchases gym¬ nastic apparatus, 650. Guerrier, Mr., opens higher courses for girls in Russia, 688. Guiana, educational statistics, 654. Guiehardin, 192. Guicheteau, F. H., 413. Guilford College, aid to students, 1588. Guillemin, Amedee, 1780. Guinn, R. J., 436, 1492. Guizot, 162. Gulick, Mrs. Alice Gordon, 1059. Gummere, S. R., 1498. Gunnels, H. C., 398. Gunsaulus, Rev. Frank, 430. Guptill, Fannie S., 428. Gutermuth, Mr., assists Professor Riedler, 657. Guthe, H., 320. Gutzmann, A., 434. Guy, W. E., 937. Guyot, Professor, 313. Guzman, Senor V., 437. Gymnasia, Prussian, statistics of attendance, 553 ; vocations chosen by graduates of, 553. Gymnasium, German, compared with English grammar school. 524. Gymnasium, girls’, at Moscow, 500. Gymnasium, King Frederick William, at Berlin, 499; busts (f educators in, 499-500. Gymnasium and psychological laboratory, con¬ nection between, 380; exhibit, 447. Gymnasiums, apparatus of, 528; of private schools, 535. Gymnastic apparatus examined and purchased for Russia, 650. Gymnastic associations, aim, 650. Gymnastic exercises, 352. Gymnastics, 167, 170-199 ; Boston Normal School of, 482; compulsory in Bavaria, 327; excluded from German exhibit, 549; in high schools and colleges, 528; in primary and grammar schools, 528; Ling system oh 482, 1195. I Gzowski, Sir Casimer S., 426. INDEX. 2109 SI. H. Sophie Newcomb Memorial College, 89. Haanel, Hugo. 395. Habit, moral character developed by right, 1479. Habit of self-instruction, 1642. Habit of thoroughness in study, 1670. Haederli, J., 1784. Haferlandt, W., biological and zootomical prepa¬ rations, mentioned, 640. Hagar, D. B.. 1496, 1498, 1503, 1510. Hagar, Sarah C., 889, 963; 975. Hagber, M.. 1783. Hagen, Prof. Herman, death and sketch, 1770. Hahnemann Medical College, 1087. Hahnemann Medial College of Philadelphia, 465, 467. Haight, Bobert A., 400. Haigue, William, mentioned, 1264. Hailmann. Hon. W. N., 426.428, 437, 568, 1090, introduces Frcebel's ideas, 526; on develop¬ ment of social relationships in graded schools, 487. Hailmann, Mrs. W. N., 423, 428, 1100. Hainault, 158, 186. 174: school of mines, 192. Haiti, educational statistics, 654; exhibit. 1222. Hale, Rev. Ed wardEverett, dedicatory address of, 1659. Hale, John G., death and sketch, 1753. Hale, Prof. W. G., 425; on requirement of Greek for bachelor of arts. 533. Hall, Edward W„ 888. Hall, Prank H., 400. Hall, G. Stanley, 11, 357, 366, 387, 412, 423, 430, 434, 435, 436, 1058, 1492; both educator and psycho¬ logist, 635 ; inaugurates child study, 635: in¬ vestigates child's intellectual life. 637; leader in child study, 642, 643 ; on future of child study, 636: on relations between pedagogy and psychology, 642: president of National association forStudy of Children, 638; professor of pedagogy, 635; proposes school for child study, 639. Hall, Dr. John P.. 1686. Hall, S. F., 400. Hallenbeck, William S., 404. Halligan, Flora A., 957, 970. Halsev, Rufus H., 408. Ham,‘L. S.,400. Ham, W. J., 409. Hamburg, school for printers, 597; statistics of education, 2074. Hamerton, P. G., 938. Hamilton. Alexander, Washington to, concerning national university, 1302, 1303. Hamilton, F. M., 405. Hamilton. Dr. J. H.. death and sketch, 1753. Hamilton, Robert I., 400. Hamilton, Sir William, 381. Hamilton, William, assistant agent in Alaska, 1747 ; put in charge of schools in Sitka dis¬ trict, 1745. Hamilton College, aid to students, 1586; library, 885. Hammond, J. D., 412. Hampden Sidney College, aid to students, 1592. Hampton (Va.) "Normal and Industrial School, 495, 1137 ; high character of, 1560 ; work done in, 527. Hanaway, E. S.. 948. Hancher, J. W., 415. Hancock, Caroline G., 950,964. Hancock, John, 1498, 1510. Hand, J. T., 407. Hand, discipline of mind through, 459: training of, 438. Hand fund, aid given to industrial training of negro, 1561 : object and administration, 1553. Hand occupations, educative value of, 441. Handbooks in New York exhibit, 483. Handiwork, Catholic Protectory of New York, exhibit, 509. Hanegah tribe, 1742. Hanks, L. L. E., 401. Hann, J., 320. Hanover College, aid to students, 1580. Hanseatic cities, meager educational exhibit at World's Fair, 549. Harbourne, J. W., 950, 964. Hard, M.E., 406. Hardie, Thomas. 401. Hardy, Albert, 408. Hardy. Alpheus, 1204. Hardy, G. E., 937. 939. I Hardy, J. W., 411. Hare, "Rev. George E.. death and sketch, 1753. Hargrove, John L., 401. Hark, J. Max, 419. Harker, Joseph R., 417. i Harkness scholarship in Cambridge TJniversitv, 1603. j Harlan, B. B., 406. ] Harlan, David W., 42, 399. 1 Harman. David A., 406. j Harmonious education in America, aims, 680. Harness handiwork from Smyrna, 501. Harnett, Mrs. S. K., 963, 975. j Harpel, W illiam F . , 407. Harper, William, 399. j Harper, William R., 410. 424, 592; comments on characteristics of, 641 ; promotes university extension. 531. | Harrier. L. G., 399. Harris, Edwin S.. 404. Harris, George William, 872. Harris, Henry, founds fellowship, 1573. Harris, J. G-. 1633. ! Harris, James C.. 399. Harris, John H.. 415. Harris, M. C., 939. Harris. T. W., 403. Harris. W. T., 15. 387, 395, 423, 424, 522, 539, 543, 545, 547. 549, 693, 895. 1113. 1148. 1127. 1300, 1457, 1489,1491. 1492,1502, 1510. 1667 : influence, 629 : on education in Connecticut, 1256 ; value of reports by, 616, 630. Harris collection of poetry, 703. Harris free library and museum, 850. Harrison, Benjamin, 1113, 1147. Harrison, Caskie, 1493. Harrison, Charles C., 415. Harrison, Miss Elizabeth, 428, 387. ; Harrison, F., 937. i Harrison, M. W., 400. Hart, Mrs. Dr., 1178. Hart, John S., 1495. ! Hart, William, 1321. , Hart-Dyke, Sir, 1171. Hartenstem, G., editor, 393. Hartford, founding of, 1240 ; grammar school to be set up in, 1247. Hartford (Conn.) Library Association, 937. Hartford public library, 884, 951. 965. Hartford Theological Seminary library. 879. Hartman, E. M 402. Hartmann, Berthold, 393. Hartnett, J. A., 413. Hartshorn Memorial College, on coeducation of sexes, 1558; on higher education for negroes, 1557 ; on the normal course, 1555. Hartsell, Rev. J. C., 1137. Hartwell, Dr. Edward M., 387, 423, 434. 436. Hartwig, O., 576, 895. Hartzler, J. C., 406. Harvard. John, 1038 : bequest mentioned, 593, 1051, 1227. Harvard Annex, 525, 641. Harvard College, 1036-1038, 1250, 1316: aid to stu¬ dents, lo83, 1584; and graduate school, 1040, 1042; apparatus, 594; buildings, 594 ; change of Connecticut law relating to, 1245; charter of president and fellows, 1228 : appendix to same, 1229: charts of students and teach¬ ers. 1643-1893, 1039. 1043. 1047; classified enrollment, 1863-1893, 1840; courses of study, 10t3, 1840; elective and prescribed studies. 1044. 1046; era of prosperity. 594; ferry granted to, 1227 ; first American scholarship in, 1575 ; grants of general court to, 1226 : history of its evolution, 593, 594; library, 594; named. 1227; instructions to Teachers in, 1235: legislation concerning, 1636-1780. 1226-1236; management of pam¬ phlets, 581 i officers, president, fellows, and students exempted from military service, 1234 ; overseers established, 1642,1227 ; per¬ centage distribution, 1042; progress in last twenty years, 594; provisions made for, 1233; 2110 INDEX, provisions of 1691, 1230; resolve of 1707 de¬ claring charter of 1050 not repealed, 1230; statistics, 594. Harvard Medical School, endowment received, 1625; statistics of students with degrees, 1625. Harvard University, 13, 1017, 1056, 1470; aid to students, 1582, 1583; annual expenses, 1055; payment, 1056; average age of matriculates in 'academic department, 1626; character of, 1315; degrees conferred, chart 7, 1051; den¬ tal course, 594, 1565 ; economics, 1048 ; Eng¬ lish department, 1048; evolution of, 607; exhibit, 4G5, 466, 1034; fails to understand education of engineers, 675; fellowship in, 1573; German department, 105; gifts, 1054; history department, 1048 ; income, 1053 ; largo sums received by, 661 ; Lawrence Scientific School founded, 661, 662; library, 870. S95; exchange system, 583 ; growth, 1052 ; mathe¬ matical department, 1048; medical course, 3565; medical school visited, 605; personal expenditures, 673; pharmacy course, 1565; philosophy. 1058 ; physical exercise at, 594; physics, 1050 ; requirements for entrance to scientific school, 668; resources, 594; sum¬ mer school, 629 ; statistics of students, 1049; uses gift of Lawrence for zoology, 662, 663 ; visited by E. Osterberg, 625; women in, 525, Harvey, T. W.,‘ cited, 1275. Harwell, TV. H., 398. Haskell, Ellen M., 387. Haskell Institute, Indian school exhibit, 504. Hasselt, 191. Hastings, E. W., 405. Hastings, S. C., death and sketch, 1770. Hatch, W. H., 400. Hatch, William E., 402. Hathaway, B. T., 403. Hathaway, H. B., 402. Haupert, Charles, 406. Hausknecht, Emil, article by, on American edu¬ cation, 521-533; estimate of America. 522; gathers material for work, 521, 522; notice of, 521. Haussmann morocco, 908. Haven, Bishop. 1125. Haven, Erastus Otis, 1110. Haven, W. L. B., 404. Haverford College, aid to students, 1590 ; library, 8S8. Haverhill (Mass.) public library, 879, 955, 969. Havre exhibit, museum of products in, 651. Hawaii, statistics of education, 2078. Hawkins, V. O., 417. Hawkins, W. J., 403. Hawley, Willis C., 414. Hawthorn, Prof. D. J., 1143. Hawthorne. J., 949. Hay, Bev. Charles A., death and sketch, 1770. Hayden, Jessie W., 951, 964. Hayes, Butherford B., death and sketch, 1770. Hay good. A. G., 1560 ; on benefit of Slater fund to industrial training, 1562 ; quoted, 1551 note , 1560. Haynes, Thomas J., 1731. Hayward, Almira L., 884, 955, 968. Hayward, Charles J., death and sketch, 1754. Headache, prevalence among school children, 637. Heal, James H.. 408. Health and child study, 358. Health book, kept for every child, 367. Healy,Capt. M. A., 1705, 1712, 1724, 1728 advocates raising of reindeer, 1724, 1733,1736; report of observations on Alaska, 1724. Heard, Prof. J. C., 1200. Hearon, D. S., 419. Heating and ventilation, 44 ; lighting and ventilat¬ ing, 7 i 8-724. Heatly, James, 404. Heaton, T. L., 399. Heavens, Francis J., 402. Hebrew scholarship in Cambridge University, 1602. Hebrew Technical School Hew York, exhibit, 495. Hebrew thread of civilization, 1463. Hector, Sir James, 258. Hedge, Frederic H., 8S6. Heger, Moritz, death and sketch, 1762. Heikes, Irving A., 407. Heiland, Professor, 309. Heim, H. J., death and sketch, 1762. Heineken, W. L., 404. Helena, Princess, 1177. Helena (Mont.) public library, 959, 971. Heller, George, 408. Hellwald, F., 320. Helm, Johann, 393. Helmholtz, leader in child study, 635. Helmich, Mr. and Mrs. B., 1737. ■ Helmstetter, Ernest, 413. j Hemenway, Charles C., 412. | Hemenway gymnasium, 1038. Henderson, I.W., 403. i Henderson, J. C-, cited, 1312. . Henderson, J. T., 416. ! Hendricks, J. P., 403. Hendrix College, aid to students, 1576. , Hendy, J. F., 417. Henkle, \Y. I).. 1502. , Henninger, J. W., 400. . Henrotin, Mrs. Charles, 424. Henry, Princess, of Batteuberg, 1176. Henry, Prof. Joseph, 1071, 1495. Henslee, William, 409. : Herbart, Johann Friedr., 393, 396; apostle of ap¬ perception, 1658. Herbart’s idea of teaching geography. 283; peda¬ gogy, 11 ; psychology, practicability of, 643. Herbartiau educational experiments. 1505. . Herbartian psychology the newest for educators, 381. i Herbartian school mentioned, 567, 643. i Herbartian theory. 1451. | Herbartianism, bibliography, 11, 393; in America, 395. | Herbermann, Charles G.. 889. Herder’s advocacy of physical geography teach¬ ing, 282. Herders of reindeer, 1721; food, shelter, etc., for, 1722 ; school for, 1722. Herlakenden, Mr., 1226. Herrman, Franz Joseph, death and sketch, 1762. Hershiuan. W. H., 400. Hertel, 387. Hertel s “Overpressure in the Schools,” 363. Hertford College, aid to students, 1601. Hertford scholarship of Oxford University, 1596. i Hervey, Alpheus B., 413. | Hervey, Walter, on manual training, 574. : Herzog, H., and Schiller. K., 387. I Hesse, Grand Duchy of, books at World’s Fair. 549. ; Hessia, public schools separated from church, 324 ; statistics of education, 2074. Hester, William A., 400. Heston, J. W., 416. Heubner, 0. L., 1781. Hewins, Miss C. M., 884, 944, 965, 937, 951. Hewit, llev. A. F., 435. Hewitt, Abram S., 999. Hewitt, E. S., 1105. Hewitt, J. D., 411. : Hiatt, Amos, 400. j Hickey, J. W., 409. Hickok, H. C., 1498. j Hicks, Miss Dora, on manual training, 574. Hicks, Mrs. Mary Dana, 43u; statistics on colo vision, 643. Hierarchy, educational, 219. Higginbotham, H. 17. , 434. Higginson, Col. Thomas Wentworth, 703, 808, 8’ High, and low land expressed on maps by colo ing, 313. High ideals, the present a time of, 459. High school course, 1463. High school graduation an imperative condition of admission to seminaries, 1698. High school instruction, system of, 1027. High school opportunities, deprivation of, 1699. High school pupils who enter college, 14. High school work, exhibit from Massachusetts, 481. High schools and colleges, connection between, 1478; characteristic feature of. 529; dislo¬ cated from elementary, 1643 : distrust gram¬ mar schools, 524 ; distrusted by colleges, 524 ; INDEX. 2111 financial condition of patrons of, 1113 ; grade of, 267 : graduates’ behind, German gradu¬ ates, 542: causes, 542; in Ontario, 253; cur¬ riculum, 240; kinds and character, 526; mas¬ ters in, 254 ; number, 66; organic connection needed with universities, 547 ; potent factors in “Wisconsin, 1114; private, discussion of, 542; self-imposed limitations, 542; progress of grading in, 1114 ; public, courses. 541 ; girl graduates predominate, 541 ; discussed, 541 ; statistics of subjects studied, 541 ; students in, 56, 62-65; studies in, 52; time required in, 564. See also Public schools; Schools; Secondary schools. Higher branches taught in secondary schools, 441. Higher culture in India, 268. Higher education, in Belgium. 7: of women in Pussia, 10; of women, 89-92; protection against too rapid extension, 642; weakness of, 590. Higher institutions of learning, 438. Higher instruction, diploma or certificate of. 158; in America, discussed, 593. Higher school of agriculture, 342. Higher schools, inspection of, 207. Higher training of secondary teachers. 1455. Highland Universitv, aid to "students, 15S1. Hild, Fred. H., 526, 871, 953, 966. Hill. Alonzo. 417. Hill. David J.. 413. Hill, Frank A., 397, 1493. Hill, Frank P., 576, 747, 884, 960, 972. Hillliouse, James, made commissioner of common- school fund, 1260; on Connecticut men in Congress, 1256. Hillman, Mrs. Adelia M., 418. Hills, Mrs. A., 951, 964. Hill's true order of studies, 1476. Hindley, George, 410. Hine, C. D., 397, 1064. 1636. Hine. Koderick Wliittelsey, 402. Hinkle, J. W.,1691. Hinrichsen, W. H., 882. Hinsdale, Dr. B. A., 13, 428, 1493 ; cited. 1261, 1275 ; edits documents illustrative of American educational history, 1225-1414; his topics on the educational history of United States, mentioned, 1226; quoted on education in Wyoming Talley, 1266. Hinsdale College, aid to students, 1584. Hints for management. 859. Hirsch, Baron, educational institutions, 651. 1150. Hirscli, Dr., on influence of public library, 577. Hirsch, Emil, on manual training, 574, 643. Hirsch, J. Frederick, 410. Hirsch trade schools. See Baron de Hirsch trade schools. Hirsche, Dr., death and sketch, 1762. Historic antecedents, 161. Historic method, best light obtained by, 1474. Historical bureau, provided for in constitution of Florida, 1351. Historical fiction, 695. Historical sketch of the National Educational As¬ sociation, 1495. Historical Society, American Catholic, exhibit, 510. History, a source of ethical thought, 1479; Ameri¬ can educational, documents illustrative of, 1225-1414; method of teaching, 622; as a study, 58,64,177,178, 179; as the base line, 458 ; "associated with geography, 1451; ban¬ ished from geography, 286; British, 249. 250; Canadian, 249, 250; diagrams of time given to, in Germany and America, G81-684; ex¬ hibits in study of, 504 ; general, 169 ; geog¬ raphy the basis of, 282 ; German, 249 ; im¬ portance of original materials in study, 1225 ; of Belgium, 161, 199; of scholastic institu¬ tions, 161 ; of the study of, 279 ; shows man his deeds, 1462; study of, in public schools, 540; etforts of Peace Society in behalf of, 655. Historv scholarships in Cambridge University, 1602. Hitchcock, Hiram, 1021. Hitts, John, 1152. Hoag, Orry H., 405. Hobart College, aid to students, 1587. Hobbs, L. Lyndon. 414. Hobgood. F. P., 419. ■ Hobirk, F., 320. Hochstetter, F. L.. 320. | Hockenberry, W illiam H., 406. Hodgins, J ohn George, 1213. Hodgkins, Thomas G., death and sketch, 1754. Hodgson, Pev. Telfair, death and sketch, 1770. Hodgson, W. E., 939. i Hoe presses, mentioned, 598. Hoeffer, James F. X., 413. Hoenshel, E. J.. 411. Hoffman, Dr. Paul, death and sketch, 1770. Hoffman, S. H., 406. Hofmann, August Wilhelm, death and sketch, 1762. ' Hogan, Timothy S., 406. ! Hogg, Alexander, 407. Holienzollern princes taught trades, 679. Holden, E. S., 387, 835. : Holden, Fox, 405. t Holden, William W., death and sketch, 1754. Holidays, 41 ; Christmas and Easter, 42; laxity in, 39 ; legal, 42. Holland, G. W., 415. j Holland, W. J., 414. Holland, length of medical courses, 1631: prece¬ dent afforded by, 194- reunion with Bel¬ gium. 192. Holliday, F. E., 403, Hollis, I. X., mentioned, 660. Holloway, J. L.’, 398. Holloman, T. B., 418. Holly, Sallie. death and sketch, 1770. Holman, William A., death and sketch, 1770. Holmbaum, Wilhelm, death and sketch, 1762. Holmes, Dr. Oliver W endell. 850, 1470. Holmes, Theo.. mentioned, 1264. Holy Ghost College, aid to students, 1590. Holyoke exhibit, 1031. Holyoke (Mass.) public library, 955. 969. Holzinger, F. S., death and sketch, 1762. Home, census on per cent of population owning, 1150; school and neighborhood, child in¬ fluenced by, 370; the measure of civiliza¬ tion, 1149. 1 Homebuilding, instruction in, 1149. 1 Home for Training in Speech Deaf Children, at Philadelphia, exhibit, 494. \ Homo geography, 293; instruction, little given, 564; reading, 713. : Homeology, lessons in, demonstrated, 313. Homeopathic medical schools, for women, 610: in United States described, 606, 612; indiffer¬ ence to, in Europe, 612: requirements, 1617; statistics, 1993 ; value of diplomas, 612. Homes, H. A., 835. Honduras, educational statistics, 654. Honorary degrees, 83, 84, 184. Hoochinoo trihe. 1741. Hooley, Annie J.. 417. Hoonali tribe, 1740. Hoonak, Alaska, mentioned, 587. Hope, A. P. (pseudonym), 387. Hope College, aid to students, 1585. Hopkins, Mrs. Louisa Parsons, 427. Hopkins. Mark, 1058. Hopkins legacy, mentioned, 1246. Hoppin, Prof. j. M., 430. Hopwood, S., 416 j Horace Mann School for the Deaf. 1026. j Horace Mann School of Boston. 1064. I Horsford, Eben X., death and sketch. 1770 ] Horsford. Oramel, death and sketch, 1771. ! Horsley. Miss M. P., 420. > Horticulture, 96: instruction in. Bavaria, 527. | Hosmer. James K.. 576, 878, 959, 971. ! Hospitals of Xorthern United States, Baudouin on, 604. ; Hostinsky, O., 393. ! Hotchkiss, Henry V.. 406. Hotchkiss, Miss Mary T., 428. Hough, F. B.. compilation of, mentioned, 1226. ! Houdeng, 191. Houghton, J. C., 821, 882, 956. 969. Hours, number of, in attendance, 201 : obligatory, 179; of school and length of recesses, 352; of study, 347. Household-economy course, 188. 2112 INDEX Household industry for girls, 187. House-to-house school, Hew South Wales, 1224. Housework, schools of, for girls, 186. Houston, James B., 399. Hovey, Charles E., 1105, 1133, 1498. How, Lyman B., death and sketch, 1771. Howard, Jarvis C., death and sketch, 1754. Howard, Rev. O. R., death and sketch, 1771. Howard College, Alabama, aid to students, 1576. Howard Payne College, aid to students, 1591. Howard Hniversity, District of Columbia, aid to students, 1578; character and attendance, 1554, 1555 ; industrial teaching at, 1562 ; law courses, 1565, 1566; medical department, 1564; theological course, mentioned, 1568. Howe, George E., death and sketch, 1771. Howe, S. B., 405. Howe, W. W., 405. Howell, H. Budd, 404. Howell, Logan D., 405. Howell’s novels, quoted on American prudery, 642. Howes, Hiss H. A., 955, 969. Howes, Hiss Wealthy, 1119. Howland, George, death and sketch, 1754. Hoyt, B. T., 1498. Hoyt, Charles O., 402. Hoyt, John W., cited, 1312. Hoyt, Judson E., 408. Hpongyi Kyaungs, 265. Hrovath, Biasius, 1779. Hubbard, A. C., 399. Hubbard, Dr. Gardiner G., 426. Hubbard, J. A., 939. Hubbard, John H., 418. Hubbell, Henry L., 411. Huber, Hiss Emma, 1737. Hiibner, Pranz. 1779. Hiibner, John, his “Brief Questions,” 280. Huddleston, C. A.. 412. Hudson, George H., 387. Hudson Valley, Connecticutyields claims in, 1265. Hughes, Mrs. 4. M., 423, 427. Hughes, E. L., 407. Hughes, Hiss E. P., 424, 430. Hughes, Elizabeth, address noticed, 642. Hughes, James L., 423, 434, 437. Hughes, Thomas, 887. Huidekoper, Frederick, death and sketch, 1754. Huling, Ray Greene, 423, 1493. Hull, C. H., 985. Hull, Eanny, 960, 972. Hull, P. H., 405. Hultburg, H. D., 1736. Human learning, phases of, 14. Humanities, Latin and Greek, 176; modern, 176; .^professional, 178; section of, 178. Humboldt. Alexander von, 282, 284 ; his Cosmos, 282 ; his vertical profiles and maps, 282 ; Humboldt, William von, portrait mentioned, 551. Humboldt and Jefferson schools exhibit. 1160. Humes, Thomas W., death and sketch, 1754. Humke, Albert E., 400. Hummel, A., 319. Hummel and Hatzat, 283. Humphrey, Hr., mentioned, 1226. Humphreys, E. P., death and sketch, 1771. Humphreys, W., 387. Humrich, C. P., 406. Hundred greatest novels, 938. Hungary, educational exhibit, 1186 ; statistics of education, 2074. Hunnell, B. S., 407. Hunt, Charles L., 402. Hunt, Ephraim, 402. Hunt, Miss H. E., 436. Hunt, Kate M., 420. Hunt, Leigh R., 404. Hunt, Mrs. Mary H., 1156. Hunt, Randall, death and sketch, 1754. Hunt, Thomas S., death and sketch, 1754. Huntingdon’s, Miss, kitchen garden exhibit, 1073; rules for using outfit, 1074. Huntingdon, Miss Emily, 1073. Huntington, C. P., aids Howard University, 1566. Huntley, W. H., 418. Hurst, S. B., 400. Hutchinson, Mrs. F., 1126. Hutton, Captain, 259. Hutton, Prof. F. R., 432. Hutton. H. H., 404. Huy, 191. Hyatt, C. E., 415. Hydac, Alaska, mentioned, 587. Hydah tribe, 1740; “bulldogs” of the Korth Pacific, 1742; skillful carvers, 1742. Hyde, John P., 420. Hyde, William De Witt. 411. Hyde Park schools, 591, 1159. Hydrography, study of, 298. Hygiene. 167; in German schools, 1184; school, 198, 363. Hygienic and moral conditions, 224. Hygienic examination of schools, 363. Hygienic limits, 1458. Hygienic methods, 352. Hygienic situation, 198. I. Ice solid across the ocean 200 miles, 1733. Idaho, constitution of 1890 on education, 1405; medical diplomas recognized in, 1623 ; medi¬ cal requirements, 1622 ; pecuniary aid to stu¬ dents, 1579; provision for agricultural col¬ lege, 1286; statistics, Agricultural and Me¬ chanical College, 1972, 1978 ; commercial col¬ leges, 2023, 2026; public high schools, 1821; universities and colleges, 1954. Ideal, the life of play work, 384. Ideal course of study, 1462. Ideal of a liberal education, 1456. Ideal of Liberal Party, 196. Ideal teaching in geography, 314. Ideas, association of, 379. Identity of instruction, 1476. Ignorance, enemy of Constitution and democracy, 523. Hes, George, 579, 813, 994. Illinois, against German evangelical parochial schools, 537 ; average school attendance, 563 : constitution of 1818 on education, 1320; of 1850, 1334; of 1870, 1368; educational exhibit, 1102; exhibit, mentioned, 646; exhibit of school children at work, 646; exhibit of school work, 486, 487, 494 ; length of school year, 563 ; of service as teachers, 565 ; limited treatment of education in constitution, 1.342; location of educational exhibit, 624 ; medica^ education in, 1620; medical requirements, 1622; pecuniary aid to students, 1579; to women students, 1593 ; rivals Hew York in education, 620; statistics, Agricultural and Mechanical College, 1972, 1978 ; blind insti¬ tutions, 2056, 2058, 2060 ; of city schools, 1787 ; colleges for women, 1969; commercial col¬ leges, 2023, 2026 ; deaf institutions, *2043-2044, 2048, 2050-2054 ; dental schools, 1996 ; institu¬ tion for feeble minded, 2061, 2062, 2064; law schools, 1988; medical schools, 1990, 1993- 1994 ; normal schools, 2002, 2010, 2014 ; nurse training schools, 2000; pharmaceutical schools, 1997 ; private secondary schools, 1904; public high schools, 1821; reform schools, 2068, 2070; statistics, schools of theology, 1982; universities and colleges, 1954; veterinary medical schools, 1999; tem¬ perance education law, 1165 ; trainings chool for nurses, 1108; uses surplus of 1836 in edu¬ cation, 1287; women teachers, 545. Hlinois building, exhibits in, 474, 475, 476. Illinois College, aid to students, 1579. Hlinois State board of health, influence in raising medical standard, 1617, 1619, 1621; minimum requirements for medical diploma, 608; work for higher medical education, 602; work in exposing fraudulent medical schools, 1622, 1623. Illinois State library, 882. Uliteracy among German recruits, 327, 328; in Europe, 144, 154; in Uruguay, 340 ; percent¬ age of, 116; relative standing of -the States in regard to, with diagrams, 116, 119 -124; population, 125-135; statistics of, 5; in United States, 6; in Europe, 6, 172, tables showing increase and decrease of, 136-142. Illiterate and literate population, 264. INDEX. 2113 Illiterate foreigners, 149. I Illuminated -work by pupils of the Sacred Heart j Convent in San Francisco, exhibit, 508. IHiine, moss from, 652. Illustration and thought, poverty of, 1642. Illustrations, Bible, in Catholic exhibit, 512. Illustrations of education, 1016. Illustrative material, 168. Imelmann, Professor, quoted on American educa¬ tion, 533. Imperfect health, great danger from, in schools, 367. Imperial Agricultural College of Sapporo, 1206. Imperial Society for Promoting Art, Russia, 500. Imperial University, 159. 180. Imperial University in Japan, 1206. Impromptu discussions, 1504. Improved attendance, 203. Improved power in instruction, demands for, 1477. Improvement in method of education, 283. Improvements in buildings, 44, 45; in elementary | courses, 1475. Inadequate space for exhibits, 1015. Incidental studies, 1462. Income, from permanent funds, 23; one-ninth to elementary education, 342; of colleges for "women, 92 ; of high schools, 52, 59, 65 ; of uni¬ versities and colleges, 87, 88 ; per capita, 191 ; proportion of, 171, 179. Incomes and expenditures, current, 183, 222. Incompetent service, 752. Increase in cost of schools, 39 ; in pupils, 19 ; of population with a food supply in Alaska, 1710. Increasing the length of secondary course, 1464. Incunabula, 725. j Independence, in school management in United States, 649 ; local, 162 ; of the communes, 165 ; of Uruguay declared, 337. Independent action, value in America, 675. Independent directive powers, 1462. Independent entity, the child as an, 371. Independent university, 179. Index, analyzed contents of one book, 1010; sig- ; nificant, 185 ; weekly, mentioned, 579 ; to biog- : raphy, 977. Index Catalogue of Surgeon-General’s Librarv, 605, 1013. Indexes and indexing, 1010; work of Library Bureau on, 582. Indexing literature other than books, 991. India, associations in, 276; creeds in, 265; educa- ti on in, 261, 269; educational journalism in, i 273, 278; examinations in, 271; Jains and Sikhs in, 263 ; Mussulmans in, 263 ; preemi- j nence of Brahmanism in, 263 ; quality of in- ! struction in, 267 ; vernacular of, 276. Indian Bureau exhibit, 1144. Indian education, exhibits of, 449; Connecticut, code of 1650 on, 1252 ; interest in, 1252. Indian Empire, educational work weak, 655. Indian Journal of Education, 274. Indian school, exhibit of system, 646 ; land granted for, in Wyoming Talley, 1266. Indian school, Carlisle, Captain Pratt at, 447 ; ex¬ hibit, 1090-1095. Indian school building, exhibit, 475. Indian schools, collective exhibit, 495; exhibit of Haskell Institute, Kansas, 504. Indian Territory, statistics of private secondary schools, 1906. Indian youth to be educated at Harvard College, 1228. Indiana, constitution of 1816 on education, 1319; of 1851, 1337-1338 ; educational exhibit, 486, 487, 1098; medical requirements, 1622; pe¬ cuniary aid to students, 1580 ;. photographic exhibit from, 645; statistics, Agricultural and Mechanical College, 1972, 1978 ; blind in¬ stitutions, 2056, 2058, 2060; city schools, 1788; commercial colleges, 2023, 2026; deaf institutions, 2043-2044, 2048,2050-2051,2055; dental schools, 1996; institutions for feeble minded, 2061, 2062, 2064 ; law schools, 1988 : medical schools, 1991, 1993, 1994; normal school, 2002, 2010, 2014; nurse training schools, 2000 ; pharmaceutical schools, 1997 ; private secondary schools, 1906; public high schools, 1820; reform schools, 2068, 2070; ED 93 - 133 statistics, schools of theology, 1983; uni¬ versities and colleges, 1955; uses surplus of 1836 in education, 1287. Indiana University, aid to students, 1580. Indianapolis, coloring exercises in, 633; exhibit, character, 646 ; good schools in, 523 ; manual training exhibit, 572 ; school administration, 566; schools, Dr. Bice on. 568 ; exhibit, 505; reasons for good schools. 568. Indianapolis public library, 879, 953, 967. Indians and negroes, Hampton Institute, Virginia, 527; exhibit 495. Indicator system, 905. Indigent children, instruction of, 164, 193. 221. Individual children, development of, 372; study of, 362. Individual instruction, 1465, 1466. Individual work, stressed in America, 559. Individuals or nations, influence of, on education, 449. Industrial and technical schools, 186. Industrial and trade schools in Europe, early, mentioned, 661. Industrial Art School of Philadelphia, work of, 645. Industrial buildings at Sitka, 1744. Industrial character of the negro education, 15. Industrial chemistry, development of, 235. Industrial decoration, 190. Industrial education, 1701. Industrial education in elementary schools, 440. Industrial or rural communes, 196. Industrial resources, bureau of, provided for in constitution of Alabama, 1356. Industrial schools in Alaska ; 1124 ; raising rein¬ deer in connection with, 1724; in Uruguay, 654. Industrial tendency of negro education, 1559. Industrial training of negro, forms, 1561; speci¬ men course, 1562. Industrial trade schools for girls, 191. Industrial work in Mexican onyx, 497. Industry adapted to women, 187. Industry teaching in Donegal, Ireland, 1178. Infant consciousness, mental phenomena in, 361. Infant psychology, 360. Infant schools, 160, 199, 224; inspection of, 224; in Italian schools of Kew York, 1620. See also Kindergartens. Infants, instruction of, 205. Influence of individuals or nations on education, 449. Influence of teachers, 697. Influence of woman, 1499. Influences, educative, 270 ; local, 171 ; political, 171. Ingalls, Francis T., death and sketch, 1754. Ingham University, 89. Ingraham, Dr. Lena V., 434. Ingraham, B. C., 879, 956, 970. Inglis, Samuel M., 397. Inheritance, religious, of all nations, 197. Injudicious discarding, 701. Inlaid woodwork, exhibit from Arabia, 500. Innuit tribe in Alaska, 1731. Inquiries addressed to libraries, 747. Inquiry, special, 184 ; schedule of, 217. Inspected schools, 162. Inspection, 204; authoritative, 340; district, 170; ecclesiastical, 163 ; Government, 204 ; lay and ecclesiastical, 193; medical, 198; of higher schools, 207 ; of infant schools, 224 ; State, 159, 170, 201. Inspectors, 220, 240, 244; cantonal, 159, 163; de¬ partmental, 344; frequent changes, 566; medical, 220; primary, jurisdiction of, 343; reports, 205, 220. Inspectresses, 220 ; departmental, 224 ; for board¬ ing schools for girls, 220; general, 224. Inspiring the pupils, 195, 199. Institute of Chemistry for University of Liege, 183. Institute of Technology, Massachusetts, 482. Institute of the Holy Angels at Fort Lee, ex¬ hibit, 485. Institute of Sciences for University of Ghent, 183. Institute work in West Virginia, 1698. Institutions, administrative, 169; constitutional, 169 ; denominational, 243 ; for higher educa¬ tion of women, 1058 ; for white women, 1678; 2114 INDEX. history of scholastic, 161; notions of, 169; of higher learning, 438 ; open to women, 71 ; recognized by the judges, 1096; supported by the State of South Carolina, 1678; sup¬ ported by private means, 1678 ; sustained by Americans in other land 5, 1059. Instruction, American methods discussed, 543; deaf mute exhibit, 449; exhibits of appa¬ ratus for, 475; from objects, 198; gratuitous, 162 ; in arithmetic, 1640 ; in art, 441 ; in bac¬ teriology, 448 ; in bibliography, 927 ; in cooking, 189, 1060; in handling material without waste, 520 ; in home building, 1149 ; in private schools, 51; in sanitation, 448; in the Bible, 210; in Uruguay, character of, 350 ; obligatory, 338 ; industrial, in elemen¬ tary schools, 440; intermediate, 174 ; liberty of, 192; moral, 197; of deaf-mutes, 1120; of infants, 205; oral, 11S4; quality of, in India, 267; religions, 161, 163, 200; secondary and superior, 349; sectarian, 204; secular* 162; subjects of. 540; superior, 179; synthetic method of, 351; systematized, 14; nonsec¬ tarian, 1184. See also Teaching. Instructors in high schools, 60, 64. Insurance of libraries, 732. Intellect and will of the child developed, 361. Intellectual development, 188. Intellectual discipline, 441 . Intelligence, evolution of, in the child, 365. Intemperance, in Alaska, 1738; method for pre¬ vention of, 1156. Intense critical activity, puberty the period of, 378. Interference, State, 162. Interior Department, 94, 1145. Intermediate instruction, 174; certificate of, 185. Intermediate lower schools, 174. Internal conduct of schools, 225. Internal improvements, public lands granted for, 1286. International Congress of Education. 11; official programme, July 25, 1893, 423-438. International educational series, mentioned, 647. International exchanges, 708. International exhibitions in comparison, 1144. International Institute l'or Girls in Spain, 1059; exhibit, 482. International Kindergarten Union, mentioned, 646. International law scholarships in Cambridge Uni¬ versity, 1602. Internatiomil Library Congress, 691. Introspective psychology. 381. Inventions in America. 594. Inventory made by six primary teachers in Bos¬ ton, 366. Inventories, 731. Invested funds, 87. Investigations into the nature of the child’s mind, 366. Investments, 173. Iowa, constitutions of 1846 and 1857 on education, 1330-1332; educational exhibit, 1123; exhibit in school work, 489; good schools in, 523; medical requirements, 1622; pecuniary aid to students, 1580; photographs and phono¬ graphs from, 558; statistics, Agricultural and Mechanical College, 1972, 1978; blind institutions, 2057, 2058, 2060; city schools, 1789; commercial colleges, 2023, 2028; deaf institutions, 2043, 2044, 2048, 2053-2055; dental schools, 1996; institutions for feeble minded, 2061, 2062, 2064 ; law schools, 1988 ; medical schools, 1991, 1994; normal schools, 2002, 2010, 2014; pharmaceutical schools, 1997; private secondary schools, 1906; public high schools, 1829; reform schools, 2068, 2070; schools of theology, 1983; universities and colleges, 1955; temperance education law, 1162. Iowa College, 1125; aid to students, 1580. Iowa State library, 882. Iowa State University, 1124; library, 887. Ireland, Archbishop, on Catholic and public schools, 536. Ireland, congested districts in, 1178; educational exhibit, 1175; industry teaching in Donegal, 1178; medical opportunities for women, 1628; recurrent famines in, 1178; statistics of education, 2076. j Irkutsk, technical school, 1199. ! Irion, Daniel, 410. j Irish industries, application of instruction to, 447. j Iron forging, decorative, 190. Ironing class, 189. ! Irregular medical schools in United States, 606. j Irvine, Miss J ulia J., 418. ! Irwin, Mrs. Agnes, 418. : Irwin, G. M., 398. Irwin, John S., 400. j Isherwood, B. F., mentioned, 660. ; Isidore, Brother, 415. j Israelitische Allianz of Vienna, 3152. ; Italian art, 1187 ; illiteracy, 1187. Italian schools, conventional character of, 623; in Kew York, 619; subjects taught, 620; non- sectarian, 620. Italy, Favour's efforts in, 1187 ; compulsory edu¬ cation, frequently a failure, 619 ; education of women, 1187; expenditures in, 615; ina¬ bility to carry programmes out fully, 618; instruction in agriculture, 1188 ; music and the fine arts, 1188; length of medical study required, 1631; no educational exhibit at ■World’s Fair, 548; school attendance, 615; schools for soldiers, 1187 ; statistical bureau, 12; statistics of education, 2076. Itinerant system of technical teaching, 1178. Ivernois, M. d’, proposes a learned migration to America, 1300-1302. j Ives, Prof. Halsey C., 423, 430. jr. Jackman, William S., 396. Jackson, Dr. A. B., death and sketch, 1754. Jackson, Charles, mentioned, 1574. Jackson, J. P., 399. Jackson, Sheldon, 397, 1147, 1724, 1730; general agent in Alaska, 1747 ; visits northwestern Alaska. 1745. Jacobi, Mrs., book on science and language study, 1505. Jacobi, Mary Putnam, 388. Jacobs. - , 408. Jacobs, Elizabeth A., 962, 974. Jaffa Agricultural School, 1153. Jains and Sikhs in India, 263, 266. Jamaica, educational exhibit mentioned, 654; sta¬ tistics of education, 624, 2078. James, C. F., 420. James, Edmund J., 434, 1085. James, H. M., 408. James, Hannah P., 693, 919, 944, 962, 975. James, Miss Mary E. S., mentioned. 576; on Peo¬ ple's Palace and its library, 577 ; reads paper before World’s Congress of Librarians, 576. James, William, 359; 388. James, William J., 884. Jamieson, J. M., 414. Jamison, W. F., 403. Janes, Mr., school-teacher, 1243. Janitors, 95. Japan, educational exhibit, 501,548,655,624,1202; kindergarten exhibit, 1202; work in, 501; manual training exhibit, 573; influence of Europe, 573; pupils’-work exhibit pur¬ chased, 555; statistics of education, 2076. Japanese Empire forty years ago. 455. Japanese gradation of schools, 501. ' Japanese use of English at Chicago, 1202. j Japanese woman's commission, 1210. Japanese young men sent abroad, j.206. Jarvis, D. H., 1712. Jary, Dr., 311. Jasper, J ohn, 405, 428. Jastrow, Joseph, 388. Jaw, Moses, 430. Jeafferson. J. C., 939. Jean IV, Duke of Brabant. 180. 1 Jeffers, E. T., 1493. INDEX 2115 Jefferson, Thomas, 707, 939, 1688 ; and the national university, 1307-1308; Barlow urges plan for national scientific institution on, 1308 ; his Genevan scheme Virginian rather than national, 1308 ; influence on educational pro¬ visions in State constitution, 1324; letter from “Washington, quoted, 1297; on excel¬ lence of William and Mary, 1305 ; plan for public schools in Virginia, mentioned, 1307 ; submits plans for migration of faculty of Geneva to Washington, 1300; consults W. Nicholas on, 1301 ; 'writes Washington, 1301. Jelks, William D., 398. Jemmapes, 191. Jencke, Johann Friedrich, 1781. Jenkins, Mary A., 954, 9G8. Jenkins, P. W., 410. Jenkins, Thornton A., death and sketch, 1771. Jenner, Solomon, 1495. Jennings, Albert, 402. Jennings, Charles B., 399. Jennings, Frank W., 405, Jensen, Jens, death and sketch, 1762. Jermain, Mrs. Frances D., 8S6, 962, 974. Jerome, Brother, 413. Jersey City free public library, 714, 885. Jerusalem, copper-ware work from, 501. Jesse, Bichard H., 412, 1127. Jessup, Miss Emily, death and sketch, 1771. Jesuits, exhibits at World’s Fair, 651. Jesus College, Cambridge, aid to students, 1605. Jesus College, Oxford, aid to students, 1601. Jevons, W. S., 893. Jews, educational exhibits mentioned, 651; educa¬ tional facilities to, 501 ; in India, 266. Jewish alliance schools, 1153. Jewish people, educational facilities to, 501. Jewish schools. 216. Jiracek, Von, 321. Joachinsen, Mrs. Priscilla J., death and sketch, 1771. Johann, Carl, 410. Johannesen, Amalia. 1196. John, D. C., 410. John, John, 410. John B. Stetson University, aid to students, 1578. John Lucas Walker studentship and exhibitions in Cambridge University, 1603. Johns Hopkins Hospital, rich endowment of, 608. Johns Hopkins University, 926, 1086, 1095; aid to students, 1581; character, 577; exhibit, 465, 486; medical school, length of course, 1631 ; liberal degree required for admission to, 1630; preparatory medical course, 602; re¬ quirements for entrance, 603; visited, 605; ' work for higher medical education, 602. Johnson, Dr., of Connecticut, votes for national university in Federal Convention, 1293. Johnson, A. A., 417. Johnson, A. B., 405. Johnson, Rev. and Mrs. Albin (Agnes Wallin), 1740. Johnson, Hon. D. B., 427. Johnson, Bev. David, 1736. Johnson, G. E., 382. Johnson, J., 388. Johnson, Jesse, 414. Johnson, John Q,, 415. Johnson Dr. Joseph H., death and sketch, 1771. Johnson, Miss Lottie Gertrude. 1077. Johnson, Miss M., 1736. Johnson, Bev. Plato, 776. Johnson, Bichard M., 402. Johnston, D. V. It., 805, 907. Johnston, John D., death and sketch, 1771. Johnston, T. B., 406. Johnston, W. P., 411, 415. Joliet (Ill.) public library, 953-966. Jolley, H. B., 404. Jones, A. B., 417. Jones, A. C., 416. Jones, Addison, 407. Jones, Archibald A., 418. Jones, Benjamin T., 405. J ones, Bev. Benj. T., death and sketch, 1771. Jones, E. A., 406. Jones, G. C.,409. Jones, Gardner Maynard, 576, S09, 889, 957, 970. Jones, George W., 403. j Jones, J. Winter, 803, SOI, 808, 826. Jones, John. 1265. Jones, Bev. L. F., 1741 . Jones, Lewis H., 405, 426. Jones, B. C.,409. Jones, Samuel D., 420. Jones, Stephen A., 413. Jordan, C. M., 403. Jordan, D. S.. 409. Jordan. Junius, 397. Journal of Education, 571, 1493. Journal of Education, American, exhibit in thirty- one volumes, 483. Journal of Education, Indian, 274. Journalism, educational, in India, 273, 275. Jowett, Benjamin, 1782. Joyce, Isaac W., 415. Joyce, T. E., 403. Judd, Orange, death and sketch, 1754. Judicial digest, 692. Judicious buying, 695. Juruet, 191. Jung, natural history charts, mentioned, 640. Junger, Aegidius, 416. Juries, examining, 180. Jurisdiction of primary inspector, 343. Just, Karl, editor, 393. Justin, Brother, 413. Juvenile literature in libraries, discussed, 581; in¬ dex, 582. 1L. Kadiak, Alaska, mentioned, 587. Kafer, J. C., mentioned, 660. Kagi, J. H., death and sketch, 1762. Kahrmann, F. S., death and sketch, 1772. Kake tribe, 1741 ; school opened for, 1741. Kalamazoo College, aid to students, 1585. Kalamazoo (Mich.) library, 959, 971. Kansas, annual changes of teachers, 649 ; consti¬ tution of 1861 on education, 1342, 1 343 ; diplo¬ mas to State school officers, 1132; educational exhibits, 490, 1131; medical requirements, 1622 ; pecuniary aid to students, 1580 ; polit¬ ical rights of women, 586 ; statistics, Agri¬ cultural and Mechanical College, 1972, 1978; blind institutions, 1057, 2058, 2060; city schools, 1789; colleges for women, 1969; commercial colleges; 2023, 2028 ; deaf insti¬ tutions, 2043-2044, 2048; institutions for fee¬ ble-minded, 2061, 2062; law schools, 1988, 1995; - normal schools, 2002,2010,2014; pharmaceu¬ tical schools, 1997 ; private secondary schools, 1906; public high schools, 1833 ; re¬ form schools, 2068, 2070; universities and colleges, 1956; temperance education law, 1160. Kansas Agricultural College, free tuition, 673. Kansas City, exhibit of school laboratories, 477. Kansas City, Mo., collection of insects from, 634; public library, 959, 971. Kansas City Central High School, physiology ex¬ hibit, 1160. Kansas State Historical Society library, 889. Kansas State Library, 886. Karge, Gen. Joseph, death and sketch, 1754. Karfson, Bev. Axel E., 1736; in charge of Swed¬ ish mission, 1736. Karluk, Alaska, mentioned, 587. Katabolism and Anabolism, 382. Kauffman, C. E., 407. Kaufmann, Dr. Fr. J., death and sketch, 1762. Kazan, college for women established, 6S8. Kealing, H. T., 416. Keane, Bight Bev. John J., 424, 425. Keatchie College, aid to students, 1581. Keating, JohnF., 399. Keber, A., 388. Keble College, aid to students, 1601. Keedy, C. L., 418. Keefer, John S., 406. Keen, Gregory B., 873. Keener, John O., 409. Keile, D. L., 1122. Keith, D. S., 406. Kelley, Judge, 1083. Kelley, Alfred, Life of, cited, 1274. 2116 INDEX. Kellner, Dr. Lorenz, death and sketch, 1762. Kellogg, Amos, editor, 396. Kellogg, Amos M., 436. Kellogg, Miss F. E., 1743. Kellogg, Martin, 409,424. Kells embroideries, 1178. Kelly, W. A., 1744, 1745, 1746. Kelso, Miss Tessa L., librarian, 576, 579, 764, 806, 888 Kemble, S. S., 400. Kemp, C. F., 399. Kemper, Charles Pendleton, 403. Kemper, Kosciusko, 408. Kenaston, George F., 403. Kendal, Francis L., death and sketch, 1772. Kendall, Henry, death and sketch, 1755. Kendal], John C., 406. Kendrick, George W., 401. Kennan, George, 1715. Kennedy, John, 404, 1493. Kennicott Hebrew scholarships of Oxford Uni¬ versity, 1595. Kentucky, admitted to Union, 1313; aid to stu¬ dents, 1581 ; awards to Catholic institutions, 1135; constitution of 1850 on education, 1334 ; of 1891, 1412 ; education in, 1647 ; char¬ acter of the system, 1647 ; conditions under new law, 1648 ; educational exhibit, 486, 1135 ; free kindergarten of Louisville, 1135; land- grant policy not applied, 1270; length of school year, 563 ; medical requirements, 1622 ; no education in constitutions of 1792 and 1799, 1318 ; statistics, Agricultural and Me¬ chanical College, 1972, 1976, 1978 ; blind insti¬ tutions, 2056, 2058, 2060; city schools, 1789; college for women, 1969; commercial colleges, 2022, 2028 ; deaf institutions, 2042, 2044, 2048 ; dental schools, 1996; institutions for feeble¬ minded, 2061, 2062, 2064; law schools, 1988; medical schools, 1991; normal students, 2015; pharmaceutical schools, 1997; private secondary schools, 1908; public highschools, 1835; reform schools, 2067, 2070; schools of theology, 1983; universities and colleges, 1957; temperance education law, 1166; uses I surplus of 1836 in education, 1287. Kentucky State College, free tuition, 673. Kentucky Wesleyan College, aid to students, 1581. Kenyon College, aid to students, 1589. Kephart, Horace, librarian, 576, 581, 861, 876. Kerlin, Dr. Isaac N., 1083; death and sketch, 1772. Kern, Herm., 394. Kerr, B. M., 1498. Kerr, David R., 413. Kerr, R. C., 408. Ketler, Isaac C., 415. Key, Prof. Axel, edits hook on child study, 635. Key, Howard W., 419. Keyes, C. H., 409. Key’s “Schulhygienische Untersuchungen, ” 363. Kickhoefer, H. J., 410. Kief, college for women established at, 688. Kilhon course of manual training, 1029. Kilbuck, Rev., and.Mrs. J. H., 1737. Kilgo, John C., 413. Killisnoo, Alaska, mentioned, 587. Kimball, Gilman, death and sketch, 1755. Kimball, Henry, 403. Kimball, J. W., 404. Kimball, Richard B., death and sketch, 1755. Kincannon, Andrew A., 403. Kindergarten, 42, 198, 247 ; and manual training, 1117 ; and university illustrate reform, 1465 ; attempts to provide a course of instruction, 440; display of Ephpheta School, Chicago, 510; from St. Louis, 489; drawing in, 623; exhibits, 478, 479; general, 646; important, 481 ; none from Germany, 556 ; of California, 1140; of Japan, 1202; of Michigan, 474; of Minnesota, 1123; of Rochester, N. Y.,1071; foundation for future culture, 438 ; in oper¬ ation, 447 ; in Uruguay, 10, 348, 654 ; methods in Brazil, 497 ; primary and lower grammar grades at Stanford University, 363 ; progress of, 453, 455; provision for, 1185; union of, with primary work, 1019. Kindergarten College, display, 647. Kindergarten school, 370 ; and exhibit of articles prepared in, 645. Kindergarten Union, 646. Kindergarten work, 1100,1127,1130; exhibit, 515; change in, 368,369; in Japan exhibit, 501; of Iowa, 1126. Kindergartens, 1646 ; appreciated in England, 625 ; at World’s Fair, 591; clay modeling in, 633; extension in America, 625 ; in America, sta¬ tistics, 587 ; in Bavaria, 330 ; in Boston, 357, 625; in Hew York, 625; J. L. Pickard on, 625; prejudice against in Sweden, 625; prominent in Congresses, 644. See also Infant schools. King, H. G., 412. King, Mrs. Mary B. A., death and sketch, 1772. King, Miss P. C., 1737. King, William F., 411, 1125. King Arthur, Mark Twain’s, 379. King’s College, aid to students, 1605. King’s College, London, reason for establishment, 676. King’s Hall and College of Brasenose, aid to stu¬ dents, 1600. Kingsbury, Rev. Addison, death and sketch, 1755. Kingsbury, Andrew, 1321. Kingsley, Homer H., 400. Kingston, Pa., divided into school districts, 1267. Kinney, W. H , 404. Kinnison, J. E., 405. Kinsley, N. P., 406. Kioto, new order of schools in, 1203. Kirchhoff, 320. Kirk, John R., 397. Kirkliam, J. B., 275. Kirkland, president, mentioned, 1573, 1574. Kirkland, James H., 416. Kirkland, Thomas, 430. Kirkpatrick, E. A., 388. Kirtland, Edwin L., 402. Kisheda, G., 1208. Kitchen, Dr. J. M. W., 388. Kite, W., 939, 962, 964, 974. Kizer, R. G., 405. Klein in mathematics, 464. Klemm, L. R., 396; report mentioned, 534. Klemm collection of incunabula, 597. Klemming, Gustavus Edward, 1783. Klika, Joseph, 437. Klinefelter, W. H., 410. Klock, James E., 401. Kloke, Fritz, 1729 ; applies for a team of reindeer, 1729. Knahen and Madchenhorte, of Bavaria, 330. Knapp, Allen H., 399. Knapp, Lyman E., on advisory hoard of Alaska schools. 1747. Knappenberger, J. W., 419. Knauth, Franz, 1781. Kneil, Thomas R., 405. Knibloe, Walter E., 399. Kniglit, Charles M., 405. Knight, Daniel R., 399. Knight, George W., work of, cited, 1261, 1275. Knight, James F., 400. Knight, W. S., 418. Knille, prizes of, used as ornaments at World’s Fair, 550. Knofe, 1781. Knott, James W., 405. Knowledge hidden by technical terms, 1658. Knox, John, 1169. Knox, John Jay, death and sketch, 1755. Knox, M. V. B., 414. Knox College, aid to students, 1579. Knoxville College, aid to students. 1591. Kobbe, Dr. Alexander, 1781. Koberstein, Mr., pictures of, used at World’s Fair, 550, 551. Koch, H. A., 413. Koehler, Friedrich, 1781. Kokscharow, Dr. Nicolas, 1783. Kollen, Ge^rit J., 412. Kohler, -A7 on, death and sketch, 1762. Kohrt, - , death and sketch, 1762. Koolin, Director, quoted, 689, 690. Koopman, Harry L., 876. Koran, editions used in schools in Arabia, 500; the chief study in Egypt, 1211. INDEX- 2117 Koskevaroff, Mine., first woman doctor in Russia, 690. Kossuth, 1186. Kovalevsky, Mine., sketch of, 689 note. Kovalevsky, M. Ergraff, 12, 424, 426, 432 ; on educa¬ tional exhibit of World’s Eair, 644-656. Kovalevsky, Vladimir, mentioned, 689 note. Kozle, Joh. Fr. G.. 394. Kratz, H. E., 372, 401. Krause, F. W. I)., 393. Kr6csy. Prof. Bela, 426. Kriege, M. H., 388. Krieger, Dr. Andieas F., 1780. Krizek, W., 320. Krohn, William O., 366. Kroner, T., 388. Kronkovsky, General, mentioned, 689 note. Kropatsclieck on geographical instruction, 281. Kruger, Friedrich, 1781. Krutzfeld, William, 1781. Kumler, F. A. Z., 413. Kumli, Bertha, 950, 964. Kuroda, Gen. K., 1207. Kussmaul, A., 388. L. Laboratories, anthropological, 12 ; for schools, 229 ; for investigating and measuring mental and physical elements, 380 ; scientific, 42 ; school in Kansas City exhibit, 477. Laboratory, psychological, experiments in, 448. Laboratory course in paidology, 362. Laboratory investigations, 229. Laboratory method in science teaching, 462. Laboratory method of teaching, 1466; teaching English, 1488. Laboratory mind study, 378. Laboratory psychology dependent on practical school work, 380. Lace making, 190. Lace specimens in Canadian exhibit, 509. Lace trade school 190. Lachapelle, mentioned. 1627,1628. Lack of a common basis of admission to college, 1489. Lack of academical training, 1698. Lack of certified teachers, 346. Lack of interest, 274. .Lack of language culture among common school teachers, 1485. Lack of reading matter, 1701. Lack of uniformity, 53 ; in school exhibits, 460. Ladd, George T., 388, 423. Ladd, William S., death and sketch, 1772. Ladies’ colleges, 243. Lafargne, A. D.. 397. Lafayette College, aid to students, 1589. La Forge Anatolie de, death and sketch, 1761. Lagarde, library of, mentioned, 577. Lagerstedt, Dr. N. G. W., 427 ; commissioner to World’s Fair, 624, 630 ; movements and sum¬ mary of report of, 630; on educational ex¬ hibits in Chicago, 630-641. La Grange, mentioned, 689 note. La Grange College, aid to students, 1585. Laidley, Caroline S., 889. Laidley. George S., 408, 1691. Laing, Mary E., 372, 388. Laistner, A., 1781. Lake Forest University, aid to stadents, 1579; preparatory medical course, 602 ; require¬ ments for entrance to medical course, 603. La Louvidre, 191. La Luzerne, Chevalier de, 1316. Lamar, L. Q. C., death and sketch, 1772. Lamb, Mrs. Martha J., death and sketch, 1772. Lambert, Sir John, death and sketch, 1762. Lambert, Richard G., mention, 1413. Lamberton, Robert A., death and sketch, 1772. Lambeth, Dr. William A., 435. Lamperti, Francesco, death and sketch, 1762. Lamson, H. G., 401. Lamson, M. S., 388. Lancaster, J oseph, 1169. Lancaster (Mass.) town library, 955, 969. Land grant act, 94, 95 ; consequences of, 675, Land grant colleges, lists, 665-667. Land grant for agricultural colleges, 1275-1288 ; for common schools and universities, 1268-1275; for education, act for substitutions, 1271; Illinois form, 1271; in California, 1271; in England, 1268; in Europe, 1268; in Ohio enabling act, 1270; in Michigan, 1271 ; in Oregon, 1271; in Pickering's proposition, 1269; Michigan form, 1271; North Dakota, a more stringent type of law, 1273 ; Ohio form, 1271 : Ohio replies to opposers, 1274 ; opposed by Maryland, New Hampshire, Vermont, 1274; ordinance of 1785 on, 1269; ordinance of 1787,1269; powers of Congress, 1268; pow¬ ers to board of treasury, 1269 ; procedure of Government in, 1286; provisions of law of 1862, 663; results of different forms, 1271; Riedler ou, 663 ; statistics of amount to each State, 1283; number of acres and prices received, 654; total grants, 1286; vested in States, 1271; for higher education first ap¬ pears 1787, 1272; Michigan a type, 1272, 1733; North Dakota a more stringent type, 1273; rule, 1272; statistics of land “in place” and scrip, 1284-1285; summary, 1285; policy, ori¬ gins, 1270. See also Agricultural and mechanical colleges ; Documents illustrating American educa¬ tional history. } Land scrip, statistics of the issue, 1285. Lands, assigned to education in North Dakota, 1129; school, importance of, in American system, 621. j Lander, S., 419. Landis, J. Horace, 406. Landscapes due to peculiarity of soil, 287. j Landson, Rev. Mr., schoolmaster, 1243. 1 Lane, Dr., mentioned, 566. Lane, A. J., 1103. Lane, Albert G., 400, 424, 428, 1510. Lane, F. W., 408. | Lane, William C.. 576, 835, 871; on Harvard library exchange. 583; on index to subheads, 582. Lang. Andrew, 939. Lang, F.. 1781. Lange, Professor, 1781. Lange, Helen, history of female institutions, 550. Lange, Karl, 394, 396." Lange's work on apperception, 1505. Langner, G., 416. Language, command of, by American school chil¬ dren, 455; English, in India, 276; French, or Flemish, 187 ; French, or Walloon, 158 ; for¬ eign, in public schools, 564; no substitute for, 1485; of children, 373 ; or German. 193, 194, 196 ; second, 169 ; the basic study, 1485 ; third, 170 ; value of science as an educative study as compared with, 440. I Language and drawing work in Laporte (Ind.) exhibit, 487 ; lessons exhibit in Catholic schools, 513 ; in most efficient systems, 452. j Languages, modern, 176; taught in" Catholic schools, 516. j Lanius, James A., 413. I Lansdowne, Lord, 1169. j Lanza, Prof. G., 432. Lapham. I. A., 1119. : Lapland, reindeer in, 1723. ; Laporte (Ind.) exhibit, character, 646; manual training exhibit, 572 ; schools, Dr. Rice on, 568. Larcum, Lucy, death and sketch, 1772. Larned, J. N., 877, 895, 939, 944, 961, 973. Larrabee, H. B., 401. Larrabee, James M., 401. Larsen, Laur., 410. Larsson, Prof. Gustaf, 432. Larsson sloid course, 482. La Salle, John Baptist de, 493. La Sensible, frigate, mentioned, 1316. Lash, W.D., 406. Latham, O. E., 402. Latin, 51, 56, 62, 177 ; handmaid of English lan¬ guage, I486; in common schools, I486; the international arsenal, 1486. Latin and Greek, two threads uniting civilization, 1463; value of modern languages as com¬ pared with, 440. Latin and Greek humanities, 176. 2118 INDEX. Latin conference, 1450. Latin high schools, character of, 526. Latin humanities, 176, 177. Latin schools, fines for failure to keep, 1246; in Connecticut, not obligatory after 1798. 1253 ; separated from German in Bavaria in 1 569, 325. Latitude and longitude, 288. Laud, Archbishop, mentioned, 1232. Laughlin, Jas. A., 409. Laureneo, Dr. Agostinho, 1783. Lavcleye, Emile de, 162, 192; death and sketch, 1762. Lavigerie, Cardinal, 1780. Law, administration of school, 245 ; controlling primary instruction, 199; of Belgium, 7; of organizing primary instruction, 162-165; study of, by negroes, 1565. Law school of Harvard University, aid to stu¬ dents, 1584. Law schools, effect of lengthened course on at¬ tendance, 1619 ; statistics, 1988-1989; system¬ atic instruction in, 97. Law students, 97. Lawes, Sir John, 1177. Lawrence, Abbott, death, 662; founds scientific school, 662 ; his plans and ideas, 662 ; min¬ ister to England, 662; mistakes in using his gift, 663. Lawrence (Mass.) public library, 886, 955, 969. Lawrence Scientific School, aid to students, 1584; established, 661, 662; requirements for ad¬ mission, 663. Lawrence University, 1116; aid to students, 1593. Laws, Miss Annie, 427. « Laws and organization of schools, diversity in, 473; expressing development of nervous mechanism must determine pedagogical principles, 358; of tabular view, 12. Lawton, Ira H., 404. Lay and ecclesiastical inspection, 193. Lazarus, M., 394. Leaders, educational, devotion of Brazilians to 497. Leading branches of instruction, history, and development, 9. Learning, James It., death and sketch, 1755. Learned societies in Belgium, 186. Learning by doing, 459. Leavenworth, H. P., 400. “Leaving certificate’’ examination, 208. Leavitt, E. D., mentioned, 660. Leavitt, J. A., 410. Lebeus, Miss Lydia, 1739. Leclerc, Max, quoted on manual training in Eng¬ land, 573. Le Conte, Mrs. Caroline, 889. Lectures, free, in Hew York City, 620; popular, number in America, 561. Ledger system, 900. Lee, Arthur, mentioned, 1310. Lee, Frank AY.. 408. Lee, G. AV.C.,416. Lee, James M., 408. Lee, M., 1691. Lee, Samuel H., 412. Leeman, Dr. Conrad, 1783. Lefargue, A. D., 1649. Leffingwell, C. AY., 417. Legge, Kev. Angus, death and sketch, 1762. Legislation, educational, diversity of, in American States, 451; in Connecticut, 1642-1799,1240- 1256; in Massachusetts, 1636-1789, summa¬ rized, 1226-1240 ; of primary school, 169. Legislature, report to, 201. Lehigh University, 256; exhibit, 1086; fees in, 673 ; library, 875. Leliman-Leutemann, charts of, mentioned, 640. Lehmann, B., 319. Lehrplane and Lehraufgaben, 1448. Leicester, Harry L., 406. Leicester public library, Massachusetts, 715. Leighton, Robert T., death and sketch, 1755. Leipsic, school for printers, 597. Leipziger, Dr., on manual training, 574. Leland, Charles G., 1088. Lei and, J. Frank, 401. Leland Stanford Junior University, California, 363, 1700; aid to students, 1576; chair of pedagogy in, 635; exhibits, 492; kindergar¬ ten school at, 363 ; primary grade and lower grammar grade, 363; promises in techno¬ logical teaching, 667 ; tuition free, 673. Lellman, Eugene, death and sketch, 1772. Lem eke, A. C., blackboard exhibit of, 640. Lemmon, AY. Leonard. 407. Lending and reference libraries, 808. Length of normal course, 346; of recesses, 352 ; of school year, 248; of school terms in days, 2, 29 ; of vacations, 353. Lenox College, 1126. Leo, Pope, portrait, mentioned, 558. Leo, steamer, carries cereals to Russia, 652. Leonard, D. AY., 400. Leonard, Rev. Julius Y., death and sketch, 1772. Leonard, Uicholas, 410. Leonard, AY. E., 388. Leonard Medical School of Shaw University, established 1564. Le Puy, exhibits, 588. Le Roy, H. Y., 89. Le Soudier, Henri, 11; on German book exhibit 596; on increase of French books in America, 596; on libraries of United States, 595; re¬ port on exhibits of publishers and book¬ sellers, 595-599; duty of, 595. Leslie, J. R., 430. Lessening interest in the study of natural science, 369. Lesseps, Ferdinand de, mentioned, 623. Lessons, language, in most efficient systems, 452. Lessons and courses, 182 ; drawn from statistics, 39; in geography must be object lessons, 280; in homeology demonstrated, 313. Letang, Eugene, death and sketch, 1755. Lettering, 913. Letters and philosophy, 182. Leuchart A Hitachi's zoological charts, mentioned, 640. Leutemann A Lehman, zoological charts men¬ tioned, 640. Lentz, Ferd., 394. Levant morocco, 908. Levasseur, E., 8, 222, 224. Lever, Sir Ashton, mentioned, 1316. Leverett, John, president Harvard College, 1230. Lewis, A. F., 409. Lewis, A. AY., 405. Lewis, Mrs. E. S., 954, 967. Lewis, Egbert, 404. Lewis, Louis K., 884. Lewis, M. H., 405. Lewis, Mason S., 397. Lewis, Samuel, 1495. Lewis, Thomas H., 412. Lewis, Virgil A., 1683, 1690, 1093. Lexington, Mass., mentioned, 544. Leygues, M. G., 219. Leypoldt, Mrs. Augusta H., 997. Libbey, Charles E., 412. Libbey, Prof. AYilliam. jr., 426. Liberal and technical education, distinction be¬ tween, 1473. Liberal arts colleges, 409. Liberal party in Belgium, 163, 196. Liberal programme, 163. Liberal studies, 97. Liberal use of books, 695. Liberia, education exhibit, 1212; exhibit, 448. Liberty Hall Academy, AYashington's gift to, 1299, 1300. See also AYashington and Lee University. Liberty in American education, 623 ; of instruc¬ tion, 192. Librarian of Congress, 700, 707, 869. Librarians, duties of, 806, 807; international con¬ gress of, 575 ; meetings of, sections, 583 ; or¬ ganization of, in Germany, 583; true posi¬ tion, 580. Librarians’ AY orld's Congress, 12; persons pres¬ ent, 576. Libraries, accession book, A. L. A. standard, 820 ; accession department, scope of, 809 ; access to shelves, 924, 979; adaptation to constitu¬ ency, 813; American differ from German, 577; and university extension, 580; annihila¬ tion of libraries, 724; apprentice system, 771; arrangements on shelves, 861; arrang- INDEX. 2119 in g and cataloguing 464 : author catalogue, 927 : benefactions to. 4 : bibliographies for, discussed, 581 : bibliography on the selection of books, 822-S26; book exhibits of World's Fair visited^ 583; branch, in Chicago, 580; in Minneapolis, 580; utility of, 580: buying books. 580 ; card system, 903 ; catalogue an¬ notated, 699 : catalogue cases. 743 ; catalogue of University of Halle. 583: cataloguing discussed, 581: charging systems, S99: questions answered by, 899; classification, 581, 894: reference list on. 893.- clear¬ ing house for. 580; clippings, devices for preserving, 1009: collections, special in, 813; combined, 858; competitive bids, 802; contents influenced by women readers, 596: cooperative catalogue work. 582; cost, average, of circulating each volume. 716; devices for popularizing the. 929: diction¬ ary catalogue, 835; difficulty of getting books from, in Germany. 5S3 ; discounts to, 803; document committee 's report. 582; dun¬ ning system, 905; duplicates, 926: econ¬ omy. 13 ; equipment, 4 : exchange system. 703 ; fire insurance, basis of rating. 730 : fireproof materials.' 580; first stage of development, 713; foreign official publications, efforts to obtain. 582 : free, and mechanics’ institutes, 255 : free access, references on, 980; French books in, 596; funds, 4: general management, 580; German books in, 596; German school, exhibit. 640; gifts, record¬ ing and acknowledging, 831 : Harvard sys¬ tem of exchange, 583 ; in high schools. 39. 65 ; in higher institutions, 86 : increase in circu¬ lation of, 579; index to subject headings, 582. - indexing, references to, 1014; indicator system, 905; influence in America, 628: in¬ surance, 580 : issue of books, 942 : juvenile lit¬ erature in, 581 : ledger system, 900 ; list of, by United States Bureau of Education, 709; loan systems, 893. 899 ; loans, record of, 732 ; loss by fire, 725; lost books, recovering, 753; “"model library ” catalogue, account of, 579: no locks on doors in thefabled city of Sybaris, 1663; normal school, Prussian, exhibit of, 554: notable government contributions to, 706 ; of Government departments, list, 707 : of Kanke, Zamcke, and Lagarde brought to America. 577 ; organization, reference for, 809 : pamphlets and their management, 581 ; definition of, 826; disposition of, 702; plan for “book annotation” or select annotated catalogue, 5/9: professional teachers. 1656; public, exemption from taxation in Georgia, 1387; in Louisiana, 1389; in Montana, 1403; provided for in constitution of Indiana, 1320 ; of Michigan, 1327, 1336; of Oregon. 1340; public, growth of, 1659; referenceffiooks in, 581; regulations for readers, 939; relation, library to public school. 715; report of co¬ operation committee, 581; report on, 575- 583; revolving cases, 742 : S. S. Green's plan of elimination and specialization, 579, 580; school, 353; cards, 696; exempt from taxa¬ tion in Arkansas, 1373; in Indiana, 646; in Virginia, constitution of 1868, 1366: in Uru¬ guay, 654: provided for in constitution of Florida. 1393 : scrap work, 1002-1007; special, 695; State libraries, statistics, 713. 712; sys¬ tem of entering books, 820; teachers’, 170; temporary slip system, 901; tight or loose backs, 913: trained librarians, 1675; two- card system. 904; union of. with museums, 852, 857; use of. in United States, 561: vol¬ umes in. 4 : volumes and pamphlets counted, 827: volumes taken home, 17U: weeding out, 933. Library, activity, 940: aims, 775; an important factor, 3 653: and museum must go hand in hand, 856; and pedagogical museum. 353; and school, relations of. discussed, 578; methods ox interesting teachers and pupils, 578; at Cardiff, Wales, 772; Bibliotheque Rationale. 700; Boston as center for. 700; British Museum. 700 : Columbian, of Catho¬ lic authors, exhibit, 510 ; Congressional. 700 ; for the blind, 1151 ; general subscription, 702; Government, 743, 744, 745; John Adams Library at Quincy, 700; machinery. 990: of Army Medical Museum, 605 ; of Howard Uni¬ versity. 594: of Surgeon-General's Office de¬ scribed, 605.707; catalogue, 605; privileges, 928: public, founded in Cambridge by Mr. Kludge, 680 ; resources, 709 ; scrapping*, 1000; to supplement the teacher, 917. Library Association of United Kingdom, organ¬ ized, 575. Library Bureau, 734; evolution and work of, 582. Library Committee, 1746: conference, first, 575; character, 575 : second, 575. Library Company of Philadelphia. S71. Library Congress. International, 691; World's in¬ fluence, 577. Library development, first stage, 713; second stage, 713 ; third stage, 714. Library economy, 691. Library Journal, 578, 714. Library Journal indexes. 1014: to publish Chi¬ cago addresses on libraries, 577. Library of Congress, S69. Library schools, report on, 582: in America. 628. Library work taught at Drexel Institute, 527. LiebeyF., 388. Liechtenstein. Theodore von. 309. Liege. 15S, 173-186,191. Lille, photographs of schools, 588. Life, civic, 161. Life of play -work the ideal. 384. Lightfoot scholarships in Cambridge Universitv, 1602. Limbourg, 158. 374. Limitations of diversity in studies, 1469. Limits of geography" with regard to other sciences, 286. Lincoln. Abraham, signs agricultural college bill, 663. 3275. Lincoln, William H., 1030. Lincoln College, aid to students, 1599. Lincoln Institute. Jefferson City, Mo.. 1127. Lincoln (Mass.) library, 955, 969". Lincoln Park School. 1109. Lincoln School of Oakland. Cal.. 1164. Linderfeidt, K. A., 938. Lindner, G. A.. 394. Lindsley, H. W., death and sketch. 1773. Ling system of gymnastics. 447. 482, 1195. Linguistics, diagram of time given to. in German and American secondary schools, 6S1-684. Link, S. A., 419. Linton's historical chart, description, 626. Lippe, statistics of education, 2074. Liscomb. Prof. W. S.. death and sketch, 1773. Literary display of Xew York colleges. 1069. Literary fund "of Xorth Carolina, mentioned in constitution of 1SGS, 1864: of 1876. 1380. Literary fund of Virginia, mentioned, 1366. Literarv work, exhibit of female academies of Yew xork. 514. Literate and illiterate population. 264. Literate castes, professionally, in India, 269. Literates and population, percentage of. in India, 267. Literature and history, coordination of. percepti¬ ble in school work, 519; constitution of Maine on, 1820, 1322; develops the art idea, 1479; encouraged in Massachusetts consti¬ tution. 1315; of Yew Hampshire, 1317; peda¬ gogical in German exhibit, 464: permeation, of, inlndia, 266 ; revealsmau to himself. 1462. Literature fund of Yew York, history, 1330 note. Lithography, 190. Lithographs, American, excellence. 598. Littell. Henry A., death and sketch, 1773. Little, George T., 881. Little, Thomas H.. 1120. Littleton, Y. H.. village schools of, 1018. Liverpool Museum, 854. Livingston, Kobert. 1663. Lloyd, David, mentioned, 1235. Loan, account of. 898 : of reference books, 977 ; requisites. 898 : systems, 898, 899. Loans and bonds, 46. Lobische, I. E., 388. Local and State authorities, 340. Local committees, 225. Local dramatic societies, 192. Local freedom, 159. 2120 INDEX. Local government, 158 ; in Xew England and Vir¬ ginia, composition on, 622. Local independence, 162. Local influence, 171. Local interest fostered, 810. Local officials, aim of, 314. Local requirements, 718. Local supremacy, 171- Location of public libraries. 715. Locke, John H., death and sketch, 1755. Locke, John S., 401. Locke, Miss Josephine C., 431. Locke and Basedow invented games, 384, note. Locke and Comenius on nature study, 280. Locnikar, Bernard, 412. Lodzi, high grade artisan school, 1199. Logan, Dr. Samuel, death and sketch. 1773. Logic, diagrams of time given to, in Germany and America, 681-684. Lombard, Dr. Warren P., 435. Lombard University, aid to students, 1579. Lomberg, August, 394. London board schools, exhibit of medals and re¬ wards, 499; represent British Islanders, 499. London pauper schools, exhibit at "World’s Pair, 548. London School of Medicine for Women, 1175. London schools, adoption of vertical penmanship in, 499 ; religious teaching in, 208. Lonergan, James, 409. Long, Daniel A., 414. Long, Edward H., 403, 1127. Long, Eugene R., 409. Long, J. L., 407. Long. John R., 400. Long, John S., 405. Longfellow, Henry Wadsworth, 1470. Longfellow, Rev. Samuel, death and sketch, 1755. Longfellow’s Evangeline, mentioned, 616. Longitude and latitude, 288. Loos, Charles L., 411. Lopp, W. T.. 1708, 1715, 1733, 1734. Lord, E. W.,401. Lord, Xathan, 1022. Lord, Orlando M., 401. Lord, Thomas, made schoolmaster, 1241. Los Angeles library, 694, 695. Los Angeles public library, 800, 888, 964. Los Angeles public training class library, 764. Lothrop, Chancellor, 1116. Lothrop, Daniel, death and sketch, 1755. Lotteries, money for Harvard raised by, 594. Louch, Miss M.. 426. Loudenslager, William B., 404. Louise, Princess. 1176. Louisiana, constitution of 1845 on education, 1328 ; of 1852,1338; of 1864,1345; of 1868,1357; of 1879,1309; education in, 1649: educational societies, 1649; free school fund, 1391; French language may beused, 1391; medical require¬ ments, 1622 ; "pecuniary aid to students, 1581 ; State Kormal School, i649 ; State text-books, 1649: statistics. Agricultural and Mechan¬ ical College, 1972, 1976. 1978: blind institu¬ tions, 2060: city schools, 1789; college for women, 1969 ; commercial colleges, 2023, 2028; deaf institutions, 2042, 2044, 2048,2053,2054; lawschools, 1988; medical schools, 1991. 1994; normal schools, 2004, 2010, 2015 ; pharmaceu¬ tical schools, 1997 : private secondary schools, 1910; public high schools, 1836; reform schools, 2067, 2070 ; schools of theology, 1983 ; universities and colleges, 1957 ; temperance education law, 1164; tendency of medical education in, 1618 ; uses surplus of 1836 in education, 1287. Louisiana State University, aid to students, 1581. Louisville Free Kindergarten Association ex¬ hibit, 486. Louisville manual training exhibit, 572. Louvain, 180, 182, 186, 191. Lovering, Prof. Joseph, death and sketch, 1755. Low, Frances H., 388. Low, Seth, 413, 425. Low estimate of education in India, 277. Low fees from students, 240. Low rate of scholarship, 45. Lowe, A. M., death and sketch, 1773. Lowe. J. S., 405. ' Lowe, Robert- See Viscount Sherbrooke. Lowell, Mr., 1456. Lowell, James Russell, 939, 1470. Lowell (Mass.) city library, 881, 955, 969. Lowell (Mass.) Middlesex Mechanics’ Institute, 956, 969. Lower intermediate schools, 174. Lowrey, Charles E., 921. Lowrey, W. T., 418. Loyola College, aid to students, 1582, Lubarsch, botanical charts, mentioned, 640. Lubeck. statistics of education, 2074. Liibke, William, 1781. Lucas, S. Decatur, 418. Luce, Hon. N. A., 1017. Luckett, S. M., 416. Luckey, George J., 406. Lugenbeel, W. E., 410. i Lukens and Koss, 396. j Lull, H. W., 402. j Lumley exhibitions, Cambridge University, 1603. j Lunatic asylum provided for in constitution of Texas, 1354. Lundin. Miss Hulda, 1192. 1193. Lundin system of sloyd for girls, 448. Lunt, William P.. 402. Lupton, X. T., death and sketch, 1773. Lutheran schools, 52, 67. Luxembourg, 158. 174. Lu Younkin, 950. 964. Luzerne, Chevalier de la. See La Luzerne. Lyc6es. 175. 231. Lyddane, C. E., 401. Lyford, Amos C., death and sketch, 1755. Lyles. Mary L., 404. Lynch, Maurice M., 408, Lynchburg„Va.. 89. Lynde. Sarah A., 402. Lynn (Mass.) free public library, 882, 950, 969. i Lyon, Professor, 1692. Lyon, Adrian. | Lyon, Mary. 1058. ; Lyons, exhibits, 588; faculty of science. 235 : med¬ ical faculty compared" with America, 609. ; Lypoldt, Frederick, 944. ; Lyte, E. O., 423. : Lyttleton, E., 388. ?I. ! Maas, A. J., 884. i Mabie, H. W., 939. Mablv, Abbe de, correspondent of John Adams, "1237. MacAlister, James, 423, 434, 1088. McAfee, L.M., 413. Macalester College, aid to students, 1585. McAneney, Henry D., 409. Macaulav, Thomas B., quoted on Massachusetts, 1232. McBroom, George O., 401. McCaine. Helen J., 959, 971. McCall, Henry S., death and sketch, 1773. McClellan, H. B., 417. McClelland, George B., 622. McClelland. Thomas. 414. McClung. James S., 399. McClure, David. 1021. McClurg, A. C., & Co., mentioned, 576. McClymonds, J. W., 399. McComas, Louis E., 1705; joint resolution of Con¬ gress introduced bv, 1705. McCord, Prof. W. E., 433." McCosh, Dr. James. 423, 435. McCoy, William D., death and sketch, 1773. MacCracken, H. M., 413. McCulloch. J. S., 415. McCulloch. Miss Mary C., 427. McDearmid, H., 416. MacDonald. J. L., 406. MacDonald, John, 437. Macdonald, Sanfield. 257. McDonough, Dr. D. K.. death and sketch. 1773. McDonough. T. J., 400. McDowell, William F., 409. McEvoy, C. A . 415. Macfall, T. W., 400. McFarland, Mrs., 1147. McFarland, Rev. and Mrs. John W., 1740. McFarland, Kate, 419. INDEX. 2121 Macfarland, 'William, 404. McFee, F. E., 407. McGaha, Arthur W., 409. McGibbons, J. H.,1016. McGill University, 256. McGinnis, James, 401. McGinnis, L. E., 407. MacGowan, W. L., 407. Macgregor, Professor, 259. McGregor, J. K., 408. McGrow, C. H., 388, 1142. McGurk, Edward A.. 412. Machado y Alvarez, 388. MacHale, P. S.,413. Machine building, list of schools teaching, 665, 666. Mcllvaine, J. H., 418. Mcllwaine, Richard, 416. Mclnnis, J. W., 405. Mclver, B. C., 405. MacJilton, Rev. J. FT., 1498. Mack, Miss Mary, 1737. McKay, Rev. Allan, 1741. Mackay, Ebenezer, , 406. Mackenzie, Miss Constance, 427. MacKenzie, David, 402. Mackenzie, Rex'. J. C., 423, 425. Mackenzie, James C., 1493. Mackenzie, Sir Morell, death and sketch, 1763. Mackenzie, Dr. R. Tait, 435. McKiniry, D.,411. McKnight, H. W„ 415. McLaughlin, E. T., death and sketch, 1773. McLean, John H., 416. MacLean, K. T., 399. MacMillan, George W., 414. McLouglilin, Ed, 408. MacMahon, Comte de, 1780. McMahon, M.H., 408. McMaster University, 243. McMichael, J.B.,410. McMillan, D. A., 403. McMillan, R. W.,1498. McMillin, Rev. Samuel, death and sketch, 1756. McM array, C. A., 396, 428. McMnrry, Dr. Charles, 429, 436. McNeill, George R., 409. McRoberts, E. B., 407. Mac Vicar, Malcolm, 429. McVicar, Peter, 411. McVoy, A. D., 418. Macy, Jesse, 1125. Maddox, A. S., 418. MadisoD, James, on national university, 1309-1310; supports national university in Federal Convention, 1293, 1294 ; to mature plan for Washington, 1298; work quoted, 1293. Madison Normal School, S. Dak., 1166. “Madison papers,’’ quottd, 1293. Madonna, Sistine, Raphael's, 378. Madras, 9; teachers’ college at, 273. Madras Christian College Magazine, 274, 275. Madras Educational Record, 274. Madras Journal of Education, 273, 274. Maes, C., 896. Magdalene College, Cambridge, aid to students, 1607. Magdalen College, Oxford, aid to students, 1599. Magic lanterns, use in schools, 616, 621. Magoun, George F., 1125. Mahon, Rev. W. A. V. V., death and sketch, 1756. Maier, Gottfried, 394. Maimed intellects educated by Catholic teachers, 509. Main, Arthur E., 413. Main, J arnes R., 405. Maine, Sir Henry, 273. Maine, average length of service, 545 ; compulsory education, 561; constitution of 1820 on edu¬ cation, 1322 ; of 1892, 1413 ; exhibit of colleges and schools, 1016; exhibits, 483;' medical requirements, 1621, 1622 ; pecuniary aid to students, 1581; per cent of teachers with normal training, 649 ; reproduces Massachu¬ setts constitutional provision on literature, 1316; statistics Agricultural and Mechani¬ cal College, 1972, 1978 ; city schools, 1790 ; col¬ leges for women, 1969 ; Commercial colleges, 2022,2030,2050-2052; deaf institutions, 2042, 2045, 2048, 2053, 2054 ; medical schools, 1990, 1991; normal schools, 2004, 2015; private secondary schools, 1910 ; public high schools, 1837: reform schools, 2067, 2070; schools of theology, 1983 ; universities and colleges, 1957 ; temperance education law, 1159 ; uses surplus of 1836 in education, 1287. Maine state library, 883. Maintenance of German schools, 1183 ; of inspect¬ ors, 165 ; of schools, etc., 159, 199, 340. Mair, Franz, 1779. Malachowski, E., 388. Malden exhibit, 1031. Malden (Mass.) public library, 956, 969. Male teachers, 2, 23. Mallery, G., 388. Mallory, Dr. F. B., on American and German med¬ ical students, 1631-1632. Malthie, C. Belle, 951, 965. Mame, Alfred, 1780. Management of libraries, 732; of schools, 161. Mauatt, Irving J., 1125. Manchester (N. H.) city library, 885, y60, 972. Mangalore Educational and Literary Record, 274. Manhattan College, aid to students, 1587. Manifold copies in typewriting exhibit, 515. Manly, Basil, death and sketch, 1756. Manly, Charles, 415. Mann, B. Pickman, 427, 838. Mann, F. M., 955, 968. Mann, Horace, 252, 1123, 1495,1658; in Uruguay, 10; influence of, 629; progress of free in¬ struction under, 648; value of reports by, 630. Manning, Charles H., mentioned, 660. Manning, Henry Edward, cardinal, death and sketch, 1763. Manual schools in Bavaria, 330. Manual training, 188; a prominent feature, 493; aim, 679 ; American differs from German, 570; talent for, 570, 571 ; amounts granted for, 1669; beginnings of, 571; breaks up class; room routine, 1466; character in America, 570, 571 ; in France, 570 ; development of, 528 ; Dr. Adler on, 571; drawing applied to, 514; prime study of, 1668; Emil Hirsch on, 643; exhibit, 64a; characterized, 572, 640; from Alliance Israelite, 573 ; Argentine, 572 ; Bra¬ zil, 624; Egypt, 573; England, 573; France, 573, 588 ; J apan, 573 ; Mexico, 572 ; New South Wales, 573; Russia, 573; Springfield, Mass., 482; United States, 572; exhibit purchased, 570; for boys and girls, 462; for colored a iris, 1563; general movement for, 572; idea in negro education, 1559 ; in America, 578, 5S7 ; in American educational journals, 571 ; in Educational Congress, 574 ; speakers on, 574 ; in negro colleges, 1561 ; :n New Jersey, 1667 ; in public schools, 571 ; opposed, 643'; m Rus¬ sia, Americans on, 573; in secondary school, 572; inUruguay, 10,354; included as part of German exhibit, 569; invaluable audition to the curriculum, 1668; lack of taste, 572; object in American agricultural colleges, 570 ; Russian origin of, 1559 ; schools, exhibits, Philadelphia, 484; schools in America, 578; in Cambridge, 680; in Chicago, 574-575, 680; in St. Louis, 679, 1128 ; mentioned, 679 ; of North Dakota, located in constitution, 1398; prominent in America, 616; statements con¬ cerning, 679; State provision for, 1667; sum¬ mary of reports on, 1667 ; value for educa¬ tion of eye, 380, Waetzoldt on, 569-575; work in Drexel Institute, 527 ; work, speci¬ mens, 625. Manual work, 167, 1181; exhibition of, 168; French exhibit, 589. Manuals, Miss Sullivan’s, 486. Manterola, Ramon, 436. Map, a symbol of earth’s surface, 288; drawing, 281,287, 309; aid to self-activity, 311; in schools, 626; exhibit of New York, a mas¬ terpiece, 473; reading, 295. Maps, French exhibit, 589 ; from Dakota school, 474; outline, 314 ; preservation of, in schools, 618 ; raised, in Catholic exhibit, 512 ; silhou¬ ette, practice. 288; use of, in teaching, 621. Marble. A. P., 44, 1510. Marblehead, Mass., Abbot public library, 956, 969. 2122 INDEX, Marbois, M., mentioned. 1316. * Marchiennes, 191. Marcunvins, 173. Marenholtz-Biilow, Baroness von. 388,1781. Marie, Empress, exhibit of institutions of. 252, 687 ; presented to Americans, 653 ; exhibits needlework. 573. Marietta, Ohio, 89. Marietta College, 89; aid to students, 1589. Marion, M., mentioned, 588. Markham, governor of Pennsylvania, grants frame of government, 1264. Markham, L. O., 404. Marking time, how avoided in Xew Jersey coun¬ try schools, 1667. Markus, Jordan C., 1780. Marlboro (Mass.) public library, 956, 969. Marquette College, 1121. Marsh, Clinton S., 405. Marsh, Tamerlane P.. 414. Marshall, Arthur Milnes, 1783. Marshall. James, 410. Marshall, "William E., 413. Marsile, M. J., 410. Martin, Dr. Charles, death and sketch, 1756. Martin, E. L., mentioned, 1410. Martin, Eugene, 429. 433, 432. Martin, John E., 408. Martin. John H., 410. Martin, P. and H. Wigge, 394. Martin, Sir Theodore, 939. Martineau, Dr., 212. Martinique, educational statistics, 654. Martus, H. C. E.. 320. Marvin, K. M. 955, 9G9. Marwedel. E., 388. Marwedel, Miss Emma. 1141: death and sketch, 1773. Mary Hitchcock Hospital, 1021. Maryland, constitution of 1SG4 on education, 134 o; of 1867, *1347; education exhibit, 1095; ex¬ hibit, 485; length of school year, 563; med¬ ical requirements, 1620, 1622; no education in constitution of 1776, 1318: opposes land grants for education. 1274; pecuniary aid to students. 1581; to women students, 1593; school attendance in, 563; separate schools for whites and blacks, 527 ; statistics, Agri¬ cultural and Mechanical College, 1972, 1978; "blind institutions, 2056, 2058, 2060; city schools, 1790; colleges for women, 1969; dental schools, 1996; institution for feeble¬ minded, 2065-2066; law schools, 1938 ; med¬ ical schools, 1991, 1993; normal schools, 2004, 2015; pharmaceutical schools. 1997, private secondary schools, 1910; public high schools, 1839; reform schools, 2067, 2070; schools of theology, 1983; universities and colleges, 1957 ; temperance education law, 1162 ; uses surplus of 1836 in education, 1287 ; votes against national university, in Fed¬ eral Convention, 1293. Maryville College, aid to students, 1591. Masins, Dr. Hermann, 1781. Mason, Lowell, 1208. Mason, Samuel AT., death and sketch, 1773. Mason, T., 409, 937. Massachusetts, Agricultural College founded with land-scrip fund, 664 ; average school attend¬ ance, 563; best school attendance in. 563; charity or truant schools, 538; charts show location of free libraries and schools, 1023 ; claims part of the W est, 1268 ; claims part of Vermont, 1314 ; common-school fund estab¬ lished. 1256; common schools, act of 1789, 1234; declaration of 1652, 1232; decline of, 1237 ; notes on history of. 1238 ; orders of, 1 233- 1234. 1654. 1671, 1683; ordinance of 1642, 1231 ; of 1647, 1232; compulsory education, 537, 561, 562; diagrams of courses of various acad¬ emies, 683; education in, 1650; educational test for suffrage, 1339; exhibit, 482, 1022; ac¬ count of, 586 ; founds two schools with land- grant fund, 663 ; high degree of perfection in schools of, 523; high-school work, exhibit in, 481: leads in educational exhibits. 481; legislation relating to education, 1636-1789; summary, 1220-1240 ; length of school year, 563; length of school attendance, 538 ; "man¬ ual training in. 182; medical requirements, 1622; normal education. 544; pecuniary aid to students, 1582; to women students, 1593. physiology work from, 1159: Plymouth school legislation of 1658-1677, 1238, 1239; position of its exhibit, 646; professional su¬ pervision in, 544; raises salaries of men, 517; reduces salaries of women, 547; rivals Few York in education, 620 : salaries in, 546; school opened with prayer, 536; school sys¬ tem, 1022; statistics, Agricultural and Me¬ chanical College, 1972, 1978; blind institu¬ tions, 2056, 2058, 2060; city schools, 1790; colleges for women, 1970; commercial col¬ leges, 2022, 2030 ; deaf institutions, 2012. 2045, 2050 2051, 2053-2054 ; institutions for feeble¬ minded, 2061, 2062, 2064, 2065-2066; dental schools, 1996; medical schools, 1991 ; normal schools, 2004, 2015 ; nurse training, 2009 ; phar¬ maceutical schools. 1997 ; private secondary schools, 1912; public high schools, 1839; reform schools, 2067,2070; schools of theol¬ ogy, 1984 ; veterinary medicine, 1999 : univer¬ sities and colleges, 1958; T. B. Ma«aulay quoted on. 1232; temperance education law', 1159 ; text-books, exp.enses for, 544 ; uses sur¬ plus of 1S36 in education. 1287 ; votes against national university in Federal Convention, 1293 ; women teachers in. 545, 564 ; rise of, 545; work done in. for the feeble-minded, deaf, and blind. 1058. Massachusetts Historical Society library, 885. ; Massachusetts Institute of Technology. 465. 466, 469, 476, 482; diagram of courses". 685 , dis¬ cussed. 686; early ncedof. 675; exhibit. 1057; founded with land-scrip fund. 664 ; rank, 527 ; library, 888. ] Massachusetts school board against German evangelical parochial schools. 536. Massachusetts State Teachers’ Association. 1496. I Massey, John, 417. Massey, John E., 398. Masters and teachers appointed by the minister, 175. Mastery of foreign systems of education, 1505. Maternal schools, French exhibit of, 588. See also Kindergartens. Mathematical scholarship and exhibition of Ox- l'oid University, 1595. Mathematics, 177, 178, 179; conference on. 1450; diagrams of time given to, in Germany and America, 681-GS4; faculty of, 350; Klein in, 464. Mather, Mr., quoted, 570, 571. Mather, Increase, secures provision of 1691 for Harvard, 1230. Mather, Samuel, fellow of Harvard, 1228. Mathews, Miss B. M., 1740. ! Mathieu, M. K., 12. Matriculation, candidates for, 255. Matta, Manuel A., death and sketch, 1763. j Matthews, Brander, 939. Matthews, Mrs. E., 1741. Mattice, A. M., mentioned, 660. Matzat, 283, 319, 394 Matzat and Hummel, 283. Matzner, Prof., death and sketch, 1763. 1 Mauck, Joseph AY., 415, 1130. Maud, Princess of Wales, 1177. ' Mauer, 321. : Maumee, Lake, proposed boundary, 1209. j Maurer, G. C., 406. Maurelian, Brother, 416, 1136. Maurice, Brother, 412. i Maurice, Frederick Denison, 774, 939. 1 Mauritius, statistics of education, 2C89. I Mauro, W. D., 405. | Max, Joseph II, Elector, new school system in Bavaria under. 326. Maxson. Henrv M.. 404. Maxwell, William H., 404, 423, 1493. May, S. J., 388. Mayer, 321. I Mayer. Prof. A. M., 432. | Maver. Laurenz, death and sketch, 1763. | Mayfield. AY. D., 398. 1677. Mayhew. Hon. Ira 433. J JHayne, D. D., 408. Mayo, Hev. A. D., 1683. INDEX, 2123 Mayors of communes, 221. Mead, Mrs. E. S..418. Mead, Joel D., 399. Meadors, J. D., 407. Meaking, Tliomas, teacher in Philadelphia, 1264. Meaning of statistical changes, 30. Measure of civilization, the home, 1149. Measurement of children, 358. Measurements of time required for mental acts, 378. Measurements on the mental abilities of school children, 380. Measures affecting secondary instruction, 225 ; re¬ actionary, 164. Meath, Eight Hon. Earl of, 434. Mechanic arts, colleges of, 4, 92; statistics, 1972- 1977; of receipts and expenditures, 1978-1980. See also Agricultural and mechanical colleges. Mechanic Arts High School of Boston, 1026. Mechanical and free-hand drawings, 190. Mechanical engineering, 91. Mechanical engineers . See Engineering in U nited States. Mechanics’ institute at Rochester, exhibit, 484. Mechanics’ institutes and libraries, free, 255. Mecklenburg-Sehwerin, statistics of education, 2074. Mecklenburg-Strelitz, statisticsof education, 2074. Medals and" rewards exhibit of London board school, 499. Medford exhibit, 1031. Medford (Mass.) public library, 956, 969. Mediaeval psychology, 382. Medical college, Hahnemann, 1087. Medical college of Louisiana, mentioned in State constitution, 1329. Medical colleges, for women, 5S6, 1087 ; work of association of, 608. Medical courses, 229; degrees for admission to, in France, 237 ; reorganization of, 226. Medical education, 1617-1632; division of studies in, 229; ideal course for, 1627; in France, reorganization of, mentioned, 601 ; in United States, clinical instruction, 1624; decreaseof students with academic degree, 1625 ; defects, 604; entrance requirements, 601 ; fraudulent diplomas, 1622; French specialists on, 601; how far shall it be pursued as a part of col¬ lege work, 1629, 1630; length of school term, 601 ; length of undergraduate study, 1630- 1631 ; number of schools, 601 ; preparatory courses, 602 ; of University of Pennsylvania, 602; of Tale, 603; remedying defects, 604; requirements at Johns Hopkins, Cornell, Princeton, Lake Forest, Northwestern, Michigan, Wisconsin, 603; schools for wom¬ en, 601; spring courses of lectures, 1623; study under preceptors, 1623 ; women doc¬ tors," 604; prime object of, 1468; raising standard, 1617 ; difficulties of, 1618; effect on attendance, 1618; higher, AY. A. Welch, on, 1629-1631 ; preparation necessarj', 1629. Medical electricity, 229. Medical faculties, *226. Medical inspection, 198, 220 ; practice, 12. Medical school, military, mentioned, 606. Medical school of Harvard University, aid to stu¬ dents, 1584. Medical schools, 97 ; first report on in France, 605 ; fraudulent, 1622 ; in the United States, 12 ; and French provincial schools, 609 ; and schools of Lyons and Paris, 609; comparative suc¬ cess, 613 ; compared with European schools, 608; compared with French schools, 613; character, 606; character of courses, 609; de¬ veloped by rivalry, 607; difficulty of describ¬ ing, 606; evolution of, 607; for women, 610- 611; reasons for, 610; fraudulent, extinct, 611; haste in, 609; inferior teachers in, 610; instruction in, 606 ; kinds of, 606, 611 ; length of course discussed, 609; low requirements of, 527 ; reasons, 60S; mixed faculties in, 61 2; noninterference of Government with, 606; post-graduate courses, etc., 609, 610; private affairs, 606; private in character, 607 ; profes¬ sors, liow chosen, 609; regular, character¬ istics, 607,608; requirements for admission, 608; restriction of, 607, 608; specialists in, 609; statistics, 608, 612; of the Northern United States, Baudouin on, 604-614 ; visited by Dr. Baudouin, 604, 605. Medical students, American and German. 1631- 1632. Medical training for negroes, 1564, 1565. Medicine, 182 ; practice of, in Europe, status of women, 1628 : lack of, 1621 ; legal control, 1619 ; by various States, 1620; requirements for various States, 1622; statistics of schools, 1990 ; for women and women students, 1628 ; study of, age at which it is begun in Ger¬ many and America, 1631 ; value of degrees in, 601 ; women in practice of, 1627 ; in Ire¬ land, 1628; in Europe, 1628; statistics, 1628; students of, 1627, 1628. Medicine, Royal Academy of, 185. Medicine and civil engineering. 269. Mehan, Prof. J. M., 433, 434. { Meharry medical department of Central Tennes¬ see College, organized, 1564. ! Meier, H. and O. Frick, editors, 394. Meigs, Gen. Montgomery C., death and sketch, 1756. Meinholdt’s zoological charts mentioned. 640. Mellen, S. S., death and sketch, 1774. Mellett, Miss S., 1736. Melton, W. F., 409. Memorizing, people of India strong in, 277. Memorizing literature gems, 1030. Memory, gluttony of, in the average school. 1658; importauce of, in American system, 543. Memorv exercises indicate intellectual activitv, 1643. Memory gems, study of, exhibit, 503. Mende, C., 1781. Mendelssohn. B. G., 2S5. Mental abilities of school children, measurements on, 380. Mental activity, arousing, 1476. : Mental acts, measurements of time required for, 378. Mental and physical elements, laboratories for in¬ vestigating and measuring, 380. Mental and physical powers, overflow worked off in play, 3*82. Mental assimilation and study of causal relations, 359. | Mental attitude in spontaneity of activity, 382. Mental attitude of children toward their theology at different ages, 374, 376. i Mental development, phenomena of, 364. 1 Mental endowment, natural differences of, 439. Mental endowment from the genetic point of view, 361. Mental growth, nascent periods of the motor or¬ gans, periods of interest in, 359. Mental health and economy of human energy, 3C5. Mental phenomena in the infant consciousness, 361. Mental work, systematic, 275. Mercer, A. J., 413. * Mercer University, aid to students, 1579. Meridians and parallels, 311. Merit certificates, examinations for, 207. Merriam, Rev. Franklin, death and sketch, 1774. Merriam. Lucius S., death and sketch, 1774. Merrificld, W., 414. Merrill, Prof. G. P., 729. Merrill, J. F.. 401. Merritt, Mrs. S. E., 950, 964. Merrimac, the, mentioned, 633. Merriman, C. W.,408. Merrimam, Rev. W illiam E., death and sketch, 1756. Merton College, aid to students, 1598. Mertz, Henry Ney, 406. Merwin, Col! J. B!, 436. Meserve, Charles F., 414. Metcalf, Anna, 9i3, 975. Method, the arithmetic of success, 1154. Methodist schools, 52, 67. Methodist Woman’s Home Mission Society in Alaska, 1739. Methodist Episcopal Church, South, contributes to negro education, 1553. Methodists, educational statistics, 651. Methodists, Wesleyan, 213. Methods, 232; changes in college, 442; hygienic, 352. Methods adopted for bright children, 358. 2124 INDEX. Methods and results of advanced research work, in various institutions, 465. Methods applied in Europe. 9. Methods developed and tested in the laboratories may he carried out by experts, 359. Methods for nature study, exhibits, 476. Methods of Eroebel and Pestalozzi, 1171. Methods of German geographers, in map drawing, 300. Methods of instruction, American, discussed, 543; memory in, 543 ; objections, 543 ; W. T. Har¬ ris on, 543. Methods of teaching, 1024. Methods of teaching that will bring the masses to the front, 1674. Methods to win children, 697. Metlakahtla tribe, 1741. Metric system to be taught in schools, of Utah, 1414. Mettner, D., death and sketch, 1763. Metzger, Christ., death and sketch, 1763. Mexico, ancient history of, 1215; ( ducational ex¬ hibit at W orld’s Fair, 497, 548, 1215 ; first law i for public education in, 121.8 ; industrial work ; in onyx, 497 ; sales of, 1216 ; statistics of J education, 654, 2078; summary of public in- j struction in, 653. Mexico (City), kindergarten in, 1218; normal school, 1218; school for deaf-mutes, 1218; of ! jurisprudence, 1218. Meyer, B., 388. Miami River, proposed boundary, 1269. Miami University, 71. Michael Angelo, pictures of, mentioned, 622. Michael Reese Hospital School, 1109. Michel, - , death and sketch, 1763. Michigan, constitution of 1835 on education, 1326- 1327; of 1850, 1334-1336; education in, 1652; ; councils and rallies, 1652; exhibit, 474, 1109 ; free text-books and their cost, 1653 ; topics for discussion, 1652; exhibit of school work, 488 ; free University of, 524 ; good schools in, 523; land-grant act for higher education a j type, 1272,1273; land grants for education, 1*270 ; land scrip given to existing institu- [ tions, 664; medical requirements, 1622; pe¬ cuniary aid to students, 1584; petitions ! Congress for agricultural schools, 1275; purchases German exhibit of pupils’ work, 555; State Normal School of, decrees j granted by, 629; statistics. Agricultural and Mechanical College, 1972, 1979; blind in¬ stitutions, 2056, 2059, 2060; city schools, 1791 ; commercial colleges, 2023, 2030 ; deaf institutions, 2043, 2045, 2048, 2053-2054; den¬ tal schools, 1996; institutions for feeble¬ minded, 2065-2006 ; law schools, 19S9; medical schools, 1991, 1993; normal schools, 2004, 2010, 2015; nurse training schools, 2000; pharmaceutical schools, 1997; private sec¬ ondary schools, 1916; public high schools, 1843; reform schools, 2068, 2070; schools of theology, 1984; veterinary medicine, 1999; universities and colleges, 1958; temperance education law, 1157 ; tendency of medical education in, 1618. Middle Ages, 192. Middlebury College, aid to students, 1592. Middletown. Russell library, 951, 965. Middle grade, 267. Middle schools in Japan, 1206. Middle States exhibit, 483. Middlesex County Association for the Improve¬ ment of Common Schools, 1495. Middle States, limited treatment of education in constitutions, 1342. Mildmay, Sir Walter, remark of Queen to, 1038. Military Academy at "West Point, decline of im¬ portance for civil engineering, 660 ; influence and statistics, 659; instruction in engineer¬ ing, 659. Military instruction in private schools. 536. Military organization by high schools, 1027. Military school, Washington’s idea for, 1303; men¬ tions it to Congress, 1303. Military schoQls, importance and value, 674; no longer used by engineers, 674. Military tactics to be taught in agricultural col¬ leges, 1276. Military medical school, mentioned, 606. Millar, A. C., 409. Millar, John, 239, 405. Miller, A. Erskine,onmedical education, 1617-1628. Miller, C. C., 405. Miller, Clarence B., 406. Miller, E. E., 406. Miller, Frank Seward, 406. Miller, G. R., 404. Miller, George I., 401. Miller, Hugh, 939. Miller, J.H.. 437. Miller, James R., 402. Miller, Joaquin, 1103. Miller, John, 9. Miller, Prof. L. W., 430. Miller, Mrs. Mary H., 882. Miller. Thomas S., 416. Millikin, Dan., 388. Millinery, etc., schools for, 188. Mills, Mrs. C. T., 417. Mills, J. A., 1119. Mills, Joseph J., 410. Mills College and Seminary, aid to women stu¬ dents, 1593. Millsaps College, aid to students, 1585. Millspaugh, J. F.,407. Milton Academy, 1116. Milton Bradley Company, exhibits, 502. Milwaukee public library, 715, 877, 963, 975. Milwaukee schools. Dr. Rico on, 567. Mind, the transition of, 441. Mindstud\’, laboratory, 378 ; practical bearings of, 378. Minick, John D., 419. Minimum age for exemption, 206. Minimum salary of teachers, 163. Mining engineering, 91; list of schools teaching, 665, 666. Mining School of Colorado, free tuition, 673. Ministerial circular, 227. Ministry of agriculture, 188; of instruction, 261; in Belgium, 163; in France, 219; in Russia, 12. Minneapolis exhibit, character, 646; good schools in, 523; library system in, 580; manual train- iDgexhibit, 572; ^Medical School for Women, 611; schools, Dr. Rice on, 568. Minneapolis public library, 878, 959, 971. Minnesota, constitution of 1858 and 1875 on edu¬ cation, 1340, 1341; educational exhibit, 1122; exhibit, character, 621. 646 ; of school work, 488, 489, 494; good schools in, 523; medical recuirementsin, 1618 note, 1620, 1622; pecun¬ iary aid to students, 1585; poor school attendance in, 563 ; statistics Agricultural and Mechanical College, 1972, 1979; blind institutions, 2057, 2059, 2060; city schools, 1792; colleges for women, 1970; commercial colleges, 2023, 2030; deaf institutions, 2043, 2045, 2053 ; dental schools, 1996 ; institutions for feeble-minded, 2061, 2062, 2064; law schools, 1989; medical schools, 1991, 1903; nurse training schools, 2000 ; pharmaceutical schools, 1997 ; private secondary schools, 1916; public high schools, 1847; reform schools, 2068, 2070; schools of theology, 1984; universities and colleges, 1959; temperance education law, 1160. Minnesota Historical Society library, 879. Minority reports, 1457. Minot, William, ir., founds fellowship, 1573. Miranda, J. O., 338, 340, 342, 343, 344, 345,346,347,348, 349, 351, 352, 353. Misleading text-books, 1639. Missimer, H. C., 406. Missionaries in Alaska, 1745. Mississippi, constitution of 1817 on education, 1320 ; of 1868, 1362 ; of 1890, 1410 ; education in, 1655; medical requirements, 1620, 1622; pecuniary aid to students, 1585; secondary instruction in, 1656 ; statistics Agricultural and Mechanical College, 1972, 1976, 1979; blind institutions, 2056, 2059, 2060; city schools, 1792; colleges for women, 1970; com¬ mercial colleges, 2023, 2032; deaf institu¬ tions, 2042, 2045: law schools, 1989; normal schools, 2004, 2010, 2015 ; private secondary schools, 1916; public high schools, 1849; INDEX, 2125 universities and colleges, 1959 ; temperance education law, 1166. Missouri, constitution of 1821 on education, 1323 ; of 1865, 1349, 1350; of 1875, 1376; educational exhibit, 1126; qualifications for suffrage, 1349 ; medical requirements, 1622 ; pecuniary aid to students, 1585; permissive temper¬ ance law, 1160 ; public schools, maintenance of, 1127 ; school work exhibit, 489 ; statistics j Agricultural and Mechanical College, 19T2, . 1976, 1979; blind institutions, 2057, 2059, 2060 ; city schools, 1793 ; colleges for women, I 1970; commercial colleges, 2023, 2032; deaf I institutions, 2043, 2045, 2048, 2050-2054; den¬ tal schools, 1996 ; law schools. 1989 ; medical schools. 1991, 1993-1995 ; normal schools, 2004, j 2010, 2015; nurse training schools, 2000; j pharmaceutical schools, 1997; private sec- i ondary schools, 1918; public high schools, ; 1849: reform schools, 2068, 2070; schools of theology, 1984; universities and colleges, 1959; summary of education in, 1657-1658; uses surplus of 1836 in education, 1287. Missouri Valley College, aid to students, 1585. Mitchell, E. C., 411. Mitchell, George W.,412. Mitchell, Miss J. M., 1134. Mitchell, Jonathan, fellow of Harvard, 1228. Mitchell, It. M., 401. Mitchell, S. T., 414. Mittag-Leffler, Professor, mentioned, 689, note. Mixed school, 194. Mnemonic notations, 890. Mobilization scheme for Catholic school exhibits, 505, 506. Mocnik, Dr. Franz von, death and sketch, 1762. Mode of marking elevations, 315. Model course, 178. Model elementary schools, 170. “Model library/’ account of, 647; catalogue of, | 503,579; exhibit, 503; in Bureau of Educa j tion,994; scale of subjects, 811. Model Sunday-school house, 446. Model wardrobe from Constantinople, 501. Modeling, in Drexel Institute, 527; superior in America to German, 557. Modeling in clay, exhibits, 481; in children’s building, 633 ; objects, 633 ; use of, in instruc¬ tion, 633. Models, exhibit of, 190; library, use of in Ger¬ many, 557; of school baths in Ge:man ex¬ hibit, 499. Modern humanities, 176-178. Modern improvements, 42. Modern Language Association, discussions and criticisms by, 529. Modern languages" 14, 176; diagrams of time given to, in Germany and America, 681-684; ineth- , ods of instruction, 525; value of, as com¬ pared with Latin and Greek, 440. Modern methods, Catholic organizations abreast i with, 511. Modern school, geography in the, 283. Modern school tending to physical degeneracy, 367. Moffat, James D., 415. Mohammedans, importance of women doctors, 690. Mohler, J. B., 405. Mohn, Thorbjom H., 412. Molance, M. de, 1154. Moline (Ill.) schools, drawing in, 633. Mollinger, O., 320. Mollschott, Jacob, 1783. Molton, of Illinois, on committee on Bureau of Education bill, 1289. Money getting, injurious effects on American education, 677. Money granted for agricultural colleges, 1275-1288. Monitor, the, mentioned, 633. Monroe, Dr., quoted on superiority of France, 573. j Monroe, James, on national university, 1310. Monroe, William H. , 410. Monroe, Will S., 437. Mens, 186, 187,190. Montana, constitution of 1889 on education, 1401; educational exhibit, 1138 ; exhibit of school work, 490. 491 ; land-grant act for education, 1273; medical requirements in, 1618 note , j 1622 ; provision for agricultural college, 1285 ; I schools aided by land grants, 1138 ; specific land grants to, 1274; statistics Agricultural and Mechanical College, 1972, 1979; city schools, 1793; commercial colleges, 2023, 2032; private secondary schools, 1920; pub¬ lic high schools, 1851 ; reform schools, 2068, 2070 ; universities and colleges, 1960 ; tem¬ perance education law, 1165. Montesquieu, quoted on education, 1291. Montevideo, 10. Montevideo, department of, 337. Montevideo, treaty of, 337. Montfort, It. V. K., 405. Montgomery, H. C., 400. Monthly expenditure per pupil, 38. Monuments, lack of names on, 622. Moodus, East Haddam free public library, 951, 965. Moody, Henry A., 417. MooK Dr., 1151. Moon, Calvin. 400. Moore, Benjamin F., 400. Moore, F. C., 728. Moore, George H., death and sketch, 1756. Moore, Jere, 416. Moore, M., 400. Moor's Indian Charity School, 1020. Moral and hygienic conditions, 224. Moral aspects, 270. Moral character developed by right habits, 1479. Moral instruction. 197. Moral precepts, 169. Moral teaching, 349. Moral training, 1499. Morgan, B. S., 1690, 1691, 1693, 1698; extracts from his History of Education in West Virginia, 1691. 1692. Morgan Carrie E., 408. Morgan, John A . 411. Morgan, William H., 405. Moravian missionaries in Alaska, 1737. Mori, Arinori, 1203, 1209. Mori. Princess, 1210. Morlanwelz, 191. Morocco as material for binding books, 908. Morrill, C. H.. 401. Morrill, J ustin S.. introduces land-grant bill, 663. Morris, Anthony, mentioned, 1265. Morris, Capt. David, 1008. Morris, John E., 405. Morris, Gouverneur, 1296; supports national uni¬ versity in Federal Convention, 1293. Morris, P. Pemberton, 1495. Morrison, B. R., 418. Morrison, Dr. Thomas, 430. Morrissey, Andrew, 410. Morrow, John, 406. Morse, Jedediah, on education in Connecticut in 1800, 1256. Morse, S. B., 409. Morse, S. E.. 1077. Morton, Prof. Henry, 423, 432. Morton, L. M., death and sketch. 1774. Moscow, girls’ gymnasium at, 500 ; Imperial Tech¬ nological School at, 1199. Moseley, W. C., gift to Harvard Medical School, 1625. Moses, Edward P., 405. Moses, Thomas F., 414. Mosher, George F., 412. Mosque schools, higher grade, 1210. Moss, George, acting librarian, 871. Moss, John C., death and sketch, 1756. Moss, William R., 408. Mosso, Dr. Angelo, 388, 434. Mosso’s “Ermiidung,” 363. Mother tongue, 167, 169; diagram of time given to, in Germany and America, 681-684. Motives for leaving school, 2. Motor ability, voluntary, 379. Motor centers, development of, 358. Motor education, studies of, 367. Moulder, Andrew J., 399. Moulton, Fred. 1ST., 405. Moulton, R. G., quoted on university extension, 530. Mount Holyoke College, 1058; aid to women stu¬ dents, 1">93 ; exhibits, 482 ; expense, 532. Mount Holyoke Seminary mentioned, 1559. Movements" affecting secondary schools, 217. 2126 INDEX, Mow] son. Lady Ann, founds scholarship in Har¬ vard, 1575. Mo wry, W. A., 427, 437, 1032. MoxleV, Lina, 418. Moxo, Dr. Benito Maria, 1216. Mnehlnieier, H. A., 416. Mueller, C. F., 1781. Mueller, Edward W., 411. Muench, H., 434. Mublenburg College, aid to students, 1589. Mulilpfoi*th, A., 1781. Muir, J. T.. 403. Muller, F., 320, 388. Miiller, Max, 374. Mullin, Eldon, 430. Multiplication of languages, 1185. Mulvanev, J. F. X., 875. Mundella, A. J.,1171. Muudwiler, Fintan, 410. Munich, geography lesson heard in 317 ; gymnas¬ tics obligatory in, 327 ; industrial scfiool in, 331; local pensions for widows and orphans of teachers, 336; pension of teachers, 335, 336; schools governed by local ordinance, 325 ; singing school in, 327 ; teacher’s salary in, 335. Municipal appropriations, 52. Municipal grants, 187. Municipal schools, none before Reformation, 325; Few Tork, Professor Gbisleri on, 617. Municipal system of Ontario, 241. Munz, Friedrich, 411. Murdock, James E., death and sketch, 1774. Murfree, E. H., 417. Murlin, L. H., 411. Murphy, A. G., 418. Murphy, Rev. J. J., death and sketch, 1756. Murphy, John T., 415. Murphy, Joseph L., 419. Murphy, Thomas E., 413. Murrah, W. B., 412. Murray, Dr., 1071. Murray, A. J., 402. Murray, J. J., 412. . Murray, J. O., life of Dr. Wayland quoted, 1313. Murray, J ohn, death and sketch, 1703. Murray, K. C., 408. Murry, David, 1204. Muscular motions signs of ideas, 364. Muscles, organs of will, 367 ; organs of thought, 367. Mus6e Orfils, mentioned, 605. Musce Pedagogique in Paris, 11. Museum, Xational. 480. Museum, Royal, at Brussels, 186. Museum of Fine Arts, Boston, 703. Museum of Uruguay, 354. Museums, educational exhibit of, 472; furniture for, 168; in Great Britain, 851: made free, 853 ; means of educating, 852, 856: of edu¬ cation, German, suggested, 558 ; of painting, in Leipsic, 597; pedagogical. 10,168,353; in Munich, 333; in Russian exhibit, 5C0; union with public libraries, 852. Music, 177, 178, 179; in American and German schools, 531; in Milwaukee school, 1117. Music school at Tokyo, 1208. Musical exhibit in New Jersey schools. 505. Mussey, Gen. Reuben D., death and sketch, 1756. Mussulmans in India, 263. Mynor, John, to be educated, 1252. Mynor, Thomas, mentioned, 1252. Mysore, statistics of education, 2076. N. Haas School, work of, 448. Eakamura, M., 1208. Name register, 397. Hames of American institutions, confusion caused by, 045. Namur, 158, 174. 191. Hancv, medical faculty compared with American, 609. Hash, Louis P., 402. Hashua (H. H.) Public Library, 960, 972. Hashville City Hospital used by medical students of Central Tennessee College, 1 565. Hatchez (Miss.) schools, awards to, 1136. Hatick, Mass., Morse Institute library, 956, 9G9. Hational Agricultural College land grant, 1100. Hational Association for Study of Children, founded, 638. Hational Association of State and City School Superintendents in behalf of Bureau of Education, 1290, 1291. Hational bureau for child study, 3G0. Hational college at Washington lor the deaf, 494. Hational Council of Education, 1499 ; account of, 1508-1509; organized, 1500. Hational disaster in education. 1463. Hational Educational Association, 13, 14. 357, 529, 716, 1113, 1449, 1500, 1502; author index to volumes of proceedings, 1534 ; by-laws, 1507, 1508; constitution, 15u2, 1506; development, 15; discussions and criticisms by, 529; divi¬ sions, 1506; facilities, 1506; general work, 1505; growth, 1502; historical sketch, 1495; influence, 1501 ; membership, 1501 ; migratory meetings, 1501 ; organization and functions, 1502; report of committee on international congress, 439; school expositions of, 1501; value of publications, 630; volumes of pro¬ ceedings, 1504. Hational Geographic Society, 440. Hational Government, 13. Hational Intelligencer on Barlow’s scheme, 1308, 1309. Hational Leagno for the Protection of American Institutions, 536. Hational Library, 708. Hational Library at Rio, Brazil, 1219. Hational Museum, 480; exhibit, 1145; school fur¬ niture, etc., for, 168. Hational Museum in Mexico, 1219. Hational Museum of Hatural History in Rio, Brazil, 1219. Hational Museum of Uruguay’, 353. Hational organization, none in school system, 523. Hational public land fund in West Virginia, 1GS9. Hational Society’ for Education of the Poor, 1169. Hational school celebration, 1103. Hational spirit in Russia, 10. Hational Superintendents’ Association, 1499. Hational system, public school, college and uni¬ versity systems to be welded into, 479, Hational Teachers’ Association, 1495, 1498,1510; constitution, 1499; election of officers, 149S; membership, 5110, 1511 ; name and plan chauged, 1499; organization, meetings, and officers, 1510; work for the Bureau of Edu¬ cation, 1288. Hational temperance education law, 1102. Hational Temperance Union, statisticalexhibitof, 655. Hational Union of Elementary Teachers, memorial, 214, 215, 216, Hational university, 13; and proposed migration of faculty of Geneva, 1301-1302; and Srnith- son’sbequest, 1311; Barlow's plan, 1308; bills introduced into Congress for, 1312; early views and plans relating to, 1293-1312 ; Dr. Benjamin Rush on, 1305; in convention of 1787, 1263, 1293; J. Adams on, 1306; J. Q. Adams on, 1310-1311: Jefferson on, 1307- 1308; Madison on, 1309-1310; memorials to Congress for, 1311; Monroe on, 1310; objec¬ tions to, 1293 ; resolution of Virginia assem¬ bly, 1299, 1300; Washington on, 1295-1296, 1302-1303; gifts to, 1298, 1304; objects to sending youth abroad, 1295-1305; on time to establish, 1297 ; to commissioners of Federal district, 1298; to Governor Brooke, 1299; Western lands for, 1303. Hational Voung Folks’ Reading Circle, 945. Hative and foreign illiterates, 150. Hative Christians, 267. Hativity’ Hospital of St. Petersburg, mentioned, 690. Hatural history, 170; exhibit of charts in, 640, Hatural sciences, 164, 170, 177, 178,179: diagrams of time given to, in Germany and America, 681-684; collections made by students; 634; instruction in agricultural colleges, 1281; lessening interest in the study’ of, 369. Hature study, as part of regular course, 477; exhibit's of methods, 470; sensualization IXDEX 2127 and experiments in, 283 ; value of, as shown : in exhibits, 472. Mature subjects, impossible to teach in cities, 369. i Nauck, Professor, death and sketch, 1763. Naval Academy, educates mechanical engineers, . 680; history and course, 660. Naval Arsenal, New York, course in mechanical engineering at, 660. Naval Observatory exhibit, 1144. Neander’s geographical, text-book, 279. Nebraska, city school collections and awards, 1131; constitution of 1867 on education, 1354 ; of 1875,1375; educational exhibit, 1131; exhibit in drawing and manual work, 490 ; medical education in, 1620; medical requirements, 1621, 1622; pecuniary aid to students, 1586; photographs and phonographs from, 558; statistics Agricultural and Mechanical Col¬ lege, 1974, 1979 ; blind institutions, 2057, 2059, 2060; city schools, 1793 ; commercialcolleges, 2023, 2032; deaf institutions. 2043, 2045. 2048; institutions for feeble minded, 2061, 2062, 2064 ; law schools 1989 : medical schools, 1992- 19£)3 ; normal schools, 2010, 2015 ; private sec¬ ondary schools, 1920; public high schools, 1852; reform schools, 2068, 2072; schools of theology, 1985; universities and colleges. 1960 ; temperance education law, 1160. Nebraska State library, 887. Necker de Saussure, Madame, 388. Necollins, J. E. , 408. Necrology of educators, 1749-1784. Needlework, 169, 199; for girls, 348; for women, 170. Needs and capacities of children, 1641. Needs and defects of American school systems, 440. Needs of country district schools iAWest Vir¬ ginia. 1690. Neely, Edward B., 403. Negro, impressions made by ability to talk, 1551; institution at Hampton, Va., 527; profes¬ sional training of, 1564; statistics of Agri¬ cultural and Mechanical Colleges for, 1976- 1677; well represented in educational ex¬ hibit, 495. Negro children, color preference of, 613. Negro education, 15,442; aid for students, 1553; becomes more industrial, 1559; Bennett Col¬ lege on coeducation of sexes, 1559; best institutions, 1552; expenses, 1552; statistics, 1552; character and facilities, 1551-1572; cost borne by whites, 1552; elementary in character, 1554; funds for, 1564; Hartshorn College on coeducation of sexes, 1558: on hijrher, 1557; in law, 1565, 1566; in medicine, 1565; in theology, 1567; industrial, at At¬ lanta University, 1561: at Fisk Univer¬ sity, 1561 ; at Harvard University, 1562 ; at Straight University, 1561: at Tougaloo Uni¬ versity, 1561; for girls, 1563; forms, 1561; specimen course, 1 562 ; normal school depart¬ ments, 1555, 1556; professional character of, 1556; number of schools and colleges, 535; objects of pupils, 1555; schools for, in "Washington, 1554; sources for industrial education in future, 15C0, 1561; of funds for, 1552,1553; statistics, 1553 note ; statistics, 1555; attendance, 1558; institutions, 1568- 1571; schools for deaf and blind, 1572; teachers, 1563 ; work of religious and phi¬ lanthropic bodies, 1552. Negro preacher characterized, 1566. Negroes and Indians, Hampton Institute, Vir¬ ginia, exhibit, 495. Neil, Miss Hattie, 428. Neill, Rev. Edward D., death and sketch, 1774. Nelson, Charles A., librarian, 576, 803, 804. Nervous systems, defective in schoolchildren, 637 ; full growth of, 367. Nesima, Joseph Hardy, 1204. Nestlerode, C. C., 1498. N etherlands, laws superior to Belgian, 194 ; statis¬ tics of education, 2076; union with, 180. Netherton, F. J.. 397. Nevada, compulsory education, 561 ; constitution of 1S64 on education, 1347 ; medical require¬ ments, 1622 ; pecuniary aid to students, 1586 ; statistics Agricultural and Mechanical Col¬ lege, 1974, 1979; city schools, 1793 ; normal students, 2015; public high schools, 1854; universities and colleges, 1960 : temperance education law, 1161. Nevin. William M., death and sketch, 1756. Newark public library, 884. 960. 972. New Bedford library, *879, 956, 970. Newberry library, 873. Newberry College, aid to students, 1590. New Britain Institute library, 951, 965. New Brunswick, statistics of education, 2078. Newburg (N. Y.) free library, 961, 973. Newburyport (Mass.) public librarv, 8S8, 956, 970. New College, aid to students. 1599. Newcomb, Wesley, death and sketch, 1756. New Connecticut. retained by Connecticut, 1256. “New education, introduction of, 526; work of, 462. Newell, F. H.. 426. Newell, McFadden A., 1096, 1510; death and sketch, 1774. New England, and religion in schools, 536; annual changes of teachers, 649; apprenticeship for engineers in, 658; education in, JohnFiske on religious principles in, 1244; exhibits of educational work, 481; limited treatment of education in constitutions, 1342 ; private in¬ struction in engineering, 659; schools of, President Dwight on, 1238; tax-supported libraries in, 713; Webster on free schools, 1552 note. Newfoundland, statistics of education, 2078. New Hampshire, claims part of Vermont, 1314; compulsory education, 561; constitution of 1784 on education, 1317 : encourages litera¬ ture, 1317; exhibits, 483; first State to form constitution, 1317; nomedicalreauirements, 1621, 1622; opposes land grants for educa¬ tion, 1274; pecuniary aid to students, 1586 ; per cent of teachers with normal training, 649; reproduces Massachusetts constitu¬ tional provision on literature, 1316; statis¬ tics Agricultural and Mechanical College, 1974, 1979; city schools, 1793; colleges for women, 1970; commercial colleges, 2022, 2032; normal schools, 2004; private second¬ ary schools, 1920 : public high schools, 1854 ; reform schools, 2067, 2072; schools of medi¬ cine, 1992; universities and colleges, 1961 ; temperance education, 1157; votes against national university in Federal Convention, 1293; uses surplus of 1836 in education, 1287. New Hampshire College of Agriculture and Me¬ chanic Arts, 662, 1021. New Haven, 522; educational exhibit, 482; free iublic library. 951, 965; grammar school to je set up in, 1.247. New Haven Colony, Governor Eaton’s code on ed¬ ucation, 1244: schools in, 1243; union with Connecticut Colony, 1245. New ideals the heralds of progress, 479. New Jersey, amounts granted lor manual train¬ ing, 1669; certificates in county schools, 1666; compulsory education, 561 ; Connecticut yields claims in, 1265; constitution of 1814 on education. 1328 ; education in, 1664,1665; exhibit, 485, 1076; of anatomical work, 1167 ; of effect of narcotics. 1167 ; good schools in, 523 ; length of school year, 563 ; medical re¬ quirements, 1620, 1622; music exhibit in schools. 505 : no education in constitution of 1776, 1918; pecuniary aid to students, 1586; remains of State board of education, 1078; statistics Agricultural and Mechanical College, 1974, 1979 ; city schools, 1793 ; com¬ mercial colleges, 2022. 2032 ; deaf institutions, 2042. 2045. 2048 ; institutions for feeblemind¬ ed, 2061, 2062, 2064, 2065-2066 ; normal schools, 2004; nurse training schools, 2000; private secondary schools, 1922 ; public high schools, 1855; reform schools, 2067, 2072 : schools of theology, 1985; universities and colleges, 1961; women’s colleges, 1970 ; votes against national university in Federal Convention, 1293; uses surplus'of 1836 in education, 1287. New knowledge introduced, 1454. Newlin, Thomas, 414. New London, Conn., grammar school to be set up in, 1247 ; public library, 952, 965. 2128 INDEX. New Mexico, assists Catholic schools, 536 ; educa¬ tional progress, 620; exhibit of school work, 490, 491 ; medicalrequirements, 1622 ; pecuni¬ ary aid to students, 1586; school attendance in, 563; statistics Agricultural and Mechan¬ ical College, 1974, 1979 ; institutions for deaf, 2043,2045,2048; normal students, 2016; pri¬ vate secondary schools, 1924 ; public schools, 1956; universities and colleges, 1961; tem¬ perance education law, 1162. New Netherlands^granted to Duke of York, 1265. New Orleans. 89 ; Howard Memorial Library, 954, 967 ; post graduate medical schools ini 610. New Orleans University, medical course, 1565. Newport, E. I., NavarAcademy at from 1861 to 1865, 660 ; public library, 963, 975. New psychologists, fundamental method of, 382. New psychology, characteristic of, 382; hitherto not bothered with practical affairs, 380; opens the way to new education, 381. New public library" building. St. Louis, 1659. New South "Wales educational exhibit, 655, 1222; statistics, 655 ; vertical writing in, 502; ex¬ hibit, 502 ; house-to-house school, 1224; man¬ ual training exhibit, 573; schools graded, 1223; statistics of education, 2080; technical college, 1223; Technological Museum, 1223. Newspapers, American, usefulness, 539; circula¬ tion explained, 595. Newton, Heber, 776. Newton, E. C., 879. Newton, Wallace S., 404. Newton (Mass.) free library, 885, 956, 970. Newton girls’ combined school, Philadelphia, 1158. Newtown, Mass., mentioned, 1226; name changed to Cambridge, 1227. New York, claims part ofYermont, 1314; claims partof West, 1268; coeducation in, 539; com¬ mon school fund established, 1256; history, 1330 note; compulsory education, 561; con¬ stitution of 1822 on education, 1322; of 1846, 1330; of 1894, 1413; deposit fund of 1836, 1330 note; education in rivaled by Massachusetts and Illinois, 620 ; exhibit, 646, 1069 ; of tech¬ nical schools, 647 ; pupils’ collections in, 634 ; freecirculating library, 878, 961, 973 ; growth of education shown by charts, 1070; hand¬ books in, exhibit, 483 ; land scrip given to ex- istinginstitutions, 664 ; lengthof schoolyear, 563 ; literature fund, history, 1330 note; man¬ ual training in. 571, 572; statistics, 572; medi¬ cal requirements in, 1620, 1621, 1622 ; medical schools and faculty of Bordeaux, 609 ; build¬ ings, 608; for women, 611; older, developed by rivalry, 607 ; post graduate, 610 ; superior teachers, 610; no education in constitution of 1777, 1318 ; number of secondary schools, 678; pecuniary aid to students, 1586; to women students, 1594; per cent of attend¬ ance at school, 562 ; physiological work, 1158 ; public school, administration, 619 ; authority of superintendent, 619; Dr. Eice on, 567; primary schools free, 619; State superin¬ tendent, report of, 1669; statistics Agricul¬ tural and Mechanical College, 1974, 1979; blind institutions, 2056, 2059-2060; commer¬ cial colleges, 2022, 2034; city schools, 1794; dental schools, 1996; deaf institutions, 2042, 2045,2048,2053-2055; institutions for feeble minded, 2061, 2063,2064-2066; law schools, 1989; medical schools, 1962-1994; normal schools, 2006, 2016; nurse training, 2000; pharmaceutical schools, 1997 ; private sec¬ ondary schools, 1924; public high schools, 1856 ; reform schools, 2067, 2072, schools of theology, 1985; veterinary medicine, 1999; universities and colleges, 1961 ; women’s colleges, 1670 ; uses surplus of 1836 in educa¬ tion, 1287; women teachers, 564; Young Womens’ Christian Association library, 883, 962, 974. New York Aguilar library, 961, 973. New York Bar Association library, 884. New York City, charity or truant schools, 538 ; co¬ education of races, 620 ; evening schools, 620 ; free lectures, 620 ; Italian schools, 619 ; mu¬ nicipal schools, 617 ; salaries of teachers, 620. New York Homeopathic Medical College, endow¬ ment received, 1625. New York mercantile library, 870. New York School Journal, quoted, 537. New York State law library, 881. New York State library, 871. New Zealand, education in, 258, 260 ; statistics of education, 2080 ; technical schools in, 9. j Niagara University, aid to students, 1588. Nicaragua, statistics of education, 654, 2078. Nice, exhibits, 588. Nicholas, William, consulted by Jefferson on D'lvernois’s plan, 1301. Nichter, J. W. O., 319. Nichols, Charles E., 404. Nichols, E. W., 400. Nichols. J. Ben.. 1014. Nicholson, J. B., 909. Nicholson, J. W., 411. Nicolai, £., 389. Niepel’s zoological charts mentioned, 640. | Night-school principalship, 1645. ! Night schools, 1645. Nightingale, A. F„ 1484, 1493. Nightingale, Florence, 1174. I Nightingale, Superintendent, 14. Niles's Principles and Acts of the Eevolution, quoted, 1306. Niskern, Perry, 408. j Nitschl and Leuckart, zoological charts, men¬ tioned, 630. Nivelies, 176, 191. Noble, Edmund, 389. Noble, Eev. F. A.. 424. Noble, M. C. S., 405. Nolan, Edward J., 885. Nonattendance, punishment, 538. I Nonclassical secondary course, 226. Noncollegiate students, Cambridge, aid to stu¬ dents, 1698. | Nonprofessional training, 254. 1 Nonresident students. 74. | N onsectarian comumnal schools, 172 ; education in Japan, 655; schools, 67. Norcross, A. H., 419. I Norcross, I. M., 402. ; Norfolk (Conn.) library, 952, 965. : Normal and Industrial College, Florida, 1136. Normal art course (W alter S. Perry’s) exhibit, 484. Normal art school established in Boston, 1238. | Normal courses in colored institutions, 1555, 1556; length of, 346. J Normal institution, 267. ; Normal instruction provided fur, 1118. ■ Normal school, at Plymouth, 1019; at Worcester, exhibit, 482 ; at Tokyo, 1205 ; library, exhibit, 640; of Colorado, character, 621; of North Dakota, 621, 1400. Normal -school work, training of teachers, 475. Normal schools, 5, 102, 160, 169, 252,527; age for entering, 345; among Germans, 564; board¬ ing departments in, 169; courses of State, 169; differ from colleges and universities for training teachers, 441 ; establishment of, 201; female pupils in, in Connecticut, 545 ; in Massachusetts, 545; in New Hampshire, 545; first, 1325; for drawing and plastic arts, 616; graduates, 5, 102; as teachers, 649; giowth, 5 ; in Belgium, 160-168 ; in Uruguay, 339; in Wisconsin, 1115; methods employed in, 622; number and statistics, 544; organiza¬ tion, 201 ; position and courses. 629 : private, 102; Prussian, exhibit, 553, 554; libraries, 554: subsidized, 169; public, 102: State, 170; statistics, private, 2010-2013; public. 2002- 2009 ; teaching force, 169 ; women pupils in, 565, 586. Normal students in universities and colleges, 2014-2017. Normal training, compared with German schools, 566; in St. Louis and Kansas City, 1127; lack and inferiority of, 565, 566. Normal training schools, exhibits, 647. Normal University, at Normal. 1105. Norrenberg, Constantin, visits America and reports on American libraries, 575-583. Norrkoping (Sweden) school in weaving, 478. North, women teachers, 545. North Adams (Mass.) public library, 956. 970. North America, account of scientific institutions of, 604 ; statistics of education, 654. INDEX. 2129 North American Turn-Yerein exhibit, G50; aim, 650. North American German Union Normal School, 1121. [Northampton (Mass.) free public library. 889. 957, 970. [North Carolina, average school attendance, 5G3 ; claims part of West, 1268: constitutions of 1776 and 1835 on education, 13J4: of 1868, 1363; of 1876, 1385; length of school year, 563; literary fund mentioned, 1364, 1385, 1386; medical requirements, 1620, 1622: pe¬ cuniary aid to students, 1588; statistics Agricultural and Mechanical College, 1974, 1976, 1979; blind institutions, 2056, 2059, 2060; commercial colleges, 2034, 2022; deaf institutions, 2042, 2046, 2048; law schools, 1989 ; medical schools, 1990, 1992 ; normal schools 2006, 2010, 2016; private secondary schools, 1930; public high schools, 1862: schools of theology, 1985 ; universities and colleges, 1961; women's colleges. 1970 ; tem¬ perance education law, 1166; votes for national university in Federal Convention, 1293; uses surplus of 1836 in education, 1287. North Carolina State library, 889. North Dakota, Agricultural College, 1130, 1285; assignment of lands to, 1129; constitution of 1889 on education. 1397; educational exhibit, 490, 1129; exhibit of, 621; Grand Forks University, 1130 : kindergarten work in, 1130; methods of instruction. 621 ; land- grant act for education, 1273; medical re¬ quirements, 1620, 1622; pecuniary aid to students, 1588: statistics, Agricultural Col¬ lege, 1974, 1979; commercial colleges, 2023, 2034; deaf institutions, 2043, 2046, 2948; nor¬ mal schools, 2006, 2016; private secondary schools, 1934; public high schools, 1862; universities and colleges , 1962; temperance education law, 1165. North Easton (Mass.) free library, 957, 970. Northern!, Charles, 1495. North London Collegiate School for Girls, 1175. North omb, J. B., 194. Northrop, B. G., 1064, 1510. Northrop. Cyrus, 412, 1122. North Sea, 189. Northwest Territories, educational exhibits, 497. Northwestern University, aid to students, 1579; library, 889; medical chair endowed, 1625; medical course, requirements for entrance, 603; preparatory medical course, 602 ; Wom¬ an's Medical School, 1108. Norton, L. S., 402. Norton’s Literary and Educational [Register men¬ tioned, 575. Norway, educational exhibit, 1196: experience in coeducation, 539 ; no educational exhibit at World's Fair, 548; statistics of educa¬ tion, 2076. Noss and Lukens. 396. No temperance education law, Arkansas, 1167; Indiana, 1167 ; New Jersey, 1167. Notre Dame University of Indiana. 510. Nouns more readily learned than predicative words, 374. Nova Scotia, statistics of education, 2078. Novel reading, 939. Novels, annotated and selected list of, 937. Noyes, Milton, 405. Numbers, grade and distribution, 267. Nunez, Don J. Abelardo, 424. Nuremberg, teachers’ salaries in, 335. Nurse-training schools, statistics. 2000-2001. Nurses, and veterinarians, 99; Illinois Training School for, 1108. Nurseries, public, in Bavaria, 330. ©. Oakland (Cal.) exhibit compares favorably with that of Eastern cities, 491. Oakland public library, 950, 964. Obenchain, William A., 411. Oherdorf, C. D., 407. Oberlander,Herm., 319. ED 93 - 134 ! Oberlander, R.,320. ; Oberlin College, aid to students, 1589; exhibit, 1097; library, 884. ; Object lessons, 517. Object of notation, 892. ; Objection to the report of the committee of ten, 1 1465. Objections to discarding the spelling book, 1485, Objections to uniting libraries with museums, 852. Objective methods in public education, 472. Obligatory education of the masses, 340. Obligatory loans, 179, Obligatory lessons, 178. Obligatory programmes, 162-165, 194. Obligatory school age, 8. Obligatory subjects of study, 163, 169, 193, 196. Observance of Columbian Day, 1017. Observations, by foreign delegates, 12; correlat¬ ing, 198; material for scientific generaliza¬ tions, 364; records of teachers’, 359. Occom, Samson. 1020. Occupation easily changed in America, 608. Occupations, hand, educative value of, 441 ; hold of caste on, in India, 269. Oder calculating machine, exhibited, 652. Odermatt, R.. 1784. Officers of administration, 181. Offices of attorneys, 97. Official classification of exhibits, 460. Official programme International Congress of Education, July 25, 1893, 423-438. Official statistics, 166. 171. Officials, educational, 159; local, aim of, 344. Ogden, .John, 1130, 149S. Ogden. William, endows New York Homeopathic Medical College, 1625. Ogden College, aid to students, 15S1. Ogg, Robert A., 400. Ogontz School, exhibit, 485. Ohio, constitution of 1803 on education, 1319; of 1851, 1337 : education in, 1671 : educational ex¬ hibit. 486,1096; land grant to education In enabling act, 1270 : limited treatment of education in constitutions, 1342; medical requirements, 1622; pecuniary aid to stu¬ dents, 1588; replies to Maryland's opposition to landgrants, 1274: statistics, Asricult-ural and Mechanical College, 1974, 1979; blindin- stitutions, 2056, 2059-2069 ; city schools, 1795; commercial colleges, 2023, 2034 ; dental schools. 1996; deaf institutions, 2043, 2046, 2049-2055 ; institutions for feeble minded, 2061, 2063-2064; law schools, 1989; medical schools, 1992-1994: normal schools, 2006, 2012, 2016; nurse-training schools, 2001; pharmaceutical schools, 1998 : private sec¬ ondary schools, 1934 ; public high schools, 1862: reform schools, 2068, 2072; schools of theology, 1985 ; veterinary medicines, 1999; universities and colleges, 1982; women's colleges, 1970; temperance education law, 1164; uses surplus of 1836 in education, 1287. Ohio Company, influence on education in' West, 1256, 1269. Ohio State University, aid to students, 1589. Ohio University, aid "to students, 1588. Ohio Wesleyan University, aid to students. 1589. Oil painting to show progress of students, 508. Oklahoma, medical requirements, 1622 ; pecuniary aid to students, 1589: statistics, Agricul¬ tural and Mechanical College, 197L 1979; normal schools, 2006; universities and col¬ leges, 1962. Old-fashioned essays, 1504. Oldenbourg, R., publishes text-books for Bavaria, 328. Oldenburg, statistics of education, 2074. Oldt.F. T.. 400. Oliver, Fitch E., death and sketch, 1756. Olivet College, aid to students, 1585. J Olmstead, Charles, 399. , Olsson, Olof, 410 Omaha, manual-training exhibit, 572; school songs reproduced by phonograph, 625. Omaha public library, 882, 959. 972. Omar. Kalif, 724. Omissions in returns, 48. One-sided development of the child, 372. 2130 INDEX, Ontario, compulsory education in, 1214; educa- [ tional exhibit, G53; system, book on, 653; ; kindergarten in. 1214; municipal system, j 241; unity of, 245; regulations of depart¬ ment of education, 1214: school exhibit of j Protestant Province of, 509 ; school of peda¬ gogy, 253; schools in, 239-258, 1214; statis- ticsof education, 2078 ; system adopted in, 240; at the World’s Pair , 257 ; excellence of, 239 ; truant officers, 1215. Onyx, Mexican industrial work in, 497. Open-air games in America, 528. Opinions relative to scrap collections, 1008. Optics and acoustics, 229. Optional branches, 167, 170; for men and for women, 170. Optional studies, 177. Oral examinations, value, 632. Oral instruction in Germany and America, 556. Oral School for the Deaf in Wisconsin, exhibit, 488. Oranienburg library, exhibit of, 554. Orcutt, Dr. Hiram,~1019. Orders, religious teaching, exhibits, 507. Ordway, Prof. John M., 432. Oregon, constitution of 1857 cn education, 1339; educational exhibit, 1142: land grants forA education, 1271; medical education in, 1620; medical requirements in, 1618 note , 1622; pecuniary aid to students, 1589 ; school-work exhibit, 492; State University of, 1143: sta¬ tistics, Agricultural andMechanical College, 1974, 1979 ; blindinstitutions, 2057, 2059-2060 ; city schools, 1796; commercial colleges, 2023, 2036; deaf institutions, 2043, 2046, 2049; law ; schools, 1989; medical schools, 1992; normal j schools, 2006, 2016; private secondary ; schools, 1934; public nigh schools, 1869; | reform schools, 2068. 2072 ; schools of theol¬ ogy, 1986; universities and colleges, 1963; ; temperance education law, 1161. Orelli, Dr. Alb. von, death and sketch, 1763. Organization, 162: and conduct of schools, 207; inPrussia, 252 ; of courses, 14S0 ; educational, 352, 450, 1471 ; of libraries 801 : of popular education in West Virginia. 1693. Oriel College, aid to students, 1598. Origin of universities, 179. Original materials, work of pupils with, 1676. Original synoptic tables, photography used for • the preservation of, 518. Ormond, Prof. G. T., 435. Orr, G. J., 417, 1502. Orr, Gustavus, 1510. Ort, Samuel A., 414. Ortel, Otto, 404. Orthodoxy provided for in Massachusetts, 1233. Osborn, F. W., 389. Osborn, Henry, death and sketch. 1774. Osborn. Lucien, death and sketch. 1757. Osgood, Charles S., 878. Osgood, Howard, 889. Osgood. James E., death and sketch, 1757. O'Shanahan, John, 416. Ostend, 191. Osterberg Dr. Edwin, 12, 424 ; on American edu- j cation 624-630. Osterhout free library, Wilkesbarre, Pa., 693. Ostermann W. 394 Oswego Hormal School exhibit, 452. Otago University, Hew Zealand. 259, 260. Otis" library, Xorwich. Conn., 952, 965. Otken, Charles H., 418 Ottawa, Ill., Eeddick’s library, 953, 966. Ottawa University, 243. Ottino, G., 894. Ouachita College, aid to students, 1576. Ouroussov, (Princess) Mary, 389. Outline maps, 314. “Outlines for child study,” 359. Overcrowded programmes, 225. Overcrowded schoolrooms, 44. Overheiser, John, death and sketch, 1757. Owen, Professor, 1692 Owen, Alfred, 416. Owen, Sir Richard, death and sketch, 1763. Oxford, conference at, 217. Oxford University, aid to students, 1594. Ozark College, aid to students, 1585. P. Pacific Methodist College aid to students, 152. Pacific University, aid to students, 1539. Packard., Mary P“, 955, 969. Packard, Prof. Silas S., 433. Packard, Mrs. S. S., 433. Packer, Harriet, death and sketch. 1757. Paddock. Algernon S., 1708. Page. D. P., 1071. Page, F. W., 879. Page, E. S.. 407. Paidology, or child study. 357, 361, 362. 372 ; appli¬ cation, 362; claims, 362; laboratorv course in. 362 ; science of. 362. See also Child Study. Paine, Thomas H., 407. Palermo. F.. 895. Pall Mall Gazette, 938. Palmer, Charles S., 1493. Palmer, F. B.. 429. Palmer, James J., 407. Palmer, M. L., 402. Palmer, Mrs. Potter. 424, 433. Palmer, Solomon, 417. Pamphlets, access to, 742 ; bounfi, 831 ; cases for, 833; cataloguing, 833; classification. 832; definition. 826; exclude sequentsfrom count of, 827; importance, 828: in libraries, 87; management of, in public libraries, 581; proper disposition of, 702: shelved. 832. Pan-American desires and aspirations. 529. Papers, fraudulent examination, 271, 272. Papers and books relating to fiction, 938. Papers on special themes, 1504. Paradise, A. W., 952, 965. Paraguay, statistics of education, 654, 2078. Parallels and meridians, 311. Parasites, vegetative, 229. Pardee, S. J., 404. Parents, poor, 199. Paris, France, 9, 12: an experiment in, 358; desire for post-graduate medical schools in, 610; exhibit of commercial schools, 589: manual training exhibit, 573 : lessons from, 573 : med¬ ical faculty compared with American, 609. Paris Exposition, 1889, Catholic schools unrepre¬ sented, 650. Park, E., 894. Parke, Thomas H., 1782. Parker. F. A , 396. 407. Parker, Francis W.. 426, 428, 436, 568, 1032, 1106, 1493 ; on what to teach in public schools. 643 ; work and zeal of. 591. Parker, Prof. Jeffrey, 259. Parker, Henry M., 405. Parker, Eev. and Mrs. O., 1736. Parker, Theodore, mentioned, 591. Parker College, aid to students, 15S5. Parkman, Francis, death and sketch. 1774. Parks, Mr., 1148. Parliament to enlarge powers of the education department, 1172. Parlin. Frank E., 402. Parochial or charity schools, 1169. Parochial schools, 47, 1499; account of. 535: num¬ ber of pupils, 535; opposed to public schools, 536. Parr, S. S., 403, 437. Parsis, 267. Parsis and Beni-Irael, 263. Parsons, Annie F., 958, 971. Parsons, F., 937. Parsons, John D.. 888, 956, 970. Parsons, Gen. S. H., lands sold to, 1257. Parsons. Thomas W., death and sketch, 1757. Parsons College, 1126; aid to students, 1580. Participation of ministry in school affairs, 1185. Party, Liberal, 162, 163; ideal of, 196. Party politics, 161. Party recriminations, 171. Pasadena public library, 950, 964. Patch. I. P., 415. Paterson. Henry F., 950, 964. Paterson (X. J. ) free public library, 960. 972. Pathfinder Physiologies, 1165. Pathology, surgical and medical, 229; Virchow’s work in, 464. INDEX. 2131 Patrick. Prof. G. T. TV., 436. Patrick, J. N.. 400. Patriotism inculcated in Catholic schools, 512. Patten, Otis, death and sketch, 1775. Pattengill, Henry R., 397,1109,1652. Patter, Frank G\, 959,971. Patterson, of New Jersey, on committee on Bu¬ reau of Education bill, 1289. Patterson, B. F., 407. Patterson, J. H., 409. Patterson, J. K., cited, 1288. Patterson, James W., 1019; death and sketch, 1774. Pattison, Harry, 408. Pattison. P. K." 399. Patton, Francis L., 413, 425. Patton, Normand S., 718. Paty. J. G-, 419. Paul, H., 389. Paul. Louis and Tillie, 1740. Paulian, Brother, 413. Paulitschke, P., 320. Paulsen, Professor, quoted, 1557 note. Paulsick, Karl, death and sketch, 1763. Pauper schools, exhibit of London. 548. Paur, Dr. Theodor, death and sketch, 1763. Pawnee City public schools, 1161. Pawtucket (R. I.) public library, 963, 975. Pawel, Jaro, 434. Payment, 166. Payne. Bishop, death and sketch, 1776. Peabody, Dr., 1106. Peabody, Rev. Andrew P.. death and sketch, 1776. Peabody, George, death, 1757. Peabody. Dr. S. H., 424, 1015, 1149. Peabody Academy of Sciences, 858. Peabody fund, concentrated on training teachers, 1560 ; contributes to Clafiiu University, 1553. Peabody Institute library, Baltimore, 873. Peabody Institute library, Peabodv, Hass., 886, 957, 970. Peabody Institution, 1096. Peabody Museum of American Archaeology and Ethnology, 1038. Peace Society, work of, 655. Peale, C. W.,"l079. Pearcy, S. W., 418. Pearson, George C.,402. Pease, Alvin F., 402. Pease, C., 1498. Pease, Henry, 404. Pease, Rev. T. C., death and sketch, 1776. Peavey, Mrs. A. J., 397. Peeaut, M., mentioned, 588. Peck, Governor, of Wisconsin, 1113. Peck, A. L., 961, 973. Peck. E., 951, 965. Peck, J. W., 399. Peck, Rev. Thomas E., death and sketch, 1776. Peck, William G., death and sketch, 1757. Peckham, 366. Peckham, George W., 389, 408. Pecuniary aid for students, 4; in universities and * colleges, 1573-1601. Pedagogic museum, 1200; in Russian exhibit, 500. Pedagogical and library museum, 353. Pedagogical conferences, 168, 347. Pedagogical courses, 5. Pedagogical literature in German exhibit, 464. Pedagogical museum, 168 ; exhibit of publications, 588. Pedagogical principles, determined by laws ex¬ pressing development of nervous mechan¬ ism, 358, 359. Pedagogical Seminary, The, organ of child study, 635. Pedagogical societies, work of, 630. Pedagogy, 193 ; American knowledge of. 629 ; pro¬ fessors of, 555; child study, basis of, 358; college or university course in, 441 ; estab¬ lishment of chairs of, 629, 635; for the State university, 1656; school of, 253; special courses in, 346; study of, in United States, 629. Pedantry of teachers, 1658. Peelle, Mrs. Stanton J., 1100. Peet, Josiah W., death and sketch, 1757. Peignot, G., 894. Peile, Sir James, 275. Pellew, George, death and sketch, 1 757. Pellicioni, Count Goetaus, death and sketch, 1763. Pembroke College, Cambridge, aid to students, 1604. Pembroke College, Oxford, aid to students, 1601. Pena, Carlos Maria de, 338. Penalties, 244. Pendergast, W. W., 397. Pendleton, State Superintendent, West Virginia, 1689. Penmanship, 45; exhibit from colored schools in Frankfort, Ky., 486; key to discipline of class, in Catholic exhibit, 512; photography employed in teaching, 518; teaching of. 1640. Penn, William, 1264; character and education, 1262; house of, mentioned, 622; limits by charter granted to, 1265: on education, 1262. Penn College, 1125 ; aid to students, 1580. Pennell, C.S.,1496, 1998. Penney, Edgar, mentioned, 660. Pennsylvania, boundary by charter to Penn, 1265; character of population, 1261; constitution of 1776 on education, 1314; constitution of 1790,1318; of 1838, 1327; of 1873, 1372; educa¬ tional exhibit, 1081; education act of 1693, 1264; council records on, 1264; inactofl683, 1263,1264; charter of, 1263 ; in frame of 1683, 1263; in frame of 1696,1264; in great law of 1682, 1263; Quaker petition for school char¬ ter, i265 ; present conditions, 1671-1672 ; rec¬ ords of Chester on, 1264 ; trades to be taught, 1263; exhibits, 484, 495; imperfections of ex¬ hibit, 646; medical requirements, 1620, 1621, 1622; pecuniary aid to students, 15S9; to women students, 1594; Penn on education in, 1262; relative educational position, 1261; salaries in, 546; school legislation, 1261, 1267 ; statistics Agricultural and Mechanical Col¬ lege, 1974, 1979 ; blind institutions, 2056, 2059- 2060: city schools, 1797; commercial colleges, 2022, 2036 ; deaf institutions, 2042, 2046, 2049 ; dental schools, 1996 ; institutions for feeble¬ minded, 2061, 2063, 2064; law schools, 1989; medical schools, 1992,1994; normal schools, 2006, 2012, 2016 ; nurse training schools, 2001 ; pharmaceutical schools, 1998; private sec¬ ondary schools, 1936; public high schools, 1869; reform schools, 2067, 2072; schools of theology, 1986; veterinary medicine, 1999; universities and colleges, 1963; women’s colleges, 1971 ; teaching infant deaf mutes, 1084: temperance education law, 1158; uses surplus of 1836 in education, 1287 ; votes for national university in Federal Convention, 1293 ; women teachers, 545 ; W yorning V alley adjudged to, 1266; Connecticut settlers in, 1265; education in, 1266; influence on edu¬ cation in State, 1267. Pennsylvania College, aid to students, 1590. Pennsylvania Gazette quoted, 1305. Pennsylvania State College, 1083; free tuition, 673 ; no aid from land fund, 667. Pennsylvania State library, 874. Penny backer, P. V., 407. Pension, annual, to retired professors, 180; of teachers in Bavaria, 335; right to, 175; to teachers, 169. Pensions, lack of, for American teachers, 546. Peoples, W. T., 870. People’s school library, exhibit, 640. People's schools (in "Germany), correspondence with American grades, 524. Peoria public library, 882, 953, 966. Pepper, William, gift to University of Pennsyl¬ vania, 1625 ; organizes medical educational University of Pennsylvania, 602. Per capita expenditure, 206, 207. Per capita of average attendance, 23, 32. Percentage of clerical teachers, 171. Percentage of expenditures, 23. . Percentage of foreign-born children, 25. Percentage of illiteracy, 116, 145 ; decrease of, 116; in sections of the United States, 150. Percentage of population, 19. Percentage of private schools, 20. Percentage on total of population and literates in India, 267. Perez, publishes work on child study, 635. Perez, B., 389. Periodicals, multiplying, 997. 2132 INDEX. Perkins, John TV., 402. Perkins, R. H., 402. Perkins, TV. I}., 875. Permanent changes, 164. Permanent funds, 34 ; income of, 23. Permanent improvements, 44. Permeation of literature in India, 266. Pernicious influences, 1641. Perry, A. T., 879. Perry, David B., 413. Perry, G. B., 417. Perry, Sarah L.,404. Perry, Walter S., 402, 410, 430. Peru, population, 654 ; statistics of education, 2078. Peschel, Oscar, 285, 320; skill in teaching geog¬ raphy, 283. Pestalozzi, influence in Bavaria, 326; on German schools, 558; preaching sense - perception, 1658. Pestalozzi and Froebel, 247. Pestalozzi-Froebel house, represented, 647. Pestalozzian reform, 309. Petermann, A., 321. Peters, Mr., mentioned, 1227. Peters, John A., 414. Petersilie, Dr., work on German educational ex¬ hibit, 550. Petersilie and Schneider, work on Prussian school system, 550. Peterson, Captain, 1729. Petruska, little, letter from, 587. Pettee, J. T., 399. Petzholdt, J., 894. Pfisterer, G. Fr., 394. Pharmaceutical schools, effect of lengthened course on attendance, 1619. Pharmacy, 99 ; number of women students, 1628 ; schools, statistics, 1997-1998. Phelps, F. M., death and sketch, 1776. Phelps, AY. F., 1510. Phenomena, processes to explain, 233. Phenomena of mental development, 364. Philadelphia buys Genian exhibit of pupils’ work, 555; buys manual training exhibit, 570; council on need of schools, 1264 ; man¬ ual training schools, exhibits, 484; men¬ tioned, 679 ; medical schools and faculty of Bordeaux, 609; for women, 611 ; older, de¬ veloped by rivalry, 607; visited, 605; post graduate, 610; schools of dentistry, statis¬ tics and character, 595 ; university exten¬ sion center, 531. Philadelphia Academy of Natural Sciences li¬ brary, 885. Philadelphia Apprentices, Library Company, 962, 974. Philadelphia Athenaeum library, 884. Philadelphia mercantile library, 871, 938. Philanthropic gifts to libraries, 1653. Philanthropic societies, 173. Philbrick, John D., 1027, 1057, 1064, 1498, 1510; op¬ poses coeducation, 539. Philbrook, L. F., 951, 965. Philip, Miss Martha, 1141. Phillips, Alexander L. , quoted, 1566, 1567. Phillips, Elizabeth, 953, 966. Phillips, George W., 407. Phillips, Henry, ,jr., 881. Phillips, J. C., 401. Phillips, J.H., 398. Phillips, Wendell, 1484. Phillips Academy, diagram of time given to vari¬ ous studies, 683. Philosophical Society, English influence on, 1316. Philosophy and letters, 182. Phinney, H. K., 889. Phoenix, F. K., 1119. Phonetic arrangement of words, 373. Phonograph exhibit, 462; lessons heard by, 558; repeats the work of classes in reading and music, 449. Phonological Institute, 1120. Phonological oral method for the deaf, in German, 1120. Photographs, 191; collection from Indianapolis, 646; of classes exhibited, 558; of great pic¬ tures, 858 ; use of, in educational exhibit, 586, 621, 645. Photography, bibliography of, 579 ; combined with the phonograph for teaching elocution, 518; employed in teaching penmanship, 518 ; for preservation of original synoptic tables, 518. Physical and moral education, care of, 195. Physical culture, Ling’s system of, 447 ; system of Boston, 1027 ; work in, Drexel Institute, 527. Physical development and sanitary conditions, 463; of children, record of, 363. Physical exercises, 351 ; in American colleges, 678; popular in colleges, 524. Physical training. 42, 1186; at Harvard, 594. Physical vitality of the race attacked by the school, 363. Physics, 51, 58, 64, 170. Physicians, American, French opinion of, 602; of the poor, 195; women in United States, 004. j Physico-medical schools, account of, 611; differ ; only in name, 611 ; statistics, 1994. Physiological psychology, 381. Physiological temperance, 1156. Physiology and temperance, 250 ; pupil work from city schools, 1165; from Utah, 1162; sample questions, 540. Pick, A. J., 320. Pickard, J. L., 426, 1123, 1510; quoted on kinder¬ gartens, 625; school supervision, quoted 1250. Pickel, Scheller, and Rein, 394. Pickering, O. B., work, cited, 1274. Pickering, Timothy, Life of, cited, 1274; proposi¬ tions to settle new State, 1269 ; educational clause, 1269; secures adoption of article on education, 1267. Pictorial scrapbooks, 1008. Pictures, as help to history, 622; describing, in American schools, 631 ; furnish imagery, 378; reading book in foreign language taught by, 381. I Pier, Lewis A ., 412. Pierce, Father, 1182. Pierce, Rev. Davis, 1112. Pierrepont, Edwards, death and sketch, 1757. Tike, Mrs. Maria L.. death and sketch, 1757. Pillsbury, Gilbert, death and sketch, 1776. Pillsbury, John S., 1122. Pincknejq Charles, plan for national university, 1293, 1294. Pingree, Miss L. H., 427. Pinneo, Timothy Stone, death and sketch, 1776. Pio Eono College, St. Francis, 1121. Pistl, Joseph, death and sketch, 1763. Pitt scholarship in Cambridge University, 1602. Pittsburg schools, example of drawing, 631. Pittsfleld, Mass., Berkshire atheneum library, 957, 970 ; exhibit, 1031. Place, Mrs. C. L., 429. Plaicliinger, Alois, 1780. Plainfield (N. J.) public library, 960, 972. Plan d’fitudes et Programmes, 1448. Planning a library, 734. Planning library building, 988. Plans for teaching geography in Catholic schools, 512. Plantz, Samuel, 416. Platonoff, Professor, quoted on women’s work in Russian history, 690. Play, education in, 380. Playground, counteract effects of schoolroom, 383. Play "halls of schoolhouses, 528. Play interest, no life work accomplished without, 384. Plays and games, education by, 382. Plays of children should be along the line of their future occupations, 384 ; the germinal leaves of later life, 384. Plato, quoted, 384. Platteville, AVis., State normal school at, 371. Plattville Academy, 1116; award to, 1117. Plea for ideas before words, 1658. Ploger, F. W., 403. Ploss, H., 389. Plummer, Mary W.. 885, 960, 972. Plummer, Rev. Rowland, 212. Plymouth, normal school, 1019; school legislation, 1658-1677, 1238, 1239. Poetry, Harris collection of, 703. INDEX. 2133 Poitiers, drawing work from, 573. Pokorny, A., 320. Poland, Addison B., 397, 1G7G; quotations from school report of, 1664. Policies, effects of changing, 171. Political influences, 171. Political economy, bibliography of, 579. Political organization of Belgium, 157. Politics, course in, in Italian schools, New York, 1620; influence on schools, 565; once for the few, 531 ; party, 161. Pollard, Josephine, death and sketch, 1757. Polytechnic Institute. Austria, mentioned. 661. Polytechnic Institute of Brooklyn, aid to students, 1586; founded, 661. Polytechnieal schools. See Technological schools, 657. Poole, E. B., 576, 721, 883, 939 ; on fire-proof library buildings, 580 ; on insurance of libraries, 580. Poole, W. F.. 576, 733, 735, 808, 873, 895, 937 ; quoted on land-grant policy, 1270. Poole's Index, published by Library Bureau, 582. Poor, physicians of, 195. Poor parents, 199. Poor teacher, the worst investment, 1656. Poore, Ben: Perley, 1226; acknowledgments to, 1313 ; Charters and Constitutions, mentioned, 1342; quoted, 1231. Pope, Cadesman, 417. Pope, Gen. John, death and sketch, 1757. Popular education, 161, 165 ; establishment of, 1660 ; in United States, Bodio on, 615-617. Popular lectures, number in America. 561. Popularizing the library, devices for, 929. Population, 24; adult male, 24; and literates in India, 267 ; colored, 6; estimated, 23; foreign born, 5; illiteracy of, 5: of Belgium, 158; of England and Wales, 203; of France, 219; of Scotland, 207 ; on the Arctic coast of Alaska, 1713; percentage of, 6,19; schools propor¬ tioned to, 194. Porson scholarship in Cambridge University, 1602. Porter, 366. Porter, F. S., 405. Porter, Eev. Jeremiah, death and sketch, 1776. Porter, Noah, 937 ; death and sketch, 1757. Porter, E. P.. Superintendent of Census. 1705. Portland (Me.) public library, 8S5, 954, 967. Porto Eico, educational statistics, 654. Portsmouth (N. H.) free public library, 960, 972. Portugal, length of medical course, i.631 ; statis¬ tics of education, 2076. Posen, illiterate army recruits. 553. Position of geography in the organism of school, 284. Positions, abnormal, of workers in wood and. metal, 448 Postage on books, 706. Post-graduate course, 1464. Post-Office Department, exhibit. 1145. Postponing choice of courses. 1477. Potter. Dr. Alonzo, 1495. Potter, E.N.,413. Potter, Bishop H. C., 773, 777. Potter, L. D., 419. Potter, S. O. L., 389. Poughkeepsie, library, 962, 974. Poverty of illustration and thought, 1642. Powell" Arthur, 406. Powell. James E., 417. Powell, Prof. W. B„ 397, 399, 426, 428, 429,433, 1643. Power, directive of education. 43~ : of education in saving nations, 453 ; of religion in Amer¬ ican education, 446; of self-help increased by a good school, 439 ; to appoint, 240. Powers, Henry, 404. Powers, James K., 437. Powers, M. A ., 389. Practical arithmetic, 169. Practical exercises, 349. Practical life, schools must prepare for, 352. Practical psychology, 365, 438. Practical Science Museum of St. Petersburg, 1200 ; school of, 255. Practical school work, laboratory psychology de¬ pendent upon, 380. Practical teaching, 168. Practical value of child study, 365. Practice and theory of education, 169. Practice maps, silhouette, 288. Prague, Polytechnic Institute, mentioned, 661. Prang Educational Company, exhibits, 477, 502. Prang’s method of drawing, "mentioned, 643. Pratt, Captain, at the Carlisle Indian School, 447. Pratt, Anne, 1783. Pratt, Charles, 1072. Pratt. Irving W., 406, 1143. Pratt, Mara L., 389. Pratt, Capt. E. H., 1090. Pratt, Lieut. Sedgwick, 885. j Pratt Institute, Brooklyn, exhibit, 484, 493, 1072; library, 885 .•'.work, 1073. Pratt Library, 1096. Prefects of departments, 219, 220. Prejudice against the State university, 1700. Prelates, appointment of, 194. Prendergast Greek studentship in Cambridge University, 1603. Prentice, George, death and sketch, 1776. Prentice, William R.. 404. Prentiss, George F., 399. Preparation and examination of teachers, 345 ; of freshmen, 80; of teachers, 527; scientific, 227; special for a special calling, 438. Preparatory departments, 73. Preparatory schools, 1 ; private, 14 . Preparatory students, 51. Preparing artisans, 187 ; for different trades, 198. Presbyterian Church, contributes to negro educa¬ tion, 1553. Presbyterian College of South Carolina, aid to students, 1590. Presbyterian schools, 52, 68. Presbyterian Training School of Sitka, work, 1745. Presbytery of Alaska organized, 1744. Prescribed oath, 201. Presidents of colleges, 409. Press, evil influence, 530. Pressed flowers from Hot Springs, exhibit. 485. Preston, J. E., 397, 1655. Preston, James Hibbert, 850, 856. Prettyman. E. B., 397. Prevost, Eev. J. L., 1736. Preyer, Friedrich, 394. Prever, W.. 389, 396; notice of his child study, \ 635,642. Price, F. C., 402. Price, George W. F., 419. Price, Eev. Joseph C., death and sketch, 1776. Primary communal schools, 164, 166. Primary inspector, jurisdiction of, 343. Primary instruction, 162: costs of, 193: in Uru¬ guay. character. 654; law controlling, 199; results of. 165. Primary legislation, 169. Primary normal schools, 160. Primary schools, chief object of, 438; enrollment in France, 9, 221 : impox'tance, 619 ; in Amer¬ ica, 590; in Belgium, 159-165; superior, 196; teaching geometrical forms in, 198. Primary subsidized private schools, 166. Primary teacher, diploma of, 175. Primrose, John W., 418. Prince, John T., 396. Prince Edward Island, statistics of education, 2078. Princeton Eeview in 1880, 357. Princeton Theological Seminary library. 879. Princeton University, exhibit, 467, 485," 1079 ; pre¬ paratory medical course, 6G2; requirements for entrance, 603. Principal cities, 44. Principal factors in se’ecting books, 810. j Principle of transformation in the child’s mental life, 361. j Pringle, W illiam J., 405. j Printed catalogue, 987. Printing, 187 ; in America, 598 : in Italian schools, New York, 620; schools of, Germanv. 597. Pritchett, W. H., 412. Private colleges in South Carolina, 1677. Private establishments, rivalry of, 233. - Private high schools, 3, 61. | Private institutions in Bavaria, methods of pro- j cedure in establishing, 330. | Private preparatory schools, 14. Private schools, 199, 204, 535 ; few in Connecticut in 1800, 1255 ; little importance, 650. 2134 INDEX Private secondary school, 51, 14G3 ; statistics, 1396. Private universities. 160; subsidized. 164. Privileges to Catholics in Ontario, 241. Prizes, Americans on French system of, 591, 592 ; and rewards, 351; and scholarships, 182; given annually, 347. Problem of hand training, 1089. Problems, educational, 440, 459; of education, many minds concentrated on, 1503. Proceeds from sale of land, 93. Process of learning fatal to thinking, 1643. Processes to explain phemomena, 233. Proctor, Edna Dean, 1103. Proctor, Redfield, introduces bill for national university, 1312. Productive, active, and creative processes in edu¬ cation, 359. Productive funds, 86. Productive work in America, prominence of, 634; in Sweden, 634. Professional and technological schools, 438. Professional college, 267. Professional degrees, 80, 81. Professional departments, 74. Professional diploma, 162. Professional education, 5; in France, 12. Professional equipment, 1642. Professional humanities, 178. Professional instructions, 96. Professional schools, 99 ; instructors and students, 99 ; number, 99, 100. Professional teachers, congress on training, 441 ; special examination for, 231. Professorships, number of women in, 546. Prolile map in relation of height and distance, 288. Programmes. 199 ; adapt to needs, 196 ; and curric¬ ula, 176; classical, 1458; International Con¬ gress of Education, July 25,1893, 423-438; model, 1458; obligatory, 162. 165, 194; of edu¬ cation, 196; on Avail of the schoolroom, 195; overuowded, 225; optional, 167 ; regulations of, 159; school, 352; practicable, 1458; of studies, 177, 1459; of study in Uruguay, 339; systematic, for World’s Fair meeting, 691. Progress, by bracks, 153 ; m elementary education, 116 , evidences of, 7 ; in American education since 1876, itemized, 456,457; in India, 268, 273; in technology, 283; new ideals the her¬ alds of. 479; of grading in high schools, 1114; of kindergarten, 453, 455 ; of school expend¬ iture. 36, of students shown in oil paint¬ ing, 508. Progressive courses, 197. Progressive movement, 192. Progressive scholars, 1470. Prohibition of employment of children, 206. Promotion of pupils, o51. Promotion of some pupils and detention of others, 1647. Promoters of Fitter’s ideas. Berghaus, Boon, Yogel, Daniel, Kloeden, Guthe, Piitz, Sydow, Oberliinder, Delitsch, Peschel, 283. Proof reading in America, 598. Proportion of colored students to white, 75 ; of income, 171; of students to jirofessors, 72; of white school population, 25; of women, 72; of women teachers, 204. Professional training, 253,316, 1656; contrary to American theories, 643; in Mexico, 653; of negroes. 1564. Professor agregc, diploma of 175. Professors, 180 ; appointment, 159; duties and pen¬ alties of, 180; in colleges for women, 91 : in profesional schools, 99 ; of law, 98 ; medicine, 97 ; special courses for, 176. Protestant clergy, school assistants in Bavaria from, 329. Protestant educational exhibits, mentioned, 651. Protestant reformation, 161. Protestant schools of Canada, exhibit, 509, 653; religious instruction, 564. Protestants, satisfied with present status of religion in schools, 536. Prouty, David, death and sketch, 1757. Providence public library, 878, 963, 975. Provinces, British, 264; population of, 158. Provincial authorities, 166. Provincial councils, 158. Provincial deputation, 193. Provincial inspectors, 163. Provincial Seminary of St. Francis of Sales, 1122. Provisional certificate, 1673. Prudhomme, John P. E., death and sketch. 1757. Prussia, education, attendance, 553; cost, 552, 553, 561; exhibit at World’s Fair, 549; income of teachers, 552 ; normal schools, 553, 554 ; obli¬ gatory attendance, 552; of army recruits, 553; failure of efforts to put schools under control of church, 524; high schools, statis¬ tics, 541 ; history of public-school buildings, 551; illiterate recruits from, 328; normal schools in, 544; organization of schools of, 252: public schools, cost, 535; pupil’s work, exhibit, 554; school attendance in, 537, 615; school svstem, history of, mentioned, 550; suicide of school children in, 637 ; secondary industrial schools compared with American technological schools. 676; statistics of edu¬ cation, 2074; teachers from, 1182; Techno¬ logical University, diagrams of courses, 685; women teachers, statistics, 545. Prussian gymnasium, 1454 ; diagram of time given to various studies, 682; small proportion of natural science in, 684. Prussian realgymnasium, diagram of time given to studies. 682. Pryde, I)., 937. Psychic activity, time at which it appears, 361. Psychological and anthropological divisions of child study, 366. Psychological laboratory and the gymnasium, connection between, 380; confused with neurological laboratory, 381; experiments in, 448. Psychology, a study of practical value, 365 ; char¬ acteristic of new, 382 ; congresses of, 643 : de- partmentof, 1505 ; educational, 1024 ; English, 381; experimental, 359, 360, 378; gap in his¬ tory of, 381 ; introspective, 381 ; mediaeval, 382; of children, 359, 360; phj'siological, 381; practically applied, 379, 438; rational, 441; regeneration of, 359 ; Wundt in, 464. Psychologists, bread-and-butter questions put to, 380. Puberty, the period of intense critical activity, 378. Public and private scholarships, 174. Public appropriations, 165. Public communal schools, 171. Public documents, 702. Public education in Belgium, 157, 177, 178. Public elementary schools, courses, 540. Public examinations, annual, 167. Public expenditure for education, 160. Public funds primarily devoted to elementary schools, 1670. Public high schools, 33, 90; obligatory on towns in Massachusetts, 1238 ; statistics of , 1816. Public Industrial Art School exhibit, 1088. Public instruction and fine arts in France, minis¬ try of, 219 ; centralized in Uruguay, 34S ; lack of department for, 587. Publiclands for support of Alaskan colleges, 1705. Public libraries, 13; addresses on, 576, 577; build¬ ings, 800; Buffalo, 858; contributions to, 704; chief object in World’s Congress of Librarians, 576; in Rhode Island, 1675; in the United Kingdom, 853; influence in America. 628 ; more numerous in America than in Germany, 578 ; photographs of, 646 ; report on. to be replaced, 578 ; Salem, 858, 938. Public provision, 176. Public school, at Tuxikan, 1742; buildings in Prussia, history, 551; character of, 536; college and university sj'stems to be welded into one national system, 479; exhibits at the Columbian Exposition, 472; expendi¬ ture 1890, 561: question in Alabama, 1633; system, 358; American pride in, 644; Dr. E. Sdilee on, 534; of Michigan summarized, 1109. Public School Journal award. 1105. Public schoolmasters, 168. Public schools, a national creation, 534; Catholics against, 536; cost per capita, California, 535; Colorado, 535 ; Prussia, 535 ; South Car¬ olina, 535; development, 535; divisions of, INDEX, 2136 534; local administration of, in Xew York, [ 619; salute to flag, 590 ; difference from Ger¬ man evangelical schools, 5-36; in Alaska, list of, 1746: of United States, practical j character, 560; regard for the, 44; State ! assistance. 535; summary of statistics, 1; support. 534. See aho Education, constitutions on; High schools; Public high schools; Schools. Publications, copyright, 708; in special line, 810; of foreign governments, effortsto obtain, 582. Publishers’ exhibits, 502 ; report on, 595-599. Publishers’ Weekly, mentioned. 588. Puebla, manual training exhibit, 572. Pungen, chief herder, 1717. Punishment, corporal, 269, 351 ; school, in Bavaria, 332. Punishments and rewards, barbaric system of, : 439. Pupils, admission of, 170; age of those admitted, 1187 ; certificate of capacity, 167 ,• classifica¬ tion, 21. 1 95 ; enrolled. 26 ; free, 203 ; in train- J ing. 271; inspiring. 195; male and female, ! 264; number assigned to one teacher, 1466; j power to apply theory. 1468 ; promotion of, ; 351; summary of statistics. 1, 19; work in German exhibit criticised, 554, 555, 640 ; pur¬ chased, 555; work of, 1018. Purdue University exhibit, 470, 487, 1101. Purington, Professor, 1692. Purinton, D. B., 414,419. Purnell, William H., 412. Pusey and Ellerton, Hebrew scholarships of Ox¬ ford University. 1596. Putnam. Mrs Alice H.. 427. Putnam, Dr. Helen C., 434. Putnam's, George P., sons, Iil5. Putney, Freeman, 402. Pycroft, J., 937. Putz. W., 321. Q. Quack doctors, methods of, 1620. Quakers in Pennsylvania, effects of their religi- ; gious tenets on education. 1261, 1262 : peti- : tion for school charter, 1265 ; school founded, j 1264; Wickersham quoted on, 1262. Qualification, certificate to teach in Uruguay, 339 ; for service, 268 : of teachers, improving, 452 ; j of the reader, 940. Qualifications necessary. 748. Qualified teachers, the cardinal need, 1643. Quatrefrages de Breau, J. L. A. de., death and sketch. 1763. Quebec, exhibit, French genius visible in, 509: 1 statistics of education, 2078; taxation and ; Catholic schools, 509. Queen's College, Cambridge, aid to students, 1605. I Queen’s College, Oxford, 273; aid to students, 1599. Queen's colleges, 1176. Queen’s original sketches, 1176. Queen's University, 243. Queensland, statistics of education, 2080. Questions of international interest in school education, 439. Questions to libraries, 710, 945. Queyrat, Fr., 389. Quincy, President, quoted on changing name of Newtown to Cambridge, 1227; on history of Harvard. 1230. Quincy (HI.) free public library, 953. 966. Quincy (Mass.) exhibit. 1032: Thomas Crane public library, 957, 970. Quincy plan. 699, 700, 701. Quincy schools, Dr. Rice 6n, 568. R Babe, Adam, 1781. Paces, amalgamation of European and Indian, 1216. Radeliffe’s traveling fellowship of Oxford Uni¬ versity, 1594. Eadestock, 389. Baehlmann, E., 389. Eaedle, Nich., 1784. Balm, S.S.,419. Eailway, shipping and navigation schools in Bus- I sia, 500. Bainer, -Joseph, 417. Bamme, Christ., 1781. Bamsey, George J., 418. Bandail, S. J.,on committee on bureau of educa¬ tion bill, 1289. Bandolph, Edmund, letter from Washington quoted, 1298. Ban dolph-Macon College, 89 ; aid to students, 1592. Banke, L. von, library of, mentioned, 577. Bankin, A. W., 408. Bankin, J. E., 409. Bankin, Miss K. A., 1741. Baphael, pictures of, mentioned, 622; Sistine Ma¬ donna, 378, 638. Batio of attendance, 49, 50 ; of enrollment. 23 ; of increase in attendance, 96 .- of private school enrollment, 49, 50. Batzel, F.. 320. Ban, H., 330. Baub, Albert X., 409. Baub, Francis D., 406. Bauch, Dr. John H., mentioned, 1617 ; influence on medical education, 1621. Eanx, M., 390. Bawlings, William S., 407. Baymond, President, 425. Baymond, A.V. V., 413. Bavmond. B. P., 409. Bead, Professor, 1116. Bead, Prof. Daniel, 1498. Beade, T. C., 410. Beadcrs, German, collection of, 640; school, Ger¬ man exhibit of, 554." Beading, American methods of teaching, 568; of the young, 944; specimens of in 2 schools, 1639" Superintendent Davis's method of teaching, 481. Beading book in foreign language taught by pic¬ tures, 381. Beading circles for teachers, 629 ; in Indiana, men¬ tioned, 646. Beading rooms, branch, utility of, 589. Beady, George W., 406. Reasoning faculty not sacrificed to memory, 1184. Receipts from sale of bonds and taxes, 34; of school moneys, 34. Becess, 195. Becesses, length of. and hours of school, 352. Bechelle School, Cork, 1176. Becitations per week, 1458. Becognition. equal, 164; of religion in school regu¬ lations, 242. Becord, daily, .195; of children conspicuous in their classes, 372: of country school work in New Jersey, 1665; of physical develop^ ment of children, 363 ; of school circulation, 696: of teachers’ observations, 359, 370. Becordon, Edwin P., 405. Bedfield College, aid to students, 1590. Bedwood, Newport Library, 885. Reed, George E., 415. Beed, H. G., 419. Beed. J.M..406. Beel, Miss Estelle, 398. Beese, J. J., death and sketch, 1757. Beeves, Hon. W. P., 261. Beference books, 44, 812, 976: in libraries, 581. Beform, educational. 14, 283, 1449; in the elemen¬ tary course, 1657 ; movements in Uruguay, 338, 352 ; of secondary education, 1448 ; Pes- talozzian, 309. Beform schools, statistics, 2067-2073. Reformation, Protestant, 161; extends scope of religion, 531. Begener, Friedrich, 394. Register of names. 397. Registration, school, free, 619. Regulations of programmes, 159; return of, 217. Regular medical schools, 97. Reich, 394. Beid, Charles W., 411. Beid, F. L.. 419. Reid, Dr. W. T., 425. Bein. Professor, mentioned, 567. Rein, Pickel and Scheiler, 394. Rein, W., 394, 396. Bein, W. and O. Fliigel, 394. Reindeer in Alaska, contributions for purchase, 1706; development of Alaska dependent on, 2136 INDEX. 1712; experimental herd, 1708; imported, 1730 ; new food supply, 1709 ; skins of, util¬ ized, 1711; transportation by, 1710; in Lap- land, 1723. Reindeer station, instructions for guidance of, 1720. Reinhart, J. A., 404. Reinstatement or dismissal, 193. Reiser, Lorenz, 9; on common-school system in Bavaria, 323-336. Reitzenbeck, Heinrich, 1780. Reitzner, Y.von, 320. Related work in language and elementary science, exhibit, 483. Relief map of Pike’s Peak, exhibit, 491. Relief maps, 189, 1018, 1026 ; exhibit of California, 474; globe, 319; wall, 319; work, 312. Religion, 177,178,179; and language in sixteenth century, 279; excluded from public schools, 536; proposed constitutional amendment, 1294; recognition of in school regulations, 242; state in Uruguay, Catholic, 338; the inheritance of nations^ 197. Religious beliefs, 200. Religious conceptions of children, investigations on, 638. Religious denominations, 193, 746. Religious education, 440. Religious exercises in London schools, 204, 209. Religious instruction, 200 ; in American schools, 527; in London school board, 7. Religious liberty in schools in United States, 648. Religious question in London, 8; in Wisconsin, 536. Religious seminaries. 342. Religious teachers, 171. Religious teaching orders, exhibit, 507. Religious test, 8, 208. Remsen, Prof. Ira, 425, 432. Remy, Rev., address on technological instruction, 550. Renan, J. Ernest, death and sketch, 1763 ; quoted, 1341. Rendall, Isaac FT., 415. Rendu, 162. Rensselaer, Stephen van, founder of Polytechnic Institute, 660. Rensselaer method, typical for America, 661. Rensselaer Polytechnic Institute, 662, 1072; ac¬ count of, 660, 661; courses in, 661; exhibit, 470,471,484; fees in 1840, 673; requirements for admission, 668. Rents, receipts from, 35. Report, annual, 201, 206. Report of commission (France), 227, 228, 229; of minister of education, 261 ; of State superin¬ tendent for 1893, 1112; of subcommittee, 14; to the legislature, 201. Reports, German, not published, 534; inspectors’, 205; minority, 1457; public, strongly devel¬ oped, 534; required in Chicago, 534; school in Bavaria, 332; specialized, 1505. Repplier, A., 949. Representatives of the German Government, 11. Requirements for admission in technological schools, 668, 669. Resemblance between American schools, 586. Reserved books, 977. Residence, free for teachers, 207. Resident students, 74. Responsibility, civic. 161. Restrained books, 976. Result of child study, amazing advance in theory and practice, 370. Results and methods of advance research work, in various institutions, 465. Resume of discussion in the commission, 230. 231, 232, 233, 234, 235. Rethwisch, Dr., history of secondary education in Germany, 550. Returns, departmental, 267 ; from different States, 23 ; of education departments, 264. Requirements for degrees, 83; sanitary, 187 ; tabu¬ lation of, 185. Requisitions of Department of the Interior, 95. Reubelt, F. W., 400. Reuss Jr. Line, statistics of education, 2074. Reuss Sen. Line, statistics of education, 2074. Revenue for schools, 3. ! Review of operations, 246, 247. I Reviews of books, 813. ; Revised catalogues, 699. j Revoking appointments, 2C0. Revolution widens scope of politics, 531. j Revolution of 1830, 192. Revue des Deux Mondes. mentioned, 592. Revue Pedagogique, articles in, 585. Rewards and medals of London board school, ex¬ hibit, 499 ; and prizes, 351 ; and punishments, barbaric system of, 439. Reynolds, Charles B., 403. j Reynolds, J. P., 407. | Reynolds, P. B., 416. j Rex, C. B., 412. Rhangabe, Alexander, death and sketch, 1764. Rhoads, McHenxy, 401. Rhode Island, compulsory education, 561; consti¬ tution of 1842 on education, 1327 ; exhibit, 483, 1602 ; medical requirements, 1621, 1622 ; methods of instructions in, 1676; no new constitution in, 1776, 1313; pecuniary aid to students, 1590; per cent of teachers with normal training, 649 ; statistics Agricultural and Mechanical College, 1974; commercial colleges, 2022, 2038: deaf institutions, 2050- 2052; city schools, 1798; normal schools, 2008; nurse training schools, 2001; public high schools, 1872; reform schools, 2067, 2072; universities and colleges, 1964; summary of education in, 1675; temperance education law, 1158; uses surplus of 1836 in education, 1287. : Rhythmic action, 379; training in, 380. ! Riliot, quoted, 636. ; Rice, Miss Emily J., 430. j Rice, J. H., 419/ Rice, Dr. John M., book recommended, 568 ; causes surprise in Chicago, 568; characterization, 567; on various city schools, 567; investi¬ gates American school system, 567 ; quoted, 633; on school work, 648. Rice, P. C’., 955, 969. Rice, William, 957, 970. Rice, William X., 411. Rich, J. W., 887. Rich, R.E., 960, 972. Richards, Professor, on manual training, 574. Richards, J. Havens, 409. Richards, Prof. R. H., 432. Richards, Mrs. Robert H., 1061. Richards, Zalmon, 1495, 1496, 1500, 1510. Richardson, C. F.,937. Richardson, Ernest C., 875, 976. Richardson, James, death and sketch, 1776. Richardson, M. A., 952, 965. Richardson. Tobias G., death and sketch, 1757. Richardson, William, 401. Richey, J. Burdette, 406. Richmond, Mrs. Augusta, death and sketch, 1776. Richmond (Ind ) Morrisson library, 954, 967. Richmond College (Ya.) 1679-1681; aid to stu¬ dents, 1592; James, Thomas, museum lec¬ tures, 1682; special features of, 1682. Richmond Thelogical Seminary, courses not re¬ stricted in, 1555 ; course quoted, 1567. i Richon, G., 894. Richter. 270. Richter, Albert, 394. Richter, Karl, 394. Richthofen, F. Y.. 285. Riecke, G. A., 390. ! Rickoff, Dr. Andrew J., 423, 1498, 1510: reads pa¬ per, 1288. j Riedel, Franz X., 1780. Riedler, Professor, 12; on American technological schools, 657-686. Riemenschneider, C., 414. Riggs, J ames G., 405. Rights of communes, 163. Rights of conscience, 162. Rigling, Alfred, S84. Riheldaffer, Rev. J. G., 1777. Riley, A. D., 260. Riley, Athelstan. 209, 210, 211, 212. Riley, M. M., 419. Rindge, Mr., founds Cambridge manual training school, 680. Ringland, Adam, 412. INDEX 2137 Riordan. Joseph, 409. Ripon College, aid to students, 1593. Ritter, Carl, 282, 284 ; a founder of scientific geog¬ raphy, 282: noted men teaching his ideas, 283. Rivalry between the States, value of, 616; of pri vate establishments. 233 : unhealthy, 272. Riverside public library, 950, 964. Rio, Brazil. Academy of Fine Arts andMusic, 1219; college at, 1219: commercial institute, 1219; institute for blind and deaf, 1219; library, 1219; national museum of natural history, 1219. Roanoke College, aid to students, 1592. Robb, John A., 406. Robbins, Edward D., 1643. Robbins, H. E., 399. Robbins, Dr. Jane E., conducts college settlement, 530. Robert Elsmere, 528. Roberts. Lady. 1174. Roberts, William, 1496. Robertson, George C., death and sketch, 1764. Robertson, W. W., 420. Robinson, Benjamin F., 402. Robinson, Hugh, 410. Robinson, Louis, 390. Robinson, O. D., 14, 1489, 1493. Robinson. Otis H., 933. Robinson, W. E., 402. Robinson, W. F., 410. Robinson, William E., death and sketch, 1758. Robinson Crusoe as a center of school work, 1505. Robnett, J. D., 416. Rochester (27. T.) kindergarten exhibit, 1071. Rochester Theological Seminary library, 889. Rochholz, E. L.. death and sketch. 1764." Rochow, F. E. von, reader of, mentioned, 640. Rockefeller, John D., and University of Chicago, 607 : contributes to Chicago University, 676 note. Rockford, Ill., 79: public library, 953, 967. Rockford College, S9 ; aid to women students, 1593. Rockford School, 1109. Rock Hill College, Maryland exhibit, 493. Rock sections in exhibits from Upsala Uni¬ versity, Sweden, 498. Rockwell, John C., 405. Rodreques, Jose Julio, 1783. Rodgers, Christopher R. P., death and sketch, 1758. Roemer, Jean, death and sketch, 1758. Rogers, C. P., 401. Rogers, Henry W., 410. Rogers. James, 414. Rogers, James E., 410. Rogers, Randolph, death and sketch, 1764. Rogers, Rovillus R., 404, 1493. Roger Williams University, manual labor at, 1553. Roller, F. J., 406. Roller, H. S.,418. Rollinson, H. B., 404. Roman Catholic educational claims, 456 ; missions and schools in Alaska, 1737 : schools, 52, 68. Romanes, G. J., 390. Rommel, E. A., 319. Rompler, Herm. Fr., 394. Room ventilated, 195. Roop, C. Y., 399. Roose, Professor, 1145. Root, A. S., 885. Root, Prof. F. W., 423, 431. Roots, Sanskrit, of Inao-Gerntanic words indi¬ cated actions, not objects, 374. Ropes, William L.,881. Roscoe, Prof. W. E., 1737, 1738. Rosenherger, A., 411 . Rosing, Miss, 11C6. Ross, Charles C., 419. Ross. George W., 9, 246. 424, 1213. Ross, W. W., 405. Rosseter, E. C., 400. Rostock, Mich., 1781. Roth, Theo. B., 415. Rothang, J. G., 321. Roubais, photographs of schools, 588. Rouleau, Thomas G., 430. Roumania, statistics of education, 2076 Round-table discussions, 1505. Rounds, Prof. C. C., 436, 1019. Rounsavall, R. O., 419. Rousseau, 588 ; ideas of first lessons in geography, 281. | Roustan, Honor6, 338. I Rowe, Prof. H. M., 433. Roxbury Latin School, diagram of time given to various studies, 683. | Royal Academy of Fine Arts, course in typo¬ graphic drawing, 597. i Royal Academy of Medicine, 185. Royal Academy of Science, Literature, and Art, ! 186. Royal Academy of Sciences, 185. Royal Agricultural Society of England, 1177. Royal Athenees, 174. Royal charters, only mention of education in, 1230. Royal College of Science, 1176. Royal commission, 20.’. Royal decree. 180, 194. Royal Free Hospital, 1175. Royal Library at Brussels, 186. Royal Medical Academy at Brussels, 186. Royal Museum at Brussels, 186. Royal aSTormal College for the Blind, London, 1151. Royal Poly teehn icum at Berlin, 12. Royce, Josiah. 390, 435, 643. Ruano, Dr. Alberto Gomez, 424. Rubens, pictures of, mentioned, 622. Rucker, W. H.. 400. Rude methods, 1185. Rudolph, E.. 1781. 1 Rudolph Indexer Company, plan for reprinting titles of American books, 579 note. Rue, David E.. 404. Ruegg, Prof. H. R., 1784. Ruetenik, H. J.. 414. Ruge, Dr. Max, 1782. Ruggles, Professor. 1018. Ruggles, Miss Henrietta J.. death and sketch, 1758. j Rugs from Damascus, handiwork, 501. j Rules and regulations, teachers trying to keep within, 516. Rules for cataloguing, 836-848; for library man¬ agement, 941 ; recommended, 755. . Romford, Count, complete works, 1061; inven¬ tions, 1061. Rumford kitchen exhibit, 1060, 1061. Rundlett, Louis J., 403. Runkle, President, 1199. Runkle. Prof. J. D., 423, 1057. Runkwitz, K., 1782. Rupert, William M., 407. Rural or industrial communes, 196. Rural schools, grading in Hew Jersey, 1664 ; short terms, 539. Rusch, G., 321. Rush, Benjamin, views on national university, 1305-1306. Rusk, Gen. Jeremiah M., 1777. 1 Ruskin, John, 939, 1173. ! Russell, B. B., 402. Russell, E. Harlow. 365, 390, 436,638; methods of studying children, 636. Russell, Frank P., 399. Russell, Prof. Israel C., 426. Russell, John, Lord, 1169. Russell, William, 1498. ! Russia, class distinctions in. 1197 ; colleges for women, commission on regulation. 688; courses offered, 6S9; courses preferred, 689; established, 688 : homes of pupils, 690 ; inter¬ est in philosophy in, 690 ; medical courses, 690; sources of support, 690; statistics, 689 ; work in languages, 690; work in national history, 690 ; complexity of forms iu, 1197 ; delegates to World's Fair, 556; education in. 10; under control of different ministries, 687 ; educational exhibit, 500, 548, 624. 652, 653,1196; extent, 652; girls’ handiwork ex¬ hibit, 455; girls’ schools. 687, 688; grammar grade, geographies on, 651 ; higher education of women, 687-690 ; Jewish aversion to agri¬ culture in, 652 ; length of medical courses, 1631 ; manual training of, 500 ; Americans on, 573; imitated, 526 ; religion in schools, 1197 ; schools for special classes, 500 ; statis¬ tics of education, 688, 2076; subordinate grades, 1197 ; women doctors in, 1197, 1628. Russia leather, 910. 2138 INDEX, Rust, B., 408. Rust, Mrs. M. C., 950, 964. Rutgers College, New Jersey, 1071 ; aid to stu¬ dents, 1586. Rutli, Albert, 407. Rutherford, L. M., death, 1758. Rutherford, Miss M., 417. Ryan, George G., 404. Ryerson, Rev. Edgerton, 252, 1213. Ryland, Rev. C. H., 1679. Ryland, Dr. Robert, 1681. Ryland, W. S., 411. Ryon. Charles M., 404. S. Sabbatical year in American colleges, 529. Sabin, Ella C., 420, 1121. Sabm, Henry, 397, 437. Sacconl-Ricci, Giulia, 894. Sachs, Julius, 1493. Sacramento free public library, 950, 961. Sacred Heart Convent, San Francisco, exhibit of illuminated work, 508. Safford, Adelbert Leon, 402. Sage, Henry ML, adopts policy of E. Cornell, 665. Sage library, 882. St. Benedict’s College, aid to students, 15S6. St. Bonaventure’s College, aid to students, 1586. St. Catherine’s College, aid to students, 1605. St. Charles College, aid to students, 1585. St.Clair, Mrs. F. P.,418. St. Clair papers, cited, 1274. St. Etienne, deaf mute exhibit, 651. Saint-Foix, Comte de, 337, 352. St. Ghislain, 191. St. Johnsbury (Vt.) Athenaeum library. 963, 975. St. John's College, Cambridge, aid tostudents, 1606. St. John’s College, Maryland, aidto students, 1581. St. John’s College, Oxford, aid to students, 1601. St. John's Institute for Deaf-mutes, 1122. St. Joseph’s Academy, St. Augustine, Fla., 1136. St. Joseph’s Orphan Asylum, altar exhibit, 493, 651. St. Lawrence Island, 1735; no teacher for, 1736; scene of tragedy, 1736. St. Lawrence University, aid to students, 1586. St. Louis, exhibit of technical schools, 647 ; kin¬ dergarten display, 489; kindergarten in, 1127; medical school for women, 611 ; normal school, 1160 ; opening of new public library building, 1659 ; public high school, mention¬ ed, 680; post-graduate medical schools. 610; school system, 1127 ; schools, Dr. Rice on, 567 ; Washington University. 1128. St. Louis manual training school, 1127, 1159; ac¬ count, 679. St. Louis mercantile library, 876. St. Louis Polytechnic School, length of course, 668. St. Louis public library, 875, 959, 971, 1659. St. Louis University library, 887. St. Luke’s Hospital" Chicago, 1109. St. Luke’s School, 190. St. Mary Hall, aid to students, 1601. St. Nicholas, 191. St. Patrick’s School, Nashville, 1136. St. Paul, exhibit, character, 646: excellence. 489; manual training exhibit, 572; model school exhibit from, 489, 621 ; new methods in, 618; schools, character, 523 ; Dr. Rice on, 568. St. Paul public library, 959, 971. St. Peter’s College, aid to students, 1603. St. Petersburg, College for women established, 688 ; educational museum mentioned, 650 ; head¬ ache among school children, 637 ; technolog¬ ical institute, 1199. St. Stephen’s College, aid to students, 1586. Salaries, 176; and classification of teachers, 175; annual, 193; forurban schools, 347 ; average, 167, 204, 207, 222 ; expenditure for, 183 ; in Belgium, 162-170; in New York City, 1620; in University of Michigan, 672; in urban schools, 347 ; of American professors, 673 ; of American teachers, 546-615; of assist¬ ants, 754 ; of professors, 180 ; of teachers and superintendents, 3, 23, 31, 200, 254; table, 175. Sale, Professor, 259. Sale, A. R., 401. Salem exhibit, 1032. Salem Bentlej' school, 1159. Salem (Mass.) public library, 858, 889, 957, 970. Salient features of educational work as shown by the exhibits, 460. Salisbury, Bishop of, 216. Salisbury (Conn.) library, 952, 965. Sallwiirk, E. v., 394. Salmond, Dr., 259. Salute to flag in American schools, 590. Salvador, statistics of education, 654, 2078. Salzmann, influence on German schools, 558. Samples of school work, 189. Samson, George W., 418. San Diego public library, 950, 964. San Domingo, educational statistics, 654. San Francisco, evolution of universities in, 607; manual training school mentioned, 679 ; med¬ ical schools buildings, 608; mentioned, 605; older, developed by rivalry, 607 ; new meth¬ ods in, 618; public school system of, 620. San Francisco mw library, 886. San Francisco mercantile library, 878. San Francisco public library, 876. Silver Street Kindergarten, exhibit in drawing, 1492. Sanders, D. J., 413. Sanders, Minerva A., 963, 975, 992. Sanders, Thomas J., 414. Sanders, W. F. L., 400. Sanford, Mrs. C. H., 951, 964. Sanford, E. C., 390. Sanitation, exhibit, 1087 ; instruction in, 448. Sanitary conditions and phvsical development, 463. Sanitary requirements, 187. Sanor, S. D., 405. Sanskrit, at Bryn Mawr, 533. Sanskrit roots indicated actions, 374. Santa Barbara free public library, 950, 964. Santa Rosa library, 950, 964. Sanz Del Rio, 390." Sargent, A. L., 956, 969. Sargent, Prof. D. A., 423, 528. Sargent, E. B., 937. Sargent, J. S., prepares juvenile index, 582. Sargent, Winthrop, agent of Ohio Co., 1270. Sargent machine, charterized, 528. Sarmiento, Argentine statesman, 1220 ; President of Argentine Republic, 1221. Sartain, Miss Emily, 431. Sartin, Miss Emily, 1087. Sarver, John M., 1493. Sator, Charles R., 401. Saunders, Frederick, 870. Saussure, Horace Benedict de, 284. Savage, Frank, 402. Savage, G. M., 415. Savage, Minot J., 390. Savage, W. H., 407. Savings banks. 7 ; school, 173, 1154; schools main¬ taining, 205. Sawyer, George F., 404. Sawyer, Hugh W., 401. Saw.ver, W. C., 409. Saxe-Altenburg, statistics of education, 2074. Saxe-Coburg-Gotha, public schools in, 324; statis¬ tics of education, 2074. Saxe-Meiningen, statistics of education, 2074. Saxe-Weimar, statistics of education, 2074. Saxe-Weimar-Eisenach, Gustave, Prince of, death, 1762. Saxman, Prof. S. A., 1742. Saxony, illiterate recruits from, 328; no educa¬ tional exhibit at World’s Fair. 549; statis¬ tics of education, 2074. Scandinavians in Chicago, 590. Scantlin, Louisa, 953, 967. Scarborough, John C., 398. Scarlett, Augustus, 1076. Schaefer, - , 1782. Schaeffer, Charles A., 410. Schaeffer, Nathan C., 398, 1671. Schaerbeek, 190, 191. Schaff, Rev. Philip, 1777. Schallenberger, Margaret E.. 399. Schaller, Dr. Ferdinand, death and sketch, 1764. Schapman, H. A., 412. Scharlach, Chr. Fr., 1782. INDEX. 2139 Schaumburg-Lippe, statistics of education, 2074. Schedule of 'work, 198. Scheffel, read by blind, 551. Seheller, Rein, and Hickel, 394. Scheme of mobilization for Catholic school ex¬ hibits, 505, 506. Schemstkin, Mme, von, delegate to "World’s Fair, 556. Schenkcndorff, Mr. von, collects German exhibit in manual training, 569. Scherer. J. J., 420. Schitf, Mme., mentioned, 690. Schiller, mentioned, 550; read by blind, 551. Schiller, J.D.,402. Schiller, Herm., 894. Schilling, G., 894. Schlee, Dr. E., 425; account of, 533; on the public school system of United States, 534-547; source of information, 534. Schleiermacher, A. A. E., 895. Schlotterbeck, B., 1782. Schmerz, L., 390. Schmidt, prepares German report on education, 549. Schmidt, Joseph, 410. Schmidt, Dr. Karl, 396. Schmitt, Johann, 1782. Schneider and Petersilie, work on Prussian school system, 549, 550. Schneider, J., death, 1764. Schnerr, Leander, 415. Schoechert, Rev. John Herman, 1737. Schoener, Rector, 1782. Scholarshiyj, low rate of, 451; of importance in teaching, 1656. Scholarships, and prizes, 182; in English univer¬ sities discussed, 1575; number, 169 ; imblic and private, 174; traveling, 182. Scholastic affairs, 159. Scholastic authorities, supervision of, 343. Scholastic work, 220. School adminstration, 197, 245; method and care of, 560. School age, 264; at which pupils leave, 166; obliga¬ tory, 8. School apparatus exhibit from Stillwater, Minn., 502. School architecture, suggestions for, 1051. School attacking the physical vitality of the race, 363. School attendance, 166, 172, 248 ; and State help, 506 ; discussed, 537 ; in Austria, 615, 1180; in Eng¬ land and Wales, 203, 615 ; in France 552, 615; in Italy, 615; in Prussia. 552, 615, in public, 172; in United States, 615; no compulsorjr law for, 522 ; statistics of, in United States, 563; subsidized schools, 172. School board, 204; elections, 217; in London, 7; power, 649. School books, French exhibit, 588. School building, 352; appointments, 616 ; character, 617, 718 ; expenditure for, 23 ; in America, 615. School circulation, record of, 696. School colonies, 173. School committee, 163. School commencement, attended, 592. School curriculum, shortening the, 1451. School education, questions of international in¬ terest, 439. School exercises, 197. School exhibits, 461 ; character, 630 ; difficulties of comprehension, 590, 591 ; made attractive, 461; of Boston, 482; of Uruguay, 448. School fees contributed, 171; reduction of, 203. School for children of the nobility, 1209. School for deaf-mutes in City of Mexico, 1218. School for engineers at Willets Point, mentioned, 659. School for flower makers, 190. School for the blind and dumb in Tokyo, 1209. School for the blind at Janesville, Wis., 1119. School for the feeble-minded at Faribault, 1123. School fund of Connecticut, mentioned in consti¬ tution, 1321 ; of Iowa, mentioned in constitu¬ tion, 1331; of Hew York, history, 1330 note. School furniture, 12; expenditure for, "23. School grades, age-marks differences, 376. School hours, length, 352; in Boston, 628. Schoolhouses, 2, 23, 252. School hygiene, 19S, 363; in United States, im¬ portance of, G4S ; Commissioner of Education on, 649. “ Schooling ” turning children against work, 1658. School instruction given to techniques, 1461. School journals in Germany, 551. School lands, first mentioned in Vermont consti¬ tution, 1314; importance of. in American system, 621; of Iowa, mentioned in consti¬ tution, 1331. School legislation, 13; in Connecticut, 1642-1799, 1240-1256; in Pennsylvania, 1261-1267; of Plymouth colony, 1238, 1239. School libraries, 353, 916, 917 ; expenditures for, 23 ; first development of, 1325. School management, 161 ; methods of discipline, 350. Schoolmasters, act concerning, in Connecticut, 1247 ; communal, 200 ; in Massachusetts, qualifications of, 1235, 1236. School moneys, receipt of, 34. School of applied design for women, exhibit, 1075. School of Arts and Trades, Leipsic, course in typographic drawing, 597. School of design for women, Philadelphia, 1087. School of mines, France, exhibit, 589. School of mines, London, 259. School of mines of Hainaut, 192. School of mines of HSTorth Dakota, provided for in constitution, 1398, 1400. School of pedagogy, 253; in University of Kew York City, account of, 635. School of practical science. 255. School of seamanship, 189. School of swimming, 447. School of technology in Boston, 256. School of the future, 358. School of weaving, 187; at Horrkoping, Sweden, 498. School officers of State, 397. School organization, 352. School papers published by high schools, 1027. School population, relation to total population, 25; daily attendance, 28. School privileges at Port Simpson, 1742. School programmes, 352, 1469. School property, 2, 479 ; value, 23, 32, 46. School registers, 26. School registration, free, 619. School revenue, 35. Schoolroom, American, impressions made by, 626; effects counteracted by playground, 383. Schoolrooms, not used for religious instruction, 536; sisters nottowearreligiousgarbin,'536. School savings bank, 7, 173, 205, 354, 1154. School society of Connecticut, character indicated by regulations of, 1796, 1254; substituted for town, 1253. School statistics of 1890, 143. School supervision, importance of, 629. School system controlled by States, 523; no na¬ tional organization of, 523; of Great Brit¬ ain, 7; of West Virginia. 1695; Waetzoldt on, 548; strong points in America, 440. School taxes, 342; character, 619; privileges of cities, 523. School term, 2 ; length of, 2, 166; shortening of, 40. School vacation, 173. School work, exhibit of Alaska, 473 ; exhibition of, 168 ; J. M. Rice on, 648 ; practical charac¬ ter of, in United States, 634; Robinson ' Crusoe as a center of, 1505; samples of, 189; utilizing Columbian Exposition in, 458. School yard, opened, 195. School year, duration, 2, 204, 248; in America, 538, 563. Schools, agricultural, 342, 354; American, criti¬ cisms, 567 ; American fondness for, 587 : and population, 194 ; blackboards in, 617; classi¬ fied, 21; clerical, 171, 176; common, in Con¬ necticut, see Connecticut; conduct of, 616; decentralized in America, 561 ; decorations in, 618; elementary, number in United States, 593 ; expenses, 593 ; time consumed by, 542 ; employment of men necessary to raise the level, 526 ; of women as teachers in, 526; equipment, 44; exhibits in women's and children’s buildings. 591 ; expenditures in America and Italy, 615 ; fire escapes in, 2140 INDEX, 618 ; for men, 169 ; for printers, 597 ; for re- ! formatory or criminal classes, exhibit, 495 ; J founded by women, 1176; general descrip- I tionof, 617, 618; gradation of American, 524 ; 1 hygienic examination of, 363; in Alaska, 1731, 1745; amounts contributed by Federal Government and by churches, 1747 ; in Bel¬ gium, 160; control of, 166; for adults, 160; in Italy, for soldiers, 1187 ; inspection of higher, 223; internal conduct of, 170, 225; lavish representations of, 621 ; maintenance of, 199, 340 ; methods of teaching, 616 ; mixed, 194 ; for whites and negroes, 527 ; model ele¬ mentary, 170; must prepare for practical life, 352; new methods in newer cities, 618; i no entrance without authority in Germany, • 324 : notions of agriculture in, *169 ; of Egypt, i exhibit, 451 ; of New Haven County, Conn., j 1634; of theology, law, and medicine, 96; oral instruction in, 617; organization and conduct of, 207; overcrowded, 44; recon¬ structed in accordance with child nature, 358; rivalry between States over, 616; seats and desks in New York. 617 ; sectarian, jiro- posed constitutional amendment against, 1294 ; separate for whites and blacks, 527 ; j special trade, 188; State, tendency toward uniformity, 625; statistics of industrial courses, 188, 191; statute to reguiare, 245, 246; supervision of, 441: technical and in¬ dustrial, 186; training in, 170 ; treatment of j maps and pictures, 618. See also Education, constitutions on, High schools, Public high schools. Schopenhauer, A., 939. Schoppner, E., 320. Scliornstein, Dr. E., 1782. Schottmuller. Dr. Conrad, 1782. Sclireiber, Felix, 394. Schreiber, Prof. George L., 430. Schroder, 390. Schubert, Anton, death and sketch, 1764. Schuette, C. H. L., 414. Sclmltheiss, W. K., 390. Schultz, Aug., 415. Schultz, F.. 390. Schulz, F. A., 1782. Sehurman, J. G., 413, 423, 535, 1493. Schwab, Dr. J. C., 995. Schwrartz, Mr., 1033. Schwartz, J., 895. Schwatka, Frederick, death and sketch, 1758. Schwarzburg-Rudolstadt, statistics of education, • 2074. Schwartzburg-Sondershausen, statistics of edu¬ cation, 2076. Scidmore, Miss Eliza Ruhamah, 426. Science, American, Jules Yiolle on, 593-599; geog¬ raphy as a, 284; inferior to dollar in United States, 595; popularized in America, 561; practical school of, 255; should be taught by scientists, 1487 ; value of, as an educative study as compared with language, 440. Science of education possible, 1479. Science of paidology, 362. Science of statistics, 1505. Science teaching, 1019 ; laboratory method in, 462. Sciences. 182; accessory, 235; and arts, support of 161; commercial, 178; experimental, 234; faculty of, 234; indispensable for practice in induction, 1479. Scientific branches, 349. Scientific cookery, 447. Scientific course! 55, 61. Scientific diploma, 184. Scientific explanations, children accept as final, 378. Scientific generalizations, observations material for, 364. Scientific instruction for workmen, 186. Scientific notions necessary to agriculture, 1181. Scientific preparation, 227. Scientific pursuits, standard of usefulness applied in, 382. Scientific Review, mentioned, 612. Scientific School of North Dakota, mentioned in j constitution, 1398. Scientific schools, statistics, 1981. Scientific studies for medical students, 9, 228, 229. Scientific training versus classical, 176. Scientists, French, 229. Scioto River, proposed boundary, 1269. Scotland, aids other than elementary schools, 1172; education act, 207; population, 207; prevalence of schools in, 207 ; statistics, 207 ; of education, 2076. Scott, Dr.. 259. Scott, Angeline, 952, 965. Scott, Austin, 413. Scott, Dr. Charles, 1777. Scott, Charles B., 1494. Scott, I. B., 416. Scott, Rev. John AY., death and sketch, 1758. Scott, Marcus AY., 404. Scott, Orion C., 401. Scott, William H., 414. Scovel, S. F.. 414. Scranton (Pa.) public library, 962, 974. Scrapbooks, 999. Scribner’s Sons, mentioned, 576. Scripture, E. W., 382, 390. Scriptures, college students ignorant of, 536. Scudder, H.E.,949. Scudder, John H.. 1076. Seamanship, school of, 189. Search, P. AY.. 399. Seats and desks in New York schools, 617. Seattle public library, 963, 975. Seaver, Edwin P., 402, 428, 1494. Secomb, D. F., 959, 972. Second language, 169. Second stage of library development, 713. Secondary and superior instruction, 349. Secondary course, nonclassical, 226. Secondary education, 225, 231 ; discussion of, 541; in Pennsylvania, 1074 ; of United States, 1462; regulation of, 1493; teaches higher studies, 441. See also High schools. Secondary schools, 175, 438; a two-foldcourse, 1462; complete course, 1452; classified, 1489; for bo3's and for girls, 223; growth of, 52; in America, 590; character ,678; in New Zea¬ land, 258; in Uruguay, 339; investigation and observation in. 678 ; number, 678; objects of, 438; private, 1463 ; programmes, 1480 ; re-, form of, 1448; remedies for evils of, 1484; summary of statistics, 1; weak points in, 14; without Latin, 678. See also High Schools; Public high schools; Schools. Secondary studies in universities, 349; obligatory and" optional, 349. Secondary study, 176. Sectarian instruction, 162, 204, 209. Sectarian laws, proposed constitutional amend¬ ment against, 1294. Secular schools changed to sectarian, 171. Sedgwick, Albert, report on Connecticut common- school fund quoted, 1260. Seehaus, Karl, death, 1784. Seeley, Charles A., death and sketch, 1758. Seelye, L. Clark, 418. Seelye, O. C., 408. Secrley, Homer H., 1124. Seguin, E., 390. Seibert, A. E.,321. Seidel. Friedrich, 1782. Seip, Theodore L., 414. Selden. J. H.,412. Selection of studies determined bv environment, 1477. Self-help. powTerof, increased by a good school, 439. Self-instruction, habit of, 1642. Self-reliance, practical result of education, 1670. Seligman, E. R. A., 995. Selke, 1782. Selwyn College, aid to students, 1608. Semetchkine, Mme. T. B., directs Empress Marie exhibit, 652; on Tadd’s new method of dxaw- ing, 645 ; superintends Empress Marie ex¬ hibits, 687. Seminaries, religious, 342; statistics of land grants for, 1284; statistics of scrip issued, 1285; summary, 1285. See also Documents illustrative of American educational history. Seminary work, ?76. INDEX, 2141 Semitic languages at Bryn Mawr, 533. Semmig, H., 390. Sensualization and experiments in natural study, 283. Seney, George I., 1777. Sense perception, fundamental importance of, 359. Separate schools, 252; for negroes in South, 648. Separation of church and state in Mexico, 1217. Serdobinsky. lime., mentioned, 690. Servia, statistics of education, 2076. Service, conditions of, 181 ; qualification for, 268. Serviss, John G., 404. Sessions, F. J., 401. Settle, A. P., 403. Sewing, in Italian schools, 2\ew York, 1620; in public schools, opposition to. 643 ; specimens exhibited, 625. Sewing hooks, 912. Sex, census by, 158 ; of teachers. 30. Sexes, disparity between, 270, 271. Seydel, Mr., quoted, 332. Seydlitz. E. v., 313. Shading, form and inclination of relief expressed by, 313. Shallenberger, O. B., mentioned, 660. Shamiansky. lime., contributes to woman's edu¬ cation in Russia, 691). Shand, Dr., 259. Shannon, R.D., 1127. Sharp, Mr., 212. Sharp, Miss Cath. L., librarian, 576. Sharpless, Isaac, 415. Shaw, Albert, 1125. Shaw, Hon. E. M.. 1018. Shaw. Dr. Edward R., 429. Shaw, James. 953, 966. Shaw, Mrs. Quincy, 357. Shaw Universitjy law course mentioned, 1566; medical department, 1564, 1565; pharmacy course, 1565. Shawan. J. A., 405. Shea, John D. G., death and sketch, 1758. Sheakley, James, mentioned, 1746. Shearer" J. B., 413. Shearer, J. L., 399. Shearer, William J., 406. Shearman, F. W., cited, 1275. Sheats, W. N., 397. Shedd, William F., 409. Sheepshank’s astronomical exhibition, Cambridge University, 1603. Sheffield. Mr., founds scientific school at Yale, 661. Sheffield Scientific School, 603. 1067 : founded. 661; no laboratory instruction in, 668. Shelburne Falls, Mass., Arms library, 957, 970. Sheldon, Clara, 419. Sheldon, Dr. E. A., 423, 428. Sheldon, Hon. W. E., 427, 1496, 1498, 1510, Shelikoff, Gregory, 1737. Shelter in school "and home the first essential, 369. Shelton, Charles Eldred, 400. Shepard, Mr., mentioned, 1227. Shepard. Elliott Fitch, 1777. Shepard, Mrs. Elliott F., 1732. Shepard, Capt. L. G., 1705. Shepherd, H. E., 415. Sheppard, Isaac A-., 42. Sherbrooke, Robert Lowe, Yiscount, 1171 ; death and sketch, 1763. Sherman, Mr., of Connecticut, votes against national university in Federal Convention, 1293. Sherman, Miss Marion S., death and sketch of, 1749. Sbiel, Robert, 406. Sliimer, Prof. Edgar D., 429. Shinn, J. F., 405. Shinn, J osiah H., 113, 1019, 1135. Shinn, Milicent W., 390. Shippen, Edward, mentioned, 1265. Shirey, J. D.. 414. Shives, E. J., 406. Shoes, handiwork, from Adrianople, 501. Shorthand report of schoolroom work at Denver, 449. Shorthand reports of sermons by pupils in Catho¬ lic schools, 513. Shoup, Prof. hT. J., 1777. Shull, John E., 404. | Shull, Samuel E., 407. Shultz, Charles B., 419. j Shultz, F. T., 405. j Shumway, Miss, 1109. ! Shurtlefi', N. B., 895. Shurtleff College, aid to students, 1580. Shuttleworth, Sir James, 1169. | Siberia, wild deer men nonprogressive, 1707 ; rein¬ deer sentto Alaska, 1730; superstitions, 1706. I SibiriaeofF, Mme., contributes to woman’s educa¬ tion iu Russia, 690. I Sibley, Henry O., 883. 1 Sibley College, charges for technological instruc¬ tion, 672. ! Sickley, John C., 962, 974. ! Sidney Sussex College, aid to students, 1607. Sigismund, B., 390. Signs of ideas, muscular motion, 364. Sikhs and Jains in India, 263, 266. Sikorski, 390. Silas Bronson ( W aterhury, Conn.) library, 952, 965. Silhouette practice maps, 288, 315. ! Silow, Capt. Carl, 435. Simeoni, Cardinal, death and sketch, 1764. Simmons, Henry C., 414. Simmons, J. W.‘, 402. Simmons, T. J., 417. Simonds, Henry A., 408. Simonson. R. B. D., 403. Simpson, J. Clifford, 403. Simpson, John AY., 414. Simpson, Medora J., 955, 968. Simpson College, 1125. Sims, William H.,400. Simultaneous development, 197. Simultaneous reading, duplicates for, 695. Simultaneous system employed, 350. j Singing, 167, 199. Sinkler, Robert, petitions for education, 1264. Sisters of Mercy, exhibits at AVorld’s Fair, 651. Sisters of Notre Dame, exhibit at AYorld s Fair, 493, 651. Sisters of the Poor in Christ, exhibit at AYorld’s Fair, 651. Sistine Madonna, mentioned, 638. Sites for school purposes, 23.* Sitka, colonial school at. 1743 ; old capital of Rus¬ sian possessions, 1743 ; Presbytery of Alaska organized at, 1744; school opened in 1805, 1743 ; training school at, 1741. Sitkas, 1743. Skilled workmen, architects and engineers, 256. Skinner, Charles R., 398. ! Skinner, J. B., 417. i Skinner, Rev. Thomas H., death and sketch, 1758. | Slade, James P., 400. ! Slater, John F., suggests the training of negro teachers, 1560. ; Slater fund, amounts disbursed, 1563 note; contri¬ butes to Claflin University, 1552, 1553 ; gives aid to medical colleges, 1564; gives assistance L, manual training among negroes, 1559, 1560; plan of distribution changed, 1560. Slater, AVilliam A., 926. Slaton, AV. F., 399. Slauson, H. M., 4C0. Slippery Rock (Pa.) school, exhibits, 485. j Slocum, A. G., 412. | Slocum, AVilliam F., jr., 409. | Sloid and gymnastic exhibits in Swedish schools, 498; in public schools of Stockholm, 1192; Lundin’s system of, for girls, 448; work of girls in Albany (N. Y.) high school, 484. Slake, Wenzel, death and sketch, 1764. Smart, James H., 1101, 1510. Smedley, Fred. W., 400. Smith, A. G. C., 407. Smith, Adam, quoted on education as exception to law of supply and demand, 1290. Smith, Ambrose, 410. Smith. Asa Dodge, 1022. Smith, Miss Annie Tolman, 157, 219. Smith, B. H., 412. Smith, Rev. Benjamin Moshy, 1777. Smith, Cyrus E., 404. Smith, Edgar M., 418. Smith, Edward P., death and sketch, 1758. Smith, Gen. Edmund Kirby, 1777. Smith, Frank M . , 398 . 2142 1- Smith, Frank P., 401. Smith, George TV 7., 409. Smith, Gold win, 939. Smith, H. TV., cited. 1274. Smith, Hon. Hoke, 15. Smith, J.E., 407. Smith, Dr. J. Gardner. 434. Smith, Miss James, 418. Smith, Miss Kate, 1141. Smith, L. P., 895. Smith, Lee, 407. Smith, M. C., 405. Smith, Margaret ix., 396, 430. Smith, Mary M., 950, 964. Smith, Dr. Nathan, 1021. Smith, Miss Kora, 1141. Smith, O.E., 401. Smith, Phoebe, 1108. Smith, Robert D., 419. Smith, Eos well, death and sketch, 1758. Smith, Rufus TV\, 417. Smith, Sidney, 1174. Smith, Walter M.. 888. Smith, William W., 416, 420. Smith Academy, St. Louis, mentioned, 680. Smith College, aid to women students, 1593; ex¬ hibit, 482. Smithsonian Institution, 480, 706, 999; exhibit, 1145 ; organ for exchange of official publica¬ tions, 582. Smyrna, exhibit of harness from, 501. Smyth, Anson, 1498 Snow, Benjamin B., 404. Snow, F. H., 411. Snow, Miss Mary S., 401. Snyder, A. J., 400. Snyder, Henry, 404. Snyder, J. H."406. Snyder, W. R., 400. Snyder, William S., 404. Soboba, Cal., Indian school exhibit, 504. Social and industrial conditions in India, 263. Social equality and coeducation, 595. Social leaders, many sprung from humble begin¬ nings, 522. * Social relationships developed in graded schools, purpose of Dr. Hailmann, 487. Socialism in Boston, 528. ‘Societies, dramatic, 192 ; educational. inFruguay, 354; learned, inBelgium, 186; philanthropic, 173. Society for Encouragement of Fine Arts, exhibit mentioned, 652. Society for Manual Training, exhibit purchased, 570. Society for Prevention of Cruelty to Animals, ex¬ hibit, 655. Society for Prevention of Cruelty to Children, exhibit, 655. Society for the Collegiate Instruction of Women, aid to students’, 1593. Society of Antiquity, 703. Society of Friends of Peace, exhibit, 655. Society to Encourage Studies at Home, 1060. Soignies, 191. Soil, landscapes due to peculiarity of, 287. Soldan, F. L.,1510. Sollier, Paul, 390, Solomons, A. S., 1151, 1152. Somerville exhibit, 1033. Somerville (Mass.) public library, 957, 970. Sonnenschein’s list of best books, 312. Sonnenscken, W. S., 937. Sorin, Rev. Edward, 1777. Soro, Denmark, boarding school, 1190. Soule, C. C., 988. Soule, Col. George, 423, 433, 1148. Soule’s Commercial College, Hew Orleans, 1136. Sources of children’s theological ideas, 378. Sources of revenue, 23. Sousloff, Mme., first woman doctor in Russia, 690. South, manual training schools in, mentioned, 679; no compulsory education, 537 ; women teach¬ ers, 545. South America, American rivalry for commerce of, 529; educational exhibits at World’s Fair, 548, 549; of Argentine Republic, 549; of Brazil, 549; of Uruguay, 549; statistics of education, 654. INDEX. [ South American countries, 10. ; South American French colonies, educational ex¬ hibit, 497. South Australia, statistics of education, 2080. Southbridge (Mass.) public library, 957, 970. Southby, William, 1265. South Carolina, claims part of West, 1268; consti¬ tution of 1868 on education, 1358; education in, 1677; medical requirements, 1620, 1621, 1622 ; more money needed for schools, 1677 ; no education in constitutions of 1776. 1778, and 1790, 1318; pecuniary aid to students, 1590; public school, cost, *535; school attend¬ ance in, 563 ; statistics agricultural and me¬ chanical colleges, 1974, 1976, 1979; commer¬ cial colleges, 2022, 2038; blind institutions, 2056,2059-2060; deaf institutions, 2042, 2046, 2049; city schools, 1798; law schools, 1989; medical schools, 1993; normal schools, 2008, 2012,2016; public high schools, 1873 ; schools of theology, 1987 ; universities and colleges, 1965: woman’s colleges, 1971: votes for na¬ tional university in Federal Convention 1293. South Carolina College, aid to students, 1599. South Carolina State library, 889. South Dakota, constitution of 1889 on education, 1394 ; exhibit, 1130 ; of school work, 490 ; land- grant act for education, 1273 ; medical edu¬ cation in, 1620; medical requirements, 1620, 1622 ; pecuniary aid to students, 1590 ; pro¬ visions for agricultural college, 1295; spe¬ cific land grants to, 1273; State University I award, 1131; statistics, Agricultural and Mechanical College, 1974, 1979; city schools, 1798; commercial colleges, 2023,2038; deaf institutions, 2042, 2046, 2049; normalschools, 2008,2016; public high schools, 1873; reform schools, 2067, 2072; universities and col¬ leges, 1965; temperance education law, 1165; University burned, 558; woman’s commis¬ sion for, 1130. South End Industrial School, Boston, exhibit, 495. Southern Education Society, contributes to Claf- lin University, 1552. ; Southern Normal Institution, 1105. I Southern States, development of public sekoo’s, 535; few represented in educational work at Columbian Exposition, 485 ; full treatment of education in constitutions, 1342; lower standards of admission to scientific schools, 668. Southern University, aid to students, 1576. South Kensington, London, exhibit, 1173. I South Kensington School in London, 256. | South Kentucky College, aid to students, 1581. j South Norwalk (Conn.) public library. 952, 965. , Southwest Baptist College, aid to students, 1585. Southwestern Baptist University, aid to students, 1591. Southwestern Presbyterian U niversity , aid to stu¬ dents, 1591. Southwestern University, aid to students, 1591. Southworth, Gordon A., 42, 402. Sozinskey, T. S., 390. Spain, Catholic schools at World’s Fair, 651 ; edu¬ cational exhibit small at World’s Fair, 548; exhibit of International Institute for Girls, 482 : length of medical study required, 1631 ; statistics of education, 2026. Spalding, Rev. Samuel J., death and sketch, 1758. Spangler, H. W., 660. Spangler, Henry T., 415. Spanish- American race in Mexico. 1217. Spanish language, reason for study of, in America, 529. Sparks, Jared, 1298. ■ Sparks’s writings of Washington, quoted, 1296, ; 1^97. I Special classes, 166. Special courses for professors, 176; iii pedagogy, I 346. I Special exhibits. 1148. Special preparation for a special calling, 438. | Special professors, examination for, 231. Special schools, 182. ! Special State appropriation, 182. Special studies for admission to medical course, 237. INDEX. 2143 Special themes, papers on, 1504. Special trade schools, 188. Special training for teachers required, 1676; in drawing, 187. Specialization of teaching, 1470; of work, 1504- 1505. Specialized rer>orts, 1505. Specialties, 188. Specified conditions, 164. Specimen plants exhibited, 632. Specimens of reading in two schools. 1639. Spelling book, opposition to discarding, 1485. Spence, J. F., 415. Spencer, B. T., 411. Spencer, F. IT., 411. Sjjencer, H., 893. Spencer, B. C., 423. Spencer, Mrs. Sarah A., 433. Spencerian Business College, Milwaukee, 1121. Sperry, W. G., 412. Spicer, Elihu, 1777. Spiers, Prof. Fred. W., 434. Spiess, F., 321. Spindler, J. TV., 401. Spofford, A. B., 704, 869. Spokane, manual-training exhibit, 572. Spontaneous lesson, 197. Spring Garden Institute exhibit, 1087. Springfield, Mass., manual training exhibit from, 482. Springfield (Mass.) City Library Association, 95/, 970. Springfield (Mass.) schools, Dr. Bice on, 568. Springfield (Ohio) TVarder public library, 962, 974. Spronll, TV. O., 414, 425. Spuller, M.. 219. Spurgeon, Bev. Charles H., death and sketch, 1764. Stadtisches Jahrbuch, 390. St afield. B., 1782. Stafford, C. L., 411. Stahr, John S., 415. Standard fiction, 696. Standard in classical studies, 176. Standard of admission to college, elevation of, 1464; of professional schools, 1478 ; of use¬ fulness applied in scientific pursuits, 382. Standards and character, 180 ; of measurement, 12. Standish, John V. If., 410. Stanford, Leland, 1778. Stanford University. See Leland Stanford Jun¬ ior University. Stanley, Edmund, 397, 401. Stanley, H. M., S93. Stanley, Hon. Lyulph, 210. Stanton, Thomas, directed to teach Indians, 1252. Star of the Horth, Alaskan paper, mentioned, 587. Starr, Comfort, fellow of Harvard, 1228. Starr, XathanielW., death and sketch, 1759. State, no union with church, 194. State Agricultural College, 1109; of "West Vir¬ ginia, 1689. State aid, 201. State and church in Ontario, 241. State and local authorities, 340. State and local school authorities, 340. State appropriations, 96. State assistance to public schools, 535. State board of education, first organized, 1325; supreme authority, 523. State boards of health, influence on medical train¬ ing, 1617,1619. State common-school systems, 1. State constitutions, provisions for education, 1312- 1414. State Department exhibit, 1145. State educational exhibits, account of, 625; at Philadelphia, 644; value of statistics of, 645. State exhibits, fragmentary, 476. State geologists, 1072. State help and school attendance, 506. State inspection, 159, 164, 170, 201. State institutions for special classes, 1119. State interference, 162. State libraries, 746. State Library Association, meetings, 583. State normal instruction, 1105. State normal school, 170; training in, 170. I State normal schools, at Platteville, TVis., 371; at Worcester, Mass ., exhibit, 482 ; at Ypsilanti, Mich., 1109; in Iowa, 1124; weakness of, 1697. j State Xormal University, Illinois, 1165. State religion in Uruguay, Catholic, 338. State schoolbook jmblishing in California, men¬ tioned, 1341. State school officers, 397. State support, 159. State schools, classification of, 174; tendency toward uniformity. 625. State secondary schools, 175. State superintendents, reports of, 40. State Teachers’ Association, 1119; adjudged an award, 1119. State trade schools, 190. State University, prejudice against, 1700. State universities, 159. State University of Iowa, aid to students, 1580. Staten Island, trade school on, exhibit, 509. Statesman’s Yearbook, 158. Statesmen, Belgian, 162. States, classified, 21. States, Middle, exhibits, 483. Statistics, enrollment, 341 ; for 1892, 340 ; foreign, 11 ; of Belgian schools, 160 ; of Brussels, 173 ; of Californian cities bearing on the child’s development, 363; of cities over 8,000 popu¬ lation, 47; of city school systems, 1786;" of colleges of agriculture and the mechanic arts, 1972-1980; of colleges for women, 1968, 1909; of education in foreign countries, 654; of faculties, 222; of France in 1893, 222; of Japanese schools, 1204; of industrial courses, 191 ; of libraries, 756-762, 781-794 ; of profes¬ sional schools, 96; of private schools, 33; of private secondary schools, 1896; of public and private schools, 340; of public high schools, 33, 51 , 54, 1816 ; of school revenue, 35 ; of schools in Denmark, 1189 ; of teachers, by nationality, 341; official, 171; on a rotating cylinder, 449 ; science of, 1505 ; strongly de¬ veloped, 534; summary of pupils, 1. I Status of schools and universities, 160. ! Stauber, A., 319. Staude, K., 394. Staudex, prepares German exhibit, 549. Staufenbiel, F. J., 953, 966. Stearns, George, 1221. Stearns, Prof. J. TV., 437, 1113, 1118. Stearns, L. E., 949. Stearns, Lewis F., death and sketch, 1759. Stebbins, Cortland P., 112. Stebbins, Goodman, mentioned, 1241. Stechert, G. E., mentioned, 576. Steeg, M. Jules, 11 ; on American education, 585- 599: quoted, 554. Steele, William L., 400. Steere, E. A., 397. Steffan, John L., 411. Steffenhagen, E., 895. Steinbach, W. D., 406. Steiner, Dr., 311. Steiner, Bernard C., 716, 872, 954, 967. Steiner, Dr. Lewis H., death and sketch, 1759. Steinhauser, A., 319, 320. Steinthal, H., 390, 394. Stenographic and phonographic report of Denver schools, 491, 1133. Stenography and manual training in high schools, 1490; typewriting in the secondary schools of Canada, 496; in French schools,*651. Sterling, F. J., 950, 964. Sterling, Prof. J. W., 1117. Sterling, Theodore, 414. Sterner, L. P., 406. Sterns, Bev. O. Sprague, 1778. Stetson, H. L., 410. Stetson, W. K ., 951, 965. Stetson, W. W., 390, 397, 401. Stevens, Bev. Charles E., 1778. Stevens, Eugene C., 399. Stevens, W. J., 403. Stevens Institute, early need of, 675 ; requirements in French and German in, 668. Stevenson, A., 390. Stevenson, Daniel, 411. Stevenson, Prof. L. M.. keeper of the refuge sta¬ tion, Alaska, 1732. 2144 INDEX. Stevenson, R. L., 939. Stevenson, It. W., 1778. Stevenson, William M., 962, 974. Steward, Darius, 405. Stewart, 1238. Stewart, Calvin W., 416. Stewart, John A., 402. Stewart, 1ST. Coe, 423. Stewart, Prof. E. T., 1085. Stewart, Ralph A., 405. Stewart, Sarah A., 427, 1081 . Stewart, W. H., 405. Stieglitz, Baron, exhibit of schools of, 652. Stielinann, C., 394. Stilcine tribe, 1741. Stillwater (Minn.) school apparatus exhibit, 502. Stimson, Prof. J. Ward, 431. Stinson, J. C., 404. Stober, Adolf, death and sketch, 1764. Stockholm, sloyd in public schools of, 1192. Stock raising of reindeer, 1713. Stockwell, Thomas B., 398, 428, 1063, 1696. Stoddard, O. K., death and sketch, 1759. Stokes, E. C., 404. Stokes, James S., 403. Stokes, William H., 1778. Stone, Mrs. H. E., 417. Stone, Isaac, 1498. Stone, J. N., 408. Stone, L. M., 418. Stone, M. A., 403. Stone, Mason S., 397. Stoneham (Mass.) public library, 957, 971. Storer College, summer resort, experiment of, 1553. Storff, Hugoline, 410. Storrs, George L., 399. Stott, William T., 410. Stoughten, Mr., 1226. Stout, Hon. Sir Robert, 258, 259. Stovall, AnnaM., 1142. Stover, E. S., 413. Stoy, K. V., 319,394. Straight University, manual training at, 1561; normal courses, 1555, 1556. Stratford, W. R. J., 400. Stratton, Morris H., 404. Straus, W. M., 408. Strausebach, D., death and sketch, 1764. Street arabs, and others, lured into libraries. 1660. Strong, James W., 412. Strong, M. M., 1119. Strong points of American school systems, 440. Structural formula, 893. Striimpell, Ludwig, 394, 395. Stryker, M. Woolsey, 413. Stuart, Rev. Dr., 259. Stuart, A. W., 401. Stuart, Charles B., cited, 359. Stuart, Mrs. J. E. B., 420. Stuart, John, 411. Stubborn children, act concerning in Connecticut, 1247. Stubbs, C. O., 409. Stubbs, Joseph E., 414. Stubbs, Miss Letitia E., 887. Students, aid to, in colleges and universities, 1573- 1601; fees for, 182; free, 175; in certain branches, 62 ; in degree courses, 90 ; in higher institutions, 19, 73, 74; in profes¬ sional schools, 99; in secondary schools, 19, 62; law, 5, 98; male and female, 75; of medicine, 5, 97 ; number, 66 ; preparing for college, 55; theological, 5; white and col¬ ored, 75; work from agricultural and engi¬ neering schools, 462. Studies, classified, for comparison, 1482, 1483; in high schools, 52 ; number restricted, 197 ; of motor education, 367 ; programmes of, 177; standard in classical, 176; that foster directive power, 1464. Study, Justin 17., 400. Study, child. See Child study and Paidology. Study, comparative, in the ‘normal school, 441 ; course of, in American colleges, 440 ; hours, 347; of child life, 1505; of history, ex¬ hibits in, 504; of hygiene, settingup anew standard, 367; of individual children. 262; of memory gems, exhibit, 503 ; of rhetoric and English composition, 1488; programme in Uruguay, 339; secondary, 176; subjects, of, in California schools, 374,375, 376; year spent in, 176, 228. Stultz, P. P., 400. Sturm; 279. Styles, Mr. and Mrs. W. B., 1740. Subdivision of subjects, 869. Subject catalogues, 927. Subject headings, index for, 582. Subjection of women in India, 270. Subjects, advanced, 249; and time assigned, 179; obligatory, 193; of study in California schools, 374, 375, 376. Subscription books, 804. Subscription libraries, 943. Subsidies, 191, 200. Subsidized private schools, 164, 166. Substitutes, 200 ; teachers must pay, 546. Substitution, 168. Success depends on the teacher, 1181 ; essentials to, 797 ; in lower standards, 268. Suffrage, educational test in Connecticut, 1339; in Maine, 1413; in Massachusetts, 1339; in Mississippi, 1411; in Missouri. 1349. Suicide, among school children, 637. Sullivan, D. J., 399. Sully, J., 939. Sully, James, 390, 391, 436. Summarj' of pupils, 1; of recommendations, 1474 ; of reports on manual training, 1667 ; of re¬ sults, 890 ; of statistics of cities, 45 ; of col¬ leges for women, 89 ; of dental schools, 99 ; of law schools, 98; of professional schools, 99; of schools reporting, 69 ; of students in cer¬ tain branches, 69; of students in universi¬ ties and colleges, 73; of theological schools, 97 ; of the theological ideas of California children, 376. See also Statistics. Summer schools, 168; and summer resorts, 561 ; for teachers, 629 ; list of, 1614, 1615; of methods, 1142. Suinmey, George, 415. Sumner, William G., 1643. Sumpf, Dr. lvarl, death and sketch, 1764. Sunday, a time for reading, 776. Sunday, the new, 775. Sunday and holiday opening of libraries, 771, 780, 941. Sunday-school house, model, 446. Sunday schools, attendance compulsory in Bava¬ ria, 331 ; established in Bavaria, 326; sup¬ plement religious work of day schools, 536; work of, in America, 648. Supan, A., 320. Super. Charles W., 414. Superintendents, frequent changes of, 566; of cities, 398 ; supervision by, 1650. Superintendent of public instruction. See Educa¬ tion, constitutional provisions regarding, 1312-1414. Superior and secondary instruction, 349. Superior instruction, 179, 181. Superior primary school, 196. Superior School of Commerce at Antwerp, 192. Superiority, French claim to in all things educa¬ tional, 509; of German schools, 1183. Superstition of Siberian wild deer men, 1706. Supervising officers, 46. Supervision and teaching, 43, 159 ; by superin¬ tendents, 1650; general, 186; need of legal regulation, 547 ; "of scholastic authorities, 343 ; of schools, 441 ; of secondary and supe¬ rior instruction, 344. Support of arts and sciences, 161 ; of secondary schools, 51. Supreme Court of the United States, 1145. Surface of the earth, geography a science of, 286. Surgeon-Generals Office, library described, 605. Surgical and medical pathology, 229. Surinam, educational statistics, 654. Surplus institute fund. 1656. Surplus of 1836 distributed, 1286. Suspension, 200. Susquehanna Company, first educational action, 1266; settlements under, 1265. Sutherland, E. A., 416. Sutro Library, 870; imitates library catalogue, University of Halle, 583. INDEX. 2145 Sutton, W. S.,407. Sverdrup, Georg. 412. Swain. Joseph, 410. Swarthmore College, aid to students, 1590. Sweden, lack of knowledge of native authors, 628 : length of medical 3tudy required, 1631 ; prejudices against kindergartens, 625 ; small educational exhibit at World’s Fair, 548; 1192; statistics of education, 2076. Swedish schools, sloid and gvmnastic exhibits in. 498. Swenson, MissH., 1736. Swensson, C. A., 411. Swett, John, 437, 1139, 1140. Swezy, S. I. C., 1498. Swift" Lindsay, 834. Swimming school, 447. Swinton, William, death and sketch, 1759. Switzerland, women doctors in, 1628. Sydney (New South Wales) Mechanics’ School of Arts, 1223. Sydney Polytechnic College exhibit, 502. Sydow, Yon, 309. Syllabus of principles indicated, 8; of religious instruction, 7. Symmes, John C., land purchase mentioned, 1256. Symonds, Lieut. F. M., 1743. Symoi, Fr., 285. Synopsis of returns, 864. Synoptic tables prepared by pupils, 519. Synthetic method of instruction, 351. Synthetic sound system, development of, exhibit, 490. Syracuse University, aid to students, 1588; li¬ brary, 883. System, American, peculiar strength of, 542 ; bar¬ baric, of rewards and punishments, 439; caste, 263; Froebel. 198; grant-in-aid, 261; uniformity of, in Catholic exhibit, 511; vol¬ unteer, 1505 ; weight of, in German exhibit, 500. Systems, educational, of the past outgrown, 437 ; of State common schools, 23; of training, difference between the, 441. T. Table and statistics for 1890, 160. Tables of topics and school years. 1433, 1434, 1436, 1438, 1441, 1442. Tables, synoptic, prepared by pupils, 519. Tabor College, aitl to students. 1580. Tabulation of requirements, 185. Tacoma, manual training exhibit, 572. Tadd, J. Liberty, 1088 ; new idea in drawing, 645; Russian opinions of, 645. Tailoring, 187. Taine, Hippoly te Adolphe, 391, 1780. Taku tribe, 1741. Talbot, Mrs. E. Talbott, J.M., 406. Talcott, Mr., mentioned. 1241. Talmage, James E., 416. Talmud^ Toro’s school superseded among Jews, Tanaka, Fujimaro, 1203. Tappan. Eli T., 1500. 1510. Tappan, Henry, Philip, 1110. Tanner, Rev. Edward A., death and sketch, 1759. Tarbell, Horace S., 407, 428. Tarde, G., 391. Tarrant, E. W..407. Tasmania, statistics of education, 2080. Taunton public library, 885, 958, 971. Taxpayers, 35. Taxation, average rate for West Virginia schools, 1694; for public libraries, 713; for school purposes, 3, 342, 534, 535; character, 619 : di¬ vision of, 535 ; .ocal, low in South, 535 ; pri¬ vileges of cities, 523; State and local, in¬ come from, 23, 34. See also School taxes. Taylor, Dr., 1491. Taylor, C. E., 414.p* Taylor, Henry Ling, 391, 404. Taylor, James M., 1494. Taylor, James T., 419. ED 93 - 135 Taylor, S. F.. 418. Taylor scholarships of Oxford University, 1596. Teachers, acts and language, 197; almanacs in Germany, 551; American, harmony among, 624; appointing power of, 346; appointment of, 159 ; as text-book in German system, 556; associations, work of, 630; certificate, re¬ quirement for, 540 : classification and sala¬ ries. 175; clubs, 646; conferences, 201, 276; confirmation of, 201 ; consciousness of unity among, 442; civic decorations, 169; desk, in¬ genious combination in, 450; discussed, 544; discipline among, 351 ; engineering, also in active field work, 672; examinations, 200; free residence for, 207; frequent changes, 619 ; from Prussia, 1182 ; helpful influence, 695; homes of, in Bavaria prior to 1848, 324; in Alaska, list of, 1746, 1748; in Bavaria, classes and laws governing, 333, 334; dam¬ ages for injuries, 834; medals of honor to, 334; military science, 334; offices he can fill, 334; pensions, 335, 336; salaries, 334, 335; State authorities pronounce judgment against, 334: things forbidden to, 334; tui¬ tion fees, 335 ; in Belgium, 159-168 ; in denomi¬ national schools, 68; in German Reichstag, 334 ; in Uruguay, 10; inadequate knowledge of, 529 ; institutes, 347, 1677 ; institutes estab¬ lished inMassachusettsin 1845, 1238; origin, 629 ; time first held, 1325 ; lack of certified. 346 ; lack of pensions in America, 546; lack of training among. 544, 565; length of service, 545; in Illinois. 565; libraries, 170 ; low aver¬ age of m America, 557 ; male and female, 2, 23, 30, 167 ; men, few in numbers, 526 ; more needed in New Jersey, 1664; must inspire sentiments of duty, 199; must pay substi¬ tutes. 540; negro, funds for education of, 1564; no professional, 544 ; number in high schools, 54, 66 ; number hf pupils assigned to each, 44.1466; of colored schools, statistics, 1563; of electricity, 447 ; officers of the State, 1183; pedantry of. 1658; pension for, 169, 1183; poor, a bad investment, 1656; preparing, methods, 1676 ; preparation and examination of, 345 , professional libraries, 1656 ; provision for, 1185; qualifications of, improving, 452,- reasons for scarcity of men, 565; religious, 171 ; salaries, 31, 200, 254, 546 ; annual. 175. 347 ; in America, 673; in Chicago, 566, 567 ; mini¬ mum, 163; special training required. 1676; standard to be raised, 635 ; tenure of office of, 1471; to reach required standard. 1183; to study each other’s work, 1015; training of, 251, 252; colleges for, 204; Congress on, 441 ; well trained, difficulty of securing, 629; widows and orphans of. 169; without employment, 172; women as, 204. 251, 564; education of. in Russia, 687, 688; high pro¬ portion of, 523 ; in mixed schools, 539 ; sta¬ tistics, 586 ; yearly demand for, 544. See also Instruction ; Normal schools ; Women teachers. Teachers’ Association, true functions of, 1503. Teachers’ Association at Calcutta, 275; first an¬ nual meeting, 1498. Teachers’ College in Madras, 273. I Teachers’ College in New York, exhibit, 475, Teaching and supervision, 46; geometrical forms, 198; moral, 349 ; no profession of, in America, 565, 566 ; of geography in Central Europe, 279 ; of medicine revolutionized, 1466; penman¬ ship, 1640; practical, 168; profession of, needed, 547; position and estimate of, 545; specialization of, 1470. Teaching force, 167, 204, 207. Technical and industrial schools, 186. Technical education, 255. 256. Technical Institute of St. Petersburg, exhibits mentioned, 652. Technical instruction, 260, 267. Technical library exhibit, 464. Technical schools, 69 ; at Cherepoveth, 1199 ; at Irkutsk, 1199; exhibits of, 647 ; for women, 187 ; in Mexico, 653 ; list of, in United States, 665, 666. Technical terms, knowledge hidden by, 1658. Technological and professional schools, 438. 2146 INDEX. Technological education, importance not under¬ stood at Harvard and Tale, 662; treatment of pioneers iD Germany, England, Erance, and America, 675. Technological institute at St. Petersburg, 1199. Technological instruction, efforts for, at Atlanta University, 1561; not in German exhibit, 549; superior in Germany, 550. Technological schools, 12; American, Professor Piedler on, 657-686; cost of instruction, 671, 672, 673; church influence, 676; difficulties of comparison, 657 ; in Germany and Erance, j mentioned, 661 ; general review, 674 ; length | of courses, 668, 670; no sharp lines of de- i marcation, 657; number, 657; oldest, 660; reasons for inserting Riedler’s report, 657 ; j requirements for admission. 668; chart of, 669. Technologjq department congress of, 440; dia¬ grams of courses, 685; excluded from Ger¬ man exhibit, 549; in agricultural colleges, 667; progress in, 283; school of, in Boston, 256; schools of, statistics, 1981. Tegernsee, mentioned, 326. Telegraphy, 187. Teller, Henry M., 1706, 1707. Temescal, Cal., exhibit, 492. Temperance, sample questions, 540 ; opposition to teaching of, 540 ; study of, prescribed in 34 States, 540. Temperance and physiology, 250 ; exhibit, 1168. Temperance education exhibit, 1155, 1156. Temperance Union, National, statistical exhibit of, 655. Ten Brooke, A., cited, 1288. Tennessee, admitted to Union, 1313; agricultural College act extended to, 1278; constitution of 1796 on education, 1318; of 1835, 1323; education in, 1678, 1679; land-grant policy not applied, 1270 ; length of school year, 563 ; j medical requirements, 1622; pecuniary aid j to students, 1591; statistics Agricultural and Mechanical College, 1974, 1979; blind j institutions, 2056, 2059-2060; city schools, | 1798; commercial colleges, 2022, 2038; deaf I institutions, 2042, 2046, 2049; dental schools, ! 1996; law schools, 1989; medical schools, I 1993, 1995; normal schools, 2008, 2012, 2016; j pharmaceutical schools, 1998; public high schools, 1873; reform schools, 2087, 2072; schools of theology, 1987 ; universities and colleges, 1965; woman’s colleges, 1971 ; uses surplus of 1836 in education, 1297 ; women admitted to State University, 1678. Tennyson, Alfred, Lord, death and sketch, 1764. Tent life in Siberia, 1715. Territories, Northwest, educational exhibit, 495. Terry, H. L., 408. Terry, Minor, 407. Test for entrance, 267. Test of a perfect library, Eord’s, 809. Tewfik Pasha, death, 1764. Texas, Catholic schools exhibit, 1136 ; compulsory education, 561 ; constitution and laws of the Bepublic on education, 1329 note ; consti¬ tution of 1845 on education, 1329; of 1866, 1353; of 1869, 1367; of 1875, 1379, 1392; free university of, 524; land grant policy not applied, 1270; medical requirements, 1620, 1622; pecuniary aid to students, 1591; sta¬ tistics Agricultural and Mechanical Col¬ lege, 1974, ^1976, 1979,1980 ; blind institutions, 2056,2059-2060; city schools, 1799; commer¬ cial colleges, 2023, 2038; deaf institutions, 2042, 2046,2049; law schools, 1989; medical schools, 1993 ; normal students, 2017 ; public high schools, 1874; reform schools, 2067, 2072; schools of theology, 1987 ; universities and colleges, 1966; women’s colleges, 1971; temperance education law, 1166; tendency of medical education, 1618. Text-book exhibit, account of, 647; collection mode, 647. Text-books, 195 ; Arabic, exhibit, 500 ; discussed, 543, 544; free, apparatus, etc., 480, 524, 561; needof legal regulations, 547 ; German collec¬ tion, mentioned, 652; German exhibition, 556; Government control of, in Bavaria, 328 ; im¬ portance of, in America, 577; in India, 276; loaned or given, 544; Russian collection, mentioned, 652 ; State publication provided for in constitution of California, 1388, 1389. Thalmann, Franz, death and sketch, 1764. Thanksgiving recess, 42. Thaw, William, 1085, Thayer, Colonel, reorganizes Military Academy, 659. Thayer, Gilbert, death and sketch, 1759. Thayer, Gen. Sylvanus, founds school of engi¬ neering, 662, 1021. Thayer Academy, diagram of time given to vari¬ ous studies, 683. Thayer School of Civil Engineering, founded, 662, 1021 ; long preparation required, 668. Theological atmosphere of California children, 374; ideas, 376; sources, 378. Theological colleges, 243. Theology, courses for negroes, 1567 ; faculty of, 182; mental attitude of children toward, 374,376; schools of, statistics, 1982-1987. Theoretical arithmetic, 169. Theory and practice of education, 169. Theory supplemented by practice, 170. Theses concerning geographical drawing, 312. Theux, M. d’, 194. Thiel College, aid to students, 1590. Third language, 170. Tlnry, J. H., 1154. Thlmget tribe, 1740. Thobum, C. R., 416. Thomas, Allen C., 888. Tbomas, D.W.,400. Thomas, Denison C., 412. Thomas, L. A., 400. Thomas, M. Carey, 419. Thomas, R. S., 406. Thomas, W. Scott, 399. Thomas Barnes’s scholarship in Cambridge Uni¬ versity, 1602. Thomas Crane Public Library, 698. Thompson, Benjamin. See Count Rumford, 1061. Thompson, Ed. Porter, 397, 1647. Thompson, Edwin C., 402. Thompson, Miss Elizabeth, 1173. Thompson, J. A., 413. Thompson, Langton S., 1076. Thompson, R. E., 415. Thompson, William C., 402. Thompson, William O.. 414. Thomson, Superintendent, 260. Thorissen, M., 184. Thornton, Harrison R., 1733, 1734, 1778. Thornton, William M., 416. Thorough instruction of the many, 1670. Thoroughness in instruction, 1669. Thoroughness of university instruction in Ger¬ many, exhibit of, 453. Thought, muscles the organs of, 367. Thought and muscular activity, 368. Thrandorf, E., 395. Thurber, Charles, report of, mentioned, 534. Thurber, Dr. Samuel, 1485. Thurman, J. P., 403. Thurston, Elizabeth P., 885, 956, 970. Thurston, Prof. R. H., 432, 660 ; work required of, 672. Thwing, Rev. and Mrs., 1741. Tliw in g, Charles E., 414, 419, 939 ; quoted on pur¬ pose of fellowship system, 1574, 1575. Thwing, Rev. Edward Payson, 1778. Ticknor, George, 1470. Tiedmann, 391. Tiersch, Otto, death and sketch, 1764. Tiffany, J. O., 402. Tighe, Mr., 1178. Time, measurements of, required for mental acts, 378. Tindal, C. C., 397. Tingley, George H., jr., 401. Tinker, B. W., 402. Tinneh tribe, 1739. Tirrel, N.D.,1498. Titchener, Prof. E. B., 435. Todd, Harry, 400. Toensfeldt, J., 434. Tokstatt, Adam Freiherr von, influence on schools, 326. INDEX 2147 Tokyo Educational Museum, 1205 ; fine art school, 120S; music school, 1208; normal school, 1205; private training school, 1202; school in, taught by foreign specialists, 1207. Toledo (Ohio) exhibit of technical schools, 647 ; manual training school exhibit, 493; men¬ tioned, 679. Toledo public library, 886, S60, 974. Tolstoi, Count, resigns as minister of education, 689. Tombaugh, J. M., 414. Tomkies, C. TV.. 411. Tomkins, J. L.. librarian, 576. Tomlin, J. H., 400. Toms, C. TV.. 405. Tongass tribe. 1742. Tongren. Dr. L. M., 424, 434. Topeka (Kans.) free public library, 954, 967. 1 1 Topics in the Educational History of the United States, ' mentioned, 1226. Topics taught by map reading, 300. Topler, Eerd., death and sketch, 1764. Torgerson. Hans, 1737. Torngren Gustav, on manual training. 574. Torrev,H. A. P.,882. Torrington Library Association, 952, 965. Torsey, Lev. Henry P., death and sketch, 1759. Totem sticks, for the ashes of dead chiefs, 1742. Toulon, exhibits, 588. Tougaloo University, manual training at, 1561. j Tournai, 191. Town, unit of political organization in Hew Eng¬ land, 1252. Townes, A. S., 419. Townsend, Thomas S., 1000. Toynbee Hall, influence in America, 530. Tracy, F. H., 400. Tracy, Dr. Frederick, 360, 373, 391. Trade school for girls, 190. Trade school on Staten Island, exhibit, 509. Trade schools, fisheries, 189; local, 190; in Ba¬ varia, 330 ; of Baron de Hirsch, 1150 ; special, ! 188, 191; State, 190; for girls, 190. Traders, 267. Trades to be taught in Pennsylvania, 1263. Training, business, 188; collegiate, 5; in fish cul¬ ture, 448; in State normal schools, 170; manual, 188, 354; for boys and girls, 462; moral, 1499; nonprofessional, 254; of teach¬ ers, 162; in Bavarian plan of 1811, 326; E. Hughes on, 642; exhibit of Hew York Col¬ lege for, 484; in Mexico, 653; in Uruguay, 654; in various American universities, 635; interest in, 629; normal school work, 475; per cent with normal training in hew Eng¬ land, 649; schools for. 649: standard to be raised, 635; of the hand, 438; order of, 186; professional, 253; Congress on, 441; teach¬ ers and their, 251, 252. Training colleges for teachers, 204, 207. Training school at Sitka. 1741. Training the activities, Aristotle's ethical system, 374. Transeau, Samuel, 407. Transformation, principle of, in the child's mental life, 361. Transition of the mind, 441. Translations from American pedagogical writers for use of schools in South America, 498. Transportation by dog sleds and reindeer. 1710. Transporting children at public expense, 1472. Traveling libraries, 718. Traveh ug scholarship, 182. Treatment, equality of, in schools, 269. Trendley, F.. 406. Trenton, H. J., geographical exercises in schools of, 622. Tressler, A. TV., 402. Trigonometry,. 51, 57, 63. Trinidad, statistics of education, 654, 2078. Trinity church, 522. Trinity College, Cambridge, aid to students, 1607. Trinity College, Connecticut, aid to students, 1577 ; library, 881. Trinity College, Horth Carolina, aid to students, 1588. Trinity College, Oxford, aid to students, 1600. Trinity Hall. Cambridge, aid to students, 1604. Trinity University, 243; aid to students, 1592. Trotzendorf, 279. Trowbridge, General William P., death and sketch, 1759. Troy Young Men's Association librarv, 887. 962, 974. Truancy, law met in America, 615, 616. Truancy and compulsory education act, 244, 248. Truancy committee, work, 538. Truantofficers in Boston, 562; in Hew York, 619; in Hew York and Massachusetts, 538. Truesdale, TVilliam H., 404. Truitt . TP arren. 1746 ; on advisory board of Alaska schools, 1747. Trumbull, John, mentioned, 1321. Trumbull, Jonathan, 952, 965. Trunk, H., 319. Tryon, Governor, 1316. Tsuda. S., 1208. Tubby, A. H., 391. Tuck, John A., 1739. Tuck, Jeremy TV., death and sketch, 1759. Tucker. Marv P., 963. 975. Tucker, TV. J., 413, 1022. Tucuman, Argentine Republic, Government nor¬ mal school at, 1118. Tufts College, 71; aid to students, 1584; exhibit, 482, 1058. Tuition. 43, 45. Tuition fees, 87 ; in Bavaria, 335. Tuition, free, 187 ; in universities, 524 ; in high schools and academies, 59, 65. Tulane University, 91, 1700; aid to students, 1581. Tunis, bath tubs in handiwork from, 501 ; manual training exhibit, 573. Tunnard. Frederick J., 401. Tupper, Rev. Henry Martin, 1778. Turkey, difficulties in the way of progress in, 1210 ; educational exhibit, 1210 ; Jewish schools in, 652. Turner, A. E., 410. Turner, Alfred, 408* Turner, J. H., 418. Turner. John O., 397. Turner, John S., 404. Turner, Joseph M., 408. Turner, Ross, 1033. Tuskee Hormal School, on value of Slater fund, 1560. Tuthill, James F., 404. Tuttle, TV. T., 400 Tverskoi, quoted on technical training in Amer¬ ica, 647. Twain, Mark, 379 : illustration of how work be¬ came play, 382. Twitmver, H. B.. 406. Twitty, P. S., 417. Twombley, Rev. John H., 1778. - Tyler, Bennett, 1022. Tyler, Henry M.. 1494. Typewriting and stenography in secondary schools of Canada, 496. Typewriting reports, exhibit, 515. Tyndall, John, 1783. Typical exhibits, 188. Typical high school. 1489. Tyrnhitt Hebrew scholarships in Cambridge Uni¬ versity, 1602. U. Ufer, Christian. 391, 395. Ufognac, Alaska, mentioned, 587. Uhl, Emil, 412. Uhland, read by blind, 551. Uhler, Philip R., 873. Uhlig, Dr., quoted, 533. Ulrich, Professor, 259. Umlauft, F., 321. Unalaska, most important settlement in west Alaska, 1739. Undergraduate department, 70. Undergraduate students, 79. Underhill, C. M., 962, 974. Undset, Ingvold M., 1783. Unga, Alaska, mentioned, 587. Unhealthy rivalry, 272. Uniform course in high schools, 1486. Uniform entrance examinations, 1494. Uniform examination questions, 1671. 2148 INDEX. Uniform system of classification, 891. Uniform system and method of instruction, 283. Uniformity in American schools. 563; in exercise hooks in America, 590: in requirements for admission to college, 1477 : lack of, in school exhibits, 4G0 ; of system, in Catholic exhibit, 511. Uniforms, Cossack's, made by pupils, 500. Union College, aid to students, 1588; school of engineering in, 661. Union Theological Seminary library, 877. Union with the Netherlands, 180. Unique works, 725. United Brethren in Christ, educational statistics, 151. United Kingdom, public libraries in, 853. United States, 4, 5, 6, 11, 191: aid to students, 1573 ; average school attendance, 563 ; Bureau of Education, circular on constitutional pro¬ visions relating to education, mentioned, 1226; exhibit, 448, 473, 474. 475,647; list of li¬ braries, 709 : reports, special reports, mono¬ graphs, etc., 502; census. 21 ; education in, S. Waetzholdt on, 559 ; exhibit, account of, 624, 625; statistics, G54; Government exhibits, 1144, 1145 ; libraries of, 860, 873, 885, 886; medi¬ cal education in, French specialists on, 601; medical woman’s question in, 1628; pecuni¬ ary aid to students in, 1576-1594; school ex¬ hibit, character of, 630; statistics of school attendance, 563 ; women teachers, 545. See also Bureau of Education. United States Furniture Company, exhibit, 502. United States historv, critical study of, exhibit, 514. Unity, consciousness of, among teachers, 442. Unity of educational reform, 1465. Universities, 4; American, criticisms, 590; exhib¬ its, 589 ; and colleges, 69 ; degrees granted, 80 ; statistics, 1952; and schools, enrollment in, 222; and their origin, 17!f; authority of, 180; autonomous, 276; Baptist, 1125; coeduca¬ tional, 4, 160; Congressional land grants for, 1268-1275; German, object of, 524; incomes, 1573 ; mentioned inconstitution of Ohio,1319 ; normal students in, 2014-2017 ; organic con¬ nection with high schools needed, 547 ; pecun¬ iary aid to students, 1573-1601 ; private, 160 ; statistics of land grants for, 1284 ; of scrip issued, 1285; summary, 1285; value of prop¬ erty, 86. University, college, and public-school systems to be welded into one national system, 479. University College, aid to students, 1597; collec¬ tion for electrical laboratory, 674 ; salary of English professor, 673; subsidy paid to, 674. University diplomas, 184. University education in West, powers of board of treasury to grant lands for, 1269, 1270. University extension. 186,439; a manifestation of American restlessness, 547 ; and the library, 580; centers in United States, 531 ,- exhibits, 470, 1069: in Iowa, 1125; influence in America, 531 ; object and methods, 530 ; re¬ port on, 1613-1615; University of Oxford exhibit, 653. University ideals, 226. University libraries, 920. University of Alabama, aid to students, 1576 ; free tuition, 673; provided for in constitution, 1321, 1355, 1356, 1374. University of Arkansas, provided for in constitu¬ tion of 1868, 1361. University of Arizona, aid to students, 1576. University of Berlin, 596, 1182. University of Brussels, 183. University of California, aid to students, 1576 ; and agriculture, 594; library, 880; provided for in constitution, 1336, 1389. University of Cambridge, church influence in, 676. University of Chicago, 72; aid to students, 1579 ; church influence in, 676; exhibit, 465, 466; library, 870 ; notice of, 641 ; women in, 524. University of Cincinnati, aid to students, 1589 ; free tuition, 673. University of Colorado, aid to students. 1577 ; pro¬ vided for in constitution, 1382, 1384. University of Denver, aid to students, 1577. University of Dublin, 1173, 1176. University of Georgia, aid to students. 1578, pro¬ vided for in constitution. 1387, 1388. University of Halle, library catalogue imitated, 583; library system, mentioned 581. University of Heidelberg. 596. University of Idaho, aid to students, 1579; pro¬ vided for, 1407. University of Illinois, 1015, 1165; aid to students, 1579; free tuition, 673; mentioned in consti¬ tution, 1320. University of Indiana, 359; mentioned in consti¬ tution, 1319. University of Iowa, 1123; aid to students, 1580; provided for in constitution, 1331, 1332. University of Kansas, 1147 ; aid to students. 1581; free tuition, 673; provided for, 1342, 1344. Universitv of Louisiana, provided for in consti¬ tution, 1329, 1339, 1357, 1358, 1391. University of Leipsic. 596. University of London, effects of church inf uence on, 676; influence of its establishment, 676. University ofMicliigan, 1109; aidtostudeuts, 1584; chair of pedagogy in. 635 ; exhibit, 465, 466, 468, 469; history, 1110-1112; library, 876; medical course, requirements for entrance, 603 ; provided for by constitution, 1327, 1335, 1336; salaries in, 672; school of engineering founded, 661 ; State support of medical school, 608; time of founding and provisions of charter, 661,662; work for higher medi¬ cal education, 602; women in, 525. University of Minnesota, aid to students, 1585; chair of pedagogy in, 635 ; free tuition, 673; librarv, 887; provided for by constitution, 1340. University of Mississippi, aid to students, 1585. University of Missouri, aid to students, 1585; pro¬ vided for. 1323, 1349, 1378. University of Montana, provided for in constitu¬ tion, 1402, 1403. University of Nebraska, 1160 ; aid to students, 1586: free tuition. 673 ; provided for in con¬ stitution of 1875, 1370. University of Nevada, aid to students, 1586; pro¬ vided for, 1348. University of New Mexico, aid to students. 1586. University of New Orleans, provided for in con¬ stitution of Louisiana of 1868. 1358. University of New York, purchases German ex¬ hibit of pupils’ work 555. University of New Zealand, 259. University of North Carolina, aid to students, 1588; constitutional provision, 1314, 1364, 1386 ; not suspended during civil war, 1364 note. University of North Dakota, aid to students, 1588 ; provided for in constitution, 1398, 1400. University of Notre Dame, exhibit, 510, 1102. University of Oklahoma, aid to students, 1589. University of Omaha, aid to students, 1586. University of Oregon. 1143, 1161 ; aid to students, 1589 ; provided for, 1339. University of Oxford, chux*ch influence in, 676; extension, exhibit, 653. University of Pennsylvania, aid to students, 1590; exhibit, 465, 466, 1084 ; length of technological course, 668 ; library, 873 ; medical endow¬ ment received, 1625 ; medical school, build¬ ings, 608 ; preparatory medical course, sum¬ marized, 602; referred to in constitution, 1314, 1327. University of Rochester, aid to students, 1588; library, 888. University of St. Petersburg, delegates to W orld’s Fair, 556. University of South Carolina, provided for in constitution of 1868, 1359. University of South Dakota, provided for in con¬ stitution, 1397. University of Sydney, 1223. University of Tennessee, aid to students, 1591. University of Texas, aid to students, 1591 ; pro¬ vided for in constitution of 1876, 1379-1381. University of the City of New York, aid to stu¬ dents, 1587 ; exhibit, 465, 484 ; school of peda¬ gogy in, 635. University of the Northwest, 1125. University of the South, aid to students, 1591; library, 887. INDEX. 2149 University of the State of New York, library ex¬ hibit, 484; medical requirements in, 1618 note ; mentioned in constitution, 1413. University of Utah, aid to students, 1592; pro¬ vided for in constitution, 1414. University of Y ermont, aid to students, 1592 ; con¬ stitutional provision for, 1314; library, 882. University of Virginia, aid to students, 1592; li¬ brary, 879. University of Washington, aid to students, 1592. University of West Virginia, 1701. University of Wisconsin, 1117, aid to students, 1593; library, 888; medical course, require¬ ments for entrance, 603 ; preparatory med¬ ical course, 602 ; provided for in constitution, 1333. University of Wooster, aid to students, 1589. University of Wyoming, aid to students. 1593; provided for in constitution, 1408, 1409. Unsectarian schools, 52. Unterkreuter, Adalbert, 1780. Unterwandling, Ferd., 1780. Unthank, James B., 414. Updike, H. D., 400. Upham, Rev. James, 1778. Upper Iowa University, 1125. Upsala University, Sweden, exhibits rock sec¬ tions for petrological examination, 498. Upton, J. Warren, 886, 957, 970. Upton, Louise R., 420. Urban views of life, 269. Urbana University, aid to students, 1589. Ursinus College, aid to students, 1589. Uruguay, compulsory attendance, 1220 ; education in', 337 ; earliest traces, 337 ; obligatory, 338 ; educational exhibit, 497, 1220 ; kindergarten in, 338 ; normal schools in, 339, 341 ; public instruction in, 653, 654; centralized, 338; pedagogical museum in, 1220 ; reform move¬ ments in, 338; schools in, 339; statistics of education. 2078. U. S. G-rant University, aid to students, 1591. Utah, constitution of 1895 on education, 1413; exhibit, 1138 ; of school work, 490, 491 ; medi¬ cal requirements, 1620. 1622; pecuniary aid to students, 1592 ; schools aided by land grants, 1138: statistics, Agricultural and Mechan¬ ical College, 1984, 1980 ; city schools, 1799 ; commercial colleges, 2023, 2038; deaf institu¬ tions, 2043, 2046, 2049; normal schools, 2012, 2017 ; public high schools, 1875; universities and colleges, 1966. Utica school district library, 962, 974. Utility emphasized in Russian exhibit, 500. Utley,' H. M., 743, 873, 958, 971. Utopia, socialists’, in Boston speeches, 528. V. Vacation schools, 173. Vacations, 168; length, 353. Vaccination, compulsory in Germany for school children, 323. Valentine, T. W., 1495, 1496, 1498. Van Amburgh, J. H., 407. Van Bokelen, L., 1510. Vance, William McK., 406. Van Cleve, C. L., 406. Vanderbilt University, aid to students, 1591. Van Doren, C. F., 400. Van Dyke, John C., 883. Van Hoose, A. W., 417. Van Liew, C. C., 396. Van Name, Addson, 727, 870. Van Petten, E. M.. 400. Van Rensselaer, Stephen, 1072. Van Rliyn, G. A.F..937. Van Sickle, J. H., 399. Varela, Don Jacopo A., 353, 354. Varela, Don Pedro, 10, 338. Varenius, a scientific geographer, 284. Vargounin, Mme., contributes to woman’s educa¬ tion in Russia, 690. Variable grant, 205. Variations in school terms, 2. Vassallo, Carlo, death and sketch, 1264. Vassar College, 1559; aid to women students, 1594. Vattemare, Alexander, proposes international ex¬ change, 575. Vaughan, A. S., 411. Vaughan, E. H., 411. Vaughn. Zenas N., 403. Vedensky, Professor, quoted, 690. Vegetation in geographical divisions, 299. Vegetative parasites, 229. Vellum corners. 913. Venable, R. A., 412. Venezuela, statistics of education, 654, 2078. Ventilation, 195 ; effective, 42. Verari. Don Saturo. death and sketch, 1765. Vergennes (Vt.) library, 963, 975. Vermont, aid to students, 1592 ; admitted to Union, 1313; affairs in, in 1776-1791, 1314; compul¬ sory education, 561 ; constitution of 1777 on education, 1314 ; of 1787 and 1793, 1317; first mentions school lands in its constitution, 1314; land scrip given to existing institu¬ tions, 664; medical requirements. 1622; op¬ poses land grants for education. 1274; sta¬ tistics, Agricultural andMechanical College, 1974,1980; city schools, 1799; commercial colleges, 2022, 2038; normal schools. 2008; nurse training, 2001 ; public high schools, 1876; reform schools, 2067, 2072; universi¬ ties and colleges, 1966; temperance educa¬ tion law, 1157 ; uses surplus of 1836 in educa¬ tion. 1287. Vernacular education, 261, 262. Vernaculars of India, 276. Versailles, Treaty of, mentioned, 323. Vertical writing adopted in London schools, 499; exhibit of New South Wales, 502. Verviers, 173, 187, 191. Veterinary medicine, schools of, statistics, 1999. Vickers, Thomas, 406. Victoria, Princess of Wales, 1177, Victoria, statistics of education, 2080. Victoria Universitv, 243. Viebahn, C. F., 408.* Vienna, educational progress in, 1185; polytechnic institutes, mentioned, 661. Vierordt, H., 391. Vieth, 395. Views and comments on educational exhibit, 11; American, 445. Viking, The, 1196. Villa Pernice, A., 896. Yilvorde, 191. Vincent. John R., promotes university extension, 531. Vinerian law scholarships of Oxford University, 1595. Vineyard, Mrs. B. W., 417. Vinton, Dr. F., 903. Violle, M. Jules, 11; on Chicago Exposition, 593- 595 : visit to World’s Fair, 592. Virchow on pathology, 464. Virginia, claims part* of West, 1268; constitution of 1851 and 1864 on education, 1338 ; of 1869, 1365; education in, 1679; free university of, 524; length of school year, 563; literary fund in constitution, 1366 ;*medical requirements, 1620, 1622; no education in constitution of 1776, 1318; pecuniary aid to students, 1592; statistics, Agricultural and Mechanical Col¬ lege, 1974, 1980; blind institutions, 2056, 2059, 2060; commercial colleges, 2022, 2040; city schools, 1799; deaf institutions, 2042, 2047,2049; law schools, 1989 ; medical schools, 1993, 1995 ; normal schools, 2008, 2012, 2017; public high schools, 1877; reform schools, 2067,2072; schools of theology, 1987 ; univer¬ sities and colleges, 1967 ; woman’s colleges, 1971; votes for national university in Federal Convention, 1293. Virginia Military District of Ohio used by Vir¬ ginia, 1271. Virginia Military Institute, free tuition, 673. Visiting Nurses’ Association of Chicago, 1109, Vocabularies, child, 373. Vocal music, 167, 170. Vocation of education, exhibit of, 446. Vogel, August, 395. Vogel, Dr. Carl, 313. Vogt, Theodor, 395. Voice of children, compass of the, 362. Voigt, G., 395. Vol de Grace Museum, 605. 2150 INDEX, Yolcker, Dr., 1782. Yolkmann, AY., 395. Yolkmar, Dr. G., 1784. Voluntary motor ability, 379. Yolunteer system, 1505; supplemented, 1170. Yon Humboldt, 252. Yoodoo incantations, natural literature of negro, 1554. Yote, supplementary, 158. W. Wabash College, aid to students, 1580. Waddington scholarship in Cambridge Univer¬ sity, 1602. Wade, A. L., 1690, 1691. Wade, James D., 417. Wadham College, aid to students, 1601. Waetzoldt, Dr. Stephan, 424, 1182; characteris¬ tics of, 547 ; lectures, 548-575 ; note on, 547. Wages of teachers. See Salaries and Teachers. Wagner, E., 395. Wagner, Francis J., 411. Wahlstrom, Matthias, 412. Waite, George W., 406. Waite, Henry Randall, 434. Waitz. Theodor, 395. Wake Forest College, aid to students, 1588. Walcourt, 191. Waldbach, W., 1782. Waldeck-Pyrmont, statistics of education, 2076. Wales, Princess of, 1177. Wales, statistics of education in, 2076; and Eng¬ land, population of, 203 ; intermediate edu¬ cation act, 1172. Walker, E. W., 408. Walker, Faye, 419. Walker, Gen. Francis A.. 423, 432, 1057 ; president Massachusetts Institute of Technology, 527. Walker, George Frederic, 1779. Walker, George W., 402. Walker, P. H., 400. Wallace, Miss, 952, 966. Wallace, J. Albert, 415. Wallis, C. Whitworth, 851. Wallis, Rev. G. C.. 1736. AYalloon language, 158, 177. Walradt, HenryAL, 402. Walsemann, A., 395. Walsh, Rev. Thomas Edward. 1779. Walsworth, Rev. Edward B., death and sketch, 1759. Waltham exhibit, 1033. Waltham (Mass.) public library, 958, 971. AY anner, Atreus, 407. Wanner, H., 437. War and Ravy Departments exhibit, 1145. Ward, Mrs. D. P.,1131. Ward, F. D.. 405. AVard, Mrs. Humphrey, mentioned, 528. Ward, Mrs. James, 391. Wardlaw, Miss Y. O., 419. AYarfield, E. D., 415. AY arfield, AY. C., 401. AYarne, Rev. AY. W., and wife, 1740. Warner, Charles D., 404, 1494. AY arner, Dr. Francis, 391, 434, 436. Warner, H. E. W., 952, 965. Warren, B. H.. mentioned, 660. AYarren, Charles, cited, 1292. Warren, G. AY., 399. Warren, Mrs. Harriet (Merrick), 1779. Warren, Dr. J. C., quoted, 1626. AYarren, Silas E., 419. Warren, William F., 412. Warren (Mass.) public library, 958, 971. W arwick, A. B.. 420. Washburn, C. C., 1118. Washburn College, aid to students, 1581. Washburne, Mrs. Marion Foster, 428. Washington, George, 626, 1702 ; and proposed mi¬ gration of faculty of College of Geneva, 1300- 1302; gift to Liberty Hall Academy, 1299, 1300 ; given stock by Virginia in Potomac and James River companies, 1297 ; to Jefferson on, 1297; to Edmund Randolph on, 1298; idea of military school, 1303 ; interest in site of Washington City, 1295; national uni¬ versity in will of, 1304 ; objects to sending youth abroad, 1305: on national university, in connection with farewell address, • 1302, 1303; probably supported national univer¬ sity in Federal Convention, 1294; to Com¬ missioners of Federal District on national university, 1298; to Governor Brooke on national university, 1299; views on national university, 1295, 1296. AYashington, D. C., 13; average of service in schools of, 545; city named, 1297; evolution of rvniversities in, 607 ; Dr. Rice on schools of, 568; good schools in, 523; manual train¬ ing in, 526; medical school for negroes in, 1561 ; schools for colored, 1554. Washington State, constitution of 1889 on edu¬ cation, 1403 ; educational exhibit of, 491. 492, 1143; land-grant act for education, 1273; location of exhibit, 624; medical diplomas recognized in, 1623; medical education in, 1620; medical requirements, 1620, 1622; pe¬ cuniary aid to students, 1592; provision for agricultural college, 1285; specific land grants to, 1274; statistics, Agricultural and Mechanical College, 1974, 1980 ; blind insti¬ tutions. 2057,2059-2060; city schools, 1799; commercial colleges, 2023, 2040 ; deaf institu¬ tions, 2043, 2047, 2049 ; institutions for feeble¬ minded. 2061, 2063. 2064; normal schools, 2008, 2017 : public high schools, 1877 ; reform schools, 2068, 2072 ; universities and colleges, 1967 ; temperance education law. 1166. W ashington and Jefferson College, aid to students, 1590. Washington and Lee University, aid to students, 1592; gift of AYashington to, 1304. See also Liberty Hall Academy, 1299. AYashington College, Maryland, aid to students, 1582. Washington College, Yirginia. See Washington and Lee University. Washington University! St. Louis, Mo., 1128, 1700; aid to students, 1585. Waste of time and energy, 13. Watch and clock making, 188. AYatch making, exhibit of schools for, 589. Waterhouse, R. G., 416. Waterman, Darwin S., 408. Waterman, S. D., 399. AYaters, AYilliam E., 418. Watson, Foster, 436. Watson, Sereno, death and sketch, 1759. W arts, AYilbur, 404. Watzohlt, Gust. Ad.. 1782. Waupaca high school, 1116. Wayland, Dr.. Life of, quoted, 1313. Weak points in secondary school work, 14. Weather as a cause of holidays, 42. Weather Bureau exhibit, 1144. Weathersfield, Conn., action on school question 1658, 1241. Weaver, E. W., 401, W eaver. AY. D., 400. Webb, Alexander S., 413. Webber, S.E.,401. Weber, Rev. and Mrs., 1737. Weber, H. H.,406. Weber. T.. 391. Webster, Daniel, quoted on free schools in Rcw England, 1552 note. Webster, "Frances L., 1124. Webster’s Institute, mentioned. 1254. Weights and measures, J. Q. Adams’s report on, mentioned, 1310; legal system, 169. Weimer, H. G., 402. Weinland, Rev. and Mrs. W. H., 1737. Welcome, address of, 437. Welch, William H., on higher medical education, 1629-1631. Welde, Mr., 1226. Weller, J. A., 411. Wellesley College, aid to students, 1593; exhibit, 482; library, 882: mathematics in, 526. Wellington, Mr.! publishes articles on civil-engi¬ neering schools, 658 ; quoted on American degrees, 671 ; quoted on total proceeds and average price per acre of lands granted for education, 664: tables of technical schools reproduced, 665. Wellington, Asa, death and sketch, 1760. INDEX. 2151 ■Wellington, Isaac M., 400. Wells. Benjamin W., 887. Wells, E.O., 1113. Wells, J.E., 436. Wells, W. H., 1510. Wells, William, 1494. Wentworth, Governor John, 1020. Werner-Siemens, 674. Wesendonck, E., 395. Wesleyan Methodists, 213. Wesleyan University, Connecticut, aid to stu¬ dents, 1577 ; exhibit, 1097 ; library, 884. Wesleyan University, Iowa, 1125. West, Prof. A. F., 423, 424, 425. West, G.M.,391. West. Julia K., 404. W est, Miss Theresa, librarian, 576, 877, 963, 975. W est, women teachers in the, 545. West Australia, statistics of education in, 2080. West Boylston high school, 1159. Westermann, B., &Co., mentioned, 526. Western College, Iowa, 1126. Western College of Teachers, 1495. Western lands, claims and disputes over, 1268. Western Maryland College, aid to students, 1582. Western Eeserve, retained and used by Connecti¬ cut, 1256, 1257, 1259, 1260, 1271. Western Eeserve University, 91; aid to students, 1589. Western States, full treatment of education in constitutions of, 1342; lower standards of admission to scientific schools, 668. Western University, 243, 1085. Western University of Pennsylvania, aid to stu¬ dents, 1589; exhibit, 1085. West Hartford (Conn.) public library. 952, 966. West Indies, statistics of education, 654. Westinghouse, G-, jr., 660. W estminster College, aid to students, 1585. West Point. See Military Academy at West Point. West Virginia, Agricultural College, 1689 ; colleges in, 1694 ; constitution of 1863 on education, 1344; of 1868, 1370; education in. 1863; edu¬ cational exhibit, 502; exhibit, 1136; illiter¬ acy, 1687 ; land-grant policy not applied, 1270; medical requirements, 1622; Peabody fund in, 1136; people of, responsive to pro¬ gressive suggestions, 1695 : pecuniary aid to students, 1593; popular education, 1693; re¬ sources, 1686; State normal schools, 1089; statistics, Agricultural and Mechanical Col¬ lege, 1974, 1976, 1980; blind institutions, 2056, 2059, 2060 ; city schools, 1799 ; commercial colleges. 2023, 2040; deaf institutions, 2042, 2047, 2049 ; law schools, 1989 ; normal schools, 2008, 2012. 2017; public high schools, 1878; reform schools, 2067, 2072; universities and colleges, 1967; women’s colleges, 1971; tem¬ perance education, law, 1163. West Virginia Universitv, aid to students, 1593. Wey, Dr. H. D., 434. Weyer, O. W., 401. Weymann, Pastor, death and sketch, 1765. Weymouth, Mass., Tuft’s library, 958, 971. Whales, destruction of, 1725. Wheatley, Henry B., 1014. Wheaton College, aid to students, 1580. Wheeler, Benjamin I., 1494. Wheeler, Henry O., 408. Wheelock, Eleazar, 1019; efforts to convert In¬ dians, 1252; land for Indian school to, 1266. Wheildon, William W., death and sketch, 1760. Whelpley, A. W., 871. Whewell scholarships in Cambridge University, Wliippen, Frank W., 408. Whitaker, Martin P., 407. Whitcomb, Arthur K., 402. White, Dr., exhibit of educational doctrines, 486. White, Professor, mentioned, 1300. White, A. D., cited, 1312; prevents division of land-grant funds, 665. White, E. E., 427, 1500, 1510; cited, 1275; draws bill for a bureau of education, 1289; pre¬ sents question of a bureau of education, 1288, 1290-1291 . White, Mr. and Mrs. F. F.. 1740. White, George Holbrook, 1779. White, J. B., 405. White, J. M., 403. White, J. U., 403. White, Prof. James J., 1779. White, Eev. Jos. P., 1740. White, S. H., 1510 ; reads paper, 1288. White, W. J., 405. White, Eev. William E., 1688, 1692. White, Z. L., 45. White and the black, education for, 442. “ White City,’’ avenues of. 442. White Mountains, resort, 528. White schools, statistics of attendance in South, 1558. White students, 75. Whitewater School. 1116; award to, 1117. Whitford, William C.. 417. Whiting, Lilian, 951, 965. Whitman. B. L., 411. Whitman, H. S., 418. Whitman, Walt, death and sketch, 176Q. Whitman College, aid to students, 1592. Whitney, A. S., 402. Whitney. Barney, 405. Whitney, Carrie W.. 959, 971. Whitney, Ellen F., 955, 968. Whitney, Joseph Ernest, 1779. Whitney, M. A., 402. Whittemore, Henry, 402. Whittier, John G., death and sketch, 1760. Whittier College, 1125. Whittle, W.E.T 407. Whitworth, Henry, 405. Wickersham, J. P., 1226, 1261, 1496, 1510 ; on Penn¬ sylvania act of 1693, 1264; quoted on free schools in Wyoming Valley, 1266; quoted on Quakers, 1262. Wickham, Eev. Joseph D., death and sketch, 1760. Widney, J. P., 409. Widower, 158. Width, K., advocates importation of reindeer, 1730. Wiedemann, Franz, 395. Wiesendanger, U., 1784. Wiesfricht, Mrs., death and sketch, 1765. Wiessner, Eduard, 395. Wiget, Theodor, 395. Wigge, H., and P. Martin, 395. Wiggin, Mrs. Kate, 1141. Wiggin, Kate Douglas 391, 949. Wiggins, B. Lawton, 416. Wight, O. C., 1498. Wilber, Thomas C., 405. Wilberforce University, aid to students, 1589 ; ex¬ hibit, 495, 1097 ; law course mentioned, 1566; theological course mentioned, 1568. Wilcox, M. A., 1494. Wild flowers of Canada, exhibit, 509. Wilder, William H., 410. Wilderspin, S., 391. Wildes, F. C., 401. Wiley, Eliza G., 1100. Wile3'. Bishop Isaac W., 1779. Wiley, William H., 400. Wilkes, Capt. Charles, 704. Wilkesbarre, Osterli out free library, 962,975; tax for schools, 1773, 1267. Wilkinson, D., 259. Will, muscles the organs of, 367. Willamette University, 1143. Willard, Emma, 1484. Willard, Eev. E. S., 1740. Willard, Everett C., 399. Willcox, E. S., 882, 953, 966. Wille, Eector, 1782. William, Emperor, appoints December conference, 533. William, Frederick, 249. William IV, Duke, issues first school ordinances of Bavaria, 325. William and Mary, disapprove Pennsylvania act of 1683, 1264. William and Mary College, Jefferson on, 1305. William Jewell College, aid to students, 1585. William Penn Charter School, founded 16S9, 1264- 1265. Williams, James F., 399,879. Williams, John E., 406. Williams, Miss Lillie A., 436, 956, 969. 2152 INDEX, Williams, Dr. S. G., 429. Williams, Sherman, 404. Williams, Talcott, 999. Williams. W. A., 414. Williams, William G., 405. AVilliams College, aid to students, 1584; exhibit, 482,1058. Williamson. W. H.. 400. Willimantic public library, 952, 966. Willingham, Henry J., 409. A\ illis, dames, 420. Willman. Otto, 395. Willmartb, Mrs. H. M., 424. Wilmington College, aid to students, 1589. Wilson, Mr., mentioned, 1227. Wilson, Mr., supports national university in Federal Convention. 1213. Wilson. Professor, mentioned. 570. Wilson, B. F., 419. Wilson, Sir Daniel, death and sketch, 1765. Wilson, J. Ormond, 1213, 1510. Wilson, W. A .. 418. Wilson. William L., 1689. Wilson, Prof. Woodrow, 425. Wilt, Prof. A. D., 433. Wilt, Oweu R.. 407. Winans, George W., 401. Winchell, Professor. 729. Winchester, G. F.. 960, 972. Winn, John B., 407. Winn, P. P.,417. An inne. J. St., 1784. Winnowing, 982. Winship, A. E.. 391, 396, 1154, 1194. Winslow. H. G., 1779. Winsor, Justin, 580, 728, 870, 927, 928. Winston, George T., 413. Winthrop, John, mentioned, 1226, 1227. Wisconsin, against German evangelical parochial school. 537; constitution of 1818 on educa¬ tion. 1332; deaf and dumb institution, 1119; district subdivision, evils of, 1113; educa¬ tion exhibit, 1113: exhibitof liberal arts, 488; exhibit of physical apparatus. 634; free uni¬ versity of, 524; medical requirements, 1622; pecuniary aid to students, 1593: religious question in schools, 536; supreme court on. 536; statistics Agricultural and Mechanical College, 1974,1980; blind institutions, 2056, 2059, 2060; commercial colleges, 2023, 2040; city schools, 1800 ; deaf institutions, 2043, 2047,2049-2054; law schools, 1989; medical schools, 1995 ; normal schools, 2008, 2012, 2017 ; nurse training schools, 2001; pharmaceu¬ tical schools, 1998; public high schools, 1878 ; reform schools, 2067, 2072 ; schools of theol¬ ogy, 1987 ; universities and colleges, 1967 ; woman’s colleges, 1971; temperance educa¬ tion law, 1159. Wisconsin State Historical Society library, 876. Wise, Henry A., 402, 1096. Wisman, J. M., 415. Witchcraft, method of treating, in Alaska, 1745. Witmer. I. K., 406. Witter, F. M., 401. Woburn public library, 886, 958, 971. W offord College, aid to students. 1590. Wohl, - , death and sketch, 1765. AATolf, Cantor, death and sketch, 1765. W olf, Innocent, 411. Wolf, Dr. P. 1784. Wolfe, H.K. 391 Wolfe, L. E., 1657. Wolff, Eev. and Mrs., 1737. Wolkonsky, Prince Serge, 10, 424; delegate to World’s Fair, 556; on higher education of women in Russia, 687-690; on Tadd’s new method of drawing, 645 ; presides over com¬ mittee on education, 689. Wolle, Francis, 1779. Woman suffrage, influence on education, 1341. Woman's building, education in, 624. Woman’s College of Baltimore, aid to students, 1593; exhibit, 485. Woman’s Congress, account of, 586. Woman’s library of World’s Fair, visited, 583. Woman’s Medical College, Philadelphia, 1087; statistics, 1628. W Oman's Silk-Culture Association, 1088. Women, activity in business, 516; admitted to academic "degrees, 186; to certain colleges, 525; to the Danish University, 1191; to University of Montana, 14.2 ; American, in educational congresses. 624; as librarians, 748; as nominal principals, 1697; Associa¬ tion of Collegiate Alumna} of, 468; at Cook County Normal School, f91 ; colleges for. 88. 641; aid to students, 1593-1594 : anthropo¬ metric tables, 528; equipment of. 532; health of, 532; number, 546; represented at the Co lumbian Exposition by Bryn Mawr, Yassar, Wellesley, 467; statistics, 1969; success. 531; colleges and collegesettlements, 530; educa¬ tion of, 595, 596; as doctors and nurses, 1107 ; babies of lady graduates. 653; exhibit. 1173; English exhibit of, 653 : in America and Ger¬ many, 499, 531; eligible to school ortices in Pennsylvania, 1372; employmentof. in Amer¬ ica, 526; higlieredueation, 595 ; etfecton birth rate, 595; in Russia. 10, 687-690: homeopathic medical school for, 612; in American medi¬ cal colleges, 607 ; in Chicago Normal School. 565; in Government service, 546 ; statistics, 1628; industry adapted lo, 187; industrial work, exhibit of, 448; lack of education in Japan, 655; local committees of, 225 ; main influence of, iu India, 270; medical, in United States, 1628; lack of facilities for, in Can¬ ada, 1628 ; opportunities for, in Ireland, 1628 ; position of, in Europe, 1628; statistics of European universities, 1628; medical schools for, 608; in United States, 610; on school boards, 619; optional b ancliesfor, 170; peda¬ gogical degrees conferred on, 635 ; physicians, 12; iu United States, 604; political rights, 586; position in America, 586 ; professors in coeducational institutions, 546; in Univer¬ sity of Chicago, 641 ; qualified school electors in Montana, 1401; in North Dakota, 1398; in South Dakota, 1394; ’relation of college, to progress in domestic economy, 468; salaries in Massachusetts reduced, 546; secondary education in Germany, 499; sphere of, 10; subjection of, in India, 270; teachers, 649; cause of rise, 545, 546; discussed, 544; for mixed schools, 539 ; future of, 545 ; high pro¬ portion of, 523; in Alaska, 587; in Belgium, 167; in Central and AVesteru States, 565; in Frcebel schools, 649 : in medical colleges, 611 ; influence, 546; lack of, in early Massachu¬ setts, 1237 ; lack of training, 565 ; methods of, 622 ; must be unmarried in Bavaria. 331 ; number and ratio, 23, 251 ; number in Amer¬ ica, 564; per cent of, 1183; preponderance of, 544 ; salaries, 565, 615 ; in Pennsylvania, 546 ; sketch of Mme. Kovalevsky, 689 note; sta¬ tistics. 545, 564, 586 ; work of, formerly and now, 1174. See also Teachers. Women and Children’s Hospital, 1109. Women's Educational Union of Breslau, exhibit, 1184. Wood, Glen, 1779. Wood, Sir Henry Trueman, 424. AYood. Hiram Dayton, 1779. Wood, Judson I., 404. AYood, Moses E., 419. Wood, Dr. T. D., 434. Wood and metals, working of, 188. Wood carving, impressions made by German, 570. Woodley, O. J., 402. Woodrow, James, 415. Woods, C. C., 413. AYoodstock College library, 884. Woodward, A. E. B., 893. Woodward, Bezaleel, 1020. Woodward, Prof. C. M., 432, 1128 ; work on manual training, 526. Woodward, R. C., 962, 974. Woodwork, inlaid, exhibit from Arabia, 500. Woody, H. G., 400. Woolfe, Henry D.. advocates the introduction of reindeer, 1727. Woonsocket, R. I., Harris Institute library, 963, 975. Wooten, J. G., 407. INDEX. 2153 Woofers, J. E., 400. "Worcester, Rev. John Hopkins, 1770. Worcester College, aid to students, 1601. Worcester exhibit, 1083. Worcester free public library, 875, 958, 971 ; class rooms, 697. Worcester Hormal School, methods cf studying children, 636. Worcester Polytechnic Institute, length of course, 668. Worcester State Normal School exhibit, 482. Work, distribution of, 195; schedule of, 198; spe¬ cializing of, 1505. Workingman s Home in Midway Plaisance, 1087. Workingman’s house as a model, 1149. Workingman’s School (Felix Adler’s) exhibit, 484. Workingmen’s College, 260. Workmen, scientific instruction for, 186. Workmen, skilled, 256. World Almanac, 938. World’s Congresses, K. Fredericksen on, 641-644. World's Fair, educational exhibit at 458; surgi¬ cal exhibit in, 605; attracts foreign educa¬ tors, 521 ; disseminating power of, 453 ; edu¬ cational exhibits, 548, 549; French account of, 585; Jules Violie on, 593-595; normal training, account of, 569; official opening of, 587 : plan for education at, 548 ; scope and extent, 548; utilization in school work, 458. Wright, D. S., 1124. Wright. Homer, 399. Wright, L. L., 402. Wright, Hathan M., 407. Wrigley, Mrs. S. A., 954, 967. Writers, 267. Writing, 170, 177 ; exhibit from Sydney, Hew South Wales, 504; importance in American system, 626; methods of teaching, 452; use of, in examinations, 632. Written examinations, 751. Wunderlich, Michael, 1780. Wundt, W., 395, 464, 085. Wiirtemberg, educational exhibit at World's Fair, 549; elementary school work. 156 ; illiterate recruits from, 328; lawmaking powers, 323; state and ecclesiastical control of schools, 324; statistics of education, 2076. Wurzburg, teacher’s salary in, 335. Wvckoff, Adelaide E., 891, 436. Wylie, W.B., 401. Wyoming, constitution of 1890 on education, 1407 ; medical requirement, 1622 ; pecuniary aid to students, 1593; political rights of women, 586; provision for Agricultural College, 1286; statistics, Agricultural and Mechani¬ cal College, 1974, 1980; city schools, 1800; public high schools, 1881 ; universities and colleges, 1967. Wyoming Valley, Pa., adjudged to Pennsylvania, 1266 ; Connecticut settlers in, 1265. See also Pennsylvania. Wyss, Dr. G-. von, i784. Wythe, Chancellor, mentioned, 1307. Y. Yale College, 522, 1250; graduates in Congress, 1256; mentioned in constitution of Connec¬ ticut, 1321 ; proposals to give western Con¬ necticut lands to, 1257. Yale Review, quoted, 537. Yale University, 71; aid to students, 1577-1578, church influence at, 676 ; diagram oi courses in Sheffield School, 685; discussed, 686; ex¬ hibit, 467, 483, 1066; imitates library cata¬ logue, University of Halle, 583; large sums received, 661 ; library, 870 ; list of graduate s, 1067 ; preparatory medical course, 602; sum¬ mary of, 603 ; requirements for admission to scientific school, 668; Sheffield Scientific Institute, founded, 661 ; mentioned, 603 ; underestimates engineering department, 675; women in, 525. Yamao, Y., 1209. Yancey, A. K., 418. Yanjul, T. T., work on university extension, men¬ tioned, 653. Yankton College, aid to students, 1590. Yates, James, 750. Yates, William 1ST., 414. Year Book, Statesman’s, 158. Yeargin, Miss Mary E., 1779. Yeates, J. D., 1498. Yezo (islands). 1207. Yoder, Mr., 384. Yoder, A . H., 391. Yoder, Robert A.. 414. Yonge, C. M., 949. York, Duke of, gift of Hew Hetherlands to, 1265. Yost, M. A., 414. Young, Professor, mentioned, 1301. Young Isaac E., 404. Young, J. B., 400. Young, R. (I., 403. Young, Rev. S. Hale, 1741. Young, W. C., 411. Young Men s Christian Association in Ontario, 243 ; notice of work, 651. Young Men’s Institute. Hew Haven. 952. Young Men's Mercantile library, Cincinnati, 878. Yount, W. B., 416. Youth, ditferences between the epoch of, 441. Ypres, 161, 191, 192. Yucatan, semibarbarians of, 1216. Z. Zaffank, J.,320. Zahm, John I., 413. Zamins, 191. Zander, C., death and sketch, 1765. Zangemeister, K.. 896. Zarncke, library of, mentioned, 577. Zeller, J. W., 405. Zenfina system, 270. Zentralverein fur das gesammte Buchgewerbe, work of. 597. Zettler, Moritz, 435. Ziller, Tuiscon, 395. Zillig. 395. Zippel and Bollman, botanical charts of, men¬ tioned, 640. Zollars, Ely V., 414. Zollinger, Edwin, 283. Zoological charts, mentioned, 640. Zoology, funds of Lawrence used for, 663. Zootomical preparations exhibited, 640. Zoroastrian community, 266. Zukunft, criticises exhibit of pupils’ work, 554. Zurich, 173. o FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE VILLANOVA UNIVERSITY L1 11. A3 *1892-093,002 9346 00027375 7 27375 L 111 • A3 v.2 27375 L 111 .A3 tlor-7-2 93 = i NAME ■ U.S. Bureau of Edueetion Annual report ' 1392-93 H r| l J . U.S. Bureau of Education Annual report, 189 2-S3